Дата: Клас:3 Урок:43Тема: Речі вдома

Мета:• навчальна: презентувати новий лексичний матеріал за темою «Мій дім. Квартира», практикувати мовні засоби за темою «Людина», вчити описувати когось/щось, запитувати про відчуття та відповідати на запитання, повідомляти про смаки, уподобання, висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати умін¬ня будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичли¬ву атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливос¬ті оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування.• Обладнання: картки за темою «Людина», тематичні картки «Мій дім. Квартира».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Aim

Associations GameSay the name of any activity e.g. “house” or “home”. 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., house — room, window, door, bedroom, etc.; home — family, friends, pet, love, etc.Checking on homeworkPRESENTATION2. Listen, read and say (p. 88, ex. 1)Books open. 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.Pupils take turns to read out the words. Help with pronunciation. Go round helping. Repeat with several different pupils.Hold up a pencil and say “One pencil. There’s one pencil.” Do choral repetition.Hold up five pencils and say “Five pencils. There are five pencils.” Repeat with other numbers. Do choral and individual repetition.Explain pupils that we use there is with one object and there are with more than one object. Practice with classroom objects.After oral practice, write there’s and there’re on the board. Pupils read and say these phrases.Then name the objects and ask pupils to make sentences using the pattern: “There is a... in the....” 3.3. Ask and answer (p. 88, ex. 2)Ask pupils to look at the pictures in exercise 1 again.Pair workAsk pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their answers. Practice their questions and answers for a few minutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time. PRACTICE4. Listen, read and say (p. 88, ex. 3)Pupils listen and read the word combinations in silence.Read them again. Pupils either read the word combinations silently to themselves or they work on it together in pairs. Then pupils read the questions and the answers in a chain. Do choral and individual repetition.Pupils may also be asked to write answers to the questions in their exercise books.Do choral and individual reading again.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time. READING AND WRITING5. Agree or disagree (p. 89, ex. 4)Pair workAsk pupils to read the sentences in the exercise and answer “True” or “False” about the things in different rooms.

Tell them that they are going to agree or disagree with the sentences. Pupils read and choose the correct answer. Monitor the activity and help where necessary.ExtraFlashcard Bingo GameUse 10-15 flashcards for household objects. Stick the flashcards on the blackboard.Children draw a grid with six squares and write the name of one flashcard in each square (encourage them to check spelling).When children are ready, remove the flashcards from the blackboard and shuffle them. Hold up the flashcards one by one and say the names.Children listen and write a cross on the word if it is in their grid. The first child to write a cross on all six words in their grid calls “Bingo!” and is the winner.6. Write about your living room (p. 89, ex. 5)Pupils read the sentences and complete them using different suitable words.Ask pupils to make sentences orally. Then ask strong pupils to go to the board and write down these sentences on it. Others have to write them down into their exercise books.ENDING THE LESSONTeam Spelling GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.Homeworkp. 88,ex.1; ex.5 p.89Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:44Тема: Моя квартира

Мета: навчальна: презентувати новий лексичний матеріал за темою «Мій дім. Квартира», практикувати мовні засоби за темою «Людина», описувати когось/щось, запитувати про відчуття та відповідати на запитання, повідомляти про смаки, уподобання, ви-словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшити обсяг знань про со- ціокультурну специфіку мови країни, що вивчається, вдосконалити уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційноціннісно ставитись до всього, що нас оточує, виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування. • Обладнання: картки за темою «Людина», тематичні картки «Мій дім. Квартира».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Associations GameSay the name of any part of the flat e.g. “living-room” or “kitchen”. Pupils work in pairs trying to think of and write down within a two-minute period as many words they associate with the words as possible, e.g., living-room — room, window, TV set, etc.; kitchen — family, dinner, table, cup, etc. Checking on homeworkAimPRESENTATION2. Listen, read and say (p. 90, ex. 1)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.Pupils take turns to read out the words. Help with pronunciation. Go round helping.Repeat with several different pupils.Hold up a pencil and say “One pencil. There’s one pencil.” Do choral repetition.Hold up five pencils and say “Five pencils. There are five pencils.” Repeat with other numbers. Do choral and individual repetition.Explain to pupils that we use “there is” with one object and “there are” with more than one object. Practice with classroom objects.After oral practice, write “there’s” and “there’re” on the board. Pupils read and say these phrases.Then name the objects and ask pupils to make sentences using the pattern: “There is a... in the....”3. Ask and answer (p. 90, ex. 2)Ask pupils to look at the pictures in exercise 1 again.Pair workAsk pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their answers. Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers. Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time. PRACTICE Read (p. 90, ex. 3)Before reading: ask the questions ‘‘What can you see? What rooms are there? Where are the children?”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? Where is Rossie?”Repeat chorally and individually. Monitor the activity and help where necessary.-Tell pupils that they are going to read the dialogue.READING AND WRITINGAct out the dialogue (p. 91, ex. 4)Read the dialogue again. Pupils listen and read.Pupils read and practice 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) Answer the questions (p. 91, ex. 5)Read the dialogue in exercise 3 again.

Pair workAsk pupils to read the questions and answers in pairs.Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to read and practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.b) Write your answersAsk pupils to write the questions and give the answers. Then ask pupils to go to the board and write the answers on it. Other pupils write the questions and answers in their exercise books. .ENDING THE LESSONSpelling Team GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.Homeworkp. 91,ex.5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:45Тема: Розташування кімнат у квартирі/будинку

Мета: навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;• развивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі.• Обладнання: картки за темою «Людина», тематичні картки «Мій дім. Квартира».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you? Dictation. Give a simple dictation (use a rhyme or similar sentences about Christmas or New Year Holiday). Pupils listen and draw what they hear instead of writing it down. 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. -Checking on homeworkAim2. Spelling Shark GameThis 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., “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 a sport activity,“ c h”. Pupils take turns to guess one letter in the sport activity. If thatletter 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.PRESENTATION3. Read (p. 92, ex. 1)Before reading pre-teach the words “downstairs” and “upstairs”.Divide the class into two groups. Read the text one by one 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. Pupils read the texts in a chain.4. Ask and answer (p. 92, ex. 2)Ask pupils to look at the plan of the house again. Explain they are going to make questions using the plan and patterns. “Where is/are the kitchen/the bedrooms?”You ask questions and pupils answer them using the words “downstairs” and “upstairs” using the information from the texts. Complete the questions and answers.Ask pupils to read the pattern and make their own examples about the location of the different rooms in the house.You can copy the plan on the board.Ask pupils to read the texts. Label the rooms on the plan. Ask pupils to make questions using the words from the texts. Pupils practice dialogues in pairs using the completed questions and answers.One or two pairs act out the dialogues. , 5. Listen. Look at the plan in the exercise 1. Find the rooms they need (p. 93, ex. 3) Pair workPupils work in pairs on the whole dialogue in the story episode. They read and practice their part in the story for a few minutes. While reading they are pointing to the rooms they see on the plan.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.ExtraDisappearing Items GameWrite four or five words on the board, e.g., rooms, jobs, household objects. Repeat the words in the sequence chorally: e.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 the memory. You can also play this by drawing four or five pictures on the board and rubbing them out one at a time.READING AND WRITING6. Look, read and complete (p. 93, ex. 3)Ask pupils to look at the sentences and ask to name the pictures in them. Ask pupils to go to the board and write these words on the board. Read the text again. Pupils listen and read the text in silence.Read the text again. Pupils either read the text silently to themselves or they work on it together in pairs. Then pupils read the text in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. Do choral and individual repetition.

