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Урок английского языка по теме : "Еда" 4 класс

Цель урока: Обучение устной монологической речи по теме: “Типичная английская еда”

Задачи урока:

1. Образовательные:

  • Повторение лексики по теме: “Еда”

  • Обогащение и усложнение лексического запаса при ведении монологических высказываний об английской кухне

  • Расширение словарного запаса

  • Тренировка навыка аудирования и чтения

  • Умения отвечать на поставленные вопросы

2. Воспитательные:

  • Развитие интереса к изучению страны, изучаемого языка

  • Уважение к культуре других народов

3. Развивающие:

  • Развитие творческой фантазии

  • Развитие познавательного интереса

Предварительная подготовка:

  • Учащиеся готовят оформление рецептов приготовления сэндвича, чая

  • Приготовление блюд из продуктов

  • Картинки с продуктами

Оформление:

  • Фотографии фирменных английских блюд

  • Готовые блюда, чай

Форма проведения: В форме кафе (фуршет).

Оборудование: компьютер, мультимедийный проектор, доска, магнитофон, аудиозаписи, приложение 1 – презентация Microsoft PowerPoint.

Ход урока

Слайд 1 the theme of the lesson

Слайд 2

T: Listen, read and repeat.

[i:] – sweet, tea, tea-break, Easter, mean, meat, cheese, pizza

[i]- biscuit, foreigner, tin, chips, Christmas

[ai]- pie, slice, kind, type, like, knife,

[æ]- sandwich, salad, Valentine’s Day, have, apple

[ei] – cake, break, made, mayonnaise, plate, table

[λ]- bun, Mother’s Day, others, lunch, discuss, butter

[o]- shop, strong, tablecloth, sausage, teapot, foreigner

[o:] – sort, fork, salt, water, more, before

[u] –pudding, woman, put, full, look

[u:] – tooth, juice, spoon, food, too

[әu]- roll, slow, rose, phone, know

Слайд 3

T: Find the words which we can eat and drink

  • sweet, tea, cheese, pizza

  • biscuit, chips

  • pie, slice

  • sandwich, salad

  • cake, mayonnaise

  • bun, butter

  • sausage

  • salt, water

  • pudding

  • juice, food

  • roll, apple

T: Read the poem about “Five apples”

Слайд 4

T: Answer the questions

1. What do the words “the British have a sweet tooth” mean?
2. What kinds of sweet things do you know of?
3. What sweet things do you like?
4. When do the British eat cakes, biscuits?
5. When do the British eat more sweet things?

Слайд 5

T: Find 20 names of food. First read the horizontal (9) lines then read the vertical (11) lines.

C

A

T

O

C

F

C

O

N

H

E

P

E

R

A

I

H

R

M

O

G

P

A

B

K

S

E

A

I

N

G

L

A

N

E

H

R

N

L

T

M

E

P

E

A

R

R

G

K

Y

B

A

N

A

N

A

Y

E

B

J

N

U

T

Z

L

E

M

O

N

A

C

H

O

C

O

L

A

T

E

M

H

O

N

E

Y

A

V

Q

W

E

I

C

E

C

R

E

A

M

P

A

P

I

Z

Z

A

R

B

U

L

T

S

A

N

D

W

I

C

H

R

L

Слайд 6

T: Check your answers. (Демонстрация дублирующего слайда с правильными ответами)

C

A

T

O

C

F

C

O

N

H

E

P

E

R

A

I

H

R

M

O

G

P

A

B

K

S

E

A

I

N

G

L

A

N

E

H

R

N

L

T

M

E

P

E

A

R

R

G

K

Y

B

A

N

A

N

A

Y

E

B

J

N

U

T

Z

L

E

M

O

N

A

C

H

O

C

O

L

A

T

E

M

H

O

N

E

Y

A

V

Q

W

E

I

C

E

C

R

E

A

M

P

A

P

I

Z

Z

A

R

B

U

L

T

S

A

N

D

W

I

C

H

R

L

Слайд 7

T: Read the text about British people and fill in necessary words to the text.

Sweet tooth, puddings, buns, at school, at home, holidays, Valentine’s day

The British have a _____. That means that they like eating sweet things like _____ and pies, jams, biscuits and _____, cakes and rolls. For the British, any time is eat-a-sweet time: tea-break _____, break at school, watching TV _____ on a car journey, in the cinema or theatre. During _____ like Christmas and Easter, and on special days like Mother’s Day and _____ they eat even more sweet things.

Слайд 8

T: Match the different words with their definitions.

