- навчальна: закріпити новий лексичний матеріал за темою «Шкільні предмети», практикувати мовні засоби за темою «Шкільні предмети», формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;
- розвивальна: розвивати мовленнєві компетенції, комунікативні здібності учнів, навички аудіювання та діалогічного мовлення, толерантного ставлення до однокласників;
- виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі,
- Обладнання: картки за темою «Шкільні предмети».
- Disappearing Cards Game
Stick five flashcards “the days of the week” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the missing one. Repeat removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from the memory. You can also play the game by writing five words on the board, then rubbing them out one at a time.
- Start a day-of-the-week chain round the class
- Listen and repeat (p. 30, ex. 1)
Books open. Teach and then drill the new words using the pictures.
Read out the caption for each of the pictures in turn, while pupils listen and look at the pictures. Use board sketches, miming and gestures to check if pupils have understood the meaning of the new words.
Pupils take turns to read out the words. Help with pronunciation. Go round helping.
Use the flashcards and ask pupils to go to the board, point to the necessary flashcard and repeat the new words. If the class is strong ask pupils to make sentences with the new words.
- Choose and say (p. 30, ex. 2)
Ask pupils to read the sentences and complete with the suitable word combinations.
Pupils read and complete. They can translate the sentences if it is necessary.
- Ask and answer (p. 31, ex. 3)
Ask pupils to look at the pattern questions and answers about different questions.
Read them in pairs.
Pupils read the dialogue using the words from the table. Then they take turns to ask and answer in the same way, using the pattern and the table again.
Pupils act out the dialogue in pairs using the school subjects. One or two pairs act out the dialogue, and so on. Repeat with several different pupils.
READING AND WRITING
- a) Listen, read and act out (p. 31, ex. 4)
Books open’. Read the dialogue. Pupils listen and read too.
Ask questions about the characters on the page, “Who are these children? What are they doing? What lesson is it?” Then ask about the characters’ clothing “What colour is Kim’s dress? What colour is Tom’s T-shirt?”
Present the words “paints” and “to draw”. Mime the word “counting” and draw something on the board. Show the flashcards of these words if you have and drill the new words. If pupils don’t understand the meaning of the words translate them into their mother tongue. Read the dialogues again.
Ask pupils to read and practice the dialogue for a few minutes. Go round helping.
One or two groups read or act out the dialogue.
Repeat with a different pupil, but this time let pupils choose partners to act them out with.
Repeat with several different pupils. Do choral and individual repetition. Monitor the activity and help where necessary,
- Make up your own dialogue
Read the dialogue again and pause after each sentence. Read every sentence dramatically and tell pupils to repeat after you.
Ask pupils to read the dialogue 2 and complete it.
Transfer: pupils fill the gaps in the dialogue, using the words from the first dialogue to make true statements about themselves.
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.
Pupils read and practice their dialogues in groups. One or two pairs act out the dialogue.
Write another dialogue on the board changing the main words from the dialogue and underlining them.
- Write about your favourite lesson (p. 31, ex. 5)
Write the sentences on the board and finish them with different pictures. Ask pupils to name the pictures.
Pupils read the beginnings and name the pictures which they like. Then ask pupils to write the full sentences down in their exercise books. Ask some strong pupils to write sentences on the board too.
Walk round the class and praise their efforts, “Good! Well done!”
ENDING THE LESSON
- Robot Game
The class pretends to be robots and do as you tell them.
Say the classroom commands. Pupils listen and do the actions. Monitor the activity and help where necessary.
Read (p. 30, ex. 2, p. 31, ex. 3, 4)
Use Workbook tasks at the lesson or at home.