Cepis «Mili koucnexrs Baconasa 2008 poxy 1B. Tanpaa AHrnivcbKa MoBa (3a nigpy4Hukom O. Kapn'tox) Knac Xapxis Bugasunsa rpyna «OcHonay 2014 om.YK 87.016 BBK 72.268.1 Aurn rs Tanass LB. T19 — Axraiiienxa mosa. 3 xxae (x0 ninpywnnxa 0. Kapu'ox). — X. : Bux. rpynta «Ocnona», 2014, — 128 c, — (Cepia «Mit xox exexr). ISBN 978-617-00-2154.0. “Aavopspaoorye aneournece 5 pers ssc! wve, popes con A Guosasir copa cacen aco, suropureyiot rr Depa re plnocototae agp nas an pois okPOOU peas BONO gS YAK S716 BK 72.2681 Anna Hasvaxene eudanna Cepin «Mili xouenext> TAHA Ipane Bacwxinna AHTJIMCbKA MOBA. 3 KJIAC (0 nigpysmma 0. Kapn’rox) Tosoantt penarsop HA. Kawcauna ‘Biqnoninanita sa wena TOM. Apanocenno "Tension pexanrop 0.5. JTc6edeea Tlauip ser Tapaype liana fppe ose, 61001, Xaprin ayn lzeramnchne, 6, 70m (O57) 791.96.88 ‘alcofheeBeroaracoma aizoarn 46 cena naan enpan JUN 2911 ain 25.07.2001 p Cclgout HN. T87O sia 16.07 2001p. ape, ay, Rapria, 19 Te (057 797-9816, 197.9815 © Tanga t.B., 2014 ISBN 978-617-00-2154-0 © TOR +Bupannnca rpyna ,Oenona“s, 20143MICT Kaaeuaapuo-restarwune naauysauna xo niapywmma auraiiicssco! nos 3 xaac “English”, anrop 0. Kapm'ox 4 Ho yoarmwunrenia o.oo. eee eee eee eect ee eeeeeees 8 Introduction. Nice to See You Again! . 9 Unit 1, In the Greenwoods Summer Comp . . cece 19 Unit 2, My Dear Family... « . vee vee . - 35 Unit 3. Welcome Back to School Bt Unit 4, Home, Sweet Home os os os os . 1 Unit 5. Dey by Day 87 Unit 6. 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Lesson 1. 3HAMOMCA 3 HOBUMM JPY3AMU Mera: + asyanewa: npeseHTyeaTH nexcH¥snia marepian 3a Temoto «Mon civ’a | apysia; o3hatio- MUTHCA 3 MoBHUMU Bpazann sHaiioMcTEa Ta BiTaHHA; NosTOpITH paHiwe eMBvEHI NeK- cui opHMU), 3Byxu, rpamaTHNKi cTpykTypH, GopMyBaTH YRBNEHHA Npo MoBY AK 2aci6 CinkyBaHiia Mik nlogbMit osHavOMUTHCR 3 priManin 3a Tema «HaizomcTBO», «L|Md)pi, «Andasit» Ta nostoputa Gykeu anrniliceKoro anipasity, Byki Ta TpaHcKpunyiAhl sHaKu + pozeueaneHa: poseiiearn Haeuvks ayaliozaniia i alanorisioro MOBNeHKA; YMIHHA Bec- ‘tu Geciay, cryxaru cnigposmosiika, yaockonanosari oHeTuKy it apmiiKynayio SeyKis, Haewwxit ritcbaa naTaHcbKinMn 6ykEaMI; + euxosia: snknnkaru 8 give 6axanna sumtin; gonomornu im ByrH poaKyranu e cnin- kyeanii, BMBYATH IHOZeMHY MOBY; BHXOBYBATH AUICUNNMy, IBHKY AO CHCTeMATHIHO! poaymoeoi npaui ‘OGnaqwanun: tewaTuunui anaKar efloazinan», «Mon cin'n. Xia ypoxy WARM-UP 1. Greot pupils as they arrive and settle down, “Hello! Come in, please. Sit down, please”. 2, Say, “Hello, I’m (Miss/Mrs/Me) ..” two or three times pointing at yourself and saying your name. 3. Pair work: Pupils introduce themselves to their neighbours in the same way, “Hello, I'm Masha/Sasha/Max/Ivan.” ‘Ask pupils to make dialogues: Hello! Iam ... What is your name? Hillam ..., ete. Let some pupils go out of the cl “Hello! Iam ... What is your name?” ‘Ask pupils to come to the front of the classroom and act out a simple dialogue. ssroom and come back in again, saying, PRESENTATION 4. Listen and sing @ song (p.4, ex. 1). ‘Ask pupils to open the books and look at the pictures of the exercise. Ask questions about the “smiles” in the story, e.g., “Are they happy? Are they nice?” Listen to the song, pausing after each line of text for pupils to repeat. Divide the class into pairs to play the parts of the “smiles’ Pupils practice acting out the story in their pairs. Monitor the activity, checking for correct pronunciation, ‘Ask some of the pairs to come to the front of the class and act out the story. Praise their efforts: “Good! Well done!” PRACTICE Optional activity Before starting to play a class or team game, the following procedures are recommended: Name teams. Divide the class into teams. Give each team an English name, eg., “The Tigers” or “The Lions”. Vary team names every lesson to practice new words, Write team names on the board for scoring during games. Bara. KnacChoose players. Use a “choosing rhyme” to add suspense and pupil involvement to the process of picking players for class or team games, such as: Eeny, Meeny, Miney, Mo, Choose a person; off we GO! ‘The pupil chosen is the one you are pointing at on the word GO! Always get pupils to chant with you ‘Name labels” Game Pupils have one sheet of paper each. Get them to fold it in half down the centre and draw a base line to write on, near the bottom of one side. Write the pupils’ names on the board. Read the names on the board one by one. Pupils copy their own name onto their paper. Go round helping and praising them by saying, “Good!” Pronounce the sounds (p. 5, ex. 2). Tell pupils to look at the sounds. Read the sounds. Pupils repeat. ‘Then stick the lotters to the board and ask pupils to write the sounds of the letters on the board: Bb fo), Da fl, ete. Ask pupils to practice pronouncing the letters individually and chorally. READING AND WRITING Match and pronounce (p. 5, ex. 3). ‘Ask pupils to read the letters. ‘After reading: Ask them to read the letters again and write the letters on the board, Give a sound card to a pupil and ask him/her to stick the sound card to the letter on the board. Listen and read (p. 5, ex. 3). Read the text, pausing after each phrase. Pupils repeat the phrases chorally and individually. Read the words again, Tell pupils to listen to the words of the song, Ask pupils to sing the song. Listen and read (p. 5, ex. 4). Ask pupils to listen and read the text. Ask, “What's the sister's name? How many friends are there? What's her little brother's name?” Give each pupil a piece of paper. Ask pupils to write about themselves, using the words on the board. Write on the board, “I've got a..." and ask pupils to write a sentence about members of their families on their pieces of paper. Then collect the pieces of paper. Read one, without mentioning the pupil’s name, Then ask, “Who is it?” Pupils guess the answer, ENDING THE LESSON Say, “Close your books, please”. Then say “Goodbye!” several times. Pupils repeat two or three times. Make sure that they understand you. Tell pupils to say “Goodbye!” to you HOMEWORK Read p. 4-5, ex. 1, 4. FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, »Lesson 2. CIM’A PYTA Mers + Haevaneua: npexenTyeaTu nexcinih marepian 2a TeMoro «Mon cia i apyzi»; o2na0- MATHCA 3 HOBMIMI Fi NoBTOpMTH EMBNEHI MoBHI BMPaIM sHavoNcTBa Ta BiTaHHA: NoBTO- pitta pare saeveni nexcavi oamMmul, rpaMarvuni crpykTypH, PopMyeaTH yABneHHA ‘Apo MoBy ak 2aci6 cninkyealiia Itix mlopiMy; O2NaMOMUTUCA 2 TeKcTOM 2a TeMo!o «Bia + poseusanena: possusarn HaevuKn aygilogaHin it alanorivHoro MOBeHHA; ymiMiR BeC- 7H Gecigy, cnyxarn crisposmosHinka, yockoHaniobaTa oHeTHKy i apmaKyMAUllo s8ykie, HaeviKi nincbma naraHcbKiM SykEaN; + euxoena: snknuxari 8 girelt Gakanna euucR; Aonomorni i SyrH poaKyTuMu & cnin- kyeannl, eMBYATH iNOeMY Mok; evXOByEATH AUCWUATMTNY, BBMNKY NO cHCTeMATHUHO! posysozoi npa (OGnaqnanna: remarnnuit nnaKar «llozeinnas, «Mon cima Xia ypoxy WARM-UP 1. As pupils come into the class, smile and say “Hello”. Encourage pupils to say “Hello” back to you 2, Say, “It's a new year. Welcome back”. Begin the class with some common greetings. Ask and answer the questions “How are you?" and “What's your name?” Pupils then ask and answer the questions in pairs or small groups. PRESENTATION 3, “Bingo!” (p. 6, ex. 1). Pupils choose a block of four pictures anywhere on the page and cover all the other pictures. Their pictures must be next to each other vertically and/ or horizontally. Play “Bingo!” by calling out words for any of the pictures on the page. Pupils cover the pictures you name. The first person to cover all four pictures in their block calls out “Bingo!” Play two or three rounds. Pupils choose different blocks of pictures each time. Optional activities 1. Start to draw an object (e.g., a toy) on the board, stopping at intervals to ask pupils “What's this?” Pupils guess what it is. The pupil who guesses correctly can draw the next picture. 2. Hold up two number cards (or draw two numbers on the board) and ask pupils to add up the two numbers. This can also be played as a team game. PRACTICE 4, Ask and answer (p. 7, ex. 2) Play an “Introduction circle” game. Ask pupils to stand up and form a circle. Go round the cirele counting them off by twos. Ask all the number 1 pupils to turn to their left and all the number 2 pupils to turn to their right. Pupils introduce themselves to the pupil they are facing, shaking hands if they wish, then move on round the circle to the next pupil asking for their name and age. They continue until they have made their way around the circle to their original starting point. If there is not enough space in your classroom, you could adapt the activity by having smaller groups of four pupils or ask two random pupils at a time to stand up and introduce themselves to each other. Bara. KnacREADING AND WRITING Look and answer (p. 7, ex. 3). Tell pupils to look at the pictures of the children. Ask pupils, “Do you remember the children? What are their names?” Say the letter of every picture and ask, “Who is this boy/girl? What is his/ her name? How old is he/she?” Pupils say the name and age of each character, Key: a, Vieky (7); b. Bill (8); ¢. Kate (10); 4 Listen, road and answer (p. 7, ex. 4). Before reading: Set two questions for pupils to answer as they listen and read, “Who are they?” (the Browns) “Where do they live?” (in London). Pupils listen and read the text after you. Repeat chorally and individually. Follow the same procedure three or four times. Pupils listen and find the answers to the two questions. After reading: Pupils answer the questions. Pupils practice reading the text. ‘Ask pupils to write the answers to the questions on the board. Optional activity “Memory game" Write words the board, Pupils close their eyes while you remove one word. Pupils then open their eyes and try to remember what is missing. They can either say the word, or write it down. Do this with lexical sets of words, e.g., parts of the body, colours, foods, ete. ick (7); €. Tom (4). ENDING THE LESSON “What can see?” Game Say, “One, two, three. What can I see? Ican see something beginning with P.” Pupils look for objects beginning with P and make guesses: “Is it a pen? No, it isn’t. Is it a pencil? Yes, it is.” When they guess correctly, they have to point at the object and say where it is, “It’s on your desk. / It's over there/ here.” Play several rounds, letting pupils take over as soon as possible. HOMEWORK Documentation Portfolio: This type is also known as the “working” portfolio. Specifically, this approach involves a collection of work over time showing growth and improvement reflecting pupils’ learning of identified outcomes. The documentation portfolio can include everything from brainstorming activities to drafts to finished products, The collection becomes meaningful when specific items are selected out to focus on particular educational experiences or goals. It can include the best and weakest of student work. Teach pupils to make a portfolio step by step. Portfolio Work: Bring a photo of your family, describe it and write down some information about your family on a sheet of paper using the text of the lesson, Read p. 7, ex. 4. FURTHER PRACTICE Use Workbook tasks at the lesson or at home, aLesson 3. CIMA BIA Mers + Naevansua: axtusixyeaTH eueveHU neKevKo-rpamarMNHuli Mareplan, poxeearH eM Hn HaBhuKi MiTTaHHR, nincbMa, yCHOrO MOBNeHHA, opmysar” fpaMaTHwHi HaBMMK exviaaniA imennuKie y NpUCeiVoMy aiguinky, oBTOpETU npaeuna sieTaHHIN FONOCHUK i npuronockwx Syke anrniticeKoro anpapiry, noeropuTh piecnoeo to be; + poseueanena: possnsarn HaBHYKH ayRiioBaHHA Ta pia/orisHOro MOBIIeHHA; YwIKHA Bec- ‘Tu Geciay, cnyxarn cnisposmosiika, yockoanosari oHeTHKy it apmiKynAyio eyKis, Haewkit nMceMa NaTUHcoKiIMH ByKBAMM, MoTHByBATH roToRHicTe 6parH yuacTé B INWO- Moptiomy cninkyeanni; + euxosna: gopmysarn nosniveHe craseHHA Jo iHOseMHO! MOBI AK 3aco6y cri/nKyBaH- Ha, yAINTH posyMitit BaxaUBicTS onaHyBAHHA IHOAeMHO.O MOBO} i NoTPeGM KOpHCTyBa- ‘TWca sie Ak 2aco6om chinkyeavia; euXoRyBATH ANCKUNAINY, BBUVKY AO cUCTeMaTHNHO! poaymoroi npat OGnapwanna: marepinn Ao yuHiscokHx noprponio, TemaTHNHi nnaKar | KapTkM flo TeMM «A, ‘Moa ciw'a i apysi», KapTKH 3 6yxBaMn, s8yKaMM aHFniliceKorO andasiry, rpanaTuMHa Ta 6ninys «fliecnowo to be», u'as, Xia ypoxy WARM-UP 1. Playa “Chain game”, Start an introductions chain round the class, like this: Teacher to Pupil 1. “Hello, my name is .. What is your name?” Then the teacher throws the ball to the pupil. P1 to. My name's Masha, P1 to P2. Hello, my name is Masha. What is your name? Then the pupil throws the ball to another pupil. P2 continues by asking P3 the question and so on, round the class. Play two or three rounds. Try to do it quickly PRESENTATION 2. Listen and read (p. 8, ex. 1). Before listening: Pre-teach the question “Are you Kate?” Then get the pupils to ask YOU “Are you Miss/Mrs/Mr ...?” so that you can introduce and practice the answer “I am .." Practice this short exchange of greeting with some pupils round the class. Pupils listen to the text and read silently. Pupils listen and repeat, first together and then individually. Ask the questions below the text and encourage pupils to answer them using the text. PRACTICE 3. Read, copy and fill in (p. 8, ex. 2). Stick the table “The Verb to Be" to the board. Revise the full and short forms of the verb “to be” individually and chorally. ‘Ask pupils to make some sentences using the verb “to be" Write some sentences on the board and ask pupils to complete them using the table: I... aboy, She... agirl. Bara. KnacWe... pupils. Kate... agirl, et. ‘Then ask pupils to complete the sentences from the exercise. ‘Ask pupils to copy them down and underline the verb “to be”. READING AND WRITING Follow and read (p. 9, ex. 3). ‘Ask pupils to look at the words in the exercise, Tell them that they are going to listen to di letters and words. Hold the flashcard with the first sound so that the whole class can see it. If necessary, walk round the room and show it to pupils. Say the sound clearly. Repeat chorally and individually. Follow the same procedure three or four times with every sound. Draw pupils’ attention to the word “live”. Stick the sounds to the board. Read the columns one by one. Repeat chorally and individually. Monitor the activity and help where necessary. Write some words on the board under the sounds and cirele the key letters in one or two words. ‘Ask pupils to look at them and read. ‘Ask some pupils to look at the rest of the words and circle the letters that, represent the sounds. erent sounds of the same PRONUNCIATION Pronounce the sounds (p. 9, ex. 4). ‘Ask pupils to look at the sounds and pronounce them. Ask pupils to go to the board and point to the sounds in the words on the board. Match and pronounce (p. 9, ex. 5). Stick the vowels to the board in a column. Stick the sounds of the vowels in another column, Ask pupils to match the vowels and the sounds. ‘Then write words with the sounds in the third column, ENDING THE LESSON Optional activity “Phonies posters”. This activity can be used at any phonies lesson. Give out pieces of paper and coloured pencils and tell children they are going to make a phonies poster. Children choose one of the letter combinations you are studying, and draw pictures of two or three words with those letters. Somewhere in the poster, they also have to write the letters and colour them. Put the phonies posters up around the classroom. HOMEWORK Read p. 8-9, ex. 1,3 Write the answers to the questions (p. 8, ex. 1). FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, uLesson 4. LIKIIbHI PEMI. KOSIbOPU Mera: + Masyanswa: akrusisyearn KoHCTpyKyll “Where is ...? What colour is/are...” npaiweH- iki micuR, MosTOpHTA npasiMna STANK FoROCHUX I MpuAronocHUX GyKs Ta GyxBocrio~ yNeHb axrnivichKoro andasiry; + possusanena: possuearn HaBn4Kn ayqiioBaHHA Ta pianorisHoro MoBrIeNHA; YMA Bec ‘Tu Gecipy, cnyxaru cnispoamosiuka, ynockonaniosar GoHeTUKY it apTKynALiio 36yKie, HaenwKit nMcbMa slaTHHcoKHMK ByKEaMM, MoTHEyBaTH roToRHicTe 6parn y4acts & IMWO- ostomy cninkysanni; + euxoena: gopuyeaTy noznrHene craBneHHa jo iNozeMHO! MoBH AK 2acoby cninKyBaH- Ha, yANTH posyMirh BaXAMBICTS ONaHyBAHHA IHOSeMHOWO MOBOW | NoTpeGM KopHCTYBa- “Tce Hie Ak 22co60M chinkyeavia; euxXoRyeATH AUCKUNMINy, BBUNKY AO cUCTeMaTHNHO! posymosci npau OGnapwanna: Tematwuni niaxata «lllkinosi pevin, «Mlpnimmennnnn wicur>, Kapren GyKs i Gykroconywents, 2eykn airnilicekoro andaeiny. Xig ypoxy WARM-UP 1. “Happy!” Game. Say “I’m happy” and give a big smile, Then say “Now look” and pretend to wipe your smile off your face with your hand and throw it to the children. Encourage them to pretend to “catch” the smile and put it on their faces. Say “Now you're ..” and get the children to call out “Happy!” Repeat several times. PRESENTATION 2. Look and say (p. 10, ex. 1). Books closed. “The Feelie Bag”. Put small classroom objects one by one into the “Feelie Bag”, naming each one clearly twice as you put it in. Put your hand in the bag, feol about and ask “Whats this?” several times. Then take out the objects one by one. Name each object two or three times again after pulling it out, Pupils repeat the name of each object after you. Introduce and practice “a table”, “a pencil ease”, pointing at and naming the objects. Pupils listen and repeat. ‘Tell pupils to open the books and look at the pictures. Ask, “Where is the pencil case?” Pupils answer. Help them if necessary. Write the questions and answers on the board. Ask pupils to copy them out. Optional activity “Memory game” ‘Write words the board. Pupils close their eyes while you remove one word. Pupils then open their eyes and try to remember what is missing. They can either say the word, or write it down. Do this with lexical sets of words, e.g., parts of the body, colours, foods, ete. ‘a shelf” and “a chair”, PRACTICE 3. Ask and answer (p. 10, ex. 1). Pupils look at the pictures, Read the dialogue and complete it using the colours and prepositions of place. ‘Ask pupils to make dialogues and act them out. Bara. KnacPupils read and practice the dialogue in pairs. One or two pairs act out the dialogues. Repeat with several different pupils. READING AND WRITING 4. Follow and read (p. 11, ex. 8), Ask pupils to look at the words in the exercise Tell them that they are going to listen to the sounds and read the words with the sounds. Write the phonetic symbols at the head of two columns on the board. Point to and pronounce the two sounds clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually Follow the same procedure with the other symbols. Pupils listen and write down the phonetic symbols. Read the words one by one and ask pupils to repeat after you pointing to the phonetic symbols, Monitor the activity and help where necessary. ‘Ask some pupils to come to the board and write the word in the appropriate column, PRONUNCIATION 5. Pronounce the sounds (p. 11, ex. 3) Write the symbols /0/ and /3/ at the head of two columns on the board. Say the /9/ sound, Explain to pupils that the sound should vibrate. Say the /9/ sound. Hold a small strip of paper in front of your mouth and breathe out. Pupils can use their hands or hold small strips of paper in front of their mouths as they practice pronouncing the two sounds. Repeat chorally and individually. Follow the same procedure with the other symbols, /9/, /i/, /w/. Pupils listen and write down the phonetic symbols. Read the words one by one and ask pupils to repeat after you pointing to the phonetic symbols, Monitor the activity and help where necessary. Match and pronounce (p. 11, ex. 3). Write the words and symbols on the board in two lines. Ask pupils to read them. Pupils have to practice saying the sounds. Ask pupils to match the words and their sounds. ENDING THE LESSON Speak about pupils’ school objects. Ask pupils to describe their pens or school bags. necessary, Help or correct them if HOMEWORK Read p. 11, ex. 3, 4 Portfolio Work: Describe your pencil case and draw a picture, Write two or FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, 6Lesson 5. A LE MOXKY POBUTU! Mera: + Hasvansua: axrueiayearn Koncrpykuli’Can you ...? Yes, Lan, What colour is/are ...7" PHMIMeHHMKH McA, NOBTOPHTH NpaBina YATAHHA ronocHHX | NpHronocHHX 6yKE Ta 6ykeocnonyyen aurniliceKoro andaairy, + possusanena: possvsarn HaBiuKN piafiorivHoro MoBMeHHA; yMiKHA BeCTH Geciny, chy- Xavi cniapoamosnika, yAockoNanionaT GovleTuKy it apTuKyna\ilo aBykie, HaBMsK ice naTHHcbKHM Gykeann, MoTHBYBaTH roTOBHICTS Gparn yuacto 6 IMWIOMOBHOMY crinkyeannis + euxosna: $opuyeamn nosuruene crasnenHA go iNoseMHO: MOB AK 3acoGy crinKyeaH- Ha, YANTH po2yMiTi eaXnUBicTe onallyeaHHA iHozeMHole MoRO!G | NoTpeGM KopHcTyBa- "Tica Hevo ak 3aco60m chinkyBaHA; BuxXoByBATH AMCYANNINy, SBUNKY AO CUCTeMaTHNHO! poaymoroi npay OGnapwanna: temarwuni nnaxamu «llikinbHi pevis, kapriat Gyxe i 6yksocriony\eHb, 3ayxie anrniiicokoro andaeiry. Xia ypoxy WARM-UP 1. “Bill's game”. Place several school objects on your desk and tell pupils to look at them for a minute. Then cover the objects with a cloth, and ask pupils to write down (or call out) as many of the objects as they can remember. Pupils will at first only be able to say “a pen, two rulers, an apple...” Later they can say “There’ / There are two rulers...” PRESENTATION 2. Point and name (p. 12, ex. 1). Write the table on the board. The boy ean sing ‘The girl dance: make a snowman ‘You can use pictures instead of the verbs in the table or stick them near the verbs ‘Ask pupils to look at the pictures in the exercise. Then. boy do? What can the gir! do? What can the children do?” Pupils look at the pictures and answer your questions. ‘What can the PRACTICE 3, Talk with your friend (p. 12, ex. 2). Pair work: Pupils look at the dialogue. They listen as you read the dialogue between the two characters. ‘Tell pupils they are going to make dialogues using the words in the box. Pupils take turns to ask and answer questions about their abilities using “Can you ...2” and the short answers “Yes, Iean. / No, Tean’t.” Go round helping. 4. Follow and read (p. 12, ex. 3). ‘Ask pupils to look at the words in the exercise. Bara. KnacTell them that they are going to listen to the sounds and read words with the sounds. Write the phonetic symbols at the head of two columns on the board. Point and pronounce the two symbols clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually. Follow the same procedure with the other symbols. Pupils listen and write down the phonetic symbols. Read the words one by one and ask pupils to repeat after you pointing to the phonetic symbols, Monitor the activity and help where necessary. ‘Ask some pupils to come to the board and write the word in the appropriate column. Optional activity “Standup! Game Divide the class into two teams. Stick 4-6 flasheards on the left-hand side of the board for one team and 4-6 flashcards on the right-hand side of the board for the other team. Say the words in random order. Children listen and stand up as fast aa they can if the word belongs to their team. READING AND WRITING 5. Listen and guess (p. 13, ex. 4). Ask pupils to listen to the text and guess the names of the children. Read the text. Pupils listen and guess the names of the children. Listen and play the game (p. 13, ex. 5). If you don’t have a CD, you can play the game. “Lip reading” Game As a class, decide on different actions for different target sounds or different spellings of the same sound, e.g., stamp your feet and clap for the sounds /0/ and /3/. Call out words with both target sounds or spellings. Children perform the actions. Get faster and faster, repeating the words in a different order until children can't keep up with you. Option: divide the class into groups with different sounds or different spellings of sounds. When you call out words, only the group with the correct spelling or sound performs the action. ENDING THE LESSON HOMEWORK Read p. 12, ex. 3,4 FURTHER PRACTICE Use Workbook tasks at the lesson or at home, ”Unit 1. IN THE GREENWOODS SUMMER CAMP Lesson 1. MA — €BPONEMILI! Mere + Haevanena: osaiiommrn (3 Kpainann Eepon, HaBMINTH KOpHCTyBarHcA rpamarHNHo® ‘onophow TaGnn\yew «fliecnoso to be», yAockKoHantosaT HABHYKH BAMOBH aHrniiicbKMx Seykie 32 onloworow tpenysanbiux srpae i cknagaHiia TeNaTHNHi pjlanoris; + pozeueansna: posenearn Moaneniesl Komnerenyil, cloHTaHHl eignogig Ha 2anHTaHHe ‘Ta WeMAKy peaxuiio; poseHEATH KOMyHiKaTABH 37IGHOCTI YUHis, HaBMUKH ayAioBaH Ta ianoriunoro moenesins, TonepanTioro crazneniia Ao opWoKNACHHKie; + euxosna: suKnukarn 6 siren GaxaHiA GHUTICR, BHBYATH iHOZeMHY MoBy; suXoByEaTH ‘Aucunnniy, novary fo opHOKNacHikle, sBMYKY jlo cHCTeMaTHYHOI posyMoBol Nal ‘O6naqmanua: kapta Ceponn, Ta6nmya sfliecnogo to be», KapTKn 3a TeMolo «Mon cin’. Xia ypoxy WARM-UP 1. ‘Rhyming words" Game Place two or three phonies cards around the room, saying the words for children to repeat, Ask children to stand up at their desks. ell them you are going to eall out words which rhyme with the words in the eards. Call out other words from the phonies lessons. Children point to the words on the wall. With a strong cl and faster. Children who point to the wrong word are out and have to sit down. Option: with a limited number of words, you can call out both the words on the cards and words which rhyme with them. , you can also ask them to repeat both words. Gradually get faster PRESENTATION Listen and say (p. 14, ex. 1). Before reading: Pre-teach and drill the words “welcome” and “meet” Explain or translate into the pupils’ native language. Then learn the sentence “Ave you from England?” Show France, Ukraine and England on the map. Read the dialogues. Pupils listen and read. After listening: Ask pupils to answer your questions, “Is Alice from France/Ukraine? Is Taras from England/Ukraine? Is Bill from England?” Pupils answer your questions. ‘Ask pupils to read the dialogues and act them out pretending to be the characters of the story. Pupils read and practice Dialogue 1 in pairs. One or two pairs act out the dialogue. Pupils read and practice Dialogues 1-4 in pairs. One or two pairs act out the dialogues. Draw pupils’ attention to the verb “to be” in questions using the table “The Verb to Be”. ‘Act out the dialogues again. Repeat with several different pupils, but this time let pupils choose partners to act them out with. Bara. KnacPRACTICE Follow and read (p. 15, ex. 2) ‘Ask pupils to look at the words in the exercise. ‘Tell them that they are going to listen to the sounds and read words with the sounds. Pupils repeat each pattern two or three times after you. Draw their attention to the difference between the letter combinations. Write the phonetic symbols on the board. Point to and pronounce the two symbols clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually. Pupils listen and write down the phonetic symbols in their exercise books. Read the words one by one and ask pupils to repeat after you pointing to the phonetic symbols in their exercise books. Ask some pupils to show the phonetic symbols on the board. Monitor the activity and help where necessary. READING AND WRITING Listen and read (p. 15, ex. 3). Stick the flags of England, Italy, Germany, France, Greece, Ukraine and Spain to the board. Name a country and point to the flag of the country. Ask pupils to repeat the names of the countries after you. Read the text. Pupils listen and repeat. Pupils r ch them with one of the pictures pointing. to the flags. “Guessing game" Choose one of the pictures on the page. Do not say which one it is. The pupils find out which picture you have chosen by asking, “Is he from England? Is she from Germany? ..” Pair work: Pupils take turns to play the same guessing game with the pictures in pairs using Yes/No questions and short answers. Draw pupils’ attention to the verb “to be” in short questions using the table “The Verb to Be". Go round helping. the sentences and mai ENDING THE LESSON Portfolio Work: Draw the Ukrainian flag and colour it. HOMEWORK Portfolio Work: Draw the British flag and colour it, Read p. 14, ex. 1; p.15, ex. 2, 3. FURTHER PRACTICE Use Workbook tasks at the lesson or at home. 2»Lesson 2. 