Методическая разработка занятия внеурочной деятельности учителя иностранного языка
план-конспект урока по английскому языку (10 класс)

На конкурс

«Приёмы и способы формирования функциональной грамотности на уроках иностранного языка. Формирование читательской грамотности».

      Согласно определению известного психолога А.А. Леонтьева, функциональная грамотность предполагает способность человека использовать приобретаемые в течение жизни знания, умения и навыки для решения максимально широкого диапазона жизненных задач в различных сферах человеческой деятельности, общения и социальных отношений. Читательская грамотность, являющаяся одним из шести направлений функциональной грамотности, определяется как способность человека понимать, использовать, оценивать тексты, размышлять о них и заниматься чтением для того, чтобы достигать своих целей, расширять свои знания и возможности, участвовать в социальной жизни.

      Основной спецификой отбора текстового материала является постановка в текстах проблем, с которыми школьник может столкнуться в своей повседневной жизни: по дороге в школу, на уроке, в общении с друзьями, родителями и т.д. В предложенных для чтения материалах представлены следующие содержательные области: Человек и современные технологии; Взаимодействие людей в обществе; Образование; Безопасность; Здоровье. Задания направлены на развитие читательских умений: «Находить и извлекать информацию», «Интегрировать и интерпретировать информацию», «Оценивать содержание и форму текста», «Использовать информацию из текста». Формат заданий: задание с выбором одного или нескольких верных ответов; задание с кратким ответом и пояснением к нему; задание на установление соответствий; задание на выделение фрагмента текста. Представлены задания трёх уровней трудности: низкого, среднего и высокого.

«Методическая разработка занятия внеурочной деятельности учителя иностранного языка»

Класс: 10

Тема урока: High tech gadgets and their influence on people’s brain

Уровень изучения: базовый

Тип урока: урок освоения новых знаний и умений

Планируемые результаты:

личностные: развитие выраженной устойчивой учебно-познавательной мотивации учения, навыков переноса знаний в новую ситуацию, стремления к совершенствованию речевой культуры в целом, умения видеть метапредметные связи;

метапредметные:

коммуникативные: умение читать и понимать текст, содержащий изученный языковой материал и некоторое количество новых слов, адекватно использовать речевые средства для решения различных коммуникативных задач,

регулятивные: умение учитывать выделенные учителем ориентиры действия в новом учебном материале в сотрудничестве с педагогом и самостоятельно,

познавательные: умение работать с текстом, выделять в нём нужную информацию, осознанно строить своё высказывание с учётом коммуникативной задачи, самостоятельно организовывать свою деятельность;

предметные: умение находить в тексте необходимую информацию, определять основную идею текста, использовать в устном высказывании активную лексику.

Цель урока: способствовать формированию у обучающихся деятельностных способностей и способностей к структурированию, систематизации изучаемого предметного содержания: закрепление изученной лексики, поисковое чтение, подготовка монологического высказывания по заданной тематике, самостоятельное выполнение заданий при консультативной помощи учителя.

Задачи:

обучающие: развитие навыков чтения, развитие умений прогнозирования содержания текста, развитие умений ознакомительного и поискового чтения;

развивающие: развитие памяти, мышления, языковой догадки, умение излагать на английском языке результаты познавательно-поисковой деятельности; развитие умения работать в паре, группе;

воспитательные: развитие нравственных ценностей и ориентиров.

На уроке используются: технология проблемного обучения, информационно- коммуникационные технологии, игровая технология, технология обучения в сотрудничестве, здоровье сберегающая технология, дифференцированный подход к обучению.

Формы работы: групповая, парная, фронтальная

Ресурсы: учебник, рабочие тетради, книга для учителя, аудиофайл, содержащий аутентичные тексты, плакаты на тему, таблица самооценки на уроке, ПК, учебные интернет ресурсы, проектор

1. Вхождение в тему урока и создание условий для осознанного восприятия нового материала

Мотивирование на учебную деятельность

Организационный этап

Good morning, dear boys and girls! Glad to see you! Sit down, please.

How are you all today? I hope you’re fine. I’m OK. What is the weather like today? Do you like it? What’s the news?

Let’s start our lesson. Look at the picture, please. (On the screen there is a picture showing a goldfish in an aquarium next to a computer). What do you see? What do you think we are going to talk about? Guess the connection between goldfish and computers. Well…, it’s rather difficult to say. Let’s look at the possible answers. Choose the best one.

