Конспект урока «Natural World» по английскому языку для 5 класса

Natural World

(урок англ. языка в 5 классе)

Егерева Надежда Михайловна

преподаватель англ. языка

ГБОУ СОШ № 669 г. Москвы

LESSON 4

Цели урока:

• введение и первичное закрепление новой лексики по теме Natural World;

• развитие языковой догадки и произносительных навыков;

• закрепление грамматического навыка употребления passive voice.

Ход урока

1. Сообщение цели урока

Т: Today we're going to talk about plants and animals on our planet. So, you need to learn some new words. At the end of the lesson you will learn a new poem.

2. Фонетическая разминка

T: First, I'd like you to learn the new tongue-twister. Listen to the tape and say what sounds are repeated in it.

Учащиеся слушают запись скороговорки и называют отрабатываемые звуки.

Т: Repeat the words with these sounds after me: chews, shoes, choose, few, sure, choosy, shoe-chewer.

Ученики хором повторяют слова за учителем.

Т: Look at the board and read the tongue-twister. Listen to the tape again and replace the words correctly.

На доске написана скороговорка, в которой перепутаны местами слова.

If a dog shoes chews What choose would he shoes to chew?

Too few for sure. You 're a choosy shoe-chewer.

Ученики слушают скороговорку и исправляют ошибки.

Т: Now open your books at page 46 and read it carefully to check your answer.

Ученики проверяют скороговорку по учебнику.

Т: Try to read it as quickly as you can.

Ученики читают и повторяют скороговорку хором и индивидуально, убыстряя темп. В конце можно провести небольшое соревнование, кто быстрее скажет скороговорку без ошибок.

3. Повторение правил образования форм страдательного залога в настоящем и прошедшем времени (таблица Brush Up Your Grammar, с. 34)

На доске нарисована картинка и написаны предложения: Somebody built this house in 1930. This house was built in 1930.

T: Read and compare the two sentences. Which of them the passive?

P: The second sentence is passive.

T: That's right. We often prefer the passive when it is not so important who or what did the action. In this example, it is not so important who built the house.

Ученики с помощью учителя формулируют следующие правила:

• We form the passive with the verb to be and the past participle of the main verb.

The Toyota car is made in Japan.

• We form negative sentences with the word not. The window wasn't locked yesterday evening.

• We form questions by putting the verb to be before the subject. Is this cheese made in Holland?

• Changing from Active into Passive

• The object of the active sentence becomes the subject in the passive sentence.

• The active verb changes into a passive form.

IV. Тренировка в употреблении глаголов в страдательном залоге

а) Упр. 8, с. 35

Т: Let's have a practice. Try to change the sentences to use passive structures in ex. 8, page 35.

Ученики составляют предложения по образцу.

б) Упр. 9, с. 35

Т: Do you know where coffee is grown?

P: Coffee is grown in Brazil and in other hot countries.

T: That's right. Try to find out the other facts from ex. 9, page 35. First work in pairs, then you will share your ideas. Примерные ответы учеников:

• Moscow was founded in 1147;

• Butter is made from milk;

• The best tulips are grown in Holland;

• The Lada cars are produced in Togliatti;

• Warm winter'sweaters are usually made of wool;

• Pushkin was born on the 6th of June 1799;

• Wild animals in the zoo are generally kept in cages;

• English and French are two official languages spoken in Canada;

-The battle of Borodino was fought on the 26th of August 1812.

T: At home you will complete the dialogues using passive structures. It's ex. 32 (a), page 46.

V. Закрепление пройденной лексики (упр. 20, с. 41)

Т: Look at the pictures on pages 41-42. What animals do you see?

P: Lizard, eagle, crocodile, hippopotamus, swan, wolf, butterfly, heron, dragon-fly, grasshoper.

T: Fill in the suitable words from ex. 19 to complete the text.

Ученики подставляют соответствующие слова в тексте.

Т: At home you have completed the sentences using the new words in the work-book. It's ex. 9, page 17. Let’s check it.

VI.Ознакомление со стихотворением «Dogs» (упр. 21, с.42)

Перед чтением стихотворения учитель может провести беседу с уче­никами о том, как англичане относятся к своим собакам.

Материал для беседы:

Every March in Birmingham the annual British dog show takes place. It is called Crufts. And it started more than 100 years ago. In 1878, Charles Cruft, a young Englishman, organised the dog section of the Paris Exhibition. That gave him the idea to organise a dog show in Britain. He went back to England in 1886 and five years later he created Crufts.

Now Crufts is gigantic. It has been recognised by the Guinness Book of Records as the largest dog show in the world. It lasts four days and attracts dog lovers from all continents. More than 21,000 dogs took part in different competitions and demonstrations.

At special section of Crufts called «Discover Dogs», visitors can see 180 breeds of dogs. They can talk to dog experts, too. It's perfect for someone who wants a dog, but doesn't know what kind to get.

Young dog lovers in Britain have a club of their own called the Young Kennel Club (YKC). The members of the YKC have their own special events at Crufts and take part in a number of competitions.

The aim of the YKC is to encourage interest in the care, training and all sorts of other activities connected with dogs. The club has a great idea for those who don't want to leave their dogs during the holiday. They organise a summer camp for kids and dogs.

T: I want you to listen to and read the poem «Dogs» by Ogden Nash. It's on page 46. Before listening to the poem look at the footnotes on page 47.

Ученики слушают стихотворение.

T: Do you like the poem?

How do you think the author feels about dogs?

7. Тренировка в чтении стихотворения

Т: First, let's read the poem after the announcer.

Ученики читают стихотворение за диктором. Учитель обращает их внимание на интонационный рисунок.

Т: Read the poem to each other in pairs, please.

Ученики читают стихотворение друг другу в парах.

Т: Which of you can read the whole poem?

Несколько учеников читают стихотворение вслух.

7. Итоги урока

Т: I think we'll stop doing this now. Most of you have done that very well. At home you will learn the poem by heart. Don't forget to do ex. 9, page 17 in the work-book.

Учитель подводит итоги урока и оценивает работу учеников. Домашнее задание: L3, ex. 21; WB, ex. 9, p. 17.

Примечание. Учитель может дать учащимся творческое задание: сделать поэтический перевод стихотворения.