SOME IDEAS FOR THE LESSONS
план-конспект урока по английскому языку
ИНТЕРЕСНЫЕ ЗАДУМКИ ДЛЯ УРОКОВ
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Предварительный просмотр:
Открытый урок в 9 классе по теме: "Music-the soundtrack of our lives"
Цели и задачи урока:
1. Образовательная:
• Совершенствовать коммуникативную компетентность учащихся на основе навыков владения новым лексическим материалом по теме;
• Сформировывать навыки употребления новых лексических единиц в самостоятельных монологических и диалогических высказываниях;
• Проконтролировать знания лексического материала (виды музыки, эмоции, которые она вызывает)
2. Воспитательная:
• Для решения задач эстетического воспитания включить в урок музыкальные фрагменты из различных произведений, объяснение важной роли музыки в формировании личности;
• Воспитывать товарищество, взаимопомощь, умение работать в парах.
3. Развивающая:
• Развитие положительного эмоционального настроя учащихся;
• Развитие познавательного интереса в сфере музыки.
Данный урок является уроком комплексного применения различных видов речевой деятельности. На уроке используются ИКТ, технология проблемного обучения. Используются словесный, иллюстративно-наглядный метод обучения. Учебная деятельность организованна в формах фронтальной, индивидуальной и парной работы. На уроке используются следующие средства обучения: ТСО (магнитофон и компьютер с медиа-проектором), учебник, индивидуальные карты урока для учащихся, компьютерная презентация заданий урока для самоконтроля учащихся.
Ход урока:
I. Организационный момент.
- Good morning, dear students and our guests! My name is Alina Danisovna (slide 1) and I’ll be your teacher of English today. I think you are ready for our lesson and have a good mood. The topic of our lesson is…. You must guess about it. Look at the whiteboard and put the missing letters.
(slide 2-3)
Senti m ental
Spirit u al
Sen s ational
Enthus i astic
Fas c inating
- Yes, you are quite right. The theme of our lesson is: “ Music: the soundtrack of our lives” (slide 4) and today we’ll listen to the music, do some exercises and talk about our likes or dislikes.
- Речевая зарядка
I know everybody likes music. Some people enjoy classical music, others are fond of folk music. For many of them music is a voice, the way to relax and have a fun. So many people, so many opinions. Let’s the music begin. (играет музыка курая) (slide 4 + музыка ) Do you like this piece of music?
- What music do you like? Why? When do you usually listen to music? Do you play any musical instruments? Who is your favorite singer (group)? What music don’t you like?
- Thank you for sharing your opinions.
- Словарная работа.
Now you will get a card with the adjectives and your task is to divide these words into two groups: 1) positive emotions; 2) negative emotions (slide 5-6) + карточки для обозначения
- Angry
- Depressed
- Excited
- Stimulated
- Irritated
- Comfortable
- Lonely
- Happy
- Stressed
- Scared
- Aggressive
- Optimistic
- Relaxed
- Determined
- Upset
- Quiet
What music do you listen to when you are happy (sad)? What do you feel when you’re listening to music? (slide 7) - Listening to…. makes me feel....
- Формирование навыков диалогической речи.
People cannot live without music. They listen to music, dance to music or learn to play musical instruments. Where can you listen to music?
(There is music everywhere: at home, in a concert hall, in the park, at the seaside, in the forest and even in the street)
Now, will you find ex. 3 on page 76. make up a short dialogue using the phrases from the table.
V. Физминутка
Now let’s have a rest a little bit.
What kind of music do you know? На доске изображается Spidergram, на лучах которой учащиеся в произвольном порядке пишут виды музыки. You can see different types of music. Your task is to match the music extracts to the music types. (slide 8) + карточки для обозначения
- Classical -2
- club music - 4
- heavy metal - 8
- folk - 3
- rap – 1
- opera - 6
- jazz - 5
- country - 7
VI. Формирование навыков чтения с полным пониманием текста.
Now, let’s read the text about the music in our life and then answer the questions.
Music in our life
People cannot live without music. They listen to music, dance to music or learn to play musical instruments. There is music everywhere at home, in a concert hall, in the park, in the seaside, the forest and even in the street.
Music is not only a combination of pleasant sounds. It is an art which reflects people’s ideas and emotions. In our world, filled with conflicts, tragedies, joys and hopes, music strives to speak to people of what is most important, urgent and poignant.
Music in the lives of different people is different: some compose music, others play music and others only listen to it. People like different kinds of music. You my prefer pop or rock music, classical or jazz, but you certainly cannot think of a day without music.
(slide 9) Now, answer the questions please.
1) What is the main idea of the text? Find the sentence which exactly describes the theme of our lesson.
2) Can people live without music?
3) Where do we listen to music?
4) What is music?
VII. Домашнее задание.
(slide 10) Home task will be to write “What is the music in your life” and I’ll be glad to get your e-mails. So, you can see my e-mail for your answers on the screen.
VIII. Reflection.
Did you like our lesson?
What did you like more (less)?
What was difficult for you?
(slide 11) Thank you very much. You have worked hard. Your marks are… The lesson is over. Have a nice day!
Открытый урок по теме: Музыка – это саундтрэк к нашей жизни. проводился в 9. Это класс гуманитарный. Уроков английского языка в этом классе – 3 часа в неделю. В группе __________человек. Данный урок является уроком комплексного применения различных видов речевой деятельности. На уроке используются ИКТ, технология проблемного обучения. Используются словесный, иллюстративно-наглядный метод обучения. Учебная деятельность организованна в формах фронтальной, индивидуальной и парной работы. На уроке используются следующие средства обучения: ТСО (магнитофон и компьютер с медиа-проектором), учебник, индивидуальные карты урока для учащихся, компьютерная презентация заданий урока для самоконтроля учащихся.
.
На уроке преследовались следующие цели:
1. Образовательная:
• Совершенствовать коммуникативную компетентность учащихся на основе навыков владения новым лексическим материалом по теме;
• Сформировывать навыки употребления новых лексических единиц в самостоятельных монологических и диалогических высказываниях;
• Проконтролировать знания лексического материала (виды музыки, эмоции, которые она вызывает)
2. Воспитательная:
• Для решения задач эстетического воспитания включить в урок музыкальные фрагменты из различных произведений, объяснение важной роли музыки в формировании личности;
• Воспитывать товарищество, взаимопомощь, умение работать в парах.
3. Развивающая:
• Развитие положительного эмоционального настроя учащихся;
• Развитие познавательного интереса в сфере музыки.
Задачи урока:
- Активизировать лексику и лексико-грамматические конструкции
- Совершенствовать навыки монологической и диалогической речи через беседу по теме.
При планировании урока я опиралась на следующие принципы:
- Принцип коммуникативной направленности (вовлечь учащихся в устную коммуникацию (аудирование, говорение) на основе аутентичного звукового и печатного материала)
- Принцип сознательности (отбор содержательно- ценного для обучения материала, обеспечивающего развитие познавательных способностей учащихся)
- Принцип активности (каждый ученик должен быть вовлечен в речевую деятельность)
- Принцип наглядности (слуховая наглядность – аудио, зрительная наглядность – схема на доске)
- Принцип доступности и посильности
Учитывая реальные возможности группы, а именно хорошая языковая база, высокая мотивация изучения иностранного языка, высокий уровень подготовки по гуманитарным предметам, хорошие творческие способности ребят, основное место на уроке было отведено активным формам мыслительной деятельности: систематизация и обобщение знаний, сопоставительный анализ, формулирование выводов.
Домашнее задание носит творческий характер (написание сочинения).
Технологии, использованные на уроке:
- Технология применения опорных логических конспектов (схема на доске)
- Игровая технология (интервьюирование сверстника)
- Технология сотрудничества (совместная деятельность ученика и учителя для достижения поставленных задач)
На уроке использовались разнообразные методы обучения:
- Репродуктивный (учит учащихся применять знания и умения в знакомой учебной ситуации, действовать по образцу)
- Частично-поисковый (призван приобщить школьников к творческой деятельности; учит их самостоятельно выполнять отдельные шаги в целостном процессе учебного познания. Этот метод применяется при опоре на уже имеющиеся у учащихся знания и умения, полученные в предшествующих темах и по другим предметам)
- Объяснительно-иллюстративный (использование наглядности на доске).
Продолжительность этапов урока оправдана, переход от одного этапа к другому осуществляется в соответствии с логикой.
На уроке применялись следующие формы организации познавательной деятельности учащихся: фронтальная и индивидуальная работа. При фронтальной форме работы учащиеся работают рядом, но не вместе. Во время индивидуальной работы использовалась аудио-аппаратура и заранее подготовленные вопросы по теме.
Для успешного раскрытия темы и достижения поставленных задач, необходимым являлось повторение лексики, систематизация ранее полученных знаний, ознакомление с новой информацией по теме. В связи с этим урок был разбит на несколько этапов:
- повторение лексических единиц
- формирование диалогической речи
- аудирование
- подведение итогов урока
- постановка домашнего задания
На каждом из этапов преследовались конкретные цели и задачи. Например, при составлении схемы – обобщить имеющуюся информацию и представить ее в схематическом виде; развитие навыков логичности в построении иноязычных высказываний. При проведении интервью – развитие умений использовать изученные лексические единицы и грамматические единицы для решения конкретных коммуникативных задач; развитие навыков диалогической речи.