• Goldfish become more intelligent when they live near computers.
• People concentrate better when they have a pet goldfish next to their computer.
• Computers are making people’s concentration similar to goldfish’s.

Read the introduction to the text and check your ideas.

You are absolutely right! We are going to talk about computers and their influence on people. The theme of the lesson is “High tech gadgets and their influence on people’s brain”. Are you becoming a … digital goldfish? How good is your concentration? Are there any ways to improve your concentration? We’ll try to find answers to these questions.

Актуализация опорных знаний 

Before we start working with the text, let’s check some words.

• improve your concentration
• read things that are not worth reading
• make sense of what you are reading
• learn important skills
• learn useless information
• set yourself goals
• make quick decisions
• ignore distractions
• solve problems

       Mark the activities + (useful), - (unhelpful), +/- (not sure). In pairs, compare your answers.

2. Усвоение нового материала

Осуществление учебных действий по усвоению нового материала

Now read section A of the text.

A   ‘We move quickly from one site to another on the web’, says Doctor Ted Selker, a computer scientist from Massachusetts, ‘and we are losing the ability to concentrate.’ With millions of websites to choose from, the attention span of the average internet user is just seconds. There are other digital distractions too: email, instant messaging and quickie movies on websites like shortspan.com.

         Some people are worried about the effect on young people. ‘You need time   to understand and think about what you read,’ says secondary school teacher, Julia Wood, from London. ‘Young people move from one website to another all the time and their brains become full of useless information but there is no time to make sense of it. I am trying to persuade my pupils to read more books, so that they concentrate on one subject for longer.’

         Other teachers are trying more unusual methods to improve students’ concentration. Welsh secondary school teacher Anne Savan was so worried about one class of fifteen-year-old boys that she started playing Mozart during her Science lessons. She says that it had an amazing effect: ‘The music made them calmer, and their concentration was much better.’

         In some Scottish schools, they have a technological solution to the problem. Pupils start their school day with brain- training games, using Nintendo games consoles. Again, teachers say that there is a big improvement in pupils’ concentration.

         But not everyone believes that there is a problem. Professor Ray Cole, an educational psychologist says: ‘On the web, young people learn to make quick decisions about what is and isn’t worth reading. They might look at five unhelpful websites very quickly, before stopping and reading a sixth useful website more carefully. In a world with so much information available, this is an important skill.’

Проверка первичного усвоения 

Read the sentences and mark them true or false.

1. People generally stay on websites for very short periods of time.

2. Email and instant messaging are good for people’s concentration.

3. Julia Wood says her pupils get a lot of information online but don’t think about it.

4. Anne Savan is a music teacher who thinks that Science is good for her pupils’ concentration.

5. The experiment with Nintendo Games in Scottish schools failed.

6. Ray Cole believes that people learn useful skills surfing the internet.

Discuss the questions in groups.

* Do you spend your time usefully online or not?

“I often read things that are not worth reading.”

* Who do you agree with, Julia Wood or Ray Cole?

“I don’t agree with Julia, I think you learn important skills on the internet.”

3. Применение изученного материала

Применение знаний в новых ситуациях, в том числе выполнение заданий из реальной жизни

Would you like to know how good your concentration is?

In pairs, do the quiz in section B to find out.

B     QUIZ         How good is your concentration?

Mark the statements T (true), PT (partly true) or NT (not true).

1. I have a special place for studying. I close my door and tell people not to disturb me.

2. I often text, email or watch TV when I’m studying.

3. I often get up from my desk for snacks or to find things.

4. When I start work, I plan what I’m going to do before my next break.

5. I can concentrate for an hour and a half, then I need a break.

6. When I sit down at my desk, I start thinking about other things that I need to do.

7. I often reread the same page again and again.

8. If other people are doing things near my desk, I can usually ignore it.

Read the key and find your score. Is the conclusion true?

       Read the tips in section C and choose the best ones to help your partner concentrate better.

C     For those with the attention span of a goldfish, here are some tips!

* Create the right work space. Remove distractions – turn off your phone and messaging alert.

* Get everything you need (pens, books) before you start.

* Set yourself a goal and a time limit. For strong concentration, work for about ninety minutes, then take a break.

* Perhaps you are worrying about other things instead of work? Write them on a ‘to do’ list, then forget them.

* Improve your concentration using the ‘five more’ rule. Say to yourself, ‘I am going to read five more pages before I stop,’ or ‘I am going to answer five more questions.’

