КОНСПЕКТ ОТКРЫТОГО УРОКА по теме «Домашние животные» для 5 класса
план-конспект урока по английскому языку (5 класс) по теме

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Этапы работы

Содержание этапа

Деятельность учителя

Речь учителя и деятельность учащихся

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Организационный момент (3 мин):

- постановка цели, которая должна быть достигнута учащимися на данном этапе урока ( что должно быть сделано учащимися, чтобы их работа на уроке была эффективной);

- определение целей и задач, которых учитель хочет достичь на данном этапе урока;

- описание методов организации работы учащихся на начальном этапе урока, настроя учеников на учебную деятельность, предмет и тему урока (с учётом реальных особенностей класса, с которым работает педагог)

Учащееся на этом этапе урока должны принять деятельностное участие в формулировке задач урока и его конечного результата.

Цель: привлечь уч-ся к совместной постановке цели урока.

Задачи: провести связь с предыдущими уроками, ознакомить уч-ся с содержанием урока на основе сделанных ими самостоятельных выводах по задачам урока.

Основной метод – фронтальная работа с классом при помощи беседы по задачам урока. Уч-ся настраиваются на учебную деятельность во время вводной беседы. На доске представлен слайд с темой урока.

Teacher: Good morning, children!

Students: Good morning, teacher!

Teacher: Thank you, sit down. What is the date today?

Student 1: Today is the 23d of March.

Teacher: Very good. And what is the day today?

Student 2: Today is Wednesday.

Teacher: Yes. And who is absent today?

Student 3: Nastya Sychyova is absent today. All the others are present.

Teacher: Fine. Let’s start our lesson today with listening to the song “Amazing animals”.

Students: (listening)

Teacher:  So, What is the topic of our lesson today?

Student 4 (looking at slide 1): Pet and animals.

Teacher:  Right you are.

The topic of our lesson today is pets and animals. This is our final lesson on this topic because you’ve learned a lot about animals and we will listen to your stories about some wild animals and your pets.  Animals are very important in people’s life and we must love and protect them. That is why our special gust Doctor Ay Bolit will tell us who to take care of them.

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Активизация знаний учащихся  (17 мин)

- определение целей и задач, которых учитель хочет достичь на данном этапе урока;

- описание критериев достижения целей и задач данного этапа урока.

На этапе активизации знаний учащиеся должны назвать животных на основе слайдов и представить подготовленное монологическое высказывание с демонстрацией постеров.

Уч-ся должны самостоятельно высказываться по теме «Описание животного» в объёме 8-10 предложений (название, место обитания, размер, цвет, части тела, питание, умения), которые включают структуры: This is a, it is from, it is,  it eats,  it  has got, it can.

Teacher:  Well, now look at slide 2. You see that there are two groups of animals: domestic and wild. Domestic animals live together with people. Wild animals don’t. What wild animals do you know?

Student 1 (looking at the slide): A bear, a tiger, a lion, a  snake, a wolf, a monkey, a panther.

Teacher: And do you know any other wild animals?

Students (in turn): A frog, a crocodile, a giraffe, a camel, a rhino, a leopard, a deer, an elephant.

Teacher: Very good. And what animal is this?

Students: A tiger

Teacher: Yes. Sasha Uchaev, tell us what you know about tigers.

Student 1:Tigers are from Asia. They live in the forests. They are big cats. They have got big heads, small ears and small eyes. They are orange and black. Tigers have got long legs and a long body. Tigers can be three meters long. Tigers eat big animals. They hunt every day. Tigers have one to three babies. Now tigers are very rare.

Teacher: Thank you. Now look at slide 4. What animal is this?

 Students: A lion

Teacher: Yes. Ivan Pechyonkin wants to tell you about this animal. Please, Ivan

Student 2:Lions live in Africa. Lions are big. They have got a big body. Their body is 3 meters long. Lions can run and jump. Lions are yellow or brown. Lions hunt big animals: zebras, giraffes, antelopes. Lions have one to five babies. Lions are very rare.

Teacher: Thank you. Now look at slide 5. What animal is this?

Students: An elephant

Teacher: Yes. Listen to Georgiy Shcherbakov who will tell you about elephants.

Student 3: Elephant is the biggest animal in the world. Elephants are from Africa and India. They have got big ears, a big body and a long trunk. Elephants are very intelligent animals. They can work and help people. Sometimes they act in the circus. Elephants are very strong animals. They live 70 years. They have got one baby. Now elephants are very rare.

Teacher: Ok. Now look at slide 6. What animal is this?

Students: A giraffe.

Teacher: You are absolutely correct. Bekin Ilia, what do you know about this animal?

