A thing of beauty is a joy forever.

Reading is to the mind what exercise is to the body.

Методика вивчення іноземної мови

Індивідуалізація процесу навчання  англійської мови

Індивідуалізація навчання іноземної мови дає можливість розвивати інтереси учнів, їхні нахили і здібності, сприяє ефективному засвоєнню знань та розвитку мовних умінь і навичок. Під індивідуалізацією навчання розуміється максимальне наближення процесу навчання до оптимальної моделі, коли кожен учень працює в придатному для нього темпі, манері, що відповідають його загальній підготовці, здібностям, обсягу оперативної пам'яті, рисам характеру і емоційному стану. Індивідуалізація навчання, що спирається на індивідуально-психологічні особливості учнів, має забезпечити розвиток їх потенційних здібностей та можливостей.

Психологи доводять, що учні різних типів нервової системи потребують різних режимів роботи, тому для ефективного навчання іноземної мови важливе значення має врахування найістотніших особливостей нервової системи учнів. Слід пам’ятати, що великий вплив на ефективність процесу навчання мають також індивідуальні особливості в плані таких компонентів пізнавальної діяльності, як сприйняття, увага, пам'ять, мислення і спеціальні здібності.

Знання закономірностей пам'яті людини та типів пам'яті особливо необхідне для організації навчального процесу. В оволодінні іноземною мовою велике значення має зоровий і слуховий тип пам'яті. Сприйняття інформації зводиться до того, що зовнішні подразники впливають на зорові та слухові рецептори, які у відповідь на це виробляють нервові імпульси. Сприйняті подразники обробляються в сенсорній ділянці нервової системи, проте аудитивне закодування інформації проходить інакше, ніж візуальне: зорова система працює на трьох рівнях: сенсорному, перцептивному та апперцептному. Цим пояснюється недостатній рівень розвитку аудитивного каналу прийому інформації і обсягу слухової пам'яті більшості учнів. Методика викладання іноземної мови повинна орієнтуватися на різні типи пам'яті, підвищуючи дію подразників комбінованим впливом на органи чуття учнів, пам’ятаючи, що навчання усного мовлення передбачає виконання великої кількості усних вправ, вправ на аудіювання, з якими учні зорового типу пам'яті не можуть справитись без спеціальної підготовки. Слухова мовна пам'ять розвивається на основі систематичного аудіювання матеріалів іноземною мовою, а зорова, відповідно, під час тривалої роботи з друкованими підручниками.

Аналізуючи індивідуально-психологічні характеристики стосовно навчання іноземної мови, слід розрізняти загальну розумову працездатність і мовну тривалість: без розвиненої мовної витривалості індивіди не здатні ні розмовляти іноземною мовою, ні аудіювати іноземне мовлення протягом тривалого часу, тому слід приділяти значну увагу розвитку мовної витривалості на основі різних розумових навантажень із застосуванням відповідної методики і спеціального комплексу вправ.

Індивідуалізація і диференціація навчання іноземної мови дають ефективні результати при вмілому і раціональному їх застосуванні.

Для успіху всього навчання іноземної мови дуже важливо створити такі умови, за яких максимально розкрилися б індивідуальні можливості кожного учня. Потрібно проектувати не одну програму дій для цілого класу, а кілька, кожна з яких адресувалася б певній підгрупі учнів. Ось чому диференціація є однією з основ оптимізації навчально-виховного процесу. Здійснення диференціації на практиці передбачає:

а) вивчення типологічних особливостей учнів та рівня їх успішності з метою загальної оцінки їх можливостей;

б) організаційне розв’язання проблеми диференціації, наприклад, поділ групи на підгрупи з урахуванням навчальних можливостей учнів, виділення окремих підгруп слабших або сильніших учнів;

в) вивчення вимог програми і структури змісту навчального матеріалу під кутом зору його скорочення, розширення, спрощення,дозування, градації.

