Цель: систематизация и обобщение лексико-грамматического материала, развитие коммуникативных навыков.
Задачи:
- Совершенствовать навыки диалогической речи, чтения, аудирования. Контроль навыков письма.
- Развитие зрительно-слуховой памяти, речевой догадки, логического мышления.
- Воспитание познавательного интереса к учебному предмету и окружающим явлениям, формирование умения осуществлять взаимосотрудничество.
Ход урока
1. Организационный момент
Теасher: Hello, boys and girls! I am very glad to see you . Sit down, please. I hope you are fine today and are ready to start the lesson. The topic of our lesson is “Food” that is why we will speak, listen and write about food and our guests will see how you can do it.
2. Фонетическая разминка
And now we should worm-up our tongues. Look at the blackboard, listen and repeat after me.
like, ice-cream, rice[ai]
[i]biscuits, milk, chips
[e]egg, jelly, lemonade
cheese,
chicken, ChucklesGood of you.
3. Речевая зарядка.
Аnd now look here, there is a poem, listen to it then you will have some tasks.
Some of us like brown bread
Some of us like white
Some of us eat a lot of meat
Some don’t think it’s right
Some of us like apples
Some drink juice at night
Some of us eat many sweets
Some don’t think it’s right
Let’s read it all together…Do you understand it? Let’s translate. I will begin and you continue.
Do you like the poem?
Do you like white bread?
Do you like apples?
Let’s read it line by line, one by one.
4. Основная часть урока.
Today I got a letter for Chuckles from Lulu. I will read it, listen to it very attentively:
“Hello, Chuckles! I like you. I like bananas, chocolate and cheese. I don’t like eggs and milk. What about you? Lulu.”
Now answer my questions:
Do you understand it?
Does Lulu like bananas?
Does she like…?
Very good! And what about our Chuckles? Let’s speak about him. Listen to me. Then you will say.
Chukles likes bananas.
He doesn’t like…
(На доске картинка изображающая Чаклза, справа от картинки то, что Чаклз любит, слева, то что нет. Ребятам предлагается по картинкам составить положительные и отрицательные предложения о предпочтениях обезьянки).
( Затем задание усложняется) Who can make up one sentence form two using “but”.
Let’s play a little. Ravil, сome here, you will be Chuckles for a while and we will ask you! Pupils come on.
(В режиме работы “Ученик-ученик” одни учащиеся задают вопросы, другие на них отвечают)
5. Физкультминутка
I think you are tired, let’s relax. There are three words on the blackboard. Can you translate them?
FRUIT VEGETABLE DRINK
I will say the word and if it is a fruit – clap your hands! A vegetable – stamp your feet! A drink – snap your fingers.
Words:
A banana
A carrot
Tea
Milk
An apple
An orange
A potato
Water
Lemonade
Fruit
Coke
Vegetable
Juice
That’s enough. Let’s go on. Look at this and listen to the dialogue between Max and Bill…
“I have got some water. Have you got any water?”
“No, I have not. I have
some
juice.”
(Отработка употребления местоимений SOME/ANY)
Kirill come to me, let’s make up a dialogue with you. You can use the model. Choose any picture on my desk.
There are pictures on your desks, pupils, use them to make your own dialogues. Who wants to begin.
Very good!
6. Checking hometask.
And now I want to check your hometask. Open your books, find exercise 4 , page 47. I asked you to read Lulu’s shopping list. Let’s read it.
And now take your exercise-books, you should write down your own shopping lists not to forget to buy everything you need.(Наданномэтапеурока, дляучащихсябылорганизованконтрольписьменнойречи. Дети должны были в словах составляющих список продуктов вписать недостающие буквы)
Your task is not difficult you should just fill in the gaps . You’ve got three minutes.
Listen to your next hometask. I’ll give you these crosswords to find as many words as you can.
| H | Q | O | C | P | O | T | A | T | O |
| P | U | R | S | D | Z | X | E | A | R |
| J | U | I | C | E | E | P | V | N | I |
| Q | C | D | J | G | L | U | P | G | E |
| B | F | C | U | C | U | M | B | E | R |
| A | K | H | Z | H | R | P | W | R | U |
| C | T | O | U | E | B | K | A | I | Q |
| O | D | C | S | E | A | I | Q | I | I |
| N | E | O | I | S | Y | N | J | E | G |
| E | R | L | Q | E | L | D | U | E | L |
| D | G | A | W | T | S | U | G | A | R |
| E | Q | T | G | Y | W | H | K | L | W |
| C | H | E | R | R | Y | G | Y | N | D |
7. Итог урока
The lesson is getting over and I should finish it.
8. Рефлексия
(В заключение урока я предлагаю ребятам поделиться своими впечатлениями об уроке. На их столах лежат заранее приготовленные кружочки красного и коричневого цвета символизирующие их впечатление. Я задаю им 3 вопроса и прошу вместо слов использовать кружочки. Вопросы могут быть самыми разными, например я выбрала следующие:
– Понравился ли вам наш сегодняшний урок?
– Понравилось ли вам как работали вы?
– Остались ли вы довольны работой ваших одноклассников?
(Ребятам невероятно интересно и полезно давать оценку собственной работе)
Thank you for your answers. I liked the lesson too. I am pleased with work and want to put excellent marks to… and good marks to…
Stand up every body. The lesson is over. Good-bye.