Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

1.      Jack always trains in the morning. (Kate)

2.      Pete can play rugby. (We)

3.      Bill can’t play the flute. (Jonh)

4.      They won’t play golf. (We)

5.      I am not tired. (They)

6.      Caroline plays the flute badly. (Betty)

7.      He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

1.      Jack always trains in the morning. (Kate)

2.      Pete can play rugby. (We)

3.      Bill can’t play the flute. (Jonh)

4.      They won’t play golf. (We)

5.      I am not tired. (They)

6.      Caroline plays the flute badly. (Betty)

7.      He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

1.      Jack always trains in the morning. (Kate)

2.      Pete can play rugby. (We)

3.      Bill can’t play the flute. (Jonh)

4.      They won’t play golf. (We)

5.      I am not tired. (They)

6.      Caroline plays the flute badly. (Betty)

7.      He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

1.      Jack always trains in the morning. (Kate)

2.      Pete can play rugby. (We)

3.      Bill can’t play the flute. (Jonh)

4.      They won’t play golf. (We)

5.      I am not tired. (They)

6.      Caroline plays the flute badly. (Betty)

7.      He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

1.      Jack always trains in the morning. (Kate)

2.      Pete can play rugby. (We)

3.      Bill can’t play the flute. (Jonh)

4.      They won’t play golf. (We)

5.      I am not tired. (They)

6.      Caroline plays the flute badly. (Betty)

7.      He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

8.      Jack always trains in the morning. (Kate)

9.      Pete can play rugby. (We)

10.  Bill can’t play the flute. (Jonh)

11.  They won’t play golf. (We)

12.  I am not tired. (They)

13.  Caroline plays the flute badly. (Betty)

14.  He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

8.      Jack always trains in the morning. (Kate)

9.      Pete can play rugby. (We)

10.  Bill can’t play the flute. (Jonh)

11.  They won’t play golf. (We)

12.  I am not tired. (They)

13.  Caroline plays the flute badly. (Betty)

14.  He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

8.      Jack always trains in the morning. (Kate)

9.      Pete can play rugby. (We)

10.  Bill can’t play the flute. (Jonh)

11.  They won’t play golf. (We)

12.  I am not tired. (They)

13.  Caroline plays the flute badly. (Betty)

14.  He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

8.      Jack always trains in the morning. (Kate)

9.      Pete can play rugby. (We)

10.  Bill can’t play the flute. (Jonh)

11.  They won’t play golf. (We)

12.  I am not tired. (They)

13.  Caroline plays the flute badly. (Betty)

14.  He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

8.      Jack always trains in the morning. (Kate)

9.      Pete can play rugby. (We)

10.  Bill can’t play the flute. (Jonh)

11.  They won’t play golf. (We)

12.  I am not tired. (They)

13.  Caroline plays the flute badly. (Betty)

14.  He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

1.      Jack always trains in the morning. (Kate)

2.      Pete can play rugby. (We)

3.      Bill can’t play the flute. (Jonh)

4.      They won’t play golf. (We)

5.      I am not tired. (They)

6.      Caroline plays the flute badly. (Betty)

7.      He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

1.      Jack always trains in the morning. (Kate)

2.      Pete can play rugby. (We)

3.      Bill can’t play the flute. (Jonh)

4.      They won’t play golf. (We)

5.      I am not tired. (They)

6.      Caroline plays the flute badly. (Betty)

7.      He didn’t buy dairy products at the supermarket. (I)

Say that you (Nelly, we, they) also like or don’t like to do the same. Use so or neither:

1.      Jack always trains in the morning. (Kate)

2.      Pete can play rugby. (We)

3.      Bill can’t play the flute. (Jonh)

4.      They won’t play golf. (We)

5.      I am not tired. (They)

6.      Caroline plays the flute badly. (Betty)

7.      He didn’t buy dairy products at the supermarket. (I)

Put in the missing letters:

Pi…ce, poun… , to pay (pa…d – pa…d), po…k, to …ut, to w…ap, be…f, to ti…, chan…e.

Put in the missing letters:

P…ece, po…nd, to p…y, por…k, to c…t, to …rap (wrap…ed – wrap…ed), be…f, to t…e, c…ange

Put in the missing letters:

Pie…e, p…und, to p…y, po…k, to c…t, to wrap (wrap…ed – wrap…ed), to t…e, cha…ge. 

Put in the missing letters:

Pi…ce, poun… , to pay (pa…d – pa…d), po…k, to …ut, to w…ap, be…f, to ti…, chan…e.

Put in the missing letters:

P…ece, po…nd, to p…y, por…k, to c…t, to …rap (wrap…ed – wrap…ed), be…f, to t…e, c…ange

Put in the missing letters:

Pie…e, p…und, to p…y, po…k, to c…t, to wrap (wrap…ed – wrap…ed), to t…e, cha…ge. 

Put in the missing letters:

Pi…ce, poun… , to pay (pa…d – pa…d), po…k, to …ut, to w…ap, be…f, to ti…, chan…e.

Put in the missing letters:

P…ece, po…nd, to p…y, por…k, to c…t, to …rap (wrap…ed – wrap…ed), be…f, to t…e, c…ange

Put in the missing letters:

Pie…e, p…und, to p…y, po…k, to c…t, to wrap (wrap…ed – wrap…ed), to t…e, cha…ge. 

