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Инфоурок / Иностранные языки / Конспекты / Краткий и подробный конспект урока на тему «The Food Chain» с доп. материалом, 7 класс (Spotlight 7, В. Эванс, Д. Дули).

Краткий и подробный конспект урока на тему «The Food Chain» с доп. материалом, 7 класс (Spotlight 7, В. Эванс, Д. Дули).



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  • Иностранные языки

Поделитесь материалом с коллегами:

Анна Рудковская, учитель английского языка

МБОУ «СШ №40»

Form: 7 School №40 Date: April 6, 2016

Teacher: A. Rudkovskaia

Topic: “The Food Chain”

Visuals: student’s books, the whiteboard (a slide show), worksheets

Language:

Lexis: related to elements of a food chain

Blackboard

Date/Day of the week: April the 6th, Wednesday

Homework: SB p. 83, ex. 5 (make your own food chain and prepare to present it)

I. Entry

10 min.

1) Greeting

1 min.

2) Teacher’s introductory

1 min.

3) Lead-in activities

8 min.

II. Follow-up activities

28 min.

1) Word-work


a) defining a mining of “the food chain”

4 min.

b) gap filling

8 min.

c) giving English equivalents

7 min.

d) filling the missing information

5 min.

e) making a food chain

4 min.

III. Closure

2 min.

1) Giving marks and saying good bye

1 min.

2) Setting the homework

1 min.

Procedures:

I. Entry 1) Greeting

T: Good morning boys and girls.

How are you today?

Cl: Fine, thanks. And you?

T: I’m very well, thanks. I am glad to see you.

Cl: We are glad to see you too.

T: Sit down, please.

Tell me, what date is it today?

P1: Today is the 6th of April.

T: What day of the week is it today?                      

P2: It is Tuesday.

T: Who is absent today?

P3: Everybody’s here.


18.00

TPs

2) Teacher’s introductory

T: Today, we are going to speak about ecosystems, plants and animals and learn how they are connected with each other in a food chain. You will learn some new words and present your groups food chain to the class.

18.01

TT

3) Lead-in activities

T: Ok, let’s start.

Can you tell me some of the different ecosystems that are in our world today?

P1: Tundra, ocean, forest

T: Right you are! Look at the whiteboard (slide 2), what else can you see in the pictures?

Cl: Desert!

18.02

TPs

T: So the theme of our lesson is “The food chain”. You will learn why the food chain is important and how to take care of ecosystems in our world.

Open, please your books, page 83. As we’re talking about animals in ecosystems, they are divided into 3 types. Look at ex. 1 and name these types (slide 3). Which animal only eats plants (herbivore)?

P1: A grasshopper.

T: Eats other animals (carnivore)?

P2: A snake and a hawk.

T: So do you think people are herbivores or carnivores? That was a tricky question. The matter is people are not herbivores or carnivores because they eat both plants and meat. They are omnivores.

T: Divide into 2 groups and take your worksheets, please. Now your task is to divide the animals you see in the pictures into 3 groups. Each group answers one by one and gets points if they are right (1 point).

(slides 4-17)

Check answers (slide 18):

18.03

T→ P1, P2, P3


18.06

TT

18.07

HERBIVORE

grasshopper

plankton

horse

greenfly

CARNIVORE

owl

shark

hawk

ladybird

snake

fox


OMNIVORE

raccoon

fly

bear

rat

Gr1, Gr2

II. Follow-up activities 1) Word-work

a) defining a mining of “the food chain”

T: Good. Now, think of what a food chain could mean?

Look at a whiteboard, please (slide 19).

Cl: Everything is connected to everything else (the 1st law of Ecology)

P3: I think a food chain is a cycle that shows how each living thing, a plant or an animal, eat each other in an ecosystem. Each living thing in the food chain is food for the next living thing and so on.  

T: Let’s read the definition of the food chain in ex. 2 of your books.

