Greeting stage
Warm-up (about
the weather in different cities, ex 3, p.126, SB).
5 min
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“Good morning,
children! I am glad to see you!”
“What will the
weather be like in London tomorrow? You may look at ex. 3 on p.126.
After all cities
I ask about our native town Protvino.
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“Good morning,
teacher! We are glad to see you too!”
“It will be
cloudy.”
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Pupils greet the
teacher and open their SB and find the exercise 3, page 126.
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New language:
swimsuit
sunglasses
swimming trunks
jeans
boots
tent
flippers
sleeping bag
(word cards and
picture cards).
Game “Echo”
Game “What is
missing” or “Disappearing cards.”
Game “Clever
parrots”.
Game “Read my
lips”
15 min
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“Look at the picture
cards, listen and repeat after me!
swimsuit…”
I ask the pupils
to repeat the word after me like an echo. I say the word first loudly, then
quieter and quieter, gradually reducing the volume to whisper. After that I
say the words happily, then sadly and in a tired voice.
I take away one
word card and ask the pupils to find a missing card. (The words disappear one
by one. I can do the same with picture cards.)
I show one of
the picture cards and begin saying all the new words and tell the pupils to
repeat only the word they can see in the picture. Then I change the picture
card.
I say the words
at a time but without using my voice. I move my lips clearly and ask my
pupils to read my lips.
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“swimsuit…”
“swimsuit…”
The pupils close
their eyes with the hand and then open their eyes and try to find the missing
word or picture, then pronounce it.
“Oh, I am lucky!
It is “sunglasses!”
Say only the
word that they see on the card.
Say the words
and point to the corresponding word card.
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Pupils look at
the cards and repeat the words.
Pupils are
interested in the game and very active. We continue it until all picture
cards disappear.
The teacher
praises the children with the words “Well done! Very good of you! A good
boy/a good girl!” and sometimes shows smiles (happy faces drawn beforehand).
Pupils will
remember the words better. The games help teach children to read, provide
them with opportunities to learn the meaning of the words quickly as they go
together with pictures, practice the sight memory, remember graphic symbols
of words and enable children to be able to recognize them later easily in
texts to read.
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Developing
speaking skills (exchange of information, practice using the new words).
5 min
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I say “I am
going on an island holiday and I am going to take sunglasses. And you?
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P1: I am going
to take flippers. And you?
P2: I am going
to take sleeping bag. And you?
P3: …
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All pupils
participate in communication. The teacher’s task is to involve the children
into communicative activities.
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Developing
reading skills.
Text “A letter
from Mum and Dad.”
Pre-reading task.
While-reading
(for detail) task.
Post-reading
(checking understanding; “yes” and “no” questions)
Post-reading (to
develop speaking).
(to personalize)
15 min
|
“Now we are
going to read a letter. P. 127, ex.4. Whose letter is this?
What are the
parents going to do?”
“Please, read
the text for yourselves and try to understand the meaning of each sentence.”
“Read the
sentences under the letter and agree or disagree.”
“Tell the class
where the parents are and what they are going to do.”
“Did you like
the letter?”
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“Mum and Dad wrote
the letter to Larry and Lulu.
P1: They are
going for a swim.
P2: they are
going to have lunch in a nice restaurant…
Read the letter
silently.
Read the
sentences and answer “yes” or “no”.
Retell the text
in a very short way.
Give the
opinions.
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Pupils find the
exercise and give all the possible answers.
The teacher
listens to the pupils and asks them to correct each other’s mistakes.
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