Lesson 4. На вокзалі
– 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
– виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів.
Обладнання: таблиця “Подорож”, тематичні картки.
1. “Miming game”
Pupils mime the new transport words from this unit in pairs, and the other pupils
Ask pupils to use sentences that express likes and dislikes.
2. Listen and repeat (p. 166, ex. 1).
Pre-reading: 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.
While-reading: 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.
Post-reading: Ask further questions “What can you see at the railway station/bus station/airport? What colour are the buses in your town/city?”
3. Complete with the words from the box (p. 166, ex. 2).
Read the words in the box and translate into the native language.
Then explain to pupils that they are going to complete the dialogues using the words from the box.
Pair work: Pupils read the dialogues and complete them. Ask pupils to read the completed dialogues
Monitor the activity and help where necessary. Check up the dialogues.
Ask pupils to act out the dialogues pretending they are at the railway station.
Answers: 1. ticket; 2. passengers, platform; 3. arrives, time-table board; 4. railway station, taxi; 5. luggage.
4. Role-play the situation. Use the example (p. 167, ex. 3).
Read the instruction. Then look at the time-table board. Pupils read the information about trains leaving and arriving.
Pair work: Pupils read the example. Then they make their own dialogues pretending to be a passenger and a clerk at the information desk. Ask them to use the necessary information from the table.
5. a) Match to make up a dialogue (p. 168, ex. 4).
Pair work: Ask pupils to look at the sentences in columns. Pupils look and read them.
Then ask pupils to read the sentences and match them together. Monitor the activity and help where necessary.
Pupils may also be asked to write the pairs of sentences in their copybooks and on the board.
Answers: 1. 3; 2. 2; 3. 1; 4. 4; 5. 6; 6. –
B) Act out the dialogue in pairs.
Ask pupils to read the completed dialogue again.
Monitor the activity and help where necessary.
Ask pupils to act out the dialogue pretending they are at the ticket office.
6. Ask questions. Use the words in brackets as in the example (p. 168, ex. 5).
Ask pupils they are going to make Wh – questions to the sentences. Ask pupils to read the examples in the exercise.
Then pupils read the sentences and the Wh – words in brackets. Then they use the words in brackets as the beginning of questions. Monitor the activity and help where necessary. Pupils may also be asked to write the pairs of sentences in their copy books and on the board.
1. When did their train arrive in London?
2. How are you going to go to France?
3. When does the train number 51 leave for Paris?
4. Where did you buy the tickets?
5. What is there at the station?
6. Who went by bus?
Ending the Lesson
7. 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.
Read p. 168, ex. 4.
Use Workbook tasks at the lesson or at home.