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

Unit 6. On the move

 

Lesson 1. Люблю подорожувати

мета:

• навчальна: ознайомити з новими лексичними одиницями за темою «Подорож», активізувати вивчений лексико-граматичний матеріал, описувати когось/щось, виражати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшення обсягу знань про соціокультурну специфіку мови країни, що вивчається, вдосконалення умінь будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;

• розвиваюча: розвивати логічне мислення, увагу та зорову пам'ять, спостережливість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікативні уміння з опорою на наочність, уважно стежити за презентованою інформацією;

• виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів.

Обладнання: таблиця «Подорож», тематичні картки.

Хід уроку

Warm-up

1. Game "Disappearing cards"

Stick from five to seven flashcards “City Buildings” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of the words, including the missing one. Repeat removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory.

Presentation

2. Match the sentences to the pictures (p. 156, ex. 1).

Ask pupils to look at the sentences in speech bubbles and read them.

Then ask pupils to look at the pictures of the exercise. Ask pupils to match the speech bubbles with the pictures.

Pupils may also be asked to write sentences in their exercise books and on the board and then match them together.

Answers: 1. a; 2. f; 3. c; 4. g; 5. d; 6. е; 7. b.

Tell pupils they are going to write the sentences about themselves.

Pupils open the copybooks. They write down the sentences using the transport words and suitable verbs.

Pair work: Pupils read the sentences to each other. If the class is not strong, write some verbs on the board or stick the flashcards to choose a necessary verb to every sentence.

Then read the Section ‘Remember’ pay attention to the preposition ‘by’ with different kinds of transport and the word combination ‘on foot’. Translate it into the native language.

Practice

3. Listen and read (p. 157, ex. 2).

Ask pupils to read the new words and sentences with these words.

Say the new words. Drill each new word two or three times. Ask pupils to write these words down into their vocabularies.

Reading and Writing

4. In pairs, look, read and say as in the example (p. 158, ex. 3).

Tell pupils to look at the picture. Ask what they see. Pupils read the geographical names. Drill each new word two or three times. Do choral and individual repetition.

Tell pupils that they are going to read and say as in the examples. Read the sentences, pausing after each one. Pupils repeat the sentences chorally and individually. Pupils read all the sentences and agree or not agree with them and give correct answers.

Answers:

1. No, she isn’t. She is travelling by plane.

2. No, they aren’t. They are going by taxi.

3. No, she isn’t. She is going by train.

4. Yes, he is. He is going by bus.

5. No, they aren’t. They are going by car.

6. No, she isn’t. She is going by ship.

5. Say what kind of travelling is the fastest, what transport is slower than the other ones (p. 158, ex. 4).

Ask pupils to read the words in the box. Ask to translate every word.

Revise comparatives: Write on the board all the adjectives from the box and ask pupils come to the board and write either ‘-er’ or ‘more’ to change the adjectives into comparatives. Do the same procedure with superlatives. Pupils go to the board and write ‘the H—est’ or ‘the + most’ to change the adjectives into superlatives.

Then pupils read the example. Then ask pupils to make similar sentences using the words from the box and paying attention to the example. You can write patterns on the board and underline the words which pupils have to change.

Check pupils’ answers.

Pair work: Pupils ask and answer questions about transport in their town/ city/village.

6. Make up sentences (p. 158, ex. 5).

Pair work: Ask pupils to look at the table and complete the sentences using suitable transport words. You can copy the table on the board and pupils write the necessary words.

7. Do the survey. Then draw a graph (p. 159, ex. 6).

Group work: In groups, get pupils to practice interviewing each other, using the questions from speech bubbles. Then ask pupils to draw a graph. Help them where it is necessary.

Ending the Lesson

8. Listen and say the rhyme (p. 159, ex. 7).

Lead-in: Learn the new words.

Read the rhyme. Pupils listen and follow the rhyme in their books. Say the rhyme line by line and ask pupils to repeat after you.

Pupils read the lines chorally and individually if they wish.

Homework

Read p. 157, ex. 2; p. 159, ex. 7.

Further practice

Use Workbook tasks at the lesson or at home.





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