3BIKM TM POAOM? Mers + asyansua: nostopuTa ft axrusisysarH slexcn¥Hi oAMHMUl, rpamaTANKi crpyKTypH, Inpakrukyearut moatll 2aco6u 2a TeMovo «A, Mon cin Ta Apy3is; yaockonaniozaTi KOMNE- ‘TeHuli wnTakHa, aygilogaHHA i ycHoro MoHONoriuHoro MoBMIeHHA; + possusanena: possneatn HaBMYKH aymiiosaHHn, cHoHTaHHi Biqnosis| Ha sanuTaHkA Ta WwsnaKy peaxuiio; ysanHo crexKiTH 3a NpeseHToBaHoW iHopmauyieto; epeKTHBHO criB- pauiogaru nig ac napHol i rpynoBoi poSoru; + suxosha: suxoByeaTH ENIHHA cKOHUeHTpYeaTICA, cHyxaTA THLUMX opMyBaTH AoGPO- auwnuey armocdepy & Knaci. ‘O6naqmanua: kapra Capon, Tewaruuni kapTkH, npanopu Kpail Capon, Xin ypoxy WARM-UP 1. “Teacher can't remember” Game Tell pupils you can’t remember some of the country words so you want them to help you. Show them some flashcards (the flags of European countries) and say some words showing the flashcards. If the word is correct, pupils perform the specified action, such as tapping their desks, clapping or calling out “Yes! If the word is incorrect, pupils perform another specified action, such as standing up, and then they call out the correct word. Stick the flags to the World map. PRESENTATION 2. Listen and say (p. 16, ex. 1). Before reading: Pre-teach the new word “spell”, make sure that pupil understand the meaning of the word. Pupils read the story individually or in pairs. Revise the questions “What's your name?” and “Where are you from?” ‘Then learn the question “Can vou spell it, please?” Drill each of the questions once or twice. Repeat chorally and individually. Follow the same procedure three or four times. Pupils read the dialogue again. Then let pupils do the activity in pairs. Go around the class helping where necessary. ‘Act out the dialogue PRACTICE 3. Ask and answer (p. 16, ex. 2). Pupils look at the questions and choose the answers. Pupils in pairs read and practice the questions and answers using the table. ‘Then you can add the questions “What's your name?” and “Can you spell it, please?” ‘You can write the questions on the board. Ask pupils to give their own Pair work: Pupils practice in pairs. They ask questions about their names and answer, n Bara. KnacOptional activity ‘Team spelling game. Divide the class into two teams. Show a picture of a country flag to the class and ask a pupil from the first team to spell it. If the pupil can spell it, the team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Spell the names (p. 16, ex. 3). Revise the ABC, You can sing “The ABC Song” or you can use flashcards with the letters of the English alphabet, Write the names on the board. Ask pupils one by one to spell the names, ‘Then you can write the pupils’ names. Ask pupils to spell the names. Then ask pupils to write the names in their exercise books. |. Ask and answer (p. 17, ex. 4) Pair work: In pairs pupils take turna to ask and answer the same question “Can you spell your name, please?” Pupils in pairs read and practice the dialogue, One or two pairs act out the dialogue in front of the board, Optional activity “Flashcard circle" Game This game is best played if you can form a circle in your classroom. Give a pupil one of the flashcards with the flags you are studying and ask him/her to say the word, and then pass the card on. Each pupil says the word as he/ she rocoives the card. After a fow pupils have said the first word, introduce another flashcard. Gradually introduce all of the flashcards so that they are going around in a circle or along the line. Shout “Stop!” at any point and ask the pupils holding each of the cards to hold them up and say the words. READING AND WRITING Listen and read (p. 17, ex. 5). Before reading: Pre-teach the new words “Mother Goose”, “magic” and “rhymes”. If you know any simple magic tricks, you can do a magic trick and yy, “Look. This is magic.” Revise the word “rhyme”. Drill the pronunciation of all the new words. Tell pupils they are going to read a dialogue about a famous woman called Mother Goose. Read the dialogue. Pupils listen and read silently. Pair work: Pupils read the dialogue in pairs. Go round helping. After reading: Ask questions about the picture, “How many children are there? What colour is the goose? Can you see a dog/cat in the picture? Is Mother Goose sitting in the classroom?” ENDING THE LESSON Read and say (p. 17, ex. 6). ‘Ask pupils to read and say the tongue-twister. Help or correct them if necessary. HOMEWORK Read p. 16, ex. 1 FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, nLesson 3. ITHIM TABIP BIAMOYWMHKY Mera: + Haeyansua: axruaizyeari Ta npakruKyearh eneNeniit neKcko-rpamaTHMHHit marepian 3a TeMoWo; GopMyBaTH HABHNK BXMBAHHA HOBUX NeKCHNHIK ORMAMUD, YROCKOHANIOBS- ‘Tw onneTeHui suTaHH, aysioBaHiA it YcHoro MoHonorisHoro MosneHHA; Gopmysam HaBnuKi BxXHBAHHA HOBMX NeKCHNHMX OfIMHMYD | fpaMaTHYHiX CTPYKTYP y AlanorisHo- My Moanenni, Goprtyeary HaeH4Ku MoHonorisHoro MoBneNiiA, cniparoulics a MoRens; + poseusanena: possveatn HaBHuKn aygiiosanHn, choHTaHHi eignosinl Ha sanuTaHkA Ta eMAKy peaxuito; yeaxHo cTexHTH 3a NpezeHToBaHots INdopmauyiet; ebeKTHBHO cri- npawjosari nig ac napHoi ra rpynogoi poGorH; + euxoena: auxoeyeaTi eMinia cKoNYeHTpyBATUCA, cnyxanA IMUINX, opMyBaTH Robpo- anwnuey armoctepy 8 Kaci. (OGnaqManna: Temarwwni KapTKK Ha Temy «flozsinna, eMliTHiA BiqnoNMHOK», KapTKH 28yKi8 | 6yke anrniiicexoro andaeiry. Xia ypoxy WARM-UP 1. Picture activity. Use “pictures of school objects” to play a matching game. Draw pictures on the board, or stick pictures cut from magazines or newspapers or real photos to the board. Write the words at the other end of the board. Pupils mateh pictures and words by drawing a line (e.g., from the picture of a classroom to the word “classroom"), PRESENTATION 2. Listen and say (p. 18, ex.1). Before listening: Books open. Ask pupils to look at the pictures. Pre-teach the names of different rooms in the house by pointing at the pictures on the page. Pupils already know the word “room”. Drill each of the new words: “café”, “swimming pool”, “sports ground”, “party hall”, Read the text. Pupils listen and read. Add the words to their vocabularies. Pause after Sections 2 and 3 of the text and ask, “Whose room is it?” Pupils answer using the text. Pause after Sections 4, 5, 6 and 7 of the text and ask, “Can the children eat and drink here? Can the children swim here? Can they play football here? Can they dance, sing and play here?” ‘Ask pupils to read the text after you. Repeat chorally and individually, Ask pupils to read the text. Monitor the activity and help where necessary. After reading: Ask further questions about Picture 1: “Is this Greenwoods Summer Camp? Who lives in this eamp?” PRACTICE 3. Follow and read (p. 19, ex. 2). Read the model words containing the letters “ca”, “ear”, “air” and “ere” Pupils repeat each model word two or three times after you. Ask pupils to pronounce the sounds /i/, /19/ and /ea/ and copy out the words in their exercise books. ‘Write the words on the board leaving out the letter combinations. a Bara. KnacAsk pupils to complete the words with the necessary letters. It is better to write in different colours each time. They read the completed words individually or out loud, in turn, Read the sentences with the words, If you have enough time, ask pupils to write the sentences down and anderline the new words. ‘Ask pupils to read the sentences after you. Repeat chorally and individually. Ask pupils to read the sentences in the box. Monitor the activity and help where necessary. Draw their attention to the words “This — here” and “That — there". You ean explain when pupils ean use them. If pupils have difficulties, explain the rule in their native language drawing pictures for “here” and “there”. READING AND WRITING Copy (p. 19, ex. 3). ‘Ask pupils to look at the sentences and try to complete them using the new words Pupils read and complete the sentences individually or out loud, in turn. Ask pupils to write the sentences down in their exercise books. Optional activity “Cross the river" Game Draw a river on the board, with two sets of four stepping stones across the river. If you like drawing, you may want to add “dangers” like crocodiles, shark fins, or snakes in the river. Write Team A and Team B underneath the two sets of stepping stones, Divide the class into two teams, Tell children you are going to show each team different flashcards. Fach team has to guess their words correctly to move across the river. Show one team a flashcard and choose a child in that team to give the answer. Allow him/her to consult friends first to avoid embarrassment if the answer is incorrect. If the child answers correctly, write the word on that team’s first stepping stone. If the answer is not correct, ask the other team to tell you the word, and write the word on that team’s first stepping stone. The first team to complete the four stepping stones with words crosses the river and wins. ENDING THE LESSON Play “Bingo!” with the names of the countries pupils know in English. Get pupils to suggest and spell the names of countries; write them in a list on the board. Pupils choose and write down the names of any four countries and the game begins. HOMEWORK Read p. 18, ex. 1; p. 19, ex. 2 FURTHER PRACTICE Use Workbook tasks at the lesson or at home, uLesson 4. ITPM 1A YIIOB/IEHI 3AHATTA Me + Masvansua: hopmyeaTy NaevuKH aypilonanis, uurTaHta, roRopitiia, yRocKoNanioza- “TW HaBiuKit aypilonania, sinTaHA, FoROpINHA; pozeHEaTH BMIKHA BxHEATH rpaMaTHN TpykTypH & ycHlomy MoBnenH, cictemaruayearH padiie eMENeHMA rpamaTH4Niin (Mo- anbite alecniozo can) marepian; npoxoHTpomosaru rpamari4ii BMiMHA; + pozeueaneHa: pozeueark KomyrikaTvery KoMmeTeHtio; + euxosia: suxoByearn NosUTHBHE CTABNeHHA AO IHOZeMHOl MoRH AK 3aco6y cninKysaH- Ha, nogarw go Haponyy, HOcin ull MoaM, TonepaHTHoro CTaBneHHA Jo Horo KynbTypH, aauviaie i cnoco6y wuTTA, yAitTH KynTypi cninkyeaNis, npwinisTol B cysacnomy yUBini- s0BaNoMy Biri, eMoUiMO-UlMHicHOro CTABNEHHA AO BCBOTO, Wo Hac OTONYE ‘O6naqmanua: Tabnuya «fliecnoeo can», «Oco6ori 2aliMeHnkn» iTeMaTHuHl KapTEH, Xin ypoxy WARM-UP 1, Revise the personal pronouns, Point to a boy and a girl in the class and say, “he/she”, Then to yourself and say, “I” Ask a pupil to come to the front of the class and perform the same actions. If they have difficulties, ask pupils to look at the table “The Personal Pronouns” PRESENTATION 2, Listen and say (p. 20, ex. 1). Before listening: Books open. Ask pupils to look at the pictures. Read the text. Pupils listen and read. After reading: Ask, “Who is the clown? Where is Bobo from? Can Bobo play games?” Pupils answer the questions using the text. Drill the question “Can you play games?” two or three times. Then ask this question to different pupils. Pair work: Pupils ask each other the same question “Can you play games?” Ask pupils to read the text after you. Repeat chorally and individually. Ask pupils to read the text. Monitor the activity and help where necessary. After reading: Ask further questions about the pictures: “What are the children’s names? Where are the children sitting, in the party hall or in the café? What animals can you see? What toys has Bobo got?” PRACTICE 3, Listen and say (p. 21, ex. 2). Read the words from the box. Pronounce every word clearly. Repeat chorally and individually. Follow the same procedure three or four times. Stick action flashcards to the board using the action words from the box. Ask pupils to write the words under the pictures if they can do it quickly without mistakes or write the words yourself to save time. Ask pupils to say the letters of the words. Point to the action flashcards so that the whole class can sec them. Ask ‘an you ...?” Pupils answer using the answers from the exercise, ‘Talk with your friend (p. 21, ex. 8) as Bara. KnacPair work: Ask pupils to make dialogues using the new structures “I like and “Let's ...” Translate the last one into their native language. Ask pupils to use the action words from ex. 2. Pupils practice acting out the dialogues in their pairs. They use the structure “T like ..” and “Let's ..” Monitor the activity, correcting the pronunciation if necessary. Ask a couple of pairs to come to the board to act out the dialogues. Praise their efforts, “Good! Well done!” READING AND WRITING Look and say (p. 21, ex. 4). Pupils look at the pictures. Read the words from the box. Ask pupils to match the pictures with the words. ‘Ask pupils to act out the sentences miming the actions. Repeat with several different pupils. PRONUNCIATION, Listen and say the rhyme (p. 21, ex. 5). ‘Tell pupils to look at the picture on p. 21, ex. 5. Ask what they see, Revise the action words using the flashcards: “to run", “to amile", “to play” and “to cath” Before reading: Learn the word “blind”. Mime the word closing your eyes. Read the rhyme, Translate it into their native language. Repeat chorally and individually. Tell pupils that they are going to learn the rhyme. Read the words of the rhyme, pausing after each phrase. Pupils repeat the phrases chorally and individually performing the actions. Say the line and tell pupils to repeat after you again and again. Read the rhyme chorally. Optional activity “Silent dictation” Game Hold up an action flasheard or perform an action, e.g. run, jump or swim. Pupils write down the word in their exercise books. Ask two or three pupils to write the words on the board. ENDING THE LESSON “Picture flashcards" Game Hold up action flashcards one at a time and ask several questions about each one, e.g., “Can you swim/dance/fly?” Pupils reply, “Yes, I ean. / No, I can’t.” Revise the action words using the flashcards or photos if you have any. Repeat chorally and individually. HOMEWORK Read p. 20, ex. 1;p. 21, ex. 5 FURTHER PRACTICE Use Workbook tasks at the lesson or at home. 6Lesson 5. TEREDOHHA PO3MOBA Mara___. Knac Mers + Haeyanbua: 2aKpinirTA BxuBaHIA neKcHINX CrpykTyp y Alanorisomy MoBneHHi, Gop- Myeari neKcHMi HaBHYKU it HaBHKH BHMOBM, YAOcKONANIoRaTH KOMMeTeNU MIFTAHHA, aygiiozatina, ycrloro Moenewiis, GopMyeaTi HABUUKH BXUEAHA HOBHX NeKCHUMIX OAM Mu; + pozeueanena: poreuearn ycui KomyMikaTHeH! eMinA 2 onopolo Ha HaouNicTb, yBaranb- Hui cHcTemarnayearn neKcHNH opMHMi 2a TeMoWo «A, Moa civ'a Ta ppyais, poseMea- "M inrenexryanbhi nigHaeanbii 2q\6HOCcT, pia Tanw naK'ati — cnyxoky, opoey, one- parneny; + euxoena: exxonyearn 2auikasnenicrs y posumperi cBoix 3HaHb, TonepaHTHe craBneH- Ha fo cnippoamoanuka, 2aranbiy KynbTYPy YAH. ‘OGnapwanus: ra6nuys Present Simple”i“Personal Pronouns” Xin ypoxy WARM-UP, 1. Team spelling game, Stick flasheards to the board. Divide the class into two teams. One member from each team comes to the front of the class. Each says a word for the other one to write on the board. Correctly spelt words win a point for the team. PRESENTATION 2. Listen and say (p. 22, ex. 1). Before listening: Ask some questions about the people in the picture, “Is he Bill? What is he doing? Is he talking to his mum?” Pupils may give different answers. Tell pupils they are going to listen to the text and correct their answers. Pupils listen to the text and read silently. Pupils listen and repeat, first together and then individually. Repeat the questions again and encourage pupils to answer them. Pupils read and practice the dialogue in pairs. One or two pairs act it out. PRACTICE After reading: Ask some pupils “Where is Bill? Where are Kate and Tom? ‘Are they OK?" READING AND WRITING 3. Follow and read (p. 23, ex. 2). Read the model words containing the letters sh and ch. Pupils repeat, times after you. Write the words on the board leaving out the letter combinations. Ask pupils to complete the words with the necessary letters. It is better to write in different colours each time. They read the completed words individually or out loud, in turn. Read the words again, Repeat chorally and individually. Monitor the activity and help where necessary. 4. Complete (p. 23, ex. 3). Tell pupils they are going to complete the sentences with the personal pronoun: Revise the personal pronouns using the table “Personal Pronouns”, .ch word two or thre ”Revise the personal pronouns with the verb “to be” using the table “The Verb to Be". If the class is strong, make sentences with them one by one, Read the words in the box. Then pupils complete the questions and answers with the right personal Key: 1, she; 2. They; 3. He is; 4. is / He is; 5. are / They are. Ask and answer (p. 23, ex. 4) ‘Ask pupils to look at the pictures. Ask, “Who is talking?” Ask two strong pupils to read the example. Read the words in the box out loud, in turn. Make dialogues with the words using the example. Pupils practice the dialogues in pairs using the words in the box. One or two pairs act out the dialogues. Optional activities ‘Jump" Game Ask children to stand at their desks. Hold up a flashcard from the vocabulary set and say a word. If the word is the same as the flashcard, they jump. If it isn’t, they keep still. Alternatively, ask pupils to put their hands up if the word matches the flashcard. “Let's write!” Game Write several letters of the alphabet on the board. Pupils come and write a word beginning with each letter (e.g., they write the word “classroom”, stick or draw a picture of a classroom under the letter “c" on the board). They ean write a word combination. Talk with your friend (p. 23, ex. 5). Ask pupils to read the dialogues in pairs and comple! can use the patterns from the dialogue in ex. 1 If necessary, write the examples on the board, e.g., “How is he? How are they? How is mum? Say hello to Mary,” ete. ‘Ask pupils to complete the dialogues with the words using the examples. Pupils practice the dialogues in pairs using the words in the examples. Every pair acts out the dialogues. ‘them. Tell them they ENDING THE LESSON “Please and thank you" Game Give instructions to some pupils about the classroom objects distributed round the class: “Show me your pen”, ete. Pupils only react if you say “please”: ‘Show me your pen, please.” Play a few rounds and then let pupils take over. If necessary, write “Show me ..” on the board to help pupils. HOMEWORK Read p. 22, ex. 1; p. 23, ex. 2. FURTHER PRACTICE Use Workbook tasks at the lesson or at home, PnLesson 6, BIAMOYMHOK ATEN Y TABOPI Mera: + Hayanbia: eBNITH HoBi neKcNH ORNNMU, 2aKPINUTH BXHBANA NeKCHMHUK CTpYK- ‘yp y Alanorivwomy Mogneni, GopmyeaTH MeKcuUNi HABHUKH ie HABUNKM BAMOBH, YAO ckonanosaTH Komnereni MuTaHHR, ayAiioBanna, ycHoro MoBneHHA, GopmysaTi ‘Ski BxKHBAHHA HoBUX neKcHNHX ORAM; + poreueansia: pozeueatu ycui KoMyHikaTHEni BMiKIHA 2 onOpOIe Ha HaONNiCTe, y2aranBu ‘TW Ta cucTeMaTuayearn neKcusil opMHY! 2a TeMoO Wl, Mon civ's Ta Apyais, poseMBaTA iN ‘Fenextyanbiti i nizvazansi 3ai6Hocr,piahi Tan naMisri — cnyxoey, 20poy, oneparveny; + euxoeia: exxonyeaTi zauikaenenicrs y posumpenni cRoix 2HaHb, Tonepaxrue craenen- Ha go cnisposmosnmka, saransiy KynsTypy ysni. (OGnapManua: TaGnuys Present Simple” Xin ypox) WARM-UP ypowy 1. “Guess!” Game Draw any of the objects from Unit 1, adding one new line at a time. After adding each new line, ask “What's this?” and say “Guess!” until pupils guess correctly. Complete the drawing and say, “Yes. Well done. It's a.” PRESENTATION 2, Listen and repeat (p. 24, ex. 1). Before listening: Books open. Ask pupils to look at the pictures. Say the words and word combinations, Drill each new word two or three times. Write the words down into their vocabularies. Repeat chorally and individually. Ask pupils to read the words after you. Monitor the activity and help where necessary. Use board sketches, miming and gestures to make sure the pupils understand the meaning of the new words. Pupils take turns to read out the words, Help with pronunciation. If you like, make sentences with the words. After reading: Ask further questions: Can you play a musical instrument?”, ote. ‘Can you play chess? Can you paint? PRACTICE 3, Listen and say (p. 24, ex. 2). ‘Ask pupils to look at the pictures. The girls are in the room watching cartoons. Ask if pupils like watching cartoons. Can they play games? Read the dialogue while pupils listen and read silently. Explain any words that pupils don’t understand. Read the dialogue again. Pupils listen and repeat. When pupils are familiar with the text, ask groups of three pupils to act out the dialogue. Encourage them to say “I like ..” with feeling, READING AND WRITING 4. Follow and read (p. 25, ex. 3). Read the model words containing the letters “ng”, “oo” and “u”. Pupils repeat each word two or three times after you. Ask pupils to pronounce the sounds /n/, /ut/ and /jw/ and copy out the words in their exercise books. Then ask pupils to underline the letters “ng”, ‘o0” and “u" in the words, »Write the words on the board leaving out the letter combinations. Ask pupils to complete the words with the necessary letters, It is better to write the words in different colours each time. They read the completed words individually or out loud, in turn. Make sentences with the words. If you have enough time, ask pupils to write the sentences down in their exercise books and underline the new words. Ask pupils to read the sentences after you. Repeat chorally and individually. Monitor the activity and help where necessary. PRONUNCIATION, Learn the poem, Summer's here, Days are long, And the sun is bright and strong. ‘This is the season when nights are short; And children have plenty of fun and sport. Ican bathe, and play, and run. Summer holidays are fun. Listen and read (p. 25, ex. 4). Books open, Before reading: Revise the words “games”, “cartoons”, “chess”, “painting”, “reading” and “flying kites”. Point to a picture. Drill the words. Pupils read the information about the children and match each fact with the appropriate picture. After reading: Ask pupils to say what the words “riding bikes” mean based on the context and the pictures. Point out the forms of the words “like” and “don't like”. Use the “Present Simple” table. Repeat chorally and individually. Monitor the activity and help where necessary. 