Учебник Family and Friends(Oxford) Jenny Quintana, Activities for English Language Learners (Shell Education) Stephen A. White
| Этапы учебного занятия | Время | Деятельность учителя | Деятельность обучающегося | Примечание |
| 1. Организационный момент + «разминка: речевая и фонетическая» (Organization of the lesson + Warm-up) | ~ 3 минуты | Teacher: Good morning dear boys and girls! Glad to see you! Take your sits, please. Let`s start our lesson. (учащиеся садятся за столы) Teacher: How is the weather today? Do you feel under the weather?
Teacher: Our planet is very brittle thing. All people in our world should think about it. We can make our world better and safe it from pollution and natural disasters. We make every efforts to do it, and protect our planet for the future generations.
Teacher: And now listen to melody please and say what do this melody associated with?
Teacher: Now look at the board, please. There is a tongue twister. Can you say them quickly? Who wants to try first?
Whenever the weather is cold. Whenever the weather is hot. We'll whether the weather, whatever the weather, whether we like it or not. | Pupils: Good morning teacher! Glad to see you too!
(Отвечают на вопросы) P 1: The weather is…
Учащиеся слушают мелодию и отвечают. P1: I think it’s nature sounds. P2: It’s sounds like wind. P3: It’s sounds like storm.
ученики по очереди произносят скороговорки
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На слайд выведена скороговорка
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| 2. Формулировка темы и целей урока (Getting to know the topic) | ~ 3 минуты
| Teacher: I think it’s time to know the aim and theme of our lesson. As we know weather is very interesting and sometimes dangerous object. Let’s remember some dangerous characteristics of the weather. What are they?
Teacher: so, and who can tell me what are we going to discuss today? What is the aim of our lesson?
Teacher: You are right. The purposes for today`s lesson are:
To remember all the words about natural disasters. To discuss some characteristics of natural disasters. To learn about emergency workers.
| Учащиеся называют стихийные бедствия, опасные природные явления. Р1: Hurricane, earthquake
Р2: Flood, storm, atc
(высказывают предположения) Р 1: I suppose that the aim of the lesson is to speak about natural disasters, global problems.
P 2: I agree with_____ and I hope it would be interesting to know about our planet and its saving.
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На слайде изображены последствия действий человека
цели урока высвечиваются слайдом на экран
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| 3. Тренировка лексики (training of vocabulary) | ~ 7 минут | As we know that global problems become more serious in recent time. And it make us to think about protection our planet the Earth.
Look at the screen and mach words with translation.
Teacher: We are going to work in pairs. You have little cards with some words. Give the translations to the following words and use them in your own sentences. brake trees hurt smb
rubbish stoke up
natural disaster earthquake
volcano eruption endangered animals
pollution rescuer спасатель
flood to be in trouble
cracked roads drought
to save for a rainy day emergency aid tornado Teacher: Ok I think you are ready to read some of your sentences.
Teacher: Good of you! And now, look at the screen please.
What can see there? What do think about it? Is it good or bad?
Teacher: Yes, you are right. Natural disasters are very dangerous. A lot of people died of them. If we want to safe and protect ourselves we should remember actions when natural disasters are coming.
And our physical break can help us to make it. |
Выполняют упражнение (сопоставляют слова и их перевод)
(читают предложения) P1: To protect our planet people should make recycling centers. P2: Earthquake can destroy even a city.
(высказывают предположения) P1: I think it’s… P2: I guess it’s…
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На слайде пр
Ученики получают карточки со словами Приложение 1
На слайдах выведены картинки со стихийными бедствиями в
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| 4. Физкультминутка (Physical break)
| ~ 4 минуты
| Teacher: Are you tired, my dear students? Let’s move a little bit. Your task is to find some words and make sentences from them. Very sentence is painted in different color. In these sentences we can find instructions how can we save ourselves of natural deceases.
You must leave the building when an earthquake starts.
You must get a high point when the flood is coming.
You must go away of windows and mirrors when a tornado starts.
Teacher: Well done and now we can continue the lesson.
| учащиеся выполняют задание: они находят карточки со словами, а затем составляют предложения и переводят их. | На доске слайд с заданием (Приложение 2) |
| 5. Говорение( Высказывают свое мнение, предположение)
Speaking
| ~ 4 минут
| Teacher: Now I think we are ready to characterize our natural disasters. You have a table on your desks. Tick one of the most suitable adj for each of them. If you are ready make sentences about them.
| Учащиеся составляют предложения. Читают свои варианты по цепочке.(I guess// to my mind// I think// I believe that) P1: I think flood is…….disaster.