After reading: ask pupils the questions “Is there a sink in the kitchen? Is there a table? How many chairs are there in the kitchen?”Pupils may also be asked to write answers to the questions in their exercise books.Do choral and individual reading again. Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary7. Project work. Draw a plan of your house (flat). Write 5 sentences about it (p. 93, ex. 5).Ask pupils to look at the picture and the plan of the house.Pupils listen, look and answer your questions “Is it a living-room/a bedroom?”Ask about the furniture “Can you see a bed/a computer/a sofa/a chair?” Then ask pupils to make their plans of their bedrooms.Pupils take pieces of paper and draw plans of their houses or flats. Ask them to label the rooms and furniture. Then ask them to write 5 sentences about it.ENDING THE LESSONSpelling Team GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.HomeworkRead p. 93, еx. 5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:46Тема: Моя кіната

Мета: навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;3 розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати мовну здогадку, різні типи пам'яті — слухову, зорову, увагу, уяву, вчити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич-ливу атмосферу в класі. е Обладнання: картки за темою «Я, моя сім'я та друзі», «Моя кімната».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Rhyming Words GamePut up 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 phonics lessons. Children point to the words on the wall. With a strong class, you may 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 may call out both the words on the cards and words which rhyme with them.Checking on homeworkAim

PRESENTATION2. Listen, repeat and order the pictures (p. 94, ex. 1)Look at the pictures. Read the words under the pictures. Drill the pronunciation of the words.Pair workAsk pupils to order the pictures.Pupils listen and write the words in the correct order.Then some pairs read their examples. If you have some time you can make sentences with these words. Walk round the class and praise their efforts “Good! Well done!”PRACTICE3. Look and read. Then describe the pictures (p. 94, ex. 2)Pupils listen and read the dialogue in silence.Read it again. Pupils either read the dialogue silently to themselves or they work on it together in pairs. Then pupils read the dialogue in a chain. Do choral and individual repetition.Pupils may also be asked to write answers to the questions in their exercise books.Do choral and individual reading again. Monitor the activity and help where necessary.Then ask pupils to describe the room using the information from the dialogue.You can write the beginning of the sentences on the board. Ask pupils to go to the board one by one and complete the sentences.Monitor the activity and help where necessary. READING AND WRITING4. Find ten hidden words (p. 95, ex. 3)Write the crossword down on the board and make copies to pupils. Then stick household flashcards on the board. Ask pupils to write the names of them under every picture. Then ask pupils to find the hidden words. Key:1. Picture2. Chair3. Book4. Window5. Computer6. Drawer7. Armchair8. Bookcase9. Clock10. MirrorLook at the picture in ex. 2. Ask and answer. Pair workAsk pupils to read the questions and answers in pairs.Monitor the activity and help where necessary. Do choral and individual repetition.

Ask pupils to read and practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.5. Read and complete (p. 95, ex. 4)Ask pupils to look at the sentences and name the pictures . Ask pupils to go to the board and write these words on the board.Read the text again. Pupils either read the text silently to themselves or they work on it together in pairs.Then pupils read the text in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. Do choral and individual repetition.After reading: ask pupils the questions “What room is it? Is there a table? Is the room clean?”Pupils may also be asked to write answers to the questions in their exercise books.Do choral and individual reading again. Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.6. Write 5 sentences about your room (p. 95, ex. 5)Ask pupils to describe their rooms.Pupils make sentences orally. Then ask strong pupils to go to the board and write down these sentences on it. Other pupils have to write them down into their exercise books.ENDING THE LESSONSpelling Team GameHome workp. 95,ex. 5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:47Тема: Розвиток навичок монологічного мовлення за темою ‘My room’

Мета: навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», формувати навички вживання нових лексичних одиниць, вдосконалювати компе-тенції читання, аудіювання й усного монологічного мовлення;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність братиучасть в іншомовному спілкуванні, розвивати мовну здогадку, різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич-ливу атмосферу в класі.• Обладнання: картки за темою «Я, моя сім'я та друзі», «Моя кімната».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Rhyming Words GamePut up 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 phonics lessons. Children point to the words on the wall. With a strong class, you may 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 may call out both the words on the cards and words which rhyme with them.Checking on homeworkAimPRESENTATION2. Look and say. How many of these things can you find? (p. 96, ex. 1)Ask pupils to look at the small pictures. Pupils look at the pictures and name the words. , 'Ask pupils to spell each word and write them down.Pair workAsk a pupil to go to the board and write the first word on the board while another pupil is spelling it, e.g., “s-o-f-a”.Ask another pupil to go to the board and match a picture with one of the words.Make sentences with the words. Ask pupils to find these things in the big picture and count them.Then write the numbers of things on the board.ExtraYes or No GamePlay 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 В and says, e.g., “Is it a sofa?” Pupil В says, “Yes, it is.” or “No, it isn’t. It’s a bed.” depending on the picture. If Pupil В 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.PRACTICE3. Read the letter from Tom (p. 96, ex. 2)Before reading: pre-teach and drill the words “pen friend” and “Washington, D.C.” Translate them into the mother tongue. Ask pupils “What is it? Is it a text? Is it a poem?” Get them to identify the type of the text “It is a letter.” Ask pupils to point out the typical opening of a letter “Dear Friend” and the typical ending of a letter to a friend “Bye! Tom” Ask pupils to read the letter. Pupils either read the letter from Tom individually or in pairs.After reading: ask pupils the questions from the letter and other questions orally “What is your name? Where do you live?” Pupils may also be asked to write answers to the questions in their exercise books.4. Talk to Tom (p. 97, ex. 3)Ask pupils to imagine they are speaking to Tom.Pair workPupils read the dialogue and complete the questions or the answers to them.Then they take turns to ask and answer in the same way using the pattern again.Pupils act out the dialogue in pairs. One or two pairs act out the dialogue. Repeat with several different pupils. If the class is not strong you may write the examples of questions and answers on the board to help pupils to make their dialogues.READING AND WRITING5. Play a game “Bingo!” (p. 97, ex. 4)Explain to pupils the rules of this game again.Pupils make a grid of six squares. Then they choose the picture with household words. They write a name of the household words in each square. Call out names at random, if pupils have the name you call 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/cross/cover all six names on their grid calls out “Bingo!” and is the winner.6. Write a letter to Tom (p. 97, ex. 5)Ask pupils to write the answer to Tom.Read Tom’s letter again. Ask pupils use his letter as a pattern and write the answer.ENDING THE LESSONSpelling Team GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell.it, the other team can try to spell it for a bonus point.Home workp. 97,ex. 5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:48Тема: Домашні справи

Мета: навчальна: презентувати новий лексичний матеріал та закріпити вивчений лексичний матеріал за темою «Людина», практикувати мовленнєві компетенції за темою «Людина», вчити описувати різноманітні дії, висловлювати своє ставлення до когось/чогось, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння учнів будувати мовне висловлювання, мовну поведінку адекватно цій специфіці;розвивольна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування, виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за темою «Людина».Хід уроку

WARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Revise the action verbs with prepositions. Tell pupils “Stand at the board, Max. Put your pen under the book. Go to the board.” etc. Mime other verbs “Pass me some bread, Olga. Drink some milk, children! etc.”Checking on homeworkAim2. Yes or No GamePlay 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 В and says, e.g., “Is it a sofa?” Pupil В says “Yes, it is.” or “No, it isn’t. It’s a bed.” depending on the picture. If Pupil В 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.PRESENTATION3. Listen and repeat (p. 98, ex. 1) .Look at the pictures. Read the words under the pictures. Drill the pronunciation of the words.Read out the caption for each of the pictures in turn, while pupils listenj and look at the pictures. Use board sketches, miming and gestures to check ifpupils have understood the meaning of the new words.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. If you have some time you can make sentences with these words.Walk round the class and praise their efforts “Good! Well done!”PRACTICE4. Choose and say (p. 98, ex. 1)Ask pupils to make sentences using the correct words in italic.Pair workPupils read the sentences in silent to themselves or they work on them together in pairs. Pupils choose suitable ones. If it is necessary translate the words into the mother tongue.

Then they read the sentences aloud. Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down.Do choral and individual reading again. Help with pronunciation and sentence rhythm especially.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 some strong pupils to write sentences on the board too.READING AND WRITING5. Complete the sentences (p. 99, ex. 3)Ask pupils to look at the sentences, name the pictures in them. Ask pupils to go to the board and write these words on the board. Read the sentences again. Pupils listen and read the sentences in silence.Then pupils read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. Do choral and individual repetition.After reading: ask pupils the questions “Who usually waters flowers? Where do they usually feed their cat? When do they lay the table?”Pupils may also be asked to write answers to the questions in their exercise books.Do choral and individual reading again. Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary6. Read and match (p. 99, ex. 4)

Ask pupils to read the questions. Then ask to read the answers. Help with pronunciation and sentence rhythm especially.Ask to translate difficult sentences into the mother tongue. Go round helping. Do choral and individual repetition.Pair workPupils have to match the questions with the answers.Check up the pairs of sentences.7. Answer the questions (p. 99, ex. 5)Pair workAsk pupils to read the questions and give the answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers. Repeat with a different pupil, but this time let pupils choose partners to act them out with. Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too.Write some sentences in pupils’ exercise books if you have enough time. ENDING THE LESSON Mime GameMime an action e.g. dance or read a book.Pupils guess what you’re doing and call out the action. Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and do a mime to the rest of the class.Home workp. 99, ex. 5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:49Тема: Житло

