Готуємося до свята

Lesson 3. Готуємося до свята

Мета:

– навчальна: презентувати новий лексичний матеріал за темою “Покупки”, практикувати мовні засоби за темою “Покупки”, описувати та запитувати про повсякденні справи, формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання та аудіювання, збільшувати обсяг знань про лінгвістичну специфіку мови країни, що вивчається, вдосконалення умінь будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;

– 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, учити працювати у парі, логічно висловлювати думку;

– виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за темою “Покупки”.

Хід уроку

Warm-up

1. Game “Teacher can’t remember”

Tell pupils you can’t remember some of the words from a particular vocabulary set so you want them

to help you.

Tell pupils you are going to show them some flashcards. This time use the uncountable nouns and ask pupils to add the word ‘some’ in front of them.

Presentation

2. Listen and say (p. 72, ex. 1).

Pre-listening: Ask pupils to look at the picture and describe it.

While-listening: Read the dialogue while pupils listen and read silently.

Explain any words that pupils ask for.

Read the dialogue again. Pupils listen and repeat.

Pupils listen to the dialogue and point to the food that Bill mentions.

Post-listening: When pupils are familiar with the text, ask pairs of pupils to act out the dialogue or a part of it.

Practice

3. Read and compare (p. 72, ex. 2).

Ask pupils to look at the questions and words ‘How many’ and ‘How much’. Drill the pronunciation of these words.

Ask the question “How many eggs are there?” Pupils look at the picture and count to find the answer. Ask the other questions “How many apples are there? How much milk is there?”

Then ask pupils to read all questions and answers to them. Pay their attention to the construction “How many eggs have you got? How much milk have you got?” Compare these constructions in the native language if it is necessary.

4. Ask and answer in pairs (p. 73, ex. 3).

Pupils make questions and answers using the pattern and the words from the table.

Pupils in pairs take turns to ask and answer questions.

Pupils act out the dialogue in pairs.

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

Repeat with several different pupils.

Ask bright pupils to go to the board and write them on it while other pupils write these questions in their copybooks.

Monitor the activity and help where necessary.

Reading and Writing

5. Listen and read (p. 73, ex. 4).

Ask pupils to look at the picture.

Read the new word and sentences with it. Ask pupils to read the sentences in silence after you. You can translate difficult sentences into the native language. Pronounce the words clearly.

Pair work: Then read the dialogues in pairs. Do choral and individual repetition of difficult words. Follow the same procedure three or four times. Then pupils read the dialogues themselves.

Ask pupils to name English money.

6. Play the game (p. 74, ex. 5).

If you have enough time, ask pupils to play a game “Shopping”.

Read the instructions. Do them. Then play.

7. Sing the song (p. 74, ex. 6).

Tell pupils to look at the picture. Ask what they see. Pupils answer.

Tell pupils that they are going to learn a song and try to mime some actions from this song.

Read the words of the song, pausing after each line. Mime the actions. Pupils repeat the lines chorally and individually pointing to a boy in the book. Say a line and tell pupils to repeat after you.

If necessary, translate the difficult words into their own language.

Sing the song chorally.

Mime the actions while singing the lines of the song again.

Optional activity

Game “Louder and softer”

Children say a rhyme or sing a song they know in a whisper. Raise your hands to indicate they should say/sing it loudly; lower your hands to indicate that they should say/sing it softly. Use your hands to vary the volume with increasing frequency as the children become familiar with the game.

Ending the Lesson

Game “Mime game”

Mime you are doing an action e. g. dance or read a book.

Pupils guess what you’re doing and call out the action.

Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and do a mime to the rest of the class.

Game “Mime the flashcard”

Hold up flashcards in turn and say the names. Children do a mime in response e. g. they can pretend to eat a particular food (if you are using food flashcards), imitate a particular animal (animal flashcards) or put on clothes (clothes flashcards). Then do mimes of different flashcards yourself or invite individual or pairs of children to take turns to do this. Children watch and call out the names.

Homework

Read p. 72, ex. 2.

Further practice

Use Workbook tasks at the lesson or at home.




Готуємося до свята