Тип урока: обучающий (формирование навыка письменной речи).
Учебно-методическое обеспечение: УМК Биболетовой М.З., Добрыниной Н.В., Трубаневой Н.Н. “Enjoy English” 5-6 класс (Обнинск, издательство “Титул”).
Авторский медиапродукт: презентация в среде Power Point.
Урок разработан в рамках традиционного урока с использованием элементов ИКТ, является заключительным уроком в секции 2, теме “Living Together”, дополняет материал УМК работой по формированию навыка письменной речи (работа в формате “личное письмо”).
Цель урока: активизировать лексические единицы по теме “Семейные обязанности”, научить писать личное письмо по образцу.
Практический компонент урока: развивать устную речь на заданную тему; научить писать личное письмо, используя образец, оформлять личное письмо.
Образовательный компонент урока: познакомить учащихся с реально существующей журнальной колонкой для подростков Agony Aunt; показать образец правильно оформленной переписки.
Воспитательный компонент урока: научить смотреть на свои проблемы со стороны и оценивать их.
Для реализации вышеперечисленных целей используется материал учебника, принцип наглядности(презентация к уроку), инсценирование работы журналиста учителем делает урок неординарным, помогает вовлечь в активное общение всех участников урока.
На уроке реализуются принципы коммуникативной направленности и принцип обращения к личному опыту обучающихся, для их реализации используются:
– фронтальные
– парные
– индивидуальные формы работы.
Средства обучения:
- дидактический раздаточный материал: письмо Джессики в колонку Agony Aunt (распечатка), список популярных способов времяпровождения среди подростков (распечатка), письмо – ответ Джессике в виде клише (распечатка).
- мультимедиа (презентация)
- чистые листы бумаги, маркеры по количеству учащихся
- магниты для доски (по количеству учащихся *2)
- магнитная доска
- мультимедийное устройство
Ход урока
| Stage | Procedure | Purpose of the stage | Classroom management |
| 1. warm up | Hello! My name is Agony Aunt. I’ve got a very
interesting profession. I want you to guess what it is. I’ll describe my
profession and you will give your variants: (Презентация.
Слайд 2) – I help people. What’s my job? |
Encourage pupils to guess the profession of the speaker. | Whole class individually |
| 2. The beginning of the lesson | Right. I work in “Crazy!” magazine. It is a magazine for children and teenagers. Teenagers write letters to me. Do you write letters to magazines? When do children write letters to magazines? (When they have problems).– When children have problems they ask me questions and I give them advice (Слайд 3). Sometimes it is difficult. Yesterday I got an interesting letter with a difficult question from Great Britain. I would like you to help me answer this letter. | Create an atmosphere of foreign language speaking, involve pupils into the topic of the lesson | Whole class |
| 3. A letter | Here is a letter: (см.
Приложение 1), (Слайд 4). Here is the letter. Let’s
read it and find out what problem Jessica has.
Oxford, UK Dear Agony Aunt, |
Revise the vocabulary for family responsibilities, First presentation of a “letter” |
Whole class |
| 4. Vocabulary Speaking |
What is Jessica’s problem? (She has no free time).
Look through the letter again and say, what must she do at
home? (She must…), (Слайд 5) What must you do at home? (I must…), (Слайд 5). Discuss in pairs. Share with us. Write down your responsibilities on papers (one responsibility – one paper). Write in big letters. Stick them to the blackboard (with magnets). (Children write down responsibilities, take their papers, come up to the blackboard, say “I must” and read what is written on their papers). The teacher gives an example “I must go shopping every day”. |
Reading for gist, use vocabulary actively in the speech | Whole class Pair work Individually |
| 5. Speaking |
So many responsibilities! Do you have free time?
