Инфоурок / Иностранные языки / Конспекты / Тема "Цивилизация и прогресс" 10 класс Биболетова
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Учителям 1-11 классов и воспитателям дошкольных ОУ вместе с ребятами рекомендуем принять участие в международном конкурсе «Законы экологии», приуроченном к году экологии. Участники конкурса проверят свои знания правил поведения на природе, узнают интересные факты о животных и растениях, занесённых в Красную книгу России. Все ученики будут награждены красочными наградными материалами, а учителя получат бесплатные свидетельства о подготовке участников и призёров международного конкурса.

ПРИЁМ ЗАЯВОК ТОЛЬКО ДО 21 ОКТЯБРЯ!

Конкурс "Законы экологии"

Тема "Цивилизация и прогресс" 10 класс Биболетова

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Unit 3. Civilization and Progress.

Lesson 1.

Тема: “Learning from the Past”.

Цели урока:


Практические:

1. Использовать ранее пройденный лексико-грамматический материал в монологических высказываниях ( с опорой на ключевые слова)

2. Учиться использовать новые ЛЕ в высказываниях по теме “Learning from the Past”.

3. Учиться читать текст по теме с извлечением конкретной информации по заданию учителя, обсуждать прочитанное.

4. Развитие умений работать со словарём.

5. Развитие умений отвечать на вопросы.

Общебразовательные:

1.Развитие общего кругозора ( информация об археологических раскопках в Сибири)

2. Расширение словарного запаса

Развивающие:

1. Развитие памяти и внимания.

2.Развитие мыслительных процессов (сравнение, прогнозирование, анализ)

Воспитательные:

1. Воспитание умения внимательно слушать собеседника, выражать свою точку зрения и уметь отстаивать её. Развитие умений работать в парах.

2. Развитие у учащихся аккуратности и настойчивости в преодолении трудностей в процессе работы над языком

Языковой и речевой материал:


1. Active vocabulary.

Old vocabulary: to produce enough food; to establish laws and rules; to have a system of education; to control society; to regulate the relationships of its members; to have a system of values; to develop a code of behavior.

New vocabulary: Evidence, rugged lands, rhinoceros tusk, glacial times, hemisphere, entombed, via, artifact, stone tools, spear tip, flakes, dig, do research, evolve, aid, reliant on, happen, disaster, collapse, fall apart, develop gradually, catastrophe, occur.


2. Grammar:

Оснащение урока:

1. Учебник Enjoy English - ,М.З.Биболетова, Е.Е.Бабушис, Н.Д.Снежко

2. Карточки с новой лексикой: evidence, rugged lands, rhinoceros tusk, glacial times, hemisphere, entombed, via, artifact, stone tools, spear tip, flakes, dig, do research


Ход урока

I. Подготовка учащихся к учебной деятельности на ин.яз.


А) приветствие

- Good morning, boys and girls! I haven’t seen you for ages. I’m glad to see you again. How are you?

В) речевая разминка

- It is time to open your textbooks on page 87 and look at the pictures. What can you see? Who are the people? Where are they? What are they doing? What do they want to do?

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2. Сообщение цели урока учащимся

As you’ve already understood we shall have a talk how people can learn from the past. We’ll speak about archaeological discoveries. How they help us to know about the life of our ancestors. By the way, we will learn the new words. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin. We are going to start Unit 3 today. The title of this unit is “Civilization and Progress.”







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II. Активизация лексического материала по теме “Civilization and Progress

1. Введение новых лексических единиц.

I’d like to ask you some questions. You may use the phrases from exercise №1 p.86 to answer them. (to produce enough food; to establish laws and rules; to have a system of education; to control society; to regulate the relationships of its members; to have a system of values; to develop a code of behavior…)

- What does the word “civilization” mean? (It is a society that has developed its own culture and institutions.)

- Can people learn from the past? How can you prove it? (Yes, they can. People can find out how to produce enough food.)

- Do you think that it is possible to control society? (Sure. Without any doubt, it is possible to control it.)

- How do people call the process of learning something that was not known before? (They call it “discovery”.)

- Was the life of ancient people dangerous and difficult? (Yes, it was. For ancient people their life was a fight for survival.)

- Why are archeological finds very important? (The new archeological finds tell us about human evolution.)

- Are you interested in human evolution? (Yes, I am. I want to know more about human evolution.)

Thank you for your answers. Now I want you to introduce with new words which can help us to continue to work on the theme. I’ll give some cards and you should match the words with their definitions.

1.Evidence

A) артефакт, предмет материальной культуры

2.Rugged lands

b) через

3.Rhinoceros tusk

c) погребен

4.Glacial times

d) полушарие

5.Hemisphere

e) время оледенения

6.Entombed

f) бивень мамонта

7.Via

g) суровые земли

8.Artifact

h) свидетельство

9. Stone tools

i) копать

10.Spear tip

j) исследовать

11.Flakes

k) наконечник для стрел

12.Dig

L) каменные орудия

13. Do research

m) остатки

- Are you ready to check up your work and write down the right variant into your vocabulary? ( Pp check up their works and write down the words into their vocabularies.)


III. Повторение раннее пройденного материала и развитие всех ВРД

1.Развитие навыков поискового чтения.

The next task for you is ex.6, p.88, in your textbooks. Read the sentences one by one and say if they are true or false.

 

T

F

1 Archaeologists found traces of ancient people in the South of Siberia.

 

 

2 The hunting tools of prehistoric people were made of bronze.

 

 

3 The discovery suggests that people lived in Siberia much earlier than previously thought.

 

 

4 The first humans were not able to live in really harsh conditions.

 

 

5 The discovery will help scientists understand how Americans continents became inhabited.

 

 

6 The first inhabitants of north America might have come from Siberia.



Read the article from ex.5 on page 87 and check your guesses.

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New evidence found by Russian archaeologists suggests that humans may have lived in the rugged lands of Arctic Siberia much earlier than previously thought. The discovery of central hunting tools along the Yana River in central Siberia has added at least another 15,000 tears to the previous date. Human occupation of this area could now go as far back as 30,000 years ago.

Dr Vladimir Pitulko of St Petersburg led a team of scientists who discovered the site. Uncovered were stone and ivory tools which included spear tips made of rhinoceros horn and mammoth tusk. The surprise findings indicate that humans were able to survive in harsh conditions during glacial times in this particular part of Siberia while the east of the Northern Hemisphere was entombed in ice.

Scientists are also trying to make connections between the existence of these humans in Siberia and the Clovis who are considered the first humans in North America. The similarity of the tools found in both areas suggests the possibility that at some point the people in Siberia made their way across from Asia to the Americas. Some scientists see this as evidence to explain the peopling of the Americas via Bering Land Bridge.

Read the text again and decide whether the statements below are true (T) or false (F)

 

T

F

1 Archaeologists found traces of ancient people in the South of Siberia.

 

 

2 The hunting tools of prehistoric people were made of bronze.

 

 

3 The discovery suggests that people lived in Siberia much earlier than previously thought.

 

 

4 The first humans were not able to live in really harsh conditions.

 

 

5 The discovery will help scientists understand how Americans continents became inhabited.

 

 

6 The first inhabitants of north America might have come from Siberia.




Now let’s see who was right. (Ученики зачитывают предложения из текста для доказательства или опровержения своих догадок.)

2.Развитие навыков говорения.

Pair-work.

It’s time to divide into pairs and discuss the questions.

