План-конспект уроку англійської мови на тему: Улюблені рецепти

Етапи

Час

Мовлення вчителя

Мовлення учнів

Примітки

І. Початок уроку

1.Організаційний момент

Прийом: Активне слухання, відповіді на запитання.

Режим: Teacher – class.

2. Фонетична зарядка

     (на матеріалі скоромовки)

а) підготовча робота по пред’явленню скоромовки

Прийом: Активне слухання, відповіді на запитання.

Режим: Teacher – class.

б) пред’явлення скоромовки вчителем

Прийом: Активне слухання.

Режим: Teacher – class.

в) хорове промовлення скоромовки за вчителем

3. Мовленнєва зарядка.

Мета: введення в мовленнєве середовище.

Прийом: бесіда вчителя з учнями.

Режим: Teacher – class.

ІІ. Основна частина

Задача І:

Організація ознайомлення учнів з новими ЛО

1. Постановка завдання, стимулювання потреби та інтересу вказанням комунікативної перспективи застосування нових ЛО

Прийом: Активне слухання, відповіді на запитання.

Режим: Teacher – class.

2. Семантизація нової лексики безперекладним шляхом (в пред’явленні наочності)

Прийом: активне слухання, відповіді на запитання вчителя.

Режим: Teacher – class.

3. Контроль засвоєння розуміння семантики нової лексики

а) виконання вправи на з’єднання слів з їх визначенням (с.108, Впр. 7)

4. Підсумки роботи: загальна оцінка діяльності учнів.

Динамічна пауза (за методикою Total Physical Response)

Задача ІІ:

Організація аудіюванн тематичного тексту «Ann’s Recipe з   вилученням основної інформації у пред’явленні вчителя

1. Постановка завдання, виклик інтересу.

2. Підготовка до аудіювання тексту «Ann’s Recipe»

а) зняття лексичних труднощів тексту:

      -  пояснення значення деяких слів та виразів;

б) аналіз граматичних явищ.

3. Цільова настанова до первинного прослуховування: прослухати і зрозуміти загальний зміст, уміти відповісти на запитання.

Прийом: активне слухання

4. Контроль розуміння загального змісту письма за допомогою питань.

Прийом: відповідi на запитання

Режим: Teacher –class.

5. Настановка до вторинного слухання: прослухати і зрозуміти деталі змісті тексту; виконати тест.  
6. Вторинне аудіювання тексту «Ann’s Recipe» без будь-якої опори.

7. Контроль глибокого розуміння змісту листа за допомогою тесту множинного вибору.
8. Підбивання підсумків роботи.

III. Заключна частина уроку.

1. Підбиття підсумків уроку

2. Оцінювання діяльності учнів

3. Пояснення домашнього завдання

0,5хв.

2 хв.

1 хв.

2 хв.

2 хв.

4 хв.

4 хв.

4 хв.

0,5хв.

3 хв.

0,5хв.

1 хв.

3 хв.

4 хв.

2 хв.

0,5хв.

3 хв.

5 хв.

1 хв.

0,5хв.

0,5хв.

1 хв.

• Good morning!

Nice to meet you!

Sit down, please.

• Who is on duty today?
• Who is absent?

Thank you very much.

•    So, dear pupils, I think that it’s high time to start our English lesson. First of all we’ll practice our pronunciation. Ok? Please, look at the blackboard and say what are the translation of these words. Mary, what is the translation of the word «brew»?
•    Right you are!
•    Translation of the word «copper»?
•    Great! Good! 
•    And the last word for translation is…

•    All right, now say these after me in chorus: proper, cup, coffee, copper, pot.

•    Now listen to a tongue-twister. Be attentive! «Сarol brews a proper cup of coffee in a copper coffee pot».

•    Let’s say it in chorus! One, two, three…

•    Not very good, pupils. Now try to repeat after me:  Carol brews a proper cup of coffee in a copper coffee pot.
•    More better! Good! Thank you.
•    Answer my question: What does Carol do?

•   Що ж таки робить Кєрол?

•   Well done! Thank you.
•    And now pay attention to this proverb: «An apple a day keeps the doctor away».

•    What is the Russian equivalent for it?

•   Well done. What can you say about yourselves in this connection? Do you like apples? Dima, please.

