knopka konspect 

Кафедра англійської мови 


 Уроки англійської мови:

Food and Health (Ворона К.С.)

Спеціалізована загальноосвітня школа І-ІІІ ступенів №6

Кіровоградської міської ради Кіровоградської області

Food and Health


конспект уроку

для 10 класу

вчитель англійської мови

Ворона К.С.



Кіровоград 2012


The theme: Food and Health

Aims: Practical: to develop speaking skill, to activate grammar skills, to develop listening and reading with the understanding of the whole text

Educational: to give information about healthy food and problems caused by food

Developing: to develop healthy eating habits


The lesson Plan

I Organizational moment. The announcement of the theme Warming up

How are you today? Answering questions.


  1. 1.What is traditional American Christmas meal?
  2. 2.What is the mast popular breakfast in Britain?
  3. 3.What would you choose to eat a hamburger or a salad?
  4. 4.What product is France famous for?
  5. 5.How many times a day do you eat?
  6. 6.What is the most strange meat you know people may eat?
  7. 7.Is it good to keep to a diet?
  8. 8.Which meal came to us from Italy?
  9. 9.What is a diet for you?

II Grammar section. Pupils are divided into two groups. Now let's brush up our grammar knowledge. The task is: put the parts of the dialogue in order then change into the reported speech. (written and orally)

1 Patrick : How do you like the food?
Diane : It tastes really great. Did you cook it?
2 Patrick : Yes. I made it this afternoon. Would you like some more?
Diane : OK, just a little though. I'm really full.
3 Patrick : Oh. Would you like some soup instead?
Diane : What kind is it?
4 Patrick : Tomato and rice. Have you had that before?
Diane : No. This is my first time. How does it taste?
5 Patrick : It's good, try it. What do you think?
Diane : Wow. It is good. Did you make that also?
6 Patrick : Yes.
Diane : You're a really good cook.
7 Patrick : Thanks, next time I'll make chicken soup for us.
Diane : That sounds good. Did you study cooking in school?
8 Patrick : No, I learned by myself. I have a good cook book that I read when I have time.

III. Now let's check your home task. You were to find some information about the food in different countries. Pupils' presentations

IV. Relaxation. Look at the part of a picture and guess what it is

V. There are many myths about food. Lets try to guess which are true and which are false (power point)

VI Video-exercise. You know that food can be useful and harmful for us. Let's watch a video then we'll do true or false test.


1. America has become the fattest nation in the world.

2. More than 16 percent in America are overweight.

3. The fattest state is Mississippi.

4. The author grew up in North Virginia

5. When the author was small his family used to eat out every day.

6. Today families pay for eating out with their wallets and waistlines.

7. When some Americans got fed up with being fat in 2002 they stopped visiting McDonald's.

8. Each day 1 in 10 Americans visits a fast food restaurant.

9. More than 46 million people eat in McDonald's every day.

10. There are no McDonald's restaurants in American hospitals

VII . Let's divide into two groups and discuss problems which can be brought by food. And some of you will try to find positive sides of food and healthy eating.

Home task Describe your usual menu and say what changes would you do in it.

word Конспект уроку (завантажити) 


Family Life (Олалейе О.В.)

  Спеціалізована загальноосвітня школа I-III ступенів №6

Кіровоградської міської ради Кіровоградської області


Family Life



Урок англійської мови в 6-А класі                                      


Вчитель: Олалейе О.В. 


                                         Кіровоград   2012


PRACTICAL OBJECTIVES : to consolidate students’ knowledge on the theme “Family life”;

to revise the vocabulary necessary for communication                                     on the themes;


EDUCATIONAL OBJECTIVES: to widen pupils’ outlook about the USA and Great Britain;


GOOD BREEDING OBJECTIVES: to encourage students’ communication in the foreign environment;

to widen pupils’ outlook about the USA and Great Britain;

to teach social skills such as co-operation, tolerance, hard-working.

SKILLS DEVELOPMENT OBJECTIVES : to develop students’ communicative skills;

to develop students’ writing skills;

to practice writing an informal letter to a friend;

to practice   students’   reading   and          listening   skills;

I. The beginning of the lesson.

Announcing the theme of the lesson

Good morning, pupils! How are you?