На мой взгляд, структура урока соответствовала замыслу его проведения. Ребята проявляли активность, психологический климат на уроке был хорошим, что положительно повлияло на конечный результат урока. Учащиеся показали высокий уровень усвоения лексики по теме, хорошее знание страноведческой информации, хорошие навыки диалогической речи, умение обобщать информацию и формулировать выводы. Я считаю, что урок был плодотворным, познавательным, развивающим.
В целом, подводя итог, можно выделить, что урок оказался весьма эффективным, с точки зрения выполнения цели и задач урока, и соответствия возрастным особенностям учащихся. Урок соответствует своей структуре и содержанию. В процессе учебной деятельности осуществлялось широкое взаимодействие между учителем и учащимися, что ведёт к плодотворному и результативному обучению.
Что касается учеников, то они были увлечены уроком, следили за каждым движением преподавателя, активно работали. Урок был построен на сотрудничестве учителя и учащихся, в результате прошел успешно и интересно.
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Music in our life People cannot live without music. They listen to music, dance to music or learn to play musical instruments. There is music everywhere at home, in a concert hall, in the park, in the seaside, the forest and even in the street. Music is not only a combination of pleasant sounds. It is an art which reflects people’s ideas and emotions. In our world, filled with conflicts, tragedies, joys and hopes, music strives to speak to people of what is most important, urgent and poignant. Music in the lives of different people is different: some compose music, others play music and others only listen to it. People like different kinds of music. You my prefer pop or rock music, classical or jazz, but you certainly cannot think of a day without music. |
Music in our life People cannot live without music. They listen to music, dance to music or learn to play musical instruments. There is music everywhere at home, in a concert hall, in the park, in the seaside, the forest and even in the street. Music is not only a combination of pleasant sounds. It is an art which reflects people’s ideas and emotions. In our world, filled with conflicts, tragedies, joys and hopes, music strives to speak to people of what is most important, urgent and poignant. Music in the lives of different people is different: some compose music, others play music and others only listen to it. People like different kinds of music. You my prefer pop or rock music, classical or jazz, but you certainly cannot think of a day without music. |
Music in our life People cannot live without music. They listen to music, dance to music or learn to play musical instruments. There is music everywhere at home, in a concert hall, in the park, in the seaside, the forest and even in the street. Music is not only a combination of pleasant sounds. It is an art which reflects people’s ideas and emotions. In our world, filled with conflicts, tragedies, joys and hopes, music strives to speak to people of what is most important, urgent and poignant. Music in the lives of different people is different: some compose music, others play music and others only listen to it. People like different kinds of music. You my prefer pop or rock music, classical or jazz, but you certainly cannot think of a day without music. |
Music in our life People cannot live without music. They listen to music, dance to music or learn to play musical instruments. There is music everywhere at home, in a concert hall, in the park, in the seaside, the forest and even in the street. Music is not only a combination of pleasant sounds. It is an art which reflects people’s ideas and emotions. In our world, filled with conflicts, tragedies, joys and hopes, music strives to speak to people of what is most important, urgent and poignant. Music in the lives of different people is different: some compose music, others play music and others only listen to it. People like different kinds of music. You my prefer pop or rock music, classical or jazz, but you certainly cannot think of a day without music. |
Music in our life People cannot live without music. They listen to music, dance to music or learn to play musical instruments. There is music everywhere at home, in a concert hall, in the park, in the seaside, the forest and even in the street. Music is not only a combination of pleasant sounds. It is an art which reflects people’s ideas and emotions. In our world, filled with conflicts, tragedies, joys and hopes, music strives to speak to people of what is most important, urgent and poignant. Music in the lives of different people is different: some compose music, others play music and others only listen to it. People like different kinds of music. You my prefer pop or rock music, classical or jazz, but you certainly cannot think of a day without music. |
Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - |
Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - |
Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - |
Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - |
Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - | Listen to the tunes and number them in order you hear them. Classical – club music – heavy metal – folk – rap – opera – jazz – country - |
Предварительный просмотр:
Подписи к слайдам:
Senti ___ ental Spirit ___al Sen __ ational Enthus _ astic Fas __ inating
Senti M ental Spirit U al Sen S ational Enthus I astic Fas C inating
Music: the soundtrack of our lives
EMOTIONS Angry Depressed Excited Stimulated Irritated Comfortable Lonely Happy Stressed Scared Aggressive Optimistic Relaxed Determined Upset Quiet
Positive Negative emotions Excited Stimulated Comfortable Happy Optimistic Relaxed Determined Quiet Angry Depressed Irritated Lonely Stressed Scared Aggressive Upset
Listening to…. makes me feel....
Match the music to its types classical club music heavy metal folk rap opera jazz country 1) 2) 3) 4) 5 ) 6) 7) 8)
Answer the questions: What is the main idea of the text? Can people live without music? Where do we listen to music? What is music ?
Homework Write an essay: “ What is the music in your life” (50-70 words) nazhipova.alina@mail.ru
Have a nice day and let the music play in your soul
Предварительный просмотр:
Технологическая карта урока в 10 классе .
1. Ф.И.О. учителя: Нажипова Алина Данисовна
2. Класс: _10_______________ Дата: _18.12.2014____Предмет: английский язык , № урока по расписанию: 3_________
3. Тема урока: Fun with the exam .
4. Место и роль урока в изучаемой теме: Урок-подготовка к ЕГЭ”
5. Цель урока: Практическая цель : совершенствовать лексические навыки , полученные учащимися при прохождении материала 3 модуля. Развивающая цель: развить коммуникативные навыки обучающихся, совершенствовать навыки словообразования. Воспитательная цель: развивать интерес к проблемам образования и поиска будущей профессии.
6. Оборудование: Презентация Power Point « Jobs ».
Характеристика этапов урока.
Этап урока | Время, мин | Цель | Содержание учебного материала | Методы | ФОУД | Деятельность учителя | Деятельность учеников | |
1.Организационный момент. | 1 | Проверить готовность обучающихся, их настрой на работу | ф | Приветствует учащихся. Проверяет их готовность к уроку. | Приветствуют учителя, проверяют свою готовность к уроке | |||
2.Постановка темы и цели урока. | 2 | Подвести учащихся к формулированию темы и постановке задач урока. Составление плана работы. | На доске написана дата. | Наблюдение, проблемная ситуация. Работа по плану урока | ф | Организует диалог с обучающимися, формулирует некоторые задачи урока. | Записывают число и тему урока, знакомятся с планом работы на уроке. | |
3.Речевая разминка | 5-6 | Отработать лексические единицы, способствовать созданию атмосферы иноязычного общения | Слайд-картинки с изображением профессий | Описание профессий | и | Просит учащихся назвать и описать профессии. | Называют профессии, дополнительную информацию. | |
4. Проверка домашнего задания. | 10 | Закрепить навыки усвоения лексического материала, совершенствовать навыки говорения . | Диалоги на заданные темы | Говорение с использованием изученной лексики | п
| Предлагает учащимся представить свои диалоги, подготовленные в качестве домашнего задания. | Рассказывают подготовленные диалоги. | |
5 Чтение | 7 | Совершенствовать навыки ознакомительного чтения, с целью подбора пропущенной информации, развивать языковую догадку. | Упражнение №1 | Выполнение упражнения, проверка результатов. | г и | Предлагает учащимся познакомиться с двумя текстами. Первый текст для первой группы, второй для другой. | Учащиеся выполняют упражнение, затем высказываются по теме своего текста. | |
6. Совершенствование навыков аудирования | 6 | Закрепить навыки аудирования | Упражнение № 8а, стр. 48.(SB)
| Выполнение упражнения на аудирования . | и | Учитель предлагает учащимся прослушать отрывок из интервью | Учащиеся высказываются на заданную тему. | |
7.Словообразование | 7 | Совершенствование лексических навыков | Упражнение №2 , | Выполнение упражнения на словообразование. | г | Учитель предлагает учащимся образовать однокоренные слова. | Учащиеся выполняют задание и предлагают свои ответы. | |
8.Прослушивание песни. | 4 | Совершенствование навыков аудирования и говорения | Стр. SS2 Модуль 3 | Прослушивание песни и ответы на вопросы | и | Учитель предлагает прослушать песни и продумать ответы на вопросы | Учащиеся слушают песню и формулируют ответы на вопросы. | |
9. Домашнее задание | 2 | Дать домашнее задание | Use of English ,Writing c. 61( на доске) | Объяснение домашнего задания | ф | Учитель называет номера упражнений дом. задания | Учащиеся записывают домашнее задание | |
Предварительный просмотр:
Name_______________________________________ Form _________________________________
I. Употребите правильно личные местоимения в следующих предложениях.
1) ... is a teacher. a) I
2) ... are good friends. b) You
3) ... is a black table. c) He
4) ... am a pupil. d) She
5) ... is a clever man. e) It
6) ... are fine. f)We
7) ... often go for a walk together. g) They
II. Какое личное местоимение можно употребить в следующих предложениях?
1) My little brother Nick is a very bad boy. I don`t want to play with ... .
