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Lesson5. Яка погода у світі?

Мета:

  • навчальна: активізувати вивчений лексико-граматичний матеріал, описувати когось/ щось, висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння буду­вати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;

 

  • розвивальна: розвивати логічне мислення, увагу та зорову пам’ять, спостережли­вість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив­ні уміння з опорою на наочність, вчити уважно стежити за презентованою інфор­мацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі;
  • виховна: виховувати зацікавленість у розширенні свої знань, використанні навчально­го матеріалу в житті, загальну культуру учнів виховувати (формувати) позитивне став­лення до іноземної мови як засобу спілкування, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує.
  • Обладнання:таблиця «Пори року», картки, пов’язані з порами року та погодою

Хід уроку

WARM-UP

  1. Team Spelling Game

Divide the class into teams. Give each team an English name.

One member from each team comes to the front of the class. Each pupil from another team says a weather word for the pupil near the board to write it. Use the words which are on the board.

Correctly spelt words win a point for the team.

PRESENTATION

  1. Listen, read and say (p. 18, ex. 1)

Books closed. Read the texts. Pupils listen.

Ask pupils to open the books. Ask questions about the characters on the page “Where are the children? What are they talking about? What seasons do they like?”

Group work

Read the texts again. Pupils listen and read in silence.

Ask pupils to read and practise their part in the story for a few minutes. Go round helping.

One or two groups read or act out the dialogue.

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

Repeat with several different pupils.

  1. Agree or disagree (p. 19, ex. 2)

Pair work

Ask pupils to read the sentences in the exercise.

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.

PRACTICE

  1. Ask and answer (p. 19, ex. 3)

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 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 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.

READING AND WRITING

  1. Read (p. 19, ex. 4)

Books open. This information reading exercise introduces the use of the preposition “in” with the months: in April and the seasons: in winter.

Before reading: pre-teach the words “country” and “often”. Drill the new words two or three times. Read the new words again. Pupils listen and repeat them. If it is necessary translate them into the mother tongue.

Then read the text. Ask pupils to read it too. Pupils either read the text silently to themselves or they work on it together in pairs. Then pupils read the text in a chain. Ask to translate difficult sentences into mother tongue. Go round helping.

After reading: ask pupils the questions “What country is Ann from? What weather is in winter/summer? Is it warm in May? What months are cold/ warm?”

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. Write about Ukraine (p. 19, ex. 5)

Write the sentences on the board and finish them with the pictures. Pupils read the beginnings and name the pictures.

Key:

  1. It is cold in (winter).
  2. It is snowy in (winter).
  3. It is windy and rainy in (autumn).
  4. It is warm in (spring).

Ask pupils to use other words from the exercise 4.

ENDING THE LESSON

Disappearing Cards Game

Stick from five to seven flashcards “Activities” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the missing one. Repeat removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.

Homework

Read (p. 18, ex. 1, p.19, ex.4)

Activity bank: Describe autumn. Draw a picture.

Further practice

Use Workbook tasks at the lesson or at home

 

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