Самоанализ урока по теме "Natural disasters: what to do and where to go"

Разделы: Иностранные языки, Конкурс «Презентация к уроку»


Презентация к уроку

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Класс: 8.

Тема урока: Природные катастрофы.

Данный урок закрывает учебную тему.

Тип урока: обобщающий урок (закрепление, совершенствование и систематизация ЗУН).

Цель: развитие речевых умений в разных видах деятельности на основе приобретенных знаний и сформированных навыков с учетом интеграции инновационной международной программы «Оксфордское качество» с школьной программой.

Цели урока:

Дидактические:

  • Активизация ранее изученных лексических единиц по теме;
  • Развитие коммуникативной деятельности
  • Развитие проектировочной деятельности (Концепция “учения через деятельность”)
  • Применение речевых средств в разных видах деятельности (аудирования, говорения - монологической, диалогической речи)
  • Закрепление навыков аудирования с извлечением запрашиваемой информации;

Воспитательные:

  • Развитие интереса учащихся к событиям, происходящим в мире
  • Воспитание внимания к партнеру по общению и к предмету общения, речевого такта, вежливости.
  • Воспитание культуры мышления
  • Воспитание умения слышать и слушать.

Познавательные:

  • Закрепление и расширение знаний по теме «природные катаклизмы»; Обучение учащихся пользоваться полученными знаниями в жизни (уметь принять решение и правильно себя повести во время чрезвычайных ситуаций).

Задачи:

  • активизация, закрепление и систематизация ЗУН по теме
  • формирование навыков говорения
  • развития умения в поисковой деятельности

Соблюдение общедидактических принципов: сознательности, практической направленности, перехода от простого к сложному, от известного к неизвестному, от конкретного к абстрактному. Реализация методических принципов: коммуникативной направленности обучения англоязычной речи, устной основы (устного опережения), функциональности и др.

Оснащение урока: ТСО, наглядность, дидактические материалы, компоненты учебно-методического комплекса.

Во время урока были использованы следующие формы работы:

  1. фронтальная
  2. групповая
  3. индивидуальная
  4. ученик-учитель
  5. ученик-раздаточный материал
  6. ученик-ученик
  7. ученик-презентация

Средствами учета и контроля на уроке являлись: вопросно-ответная работа, выполнение упражнений и заданий, мини-проект (создание буклета).

Подготовка помещения: Для создания атмосферы, соответствующей теме урока учебное помещение было оформлено заранее (оформление доски, подготовка наглядного и раздаточного материала: материалы с заданиями, материал для мини-проекта, установка проектора с презентацией).

Этапы урока:

  1. Организационный момент
  2. Повторение изученного материала
  3. Активизация ранее изученной лексики в речь
  4. Обучение речевой деятельности (монологической и диалогической)
  5. Закрепление навыков аудирования
  6. Проектировочная деятельность
  7. Домашнее задание
  8. Подведение итогов

Развитие проектировочной деятельности на уроке 

Основные принципы:

  • учет интересов учащихся;
  • учение через обучение мысли и действию;
  • познание и знание - следствие преодоления трудностей;
  • свободная творческая работа и сотрудничество.

Ученик решает следующие учебные задачи:

  1. сам формулирует проблему (готовность к целеполаганию)
  2. сам находит ее решение (готовность к прогнозированию)
  3. решает проблему (готовность к действию)
  4. самоконтролирует правильность этого решения (готовность к оценке и рефлексии)

Тем самым достигается формирование у школьников адекватного общечеловеческим ценностям отношения к собственной личности и окружающему миру, осознанное проявление этого отношения в деятельности, развитие индивидуальных интересов, социальной активности,

Ход урока 

Quotation (written on the blackboard):

Trouble is the beginning of disaster.

Teacher: Good morning, dear pupils. Sit down, please. I am very glad to see you and welcome to our lesson. (Slide 1).

