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Unit 1.OUR SCHOOL Lesson 1.Дні тижня.

Мета:

  • навчальна: презентувати новий лексичний матеріал за темою «Шкільне життя», практикувати мовні засоби за темою «Шкільне життя», формувати навички вжи­вання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мов­не висловлювання, мовну поведінку адекватно цій специфіці;

 

  • 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, учити працювати в парі, логічно висловлювати думку;
  • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі.
  • Обладнання: картки за темою «Шкільне життя».

Хід уроку

WARM-UP

  1. Associations Game

Say the name of any of the four seasons. Pupils in pairs trying to think of and write down within a two-minute period as many words as possible they associate with that season, e.g. summer — weather, activities, etc.

  1. Abracadabra Game

Children play in pairs. Each child lays their cards face down in a row on their desks.

Pupil A points to Pupil B’s first card pretends to wave a wind and says e.g. “Abracadabra! It’s March!” Pupil В turns over the card. If it’s March, they say “Yes!” and leave the card face up. If it isn’t March, they should say “No!” and leave the card face down. Pupil В then has the next turn.

PRESENTATION

  1. Listen and learn (p. 24, ex. 1)

Books closed. Read the poem. Pupils listen.

Ask pupils to read the name of the week they can see in the pictures.

Ask the question “How many children can they see?” Pupils answer.

Read the poem again.

After listening: ask pupils what they think these seven names must be. Confirm or correct their guesses. Point out that the names of the days of the week all begin with a capital in English. Drill the new words. Ask pupils to read the name of the week they can see in the picture.

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

Set up a days-of-the-week chain round the class. Pupils in turn, or random according to who you point to, say the names of the days as fast as possible. They are “out” if they hesitate or say the wrong word.

Read the lines of the rhyme. Pupils listen. If necessary, help them to translate the words into their own language. Pupils listen and repeat after the teacher, first together and then individually.

Ask pupils to read the rhyme chorally. Keep the rhythm. Walk around helping pupils to read correctly. Then ask pupils to read the rhyme one by one if they like and answer the question again

PRACTICE

  1. Complete the sentences (p. 24, ex. 2)

Ask pupils to look at the sentences and try to complete them using the words from the poem (exercise 1).

Pupils read and complete the sentences to themselves or aloud, in turn. Ask pupils to write the sentences down in their exercise books. Ask some strong pupils to write the sentences on the board too.

Key: 1. Ann and Dan come to school on Monday. 2. The children read and write on Tuesday. 3. They do sums and play on Wednesday. 4. Ann and Dan sing a song on Thursday. 5. They like jumping and run on Saturday and Sunday.

READING AND WRITING

  1. Look and say (p. 25, ex. 3)

Look at the timetable. Read the days of the week.

Ask about Jane’s timetable “What does Jane do on Monday/Tuesday, etc?” Then ask questions about Tom and his friends. Pupils answer using the table.

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.

  1. Ask and answer (p. 25, ex. 4)

Pair work

Ask pupils to read the questions and answers in pairs.

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

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 the dialogues.

Write some sentences in pupils’ exercise books if you have enough time.

  1. What do you do every day? (p. 25, ex. 5)

Tell pupils they are going to make a story what they do every day.

Pair work

Ask pupils to look at the sentences and try to complete them using the words from the poem (exercise 1).

Check up the sentences. Pupils read and complete the sentences to themselves or aloud, in turn.

Ask pupils to write the sentences down in their exercise books. Ask some strong pupils to write the sentences on the board too.

Key: I go to school 5 days a week. I usually read and write on Monday. I often do sums on Wednesday. I jump and run on Saturday and Sunday.

ENDING THE LESSON

Miming Game

Tell pupils to mime the actions they do at an English lesson for the other pupils to guess. If the task is rather difficult and you want to safe the time of the lesson, stick some flashcards on the board for help.

Home work

Read(p. 24,ex.1)

Activity bank: Ask pupils to draw their own timetables following the example (exercise 3).

Further practice

Use Workbook tasks at the lesson or at home.

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