Student 4: This is a giraffe. The giraffes are from Africa. They are very big and high. They have got long legs and a long neck. They have got small head, small ears and small eyes. They are brown and yellow. Giraffes don’t hunt. They eat grass and leaves of trees. Giraffes have one baby. Giraffes live in zoos. I think giraffes are very friendly.

Teacher: Thank you very much. It was very interesting to know about these wild animals. So, some animals live and work like people. That is why we have proverbs about animals and compare them to people. For example, in slide 7 you see a lion. People say “As brave as a lion”. It means “Храбр как лев”. And in slide 8 you can see a bee. The proverb is “As busy as a bee”. It means “Трудолюбив как пчела”.But if there is much in common between people and wild animals, can people be friendly with wild animals?

Students: Yes, no

Teacher: If there is a disagreement look at the next slide (9). Whom do you see?

Students: Mowgli and Kipling

Teacher: Right you are. It is a famous writer Rudyard Kipling and Mowgli, the main character of his book “The Jungle Book”. Liza, what can you comment on the slide?

Student 5: Rudyard Kipling (1865-1936) was a famous English poet and short-story writer. He was born in Bombay and was taken to England when he was five years old. Kipling is best known for “The Jungle Book” (1894). The main character of this book is a boy, Mowgli by name, who has no family. He lives in the forest among animals. Mowgli becomes friendly with animals and they love him because he is brave, strong, clever and very kind.

Teacher: Thank you, Liza. So, many years ago people started to live friendly with wild animals and then some wild animals became pets. And what are pets? What pets do you know? Georgiy, can you answer these questions?

Student 6: (looking at slide 10) Yes. Pets are animals which we keep at home. They are a cat, a hamster, a dog, a parrot, a fish, a tortoise, a rabbit, a budgie.

Teacher: Thank you. You know that we all live in Russia. And it is interesting to know what pets are popular with Russians. Yuliya, what do you know about that?

Student 7:  Most people in Russia love animals. A lot of them have got one pet or more. 45% of Russians have cats at home (slide 11). People like cats. In Moscow there is the famous Cat Theatre (slide12) and it is always full.

Student 8 (Bekin Ilya): Dogs are popular too.  (slide 13) 36% of Russians have dogs and there are dog shows all over the country. The shows have prizes for different types of dogs. There is also a dog show programme on TV (slide 14).

Student 9 (Alekseeva Nastya): Now only 12 % have birds as pets. These are mostly budgies (slide 15). Goldfish are less popular too – only 4 % of Russians have them as pets (slide 16). And 10% of animal lovers have other pets. Some of these are small, friendly animals such as hamsters (slide 17) and rabbits (slide 18). Others are dangerous or rare pets like the spider (slide 19).

Teacher: Thank you, children. And who has got a pet at home? Raise your hands. (Students raising hands). I see. You are so many. Tell us a few words about your pets and show your posters.

7 students telling about their pets according to a plan:

My name is

I am years old

I’ve got a pet

It is a

Its name is

It is

It has got

It can

It does

I love my pet

Teacher: Very good. All pets have got names. And now let’s see what are popular names for pets in Great Britain. Look at slide 20. There you will read popular names for cats, parrots, hamsters and tortoises in Great Britain.(4 students are reading aloud). Have pets in Russia such English names? Which ones?

Student 9: Yes, they have. They are Kitty, Lucky and Tommy.

Teacher: Thank you. Now it’s time to have a short rest. Let’s do our physical exercises.(физпауза). Ok. Many famous people have pets too. Look at slides 21, 22 and 23 and answer the questions:

Who can you see?

What is he/she?

What pet has he/she got?

Student 1: (slide 21) This is Mr Putin. He is the Prime Minister of Russia. He has got a dog.

Student 2: (slide 22) This is Queen Elizabeth II. She is the Queen of the UK. She has got dogs.

Student 3: (slide 23) This is Mr O’Bama. He is the president of the USA. He has got a dog.

Teacher: Yes. Right you are. So we see that famous people also have got pets and they love them. Dear Doctor Ay Bolit, how to take care of pets? What advice can you give us all today?

Student 10: Yes, good morning, boys and girls.  I’m Doctor Ay Bolit. I know a lot about pets. So my advice is:

1. Give your pet water and food every day.
2. Keep your pet clean.
3. Walk with your pet.
4. Train your pet.
5. Play with your pet.
6. Buy your pet safe toys.
7. Some pets need special homes. Keep them clean.
8. If your pet looks sick, take it to a vet.
9. Love your pet.
10. Remember: all pets need love and care!

Teacher: Thank you, Doctor Ay Bolit. I think your advice is very interesting and important. We must love our pets.

