Дидактический сценарий урока
Учебный
предмет: английский язык
Тема:
От Австралии до Беларуси.
Коммуникативная
ситуация: Что бы я посетил в Беларуси.
Учитель:
Муштенко Ирина Николаевна
Класс:
7
Тип
учебного занятия: комбинированный
Цель
учебного занятия: формирование коммуникативной
компетенции в рамках изучаемой темы
Ожидаемый
результат: предполагается, что к концу учебного
занятия учащиеся смогут вести диалог-побуждение к действию в объеме не менее 6
реплик на каждого в рамках коммуникативной ситуации урока.
Задачи:
−
создавать условия для развития навыков
поискового и изучающего чтения, навыков восприятия и понимания иноязычной речи
на слух;
−
содействовать употреблению активного
языкового материала в устной речи;
−
создавать условия для активного речевого
взаимодействия;
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способствовать формированию умений
планировать свое коммуникативное поведение.
Задачи
для учащихся:
-
учиться взаимодействовать с партнерами
на английском языке;
-
учиться применять полученные знания на практике.
Методы:
коммуникативный, интерактивный
Оборудование
урока: компьютер, мультимедийный
проектор, раздаточный материал, видеофайл.
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I
Организационно-мотивационный этап
Цель
этапа: создание
благоприятной атмосферы на уроке, прогнозирование конечного результата
урока.
Задача
этапа:
подготовить учащихся к работе, создавать ситуацию успеха и условия для
активного взаимодействия, опираясь на субъективный опыт учащихся.
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Содержание
учебной деятельности
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Учитель
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Ученики
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Введение
в атмосферу иноязычной речи. Создание положительного настроя на уроке. Создание
условий
для учащихся по определению коммуникативной ситуации урока. (2 минуты)
Постановка цели
учащимися. (3
минуты)
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Greet
your students. Before you announce the topic of the lesson tell them that you
would like to spend your summer holidays abroad. Yesterday you were looking
for some interesting trips on the Net. And one of your friends on Facebook
offered you to visit Australia. He is a tour guide who lives and works there.
And you agreed. As a result you have something in your bag. Ask the pupils to
guess what you have got in your bag. Let them describe the thing you’ve got
(a ticket to Australia). This will make them think in English in a relaxed
way and create interest in the lesson.
Tell your students that your friend sent you a video
letter about places of interest of his home country and asked you about the
attractions he can visit in Belarus. Ask them to help you out.
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Ask
general questions about what the teacher has got in the bag and guess what
they are going to discuss at the lesson.
The
students answer what they will have been able to do by the end of the lesson.
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II
Операционно-познавательный этап
Цель
этапа: актуализация
лексических единиц при просмотре видеофайла, употребление ранее изученной
лексики в диалогическом высказывании.
Задача
этапа: подготовить учащихся к сознательному восприятию и пониманию
информации, использованию приемов анализа и обобщения, создавать условия для
активного взаимодействия в группах и парах, способствовать активной
сознательной деятельности по образцу.
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Совершенствование
навыков восприятия и понимания речи на слух.
Деление
на пары .
Первое
предъявление видео. (4 минуты)
Второе
предъявление видео. (5 минут)
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Before
watching the video letter ask your students what landmarks in Australia they
know.
Divide
your students into pairs (Let them take one part of a picture and make pairs:
Uluru, Sydney Opera House, Great Barrier Reef, Pink Lake).
Ask
your students to watch the video letter for the first time, take notes and
name all the sights mentioned in it in the order of their appearance. Ask
them to work in pairs.
Ask
your students to watch the video letter once again, help and find out some
facts about the landmarks (appendix 1).
Ask
your students to work individually and range the sights from the most
interesting to the least interesting for them.
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The
students answer the question.
The
students take one part of a picture and make 4 pairs.
The
students watch
the video letter for the first time and name the attractions.
Then
they watch the video once again and find out some facts about the landmarks.
Students
to range the sights from the most interesting to the least interesting for
them.
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Совершенствование
навыков коммуникативного взаимодействия ученик-ученик. Снятие статического
напряжения в процессе группового взаимодействия.
Метод интервью.(5 минут)
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Tell
your students that it might be interesting to know what landmark is the most
popular and the least popular in their group. Ask your students to have a
survey answering questions (appendix 2). Let them walk around the room, ask
each other, write down the answers. Ask one of your students to report the
results to the class.
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The
students mingle, interact and report the results of the survey.
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Промежуточная
рефлексия (1 минута)
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Ask
the students what sight they would like to visit most of all.
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Students
what sight they would like to visit most of all.
