Introducing the topic

Teacher presents the new topic using ex. 1, p. 9. Students listen to the text and fill in the gaps. Teacher writes some words on the black­board. Students write down these words into vocabularies.

• Twins — f'twinz] — близнюки, двійнята

• Close — ['klauz] — близький

a Opinion — [a'pmjon] — думка

• Ideal — [ai'diol] — ідеальний

Answers: 1 Ireland; 2 Irish; 3 British; 4 sister; 5 twins; 6 close friends; 7 understand; 8 parents; 9 ideal.

Speaking

Work in pairs. Teacher forms pairs and students start to work with questions (ex. 2, p. 9) asking and answering each other.

Then students present their dialogues to the class.

Relaxation

The teacher makes movements with the students. The teacher uses any rhyme for physical exercises. Students have to know main instruc­tions to the physical exercises. First, the teacher gives the commands with translation to the students, and then repeats them at the next lessons. For example:

• Stretch (out) — потягнутися

• Stretch wide — розвести руки в сторони

о Straighten shoulders — розвести плечі

• Kick high into the air — високо підіймати ноги по черзі

• Curl up small — згорнутися калачиком

• Sit on your fours — стати навколішки

• Balance with your — тримати рівновагу

a Feet together / side by side — ноги разом / нарізно

• Bend — нахилитися

• Arms down — руки опустити

• Arms stretched — руки витягти в сторони

It’s reasonable to give the commands (in parts) during future period lessons till students learn them by heart.

Reading

Reading the text “My Best Friend”. Teacher explains the task. Students have to mark unknown words and write them down into vo­cabularies. Their task is to find the words in the text-book glossary. Students have to read and translate them orally.

• Smart □ Participate

• Easy-going a Helpful

• Attend □ Advice

• Choir a Advise

Writing. Speaking

Work in pairs. Doing ex. 4, p. 10. Students have to write question as in the example, ask their partners (do a class survey) and complete the table.

Students tell classmates about the results of their survey.

Homework

Ex. 6, p. 10; to write the words’ pronunciation and translation (ex. 3, p. 9); to learn the words by heart.

Summary

T. Do you have the best friend? What can you say about your best friend? What is the kind of person your best friend? Is it important to have a good friend?

Students’ answers.

Lesson 4 Traits of Character

Aims and objectives; to present and practise new vocabulary to describe cha­racter; to develop students' speaking skills; to develop students' reading skills; to bring students to respect and benevolence to others.

SEQUENCE

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you. How are you?

Phonetic exercise

Students revise sounds [л] and [g ]. The teacher asks students about the difference of [s] — [6] in the words (or explains if it’s necessary). The twisters are on the blackboard (or in the handouts):

1. My mother’s brother’s my uncle; my uncle’s son’s my cousin.

2. Young King Kong was stronger than strong.

Checking on homework

Only some students read their works.

Lexical self-checking dictation with translation. After writing stu­dents spell the words, say the Ukrainian variant and write them on the blackboard.

• Attend

• C

  п Twins a Close

  □ Opinion

  □ Participate

  
  

  • Ideal

  • Smart

  
  

  □ Easy-going

  
  

  • Helpful

  • Advice

  • Advise

  
  hoir