Introducing the topic

Presentation of vocabulary. Teacher presents the topic using ex. 1, p. 10. Students look at the pictures and repeat the words with teacher. Their task is to find the words’ definitions and explain them, then call the words in Ukrainian. Students have to name the topic in Ukrainian, too. Students have to write the words down into their vocabularies:

• hard-working — ['ha:dwa:kjp j — працелюбний

• attentive — [o'tentiv] —- уважний

• lively — ['laivh] — діяльний, енергійний, живий

• honest — ['omst]— чесний

• cheerful.— ['tfiafol ] — життєрадісний, веселий

• clever — ['kleva] — розумний

• trait — ['treit] — риса

Vocabulary practice. Teacher prepares slips of paper with the new words (one word on each slip): hard-working, attentive, lively, honest, cheerful, clever, arranges students into pairs. Each pair has to take one slip and make a dialogue as it is in an example (ex. 2, p. 11). Their task is to confirm definitions of the words with the facts about a person.

Reading and monologue

Ex. 3, p. 11. Before reading students read the task, and teacher explains it. Students read the texts and make the tasks to them. Each part of the text is read aloud by different students. Students have to express their opinion about each of the characters.

Answers: 1 B; 2 A; З C; 4 D.

Relaxation

The teacher makes movements with the students.

• Stretch (out) — потягнутися

• Stretch wide — розвести руки в сторони

a 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 a Balance with your— тримати рівновагу

• Feet together / side by side — ноги разом / нарізно-

• Bend — нахилитися

• Arms down — руки опустити

• Arms stretched — руки витягти в сторони

Speaking

Teacher divides students into two groups. One of the groups will speak about positive person traits and another group will speak about negative traits. In each group, students discuss the questions (ex. 4, p. 12) and present their minds, then.

Homework

Ex. 7, p. 12, prepare to acting out of situation (ex. 6, p. 12), to learn the words.

Summary

T. You know our mood often can depend on our surrounding. Can you say what traits of character do you like in people you would like to go camping with? To travel with? To be in the same team with? To work or to study with?

Students’ answers.

Lesson 5

An Interview

Aims and objectives: to revise the vocabulary; to present learning strategies of an interview; to develop students' speaking skills; to develop students' listening skills; to develop students' ability to work in a group.

SEQUENCE

Warm up

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

Усі уроки англійської мови. 5 клас (за підручником А. М. Несвіт) Phonetic exercise

Students revise sounds [g] and [u:]. The twister is on the black­board (or in the handouts):

1. Green glass globes glow greenly (three to five times).

2. How many cookies could a good cook?

If a good cook could cook cookies?

A good cook could cook as much cookies.

As a good cook who could cook cookies.

Checking on homework

Some students read their works.

Game. Acting out the situation

Students choose the partners to the dialogue and act home dia­logues “Meeting with a former classmate”.

introducing the topic

Teacher says each person has his own opinion about a good quality life. Students look at the pictures and read the list (ex. 1, p. 12-13). Students have to agree or disagree with the points, argue their choice and write down their own points (one to three). Students may use ex. 2, p. 13 as an example.

Listening

Teacher presents learning strategies of an interview (p. 14). The teacher makes sure students are familiar with the accentuated words.

• choose a topic for the interview; it depends on (залежить від) the interviewed person, his occupation (рід діяльності);

• write a list of questions to find out (дізнатися) about the person as much as possible (якомога більше)-, remember about privacy (недоторканість особистого життя)-, don’t ask wrong questions (неналежні запитання)

• think of other questions you want to ask; some questions may ap­pear while you’ll interview the person, that’s why you note this questions later; don’t interrupt the interviewed person, wait till he (or she) answers;

• now interview the person; you may use your notes and make cur­rent ones.

Draw students’ attention to the types of questions.

Students listen to the interview and mark the thing are important for the person.Semester I. Unit 1. Lesson 5 Relaxation

The teacher makes movements with the students,

• Stretch (out) — потягнутися

• Stretch wide — розвести руки в сторони

• Straighten shoulders — розвести плечі a 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

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

• Bend — нахилитися

• Arms down — руки опустити

• Arms stretched — руки витягти в сторони

Reading. Writing

Students do ex. 4, p. 14. First, they read the task and the words to fill in. Teacher reminds their definitions if it’s necessary. Second, stu­dents read the sentences one by one and write their answers.

Answers: 1 exciting; 2 go camping; 3 take swimming lessons / attend; 4 music; 5 to meet; 6 wonderful /seaside.

Speaking

Teacher divides students into two groups. One of these groups is from an English-speaking country (at teacher’s choice) and another group is from Ukraine. Each group prepares the questions for the in­terview. Then students present their work to each other. Teacher says students will change the places at the next lesson.

Homework

Ex. 6, p. 14. Teacher reminds students about difference between Present Simple and Present Continuous.

Repeat the strategies of an interview.

Summary

T. What are the main rules of an interview? Why do we have to think about questions? What does it mean “wrong question”? What do you think about privacy?

Students’ answers.