  1. milk

  2. an apple

  3. a dinning room

  4. a lunch

  5. an English tea

  1. a second breakfast

  2. where pupils go during break to eat

  3. it grows on the apple -tree

  4. it gives a cow

  5. a tea with lemon

Слайд 9

T: Checkyouranswers. (Демонстрация дублирующего слайда с правильными ответами)

  1. milk d) it gives a cow

  2. an apple c) it grows on the apple -tree

  3. a dinning room b) where pupils go during break to eat;

  4. a lunch a) a second breakfast

  5. an English tea e) a tea with lemon

T: Let’s have a rest. The play “Potatoes”

Слайд 10

T: Try to match the words with the pictures as in example.

coffee

1 кофе

sandwich

2 сэндвич

cheese

9 сыр

strong tea

8 крепкий чай

fish

3 рыба

pudding

4 пудинг

egg

5 яйцо

porridge

6 каша

juice

7 сок

Слайд 11

T: Let’s check your answers. (Демонстрация дублирующего слайда с правильными ответами)

Слайд 12

T: Read the text.

English Sandwiches and English Tea

A lot of people in England eat sandwiches for their lunch. There are a lot of sandwich shops in London. You can buy all sorts of sandwiches in these shops. You can get meat sandwiches, or salad sandwiches, or meat –and –salad sandwiches. And you can get cheese, egg or fish sandwiches. You can even buy fruit sandwiches. Each sandwich has 2 thin slices of bread. You put butter and meat between the 2 slices. Lots of foreigners don’t like English sandwiches. They like the kind of sandwich we call a roll. Some foreigners don’t like English tea, either. English tea is very strong. The Englishmen drink a lot of tea. They drink it with lemon, we drink tea with milk, so it is called the Russian tea.

Слайд 13

T: Is the information in these sentences True or False?

  1. There are a lot of sandwich shops in London (t)

  2. You can’t buy all sorts of sandwiches in these shops (f)

  3. You can even buy milk sandwiches (f)

  4. Each sandwich has 2 thin slices of bread (t)

  5. You put butter and meat between the 3 slices. (f)

  6. English tea is very strong. (t)

  7. We drink tea with meat, so it is called the Russian tea. (f)

Подведение итогов:

T: Today we’ve remembered the names of different food, and we’ve spoken about English typical food

Слайд 14

Home-task: What would you say to your English pen friend about typical Russian food? Make up a short story. Ex.41 p.135

T: The lesson is over. Good-bye.

7 класс

Английский язык

 

Тема: Їжа

Тип: Урок вдосконалення мовленнєвих навичок і вмінь

Форми організації: групова, індивідуальна, інтерактивна

Методи: мозковий штурм, робота в малих групах, «Ажурна пилка», прийом проведення рефлексії.

 

 

Цілі:

Практична:

  • активізувати лексико-граматичні навички усного мовлення з теми;

  • практикувати учнів в читанні зі значним обсягом інформації за короткий проміжок часу;

  • практикувати учнів в аудіюванні

Освітня:

формувати соціокультурну компетенцію;

вчити працювати з довідковою літературою, інтернет-ресурсами

Розвиваюча:

  • розвивати слухову, зорову пам'ять, логічне та творче мислення;

  • розвивати уміння аргументовано захищати свою думку

Виховна:

  • формувати культурні смаки;

  • активізувати творчі та ділові здібності учнів

Оснащення: комп’ютер, інтерактивна дошка, тексти для читання

 

Procedure

I m/m

Підтема: Welcome to the World of Food

Етап:Адаптивно-перетворювальний

1.       Introduction. Greeting

T. Good morning! Nice to see you. How is it going with you today? I hope you are well, P1?!

P1. Yes, sure. I am fine.

T. And what about you, P2?

P2. I am all right.

T. Are you in high spirit, P3?

P3. Of course, I am. I have a nice mood.

T. Any problems, P4?

P4. No problems. Everything is OK.

T. I am glad to hear you are fine. Are you ready to start our lesson?

Ps. Yes, we are.

2.       Warming-up

T. Our today’s topic is “Welcome to the World of Food”. The main task is to demonstrate how magic and mysterious the world of known and unknown food is. Brainstorm why people eat?

(На інтерактивній дошці зображення схеми)

 

 

for keeping energy

 

 

 

 

 ↑

 

 

for pleasure

 ←

People eat

 →

to live

 

 

 ↓

 

 

 

 

from force of habit

 

 

T. Explain in 2 or 3 sentences what is meant by each of these points.

Gr1. (for pleasure): Tastes differ. People really have different tastes. But some of them eat too much food. It’s bad.

Gr2. (for keeping energy): People need proteins, fats and carbohydrates, because they give us energy.

