- навчальна:ознайомити з новими лексичними одиницями, активізувати уже вивчений лексико-граматичний матеріал, розвивати вміння та навички читання, письма, усного мовлення;
- розвивальна: розвивати логічне мислення, увагу та зорову пам’ять, спостережливість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікативні уміння з опорою на наочність;
- виховна: виховувати зацікавленість у розширенні своїх знань, загальну культуру учнів.
- Обладнання: таблиця за темою «Зовнішність», лялька.
- Play one or two rounds of the Spelling Shark with any new words from the previous unit, especially the jobs.
- a) Listen and repeat (p. 56, ex. 1)
Read and then drill the new words shown in the picture of a girl: “Touch your own hair, eye, nose”, etc. as the pupils listen and repeat.
Ask “What’s this?” as you point at the parts of the face. Pupils answer. Pupils take turns to read out the words for the parts of the face. Help with pronunciation.
Use the doll pointing to the parts of the face, b) Point and say (p. 56, ex. 2)
Pupils take turns to point at the parts of the face.
Revise demonstrative pronouns “this” and “that”, “these” and “those”. Revise the verb “to be”. Remember or explain again when pupils can use these words. If pupils have difficulties, explain this rule in the mother tongue. Help with pronunciation, singular and plural.
Point out that the word “eye” refers to one eye and that the word “eyes” refers to both eyes together.
Do the same procedure with the other parts of the face.
Odd One Out Game
Stick the poster “My Appearance” on the board. Say groups of three or four words, including one which is not on the poster.
Children listen and identify the word that isn’t on the poster. In pairs children then prepare a group of words based on the poster in the same way. They take turns to say their words to the class and identify the odd one out.
- Read and act out (p. 56, ex. 2)
Ask the pupils to look at the picture. Then ask the questions: “Who can you see? What do the girls have?”
Read the dialogue. Pupils listen and point at the doll. Ask the question “Who has got a doll?” pupils answer.
In pairs pupils read and practice the dialogue.
Act out the dialogue. Repeat with different pupils, but this time let the pupils choose a partner to act it out with.
Repeat with several different pupils. Ask the pupils to imitate the sounds and mime the actions.
Help or correct the pupils if they have difficulties.
READING AND WRITING
- Read (p. 57, ex. 3)
Pupils listen and read the text in silence and point at a teddy bear’s parts of the face.
Read the text again. 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 “What colour are the eyes? Is the teddy’s nose white? What colour is the teddy? How many ears has the teddy got?”
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.
- Agree or disagree (p. 57, ex. 4)
Ask pupils to read the sentences in the exercise and answer “True” or “False” about Tom’s teddy bear in the exercise 3.
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 mother tongue.
Divide the class into teams. Describe the poster “My Appearance” orally deliberately including some incorrect information. Children listen and call out “Stop!” when they hear a mistake. If they are right, their team scores one point; if they can correct the mistake they score an extra point.
- Choose and write. Describe your toy (p. 57, ex. 5)
Ask pupils to look at the pictures. Ask “What do you see?” Pupils answer. Ask pupils to choose one toy and describe it using the beginnings of the sentences.
Tell pupils they can use the necessary information from exercise 3.
ENDING THE LESSON
Read (p. 56, ex. 2)
Activity bank: bring and prepare the description of a favourite toy.
Use Workbook tasks at the lesson or at home.