- навчальна: презентувати новий граматичний і лексичний матеріал за темою «Моя сім’я»; практикувати мовні засоби за темою «Знайомство», особові займенники;
- 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».
- Learn a poem
One, two, three.
Let me see.
I like coffee and you like tea.
One, two, three.
Now I see
Father likes coffee
And mother likes tea.
Ask questions “Who likes coffee? Who likes tea?”
- Read (p. 42, ex. 1)
Before reading: pre-teach the word “Colchester”. Drill the new word two orthree times. Pupils listen and repeat it. Explain the meaning of the word.
Then read the text. Ask pupils to read it too. Pupils either read the textsilently to themselves or they work on it together in pairs.
Then pupils read the text in a chain. Ask to translate difficult sentencesinto the mother tongue.
Go round helping.
After reading; ask pupils the questions “What country is Jane from?
Where do they live? Where does her father/mother work? Has she got a pet?
What is the pet’s name?”
Do choral and individual reading again.
Ask students to read parts of the text again aloud. Help withpronunciation and sentence rhythm especially. Monitor the activity and help where necessary.
- Agree or disagree (p. 42, ex. 2)
Ask pupils to read the sentences in the exercise and answer “True” or “False” about the Tame’s family in the exercise 1.
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.
- Answerthe questions (p. 43, ex. 3)
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 practise 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 toact 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
- Ask and answer (p. 43, ex. 4)
Ask pupils to complete the sentences using the real facts about themselves.
Pupils read the questions and answer them together in pairs.
If it is necessary translate the sentences into mother tongue.
Then they complete the sentences aloud using the pictures of their families.
Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down.
Do choral and individual reading again. Help with pronunciation and sentence rhythm especially.
Monitor the activity and help where necessary.
If you have some time you can ask pupils to write the sentences down in their exercise books.
Ask some strong pupils to write sentences on the board too.
Read My Ups Game
Move your lips or whisper familiar words or phrases.
Children concentrate on your mouth movements and repeat what you say.
- Write about your family (p. 43, ex. 4)
Pupils listen to your story about your family. Describe your family using the photos and the beginnings of the sentences.
Ask pupils to tell you about their families. Pupils stick the photos on the board. Ask them to read the sentences of the exercise and complete them.
Help or correct them if they have difficulties.
ENDING THE LESSON
Activity bank: Describe your friend’s family.
Use Workbook tasks at the lesson or at home.