Англійські домівки

Lesson 2. Англійські домівки

Мета:

– навчальна: презентувати новий лексичний матеріал за темою “Я, моя сім’я та друзі (місце проживання)” та підтемами “Помешкання”, “Дім. Квартира”, практикувати мовні засоби за темами, формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного та монологічного мовлення;

– розвиваюча: 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, розвивати усні комунікативні уміння з опорою на наочність, розвивати соціокультурну компетенцію;

– виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі, виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів, толерантність один до одного.

Обладнання:

картки за темою “Я, моя сім’я та друзі (місце проживання)”, підтемами “Помешкання”, “Дім. Квартира”.

Хід уроку

Warm-up

1. Game “Anagrams race”

Divide the class into two teams. Each team makes up an anagram for any food word, e. g., “chenkit” (kitchen) or any other words.

Play two or three rounds.

Presentation

2. Listen and repeat (p. 131, ex. 1).

Ask pupils to look at the pictures.

Say the words.

Drill each new word two or three times.

Ask pupils to write these words down into their vocabularies.

Do choral and individual repetition of every word.

Stick the pictures of these words on the board.

Ask pupils to write the words near the pictures.

Monitor the activity and help where necessary. If you like, make sentences with these words.

Optional activity

Ask individuals to come out and do mimes for any of the rooms in the house they learnt in this lesson. They ask, “Which room is this?” and do the mime e. g. washing face and hands = bathroom; yawning and then sleeping = bedroom; watching TV or reading = living-room; breaking eggs or eating = kitchen. The other pupils watch and guess which room it is.

Practice

3. Listen and read (p. 130, ex. 2).

Pre-reading: Ask pupils to look at the photo and describe it.

Read the text. Ask pupils to read the sentences in silence after you. You can translate difficult sentences into the native language.

Pronounce the words clearly.

While-reading: Do choral and individual repetition of difficult words. Follow the same procedure three or four times.

Then pupils read the text themselves in a chain. Do choral and individual repetition if it is necessary again.

Post-reading: Ask the questions, “What is the text about? What room is it on the photo? What things are there in the room? What do people say about their homes?”

Reading and Writing

4. Ask and answer in pairs (p. 131, ex. 3).

Explain to pupils that they are going to read and answer the questions.

Ask pupils to read the questions in silence and try to answer them using the information from the text about British houses.

Ask a bright pupil the first question from the list.

A pupil answers. If it is difficult to answer, help him/her.

Ask the second question. Do the same procedure. Ask some other pupils.

Do choral and individual repetition.

Pair work: Pupils read and answer the questions.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs using the information about British houses.

One or two pairs act out the dialogue, and so on.

Repeat with several different pupils.

5. Read and say (p. 131, ex. 4).

Read the task.

Ask pupils to describe their houses or flats to Janet.

Write some sentences to help pupils to describe their homes.

Write some patterns on the board to help pupils to describe their houses or flats.

I live…

There is one…

There are… rooms.

In my living-room there is a… and there are…

In my bathroom there…

In my bedroom there…

I like my… because there… in it.

Ending the Lesson

Game “Counting Chain”

Start a counting chain: the first pupil in the chain says “zero”, the next pupil says “ten”, the next pupil says “twenty”, etc. After “hundred”, go back to “zero” again. Any pupil who hesitates or says the wrong number is “out”. The last two or three pupils to remain “in” are the winners.

Homework

Read p. 11, ex. 5; p. 12, ex. 7.

Further practice

Use Workbook tasks at the lesson or at home.




Англійські домівки