Gr3. (to live): We cannot live without food. Because it regulates body functions. But eating isn’t the main thing in our life.

Gr4. (from force of habit): If people eat from force of habit they become fatter.

T. What is the main point?

P. People eat to live.

T. Right you are! So the motto of the lesson is “Live not to eat but eat to live” (девіз з’являється на дошці). At the end of the lesson we’ll be able to distinguish healthy food from unhealthy one.

3.       Vocabulary practice

a)      T. Guess the words by their descriptions:

(Учні озвучують загадки, які підготували заздалегідь. Решта повинні їх відгадати.)

-          a desire for food, a discomfort caused by a need for food, starvation (hunger);

-          a room or place for cooking (kitchen);

-          one who eats no meat (vegetarian), etc.

b)      T. Let’s create a mind-map

(Pupils say in turn what associations come to their minds when they hear the word “food” and fill in the mind-map)

Ps. When I hear the word “food” I think of sweets, etc.

juice

 

sweets

 

pizza

 

fruit

 

hunger

 

vitamins

 

FOOD

 

fast food

 

ice-cream

 

cafe

 

restaurants

 

vegetables

 

meat

4.       Grammar play.

T.Let’s play! P1, be my helping hand! You are welcome!

P1. Look! I have two magic boxes for countable and uncountable nouns. Please, help me to put the words into the correct boxes. Say “I can count …” or “I can’t count …”

5.       Work in pairs

a)      The students decide whether these foods come from an animal or plant origin. If it comes from an animal, they decide if the animal lives on the land or in the water. And after that the students put the words into the correct boxes.

Crab, chocolate, kebabs, hamburger, chicken, salmon, apple pie, orange juice, pears, peas, lamb, steak, chips, lemonade, strawberries.

plant origin

 

animal origin (land)

 

animal origin (sea)

 

 

 

 

 

b)      The teacher asks the students to make a list of 5 different items of food and read it out. The other students must say:

—                  if they are good for us or not;

—                  why;

—                  how much we should or shouldn’t eat.

Example:

Fruit. Fruit is very good for us. It contains vitamins. We should eat a lot.

Biscuits. Biscuits are not very good for us. They are made with sugar. We shouldn’t eat too many.

6.       Speech skills

T. Make up statements using these situations

Model. You are at a restaurant. You notice that your glass is not clean. You stop a waiter who is passing by and say “I’d like a clean glass, please”. (“Will you please bring me a clean glass?”)

  • You want some salt for steak and the waiter is just going by. You call him and say...

  • You ordered a steak. The waiter has brought you something which you can neither cut nor eat. You say...

  • You are not satisfied with everything at a restaurant. You call the owner of the restaurant and say..., etc.

7.       Summing-up

 

 m/m

Підтема: Home-made or Fast food.

Етап:Адаптивно-перетворювальний

 

1.       Warming-up. Tongue Twister

Betty Botter made some butter.

But”, she said, “This batter’s bitter”.

 “So”, she said, “I’ll buy some butter,

It will make the butter better!”

So, Betty Botter bought some butter

Just to make the butter better.

Alas”, she sighed. “This butter’s better —

But it’s still a little bitter”.

2.       Listening.

a)      Pre-listening activity.

T. Give either translation or definition of the fol­lowing words: home-made food, to cook, fast food, tea, coffee, spoon, fork, knife, table manners, to keep elbow of the table, to take away, dessert, ice-cream.

b)      While-listening activity.

(Pupils listen to the text and do the task.)

True or False.

  • When we have no time we usually go to cafes and restaurants.

  • If we are busy we have our meals at home.

  • We often use knives when we have our meals at home.

  • We must remember about table manners when we are in a restaurant.

  • For dessert you may have ham or chicken.

  • Food in restaurants is for all tastes.

  • We prefer home-made food.

c)       Post-listening activity.

T. Answer the questions.

  • Do we all prefer home-made food?

  • Where do we go when we have no time to have our meals at home?

  • What do we do when we are in a hurry and have no time to have your meal in a restaurant?

  • What must we remember about when we come to a restaurant?

  • What fruit do we eat for dessert?

3.       Group work

T. I’d like to draw your attention to fast food restaurants. It’s known that fast food is popular not only in the USA but also around the world. Are you “for” or “against” fast food? Take a strip. If you have a white strip, you are “for” fast food. If a black one, you’re “against” fast food.

T. You have about 5 minutes. Your task is in your groups to take any role you like: a speaker, a secretary, a timekeeper or an expert. A speaker will comment on the statements. A secretary will write down the arguments. A timekeeper will keep the time. An expert will control the process.

