Introducing the topic
To present the topic of the lesson, the teacher uses ex. 2, p. 111. The teacher divides students into pairs, and they act out the dialogues according to the pictures. Then the teacher asks:
What situations were in your dialogues?
What words did you use for expressing actions in future?
Students’ answers.
Students read the “Grammar Lab” part to remember information about the use of “will” and “to be going to”; about similarity and difference between their meanings.
Relaxation
The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:
Two little feet go tap, tap, tap.
Two little hands go clap, clap, clap.
Two little feet go jump, jump, jump.
Two little hands go thump, thump, thump.
Writing
To practise the use of “will” and “to be going to”, students look at the pictures (ex. 3, p. 112), and each of the students write one sentence about the weather in London next week. Each student takes another day. Then students read their forecast to the class.
Reading. Speaking
To practise speaking students read the task (ex. 5, p. 112) and act out the situation in small groups. Students may use real places where they live or think about other places.
Homework
Ex. 4, p. 112; ex. 6, p. 113.' ктіішжтж!жт(т№жкіі(ш№/жшж№іжтж&яші LESSON 55
Natural Phenomena
Aims and objectives: to practise vocabulary and pronunciation; to practise students' listening and reading skills; to develop skills of giving opinions; to develop interest to nature.
Warm up
The teacher's greeting. Good morning, students! I’m glad to see you. How are you?
Phonetic exercise
Students revise sound [b]. The twister is on the blackboard (or in the handouts):
I bought a bit of baking powder and baked a batch of biscuits.
Checking on homework
Students (selectively) present their works.
Game "What do you know about nature?"
The teacher works in whole class. The teacher reads the statements, and students have to choose the correct information.
Life on the Earth can / can’t exist without plants.
Plants and trees take in sunlight through their flowers / leaves.
Plants can / can’t live without sunlight.
A few / No plants eat animals.
More / less than a half of the Earth is covered with water. Introducing the topic
To present the topic the teacher uses the text (ex. 1, p. 113) for listening and (or) computer presentation. Students listen to the text and complete it with the words from the boxes.
Answers:
Rainbows:; 1 white; 2 different; 3 yellow; 4 violet..
Lightning and Thunder: 1 white-yellow; 2 dangerous; 3 tall; 4 faster. Then, in pairs, students answer and talk what the weather (natural)
phenomena they have listened (ex. 2, p. 114). The teacher has to pay students attention to the form of plural of the “phenomenon” and explain the cause of difference.Relaxation
The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:
A fly at your nose,
You slap and it goes;
If it comes back again,
It will bring a good rain.
If bees stay at home,
Rain will soon come;
If they fly away,
Fine will be the day.
Reading
Students read the text “The Adventure of Tom Sawyer” after Mark Twain (ex. 3, p. 114). Their task is to put the parts of the text in the correct order and answer the question Why was Tom the unhappiest boy in the village?
Answers: 1 C; 2 E; 3 A; 4 D; 5 B.
After-reading part. Students read the sentences (ex. 4, p. 114-115), choose the correct word and check their answers.
Answers: 1 a; 2 b; 3 c; 4 a; 5 b.
Speaking
The teacher divides students into pairs. Students have to read and act the situation (ex. 5, p. 115). Then present their dialogues to the class (selectively).
Homework
Ex. 6, p. 115.
Summary and feedback
The teacher summarizes the work by asking for students’ feedback.
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LESSON 56 si: