What can you do to help animals like mitsos план урока

Обновлено: 03.07.2024

Цели: 1) Практическая: развитие навыков поискового чтения; развитии навыков монологической речи. 2) Развивающая: развитие у учащихся языковой догадки, памяти, внимания; развитие мышления, умения высказать своё мнение на английском языке. 3) Воспитательная: экологическое воспитание (бережное отношение к животным)

Методы: метод исследовательских заданий; метод монологического изложения

Формы работы: индивидуальная; фронтальная; парная; групповая

Оснащение урока: компьютерная презентация; аудиозапись; доска; мел; карточки

Вложение	Размер
otkrytyy_urok_animals_in_our_life.doc	61 КБ

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Animals in our life.

Тип урока: комбинированный

Методы: метод исследовательских заданий; метод монологического изложения

Формы работы: индивидуальная; фронтальная; парная; групповая

Оснащение урока: компьютерная презентация; аудиозапись; доска; мел; карточки

I. Организационный момент (приветствие; проверка готовности учащихся).

Good morning, boys and girls! I’m very glad to see you today at our lesson.

How are you, Vika? How are you, Nastya? Well, I am fine too. Today we’ll read, talk, listen to, write about animals. And now I want you to say the topic of our lesson. Please, look at the blackboard. Do you see the words? Can you read them? (слайд №2). Make up the sentence and it’ll be the topic of our lesson.

(Дети читают слова с доски): animals, life, our, in=>Animals in our life. (слайд №2)

II. Фонетическая зарядка. (слайд №3)

[æ] cat, habit, panda, catch, camel, animal

[ai] rhino, kind, wild, right, fight

[з:] bird, world, word, work

[ei] cage, endangered, save, brave

[o] watchdog, join, project, frog

III. Речевая зарядка.

- Now let's listen to the poem ''My dream'' by Gillian Brown and try to answer some of my questions.

I love all kinds of animals

Dogs and cats and rabbits.

I love all kinds of animals,

Despite their little habits.

If I had tons of money,

D’you know what I would do?

I would buy lots of animals

And have my own zoo.

But they wouldn’t be in cages,

They would be free to run around.

And there’s one thing they would feel

And that is safe and sound.

T:- What is this poem about?

-Have you liked this poem?

-What would you do if you had tons of money?

-Do you like animals?

-Do you have any pet at home?

III. Введение в тему.

-Today we’ll speak a lot about animals. First of all, let’s remember what types of animals there are.

Animals can live not far from the people. We call them “Domestic animals”( слайд №4)
Animals can live in the forest, in the Zoo. We call them “Wild animals”( слайд№5)

Учитель раздает карточки с заданием, учащиеся в течении 2 минут выполняют его.

-Now, let’s remember where animals can live. (на основе ex16 p51 WB-слайд №6)

-Well done. It’s high time to remember the adjectives and to describe the animals.ex22 p.109

List of the adjectives: cunning; clever; domestic; funny; kind; brave; big; full of fun; friendly; cruel; stupid; strong; independent; hard-working; angry; wild (описание по картинкам)

На доске появляются картинки животных, учащиеся должны описать этих животных с помощью прилагательных.

Ex: A bear is strong, big and brave. The bear is a wild animal. It lives in the forest.

IV. We like to compare the people with the animals. It is very interesting. If the man is brave we say “ храбр как лев” The English people say “as brave as a lion”. (См рисунок ) If the man is very busy the Russian people say “вертится как белка в колесе” and the English people say "as busy as a bee" (трудолюбивый как пчела).(См рисунок )

Who is brave in your group? (as brave as a lion) Are you brave? Who is busy? As busy as a bee?

-Now, dear boys and girls. Let’s mash your brains. I have the riddles for you. Try to guess.

