Мої враження від подорожі
Lesson 9. Мої враження від подорожі
Мета:
– навчальна, ознайомити з новими лексичними одиницями за темою “Подорож”, активізувати вивчений лексико-граматичний матеріал, описувати когось/щось, виражати своє ставлення докогось/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
– 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. Game “Question Tennis”
Divide the
2. “Miming game”
Pupils mime transport words from this unit in pairs, and the other pupils try to guess the right answer.
Ask pupils to use sentences that express likes and dislikes.
Presentation
3. Listen and read (p. 184, ex. 1).
Pre-reading: Ask pupils to look at the pictures and describe the children.
Read the dialogue while pupils listen and read silently. Explain any words that pupils ask for.
Read the dialogue again. Pupils listen and repeat. Do choral and individual repetition of difficult words and word combinations. Follow the same procedure three or four times.
While-reading: Monitor the activity and help where necessary.
When pupils are familiar with the text, they can read the dialogue. Ask groups of pupils to act out the dialogue. Repeat with several different pupils.
Post-reading: Ask further questions “What has Peter seen/visited in London?”
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.
Practice
4. Complete the table (p. 185, ex. 1).
Write the table on the board. Ask pupils to copy it down in their copybooks. Now complete the table and explain how pupils have to complete their table in the copybooks.
Compare ‘Present Perfect Simple’ and ‘Past Simple’. Use the native language to be sure that pupils understand your explanation.
Reading and Writing
5. Make up questions (p. 185, ex. 3).
Ask pupils to write the first sentence in their copybooks.
Do the same procedure on the board. Then write Wh – words in a column and ask pupils to make up questions starting with these words.
Answers:
1. a) Did he go to Oxford yesterday?
B) When did he go yesterday?
C) Where did he go yesterday?
D) Who went to Oxford yesterday?
2. a) Has he ever been to Oxford before?
B) Who has ever been to Oxford before?
C) Where has he ever been before?
Optional Activity
Game “Silent dictation”
Hold up a picture of a transport (or a real photo).
Pupils write down the word or the word with a preposition in their copybooks.
Ask two or three pupils to write the words on the board to check up the spelling.
6. Ask and answer in pairs (p. 185, ex. 4).
Explain to pupils that they are going to answer the questions. Ask pupils to read the dialogue in silence. Ask a bright pupil the first question. A pupil answers. If it is difficult to answer, help him/her.
Ask the second question. Do the same procedure with some words from the box. Ask some other pupils. Do choral and individual repetition.
Pair work: Pupils read and answer the questions. Monitor the activity and help where necessary.
Ending the Lesson
7. Game “Anagrams race”
Divide the class into two teams. Each team makes up an anagram for any irregular verb, e. g., “thguac” (caught) or any other words. Ask pupils to give three forms of every verb.
Play two or three rounds.
Homework
Read p. 184, ex. 1.
Further practice
Use Workbook tasks at the lesson or at home.
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