4 клас

Unit 2. Free time

Lesson 1. Мої друзі та їхні захоплення

Мета:

· Навчальна: продовжувати знайомство із країнами Європи, удосконалювати навички вимови англійських слів та складання тематичних діалогів;

· Розвиваюча: розвивати мовленнєві компетенції, спонтанні відповіді на запитання та швидку реакцію; розвивати комунікативні здібності учнів, навички аудіювання та діалогічного мовлення; толерантного ставлення до однокласників;

· Виховна: викликати в дітей бажання вчитися; вивчати іноземну мову, як мову спілкування, виховувати дисципліну, повагу до однокласників, звичку до систематичної розумової праці.

Обладнання: карта Європи, картки за підтемами « Моя сім’я», « Кольори», «Іграшки».

Хід уроку

Warm-up

1. Game “ Rhyming words”

Put up 2-3 phonics cards around the room, saying the words for children to repeat. Ask children to stand up at their desks. Tell them you are going to call out words which rhyme with the words in the cards. Call out other words from the phonics lessons. Children point to the words on the wall. With a strong class, you may also ask them to repeat both words. Gradually get faster and faster. Children who point to the wrong word are out and have to sit down. Option: with a limited number of words, you may call out both the words on the cards and words which rhyme with them.

Presentation

2. Listen about the kids’ favourite toys, and say if the sentences are true or false (p. 34, ex. 1).

Pair work: Ask pupils to listen about the children’s favourite toys and find correct statements.

Pupils listen and decide 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 only. Ask pupils to match the true statements with the pictures.

Pupils may be asked to describe the children using the sentences and the picture from the exercise.

Answers: a) 1. True; 2. False; 3. True; 4. False; 5. False. b) Rosie – e; Steve – c; Dorian – d; Ann – b; Martin – a.

Practice

3. Copy and fill in the table. Write about your favourites. Then ask two friends (p. 35, ex. 2).

Copy the table down on the board.

Ask pupils to choose a pupil from the class to come to the board.

He / She completes the first column of the table writing his / her name.

Then ask other pupils to read the question and completes the second column.

Do the same procedure with other questions.

Pair work: Pupils in pairs ask and answer the questions and complete the table ( which they have made in their copybooks) with their own answers.

4. Read and find out the kids’ favourite games (p.35, ex. 3).

Pre-reading: Ask pupils to look at the pictures. Ask some questions about them: “What are the children doing? Where are they? How old are they? Are they big or small? What are they doing? What are they wearing?” etc. Don’t forget to stay the number of every picture.

Ask pupils to read the stories about the children in silence after you. You can translate difficult sentences into the native language.

While-reading: Then read the text in a chain. Do choral and individual repetition of some paragraphs. Follow the same procedure three or four times.

Post-reading: Do exercise 4.

5. Ask and answer (p. 36, ex.4).

Pair work: Pupils read the questions to the exercise 3 and answer them using the information from the exercise.

Answers:

1. Wenda likes skipping.

2. He lives in the sea.

3. Sashko and Vanya play chess.

4. Their favourite game is Snakes and Ladders.

Pay pupils attention to the Section “Remember”.

Read the sentences. Translate. Pay attention to possessive pronouns.

Do choral and individual reading.

Reading and Writing

6. Fill in “their” or “our” (p. 37, ex. 5).

Tell pupils to open their exercise books. Read the task of the exercise. Explain that they can use possessive pronouns in the gaps.

Pupils read the sentences and fill in gaps using possessive pronouns. Then they write the sentences down.

Answers: 1. Their; 2. Our; 3. Their; 4. Our.

7. Look on pages 39-40 and say (p. 37, ex. 6).

Stick flashcards of different activities on the board.

Tell pupils to look at the pictures and ask: “What games are the boys / girls playing in the pictures?”

Pupils answer.

Tell pupils to look at the activities. Then ask to name these activities. Ask pupils to complete the speech bubble using the pictures from the book. Then ask pupils to open their copybooks and write the sentences down.

Ending the lesson

8. Work in a group of 3. Have the interview (p. 38, ex. 7).

Group work: Ask pupils to read the conversation choosing the words of heroes of the story. Pupils choose the roles and read the conversation.

Then they take turns to ask and answer in the same way, using their own answers.

Pupils act out the conversation in groups using their own answers. Go around the class helping with the pronunciation.

One or two groups act out the conversation, and so on.

Homework

Read p. 35, ex. 3.

Future practice

Use Workbook tasks at the lessons or at home.

Lesson 2. Розпорядок дня. Годинник

Мета:

· Навчальна: презентувати новий граматичний і лексичний матеріал за підтемою "Розпорядок дня", практикувати мовні засоби за підтемою "Розпорядок дня", формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

· Розвиваюча: уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті - слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

· Виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою "Розпорядок дня", плакати "Present Simple".

Хід уроку

Warm up

Game "I can see...!"

Play with the whole class and/or children play in pairs. Child A holds up a book with one of the picture cards behind it. Child A says Look! and gradually moves the card up. As soon as Child B recognises the picture, they say e.g. I can see the ... clock!! After three turns, the children change roles.

Presentation

1. Section 'Remember'

Read out the time words. Explain the meaning of the words. You can use a demonstrative clock.

Pupils listen, look at the time on the clock and say the time.

Remind pupils to use "at" with a time of a day.

Pupils read and practise the pronunciation.

Do choral and individual reading.

Ask individuals to read parts of the section again aloud. Help with pronunciation and rhythm especially.

Monitor the activity and help where necessary.

2. Ask and answer (p. 39, ex.1).

Explain to pupils that they are going to read and answer the questions.

Ask pupils to read the questions in silence and try to answer.

Ask a bright pupil the first question from the list.

A pupil answers. If it is difficult to answer, help him/her.

Ask the second question. Do the same procedure. Ask some other pupils.

Do choral and individual repetition.

Pair work: Pupils read and answer the questions.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs using the information about time and parts of a day.

One or two pairs act out the dialogue, and so on.

Repeat with several different pupils.

Practice

3. Listen and read. Then match the sentences (1-6) with the pictures on page 42 (a-f) (p.39, ex.2).

Ask pupils to look at the sentences and read them. Then ask pupils to look at the pictures of the exercise. Pupils may also be asked to write sentences in their exercise books and on the board and then match them together.

Answers: 1.f; 2.d; 3.c; 4.a; 5.e; 6.b.

Reading and Writing

4. Look at these words and say what they mean (p.41, ex.3).

a) Ask pupils to look at the words in boxes and translate them into the native language. Ask pupils to read them again and translate.

b) Tell pupils they are going to write the sentences about themselves.

Pupils open the copybooks. They write down the sentences using the adverbs of frequency from the boxes and their own verbs.

Pair work: Pupils read the sentences to each other.

Monitor the activity and help where necessary.

If the class is not strong, write some verbs on the board or stick the flashcards to choose a necessary verb to every sentence.

Then read the Section 'Remember' and pay attention to an auxiliary verb 'do' and its negative form 'don't'.

Use the table "Present Simple. Negative".

5. Ask and answer in pairs (p.42, ex.4).

Explain to pupils that they are going to ask and answer the questions.

Ask pupils to read the questions in silence.

Ask a bright pupil the first question from the list.

A pupil answers. If it is difficult to answer, help him/her.

