Розробка уроку "Мій улюблений рецепт"

 

 

 

 

 

 

 

План- конспект

відкритого уроку   з англійської   мови

 у  7-В  класі

з теми

« Мій улюблений рецепт»

 

 

 

 

 

                                                                                            Вчитель  англійської мови

                                                                                            Шевчук А. М.

 

 

 

 

 

Тема уроку: Мій улюблений рецепт

Learning Outcomes:

• SWBAT to use vocabulary with further  expantion;
• SWBAT to speak spontaneously on the topic of the lesson;
• SWBAT read the cooking operation;
• SWBAT write a recipe of their favourite Ukrainian dish.

Розвиваюча мета:

• розвивати логічне мислення та вдосконалювати здібності самостійно планувати мовленнєві дії;
• розвивати уміння переносити знання та вміння в нову ситуацію через проблемно-пошукову діяльність;
• розвивати мовну здогадку та мовленнєву реакцію;
• розвивати готовність до участі в іншомовному спілкуванні через де@___@___________________________________________________________________________________    стимулювання  комунікативної діяльності.

Навчальна мета:

• учити учнів систематизувати вивчений матеріал при веденні ситуативного мовлення.

Виховна мета:

• виховувати в учнів уміння  мовленнєвої  взаємодії з партнерами по комунікації в парах і групах;
• виховувати культуру спілкування, прищеплювати прагнення використовувати здобуті знання як засобу інтелектуального самоствердження.

Visuals and Equipment:

• textbook “English 7” by A. Nesvit: Student’s Book, p.75-78;
• a set of cards with the cooking equipment;
• a set of cards with cooking verbs;
• recipe cards;
• HOs for “Boardgame”;
• Blackboard.

 

Development:

1. Beginning.

•           Greetings + Warming up (“Boardgame”)

Who:   Class/Individuals       Skills: Speaking/Reading             Time: 5 min.

T: Hello everyone! I am really glad to see you all. Today we are going to continue our topic “Food”.  So let’s play your favourite game.

II. Follow-up:

Activity 1:  Home Task Check. 

Who:  Individuals              Skills: Reading               Time: 8 min.

T: It’s quite natural that every person has his/her own considerations  on good eating habits. Let’s listen to your points of view.

(Students had to complete the following sentence:

I want have good eating habits   so that……..

                                                   because……

                                                   in order to…..

                                                    so as not to……) 

Students read out their answers one by one.

T: However, to have good results in this you have to eat home-made food regularly. Do you agree? For this you have to learn to cook yourself. So let’s start with new vocabulary on

ЬН АФМЩГКШЕУ КУСШЗУ.

I have a little problem. I wanted to print the topic of our lesson on the computer but forgot to change the alphabet from  to English. Can you rewrite it?

Oh yes, you are right. So, my dear cooks, let’s get to know how we prepare food.  So who will be the first to complete the table (ex. 4 p.76).

Activity 2:  VOCABULARY WORK: kitchen object+cooking verbs  (Matching, guessing)

Who:  Pairs              Skills: Speaking/Reading               Time: 10 min.

1. Memorizing: Divide the students into pairs. Give each student of a pair a set of object and word cards. Get them to spread them out.  They have to match picture to word. Then words are taken away and students check if they remembered the new vocabulary.
2. Personalising: Student1  looks  at the kitchen objects cards and try to remember where each thing is kept in their own kitchens. They can  draw a rough plan and explain to their partner: “We keep the knives and forks in this drawer here, and plates are in that cupboard over there. Student 2 tells what utensils he uses while cooking:

• We cut vegetables on …
• We eat soup in …
• We cook eggs …
• We cut bread with …
• We make  coffee in …
• We  drink tea in … and …
• Then  ask them to think of their own favourite dish and to write down how it is made ( or how they think it’s made if  they’re not cookery experts). They read their recipes to a partner without saying the name of the dish. The other student has to guess.
•  

Activity 4:        Gap filling:

Who:  Individuals            Skills: Reading/Writing              Time: 7 min.

 

Students read the text and complete it with necessary words.

Activity 5:    Ready Steady Cook!    

Who:  Class            Skills: speaking              Time: 10 min.

Each student has a recipe card (HO). Teacher mixes the utensils cards.

The object of the activity  is to collect 4 utensils cards needed for the recipe. They read their recipe, work out what 4 utensils they need, and go around the class asking other students if they can give them what they need: “ I need a grater. Have you got one?”. To make the activity harder: “I need … for …ing”.

3.                                                                                                                                                 Rounding-off

1.                                                                                                                                                        Summing-up: “Microphone”.

Our lesson is almost over. Did you enjoy it? What new things have you learned today? And we had a really nice competition today. The pupils who were active today get marks, too.

2.          Home task:  Ex.8 p.78. But make pp presentation. Here is an example for you to make it easier  to do it at home.