Урок
английского языка в 11 классе по теме «Would you like to be famous».
“Enjoy English
11, М. З. Биболетова и др. Unit 1, Section 4”
“Participating in society”
Цели урока:
учебная –
систематизировать лексические навыки через чтение и письмо; коммуникативная –
обмен мнениями о содержании текста и своем опыте;
воспитательная –
утверждение своей позиции по вопросу – хорошо ли быть знаменитым;
компетентностная –
осмысление собственного опыта.
Задачи: активизация
лексики пройденной темы “Participating in society”. Черты характера; расширение навыков
работы с текстом; совершенствование умений выражать свое мнение и принимать
точку зрения другого и делать самооценку
своей работы.
Оборудование:
карточки с частями текста, маркер, доска, словари, листы самооценки.
Прием РКМЧП: Чтение с остановками, Синквейн.
Ход
урока
I стадия (фаза). Вызов (evocation).
Начало
урока . Организационный момент.
Приветствие. T. Good morning, pupils! Nice to
meet you. How are you today? Are you fine? – P1, P2.
That’s
nice. Then let’s start our lesson. Look at the screen. Who are all these
people? You are right. Can you guess what we are going to talk about? – P1.
Yes, you are right. Have a look at the blackboard. Name and write down “Pros
and Cons of being a celebrity”. Today we are going to read a story “Mistaken
identity” by Mark Twain.
What are
we going to do at the lesson? What is the goal of this lesson? – P1, P2, P3.
(учащиеся
высказывают свои предположения и идеи, учитель фиксирует предположения учащихся
на доске).
II стадия. Осмысление содержания. (realization of meaning)
Reading of
the first part of the story.
The first
stop – Questions
·
Who
is the main character of the story?
·
Why
was he nervous?
·
Can
you mime his face when the local official didn’t help him?
·
What
are your predictions about the future situation of the story?
Reading of
the second part of the story.
The second
stop – Questions
·
What
had happened? Did you predict this or not?
·
What
are your feelings about this part of the story?
·
What
will be further?
Reading of
the third part of the story.
The third
stop – Questions
· What do you feel about
the last part of the story? Why?
· What parts of the text
prove your predictions, what parts don’t?
Prediction.
What did the porter answer? Give you
variants. Discuss
it in pairs and present it to the group. Read the real last sentence and
compare it with our variants. Give your reasons.
Reflection.
· What is the genre of
the story? How can you prove?
Would you like to be recognized?
Write down the poem to the word “being famous” (приём «Синквейн» 1 строка – существительное, 2 строка – 2
прилагательных, 3 строка – 3 глагола, 4 строка – фраза, отношение автора к данной
теме, 5строка – синоним к первому понятию).Ученики озвучивают то, что у них
получилось и на доске записываются наиболее часто озвученные слова
Написание
синквейна на тему «Being famous»
Being
famous
·
Celebrity
·
Outstanding,
political
·
Work hard, support,
foretell
·
It is important
and responsible to be famous
·
Public figure
T. Well
done. Now let’s complete the table in your cards. Заполнение карточек самооценки своей
деятельности на уроке. Ученики делают вывод о том, что они узнали, поняли, как
участвовали и какие чувства и эмоции испытали во время урока.
Thank you
for your work today.
Выставляются
оценки.
Good bye!
Приложение
1
Mistaken identity
(by Mark Twain)
·
Years ago I
arrived one day at Salamanca, New York, where I was to change trains and take the
sleeper. There were crowds of people on
the platform, and they were all trying to get into the long sleeper train which
was already packed. I asked the young man in the booking-office if I could have
a sleeping-berth and he answered: "No." I went off and asked another
local official if I could have some poor little corner somewhere in a
sleeping-car, but he interrupted me angrily saying, "No, you can't, every
corner is full. Now, don't bother me anymore," and he turned his back and
walked off. I felt so hurt that I said to my companion, "If these people knew
who I was, they..."1 But my companion stopped me there,— "Don't talk
such nonsense, we'll have to put up with this," he said, "If they
knew who you were, do you think it would help you to get a vacant seat1 in a
train which has no vacant seats in it?"
The first stop.
(Первая остановка)
2. This did not improve my condition at all,
but just then I noticed that the porter of a sleeping-car had his eye on me. I
saw the expression of his face suddenly change. He whispered to the uniformed
conductor, pointing to me, and I realized I was being talked about. Then the
conductor came forward, his face all politeness. "Can I be of any service
to you?" he asked. "Do you want a place in a sleeping-car?"
"Yes," I said, "I'll be grateful to you if you can give me a
place, anything will do." "We have nothing left except the big family
compartment," he continued, "with two berths and a couple of
armchairs in it, but it is entirely at your disposal. Here, Tom, take these
suitcases aboard!" Then he touched his hat, and we moved along.
The second stop.
(Вторая остановка)
·
I
was eager to say a few words to my companion, but I changed my mind. The porter
made us comfortable in the compartment, and then said, with many bows and
smiles: "Now, is there anything you want, sir? Because you can have just
anything you want." "Can I have some hot water?" I asked.
"Yes, sir, I'll get it myself." And he disappeared. I smiled at my
companion, and said: "Well, what do you say now? Didn't their attitude
change the moment they understood I was Mark Twain? You see the result, don't
you?" My companion did not answer. So I added, "Don't you like the
way you are being served? And all for the same fare."
As I was saying this, the porter's smiling face appeared in the doorway and
this speech followed:
"Oh, sir, I recognized you the minute I set my eyes on you. I told the
conductor so." "Is that so, my boy?" I said handing him a good
tip. "Who am I?"
The third stop.
(Третья остановка)
·
"Mr
McCleilan, Mayor of New York", he said and disappeared again.
Приложение
2 Форма самооценки своей деятельности на уроке
My participation in the
lesson
(Мое участие в уроке)
|
My feelings and
emotions during the lesson
(Мои чувства и
эмоции во время урока)
|
My difficulties
(Мои затруднения)
|
Valuable thoughts for
me from the lesson
(Ценные мысли
от урока для меня)
|
|
|
|
|
Оставьте свой комментарий
Авторизуйтесь, чтобы задавать вопросы.