Англійська мова. 4 клас (за підручником О. Карп’юк) - плани-конспекти уроків англійської мови

Unit 1. Getting ready for school

 

 

Lesson 7. Чим ти займаєшся у вівторок?

мета:

• навчальна: презентувати новий граматичний матеріал та закріпити лексичний матеріал за темою «Шкільне життя», практикувати мовні засоби за підтемою «Шкільні предмети», 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 темою «Шкільні предмети», плакат «Дієслово to be», плакат "Present Simple. Negative".

Хід уроку

Warm-up

1. Game "Disappearing cards"

Stick five flashcards “the days of the week” 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 flashcards 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.

Presentation

2. Listen and read (p. 25, ex. 1).

Ask pupils to read the word. Pupils listen and read in silence. Compare it with the Ukrainian word. Say that there are international words in every language.

Pronounce the word clearly again. Ask pupils to say the letters of the word.

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

Read the word combinations/sentences with this word.

Practice

3. Listen and say (p. 25, ex. 2).

Lead-in: Teach the new phrase “I don’t know. Why?” Check that pupils understand the meaning of it.

Pupils read the story alone or work together in pairs.

Transfer: Revise the question “What are you going to do on Thursday/ Friday/Monday?”

Drill the question once or twice. Do choral and individual repetition. Follow the same procedure three or four times.

Pupils read the dialogue again.

Then let pupils do the activity in pairs. Go around the class helping where necessary.

Act out the dialogue.

Pay pupils’ attention to the Section ‘Remember’.

Explain that there are some prepositions of time in English. They are ‘at’, ‘in’ and ‘on’.

Read the sentences with the preposition ‘at’ and translate them into the native language.

Do the same procedure with the two others. Explain that pupils must remember the words with prepositions of time by heart.

4. Ask and answer in pairs (p. 26, ex. 3).

Explain to pupils that they are going to answer the questions about Vicky and Bill using the information from the dialogue.

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.

Answers: 1. She is going to have a test on Thursday. 2. Yes, he is. 3. He is going to help her on Thursday. 4. They are going to meet at 2 o’clock.

Ask pupils to give full answers. If it is difficult for them, pupils can give short ones.

Reading and Writing

5. Talk to your classmate (p. 26, ex. 4).

Ask pupils to look at the patterns of the dialogue.

Ask pupils to finish the answers using the tables on the board.

What are you going to do

on

Monday?

 

in

the morning?

 

at

5 o’clock?

I am going to

rest.

And you?

 

read a book.

 
 

ride a bike.

 

Well, I am going to

play computer games.

 

help my mum.

 

do my homework.

Pair work: Pupils read the dialogue using the words from the table. 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 using their own answers. Go around the class helping with the pronunciation.

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

Revise the prepositions of time using the Section ‘Remember’.

6. Fill in ‘at’, ‘on’, ‘in’, ‘after’ or ‘before’ (p. 26, ex. 5).

Tell pupils to open their exercise books. Read the task of the exercise. Explain that they can use every preposition only once.

Pupils read the sentences and fill in the gaps using the prepositions of time. Then they write the sentences down.

Answers: 1. at; 2. in; 3. after; 4. on; 5. before.

Ending the Lesson

7. Write the words from any sentence of the exercise 5 on the board in jumbled order. Pupils write the words in the correct order in their exercise books.

Homework

Read p. 25, ex. 1, 2.

Further practice

Use Workbook tasks at the lesson or at home





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