Do you think the archaeologists’ discovery is an important one? Explain your point of view.

Is it a surprising archaeological discovery? Why? Why not?

(Ученики делятся на пары и обсуждают предложенные вопросы, затем высказывают своё мнение и делятся своими идеями.)


IV.Заключительный этап.

А) подведение итогов

- It brings us to the end. And what is the result of our lesson? What new information have we learnt today? What new facts were interesting for you?

(Ss’ possible answers: Today we’ve introduced with the new words, got some interesting information from the text and tried to discuss some archaeological discoveries.

В) Сообщение дом. задания

Thats great! Your hometask is to do the crossword in your Student’s Book (ex.1 p.87). Use the new words which we have learnt today.

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!





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Unit 3. Civilization and Progress.

Lesson 2.

Тема: “Ancient Discoveries”.

Цели урока:

Практические:

1. Использовать ранее пройденный лексико-грамматический материал в монологических высказываниях ( с опорой на ключевые слова).

2. Формировать умение правильного использования слов с близким значением

3. Извлекать нужную информацию при прослушивании текста.

4. Уметь пересказать текст с опорой на вопросы.

5.Учиться использовать новые ЛЕ в высказываниях по теме «Archeological Discoveries».

6.Развитие умений отвечать на вопросы.

Общебразовательные:

1.Развитие общего кругозора ( информация об археологических раскопках в Индонезии)

2. Расширение словарного запаса

Развивающие:

1. Развитие памяти и внимания.

2.Развитие мыслительных процессов (сравнение, анализ) при работе над лексикой с близким значением

Воспитательные:

1.Воспитание умения внимательно слушать собеседника.

2.Развитие у учащихся аккуратности и настойчивости в преодолении трудностей в процессе работы над языком

3.Формирование познавательной активности и поддержание интереса к учению

Языковой и речевой материал:


1. Active vocabulary.

Old vocabulary: Evidence, rugged lands, rhinoceros tusk, glacial times, hemisphere, entombed, artifact, stone tools, spear tip, flakes, dig, do research, evolve, aid, reliant on.

New vocabulary: Invention- Discovery; Tools- Appliances; Investigations- Research (как слова с близким значением)

2. Grammar:

Оснащение урока:

1. Учебник Enjoy English - ,М.З.Биболетова, Е.Е.Бабушис, Н.Д.Снежко

2.Карточки с вопросами.

3.Магнитофонная запись

4.Мяч


Ход урока

1. Подготовка учащихся к учебной деятельности на ин.яз.


А) приветствие

- Good morning, boys and girls! I haven’t seen you for ages. I’m glad to see you again. How are you? Who is on duty today?

В) фонетическая зарядка

OK. Let’s start our work. It’s time to practice the words on the topic “Civilization and Progress.” Look at the blackboard, listen to the recorder and read some words on it.

Who can translate the words?

Read the words in pairs, please. Make up the word combinations using these words, please. (Учитель обращает внимание детей на карточки со словами, заранее развешанные на доске. Ученики читают слова хором, в парах и индивидуально, переводят их, а затем составляют из них словосочетания.)


Stone Discovery

Make Values

System Behaviour

First Tools

Do Archeologists

Previous Humans

Famous Research

Code Date

Keys: Stone tools, to make a discovery, to do a research, a system of values, the first humans, the previous date, famous archeologists, a code of behaviour.

2. Сообщение цели урока учащимся

As you’ve already understood we shall continue to have a talk how people can learn from the past. Today we’ll introduce with the words which are easily to confuse, listen to the text and try to understand it, and of course, we’ll continue to speak on the theme. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin. The title of this lesson is “Ancient discoveries.”








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II. Повторение раннее пройденного материала и развитие всех ВРД.


1. Проверка домашнего задания

Lets check up your homework. Have you done your crossword? (Учитель проверяет, как учащиеся справились с кроссвордом.)


Down:

some object (tool, weapon, or jewellery) that was made in the past and has historical value

important information or a thing that is found out by people (usually scientists)

facts that prove that some opinion or theory is true or false

a pointed outgrowth on the head of the animals like cows, deer, and antelopes; most cattle have a pair of them, but some animals like rhinoceros have only one, on the nose

half of the Earth

a gigantic animal that lived on the Earth in pre-historic times and looked like a hairy elephant

Across

a scientist who studies ancient civilizations by analysis of the remains of human activity

some territory, a particular part of the planet, country, city,


(Answers:1. artifact; 2. discovery; 3. evidence; 4. horn; 5. hemisphere; 6. mammoth; 7. archaeologist; 8. area.

II.Активизация лексического материала по теме “Civilization and Progress”, введение новых лексических единиц.

1.Ознакомление учащихся с новым языковым материалом.

When we speak English it is necessary not to confuse the words with the similar meanings. Let’s read and translate the examples from ex.8, p.88.You can see how to use the following pairs of words. Read the task of ex.8 on p.88.

( Учитель знакомит учащихся с парами слов. Ученики анализируют разницу значения этих слов.)

Invention(1) or

Discovery (2)

the process of learning something that was not known before, or of finding something that was missing or hidden

a machine, tool, or a system that someone has made, designed, or thought of for the first time

Tools (1) or

Appliances (2)

machines or pieces of equipment that you have in your home, for example a washing machine or refrigerator

pieces of equipment, usually ones you hold in your hand that are designed to do a particular type of work

Investigations (1) or

Research (2)

the detailed study of something in order to discover new facts, especially in a university or a scientific institution

the process of trying to find out all the details or facts about something in order to discover who or what caused it or how it happened


2.Активизация и первичное закрепление введённого материала.

Now let’s see how you understood the difference of the words. Fill in the gaps in the sentences with the words. (Учитель раздаёт карточки с предложениями,)

Archaeologists were preparing the… for the excavations.

… like the electric light bulb changed the way people lived.

Recent…shows that ancient people were able to survive in very harsh weather conditions.

Modern people have a wide range of…in their kitchens.

The police all over the world join their efforts in the…of acts of terrorism.

III. Повторение раннее пройденного материала и развитие всех ВРД

1.Развитие навыков говорения.


We’ll have a rest. The game “Agree or Disagree”. Now you will agree or disagree with me. Listen to me carefully. If I am right, repeat my sentence. If I am not right, disagree with me. (Учащиеся встают в круг. Учитель кидает мяч по очереди каждому из учеников и произносит утверждения, с которыми они соглашаются или не соглашаются.)

It is impossible to find out some useful things learning the past. ( I disagree with you. It is possible to find out some useful things learning the past.)

They say people lived in Siberia in prehistoric times. (I agree with you. They say people lived in Siberia in prehistoric times.)

Any civilization has its own system of values. ( I agree with you. Any civilization has its own system of values.)

It is not necessary to develop a code of behaviour. (I disagree with you. It is necessary to develop a code of behaviour.)

Many people want to learn about archaelogists’ discoveries. (I agree with you. Many people want to learn about archaelogists’ discoveries.)

Ancient people were able to survive in harsh weather conditions. (I agree with you. Ancient people were able to survive in harsh weather conditions.)

The tools of prehistoric people were made of glass. (I disagree with you. The tools of prehistoric people were made of stone and ivory.)

2. Развитие навыков аудирования.

Listen to the radio programme about archaeological discovery and answer the questions.

What kind of discovery did the archaeologists make?

What were the creatures called?

What did these humans look like?

