Технологическая карта урока на тему Поговорим о самом вкусном

Lesson plan components

Level and number learners\ class profile

Pre-Intermediate; 12 students

Topic

Speaking about the most delicious..

Timetable fit

students have already known the names of food (vegetables and fruit, dairy products, drinks and others); students have already know some names of dishes and ethnic cuisine

Main aim

to consolidate topical vocabulary in monologic speech and reading

Subsidiary aims

to revise vocabulary for "food"

to make up sentences logically connected to each other using topical vocabulary;

to improve reading in details ;

Assumptions

students know enough vocabulary for food;

students are able to use Present Simple, Future Simple and Past Simple in oral speech

Anticipated problems

students might meet unknown names of dishes while reading the text

Possible solution

to encourage students to guess the meaning of these words while reading (jacket potato); to explain the meaning of some words

Timing

Procedure

Stage aims

Aids and materials

Interaction pattern

2 min

Students look at the pictures and guess the topic of the lesson

1. Lead-in: to involve students into the topic (they should guess the topic from the pictures)

pictures

whole class

10 min

Students are divided into groups. Each group has a big worksheet and small pieces of paper. Ss write down the word connected with "food" on one paper and put it in the middle of the desk (other ss should see this word). Ss do it one by one (in groups) till the end of the time (3 min). Then ss classify these words into four groups. Students come up to other groups and add some new words to their classifications. Then ss name their classifications and explain the reasons of their choice. (SORT CARDS)

2. Warmer: to revise vocabulary; to develop their critical thinking.

worksheets

clock-timer

group work

10 min

Each student chooses one classification on the worksheet and makes up 4-5 sentences using the words of chosen classification. Sentences should be connected logically. Then Ss present their short monologues to the partner on the shoulder.

After that some students present their monologues to the whole class

3. to provide an opportunity for students to improve their spoken language;

to give students further fluency practice

worksheets with classifications

clock-timer

individual work

-

in pairs

-

to the whole class

15 min

The text consists of three paragraphs. Each student gets one of three paragraphs for reading and translating in details. After reading students make up three sentences about the contents of their paragraphs: two unbelievable but true facts and one fiction. They read their sentences aloud one by one and the team discusses these sentences. If the team guesses the fiction the inventor stands up and applauds. If not - the members of the team stand up and applaud the inventor. (FIND THE FIB)

4. to improve reading skills in details

5. to develop students' attention to their partners

textbooks

individual work

-

to the group

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4 min

Teacher elicits words and word combinations or sentences students have memorized from the text.

5. to consolidate topical vocabulary

individually

if time

Ss complete ex.3 p.30 filling the gaps with the words from the text

6. to consolidate topical vocabulary

textbooks

individually

1 min

teacher assesses each student's work

7. to give formative assessment

teacher

2 min

teacher gives Ss homework

to retell one of three paragraphs

8. to give Ss an opportunity to develop speaking skills on the topic

teacher