Ask the second question. Do the same procedure. Ask some other pupils.

Do choral and individual repetition.

Pair work: Pupils read and answer the questions.

Monitor the activity and help where necessary.

6. Read and say what sentences are true for you (p.42,ex.5).

a) Ask pupils to read the sentences one by one and say what sentences are true.

Do this procedure with three or four pupils.

Ask pupils to listen to their classmates very carefully because they have to complete the sentences and write them down.

b) Ask pupils to answer the question: "Who does what?"

Tell pupils to open their copybooks and complete the sentences with the names of their classmates. Then ask to write the full sentences into their copybooks.

Ending the lesson

8. Listen and sing the rap (p. 43, ex.6).

Tell pupils to look at the picture on p. 43, ex. 6. Ask what they see. Pupils give different answers about the picture and about a person on it.

Tell pupils that they are going to learn the song about the time and weekends. Ask pupils to take their demonstrative clocks and point to the time 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.

Home work

Read p. 43, ex. 6; p.42, ex.5.

Further practice

Use workbook tasks at lesson or at home.

Lesson 3. У вільний час я люблю...

Мета:

· Навчальна: презентувати новий граматичний і лексичний матеріал за підтемою "Розпорядок дня", "Дозвілля", практикувати мовні засоби за підтемою "Розпорядок дня", формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

· Розвиваюча: Уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різі типи пам'яті - слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

· Виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою "Розпорядок дня", плакати "Present Simple".

Хід уроку

Warm-up

1. 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 B 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 to give the answer. Allow him/her to consult with friends first to avoid embarrassment if the answer is incorrect. If the child answer correctly, write the word on that team's first stepping stone. If 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.

Presentation

2. a) Speak on what you do when you come home from school (p.44,ex.1).

Write a table on the board using the following patterns:

I often	help mother	when I come home from school.
I always	do my homework	at five o'clock.
I sometimes	watch TV	in the evening.
I never	wash up	at ten o'clock.
	play computer games	before going to bed.

b) Listen to your classmates.

Ask pupils to listen to their classmates what they usually do after school.

c) Speak about one of your classmates.

Read the Section 'Remember'/ Stick the table "Present Simple".

Write the question "Does he/she like ..." and the short answers "Yes, he/she does. No, he/she doesn't."

Drill the question and answer.

Pair work: Ask pupils to read the questions and ask their partners. The partner must answer truthfully about themselves "Yes, I do./No, I don't".

Then ask every student to describe their partners using "He/She likes..."

and "He/She does not like..." or "He/She doesn't like..." If necessary, remind them that likes/doesn't like goes with 'he' or 'she' only.

Pupils may also be asked to write the short answers to the questions or even sentences.

Practice

3. Look at the chart, ask and answer in pairs (p.44, ex. 2).

Pupils look at the chart. Read the names of the children and what they like/dislike.

Drill the words two or three times. Then pupils read the questions from the example.

Then ask pupils to use the words from the chart using other questions. They may also be asked to write the short answers to the questions. Ask questions about the pupils from the class.

Pupils take turns to ask you about your likes and dislikes.

Reading and Writing

4. a) Read and choose the correct word (p. 44, ex. 3).

Pair work: Ask pupils to read sentences and find correct statements.

Pupils read and choose the correct words. Go round helping weaker pupils especially to read and work out meaning for themselves.

Ask pupils to read the correct sentences. They may also be asked to write the sentences into their copybooks.

Answer: 1. does; 2. makes; 3. reads; 4. looks; 5. a story; 6. the Internet; 7. tennis; 8. the cat.

5. Copy the tablet below. Ask and answer in pairs.

a) Mark your classmate's answer in the table.

Pair work: Ask pupils to read the questions from the tablet. Then pupils ask these questions to each other and mark the answers in the table.

One or two pairs act out the dialogue.

b) Write a report about your classmate.

Ask pupils to open their classmate using the information from the table.

Ending the Lesson

Game "Question Tennis"

Divide the class into two teams. Team A asks a question: "Do you like...?"

or "Does (Max) like ...?" Team B gives a full answer. They then ask Team A another question. Team take turns in this way and score points for correct questions and answer.

Home work

Read p. 45, ex. 3.

Further practice

Use Workbook tasks at the lesson or at the lesson or at home.

Lesson 4. Мої захоплення та захоплення моїх друзів

мета:

· Навчальна: закріпити граматичний і лексичний матеріал за підтемою "Розпорядок дня", "Дозвілля", "Моє хобі", практикувати мовні засоби за підтемою "Розпорядок дня", формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

· Виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою "Розпорядок дня", "Дозвілля", "Моє Хобі", плакат "Present Simple".

Хід уроку

Warm-up

1. Game "True or false"

Hold a flashcard facing you and tell pupils you are going to say a true or a false sentence.

Say a true or false sentence about the card in your hand, e.g. hold a picture of a basketball and say, "I like playing tennis".

If pupils think you are telling the truth, they call out "True!" If they don't, they call out "False!"Alternatively, pupils can do one of two agreed actions.

Show the flashcard in your hand, then ask a pupil to choose a flashcard without the other pupils seeing it.

Ask the pupil to say a true or false sentence about the flashcard that he/she has got.

Continue until all words have been practised.

Presentation

2. Match the pictures with the names of the clubs (p.46, ex.1).

Ask pupils to look at the word combinations and read them.

Drill the words two or three times.

Then ask pupils to look at the pictures of the exercise.

Stick the flashcards of activities in one column and write the names of the clubs in the second column.

Ask pupils to match the pictures with the words on the board.

Pupils may also be asked to write sentences in their copy books using the pattern "I go in for..."

Practice

3. a) Listen and read (p.46, ex.2).

Ask pupils to read the speech bubbles. Pupils listen and read in silence.

Do choral and individual repetition. Follow the same procedure three or four times.

b) Say if the sentences are true or false.

Ask pupils to read the true statements only.

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

Pupils may be asked to describe the children using the sentences and the pictures from the exercise.

Reading and Writing

4. Look at the membership cards. Then say who is in what club (p.47, ex.3).

Explain the words 'membership' and 'membership card'.

Then ask pupils to read the information from the membership cards and introduce the people using the speech bubble.

Optional activity

Game "Number activity"

Write number on the board. Divide the class into two teams and give a pupil from each team a piece of chalk. Say a number from 10 to 100. The first pupil to run to the board and circle the correct number wins a point for their team. This game can also be played with 'names of the clubs' words.

5. a) Copy the table and answer the questions about yourself (p.48,ex.4).

Ask pupils to complete the first column of the table answering the questions about themselves.

Then pupils introduce the info about themselves to the class.

b) Find 3 friends and ask them questions below.

Pupils are encouraged to ask 3 pupils the questions from the table. Then they complete the table using the information about their friends.

c) Speak about your friend.

Ask pupils to tell about their friends' hobbies and about activities their friends are good or bad in.

6. Do the project 'My Family Hobbies' (p. 48,ex. 5).

Ask pupils to read the titles of the projects.

Ask them to choose one and describe their family hobbies using the patterns from the exercise.

Ending the lesson

Optional activity

Game "Hangman"

Draw a blank line on the board to represent each of a word (e.g. for the word "family" you write ______). Pupils call out letters.

If a letter is in the word, write the letter on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils must try and find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let individual pupils choose a word (try to use the words of the Family Tree) and draw the blank lines on the board.

