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Lesson2. Мій друг


  • навчальна: презентувати новий лексико-граматичний матеріал, активізувати ви­вчений лексико-граматичний матеріал, формувати навички вживання лексичних одиниць на базі мовних зразків, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;
  • розвивальна: розвивати усні комунікативні уміння з опорою на наочність, уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи;

  • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі, виховувати зацікавленість у розширенні своїх знань, за­гальну культуру учнів.
  • Обладнання: таблиці «Зовнішність. Частини тіла», лялька.

Хід уроку


  1. Play a simple “Draw, fold and pass” game like this

Each pupil has a blank sheet of paper. Give an instruction: “Draw the head. Draw the nose, the eyes, and the mouth.” Pupils draw a head with eyes, nose and mouth. They then fold over the top of their paper to cover the head they have drawn, and pass on the paper to their neighbours.

Give other instructions (…the body …the arms …the hands, etc). Pupils draw, fold, and pass the paper to their neighbor each time.

After drawing the feet, pupils unfold the whole drawing and describe the one they have using the adjectives they know.


  1. Listen and point (p. 58, ex. 1)

Teach and then drill the new words shown in the pictures. If the pupils have difficulties, translate the words into their native language.

Pupils take turns to read out the words. Help them with pronunciation.

  1. Complete and say (p. 58, ex. 2)

Pupils have to complete the sentences using the information from exercise 1. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and write down these sentences on it. Others have to write them down into their exercise books.


Ann has got long fair hair.

Dan has got short dark hair.

Tom has got short red hair.

Roman is tall and thin.

Kim is slim.

Jack is short and plump.


Ask pupils to describe their classmates using the new word combinations and examples from exercise 2.


  1. Read (p. 59, ex. 3)

Books open. Ask pupils to look at the photo. Ask “How many boys can you see? Are they friends? Are they happy? What are they doing?”

Before reading: pre-teach the new word “freckles” and “red hair”. Drill the pronunciation of the new words.

Read the text. Pupils listen and read the text in silence.

Read the text again.

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

Go round helping. Do choral and individual repetition.   .

After reading: ask pupils the questions “What are the boys’ names? What colour is Dan’s/Tom’s hair? What colour are Dan’s eyes? Is Tom’s hair short?” 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. Answer the questions (p. 59, ex. 4)

Read the text of exercise 3 again.

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 the dialogues using the 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.

  1. Choose and say (p. 59, ex. 5)

Tell pupils they are going to describe themselves.

Ask pupils to read the sentences and choose the words which are suitable for them. Ask pupils to write them down in their exercise books.

Pupils write them down. Then ask pupils to read their descriptions one by one. Extra

Mime the Flashcard Game

Hold up flashcards in turn and say the parts of the face. Children do a mime in response e.g. they can pretend to comb hair, to wash a face, touch a nose, etc. Then do mimes of different flashcards yourself or invite individual students or pairs of children to take turns to do this. Children watch and call out the parts of the face.

  1. Write about yourself. Use the words from exercise 5 (p. 59, ex. 6)

Tell pupils they are going to do this exercise at home. Remember they can use the sentences from exercise 5.



Learn a poem

My face is oval, my eyes are blue,

My hair is fair. Am I like you?

Home work

Read (p. 59, ex. 3)

Write (p. 59, ex. 6)

Activity bank: Describe your friend. Draw his/her picture or bring a photo. Bring a favourite toy.

Further practice

Use Workbook tasks at the lesson or at home.

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