Никитина
Людмила Леонидовна,
учитель
английского языка МБОУ СОШ №7 с УИОП
г.
Балашиха, мкрн. Железнодорожный.
nikitina-l-l@mail.ru
Достижение метапредметных результатов обучения с помощью
межпредметных и интегративных связей на уроках английского языка в рамках
реализации ФГОС.
Annotation:
The article
deals with a topical issue- the ways of establishing intersubject communications
in the learning process.
In
the following lesson I presented the technique of realization of intersubject
connections –сurriculum links with
Science, Environmental Studies, Social Studies and IT. Within the framework of
the current Federal State Standard strengthening of interdisciplinary
connections should be considered as one of the most important ways for didactic
improvement of school subjects; their inclusion in the learning process helps
to systematize and deepen pupils' knowledge, to transfer their knowledge to
higher level of education, to develop pupils` skills of universal learning
activities. The realization of intersubject communications promotes pupils`
interdisciplinary thinking.
Key
words: intersubject communications, Federal State Standard,
the learning process, universal learning activities, inter disciplinary thinking.
Ключевые
cлова:
межпредметные связи, ФГОС, учебный процесс,
УУД, метапредметное мышление.
С введением федерального
государственного образовательного стандарта общего образования возникает
необходимость изменить характер учебного процесса и
способы деятельности учащихся; меняются
и задачи, встающие перед школой: интеграция, обобщение, осмысление новых
знаний, увязывание их с жизненным опытом ребенка на основе формирования умения
учиться.
Одной из важнейших задач школы на
современном этапе является воспитание компетентных, активных, инициативных
выпускников, умеющих самостоятельно осваивать новые знания, овладевать новыми
технологиями, выстраивать индивидуальную образовательную траекторию.
Достижение таких планируемых
результатов невозможно без системного использования межпредметных и
интегративных связей на уроках, поскольку именно реализация
данного принципа в процессе обучения
позволяет ученику получить наиболее полное представление о картине мира,
дает ему более широкие возможности для самоопределения, формирует УУД, способствует
метапредметному мышлению.
В
качестве примера приведу план одного из разработанных мною конспектов серии
интегрированных уроков в 10 классе по УМК «Английский в фокусе» (“Spotlight”)
авторов О. Афанасьевой, И. Михеевой и др. по теме: «Should cars be banned from the city centers?»(
Module
4, Earth Alert).
На проведенном
уроке английского языка рассмотрены примеры взаимосвязи английского языка, экологии
и ИКТ.
ПЛАН-КОНСПЕКТ
УРОКА ПО АНГЛИЙСКОМУ ЯЗЫКУ
Тема: Banning cars from city
centres: pros & cons
(Module 4, Earth Alert, УМК Spotlight 10 ).
(урок с применением элементов
технологии проблемного обучения)
Цель урока:
развитие интеллектуальных способностей учащихся при помощи проблемных
заданий.
Задачи
урока: развивать навыки неподготовленной устной
речи; совершенствовать навыки просмотрового чтения с основным пониманием
прочитанного; формировать навыки письменной речи-эссе с аргументацией за и
против: развитие способности к обобщению, развитие логичности и доказательности.
Сопутствующая
задача – развитие умения вести диалог с обменом
мнениями с использованием речевой функции agreeing/disagreeing, уметь решать
проблему, поставленную на уроке.
Воспитательная
цель – формирование уважительного
отношения к мнению другого человека, потребности в высказывании своего
собственного мнения.
Формы
урока: фронтальный опрос, групповая, парная,
индивидуальная.
Оборудование:
интерактивная доска, компьютер (мультимедийная презентация), магнитофон
(аудиозапись).
Образовательные
технологии: технология коммуникативного
обучения, технология проблемного обучения, информационно-коммуникационная
технология, проектная технология, здоровьесберегающая технология, элементы
игровой технологии.
Задания
и формы работы на уроке для формирования универсальных учебных действий:
Компетенция
личностного самосовершенствования учащихся была
сформирована с помощью:
-
ученики проводили небольшое исследование-интервью;
-речевое
взаимодействие проходило в рамках личностно-ориентированной учебной ситуации;
-в
процессе общения и сотрудничества с одноклассниками ученики излагали свою точку
зрения, высказывали мнения;
Для
развития учебно-познавательной компетенции ученики выполняли следующие
задания:
-освоение
ознакомительного, изучающего и поискового чтения;
-задания
на информационный поиск (ex.1 p.72;
ex.2b p.72;
ex.3
p.73);
-проектная
деятельность, связанная с освоением языка, расширением словарного запаса;
-поиск
информации в Интернете;
-составление
таблицы (pros & cons
в рамках задания “Brainstorming”);
-выстраивание
диалогов, составление плана эссе.
