У магазині
Lesson 2. У магазині
Мета:
– навчальна, презентувати новий лексичний матеріал за підтемою “Покупки”, практикувати мовні засоби за темою “Покупки”, описувати когось/щось, запитувати про відчуття та відповідати на запитання, повідомляти про смаки, уподобання, 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
– розвиваюча, уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;
– виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культурі спілкування, прийнятої в сучасному цивілізованому світі, вчити емоційно-ціннісно ставитись до всього, що нас оточує, вчити розуміти важливість оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування.
Обладнання:
Хід уроку
Warm-up
1. Revision Game
Write four words on the board, three of which belong to a lexical set (e. g., fruit, colours, vegetables, activities) and one does not. Pupils have to say which one does not fit the set (e. g., “egg”, “apple”, “lemon”, “banana” – the odd one out is “egg”, as it is not a fruit). This can also be played with drawings or pictures on the board.
2. Game “Disappearing cards”
Stick from five to seven 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 words, including the missing one. Repeat 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 seven words on the board, then rubbing them out one at a time.
Presentation
3. Listen and repeat (p. 69, ex. 1).
Teach and then drill the new words using the pictures.
Read out the caption for each of the pictures in turn, while pupils listen and look at the pictures. Use board flashcards.
Pupils take turns to read out the words. Help with pronunciation.
Repeat with every pupil. If you have enough time, make sentences with every word.
Optional activity
Game “Find the card”
Play with the whole class. Ask two children to wait outside the classroom door for a moment. While they are outside the door, stick one of the vocabulary cards somewhere in the classroom, where it is ‘hidden’ but nevertheless visible without moving anything. Involve the rest of the class in helping you to do this. Ask the two children back into the classroom and everyone asks e. g. Where’s the bar of chocolate? The two children look for the vocabulary card of the lion and the rest of the class helps by saying Hot! Hot!
Hot! if the children move near to where the card is hidden and Cold! Cold! Cold! if they move away. When they find the card, the two children say e. g. ‘Here’s the bar of chocolate!’ and everyone claps and says Hurray! Repeat several times with different children.
4. Listen and read (p. 69, ex. 2).
Present and drill the vocabulary for small quantities, a pack of butter, a bar of chocolate, a jar of jam. Sketch a bottle, a pack, and a bar on the board and point to each as you drill it.
Practice
5. Read and compare (p. 69, ex. 3).
Ask pupils to look at the pictures in two columns and read the sentences under these pictures.
Pay pupils’ attention to the verb ‘be’ in singular and plural with countable and uncountable nouns.
Optional activity
Pair work: Pupils each draw a picture of a fridge, with several different sorts of food in it. They then take turns to ask each other questions to find out what is in their different fridges: have you got a bottle of milk in your fridge?
6. Listen and say (p. 70, ex. 4).
Pre-listening: Ask pupils to look at the picture.
Ask if pupils like going shopping? Do they go alone or with adults? What do they usually do there?
While-listening: Read the dialogue while pupils listen and read silently.
Explain any words that pupils ask for.
Read the dialogue again. Pupils listen and repeat.
Pupils listen to the dialogue and point to the food that Bill mentions.
Post-listening: When pupils are familiar with the text, ask pairs of pupils to act out the dialogue.
Monitor the activity, checking up correct pronunciation.
Praise their efforts, “Good! Well done!”
Then ask pupils to look at the pictures of English money. Read the words and help with pronunciation.
7. Read and role-play in pairs (p. 71, ex. 5).
Read the instruction.
Explain to pupils that they are going to practise a dialogue using the necessary words from the list of food and the pattern dialogue.
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
8. Game “Simon Says”
Give the class commands using the phrase “Let’s…” When you start a command with the phrase “Simon says” (e. g., “Simon says, ‘Let’s taste an apple.'”) the class performs the actions, but if you give a command without saying “Simon says” (e. g., “Let’s sit down.”), they must not do it, and any pupil who does the action is out. Play the game until only one pupil is left.
Homework
Read p. 70, ex. 4.
Further practice
Use Workbook tasks at the lesson or at home.
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