Тема:
«Косвенная речь».
Класс: 6 (углубленное
изучение английского языка)
Учебные задачи:
|
·
Формировать практические умения
использовать полученные знания по темам «Прямая и косвенная речь»,
«Согласование времён».
·
Формировать практические умения перевода
прямой речи в косвенную и в форме narration.
·
Освоить новые лексические единицы.
·
ознакомить с интересной информацией по
истории, литературе, культуре.
|
Планируемые УУД.
Коммуникативные
универсальные учебные действия:
Познавательные
универсальные учебные действия:
Регулятивные универсальные учебные действия:
Оснащение урока:
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•
осуществлять контроль, коррекцию, оценку
действий партнёра, уметь убеждать;
•
устанавливать и сравнивать разные точки
зрения, прежде чем принимать решения и делать выбор;
•
аргументировать свою точку зрения,
спорить и отстаивать свою позицию не враждебным для оппонентов образом.
•
осуществлять сравнение и классификацию;
•
строить логическое рассуждение,
включающее установление причинно-следственных связей;
• уметь
анализировать информацию.
• адекватно
оценить уровень своих знаний и умений;
• выделять
и осознавать то, что уже усвоено и что еще подлежит усвоению, осознавать
качество и уровень усвоения;
•
понимать
причины своего неуспеха (если есть) и находить способы выхода из него.
задания
для учащихся на smartboard
и печатном виде;
интерактивная доска интерактивный
кроссворд и другие интерактивные задания;
Список
глаголов, вводящих косвенную речь;
Компьютер(ы);
Проектор;
ЦОР «Профессор Хиггинс»;
Грамматический
справочник, ссловари.
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Сценарий учебного
занятия.
Мотивационный этап урока
Оргмомент.
Hello, children.
Sit down, everybody. Nice to meet you. Are
you ready for the lesson? Then I think we can start. Today
we are working in 2 groups. So all pupils should be arranged into two groups.
I
hope you all agree with me that English grammar is not easy but it’s very
important and sometimes very interesting, isn’t it? Our lesson is devoted to
one of the aspects of English grammar. Would you like to know what it is? Then
guess what aspect we are going to study. For this you have to do the crossword
puzzle. It is an individual task. Good luck!
I.
Do the crossword puzzle. (Индивидуальная работа).
Across:
1. to
answer.
2.
to
ask someone to come.
3.
to
make sth clear or easy to understand, usually by speaking or writing.
4.
to
say something in a loud way.
5.
to
tell of something bad that may happen.
6.
to
believe; consider; have an opinion.
Down:
1. to tell what someone said without repeating their actual
words. actual [ˈækʧʊəl]
1
I can see you are ready. You have done the crossword puzzle,
haven’t you? Let’s read all the verbs. I hope you’ll use them while reporting
someone’s words. And now can you tell me what the topic of our lesson is? You
are quite right. The topic of today’s lesson is reported speech.
Now, I’d like to find out how good your knowledge of using
reported speech rules is. I’m sure it will be much more interesting for you to exchange
your opinions and thoughts with your classmates, to discuss your ideas working
in groups.
Ориентировочный этап урока. Переход к этапу решения частных задач.
a)
Универсальный приём «Лови
ошибку»
1.
Agree or disagree with the following
statements. Correct the wrong statements. (задание на
интерактивной доске) (Работа в
группах).
2.
When questions containing question words (what,
how, etc.) are reported they take the auxiliary do/ does/ did. (NO)
3. The reported question remains a question. (NO)
4. The word order of the reported question changes. (YES)
5. The verb in the reported question always stays in the present. (NO)
b)
Как вариант если нет smartboard. (Выбор правильного варианта ответа)
II.
Look at this example
carefully and tick the correct alternative in each of the statements below.
‘How many spiders do you have?’ I asked her how many spiders
she had.
1. When questions containing question words (what,
how, etc.) are reported they:
a.
take the auxiliary do/ does/ did.
b.
do not take the auxiliary do/ does/ did.