This animal is very big. It is grey and sometimes white. It likes to eat leaves and grass. It has a very long nose. In lives in India and Africa. (an elephant)
This animal can run, but can’t fly. It is very clever and friendly. It lives at home or in the street. It’s a man’s friend. (a dog)
This animal isn’t big. It lives in the river or near the water. It can jump and swim, but it can’t run. It is green. (a frog)
Gena is not a boy. It is big, long and green. It is very clever. It can swim. It has a friend Cheburashka. (a crocodile)
It can run, jump and walk. It is grey. It lives in the house. It is very small. It likes bread and cheese. (a mouse)
This animal can be black, grey, white and red. In lives in the house. It can catch a grey mouse. It likes fish, meat and milk. It can run, jump. (a cat).
He is brave and strong. He lives in the jungle with animals. He is the good friend of animals. They love him very much. (Mowgli)

-Now, I want you to make up your own riddles, I’ll give you two minutes. (сильные составляют свою загадку, а слабые получают задание).

-The time is up. Let’s listen to you. Thank you very much, well done.

V. Активизация навыков чтения.

1) Now, it’s high time to read the text about the animals and find out the necessary information. I’ll give you sheet of papers with the text. You should read it by yourself. I’ll give you 5 minutes. But, first of all, look at the blackboard, here you can see some words and word combinations.

Запись на доске: Wild Animals’ Parks -заповедники диких животных; Zoological Society -зоологическое общество; to harm -вредить; to hurt -делать больно; to frighten -пугать; to feel responsible for -чувствовать ответственность за кого-либо.

Animals in our life

There are a lot of animals on our planet. Animals play a very important role in our life. They give us milk, meat and clothes. Animals can be wild and domestic. We like to watch them in parks and Zoos. We can also see them in the circus or in the street. We keep animals in our houses as pets. A lot of people love animals. They feed animals and take care of them.

But millions of animals die every year because of bad ecology, because cruel people don’t feel responsible for animals. They frighten animals, hurt and harm them. They kill animals. These people have forgotten that every living thing has the right to live.

Nowadays, all over the world many kind people are trying to save animals, birds and fish from the death. They organize Wild Animals’ Parks, The Zoological Societies and other organizations to help animals, to fight for endangered animals. Animals can be friends for people and they really need their help. Be friendly with animals.

T:-Dear children, the time is up. Be ready to answer some of my questions.

1) What role do animals play in our life?

2) What do animals give for people?

3) Where can we see animals?

4) Should people take care of animals?

5) What are people trying to do for animals?

6) How can we help them?

T:-Thank you for your answers. The next task for you.

1.Find the English equivalents to the Russian phrases:

2) держать животных в доме

3) каждое живое существо

4) по всему свету

5) спасать животных, которые находятся под угрозой вымирания

6) умирать каждый день

7) заботиться о ком-либо

2. Find the Russian equivalents to the English phrases:

1) to be friendly with…

2) to feel responsible for…

3) to be friends for…

5) to hurt and to harm

7) to save from the death

T:-Good! Thank you! Now, it’s high time to have a rest. Please, stand up!

Hands up! Clap, clap, clap!

Hands on the hips! Step, step, step!

Bend your right,

Turn yourself around.

Hands up! Hands down!

Hands at the sides and sit down!

VII. T:-Let’s continue, please! The next task: Fill in the missing words.

Animals in our life

There are a lot of animals on our planet. Animals play a very important role in our life. They give us milk, meat and clothes. Animals can be wild and domestic . We like to watch them in parks and Zoos. We can also see them in the circus or in the street. We keep animals in our houses as pets. A lot of people love animals. They feed animals and take care of them.

Nowadays, all over the world many kind people are trying to save animals, birds and fish from the death. They organize Wild Animals’ Parks , The Zoological Societies and other organizations to help animals, to fight for endangered animals . Animals can be friends for people and they really need their help. Be friendly with animals.

