close

Вход

Забыли?

вход по аккаунту

?

Уроки учителей кафедры.

код для вставки
Волынец Ирина Иосифовна
Тема урока: BOOKS ARE OUR FRIENDS
4TH FORM
Цели урока:
Практическая:
- создать условия для развития навыков говорения;
- содействовать развитию умений поискового чтения.
Развивающая:
-
способствовать развитию логического мышления, интеллектуальной и
познавательной активности, креативности и творческих способностей учащихся,
расширению общего кругозора и эрудиции.
Воспитательная:
- создать условия для формирования художественного вкуса; научить ценить и
понимать художественные произведения и способствовать развитию интереса к чтению
художественной литературы, содействовать развитию умения работать в сотрудничестве.
Тип урока: урок развития речевых умений.
Оборудование: выставка книг на английском языке, компьютер, мультимедийная
презентация, сказка «Колобок», маски сказочных героев, читательские абонементы,
кроссворд, плакаты с высказываниями известных людей.
ХОД УРОКА
I. Организационно-мотивационный этап.
T.: Hello, children! How are you? I’ve got a surprise for you. Guess what it is.
It’s not a tree, but it has leaves.
It isn’t a shirt but it is sewn.
It has no tongue but it can tell a tale.
What is t?
P1. Is it a book?
T.: Yes, it’s a book. Look! What kind of book is it?
1
Do you know what kinds of books they are? (Слайд 1)
1. a table, 2. a comic book, 3. an adventure story, 4. a fairy-tale, 5.a magazine
ІІ.Целеполагание.
What’s the topic of our lesson?
Ps. The topic is “Books are our friends”.( Слайд 2)
T.:Yes. You are right. (Учитель щелкает мышкой и тема урока исчезает) What’st hat?
I can’t understand. Let it be so. The topic is “Are books our friends?”We are going to answer
this question.
Today you are going to develop your speaking skills and improve your reading skills.
(Слайд 3)
What do you think we’ll do at the lesson?
P1. I think we’ll speak about …
P2: I think we’ll do crosswords.
Ok. We’ll have a readers’ conference today where you’ll speak about your favourite
book, go to the library, read fairy-tales and stories, docrosswords.(Слайд 4)
III.Речеваяразминка.
I am fond of reading and you. Do you like reading?
Complete the sentence: I like reading because …(Слайд5)
IV. Проверкадомашнегозадания.
It’s wonderful that all of you like reading. Now let’s visit a readers’ conference. Speak
about your favourite books. Listen to your friends and fill in the class survey what kinds of
books you like to read.
T. I am keen on reading. I like different kinds of books. My favourite children’s book is
Magic Bear. It’s a poem about magic bears that make our life more beautiful and interesting.
Ps. Рассказывают о своих любимых книгах и заполнят таблицу.
Let’s see how many students like fairy-tales fables. (Cлайд 6)
V. Расширение кругозора и эрудиции. Получениеновыхзнаний.
I see you are great readers. You’ve read a lot. Would you like to read something new?
OK. Let’s go to the library. Wow? What’s that? It’s a message. Let’s read it. “Read the book
about girl
And you’ll find a magic pearl
2
( Появляется герой книги « Волшебная шкатулка» Слими).
Slimy. They are going to the library. But I won’t allow you. You can go if you answer all
my questions.
T. Who’s that? Oh, it’s Slimy. Let’s answer his question quickly.
1. Do you know these writers? (Слайд 7-11)
1) Mark Twain
2) Alan Milne
3) Pamela Travers
4) Rudyard Kipling
5) Louis Carroll
2. Match (Слайд 12)
Neznaika
Pigs
Three Little
Potter
Harry
Pigs
Little Red
and the seven Dwarfs
Show White
Riding Hood
3. Guess the title of the book
1) This story is about three brothers. They wanted to build three houses in the
wood. But the wolf destroyed two of them. (Слайд 15)
2) The girl wanted t visit her grandmother but she met a wolf and had many
problems on her way. The hunters helped her to see her granny. (Слайд 16)
3) The bear had many friends. They lived in the wood. And the book is about their
adventures. (Слайд 17)
4) The poor girl had no mother. She had a stepmother and two stepsisters. She was
unhappy and worked much but at the end of the story the prince married her. (Слайд 18)
4. Do you know the authors of the books? Who wrote these books?
1) Mark Twain wrote “The Adventures of Tom Sawyer” (Слайд 20)
2) Alan Milne wrote “Winnie the Pooh” (Слайд 21)
3) Pamela Travers wrote “Mary Poppins” (Слайд 22)
4) Rudyard Kipling wrote “Mowgli” (Слайд 23)
3
5) Louis Carroll wrote “Alice in Wonderland” (Слайд 24)
5. Name the characters of the books
1) She is kind. She loves children. She can make things magic. She can make children
happy. (Mary Poppins)(Слайд26)
2) He likes nature. He is ready to save his animal friends. He is strong and brave.
(Mowgli) (Слайд27)
3) She is beautiful and clever. She is kind and works a lot. She is ready to help other
people. (Cinderella) (Слайд28)
4) He is naughty and lazy. He is full of ideas and he is fond of adventures. (Tom
Sawyer)(Слайд29)
5) He is naughty. He doesn’t want to go to school. He wants to play all day long. He likes
to boast. (Pinocchio) (Слайд 30)
За каждое правильно выполненное задание учащиеся получают по звезде.
Slimy: I see you are great readers. You know a lot. I can’t but let you go to the library.
VI. Релаксационнаяпауза. Зарядка.
Let’s go to the library. Wow. What’s this? (Находят послание.)
It’s a message: Read the book about the girl and find a magic pearl.
Put on your coat. Put your hat on. Walk. Look. This is a library. (Слайд 32)
But where’s the librarian.
(ПоявляетсяSlobby). I am here. Good morning.
Slobby:
How are you?
Children:
Fine, thanks
How do you do?
Quickly
How do you run?
Fast
How do you jump?
High
How do you dance?
Beautifully
How do you learn English?
With pleasure
VII. Развитие диалогической речи по р.с. “Atthelibrary” и письма.
Несколько учащихся отвечают на вопросы библиотекаря. Остальные заполняют
библиотечный абонемент/формуляр.
Slobby → P1:
4
What’s your name?
My name’s ….
What’s your surname?
My surname’s ….
How old are you?
I am ….
What school do you go to?
I go to gymnasia 1.
What class are you in?
I am in 4 A
What’s your telephone number?
My telephone number is.
What your address?
I live at ….
What books do you like reading?
I like ….
VIII. Зарядка для глаз.
IX. Развитие УН выразительного чтения.
Slobby. I see you like reading fairy-tales and adventure stories. Just a minute. I’ll find
some books.
Groupwork:
Group 1 слушает и читает сказку “Rolling Roll” и готовится к драматизации.(Слайд
33-62)
Group
2
работает
на
компьютере:
расcтавляет
картинки
в
правильной
последовательности и озвучивает их. (“The Adventures of Tom Sawyer”)
Презентация мини-проектов
Group 1 “Rolling Roll”
Group 2 “The Adventures of Tom Sawyer”
Х. Релаксационнаяпауза.
Slimmy:Terrific. It’s so interesting. I think I’ve found a pearl. (Слайд 63)
Ps: I think the pearl is …
T. Let’s see if we are right. Let’s do the crossword. (Слайд64-77)
Ps. Разгадывают кроссворд.
XI. РазвитиеУНпоисковогочтения.
T. Children, we have forgotten that we must find a book about a girl to find a pearl.
Slobby: Read the story Heidy by Spyri and answer the question:
“How did Heidy help Peter’s granny?” (Слайд78-79)
5
T.:Read the text again and answer the questions ex. 11 B(работавпарах)
T. Can you find a pearl? What is it?
The pearl is “Help old people”. (Слайд 80)
XII. Рефлексия.
How do you feel? Did you like the lesson? We have found two pearls. Write a short
poem about books.
Books
Nice and funny
Helping us a lot
Like a real friend
(Зачитываются стихотворения в форме синквейна)
XIII. Домашнеезадание.
Choose any book and read it. (Слайд81)
Учащиеся выбирают любую книгу на английском языке из представленных на
выставке книг.
XIV. Подведение итогов. Самооценка работы учащихся на уроке.
Show me the cards with your marks, please.
Учитель выставляет свои оценки и комментирует. (Слайд82)
6
Волынец Ирина Иосифовна
Тема: A TRIP TO PETLAND
3rd form
Цели:
образовательная – создать условия для развития навыков
монологической и
диалогической речи, чтения;
развивающая – способствовать развитию мышления, памяти, воображения, артистизма;
воспитательная – содействовать воспитанию любви к животным, бережному
отношению к животным и природе.
Оснащение: мультимедийная презентация, интернет, игрушки (животные), проекты
учащихся 3 класса “MyPet
1. Организационно-эмоциональный этап.
T: Hello boys and girls! How are you?
(finger chat) How’s your mum? She’s fine, thanks.
How’s your dad? He’s fine, thanks.
How’s your granny? She’s fine, thanks.
How’s your granddad? He’s fine, thanks.
T: What’s the topic of our lesson?
Ps: The topic is “A trip to Petland” (слайд 1)
T: There are two guests here. Guess who they are.
P1 P2: Is this Mrs Read? Is this MrCompy?
T: This is MrCompy and that is Santa Claus (http://www.voki.com/mywebsite.php)
2. Сообщение целей урока
Mr.Compy and Santa want to take you to Petland. You’ll have a wonderful trip. We’ll
visit different stations Puzzles, Riddles, Pet Exhibition, Animal shelter and Pet Shop.
We’ll go by train. (слайд 2)
3. Warming up.
T:Mr. Compy and Santa will take us with them if we can do their task. Read together and
as fast as you can.
7
Mr. Compy: Well-done! Let’s go!(песня– слайд 5))
4. Активизация лексики по теме.
5. T: Here is the first stop Puzzles (слайд 6).
T: What’s this? (слайд 7)
P1: Is it a dog?
P2: Is it a cat?
It’s a hamster.
It’s a hedgehog. (слайд 8)
It’s a guinea-pig. (слайд 9)
It’s a kitten. (слайд 10)
Fantastic! (слайд 11)
I.
Match the picture and the balloon. (слайды 12, 13)
II.
Crosswords. (слайд 14, 15)
6. Развитие умений и навыков чтения.
T: Let’s go.( песня – слайд 16)
Our next stop is Riddles. (слайд 17)
MrCompy wants you to have a competition. We’ve got two teams: cats and dogs
(деление на команды с помощью картинок ). ( слайд 18)
Read and guess. Две загадки для каждой команды.(слайды 19, 20, 21, 22, 23) За
правильный ответ дается звездочка
7. Развитие умений и навыков монологической речи.
- Make up riddles. (ученики получают карточки и составляют свои загадки – по
одной загадке от команды).
- Mime an animal and guess what animal it is.
Let’s go. Песня
8. Развитие умений и навыков восприятия речи на слух.
Next station is Animal Shelter (слайд 25)
(Раздается телефонный звонок).
a) Mr Compy has just called us and told that his friends had lost their pets. Let’s help
them to find the animals. (21 – Unit2 lesson 6 exercise 1 “Magic Box2”). Ps
прослушивают текст и приносят игрушки. (a puppy, a cat, a tortoise)
8
b) Listen to the message very attentively and if you see the animal bring it here.