2.
The reported
question:
a.
is a statement.
b.
remains a question.
3.
The word order of
the reported question:
a.
changes.
b.
doesn't change.
4.
The verb in the
reported question:
a.
usually changes into the past.
b.
always stays in the present.
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III. Use your knowledge of reported speech to match the two halves of
the sentences. Write the correct letter and find the sentence to illustrate the
examples. (Работа
в группах).
1. In
reported speech, we usually change
2. We
generally don’t change the verb tense to report
3. To
report a yes/no question we use
4. To
report an information question we use
5. In
reported questions the subject is put before
6. Some
verbs of reporting require
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a. theories,
beliefs, or general truth.
b.
the verb.
c.
an indirect object.
d.
the verb tense.
e.
if or whether.
f.
a question word.
|
1d
2a
3e
4f
5b
6c
|
1. Liz asked Joe what the largest country in the world is and Joe
told her that it is Russia.
2. He wanted to know where I kept money.
3. Steve asked Teresa if she had seen the film the week before.
4. Mary said to John that she wouldn’t go to the movie with him.
5. He wanted to know how he could open it.
6. Jan asked Helen whether she had read the newspaper that day.
После выполнения упр. II – III каждая группа выбирает спикера, который озвучивает варианты
ответов своей группы. Обсуждение.
Look
at the extracts from students' compositions and work out what the person's
exact words were. Correct the reporting errors. (Индивидуально, письменно)
Mrs.
Young told them not to come.
I remember Alan said me that he can’t
swim.
Julian asked to me what will I do tomorrow.
Alison said
me if I had just bought a new car. I said I didn’t.
Simon told
that he is living here for two years.
Процессуальный этап.
Well, we’ve recollected
the rules. Let’s try to use them in practice.
IV.
You go to the cinema with a friend but
your friend is a little deaf. Tell him what the people in the film have just
said. The film is about a bank robbery. Role-play the situation using the verbs
in brackets. The first one is done for you. (Role-playing game)
P1: 'Everyone put your hands up!' (tell)
P2: ‘What did he say?’
P3 : He told
everyone to put their hands up.
1. 'Oh
no! He's going to shoot us.' (scream)
2. 'Don't
worry. If everyone behaves nobody will get
hurt.' (tell - promise)
3. 'Who's
the boss?' (ask)
4. ‘I am the manager.' (say)
5. ‘Where
do you keep the money?' (ask)
6. 'The
money's in a safe in my office.' (reply)
7. 'Open
it.' (order)
8. 'I can't. It hasn't got an ordinary key.' (say - explain)
9.
'I
don't understand. What do you mean?' (say
- ask)
10. ‘The
keys have been replaced by a time lock.’ (explain)
11.
'How
can I open it?' (want to know)
12.
'It will open automatically in two hours.' (answer)
13.
'Well,
we'll just have to wait.' (say)
Let’s report Mary’s
questions. But before reporting them let’s read the example and recollect how
to translate the underlined sentences.(учащиеся
читают задание
и вспоминают
перевод предложений)
Well, Does anyone a wish to try his luck?(Учащиеся
работают в
группах парами.
Учитель подходит к каждой группе и слушает
ответы ребят. При необходимости помогает.)
V.
Report Mary’s questions and your answers to them.
VI. Example:
Pupil:
|
Yesterday
Mary asked me if a zebra was a white animal with black stripes or a black
animal with white stripes. She thought she had trapped me. But I
wasn’t taken aback. I said that zebra was fifty percent white and fifty
percent black.
|
Mary
asked:
1.
How did Romans express the symbol nought or zero?
2.
Do you know the meaning of the word Utopia?
3.
When was Great Britain first called this name?
4.
Where and when was Captain James Cook killed?
5.
Who is Elisabeth II?
6.
Who wrote Alice in Wonderland?
|
You
answered:
1. The
Romans did not have a sign for zero.
2.
The word Utopia means Nowhere.
3.
Great Britain was first called this name in 1707.
