UNIT 5. BE HEALTHYI
I Урок 1 |
«Здоровый образ жизни». Восприятие и понимание речи
на слух
Место уроки: l/ll.
Тип уроки: урок итчепни и пермичного .т и креплении лексических единиц
Инд уроки: грпднциштый
Формы работы: пн.ишндуадитп, парном.
Це.'и. уроки: разните ианыкнн мпсиримтии и ипинминнм иноязычной речи но слух
Задачи:
спадать ус.шимм дли формировании у учащихся я зыкопых зияний и речевых умений
по теме Лчорппый образ жнимтч;
/M.THifiniinHpiv: способствовать развитию памяти, внимания, мышления. воображении у учащихся;
<<г><7:мн/пШ|\1(1Н(Г.ч; содейстиовать развитию познавательного нитереса чере \ соде ржи мне учебного мате¬
риала
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о здоровой
пите и рассказать о том. что лист слит и Англии.
Оборудование: компьютер, мед, доска.
Дидактическое оснащение: учебник Lnglish 5. Pupil’s hook- (Л. М. Ллшшкая и др.), рабочая тетрадь
• -AVorkbook-1. 5' (Л. М. Лапнцкая и др.), наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Hello! llow are you? Do you like winter? Where did you spend your winter holidays? What did
you do during the holidays? Did you eat any yummy food? Today at the lesson you will learn to speak
about food and what people eat in Britain. Mike and Nikita will help us.
II.	Речевая зарядка. Развитие навыков говорения
—	Lets play the game «Associations». Give your associations with this proverb: «Hat at pleasure.
Drink by measure (умеренно)».
III.	Основной этап урока
Формирование лексических навыков
- Look at the board, please. Here you can s
a biscuit — печенье
fruit ~ фрукты
cereal — крупа, сухой завтрак
vegetable — овощи
crisps — чипсы
sugar — сахар
- Listen to me and repeat after me, please!
Look at my pictures, please! Name the foo
the model: Ifs sugar. It’s unhealthy.
ie the words to our topic:
a roll — булочка
honey — мёд
rice — рис
butter — масло
bacon and eggs — яичница с беконом
toast — тост, жареный хлеб
Who wants to demonstrate his / her reading skills?
and say what is healthy and what is unhealthy. Use
healthy — здоровый, полезный для здоровья
unhealthy — нездоровый, неполезный
Let's play Hie game bruit and vegetables*. Let's divide in two groups: fruit and vegetables.
I'|| n;jlm. dinVreiit fruits and vegetables. You are to stand when you hear your word and say «Fruit»
or -Vegetables1
Развитие навыков восприятия и понимания иноязычной речи на слух
а)	Предтекстовый этап. Развитие навыков говорения
Mike and Nikita ап- friends, hneiids often phone each other. Do you often phono your friends?
Why do you phom- them?

b)	Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
Ьх 1м, р. 4. РИ. Why is Nikita phoning Mike!1 Listen a ml answer the question.
Tanescript:
Nikita: Hallo! Cun / speak In Mike, please?
Mike: Ve.v, speaking.
Nikita: Hello, MikeI It's me, Nikifa!
Mike: Hi, Niki la! How are you?
Nikita: Гт fine, thank yon. And how are you?
Mike: Гт OK.
Nikita: Гт going to Britain on holidayl
Mike: Great! When are you coming?
Nikita: On the 5th of January.
Mike: Are you coming with your parents?
Nikita: No, with our class. We're going to spend a week there. Can / stay in your house?
Mike: Sure! My parents will he happy!
Nikita: Thank you. Good-bye!
Mike: Bye! See you soon.
Key to ox. la.
He's phoning Mike because he's going to Britain on holiday.
c)	Послетекстовый этап. Развитие навыков говорения
—	Ex. lb. р. 4. РВ. Lois read the questions together. Then listen to the tapescript again and
answer the questions, please.
Kev to ex. lb.
/. Nikita is coming to Britain on the 5th of January.
2.	He is going on holiday with his class.
S. He's going to stay at Mike's place.
—	Look at the board, please! Mere are some phrases from the dialogue between Mike and Nikita.
What would you like for breakfast?
I’d like some cereal, please.
No, thank you.
Would you like tea or coffee?
Tea, please.
Yes, please.
Anything else?
—- What do they mean? Translate them into Russian.
Физкультминутка
—	Let’s have a rest.
Stand up and look around,
Shake your head and turn around,
Stamp your feet upon the ground.
Clap your hands and then sit down.
Развитие навыков говорения
Ex. За. p. 5. PB. Nikita is in Britain. Now it’s breakfast time. What is Nikita going to have for
breakfast. Lets listen, read and check your guesses.
Key to ex. 3a.
Some cereal, tea with sugar and milk.
—	Work in pairs, ('house a role and read.
Развитие навыков восприятия и понимания иноязычной речи на слух
Open your workbooks, please! Lets do ex. I and 2 on p. 3.
—	Ex. I, p. 3. WB. You are to underline the silent letters. Then listen and check.
Key to ex. 1.
Juue, biscuit, sandwich, walk, listen, clim().

\:л. 2, р WII, Nnstyn Is Ntklln's cbissmntc. м> she is in Britain on holiday too. She and Klfin
are staying with |.|/,. Whal'd.) (hoy have for breakfast' l.isten and tick. Act out the dialogues.
buiescnp!;
//•; Nastya, what would you like for breakfast?
No si (fa: /V/ like a roll, please.
Liz: With honey?
Nastya: No, with jam.
I i<: Here you are. Would you like lea or coffee?
Naslya: Coffee. please.
Чг\ furr !*пи ar(1' k'lfin, what would you like for breakfast?
Id fin: I'd like some bacon and eggs.
Liz: Would you like some juice?
1:1 fin: V(\v. please.
I.u: Here you are. Anything else?
F-tfin: No, thank you,
Liz: And /V/ like some toast with butler and a cup of tea.
Key to ox. 2.
Nastya - a roll with jam, coffee; I'lfin — bacon and eggs, juice; Liz — toast with butter, tea.
IV.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
— Our lesson is almost over. Look at the hoard, please. Mere you see the table:
1. The lesson was...
interesting
boring
usual
2. There were... new things to me
many
few
no
3. I was... at the lesson
active
passive
neutral
—	Use this table and share your opinions about the lesson.
—	Open your record books, please. Write down your homework ex. 5, p. 4. WB. You are to do the
crossword and learn the words.
—	Your marks are... You’ve done a good job today.
Урок 2
«Что на завтрак?» Исчисляемые и неисчисляемые
существительные. Отсутствие артикля
Место урока: 2/11.
Тип урока: урок введения и первичного закрепления грамматических единиц.
Вид урока: традиционный.
Форма работы: парная, индивидуальная, коллективная.
Цель урока: формирование грамматических навыков по теме «Исчисляемые и неисчисляемые существи¬
тельные Отсутствие артикля».
Задачи:
обри.ишительная: способствовать формированию грамматических навыков, создать условия для отра¬
ботки навыком и умений в устной н письменной речи;
рашивающая: создать условия для развития таких аналитических способностей учащихся, как умение
обобщать, делать выводы;
иоишпштслиния: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: в результате урока учащиеся смогут рассказать о том. что они едят на
завтрак
Оборудование: компьютер, мел. мич.
Дидактическое оснащение: учебник Knglish 5. Pupil’s book- (Л. M. Лалицкая и др.), рабочая тетрадь
"Workbook-1. Sv (Л. М Лапинкан и лр.), наглядный и раздаточный материал.

ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
Смнн! morning, buys and girls’ | «m glad In see you. How is ynni mood** Arc уои happy;* Arc
you s.id?
Today nnr Inpic is ' Wind's for breakfast!»* Well learn «bout countable and uncountable nouns,
rnlcpl.iy the situation I;nlin^ ;,i breakfast . have fun.
II.	Фонетическея зарядка. Развитие навыков чтения
I.пик at the hoard, please» Here Is the poem listen In rne nlitl repeal alter me, please’
Slice* slice, the bread looks nice.
Spread, spread, boiler on the bread;
On the top we’ll put some
Now its even nicer for ns to rut!
—	Who wants lo demonstrate his / her reading skills.'’ I.el’s play a memory game I’ll clean some
words and you will try hi pronounce Ihcm from memory. The winner is a person who can pronounce
as many words as possible without seeing them.
III.	Проверка домашнего задания. Совершенствование лексических навыков
l.ct’s play the game I lot potato . Say in I nglish as quickly as possible мёл, булочка, чипсы,
полезный, фрукты, оиощи. масло, сахар, рис, печенье, неполезный.
—	book at the board, please, bet's unscramble the words. Who would like lo Iry doing it at the
board? The rest of you will help!
coir	reecal	hyohall	Itlru	renhlt
astol	ollr	yehon	«bone
Kcv to the task:
Ri<e, toast, cereal, healthy, honey, roll, fruit, bacon, butter.
—	bet’s check up your homework. What was your Imnietask?
—	Hx. 5. p. 4. WTb You were to do the crossword.
Kov to ex. 5.
/. Bacon. 2. Fruit. 3. Butter. 4. Cereal. 5. Honey. 6. Milk. 7. Vegetables. 8. Toast.
IV.	Основной этап урока
Формирование грамматических навыков
—	What have 1 got in my hands? — Yes, you are right. Three sweets. Can you count the sweets?
How many sweets? 1, 2, 3!
What have l got in my hands? — Yes, you are right. It's a glass of water. Can you count water?
—- No, you can’t.
book at the board, please!
A sweet — countable
Water — uncountable
Countable nouns (исчисляемые существительные) —
называют то, что можно посчитать. Они имеют
формы единственного и множественного числа:
a sandwich — sandwiches, an orange — oranges
Uncountable nouns (нсисчислясмые существи¬
тельные) — называют то, что нельзя посчи¬
тать. Они не имеют формы множественного
числа: jam, milk
В предложении — просьбе «Я хотел бы...» исчисляемые существительные обычно употребляются
в единственном числе с неопределенным артиклем д, например: I'd like a sandwich.
Неигчислясмые существительные употребляются со словом some, например: lfd like some jam.
Исключение: toast, fruit, cereal — нсисчислясмые
П1 jrjv'c you cards. You are lo put in a / an / some.
Dard
b	water
2.		apple
3.		manges
4 	juice
fi.	cup of	juice
H.	toast
7.		sandwich
8.		milk
0.	glass	of	milk
10.	chocolate
lb	cake
12.		carrot
13.		bananas
14.		cocoa
15.		bacon

Key to tiicjiisk:
Some water, an apple, some oranges, same /nice, a rap of juice, same Phi si, a sandwich, some
milk, a f*lass of milk, some clan (dale, a cake, a carrot, some bananas, some cocoa, some baton.
-- Look ill lhr ImuiuI* plcnse! Ileir hic (lie pictures of foo<l. Your task is fo group lln-m into two
eolmnns: connlnbk' nouns hiuI iinciiiinBihlc nouns.
Egg* tomato, bread, tea, cheese, fruit, sweet, biscuit, juice, cherry, milk, yoghurt, water, lemon,
roll, salt, fish, rice.
Key to the task:
Countable nouns: оцц. tomato, sweet, biscuit, еЬетгц, lemon, roll.
Uncountable nouns: bread, tea, cheese, fruit, juice, milk, цоц1тг1, water, salt, fish, rice.
Фи зку л ьтм и ну тка
— I.ct’s have н rest!
I lands up, clap, clap!
Hands down. clap, clap!
Turn yourself around and then you clap, clap!
licnd left, dap, clap!
Bend right, clap, clap!
Turn yourself around and then you clap, clap!
Развитие навыков говорения (диалогическая речь)
—	Ex. 5, р. 6. РВ. Rnlcplay the situation <Eating with Mike».
—	A British friend is staying wilh your family. You’re having breakfast together. Roleplay the
conversation. Use the following phrases:
We’ve got ... .
What would you like?
I’d like ... .
Would you like some tea / coffee?
Yes, please.
Anything else?
No, thank you.
— Work in pairs. I’ll give you three minutes.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	What do you usually have for breakfast?
—	Our lesson is almost over!
—	How is your mood now: sad or happy?
Use the phases to express your feelings.
I am happy
I am sad
I am normal
was (not) bored
was (not) active
got / didn’t get a good mark
didn’t relax
because
I...
worked hard
didn’t work hard
—	Your hometask is Ex. 3. 4, p. 3—4. WB. You are to group the words and revise the words.
—	Your marks are ...
—	Положительная отметка.
—	Гт satisfied with your work today. Your answers were full and nice. You were active during
the lesson. You have	(8. 9, 10).
—	Нейтральная.
	Your work was good, but not enough. You should read more (learn the words). You have
(6, 7).
—	Негативная.
—	You were not active. You should be more attentive (active). Unfortunately, you have	(3, 4. 5).
—	Good-bye!

_____________ Урок 3
«Завтрак, обед и ужин в английской семье». Говорение
(диалогическая речь)
Место уроки: .4/11.
Тим урока: у рок ра житии лексико-грнммлтичсчких пягшкпн.
Вид уроки: гралицшшиыО.
Формы работы: иплпнплуплiiiinH. парная, кпллгктлшши.
Цель уроки: рп:шитие иипмкпи говорения им теме "Завтрак. обед и ужин в английской семье*.
Задачи:
о0[т;иншпи\1ьнпн; содействовать ра житию навыком гокоренни посредством совершенствования лексиче¬
ских и грамматических навыков. навыков чтении;
/шшшиющач: спадать услопнм дли рпжнтии коммуникативных навыков через разнообразные виды ре-
чеши! деятельности;
аопшпииш'лыюч: содействовать рпчимтнм интереса к стране научаемого иностранного языка.
Прогнозируемый результат: и результате урока учатиоси смогут рассказать о завтраке. обеде и ужине
а английской семье.
Оборудопанис: компьютер, мел, доска.
Дидактическое оснащение: учебник "English 5. Pupil’s book* (Л. М. Лапиакая и дрЗ, рабочая тетрадь
«Workbook-1, б (Л. М. Лапиакая и лр.), наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Good morning, boys and girls! Mow arc yon today? I'm glad to see you all here. Today we’re
going to learn about meals in Britain, revise countable and uncountable nouns.
II.	Речевая разминка. Совершенствование лексических навыков
—	Are you hungry? Let’s have breakfast. What’s for breakfast?
—	Would you like some coffee? Would you like a biscuit? — Yes, please. / No, thank you.
—	Let’s play the game «Guess a word».
—	I’ll spell a word and you’ll say it or write it. For example: B-U-T-T-E-R. Please guess it and
then play in pairs.
—	Let’s play the game «Read my lips». I’ll say the words with my lips but without making any
sound. Try to guess the words: biscuit, sugar, healthy, roll, crisps, fruit, chocolate, vegetable, honey,
cereal, toast.
—	The next game is ‘What am I eating?’ For example: I’ll mime that I am putting honey on a roll.
You are to guess what I am eating. Then take over your role. You can play in pairs.
—	Fx. 2, p. 6. WB. Group the words: fruit or vegetables.
Key to ex. 2.
Fruit: bananas, oranges, apples, lemons.
Vegetables: Carrots, tomatoes, potatoes, cucumbers.
III.	Проверка домашнего задания. Выявление уровня сформированности лексико-грамматиче¬
ских навыков
—	Let's check your homework. Ex. 3, 4, p. 3—4. WB. You were to group the words and write a,
an or some.
Key to cx .3.
Countable nouns: apple, sandwich, biscuit, sweet, sausage, vegetable, egg.
Uncountable nouns: sugar, honey, butter, toast, tea, jam, fruit,
KfV to <-x. 4.
Some milk, an egg, some cheese, some biscuits, some rice, an orange, some juice, some crisps,
some apples, some water, some honey, a roll.
IV.	Основной этап урока
Развитие грамматических навыков
—	What's (In- difference between countable and uncountable nouns?

Will'll lit» Wl* pill i\ / nit / SOI III'l*
ГИ give you cauls. Pul lo n / mi / some.
Caul
I I want	Ion nml	sandwich.
1? There is	bullet* In I lit' fridge
B. I i/ bought	tomnloos ninl 1и»11U' of inill<.
‘I. Tltoro Is	clip nl Ion niul	onkos on the lnl>lo.
Tv Wo It,ul	pnsln lor dinner
b. 1 wonlil liko	npplo nml	Jolly.
t^yJnilio.A.n^;
/. sonic, a: 2. some; 3. .some, и; 4. о, .some; Л. some; (i. an, some.
Физкультминутка
Let's linvo a lost!
Hands up. clap, clap!
1 lands down, clap, clap!
Torn yourself around and then yon dap. dapl
Hood left, dap, dapl
Bond right, clap, clap!
Turn yourself around and then you dap, dap!
Развитие навыков изучающего чтения
a)	Предтекстовый этап. Развитие навыков говорения
—	Л\iко and Liz live in Britain. What food do people eat in Britain? Look at the pictures and say
what you can see.
b)	Текстовый этап. Чтение текста
—	Ex. la. р. 7. РВ. Read the conversation and put the pictures in the correct order.
Key to ex. la.
D, .1. В, C.
c)	Посяетекстовый этап. Контроль понимания прочитанного текста
—	Ex. lb, р. 8. РВ. Answer the questions about British meals, please.
Kov to ex. lb.
/. Alice's family has breakfast at 7.30. Mike’s family has lunch at I p.m. Mike’s family has dinner
at 7 p.m.
2.	British people usually have eggs, bacon, sausages, tomatoes or mushrooms, orange juice, toast
and butter and jam for breakfast.
3.	Many children have lunch at school.
4.	Backed lunch is often a sandwich, some crisps, some fruit and a drink.
5.	British people have meat and vegetables for dinner.
6.	British people have usually chocolate, cakes, rolls or biscuits with tea.
—	Lei’s play the game «Step to the right or to the left». Stand in a column. Г11 say true and false
statements about meals in Britain. You are to make a step to the right if it is true and make a step
to the left if it is false.
1.	British people have 4 meals a day.
2.	Л traditional English breakfast is coffee with a roll.
8. British people usually have lunch at I p.m.
4.	On school days Alike has lunch at home, too.
5.	Mike sometimes takes a packed lunch.
b. Л traditional English dinner is fish and vegetables.
7.	Tea is Britain’s favourite drink.
8.	British people drink tea with milk.
Key to the task.
/. False. 2. False. 3. True. 4. False. 5. True. 6. False. 7. True. 8. True.
Развитие навыков говорения (диалогической речи)
—	Work in pairs. Complete the dialogue. Ex. 1, p. 5. WB.

Key to ox, I.
/V/ like.	Tea, please.	Yes, please.
Here mm are.	No. thank you.	Anything else?
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
- Open your record bonks and wrl(r down your hnmetask. Your homelask is ex. 3. 4, p. f>—7. WB
You arc In cross the odd one out, complete tlie text with the words from the box and revise the words.
Be ready for a lexical lestl
—	Your marks are ... .
—- Положительном отметка.
I'm satisfied with your work today. Your answers were lull and nice. You were active during the
lesson. You have	(8, 9, 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6. 7).
—	Иегатшшам.
You were not active. You should be more attentive (active). Unfortunately, you have	(3, 4. 5).
—	Good-bye!
Урок 4
«Завтрак, обед, ужин в нашей семье». Чтение
Место урока: 4/9.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков чтения.
Задачи:
образовательная: содействовать развитию коммуникативной компетенции учащихся посредством со¬
вершенствования навыков чтения, говорения, лексических и грамматических навыков;
развивающая: содействовать развитию познавательного интереса к предмету через содержание учебно¬
го материала;
воспитательная: содействовать формированию интереса к изучению традиций родного языка.
Прогнозируемый результат: в результате урока учащиеся смогут рассказать о том, что они едят на за¬
втрак.
Оборудование: компьютер, мел, мяч.
Дидактическое оснащение: учебник «English 5. Pupil’s book» (Л. М. Лапицкая и др.), рабочая тетрадь
"Workbook-!. о» (Л. М. Лапицкая и др.), наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Good morning, boys and girls! Today we’ll know about meals in Belarus, about meals in
Nikita’s family.
II.	Речевая зарядка. Развитие лексических навыков
-• Let’s play the game "Table tennis match» about meals in Britain. You are to divide into two
teams. The teams take turns making up sentences and get a point for each correct sentence. The
team which can’t make up a sentence about meals in Britain in three seconds’ time loses a point. I’ll
give 5 minutes.
III.	Проверка домашнего задания. Выявление уровня сформированности лексических навыков
-	Let s check your homework. Их. 3, 4, p. G —7. WB. You were to cross the odd one out and
complete text using the words from the box.
Key to ex. 3,
/. Cucumber. 2. Rice. .3. Lemon. 4. Fish. 5. Crisps.
Key to ex 4.
From, breakfast, juice, butter, takes, sandwich, for.

IV.	Основной этап урока
Словарный диктант. Контроль усвоения лексического материала
Hs high lime In wrilr П Irxlnil tcsl. There arc in words In II. I'll say л word In Knssl;in find
you are to translate It Into l-nglish.
I. печенье; 2. Оулочка; 3. сахар; 4. масло; В. стоит; (i. мРд; 7. Векой и яйца; Н. фрукт U крупа;
10. рис.
fey to the task:
/. a biscuit; 2. a roll; .V, .vugnr; 4. butter; 5. vegetables; b. honey; 7. bacon and ецць, H. fruit,
9, cereal; W. my,
Развитие навыков говорения
- I II show the pictures of food. Your task is In say whether it is tasty, delicious, healthy.
tasty « yummy
delicious « yummy +
healthy * good tor you
Use tlie example:	It’s an orange. It's delicious.
It’s honey. It’s healthy.
Развитие грамматических навыков
—	Pay attention to the use of articles with countable and uncountable nouns.
Now П1 show you the pictures of different food and you are to put up your right hand if it is
countable and to put your left hand if it is uncountable.
Tomato, salt, juice, cabbage, meat, fish, tea, a cup of tea, apple, pasta, soup, mineral water,
jam, roll, egg, carrot, milk, sandwich, cheese, cherry, lemon, chocolate, coffee, toast, bacon, cake.
Key to the task:
Countable nouns: tomato, cabbage, a cup of tea, apple, roll, egg, carrot, sandwich, cherry, lemon,
cake.
Uncountable nouns: salt, juice, meat, fish, tea, pasta, soup, mineral water, jam, milk, cheese,
chocolate, coffee, toast, bacon.
Развитие навыков изучающего чтения
a)	Предтекстовый этап. Развитие навыков говорения
—	We live in Belarus. What food do we eat? — Potatoes, tea, apples, etc.
—	Answer my questions.
1.	When do you have breakfast?
2.	When do you have lunch?
3.	When do you have dinner?
4.	Where do you have lunch? At home or at the canteen?
b)	Текстовый этап. Чтение текста
—	Их. 2а, р. 8. РВ. Mrs Smith asked Nikita to tell about meals in his family. Read Nikita’s story.
How many meals a day does he have? Does he eat healthy food?
Kev to ex. 2a.
He has four meats a day. Yes, he eats healthy food.
c)	Послетекстовый этап. Контроль понимания прочитанного текста
—	Их. 2Ь, р. 9. РВ. Compare Mike’s and Nikita’s meals. Are they different?
Key to ex. 2b.
Mike usually has lunch at / p.m. at school and Nikita has lunch at 3 o'clock in the afternoon
at home. Nikita eats some soup, meat, potatoes or rice and milk. Mike doesn't eat soup, he has
a sandwich, some crisps, some fruit and a drink. The dinner is similar. They both eat meat and
potatoes and drink tea.
Развитие навыков говорения
—	Now compare the meals in Nikita’s family with the meals in your family.