Вчені виділяють три можливі форми організації диференційованого навчання іноземних мов:

а) відкрита диференціація, яка передбачає поділ групи на 2 підгрупи (А і В);

б) напіввідкрита диференціація полягає в тому, що рівень успішності учнів враховується при поділі класу на групи, що є специфічним для предмета іноземної мови;

в) прихована диференціація – така організація навчального процесу, коли за допомогою індивідуальних карток підгрупі слабших учнів дається додаткова мовна або ситуативна підтримка.

Вибір форми диференціації залежить від об’єктивних умов, складу учнів, схильності вчителя до тих чи інших форм роботи.

Вчитель повинен бути дуже обережним в питаннях диференціації. Мета її – дати можливість всім учням відчути радість праці. А це можливо лише за умов дійсно демократичних, гуманних стосунків вчителя і учнів, в атмосфері доброзичливості та співробітництва.

Відповідно до форми диференціації добираються і навчальні матеріали. 2-3 завдання можуть відрізнятися складністю, але всі вони повинні мати однакову тематичну спрямованість і відповідати програмі та підручникам. Завдання ускладнюються за рахунок поглиблення проблеми. Для учнів слабшої групи увага зосереджується на добиранні конкретних завдань, на закріпленні пройденого і багаторазовому повторенні одного і того ж матеріалу. Учні цієї групи повинні насамперед оволодіти найбільш суттєвим, основним.

Сучасні методи навчання

Сучасні методи навчання

NATURAL APPROACH

    The natural approach method wasdeveloped by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasises communication, and places decreased importance on consciousgrammar study and explicit correction of student errors. Efforts are also made to make the learning environment as stress-free as possible. In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.

      The natural approach has become closely associated with Krashen's monitor model, and it is often seen as an application of the theory to language teaching. Despite this perception, there are some differences, particularly Terrell's view that some degree of conscious grammar study can be beneficial. The syllabus focuses on activities which Terrell sees as promoting subconscious language acquisition. He divides these activities into four main areas: content activities, such as learning a new subject in the target language; activities which focus on personalizing language, such as students sharing their favorite music; games; and problem-solving activities.

THE GRAMMAR-TRANSLATION METHOD

      The grammar-translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and their native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the target language, and to further students’ general intellectual development.

    There are two main goals to grammar-translation classes. One is to develop students’ reading ability to a level where they can read literature in the target language. The other is to develop students’ general mental discipline. As V. Mallison put it:

The main principles on which the grammar translation method is based are the following:

1. Translation interprets the words and phrases of the foreign languages in the best possible manner.
2. The phraseology and the idioms of the target language can best be assimilated in the process of interpretation.
3. The structures of the foreign languages are best learned when compared and contrast with those of first language.

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                  TOTAL PHYSICAL RESPONSE

      Total physical response (TPR) is a language-teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions.

      The method is an example of the comprehension approach to language teaching. Listening serves a dual purpose; it is both a means of understanding messages in the language being learned, and a means of learning the structure of the language itself. Grammar is not taught explicitly, but is induced from the language input.

       Asher developed TPR as a result of his experiences observing young children learning their first language. He noticed that interactions between parents and children often took the form of speech from the parent followed by a physical response from the child. Asher made three hypotheses based on his observations: first, that language is learned primarily by listening; second, that language learning must engage the right hemisphere of the brain; and third, that learning language should not involve any stress.

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                                                                                      THE DIRECT METHOD

      The direct method of teaching, sometimes called the natural method. Not limited to but often used in teaching foreign languages, the method refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900.      Characteristic features of the direct method are:

• teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
• teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
• centrality of spoken language (including a native-like pronunciation)
• focus on question-answer patterns. 

 Priciples:

1. Classroom instructions are conducted exclusively in the target language.
2. Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase.
3. Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking approximately 80% of the time during the lesson.
10. Students are taught from inception to ask questions as well as answer them.