•   Good.
•   What about you, Natalie?

•   Not good, Natalie. Ann, do you think that apples can help you to avoid meeting with a doctor?

•   Fine. I do the same.

•   Pupils, say who knows what does people of America celebrates every 4^th Thursday of  November?
•   Do you know?
•   This story was a lot of years ago. In 1620 the ship «Mayflower», in which the Pilgrim Fathers sailed from England, had arrived to America. It was very hard to begin to live there, to find some food there. Thanks to the help of indian man Scvanto, the people which came to America, could grow the plants and life off these bearings. This country gives a lot of products today. And today we have such a holiday like Thanksgiving Day, do you know? The president Lincoln proclaimed this day in 1864. At this day all people thanks Lord for all the food what are they having. As usual, this day people eat fried turkey, fresh fruits, mashed potatoes and so on and so forth.
•     And today we are going to learn new topical verbs. It is very important to know them for your future. Knowing these words you may say to your pen-friends and friends what exactly you want to do with products, what dishes do you want to prepare and of course to say the recipe of your favourite dish.
• Now I’ll show you the cards with new words. Listen to me attentively. The first verb is: to boil – cook or be cooked by immersing in boiling water or stock. For example, in the morning eating boiled eggs is very useful. Dan, do you like boiled eggs?

• Good. The next word is: to fry – cook (food) in hot fat or oil, typically in a shallow pan. For example, I like to eat fried and mashed potatoes! Who likes to eat fried or mashed potatoes?

• Very good. The verb to steam means cooking by heating in steam. For example, Mary doesn’t like steamed vegetables. The next verbs are grill and roast, which mean cooked (food, especially meat) by prolonged exposure to heat in an oven or over a fire. Do you like such kind of meat, Kate?

• Nice!
• One more verb is to slice - cut something, especially food into slices, small pieces. I like to eat sliced fruit. What do you like or don’t like to eat in slices?

• And the last word is: to toast - cook or become brown by exposure to radiant heat. Who likes to eat toasts in the morning?

•    Excellent!
•    Now let’s check how we understood topical words. Now, open your books at page 108. Look at the exercise number 7. What we have to do in this exercise, Helen? Read please the task.

•   Good. Helen, try to do the first!

•   Right you are!  The next is for you, Kate.

•   Good of you, Kate! The next one is to put something with another thing… What is it?
•   Right you are!  To press and mix until soft and smooth, it is?
•   Excellent! Nadya, read the next please.

•   Good. The next is for you too.
•  Very good! And the next to last is … Oleg, read it, please.

•   Nice! And the last is for Mark. Please, read.

•   Right you are, dear.
•    We have just learnt new words. They are not difficult to remember. That is why your homework for the next lesson will be to learn all the words by heart and to make 10 sentences with these words.

•   We worked hard, so let’s have a short rest now! Stand up, please. Watch, repeat and perform! Don’t be shy! Let’s do it!
•    Form banana (x4)
•    Peel banana! (x4)
•    Go banana (x4)
•    Form the apple (x4)
•    Peel the apple (x4)
•    Slice the apple (x4)
•    Form the orange (x4)
•    Peel the orange (x4)
•    Squeeze the orange (x4)
•    Form the corn (x4)
•    Shuck the corn (x4)
•    Pop the corn (x4)
•    Form potato (x4)
•    Peel potato (x4)
•    Mash potato (x4)
•    That’s great! Thank you, you may sit down. Now go on to work.

•  Pupils, do you like to cook?
•  Do you know how to write the recipe of your favourite dish?

•   Ok… As I see, that not everyone knows how to do this. That’s why I think that it will be interesting for you to listen how Ann writes the recipe of her favourite dish to her friend Jane.

•   So, pupils, before listening the letter of Ann, I want to pay your attention on some unknown words, like:

•  a herb – трава;
•  а garlic – часник;
•  to take the seeds out – вині мати насіння;
•  a pan – каструля, сковорода, лист;
•  a yolk – жовток (яєчний).

•    And for your better understanding let’s translate some sentences into Ukrainian, the first ne is:

•   You might need to add water, what is the translation of this sentence is, Nadya?

•   Right you are! You have to be more sure, Nadya!
•   The next one sentence is for you, Mary: Break the eggs and drop them carefully into the holes without breaking the yolks.

