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

Unit 6. On the move

 

Lesson 6. Видатні місця Лондона

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, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі;

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

Обладнання: таблиця «Подорож», карта Лондона, тематичні картки.

Хід уроку

Warm-up

1. "Miming game"

Pupils mime the new travelling words from this lesson in pairs, and the other pupils try to guess the right answer.

Presentation

2. Listen and read (p. 174, ex. 1).

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.

Do choral and individual repetition.

Monitor the activity and help where necessary. Use board sketches, miming and gestures to make sure the pupils understand the meaning of the new words. Help with pronunciation. If you like, make sentences with these words.

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

Do choral and individual repetition of difficult words. Follow the same procedure three or four times. Point at the photos of sights, while you are reading the text.

Then pupils read the text themselves in a chain. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.

Read the Section ‘Remember’ and pay attention to irregular verbs.

Practice

3. Choose and compare the sentences (p. 176, ex. 3).

Ask pupils to read the sentences and complete them with suitable words. Monitor the activity and help where necessary.

Ask pupils to write the sentences down.

Answers: 1. b; 2. a; 3. b; 4. a; 5. b.

4. Look, read and compare (p. 176, ex. 4).

Ask pupils to look at the pictures and read the explanation to them. Pay pupils’ attention to the actions, which these sentences demonstrate. You can explain this grammar in the native language.

Read the Section ‘Remember’ and pay attention to irregular verbs. Translate them and pay attention to the words ‘already’ and ‘yet’. You can explain this grammar in the native language too.

5. a) Listen and read (p. 178, ex. 5).

Ask pupils to read the new words.

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

Do choral and individual repetition.

Monitor the activity and help where necessary. Use pictures or photos to make sure the pupils understand the meaning of the new words. Help with pronunciation. If you like, make sentences with these words.

Optional activity

Game “Who's got the flashcard?"

Have a music CD ready for this activity. Children stand close together in a circle with their hands behind their backs. Choose one child to stand in the middle of the circle. Show the flashcard you are going to use first and elicit or remind children of the name. Explain that when you play the music, children should pass the flashcard round the circle behind their backs. When the music stops, they should stop passing it round. The child in the centre has three tries to find out who’s got the flashcard by asking questions e.g.

“Have you got the sweater? Yes, (I have). / No, (I haven’t)”. If he or she finds the child with the flashcard, that child has the next turn. The game continues in the same way using a different flashcard each time.

b) Read and say what the tourists have already seen or visited and what they have not seen in London.

Read the text and find out what the tourists have already seen or visited and what they have not seen in London using the examples. You can stick the pictures of interesting places, which the tourists have already seen or visited in one column on the board and what they have not seen in London yet in another one.

Ending the Lesson

Find some songs about London and sing them with your pupils, e.g. “London’s burning”.

Game "Poster race"

Prepare a short description of the poster leaving out some key words. Stick the poster in a place where it is not visible to the class e.g. behind the door. Divide the class into groups and give a copy of the description with missing words to each group. Children take turns to run and look at the poster to find the missing information and report back to the group so they can complete the gaps.

Homework

Read p. 174, ex. 1.

Further practice

Use Workbook tasks at the lesson or at home.





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