Розпорядок дня. Годинник

Lesson 2. Розпорядок дня. Годинник

Мета:

– навчальна: презентувати новий граматичний і лексичний матеріали за підтемою “Розпорядок дня”, практикувати мовні засоби за підтемою “Розпорядок дня”, формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

– розвиваюча: уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати

різні типи пам’яті – слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

– виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою “Розпорядок дня”, плакат “Present Simple”.

Хід уроку

Warm up

Game “I can see…!”

Play with the whole class and/or children play in pairs. Child A holds up a book with one of the picture cards behind it. Child A says Look! and gradually moves the card up. As soon as Child В recognises the picture, they say e. g. I can see the… clockl! After three turns,

the children change roles.

Presentation

1. Section ‘Remember’

Read out the time words. Explain the meaning of the words. You can use a demonstrative clock.

Pupils listen, look at the time on the clock and say the time.

Remind pupils to use “at” with a time of a day.

Pupils read and practise the pronunciation.

Do choral and individual reading.

Ask individuals to read parts of the section again aloud. Help with pronunciation and rhythm especially.

Monitor the activity and help where necessary.

2. Ask and answer (p. 39, ex. 1).

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

Ask pupils to read the questions in silence and try to answer.

Ask a bright pupil the first question from the list.

A pupil answers. If it is difficult to answer, help him/her.

Ask the second question. Do the same procedure. Ask some other pupils.

Do choral and individual repetition.

Pair work: Pupils read and answer the questions.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs using the information about time and parts of a day.

One or two pairs act out the dialogue, and so on.

Repeat with several different pupils.

Practice

3. Listen and read. Then match the sentences (1-6) with the pictures on page 42 (a-f) (p. 39, ex. 2).

Ask pupils to look at the sentences and read them. Then ask pupils to look at the pictures of the exercise. Pupils may also be asked to write sentences in their exercise books and on the board and then match them together.

Answers: 1. f; 2. d; 3. c; 4. a; 5. е; 6. b.

4. Look at these words and say what they mean (p. 41, ex. 3).

A) Ask pupils to look at the words in boxes and translate them into the native language. Ask pupils to read them again and translate.

B) Tell pupils they are going to write the sentences about themselves.

Pupils open the copybooks. They write down the sentences using the adverbs of frequency from the boxes and their own verbs.

Pair work: Pupils read the sentences to each other.

Monitor the activity and help where necessary.

If the class is not strong, write some verbs on the board or stick the flashcards to choose a necessary verb to every sentence.

Then read the Section ‘Remember’ and pay attention to an auxiliary verb ‘do’ and its negative form ‘don’t’.

Use the table “Present Simple. Negative”.

5. Ask and answer in pairs (p. 42, ex. 4).

Explain to pupils that they are going to ask and answer the questions.

Ask pupils to read the questions in silence.

Ask a bright pupil the first question from the list.

A pupil answers. If it is difficult to answer, help him/her.

Ask the second question. Do the same procedure. Ask some other pupils.

Do choral and individual repetition.

Pair work: Pupils read and answer the questions.

Monitor the activity and help where necessary.

6. Read and say what sentences are true for you (p. 42, ex. 5).

A) Ask pupils to read the sentences one by one and say what sentences are true.

Do this procedure with three or four pupils.

Ask pupils to listen to their classmates very carefully because they have to complete the sentences and write them down.

B) Ask pupils to answer the question: “Who does what?”

Tell pupils to open their copybooks and complete the sentences with the names of their classmates. Then ask to write the full sentences into their copybooks.

Ending the Lesson

8. Listen and sing the rap (p. 43, ex. 6).

Tell pupils to look at the picture on p. 43, ex. 6. Ask what they see. Pupils give different answers about the picture and about a person on it.

Tell pupils that they are going to learn the song about the time and weekends. Ask pupils to take their demonstrative clocks and point to the time while they are going to read the lines.

Read the words of the song, pausing after each line. Pupils repeat the lines chorally and individually pointing to the time and mime the actions.

Sing the song chorally.

Mime the actions while singing the lines of the song again.

Homework

Read p. 43, ex. 6; p. 42, ex. 5.

Further practice

Use Workbook tasks at the lesson or at home.




Розпорядок дня. Годинник