Home work

Read p.46, ex. 2.

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 5. У парку розваг

мета:

· Навчальна: закріпити граматичний і лексичний матеріал за підтемою "Дозвілля", практикувати мовні засоби за підтемою "Моє хобі", формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

· Виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою "Розпорядок дня", "Дозвілля", "Моє хобі", плакат "Present Continuous".

Хід уроку

Warm-up

1. Game "Jump"

Ask children to stand at their desks.

Hold up a flashcard from the vocabulary set and say a word.

If the word is the same as the flashcard, they jump. If it isn't, they keep still.

Alternatively, ask pupils to put their hands up or clap if the word you say and the flashcard are the same.

Game "Magic eyes"

Stick a set of on more than six flashcard in a row on blackboard. Say the names and get the children to repeat them two or three times. Then remove the flashcards one by one. Point to where they were and children repeat the names as if they were still there.

Presentation

2. Listen and repeat (p.49, ex.1).

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.

Ask pupils to read the words after you again.

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

Transfer: Ask further questions "do you like taking photos? What color are ghosts and dinosaurs?"

Optional activity

Game "Find the card"

Play with the whole class. Ask two children to wait outside the classroom door for a moment. While they are outside the door, stick one of the vocabulary cards somewhere in the classroom, where it is 'hidden' but nevertheless visible without moving anything. Involve the rest of the class in helping you to do this. Ask the two children back into the classroom and everyone asks e.g. Where's the dinosaur? The two children look for the vocabulary card of the dinosaur and the rest of the class helps by saying Hot! Hot! Hot! if the children move near to where the card is hidden and Cold! Cold! Cold! if they move away. When they find the card, the two children say e.g. Here's the dinosaur! and everyone claps and says Hurry! Repeat several times with different children.

Practice

3. Listen and say (p.50, ex.2).

Ask pupils to look at pictures.

Ask if pupils like going to parks? Do they go alone or with adults? What do they usually do there?

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.

Pay the pupils' attention to the Section 'Remember'.

Read out the sentences one by one. Pupils listen, read and repeat after you.

Ask individual pupils to read out the sentences. Stick some pictures where somebody is doing these actions.

All pupils then point to the character(s) in the pictures who is doing that action.

Check that pupils have understood the meanings of the sentences. Then write the model sentences up on the board in two columns, singulars with 'is verb+-ing' and plurals with 'are verb+-ing'. Use the two sets of sentences to show the construction of the Present Continuous.

Reading and writing

4. Look and say (p.51, ex.3).

Ask questions about the activities of the children in the pictures. "Who is playing chess? Who is dancing? What is the girl looking at?" etc.

Pupils describe the actions on the pictures.

Do choral and individual repetition. Follow the same procedure three or four times.

Pupils may also be asked to write the sentences in their copybooks.

Monitor the activity and help where necessary.

5. Listen and sing the song (p.51, ex.4).

Tell pupils to look at the picture. Ask what they see. Pupils give different descriptions about the picture and about a person on it.

Tell pupils that they are going to learn the song.

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

Game "Picture flashcard"

Hold up action flashcards and ask several questions about each one, e.g., "Can you swim/dance/fly?" Pupils reply, "Yes, I can. / No, I can't." Then ask "What are you doing now?" Revise the action words using the flashcards or photos if you have any. Repeat chorally and individually.

Home work

Read p.51, ex. 4.

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 6. Я люблю відпочивати у парку

мета:

· Виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою "Розпорядок дня", "Дозвілля", "Моє хобі", плакат "Present Continuous".

Хід уроку

Warm-up

1. Game "Mime the flashcard"

Hold up flashcard in turn and say the names. 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.

Presentation

2. Listen and read (p. 52, ex. 1).

Ask pupils to look at the picture on page 53. Ask some questions about it: "What can you see? Where are the children? How old are they? Are they big or small? What are they doing? What are they wearing?" etc.

Read the text. Ask pupils to read the text in silence after you. You can translate difficult sentences into the native language.

Pronounce the words clearly.

Read the text one by one. Do choral and individual repetition of difficult words and names. Follow the same procedure three or four times.

Then pupils read the text themselves.

Ask pupils to name activities in the park.

Optional activity

Game "Card swop"

Play with the whole class. Give each child a picture card (from a mixture of different sets or the verbs of this unit). Check the children know how to say the word on their card.

Children walk around the classroom. They take turns to show another child their card. If both children can identify what is on each other's cards, they swop cards and the game continues in the same way. If a child can't identify what's on a card, the other child 'teaches' them the word. They then swop cards and the game continues in the same way. At the end, children report back on how many times they swopped cards and identify the pictures on all the cards.

Practice

3. Look at the picture and find the people you read about. Make true sentences (p. 52, ex. 2).

Pair work: Ask pupils to make sentences about the people they have read about using the tablet from the exercise.

Pupils read and make the true sentences. Go round helping weaker pupils especially to read and work out meaning for themselves.

Ask pupils to write down some true sentences.

Pupils may be asked to describe the picture using the sentences from the exercise.

Then ask pupils to look at the Section 'Remember'.

Read the Yes/No questions and the answers to them.

Then ask various Yes/No questions about the story and the picture: Are Greg and Luke on a pirate ship? Is Elliot in the front of the ship? Is Elliot in the front of the horror house? ect. Then ask more complex questions.

Reading and writing

4. Ask and answer (p. 54, ex. 3).

Pair work: Pupils read the questions and find the information about the heroes of the story. Ask pupils to use the pattern and the words from the table of exercise 2. Pupils in pairs take turns to ask and answer questions about the children from the story. Then they take turns to ask and answer in the same way, using the pattern and the table again.

Pupils act out the dialogue in pairs.

One or two pairs act out the dialogue, and so on.

Repeat with several different pupils.

Monitor the activity, checking up correct pronunciation.

Praise their efforts, "Good! Well done!"

5. Read and play the miming game (p.54, ex. 4).

Read the instruction to the Mime Game.

Then copy each sentence on the board in one column and write the names of your pupils in a second column.

Then pupils match the sentences with the names and every pupil should mime the action he/she hears.

Optional activity

Game "Repeat it's true"

Stick a set of action flashcards on the blackboard. Point to one of the flashcard and say the action. If you have said the correct action, children repeat it and do it. If not, they stay silent. This activity can be made more challenging if you say sentences e.g. "You are running".

Ending the lesson

6. Game "Disappearing cards"

Stick five flashcards "activities" on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat the words, removing another flashcard. Continue till there are no flashcard on the board and pupils are saying the whole sequence from memory. You can also play the game by writing five words on the board, then rubbing them out one at a time.

Home work

Read p. 52, ex. 1.

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 7. Давай грати у комп’ютерні ігри

Мета:

· Навчальна: закріпити граматичний і лексичний матеріал за підтемою «Розпорядок дня», «Дозвілля», «Моє хобі», практикувати мовні засоби за підтемою «Розпорядок дня», формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

· Розвиваюча: уважно стежити з презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам’яті – слухову, зорову, увагу, уяву, учити працювати в парі, логічно висловлювати думку;

· Виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою « Розпорядок дня», «Дозвілля», «Моє хобі», плакат «Present Continuous».