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                            SUGGESTOPEDIA

        Suggestopedia (USA English) or Suggestopaedia (UK English) is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using this method a teacher's students can learn a language approximately three to five times as quickly as through conventional teaching methods.
    Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that students develop towards the method by simply believing that it works.
        The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on “desuggestive learning” and now is often called “desuggestopedia.” Suggestopedia is a portmanteau of the words “suggestion” and “pedagogy". A common misconception is to link "suggestion" to "hypnosis". However, Lozanov intended it in the sense of offering or proposing, emphasising student choice.

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                                                                     COMMUNICATIVE LANGUAGE TEACHING

       CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features. One of the most recognized of these lists is David Nunan’s (1991) five features of CLT:

1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself.
4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities outside the classroom.

      These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the connection between the language as it is taught in their class and as it used outside the classroom. Under this broad umbrella definition, any teaching practice that helps students develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction. Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practise and develop language functions, as well as judicious use of grammar and pronunciation focused activities.       In the mid 1990s the Dogma 95 manifesto influenced language teaching through the Dogme language teaching movement, who proposed that published materials can stifle the communicative approach. As such the aim of the Dogme approach to language teaching is to focus on real conversations about real subjects so that communication is the engine of learning. This communication may lead to explanation, but that this in turn will lead to further communication.

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                       AUDIO-LINGUAL METHOD

       The audio-lingual method, Army Method, or New Key, is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.

     This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.
        Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback.

                                                                                              SILENT WAY

     The Silent Way is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching technique. It is not usually considered a mainstream method in language education. It was first introduced in Gattegno's book Teaching Foreign Languages in Schools: The Silent Way in 1963. Gattegno was skeptical of the mainstream language education of the time, and conceived of the method as a special case of his general theories of education.
       The method emphasises the autonomy of the learner; the teacher's role is to monitor the students' efforts, and the students are encouraged to have an active role in learning the language. Pronunciation is seen as fundamental; beginning students start their study with pronunciation, and much time is spent practising it each lesson. The Silent Way uses a structural syllabus, and structures are constantly reviewed and recycled. The choice of vocabulary is important, with functional and versatile words seen as the best. Translation and rote repetition are avoided and the language is usually practiced in meaningful contexts. Evaluation is carried out by observation, and the teacher may never set a formal test.

The Subject of the lesson: Healthy/Unhealthy Food.

The Aim of the lesson: -to develop speaking skills;

                                         -to develop listening and reading with the understanding of the whole text;

                                         -to give information about fast food and junk food and problems caused by such food;

                                          -to activate grammar skills(Active/Passive Voice).

                                         Plan of the lesson

I.Greeting. Organizational moment. Theme/aim.

T: Good morning! How are you? I hope, you are OK! Tell me please, what things are important in our life, I mean without what components a person can’t live. (air, food, water)

So today we are going to speak about one of these components-food. At our lesson we’ll discuss problems of fast food and healthy eating. You’ll do some exercises, practice in reading and speaking, practice in using Active and Passive Voice.

II.The main part of the lesson.

1.Warming-up. Proverbs.

T: Do you know any proverbs about food?

-Hungry as a hunter.

-Eat at pleasure, drink with measure.

-Appetite comes with eating.

-Tastes differ.

-An apple a day, keeps a doctor away.

-Forbidden fruit is sweet.

T: But the motto of our lesson are another proverbs: -Do you eat to live or live to eat? Eating is always a decision, nobody forces your hand to pick up food and put it into your mouth.    How do you understand them?

It depends on you, what to eat, what is bad or good for your body, what can damage or help your body.

2.Brainstorming. Oral practice.

T: And now tell me please, what is your favourite food? What would you like to try or have a weakness for? What do you hate or would never try? Make your own sentences.

3. Writing. Vocabulary.

T: But now write a list of your 8 favourite foods in order of importance: more and less important for you.

T: Read your lists. What food is more common for all of you? Do you have fast foods in your list?

What fast foods do you know: hot dogs, hamburgers, pizza, chocolate bars, chips, cookies, crisps and so on.

