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Lesson8. Перевір себе.

Мета:

  • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдо­сконалювати вміння та навички аудіювання, читання, письма, усного мовлення, ре­агувати невербально на запитання, які потребують простих відповідей, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживан­ня їх у мові з опорою на текст, розвивати й удосконалювати мовленнєві компетенції;

  • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив­но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос­коналення у галузі володіння іноземною мовою, розвивати мовну здогадку;
  • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате­ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен­ня до однокласників, викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумо­вої праці, ефективно співпрацювати під час парної та групової роботи.
  • Обладнання: таблиці «Дієслово tobe», картки та плакати до теми «Моя сім’я».

Хід уроку

WARM-UP

  1. Play “Wind the Bobbin Up” using the movements or commands, e.g., “sit down”, “touch your head”.
  2. Rhyming Words Game

Put two or three phonics cards up around the room, saying the words for children to repeat.

Ask children to stand up at their desks. Tell them you are going to call out words which rhyme with these words.

Call out other words from the phonics lessons which rhyme with these words.

Children point to the words on the wall. With a strong class, you may also ask them to repeat both words.

Gradually get faster and faster. Children who point to the wrong word are out and have to sit down.

Option: with a limited number of words, you may call out both the words on the cards and words which rhyme with them.

PRESENTATION

  1. Fill in as in the example (p. 54, ex. 1)

Tell pupils they are going to change the subject pronouns into possessive pronouns.

Stick the table and read the pronouns in pairs.

I — my It — its
You — your We — our
He — his You — your
She — her They — their

 

 

Read the example. Pupils repeat and point to the necessary pronouns. Read the sentences and change the pronouns in the brackets using the table. Ask pupils to open the exercise books and write down the sentences.

PRACTICE

  1. Change the sentences as in the example (p. 54, ex. 2)

Tell pupils they are going to change the sentences in singular into plural. Revise demonstrative pronouns “this” and “that” into “these” and “those”.

Revise the verb “to be”. Remember or explain again when pupils can use them. If pupils have difficulties, explain this rule in the mother tongue. , Read the sentences in singular and change the necessary words into plural.

READING AND WRITING

  1. Read and guess the jobs. Write (p. 54, ex. 3)

Pupils read the texts in silence. If it is necessary translate them into the mother tongue.

Then read the texts again. Pupils either read the texts silently to themselves or they work on them together in pairs.

Check up the endings of every text. Go round helping. Do choral and individual repetition.

After reading: ask pupils the questions “What is Tom’s father’s job? What is Ann’s mother’s job? What is Dan’s father’s job?”

Pupils may also be asked to write answers to the questions in their exercise books.

Do choral and individual reading again. Ask students to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.

  1. Choose and answer (p. 55, ex. 4)

Pair work

Ask pupils to read the questions and choose the answers in pairs.

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

Ask pupils to read and practice 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.

  1. а) Speak about some professions. Why are they important? Write down a table about different professions.

Ask pupils to read and make sentences about professions. A teacher     teaches children.

A doctor                  feeds the animals and grows vegetables.

A farmer            helps sick people.

A baker              drives a bus or a taxi,

A driver             cooks bread.

  1. b) Project work. Make a poster about professions you like.

Group work

Give pupils a lot of pictures of different professions. Pupils choose professions they like and stick them on a sheet of paper.

Then ask to describe the pictures using different information from the lessons.

Monitor the activity and help where necessary.

ENDING THE LESSON

Home work

Read (p. 54, ex. 3)

Further practice

Use Workbook tasks at the lesson or at home.

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