Key lo (be task,
Nikita often has ep^s with sausages jot breakfast tout f rot nntu a sandwich anti drink ten. I don t
like r«»//f<\ I also hnee the snnnd hteakfasi at school like Nikita, Nikita has salad and pace with
(i toll. I usuatlu have potatoes with </ meatball m fish and tea ot fain' with a toll I hen I папе home
and have littnh like Nikitti does. We have soup, potatoes ot pasta with vegetables ami fish or meat.
Nikita has the same for lunch. W'e have out evening meat at 7 o'clock. Nikita has his ееептц meal at
cV o'cloek. We both eat pasta with meat or fish with potatoes, and ten.
l x 3a, p. Ю. PU. Toll Mike мне! Mrs Smith about your meals In your fnmlfy (1це Help box
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
Opi'n your record‘hooks and write down your homelnsk Your hnmetask Ih ex Г>, p. 7. Wit;
ex. 3b. p. 10. Pit Yon are to answer the questions and write iihniil meals In ynnr family.
Your marks are ... .
Положительная отметка.
Pm satisfied with yonr work today. Your answers were full and nice. You were active during Ihe
lesson. You have	(8, 1), 10).
Нейтральная.
Your work was good, blit not enough. Yon should read more (learn the words). You have	(H, 7).
- Негативная.
\ou were not active. You should be more attentive (active). Unfortunately, you have	(3, d, 5).
Урок 5
«Здоровое питание». Неопределенные местоимения some,
any, по в утвердительных, отрицательных и вопросительных
предложениях. Оборот There is I There are
Место урока: 5/11.
Тип урока: урок тренировки употребления грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, парная.
Цель урока: развитие грамматических навыков.
Задачи:
образовательная: способствовать развитию навыков восприятия иноязычной речи на слух, грамматиче¬
ских навыков, навыков говорении! н чтения;
рамшаающан: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: содействовать формированию положительного отношения к здоровому питанию.
Прогнозируемый результат: в результате урока учащиеся смогут использонать неопределенные место¬
имения some. any. по в устной и письменной речи, а также использовать оборот There is / There are.
Оборудование: компьютер, мел. мяч.
Дидактическое оснащение: учебник <• English 5. Pupil's book» (Л. М. Лапицкая и др.), рабочая тетрадь
< Work hook-1. 5 (Л. М. Ллшшкан и др.). наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
(iood morning, hoys and girls. I low are you.' Who is on duty today? Who is absent today?
Today you’ll learn about such pronouns as some and any, we’ll do some exercises and have fun.
II.	Речевая зарядка. Развитие навыков говорения
W’liat dal you have for dinner yesterday? What did you eat for breakfast in the morning? Have
you brought a packed lunch to school?
III.	Проверка домашнего задания. Выявление уровня сформированности навыков письменной
речи
Lets check your homework. What was your hnmetask? You were to answer Ihe questions.
Kx. 5. p. 7. WB.

в, Tomatoes and encumbers.
7. Ice-cream,
Key lo cx. fi.
/. Lew. ///<*// «re.	4, Yes, it is.
'I* Y<\v. it is.	5. Лр/de juice.
»V. No, they aren't.
-	You arc also lo write nboiil the meals in your family. Who wants lo speak a hoi 11 (Ills topic.
IV.	Основной этап
Развитие навыков восприятия и понимания иноязычной речи на слух
-	Rotty plays a guessing цате with Moldy. Listen and complete the conversation. Lx. la, p. 10. PB.
Ratty: Moldy, guess what I have in the box. It's delicious.
Moldy: Is there a sweet in the box?
Rotty: No, there isn't. There isn't a sweet. There is a biscuit in the box. CatchI
Moldy: Thank you. Munch — munch - munchI
Rotty: Moldy, guess what I have in the basket. They're tasty.
Moldy: Are there any apples in the basket?
Rotty: No, there aren't. There aren't any apples in the basket. There are some cucumbers. It's
healthy.
Moldy: Is there any water in the cup?
Rotty: No. there isn't. There isn't any water. There is some lea in the cup. Drink it I
Moldy: Thank you. M-m, yum — yum.
Kev to ex. la.
Biscuit, cucumbers, tea.
Введение и первичное закрепление грамматических навыков
-	Let's a play a guessing цате. Look! This is ту lunch. What is there in the box? Ask the
questions. Use this model: Is there a ... in the box? (on the board).
—	Is there a sweet in the box? — Sweet, (on the board).
—	Look at the board, please! There isn’t a sweet in the box.
—	Ask the questions as many as possible until you have guessed.
—	Yes. you are right. There’s a biscuit in the box.
-	Look at the board, please! Here is the table.
Countable singular nouns
(a sweet)
Countable plural nouns
(sweets)
Uncountable nouns
(jam)
Исчисляемые
су шест иител ы«ые в сд. ч.
Исчисляемые
существительные во мн. ч.
Неисчислясмыс
существительные
+
There is a sweet on the table.
There are some sweets on the
lillllc.
There is some jam on the table.
?
JsJIl^re a sweet oil the table?
Yes, there is. / No, there isn’t
Are there anv sweets on the
Yrv there arc. / No. there aren't.
Is there any jam on the table?
Yes, there is. / No, there isn’t.
—
'I Ijeii* isn't a sweet on the table.
iJjeic i> no sweet on the table
There aien’l anv sweets on the
table
There are no sweets on the table.
There isn't any jam on the table.
Ilicre Is no jam on the table.
some / any — немного, несколько, некоторое количество
но! any « по ист ничего
Which word do wr им* ш afimnativc sentences: V, Some', ‘any' or ‘no’?	‘A' with countable
singular nouns and Чоии*' with countable plural nouns and uncountable nouns.
Which word do w«* ii*e in questions V. ‘мине', ‘any’ or ‘no'?	'A' with countable singular
nouns and any' with touulahh plural nouns and niicoiinlalile nouns.
Which word do we use in negative sentences V, ‘some’, ‘any' or ’no'? -	'A' or 'no* with
countable singular nouns and any’ or 'no' with loiinlable plural nouns and uncountable nouns.
no ■ not a / not any
И английском him к* иелыи н< полмонлть лил отрицательных слона.
Мель ж о,мать there 1чГ1 пи «wcet

—	Их. Эп. р. 12. PB. Look л nil sny. What Is there In the fridges?
There is an egg in fridge /, Thvre is some butter in fridge /, There are some apples in fridge t.
There are some lemons in fridge /.
There is a sweet in fridge 2. There are some sausages in fridge 2. There is some juice in fridge 2.
There is a ear rot in fridge 2,
There is some jelly in fridge 3. There are some apples in fridge 3* There is some juice in fridge 3.
There is an egg in fridge 3.
there is some butter in fridge 4. There is a sweet in fridge 4. There are some lemons in fridge 4.
There is some cheese in fridge 4. There is some meat in fridge 4.
There is a carrot in fridge 5. There is some jelly in fridge 5. There Is some milk In fridge 5. There
are some sausages in fridge />. There is some cheese in fridge 5.
—	Ex. 3d, p. 13. PB. Guess which fridge Moldy and Roily would like to have.
Kev to ex. 3b.
Are there any apples in the fridge?	Is there a carrot in the fridge?
Is there any butter in the fridge?	Is there an egg in the fridge?
Is there any cheese in the fridge?	Arc there any sausages in the fridge?
Физкультминутка
—	Let's have a rest.
Pick up, pul down, stand up, turn around.
Clap left, clap right, clap up, clap down.
Look left, look right, look up, look down.
Turn around, sit down, touch something brown.
Развитие навыков говорения
—	The Tree .Monsters are in Liz’s kitchen. They’re hungry. Liz’s mum comes home and they
run away. Now they want to remember what there is in the kitchen. Look at Liz’s kitchen for 1—2
minutes, then close your book. Say what there is in the kitchen and where. Your partner checks your
answers. Change roles. Ex. 4a, p. 13—14. PB.
Kev to ex. 4a.
There is some cereal in the box.
There is some sugar in the box.
There are some cookies in the box.
There is some honey in the jar.
There are some rolls on the fridge.
There is some toast on the table.
Развитие навыков письменной речи
—	Describe the room. Write 6 sentences. Ex. 4b, p. 14. PB.
Kev to ex. 4b.
There is a table in the room. There is some toast on the table. There are some crisps on the table.
There is some honey in the jar on the table. There is a fridge in the room. There are some rolls on the
fridge. There are some eggs in the fridge.
Развитие грамматических навыков
—	Work individually. Open your workbooks at p. 8, ex. 1. You are write There is or There are.
Kev to ex,_L
/. There are. 2. There is. 3. There is. 4. There are. 5. There is. 6. There is. 7. There are.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	Our lesson is almost over. Look at the blackboard, please. Here you see the table:
There is some butter in the fridge.
There are some chips on the table.
There are some cucumbers in the fridge.
There is some meat in the fridge.
There are some eggs in the fridge.
1. The lesson was ...
interesting
boring
usual
2. There were ... new things to me
many
few
no
3. I was ... at the lesson
active
passive
neutral

—	Use this table anti share your opinions about the lesson.	flnd write In
—	Your liometask is ex. 2. 3 p. 8-1». WB. Yon are to wrlle In a. an, some J
Is there or Лге there.	.	, w|
—	You've done a great job today. Your marks are... . Have a » t «У-
«Что мы едим». Говорение (монологическая речь)
Место урока: (>/№.
Тип урока: урок употребления грамматических и лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная.
Цель урока: развитие навыков говорении.
образовательная: обеспечить в ходе урока закрепление изученного материала, создать услови
работки навыков говорения на основе изученного материала;	аиялизиоовать.
развивающая: создать условия для развития таких способностей учащихся, как у
сравнивать и обобщать;
воспитательная: содействовать привитию учащихся к здоровому питанию.	место-
Прогнозируемый результат: в результате урока учащиеся смогут использовать не Р	т
имения some, any, по в устной и письменной речи, а также использовать оборот There /	Р
сказать, что они едят.
Оборудование: компьютер, мел, мяч.	„ в, _	ч	TftTnan.
Дидактическое оснащение: учебник «English 5. Pupil’s book» (Л. М. Лапицкая и др.), р	Р
^Workbook-1. 5 > (Л. М. Лапицкая и др.), наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
-	Good morning, boys and girls! How are you today? Today the topic of our lesson is «Where is
the food?». We’ll continue working with the indefinite pronouns ‘some’, ‘any, ‘no and the construction
‘There is / There are*.
II.	Фонетическая зарядка. Развитие произносительных навыков
—	Look at the board, please! Here is the poem.
There is no place like home.
There is no smoke without fire.
There is no rose without a thorn.
—	Liston to mo and repeat after me, please. Who wants to demonstrate his / her reading skills?
What construction is used there?
III.	Проверка домашнего задания. Выявление уровня сформированности грамматических на¬
выков
Let's check up your hometask. Your hometask was 2, 3 p. 8—9. WB. You were to write in
a, an, some or any write in Is there or Are there.
Key lo ex. 2
A tty, some, any, any, some, a, a, an.
Цеу to ex 3.
/. Is there any butter in the fridye? — Yes, there is.
2.	Is there any say or in the cupboard? — No. there isn't.
■i. Are there tiny rolls on the table? - Yes, there are.
4.	Are there any eyys in the jndye? - No, there aren't.
5.	Is there any fruit on the table? Yes. there is.
ti. Are there any btsaaIs in the aipbourd? - No, there aren't.
IV.	Основной этап
Развитие грамматических навыков
-	When do We list 'shine' >

—	Will'll ill) wc iisr ‘any?
—	Will'll (In wr 11ЧГ ‘no’?
—	Will'll (In wc use ’ll / nil1?
—	I II Hive you cards. Your l«sk Is write There h / There are.
Curd
I-	some juice In 1 he gloss.
2.		n cup of len on I lie table.
3.		some cokes on the plole.
4-	some lemons In mullicr’s bog.
3.	ни or on go oml on opplc In the vase.
Key to task:
/. 7here is. 2. There is. 3. There are. 4. There are. 5. There is.
—	The next cord Is to moke sentences negative and Interrogative.
Model:	There is some luiller in Hie fridge.
There isn't onv butler in the fridge.
Is there any butter in the fridge?
Card
1.	There is some cereal on the plate.
2.	There are some biscuits in the box.
3.	There is an orange on the plate.
4.	There ore some vegetables in the bog.
5.	There is some tea in the cup.
Kev to task:
/. There isn't any cereal on the plate. Is there any cereal on the plate?
2.	There aren't any biscuits in the box. Are (here any biscuits in the box?
3.	There isn't an orange on the plate. Is there an orange on the plate?
4.	There aren't any vegetables in the bag. Are there any vegetables on the plate?
5.	There isn't any tea in the cap. Is there any tea in the cup?
Развитие навыков говорения
—	Let's play a little bit. Look at the board, please! There is a picture of a fridge and the beginnings
of questions on the board:
Is there a / an ... ?
Are there any ... ?
Is there any ... ?
—	Make up sentences beginning with ‘Is there a / an ... ?\ is there any ... ?\ ‘Are there any ... ?’.
Play in pairs.
Развитие навыков восприятия и понимания иноязычной речи на слух
—	Ex. I. р. 14. РВ. Listen to the chant «Where’s the food?» and say it.
—	What is there in the picture? — There is some butter. There are some biscuits. There are some
mushrooms. There is some fish. There are some sweets. There is some meat.
—	Where is the food? — Moldy ate because he was hungry.
Физкультминутка
—	Let’s play ‘A ball game’. Divide into groups: Rotty and Moldy. Throw a ball and ask questions
beginning with is there a /an...?, is there any ‘Are there any For example, is there a sweet
in your bag? Is there any cheese on the table? Are there any chairs in the room?’. You’ll catch the ball
and give short answers: Yes. there is. / No, there isn’t. / Yes, there are. / No, there aren’t.
Развитие грамматических навыков
Ex. 2, p. 15. PI3. Look at the picture in ex. 1. Moldy has eaten all the food. What does Rotty say?
Use "There isn’t a ...». «There isn’t any ...». «There aren’t any ...».
Model: There aren’t any biscuits.
Kev to ex. 2.
There isn't any meat in the fridge.
There isn't any fish in the fridge.
There isn't any butter in the fridge.
There aren't any biscuits in the fridge.
There aren't any sweets in the fridge.
There aren't any mushrooms in the fridge.

Развитие навыков говорения
—	Nnlty and Moldy see a house*. Tlu*y don't know which room to go. They compare the rooms.
What do they say? Kx. l\a. p. IS. PB.
Model; There is some fruit in room l. There isn't any fruit in room 2.
Key to ex. ila
There is same honey in тот I. There is some jam in room 2.
There is some tea in room I. There isnt any tea in room 2.
There are some crisps in mom 2. There urent any crisps in room t.
—	W Inch room do you think the monsters choose? Offer some food to them. Use Help box.
Ex. 3h. p. lb. PB.
Key to ex 3h
Would you like some crisps?	Yes, please, ft's delicious.
)es, they are tasty.	Anything else?
ft oitld you like some jam?	No, thank you.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	What is there in your bag? What isn’t there in your bag? — There are some books in my bag.
There isn’t any food in my bag. Etc.
Pack your bags.
—	Open your record books, please.
—	Write down your hometask. Your hometask is ex. 1, 2, p. 10. WB. You are to write There isn’t
a. There isn’t an, There isn’t any or There aren’t any. Ex. 4, p. 16. PB. You are to describe the room.
—	Your marks are ... Good-bye!
Урок 7 l
«В здоровом теле здоровый дух». Особые случаи
образования множественного числа существительных
(tooth — teeth, foot— feet)
Место урока: 7/П
Тип урока: урок употребления грамматических и лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная.
Цель урока: ра«нитие навыков говорения.
Задачи:
t/фч tntuMU'AhHa.u: обеспечить в ходе урока закрепление изученного материала, создать условия для от¬
работки навыков говорения на основе щученного материала,
f/a ittuauHnwi'i со мать условия для развития таких способностей учащихся, как умение анализировать,
сравнивать и обобщать.
n',i нипш»1гм.н<1ч содействовать привитию учащимся здорового обрата житии.
Про!но«ируеиый рг «ультат: в рсчультате урока учащиеся смогут лажать части тела по-английски.
Оборудование ►'»*ш.и.л р. м«*л. мяч
Дидактическое оснащение: учебник English б Pupil’s book* (/I М Лапиикая и др ), рабочая тетрадь
"Woirln.oM. б (Л М Лнпипкаи и лр ). наглядный и ра«даточный материал.
ХОД УРОКА
I.	Организационный момант. Вваданиа в таму урока и олрадаланиа целей
(jooil morning. boy-. and girlv* How. are you' Who is on duly today?1 Who is absent today?
IstoY a! the board* V#hal can you see there.' Yes, you are right. It’s a body. Today we’re going
to speak about out In allh We an healthy when we have no problems with our body; eyes, hands,
c ar-, teeth, face
lb Фонетическая зарядка. Развитие фонетических навыков
book at Hie board, please’ Here is a poem bisleri to me and repeat after me, please!

Wc smell with our nose.
We see willi our eyes,
Wc cal with our mouth
Hot pudding and pics.
— Wlw wauls lo demonstrate his / her reading skills!1
III.	Проверка домашнего задания. Выявление уровня сформироваииости грамматических на-
выков
Lets check your homework. Wlinl was your homelask? Kx. I, 2, p. 10. WB. You are lo write
There isnt a, There isn't an, There isn't any or There aren't any. Hx. 4, p. 16. PB. You are to describe
the room.
Kev to ex. I.
n	^ ta>	5- There isn't any.	5. There isn't any.	7. There isn't a.
2.	There area l any.	4. There isn't a.	6. There aren't any.	8. There isn't an.
Kev to ex. 2.
There is some water in the jar. There are some potatoes on the table. There aren't any carrots,
onions, mushrooms on the table.
Kev to ex. 4.
There are some vegetables in the fridge. Then? isn't any milk and butter in the fridge. There is
some meat in the fridge. There aren't any eggs in the fridge. There is some fruit in the fridge. There
area t any mushrooms in the fridge. There isn't any bacon in the fridge.
IV.	Основной этап
Развитие грамматических навыков
— Lets revise our grammar «Pronouns some, anyt no» and the construction «There is / There are».
~ Look at the board, please! Here is the task. You are to correct the mistakes.
1.	There are some apple juice in the glass.
2.	Does Mike drink some tea in the afternoon?
3.	There isn't no milk in the bottle.
4.	There are any vegetables in the fridge.
5.	There is an carrot on the table.
Kev to the task:
/. There is some apple juice in the glass.
2.	Does Mike drink any tea in the afternoon?
3.	There isn't any milk in the bottle.
4.	There aren't any vegetables in the fridge.
5.	There is a carrot on the table.
—	The next task is to put in some, any, a / an.
1.	There are	pupils in the classroom.
2.	Are there	sandwiches on the plate?
3.	There isn’t	sugar in the coffee.
4.	There is	apple on the plate.
5.	Mike has got	sweets in his pocket.
6.	Tom gave me	water.
7.	There aren’t	monsters in the park.
Kev lo the task:
/. some; 2. any; 3. any; 4. an; 5. some; 6. some; 7. any.
Введение и первичное закрепление лексического материала
—	Look at the board, please! I'm going to draw somebody who isn’t very healthy. Guess, who is
it. He’s got a head, two eyes, two ears, a nose, a mouth, a tooth — teeth, a stomach, two arms, two
hands, two legs, a fool — feet, hair.
—	Who is it? — Yes. you are right. It’s Moldy.
—	Stand up, please! I’ll name the parts of the body (singular and plural) and you Ml touch them.
For example: Touch your nose, your eye — eyes, your ear — ears, your foot — feel, your tooth —
teeth.
—	Look at the board, please. Г11 name the parts of the body and you MI repeat after me.

a taco — лицо
пи сус — глаз
a nose — нос
a toolli — teeth — зуб — зубы
ап саг — ухо
a foot — feet — нога — ноги (ступни)
a mouth — рот
hair — волосы
a neck — шея
a shoulder — плечо
a back — спина
a leg — йога
a body — тело
a head — голова
a hand — рука (лалонь)
an arm — рука (от кисти до плеча)
an elbow — локоть
a finder — палец (на руке)
a stomach — живот, желудок
a knee — колено
a toe — палец (на ноге)
—	Lets play the цате «What's missing?» ГП say: Goodbye one eye, goodbye two eyes. You are
to close your eyes.
—	Lets go on playing this game. You'll close your eyes. Г11 rub a part of the body off the board
and ask you what is missing. We'll play until the picture of the body disappears from the board.
—	Ex- L p. II. WB. Join the dots. What can you see?
Физкультминутка
—	Let's sing a song and do some movements according to it. Ex. 2a / 2b, p. 17.	PB.
—	Ex. 3, p. 18. PB. Let’s play the board game. Read and do what is shown in	the pictures.	For
example: Stand on your knee. Put up your hand. Jump on your feet, etc.
Развитие грамматических навыков
—	How do we form the plural form of the nouns? What ending do we add? — Yes, you	are	right.
We add the ending -s / -es. For example, a neck — necks, a fox — fox£$.
—	When do we add the ending -es? — Yes, you are right after the letters: s, ss, x, ch, sh, tch, y.
For example, a bush — bushes, a lady — ladies. But a boy — boys.
—	There are some words which form the plural form by changing the vowels in the middle of a
word: a tooth — teeth, a foot — feet.
—	Look at the board, please! Here is an apple tree. Your task is to choose an apple with a noun
in the singular form and you are to write the plural form of the noun.
a mouth
a face
a watch
a tooth
a toy
a box
a foot
a leg
an arm
a dress
a day
a body
a family
a toe
an ear
Цеу to the task:
/1 watch — watches, a face — faces, an ear — ears, a box — boxes, a tooth — teeth, a toy — toys,
a tooth — teeth, an arm — arms, a leg — legs, a body — bodies, a mouth — mouths, a family —
families, a day - days, a toe — toes, a foot — feel, a dress — dresses.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	Your hometask is ex. 2, 3, p. 12 WB. You are to write the words from the letters and learn the
words.
—	Your marks are ... .
-- Положительная отметка.
Гш satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8, 0, 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6, 7).
—	Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have	(3, 4, 5).
—	Good-bye!