4. Oral practice. 

T: Let’s do Ex.1, p.52 (PB)  Which fast foods are the most popular with teenagers? How often do you eat them? (in your country).

5. Teacher’s word. Presentation.

  T: Do you know that Americans have an obsession to be fit and healthy. They put a lot of effort to prevent illnesses. They regularly see specialists, take vitamins, practice sports, and keep to a healthy, low-fat diet. But there are more overweight people in the US than anywhere else.  It’s not surprising since they are constantly tempted by hot dogs, hamburgers….

  Fast food is not the same in every country. Fast food companies often change their menu to suit tastes in different countries, using Mc Donald’s as an example:

-in Japan they have an Ebi Filet-0 (shrimp burger) and green tea-flavoured milkshakes;

-in parts of Canada there are Mc Lobster sandwiches;

- in Chile you can dress your burger with avocado paste.

6. Reading. Ex 2, p.52 (PB) 

T: We are going to read the text. Read the headline and tell me what will the text be about? (new words)

 Read the fast food facts and tick(v) true or cross (x) false sentences.

1.A kind of pizza was eaten in Ancient Greece. (+)

2.Modern pizza was invented in 20^th century.(-)

3.The “Pizza Margherita” was invented in the USA.(-)

4.Coca-cola was a big success immediately.(-)

5.The average Mexican drinks more Coca-cola than the average American.(+)

6. People who eat a lot of fast food are getting slimmer than other people.(-)

7. Sales of fizzy drinks are getting down in the USA.(+)

8.The first Mc Donald’s restaurant was opened in California in 1940.(+)

9.Fast food creates a lot of rubbish.(+)

10. The Americans have started a slow food campaign.(-)

7. Discuss the questions:

- Is it good or bad thing that fast food is spreading around the world?

-Do you agree with a “slow food” campaign?

8. Grammar. Passive/Active Voice.

T: Look at the verbs in bold in the text. Which are passive and which are active?

(explaining of the grammar material according to the table)

Look at the table and translate my sentences:

1.Рис вирощують в Китаї.

2.Вчора було продано багато хотдогів.

3.Смачний торт приготують завтра

5.Останнім часом близько 1000 ресторанів фірми МакДональд було відкрито в Китаї.

9.Listening. Group work.

 T: Now I’ll read you a text about Fast food and junk food. Your task is to write advantages and disadvantages of using fast food (positive and negative sides).

Advantages: convenient, quick, cheap, no preparation is needed, tasty.

Disadvantages: unhealthy, has no vitamins, contain too much fat, salt and sugar, can cause different diseases, contain colouring agents and food additives, can cause  overweighting.

10.Listening.

T: Listen to the interview and write down the names of foods where you can find : Vitamins, Carbohydrates,Protein.

And now answer the questions:

·        What is the most important thing for you if you want to be fit and healthy?

•      What food will give you lots of vitamins, especially Vitamin C?

•      Why do you need to eat food with carbohydrates?

•      Why eating too many sweets and chocolates are bad for your body?

•      What food contains protein?

•      Eggs and milk also give you calcium, don’t they? What is it important for?

•      Must you eat regularly or at different times?

•      What mustn’t you do when you’re training?

11.Group work. Writing.

T: Remember that healthy lifestyle is impossible without healthy eating habits.

Complete Jessica’s New Year’s resolutions with the words from the box.

(caffeine,  fat,  fibre,  fit,  lose, headache,  put on)

My New Year’s resolutions

I’m going to look after myself better this year!

1.     I’m going to__________some weight

2.     I’m going to eat less_____and more____.

3.     I’ll try not to_____weight again next Christmas.

4.     I’m going to exercise every day until I feel _____ and healthy.

5.     If I have a ______, I won’t take painkillers.I’ll go for a walk instead.

6.     I’m going to have less______: only one cup of coffee a day.

                                                                                                        Jessica Williams 

III. Finishing of the lesson. Conclusion. Hometask.

The Subject of the lesson: England. A visit to the English-Speaking Country.