2)Your friends are plantng flowers in the garden. Would you lke to play with ... ?
3) Two boys ask Tom : ”Could you give ... your nice red pencils, please?”
4) Ann is a very kind and clever girl. Tell ... about it. I think she can help you.
5) Little girl asks her mother : “Will you give ... one more sweet, please?”
a) him; b) her; c) us; d) them; e) me;
III. Выберите нужные местоимения и вставьте их вместо точек.
1)My aunt and my uncle have got two children. Both ... children are girls.
2)My sister has got a little kitten. ... kitten is very nice. ... name is Jippy.
3)My brother and I have got many toys at home. ... toys are very nice.
4)There is a big doll on the sofa. I like to play with ... beautiful big doll.
5)You live in Moscow, don`t you? And what about ... sister Ann?
6)He is playing football with ... friends in garden.
a) my; b) your; c) his; d) her; e) its; f) their; g) our.
Name_______________________________________ Form _________________________________
I. Употребите правильно личные местоимения в следующих предложениях.
1) ... is a teacher. a) I
2) ... are good friends. b) You
3) ... is a black table. c) He
4) ... am a pupil. d) She
5) ... is a clever man. e) It
6) ... are fine. f)We
7) ... often go for a walk together. g) They
II. Какое личное местоимение можно употребить в следующих предложениях?
1) My little brother Nick is a very bad boy. I don`t want to play with ... .
2)Your friends are plantng flowers in the garden. Would you lke to play with ... ?
3) Two boys ask Tom : ”Could you give ... your nice red pencils, please?”
4) Ann is a very kind and clever girl. Tell ... about it. I think she can help you.
5) Little girl asks her mother : “Will you give ... one more sweet, please?”
a) him; b) her; c) us; d) them; e) me;
III. Выберите нужные местоимения и вставьте их вместо точек.
1)My aunt and my uncle have got two children. Both ... children are girls.
2)My sister has got a little kitten. ... kitten is very nice. ... name is Jippy.
3)My brother and I have got many toys at home. ... toys are very nice.
4)There is a big doll on the sofa. I like to play with ... beautiful big doll.
5)You live in Moscow, don`t you? And what about ... sister Ann?
6)He is playing football with ... friends in garden.
a) my; b) your; c) his; d) her; e) its; f) their; g) our.
IV. Fill in “my”, “his”, ”her”, ”our”, ”their”, ”its”, ”I”, ‘’he”, ’’she’’, ’’they’’, ’’we’’, ’’it’’.
Hello!
_ name is Tom. _ am 9. _ have got a brother. _ name is Bob. _ is 10. I have got two sisters. _ are twins. _ names are Mary and Nina. _ are 2. I have got a dog. _ name is Lulu. _ can run and jump. My mother is 35. _ name is Olga. _ is kind and clever. My father is 36. _ name is Tim. _ is strong. _ live in a big house. _ house is nice and comfortable.
Write soon! Bye!
V. Read and choose.
1. Hello! My/I name is Tim.
2. I/my am 10.
3. This is my/I sister. Her/she name is Liza.
4. He/his is my brother. His/he name is Nick.
5. I have got a pet. His/its name is Spot.
6. How old are you/your?
7. Where is she/they from?
8. What is your/you favorite subject?
9. Where are you/she from?
IV. Fill in “my”, “his”, ”her”, ”our”, ”their”, ”its”, ”I”, ‘’he”, ’’she’’, ’’they’’, ’’we’’, ’’it’’.
Hello!
_ name is Tom. _ am 9. _ have got a brother. _ name is Bob. _ is 10. I have got two sisters. _ are twins. _ names are Mary and Nina. _ are 2. I have got a dog. _ name is Lulu. _ can run and jump. My mother is 35. _ name is Olga. _ is kind and clever. My father is 36. _ name is Tim. _ is strong. _ live in a big house. _ house is nice and comfortable.
Write soon! Bye!
V. Read and choose.
1. Hello! My/I name is Tim.
2. I/my am 10.
3. This is my/I sister. Her/she name is Liza.
4. He/his is my brother. His/he name is Nick.
5. I have got a pet. His/its name is Spot.
6. How old are you/your?
7. Where is she/they from?
8. What is your/you favorite subject?
9. Where are you/she from?
Предварительный просмотр:
Предварительный просмотр:
Урок “Holidays in English-speaking Countries”.
Цель урока:
Знакомство с культурой и традициями стран изучаемого языка, формирование социокультурной компетенции.
Задачи урока:
- Активизировать лексику по теме “Holidays”.
- Научить извлекать требуемую информацию из прочитанных текстов.
- Закрепить и дополнить изученный материал по изученной теме.
Оборудование урока: интерактивная доска, проектор, учебник “Английский в фокусе”,
6 класс, презентация, созданная в программе “Power Point”, новые слова, выписанные на доске.
Ход урока.
Warming up.
Hello, dear children. Today we are going to speak about holidays in English-speaking countries.
You’ll learn some interesting facts about it. Your task will be to find information to answer five main questions about these holidays.
- 1. What is the name of the holiday?
- 2. When do people celebrate this holiday?
- 3. What are the symbols, traditional colours and decorations?
- 4 .What do people do on the holiday? (traditions)
- 5. What are the traditional dishes?
Учащимся предлагается презентация о праздниках в англоговорящих странах, текст которой читается учителем или кем-либо из учеников. Учащиеся ищут информацию, которая является ответами на предлагаемые вопросы, и записывают их в таблицу. В процессе работы ответы на вопросы по каждому празднику обсуждаются и корректируются.
Holiday …… | |||
Date of celebration | Symbols, traditional colours | What people do. | Traditional dishes |
Домашнее задание: используя данные из таблицы, рассказать о 3-х праздниках в англоговорящих странах.
Предварительный просмотр:
Нажипова Алина Данисовна, учитель английского языка МОБУ СОШ с.Дмитриевка
Предмет: английский язык.
Ученик: Ваулина Ю.Е., Дули Дж., Подоляко О.Е., Эванс В. Английский в фокусе.
Класс: 5класс, 4-ый год обучения.
Тема «Профессии»
Тип урока: Комбинированный.
Цели и задачи урока:
1. Образовательная:
- формирование навыков распознавания и употребления в речи глаголов в Present Continuous”
- освоение правописания глагольных форм в Present Continuous”
- употребление в речи новой лексики по теме «Профессии»
2. Развивающая:
- способствовать формированию интереса к изучению английского языка;
- развивать навыки во всех видах речевой деятельности;
- развивать коммуникативные способности.
3. Воспитательная:
- способствовать формированию толерантности при работе в паре и группе;
- воспитывать уважение к труду
Формирование УУД:
- личностные: положительное отношение к процессу познания.
- регулятивные: умение планировать решение учебной задачи, оценивать и корректировать свою деятельность;
- познавательные: осознанное построение речевого высказывания;
- коммуникативные: сотрудничество в поиске и сборе информации; разрешение конфликтов, контроль, коррекция и оценка действия партнера.
Планируемые результаты:
- изучение новой грамматической структуры и лексики;;
- развитие творческих способностей;
- развитие навыков аудирования;
- развитие умений монологической и диалогической речи.
Средства обучения:
- аудиовизуальные (компьютер);
информационные (интернет ресурсы; учебник, критерии оценивания).
