5 класс. Мой город.

Тема: Мой город. Чтение

Класс: 5

Урок № 8

Тип урока: усвоение новых знаний.

Вид урока: традиционный.

Формы работы: индивидуальная, парная.

Цель: предполагается, что к концу урока учащиеся смогут рассказать о своем родном городе, будут уметь составлять монологическое высказывание на основе прочитанного текста.

Задачи:

Образовательная: содействовать развитию навыков говорения на основе прочитанного текста.

Воспитательная: способствовать развитию культуры взаимоотношений при работе в парах; содействовать развитию познавательного интереса через содержание учебного материала.

Развивающая: создать условия для развития коммуникативных навыков через разнообразные виды речевой деятельности.

Оборудование: доска, мел, компьютер, учебное пособие для 5 класса, раздаточный материал, таблица, наглядный материал.

Этап урока	Задача этапа	Деятельность учителя	Деятельность учащихся	Примечания
I. Организационно-мотивационный этап Организационный момент Целеполагание Речевая зарядка	Введение в атмосферу иноязычного общения Постановка цели и задач урока Развитие лексических навыков	Good afternoon, boys and girls! How are you today? I’m glad to see you all here.  What date is it today? Where are you from? Where do you live? The topic of the lesson is on the board. But you need to guess the second word. “My owtn “. (“My town”) Do you know what we are going to speak about? Today we are going to speak about our native town. What is the name of our town? The topic of our lesson is “My town”. The aims for the lesson today are: ü to revise the words; ü to speak about Minsk; ü to read a text; ü to speak about our town. Let’s stick them on the board. At the end of the lesson, we will return to our aims. And if we achieve them we will put plus “+”. Now, we are going to have a competition. I am going to spell a word or a word combination and you are to guess and say what it is. Make a sentence with these words. 1.    s-c-h-o-o-l 2.    b-a-n-k 3.    c-h-u-r-c-h 4.    m-u-s-e-u-m 5.    b-r-i-d-g-e  Work in pairs and continue our “Spelling game”. Let’s revise the names of some buildings. I have some cards with the names of different buildings. You are to choose one card and try to explain what building it without naming it. 1.      A very big place where people can buy food. (a supermarket) 2.      A place where people buy food for their pets. (a pet shop) 3.      A place where people watch films. (a cinema) 4.      A place where people go if they are ill. (a hospital) 5.      A place where people go to buy books. (a book shop) 6.      A place where people go to read books. (a library) 7.      A place where people learn the history of the town. (a museum) 8.      A place where people go to get money. (a bank) 9.      A place where people go if they want to send cards. (a post office) 10.  A place where people go to drink coffee. (a café)	T – Cl. Учащиеся дают варианты ответов. Учащиеся предполагают, чем будут заниматься на уроке. Р1, Р2, Р3. Учащиеся читают цели урока. Cl. T – Cl. Учащиеся на слух по буквам определяют слово. P1 – P2. Учащиеся работают в парах, продолжая задание. Учащиеся выбирают карточку и объясняют слово не называя его. P-Cl.	Topic Aims
II. Операционно-познавательный этап Входной контроль Предтекстовый этап Текстовый этап Физкультминутка Послетекстовый этап Закрепление изученного материала Выходной контроль	Актуализация знаний по теме. Снятие языковых трудностей Чтение текста Проверка понимания прочитанного А)соответствие предложений тексту В) нахождение информации Снятие мышечного и эмоционального напряжения А) составление плана текста Б) формирование монологической речи по тексту В) закрепление монологической речи	Stand up, please. Stand in front of your desks (opposite your desks, behind, next to, between). Look left (right, straight). Write correct words under the pictures. Ex. 1a, p. 39. WB. Look at the board, please. There is a map of the city. Use this map and tell me how to get to these places: 1.         from   the café to the supermarket 2.         from the supermarket to the bank 3.         from the bank to the library     Black Street Orange Street           Red Street We’ve learnt some information about Minsk. Let’s revise some information. Work in pairs. Answer my questions, please. Minsk 1. Is Minsk a little town? 2. When was Minsk founded? 3. How many people live in Minsk? 4. When was the new railway station built? 5. What is the oldest place in Minsk? 6. Which is the most beautiful theatre in Minsk? 7. What square is in the centre of Minsk? What places do you know in Minsk? Look at the pictures and tell me what you can see. Match the names of the places with their pictures. Some of our friends live in Minsk. What are their names? (Nikita and Nastya).  