Мета: навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати невербально на запитання, які потребують простих відповідей, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживання їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компетенції;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдосконалення у галузі оволодіння іноземною мовою, розвивати мовну здогадку;• виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого матеріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлення до однокласників, викликати в дітей бажання вчитися, вивчати іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумової праці, ефективно співпрацювати під час парної та групової роботи.• Обладнання: картки за темою «Людина».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Teacher Can't Remember GameTell pupils you can’t remember some of the words from a particular vocabulary set so you want them to help you. Tell pupils you are going to show them some flashcards or mime and say some words. This time use the verbs with prepositions.Checking on homeworkAimPRESENTATION2. Read. Fill in “he”, “his”, “her”, “its”, “she”, “they” (p. 100, ex. 1)Revise the personal and objective pronouns.Ask pupils to look at the pictures. Remember their names. Read the text about this family and fill in gaps with pronouns. Monitor the activity and help where necessary. Do choral and individual repetition.3. Agree or disagree (p. 101, ex. 2)Pair workAsk pupils to read the sentences in the exercise and answer “True” or “False” about the things in different rooms.Tell them that they are going to agree or disagree with the sentences. Pupils read and choose the correct answer. Monitor the activity and help where necessary.If pupils don’t understand the meaning of some words translate them into the mother tongue.ExtraFind the Card GamePlay with the whole class. Ask two children to wait-outside the classroom door for a moment. While they are outside the door, stick one of the vocabulary cards somewhere in the classroom, where it is “hidden” but nevertheless visible without moving anything. Involve the rest of the class to help you to do this. Ask children come back into the classroom and everyone asks e.g. “Where’s the kitchen?” The two pupils are looking for the vocabulary card of the kitchen and the rest of the class is helping by saying “Hot! Hot! Hot!” if the pupils are moving to the card and “Cold! Cold! Cold!” if they are moving away. When they find the card, the two pupils say e.g. “Here’s the kitchen!” and everyone claps and says “Hurray!” Repeat several times with different pupils 4. Choose the correct item. Write (p. 101, ex. 3)Ask pupils to make sentences using the correct items.Pair workPupils read the sentences in silent to themselves or they work on them together in pairs. Pupils choose suitable ones. If it is necessary translate the words into the mother tongue.Then they read the sentences aloud.Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down.Do choral and individual reading again. Help with pronunciation and sentence rhythm especially.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 some strong pupils to write sentences on the board too.READING AND WRITING5. Complete the dialogue (p. 101, ex. 4)Pupils have to complete the sentences in the dialogue.Ask pupils to make sentences orally. Then ask strong pupils to go to the board and write down these sentences on it. Others have to write them down into their exercise books.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.

6. Answer the questions (p. 99, ex. 5)Pair workAsk pupils to read the questions and give the answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Practice their questions and answers for a few minutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.ENDING THE LESSONSpelling Team GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.Home workRead p. 100,ex.1 Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата Клас: 3 Урок:50

Tема: Поточна контрольна робота №2

Мета уроку: Перевірити рівень мовної та комунікативної компетенції за темою. Розвивати пам'ять, увагу, мислення та мовлення учнів. Виховувати самостійність.

Обладнення: роздруківки

Тип уроку:

Хід уроку

I Організаційна частина уроку

Привітання й повідомлення теми та мети уроку.

II Основна частина уроку

1. Інструкція по виконанню контрольної роботи та її оцінювання за 12-бальною шкалою.

2. Виконання контрольної роботи.III Заключна частина уроку

1. Домашнє завдання. Повторити слова до теми

Впр.5 , ст.101 2. Підведення підсумків уроку.

o Чи усі завдання виконали успішно?o Які труднощі у вас виникли під час виконання контрольної роботи?

Дата: Клас:3 Урок:51Тема: Розклад дня. Мій ранок

Мета: навчальна: закріпити лексико-граматичний матеріал за темою «Людина», прак-тикувати мовні засоби за темами «Людина», «Розпорядок дня», описувати когось/ щось, запитувати про події в минулому та відповідати на запитання, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшити обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдоско-налити уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;е виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування.• Обладнання: картки за темами «Людина», «Розпорядок дня».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Jump GameAsk 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 you say and the flashcard are the same.Checking on homeworkAim2. Associations GameSay 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 as possible they associate with this activity, e.g. make a bed — bed, morning, tidy; winter — holidays, cold, fun, December, New Year, Christmas, etc.PRESENTATION3. Listen and read (p. 102, ex. 1)Read the rhyme. Pupils listen. Say the rhyme line by line and ask pupils torepeat after you.Translate the difficult words if necessary. When you have practiced the rhyme thoroughly, tell pupils that they are going to say it themselves.ExtraDisappearing Cards GameStick from six to seven flashcards “Activities” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the missing one. j Repeat removing another flashcard. Continue till there are no flashcards onthe board and pupils are saying the whole sequence from the memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.4. Listen, repeat and match (p. 102, ex. 2)Ask pupils to read the sentences. Help with pronunciation and sentence rhythm especially.Ask to translate difficult sentences into the mother tongue. Go round helping. Do choral and individual repetition.Pair workPupils have to match the sentences with the correct picture.Check up the sentences and the pictures. Ask pupils to name the number of every sentence and the letter of every picture. Correct the mistakes.5. Read and act out (p. 103, ex. 3)Pair workAsk pupils to read the dialogue in pairs. Monitor the activity and help where necessary.Do choral and individual repetition. 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 them out with. Repeat with several different pupils.Transfer: encourage pupils to make their own dialogues too.READING AND WRITING6. a) Ask and answer (p. 103, ex. 3)Ask pupils to look at the word combinations and read them. Pupils repeat. Explain they are going to make questions using these words.Write the example on the board and underline these words which pupils have to change into others.Ask pupils to read the pattern and make their own examples about daily life. Pupils practice questions and the answers in pairs using the completed questions and answers.

One or two pairs act out the dialogues, b) Say. What do you usually do in the morning?Stick pictures which describe what pupils do in the morning. Tell pupils to use the information from exercise 1 too.7. Write 6 sentences about your morning (p. 103, ex. 5)Ask pupils to write six sentences about their morning. Pupils can use the examples from exercise 4 and the sentences from exercise 2.ExtraDisapperaing Cards GameStick from five to seven flashcards “Activities” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant 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 the memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time. ENDING THE LESSONWrite words on the board. Pupils close their eyes while you remove one word. Pupils then open their eyes and try and 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,etc.Home workp. 103, ex.5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:52Тема: Час. Структура what time is it?

Мета: навчальна: презентувати новий граматичний і лексичний матеріал за підтемою «Розпорядок дня», практикувати мовні засоби за темою «Розпорядок дня», формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі.• Обладнання: картки за темою «Розпорядок дня», демонстративний годинник, плакат "Present Simple".

Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Start a day-of-the-week chain round the class2. Write any two or three of the following days-of-the-week anagrams on the board for the pupils to work out in pairs: YARDIF (Friday), DANYUS (Sunday), YODMAN (Monday).Checking on homeworkAimPRESENTATION3. Listen, repeat and act out (p. 104, ex. 1)Pre-teach the words “o’clock” “to” and “past” using the demonstrative clock. If pupils don’t understand the meaning of the words translate it into the mother tongue.Read out the sentences. You can use a demonstrative clock. Pupils listen, look at the time on the clock and read sentences.Point out that you use “to” and “past” with time. Pupils read and practice the pronunciation. Do choral and individual reading. Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.4. Listen and say (p. 104, ex. 2)Draw clock faces on the board or practice the time using the demonstrative clock. Review the hours, quarter and half past. Do a lot of repetition. Do choral and individual repetition.Pair workPupils in pairs take turns to ask and answer questions about activities during the day following the model questions and answer them. Write down the model questions on the board.When do you go to school?When do you get up?When do you have breakfast?When do you do your homework?When do you play computer games?When do you go to bed?ExtraMiming GameMime an action e.g. dance or read a book.Pupils guess what you’re doing and call out the action. Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and do a mime to the rest of the class. 5. Point, ask and answer (p. 105, ex. 3)Ask pupils to look at the different clocks and say the time.Do choral and individual repetition. Then divide the class into four teams. One pupil from each team comes to the board. Read out the time. The first pupil to draw a clock showing the time correctly wins a point for his or her team. Four more pupils come to the board and the process is repeated until the pupils have had a turn.ExtraDisappearing Time GameStick from five to seven flashcards “Time” or draw clocks on the board. Do choral repetition of the time. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six sentences, including the missing one. Repeat removing another flashcard. Continue till there are no flashcards or pictures on the board and pupils say the whole sequence from the memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.READING AND WRITING6. Ask and answer (p. 105, ex. 4)Ask pupils to look at the questions. Revise “The Present Simple. Questions.”Pair work

Ask pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their answers. Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.7. Write down these sentences (p. 105, ex. 5)Pupils look at the sentences. They sat the time. Then ask pupils to write down the sentences.ENDING THE LESSONAbracadabra GameChildren play in pairs. Each child lays their cards face down in a row on their desks.Pupil A points to Pupil B’s first card pretending to wave a wind and says e.g. “Abracadabra! It’s March!” Pupil B turns over the card. If it’s March, he says “Yes!” and leaves the card face up. If it isn’t March, he should say “No!” and leave the card face down. Pupil B then has the next turn.Homeworkp. 105, ex. 5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:53Тема: Що я роблю вдень. Розклад мого друга/подруги.

