Unit 4. SEASONS AND NATURE

Lesson 6

Тема. Лето - яркое

Цель:

учебная: закрепить употребление лексико-грамматических структур (Present Simple), формировать лексические навыки и навыки произношения, совершенствовать навыки чтения, аудирования, устной речи, совершенствовать компетенцию устного монологического вещания;

развивающая: заинтересовать учащихся темой урока, привлечь их внимание к повторению лексических единиц, предусмотренных в этом уроке; помочь им быть более раскованными в общении, пополнить лексический запас; дать возможность учащимся использовать общие знания; привлечь к работе учеников всего класса; воспитательная: воспитывать культуру собеседования, взаимоуважение, черты характера: доброжелательность, толерантность, активность, уважение и любовь к одноклассникам, культуру общения, заинтересованность в расширении своих знаний.

Оборудование: тематические карты или плакат.

Ход урока

WARM-UP

1. Have a “months of the year” race on the board. Write the names of the months randomly across the board. Pupils race against each other to find the words on the board as you call them out at random.

PRESENTATION

2. Look and say (p. 74, ex. 1).

Ask the pupils to look at the picture.

Read the questions. Pupils listen and look at the picture.

Then they answer the questions.

3. Listen and repeat (p. 74, ex. 2).

Revise the colours using the colour cards. Stick the cards under the words written on the board. Point at the colours and ask the pupils to say the colour. Repeat it several times chorally and individually.

Tell the pupils to look at the picture.

Say the poem, pausing after each line for the class to repeat.

Ask one of the exemplary pupils to read the poem too. He / She reads the text while the class listens.

Pupils take turns to read the poem.

PRACTICE

4. Speak in class (p. 74, ex. 3).

Play an Association game. Say the name of any season. Pupils work in pairs, trying to think of and write down within a two-minute period as many words they associate with that season as possible. Then ask them to make up sentences.

Read the task of the exercise. Name the colours. Match them with the things. Play two or three rounds.

5. Listen and read (p. 74, ex. 4).

Part 1

Read the drills. Draw the pupils’ attention to the vowel sounds in the pairs of words.

Do choral and individual repetition.

Part 2

Read the text. Pupils listen and repeat.

Translate the difficult words and word combinations into their native language.

Ask the pupils to take turns to read. Then do it chorally and individually.

After reading: ask the pupils some questions to check their understanding: “what's the bug's name? Where is the sun? What June has got? What does it sing? Where is the duck?” etc.

READING AND WRITING

6. Write the questions to the answers. Act out (p. 75, ex. 5).

Ask the pupils to read the answers. If you have pictures, point at them.

Ask the pupils to make questions to the answers. If it's difficult, write the questions on the board. Pupils copy down the questions into their copy books.

Pair work: Act out the dialogues.

In pairs, pupils read and practice Dialogue 1 only. One or two pairs act out the dialogue.

Then pupils read and practice other dialogues in pairs. One or two pairs act out the dialogues.

ENDING THE LESSON

7. Speak English (p. 75, ex. 6).

Ask the pupils to describe summer. Use some pictures and the sentences from the exercise.

HOME WORK

Describe today's weather. Draw a picture.

Bring sea photos.