Tusks, trunk, feathers, mane
ХОД УРОКА
I. Организационный момент.
Warming-up activities
T: Good morning, dear boys and girls! Glad to see you. Are you fine? (T→Cl). How are you, Rita? (- I’m fine, thank you. And how are you?) (T→P1; P1→P2→P3)
T: Great! So, let’s start our lesson. Look at the blackboard, please. Can you tell me what we are going to speak about? (- About animals)
II. Фонетическая зарядка.
T: Right you are. Let’s start our lesson with a little poem about the zoo.
(слайд 2)
Tomorrow on Sunday we go to the Zoo.
Tomorrow, tomorrow we go to the Zoo.
There is a giraffe there and a zebra too,
A bear and a monkey, and a kangaroo.
III. Речевая зарядка.(Этап мотивации с выявлением целей и задач урока)
T: Would you like to go to the zoo? (T→Cl). (T→P1, P2). What animals can we see there? (P1, P2, P3: Bears, tigers, lions…).
IV. Основная часть урока.
1) Повторение изученной лексики и введение новой лексики по теме «Название животных».
a) T: Listen to the sounds. Which of the animals in the pictures can you hear?
(Ps: the monkey, the lion, the peacock, the elephant, the bear)
b) (сопоставление слов английского и русского языков; установление ассоциации для запоминания слов)
T: Look at the pictures. What do you call these animals in Russian? Which sound similar? (Ps: lion – лев; giraffe – жираф; tiger – тигр; crocodile – крокодил; kangaroo – кенгуру и др.)
2) Повторение изученной лексики и введение новой лексики по теме «Части тела животных» - упр.2, стр.68.
a) Повторение пар прилагательных антонимов (слайд 3)
long – short; big – small; thin – thick
b) Введение лексики – названия частей тела животных (в сопоставлении с названиями частей тела человека) (слайды 4 – 9)
nose – beak; toes – paws; hair – fur
Tusks, trunk, feathers, mane
c) T: And now use new words and adjectives to ask about the animals in the pictures. (P1→P2→P3, etc)
P1: Which animal has got a thick mane?
P2: The lion. Which animal has got long neck?
P3: The giraffe. Which animal has got a trunk?
P4: The elephant…
3) Развитие умений монологической речи при описании животных (отработка и закрепление лексики по теме «Части тела животных» - работа в парах; карточки –изображения животных)
T: Describe any of the animals.
P1: The giraffe has got a short neck, short legs and a long tail.
P2: The giraffe hasn’t got a short neck and short legs. It has got a long neck and long legs.
4) Развитие умений поискового чтения – упр.4, стр.68
T: So let’s name animals we can see at the zoo. (Ps: elephant, crocodile, tiger, hippo, rhino…)
T: Now read the text to yourselves and say which animals are in the dialogue. (Ps: a giraffe, a monkey, a bear).
T: That’s right. Now let’s read the dialogue aloud, please.
5) Развитие умений изучающего чтения (послетекстовое задание) – упр.5, стр.69
T: Now look through the text again and find the words in the dialogue for the underlined pronouns.
It has got a long neck. – the giraffe
Theyare noisy. – monkeys
I find them cute. – Ben
6) Динамическая пауза
«Head and shoulders»
7) Повторение и обобщение формообразования и употребления глаголов в Present Simple (отрицательная и вопросительная формы) (слайд 10)
T: Now let’s revise negative and interrogative forms of the Present Simple Tense. Read the table. What do we use to form these forms? (Cl: вспомогательные глаголы do / does).
T: That’s right. And now find examples of short answers, interrogative and negative sentences in the dialogue, please.
P1: Do you like the zoo?
P2: Yes I do.
P3: Does he like the zoo?
P4: Yes, he does.
8) Отработка употребления вопросительной формы Present Simple: общие вопросы и краткие ответы – упр.7, стр.69.
a) T: Good work. And now your task is to fill in the gaps with do, does, don’t or doesn’t.
1) do / do; 2) does / doesn’t; 3) do / don’t; 4) does / does)
b) T: You are very good at that. But now I’d like you to work in pairs. Your task will be to ask and answer each other’s questions.
(pair work – cards, см. приложение)
9) Развитие умений аудирования с выборочным пониманием заданной информации.
T: Now I’m going to propose you to listen to the text “Visit London Zoo”. Listen to this text attentively and your task is to complete the advertisement. (слайд 11)
(Задание из звукового приложения к данному уроку, см. приложение)
10) Развитие умений описывать дикое животное с опорой на образец.
Look at the screen and read the text.
Model: The swan is usually white or black. It has got a long neck, a yellow beak with black around the eyes. It has got big wings and lots of feathers. I like swans because they are very beautiful and proud.
11) You have the cards with sentences and your task is to make the stories about animals.
12) Объяснение домашнего задания.
T: Your home task is to write about a wild animal you like, don’t forget to draw or to find a picture of the animal.
WB – стр. 42; SB - упр.10, стр. 69
13) Подведение итогов урока. Рефлексия.
T: We have spoken a lot today about animals. You did a lot of work today and you did it very well.
But that’s all for today and our lesson is going to be over. Your marks are…
Приложение.
1. Карточки – закрепление построения общего вопроса и краткий ответ.
Ask and answer the questions, use do / does. Work in pairs.
· ….your mum work?
· ….your friend walk to school?
· ….you play snowballs in winter?
· ….your Granny live in the country?
· ….you swim well?
· ….your friend like playing computer games?
· ….your Mum like dogs?
· ….you feed your pet?
· ….your Dad like fish?
· …..you help your parents?
· ….your baby brother sleep a lot?
· ….your like to draw?
2. Текст для аудирования (Module 5, Unit 5b, упр.8, стр.69)
Hello, this is the London Zoo information line.
London Zoo, in Regent’s Park, central London, is perfect day for a family day out! We are open every day of the year from 10 am to 4 pm except Christmas Day. Tickets are available online or at the entrance to the zoo and cost twelve pounds for adults and only nine pounds fifty for children aged three to fifteen. We have a wonderful collection of animals for you to see, including otters, penguins, lions, tigers, giraffes and lots, lots more! We hope to see you soon!