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Lesson5. Мій клас

Мета:

  • навчальна: активізувати вивчений лексико-граматичний матеріал, розвивати вмін­ня та навички читання, письма, усного мовлення, вдосконалювати компетенції аудіювання й усного монологічного мовлення;
  • розвивальна: розвивати логічне мислення, увагу та зорову пам’ять, спостережли­вість, удосконалювати фонетику та артикуляцію звуків, усні комунікативні уміння з опорою на наочність;

  • виховна: виховувати бажання використовувати навчальний матеріал у житті, заці­кавленість у розширенні своїх знань.
  • Обладнання: плакат «Шкільні речі», тематичні картки.

Хід уроку

WARM-UP

  1. Associations Game

Say the name of any of the four school things. Pupils in pairs work together, trying to think of and write down within a two-minute period as many words as possible they associate with that thing e.g. bag — book, pencil case, etc, pencil case — pen, ruler, etc.

PRESENTATION

  1. Look, read and compare (p. 32, ex. 1)

Books open. Ask pupils to look at the pictures. Ask “How many books are there on the table?” pupils answer. Then ask “How many books are there on the shelf?” Pay attention that some things are close to the boy and some things are far from the girl. Read the sentences.

If you have enough time, ask pupils to write the sentences down and underline the words.

Ask pupils to read the sentences after you. Do choral and individual repetition.

Monitor the activity and help where necessary. Pay their attention at the words “This/These – here” and “That/Those – there”. You can explain when pupils can use them. If pupils have difficulties, explain this rule in their mother tongue drawing the pictures “here” and “there”.

  1. Complete the sentences (p. 32, ex. 2)

Ask pupils to complete the sentences reading the examples of the exercise.

Pair work

Pupils read the sentences silently to themselves or they work on them together in pairs.

Then they complete the sentences aloud using the pictures.

Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue.

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.

Extra

Stick the school pictures, real school things or label the furniture round the class. Drill each of the words.

Then ask a strong pupil to be a guide and show classroom and school things for pupils.

Help the pupil describe the school pictures, real school things or the labeled furniture round the class asking the questions if it is necessary.

If the class is not strong you can be a guide too.

  1. Look at the pictures. Ask and answer (p. 32, ex. 3)

Ask pupils to look at the pictures and name as many things as possible.

Pair work

Tell pupils to read the questions and complete the answers in pairs using the information from exercise 2.

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

Pay their attention at the words “This/These — here” and “That/Those — there”. You can explain when pupils can use them. If pupils have difficulties, explain this rule in the mother tongue drawing the pictures “here” and “there”.

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.

Transfer: write the beginnings of the questions and answers on the board and ask pupils to fill the gaps to make true statements about their real class.

PRACTICE

  1. a) Listen, read and act out (p. 33, ex. 4)

Books open. Read the dialogue. Pupils listen and read too.

Present the word “light”. Show the flashcards of this word if you have and drill the new word. If pupils don’t understand the meaning of the word translate it into the mother tongue.

Then read the next dialogue. Ask pupils read and practice the dialogue for a few minutes. Go round helping. One or two groups read or act out the dialogues.

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

Transfer: encourage pupils to make their own dialogues using the information about their classroom and friends too. b) Work in pairs. Ask and answer (p. 33, ex. 4)

Pair work

Ask pupils to read the questions and answers in pairs.

One or two pairs read or act out these questions and answers.

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. Write about the things in your classroom (p. 33, ex. 5)

Write the sentences on the board and finish them with different pictures. Ask pupils to name the pictures.

Then ask pupils to write the full sentences down in their exercise books.

ENDING THE LESSON

  1. Anagrams Race Game

Divide the class into two teams. Each team makes up an anagram for any school object e.g., “gba” (bag) or any other words, verbs or prepositions. Play two or three rounds of the game.

Home work

Read (p. 32, ex. 1, p. 33, ex. 4)

Activity bank: describe your classroom.

Further practice

Use Workbook tasks at the lesson or at home.

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