      Which other tips do you find useful?

Систематизация знаний и умений

  And now let’s revise some grammar material. Read the theory box.

Underline examples of these and other suffixes in the text.

 Проверка приобретенных знаний, умений, навыков

    Can you remember the noun forms of these verbs?  Let’s play a game. It’s called ‘Crossing the river’ (a dynamic pause)

    On the board you can see a ‘stream’. Two teams should cross it in different places using ‘stones’ (pieces of paper with verbs written on them). (The number of ‘stones’ depends on how many students there are in the class.) Two students come to the board, take ‘stones’ and form nouns of the verbs. If they do it correctly, they put their ‘stones’ into the ‘stream’. Then the other two students come and do the task, and so on.  If someone makes a mistake, their team misses a turn. The team which crosses the river first, wins.

   (Examples of words: teach – teacher, inform – information, be able – ability, concentrate - concentration, decide – decision, improve – improvement, distract – distraction, solve – solution, experiment – experiment, persuade – persuasion, use – user, educate - education)

4. Подведение итогов, домашнее задание

   The lesson is nearly over. So, what did we do today?  You have learned a lot of interesting things at the lesson, haven’t you? Did you enjoy our lesson?

  Рефлексия

    You have sheets of paper. Look through the sentences and choose the best variant according to your opinion and mood.

  Домашнее задание

    Now, write down your home task, please. You can choose one of two exercises. If you want to check the words, do exercise 1. If you are interested in exercises for brain training, do task 2.

    Is everything clear? Thank you! See you next week!

 Home task

 Task 1

 Choose the correct answer.

 1 Some people say that chewing gum can ……………. your concentration.  

    a  ignore               b  improve            c  solve    

 2  Don’t waste time on things that aren’t worth ……………… .

    a  study                b  studying            c  to study

 3  It’s important to set yourself ………… while you’re revising.

    a  goals                 b   problems           c  skills

 4  I’ve learned a lot of very useful …………… on my computer course.

    a  decisions          b  distractions        c  skills

 5  We all need to work together to …………… the problem of global warming.

    a  make sense       b  set                       c  solve

    Task 2

     Read the text and match five of the headings below to the correct paragraph A-E. There is one extra heading.

     1 Learn something new

     2 Try puzzles and games

     3 Vary your routine

     4 Keep a diary or use a notebook 

     5 Stop playing computer games

     6 Eat the right food

    Brain training

    When you want to get fit, you go to the gym or do some exercise. But what about when you want to improve your concentration? Then you need to exercise your brain!

    Here are our top five activities to improve the way your brain works and help you develop better focus and concentration – try one and see!

     A…..

     Do some crosswords or try sudoku. These types of puzzles stimulate the brain because you have to solve clues or use logic and reasoning to find the solutions. Practise your strategic thinking by playing games like chess, GO and Mancala – you’ll find you can plan better in other areas of your life, too. If you love playing computer games, then challenge yourself with one of the brain-training computer games. Once you try them, you won’t want to stop!

     B……

     We are creatures of habit and we often follow the same routine every day, so the brain becomes lazy. Try going to school by a different route one day a week, or using a different type of transport. Varying your routine challenges the brain and helps you to make quick decisions and solve problems.

    C……  

     Certain types of food can help your brain stay healthy and work well. Proteins are great for the brain so eat plenty of cheese, meat, fish and milk. The brain also needs carbohydrates and some fat, and these come from fruit, vegetables, grains and olive oil. Omega-3 is a fantastic food for the brain, you find it in fish such as salmon and tuna. Remember, a balanced diet is essential for the brain.

     D…..

     Start a new hobby, learn a language, take up a new sport… it doesn’t matter what you do. New activities stimulate the brain and expand the way the brain thinks. You can also learn important or useful skills and meet new friends.

     E…..

     Clever people write down their ideas. They organise their thoughts and set goals for things they want to do. Writing things down tells your brain it is producing good ideas, so it produces more ideas and better ideas. This is a great way to improve your brain power.

    Read the text again and decide if the following sentences are true or false.

    1 You must do all five activities to develop your brain power.

    2 Games like chess help to improve your ability to think and plan.

    3 There are no computer games that can help develop your brain.

    4 When you change your routine the brain gets better at making quick decisions.

    5 Fish such as salmon are good for the brain because they contain omega-3.

    6 People who learn lots of new skills always have a lot of friends.