FOOD. SHOPPING. (3 клас)

Конспект урока

Педагогика и дидактика

Equipment: pictures of different kinds of food; texts for jigsaw reading; parts of the “puzzle pictures” in envelopes; a cassette, some sheets of paper with incomplete dialogues for pupils to fill in the gaps; a cap, some money and a basket for role-playing.



51.5 KB

1 чел.


Practical aim:  to develop dialogical skills using the studied vocabulary

Cultural aim:  to develop pupils’ linguistic outlook and communicative skills

Educational aim: to contribute to all-round development of personality

Equipment:  pictures of different kinds of food; texts for jigsaw reading; parts of the “puzzle pictures” in envelopes; a cassette, some sheets of paper with incomplete dialogues for pupils to fill in the gaps; a cap, some money and a basket for role-playing.

Grade: 3

Автор: Дзюман Н.Л.

Lesson Structure

I. Warming up.

1. Greeting.                                                                                                     1 min.

2. Making pupils acquainted with the topic and the aims of the lesson.        1 min.

3. Phonetic drill.                                                                                              2 min.

4. Conversation drill.                                                                                       3 min.

II. The main part of the lesson.

1. Vocabulary drill.

   * “Snowball Game”.                                                                                    2 min.

   * Groupwork (The ABC of Food).                                                              5 min.

   * Jigsaw Reading                                                                                         7 min.

2. Drilling dialogical units

   * Presentation.                                                                                              2 min.

   * Recognition exercises.                                                                              2 min.

   * Reproduction exercises.                                                                            3 min.

3. Physical exercises.                                                                                       1 min.

4. Listening.

   * Pre-listening task.                                                                                      1 min.

   * While listening activity.                                                                             2 min.

   * After-listening activity.                                                                              1 min.

5. Speech Practice ( Role-Playing).                                                                 10 min.

III. Ending the lesson.                                                                                     2 min.

1. Summing up.                                                  

2. Evaluation.

3. Setting up a hometask.

4. Saying good-bye.

I. Warming up.

1. T.: Good morning, pupils!

  Ps:  Good morning, good morning, good morning to you!

         Good morning, good morning, we’re glad to see you!

2. T.: Today we’re going to revise the words we’ve studied on the topic “Food” and to learn how to make a conversation in a shop.

3. T.: Look at the blackboard, please! Here is a poem with some words missing. There are the pictures of food instead of these words. Let’s try to read the poem together!

Ps: (read the poem, adding the missing words. There are pictures on the board instead of the underlined words here.)

                   He likes pizza,                                   I like coffee,

                  She likes cheese,                                You like tea,

                  We like icecream,                               I like you,

                  Icecream, please!                               And you like me!

4. Chainwork. Pupils in chain ask each other about their favourite kinds of food.

P.1: What’s your favourite kind of food?

P.2: My favourite kind of food is pizza! What’s your favourite kind of food?

P.3: My favourite kind of food is meat! What’s your favourite kind of food?

P.4: My favourite kind of food is icecream! What’s your favourite kind of food?

II. The main part of the lesson.

1. Vocabulary drill.

* T.: Let’s play a “snowball game”. I’ll start a sentence and say what I want to buy in a shop. The first pupil repeats my words and adds one more thing he wants to buy. The next pupil repeats all that was said and in his turn adds one more thing to buy, and so on. Do it in chain.

T.: I go to the shop to buy some honey.

P.1: I go to the shop to buy some honey and a bottle of milk.

P.2:  I go to the shop to buy some honey, a bottle of milk and six eggs.

P.3: I go to the shop to buy some honey, a bottle of milk, six eggs and a packet of butter.

* “The ABC of Food”.

  T.: Thank you for good job, kids! And now we’ll do some brainstorming activity. Let’s divide our class into 4 groups. Everyone gets a card with a small picture in it (a lemon, a cherry, an apple or an orange). Pupils with the same cards organize a group and sit down together, please!

So, we’ve got 4 teams: “Lemons”, “Apples”, “Cherries” and “Oranges”.

Each group gets a task: to think of as many words of food as possible, starting with the given letters.

1 group: a, b, c, d, e, f ; 2 group: g, h, i, j, k, l ; 3 group: m, n, o, p, r ; 4 group: s, t, v, w, y.

(The words which can be suggested by pupils:

Apple, apricot, banana, beans, butter, bread, cheese, candy, cake, coffee, cucumber, chocolate, cherry, duck, egg, flour, fish, goose, honey, ham, icecream, jam, juice, kiwi, lemon, lemonade, milk, meat, milkshake, melon, nut, orange, pizza, plum, peas, rice, sugar, sweets, tea, tomato, water, yoghurt.)