•    Wow! Mary! Great!
•    Pupils, now listen to me attentively, because after listening you have to answer some questions according to this text. You can see them on the board.
•   Listen to the text.

Dear Jane,

I’m glad you liked the food. Here’s the recipe which you wanted. It’s from a great cookery book. If cooking for four people you’ll need: 2 onions, 2 or 3 cloves of garlic, 2 fresh green bell peppers, 8 tomatoes, 4 medium red bell peppers, 4 eggs, salt and pepper, and fresh herbs (parsley, celery leaves etc).

First, slice the onions and garlic thinly and saute them slowly for 10 to 15 minutes so they become nice and sweet. While the onions are cooking, take the seeds out of the peppers, and then chop them up. Chop the tomatoes as well, then  add these to the onions and stir well, adding salt and pepper. Let everything cook slowly. You might need to add water. So  it doesn’t stick to the pan. Cover it. After about 10 or 15 minutes, the mixture should be soft. Make four small holes in the mixture for the eggs. Then  break the eggs and drop them carefully into the holes without breaking the yolks. Continue cooking until the eggs whites are cooked and then turn off the heat. Finally,  chop some fresh herbs and throw them on the top. That’s it! I’ll give you a ring again soon.

Ann

•    Now answer my questions please:

•    Who writes the letter? What is her name?

•  Ecxellent!

•  For how much person she writes the recipe?

•   Good!

•  After how much minutes the mixture should be soft?

•   Right you are!  

•  What does she say at the end of her letter?

•   Great!

•  Now listen carefully to the text one more time and be ready to write a test. Try to catch and remember all the details.

Dear Jane,

I’m glad you liked the food. Here’s the recipe which you wanted. It’s from a great cookery book. If cooking for four people you’ll need: 2 onions, 2 or 3 cloves of garlic, 2 fresh green bell peppers, 8 tomatoes, 4 medium red bell peppers, 4 eggs, salt and pepper, and fresh herbs (parsley, celery leaves etc).

First, slice the onions and garlic thinly and saute them slowly for 10 to 15 minutes so they become nice and sweet. While the onions are cooking, take the seeds out of the peppers, and then chop them up. Chop the tomatoes as well, then  add these to the onions and stir well, adding salt and pepper. Let everything cook slowly. You might need to add water. So  it doesn’t stick to the pan. Cover it. After about 10 or 15 minutes, the mixture should be soft. Make four small holes in the mixture for the eggs. Then  break the eggs and drop them carefully into the holes without breaking the yolks. Continue cooking until the eggs whites are cooked and then turn off the heat. Finally, chop some fresh herbs and throw them on the top. That’s it! I’ll give you a ring again soon.

Ann

•   Now I’ll give you the tests and you have to choose write down the correct answers in your exercise-books. Be careful. You have 4 minutes for this work. Good luck.

•   Your time is up! Give me please your copy-books, I’ll check your tests and your homework. So, you have listened to the letter of Ann, and saw how we have to write the recipe of our favourite dish.

•   Today we have learnt new words which we may use in our speech about kitchen and food. We have heard the letter of Ann and have knew one more new recipe, which we may prepare at home.
•    Today Oleg, Marc, Nastya and Nadya gat ten points. They answered my questions and did it well! I think that the next time other pupils will be active too! 
•    Your homework is to write 10 sentences with new words and to write the recipe of your favourite dish or about favourite dish of your mother, father…  You may use, like an example the recipe at page 107 in your books. Be ready for the next lesson! Say the home task to the pupils who are absent.
•    Thank you for work. Now you are free.

•    Good-bye, everyone! See you soon! Good luck!

• Good morning!

Nice to meet you too!

• I am on duty today.
• Mary, Nick are absent today again.

Mary: - Можливо, варити…?

P1: - Мідний!

P2: - Pot! The translation of this word is горщик, казанок.

Pls: - proper, cup, coffee, copper, pot.

Pls: - Carol brews a proper cup of coffee in a copper coffee pot.

Pls: - Carol brews a proper cup of coffee in a copper coffee pot.

Pls: - Carol brews a proper cup of coffee in a copper coffee pot.

P3: - Carol brews a proper cup of coffee in a copper coffee pot.

