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Lesson1. Знайомтеся – це моя сім’я!

Мета:

  • навчальна: презентувати новий граматичний і лексичний матеріал за темою «Моя сім’я»; практикувати мовні засоби за темою «Моя сім’я»; формувати навички вжи­вання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;
  • 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: плакат та картки за темою «Сім’я», плакат «Дієслово tobe».

Хід уроку

WARM-UP

  1. Rhyming Words Game

Put two or three phonics cards up around the room, saying the words for children to repeat.

Ask children to stand up at their desks. Tell them you are going to call out words which rhyme with these words.

Call out other words from the phonics lessons which rhyme with these words.

Children point to the words on the wall. With a strong class, you may also ask them to repeat both words.

Gradually get faster and faster. Children who point to the wrong word are out and have to sit down.

Option: with a limited number of words, you may call out both the words on the cards and words which rhyme with them.

 

PRESENTATION

  1. Listen, read and learn the poem (p. 40, ex. 1)

Books closed. Pre-teach: revise the word “parents”’explain its meaning father and mother are parents. Then revise the words “uncle”, “aunt” and “cousins”.

Ask the pupils to open the books and look at the pictures.

Ask pupils what they think the rhyme is going to be about.

Pupils answer. Read the poem. Pupils listen. Read the lines of the rhyme. Pupils listen.

If necessary, help them to translate the words into their own language. Pupils listen and repeat after the teacher, first together and then individually. Ask pupils to read the rhyme chorally.

Keep the rhythm. Walk around helping pupils to read correctly. Then ask pupils to read the rhyme one by one if they like.

  1. Complete the dialogue with is, are (p. 41, ex. 2)

Work with the poster “The Verb to Be” or write down the verb to be with different personal pronouns on the board. Translate the meanings of the verb to be. Explain the short forms too.

Ask pupils to complete the dialogue. Read the dialogue and fill in gaps. Pupils listen and repeat.

Ask pupils to read the dialogues. Do choral and individual repetition.

PRACTICE

  1. Listen and check. Act out the dialogues (p. 41, ex. 3)

Listen to the right sentences again. Check them up. Ask pupils to read the dialogues in pairs.

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

Ask pupils to read and practice the dialogues for a few minutes. Go round helping.

One or two pairs read or act out these dialogues.

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

Repeat with several different pupils.

READING ANDWRITING

Extra

Bingo Game

Pupils make a grid of six squares. They write family words in each square. Call out the words at random: if pupils have a word 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 words 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.

  1. Write down these family words (p. 41, ex. 4)

Ask pupils to name the people in the family pointing to the pictures in exercise 1.

Revise the family words using the flashcards: “mother”, “father”, “sister”, “brother”, “aunt”, “uncle” and “cousins”.

Do choral and individual repetition. Draw pupils’ attention to task of the exercise.

Ask pupils to look at the letters and write down the family words.

  1. Describe your family photo (p. 41, ex. 4)

Ask pupils to put their family photos on the desks.

Ask some of them “Is this your mother/father?” Pupils answer using short answers, “Yes, he/she is. No, he/she is not.” If it is too difficult, they can simply say “Yes/No”.

Then stick some family pictures on the board. Read the beginning of the sentences and complete them pointing to the pictures of the family.

Pupils listen and repeat the sentences.

Pupils read and describe their photos using their family cards.

One or two pairs describe them in front of the board. You can help them to stick the photos to the board.

ENDING THE LESSON

Home work

Read(p. 40,ex.1)

Activity bank: Write about your family.

Further practice

Use Workbook tasks at the lesson or at home.

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