Коммуникативные
умения были сформированы с помощью заданий:
-использовались
адекватные языковые средства для отображения своих мотивов и потребностей;
-использование
ИКТ, презентаций;
-деловая
игра в рамках диалогового общения;
-проблемные
вопросы (они побуждали учащихся выразить собственное мнение и позицию).
Регулятивные действия
осуществлялись с помощью:
- самонаблюдения, самоконтроля,
самооценки в процессе коммуникативной деятельности на английском языке;
- формировались умения учащихся
самостоятельно контролировать свое время и управлять им;
- умение формулировать проблему
и находить самостоятельно ее решение;
- учащиеся продемонстрировали
умение адекватно оценивать свои возможности по достижению поставленной цели.
Межпредметные связи на учебном занятии
рассмотрены в рамках реализации проектной технологии в обучении английскому
языку.
Результаты интеграции в рамках применения
проектной технологии в обучении:
● сформированность языковых, коммуникативных,
информационных компетентностей воспитанников;
● новые знания из интегрированных
областей;
● развитие креативности
воспитанников;
● навыки практического применения
информации;
● укрепление мотивации к познанию и
творчеству;
● перспектива профессионального
самоопределения детей в области английского языка.
I. Beginning
of the lesson. - Good morning,
boys and girls. How are you?
- Well, we are all fine, so we can work hard.
II.
Presentation
of the theme. Look at the pictures and photos.
Listen to the music.
What
might the subject for today`s discussion be about?
(учащимся
демонстрируются
начальные
слайды
мультимедийной
презентации
“Do we have a right to air that we can breathe without fear?”).
Релаксационная
пауза представлена музыкальным сопровождением к
начальным слайдам презентации, ее прослушивание использовано в начале урока до
предстоящей умственной деятельности учащихся. В этом случае музыка, по мнению
психологов, отлично снимает стресс, накопившуюся усталость, улучшает память.
III.Warm-up.
Teacher:
Nowadays the use of the motor car is becoming more and more widespread. As an
increasing number of countries develop both technically and economically, so a
larger proportion of the world`s population is able to buy and use a car. And
the volume of traffic today continues to expand.
More
and more our town residents have to commute to work every day and they also
find cars a convenient means of travel. But there are also people who consider
cars to be a threat for life. Who is right?
Express
your own opinion:
Do you believe the car is an essential
part of our life or a risk factor? (Encourage students to use long sentences
and linkers -ex. 6a,
ex. 7a p. 73) Students give their ideas:
IV.
Speaking. Class discussion. (исследование-интервью):
PP:
In my opinion, possessing a car gives a much greater degree of mobility
enabling the driver to move around freely. The owner of the car is no longer
forced to rely on public transport.
-
To
my mind, travelling to work by car is certainly more comfortable than having to
use public transport, the driver can adjust the heating in winter and the air
conditioning in summer to suit his own needs and preferences.
-
In
addition, there is no irritation caused by waiting for trains or buses,
standing in long queues. Many people are now able to enjoy their leisure time
to the full by making trips to the country or seaside.
-
I would agree that travelling by car is faster and more convenient than a coach
trip. It’s pleasant to enjoy speed and nature but a journey might be tiring for
a driver. Also, it can be very expensive if you travel a long distance as
petrol costs a lot.
-
And what is more, speeding is dangerous for people. They are killed and injured
in car accidents and breakdowns.
-
As for me, I don’t see any risks in having a car. I’ll buy a car and will drive
to work, to shopping centres which are built outside towns.
-
On the other hand, traffic jams can spoil your drive. People feel nervous when
they waste time and wait and have nothing to do. As for me, I know that cars
are the biggest threat for the environment, they produce toxic chemicals and
release them into the air. As a result, people’s health is getting worse.
Nevertheless, our life is organized around cars and they make it easier.
-
As far as I`m concerned, I’d like to have a car in the near future because we
depend on cars in our daily life. However, it can be expensive. Not only petrol
costs a lot but we also need to have the car checked and repaired at times.
Teacher:
Well, as English people say, “so men, so minds”, and, nevertheless,
all things considered, modern society, in your opinion, can’t exist without
cars as they give a lot of benefits, but on the other hand, we pay a heavy
price for these benefits. It’s up to you to decide to have or not to have the
car. But some people discuss the other problem concerning cars…
V.
PRE- Reading Activities.
Scanning.
1.
Ex. 2b, p. 72.So, what problem does the text deal with? Yes, we are
going to discuss if cars should be banned from city centres.
To
begin with, read the essay and match the paragraphs with the headings.
*writer’s
opinion *arguments against & justifications*presenting the topic*arguments
for and justifications
2.