Words for use: take care; save; animals; harm; give; die; friends; feel responsible for; domestic; Wild Animals’ Parks; very impotent role; endangered animals; watch; living thing; keep; frighten

T:-Now, it’s time to sum up the main information of the text. These words and expressions can help you.

There are…
Animals play…
They give us…
But,….every year.
Many kind people…animals.
As for me, I want…too.

VIII. Заключительная часть.

Let’s divide into two groups: the first group find what we SHOULD DO and the second group find we SHOULDN’T DO. If you find the phrase you should stick it on the poster.

На доске плакат, у каждой группы карточки с фразами

Cards: to be friendly with animals; to feel responsible for animals; to be friends for animals;

to kill animals; to hurt animals; to harm animals; to fight for endangered animals; to save animals from the death; feed animals and birds; help animals; frighten animals; save animals; love animals; take care of animals

T:-Well done, my dear children! It’s high time to me what we have done today? What have you known today? Are you ready to help animals? Do you like our lesson?

-Now, write down your hometask: ex. 19, 20 p.109. At home you should write an article about animals.

Unit 7: The natural environment School: 7
Date: Teacher name: Aitesheva Didar
Grade: 2 Number present: absent:
Theme of the lesson: What can animals do?
Learning objectives(s) 2.UE13use can / can’t to describe ability use can to make requests
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
2.UE17 use me, too to give short answers
Lesson objectives All learners will be able to:
- make simple sentences to describe actions
Most learners will be able to:
- construct more creative sentence with little support
Some learners will be able to:
- complete all tasks quicker and correctly (80% and above)

Assessment criteria Learners have met this learning objective if they can:
- name the new vocabulary correctly
- describing actions on the picture
Value links Ls will work together as a group showing respect and being polite with each other.
Cross curricular links Languages by comparing structure of the language
ICT skills
Previous learning Animals and actions
Plan
Planned timings Planned activities Resources
Beginning

5 min
Warm up: Spider’s net (Өрмекшінің торы) (Assessment for learning)
Now pupils stand a circle and we create spider’s net. Task we repeat the new words.
Play a game when learners come up to the board and take a card and show an animal doing something. They must show the animal first by mime. They will guess and then divide into sub-groups (rabbit, bear, wolf)
To remember activities. (Іс-әрекет арқылы есте сақтау)
Standing a circle. Learning action words. Now repeat after me. Walk, jump, run, fly, swim, climb
1. Can/can’t модальді етістігі. Жасай алу/жасай алмау.

Example: Dog can run. Fish can swim.
Rabbit can’t fly. Horse can’t swim
2.Presentation
Ls are presented the new words/phrase:
1.What can monkeys do?
2. Monkeys can climb trees.
3. Monkeys can’t fly.

True or False. (Жалған немесе Ақиқат)
I’ll read you sentences. If the sentence correct you lift the green color, if the sentence wrong you lift the red color.
Rabbit can’t jump
Dog can swim
Fish can’t run
Bird can fly
Cat can’t climb
Fox can swim
Bear can’t walk
EX. 5, p. 90. Follow the lines and complete. Play the guessing game.

Work with picture.
Next I’ll give you animal’s picture, you task is complete the sentence with modal verb net

animal’s picture
End
5 min Feedback. “Magic square”
I’ll give you square. Draw the square with green, yellow, red.
I like the lesson-green
I understood the lesson-yellow
I don’t like the lesson-red
square

Marking.
Giving homework.
EX, 6. P. 90. Sing the I CAN JUMP … song! STICKERS!

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LESSON: Unit 7.

The natural environment

The theme: What can animals do?

School: Aidarly basic school

Date: 05.04.17

Teacher name: Rakhmatulina K.M.

