Конструкт урока по теме "Wonderful Wildlife"

Этапы урока

Технологии, методы, приемы

Ход урока

Формируемые УУД

Этап мотивации к учебной деятельности.

Цель - осознанное вхождение учащегося в пространство учебной деятельности.

Метод - словесный

Форма - фронтальная

Технологии – игровые

2 minutes

Этап актуализации знаний по предложенной теме и осуществление первого пробного действия

Метод – наглядно-иллюстративный, аналитический

Форма - индивидуальная, парная

Технологии – ИКТ

3 minutes

4 minutes

Этап выявления затруднения: в чем сложность нового материала, что именно создает проблему, поиск противоречия

Метод – анализ и постановка проблемы

Форма – фронтальная

Технологии - формирующего оценивания

3 minutes

Этап реализации выбранного плана по разрешению затруднения. Это главный этап урока, на котором и происходит "открытие" нового знания.

Метод – наглядно-образный, театрализация

Форма – парная, групповая

Технологии - смыслового чтения, диалоговые

7 minutes

3 minutes

Этап включения в систему знаний и умений

Метод - проект

Форма – групповая

Технологии - дифференцированного обучения

12 minutes

Greeting (приветствие).

- Good morning, children! I’m glad to see you. Sit down girls, sit down boys.

Warming up.

• Take a card with a poem. Let’s read the poem all together (карточки со стих.)

Panda, panda, black and white (карточки у учителя в руке)

Early morning dark of night.

It is afraid of a lot of noise,

Say “Hello” in a quiet voice.

zebra, zebra, black and white

Early morning dark of night.

It is afraid of a lot of noise,

Say “Hello” in a loud voice.

monkey, monkey, black and white

Early morning dark of night.

It is afraid of a lot of noise,

Say “Hello” in a funny voice.

tiger, tiger, black and white

Early morning dark of night.

It is afraid of a lot of noise,

Say “Hello” in a slow voice.

(с прилагательными quiet, loud, funny, slow учитель показывает карточки)

-OK, hello everybody. I am very glad to see you today. My name is Svetlana Sergeevna and I’ll be your teacher of English today. Today we have a lot of guests, let’s turn to them and say “Hello”. All right! Let’s start!!!

-So, children turn off your paper, you can see different smiles. Now take the pen and circle the smile you like most of all now. Good work!

• So, children I invite you to travel with me today. I propose you to sit comfortably and smile to each other. You are going to listen to some sounds and try to guess what these sounds mean. Remember them, please. Shut your eyes and imagine that you have come to …

звук 1 звук 2 звук 3 звук 4

Forest sea jungle tundra

- Ok, open your eyes, please. So, here are some photos of the habitat of the animals.

-Habitat??? (What’s this???) It’s a place where animals live. Do you understand?

What was the first place according to the sound you’ve heard, the second, the third and the forth. Well done, good work! And do you know any animals living there.

(Learning apps)

• So, you can see different animals in the screen. Your task is to match the animals with the places they live in. One pupil will work with programme. The rest of the class join in pairs, please. Take the envelope with the pictures and the words and do the same.

• I’ll tell you the group of animals and you should listen to carefully, then stand up and go to the picture showing the place where they live in. You can see pictures on the walls in the corners of the classroom. OK, are you ready?

1 group – a wolf, a deer, an arctic fox (tundra)

2 group – the Amur tiger, the Far East leopard (forest)

3 group – white-faced dolphin, sea lion, walrus (sea)

4 group – elephant, rhino, golden monkey (jungle)

So, thank you, it was great, you may sit at your places.

Целеполагание

- And now look at these animals one more time. Why do we have them, not lions, dogs, bears? (They are endangered animals)

- And where can we read about endangered animals? So, what do you think what the topic of our lesson is? – wildlife nature. So, I think that we shouldn’t know this information and what do you think? Try to prove. You have self-assessment card, take them, please and find task 1 “Reflection of the content”. Here is a table with questions. Answer the questions and complete the table with your answers.