7. Talk with your friend (p. 25, ex. 4). Ask pupils to complete the dialogues in pairs. Tell them they ean use the patterns from the dialogue in ex. 4. You can write down the example on the board and underline the words which pupils can change. Idon’t like playing team games. I like watching cartoons, OK, Let's wateh a cartoon. ‘Then we can fly kites. Ask pupils to complete their own dialogues with other words using the example. Pupils practice the dialogues in pairs. Every pair acts out the dialogues. ENDING THE LESSON “Memory game”. Pupils close their books and try to remember as many of the words from pages 24 and 25 as possible. Write the words on the board. HOMEWORK Read p. 24, ex. 2; p. 25, ex. 3,4. Portfolio Work: Draw what you like doing and describe it in writing. Write two or three sentences, FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, a0Lesson 7. YAOB/IEHI 3AHATTA Mera: + Haeyansia: 2aKpinitTa exuBaiiiA neKcHANNx CTpykTyp y Alanorisomy MosneHHi, Gop- MyBaTit neKcH HaBHYKHN ft HABHUKH BHMOBH, YAOcKONAMIOsaTH KOMMeTENUI MITTAHHA, aygitozatina, yculoro Mosnewiis, GopMyBaTH HABUUKM BXMBAHKA HOBHX NeKCHYMIX OBU- up vepes wa6no1n, + pozeueaneHa: pozauearn ycui KomynikaTHeHi eminiia 3 onopole Ha WaowNicrs, yearanb- ura it ccTemarnayearn neKciwni onuiMyl 2a TeMoWo «A, Mon civ's Ta Apy3i», po2eHea- ‘ intrenextyanbui i riaiaeansii 2A\6HOCTi, pian Tunu naK'aTi — cnyxoky, zopoay, one- paruey; + euxoeia: exxoayeari zauikaenenicTs y poaumpenni caoix 2HaHb, Tonepaxrue cragnen- Ha go crisposmosnmka, saransiy KynTypy y¥ni. Xin ypory WARM-UP 1. Silent aictation. Hold up a picture on p. 24, ex. 1 or a real photo of the activity, Pupils write down the word in their exercise books Ask two or three pupils to write the words on the board. Check the words. If you have enough time, make sentences with the words. PRESENTATION 2, Listen and say (p. 26, ex. 1). ‘Ask pupils to look at the pictures. Ask, “Where are the children? Is it day or night? Are they happy? What is the man’s name? Is he a teacher / a doctor?” Read the dialogue while pupils listen and read silently. Explain any words that pupils don't know. Read the dialogue again. Pupils listen and repeat. When pupils are familiar with the text, ask groups of four pupils to act out the dialogue. Encourage thom to read “I like ..” with feoling and mime the actions. PRACTICE 3. Ask and answer (p. 26, ex. 2) ‘Ask pupils to look at the pictures. Explain they are going to make dialogues using the pattern, ‘Ask pupils to read the table and make their own examples of what they like doing. playing team games. watching cartoons! Tike reading books. ‘lying kites. playing football ‘Ask pupils to make dialogues using the example in the exercise. Pupils practice the dialogues in pairs using the words from the table. One or two pairs act out the dialogues, READING AND WRITING 4. Follow and read (p. 27, ex. 3). Read the model words containing the short vowels and letters “ai” and “ea”. anPupils repeat each line two or three times after you. Ask pupils to pronounce the sounds. Ask pupils to read the words after you. Repeat chorally and individually. Write some words on the board leaving out the letter combinations and short vowels. ‘Then write the words leaving out the letters from different lines. Write them in jumbled order. Ask pupils to complete the words with the necessary lettors. It is better to write the words in different colours each time. They read the completed words individually or out loud, in turn. Make the sentences with the words. If you have enough time, ask pupils to write some sentences down in their exercise books and underline the words. Monitor the activity and help where necessary. Listen and read the letter (p. 27, ex. 4), ‘A letter from Toto. Books open. Before reading: Pre-teach and drill the word “pen friend”. Pupils have not seen the word before. (Say, “I have got a friend. I write letters to my friend. Iam his/her pen friend.”) Do not pre-teach the word “soon” yet. ‘Ask pupils, “What is it? Is it a text? Is it a poem?” Get them to identify the type of text, “It isa letter.” Point out the typical opening of the letter “Hello!” and the way a letter from one friend to another finishes with the words “Your pen friend, Toto.” Ask pupils to read the letter. Pupils either read the letter from Toto individually or in pairs. After reading: Use calendar dates to teach the word “soon”, Point out Toto's phrase in the letter “Write to me soon.” Give further examples to illustrate the meaning of the word. Say, “The autumn/winter holidays are coming soon.” |. Answer Toto’s questions (p. 27, ex. 4). ‘Ask pupils the questions from the letter and other questions orally, is your name? How old are you? What is your hobby?” Pupils may also be asked to write answers to the questions in their exercise books, Agree or disagree (p. 27, ex. 6) Pair work: Pupils read and agree or disagree with the statements, Write the answers on the board: “Yes, it is. / No, it isn’t, Yes, he is. / No, he isn’t.” ENDING THE LESSON Optional activity ‘Team spelling game. Divide the class into two teams. Show a picture to the class or draw a picture on the board and ask a pupil from the first team to spell i, If the pupil can spell it, the team wins a point. If the pupil eannot epell it, the other team ean try to spell it for a bonus point. HOMEWORK Read p. 26, ex. 1; p. 27, ex. 3 FURTHER PRACTICE Use Workbook tasks at the lesson or at home, 2Lesson 8. TENEP TM MOKELL... + Hasyansia: axrueizyeaTi euevennih neKcuxo-rpamariunul Mareplan, pozeueaTH eMtin- Ha Ta NaeHYKU WHITaNR, AUICBMa, Y>HOFO MoBNeHHR; + possusanena: possvsarn Mosnenicei KoMmeTeHui, KoMyHikaTueni sqi6HOCT yun, Ha- uuK aypionaiin H pianorisnoro MoBneHHA; TonepaiTTHoro cTABNeHA AO OANOKNaC- + euxosna: enKnikaTH @ liter GaxaHR eMUTICR; BHBYATH IHOZeMHY MoBy; BuXoByeaTH ‘Awcunnniny, novary fo opHOKnacHHkle, seMYKY jlo cMCTeMaTHYHOl posyMoBor Npau (OGnapanna: KaprKn un oto npanopie pishux Kpall Xia ypoxy WARM-UP, 1. Introduction eirele. ‘Ask pupils to stand up and form a circle. Have them count off by twos. Ask all “ones” to turn to their left and all “twos” to turn to their right. Pupils introduce themselves to the pupil they are facing, shaking hands if they wish, then move on round the circle to the next pupil. They continue until they have made their way around the circle to their original starting point. PRESENTATION 2. Read and speak about the kids (p. 28, ex. 1), Books open. Ask pupils, “What is it? Is ita text? Is ita poem?” Get them to identify the type of text, “Itis a letter.” ‘Ask pupils to read the letter. Pupils either read the letter from the girl individually or in pairs, ‘Ask pupils to look at the pictures and point to Bill Brown. Describe him again. Say, “Look, this is Bill Brown. He is eight. He is from England. His hobby is riding bikes. His phone number is 75 878.” ‘Ask pupils to describe the other children one by one. While pupils are describing, you can write down the description on the board. Then pupils can stick the national flags of the countries where the children live to the board. Ask pupils questions about their classmates. Ask about their names, age, country, hobbies and phone numbers. If pupils do not know each other’s phone numbers or hobhies, they ask in English, “What is your phone number? What is your hobby?” and then repeat the information to you, “His/her phone number is ... His/her hobby is ..” Let pupils take over as soon as possible. Optional activity “Mirror!” Game If you have a large mirror on one of the classroom walls, sit the children on the floor facing the mirror. Sit at the back of the group with one or two flashcards or puppets. Make the flashcards or puppets appear in different places in the mirror in turn. Children call out “Hello ...!" as soon as they see each flashcard and “Bye-bye ...!" when it disappears. If you don’t have a mirror, follow the same procedure, making the flashcards appear from behind your back or under the teacher’s table, PRACTICE 3. Answor Bobo’s questions (p. 29, ex. 2). ‘Tell pupils they are going to answer Bobo’s questions. Let them understand that you are Bobo. ‘Ask pupils to stand up and form a circle. a Bara. Knac‘Take a pen or a pencil and pretend you are holding a microphone. Go round the circle and ask questions Pupils answer them. Ask the same question to three or four pupils. Pair work: Ask pupils to read and answer the questions again. Monitor the activity and help where necessary. Some pairs act out the dialogues. Ask one pupil to be Bobo and give him/ her the “microphone”. Repeat with all pairs. Optional activity «Memory games Write words on the board. Pupils close their eyes while you remove one word. Pupils then open their eyes and try to remember what is missing. They can either say the word, or write it down. Do this with lexical sets of words, e-g., parts of the body, colours, foods, ete. Play the game (p. 29, ex. 3). Divide pupils into groups of seven. Give every pupil a national flag of the country they know. Ask pupils to read the instruction of the exercise. Tell pupils that you are Bobo and they have to introduce each other to you. Group work: Pupils introduce each other in their groups. Monitor the activity and help where necessary, Show your camp to a guest (p. 29, ex. 3). Stick the pictures of the rooms and places of the Greenwoods Summer Camp round the class. Drill each of the words. ‘Then ask a strong pupil to be the guide and show the rooms and places in the Greenwoods Summer Camp to the other pupils. Help the pupil to describe the rooms and places asking questions if necessary. Ask, “What room is it? What can you do here? Where can you play team games?” If the class is not strong, you can be a guide too. Pupils listen to you and repeat the description after you. Repeat with another pupil. Tell your class about your pen friend (p. 29, ex. 5) ‘Ask pupils to open their books on p. 27 and read Toto's letter. ‘Ask pupils to imagine they have got a pen friend. His name is Toto. Ask them to read the text about their pen friend and fill in the gaps. ENDING THE LESSON Optional activity “Miming game". Give pupils instructions to mime actions (for example, what they do at an English lesson) for the other pupils to guess. These instructions can be written on slips of paper so pupils ean use the words from the chant again HOMEWORK Read p. 28, ex. 1; p. 29, ex. 2 FURTHER PRACTICE Use Workbook tasks at the lesson or at home, raUnit 2. MY DEAR FAMILY Lesson 1. MOA POQUHA Mera: + asyanena: npeseHTysaTH Hos rpamaruini i meKcHunnit Warepian 3a TeMotO «A, Moa cima Ta Apysin, Npaktikyearn MoBHI 2aCo6H 2a TeMolo «A, Mon cin'a Ta Apyals, bop- MyBaTHt HABHYKH BXMBAHIER HOBHX NeXCHNHIX OAMHNYS, yAOCKOHanIOBaTH KOMMeTeHT \utrania, ayalioBaHHA ih ycHoro MoHONoriNHoro MOB/EHHA + pozeueanena: yeaxnio crexuTH 2a npezetrroraiiow inopmauicio, ebexrHaHo cnignpa- lujozata nig Yac riapHoi Ta rpynogoi poGorH, MoTHeyeaTH roToBHicTS Gpari yMactb & ik WoMmoeHiomy chinkyeaHi, po2enearH piaHi THnw nam'sTi — cnyxony, 2opoey, yeary, yay, ysuir# npaujosaTa 8 napi, norivno auicnosmoeama aysy; + euxoena: euxopyeaTi eMinHA cKoNYeHTpyBATUCA, chyxanA IMUNX, GopMyBaTH Robpo- auwnuey armoctepy & Knaci. ‘OGnaqwani: KapTKit 2a TeMov «Cin'a», nnaKar «fliecnogo to ber. Xiq ypoxy WARM-UP 1. ‘Rhyming words" Game Place two or three phonics cards around the room, saying the words for children to repeat. Ask children to stand up at their desks. Tell them you are going to call out words which rhyme with the words in the cards. Call out other words from the phonies lessons. Children point to the words on the wall. With a strong class, you can also ask them to repeat both words. Gradually get faster and faster. Children who point to the wrong word are out and have to sit down. Option: with a limited number of words, you can call out both the words on the cards and words which rhyme with them. PRESENTATION 2. Listen and say (p. 30, ex. 1). Books open. Read out the picture frames. Pupils listen and read, Ask questions about the characters on the page, “Who's this? Who is Kate's brother?” Then ask about their clothes, “What colour are Kate’s trousers /jeans?” Pre-teach the word “cousin”. Ask, “Who are Tom's cousins?” and give the answer yourself, “They are Tim and Eddie.” Point to the picture of the boys in the book and drill the new word. If pupils don’t understand the meaning of the word, translate it into their native language. Read the dialogue again. Pupils read and practice Dialogue 1 in pairs. One or two pairs act out the dialogue. Pupils read and practice Dialogue 3 in pairs. One or two pairs act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to act it out with. PRACTICE 3. Follow and read (p. 30, ex. 2). ‘Ask pupils to look at the words in the exercise. as Bara. KnacTell them that they are going to listen to the sounds and read the words with the sounds. Pupils repeat each word two or three times after you. Draw their attention to the difference between the letter combinations. Write the phonetic symbols on the board. Point to and pronounce the two symbols clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually. Pupils listen and write down the phonetic symbols in their exercise books. Read the words one by one and ask pupils to repeat after you pointing to the phonetie symbols in their exercise books. Ask some pupils to point to the phonetic symbols on the board. ‘Monitor the activity and help where necessary. Draw pupils’ attention to the word “who”, Drill each of the questions once or twice. Ropeat chorally and individually. Follow the same procedure three or four times. READING AND WRITING Listen and read (p. 31, ex. 3). Look at the pictures of the family. Read their names. Before reading: Ask some questions about this fami name? Has she got brothers? Has she got cousins?” Pre-teach the new words “uncle”, “aunt” and “aunt's husband”. Drill the pronunciation of the new words. Read the text. Pupils listen and read. After listening: Point out the form and meaning of the possessive singular “ts”, giving several examples of pupils’ own possessions in the classroom, his is Max's desk. This is Ann's desk.” Write several examples on the board and show how the “_’s" is added to the end of proper names or nouns to indieate ownership, i.e., “the desk of Mary/George”. Find some examples from the text: “Kate's mother”, “Bill's and Tom's aunt". Ask pupils to find some other examples. ‘What is the girl's Answer (p. 31, ex. 4), Pair work: Pupils read the questions and answer them using the text. For example, “Who is Tom? — Tom is Kate's brother. He is Eddie's cousin. He is Bill’s brother. Who is aunt Polly? — She is Kate’s aunt. She is Eddie and Tim's mother. ENDING THE LESSON HOMEWORK Portfolio Work: Draw your Family Tree. Read p. 31, ex. 3. FURTHER PRACTICE se Workbook tasks at the lesson or at home. 6Lesson 2. ATA MOA POAMHA Mera: + Hasyansua: zaxpinuT Host rpakaTusHiit i neKcusHinit warepian 2a TeMOIO «A, MOR cin’ 7a gpyain; npakTuxyearn MopHli 2aco6u 2a TeMolo «A, Mon cima Ta Apy3i», OpMY- Bari HaBHUKM BXHBAHHA HOBMK NeKCHNHNX OAAHUL, yAOCKOHaNIOgaTH KOMNeTeNY MM ‘Tania, aypilozania it yeHoro MoHonoriuHoro MoeneHHR; + pozeueaneHa: yeaxio crexuTH 2a npezertToBaliow inopmaliicio, epeKTHeHO cnienpa- lwovata nig ac napHor Ta rpynosoi poGorn, woTHayeaTa roroBHicte Gpary y4actb & Ih oMoevomy chinkyeaHi, pozeHearH piaHl THnw nam'sTi — cnyxoRy, 2opoey, yeary, yaey, YSWITH NpalwoBaTH e Napi, NorivHo BiichoMoBaTA AYMKY; + euxoena: auxoeyeary eMiniA cKoNYeHTpyBaTUCA, cnyxanA IMUINX, dopMyearH Robpo- auunuey armocdepy & Knaci. ‘OGnaqHani: KaprKit 2a temov eCin'as, nnaKar efliecnogo to ber. Xia ypoxy WARM-UP, 1. “Numbers game” Write numbers on the board. Divide the class into two teams and give ‘a pupil from each team a piece of chalk. Say a number. The first pupil to run to the board and draw a circle round the correct number wins a point for their ‘team. This game can also be played with words or with letters of the alphabet. PRESENTATION 2. Listen and say (p. 82, ex. 1). Books open. Read the dialogues. Pupils listen and read Ask questions about the characters on the page, “Who are they? Who is Kate’s brother/cousin?” Read the dialogues again. Pupils read and practice Dialogue 1 in pairs. One or two pairs act out the dialogue. Pupils read and practice Dialogue 2 in pairs. Ask somebody to be the dog and bark like a dog. One or two pairs act out the dialogues, Repeat with several different pupils, but this time let pupils choose partners to act them out with, After reading: Ask pupils, “Where is Bill? What is the dog's name? What colour is Tobby? Is Tobby clever?” Optional activity “Flash!” Game Use family flasheards. Show each flashcard to the children in turn very quickly by holding it at the sides between your thumb, index and second finger and “flashing” it or turning it round very quickly. Children look and guess what itis. PRACTICE 8, Follow and read (p. 33, ex. 2). ‘Ask pupils to look at the words in the exercise. Read the word “village” Ask pupils to repeat the word two or three times. Then read the word combinations with the word “ Tell pupils that they are going to listen to the sound /es/ and read the words with the sound. aWrite the symbol /eo/. Explain how to pronounce it. Say the sound /e>/ again. Then draw pupils’ attention to the letter combinations “air” and “ere” and their pronunciation /ca/. Pupils repeat the words two or three times after you. Write the phonetic symbols of the words on the board, Point to and pronounce the two symbols clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually. Pupils listen and write down the phonetic symbols in their exercise books. Read the words one by one and ask pupils to repeat after you pointing to the phonetic symbols in their exercise books. Ask some pupils to point to the phonetic symbols on the board, Monitor the activity and help where necessary. READING AND WRITING 4, Look and answer (p. 33, ex. 3) Ask pupils to name the people in the pictures pointing to them. Then ask some questions, “Where is Kate? Where is Bill? Who is the old woman? Who are the little boys?” Read the questions. Pupils listen and then answer them Draw pupils’ attention to the verb “to be". Correct the answers if necessary. Pair work: Portfolio Work “My Family Tree”. Ask pupils to put their family trees on the desks. Ask some of them, “Is this your mother/father?” Pupils answer using ‘es, he/she is. / No, he/she is not.” Ask pupils to make questions using the table that you have written on the board. short answers, is [your mother/father? fie [is [at work fare [your parente? she [is _[athome. Where eure fare [your grandparents? i fam [at school. fare _[you? jin the village. Pupils read and practice the dialogue in pairs using their family trees. One or two pairs act out the dialogue in front of the board. You can help them to stick the photos to the board. ENDING THE LESSON Ask pupils to point to their relatives. Pupils introduce their families in pairs. ‘Ask pupils to introduce their families to the class. Repeat with several different pupils. HOMEWORK Read p. 82, ex. 1; p. 38, ex. 2 Portfolio Work: Draw your family tree (p. 33, ex. 4). FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, aLesson 3. MA TYT KUBEMO Me + naevansua: npeentyeaTu Hos neKcuwnuit Marepian 2a TeMolo ef, Mon civ'a Ta Apy- 3b, «flim. Keaptapa>, npakruxyearn MoBHi 3aco6u 3a TemaMn, bopMyBaTi HaBUNKH BXM- aH HOBUX NeKCHYNHX OfMHMYP, YAOCKOHAMOBATH KOMNeTEHUTT SHTAHHA, ayAOBAHHR iycHoro Ta MoHonorivHoro MoBmeHHA; + possusanena: yeaxro crexnTH 3a npeseHToBaHol ixibopmatieto; eextMBHo chignpa- UulozaTu nig vac napHoi ra rpynogoi poBorss, woTueyeaTH roroRHicte Spark yactb @ ik womostiomy cninkysaHmi; possneaTa pisti anv nam'nTi — cnyxoBy, 3oposy, yeary, ynay, ysurT# npauozaTa # napi, norivno euicnosnioeama aysny, + euxoeia: euxopyeaTi eniniia cKoNYeHTpyeaTUcA, cnyxaTa INUUX, dopMyBaTH RObPO- auwnuey armocdepy ® Knaci. ‘OGnaqmanua: Kaptkst 22 TeMoW «A, Mon ci’ Ta ppyais, nnaKar «fliecnoeo to be», Xia ypoxy WARM-UP 1. “Hangman” Game Draw a blank line on the board to represent each letter of a word (e.g., for the word family you draw _.). Pupils call out letters, If the word contains the letter, write it on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils try to find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let some pupils choose a word (try to use the words of the Family Tree) end draw blank lines on the board. PRESENTATION 2, Listen and repeat (p. 34, ex. 1). Before reading: Books open. Ask pupils to look at the pictures. Say the words. Drill each new word two or three times. Write the words down into pupils’ vocabularies. Repeat every word chorally and individually. Stick the pictures of the words to the board. Ask pupils to write the words near the pictures. Monitor the activity and help where necessary. with the words, Optional activity Ask pupils to come out and mime any of the rooms in the house they learnt at the lesson. They ask, “Which room is this?” and mime, e.g., washing face and hands ~ bathroom; yawning and then sleeping ~ bedroom; watching TV or reading = living-room; breaking eggs or eating = kitchen. The other pupils wateh and guess which room it is. If you like, make sentences Optional activity “Flash!” Game Use family flashcards. Show each flashcard to the children in turn very quickly by holding it at the sides between your thumb, index and second finger and “flashing” it or turning it round very quickly. Children look and guess what itis. 8 Bara. KnacPRACTICE 3. Follow and read (p. 34, ex. 2). Ask pupils to look at the words in the exercise. Tell them that they are going to listen to the sounds and read the words with the sounds. Pupils repeat each word two or three times after you. Draw their attention to the difference between the letter combinations. Write the new phonetic symbols on the board. Point to and pronounce the new symbols clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually. Correct the pronunciation if necessary. Pupils listen and write down the phonetic symbols in their exercise books. Monitor the activity and help where necessary. Optional activity “can see .!" Game Play with the whole class and/or in pairs, Child A holds up a book with one of the picture cards behind it. Child A says “Look!” and gradually moves the card up. As soon as Child B recognises the picture, they say, e.g., “I can see the ... kitehen” After three turns, the children swap roles. READING AND WRITING 4. Listen and say (p. 35, ex. 3) Ask further questions about the story and the pictures. “Who is in the bedroom? Where are Kate and Grandma in Picture 3? What is big in Picture 3? What is on the table in Picture 27” Pair work: Pupils work in pairs on the whole dialogue in the story episode. They read and practice their part in the story for a few minutes. Go round helping. One or two pairs act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to act it out with. Optional activity “Disappearing items" Game Write four or five words on the board, e.g., rooms, games, family words. Ropeat the words in the sequence chorally, o.g., bedroom, kitchen, living-room and bathroom, Then rub out one of the words in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat rubbing out another item. Continue till there are no words on the board and pupils are saying the whole sequence from memory. You can also play this by drawing four or five pietures on the board, and rubbing them out one at a time. ENDING THE LESSON Pupils write down six words in their exereise books. They copy out the words twice at home, then play a spelling quiz with the words next time. HOMEWORK Read p. 34, ex. 2; p. 35, ex. 3 FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, ”Lesson 4. MOA POAUHA Mera: + nassaneua: npezevryeaTu HoBnit rpawaruuiut i neKcusnuit warepian 2a TeMolo «A, son cin'n Ya apysio, npakruxysars wosHi 3aco6u 3a TeMo¥ «A, won cin'n a apy, op- yBaTIA HaBIVIKH BXNBAKKR HOBMX NeKCHNMIK oAMMM, ROCKOHAMOBaTH KOMNeTENU sarranita, ayaiiozannin tycHoro MoNonorisiioro KoBNeHKS; + poseusanona: yeaxso crexuTt 32 npeseHTosaHo¥ iMbopHauiee, egexTHEHO chisnp=- Woratu nig vac napHol Ta rpynozel pobors, MorHeyeaTH FoToRHicte park ysactb & i woMostiony crinkyeaxl, possusaru pisH anu na’sti —cnyxo8y, 30Po8y,yBary, yey, yma npayioeans 8 napi, norisHo BHcnoBmoBaTH AYMKY: + auxoena: auxoayearu sxiiiin cKonYeHTpyearicn, cAyxaTH ins, gopwyearu Ro6pe- suanuey atmocdepy 8 wna O6naqnanun: Kapris 22 TeMoWo «A, Mon cin'n Ta Apyais, nnaKar «fllecnoBe to be» Xia ypoxy WARM-UP 1. *Guess" Game Hide school object behind your back, so pupils cannot see it, and ask pupils to guess what itis, e.g., “Is it a (pen)? Yes, itis. / No, itisn't.” PRESENTATION 2. Listen and say (p. 36, ex. 1). Before listening: Books open. Revise the names of the three rooms in the house by pointing at the pictures on the page. Pupils already know the words and name the rooms, Drill each word three or four times. Read the dialogues. Pupils listen and read. Stop reading after each section of the dialogue and ask, “Where is Kate? Is Eddie in the living-room? Who is under the bed? Where is Tobby?” Pupils answer by naming the rooms. After listening: Ask pupils to read the dialogues and act them out. Pupils read and practice the dialogue in pairs. One or two pairs act out the dialogue, Repeat with several different pupils, but this time let pupils choose partners to act it out with. PRACTICE 8. Play a guessing game (p. 36, ex. 2). Stick “The Verb to Be” table to the board. Read the table. Draw pupils’ attention to questions. Pro-teach the prepositions “in”, “on” and “under” with diagrams on the board and with examples: + putting the book on the desk; + putting the book under the desk. ‘Then put the book into the bag. Pair work: Ask pupils to read the pattern. ‘Ask pupils to make questions using the pictures of ex. 1. Write a table to help pupils to make questions. a Bara. Knacthe ball? Where is ‘Tobby? Kate? the car under the bed? ls ‘Tobby on the table? Kate in the chair? Don’t write the short answers. Pupils answer using the table “The Verb to Be”, Optional activity Learn the rhymes. Ask pupils to draw pictures to the rhymes. ‘The grey cat is on a mat. ‘The green frog is on a log. A red cock is on a clock. A big fish is on a dish A little mouse is in the house. A little fox is in a box. A little cat is in the hat, A little duck is in a truck READING AND WRITING Follow and read (p. 37, ex. 3). Before reading: Pre-teach the words “on the left” and “on the right” Pupils read the text above the plan and use the information in it to make up the questions, “Where is/are the kitchen / the bedrooms?” You ask questions and pupils answer them using the words “on the left” and “on the right”, Ask and answer (p. 37, ex. 4). ‘Ask pupils to look at the plan of the house again. Explain they are going to make dialogues using the pattern, Ask pupils to read the pattern and make their own examples about the location of the different rooms in the house. You can draw the plan on the board, Ask pupils to read the words in the box. Label the rooms on the plan. ‘Ask pupils to make dialogues using the example. Pupils practice dialogues in pairs using the words in the box. One or two pairs act out the dialogues. ENDING THE LESSON “Spelling game”. Revise family words by pointing to the family cards and asking pupils to say, “a mother / a father", ete. Repeat chorally and individually. Ask five pupils to come to the front of the class and give them each a family card. Each pupil says the letters of the word. Correct the spelling. Repeat with different pupils. HOMEWORK Read p. 36, ex. 1; p. 37, ex. 3 Portfolio Work: Draw your bedroom and furniture in it, FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, aLesson 5. MOA KIMHATA, Mera + Maevansna: npezeiTyearH HORM rpamarH4nni i neKcHMHNit MarTepian 2a TeMolo «A, Mon cim'a Ta npyaia, Npakrikyearit MoBHl 2aco6H 2a TeMoIo «A, MOA cim'a Ta Apy3b», bop- MyBarit HaBHYKi BAMBAHHA HOBHX NleXCHNHMK OAMANYD, yAOCKCHaNIOBaTH KoNeTeHU \utrakita, ayaliosaHlin it ycHoro MoHOoriMHoro NOBNeHHR + pozeueansia: yeaxto crexuTH 3a npexeHToBaHON inxopMauicio, epeKTHBHO cnienpa- tyosaTa nig ¥ac napHoi ta rpynosoi poGorn, woTueyeaTH roToBHicTs Gparn y4acte € iM WoMoeHomy cninkyeaHi, pozeneaTH moBHy anoranky, naM'xTe, pi2Hi Tal naw'aTi — cnyxosy, 20pony, yeary, yaBy, YAHTH MpaujonaTH & Napi, NOFINHo BMcHoBMORATH AYNKY: + euxoeta: euxoeyearn BMinHA cKOHYeHTpYBATUCA, cHyxaTA IHLIMX, opMyBarH O’PO- suunuey armocepy 8 Kaci ‘OGnapwanu: Kaprkst 28 TeMow efi, Mon clv's Ta apy2is, «Mon Kimara. Xia ypoxy WARM-UP, “Rhyming words" Game Place up two or three phonies cards around the room, saying the words for children to repeat. Ask children to stand up at their desks. Tell them you are going to call out words which rhyme with the words in the cards. Call out other words from the phonies lessons. Children point to the words on the wall. With a strong class, you can also ask them to repeat both words. Gradually get faster and faster. Children who point to the wrong word are out and have to sit down. Option: with a limited number of words, you can call out both the words on the cards and words which rhyme with them PRESENTATION 2, Listen and say (p. 38, ex. 1). Books open. Ask pupils to look at the pictures. Pupils look at the pictures and read the words. Ask pupils to spell each word. Pair work: Ask a pupil to go to the board and write the first word on the board while another pupil is spelling it, e.g., “s-0-f-a". Stick the pictures of the words “sofa”, “armchair”, board. Ask another pupil to go to the board and match a picture with one of the words. Make sentences with the words. After learning the words: Ask pupils to look at the pictures and the words. Explain the word-building of the words using their native language. Pupils listen and write the words down in their exercise books. Stick the pictures to the board: “an apple” + “a tree” = “an apple-tree” “a school” + “a bag” =“a school bag”, ete. You can use different pictures pupils know well. -arpet”, “floor” to the PRACTICE 3, Follow and read (p. 38, ex. 2), ‘Ask pupils to look at the picture in the exercise. ‘Tell them that they are going to read sentences and point to the furniture in the picture. a Bara. KnacPupils read each sentence after you. Draw their attention to the prepositions. Write the prepositions on the board. Point to and pronounce them clearly. Point to the prepositions again and say for the class to repeat. Repeat chorally and individually, Monitor the activity and help where necessary. Pair work: Pupils read the questions in pairs and give the answers pointing to the furniture in the pieture. READING AND WRITING Read and draw (p. 39, ex. 8) This exercise requires a lot of time. Ask pupils to read the text and draw what they are reading about. Pair work: Pupils take a piece of