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Методическая разработка обобщающего урока английского языка в 11-м классе When you are best to others
Автор(ы): Воронина Наталья Владимировна, учитель английского языка
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Коммуникативно-практические цели и задачи:
- обобщить изученный материал по разделу “The way we live”.
- развивать умения в монологической речи и аудировании текста по теме;
- совершенствовать умения в чтении текста с общим охватом содержания;
- развивать лексические навыки.
Развивающие задачи:
- развивать умение вести беседу по заданной теме;
- развивать языковую догадку (контекстуальная догадка) и навыки прогнозирования.
Воспитательно-образовательные задачи:
- пробудить интерес к работе общественных международных организаций;
- познакомить с Декларацией принципов толерантности;
- воспитать терпимость к образу жизни других людей.
Языковой материал: для повторения: лексический – слова и выражения по теме «The way we live».
Оборудование урока:
- мультимедийный проектор; компьютер;
- аудиозапись Приложение 5.
- прагматический материал (политическая карта мира, объявления, символика ЮНЕСКО, флаги стран – членов организации);
Раздаточный материал: рабочие тетради Приложение 2, Приложение 3.
Ход урока
I. Подготовка учащихся к учебной деятельности.
Задачи:
- ввести в атмосферу иноязычного общения, установить речевой и эмоциональный контакт со всей группой учащихся;
- сообщить учащимся задачи и порядок работы на уроке.
Teacher: Ladies and gentlemen! I’d like to welcome you at the Meeting of our Conference. I want the participants of the UNESCO group to take their seats. You can see the flags of the countries you will represent. I hope you feel comfortable. Are you ready to work? Let’s start. I’m Secretary of the Staff and was appointed by the Director General. I’ll chair our meeting. We’ll analyze the material and of course we are to make a certain decision.
II. Речевая зарядка.
Задачи:
- активизировать употребления лексического материала, введенного на предыдущих уроках;
- пробудить интерес учащихся к теме урока.
Teacher: To begin with, let us look at the screen. Can you explain the meaning of these words of wisdom? To express your point of view you may use the words on the screen.
Приложение 1. Слайд №1
Any ideas? Can you guess what we are going to speak about? Thank you for your suggestions.
III. Развитие речевых навыков.
Основные цели и сопутствующие задачи:
- научить учащихся высказываться по ситуации на уровне 2–3 предложений;
- научить элементам монолога-рассуждения.
Teacher: The modern world is globalizing. This process is taking place not only in the economics but also in the everyday life. People broaden their outlook, learn more about foreign countries.
These contacts influence the way the people think and the way they look. They listen to the same music and wear the same style of clothes; they drive the same cars and have the same hobbies. So the notion “a global person” appeared in many languages of the world.
I’m sure you know a lot of interesting things about people in different corners of our planet and discovered that we had very much in common in our life.
But you know every medal has its reverse.
And we have a serious problem: there are many groupings that have interests different from those of the mainstream culture.
Look at the screen, please. Приложение 1. Слайды № 2,3.
Teacher: We have some photo material from our European representatives. Can you identify the people on the pictures? Was it difficult for you to guess which grouping they belong to? What things can help you? (Their appearance, clothes, Music, ideas, desires, behaviour)
You are quite right. All of them speak about their own way of life, and they explain it as the way “to find yourself”. All points you have just mentioned can be defined with the help of one word – lifestyle. Let’s read the definition of it. Приложение 1. Слайд № 4.
We all have a particular relationship with the world. Can you name any integral parts of lifestyle? And now let’s consult the scheme on the screen and compare our answers and see if we have missed anything. Приложение 1. Слайд 5.
During our previous session we have already discussed these questions. You have mentioned traditional and alternative (sometimes exotic) lifestyles. But what is the essential part of any lifestyle? Why do people choose it? (They want to “find yourself”).
III. Развитие умений в аудировании текста.
Основные цели и сопутствующие задачи:
- научить учащихся извлекать смысловую информацию текста;
- тренировать в интерпретации смысловой информации текста (обобщать, делать выводы);
- проверить понимание воспринятой информации.
