Мій розпорядок дня. Годинник 4 клас англыйська

Англійська м6ова 4

Урок                                                                                                                                                             Дата

Тема. Мій розпорядок дня. Годинник

Мета:• навчальна: презентувати новий лексичний матеріал за підтемою «Розпорядок дня», практикувати мовні засоби за підтемою «Розпорядок дня», формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

• розвиваюча: уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

• виховна: виховувати уміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за темою «Розпорядок дня», «Годинник», плакат "Present Simple".

Хід уроку

Warm-up

1. Start a day-of-the-week chain round the class.

2. Write any two or three of the following days-of-the-week anagrams on the board for the pupils to work out in pairs: YARDIF (Friday), DANYUS (Sunday), YODMAN (Monday).

Presentation

3. Section ‘Remember’

Revise the words “o’clock”, “past” and “to” with the time. If pupils don’t understand the meaning of the words, translate them into the native language pointing to a demonstrative clock.

Read out the sentences. You can use a demonstrative clock again.

Pupils listen, look at the time on the clock and read sentences in silence.

Do choral and individual reading.

Ask individuals to read the sentences again aloud. Help with pronunciation and sentence rhythm especially.

4. Match the clocks to the sentences (p. 30, ex. 1).

Ask pupils to look at the time on the electronic clocks.

Then ask pupils to read the sentences which say the time.

Ask pupils to choose the right sentence and match it with the correct clock.

Pupils may also be asked to write sentences with the correct letter in their exercise books and on the board.

Answers: 1. d; 2. c; 3. e; 4. a; 5. f; 6. b.

Practice

5. Listen and read. Draw the clocks in your copybook (p. 30, ex. 2).

Ask pupils to look at the pictures in the exercise. Also point out what Vicky does in the morning, in the afternoon and in the evening.

Read the sentences pointing to the pictures. Mime the actions if it is necessary. Also point to the table “Present Simple” and pay attention to verbs “gets up”, “has breakfast” and etc. Explain the rule in the native language if it is necessary.

Then ask pupils to draw the clocks in their copybooks.

Then ask pupils to draw the time.

Pair work: Pupils in pairs take turns to ask and answer questions about Vicky’s morning, afternoon and evening following the model questions and answer them. Write down the model questions on the board.

Transfer: Ask questions about pupils’ own morning using the same questions and answer patterns from the exercise.

Optional activity

Ask pupils to close their books. Say true or false sentences about the story episode or text that they have just read. Children listen to the statements and write “T” or “F” in their copybooks. Go through the answers with the class, reading out the sentences again, and asking pupils to call out “True!” or “False!”

Reading and Writing

6. Copy and answer the questions (p. 31, ex. 3).

Pupils open their copybooks and copy the sentences finishing them.

Tell pupils they can use the information from the text. Ask some pupils to write the sentences down on the board while the rest of the pupils are writing in their copybooks.

Answers:

1. She usually has her breakfast.

2. She usually goes to bed at half past 9.

3. Her school starts at half past 8.

4. She gets up.

7. Tell class about your friend (p. 31, ex. 4).

Tell pupils they are going to describe their friends using the patterns in the speech bubble.

Pupils look at the patterns in speech bubble about Bob.

Ask pupils to finish the sentences using the correct time.

Ask pupils to make sentences about their own friends using the sentences about Bob.

Ask to begin with the words “I have got a friend. His/Her name is ...”

Ending the Lesson

8. Write about your day (p. 31, ex. 5).

Ask pupils to describe their day routine using the sentences from exercises 2 and 4.

Ask to begin with the words “I get up at ... o’clock. Then I ...” motivate to use the words and word combinations from the lesson.

Homework

Read p. 30, ex. 2; p. 31, ex. 4.

Англійська м6ова 4

Урок                                                                                                                                                             Дата

Тема. Узагальнюючий урок з теми «Шкільне життя»

Мета:• навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати невербально на запитання, які вимагають простих відповідей, формувати у учнів комунікативну компетенцію, закріпити поняття прийменників часу та вживання їх у мові з опорою на наочність, розвивати та удосконалювати написання речень в теперішньому неозначеному часі (розповідні, питальні та заперечні);

• розвиваюча: уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні,мотивувати бажання до подальшого самовдосконалення у галузі володіння іноземною мовою, розвивати мовну здогадку;

• виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого матеріалу, допомогти їм бути розкутими у спілкуванні, толерантного ставлення до однокласників, викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумової праці, ефективно співпрацювати під час парної та групової роботи.

Обладнання: тематичні картки та плакати за темою «Розпорядок дня», «Дні тижня. Годинник», «Прийменники часу», «Шкільне життя».

Хід уроку

Warm-up

1. Write new words from the unit on the board. Pupils hold up or stick/draw on the board the appropriate pictures.

Game "Mime the flashcard"

Hold up flashcards in turn and say the names. Children do a mime in response e.g. they can pretend to eat a particular food (if you are using food flashcards), imitate a particular animal (animal flashcards) or put on clothes (clothes flashcards). Then do mimes of different flashcards yourself or invite individual or pairs of children to take turns to do this. Children watch and call out the names.

Revision

2. Listen, choose and say (p. 32, ex. 1).

Ask pupils to listen what children say about themselves.

Pupils listen and read the sentences. Then they choose the correct answers.

Ask pupils to complete the sentences.

Pair work: Ask pupils to read and practice the descriptions of the girls.

One or two pairs describe them in front of the classroom.

Repeat with several different pupils.

Answers: 1. a; 2. а; 3. b; 4. a.

Practice

3. Read, then match to make the sentences on page 33 (p. 32, ex. 2).

Tell pupils to look at the picture and describe the boy.

Ask pupils to read the text about Tiki. Pupils read the text in a chain.

Do choral and individual reading.

Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

After reading ask pupils to make sentences and write them down in their copybooks.

Answers:

1. at 7 o’clock.

2. when it is hot in the room.

3. five days a week.

4. and then goes home.

5. ... he watches cartoons on TV ...

Optional activity

“Miming game"

Give pupils instructions to mime actions (what they do at an English lesson or after school) for the other pupils to guess.

4. Speak about Tiki and his school (p. 33, ex. 3).

Ask pupils to read the text about Tiki again.

Then pupils read the questions about Tiki and answer them using the necessary information from the text.

Monitor the activity, checking up correct pronunciation.

Ask a couple of pairs to come to the board to act out the questions and answers.

Praise their efforts, “Good! Well done!”

Reading and Writing

5. Write about your friend’s day (p. 33, ex. 4).

Tell pupils they are going to describe their friend’s routine day.

Ask pupils to look at the patterns in speech bubble about Bob (Lesson 9). Ask to begin with the words “I have got a friend. His/Her name is ... He/ She gets up at...”

Motivate to use the words and word combinations from the last two lessons.

Optional Activity Game "Mime game"

Mime doing school activities e.g. write or read.

Pupils guess what you’re doing and call out the verb.

Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and do a mime to the rest of the class.

Ending the Lesson

Game "Hangman"

Draw a blank line on the board to represent each letter of a word (e.g. for the word

“uniform” you write __ __ __ __ __ __ __).

Pupils call out letters.

If a letter is in the word, write the letter on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils must try and find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let individual pupils choose a word (try to use the words of the Week Days or School Subjects) and draw the blank lines on the board.

Homework

Read p. 32 ex. 2.