План урока английского языка в 7 классе на тему «Choices»

Object: English

Date:

Form: 7

Messages 3

Theme of the lesson

Step 1 Choices

General aims

To introduce a new theme First conditional

To enlarge vocabulary At the table

Expressions: Polite requests

Communicative tasks:

Talking about results

Making a conversation in a restaurant

Results of educating

Students will know about the theme, will enlarge vocabulary

Main ideas

New approaches to teaching and learning.

Assessment for and of learning.

Methods

Pair works.Grade tasks.

Resources

Messages 3

The courses

Teachers actions

Pupils actions

Time

Organizational moment

Good afternoon, my dear pupils!

Good afternoon, teacher!

2

Warm up

Key vocabulary At the table

Play the recording.

You may want to mention the words for different types of spoon: soup spoon, dessert spoon, teaspoon, tablespoon.

Play the recording again and ask students to repeat. Make sure they say the long lu:l in spoon. Note that salt can be pronounced /so:lt/ or /snlt/ and note the pronunciation ofserviette /s3:vi'jct/.

Tapescript/Answers

salt and pepper5fork

menu6plate

glass7knife

spoon8 serviette

b •

с• Read out the example definition to the class and elicit the answer.

a • Read out the words in the box and then set the timelimit for the matching task. Some of the words should be familiar and most should be fairly easy to guess.

Students listen and check.

b • Students match the words and the definitions.

с• Read out the example definition to the class and elicit the answer.

In pairs, students take turns to choose a definition from lb and read it out. The other student provides the word without looking at his/her book.

10

Presentation

You'll be ill if you eat all that

a • Look at the photo with the class and ask students to identify the people and where they are.

•Read through the menu. Elicit the meaning of starter, main course and dessert and help with the new words for food on the menu. Give special attention to the pronunciation of dessert/di'z3:t/, and draw attention to the [o] sound in melon /'melon/ and carrot /'kitrat/.

•Ask the question and then play the recording.

•Ask: Who isn't having a starter? (Ana and Charlie.) What are the others having? (Mr Grant's having pate. Mrs Grant's having soup.)Answer Two people.

b • Play the recording again. Pause to checkcomprehension. Elicit the meaning of new words (for example, starving, pass, order, certainly).

•Point out the use of I'll have as Mr and Mrs Grant decide what they want to order. Compare this with the requests from Ana and Charlie: Could I have...? I'd like....

•Drill some of the useful expressions in the conversation:

-What do you fancy?

-I think I’ll have pate.

-I’m starving.

a • Look at the photo and identify the people and where they are.

•Read through the menu.

• Students listen and read.

•Answer: (Ana and Charlie.)

(Mr Grant's having pate. Mrs Grant's having soup.)

•Students read the sentences and look back at the text to decide if they're true or false.

Answers

1True.

2 False. He's going to have steak.

3False. He’s going to have pate.

4True.

5False. She isn't going to have a starter.

6True.7True.8True.

9False. She isn’t going to have a dessert.

3

Grammar

First conditional

•Emphasise the use of the present simple in the if clause, even though it's referring to a possible event in the future.

•Point out that the //clause can come before the result clause or vice versa. The meaning is the same.

•Note that when the //clause comes first, it is followed by a comma. When the result clause comes first, we don't use a comma.

•Focus on the Remember! box. Make it clear that we never say will/won’t can. Can and can’t change completely to will/won’t be able to in the future. Answer present

•Students complete the explanation.

25

Practice

•Look at the example. You may want to go through the whole exercise orally with the class.

• ask students to say the sentences with the clauses in the opposite order. (For example: Jay will give you Ana's address if you ask him.)

•Note that there is further work on comprehension and practice of the first conditional in the Module 3 Review at the end of Unit 6.

Answers

2If you ask Jay, he'll give you Ana's address.

3You won't be healthy if you don't eat enough fruit.

4If we visit Lightning Ridge, we'll be able to watch the famous goat races.

5If I don't do my homework now, I won't be able to go out later.

6Charlie will eat your chips if you don't finish them.

•Students write the full sentences.

8

Assessment

Assessment for learning. Questions and tasks.

take their suitable marks.

3

Home task

Ex:

write home task to their diary.

2