Мета: навчальна: закріпити лексико-граматичний матеріал за темою «Людина», практикувати мовні засоби за темою «Людина», описувати когось/щось, запитувати про події у минулому та відповідати на запитання, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшити обсяг знань про соціо- культурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування.• Обладнання: картки за темою «Людина», демонстративний годинник.Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Hangman GameDraw a blank line on the board to represent each letter of a word (e.g. forthe word clock you write ().Pupils call out letters. If a letter is included in the word, write the letter on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils must try and find all the letters in the word or guess the word before you have drawn ten lines to complete the Hangman. Also let individual pupils choose a word (try to use the words of the Family Tree) and draw the blank lines on the board.Checking on homeworkAimPRESENTATION2. Listen and read (p. 106, ex. 1)Ask pupils to look at the clocks and say the time. Read the text. Pupils listen and read the text in silence. Read the text again. Pupils either read the text silently to themselves or they work on it together in pairs.Then pupils read the text in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. Do choral and individual repetition.After reading: ask pupils the questions “What time does Ann get up? When does she do homework? What does Ann do in the evening?”Pupils may also be asked to write answers to the questions in their exercise books.Do choral and individual reading again. Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.PRACTICE3. Choose, point and read (p. 106, ex. 2)Ask pupils to look at the clocks. Pupils say the time.Draw the clocks on the board and ask some pupils to write the time.Then ask pupils to choose the correct time and complete the sentences. Write the correct sentences in pupils’ exercise books.ExtraFlashcard Bingo GameUse 6 flashcards of different time. Stick the flashcards on the blackboard. Pupils draw a grid with six squares and write the numbers of one flashcard in each square (encourage them to check spelling to do this as necessary).When children are ready, remove the flashcards from the blackboard and shuffle them. Hold up the flashcards one by one and say the time.Pupils listen and write a cross on the word if it is in their grid. The first child to write a cross on all six words in their grid calls “Bingo!” and is the winner.READING AND WRITING4. Look and say (p. 107, ex. 3)Ask pupils to look at the pictures. Then pupils read the title “In the Afternoon”. Ask “What is the girl’s name?”Write some sentences about Ann on the board, e.g. “Ann comes home at half past two. She has dinner. She does her homework in the afternoon. She helps her mother too.”Pupils read the sentences and point to the correct pictures. •Ask strong pupils to describe every picture one by one. Others listen and repeat.Transfer: encourage pupils to make their own sentences too.Write some sentences in pupils’ exercise books if you have enough time.

5. Ask and answer (p. 107, ex. 4)Ask pupils to look at the pictures of exercise 1 again.Pair workAsk pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their answers. Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time. Speak about your friend’s day (p. 107, ex. 5).Pupils read the sentences and complete them using different suitable words from exercise 1.Ask pupils to make sentences orally.6. Write about your friend’s day (p. 107, ex. 5)Ask strong pupils to go to the board and write down these sentences on it. Others have to write them down into their exercise books.ENDING THE LESSON Spelling Team GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.Home workp. 107,ex.6Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:54Тема: Мій вчорашній день. Past Simple Tense.

Мета: навчальна: презентувати новий граматичний матеріал за темами «Людина», «Роз-порядок дня», практикувати мовні засоби за темою «Людина», описувати дії у минулому, запитувати про події у минулому та відповідати на запитання, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, проявляти увагу до співрозмовника в процесі спілкування, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування, прищеплювати працьовитість, вчити чітко виконувати інструкції вчителя.• Обладнання: картки за темою «Людина», «Розпорядок дня», тематичні картки «Дії. Вподобання», таблиця "Past Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Spelling Team GameDivide 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 — a point for the team. Checking on homeworkAim

PRESENTATION2. Read and compare (p. 108, ex. 1)Demonstrate the table “Past Simple”. Read the examples. Translate them into the mother tongue.Ask pupils to open the books. Ask pupils to look at the pictures. Tell them they will read the left column. The boy does the activities every day.Read the affirmative sentence in the exercise. Pupils listen and read. Copy out the verbs in a column on the board. Pupils read and practice the text for a few minutes. Go round helping.Then read the text in the right column. Pupils listen and read. Copy out the verbs in a column on the board.Pupils read and practice the text for a few minutes. Go round helping.After reading: pupils read the verbs in pairs. Explain them these verbs are irregular and have different form in present and in past. If pupils can’t understand, use their mother tongue. ,Pair work: pupils read the irregular verbs.PRACTICE3. Match the words (p. 109, ex. 2)Pupils read the irregular verbs and match them. Ask to translate every pair into the mother tongue.4. Make the words (p. 109, ex. 3)Demonstrate the table “Past Simple”. Read the examples of regular verbs.Make sure that pupils pronounce the -ed ending as /d/ or /t/ then as /id/.Ask pupils to listen to the regular verbs again.Ask pupils to open the books and make the words. Pupils read and practice it for a few minutes too. Go round helping. READING ÄND WRITING5. Ask and answer (p. 109, ex. 4)Write the question on the board. Pupils listen and read the questions.Write the answers: “Yes,... did. No,... didn’t” on the board.Ask pupils to open the books at page 109, exercise 4. Then ask further questions about the pictures in exercise 1 “Did the boy get up at seven o’clock? Did he wash the plates? Did the boy make his bed? Did he listen to music at school?”Pair workIn pairs pupils ask and answer similar “Did...?” questions about the girl. Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.6. Choose and say (p. 109, ex. 5)Ask pupils to make sentences using the correct words.Pair workPupils read the sentences in silent to themselves or they work on them together in pairs. Pupils choose suitable ones. If it is necessary translate the words into the mother tongue.Then they read the sentences aloud.

Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down.Do choral and individual reading again. Help with pronunciation and sentence rhythm especially.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 some strong pupils to write sentences on the board too.ENDING THE LESSONSpelling Team GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.Home workp. 109, ex. 5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:55Тема: Мій вчорашній день.

Мета: навчальна: закріпити лексико-граматичний матеріал за темою «Людина», практикувати мовні засоби за темою «Людина», описувати когось/щось, запитувати про події у минулому та відповідати на запитання, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння буду вати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування.• Обладнання: картки за темою «Людина», таблиця "The verb to be".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?Hangman GameDraw a blank line on the board to represent each letter of a word, this time use irregular verbs in present and past (e.g. for the word “went” you write ( ). Pupils call out letters.If a letter is included in the word, write the letter on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils must try and find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let individual pupils choose a word (try to use the words of the Family Tree) and draw the blank lines on the board.Checking on homeworkAimPRESENTATION2. Listen and repeat (p. 110, ex. 1)Read the sentences. Pupils listen and read too.Present “was” and “were”. Show on the board how “he” and “she” go with “was” and “they” goes with “were”. Read the sentences again.If pupils don’t understand the meaning of some words translate them into the mother tongue.Pupils read and practice the sentences for a few minutes. Go round helping. Do choral and individual repetition. Monitor the activity and help where necessary.Transfer; pupils fill the gaps in the dialogue using “I was...” to make true statements about themselves.Then pupils fill the gaps, using the sentence “He/She was...” to make true statements about their friends.PRACTICE3. Say (p. 110, ex. 2)Read the sentences. Pupils listen and read too. Present “today” and “yesterday”. Read the sentences again.If pupils don’t understand the meaning of some words translate them into the mother tongue.Pupils read and practice the sentences for a few minutes. Go round helping. Do choral and individual repetition. Monitor the activity and help where necessary. READING AND WRITING4. Listen and repeat (p. Ill, ex. 3)Read the sentences. Pupils listen and read too. Revise “was” and “were”.Show on the board how “he” and “she” go with “was” and “they” goes with “were”. Read the sentences again.If pupils don’t understand the meaning of some words translate them into the mother tongue.Pupils read and practice the sentences for a few minutes. Go round helping. Do choral and individual repetition. Monitor the activity and help where necessary.5. Read and complete. Use “is/are”, “was/were”, “wasn’t/weren’t” (p. Ill, ex. 4)Present “was” and “wasn’t” by asking questions “Do you remember Ann?” describe her with known vocabulary. “Ann was at school yesterday. Ann was at home. She was at the Zoo yesterday.” Repeat each sentence once. Pupils repeat after you. Present “were” and “weren’t” in the same way: “Ann wasn’t in the village yesterday. Ann and Dan weren’t in the café yesterday. They were nice. They were kind. They weren’t old.” Again pupils listen and repeat the model sentences.Show on the board how “I”, “he”, “she” and “it” go with “was” and “they”, “we” and “you” go with “were”. Explain how negative sentences and questions work using the table “The verb to be. Past Simple”.Read the sentences again. Do choral and individual repetition. Monitor the activity and help where necessary.

