Хід уроку

WARM-UP

1. Learn a poem

One, two, three.

Let me see.

I like coffee and you like tea.

One, two, three.

Now I see

Father likes coffee

And mother likes tea.

Ask questions “Who likes coffee? Who likes tea?”

PRESENTATION

2. Read (p. 42, ex. 1)

Before reading: pre-teach the word “Colchester”. Drill the new word two orthree times. Pupils listen and repeat it. Explain the meaning of the word.

Then read the text. Ask pupils to read it too. Pupils either read the textsilently to themselves or they work on it together in pairs.

Then pupils read the text in a chain. Ask to translate difficult sentencesinto the mother tongue.

Go round helping.

After reading; ask pupils the questions “What country is Jane from?

Where do they live? Where does her father/mother work? Has she got a pet?

What is the pet’s name?”

Do choral and individual reading again.

Ask students to read parts of the text again aloud. Help withpronunciation and sentence rhythm especially. Monitor the activity and help where necessary.

PRACTICE

3. Agree or disagree (p. 42, ex. 2)

Pair work

Ask pupils to read the sentences in the exercise and answer “True” or “False” about the Tame’s family in the exercise 1.

Tell them that they are going to agree or disagree with the sentences.

Pupils read and choose the correct sentences. Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words translate them into the mother tongue.

4. Answerthe questions (p. 43, ex. 3)

Pair work

Ask pupils to read the questions and answers in pairs.

Monitor the activity and help where necessary. Do choral and individual repetition.

Ask pupils to read and practise their questions and answers for a few minutes. Go round helping.

One or two pairs read or act out these questions and answers.

Repeat with a different pupil, but this time let pupils choose partners toact them out with.

Repeat with several different pupils.

Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.

READING AND WRITING

5. Ask and answer (p. 43, ex. 4)

Ask pupils to complete the sentences using the real facts about themselves.

Pair work

Pupils read the questions and answer them together in pairs.

If it is necessary translate the sentences into mother tongue.

Then they complete the sentences aloud using the pictures of their families.

Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down.

Do choral and individual reading again. Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

If you have some time you can ask pupils to write the sentences down in their exercise books.

Ask some strong pupils to write sentences on the board too.

Extra

Read My Ups Game

Move your lips or whisper familiar words or phrases.

Children concentrate on your mouth movements and repeat what you say.

6. Write about your family (p. 43, ex. 4)

Pupils listen to your story about your family. Describe your family using the photos and the beginnings of the sentences.

Ask pupils to tell you about their families. Pupils stick the photos on the board. Ask them to read the sentences of the exercise and complete them.

Help or correct them if they have difficulties.

ENDING THE LESSON

Home work

Read( ex. 1 p. 42)

Урок № 20 Дата:

Тема: Моє родинне дерево. Мета:

• навчальна: презентувати новий лексичний матеріал за темою «Я, моя сім’я та дру­зі», практикувати мовні засоби за темою «Я, моя сім’я та друзі», формувати навич­ки вживання лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

• розвивальна: вчити уважно стежити за презентованою інформацією, ефектив­но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам’яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі.

Обладнання: картки за темою «Сім’я», плакат «Дієслово tobe».

Хід уроку

WARM-UP

1. Circle Guessing Game

Children sit in a circle. One child sits in the middle holding a flashcard or vocabulary card so the others can’t see. Children take turns to guess what the child has. The child who guesses correctly has the next turn.

PRESENTATION

2. Look and say (p. 44, ex. 1)

Look at the pictures of the family. Read their names.

Before reading: ask some questions about this family “What is the boy’s name? Has he got sisters? Has he got cousins? What is her name?”

Drill the pronunciation of the family words.

Point out the form and meaning of the possessive singular “’s”, giving several examples of pupils’ own possessions in the classroom, “This is Max’s desk. This is Ann’s desk.” Write several examples on the board and show how the “’s” is added to the end of proper names or nouns to indicate ownership,

1. , “the desk of Mary/George”. Write some examples from the text: Kate’s mother, Kate and Paul’s aunt. Ask pupils to make some other examples too.

Then read the sentences about this family tree using the pattern.

If you have got some time you can write the sentences into their exercise books.

Extra

Stick the family cards to the board. Revise family words using the flashcards: mother, father, daughter, and son.

Point to the flashcards so that the whole class can see it. If necessary, walk round the room and show them to the pupils. Pronounce every word clearly.

Do choral and individual repetition. Follow the same procedure three or four times.

Write the words and stick the flashcards under the words. Ask the pupils to say the letters of the words. Draw the pupils’ attention to the word “daughter”.

When you have practiced these four words thoroughly, teach the other four words: aunt, uncle, nephew, niece and cousin. Use the flashcards and follow the same procedure.