.	Урок8 ______________
«Основные недомогания». Восприятие и понимание
иноязычной речи на слух
Мести уроки: 8/11
Тип урока: урок рлшнгни тишком нпгприятнм и пмннмлння импишчнмй речи ил слух
Инд урока: грдитнишшй
Формы работы: иидиммчудльния, паркам, коллгкгимном
Цель урока: рллшпне иапыкпи мпсприятии н нпннмаимм мнпишчнмй речи кп слух
Задачи:
солдат!» уолоиня дли отработки шишкой и умений п ипсприитии речи на слух и тип-
рении;
/тднтмкшцгч: солдат!. услоиим длм ралпитни памяти, нниманпи п мооОрл мен им.
ноечнтиже п*ч«1ч: расширить крупмор учащихся и рамках данной темы
Прогполируемый результат: иредполаглетси, что к концу урока учащиеся смогут построить именаш*
мания оГ> оснонныч недомоганимч.
Оборудопанис: компьютер. доска, мел.
Дидактическое оснащение: учебник LnglWh Г». Pupils hook <Л. М. Дапинкаи и др), рабочая тетрадь
«AVorkbook-1, О" (Д. М. Дапнцкаи н др.), наглядный и раллаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
-- Good morning, hoys and girls! How arc you today?
—	Look at the board and answer my question, please.
Very well, thank you.++
Fine, thank you, +
Not very well, thank you. —
Today the topic of our lesson is «IVc got a headache*.
It. Фонетическая зарядка. Развитие навыков чтения
—	Look at the board, please! Here is the poem.
Without my tongue 1 cannot talk,
Without my feet I cannot walk,
Without my eyes I cannot see,
Without my heart I cannot be!
Listen to me and repeat after me, please. Who wants to demonstrate his / her reading skills?
III.	Проверка домашнего задания. Выявление уровня сформированности лексических навыков
—	Lets check up your hometask. Your hometask was 2, 3, p. 12—13. WB. You were to make up
the words from the letters.
Kev to ex. 2a.
Back, elbow, toe, feet, shoulder, knee, mouth, head, teeth, finger.
Kev to ex. 3.
One back, body, neck, stomach, nose, mouth, face.
Two arms, tegs, elbows, ears, knees, feet, hands, shoulders.
Ten fingers, toes.
Thirty-two teeth.
IV.	Основной этап
Развитие грамматических навыков
- I ll give you cards Your task is write the plural or the singular form of the following nouns.
Card
1.		-- cals;
2.	a neck -
3.	a bus —
4.	a city —
5.		— days;
6.	a tooth 	;
T.	 geese;
8.	 ladies;
9.	an apple —	;
10.		— eyes;
11.	a baby 	;
12.	a mouth —

Key to Hie task:
/. и cut cats;
2.	a neck necks;
3. a Inis	buses;
7.	и city	cities;
fu a day - days;
в, a tnnth teeth;
7.	a goose geese;
N, a lady - ladies;
ft an apple apples;
It), an rye	eyes;
11. a baby	babies;
12.	a mouth mouths.
Развитие лексических навыков
- Lei's revise the purls nf ihe body. ГП s«y n p;ir 1 nF the body In English «ml you'll show If mi
yourself.
— Look at Ihe board, plensel Here Is the tusk (or you. You «re fill In the missing letters.
e..c	m.. ,,th	..ncc	.. ..ouldcr	lb. ..d	h..nd
L.e	,.rm	Li\.	sL.mnJi	..lb..w	nc.. ..
Key In the task:
Hyet month, knee, shoulder head, hand, toe,
—	Look at the board, please! Here are the
them. Use Ihe phrase: lie / She has got ... .
Физкультминутка
Hands up
Hands up
Hands down
Hands on hips
Sit down
Stand up
Развитие навыков говорения
—	Today we’re going to speak about health
hurt — болеть
a stomachache — боль в желудке
My eyes hurt! — Мои глаза болят!
My leg hurts! — Моя нога болит!
—	Ex. 4a, p. 19. PB. The Tree Monsters are
arm, [ace, stomach, elbow, neck.
pictures of different people. Your task is to describe
I lands to sides
Bend left
Bend right
I lands on hips
One, two, three — hop!
One, two, three — stop!
again. What can hurt people?
a headache — головная боль
a toothache — зубная боль
i*t well today. What’s the matter with them?
Kev to ex. 4a.
Rotty's arm hurts. Rotty's shoulder hurts. Rotty's finger hurts.
Moldy's neck hurts. Moldy's knees hurt.
Развитие навыков письменной речи
— Write 10 exercises for the Tree Monsters to be healthy. Ex. 4b, p. 19. PB.
Kev to ex. 4b.
Jump on your feet. Shake your shouders. Touch your elbows. Touch your neck. Close and open
your eyes. Clap your hands. Touch your ears. Bend your knees. Shake your hair. Show your fingers.
Развитие навыков говорения
—	Hx. lb, р. 20. PB. What happened to Rotty and Moldy? Match the days to the problems in
exercise la, p. 20. PB.
Kjey to ex. lb.
/. F. 2. A. 3. I). 4. C. 5. B.
Make up a story about the Tree Monsters. Ex. Ic, p. 21. PB.
ftey to ex. 1c.
On Monday Rotty had a fight with Moldy. Now his arm and leg hurt. On Tuesday Rotty ate much
chocolate. Now he's got a stomachache. On Wednesday Moldy played a lot of computer games. Now
he's got a headache. On Thursday Rotty ate a lot of crisps. Now he's got a toothache. On Friday
Moldy watched TV all night. Now he' got a headache.
—	Ex. 2a. p. 21. Mike is in bed. PB. Listen, read and answer. Is he ill?

KsyJyjyt. Аь
Miki' doesn't want In цо in school and says that he Is III, hid he Isn't.
Tnir or I'olso/ I'x. 2li, p, 22. PH.
Key. t'i i’X, '<?]>.
/. false. 2. false. ,V. false, d, false, ft. True. f>. false. 7. True.
—	Now role-ploy I lie dbilnguc. Choose о role olid mid. Work III poll s
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
llow ою you I low I* Very well? Arc you 11 red?
-	Open your record hooks, plcose.
Write down your Iminolosk. Your Imniehtsk Is ex. 2, 'Л p. Ill 14. Wit. You ore lo write the
sou (dices lo s;iy what happened lo the children in the pictures nnd revise the words.
I	!о,чож1гго.п|,|1пн отметка.
I'm salistied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8, II. Ю).
-	Нейтралы!;»!.
\our work was good, hut not enough. Yon should read more (learn the words). You have	(8, 7).
—	lleiaTininavi.
Yon were not active. You should be more attentive (active). Unfortunately, you have	(3. 4, 5).
Your marks are ... .
		 I Урок 9 I
«У врача». Глагол should I shouldn't для выражения
совета, рекомендации
Место урока: 9/11.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков диалогической речи.
Задачи:
образовательная: содействовать развитию навыков диалогической речи посредством восприятия и по*
нимлнни иноязычной речи на слух; совершенствованию лексических навыков; развитию грамматических
навыков;
развивающая: создать условия для работы в парах;
воспитательная: содействовать развитию интереса к стране изучаемого языка.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут дать совет или реко-
менданию, используя модальный глагол should.
Оборудование: аудиокомпьютср, доска, мел.
Дидактическое оснащение: учебник <'Entflish 5. Pupil’s book» (Л. М. Лапицкая и др.), рабочая тетрадь
"Workbook-!, 5» (Л. М. Лапицкая и др.), наглядный и раздаточный материал, таблица.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
Good шогмшц. boys nnd tfirls! Ilow are you today?
-	Look at (lie board and answer my question, please.
Very well, thank you. ++
Fine, thank you. +
Not very well, thank you. —
II.	Фонетическая зарядка. Развитие фонетических навыков
	 Look at the hoard, please! Hi re is the tongue-twister. Listen to me and repeat after me, please!
Does the doctor doctor the way the doctor who doctors doctors?
—	Who wants to demonstrate his / her reading skills?

III.	Проверка домашнего задания. Выявление уровня сформированности лекси	*!*ВЬ'К°В
- I.cl's chock you г liouiowork. Wlial ill.l you *l« «I borm.-* Wlwl was yoiu lioiiidfmk. Lx . . .
p. 1.4. WIL You wore to write what happened la Hie children In (lie pic ures.
Rev to ex. 2.
1. lie's goI a headache,	-V. She's цо/ toothache.
2.	Iler lef> hurls,	Ills arm hurls.
Kcv to ex. 3.
Didn't, leu, had, toothache, nave, Saturdaii, walk.
IV.	Основной этап урока
5. She's H<d earache.
(i. He's цо! a stomachache.
Развитие лексических навыков
—	Let's play the цате • Pantomimes*. One of you will show anything from our active'
the res I of the class will guess II: a toothache, an earache, a stomachache, Hie kg * У -
a headache, the hack hurts.
—	Look at the pictures. Describe whal health problem a person has.	..
— Do you remember the story about Mike when he was Ilk but he was» I? But now	i e . у
ill. Yesterday he went for a walk. The weather was had. It was cold and rainy. Now	i e a. L
a cough, a runny nose, a temperature and a sore throat. He’s got a cold.
a cough — кашель
a runny nose — насморк
a temperature — температура
a sore throat — больное горло
a cold — простуда
I’ve got a cold. — У меня простуда.
He / She1 2 3 4 5 s got a cold. — У него / неё простуда.
—	Pretend to be ill. Imitate symptoms. The rest of the class will guess. For example: You ve got
a runny nose.
Развитие навыков восприятия и понимания иноязычной речи на слух
—	Ex. I, р. 23. РВ. Look at the picture of the waiting room in ex. 1. How many patients are there?
They are all wailing for the doctor.
—	Ex. 2a, p. 23. PB. Listen to the dialogue and say the number of the patient who is speaking.
Kev to ex. 2a.
Number 3 (a sore throat).
—	What does the doctor advise? — Stay in bed and drink warm milk.
Развитие грамматических навыков
— What word helps to give advice? — Should.
should — следует
shouldn’t — не следует
— Now work in pairs. Role-play the dialogue.
-- The modal verb ‘should’ helps to give advice. Let’s play. Г11 say sentences with ‘should’ and
‘shouldn't. If the advice is good, you will clap your hands. If the advice is bad, you will keep quiet.
1.	You should wash your hands.
2.	You should eat a lot of chocolate.
3.	Yon shouldn't run in the school.
4.	You shouldn't do your homework.
5.	Yon shouldn't drink coffee a lot.
6.	You shouldn’t play computer games.
7.	You eat fruit and vegetables.
8.	You should sleep 8 hours a day.
9.	You should eat crisps.
10.	You should help your parents.
Kl*y JoJhe task:
/. (mod, 2. Had. 3. Good. 4. Had. 5. Good. 6. Good. 7. Good. 8. Good. 9. Had. 10. Good.
Ex 4, p. 24. PB. Match the problems to the advice.
K< у to ex. L
/. IS. 2. 1:. 3. /1, l). 4. А. 5. С. 6. Л, Г). 7. f).

whiU* soim* lively music is played When Им* mush ships, a pupil who li;is Им* mvclnpe m bis / her
Ib'imls. bikes a ship p( pnprt nut nl Пн* envelope, m*;m|s I hr vriilrmi and other pupils give some
lulvicf l;ur example: 'My eyes hurl* You shouldii’l watch TV a Inf
1	My leg hurts.
2	l‘ve not a sore lluoat.
3.	I’ve not a toothache.
I My arm hurls
IvX 1° the task;
/. Von shouldn't пт a lot.
2.	You should drink warm milk with honey.
:i. )ou shouldn't rat a lot o\ diocolatr.
'/. You should цо to (hr doctor.
Г). I’ve not a headache
0 I’ve not a stomachache
7. My hack hurls
H. My eyes hurt
fi. You should take a pill,
fi. You should sor a dodor.
7. You shouldn't work a lot in the Harden.
H. You shouldn't watch TV a lot.
Развитие навыков говорения (диалогической речи)
Role-play the dialogic At the doctor’s Use the phrases in hold from ex. 2a, p 23. f*B.
Open yotir workbooks at p. 15, ex. 2. Match the numbers to the letters (the problem with the
advice).
KiXilULxJL
I.	H. 2. /1. 3. [). 4. C. 5. I:.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	The Tree Monsters are ill. What should / shouldn't they do?
—	Open your record books and write down your hometask. Your hometask is ex. 3, 4, p. 15—16.
WB. You are to complete the dialogue, write should or shouldn't and learn the words. Be ready for
a lexical test.
—	Use the phases to express your feelings.
I am happy
! am sad
I am normal
was (not) bored
was (not) active
because
I...
worked hard
didn’t work hard
got / didn't get a good mark
didn't relax
— Your marks are ... . Good-bye!
I Урок 10 I
«Полезные привычки». Чтение
Место урока: Ю/П.
Тип урока: урок развитии навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная.
Цель урока: развитие навыков изучающего чтения.
Задачи:
(/бра:touaтельнаи: способствовать развитию навыков говорения на основе прочитанного текста;
1ш:шиааииц(ш: способствовать развитию умения высказываться логично, связно, делать выводы;
пт питательная: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к копну урока учащиеся смогут рассказать о том, что
нужно д« дать, чтобы вести ьюроный образ жизни.
Оборудование: компьютер, мел. доска.
Дидактическое оснащение: учебник "Knglish 5. Pupil’s book > (Л. М. Лапицкая и др.), рабочая тетрадь
♦Workbook-I, Ь- (Л. М. Лапицкая и др.), наглядный и раздаточный материал.

ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
tinod morning, girls and boys! I low are you today? Ifwl;iy well If;iг11 such pronouns as 'much',
*mnny\ 'a Ini iif’ and where In use Iliem
II.	Речевая зарядка. Развитие навыков говорения
I only at I hr hoard. please! Миг Is ati English proverb.
An apple a day keeps lltc doctor away.
Wlial docs ii mean? II we want to be healthy and not to gel III, we should eat healthy food,
today we* re also going In speak ahoiii healthy fond
III.	Проверка домашнего задания. Выявление уровня сформированности грамматических на*
вы ко в
К\. 3, I, р. Ifv-ICi. WH. You were to complete the dialogue and to write should or shouldn't.
Key to ex. 3,
/. IVftuf.s I he mutter?
Z Stomach-aihe? I et me .see.
iV. What did i/oi/ eat yesterday?
L »w should take these pills.
Гк Goodbye.
Key In ex, -1.
Л should; 2. should; 3. shouldn't; 4. shouldn't; 5. should; 6. shouldn't; 7. should; 8. should.
IV.	Основной этап
Контроль усвоения лексических навыков
- Us high time to write a lexical test. I’ll say a word in Russian and you’ll write it in English
1.	кашель
2.	спина
3.	головная боль
4.	палец (па ноге)
5.	болят глаза
6.	зубная боль
7.	плечо
8.	простуда
9.	насморк
10.	рот
Key to the task:
/. cough; 2. back; 3. headache; 4. toe; 5. eyes hurt; 6. toothache; 7. shoulder; 8. cold; 9. runny nose;
W.	mouth.
Развитие навыков изучающего чтения
a)	Предтекстовый этап. Снятие языковых трудностей
—	Let s do the quiz. Do you have healthy habits? Ex. 1, p. 25. PB.
—	Let’s learn some new words.
once a week — один раз в неделю
three times a month — три раза в месяц
twice a day — дважды в день
rarely — редко
b)	Текстовый этап. Чтение текста
—	Ех. 2Ь, р. 28. PB. What food can you see in the pictures? Are they healthy?
—	These foods belong to four groups. What food groups are these? Read and find the names of
the groups. Ex. 2a, p. 27. PB.
Kev to ex. 2b.
Л - fruit and vegetables, В — milk and cheese, C — meat and fish, D — bread and cereal.
c)	Послетекстовый этап. Контроль понимания прочитанного текста
—	Read the text again and match the titles to the paragraphs. Ex. 2a, p. 27. PB.
Цоу to ex. 2a.
/, f). 2. Л. 3. C. 4. B.
Kx. 2c, p. 28. PB. Complete the sentences according to the text.

Key lo ex. 2c.
/. )ou should do if out morning exercises and go for a walk every day.
2.	You shouldn't miss />/; lessons at sthool.
♦'/. )ou should brush your teeth in the morning and In the evening.
'/. )ou should take n shower every day and wash your hair every week.
f>. )ntt should eat fruit and vegetables because (hey help your eyes, skin and teeth and (here are
a lot of vitamins in them.
0.	)ott should drink milk and eat cheese because they are good for your teeth and bones.
л bw should eat meat and fish because they help to build your body.
rS. )ou should eat bread and cereal because they give you energy.
9.	По you eat healthy food? Do you eat unhealthy food? What healthy / unhealthy food do you eat?
10.	Open your workbooks at p. Id, ex. /. (Iroup the words.
Kev to ex. 1.
I ruit and vegetables: oranges, tomatoes, lemons, carrots.
group: chicken. sausages, bacon, fish.
Ilread group: cereal, rice, toast,
Milk group: yoghurt, cheese, butter, ice-cream.
—	По (he crossword. What should you enl In Hie morn lug? Kx. 5, p. 18. WB.
Kev lo ex. 5.
Л Ilread. 2. Water. 3. Eggs. 4, Carrot. 5. Milk. 6. Dish. 7. Sugar. H. Cheese. 9. Tea.
Физкультминутка
—	Lot s hove a rest!
Two little eyes in look around
Two little ears to hear each sound
One little nose to smell wind's sweet
One little mouth that likes to eat.
Развитие грамматических навыков
—	What do the words 'a lot of*, ‘much1, ‘many1 mean? Are they synonyms?
—	Look at the board, please! Here is the table.
Countable nouns
Uncountable nouns
Исчисляемые существительные
Менсчисляемые существительные
+ There are a lot of nuts.
- There aren't many crisps.
* Mow many eggs do we need?
+ There's a lot of fruit.'
— There isn't much salt.
? How much sugar do we need?
—	In what sentences do we use ‘much’ and 'many'?
—	With what nouns do we use 'many' and with what nouns do we use ‘much'?
—	Let's divide into two groups: ‘much’ and ‘many'. I'll name countable and uncountable nouns.
When you hear ‘your’ noun, you add ‘much' or 'many'.
Chocolate, apples, sweets, sugar, rolls, cheese, carrots, cucumbers, potatoes, tea, coffee,
sausages, crisps, honey, fish, meat, oranges, bananas, nuts, water, pineapples, fruit, toast, bacon,
eggs.
—	I'll give you cards. You are to fill in much / many / a lot of.
Card
1.	Are there	vegetables in the fridge?
2.	I've got	apples. I can make an apple pie.
3.	I don’t put	sugar in my tea.
4.	There were	vegetables on the plate.
5.	Was there	cheese in the cake?
6.	How	plates have we got?
7.	There aren't	books at home.
8.	How	juice do we need?

Key to the task:
/. many; 2. n lot of: *V. much: 4. a lot of; 5. much: 6. many: 7, many; A. much.
—	Answer the questions, plcnsc! Use full answers.
1.	По you eat many sweets?
1?. По you eat many vegetables?
3.	По you cat much chocolate-*
*1. Hid you many biscuits yesterday?
5	По you drink much water every day?
6	Hid you eat much fruit yesterday?
7. По you drink much milk?
8 Hid vnu eat much yoghurt last week?
V.	Заключительный этап урока. Подведение итогов урока» объяснение домашнего задания»
выставление отметок
—	Open your record books and write down your homelask. Hx. 2, 3, p. 17. WB. You are to write
a lot о/, much, пиши and write 6 -8 sentences about a healthy diet.
—	Look at the blackboard, please. Here you see the table:
1. The lesson was ...
interesting
boring
usual
2. There were ... new things to me
many
few
no
3. 1 was ... at the lesson
active
passive
neutral
—	Use this table and share your opinions about the lesson.
—	Your marks are ...
	 |Урок11~"
«Быть здоровым — это здорово». Письменная речь
Место урока: 11/Н.
Тип урока: урок проверки и оценки знаний, умений и навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная.
Цель урока: развитие навыков письменной речи.
Задачи:
образовательная: проверить и проконтролировать усвоение умений и навыков письменной речи;
развивающая: содействовать развитию самостоятельной деятельности учащихся;
воспитательная: способствовать развитию интереса к изучению иностранного языка и привитию уча¬
щимся здорового образа жизни.
Прогнозируемый результат: предполагается, что учащиеся смогут рассказать о том, как хорошо быть
здоровым, вести здоровий образ жизни и выполнить лексико-грамматический тест.
Оборудование: мел. доска.
Дидактическое оснащение: учебник -English 5. Pupil’s book» (Л. М. Лапицкэя и др.), рабочая тетрадь
" Work book-1, л (Л. М. Лапиикая и др.), раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
Good morning, boys and girls! How are you today? Today we are going to write a lexical-
grammar test and speak about healthy way of life.
II.	Речевая зарядка. Совершенствование лексических навыков
- - Let'** play hoard game Hx la. p. 30. PB. The rules of the game are:
) Play the Good Health Game in pairs.
2 Pupil I asks the questions.
3.	Pupil 2 answers the questions and gets a prize.
4 Change your roles

III.	Проверка домашнего задание. Выявление уровня сформировамности грамматических на¬
выков
lets check up упиг homework Your hmurlask wan to give advice lo your classmate on
u healthy die! and do excuiscs 2. T, p 17 WB
Key to cx. 2.
I.	и lift of; 2. much: «У. many: 4. many: !}. much: 6. a lot of: 7. a tot of.
Key to ex. i>.
Hrcakfust: fra, eggs. sandwiches. toast. cereal.
I.utnh: snap, fish. rice, apples.
flintier: potatoes and thicken, milk, biscuit.
IV.	Основной этап урока
Развитие навыков восприятия и понимания иноязычной речи на слух
1:х 1Ь. р. <Т2. РИ LKIen to the children. They're playing the Good Health Game. Does Ellin
have healthy habits? Why do you think so* What's his prize?
Tanescrind
Liz: Elfin. lot's play the 'Good Health Game*?
Elfin: What's that?
Liz: Look the Healthy pome is when you answer questions and get a prize.
Elfin: I like getting prizes! Cotne on! Ask your questionsI
Liz: OK. Elfin. what do you do in your free time?
Elfin: И mm, / read a book.
Liz: OK. Can you play sports games?
Elfin: Of course. I can! Football and tennis are my favourite games.
Liz: I see. The next question is about healthy food. Do you drink much coffee?
Elfin: Yack! I never drink coffee! ! like fruit and vegetables.
Liz: OK. now the last question, Elfin. Do you take a shower every day?
Elfin: Oh. yes. I do! I love water! Liz. whaVs my present?
Liz: Elfin, look! It's a pearlI
Elfin and Liz: Hooray!
Kev to ex. lb.
Yes. he does. Elfin has healthy habits. He never drinks coffee, he eats fruit and vegetables, takes
a shower every day and likes sports games.
His prize is the second pearl.
Физкультминутка
—	Let’s have a rest!
Hands up. clap, clap!
Hands down. clap, clap!
Turn yourself around and then you clap, clap!
Bend left, clap, clap!
Bend right, clap, clap!
Turn yourself around and then you clap, clap!
Контроль усвоения лексических и грамматических навыков
—	It’s high time to write a test. There are five tasks in it.
The first task is to write uncountable nouns.
The second task is to write a / an / some.
The third task is to choose the right option some / any / no.
The fourth task is to put in much / many / a lot of.
The fifth task is to translate into English.
—	Your time is 25 minutes.
I.	Write uncountable nouns.
Jam. sweets, honey, tea, eggs, carrots, milk, tomatoes, coffee, bananas, meat, oranges, water,
bread, butter, cheese, mushrooms, vegetables.
Kev to the task.
Jam. honey, lea, milk, coffee, meat, water, bread, buller, cheese.

