Технология «Шесть шляп мышления» на уроке
английского языка
В качестве домашнего чтения был разработан урок по книге
George Bernard Shaw « Pygmalion» для учащихся 10 класса общеобразовательной
школы при учебной нагрузке 3 часа в неделю. Технология «Шесть шляп мышления»,
как технология проблемно-диалогического обучения идеально вписывается в
урок-обобщение, развивает критическое мышление и поддерживает интерес учащихся
к предмету.
Белая шляпа. Белый цвет беспристрастен и объективен. В
белой шляпе «варятся» мысли, «замешанные» на цифрах и фактах.
Красная шляпа. Красный цвет символизирует гнев, ярость и
внутреннее напряжение. Вот и мы в красной шляпе будем отдавать себя во власть
эмоций.
Черная шляпа. Черный цвет мрачный, зловещий, словом –
недобрый. Черная шляпа покрывает собой все дурное – то, что страшится людских
глаз.
Желтая шляпа. Желтый цвет солнечный, жизнеутверждающий.
Желтая шляпа полна оптимизма; под ней живет надежда и позитивное мышление.
Зеленая шляпа. Зеленый цвет – это цвет свежей листвы,
изобилия и плодородия. Зеленая шляпа символизирует творчество.
Синяя шляпа. Синий цвет холодный; это – цвет неба. Синяя
шляпа связана с организацией и управлением мыслительным процессом, а также с
применением шляп других расцветок. Начало и расцвет новых идей.
План урока:
1. Введение в урок (весь класс) –формулировка темы и цели
урока учащимися.
2. Мозговой штурм (весь класс) – кластеры с главным слово«
Pygmalion» , учащиеся обсуждают и заполняют в группе.
3. Игра «The best actor( actress)» (группы) – учитель раздает
карточки со словами, по которым учащихся должны сыграть героев.
4.Шесть шляп мышления (2 группы) – учащиеся готовят
высказывания по теме с разных точек зрения.
5. Рефлексия
На доске: план урока, цель, 6 цветных шляп, кластер.
Тема урока: Домашнее чтение « Pygmalion»
Ожидаемые
результаты: воспитывать в себе терпимость, толерантность, желание помочь
другому ;
формулировать и высказывать свое отношение к поступкам персонажей.
Ход урока
1.Today
we repeat about George Bernard Shaw and his play «Pygmalion» Tell me, please
what do you know
ü
about his family?
ü
about his
interests?
ü
about his plays?
ü
about his most
famous play?
ü
about his awards? (5 min).
2.
Brainstorm: Rewrite all
the words which are used to describe a person into two columns for good and bad
characteristics
clever,
a bit arrogant
sensitive,
to get upset,
polite,
strict,
intelligent,
conservative,
sensible,
old-fashioned,
sociable,
snobbish Haughty.
respectable,
kind, educated,
quick-witted,
cheerful
(3 min).
3. The
cluster « Pygmalion »: You’ve got papers with the word Pygmalion in the middle.
Think it over in your groups and fill in the info (7 min).
4. «The best
actor( actress) » game. You’ve
got the card; your task is to play this scene. (5 min)
Card 1
SCENE 1
Higgins and Pickering sit in the room discussing their favourite
topics.
Higgins: Tired of listening of
sounds?
Pickering: Yes. It’s a fearful
strain. I rather fancied myself because I can pronounce twenty-four distinct
vowel sounds; but your hundred and thirty beat me. I can’t hear a bit of
difference between most of them.
Higgins: Oh, that comes
with practice. You hear no difference at first; but you keep on listening, and
presently you find they’re all as different as A from B.
Mrs.Pearce enters the room.
Higgins: What’s the
matter?
Mrs.Pearce: A young woman asks
to see you, sir.
Higgins: A young woman! What
does she want?
Mrs.Pearce: Well, sir, she says
you’ll be glad to see her when you know what she’s come about. She’s quite a
common girl, sir. Very common, indeed. I shoud have sent her away, only I
thought perhaps you wanted her to talk into your machines. I hope I’ve not done
wrong; but really you see such queer people sometimes – you’ll excuse me, I’m
sure, sir…
Higgins: Oh, that’s all
right, Mrs.Pearce. Has she an interesting accent?
Mrs.Pearce: Oh, something
dreadful, sir, really. I don’t know how you can take an interest in it.
