Цель: контроль уровня обученности учащихся по теме «Путешествие» и подготовка к выполнению творческого проекта.
Задачи:
1. Социокультурный аспект – закрепить понятия и реалии: a headteacher, a Local State School, a weekend, accomodation, educational and social programme.
2. Развивающий аспект – формировать способности к избирательности восприятия (поиск конкретной информации в тексте), развивать способность к сопоставлению, развивать внимание и воображение, развивать орфографические навыки.
3. Воспитательный аспект – воспитывать культуру поведения учащихся, формировать способность к групповой и парной работе, воспитывать чувство ответственности за совместную работу.
4. Учебный аспект – развивать речевые умения (диалогическая речь), формировать грамматические навыки говорения – Tag-questions.
Оборудование: интерактивная доска, раздаточный материал (карточки: лото, слоги, разделительные вопросы, оценки).
ХОД УРОКА
I. Организация начала урока
– Good morning, children. Sit down, please. I am glad to see you. Who is on duty today? Who is absent?
II. Cообщение целей урока
– You know, kids, yesterday I received an invitation letter from a headteacher of a Local State School in London by e-mail. He invites us to visit their school. Here is this letter. Let’s read it aloud.
(доска)
Dear Russian friends,
As headteacher of a Local State School in London I would invite a group of fifteen students and two teachers from your school to visit us.
I propose that you come in December and that your group stays with the families of our children.
Our school will be responsible for the cost of accomodation and for the educational and social programme.
So, I hope to see you soon.Yours sincerely,
Mr. Wooding.
– Well, did you understand the letter? Let’s check it. Answer some questions, please.
1. How many students and teachers does Mr. Wooding invite?
2. When shall we go to London?
3. Where shall we stay there?
4. Who will be responsible for the educational and social programme?
– So, children, I think we should accept the invitation, shouldn’t
we?
– That’s why we should practise our English better: we should revise some English
words and phrases, remember the rules of good behaviour and practise English
pronunciation.
III. Фонетическая зарядка
– Let’s play, children. Tell the rhyme to these words, please:
Play Not (доска)
Name Look
How Miss
Rice Cake
IV. Развитие орфографических навыков
– Well, kids. And now look at these cards. You see parts of words. Your task is to make full words. Who can do it? Please, (name). And you, children,write down these words in your exercise books.
nal tion ca (доска)
lo so re
cial cal si
spon ble pro
gram edu me
– So, kids, let’s check if you are right.
local
educational (доска)
responsible
social
programme
V. Речевая зарядка
– Well, you see, everything is OK. And now I want youto make up the sentences with
these words.
(They will be responsible for the educational and social programme.)
(I study at the local school.)
(We are going to be responsible for the music.)
etc.
VI. Активизация изученной лексики в речи. Игра «Лото»
– How clever you are, children. Now I propose you to play the game «Lotto». So, I’ll say the word in English and you must cover the same one in Russian. But be attentive! I shan’t call all the words. Let’s start.
(доска)
|
– To stay, time, local, a picnic, group, invitation, social.
– Stop, children. The game is over. Now check your work, please.
| организовать
выходной
|
– Raise your hands if you have no mistakes. Who has any mistakes? How many?
– Well done, kids!
Динамическая пауза
VII. Активизация употребления разделительных вопросов в речи. Игра «Tags»
– Children, if you want to sound more polite and to keep the
conversation on when you come to Britain you should use tags.
– For example, I say:
You are a student,…aren’t you?
It is cold today,…isn’t it?
You speak English,…don’t you?
They haven’t got a dog,…have they?
Your sister can’t swim well,…can she?
Mr. Smith is ill,…isn’t he?
– I propose you to play a very interesting game. It is called
«Tags». You have cards with the sentences and with the tag questions. Your task is to
match them. So, kids, you can start. Whose pair will be the first?
– Please, read your sentences aloud. (Name) starts, (name) continues.
– And now check your sentences.
Alice doesn’t speak English, does she? (доска)
Your sister is a student, isn’t she?
You like coffee, don’t you?
They are in the street, aren’t they?
Mike was in England last summer, wasn’t he?
– Raise your hands if you have no mistakes. Who has any mistakes? How many?
– Well done, children! You are very clever. So, I see you’ll be able to keep the
conversation on if you come to Britain.
VIII. Обучение аудированию
– Now let’s remember the rules of good behaviour.
– What would you say in the following situations? Choose the correct variant.
1. You met your best friend after the summer holidays.
2. You went to the disco with a nice girl.
3. You met your grandmother who lived in the country and who decided to visit you.
4. You left the birthday party.
– Well, kids. I see you know the rules of good behaviour. You will be polite in Great Britain, won’t you?
IX. Проверка домашнего задания
– And now it’s time to check your homework. At the previous lesson you made up
dialogues in groups. So, I give two minutes to remember them.
– The time is up, kids. So, the first dialogue is about having a picnic.
– The next dialogue is about visiting a sick friend.
– The last dialogue is about going to the cinema.
– Whose dialogue is the best to your mind?
X. Подведение итогов
– So, children, I see you are ready for the travelling to London. You know a lot words and phrases. You can keep the conversation on and you know the rules of behaviour. It is very important for everybody.
– Did you like the lesson?
– What kind of work did you like most?
– Would you really like to go to Britain?
XI. Домашнее задание
– I want you to do a project on the topic «Travelling to London» to the next lesson and be ready to defend it.
XII. Выставление оценок
– And now it’s time to put your marks. I want to do it as in British schools. So,
I’ll put you «A», «B» or «C». You know what they mean.
– The lesson is over. Good bye, children.