II.	Write a / an f some.
1.		SllgHt
2.		apple
3.		hacuii
‘I.	cereal
5.	tomato
Key to the task.
/. Some sugar. 2. Лn apple. 3. Some bacon. 4. Some cereal. !>. A tomato.
III.	Choose the right option some / any / no.
1.	There are	biscuits in the box.
2.	Do you buy	butter?
3.	The cup is empty. There is	water in it.
4.	141 like	jam.
5.	There aren't	bananas in the kitchen.
cv to the task.
/. Some. 2. Any. 3. No. 4. Some. 5. Any.
IV.	Put in much / many / a lot of.
1.	She should drink	milk.
2.	1 have got	tomatoes in the garden.
3.	How	honey do you eat a day?
4. 1 don't drink	coffee.
5. They bought	apples.
Key to the task:
l.	a lot of; 2. many; 3. much; 4. much; 5. a tot of.
V.	Translate into English. Use the modal verb should.
1.	Нам не следует смотреть много телевизор.
2.	Тебе следует есть много мяса и рыбы.
3.	Нам не следует есть много конфет.
4.	Тебе следует есть много овощей и фруктов.
5.	Тебе следует заниматься спортом.
Kev to the task.
/. You shouldn't watch TV a lot.
2.	You should eat a lot of meat and fish.
3.	You shouldn't eat a lot of sweets.
4.	You should eat a lot of vegetables and fruit.
5.	You should do sports.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	Your time is almost over. Give me your papers, please.
—	Your hometask is to make the leaflet *Be healthy». Ex. 3t p. 33. PB.
—	Your marks are ... Good-bye!

UNIT 6. IN THE CITY
	| Урок 1 |
«В городе». Предлоги места
Место урока: I/I0.
Тим урока: урок мислеиии и пераичнпго закрепления грамматических единиц.
Вид урока: традиционный.
Формы работы: нидшшдуольнан. парная, коллектипнпя.
Цель урока: формнрШ1ание грамматических Пашков*
Задачи:
оО/ниинштсльная: создать условии дли отработки лексических и грамматических навыков:
/чмгшшгкшр/.ч.' способствовать обогащению елпварногп запаса учащихся;
щи/шнммн(мьн(|.ч: способствовать развитию культуры взаимоотношении при работе в парах.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут правильно
использовать предлоги места и своей речи.
Оборудование: ауднппроигрыпптсль, доска, мел.
\и^|И|Аа1|Т,/ЧсСК0С ос1,а|Цс,И1с: учебник оHn^lish Г>. Pupils book» (Л. М. Лапицкая и др.), рабочая тетрадь
«■workbook-1, 5" (Л. ДА. Лапицкли и др.), иаглидпый материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
— Good aflenmon, boys and girls! How arc you today? Tin glad to see you all here. Look at the
hoard, please. What do you see?
Minsk London Gomel Moscow New York Rome
—	The names of different cities. Do you live in a city / town / village? Do you like your city /
town / village? What’s there in your city / town / village?
—	Try to guess what we are going to speak about. We are going to start a new topic today «fn
the city». We will speak about different cities. And today our topic is «Map of the city».
II.	Речевая зарядка. Развитие навыков говорения
—	Let’s play the game «Associations». What comes to your mind when you hear «in the city»?
(Cars, schools, shops, houses, streets, cinemas, theatres.)
III.	Основной этап урока. Формирование лексических навыков
Развитие навыков восприятия и понимания иноязычной речи на слух
a)	Предтекстовый этап. Снятие лексических трудностей
—	Look at the pictures on page 38 PB. There is Elfin’s photo album in your PB. Read the words
and the transcription in pairs.
—	I am going to read the words. Listen to me, please. Repeat after me.
—	Look at the pictures and write under, behind, in front of, next to, opposite. Ex. I, p. 23. WB.
Key to ex. I.
between	in front of	next to
under	opposite	behind
b)	Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
—	Nikita wanted to post a letter and got lost. Listen to the telephone conversation and look at the
map. Where is Nikita now? Ex. 2a, p. 39. PB.

Mika: Ш№77
Nikita: Ctin I speak to Mike, please?
Milo*: Speaking.
Nikita: This is me, NikitaI
Mika: Oh, Niki fat Where an> youV
Nikita: I'm lostl
Mika: Oh, dear!
Nikita: Mease, help tnel What can t do?
Mike: Don't worry) What can you see?
Nikita: Well, there's a cinema in front of me, and there's a hank next to the ( nem
Mike: What's there behind you?
Nikita: Let me see, There's a swimming-pool behind me.
Mike: Is there a school?
Nikita: ftw. there is. IMween the swimming-pool and the library.
Mike: What's the school's name?
Nikita: Mayflower School.
Mike: It's my school. Now listen...
Key to ox. 2a.
Nikita is near the bridge.
с)	Послетекстовый этап
Развитие навыков говорения
—	Road and guess the places. Ex. 2b, p. 39. PB.
Kev to ox. 2h.
1.	It's a supermarket
2.	Its a park.
3.	It's a school.
4.	It s a bookshop.
5.	It’s a bank.
—	Make up your rid
—	Do the crossword
Kev to ex. 2,
1. supermarket. 2. museum. 3. hospital. 4. library. 5. bank. 6. church. 7. cinema.
—	Look at the plan and guess the places.
1.	It’s next to the museum.
2.	It’s behind the museum.
3.	It’s between the hospital and the bank.
4.	It's behind the bank.
5.	It's opposite the post office.
Kev to the task:
/. bank. 2. church. 3. supermarket. 4. library. 5. hospital.
—	Work in pairs. Look at the plan and make your own riddles about this city.
Развитие грамматических навыков
—	Fill in the prepositions. Look at the plan ex. 2. Ex. 3, p. 24. WB.
Kev to ex. 3.
/. next to. 2. behind. 3. in front of. 4. opposite. 5. behind. 6. next to. 7. between. 8. between.
—	Look at the picture and answer the questions. Use the words in brackets. Ex. 4, p. 25. WB.
Kev to ex. 4,
/. It’s in front of the wardrobe.	5.	They’re in the bookcase.
2.	They're on the table.	6.	It's behind the chair.
3.	It’s between the bookcase and the wardrobe.	7.	It's in front of the sofa.
4.	It’s next to the sofa.	8.	They're under the coffee table.
6. It's a school.
11. It’s a supermarket.
7. It’s a swimming pool.
12. It’s a library.
8. It’s a cinema.
13. It’s a bookshop.
9. It’s a theatre.
14. It’s a hospital.
10. It’s a post office.
15. It’s a museum.
lies.
Look at the plan. Ex. 2, p. 23. WB.

Физкультминутка
Mam) up. pltavr
Hand* up1 llamU down*
Tnni frU1 Turn right*
( Iom упнг cyr-1 Nm| y#mr ht &V
Touch your rar*. hnich your brad1
Mt down'
- let* tlraw a plan nf our town on the board One by one go jo the board and writ*» the name*
nl the buildings Make *nmc riddles about our town
a library
a museum
a school
IV.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	Wlud can you see in the city? What is behind our school? What is in front of our school* What
is next In our school?
—	Open your record hooks, please. Write down your hometask. Ynur hornet ask is ex. 2d. p. 40 PB
Write 5 riddles about Mike's town.
—	Your marks are ... .
—	Положительная отметка.
Гт satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8, 9, 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6, 7).
—	Негативная.
You wfere not active. You should be more attentive (active). Unfortunately, you have	(3, 4. 5).
	 Урок 2 |
«Прогулка no городу». Предлоги направления движения
Место урока: 2/10.
Тип урока: урок введения я первичного закрепления грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная, парная.
Цель урока: развитие навыков говорения.
Задачи:
образовательная: обеспечить в ходе урока закрепление грамматического правила по теме " Предлоги
места~ и усвоение грамматического правила по теме 'Предлоги направления движения »;
развивающая: способствовать развитию внимания, памяти и логического мышления;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут расска-
зать. как проити от одного здания к другому.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник "English 5. Pupil’s book> (Л. М. Лапицкая и др.), рабочая тетрадь
* Workbook-1, 5" (Л. М. Лапиикэя и др.). наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Good afternoon, pupils! How are you today? Today wfe are going to travel around the city. We
will try to help our friends to find the way from one place to another.
II.	Фонетическая зарядка. Развитие фонетических навыков
—	Match the words with their transcription. Kx. 1, p. 26. WB.

Физкультминутка
- Stand up, please.
SH down!
Lot's tlriiw
I l;iitds up! 1 hinds down!
Тип» lefll Тип» rinfill
Clnso yniir eyes! Nnd your head!
Touch your ears, touch your head!
pliui of our town on the hoard. One by otic go to the board and write (lie names
C f\l Itlt	«till»
of the buildings. /Make some riddles about our (own.
a library
a intisi'inn
| a school
IV. Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	What can you see In the city? What is behind our school? What Is in front of our school? What
is next to our school?
—	Open your record books, please. Write down your homclask. Your hometask is ex. 2d. p. 40. PB.
Write 5 riddles about A\ike's town.
—	Your marks are ... .
—	Положительная отметка.
Гт satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8, 9. 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6, 7).
—	Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have	(3, 4, 5).
| Урок 21
«Прогулка no городу». Предлоги направления движения
Место урока: 2/10.
Тип урока: урок введения и первичного закрепления грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная, парная.
Цель урока: развитие навыков говорения.
Задачи:
образовательная: обеспечить в ходе урока закрепление грамматического правила по теме «Предлоги
места* и усвоение грамматического правила по теме «Предлоги направления движения»;
развивающая: способствовать развитию внимания, памяти и логического мышления;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут расска¬
зать. как пройти от одного здания к другому.
Оборудование: аудиопроигрыватель, лоска, мел.
Дидактическое оснащение: учебник «Knglish 5. Pupil's book» (Л. М. Лапнцкая и др.). рабочая тетрадь
«Workbook-1, Ъ" (Л. М. Лапицкая и др.), наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
-	(jood afternoon, pupils! Mow arc yon today? Today we arc цотц to travel around the city. We
will try to help our friends to find flu* way from one place to another.
il. Фонетическая зарядка. Развитие фонетических навыков
—	Match the words with their transcription. l:x. I. p. 2f>. WH.

Key to ex. 1.
Bookshop / 'bukfopf	Hospital flwptllf	Bookshop f'lmkfnpl
School fsku.tf	Church f'tfiUJJ	Cinema f'smmsf
Supermarket f'snips,ma'.kdj	Supermarket f'sti'.pejnaiktlf	Host office / pnostnfisf
Bank fhMtjkf	Theatre f'Oistsf	Station fsteifnf
Museum ftnfu'.'zi'.emf	Library f'latbrertf
—	I have some strips of paper In my hand. There are flic words from ex. I on them. Your task Is
to choose one strip of paper and make a sentence willi this word.
III.	Проверка домашнего задания. Развитие лексических навыков
—	Let's check your homework. Your houietask was ex. 2d, p. 40. PB. Write 5 riddles about Mikes
town.
—	Work in pairs. Try to guess your partner's riddles.
IV.	Основной этап урока
Формирование лексических навыков
—	Look at the board, please. There are some pictures on It. Look at the pictures and listen to me.
turn right — повернуть направо	go past the park — идти мимо парка
go straight ahead — идти вперед	go along the street — идти по улице
turn left — повернуть налево	go over the bridge — идти через мост
cross the street — переходить улицу
—	Repeat the words after me.
—	Read the words one by one.
—	Let's see whether you remember some words or not. Stand up, please. Follow my command.
Turn left. Turn right. Go straight ahead. Turn right. Go past the desk. Turn right. Go straight ahead.
Turn right again. Go past the chair. You are at your place. Sit down.
—	Read and number the pictures. Ex. 2, p. 26. WB.
Kev to ex. 2.
6. Go past the park
L Go straight ahead
4. Turn right
7. Go over the bridge
5. Go along the street
2. Cross the street
3. Turn left
—	Lisa is near the post office. Help her to get to the theatre. Use the words from the box. Ex. 3a,
p. 27. WB.
Kev to ex. 3a.
Go along, past, turn left, go past, go over the bridge, turn right, opposite.
—	I.isten and check.
Развитие навыков говорения
—	Our friend Elfin is in this city too. He doesn’t know how to find place. Let’s help him.
1.	Elfin is near the post office. Help him to get to the cinema.
2. F.lfin is near the cinema. Help him to get to the theatre.
3. Elfin is near the theatre. Help him to get to the hospital.
4.	Ellin is near the hospital. Help him to get to the cafd.
Kev to the lask:
/. Go along Bear Road, past the cafe and the park. Cross Princess Street and go straight ahead.
Go past the museum and turn right. The cinema is next to the museum.
2.	Go along Bear Road, past the museum. Turn right and cross Bear Road. Go along Princess
Street, past the bookshop and the church. Go over the bridge and turn right. The theatre is opposite
the chun h.
,y. Turn left and go over the bridge. Go along Princess Street, past (he church and the bookshop.
Cross Bear Road and turn left. Cross Princess Street and turn left. Go along Princess Street, past
the park. The hospital is next to the park.
4.	Turn left and go along Princess Street. Go Past the park and turn left. Go along Bear Road,
past the park. The cafe is between the park and the post office.

Развитие навыков восприятия и понимания иноязычной рачи на слух
a)	Предтакстовый этап. Снятие лексических трудностей
Make true sefilrmrs about you Iе!я. 2, p. 41. РИ
Key
(Model)
L W hen I go to the library I turn left.
2.	\Vhrn I go to ihr supermarket I cross ihr street.
;y. W'hrn I go to ihr cinema f go over (hr brittle.
<I, When I go (o school I go along (hr sirrrt.
!i. W hen I go to ihr shop I цо past (hr park.
b)	Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
Lei's revise some information In ни Ihe previous lesson. Where whs Nikita? Where did he want
to ко? Why «lid lie wniit to к» Ihere?
(Nikita was near (hr cinema. Hr wattled to цо lo (hr past office, lie wanted to post a letter.)
Mila* tells Nlkltn the way hack. Listen and look at the map hi Lesson I Where Is Mike’s house?
Kx. Ha, p. 41. PH.
Key lo cxJAa,
Mike's house Is next to the hospital, opposite Ihr supermarket.
c)	Послетекстовый этап. Развитие навыков чтения
-	Read the conversation. Kx. HI), p. 42. PH.
—	Try to match two columns according to the text.
\
go along
A
Union Road
2
turn right
В
the cafe
go straight
c
at the tr.iffic lights
4
cross
D
Park Lane
5
past
E
the bridge
6
go over
F
ahead
Kev to the task:
I. D. 2. C. 3. f\4. A. 5. B. 6. E.
—	Mike is helping Nikita to get to Liz’s place. Where is Liz’s house on the map? Ex. 4, p. 42. PB.
Key to ex. 4.
Liz's house is next to the post office.
Физкультминутка
—	Stand up. please.
Hands up! Hands down!
Turn left! Turn right!
Close your eyes! Nod your head!
Touch your ears, touch your head!
-- Sit down!
Развитие навыков говорения
—	Help Nikita to get to these places. Ex. 5a, p. 42. PB.
Key to ex. 5a.
—	from Liz9s house to Mayflower School
Go along Apple Street. Past the post office. Then turn right and cross Apple Street. Go straight
ahead. Past the bookshop and the church. Cross Green Street and then cross Linton Road. Go over
the bridge. Go straight ahead, past the swimming pool. Turn left at the traffic lights. Past the
swimming pool. Mayflower School is next to the swimming pool.

—	from the school to the museum
(to (liong Park I ane. Turn right at the traffic tights. On straight ahead, past the swimming pool,
do over the bridge. Cross I inton Road. Tarn left at the traffic lights. Go along Linton Road. Past the
cafe and the pet shop. The mascara is next to the pet shop.
—	from the museum to the post office
Go along Linton Road. Past the pet shop and the caff. Cross Green Street. Go straight ahead,
past the church and the bookshop. Cross Apple Street. Tarn left at the traffic lights. The post tiff Ur
is in front of yon,
—	Look nt the tnnp of Mike's city.
—	Imagine that wo nre in this city too.
How con wo get from the bus stop to Mayflower School?
(Go along Park Une. Cross the street. Go straight ahead, past the swimming pool. Mayflower
School is next to the swimming pool.)
How can we get from the cinema to the pet shop?
(Cross Park Line. Go straight ahead, past the swimming pool. Go over the bridge. Cross Union
Road. Tarn left at the traffic lights. Go along Linton Road, past the cafe. The pet shop is next to
the cafe.)
—	Work in pairs. Ask your partner the way from one place to another.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	What phrases do we need to know to tell the way from one place to another?
—	Open your record books and write down your hometask. Your hometask is ex. 5b, p. 42. PB.
Write how you can get from the bus stop to the supermarket.
—	Your marks are ... .
—	Положительная отметка.
Гш satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8, 9, 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6, 7).
—	Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have	(3, 4, 5).
| УрокЗ I
«Как пройти в банк?». Говорение
Место урока: 3/10.
Тип урока: комбинированный.
Вил урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие диалогических навыков.
Задачи:
обри.ишательная: способствовать развитию навыков диалогической речи через составление диалогов,
создать условия для закрепления лексических единиц;
ратшшнпцан: создать условии дли развитии наблюдательности, памяти и логического мышления;
аш питательная: способствовать развитию культуры взаимоотношении при работе в парах.
Про!нозирусмый результат: предполагается, что к концу урока учащиеся смогут спросить и ответить,
как пройти до какого-то определённого здания.
Оборудование: аудиопроигрыиатель. лоска, мел.
Дидактическое оснащение: учебник Knglish 5. Pupil's book# (Л. М. Лапицкая и др.), рабочая тетрадь
«Workbook-1. б > (/I. М. Лапицкая и др.), наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в атмосферу иноязычного общения. Введение в тему
урока и определение целей

—	Hello, my elenr friends! (ibid lo sec your happy faces! How are you today? Today we continue
speaking about cities and different buildings Nikita got Inst in the city and he phoned his friend.
What should we do if we canT find the right place and we can’t phone our friends?
—	We can ask people on the street. What should we say?
How do I pet lo the ...
—	Our topic is - How do I pet to the nearest hank**
tl. Фонетическая зарядка. Развитие фонетических навыков
—	Read and tick. Kv I. p 28. WB.
Key to ex. 1.
N
m
theatre
V
straight
V
light
V
tooth
V
V
14
IVl
church
V
right
V
left
V
catch
V
V
—	Let’s check the exercise. I will say a word. If you hear the sound [t|. clap your hands, if you hear
the sound [0] — stand up and sit down and if you hear the sound [If] — step your feet.
III.	Речевая зарядка. Развитие навыков говорения
—	Look at the map. Ask questions in pairs. Ex. 1. p. 42. PB.
—	Now. I am poing to ask you some questions about this city.
1.	Where’s the.supermarket?
2.	Where’s the library?
3.	Where’s the book shop?
4.	Where's the cafe?
Kev to the task:
/. ft's in River Street, next to the post office.
2.	It's in High Street, opposite the school.
3.	ft's in High Street, next to the church.
4.	It's in Swan Street, opposite the theatre.
5.	ft's in High Street, next to the book shop.
6.	ft's in Swan Street, next to the supermarket.
7.	ft's in Swan Street, opposite the post office.
IV.	Проверка домашнего задания. Развитие лексических навыков
-- Now let’s check your homework. Your hometask was ex. 5b, p. 42. PB. Write how you can get
from the bus slop to the supermarket.
Kev to ex. 1.
Go along Hark IJne. Turn left at the traffic lights and go over the bridge. Cross Linton Road. Turn
right and cross Green Street. Turn left, go along Green Street. Past the church. The supermarket is
next to the church.
V.	Основной этап урока
Развитие навыков восприятия и понимания иноязычной речи на слух
Listen to a song, please. Look at the words on the board. They will help you understand the
song better
Excuse me — простите
not far away — недалеко
the way •— путь
—	Sing tlie song. Ex. 2. p 43 PB.
—	Sing the song in pairs One of you will ask for direction and the other will tell where to go.
Развитие навыков говорения
—	Read the conversation and find the place on the map. Ex. 3a. p. 44. PB.
5.	Where’s the church?
6.	Where’s the post office?
7.	Where’s the sports club?

I Mm ami cheek yom nnswer.
Koli'plav llii' dialogue
l iiuiplrti' the dialogue. l*.\. 2, p. 28. WII.
Work in pairs. Л\акг up your dlnlugtie.
Физкультминутка
Stand up. please.
Hands up! Mauds dnwnl
Turn leW Tumi riKlill
Close your eyes* Nod your liemll
Touch your cars. IihkIi your head!
- Sil down!
- look at the board, please. There Is a map of Hie city. We еаиЧ see the names of (lie buildings
there. Lets draw our own map. Cm to the hoard and write the names of the buildings.
—	Name all the buildings that we have in our city.
—	How can you get from the ... to the ...
—	Work in pairs and make a dialogue using this map.
—	Do the mini project «Hide a pearl». Ex. 4, p. 44. PB.
VI.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	Have you found each other’s pearl? Where did you find it?
—	How do I get to the canteen?
—	Our lesson is over. You’ve worked hard today. Please, open your record books and write down
your homework. Your hometask is ex. 3a, p. 29. WB. Look at the map in ex.3a (Lesson 2). Pavel is
near the bank. Help him lo get to the school.
—	Great! Thank you for your work, you deserve the following marks...
—	Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8. 9, 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6, 7).
—	Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have	(3, 4, 5)
| Урок 4
«Правила безопасного поведения на улицах города».
Модальный глагол must
Место урока: 4/10
Тип урока: урок введения и первичного закрепления грамматических единиц.
Вил урока: традиционный
Формы работы: индивидуальная, коллективная, парная.
Цель урока: формирование грамматических навыков.

