Йдемо до магазину
Lesson 3. Йдемо до магазину
Мета:
– навчальна: ознайомити та закріпити вживання лексичних структур у діалогічному мовленні, формувати лексичні навички й навички вимови, вдосконалювати компетенції читання, ознайомити з рекламою, як засобом отримання необхідної інформації, усного мовлення, формування навичок вживання нових лексичних одиниць у мові;
– розвиваюча: розвивати усні комунікативні уміння з опорою на наочність, узагальнити та систематизувати лексичні одиниці за темою “Я, моя сім’я та друзі”, розвивати інтелектуальні
– виховна: виховувати зацікавленість у розширенні своїх знань, толерантне ставлення до співрозмовника, загальну культуру учнів.
Обладнання: таблиця “Present Simple” і “Структури to be going to”.
Хід уроку
Warm-up
1. Game “Happy sets”
Children play in groups of four. The aim of the game is to collect a set of four cards which are the same. Pupil A shuffles and deals four sets of cards which are the same. Pupils take turns to say “Can I have a…, please?” to any member of the group who respond either “Here you are” or “No, sorry” depending on whether or not they have the card asked for. The pupil asked then has the next turn. As soon as any pupil has a set of four cards, they name the set e. g. “I’ve
Presentation
2. Read and match (p. 15, ex. 1).
Ask pupils to look at the pictures.
Explain that they are some adverts.
Read all adverts and translate into the native language.
Give necessary extra information about every advert if pupils don’t understand them.
Revise how to pronounce telephone numbers in English.
After reading the advert read the headings. Explain why it’s necessary to write every word in the headings from the capital letters.
Ask pupils to match the headings and adverts.
Monitor the activity, checking up correct pronunciation.
Answers: 1. d; 2. e; 3. c; 4. b; 5. a.
Practice
3. Listen and say (p. 16, ex. 2).
Lead-in: Mime actions of preparing to do various things, e. g. write on the board, sit down, open the window. Say: “I am going to write on the board, sit down, open the window, etc.” Then mime the same actions again, followed by some new ones, and ask: “What am I going to do…?” Help pupils with answers. Write on the board: I am going to open the window, etc.
Ask pupils to read the story.
Pupils read the story along.
Then let pupils do the activity in pairs. Go around the class helping where necessary.
Act out the dialogue.
Then ask pupils to look at the table and read the sentences.
Translate them into the native language.
Reading and Writing
4. Complete with the words from the boxes (p. 16, ex. 3).
Tell pupils that they are going to read about someone’s plans.
They have to choose the words from the box to complete the text.
Pupils read the text using the necessary words.
Monitor their activity.
Answers: 1. a pen; 2. books; 3. am going; 4. an eraser; 5. copybooks; 6. a pencil box; 7. a ruler/glue; 8. am going; 9. a sandwich/fruit/cake; 10. a drink; 11. am going; 12. ask pupils to use the number four; 13. is going.
Pair work: Pupils write out the correct sentences.
Optional activity
Game “First one to touch…!”
Play with the whole class with you giving instructions and/or children play in groups of four. Children lay out their set of cards face up on their desks. Child A says e. g. “First one to touch the… pencil-box!” Demonstrate that the children should touch the correct card as fast as they can and say “Me!” After three turns another child has a turn at being the leader.
5. Talk with your friend (p. 14, ex. 4).
Pair work: Ask pupils to make dialogues using “I am going…”
Ask pupils to use the words from the boxes to make sentences.
You may write the table to help pupils to make sentences.
I am going to buy | Chocolate |
A drink | |
A nice hat, etc. |
Then ask pupils to practice acting out the dialogues in pairs.
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!”
Ending the Lesson
Game “What am I going to do?”
One pupil mimes preparations for an activity, e. g. putting on a nice hat, and asks: “What am I going to do?”
The rest must guess: “You’re going to wear the hat.” etc. Make sure that pupils mime only the preparations, not the actions themselves.
Homework
Read p. 16, ex. 1; p. 16, ex. 3.
Further practice
Use Workbook tasks at the lesson or at home.
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