The winners are the pupils of the group who found more words.

* Jigsaw Reading.

Pupils are divided into 3 “home groups”. (Lemons, Apples, Oranges)

Every group gets some different part of information about what is in the shop today. They study the information for some time. Then the pupils are organized into other – “expert groups”, so that in each new group there are some pupils from each “home group”. Within the “expert groups” pupils exchange the information they’ve studied in “home groups”.

Then they turn back to their “home groups”, where together they have to draw the full picture of the products which are on sale in the shop today.

Then pupils from different groups in turn make up sentences of what they can see in the shop.

P.: I can see some oranges in the shop.

P.: I can see a chocolate cake in the shop.

The winner is the group that makes up more sentences and has the most correct picture.

(The suggested texts for reading may be like these:

1. There are some bottles of milk in the shop today. There are 40 eggs and one tin of honey.

  There is some tea and there is some coffee.

2. There are many bananas, oranges and apples in the shop today. There are not any lemons!

3. There are 2 packets of flour and 2 packets of sugar in the shop today. There is one chocolate cake.)

2. Drilling dialogical units.

* The teacher explains the meaning of the most widely used phrases in the shop. Pupils read and give their opinion on whose words these can be (a shop-assistant’s or a buyer’s) and give Ukrainian equivalents of the phrases.

- Can I help you?                                   - Yes, here you are.

- Can I have …, please?                        - It is 25 dollars.

- Thank you. Goodbye!                         - Come again!

* The teacher gives each pupil a picture and asks:

- Can I have … (a tin of honey), please?

A pupil, who’s got a picture of honey stands up, gives the picture to the teacher and replies:

- Yes, here you are!

* A model of the dialogical unit is written on the board:

Can I have …………… , please?

The teacher shows some picture to every pupil. The pupils build questions by the model, using the names of the food on the pictures:

  •  Can I have some butter, please?
  •  Can I have a packet of flour, please?
  •  Can I have some bananas, please?

*“Puzzle Game”. Every pupil (or a group of pupils) gets an envelope with a picture cut into some little parts. They have to make up a picture and build a question with this word. (- Can I have a banana, please?) There should be one more pupil in the class with the same picture and the price. When he hears the question, he stands up, shows the picture and says: - Yes, here you are! It is 20 dollars.

3. Physical Exercises.

         Stand up! Hands up, hands down!

      Hands on hips, sit down!

      Stand up, hands to the sides!

      Bend left, bend right,

      Bend left, bend right!

      Hands on hips!

      One, two, three, hop!

      One, two, three, stop!

      Hands up, hands down!

      Hands on hips, sit down!

4. Listening.

* T.: We are going to listen to a conversation. Look at the picture. Where do you think the people are? How many buyers are there? How many shop-assistants can you see? What is on sale today? What do you think the people want to buy?

* Listen to the tape to see whether you are right. Look at the texts of incomplete dialogues and while listening try to fill in the gaps.

(A conversation on the tape is written below. The words, which the pupils have to write in, are underlined.)

- Hello!

- Hello! Can help you?

- Yes. Can I have some honey and ten eggs, please?

- Yes, here you are.

- How much is it?

- It is 35 dollars.

- Here! Thank you, goodbye!

- Come again!

* Pupils read the dialogues in roles to check the information written. The teacher corrects mistakes if there are any. Pupils answer the questions:

- Is a shop-assistant a man or a woman?

- Is a buyer old or young?

- What does a man wants to buy?

- How much is some honey and ten eggs?

5. Speech Practice. (Role-Playing)

Teacher explains a communicative situation. Pupils in pairs have to make up dialogues similar to the one they have listened to on the tape. One pupil is a shop-assistant, another is a buyer. While role-playing a shop-assistant puts on a cap and stands at the desk where there are tins, bottles, packets of sugar, coffee, tea, some kinds of fruit and vegetables ( or pictures on the board). A buyer has got “his mother’s note” – a shopping list (with the names of 3 products he has to buy), and a basket.

  •  Hello!
  •  Hello! Can I help you?
  •  Yes, please. Can I have some oranges, ten eggs and a packet of coffee, please?
  •  Yes, here you are. (gives the products to the buyer)… It costs 60 dollars.
  •  (The buyer gives some money) Here! (puts the products into the basket) Thank you, goodbye!
  •  Goodbye! Come again!

III. Ending the lesson.

1. Thank you for your active work, children! Now I see you know very many words on the topic “Food” and all of you can make a conversation in a shop.

