План открытого урока по теме: "Клуб любителей книги"

На сегодняшний день выбор УМК по английскому языку очень широк, и учитель вправе сам решать, на что ему опираться при изучении той или иной темы. Важная роль в правильном подборе учебного материала отведена именно учителю как руководителю учебным процессом. Не менее главным моментов в обучении учащихся является разносторонний интеллект и разноплановость самого педагога.

Многие педагоги иностранного языка сталкиваются с обновлением наших российских изданий, а с приходом в практику иностранных УМК с разнообразием тем по грамматике и лексике. Одной из самых интересных тем для сегодняшних подростков я считаю, являются темы связанные с их увлечениями, свободным времяпрепровождением, с их друзьями. Тема по чтению всегда оставалась в тени, и мы (педагоги) ограничивались здесь стабильными ответами на вопросы: В чем роль книг в нашей жизни?, и информацией о любимом писателе. Как сделать тему о роли книг в нашей жизни более интересной не скучной, занимательной для подростков?

Каждое поколение подростков имеет свои привычки, свои вкусы, своих любимых героев, свою музыку, свои симпатии, мечты и планы на будущее. Умелый педагог всегда в курсе увлечений своих подопечных и сможет правильно подобрать структуру и форму урока, и его содержание, чтобы раскрыть каждого из детей, проникнуть вглубь его мыслей и дать ему возможность высказаться.

Поэтому в своей практике я часто использую подобные уроки-игры, уроки-беседы с привлечением в работу и подготовку к уроку самих ребят. Наболевшая тематика становится интересной, когда мы говорим о сегодняшней литературе, о современных авторах, вспоминаем известных английских и русских писателей прошлого. Я считаю урок по теме “Книги в нашей жизни” должен быть в копилке каждого учителя. Путем небольших исправлений в будущем легко использовать структуру похожего урока на завершающем этапе по закреплению материала.

Кроме того, на уроке активно используется приложение по грамматике с подробной отработкой структуры, грамматических образцов по теме “возвратные и усилительные местоимения”.

Дополнительно:

На 8-м этапе урока предлагается выступить каждому из детей с заранее подготовленной работой. Дети представляют составленную ими заранее на уроках “книгу”, где каждый нарисовал о том, что он/она может сделать своими руками и устно говорят об этом.

Цель урока: Контроль знаний по устной теме: ‘Book club’

Задачи урока: Активизация и отработка лексического и грамматического материала в устной речи, контроль монологической речи учащихся,

Содержание урока

Формы работы

Урок 1 1.Объявление темы урока и введение в ситуацию. 'Today we shall speak about books, your reading habits, genres of literature and modern English writers' I know that you like reading. You read a lot for school but sometimes you can’t read all the books you like because of the time. I hope all of you are good readers and are members of our Book Club which meeting we shall open some minutes later. So, we shall discuss, listen to the text about English writers, talk to well-known authors and we’ll also have time to play. 2.Речевая зарядка I’ve got some questions to you about your reading habits. Фронтальный опрос: 1. When did you start reading books? 2. When did you know the alphabet and when could you read yourself? 3. What is your favourite genre of literature? Управляемый диалог: Lena, ask Sahsa when he started reading books? Dasha, ask Sveta if she likes science fiction stories? Katya, ask Valya if she discusses books with her parents. 3. Фонетическая разминка 1.Проговаривание слов (прилагательные по теме) за учителем (see appendix 1) ‘These are the words that we’ll need to talk about books, to understand better the subject. Repeat the words after me. 2. ‘How many syllables are there in these words?. Put them into the right column according the number of syllables .’ Now we may check up. (Дети читают выбранные слова) 4. Отработка и тренировка лексического материала по теме. 1. Контроль знаний лексических единиц по теме. ‘Now look once more at the words and say me the word that suits to these genres of literature: fairy tale, comedy, horror books, romantic novel, detective story… 2. Дифференцирующее упражнение ‘Read a word and give the definition and your own example’ (Дети получают карточки. На карточках слова по изученной теме. По просьбе учителя дети дают определение (дефиницию) слова.) 5. Активизация и отработка лексических единиц в различных видах речевой деятельности. Развитие навыков говорения с элементами дискуссии. ‘Let’s organize our Book Club…’ На доске написаны правила приема в Клуб любителей книги, дети читают правила и получают карточку Клуба. ‘ If you accept all the rules you can be a member of the Book Club. Show me your cards! Контроль навыков монологической речи. Презентация мини-монологов в игре ‘ Guess. Who is the author?’ (дети представляют заранее заготовленные мини рассказы об английских авторах. Возможно добавление костюмов костюмы) ‘Today some strange people have come to our meeting. They are the people from the past. Your task is to listen carefully and try to understand who the author is. 6. Развитие навыков аудирования. Работа с аутентичным аудиотекстом ‘Women writers” Прослушивание 1 Проверка понимания прослушивания в режиме: ‘вопрос – ответ’ Прослушивание 2 Подстановочное упражнение Чтение текста Итог работы с текстом Урок 2 7. Активизация и отработка грамматической структуры в устной речи. 1.Отработка и закрепление грамматического материала по теме через серию тренировочных упражнений: подстановочных, трансформационных, репродуктивных (see appendix 2) Упражнения: 3, 4, 5, 2. Составление мини – диалогов с использованием изученной грамматической структуры. ‘Now make up your own dialogues. Use the ideas from the exercises…’ упр: 6,7. 8. Развитие навыков говорения с использованием изученных грамматических структур. Презентация книги’DO IT YOURSELF’ Мини рассказы о своей страничке в книге. “I made the curtains myself…” 9. Ролевая игра по теме. Цель: Активизация лексико-грамматического материала по теме ‘Let’s present a new book ‘School life’ written by Joy Greenford in dialogues.’ 10. Контроль говорения с использованием лексических и грамматических единиц в устной речи. Презентация мини - диалогов 11. Подведение итогов урока. 12. Домашнее задание.