Хід уроку

Warm up

1. “Miming Game”

Tell pupils to mime the actions they do at an English lesson for the other pupils to guess. If the task is rather difficult and you want to safe the time of the lesson, stick some flashcards on the board for help.

Presentation

2. Listen and say (p. 55, ex. 1).

Ask pupils to look at the pictures.

Ask if pupils like playing computer games? What are their favourite games? What are the main heroes?

Read the dialogue while pupils listen and repeat. Do choral and individual repetition of difficult words and word combinations. Follow the same procedure three or four times.

Monitor the activity and help where necessary.

When pupils are familiar with the text, they can read the dialogue.

Ask groups of pupils to act out the dialogue.

Repeat with several different pupils.

Optional activity

Game “Vicky’s game”

Stick 8-10 Flashcards from different lexical sets on the blackboard. Elicit or remind children of the names. Give the children one minute to look in silence and try and memorise the flashcards before removing them from the board.

Children work in pairs and write a list of flashcards they can remember.

Check the answers by eliciting answers from the whole class and writing a list on the blackboard.

Practice

3. Ask and answer (p. 55, ex. 2).

Pair work: Pupils read the questions and find the information about the heroes of the story. Pupils in pairs take turns to ask and answer questions about the children from the story.

Pupils act out the dialogue in pairs.

One or two pairs act out the dialogue, and so on.

Repeat with several different pupils.

Monitor the activity and help where necessary.

Then ask pupils to look at the Section ‘Remember’.

Read the Yes / No questions and the answers to them.

Then ask various Yes / No questions about the story and the picture: Is Vicky sitting at the computer monitor? Is Bill clicking? Are they singing now? etc. Then ask more complex questions.

Pair work: Pupils in pairs take turns to ask and answer about the pictures, using the questions from the Section ‘Remember’ and their own ones. They use the information from the text too to make their answers.

Reading and writing

4. Imagine you are on a desert island now. Write out the true sentences into your copybook (p. 56, ex. 3).

Read the task of the exercise. Explain to pupils the words ‘a desert island’. If you have a picture of a desert island, show it to the pupils.

Then pupils read the sentences and choose the suitable ones.

Ask pupils to copy them down into their copybooks.

5. Play the mime game (p. 56, ex. 4).

Ask pupils to read the word combinations from the box.

Hold up flashcards in turn and ask pupils to say the names of actions. Stick all flashcards on the board.

Ask pupils to read the patterns of the dialogue.

Then ask pupils to do mimes of different flashcards themselves or invite individual or pairs of pupils to take turns to do this. Pupils watch and call out the names of the actions. Monitor the activity and help where necessary.

Optional activity

Game” Read my lips!”

Move your lips or whisper familiar words or phrases. Children concentrate on your mouth movements and repeat what you say.

Ending the lesson

Game “card swop”

Play with the whole class. Give each pupils a picture card (from a mixture of different sets). Check the pupils know how to say the word on their card. Pupils walk around the classroom. They take turns to show another child their card. If both pupils can identify what is on each other’s cards, they swop cards and the game continues in the same way. If a pupil can’t identify what’s on a card, the other pupil ‘teaches’ them the word. They then swop cards and the game continues in the same way. At the end, pupils report back on how many times they swopped cards and identify the pictures on all the cards.

Homework

Read p. 55, ex. 1; p. 55, ex. 2.

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 8. Чим ти зараз займаєшся?

мета:

· Навчальна: закріпити граматичний і лексичний матеріал за підтемою "Розпорядок дня", "Дозвілля", "Моє хобі" практикувати мовні засоби за підтемою "Дозвілля", "Моє хобі", формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

· Виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою "Розпорядок дня", "Дозвілля", "Моє хобі", плакат "Present Continuous".

Хід уроку

Warm-up

1. Game "Mime the flashcard"

Hold up flashcard in turn say the names of pupils. Children do a mime in response e.g. they can pretended to eat a particular food (if you are using food flashcard), imitate a particular animal (animal flashcard) or put on clothes (clothes flashcard). Then do mimes of different flashcard 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.

Presentation

2. Listen and say (p. 57, ex. 1).

Pre-reading: Ask pupils to look at the pictures. Ask: "What is this dialogue about?" Pupils try to guess looking at the pictures.

Read the text. Pupils listen and read in silence.

Ask some questions, "Who is busy? Why? Who is making a cake? Who is cleaning the room? Why is Kate busy?" Set two or three of the questions for pupils to write answer.

Read the dialogue again. Pupils listen and repeat. Do choral and individual repetition of difficult words and word combinations. Follow the same procedure three or four times.

When pupils are familiar with the text, they can read the dialogue.

While-reading: Monitor the activity end help where necessary. Ask pairs of pupils to act out the dialogue.

Repeat with several different pupils.

Post-reading: Ask pupils to look at the Section 'Remember'.

Read the Wh-questions and the answer to them.

Then ask various Wh-questions about the story and the pictures: Who is Vicky speaking to? What is Bill doing? What is Kate doing? etc. Then ask more complex questions if you have got enough time.

Pair work: Pupils in pairs take turns to ask and answer about the pictures of exercise 1, using the questions from the Section 'Remember' and their own ones. They use the information from the dialogue too to make their answer.

Practice

3. Your classmates are on a desert island. Ask them what they are doing. Write down their answer (p.57, ex. 2).

Read the task of the exercise. Remind pupils the words 'a desert island'.

Then pupils read the words from the box. If is necessary, translate them into the native language.

Then read a pattern and fill in the gaps with the words from the box. Ask pupils to answer the question pretending doing an action.

Monitor the activity and help where necessary.

Reading and writing

4. Ask and answer (p. 58, ex. 3).

Pair work: Ask pupils to look at the pictures and name the actions which the children are doing. Then ask pupils to read the questions and give the answers looking at the children on the pictures. Pupils in pairs take turns to ask and answer questions about the children on the pictures.

Pupils act out the dialogue in pairs.

One or two pairs act out the dialogue, and so on.

Repeat with several different pupils.

Monitor the activity and help where necessary.

5. Have a talk (p. 59, ex. 4).

Pair work: Ask pupils to look at the dialogue in the book.

Ask them to read the dialogue using the patterns.

Pupils read it and complete with the true answers.

Pupils act out the dialogue in pairs.

You can write down some words on the board or stick some flashcards to help pupils to make dialogues.

One or two pairs act out the dialogue, and so on.

6. Listen, sing and mime the song (p. 59, ex. 5).

Revise the personal and possessive pronouns, and the verb to be. Use the table "Present Continuous".

Make sentences with them, using the patterns "I'm reading. You are writing. He is playing. She is singing.

Tell pupils to look at the pictures on p. 59, ex. 5. Ask what they see. Pupils answer.

Tell pupils that they are going to learn a song and try to mime some actions from this song.

Read the words of the song, pausing after each line. Mime the actions. Pupils repeat the lines chorally and individually pointing to a boy in the book.

Say a line and tell pupils to repeat after you.

If necessary, translate the difficult words into the native language.

Sing the song chorally.

Mime the actions while singing the lines of the song again.

Ending the lesson

7. Game "Silent dictation"

Hold up a picture of a hobby activity (or a read photo).

Pupils write down the word or the word combination in their copybooks.

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

Home work

Read p. 57, ex. 1; p. 59, ex. 5.

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 9. Мої улюблені фільми

мета:

· Виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за підтемою "Розпорядок дня", "Дозвілля", "Моє хобі", плакат "Present Continuous".