Look at the blackboard. You can see a wonderful flower there. It has got 10 petals. 5 quotations or proverbs are hidden there. Come up to the blackboard, take one petal and match the beginning and the ending of each statement. Be attentive, they are of the same colour.


Family is not an important thing/   /it is everything.

                                                                  (Michael J. Fox)    


Other things may change us,/   /but we start and end with a family.

                                                                   (Anthony Brandt)


In time of test,/   /family is best.



The most important thing/   /in the world is the family.

                                                                     (Princess Diana)


I don’t care how poor a man is;/   /if he has a family, he’s rich.  

                                                         (Dan Wilcox and Thad Mumford)  


Read them aloud. What is the main idea in every statement? Right – “Family”. Today at the lesson we shall speak about different kinds of families, about British and American families and you’ll try to speak about your families.


Lexical warm up. “Mind-map”.

For different people the word “Family” has got different meanings.



And what does the word “Family” mean for you? Who are the most important people for you? Who gives love and life to you? (mother/mommy, father/daddy, sister, brother, aunt/auntie, uncle, cousin, grandmother/grandma/granny, grandfather/grandpa/granddad, niece, nephew, etc).

Look at the blackboard. I’ve got a poem about a happy family there. Listen and repeat after me.


I love mother,     she loves me

We love Daddy, yes siree

He loves us and so you see

We are a happy family


     Some words are coloured red, some – blue. Change the red words using the words from the mind-map and make up your own poems.

Well done!


II. The main part of the lesson.

1. Listening

And now we are going to speak about British and American families.


Look at the blackboard! There are 12 words there. Some of them are known to you and some of them you’ll guess playing the game “Bingo”.

Repeat after me!


nursery school


nursing home

look after

move house

far away


keep in touch



the same

Now sit in groups of 5. You have a sheet of paper with 12 squares on it. Write a word from the blackboard in each square wherever you like. I read the definition of the word, you guess the meaning of the word, raise your hand, say it aloud. If the word is correct cover it. The team who first covers the first line shouts “Bingo!” . Let’s see who will be the winner.

1. far away – ant. close, near

2. both – two people, two things, etc.

3. look after – to take care of

4. childminder – someone who is paid to look after young children while their parents are at work

5. celebration – holiday

6. the same – ant. different

7. nursery school – a school for children who are between 3 and 5 years old

8. move house – to change the place of living

9. Thanksgiving – an American holiday

10. relatives – members of the family

11. nursing home – a place where people who are old and ill can live and be looked after

12. keep in touch – to communicate with each other

And now listen to the texts about a typical British and American family. Try to get the main idea of their family life.

1st listening

There are usually both parents and two children in a typical British family. In most British families both parents work. Very young children go to nursery schools or stay at home with a childminder. Old people usually live in their own homes or a nursing home if they cannot look after themselves. British parents try to spend their free time with their children going to the cinema, museums or parks. During the week they usually have dinner together.

Americans often move house from city to city or from state to state. For this reason American families live far away from their relatives. However, they keep in touch with each other by telephone or letter. During the holidays or at celebrations like Thanksgiving, families often visit each other.

 A typical American family is the same as a British family. Both parents work. Like British families, parents try to spend to spend time with their children at weekends. They often visit museums. They also go to the cinema or to the park.


On your desks there are British and American flags. I will read a sentence. If the sentence is about American family – raise the American flag. If the sentence is about British family – raise the British flag. If it concerns both – raise two flags at the same time.

1. There are usually both parents and two children in this family. (Br. and Am.)

2. These families live far away from their relatives. (Am.)

3. Very young children go to nursery schools. (Br.)

4. Parents try to spend their free time with their children. (Br. and Am.)

5. Old people usually live in their own homes or a nursing home. (Br.)

6. During the holidays or at celebrations like Thanksgiving, families often visit each other. (Am.)

7. Both parents work. (Br. and Am.)

8. They keep in touch with each other by telephone or letter. (Am.)

9. During the week they usually have dinner together. (Br.)

10. They often move house from city to city or from state to state. (Am.)

Great! Let’s listen to the texts for the second time.

