Як зорієнтуватися у не знайомому місті
Lesson 8. Як зорієнтуватися у не знайомому місті
Мета:
– навчальна, презентувати новий лексичний матеріал за темами “Я, моя сім’я та друзі (місце проживання)”, “Подорож”, практикувати мовні засоби за темами, формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного та монологічного мовлення;
– розвиваюча: уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні;розвивати
– виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі, виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів, толерантність один до одного.
Обладнання: картки за темами “Я, моя сім’я та друзі (місце проживання)”, “Подорож”.
Хід уроку
Warm-up
1. Revision Game
Write
Presentation
2. Listen and repeat (p. 146, 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 of every word.
Stick the pictures of these words on the board.
Ask pupils to write the words near the pictures.
Monitor the activity and help where necessary. If you like, make sentences with these words.
Optional activity
Game “Can you see?”
Cut a hole in a piece of paper or card which is bigger or the same size as the flashcards. The hole should be about 5 cm across or 7 cm if you have a big class.
Choose a flashcard without showing children and put the paper with the hole in front of the flashcard.
Move the piece of paper around so that children see glimpses of the flashcard beneath.
Ask “What’s this?” or another appropriate question.
The first child to call out the answer correctly comes to the front to choose the next flashcard.
Continue until all the words in the vocabulary set have been practised.
Practice
3. Look, listen and read (p. 146, ex. 2).
Ask pupils to look at the pictures and photos.
Read the dialogues. Ask pupils to read the sentences in silence after you. You can translate difficult sentences into the native language.
Pronounce the words clearly.
Do choral and individual repetition of difficult words. Follow the same procedure three or four times. Point at the photos of sights, while you are reading the text.
Then pupils read the text themselves in a chain.
Help with pronunciation and sentence rhythm especially.
Monitor the activity and help where necessary.
One or two pairs read or act out the dialogue.
Repeat with a different pupil, but this time let pupils choose partners to act them out with.
Repeat with several different pupils.
4. Ask and answer (p. 146, ex. 3).
Ask pupils to look at the dialogue and read the speech patterns. Then ask pupils to read the words in the box.
Ask to fill in the parts of the sentences correctly.
Pupils may also be asked to write sentences in their exercise books and on the board.
Monitor the activity and help where necessary.
One or two pairs read or act out the dialogue.
Reading and Writing
5. Read, look and find out the place (p. 148, ex. 4).
“City plan”
Group work: Pupils in groups look at the city plan, reading all the places of the city. Pupils read the instructions from 1 to 4 and go to the building they should find.
Ending the Lesson
Pupils in groups draw a city plan, including many interesting places. Pupils then work together with other groups to ask and answer questions about their plans: “Where is the….? Where are the…? They’re…”
As an >
Homework
Read p. 148, ex. 4.
Further practice
Use Workbook tasks at the lesson or at home.