Языковой материал | |
Новый материал | Материал для повторения |
Present Continuous Глагольные словосочетания по теме «Профессии» | Present Simple Лексика по теме «Профессии» |
Этап учебного занятия | Деятельность учителя | Деятельность учащихся | Формы работы. Используемые ресурсы |
Организационный момент, мотивация 2 минуты | Проверяет готовность учащихся к уроку, приветствует учащихся, создает эмоциональный настрой. Good morning. Say Hello and clap your hands Don’t say No and please say Yes | Приветствуют учителя | |
Целеполагание и мотивация 4 минуты | Учитель, мотивируя познавательную деятельность учащихся, формулирует первое задание: Read the English proverbs and try to match them with the Russian ones. Затем учитель предлагает учащимся сформулировать тему урока. | Учащиеся сопоставляют пословицы, находят соответствия, делают предположения о теме урока. | Индивидуальная, фронтальная Слайд №1 Проверка соответствия пословиц Слайд №2 |
Развитие навыков употребления в речи лексики по теме «Профессии» 8 минут | 1.Учитель привлекает внимание учащихся к изображениям людей различных профессий и предлагает вспомнить их названия. Контроль осуществляется с помощью слайда №3 Name the jobs you can see in the pictures. 2.Учитель предлагает учащимся соотнести профессии и действия людей. Now match the jobs and activities. 3. Учащиеся «по цепочке» задают и отвечают на вопрос, пользуясь речевым образцом на слайде №4. Учитель при необходимости корректирует ответы. | 1.Учащиеся называют профессии. Повторяют наиболее сложные названия за учителем. 2. Учащиеся соотносят профессии и занятия людей. 3. Учащиеся задают и отвечают на вопрос используя Present Simple | Индивидуальная, фронтальная слайд №3. Изображения людей являются триггерами. слайд №4 Переход по щелчку. слайд №4 Переход по щелчку. |
Физкультминутка 5 минут | Учитель предлагает учащимся спеть песню. | Учащиеся поют, используя титры в качестве опоры. | Индивидуальная |
Формирование навыка распознавания и употребления в речи глаголов в Present Continuous. 12 минут | 1.Учитель привлекает внимание учащихся к картинке на стр. 78 и упр.4 стр 79 сообщает, что будет описывать действия людей, а затем предлагает учащимся самостоятельно сформулировать правило формообразования. Look at the picture, listen to the sentences and make up the grammar rule. 2. Учитель организует чтение таблицы формообразования, обращая внимание на краткие формы. Read the table to check your guesses 3.Учитель организует работу в парах для выполнения упр. 7 на стр. 79. В ходе работы учитель осуществляет контроль и дифференцированную помощь. 4. Учитель организует работу в парах для образования вопросительных предложений и ответов обучающихся по слайду №4 используя Present Continious. | 1.Учащиеся слушают учителя, формулируют правило формообразования Учащиеся читают таблицу упр.4 на стр. 79 2. Учащиеся читают таблицу упр.7 на стр. 79 3. Учащиеся в парах выполняют упр.7 на стр.79 4. Учащиеся в парах задают и отвечают на вопросы используя слайд № 4 | Индивидуальная, фронтальная, парная |
Развитие навыков аудирования с пониманием заданной информации 4 минуты | Учитель предлагает учащимся ответить на вопросы. | Учащиеся отвечают на вопросы письменно | Индивидуальная |
Рефлексия деятельности на уроке, выставление оценок 2 минуты | Учитель подводит итоги, спрашивает, чему научились, что получилось хорошо и в чем были затруднения. What did we learn? What was difficult? Did you like our lesson? Your marks are… | Учащиеся высказывают свое мнение о том, что происходило на уроке. | Фронтальная, индивидуальная |
Домашнее задание 2 минуты | Учитель предлагает записать домашнее задание и объясняет его. WB 6B WL 6B Учитель благодарит за урок? Объявляет оценки за работу на уроке и прощается. The lesson is over. Have a nice day. | Учащиеся записывают домашнее задание | Индивидуальная работа |
Предварительный просмотр:
Read the texts at pp. 74 – 75, SB and complete the table below. Write
down only key words.
Text Who What When/ where In what way/how
A
B
C
2. Read the texts again and mark the sentences T (true), F (false) or NS (not
stated).
1. It takes months to carve tiny creations. ___
2. People see Banksy’s work as vandalism. ___
3. Banksy’s real name is Robin Banksy. ___
4. Congo was fifty years old when he died. ___
5. Pablo Picasso and Joan Miro adored Congo’s paintings. ___
Match the words with their definitions. Use the words to make your own
sentences. Ask your deskmate to translate your sentences either from English
into Russian or vice versa.
Vandalism something which is a very small copy of an
object
Host made or done by someone whose name is
unknown or not made public
Miniature any activity that is considered to be
damaging or destroying something that was
good
Carve someone who has guests
Anonymous to make something by cutting into, especially
wood or stone, or to cut into the surface of
stone, wood, etc.
Warming up
Do you consider yourself a good artist?
Do you enjoy your art class at school?
Do you like modern art?
Do you like paintings?
Do you like visiting art museums?
Do you visit museums when you go to another city?
Have you ever visited an art museum?
What is art?
What artists are famous in your country?
Who is your favorite painter?
Do you enjoy taking photographs?
What things do you like to photograph?
Do you consider photography an art form?
Do you find Picasso’s work astonishing or weird?
Do you have a favorite painting? What is it?
Предварительный просмотр:
1)Kiln a special oven for baking clay pots, bricks, etc.
2)Sketch a simple, quickly-made drawing that doesn’t show much detail.
3)Chisel a metal tool with a sharp edge, used to cut wood or stone
4)Drawing a picture that you draw with a pencil, pen, etc.
5)Potter someone who makes pots, dishes out of clay.
6)Sculpture an object made out of stone, wood, clay by an artist.
7)Clay a type of heavy sticky earth that can be useful for making pots, bricks
8)Watercolours a type of paint that you mix with water
9)Easel a wooden frame that you put a painting on while you paint it
10)Tripod a support with three legs , used for a piece of equipment , camera, etc.
11)Stage the raised area in a theatre, which actors or singers stand on when they perform
__________ a special oven for baking clay pots, bricks, etc.
____________ a simple, quickly-made drawing that doesn’t show much detail.
____________ a metal tool with a sharp edge, used to cut wood or stone
____________ a picture that you draw with a pencil, pen, etc.
___________ someone who makes pots, dishes out of clay.
____________ an object made out of stone, wood, clay by an artist.
__________ a type of heavy sticky earth that can be useful for making pots, bricks
__________________ a type of paint that you mix with water
_____________ a wooden frame that you put a painting on while you paint it
____________ a support with three legs , used for a piece of equipment , camera, etc.
____________ the raised area in a theatre, which actors or singers stand on when they perform
__________ a special oven for baking clay pots, bricks, etc.
____________ a simple, quickly-made drawing that doesn’t show much detail.
____________ a metal tool with a sharp edge, used to cut wood or stone
____________ a picture that you draw with a pencil, pen, etc.
___________ someone who makes pots, dishes out of clay.
____________ an object made out of stone, wood, clay by an artist.
__________ a type of heavy sticky earth that can be useful for making pots, bricks
__________________ a type of paint that you mix with water
_____________ a wooden frame that you put a painting on while you paint it
____________ a support with three legs , used for a piece of equipment , camera, etc.
____________ the raised area in a theatre, which actors or singers stand on when they perform
Предварительный просмотр:
Module 4А
Прочитайте приведенные ниже предложения. Преобразуйте слова, напечатанные заглавными буквами в конце строк так, чтобы они соответствовали содержанию текста (одно слово используется для 1-2 предложений в зависимости от номера). Заполните пропуски полученными словами.
1)TV is used as an escape from __________ REAL
The novel ______________ depicts their life at the beginning of the century.
2) She’s more _________ now that she has her own car. MOBILITY
3) This job is so boring. I wish I could do something more _______ CREATE
4) Be __________ – you can’t expect her to do all the work on her own REASON
5) There are musicians of all ________ in the orchestra ABLE
6) The dishwasher is a wonderful __________. INVENT
He is a famous _____________.
7) She suffered from depression and a number of other___________ problems EMOTION
8) Liz comes on Thursday to do the ___________ CLEAN
9) Please, speak _________. CLEAR
Keys: 1) reality; realistically 2) mobile 3) creative 4) reasonable 5) abilities 6) invention;
Inventor 7) emotional 8) cleaning 9) clearly.
Предварительный просмотр:
Form 11. Module 2.
Variant 1
Оценивание: модульный тест.
Процент выполненной работы | Количество правильных ответов | |
5 | 95% - 100% | 28 - 30 |
4 | 75% - 94% | 22 - 27 |
3 | 60% - 74% | 17 - 21 |
2 | 0% - 59% | 0 - 16 |
Form 11. Module 2.
Variant 2
1 уровень | 1. Match the words to make phrases, write their translations.
2. Complete the sentences with the correct word. handle • trust • disgusting• symptom • pressure
3. Complete the sentences with the relative pronoun.
4. Read the text and mark the sentences T(true), F(false) or DS(doesn’t say) Bullies At some point in our lives many of us will have to deal with a bully. Yet bullies are not all the same. To be able to handle such a threat, it is important to know what kind of person you are dealing with. The most dangerous and common bully is the aggressive one. Aggressive bullies use the fear of violence to control others. Unfortunately, it doesn't stop there. They are known to quickly lose their temper and harm their victims without ever feeling sorry for them. When faced with such a person, immediately tell a parent or teacher. Furthermore, stay in public places and among others for safety. Some people even learn self-defence to protect themselves against this kind of bully. However, violence is not the answer, as it leads to even more violence. Next, are the verbal bullies. They attack with words and are only happy when others feel hurt. So when an unkind joke is made, show as little reaction as possible and just walk away. Remember, you cannot talk sense to an unreasonable person. And, above all, never make jokes about yourself to prove that nothing can hurt you. This will only encourage them. Last, is the computer bully. The best way to deal with this menace is by deleting their messages. Do not read anything they write and never send a reply. When faced with such a person, it is wise to seriously consider a change of email address. Keep in mind that bullies are simply people who envy the talents of their victims. The only way they can feel powerful is by putting others down. Therefore, never listen to anything they have to say!
| ||||||||||
2 уровень | 5. Underline the correct item.
| ||||||||||
3 уровень | 6. Translate.
|
Оценивание: модульный тест.
