Lesson 3. Люблю подорожувати
Мета:
– навчальна: ознайомити з новими лексичними одиницями за темою “Подорож”, активізувати вивчений лексико-граматичний матеріал, описувати когось/щось, виражати своє ставлення докогось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшення обсягу знань про соціокультурну специфіку мови країни, що вивчається, вдосконалення умінь будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;
– розвиваюча: розвивати логічне мислення,
– виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів.
Обладнання: таблиця “Подорож”, тематичні картки.
Хід уроку
Warm-up
1. Game “Card swop”
Play with the whole class.
Presentation
2. Listen and repeat (p. 163, 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
Game “Can you see?”
Cut a hole in a piece of paper or card which is bigger or the same size as the flashcards. The hole should be about 5 cm across or 7 cm if you have a big class.
Choose a flashcard without showing it to the children and put the paper with the hole in front of the flashcard.
Move the piece of paper around so that children see glimpses of the flashcard beneath.
Ask: “What’s this?” or another appropriate question.
The first child to call out the answer correctly comes to the front to choose the next flashcard.
Continue until all the words in the vocabulary set have been practised.
Practice
3. Listen and read (p. 163, ex. 2).
Ask pupils to 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.
Do choral and individual repetition of difficult words. Follow the same procedure three or four times. Point at the photos of sights while you are reading the text.
Then pupils read the text themselves in a chain.
Help with pronunciation and sentence rhythm especially.
Monitor the activity and help where necessary.
4. Choose and complete (p. 164, ex. 3).
Pupils look at the pictures and say what they see.
Then ask pupils to complete the sentences using the necessary information from the text and the pictures.
Monitor the activity and help where necessary.
Then ask pupils to finish sentences using the correct answers. Ask pupils to write the sentences down.
Answers: 1. b; 2. c; 3. a; 4. b; 5. c; 6. a.
Ask pupils to read word combinations from the Section ‘Remember’. Translate them into the native language. Ask pupils to make up sentences using these word combinations and write them down into their copybooks.
Reading and Writing
5. Complete with ‘on’, ‘for’ or ‘by’ (p. 165, ex. 4).
Ask pupils to read the task. Then read the sentences and fill gaps using prepositions ‘on’, ‘for’ or ‘by’.
Monitor the activity and help where necessary.
Answers: l. by; 2. for; 3. on; 4. by; 5. by; 6. on; 7. on, for.
Ending the Lesson
6. Speak on travelling (p. 165, ex. 5).
Pair work: Pupils ask and answer the questions individually.
Monitor the activity and help where necessary.
Then pupils ask and answer the questions to each other. Ask two or three pairs to act out their dialogues about travelling. Repeat with a different pupil, but this time let pupils choose partners to act them out with.
Repeat with several different pupils.
Homework
Read p. 163, ex. 2.
Further practice
Use Workbook tasks at the lesson or at home.
(1 votes, average: 5,00 out of 5)