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Lesson 7. Мої шкільні друзі

Мета:

  • навчальна:закріпити лексичний матеріал за темою «Я, моя сім’я та друзі», прак­тикувати мовні засоби за темою «Я, моя сім’я та друзі», формувати навички вжи­вання нових лексичних одиниць, вдосконалювати компетенції читання, аудіюванняй усного діалогічного мовлення;

  • розвивальна: вчити 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;
  • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі.
  • Обладнання: картки за темою «Дозвілля», плакат «На уроці англійської мови»

Хід уроку

WARM-UP

  1. Miming Game

Give pupils instructions to mime actions (for example what they do at an English lesson) for the other pupils to guess. These instructions can be written on slips of paper so pupils can use the words from the chant again.

PRESENTATION

  1. Listen and repeat (p. 36, ex. 1)
  2. 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.

  1. Ask the question “What do you like doing?” Pupils have to answer using the new words.

Repeat the question with several different pupils.

PRACTICE

  1. Read the text (p. 37, ex. 2)

Pupils listen and read the text in silence. If it is necessary translate it into the mother tongue.

Then read the text again. Ask pupils to read it too. Pupils either read the text silently to themselves or they work on it together in pairs.

Then pupils read the text in a chain. Ask to translate difficult sentences into the mother tongue.

Go round helping. Do choral and individual repetition.

After reading: ask pupils the questions “Does Tom go to school? What days does he play football? What does he do on Sunday and Saturday?”

Pupils may also be asked to write answers to the questions in their exercise books.

Do choral and individual reading again.

Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.

  1. What does Tom usually do?

Tick and say (p. 37, ex. 2).

Pair work

Ask pupils to read the sentences in the exercise and complete them with the true word combinations about Tom in the exercise 2.

Tell them that they are going to agree or disagree with the word combinations and choose the right ones. Pupils read and choose correct variants. Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words translate them into the mother tongue.

  1. Work in pairs. Ask and answer (p. 37, ex. 4)

Pair work

Ask pupils to read the questions and answers in pairs.

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

Ask pupils to read and practice 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.

Transfer: encourage pupils to make their own questions and answers too.

Write some sentences in pupils’ exercise books if you have enough time.

READING AND WRITING

  1. Write and say about yourself (p. 37, ex. 5)

Write the sentences on the board and finish them with different suitable 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!”

Extra

True or False Game

Hold a flashcard facing you and tell pupils you are going to say a true or a false sentence.

Say the true or false sentence about the card in your hand, e.g. hold a picture “to play basketball” and say “I like playing tennis”.

If pupils think you are telling the truth, they call out “True!” If they don’t, they call out “False!” Alternatively, pupils can do one of two agreed actions.

Reveal the flashcard in your hand then ask a pupil to choose a flashcard make sure that the other pupils can’t see it.

Ask the pupil to say a true or false sentence about the flashcard that he/she has got.

Continue until all of the words have been practised.

ENDING THE LESSON

Stick a school objects picture or some other pictures to the board. Ask pupils to look at it/them.

Ask pupils to name the objects.

Home work

Read (p. 37, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

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