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

Unit 5. My city - my home

 

Lesson 3. Подорож містом

мета:

• навчальна: презентувати новий лексичний матеріал за темами «Я, моя сім'я та друзі (місце проживання)», «Подорож», підтемами «Помешкання», «Дім. Квартира», 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 різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку, розвивати усні комунікативні уміння з опорою на наочність, розвивати соціокультурну компетенцію;

• 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. Game "Spelling Shark"

This is a version of the traditional “Hangman” game. Briefly explain the rules to the class. You can play the game to revise the vocabulary needed for the lesson.

Think about any word, e.g., “mirror”. Don’t say it out loud. Draw a “cliff” line on the board. At the bottom of the “cliff” draw a shark and the sea. Draw dashes for the letters in your word, “__ __ rr __ __”. You can make the task easier by putting some letters. Pupils take turns to guess one letter of the word. If that letter is in the word, write it in the appropriate blank. If it is not in the word, draw a little “stick figure” starting to walk along the “cliff” towards the edge. Pupils have to guess all the letters correctly before the stick figure falls over the cliff and into the shark’s jaws.

Presentation

2. Listen and repeat (p. 132, ex. 1).

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.

Practice

3. Listen and read (p. 132, ex. 2).

Pre-reading: Ask pupils to look at the photo and describe it.

Read the text. Ask pupils to read the sentences in silence after you. You can translate difficult sentences into the native language.

Pronounce the words clearly.

While-reading: Do choral and individual repetition of difficult words. Follow the same procedure three or four times.

Then pupils read the text themselves in a chain. Do choral and individual repetition if it is necessary again.

Post-reading: Ask the questions, “What is the text about? What is London? What colour is the house?”, “Are there many cars in the street?”

Reading and Writing

4. Ask and answer in pairs (p. 133, ex. 3).

Explain to pupils that they are going to read and answer the questions.

Ask pupils to read the questions in silence and try to answer them using the information from the text about British houses.

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.

Pay the pupils’ attention to the Section ‘Remember’.

Read out the sentences one by one. Pupils listen, read and repeat after you. Ask individual pupils to read out the sentences.

Translate the sentences. Explain how to say an address in English and compare with the Ukrainian variant.

5. a) Say where Vicky’s friends live (p. 133, ex. 4).

Present “I live at ...” by pretending to be Vicky’s friend (I am Kate) and then giving Kate’s address. Draw the picture of Kate’s house on the board and repeat the statement two or three times, pointing at yourself and writing ‘your’ address on the board.

Ask pupils to look and complete the speech patterns using the information which pupils have already known about Vicky’s friends.

b) Write where you live.

Then ask individual pupils “Where do you live, (Max)?” help them to say where they live in the same way: “I live at (their own address) ...” Drill the question “Where do you live?” two or three times.

Ask pupils to write their address. If the names of the streets are difficult to spell, help pupils to write them down.

Start a new chain round in class: T to P1, P1 to P2, P2 to P3 etc.

6. Have a talk (p. 133, ex. 5).

Ask pupils to read the pattern dialogue.

Pair work: Explain to pupils that they are going to read and answer the questions about themselves.

Pupils read the questions to each other and answer them.

Help with pronunciation and sentence rhythm especially. Read the questions chorally and individually.

Monitor the activity and help where necessary.

Ending the Lesson

Homework

Read p. 132, ex. 2.

Further practice

Use Workbook tasks at the lesson or at home.



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