1 602 перегляд(ів)

Lesson 2. Моє шкільне приладдя.

Мета:

  • навчальна: ознайомити з новими лексичними одиницями, активізувати вивчений лексико-граматичний матеріал попередніх розділів, розвивати вміння та навички читання, письма, усного монологічного та діалогічного мовлення;

 

  • розвивальна: розвивати логічне мислення, увагу та зорову пам’ять, спостережли­вість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив­ні уміння з опорою на наочність, вчити логічно висловлювати думку;
  • виховна: виховувати зацікавленість у розширенні свої знань, використанні на­вчального матеріалу в житті, загальну культуру учнів.
  • Обладнання: таблиця «Школа. Шкільне приладдя», тематичні картки.

Хід уроку

WARM-UP

  1. Revise the classroom commands and prepositions. Give instructions to the pu­pils: “Stand at the board, Mary. Put your pen under the book.” etc.

PRESENTATION

  1. Match the words with pictures (p. 24, ex. 1)

Books open. Ask pupils to look at the pictures and name them.

Ask pupils to read the words and spell each word.

Pair work

Ask one pupil to go to the board and write the first word on the board while another pupil is spelling it.

Dialogue: in pairs, pupils read and practice the words: “What’s Num­ber 1? — Number 1 is a desk. What’s Number 2? — Number 2 is a pencil.”

Keep the books closed. Put the small classroom objects listed in the exer­cise into the Feely Bag, naming each one clearly twice as you put it in.

Put your hand into the bag, feel about, ask “What’s this?” several times looking puzzled. Then pull out the objects one by one. Name each object two or three times again after pulling it out: “a ruler… a ruler…”

Pupils repeat the name of each object after you.

Present and practice “a book”, “a bag” and “an exercise-book”, pointing at and naming the objects. Pupils listen and repeat.

PRACTICE

  1. Read and complete (p. 26, ex. 2).

Ask pupils to name the pictures because they are going to make sentences using these pictures in them.

Pair work

Pupils say the words silently to themselves or they work on them together in pairs.

If it is necessary translate the words into the mother tongue. Then they complete the sentences aloud using the pictures. Ask pupils to read the sen­tences in a chain. Ask to translate difficult sentences into mother tongue. 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 strong pupils to write sentences on the board too.

  1. Ask and answer (p. 26, ex. 3)

Pair work

Tell pupils to read the questions and complete the answers in pairs using the information from exercise 2. Tell pupils to give short and full answers

Monitor the activity and help where necessary. Do choral and individual repetition.

Ask pupils ‘to read and practise their questions and answers for a few min­utes. Go round helping.

One or two pairs read or act out these questions and answers.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils. Write some sentences in pupils’ exer­cise books if you have enough time.

Transfer: write the beginnings of the questions and answers on the board and ask pupils fill the gaps “Do you like…?” or “I don’t…” to make true state­ments about themselves.

Then pupils fill the gaps, using the sentence “ITe/She doesn’t…” to make true statements about their friends.

READING AND WRITING

  1. Match, read and act out (p. 27, ex. 4)
  2. Ask pupils to look at the pictures. Ask “What school objects can they see? What colour is the bag/a pencil case/a pen?” Pupils answer.

Group work

Ask pupils to read the dialogue.

Monitor the activity and help where necessary. Do choral and individual repetition.

Ask pupils to read and practise their dialogues for a few minutes. Go round helping.

One or two groups read or act out these questions and answers.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils.

  1. Transfer: encourage pupils to make their own questions and answers using the beginning of the sentences from the dialogue.

Write one dialogue in pupils’ exercise books if you have enough time.

  1. Complete the sentences (p. 27, ex. 5)

Ask pupils to make sentences using the words from the brackets.

Individual or pair work: pupils read the words from the brackets silently to themselves or they work on them together in pairs. Pupils match suitable ones and fill in 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 strong pu­pils to write sentences on the board too.

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

ENDING THE LESSON

  1. Hangman Game

Home work

Read (p. 26, ex. 2)

Further practice

Use Workbook tasks at the lesson or at home.

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