Хід уроку

Warm-up

1. Game "Spelling Shark"

This is a version of the traditional "Hangman" game. Briefly explain the rules to the class. You can play the game to revise the vocabulary needed for the lesson.

Think about any word, e.g., "mirror". Don't say it out loud. Draw a "cliff" line in the board. At the bottom of the "cliff" draw a shark and the sea. Draw dashes for the letters in your word, "_ _rr_ _". You can make the task easier by putting some letters. Pupils take turns to guess one letter of the word. If that letter is in the word, write it in the appropriate blank. If it is not in the word, draw a little "stick figure" starting to walk along the "cliff" towards the edge. Pupils have to guess all the letters correctly before the stick figure falls over the cliff and into the shark's jaws.

Presentation

2. Listen and say (p. 60, ex. 1).

Ask pupils to look at the pictures. Ask "What is this dialogue about?"

Pupils try to guess looking at the pictures.

Read the text. Pupils listen and read in silence.

Ask some questions, "What are the boys doing? Why?"

Read the dialogue again. Pupils listen and repeat. Do choral and individual repetition of difficult words and word combinations. Follow the same procedure three or four times.

When pupils are familiar with the text, they can read the dialogue.

Monitor the activity and help where necessary. Ask pairs of pupils to act out the dialogue.

Repeat with several different pupils.

Practice

3. Look, ask and answer (p. 61, ex. 2).

Pair work: Ask pupils to look at the pictures and read the titles of films and cartoons. Ask if they have seen these films or cartoons.

Explain to pupils that they are going to ask and answer the questions.

Then ask pupils to read the questions and give the answer using the table and the pictures.

Ask a bright pupil the first question from the list.

A pupil answers. If it is difficult to answer, help him/her.

Ask the second question. Do the same procedure. Ask some other pupils.

Pair work: Pupils in pairs take turns to ask and answer questions about the films. If they like, they can add their own favorite films and cartoons to the list.

Monitor the activity and help where necessary.

Pupils act out the dialogue, and so on.

Reading and Writing

4. a) Complete the rap below with the lines (p. 62, ex, 3).

Tell pupils to look at the pictures on p. 62, ex. 3. Ask what they see. Pupils give different answers about the pictures and about people on them.

Tell pupils that they are going to learn the song about different cartoon heroes.

Explain that they are going to complete the lines of the song using the words from the boxes.

Read the words of the song, pausing after each line. Ask pupils to finish every line with necessary words from the boxes. Correct pupils if it is necessary.

Pupils repeat the lines chorally and individually and mime the actions.

Sing the song chorally.

Mime the actions while singing the lines of the song again.

Answer: 1. b; 2. a; 3. d; 4. e; 5. c.

b) Listen to the rap above , read and check.

Listen to the rap song again and check the answers.

5. Listen and answer about the text in text 3 (p. 63, ex. 4).

Pair work: Ask pupils to read the questions from Table A and find the answer to these questions from table B.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs.

One or two pairs act out the dialogue, and so on.

If you have enough time, you can ask two or three pairs to go to the board and write their questions and answers on it while the others are writing them down in their copybook.

Ending the lesson

6. Game "Silent dictation"

Hold up a picture of a job (or a read photo).

Pupils write down the word in their copy books.

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

Home work

Read p. 60, ex. 1; p. 62, ex. 3.

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 10. Тепер ти можеш...

мета:

· Навчальна: активізувати та закріпити вивчений матеріал лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати вербально на запитання, які вимагають як простих так і складних відповідей, формувати в учнів комунікативну компетенцію, закріпити поняття прийменників часу та вживання їх у мові з опорою на наочність, розвивати та удосконалювати написання речень в теперішньому продовженому часі (розповідні, питальні, та заперечні.

· Розвиваюча: Уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдосконалення у галузі володіння іноземною мовою, розвивати мовну здогадку;

· Виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого матеріалу, допомогти їм бути розкутими у спілкуванні, толерантного ставлення до однокласників, викликати в дітей бажання вчитися; вивчити іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумової праці, ефективно співпрацювати під час парної та групової роботи.

· Обладнання: картки за підтемою "Розпорядок дня", "Дозвілля", "Моє хобі", плакат "Present Continuous".

Хід уроку

Warm-up

1. Game "Odd one out"

Write four words on the board, three of which belong to a lexical set (e.g., hobby activities, food, time) and one that does not. Pupils have to say which one does not fit the set (e.g., "egg", "apple", "bear", "banana" - the odd one out is "bear", as it is not a king of food). This can also be played with drawings or pictures on the board.

Revision

2. Match and say (p. 64, ex. 1).

Tell pupils to look at the sentences and read them in silence. Then do choral and individual reading.

Then ask pupils to go to the board and read the first sentence loudly. Ask him/her to match the sentence with the necessary word from the box. A pupil does it. Ask him/her to write the sentence on the board.

Do the same procedure with other sentences. Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

Then ask pupils to write the sentences down using the patterns 'His/Her/Their favorite lesson is ... .' in their copybooks.

Answer: 1. Maths; 2. PT; 3. Music; 4. Art.

Practice

3. Read and choose the correct word (p. 64, ex.2).

Tell pupils to look at the picture and describe the boy.

Ask pupils to read the text about Mowgli. Explain that they are going to read a paragraph from "The Jungle Book" by R. Kipling, a famous English writer. Pupils may be asked about this book in their native language.

Explain that are going to choose the right words from the brackets while reading.

Pupils read the text in a chain and choose the right words.

Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Do choral and individual reading.

Monitor the activity and help where necessary.

After reading ask pupils to write the sentences with correct chosen words down in their copybook.

Answer: 1. baby; 2. in the jungle; 3. wolves; 4. bear; 5. climbs; 6. tiger; 7. monkeys.

Reading and writing

4. Answer the questions (p. 65, ex. 3).

Pair work: Ask pupils to read the questions and find the answer to these questions using the text.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs.

One or two pairs act out the dialogue, and so on.

If you have enough time, you can ask two or three pairs to go to the board and write their questions and answer on it while the others are writing them down in their copybooks.

5. Listen and watch. Then guess who is who (p. 65, ex. 4).

Ask pupils to listen about two families.

Pupils listen and look at the picture.

Then they read the names of the members of these families.

Write the people's names in a column on the board. Tell pupils these are the beginnings of the sentences.

Pupils listen to the text again. Then they choose the correct answer and complete the sentences.

Pair work: Ask pupils to read and practice the descriptions of the girls/boys/their parents.

One or two pupils describe them in front of the classroom.

Repeat with several different pupils.

Answer: 1. Greta and Nick Click are reading. 2. Tracy is writing a postcard (on the sand). 3. Suzy and Suzy's mum are swimming. 4. Luke's rowing a boat. 5. Luke's friends are playing pirates. 6. Colin and Pate are fishing. 7. Tracy is writing a postcard to Toby.

Ending the lesson

Game "Picture match"

Use different pictures to play a matching game. Draw hobby pictures on the board, or stick pictures cut from magazines or newspapers to the board. Write the words at the other end of the board. Pupils match pictures and words by drawing a line, e.g., from the picture of 'to sweep the floor' to the word combination "to sweep the floor".

Home work

Read p.64, ex. 2.

Further practice

Use Workbook tasks at the lesson or home.