T – Cl           Учитель задает вопросы     S1 – S2 Опрос продолжают сами дети под управлением учителя       T – Cl   T – Cl   S1-S2-S3…             S1, S2, S3…   S1 - S2 ….         T - Cl   S1, S 2, S 3…         S1, S2,S3,… Работа с грам. приложением S1 – S2, …   S1, S2, S3…     groups   S1 – S2, S3 – S4…

 APPENDIX 1

Read the adjectives. How many syllables are there in these words? Put them into the right column.

Realistic, complicated, interesting, amusing, amazing, boring, frightening, romantic, lovely, historical, exciting, mysterious, philosophical, thrilling, dull, brainy, difficult, useful, necessary, educational, astonishing, superficial, abstract, strange.

 APPENDIX

Unit 2 BOOK CLUB

Grammar Input:

Reflexive and emphatic pronouns.
Non-reflexive verbs.
Reciprocal pronoun: each other.

The reflexive pronouns are:

Singular: myself	yourself (one person)	himself/herself/itself/
Plural: ourselves	yourselves (more than one person)	themselves

We use a reflexive pronoun when the subject and object are the same:

Tom cut himself while he was shaving. (not Tom cut him)

EXERCISE 1.
Complete these sentences using myself/yourself with these verbs:

kick teach cut lock take care of burn talk to blame

Example: Tom ….cut..himself………while he was shaving this morning.

1. Be careful! That pan is very hot. Don^,t ……………………… .
2. They couldn’t get back into the house. They had ………………… out.
3. It isn^’t her fault. She really should not ……………….. .
4. What a stupid fool I am ! I could ……………… !
5. I’m trying to ………………. Spanish but I’m not making much progress.
6. He spends most of his time alone, so it’s surprising that he ………………… .
7. Don’t worry about us. We can ………………… .

REFLEXIVE PRONOUNS

Myself	I saw myself in the mirror.	Reflexive pronouns end in –self/selves. They are used when the subject (e.g. I) and the object (e.g. myself) are the same person. The action of the verb is pointed back to the subject of the sentences.
Yourself	You (one person) saw yourself.
Herself	She saw herself.
Himself	He saw himself.
Itself	It saw itself.
Ourselves	We saw ourselves.
Yourselves	You (plural) saw yourselves.
Themselves	They saw themselves.
Greg lives by himself. I sat by myself on the park bench.		By + a reflexive pronoun = alone. Greg lives alone, without family or roommates.

EXERCISE 2.
Complete the sentences with reflexive pronouns.

Example: Are you okay, Heidi? Did you hurt yourself ?

1. David was really embarrassed when he had to go to the job interview with a bandage on his face. He had cut_______________ while he was shaving.
2. Do you ever talk to _____________? Most people talk to___________ sometimes.
3. It is important for all of us to have confidence in our own abilities. We need to believe in _____________.
4. Sara is self-employed. She doesn’t have a boss. She works for ______________.
5. Steve, who is on the wrestling team, wishes______________ good luck before each match.
6. There is plenty of food on the table. Would all of you please simply help _____________ to the food?
7. Brian, don’t blame______________ for the accident. It wasn’t your fault.
   You did everything you could to avoid it.
8. I couldn’t believe my good luck ! I had to pinch______________ to make sure I wasn’t dreaming.
9. A newborn puppy can’t take care of ___________________.
10. I know Nicole and Paul have had some bad luck, but it’s time for them to stop feeling sorry for ______________ and get on with their lives.
11. Jane and I ran into someone she knew. I^’d never met this person before.
    I waited for Jane to introduce me, but she forgot her manners. I finally introduced ________________ to Jane’s friend.

We don’t use “myself” after feel / relax / concentrate / wash / dress / shave:

• I feel great after going for a swim. (not I feel myself great)
• Why don’t you try and concentrate ?
• It’s good to relax.
• I got up, shaved, washed, and dressed. (not shaved myself, etc.)