P2: I think draught is…….disaster.
| Таблицы с раздаточным материалом (Приложение 3) |
| 6. Отработка лексико-грамматических навыков. Работа в группе. (grammar and lexical discover, work in a group)
| ~ 8 минут
| Teacher: Now divide into 3 groups. (Group1 , 2, 3). Read one of the passages about natural disasters and complete the texts with the words. You have 5 minutes and then be ready to exchange information with other groups. Take the cards and fill in the gaps. Group 1 Hit, hurricane, leave, destroyed, winds, hour Hurricanes are very strong ______ that come from the sea. Warm wet air rises in a spiral and goes faster and faster - over 160 km an ______. In 1992, “Hurricane Andrew”_____Florida. The people there had to _____their homes and move to other towns and wait. When the______arrived, it killed 15 people and_______thousands and thousands of buildings. More than 50,000 people had nowhere to live. Group 2 Floods, leave, rained, water, level, waited, January In _______ 1995 in the Netherlands, it rained and ______ for more than two weeks. The ______in the canals and rivers rose higher and higher and thousands of people had to ______ their homes because of the danger of ______. They went to other towns and ______ until the ______ fell again. Group 3 Thousands, animals, winds, Africa, rain, desert, area, water Sometimes in _____ climates, it does not ____ for a long time. This happened between 1968 and 1974 in The Sahel, in West _____. The ____changed direction and the _____ did not receive any rain for six years. Hundreds of ____of people and nearly half of the ______ in the area died because there wasn’t enough water. People had to walk many kilometers to find ______. Well, it’s high time to check up your task. Who wants to try? Well done!
Teacher: Are you ready? Let’s check this tack. | Учащиеся делятся на группы и выполняют письменное задание. Каждая группа выполняет свое задание, затем обмениваются информацией.
По одному представителю от группы делятся информацией с остальными учащимися. | Раздаточный материал с текстами для работы в группах
(Приложение 4)
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| 7. Чтение (Reading) | ~ 4 минуты
| Teacher: We talk a lot about natural disasters today. I think it’s time to remember people of brave profession who can save us in every dangerous situations. Look at the screen, please.
Teacher: Find ex 95 in your textbooks. We will read about these brave professions.
Teacher: and now complete a list that emergency workers do. Ex 96.
Teacher: Good of you. | учащиеся смотрят на слайды презентации и вспоминают названия профессий.
Учащиеся читают текст, выполняют задания.
Составляют список обязанностей. Отвечают. P: I think they should provide people with food and clothes.
| на доске слайды с изображениями спасательных служб.
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| 8. Завершение работы. Выводы. Оценка работы учащихся. | ~ 3 минуты | Teacher: Well, students let`s do the conclusion of our lesson. Do you remember the purposes of our lesson? Look at them once again. To remember all the words about natural disasters. To discuss some characteristics of natural disasters. To learn about emergency workers.
Teacher: Did we remember all the words about natural disasters today ?
Teacher: Did we discuss some characteristics of natural disasters?
Teacher: Did we learn about emergency workers?
Teacher: Have we already had a reflection?
Dear friends, I am quite satisfied with your work at the lesson today. I am pleased with your answers and work. Thanks for your participation. Your marks are: (учитель комментирует оценки, выставленные за работу на уроке)
|
P 1: Yes______
P2: Of course _____
P3: I think we ____
P 4: Not yet.
| на доске снова высвечиваются цели урока
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| 9. Домашнее задание (Home assignment)
| ~ 2 минута | Teacher: At home you have to do ex. 23, at p. 36 in your student books. | ученики записывают домашнее задание в дневники | слайд с домашним заданием |
| 10. Итог урока. Рефлексия
| ~ 2 минуты | Teacher: Thank you for the lesson once again and I want to know how do you feel today? There is a ray, a drop and a storm on your desks. Look at the blackboard. There are three pics on it: sun, cloud and tornado witch mean Boredom, excitement and confusion. Stick one of your point to one of the islands, please. So I will know what you think of our lesson
Teacher: Now you may be free. See you later. Bye-bye!!! |
Ученики прикрепляют монетки к островкам: Скука, Воодушевление и Смятение. Учитель комментирует, что по равнению с началом урока, настроение у некоторых изменилось!!! |
Картинки с островами прикреплены к классной доске
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| итого 40 минут |
Hurricanes are very strong ______ that come from the sea. Warm wet air rises in a spiral and goes faster and faster - over 160 km an ______. In 1992, “Hurricane Andrew”_____Florida. The people there had to _____their homes and move to other towns and wait. When the______arrived, it killed 15 people and_______thousands and thousands of buildings. More than 50,000 people had nowhere to live.
In _______ 1995 in the Netherlands, it rained and ______ for more than two weeks. The ______in the canals and rivers rose higher and higher and thousands of people had to ______ their homes because of the danger of ______. They went to other towns and ______ until the ______ fell again.
Sometimes in _____ climates, it does not ____ for a long time. This happened between 1968 and 1974 in The Sahel, in West _____. The ____changed direction and the _____ did not receive any rain for six years. Hundreds of ____of people and nearly half of the ______ in the area died because there wasn’t enough water. People had to walk many kilometers to find ______.