(“Chinese whispers” : I can see a rabbit; I can see a frog; I can see a goldfish.). Let’s
take them to animal shelter.
c) I see Spycat. He is looking for some animals too. Let’s help him. (“Identipet” – find
the pet that fits …. (слайд 26))
(http://learnenglishkids.britishcouncil.org/en/fun-games/identipet).
9. Релаксационная пауза.
Look! There is a teddy bear. He wants to do exercises. (слайд 28). Зарядка с
медвежонком Тэди (слайд 29).
10. Развитие умений и навыков монологической речи.
Next station is Pet Exhibition. There are many pets here. Be careful not to lose your pet.
All your pets have got numbers. Listen and say whose pet it is (Number the pet).
(На доске проекты с номерами. Ребята слушают проекты своих друзей и называют
номера проектов).
11. Развитие умений и навыков чтения.
But some pets have got lost. Let’s help the girls find their pets. Match the text and the
picture. (Работа в группах, слайд 32).
12. Релаксационная пауза.
Look! A girl. She is crying. Let’s ask her what has happened. Ask her about a pet. Poem
“Have you got a parrot?” http://www.voki.com/mywebsite.php Susan: I want a pet.
13. Развитие диалогической и монологической речи.
Let’s go to the pet shop and buy a pet for her. Here is the Pet Shop (слайд 38). (В
магазине 2 продавца, остальные покупатели. После того как ребята купили питомца,
они рассказывают своим друзьям о своем новом друге).
- Good afternoon!
- Good afternoon! Can I help you?
- Yes, I want a pet. Can you give me a hamster?
- Sure. Here you are.
- Thank you. Good-bye.
Работа в группах: ( I’ve got a hamster. It’s brown and white. It can run and walk. It
can hide. It can’t swim. It’s very nice.)
9
This is “Magic Half Pets” department. You can see strange animals here. What’s this?
It’s a parkey.
(Ребята составляют питомцев из половинок животных и рассказывают о них.)
14. Домашнее задание.
Christmas and New Year are coming. What presents do you want to get? Write a letter to
Santa Claus.
15.Рефлексия.
Santa; How are you? (http://www.voki.com/mywebsite.php)
10
Волынец Ирина Иосифовна
Тема CRIME AND PUNISHMENT
Цели: практическая – создать условия для развития навыков и умений чтения
и говорения;
развивающая - способствовать развитию креативности, оперативной
памяти, речевой догадки, способностей к логическому
изложению;
воспитательная – содействовать воспитанию уважения к закону и личности,
воспитанию гуманистических начал (абсолютная ценность
человеческой жизни, отрицание насилия)
Оснащение урока: мультимедийный проектор, презентаций, видеоклип из
мультфильма «Капитан Врунгель», разадочный материал
(ксерокопии с заданиями по уроку), Павлоцкий В. М. “English key
to success”, Enterprise
Ход урока
1. Warming up ( Речевая зарядка)
Teacher: Hello children! How are you? Are you tired? Is the day tiring? I hope that you are neither tired nor
bored. I’d like to draw your attention to the screen, please and while you are watching think of the topic
you’re going to dwell upon.
Фрагмент из мультфильма «Капитан Врунгель»
2. Целеполагание.
Teacher: So, here we are! If you have got any ideas you are welcome. Remember to use the structure
patterns, you see on the screen, in your sentences.
As far as I have become aware……..I can judge/suppose/admit/assume that the topic will be……
I personally reckon that……….
As far as I’m aware…I can
JUDGE
Suppose
THAT
Assume
Admit
I personally reckon that
Pupil I As far as I have become aware according to the fragment we have just seen I can suppose that we shall
be talking about shoplifters, hooligans, people who do something illegal, about the police who keep an eye on
people like those and try to prevent them from committing a crime!
Pupil II I personally reckon, that the topic will be about crimes committed by criminals, the ways to fight
crimes.
Teacher: I can’t but agree with you, my friends, all your guesses are right to the point. Today we are going to
dwell upon the topic under the title “Crime and punishment”
11
3. Активизация лексических единиц по теме. (Проверка домашнего задания).
This topic is very actual to speak about nowadays and not only in our country.
Why do you think it is? Come up with your ideas using the structure patterns like these:
It won’t be an exaggeration to point out/underline and so on.
Another significant point I am about to highlight…
Pupil I: ………….that the crime rate has increased lately, the world has become cruel and wild, people live
and act just like the Latin proverb has it-Homo hominy-Lupus est. (Человек человеку-волк). People, no
doubt, get what they deserve but in most of cases innocent people are punished and so on….
Pupil II: …………. Is that people can’t be tolerant to each other, they can’t solve misunderstanding on
friendly terms and the result of that we face cruel and inhuman bomb attacks nearly in all parts of the world.
Why is the topic “Crime
and Punishment actual
nowadays?
It won’t be an exaggeration to:
point out
stress
underline
Another significant point I’m about to:
Point out
stress
underline
Teacher: Thanks and now I want you to get the idea how we call the people who commit different sorts of
crimes.
You are asked to match the name of a criminal with the wrongdoing he is usually blamed for.
1) A poacher, a) brings goods into one country fro another illegally
2) A burglar, b) steals things from people pockets, especially in a crowd
3) An arsonist, c) attacks and robs people, especially in public places
4) A blackmailer, d) kills for political reasons or reward
5) A mugger, e) hunts illegally on somebody’s land
6) A hijacker, f) sets fire to property
7) A kidnapper, g) breaks into someone’s house to steal valuables
8) A pickpocket, h) writes anonymous letters with threats and asks for ransom (выкуп)
9) A shoplifter, i) captures an aircraft demanding to complete all his/her conditions
10) A smuggler, j) captures kids by force and keeps them till the time all his demands are met
11) A vandal, k) takes goods from a shop without paying
12) An assassin, l) destroys monuments, doing harm to everything he sees around
The pupils are taken with the task on matching (the answers appear on the screen)
A answers to the task: 1 – e; 2- g; 3- f; 4- h; 5- c; 6- I; 7- j; 8- b; 9- k; 10- a; 11- l; 12- d
12
A Poacher
A Burglar
A vandal
Teacher: Now read the following definitions of certain crimes. Read some accounts of these crimes. Which
person mentioned below commits which crime? (Exercise 7 page 279)
Teacher: Great job. But here is another task for you.
If anyone commits a crime, they must be punished. Match each punishment with its description (Exercise 6
page 279)
4. Обучение чтению
Teacher: Very nice. Thank you. Now let’s do some reading. To help you understand the text better there
are some words on the board. Pay attention to them, please.
Misfits
Cosh or crowbar to batter
Glorify
Cuddled and cosseted
Ponder about
The under-dog
(The teacher reads out and translates the words, the pupils repeat after the teacher.)
Teacher: The title of the text we are going to read is “Capital punishment is the only way to deter
criminals”. According to it and to the words on the board, what do you think the text is about? (Pupils’ answers)
Teacher: Well, read the text and see if you are right. While reading try to find the answer to the question:
What is the attitude to criminal punishment in the society?
Well, let’s see if you were attentive readers. What is the attitude to criminal punishment in the society? (pupils’
answers) Good. I see you were quite attentive, so you can easily cope with the next task – True or false
statements
Good job! And how about this task: discuss in pairs the following questions:
Are people with criminal experience adored and glamorized in your country?
Should they be punished as strictly as possible?
13
5. Релаксация (зарядка).
As far as we have a rather complicated task ahead, let’s relax a bit. Sit comfortably, listen
to the music and do some exercises.
6. Развитие монологической речи. Дебаты «Свободное кресло»
Teacher: Thank you. Now we are going to have debates “Free Chair”. Here
are the rules of the debates. You see here are three chairs forming a circle. On each of them there’s a sheet of
paper. The two of the sheets have two different opinions about concerts of pop music, and one sheet has a
question mark. All of you walk freely round the chairs and read the opinions. After you’ve read the two
opinions you need to choose which one you support. And stand behind the chair with this opinion. If it happens
that you don’t support any of the opinions, but have your own, a different one, stand behind the chair with the
question mark. Is it clear? So, start. You have three minutes to choose the opinion you share. (pupils walk
around and read the opinions)
1.
In some countries there are people who approve of the death penalty. They are for the
guillotine, the hangman’s rope, the electric chair. Capital punishment can be easily justified
due to a number of reasons. They use four main arguments to support capital punishment.
2.
Capital punishment is absolutely absurd. It definitely should be forbidden The arguments
against the death penalty are largely humanitarian. The state has no right to take a life than the
individual.
3.
??????????
Teacher: Have you made up your minds? OK. So we have three teams now, one for each opinion. So
the teams can take a seat and think about arguments to support their point of view. You have five minutes for
this task. (pupils work in groups)
Teacher: Your time’s up. Please, choose a speaker from each team, who will present the
opinion and the arguments of the whole group. The three speakers take your seats on the chairs in the circle.
And we’ll add one more, a free chair to this circle. First of all the speakers in turns will present their points of
view and will prove them with their arguments. After that the discussion itself will start. Every speaker will try
to persuade his opponents that his opinion is the only right one. The rest of the teams stand behind their
speakers and keep silent, they cannot help their speaker from behind, but they can take part in the discussion as
soon as they sit on the free chair, but again a rule – they cannot sit on it for more than one minute. So, if any of
the listeners wants to take part in the discussion, take a seat and express your thoughts in no more than one
minute. Is it clear? Any questions on the rules of the debates? So, go ahead! Do your best to persuade your
opponents.
7 Рефлексия.
Teacher : What speaker did you like best? Why? Which speaker managed to persuade you that he was right?
8. Выставление оценок
Teacher : Thanks for great work you have done today, you deserve good marks for it. So here are your
marks
9. Домашнее задание.
Teacher : At home, read the text about the death penalty (text 103 p. 212 )
14
Марчик Татьяна Васильевна
Тема: EXCITING, AMUSING, TOUCHING!
6THFORM
Цели урока:
Практическая цель (коммуникативная): организовать деятельность учащихся по
формированию навыка выражения своего мнения по поводу просмотренных фильмов,
используя новые речевые клише.
Образовательная цель: познакомить учащихся с известными актёрами и актрисами,
создать условия для развития качества адекватной оценки результатов деятельности.
Развивающая цель: содействовать развитию способности к активному восприятию
информации, развитию умения обобщать.
Воспитательная цель: создать ситуацию, способствующую воспитанию вдумчивого
отношения к прошлому страны; содействовать воспитанию умения работать в парах.
Сопутствующие задачи: содействовать развитию навыков восприятия иноязычной
речи на слух, способствовать формированию навыка просмотрового чтения.
Оснащение:
компьютер, интерактивная доска, мультимедийный проектор, раздаточный материал,
афиши фильмов, DVDдиски.
Ход урока:
I.
Motivation stage
Good morning, my dear students. Today we have guests, so let‘s greet them. Take
your seats.
Please, have a look at the things we have today on the table and on the blackboard, guess
the topic of our lesson. Your variants are quite interesting, but the topic that I have
chosen for today‘s lesson is “Exciting, amusing, touching!” Now read the following
phrases and choose what we will do at the lesson. Please, use the conversational formulas
that you have on your desks. (I think …/ I guess … / In my opinion …).
Great, let‘s check your guesses. (слайд) Today we will speak about genres of
films, learn new words, learn how to express our likes and dislikes about films you have
15
watched and at the end of the lesson you will present your film reviews. And today I will
give you special marks for every task on your evaluation cards that are on the desks .
(excellent-9, great work-8, very good-7, you did it- 6, please correct and return-5)
O‘k, let‘s start.