PRACTICE

3. Ask and answer (p. 44, ex. 2)

Pair work

Ask pupils to read the questions and answers in pairs about Kate’s family.

Monitor the activity and help where necessary. Do choral and individual repetition.

Ask pupils to make their own examples and practice their questions and answers for a few minutes. Go round helping. One or two pairs read or act out the dialogues.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils.

Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.

4. Listen to the text (p. 44, ex. 3)

Books open. Ask pupils to look at the picture.

Before listening: Ask questions about the picture “Who are in the picture? How many children are there in the family? Are the children young or old?” etc.

Ask pupils to listen to the text and point. Help pupils to identify the characters in the story.

Listen to the text two or three times.

READING AND WRITING

5. Agree or disagree (p. 44, ex. 3)

Pair work

Ask pupils to read the sentences in the exercise and answer “True” or “False” about Dan’s family.

Tell them that they are going to agree or disagree with the sentences.

Pupils read and choose the correct sentences. Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words translate them into the mother tongue.

If you have enough time write the sentences and “True” or “False” answers into pupils’ exercise books.

6. Complete the sentences (p. 45, ex. 5)

Ask pupils to make sentences.

Pair work

Pupils read the sentences silently to themselves or they work on them together in pairs. Pupils choose suitable words about Dan’s family and fill ingaps.

Then they read the sentences aloud. If you have some time you can ask pupils to write the sentences down in their exercise books.

Ask some strong pupils to write sentences on the board too.

Then ask pupils to read the sentences in a chain. Ask weak pupils to translate some sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down.

Do choral and individual reading again. Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

ENDING THE LESSON

7. Hangman Game

Home work

Read(ex. 4 p. 45) Activity bank: Describe your family tree.

Урок № 21 Дата:

Тема: Вік. Навчання діалогічного мовлення.

Мета:

• навчальна: закріпити новий граматичний і лексичний матеріал за темою «Я, моя сім’я та друзі»; практикувати мовні засоби за темою «Я, моя сім’я та друзі», форму­вати навички вживання нових лексичних одиниць, вдосконалювати компетенції чи­тання, аудіювання й усного монологічного мовлення;

• розвивальна: вчити уважно стежити за презентованою інформацією, ефектив­но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам’яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі.

• Обладнання: картки за темою «Сім’я», плакат «Числівники».

Хід уроку

WARM-UP

1. Rhyming Words Game

Put two or three phonics cards up around the room, saying the words for children to repeat.

Ask children to stand up at their desks. Tell them you are going to call out words which rhyme with these words.

Call out other words from the phonics lessons which rhyme with these words.

Children point to the words on the wall. With a strong class, you may also ask them to repeat both words.

Gradually get faster and faster. Children who point to the wrong word are out and have to sit down.

PRESENTATION

2. Listen and repeat (p. 46, ex. 1)

Revise numbers 1-30 by playing a number game.

Write numbers on the board. Divide the class into two teams and give a pu­pil from each team a piece of chalk. Say a number. The first pupil to run to the board and draw a circle round the correct number wins a point for their team.

Read the numbers. Clap a number of times and ask the class to call out the number.

Write the words one, ten and twenty up to one hundred randomly on the board. Ask individual pupils to come and draw numbers beside the words.

Do choral and individual repetition of numbers 10-100.

PRACTICE

3. Listen and talk with your friend (p. 46, ex. 2)

Read the information about the members of the family in boxes.

Read the dialogue. Pupils listen and read too.

If pupils don’t understand the meaning of the words translate them into the mother tongue.

Read the dialogue again. Read every sentence dramatically and tell pupils to repeat after you.

Ask pupils to read and practice the dialogue for a few minutes. Go round helping.

Then ask pupils to make up their own dialogues using the necessary infor­mation from the boxes.

Repeat with several different pupils..

Pupils read and practice their dialogues in groups. One or two pairs act out the dialogue. .

Write another dialogue on the board changing the main words from the di­alogue and underlining them.

READING AND WRITING

4. Look, ask and answer (p. 47, ex. 3)

Pair work

Ask pupils to read the questions and answers in pairs about Dan’s family.

Monitor the activity and help where necessary. Do choral and individual repetition.

Ask pupils to make their own examples and practice their questions and an­swers for a few minutes. Go round helping. One or two pairs read or act out the dialogues.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils.

Transfer: encourage pupils to make their own questions and answers about their own families too.

Write some sentences in pupils’ exercise books if you have enough time.

Extra

Bingo Game

Pupils make a grid of six squares. They write numbers 35, 34, 72, 11, 75, 21 in each square. Call out numbers at random: if pupils have the number you call out on their grid, they tick it, or cross it off, or cover it with a small piece of paper. The first pupil to tick/cross/cover all six numbers on their grid calls out “Bingo!” and is the winner.

