Subject: Tasty Food

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Lesson 2
Subject: Tasty Food
Objectives:
Practical: to practice the usage of lexical units by pupils; to practice structure ‘I like…’; to present and practice ‘I’ve got…/I haven’t got…’; to develop pupils’ speaking, listening and reading skills;
Educational: to stimulate pupils’ imaginative thinking on the subject;
Developing: to encourage pupils to talk about their favourite food;
Equipment: a tape recorder with cassette (Get-Set-Go-1), DVD, cards and pictures with food, coloured pencils.

Procedure

1. Organizing a lesson. Greetings.

The teacher greets the pupils and organizes the class for the work. The pictures of different kinds of foodare sticked on the blackboard.
Teacher: Good morning, pupils. How are you?
Pupils: I’m fine, thank you,
I’m OK, thank you.
And how are you,
How are you?
Teacher: I’m fine too. As you see today we continue to speak about food.

1. Lexical warm-up

Teacher: But before we start our lesson let’s revise the words. What do you see on the blackboard?
Pupil 1: I see an orange.
Pupil 2: I see a sandwich.
Pupil 3: I see a carrot. (And so on).
Teacher: Well done. But look here, I need your help. Can you stick the names with the pictuers?
Some pupils come to the teacher’s table and take the cards with words. They read them and stick near the pictures on the blackboard. (Addition 1)
Then the pupils watchDVD and revise the words with its help((DVD “Welcome Starter B”).

1. Phonetic warm – up

Teacher: We all like food. It’s yammy. I like ice cream very much and these children like it too. Do you like it? Then let’s let’s learn and sing this song.
For the phonetic warm-up the teacher presents the song “I like milk”. The text of the song is pinned up on the blackboard with the sound [ai] underlined. At first the pupils repeat after the teacher, then they listen to the tape and try to sing (Song from Get-Set-Go-1)

1. Speaking.

Teacher: You sing very well. Do you like food? What food do you like?
Pupil 1: I like pears.
Pupil 2: I lika a tomato….
Teacher: Now you’ll get some cards with food and your task is to show and say to your neighbour what you like.
The pupils work in pairs. They in turn say to each other what they like or don’t. (Addition 2)

1. Reading.

Teacher: I see that you all like food. But other children also like it. Who can say me what they like?
The children read the text chorally. Then they say what the boy and girl like. For example, he likes an apple. She likes a carrot.
The children read the text again individually and draw the pictures of food. (Addition 3)

1. Physical warm-up.

Teacher: We are tired and now let’s do some exercises.
Pupils: Hands up, hansd down
Hands on the sides
Sit down, stand up
Clap your hands, tap your feet.

1. Presenting and practising grammar structure

Teacher (shows a picture of an apple): Look, I’ve got an apple. But I haven’t got a banana. I haven’t got milk. Let’s say together.
The teacher shows flashcards and the pupils practise saying sentences with ‘I’ve got…’ and I haven’t got…. When the teacher shows a picture they say: I’ve got… Then the teacher turns the picture and they say that they haven’t it.
Teacher:These children also have or haven’t food. Can you help them and write the correct phrase from the box.

The pupils work with the cards. After that some of the pupils go to the blackboard and say what food they have and what not.

1. Summary of the lesson.

 

Addition 1

sandwich	tomato	carrots	beet
pear	apple	egg	lemon

Addition 2

 

Addition 3