Higgins (to Pickering): Let’s have her in. Show her in, Mrs. Pearce.
Mrs.Pearce: Very well,
sir. It’s for you to say.
Higgins: You know, this
is rather a bit of luck. I’ll show you how I make records. We’ll set her
talking; and I’ll take it down first in Bell’s Visible Speech; then in broad
Romic; and then we’ll get her on the phonograph so that you can turn her
on as you like with the written tapescript before you.
Mrs.Pearce (returning):
This is the young woman, sir.
Higgins: Why, this is the
girl I jotted down last night. She’s no use. Be off with you: I don’t
want you.
Eliza: Don’t you be so
saucy.You ain’t heard what I come for yet.
(to Mrs. Pearce) Did you tell him I come in taxi?
Mrs.Pearce: Nonsense,
girl! What do you think a gentleman like Mr. Higgins cares what you come in?
Eliza: Oh, we are proud!
He ain’t about giving lessons, not him: I heard him say so. Well, I ain’t come
here to ask for any compliment; and if my money’s not good enough I can go
elsewhere.
Higgins: Good enough for
what?
Eliza: Good enough for
ye-oo. Now you know, don’t you? I’m come to have lessons, I am. And to
pay for ‘em too; make no mistake.
Higgins: Well! And
what do you expect me to say?
Eliza: Well, if you was a
gentleman, you might ask me to sit down, I think. Don’t I tell you
I’m bringing you business?
Higgins: Pickering, shall we ask this baggage to sit down or shall we just throw her out of the
window?
Eliza:
Ah-ah-ah-ow-ow-ow-oo! I won’t be called a baggage; not when I’ve offered to pay
like any lady.
Pickering: What do you
want, my girl?
Eliza: I want to be a
lady in a flower shop ‘stead of sellin’ at the corner o’ Tottenham Court Road.
But they won’t take me unless I can talk more genteel. He said he could teach
me. Well, here I am ready to pay him – not asking for any flavour - and
he treats me as if I was dirt.
(Turning to Higgins) I know what lessons cost as well as you do;
and I’m ready to pay.
Card 2
SCENE 2
Eliza sits at the table with the phonograph on it and
reapeting the sounds: A-a-a-a-a, A-a-aa-a.
Higgins enters the study. Mrs.Pearce is waiting for him, while Pickering is sat down reading a newspaper.
Mrs.Pearce: (to Higgins) You simply can not go
on working the girl this way: making her to say alphabet over and over, from
sun up to sundown, even during meals. You’ll exhast yourself. When will it
stop?
Higgins: When she does it properly, of course.
He comes to Elisa .
Higgins: So, say your vowels.
Eliza: I know my vowels. I knew ‘em
before I come.
Higgins: If you know them, say them.
Eliza: A, e, i, o, u.
Higgins: Stop! A, e, i, o, u.
Eliza: That’s what I said! That’s what I’ve
been saying for three days and I won’t say ‘em any more!
Pickering: I know, it’s difficult, Miss
Doolittle, but try to understand.
Higgins: It’s not use explaining, Pickering. As a military man you ought to know that. Drilling is what she needs. Now you
leave her alone or she’ll be turning to your sympathy.
Pickering: Very well, if you insist. But have
a little patience with her, Higgins.
Pickering
leaves.
Higgins: Of course. Now say, “a”.
Eliza: You ain’t got no heart, you
ain’t!
Higgins: “A”.
Eliza: (loudly) “A”.
Higgins: “A”.
Higgins is leaving the room.
5. Six
thinking hats: (15 min). You
have to discuss Pygmalion from different points of view.
A white hat: Neutral. Give all the facts you know about Pygmalion
. Don’t give your own point of view and don’t show your emotion. Don’t speak
about advantages/disadvantages. The more you speak the better.
A yellow hat: Positive thinking. The more you speak the better.
A black hat: Negative thinking. Speak about the disadvantages of Pygmalion
: problems, negative effects. Give examples. The more you speak the better.
A red hat: Emotional thinking. Give your own point of view Pygmalion:
what you like/dislike.
A green hat: Creative thinking. Use your creativity speaking about
Pygmalion.
A blue hat: Summarizing .You must draw a conclusion, to sum up all
the info.
6.
Reflection (5 min).
Do you like the play? Why? What is favourite character? Do you
know the name of Eliza’s accent
which she spoke at the beginning?
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