Food (much/many/a lot of) (Еда)
план-конспект урока по английскому языку на тему
Урок по теме "Еда" для учеников 3 класса (УМК И.В. Верещагина, Т.А. Притыкина). Разаработка включает план урока и карточки. В ходе урока ученики знакомятся с понятиями исчисляемое и неисчисляемое существительное, правилом использования слов many/much/a lot of с этими существительными.
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Предварительный просмотр:
A lot of/lots/many | A lot of/lots/much | ||
BURGERS | SAUSAGES | MILK | CHEESE |
APPLES | CHICKENS | FISH | BREAD |
A lot of/lots/many | A lot of/lots/much | ||
BURGERS | SAUSAGES | MILK | CHEESE |
APPLES | CHICKENS | FISH | BREAD |
How many How much | eggs bread meat apples cups of tea salad sweets hamburgers jam glasses of juice | do | you | drink eat | at breakfast? at dinner? at supper? at lunch? every day? |
Names | ||
______________________________________________________________________________________________________________________________________________________________________________________________________________________________
Names | ||
______________________________________________________________________________________________________________________________________________________________________________________________________________________________
How many How much | eggs bread meat apples cups of tea salad sweets hamburgers jam glasses of juice | do | you | drink eat | at breakfast? at dinner? at supper? at lunch? every day? |
MUCH |
MANY |
MUCH |
MANY |
MUCH |
MANY |
MUCH |
MANY |
Предварительный просмотр:
Subject: English
Teacher: Julia Egorova
Form: 3B
Date: 09/12-2013
Theme: Food. A lot of/lots/much/many
Equipment: computer, projector, pictures with food, individual and group cards.
Aims: 1. Revise the words on the theme “Food”.
2. Revise the notions of countable and uncountable nouns.
3. Present of usage “a lot of/lots/much/many”.
4. Practice the firs usage of these words.
5. Teach pupils to communicate and collaborate with each other.
6. Develop the skill of analysis.
Stage | Teacher | Students | Blackboard | Structure |
1.Starting point of the lesson | Hello, boys and girls! I’m glad to see you! Thank you. Sit down, please! | Hello, dear teacher! We are glad to see you, too. | Choral answer | |
2.Warming up | Let’s begin our lesson with our tongue twister. | Ss say the tongue twister as quick as they can | Chicken and chips, cheese and chocolate. Chips and chicken, chocolate and cheese. (Slide 1) | Choral and individual repetition |
3.Revision of the words on the theme “Food” | We have pronounced the tongue twister. Now tell me what the theme of our lesson is. | Food | (Slide 2) | Round Robin |
Yes, you are right. So let’s revise some words. | Ss repeat the words after the announcer | (Slides 3-7) | Choral repetition of the words | |
You’ve got the cards on your desks. There are the pictures of food on them. We’ll begin from N1. He takes any card and asks N2: “Do you like…?” Your partner has to answer this question, take the next card and ask the next person. | Ss do the task until all the cards will be discussed | (Slide 8) | Round Robin | |
Stand up if you like milk, burgers, cheese, sausages, fish, apples, bread, and chickens. | Ss stand up if they like the food which teacher pronounces. | (Slide 9) | Take off-Touch down | |
What two groups of nouns do we know? How can we distinguish one noun from the others? I’ll give you a picture of food, you have to decide if this noun is countable or uncountable and put it in the right bag | Countable and uncountable We can count countable nouns with the help of numbers, to count uncountable nouns we need some additional words. Ss do the task | (Slide 10) (Slide 11) + checking at the blackboard | Rally-Robin Individual work | |
4.Musical pause | Listen to the song and tell me what words denoting food you will have heard Which of them are C/U? Let’s sing this song. You have to point to the cards “pizza” and “sausages” when you hear these words. And point to yourself, when you hear the words “I have”. | Pizza, tea, sausages Pizza, sausages – countable, tea - uncountable Ss sing the song along | (Slide 12) | Rally-Robin Rally-Robin Choral singing |
5.Presentation of new material | We have discussed food. And I’ve got a question to you. What’s the English for “много”? Look at the table and try to make up a rule. | We don’t know. We give up. We use much with uncountable nouns, many – with countable nouns | (Slide 13) (Slide 14-15) | Round-Robin |
Practice | You have cards with two words on them (much, many). Every pupil should take two cards with different words. I’m going to pronounce the products and you have to raise the card with a suitable word. | Ss do the task | (Slide 16) + checking up at the blackboard | Show Down |
Filling in the tables | Now you have to fill in the table with two questions with much and many. Now we’ll do a structure and you’ll have the opportunity to ask your questions to your classmates. | Ss make up the questions and write them down in the table. Ss do the activity, ask their questions to their partners, and write down the answers. | (Slides 17-19) | Solo writing Mix-Pair-Share |
6. Home task | Your task will be to write down sentences about you classmates as in my example. | Ss write down their home task | Solo writing | |
7. Reflection | What will you tell your absent classmates about this lesson? Write it down on your sheets of paper. Put these sheets of paper in the middle of your tables. | Ss write down what they have known from the lesson. | (Slide 20) | Solo writing |
8. Finishing point of the lesson | Let’s stand up and say thank you to our guests and to each other for this lesson. Thank you very much for the lesson. Good bye! | Good bye! |
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