What do you know about their way of life?

Why were these humans so small?

Why is this discovery so important?


(Учитель раздаёт каточки с вопросами. Ученики знакомятся с вопросами и слушают текст 2 раза.)


Welcome to “Prehistoric journeys”. Scientists have actually found the bones of what seems to be a tiny species of humans. No larger than a three-year-old modern child, these little humans lived with pygmy elephants and Komodo dragons on a remote island in Indonesia 18,000 years ago. Scientists discovered the actual skeleton of a miniature human and some stone tools in a cave on Flores, an island not far from Australia. This little human they called “hobbit” because her structure reminded them of the creatures from the Lord of the Rings books. Her original skeleton stood at just 1 meter tall and weighed about 25 kilograms. They had teeth similar to ours but a more narrow forehead, thicker eyebrows and no chin. They used fire for cooking and hunted animals. They ate fish, frogs, snakes, tortoises, birds. Over thousands of years the species became smaller because the environmental conditions of the island demanded smaller body size. Survival would then depend on minimizing daily energy requirements. They were not only producing sophisticated stone tools and hunting pygmy elephants, but they were also traveling by sea to reach their island from mainland Asia. This find shows us how much we still have to learn about human evolution.

Are you ready to answer the questions? (Учащиеся отвечают на вопросы)

3. Развитие навыков говорения на основе прослушанного текста.

- What interesting things have you known? Let’s play the game “ Sentence by sentence”. (Ученики говорят по очереди по одному предложению по услышанному тексту. Предложения не повторяются.)

-Who is ready to tell us about “hobbits”? (Ученики рассказывают про хоббитов.)

IV.Заключительный этап.

А) подведение итогов

- And what is the result of our lesson?

(Ss’ possible answers: Today we’ve introduced with the new words, listened to the text, got some interesting information from the text and tried to discuss some archaeological discoveries.)

В) Сообщение дом. задания

That’s great! Your hometask is ex.6 p.48. You should answer the questions about hobbies in a written form.

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!






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Unit 3. Civilization and Progress.

Lesson 3.

Тема: Word combinations with do и make.

Цели урока:

Практические:

1. Уметь составлять предложения с ранее изученной лексикой.

2. Уметь отвечать на вопросы по теме.

3. Формировать умение правильного использования слов do и make.

4. При прослушивании текста правильно использовать слова do и make.

5. Использовать ранее пройденный лексико-грамматический материал в диалогических высказываниях (с опорой на ключевые диалоги).

Общебразовательные:

1.Развитие филологического кругозора (ознакомление и закрепление словосочетаний с глаголами do и make).

2. Расширение словарного запаса

Развивающие:

1. Развитие памяти (слуховой), внимания.

2.Развитие мыслительных процессов (сравнение, анализ) при работе над словосочетаниями с глаголами do и make).

Воспитательные:

1.Воспитание умения внимательно слушать собеседника.

2.Развитие у учащихся аккуратности и настойчивости в преодолении трудностей в процессе работы над языком

3.Формирование познавательной активности и поддержание интереса к учению.

4. Воспитание эстетического вкуса (аккуратно сделанные наглядные пособия)

Языковой и речевой материал:


1. Active vocabulary.

Old vocabulary: discovery, research, effort, tools, invention, investigation, scientist, progress.

New vocabulary: словосочетаниями с глаголами do и make.

2. Grammar:

Оснащение урока:

1. Учебник Enjoy English - ,М.З.Биболетова, Е.Е.Бабушис, Н.Д.Снежко

2.Карточки с частями слов.

3. Карточки с словосочетаниями do и make.

3.Магнитофонная запись.

Ход урока

1. Подготовка учащихся к учебной деятельности на ин.яз.


А) приветствие

- Good morning, boys and girls! I’m glad to see you again. How are you? Who is on duty today?

В) фонетическая зарядка

OK. Let’s start our work. We’ll begin our lesson with the words on the topic “Civilization and Progress.” You can see a lot of cards on my table. Make up the English words using these cards. Put them on the blackboard, please. Make up the sentences using these words.

Re ort ry

Eff to in

Dis on ols

Co sea ve

In tist ti

Sci ven rch

Gati tion ves

Ress prog en

Keys: discovery, research, effort, tools, invention, investigation, scientist, progress.


2. Сообщение цели урока учащимся

Well done. Today we shall learn some new word combinations with the verbs do and make, listen to the dialogues and try to understand it, and of course, we’ll try to dramatize them. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin. The title of this lesson is “Word combinations with do and make



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1. Проверка домашнего задания

Firstly let’s check up your homework. Have you done it? Read the answers to the questions. (Ученики читают вопросы и ответы, которые они написали.)

What kind of discovery did the archaeologists make?

What were the creatures called?

What did these humans look like?

What do you know about their way of life?

Why were these humans so small?

Why is this discovery so important?


II.Ознакомление учащихся с новым языковым материалом.

1.Ознакомление учащихся со словосочетаниями с глаголами do и make.

As I have already said we shall learn some new word combinations with the verbs do and make. You can see them in your textbooks on page89, ex. 10. Use the workbooks and write down the words into two columns. We shall listen to your variants and translate the word combinations. Now look at the blackboard and repeat the words after me.

(Ученики выполняют упр.10. Задание – составить словосочетания, соотнеся слова из таблицы с глаголами do и make. Составленные словосочетания учащиеся записывают в тетрадях. После фронтальной проверки задания учитель открывает данные словосочетания на доске. Для фонетической отработки ученики читают слова вслух хором, по одному и в парах.)


Do Make


a discovery

one’s best

someone’s homework

a telephone call

nothing

the washing up

research

a mess

noise

an effort

plans

a decision

good

a cup of tea

an excellent job

maths

a mistake

harm

the cooking

some work

 

your hair

an exercise



III. Повторение раннее пройденного материала и развитие всех ВРД

1. Активизация и первичное закрепление введённого материала.


It’s time for a game. We’ll divide the class into two groups. The first group will make up sentences with the verb to do, another one with the verb to make. Who is the winner?

2. Совершенствование навыков аудирования.

- Listen to the short dialogues and fill in the missing expressions with do and make. Are you ready to start?

hello_html_m25995c34.jpg



1 – Oh, this table is so uncomfortable!
– It is a traditional country table. My great-grandfather … then he built the house.

2 – Shall I help you in the garden?
– Yes, please, I’d like you…

3 – I’ll …
– Oh, no, thanks, but I’d like some coffee, please

4 – Do you like the place you’re staying at?
– Not very much, actually. There’s … around here – it’s really boring.

5 – Have you … yet?
– No, actually, I’ve decided to … first.

6 – Does anyone help you with the housework?
– Yes, a man comes in once a week…

7 – Let me help you …
– No, that’s all right. We’ve got a dishwasher.

8 – What’s going on? Could you please stop …
– I’m terribly sorry, but we’re preparing for  tomorrow’s performance.

9 – Remember … before you leave for school!
– I will.

10 – I feel terrible because he was so rude to me yesterday.
– Calm down! You
re … . Youre just being oversensitive!

(Учащиеся прослушивают диалоги и дополняют их, используя глаголы do и make в соответствующей форме.)

3. Развитие навыков чтения.

Read the first dialogue, please. (После прослушивания аудиозаписи ученики по очереди зачитывают диалоги, а остальные учащиеся выражают своё согласие или несогласие. Затем учащиеся в парах выразительно читают диалоги.)