My dear pupils, have you heard the latest news from Chelyabinsk? (Slide 2).What happened in this city some days ago? (Light flashes, light ball, star-shower, meteorite fell on the ground and exploded). Yes, it was really awful and nobody could predict it; nobody knew what to do and where to go. Very often the nature affects us greatly. Natural phenomena can injure or even kill people. As the proverb says “Man proposes, God disposes”.

What are we speaking about today? I want you to state the theme and plans for our lesson today. And my video will help you. Please, watch it and think about the topic of our discussion. (Slide 3).

Well, now let’s discuss out theme and plans for our lesson today. I want to listen to your ideas. The theme of our lesson today is ___________________ (a pupil is going to the blackboard to write it: “Natural disasters”). (Slide 4). And now let’s make a plan of our lesson today (it’s done together with pupils).

Plan of the lesson:

  1. Names of disasters.
  2. Main characteristics of natural catastrophes.
  3. Expert work.
  4. Effects of disasters.
  5. Leaflet.

Teacher: Thank you very much for your ideas. They are perfect!

As you’ve already said, today we are discussing natural catastrophes, their location, influence, characteristics, effects. They happen on the Earth every year and affect thousands of people. All of them are very dangerous for people. The greatest natural disasters cause a lot of damage, injure and kill people and animals, destroy building. A huge number of people become homeless. And very often we don’t know what to do and where to go. Let’s advance in knowledge and look inside these awful disasters. First of all, let’s remember the main natural catastrophes. (Slide 5-12).Well done!

You know, that our planet is very fragile and it needs protection. (Slide 13). But very often it suffers from global natural problems. Let’s speak about these problems. Let’s remember our vocabulary and try to make the list of the main characteristics (associations) connected with these disasters. What associations do you have with such disaster as flood (earthquake, tornado, volcano eruption)? Any other ideas? Thanks a lot, excellent!

And now, look at the screen and say what words you’ve forgotten to mention. (Slide 14).

Well, I know that some of you are very interested in this problem. You’ve already read a lot of information about these disasters, found something from the Internet and I’m sure you’d like to share this information with us. So, you’ll be our experts in different natural phenomena. (Slide 15).Who is interested in floods (earthquakes, volcano eruptions, tornadoes)? (The pupils are sitting at the special desk, they are having badges: flood expert, tornado expert…). And other pupils are going to listen to our experts attentively, be very active and ask questions relating to our discussion. Let’s start our little conference with flood expert.

Pupil (flood expert): “Water, water everywhere but not a drop to drink…” Good morning, I am ___________ and I’d like to tell you some facts about floods. (Slide 16).

Flood is large number of water that covers an area which is usually dry. The floods destroy houses and leave millions of people homeless, damage farmland.

Additional question from pupils: Why do floods happen?

Pupil (flood expert): It is connected with greenhouse effect and global warming. Let’s look at this problem. We breathe in oxygen and breathe out carbon dioxide. Also we produce carbon dioxide when we burn oil and coal and trees. Carbon dioxide works in the atmosphere like glass in a greenhouse. It lets heat from the sun get in, but it doesn’t let much heat get out. So the atmosphere becomes warmer. This means that the ice at the Poles melt, the oceans and the seas expand and the water level rises. So as you can see, sometimes we are guilty in floods ourselves.

Teacher: Super! Thank you for such important information. And now it’s time to speak a little about tornadoes.

Pupil (tornado expert): Hi, I am ___________________. Have you ever heard anything about tornados? Let’s look inside them. (Slide 17).

Tornado is a very violent wind storm which consists of tall column of air spinning around at great speed. Nobody predicts what they may do. Tornadoes happen in spring or autumn, in a hot day. They destroy houses, carry away cars. They can reach the speed about 400 kilometers an hour.

Extra question: How do tornadoes form?

Pupil (tornado expert): Large clouds appear in the sky. They become darker and darker. There are sounds of thunder and bright flashes are seen. A cloud forms a funnel and begins to twist. It moves faster and faster. The funnel touches the ground and picks up everything.

Extra question: Where do most tornadoes happen?

Pupil: Most tornadoes happen in the USA.

Extra question: Can people predict tornadoes?

Pupil: Fortunately, tornadoes can be predicted and people have a better chance of protecting themselves.