Give advantages and disadvantages of fast food restaurants 2 from each group and comment them.

(Pupils work in groups and fill in the chart)

Yes

 

No

Quick service

You can eat in or take away any food you like.

 

Risk of diseases

Fast food is high in fat and sugar and finger food is dangerous for health

Innovations in operations and products

Toys for children and organizing birthday parties

Are fast food restaurants a good idea?

Less energy

Junk food is low on proteins and carbohydrates

Drive-through service

You can order and pick up food from your cars.

 

Neither healthy nor natural

It’s prepared in industrial way but it is low in vitamins and minerals

Cheap and convenient to eat

It’s served in bags or plastic wrappings

 

People eat fast food in a hurry

It is bad for your health when you are overweight.

4.       Relaxation time

T. It’s high time to relax a bit. You’ll work in groups.

a)      The first group will make a cinquain, a poem without rhyme. You have 3 minutes at your disposal. Follow this instruction!

1 noun

2adjectives

3gerunds

Sentence

Synonym

Cabbage

Tasty, useful

Growing, cooking, eating

Has a lot of vitamins!

Vegetable

b)      The second group will get right idioms!

As cool as cucumber

  • to be reserved towards others

  • to be strong

  • to be very calm in any situation (+)

To be in the soup

  • to be in trouble (+)

  • to be in a bad company

  • to be in a bad health

To spill the bins

  • to tell a lie to somebody

  • to tell a secret to somebody (+)

  • to make a mistake

In a nutshell

  • in a small room

  • in a protective place

  • in a few words (+)

c)       Groups 3 and 4 are good at dialogues

(Учні драматизують діалоги)

5.       Summing-up

 

III m/m

Підтема: American Food.

Етап:Адаптивно-перетворювальний

 

1.       Warming-up.Vocabulary practice

The Game “Who Knows More Word Combinations?”

The teacher says the word “meat” for example. The students have to name all word combinations with the word “meat”.

Student: boiled meat, stewed meat, tasty meat, etc.

If he names less than 3 word combinations, he’s out of the game.

2.        Reading (text “American Food”)

T.You are going to read the text about American food.

a)      Pre-reading activity. Vocabulary

(Presenting of unknown words)

Patron– regular customer at a shop/restaurant

Tips– gift of money to a waiter for services

b)      While-reading activity(читання тексту за методом «Ажурна пилка»)

T.The aim is to pick up the main information from the text and to teach other members of your group.

c)       Post-reading activity

Answer the questions in groups.

Questions:

  • What is American food like? What does the word “brunch” mean?

  • Are fast food restaurants popular? Why do you think so?

  • How many types of restaurants are there in the USA? What are they? What is the difference between them?

  • Does a waiter come to take the patrons order in full-service restaurants? What do the Americans do to express satisfaction with service?

3.       Role-play

T. Any restaurant isn’t a restaurant without an advertisement. Your task was to make up an advertisement of a restaurant. Who are the managers in your groups?

(Учні показують презентації ресторанів)

T. Good of you! I think you will be real businessmen in future!

4.       Summing-up

T. Unfortunately, our lesson has come to its end. What do you think of our lesson? Did you like it?

a)      Look at these two faces which express your emotions. Take a strip and write down your impressions but not in a usual way. Give adjectives on our topic of food you either like or dislike. Stick them to the corresponding face.

(Tasty, fresh, delicious, yummy, healthy, well-cooked // bitter, sour, etc.)

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b)      Evaluating

T. Take your evaluation cards and fill them in. Discuss your marks in your groups.

5.       Home Assignment

(Домашнє завдання на вибір)

 

 


Урок английского языка по теме : "Еда" 4 класс
  • Иностранные языки
Описание:

 Задачи урока:

1. Образовательные:

·                   Повторение лексики по теме: “Еда”

·                   Обогащение и усложнение лексического запаса при ведении монологических высказываний об английской кухне

·                   Расширение словарного запаса

·                   Тренировка навыка аудирования и чтения

·                   Умения отвечать на поставленные вопросы

2. Воспитательные:

·                   Развитие интереса к изучению страны, изучаемого языка

·                   Уважение к культуре других народов

3. Развивающие:

·                   Развитие творческой фантазии

·                   Развитие познавательного интереса

Предварительная подготовка:

·                   Учащиеся готовят оформление рецептов приготовления сэндвича, чая

·                   Приготовление блюд из продуктов

·                   Картинки с продуктами

Автор Завальнюк Наталья Евгеньевна
Дата добавления 11.12.2014
Раздел Иностранные языки
Подраздел Конспекты
Просмотров 788
Номер материала 7001
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