paper and some coloured pencils. ‘They read the text and draw the picture of the room. To save time, you can draw your picture on the board. Then ask different pupils from every pair to read the text one by one out loud, If you don’t have enough time, ask pupils to draw their pictures at home. ‘Ask and answer about Kate's room (p. 39, ex. 4). ‘Ask pupils to look at the picture. ‘Ask to read the words from the box. Pair work: Pupils read the dialogue using the words from the box. Then they take turns to ask and answer questions in the same way, using the pattern and the picture again. Talk with your friend (p. 39, ex. 5). Pair work: Ask pupils to look at the dialogue in the book. Ask them to read the dialogue. Pupils read it pretending to be the characters of the story. Pupils act out the dialogue in pairs using the furniture words, verbs and prepositions of place. You ean write down some words on the board to help pupils to make dialogues. One or two pairs act out the dialogue. Repeat with several different pupils ENDING THE LESSON Optional activity “Counting chain” game. Start a counting chain: the first pupil in the chain says “zero”, the next pupil says “one", the next pupil says “two”, ete. After “twenty” go back to “zero” again. Any pupil who hesitates or says the wrong number is “out”. The last two or three pupils to remain “in” are the winners. HOMEWORK Portfolio Work: Draw the plan of your bedroom. Label the furniture, Read p. 39, ex. 3. FURTHER PRACTICE Use Workbook tasks at the lesson or at home,Lesson 6, NPO@ECII Mera: + asyaneea: npeseHTysaTH HosH rpamaruni i neKcHuHNit Warepian 3a TeMoto «A, Mon cim'a Ta npyain, Npakrikyearit MoBHl 2aco6H 2a TeMolo «A, MOA cin'A Ta Apy3)», Pop- MyBaTH HaBHUKH BAMBAMHR HOBHX NeXCHNHMX OMHNYS, yAOCKOHanIOBaTH KoNMeTeHUT ‘uraniia, ayaiioBania Hi yeHoro MoHonorisHoro NOBNeHHA; + pozeueansia: yeaxio crexuTH 3a npexeHToBaHoN inxbopMauicio, ebeKTHBHO cnienpa- ovata nig ac niapHot Ta rpynoeoi po6or, woTHayzaTH roroBHicte Gparn y4actb & Ih womostiomy chinkyeaHi, possneata pis Tamu nam'sti — cnyxosy, 3opoRy, yeary, ynay, YSWTTA NpalwoBaTH e Napi, NorivHo BMichoemozaTa AyMKY; + euxosna: suxoBysarn SKIN cKOMYeHTpyBaTICA, CHyxaTa IMWMX, GopmysarH Ao6PO- auwnuy armocepy & KNaci. (OGnapwanun: KaprKs 29 teMoW «A, Mon cim's Ta Apyai», Xin ypoKy WARM-UP 1. ‘Spelling shark” Game This is a version of the traditional “Hangman” game. Briefly explain the rules to the class. You can play the game to revise the vocabulary for the lesson. Think of any word, e.g., “skip”. Don’t say it out loud. Draw a “cliff” line down from the end of the bottom row. At the bottom of the “cliff” draw a shark and the sea, Draw two dashes for the letters in a sport activity, “_ki_” Pupils take turns to guess one letter in the sport activity. If that letter isin the word, write it in the appropriate blank in the top row. If it is not in the word, draw a little “stick figure” starting to walk along the bottom row of blanks towards the edge of the cliff. Pupils have to guess all the letters correctly before the stick figure falls over the cliff and into the shark’s jaws. PRESENTATION 2. Listen and say (p. 40, ex. 1). Read the dialogues. Pupils listen and read, After listening: Ask pupils to read the dialogues and act them out pretending to be the characters of the story. Pupils read and practice Dialogue 1 in pairs. One or two pairs act out the dialogue. PRACTICE 3, Listen and repeat (p. 40, ex. 2) ‘Tell pupils to look at the pictures. Ask them in their native language if they know what the people’s jobs are. ‘Then read the words while pupils listen and read silently. Pupils read the words again, silently. Write the words on the board and ask pupils if they ean work out their meaning. Explain the meaning of the words using the pictures and translating if necessary. Repeat the jobs chorally and individually. Talk about the different jobs in their native language. Would any pupils like to do the jobs shown there when they grow up? Or are there other jobs they would like to do? 4s Bara. KnacAsk and answer (p. 41, ex. 8). ‘Tell pupils to look at the pictures. Call out a letter and ask pupils to say what the person’s job is, e-g., you say “letter a” and pupils reply “doctor”. Repeat with all pictures. Pair work: Pupils read the dialogue using the words from ex. 2. Then they take turns to ask and answer in the same way, using the pattern and the picture again, Pupils act out the dialogue in pairs using the job words, One or two pairs act out the dialogue. Repeat with several different pupils. READING AND WRITING Follow and read (p. 41, ex. 4) ‘Ask pupils to look at the words in the exercise. Tell them that they are going to listen to the sounds and read the words with the sounds. Pupils repeat each word two or three times after you. Draw their attention to the difference between the letter combinations. Write the phonetic symbols on the board. Point to and pronounce the symbols clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually. Pupils listen and write down the phonetic symbols in their exercise books. Read the words one by one and ask pupils to repeat after you pointing to the phonetic symbols in their exercise books. Ask some pupils to point to the phonetic symbols on the board. Monitor the activity and help where necessary. Draw pupils’ attention to the words “man — men”, businessmen”. Explain that we use “man” in singular, and “men” in plural. Listen and sing the song (p. 42, ex. 5). Revise the personal and possessive pronouns, and the verb “to be”. Use the table. Make sentences with them, using the patterns “I’m ..., you're .." and “My/your name is .." ‘Tell pupils to look at the pictures on p. 42, ex. 1. Ask what they see. Pupils Ask and answer (p. 43, ex. 6) ‘Tell pupils to look at the pictures. Read the words in the box. Call out a letter and ask pupils, “Where is the girl (she) / the woman (she) / the children (they)?” For example, you say “letter a” and pupils reply “The girl / She is at home.” Repeat with all pictures. Pair work: Pupils read the dialogue using the words in the box. Then they take turns to ask and answer in the same way, using the pattern and the pietures again. Pupils act out the dialogue in pairs using the job words and the words in the box. HOMEWORK Portfolio Work: Draw your parents’ (or other relatives’ — grandparents’ or aunts’ and uncles’) jobs Read p. 40, ex. 1; p. 41, ex. 4 FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home,Lesson 7. MOA POAUHA Mera: + Haeyansua: y2aransuiTn rpaaTuunuit | nexcHunul MaTepian 2a TeMoIo «A, Mon cin’ ‘Ta Apysi, «Mpogectis, npaktukysarn MosHi 3aco6n za ynMN TeMaMn, PopMyeaTH HB Ri @xHEAHHR NeXCHYHMX OAMHNUS, YAOCKOHANIOgATA KOMNeTEHYI MuTTAHHA, ayaiiogaH- Ha ycHoro MoHonorivHoro MoBTeHHA, PopMysaTH HaBMUKH ysaransHeNKA inopMaL, euinenitia infpopmayil, caoKoHTponio; pozeusansua: espextueno cnignpayjoeaTu nia uac napHol ta rpynoeoi poGoTs, morh- ByBaTv roToeHicTs Oparh y¥acTo & IMWOMOBHOMY cinkysaHHi, yanTu npawosari & napi, ‘noFiuHo BucnoBnioearH AyMKy; euxoeia: euxoRyBaTH ENINHA CKOHUeHTpYBATUCA, CnyxaTA IHUUX, opMyBaTH AO6PO- anunuey armocdepy & Kaci ‘OGnaquanun: Kaprkit 22 temo! «A, Mon ciw's Ta apy2is, «MIpulimenHuka micus Xia ypoxy WARM-UP, 1. Silent dictation. Hold up a picture of a job (or a photo). Pupils write down the word in their exercise books. ‘Ask two or three pupils to write the words on the board. Check the words. PRESENTATION 2. Listen and read (p. 44, ex. 1) Before reading: Books open. Ask pupils to read the title. Ask, “What is this text about?” Pupils try to guess. Ask pupils to look at the pictures, Ask some questions, “Who is in the car? Why? What colour is the car? Who is the driver? Are grandparents in the car?” Read the text, Pupils listen and read silently. Repeat the sentences chorally and individually. Monitor the activity and help where necessary. After listening: Ask some questions, “Who lives in the village? Do Kate and Tom live in the village? What do the children like?” PRACTICE 3. Ask and answer (p. 44, ex. 2). ‘Tell pupils to look at the picture of ex. 1 again. Pair work: Pupils read the dialogue and try to answor the questions using the information in the text. ‘Then they take turns to ask and answer in the same way, using the pattern and the pictures. Pupils act out the dialogue in pairs. One or two pairs act out the dialogue. Repeat with several different pupils. 4. Talk about your doll’s house (p. 45, ex. 3). ‘Ask pupils to look at the picture. Revise the furniture words and names of rooms. Use the flasheards. ‘Ask pupils to read the words from Box 1 in the exereise. ‘Ask pupils to read the words from Box 2 in the exercise. ‘Toll them that they are going to complete the dialogue using the words in the boxes, aIfit is difficult to complete the dialogue, write the table on the board. sitand read a book? Where can your doll watch TV? eat? read a book ‘on the sofa, She can play game on the carpet, eat the table: Tt is in the living-room. Where is it? eis in front of the TV set Its next to the kitchen. Pupils use the patterns and complete the dialogue Repeat chorally and individually. Monitor the activity and help where necessary. READING AND WRITING Listen and say the rhyme (p. 45, ex. 4). Revise the family words and names of the toys using the topical flashcards. Ask pupils to look at the picture. Read the rhyme. Pupils listen. Ask pupils to read the rhyme after you. While they are reading, ask them to point to the members of the family and toys. Pupils read and point to the pictures. ‘Tell pupils that they are going to learn the rhyme. Read the words of the rhyme again, pausing after each line. Pupils repeat the lines chorally and individually. Say a line and tell pupils to repeat after you again. Say the rhyme chorally. Optional activity “Odd one out” Game. Write four words on the board, three of which belong to a lexical set (e.g., animals, colours, food, toys) and one does not. Pupils have to say which one does not fit into the set (e.g., “egg”, “apple”, “bear”, “banana” — the odd one out is “bear”, as it is not a kind of food). This can also be played with drawings or pictures on the board: ENDING THE LESSON “Yes or no” Game. Play with the whole class and/or pupils play in pairs. ‘You can use furniture words and names of the rooms in the house or job words. Pupils place the vocabulary cards face down in a pile in front of them. Pupil A turns over the first card, holds it up to Pupil B and says, e.g., “Is it a sofa?” Pupil B says, “Yes, it is.” or “No, it isn’t. It’s a bed.” depending in the picture. If Pupil B responds correctly, he/she keeps the card and has the next turn. The pupil with the most cards at the end of the game wins. HOMEWORK Read p. 44, ex. 15 p. 45, ex. 4. FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, “Lesson 8. TENEP TM MOKELL... Mers + Naevansua: axtuBiayeaTa f 2aKpinuTH eHEYeHU NeKCHKo-rpamaTHNI Mareplan, yAo- ‘cKoHamosaTH BAIHHA Ta HaBMVki aymiioBaHHR, YHTAHHA, NHICDMa, YCHOTO MOBMIEHHA, pe- aryeari HesepSanbio Ha 3anuTaHs, aki BHMaraioTe NpOCTHX BignoBiaelt; + pozeueanena: poreneaT woenenicei KoMeTeni, KoMyHikaTHeHi api6HocTi yuna, oxeMeaTH HABHNKH aypiopaHHA Ta planorisHoro MoBMeHHA; y2aranbHiTTH fA CHCTeMa- "Twayearn exci oaMHMU 38 TeMaMa «A, Mon cin'a Ta apyais, «Mlpodecii», «OcoboBi Ta pucaili zaiaeensnKu, «Mpurimennians Micus»; + euxosna: sayiKasuTH yunie Temo1 ypory, npMBepHytH Dx yeary Alo euseHOro Mare- pany, aonomorri im 6ytH poakyTuMi & cninkyeaHHi, AUTH TonepaHTHoro craBneHHa jo OpHOKNacHHIKie, BHKMINKATI & AiTeli GaxKAHHA BNMTHICR; BHBNATH IHOSEMHY MOBY; BHXOBY- far qucysnniy, nosary ao onKoKnacHMkis, s6MNKy AO CHICTeMaTH4HO! posy€oBo! npa- Ul, egextueno cnianpalioeari nig 4ac napioi Ta rpynorol poGorH, ‘OGnapmanna: Tewari KapTkH, nnaKatH 3a TeMolo «A, MOA ciM'a Ta ppyai», «Mpogecii>, eTIpnimenningn mics Xia ypoxy WARM-UP 1. Write the new words from the unit on the board. Pupils hold up or stick/draw the appropriate pictures on the board. PRESENTATION 2, Draw a plan of your house (p. 46, ex. 1), ‘Ask pupils to look at the picture and the plan of the house. Pupils listen, look and answer your questions, “Is it @ living-room / bedroom?” Ask about the furniture, “Can you see a bed / a computer / a sofa / achair?” ‘Ask pupils to complete the text using the prepositions. Pair work: Pupils practice reading the text. One or two pairs read the text one by one. Repeat with several different pairs ‘Then ask pupils to use the plans of their bedrooms. Optional activity 3. “Hangman” Game Draw a blank line on the board to represent each letter of a word (e.g., for the word family you draw _)- Pupils call out letters. If the word contains the letter, write it on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils try to find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let some pupils choose a word (try to use the words of the Family Tree) and draw blank lines on the board. 4, Draw your family tree and have a talk about it (p. 46, ex. 2). ‘Ask pupils to look at the picture and say what relatives there are in the family tree. Revise the family words Pair work: Ask pupils to describe their family trees. While @ pupil is describing his/her family tree, the other pupils ask questions about his/her family using the questions from the dialogue. ” Bara. Knac‘Then pupils act out the dialogues in pairs. One or two pairs act out the dialogue. Repeat with several different pupils. PRACTICE ‘Ask and answer questions about your / your friend’s parents (p. 47, ex. 8). Stick pictures of different jobs to the board. Ask pupils to look at the pictures. ‘Ask some questions: “What profession is it? Is this man a teacher / doctor /ariver?”, ete, ‘Ask pupils to read the dialogue. Repeat chorally and individually. Pair work: Pupils read the dialogue and complete it using the job words. ‘Then pupils act out the dialogues in pairs, One or two pairs act out the dialogue. Repeat with several different pupils. Read the letter (p. 47, ex. 4). A letter from Sally. Books open. Before reading: Pre-teach and drill the words “pen friend” and “builder” Pupils have seen them before. ‘Ask pupils, “What is i? Is it a text? Is it a poem?” Get them to identity the type of text, “It is a letter.” Ask pupils to point out the typical opening of a letter, “Hello!” and the typical ending of a letter to a friend, “Bye, Sally.” Ask pupils to read the letter. Pupils either read the letter from Sally individually or in pairs, After reading: Ask pupils the questions from the letter and other questions orally, “What is your name? How old are you? What is your hobby?” Pupils may also be asked to write answers to the questions in their exercise books ENDING THE LESSON “Mliming game" Mime eating some food, e.g., banana / an apple or performing an action, e.g., dancing. Pupils guess what you're eating or doing and call out the name. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class. HOMEWORK Read and answer the questions (p. 47, ex. 4). FURTHER PRACTICE Use Workbook tasks at the lesson or at home, soUnit 3. WELCOME BACK TO SCHOOL Lesson 1. HI TMKHA TA HABYAIBHI NPEMETU Me + Masyaneea: npeseHrysarn Hosui nexcuysnit warepian 3a TeMoW «lllkinbHe xUTTAD, pakrixyearn moani 2aco6n 2a temo ellikinbHe wKITTAD, opMyBaTH HARK EXU- BaHHA HOB NeKCHYHHX OAMARU, YAOCKOHANIOBATH KOMNeTEHUi STTAHHA, aygOBaHHR 1 yeHoro MoHonorisHoro MoBnekHA, aGinBUMTH aBcAr 3HaH» Mpo couloKynbtypky cne- LUugiky Mopi Kpaini, Wo eHaYaIOTe, ynockoHanioeari eMinsia SyAyeaTH CBOE MoBHE BU cnoenionanii, Mosiy nozepiniky anexeario fo wie! creuMiki + pozeueaneHa: yeaxiio crexuTH 2a npezerrToRaniow inopmauicio, epeKrHeHo cnienpa- lujosata nig ac napHoi Ta rpynosoi poGorH, oTHeysaTH roToBHicTS Gparh y4acre & ik womostiomy chinkysanni, possueara pishi Tunw riam‘ati, yuu npayiosarn s api, o- FiuHo sncnoanioearn ayMKy; + euxoeta: euxoeyeatn BMinHA cKOHYeHTpYBATICA, CnyxaTA IHLIMX, opMyBarH RO’PO- auwnuey armocepy & KNaci. ‘OGnanwanua: kaptKit 3a Temow «llIkinbHe KUTTAD. Xin ypory WARM-UP 1. “Associations” Game Say the name of any of the four rooms in the house. Pupils work in pairs, trying to think of and write down within a two-minute period as many words they associate with that room as possible, e.g., kitehen — food (and any food words), table, eat, ote.; bathroom — water, hands, teeth, clothes, ote. PRESENTATION 2, Listen and say (p. 48, ex. 1). Books open. Read the dialogues. Pupils listen and read. Ask questions about the characters on the page, “Who's this? Where are the boys? Who is at the board?” Then ask about their clothes, “What colour is Miss Willkins’s dress? What colour are the boys" bags?” Introduce the word “timetable”. Point to pupils’ timetable in their diaries. Say, “This is your timetable. Point to the picture of the timetable in the book on page 49 and drill the new word. If pupils don’t understand the meaning of the word, translate it into their native language. Read the dialogues again. Pupils read and practise their part in the story for a few minutes. Go round helping. One or two pairs read or act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to act it out with, PRACTICE 3. Follow and read (p. 48, ex. 2). Books open. Pupils listen and follow the chant in their books. Repeat one or two times. Pupils listen and begin to chant and elap along with the teacher 5After listening: Ask pupils what they think the seven names must be. Confirm or correct their guesses. Point out how the names for the days of the week all begin with a eapital letter in English. Drill the new words. Repeat chorally and individually. Monitor the activity and help where necessary. Start a days-of-the-week chain round the class. Pupils say the names of the days in turn or at random depending on who you point to as fast as possible. They are “out” if they hesitate or say the wrong word. Do this once with their books open, and then repeat with the books closed. ‘Tell pupils that they are going to listen to sounds and read words with the sounds, Write the phonetic symbols on the board. Pupils repeat two or three times after you. Draw their attention to the difference between the letter combinations, Point to and pronounce the two symbols clearly. Point to them again and say each sound for the class to repeat. Ropeat chorally and individually. Pupils listen and write down the phonetic symbols in their exercise books. Reading: “Bill’s timetable”. Books open. Pre-teach the words Maths, English (say, “This is an English lesson, You are not at your Maths lesson now.”) Also teach the names of the different school subjects by pointing to each of the subjects. Drill the new words. Point out that you use “on” with days of the week and “at” with times of the day. Read the text, Pupils listen and read. ‘Tell pupils that they are going to read the text, Read the text again, pausing after each sentence. Pupils repeat the sentences chorally and individually pointing to days of the week and subjects in the timetable, If necessary, translate some sentences into their native language. READING AND WRITING Look at the timetable and say (p. 49, ex. 3) Look at Bill’s timetable again. Ask about Bill’s timetable, “What lessons does Bill have on Monday/Tuesday?”, etc. ‘Ask pupils to complete the sentences using Bill’s timetable. If you have some time, you can ask pupils to write the sentences down in their exercise books. Ask some strong pupil to write the sentences on the board. ENDING THE LESSON Speak about your timetable (p. 49, ex. 4) Pair work: In pairs pupils take turns to say some sentences about their own timetables using the text in ex. 2 HOMEWORK Portfolio Work: Draw your timetable. Read p. 49, ex. 2. FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, stLesson 2, WKIIbHI MIPEQMETM. MIM YSOBEHMM NPEAMET Mera: + Hasyanbua: 2aKpinuTH HORNA neKcnunuit Matepian 2a nigTemo. «lllkinbHi npenMeTi», pakrukyeaTu Moshi 2aco6u 2a yiclo ninreMolo, GopmyeaTH HABMMKH BXUBAHHIA HORI ‘ekcuusiex opMHNUs, yAOCKCHaNIoEATH KOMMeTEHUIT STANK, ayAiIOBaHHA Ht ycHOTO MO HonorivHore MosneHHs Ha 2aqany TeMaTHky; + pozeueaneHa: yeaxHo cTexHTA 2a NpezeHTosaHole iMgopmauiclo onMoknacHKkie, edexrieio chienpaiyoeari nig ac napiol Ta rpynoeol poboTu, MoruByeatw roroRHicre 6parn yuacto @ inwoMoeHomy chinxyeauel, pozeuears pi2ni Tan naM'aTi — cnyxony, opony, yBary, yaBy, YAHTH NpalwoBaTH e Napi, Nori4Ho BuichoeNIoBaTH AYMKY; + euxoena: euxoeyeary eMinlA cKoMYeHTpyBaTUCA, cnyxaTA IMUIMX, GopMyBarH Robpo- suunuey armocepy 8 Kaci. ‘OGnaqwania: KaprKi 3a temow clllkinbHi npeqmer>. Xing ypoxy WARM-UP, 1. Revise the classroom vocabulary and prepositions. Tell pupils, “Stand at the board, Max. Put your pen under the book. Go to the board,” ete PRESENTATION 2. Listen and say (p. 50, ex. 1). Books open. Read the dialogue. Pupils listen and read. ‘Ask questions about the characters on the page, “Who are these boys? Where are the boys going? What day is it today? What lesson does Nick like?” Then ask about their clothes, “What colour is Nick’s suit/shirt? What colour are the shoes/trousers? What colour are the boys’ bags?” Introduce the words “counting” and “doing sums”. Mime the word “counting” and do a sum on the board, Show the flashcards of the words if you have any and drill the new words. If pupils don’t understand the meaning of the words, translate them into their native language. Read the dialogues again. Ask pupils to read and practise the dialogue for a few minutes. Go round helping. ‘One or two pairs read or act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to at it out with, PRACTICE 3. Follow and read (p. 50, ex. 2). ‘Ask pupils to look at the words in the exercise. Tell them that they are going to revise the words containing the letters “ea”, “a” and “u”, Pupils repeat each word two or three times after you. Draw their attention to the difference between the letter combinations. Write the phonetic symbols on the board. Point to and pronounce the three symbols clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually. Pupils listen and write down the phonetic symbols in their exercise books. Read the words one by one and ask pupils to repeat after you pointing to the phonetic symbols in their exercise books or in the books. Ask some pupils to point to the phonetic symbols on the board. ‘Monitor the activity and help where necessary. Repeat chorally and individually. a Maa KnacFollow the same procedure three or four times with the word combination “do sums”, READING AND WRITING Ask and answer (p. 50, ex. 3). ‘Ask pupils to look at the pattern of the dialogue. Ask pupils to finish their answers using the table on the board. Matha Maths English rs Like = Music. English Music Pair work: Pupils read the dialogue using the words from the table. Then they take turns to ask and answer in the same way, using the pattern and the table again. Pupils act out the dialogue in pairs using the school subjects. One or two pairs act out the dialogue. Repeat with several different pupils. Then read the second dialogue. Follow the same procedure with the dialogue. Reading? Monday, When ie English? Ttison Friday, ‘Art? Wednesday. Pair work: Pupils read the questions and answer them using the table. Listen and sing the song (p. 51, ex. 5). Tell pupils to look at the picture on p. 51, ex. 5. Ask what they see. Pupils give different answers about the picture and about the people in it. Tell pupils that they are going to learn the song about Miss Willkins and her pupils. Read the words of the song, pausing after each line. Pupils repeat the lines chorally and individually. ‘Translate the difficult words. Say a line and tell pupils to repeat after you. Sing the song chorally. Mime the actions while reading the lines of the song again. ENDING THE LESSON “Bingo!” Game Pupils make a grid of six squares. They write a number in each square. Call out numbers at random: if pupils have the number you eall out on their grid, they tick it, or cross it off, or cover it with a small piece of paper. The first pupil to tick/crose/cover all six numbers on their grid calls out “Bingo!” and is the winner. This can also be played with words, e.g., school subjects, days of the week, animals, foods, toys, ete, HOMEWORK Portfolio Work: Write your timetable using the name of the month, dates, school subjects and the days of the week. Read p. 51, ex. 5. FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, seLesson 3. HALLII YSIOB/IEHI IPEQAMET Mera: + Maeyanbua: 2axpiniTH HoenA neKcHnuit Marepian 2a TeMo¥o elllkinbHli npenMeTit», Inpakrukyearu Moai 2aco6u 2a Texto elllkineHi npenMeTH, bOpMyeATH HARUM BU BaHHR HOBMX NeKCHYHX OAMARU, YAOCKOHAMOBATH KOMNeTEHUTT YHTAHHA, ayAOBAHHR iychoro Moonorivnore MosneNia; + pozeueanena: porenearn moneHHeei KoMereHul, KoMyHiKarHeH 2ni6Hocti yu, Ha BHUKH ayAioBaHHA i pianoriNHoro MOB/IEHHA, ToNepaHTHOrO CTaBieHHA AO OfHOKSIac- + euxosna: suxosysarn BwinliA cKONYeHTpyeaTACA, cnyxaTa iMWMX, opmysaTH AO6PO- anunuey amoctepy & Kaci ‘OGnaqwanun: Kaprkst 22 TemoW «lllkinbHi npegMeTH>, nnaKar efliccnono to bey. Xin ypoy WARM-UP 1. Starta day-of-the-week chain round the class 2, “Anagrams race" Game Divide the class into two teams. Each team makes up an anagram for any school object or school subject, e.g., “gba” (bag) or any other words, verbs or prepositions. Play two or three rounds of the game. 3. "Robot game” Pupils pretend to be robots and do as you tell them. Say classroom commands. Pupils listen and perform the actions. Monitor the activi help where necessary. PRESENTATION 4. Listen and read (p. 52, ex. 1). Books open. Read the text, Pupils listen and read silently. Ask questions about Vicky, “Who's this? Is Vicky a schoolgirl? Does she go to school? What colour is Vicky's dress? What has she got in her hand? What colour is her school bag? What is her favourite subject?” Pupils answer the questions using the text and the picture, ‘Ask pupils to read the text one by one. ‘Then ask all pupils to read the text. Optional activity “Disappearing cards" Game Stick five “days of the week” flasheards to the board. Repeat the words chorally. Then remove one of the flashcards in the sequence. Pupils ehant the whole sequence of six words, including the missing one. Repeat, removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing five words on the board, then rubbing them out one at a time. PRACTICE 5. Look at the table. Then ask and answer (p. 52, ex. 2). Ask pupils to look at the children’s timetable. Ask, children’s names?” ‘Ask about the children’s favourite days. Pair work: Pupils find the information about the children’s favourite days using the table. In pairs pupils take turns to ask and answer questions about ‘What are the 5sthe children’s favourite days. Then they take turns to ask and answer in the same way, using the pattern and the table again. Pupils act out the dialogue in pairs using the school subjects. One or two pairs act out the dialogue. Repeat with several different pupils. Interview your classmate (p. 52, ex. 3). Tell pupils they are going to answer questions about their favourite