Цель урока: развитие коммуникационных навыков.
Задачи урока:
образовательные - совершенствование навыков устной речи в монологических высказываниях и групповой беседе, повышение общей языковой культуры, расширение кругозора
развивающие – научить высказывать свое мнение, развивать самостоятельность мышления и познавательного интереса.
воспитательные – привитие интереса к культуре и традициям других стран.
Ход урока
I. Organization moment.
Приветствие, учитель называет тему урока и говорит о том, что ученики будут делать на уроке.
“ Hello ,my friends. Glad to see you. How are you?
The theme of our lesson is “Food. Eating habits. Traditional dishes.” We are going to revise vocabulary concerning the theme, do some lexical exercises and then you’ll tell us about some traditional dishes.
II. Warming Up.
“So, a famous British writer G.B .Shaw said: “ There is no sincerer love than the love of food.” And he was quite right, wasn’t he? Food is very important for people. Do you agree with me? If you do, then say why.”
Ученики отвечают на вопрос: “People can’t live without food./ They can die from hunger. /It makes us strong./ It gives us energy.” etc.
III. Consolidation of the theme
1. Revision of vocabulary.
“Food can be different. It can give us pleasure as well as cause trouble. I want you to look at the following slides and remember words which can characterize the food.”
Учитель показывает слайд, ученики называют еду и характеризуют ее. (Приложение 1)
Pupil 1: “The food here is healthy (grains, bread, fruit, vegetables, dairy products, fish ,etc.)
Teacher: “Why do you consider this food “healthy”?
P.2: “Because it has a lot of vitamins/ it isn’t fattening/ it gives us energy, etc.” Учитель продолжает показывать следующие слайды, ученики комментируют увиденное. “Unhealthy/ junk because it’s fattening/ has got a lot of sugar or salt, chemicals, leads to extra weight, etc.” “Tasty but junk. Sugar can spoil teeth/ can be harmful.”
“Exotic/ interesting/ disgusting/ unpleasant / strange, can lead to stomachache/ be poisonous, etc.”
2. Revision of verbs denoting kitchen activities. (Приложение 1) а) Учитель предлагает ученикам повторить глаголы, показывающие разные виды работ по обработке продуктов.
T. ”But before eating the food, we must cook it. We have a lot of work in the kitchen. Now let’s look at the screen and see what we can do there.”
Ученики называют виды работ с продуктами (to chop, to slice, to boil, etc.)
b). “The world of food is very rich, so are eating habits. What do you understand under “eating habits”?
P. “Different ways of cooking”
T.”What are they?” Ученики называют способы приготовления еды (to roast, to fry, to grill, etc.)
3. Vocabulary exercises.
Учитель предлагает ученикам раздаточный материал, и они выполняют упражнения по применению тематической лексики.
T. ”Well, after revising the vocabulary we can do some exercises.” (Приложение 3)
IV. Presentation of mini- projects. (Приложение 2)
1. T. “So tastes differ, and so many countries, so many cuisines. Every country has its own traditional dishes. Let’s speak now about them. Take, please, the cards with the task and do it. So, match the pictures with the countries.”
Ученики выполняют задание.
2. T. ”And now some pupils will show you their mini- projects about traditional dishes.”
Ученики рассказывают о блюдах некоторых стран.
3. T. “British people are fond and proud of their national dishes. They have a lot of idioms, connected with food. So let’s do one more task.“
Ученики выполняют задание на употребление идиом в предложениях. (Приложение 4)
V. Conclusion.
T. “Well, I think you have worked rather well today and shared your knowledge about food, eating habits and traditional food with us. All of you get excellent marks. Your homework will be to write an e – mail to your pen friend about your favourite dish. Thank you. The lesson is over.”