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WARM-UP

1. Game "Miming Game"

Give pupils instructions to mime actions (what they do at an English lesson or after school) for the other pupils to guess.

PRESENTATION

2. Say as in the example (p. 115, ex. 1).

Revise comparative and superlative forms of adjectives.

Read the example.

Pupils read the word combinations and the words in the brackets.

Ask pupils to make sentences according to the examples.

PRACTICE

3. Complete the sentences. Use the Present Simple / Present Continuous tenses (p. 115, ex. 2).

Ask pupils to make sentences using the Present Simple / Present Continuous tenses.

Pair work: Pupils read the sentences silently to themselves or they work on them together in pairs. Pupils match suitable forms and fill in the gaps. If it is necessary, translate the words into the native language.

Then they read the sentences aloud.

Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the native language.

Go round helping. You can ask pupils to write the sentences down.

Do choral and individual reading again.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

Ask some bright pupils to write the sentences on the board too.

Key: 1. are; 2. is; 3. is making; 4. is listening; 5. am; 6. am watching; 7. don’t know; 8. is finishing; 9. doesn’t; 10. reads; 4. don’t, has got.

READING AND WRITING

4. Work in pairs. Fill in the table and match pictures to the verbs (p. 116, ex. 3).

Stick the table “The Verbs” on the board.

Pupils read the three forms of irregular verbs chorally and individually. Ask pupils to complete the table in their exercise books. Pupils write the verbs.

Then pupils say the actions and fill in the gaps.

Key: 1. give A; 2. sing B; 3. meet C; 4. see D; 5. write E;

5. draw F; 7. buy G; 8. drink H; 9. eat I; 10. swim J.

5. a) Say the Past Simple form of the verbs below (p. 117, ex. 4).

Ask pupils to read the irregular verbs and give the Past Simple form of them.

Write these verbs into the pupils’ exercise books.

Do choral and individual reading again.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

b) Complete the text with the verbs above. Use the Past Simple tense.

Pupils read the text and complete with suitable verbs in the Past simple tense.

Key: 1. did; 2. met; 3. told; 4. went; 5. won; 6. gave; 7. said, was; 8. became; 9. had; 10. came.

6. It is Saturday tomorrow. Write about six things you are going to do on Saturday. Start like this (p. 117, ex. 5).

Remember pupils they are going to make sentences with the words ‘am going / is going / are going’.

Pupils read the beginning of the story and try to finish it.

Go round helping. You ask pupils to write the sentences down.

Do choral and individual reading again.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

ENDING THE LESSON

7. Game "The Silent Dictation"

Hold up a picture of any activities in summer.

Pupils write down the word or the word with a preposition in their copybooks.

Ask two or three pupils to write the words on the board to check up the spelling.

Home work

Read (p. 115, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

Клас

Stories

The stories include structures and vocabulary presented in the course

Pupils have a chance to see the language in a genuinely communicative context.

Learning to read for pleasure is important, as extensive reading is one of the best ways of learning the language.

The questions and simple exercises in the stories help to develop reading skills by checking if pupils have understood the idiomatic expressions, the main events and the sequence of the stories.

1. Put the words in the correct order to make sentences. (3 points)

1. I / ten / old / am / years

2. Form

   they / England / are / from / ?

3. not /1 / Great Britain / from / am

4. friends / they / are

5. you / are / how / ?

6. you / know / do / Steve / ?

2. Write am, is or are. (3 points)

Hello, I Molly and this Steve. We a brother and a sister.

Steve nine. I four. We from Great Britain.

3. Fill in the gaps with the correct form of the adjectives in brackets. (3 points)

I am the (old) in my family.

Kyiv is (old) than Kharkiv.

My mum is (young) than my Dad.

Steve is the (handsome) boy in our school.

My room is as (big) my sister’s room.

This is a (interesting) book than the one I read

last month.

4. Complete the text using the words from the box. Is it the Present Simple tense or the Present Continuous tense? (3 points)

kitchen	bedroom	kitchen
sitting room	garden	bathroom

It’s Sunday, my favourite day of the week. I am sitting in the

watching a cartoon.

My mum is making coffee in the . My dad is in the

washing his car.

My Grandmother is cooking dinner in the too. My brothers are

singing with the karaoke machine in the but Grandfather is sleeping.

I can’t believe itl Where is my sister? She’s having a bath in the .

It is tense.

Form