Lesson 5. Міські види транспорту
Мета:
– навчальна, ознайомити з новими лексичними одиницями за темою “Подорож”, активізувати вивчений лексико-граматичний матеріал, описувати когось/щось, виражати своє ставлення до когось/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
– 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. “Miming game”
Pupils mime the new transport words from this lesson in pairs, and the other pupils try to guess the right answer.
Ask pupils to use the sentences that express likes and dislikes.
Presentation
2.
Pre-reading: 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.
While-reading: Monitor the activity and help where necessary. Use board sketches, miming and gestures to make sure the pupils understand the meaning of the new words.
Pupils take turns to read out the words. Help with pronunciation.
Post-reading: Ask further questions “What kinds of transport are there in your town/city? Do you like walking?”
3. Listen and say (p. 169, ex. 2).
Ask pupils to look at the picture.
Ask if pupils like playing computer games. What is Nick doing?
Read the dialogue while pupils listen and read silently. Explain any words that pupils ask for.
Read the dialogue again. Pupils listen and repeat. Do choral and individual repetition of difficult words and word combinations.
Ask groups of pupils to act out the dialogue. Repeat with several different pupils.
Practice
4. Choose and complete (p. 170, ex. 3).
Ask pupils to read the dialogue again and complete the sentences using the necessary information from it.
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. c; 2. b; 3. b; 4. a; 5. b.
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.
5. Ask and answer in pairs (p. 170, ex. 4).
Explain to pupils that they are going to answer the questions using the words from the box. Ask pupils to read the speech bubbles in silence. Ask a bright pupil the first question. A pupil answers. If it is difficult to answer, help him/her.
Ask the second question. Do the same procedure with some words from the box. Ask some other pupils. Do choral and individual repetition.
Pair work: Pupils read and answer the questions. Monitor the activity and help where necessary.
Reading and Writing
6. Listen and read (p. 171, ex. 5).
Ask pupils to read the new words and sentences with these words.
Say the new words.
Do choral and individual repetition.
Then 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.
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.
7. Describe an airport and a plane flight (p. 173, ex. 6).
Pair work: Pupils read the questions and answer them using the information from the text. At first, pupils ask and answer the questions individually.
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.
Answers:
Usually passengers buy their tickets at the ticket offices beforehand.
1. They arrive at the airport by taxi or by bus.
2. An airport is like a little town because it has got own shops, banks and cafes.
3. They can wait in comfortable chairs in the waiting hall.
4. Children like to watch the pilots and mechanics through the big airport windows.
5. They weigh their luggage, check their tickets and passports.
6. They can get to their planes by airbus.
7. The air hostess helps passengers to find their places in the plane.
Repeat the answers with several different pupils. Then pupils can retell the text using the answers and other information about an airport.
Ending the Lesson
8. Role-play the situation. Use the example (p. 167, ex. 3).
Read the instruction. Then look at the picture.
Pair work: Pupils read the questions and answer them. Then they make their own dialogues pretending to be a passenger and a clerk at the information desk. Ask them to use the necessary information from the table.
Homework
Read p. 171, ex. 5.
Further practice
Use Workbook tasks at the lesson or at home.
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