II.
Practising stage
So there are a lot of different genres of films. And now I want to see if you know
them well. So look at the posters and match them to the genres. Then say what you have
done as in the example. Mind articles!
(слайд)1. The Jungle Book is a cartoon.
2. Indiana Jones is an adventure film.
3. Titanic is a romantic film.
4. Braveheart is a historical film.
5. Mr. Bean‘s Holiday is a comedy.
6. Sherlock Holmes is a detective.
7. Final Destination 3 is a thriller.
8. Avatar is a science-fiction film.
9. Alice in Wonderland is a fantasy.
10. The Fast and the Furious is an action film.
•
Pre-watching
Well done! And now you will watch a video, but to watch it we should learn some
new words. Look at the smartboard. Which of them are easy to understand? (reactor,
catastrophe, radioactivity). Guess the meaning of the other words from the dictionary
examples, translate the words in bold:
1. A bomb exploded (взорвалась) in a crowded Metro station this morning,
killing five people.
2. A monument stands in the city center to commemorate (чтитьпамять)
those killed in a war.
3. The victims (жертвы) of the catastrophe were taken to hospital.
•
Watching 1
Are all the words clear to you? Fine! Now watch a video and tell me what genre it is and
why I have brought this video today, prove your thought.
16
I think it‘s better to work in groups. So group #1: Sasha, Dima, Zhenya, Maxim and group
#2: Iliya, Artem, Olga, Yana. You have 1 minute, pay attention to today‘s date. Use the
conversational formulas. (answers)
•
Watching 2
Good! We will watch the video for the second time to get more information about this
date. Your task is to fill in the gaps with the necessary words. Let‘s read and check (selfchecking). Who has no mistakes?
After- watching
Well done, my friends! And now what have you learnt about this date (April 26, 1986)?
(answers) You are right. We must remember this date because it is the tragedy for all the
people living in Belarus. It is our past. Let‘s hope that this will never happen in the
future.
III.
Операционно-деятельностный этап
Different people like different genres of films. Now we will listen to the people
talking about the types of film they like. They will also speak about the following people.
-Pre-listening
Look at the smartboard. Have you heard of Jodie Foster? (She is an American
actress. She starred in the film “Contact”) Have you heard of Mel Gibson? (He is an
American actor too. He starred in “Braveheart”). And what about Antonio Banderas?
(He is a Spanish actor. He starred in “Zorro”) Have you heard of Julia Roberts? (She is
an American actress. She starred in “Pretty Woman”) Have you heard of Nicolas Cage?
(He is also an American actor. He starred in “Gone in 60 seconds”)
You also need some new words. You know, I can‘t stand horror films because I get
scared. They give me goose bumps. I can‘t sleep at night. Clear? What do these phrases
mean? (can‘t stand=dislike very much; get scared- пугаться)
•
Listening
And now you are ready to listen. Your task is to match the people (A-E) to the types of film
they like (1-6). There is one type of film which does not match.
17
Let‘s check your answers, swap your sheets of paper with each other. Mark wrong answers.
Which type of film does Angela like? (Angela likes thrillers.A-4; Charlie likes historical films.
B-6; Sophie likes comedies. C-5; Tony likes romance films. D-2; Laura likes adventure films.
E-3) And what type of film doesn‘t match? ( 1-science-fiction doesn‘t match). What are your
results?
Great! As you can see there are different ways of expressing likes and dislikes about films.
Now we will learn some of them.
Skim reading
Read the tapescript and find the phrases that express likes and dislikes about films. Will you
read them out? Well done!
Work in pairs and put down these phrases into two columns: likes and dislikes, you have 2
minutes. (likes: I usually prefer, I like, I love, I enjoy; dislikes: I don‘t usually enjoy, I hate, I
don‘t really like, I can‘t stand)Who is the first to finish? Count the correct variants.
Survey
Now let‘s speak about your likes and dislikes about the films that you have watched. Let‘s
make a survey. Iliya, Dima, Sasha and Olga, you will be interviewers today, take your pens and
take these cards. Your task is to fill in the table by asking the questions that you have in your
cards. What genres of film do you enjoy? (Olga)
What genres of film do you love? (Sasha)
What genres of film don‘t you really like? (Iliya)
What genres of film can‘t you stand? (Dima)
Yana, Zhenya, Maxim and Artyom, you will be interviewees, you will answer the questions.
Make two circles: the inner circle- interviewers, the outside circle- interviewees. Let‘s start our
survey.
O‘k, take your seats. Now interviewers count the results and then tell us. You have 2
minutes.
18
While they are counting, maybe you want to know what film I enjoy and what film I can‘t
stand? –Yes? – You should guess the titles of these films by asking me questions. (Is it a …? Is
it …?)
1)
I enjoy such films. It is a British- American film series based on the book. It
consists of eight films. The story takes place in the Wizarding World. The main
characters are Harry, Ron and Hermione.(“Harry Potter”)
2)
I can‘t stand this genre of film. The story takes place in the town. The main
characters are Neve Cambell and Lieve Schreiber. This film is about series of murders. A
lot of people are killed by the killer. The film gives me goose bumps. (“Scream”)
Good job! The results are ready. Let‘s listen. (answers)
IV.
Presentations of film reviews
As you see your likes and dislikes differ. And what about the films that you watch?
What films do you watch? I‘m curious to listen to your reviews of the films that you have
watched. Now you will present the reviews without naming the titles of your films and
the rest guess what film it is by asking questions.(answers)
The scheme: The story takes place … The main characters are …The film is about
…
The film is a/an … film for all the family! It‘s worth seeing. Don‘t miss it!
V.
Reflection and homework
Well done! Your homework is to write about your favourite film.
And now it‘s high time to know what you have learnt at the lesson, what you were
good at. Fill in the evaluation cards. You have 1 minute and then you will read your
answers.
•
The results of the lesson
So, we can see that all of you have learnt a lot. I liked your work. Your marks are
… Thank you for the lesson. Have a good day!
19
Технологическая карта урока
учителя английского языка ГУО «Гимназия № 1 г. Слоним»
Марчик Татьяны Васильевны
Пояснительная записка
Предлагается урок в 6 классе по теме «Захватывающий, занимательный,
трогательный ». Это
урок в тематическом блоке «Фильмы и книги». При
проектировании данного урока учитывалось, что учащиеся имеют довольно высокую
мотивацию, кроме того, были учтены уровень сформированности языковых навыков и
развития речевых умений учащихся, их психологические особенности.
В процессе подготовки к уроку были изучены программные требования,
проанализирован предусмотренный программой учебный материал, содержательная база
учебника, требования к санитарно-гигиеническому режиму и условия проведения урока.
Предложенный урок является уроком развития речевых навыков на основе информации,
полученной в ходе восприятия иноязычной речи на слух, согласно данной цели
отбиралось его содержание.
В соответствии с концепцией учебного предмета
«Иностранный язык» на уроке планируется использовать коммуникативно-когнитивный
личностно-ориентированный
подход.
Все
задания
имеют
коммуникативную
направленность, речевому поведению урока способствовало и использование приемов
интерактивного обучения. Учитывалось, что у учащихся есть собственный опыт по
предлагаемой ситуации общения, на который можно опираться в процессе урока. В
целях создания реальной ситуации общения использовался аутентичный материал
(видеосюжет,
картинки).
способствующего
Использование
формированию
интерактивной
коммуникативной
доски
компетенции,
как
средства,
нацелено
на
повышение мотивации учащихся к изучению иностранного языка, а также на создание
оптимальных условий для развития у них навыка самоконтроля.
Предмет: английский язык
Класс: 6
Тема урока: «Захватывающий, занимательный, трогательный».
Тип урока: урок развития речевых навыков (навыков восприятия иноязычной речи на
слух и навыков говорения).
20
Цель (прогнозируемый результат): предполагается, что к окончанию урока учащиеся
смогут выразить своё мнение о фильмах, используя новые речевые структуры;
представить рецензию на просмотренный фильм.
Задачи: - активизировать языковой материал в устной речи;
- создать условия для активного речевого взаимодействия;
- способствовать развитию умений использовать в устной речи информацию,
полученную в ходе восприятия иноязычной речи на слух;
- способствовать формированию умений планировать свое коммуникативное поведение.
Методы: коммуникативный, интерактивный
Оборудование урока: компьютер, интерактивная доска, мультимедийный проектор,
раздаточный материал, афиши фильмов, DVD диски
Ход урока
1.
Организационно-мотивационный этапи этап целеполагания(до 3 минут).
Цель этапа (ожидаемый результат) - создание психологической готовности класса к
уроку, введение в атмосферу иноязычного общения; определение темы, целей
урока и его конечного результата,
мотивация на познавательную
деятельность.
Деятельность учителя
Деятельность учащихся
Примечания
Создаёт
эмоциональный Слушают, настраиваются на Интерактивная доска
настрой,
обеспечивает работу, отвечают на вопросы (слайд 1,2,3,4), афиши
создание
у
образа
темы
совместно
школьников учителя, определяют задачи фильмов, DVD диски
с
урока, урока
учащимися
формулируют задачи урока
21
2.Этап актуализации знаний(до8 минут).
Цель этапа (ожидаемый результат): -
активизировать личный опыт учащихся,
лексику по теме; подготовить учащихся к просмотру и пониманию
видеосюжета.
Деятельность учителя
Деятельность учащихся
Примечания
1) «Жанры фильмов» (до 4 минут)
Определяет
уровень Соотносят названия жанров
владения
Интерактивная доска
учащимися фильма с афишами,
словами по теме
(слайд 5,6)
озвучивают
2) «Катастрофа на Чернобыльской АЭС» (до
Восприятие иноязычной речи на слух
Снимает
лексические Смотрят
трудности,
видеосюжет, Интерактивная доска
организует определяют
восприятие и самопроверку объясняют
понимания
его
свой
жанр
и (слайд
7,8,9,10),
выбор видеосюжет
видеосюжета, (работа в парах), выполняют
реализует воспитательный лексический
потенциал урока
тест,
запоминают слова
3. Операционно-деятельностный этап (до 20 минут).
Цель этапа (ожидаемый результат): - подготовка учащихся к формированию навыка
выражения своего мнения по поводу просмотренных фильмов, используя
новые
речевые
структуры;
совершенствовать
навыки
восприятия
иноязычной речи на слух на уровне понимания отдельных фраз и всего
текста.
Деятельность учителя Деятельность учащихся
Примечания
1) снятие лексических, фонетических трудностей перед прослушиванием (до 3
минут)
Подготавливает
Отвечают на вопросы,
группу к восприятию называют
актёров
и
22
информации,
актрис
знакомит
Интерактивная доска (слайд 11)
с
известными актёрами.
Вводит
новые Слушают
учителя
лексические единицы высказывают
через
контекст
и
свои Интерактивная доска (слайд 11)
и предположения
синонимы, проверяет
понимание введённых
единиц.
