Англійська мова. 4 клас (за підручником О. Карп’юк) - плани-конспекти уроків англійської мови

Unit 4. The World of nature

 

Lesson 9. Цікавий світ тварин

мета:

• навчальна, ознайомити з новими лексичними одиницями, активізувати вивчений лексико-граматичний матеріал, розвивати вміння та навички читання, письма, усного монологічного та діалогічного мовлення, збільшення обсягу знань про соціокультурну специфіку мови країни, що вивчається, вдосконалення умінь будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;

• розвиваюча: розвивати логічне мислення, увагу та зорову пам'ять, спостережливість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікативні уміння з опорою нанаочність;

• виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів, толерантність один до одного.

Обладнання: тематичні картки за підтемою «Дикі тварини».

Хід уроку

Warm-up

1. Game "Musical cards"

Play with the whole class. Children stand or sit in a circle. Give out the picture cards from one set to different children in the circle. Play any music and children pass the cards clockwise round the circle. Pause the music. Children with the picture cards hold them up and name what’s on their card in turn. Everyone claps and says e.g. “Fantastic!”

Presentation

2. Listen and repeat (p. 122, ex. 1).

Read the words.

Ask pupils to repeat the words. While pupils are reading the words, stick the pictures on the board. You can use the pictures from magazines or newspapers too.

Pronounce every word clearly. Ask pupils to say the letters of the words.

Do choral and individual repetition. Follow the same procedure three or four times.

If it is necessary, translate them into the native language.

3. Listen and read (p. 122, ex. 2).

Read the sentences and pupils listen and read silently.

Explain any words that pupils ask for.

Read the text again. Pupils listen and repeat in a chain.

When pupils are familiar with the sentences, ask them to read them.

Pay the pupils’ attention to the Section ‘Remember’.

Read out the sentences one by one. Pupils listen, read and repeat after you.

Ask individual pupils to read out the sentences.

Translate the sentences. Remind how to use long words. Explain that long words cannot add ‘-est’ because they would be difficult to say, instead they have ‘the most’ in front of them.

Monitor the activity and help where necessary. Use board sketches, miming and gestures to make sure the pupils understand the meaning of the new words.

Pupils take turns to read out the sentences. Help with pronunciation.

Practice

4. Complete each text with the words from the box and guess the animal (p. 123, ex. 3).

Pair work: Ask pupils to read the texts and complete each text with the words from the box and guess the animal.

Pupils read and choose the correct words. Go round helping weaker pupils especially to read and work out meaning for themselves.

Ask pupils to read the correct sentences only and say the name of each animal.

Answers:

Text A. 1. changes; 2. doesn’t; 3. changes; 4. catches; 5. It’s a chameleon.

Text B. 1. doesn’t; 2. sleeps; 3. moves; 4. catches; 5. It’s an owl.

Text C. 1. live; 2. eat; 3. destroy; 4. don’t; 5. It’s a chimpanzee.

Text D. 1. live; 2. swim; 3. don’t; 4. It’s a great white shark.

Reading and Writing

5. Match questions and answers (p. 124, ex. 4).

Explain to pupils that they are going to read the questions and match them with suitable answers.

Ask pupils to read the questions in silence and try to answer.

Ask a bright pupil the first question from the list.

A pupil answers. If it is difficult to answer, help him/her.

Ask the second question. Do the same procedure. Ask some other pupils.

Do choral and individual repetition.

Pair work: Pupils read and answer the questions.

Monitor the activity and help where necessary.

Answers: 1. e; 2. а; 3. b; 4. c; 5. d.

6. Make up questions to match the answers (p. 125, ex. 5).

Pre-teach: why and because. Books closed. Mime washing hands. Ask, “What am I doing? Why am I washing them? Because they are dirty.” Write the question and the answer on the board. Repeat with other examples: sleeping - tired; eating - hungry. Write all the examples on the board at random. Ask pupils to draw lines to join the questions and answers.

Divide the class. One half asks the questions: What...? and Why...? and the other half answers: Because ...

Do the same procedure with other pairs of questions.

7. Present your favourite animal. Use the questions (p. 125, ex. 6).

Pupils choose their favourite animals and describe them answering the questions about the animals. Monitor the activity and help where necessary.

Ending the Lesson

8. Team Spelling Game

Divide the class into two teams. One member from each team comes to the front of the class. Each says a word for the other to write on the board. Use the words from the last two or three lessons of this unit.

The team gets points for correctly spelt words. The team with more points is the winner.

Homework

Read p. 123, ex. 3.

Further practice

Use Workbook tasks at the lesson or at home.



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