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пИЩЕВАЯ ЦЕПОЧКА. Пищевая цепочка. Пищевая цепочка. (The food chain) spotlight modul extensive reading. Across the curriculum
РАЗРАБОТКА УРОКА
ТЕМА: ПИЩЕВАЯ ЦЕПОЧКА. (THE FOOD CHAIN) /SPOTLIGHT 7. MODULE8. EXTENSIVE READING. ACROSS THE CURRICULUM.
Учебный предмет: английский язык
Категория обучаемых: учащиеся 7 класса
Тип урока: комбинированный, интегрированный
Цель урока: Формирование лексических навыков при обучении чтению и развитие учебно-познавательной компетентности учащихся.
Планируемые результаты:
Личностные
1.Развитие навыков коллективной учебной деятельности, умения работать в группе.
2.Развитие экологического сознания; знание основных принципов и правил отношения к природе.
Метапредметные
Коммуникативные
1.Читать текст с целью поиска информации.
2.Устанавливать рабочие отношения; взаимодействовать с учителем и сверстниками.
3.Развивать коммуникативную компетенцию.
Регулятивные
1.Развивать мотивы и интересы познавательной деятельности.
2.Учитывать выделенные учителем ориентиры действия в новом учебном материале в сотрудничестве с педагогом и самостоятельно.
3.Осуществлять регулятивные действия самоконтроля и самооценки в процессе коммуникативной деятельности.
Познавательные
1.Выделять и фиксировать в тексте нужную информацию.
2.Осознанно строить свое высказывание в соответствии с поставленной коммуникативной задачей.
3.Выполнять логические действия сравнения, анализа, обобщения.
4.Овладевать исследовательскими учебными действиями, в том числе навыками работы с информацией.
Предметные
1.Уметь употреблять лексику по темам «Экология» и «Пищевая цепочка».
2.Овладевать навыками чтения.
3.Овладевать навыками диалогической и монологической речи.
Ресурсное обеспечение урока:
1.Учебник SPOTLIGHT 7 (Student’s book) Ю.Е.Ваулина, В.Эванс, Д.Дули, О.Е. Подоляко. – М.: Express Publishing: Просвещение, 2020.
2.Презентация к уроку “Power Point”, аудиозапись
3.Компьютер, проектор.
4.Доска.
Ход урока:
I.Организационный момент
T: Good morning my dears! I’m glad to see you. Before we start, I’d like you to divide into 2 groups.
T: Well, sit down, please.
II.Целеполагание. Мотивация к деятельности. Актуализация знаний.
Т: I want you to look at screen. Let’s watch a video.
(Просмотрвидеоролика «The Food Chain»)
T: How do you think, what’s the theme of our lesson?
Ответы учеников
Т: Verygood! You are right! 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 (slide 1)
III.Речевая зарядка,
T: Tell me, please:
— What do all creatures need for living?
— What do different animals eat?
— What does ecosystem consist of? / What are the components of ecosystem?
(Ecosystem is a place and all the things that live in it)
Ответыучеников
T: Open, please your student’s books, page 83. As we’re talking about animals in ecosystems, they are divided into 3 types. Look at exercise 1 and name these types.
— What do herbivores eat?
— What do carnivores eat?
— What do omnivores eat?
Ответыучеников
T: Take your worksheets please. Now your task is to divide the animals you see in the pictures into 3 groups. ((slide 2: a raccoon, an owl, a shark, a grasshopper, a hawk, plankton, a ladybird, a horse, a fly, a snake, a bear, a greenfly, a fox, a rat). Each group answers one by one and gets points if they are right. I’ll give 2 minutes.
Работавгруппах
T: The time is over. Let’s check up.
IV.Организация познавательной деятельности учащихся.
T: Everything is connected to everything else. So, ecosystem unites living things in a food chain. What is a food chain? How can you describe it?
(Ответыучеников) (slide 3)
T: Let’s read the definition of the food chain in ex.2 of your SB.
Food chain – a series of living things which are linked to each other because each thing feeds on the next one in the series. (slide 4)
T: So food chain consists of some components. What are they? Let’s learn more about them.
T: I’d like you to read the text on page 83 and fill in the gaps with the correct word.
T: Now listen and check your answers. (аудиозапись)
What’s a producer?
What’s a consumer?
What’s a decomposer?
What does food chain provide?
T: Now, look in your worksheets again. Try to match new words from the text to their definitions and give Russian equivalents, using your dictionaries.
herbivore - травоядное
carnivore - плотоядное
omnivore - всеядное
to provide - обеспечивать
to survive - выживать
bacteria - бактерии
fungi - грибки
extinction - вымирание
break down - разрушать
compounds – соединения, компоненты
T: Now, look again at the food chain and fill the missing information in your worksheets.
T: At home write these words in your vocabulary books together with their meaning.
V.Закрепление изученного материала
T: No matter what kind of ecosystem it is, the food chain really starts with something that isn`t living at all – the Sun. You know this, but plants need sunlight and water to grow just like you need food to grow (slide 5).
In groups, discuss my questions and write your answers. I’ll give you 5-6 minutes. Then you will present your answers each other.
Answer the questions 1- 8 (slide 6).
1. What is a living thing that eats and grows by turning sunlight into food?
2. So, do you think humans are producers? How about lions? Rabbits? Ants?
3. What do these living things need to eat to get energy?
4. What are the living things called?
5. Can you say “consumers”?
6. What is a decomposer ?
7. What is an example of decomposer?
8. What do you think will happen if one of the living things in the food cycle, all of a sudden, vanishes? What do you think will happen to the animals that eat these living things and depend on them for food?
T: Now, in groups you will try to make your own food chain. You should draw the scheme and add pictures and labels. Then you’ll present your chain to the class. You may use texts in your worksheets as an example. I’ll give 4 minutes.
VI.Рефлексия. Подведение итогов урока
T: Our lesson is coming to the end. Try to remember 10 new words and make up the sentences with them.
T: Now you have 2 minutes to complete the results of the lesson for you. Pass your worksheets to me, please.
T: Well, your marks to your partners.
T: At home you will ex. 5 at page 83. You must make your own food chain and prepare to present it.
T: Thank you for the lesson. You have worked very well. I’m pleased with your work (slide 7).
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