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III
Операционно-деятельностный этап
Цель
этапа:
актуализация лексики при коммуникативном взаимодействии ученик-ученик и
употребление её в неподготовленной диалогической речи, творческий перенос
знаний в новую плоскость с учётом личности учащегося.
Задача
этапа:
подготовить учащихся к сознательному запросу информации о партнёре,
использованию приемов дедукции и обобщения, создавать условия для активного
взаимодействия, способствовать совершенствованию коммуникативных навыков и
критического мышления в рамках обозначенной коммуникативной ситуации, создавать
условия для самоконтроля и самокоррекции.
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Совершенствование
навыков чтения (10 минут)
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Say
that that your friend loves his home country very much and invites them to
visit Australia. But he likes to travel very much and he has already been to
many countries. He would like to come to Belarus this summer and asks us to
give him some advice on what sights to see. And to give him correct
information students should recollect some facts. Divide your students into 3
groups. Let them choose a card with a word and match their cards to make a
sentence about Belarus.
Each
student in a group gets a card with a short text about one sight (appendix 3)
and a table to fill in about landmarks in Belarus (appendix 4).
Ask
them to look through the texts, answer the questions before them and start
filling in the tables.
Rearrange
the groups. Ask each student share the information from the text they’ve read
with their partners and fill in the tables up to the end.
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The
students make up groups.
The
students choose the texts, read them, answer the questions and start filling
in the tables.
The
students share the information they’ve got with their partners and fill in
the tables up to the end.
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Промежуточная
рефлексия (2 минуты)
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Ask
one student of each group to describe Belarusian landmarks they will write
about in their letter to your Australian friend.
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One
student of each group describes Belarusian landmarks they will write about in
their letter to your Australian friend.
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Развитие
неподготовленной диалогической речи.
Совершенствование
коммуникативных навыков во время парной работы.
(6
минут)
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Ask
your students to come up to you. Say that we live in Belarus that’s why we
have ribbons with Belarusian ornaments for pairing. Ask your
students to take one end of the Belarusian national ribbon and meet their
partner. Ask your students to imagine that one of them is from Belarus and
the other is from Australia and prepare a talk about places of interest in
Belarus (Appendix 5).
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The
students make dialogues about places of interest in Belarus.
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Промежуточная
рефлексия.
(2 минуты)
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Ask
one pair of students to act out the dialogue.
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The
students present their dialogue.
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IV
Контрольно-оценочный этап
Цель
этапа: осознание
учащимися значимости знаний, полученных на уроке, выбор и подготовка к
успешному выполнению домашнего задания.
Задача
этапа: способствовать
развитию рефлексивных навыков и формулирования выводов.
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Учебная
рефлексия. Обобщение пройденного материала. Создание условий для развития
аналитического и критического мышления. (3 минуты)
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Ask
the students to give your Australian friend who sent you a video letter some
advice on what to do and to see in Belarus.
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The
students give their advice to your Australian friend.
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Предъявление
домашнего задания (1 минута)
Оценка
индивидуальной работы каждого учащегося на уроке, выставление отметок (1 минута).
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Explain
the home task. Ask the students to use as much information from the lesson as
they can. Discuss how and where they can get information to prepare for the
next lesson. They are to choose and
A. Write about Belarusian
landmarks to your Australian friend;
B. Record a short
talk for the school radio about the trip around Belarus;
C. Make a Travel
Guide on Belarus for foreign students.
The
teacher comments on, assesses the students’ activity and gives marks.
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The
students write down the homework and ask questions if anything is not clear.
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Appendix I
Watch
the video and find out what landmark:
1.
lies
on the south-eastern coast of Victoria state;
2.
is
famous for its iconic theatre;
3.
is
famous for its unspoiled natural environment;
4.
is
a sacred (holly) place;
5.
is
famous for its preserves and national parks;
6.
is
a great place for playing sports and shopping;
7.
is
famous for its Harbour Bridge;
8.
is
one of the natural wonders of the world;
9.
lies
in the south of Northern Territory;
10.
is
clearly visible from space.
Appendix II
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Question
Name
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Alisa
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Alina Yer.
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Alina V.
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Sasha
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Artyom R.
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Artyom M.
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Polina
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Iliya
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What
land mark is the most interesting for you?
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What
land mark is the least interesting for you?