And she sent an email to us. Read Nastya’s email. Ex. 1a, p. 55. Read the texts in turn. What is Nastya’s favourite place in Minsk? What does she like to do there? I have got some strips of paper. They are different colours. Choose one strip and try to answer whether the sentences are true or false? There are two columns on the board (True/ False). Stick your sentence to the correct column. -           Are the sentences true or false? 1.  Nastya lives in Minsk. 2.  Minsk is famous only for its monuments. 3.  There is no place for children in Minsk. 4.  Nastya’s favourite place in Minsk is the Opera and Ballet House. 5.  The Troitskoye Suburb is in the centre of Minsk. 6.  There is the Svisloch river in this part of Minsk. 7.  There are a lot of houses but there aren’t any shops there. Key to the task: 1.  True. 2.  False. Minsk is famous for its museums, theatres, gardens and monuments. 3.  False. Children can have fun in amusement parks. 4.  False. Nastya’s favourite place in Minsk is the Troitskoye Suburb. 5.  True. 6.  True. 7.  False. There are a lot of houses, shops, cafes and museums there. Work in pairs at first and then I will ask you some questions. Answer the questions. 1.  Where does Nastya live? 2.  What is this city famous for? 3.  What is her favourite place in Minsk? 4.  Where is it? 5.  How long does it take her to get there? 6.  Who does she go there with? 7.  What does she like to do there? Key to the task: 1.  Nastya lives in Minsk. 2.  Minsk is famous for its museums, theatres, gardens and monuments. 3.  Nastya’s favourite place in Minsk is the Troitskoye Suburb. 4.  The Troitskoye Suburb is in the centre of Minsk in Bogdanovich Street. 5.  It takes her 20 minutes to get there by car. 6.  Nastya goes there with her family. 7.  She likes to walk along its quiet streets, look at the river and enjoy the past. Let’s relax and have fun. Sing and dance with me. If you happy, happy, happy – clap your hands (3 times) If you angry , angry, angry – step your feet (3 times) If you scared, scared. scared – say , oh no (3 times) If you sleepy, sleepy, sleepy – take your nap (3 times) If you happy, happy, happy – clap your hands (3 times) Let’s make a plan of these texts. Write down important words to each point of the plan. Put the parts of the plan in the correct order. Ex. 1b, p. 56. PB. Complete the sentences about yourself. Work in pairs. 1. I am from ______. 2. I live in ________. 3. I live at _________. 4. There is _________ in front of my house. 5. There is __________ behind it. 6. There is __________ next to my house. Draw your house and what is near it. Present your story. Do you like your town? What is your favourite place in Mozyr? How often do you go there? What do you do there?	Cl. Учащиеся выполняют команды учителя. P1- P2. Учащийся задаёт вопрос своему однокласснику, на который второй отвечает. T – Cl. Учащиеся смотрят на картинки и отвечают на вопрос учителя. Чтение текста по цепочке. P1, P2. Учащиеся выбирают разноцветные полоски бумаги, читают предложения вслух, отвечают «верно – неверно» и вешают листочки на доску (на доске две таблички). P1 – P2 Учащиеся в парах отвечают на вопрос. CL. Учащиеся поют и танцуют T – Cl. P1 – P2 Учащиеся составляют предложения о своем городе, используя таблицу. Учащиеся рисуют свой дом и рассказывают о его местоположения. T- P1	Схема города на доске Cards Pictures Cards Cards Music Cards with the table
III .Рефлексивно-оценочный этап Рефлексия Домашнее задание Подведение итогов урока. Выставление отметок	Формирование способности к самоанализу результатов учебной деятельности Предъявление и объяснение домашнего задания Оценка активности учащихся и речевой деятельности	-          Look at the table, please. What can you do now? I can easily It is not easy for me Sorry, I can’t spell words speak about Minsk say if the sentences are true or false according to the text answer questions using the text tell where I live Open your record books and write down your hometask. Your hometask is ex. 2, p.56. PB. Write a letter to Nastya. Be ready to present your letters because we are going to send her a video letter. Your marks are … . Положительная отметка. I’m satisfied with your work today. Your answers were full and nice. You were active during the lesson. You have ____ (8, 9, 10). Нейтральная. Your work was good, but not enough. You should read more (learn the words). You have ______ (6, 7). Негативная. You were not active. You should be more attentive (active). Unfortunately, you have ______ (3, 4, 5)	Учащиеся строят предложения, высказывая, что они научились делать за этот урок. Учащиеся записывают домашнее задание и объясняют, что необходимо сделать.	Cards with the table H/t on the board