Ask pupils to look at the box in this exercise. Read the full and short forms of the verbs “was” and “were”. Explain the rule using the mother tongue if the class is weak.ExtraDisappearing Cards GameStick 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 the 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 the memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.6. Say “What was your day like?” (p. Ill, ex. 5)Pupils read the sentences and complete them using “is/are”, “was/were”, “wasn’t/weren’t”.Ask pupils to make sentences orally. Ask some pupils to go to the board and write down these sentences on it. Others have to write them down into their exercise books.7. Write down 5 sentences with “was/were”, “wasn’t/weren’t”Ask pupils to write down different sentences with “was/were”, “wasn’t/ weren’t”.ENDING THE LESSONMiming GameMime an action e.g. dance or read a book.Pupils guess what you’re doing and call out the action.Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and do a mime to the rest of the class.Home workp. 111,ex.5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:56Тема: Минулі вихідні.

Мета: навчальна: закріпити граматичний матеріал "Past Simple", практикувати мовні засоби за темою «Людина», описувати дії у минулому часі, вдосконалювати компетенції читання, аудіювання й усного діалогічного мовлення;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу.• Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Associations Game2. Do You Remember GameThis 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 are, their colours and sizes, make a note or sketch for yourself of the positions of the objects. When the time is up, sweep all the objects away into a bag so pupils 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.”Checking on homeworkAimPRESENTATION3. Look, read and say (p. 112, ex. 1)Listen and repeat. Explain that “present” means every day, and “past” means yesterday, or a time that has finished. Pupils look at the pictures and try to make sentences with “was”. Write this verb on the board.Get pupils to make sentences what children did yesterday. Help by asking questions if necessary.Repeat with several different pupils.Then read the questions under the pictures and complete the answers using “was” and “wasn’t”.PRACTICE4. Look and say (p. 112, ex. 2)Books closed. Read the text. Pupils listen. Ask pupils to open the books.Teach the words “night” and “shut”. Pronounce the words two or three times.Ask questions about the characters on the page “Where was Alex last Thursday?”Pair workRead the text again. Pupils listen and read in pairs.Ask pupils to complete the sentences with “was” and “wasn’t”.Practice their part in the story for a few minutes. Go round helping. One or two pairs read the text.Repeat with several different pupils, but this time let pupils choose partners to read it out with. 5. Ask and answer (p. 113, ex. 3)Pair workAsk pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their questions and answer about Alex. Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.READING AND WRITING6. Ask and answer using the pictures from exercise 2 (p. 113, ex. 4)Ask pupils to look at the pictures with Alex.Ask pupils to make their questions and answer about this boy. Practice their questions and answers for a few minutes. Go round helping.

One or two pairs read or act out the dialogues using the questions and answers. Write the table on the board using the questions from the dialogue.Was Alex in bed last Thursday?Was the moon in the sky?Were the windows shut?Was it dark?

7. Fill in was, were, wasn’t, weren’t (p. 113, ex. 5)Ask pupils to look at the sentences and complete them using “was” and “were”.Key: 1. was; 2. was; 3. was; 4. weren’t; 5. were.ENDINGTHE LESSONSpelling Team GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.Home workp. 112,ex.2Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:57Тема: Порівняльна характеристика Present і Past Simple Tense.

Мета: навчальна: закріпити граматичний матеріал "Past Simple", практикувати мовні засоби за темою «Людина», описувати дії у минулому часі, вдосконалювати компетенції читання, аудіювання й усного діалогічного мовлення;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу.• Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Miming GameMime 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.Checking on homeworkAimPRESENTATION2. Look and find all these things in this page (p. 114, ex. 1)Books open. 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.Pupils take turns to read out the words. Help with pronunciation. Go round helping. Repeat with several different pupils. Ask pupils to find these things in this page. Pupils find and say “Bingo!”3. Read and choose (p. 114, ex. 2)Books closed. Demonstrate the table “Past Simple”. Revise regular and irregular verbs in the past.Ask pupils to open the books. Ask pupils to look at the pictures.Tell them they will read the text and choose the correct pictures to the text. Pupils listen and read.Then pupils read and practice the text for a few minutes. Go round helping. Then they choose the right pictures.Pupils read and practice the text for a few minutes again. Go round helping. Translate the difficult words if necessary.When you have practiced the text thoroughly, tell pupils that they are going to read it themselves.Pupils read the lines chorally and individually pointing to the picture.After reading: pupils choose all verbs in past.Pair workThey write them down on the board and divide into regular and irregular verbs.Pupils read the irregular verbs.PRACTICE4. Look and say (p. 115, ex. 3)Ask pupils to look at the pictures. Then pupils read the title “In the Afternoon”. Ask “What are the children’s names?”Ask pupils to write some sentences about children using the patterns under the pictures. Pupils complete the sentences. Then they read the sentences and point to the correct pictures.Ask strong pupils to describe every picture one by one. Others listen and repeat.READING AND WRITING5. Ask and answer (p. 115, ex. 4)Pair workAsk pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.6. Make up the dialogues. Act them out (p. 115, ex. 5)Pupils read the words in the boxes. Then they read the questions and answer them using the words from the boxes. Ask pupils to ask and answer in pairs.

ExtraDo You Remember GameThis 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 are, their colours and sizes, make a note or sketch for yourself of the positions of the objects. When the time is up, sweep all the objects away into a bag so pupils 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.”ENDING THE LESSONSpelling Team GameDivide 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 it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.Home workp.114,ex.1Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:58Тема: Мої минулі вихідні.

Мета: навчальна: закріпити граматичний матеріал "Past Simple", практикувати мовні засоби за темою «Людина», описувати дії у минулому часі, вдосконалювати компетенції читання, аудіювання й усного діалогічного мовлення;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу.• Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», табли¬ця "Past Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Miming GameMime 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.PRESENTATIONChecking on homeworkAim2. Listen and read (p. 116, ex. 1)Demonstrate the table “Past Simple”. Revise regular and irregular verbs in the past.Ask pupils to open the books. Ask pupils to look at the pictures. Tell them they will read the text and choose the correct pictures to the text. Pupils listen and read. Then pupils read and practice the text for a few minutes. Go round helping. Then they choose the right pictures.Pupils read and practice the text for a few minutes again. Go round helping. Translate the difficult words if necessary.When you have practiced the text thoroughly, tell pupils that they are going to read it themselves.Pupils read the lines chorally and individually pointing to the pictures. After reading: pupils choose all verbs in the past.Pair workThey write them down on the board and divide into regular and irregular verbs. Pupils read regular verbs and underline -ed.PRACTICE3. Agree or disagree (p. 116, ex. 2)Pair workAsk pupils to read the sentences in the exercise and answer “True” or “False” about the things in different rooms.Tell them that they are going to agree or disagree with the sentences. Pupils read and choose the correct answer. Monitor the activity and help where necessary.If pupils don’t understand the meaning of some words translate them into the mother tongue.ExtraFlashcard Bingo GameUse 7-10 flashcards for activities. Stick the flashcards on the blackboard. Pupils draw a grid with six squares and write the name of one flashcard in each square (encourage them to check spelling to do this as necessary). When pupils are ready, remove the flashcards from the blackboard and shuffle them. Hold up the flashcards one by one and say the names.Pupils listen and write a cross on the word if it is in their grid. The first child to write a cross on all six words in their grid calls “Bingo!” and is the winner. READING AND WRITING4. Ask and answer (p. 117, ex. 3)Ask pupils to look at the pictures in exercise 1 again.Pair workAsk pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their answers. Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.