Teacher: Pre- listening task. Our expert on the cultural questions is absent, but he prepared for us a sound letter. It’s high time to listen to it and be ready to give the title of it.
The Executive Board of our organization wants to make sure you interpret the information in a right way. Listen to the text again and do the following tasks: Приложение 5. (Ss listen for specific information). Приложение 2. Рабочая тетрадь, задание № 1.
Приложение 1. Слайды № 6 – 8.
- Finish up the sentence:
The way people look at the world is … - Finish up the sentence:
The idea of what is early and what is late … - Сhoose the correct answers.
Americans like to stand about… from each other when they talk - twelve to fourteen inches;
- eighteen to twenty inches;
- it doesn’t matter for them.
- choose the correct answers.
When North Americans are on a bus, - they will try to find a seat far from everyone;
- they sit close to each other;
- they don’t put attention to such things.
5. Finish up the sentence:
To express the idea that everyone has his own point of view, the English say, "..."
What is this text about?
What is the message of the story? (We are so different and it is great!)
IV. Развитие умений в просмотровом чтении и монологической речи по теме.
Основные цели и сопутствующие задачи:
- тренировать учащихся в чтении текста про себя с непосредственным пониманием прочитанного;
- научить учащихся имитировать образец с частичным преобразованием структуры;
- научить высказываться по ситуации на уровне микромонолога;
Teacher: And what is another serious problem which is closely connected with the topic of our today’s conversation? Is it good or bad to be different? Приложение 1. Слайд № 9.
There appeared a new notion in the psychology and philosophy. It is a “partial” person. A “partial” person is a person that doesn’t take into consideration other persons’ values; he interacts with people in order to achieve his goals only. Another novelty in our society is a “screw-man”. The main quality of a “screw-man” is fear. He doesn’t make decisions, he is afraid to have his own opinion, he obeys those who are stronger. He is “like all the others”. It is a dangerous tendency. Do you agree with me?
"Nothing is good or bad," said Shakespeare, "but thinking makes it so." It is difficult to argue with famous people. I would like you to remember this quotation.
The problem of misunderstanding has always been very important for people. And of course, people tried to find the solution. So, in 1995 the Member States of our organization proclaimed and signed the Declaration of Principles on Tolerance. What exactly did they proclaim?
Teacher: Look at the slide, please. Приложение 1. Слайд № 10
Teacher: What is the key sentence of it?
So I can explain tolerance as ability to establish and maintain friendly relationships with the people. The definition of a word “tolerance” in different languages of the globe sounds differently. To understand the problem better let’s turn to our experts. So, the representative of Spain, you are welcome! Look at the slide
Приложение 1. Слайд № 11 – 13 and read these definitions.
P1: In Spanish language it means ability to recognize indistinct from all own idea or opinion.
P2: In French the relation at which it is supposed that others can think or work differently, rather than you.
P3: In English it means readiness to be tolerant, indulgent.
P4: In Chinese – to allow, to accept.
P5: In Arabian – pardon, condescension, softness, mercy, compassion, patience.
P6: In Russian – ability to suffer something or someone.
Teacher:: The journalists from our Press-Centre are waiting for the information. Let’s try to explain the meaning of the word “tolerance” You’ve got some sheets of paper on the table. The words and word combinations from them will help you.
Use the words from the Language support. Приложение 2. См. Рабочую тетрадь, задание № 2.
Teacher: Thank you for your exciting and thrilling ideas.
V. Активизация лексических навыков.
Основные задачи:
- сформировать продуктивные лексические навыки по теме;
- научить учащихся употреблять изученный языковой материал в тренировочных упражнениях.
Teacher: It seems to me you know everything about tolerance. Let’s divide the words from your work book into two groups. The words we use to describe tolerant person and intolerant person.
Приложение 2. См. Рабочую тетрадь, задание № 3
Let’s check your answers. Приложение 1. Слайд № 14.
VI. Обучение изучающему чтению.
Основные цели и сопутствующие задачи:
ВНИМАНИЕ!
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