Outline.
I.
Preliminaries.
1.
Greetings
The teacher will greet pupils: “Good afternoon, pupils!”
The children will answer: “Good afternoon, teacher!”
2.
Discussing
of the lesson aims and results.
The teacher: Today we shall learn the new rule on the theme “The
Present Simple Tense”.
3.
Phonetic
drill.
Drilling of the letter-combinations: c, ow, qu, ght ,sh, ph,
ar, ng, al, ou, ea, ir, as, gh.
Using the cards the teacher shows the letter-combinations one by one and
the pupils will name them, first individually then in chorus.
II.
The Energizer.
The pupils will listen to the song “Head, shoulders,
knees and toes” and do the exercises to the music and sing this song.
Head, shoulders, knees
and toes, knees and toes,
Head, shoulders, knees and toes, knees and toes,
And eyes, and ears, and mouth, and nose,
Head, shoulders, knees and toes, knees and toes.
III.
Presentation of The Present
Simple Tense
The
teacher will explain the following rule:
Present Simple (Настоящее простое
время) обозначает действие, которое происходит обычно,
регулярно, постоянно. Сигнальные слова: usually (обычно), sometimes (иногда), often(часто), always (всегда), всё что связано со словом every(каждый) (every day – каждый день). Образуется: подлежащее + глагол (в первой
форме без частички to) + остальные
члены предложения. (We eat apples every day) Если подлежащее выражено He,
She, It (ед.
число), тогда к глаголу добавляем окончание –s или –es. (Meg sometimes eats apples)Для того, чтобы построить вопросительное предложение,
перед подлежащим нужно поставить вспомогательный глагол: Do для I, We, You, They (множ. числа), Does для He, She, It (ед. число). Порядок слов: Вспом. Гл + подлежащее
+ остальные члены предложения. Порядок слов в отрицательных предложениях: подлежащее
+ do/does + глагол (в первой форме без частички to) + остальные члены
предложения. Запомни, если в предложении есть does, тогда
смысловой глагол используется без окончания –s или –es. (He does not drink coffee.)
IV.
Practice and production
1.
Opening the brackets
1. I (to
do) morning exercises every day.
2. He (to work) at school.
3. She (to sleep) after dinner.
4. We always (to go) to school.
5. My friends (to drink) tea every
day.
6. Mike (to like) cherries.
7. Helen (to like) ice-cream.
2.
Making up the negative
sentences.
The pupils have to make up the negative sentences
using the affirmative sentences from the previous task.
3.
Making up the questions
The pupils have to make up the questions using the
affirmative sentences from the task1.
4.
Opening the brackets
1) They
often _____ football at school. (to play)
2) She _____ emails. (not / to
write)
3) ____ you____ English? (to speak)
4) My mother ____ fish. (not / to
like)
5) ____ Ann ____ with friends? (to
sing)
6) His brother _____ in an office.
(to work)
7) She ___ very fast. (to run)
8) ____ they ____ the flowers every
3 days? (to water)
9) His sister _____ a motorbike.
(not / to ride)
10) ____ Sue_____ coffee? (to drink)
V.
Conclusion
Making the comments on the lesson
The teacher will ask pupils: What have we done today?
Self estimation
Estimate your mood: Thumbs UP, SIDE or DOWN.
Giving the marks and the home task
The teacher will put the marks for the lesson.
The teacher will give the home task: to learn the
new rule
Saying “Good-bye”
The teacher will say pupils: “Please, stand up! Good-bye, pupils!”
The children will stand up and answer: “Good-bye, teacher!”
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