Number present: 6

Learning objectives(s) that this lesson is contributing to

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

2.UE.10 use common present continuous forms [positive,

2.L4 recognise with support short basic questions relating to features such as colour and number

2.UE17 use me, too to give short answers

Lesson objectives

All learners will be able to:

use can to talk about abilities of animals and to make requests and offers; use can / can’t to talk about permission recognise simple greetings with support

use common present continuous forms [positive,

negative, question] to make 2-3 short sentences and questions about farm animals’ colours orally with support

use me, too to give short answers with support

Most learners will be able to:

use can to talk about abilities of farm animals and to make requests and offers; use can / can’t to talk about permission recognize simple greetings.

use common present continuous forms [positive,

negative, question] to make 2-3 short sentences and questions about farm animals’ colours orally.

Some learners will be able to:

recognise and respond question in present continuous form using short answers with me and too without support.

A chick, a cow, a duck, a horse, a pig, dog, chick, moo, quack,

Previous learning

Unit " The natural environment " is based on knowledge and language skills from Units 7 . Students need to know the names of animals around us in their native language.

Planned timings

Planned activities (replace the notes below with your planned activities)

ORGANIZATIONAL MOMENT

T: Hello, children! I am glad to see you. How are you?

P1,P2,P3,…- I’m OK! Thanks!

Prior Knowledge- Pupils recognize simple greetings. T-S.

T: Let's sing a song!

How are you? How are you?

I’m fine! I’m great! I’m wonderful ! 2 times

(W) T: Oh, no! The animals have escaped from their homes! Help them find their way back again, by dragging and what we have into the right box. Think about their habitat learned in class!

Task: The each learner choose the animals and put in correct place. T-S

Animals on the farm

Animals at the zoo

Divide the class into 2 groups. Give pictures of animals to each students.

The 1 st group – chick.

The 2 nd group – duck

Pre-teaching:

(W) The picture of a farm.

- Where do domestic animals live?

- What animals do you meet on the farm?

Present pictures of animals, using TPR.

Point to the pictures of animals on the board). Today we’ll name some animals in English.

Students look at the teacher and repeat after her new words and her gestures. T-S.

For ex: Chick can chick

Cow can moo, duck can quack, horse can neigh, dog can wow, pig can oink

(W) Sing a song.

T: (G) Students should take one card with the names of animals and students should explain this animals name by gestures or mimi. Groups should try to find the animals. S-S

S1: It can moo. What is it? – It is a cow

S2, S3,… It can neigh. What is it? – It is a horse.

(W) Physical activity.

Energizer Dance – Charlie.

(f) LISTENING

1-Task (P) Imagine that you are animals.

Students describe the animals by the pictures.

Next student should guest the name of this animal. S-S

For example:

1 st Group: Student

1. What are you? - I’m a pig.

2. What can you do? - I can oink (with guester)

2-task . (G) (I) What’s the order?

Listen to the sounds and put the animals in order.

Discriptors:

Learners will put out match the animals and point in order.

(G) (I) CREATIVE WORK

Task: Choose the pictures, set the number of elements and go for it. T-S, S-S

Discriptors –

learners will choose the pictures in order

learners will say an animal

learners will find an animal

learners will divide into type of “ farm and wild animal ”
LISTENING

Pupils recognise sounds produced by animals.

Besides the animals from the fairy tale, there are many other different animals. Let's listen to a song about them.

Listen to the sounds and look at the pictures of animals.

Judging by the sounds you hear guess what animal produces them

(G) (I) WORKING WITH CARDS

Pupils match animals with their habitats.
1) Show where the animals live . Match the pictures of animals to their habitats .

Discriptors –

Learners will match animals

Learners will show where animals live

Learners will match pictures to their habitats

The picture of a farm.

Worksheets of animals

“ Old Macdonald a had a farm”

Pictures of animals

Noises of animals

“ Old Macdonald a had a farm”

Verbal feedback. (smiling, nodding)

Teacher gives red and green apples and explain them, if they put to apple tree red apple it means clear for them, if they put to apple tree green apple it means unclear for them. S-T

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

more support can be given during elicitation

more able learners will be challenged by prompting their groups to develop more elaborate types of animals to narrate.

through questioning activities

through observation in group activities

Cross-curricular links

performance arts: use gestures and movements imitating animals

ICT: playing computer games

Science: habitats of animals

Art: sticking, colouring

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What

changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

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Развивающая – развитие коммуникабельности, самостоятельности, умения сотрудничать; развитие внимания; повышение мотивации к изучению английского языка.