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Развитие навыков чтения (15 мин)

- постановка конкретной учебной цели перед учащимися (какой результат должен быть достигнут учащимися на данном этапе)

- определение целей и задач, которые ставит перед собой учитель на данном этапе урока

- описание основных форм и методов организации индивидуальной и групповой деятельности учащихся с учётом особенностей класса, в котором работает педагог;

- описание критериев определения уровня внимания и интереса учащихся к излагаемому педагогом учебному материалу;

Учащиеся знакомятся с понятием «необычные, экзотические домашние животные», читают текст по заданной теме и составляют смысловую таблицу (фиш-боун)

Цель: научить учащихся строить смысловую таблицу (фиш-боун) на основе прочитанного текста

Задачи: подготовить учащихся к чтению текста по теме «необычные домашние животные» путём ознакомления с дополнительной лексикой, ответами на предтекстовые вопросы, сформулировать проблемный вопрос, прочитать текст с целью получения ответа на проблемный вопрос.

Форма работы фронтальная, индивидуальная, парная.

Внимание и интерес учащихся к излагаемому материалу поддерживается на достаточном уровне при помощи межпредметных связей с природоведением, ОБЖ, а также зоологией и географией, изучаемыми в средних классах. Все учащиеся включены в работу.

Teacher: Many people today don’t keep cats or dogs as pets. They keep unusual or exotic pets. What exotic pets do you know?

Student 1, 2, 3, 4, 5, 6, 7, 8: pigs, crocodiles, lions, tigers, monkeys, iguanas, snakes, spiders.

Teacher: That’s right. Now look at slide 24 and answer the questions.

• What unusual pet do you want to have?
• Is it easy or difficult to have an exotic pet?
• Is it good or bad to have an exotic pet?

Student 1: I want to have a snake.

Student 2: I want to have a spider.

Student 3: I want to have a monkey.

Student 4:  It is easy to have an exotic pet.

Student 5:  It is difficult to have an exotic pet.

Student 6:  It is good to have an exotic pet.

Student 7:  It is bad to have an exotic pet.

Teacher: I see that you have different opinions. If some of you want to have an unusual pet then we have a problem “Is it good to have an unusual pet?” We shall find the answer in the text “Unusual pets”. Take the handouts and read the text to yourselves. The time limit is 5 minutes.

Students: (reading the text)

Unusual Pets

Today, dogs, cats, birds are the most popular pets. But some people keep unusual animals as pets. For example, they keep pigs, crocodiles, lions, tigers, monkeys, iguanas and even snakes and spiders. The tradition to keep exotic pets is not new. 2,000 years ago there lived a Roman senator. His name was Crassus. And he loved his pet moray. Moray is a dangerous fish with sharp teeth. It has no fur, no purr, no beauty. But the senator loved it, gave it some presents and the moray could eat out of his hand.

 To have an exotic pet is very funny. You can have lots of fun to play with animal babies. Exotic pets can also cost much money. So when your friends visit you and see an exotic pet they say: “Wow! It’s fantastic” and you feel very proud. But just think of some of the problems in keeping such pets. For example, monkeys are often ill and can sometimes be very bad. Lions become large and powerful, and can be very dangerous. If you're thinking of keeping a wild animal, you may be in surprised. Cute wild animal babies, that can be wonderful house pets, often become unmanageable and dangerous as they get older. People who choose unusual pets are often sorry about it.

Most countries have laws that forbid people to keep wild animals as pets. Wild animals are much better in their natural homes. There they have right climate, food, and exercise.

Fortunately, most people stick with the big five: cats, dogs, fish, birds and small rodents, such as mice and hamsters.

 Vocabulary:

Roman senator – Римский сенатор

moray – мурена

sharp – острый

purr – мурлыканье

proud – гордый

powerful – мощный, сильный

unmanageable – неуправляемый

laws – законы

forbid – запрещать

rodents – грызуны

Teacher: Ok. So is it good to have an unusual pet?

Students: No.

Teacher: Yes. It is not good to have unusual pets at home. But what are your arguments or reasons?

To give arguments we will learn to make a fish-bone today. Look at slide 25. This is a fish-bone. In its head there is a problem, in its tail there is an answer to the problem. And in the body there are up bones or arguments FOR and down bones or arguments AGAINST. First you should copy this fish-bone on the lists of paper. I think 3 minutes will be quite enough for this activity.

Ok. Now let’s fill in this fish-bone. Our problem is “Is it good to keep unusual pets?” Write this question in the head. Then next to the first up bone write the key-word “Pets”. What pets is the text about?

Student1:Unusual,

Teacher: Yes, and why do people keep them?

Student 2: Because they are exotic and funny.