Процент выполненной работы | Количество правильных ответов | |
5 | 95% - 100% | 28 - 30 |
4 | 75% - 94% | 22 - 27 |
3 | 60% - 74% | 17 - 21 |
2 | 0% - 59% | 0 - 16 |
Предварительный просмотр:
Конспект урока по английскому языку
Класс: 11
Учебник: Английский язык. 11 класс: учеб. для общеобразоват. учреждений/ [О.В.Афанасьева, Дж. Дули, И.В. Михеева и др.].-3-е изд.-М. :Express Publishing: Просвещение, 2011.- 244с.: ил.-(Английский в фокусе).
Тема урока: Права и обязанности
Цель: Научиться рассказывать о правах и обязанностях человека
Задачи:
- развитие навыков чтения
- развитие навыков письма
- развитие навыков говорение
- развитие навыков аудирования
Оборудование: мультимедийный проектор, компьютер, презентация, аудиозапись, доска, учебники, мел.
Ход урока
Этап урока | Учитель | Ученик |
Орг. Момент | Good morning, dear pupils. I’m very glad to see you today. Sit down, please. How is it going? Who is on duty today? What date is it today? What day of the week is it today? Who is absent? | Good morning Fine, thank you. I’m on duty today. It’s the 9th of November. It’s Monday. …., …. are absent. |
Введение в тему | Look at the blackboard and read the theme of our lesson. What do you think we are going to speak about today? Is this topic worth discussing? What is the goal of our lesson? | Учащиеся читают тему урока «My Rights and Responsibilities» We are going to speak about the rights we have and what we are responsible for. Yes, it is. Sure. We should know our rights to be successful in our society. The goal of the lesson is to learn more about the rights we have and in what documents we can find information about them. |
Введение лексики | Open your textbooks on page 48. Ex.1 Here you can find 2 boxes. One is about your rights, the other is about your responsibilities. Liza, read the list of rights. Luba, read the list of responsibilities. Now match your rights with their responsibilities. Do the task individually and then compare your answers with a partner. | Ученики читают про права и обязанности. to be educated ― not to bully/harm others to be safe ― to obey the law to live and work in a clean unpolluted environment ― to look after the environment to be treated with respect ― to respect others regardless of sex, age, ethnic origin, nationality |
Развитие навыков говорения | Let’s remember what the word “right” means? What rights do you have? What rights do you think are the most important for you? What does the word “responsibility” mean? Let us divide into 4 groups. Pupils, think about the following questions: What are your rights/responsibilities at school? What are your rights/responsibilities at home? Each group must give some examples. Write down your ideas. | Right is something you are morally or legally allowed to do or have. - to live, to choose our own religion, to an education, to be protected from abuse and neglect, to express the views you have and your views to be listened to in anything that affects you, to a decent standard of living, to choose your friends and hang out with them, to be protected from all form of cruelty, exploitation and torture Responsibility is something you must do. What are your rights at school? -To be educated and to be treated with respect. What are our responsibilities at school? -To respect others and not bully or harm others and to look after the environment. What are your rights at home? -To live in a clean, unpolluted environment and to be treated with respect. And what are our responsibilities at home? - To obey the law and to look after the environment. etc |
Pupils, I want you to read the poem by Eduard Everett Hale, an American clergyman who lived from 1822 -1909. This poem is connected with our theme. …, read out the poem to the class. What is “responsibility” for the author? Do you agree with him? Discuss in pairs. | Ученики читают стихотворение и высказывают свою точку зрения | |
Отработка новой лексики по теме | Let’s work with our new vocabulary. Misha, read the phrases from Ex 4. Please use a dictionary at the end of the book to understand the meaning of the phrases. Complete the sentences with the phrases | Ученики читают новые фразы и дополняют предложения 1 stand up for your rights 2 have no right 3 have the responsibility to 4 have the right to 5 take responsibility for 6 do their bit |
The next task for you is Ex. 5. Please read the sentences and choose the correct verbs. Do this task individually. Use a dictionary. It’ll help you to make a choice. Listen to the recording and check your answers. | Ученики самостоятельно читают предложения и выбирают правильный глагол 1 violate 2 given 3 denied 4 accepts 5 treats 6 defend 7 tolerate | |
Развитие навыков аудирования | It’s time to listen to the speakers and for questions 1-3 choose A,B,C. Circle your response. | 1 C 2 A 3 C |
Развитие навыков чтения | Let’s pass on to Ex.7. Read sentences A-F. What do you think the dialogue might be about? Pay attention to the incomplete dialogue below the phrases. Read it silently and complete with the sentences from Ex.7a Listen to the recording to confirm the correct answers. Masha and Vlad, read the dialogue to the class. You can find the highlighted words and phrases in the text and the list of meanings in Ex. 8. Match the highlighted words and phrases in the dialogue with their meanings. | I expect the dialogue to be about a problem in a class at school. 1 E 3 A 5 D 2 C 4 B 6 F messing around ― behaving in a silly way It’s not on ― it’s not acceptable so you should ― that’s the correct thing to do get at ― criticise thank goodness that’s over ― I’m glad that’s ended obvious ― easy to see thought of it ― considered in the wrong ― not right |
Развитие навыков говорения (выражение сожаления) | Pupils, in life there are a lot of situations when we should express regret. Let’s have a look at the language box (Ex.9) and review the phrases which help us to do that. Listen to the example exchange and then act out the dialogues: express regret for all the situations given below. | Ученики знакомятся с фразами для выражения сожаления и создают свои примеры для определенных ситуаций. |
Выражение возмущения и недовольства | You have already known how to express regret. It’s interesting to know how to express outrage or disgust. Listen to the recording and repeat using the correct intonation. Then, suggest what the other speaker might have said. | Suggested Answer Key 1 My flat was burgled yesterday. 2 My pet rabbit has died. 3 Some kids were teasing an old woman! 4 I always get the blame! 5 The price of petrol has gone up again! 6 The government has decided to bring back hanging! etc |
Подведение итогов урока. Рефлексия. Задание на дом | What have we discussed today? Have we achieved the goal of the lesson? Учитель оценивает работу учащихся. Your home task is WB: p. 21, Exs. 1–6; textbook p. 158 Ex.2 You worked hard today. The lesson is over. Good bye. See you soon. | We have discussed the most important rights in our life, children’s responsibilities, what rights are urgent and often broken nowadays. Yes, we have. Учащиеся анализируют результат своей работы на уроке. Good bye. |
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Fill in the missing words:
Use Less Stuff!
ELIMINATE WASTE & PROTECT THE ENVIRONMENT
Simply speaking, ………….is anything thrown away or released into the environment. Unfortunately, a lot of waste can end up harming the……………………….. You can help protect the environment by learning about and practising the 3 Rs: REDUCE, RECYCLE and REUSE! We've ………………………..some practical ways of doing this...
CHOOSE TO REUSE
It's not waste until you waste it! Think carefully about how you can reuse something before you ……..it………. Make a compost ……………in the garden with fruit and vegetable material - it will …………………….and make good …………….for your plants. Also, if things break, try to repair them before you ………….them. Remember that one man's rubbish is another man's treasure! If you buy a replacement for something you already have, give the old item to someone who can use it. Have your jeans got holes in the knees? Make new shorts out of them or give them to someone who needs them. Don't throw away ………….. jars and bottles: rinse them out and use them to ………….other things.
TURN IT DOWN OR SWITCH IT OFF
Always switch off the …………..when you leave an ……………room, and use …………………..that save energy. You can also …………………..the cooker a few minutes earlier - there will still be enough heat to finish cooking the food. Why not take showers in cooler water and for shorter lengths of time? Finally, ……………….the heating and put on warmer clothes if you're cold.
BE A LEAN, GREEN SHOPPING MACHINE
Only buy what you really need and use all of it. Thinking about buying something new? Try the 30-day rule - only buy it if you ………….want it 30 days after you first saw it.
At the supermarket, …………….buying things you do not need by writing a shopping list before you go and making sure you keep to it. Of course, you should also take your own bags to put the shopping in.
PUT PACKAGING ON A DIET
First things first: buy things with simple packaging that can easily be………………. Better still, choose products with no packaging at all! Secondly, if you are preparing a ……………….. lunch to eat at school, take a sandwich in a reusable lunchbox, juice in a ……………….bottle and a banana, rather than a sandwich in a plastic bag, or a carton of juice and biscuits which are each ………………in silver paper and even more plastic. And finally, think BIG! One large box of cereal, for example, uses less packaging than several smaller ones and is usually a lot cheaper too!
SAVE ON PAPER
Try to …………………….the amount of paper you use. Use a computer and proofread your writing on the screen before you print it………………. Use both sides of the paper and then recycle it. Remember that telephone calls and email messages don't create paper waste.
GET OTHERS INVOLVED
Last but not…………., encourage your friends to cut down on waste too! ……………..magazines, books and clothes, send them a copy of this newsletter (on recycled paper, of course!) or start a 'Use Less Stuff!' campaign at your school!
turn down heap environment replace recycled avoid Waste light bulbs come up with throw away decompose fertilizer reusable store wrapped lights empty(2) cut down on least switch off still packed out Swap
Предварительный просмотр:
Канн Марина Владимировна
учитель английского языка
МБОУ СОШ № 112, г.Новосибирск
ПЛАН УРОКА
Класс: 10
Тема: Teenage Fashion in the UK (Module 1, Culture Corner 1)
Учебник: «Английский в фокусе», Москва, Express Publishing - «Просвещение», 2008
Цель урока: совершенствовать коммуникативную компетенцию учащихся.
