Цели урока:
- совершенствовать аудитивные навыки учащихся;
- cоздать учащимся условия и возможности, позволяющие узнать больше о родственных отношениях, научиться запрашивать и сообщать информацию о членах семьи и их местожительстве;
- развивать умение работать коллективно и самостоятельно, навыки устной и письменной речи, аудирования и чтения;
- воспитывать интерес к языку как средству общения, внимательное отношение к членам семьи
Задачи урока:
- проконтролировать умение понимать англоязычную речь на слух;
- развивать навыки диалогической речи;
- формировать умение фиксировать полученную аудиоинформацию в виде таблиц и схем;
- закрепить лексику по теме “Семья”;
- активизировать использование географических названий в речи учащихся;
- проверить знание транскрипционных знаков.
- развивать логическое мышление, умение анализировать, сопоставлять полученную информацию
Оборудование:
- учебник;
- раздаточный материал;
- фонетические символы;
- карта мира;
- иллюстрации учебника;
- аудиокассета.
PEOPLE IN THE FAMILY
1. Greeting.
T: Good morning, boys and girls!
Cl: Good morning, teacher!
T: I’m glad to see you!
Cl: We are glad to see you, too!
T: How are you today?
Cl: We are fine, thank you.
T: Sit down, please. Get ready for the lesson. Let’s start our English lesson now.
2. Warm – up.
a) Pronunciation.
T: Read the phonetic symbols on the blackboard:
T: How many symbols can you see?
Cl: One, two, three, four, five, six.
T: Listen and repeat the words after me and say the number of the sound you hear.
Father, mother, uncle, aunt, grandmother, brother, cousin, husband, wife.
Cl: number 2.
3. Aim.
T: What do you think we shall talk about?
Cl: About a family. About relatives.
T: You are right. Today we shall talk about our relatives and where they live.
4. Vocabulary revising.
T: Let’s play a word game.
Cl: Yes, let’s!
T: Hold up your hand if you hear a family word (Workbook 2, p. 49, ex. 1).
Table, cousin, chair, daughter, put, son, father, mother, bag, box, grandfather, happy, grandmother, uncle, clever, fall, aunt, parents, live, street, grandparents, husband, wife, niece, nephew.
5. Listening and speaking:
a) T: Look at the pictures (page 15). How many families can you see?
Cl: We can see four families.
b) T: Listen and say which family I am talking about.
Cl: It is a family of … . (Речевая опора записывается на доске)
Text 1. They are a family of three. The parents have got a child, a son.
Which family is it? (monkeys or hares)
Text 2. They are a family of four. The parents have got two children, a son and a daughter. (Bears)
Text 3. They are a family of five. The parents have got three children: two sons and one daughter. (Cats)
(Если ответы неправильные, попросить детей обосновать свою точку зрения).
6. Listening and writing:
a) Look at your card and read the relatives and English names.
b) Listen to the text and draw Tina’s family tree. Write who is who.
c) Listen to the text again and write a few sentences as in the example in your cards.
Script
Ann is Tina’s grandmother. Tom is Tina’s grandfather. He is Ann’s husband. Tom is Bill’s father. Elsa is Tina’s mother. Tina is Bill’s daughter. Bob is Tina’s brother. Mary and Polly are Tina’s cousins. They are sisters. Jim is Mary and Polly’s father. He is Tina’s uncle. Nelly is Jim’s wife.
7. Vocabulary practice.
a) reading
Look at the blackboard. You can see a map on it. Let’s read the words on the map.
(Africa, America, Russia, Great Britain).
a) Listen and repeat after the announcer. (Page 16, ex. 3)
b) Make as many sentences as you can:
| They live | in | Africa. America. Russia. Great Britain. |
b) Look at the map and say where they live.
(Учитель перемещает карточку с символическим изображением людей по карте. Дети составляют предложения в соответствии с каждым перемещением).
8. Speaking.
a) Group work.
(Учитель приглашает учащихся принять участие в ролевой игре).
T: Who wants to play the role of an English boy or an English girl?
Р1: I do.
T: Take a card, please.
(Выбираются несколько человек. Им предлагаются карточки с необходимой информацией).
T: Ask these children what their names are and where they live.
Class: What is your name?
Pupil 1: My name is Tom.
Class: Where do you live, Tom?
Pupil 1: I live in America.
b) Pair work.
(Дети становятся лицом друг к другу, образуя два круга, и задают друг другу вопрос “Where do you live?” По сигналу учителя дети делают шаг вправо и, сменив партнера, повторяют это же задание. Процедура повторяется, пока каждый ребенок из внешнего круга не пообщается со всеми ребятами из внутреннего круга. Учитель рекомендует учащимся употреблять названия разных стран и континентов).
T: Ask each other where you live. Use the names on the map.
Circle 1: Where do you live?
Circle 2: I live in Africa. And you, where do you live?
Circle 1: I live in Great Britain.
9. Speaking and listening:
T: Who wants to answer the questions about his relatives?
P1: I do.
T: Take a card, please.
This is Nick. Ask him where his relatives live and tick it on your cards.
Use the example on the blackboard.
Have you got a …?
Where does your … live? He / She lives in … .
| Pupil’s name | Africa | America | Russia | Great Britain |
| uncle | ||||
| aunt | ||||
| cousin | ||||
| grandmother | ||||
| grandfather |
| Nick | Africa | America | Russia | Great Britain |
| mother |
|
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| father |
|
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| cousin |
|
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| grandfather |
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| uncle |
|
T: Say where Nick’s relatives live.
Listen to you classmate’s report and assess what he says. Use “That's right” or “That’s wrong”.
10. Listening and reading. (P.18, ex.6)
a) Listen and read. Pay attention to the intonation.
b) Read the words and the sentences as quickly as you can.
11. Homework:
Draw your family tree and write who is who (Workbook p. 48, ex.2)
Write out the family words (Workbook p.49, ex.1).
12. Summarizing:
T: You worked hard. Your marks are … .
Чему мы научились на сегодняшнем уроке?
Какое задание понравилось больше всего?
13. Saying goodbye.
T: The lesson is over. Good bye!