2. The best-working pupils get the best marks today and some little prizes. These are the pupils………., ……….., …………… Some of you worked well too, but you should be more active! ………. And some have to learn the words harder and then you’ll have no problems in making dialogues.

3. The hometask is to write any dialogue on a situation “In a shop”.

4. T.: See you tomorrow! Goodbye!

   Ps.: Goodbye!



А также другие работы, которые могут Вас заинтересовать

  Эта патология имеет врожденную этиологию однако аневризмы могут возникать и как приобретенная патология развиваясь вторично при дегенеративных процессах; часто встречаются у гипертоников [II] 21 больных с церебральными артериальными аневризмами АА имеют более чем одну аневризму [7]. Примерно 1 3 больных погибают или остаются глубокими инвалидами после первого же кровоизлияния а из оставшихся больных только 1 3 остаются функционально полноценными [9]. предложили клиническую систему градации состояния больных с САК.
  Cerebral arterial spasm: a controlled trial of nimodipine in patients with subarachnoid hemorrhage. Clinical vasospasm after subarachnoid hemorrhage: response to hypervolemic hemodilution and arterial hypertension. Intracerebral hemorrhage more than twice as common as subarachnoid hemorrhage. Aspects of the medical management in aneurysmal subarachnoid hemorrhage.
  Повышенное АД традиционно считается неблагоприятным фактором для прогноза заболеваний головного мозга что объясняется несколькими причинами. Кроме того ряд авторов рассматривают артериальную гипертензию как пусковой фактор вазогенного отека мозга изза развития феномена роскошной перфузии . Эти исследователи предполагают что избыточный кровоток в церебральных сосудах может приводить к транскапиллярному переходу жидкой части крови в интерстициальное пространство развитию отека и дислокации мозга [2122].
22260. Лечение постперфузионной энцефалопатии 26 KB
  У каждого больного после искусственного кровообращения страдает церебральная ауторегуляция и происходит ишемия и отек головного мозга.В первые пять суток после развития потери сознания или судорог терапия должна быть направлена на поддержание нормального давления крайне нежелательна и даже губительна гипертензия и на максимально возможное подавление функциональной активности головного мозга. Падение ликворного давления на 34 сутки может являться результатом вклинения ствола мозга и декомпенсации отека.
  Торакальная и люмбальная порции спинного мозга не имеют в такой степени расширенного кровотока. Цереброваскулярное сосудистое русло постоянно находится под влиянием определенного количества физических и химических стимулов которые алаптируют калибр мозговых сосудов потребностям различных отделов головного мозга в зависимости от их функциональной активности. Конечной целью присходящих процессов яваляется: поддержание и быстрое изменение локального МК в зависимости от метаболической потребности различных отделов головного мозга; обеспечение...
  Легкая форма гриппа характеризуется острым катаром верхних дыхательных путей. Эта форма длится несколько дней и завершается полным выздоровлением. Тяжелая форма гриппа имеет две разновидности: первая связана с резкой интоксикацией вторая легочными осложнениями при присоединении вторичной инфекции. Папулопустулезная форма характеризуется появлением на коже сыпи в виде узелков папула и гнойничков пустула на лице голове шее груди спине.
  ДИЗЕНТЕРИЯ ШИГЕЛЛЕЗ острое кишечное инфекционное заболевание с поражением толстой кишки и признаками интоксикации антропоноз. Шигеллы размножаются в энтероцитах толстой кишки что ведет к некрозу клеток. Местные изменения развиваются в слизистой толстой кишки в основном в прямой и сигмовидной что проявляется дизентерийным колитом. Просвет кишки сужен.
22264. Совершенствование системы документооборота в ООО «РАЙЖИВСОЮЗ» 242 KB
  Дать определение понятия «документооборот», определить какие существуют виды документооборота, и какие функции они выполняют. Разобрать теоретические аспекты данной темы; Дать полную характеристику организации (ООО «РАЙЖИВСОЮЗ»), на основе которой будет выполняться данная курсовая работа; Предложить методы совершенствования существующей системы документооборота организации, показать и доказать их экономическую эффективность.
  Это происходит следующим образом: сначала лейкозные клетки разрастаются в органах кроветворения красный костный мозг селезенка лимфоузлы затем происходит выход лейкозных клеток в кровь где их можно обнаружить в большом количестве на следующем этапе который рассматривается как метастазирование лейкозные клетки из крови попадают в органы и образуют лейкозные инфильтраты по ходу сосудов в строме что ведет к атрофии и дистрофии органа. лейкозные клетки вытесняют нормальные клетки крови эритроциты лейкоциты тромбоциты...