Transfer: encourage pupils to make their own questions and answers too.Write some sentences in pupils’ exercise books if you have enough time.5. Act out the dialogues (p. 117, ex. 4)Books open. Read the dialogue. Pupils listen and read too.If pupils don’t understand the meaning of the sentences translate them into mother tongue. Read the dialogue again.Then read the next dialogue. Ask pupils read and practice the dialogue for a few minutes. Go round helping. One or two groups read or act out the dialogues.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Monitor the activity and help where necessary.6. Choose and complete the dialogue (p. 117, ex. 5)Ask pupils to complete the sentences using the words from the brackets. Pair workPupils read the sentences silently to themselves or they work on them together in pairs.If it is necessary translate the sentences into the mother tongue.Then they complete the sentences aloud.Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down.Do choral and individual reading again. If you have some time you can ask pupils to write the sentences down in their exercise books.ENDING THE LESSON Disappearing Cards GameStick from five to seven flashcards “Activities” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant 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 say the whole sequence from the memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.Home workp. 117,ex. 5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:59Тема: Робочий день

Мета: навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати невербально на запитання, які передбачають прості відповіді, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживання їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компетенції;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдосконалення у галузі володіння іноземною мовою, розвивати мовну здогадку;• виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого матеріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен¬ня до однокласників, викликати в дітей бажання вчитися, вивчати іноземну мову; виховувати дисципліну, звичку до систематичної розумової праці, ефективно співпрацювати під час парної та групової роботи.• Обладнання: картки за темами «Людина», «Дії. Вподобання», таблиця "Past Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Teacher Can't Remember GameTell pupils you can’t remember some of the words from a particular vocabulary set so you want them to help you.Tell pupils you are going to show them some flashcards or mime and say some words. This time use the verbs with prepositions.Checking on homeworkAimPRESENTATION2. Choose and complete (p. 118, ex. 1)Ask pupils to complete the sentences using the correct words.Pair workPupils read the sentences silently to themselves or they work on them together in pairs.If it is necessary translate the sentences into mother tongue. Then they complete the sentences aloud.Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down. Do choral and individual reading again. If you have some time you can ask pupils to write the sentences down in their exercise books.PRACTICE3. Ask and answer (p. 118, ex. 2)Pair workAsk pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their answers. Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers. ,Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too.Write some sentences in pupils’ exercise books if you have enough time. 4. Fill in wasn’t, weren’t (p. 118, ex. 3)Ask pupils to look at the sentences and complete them using “wasn’t” and “weren’t”.Key: 1. weren’t; 2. wasn’t; 3. wasn’t; 4. weren’t.ExtraDo You Remember GameThis 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 are, their colours and sizes, make a note or sketch for yourself of the positions of the objects. When the time is up, sweep all the objects, away into a bag so pupils 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.” READING AND WRITING5. Look at the pictures. Ask and answer questions as in the example (p. 119, ex. 4)Ask pupils to look at the pictures of the exercise.Pair work

Ask pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their answers. Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers.Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too.Write some sentences in pupils’ exercise books if you have enough time.6. Project work. Make a poster about your working day (weekend)Group workGive pupils a lot of pictures of different weekend activities. Pupils choose the weekend activities they like best of all. Pupils stick suitable pictures on a sheet of paper. Then ask to describe the pictures using different information from the lessons. Monitor the activity and help where necessary. If pupils don’t have enough time you can finish the work next lessons.ENDING THE LESSONPicture GameUse pictures to play a matching game. Draw pictures on the board or cut from a magazine and stick them. Write the words at the other end of the board. Pupils match pictures and words by drawing a line, e.g. from the picture of a snake to the word snake.Home workp. 118,ex.1Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:60Тема: Дозвілля

Мета: навчальна: закріпити лексико-граматичний матеріал за темами «Людина», «До-звілля», практикувати мовні засоби за темами «Людина» та «Дозвілля», описувати когось/щось, запитувати про події у, минулому та відповідати на запитання, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати в парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування.• Обладнання: картки за темами «Людина», «Дозвілля».Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. My Birthday Bag GameThe teacher comes to class with a bag “My birthday bag” and has a big smile on his face. He is extraordinarily happy today. He says “Today it’s a very special day for me” some students ask why. “Because it’s my birthday!” he says raising the bag. “I have a birthday bag, there are birthday presents in it.” He takes out some flashcards (the birthday presents) saying “I have a robot. I have a toy car and so on”. Then he hands the presents to the students. The song begins “Put the robot on your head” (x3) who has the robot does it, and has to dance a little too. Sitting audience go “Yeah, yeah”.Checking on homeworkAimPRESENTATION2. Listen and repeat (p. 120, ex. 1)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.Pupils take turns to read out the words. Help with pronunciation. Go round helping.Repeat with several different pupils.3. Listen and read (p. 120, ex. 2)Ask pupils to read the sentences. Monitor the activity and help where necessary. Do choral and individual repetition. Go round helping.Some pupils read or act out the sentences.Transfer: encourage pupils to make their own sentences too.PRACTICE4. Point and say (p. 120, ex. 2)Pupils look at the pictures and name the activities.Pair workAsk pupils to make the dialogue using the question “What is your hobby?”Pupils ask this question and answer using the pictures in the exercise. Monitor the activity and help where necessary. Do choral and individual repetition. Go round helping. One or two pairs act out the dialogues.ExtraCan I Have GameChildren play in pairs. Each of them chooses three cards from a set of picture cards and holds them in a fan so their partner can’t see the pictures. Child A asks e.g. “Can I have the teddy bear, please?” If child B doesn’t have the card of the teddy they say “No. Sorry.” If they do have the card of the teddy they say “Here you are!” and give it to child A, who says “Thank you”. Child B then has the next turn to ask a question. The game ends when the children have discovered all each other’s cards.5. Ask and answer (p. 121, ex. 4)Ask pupils to look at questions and answers. Read them. Pupils repeat. Revise “Present Simple. Questions. Short answers.”Explain they are going to answer the questions using short answers.

Ask pupils to look at the table. Ask pupils to read the activities and make their own examples about hobbies. Pupils practice questions and the answers in pairs using short answers. Monitor the activity and help where necessary. Do choral and individual repetition. Go round helping. One or two pairs act out the dialogues. Then ask pupils to complete the table.READING AND WRITING6. a) Write a report (p. 121, ex. 4)Transfer: get pupils to ask each other about their own favourite activities and hobbies. Give two pupils small pieces of paper with a similar table from exercise 4.Ask pupils such questions “Who likes riding a bike, boys/girls?” Ask pupils to up hands. The two pupils count the answers.Then ask “Who collects stickers/stamps? etc.” Pupils repeat the procedure. After that ask pupils to complete the report.Ask pupils to go to the board and complete the sentences, b) Speak about your classAsk pupils to describe pupils’ hobbies and activities using the information from the report.ENDING THE LESSONPicture GameHome work p. 121,ex.5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:61Тема: Дозвілля. Порівняльна характеристика Present/ Future Simple Tenses.

Мета: навчальна: ознайомити з новими лексичними одиницями, активізувати вивчений лексико-граматичний матеріал, описувати когось/щось, вчити висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;• розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережливість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікативні уміння з опорою на наочність, вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі;• виховна: виховувати зацікавленість у розширенні свої знань, використанні навчального матеріалу в житті, загальну культуру учнів,• Обладнання: картки за темами «Людина», «Дозвілля», таблиця "Future Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Do You Remember GameThis 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 are, their colours and sizes, make a note or sketch for yourself of the positions of the objects. When the time is up, sweep all the objects away into a bag so pupils 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.”Checking on homeworkAimPRESENTATION2. Listen and repeat (p. 122, ex. 1)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.Pupils take turns to read out the words. Help with pronunciation. Go round helping. Repeat with several different pupils.3. Say (p. 122, ex. 2)Books closed. Introduce the adverb “tomorrow” contrasting it with “yesterday” and “today”, which pupils already know: “Yesterday was Sunday. Today is Monday. Tomorrow is Tuesday.”If a calendar is available, point to the days on it as they are named in the sentences. Otherwise draw a basic calendar outline on the board and label the days.Read the sentences describing the actions in the past and in the future. Pupils listen and read. Read again and pause after each sentence for pupils to repeat. 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 and underline the main words “shall” and “will”.4. Read and compare (p. 122, ex. 3)Introduce “shall” and “will” by asking questions from the exercise. Repeat each sentence once. Pupils repeat the model sentences after you. Explain and write on the board that “I” and “we” go with “shall” and “he”, “she”, “it” “they”, and “you” go with “will”.Read the sentences again. Then read the sentences in pairs Present and Future. Compare.Repeat chorally and individually. Monitor the activity and help wherenecessary.PRACTICE5 Agree or disagree (p. 123, ex. 4)Pair workAsk pupils to read the sentences in the exercise and answer “True” or “False” about the things in different rooms.Tell them that they are going to agree or disagree with the sentences.Pupils read and choose the correct answer. Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words translate them into the mother tongue.READING AND WRITING6. Ask and answerAsk pupils to look at the pictures in exercise 3 again.Pair workAsk pupils to read the questions and answers in pairs. Monitor the activity and help where necessary. Do choral and individual repetition.Ask pupils to make their answers. Practice their questions and answers for a few minutes. Go round helping.One or two pairs read or act out the dialogues using the questions and answers. Repeat with a different pupil, but this time let pupils choose partners to act them out with.Repeat with several different pupils.Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.7. Complete and write (p. 123, ex. 5)Ask pupils to complete the sentences using suitable words.Pair workPupils read the sentences silently to themselves or they work on them together in pairs.If it is necessary translate the sentences into the mother tongue. Then they complete the sentences aloud.Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down. Do choral and individual reading again. If you have some time you can ask pupils to write the sentences down in their exercise books.ENDING THE LESSONWhat's Missing GameStick a set of flashcards on the blackboard. Hold up each one and get the children to say the names as you do this. Then say “Close your eyes” and demonstrate meaning. When children have their eyes closed, quickly remove one of the flashcards from the blackboard. Children open their eyes and call out the name of the missing flashcard.Home workp. 123,ex.5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:62Тема: Плани на майбутнє

