Урок английского языка по теме "Катастрофы"

Цель: Формирование лексических навыков.

Задачи урока:

1. введение и семантизация новых лексических единиц по теме.
2. автоматизация и употребление лексических единиц по теме.
3. формирование навыков аудирования связного текста с полным пониманием услышанного.

1. развитие мышления, внимания, памяти, языковой догадки;
2. развитие самостоятельности и креативности;
3. развитие умений взаимодействия в группе;

1. воспитывать уважение к собеседнику, умение выслушать;
2. научить ребят сотрудничеству и работе в группе.

Hello, boys and girls! I’m glad to see you.

Are you ready for the lesson? How are you? Let’s get down to work.

First of all I’d like you to say what the topic of our lesson is. Have a look at the photos in the presentation slide 1 [1] and say what your ideas about the topic are (учащиеся самостоятельно определяют тему урока).

So today we are going to speak about disasters and accidents. But before we speak about it I want to ask you: What are the aims of our lesson? (Sample answers: to enrich our vocabulary and to learn new words). Right you are and we are going to learn how to use them in our speech.

Will you use your electronic dictionaries and say what a disaster is.

A disaster is smth very bad that happens and causes a lot of damage or kills a lot of people.

• Earthquake
• Drought
• Avalanche
• Volcanic eruption
• Plane crash
• Typhoon
• Fire

Do you understand them well? Will you divide them into two groups and think what groups they are (natural disasters and disasters caused by human error). Работа учащихся с электронными словарями Lingvo.

Speeding wall of snow sweeps away skiers (what is a key word or key words?).

Storms and high winds leave thousands homeless.

Crops fail as dry weather continues.

Lava threatens town.

Survivors recall flight of horror.

Now have a look at these words, slide 13 and repeat after me.

Will you open your dictionaries and see what the words mean

Проверка понимания.

Listen to my definitions and guess what I’m speaking about.

this experience or event makes you feel upset, afraid or shocked

a line where smth breaks

the broken pieces that are left when smth large has been destroyed

to be prevented from leaving a place, especially a dangerous place

someone or something that still exists after an event that could have killed or destroyed them

someone who sees a crime, accident or other event happen

physical damage done to a person

a small earthquake

to leave a building or other place because it is not safe

It is time to see if you have remembered the words (выполнение теста на компьютере на усмотрение учителя).

1. Speaking about the pictures on the slide14 [1].

Your task is to complete the table about one disaster using the new words and the words you know. And will you make up two or three sentences describing the disaster.

2. Now let’s listen to the text. (группа учащихся слушает текст в наушниках, а другая группа готовит им вопросы)

Will you put your ear-flaps and listen twice and the second group will prepare questions for your classmates.

Words to discuss: community, to be estimated, authorities, structural damage, rash actions, a resident.

People living in an area

Say what you think an amount or value will be

People with power

Acting or done very quickly

Someone who lives in a particular place

Questions:

1. When did the earthquake happen?
2. Where did the earthquake happen?
3. For how long was another resident of the community trapped?
4. How did Rosemary describe her earthquake experience?
5. What were the results of the earthquake?
6. What caused the earthquake?

Работа в парах, обсуждение вопросов. Затем учащиеся, которые не слушали текст надевают наушники и слушают текст, заполняя пропуски в предложениях. А вторая группа тоже выполняет этот тест.

Рефлексия, домашнее задание: история с новыми словами.

Список литературы:

1. Приложение 1.
2. Учебник V. Evans, J. Dooley “Enterprise 4” Express Publishing 2002.