2) Восприятие иноязычной речи (до 5минут)
Ставит
перед Слушают,
соотносят Интерактивная
учащимися задачу на говорящего
выполнение
доска
(слайд
и 12,13)
задания информацию о фильмах, Раздаточный материал
по ходу слушания
проверяют
себя
по
ключу
3) Просмотровое чтение(до 4 минут)
Находят
речевые
в
тексте
клише
Организует работу по выражения
изучению
и мнения
своего
о
фильмах, Интерактивная доска (слайд 14)
закреплению речевых зачитывают
клише
для
все Раздаточный материал
выражения
В парах распределяют
эти речевые клише на
две
колонки:
речевые
клише для выражения
положительного мнения
и
для
выражения
отрицательного мнения о
фильмах
23
4) Интерактивный опрос «Карусель» (до 8 минут)
Отработка речевых моделей в устной речи
Организует
речевое Узнают
взаимодействие
предпочтения Интерактивная доска (слайд 15)
одноклассников,
учащихся в ролевой анализируют
игре (соцопрос)
Раздаточный материал
и
обобщают результаты
4.Контрольно-оценочный этап(до 12 минут).
«Рецензия на фильм»
Развитие речевых навыков. Устная презентация.
Деятельность учителя
Деятельность учащихся
Примечания
Организует представление Слушают и определяют
рецензий
знакомит
с
учащихся, название фильма по
Интерактивная
домашним содержанию рецензии,
(слайд )
заданием
доска
знакомятся с домашним
заданием
5. Этап рефлексии и подведения итогов (до 4 минут)
Цель этапа (ожидаемый результат): - содействовать развитию способности к
рефлексии своей деятельности, формулировке выводов
Деятельность учителя
Деятельность учащихся
Примечания
Рефлексия (2 минуты)
Организовывает работу по Письменно дают оценку Раздаточный материал
осмыслению
учащимися своей работы
собственной деятельности
Интерактивная
доска
(слайд )
Подведение итогов урока (2 минуты)
Анализирует
работу Сопоставляют
учащихся,
отметки
оценку
выставляет учителя и самооценку
на
основе
поощрений собранных на
Листы оценивания
24
листах оценивания
Цель этапа (ожидаемый результат): -
проверить умения учащихся составлять
рецензию на просмотренный фильм (проверка домашнего задания)
25
Довгер Наталья Сергеевна
Тема: COMMUNICATION BYHOBBIES? EDUCATION BY
HOBBIES?
6THFORM
Цели:
Практическая:создание условий для развития умений анализировать текст для чтения и
аудирования и использовать его в новых ситуациях общения (диалогическое и
монологическое высказывание, письменная речь)
Образовательная:ознакомление учащихся с историческими фактами о филателии,
известных коллекционерах и деятельностью клубов по интересам. Развивающая:
создание условий для развития у школьников умений сотрудничать при решении
проблемы, выражать собственную точку зрения
Воспитательная: создание ситуации, способствующей поддержанию интереса к
коллекционированию
как
развивающему
увлечению
Сопутствующие
задачи:
способствовать развитию навыка изучающего чтения и слушания, просмотрового чтения
Оснащение: учебник для 6 класса «MagicТоur» часть 1, Н.В. Юхнель/Минск
«Вышэйшая школа», 2006; мультимедийная презентация, раздаточный материал.
Ходурока:
I. Motivation stage.
Good morning, children. To start our lesson I'd like you to look at these pictures. This is a
house of a famous person. Can you guess what he does?/Who's he by profession? What's his
hobby? Well, he is a well-known collector. What does he collect?
Today we'll speak about collecting. But this word has got a big family. Look:
collect (collected), collector, collecting, collection. Read the story and fill in the
gaps with these words. You can ask your partner for help.
What word is for "action"?/ "process?"/ "person"?/ "things"?
Do you collect anything? Is your collection big? Are there collectors in your
family?
26
Do you agree that hobbies are usually for fun? But can we say that collecting is a serious
hobby? Well, today we'll learn a great deal of interesting things and surprising facts and you'll
prove that this hobby can be taken seriously.
II. Reading stage (skimming reading)
Let's start our research, shall we? First of all we are to answer these questions: 'what do people
collect?' and 'why do people collect?' Look at the back of your chairs. If you see the word
"what" you're in the first group. If "why" - in the second. Please join your group. Read your
articles. Answer your question.
Discuss the answers to your questions in groups. Use our helpful phrases: as far as I understand,
I suppose, I’m sure, I agree/disagree.
Please present your ideas to you partner from the opposite group. Listen carefully. After that
group "Why" will try to say what people usually collect, group "what" -is it possible to become
rich by collecting things.
So, what do people usually collect? And is Robert's collection usual? Does he take his hobby
seriously? Why?
Why did Mary start collecting fossils? Is it possible to become rich? Did she take her hobby
seriously? Why?
III.
Relaxation pause
You've already said you collect... And as far as you know I'm also fond of collecting. I collect
funny pictures and drawings. Look at this one. Is it true about you? Let's imagine you're at
home. Listen to music and copy the movements.
IV.
Reading stage (scanning)
Let's go back to our research. Look at some more pictures. You can see the items people often
collect. What are the most popular things people collect? Well, read an encyclopedia article.
Fill in the gaps with one word. And it will be the answer to my question.
27
Read the text again and decide if these statements are true or false? Look at the slide and check
yourselves.
I'd like to ask you some more questions. But the words in them are mixed. Write down the
unscrambled sentences. Read the question and address it to someone in the group.
Discuss with your partner the reasons why collecting stamps can be a serious hobby. Don't
forget to use our beautiful words. Present your thoughts.
V.
Listening stage - pre-
listening
I can give you one more idea why it can be a serious hobby. When people have common
interests they join together. There are a lot of clubs: readers' club for literature lovers, sport
clubs, computer clubs and ... collectors' clubs.
-listening for general understanding
Listen and say what club it is.
-listening for details
You can do many things in this club. Look through the list ('swap stamps' -comment).
Listen and mark the correct answer. What would you like to do in this club?
Would you like to join this club and find new friends? What other reasons to join this club can
you name?
VI.
Writing stage
But to join such a club you're to fill in the registration form. I've got one. Write down the
answers.
Thank you very much. PI will gather your registration forms and make up a statistics report. I'll
give some recommendations during the break.
VII. Reflection
28
So, have we proved that collecting can be a serious hobby? Look at the topic of our lesson.
Communication by hobbies?Education by hobbies? Help me to change question marks into
exclamation marks.
Thank you very much. Your marks for today are... Your homework
for the next lesson is: PI - statistics report
Compositions (7-8 sentences): "My collection"/ "Things I'd like to collect" AB p.33 ex. L 1 abc.
Have a nice day!
29
Бурачевская Алла Ивановна
Тема: Bizarre Annual Events in the UK
Тип урока: комбинированный
Образовательная цель: развитие умений восприятия и познания ценностей другой
культуры, расширение знаний учащихся об обычаях и традициях народа страны
изучаемого языка.
Задачи урока:
— содействовать развитию навыков чтения;
—
создание
условий
для
развития
дедуктивного
и
творческого
мышления, языковой догадки и воображения учащихся;
— содействовать воспитанию интереса и способности учащихся понимать образ
жизни, традиции и обычаи другого народа.
Формы работы: фронтальная, групповая, индивидуальная.
На уроке используются приемы:
— технологии проблемного обучения;
— технологии развития критического мышления через чтение и письмо;
— информационно-компьютерной технологии.
Оборудование урока: мультимедийный проектор, экран, компьютер, магнитофон.
Дидактические материалы: презентация «Bizarre Holidays of Great Britain», карточки с
индивидуальными и групповыми заданиями.
ХОД УРОКА
I.
Организационно-мотивационный этап урока.
1. Приветствие.
2. Подводящий к теме диалог.
а) Демонстрация на экране ассоциативных картинок с видами Британии.
T. — Look at the screen. Where do the events take place? Which part of Great Britain
would you like to visit if you had a chance?
(The students choose the country and split into 4 groups, take their places at the tables
with the symbols of the country).
б) Выстраивание ассоциативного ряда со словами «Great Britain».
30
(The students in groups write down their lists of associations and then present them to
the class).
3. Определение темы и цели урока.
T. — How are the pictures on the screen and your columns of associations related to our
lesson?
(The teacher underlines the words: tradition, custom).
T. — Right you are. We shall enrich our knowledge about Great Britain or to be more
exact about Britain’s customs and traditions.
T. — Do you know any British customs and traditions? And what about unusual ones? I
see you do not know many of them.
So the aim of our lesson is to learn more about unusual events in the life of British
people.
The topic of our lesson is «Bizarre Annual Events in the UK».
II.
Работастекстом «Bizarre Annual Events in the UK».
1. Предтекстовый этап.
Определение значения слова «bizarre».
T. — What does the word «bizarre» mean? Try to guess the meaning of the word using
its synonyms on the screen: Bizarre — unusual, strange, odd, weird, whimsical.
(The students give the translation of the word).
Прогнозирование основного содержания текста.
T. — Look at the photos and the subheadings. Think of one question you would like to
ask about each event.
(The students work in groups writing the questions, and then reading them in turn).
2. Чтение текста.
T. — Listen and read to see if the text answers your questions. Read and answer the
question.
(The students fulfill the task and present the answers to the class).
T. — Explain the words in bold.
Приложения: 1. (the tasks to the text)
31
3. (the text)
III.
Релаксационная пауза.
T. — Now some time for rest and fun.
1) Read some bizarre stories and guess why
Приложение 3
2)
Look at some bizarre pictures on the screen and think of some captions to them.
4. Послетекстовый этап. Развитие неподготовленной речи учащихся.
1) Игра “An Imagine Game”.
T. - Each group has its own situation:
Group 1: Imagine you are at the Bognor Birdman competition. Phone your friend and
share your impressions.
Group 2: Imagine you are a radio commentator. Comment on the Cooper’s Hill Cheese
Rolling Competition.
Group 3: Imagine you have visited Up-Helly-Aa. Advise your friend to take part in the
festival.
Group 4: Imagine you are working for a tourist agency. Make an advertisement to invite
the participants to the Peel Dip.
(The students work in groups, then present the results to the class).
2) The Round Table Discussion.
T. — I suppose you’ve learnt a bit more about Britain’s customs and traditions. Has your
new knowledge helped you to break the stereotype of the British as the nation of reserved and
conservative people? Is it possible to get to know a nation, its character and spirit by its
customs and traditions? So, let’s discuss these questions at our Round Table. The topic is “One
can tell the spirit of a nation by its customs and traditions”. Before having our discussion let’s
revise the rules of conversation.
Приложение 4
(The students read the rules in turn).
T. –Now you are to work out as many ideas as possible. Let’s brainstorm them first in
pairs, then in groups.
(The students work in pairs and then in groups).
32
T. — Now you are welcome to the Round Table. Remember: the motto of our discussion
is “Without Hesitation, deviation and repetition”.
(The students speak in turn, passing the flag of Britain to each other giving the floor to
the following speaker).
IV.
Рефлексивный этап урока.
T. — Our lesson is coming to its end. Let’s sum up what you’ve learnt during the lesson.
Group 1 — Make up a sinquain about the unusual events you’ve learnt.
Group 2 — Make up the mind map of what you’ve learnt.
Group 3 — Finish the sentence “The British Brizarre traditions are….”
Group 4 — Speak about what you’ve learnt using the following language tips.
Before…
Now...
didn’t…
Besides
couldn’t…
Moreover
(The students work in groups and present their results to the class).
V.
Оценкарезультатов учебной деятельности.
VI.
Домашнее задание.
T. — Make up a story about a bizarre holiday or tradition in Belarus or in Great Britain
or in any other country of the world. The choice is yours. Use the following spidergram as a
plan.
Name
Date
A Bizarre Tradition
Location
Activities
33
Appendix
4.TheRules of Successful Conversation
1. Speak distinctly. Don't monopolize the conversation.
2. Don't interrupt, but you may throw some replicas, if they don't stop the ball of
conversation rolling.