4. Развитие навыков диалогической речи.

Work in pairs. Try to dramatize these short dialogues. (Ученики разыгрывают диалоги по ролям.


IV.Заключительный этап.

А) подведение итогов

- That’s all for today. And what is the result of our lesson? What new words and new word combinations have you learnt today?

(Ss’ possible answers: Today we’ve introduced with some new word combinations with the verbs do and make, listened to the dialogues and tried to dramatize them).

В) Сообщение дом. задания

Thats great! Your hometask is to make up your own dialogues with the verbs do и make using these dialogues as models.

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!




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Unit 3. Civilization and Progress.

Lesson 4.

Тема: “Don’t confuse do и make”.

Цели урока:

Практические:

1. Уметь отвечать на вопросы по теме.

2. Уметь составлять диалоги с правильным использованием слов do и make.

3. Формировать умение правильно использовать слова do и make.

4. Развивать навыки диалогической речи на основе прослушанного текста.

Общебразовательные:

1.Развитие филологического кругозора (закрепление словосочетаний с глаголами do и make).

2. Расширение словарного запаса

Развивающие:

1. Развитие памяти (слуховой), внимания.

2.Развитие мыслительных процессов (сравнение) при работе над диалогом.

3. Развитие мыслительных процессов (анализ) при работе со словосочетаниями с глаголами do и make).

Воспитательные:

1.Воспитание умения внимательно слушать собеседника.

2.Развитие у учащихся аккуратности и настойчивости в преодолении трудностей в процессе работы над языком

3.Формирование познавательной активности и поддержание интереса к учению.

4. Воспитание эстетического вкуса (аккуратно сделанные наглядные пособия)

Языковой и речевой материал:


1. Active vocabulary.

Old vocabulary: сhallenge, survival, species, requirement, creature, evolution, archaeologists, appliances, investigation, tools, discovery, invention, research, civilization, ancient people, prehistoric times, evolution, pygmy

New vocabulary: новые словосочетаниями с глаголами do и make.

(Do the dishes, do the housework, do badly, do business, do a favour, do good, do harm, do time.

Make your bed, make a cup of tea / coffee, make a mess, make a meal, make plans, make an exception, make a telephone call, make a decision, make a mistake, make noise, make money, make an excuse)

2. Grammar:

Оснащение урока:

1.Учебник Enjoy English - ,М.З.Биболетова, Е.Е.Бабушис, Н.Д.Снежко

2. Картинки по теме«Цивилизация и прогресс»).

3.Интерактивная доска.

4. Карточки со словами. (Challenge, survival, species, requirement, creature, evolution, archaeologists, appliances, investigation, tools, discovery, invention, research, civilization, ancient people, prehistoric times, evolution, pygmy, etc.)

5.Магнитофонная запись.

6. Карточки с предложениями (дом.задание)

Ход урока

1. Подготовка учащихся к учебной деятельности на ин.яз.


А) приветствие

- Good morning, boys and girls! Im glad to see you again. How are you? Who is on duty today? Who is absent today?

В) речевая разминка

OK. Let’s start our work. I wonder what you know about the past. I’d like you to answer my questions and share your ideas. ( Учитель предлагает вопросы по теме «Цивилизация и прогресс», на которые они должны дать развёрнутые ответы. Для проведения речевой разминки учитель заранее развешивает на доске картинки по теме«Цивилизация и прогресс»).

- What did the first humans look like?

- What do you know about tools of the past?

- Did the first humans have a system of values?

- What is the Mayan civilization of central America famous for?

- Why is the ancient civilization of Egypt so remarkable?

- What do you know about the Chinese civilization?

- What do we have thanks for technological progress?

- Which was the most important invention in the last century?


2. Сообщение цели урока учащимся

Well done. Today we shall learn some new word combinations with the verbs do and make, listen to the dialogues and try to understand it, and of course, we’ll try to dramatize them. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin. The title of this lesson is “Don’t confuse do and make



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1. Проверка домашнего задания

Firstly let’s check up your homework. Have you done it? Have you prepared your dialogues with do and make? (Ученики воспроизводят свои мини-диалоги.)

II. Активизация и закрепление введённого материала.

Do you remember when we use do or make? Look at the screen and try to fill in do or make. Let’s divide into some groups and do this task. Who is the winner? Who is quicker?

1) He (made/did) a few mistakes in the exam.

2) I forgot to (make/do) my English homework last night.

3) My mother (does/makes) all the housework in our house.

4) I had to (make/do) my own dinner last night.

5) Did you (make/do) English at school?

6) He (made/did) a lot of money when he worked in America.

7) It’s not always easy to (make/do) friends in a foreign country.

8) I (made/did) a one-week course in programming.

9) We must (make/do) a decision before 6 p.m.

10) I can’t work when the children (make/do) a lot of noise.

11) I don’t have any coffee. Could you (make/do) me a favor and lend me some?

12) Her English is good now; she has (made/done) a lot of progress.

13) I always (make/do) the shopping at the weekend.

14) He’s (doing/making) research in physics at Rome University.

(Учащиеся выполняют задание в группах. Затем проверяется правильность выполнения и делается вывод, когда используется глагол do или make.)

-What are your answers? What conclusion can we make? Look at the screen, read the rule and check your answers. (Учащиеся самостоятельно знакомятся с правилом и делают обобщение и выводы. Структура вводится индуктивным способом.)

Ежедневно выполняемые действия (не производство материальных вещей, а просто действия)

Do the dishes

do the housework

В устойчивых выражениях:

do badly — поступить плохо
do business - вести бизнес
do a favour — оказать услугу
do good — сделать добро
do harm — нанести вред
do time - (to go to prison) — отсидеть срок

MAKE

Конструируем,строим или создаем ( все,что после вы можете потрогать)

make your bed — заправлять постель
make a cup of tea / coffee - заварить кофе,чай
make a mess - устроить беспорядок

Все,что касается еды:

make a meal - breakfast / lunch / dinner - готовить еду (завтрак,обед,ужин)

В устойчивых выражениях:

make plans - планировать
make an exception - делать исключение
make a telephone call - звонить (совершать звонок)
make a decision - принимать решение
make a mistake - ошибаться
make noiseшуметь
make money - зарабатывать деньги
make an excuseприносить извинения

3.Развитие навыков письма.

Write the words which are used with make и do.

make:

a mistake, dinner, …, …, …, …, …. (7 слов)

do:

homework, the housework, …, …, …, …, …. (7 слов)

III. Повторение раннее пройденного материала и развитие всех ВРД

1. Активизация лексических навыков по теме «Цивилизация и прогресс».

- It’s time for a game. Do you want to play with me? Let’s remember the words on the topic “Civilization and progress”. (Учитель раздаёт каждому ученику карточки в виде таблицы. В ячейках по-русски написаны слова. Учитель диктует их по-английски и произносит с паузами, во время которых ученики должны вспомнить, что обозначает слово, и закрыть его фишкой учитель заранее готовит фишки из бумаги.) Затем учитель проверяет и оценивает работы детей и оценивает каждого учащегося.)

Слова на карточках:

Challenge, survival, species, requirement, creature, evolution, archaeologists, appliances, investigation, tools, discovery, invention, research, civilization, ancient people, prehistoric times, evolution, pygmy, etc.

2. Развитие навыков диалогической речи на основе прослушанного текста.