4.
Captain James Cook was killed at Hawaii in 1779.
5.
The present Queen of Great Britain.
6.
Lewis Carrol.
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|
|
|
I wonder if you remember these words. Let’s
check. Can you translate them?(слова на экране)
rocket flare.
yacht [jɔt]
|
sunk sank sunk
whale [weil]
|
raft [ra:ft]
rescue [ˈreskju:]
|
flare [flɛə]
survive [səˈvaiv]
|
By the way do you like traveling? And what about going
round the world in a yacht? But it is rather dangerous. Why? Listen to the
story then.
The Robertson family wanted to go round the world in a yacht. After their boat was sunk by killer whales, they had to survive in a life raft for 38 days before they were rescued).
VII. Rewrite the sentences below as direct speech then put them in the correct speech bubbles. (индивидуально)
a)
Douglas pointed and
said it was a ship.
b) Lyn asked if they would be able to see us.
c)
Douglas told even-one to get out the flares.
d) Douglas said he was going to use their last
rocket flare.
yacht [jɔt] яхта
sunk sank sunk тонуть
whale [weil] кит
raft [ra:ft] плот
rescue [ˈreskju:] спасать
flare [flɛə] сигнальная ракета
survive [səˈvaiv] остаться в живых, уцелеть.
Now I would like you to look through exercises VIII
and IX and choose one of them to work with. Please gather together those who
have chosen exercise VIII at this table and those who have chosen exercise IX
at that table. Each group reads the task attentively and does the task.
(Ребята уже знают глаголы, которые используются в
косвенной речи и глаголы, которые используются при описании, повествовании,
рассказе).
VIII. Read the story.
a) Report what the
characters said using the following words.
reply
|
say
|
exclaim
|
think
|
tell
|
be sure
|
announce
|
b) Retell the story in
the form of narration.
FIGURE IT OUT!
In an old Hindu fable, six blind men went to
"see" an elephant for the first time. Each one touched a different part of the elephant. When
they went home again, their friends asked them "Did you see the elephant?" "Yes!" they replied. But
they could not agree when their friends asked, "What was it like?"
The first man, who had touched the elephant's side, said,
"It's like a huge wall!"
The second man, who had touched the
elephant's trunk, exclaimed, "It's like a snake!"
The third man, who had touched the elephant's
tail, thought, "It's like a rope!"
The fourth man, who had touched the elephant's tusk, told his
friends "It's like a spear!"
The fifth man, who had touched the elephant's
leg, said, "I'm sure it's like
a tree!"
And the sixth man, who had touched the
elephant's ear, announced, "It feels just like a fan!"
And the six men argued long into the night
about an animal none of them had
seen.
Ребята
пересказывают текст по картинке на интерактивной доске. После
того, как каждая группа перескажет текст в косвенной речи, они сравнивают свои
варианты пересказа с текстом на интерактивной доске.
FIGURE IT OUT!
In an old Hindu fable, six blind men went to
"see" an elephant for the first time. Each one touched
a different part of the elephant. When they went home again, their friends asked them if
they had seen the elephant, and they replied that they had. But when their
friends asked them what it was like, they could not agree.
The first man said that it was like a huge wall. The second
man exclaimed that it
was like a snake. The third man thought that it was like a rope. The fourth
man told his friends that it was like a spear. The fifth man was sure
that it was like a tree, and the
sixth man announced that it felt just like a fan.
IX. Look
at the story shown in the pictures below.
a)
Read the report below
of what each character
said in the story and then write the exact words for each speech-bubble. (Работа в группах)
Gunfight in Dodge City
1.
Jesse asked the Indian where Dodge City was.
2.
The Indian said he would show him the way.
3.
Jesse said he had to get there before sunset.
4.
He asked the Indian to come and have a
drink with him.
5.
He told the barman he was looking for a man called Kelly.
6.
The barman said that he was a dangerous man.
7.
Kelly asked if someone had mentioned his
name.
8.