Воспитательная – воспитывать культуру общения; формирование бережного отношения к братьям нашим меньшим; формирование взаимопомощи, доброжелательного отношения к друг другу, умения выслушать других при работе в классе.

Учебные задачи:

Закрепить лексику по теме.

Проконтролировать навыки монологической и диалогической речи.

Развивать навык аудирования в игровой форме

Познакомить со сравнительными оборотами.

I. The beginning of the lesson.

A short talk with a pupil on duty.

Who is on duty today? What date is it today?

II. Look at the blackboard and say what animals you can see. (на доске размещены картинки с изображением домашних животных)

--It`s (a cat, a horse, a dog, a sheep, a hen, a goat, a cock, a goose, a pig, a duck)

Children, think and say why they are together?

---They are domestic animals.

----They live in the city or on the farm with people.

Right you are. Thank you.

Look at the blackboard and say what animals you can see. (на доске размещены картинки с изображением диких животных)

What animal is it? (It`s a lion, a tiger, a wolf, a fox, a bear)

Think and say why they are together?

- They are wild animals. They live in the forest.

Good. Right you are.

Полную информацию смотрите в файле.

Содержимое разработки

Методическая разработка урока английского языка для 4 класса к учебнику авторов Биболетова М.З, Денисенко О.А

Учитель: Нарцева Ольга Юрьевна

Продожительность урока: 45 минут

Развивающая – развитие коммуникабельности, самостоятельности, умения сотрудничать; развитие внимания; повышение мотивации к изучению английского языка.

Воспитательная – воспитывать культуру общения; формирование бережного отношения к братьям нашим меньшим; формирование взаимопомощи, доброжелательного отношения к друг другу, умения выслушать других при работе в классе.

Учебные задачи:

Закрепить лексику по теме.

Проконтролировать навыки монологической и диалогической речи.

Развивать навык аудирования в игровой форме

Познакомить со сравнительными оборотами.

The beginning of the lesson.

A short talk with a pupil on duty.

Who is on duty today? What date is it today?

II. Look at the blackboard and say what animals you can see. (на доске размещены картинки с изображением домашних животных)

--It`s (a cat, a horse, a dog, a sheep, a hen, a goat, a cock, a goose, a pig, a duck)

Children, think and say why they are together?

---They are domestic animals.

----They live in the city or on the farm with people.

Right you are. Thank you.

Look at the blackboard and say what animals you can see. (на доске размещены картинки с изображением диких животных)

What animal is it? (It`s a lion, a tiger, a wolf, a fox, a bear)

Think and say why they are together?

- They are wild animals. They live in the forest.

Good. Right you are.

III. Игра- соревнование.

1. Who names more wild animals? What animals do you know?

- a tiger, a lion, a monkey, a crocodile, a fox.

2. Look and say What animals can you see here? (учитель показывает картинки, учащиеся друг за другом называют животных)

(An elephant, a tiger, a pig, a rabbit, a kangaroo, a giraffe, a frog, a dove).

Wolfisharkangaroowleopardog

(Wolf, fish, shark, kangaroo, owl, leopard, dog.)

4. Write the names of the animals correctly. (на доске написаны слова с пропущенными буквами, учащиеся должны переписать слова и подставить буквы. Один ученик выполняет задание на доске)

Dog, lion, tiger, monkey, mouse, horse, bear, sheep.

5. Match the name of the animal and its description. Please, go to the blackboard. (ученик выходит к доске, выбирает карточку с описанием животного, зачитывает описание и называет животное)

The animal is grey and shy.

