Lesson 8

Тема. Осінь – багата


Навчальна: закріпити вживання лексико-граматичних структур попередніх уроків, формувати лексичні навички й навички вимови англійських слів, удосконалювати навички читання, аудіювання, усного мовлення, формувати навички вживання нових лексичних одиниць різної тематики, удосконалювати компетенції усного діалогічного мовлення;

Розвивальна: зацікавити учнів темою уроку, привернути їхню увагу до нових лексичних одиниць, передбачених у цьому уроці; допомогти їм бути розкутими в спілкуванні, поповнити лексичний запас; дати змогу учням використати загальні знання; залучити до роботи учнів всього класу;

Виховна: виховувати культуру співбесіди, взаємоповагу, риси характеру: доброзичливість, толерантність, активність, повагу і любов до однокласників, культуру спілкування, зацікавленість у розширенні своїх знань.

Обладнання: картки за темою “Погода” та плакат “Пори року”, картки з цифрами від 1 до 20, набори малюнків на тему “Фрукти”.

Хід уроку


1. Write two or three of the following sea anagrams on the board for the pupils to work out in pairs: llehs (shell), cbar (crab), eas (sea), etc.


2. Listen, repeat and point (p. 78, ex. 1).

Teach four of the five words, using the fruit flashcards.

Hold the flashcard so that the whole class can see it. If necessary, walk round the room and show it to the pupils.

Say the words clearly.

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

Write the words and stick the flashcards under the words. Ask the pupils to spell the words.

When you have practiced the four words thoroughly, teach the last word. Use the flashcard and follow the same procedure.

Make sentences using the structures “This is…”, “I see…”, “I have got…”, “He / She has got…”

If you mostly have good pupils, you may divide them into two teams and play a game. A pupil from one team says a sentence. If it is correct, the team wins a point. If the pupil cannot make a sentence, the other team can try to say the sentence – to win a bonus point.


3. Listen, repeat. Act out (p. 78, ex. 2).

Ask the pupils to look at the picture. Then ask the questions: “Who are these people? Where are the children and their teacher? What’s the teacher’s name?” Read the dialogue. Pupils listen and point at the picture.

In pairs, pupils read and practice it. Help them with the rhythm.

Act out the dialogue. Repeat with a different pupil, but this time let the pupil choose a partner to act it out with.

Repeat with several different pupils. Ask the pupils to imitate the sounds and mime the actions.

Help or correct the pupils if they have difficulties.

4. Speak in class (p. 78, ex. 3).

Look at the picture (p. 78, ex. 2).

Explain what “a tick” and “a cross” mean.

Then read the examples.

Ask the pupils to say “Yes” or “No”.


5. Count and say (p. 79, ex. 4).

Revise the numbers from 1 to 20. Use the flashcards.

Do some sums on the board: “5+7=12, 15-3=12”, etc.

Revise the fruit words, using the words from the exercise.

Pupils read the task in their native language.

Read the example in English. Pupils listen and repeat.

Do the sums and use the fruit words. Repeat the sentences.

6. Time for fun. Look, draw and say (p. 79, ex. 5).

Name the days of the week.

Revise the weather words.

Draw the week table on the board.

Ask the pupils to draw weather pictures for each day of the week and describe the weather. Repeat the sentences chorally and individually.


7. Speak English (p. 79, ex. 6).

Describe the weather using the weather table.


Make a weather table for one week and draw the pictures. Describe it.

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