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

Unit 2. Free time

 

Lesson 8. Чим ти зараз займаєшся?

мета:

• навчальна: закріпити граматичний і лексичний матеріали 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 діалогічного 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, з опорою на зразок;

• виховна: виховувати уміння сконцентруватися, слухати інших, презентувати себе, свої захоплення, 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 flashcards in turn and say the names of pupils. 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 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 answers.

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 and 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 answers 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 answers.

Practice

3. Your classmates are on a desert island. Ask them what they are doing. Write down their answers (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 it 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 real 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.

Homework

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

Further practice

Use Workbook tasks at the lesson or at home.



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