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Appendix
III
Text A
Sport Complex “Raubichi” is
situated 22 km from Minsk. This sports complex in the central part of
Belarus was
built for ski competitions. Now it is a popular place for festivals and weekend
holidays – tourists can stay in comfortable three-star hotels and lovely little
cottages. There is a forest and a lake there and in winter you can ski-jump and
ride on sledges. If you like sports you should come here. Here you can find
gyms, tennis courts, football pitches, a skating rink, shooting range, ski
slopes and springboards for ski jumping. The Raubichi complex hosts various
competitions in tennis, mountain skiing, ski jumping, tennis and other sports .Right
here there is a historical monument – a Cross Mount Roman-Catholic church
with a museum of local costume from all regions of Belarus.
Text B
Dudutki is a
unique ethnographical complex, which is situated 50 km from
Minsk on the bank of a picturesque river Ptich. It is an open-air museum. This
is a museum of handicrafts which was founded in 1993. Here the past and present
are brought together and you can feel the atmosphere of the 19th century
and discover the secrets of ancient handicrafts. It makes Dudutki one of the
centers of cultural life in Belarus. Here you will have an
opportunity to visit a museum of national crafts, to see a windmill, shape a
horseshoe "for Good luck" at the blacksmiths’, to see potter at work.
The most exciting thing for the visitors is the opportunity to taste traditional
Belarusian appetizers and drinks. Here you can try traditional Belarusian
dishes: schi (cabbage soup), draniki, kolduny, pork sausages. It is one of
the most popular places to visit.
Text C
Lake Naroch is situated 170 km from
Minsk. The Narochansky land is famous for Lake Naroch, a pearl of the
Belarusian nature, and the most picturesque Blue Lakes. The beauty of Lake
Naroch, its wonderful forests, golden beaches and mild climate bring thousands
of tourists to the lake’s shores. One third of the area of the park is covered
with forests. In Naroch land you can meet elks, wild boars, roe deer, raccoons,
hares, squirrels and beavers. The complete list of Naroch birds includes 185
species. 24 of them are in the Red Book of Belarus. There are 42 lakes here.
The Naroch land has the largest number of pine forests in the country. The area
is well-known for its mineral waters, too. The Blue Lakes have made this land
really famous. The National Children's Recreational Camp "Zubrania" which is
now the most important children's recreational camp in Belarus is situated
here.
Text D
Mir Castle and Nesvizh Castle. It's
worth to see both castles as they are in the same direction and are not far
from each other, and 109 km far from Minsk. Mir Castle is a UNESCO World
Heritage site in Belarus located in the town of Mir. It was built at the end of
15th - early 16th century by duke Ilinich. There is a legend that somewhere in
the Radzivills' castle a lot of treasures are hidden and until now people have
been trying to find them. The Mir's underground system of communication is so
large that some of its parts have not been investigated yet. And now people
believe that there is a ghost in the castle that guards the treasures and
frighten the visitors of Mir Castle. The Nesvizh town - former residence of the
Radzivills is located 34 km far from Mir castle. The city was first mentioned
in historical chronicles in 1446. In 1513 the city of Nesvizh became the
official residence of the Radzivills - the biggest and the most powerful kin in
Belarus. To design and built their castle the Radzivills invited the best
European architects, artists, gardeners and jewelers. Nesvizh Castle also
has its ghost - the Black Dame walking along dark corridors of the palace
during moonless nights.
Appendix IV
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Questions
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Answers
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Text A
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1. Where is the landmark
situated?
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2. What is this
place popular for?
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3. What can you do
here?
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Text B
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1. Where is the
landmark situated?
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2. What can you do
here?
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3. What dishes can
you try here?
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Text C
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1. Where is the
landmark situated?
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2. Why do a lot of
tourists come here?
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3. What animals can
you meet in the Narochansky National Park?
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Text D
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1. Where is the
landmark situated?
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2. Who built the
castles?
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3. What legend has
Mir castle got?
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Appendix V
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Hello,
my name is … I’m from Belarus. And what’s your name and where are you from?
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Hello,
my name is … I’m from Australia. I have come to Belarus on business trip, but I
have some free time and I would like to see some sights.
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Have
you decided what to see and visit?
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No,
I haven’t and I need some help. Could you give me some advice?
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Sure.
In what way do you like to spend your free time?
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I
like to… (visit museums, play sports, watch sports competitions, swim and lie
in the sun, taste new food, learn about the history of different countries and
cultures, watch wild animals, visit mystic places).
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If
you like to … then you should visit … there you can ….
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And
I like to …
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If
you like to … then you should visit … there you can ….
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Thank
you so much. I’ll follow your advice.
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Not
at all. I was glad to help you. Good bye!
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Good
bye!
You
should ….
I
recommend you to ….
If
I were you I would go to …
You’d
better visit …
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