3. Keep to the point.
4. Be polite, don't attack the person, attack the problem.
5. Take into consideration the opinion of the previous speakers.
6. Show your interest in what is said.
7. Remember: to talk well, one must think well.
8. Consider the volume, time.
3.Guess why?
Story 1
Lateral Thinking
A lady came into a bar and asked for a glass of water. Suddenly a barman took out a pistol and
pointed out at her. In a minute she said "Thank you" and left the bar. Try to guess why she left
the bar.
Story 2
Out of Darkness. You're stuck in a dark room with a candle, a woodstove and a gas lamp. You
have only one match. What do you light first?
1.The Tasks to the Text
1. Look at the photos and the subheadings. Think of question you would like to ask about the
event.
2. Listen and read to see if the text answers your question. Read and answer the question.
3. Explain the words/phrases in bold.
4.
In which festival(s):
1) can you eat the prize?
2) Is money collected to help people?
3) Is speed important?
4) do the participants act?
5) do the participants wear strange clothes?
34
Панасенко Татьяна Николаевна
ТемаTHEWORLDOFCINEMATOGRAPHY
7THFORM
Цели:
образовательная
– создать условия для развития коммуникативных навыков учащихся;
- способствовать развитию восприятия иноязычной речи на слух;
-способствовать развитию навыков поискового чтения;
развивающая–
способствовать
развитию
мышления,
памяти,
творческой
и
познавательной активности;
воспитательная – расширить знания учащихся по теме «Кино».
Оснащение:
мультимедийная
презентация,
интернет,
видеофильм;
раздаточный
материал, цветные карточки для оценивания учащихся.
1. Lead-in
T. Today the topic of our lesson is “The World of Cinematography”.
We are going to travel to the world of films and during our journey we are going to play games,
to speak about our favourite types of films and famous actors. If you work hard in our lesson
you’ll get 3 surprises.
2. Game “Association”.
T. So let’s start our journey and in the beginning I’d like to ask you what the word “cinema” is
associated for you with?
3. Vocabulary Practice.
T. Before speaking about the cinema we are going to revise our active vocabulary and play
“Race Board Game”. (The first surprise)
Two teams: boys and girls.
I read the definition and you touch the word on the board. (см.презентацию)
Who is the fastest? You get a point for each right variant.
4.Speaking.
T.: One of the associations with the word “cinema” was actors and actresses.
(Checking homework).
35
T.: Look at the picture. Do you know this actress? You read the article about her. What is she
famous for? Imagine that you are going to tell your friend what you’ve learnt about Liv Tyler.
(The teacher chooses the turn in which the pupils speak)
2. I’ve also got my favourite actor, and now we’re going to play a game “Interview the
teacher”. Write down at least 3 questions. (The teacher answers the questions)
For example: 1. When and where was he born?
2. What did he like doing as a little boy?
3. Did he know he would be an actor?
4. When did he start filming?
5. What was his first film?
6. When did he come to fame?
7. In what films did he star?
8. Is he married? Does he have children?
9. How many films does his filmography include?
T.: My favourite actor is Sergei Makovetsky. He is a popular Russian actor best known for his
leading role in “Dushka” by director Jos Stealing and “12” by director NickitaMikhalkov. He
was born on the 13th of June 1958 in Kiev. In his childhood he didn’t think he would be an
actor. But then he entered Moscow Drama School and after that he worked in the Vahtangov
Theatre. His first film was “Povesty Belkina. Vystrel.” Sergei Makovetsky is a multi-award
winning actor and he is considered to be one of the most talented drama actors in Europe. He is
married and has a son. His filmography includes about 80 films.
Your home task will be to write about your favourite actor or actress using these questions.
5. Listening.
T. When people speak about films, they usually speak about their preferences.
T. Listen and match the people (A-E) to the types of film they like (1-6).There is one type of
film that does not match.
Ex.17, p. 104. ” Click On”
What are your preferences?
Look through the text and underline the phrases people use when they don’t like the films.
Underline the phrases they say when they like watching films. What are they?
T. Speak about your preferences in films, using the underlined phrases.
36
The rest of the pupils fill in the table while listening.
What do most pupils of your group prefer? Do boys and girls like watching the same films?
6. Relaxation.
What holiday is coming? What is the symbol of New Year? (физкульт. минутка «Елочка»)
(the second surprise)
8. Reading.
T.: Do you know what the word “Pirex” mean? 1. Read the information in the Activity Book
and answer this question. (Activity Book: Ex.3, lesson 4)
2. Read the text once again and fill in the correct forms of the verbs.
9. Video. Cartoon “A baby lamp and his father”
T. You work hard today and you’ll have the third surprise. You’ll see the first film which was
produced by “Pirex”T.: What do you think of the film? What did you feel? Ps: The film was amazing, fantastic, etc.
I felt interested, amused, etc.
10. Hometask.
Write about your favourite actor or actress.
11. Reflection.
What is your temperature now? Is it higher or lower? Why?
37
Довгер Наталья Сергеевна
Тема: DO I НAVE TO?
5thFORM
Цели урока:
Практическая цель (коммуникативная): организовать деятельность учащихся по
развитию умений анализировать и использовать изученный грамматический материал в
новых ситуациях общения
Образовательная цель: создать условия для расширения кругозора
Развивающая цель: содействовать развитию аналитического мышления, умения
работать в команде, оценивать собственную деятельность.
Воспитательная цель: создать ситуацию, способствующую развитию
положительного отношения к работе учителя, правилам и нормам поведения в школе.
Сопутствующие задачи: содействовать развитию умений употреблять модальный
глагол haveto в утвердительных, отрицательных и вопросительных предложениях,
способствовать развитию умений говорения (диалогическая речь)
Оснащение: учебник для 5 класса «MagicTour» часть 2, Н.В. Минск «Вышэйшая
школа», 2008; мультимедийная презентация, раздаточный материал.
Ходурока:
I. MOTIVATION STAGE
(to tune students into lesson and relax them)
Good morning, boys and girls. Look! I’ve got a ball. It’s a magic ball. It can change
colours according to your emotions. What colour is it now? I can see orange and yellow colours
because I’m very glad to see you. By the way we have a very interesting topic today: we’ll
speak about school and school rules. I’m sure you’re good pupils and you remember them.
Throw the magic ball to your friend and name one school rule.
Which of these rules are easy for you? Can some of them be a problem for you?
II. GRAMMAR
(to analyse the verb “have to” grammatically)
38
Look, do you recognize Bart? (slide1) This is Bart Simpson. He likes to play tricks on his
teachers, parents, and especially his sister Liz. Bart’s got a lot of problems with school rules.
He comes to school and his head teacher says: Bart, you must wear a uniform! He comes home
and his mom says: Bart, you should wear a uniform! Finally, Bart gets up early in the morning
and decides: I have to wear a uniform. (students help to put in the correct model verbs)
So, what’s the difference between must, should and have to? (we use “must” for orders
and strict rules, “should” for advice and “have to” when the person speaks to himself. Can you
give me an example from your home exercise?
That was not bad. And today our task is to learn how to use the verb “have to” when we
speak about rules.
And I should say it’s not that easy. This is a very tricky verb. Look at the scheme and tell
me why. (slide 2) ( suggested answer: in the third person singular it changes into “has to”)
(to practice the use of “have to” and “has to”)
Today Bart’s parents have gone out. (slide3) But Bart and his sisters Liz and Maggie
have to do something for them. Write the sentences. Use the correct form of the verb “have to”.
Check yourselves (slide 4)
At home and at school there are many rules for you to follow. But teachers also have to
follow some rules. Work in pairs and then present what rules Natalia Sergeevna has to follow.
(suggested answers: she has to wear a uniform, to come on time, to come to every lesson, etc.)
RELAXATION PAUSE
Now it’s my turn! Please stand up. Now I’ll tell you what rules you have to follow. You
have to smile/ wave your hands/jump/shake your hands/touch your neighbor’s nose. Now
Natasha has to hide. Roma has to run, Ksusha has to dance, Valya has to clap her hands twice,
etc.
(to introduce and practice the interrogative and negative forms of the verb “have to” )
Thank you! That was nice. Now I see that you are active and so hard-working! Or maybe
you’re lazy children? (slide 5)
Let’s listen to the chant and choose the best title for it. (Hard-working children/Lazy
children)
39
Take the card, please. This is your role. (Mum, Rosie, Nick, teacher) Follow me and read.
Listen and sing your role. If you wish, you can dance or wave your hands.
In this chant you’ve met the verb “have to”. And now you can tell me how we ask
questions with “have to”. Find them in the chant and underline. How do we dive the answer
with “have to”?
Now we know the rule. (slide 6) (students comment the scheme in the slide)
Let’s follow this rule and learn how to ask and answer with “have to”.
We spoke about Bart’s school and his school rules. Now he’s interested in yours. Read
his questions and choose the answer. (see Apendix 1)
Of course school is not only about rules. It’s about friends too. Bart also has a friend. It’s
a crocodile, Snapper. He’s very helpful I think. Read the dialogue in group and tell me why. Put
in “have to” or “don’t have to”. (see Apendix 1)
Present your dialogues. (one student from each group)
Thank you very much. What rule have we learned? Have you got problems with it?
III . SPEACKING
(to practice the use of “have to” for describing school roles; to recycle the active
vocabulary of the unit)
Let’s tell Bart about our school life. Take a card. There you can see a question. Ask your
classmates. Find out how many of your classmates have to follow some rules.
(questions:
Do you have to keep your school clean and tidy?
Do you have to behave well?
Do you have to come on time?
Do you have to get up early?
Do you have to wear a uniform?
Do you have to come to every lesson?)
Present your results.
40
IV. REFLECTION
Thank you very much. So how did we tell Bart about our school rules? What verb did we
use? What did you learn about it? Did you manage to learn how to ask and answer questions
with this verb?
Look at my magic ball. It’s changing colours again. What colour is it for you now? Pass
the ball and share your good emotions!
VI. THE RESULTS OF THE LESSON AND HOMEWORK
I hope that today’s lesson was interesting for you, and you worked really hard. So your
marks are:…
H/T: SB ex.1, p.53 (learn by heart), AB ex.2, p.73
*ex.3, p. 74 (read and translate)
41
APENDIX 1
Do you have to wear uniform?
b) No, I don’t.
a)Yes, I do.
Do you have to do your homework?
a)Yes, I do.
b) No, I don’t.
Do you have to keep the school clean?
a)Yes, I do.
b) No, I don’t.
Do you have to behave well?
a)Yes, I do.
b) No, I don’t.
Do you have to be polite?
a)Yes, I do.
b) No, I don’t.
Have to ordon’t have to?
-
You’re very lucky, Snapper. You _____________wear a
uniform and you ______________do your homework! It’s
not fair! I ________________do all these things. You
______________go to school. You can lie in bad and read
comics. But I ___________________listen to teachers and
answer questions.
-
Because I’m a crocodile and you’re a boy. Everybody knows, that crocodiles
_______________go to school. My life isn’t easy. Every day I ________________tidy your
bedroom. Then you come home from school and I ____________________do your homework,
because you’re so lazy!
42
Ильина Анна Леонидовна
Темаурока: ARE THERE ANY ECOLOGICAL PROBLEMS IN SLONIM?
10THFORM
Цели урока
Основные коммуникативные:
совершенствовать навыки монологической и диалогической речи с применением
тематической лексики;
проверить умение учащихся высказывать свою мысль и делать выводы в
письменной форме.
