Lesson 1. Наша домівкa
– 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
– виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.
Обладнання: картки за темою “Я, моя сім’я та друзі (місце проживання)”, підтемою “Помешкання”, плакат “Зворот There is/are”.
1. Game “Hangman”
Draw a blank line on the board to represent each letter of a word (e. g. for the word family you write __ __ __ __ __ __). Pupils call out letters.
If a letter is included in the word, write the letter on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils must try and find 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 (try to use the words of the Family Tree) and draw the blank lines on the board.
2. Listen and repeat (p. 128, 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.
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.
3. Read and guess. More than one answer is possible (p. 128, ex. 2).
Ask pupils to read the sentences and guess the meaning of every described thing.
If the task is difficult, stick the flashcards to help pupils to answer.
Then ask pupils to write the sentences into their copy books with the answers.
Game “Where’s the mouse?”
Use a poster which shows a place or places. Tell the children there is a mouse hiding somewhere in the poster and they must ask you questions to find out where it is e. g. “Is it behind the tree? / Is it under the chair?” Children can then play the game in groups.
Reading and Writing
4. a) Listen and read (p. 129, ex. 3).
Pre-reading: Ask pupils to look at the photo and describe a little girl. Explain that her name is Kate.
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.
Then pupils read the text themselves in a chain. Do choral and individual repetition if it is necessary.
While-reading: Ask the questions: “What is the girl telling about? What room is she describing?”
Post-reading: Ask the question: “Can you imagine Kate’s room?”
B) Read again and draw Kate’s kitchen.
Give every pupil a piece of paper to draw Kate’s kitchen while you are going to read the text again.
Dictate each piece of the description two or three times, giving pupils enough time to draw their pictures.
5. Complete the sentences (p. 129, ex. 4).
Write the sentences with gaps on the board.
Ask pupils to complete the sentences using the information from the text. Pair work: Pupils in pairs read the parts of the sentences and fill in the gaps. Then ask pupils go to the board and complete the sentences.
Monitor the activity and help where necessary.
Ending the Lesson
6. Write about the room of your dream (p. 129, ex. 5).
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 and ask the to name them or to make up short sentences about these flashcards.
Read p. 129, ex. 3.
Use Workbook tasks at the lesson or at home.