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Lesson3.Це – я!

Мета:

  • навчальна: повторити вивчені раніше лексичні одиниці, питальні структури з дієсло­вом “Иауе/ЬаБдоГ, активізувати граматичний матеріал, розвивати вміння та навички читання, письма, усного мовлення, вміння вести бесіду, слухати співрозмовника;
  • розвивальна: розвивати різні типи пам’яті — слухову, зорову, оперативну, учити працювати у парі, групі, логічно висловлювати думку, вміння спілкуватися, підтри­мувати високий рівень мотивації до вивчення англійської мови, розвинути і допов­нити лексичний запас за темою «Зовнішність. Частини тіла»;

  • виховна: виховувати культуру співбесіди, взаємоповагу та любов до англійської мо­ви, виховувати зацікавленість у розширенні своїх знань, загальну культуру учнів.
  • Обладнання: таблиці «Зовнішність. Частини тіла», лялька.

Хід уроку

WARM-UP

  1. Play the game “Simon Says”. Call out instructions for the whole class. If you start the instruction with the phrase “Simon says”, the class should follow the instruction, but if you don’t say “Simon says”, they shouldn’t, and any pupil who does the action is out. Play the game until only one pupil is left.
  2. Describe your friend.

 

PRESENTATION

  1. a) Listen and read (p. 60, ex. 1)

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

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

Extra

Learn a rhyme.

I have two legs with which I walk,

I have a tongue with which I talk.

Two ears for hearing, one mouth for talking,

One head for thinking, two legs for walking.

  1. b) Say

Teach and then drill the new words shown in the picture of a girl: “Touch your arm, knee, leg”, etc. as the pupils listen, repeat and touch.

Ask “What’s this?” as you point at parts of the face and body again. Pupils answer.

Pupils take turns to read out the words for the parts of the face and body. Help with pronunciation.

Pay pupils’ attention to the grammar box. Point out that the word “foot” refers to one foot and the word “feet” refers to both feet together. Do the same with “a tooth — teeth”. Show flashcards with these words.

Ask pupils to read the examples. Then ask to complete the sentences using the new words.

Repeat with several different pupils. Pupils describe their body and point at parts of the face and body.

PRACTICE

 

  1. Look at the pictures and say (p. 60, ex. 2)

Look at the pictures. Ask pupils to name the toys (a doll, a robot, a toy dragon). Describe the doll. Pupils listen.

Then ask one pupil to read an example. Ask the question “What toy is it?” Ask pupils to make some other examples too using the pictures. To short the time, write them down on the board. If you have got some time you can write the sentences into pupils’ exercise books..

  1. Ask and answer (p. 61, ex. 3)

Pair work.

Pupils read the questions and give their own answers.

Then they take turns to ask and answer in the same way using the pattern. Write a table with questions on the board to help the pupils make questions.

How many heads has a doll qot?
How many hands has a robot qot?
How many leas has a toy draqonqot?
How many eves
How many feet
How many arms
How many ears
How many shoulders
How many finqers

 

Pupils practice the dialogue in pairs. Ask pupils to act out the dialogues in pairs using the body words.

One or two pairs act out the dialogue, and so on. Repeat with several different pupils.

 

READING AND WRITING

  1. Listen, sing and point (p. 61, ex. 4)

Revise the body flashcards. Stick them to the board.

Ask the pupils to answer your question and point at the pictures: “How many fingers/toes/legs/arms do you have?”

Then ask “What’s this?” as you point at parts of the face and body again. Pupils answer.

Read the lines of the song. Pupils listen.

Read again, pausing after each sentence. Do choral and individual repetition.

Tell the pupils to stand up. Let the pupils repeat the actions after you.

Ask the pupils to sing the song. If pupils have difficulties, translate the difficult words.

Sing the song together and do the actions again. Ask the pupils to repeat after you.

  1. Complete and write (p. 61, ex. 5)

Pupils have to complete the sentences about a toy dragon using the information from exercise 2.

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. Read the text with several different pupils.

Ask the pupils to describe the toy individually. Help or correct the pupils if they have difficulties.

 

ENDING THE LESSON

  1. Ask pupils to show their favourite toys. Explain to the pupils that they have to describe their toys.

Describe a doll: “Look, this is a doll. It’s got a round face, a small nose and rosy cheeks. Its hair is long and fair. Its eyes are big and blue. It’s pretty.”

Ask the pupils to describe the doll individually. Help or correct the pupils if they have difficulties.

Home work

Read (p. 61, ex. 4, 5)

Activity bank: Draw it and describe a favourite toy.

Further practice

Use Workbook tasks at the lesson or at home.

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