2nd listening


Now you’ll have the stripes of paper with the sentences on them. Correct the statements.

1. A typical British family consists of both parents and a child. (two children)

2. Most British families don’t work.

3. British people spend their free time with their grandparents. (children)

4. Young British children stay at home with their grandparents. (childminder, go to nursery school)

5. Old British people usually live with their children. (in their own homes)

6. American families don’t move the house.

7. American families live close to their relatives. (far away from)

8. A typical American family is different from a typical British family. (the same as)

9. American families visit each other during the week. (holidays or celebrations)

10. American parents don’t spend their free time with their children.

Well done!

2. Reading

Look, children, I’ve got two letters but I don’t know who’s written them. There is no address on them. Help me to guess what country these writers are from.

Oh, no! They are scrambled! Will you help me to put the parts of the letter together? Do you remember the structure of the letter?


Pupils: Introduction            (Para 1)

                                             greeting, opening remarks

           Main body               (Para 2)

                                           your family, parents, work

                                             (Para 3)

                                             free time activities

             Conclusion            (Para 4)

                                             ask friend to write back  

Perfect! And now in groups of 5 put the parts of the letters together and read them aloud.


Letter №1

Dear friend,

Hi! How are you? I’m Steve Jackson and I’m thirteen years old. I want to tell you about my family.

There are four of us in our family: my parents, my sister and me. I have got a grandmother and a grandfather but they live far away from us. We usually telephone each other or write letters and greeting cards.

When we have holidays we like to visit each other. Our best holiday is Thanksgiving when all the family gets together. My both parents go to work. When we have free time we like to spend it together. We often visit museums.

What is family life like in your country? How many people are there in your family? Do your both parents work? How do you spend your free time?

Hope to hear from you soon.



Letter №2

Dear friend,

Hi! How are you? I’m Sally Peters and I’m twelve years old. I want to tell you about my family.

 There are four of us in our family: my mother, my father, my brother and me. I have got grandparents, too, but they don’t live with us. They live in their own home. 

 My both parents work. When we have free time we like to spend it together going to cinema, museums or parks. During the week we usually have dinner together.

 What is family life like in your country? How many people are there in your family? Do your both parents work? How do you spend your free time?

Please write soon and tell me about your family.



What country is Sally from? What country is Steve from? Give your reasons, why you think so.

 3. Speaking

What is the same in both letters? Which paragraphs are the same?

Now choose your partner according to the statements about the family on the blackboard. Sit with your partner. Ask him/her questions from the letter. Collect the information from your partner and be ready to speak about his/her family.

 III. Conclusion.

Now you see that the most important thing in the world if family.

Families, families                         Families, families                           Families, families

All kinds of families.             All kinds of families,               All kinds of families.

Mommies and daddies,           People who live with us,         Coming and going,

Sisters and brothers,               People who care for us,           Laughing and singing,

Aunties and uncles,                 Grandmas and grandpas,         Caring and sharing,

And cousins, too.                   And babies, brand new.           And loving you.

I wish you the same with your families!

Evaluation. Comments.

Home task setting. Your home task for the next lesson will be to write a letter to your friend about your family life. The lesson is over. Good bye!

word1Конспект уроку (завантажити) 

WhataDay! Feelings! (Пилипишина Н.М.)

Спеціалізована загальноосвітня школа І-ІІІ ступенів №6

Кіровоградської міської ради Кіровоградської області







Відкритий урок

з англійської мови



Підготовила та провела:

вчитель вищої кваліфікаційної категорії

Пилипишина Наталія Миколаївна




Кіровоград 2012


THEME: WhataDay! Feelings!


  • to enrich students’ vocabulary on the topic;
  • to improve students’ reading, listening, writing and speaking skills;
  • to practise using adjectives and adverbs;
  • to develop students’ creativity and logical thinking;
  • to encourage the feeling of sympathy to each other.

Equipment: Click On 2 SB, WB, CD, CD-player, handouts, photos, colour cards, a projector.