The animal has a red tail.

The animal sleeps all winter .

The animal can live without food and water for a long time.

The animal has got big ears and a long nose.

The animal has long hair around its neck.

4. Закрепление лексики по по теме “The Places where animals live.

So, domestic animals live on the farm or in the city. What about wild animals? Where do they live?

1. Help animals to find their homes. Go to the blackboard and show where these animals live.

Мake up sentences, please. (На магнитной доске развешены фигурки зверей и места их обитания, учащиеся выходят по очереди к доске и распределяют животных, составляя предложения)

The fox lives in the forest. The monkey lives in the jungle.

The whale lives in the ocean. The snake lives in the desert.

The eagle lives in the mountains.

Thank you. Good. I am pleased with your answers.

IV. Развитие навыков устной речи. Agree or disagree.

1. (учащиеся отвечают на вопросы учителя, используя фразы, выражающие согласие или не согласие)

(To my mind. As for me. I agree. Yes, of course. I disagree.)

Teacher: I think a tiger is a very dangerous animal. Do you agree?

-Yes, of course. A tiger kills other animals.

Teacher: A crocodile lives in a desert.

I don`t agree. It doesn`t live in a desert. It swims and lives in the river.

Teacher: A fox likes to eat grass.

I disagree. A fox likes to eat meat. It hunts for hens.

Teacher: A whale lives in the ocean.

I agree. It can swim and dive very well. It lives in the ocean.

Teacher: To my mind a dog is a domestic animal.

You are right. A dog lives on the farm and guard a farmer’s house.

V. Развитие навыков аудирования.

Ребята, Мюнхаузен прислал нам недописанное письмо. Я его прочитаю, а вы должна догадаться о каком животном идет речь.

Read and guess .What animal is it?

It is the biggest animal. It has got very big ------ (ears). It is grey. It comes from Africa. It has got a very long ----- (nose) It eats ------- (grass) and ------- (fruit) It can swim. (It is an elephant)

VI. Развитие навыков монологической и диалогической речи.

Teacher: Let’s talk about your pets.

(учитель раздает 3 детям индивидуальное задание:

Ситуация: Артему подарили собаку на день рождения, Андрей хочет завести домашнего питомца, но его родители против. Артем советует Андрею завести попугая как у Ани) Дети готовятся, учитель работает с классом.

1. Now answer my questions, please.

Have you got a pet? What pet have you got?

What is it’s name? How old is your pet?

What colour is your pet? Is your pet clever?

What can your pet do? What does it like to eat?

Do you take your pet for a walk? Do you wash your pet?

Do you play with your pet? Who looks after your pet?

2.Tell us about your pet, please. Look at this scheme! (схема написана на доске)

My favourite animal is … It is … years old. It likes to eat … It can …

Children, listen to his story and ask questions. (учитель спрашивает 2 учащихся, дети слушают их рассказы и задают вопросы)

P. I have got a kitten. Its name is Murka. My kitten likes milk and fish. It can jump and run. I look after my pet. I feed him. I take my kitten for a walk. Sometimes I play with my kitten. I like my pet very much.

Is your pet funny? Does it like to play?

Do you wash your kitten? Where does it sleep?

2.Работа в парах.

Ребята, задайте друг другу вопросы о ваших домашних питомцах.

(дети поворачиваются к друг другу и задают вопросы

Have you got a pet? What is its name?

How old is your pet? Is your pet big or little?

3. I want to listen to some of you. (Учитель спрашивает тех детей, которые готовили диалог)

Listen and answer Where does Ann’s parrot live? Please, go to the blackboard. Your dialogue, please.

VII. Физкультминутка.

VIII. Ребята, назовите части тела о которых мы не упоминали в зарядке

1.Look at the blackboard! Complete the sentences, please.

A fox has got a red tail. A giraffe has got a long neck.

A camel has got 4 strong legs. A crocodile has got big teeth.