This type of text is called For-and-against essay. Ex. 1, p. 72. Read
the theory box and write the essay plan on the board. Does the text correspond
to the plan?
3.
Ex. 3, p. 73 Read the text again and find the topic sentences in the
essay. Which sentences support them?
4.
Ex. 6a, p. 73. Look at the list of linkers in the table. Which of
them can you see in the essay on p. 72? What is the purpose of each one?
Replace them with suitable alternatives.
VI.
Brainstorming. Pair Work
Now
discuss in pairs and write down advantages and disadvantages ((pros &
cons)of having cars. Place them in order from the most convincing downwards:
pros
|
cons
|
a convenient means of travelling
|
cars demand much money in service and
using.
|
no irritation caused by waiting for
trains or buses
|
you have to pay for fuel, spare parts
& repairs.
|
long distances can be covered rapidly
and pleasantly
|
cars produce air & noise pollution
|
cars make our life easier
|
they release poisonous gases
|
you can make trips to the country or
seaside
|
It`s hard to find a parking
place
|
a much greater degree of mobility
|
cars are cause of traffic jams
|
you can take as much luggage as you
want
|
they are cause of traffic accidents
|
travelling to work by car is more
comfortable
|
they bring injury & death
|
you can go for a drive at weekends
|
exhaust fumes are really toxic and
can cause worse diseases
|
you can get to shopping centres which
are built outside towns
|
cars contribute to global warming and
acid rains
|
|
|
VII.
Post-reading Activity. Role-play. Team work.
Speaking.
Teacher: Now imagine that we are
in the TV studio. We’ve come here to discuss an extremely important problem.
‘‘Should
cars be banned from our city center?
You
are representatives of the community. We all live in one community and everyone
should express his point of view, his opinion on social problem.
Among
you- drivers, doctors, lonely elderly people, ecologists, experts on hygiene
and epidemiology, members of “ECO-friends” . Take turns expressing
your opinion about banning traffic from city centres.
To
arrange ideas and to give yourself thinking time please try to use useful
opening expressions from our Oral Functions Bank and don`t forget about
convincing arguments in the table.
Учащиеся
слушают и соглашаются или не соглашаются с выступающими, используя конструкции:
- That’s right. I
also think so. - I must agree that…
- On the contrary,
it is … I think it’s absolutely wrong to…
- On the one hand
it is…, but on the other hand … All in all…
- Don’t forget
about the other side of the problem.
Students’
answers (защита
мини- проектов):
Projects Defense
Drivers:
- We think it’s absolutely wrong to ban cars from city centres because it would
bring lots of difficulties to people. Firstly, more people would use public
transport and it would be overcrowded. Secondly, public transport follows fixed
routs and less comfortable than the car. And don’t forget about the other
side of the problem, is it pleasant to stand at the bus stop in the nasty
weather waiting for a bus?
-
And I`d like to add that truck drivers are not to blame for road accidents.
Problems like faulty traffic lights, sudden narrowing of a street and congested
parking are the real cause of traffic accidents.
-
All in all, motor cars are highly desirable for obvious reasons. We should
recognize this and adapt ourselves.
Doctors:
We strongly agree that our city should be a safe and pleasant place. The roads
are so often jammed with cars that ambulances and fire engines find it
difficult to fulfil their duties. For this reason cars should be banned from
city centres.
-
That’s right. I also think so. That will reduce traffic jams and the number of
accidents on the road. And what is more, cars produce a lot of pollution.
Exhaust gases especially the carbon dioxide pollute the air that we breathe in
and it is harmful for our health.
Experts
on hygiene and epidemiology: We`d like to note, that
we began to monitor car pollution in our town several years ago. After
analyzing data we concluded that the exhaust fumes are really toxic and can
cause or make worse diseases: e.g. sulfur dioxide (SO2)
causes
stinging eyes, lung damage, asthma, bronchitis. carbon monoxide(CO) interferes
with the transfer of oxygen from lungs to body tissues. Additionally, exhaust
fumes
contribute to global warming and acid rain.
Ecologists:
That’s right. I also think so. The soil surface is heavily polluted with gases,
dust and heavy metals (HM) from motor vehicles. The level of HM in the soil
along motorways increases as it approaches the city centre. Toxic chemicals
are found in the soil, leaves of trees, grass of lawns and sandboxes for the
children on the territory within 150 m. from motorways.
Ecologists:
The most polluted territories are those near the Railway Station, Market Place,
along the main streets such as Proletarskaya, Sovetskaya, Novaya, Oktyabrskaya,
Yubileinaya, Pionerskaya and many others.
Elderly
people: We live in the city centre and we are very much in
favour of banning cars from the downtown area. The noise of motor cars make
our life less pleasant for us. Loud noise is not just unpleasant – you know it
can make people ill, it is a real threat for our health.