- I’d like you to divide into pairs. One of you will be Mary and her partner will be Paul. The word combinations on the screen will help you complete the dialogue. Read them on your own. (Учащиеся самостоятельно читают словосочетания на экране.)

What do/did you think/feel?

what’s your opinion?

Do you agree…?

The reason why…is/was…

because it seems/seemed to me…

because I really do think…

Yes, that’s my feeling too.

That’s a very good point.

I’m afraid I don’t agree.

We both agreed…

We couldn’t agree because…

Our opinions are different…

Your time is up. Write your variants in your activity books on page 49.

Mary: (1)… the latest programme “Prehistoric Journeys”? I watched it with interest (2) … the discovery they described is of great scientific importance.

Paul: Yes, that;s my feeling too. (3) … I was so impressed… I had never thought such civilizations could have ever existed on our planet. (4)… that it’s almost like a science fiction story?

Mary: (5) … with that. On the contrary, the discovery is based on historical artifacts and the results of serious research.

Paul: (6) … Skeletons found by scientists helped them describe the “hobbits” and their way of life. And… (7) …?

- Who will be the first to act out the dialogues? (Учащиеся по очереди выходят к доске и разыгрывают свои диалоги перед классом.)

Now let’s listen to the dialogue and check your variants. Whose variant was the best? (Учащиеся прослушивают вариант звукозаписи, сравнивают его со своим).

IV.Заключительный этап.

А) подведение итогов

- That’s all for today. And what is the result of our lesson? What new have you learnt today?

(Ss’ possible answers: now we know when we can use the verbs do and make. We listened to the dialogue and tried to make our own dialogues on the topic and dramatize them).

В) Сообщение дом. задания

That’s great! Your hometask is to translate these sentences into English. Be attentive with the usage of do and make. (Учитель заранее готовит карточки с предложениями, которые нужно перевести.)

1. Дети должны сами заправлять кровати.

2. Не бойся делать ошибки.

3. Он готовит ей чашку чая каждое утро.

4. У Анны нет стиральной машины, ей приходится стирать вручную.

5. Она попросила его сделать ей одолжение.

6. Мой муж никогда не моет посуду.

7. Компании пришлось быстро принять решение.

8. Он сказал ей перестать поднимать шум.

9. Постарайся проявить себя на экзамене.

10. Она ненавидит заниматься домашним хозяйством.

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!




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Unit 3. Civilization and Progress.

Lesson 5.

Тема: “Model verbs – expressing degrees of probability in the past”

Цели урока:

Практические:

1. Формировать умение правильно использовать слова do и make.

2.Правильно использовать модальные глаголы в значении предположения в прошлом.

3. Уметь описывать картинку, используя лексику по теме.

Общебразовательные:

1.Развитие филологического кругозора (ознакомление и закрепление модальные глаголы в значении предположения в прошлом).

2. Расширение словарного запаса

Развивающие:

1. Развитие внимания.

2.Развитие мыслительных процессов (сравнение) при работе над грамматикой.

3. Развитие мыслительных процессов (анализ) при работе над грамматикой

Воспитательные:

1.Воспитание умения внимательно слушать собеседника.

2.Развитие у учащихся аккуратности и настойчивости в преодолении трудностей в процессе работы над языком

3.Формирование познавательной активности и поддержание интереса к учению.

4. Воспитание эстетического вкуса (аккуратно сделанные наглядные пособия)

Языковой и речевой материал:


1. Active vocabulary.

Old vocabulary: словосочетаниями с глаголами do и make; eyebrow, chin, mouse, eye, skull, cheek, ear, forehead, nose, odd, unusual, strange, huge, tiny, short, long, wild, friendly, unfriendly, bright, pale, straight, curly, dark, thin, thick, hairy, challenge, survival, , requirement, creature, evolution, archaeologists, appliances, investigation, discovery, invention, research, civilization, ancient people, prehistoric times, evolution

New vocabulary:

2. Grammar:

New: Model verbs – expressing degrees of probability in the past

Оснащение урока:

1. Учебник Enjoy English - ,М.З.Биболетова, Е.Е.Бабушис, Н.Д.Снежко

2. Картинка по теме«Цивилизация и прогресс».

3.Интерактивная доска.

4. Карточки с транскрипционными знаками.

5.Таблица “Grammar Focus” (model verbs – expressing degrees of probability in the past)

6. Карточки со словами для игры “Назови рифму”.

Ход урока

1. Подготовка учащихся к учебной деятельности на ин.яз.


А) приветствие

- Good morning, boys and girls! I’m glad to see you again. How are you? Who is on duty today? Who is absent today?

В) фонетическая зарядка

- It’s time to train our tongues. You will take the cards from my table one by one and name the words with the certain sounds.

(Ученик выбирает одну из карточек с транскрипционными значками, лежащих на столе учителя, и показывает её классу. Учащиеся по очереди называют слова по теме «Цивилизация и прогресс» с этим звуком.)

[t] – report, giant, inhabitant, society, artifact

[d] – discover, wonder, find, developed, modern

[r] - creature, research, requirement, discovery

[l] - tools, evolution, challenge, archaeological, survival

[k] – creative, prehistoric, scientific, creature, control

[n] – invention, investigation, appliances, ancient, human

(Ученики хором повторяют звуки и слова, отрабатывая их произношение.)

2. Сообщение цели урока учащимся

Well done. Today we shall remember model verbs – expressing degrees of probability in the past, review the usage of the verbs do and make and try to describe the pictures.)

The title of this lesson is “Model verbs – expressing degrees of probability in the past”



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1. Проверка домашнего задания

As I know you have prepared the translation of the sentences. Read them, please. Thank you.

(Учащиеся читают свой перевод предложений. Учитель и учащиеся корректируют перевод, исправляя ошибки и делая свои комментарии.)

1. Дети должны сами заправлять кровати.

2. Не бойся делать ошибки.

3. Он готовит ей чашку чая каждое утро.

4. У Анны нет стиральной машины, ей приходится стирать вручную.

5. Она попросила его сделать ей одолжение.

6. Мой муж никогда не моет посуду.

7. Компании пришлось быстро принять решение.

8. Он сказал ей перестать поднимать шум.

9. Постарайся проявить себя на экзамене.

10. Она ненавидит заниматься домашним хозяйством.

- Let’s make a conclusion once more. When do we use do and make?

(Учащиеся ещё раз проговаривают правило, давая свои примеры.)

II. Ознакомление учащихся с новым языковым материалом.

1.Введение нового грамматического материала.

- When we speak about the past we are not quite sure if it is true or false. That is why it is necessary to remember model verbs – expressing degrees of probability in the past:

must
may / might
can / could
can’t / couldn’t

to say if something was true, probable, possible or impossible in the past. Let’s read the examples from the table “Grammar Focus” exercise 13 on page 90. Who is ready to start?

( Учитель использует демонстрационную таблицу. После прочтения и обсуждения образцов из таблицы, вывешенной на доске, ученики самостоятельно делают вывод и формируют правило.)

People must have lived in Siberia in prehistoric times.

Должно быть, люди жили в Сибири в доисторическое время

You are absolutely certain that something is true.

99%

People may / might have lived in Siberia in prehistoric times.

Вероятно, люди жили в Сибири в доисторическое время

You think something has a good possibility of being true.

50%

People can / could have lived in Siberia in prehistoric times.

Возможно, люди жили в Сибири в доисторическое время

There is a possibility that something is true.

NB: This form is not as strong as might or may.

