Учебник: “Английский язык. 3 класс” И.Н. Верещагина, Т.А. Притыкина, М., 2011.
Цели урока:
- Обучение письменному высказыванию на тему “Animals”.
- Знакомство с реалиями страны изучаемого языка.
- Формирование социальной и коммуникативной компетенции, обучение работе в сотрудничестве.
- Повышение мотивации учащихся и развитие их любознательности.
Задачи урока:
- Активизация изученной грамматики и лексики
- Расширение лексического запаса по теме и его актуализация.
- Развитие коммуникативных навыков при работе в парах и группах.
- Подготовка учащихся к письменной фиксации монологической речи.
Оснащение: компьютер, мультимедийная установка, компьютерная презентация к уроку; раздаточный материал (карты зоопарка Лондона), карточки с изображениями животных и звуков английского языка.
ХОД УРОКА
I. Организационный этап и презентация темы урока
– Good afternoon boys and girls. I am glad to see you today! How are you? Today we will visit a very interesting place. The place where you can see a lot of animals, birds and fish. So, we will visit the London Zoo and talk about some animals you can see there.
II. Фонетическая зарядка
– But before that I'd like you to recollect animals you know. I will show you some transcription symbols of the English language sounds and you will say the name of the animals, which start with those sounds. Ready, steady, go! (Учитель показывает карточки с английскими звуками, а ученики называют животных, названия которых начинаются с этих звуков): [e], [h], [f], [l], [m], [d], [t], [w], [k], [s].
III. Речевая разминка
– So, I can see that you remember a lot of animals, and now we can start our tour around the London Zoo. This is a map of the Zoo on the screen. And you have maps of the Zoo on your desks. You can see that the London Zoo is very big and it is difficult to see all the animals. I want to see a tiger, first of all. I like tigers because they are very big and beautiful. But they are scary too. They can run very fast. And they can bite.
На экране картинка с тигром и слова и выражения, которые учащиеся могут использовать при обсуждении в парах: Work in pairs and tell your partner, what animal you want to see and why. What can it do? Is it big or small. Is it funny or scary? Use the words on the screen to describe the animal, you want to see. <Презентация>.
– Well, let’s know, which animals we are going to see.Учащиеся рассказывают о животных по карте зоопарка, которых они бы хотели посмотреть, и почему им нравятся эти животные.
IV. Ведение, семантизация и первичное закрепление новых лексических единиц
– Look at the screen. Let's learn the parts of the body of some animals. Try and guess the right word for the picture. (При помощи слайдов презентации учитель вводит новую лексику).
– Well done! And now look at the screen. What animal can you see there? What has it got? Has it got a tail? (На экране – картинка с изображением тигра. Учащиеся говорят, что есть у тигра: It has got a tail, 4 paws, fur. It hasn’t got a beak, a trunk, or wings.) <Презентация>.
V. Динамический перерыв
Драматизация сокращенного текста стихотворения М. Розена «Мы идем ловить медведя». <Презентация>.
We're going on a bear hunt,
What a beautiful day,
We're not scared.
Oh oh!
Grass,
Long, wavy, grass.
We can't go over it,
We can't go under it.
Oh no!
We’ve got to go through it!
Swishy swashy, swishy swashy.We're going on a bear hunt,
We're going catch a big one,
What a beautiful day,
We're not scared.
Oh oh!
A river,
A deep, cold river.
We can't go over it,
We can't go under it,
Oh no!
We’ve got to go through it!
Splash splosh, splash splosh.
VI. Введение и закрепление грамматических структур “It can be…”, “It must be…”
– Now I will show you some animals from the London Zoo. Try and guess what animals you can see in the pictures. But if you know the animal, please, say: "It can be a monkey" ("Это может быть обезьяна") or "It must be a frog" ("Это должно быть лягушка"). Tell us some words about each animal (Is it big or small? What can it do? Has it got a beak or a nose? Has it got a long or short tail?) <Презентация>.
VII. Презентация письменного задания и его выполнение
– Dear boys and girls, I am glad to tell you, that today I have got a letter from the London Zoo. One animal is looking for some friends in the Saint-Petersburg Zoo. Let’s read the letter!
Учитель читает письмо, а ученики отгадывают от какое животное его написало:
Dear Mr. Animal,
I am glad to write you from the London Zoo.
It is a very nice place. Many animals live here.
We are happy at the Zoo because we don’t live in the cages.
Now I would like to tell you about myself.
I am not big or small. I am black and white. I don’t have fur and I am not fluffy.
I have a tail, but it is not long. It helps me to swim. I swim very well.
I have two eyes, but I don’t have a mouth. I have a beak.
I can’t fly. What a pity! But I have two wings.
I live with my friends here. We like to go for a walk and swim together.
You know, we have a swimming pool at the Zoo. We like to play tag in the swimming pool and
children usually watch, how we play.
Please, write me back how you live in Russia.
Are you happy?
How do you look like?
What do you usually do?
Bye for now,
I am waiting for your letter …
– Work in the groups of 3. You have to write a letter from an animal and draw it at the bottom of the paper. Don’t forget to fold the part of the paper with the picture. Then, we will guess what animal it is. You have 5 minutes. <Презентация>.
– And now, please, read us, what you have written, and we will guess the animal.
Учащиеся читают письма, написанные в группах по 3 человека, а остальные угадывают животное.
VIII. Подведение итогов и объяснение домашнего задания
– Thank you very much. The letters of your animals were very interesting and funny.
You’ve worked hard, but I hope the lesson was interesting for you. Your marks are …
– Your homework is to write back to the penguin. Imagine, you are an animal from the
Saint-Petersburg Zoo. Write about 5-6 sentences.