-
We suffer from insomnia, headaches and tiredness. We are exposed to unbearable
noise all the time and run the risk of going deaf. We have to take drugs to
keep calm and to get to sleep at night.
“ECO-friends”
members:( they suggest Environmental programme ):
We
suggest to:
1.
Ban cars from our city centre. There will be no cars at all; it will be
safer and healthier for people who work and live in the city centre.
2.
Make drivers pay a tax for driving into the city. People will think
twice about using their cars if it costs them money.
3.
Improve public transport. People will choose to use buses, trams or
trains: there will be less traffic, and less pollution.
4.
Build car parks outside city limits. Drivers will leave their cars
outside the city: there will be fewer cars being driven in the city.
5.
Promote car-pooling (drivers take turns driving others into the city).
Traffic will be reduced: it will be safer and healthier for people who work
and live in the city centre.
6.
Install noise-protective screens along roads with heavy traffic. These
measures will help to reduce the acoustic discomfort.
PP:
All in all, there are many ways to reduce traffic in the city. Applying just
some of these ideas would result in a lot less traffic and consequently a
better ecological situation in our city.
VIII.
Feedback.
(Завершение
работы. Выводы. Решение проблемы, поставленной на уроке).
Teacher:
Well,
students. Let’s make the conclusion. Do you remember the purposes of our
lesson? Look at the blackboard. You can see here some pros & cons. And they
are approximately equal. What are your decisions according these statements?
PP: … and as for motor cars, now we are coming to
realize that the feeling of independence and the freedom to go where we please,
is perhaps the greatest advantage of the car. But such convenience comes at a
price, as foul air, noise and road accidents began to increase… Before buying a
car, we should take a moment to weigh all pros and cons of possessing it in
order to decide if it is right for your family! As for me, it would be a good
idea to create more cycling lanes. If this was done, people would be encouraged
to cycle instead of taking their car.
Рефлексивный компонент урока
В качестве рефлексивного компонента учащимся было
предложено оценить свою деятельность на уроке. При
помощи зрительной опоры необходимо закончить фразу (прием незаконченного
предложения). Учитель может предложить лишь некоторые из этих фраз исходя из
темы урока:
We have reached the aim of the lesson .
Now
I can talk and write about …. (environmental
protection/environmental issues…);
I
can express …. (my personal opinion about banning cars
from city centres…);
I can discuss
… (advantages and disadvantages of having cars…);
I can explain …
(how exhaust fumes affect on human`s health and the
nearby surroundings…);
I can write …
(for-and against essays);
I can present …
a project about …
Due to intersubject
communications now I can ... (systematize and deepen my
knowledge about ... and express myself in English).
We
worked in groups and it helped me to…(to listen
carefully to the other person and accept that he might see the problem in a
different way).
IX.
Оценка работы учащихся на уроке.
Teacher:
I’m quite satisfied with your work in today`s lesson. I’m pleased with your
answers and work. Thank you for the lesson. You were very active in today`s
discussion about having the car, you demonstrated creative thinking, pretty
good linguistic skills and communicative abilities. Your home task will be to
write an essay “Some people think that trucks are the main cause of
ecological problems in big cities. What is your opinion?” And
don’t forget to give your arguments for and against this idea. I’m looking
forward to our next English lesson so much!
Могу
с уверенностью сказать, что проведение такого типа интегрированного урока на
практике показывает, что межпредметные связи являются действенным стимулом
коммуникативно-познавательной активности, формируют научное мировоззрение
учащихся, пробуждают интерес к предмету, стимулируют учащихся к
самостоятельному поиску источников информации, повышают мотивацию изучения
английского языка. Если говорить конкретно об уроке «Should cars be banned from our city center?»,
то следует отметить, что все аргументы учащихся о вредном влиянии выхлопных
газов на здоровье человека, о шумовом дискомфорте, высказанные в процессе
деловой игры сопровождались слайдами мультимедийной презентации и были представлены
в виде мини-проектов. Презентация Power Point была выполнена на основе фактических данных ученических проектных
работ.
Учащиеся
беседовали с экологами города, с представителями Администрации Железнодорожного,
работниками медицинских учреждений, с учителями химии, экологии, ИКТ; проводили
опрос жителей микрорайона по обсуждаемой теме.
Интегрированные
уроки также способствуют повышению педагогического мастерства учителя,
побуждают его к самообразованию, творчеству, взаимодействию с коллегами.
Литература:
1.
O. Afanasyeva, I. Mikheeva. Spotlight 10, Prosvescheniye, 2014.
2.
Ju. Vaulina, O. Podolyako. Spotlight 8, Prosvescheniye, 2014.
3. Oral Workshop:
Argument.
Shanghai,
1995.
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