Сопутствующие:
совершенствование лексико-грамматических навыков;
совершенствовать умение учащихся воспринимать на слух небольшие
монологические высказывания по теме.
Развивающие:
развить логическое мышление и внимание учащихся;
развить коммуникативные навыки при работе в группах;
развить умение вести дискуссию, высказывать свое мнение, обобщить и
анализировать мнения других.
Воспитательно-образовательные:
уделить особое внимание актуальности данной проблемы в повседневной жизни;
сформировать собственное мнение учащихся по решению данной проблемы
Оборудование :
интерактивная доска, компьютер, проектор; проект по теме урока; индивидуальные
компьютеры учащихся; магнитофон, диски; проекты учащихся.
Структура урока
1. Приветствие (1 мин)
2. Введение в тему урока. (3 мин)
a.
КлипМ. Джексона «The Earth Song».
b.
озвучивание темы учащимися
3. Совершенствование лексических навыков. Работа на компьютерах. (5)
43
4. Совершенствование навыков устной речи. (4)
5. Совершенствование навыков аудирования. (10)
6. Дискуссия по теме с обсуждением в группах проекта учащихся. (15)
7. Заключительные выводы учащихся в письменной форме.(6)
8. Подведение итогов урока. (1)
Ход урока
1. Приветствие.
Деятельность учителя
- Good-afternoon, students! I’m glad to see
you. Sit down, please. How are you getting
on?
Деятельность учащихся
Учащиеся отвечают на приветствие и
вопросы.
2. Введение в тему урока.
Деятельность учителя
Деятельность учащихся
First of all, I’d like to show you a fragment of
a well known Jackson’s clip “The Earth Song” Слайд 1. Учащиеся смотрят и слушают
that reflects the topic we have been discussing
песню.
for several weeks.
Слайд 2. Учащиеся озвучивают тему урока
How did you find it?
и объясняют тему своими словами.
Now, look at the board. Will you be so kind to Слайд 3.
read the title of the lesson.
44
Do you think it’s a very topical problem?
Is it necessary today to discus this topic?
You are right, that’s why you should answer
the questions:
How can you personally help our city?
3. Совершенствование лексических навыков.
Деятельность учителя
Now, you should do the exercise on your
comp. 3 min, please. Match the words with the
problems
Please, … come to the board and show your
results. Do you agree, disagree?
Thank you students.
Деятельность учащихся
Учащиеся выполняют упражнение на
компьютерах в группах.
Слайд 4.
От каждой группы один уч-ся выходит к
и/а доске и с помощью сетевого пера
выполняет упражнение. Остальные
выражают свое согласие или несогласие.
4. Совершенствование навыков устной речи.
Деятельность учителя
Shall we continue? Let’s remind us all the
ecological problems and discuss them in brief.
Деятельность учащихся
Слайды 5-10.
Учащиеся называют проблемы и кратко
комментируют их.
5. Совершенствование навыков аудирования.
Деятельность учителя
Деятельность учащихся
Well, we' ve revised a lot of words and you
Ребята знакомятся с упражнением,
will be able to do some listening exercises.
слушают задание и выполняют
Look through the ex. Do you have any
упражнение.
questions? Listen to the task, please. Is it
Учащиеся слушают еще раз и доделывают
clear? One minute to fill the gaps. Listen once
или проверяют упражнение. Один ученик
more, please. Now, let’s check your answers.
отвечает, остальные выражают согласие
45
…., will answer. Is it correct? Do you agree?
или несогласие с ним, подтверждая
Prove your mind, please.
предложениями из текста.
Who doesn’t have any mistakes? …
6. Дискуссия по теме с обсуждением в группах проекта учащихся.
Деятельность учителя
Деятельность учащихся
You were divided into three groups. They are:
Green Peace, Citizens, Government. Now we
Учащиеся были разделены на три группы:
are going to have a debate on the question of
Зеленые, Горожане и Правительство.
ecological problems in Slonim.
Группа Зеленых проводит презентацию на
First, the group of GP will present some
тему «Экологические проблемы в
arguments about these problems, and other
Слониме».
groups should start the debating, by joining in
Две остальные группы дискутируют,
or interrupting, if necessary.
предоставляя возможные решения данных
проблем.
7. Заключительные выводы учащихся в письменной форме.
Деятельность учителя
You gave different ideas that are very useful
for protecting the environment.
Now I’d like you to decide whose ideas were
the most convincing and write your personal
opinion to answer the question “What can be
done?”
Деятельность учащихся
Ребята подводят итог, письменно обобщая
высказанные ранее решения экологических
проблем.
Во время работы включен клип М.
Джексона “The Earth Song”
8. Подведение итогов урока.
Рефлексия.
46
Александрович Наталья Александровна
Тема:AREYOUINVENTIVE?”
6THFORM
Цели урока:
Практическая
цель
(коммуникативная):организовать
деятельностьучащихся
по
развитию умения использовать изученный материал в новых ситуациях общения.
Образовательная цель: познакомить
изобретениях
учащихся с историческими фактами о
мирового значения и биографиями ученых, создать условия для
расширения кругозора.
Развивающая
цель:
содействовать
развитию
связности
построения
устных
высказываний; формированию ассоциативных связей, воображения, умения работать в
команде во времени, анализировать факты, оценивать собственную деятельность.
Воспитательная цель: создать ситуацию, способствующую развитию положительного
отношения к труду, интереса к изобретениям.
Сопутствующие задачи: содействовать развитию умений рассказывать о прошедших
событиях, употребляяформы действительного и страдательного залога, способствовать
формированию навыка изучающего чтения и слушания.
Оснащение:
учебник для 6 класса «MagicTour» часть 2, Н.В. Юхнель/Минск “Вышэйшая школа”,
2006;
мультимедийная презентация, DVD проигрыватель, раздаточный материал, механизмы
и колбы (физика, химия), портреты.
Ход урока:
I. MOTIVATION STAGE
Good morning, my dear students. Today we have guests, so let’s greet them. Take your
seats.
47
Please, have a look at the things we have today on the table. What do you think we use
them for? What are these? (answers: tools and instruments which we use to make
experiments). Yes, you are right. And we will work in our scientific laboratory, make
experiments and inventions, and find out who is the most creativeand prove that every person
is an inventor. Look at our screen and read the topic of our lesson.
I think it’s better to work in groups. Let’s say our counting rhyme and remember what you
are.
Butter and bread, (Dasha and Nastya)
Needle and thread, (Galya and Karina)
Hammer and nail, (Lesha and Pasha)
Boat and sail. (Brynsylo and Bytsko)
So, group #1 “butter, needle, hammer, boat” and group #2 “bread, thread, nail, sail”. Take
your places.
Are you ready? Let’s start then!
II. MAKING EXPERIMENTS
1)
Giving logical grounds
And here is our first experiment, my dear inventors. Look at the pictures and in one minute
one group will tell me 3 inventions you can live without and the other group –
3 inventions
we can’t live without.
Pictures of: a TV-set, a telephone, a computer, a radio, a bike, sunglasses, a kettle, an
iron.
48
Well done, young inventors! For every grounded and good answer you’ll get points into
your suitcase of achievements, and at the end of the lesson we’ll have the best team and
inventor.
2)
The history of inventions.
a) How?
And do you know that the most important question for inventors is “how”? So, sometimes
it takes a short time to make an invention or it can be made even by chance (look at the
apple: whom and how did it help to make an invention?). Sometimes it takes a long time to
invent something.
Let’s learn about the history of one invention.
- Read the text and find out which of the things are not mentioned in it.
- Then stick the pictures in the correct order on a sheet of paper. (ex. 3 p.67 activity
book).
- Check yourselves.
A
B
C
D
E
F
G
1926
New words: cardboard, a biscuit tin, fix.
The first television set was not made of plastic or metal. It was made of cardboard. John
Logie Baird, a Scottish inventor, also used a biscuit tin in his invention. In 1926 he proudly
demonstrated his cardboard-box television set in action. It was the greatest invention of the
20th century. Modern TV sets are different. They have hundreds of screws to fix different
parts.
(pictures of: a nail, a modern TV, a biscuit tin, a cardboard box, a screw, 1926, a hammer).
- And now one team is going to represent J.L. Baird and try to tell how he invented the
first TV.
49
-
And the second team will try to be that first TV and tell us how you were invented.
Just mind the tense we need! (1 minute to think it over).
Suggested answer: Hello, my name is John Baird. I am a Scottish inventor. I decided to
invent a thing to watch films with. Firstly, I took cardboard, scissors and a ruler. I cut and
cut. But this TV set didn’t work. So then I took a biscuit tin. And finally I made a TV which
worked! In 1926 I showed my invention in action and people liked it very much! I felt as
happy as a king!
Suggested answer: Hello, I am the first TV set in the world. I was invented by John Baird.
Firstly, I was made of cardboard and I couldn’t work. But then he took a biscuit tin and I
was made of both cardboard and that tin! I was as pretty as a picture and Mr. Baird was
very happy.
b) Who and when?
But we know that all these things were not invented by themselves. Somebody did that.
Who? (inventors). Our task, my curious inventors, is to match the inventions and their
inventors. (ex.1 p.67, activity book).
A
B
C
D
E
F
1.
Alexander Graham Bell invented telephone in 1876.
2.
Gugliermo Marconi invented the radio in 1894.
3.
Warner Brothers made the first talking film “The Jazz Singer” in 1927.
4.
Henry Ford made the first cheap car in 1908.
5.
John Logie Baird invented the first TV-set in 1926.
6.
Hubert Booth invented the vacuum cleaner in 1901.
50
- Check yourselves
ANSWERS: 1- B, 2 – E, 3 – A, 4 – F, 5 – C, 6 – D.
Who has no mistakes?
c)
Quiz Time
Well done, my friends. Please, take your seats at the tables again and we will work in
pairs. Now our experiment is to see if all people know about the inventions.
- Watch the video (Video “Quiz Time”) and find the answers to the questions you have
in front of you. Look through the questions to see if you have any difficulties with
them:
The woman’s name is…
…
The prizes she won are…
…
The question(s) you could answer is/are about…
…
New facts for you are about…
…
- Now let’s make our own quiz time show. In pairs using exercise 1 p.67 in your activity
books make up 1 question from a pair for the rest of the group in a form of a test giving
3 variants (use different sentences). You have 2 minutes. Pair 1 – when, pair 2 – who,
pair 3 – what, pair 4 – who.
- Now, let’s check the quizzes and the answers to them! Be very attentive.
III. RELAXATION PAUSE
Well done, my friends. But we need a rest. All inventors don’t like to lose time in vain,
and we won’t either. Look at this tricky picture. What do you see there? What else? Look at
it for 30 seconds and count how many times you see a vase.
IV. PRACTICAL LABORATORY
Great! Let’s continue! We have come to the practical part of our work today.
1)
“Skilful Hands”
Right now we invite you to the club “Skilful Hands”. Your homework was to make
something yourself and bring it here. (my example with cross-stitching?)
51
- So, describe what you have brought without naming it and the rest guess. For each
correct guess you have a point.
The scheme: I have brought something today. I made it myself. I used such tools as … (a
hammer, a ruler, nails, screws, scissors, glue). It is made of … (paper, wood, metal, flour,
material and threads). First, I took … Then I …. And finally I … I think it’s as pretty as a
picture. And when I made it I was as happy as a King.
“New ways to use the brush”
2)
Again we need our active teams for brainstorming the ideas. Please, teams take your
places.