The Aim :- to match visuals using general reading skills;

                 -to listen for specific information;

                  -to develop pupils’ skills to speak fluently about some facts from the history of England;

                  -to practice pupils to work in pairs;

                  -to teach pupils to respect traditions and customs of other countries.

                                                 Plan of the Lesson

I.Theme /aim.

T: Good afternoon! I’m glad to meet you! Do you like to travel? Where would you go if you won a million dollars. The motto of our lesson is “Who that travels far, knows much”. Do you agree with these words?  (you meet new people; get acquainted with the culture, traditions, cuisine of this country; you visit historical places.) 

So today we’re going to visit one country, learn about its history, some traditions; listen to the legends of this country.

II.The main part of the lesson.

1.Warming up.

T: If we speak about any country what main features we describe? Go to the blackboard and write down. Give your associations to the word“Country”: culture, symbols, traditions, sport, capital-city, people, music/art, historical places, legends, industry, government.

2. Brainstorming.

T: But we’re going to visit one of the English-Speaking countries. Do you know some of them? (Great Britain, the USA, New Zealand, Australia, Canada)

On the blackboard you have a crossword puzzle. Fill In the name of the country.

(питання на слайдах)

1.     Who are these people? What country do they belong to?

2.     In what country do the people wear such national costumes?

3.     Where can you taste such delicious food?

4.     Where can you see these amazing places?

5.     What country are they from?

6.     The flag of what country is this?

 So we are going to Great Britain.

3.Oral practice. Checking up the hometask.

T: Look at the map of Great Britain, what parts does it consist of? What are the capitals of each of them? What ocean or sea is Great Britain washed by? 

T: Who wants to tell us something you remember about this country?

T: By the way, do you know that every country has a flower/tree symbol? What is the symbol of Ukraine? (a snowball tree)

T: Look at the pictures can you guess what country do they belong to?

--rose—England

--shamrock—Ireland (because it grows in many places, it has 3 leaves and some people think that this number is magic)

--daffodil—Wales (a red dragon)

--thistle—Scotland (is a plant and it’s very sharp. An ancient story tells that enemies from across the sea hurt their feet on Scottish thistles. They quickly jumped back into their ships and sailed away.)

4.Reading the text Ex1,p.38

T: And now we’ll read the text about England.

Pre-reading activities: In the text there are some unknown words, repeat after me-“punt” it’s a kind of very long boat like a canoe; “thatched” roof- this roof is made of special grass and hay.

While-reading activities: listen and match parts of the text with the pictures.

After-reading activities: answer the questions:

1.What are the English people crazy about?

2.Do they have pets? What pets do they have?

3. Besides English football what another sport is famous in England?

4. Where can you find houses with thatched roofs?

5. Why are there such surnames as “Butcher, Backer, Wheeler, Potter, Farmer”.

6. What the oldest and the most famous universities are there in England?

7. For river trips people use special boats. How are they called?

8. What is the Hadrian’s wall? Where is it situated?

5. Oral practice. Monologue.

T: And now  let’s speak more detailed about some aspects.

-We have read that English people are crazy about gardening. Do you know anything about this?

-What kinds of sports are famous in England: football, horse-racing, riding, tennis, bowls, rugby, cricket. Read a short text about them and then you have to choose the best endings.

6. Listening.Ex2,p39.

T: At the next lesson we’ll speak about university cities but now I want you to listen to the text about a famous place in England, Tintagel and answer the questions. Look them through.

 Where is Tintagel?

Why is it famous?

What can you see there?

Where might you see ghosts?

What might you see every year?

III. Conclusion. Hometask.

T: Did you like our lesson? What interesting facts about England have you learnt?

Your hometask  is  prepare a project about England, adding some information about education in England.  

The Subject of the lesson: Appearance.