Мета: навчальна: презентувати новий лексико-граматичний матеріал за темами «Людина», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, мовну поведінку адекватно цій специфіці;розвивальна: уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати в парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», таблиця "Future Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Flashcard Charade GameDivide 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.Checking on homeworkAimPRESENTATION2. Listen and repeat (p. 124, ex. 1)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. Pupils take turns to read out the words. Help with pronunciation. Go round helping.Repeat with several different pupils.PRACTICE3. Read and match (p. 124, ex. 2)Ask pupils to look at the pictures in the exercise. Ask to name activities. Pronounce the words clearly. Do choral and individual repetition.If pupils don’t understand the meaning of some words translate them into the mother tongue. Do choral and individual repetition. Monitor the activity and help where necessary.Ask pupils to read the sentences. Help with pronunciation and sentence rhythm especially.Ask to translate difficult sentences into the mother tongue. Go round helping. Do choral and individual repetition. Read the sentences again.Then read the sentences in pairs Present and Future. Compare. Repeat chorally and individually.Pair workPupils have to match the sentences with the correct picture.Check up the sentences and the pictures. Ask pupils to name the number of every sentence and the letter of every picture. Correct the mistakes.4. Ask and answer (p. 125, ex. 3)Read the questions.Explain pupils they are going to answer the questions using the text in exercise 1. Pupils practice questions and the answers in pairs. One or two pairs act out the dialogues about the children from exercise 1.READING AND WRITINGTalk with your friend (p. 125, ex. 4)Ask pupils to look at the word combinations in a box and read them. If pupils have difficulties translate them into their mother tongue.Ask some pupils to write them down in a column on the board. Then stick the pictures of these activities in another column. Pupils read the word combinations chorally and individually.Ask some pupils to go to the board and match the word combinations with the pictures.Explain they are going to make dialogues using these words.Write the example on the board and underline these words which pupils have to change into others from the box.

Ask pupils to read the pattern and make their own examples about different activities. Pupils practice questions and answers in pairs. One or two pairs act out the dialogues.Transfer: ask pupils “What do you usually do in the morning? or Will you... tomorrow?”Point at the pictures which describe what pupils do every day if they are free.Tell pupils to use the information from exercise 1 too.Write a letter to your friend (p. 125, ex. 5)Ask pupils to read the letter without filling in the gaps. Tell pupils to understand the general information.Read the text again. This time pupils read and fill in the gaps with the words from the exercises 1 and 4.Transfer: pupils fill the gaps in the text, using the words from the box of the exercise 4 to make true statements about free time and different activities.If you have some time you can ask pupils to write the sentences down in their exercise books.Ask some strong pupils to write sentences on the board too.Key:Dear Max!How are you?I want to tell you about my hobbies. I like roller skating and reading. I will go roller skate and read a lot in summer.What do you like doing? Please, tell me about it.Bye!Best wishes,MaryENDING THE LESSONDisappearing Cards Game Home workp. 124, ex. 2Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:63Тема: Планування подорожі до села.

Мета: навчальна: презентувати новий лексико-граматичний матеріал за темами «Люди-на», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, ви-словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, мовну поведінку адекватно цій специфіці;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати в парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу.• Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», таблиця "Future Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Flashcard Bingo GameUse 7-10 flashcards of different activities. Stick the flashcards on the blackboard.Pupils draw a grid with six squares and write the name of one flashcard in each square (encourage them to check spelling to do this as necessary).When pupils are ready, remove the flashcards from the blackboard and shuffle them. Hold up the flashcards one by one and say the names.Pupils listen and write a cross on the word if it is in their grid. The first child to write a cross on all six words in their grid calls “Bingo!” and is the winner.Checking on homeworkAimPRESENTATION2. Listen and read. Order the pictures (p. 126, ex. 1)Ask pupils to look at the pictures in the exercise. Ask to name activities. Pronounce the words clearly. Do choral and individual repetition.If pupils don’t understand the meaning of some words translate them into the mother tongue. Do choral and individual repetition. Monitor the activity and help where necessary. Ask pupils to read the sentences. Help with pronunciation and sentence rhythm especially.Ask to translate difficult sentences into the mother tongue. Go round helping. Do choral and individual repetition. Read the sentences again.Then read the sentences in pairs Present and Future. Compare. Repeat chorally and individually.Pair workPupils have to order the pictures.Check up the order of the pictures using the text. Correct the mistakes if they have.PRACTICE3. Read and match (p. 127, ex. 2)Read the questions.Explain pupils they are going to match the questions with the answers. Pupils practice questions and the answers in pairs. One or two pairs act out the dialogues about the children from exercise 1.READING AND WRITING4. Ask and answer. Use the questions in exercise 2 (p. 127, ex. 3) Ask pupils to read the questions in exercise 2 again.Ask some pupils to write them down in their exercise books.Pupils read the questions chorally and individually. Explain they are going to answer these questions. Write some different examples on the board.Transfer: ask pupils to read the pattern questions and make their own answers.Pupils practice questions and answers in pairs. One or two pairs act out the dialogues.ExtraPoint to Game

Stick a set of flashcards on the walls round the classroom. Hold up each one and get the children to say the names as you do this. Give instructions e.g. “Point to the roller blade! Point to the skate board!” Children listen, look round the classroom and point to the correct flashcard as fast as they can.5. Write. Speak about your day in the village (p. 127, ex. 4)Tell pupils to understand the general information reading the title. Ask “What do you think the text is about?” Pupils answer. Explain pupils they are going to complete the text about free time in the village next Sunday. So revise the formation of future simple using the table “Future Simple”.Ask pupils to read the text without filling in the gaps.Read the text again. This time pupils read and fill in the gaps with the words from the exercises 1 and 2.Transfer: pupils fill the gaps in the text, using the words to make true statements about free time and different activities in the village.If you have some time you can ask pupils to write the sentences down in their exercise books.Ask some strong pupils to write sentences on the board too.ENDING THE LESSONDictationGive a simple dictation (use the rhyme or similar sentences about holidays, hobbies or free time) in which pupils listen and draw what they hear instead of writing it down word by word. Demonstrate or explain the procedure to pupils. Then dictate each piece of the description two or three times giving pupils enough time to draw their pictures.Home workp. 127,ex.4Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:64Тема: Дозвілля влітку

Мета: навчальна: презентувати новий лексико-граматичний матеріал за темами «Люди¬на», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, мовну поведінку адекватно цій специфіці;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування, сучасного цивілізованого світу.• Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», табли¬ця "Future Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Use pictures to play a matching game. Draw pictures on the board or cut them form magazine and stick on the board. Write the words at the other end of the board. Pupils match pictures and words by drawing a line.Checking on homeworkAimPRESENTATION2. Listen and repeat (p. 128, ex. 1)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. Pupils take turns to read out the words. Help with pronunciation. Go round helping.Repeat with several different pupils.3. Listen and read (p. 128, ex. 2)Read the dialogue.Pupils listen and read the dialogue in silence. Read the text again. Pupils either read the text silently to themselves or they work on it together in pairs. Ask to translate difficult sentences into the mother tongue.Group workPupils read the dialogue in a group of three.Go round helping. Do choral and individual repetition.After reading: ask pupils the questions “What will Dan do in summer? When will Ann go to the seaside? What will Jane do in a summer camp?”Pupils may also be asked to write answers to the questions in their exercise books.Do choral and individual reading again. Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.ExtraLearn the poems1. 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. 2. Woods are green, the sun is bright,And the wind is warm and light.I can bathe, and play, and run.Summer holidays are fun.PRACTICE4. Read again and match (p. 129, ex. 3)Read the beginning of the sentences in the first column. Then read the endings of the sentences in the second column.Explain that pupils are going to match the beginnings with the endings.Do choral and individual reading again. Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.5. Work in pairs. Look, point and say (p. 129, ex. 3)Pair workAsk pupils to look at the pictures and read the word combinations under them.Explain pupils they are going to make pairs of sentences using the patterns and pictures. Write the patterns down on the board and stick the pictures on them.Then ask pupils to read the sentences and complete them with the patterns and pictures. Monitor the activity and help where necessary. Do choral and individual reading again. Correct the mistakes.ExtraAsk pupils to close their books. Say true or false sentences about the children’s plans for summer. Use the information from exercise 2. Children listen to the statements and write “T” or “F” in their notebooks. Go through the answers with the class, reading out the sentences again, and asking pupils to call out “True!” or “False!”READING AND WRITING6. Ask and answer (p. 129, ex. 5)Read the questions.Explain pupils they are going to answer the questions using their own answers. Pupils practice questions and the answers in pairs. One or two pairs act out the dialogues about the children from exercise 1.ENDING THE LESSONMiming GameMime an action e.g. dance or read a book.Pupils guess what you’re doing and call out the action.Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and do a mime to the rest of the class.Home workp. 131, ex. 5Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:65Тема: Моє дозвілля наступного літа