Залячм:
обеспечить п ходе урока дикргплемиг грлмчлтическпго правила пи темп "Модальный
ГЛЛГПЛ rrwst". СГЮСобеТНпнмть ргИЯИГНМ Мо1Ю;|ПГМЧГГКИ|| речи.
Ло.шмш1*>оц1ч стчоОетппппп, р.нпигтп пннмтшч. плмятн и логического мышлении;
онейетжтотк усвоению правил бг.шппсипгп повеления ни улицах города.
Прогнозируемый результат: предполагается. чти к концу учебного ынитни учащиеся будут млплгть
прлтмдмн Ос копленого поведения на улицах города
Оборудование: доска, мел.
Дидактическое оснащение: учебник ' English Г». Pupil's book ' (Л. М. Лллицкдя и др.Ь рабочая тетрадь
*Workbonk-l. .V (Л М Лапиикаи и др). раздаточный и наглядный материал.
I.	Организационный момент. Введение в тему урока и определение целей
- Good afternoon, pupils! I low arc you today.'
—	Look at the hoard, please. What is it?
—	It's a traffic light What colours does it have?
—	Red. yellow and green. What do we do if wc sec the read colour? Can we walk? (We stop)
—	What do wc do if we see the yellow colour? (We wait)
—	What do we do if we see the green colour? (We can walk)
—	We must follow these rules Try to guess what our topic is today.
—	The topic is written on the board. Our topic is «Safety Rules*.	We	must	know	all	the	rules.
It can be dangerous in the street. Today we will revise and learn some	rules.	Are	you	ready to	start?
It. Фонетическая зарядка. Развитие фонетических навыков
—	Try to guess the riddle on the board.
—	What is it? (traffic lights)
—	Listen to me and then repeat after me. Read the poem, please. I am going to wipe off one word,
but are to name this w?ord while reading this poem.
III.	Речевая зарядка. Развитие навыков говорения
—	Circle the names of places and write them. Ex. 4, p. 31. WB.
Kev to ex. 4.
/. Hospital. 2. Cinema. 3. Post office. 4. Bus stop. 5. Street. 6. Bank. 7. Bridge. 8. Church.
9.	Museum. 10. Theatre.
—- Work in pairs. Make some riddles about these buildings.
-	.Make some sentences using these words.
IV.	Проверка домашнего задания. Развитие грамматических навыков
Let s check your homework. Your hnmetask was ex. 3a, p. 29. WB. Look at the map in ех.За
(Lesson 2). Pavel is near the bank. Help him to get to the school.
-	Key to ex. 3a.
Go along Bear Road, past the bookshop, Turn lejl at the traffic lights and cross Hear Road. Go
straight ahead along Princess Street, past the museum. Then turn right and cross Princess Street. Go
ЯМЫ. Ihe hospital. The school is next to the hospital, opposite the wood.
J can see 1hat you know all the prepositions. Lei's do ex. I, p. 30. WB. Go from school to library.
O/lour the prepositions.
f^yU/SX-L
St hoot, opposite, next to, behind, in front of, between, over, past, under, along. in, on, at, library.
V.	Основной этап урока
Развитие грамматических навыков
Read and match the rules to the pictures. Ex. la, p. 45. PB.
Ki^JiLLLJiL
A. 3. B. f,. <:. 2. 0. 4. В. I. V. 9. G. 6. II. 7. i 8.
ХОД УРОКА
Red on top,
Green below.
Red says «Stop»,
Green says «Go*.
Yellow says «Wait»
Even if you’re late.

Which wifely rules do you always / чишеНшеч / rarely / never follow.11
(u> nr mind (he class a ml ask your classmates wlral safely Miles (hey always / sometimes /
rarely / never follow. I‘ill In (he table
nlway
MlfflHlfflC*
runty
never
Sltip Wilt'll ||№ Irillflr ||K|,|s „IV I«mI.
Tanya
Polina
Vlad
Hr. sln-i'l when Ihe Iraffle Нц|||ч lire jjreeii.
I.imk Ills! lefl Hun Ilylil when yon floss the sheet
U.iNN (he sheet In front of n Irinn, bill belli ml a Inis.
Wear a flicker when It's ilaik
Wear a senthell In a car.
Play on the road.
Mike
1.1%
Wide n hike on the road.
Drive a car.
— Use your tables and present the results to the class.
(Model) Tamm, Polina and Vlad always stop when I he traffic lights are red.
The verb must
модальный глагол должен
You must wear a flicker when it's dark.
You mustn't play on the mad.
— Match the place to the rule. Ex. 2, p. 31. WB.
foy. <% 2,
/. tt. 2. I). 3. (i. 4. F. S. C. 6. Л. 7. E.
~ Write must or mustn't. Ex. 3, p. 31. WB.
Key to ex. 3.
/. must. 2. must. 3. must. 4. mustn't. 5. must. 6. mustn't.
~ Г11 give y0lJ some cards. Choose must or mustn't.
Card.
1.	You	play behind cars. Drivers may not be able to see you.
2. You	talk to strangers.
3.	You	open the door for unknown people.
4	You	play in the kitchen.
5.	You	listen to your teacher.
b	You	give your personal details	like	name,	your photo to anyone on the Internet.
7	You	turn off lights when	you	leave	the	house.
8	You	play with fire
4J You	use zebra crossing to cross the road.
10 You	use mobile phone while driving.
Key Jo tlii- t ask.
/. You mustn't play behind ears. Drivers may not be able to see you.
2.	You mustn't talh to stroupers.
3.	You mustn't open the door for unknown people.
4.	You mustn't play in the kitchen.

5.	You must listen to уour teacher
0,	)ou ntustn t give your personal details like name, your photo to anyone on the Internet.
7.	)ou must turn off tights when you leave the house.
8.	You mustn't play with fire.
9.	)ou must use zebra crossing to cross the road.
10.	You mustn't use mobile phone while driving.
—	We hove same rules at school too. Let’s have a look at them. Write must / mustn’t or should /
shouldn L
School rules
L Pupils	come to school on time.
2.	Pupils	wear a uniform.
3.	Pupils	be polite.
4.	Pupils _	stand up when a teacher comes Into the class.
5.	Pupils —		use mobile phones during their lessons.
6.	Pupils	eat or drink in the classrooms.
7.	Pupils	run in the corridor.
8.	Pupils	_say hello when they see a teacher.
Kev to the task:
School rules
L Pupils must come to school on time.
2.	Pupils must wear a uniform.
3.	Pupils should be polite,
4.	Pupils should stand up when a teacher comes into the class.
5.	Pupils mustn't use mobile phones during their lessons.
6.	Pupils mustn't eat or drink in the classrooms.
7.	Pupils mustn't run in the corridor.
8.	Pupils should say hello when they see a teacher.
—	Can you add some more rules?
Физкультминутка
—	Stand up, please.
Hands up! Hands down!
Hands on hips! Sit down!
Hands up! To the sides!
Bend left! Bend right!
—	Sit down, please.
Развитие навыков говорения
—	Rotty gives instructions to Moldy. Make sentences. Ex. 3a, p. 46. PB.
Kev to ex. 3a.
You must find a pearl.
You must hide behind the trees.
You mustn't make a lot of noise.
—	Give your instructions to Rotty and Moldy.
Kev to the task:
You must give a pearl to Elfin.	You must speak to the children.
You mustn't hide behind the trees.	You mustn't run fast.
You mustn't make a lot of noise.	You mustn't catch Elfin.
VI.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	What safety rules do you know?
—	What must you do now? (We must write down our hometask. We must listen to our teacher.)
What mustn't you do now? (We mustn't be noisy.)
—	Open your record books and write down your hometask. Your hometask is to write 6—8
instructions to Rotty and Moldy. Ex. 3c, p. 46. PB.
—	Your marks are ... .
You mustn't speak to the children.
You must run fast.
You must catch Elfin.
One, two, three! Hop!
One, two, three! Stop!
Stand still!

	[ Урок 5
«На улицах Минска». Чтение
Место урока: 5/10.
Тин уроки: комбинированный,
Вид уроки: традиционный.
Формы работы: иидииидуальнаи. парили, коллективная.
Цель уроки: развитие навыков изучающего чтении.
Задачи:
обратниипельнан: обеспечить и ходе урока закрепление грамматического правила по теме «(депсии
сравнении прилагательных^ способствовать развитию монологической речи;
/ьк?(П4И(Щ>ща.ч; сппспОстплнлть обогащению словарного запаса учащихся;
<гг><71шг|<итм1>ип.ч; содействовать воспитанию патриотизма, жолании достойно представлять свою страну
и умении передать это на иностранном языке.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут рассказать
о достопримечательностях города Минска.
Оборудование: аудиопронгрыватель, доска, мел.
Дидактическое оснащение: учебник «Kn^lish 5. Pupil’s book» (Л. М. Ляпицкая и др.), рабочая тетрадь
♦Workbook-1, 5" (Л. М. Лапнцкаи и др.), раздаточный и наглядный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Good afternoon, pupils! How are you today?
—	Look at the board, please. What can you see there?
-- It is a map of our country. What is the name of our country?
—	You are right. We live in Belarus. What cities do you know in Belarus?
—	Minsk, Gomel, Grodno, Vitebsk, Mogilev...
—	What city is the main city in our country? What is the capital of Belarus?
—	The capital of Belarus is Minsk. We will continue to speak about cities. And today we will
speak about Minsk.
—	The topic of our lesson is «Photos of Minsk».
II.	Речевая зарядка. Развитие лексических навыков
—	Let's play the game «Read my lips». I'll say some words without making any sound. Try to
guess the words.
Turn left, cross the street, turn right, go straight ahead, go along the street, go over the bridge,
go past the park.
—	Look at the board, please. There is a map of the city. Name all the buildings that we have in
our city.
—	Use this map and tell me how to get to these places:
1.	from the са1ё to the supermarket
2.	from the supermarket to the bank
3.	from the bank to the library
Key to the task:
/. Cross Monkey Street. Go along Cat Street, past the bookshop and the school. Cross Dog Street.
The supermarket is opposite the school.
2.	Cross Cal Street. Turn left and cross Dog Street. The bank is opposite the hospital.
/У. Go along Cat Street, past the Museum. Cross Monkey Street. The library is opposite (he museum,
— Work in pairs and make a dialogue using this rnap.

III. Проверка домашнего задания. Развитие лексических навыков
-	Ixl s cliei'k your linnicwotk. Your Immdask was ex, 3c, p. 46, PH. Wrlic 6 —8 Instructions to
Rotly nlid Moldy.
Key to ex. 3c.
(Model)
J on must (live a pearl to Elfin.	You must speak to (he children.
)ott nWiSfn f hide behind the trees.	You mustn't run fast*
\ou inustnt make a lot of noise.	You mustn’t catch Elfin.
—	Make sentences with the following words. Use must or mustn’t in your sentences.
traffic lights. In front of a tram, drive a car, a seatbelt, look left then right,
		behind a Inis, a flicker, play on the road, ride a bike
Key to the task:
(Model)
You must stop when the traffic lights are red.
You must cross (he street in front of a tram.
You mustn't drive a car if you’re under 18.
You must wear a seatbelt in a car.
You must look first left then light when you cross the street.
You must cross (he street behind a bus.
You must wear a flicker when it is dark.
You mustn’t play on (he road.
You mustn’t ride a bike on the road if you are under 14.
IV. Основной этап урока
Развитие навыков восприятия и понимания иноязычной речи на слух
a)	Предтекстовый этап. Снятие лексических трудностей
—	What do you know about Minsk? What places do you know in Minsk?
—	We are going to listen to a text. At first, match the transcription to the places. Ex. t, p. 32. WB.
Kev to the task:
/. Pobeda Square.	3. the Central Railway Station.	5. the Opera and Ballet House.
2.	Gorky Park.	4. the Circus.	6. the Troitskoye Suburb.
b)	Текстовый этап. Прослушивание текста. Развитие аутентичных навыков
—	The children are in a cafe. Nikita shows his friends photos of Minsk. Listen to Nikita and put
the pictures in the correct order. Ex. 1, p. 47. PB.
Nikita: Elfin, would you like to see some pictures of Minsk?
Elfin: Sure. Oh, Minsk is beautiful. What's that? Is that a square?
Nikita: Yes, it’s Pobeda Square. A lot of people come here. War veterans like to come here too.
Elfin: / see. Are there many parks in Minsk?
Nikita: Oh, yes. Look! This is my favourite park. There’s a big wheel, a merry-go-round and other
rides there.
Elfin: It’s like an amusement park, isn’t it?
Nikita: Maybe. And this is the Troitskoye Suburb.
Elfin: Nikita, it looks old. Is Minsk old or modern?
Nikita: ft’s quite modern. Look! The new railway station was built in 2001.
Liz: Are there any theatres in Minsk?
Nikita: Oh, yes. This is Opera and Ballet House.
Mike: My favourite place in Minsk is the Circus. / like the Circus best.
Kev to ex. 1.
/•'. Pobeda Square	E. the Troitskoye Suburb	D. the Opera and Ballet House
A. Gorky Park	B. the Central Railway Station	C. the Circus
c)	Послетекстовый этап
Развитие навыков говорения
—	Complete the dialogue with the correct place. Ex. 2. p. 32. WB.

Ksy to cx, 2,
—	What's this beautiful modern building?
—	Oh, it's the Central Railway Station.
—	I'd like to show you the oldest place in Minsk, the Troitskoye Suburb.
—	Greatl I'd like to see it.
—	Are there a lot of theatres in Minsk?
—	Yes, there are. And the Opera and Ballet House is the most beautiful.
—	And this is children's favourite place, Gorky Park. I can see a big wheel. Are there other rides
there?
—	Yes, there are.
Развитие грамматических навыков
—	There are some interesting words in this exercise. They are adjectives. Let’s revise the rule
«Degrees of comparison of Adjectives» / «Степени сравнения прилагательных».
Positive Degree /
Положительная степень
Comparative Degree /
Сравнительная степень
Superlative Degree /
Превосходная степень
1. Прилагательные из одного или двух слогов
long
longer
the longest
nice
nicer
the nicest
big
bigger
the biggest
happy
happier
the happiest
II. Прилагательные из двух и более слогов, -ing
beautiful
more beautiful
the most beautiful
boring
more boring
the most boring
wonderful
more wonderful
the most wonderful
III. Прилагательные-исключения
(food
better
the best
bad
worse
the worst
old
older / elder
the older / the elder
far
farther / further
the farthest / the furthest
—	Try to form two more degrees of comparison.
Hxamplc: short — shorter — the shortest
I.	easy	3. low	5. intelligent	7. hot	9. interesting
2 fat	4. good	6. tall	8. small	10. boring
1.	easy —- easier — the easiest
2.	fat - fatter - - the fattest
3.	low — lower — the lowest
4.	gwxl - better — the best
5.	intelligent - more intelligent — the most intelligent
6. tall - taller - the tallest
7. hot hotter - the hottest
H. smuil - smaller — the smallest
9.	interesting — more interesting — the most interesting
10.	boring ~ more boring -- the most boring
Физкультминутка
—	1лг1'ь have a rc»t
Hands up, clap, clap!
Hands down, clap, clap!
Turn yourself around and then you clap, clap!
Bend left, clap, clap!
Bend right, clap, clap!
Turn yourself around and then you clap, clap!

Развитие навыков изучающего чтения
a)	Продтекстовый этап. Снятие лексических трудностей
Wliiil places did Nlkila showed In his ii lends?
(Gorky Path. flu' Central Railway Station, the (linns, the Opera and flatlet House, the Troitskoye
Suburb. Pobeda Squate)
b)	Текстовый этап. Чтение текста
Rood Nlkiln's story about Minsk. Wind Is nil children's favourite place In Minsk? Ex. 2n,
p. 18. PH.
Key to ex. 2n.
All children's favourite place is Gorkii Park.
— Look id the numbers and pronounce them.
1007 - ten sixty-seven
2001 Iwo thousand and one
— Pronounce the following: years.
1. 10-17	3. 1155
2. 1883	4. 2018
Key to the task:
1.	1947 — nineteen forty-seven
2.	1883 — eighteen eighty-three
3.	1155 — eleven fifty-five
4.	2013 — two thousand and eighteen
с)	Послетекстовый этап
5. 1005	7. 1717
6. 2008	8. 1229
5.	1005 — ten oh five
6.	2008 — two thousand and eight
7.	1717 — seventeen seventeen
8.	/229 — twelve twenty-nine
Развитие навыков говорения
— Answer the questions. Kx. 2b, p. 49. PB.
Kcv to ex. 2b.
/. Minsk was founded in 1067.
2.	About 2 million people live in Minsk.
3.	The new railway station was built in 2001.
4.	The oldest place in Minsk is the Troitskoye Suburb.
5.	You can visit cafes, small shops and museums in the Troitskoye Suburb.
6.	The most beautiful theatre is the Opera and Ballet House.
7.	Children can go on a big wheel, a merry-go-round and other rides in Gorky Park.
—	Answer the questions. What’s Nikita’s phone number? What’s his address?
(Nikita's phone number is 2475164. His address is 23 Osipenko Street, flat 48.)
—	Make a list of your classmates’ phone numbers and addresses.
—	Complete and write the sentences about Minsk. Ex. 3, p. 49. PB.
Key to ex, 3.
/. Minsk is the capital of Belarus.
2.	The Opera and Ballet House is the most beautiful theatre in Minsk.
3.	The Central Railway Station is very modern and beautiful.
4.	Gorky Park is all children’s favourite place in Minsk.
5.	The Troitskoye Suburb is the oldest place in Minsk.
6.	Polieda Square is not far from the park.
■ Look at the board. There are some words from the text on it. Try to remember the text. Choose
a word and make a sentence with it.
1.	capital
2.	1007
3.	million
4.	2001
5.	the oldest place
6.	theatre
7.	favourite place
8.	clowns
9.	\(derails
10.	beautiful city

Kev to the task:
/. The capital of Belarus Is Minsk,
2.	Minsk was founded in 1067,
3.	About 2 million people live in Minsk.
4.	The Central Railway Station was built in 2001.
5.	The Troitskoye Suburb is the oldest place in Minsk.
6.	The Opera and Ballet House is the most beautiful theatre in Minsk.
7.	All children's favourite place is Gorky Park.
8.	People can see acrobats and clowns, lions and tigers, bears and horses at the Circus.
9.	War veterans come to Pobeda Square on May 9th.
Ю. Minsk is a beautiful city.
V. Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
— Look at the table, please. What can you do now?
1 сап...
Easily
1 have some doubts
Sorry, 1 can't
use must and mustn’t
speak about different places in Minsk
pronounce years
answer questions using the text
use degrees of comparison of adjectives
Model: I can easily use must and mustn’t.
—	Open your record books, please. Write down your hometask. Your hometask is ex. 3, p. 33. WB.
Complete the sentences. Use the words from the box. Your marks are ....
—	Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8, 9, 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6, 7).
—	Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have	(3,4, 5).
	| Урок 6
«Дорога к парку». Говорение
Место урока: 6/10.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков диалогической речи.
Задачи:
образонательная: содействовать развитию коммуникативной компетенции учащихся посредством со¬
вершенствования навыков чтения, говорения, лексических и грамматических навыков;
развивающая: содействовать развитию познавательного интереса к предмету через содержание учебно¬
го материала;
воспитательная: содействовать воспитанию патриотизма, желания достойно представлять свою страну
и умения передать это на иностранном языке.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся будут знать план
города Минска.
Оборудование: аудиолроигрыватель. доска, мел.
Дядяктичеткое отношение: учебник «English б. Pupil’s book* (Л. М. Лапицкая и др.). рабочая тетрадь
«Workbook-1, 5» (Л. М. Лапицкая и др.), наглядный и раздаточный материал.

ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Good morning. boys and girls! How art- you today?
—	Wliat city did wi- speak about last time?
—	We spoke with you about Minsk and its different places. Today we'll travel around this beautiful
city. The topic of our lesson is «Л day in Minsk».
II.	Речевая зарядка. Развитие навыков говорения
—	l.et s play the каше -Table tenuis match» about Minsk and Its famous places. You will work in
two teams. The teams take turns making up sentences and (jet a point for each correct sentence. The
team, which can t make up a sentence about Minsk loses a point. I'll give you 5 minutes.
III.	Проверка домашнего задания. Развитие грамматических навыков
—	l.et s check your homework. Your hoinetask was ex. 3, p. 33. WB. Complete the sentences. Use
the words from the box.
Kev to ex. 3.
/. old. 2. small. 3. modern. 4. oldest. 5. most beautiful. 6. favourite.
—	Fill in the gaps.
nice
longer
the oldest
bigger
happy
the most beautiful
modern
more interesting
the luckiest
new
Kev to the task:
nice
nicer
the nicest
lonti
longer
the longest
old
older
the oldest
Ыц
Ыцпег
the biggest
happy
happier
the happiest
beautiful
more beautiful
the most beautiful
wonderful
more wonderful
the most wonderful
interest inf*
more interesting
the most interesting
hu If у
luckier
the luckiest
new
newer
the newest
IV.	Основной этап урока
Восприятие и понимание иноязычной речи на слух
a)	Предтекстовый этап. Снятие лексических трудностей
What niliresting plates can you find ill .Minsk?
(<i4ilii) Path, the (.enlral Hutiwuy Station. the Circus, the Opera and Hallei House, the Troitskoye
Suburb Ib/bedu Square)
b)	Текстовый этап. Прослушивание текста. Развитие аудитивиых навыков
'Пн Гп« .Monster» have I пин- to .Minsk They want I»* see the city centre. Listen to their talk
and say where tlu-y would like to go to. Ho they know the way to these places? l-*x. la, p. 50. PB.

