Listening Comprehension Lesson
“ LAUGH, PLEASE ”.
Задачи:
развивать умения учащихся воспринимать
иноязычный текст как источник информации;
развивать умения и навыки устной речи на основе
услышанного текста;
развивать языковую догадку при переводе
некоторых незнакомых слов;
воспитывать чувство юмора;
поддерживать интерес к изучению ИЯ средствами
предмета.
Оборудование: пленка с текстом, карточки с
заданиями для учащихся, ситуативные картинки,
показывающие пути изучения иностранного языка.
Ход урока.
I. Приветствие. Задачи урока.
II. Речевая зарядка. Беседа с учащимися о путях
изучения ИЯ.
Is it important to learn foreign languages? Prove it?
Do you like studying English?
How is it possible to learn English? Which ways do you prefer?
Have you ever listened to a foreign lecturer? When and where was it?
Did you have a problem understanding him?
Did the lecturer use any idioms? Were they up-to-date or old-fashioned?
What can one do to learn to understand spoken English?
What is the most difficult thing of learning English?
Why is it useful to learn “social English”?
III. Развитие умений аудирования.
1.Фонетическая и речевая отработка незнакомых слов и выражений.
| to give a lecture to get the idea of sth to make notes of sth |
at times to speak through an interpreter to keep smb happy |
2. Беседа с учащимися с целью запоминания
новых слов.
1) Who gives lectures to university or college students?
2) Does your mother like to give lectures or to listen to them?
3) Did you make any notes of your last book?
4) Do you learn vocabulary (words and idioms) at times or every day?
5) You always get an idea of a foreign film when you watch it, don’t you?
6) Does our president speak through an interpreter visiting a foreign country?
7) Should your teachers keep the pupils happy at the end of a lesson?
3. Установка на первое прослушивание,
аудирование текста, контроль понимания.
Listen to the text and answer who it is about.
1) Who is this story about?
2) Was the main character a professor or a writer?
3) The action took place in France, didn’t it?
4. Установка на второе прослушивание и
аудирование текста.
Listen to the text again and get ready to answer the questions after it.
5. Контроль понимания.
A. Answer the questions:
1) What was the main character?
2) Whom did he practise giving lectures?
3) Was it easier or more difficult than writing books for him?
4) Where was he invited last time?
5) What did the students do during his lecture?
6) The writer decided to tell the listeners a sad story, didn’t he?
7) What did he tell the students to keep them happy?
8) What did the writer ask his interpreter to do?
9) Why was the famous writer surprised?
10) Can you explain why all the students laughed loudly?
B. Complete the sentences from the text ( задания на карточках ).
The writer found ____ _____ more difficult than ____ ____. Last year he was invited to give a lecture to ____ students. Most of his listeners could understand ____ English. The writer spoke to the ____ through a ____. The writer told them a ____ story. The ____ made his story very ____. The students ____ afterwards. The interpreter didn’t tell the ____ ____ in Japanese.
IV. Развитие умений и навыков устной речи с опорой на услышанное.
1. Make up sentences using new words and word combinations from the text.
Example:
to give a lecture – A famous writer practised giving lectures to university students.
2. Let’s make up the plan to our text. ( учащиеся
предлагают пункты плана, соглашаются, не
соглашаются)
Plan.
1. A famous writer.
2. The lecture in Japan.
3. Keeping the listeners happy.
4. An amusing end.
3. What can you tell to every point of the plan?
4. Can you retell the whole story? Who will start?
V.Подведение итогов. Домашнее задание.
Retell this story in writing, using the plan.