Jesse said that he
(Kelly) had killed his brother.
9.
Kelly said that he
would kill him too.
10. Jesse told everybody to leave the saloon.
11. Kelly
said that he was crazy and that he (Kelly) was the fastest gun in town.
12. Jesse asked the barman to tell the sheriff that he was coming.
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|
b) Look at speech-bubbles 1, 2, 3, 4, 6, 8, 9,
10, 11. Report
what the characters said using the following verbs:
warn
|
explain
|
boast
|
offer
|
order
|
invite
|
threaten
|
accuse
|
inquire
|
Контроль и
самоконтроль знаний и способов действий
Когда группы готовы они выбирают одного или
нескольких спикеров от группы, которые рассказывают другой группе о своём
задании и по картинке на экране составляют рассказы. Они могут напечатать текст
на компьютере и вывести его на экран для того чтобы другая группа смогла
проанализировать его. Если позволяет время, то можно попросить учеников одной
группы пересказать то, что они узнали от другой группы.
Все ученики принимают участие в обсуждении вариантов
ответов. Соглашаются или не соглашаются с пересказом текстов с точки зрения
грамматики. Предлагают свои варианты. Оценивают рассказы по критериям,
предложенным учителем.
Gunfight in
Dodge City
Информация о домашнем задании.
Now it’s time to write down your homework. For your home
assignment you may choose one of the three exercises IX, X or XI. Please look
through them and choose one exercise to do at home. Ex. IX is a standard exercise,
Ex. X is а high standard exercise, Ex. XI
is a creative work and it is the most difficult. Any questions about your
homework?
X.
Read the fable and retell or write
it in the form of narration.
Aesop ['i:sɒp]
THE SON OF A LION
Aesop
meets an old woman. The woman is very sad. "What
troubles you?" Aesop asks.
"I
am so sad," the woman says, "because all women in my village have many children. But I have only one
son".
"Don't
worry," Aesop says. "Do you know the story about the Fox and the Lioness?
"No,
I don't", the woman says. "Tell it to me."
And
Aesop tells her the story.
The Fox
meets the Lioness. The Lioness is playing with her cub. The fox starts to laugh at her.
"You
poor thing! You have only one cub."
"Yes,
only one," the Lioness replies, but a Lion!
"So don't worry," Aesop says. "It is not quantity but quality that counts."
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XI. Write an extract from a newspaper article, telling the story of
when the Robertson family saw the ship but were not rescued. Do not use say,
tell and ask. Use as many reporting verbs as you can to make your
report interesting. Try to be imaginative as you can about your story.
Begin and end the report
with the words:
Douglas, their 18-year
old son was lazily watching the clouds when he sat up with a start. He
pointed excitedly and …
They stared at the speck on
the horizon and left very lonely.
he sat up with a start он
вдруг вскочил
(с места)
excitedly [ik'saitidli] возбуждённо;
взволнованно
stare [stɛə] пристально
глядеть,
вглядываться
speck пятнышко,
крапинка
horizon [həˈraizn] горизонт
Домашнее
задание.
На
выбор одно из упражнений IX, X,
XI.
Рефлексия. Подведение итогов урока.
Have
you learned something new at the lesson? If yes, what’s it?
What
was difficult?
Was the lesson interesting?
Are you satisfied with
your work at the lesson?
How do you value your
groupmates’ work at the lesson?
What marks would you put
to yourself and your classmates?
Please write a short SMS
to your friend about this lesson and your fillings at the lesson.
I’m satisfied with your
work at the lesson. Thank you very much. Your
Marks are …. Our
lesson is over.
Используемая
литература:
1. English
Grammar for Communication Exercises. Longman Group Limited, England.
2. Jan
Bell, Roger Gower ‘Matters’ (Upper Intermediate). Longman Group UK Limited,
England.
3. Noya
Brennan, Barbara R. Denman ‘In Charge’. ScottForsman Illinois, the USA.
4. Газеты
«Английский язык» Издательский дом «Первое сентября».
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