P4: Food chain – a series of living things which are linked to each other because each thing feeds on the next one in the series.

T: So food chain consists of some components. What are they?

P5: Producer; consumer (primary, secondary, tertiary, quaternary), decomposer, and nutrients.

T: Let’s learn more about them.


b) gap filling (ex. 3, p. 83)

I’d like you to read the text on p. 83 and fill in the gaps with the correct word. Now listen and check your answers.

Check answers (slide 20):

1) the, 2) are, 3) as, 4) they, 5) these, 6) them, 7) there, 8) the



18.10

T→ P1, P2, P3






18.14

TT

18.14

Gr1, Gr2

c) giving English equivalents

T: What’s a producer? Find in the text.

- A living thing that uses sunlight and water to eat;

What’s a consumer?

- A living thing that eats another plant or animal to get energy;

What’s a decomposer?

- A living thing that uses dead animals as food;

What does food chain provide?

- food chain provides the energy for all living things;

T: Now, look in your worksheets again. Try to match new words from the text to their definitions and Russian equivalents, using your dictionaries.

Check answers (slides 21-23):

18.22

T→ P1, P2, P3



18.25

herbivore

carnivore

omnivore

to provide

to survive

bacteria

fungi

extinction

break down

compounds

травоядное

плотоядное

всеядное

обеспечивать

выживать

бактерии

грибки

вымирание

разрушать

соединения, компоненты


- a living thing that only eats plants

- a living thing that only eats meat

- a living thing that eats both plants and meat

- to give something

- to continue to live after dangerous situation

- very small organisms

- plants that have no leaves and flowers

- the dying out of a species

- to destroy

- components or substances

Gr1, Gr2

d) filling the missing information

T: Now, look again at the food chain (slide 24) and fill the missing information in your worksheets.

Check answers (slide 25):

1. decomposer

2. secondary consumer

3. tertiary

4. nutrients

18.29

TT

18.33

Gr1, Gr2


e) making a food chain

T: Now, each of you in two groups draws an element of a food chain (on pieces of sheets). I will add points to a group that will come to the blackboard and take the right place in your own food chain cycle faster than another group.


18.34

Gr1, Gr2

III. Closure 1) Giving marks and saying good bye

T: Our lesson is coming to the end. Now try to remember 10 new words and make up the sentences with them (+ points).

Now you have 2 minutes to complete the results of the lesson for you. Pass your worksheets to me, please.

Now, your marks to your partners.

Captain gr. 1: …

Captain gr. 2: …


18.38

TT

18.38

Ps

2) Setting the homework

T: You’ve worked hard this lesson. Now I’d like you to open your daybooks and write down your home task for tomorrow.

SB p. 83, ex. 5 (make your own food chain and prepare to present it)

18.39

TT



ИТОГИ: В среду дети приходят ко мне заниматься последним уроком. Поэтому в этот день я стараюсь не нагружать их грамматическим материалом, а больше создавать игровую атмосферу на уроке. Данный урок очень понравился учащимся и мне самой. Времени по плану хватило на выполнение всех заданий.














WORK IN GROUPS

1.

HERBIVORE


CARNIVORE


OMNIVORE

















Points:


2.


3.


herbivore

carnivore

to provide

bacteria

omnivore

to survive

break down

fungi

compounds

extinction


Points:


плотоядное

травоядное

всеядное

обеспечивать

выживать

грибки

бактерии

вымирание

компоненты, соединения

разрушать

a living thing that only eats plants a living thing that only eats meat

a living thing that eats both plants and meat

to give something

to continue to live after dangerous situation

very small organisms

plants that have no leaves and flowers

the dying out of a species

to destroy

components or substances

4. 1) __________________________

2) __________________________

3) __________________________

4) __________________________

Points:



TOTAL:

5



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Дата добавления 10.04.2016
Раздел Иностранные языки
Подраздел Конспекты
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Номер материала ДБ-020007
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