методическая разработка к открытому уроку в 10 классе на тему "Культура поведения" "
методическая разработка по английскому языку (10 класс) по теме

Этап урока

Деятельность учителя

Анализ

I. Орг. момент

Приветствие, беседа с дежурным

You know the theme of the unit we’ve been studying is “Stories of your life”. Today we’ll  discuss a story from the life of one famous person. What happened to him you’ll know later.

Проводится на английском языке.

Организует внимание учащихся.

II. Основная часть

1

Предварительное обсуждение темы текса:

1.1

When do people apologize?

Do you think it’s necessary?

Do only weak people apologize?

Предварительное обсуждение темы текста с опорой на заголовок – раскрывает учащимся содержание и проблематику предстоящего урока

1.2

Suggest nouns, adjectives, verbs to describe apology.

e.g. quietly, weakly, genuine, to feel guilty, offender, etc.

Активизация словарного запаса учащихся, начало общения по теме, составление лексических «корзин» для обсуждения данной темы

2

Этап фонетической отработки

2.1

Repeat the following words and combinations all together after the teacher. Mind your correct pronunciation and intonation:

benefit of the doubt, apologize, genuine, to be captured,

unacceptable, wounding, to be obtained, make the admission,

to be a role model, in jest, an understudy, to condemn,

a hate word, to accept an apology, undermine efforts

to recruit, to deter from, to tackle, to rear,

to launch  an investigation, to tolerate, inappropriate behavior,

to take an allegation, to take into account, a dressing down,

a “raghead”, to be under-represented

Автоматизация фонетических навыков, знакомство с активной лексикой урока

2.2

Translate these words and word combination to memorize them.

Снятие языковых трудностей

2.3

Before reading the text read the list of proper names which you’ll meet in it.

Read the text aloud. Mind your pronunciation and intonation.

Знакомство с аутентичным текстом, достижение произносительных автоматизмов

3

Этап выполнения репродуктивных учебных заданий

3.1

Translate the following word combinations into English and read out the sentences with the above words and word combinations:

использование расистской лексики, неприемлемый и оскорбительный, вероятно поговорил, выпускать из поля зрения, был получен, не имеет места, сделал признание, быть образцом для подражания, считать сокращение (аббревиатурой), перейти черту, часто называли, осуждать, принять извинение, подрывать попытки, отпугивать от, начать расследование, не терпеть, принять заявление, этнические меньшинства

Развитие умения воспроизводить участки текста, используя активную лексику.

Закрепление активной лексики в контексте

3.2

No more reading, please. Now you only speak. In case you are not sure look up the text. Paraphrase the following using the original text:

1. Labor MP said the term was in admissible. (unacceptable)
   
2. Harry’s commanding officer will speak to him soon. (was likely to speak)
   
3. We should pay attention on such facts. (should lose sight)
   
4. Prince Harry served in the Army very well. (no better example of public service)
   
5. A video was received by a Sunday newspaper. (obtained)
   

Активизация активного материала в условиях заданной учебной ситуации,

3.3

Complete the following sentences:

1. It was a mistake and he…(has made the admission of that)
   
2. His father has shown how much can be done… (to build relationships between communities)
   
3. We cannot use language of this kind … (even in jest)
   
4. He is third … (in the line to the throne)
   
5. He said he regarded “Paki” … (as an abbreviation)

Автоматизация употребления участков текста

3.4

Explain the situations by finding the proper arguments in the text. Do not forget to repeat the beginning:

1. He didn’t cross the line because… (he regarded it as an abbreviation)
   
2. The father of the soldier  criticized the prince for…(using a “hate word”)
   
3. Muhammad Abbasi was hurt because…(the prince used that language against his son)
   
4. Labour MP said it would be a shame because… (the incident can undermine efforts to recruit from diverse communities)
   
5. The armed forces will tackle discrimination because… (it will deter people of Pakistan origin from joining the military)

Получение заданного результата по образцу; основная задача – научить апеллировать к тексту в случае затруднений с оформлением языковой стороны высказывания

