Unit 1. MY FAMILY AND FRIENDS
Тема. Мої дідусь та бабуся
навчальна: презентувати новий граматичний і лексичний матеріал за темою «Моя сім'я»; практикувати лексичні одиниці за темою «Знайомство»; «Указові займенники»;
розвивальна: розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; розвивати міжособове спілкування в парі, групі; розвивати комунікативні здібності;
виховна: виховувати вміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі, виховувати соціокультурні компетенції.
Обладнання: картки за темою «Сім'я», плакат «Указові займенники».
1. Revise the family words by pointing at the family cards and asking the pupils to say the words. Do choral and individual repetition.
2. Ask five pupils to come to the front of the class and give them each a family card. Each pupil writes a word. Correct the spelling.
3. Repeat with different pupils.
4. Listen and repeat (p. 14, ex. 1).
Stick the family cards to the board. Teach the words using the flashcards: a grandpa, a grandma, a grandson, a granddaughter, grandparents.
Point to the flashcards and make sure the whole class can see them. If necessary, walk round the room and show them to the pupils.
Pronounce every word clearly.
Do choral and individually repetition. Follow the same procedure three or four times.
Write the words and stick the flashcards under the words. Ask the pupils to spell the words. Draw the pupils’ attention to the word “granddaughter”.
5. Listen and repeat (p. 14, ex. 2).
Read the first part of the dialogue. Pupils listen and point at each speaker in turn.
In pairs, pupils read and practice Dialogue 1 only. One or two pairs act out the dialogue.
Pupils read and practice Dialogue 2 in pairs. One or two pairs act out the dialogue.
Pupils read and practice Dialogue 3 in pairs. One or two pairs act out the dialogue.
Teach the structures “this is — these are” and “that is — those are”. Translate them. Then give examples: “This is a pen.” (showing a pen to the pupils) and “These are pens.” (showing pens to the pupils).
Then take a pen and put it near the door. Come back to your table. Point at the pen and say, “That is a pen.”
Do the same with several pens: “Those are pens.”
6. Read, complete and say (p. 14, ex. 3).
Revise the meanings of the verb “to be” using the table in the book (p. 13).
Do the task together with the pupils explaining why you use “this is — these are” and “that is — those are”. Pupils can explain in their native language. Use their native language to correct them if necessary.
Key: 1. This is my father. 2. These are my parents. 3. That is my granny. 4. Those are my grandparents. 5. This is my sister, and that is my brother. 6. These are my parents, and those are my grandparents.
READING AND WRITING
7. Listen and repeat (p. 15, ex. 4).
Tell the pupils to look at the picture.
Ask questions about the picture: “Who are they? Where are they?”
Pupils listen and read the poem to themselves.
Pupils listen and repeat after the teacher, first together and then individually.
Ask the pupils to read the poem. Go around helping the pupils to read.
8. Look, complete and say (p. 15, ex. 5).
Pupils do the task explaining why they use “this — these” and “that — those”. Pupils can explain in their native language. Use their native language to correct them if necessary.
Key: 1. This is me. My name is Oscar. 2. That is my Aunt Anna. 3. These are my cousins, Tom and Bob. 4. Those are their grandparents. 5. That is their garden. 6. That is their house.
ENDING THE LESSON
9. Speak English (p. 15, ex. 6).
Ask the pupils to speak about their relatives. Use the patterns. Help or correct them if they have difficulties.
Bring the photos of your family.
Do ex. 6, p. 15.
Read the poem (p. 15, ex. 4).
Learn the new words.