Ігрове шоу “We Love Ukraine”

(до презентації "We love Ukraine")

Мета: узагальнити та розширити знання учнів з теми Україна;

активізувати навички та вміння усного мовлення на основі вивченого

матеріалу;

прищеплювати любов до вивчення англійської мови;

розвивати пізнавальну активність учнів;

сприяти розширенню кругозору учнів;

виховувати почуття гордості за свою країну;

виховувати громадянську свідомість учнів.

Обладнання: картинки із символами України, мультимедійна дошка,

презентації по темі.

Хід заходу

Compere 1. Good afternoon, dear guests! We are glad to greet you at our game show “We love Ukraine”. (музика) Today we are going to speak about Ukraine, its geographical position, its people and traditions, about cities and towns of Ukraine. The motto of our show is: "He, who loves not his Motherland can love nothing" (G. Byron) These wonderful words, belong to the great poet Byron.

Compere 2. Boundless steppes, thick forests, towering mountains, warm and caressing seas, wide rivers, numerous parks, exotically rich museum collections, historical and cultural landmarks. This is our Ukraine, our Motherland, our native land.

Compere 1. And now let’s introduce the participants. You can see two teams in our hall. Who is the captain of the first team? (P1: I'm the captain of the team. The name of our team is “Flowers”. The members of my team are: ___________

Our motto is “Ukrainians are kind, Ukrainians are friendly and Ukrainians are the best !”)

Who is the captain of the second team? (P2: I'm the captain of the team. The name of our team is “Cossacks”. The members of my team are: ___________

Our motto is “We live in Ukraine and we love Ukraine!” )

Compere 2. To begin with we must choose the jury. Today our jury is:

_____________________________________ , the teacher of English of school of

__________________________________________________________________

Compere 1. Let’s start our competition. I wish you good luck. And now, girls and boys we’ll give you cards. Your task is to fill in the gaps (1) with the words given below. You'll get one point for each right answer.

banks, wash, longest, rivers, European, population, devoted, snowball—tree, mineral resources, capital, mountains

Ukraine

is a __________________ country.

The ____________________ of our Motherland is Kyiv.

It is on the _____________________ of the Dnipro River.

The Black Sea and the Asov Sea ____________________Ukraine.

There are beautiful _________________in our country: the Carpathian and the Crimean.

There are many____________________ in our country: the Dnipro, the Dniester and the Bug.

The _____________________ river is the Dnipro.

The__________________________ of Ukraine is 47 million people.

Ukraine

is rich in _____________________________ .

People sing songs about a _______________________ and plant it near their houses.

Compere 1. Now, let’s relax a bit and while the teams are doing their task we’ll listen to a song “If you are happy” performed by the pupils of the fourth form.

If you're happy

If you're happy and you know it, clap your hands!
If you're happy and you know it, clap your hands!
If you're happy and you know it,
Then your face will surely show it.
If you're happy and you know it, clap your hands!

If you're happy and you know it, stamp your feet!
If you're happy and you know it, stamp your feet!
If you're happy and you know it,
Then your face will surely show it.
If you're happy and you know it, stamp your feet!

If you're happy and you know it, shout Hooray!
If you're happy and you know it, shout Hooray!
If you're happy and you know it,
Then your face will surely show it.
If you're happy and you know it, shout Hooray!

If you’re happy and you know it, say «We are!» (We are!)
If you’re happy and you know it, say «We are!» (We are!)
If you’re happy and you know it, then you really want to show it
If you’re happy and you know it, say «We are!» (We are!)

Jury, sum up the points, please.

________ has got______ points has got _______points

Compere 2. The next item of our competition is to match the first part (2) of the phrase to the second one to make up a proverb. For every correct ending you'll get one point .

1 East or west … (home is best)

2 Every country … (has its customs)

3 All is well … (that ends well)

4 Better late … (than never)

5 A good beginning … (makes a good ending)

6 First think … (then speak)

7 A friend in need … (is a friend indeed)

8 There is no place … (like home)

9 An apple a day … (keeps a doctor away)

10 Everything is good … (in its seasons)

11 So many countries … (so many customs)

12 Every bird … (likes its nest)

Jury, sum up the points, please.

Compere 1. And now we'll ask you the questions. (3) If you give the right answer then your team will get 2 points for each question. The leading team starts the task.

1. What is the capital of Ukraine? (Kyiv)

2. What are the national symbols of Ukraine? (The flag, the trident, the anthem)

3. When was the Constitution of Ukraine adopted? (On the 28th of June, 1996)

4. Where does Ukraine situated? (It's situated in the south-eastern part of Central Europe)

5. What is the total length of boundaries? (6,500 km)

6. What is the population of the country? (46 million people)

7. What is the main river of Ukraine? (The Dnipro)

8. What is the highest mountain in Ukraine? (Goverla)

9. What seas is Ukraine washed by? (Black and Azov seas)

10. What is the second largest city in Ukraine? (Kharkiv)

11. What village was Taras Shevchenko born in? (Kyrylivka)

12. What is the real name of Lesya Ukrainka? (Larysa Petrivna Kosach – Kvitka)

13. What national dishes in Ukraine do you know? (Ukrainian Borsch, dumplings, pancakes

14. What language do we have to speak at our school? (Ukrainian)

15. What is traditionally held in Kyiv every last Sunday of May? (The Kyiv Spring Festival)

16.Call four names which are in the legend about Kyiv? (Kyi, Shchek, Khoryv, Lybid)

Compere 1. Well done. While our jury is counting the results, we come to another item of the competition. I am sure that you know the Ukrainian national holidays and festivals and your task is to match the names of the holidays (4) and their dates. For each correct answer you will get a point.

1 January		1) Ukrainian Independence Day
7 January		2) Mother's Day
5 May		3) New Year's Day
24 August		4) Victory Day
March - April		5) Day of knowledge
1 May		6) Easter
9 May		7) Women's Day
19 December		8) Day of Spring and Labour
8 March		9) Christmas
1 September		10) St. Nicholas' Day

Jury, sum up the points, please.

Compere 2. Let's continue our competition. Kyiv is the capital of Ukraine. Do you know the places of interest of Kyiv? Look at the photos (5) and in turns tell what it is. For every correct answer you'll get one point .

If the team fails to answer, the opposite team has a chance to answer and get a point. The leading team starts the task.

What is it?

A Kyiv Shevchenko Opera and Ballet House

B Andriyivskyi Uzviz

C Kyiv-Pecherska Lavra

D The monument to Bohdan Khmelnytsky

E Khreshchatic

F Maidan Nezalezhnosti

G The Golden Gates

H The monuments to Prince Volodymyr

Jury, value this competition, please!

Compere 1. The next item of the competition is a musical one. Now you must do the following: listen to music (6) and try to guess the song. If the team fails to answer, the opposite team has a chance to answer and get a point. The leading team starts the task.

1.   ``The Mighty Dnieper roars and bellow``…
2.   ``Song about a towel.``
3.   ``Two colours`.
4.   ``Moonlight night``
5.   ``Why did not you come ``.
6.   ``A Red Ruta`.
7.   ``A Ukrainian girl`
8.   ``My Ukraine`.

9. “Stozhary”

10. “ Family ”

Jury, value this competition, please!

