Цели урока:
- актуализировать знания учащихся по теме “География России и Исследования”;
- продолжать развивать умения читать с извлечением конкретной информации(Comprehension);
- расширять лексический запас учащихся (упражнения Vocabulary);
- продолжать развивать навыки говорения (pair work);
- продолжать развивать навыки письма личного характера;
ХОД УРОКА
I. ПРИВЕТСТВИЕ
РАПОРТ: Attention!
Madam, the group is ready for the English lesson.
Everybody is present but … .
Cadet … on duty reporting.
Teacher: Good morning, cadets!
Cadets: Good morning!
Teacher: Stand at ease!
Duty cadet: At ease!
Teacher: Hold your position and sit down!
Duty cadet: Hold your position and sit down!
II. СООБЩЕНИЕ ЦЕЛЕЙ УРОКА
Teacher: (слайд 1) Today our lesson is going to be devoted to Russian geography and exploration. The 19th century was the century of explorations within the inner parts of continents. By that time the coasts of all continents were practically learned but Antarctica. Also several areas of Asia, Africa, South America and Australia still remained unknown lands (terra incognita). So there were brave and curious people who planed their expeditions to find out more about them.
It has be said that most of expeditions were made by Russian sailors. According to documents, diaries, notes Russian flags can be seen in almost all the world parts. We’re full of admiration for all expeditions made by Russian military officers Krusenshtern, Kotsebu, Golovin, Bellinsgauzen and Lazarev and many others. We’re so proud of them. But today Nikolay Mikhaylovich Prexhevalsky will be out hero. Well, look at the map. (слайд 2)
Обсуждается несколько вопросов до чтения текста. Тексты были даны заранее как домашнее задание.
- What do you imagine when you think of Russian people?
- Which countries did Russia border on in the late 19th century?
- How big was the territory?
Если первый вопрос вызывает затруднения, рекомендуется дать свой вариант ответа, который поможет вызвать ассоциации у кадет. А затем перейти к слайду 3.
Teacher: Look at the screen and read facts about the Russian Federation. Then I’d like you to answer my questions.
- Where does the vast territory of Russia lie?
- What oceans and seas is Russia washed by?
- What countries does Russia border on?
- What are the main mountain chains, rivers and lakes in Russia?
III. РАБОТА С ЛЕКСИЧЕСКИМИ ЕДИНИЦАМИ.
Текст можно убрать, нажав еще раз на клавишу. Картинка останется.
Работа со слайдом 4. В тетрадях у кадет уже есть ЛЕ. Рекомендуется их напечатать и вклеить в тетради заранее. В качестве фонетической разминки предлагается проговорить все слова. Учитель произносит слова сам, учащиеся повторяют.
Teacher: We are going to pronounce these words as quickly as we can. Now look at the screen and complete the sentences using these words. (слайд 5)
Задания дублируются по учебнику. (стр.6) Учащиеся заполняют предложения. После того как учащиеся выполнят это задание, им предлагается посмотреть на экран и проверить друг друга, поменявшись учебниками и поставить отметку.
5\6-7 – “ 3”
8-9 – “4”
10 – “5”
IV. РАБОТА С ТЕКСТОМ 1.
Teacher: You are going to read the text from the book “Guide to Country Studies” by
Victoria Oschepkova and Kevin McNicholas. The piece we are going to read is on page 4.
Skim the text in two minutes and say what countries the Russian Empire included, how many soldiers lost their lives in wars in Central Asia, what to do to hold the empire together and why the project was completed fast.
Учащиеся читают внимательно текст и отвечают на вопросы.(слайд 6)
Выбор логического окончания предложений из четырех возможных вариантов (упражнение Comprehension) – 1-2 минуты. Страница учебника 6.
V. РАБОТА СО СЛАЙДОМ 7.
До чтения обсуждаются вопросы:
- Do you like visiting new cities, countries and what countries or cities would you like to visit?
- Have you ever heard the name of Nikolay Przhevalsky and what is his name associated with?
Teacher: Look at the screen and read through the facts about his life. Imagine that you are talking with a foreigner about expeditions. Your partner doesn’t know anything about N. Przhevalsky . Tell him using information you are going to read.
VI. ЧТЕНИЕ ТЕКСТА 2 С ПОНИМАНИЕМ ОБЩЕГО СОДЕРЖАНИЯ В ТЕЧЕНИЕ 1-2 МИНУТ.
Teacher: At home you have also read the text about Przhevalsky’s expeditions. So read it again and choose the best title for each paragraph.
Учащиеся в течение нескольких минут выполняют задание.
Teacher: Now let’s check your answers . (слайд 9)
Можно предложить оценить свою работу и поставить себе отметку по той же схеме.
VII. РАБОТА В ПАРАХ.
Teacher: Now you are going to practice your English. The more you practice, the faster your progress will be. So you are on holiday with your friend. Discuss the places you like going to on your holidays. Then decide on one place to go to. Choose from these places. (слайд 10) The beach. There are the following options: swimming, lying in the Sun, riding a water bike, to be crowded with people, heat.
The forest: sleeping in the open air, singing to the guitar, making new friends, picking up mushrooms; Romantic! to be bitten to death by mosquitoes, freezing in a sleeping-bag.
The mountains: better mountains can be only mountains; exciting, spectacular view, people don’t live there but survive, danger.
The city: noise, a lot of people, stuffy, traffic jams, going on excursions, walking around cinema.
Учащиеся составляют диалоги.
Диалог учащихся:
- I’m so tired preparing for exams, that’s why I’m looking forward to my holiday.
- Me too. Would you like to spend your holiday with me?
- I think it’s a good idea. What place are we going to choose?
- It depends on aims and preferences. If you want to go to discos, nightclubs, cafes,
Restaurants, lie in the sun and swim in the sea we should choose the beach. What about spending our holidays on the coast?
- Sounds a bit noisy. All I want is somewhere quiet – anywhere I can relax. Maybe in the mountains. All the places on the coast seem rather busy.
- Well, spending a holiday in the mountains is becoming more and more popular with people. But there some disadvantages of this kind of holiday. First, it is a dangerous rest. Besides, you carry huge rucksacks on your back, freeze in a sleeping-bag. At last, there is no bathroom there. Don’t you think so?
- I disagree with you. These things are not important. I would recommend you to discuss advantages of going to the mountains. It’s so exciting! We could see wonderful views, rare plants and drink pure water from dales. What’s more, we could sing songs to the guitar and make fires. Romantic!
- Romantic? You can be bitten to death by mosquitoes. Oh, no! Mountaineering is not for me! I’m not strong enough and I’m not a risk taker. Why not go to the countryside?
My parents have got a cottage house. We could enjoy walking in the forest picking mushrooms or riding bikes. There is a lake there.
- It sounds great! But what about your parents?
- Don’t worry! They’re friendly people and I’m allowed to invite my close friends.
- Great! When shall we leave?
VIII. ПИСЬМО.
Читается образец персонального письма.
Teacher: Read the letter quickly and then answer the questions:
1. What is the aim of the letter?
2. What is he writing about?
3. What is the ending and closing the letter?
4. What tenses are used in the letter?
Teacher: Write your own letter. Don’t forget all rules of writing personal letters.
Our lesson is coming to the end. We have tried to find out more about history of exploration , Russian geography and Przhevalsky’s expedition today. I think we’ll stop now You’ve all done everything well. Don’t forget about your home task. Our lesson is over.
Учитель подводит итоги и оценивает учащихся.