I. Организационный момент

1. Приветствие и организационный момент начала урока:

Т: Good morning, children! I'm glad to see you again. Who is on duty today? Who is away today? Who is late today? What date is today? What day is it today? Are you ready for the lesson? How are you, Pi? Are you fine, P₂? Are you OK, P₃?

Т: Fine, let's begin!

2. Речевая зарядка.

Т: I think Misha and Robin are OK, too. Where are they now?

(Pi отвечает на вопрос).

T: Oh, it is fine! 1 think they have a lot of fun. What can they do there? Let's play! Я говорю, что они могут там делать, например, «They can play games there» и бросаю мяч кому-нибудь из вас. Вы его ловите, бросаете мне и говорите, что мальчики могут там делать еще. Тот, кто повторит уже сказанное, выбывает из игры.

T: Thank you. We are also having a lot of fun at the lesson, aren't we?

II. Основная часть

3. Контроль домашнего задания.

1. T: Imagine that one of you is Robin. You know a lot of the British museums. But we want to learn more information about them. So, Pi, you are Robin. We'll ask you questions and you'll answer them. We can use the sentences in Ex. A on Page 32.

2. Т: Thank you. Now we know so much about the British museums. I am so sorry that our Russian museums have no sleepovers! Maybe people, who work there don't know about it. Let's send them a fax and tell them about it. What can we tell about the sleepovers at the British museums? Please use the text in Ex. В on Page 32. Who want to send this fax?

4. Введение новой лексики.

Т: We'll learn more information about the museums in Britain and we need to learn some new words to understand it. Listen and read these words, please. Do Ex. 1 on Page 34

Т: And these words are easy to understand, aren't they? Let's read them and guess the meaning of the underlined words.

5. Практика в чтении и обсуждении прочитанного. Развитие умений устной и письменной речи.

a) Т: There are a lot of other museums in London: the Natural History Museum, the Tower, Theatre Museum. Let's read about them in Ex. 3 on Page 34. Who wants to visit the Natural History Museum?

Т: Thank you. I think it is the best museum for the pupils, who are interested in Biology. And whose favourite subject is History? (P_}: «My favourite subject is History»). T: Then read about the Tower of London. (Ученик читает вслух информацию об этом музее).

Т: Very good. And who likes Literature? (iV «I like Literature»).

T: Well, read about Theatre Museum, please. (Ученик читает вслух об этом музее).

b) Т: Well done. There is so much information! I think I can tell you everything about them. Listen to me, please.

Pi: No, I don't agree. The Natural History Museum, the Tower, Theatre Museum organize sleepovers, too.

c) Т: As for me I want to go to the Natural History Museum. I want to know all about dinosaurs. And you? Answer, please. You can use the model in Ex. 4 on Page 35. and Ex. 3 on Page 34.

d) Т: Very good. Imagine you are a journalist and you must write some information about the British Museum to your newspaper. Who wants to be a journalist?

T: Well. Take your book and write this information on the blackboard. Use the words in Ex. 8 on Page 36 and Ex. 3 as a model.

5. T: And while Pi is writing about the British museum we are doing the test in Ex. 9 on Page 36. Please, choose the right answer and mark it in your Textbooks.

6. Т: Are you ready, Pi? Read your information, please.

III. Заключительная часть

7. Подведение итогов урока. Домашнее задание.

Т: Thank you. You worked hard at the lesson. Your marks are ... Please put down your homework: Do Ex.

Урок

Дата:

Тема: Девочка потерялась.

Цели и задачи урока:

1 .Учить учащихся употреблять в речи новую лексику.

2.Практиковать учащихся в аудировании, чтении и обсуждении прочитанного.

3.Учить учащихся употреблять в речи предложения цели с союзом because.

Оборудование: магнитофон и аудиокассета.

Лексический материал: to try, because, to cry, notebook.

Грамматический материал: придаточные предложения цели с союзом because.

Фонетический материал: основное и второстепенное ударение в многосложных словах.

Ход урока