Unit 7. И AM AT SCHOOL
Lesson 4
Тема. Это - моя классная комната
Цель:
учебная: активизировать изученный лексико-грамматический материал, развивать умения и навыки чтения, письма, устной речи, совершенствовать компетенции чтения, аудирования и устного монологического вещания;
развивающая: развивать логическое мышление, внимание и зрительную память, наблюдательность, совершенствовать фонетику и артикуляцию звуков, устные коммуникативные умения с опорой на наглядность;
воспитательная: воспитывать заинтересованность в расширении своих знаний.
Оборудование: плакат «Школьные вещи», тематические карточки.
Ход урока
WARM-UP
1. Revise the school objects.
Use the school objects flashcards. Stick the pictures to one side of the board. As the pupils say the names, write them on the other side of the board, in any order.
Get one pupil at a time to come up to the board and draw a line joining the picture to the word.
Remove the pictures and get the pupils to put them back correctly.
PRESENTATION
2. Listen and repeat (p. 130, ex. 1).
Teach and then drill the new words shown in the picture using the objects in the classroom. Point at or touch the objects. Draw the objects you don't have in the classroom on the board.
Repeat every word two or three times.
Pupils take turns to read out the words. Help them with pronunciation.
Ask the pupils to point at the objects or the pictures and describe them using the pattern.
PRACTICE
3. Work in pairs. Ask and answer (p. 130, ex. 2).
Some pupils read the questions, others answer them using the pictures (p. 130, ex. 1).
Write a table with questions on the board to help the pupils to make questions. Stick the flashcards instead of the school objects if you like.
Where |
is |
a poster? |
|
are |
bookcases? |
4. Look and say. Correct the sentences (p. 130, ex. 3).
Keep the books open. Look at the pictures. Say: “Read the sentences. Are they correct?”
Pupils read the sentences and correct them.
Pupils may also be asked to write the sentences into their copy books.
Key: 2. Они lamps. - They aren't lamps. They are flowers. 3. Они posters. - They aren't posters. It's a door. 4. It's a pen. - It isn't a pen. It's a pointer. 5. Они chairs. - They aren't chairs. They are desks. 6. It's a blackboard. - It isn't a blackboard. It's a bookcase. 7. They're old. - They aren't old. They are new. 8. It's brown. - It isn't brown. It's...?
PRACTICE
5. Listen and repeat (p. 131, ex. 4).
Ask a few questions in English about the pictures: “Where are the girls? What they are wearing? What colour is the jacket?” etc.
Explain the word “board game” showing a real board game or a picture of it. Read the dialogue. Pupils listen.
In pairs, pupils read and practice the dialogue.
One or two pairs act out the dialogue.
6. Work in groups. Act out (p. 131, ex. 5).
Dialogue: In pairs, pupils read and practice the story (p. 131, ex. 4).
Ask the pupils to replace the words in italics with some other words. Write the words on the board or stick flashcards.
One or two pairs act out the dialogue using the new words.
READING AND WRITING
7. Look and say (p. 131, ex. 6).
Read the drills. Draw the pupils’ attention to the vowel sounds.
Do choral and individual repetition.
ENDING THE LESSON
8. Speak English (p. 131, ex. 7).
Ask some pupils to come up to the board, the bookcase, etc.
Ask them to describe where they are standing in the classroom.
HOME WORK
Learn the words.
Make a plan of the classroom.