 Put in the missing letters:

Pi…ce, poun… , to pay (pa…d – pa…d), po…k, to …ut, to w…ap, be…f, to ti…, chan…e.

Put in the missing letters:

P…ece, po…nd, to p…y, por…k, to c…t, to …rap (wrap…ed – wrap…ed), be…f, to t…e, c…ange

Put in the missing letters:

Pie…e, p…und, to p…y, po…k, to c…t, to wrap (wrap…ed – wrap…ed), to t…e, cha…ge. 

Put in the missing letters:

Pi…ce, poun… , to pay (pa…d – pa…d), po…k, to …ut, to w…ap, be…f, to ti…, chan…e.

Put in the missing letters:

P…ece, po…nd, to p…y, por…k, to c…t, to …rap (wrap…ed – wrap…ed), be…f, to t…e, c…ange

Put in the missing letters:

Pie…e, p…und, to p…y, po…k, to c…t, to wrap (wrap…ed – wrap…ed), to t…e, cha…ge. 

Put in the missing letters:

Pi…ce, poun… , to pay (pa…d – pa…d), po…k, to …ut, to w…ap, be…f, to ti…, chan…e.

Put in the missing letters:

P…ece, po…nd, to p…y, por…k, to c…t, to …rap (wrap…ed – wrap…ed), be…f, to t…e, c…ange

Put in the missing letters:

Pie…e, p…und, to p…y, po…k, to c…t, to wrap (wrap…ed – wrap…ed), to t…e, cha…ge. 

A bear

A monkey

A snake

A hen

A cockroach

A cock

A pig

A horse

A donkey

Тема урока: Shopping

Цели:

Образовательные:

- ознакомить с местоимением one;

- совершенствовать лексико-грамматические навыки;

- развивать навыки диалогической речи;

Развивающие: способствовать развитию памяти, внимания, мышления, воображения, логического мышления

Воспитательные: воспитывать уважение к партнёру по диалогу, прививать любовь к английскому языку и к стране изучаемого языка.

Оборудование: УМК, проектор, компьютер, ЦОР, карточки для проверочной работы и для конкурса, карточки со словами для физкультминутки, карточки с дополнительным заданием, жетоны для игры.

Ход урока

1.        Организационный момент:

       Good morning, pupils. Steady, ready, go!!! I am glad to see you today. The topic of our lesson is «Shopping». Today we are going to write a test, get acquainted with the noun “one”, train using pronouns, revise words on the topic “Shopping”, then we will make up a dialogue and play a game. So, what are we going to do, Alina? – Thank you.

2.        Опрос дежурного: Who is on duty today? Please, greet the pupils!

      And now ask her/him questions about today’s weather. Who will be the first?

3.        Повторение лексического материала, хоровая отработка:

Piece, pound, to pay-paid-paid, a bit, pork, fat, to cut-cut-cut, to wrap-wrapped-wrapped, beef, to tie, change

Repeat after me. I give you 2 minutes to revise the words.

4.        Проверочная работа: Fill in the gaps. You have 3 minutes. The time is up. Hand in!

5.        Ознакомление с местоимением one:

        Read the examples and say when we use the word “one”( Ученики читают и переводят предложения из таблицы.) You are right. Now look at the table. Мы употребляем слово one для замены исчисляемого существительного, но не можем употреблять его вместо неисчисляемого существительного.

6.        Тренировка в употреблении местоимений:

       Have a look at the screen. Complete the sentences. Let’s do it together. Who wants to be the first?

Let’s continue. Now make the rhymes. The example is given.

1.      Those flowers are …

2.      Those doors are …

3.      These teddy bears are … …..

Good of you! Thank you!

7.        Тренировка в употреблении лексики по теме «Shopping»:

- Look at the pictures and say where you usually buy these things. (На экране появляются картинки с продуктами питания). Where do you usually buy meat? - Ученики говорят, где они покупают те или иные продукты.

- Pretend you are a teacher. Ask your classmates what and where you usually buy. Read the example. Who wants to be a teacher?

- Your mother went shopping yesterday. Say where she bought all these things. Have a look at the screen.

- But she forgot to buy something. Ask her about it. Who wants to be a mother? Ask her questions about it.

8. Физкульминутка:

        First let’s do some exercises for relaxation.  (На слайдах показан видеоролик). And now we are going to play your favourite game called “A ” Я вам буду показывать названия животных, а вы будете их изображать. Один из вас будет отгадывать это животное.

9. Тренировка навыков диалогической речи:

       Miss Marple is at the baker’s. give her answers to the baker’s questions and complete the dialogue. (На экране показан диалог с пропусками). Ученики работают самостоятельно и восстанавливают диалог.

      Think of more two questions which the baker could ask Miss Marple. Work in pairs.

Ученики разыгрывают диалог в парах. Учитель ходит по классу и слушает. Затем дети озвучивают свои диалоги.

10. Тренировка в употреблении изученной лексики:

         Let’s play a game. You are to divide into two teams. You should draw a card and make up sentences with the given words. (На карточках слова fat, cut, wrap, a bit, piece, pay, beef, change). Во время игры дети получают жетоны за правильные ответы.

11. Итоги урока, подача дом. задания: ex.5 and ex.7 p. 266. You are to ask more questions to Miss Marple and learn the dialogue. You worked very well at the lesson. Thank you. Your marks … . So, what have you learnt at our lesson? You are right! Good bye!