5. Choose and say (p. 47, ex. 4)

Ask pupils to look at the table.

Read the numbers in the first colomn.

Then read three variants to every number and match the number with the correct word.

Ask pupils to open the exercise books and write down the number and the word, e.g. 20 — twenty.

Then check up the answers.

Ask pupils to read the numbers and write down the words on the board.

6. Read, choose and write (p. 47, ex. 5)

Pair work

Ask pupils to read the dialogue and choose the correct words.

Monitor the activity and help where necessary. Do choral and individual repetition of the sentences.

Go round helping. One or two pairs read or act out the dialogues.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils. Ask pupils to write down the correct sentences.

If you have got enough time ask pupils to write down the whole dialogue.

ENDING THE LESSON

Homework Read (p. 47, ex. 5).

Урок № 22 Дата:

Тема: Професії членів моєї родини.

Мета:

• навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім’я та друзі», практикувати мовні засоби за темою «Я, моя сім’я та друзі», фор­мувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

• розвивальна: вчити уважно стежити за презентованою інформацією, ефектив­но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам’яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі.

Обладнання: картки за темою «Я, моя сім’я та друзі», «Професії».

Хід уроку

WARM-UP

1. Number Activity Game

Write numbers on the board. Divide the class into two teams and give a pupil from each team a piece of chalk. Say the number. The first pupil to run to the board and draw a circle round the correct number wins a point for their team. This game can also be played with words or with letters of the alphabet.

PRESENTATION

2. Listen and say (p. 48, ex. 1)

Tell pupils to look at the pictures. Ask them in the mother tongue if they know what these people’s jobs are.

Then read the sentences while pupils listen and read silently.

Pupils read the sentences again silently.

Write the words on the board and ask pupils if they can work out the meaning of them: teach, sick, bus, bus driver. Explain the meaning of these words through the pictures, and with the help of translation if necessary.

Do choral and individual repetitions of the jobs: teacher, doctor, farmer, bus driver.

Talk about the different jobs in the mother tongue. Would any pupils like to do the jobs shown here when they grow up? Or are there other jobs they would like to do?

PRACTICE

3. Ask and answer (p. 48, ex. 2)

Pair work

Pupils read the questions and the answers using the words from the text in exercise 1. Then they take turns to ask and answer in the same way using the pattern and the pictures again.

Pupils act out the dialogue in pairs using the job words and the words from the box.

One or two pairs act out the dialogue, and so on. Repeat with several different pupils.

4. a) Listen and say (p. 48, ex. 3)

Tell pupils to look at the picture. Ask them in the mother tongue if they know what this person’s job is.

Then read the dialogue while pupils listen and read silently. Pupils read the sentences again silently..

Write the words on the board and ask pupils if they can work out the meaning of them: baker, make bread. Explain the meaning of these words through the pictures, and with the help of translation if it is necessary. Do choral and individual repetitions

1. b) Make up your dialogues about other jobs

Stick some pictures of people’s professions: teacher, doctor, farmer and taxi driver.

Ask pupils to make up dialogues using the pictures and the patterns.

READING AND WRITING

5. Talk with your friend (p. 48, ex. 4)

Ask pupils to look at the picture. Revise the professions and point to the pictures.

Ask pupils to read the example: the question and the answer. Pupils read the main words about different professions.

Tell them that they are going to make up a question and give the answer about every profession using the pictures and the main information about this profession.

Extra

The silent dictation

Hold up a picture of a job (or a real photo).

Pupils write down the words in their copy books. Ask two or three pupils to write the words on the board. Check the words.

6. Correct and write (p. 48, ex. 5)

Pupils read the sentences and correct the mistakes.

Then ask pupils to write the correct sentences on the board.

ENDING THE LESSON

Bingo Game

Pupils make a grid of six squares. They write a number in each square. Call out numbers at random: if pupils have the number you call out on their grid, they tick it, or cross it off, or cover it with a small piece of paper. The first pupil to tick/cross/cover all six numbers on their grid calls out “Bingo!” and is the winner. This can also be played with words, e.g., professions, school subjects, days of the week, animals, foods, toys, etc.

Home work

Read (p. 48, ex. 1)

Activity bank: Describe your parents’ professions. Draw or stick pictures.

Урок № 23 Дата:

Тема: Навчання аудіювання

Мета:

• навчальна: активізувати та практикувати вивчений лексико-граматичний матеріал за темою «Я, моя сім’я і друзі»; формувати навички вживання вивчених та засвоєних лек­сичних одиниць, повторити структури визначення часу, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; формувати навички вживан­ня нових лексичних одиниць та граматичних структур у діалогічному мовленні;

• розвивальна: розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; вчити уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи;

• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі.

Обладнання: картки за темою «Сім’я», «Професії», «Час. Годинник», плакат «Дієсло­во tobe».