Key to ex. hi
The Tree Monsters would like to go In the amusement park and the circus.
Then don't know the wap to the amusement park and the circus.
с)	Послетекстовый этап
Развитие навыков диалогической речи
—	Choose п role л lid rend the talk. Ex. lb, p. 50. PH.
—	Work in pairs. Try lo role play tills dialogue.
—	The Tree Monsters don't know the way to (iorky Park and the circus. They go to different places
and ask different people. Make up dialogues and acl them out. Ex. 2, p. 51. PB.
Key to ex. 2.
(Model)
A. — Excuse me, how can we get lo Gorky Park?
— Go along Kirov Street, cross Yanka Kupala Street at the traffic lights. Go over the bridge,
go straight ahead, past Minsk Circus. And you are in the park.
ft. Go along Kirov Street, go over the bridge, turn right at the traffic tights, go along Yanka
Kupala Street. Past Minsk circus, cross Nezavishnost Avenue, go straight ahead, past Yanka Kupala
Park. Go over the river, go straight ahead, turn right at the traffic lights. You are near the Opera and
Ballet House.
C. Go along Nezavishnost Avenue, past Gorky Park, go over the bridge, turn left. You are near
Minsk Circus.
—	Look at the map and write what there is in Gorky Park. Ex. la, p. 34. WB.
Kev lo ox. la.
(/Model)
There is a big wheel, a tennis court, a church, a cinema.
There are merry-go-rounds, slides, swings, cafes, benches, trees, bushes.
—	Look at the map and write instructions for the Tree Monsters. Ex. lb, p. 34. WB.
Физкультминутка
—	Let's have a rest.
Hands up, clap, clap!
Hands down, clap, clap!
Turn yourself around and then you clap, clap!
Bend left, clap, clap!
Bend right, clap, clap!
Turn yourself around and then you clap, clap!
Развитие грамматических навыков
— Write the verbs in the past tense. Ex. 2a, p. 35. WB.
Kev to ex. 2a.
be — was / were
buy — bought
eat — ale
fall - fell
give -- gave
hurt — hurt
know — knew
run — ran
say — said
see — saw
stand — stood
take — look
throw — threw
want — wanted
— Look through the story and put the pictures in the correct order. Ex. 2b, p. 35. WB.
— Complete the story. Write the verbs in the past tense. Ex. 2c, p. 36. WB.
Key lo ex. 2SL
/. was, wanted, didn't know, saw, picked up, was, wanted
2.	saw, gave, gave, gave, asked, said
8.	took, ran, ran, wanted, started, fell, stood, was
4.	hurt, hurt, was

Развитие навыков говорения
Л ГО |1ю sonlonccs Irilo or flllso?
1.	II was <i cold dny.
2.	The Troo Mnnslrrs Г(нми1 some inoiioy,
3.	Moldy nml Roily hnuglil two lco-огожпн.
•I. The Tito Moiislors slniTorl n flghl.
Г). The Troo Moiislors dldn'l nil Ico-croiim.
Key 1ч .Шс Ui.»K
/. Raise. II u'iis a warm day.
2.	Trite.
Raise. Moldy and Roily bough! only one ice-cream.
•I, True.
5.	True.
—	Work in pull s. I .ofк tnnko n plan of tills slory.
—	Try lo retell tills story using your plans.
—	- The Troo Moiislors arc In tiorky Park. Mow can Moldy and Rotly got to the Central Railway
Station? I.ook at the map, please.
lio atony Kirov Street, yo over the bridge, cross Yanka Kupala Street По straight ahead, past
)anka Kupala theatre, do stroiyht ahead atony Kirov Streel, cross Lenin Street, go straight ahead,
past Sverdlov Street, yo straight ahead. Now you can see The Central Railway Station.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—- Who came to Minsk?
Whore did the Tree Monsters want to go?
Did they know the way to the amusement park and the circus?
What did the Tree Monsters sec in the amusement park?
Did they eat ice-cream? Why not?
—	Open your record books and write down your hometask. Your hometask is ex. 3, p. 37. WB.
Read the riddles and guess what animals the Tree Monsters saw at the circus.
—	Your marks are ... .
I Урок 7 I
«Города Беларуси». Чтение
Место урока: 7/10.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель урока: развитие навыков изучающего чтения.
Задачи:
образовательная: содействовать развитию навыков говорения на основе прочитанного текста;
развивающая: создать условия для развития таких аналитических способностей учащихся, как умение
сравнивать и обобщать;
am питательная: способствовать развитию культуры взаимоотношений при работе в парах.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут рассказать
о Нолоим*
Оборудование: доска, мел.
Дидактическое оснащение: учебник «'English 5. Pupil’s book» (Л. М. Лапицкая и др.), рабочая тетрадь
« Workbook !. 5- (Л М. Лапникая и др.), раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
— Good afternoon, boys and girls! How are you?

—	Look nl Hu* board, please. Tin* topic of our lesson is written on it, but one weird is missing
towns nml cities». Tlie first word Is connected with lis. Where do we live.** Whal is the name
of our country?
—	Yes, you «re rigid, It Is Belarus. And the first word is Belarusian. The topic of our lesson is
* Belarusian towns and cities*. We are going to speak about Belarus and its towns and cities.
II.	Речевая зарядка. Развитие грамматических навыков
—	Now we are цепиg to play with a hall. I will throw you a ball and say the verb in Russian and
you are to tell me the first and the second form of this verb.
идти
went ~
строить
build
built
иметь
have
had
начинать
begin
began
плавать
swim
swam
делать
make
made
чувствовать
feel
felt
бегать
run
ran
кушать
eat
ate
летать
fly
flew
пить
drink
drank
давать
give
gave
приходить
come
came
причинять боль
hurt
hurt
брать
take
took
ехать верхом
ride
rode
встречать
meet
met
III.	Проверка домашнего задания. Развитие навыков говорения
—	Lets check your homework. Your hometask was ex. 3. p. 37. WB. Read the riddles and guess
what animals the Tree Monsters saw at the circus.
Rev to ex. 3.
/. a bear. 2. a lion.
—	Make some riddles about different animals, which you can see at the circus.
Try to guess your partner s riddles.
IV.	Основной этап урока
Развитие грамматических навыков
ГН give you some cards. You are to write the verbs in the correct form.
Card.
1	IBs brother	ftn be) in Minsk in 2010.
2	We	(to see) your brother in the park yesterday.
3	Mary	(to ride) a horse in the park last Sunday.
i Tom 	(to visit) til#- museum last week
ft .Mike s parents 	(to go) to the theatre last month.
ft 1.1/	Mr» give) you your ticket yesterday?
7 lb	(not to set ) los sister at the station 2 hours ago.
К Polly	(to drink) juice at the caie yesterday?
ft Molly	(iml to come) to the amis last Saturday.
Ift A!e> 	(to watch) a good film at the cinema last week.
1	Mo brother was in Minsk in 2010
2	We saw your brother in the park yesterday

Я. Mary rode a horse in the park Iasi Sunday.
4.	Теин visited the museum Inst week.
5.	Mike's parents went to the theatre last month.
6.	Did l.i/ Hive you your ticket yesterday.'
7 He didn't see his sister at the station 2 hours ago.
8.	Did Polly drink juice at the cafe yesterday'
9 Molly didn't come to the circus last Saturday.
10.	Alev watched a good film at the cinema last week.
—	What do you remember about «Decrees of comparison of Adjectives* / «'Степени сравнении
прилагательных"?
—	Complete the sentences Use the adjectives in brackets in the correct form.
1.	Autumn is	than summer, (cold)
2.	Winter is 		season in the year, (cold)
3.	This shop is	than that shop (had)
4.	This is	story in the hook, (interesting)
5.	Ann is	girl, (beautiful)
6.	Ann is	girl in her class, (beautiful)
7.	His car is	than his bike, (new)
8.	This is	bag we've got. (big)
9.	I am	person in the world, (happy)
10.	This monkey is	animal in the Zoo. (funny)
Kev to the task:
1.	Autumn is colder than summer.
2.	Winter is the coldest season in the year.
3.	This shop is worse than that shop.
4.	This is the most interesting story in the book.
5.	Ann is a beautiful girl.
6.	Ann is the most beautiful girl in her class.
7.	His car is newer than his bike.
8.	This is the biggest bag we've got.
9.	I am the happiest person in the world.
10.	This monkey is the funniest animal in the Zoo.
Развитие навыков изучающего чтения
a)	Предтекстовый этап. Развитие фонетических навыков
—	Join the words, following the transcription. What can you see? Ex. 1, p. 37. WB.
Kev to ex. I.
We can see a church.
—	Work in pairs. Make some sentences with these words.
—	Try to guess. Why do we see a church here?
(There arc a lot of churches in Belarus.)
b)	Текстовый этап. Чтение текста
—	Read about Polotsk and say what it is famous for. Ex. I, p. 52. PB.
Key to ex. I.
Polotsk is famous for its churches.
Find the following words in the lext and read out sentences with these words.
1. museum	3. culture	5. people	7. Belarusian
2. church	4. monument	6, Polotsk	8. library
c)	Послетекстовый этап. Контроль понимания прочитанного текста
Развитие навыков говорения
—	The Tree .Monsters mixed up the story of Polotsk. Match parts of sentences and make up
a correct story about Polotsk. Ex. 2. p. 38. WB.

Kcv to их. 2.
1.	Polotsk is the city of alt Belarusian cities.
2.	It is one of tin' oldest cities.
3.	It was the strongest in the I lilt century.
4.	Von can learn Belarusian history and culture here.
Л. There are a lot of museums and monuments in Polotsk.
(i. It is famous for its people.
7.	Efrosiniya of Polotsk is dear to ull Belarusian people.
8.	She was born into a very rich family.
9.	She wanted to live in « convent.
10.	She built some churches and monasteries in Polotsk.
—	Arc the sentences true or false?
1.	Polotsk was the first capital of Belarus.
2.	It was founded in the 1 itli century.
3.	People can learn Belarusian history in different museums.
4.	There is a monument to letter U in Polotsk.
5.	Every year festivals of guitar music takes place at the cathedral.
6.	Efrosiniya of Polotsk was born in Polotsk.
Kev to the task:
1.	True.
2.	False. It was founded in the 9th century.
3.	True.
4.	False. There is a monument to letter у in Polotsk.
5.	False. Every year festivals of organ music take place at the cathedral.
6.	True.
—	Tell your English friends about Polotsk. Ex. 2, p. 54. PB.
Kev to ex. 2.
1.	Polotsk was founded in the 9th century.
2.	Vseslav Charodei. Simeon of Polotsk, Efrosiniya of Polotsk lived in Polotsk.
3.	People can learn Belarusian history and culture, visit the Nature and Environment Museum,
the Museum-Library of Simeon of Polotsk, the Museum of Belarusian Book-Printing, the Art Gallery
and St Sofia cathedral.
—	Use the following words to speak about Polotsk.
1. the capital	4. museums	6. St Sofia cathedral
2. the 9th century	5. monuments	7. Efrosiniya of Polotsk
3.	Vseslav Charodei
Физкультминутка
—	Let’s have a rest.
Stand up and look around,
Shake your head and turn around,
Stamp your feet upon the ground.
Clap your hands and then sit down.
—	Learn more about your classmates. Ask him or her some questions. Ex. 3, p. 54. PB.
^ey to ex. 3,
(Model)
/ have visited Minsk.
I went there last summer.
I went there with mu family.
Mink is famous for its beautiful buildings and parks, the Central Railway Station, the Opera and
Ballet House and Pobedu Square.
/ saw the Centrul Railway Station, Gorky Par, the Circus and Pobeda Square there.
Ki's, / did. I liked my visit to Minsk because we were at the circus.
/ would like to visit Polotsk because / want to see a monument to the Belarusian letter y.
—	Write your own story of Polotsk. Complete the sentences. Ex. 3, p. 38. WB.

— Spcnk about the place you live In. When was It founded? What Is It famous for? What can
people see there?
V.	Заключительный этап урока. Подааданиа итогов урока, объяснение домашнего задания,
выставление отметок
— Look at the table, pleas
What con you do now?
1 con...
Easily
1 hove some doubts
Sorry, 1 can't
name the first and the second forms of the irregular verbs
speak about Polotsk
say if the sentences are true or false according to the text
answer questions using the text
Model: I can easily say if the sentences are true or false according to the text.
—	Open your record books and write down your hometask. Your hometask is ex. 4b, p. 55. PB.
Write about the place you live in. Be ready to present your story to the class.
—	Your marks are ... .
—	Положительная отметка.
Гт satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8, 9, 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6, 7).
—	Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have	(3, 4, 5).
	 Урок 8 |
«Мой город». Письменная речь
Место урока: 8/10.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков письменной речи.
Задачи:
образовательная: создать условия для отработки лексических навыков, навыков письма;
развивающая: создать условия для развития коммуникативных навыков через разнообразные виды ре¬
чевой деятельности;
воспитательная: содействовать развитию познавательного интереса через содержание учебного мате¬
риала.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут написать
письмо о своем родном городе.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 5. Pupil’s book» (Л. М. Лапицкая и др.), рабочая тетрадь
«'Workbook-1, 5» (Л. М. Лапицкая и др.), раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целой
—	Good afternoon, boys and girls! How are you today? l’m glad to see you all here. We have spoken
with you about different Belarusian towns and cities. But we don’t know anything about your native
town. So. can you tell me what we will speak about today? We are going to speak about your native
town, about your favourite place in your town. And the topic of our lesson is «My favourite place».
II.	Фонетическая зарядка. Развитие фонетических навыков
—	I ain going to give you a list of some words. We will have a phonetic competition. Who can
pronounce the words correctly? Listen to me at first and repeat after me. The winner is the one who
makes no mistakes.

1	next In
2	bookshop
«V traffic lights
8.	between
tl hospital
10.	church
tv theatre
7 hank
11.	behind
12.	turn right
13	in front of
14	go straight ahead
4. lihiary
5 opposite
“• Make three sentences using these words
III.	Проверка домашнего задания. Раэвитиа навыков говорения
—	At home you were to do o\. Ih, p. bo PH. Write about the place you live in. Present your story
In the class.
—	Key to ex. 4b.
(Model)
Alori/r was founded in 1155. It's famous for its beautiful river Prlpyat and green hills. There is a
frig park near the river. a Pedagogical University, an Oil Refinery Factory, a theatre, a cinema in my
town. There are 16 secondary schools, different plants and factories, hospitals, shops. restaurants and
cafes in Mozyr. People can learn the history of Mozyr and its people in our local Museum.
IV.	Основной этап урока
Развитие навыков изучающего чтения
a)	Предтекстовый этап. Снятие лексических трудностей
—	We are going to read a text. H is Nastyas composition about her native city. But at first, let's
remember. Where docs she live?
—	You are right Nastya lives in Minsk. What helped you to remember it?
—	The story when Nastya told the Tree Monsters how to get to the circus.
b)	Текстовый этап. Чтение текста
—	Read Nastya’s composition about her favourite place and say what she likes to do there. Ex. la,
p. 55. PB
Kev to ex. la.
Nastya likes to walk quiet streets, look at the river and enjoy the past.
c)	Лослетекстовый этап. Контроль понимания прочитанного текста
-- Arc the sentences true or false?
1.	Nastya lives in Minsk.
2.	.Minsk is famous only for its monuments.
3.	There is no place for children in .Minsk.
4.	Nastya's favourite place in Minsk is the Opera and Ballet House.
5.	Tlie Troitskoye Suburb is in the centre of Minsk.
6.	There is the Svisloch river in this part of Minsk.
7.	There are a lot of houses but there aren’t any shops there.
/. True.
2.	false. Minsk is famous for its museums, theatres, gardens and monuments.
,’f. False. Children can have fun in amusement parks.
4.	False. Nastya's favourite place in Minsk is the Troitskoye Suburb.
5.	True.
6.	True.
7.	False. There are a lot of houses, shops, cafes and museums there.
Answer the questions.
1.	Where does Nastya live?
2.	What is this city famous for?
3.	What is her favourite place In Minsk?
4	Where is it>
?). How long does it take her to get there?
b Who dots she go there with?
7 What docs she like to do there?

Key lo the tusk:
/. Nastya lives in Minsk.
2.	Minsk is famous for its museums, theatres. gardens and monuments.
3.	Nastuas favourite place in Minsk is the Troitskoye Suburb.
1 he Iroitskoye Suburb is in the centre of Minsk in Bogdanovich Street.
5.	If takes her 20 minutes to get there by car.
ti. Nastya goes there with her family.
7.	She iikes to walk along its quiet streets, look at the river and enjoy (he past.
—	Put the part of the plan in the correct order. Fx. IK p. SB. PH.
Key to ex. 1b.
II II C /1.
Физкультминутка
—	Ld‘s have a rest.
Stand lip and look around,
Shake your head and turn around,
Stamp your feet upon the ground,
Clap your hands and then sit down.
Развитие навыков письменной речи
—	Write the correct words under the pictures. Ex. la, p. 39. WB.
Kev to ex. la.
go past
go straight ahead
go over the bridge
stop at the traffic lights
turn left
cross the street
turn right
walk along the street
look right
look left
take a bus
—	Draw a plan and write how you get from your home to school. Ex. lb, p. 40. WB.
—	Listen to your classmates and try to remember what buildings they see on their way to shool.
—	Draw your house and what there is near it. Complete the sentences. Ex. 2, p. 40. WB.
—	Read your story to the class.
V* Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	Complete the following sentences about our lesson today.
1.	Today Fve learnt	.
2.	It was interesting to know	.
3. It was difficult to	.
4. Now I can	.
—	Open your record books, please. Write down your hometask. Your hometask is ex. 2, p. 56. PB.
Write about your favourite place in your city / town / village. Follow the plan. Be ready to present
the story to the class.
—	Your marks are ... Good-byel
Урок 9
«Друзья в городе». Восприятие и понимание иноязычной
речи на слух
Место урока: 9/10.
Тип урока: кочбникронаниый.
Вил урока: традиционный
Формы работы: индивидуальная, парная, групповая.
Цель урока: развитие навыков восприятия и понимания иноязычной речи на слух.

Задачи:
о6ри:миитсльмим: содействпиать развитию навыков диалогической речи посредством восприятия и по-
пиманни Ш1ои:<мч11ой речи на слух; совершенствованию лексических навыков; развитию грамматических
навыков;
рашштпщоя: создать условий дли развитии коммуникативных навыков через разнообразные виды ре¬
чевой деятельности:
поспшпппн'Аышя: способствовать развитию культуры взаимоотношений при работе в парах и и группах
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут рассказать
о том. что произошло с детьми.
Оборудование: аудиопромгрынатсль. доска, мел.
Дидактическое оснащение: учебник English 5. Pupil's book» (Л. М. Лапипкая и др.), рабочая тетрадь
«Workbook-!. 5 > (Л. М. Лапицкпи и др.), раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
-- Good morning. boys and girls! 1 am glad lo see you. Mow are you? Are you happy?
—	Do you remember whai Elfin is looking for?
—	He is looking for pearls. What are we going do today? Can you guess?
—	You are right. Wo are going to help Elfin to find the fifth pearl. Well revise our tenses, listen
to a text and make some dialogues.
II.	Речевая зарядка. Развитие лексических навыков
—	Let's play the game «Read my lips». I'll say some words without making any sound. Try to
guess the words.
Turn left, cross the street, turn right, go straight ahead, go along the street, go over the bridge,
go past the park.
—	Look at the board, please. There is a map of the city. Name all the buildings that we have in
our city.
—	Use this map and tell me how to get to these places:
1.	from the theatre to the caf6
2.	from the cato the bank
3.	from the bank to the post office
Theatre
&
QJ
La
Bookshop
School
%
a
Cafe |
CO
Cat Street
55
CO
c
Post office
a>
OQ
Museum
Bank
□
Hospital
Kev to the task:
/. Cross Rear Street. Go along Cat Street, past the bookshop and the school. Cross Lion Street.
The cafe is opposite the school.
2. Cross Cat Street. Turn left and cross Lion Street. The bank is opposite the hospital.
3. Go along Cal Street, past the Museum. Cross Bear Street. The post office is opposite the
museum.
Work in pairs and make a dialogue using this map.
III.	Проверка домашнего задания. Развитие навыков говорения
At home you wire to do ex. 2, p. 56. PB. Write about your favourite place in your city/ town/
village. Follow the plan. Be ready to present the story to the class.
IV.	Основной этап урока
Развитие грамматических навыков
— ГП give you cards. Write the verbs in the correct tense form. Use the Present Simple Tense or
the Past Simple Tense.
Card.
1.	Linda	(to visit) her friend last week.
2.	Tom	(to visit) his granny every day.
3.	I	(not to go) to school on Sunday.

•I Shr 	(mil In go) In school ImhI Sunday
Г>. Mike .. (In rnl) lilili h al Iи«Itn* yesterday?
(v The children _ _ (In play) football every day?
7	1.1/ 	(to drink) wider eveiy •liiy!'
8	She	(In buy) a new diess yeslejday.
9.	They __	( In swim) In I hr tlver Iasi summer.
10.	My (liends	(In wear) always uniform
Key to the task;
L I.imln vislled her friend Iasi week.
2.	Tom visits his granny every day
3.	I don't go In schnnl on Sunday.
4.	She didn't go in school Iasi Sunday.
5.	Did Mike cal lunch at home yesterday?
0.	Do Ihe children play football every day?
7.	Docs I.iz drink water every day?
8.	She bought a new dress yesterday.
9.	They swam in Ihe river Iasi summer.
10.	My friends always wear uniform.
—	Choose the correct form of the adjective.
1.	Who is ( the quickest, quicker) runner in your school?
2.	This is my (more favourite, most favourite) cartoon.
3.	Summer is (better, best) than autumn.
4.	My book is (interesting, more interesting) than your book.
5.	Mary is (the beautiful, the most beautiful) girl in the class.
6.	This shop is (bad, worse) than that shop.
7.	Who is (good, the best) pupil in your class?
Key to the task:
1.	Who is the quickest runner in your school?
2.	This is my most favourite cartoon.
3.	Summer is better than autumn.
4.	My book is more interesting than your book.
5.	Mary is the most beautiful girl in the class.
6.	This shop is worse than that shop.
7.	Who is the best pupil in your class?
Физкультминутка
—	Stand up, please. Let's have a rest.
Hands up, clap, clap!
Hands down, clap, clap!
Turn yourself around and then you clap, clap!
Bend left, clap, clap!
Bend right, clap, clap!
Turn yourself around and then you clap, clap!
And sit down!
Развитие навыков восприятия и понимания иноязычной речи на слух
е) Предтекстовый этап. Снятие языковых трудностей
What lime is il?
Head and draw the lime on the clocks. Kx. I, p. 41. WB.
&:у .ЬилЛ*.
/. /.7.5. 2. Г2.Ж ■?. 9.1 Гк
Whats Die lime? Look and write Kx. 2, p. 41. WB
Key. lor/ *J.
/. It', tujt'lue o\ lock.
2.	It's hall pu^t seven.
•7. It s quarter to twelve.
7.	It\ twentq-five past two.
«5. It\ Uffi to seven.
6.	It's quarter past nine,
7.	It's t went у to two.
X.	It's half past twelve.

Elfin has four pearls. Where did he find them?
The first pearl he found at the Dinosaur Museum, the second he got at the quiz show, the third
he found in Santas bag. the fourth pearl he got for playing the (inod Health (iaine. Its time to look
for the fifth pearl. Will Elfin and his friends find the fifth pearl? Let's listen to a text and find it out
b) Текстовый этап. Развитие аудитивных навыков
— Listen and answer. What happened to Elfin?
The answer to the question:
He went to the farm.
с) Послетекстовый этап
Развитие навыков чтения по ролям
Read the story. Ex. la, p. 57. Choose a role and read.
Развитие навыков говорения
— Who said it?
1.	We Ye late.
2.	We must run!
3.	l*m not sure.
4.	Our bus leaves at half past five.
5.	Go along this street.
6.	YouYe welcome.
7.	Where's Elfin?
8.	TheeYe on the bus!
9.	We must catch them!
10.	Lets go to Cotswold Farm!
Key to the task:
/. Liz. 2. Mike. 3. Mike. 4. Liz. 5. Police officer. 6. Police officer. 7. Liz. 8. Nikita. 9. Mike. 10. Mike.
— Are the sentences true or false? Ex. lb, p. 58. PB.
Kev to ex. lb.
/. True.
2.	True.
3.	True.
4.	False. A police officer helps the children to find the way.
5.	True.
6.	False. The children want to catch the Tree Monsters and they want to go to the farm.
—	Complete the story. Write the verbs in the past form. Ex. 3, p. 42. WB.
Key to ex. 3.
Wanted, hadt hid, wanted, asked, heard, got to, got, wanted.
—	Work in groups. Choose a role and read.
—	Try to act out this story.
—	Work in pairs. Try to retell this story to your classmate.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания
выставление отметок	*
—	You've done a great job today. What have we done today? (revise all the things you’ve spoken
about)
—	Have the children found the fifth pearl? You can help them to do it. But you will try to do it
at home.
Open your record books and write down your hometask. Your hometask is ex. 4 p 42 WB
Cross out the words and read where the fifth pearl is.	*
—	Your marks are ... .
—	Положительная отметка.
I'm satisfied with your work today. Your answers were full and nice. You were active durine the
lesson. You have	(8, 9, 10).	K
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have (6 7).
—	Негативная.		'
You were not active. You should be more attentive (active). Unfortunately, you have (3, 4, 5).

