Конспект урока в 6 классе "Food for life"
план-конспект урока по английскому языку (6 класс)

                                                 УРОК АНГЛИЙСКОГО ЯЗЫКА

6 КЛАСС

ТЕМА “ FOOD FOR LIFE”

УЧИТЕЛЬ ЧУЧАЛИНА Н.В.

ШКОЛА № 582

Учебные пособия: “Starlight 6”  (В.Эванс и др.)

                                  Internet resources

Тип урока:  комбинированный

Тема урока: “FOOD FOR LIFE”

Цели урока:

1. Практическая

    - актуализация и обобщение лексического материала по теме;

    - развитие навыков устной речи посредством заданий разного типа.

     Задачи урока:

             -активизировать и консолидировать свои языковые знания и умения,

             - развивать навыки монологической речи (обобщение прочитанного/          прослушанного учебного материала),  

             - развивать навыки спонтанной речи/ выражения собственного мнения,

2. Развивающая

    - развитие познавательных способностей учащихся;

    - развитие словесно-логического мышления;

    - развитие творческих способностей учащихся;

    - развитие умения работать в парах, группах;

    - развитие навыков самостоятельной работы.

3. Воспитательная  

    - формирование и развитие культуры здорового питания;

    - формирование и развитие навыков культуры общения;

    - воспитание уважительного отношения к мнению других.

Планируемые результаты:

Предметные

• Актуализировать и обобщить лексический материал по теме;

Метапредметные:

• совершенствовать навыки монологической речи;
• формировать и развивать навыки ораторского мастерства, умения выступать перед аудиторией;
• развивать умение работать в команде для достижения общей цели, распределять роли;
• развивать умение обобщать, анализировать и критически оценивать информацию;
• развивать умения правильно распределять и использовать свое время.

Личностные:

• способствовать развитию культуры здорового питания и ответственности за свое здоровье;
• воспитывать уважение к другой точке зрения.

Развиваемые УУД:

     - развитие коммуникативных УУД путем построения развернутых

        монологических  высказываний;                                                                                                                  

     - развитие познавательных УУД через анализ текста,анализ    

        монологических высказываний и сбор и систематизацию информации

     - развитие регулятивных УУД посредством целеполагания , рефлексии,

       вариативного домашнего задания,работы в группах .

     - развитие личностных УУД посредством формирования представления о

       здоровом образе жизни и ответственного отношения к своему здоровью.

Наглядные пособия:                                    Технические требования:

- таблицы для заполнения                        - компьютер

- опорные карточки-задания                    - экран, проектор

Формы работы: фронтальная, в парах, группах.

PLAN:

1. Beginning and warming up: introduction to the lesson, defining the theme of the lesson;
2. Objective-setting, plan;

• Working with the text and lexical material;
• Playing QUIZ-QUIZ-TRADE;
• Filling in the chart on the text or drawing a diagram (group work);  
•  Presenting monologues based on the text;
• Analysis of your own diet (pair work).

     IV.      Follow up.

ХОД УРОКА:

I.    T.: Good morning, everyone. I am glad to see you here. I hope you are OK. Look at the board. What do you see at the pictures? How are they connected?

(PUPILS DESCRIBE THE PICTURES)

T.: You know, there is an old English saying which is in the central picture. Say how you understand the meaning of the saying.

 (PUPILS share their opinion)

T: I think you got it right. What do you think the topic of our lesson is?          (PUPILS GIVE THEIR IDEAS ABOUT THE TOPIC)

T.: You’re right. Today we’re going to speak about food for life. Do you think this topic is important to you? Why?

(PUPILS TALK ABOUT THE IMPORTANCE OF THE TOPIC)

II T: Now look at the board and see the objectives which you are supposed to achieve. Choose the ones which seem the most important to you. Explain your choice.

• I would like to know what food is important for keeping me healthy.
• I would like to know what minerals and vitamins are important for different parts of my body.
• I would like to know if food I eat is healthy.
• I would like to develop my speaking skills.

(PUPILS CHOOSE THE GOALS THEY WOULD LIKE TO REACH AND EXPLAIN THEIR CHOICE)

T.; And now look at the plan I suggest. Which activities do you think will help you  achieve your goals.

• Working with the text and lexical material;
• Playing QUIZ-QUIZ-TRADE;
• Filling in the chart on the text or drawing a diagram;  
•  Presenting monologues based on the text;
• Analysis of your own diet.
• Follow up

 (PUPILS LOOK THROUGH THE PLAN AND ANSWER)

III T.: In a minute write as many parts of the body as possible. Compare your list with your partner.

(PUPILS do the task)

T: Now open your students’ books at page 38. Your home task was to read and understand the text. Let’s read the text in chain to revise the information.

(PUPILS READ THE TEXT)

T: Before working with the text I want to make sure that you understand all the words from the text. I’ll give you the tables with the definition of the words from the text. Read the definition and find the word in the text. Work in pairs, you’ll have 5 minutes.

(PUPILS DO THE TASK IN PAIRS)

T: Your time is over. Check the words. The correct variant is on the board.

T: Let’s play QUIZ-QUIZ-TRADE. Fold a sheet of paper like this, write the definition of the word on the upper part, and the word on the lower part. Stand up, find a pair, make high-five, ask the partner and change the card with him/her. Start working.

 (PUPILS  DO THE TASK)

T: That’s enough. Take your seats. Who wants to try to answer the words?

(SOME PUPILS COME TO THE BOARD, TAKE THE CARDS, READ THE DEFINITION AND ANSWER THE WORDS)

T.: Thank you. Now work in groups of three. Some groups will fill in the table. and the other groups will draw a human’s body with organs or parts of the body and a diagram with vitamins and minerals. You’ll have 5-6 minutes. You can choose.

 (PUPILS FILL IN THE TABLE or draw the scheme)

T: Your time is over. Use your notes to tell the other groups about each organ/body part. Get started. I’d like the pupils of the other group to assess the speaker according to the criteria you can see on the board.

• Contents (max. 4 points)
• Vocabulary (topical vocabulary is used, there are no lexical mistakes) (max. 3 points)
• Grammar (different grammar structures are used, mistakes) (max. 3 points)
• 10-9 points “5”    8-7 points “4”  6-5 points “3”

(SPEAKERS PRESENT THE RESULTS OF THE WORK. THE STUDENTS OF THE OTHER GROUPS ASSESS THE SPEAKERS.)

T: What about food you eat every day? Is it rich in minerals and vitamins. Complete the sentences and tell your partner about your diet.

The food I eat for breakfast (…………………………………….) is rich in ……………

………… . It’s good for………………………. . For lunch I have ………………………

It contains ……………………………………….., it helps to build/repair/protect ........

…………………………. . In the evening I have ………………………………................

These foods are important for………………………………………………………………

(PUPILS DO THE TASK)

IV T.: Our lesson is coming to an end. You’ve done different activities. Have you found the answers to your questions? Have you achieved your goals? Mark the goals which you have achieved.

(PUPILS MARK THE GOALS WHICH THEY HAVE ACCOMPLISHED)

 So, at home do some internet research. You can find the task on page 38 Ex.4

T.: I’d like to thank you for your work. Stick to a balanced diet and be healthy!