Выбранный для просмотра документ animalsanimals lesson.doc
Form: 5b
Teacher: Albina Subkhankulova
Theme: Animals
The aim: to consolidate the material on the basis of grammatical speech samples through language clichés.
Educational objective:
· to create a positive attitude toward further study of the English language, thus arousing interest in the life and culture of other countries by means of collective problem solving.
· the development of children thinking, emotion , attention, imagination , memory, and cognitive and language abilities
· the formation of primary auditory pronunciation skills , as well as rhythm and intonation skills
Equipment: interactive board, computer, individual cards.
Innovation technology: Bloom’s Taxonomy of Educational Objectives, IKT
Procedure
1. Org. moment
The aim: today we’ll learn to tell and speak about different animals, and it will help us further to tell about animals that live in our country.
2. Knowledge
Memorize as more animals as possible
 |
|||||
 |
 |
||||
goose wolf hamster
3. Comprehension
Match the expressions with words
|
Elephants Parrots and cats Wild animals Birds Polar bears Pandas Whales |
Eat meat Can jump Are white Are the biggest animals Are pets and live at home Come from China Live in Africa Can fly |
4. Application
Complete the sentences about animals:
1. The crocodile can …..
2. Fish live in the ….
3. The wolf’s colour is …
4. Foxes like ……………..…. to eat.
5. …… come from Africa.
5. Analysis
Divide information into following parts:
- 
habitat
- food
-
abilities
- colour
and size
Text:
1. Elephants are one of the biggest animals in the world. They are grey with a big trunk and 2 tusks.
2. They can swim, run and wash themselves. But they cannot jump.
3. They eat grass and leaves of the trees.
4. Elephants live in Africa.
6. Synthesis
Compile the dialogue:
|
- What is your favourite animal? - Where do they come from? - Can they jump? - Do they eat grass? - They come from Asia. - No, they eat meat. - I like tigers. - Yes they can. |
- What is your favourite animal? - I like tigers. - Where do they come from? - They come from Asia. - Can they jump? - Yes they can. - Do they eat grass? - No, they eat meat. |
7. Evaluation
Make up your description of an animal using the model
I like _______ because it is _________ , it can
8. Results/ Home task
To prepare a story about your favourite animal.
- What is your favourite animal?
- Where do they come from?
- Can they jump?
- Do they eat grass?
- They come from Asia.
- No, they eat meat.
- I like tigers.
- Yes they can.
- --------------------------------------------------------------------------
- What is your favourite animal?
- Where do they come from?
- Can they jump?
- Do they eat grass?
- They come from Asia.
- No, they eat meat.
- I like tigers.
- Yes they can.
Bloom’s Taxonomy of Educational Objectives
|
№ |
step |
objective |
task |
||
|
1 |
Knowledge |
Exhibit memory of previously-learned material by recalling facts, terms, basic concepts and answers |
Memorize as more animals as possible
Farm - Wild - Pets |
||
|
2 |
Comprehension |
Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas |
Match the expressions with words
|
||
|
3 |
Application |
Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way |
Complete the sentences about animals: 1. The crocodile can ….. 2. Fish live in the …. 3. The wolf’s colour is … 4. Foxes like ……………..…. to eat. 5. …… come from Africa. |
||
|
4 |
Analysis |
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
|
Divide information into following parts: - habitat - food - abilities - colour and size
|
||
|
5 |
Synthesis |
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions |
Compile the dialogue: - What is your favourite animal? - Where do they come from? - Can they jump? - Do they eat grass? - They come from Asia. - No, they eat meat. - I like tigers. - Yes they can. |
||
|
6 |
Evaluation |
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria |
Make up your description of an animal using the model I like _______ because it is ________ , it can |
1. Knowledge
Memorize as more animals as possible
 |
|||||
 |
 |
||||
goose wolf hamster
total: 15
2. Comprehension
Match the expressions with words
|
Elephants Parrots and cats Wild animals Birds Polar bears Pandas Whales |
Eat meat Can jump Are white Are the biggest animals Are pets and live at home Come from China Live in Africa Can fly |
total: 8
3. Application
Complete the sentences about animals:
1. The crocodile can …..
2. Fish live in the ….
3. The wolf’s colour is …
4. Foxes like ……………..…. to eat.
5. …… come from Africa.
total: 5
4. Analysis
Divide information into following parts:
- habitat
- food
-
abilities
- colour
and size
total: 4
5. Synthesis
Compile the dialogue:
total: 4+4
6. Evaluation
Make up your description of an animal using the model
I like _______ because it is _________ , it can
total: 2
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Выбранный для просмотра документ animalsanimals.pptx
Скачать материал "Animals"
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1 слайд
Animals
pets
wild
farm
2 слайд
tortoise
dog
fish
cat
parrot
3 слайд
lion
tiger
elephant
crocodile
bear
rabbit
wolf
fox
giraffe
shark
whale
zebra
snake
4 слайд
horse
goat
sheep
cow
pig
duck
goose
cock
hen
5 слайд
Total result is 15
6 слайд
Match the expressions with words
7 слайд
8 слайд
Total result is 4+4
9 слайд
Make up your description of an animal using the model:
I like _______ because it is _________ , it can ______________.
10 слайд
Total result is 2
Total for the lesson is 42
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Рабочие листы
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Урок по теме «:Animals» начинается с повторения классификации животных: домашние, питомцы, дикие. В презентации предложена ассоциативная схема. Лексические единицы с визуальным поддержанием семантики слов для лучшего их усвоения. Гиперссылки на видеоматериал и флипчарт обеспечивает полное поддержание фона в течение урока. . Предложено планирование урока, который основан на поэтапном формативном оценивании учащихся. Упражнения для различных форм работы направлены на активизацию всех видов речевой деятельности.
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