A rabbit has got big ears. An elephant has got a long nose (trunk.)

Ребята, особенности поведения некоторых животных нашли отражение в сравнительных оборотах

2.Finish the saying:

As hungry as . As brave as . As cunning as .

As heavy as . As dirty as . As tall as .

A busy as . As funny as . As slow as .

Look and compare these animals. (учитель показывает несколько картинок с изображение животных, учащиеся должны ответить на вопросы, используя сравнительную степень сравнения прилагательных)

Who is stronger? Who is faster? Who is bigger? Who is slower?

2. Look and compare these animals учитель показывает несколько картинок с изображение животных, учащиеся должны ответить на вопросы, используя превосходную степень сравнения прилагательных)

Who is the strongest? Who is the smallest?

Who is the kindest? Who is the tallest?

3.Чтение текста (про себя)

Now, children open your books and read the text. What is this text about?

Pets in Great Britain.

Lots of families in Great Britain have got one or more pets.

What pet is the most favourite in Great Britain?

a) cat b) dog c) parrot

Where do the English buy food for their pets?

X.Закрепление глаголов по теме.

Children, what animals can do? Complete the sentences.

An eagle can fly. A tiger can run. A crocodile can swim.

A monkey can jump. A dolphin can dive and swim. A parrot can fly.

What do animals do for people? Answer my questions.

Do animals carry things? Yes, animals carry things.

Do animals help people? Yes, animals help people. Dogs guard houses.

Do animals give food? Yes, cows give milk.

What do people do for animals? People feed animals. People take animals for a walk.

XI. Проверка домашнего задания. Answer my question, please Are we always kind to animals? No, people hunt and kill animals. Right you are.

Ребята, люди не всегда хорошо обращаются с животными.

Now, children Vasya has made a presentation about a dog.

Listen to his story.

There are a lot of homeless dogs in Saratov. The dogs are cold and hungry. The dogs live in the streets or in the parks. The dogs have got no food. Homeless dogs and cats are very unhappy.

Thank you. Sit down.

Children, what can we do to help animals? Make up sentences.

You may use these words: feed, hurt, kill, help, take for a walk.

make a house, leave pets, clean the cage, take care of animals.

(детям раздаются листочки красного и зеленого цветов, на которых они записывают составленные предложения)

We must feed animals. We must make a house.

We must help animals. We must clean the cage.

We must take care of animals. We must take for a walk

Don’t leave pets. Don’t kill animals. Don’t hurt animals.

Дети приклеивают свои составленные предложения на плакат

XI. Подведение итогов урока.

Reflection. Self-Assessment

Самооценка выполненной задачи на уроке. (учащимся раздаются карточки, на карточке необходимо указать утверждение, которое выбирает учащийся)

Are you ready to speak about animals? Stick the statement you choose.

I am ready to speak about animals.

I am ready to speak about animals with some help.

I am not ready to speak about animals.

XII. Ребята, у меня в руках книга, которая называется Красная книга. Как вы думаете почему у нее такое название?

алфавит (настенная таблица), транскрипционные знаки (таблица), грамматические таблицы к основным разделам грамматического материала, тематические картинки (pictureflashcards), географическая карта стран изучаемого языка, географическая карта Европы, карта России, плакаты по англоговорящим странам.

рабочая тетрадь – 4 классы (workbook), CDдля самостоятельных занятий дома, словарь.

