« Животные, которые находятся под угрозой исчезновения» Конспект урока по английскому языку в 9 классе Морозова Нонна Николаевна, учитель английского языка МБОУ «Гимназия 1» Красноярского края, г. Норильска 2014

Цели: К концу урока учащиеся смогут рассказать о проблеме животных, находящихся под угрозой исчезновения и найти ответы на вопросы, почему эти животные находятся на грани исчезновения. Оборудование: иллюстрации животных, схема на карточках, слова и крылатые выражения по теме на карточках, учебник «Enterprise plus»Д. Дули, В. Эванс.

Brainstorming

Why do people destroy the animals habitats?

The animals voices are silent. But their cries can be heard if you care enough to listen. Gerry Brehm

Aim: By the end of the lesson you will be able to discuss a problem of endangered species and to find out the answer why these animals are becoming extinct. You will be able to research and take notes on three or four endangered species; discuss the ways that human activities contribute to declining biodiversity; and devise plans to help protect endangered species.

What endangered species do you know?

Where do they live?

Which words come to your mind when you hear the word Endangered animals ?

Define the terms "habitat," "wildlife," and "extinct. to rescue a.animals which live freely in nature panda b.to save something from danger a charity c. a natural environment where humans dont live wildlife d. an organisation that helps the poor or the sick the wild e. the type of place where a particular animal usually lives a habitat f. a kind o wild animal. Its black and white Its cute, cuddly and lots of fun extinct g No longer in existence; having died out. destruction h The act of destroying, putting an end to the existence of something.

Language and vocabulary usage Length of Performance At least 5 lines per person Theme development Appropriate Facial Expressions Your name and surname you Your group mate

Beginning 2 Developing 3 Accomplished 4 Exemplary 5 Score Language Usage Report is presented in English, but filled with numerous grammatical errors Report is presented in English, but filled with considerable grammatical errors some grammatical errors few grammatical errors Report is presented in English, but filled with numerous grammatical errors Length of Performance Performance lasts under 1 minute, with no major gaps or 1-2 minutes with some gaps lasts 1-2 minutes, with no major gaps or 2-3 minutes with some gaps Performance lasts 2-3 minutes, with no major gaps or 3-4 minutes with some gaps Performance lasts 3-5 minutes, with no major gaps Performance lasts under 1 minute, with no major gaps or 1-2 minutes with some gaps At Least 5 lines per person/ pronunciation/ inflection Most of report centers around 1 member, with others having less than 5 lines, poor pronunciation and inflection 2 group members had less than 5 lines, fair pronunciation and inflection At least 1 group member had less than 5 lines, good pronunciation and inflection At least 5 lines per person, excellent pronunciation and inflection Most of report centers around 1 member, with others having less than 5 lines, poor pronunciation and inflection Theme Development One of given themes was not developed or was poorly developed One of the given themes was minimally developed One of the given themes was developed well, but with some confusion One of the given themes was developed very well One of given themes was not developed or was poorly developed Appropriate Facial Expressions/ Body Movements Little to no usage of facial expressions/ body movements Inconsistent usage of facial expressions/ body movement Generally appropriate usage of facial expressions/ body movements Excellent usage of facial expressions/ body movements Little to no usage of facial expressions/ body movements

Список использованной литературы Interventions for Prereferral taken from "Making Modifications in the Classroom A Collection of Checklists," Arlington County Public Schools, Arlington, Virginia. Источники иллюстраций