Урок за темою "Їжа" у 4 класі

There are 8 pupils in this class, three boys and five girls. They are 8-9 years old. Three students are strong and feel confident in speaking. Two students have come this year; they are weak and need a lot of support and correction. One learner is very shy. All pupils like working in pairs and groups very much.

To activate pupils’ vocabulary on the topic Food.

To give learners controlled and fluency practice in ordering food and drinks using phrases  Can I have……..,please/I’d like………,please/Can I have more……,please and prepositions with and without.

To develop children’s speaking skills.

I’ve chosen this dialogue because it is in the children’s coursebook and it will develop pupils’ speaking skills. I think this topic will be interesting for my students. After this task children will be able to use these skills during their travelling.

Form

Meaning

Pronunciation

Vocabulary:

With

Without

Target language:

Can I have...............,please.?

I’d like ..................... .

Can I have more......,please.?

having or possessing

 the absence of

to say what we want

/wɪð/

/wɪˈðaʊt/

/kən aɪ həv...... pliːz  /

/aɪd laɪk......  /

/kən aɪ həv mɔː^r pliːz/

Naomi  Simmons (2014)Family and Friends 4  2^nd edition Class book,p.26

flash cards

video  https://www.youtube.com/watch?v=dk3hEwsVrhY

the menu

the target language

• Learners learnt the topic Food last year. They talked what food they like and don’t like. Pupils also talked about what they eat for breakfast, lunch and dinner at the beginning of this year. So they may remember names of food. They have used Can I .............., please? for permission and I’d like to ........ for what they  want to do, so they might understand the target language quickly.

Anticipated difficulties

Solutions

Weaker students might misunderstand the instructions from the first time.

Check their understanding by CCQs, explain the task clearly.

Strong pupils can be very quick. They can finish their dialogues first.

Say them to swap their roles several times, add their own words.

Two weak pupils will not work together effectively.

Organise them into different pairs.

The shy pupil will not work. She will not raise her hand.

I will ask her any way.

Pupils might want to use Ukrainian.

Encourage pupils to speak English.

The computer might not work.

Use the exercise 1 on page 26 for presenting the dialogue in the cafe.

Stage

Stage aim

Procedure

Interaction

Time

Lead in

To get learners’ attention and to get them interested in the topic

I will greet pupils. Then I will say that the topic of our lesson how to order food. After that I will ask pupils where people usually order food, if they like going to the cafes, what their favourite café is, what their favourite drink/food  is.

Whole class

1 min

Pre-speaking task

to activate learners’ vocabulary and get the learners interested in the topic

 Then I will say that for ordering food and drinks we have to know names of food and drinks and that they will remember them in two teams. I will divide students into two groups and ask them to remember as many food and drinks as they can .They will have to write these words on the sheets of paper (one sheet for one group). After brainstorming one person from every team will read them. We will count words after that and decide who will be the winner. During this task I will monitor children and control if weak pupils work.

Groups

4 min

Pre-teach

vocabulary

To help learners understand the activity and to give learners confidence during speaking

1`.I will say pupils that I will show  the video in which the family are ordering food and drinks and ask them to pay attention  and remember how people order food and drinks, what language they use. After watching I will ask students and  show these phrases on the board(Can I have.....please and  I’d like......).

Then I will ask them to come to the table, take pictures and make their own sentences with these phrases (Can I have this soup , please? I’d like a sandwich, please)I will show the example. Then I will say that sometimes we want to order something additional and we can use the phrase Can I have some more........,please? Some pupils will make these sentences.

2. After that I will ask them some names of food and drinks that they will be needed for the next task (onions, garlic, chilly, cheese, milk, pepper, mushrooms, olives, sugar). I will use flash cards for this. Then I will present them two new words with and without and explain their meaning. Then I will check their understanding by using flash cards. After my example children will make sentences with these new words(a sandwich with tomatoes, a pizza without mushrooms, tea without sugar, coffee with milk)

3. After my example children will connect with/without with Can I have....,please? and I’d like ...... (Can I have a sandwich with onion, please? I’d like tea without milk).

Whole class

Individually

10 min

Controlled practice

To give learners controlled practice in ordering food.

To develop learners’ speaking skills

I will ask pupils to open the book and look at the dialogue between a girl and a boy. I will say that the boy is a customer and the girl is a waiter. I will say that they will work into pairs and that they will have to use all words from the boxes .Then I will check children’s understanding by CCQs. One pair will show an example.

 Then learners will work in pairs. I will monitor pupils‘  language during their speaking.

Pair work

7 min

Freeer practice

To give learners fluency practice on the topic

To develop learners’ speaking skills

Then I will ask them to close their books and make the same dialogues without books and with other partner. After that I will swap pairs. I will give them the menu for their play and say them that they will be able to use any food and drinks that they want in their order and that they will have to use target language. I will check children’s understanding of the task and show the example.  I will clap my hands to start the activity.  I will monitor learners  and  write down their mistakes. I will also make notes of learners’ good language .I will clap my hands again to stop the activity.

Pair work

5 min

Feedback

To analyse learners’ mistakes

I will ask a couple of pairs to act it out for the rest of the class. Then I will thank learners for good work. After that I will use the board to show some examples of good language that was used and discuss mistakes. I also will ask them if they liked the lesson and if it was useful for them.

Whole class

 3 min