school subjects and their favourite days of the week ‘Ask pupils to look at the dialogue. ‘Ask a strong pupil the first question from the ‘The pupil answers. Help him/her if necessary. Ask another question. Follow the same procedure. Ask some other pupils. Repeat chorally and individually. Pair work: Pupils read and answer the questions using the pattern from ex. 2. Monitor the activity and help where necessary. alogue. READING AND WRITING Liston and sing the song (p. 53, ex. 4). ‘Tell pupils to look at the pieture on p. 51, ex. 5. Ask what they see. Pupils give different answers about the pictures, school subjects and activities. Tell pupils that they are going to learn the song about pupils’ timetable. Read the words of the song, pausing after each line. Pupils repeat the lines chorally and individually. ‘Translate the difficult words. Say a line and tell pupils to repeat after you. Sing the song chorally. Mime the actions while reading the lines of the song again. Optional activity “Memory game”. Write words from the song on the board. Pupils close their eyes while you remove one word. Pupils then open their eyes and try to remember what is missing. They either say the word, or write it down if they Optional activity Write the words from any sentence of the song on the board, in jumbled order. Pupils write the words in the correct order in their exercise books ENDING THE LESSON Read and sing the song again. HOMEWORK Portfolio Work: Write about your favourite lesson and what you usually do at the lesson. Read p. 52, ex. 1. FURTHER PRACTICE Use Workbook tasks at the lesson or at home, 56Lesson 4, MIM Y/IOBJIEHMM NPEAMET Mers + Masyanena: npesentyearn HoBMA IpamaTHuRiin Marepian | saKpiniTTH NleKCHMMAlh Ma- ‘epian 2 Temolo ellkinbHi npenwerit», NpakruKyeaTH Moai 2aco6H 3a TeMoW elllKinbt ApenMerw>, Gopmyear HABHKH BXHBANKA HOBIX NeKCUNHUX OAKS, YAOCKOHAMIO- ari komneTenuyil wwTannn, ayAiioBantia i ycHoro MoHonori¥Horo MoBneHH, + pozeueanona: yeaxtio crexTH 3a npexeHToBaHoN inxopMayicio, edeKTHBHO cnienpa- lylosatw nig ¥ac riapHoi ra rpynosoi poGorn, MoTHByEaTH FoToBHicTb Gparn y4actb & ik luoMoeHomy chinkyeaHi, poxsuearH piaHl Tani naM'aTi — chyxoRy, 2opoey, yeary, yaBy, YsWrT# npalyoeaTie Napi, NorivHo Biicnoemokata AyMY; + euxoeia: euxopyeaTt eninia cKoNYeHTpyeaTUca, cnyxaTa iNUUX, dopMyeaTH RObPO- anwunuey armoctepy & Kaci. OGnapwanna: KaprKn 3a TeMoWo «llikinoii npeaMeri», naxar efliecnoso to be», nnaKar «Present Simple. Negative Xin ypoKy WARM-UP 1. “Robot game” Tell the class that you are a robot and you will do whatever they tell you. Pupils give you commands, e.g., “sit down”, “touch your head” 2. “Rhyming words" Game Place two or three phonies cards around the room, saying the words for children to repeat. Ask children to stand up at their desks. Tell them you are going to call out words which rhyme with the words in the cards. Call out other words from the phonies lessons. Children point to the words on the wall. With a strong class, you can also ask them to repeat both words. Gradually get faster and faster. Children who point to the wrong word are out and have to sit down. Option: with a limited number of words, you can call out both the words on the cards and words which rhyme with them. PRESENTATION 3. Listen and say (p. 54, ex. 1). Books open. Before listening: Pre-teach the words and “singing”, Mime the actions. Read the sentences. Pupils listen and read Study the table “Present Simple. Negative”. Read the negative sentence structure. Explain the rule in their native language if it is difficult to understand in English. Write the sentences on the board. Pupils read the sentences and decide which of the two verb forms is appropriate, “like” or “likes ry, remind them that “likes / doesn’t like” goes with * Key: Nick doesn’t like Art. He doesn’t like painting. Vicky doesn't like Sport. She doesn’t like running and jumping. Peter doesn’t like Maths. He doesn’t like counting and doing sums. Jane doesn’t like Music. She doesn’t like singing. Pupils may also be asked to write sentences in their exercise books and on the board. “painting”, “running”, “jumping” "TE neces 37 Bara. KnacPRACTICE Talk with your friends (p. 54, ex. 2) Pupils fill in the gaps in the sentences using “Do you like ..2” or “I don"t "to make true statements about themselves. ‘Then pupils fill in the gaps using the sentence “He/She doesn't true statements about their friends. to make Speak about your friends (p. 54, ex. 3). Ask pupils to look at the sentences and make true statements about the likes and dislikes of their friends. Optional activity “timing game" Tell pupils to mime the actions they do at an English lesson for the other pupils to guess. If the task is rather difficult and you want to eave the time of the lesson, stick some flashcard to the board for help, Read and match (p. 58, ex. 4) Ask pupils to look at the pictures, Ask questions about every picture, “What does he/she like doing?” ‘Thon ask pupils to read word combinations and match them with the pictures, Pupils may also be asked to write sentences in their exereise books and on the board. Pupils write the sentences and decide which of the two verb forms is appropriate, “like” or “likes”. If necessary, remind them that “likes / doesn't like” goes with “he” and “she”, Look at the pictures. Then ask and answer (p. 55, ex. 5). Pair work: Pupils read the questions and answer them using the actions of the children in the pictures and name the school subjects. For example, Picture 1. “What lesson is it? — It is Art. — What do you do at this lesson? — We paint / draw pictures.” ENDING THE LESSON “Hangman” Game Draw a blank line on the board to represent each letter of a word (e.g., for the word family you draw _): Pupils call out letters. If the word contains the letter, write it on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils try to find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let some pupils choose a word (try to use the words of the Family Tree) and draw blank lines on the board. HOMEWORK Read p. 54, ex. 1 FURTHER PRACTICE Use Workbook tasks at the lesson or at home. ssLesson 5. MI APYE 3A MCTYBAHHAM Mera: + Masyaneua: saKpinuTa neKcHsHul MaTepian 2a TeMoWo «F, Mo ciM'® Ta Apysi», npaK- ‘TukyeaTi MoeHi 2aco6i 2a TeMolo «f, Mon ciM'A Ta ppyais, GopMyBaTA HaBMNKH BKK BaHHA HOBIX NeKCHYHHX OMAMYD, YAOCKOHANIOBATH KOMNeTeHUI SITTAHHA, aygOBAHHR lycHoro gianoriuoro MosneHia; + pozeueansna: yeaxto crexuTH 3a npexeHToBaHoN inxopmauicio, epexrHBHO cnienpa- lyosaTa nig ¥ac napHoi Ta rpynosoi poGorn, woTueyeaTa roroBHicts Gparn y4acte & iN woMoeHomy cninkyeaHi, pozeMearH piaHl THnH nam'sTi — cnyxoRy, 2opoey, yeary, yaay, YSWTA NpalwozaTH e Napi, NoriHo BiichoemozaTa AYMKY; + euxoena: exoeyeatn BMinHA cKOHYeHTpYBATHCA, cHyxaTA IHLIMX, opmyBarH RO’PO- suunuey armocepy 8 Kaci ‘OGnapwanu: Kaprist 29 temow efloaeinna», nnaKar «Ha ypoul axrniliceKol MoBi Xia ypoxy WARM-UP 1. “Bill’s game’ Stick 8-10 flasheards from different lexical sets to the board. Revise the words. Give the children one minute to look silently and try to memorise the flasheards before removing them from the board. Pupils work in pairs and write a list of the flashcards they can remember. Check by eliciting answers from the whole class and writing a list on the board. PRESENTATION 2. Listen and say (p. 56, ex. 1). Books open. Read the dialogue. Pupils listen and read. Ask questions about the characters on the page, “Who are they? Who is Kate's brother?” Then ask about the characters’ bedroom, “What is near the desk? What is on the desk?” Read the dialogue again. Pupils read and practise the dialogue in pairs. One or two pairs act out the dialogue, Repeat with several different pupils, but this time let pupils choose partners to act it out with, PRACTICE 3. Listen and read (p. 56, ex. 2) A letter to Bill, Books open. Before reading: Pre-teach and drill the words “pen friend” and “fine” which the pupils have seen before. ‘Ask pupils to look at the e-mail in the exercise. Ask them, “What is it? Is it a text? Is it a poem?” Get them to identify the type of text, “It is an e-mail.” Ask pupils to point out the typical opening of a letter, “Hello Bill,” and the typical ending of a letter to a friend, “Bye, Taras.” Ask pupils to read the e-mail. Pupils either read the e-mail from Taras individually or in pairs. After reading: Ask pupils the questions from the letter and other questions orally, “What are Taras’s favourite days? What is his favourite day? What do pupils do at English lessons?” Pupils may also be asked to write answers to the questions in their exereise books. 5Read chorally and individually. Ask pupils to read parts of the text again out loud. Help with pronunciation and sentence rhythm. Monitor the activity and help where necessary. Optional activity “True or false?" Game Hold a flashcard facing you and tell pupils you are going to say a true or a fal: sentence about the card in your hand, e.g., hold a picture of a basketball and say, “I like playing tennis.” If pupils think you are telling the truth, they call out “True!” If they don’t, they call out “False!” Alternatively, pupils can perform a specified action. Reveal the flashcard in your hand, then ask a pupil to choose a flasheard without showing it to the other pupils. Ask the pupil to say a true or false sentence about the flashcard that he/she is holding. Continue until all of the words have been practised. tence. Sa} READING AND WRITING Read and write out the true sentences (p. 57, ex. 3). Pair work: Ask pupils to read the sentences and find the correct statements: Pupils read and say if the sentences are true or false. Go round helping weaker pupils to read and work out the meaning. ‘After reading: Ask pupils to read the true statements. Ask pupils to match, the true statements with the pictures. Pupils may be asked to describe the pictures using the sentences from ex. 2 and 3. Key: 1. false; 2. true; 3. true; 4. false; 5. true; 6. true; 7. false; 8. true. Optional activity Ask pupils to close their books. Say true or false sentences about the story episode (ex. 1) or text they have just read. Children listen to the statements and write “T”" or “F" in their exercise books. Go through the answers with the class, reading out the sentences again, and asking pupils to call out “True!” or “False!” Help Bill to write his answer (p. 57, ex. 4), ‘Ask pupils to help Bill to write the answer to Taras. You can write the e-mail together with pupils or go round helping weaker pupils to write the ENDING THE LESSON HOMEWORK Portfolio Work: Write your e-mail to Bill or Taras. Read p. 56, ex. 1, 2 FURTHER PRACTICE Use Workbook tasks at the lesson or at home, oLesson 6. PO3NOPAAOK AHA. FOOMHHUK + Nasyansua: npeseHTysaTH Hosi rpamaTHNHiNt | neKcHuKNiA Matepian 32 nigTeMoIo «Poanopanox pitts, Npakrukyearn MoeHi 2aco6u 2a TeMoWo «PosnopAn|oK AKAD, GOPMY- ari HABMUKM BXIBAHHA HOBMK NeKCHYHX OAMAHMUD, YOcKOHAMIOBATH KOMNETEHU NM ‘Tania, aypiioeatna it yekoro MoHonoriuioro MoBneHHR; + pozeueanena: yaxio crexuTH 3a npezettToBatiow inopmaticio, ebexTHBHO chienpa- ovata niq ¥ac nlapHot Ta rpynosoi poGorn, worueyeaTa roropHicte Gparn y4actb & Ih woMoeviomy cninkyeanni, pozeuearH pian tHnw nam'sti — cnyxony, 2opoRy, yeary, yaay, \yaurra npaiogaru e napi, noriulo ecnoenioearn AyMKy; + euxoena: auxonyeaTn eniniin cKoNyeHTpyeaTUcA, cnyxaTa iNUUX, GopMyBaTH RObPO- anunuey armocdepy & Knaci. ‘OGnapmanua: kaprKn 33 temov «Posriopagox Hay, nnaKar «Present Simple», Xin ypoxy WARM-UP, 1. Start a day-of.the-week chain round the class, 2, Write 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). 3. Read e-mails to Bill or Taras. PRESENTATION 4, Listen and repeat (p. 58, ex. 1) Books open. Pre-teach the words “o'clock” and “to be over” by miming them. If pupils don’t understand the meaning of the words, translate it into their native language. Read out the sentences. You can use a demonstrative clock. Pupils listen, look at the time on t Point out that you use “at” with times of the day. Pupils read and practise the pronunciation. Read chorally and individually. Ask pupils to read parts of the text again out loud. Help with pronunciation and sentence rhythm. Monitor the activity and help where necessary clock and read the sentences. PRACTICE 5. Listen and read (p. 58, ex. 2) Ask pupils to look at the pictures in the exercise. Point out what Nick does in the morning before nine o'clock. Read the sentences pointing to the pictures and the clock. Mime the actions if necessary. Also point to the table “Present Simple” and draw pupils’ attention to the verbs “goes”, “dresses”, ete. Explain the rule in their native language. Repeat chorally and individually. Pair work: In pairs pupils take turns to ask and answer questions about Nick's morning using the model questions and answer them. Write down the questions on the board: awake up? ‘When does Nick oto school? have breakfast? wake up? oto school? What time does Nick have breakfast? ‘start lessons? Ask questions about pupils’ own morning using the same question and answer patterns from the exercise. Optional activity Ask pupils to close their books, Say true or false sentences about the story episode or reading text that they have just read. Children listen to the statements and write “T" or “F" in their exereise books. Go through the answers with the class, reading out the sentences again, and asking pupils to call out “True!” or “False! READING AND WRITING Listen and read (p. 59, ex. 3). ‘Ask pupils to look at the words in the exercise. Tell them that they are going to listen to the sound /i/ and re model words containing the letters “ea” and “ee”, The letters are different but they are read in the same way. Pupils repeat each word two or three times after you. Draw their attention to the difference between the letter combinations. Write the phonetic symbols on the board. Point to and pronounce the two letter combinations clearly. Point to them again and say each sound for the class to repeat. Repeat chorally and individually. Pupils listen and write down the word combination and phonetic symbols in their exercise books. Read the sentences with the new words. Pupils listen and repeat after you Monitor the activity and help where necessary. You can translate the difficult sentences into their native language or mime the actions clearly, d the two Tell the class what you do in the morning (p. 59, ex. 4) ‘Ask pupils to make sentences about morning routine using the sentences from ex. 3. Then tell the class what they do in the morning, ‘Ask to begin with the words “I wake up at ... o'clock. Then I ENDING THE LESSON “Bill's game" Stick 8-10 flashcards from different lexical sets to the board. Revise the words. Give the children one minute to look silently and try to memorise the flasheards before removing them from the board. Pupils work in pairs and write a list of the flasheards they can remember. Check by eliciting answers from the whole class and writing a list on the board. HOMEWORK Read p. 58, ex. 2, 3. Make a demonstrative clock. FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, aLesson 7. PO3NOPAAOK AHA Mera: + Masyansna: npesexTysaTy HoBhit rpaaruuknin i nexcuyAiii marepian 3a TeMoto «Po3- MoprAox fhm, npaKTuKyBarn MOBHi 32COGH 32 TeMOWO Mers + Havanena: yjockonanioeats & MoBneNi rpawarinnit i neKeMniii Marepian 2a Te- Moto «Poanopaox pis, npakrukyeatH MoBHi 2aco6H 2a TeMole «Po3nepANoK AWAD, bopmyearn HaBHYKN BKHBAHHA BHENEHIX NeKCHSHIDX ORMIHUL, @OpMYBATH & Yue KO- yniixarueiy KoMnereHUio, Y8oAMTH NoHATTA eMoganbit AlecnoBay, O24aKOMMTH 3 Mo- Aannntan cnovan; + pozsusaneua: yeaxiio crexuu 22 npeaeiTozao inGopwayici, ebextuevo crienpa- Uwosaru nia ¥ac napvo’ Ta rpynoeo pobors, noTHByeaTH roroBHicTs Gparh yacT @ i= WoNoeHony cninkyeaHni, moTuByearH 6aKAHKA Ao Rojlanbuloro caMoRAocKoNaNeHWA, poseneari moe snoranky, + euxoena: suxoByzar BNKiA cKOHUeHTPYBATHCA, cMyXATH INIUAX, GopMyBaTH AO6PO- suanuey atmocdepy 8 Knaci O6naqwanun: KapTan Ta nnaKar 32 TeMo¥o «PoanopAAOK An», «ac. FoquNHK, «Modal verbs Xig ypoxy WARM-UP 1. “Spelling shark Game ‘This is a version of the traditional “Hangman” game. Briefly explain the rules to the class. You can play the game to revise the vocabulary for the lesson. Think of any word, e.g., “school”. Don’t say it out loud. Draw a “cliff” line down from the end of the bottom row. At the bottom of the “cliff” draw a shark and the sea. Draw two dashes for the letters in the word, “__ _o0_” Pupils take turns to guess one letter in the word. If that letter is in the word, write it in the appropriate blank in the top row. If it is not in the word, draw a little “stick figure” starting to walk along the bottom row of blanks towards the edge of the cliff, Pupils have to guess all the letters correctly before the stick figure falls over the cliff and into the shark's jaws. PRESENTATION 2, Listen and say (p. 64, ex. 1). Books open. Pre-teach the word “must” and translate it into their native language. Read the dialogue. Pupils listen and read silently. ‘Ask questions about the dialogue on the page, “Who must help mother? Who wants to play tennis?” Read the dialogues again. Pupils read and practice the dialogue in pairs. One or two pairs act out the dialogue. Repeat with soveral different pupils, but this time let pupils choose partners to act it out with PRACTICE 3. Ask and answer (p. 64, ex. 2). ‘Ask pupils to look and make questions. Pair work: Pupils read the questions in pairs Draw pupils’ attention to the prepositions after the verbs (wake up, go to). Pupils read the questions again and answer them. Write the best answers on the board. One or two pairs act out the dialogues. 4, Follow and read (p. 65, ex. 4), ‘Ask pupils to look at the words in the exercise. Explain that they are going to learn some special verbs. Explain the meaning of “modal verbs" in their Bara. Knacnative language. Then explain the meaning of the modal verbs “ean — could”, “may” and “must” “Can” and “could” are used to ask someone to do something for you. “Can” is polite, but if you want to be very polite, use “could”, “May” is used to say that you think something is possible. “Must” is used to tell somebody what to do. Explain the meaning of the modal verbs using the table. Explain that they’re the same in affirmative, negative sentences and questions. Read the verbs again. Pupils repeat each modal verb two or three times after you. Draw their attention to the difference between the letter combinations. Write the phonetic symbols and the verbs on the board. Point to and pronounce them clearly. Point to them again and say each sound for the class to repeat. Draw pupils’ attention to the spelling of the modal verbs and their pronunciation. Repeat chorally and individually. Pupils listen and write down the modal verbs and the phonetic aymbols in their exercise books: Monitor the activity and help where necessary. Then read the sentences with the modal verbs. If it is difficult to understand the meaning of the sentences, translate them into their native language. READING AND WRITING Listen and sing the song (p. 65, ex. 5). Tell pupils to look at the picture on p. 65, ex. 5. Ask what they see. Pupils give different answers about the picture and about the person in it. Tell pupils that they are going to learn the song about time and daily routine. Ask pupils to take their demonstrative clocks and point to the time while they are reading the lines. Read the words of the song, pausing after each line. Pupils repeat the lines chorally and individually pointing to the time and miming the actions. Sing the song chorally. Mime the actions while singing the lines of the song again. ENDING THE LESSON ‘Ask pupils to describe their typical day using the sentences from ex. 4. Ask to begin with the words “I wake up at ... o'elock. Then I..." Encourage them to use the words and word combinations from the song. HOMEWORK Portfolio Work: Draw or stick pictures describing your typical day and the time when you do each activity in the Portfolio. Read p. 65, ex. 4, 5. FURTHER PRACTICE Use Workbook tasks at the lesson or at home.Lesson 9. PO3NOPAAOK AHA Mera: + Haeyansia: ypockoNaniozaTn @ MoenenHi rpawaruunuit i neKcHunuli marepian 3a Te- Mola «Posnopafiok Aime, npakrkyeaTH Mogull 22co6M 2a TeMo!o «PoanopAgOK ANA», opnysarn HasiaKn exueannn BuENeHA nexcHHuK ORMAMYD, KOMYRIKATHBHI KOMTE- Ten, yeoRUTU NONATTA «MoAAnbHi Alecnoeay, O3HAlIOMMTTA 2 Mof!ANBHUMIK cnoRAMN + pozeueansna: yeaxio crexuTH 2a npezerrToBaHov inopmauicio, ebeKrHBHO cnienpa- lyjosata nig ¥ac apHoi Ta rpynosoi poGorn, woTHeyeaTa roroBHicTs Gparn y4acre & in WwoMoevomy cninkyeanni, 6axaHHA no Noflanbuloro caMoRAOCKOKANeNHA, poseHeaTH Moaity 2poranky; + euxoeia: auxonyearu eninia cKonyeHTpyeaTuca, cnyxara inUUX, bopmyBarH RObPO- auwunuey armocdepy & Knaci. (OGnaqwanun: Kapren it nnaKat 2a TeMolo «Po2nopamoK Abin», «Hac. FoAMHAHKe, «Modal verbs Xin ypoxy WARM-UP 1, Have one or two days-of-the-week races between pupils, on the board 2. *Hangman" Game Draw a blank line on the board to represont each letter of a word (0.g., for the word Monday you draw ). Pupils call out letters. If the word contains the letter, write it on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils try to find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let some pupils choose a word and draw blank lines on the board. PRESENTATION 3. Liston and say (p. 66, ex. 1). Books open. Read out the dialogues. Pupils listen and read, Ask questions about the dialogues on the page, “Who is late? What time is it? Who wants a pen?” Read the dialogues again. Pupils read and mime the dialogues in pairs. One or two pairs act out every dialogue. ‘Walk round the class and praise their efforts, "Good! Well done!” PRACTICE 4. Talk with your friends (p. 67, ex. 2) Revise the modal verbs, Explain the meaning of the word combination “modal verbs” in their native language again, Then explain the meaning of the modal verbs “can — could”, “may” and “must” using the table “Modal Verbs’ ‘Can" and “could” are used to ask someone to d is polite, but if you want to be very polite, use “could”, “May” is to used say that you think something is possible. “Must” is to used tell somebody what to do If you have enough time or the class is not very strong, read the sentences from Lesson 8, p.65, ex. 4 and translate them into their native language. Pupils use the table and make questions and give answers using the patterns, mething for you. “Can” oPupils fill in the gaps in the dialogues, using different modal verbs to make true statements about themselves. Pair work: Pupils read the dialogue using the words from the box you have written on the board. Then they take turns to ask and answer in the same way, using the pattern again. Pupils act out the dialogue in pairs using the days of the week and time from the box. One or two pairs act out the dialogue. Repeat with several different pupils. Look and say (p. 67, ex. 3). ‘Ask pupils to name the person in the photo. ‘Then read some statements about Bob using the pattern from the exercise. Ask pupils to follow the same procedure. Ask some pupils to write down the sentences on the board. Draw pupils’ attention to the tense in the table and the modal verb “must” Walk round the class and praise their efforts, “Good! Well done!” Optional activity Learn the poem “My Day” Brealefast in the morning, Dinner in the day, Tea comes after dinner, ‘Then comes time to play. Supper in the evening When the sky isred, ‘Then the day is over And we go to bed. 6. Ask and answer (p. 67, ex. 4). ‘Ask pupils to look and make questions. Pair work: Pupils read the questions in pairs. Point out that you use “on” with days of the week and “at” with times of the day, Pupils read the questions again and answer using the table from ex. 3. One or two pairs act out the dialogues. Pair work: In pairs pupils answer the questions in their exercise books. Walk round the class and praise their efforts, “Good! Well done!” Optional activity “Miming game”, Pupils mime actions (what they do at an English lesson or after school) for the other pupils to gues: ENDING THE LESSON Ask pupils to describe their day today using the sentences from ex. 3 and modal verbs. HOMEWORK Read p. 66, ex. 1. FURTHER PRACTICE Use Workbook tasks at the lesson or at home.Lesson 10, TENEP TM MOE... Mera: + naesaneia: akruBiayeat it 2aKpiniru BueYeHNK neKcuKO-rpaMaTHHH marepian, yAO- cKonianionari enini Ta HaBUNKH ayRioBania, SHTAHWA, rikcbMa, Yeworo MoBNeNDIA, Pe- aryeart HeeepSansio Ha 2anuraviis, aki suMaraioTe npocrAx aipnosigelt, bopuyeam 8 yunia Komynixarveni KoMnerenUi, 2axpini NOHATYA «Aonansii AlecnoBar i exieaN- tin xy mosi 3 onopowo Ha HaowwicTe, PosBMBaTH fi yAocKOHAMIosaTH WanHMCAHHA erek- Tponnunc nacre; + pezsusaneua: yeaxtio creKuTH 2a npe2eHToBaHo InpopMayict, epexTuBHO cnienpa- \Wosaru nig 4ac napvo’ ta rpynoeo! poGors, weTUByeaTu roroBHicTe 6parh yuacT@ ike WoNoeHony crinkyeaHii, woHByeaTn BaxKaHHA Ao Roganbuloro caMoBROcKOHANeHHA, po2euzamu moeniy snoraaKy; + euxoena; sauixasiri yuis Tenoto ypoky, npHsepHyTH IxHio yBary no BHBYeHOrO MaTe- piany, aonomornu in 6yra poakyrunit @ cninkyeani, suru TonepaHTHoro craaesIns AO onHoxnachinkis, BHKMINKATH 8 AiTeM GaKaHHA BNMTHCR, BMBNaTH IHOSeMHY MOBY, EMXOEY- jana aucusnniny, nosary Ao OAWOKnAcHMKi, zeHUKY Ao CHCTeNATHNNG: posyoBGi Mpa UL yur egextHeHo cnignpayjoeans ni vac napHo! Ta rpynozoi poSoTH ‘O6naqwanun: TexaTusnil Kapri Ta nnaKarH 22 TeMol0 «Po3nopRAOK ANA efi TIKIR, fo- ‘AMH#ink, «MpHiiMeHHiKA Nacys, «Mogan picenoea> Xia ypoxy WARM-UP 1, Write new words from the unit on the board. Pupils hold up or stick/draw the appropriate pictures on the board. PRESENTATION 2, Read a letter (p. 68, ex. 1). A letter to Taras. Books open. Before reading: Revise the words “pen friend” and “say hello to your friends” which the pupils have seen before. ‘Ask pupils to look at the e-mail in the exercise. Ask them, “What is it? Is it a text? Is it a poem? It is an e-mail?” Ask pupils to point out the typical opening of a letter “Hello Taras,” and the typical ending of a letter to a friend, “Yours, Bill.” Ask pupils to read the e-mail. Pupils individually or in pairs, After reading: Ask pupils the questions from the letter and other questions orally, “What are Bill's favourite days? Why? What do pupils do at English lessons? When does school start? When does Bill get up? Has Bill got many friends at school? What do they like doing?” Pupils may also be asked to write answers to the questions in their exercise books. Read chorally and individually. Ask some pupils to read parts of the text again out loud, Help with pronunciation and sentence rhythm. Monitor the activity and help where necessary. ther read the e-mail from Bill 3. Say what you (your friend) do (does) at this time (p. 68, ex. 2) Ask pupils to look at the pictures of clocks. Ask to say the time, Pair work: Ask pupils to make a true sentence about their activities or routines at some definite time. Write down the best sentences on the board and in pupils’ exercise books. Bara. KnacPRACTICE Complete the timetable and talk about it (p. 69, ex. 8). Stick pictures of different activities to the board. Ask pupils to look at the pictures, Ask some questions: “What can you do after school? What can you do in the evening? What can you do on Saturday?”, ete. Ask pupils to read the statements. Repeat chorally and individually. Pair work: Pupils read the examples and complete the table using the words for different activities While a pupil is speaking about his/her activities, encourage other pupils to ask questions about his/her activities using the modal verbs. ‘Then ask pupils to make dialogues using the pattern, Ask pupils to act out the dialogues in pairs. One or two pairs act out the dialogue. Repeat with several different pupils. Write four “must” sentences (p. 69, ex. 4). Before writing: Revise the modal verb “must”. Remind pupils “must” is used to tell somebody what to do. Ask pupils to make sentences with the modal verb “must”. sntences on the board and in pupils’ exercise books. Write the best Write two “may” sentences (p. 69, ex. 5). Before writing: Revise the modal verb “may” in questions. Remind pupils that “may" is used to say that you think something is possible. Ask pupils to make questions with the modal verb “may”. Write the best questions on the board and in pupils’ exercise books. Have a talk (p. 69, ex. 6). Ask pupils to make different questions using ex. 3, 4 and 5, Tell them they can use the sentences on the board. Pupils fill in the gaps in the dialogue using different modal verbs to make true statements about themselves, ENDING THE LESSON “Miming game". Mime eating some food, e.g., a banana / an apple or performing an action, e.g., dancing, Pupils guess what you're eating or doing and call out the name. