Lesson 7. Вулиця, на якій я живу
Мета:
– навчальна, презентувати новий лексичний матеріал за темами “Я, моя сім’я та друзі (місце проживання)”, “Подорож”, 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 спілкуванні; розвивати
– виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі, виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів, толерантність один до одного.
Обладнання: картки за темами “Я, моя сім’я та друзі” (місце проживання)”, “Подорож”.
Хід уроку
Warm-up
1. Game “Where’s
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.
Presentation
2. Listen and repeat (p. 143, ex. 1).
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 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.
Optional activity
Game “Lip reading”
Choose an item on the poster and mouth the word silently to the class.
Children lip read what you are saying and say the word out loud. Children can then take turns to lip read each other saying the names of things on the poster in pairs.
Practice
3. Listen and point to the right places in the picture (p. 143, ex. 2).
Pair work: Use the picture which shows a place or places. Tell the children there is Kate or Bill hiding somewhere in the poster and they must ask his/her partner questions to find out where he/she is e. g. “Is Kate at the corner of Oak Street and Main Street? / Is Bill in the park?” Children can then play the game in groups.
4. a) Listen and read (p. 144, ex. 3).
Read the text. Ask pupils to read the sentences after you. You can translate difficult sentences into the native language.
Pronounce the words clearly.
While-reading: 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 again.
Post-reading: Ask the questions, “What is the text about?”, “What street do you live at?”
B) Match to make up true sentences.
Ask pupils to look at the parts of the sentences and read them.
Ask to match the parts of the sentences correctly.
Pupils may also be asked to write sentences in their exercise books and on the board and then match them together.
Answers: 1. d; 2. е; 3. a; 4. b; 5. е.
Practice
C) Ask and answer in pairs.
After reading the text ask pupils to read the pattern dialogue. Pupils must read it and make questions and give answers about Nick’s street.
Then pupils should use these questions to describe the streets where they live.
5. Have a talk about your classmate’s street (p. 144, ex. 3).
Ask pupils to read the words in boxes.
Then give some pieces of paper to every pair of pupils and ask them to draw a plan of streets where they live.
Now ask pupils to read the dialogue. Pupils read it.
Then they can ask and answer questions about their own streets using the words from different boxes.
Ending the Lesson
Game “Poster bingo”
Children draw a grid with six squares and draw a picture or write the name of one thing they can see on the “My City” poster in each square. When children are ready, say the names of different things on the poster in random order.
Children listen and write a cross on the picture or word if they have included it in their grid. The first child to cross all six words in their grid calls “Bingo!” and is the winner.
Homework
Read p. 144, ex. 3.
Further practice
Use Workbook tasks at the lesson or at home.
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