Хід уроку

WARM-UP

1. Game "Miming Game"

Mime an action you did yesterday e.g. “I helped my mother yesterday” or “I watched TV yesterday”.

Pupils guess what you did and call out the action in past.

Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and mime to the rest of the class.

PRESENTATION

2. a) Listen and repeat (p. 20, ex. 1).

Pre-reading: Ask pupils to look at the pictures.

Say the words.

Drill each new word two or three times.

Write these words down into pupils’ vocabularies.

Do choral and individual repetition of every word.

Stick the pictures of these words on the board.

Ask pupils to write the words near the pictures.

Monitor the activity and help where necessary. If you like, make sentences with these words.

b) Listen and read.

Tell pupils to listen to the text. Read the text.

Read it again and pause after each sentence. Read every sentence dramatically and tell pupils to repeat after you.

While-reading: Ask pupils: “What are the children going to do at the lesson? Do they have any photos of Kyiv? What is the main street in Kyiv?”

Pupils answer.

Ask pupils to read the dialogue. Pupils in groups of four take the parts of Miss Alison, Steve, Dan and Kim and practice the dialogue.

Post-reading: One or two groups act out the story.

Monitor the activity and help where necessary.

PRACTICE

3. Agree or disagree (p. 21, ex. 2).

Pair work: Ask pupils to read the sentences in the exercise.

Tell them that they are going to agree or disagree with the sentences.

Pupils read and choose the correct sentences.

Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words, translate them into the native language.

Key: 1. True. 2. True. 3. False. 4. True.

READING AND WRITING

4. Complete the sentences. Use the Past Simple form of the verb ‘to be’ (p. 22, ex. 3).

Ask pupils to make sentences using the verb ‘to be’.

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.

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. Were. 2. Were not. 3. Was. 4. Were.

5. Choose and say (p. 22, ex. 4).

Ask pupils to read the sentences and choose a suitable word.

Pupils read and choose a suitable word.

They can translate the sentences if it is necessary.

Individual or pair work: Pupils read the words silently to themselves or they work on them together in pairs. Pupils match suitable ones and fill in the gaps.

Then they read the sentences aloud. 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.

Then ask pupils to read the sentences in a chain. Ask weak pupils to translate some sentences into the native language.

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

Do choral and individual reading again.

Monitor the activity and help where necessary.

6. Write about the street you live in (p. 22, ex. 5).

Ask pupils to write about the street they live in using the beginnings of the sentences.

Go round helping.

Do individual reading. Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

ENDING THE LESSON

Home work

Read (p. 20, ex. 1).

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 10. Моє місто. Ступені порівняння прикметників

■ навчальна: презентувати новий лексичний матеріал за темою «Я, моя сім'я, друзі (місце проживання)», «Подорож»; практикувати мовні засоби за темами, формувати навички вживання нових лексичних одиниць; удосконалювати компетенції читан­ня, аудіювання й усного та монологічного мовлення;

• Клас

  розвиваюча: уважно стежити за презентованою інформацією; ефективно співпра­цювати під час парної та групової роботи, мотивувати готовність брати участь в ін­шомовному спілкуванні; розвивати різні типи пам'яті — слухову, зорову, увагу, уяву; учити працювати у парі, логічно висловлювати думку; розвивати усні комунікативні уміння з опорою на наочність; розвивати соціокультурну компетенцію;

• виховна, виховувати уміння сконцентруватися, слухати інших; формувати добро­зичливу атмосферу в класі; виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям; виховувати загальну культуру учнів, толерантність один до одного.

Обладнання: картки за темою «Я, моя сім'я та друзі», «Я, моя сім'я, друзі (місце прожи­вання)», «Подорож».