На фермі

Lesson 8. На фермі

Мета:

– навчальна: ознайомити з новими лексичними одиницями, активізувати вивчений лексико-граматичний матеріал, розвивати вміння та навички читання, письма, усного монологічного тадіалогічного 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, увагу та зорову пам’ять, спостережливість, удосконалювати фонетику та артикуляцію

звуків, розвивати усні комунікативні уміння з опорою на наочність;

– виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів, толерантність один до одного,

Обладнання: тематичні картки за підтемою “Свійські тварини”.

Хід уроку

Warm-up

1. Game “Mime game”

Mime an action you did yesterday e. g. “I helped my mother yesterday” or “I watched TV yesterday.”

Pupils guess what you did and call out the action in past.

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.

Presentation

2. Listen and repeat (p. 119, ex. 1).

Read the words.

Ask pupils to repeat the

words. While pupils are reading the words, stick the pictures on the board. You can use the pictures from magazines or newspapers too.

Pronounce every word clearly. Ask pupils to say the letters of the words.

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

If it is necessary, translate them into the native language.

3. Listen and read. Find out what changed on the farm (p. 119, ex. 2).

Ask pupils to look at the picture of the farm.

Read the text and pupils listen and read silently.

Explain any words that pupils ask for.

Read the text again. Pupils listen and repeat in a chain.

When pupils are familiar with the text, ask them to read it finding out what changed on the farm.

Pay the pupils’ attention to the Section ‘Remember’.

Read out the sentences one by one. Pupils listen, read and repeat after you.

Ask individual pupils to read out the sentences.

Translate the sentences. Remind or explain the structure ‘an adjective + than’ using long words. Explain that long words cannot add ‘-er’ because they would be difficult to say, instead they have ‘more’ in front of them.

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 sentences. Help with pronunciation.

Pay attention to irregular adjectives ‘good – better’ and ‘bad – worse’.

Practice

4. Complete as in the example (p. 120, ex. 3).

Pair work: Tell pupils they are going to change the words in brackets as in the example using ‘-er’ ending, the word ‘more’ or irregular adjectives ‘better’ and ‘worse’.

Monitor the activity and help where necessary.

Then pupils read the sentences to the class and spell the words.

Answers: 1. cleaner; 2. more beautiful; 3. newer; 4. more comfortable; 5. more useful; 6. worse; 7. better.

Reading and Writing

5. Read the text again and fill in the words (p. 120, ex. 4).

Ask pupils to read the text again in a chain.

Then ask them to complete the sentences using the correct information from the text.

Answers: 1. chicken house; 2. flowers; 3. life; 4. cows; 5. tractor; 6. farmhouse; 7. life; 8. life.

6. Choose and read (p. 121, ex. 5).

Pupils read the sentences and choose the correct adjectives in brackets. Pupils choose the suitable words to make true statements about the Uncle Fred’s farm.

Ask pupils to write the sentences down in their copybooks.

Ask bright pupils to write the sentences on the board too.

Answers: 1. more beautiful; 2. more comfortable; 3. more interesting; 4. better; 5. more difficult; 6. worse.

7. Ask and answer in pairs (p. 121, ex. 6).

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

Pupils read the questions to each other and answer them.

Help with pronunciation and sentence rhythm especially. Do choral and individual reading of the questions.

Monitor the activity and help where necessary.

Ending the Lesson

Game “Hangman”

Draw a blank line on the board to represent each letter of a word (e. g., for the word “farm”, you write __ __ __ __).

Pupils call out letters. If the word contains the letter mentioned, write the letter on the appropriate blank line. If it doesn’t, draw one line of the Hangman picture. Pupils need to guess all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also, let individual pupils choose a word and draw the blank lines on the board.

Homework

Read p. 119, ex. 2.

Further practice

Use Workbook tasks at the lesson or at home.




На фермі - Плани-конспекти уроків по англійській мові


На фермі