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Lesson3. Моя родина

Мета:

  • навчальна: презентувати новий лексичний матеріал за темою «Я, моя сім’я та дру­зі», практикувати мовні засоби за темою «Я, моя сім’я та друзі», формувати навич­ки вживання лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;
  • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив­но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам’яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

  • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі.
  • Обладнання: картки за темою «Сім’я», плакат «Дієслово tobe».

Хід уроку

WARM-UP

  1. Circle Guessing Game

Children sit in a circle. One child sits in the middle holding a flashcard or vocabulary card so the others can’t see. Children take turns to guess what the child has. The child who guesses correctly has the next turn.

 

PRESENTATION

  1. Look and say (p. 44, ex. 1)

Look at the pictures of the family. Read their names.

Before reading: ask some questions about this family “What is the boy’s name? Has he got sisters? Has he got cousins? What is her name?”

Drill the pronunciation of the family words.

Point out the form and meaning of the possessive singular “’s”, giving several examples of pupils’ own possessions in the classroom, “This is Max’s desk. This is Ann’s desk.” Write several examples on the board and show how the “’s” is added to the end of proper names or nouns to indicate ownership,

  1. , “the desk of Mary/George”. Write some examples from the text: Kate’s mother, Kate and Paul’s aunt. Ask pupils to make some other examples too.

Then read the sentences about this family tree using the pattern.

If you have got some time you can write the sentences into their exercise books.

Extra

Stick the family cards to the board. Revise family words using the flashcards: mother, father, daughter, and son.

Point to the flashcards so that the whole class can see it. If necessary, walk round the room and show them to the pupils. Pronounce every word clearly.

Do choral and individual repetition. Follow the same procedure three or four times.

Write the words and stick the flashcards under the words. Ask the pupils to say the letters of the words. Draw the pupils’ attention to the word “daughter”.

When you have practiced these four words thoroughly, teach the other four words: aunt, uncle, nephew, niece and cousin. Use the flashcards and follow the same procedure.

 

PRACTICE

  1. Ask and answer (p. 44, ex. 2)

Pair work

Ask pupils to read the questions and answers in pairs about Kate’s family.

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

Ask pupils to make their own examples and practice their questions and answers for a few minutes. Go round helping. One or two pairs read or act out the dialogues.

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. Listen to the text (p. 44, ex. 3)

Books open. Ask pupils to look at the picture.

Before listening: Ask questions about the picture “Who are in the picture? How many children are there in the family? Are the children young or old?” etc.

Ask pupils to listen to the text and point. Help pupils to identify the characters in the story.

Listen to the text two or three times.

 

READING AND WRITING

  1. Agree or disagree (p. 44, ex. 3)

Pair work

Ask pupils to read the sentences in the exercise and answer “True” or “False” about Dan’s family.

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.

If you have enough time write the sentences and “True” or “False” answers into pupils’ exercise books.

  1. Complete the sentences (p. 45, ex. 5)

Ask pupils to make sentences.

Pair work

Pupils read the sentences silently to themselves or they work on them together in pairs. Pupils choose suitable words about Dan’s family and fill ingaps.

Then they read the sentences aloud. 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.

Then ask pupils to read the sentences in a chain. Ask weak pupils to translate some 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.

ENDINGTHE LESSON

  1. Hangman Game

Home work

Read(p. 45,ex.4)

Activity bank: Describe your family tree.

Further practice

Use Workbook tasks at the lesson or at home.

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