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Lesson6. Перевір себе

Мета:

  • навчальна:активізувати та закріпитививчений лексико-граматичнийматеріал, вдосконалювативміння та навичкиаудіювання, читання, письма, усногомовлення, реагуватиневербально на запитання, якіпотребуютьпростихвідповідей, форму­вати в учнівкомунікативнукомпетенцію, закріпитиприслівники способу дії та вжи­ванняїх у мові з опорою на текст, розвивати та удосконалюватимовленнєвікомпе­тенції;
  • розвивальна:вчитиуважностежити за презентованоюінформацією, ефектив­носпівпрацюватипід час парної та груповоїроботи, мотивуватиготовністьбрати участь в іншомовномуспілкуванні, мотивуватибажання до

подальшогосамовдос­коналення у галузіволодінняіноземноюмовою, розвиватимовнуздогадку;

  • виховна:зацікавитиучнів темою уроку, привернутиїхнюувагу до вивченогомате­ріалу, допомогтиїм бути розкутими у спілкуванні, виховуватитолерантнеставлен­ня до однокласників, викликати в дітейбажаннявчитися, вивчатиіноземнумову; виховуватидисципліну, звичку до систематичноїрозумовоїпраці, ефективноспів­працюватипід час парної та груповоїроботи.
  • Обладнання:картки за темами «Я, моя сім’я та друзі» та «Зовнішність».

Хід уроку

WARM-UP

  1. Find the Card Game

Play with the whole class. Ask two children to wait outside the classroom door for a moment. While they are outside the door, stick one of the vocabulary cards somewhere in the classroom, where it is “hidden” but nevertheless visible without moving anything. Involve the rest of the class in helping you to do this. Ask children to come back into the classroom and everyone asks e.g. “Where’s the robot?” Pupils are looking for the vocabulary card of the robot and the rest of the class is helping by saying “Hot! Hot! Hot!” if the pupils are moving to the card and “Cold! Cold! Cold!” if they moving away from it. When they find the card, the two pupils say e.g. “Here’s the robot!” and everyone claps and says “Hurray!” Repeat several times with different pupils.

PRESENTATION

  1. Choose and complete (p. 66, ex. 1)

Ask pupils to read the words in a bubble. Pupils read the words. Then ask pupils to combine the words in suitable pairs: big-small, long-short, brown- green, oval-round.

Ask pupils to read and complete the pairs with suitable nouns.

Pupils read the nouns and complete with suitable adjectives. They can translate the word combinations if it is necessary.

Extra

What’s Missing Game

Stick a set of flashcards on the blackboard. Hold up each one and get the children to say the names as you do this. Then say “Close your eyes” and demonstrate meaning. When children have their eyes closed, quickly remove one of the flashcards from the blackboard. Children open their eyes and call out the name of the missing flashcard.

  1. a) Read and match (p. 66, ex. 2)

Books open. Ask pupils to look at the photos. Ask “What toys do you see?”

Ask pupils to read the text about these toys. 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 “What is Ann’s toy? What is Kim’s toy? What is Tom’s toy?” Pupils may also be asked to write answers to the questions in their exercise books.

Do choral and individual reading again. Ask individual pupils to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary, b) Listen and check

Listen to the right sentences again. Check them up.

PRACTICE

  1. Look at the picture. Fill in the words in the story (p. 66, ex. 3)

Ask pupils to look at the picture of a girl. Ask “What is her name? Can pupils guess?”

Then ask strong pupils to read the sentences and complete them with suitable words.

Monitor the activity and help where necessary.

Do choral and individual repetition. Go round helping. Repeat with several different pupils.

If you have enough time, write the text down in pupils’ exercise books.

READING AND WRITING

  1. Complete and write about these people (p. 67, ex. 4)

Ask pupils to look at the people and ask questions about their jobs.

Then ask pupils to read the necessary information about these people from the table. Pupils read the main information.

After that pupils try to describe John using the pattern.

Go round helping. Do choral and individual repetition. Then pupils describe other people using the information from the table again. At last ask pupils to describe themselves.

  1. Write a short description of your friend or relative (p. 67, ex. 5)

Tell pupils to describe their parents or friends or even relative.

Ask them to read the questions and answer them in their exercise books.

Help or correct the pupils if they have difficulties. Monitor the activity and help where necessary.

 

ENDING THE LESSON

Home work

Read(p. 66,ex.2)

Activity bank: Describe your favourite cartoon character. Draw or stick a picture.

Further practice

Use Workbook tasks at the lesson or at home.

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