25%

People can’t / couldn’t have lived in Siberia in prehistoric times.

Не может быть, чтобы люди жили в Сибири в доисторическое время

You are absolutely certain that something is NOT true.

0%

Make up your own examples. (Учащиеся дают свои примеры).

III. Повторение раннее пройденного материала и развитие всех ВРД

1. Закрепление грамматического материала в устной и письменной речи.

Let’s practice the sentences with the modal verbs to express degrees of probability in the past. Use must, may / might, can / could or can’t / couldn’t plus the correct form of the verb in these sentences.

Where was Peter yesterday? He … (be) at school. The school year started a week ago.

I’m absolutely sure! They … (arrive) yesterday. I saw their tickets.

The course … (begin) on the fifth of September but I’m not so certain about it.

Are you joking! Nick … (go) to Moscow last week. He’s supposed to be at work now.

They … (come from) London, but I’m not sure.

We … (take) the wrong turn. We should be there by now.

They … (miss) their train. Otherwise they would be here by now.

It … (be) Masha who answered the phone because she’s away.

I can’t find my cat anywhere. She … (get out) through the window.

(Учащиеся выполняют это задание письменно, а затем сравнивают его выполнение со своими одноклассниками.)

- Divide into pairs and get ready to share your ideas. Listen to the sentences of your classmates and agree or disagree with them. Use different modal verbs to say how certain you are about them. Then give your reasons.

People lived in the Arctic territories in prehistoric times.

The pyramids in Egypt were built by aliens.

Humans evolved from apes.

In the past there was only one continent on Earth.

…your own idea.

2. Активизация лексики по теме «Части тела».

Today we’ll remember some new words on the topic “Body”. Match the words with the parts of the human head. (Учащиеся соотносят слова, заранее написанные на доске, с частями головы на картинкe.)

Eyebrow chin mouse eye skull cheek ear forehead nose


hello_html_5a509971.jpg


- Shall we read the words? (Учащиеся читают слова за учителем, а затем в парах.)

3. Развитие навыков монологической речи.

- Let’s divide into pairs. Choose a picture which you like. Describe the picture. Don’t forget to use the adjectives from exercise16, page 91.

Odd, unusual, strange, huge, tiny, short, long, wild, friendly, unfriendly, bright, pale, straight, curly, dark, thin, thick, hairy.

We shall listen to your description in 5 minutes. Your time is up.

(Учащиеся по очереди представляют свои рассказы.)

- Whose story is the best?

4. Совершенствование лексических навыков.

- Very good. We have some time for a game. Let’s play the game “Назови рифму”. (Ученик, назвавший слово, получает жетон. Победителем становится тот, кто наберёт наибольшее количество жетонов.)

Decoration (civilization)

Process (progress)

Cover (discover)

Woman (human)

Fly (supply)

Feature (creature)

Resolution (evolution)

Creation (Invention)

Celebration (investigation)

Search (research)

Logical (archeological)

Historic (prehistoric)

IV.Заключительный этап.

А) подведение итогов

- Thats all for today. And what is the result of our lesson? What new have you learnt today?

(Ss’ possible answers: we've remembered model verbs – expressing degrees of probability in the past, reviewed the usage of the verbs do and make and tried to describe the pictures.)

В) Сообщение дом. задания

Thats great! Your hometask is ex.4 p.47. Match the fact and the reasons that can/could/may/might/must have caused them..

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

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Unit 3. Civilization and Progress.

Lesson 6.

Тема: «The Mayan Civilization».

Цели урока:

Практические:

1. Формировать умение отвечать на вопросы.

2.Правильно использовать модальные глаголы в значении предположения в прошлом.

3. Читать текст по теме с извлечением конкретной информации по заданию учителя.

4. Формировать детальное понимание текста при чтении, обсуждать прочитанное.

5. Использовать изученную лексику в кратких высказываниях по теме.

6. Составлять краткие монологические высказывания по теме.


Общебразовательные:

1.Развитие филологического кругозора (закрепление модальные глаголы в значении предположения в прошлом).

2. Развитие общего кругозора (информация о цивилизации Майя).

2. Расширение словарного запаса

Развивающие:

1. Развитие внимания.

2.Развитие воображения (реальные и нереальные события).

2.Развитие мышления.

3. Развитие мыслительных процессов (анализ) при работе над грамматикой

Воспитательные:

1.Воспитание умения внимательно слушать собеседника.

2.Развитие у учащихся аккуратности и настойчивости в преодолении трудностей в процессе работы над языком

3.Формирование познавательной активности и поддержание интереса к учению.

4.Воспитание культуры общения на иностранном языке (умение работать в группе).

Языковой и речевой материал:


1. Active vocabulary.

Old vocabulary: challenge, survival, , requirement, creature, evolution, archaeologists, appliances, investigation, discovery, invention, research, civilization, ancient people, prehistoric times, evolution

New vocabulary: deserted, caused the collapse, drought, intense, densely populated, instantly, run out, crucial, in response to, hunter-gatherers, survive

2. Grammar:

New:

Old: Model verbs – expressing degrees of probability in the past

Оснащение урока:

1. Учебник Enjoy English - ,М.З.Биболетова, Е.Е.Бабушис, Н.Д.Снежко

2. Картинка по теме «Цивилизация Майя».

3.Интерактивная доска.

Ход урока


I. Подготовка учащихся к учебной деятельности на ин.яз.


А) приветствие

- Good morning, boys and girls! I’m glad to see you again. How are you? Who is on duty today? Who is absent today?

В) речевая разминка

- The weather is not bad today, isn’t it? (I agree with you. It is rather warm today.)

- I’d like to ask you a question. (What would you like to ask me about?)

- What does the word “civilization” mean? (It is a society that has developed its own culture and institutions.)

- Can people learn from the past? How can you prove? (Yes, they can. People can find out how to produce enough food.)

- Do you think that it is possible to control society? (Sure. Without any doubt, it is possible to control society.)

- How do people call the process of learning something that was not known before? (They call it “discovery”.)

- Was the life of ancient people dangerous and difficult? (Yes, it was. For ancient people their life was a fight for survival.)

- Why are archaeological finds very important? The new archaeological finds tell us about human evolution.)

- Are you interested in human evolution? (Yes, I am. I can say History is my favourite subject and I want to know more about human evolution and ancient civilizations.)

2. Сообщение цели урока учащимся

- Very good. Look at the screen. What civilization will we talk about?

- The Maya.

- Yes, you are right. It is the theme of our lesson today. We’ll speak about it.

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II. Повторение раннее пройденного материала и развитие всех ВРД

1.Активизация навыков устной речи.

-I’d like you to do the quiz. It is interesting to find out what you know about the Maya. Complete the sentences. You should choose only one variant.

1. The Maya were ancient people of

a) Australia b) America c) Asia

2. The Mayan civilization is considered to have been

a) advanced b) primitive c) strange

3. The Mayan civilization reached its peak in

a) the 1st century BC b) the 19th century c) 800 AD

4. At its peak the Mayan civilization consisted of

a) 13 million people b) 1,3 million people c) 130 thousand people

5. At the peak of its development the Mayan civilization

a) invented the wheel b) moved to another place c) disappeared

6. The reason for the downfall of Mayan civilization was

a) climate change b) the war with another civilization c) an unknown fact

- It is good.

2. Развитие навыков чтения. (Чтение с пониманием основного содержания текста.)