-
Just look at this thing. What do we use it for? But you are very creative young inventors.
Try to think of 10 other ways to use it and demonstrate.
3)
Craft lesson
Get back to your seats.
- And would you like to learn how to make one more thing yourself? So you have this
opportunity. Have you brought paper? Have you brought scissors? Ready? (ex.3 p.66 activity
book)
Follow my directions:
First, take an A4 sheet of paper. Cut it lengthwise.
Then, fold it 5 times.
Now, draw half a silhouette on the folded paper. You can draw half a fir tree, half a
leaf, half an apple, half a girl, half a mushroom, etc.
Finally, cut out the silhouette. Unfold it. You’ll get a row of silhouettes.
Have a look how easy it is to make things ourselves! Well done! The most attentive and
the quickest gets a point!
V. REFLECTION
Choosing the motto.
Good job, my little inventors! Let me ask you one more question: which motto can
become the motto of our lesson today? Choose what suits you best:
Many hands make light work.
52
A cat in gloves catches no mice.
East or west, home is best.
Actions speak louder than words.
All things are difficult before they are easy.
An apple a day keeps a doctor away.
VI.
THE RESULTS OF THE LESSON AND HOMEWORK
H/T: SB pp. 126- 128 (read and fulfill the tasks after the text).
The most inventive
So, we can see that all of you are very inventive and creative. But today the most
inventive was “…”! So he/she gets a ten. Thank you for the lesson. Have a good day!
SUPPLEMENTS
1926
1926
1926
New words: cardboard, a biscuit tin, fix.
53
The first television set was not made of plastic or metal. It was made of cardboard. John
Logie Baird, a Scottish inventor, also used a biscuit tin in his invention. In 1926 he proudly
demonstrated his cardboard-box television set in action. It was the greatest invention of the
20th century. Modern TV sets are different. They have hundreds of screws to fix different
parts.
New words: cardboard, a biscuit tin, fix.
The first television set was not made of plastic or metal. It was made of cardboard. John
Logie Baird, a Scottish inventor, also used a biscuit tin in his invention. In 1926 he proudly
demonstrated his cardboard-box television set in action. It was the greatest invention of the
20th century. Modern TV sets are different. They have hundreds of screws to fix different
parts.
The woman’s name is…
…
The prizes she won are…
…
The question(s) you could answer is/are about…
…
New facts for you are about…
…
Choose the motto:
Many hands make light work.
A cat in gloves catches no mice.
East or west, home is best.
Actions speak louder than words.
All things are difficult before they are easy.
An apple a day keeps a doctor away.
Represent J.L. Baird and tell how you invented the first TV.
Be that first TV and tell us how you were invented. Just mind the tense you need!
TEAM 1: tell us what inventions you can live without. Prove your ideas.
54
TEAM 2: tell us what inventions you can’t live without. Prove your ideas.
- Read the text and find out which of the things are not mentioned in it.
- Then stick the pictures in the correct order on a sheet of paper. (ex. 3 p.67 activity
book).
- Check yourselves.
- Read the text and find out which of the things are not mentioned in it.
- Then stick the pictures in the correct order on a sheet of paper. (ex. 3 p.67 activity
book).
- Check yourselves.
Match the inventions and their inventors. (ex.1 p.67, activity book).
Match the inventions and their inventors. (ex.1 p.67, activity book).
Look at this thing. What do we use it for? But you are very creative young inventors. Try to
think of other ways to use it and demonstrate.
Look at this thing. What do we use it for? But you are very creative young inventors. Try to
think of other ways to use it and demonstrate.
55
Александрович Наталья Александровна
Тема: FACT OR FICTION
6THFORM
Цели урока:
Практическая цель (коммуникативная): содействовать развитию умений восприятия
иноязычной речи на слух и навыков говорения на основе аудиотекста.
Образовательная
цель:
познакомить
учащихся
с
историческими
фактами
национального значения, создать условия для расширения кругозора.
Развивающая цель:
содействовать развитию
вероятностного
прогнозирования,
связности построения устных высказываний; формирование ассоциативных связей,
умения работать в команде во времени, анализировать и сравнивать факты, оценивать
собственную деятельность.
Воспитательная цель: создать ситуацию, способствующую развитию интереса к
истории страны и личности в данной истории.
Сопутствующие задачи: содействовать развитию умений употреблять формы
страдательного залога, способствовать формированию навыка аналитического чтения и
слушания.
Оснащение:
учебник для 6 класса «MagicTour» часть 2, Н.В. Юхнель/Минск “Вышэйшая школа”,
2006;
мультимедийная презентация, магнитофон, раздаточный материал.
Ходурока:
I. MOTIVATION STAGE
Good morning, friends. My young colleagues, we are going to be detectives and investigate
some interesting facts about the past of our country… It is a very difficult activity, so we need
to be attentive not to miss any of the keys which will lead us to the final conclusion about what
is real and what is imaginary in the legends of the past. (slide 1)
56
1) Decoding the secret letter:
And the first step in our work is this secret letter. We need to decode it and guess where we
are travelling today. Be very attentive! (slide 2)
Choose the most suitable and necessary word in each space! And try to be quick – you have
only 2 minutes.
Text: “This old building is in one of the cities of Belarus. It is not a natural object. It 1(A.
makes, B. made, C. was made) by man a long time ago. Now it 2(A. sees, B. is seen, C. will
be seen) as a tourist attraction. It is a famous old building. It 3(A. was building, B. was built,
C. is built) in XVI-XVII centuries for the Radziwill family. And it also 4(A. knows, B. is
known, C. was known) for the Black Lady”.
Keys: C. was made, B. is seen, B. was built, B. is known.
Check your partners’ answers and for every right answer give a point into the suitcase of
achievements and at the end of the lesson we will see how much you will earn. (slide 3)
Well done, young detectives! The first step is over! And the place is (slide 4)- … in Nesvizh
(E). Nesvizh itself is an old city with an exciting past and today we are to learn more about its
mysterious past. (slide 5)
II. LISTENING
1) Pre-listening stage:
Are you ready to continue our investigation? Now, please, look at these pictures (ex.1 p.41
plus additional pictures on the screen). Have you ever visited this castle? Do you know this
lady? (slide 6) So she will be the subject of our investigation…
a) “Magic words”.
The magic words on the blackboard will help us to understand this complicated case. (slides
7, 8) They are our key! Let’s read them and guess the meaning (translation and pictures):
Royal blood, take care of, hold-held-held, handsome, fall in love, at first sight, marrymarriage, ghost, poison-poisoned, fall ill, find out.
Well done! Now we are armed with the magic words.
57
b) “Magic names”.
We are almost ready, except for the magic names, which will lead us through the thickets of
riddles and mysteries. (slide 9)
Look through the list of the magic names (ex.2, p.41). They are difficult to read but true
detectives are not afraid of difficulties. Listen how I read them and follow in the book.
2) Listening stage.
a) The first listening.
And now while listening to the legend about the Black Lady of Nesvizh mark in your
handouts which of the names were mentioned in it.
Handouts:
Michael Radziwill Rudy
FrancyskSkaryna
SimiaonPolatsky
MikolaHusousky
EuphrasinniaPolatskaya
Michael RadziwillChorny
Stanislaw Radziwill
The White Lady
Zhyhimont August
KryshtofRadziwillSirotka
The Black Lady
b) Brainstorming.
Oh, our tape is damaged a little. So, young detectives, it’s your turn to use your powers of
predictions. What do you think happened to Barbara and Zhyhimont? Were they happy? Your
ideas, please.
c) Listen up to the end and see if our guesses were right.
d) Checking. (slide 10)
So, young detectives, let’s check, how attentive you were while listening to this mysterious
story and put your marks into the suitcases.
e) The second listening.
The next step for us, young detectives, is going to be the work in investigation groups. Each
investigation group is responsible for a certain question. (slide 11, 12) Here they are:
Pair 1: Barbara’s young years: Who was Barbara? Where did she live? What is said about
her family?
58
Pair 2: The meeting: How and when did Zhyhimont and Barbara meet? What happened to
them then?
Pair 3: The family life: Was Zhyhimont’s mother happy? Did she become friends with
Barbara? What did she do? What happened to Barbara?
Pair 4:Zhyhimont’s sorrow: How did Zhyhimont feel after Barbara died? What did he decide
to do? Where can we meet the ghost of Barbara?
3) Work in pairs. Investigation group analysis.
Barbara’s young years:
Who was Barbara? …….
Where did she live? ……
What is said about her family?.....
The meeting:
How and when did Zhyhimont and Barbara
meet?.....
What happened to them then?.....
Zhyhimont’s sorrow:
The family life:
Was Zhyhimont’s mother happy? ….
How did Zhyhimont feel after Barbara died?
Did she become friends with Barbara? …..
….
What did he decide to do? ….
What did she do?....
What happened to Barbara?.....
III.
Where
can
we
meet
the
ghost
of
Barbara?......
RELAXATION PAUSE. (slide 13)
Let’s have a short break, but let it be a useful one. All the detectives should distinguish many
different sounds and be able to tell what they mean. So let’s check how you can do it. (slide 14)
IV.
SPEAKING
1)
Making a version.
a)
So, our investigators have their pieces of the story. Let’s make up the whole version,
make up the puzzle. (slide 15)
Well done!
59
V.
READING
a)
Scientific analysis of the matter
But, we know that sometimes facts and legends do not coincide. And true detectives usually
try to tell facts from fiction. Usually they work in teams. So in two teams, read the information
(page 42) fill in the charts with true facts and compare them with what you have heard in the
legend. Then the representative of the team will report the others on the analysis and deductions
their team has made. (each group gets a half of the facts). (slide 16)
FACTS
FICTION
1.
1.
2.
2.
3.
3.
Great!
VI. ROLE-PLAY “TIME MACHINE”
You are very clever and attentive detectives. And luckily for us we have a unique possibility
to travel in time and ask Barbara about her life. So, get on our time machine and…press the
button… (slides 17, 18)
1) Getting ready for the interview.
Think of the questions we may ask her and think of the possible answers (act out the
conversations in the groups of three (a girl, a boy and the Black Lady). (slide 15, 16)
Tips for asking: Did you really…? Were you really…? (marryZhyhimont secretly; happy
with him; live with your brothers and were they against you; take the poisoned ring from Bona
Sfortsa;…) at least 5 questions (cards with the names of the characters)
2) Interviewing (slide 19)
60
VII. REFLECTION
So, young detectives, I hope you liked our journey today.
Can you think of reasons in what way the legend about Barbara makes Nesvizh castle even
more attractive for tourists and write them down. (slide 20)
VIII. THE RESULTS OF THE LESSON AND HOMEWORK
As I see from your suitcases of achievements, your marks for today are:…
Your homework for the next lesson is:
Imagine you are in Belarus in the 10th century. Write a story about an adventure you had in
the castle of Nesvizh (plan ex.3 p. 56 Activity Book).
Appendix
THE SUITCASE OF ACHIEVEMENTS
Name
Coded
Magic
letter
names
Predictions Speaking Reading Role-play Summary
Dasha
Nastya
Artiom Br.
Artiom B.
Lesha
Galya
Karina
Pasha
1.
TEXT + TEST: “This old building is in one of the cities of Belarus. It is not a natural
object. It 1(A. makes, B. made, C. was made) by man a long time ago. Now it 2(A. sees, B. is
seen, C. will be seen) as a tourist attraction. It is a famous old building. It 3(A. was building,
B. was built, C. is built) in XVI-XVII centuries for the Radziwill family. And it also 4(A.
knows, B. is known, C. was known) for the Black Lady”.
