- навчальна: активізувати та практикувати вивчений лексико-граматичний матеріал за темою «Я, моя сім’я і друзі»; формувати навички вживання вивчених та засвоєних лексичних одиниць, повторити структури визначення часу, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; формувати навички вживання нових лексичних одиниць та граматичних структур у діалогічному мовленні;
- розвивальна:розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; вчити уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи;
- виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі.
- Обладнання: картки за темою «Сім’я», «Професії», «Час. Годинник», плакат «Дієслово tobe».
- Spelling Shark Game
This is a version of the traditional “Hangman” game. Briefly explain the rules to the class. You can play the game to revise the vocabulary needed for the lesson.
Think about any word, e.g., “animal”. Don’t say it out loud. Draw a “cliff” line down from the end of the bottom row. At the bottom of the “cliff” draw a shark and the sea. Draw two dashes for the letters in a sport activity,
“____ і___ Pupils take turns to guess one letter in the sport activity. If that
letter is in the word, write it in the appropriate blank on top row. If it is not in the word, draw a little “stick figure” starting to walk along the bottom row of blanks towards the edge of the cliff. Pupils have to guess all the letters correctly before the stick figure falls over the cliff and into the shark’s jaws.
- Listen and read (p. 50, ex. 1)
Tell pupils to look at the pictures. Say pupils they are going to read some sentences about Jack. Ask pupils “What is Jack’s profession? Where does Jack work?” ask other questions.
Read the sentences. Pupils listen and read in silence.
Pupils read the sentences in pairs and point to the right picture. Go round helping pupils.
After reading: ask questions about the details of the picture “What does Jack do at the zoo? When does Jack feed animals? What do pupils think a zookeeper does each day?”
Ask pupils to read the sentences one by one again.
Talk to the class about Jack’s day. Which parts of his job do pupils think Jack likes the most? What parts do they think he likes the least? Would any of the pupils like to be a zookeeper when they grow up?
- Ask and answer (p. 50, ex. 2)
Pupils in pairs take turns to ask and answer the same question “Does Jack drive to the Zoo?”
Pupils in pairs read and practice the dialogue. One or two pairs act out the dialogue in front of the pupils.
Flashcard Circle Game
Do this activity if you are able to form a circle in your classroom.
Give a pupil one of the flashcards “Jobs” you are studying and ask him/her to say the word, then pass the card on.
Each pupil says the word as he/she receives the card.
After a few pupils have said the first word, introduce a second flashcard. Gradually introduce all of the flashcards so that they are going around in a circle or along the line.
Shout “Stop!” at any point and ask the pupils holding each of the cards to hold them up and say the words,
READING AND WRITING
- Complete, point and say (p. 51, ex. 3)
Ask pupils to close the books and write these times on the board: ten o’clock, eleven o’clock, eight o’clock, nine o’clock, etc. Ask pupils if they can remember what Jack does at these times each day. Ask individual pupils to come and write sentences beside the appropriate times on the board. When all the times have a sentence written beside them, ask pupils to open their books. Read the sentences aloud to the class, so pupils can check if they were right. Extra
Pupils make a grid of six squares. They write time in each square. Call out time at random: if pupils have the time you call out on their grid, they tick it, or cross it off, or cover it with a small piece of paper. The first pupil to tick/ cross/cover all six numbers on their grid calls out “Bingo!” and is the winner. This can also be played with words, e.g., school subjects, days of the week, animals, foods, toys, etc.
- Listen and repeat. Talk with your friends, (p. 51, ex. 3)
Books open. Teach and then drill the new word combinations using the pattern in the box: “I like cooking”. Read the pattern two or three times.
Use board sketches, miming and gestures to check if pupils have understood the meaning of the new word combinations.
Pupils take turns to read out the dialogue. Help with pronunciation. Go round helping.
Repeat the dialogue with several different pupils. Then ask pupils to make similar dialogues using the pattern. Write down the second dialogue on the board. Ask pupils to read it. Then ask one or two pairs to act the second dialogue. Do the same procedure with the other dialogues.
- Write 5 questions to Jack (p. 51, ex. 5)
Ask pupils to look at the picture. Then ask some questions about Jack, “Where does he work? What does he do at the Zoo? When does he go home?” etc.
Then ask pupils to imagine that they are going to ask the same questions to Jack.
Remember that they must change “does” into “do” in questions.
ENDING THE LESSON
- Silent dictation
Hold up a picture of a job (or a real photo of a job).
Pupils write down the word in their copy books.
Ask two or three pupils to write the words on the board.
Check the words.
Read (p. 50, ex. 1)
Activity bank: Describe your parents’ jobs.
Use Workbook tasks at the lesson or at home.