(Yes) What do you do in your free time? There are papers on your desks “A list of Popular Activities for Children” (см. Приложение 2), (Слайд 6). Read it and then answer my question. (For example, In my free time I meet with my friends). |
To show how important it is to have free time through their personal experience | Individually |
| 6. Reading Speaking Vocabulary |
But Jessica has no free time. (Слайд 7) Look at her letter and say who can help her about the house? (Her elder sister Mary). What can they do together? (they can…) What responsibilities can her sister have? What can she do about the house? (She can…) Let’s add your responsibilities to these two columns (на доске продублирована таблица из Слайда 7 в 2 колонки, учащиеся сначала разносят в соответствующие колонки “responsibilities”(см. Приложение 3), упомянутые в письме, а затем прикрепляют те, которые выполняют сами дома (см. этап 4 урока). After pupils have added vocabulary to “Mary” and “Together”, teacher asks to read the first column, then the second column. So, Jessica can change responsibilities with her sister. So, Jessica CAN have free time: To have free time Jessica can: (Слайд 8) – Do things together with her family; – Change responsibilities with her elder sister. |
Prepare students to answer Jessica’s question
Revise and activate all the vocabulary |
Whole class
Individually |
| 7. exercises
|
Jessica is very hard – working girl. Let’s show how we
help about the house and do exercises: (Выполняется зарядка с движениями
на мотив Mulberry Bush). Учитель молча указывает на некоторые “responsibilities”,
которые учащиеся прикрепили к доске и которые совпадают с текстом
зарядки, при этом пантомимой просит повторить за ним требуемые действия,
затем все вместе под музыку выполняют движения зарядки: (Слайд 9)
This is the way we clean the floor (3 times), |
Exercises to have a rest, revise vocabulary | Whole class |
| 8. Writing a letter |
Do you remember Jessica asked for help? What is her
problem? We have almost answered her question. Now let’s all together
write a letter to her and give her advice. To write a letter correctly
there are some rules. Here they are: (у учащихся на столах лежат
распечатки письма – ответа в виде клише). (см.
Приложение 4), (Слайд 10) Murmansk, Russia Dear _____________, To start with, I think you should speak with your parents. Tell them that you want to have _________ __________. Tell them that on ___________ and on ___________ evenings you want to go to _____________. On Saturday you want to meet ______________________. Tell them that you can ___________________ and ______________________, but you have no time to _____________________. You can ___________ and __________________ together and change ___________________ with your sister. Best wishes, Agony Aunt. Comments: in the upper right corner we write our address; under address we write the date; then, in the left side we write greeting words and put a comma. Then, from the new line in the first paragraph we write why we are writing this letter. Then in the new line in the second paragraph we write our advice. Then again in the new line we write special polite words. Then in the new line we write good-bye words and put a comma and under these words in the new line again we write our name (only name). Our letter has got 7 parts. Here you see the correct order. |
To teach to write a personal letter
|
Whole class Pair work Individual work |
| 9. | Now let’s find out if you have remembered them. Take the jumbled letter with empty squares and put the numbers into the empty places. (учащиеся расставляют части письма по порядку). (см. Приложение 5) Now let’s check it up: what is number 1?.. (Слайд 11) | Be sure that pupils have remembered the correct order of the parts. | Whole class |
| 10. | Now you know the correct order of parts of the
letter. You know Jessica’s problem. You know all the vocabulary to give her advice. So, use the vocabulary from the lesson and fill in the missing information to have a whole letter to Jessica. Work in pairs. Then read aloud your letters. (см. Приложение 4), (Слайд 12) |
Pupils give advice to Jessica, using all the vocabulary from the lesson, following the correct order of the letter. | Pair work Individually |
| 11. | Thanks a lot. You were a great help for me today. I
think Jessica won’t have problems any more. So will you. Was it difficult to give advice? Was it difficult to write a letter? I hope that it won’t be a problem for you to write a letter using the example. |
To show that the work is over. Reflection. |
Whole class |
| 12. Home task |
Do your friends have free time for hobbies and friends? Do they have a lot of responsibilities at home? Give them advice and write a letter to your friend at home. (Слайд 13) | To end the lesson | Whole class |
| 13. | Final message to pupils: Love your family! Help each other! Good luck! (Слайд 14) |
To thank the pupils. |