P4: - Кєрол заварює кофе у металевій кофейній посудині.

P1: - Хто по яблуку в день з’їдає в того доктора не буває.

Dima: - I like apples very much. I try to eat them every day.

Natalie: -  I like apples, but as usual I forget to eat them every day.

Ann: - I think, yes. I try to eat more fruits and vegetables, as there are a lot of vitamins.

Pls: - am…

Pls: - No, we don’t.

Pls: - Yes!

•  It is very interesting…

Dan: - Yes! Of course, I like boiled eggs!

P1: - I like!

P2: - I like to eat mash potatoes!

P3: - I like fried!

Kate: - I like more grilled meat than roasted.

P1: - I like to eat sliced lemon.

P2: - ….

P3: - Me! I like to eat the toasts with jam.

P4: - I like it too!

Helen: - We have to read and say which word is being defined.

Helen: Remove the skin… I think that it is the verb to peel, знімати кору, очищати фрукти овочі.

Kate: - Cut into many pieces… To my mind it is the verb to chop…?

P1: - It is the verb to add.

P2: - To mash!

Nadya: - Cook in water – it is to boil.

Cook in oil … is to fry.

Oleg: - Cook in the oven without oil or fat. The right variant is c, to roast.

Marc: - Cook in the oven with oil or fat… It is the verb to bake.

Pls: - ah… 

-    Form banana (x4)

-    Peel banana! (x4)

-    Go banana (x4)

-    Form the apple (x4)

-    Peel the apple (x4)

-    Slice the apple (x4)

-    Form the orange (x4)

-    Peel the orange (x4)

-    Squeeze the orange (x4)

-    Form the corn (x4)

-    Shuck the corn (x4)

-    Pop the corn (x4)

-    Form potato (x4)

-    Peel potato (x4)

-    Mash potato (x4)

Pls: - So-so… sometimes.\

P1: - No…

P2: - Yes, of course!

Nadya: - Ти маєш додати води?

Mary: - …am… too long sentence. Розбийте яйця та акуратно вилийте їх, не розбиваючи жовтка.

Mary: - Thank you.

P1: - A girl writes the letter to her friend Jane. The name of the girl is Ann.

P2: - She writes the recipe for 4 people.

P3: - After about 10 or 15 minutes, the mixture should be soft.

P4: - That she’ll call her soon.

Pls: - Nooo!

Oleg, Marc, Nastya, Nadya: - Thank you, Marina Nickolaevna!

Pls: - Thank you! Bye-bye!

На дошці черговими записана дата, місяць. В кожного учня на парті лежить скоромовка для організації фонетичної зарядки (див. Додаток №1, с.    ).       

Діти активно приймають участь.

Діти промовляють хором з а вчителем.

Діти намагаються вимовити скоромовку…

Вчитель відбиває ритм та робить звукове забарвлення скоромовці, роблячи голос гучніше, тише.

Вчитель показує яблуко…

Прислів’я виноситься на головний екран телевізора.

В класі тиша…

Під час розповіді вчителя про День подяки на головному екрані (на моніторі) програється відеоролик про День подяки під супровід музики (без диктора) (див. Додаток №2,        с.    ).

Вчитель одночасно показує картки та зачитує дефініцію певного слова (див. Додаток №3,        с.      ).

Зміст вправи (див. Додаток №4, с.    ).

Вчитель записує домашнє завдання на дошці.

Відеоролик динамічної паузи

(див. Додаток №5,     с.    ) .

Учні та вчитель співають разом, виконуючи певні рухи.

Вчитель роздає картки з новими лексичними одиницями для кращого розуміння тексту

(див. Додаток №6, с.      ).

Всі незнайомі слова записані на дошці.

На дошці записані питання стосовно  даного тексту-письма (див. Додаток №7,         с.     ).

Вчитель зачитує листа Анни (зміст листа див. Додаток №8,        с.      ).

Учні слухають вчителя.

Вчитель пред’являє питання на дошці.

Учні уважно слухають вчителя. Деякі намагаються записати деталі.

Вчитель роздає кожному учню тест (див. Додаток №9, с.     ) для індивідуальної роботи учнів.

Вчитель записує домашнє завдання на дошці.

Виставляє оцінки в щоденник.