Англійська мова. 4 клас (за підручником О. Карп’юк) - плани-конспекти уроків англійської мови
Unit 1. Getting ready for school
Lesson 2. Готуємося до школи
• навчальна: повторити та активізувати лексичні одиниці, граматичні структури, практикувати мовні засоби за темою «Я, моя сім'я та друзі», «Шкільне життя»; вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;
• розвиваюча: розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи;
• виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.
Обладнання: тематичні картки.
1. Game "I can see...!"
Play with the whole class and/or children play in pairs. Pupil A holds up a book with one of the picture cards behind it. Pupil A says ‘Lookl’ and gradually moves the card up. As soon as Pupil В recognizes the picture, they say e.g. ‘I can see the ... bag!’ After three turns, the children change roles.
2. Listen and read. (p. 13, ex. 1).
Read the words.
Pronounce every word clearly. Ask pupils to say the letters of the words.
Do choral and individual repetition. Follow the same procedure three or four times.
Read the word combinations/sentences with these words.
If it is necessary, translate them into the native language.
Ask children to stand at their desks.
Hold up a flashcard from the vocabulary set and say a word.
If the word is the same as the flashcard, they jump. If it isn’t, they keep still.
Alternatively, ask pupils to put their hands up if the word you say and the flashcard are the same.
3. Listen and say (p. 13, ex. 2).
Pre-reading: Teach the new phrase “So what?” Check that pupils understand the meaning of it.
Pupils read the story alone or work together in pairs.
Revise the questions “How are you?” and “Are you ready for school?”
Drill each of the questions once or twice also.
While-reading: 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.
Post-reading: Act out the dialogue.
Reading and Writing
4. Say if it is true or false (p. 14, ex. 3).
Ask pupils to read the sentences and answer them ‘True’ or ‘False’.
Pupils read and answer.
Answers: 1. True; 2. False; 3. True; 4. False; 5. True.
5. Talk with your friend (p. 14, ex. 4).
Pair work: Ask pupils to make dialogues using a new construction “I feel ...” and “I’ve got...” Translate them into the native language.
Ask pupils to use the smiles from the exercise.
Pupils practice acting out the dialogues in their pairs. They use the construction “I feel...” and “I’ve got...”
Monitor the activity, checking up correct pronunciation.
Ask a couple of pairs to come to the board to act out the dialogues.
Praise their efforts, “Good! Well done!”
Game «Musical cards»
Play with the whole class. Children stand or sit in a circle. Give out the picture cards from one set to different children in the circle. Play any music and children pass the cards clockwise round the circle. Pause the music. Children with the picture cards hold them up and name what’s on their card in turn.
Everyone claps and says e.g. “Fantastic!”
6. Listen and say the rhyme (p. 14, ex. 5).
Tell pupils to look at the picture on p. 14, ex. 5. Ask what they see.
Lead-in: Revise the school objects using the flashcards: “a bag”, “a marker”, “glue”, “a ruler”, “scissors” and “a crayon”.
Read the rhyme. Translate it into the native language. Ask some questions about the colour of crayons.
Do choral and individual repetition.
Tell pupils that they are going to learn this rhyme.
Read the words of the rhyme, pausing after each phrase. Pupils repeat the phrases chorally and individually pointing to the school objects.
Say the line and tell pupils to repeat after you again and again.
Read the rhyme chorally.
Monitor the activity and help where necessary. Use board sketches, miming and gestures to make sure the pupils understand the meaning of the colours.
Game “Can I have... ?"
Pupils play in pairs. They each choose three cards from a set of picture cards and hold them in a way so their partner can’t see the pictures. Pupil A asks e.g. “Can I have the red crayon, please?” If PupilВ doesn’t have the card of the crayon, they say “No, sorry”. If they do have the card of the crayon, they say “Here you are!” and give it to Pupil A, who says “Thank you”. Pupil В then has the next turn asking a question. The game ends when the pupils have discovered all each other’s cards.
Ending the Lesson
Read p. 13, ex. 1, 2; p. 14, ex. 5.
Use Workbook tasks at the lesson or at home.