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class. HOMEWORK Read and answer the questions (p. 69, ex. 6). FURTHER PRACTICE Use Workbook tasks at the lesson or at home. nUnit 4. HOME, SWEET HOME Lesson 1. ¥ YAC RO3BIIIA Mera: + Haevansua: nperentysarH HoBul neKcusiuA Marepian 3a TemoWo «oguias, npaKTUKy- art MoBHi 2aco6n 3a Temow eTogunHa>, onMicyBarH Koroce / wloce, 3aniaTyearA npo Bid AyTa Ta Bigniosiqam Ha sanitraHHa, nosiaoMnaTH npo cMaKH, ynopoGaHHa, BHpaKaTh (BOE CraBneHHA AO Koro / Yorocb, yAOCKOHaNIoBATA KOMNeTEHUI YiTTAHHA, ayalioBaH- Ha fi ycHoro MoHOnoriuHoro MoBeHHA, s6inbulysarH OGcAr sHaHb NpO COLlOKyALTYpHY cnewmpixy Moan KpaiHin, Wo BHevaIOTS, yocKoHanogaTH BMIKHA GygyBaTH cBoe MoBHE eucnosnioeatiia, MoBHy nloneginky agexeaTHo Ao ulei cneymdini + pozeueanena: yeaxiio crexuTH 3a npexeHToBaHot inxopMauicio, ebeKTHBHO cnienpa- lyjosata nig ac niapHoi Ta rpynooi poGorH, woTHeysaTH roTOBHICTS Spar y4acTe & ik woMmosHiomy cninkyeaHi, yuuTH npayjoeaTa B napi, nori¥Ho euicnosnioeamu ayMKy; + euxoeia: auxopyeaTu exinin cKoNyeHTpyeaTuca, cnyxaTa inUUX, GopMyBaTH RO6PO- auwnuey armocdepy ® Knaci, yAUTU KynBTypi chinkyeala, MpMiiiATO! B cy¥acHoMy UU Binizonaviony cei, yauTU eMoUiMHo-YiNHicHo CTABUTUCA NO BCROTO, WYO Hac OTONYE, PO~ 2yMiTH BaxnUBicTs ONaKyBANA IHoOZeMKOI® MoROIG | NoTpebH KOpMICTYBATUCA Helo AK 2aco6om chinkyeanua. ‘OGnapmanua: Kaprki 2a Temole ehonunar, remarwuni KapTkh «fli. BrojoGanHa. Xia ypoxy WARM-UP, 1. ‘Associations* Game Say the name of any activity. Pupils work in pairs, trying to think of and write down within a two-minute period as many words they associate with the activity as possible, e.g., watch TV — cartoon, actor, film, funny, song, singer, ete.; read a book — story, interesting, tale, sad, act, ete. PRESENTATION 2. Listen and say (p. 70, ex. 1). Books closed, Read the dialogues. Pupils listen. Ask pupils to open the books, Ask questions about the characters on the page, “Who a: Where are they? Who is coming?” Then ask about their clothes, is Jane's coat? What colour are her boots and her hat?” Introduce the word “mermaid”. Show pupils a picture of a mermaid. Say, “This is a mermaid. She is little. She lives in the sea.” Point to the picture of the mermaid in the book on page 71 and drill the new word. Read the dialogues again. Pupils listen and read. Pupils read and practise their part in the story for a few minutes. Go round helping. ‘One or two pairs read or act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to act it out with. these girls? “What colour PRACTICE 3. Follow and read (p. 70, ex. 2). Books open. Pupils listen and repeat the titles of different cartoons and books. Read again one or two more times. You ean stick the pictures of the charactors to the board. Then ask pupils to write the names of the characters under the pictures.After listening: Ask pupils who they think these characters may be. Confirm or correct their guesses Repeat chorally and individually. Monitor the activity and help where necessary. ‘Ask pupils to look at the “Remember” section. Explain the “Let us ...” rule, introduce the short form of the structure “Let’s Stick the “Activities” words to the board. Ask pupils to name the activities. Then complete the structure “Let us .." with some “Activities” words, e.g., “Let's watch TV! Let’s sing a song! Let’s read an interesting book”, ete. 4, Listen and read (p. 71, ex. 3), Write the structure “Let us .." on the board. Ask pupils to read the words in the box. If necessary, translate them into their native language. While pupils are reading the word combination, stick the pictures to the board. You can also use pictures from magazines or newspapers. ‘Then ask pupils to complete the sentences using the word combinations in the box. Write the best sentences on the board and in their exercise books. Optional activity "Disappearing cards" Game Stick five to seven “Activities” flashcards to the board. Repeat the words chorally. Then remove one of the flasheards in the sequence. Pupils chant the whole sequence of six words, including the missing one. Repeat, removing another flasheard. Continue till there are no flasheards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time. READING AND WRITING Look and say (p. 71, ex. 4). Ask pupils to look at the pictures and name the characters of the famous American cartoons, Ask pupils to complete the sentences using the titles of the cartoons from ex. 2, p. 70. If you have some time, you can ask pupils to write the sentences down in their exercise books. ‘Ask a strong pupil to write the sentences on the board, ENDING THE LESSON “Miming game”. Mime an action, e.g., dance or read a book. Pupils guess what you're doing and call out the action. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class, HOMEWORK Portfolio Work: Draw or stick a picture of your favourite Ukrainian/ Russian/English/American character of any cartoon in the Portfolio, Read p. 70, ex. 1. FURTHER PRACTICE Use Workbook tasks at the lesson or at home, nLesson 2, PI3ABO B YKPAIHI Mers + Maeyanbua: npezerTyeaTH Hoe neKcHuHMit MaTepian 2a TeMolo «Cerra Ta TpanMule, pakrukyearn moeHi 2aco6n 2a Tewoto «Ceara Ta TpaqMuin, OnMcyBaTit KOrOCE / WoC, aanmTyeamn npo eiayra Ta eiqnoeiqatm Ha 2anmTaHHA, noBinoMAATH npo ynoRoGaHHA, Bupaxkari CBOE CTaBNEHHA flo Yorocb, OPMYBATH HABHIKH BXHBBHHA HOBHX NeKcHN- Hux AMM, yAOCKCHaNIOBATH KOMNeTeHYil WATAHHR, ayAioBaNHR Mt YCHOFO MOHONOTIN- Horo mosneniia, 36inbulyeaTu o6car 2Haits npo couloKynsTypHy cneunpiky ceoel Kpal- Hu, yaockonaniogaTu eMinua SynyeaTu cBOC MOBHe BiIcnoBnioBaKiA, MoBly noBesiNKy anexeatio fo yiei cneyugia + pozeueaneHa: yeaxno clexuTH 2a npezertToBaniow indopmauiicio, ebexTHBHO chienpa- lyjovata nig ac napHot Ta rpynooi poGorK, woTHeyeaTu roroBHict Gparn yactb & Ih- WwoMmosHomy chinkysaHHi, possMeata pishi THnW Nam'ati, yuMTW Mpawiowarh ® Napi,s1o- rio ecnoenioearn AYMKy; + euxosna: snxosysarn SKIN cKOMYeHTpyeaTHCA, cnyxaTa iMWMX, opmysarH Ao6PO- anunuey armocdepy # Knaci. ‘O6napwanun: kaprkst 2a TeMow «Cesta Ta Tpaniui», Xin ypoKy WARM-UP 1. “Canyou see? Game Cut @ hole in a piece of paper or a card which is bigger or the same size as the flashcards. The hole should be about 5 or T cm across if you have a big class. Choose a flashcard without showing it to children and hold the piece of paper with the hole in front of the flasheard. Move the piece of paper around s0 that children can see glimpses of the flashcard beneath. Ask “What's this?” or another appropriate question. The first child to call out the answer correctly comes to the front to choose another flasheard. Continue until all the words in the vocabulary set have been practised. PRESENTATION 2. Listen and read (p. 72, ex. 1). Books open. This information reading exercise introduces the use of the preposition “on” with holidays: “on Christmas Day” Before reading: Pre-teach the words “Christmas”, “Christmas carols" and “koliada”. Show the flashcards or point to the pictures in ex. 1. Drill the new words a few times. Read the new words again. Pupils listen and repeat them. If necessary, translate them into their native language. ‘Then read the sentences with the words. If necessary, translate them into their native language. ‘Then pupils read the same sentences one by one. Ask to translate the difficult sentences into their native language. Pupils read the letter. Go round helping. Repeat with several different pupils, but this time let pupils choose partners to act it out with. ‘Monitor the activity and help where necessary. After reading: Ask pupils what Ukrainian people do on Christmas Day. Pupils answer using the text (“On Christmas Day we usually have a Christmas Vertep Show, We usually sing koliada songs.”) PRACTICE 3. Listen and say (p. 73, ex. 2)- Books closed. Read the dialogue. Pupils listen. Ask pupils to open the books. Bara. KnacAsk questions about the characters on the page, “Who are these children? What are they doing? What are they looking at?” Read the dialogue again. Pupils listen and read. Pupils read and practise their part in the story for a few minutes. Go round helping. One or two pairs read or act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to act it out with. Monitor the activity and help where necessary. Optional activity “Feely bag" Game Put cardboard silhouettes, toys or real objects in a bag. Children take turns to put their hand in the bag, feel one of the objects and guess what it is the before taking it out to check. READING AND WRITING Read and answer (p. 78, ex. 3). Pair work: Ask pupils to look at the pictures in ex. 1 and name the holiday. You can stick some other pictures or photos to the board if you have any. Ask pupils to read the questions one by one. Ask pupils to give the answers using different information which they have learned at the lesson Ask pupils to copy out the questions and write down the answers in their exercise books and on the board. “Miming game” (p. 73, ex. 4). ‘Ask pupils to read the words from the box. Tell pupils they are going to play the game “I usually ... on Sunday”. Explain the rules of this game. Pupils choose a word combination and mime it. The other pupils guess the word combination using the patterns, “Do you usually dance/skate/read a book?” and “When do you usually dance/skate/read a book?” Ask pupils to choose a word combination from the box and mime it. Optional activity If the word doesn’t match the mime and you have a strong class, ask children to call out the correct word. ENDING THE LESSON ‘Team spelling game. Divide the clas each team comes to the front of the class. Each pupil 20 for the other pupil to write on the board. Correctly spelt words win a point for the team, into two teams. One member from ‘a number from 10 to HOMEWORK Portfolio Work: Draw a picture of “Christmas in Ukraine” and describe it. Read p. 72, ex. 1, 2 FURTHER PRACTICE Use Workbook tasks at the lesson or at home. ”Lesson 3. ¥ 4AC HO3BULIA Me + Haeyansua: npezentyeaT HoBiii neKcHunnlt Matepian 2a Temowo eopuna», npaKTU- kyearn Moshi 2aco6u 2a TeMolo ionuia», onvicyeat pil, Bipnosiqaru ia 2anWTaHHA, BupaxaTh cBOe CTaBMeHKA AO EMKOHANNA All, GopMyeaTH HaBHUKH BXHEAHHA HOBUX ‘neKcH4Hix OAMAMYD, yAOCKOMaNIoBaTH KOMMeTeNUT HITAHHA, ayALOBAHHR, YONA OyAy- bari ceoe opie BHCHoBnioBaHiA, MoBHY NoRepinky ajleKeaTHo flo Ulel cneungike + pozeueanena: yeaxno ciexuTH 2a npexet(ToBatio‘ iNopMaliclo, epexTHEHO chignpa- lyjovata nig ac nlapHot Ta rpynool poGors, woTHeyeaTu roroBHictb 6parn yactb @ Ih WwoMmosHony chinkysaHi, possMeatn pishi THnW Nam’Rti, yuMTH Mpawiogari B napi,s1o- riuHo encnoanioearn ayMKy; + euxosHa: euxoByeaTH BNIHHA cKOHUeHTpYeaTICA, CHyxATA IHLIMX, opmyBaTH AOSPO- suwnuey armochepy 8 Kaci. OGnapmanna: KaprKn 33 temo Shogun, Xi 0K) WARM-UP AyPONY 1. Dictation. Give « simple dictation (use thyme or similar sentences about Christmas or New Year). Pupils listen and draw what they hear instead of writing it down word for word. Demonstrate or explain the procedure to pupils. Then dictate each part of the description two or three times, giving pupils enough time to draw their pictures PRESENTATION 2. Listen and repeat (p. 74, ex. 1). Books open. Pre-teach and then drill the new verbs using the pictures. Read out the caption for each of the pictures in turn. Pupils listen and look at the pictures. Use board sketches, miming and gestures to check if pupils have understood the meaning of the new words. Pupils take turns to read out the words. Help with pronunciation. Repeat with several different pupils. PRACTICE 3. Listen and say (p. 74, ex. 2) Books open. Before listening: Ask the questions, “What can you see? What room is it? Where are the children? Do the children like helping their Mum?” ‘Tell pupils to listen to the dialogue. Read the dialogue. Read it again and pause after each sentence. Read every sentence dramatically and tell pupils to repeat after you If necessary, translate the sentences into their own language After reading: Ask pupils, “Who is busy? What is on the table?” Repeat chorally and individually. Monitor the activity and help where necessary. ‘Tell pupils that they are going to read the dialogue. READING AND WRITING 4, Listen, read and answer (p. 75, ex. 3). Before reading: Ask pupils to look at the clocks. Ask: “What time is it on the first/second/third clock?” Pupils say the time. Ask pupils to read the sentences about Tim. Learn the words “lunch”, “dinner” and “supper”. Explain their meaning and when Englishmen use them. You can explain the meaning of the words in their native language. 6 Bara. KnacIf you have some time, you can ask pupils to write the sentences down in their exercise books. Ask a strong pupil to write sentences on the board. Optional activity "Quick flash’ Game Take the flashcards (use the verbs of this unit) and hold them facing you so that pupils can’t see them. Tell pupils they are going to look at a flashcard for a very short time. They call out the word. Choose a flashcard, reveal it for a few seconds only and ask “What's this? What are the children doing?” Pupils call out the word. Choose a pupil to select the next card and “flash” it to his/ her friends. Continue until you have practised all the words. Ask and answer (p. 75, ex. 4). Ask pupils to look at the pictures. Ask to make questions. Pair work: Pupils read the questions in pairs. Draw pupils’ attention to the prepositions after the verbs (wake up, go to). Pupils read the questions again and answer them. Write the best answers on the board. One or two pairs act out the dialogues. Optional activity “Spelling shark” Game This is a version of the traditional “Hangman” game. Briefly explain the rules to the class. You ean play the game to revise the vocabulary for the lesson. Think of any word, e.g., “lunch”. Don’t say it out loud. Draw a “cliff” line down from the end of the bottom row. At the bottom of the “cliff” draw a shark and the sea. Draw two dashes for the letters in the word, “___ Pupils take turns to guess one letter in the word. If that letter is in the word, write it in the appropriate blank in the top row. If it is not in the word, draw a little “stick figure” starting to walk along the bottom row of blanks towards the edge of the cliff. Pupils have to guess all the letters correctly before the stick figure falls over the cliff and into the shark's jaws. ENDING THE LESSON Speak about your timetable (use p. 49, ex. 4). Pair work: In pairs pupils take turns to say some sentences about their own timetables using the model text (ex. 2). HOMEWORK Portfolio Work: Draw some pictures that show what you do in the afternoon or in the evening. Read p. 75, ex. 3. FURTHER PRACTICE Use Workbook tasks at the lesson or at home, %Lesson 4, OPYKTH M1 OBOMI Mera: + Hasvansia: npexentyeaT Hosni neKcusHult Matepian 3a TeMo'o ehogMHa», npaKTH- kyearn Moshi 2aco6M 2a Temoro whoaMHa», onucyeaTH Wocb, 3anuTyeaTU npo BigsyT ‘Ta 7a aignosigam na sanvranita, nosigownara npo cmaKn, ynogoGaHHA, sMpaxarH CBOE CraBreniia Ao Woroce, GopMyBaTH HABUYKH BXXHEAHHA HOBUX NeKCHMKMX OAMHULE i FPA MaTMWHNK AEH, YOCKOHAaTIOEATH KOMMETEHUIl WHTaHHA, ayaiioBaHHA it ycHOrO MOHO- roriusioro MoBneHHA, aGinbulyeaTH OGcAr sHaHb npo CouloxynsTypHY cneUNpiky MoBH pall, Wlo BHEMAOTS, yaocKOHamlogaTH BMIHHA GyayBaTlt CBOE MOBHE BUICHoENIOBaHHA, MosHy nosegilky agexsaTHo Ao ulel cneumdiKa + poseusanena: yeaxno cTexTH 3a npeseHToBaHo\o iKipopmauicio, epexTHBHo cnisnpa- lujoeaTu nig vac napHoi ra rpynoaoi poGor, MoTHeyEaTH FoTORHicTh 6park yactb @ ih WoMmosHony chinkysaHi, possueara pishi THnW raM'ati, yuu Mpalosari B api, o- FiuHo sncnosniozarn AyMKy; + euxoeta: euxoeyeaTi BMiKHA cKOHYeHTpYBATHCA, cnyxaTA IHLIMX, opMyBarH AOBPO- snunuey armochepy 8 Kaci. ‘OGnapwanna: Kapran 2a Temolo Thonuias, «Opyktn, Oposis, Ta6nnyR BxMBaHHA «HeosHa- eli aptaKnieo, Xin ypoxy WARM-UP, 1. Revision. ‘Tell pupils to look at the picture on p. 65, ex. 5. ‘Tell pupils that they are going to sing the song chorally. ‘Mime the actions while singing the lines of the song. PRESENTATION 2, Listen and repeat (p. 48, ex. 2) Books open. Pre-teach and then drill the new words using the pictures Read out the caption for each of the pictures in turn. Pupils listen and look at the pictures. Use board flashcards, Pupils take turns to read out the words, Help with pronunciation. Repeat with every pupil. If you have enough time, make sentences with every word. PRACTICE 3. Follow and read (p. 76, ex. 2). Books open. Pupils listen and follow the list of the words in their books. Read one or two more times. Read the new words and point to the pictures at the top of the page. Pupils listen, read and repeat. Point out that “an” is used instead of “a” before nouns beginning with vowels, “a”, “e" Drill the new words with “an” two or three times each. After reading: Ask pupils to explain the rule again. They can use their native language. Repeat chorally and individually. ‘Monitor the activity and help where necessary. READING AND WRITING 4. Listen and say the rhyme (p. 76, ex. 3) Books eloged. Stick a picture of an apple to the board, Ask pupils to look at the picture. Bara. KnacRead the rhyme. Pupils listen. Ask pupils to open their books. Say the rhyme line by line and ask pupils to repeat after you. Translate the difficult words if necessary. “Let's taste an apple” and ask pupils to perform the action. Then mime the words “sour”, “sweet” and “juicy”. ‘Ask pupils to perform the actions and describe them using the lines from the rhyme. Optional activity “Oddone out" Game Write four words on the board, three of which belong to a lexical set (e.g., fruit, colours, vegetables, Christmas) and one does not. Pupils which one does not fit into the set (e.g., “egg”, “apple”, “lemon”, the odd one out is “egg”, as it is not a fruit). This ean also be played with drawings or pictures on the board, Say, Listen and say (p. 77, ex. 4). Books closed. Read the dialogues. Pupils listen. Ask pupils to open the books. Ask questions about the characters on the page, “Who is sitting at the table? Where are they? What time is it?” Then ask about the food on the table, “What food can you see on the table?” Introduce the word “juice” and the phrase “Enjoy your meal!” Show pupils a picture of a jug of juice. Say, “This is a jug of juice” and point to the picture of the jug of juice in the book on page 77. You should translate the phrase “Enjoy your mealt” into their native language and drill the new words again. Read the dialogues again. Pupils listen and read. Pupils read and practise their part in the story for a few minutes, Go round helping. One or two pairs read or act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to act it out with, ENDING THE LESSON Optional activity “Simon Says”. Give the class commands using the phrase “Let’s ..” When you start a command with the phrase “Simon says” (e.g., “Simon says, ‘Let's taste an apple.’”) the class performs the actions, but if you give a command ‘without saying “Simon says” (e.g., “Let's sit down."), they don’t do it, and any pupil who performs the action is out. Play the game until only one pupil is left. HOMEWORK Read p. 76, ex. 2; p. 77, ex. 4 FURTHER PRACTICE Use Workbook tasks at the lesson or at home. ”Lesson 5. 4AC OBIATU! Mera + Haevansna: nperentyearn HoBMlt neKcusHMA Marepian 2a Temow «Togas, npaKTAKy- Bari MoBHi 2aco6u 3a TemoWe eliogiiia», onnicyBarH Koroce / woce, 3arusTyBaTM Npo Bia Syria it signosiqart Ha sanvrania, nosigomnaTH npo cMaku, ynonoGaltsa, spaxaTH coe craBnenia flo Noroce, PopMyBaTU HABMNKH BKMBANHA HORM NeKcHYKHX OAMHAL | rpanarysix seMul, yaockoHamozaTn KomneTeHull WHTaHHR, ayAlionaHiA it ycHoro MO- HonorivHoro Mosnenta, s6insuysaTn oGcar shal npo minricauny cneyngixy mosH pall, Wo BENaIOTS, yAocKoHamiogaTH BMINHA GyqyBaTH CBOE MOBHe BHICTOBMIOBaHHA, MosHy nloseginky agexsarHo Ao ulel cneumixn + pozeueanena: yeaxiio crexuTH 3a npexeHToBaHoN inxopMauicio, ebeKTHBHO cnienpa- lyjosatu nig ¥ac napHot Ta rpynosoi poGorn, woTHeysaTH roToBHicTs Gparn y4acTe € iM WoMoeHomy chinkyeanni, poaeueata pihi THnW NaM'ati, yuirTH Npalowarite api, No- rio encnoanioearn ayMKy; + euxosia: euxoyeaTi eNiniin cKoNUeHTpyBATUCA, cnyxaTa INWUX, opMyBarH AObPO- anwnuey armocdepy @ Knaci. OGnagmanna: KaprKn 32 temo Sogynar, cla», «OBoui ra ppykti. Xin ypoxy WARM-UP 1. “Commands” game. Give the class commands using prepositions of place, “Put your (pen) (under) your (chair). Put your (ruler) on your (desk/head).” PRESENTATION 2. Listen and read (p. 78, ex. 1) Books open. Re Ask pupils to look at the words in the exercise. ‘Tell them that they are going to listen to the different sounds and read the words again Hold the flashcard with the sound so that the whole class can see it. Pronounce the sound clearly. Stick it to the board, Repeat chorally and individually. Show another card with anther sound to pupils and stick it to the board. Read the words one by one and ask pupils to repeat after you. ‘Ask pupils to read the words individually. Monitor the activity and help where necessary. Pupils read and practise the sentences with the other sounds in the exereise for a fow minutes, Go round helping. One or two pupils read the sentences again. If you have time, repeat with several different pupils. 1d the words PRACTICE 3. Read and complete (p. 78, ex. 2) Books open. Pupils read and follow the table in their books. Read one or two more times After reading: Point to the food words that are uncountable. Show how it is impossible to count some food (even if we can count the bottles or jugs in which they usually come) — the food itself is “uncountable”. So we use the word “some” in front of the words instead of a number word or “a” / “an”: “some juice”, “some bread”, ete. Repeat chorally and individually. Bara. KnacMonitor the activity and help where necessary Pupils r Talk with your friend (p. 78, ex. 3). ‘Ask pupils to look at the pictures and name the food using the articles “a” ‘an” and the word “some”. Pupils fill in the gaps using the words from ex. 2. Pupils read and practise the dialogues with different words for a few minutes, Go round helping. One or two pairs act out the dialogues. If you have time, repeat with several different pupils. .d and write down the word combinations in their exercise books, READING AND WRITING Ask and answer (p. 79, ex. 4). ‘Tell pupils to look at the pictures. Ask, a/bje?” Pupils listen, look and answer. ‘Ask about every picture. ‘Ask pupils to read the dialogue and complete it with different words using the pictures. Pair work: Pupils read and practise the dialogues. One or two pairs act out the dialogues. Repeat with several different pairs. Optional activity “Teacher can't remember” Game ‘Tell pupils you can't remember some of the “Food. Vegetables. Fruit” words, so you want them to help you. Show them some flashcards and say some words. If the word is correct, pupils perform the specified action, such as tapping their desks, clapping or calling out “Yes! “What can you see in Picture ENDING THE LESSON Play the game (p. 79, ex. 5). Pair work: In pairs pupils take turns to say some word combinations about food using the example in the book. If you have some time, ask pupils to go to the board and write down the words using the articles “a”, “an” and the word “some” Optional activity “Anagrams race’ Game Divide the class into two teams. Each team makes up an anagram for any food word, e.g., “elppa” (apple) or any other words. Play two or three rounds, HOMEWORK Portfolio Work: Draw your favourite fruit and vegetable and describe them. Read p. 78, ex. 1. FURTHER PRACTICE Use Workbook tasks at the lesson or at home, »Lesson 6, MOBCAKAEHHI CNPABM Mers + naevanena: nperertyearn HoBMit nexcisiAuit marepian i 2aKpiniTH EMeNEHHIA neKCH nit marepian 2a Tewolo elonuHa», npaxrukyearn MoBneHHeni KoMneTeHuli 29 TeMO! vopunas, yasruca onuicysaTa pianoManin ai, eupaxaTH CBOE CraBAeHIHA nO Koro / soroce, s6insuyearn o6car sHaHt npo CouloKynTypHy cTeWAiKy MOB Kpaitn, WO BH evaore, ynocKokaniosamm BwiniA ByayeamM CBOE MoBHE BNCTOBMOBAHHA, MOBKY NloBe- alnxy anexeario jo wil cnewugini + pozsueaneua: yeaxsio crexuTi 2a npe2eiiTonaHio ingopwatici, epextuesio crienpa- ona nig Wac napvo’ ta rpynoeoi poSoms, woTuByeaTH roroBHicrs 6parn yuacTB ike WoMosHony cninsyeaHi, posewears piski ANH maMt', au Npayjosari napi, No- Tivo eenosmioeari AyMKy; + euxoena: ysuru po2ymita eaxnveicts onaKyeania inozennow Mover i norpest Ko- ucTyBaTHCR HeIo AK 2aCOBOK CrinkyeaHiA, BUXOByBATH BMIINHIR cKOHLCHTpyBATUCA, ayxarn ieunx, Gopmysatn poGposusnmsy armocdepy e xnaci ‘OGnaqnanna: Kapren 3a Tenor STogmHa» Xia ypoxy WARM-UP 1. Revise the action verbs with prepositions. Tell pupils, “Stand at the board, Max. Put your pen under the book. Go to the board,” ete. Mime other verbs, “Pass me some bread, Olga. Drink some milk, children,” ete, PRESENTATION 2. Listen and read (p. 80, ex. 1) Books open. Pre-teach “always” Pupils listen and read. Do not discuss the new word “alone”, Read again and pause after each sentence for pupils to repeat. Help them to pronounce the 3rd person singular ending clearly: “reads” ends in the sound i Read the sentence with the word “alone”. If pupils don’t understand the meaning of the word, translate it into their native language. 