Introducing the topic

The teacher divides students into pairs. Teacher gives students some questions on the topic to activate vocabulary (ex. 1, p. 137). Students in pairs answer the questions. They try to guess what this text is about.

Answers:

1. The mountains are in Ukraine.

2. Hoverla.

3. Roman Kosh.

Teacher presents the text “Up the Mountains” (ex. 2, p. 137) and says about the tasks. Teacher asks students to mark incomprehensible words while they listen to the text.

Students listen to the text and read it.

Relaxation

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

I can read. I can play.

I can study every day.

I’m bending. I’m staying.

I’m stretching I’m stamping.

I’m jumping. I’m running.

I’m clapping, it’s funny.

Reading

Focus on gist. Students look trough the text one more time and make ex. 3, p. 138. Their task is to order the sentences according to the text. Answers: 4 — 2 — 5 — 1 — 3.Focus on lexicon. То activate vocabulary of the previous lessons, students write the sentences (ex. 4, p. 138). Then they read their vari­ants of answers to the class.

Focus on grammar. Students look at the table (ex. 5, p. 138) and find these prepositions in the text. They have to read the sentences and write their own similar examples down into their exercise books. Checking in class.

Answers:

• The sky was orange behind the mountain when Ann woke up.

• We’re going to walk all the way up this mountain.

• Do you think I can climb up this mountain?

• They started to climb up etc.

Homework

Part A, B, p. 139; to bring some paper, clue, scissors and some co­loured felt pens, photos or pictures.

Summary and feedback

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

Project "Places to Visit in Ukraine/Great Britain"

Aims and objectives: to design a brochure about places to visit in Ukraine or Great Britain; to develop students' ability to work on their own; to develop students' creativity; to develop tolerance tP others.

іимммм. SEQUENCE .. • I

Warm up

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

Phonetic exercise

Students revise sound [o:]. The twister is on the blackboard (or in the handouts):

□ Knife and a fork, bottle and a cork, that is the way you spell New York.Introducing the topic

Teacher presents the examples of projects to students. Teacher can use text-book project or real projects made by other students (p. 139).

Teacher divides students into small groups (no more than three). Students read the task A (p. 138). Students look through the projects, and then start to work. Students have to join their works to make a group project.

Relaxation

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

I measure from top of my head to my toes.

I measure my arms starting here by nose.

I measure my legs and I measure me all.

I measure to see if I’m growing tall.

Speaking

Students in groups present their posters to other classmates and give them more information about pictures. Then they answer other students’ questions.

Teacher organizes a display of students’ works.

Homework

To repeat vocabulary.

Summary and feedback

The teacher summarizes the work by asking for students’ feedback.Unit 7. THE PLACE WHERE I LIVE

My City/Town/Village. Structure "There Is/There Are"

Aims and objectives: to present the topic; to revise the use of "there is/there are"; to introduce and practise vocabulary; to develop students' listening and speaking skills; to develop students' skills of making utterance.

ч - , , ' , si ' •> SEQUENCE * * - шшжтщтщящттШіїящ

Warm up

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

How are you?

Phonetic exercise ,

Students revise pronunciation of linking r. Students listen to the sentences and repeat them. The sentences are on the blackboard (or in the handouts):

• There is [danz] a book.

• Care about [kearabaut] your little sister.

• There are [dam:] some places of interest, n It’s quite far away [fcurawei].

• Give me more apples [moraplz], please.

• There are [dera:] five kittens.