  1. I.Introduction.


Greeting. Setting up the topic.

T: Good morning, dear pupils! How are you? How do you feel today?

P: I feel excited because I’ve got an excellent mark in History.

T: Oh, that’s very nice. Now, please, look at the pictures at the blackboard. What do they show? Try to guess the topic of our lesson.

P: They show people’s feelings and emotions.

T: You’re right. At our lesson we’ll speak about feelings that people can have in different situations; to learn new words that help us to express our emotions; to learn how adverbs are formed; to read and to listen to the story about Frank and Rick’s adventures.


Warming up.

T: Let’s practise two sounds [   ] and [   ]. We’ll train them in a tongue-twister.

The third Thursday of this month is the sixteenth.

T: Make up the interrogative and negative forms of the tongue-twister.

P: Is the third Thursday of this month the sixteenth?

P: The third Thursday of this month isn’t the sixteenth.

T: People can have different emotions and feelings. Read the tongue-twister expressing happiness, sadness or aggressiveness. Pretend that you are happy, sad or angry. You’ll have a nice opportunity to show your artistic skills.

Pupils do the task.

T: Thank you, you are good actors.

  1. II.The main part of the lesson.

T: I draw your attention to the pictures again. How do people feel in the pictures?

P: They feel happy, angry, miserable, …

T: Today we’ll learn more new words that help us to express ourselves:

              bored – you feel bored when you have nothing to do;

              annoyed – means to be irritated;

              exhausted – to feel very tired;

              relieved – to feel calm after a stressful situation.

T: You are to match the prompts ( ex. 6, p. 36) in the list to the pictures then make sentences.

Pupils read prompts and match the pictures.

Pupils make up sentences.



T: How do you feel when your team wins?

    How do you feel when you watch a film about ghosts?

    How do you feel when you finish doing your homework?

    How do you feel when you have nothing to do on a Sunday afternoon?


Grammar Practice

v T: We express ourselves with the help of adjectives and adverbs. Now study the examples and complete the rules.

He is a very careful driver.

He drives very carefully.

djectives describe nouns. They have the same form in the singular and the plural. Adverbs describe verbs, most adverbs usually take –ly to the adjectives. But there are some irregular forms:

early – early, late – late, fast – fast, hard – hard, good – well.


v T: Fill in the gaps with the correct form of adjectives and adverbs of the words (ex. 15, p. 38)


v T: I’ve got some strips with the sentences. Paraphrase the sentences using adverbs instead of adjectives.

P: He is a patient listener.

     He listens patiently.


Lexical Game “Pantomime”

T: We need two teams. Take coloured circles and form two teams according to the colour. The leader of the team performs the feeling and the team is to guess what adjective or adverb it is.

noise – noisily

fast – fast

nervous – nervously

heavy – heavily

quiet – quietly

slow – slowly


Listening Comprehension

Pre-Listening Task

T: Look at the pictures and underline the correct answers to the questions (ex. 16, p. 39)

While-Listening Task

T: Listen to the story and put the pictures into the correct order

Post-Listening Task

T: Listen to the story again and match the pictures with the sentences.


Reading Comprehension

Pre-Reading Task

T: Explain the meaning of the words:

a magazine photographer

set off

a loud bang


fix the radio


While-Reading Task

T: Read the story and fill in the sentences below. One sentence doesn’t match.

Post-Reading Task

T: Read the story again and underline the adjectives and adverbs.


Acting Out

Look through the story and act out a short conversation between Frank and Rick. Pupils work in pairs.


  1. III.Conclusion


Summing up

T: At the lesson we’ve learnt the words to describe our feelings. We’ve learnt to form adverbs from adjectives. We’ve listened and read the story about two brave men and acted out the conversation between them.


Your hometask is ex. 19, p. 39.



T: I’ve got colour cards. Take them and say what you’ve liked at the lesson (yellow), what new you’ve learnt (green), what emotions you’ve had (red) and what you’ve disliked about the lesson (purple).



T: You have worked well. You were active and artistic. Thank you for your participation.

word Конспект уроку (завантажити)  

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