Розробки уроків

 Урок  з англійської мови у 3 класі

 « Fruit and vegetables. »

Навчальні задачі: Організувати усне тренування у вживанні лексичного матеріалу до теми на рівні речення ( самостійні висловлювання учнів з опорою на слова, пред’явлені учителем на картках).

Освітні задачі: сприяти усвідомленню учнями особливостей свого мислення; розширити знання учнів про традиційну їжу англійців.

Розвиваючі задачі: розвивати здатність самостійно планувати мовленнєвий вчинок шляхом залучення учнів до іншомовної діяльності з використанням лексичних одиниць, що вивчаються; розвивати зорову пам’ять, довільну увагу.

Виховні задачі: виховувати повагу до думки співрозмовника.

Обладнання: підручник для 3-го класу О. Карп’юк «Англійська мова» –  Тернопіль: Лібра Тера, 2006 – с.160, постери  із журнала “Posnayko”, аудіо додаток, флеш картки з зображенням фруктів та овочів, роздатковий матеріал.

Технічні засоби: комп’ютер, мультимедійний проектор, екран.

THE PROCEDURE OF THE LESSON

І. Підготовка до сприйняття іншомовного мовлення

 Organising the Class. Greeting

1) “Toss the String” (Icebreaker game)

Pupils sit in a circle for this icebreaker. The teacher gives the ball of string or yarn to one of the pupils. He/She finds the end and holds onto it for the remainder of the game.

To start the game, she’ll toss the ball to someone else in the circle. Then she’ll ask that person a question (e.g. What’ s your favourite colour? What’s your favourite sport? Do you like ..?  etc.). Next, the pupil with the ball holds part of the yarn and tosses the ball to some else that hasn’t had it yet. The game continues like this until everyone has had a chance to answer a question. At the end of the game, have all the pupils look at the web that they’ve created that has connected all the players together in one way.

2) Introducing the Topic

  • The teacher plays the recording. Pupils listen and try to guess the subject of the lesson.

Eat five fruits and vegetables every day,

Five fruits and vegetables, so they say.

Makes you feel happy, healthy and strong.

Five fruits and vegetables all day long.

How about a shoe, is that a fruit or a vegetable?

How about a stick? How about a banana?

How about broccoli?

Eat five fruits and vegetables every day,

Five fruits and vegetables, so they say.

Makes you feel happy, healthy and strong.

Five fruits and vegetables all day long.

The teacher helps (if necessary).

  • T: As you may have already guessed, today we are going to speak about fruit and vegetables. We will learn to describe them, discuss our favourite fruit/vegetables, play games etc. Ready? So, let’s start our lesson!

 

3) Warming up: The teacher plays the game “Slow Reveal!” using some food words (fruit and vegetables) that pupils know to stimulate the class at the beginning of the lesson and to prepare them for learning:

  • The teacher puts a flashcard on the board and covers it with a piece of paper or card.
  • Very slowly the teacher moves the paper to reveal the picture, bit by bit.
  • The teacher asks pupils “What’s this?” The first pupil to guess correctly comes to the front to choose the next card.
  • The teacher continues the game until she has practised all of the words from the vocabulary set: apple, orange, pear, plum, etc.

 

  1. Основна частина уроку.

1)      Presenting Vocabulary:

  • The teacher tells the pupils that they are going to learn the names of some more fruit and vegetable items.
  • The teacher uses some flashcards to elicit the vocabulary for this lesson. She/He holds the flashcards up one at a time and models any words the pupils don’t know.
  • The teacher says all the words again for pupils to repeat:

Fruit: apple, banana, orange, lemon, peach, plum, apricot, pear, grapes, pineapple, mango, strawberry, raspberry, coconut, melon, watermelon, kiwi;

Vegetables: tomato, potato, cucumber, carrot, cabbage, onion, pepper, pumpkin, radish, parsley, lettuce, broccoli, peas, garlic, eggplant

2)      Practising Vocabulary: The game “What’s missing?”

  • The teacher displays the flashcards from the vocabulary set on the board. She points to each one in turn for pupils to say the words. The teacher gives the class a few seconds to look at them.
  • Pupils turn around and the teacher removes a card.
  • The teacher displays the cards again and asks “What’s missing?” When pupils have identified the missing card, the teacher shuffles the cards again and repeats the procedure.

 

3)    Relaxation: Ps Let’s relax with “Posnayko”. Let’s sing a song  “We are vegetables” and do some actions: (Posnayko «Meals» Аудіо додаток)

 

We are pumpkings, big and round, big and round / 2 times

Seated on the ground.

We are onions, round and white, round and white / 2 times

We make soup taste right.

We are carrots, orange and long, orange and long / 2 times

                                                                            Help us sing our song.

         4) Vocabulary Drill:

  1. a) Fruit:
  • Ps read the sentences carefully and try to guess the name of the fruit:
  1. A sour, yellow fruit – orange, banana, lemon, cherry
  2. A long, thin fruit – watermelon, apricot, banana, strawberry
  3. White on the inside, red, yellow or green on the outside – apple, peach, melon, grapes
  4. A round orange fruit – strawberry, cherry, orange, plum
  5. Green on the outside and pink or red on the inside – melon, grapes, watermelon, peach
  6. A sweet red fruit – strawberry, pear, banana, pineapple

(Addition 1)

  1. b) Vegetables:

Pupils unscramble the vocabulary words in the list below, then circle or highlight each of the matching words hidden in the rings of the puzzle.

