- навчальна: презентувати новий лексичний матеріал за темами «Я, моя сім’я та друзі» та «Зовнішність», практикувати мовні засоби за темами, 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 темами «Я, моя сім’я та друзі» та «Зовнішність».
- Please and Thank You Game
Give specific instructions to individuals about the Feel Bag objects distributed round the class: Show me your nose, etc. Pupils should only react if you say “please”: Show me your nose, please.
Play few rounds and then let pupils take over as a “teacher”. If necessary, write up the instructions “Show me…” on the board to help pupils.
- a) Listen and repeat (p. 64, ex. 1)
Teach and then drill the new words shown in the pictures. If the pupils have difficulties, translate the words into their native language.
Pupils take turns to read out the words. Help them with pronunciation, b) Say
Pupils have to complete the sentences using the new words.
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 (p. 64, ex. 2)
Books open. Ask pupils to look at the photos. Ask “What people do you see? Are they friends? Is it a family? Are they happy?”
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 tall and handsome? Who is nice and kind? Who is funny and happy?”
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.
READING AND WRITING
- Agree or disagree (p. 65, ex. 2)
Ask pupils to read the sentences in the exercise and answer “Yes” or “No” about Jane’s family. 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.
First One to Touch Game
Play with the whole class. You give instructions and/or pupils play in groups of four. Pupils lay out their set of cards face up on their desks. Pupil A says e.g. First one to touch the nose! Demonstrate that the pupils should touch the correct card as fast as they can and say “Me!” After three turns another pupil has a turn at being the leader.
- Ask and answer (p. 65, ex. 3)
Pupils have to complete the sentences about Jane’s family using the information from exercise 2.
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.
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.
- Answer the questions (p. 65, ex. 4)
Tell pupils they are going to answer the questions about their families. Pupils read the questions and give their answers. Monitor the activity and help where necessary.
Stimulate pupils to use new adjectives.
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 monster. I’ve got a big head. I’ve got three eyes. I’ve got two noses and one big mouth. I’ve got long hair.”
- Describe your mother or father. Write (p. 64, ex. 5)
Tell pupils to describe their parents using the beginnings of the sentences. Help or correct the pupils if they have difficulties. Ask pupils to write the sentences in their exercise books.
ENDING THE LESSON
Play one or two rounds of the Spelling Shark with any new words from the previous unit, especially the jobs and parts of the body.
Activity bank: describe your parents.
Use Workbook tasks at the lesson or at home.