Teacher: Right you are. So write the words “exotic, funny” along the first up bone. This is your first argument For. Now let’s think about people who have unusual pets. What do they feel? Why do they think it is good to keep unusual pets?

 Student 3: They are happy and proud.

Teacher: Yes. That’s correct. So, write the key-word “People” next to the second up bone and the words “happy, proud” along it. This is your second argument FOR. Very good. Now let’s think about arguments against. Write the same key-words “Pets” and “People” next to the first and the second down bones. And in 2 minutes write  arguments AGAINST by yourselves. So, what is your first argument AGAINST under the key-word “Pets”?

Student 4: Ill, bad, large, dangerous, unmanageable.

Teacher: Yes. And what about the second argument AGAINST? I mean people.

Student 5: Sorry

Teacher: OK. And there is one more argument AGAINST given in the text. The key-word is “Laws”. What do laws do?

Student 6: They forbid to keep unusual pets.

Teacher: Fine. So write the key-word “Laws” next to the third down bone and the word “forbid”. This is your third argument AGAINST. Now let’s count the arguments. We have 2 arguments FOR and 3 arguments AGAINST. So, how will you solve the problem? Is it good to keep unusual pets?

 Students: No.

Teacher: Yes, write “No” in the tails. So, making this fish-bone all together we all understand that it is not good to keep unusual pets at home.

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Закрепление учебного материала (7 минут)

- постановка конкретной учебной цели перед учащимися (какой результат должен быть достигнут учащимися на данном этапе)

- определение целей и задач, которые ставит перед собой учитель на данном этапе урока

 - описание основных форм и методов достижения поставленных целей в ходе закрепления учебного материала

Задача учащихся пересказать прочитанный ими текст с опорой на  составленную ими схему «фиш боун»

Цель: закрепить использование дополнительной лексики по теме «необычные домашние животные» в устной речи в форме монологического высказывания с элементами рассуждения

Задачи: практиковать учащихся в составлении предложений по опорным словам

Основная форма работы – работа в парах. Сначала в качестве образца текст пересказывает учитель, затем по очереди сильный и слабый учащийся в каждой паре. В заключении текст пересказывается 1-2 учащимися для внимания всего класса.

Teacher: OK. Now let’s talk on the problem using the fish bone. So, our problem is “Is it good to keep unusual pets?” Unusual pets are exotic and funny. But unusual pets are often large, ill, bad and dangerous. People are proud to keep unusual pets. But people are sorry to keep them too because they have many problems. In some countries laws forbid to keep wild animals as pets. So, it is not good to keep unusual pets at home.

Now, students, discuss this problem in pairs, using the fish bone.

Учащиеся пересказывают текст в парах с использованием смысловой схемы «фиш боун»

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Подведение итогов урока. Задание на дом (3 минуты)

 - определение целей и задач, которых учитель хочет достичь на данном этапе урока (какой результат должен быть достигнут учащимися);

- постановка целей самостоятельной работы для учащихся (что должны сделать учащиеся в ходе выполнения домашнего задания)

• Определение целей, которых хочет достичь учитель, задавая задание на дом;

- определение и разъяснение критериев успешного выполнения домашнего задания.

Цель: при подведении итогов урока учащиеся возвращаются к поставленной в начале урока цели, определяют, достигнута ли она или нет.

Задачи: самостоятельное определение учащимися могут ли они рассказать подготовленный ими дома рассказ о животном (диком или домашнем) на основе постера, научились ли они составлять смысловую схему «фиш боун» и пересказывать текст о необычных домашних животных с помощью составленной схемы. Оценивание работы учащихся на уроке.

В качестве домашнего задания учащимся предлагается составить развернутый ответ по проблеме урока, а именно «Хорошо ли иметь необычное домашнее животное?» с использованием смысловой таблицы «фиш боун»

Развёрнутый ответ по проблеме с использованием схемы задаётся с целью развития навыков устной речи и закрепления изученного материала, использование смысловой схемы «фиш боун» развивает критическое мышление при выражении своего мнения по проблемному вопросу.

При успешном выполнении домашнего задания учащиеся осознанно и правильно составляют пересказ  текста проблемного характера.

Teacher: Итак, а теперь подведём итоги урока. О чём мы сегодня узнали? Чему мы сегодня научились?

Учащиеся говорят о том, смогли ли они выступить с  рассказом о своём домашнем или диком животном, используя постер, научились ли они строить смысловую таблицу «фиш боун» при чтении текста и пересказывать текст по этой таблице.

Оценивание учащихся.

Teacher: Well, your home task is to tell about the problem “Is it good to keep unusual pets” using the fish bone. You may add your ideas too.