5. Оборудование урока: карточки с заданием, компьютер

Прогулка в парке коал. Animals need our help

учить извлекать необходимую информацию, дать представление о Всемирном фонде дикой природы

повт степени сравнения прилагательных

Основное содержание темы, термины и понятия

WWF, coala, bison

Планируемые результаты

Метапредметные (УУД)

формирование навыков употребления срвн. Степени прилагательных

Регулятивные:целеполагание, планирование, самоконтроль, взаимоконтроль, коррекция,волевая саморегуляция Познавательные: общеучебные: поиск и выделение необходимой информации, структурирование знаний, осознанное построение речевого высказывания в устной и письменной форме, ориентация в содержании текста,оценка процесса и результата деятельности

логические: анализ, синтез, сравнение,обобщение и клас-ция, определение понятий,установление прич.сл связей

коммуникативные: умение выражать свои мысли в соотв с условиями коммуникации

Самоуважение, самооценка, внутренняя позиция, мотивация,ориентация на выполнение моральных норм, способность к решению проблем, оценка своих поступков, гражданская идентичность, умение соотносить поступки и события с принятыми этическими принципами

Дидактическая структура урока

Деятельность учителя

Деятельность обучающихся

Организационный момент.

Мотивировать обучающихся к учебной деятельности посредством создания комфортной обстановки, проверить готовность к работе.

Hello, children! I’m glad to see you!

How are today? I’m super, thanks.

Let’s check who is away.

Hello, teacher! We are glad to see you too!

We are fine, thank you. How are you today?

All are present.

Проверка домашнего задания.

Осуществить контроль качества выполнения ДЗ, организовать ЭЛП к актуализации знаний.

фонетическая разминка. Let’s go to the zoo after school, it’s cool.

читают по цепочке

Актуализация знаний, определение темы и цели урока.

Повторить, что знают обучающиеся о теме урока, зафиксировать необходимость введения нового правила.

Where do leopards live? What do they eat?

Where do cows live? What do they eat?

Where do seals live? What do they eat?

Where do gorillas live? What do they eat?

Where do kangaroo live? What do they eat?

What other animals live in Australia?

They live in Africa .They eat other animals

They live in the farm. They eat grass. They live in the sea. They eat fish. They live in the jungle. They eat bananas. They live in Australia. They eat plants.

Изучение нового материала (постановка учебной задачи).

Организовать коммуникативное взаимодействие для выведения понятия (алгоритма написания и т.д.)

p 69.ex 1this is a poster of Pine Walk koala Park. What animal do you see in the picture?

Read some facts about coalas and say which is not true.

A koala can climb very well.

A koala doesn’t sleep at night.

A koala eats leaves from a tree.

A koala can swim.

A koala is a small bear.

It’s a coala. Coalas can’t sweem.

Самопроверка

Продолжение работы по теме урока. Закрепить знания, полученные на уроке, используя опорный сигнал. Динамическая пауза

There are a lot of national parks in Russia. P. 145.This is a bison

В словарь: bison-бизон

WWF World Wildlife Fund- Всемирный фонд дикой природы

What does WWF do? How many national parks are there in Russia? Where the bison reserves? What can people do to help animals? When is the Day of Adopters in the bison reserves?

Дети быстро читают текст и отвечают на вопросы, записывают слова в словарики

Взаимопроверка.

Проверить уровень усвоения нового правила и умения его применять.

Напишите прилагательное в сравнительной степени: fat, nice, clever, thin, hot, friendly, big, cold, tasty,hot.

Провеяют и оценивают друг друга

Организовать контроль в совместной деятельности с обучающимися, поставить отметки обучающимся в соответствии с существ. нормами оценивания.

Прочитай и найди подходящее прилагательное. Dogs are____ than horses. Lizards have got _____eyes than frogs. Monkeys have got tails___than sheep. Giraffes are____than horses. Insects have got____ legs than mice.

1.shorter 2. srmaller 3. Longer 4.taller 5.thinner

Домашнее задание.

Обеспечить условия для качественной самостоятельной работы обучающегося при выполнении Д.З.

у 4, с 145Отв. На вопросы,

1.What animal is it? 2. Where does it live? What can people do to help the animal?

проект и животном из Красной Книги

Соотнести полученные результаты урока с целевым компонентом, оценивание обучающимися своей роли в уроке, своего самочувствия, удач и достижений.

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