Compere 2. A good captain is the flag of the team. Let’s begin our captain’s competition. It is called "The Best Reciter". (7) Each captain has prepared a poem. So, let's listen to them and see who is the best in reciting poems. For the best poem the team will get five points .

Jury, value this competition, please!

Compere 1. The next competition in our game is the most interesting. The task is to make the map of Ukraine (8) of the puzzles. Each team gets some puzzles and makes the map. The team which makes the map of the puzzles first will get (or gets) ten points.

Jury, sum up the points, please.

Compere 2. And now it’s time for the jury to sum up the results of our competition.

While our jury is counting the results

Jury, sum up the points, please.

________ has got______ points has got _______points
(Виступ журі) The winner is team __________. Our congratulations.

Compere 1. Our game show is over. We are grateful to our participants. I hope you had a lot of fun today. Love Ukraine with all your heart. Let there always be peace and friendship on our land, in our Ukraine! Let us always be good friends and good neighbors in a village, in a town, in Ukraine, in Europe and in the whole world!

План-конспект

Уроку з англійської мови на тему:”минулий неозначений час”

( До презентації "Past")

Мета: Розвиток комунікативної компетенції учнів.

Завдання:

Практичні:

Ø Тренування мовних навичок;

Ø Формування і розвиток граматичних навичок.

Ø Развиток навичок читання.

Виховні:

Ø Виховувати культуру спілкування в різних видах колективної діяльності

Развиваючі:

Ø Розвиток пам’яті, уваги;

Ø Зацікавлення учнів до вивчення англійської мови;

Обладнання: комп’ютер; інтерактивна дошка; комп’ютерна презентація з матеріалами уроку.

Хід уроку:

I. Організаційний момент

Учитель: Good morning, children!

Учні:

Good morning! Good morning to you!

Good morning! Good morning!

We are glad to see you!

II. Мовна зарядка

Учитель: How are you today?

Учні: Fine, thanks. And you?

III. Повідомлення мети уроку

Вчитель: Today we are going to visit the town of the Past Simple. It’s a very beautiful town. Who lives in this town? Look! These are funny gnomes. What are their names? Their names are Ted, Jack, Tim and Ben. They are nice, kind and friendly. They will show us the town. We shall learn some grammar rules, do exercises, sing songs and play games at the lesson.

IV. Фонетична зарядка (Слайд 1)

Вчитель: Look! These are the names of the streets. Listen and repeat.

Yesterday

The day before yesterday

Last week

Last month

Last year

…ago

Once

Вчитель: Let’s recall the meaning of the words and word combinations. (Слайд 2)

Позавчора; в минулому році; тиждень потому; минулого літа; вчора; місяць тому.

Last summer

Yesterday

A week ago

The day before yesterday

Last year

A month ago

V. Правильні і неправильні дієслова (Слайд 3)

Мешкають в цьому місті працьовиті дієслова. Подивіться як вони утворюються. А тепер послухайте як вимовляєтся –ed у цих дієсловах.

[t]

Watched

Walked

Talked

Finished

Looked

[d]

Played

Learned

Tried

Cried

Smiled

studied

[id]

Skated

Wanted

Collected

Painted

needed

Вчитель: А як ви гадаєте, чому вони вимовляються по-різноиу? Учні пояснюють правило.

(Слайд 4) А тепер давайте допоможемо гномам розкласти правильні дієслова в корзини. (Корзинки с підписами [t], [d], [id]).

Watched, learned, collected, cried, skated, played, finished, painted, walked, wanted, looked, talked, tried, smiled, needed

Вчитель: А ще в цьому місті живуть неслухняні, ліниві неправильні дієслова. (Слайд 5)

Now listen to me and repeat after me: (Учні повторюють хором)

be – was/were - been

begin – began - begun

bring – brought - brought

buy – bought - bought

build – built- built

come – came - come

do – did - done

drink – drank - drunk

eat – ate - eaten

get – got - got

give – gave - given

go – went - gone

have – had - had

know – knew - known

let – let - let

make – made – made

meet – met – met

put – put- put

read – read - read

see – saw - seen

sit – sat - sat

speak – spoke - spoken

sleep – slept - slept

take -took – taken

tell – told – told

think – thought – thought

win – won – won

write – wrote – written

Вчитель: А тепер згадаємо форми неправильних дієслів. Вчитель показує першу форму на картці, учні називають 2-гу і 3-ю.

begin

began

begun

Гра «Знайди друзів»

Вчитель:Ви маєте картки з різними дієсловами. По моїй команді ви повинні знайти своїх друзів і стати по троє “One, two, three, start!”

Групова робота

А зараз кожна група отримує невеликий текст, в якому потрібно знайти і підкреслити неправильні дієслова. Mary got up at 7 o’clock yesterday. She washed her face and cleaned her teeth. Then she had breakfast. She took her bag and went to school.

Jane came home at 2 o’clock yesterday. She had dinner. Then she cleaned her room. She did her homework. Then she played games.
My mother came home from work at 6 o’clock yesterday. She cooked supper. Then she watched TV. She read a book. She went to bed at 10 o’clock.

VI. Релаксація

Пісня“Clap your hands”

Clap, clap, clap your hands

As slowly as you can!

Clap, clap, clap your hands

As quickly as you can!

Shake, shake, shake your hands

As slowly as you can!

Shake, shake, shake your hands

As quickly as you can!

Roll, roll, roll your hands

As slowly as you can!

Roll, roll, roll your hands

As quickly as you can!

Wiggle, wiggle, wiggle your fingers

As slowly as you can!

Wiggle, wiggle, wiggle your fingers

As quickly as you can!

Pound, pound, pound your fists

As slowly as you can!

Pound, pound, pound your fists

As quickly as you can!

VII. Побудова речень у минулому часі в (Past Simple)

Вчитель: Гноми дуже трудолюбиві. Цілий день вони працюють в своїй майстерні і перебудовують речення Present в Past. Давайте їм допоможемо.(Слайд 6)

They skate in the yard every day.

They skated in the yard yesterday.

The weather is fine today.

The weather was fine yesterday.

We go to the park every day.

We went to the park yesterday.

I see my friend and his mother.

I saw my friend and his mother.

Children have five classes every day.

Children had five classes yesterday.

Вчитель: А ще гноми полюбляють рибалити. Але рибку ловлять не просту. На кожній із рибок написано речення в Рresent чи Past. Давайте допоможемо розмістити рибку по відерках ( На відерках написано Present і Past). Учні беруть рибку і розміщують в правильні відерка.

Вчитель: А тепер ми знову розділимося на команди кожний учасник команди отримує картки. Я скажу: “One, two, three, start!”, і команди повинні створити своє речення, ставши в потрібному порядку.

VIII. Побудова заперечних і питальних речень в Past Simple

Вчитель: Гномик Тім дуже полюбляє хизуватися. Давайте не погодимося з ним. Подивіться як це потрібно робити. (Слайд 7)

Зразок: I watched TV at night.

You didn’t watch TV at night.

I washed my hands and face ten times.

You didn’t wash your hands and face ten times.

I played chess with a champion.

You didn’t play chess with a champion.

I helped my friends to do their homework.

You didn’t help your friends to do their homework.

I cleaned my teeth three times.

You didn’t clean your teeth three times.

Учитель: А теперь давайте переспросим його. Подивіться як це зробити. (Слайд 8)

Зразок: I watched TV at night.

Did you watch TV at night?

I washed my hands and face ten times.

