Животный мир континентов

План-конспект урока английского языка

Дата: 06.04.2026

Класс: 5 «Ж»

Учитель: Шек Дарья Владимировна

Тема: Животный мир континентов. Восприятие и понимание речи на слух.

Тип урока: комбинированный

Цель: совершенствование навыков говорения, чтения и грамматических навыков (наречия)

Задачи:

Образовательная: способствовать развитию навыков говорения, изучающего чтения и употребления наречий образа действия (на -ly).

Воспитательная: создать условия, обеспечивающие воспитание интереса к окружающему миру и бережного отношения к природе.

Развивающая: способствовать развитию памяти, внимания, логического мышления и воображения учащихся.

Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут называть животных и места их обитания, а также описывать их действия, используя изученные наречия.

Оборудование: доска, компьютер, аудиозаписи.

Дидактическое оборудование: учебник Английский язык, карта мира, наглядный материал с изображениями животных.

Ход урока

I. Организационно-мотивационный этап. Введение в тему урока и определение целей.

T: Good afternoon, boys and girls! How are you today? Today we are going to travel to different continents and learn about the animals and birds that live there.

Речевая зарядка. Совершенствование навыков говорения.

T: Look at the map. Let’s revise the names of the continents and different places.

It’s Africa. There’re a lot of grasslands there.

(Учащиеся называют известные им континенты).

Проверка домашнего задания.

T: But before we’ll speak about animals and birds from different continents let’s check up your homework and revise some information about different place in Belarus. What was your hometask?

(Проверка упражнения 4а)).

II. Операционно-познавательный этап.

Развитие навыков лексики и говорения.

а) Предтекстовый этап. Введение лексических единиц.

T:And now, pay attention to the board. On the black board you may see some pictures and words. Let’s repeat the names of the animals after me.

(Отработка произношения: a kangaroo, a rhino, an ostrich, a whale, an eagle, a polar bear, a koala, a shark, a dolphin, a camel, a panda, a lizard, an octopus, a penguin, a cheetah).

Who wants to read all these words? Well done!

б) Первичное закрепление лексики.

T: And now you know all the new words and we can move on. When do we use article a/an? Good! I’ll give you cards and your task is say, for example: “I’ve got, who’s got a/an…?” Do you understand the task? Let’s start!

Also, on the board you may find the pictures of our animals. Your task is to place the animal to the right continent and tell where these animals live”.

Model: I think ostriches live in Africa.

Ответы (Keys):

I think kangaroos live in Australia.

I think rhinos/cheetah live in Africa.

I think whales live in oceans.

I think eagles live in America and Europe.

I think s live in Australia.

I think sharks/dolphins live in the seas.

I think camels live in Africa and Asia.

I think lizards live on many continents.

I think octopus live in water.

I think polar bears live in the Arctic.

I think penguins live in Antarctica.

I think pandas live in Asia.

I think koalas live in Australia.

Very well!

T: Ex.1c. Which animals are...? Look at these part of the board. We have adjectives here. What is the adjective? Right! Our task is to put the name of the animal to the adjective to describe it.

Ответы (Keys): Kangaroos are funny.

Slow: a lizard, a koala.

Noisy: an eagle, a parrot.

Fast: a cheetah, a shark, a dolphin.

Beautiful: an eagle, a dolphin.

Clever: a dolphin, an octopus.

Funny: a penguin, a koala.

Quiet: a lizard, a rhino.

Физкультминутка.

T: Let’s have a rest. Watch a video and repeat. “immersive interactive warm-up”

Now we can to continue our lesson.

в) Текстовый этап. Чтение и аудирование.

T: The next task is in your book. Ex. 2, p. 85. First of all, listen to the text, then read and guess the bird.

(Учащиеся слушают и читают текст).

T: Which bird is it?

Ответ (Key): It is a penguin. Right!

So, look through the text one more time and tell me, what can you see in it? (words in bold). Read them. Good!

г) Введение грамматического материала. Grammar secret.

T: These words are called adverbs. Look at the table in ex. 3. We use adverbs to describe actions. Usually we add -ly to an adjective.

Slow + ly = slowly.

But remember: Good - well, Fast - fast.

Let’s practice. Beautiful whales have come to us so that you can practice creating adverbs. I’ll give you 3 minutes for you. Let’s check your answers.

Ex. 4. Work in pairs. Ask and answer questions and we’ll listen to you.

Ответы (Keys):

Do tigers walk slowly? No, I don't think they do. They walk quickly.

Do sharks swim fast? Yes, I think they do.

Do lizards run fast? Yes, I think they do.

Do koalas eat quietly? Yes, I think they do.

Do parrots fly noisily? Yes, I think they do.

д) Закрепление материала.

T: Ex. 5a. What do you know about rhinos? Make sentences.

Ответы (Keys):

I know that rhinos live in Africa and Asia.

I don't think rhinos eat meat.

I know that rhinos eat grass and leaves.

I know that rhinos can run quickly.

And we have a delivery. Someone brought a crossword puzzle to class so that you could write down the names of the animals studied today. Do it in pairs, please.

III. Рефлексивно-оценочный этап.

а) Подведение итогов урока.

T: The lesson is coming to the end. What new animals and birds have you learned today? What adverbs can you use to describe them?

б)Выставление отметок.

T: Your marks are the following... (Учитель комментирует оценки).

в) Рефлексия учащихся.

T: “Feed the hippo”

Our hippo is hungry. To feed him, write one thing you learned today on your paper. (Ученики пишут слово или предложение, например: I know where pandas live или I can use -ly adverbs, и прикрепляют к картинке).

г) Предъявление д/з.

T: Your hometask will be ex. 6, p. 86. Make up a riddle about one of the animals. Use the Help Box.

The lesson is over! You can be free!