3. Listen and say (p. 80, ex. 2) Books closed. Read the dialogues. Pupils listen. Ask pupils to open the books. ‘Ask questions about the characters on the page: Who are these children? Where are they? Who is playing? Who is helping his Dad? What toy has Tom got? What colour is Vicky's dress? What colour are Tom's shoes? Read the dialogues again. Pupils listen and read. Read again and pause after each sentence for pupils to repeat. Help them to pronounce the 3° person singular ending clearly: “helps ends in the sound Pupils read and practise their part in the story for a few minutes. Go round helping. One or two pairs read or act out the dialogue Repeat with several different pupils, but this time let pupils choose partners to act it out with. a Bara. KnacOptional activity ‘Disappearing cards” Game Stick five to seven “Activities” flashcards to the board. Repeat the words chorally. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the missing one. Repeat, removing another flasheard. Continue till there are no flasheards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time. PRACTICE Look and say (p. 81, ex. 3). Ask pupils to look at the pictures. Stick the pictures of the verbs “help”, ,0" and “cook” to the board. Write the verbs in a column next to the pictures. Ask pupils to match the pictures with the correct verbs. Read the sentences describing the pictures. Pupils listen and read. Read again and pause after each sentence for pupils to repeat, Help them to pronounce the 3" person singular ending clearly: “helps” ends in the sound “goes” ends in the sound /7/ and “cooks” ends in the sound Js. READING AND WRITING ‘Ask pupils to complete the sentences from ex. 3 using the verbs Repeat chorally and individually. Monitor the activity and help where necessary. If you have some time, you can ask pupils to write the sentences down in their exercise books. ‘Ask a strong pupil to write sentences on the board. Draw pupils’ attention to the pronunciation of the 3 person singular endings ff and fl Optional activity Learn the poem and do the actions Vicky is sweeping the floor, Vicky is washing the door, Vicky is feeding her eat, Vicky is brushing her hat. ENDING THE LESSON “Miming game", Mime an action, e.g., dance or read a book. Pupils guess what you're doing and call out the action. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the cl: ry, translate some sentences into their native language. ss. Tf ne HOMEWORK Read p. 80, ex. 2. FURTHER PRACTICE Use Workbook tasks at the lesson or at home, aLesson 7. ¥ 4AC HO3BULIA Mers + Hasyansua: npezentyeaT Hosiih neKcHsnlt Matepian 3a TeMoVo ehognna», npaKTH- kyeaT1 Moen 3aco6u 32 TeMoto «oga», onMcyBaTH it 3anMTyBarH Mpo noscaKAeNKi cnpasn, GopMyeaTH HaBHUKM EXMEAHHA HOSHX NeKCHMHMMX OAMHUYE, YAOCKOHAMOEATH KoMnerenuli WiTaHHA i ayqiiosanis, sGimsulyeaTa OGcar sHalt» npo nisireictauHy cne- ugiky Moeu kpain, wo eMaUaIoTe, yRockoNanioearu einin SyAyeaTa CBOE MoBHE BU Chosniosanns, Mosiy noseniliky aglexeaTo Ao wiel creumiKi; + pozeueaneHa: yeaxiio crexuTH 2a npezerrToBaniow inopmauicio, epexrHeno cnianpa- lyosatu nig ¥ac napHoi ta rpynosoi poGorn, woTHeyeaTH roToHicTs Gparn y4acte & in WwoMoevomy chinkysanni, pozeueara pisni tHnw nam’sti, yuurra npalionarn e napi, no- Fiuhlo encnosnioeari AyMiy; + euxoeia: euxonyeaTi exinia cKoNyeHTpyeaTUca, cnyxaTa inUUX, dopmyBaTH RObPO- auwnuey armocdepy ® Knaci. (OGnanwanua: KapTKn 32 Temo1 Jopanan. Xin ypoKy WARM-UP 1. “Teacher can't remember” Game Tell pupils you can't remember some of the words from a particular vocabulary set so you want them to help you. Show them some flashcards and say some words. If the word is correct, pupils perform the specified action, such as tapping their desks, clapping or calling out “Yes!” This time use verbs with prepositions. PRESENTATION 2, Listen and read (p. 82, ex. 1). Books open. Read the sentences. Pupils listen and read, Ask questions: “Who cleans her teeth? Who makes the bed? Who cooks in the kitchen? Who helps Mum after dinner?” Read the sentences again. If pupils don’t understand the meaning of some words, translate them into their native language. Draw pupils’ attention to the words “always”, “never”, “usually” and “sometimes” and their position in a sentence. Pupils read and practise the sentences for a few minutes. Go round helping. Ask and answer: Get pupils to ask you the questions first. Pair work: Pupils work in pairs to complete the questionnaire. Then they change partners and go over the questions again. Optional activity Learn the poem help my mother every dey, Laweep the floor, I feed my eat, Igo shopping, dust the things, Thrush my coat and my hat. Iclean my shoes and [wash up, Tuse a duster and a broom, Ido ome cooking, make my bed, Tkeep in order my little room, PRACTICE 3. Answer with the words in the box (p. 88, ex. 2). Books open. Read the words in the box. If necessary, translate the words into their native language. Bara. KnacRead an example. Pupils listen and follow the pattern in their books. Read again once or twice, Pupils listen and begin to read. After reading: Ask pupils to read the questions and give two answers: a short and a full one. Repeat chorally and individually. Monitor the activity and help where necessary. Write some answers on the board. Use two answers. Repeat chorally and individually. Pupils listen and write down the answers in their exercise books. READING AND WRITING Read and answer (p. 83, ex. 3) Read the text. Pupils listen and read, ‘Tell pupils that they are going to read the text, Read the text again, pausing after each sentence. Pupils repeat the sentences chorally and individually. If necessary, translate some sentences into their native language Pair work: Ask pupils to look at the sentences below the text. Ask pupils to read the sentences one by one. Ask pupils to give the answers “True” or “False” using different information which they have learned from the text. Ask pupils to copy out the sentences and write down the answers “True” or “False” in their exercise books and on the board (if you have enough time to do it). ENDING THE LESSON “Flashcard noughts and crosses" Game This activity may be done in Lessons 6 or 7, after pupils have learnt more than nine new vocabulary items. Alternatively, use one new set of flashcards and some flashcards from a previous unit, Draw a 38 grid on the board and write 1-3 along the top and a-c down one side, Stick nine flasheards face down to the squares on the board. Divide the class into two teams, A and B. Ask a pupil in Team A to call out a grid reference, e.g., 2b. Turn over the flasheard to reveal the picture. Ask another pupil in Team A to guess the word. AAllow him/her to consult friends to avoid embarrassment if the answer is incorrect. If the pupil answers correctly, take the flashcard away and write A in that square, If the answer is not correct, choose a pupil in Team B to answer the question. The winning team is the team that wins any row of three squares, vertically, horizontally, or diagonally. HOMEWORK Portfolio Work: Describe your Sunday and stick some pictures or even photos in the Portfolio. Read p. 83, ex. 3 FURTHER PRACTICE Use Workbook tasks at the lesson or at home.Lesson 8. TENEP TM MOKELL... Mers + Naevansna: axtueiayeaTa f 2aKpinuTH eMeYeHU NeKCHKO-rpamaTHMH marepian, yAo- cKoHanioBaTH BMiNHA it HABUUKH aymiloBaHHA, WiTaHHA, nHcbMa, YCHOFO MOBNEHHA, pe- aryearn HesepSanbio Ha 2anuTaHis, Aki eUMaraorS NpocTHx signosinel, GopmyeaTH ® yunie KomyHikarneHi KontnereHuli,2akpinniogara npucnienukn oSpasy all Ta exMEAH- Ha ix y Moai 3 onopow Ha Texcr, possHBamst it yaocKoNaniogaTH MosneHHesi KoMNeTEHU + pozeueaneHa: yeaxsio crexuTH 2a npezerrToRaHiow inopmauicio, epeKrHaHO cnienpa- lwosatu nig ¥ac napHot Ta rpynosoi poGorH, woTHeyeaTH roToBHicTs Gparn y4acTb & Ih WoMoeHomy chinkyeanni, MoTHeyeaTH 6axaHiA Ao Noflanbuloro caMoBAEcKOHaNeHHA, posnearu moBky snoranky; + euxosna: sayiKaBiTn yuni8 TeMolo ypoxy, npMBepHyTH IxHio YBary lO BBNeHOTO MaTe- pany, aontomorra im Byrn poskyTuM & cninkysaHni, TonepaHTmten Ao OnHOKNIaCHIKis, BUKNMKATH 8 plTelt GakanHA BMMITHCR; BHBYATH IHOseMMY MOBY; uXOByEaTH AMCUMTI- Hy, NoBary Ao opWoKnaciUKie, 2BHUKy AO cUcTeMaATINHO! poayMoRol pau, e*exTABHo chignpawjorara ni 4ac napsoi ta rpynozoi poborv, ‘OGnaquanws: reward Kaprki Ta nnaKari 2a TeNo¥ eMlenuar, OBO. OpyKriD Xia ypoxy WARM-UP 1. Write new words from the units on the board. Pupils hold up or stick /draw the appropriate pictures on the board. 2. Dictation. Give a simple dictation (use a rhyme or similar sentences about f004). Pupils listen and draw what they hear instead of writing it down word for word. Demonstrate or explain the procedure to pupils. Then dictate each part of the description two or three times, giving pupils enough time to draw their pictures. PRESENTATION 3. Look and say (p. 84, ex. 1). ‘Ask pupils to look at the pictures. Ask: Picture 1. “What is Tom doing now?" Pupils have to answer, “He is watching the cartoon.” Picture 2. “What is Vicky doing now?” Pupils have to answer, “She is making her bed.” jeture 3. “What is Nick doing now?” Pupils have to answer, “He is washing his hands.” Ask pupils to continue describing the pictures without any questions and write down the sentences into their exercise books. 4, Read and test yourself (p. 84, ex. 2) ‘Ask pupils to read the questions and answer them choosing the correct, ‘Ask pupils to write the questions and answers into their exercise books. ‘Ask two or three pupils to read their answers to the class. ‘Then ask pupils to count their points using the first table. Pupils say their results ‘Then pupils use the second table Monitor the activity and help where necessary. Match and have a talk (p. 85, ex. 8). ‘Ask pupils to look at the sentences and read them, the left column first, then the right one. Pair work: Ask pupils to match the sentences. Pupils match and read them pretending to be the characters of the story. Bara. KnacPupils act out the dialogue in pairs. One or two pairs act out the dialogue. Optional activity Listen and draw. Describe a picture to the class. Pupils listen and draw ‘what you say, e.g., “Some bread? No, thanks. Pass me an apple. Here you are.” Draw with pupils, showing them how to do it (it also saves time). PRACTICE Read and answer (p. 85, ex. 4) ‘Ask pupils to look and read the questions. Pupils read the questions in pairs. Then they answer them. Write the best answers on the board. Write short and full answers. Pair work: Pupils read and practice the dialogues using the short and full One or two pairs act out the dialogues, Repeat with several different pairs Read and tell the class about your breakfast (p. 85, ex. 4). ‘Ask pupils to read the text, Pupils either read the text individually or in After reading: Ask pupils, “What do you eat for breakfast? What do you like to drink?” Pupils may also be asked to write answers to the questions in their exercise books. Read chorally and individually. Ask some pupils to read parts of the text again out loud. Help with pronunciation and sentence rhythm. Monitor the activity and help where necessary. Draw and say what you like eating and drinking (p. 85, ex. 5). Ask pupils to look at the pictures. Ask pupils to make a true sentence about their favourite food and drinks. Write down the best sentences on the board and in pupils’ exercise books. Portfolio Work: Describe your favourite food and drinks, write a few sentences and stick some pictures or even photos (if you have asked pupils to bring them in advance) in the Portfolio. Then ask pupils to make dialogues using the pattern: “What do you like eating and drinking? — [like eating apples. I like drinking orange juice.” Ask pupils to act out the dialogues in pairs. One or two pairs act out the dialogue. Repeat with several different pupils. ENDING THE LESSON “Miming game” Mime eating some food, e.g., banana / an apple or performing an action, e-g., dancing. Pupils guess what you're eating or doing and call out the name. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class. HOMEWORK Portfolio Work: Finish describing your favourite food and drinks, write 1 few sentences and stick some pictures or even photos in the Portfolio. Read and answer the questions (p. 85, ex. 4). FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home,Unit 5. DAY BY DAY Lesson 1. AK TM MIPOBIB 3MMOBI KAHIKYNIN? Mera: + Haevansia: npexeutyeaT HoBiii neKcuunnit mareplan 2a TeMolo «flpupona | HaBko- uw cepenoenujer, «Ceara i tpagnuls, npakraKyearn MoBHi 2aco6H 2a temaMM «lTpH- ona i HaeKonHUlne cepejoeMuler, «Ceara | Tpanmuls, onucyeaTH Koroce / Woce, No- BinounaTa npo cMaKn, ynopoGaHHR, supaKaTH CBOE CTABMeMKA AO Koroce / HoroCs, YyaockoHaniogar KoMtneTeHUli MITaHIHR, ayalioRaHiia i ycHOrO MoHonorisHoro MOBNeH- Ha, sGinsuyeaTH o6car sHaH» npo couloKynbTypHy cneumipiky MOBI Kpalkit, wo BABY Job, ynockoHantosarh eMIHHA GyAyBaTH cBoe MOBHe BHCoBMHOBAHHA, MOBHY NOBeRIHKY anekeatHo jo ulet cneuugixu; + pozeueanena: yeaxio crexuTH 2a npezerrroraniow inopmauicio, epexrHeHo cnianpa- lyjosata nig ¥ac riapHoi Ta rpynosoi poGorH, woTHeysaTH roToBHicTs Gparn y4acre & ik WoMmosHomy chinkysaHi, yuuTH npayioeaT# B Napi, NorivHo aMichosniosarM AyMKy; + euxoeta: euxoeyeaTu BMinHA cKOHYeHTPYBATUCA, cnyxaTA IHX. GopMyBarH AO’PO- auwnuey amocgepy ® knacl, y4uTA KyNBTypi ChinkyBaHHA, NpMIIHATOT B cyaCHoMy YM- Binizonaviony ceivi, emouliio-YinHicHo cTaBUTUCR AO BcbOrO, WO HAC OTONYE, poayMiTA eaxnuicr onanyeaiia inlozeMHolo MoBoIa i noTpe6u KOpHcTyBaTHica Helo Ak 2aco6OM cninkysannn OGnaquanna: Kaprin 3a Temamn eflpupoga i HaBKoNMUKE Cepegosnuler, «CBATa | TPA Amu Xin ypoxy WARM-UP 1. “Associations* Game Say any noun or the name of any activity. Pupils work in pairs, trying to think of and write down within a two-minute period as many words they associate with the activity as possible, e.g., make a bed — bed, morning, tidy; winter — holidays, cold, fun, December, New Year, Christmas, etc 2. If pupils are working on the Portfolio Work “My favourite food and drinks”, as suggested at the end of the last unit, encourage them to finish it in any spare time they may have before or after the next few lessons, so that it can be displayed on the wall, PRESENTATION Listen and say (p. 86, ex. 1). Books closed. Read the dialogues. Pupils listen. Ask pupils to open the books. Ask questions about the characters on the page, “Who are these girls? Where are they?” Then ask about their clothes, “What colour is Vicky's hat? What colour are her boots and her coat?” Introduce the word “comfortable” and drill it two or three times. Read the dialogues again. Pupils listen and read. Pupils read and practise their part in the story for a few minutes, Go round helping. ‘One or two pairs read or act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to act it out with. ” Bara. KnacPRACTICE Listen and read (p. 87, ex. 2) Books open. Read the sentences, Pupils listen and read, Introduce “was” and “were” by asking the question “Do you remember Kate's grandmother?” Describe her using familiar vocabulary, “She was kind. She was old. She was short.” Repeat each sentence once. Pupils repeat after you. Introduce “were” in the same way, “Kate's grandparents were in the Village. They were nice, They were kind.” Again pupils listen and repeat the model sentences, Show on the board how “he” and “she” go with “was” and “they” go with Read the sentences again. If pupils don’t undorstand the meaning of some words, translate them into their native language. Pupils read and practise the sentences for a few minutes. Go round helping. Repeat chorally and individually. Monitor the activity and help where necessary. READING AND WRITING Make up a sentence (p. 87, ex. 3). Write the table on the board. Ask pupils to read the words from every column. If necessary, translate them into their native language. While pupils are reading the word combinations from the last column, stick the pictures to the board. You ean also use pictures from magazines or newspapers. ‘Then ask pupils to match the words and word combinations from the table. Pupils follow the tangled lines to join the people with the places. ‘Then they write the best sentences on the board and in their exercise books. ‘Talk with your friends (p. 87, ex. 4). Pupils fill in the gaps in the dialogue using “I was .." to make true statements about themselves. ‘Then pupils fill in the gaps using the sentence “He / She was true statements about their friends. If you have some time, you can ask pupils to write the sentences down in their exercise books. ‘Ask a strong pupil to write sentences on the board. ” to make ENDING THE LESSON “Miming game" Mime something you did yesterday, e.g., danced or watched TV. Pupils guess what you did and call out the action in the past tense. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class, HOMEWORK Read p. 86, ex. 1. FURTHER PRACTICE Use Workbook tasks at the lesson or at home.Lesson 2. JEHb 3A QHEM Mera + asyanena: saKpinutH NeKcHKo-rpamaTHMuHii Marepian 3a TeMoto MonmHaD, NpaKTH- kyearn moan 22Co6n 2a remove wlogias, onucyearH Koroce / WoC, 3anuTyeATH po ogi 8 manynony acl A Biqnosinatn a sanwTaHHA, yAocKoHaMiosaTH KowneTeHUTl MM ‘Tana, aypiiowania ft yeHoro MoHonorivHoro MoBneHHA, 6inbulyearH Bar 2HaHle Npo couioxynsTypry cneumpixy MoBi Kpaili, Wo BHBNaIOTE, ygocKOHaTIOBATH BMiiHA Gyny- ati CBOE MoBHe BHCNOENIOBAHIA, MoBHY noReRInKy aneKeaTHo Ao ulei cneungixu + pozeueaneHa: yeaxno cTexTH 2a npezeHToRaHolo iNopMauielo, ebeKTHEHO cnignpa- lyjozatn nig ¥ac riapHoi ra rpynoeoi poGorn, MoTMeyEaTH roroBHictb Spar y4actb & ik womosHiomy chinkysaHi, yuuTH npayjoeaTa B napi, nori¥Ho aMicnosniosarn AyseKy; + euxoeia: euxonyeaTy eMinia cKoNYeHTpyeaTUcA, cnyxara iMUUX, dopMyeaTH RObpO- auwnuey armocgepy & Knaci, yAUTA KyNBTypi chinkyeantia, NpMATO! B cyYacHoMy YU BinizonaHomy cRivi, EMoUIiIHO-YIHHicHO CTABMTACR AO BcbOTO, WYO HAC OTONYE, poayminA Baxkniicte onaNyBaniia iHoseMHoI MosOIO Hi NoTpe6M KOpHCTYBATUCA Helo AK 3acoGOM crinkyeanna, OGnapmanna: KaprKn 32 Teno hognar, raGnnua / Noroce, yockoHanionaTn KoMneTeHWi HHTAKHA, ayaioBans, 26inbWleHHA OBcArY BHaN> nnpo couioxynsrypHy cneungiy Moss Kpain, ilo PHENAIETE, MoRHY NoBeRINKy ajeKear- Ho no wie enewueixa + pozeueanoua: yeaxio crexuT 32 npereiTosakoio Inpopmaticio, epextueHo cnienpa- Wosari nig ¥ac napHo! ta tpynosol po6om, woTHByeaTH roroBHicrs 6parn yuacT & ie woMosHony crinkyeaHil yMATH npauiozarn e napi,fioriN#Ho BMCNoBNIOBaTH AYMKY; + euxoeHa: auxoByzari BNiKHA cKOHUEHTPYATHCA, CMYXATA IHLUAX, GopMyBaTA AO6PO- syanmey armocdepy 8 ac, y'iTH KynETypi chinRyeAHR, NPAT 8 CyNaCHOMY Wri nizozanouy csi O6naqwanun: Kaprau 2a Tevowe whoamiar, TeMarWsni Karki dll, YnogoBaHin, TABMMAYR The verb to bes Xin ypoKy WARM-UP “Do you remember?” Game This game provides additional practice of “was” and “were”, Take ten or twelve different classroom objects (pens, rulers, rubbers, books, etc.) from pupils in the room. Put them on, under, next to or near your table. Let pupils look at the arrangement of objects for exactly one minute, trying to memorize what the objects aro, their colours and sizes, mako a note or sketch for yourself of the positions of the objects. After the time is up, sweep all the objects away into a bag so pupils will really have to remember the objects and their arrangement. Ask pupils to say what objects were on the desk, to describe their arrangement and colours. Use your own notes or a sketch to check their statements and say, “Yes, it was / they were. No, it wasn’t / they weren’t.”” PRESENTATION 2. Listen and read (p. 90, ex. 1) Books closed. Introduce the adverb “yesterday” contrasting it with “today”, which pupils already know: “Today is Monday. Yesterday was Sunday. Read the dialogue. Pupils listen. ‘Ask pupils to open the books. ‘Ask pupils to read the sentences and then the dialogue. Ask questions, “Who was in the mountains? Were you at home yesterday? Who was at home?”, ete. Pair work: Pupils read the dialogue. Then they take turns to ask and answer questions in the same way using the model sentences. Monitor the activity and help where necessary. One or two pairs read or act out the dialogue. Repeat with a different pupil, but this time lot pupils choose partners to act it out with. PRACTICE 3, Read and rewrite it in the past (p. 90, ex. 2). Books open. Ask pupils to look and read the e-mail silently. Pupils read the e-mail chorally and individually. Monitor the activity and help where necessary. After reading: Ask pupils what they think about the weather in London, UK and in Brazil, a Bara. Knac‘Then revise the verb “to be” in the past affirmative, negative sentences and questions Ask pupils to change the sentences into the past tense using the table “The verb to be. Past Simple”, Pupils do the task in small groups Then ask a pupil from every group to come to the board and write the sentences in the past tense on the board. The othe READING AND WRITING write in their exercise books. |. Answer (p. 91, ex. 3). ‘Ask pupils to read the questions about the events from the e-mail. Write the best sentences on the board and in their exercise books. Pair work J: Pupils read the questions and answer them using the information from the e-mail. Then they take turns to ask and answer in the same way using the pattern. Pair work 2: Pupils work in different pairs to complete the questionnaire Then they change partners and go over the questions again. |. Ask and answer (p. 91, ex. 4) ‘Ask pupils to read the words in the box. Pupils read and translate. Write the table on the board using the question from the dialogue, inthemountaine | _ on your winter holiday? ‘athome last weekend? Were you in Kyiv ‘on your summer holidays? in Brazil yesterday? at school Pair work: Pupils complete the dialogue. Don't write the answers. Pupils give their own answers using the patterns. ‘Then they take turns to ask and answer in the same way using the pattern. One or two pairs act out the dialogue. If you have some time, you can ask pupils to write the sentences down in their exercise books. Listen and say the rhyme (p. 91, ex. 5). Ask pupils to look at the picture. Ask, “Who are these people? What are they doing? What are they wearing? What season is it? Is it cold / hot?” Read the rhyme. Pupils listen. Say the rhyme line by line and ask pupils to repeat after you, ‘Translate the diffieult words if necessary. When you have practiced the rhyme thoroughly, tell pupils that they are going to say it themselves. Pupils read the lines chorally and individually pointing to the picture. ENDING THE LESSON “Miming game”. Mime something you did yesterday, e.g., danced or watched TV. Pupils guess what you did and call out the action in the past tense, Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class. HOMEWORK Read p. 91, ex. 5. FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, 2Lesson 4. AK TH MIPOBIB MUHYMII BUXIQHI? M + nassaneua: npezevryeaTu HoBnit rpamatuunutit Matepian "Past Simple’, npaxvanyaa- “TH MoeHi 2a¢o6u 28 TeMoto «Fiona», onucyBaTH All MIAKYROMY Waci, yRCKOHAMIORATU owrevenui siranns, ayaiiovanns fi yeHoro pianorisworo MoBNeHKS: + pozeueanona: yoaxiio crexuTu 22 npereiToxarovo indopwatici, epextueHo cnienpa- UWosarn nig ¥ac napHo! ta rpynosol poborm, MoTHEyeaTH roToBHicTS 6parh yuacTe& ike woMosHony crinxyeaHHl y4nATH npaujozar & napi,niriNHo BMNoBNIOBATH AYMKY; + euxoena: svxoeyear Bxinin cKonYeHTpyBaTHCA, cnyxaTA iNUIMK, opmysaTa lo6po- swanusy aTmocdepy 8 Kaci, y'HTH KyneTypI chinKyAHHA, NpHFHATK} 8 CWacHOMY Wr nizozanowy csi ‘O6naqwanu: kapras 3a temo‘ wloauHas, rewarusn KaprKH «fi Ynogo6aHHAD Xia ypoxy WARM-UP “Associations” Game 2. ‘Doyouremember?” Game This game provides additional practice of “was” and “were”. Take ten or twelve different classroom objects (pens, rulers, rubbers, books, ete.) from pupils in the room. Put them on, under, next to or near your table. Let pupils look at the arrangement of objects for exactly one minute, trying to memorize what the objects are, their colours and sizes, make a note or sketch for yourself of the positions of the objects. After the time is up, sweep all the objects away into a bag so pupils will really have to remember the objects and their arrangement. Ask pupils to say what objects were on the desk, to describe their arrangement and colours. Use your own notes or a sketch to check their statements and say, “Yes, it was / they were, No, it wasn’t / they weren’t.” PRESENTATION 3. Listen and read (p. 92, ex. 1), Listen and repeat: Explain that “present” means every day, and “past” means yesterday, or a time that has finished. Pupils read, listen and repeat. Read again. Pupils listen and repeat with books closed. Make sure that pupils pronounce the -ed ending asd, or i. ‘Ask pupils to open the books. Read the verbs. Got pupils to tell you the story of what Vicky did in Scotland from memory. Help by asking questions if necessary Repeat with several different pupils PRACTICE Listen and say (p. 92, ex. 2). Books closed. Read the dialogue. Pupils listen. ‘Ask pupils to open the books. ‘Teach the words “garage” and “stadium”. Pronounce the words two or three times. ‘Ask questions about the characters on the page, “Where was Bill last weekend? Was Nick’s weekend great?” Pair work: Read the dialogue again. Pupils listen and read in pair Ask pupils to read and practise their part in the story for a few minutes. Go round helping. One or two pairs read or act out the dialogue. Repeat with soveral different pupils, but this time let pupils choose partners to act it out with. a Bara. KnacLook and say (p. 98, ex. 3). Ask pupils to look at the pictures, Stick the pictures of the verbs “learn”, lp” a column near the pictures. Ask pupils to match the pictures with the correct verbs. Ask pupils to add the ending ~ed to every verb and pronounce them. Pupils complete the verbs and read them with books closed. Make sure that pupils pronounce the ~ed ending as {dj Vor /id). Then read the verbs in the box again. Read the sentences describing the pictures using the verbs from the box. Pupils listen and read. Read again and pause after each sentence for pupils to repeat. Help them to pronounce the ~ed ending clearly. “listen”, “wash”, “play” and “watch” to the board. Write the verbs in READING AND WRITING Ask pupils to complete the sentences from ex, $ using the verbs from the box. Repeat chorally and individually. Monitor the activity and help where necessary If you have some time, you can ask pupils to write the sentences down in their exercise books: Ask a strong pupil to write the sentences on the board. Draw pupils’ attention to the pronunciation of the -ed ending as (dt or li |. Ask and answer (p. 93, ex. 4) Ask pupils to read the dialogue and complete it using different verbs in Past Simple. Write a table on the board using the question from the dialogue, ‘Where were you last weekend? in the mountains last Sunday. at home laat weekend Twas in Kyiv ‘on Saturday. at school yesterday at the stadium ‘What about your weekend? Pair work: Pupils complete the dialogue. Pupils give their own answers using the patterns. Then they take turns to ask and answor in the same way using the pattern. One or two pairs act out the dialogue. If you have some time, you can ask pupils to write the sentences down in their exercise books. ENDING THE LESSON ‘Disappearing cards" Game Play two or three round: HOMEWORK Portfolio Work: Draw or stick a picture of your weekend in the Portfolio. Read p. 92, ex. 1, 2 FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home,Lesson 5. 