1.Организационный
момент.
Good morning, dear
friends. How are you? I’m glad to see you.
2. Основная часть урока
2.1. Lately we’ve been
reading and speaking about outstanding people who sailed round the world on their
own making discoveries, who reached the summits of the highest mountains in
the world. We admired their bravery, their desire to achieve aim and to learn
something new. Do you remember their names?
What is their life like?
(Is their life interesting? Is it easy or difficult?)
How do the countries
show gratitude to these people for their work?
I’ve made a copy of the
map of Russia and highlighted some places on it. What are these places? Who
are these people?
We honour our Russian
explorers but there are people of other nationalities who made their
contribution to world science. Whose names do you know?
I think you have already
guessed that our lesson today is about ...
From the folders with
handouts take the material with 2 photos, please. Examine them and answer 4 questions next to them.
Do you recognize these
people? Where did you learn about them?
Their life is worth
reading and listening about again and again. Where did they travel?
Today we’ll get
acquainted with these explorers of Antarctica (the Antarctic). We’ll read the
text about these two explorers and use the strategy KWL. What stands behind
these letters?
2.2.Активизация существующих знаний по теме
Before you read the
text could you divide into 2 groups and write everything you know about this
topic under letter K. You’ve got 2-3 min.
Are you ready? Read what
you’ve written.
Now I want each of you
to think what you expect to learn from the text and write down your questions
under letter W.
Read out your questions,
please.
2.3.Работа с новым материалом
Now take the text. Who
is it about? Read it and write down the information into the diagram which
is also in your folder. What is it called? When do we use it? You’ve got not
more than 10 min to do it.
If you come across the
words that you don’t know you can use the mini- dictionaries in your books or
take a dictionary from the shelf.
Well, after reading the
text which of your questions can you answer? In column L put a plus if the
answer is found and minus if not.
Where can you find this
information?
2.4.Первичное закрепление материала
From the text you’ve
learnt much more than just answers to your questions. Now, using Venn’s
diagram speak about Amundsen, the next student will speak about Scott and the
third will tell us what the two expeditions had in common.
Who wants to add any information?
3.Подведение итогов урока и оценивание
What did you feel when
you read the story? Why did Scott and his men become heroes?
Your home task will be
to speak about 2 expeditions for a mark. Look at the rubric for assessment. What
should you do to get maximum points if you want to get the highest mark?
Can anyone risk and
speak and be assessed?
I’ll ask the classmates
to assess you.
Do you remember the
beginning of the lesson? We spoke about the award for exploration. Please,
take the map of the Antarctic and look at it attentively. Can you find
something that is connected with our heroes? Did they deserve it?
Listen to what Captain
Scott wrote in his diary, which was found beside his body in 1913.
Did you enjoy the
lesson? Did you learn anything new?
At the end of the lesson
I want to say that you worked very well today and your marks are…
Home task: in the
Internet or in the library find the answers to the questions which remained
without it. Speak about 2 expeditions for a mark. For those who are
interested - visit the site telegraph.co.uk/news to read the
full version of Scott’s letter to his wife.
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Учащиеся
приветствуют учителей.
Учащиеся называют
фамилии и имена.
Учащиеся говорят о
наградах, званиях, увековечивании их имен на картах и т.д.
Учащиеся находят море
Лаптевых, Берингов пролив и т.д. и говорят, что это имена исследователей.
Учащиеся говорят о
выдающихся исследователях.
Учащиеся называют тему ”Explorers”.
отвечают на
вопросы.
Предполагается, что
дети назовут имена Скотта и Амундсена. Узнали на уроках географии и/или
истории.
Дети уже
использовали эту стратегию, поэтому говорят, что К - что я знаю, W – что хочу
узнать, L – что узнал.
Учащиеся заполняют
пустую таблицу KWL и потом читают свои записи.
Учащиеся пишут
вопросы, ответы на которые они хотят получить в тексте.
Учащиеся говорят,
что это диаграмма Венна (2 пересекающихся кольца). Ее используем, когда
сравниваем 2 текста, героя и т.д. По бокам пишем то, что касается
индивидуально каждого, а посредине, что у них общего. Читают и заполняют.
Учащиеся отмечают,
на какие вопросы они получили ответы, находить недостающую информацию будут в
интернете, библиотеке и т.д.
Ответы учащихся.
Ответы учащихся.
Находится смельчак,
рассказывает, остальные его оценивают.
Учащиеся находят
остров Скотта и море Амундсена
Учащиеся слушают
аудиозапись
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Карта России у
каждого
Тема на доске
Подтема на доске
Словари
Рубрика для
оценивания устного ответа.
Карта Антарктиды
Аудиозапись
Рефлексия
Запись домашнего
задания
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