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Lesson4. Моїдрузі та однокласники

Мета:

  • навчальна: закріпити граматичний і лексичний матеріал за темами «Я, моя сім’я та друзі», «Зовнішність», практикувати мовні засоби за темами «Я, моя сім’я та друзі» та «Зовнішність», 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: таблиці «Зовнішність. Частини тіла», лялька.

Хід уроку

WARM-UP

  1. Dictation

Give a simple “Picasso dictation”, in which pupils listen and draw what they hear instead of writing it down.

Demonstrate or explain the procedure to the pupils. Then dictate every part of the following description two or three times, giving the pupils plenty of time to draw their pictures: “I’m a small robot. I’ve got a big head. I’ve got two eyes. I’ve got two noses and one big mouth. I’ve got long arms and feet.”

  1. Disappearing Items Game

Draw or stick five pictures of toys on the board. Do choral repetition of the words in sequence: e.g. a monster, a plane, a robot, a lorry, a doll.

Then rub out one of the pictures or take it away in the sequence.

Pupils chant the whole sequence of five words, including the missing one. Repeat and rub out or take away another item. Continue till there are no pictures on the board and pupils are saying the whole sequence from the memory.

You can also play this by writing five words on the board, and rubbing them out one at a time.

 

PRESENTATION

  1. a) Look, listen and read (p. 62, ex. 1)

Books open. Ask pupils to look at the picture. Ask “What are the children’s names? Are they friends? Are they happy? What are they doing? Who has got a ball?”

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 the mother tongue.

Go round helping. Do choral and individual repetition.

After reading: ask pupils the questions “Who is slim? What colour is Sue’s hair? Who is plump?”

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, b) Agree or disagree

Before reading: pre-teach the new word “handsome” and explain: it is used only with men’s appearance. Drill the pronunciation of the new word.

Pair work

Ask pupils tp read the sentences in the exercise and answer “Yes” or “No” about the friends in the exercise 1.

Tell them that they are going to agree or disagree with the sentences. ,

Pupils read and choose the correct answer. Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words translate them into the mother tongue.

PRACTICE

  1. Ask and answer (p. 63, ex. 2)

Pair work

Ask pupils to read the questions and give answers in pairs using the information about the friends from exercise 1.

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 these questions and answers.

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

Transfer: encourage pupils to make their own questions and answers too.

Write some sentences in pupils’ exercise books if you have enough time.

Ask some strong pupils to write sentences on the board too.

READING AND WRITING

  1. Complete and answer (p. 63, ex. 3)

Pupils have to complete the sentences about the children using the information from exercise 1.

Ask pupils to read the questions and make answers orally.

Then ask strong pupils to go to the board and write down the answers on it. Others have to write them down into their exercise books.

Pair work

Ask pupils to read the questions and answers.

Help or correct the pupils if they have difficulties.

Pay attention to question 4. Pupils have to answer about themselves.

Transfer: encourage pupils to make their own questions and answers too.

Write some sentences in pupils’ exercise books if you have enough time.

  1. Speak about your classmate (p. 63, ex. 3)

Pupils have to describe their classmates. Tell them they can use necessary patterns from the exercise.

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.

ENDING THE LESSON

  1. Project work. Make a poster. Describe your classmate (p. 63, ex. 5)

Group work

Divide the class in four or five groups. Pupils choose a classmate they like and describe him or her using different information about him/her.

Monitor the activity and help where necessary. You can finish the work next lesson.

Home work

Read(p. 62,ex.1)

Further practice

Use Workbook tasks at the lesson or at home.

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