- Let’s continue to talk about the Mayan civilization and read the story from ex.37, page 97. Check your answers. (Учащиеся проверяют правильность их ответов.)

III.Ознакомление учащихся с новым языковым материалом.

1.Введение нового языкового материала. (Развитие навыков понимания лексики из контекста с опорой на синонимию.)

- You were right. Pair work. Who is quicker?

Now find in the text the words and expressions in bold that mean the following:

a) a long period of time when there is little or no rain and crops die

b) a group of people who live by killing wild animals and finding food but do not by growing crops

c) very great or extreme

d) as a reaction

e) to use all of something and not have any left

f) with a lot of people living close together

g) cities with no people in them

h) extremely important because it has a major on something

i) to stay alive despite difficulties

j) immediately

k) to create a situation in which something fails or stops existing

(New words: deserted, caused the collapse, drought, intense, densely populated, instantly, run out, crucial, in response to, hunter-gatherers, survive)

IV. Повторение раннее пройденного материала и развитие всех ВРД

1.Развитие навыков чтения. (Детальное понимание текста при чтении.)

- Let’s read the text once more and find the answers the questions:

1. Why did the great Mayan civilization collapse? When did it happen?(It was in fact climate change that caused the collapse of Mayan culture because of intense drought in 800 AD.)

2. Why didn’t the Maya survive the droughts?(Even though the Maya built reservoirs to collect water, their crops still depended on seasonal rains...)

3. What other civilizations have collapsed for the same reason? (the Anasazi culture of the Chaco Canyon in New Mexico, USA…)

4. How can people survive under severe environmental conditions? (

5. What lesson can the Maya teach us? (Supplies of clean water are one of the big problems facing countries all over the world. People will have to change their habits even more, in order to survive the climate changes that are predicted in the next decades.)

(Учащиеся отвечают на вопросы, доказывая правильность приведённых аргументов с помощью примеров.)

2.Закрепление навыков устной речи по теме.

- Let’s divide into pairs, please, and share the ideas:

What could the Maya have done in order to survive? Use the examples:

To predict weather changes better

To change their behaviour

To build dams instead of pyramids

To move to a place with plenty of water

To make big supplies of water and food

To ask for help from neighbours

To invent a way to produce water

To learn to turn sea water into drinking water

- You can use your own ideas. (Подготовить учащихся к последующему обсуждению в группах.)

- Have you finished? Who is ready to share the ideas and prove them using the examples?

3. Обучение полилогической речи.

- It’s time to work in groups of four. I’d like you to divide into groups and discuss the ideas you developed in pairs. Follow the chart to organize your discussion in a logical way.

A

Give your opinion B

We believe that… Ask for a reason

We think that… Why do you say that?

In our opinion…


Give a reason supporting your view Ask for an example


Because What do you mean?

For example?

Could you explain this?

Give an example illustrating

your reason

For example,…

Let me tell you what I mean… Accept the reason and Disagree and

Give your own opinion give reasons to

(return to the start of the support your view

Flow-chart)


- Whose argument makes the most sense? (Учащиеся решают, чей аргумент был самым лучшим.)

4.Проверка домашнего задания.

- It’s time to check up your hometask. Your hometask was ex.4 p.47. Have you matched the fact and the reasons that can/could/may/might/must have caused them? (Учащиеся читают выполненное упражнение, учитель исправляет ошибки.)

1. – b)

1. I worry about Tom. He didn’t call yesterday to tell us about the exam result.

b) There is no need to worry. You must have passed it. He would have called us otherwise.

2. – e)

2. Look, this is James’ key, isn’t it?

e) You could have left it in the library…

V.Заключительный этап.

А) подведение итогов

- That’s all for today. And what is the result of our lesson? What new have you learnt today?

(Ss’ possible answers: we found out a lot of interesting things about the Maya, tried to express our ideas about the reasons of its collapse. It was very exciting. We introduced with some new words.)

В) Сообщение дом. задания

That’s great! Your hometask is to write a composition describing your findings about an ancient civilization. Follow the plan:

1. Describe where and when the people lived.

2. Give details about what they looked like.

3. Describe what their lifestyle was like.

4. Explain what lesson we can learn from them.

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!



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Unit 3. Civilization and Progress.

Lesson 7.

Тема: «Different Inventions of Mankind ».

Цели урока:

Практические:

1. Формировать умение отвечать на вопросы.

2. Уметь составлять краткие монологические высказывания на основе изученной лексики с использованием речевых опор.

3. Формировать умение извлекать конкретную информацию при чтении текста по заданию учителя.

4. Формировать детальное понимание текста при чтении, обсуждать прочитанное.

5. Использовать изученную лексику в кратких высказываниях по теме на основе прослушанного текста

Общебразовательные:

1. Развитие общего кругозора (информация о великих изобретателях).

2. Расширение словарного запаса

3.Умение работать со словарём.

Развивающие:

1. Развитие внимания

2.Развитие мышления.

3. Развитие мыслительных процессов (анализ). (Критически смотреть на появление новых изобретений.)

Воспитательные:

1.Воспитание умения внимательно слушать собеседника.

2.Развитие у учащихся аккуратности и настойчивости в преодолении трудностей в процессе работы над языком

3.Формирование познавательной активности и поддержание интереса к учению.

4.Воспитание культуры общения на иностранном языке (умение работать в группе).

Языковой и речевой материал:


1. Active vocabulary.

Old vocabulary: challenge, survival, requirement, evolution, appliances, investigation, discovery, invention, research, civilization, evolution, mobile phone, TV set, vacuum cleaner, car computer TV remote-control dishwasher fridge fax machine microwave oven camera talking alarm clock, caused the collapse, instantly, survive


New vocabulary: the words with the similar meaning: evolve, aid, reliant on, disaster, fall apart, occur, develop gradually


2. Grammar:

New:

Оснащение урока:

1. Учебник Enjoy English - ,М.З.Биболетова, Е.Е.Бабушис, Н.Д.Снежко

2. Презентация «Великие изобретатели».

3.Интерактивная доска.

4. Магнитофонная запись.

Ход урока



I. Подготовка учащихся к учебной деятельности на ин.яз.


А) приветствие

- Good morning, boys and girls! I’m glad to see you again. How are you? Who is on duty today? Who is absent today?

В) речевая разминка

- As I know you like to play very much. Today we’ll play the game “Be attentive”. I’ll think of the word and you will try to guess it. ( Учитель загадывает слово по теме. Ученики пытаются отгадать загаданное слово.)

- It is the important invention of the last century.

(примерный ход игры)

S: Is it a television?

T: No, it is not.

S: Is it a computer?

T: No, it is not.

S: Is it a microwave oven?

T: Yes, it is.

2. Сообщение цели урока учащимся

- Very good. What shall we talk about?

- I think we’ll speak about different inventions of mankind.

- You are right. Today we’ll try to think critically about the values of the progress, to practice giving opinions and arguments and practice speaking, reading specific information. By the way, we will learn the new words and prepare to write an opinion essay on the topic: “Has technology become such a big part of your life that existing without it now seems impossible? »

II. Повторение раннее пройденного материала и развитие всех ВРД

1. Активизация лексики по теме.

- Look through the list of the words and choose the most or least useful thing in the home from your point of view.