Задачи урока: развитие навыка и умения аналитического чтения,
формирование умений говорения на базе прочитанного текста.
I. Pre-reading Activities
A. Discussion. Discuss the following questions in pairs or small groups.
1. What is “the fashion” ?
2. Is the fashion important for you?
3. What is more important for you, the shape and the style or the brand and the label?
4. What are your favourite clothes?
5. What do you wear to look fashionable?
5. Do all clothes suit you?
6 Can you wear any style or colour you like and still look good?
7. Do you think you have a dress sense?
8. Why do we have to choose our clothes carefully to suit ourselves?
9 Are you afraid of bright colours, horizontal or vertical stripes, big belts or patterns?
10. Who buys clothes for you? Where? Do you think you are well-dressed?
(This is a good revision exercise to use opinion phrases and linking words.)
B. Vocabulary. Match the words with their meanings.
baggy | tendency |
to rip | stylish |
to bother | to cut or tear away |
trend | trademark |
brand | suggestion, sudden idea |
trendy | loose |
inspiration | to be notable in a crowd |
bargain | to worry |
to stand out in a crowd | to have the financial means for |
to influence | something that you buy at a low price |
to afford | to affect, to impress |
C. Predicting. Take a look at the pictures and say what kind of clothes British teenagers like wearing.
II. Reading Activities
A. Scanning
1.Scan Part 1 and say what kind of clothes John sticks to and why.
Scan Part 2 and say what kind of clothes Amy buys and where.
Scan Part 3 and say in what way Lisa always stands out in a crowd.
2. ex.2 p.21. Read again. Who (John, Amy or Lisa):
chooses clothes based on practical reasons?
likes to look different?
has money to spend on trendy clothes?
doesn’t like dressing just to impress?
loves shopping?
B. Reading for Details
1. Read the text carefully and сору out the key words to describe teens’ preferences. Fill in the chart:
John | Amy | Lisa |
well-dressed | keep up with | take one’s inspiration |
comfortable | fashionable | different styles and trends |
show individuality | top designers | pick up bargains |
baggy jeans, trainers, hoodie | high street shops | market |
be bothered about | be full of | put together |
stick to | trendy | stand out in a crowd |
rip | affordable | creative |
fall off | Hit the shops! | be influenced by |
III. Post-reading Activities
Retelling. With a partner, look at the table again. Take turns to tell about your new friend (John, Amy or Lisa).
IV. Role Play
The two friends (Amy and Lisa, or Lisa and John, or Amy and John) are going to buy a birthday present for the third one. Discuss the problem and choose a piece of clothing for her/him.
( Be on hand to help weaker students if needed. Any answers should be accepted.
Students’ dialogues:
1. Amy and John are talking about a present for Lisa.
– Well, John...It’s hard work to find a present for such an unusual person as Lisa.
– When it comes to fashion, tastes differ. As for Lisa, she always stands out in a crowd.
– That’s quite right. You see...I keep up with all the latest trends and spend too much time and money on them but she usually picks up bargains at the street markets and second - hand shops
and looks fine in any style and colour!
– That’s an idea! Why not go to the second - hand shop?
– You must be joking! It would be awful to give her something used as a birthday present.
– Not at all. She’s creative enough and has a good sense of dress to put things together and feel comfortable.
– In this case she must have a good sense of humour! By the way, I know a high street shop full of trendy but affordable clothes not far from here. Let’s go!
– OK.
2. Lisa and Amy are talking about a present for John.
– Amy, what about a present for John? Any ideas?
– No problem. He’s keen on skateboarding and not bothered about brand names and logos, so...
– So, you mean we should buy him another pair of jeans or, say, a hoodie.
– Sure. His clothes often rips when he falls off his skateboard.
– Well...On the one hand, he sticks to cheaper clothes, on the other hand, he likes being well - dressed. I suggest buying him a trendy T- shirt made by a top designer for a change.
– We see eye to eye. I’m all for it!
3. John and Lisa are talking about a present for Amy.
– John, what are you doing in the evening?
– Nothing special. Why?
– Don’t you remember about Amy’s birthday? It’s time to buy a present.
– Oh, no.. To choose a present for a girl is always a great problem for me.
– Never mind. You know she keeps up with all the latest trends and we can buy something stylish.
– It’s so easy to be fashionable if you can spend much time and money in the shops!
– Stop grumbling! Lots of top designers make clothes for the cheaper, high street shops. They are full of trendy, affordable clothes.
– That suits me. Let’s hit the shops!
V. Writing
Ex. 5 p. 21. Write a short paragraph.
What do the teenagers in your country like wearing?
Where do they go shopping for clothes?
How much money do they spend on clothes?
(Depending on the language level of students, this task may be done as class activity or at home.)
Предварительный просмотр:
ПЛАН УРОКА
Класс: 10
Тема: To have or not to have the car? (Module 4, Earth Alert)
(урок с применением технологии проблемного обучения)
Цель урока: развитие интеллектуальных способностей учащихся при помощи проблемных заданий.
Задачи урока: развивать навыки неподготовленной устной речи;
совершенствовать навыки просмотрового чтения с основным пониманием
прочитанного;
формировать навыки письменной речи-эссе с аргументацией за и против.
I. Pre-reading Activities
A. Discussion.
- Hello! Glad to see you again. The weather is awful today, isn’t it? It was a problem for me to get to school, and what about you? How did you get there? (one of the students says that his father gave him a lift.)
- How long does your family have a car?
- Does it bring any benefits?
- What does your family use the car for?
- Does the car make your life comfortable?
- Would you like to have your own car when you grew up?
B. Brainstorming.
- Lots of people can’t imagine their lives without a car. Others consider them to be luxury or a threat for life. Who is right? Let’s discuss advantages and disadvantages of having the car.
(Students give their ideas. Be on hand to offer your own ideas and guide the brainstorming.)
pros | cons |
more comfortable | expensive, have to pay a fine |
help avoid crowded public transport | petrol costs a lot |
get to any place at any time | need spare parts |
make the life easier | air and noise pollution |
travel to work, to school | release dangerous gases |
travel wherever you want | traffic jams |
take as much luggage as you want | accidents, car crashes, break downs |
give work to lots of people | people are killed and injured |
go for a drive at weekends | produce toxic chemicals |
get to shopping centres which are built outside towns | contribute to global warming and acid rain |
threat for life |
C. Speaking. Work in pairs.
You want to buy a car but your friend is strongly against it and tells you about the potential risk from using cars. Use linkers (ex. 6a, ex. 7a p. 73)
D. Speaking. Class discussion.
Express your own opinion:
Do you believe the car is an essential part of our life or a risk factor?
(Encourage students to use long sentences and linkers)
Students’ answers:
In my opinion, the car is important for people’s lives because it gives us freedom. You can travel when you want and to where you want without thinking about tickets and timetables. Also, you can take as much luggage as you like and make a stop in any place at any time. Finally, it’s fantastic to speed along the road.
I would agree that travelling by car is faster and more convenient than a coach trip. It’s pleasant to enjoy speed and nature but a journey might be tiring for a driver. In addition, it can be very expensive if you travel a long distance as petrol costs a lot. What is more, speeding is dangerous for people. They are killed and injured in car accidents and breakdowns. As for me, I don’t see any risks in having a car. I’ll buy a car and will drive to work, to shopping centres which are built outside towns.
On the other hand, traffic jams can spoil your drive. People feel nervous when they waste time and wait and have nothing to do. As for me, I know that cars are the biggest threat for the environment, they produce toxic chemicals and release them into the air. As a result, people’s health is getting worse. Nevertheless, our life is organized around cars and they make it easier.
As far as my opinion is concerned, I’d like to have a car in future because we depend on cars in our daily life. However, it can be expensive. Not only petrol costs a lot but we also need to have the car checked and repaired at times. Besides, things happen and people must pay a fine for speeding, for example.
II. Reading Activities
Teacher: To sum up, modern society can’t exist without cars as they give a lot of benefits, but on the other hand, we pay a heavy price for these benefits. It’s up to you to decide to have or not to have the car. But some people discuss the other problem if cars should be banned from city centres.
A. Scanning.
1. Ex. 2b, p. 72. Read the essay and match the paragraphs with the headings.
writer’s opinion
arguments against and justifications
presenting the topic
arguments for and justifications
2. This type of text is called For-and-against essay. Ex. 1, p. 72. Read the theory box and write the essay plan on the board. Does the text correspond to the plan?
3. Ex. 3, p. 73 Read the text again and find the topic sentences in the essay. Which sentences support them?
4. Ex. 6a, p. 73. Look at the list of linkers in the table. Which of them can you see in the essay on p. 72? What is the purpose of each one? Replace them with suitable alternatives.