 

abbegac____________

oarctr_____________

cipepreihlp__________

cuembcur___________

egnlagpt____________

iargcl______________

eingrg______________

muoroshm___________

nnioso______________

totpoa______________

kmpniup____________

tomtoa_____________

 

                                                                                                       (Addition 2)

 

  • Pupils choose the correct spelling of the word that matches the picture and circle the letter of their choice:
 

A. mushroom

 

B. mushruom

 

C. mushrom

 

D. musshroom

 

A. egg plant

 

B. eg plant

 

C. egg plannt

 

D. egg pllant

 

A. cucumber

 

B. kucumber

 

C. cukumber

 

D. cuczumber

 

A. putato

 

B. potato

 

C. potatu

 

D. potbato

 

A. cabbag

 

B. cabage

 

C. cabbage

 

D. kabbage

 

A. tumato

 

B. tomatu

 

C. tomato

 

D. tomatoa

 

A. carrot

 

B. carrut

 

C. carot

 

D. karrot

 

A. garlic

 

B. garllic

 

C. garlik

 

D. garlc

A. chili pepper B. chili peper C. chilli pepper D. chili pepper
A. unions B. onions C. onoins D. onnions

 

  1. Reading, p 102. Ex: 1

а)Етап підготовки до читання.

T: Let’s look at the big picture on page 102. Who can we see in the picture? Are they in the kitchen? What are Mum and Kate doing? And what is Bill doing?Is he cooking? Is he wiping the plates?

  1. b) Етап читання

T: Now let’s read the dialog.

Учні читають діалог за ролями.

с)Етап перевірки розуміння тексту.

T: Listen to me and correct me:

Vicky and Bill are talking on the phone.

Mum isn’t busy in the kitchen.

Tom is helping Mum in the kitchen.

Bill is making a cake.

Kate is eating a cake.

 

IІІ. Заключна частина уроку.

Підведення підсумків уроку. Оцінювання учнів.

  1. Home Assignment:

T: We are coming up to the end of our lesson. Write down your homework, please

1)    Ps have to learn the new words by heart;

2)     Project “Fruit/Vegetable Salad”

The teacher divides the pupils into two teams:

Team 1 – “Fruit” (Ps have to make a fruit salad)

Team 2 – “Vegetables” (Ps have to make a vegetable salad)

T: For the next lesson you have to colour the fruit/vegetables and the bowl, cut the coloured fruit/vegetables and mix them in the bowl, making a nice fruit/vegetable salad.

3) T: Keep a fruit and vegetables diary for one week. Write all the fruit and vegetables you eat at each meal.

(Additions 3-6)

  1. Summing-up:

T.: You’ve done good work today. I’m very pleased with you!

The lesson is over. Goodbye, pupils!

 

 

Урок за темою «My Room»

3 клас

  1. Warming up activity.

Look at the picture of the living room and answer some questions:

What kind of room is it?

What is there in the middle of the room?

How many sofas are there in the room?

Is there a TVset or a tape-recorder on the table?

What is there near the window?

  1. II. Presentations of the new grammar structurethere was/were.

From previous lessons you now how to describe your rooms using the structure there is/are.

Today we are going to speak about your old room using the structure there is/are in the past.

Listen to the sentences and try to find the analogy in them.

There is a book on the table.

There was a book on the table.

(убралакнигу)

Answer my question:

Is there a book on the table now?

Answer:

No, there is not.

There are 16 Ss in your class this year.

There were 12 Ss in your class last year.

Answer my question:

Are there 16 Ss?

Answer:

Yes, there are.

Answer my question:

Are there 12 Ss?

Answer:

No, there aren’t.

Now look at the table with the structures there is/are there was/were and say what the difference is between them.

Open your exercise-book and complete the rule

 

III. Practice.

Find the new structure in the extract from the letter. – ex.1.1), p.48

Say statements according to the model. (They substitute the underlined words for the words given in brackets)

There was a bed in the room (a sofa, an armchair, a wall unit, a wardrobe, a table).

There were flowers in the room (curtains, shelves, beds, chairs, armchairs).

Fill in the gaps with was or were.

It … the little room in the world. There … a comfortable bed. There … a tiny fountain in the middle of the room. There … beautiful flowers on the windows, and there … a shelf with books. There … many green dresses in wardrobe.

 

  1. Production.

Describe the room in the picture using the new structure (Ex. 2.1), p.49 in student’s book).

Look at the pictures in your hand outs and write down five things that changed (they compare the old room and the new one using structures there is/are, there was/were).

 

There was a small carpet on the floor. Now there is a big carpet on the floor.

Creative works. Exchange opinions about your old and new rooms.

  1. Home task

Write a letter to your pen-friends about your old rooms.

  1. Feedback, assessment.

Our lesson is coming to the end. You are working well today. What have you learned at the lesson? What activities do you like most of all?

Your marks for today are …

The lesson is over, see you tomorrow.

 

 

 

 

 

 

 

 

 

 

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