Урок 10
«Экскурсия по городу». Чтение
Место уроки: Ю/1П.
Тип уроки: комОипирпнпнпый.
Инд уроки: трпдншнптыП.
Формы риботм: инчниндуплитн, пмрпни, коллгктимнии.
Цель уроки: рп.иити» паникой изучающего чтении.
Задачи:
пб/тзгшшт\1ьж1я: nouTopiiTii грамматический материал но томим "The Present Simple Тепче*. "The Past
Simple Tense":
ро;шшшющач: создать услоиим дли рагшнтии таких аналитических способностей учащихся, как умение
СППОСТ.ТПЛЯТ1», сраининать и обобщать;
Hoi/m/Hiio/rjawov: содейстнонать разнитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к копну учебного занятия учащиеся смогут рассказать
о жизни а юроде.
Оборудование: доска, мел.
Дидактическое осннщснис: учебник «Knglisli Г>. Pupil’s book» (Л. М. Лапицкая и яр.), рабочая тетрадь
«•’Workbook-1. 5v (Л. М. Лапиикая н др.), раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Good afternoon, boys and girls! How are you today? I'm glad to see you all here.
—	The topic of our lesson is «Town Mouse and Country Mouse». What are we going to speak
about? Guess, please. Do you have any ideas?
—	Today we will read about two cousins, two mice — a town mouse and a country mouse.
—	The aims for today’s lesson are:
/ to revise what we learnt at the previous lesson;
/ to read a text;
/ to speak about towns and villages.
—	Let’s stick them on the board. At the end of the lesson, we will return to our aims. And if we
achieve them, we will pul a plus «+».
II.	Речевая зарядка. Развитие навыков говорения
—	You have two letters ‘T’ and 47. The letter T' is for town and the letter *C is for country. When
I say different words, you show <T\ ’<7 or both letters. Where can it be found?
A circus, a theatre, a big bouse, a little house, a bus stop, a big wheel, a cinema, a cow, a horse.
-- Work in pairs. Discuss with your partner what you can see in town and what you can see in
the country.
III.	Проверка домашнего задания. Развитие грамматических навыков
Let's check your homework. Your hometask was ex. 4, p. 42. WB. Cross out the words and read
where the fifth pearl is.
Key to ex. 4.
The pearl is on (hr farm.
IV.	Основной этап урока
Развитие грамматических навыков
Write missing forms of the verbs. Match
Key to ex. L
see sou пиОеть
live - lived - жить
run rati — бегать
ash ashed - (пришивать
make made	thorn ть
lihe lilted любить
sleep — slept ■— спать
them with the Russian word. Kx. L p* 43. WI3.
fto — wenl uthnu, ехать
walk -- walked uOmu пешком
fly - flew - лететь, летать
ihinh IJwtifihl	О ума ть
have had иметь
say - said — скапать

— I’ll Rive you cards. Wrllc the verbs In the correct tense form. Use the Present Simple Tense
the Past Simple Tense.
Card.
1.	Mike	(to like) Jam when he was little.
2.	She	(to get up) at Я o’clock yesterday.
3.	He always	(to gel up) at 7 o’clock.
4.	My mum	(no to go) to work on Sunday.
5.	You	(to live) with your parents now?
6.	They	(to see) you yesterday?
7.	He	(to go) past the park 2 minutes ago.
8.	My parents	(to watch) TV every evening.
Kev to the task:
/. Mike liked jam when he was little.
2.	She got up at 8 o'clock yesterday.
3.	He always gets up at 7 o'clock.
4.	My mum does not go to work on Sunday.
5.	Do you live with your parents now?
6.	Did they see you yesterday?
7.	He went past the park 2 minutes ago.
8.	My parents watch TV every evening.
—	What’s the time? Look and write.
1.2.30. 2.7.45. 3.11.15. 4.10.05. 5.6.55. 6.8.00. 7.3.22. 8.4.51. 9.9.00. 10.10.15.
Kev to the task:
/. 2.30 — ft's half past two.
2.	7.45 — It's quarter to eight.
3.	U.I5 — It's quarter past eleven.
4.	10.05 — It's five past ten.
5.	6.55 — ft's five to seven.
Физкультминутка
—	Stand up, please. Let's have a rest.
Hands up, hands down,
Hands on hips,
Sit down. Stand up.
Hands to the sides,
Bend left, bend right,
Hands to the shoulders,
And sit down.
Развитие навыков изучающего чтения
a)	Предтекстовый этап. Снятие языковых трудностей
—	Look at Country Mouse and Town Mouse and answer. Which food does Town Mouse like?
Which food does Country Mouse like? Ex. la, p. 58. PB.
Key to ex. la.
Town Mouse likes chocolate, Coca-Cola, cake, biscuits.
Country Mouse likes mushrooms and seeds.
b)	Текстовый этап. Чтение текста
—	Read and answer. Did Country Mouse like the town? Why? Why not? Ex. lb, p. 59. PB.
Key to ex. 1b,
No, he didn't. Country Mouse didn't like the town because it was too noisy there.
c)	Послетекстовый этап. Контроль понимания прочитанного текста
Развитие навыков говорения
—	Put the sentences in the correct order. Ex, 2, p. 60. PB.
6.	8.00 — It's eight o'clock.
7.	3.22 — It's twenty-two past three.
8.	4.51 — It's nine to five.
9.	9.00 — It's nine o'clock.
10.	10.15 — ltJs quarter past ten.

Kcv to ex. 2.
II.	C. IК Л. C.
—	Correct the sentences. Kx. 3. p. HO. PH.
Kcv to ex. 3.
/. Country Mouse didn't tike his cousin's dinner, ft was too sweet for hint.
2.	Ihetj didn (play on the swings. They were horrible for Country Mouse.
3.	There wasn' i a lol of food at the amusement park. There were ton many people, dogs and cats.
4.	Country Mouse didn't like и big wheel. It was loo big for him.
5.	It wasn't quiet in the town. It was too noisy for Country Mouse.
—	Try to correct tlieso sentences too. Kx. 2, p. 43. WB.
Kev to ex. 2.
/. Country Mouse lived in a hole in a little country house.
2.	One day Country Mouse visited his cousin in (own.
3.	Town /Vfon.se made a fantastic dinner but Country Mouse didn't like it.
4.	/It night Country Mouse didn't sleep.
5.	It was too noisy and there were too many lights in the street.
6.	The cousins went to the amusement park with slides, swings, a big wheel and a merry-go-round.
7.	In the park there were too many cats and dogs.
8.	In the morning Country Mouse said goodbye and went home.
—	Try to complete the tabic.
Town Mouse liked the town because...
Country Mouse didn’t like the town because...
Kev to the task:
Town Mouse liked the town because...
Country Mouse didn't like the town because...
/. he liked jam, biscuits and cola, chocolate cake
and ice-cream.
2.	he liked the amusement park.
3.	he liked slides, swings, a big wheel and a
merry-go-round.
/. dinner was too sweet for him.
2.	it was too noisy and there were too many lights at night.
3.	the big wheel was too big.
4.	there were too many people, cats and dogs in the park.
5.	he missed his nice little hole and beautiful green fields.
—	Try to retell the story as if you are
1.	Country Mouse
2.	Town Mouse
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
Why didn’t Country /House like the town?
«There is no place like home».
—	Mow do you understand this proverb?
—	You've done a great job today. What did we do today?
✓ We revised some grammar rules from the previous lesson;
/ We read the text about two cousins;
/ We spoke about towns and villages;
-- Open your record hooks and write down your hometask. Your homelask is ex. 3, p. 44. WB.
Circle the correct sentences.
—	Your marks are ....

UNIT 7. ON THE FARM
| Урок 1 |
«В деревне». Говорение
Место урока: l/K).
Тип урока: комбшшроиипный.
Вил урока: урок иасдепии и пернпчного закрепления лексических единиц.
Форма работы: парная, индииидуалы1аи, коллектинпая.
Цель урока: форм и роп анис лексических навыков.
Задачи:
образовательная: создать условия для формирования у учащихся языковых знаний и речевых умений
по теме *Н деревне >:
расшивающая: способствовать развитию памяти, внимании, мышлении, воображения у учащихся;
воспитательная: содействовать развитию познавательного интереса к предмету через содержание учеб¬
ного материала.
Прогнозируемый результат: в результате урока учащиеся смогут рассказать о том, где им нравится
жить больше: в городе или в деревне.
Оборудование: компьютер, мел, доска.
Дидактическое оснащение: учебник «English 5. Pupil’s book» (Л. М. Лапиикая и др.), рабочая тетрадь
«Workbook-I, 5» (Л. М. Лапнцкаи и др.), наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Good morning, boys and girls! How are you? Look at the board, please! What can you see
there?
—	Yes, you are right. All these pictures are connected with the places where people live. The topic
of our lesson today is «In the city or in the country?» We’ll speak about where you like living more:
in the city or in the country; we’ll also revise the degrees of comparison of adjectives, have fun.
II.	Речевая разминка. Развитие навыков говорения
—	Let’s play «Associations» game. I’ll name you any city and you’ll give the words associated
with the place.
Kev to the task:
Minsk: beautiful, large, small, nice, lovely, theatre3 circus.
Mozyr: beautiful, small, green, clean, the Pripyat, university, hilly, theatre.
London: double-deckers, old, beautiful, large, circus, theatre, Big Ben.
III.	Основная часть урока
Развитие навыков восприятия и понимания иноязычной речи на слух
- Ex. I, р. 61. РВ. The Monsters are on the bus, going to the country. The children are following
them and singing a song. Look at the board, please! I’ll draw the wheels, windows, the driver, the
wipers, the lights, a baby and parents. What is it? — Yes, you are right. It’s a bus. Now let’s listen
to the song «The wheels on the bus» and sing it.
Введение и первичное закрепление лексических навыков
— Look at the board, please! Here you can see the pictures of some places. What are they? — Yes,
you are right. The first picture is a town. The second picture is a village. Towns and villages can be
old and modern, clean and dirty, healthy and unhealthy. Ex. 2, p. 62. PB.
a town — город
a village — деревня
old — старый
modern — современный
clean — чистый
dirty — грязный
healthy — здоровый
unhealthy — нездоровый
—	Who wants to demonstrate his / her reading skills?
—	Ex. 3, p. 63. PB. Match the opposites.

Kcv to CX.Ji,
/. A 2. (h Я. II. 4. F. б. С. в. Л. 7. li. 8. E.
Развитие грамматических навыков
—	Look at Ни* board, please! Here is the slmiUmict: «Tin* ccuintry Is cleaner than the city.»
—	«(Jean cleaner». Mow many things arc compared? - Two. What do we add? — чт.
—	«Interesting more Interesting». Wlial changes? - We add ‘more*. Why? — The word Is long.
«Good belter, bad worse». Remember them. They are special words.
The Degrees of Comparison of Adjectives
Positive
Comparative
Superlative
Односложные и двусложные npiiminmvn.iii.K- на
-у. -ly, -w
clean
big
noisy
cleaner
bigger
noisier
the cleanest
the biggest
the noisiest
Двусложные и многосложные прилагательные
heanliflll
boring
more beautiful
more boring
the most beautiful
the most boring
Исключения
good
bad
belter
worse
the best
the worst
—	Look at the board, please! Here Is the sentence: «Australia is the smallest continent». What
about the superlative degree? — Yes, you are right. We compare something or somebody with more
than two things or people.
—	ГП give you cards. Fill in the missing degrees of comparison.
Card
1.	old	—
2.		— cleaner —
3.	dirty	—
4.		—	— the healthiest
5.		— interesting —
6.	modern —	—
7. 	— worse —
8. 	—	— the happiest
9.	expensive —	—
10.	good —	—
Kev to the task:
1.	Old — older — the oldest;
2.	Clean — cleaner — the cleanest;
3.	Dirty — dirtier — the dirtiest;
4.	Healthy — healthier — the healthiest;
5.	Interesting — more interesting — the most interesting;
6.	Modern — more modern — the most modern;
7.	Bad — worse — the worst;
8.	Happy — happier — the happiest;
9.	Hxpensive — more expensive — the most expensive;
10.	Good — better — the best.
Физкультминутка
— Let's have a rest. Stand up, please.
Make your right hand clap, clap, clap.
Make your left hand clap, clap, clap.
Turn around 1, 2, 3.
It is easy, you can see!
Make your right foot tap, tap, tap.
Make your left foot tap, tap, tap.
Turn around 1, 2, 3.
It is easy, you can seel
Развитие навыков говорения
Fx. 4a, p. 63. PB. Make sentences. Use the comparative degree of the adjectives.
Key to ex. ^a.
/. / think the city is noisier than the country.
2- / think (he country is healthier than the city.
4.	/ think the country is cleaner than the city.
4.	I think the city is dirtier than the country.
•5- I think the country is more bar inц than the city.
6.	I think the country is better than the city.
7.	/ think the city is worse than the country.
*— Kx. 4b. p. 64. PB. Write 6—8 sentences. What do you think about the city and the country.

Kcv to ex. 4b.
I think the city is noisier than I lie country. / think the country is healthier than the city. / think
the country is cleaner than the city. I think the city Is dirtier than the country. / think the country is
more boring than the city. I think the country is better than the city. I think the city is worse than
the country.
—	Do you like the place where you live? Work in pairs. Discuss wilh your partner. Use Help ho*.
Ex. 5. p. (vt. PB.
Развитие лексических навыков
—	Now open your workbooks at p. 47, ex. 3. You are to complete the letter about an old village
Oxley.
Kev to ex. 3.
Sam. hundred, clean, dean, buildings, square, behind, favourite, friends.
IV.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	Let's play the game «Snowball game» about our town.
Our lesson is almost over. Look at the board, please. Here you can see the table:
1. The lesson was...
interesting
boring
usual
2. There were ... new things to me
many
few
no
3. I was ... at the lesson
active
passive
neutral
—	Use this table and share your opinions about the lesson.
—	Open your record-books, please. Write down your hometask: ex. 1, 2, p. 45. WB. You are to
write the correct form of the adjectives and learn the words.
—	Your marks are... You’ve done a good job today.
Урок 2
«На ферме». Особые случаи образования множественного
числа имен существительных (тап — men, woman — women,
child— children, goose — geese, mouse — mice, sheep — sheep)
Место урока: 2/10.
Тип урока: урок тренировки употребления грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, парная, коллективная.
Цель урока: развитие грамматических навыков.
Задачи:
образовательная: способствовать развитию навыков восприятия иноязычной речи на слух, лексико-
грамматических навыков и навыков говорения;
ризвивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: содействовать расширению кругозора учащихся.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о животных
на ферме и использовать особые случаи образования множественного числа имен существительных в речи.
Оборудование: компьютер, доска, мел.
Дидактическое оснащение: учебник "English 5. Pupil’s book» (Л. М. Лапицкая и др.), рабочая тетрадь
«Workbook*I, Ь" (Л. М. Лапицкая и др ). наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
— Good morning, boys and girls. I am glad to see you. Take you seals, please.
Answer the questions, please:
1.	What dale Is it today?
2.	What day of the week is it today?
3.	Who is absent today?

II.	Фонетическая зарядка. Развитие фонетических навыков
- - Look nl the hoard, please! Listen to me and repeat after me.
I love tigers.
Their tails are long,
They have big bodies
And they are strong.
Wolves are beautiful.
They are brown or grey.
If you see one coming
(ict out of the way!
Who wants to demonstrate his / her reading skills?
III.	Проверка домашнего задания. Выявление уровня сформированности грамматических на¬
выков
—	Let’s cheek your homework. What was your liometask?
Ex. Lip. 45. WIL Before checking It, let’s revise how the degrees of comparison are formed.
When do we use the comparative and the superlative degrees?
—	Look at the board, please! Choose the right option.
1.	This is big / bigger / the biggest park in our city.
2.	Reading is good / better / the best than watching TV.
3.	The Dnepr is long / longer / the longest river in Belarus.
4.	Vegetables are healthy / healthier / the healthiest Ilian French fries.
5.	This is fast / faster / the fastest plane in the world.
6.	This house is very modern / more modern / the most modern.
7.	Where is near / nearer / the nearest book shop?
Kev to the task:
/. the biggest; 2. better; 3. the longest; 4. healthier; 5. the fastest; 6. modern; 7. the nearest.
— At home you were to write the correct form of the adjectives: ex. L p. 45. WB.
Kev to ex. L
Big — bigger — the biggest; hot — hotter — the hottest; noisy — noisier — the noisiest;
healthy — healthier — the healthiest; beautiful — more beautiful — the most beautiful;
interesting — more interesting — the most interesting; good — better — the best;
bad — worse — the worst; quiet — quieter — the quietest; clean — cleaner — the cleanest;
dirty — dirtier — the dirtiest; slow — slower — the slowest; old — older — the oldest;
modern — more modern — the most modern.
— You were also to complete the sentences, describing pictures.
Kev to ex. 2.
Cosy, bright, beautiful, green, comfortable, clean, interesting, noisy.
Beautiful, green, quiet, modern, comfortablef interesting.
IV.	Основной этап
Развитие лексических навыков
—	Let’s play the game «Hot potato». I’ll throw you a ball and say a word in Russian and you’ll
catch the ball and say it in English: город, деревня, старый, современный, чистый, грязный, по¬
лезный. вредный.
Kev to the task:
A (own, a village, old, modern, clean, dirty, healthy, unhealthy.
-	Look at the board and find the words.
WTON. LOD. NAELC. YITDR. NRDMOE. LLEIAVG. EAYHHTL. UEAYNHLTH.
Key to the task:
TOWN. OLD. CLEAN. DIRTY. MODERN. VILLAGE. HEALTHY. UNHEALTHY.
— Today we are going to visit a farm together with Mike, Liz, Elfin and the Monsters. Look at
the board, please! Here are the pictures of farm animals. What are they? Listen to me and repeat
after me. please!
a horse — |lns| — лошадь
a sheep — (J1 :p| — овца
a cow — |kau| — корова
a turkey — |'trki) —индюк
a hen — jhenj — курица
a pig — |pig| — свинья
a duck — |dлк| — утка
a goose — (gu:s) — гусь

-	1 ,i’t's piny the Killin' wiling»*. I Will give you the enrds utid show you лоте picture*. Who lins
these pictures, should sity: I Imve go! a ... (pig).
Развитие грамматических навыков
- We'll learn how lo make (he nouns plural. We mid -л / -с». Hut there are some exceptions In
this nilr, Kook ill the Ы>к\ plensel
n dug fields |z|	и chI - ents |s|
n fox foxes |lz|
После s. ss, sh, ch, x, о: a fox - foxes, ;i tomato tomatoes
But: a photo photos, a piano - pianos, a video — videos, a hippo	 hippos
После сочетании согласиям ■
После сочетании гласная +
После f. fc: a wolf - wolves
But: a roof — roofs
Исключения:
a fish — fish
a goldfish —• goldfish
a mouse — mice
a sheep — sheep
a goose — geese
• y: a puppy puppies
: a boy hoys
a wife — wives
a bison — bison
an elk — elk
a deer — deer
a wild boar — wild boar
a child — children
a man — men
a postman — postmen
a woman — women
a foot — feet
a tooth — teeth
It
They
hair (полосы)
hairs (волоски)
frui ((фрукты)
fruits (инды фруктов)
a pair of jeans (пара джинсов)
jeans (джинсы)
toast
-
news
-
money
-
a piece of news — новость
a piece of toast — тост
a sum of money — сумма денег
— Kx. II), p. 65. PB. Look and answer. How many people and animals are there on the farm?
Model: There's one goose. There are three geese.
Kev to ex. )h.
There are two mice. There are five hens. There are two cows. There are four children. There is one
pit*. There is one duck. There is one turkey. There is one horse. There is one sheep.
Развитие навыков говорения
Moldy is sitting in a tree and looking at the farm. What does he tell Rotty? Correct the
mistakes Kx. Ic. p. 65. PB.
K.ey to ex. Ic.
A girl is look inn at cows. Л boy is washing a horse. A boy is feeding a pig. A girt is feeding geese.
Развитие грамматических навыков
I II give you cards. Write Hie singular or the plural form of the nouns.
Gird
1. a tomato
5. a deer —
!).
— monkeys
13.
— tree sc
2 a ladv
6. a ford --
10. _
	- hushes
14.
— teeth
3. a fox
7. a mouse -
II.
- hunches
15.
— sheep
4 a child —
H a woman
12.
countries
i6.
— men

Kcv tu Hie task:
/. tomatoes; 2.todies; 3, foxes; 4. children; 5. deer; 6. feet; 7. mice; 8. women; 9. a monkey;
10. a /ша’Л; /Л a bench; 12, a country; 13. a goose; 14. a tooth; lb, a sheep; 16. a man.
—	Open your workbooks at p. 48—49, ox. 1, 2.
Kcv to ex. L
//orsv, сою, mouse, hen, с/нгЛ, goose, /?/g, sheep, turkey,
Kcv to ox. 2.
.VIan — wtv?, womtio — women, — children, goose — geese, mouse — mice, sheep — sheep.
Физкультминутка
—	Lets have a rest!
Stand up aiuj look around,
Shake your head and (urn around,
Stamp your feel upon the ground,
Clap your hands and then sit down.
Развитие навыков восприятия и понимания иноязычной речи на слух
—	Do you know the animal language? Make sentences. Listen and check. Ex. 2, 65. PB.
Dogs say ' Woof — woof!’
Cats say 'Miaow — miaowГ
Cows say fMoo —moo!’
Sheep say 'Baa — baa!’
Horses say 4Neigh — neigh!’
Pigs say 4Oink — oink!’
Frogs say 'Croak — croak!’
Mice say 'Squeak — squeak!’
Ducks say 4Quack — quack!’
—	Sing the sing «Old McDonald». Ex. 3, p. 65. PB.
Развитие навыков говорения
—	Look at the board. There is an apple tree. The apples have tasks. You should guess the riddles.
1.	Its big. It says «Moo — moo». It gives us milk. It eats grass.
2.	Its big. You can ride it. It eats grass. It says «Neigh — neigh».
3.	It’s	a	bird.	It says «Croak — croak». It’s small.
4.	Its	not small. It has	pink skin. It says «Oink —	oink».	It eats	fruits	and	vegetables.
5.	It’s	a	bird.	It can be	white, black or grey. It eats	grass	and seeds.
6.	It’s	a	bird.	It can be	angry. When it is angry, it	is red.	It eats	grass	and	seeds.
7.	It’s a bird. It gives us eggs. It can be while, grey, black, red.
8.	It’s not small. It gives us milk. It is curly. It can be white or grey.
Rev to the task:
/. It’s a cow.	3. ft’s a duck.	5. It’s a goose.	7. It’s a hen.
2. ft’s a horse.	4. It’s a pig.	6. It’s a turkey.	8. It’s a sheep.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
Кх. 5. р. 66. PB. Play «The last sentence» game with your partner. What do domestic animals
eat and drink?
Your hometask is ex. 3, 4, p. 49—50. WB. You are to make sentences and write what you think,
using tin* degrees of comparison, learn the words. Be ready for a lexical test!
- Your marks are....
—	Положительная отметка.
Гш satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have	(8, % 10).
—	Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have	(6, 7).
—	Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have	(3, 4, 5).
—	You’ve done a great job today. Have a nice day!