III. Post-reading Activity
A. Speaking. Take turns expressing your opinion about banning traffic from city centres.
Students’ answers:
I strongly agree that city centres should be a safe and pleasant place. For this reason cars should be banned from city centres. It will reduce traffic jams and the number of accidents on the road.
I would disagree that it’s necessary to ban the cars from city centres because it would bring lots of difficulties to people. Firstly, more people would use public transport and it would be overcrowded. Secondly, public transport follows fixed routs and less comfortable than the car. And finally, is it pleasant to stand at the bus stop in the nasty weather waiting for a bus?
I am very much in favour of banning cars from city centres. Cars produce a lot of pollution. Exhaust gases especially the carbon dioxide pollute the air that we breath and it is harmful for our health. Also, people who live in the centre of the city suffer from noise pollution. I totally believe that we should use cars less.
IV. Writing.
You have had a class discussion about having the car. Write an essay presenting the arguments for and against this idea.
This task may be done as class activity or at home.
Предварительный просмотр:
План- конспект урока английского языка в 10А классе.
Тема: Использование экспозиции виртуального музея на уроках английского языка.
Цель: сравнить школ Англии, свою школу и школ Татарстана во время ВОВ используя экспозиции виртуального музея .
Задачи: 1. Совершенствование навыков монологической и диалогической речи учащихся.
2. Овладение лексическим, языковым, страноведческим материалом по теме.
3.Развить умение работать с проектами, карточками, кроссвордом.
4. Воспитание чувства гордости и любви к своей школе, патриотическое воспитание.
Тип урока: комбинированный
Оснащение: 1.Учебники, словари.
2. Интерактивная доска.
3. Ноутбук.
4. Карточки, кроссворд.
5. Проекты (Экспозиции виртуального музея).
Метод урока: поисковый.
План:
- Орг.момент.
- Фонетическая зарядка.
- Перевод слов с русского на английский.
- Перевод предложений с английского на русский язык.
- Работа на доске.
- Введение нового материала.
-упр1 стр46.
-кроссворд.
7. Проверка домашнего задания.
- проекты о школах.
- ответы вопросы.
8. Физкультминутка.
9. Закрепление вновь введенного материала.
- работа с карточками.
- упр2 стр46-47.
10. Обобщение.
11. Домашнее задание.
-стр160 упр2.
12. Оценки.
Ход урока:
-Good morning students! I am glad to see you. Sit down, please.
-How are you?
-Who is away today?
-What day is it today?
-What date is it today?
-What is the weather today?
-Students, please repeat after me. All together.
-A big black bug bit a big black bear
A big black bear bit a big black bug.
-A tutor who tooted the flute
Tried to tutor two tooters to toot.
-Students, please translate these words from Russian into English.
Доска
Мел
Дневник
Учебники
Тетрадь
Линейка
-Thank you. And now please translate these sentences from English into Russian.
There are lots of rules.
Students wear a school uniform.
The teachers are strict.
Facilities and equipment are good.
Most students live nearby.
-Almaz, please come to the blackboard and put prepositions of, in, for, to, by.
A school … boys (for)
Owned … the government (by)
A range … school subjects (of)
Classes … private school (in)
Go … school (to)
-Today we will speak about education and schools around the world, about types of schools and school life in England, about our school and the schools during the World War.
-But first of all, let’s do ex1(a) at page 46.
Match the types of schools (1-6) to the descriptions (A-F).
1-F
2-D
3-A
4-E
5-B
6-C
-Well done, thank you. I hope that you know the school subjects which you and students all over the world learn. So let’s do the crossword puzzle.
1. A school subject on which we study the natural phenomena. (Natural study)
2. A school subject in which you learn about heat, light, and other forms of energy and how they affect objects. (Physics)
3. A school subject on which children play outdoor games. (Physical culture)
4. A school subject in which you study the earth’s physical features and the people, plants, and animals that live in different regions of the world. (Geography)
5. Математика. (Maths)
6. A type of mathematics that uses letters and symbols in place of numbers. (Algebra)
7. A school subject in which you study novels, stories, poems and plays. (Literature)
8. A school subject in which you study the events of the past. (History)
9. The main language that people speak in the UK, the USA, Australia and some other counties. (English)
10. The language that people speak in France, Canada, Belgium and some other countries. (French)
11. Музыка. (Music)
12.A school subject in which you learn the spelling and grammar of your native language. (Russian)
-Nikita, come to the blackboard. Let’s have a rest.
Hands apart
Hands up, clap.
Hands down,
Hands on the hips.
Bend to the left
Bend to the right
Jump, go, fly, swim.
-Nikita, thank you. Come back to your place. And let’s continue our rest. Our eyes should have a rest, too. Please, look at your finger, look at the window.
Look to the right, look to the left.
Look up and look down.
-That is enough, sit down please.
-Thank you. You had a task to collect and prepare some information about schools in England, our school and schools during the war in our republic Tatarstan.
-The first team you are welcome.
-Students, have you got any questions. You are welcome.
(How do the students get to their schools in England?
-In England the students get to school by bus, and students of our age get to school by their own car.
-Have we got home schooling?
-Our school has got home schooling, too. Our teachers teach at home those pupils, who has problems with health.
-What did schoolchildren do when they were of our age during the war?
-During the war students were sent to colleges after the seventh class in order to become teachers or to get professional education. )
Fill in the gaps with the correct word: motivated, private, activities, training, uniform, attend, rules, sit, strict, public.
- Students must wear a school … every day.
- It is important for everyone to follow the … .
- This school is known for its discipline and … teachers.
- Students are very … to do well at this school.
- Do you use a bicycle or the … transport system?
- He has to … extra classes at the weekend.
- She goes to a very expensive … school abroad.
- When do you … your exams?
- The students are encouraged to participate in extra-curricular … .
- Every morning we begin with physical … at acrobatic school.
-Students, please collect your papers.
-Let's do ex2 at pages46-47. Your task is to read the text and label the paragraphs (A-E) with the headings below. One heading does not match.
A- Schools of every shape and size.
B- To and from school.
C- Studying hours.
D- School rules.
E- Education or no education.
-So, is your school better or worse than schools in other parts of the world? No matter what your answer is, we should not forget that 300 million children in the world don’t have any schools to go to. So even if you ‘d like to change some things about your school, you really are one of the lucky ones.
-Aliya, thank you. And I’d like to add. Dear students, your task is to study. You have all abilities to get good education. Remember our great- grandparents. Even during the war they went to school, they got education.
-Education is the movement from darkness to light.
(Образование – движение от тьмы к свету).
-It is the time to write down your hometask. Your hometask is to do ex 2 at page 160.
(Fill in: experience, resign, freelance, applied, responsibility, shifts.)
-And now let’s speak about your marks.
-Katya, Gulusa, Nikita, Ilgizar and Renat you get “five”.
-Our lesson is over. You may be free. Good bye.
Предварительный просмотр:
Урок английского языка
10 класс общеобразовательный
тема : «Тропические леса» (экология)
УЧИТЕЛЬ: Акимова Антонина Николаевна (шк.1151)
Учебник: “Spotlight 10” Virginia Evans, Olga Afanasyeva
Тип урока – комбинированный (актуализация лексики по теме экология и введение
лексики по теме тропические леса)
Цели урока: развитие социокультурной компетенции; формирование
коммуникативной компетенции; формирование информационно-коммуникационной
компетенции
- Задачи урока:
- Познавательные – знакомство с особенностями и проблемами тропических лесов; расширение кругозора учащихся.
- Развивающие – развитие творческих способностей учащихся, приобретение навыков групповой работы.
- Воспитательные – формирование потребности и способности к сотрудничеству и взаимопомощи при работе в группах, воспитание уважительного отношения к окружающей среде.
- Учебные – совершенствование и формирование лексических навыков по теме окружающая среда, совершенствование навыков говорения и чтения с различными стратегиями.
Оснащение урока:
УМК “Spotlight” 10 класс, аудиопроигрыватель, раздаточный материал: таблица № 1(см. раздаточный материал), текст №2, карточки с новыми словами; запись с пением тропических птиц, ватман, фломастеры.
Ход урока(сценарий):
1. Приветствие. Речевая разминка. (2мин)
Учитель приветствует учащихся и спрашивает о погоде и влиянии снега на экологию.
Учитель:What is the weather like today? Is it snowing today? Is snow good for our ecology and environment? Why is it so good?
2. Формулирование темы. (3 мин)
Учитель включает запись с пением тропических птиц и предлагает учащимся отгадать, о чём пойдет речь на уроке. (упр.1стр 77)
Учитель:Today we are going on talking about environment and ecology but I won’t tell you the topic of our lesson I want you to guess it.
-Listen to the disk and tell me, please, what sounds you hear. What can you see? What can you feel? Where is this place? (слушают запись)
Учащиеся высказывают свои догадки и объясняют, почему так думают.
Учитель:Great! Tropical rainforests! It is our topic for today!
3. Изучение нового материала. (5мин)
Учитель объясняет учащимся, что сегодня они представители организации по защите окружающей среды и им необходимо выполнить несколько заданий, первое из которых правильно составить документ о тропических лесах, который поможет ознакомить широкую общественность с проблемами этих лесов.