4

Этап репродуктивно-продуктивных учебных заданий

4.1

Answer Who-questions by giving full answers:

1. Who apologized sincerely? (prince Harry)
   
2. Who was an officer cadet? (prince Harry)
   
3. Who criticized the Prince? (soldier’s father)
   
4. Who should accept the apology? (Pakistani Army)
   
5. Who will tackle discrimination? (the armed forces)

Вопросы на понимание текста

4.2

Give reasons or explain the situation by using the original text only:

1. Prince Harry used the racist language so… (he had to apologize)
   
2. Muhammad Abbasi didn’t accept his apology because … (Pakistani Army should do it first)
   
3. Prince Harry should spend more time with his father because… (he can show him how to build relationships between communities)
   
4. An officer of Royal Marines defended the Prince because… (he regarded “Paki” as an abbreviation)
   
5. No complaint was made so… (the Army would not launch a formal investigation)

Упражнение на выявление причинно-следственных связей

4.3

Ask different types of questions to get additional information:

The British public will give Prince Harry the “benefit of the doubt” after he apologized for using racist language.

Игровая форма работы – ученик, повторно задавший уже прозвучавший вопрос выбывает, победитель – задавший вопрос последним

4.4

Explain in English what it means:

wounding, lose sight, have no part, build relations, to be in line to the throne.

Развитие умения языковой замены в случае затруднения при высказывании

5

Этап выполнения продуктивных заданий

Основная задача этапа – развить умение выражать свои мысли на лексико-грамматическом материале аутентичного текста

5.1

Interview a)Prince Harry, b)his friend soldier  about the relationships in the army.

Моделирование ситуации реального общения

5.2

Develop the situation as if you were: a) Harry’s commanding officer, b) Prince Charles.

Составление самостоятельного монологического высказывания

5.3

You approve\disapprove of Prince Harry’s behavior. Give your arguments to prove your point of view.

5.4

Make up a character sketch of Prince Harry.

5.5

Make up a story about yourself as a typical soldier of British Army Forces using the active words and word combinations of the text.

5.6

Suggest what Prince Harry and his friends may be speaking about daily.

6

Этап контроля

6.1

Choose the right alternative:

The British public will give Prince Harry the “benefit…the doubt”.

1.of          2.for        3.from

Prince Harry has served his country…active service.

1.in          2.on         3.of

There is no better example…publish service.

1.in          2.from     3.of

A home video was obtained…a Sunday newspaper.

1.by         2.with      3.from

His comment has “no part… our life”.

1.of          2.about    3.in

Контроль усвоения употребления предлогов в конструкциях аутентичного текста

6.2

Complete the following by reproducing the right context:

1. It was a mistake and he … (has made the admission of that)
   
2. His father has shown how much can be done … (to build relations between communities)
   
3. He is the third … (in line to the throne)
   
4. The father of the soldier criticized the Prince … (for using what he called a “hate word”)
   
5. The armed forces will … (tackle discrimination)

Контроль запоминания, правильного употребления словосочетаний текста

6.3

What problems are mentioned in the text?

(relations in the Army; using dirty language; behavior of public figures)

Is it important to behave yourself in public or in private?

Повторение пройденного материала, выводы

6.4

Retell the story from the point of view of one of the characters.

Творческое монологическое высказывание

7

Этап креативного контроля

7.1

And now your homework.

At home write a letter with your comment on the situation and your advice what should be done further.

Домашнее задание

Развитие навыков письма – личное письмо, повторение лексического материала, выводов урока

7.2

Find some interesting news on the web-site BBC.com. and retell it in class next time.

Развитие общеучебных навыков учащихся: поиск информации в сети Internet, работа с аутентичным текстом

III. Заключительная часть

You all have been working very well today. I’m sure you’ve known a lot about the culture of behavior that will help you to have good relationships with people.

Your marks are:

The lesson is over. Good bye.

Воспитательное значение урока: необходимость вежливого поведения для взаимоотношений с окружающими