УрокЗ
«Ухаживаем за животными». Письменная речь
Место урока: .4/10.
Тип урока: урок совершенствования грамматических навыков.
Вил урока: традиционный.
Формы работы: индивидуальная, парная, коллективная, групповая.
Цель урока: развитие навыков письменной речи.
Задачи:
образовательная: содействовать развитию навыков письменной речи и устной речи посредством раз¬
витии лексико-грамматических навыков, навыков говорения и чтения;
развивающая: способствовать развитию памяти, внимании, мышления, воображения у учащихся; со¬
здать условия для развития творческой и познавательной активности учащихся и процессе индивидуальной,
парной н коллективной работы;
аоапппатемман: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать, как они
ухаживают за животными.
Оборудование: мел. доска.
Дидактическое оснащение: учебник «English 5. Pupil’s book» (Л. М. Лапицкая и др.), рабочая тетрад|>
«Workbook-1, 5» (Л. М. Лапицкая и др.), наглядный и раздаточный материал
ХОД УРОКА
I. Организационный момент. Введение в тему урока и определение целей
—	Good afternoon, boys and girls! Гт glad to see you! How are you? Look at the board, please!
Here are some pictures on it. Guess what we are going to speak about.
—	Today we’ll continue speaking about farm animals and well learn how to look after farm
animals. We’ll learn new words, revise the plural form of the nouns.
II.	Фонетическая зарядка. Развитие фонетических навыков
— Look at the board, please! Here you can see the poem. Listen to me and repeat after me.
I think mice
Are rather nice,
Their tails are long,
Their faces are small,
They haven’t any
Chins at all.
Their ears are pink,
Their teeth are white,
They run about
The horse at night.
They nibble things
They shouldn’t touch
And no one seems
To like them much.
But I think mice
Are nice.
—	Who wants to demonstrate his / her reading skills?
—	Find the nouns in the plural form in this poem, please. Then give their singular form.
Kev to the task:
Mice — a mouse, tails — a tail, faces — a face, chins — a chin, ears — an ear, teeth — tooth,
things — a thing,
III.	Проверка домашнего задания. Выявление уровня сформированности грамматических на¬
выков
—	Let’s check your hometask. At home you were to do ex. 3, 4, p. 49—50. WB.
Key to ex. 3.
The fox is shorter than the hippo. The hippo is shorter than the giraffe. The giraffe is the tallest.
The tortoise is slower than the pig. The pig is slower than the tiger. The tiger is the fastest.
The fish is quieter than the cat. The cat is quieter than the monkey. The monkey is the noisiest.
Kev to ex. 4.
1.	I think the dog is noisier.
2.	I think the budgie is better.
3.	I think spring is more beautiful.
4.	I think the theatre is more interesting.
5.	I think football is more interesting.

IV.	Основной этап
Контроль усвоения лексического материала
—	Its high lime to write a lexical lost. There are 10 words In II. ГИ say a word In Russian and
you are (n translate It Into Hnglish.
I. гусь; 2. индюк; 3. современный; 4. чистый; 5. город; 0. утка; 7. корона; 8. здоровый; 0. грязный;
10. деревни.
Kev to the task:
L ci gorwe; 2. a turkey; 3, modern; 4. clean; 5, a town; 6\ a dark; 7. a cow; 3, healthy; 9. dirty;
10. a village*
Развитие грамматических навыков
—	What do we add to form the plural form of the nouns?
—	What are the other ways to make nouns plural?
—	ГИ give you cards. Your task is fill in the gaps and write the plurals of the nouns in the box.
Card
tooth
baby
scarf
fish
granny
tomato
sandwich
1.	My two	live in the country.
2.	My aunt grows	in the greenhouse.
3.	Wolves have got big	.
4.	How much are these silk	? — £11.
5.	There are a lot of	in the sea.
6.	My mum makes cheese	for breakfast.
7.		like to play with toys.
Kev to the task:
/. grannies; 2. tomatoes; 3. teeth; 4. scarves; 5. fish; 6. sandwiches; 7. babies.
— Look at the board, please! Here is an apple tree. Your task is to choose an apple with a noun
in the singular form and you are to write the plural form of the noun.
Ki-y t.n Jjie liisk:
Wnitlws, men, ears, boxes, teeth, toys, children, feett sheep, bodies, dresses, wives, mice, families,
Физкультминутке
Lei 4 have a rest
Touch yotu shoulder
Тож 11 your km e
Raise youi arms
Thru drop them, please!
Touch your ankles
Pull your ears
Then touch your nose
With yon г toes go
lap. tap, tap
Now your fingers
Snap, snap, snap!

Развитие лвкоичвоких навыков
-- Whal do people do on the farm? They brush pels, milk cows, colled eggs, wash horses, wash
a dog house, feed animals, clean (he pigsty. Ex. I, p. 07. PB.
look after animals — присматривать за животными
brush pets — расчесывать животных
milk cows — доить коров
collect eggs — собирать яйца
wash horses — мыть лошадей
wash a dog house — убирать будку
feed animals — кормить животных
clean the pigsty — чистить свинарник
Развитие навыков говорения
—■ Ex. 2а / b, р. 07. PB. Discuss with your partner. Mow do people look after domestic animals?
Kev to ex. 2a / 2h.
We give cows gross. We milk them.	We feed animals every day.
We give hens and geese seeds.	We clean the pigsty every week.
Wc collect eggs every day,	We wash a dog house every two weeks.
— Open your workbooks at p. 50, ex. la / lb.
Kev to ex. la / lb.
Feed cows, horses, pets, animals; milk cows; collect eggs; brush horses, pets, animals; clean
a pigsty; wash a dog house.
Развитие навыков чтения
— Ex. За, p. 68. PB. In summer children help at the zoo. Read, look at the pictures and complete
the story.
Kev to ex. 3a.
1.00	a.m. — we check if the animals are healthy or ill.
7.00	a.m. — we feed the animals.
8.00	a.m. — we say hello to the first visitors.
12.00	a.m. — we tell visitors about animals.
18.00	p.m. — we wash the animals.
19.00	p.m. — we feed the animals.
Развитие навыков письменной речи
—	Imagine that you have your own zoo. Make a riddle about your favourite animals for the class
to guess. What do you do in your zoo?
Kev to the task:
It's very, very big. It likes to eat peanuts and hay. It has four legs and two big ears. Its long nose
is called a trunk, (an elephant).
/ check if the animals are healthy or ill. I feed animals. / wash the animals and brush them.
/ feed the animals. / clean the cages.
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	What farm animals do you like? Say as many things as you can about them.
—	Open your record books and write down your hometask. Ex. 2, 3, p. 51. WB. You are to write
the riddle, read the text and write the names of the animals in the picture, learn the words.
—	How was the lesson? Use the phases to express your feelings.
I am happy
I am sad
I am normal
because
I...
worked hard
didn’t work hard
was (not) bored
was jnot) active
got / didn't get a good mark
didn't relax
— Your marks are ... Good-bye!

Урок 4
«Занятия в деревне». Чтение
Место уроки: 4/10,
Тип уроки: урок ро.нштпм ннныкпн туч мимист чтении.
Вид урока: трал1щипниый.
Формы работы: интннмлумлмшм, грушшннн, коллсктнинин.
г Цель уроки: развитие навыков изучающего чтении.
Задачи:
содействовать рп шитню навыков тнорении ни основе прочитанного текста посред¬
ством совершенствовании лексических и грамматических навыков;
раамиюнщоч: способствовать рп.тнптию умении ныека шнатьси логично, связно. делить выводы;
житшнк1Ш('.к»П(|.ч; содействовать рпаннтню интереса к стране изучаемого языка.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о том, чем
можно заниматься п деревне.
Оборудование: компьютер* мел, доска,
Дидактическое оснащение: учебник <l;.nglish f>. Pupil's book* (Л. M. Лапиикая и др.), рабочая тетрадь
«Workbook-1. Гг (Л. Л\. Лапицкан и др.), наглядный и раздаточный материал.
ХОД УРОКА
I.	Организационный момент. Введение в тему урока и определение целей
—	Good afternoon, boys and girls! How is your mood?
—	Look at me! What am I doing? — Yes, you are right. I am watering the flowers. Look at me
one more time, please! What am I doing? I am digging potatoes.
—	Today wo are going to speak about working in the country. Well revise our vocabulary and the
plural form of the nouns.
II.	Фонетическая зарядка. Развитие фонетических навыков
—	Look at the board, please! Here is the poem «What does everybody do?»
What does everybody do?
Frogs jump,
Caterpillars hump.
Worms wiggle.
Bugs jiggle,
Rabbits hop.
Horses clop,
Snakes slide
Sea-gulls glide,
Mice creep,
Deer leap,
Lions stalk,
But — I walk.
-	Listen to me and repeat after me, please. Who wants to demonstrate his / her reading skills?
III.	Проверка домашнего задания. Выявление уровня сформированности навыков письменной
речи и лексических навыков
-	Your hoructask was ex. 2, 3, p. 51—52. You were to write your own riddles about animals, read
the text and write the names of animals in the picture, learn the words
Key to ex. 2a / 2h.
It's a monkey.
It's a kind animal. It's got a small head, two ears, a nose, a little mouth with 20 teeth. It can run,
jump, bark, swim. It can't climb trees. It likes bones and milk. It's my favourite animal, (a dog).
Key to ex. 31).
Must, must, mustn't, mustn't, must.
IV.	Основной этап урока
Развитие грамматических навыков
-	Let's revise the plural form of the nouns. I'll give you cards. Your task is to make the sentences
plural pay attention to the pronouns this. that.
this — these that — those is — are was — were has — have Vs — V does — do

(lard
Model: Thai man Is a farmer. — Those men are farmers.
1.	Tills cow gives a lot of milk.
2.	There is a rabbit in the bam.
3.	Л mouse has got a long tail.
4.	A bison Is a beautiful animal.
5.	There was a deer in the zoo.
6.	Look at that butterfly!
7.	What does this child like?
Kev to the task:
/. These cows give a tot of milk	5.	There were deer in the zoos.
2.	There are rabbits in the barns.	6.	Look at those butterflies!
3.	Mice have got long tails.	7.	What do these children like?
4.	Bison arc beautiful animals.
— Some of you will get individual tasks. You are to put the nouns into the plural form.
Card
1. a man; 2. a dress; 3. a leaf; 4. a goose; 5. a potato; 6. a child; 7. a lady; 8. a toy; 9. a fish;
10. a face.
Kev to the task:
/. men; 2. dresses: 3. leaves; 4. geese; 5. potatoes; 6. children; 7. ladies; 8. toys; 9. fish; tO. faces.
Развитие лексических навыков
—	What do we do in the country? Look at the pictures, please! Ex. I, p. 69. PB.
work in the kitchen garden — работать в приусадебном огороде
dig flower beds / make vegetable beds — копать цветочные клумбы / делать грядки
plant tomatoes — сажать помидоры
seed carrots, peas and beans — сеять морковь, горох и фасоль
water flowers and vegetables — поливать цветы и овощи
grow apple —trees and pear — trees — выращивать яблони и груши
weed flower beds and vegetable beds — полоть клумбы и грядки
—	Open your workbooks at p. 53, ex. 1. You are to match the word, the picture and the transcription.
Физкультминутка
—	Let’s have a rest.
Hands up
Hands up
Hands down
Hands on hips
Sit down
Stand up
Hands to sides
Bend left
Bend right
Hands on hips
One, two, three — hop!
One, two, three — stop!
Развитие навыков изучающего чтения
a)	Предтекстовый этап. Развитие навыков говорения
—	What do you do in the country? Do you like going to the country?
b)	Текстовый этап. Чтение текста
—	Read the text and say why Nastya likes the garden and the kitchen garden. Ex. 2, p. 70. PB.
Kev to ex. 2.
Nastya tikes the garden because she likes to play on a swing and the slide and to eat delicious
self-grown fruit and vegetables. She also likes to water flower and vegetables beds when there is
no rain.
c)	Послетекстовый этап. Контроль понимания прочитанного текста
—	Answer Liz’s questions. Work in pairs. Ex. 3, p. 70. PB.
Key to ex. 3.
/. / live in town.
2.	Yes, my family has got a summer house.
3.	Yes, I do. We go to the country in summer.

4.	Wo havo pot a kitchen pardon.
b. И о тако flower and vepefable bods. IVV* wood the vepefable beds. i water the bods if thore is
no rain.
b. W'e sood carrots. peas and brans and wo plant tomatoes, eta ambers and cabbapes.
7.	/ It ко plant np on tho stidos and swings in tftr pardon.
<Y. No. I don't po to tlto woods.
& Not I don't to 1hr rivor.
GoinplHi* Nnstyns diary about her typical summer day in Hie country. Lx. In, p. 7\. Pli.
JKi'yJiV ex. ‘hi.
09.00 a.tn.	I pot up. wash my hands and faro, brash nip troth.
09.30 a.tn.	I run in tho pardon and wator tho ftowors.
10.00	a.tn. I havo broakfast with nty family.
П.00 a.tn.	ttv wood tho vopotablo bods.
12.00	a.tn. - W'o po to tho rivet and havo a picnic.
01.00	pan. U”t* havo lunch outdoors.
02.00	pan. I swim in tho rivor. my dad poos fishinp, nip mum and brother pick up mushrooms.
03.00 p.tn. — Wo сото back homo and some work about tho house.
04.00 p.tn. -- / plop in tho pardon with tnp friends.
07.00	p.m. U"r havo dinnor.
Ofi.OO p.m. -- W'o plap outdoor pantos.
10.00	p.m. - / po to bod.
10.05 p.tn. — / listen to bedtime stories from my pranny.
Do you think it’s an interesting day? What oilier things can you enjoy in the country?
V.	Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
— Open your record hooks, please. Write down your homelask. Your Immetask is ex. 2, 3,
p. 54 — 55. WB. You are to write more words in each group, complete the sentences about you and
learn the words. Our lesson is almost over. Look at the board, please. Here you see the table:
1 The lesson was ...
interesting
boring
usual
2. There were ... new things to me
many
few
no
3. I was ... at the lesson
active
passive
neutral
—	Use this table and share your opinions about the lesson.
—	Your marks are ... Good-bye!
Урок 5
«Экскурсия на ферму». Говорение
Место урока: 5/10.
Тип урока: урок употребления лексических и грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллектипная, групповая.
Цель урока: развитие навыков говорения.
Задачи:
пОрцмшитальнан: обеспечить и ходе урока закрепление щученного материала, создать условия для от¬
работки навыков говорении и письменной речи на основе изученного материала;
ршшшшипцин: способствовать развитию памяти, внимания, мышления, воображения у учащихся, со-
иать условия дли развития творческой и познавательной активности учащихся в процессе парной, нндипи-
зуалыюй и коллективной работы;
not huitKitticACHuн‘ содействовать развитию интереса учащихся в рамках данной темы.
Прогнозируемый результат: предполагается, что к компу урока учащиеся смогут рассказать о том, что
“Ни Moi ут делать на ферме.
Оборудование: компьютер, мел. доска.
Дидактическое оснащение: учебник - bullish 5. Pupil’s book . (Л. М. Лапннкая и лр.), рабочая тетрадь
Work book-1, 5- (Л. М. Лапннкая и др.). наглядный и расточный материал.

ХОД УРОКА
I. Организационный момент. Введение в тему урока и определение целей
tiond morning. buys uiul girls! I mil glad lo sec you. I low are you toilnyr' What dale is II today*
Wlio Is on duly today? Win» Is absent today?
Today (lio topic of our lesson is 'Oolswold Farm Park*. Well continue speaking aboiif we can
do on the farm, revise our vocabulary, Hie decrees of comparison of adjectives and lenses, have- fun.
II.	Речевая зарядка. Совершенствование лексических навыков и навыков говорения
-- Let's play Hie цате ’Associations» about a farm. What is a farm? What can wo do there?
Key to the task:
Л farm is domestic animals, vegetables and flower beds, seeing vegetables, weeding vegetables,
watering flower and vegetable beds, feed animats, brush animals, wash animals, etc.
—	Now make sentences with these word combinations, please.
III.	Проверка домашнего задания. Выявление уровня сформированности лексических навыков
—	Your homotask was сх. 2, 3, р. 54—55. W'B. You were to write more words in each group and
write the sentences about you.
Key to ex. 2,
Dig potatoes, flower and vegetable beds.
Grow trees, fruit, vegetables, flowers.
Plant tomatoes, potatoes, flowers, trees,
Seed cucumbers, carrots, cabbages, beans, peas.
Weed cabbage beds, carrot beds.
Water pear trees, tomatoes, cucumbers, apple trees.
IV.	Основной этап урока
Развитие лексико-грамматических навыков
—	Let’s revise our vocabulary. Your task is to make up words from the given letters.
m..Ik ..ows	w.. ..d	fLwer b..ds	d..g fLwer b..ds	J..an	the	p..gst..
w..sh h..rs..s	br..sh	p..ts	s.. ..d c..rr..ts
..olLct ..gg..	pLnt	t..m..t..es	w..sh a d..g h.. ..se
Kev to the task:
Milk cows, weed flower beds, dig flower beds, wash horses, brush pets, seed carrots, clean the
pigsty, collect eggs, plant tomatoes, wash a dog house.
—	Let’s play the game "Pantomimes’. You’ll show anything from our active vocabulary and the
rest of the class will guess it.
—	Let’s to the grammar. Look at the board, please!
Africa is the hottest continent in the world.
Monkeys are more interesting than fish.
-- What rule is used in these two sentences? Yes, you are right. It’s the degrees of comparison of
adjectives.
—	Г11 give you cards. Open the brackets. Use the necessary degree of comparison.
Card
1.	Lions are (angry) than foxes.
2.	Mary is (good) friend of all.
3.	Parrots are (noisy) pets.
4.	Nick is a (bad) pupil.

5.	Whal Is (interesting) for you: the circus or the theatre?
6.	Snake’s tails are (long) than cat’s tails.
7.	I think romantic films are (boring) than cartoons.
Key to the task:
/. angrier; 2. the best; 3. noisy; 4. bad; 5. more interesting; 6. longer; 7. more boring.
— Let’s revise lenses.
+ V / Vs/es — don’t / doesn’t V ? Do / Does ... V?
every day
often
usually
always
sometimes
in the evening
— What tense is it? — Yes, you are right. It's the Present Simple.
+ am / is / are + Ving - am not / Isn’t / aren’t + Vlng
? Am / Is / Arc ...Ving?
now
at this time / moment
Look!
Listen!
— What tense is it? — Yes, it’s the Present Continuous.
+ Ved / V2
- didn’t VI
? Did ... VI?
last week
yesterday
... ago
in 2011
—	What tense is it? — Yes, it’s the Past Simple.
—	I’ll give you cards. Open the brackets. Use the necessary tense-form.
Card
1.	I (to brush) my pets every day.
2.	Mike (to plant) tomatoes yesterday.
3.	Karen (to water) flowers now.
4.	We (not to dig) flowerbeds now.
Kev to the task:
/. / brush my pets every day.
2.	Mike planted tomatoes yesterday.
3.	Karen is watering flowers now.
4.	We aren't digging flowerbeds now.
Физкультминутка
— Let’s have a rest!
Stand up!
Stand up! Stand up!
Hold your pencil please!
Sit down! Sit down!
And put your pencil down!
Развитие навыков поискового чтения
5.	Your granny (to milk) cows every morning?
6.	Tim (not to clean) the pigsty two days ago.
7.	Look! She (to feed) horses.
5.	Does your granny milk cows every morning?
6.	Tim didn't clean the pigsty two days ago.
7.	Look! She is feeding horses.
Stand up! Stand up!
Hold your crayon please!
Sit down! Sit down!
And put your crayon down! (book, rubber...)
а)	Предтекстовый этап. Развитие навыков говорения
— Today the children and the Monsters are in Cotsworld Farm park. Look at the brochure of
Cotswold Farm Park. Ex. la, p. 72—73. PB. Let’s read and answer. What sort of museum is it?

Kov to ex. la.
It’s an open-air museum.
b)	Текстовый этап. Чтение текста
— Read the brochure one more lime.
с)	Послетекстовый этап. Контроль понимания прочитанного текста
—	Ex. lb. р. 74. РВ. Answer the questions.
Kev to ex. lb.
/. Yes, you can. 2. The tickets for children are 3 pounds each, the tickets for mum and dad cost
4 pounds each. 3. No, you can't. It’s closed in December. 4. You can touch small animals in the touch
barn. 5. Yes. you can.
—	Complete the sentences. Ex. Ic, p. 74. PB.
Kev to ex. Ic.
/. domestic animals; 2. henhouse,!ractor school, playground, gift shop; 3. playground; 4. the gift
shop; 5. the tractor school; 6. the henhouse; 7. touch, milk.
—	Play a memory game. Answer the questions. What can you see on the farm? What can you do
on the farm? Work in pairs.
Model:	A: I can see pigs on the farm.
B: 1 can collect eggs in the henhouse.
Развитие навыков говорения
—	Ex. За. p. 74. PB. Speak to your classmate. What would you like to do on the Cotswold farm?
Use the model.
Model:	I’d like to ride a horse.
Kev to ex. 3a.
I’d like to go to the henhouse, tractor school, playground, gift shop on the farm.
I’d like to play in playground.
I’d like to buy gifts in the gift shop.
I’d like to drive a tractor at the tractor school.
I’d like to collect eggs in the henhouse.
I’d like to touch lambs and milk cows on the farm.	I
— Do the crossword. Ex. 1, p. 55. WB.
Kev to ex. 1.
/. farm; 2. garden; 3. touch barn; 4. gift shop; 5. cow; 6. plyground; 7. hen house; 8. houses; 9. horse;
Ю. lamb; II. tractor school.
V. Заключительный этап урока. Подведение итогов урока, объяснение домашнего задания,
выставление отметок
—	Our lesson is almost over!
—	Do you like the animals on the farm? What can you say about them? What can you say about
the farm? What do you think about feeding the animals? Use the adjectives.
—	How was the lesson? Use the phases to express your feelings.
I am happy
I am sad
I am normal
because
I...
worked hard
didn’t work hard
was (not) bored
was (not) active
got / didn’t get a good mark
didn’t relax
— Your hometask is ex. 2, 3 p. 56. WB. You are to make sentences and write them, write the
adjectives in the correct order and revise the words. Be ready for a lexical test! Your marks are ••
Good-bye!