Учитель: Well, you see, today you are not just the students of this school. All of you are highly qualified specialists and members of the environmental organisation “Save our planet”. We are here to protect and save rare species. (учитель раздает учащимся карточки с их новыми именами (раздаточный материал №1))
- First, let me introduce you to each other. So meet…. (называет имя и должность ) .(или Lets greet…)
- Our headquarters want us to perform some of their tasks and to prove that we are the best team. I believe, we won’t let them down.
Прежде чем приступить к работе с текстом учитель предлагает ознакомиться с новыми словами (выделенными в тексте(раздаточный материал № 2)) и показывает карточки со словами, чётко произносит слово, просит повторить слово, а затем предлагает догадаться о его значении. Как только перевод слова озвучен, учитель задаёт учащимся вопросы побуждая их в ответе использовать новый лексический материал.
-The first task for today is to compose an information document. But before you start let’s study some words that will help you in your work. (изучаем слова)
4. Развитие навыка(10мин)
Учащиеся в группах по 2 человека читают текст и выполнят задание на полное понимание прочитанного. (Текст из учебника( стр77), но оформлен как документ с пометкой «TOP SECRET»)
Учитель: Here is the document. There are no headings and you are to match headings and paragraphs.
But, to begin with, look through the text quickly and tell me what the text is about. (просмотровое чтение)
После выполнения задания отвечают на вопросы учителя по тексту.
Учитель: Now open your books and find ex. 3p. 77. Read the questions and find the answers in the text. (изучающее чтение)
5. Закрепление материала.(10мин)
Учитель предлагает подготовить мини-кампанию по спасению тропических лесов. Учащиеся готовят выступления в группах по 4 человека под фоновое пение тропических птиц.
Учитель: We have one more task for today. We are to create a video that will attract more people to the problem of the rainforest. Here are the cards with the task.( на карточках написано, что учащиеся должны создать постер и придумать лозунги в защиту тропических лесов). I hope you will be creative.
6. Подведение итогов. Рефлексия.(15мин)
Прослушивание выступлений. Заполнение таблицы-«опросника»(раздаточный материал № 3). Учитель организует обсуждение итогов работы. Подводит итоги групповой работы и урока. Учащиеся прослушивают выступления друг друга и оценивают их. Учащиеся обсуждают, что нового узнали на уроке.
Раздаточный материал №1
Dr. Caring JOURNALIST This curious and brave person is always in the most hot spots of the world | DR. Conservation OCEANOLOGIST He is not only a highly respected specialist but also the best diver in the world |
Dr. Breathe CHEMIST Mendeleev didn’t know the things that Dr. Breathe knows. This patient and intelligent man knows everything about substances | Mr. Habitat PHOTOGRAPHER Every Hollywood star and every creature wants this man to take their photo. |
Dr. Oxygen GENETICIST This highly qualified person can consult you about every gene , however, she is also crazy on extreme sports | Mr. Special ENVIRONMENTAL POLICE This courageous officer is always ready to protect you and our nature. |
Dr.Height ORNITHOLOGIST This lady sings as a bird, flies as a bird in her helicopter and every book on birds is edited by her | Dr.Acting ZOOLOGIST Dr. Acting is the best to protect rare species and to raise money |
Dr.Weather METEOROLOGIST Who is it that everybody listens to but nobody believes? The weatherman. But we believe Dr. Weather. | Ms Rare PUBLIC RELATIONS OFFICER This is the best speaker in the world and everyone likes her talking. |
раздаточный материал №2
Match each heading (1-5) to the paragraphs (A-E). One heading is extra.
- What can we do to save them?
- Why are they important?
- Why are they in danger?
- What tribes (племена) live in the rainforests?
- What are tropical rainforests?
- What grows there?
…………………………………………………….
- Tropical rainforests grow in the hot, wet, humid places near the Equator. The plants and trees in the rainforest grow to different heights. The forest can be divided into four layers (ярус): the forest floor, the understorey(подлесок), the canopy(поросль) and the emergent(верхушки) (layer of larger trees which stick out above all the rest).
……………………………………………………
- They are important for various reasons. Firstly, they clean and renew the Earth's air supply by absorbing carbon dioxide and producing oxygen. Secondly, they provide a home to thousands of animal and plant species.
………………………………………….
- South American rainforests are the home of the wild cocoa plant, from which chocolate is made. The medicines quinine (хинин) and aspirin come from tree bark and cough mixture is from tree resin, both found in rainforests. Some other important products that come from rainforest plants are mahogany wood(красное дерево), rattan(ротанг(пальма)), bananas, paprika, pepper and coffee.
………………………………………………………
- People are destroying the rainforests at a rate of 115 square miles a day. The trees are cut down and used as building material or fuel. The land on which these forests grow is being used for homes and factories and roads.
………………………………………………………..
- There are lots of things that we can do to help protect the rainforests. Join an organisation which tries to save the rainforests, like Greenpeace. Write letters to politicians in countries where there are rainforests, asking them to stop allowing companies to cut down the trees. Don't buy furniture which is produced from rainforest wood. By acting together, we can really make a difference!
Раздаточный материал №3 (таблица-«опросник»)
The number of the group | 1 | 2 | 3 | 4 | |
1 | |||||
2 | Have they shown the urgency of the problem? | ||||
3 | Were they persuasive ? | ||||
4 | Were they creative? | ||||
5 | What did you like best in their performance? | ||||
6 | Choose the best team |
Предварительный просмотр:
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План открытого урока по английскому языку в 6В классе на тему
«Festive Time»
Учитель: Павлова Е.В.
Тема: Festive time
Класс: 6B
Цели:
• обучающие:
— освоить во всех видах речевой деятельности новые лексические единицы по теме «Праздники»;
— научить выражать свое мнение и расспрашивать о мнении собеседника в пределах данной темы;
— освоить употребление глаголов to make и to do;
— повторить грамматическое время Present Continuous в различных контекстах употребления;
• развивающие:
— развивать умения во всех видах речевой деятельности;
— развитие воображения при моделировании ситуаций общения;
• воспитательные:
— воспитывать уважение к традициям обычаям как части культуры разных
стран мира;
— воспитывать интерес к самостоятельному чтению художественной литературы на английском языке
Задачи:
мотивировать учащихся на работу с новой темой, активизировать изученную ранее лексику по теме «Праздники».
Ход урока:
- Приветствие, организационный этап. 1 мин.
- Фонетическая разминка. Отработка звука [N](презентация) 1 мин.
- Vocabulary 5 мин
Упр. 1. с. 46
Задачи: повторение изученных и введение новых слов по теме «Праздничные приготовления»; работа над словосочетаниями с глаголами to make и to do.
- На доске в качестве заголовков слова to make и to do. Оба этих глагола имеют одинаковое на первый взгляд значение: делать. (слайд 1)
-Есть ли разница между to make something и to do something?
To make means to produce something (изготавливать, производить). To do means to perform an action.
-Let’s check. (Аудиозапись)
- Reading
• Упр. 2, с. 46 2 мин
- Задача: развитие умений просмотрового чтения.
-Look at the text, please. What kind of a text is it?
- Look at the heading of the email. Who's sending it to whom? What is the email about?
(Rosa is writing to Lizzie. The email is about New Year’s Eve.)
- Задача: развитие умений ознакомительного чтения: формирование умения устанавливать логическую последовательность основных фактов текста.
- Look through the email and put the paragraphs in the right order. 3 мин
- Let’s listen and check. Listen and read the text.
(Ключи: C 1 B 2 A 3)
• Упр. 3, с. 46
Задача: развитие умений поискового и изучающего чтения.
-Read again. Who are the people in the pictures (1-6)? Well done. (слайд 2) 2 мин
Задача: развитие умений поискового и изучающего чтения.
- Let’s answer the questions. Answer and find the proof in the text. (приложение 1, слайд 4) 7 мин
5. Grammar 5 мин
• Упр. 4, с. 47
Задача: повторение грамматического времени Present Continuous в утвердительной форме.
a) Подводим учащихся к формулированию правила образования форм настоящего продолженного времени.
am + verb +ing
— На доске следующие глаголы: read — write — sit — make. (слайд 13)
- Tell me what are you doing now?
— Подчеркиваю форму глагола на -ing и обращаю внимание учащихся на правила правописания.
Ключ: We form the present continuous with the verb to be + verb -ing. (видео фрагмент, слайд 14)
- - Read the verb forms for the email again and find the verb forms for actions happening now, at the moment of speaking. 3 мин
• Упр. 5, с. 47
Задача: практика употребления Present Continuous в связной монологической речи (описание картинки).
-Look at the picture. What are they doing?(слайд 15, приложение 1)
6. Hometask: SB упр. 7*, с. 47; WB с. 29 1 мин
Приложение 1
- What holiday are all members of Rosa’s family preparing for?
- What kind of dish is her mum making?
- Why are the twins excited?
- Where’s her dad?
- Why is Steve washing the grapes?
- Who is decorating the streets?
- How do the Spanish people call the last night of the year?
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