The Aim of the lesson: -to revise all the vocabulary on the topic;

-to develop pupils’ skills and habits of prepared and unprepared speech;

-to develop pupils’ skills of reading and listening;

-to practice the using of grammar structure “have got/has got”;               

-to teach them to love and respect their classmates and friends; 

-to develop pupils’ skills to think logically, to develop attention.

Materials: tapes, cards, pictures.

                                          Plan of the lesson.

I.Introduction. The Subject/the aim.

T: Good morning, dear pupils. I’m glad to see you. Sit down, please. How are you today? I hope that everything is OK! Let’s start our lesson.

Today we’re going to speak about appearance: your, your friend’s or classmate’s appearance. We’ll also describe fairy tale heroes, listen to the song, recite poems, revise grammar structure “have got”. I hope you’ll like our lesson. And by the end of the lesson you’ll learn how to describe people according to the plan.

II.The main part of the lesson.

1.Presentation.

T: The motto of the lesson is the proverb “Take us as you find us”. Can you translate it. You can explain these words in Ukrainian. It isn’t so important how does the person look like: is he or she tall or short, thin or plump, has he/she got long or short hair, curly, straight or wavy. It’s more important our inner world. By the end of the lesson we’ll try to prove it.

2.Lexicall drills/Phonetic drills.

T: And now look at this handsome boy and repeat the words which you have already known (хорове повторення) And now Yulia reads them and you repeat after her. Well done.

3.Poem. Missing words.

T: On the slyde you’ll see the poem, listen and repeat after me but be very attentive because on the next slyde you’ll see the same poem but with missing words. Complete it. Are you ready to fill in the words. Let’s check up.

4. Oral communication+Lexical drills.

T: Do you remember poems about appearance. Recite them, please.

v Ten little fingers. Ten little toes. Two little ears and one little nose.

v My doll is so pretty. Her eyes are so blue. Her cheeks are so rosy.

v My dolly is pretty. My dolly is nice. She has a short nose and beautiful eyes.

Thank you. Well done.

5.Dialogue.

T:  If we describe a person we usually say about his or her figure, hair, nose, eyes and face. So let’s revise these words.

Figure…-Are you tall or short? Are you thin or plump?

Hair….-Have you got straight, curly or wavy hair? Have you got long or short hair?

6.Oral communication. Monologue.

T: And now describe yourself. Who wants to be the first?

7.Grammar.

T: And now it’s time for grammar. Look at the table and repeat after me: I have got…. We have got….

So let’s do Ex 3,p.17 (WB)-take pencils and circle the correct words. At home you’ll have to do the same exercise: write true sentences using this structure “have got”.

8.Song. Ex 8,p.21(PB)

T: And now we’ll have a minute of relaxation. Listen to the song of Ex8,p.21(PB)

and fill in the structure “have got/has got”. And now let’s read and check up.

9. Reading. Ex.6,p.21(PB)

T: On Wednesday we read the text about Fred, Popsy, Dilly,Bugsy and Matt. So now read 2 descriptions and guess who is this? (one by one)

10.Break.

T: Let’s make a short break. (a song “Touch my hair”)

11.Listening.”Mug and Nimble”

T: Listen to the short story about fairy-tale heroes: Mug and Nimble. In the text there is a word “a wing”- it means “крило”. Sign the cards. After the first listening-read the sentences and say who is this.

Listen to the text once more and your task will be to write if the sentence is true or false.  Exchange your cards, put 2 points for each correct answer.

12.Speaking. Game.

T: Let’s play a guessing game: describe your classmates but don’t tell his or her name. We’ll say who this person is.

III. Conclusion. Hometask.

T: We’re short of time. Our lesson comes to the end. You were so active. I’m satisfied with your work. As you see it doesn’t matter what appearance we have, it’s importance that we are good friends and I think we are the best in our school. Your hometask is to do Ex.4, p.17(WB)-write true sentences according to the pictures. Your marks are… The lesson is over. Good-bye.