A mobile phone

A TV set

A vacuum cleaner

A car

A computer

A TV remote-control

A dishwasher

A fridge

A fax machine

A microwave oven

A camera

A talking alarm clock

Express your point of view using this text as an example:

I think that ….. is the most important thing. Some of the inventions, for example …. is less important. We do not often use a …

- You see that we can’t live without gadgets and machines today. Read and guess what gadgets and machines people use when they need

To keep food fresh for a long time

To wash the dishes

To send and receive urgent messages

To cook, defrost, reheat prepared food

To move wherever you want by yourself

To operate the TV set from a distance

To take photographs

To write programs, play games, find and use information, etc.

To have fun and entertain

To wake up people and to tell the time

To perform everyday cleaning tasks

To receive or make calls, to send SMS

2.Развитие навыков чтения.

- It’s time to remember great inventors. Are you ready to give their names? (Pp name them.) OK. Let’s get some more information about them. Read the presentation. One of you will read it, another pupil will translate. The game is called “The best interpreter”.

At the end of the Middle Ages and the beginning of the Renaissance the German ,Johan Gutenberg (1394-1467) invented printing with movable type.

So began the first revolution in information technology.

In 1876,Alexander Graham Bell, an American engineer, invented telephone.

In 1908 Henry Ford created the world’s first car assembly line. He was the man

who transformed the world.

The Wright brothers invented, built and flew the first airplane in 1903. (USA)

The first television was invented by John Baird from Scotland in 1926.

Sergey Korolyev (Russia) designed the first artificial satellite in 1957.

In 1981 Bill Gates (USA) created Microsoft- DOS ( Disk Operating System) .

Who is the best interpreter?

3. Развитие навыков говорения на основе прочитанного.

Now, let’s see who the most attentive is?

- What did Johan Gutenberg invented?

- Is Alexander Graham Bell an American or British engineer?

- When did Henry Ford create the world’s first car assembly line?

- The Wright brothers invented, built and flew the first airplane in 1904, didn’t they?

- The first television was invented by John Baird from Scotland in 1926, wasn’t it?

- Who designed the first artificial satellite in 1957?

- When did Bill Gates (USA) create Microsoft- DOS?

I see you are very attentive at the lesson.

III.Ознакомление учащихся с новым языковым материалом.

1.Введение новой лексики.

When we speak English it is necessary not to confuse the words with the similar meaning. I want you to match the words and phrases to make pairs with similar meaning. Use a dictionary if it is necessary.

Evolve

Fall apart

Aid

Develop gradually

Reliant on

Catastrophe

Happen

Occur

Disaster

Help

Collapse

Dependent on


(Pp do the task and then check it up) Now you should write them into your vocabularies.

IV. Повторение раннее пройденного материала и развитие всех ВРД

1. Развитие навыков говорения на основе прочитанного.

You know that computers play an important role in our life. Do you agree with this statement “Computers aren’t intelligent, they only think they are.” Read the presentation and express your opinion.

1. Civilization won’t collapse without computers. (I disagree with it. People are dependent on computers).

2. People depend on technology in all aspects of life. (I agree. People depend on technology in all aspects of life.)

3. Computers are only additional tools in the workplace. (I agree. Because people created them.)

4. People are forgetting how to survive in the real world. ( I agree. People are becoming more helpless. It is difficult to survive without modern gargets.)

5. Computers are more reliable than people. (I disagree. Because computers are only machines.)

6. Computers allow us to access the latest information really quickly. (I agree. Computers allow us to access the latest information really quickly.)

7. Computers will replace printed books. (I disagree. It is difficult to read on the screen.)

- Well done.

2. Развитие навыков аудирования. (понимание основного содержания).

- As we see different inventions make people’s life easier. It is impossible to imagine our life without computers. Now we’ll listen to 3 people and find out what role computers play in their life. Listen to the text carefully, please. Match the statements from the table with what the speakers say.



a) Computers are only additional tools in the workplace.


b) People depend on technology in all aspects of life.


c) Computers are more reliable than people.


Speaker1.

When I really thought about the role of modern technology in our lives, I was surprised at hw much it plays a daily role in my life. I spend about 3 hours on the Internet every day, talk to my family and friends by mobile phone and send messages by phone and by e-mail. My life would be a disaster without all these things…

Speaker2.

I often think about how, not long ago, people managed to work without these machines, how they could only rely on pen and paper. Computers are machines that should assist you in your work, they should not be the only tool people rely on in their professional work…

Speaker3.

I think computers are much more reliable nowadays whereas people aren’t. Computers are a sign of progress. They have helped our society to evolve to what we are now. I firmly believe that modern technology will help people become more advanced in all spheres…

3. Развитие навыков говорения на основе прослушанного текста.

- Pair work. Listen to the texts again. And be ready to discuss the following questions:

1.Why have computers become an important part of our everyday life?

2.Do you think people depend on computers too much?

3.Why are some people against computers?

4.What do you think the world would be like without computers?

5.On a desert island ,would you prefer a human or a computer for a company?

- You may use these sentences to make your speech more authentic.

One day a catastrophe may occur.

Computers are machines that should assist you in your work.

Computers are a sign of progress.

Modern technology will help people become more advanced in all spheres.

Our world won’t end without all of our modern technology.

Our world is not easy to destroy.

People depend on radio, TV and computers for most of their entertainment.

My life would be a disaster without all these things.

- What conclusion can we make? (Ss: It’s impossible to separate technology from our everyday life. Technology helps people become more advanced in all spheres of life.)



IV.Заключительный этап.

А) подведение итогов

- And what is the result of our lesson?

(Ss’ possible answers: Today we’ve introduced with the new words, tried to speak about “Civilization and Progress”, got some interesting information from the texts and tried to think critically about the values of the progress.

В) Сообщение дом. задания

- Thats great! Your hometask will be to learn the new words by heart and to write an opinion essay on the topic: “Has technology become such a big part of your life that existing without it now seems impossible?”


- A good opinion essay should contain the following:

1. An introduction in which you state the problem.

2.Your personal opinion and your reason for it.

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!






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Литература

  1.  Биболетова М.З., Бабушис Е.Е., Снежко Н.Д. Английский язык: Английский с удовольствием / Enjoy English: Учебник для 10 кл. общеобраз. учрежд. – 2-е изд., испр. – Обнинск: Титул, 2012. – 216 с.: ил.

  2.  Биболетова М.З., Бабушис Е.Е., Снежко Н.Д. Английский язык: Книга для учителя к учебнику Английский с удовольствием / Enjoy English для 10 кл. общеобраз. учрежд. – Обнинск: Титул, 2011. – 112 с.

  3.  Биболетова М.З., Бабушис Е.Е., Снежко Н.Д. Английский язык: Английский с удовольствием / Enjoy English: Рабочая тетрадь № 1 к учебнику для 10 кл. общеобраз. учрежд. – Обнинск: Титул, 2010. – 96 с.: ил.

  4.  Биболетова М.З., Бабушис Е.Е. Английский язык: Английский с удовольствием / Enjoy English: Рабочая тетрадь № 2 к учебнику для 10 кл. общеобраз. учрежд. – Обнинск: Титул, 2010. – 64 с.: ил.

  5.  Биболетова М.З., Трубанева Н.Н. Программа курса английского языка к УМК Английский с удовольствием / Enjoy English для 2-11 классов общеобраз. учрежд. – Обнинск: Титул, 2010. – 56 с.

6. Цебаковский С. Кто боится английской грамматики? Пособие для изучающих и недоучивших английский язык. - Обнинск

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