4M MM 3AMMAJINCA BYOPA? Mers + Masvanena: npesestysamn Hosni rpawarnsHinh matepian 3a TeMow eMloqha>, npaKtn- year moan 22co61 2a TeMolo eogua, oncyeara all ® wisynomy vaci,saruetyeaTH po noqi’@ munynomy Ta sinnosiqaTa Ha sanuTaHHR, yAOCKOHamIOBATA KOMTeTEHL SI ‘Tania, ayaibovaniia it yenoro Mononorisioro MoBmeHiR; + poseusanona: yeaxso crexuit 3a npeseHTosaHo‘ inbopwauice, edextHeHo chisnpa- UosaTu nig vac napioi Ta rpynozol poborH, MoruayBaTu roroRHicTe 6park ysacrb & i+ lWoNoeHony crinkyeasini, ysrrH npauoeary e napi, norivHo eutcnoerioea AYWAY; + euxoena: evxoeyean eMinin cKonYeHTpyBaTHCA, cnyxaTa iNuIRK, GopmysaTH Ao6po- suanisy atwocbepy & wraCi, nponsnaTH Yeary Ao cnisposMosHinKa B poLeC cninky- Santis, ysur xynerypi crinkyBania, npwiwsroi © cysacnomy unsinizoBanomy cain emoulivo-\invicno crasuTues Ao Bevoro, Wo Hac OTONYE, poayMitH eaxnisicTs onaHy- fain iHoseMHO'® MoBOIO | oTpeDH KOpHCTYBaTICA Hel AK 3acoBOM chinkyeaHHA, NPI werniozaTu npauboeutricrs, yin Wirko enxONyeaTH iNcrpykUli evireNs O6naqnanua: Kapran 2 Tevolo wonmita, TeMaTHNNi KApTKH «fli. YnonoBaHns, TAEMMUR «Past Simple. Xin ypoxy WARM-UP 1. Team spelling game, Divide the class into two teams. One member from each team comes to the front of the class. Each says a word for the other to write on the board. Use the words from the last two or three lessons of this unit. Correctly spelt words win a point for the team. PRESENTATION 2, Read and compare (p. 94, ex. 1) Books closed. Introduce the “Past Simple” table. Read the examples. Make sure that pupils pronounce the -ed ending as /d, Vor fd. Pupils listen. ‘Ask pupils to open the books, Read the affirmative sentence in the exercise. Pupils listen and read. Read the negative sentence in the exereis Pupils read and practise it for a few minutes. Go round helping. After reading: Write the question on the board. Pupils listen and read the question, Write the answers: “Yes, .. did. / No, ... didn’t.” on the board. Ask pupils to open the books at p. 93, ex. 3, Then ask further questions about the pietures, “Did Tonny help his mother to cook dinner? Did he wash the plates? Did Tonny play with his dog? Did he listen to musie in the evening? Did he learn English?” Pair work: In pairs, pupils ask and answer similar “Did ..?" questions about Tonny, PRACTICE 3, Make up negative sentences (p. 94, ex. 2). Books open. Pupils read the sentences once or twice. You can stick the pictures describing the actions to the board. Then ask pupils to make up negative sentences, ‘Repeat chorally and individually. Monitor the activity and help where necessary. 9s Bara. KnacAsk pupils to look at the table “Past Simple. Negative”. Revise the rule and introduce the short form of “did not” = “didn't”. ‘Then pupils write the sentences down in their exercise books, READING AND WRITING Fill in with “did” or “did not" (p. 95, ex. 3). ‘Ask pupils to fill in the gaps with “did” or “did not” Remind pupils they have to write “did” in questions and “did” or “did not” ‘Ask pupils to look at the answers and remind them to write “did” with positive answers and “did not” with negative answers, ‘Then ask pupils to complete the sentences, Optional activity “Disappearing items" Game Write five verbs on the board in the past tense using the -ed ending. Repeat the words in the sequence chorally: e.g., played, watched, washed, visited and helped. Then rub out one of the words in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat rubbing out another item. Continue till there are no words on the board and pupils are saying the whole sequence from memory. You can also play this by drawing or sticking five pictures to the board, and rubbing them out or taking away one at atime. Liston and say the rhyme (p. 95, ex. 4). Ask pupils to look at the picture. Ask, “Who are these people? What are they doing? What are they wearing? Where is the girl?” Read the rhyme. Pupils listen. Say the rhyme line by line and ask pupils to repeat after you, ‘Translate the diffieult words if necessary. When you have practiced the rhyme thoroughly, tell pupils that they are going to say it themselves. Pupils read the lines chorally and individually pointing to the picture, ENDING THE LESSON “Miming game”. Mime something you did yesterday, e.g., danced or watched TV. Pupils guess what you did and call out the action in the past tense, Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class. HOMEWORK Portfolio Work: Describe your Sund: Read p. 95, ex. 4 or any other day last week. FURTHER PRACTICE Use Workbook tasks at the lesson or at home,Lesson 6, POBOTA A AO3BIIIA Mera: + nasvansna: npeserysaTu Hosnit rpawarnsnitit marepian 3a TeMow «oautas, npaKri- year moan 33co61 22 TeMoto elgg, oniucyeara all @ Musynowy vaci, sanwryeaTH 1npo onli 8 wuynomy waci Ta signosigaTH Ha saniTaHiHA, yAocKOHanIoBaTH KoMMeTeHUi surrantin, ayaiiozaninihycHoro MoHonorisHoro MOBNeHKR; + pozsusaneua: yeaxio creKuT 2a npe2eHToBaHoI inGopmayici, epexTueHO cnienpa- Uyjosara nig wac napHoi Ta rpynosoi poGoTH, MoTHByEaTH roTOBHicTe GparM yuacTo 8 i womosHoMy cninkysaHni, y¥iTH paujoearn e napi, norisHo SHcnoBMIOBaTH AYNKY; + euxoena: euxosysam sina cKOMUeHTpyBATHCR, CryxATA inulI, gopreyeaTH BoSpO- auunuey arwocdepy e K7aCi, MPORBNATH yeary Ao chispoaMoBHNKa e rpoueci crinKy- Baits, yuiTH KyMBTYpi crinkyBaHis, rpuiinTo! 8 cywacHoMy URBini2oRaHOMY CeiTi, eHo- LiHo-UinHicHo CTaBiMTHcA 0 BCbOrO, IYO HAC OTONYE, posyMiTH BaxNHMBICTS OrAHYeaHA inozemHoie Moao¥e i norpe6u KOPHCTyBaTUCA Helo AK 2aCOGOM cninkyBAHHA, NpMUe- nmiosaru npaubosttTicte, yuna WiTKO BHIKOHYBaTA iHCTPyRUli BNHTENA O6naqwanun: Kapran 2a revo ehoamia», TeMarusni KApTKH «fli, YnogoBaHns, TABMAYR Past Simple». Xia ypoxy WARM-UP 1. “Miming game” Mime something you did yesterday, e.g., danced or watched TV. Pupils guess what you did and call out the action in the past tense. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the elas. PRESENTATION 2, Talk with your friends (p. 96, ex. 1). Pupils fill in the gaps in the questions using “Did you ... yesterday?” to make true statements about themselves “Yes, I did. No, Ididn't." If you have some time, you can ask pupils to write the sentences down in their exercise books. Ask a strong pupil to write the sentences on the board. Pupils read and practise their questions and answers for a few minutes. Go round helping. One or two pairs read or act out the dialogue. Repeat with several different pupils, but this time let pupils choose partners to act it out with, PRACTICE 3. Read what a boaster said (p. 96, ex. 2). Books open. Pre-teach the new words with the translation. Pupils listen and repeat the words. Read the sentences again once or twice. After listening: Ask pupils, “Do you believe this boaster?” Pupils answer. ‘Then you can say, “Let’s express our doubt.” Write the beginning of the questions and negative statements on the board, Pupils read and express their doubt, Did you play skate lean You didn’t watch TV. ‘wash your hands ten times help. 7 Bara. KnacRepeat chorally and individually. Monitor the activity and help where necessary. Choose and read the sentences (p. 97, ex. 3). ‘Ask pupils to read the text about Vicky and her typical day. If necessary, translate the sentences into their native language. While pupils are reading, divide the board into two parts and write the words “today” and “yesterday”. ‘Team game. Pupils read the sentences again, find the sentences describing what Vicky usually does and write them under the word “today”, then find the sentences describing what Vicky did yesterday and write them under the word “yesterday”. Divide the class into two teams. Ask a pupil from the firs read the first sentence of the text. If the pupil can read it and say if it refers to “today” or “yesterday”, the team wins a point. If the pupil cannot explain, the other team can try to do it for a bonus point. Optional activity team to “Disappearing cards" Game Stick five to seven “Activities” flashcards to the board. Repeat the words chorally. Then remove one of the flasheards in the sequence. Pupils chant the whole sequence of six words, including the missing one. Repeat, removing another flasheard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time. Lear the poem Every day, every day Boye and girle are glad to play. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday — All the children like to play. But on Sunday they may play, All the day, all the day. Sunday is a joyful day. READING AND WRITING . Write that they didn’t do it yesterday (p. 97, ex. 4). ‘Ask pupils to read the sentences and change them using “Past Simple Negative”, ‘Ask pupils to write the sentences down in their exercise books. Ask a strong pupil to write the sentences on the board. ENDING THE LESSON «Memory game» Write words on the board. Pupils close their eyes while you remove one word. Pupils then open their eyes and try to remember what is missing, They can either say the word, or write it down. Do this with lexical sets of words, e.g., weather, sports, foods, ete. HOMEWORK Read p. 97, ex. 3. FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home,Lesson 7. 4M TM 3AMMABCA BYOPA? Mers + Masvanena: saxpinneHHa HoBoro rpawatnsHoro arepiany 3a temo , onuicyBaTH NoAll 8 MAAyNoMy vac, zanuTyBaTA po noni 8 minynomy Waci A Binnosigarn wa sanuranHs, ynockoHanosaTn KOMNeTeHUi sarranita, ayaiiozannin tycHoro MoNonorisiioro oRNeHIs; + pozeueanona: yeaniio crexuTu 29 npereiToxao indopwatici, epextuevo cnienpa- Wosarn nig ¥ac napHo! ta tpynosol pobom, woTHByeaTH roroBHicrs 6parn yuacTe& ie woMosHiony crinkyeaKi, ywaTa npaujozary e napi, oriNHo eMcnosniosaTH AyMKy; + euxosia: evoeyeaT Bxiliin CKOHUCHTpYBATUCR, chyxarH iN, GopMyBaTH Ao6peaI vey arwochepy ® Knaci, nposengma yeary Ao chiepoawosHuka ® npoueci crinkyBaHis, ysurra kynbrypi chinkyeaniin, paiirolB cywacvony NBinizoBanoMy cen, poayiTa Bax husicts onanyeani” iHoseMHoIO MOBOW | NOTpeGM KopicTyBATICA He\O RK 3acO6OM ctl syeanHin, npruiennosama npaubosuTicTs, yun NiTKo BHKOHYEATH INCTpyRUi BUUTENA ‘O6naqnanun: Kaprau 2a Tevo1o whom, TeMarWsni KApTKA «fli. YROROBAKR, TAEMUYR «Past Simpler Xia ypoxy WARM-UP 1. “Miming game" Mime something you did yesterday, e.g., danced or watched TV. Pupils guess what you did and call out the action in the past tense. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class. 2, Team game, Divide the class into two teams. Hold up a picture, or draw a picture on the board. A pupil from one team says the word. If it is correct, that team wins a point. If the pupil does not know the word, the other team can try to say the word, to win a bonus point, PRESENTATION 3, Listen and read (p. 104, ex. 1). Listen and repeat: Explain that “present” means every day, and “past” means yesterday, or a time that has finished. Ask pupils to open their books at p. 92, ex. 1. Pupils read the verbs in the past tense. Make sure that pupils pronounce the ~ed ending as jd, or id. Read the sentences, Stress the verbs. Pupils listen and read. Go round helping. Revise all the past tense verbs from the previous Lessons 7 and 8: “write — wrote”, “blow — blew”, “bring — brought”, “buy — bought”, “take — took”, “make — made", Write all the present tense forms on one side of the board, and the past tense forms, in a different order, on the other side. Ask pupils to come to the board and draw lines joining them. Read the questions and answers. Stress the verbs. Pair work: Pupils read the questions and answers. Go round helping, Ask pupils to read and practise their part in the dialogue for a few minutes, Go round helping. One or two pairs read or act out the dialogue. Repeat with a different pupil, but this time let pupils choose partners to act it out with. PRACTICE 4, Ask and answer questions about Nick (see Lesson 9) (p. 104, ex. 2) ‘Tell pupils they are going to fill in the gaps using the words in the box. 10sRea board ‘Then ask pupils to say the verbs in the past tense and write them next to the verbs in the present tense in pairs. Pair work: Ask pupils to fill in the gaps using the verbs in the past tense. Pupils read the sentences and complete them with the verbs written on the board. Check the sentences. .¢ words in the box. Then ask some pupils to write them down on the In pairs role-play the situation (p. 105, ex. 4). Practise sample questions and answers with the whole class. Some pupils read the questions, other pupils answer them. Ask strong pupils to write the best answers on the board. ‘Then ask pupils to read the rules of the role-play. Pre-teach the words “a policeman” and “a suspect” Pair work: Pupils read the questions in pairs and give their own answers. They can use the answers written on the board as well. Optional activity “Disappearing items" Game Write five irregular verbs on the board. Repeat the words in the sequence chorally: e.g., was, had, brought, wrote and went. Then rub out one of the words in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat rubbing out another item. Continue till there are no words on the board and pupils are saying the whole sequence from memory, You can also play this by drawing or sticking five pictures to the board, and rubbing them out or taking away one at a time. READING AND WRITING Ask and write about your friend’s last weekend (p. 105, ex. 5). Books closed. Read the beginnings of the sentences and mime the actions. Pupils listen. ‘Ask pupils to open the books. Read the beginnings of the sentences and mime the actions again. Ask pupils to guess the actions. Group work: Pupils complete the sentences in groups. Go round helping. Ask pupils to read the sentences. One or two groups read. ENDING THE LESSON Write words on the board. Pupils hold up or stick/draw an appropriate pieture below each word on the board. HOMEWORK Portfolio Work: Draw or stick a picture of your weekend in the Portfolio and describe it orally and in writing. Read p. 101, ex. 1; p. 102, ex. 2. FURTHER PRACTICE Use Workbook tasks at the lesson or at home. 106Lesson 11. TENEP TM MOXKEW... Mers + naeyansna: aKrubiayeara i saKplnitH eMeNeHI NeKCHKO-rpamarHNH marepian, yno- CkoHaMOBaTH BAINHA Ta HaBuINKH aymiIOBAHH, YHTAHHA, NHICDMa, YCHOTO MOBMIEHHIA, pe- aryeari weeepSanbilo Ha 3anuTaHis, Aki eUMaraioTe NpocTux signoeinel, bopmyeaTh 2 yunie Komyhikarieni Konnerenuli, 3aKpinmoeara npucnianuks o6paay ql Ta exMBAH- Ha ixy Moai 3 onopow Ha Tekcr, poseMeari it yockoHamoeatH MosneHHesi KoMNeTeHLI; + pozeueanena: yeaxio crexuTH 3a npexeHToBaHoN inxopMauicio, epeKrHBHO cnienpa- lwosatu nig ¥ac napHot Ta rpynosoi poGorH, woTHeyeaTH roToBHicTs Gparn y4actb & IM WoMoeHomy chinkyeaHHl, MoTHEyeaTH GaxaHHA Ao Noflanbuloro caMoeAOCKoHaNeHHA, posensaru mossy sn0rapKy; + euxosna: sayixasuTn yunie temo1 ypory, npuBepHytH ixho yeary Alo BuBYeHOTO Mare pany, jontomorns im 6yrH poakyraM @ chinkyeaHni, TonepaNTumten Ao ofMOKNacHHKie, BHKMMKaTH B plTelt GakaHHA BYMTHCA, BUBNATH IHOJeMHY MOBY; eHXOByEATI ANCLUMTII- Hy, NoBary Ao opHOKnacHHKle, 2BHuKy AO cUCTeMaTINHO! poayMozol Npayj, e*exTABHO crianpayjonata nig ¥ac napiiai ta rpynozci po6oru. (OGnapwanus: tevarnuni Kapri AMnakaTH 2a TeMow cTiopMHa», «OBONL. OpykTH. Xia ypoxy WARM-UP 1. Write new words from the units on the board, Pupils hold up or stick /draw the appropriate pictures on the board. 2. Dictation. Give a simple dictation (use a rhyme or similar sentences about plans). Pupils listen and draw what they hear instead of writing it down word for word. Demonstrate or explain the procedure to pupils. Then dictate each part of the description two or three times, giving pupils enough time to draw their pictures. PRESENTATION 3, Read and tell what Kate did yesterday (p. 106, ex. 1). ‘Ask pupils to look at the plan. Ask, “What did Kate do at 8:00 yesterday?” Pupils have to answer, “She helped her mum to cook breakfast.” ‘Ask pupils to continue asking what Kate did yesterday. They ask questions and choose the correct answer from the plan. Optional activity Say, “One, two, What can I do? I ean do something beginning with I. Mime the action. Drill this little chant a few times, so that pupils can use it to play the game themselves, Pupils guess the verb beginning with H and say it. When they guess correctly, they have to spell the whole word: “h-e-I-p”. 4. Look, read and mateh the pictures with the sentences (p. 106, ex. 2). Ask pupils to look at the sentences and read them. Pair work: Ask pupils to match the sentences with the pictures. Pupils match and say the letters of the pictures. ‘Ask six pupils to read their answers to the class. Monitor the activity and help where necessary. Optional activity “Mime the flashcard” Game Hold up a flashcard and say the name of a pupil. The pupil mimes what he/ she can see in the flashcard, ¢.g., pretends to eat something (if you are using 107 Bara. Knacfood flashcards), imitates a particular animal (animal flasheards) or pretends to put on clothes (clothes flashcards). Then mime different flashcards yourself or encourage a pupil or a group of pupils to take turns to do this. Children ‘wateh and eall out the words. PRACTICE ‘Ask questions to the sentences above (p. 107, ex. 8). ‘Ask pupils to look and read the questions in the pattern. Pupils read the questions in pairs. Then they answer them. ‘Ask pupils to read the sentences from ex. 2. Ask pupils to make up questions to the sentences. Write them on the board. Write short and full answers. Pair work: Pupils read and practice the dialogues using the short and full One or two pairs act out the dialogues. Repeat with several different pairs. Optional activity “Flashcard charade” Game Divide the class into groups of three or four. Give each group a flasheard, making sure that other groups don’t see it. Explain that children must think of a way to mime their flashcard. Give them a minute or two to prepare. Each group then takes turns to mime to the rest of the class and guess each other's Tlasheards. |. Write about your last weekend (p. 107, ex. 4). Ask pupils to read the plan. Pupils either read the plan individually or in After reading: Ask pupils the questions, “When did you have breakfast? ‘What did you do at 11 a.m.?" Pupils may also be asked to write answers to the questions in their exercise books. Read chorally and individually. Ask some pupils to read the parts of the text again out loud. Help with pronunciation and sentence rhythm. Monitor the activity and help where necessary. Optional activity Use pictures to play a “Matching game”. Draw pictures on the board, or stick pictures cut from magazines or newspapers to the board. Write the words at the other end of the board. Pupils match pictures and words by drawing aline, e.g., from the picture of “to have dinner” to the words “to have dinnei ENDING THE LESSON Portfolio Work: Deseribe your last weekend using the plan and the text of ex, 4 and pictures or drawings. HOMEWORK Portfolio Work: Finish the Portfolio “My Last Weekend”. FURTHER PRACTICE Use Workbook tasks at the lesson or at home. 18Unit 6. SPRING IS HERE, SUMMER WILL COME! Lesson 1. AKA CbOrOfHI NOFOAA? Mera: + Nasvanbua: ostafiomuTa 3 HOBHMH NeKcHYHINAM OAMMM\AMU, akTHBIayBaTH BHENEHT ‘ekcuko-rpamaTw4nii Marepian, onlucyeaTH Koroct / Wjoce, BpAKaTH CBOE CTaBNeHHA ‘Bo Koroce / Yoroce, yaockoHanioBari KonnereHyli WATAHHR, ayalloBaHHA i ycHoro Mo- Honorivwore moenenia, 26inbUyeaTH oGcar 2HaNe npo coulokynbTypHy cneyWpiky MO- 2 Kpaiti, Wo eMeYaIOTE, yocKoHanloBaTH BMINKA 6yAyBATI CBOE MoBHe BiCnoBNIOBAH- HA, MoBHY noseninKy aeKeaTHo Wo Ulei cneundit; + possusanena: possueata norisHe macneHia, ysary ft soposy nam'nre, cnoctepexnn- Bicte, yRockonaniogaTa oneTuKy it apruKynayilo zaykia, yeui KoMyHikaTveNi ain 2 onopolo Ha HaoWHicTs, YeaxKHo CTeXUTH 2a NpereHToBaHOL IHGopMatiel, eexTH~ Ho crisnpayjosari nig ac napHoi Ta rpynosol pobom, MoTHBysaTH roToBHicTs 6parh \ywacte @ iHWOMOBHoMY cninkyaanl, 4TH npawoeari napil + euxoena: euxceyearn 2auikaenenicte y poaumpeni cBoi 2HaHb, NoKazaTh 3e'A20K Ha- BuanbHoro marepiany 3 xHTIAM, niqeMulyBaTh saranbHy KyNbIYPY YY, ‘OGnapwanun: ra6nnus ; + euxoena: 2aujkaeuTn yun TeMo¥ ypory, npHeephyTHixklo yeary Ro HOBUX neKcHHnK nmin, nepepBavennx y ybomy youl: AonoMOTTH Tm BytH po2KyTUMAH 8 cninkyeaHn, oetopita nexcnsnit zanac nonepentx ypoKi. ‘O6naqnanwa: Ta6nnyleMlopn poxys,«/lossinnas, Kapren,nos'R3aHi3 nopaNn poKy i pl8HO- Xia ypoxy WARM-UP 1. Complete the. Write the beginnings of sentences on the board and place pictures at the end. Pupils read the beginnings and name the pictures. Today the weather is. When it rains, you can Inwinter itis In autumn you eat When it is snowy, you can Insummer you can... sntences using the pictures. 2, Team spelling game, Divide the class into two teams. One member from each team comes to the front of the class. Each says a word for the other one to write on the board using the words which are on the board. Correctly spelt words win a point for the team. PRESENTATION 3. Listen and repeat (p. 110, ex. 1). Pre-teach and then drill the new words using the pictures, Read out the caption for each of the pictures in turn. Pupils listen and look at the pictures. Use board sketches, miming and gestures to check if pupils have understood the meaning of the new words. Use the calendar and point to the names of the months. Pupils take turns to read out the words. Help with pronunciation. Use the flashcards. Ask pupils to go to the board, point to the necessary flashcard and repeat the new words. PRACTICE 4. Listen and say (p. 110, ex. 2). Before listening: Ask the questions, “Where are the children? Who is at the board? What is Bill holding in his hand? What is the weather like in the pieture?” ‘Tell pupils to listen to the dialogue. Read the dialogue. Read it again and pause after each sentence. Read every sentence with feeling and tell pupils to repeat after you. After reading: Ask pupils, “What is the weather like? Is it cold? Is it sunny? Is it windy?” Pupils answer Pair work: Ask pupils to read the dialogue in pairs. m Bara. KnacMonitor the activity and help where necessary ‘Ask pupils to take the pictures they have drawn at home. Ask pupils to describe their favourite season and the weather of the season. Listen and read (p. 111, ex. 3). Ask pupils to look at the words in the exercise. Tell them that they are going to listen to the sound i/ and read the words. Hold the flashcard with the sound 0 that the whole class can see it. Pronounce the sound clearly. Repeat chorally and individually. Stick it to the board. Read the words one by one and ask pupils to repeat after you. Ask pupils to read the words individually. Monitor the activity and help where necessary. ‘Then read the sentences, Pupils listen and repeat them after you. Ask pupils to read the sentences one by one if they like. If pupils don’t understand the meaning of some words, translate them into their native language. Optional activity “Flashcard charade" Game Divide the class into groups of three or four. Give each group a weather flashcard, making sure that the other groups don’t see it. Children have to think of a way to mime their flashcard, Give them a minute or two to prepare. Each group then takes turns to mime to the rest of the class and guess each other's flashcards. READING AND WRITING 6, Ask and answer (p. 111, ex. 4). Pair work: Ask pupils to read the dialogue in pairs. Monitor the activity and help where necessary. Ask pupils to name the months. Write a table on the board to help pupils answer questions. easton | What are sresummer sane? | che winter | [the ering | September, Ootber and November ie eutumn ane, July and August The sumer December, January and February are the winter months March, Apriland May the sing Encourage pupils to make their own sentences without using the table. Write some sentences in pupils’ exercise books. ENDING THE LESSON Ask pupils to describe spring using the speech pattern of ex. 2. HOMEWORK Read p. 111, ex. 3. FURTHER PRACTICE ‘se Workbook tasks at the lesson or at home, mLesson 3. KANEHAAP Mera: + naswanena: saxpinitn HoBinekcnvii onHuj, akTHBisyBarH BueYeHIN eKcHKO-rpaMa- ‘MiNi waTepian, po3BME3TH BMA M HABUKN NHTAKHA, mUcbMa, ycHOro MoKOnOTis- + poseueanena: posevearn noriwe mucnenin, yeary A soposy naka, cnoctepex: nnvsicts, ynockoranosarn doveraKy it apraKynnuio yk, you KOMyHiKarieH ani 3 onopow Ha Haosicr, yeaxHO CTeKHITH 3a NpeseHTOSaHOW inbopMauico, eeKTHEHO cnisnpayosara nig vac napHoi ra rpynosoi poor, wommsyearu rovosHicrs Spara yacr> 2 inwoMosHomy cninkysari, ysir npayjozars & napi, norivHo BuCNoBnIOgaTA AyMKy; + euxoena: evnxoaysatn 2auikaenenicrs y poaumperini cBoi 3HaHb, NoKasaT#« 3e'A30K Ha- svanHoro marepiany 3 iITTAM, 3aranbity KynTypy His, BAXOBYEATH MINKA CKOHEH “pyearuca, cnyxars inwnx, opmyeann Ao6poauunney armocepy e KNACi, SIATH Kynb- ‘typi cinkysani, npiinwaroi 6 cyuachowy ynsinisosanony ceil O6naqnanun:ra6nnu fixer, Kapran,noB’A3an 3 nopaKn poKy ti moropOW Xia ypoxy WARM-UP 1. Draw or stick weather pictures to the board: the pictures of the shining sun, falling raindrops, blowing wind, falling snow and clouds. Ask pupils to call out the weather words. 2. “Flasheard charade" Game Divide the class into groups of three or four. Give each group a weather flashcard, making sure that the other groups don't see it. Explain that children have to think of a way to mime their flashcard. Give them a minute or two to prepare. Each group then takes turns to mime to the rest of the class and guess each other's flasheards PRESENTATION 3. Look and talk with your friends (p. 112, ex. 1). Pupils read the names of the children, ‘Ask pupils to say the months of the children’s birthdays. Pupils fill in the gaps in the dialogue and then make true statements about themselves. ‘Then pupils make true sentences about their friends and their birthdays. If you have some time, you can ask pupils to write the sentences down in their exercise books. ‘Ask a strong pupil to write sentences on the board. Help with pronunciation. Optional activity “Disappearing items" Game Write days of the week or months on the board. Repeat the words in the sequence chorally. Then rub out one of the words in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat, rubbing out another item. Continue till there are no words on the board and pupils are saying the whole sequence from memory. You ean also play this by drawing seven pictures on the board, and rubbing them out one at a time. Optional activity Leam the poem “Come to my birthday party n Saturday at five." “Thank you for your invitation. Weshall all arrive.” m Bara. Knac