61
2. Handouts:
FrancyskSkaryna
MikolaHusousky
Michael RadziwillChorny
The White Lady
KryshtofRadziwillSirotka
Michael Radziwill Rudy
SimiaonPolatsky
EuphrasinniaPolatskaya
Stanislaw Radziwill
Zhyhimont August
The Black Lady
62
GROUP 1
GROUP 2
Barbara’s young years:
The meeting:
Who was Barbara? …….
How and when did Zhyhimont and
Where did she live? ……
Barbara meet?.....
What is said about her family?.....
What happened to them then?.....
GROUP 3
GROUP 4
The family life:
Zhyhimont’s sorrow:
Was Zhyhimont’s mother happy? ….
How did Zhyhimont feel after Barbara
Did
she
become
friends
with died? ..
Barbara? ….
What did she do?....
What happened to Barbara?.....
GROUP 1
What did he decide to do? ….
Where can we meet the ghost of
Barbara?......
GROUP 2
Zhyhimont August was the Prince of the Barbara Radziwill was a Belarusian
Great Lithuanian Duchy and the heir to Princess but not of royal blood.
the Polish throne.
Zhyhimont and Barbara became the
Michael RadziwillChorny and Michael King and the Queen of Poland.
Radziwill Rudy wanted their sister to Barbara Radziwill died very young of a
marry Zhyhimont.
serious illness.
Soon after Barbara’s death Zhyhimont
married again.
63
Марчик Татьяна Васильевна
Тема:NOTHING IS FOREVER
6THFORM
Цели урока:
Практическая
цель:
организовать
деятельность
учащихсяпо
совершенствованию навыков диалогического высказывания
Образовательная
цель:
познакомить
учащихся
с
некоторыми
экологическими проблемами в стране и путями их предотвращения
Развивающая цель: содействовать развитию логического мышления
Воспитательная
цель:
создать
ситуацию,
способствующую
воспитанию любви и бережного отношения к природе, содействовать
воспитанию умения работать в парах, группах.
Сопутствующие задачи: способствовать формированию навыков
просмотрового чтения.
Оснащение:
компьютер,
интерактивная
доска,
мультимедийный
проектор, раздаточный материал, плакаты.
Ход урока:
1. Оргмомент. Введение в атмосферу иноязычного общения.
Good morning, my dear students. Please, have a look at the things we have today
on the table and on the blackboard, guess the topic of our lesson. Your variants are
quite interesting, but the topic that I have chosen for today`s lesson is “Nothing is
forever”. Now read the following phrases and choose what we will do at the
lesson. Please, use the conversational formulas that you have on your desks. (I
think …/ I guess … / In my opinion …).
I`d like you to be divided into two teams. One team is giving statements the
other should agree or disagree.
1) Our planet is in
danger.
P1 – Yes It’s true. Our planet is really in
danger.
64
P2 – Yes I agree with you. It’s a pity but
2) People pollute rivers,
lakes, seas.
people pollute rivers, lakes, seas.
P3 – No I disagree. People drop glass,
3) People in our town
don’t drop litter in the park.
bottles, cans, and a lot of cigarettes in the park.
P4 – No, on the contrary, we breath bad air,
4) The air in our town
is fresh and good.
because cars, buses, factories pollute air.
2. Работа над лексикой
-Семантизация лексики
Can you guess what I am saying about?
1.
The act of making air, water, land dirty. (pollution)
2.
Useless things which people drop or throw away. (litter)
3.
The acting of people which helps our nature. (protection)
4.
Trees help us to do what? (breath)
5.
People often do it in the forest when they rest there. (to make fire, cut
6.
Bottles, glass, cans in one word. (wastes)
7.
Special factories which reuse wastes. This process is called.
trees)
(recycling)
8.
People from this organization helptheenviroment. (Greenpeace)
9.
Members of Greenpeace do a lot of good things for our nature.
(tosave)
-Активизация лексики. (Please fill in the blanks)
65
The Earth is our . . . . We must take care of it. Everyone must do everything
possible to . . . the land, air, water clean. We must say “no” to . . . . Nature is in
our hands, nobody can . . . . it, but only people. Our planet is in . . . .
(save, home, protect, pollution, danger)
Teacher: You know that a lot of rear animals are in danger. They can
disappear from the Earth
Why?”
Pupil 1 – Because people kill animals for their fur.
Pupil 2 – They kill animals for their skin and trunks to make some very
expensive things.
Pupil 3 – People kill animals just for hunting.
Pupil 4 – For medicine
Pupil 5 – They can’t live in such poisoned environment
Teacher: All your answers are right. There are many factors which influence
disappearing of such animals and influence the environment. To get more
information about these factors we should read the following text.
3.
Чтение и обсуждение текста
We must protect our environment, our country. There are a lot of big and
small rivers and lakes, green forests and beautiful fields.
Our Earth is our home. I think people must take care of our Motherland.
There are some laws and decisions on this important question. We have state
organizations which pay attention to this problem. The international conventions
pay much attention to the control of pollution too.
There are a lot of industrial enterprises in our country that’s why we can’t
ignore the problem of the protection of our environment. We have the main aim of
the protection. Our environment must be clean. What must we do for it? We have
to control atmospheric and water pollution, to study the man’s influence on the
66
climate. The pollution of the environment influence the life of animals, plants and
our human life. If we don’t use chemicals in a proper way we’ll pollute our
environment.
Our plants and factories put their waste materials into water and atmosphere
and pollute our environment.
There are many kinds of transport in our big cities that is why we must pay
attention to the protection of our nature and the health of the people.
Radiation. Now it has become one of the main problems. It isn`t good for
health of people.
Many people died from radiation some years ago after the Chernobyl
disaster. It was a tragedy. The people all over the world do everything to protect
their nature, to make their country cleaner and to make their life happier.
-Answer the questions.
1.
What is a very important problem in Belarus and in many other
countries?
2.
Must people take care of our Motherland?
3.
What pollutes nature?
4.
What tragedy was there in Chernobyl?
5.
Do you want to protect our nature?
6.
You love your Motherland, don’t you?
4. Совершенствование навыков диалогического высказывания
Try to make dialogue, using the information from the text. You should
discuss the problem of protection of our environment
Possible dialogues:
P1 – The problem of pollution of our nature is very important, isn’t it?
67
P2 – Yes It is. Our Earth is our home. I think people must take care of it.
P1 – You are right. Our environment must be clean. Our plants, factories
must not drop wastes into the river, air. Do you agree with me?
P2 – Of course, I agree with you because many kinds of transport pollute our
cities and towns. It harms the health of the people.
P1 – Yes, That’s why the people all over the world must do everything to
protect nature.
5.Заключительная часть урока. Подведение итогов.
What can we do to keep the Earth clean and healthy? (учащиеся отвечают
на вопрос)
1.
Never make fires in forests.
2.
Do not drop rubbish into the streets.
3.
Do not throw wastes into the water.
4.
Use public transport.
5.
Plant trees, flowers.
Well done! Your hometask is to draw a poster about some ecological problems and
present it. So, we can see that all of you have learnt a lot. I liked your work. Your
marks are … Thank you for the lesson. Have a good day!
And at the end of the lesson I`d like to sing this beautiful song together.
Today you are going camping
With your family, friends or class.
Please help us, don’t drop any litter!
‘Cos’ your litter lives longer than us!
Refrain:’Cos’ nothing is forever
And nature is getting tired.
68
If we don’t stop and think today
Tomorrow the Earth could die.
Refrain
Today you cut down your forests
But planet needs our leaves.
Please stop it because tomorrow
You’ll have no air to breathe!
Refrain
You can have a bath or a shower
But today is the time to think.
Save the rivers because without them
You’ll have no water to drink.
Refrain
Today we are still in you forests,
In the sky, in the rivers, but look:
Don’t kill us! Becauseyourchildren
Willseeusinpicturebooks.
69
Бурачевская Алла Ивановна
Тема: LET’S SAVE OUR PLANET
9THFORM
Тип урока: урок комплексного применения знаний, умений и навыков
Цель: формирование коммуникативной компетенции учащихся в пределах
изучаемой ситуации
Прогнозируемый результат: предполагается, что к окончанию урока
учащиеся будут готовы высказываться по заданной теме
Задачи: -повышать уровень коммуникативной компетенции учащихся
-способствовать развитию у учащихся восприятия и понимания
англоязычной речи
-создать
условия
для
активного
взаимодействия,
развития
творческого и аналитического мышления
Задачи для учащихся: -учиться высказывать свою точку зрения на
английском языке
-учиться применять полученные знания на практике
-учиться работать в команде
Методы: коммуникативный, интерактивный, проблемный, игровой
Оборудование урока: компьютерная презентация, раздаточный материал,
магнитофон
Procedure
I.Introduction, aiming, warming-up
T. Good morning. Glad to see all of you here in our class. Look at the pictures on
the screen and write down as many words as possible related to the pictures.
(The SS make up lists of words)
T. How is the title of the lesson related to the pictures?
(The SS give their versions answering the question)
70
T. How are the pictures and the title related to our lesson?
(The SS guess they will speak about the problems of ecology, the influence of
modern technology on it).
T. You are right. The topic of our lesson is “LET’S HELP OUR PLANET”.
The aim of the lesson is to learn about the problems of ecology in the world and
what can be done to improve the situation.
II. Pre-Listening
1) Working in pairs
T. Now let’s turn to the pictures on the screen. Which of the problems
described exist in our country? Use your lists of words and prompts on the
screen:
-cars -factories -green house gases -smog -trees -water -people release fumes -contaminate
(The SS describe the pictures on the screen)
2)Working in pairs
The teacher gives the SS cards with the following questions:
1.What is the course of the trouble?
2. Where do we get our energy from?
3.Which of these sources of energy are mostly used in our coutry?
4.Which of them are renewable?
5.Which of the sources are non-reliable?
(The SS describe the pictures using the words:
-wood -coal -water -gas -oil -wind -sun)
III. Listening
T. Now you’ll listen to 3 speakers who will describe 3 sources of energy. Your task
is to write:
S (for solar energy)
W (for wind energy)
H (for hydropower)
71
Cards to fill in
-run small gadgets
-create electricity for whole cities
-power grain mills and sawmills
-heat water
-run homes and communities
-heat and cool factories
-power batteries
-pomp water
IV. Follow-up work
1) T. Prepare to speak in groups about all possible advantages and
disadvantages of solar power, windmills and hydropower.
2) An IMAGINE game
T. Chose a person who is to be the Mayor of a city in your region, who is
desperately in need of a new form of energy which will be capable of
generating enough power to meet the requirements of the city and the region
needs without damaging the environment. Each group tries to persuade the
Mayor that their source of energy is the most profitable and reliable.
1. T. First work in groups and brainstorm the ideas and ways to persuade the
Mayor
2. T. The Mayor prepares questions to each group about the advantages and
disadvantages of the alternative source of energy.
3. Playing the role game.
V. Reflexion
T. Finish the phrase you see on the screen.
Today at the lesson I’ve learnt…
VI. Home task
T. Write a short story “ LET’S HELP OUR PLANET” using the material of the
lesson.
72
73
Автор
olgacoffee23
Документ
Категория
Без категории
Просмотров
559
Размер файла
11 077 Кб
Теги
урок, кафедры, учителей
1/--страниц
Пожаловаться на содержимое документа