Конспекти

На вокзалі

мета:

• навчальна: ознайомити з новими лексичними одиницями за темою «Подорож», активізувати вивчений лексико-граматичний матеріал, описувати когось/щось, виражати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного 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 на наочність, уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі;

• виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів.

Обладнання: таблиця «Подорож», тематичні картки.

Хід уроку

Warm-up

1. Game"Silent dictation"

Hold up a picture of a transport (or a real photo).

Pupils write down the word or the word with a preposition in their copybooks.

Ask two or three pupils to write the words on the board to check up the spelling.

Presentation

2. Listen and read (p. 160, ex. 1).

Ask pupils to read the new words and sentences with these words.

Say the new words. Drill each new word two or three times. Ask pupils to write these 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.

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

3. Listen and say (p. 160, ex. 2).

Ask pupils to look at the pictures.

Ask if pupils have ever been at the railway station? Do they go alone or with adults/friends? What do they usually do there?

Read the dialogues while pupils listen and read silently.

Explain any words that pupils ask for.

Read the dialogues again. Pupils listen and repeat.

When pupils are familiar with the texts, ask pairs of pupils to act out the dialogues.

Monitor the activity and help where necessary.

Revise the pronouns in the Section ‘Remember’.

Pupils read the pairs of pronouns. Do choral and individual repetition.

Practice

4. Say if the sentences are true or false (p. 162, ex. 3).

Pair work: Ask pupils to read the sentences and find correct statements. Pupils read and explain if the sentences are true or false. Go round helping weaker pupils especially to read and work out meaning for themselves.

Ask pupils to read the true statements.

Answers: 1. False; 2. False; 3. True; 4. True; 5. False; 6. False.

5. Make up as many sentences as you can (p. 162, ex. 4).

Pair work: Ask pupils to look at the table and make up sentences.

Monitor the activity and help where necessary.

Reading and Writing

6. Change the underlined words into ‘you’, ‘him’, ‘her’, ‘them’, ‘us’ or ‘it’ (p. 162, ex. 5).

Pupils read the task. Then read the sentences and change the underlined words into ‘you’, ‘him’, ‘her’, ‘them’, ‘us’ or ‘it’ using the Section ‘Remember’ at page 161.

Monitor the activity and help where necessary.

Answers: 1. them; 2. her; 3. him; 4. her; 5. them; 6. it.

Ending the Lesson

7. Act out the scenes of task 1 in pairs (p. 162, ex. 6).

Read the dialogues again. Pupils listen and repeat.

When pupils are familiar with the texts, ask pairs of pupils to act out the dialogues.

Monitor the activity and help where necessary.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils.

Optional Activity

Game "Mime the flashcard"

Hold up flashcards in turn and say the names of pupils. Children do a mime in response e.g. they can pretend to eat a particular food (if you are using food flashcards), imitate a particular animal (animal flashcards) or put on clothes (clothes flashcards). Then do mimes of different flashcards yourself or invite individuals or pairs of children to take turns to do this. Children watch and call out the names or make sentences using Present Continuous.

Homework

Read p. 160, ex. 2.

Further practice

Use Workbook tasks at the lesson or at home.