Introducing the topic

To present the topic, the teacher can use a computer presentation or prepare pictures to introduce the topic, or use the pictures from the text-book (ex. 1, p. 122). Students listen to the names of the parts of Great Britain and their capitals and repeat them.

Students talk about people from different parts of Great Britain as in the example (ex. 2, p. 123).Answers:

1. Mary’s from London. London is the capital of Great Britain.

2. Mark lives in Belfast. Belfast is the capital of Northern Ireland.

3. Julia’s from Edinburgh. Edinburgh is the capital of Scotland.

4. John lives in Cardiff. Cardiff is the capital of Wales.

Listening. Reading

To get more information and facts about Great Britain, students lis­ten to the text “Great Britain” (ex. 3, p. 123) and read it. Students un­derline incomprehensible words in the text while reading. The teacher explains these words and expressions after reading.

After-reading activity. Students work in pairs. They take turns to ask and answer the questions (ex. 4, p. 124), and complete the sentences (ex. 5, p. 124) according to the text.

Answers (ex. 4):

1. the United Kingdom of Great Britain and Northern Ireland;

2. four parts; they are: England, Scotland, Wales and Northern Ire­land;

3. London is the capital of the United Kingdom and England; Edin­burgh is the capital of Scotland; Cardiff is the capital of Wales; Belfast is the capital of Northern Ireland;

4. about 56 million people;

5. English.

Answers (ex. 5): 1 in Europe, on the British Isles; 2 56 million; 3 England, Scotland, Wales and Northern Ireland; 4 London; 5 Cardiff; 6 Edinburgh; 7 Belfast.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

Clap your hands!

Clap your hands!

This is how it’s done.

Slap your knees!

Slap your knees!

Now you’re having fun.

Stamp your feet!

Stamp your feet!

Make a lot of noise.

Squat your down,

Squat your down,

Don’t lift up your voice.Speaking

Work in class. Students match the words (1-6) with the words (a-f) (ex. 6, p. 124) to make word combinations. Then, students make sen­tences of them.

Answers: 1 e; 2 d; 3 f; 4 b; 5 c; 6 a.

Homework

Ex. 7, p. 124, ex. 8, p. 125.

Summary and feedback

The teacher summarizes the work by asking for students’ feedback.

LESSON

National Parks. Article "The"

Aims and objectives: to present article "the"; to practise vocabulary and pro­nunciation; to practise students' reading and speaking skills; to develop interest to English-speaking countries culture.

SEQUENCE

Warm up

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

How are you?

Phonetic exercise

Students revise sounds [g] and [dgj. Students listen to the words and repeat them. The words are on the blackboard (or in the handouts):

Grow and bridge,

Garlic and large,

Good and exchange,

Glue and charge.

Checking on homework

The teacher checks ex. 8 (orally).

Students (selectively) read their works. ,

Answers: 1 drier; 2 wetter; 3 colder; 4 nicer; 5 warmer; 6 sunnier.Introducing the topic

The teacher presents the topic of the lesson from reading e-mails (ex. 1, p. 126). Students have to say children are writing about some places of interesting in Great Britain.

Answers:

• Ann and Jane are in Great Britain.

• They are going to excursions, museums, exhibitions, celebration of

holiday; they are making photos.

• They are writing to their parents and friends.

The teacher tells students about National parks and asks “What National parks in Ukraine do you know?”

Students' (expected) answers:

• National Nature Park “Shatskiye Lakes” in Volyn region.

• National Nature Park the Beautiful Bay” in the Crimea.

• National Reserve “Askania-Nova” in Kherson region.

• National Park “Synevir” in Zakarpatska region.

• National Park “Saint Mountains” in Donetsk region. Etc.

Students look at the pictures (ex. 3, p. 127) and say how people spend their free time in the national parks using the words from the box.

Grammar part

The teacher presents students the use of the article “the” with place names (p. 128, grammar). First, the teacher asks students what they remember about the use of this article. Students answer. Then students read the box and answer the questions:

1. What place names do we use article “the” with?

2. What geographical objects we don’t use with article “the”?

To practise the use of the article with the place names, students play the game. They get the cards with the geographical names. Stu­dents have to read the names and divide into two groups “THE” and “Without THE”. They have to explain their choice. The teacher has to pay students’ attention to the names of Britain and explains the difference.

The names for the cards like these (one name in the one card):

THE	WITHOUT THE
Indian (ocean)	Hoverla (mount)
Falkland (islands)	Great Britain (country)
United Kingdom (country)	Sivash (lake)

THE	WITHOUT THE
Black (sea)	Independence (square)
Sahara (desert)	Kagul (lake)
Crimean (mountains)	Kharkiv (city)
Kharkiv (river)	Metro (supermarket)
Park (cinema)	Zmiinyi (island)
Victoria (hotel)	Hyde (park)

Reading

Students read the text “The National Parks” (ex. 4, p. 127) and fill in the gaps with A to G expressions. While read, students draw their attention to the use of article “the”.

Answers: 0 C; 1 G; 2 A; 3 F; 4 D; 5 В; 6 E.

After-reading part. Students underline the articles and try to explain their using. Checking.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

I can jump. I can run.

I can sing. I can dance.

I can swim. I can’t fly.

I can climb and say good bye. .

Writing

To practise the use of “a (an)”, “the” or nothing, students write ex. 5, p. 128. Then they read the sentences in turn, explain and check their answers.

Answers:

1. ... the ... the ... 2. The ... a ...

— ... the ... The ... — ... — ...

... — ... — ... . The ... a ...

The ... The ... — ...

Homework

Ex. 7, p. 128; to add information about yourselves as in the ex. 6, p. 128.Summary and feedback

The teacher summarizes the work by asking for students’ feedback.