823 перегляд(ів)

Lesson7. Ким працюють твої батьки?

Мета:

  • навчальна:закріпити граматичний і лексичний матеріал за темою «Я, моя сім’я та друзі», «Професії», практикувати мовні засоби за темою «Я, моя сім’я та друзі», фор­мувати навички вживання нових 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: плакат та картки за темою «Сім’я», «Професії».

 

Хід уроку

WARM-UP

  1. Revise jobs by doing a picture dictation. Stick 6-8 pictures on the board and number them. Call out a number, and tell pupils to write down the jobs that person is doing. For example, you say number 3 and pupils write “zoo-keeper”.

PRESENTATION

  1. Listen, point and say (p. 52, ex. 1)

Before reading: tell pupils to look at the pictures. Ask them in the mother tongue if they know what these people’s jobs are. Tell pupils to look at the pictures. Call out the number and ask pupils to say what the person’s job is, e.g. you say “number 2” and pupils reply “doctor”. Do the procedure with all pictures.

Then ask pupils to read an example about the first job.

Ask pupils to describe the second picture, “Number 2 is a doctor. She helps people.” Use the pattern from exercise 4, page 51.

Then describe other jobs, “Number 3 is a teacher. She teaches children. Number 4 is a cook. He cooks. Number 5 is a driver. He drives a car.”

If you have enough time, ask pupils to write down the sentences on the board and in pupils’ exercise books.

Then read the sentences again while pupils listen and read silently. Do choral and individual repetitions of the jobs. Talk about the different jobs in the mother tongue. Would any pupils like to do the jobs shown here when they grow up? Or are there other jobs they would like to do?

PRACTICE

  1. a) Read and act out the dialogue, (p. 52, ex. 2)

Read the dialogue. Pupils listen and read. Stop reading after each section of the dialogue and ask questions “What is Dad’s job? Does he drive a bus? Does he like his job?”

Pair work

Pupils read the dialogue. Then they take turns to ask and answer in the same way, using the pattern and the pictures from exercise 1.

Pupils act out the dialogue in pairs using the job words. One or two pairs act out the dialogue, and so on. Repeat with several different pupils,

  1. b) Ask and answer

Pair work

Pupils read the questions and give their own answers.

Then they take turns to ask and answer in the same way using the pattern. Pupils act out the dialogues in pairs using the job words. One or two pairs act out the dialogue*and so on.

Repeat with several different pupils. Read the dialogues. Pupils practice the dialogue in pairs.

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

  1. Look and say (p. 53, ex. 3)

Look at the pictures. Read the sentences. Pay pupils’ attention to adverbs of frequency and time expressions with the present simple.

Drill the pronunciation of adverbs of frequency and time expressions with the present simple.

Ask pupils to make some other examples too using the pictures. Then read the sentences.

If you have got some time they can write the sentences into their exercise books. –

Extra

Stick the family cards to the board. Revise family words using the flashcards: mother, father, daughter, and son.

Point to the flashcards so that the whole class can see it. If necessary, walk round the room and show them to the pupils. Pronounce every word clearly.

Do choral and individual repetition. Follow the same procedure three or four times.

Write the words and stick the flashcards under the words. Ask the pupils to say the letters of the words. Draw the pupils’ attention to the word “daughter”.

When you have practiced these four words thoroughly, teach the other four words: aunt, uncle, nephew, niece and cousin. Use the flashcards and follow the same procedure.

READING AND WRITING

  1. Play a game. Mime a profession. Let your friend guess what it is. (p. 53, ex. 4)

Ask pupils to look at the picture and read the dialogue. Explain pupils they are going to play a game “Guess my profession.” Mime cooking food e.g. a cake or doing an action e.g. dance. Children guess what you’re doing and call out the name. Repeat the procedure and, if appropriate, invite children to take turns to come and stand by you and mime to the rest of the class.

Then write the professions on the board.

  1. Write about your parents. Start like this (p. 53, ex. 5)

Read the text. Pupils listen and repeat after you.

Then ask pupils to write their own variants about their parents. Go round helping.

ENDING THE LESSON

Picture Activity Game

Use pictures to play a matching game. Draw job pictures on the board, or stick pictures cut from magazines or newspapers to the board. Write the words at the other end of the board. Pupils match pictures and words by drawing a line, e.g., from the picture of a doctor to the word “doctor”.

Home work

Read(p. 52,ex.2)

Activity bank: Write about your parents and their professions.

Furtherpractice

Use Workbook tasks at the lesson or at home.

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