1. Reflection of the content.

- Well, pupils. You know that the Amur tiger is a special animal in our country. Why?

Yes this animal is endangered now. And do you want to know more information about it? OK, the task for you is to read the information working in pairs about the Amur tiger and fill the scheme according to the text.

It lives in… It has got …

It usually eats … The Amur tiger

It can … It can’t …

The Siberian tiger, also known as the Amur tiger, is the largest cat in the world. Siberian tigers live in eastern Russia's forests, parts of northeastern China and North Korea. Siberian tigers are rusty-red or rusty-yellow with dark brown stripes, they have white fur on their face and paws. The tigers can jump very well and hunt different animals such as deer, hare, boar, rabbits and sometimes birds and fish. The Amur tigers can’t climb the trees. Their weight is 170-250 kg. and their height is 115 centimeters.

-By the way, your time is up. So, let’s imagine that … is a correspondent of a local newspaper “Gorodok”. Take glasses and microphone, please and put them on. He/she wants to get the information about The Amur tiger. She/he will take an interview with you and you should give your answers using the information from the text.

Hello, my name is …

I am a correspondent of a local newspaper “Gorodok” and I am interested in the Amur tiger.

1. Where does the Amur tiger live?

2. What color is it?

3. What can this animal do?

4. What can’t the Amur tiger do?

5. What does it usually eat?

6. Is it endangered or not?

• And now, compare you scheme with my table and evaluate your work in the self-assessment card. Find task 1 and 2 (read criteria and put your score in the first and the second task).

2. Evaluation during each stage.

- Well, boys and girls, we have just made the first page about The Amur Tiger in our book. Don’t forget that this animal is rare and endangered. What book can we make today? (The RED DATA BOOK).

- To create other pages of our book I want you sit together in the groups according to your interests and skills.

1) Who likes to search the Internet? (You’ll be the first group. Now take the task and work with the Internet and sites given in the paper)

2) Who likes to draw and paint, who will be the future artist? (Your task is to study the pictures carefully and write the information in your paper).

3) Who likes tables, charts? (In your paper the information is given in the table and you should fill it).

4) And the last group consists of ordinary people that prefer Student’s book. (read the task in your paper and deal with it).

- We have some rules!!! If you listen to the phrase “Stop Game”, put off everything and be ready present your page.

(presentation of the pages)

-Well done! Our book is full of content now.

Self-assessment card (task )

Личностные: самоопределение, cмыслообразование, внутренняя позиция школьника.

 Регулятивные УУД: организация и саморегуляция своей учебной деятельности, мобилизация сил и энергии к волевому усилию.

Коммуникативные: сотрудничество с учителем и сверстниками, управление своим поведением, планирование учебного сотрудничества.

Этап рефлексии учебной деятельности

Цель - проверка достижения собственной цели, оценка эмоционального состояния и активности на уроке каждого обучающегося.

Технология оценивания достижений учащихся

Форма – индивидуальная

Метод – наглядно-иллюстративный

5 minutes

Подведение итогов.

I am really happy to be with you here today. I suppose that also have good experience today. Let’s sum up our results. Take your cards and count your score for 3 criteria, please.

0-2 – Try again!

3-5 – You can better!

6-7 – Good work!

8-9 – You are the best today!

Предъявление Д/З

Базовый уровень – учебник стр.

Творческий уровень – создание страницы из «Красной книги»

Рефлексия

www.worldwildlife.org/pages/together_possible

- I want you raise your cards (red if you don’t really want to care about animals and help our planet, yellow card if you…

And green card if you are interested in this topic and you join

Личностные: смыслообразование, адекватное понимание причин успеха / неуспеха в учебной деятельности

Регулятивные: волевая саморегуляция, оценка.

Коммуникативные: сотрудничество с учителем и сверстниками.