Яка сьогодні погода?



Lesson 1. Яка сьогодні погода?

Мета:

– навчальна: ознайомити з новими лексичними одиницями за темою “Природа та довкілля”, активізувати вивчений лексико-граматичний матеріал, описувати ко – гось/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 “Пори року”, тематичні картки.

Хід уроку

Warm-up

1. “Memory Game”

Pupils look at the

seasons on the poster “Seasons”. Take the poster away and ask pupils to try to remember as many colours as they can. Write the words on the board.

Presentation

2. Listen and repeat (p. 98, ex. 1).

Read the words.

Ask pupils to repeat the words. While pupils are reading the words, stick the pictures on the board. You can use the pictures from magazines or newspapers too.

Pronounce every word clearly. Ask pupils to say the letters of the words.

Do choral and individual repetition. Follow the same procedure three or four times.

If it is necessary, translate them into the native language.

3. Complete the sentences with the words from task 1 and the box (p. 98, ex. 2).

Tell pupils they are going to complete the sentences using the new words from exercise 1 and the box.

Ask some pupils to go to the board and write these sentences on it.

Answers:

1. In winter, it is usually frosty and cold.

2. In spring, it is usually wet and cool.

3. In summer, it is usually warm and hot.

4. In autumn, it is usually rainy and windy.

Practice

4. a) Read and match (p. 98, ex. 3).

Pupils look at the table and read the correct sentences. Do choral and individual repetition.

Monitor the activity and help where necessary.

Reading and Writing

B) Say about your favourite season.

Pupils fill the gaps using “My favourite season/month is…” to make true statements about themselves.

You can write the patterns on the board to help pupils to make sentences.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

Ask a bright pupil to write the sentences on the board too.

Optional activity

“Disappearing items”

Write days of the week or months of a year on the board. Do choral repetition of the words. Then rub out one of the words in the sequence. Pupils chant the whole sequence of the words, including the missing one. Repeat, rubbing out another item. Continue until there are no words on the board and pupils are saying the whole sequence from memory. You can also play this by drawing seven pictures on the board, and rubbing them out one at a time.

5. a) Look and say (p. 99, ex. 4).

Stick season flashcards on the board. Ask pupils to describe their favourite seasons using the patterns of the exercise 4.

B) Have a talk.

Ask pupils to read the dialogue and complete the gaps with suitable words. Pair work: Pupils read and complete the gaps.

Then pupils practise their parts in the dialogue for a few minutes. Go round helping.

One or two pairs act out the dialogue.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

6. Listen and say the chant (p. 99, ex. 5).

Read the chant. Pupils listen and follow the chant in their books.

Say the chant line by line and ask pupils to repeat after you.

Translate the difficult words if necessary.

Pupils listen and repeat several times.

When you have practiced the chant thoroughly, tell pupils that they are going to say it themselves.

Pupils read the lines chorally and individually if they wish.

Ending the Lesson

7. “Miming game”

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

Ask pupils to use sentences that express likes and dislikes.

Homework

Read p. 99, ex. 5.

Further practice

Use Workbook tasks at the lesson or at home.


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