Lesson 6. Я люблю відпочивати у парку
– навчальна: закріпити граматичний і лексичний матеріали за підтемою “Дозвілля”, практикувати мовні засоби за підтемою “Моє хобі”, формування навичок вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного 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;
– виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.
Обладнання: картки за підтемою “Розпорядок дня”, “Дозвілля”, “Моє хобі”, плакат “Present Continuous”.
1. Game “Mime the flashcard”
Hold up flashcards in turn and say the names. 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.
2. Listen and read (p. 52, ex. 1).
Ask pupils to look at the picture on page 53. Ask some questions about it: “What can you see? Where are the children? How old are they? Are they
big or small? What are they doing? What are they wearing?” etc.
Read the text. Ask pupils to read the text in silence after you. You can translate difficult sentences into the native language.
Pronounce the words clearly.
Read the text one by one. Do choral and individual repetition of difficult words and names. Follow the same procedure three or four times.
Then pupils read the text themselves.
Ask pupils to name activities in the park.
Game “Card swop”
Play with the whole class. Give each child a picture card (from a mixture of different sets or the verbs of this unit). Check the children know how to say the word on their card.
Children walk around the classroom. They take turns to show another child their card. If both children can identify what is on each other’s cards, they swop cards and the game continues in the same way. If a child can’t identify what’s on a card, the other child ‘teaches’ them the word. They then swop cards and the game continues in the same way. At the end, children report back on how many times they swopped cards and identify the pictures on all the cards.
3. Look at the picture and find the people you read about. Make true sentences (p. 52, ex. 2).
Pair work: Ask pupils to make sentences about the people they have read about using the table from the exercise.
Pupils read and make the true sentences. Go round helping weaker pupils especially to read and work out meaning for themselves.
Ask pupils to write down some true sentences.
Pupils may be asked to describe the picture using the sentences from the exercise.
Then ask pupils to look at the Section ‘Remember’.
Read the Yes/No questions and the answers to them.
Then ask various Yes/No questions about the story and the picture: Are Greg and Luke on a pirate ship? Is Elliot in the front of the ship? Is Elliot in the front of the horror house? etc. Then ask more complex questions.
Reading and Writing
4. Ask and answer (p. 54, ex. 3).
Pair work: Pupils read the questions and find the information about the heroes of the story. Ask pupils to use the pattern and the words from the table of exercise 2. Pupils in pairs take turns to ask and answer questions about the children from the story. Then they take turns to ask and answer in the same way, using the pattern and the table again.
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, checking up correct pronunciation.
Praise their efforts, “Good! Well done!”
5. Read and play the miming game (p. 54, ex. 4).
Read the instruction to the Mime Game.
Then copy each sentence on the board in one column and write the names of your pupils in a second column.
Then pupils match the sentences with the names and every pupil should mime the action he/she hears.
Optional activity Game “Repeat if it’s true”
Stick a set of action flashcards on the blackboard. Point to one of the flashcards and say the action. If you have said the correct action, children repeat it and do it. If not, they stay silent. This activity can be made more challenging if you say sentences e. g. “You are running”.
Ending the Lesson
6. Game “Disappearing cards”
Stick five flashcards “activities” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat the words, removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing five words on the board, then rubbing them out one at a time.
Read p. 52, ex. 1.
Use Workbook tasks at the lesson or at home.