Did you wash your hands and face ten times?

I played chess with a champion.

Did you play chess with a champion?

I helped my friends to do their homework.

Did you help your friends to do their homework?

I cleaned my teeth three times.

Did you clean your teeth three times?

Гра в мяч. Вчитель задає учням загальні запитання, кидаючи по черзі мяч. Учні дають короткі відповіді “Yes, I did” або “No, I didn’t”.

IX. Побудова спеціальних питань в Past Simple

У наших гномів є помічники What, Where, When, Who, How, Why. Подивіться як вони їм допомагають. (Слайд 9)

I played football yesterday.

When did you play football?

What did you play yesterday?

План-конспект уроку

з англійської мови

для учнів 4 класу

за темою:

«Подорож до Країни чудес»

Тема уроку: Подорож до Країни чудес. Travelling to the Wonderland.

Мета уроку:

Практична: Через урок-подорож занурити дітей у казкове англомовне середовище. Подорожуючи з дівчинкою Алісою по Країні Чудес повторити з учнями матеріал з тем “Погода”, “Годинник”, “Професії”. Практикувати їх у створенні діалогів, читанні текстів, аудіюванні звуків, слів та речень. Закріпити навички читання, аудіювання, говоріння, письма.

Освітня: Закріпити в учнів розуміння граматичного правила по утворенню запитальних речень у Present Simple Tense, застосувати його на практиці. Вчити правильному порядку слів у реченні.

Розвиваюча: Розвивати в учнів мовлення, фонетичний слух, навички розуміння і виконання команд вчителя англійською мовою, тренувати учнів у читанні англомовного тексту, розвивати навички аудіювання, говоріння. Вчити працювати у парах.

Виховна: Через цікаву подорож, у якій використовується іншомовний матеріал, виховувати в учнів любов до англійської мови, розвивати інтерес до англомовних казок. Виховувати турботливість та співчуття до тих, хто потрапив у біду.

Лексичний матеріал: назви професій, лексика по темах “Погода” та “Годинник”.

Граматичний матеріал: утворення запитальної форми речень у Present Simple Tense.

Структури: What time do you…? I … at … o’clock.

Do you … every day? Yes, I do. No, I don’t.

Обладнання: інтерактивна дошка, комп’ютер, електронна презентація, малюнки казкових героїв, роздаткові Story books, роздаткові картки зі звуками та годинниками.

Хід уроку:

І. Підготовка до сприйняття іншомовного мовлення

1. Привітання

- Good morning, children! I am glad to see you! Sit down, please.

2. Повідомлення теми та мети уроку. (Aim)

Children, today we are going to travel to the Wonderland with a little girl Alice. I will tell you a story about her adventures and we’ll help her to come back home. You have Story books in front of you. There are some exercises in them for our lesson. Let’s open our Story books and begin our journey.

3. Фонетична зарядка (Pronunciation drills)

1) Listen to the words and put up the cards with the sounds you hear in them.

Play, hook, children, fly, bench, table, behind, house, teacher, name, Friday, holiday, chalk.

2) Read and underline the words with given sounds. (робота виконується на дошці та у робочому зошиті)

3) Listen to the words and write down the numbers in correct order. (робота виконується на дошці та у робочому зошиті)

ІІ. Основна частина (language work)

Повторення теми “Годинник”

1) Аудіювання (Auding)

Listen to the Rabbit and put up a correct card.

Учні слухають назви певного часу і піднімають відповідні картки.

2) Письмова вправа (Writing)

And now tell the Rabbit what time is it now?

Write down the sentences.

(Учні самостійно складають речення і записують їх на дошці та у робочому зошиті)

3) Читання (Reading)

Let’s read the text about clocks. And then answer the question.

4) Тренування діалогічного мовлення у парах (Dialog. Pair work)

Work in pairs. Ask each other questions about your day.

Read the example and make your own dialogs.

2. Повторення теми “Погода”

1) Аудіювання (Auding)

Let’s talk about weather. Underline the missed words. (робота виконується на дошці та у робочому зошиті)

1. The weather is … in Kyiv.

2. It is dull and … in donetsk.

3. The … is grey, but it isn’t snowy.

4. It is … frosty and snowy in winter.

2) Читання (Reading)

Read and translate the text about weather.

3) Співання пісні (Singing a song)

Let’s sing a song about weather.

What’s the weather? It’s sunny.

What’s the weather? It’s rainy.

Altogether that’s the weather.

Sun, rain, wind, storm,

Hot, cold, cool, warm.

What’s the weather? It’s cloudy.

What’s the weather? It’s windy.

Altogether that’s the weather.

In the summer it is hot,

In the winter it is not,

In the spring there are flowers,

In the autumn there is shower.

What’s the weather? It’s frosty.

What’s the weather? It’s foggy.

Altogether that’s the weather.

Sun, rain, wind, storm,

Hot, cold, cool, warm.

What’s the weather? It’s snowing.

What’s the weather? It’s blowing.

Altogether that’s the weather.

In the summer it is hot,

In the winter it is not,

In the spring there are flowers,

In the autumn there is shower.

Altogether that’s the weather.

3. Фізкультхвилинка

1. Hands up, hands down,

Hands on hips, sit down.

Stand up, hands to the sides,

Bend left, bend right.

Stand still.

2. Head and shoulders, knees and toes, knees and toes,

Head and shoulders, knees and toes, knees and toes,

Eyes, and ears, and mouth, and nose,

Head and shoulders, knees and toes, knees and toes.

4. Перевірка домашнього завдання (Checking a homework)

Your hometask for today was to learn some poems by heart. Let’s read them to the Cat.

5. Повторення теми “Професії”

Письмова вправа (Writing)

Read the descriptions of the professions. Guess them and match with the pictures.

(робота виконується на дошці

та у робочому зошиті)

6. Повторення граматичного правила

1) Повторення правила (Grammar rules)

- Давайте допоможемо мудрій Гусені позбирати кубики так, щоб утворити запитальні речення.

Ви пам’ятаєте, що щоб утворити запитальне речення, треба на початку розповідного речення поставити допоміжне дієслово Do або Does.

Утворіть за зразком запитальні речення.

2) Самостійна робота (Test)

А теперь зберіть з розкиданих кубиків речення та запишіть його.

3) Робота у парах (Pair work)

Look at the table and ask each other questions.

ІIІ. Кінець уроку (Summing)

1) Закінчення історії

2) Підведення підсумків

Отже ми з вами допомогли Алісі мандрувати по Країні чудес. Давайте тепер пригадаємо, що ми робили на уроці?

Чи сподобалась вам подорож?

(Вчитель збирає робочі зошити і виставляє оцінки за урок).

3) Домашнє завдання

Your hometask is to write down into your copy-books 6 questions and the answers.

-So, our lesson is over. Goodbye, children!

Who played football yesterday?

X. Підведення підсумків уроку.

A story

book

“Alice in Wonderland”

$F:\Алиса\для урока\Сюжет\x_dec1241f.jpg$

____________

Учня/учениці 4 класу

Урок-казка за сюжетом мультфільму Уолта Діснея

«Аліса у Країні чудес»

Любий друже!

Сьогодні ми з тобою вирушаємо у подорож до Країни Чудес. Разом з дівчинкою Алісою ми завітаємо у гості до різних казкових істот і разом з нею виконаємо цікаві завдання.