Мета: навчальна: презентувати новий лексико-граматичний матеріал за темами «Людина», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, ви-словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, мовну поведінку адекватно цій специфіці; розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу.• Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», таблиця "Future Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Mime the Flashcard GameHold up flashcards in turn and name them. Children do a mime in response e.g. they can pretend to eat a particular food (if you are using food flashcards), imitate a particular animal (animal flashcards) or put on clothes (clothes flashcards). Then do mimes of different flashcards yourself or invite pupils to take turns to do this. Children watch and call out the words.Checking on homeworkAimPRESENTATION2. Listen and repeat (p. 130, ex. 1)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.Pupils take turns to read out the words. Help with pronunciation. Go round helping.Repeat with several different pupils.After reading: revise the sentence “Are you from England?”Show pupils the countries The USA, Ukraine, Canada and England on the map.Pupils listen and read the names of different countries.PRACTICE3. Listen, read and match (p. 130, ex. 2)Stick some similar pictures (look at the pictures of exercise 1) on the board.Read three texts. Pronounce the words clearly. Do choral and individual repetition.If pupils don’t understand the meaning of some words translate them into the mother tongue. Do choral and individual repetition. Monitor the activity and help where necessary.Read the sentences again. Repeat chorally and individually.Pair workPupils have to match the sentences with the correct picture on the board.Check up the sentences and the pictures.Ask pupils to name the number of every sentence and the letter of every picture. Correct the mistakes. 4. Ask and answer (p. 130, ex. 3)Read the questions.Explain that pupils are going to answer the questions using the text in the exercise 1.Pupils practice questions and the answers in pairs. One or two pairs act out the dialogues about the children from exercise 1.Transfer: encourage pupils to make their own questions too.Write some sentences in pupils’ exercise books if you have enough time.READING AND WRITING5. Listen and repeat. Talk wіth your friend (p. 131, ex. 4)Read the questions and the answers. Match them with the pictures.Pupils practice questions and the answers in pairs.

One or two pairs act out the dialogues about the children showing in the pictures.Transfer: encourage pupils to make their own questions too.Write some sentences in pupils’ exercise books if you have enough time.6. a) Look at the pictures of exercise 4. Complete and write (p. 131, ex. 5)Ask pupils to complete the sentences using suitable words.Pair workPupils read the sentences silently to themselves or they work on them together in pairs.If it is necessary translate the sentences into the mother tongue.Then they complete the sentences aloud.Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the mother tongue. Go round helping. You can ask pupils to write the sentences down.Do choral and individual reading again. If you have some time you can ask pupils to write the sentences down in their exercise books.b) Speak about your summerAsk pupils to tell how they are going to spend their summer holidays using the information from the lesson.ENDING THE LESSONWhat Can I See GameSay, “One, two, three. What can I see?I can 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.Home workp. 133,ex.5 Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас:3 Урок:66Тема: Моє дозвілля наступного літа

Мета: навчальна: презентувати новий лексико-граматичний матеріал за темами «Люди-на», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, мовну поведінку адекватно цій специфіці;• розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич-ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу.• Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», таблиця "Future Simple".Хід урокуWARM-UPThe teacher's greeting. Good morning, students! I’m glad to see you. How are you?1. Memory Activity GameWrite 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, etc.Checking on homeworkAimPRESENTATION2. a) Listen and repeat (p. 132, ex. 1)Books open. 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.Pupils take turns to read out the words. Help with pronunciation. Go round helping. Repeat with several different pupils,b) SayAsk pupils to choose suitable word combinations and complete the sentences beginning with the words: “I like...” and “I often...”PRACTICE3. Look, point and say (p. 132, ex. 2)Read the sentences in the future tense. Translate them into the mother tongue.Then ask pupils to point at the suitable pictures in exercise 1.ExtraGameStick 8-10 flashcards from different lexical sets on the blackboard. Elicit or remind children the words. Give children one minute to look in silence and try to remember the flashcards before removing them from the board. Children work in pairs and write the list of the flashcards they can remember. Check the answers by eliciting them from the whole class and writing the list on the blackboard.READING AND WRITING4. Read in groups (p. 133, ex. 3)Before reading pre-teach the word “dream”. Divide the class into two groups. Ask pupils in different groups to read the texts.Then each group reads the text one by one, they pause after each sentence. If necessary, translate the sentences into their own language.5. Ask and answer the questions (p. 133, ex. 4)Ask pupils to read the texts again.Every group reads their questions and gives the answers about the children from exercise 3.Monitor the activity and help where necessary.If necessary, translate the questions and answers into their own language.6. Project work. Make a poster about your dream holidays. Draw pictures or stick photos (p. 133, ex. 4).Divide the class into three or four groups. Ask pupils in different groups to make posters about their dream holidays.

Ask pupils to read the text and complete it with suitable words and word combinations.Then ask pupils to draw pictures or stick photos which pupils have brought. Go round helping.Monitor the activity and help where necessary.ENDING THE LESSONSpelling Shark FameThis is a version of the traditional “Hangman” game. Briefly explain the rules to the class. You can play the game to revise the vocabulary of 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 sharkand the sea. Draw two dashes for the letters in a sport activity “ c h”.Pupils take turns to guess one letter in the sport activity. 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.Home workp.135,ex.1Summary and feedbackThe teacher summarizes the work by asking for students’ feedback.

Дата: Клас: 3 Урок:67Тема: Контроль письма

Мета: Провести контроль навичок письма.. Розвивати пам'ять, увагу, мислення та мовлення учнів. Виховувати самостійність учнів. Хід урокуI Організаційна частина уроку Привітання й повідомлення теми та мети уроку.II Основна частина уроку

1. Інструкція по виконанню контрольної роботи та її оцінюванні за 12-ти бальною шкалою.2. Виконання контрольної роботи.

III Заключна частина уроку1. Підведення підсумків уроку.

Чи виконали всі завдання успішно? Які труднощі у вас виникли під час виконання контрольної роботи?

2. HOME WORKПовторити ЛО

Дата: Клас:3 Урок:68Тема: Контроль читання

Мета : Провести контроль навичок читання. Розвивати пам'ять, увагу, мислення та мовлення учнів. Виховувати самостійність учнів. Хід урокуI Організаційна частина уроку Привітання й повідомлення теми та мети уроку.II Основна частина уроку

1. Перевірка домашнього завдання2. Інструкція по виконанню контрольної роботи та її оцінюванні за 12-ти бальною шкалою.3. Виконання контрольної роботи.

III Заключна частина уроку1. Підведення підсумків уроку.

Чи виконали всі завдання успішно? Які труднощі у вас виникли під час виконання контрольної роботи?

2. HOME WORKПовторити ЛО

Дата: Клас:3 Урок:69Тема: Контроль аудіювання

Мета: Провести контроль навичок аудіювання. Розвивати пам'ять, увагу, мислення та мовлення учнів. Виховувати самостійність учнів. Хід урокуI Організаційна частина уроку Привітання й повідомлення теми та мети уроку.II Основна частина уроку

1. Інструкція по виконанню контрольної роботи та її оцінюванні за 12-ти бальною шкалою.2. Виконання контрольної роботи.

III Заключна частина уроку1. Домашнє завдання.

Підготуватись до говоріння2. Підведення підсумків уроку.

Чи виконали всі завдання успішно? Які труднощі у вас виникли під час виконання контрольної роботи?

2. HOME WORKПовторити ЛО

Дата: Клас:3 Урок:70Тема: Контроль говорінняМета: Провести контроль навичок говоріння. Розвивати пам'ять, увагу, мислення та мовлення учнів. Виховувати самостійність учнів. Хід урокуI Організаційна частина уроку Привітання й повідомлення теми та мети уроку.II Основна частина уроку

1. Інструкція по виконанню контрольної роботи та її оцінюванні за 12-ти бальною шкалою.2. Виконання контрольної роботи.

III Заключна частина уроку1. Підведення підсумків уроку.

Чи виконали всі завдання успішно? Які труднощі у вас виникли під час виконання контрольної роботи?

2. HOME WORKПовторити ЛО