EXERCISE 3.
Complete these sentences with these verbs. This time use myself only where

necessary:

dry concentrate feel enjoy relax wash shave meet

Example : Tom is growing a beard because he doesn’t like …shaving………….. .

1. I really …………………. good today - much better than yesterday.
2. She climbed out of the pool, picked up a towel, and……………….. .
3. I tried to study but I just couldn’t ……………….. .
4. Jack and I first ………………….. at a party five years ago.
5. You’re always rushing around. Why don’t you …………………more?
6. It was a great vacation. We really ………………… very much.
7. I overslept this morning. I didn’t have time to …………………. or have breakfast.

 

EXERCISE 4

Complete the spaces using reflexive pronouns.

Dear Sarah, This is a picture of Acropolis. We’re enjoying ………………… very much in Greece. Yesterday Robert stood on some glass, and cut his foot, but he didn’t hurt ………… badly. We took the children on a boat trip yesterday. They really enjoyed ……………! Our hotel has got air-conditioning. It’s quite noisy! It switches……………… on and off all night! Give my love to Tom. I hope you’re both Enjoying ……………….at home. See you next week, Kate.

EXERCISE 5.

She can play the guitar. Oh, did she teach herself?

Continue

1. I can type.
   ……………………………………………………………
2. They dance very well.
   ……………………………………………………………
3. He plays the piano beautifully.
   ……………………………………………………………
4. We can swim, but not very well!
   ……………………………………………………………
5. I can speak a little French.
   ……………….. ………………………………………….

The reflexive pronouns also have an emphatic use, where they follow a noun phrase or another pronoun, and reinforce its meaning:

• I spoke to the manager himself.
• She’s getting a divorce: she herself told me.

When the reflexive pronouns are used for emphasis, they normally have nuclear stress.

If such a pronoun is in apposition as part of the subject, it is common to postpone it for end-focus:

• John himself told me. —> John told me himself
  ( It was John, and no one else, who told me).

EXERCISE 6.
Do you do it yourself?

Talk about yourself. What do you or don’t you do yourself?

Example: wash your hair – I wash my hair myself.

1. Cut your hair
2. Make your bed
3. Make your breakfast
4. Clean your room
5. Pack your school bag
6. Make your clothes
7. Choose your clothes
8. Cook your dinner
9. Iron your clothes
10. Buy your school books

EXERCISE 7.
What do they do themselves?

Talk about your family, friends and neighbours.

Example: My brother repaired his car himself.

These ideas will help you:

By myself/yourself means alone. We say:

I like living by myself.

Did you go on vacation by yourself?

Jack was sitting by himself in a corner of the cafe.

EXERCISE 8.
Answer these questions using myself/yourself or by myself/yourself.

Examples:

- Who repaired the bicycle for you?

- Nobody. I .repaired..it..myself…..

I like living ….by…myself…………………………….

1. “Who cut your hair for you?” “Nobody. I cut ………………………….”
2. “Who did you go to the movies with?” “No one. I went…………………….”
3. “Who told you Linda was getting married?” “Linda………………………..”
4. 4. “Does Mr.Thomas have a secretary to type his letters?” “No, he…………………….”
5. “Does she like working with other people?” “Not really. She prefers to work………….”
6. “Can you clean the windows for me?” “Why don’t you ……………………..?”

There is a difference between –selves and each other:

Tom and Ann stood in front of the mirror and looked at themselves.

(= Tom and Ann looked at Tom and Ann)

but:  Tom looked at Ann and Ann looked at Tom. They looked at each other.

Examples:

He likes her. She likes him. … They like each other.

I met you. You met me. … We met each other.

John, you looked at Mary. Mary, you looked at John. … You looked at each other.

EXERCISE 9.

I understand you. You understand me.

We understand each other.

Continue.

1. He danced with her. She danced with him.
   …………………………………………
2. John’s fighting Mike. Mike’s fighting John.
   …………………………………………
3. Paul, you help Ann. Ann, you help Paul.
   …………………………………………
4. She believes him. He believes her.
   …………………………………………
5. I often write to you. You often write to me.
   …………………………………………

EXERCISE 10.

He’s looking at himself. She’s looking at herself. They’re looking at themselves.

She’s seen him. He’s seen her. They’ve seen each other.

Continue.

1. Ann hurt herself. Maria hurt herself.
   ………………………………………
2. I’m looking at myself. You’re looking at yourself.
   ……………………………………………….
3. Steve Newsman’s kissing Raquel. Raquel^,s kissing him, too.
   ……………………………………………….................
4. I’ve never shouted at you. You’ve never shouted at me.
   ……………………………………………..........….

*EXERCISE 11.
Write –selves or each other.

Examples: Tom and Ann stood in front of the mirror and looked at …themselves……..

How long have Tom and Ann known …each..other….?

1. At Christmas friends often give …………………… presents.
2. Did the children enjoy ……………………. When they were on vacation?
3. They had an argument last week. They are still not speaking to ………………. .
4. Some people are very selfish. They only think of …………………… .
5. Sue and I don’t see ………………….. very often these days.