Teacher: Great! I hope this information will be very useful for us. And now it’s turn of our earthquake expert. What do you know about this awful disaster?

Pupil (earthquake expert): Hello. My name is ______________________. And welcome to the zone of earthquakes. (Slide 18).

An earthquake is one of the worst natural disasters on our earth. We think that the ground we stand on is very stable, but it isn't. Earthquake is a sudden shaking of the ground. It's like a large lorry that travels down your street and then you feel your house shake. What exactly would you like to know about earthquakes?

Additional question: What is the reason of earthquakes?

Pupil (earthquake expert): Earthquakes can be caused by a lot of things: volcano eruptions, meteorites that hit the earth, underground explosions. But most earthquakes happen because the earth's plates move.

Additional question: Where do earthquakes happen?

Pupil (earthquake expert): 80% of the world's earthquakes happen around the Pacific Ocean. Japan has over 2,000 earthquakes every year. The biggest and the most dangerous earthquake happened in Chile in 1960 (9 and a half points) and killed thousands of people.

Teacher: It was fascinating, thanks to our expert. And the last story is about volcanoes. Let’s listen to our volcano eruption expert.

Pupil (volcano expert): My name is ______________________ and it’s time to know more about volcanoes. (Slide 19).

Volcano is a mountain with a hole, crater, in the top. Volcanoes can cause widespread destruction in different ways. At first, lava destroys many buildings and plants. Then, volcanic ash may form a cloud and spread everywhere. And finally, when ash is mixed with water it forms a hard material like cement, which is also very destructive for buildings and people.

Extra question: What do you know about Vesuvius, the most popular volcano in the world?

Pupil (volcano expert): (Slide 20) It erupted in 79 AD in Italy in the busy Roman port of Pompeii. It was an awful day of Pompeii. Let’s listen how it happened. ( In Touch 2 Student’s book, by Carol Skinner, Longman, Unit 4, ex.2, p.18)….. Vesuvius has erupted for many times. The last big eruption was in 1944. Will Vesuvius erupt again? Nobody knows. But some people still live close to Vesuvius and endanger their lives.

Teacher: Thank you, our volcano expert. Fantastic story! And now I’d like to give you a task about volcanoes. Our volcano expert has said that when the volcano erupts we can see lava, ash, large cloud of smoke, sometimes rocks and rain. But what happens first and what happens finally? Let’s listen how earthquake usually happens and number the pictures in the correct order. (Slide 21). The first one is done for you. (The pupils are listening to CD: In Touch 2 Student’s book, by Carol Skinner, Longman, Unit 4, ex.6a, p.19 and numbering the pictures). They have the lists with a task on their desks).

And now, let’s check up your answers. Great work!

Our dear experts, thank you very much for your hard work. We’ve known a lot of important and useful information today. Please, take your seats and work with us.

To sum up, we can suppose that all natural disasters do great damage and harm. Let’s try to know the effects of every disaster. Look at the screen and try to understand what natural catastrophe was the cause of all these consequences. (Slide 22-26) Well done!

And now let’s look at our plan of the lesson. The last item is Leaflet. Let’s remember how the leaflets look like. (Slide 27) It is a thin booklet with bright titles which attract everybody’s attention, nice pictures, clear, short and informative sentences. Today our leaflet is connected with natural disasters and helpful advice what to do and where to go. (Slide 28-29) In short, we are going to create the leaflet for people to help them in emergency situations. It will be something like the first aid. Well, look at the screen. (Slide 30) You can see different helpful advice how to behave during natural disasters. You should choose necessary pictures and sentences from this presentation to complete (fill) our leaflet (Slide 29). Some pupils are working at the computer and we are discussing the next advice.

Great! We’ve made a very good leaflet and I hope it’ll be very useful for our pupils. Now it’s time to finish our lesson. We’ve worked hard today and I am happy to see our results. Did you like our lesson? What have you learnt from our lesson today? What do you think about our experts’ work? What marks do they deserve? Your homework is to finish, design and print this leaflet. Good bye, my dear friends!