На фермі

мета:

• навчальна, ознайомити з новими лексичними одиницями, активізувати вивчений лексико-граматичний матеріал, розвивати вміння та навички читання, письма, усного монологічного та діалогічного 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 нанаочність;

• 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. Dictation

Give a simple dictation (use the rhyme or similar sentences about holidays or seasons) in which pupils listen and draw what they hear instead of writing it down word by word. Demonstrate or explain the procedure to pupils. Then dictate each piece of the description two or three times, giving pupils enough time to draw their pictures.

Presentation

2. Listen and repeat (p. 116, 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.

Teach irregular plurals ‘geese’ and ‘mice’ by referring pupils to the pictures. Pay special attention to the pronunciation.

Ask pupils to close the books. Write irregular plurals on the board. Then erase the plurals from it. Ask pupils to come to the board and write irregular plurals in.

3. Listen and read (p. 116, ex. 2).

Ask pupils to read the sentences.

Say the new words. Drill each new word two or three times. Ask pupils to write words down into their vocabularies.

Do choral and individual repetition.

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 words. Help with pronunciation. If you like, make sentences with these words.

Practice

4. Listen and say (p. 117, ex. 3).

Ask pupils to look at the picture.

Ask, “Who are they? What are they doing? What are they talking about?”

Read the dialogue while pupils listen and read silently.

Explain any words that pupils ask for.

Read the dialogue again. Pupils listen and repeat.

When pupils are familiar with the text, ask pairs of pupils to act out the dialogue.

Reading and Writing

5. Match the opposites, then complete the sentences (p. 117, ex. 4).

Write the opposites on the board. Ask pupils one by one to run to the board and match the opposites.

Monitor the activity and help where necessary.

Ask pupils to read the example and explain that they are going to complete the sentences using the opposites.

Pair work: Pairs read the sentences and complete them with the opposites. Monitor the activity and help where necessary.

Answers: 1. clean; 2. It is easy now. 3. He is kind now. 4. It is interesting now. 5. He is happy now. 6. It is warm now.

6. Listen and sing the song (p. 118, ex. 5).

Tell pupils to look at the pictures on p. 108, ex. 5. Ask what animals they are.

Tell pupils that they are going to learn the song about the farmer and his animals. Ask pupils to point to the animals on the pictures 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.

Ending the Lesson

7. Game "Cross the river"

Draw a river on the board, with two sets of four stepping stones across the river. If you like drawing, you may want to add “dangers” like crocodiles, shark fins, or snakes in the river. Write Team A and Team В underneath the two sets of stepping stones. Divide the class into two teams. Tell children you are going to show each team different flashcards. Each team has to guess their words correctly to move across the river. Show one team a flashcard and choose a child in that team to give the answer. Allow him/her to consult with friends first to avoid embarrassment if the answer is incorrect. If the child answers correctly, write the word on that team’s first stepping stone. If the answer is not correct, ask the other team to tell you the word, and write the word on that team’s first stepping stone. The first team to complete the four stepping stones with words crosses the river and wins.

Homework

Read p. 117, ex. 3; p. 118, ex. 5.

Further practice

Use Workbook tasks at the lesson or at home.