Цели урока: обобщить знания учащихся по теме “Writing a story”, совершенствовать навыки и умения письменной речи.
Задачи урока:
систематизировать знания
учащихся по теме ‘Writing a short story’; активизировать
работу учащихся.
Аспекты языка: лексика и грамматика.
Виды речевой деятельности: аудирование, говорение, чтение, письмо.
Режим работы: индивидуальный, парный, фронтальный.
Виды упражнений: языковые, условно-речевые, письменные.
Оборудование: учебник ‘Spotlight’ 11(Афанасьева О.В., Дж. Дули), приложения.
ХОД УРОКА
1. Warm-up
Teacher: Hello, students! You may sit down! How are you? If you are fine, give me a smile. Today we’ll have an unusual lesson. It’ ll be a competition! But first, let’s talk a little. Have you read any travel book that you have particularly enjoyed? What was the book about? Why did you enjoyed it? What tense was it written in?
Учащиеся отвечают на вопросы
2. Studying the sample
A. Understanding the task
Teacher: Today we’ll master our writing skills, skills of oral speech, listening comprehension and reading skills. Listen to the announcement and answer the questions:
- What is it about?
- Where did it appear?
ANNOUNCEMENT
Competition!
Have you got what it takes to become a travel writer?
This week our school newspaper gives you the opportunity to find out by writing a short story of your own.
Rules
- Your story should be about something real or imaginary) which happened to you while travelling.
- It should be original.
- It should not be more than 250 words
Entries should be handed in no later than two days from today.
Entries will be judged by a panel of teachers and the students from another class. The winners of the competition will receive prizes and the overall winner will have his / her story published in this newspaper.
Учащиеся отвечают на вопросы
B. Reading for gist and specific information
Ordering paragraphs and events
Teacher: Here is one of the entries in the competition. Unfortunately, the paragraphs in the story have been mixed up. Read and try to put them in the correct order. (Приложение 1)
Учащиеся работают самостоятельно, просматривают текст и расставляют абзацы в правильной последовательности, сравнивают ответы с соседом по парте.
Teacher: Let’s check the answers with the class. That’s perfect! And now look through the text again and underline the sequence of events in the story.
Учащиеся работают индивидуально и сравнивают свои ответы друг с другом. Проверка осуществляется всем классом.
C. Making story sound realistic
Teacher: This travel story is a true experience. Make a list of the facts and figures in the story that make it more realistic. (Приложение 2)
Example: places
Antigua, Carenero, Venezuela, the Caribbean
- People
- Distances
- Descriptions of the weather
Учащиеся работают в парах. Проверяем всем классом.
3. Steps to better writing
A. Adjectives and adverbs
Teacher: These adjectives and adverbs are used in the story. Match them with their opposite meanings in a-f. (Приложение 3)
Учащиеся работают в парах. Проверка всем классом.
B. Sequencing events
Teacher: When you are writing a story, remember to sequence events so that your reader knows when, where and why things happened. Now, you’re to fill the gaps with a suitable word. More than one may be possible. (Приложение 4)
Учащиеся работают индивидуально. Проверяем всем классом.
4. Writing a story
A. Understanding the task and writing
Teacher: You’re going to write your own story of about 200-250 words for the competition. Remember:
Choose a place and an activity to write about.
Decide who to have in your story about.
Think of something exciting, interesting or dangerous which happened.
Say how you felt. Think about adjectives and adverbs to make events more descriptive.
Include facts and figures to make it more realistic
Include direct speech to make the characters more believable
I advise you that your story will be more interesting and convincing if you write about an experience you yourselves have had or, of course, it doesn’t matter if it is an imaginary story. It is the way the story is told that is important.
Учащиеся приступают к выполнению письменной работы, используя план. (Приложение5)
Teacher: Before handing in the story focus on the check list to use it as a final checking process. (Приложение 6)
Учащиеся осуществляют взаимопроверку и сдают свои работы на проверку жюри. Победителям вручаются призы. Лучший рассказ печатается в школьной газете.
ПРИЛОЖЕНИЕ 1
THE LONG WAY HOME
A On the morning of the third day, I heard someone banging on the cabin roof. The wind had dropped a little the night before and Hamish and I had managed to get a few hours’ sleep.”You’d better get up, John,” said Hamish. “There’s something you ought to see.”
B Later, after drinking some water - he was too weak to eat anything - he told us his story. He had apparently been swept out to sea by the storm. He had tried to drop anchor but he was too far out to sea for it to reach the sea bed. His only hope had been rescue by a passing ship.
C We took Martin, his parrot and his boat to Antigua. It was a gloriously sunny day as we sailed into the harbor. “Thank you for saving my life,” said Martin quietly. “It’s a good feeling to save someone’s life,” said Hamish. I tried to say “It was nothing,” but, deeply moved by what had happened, I was unable to get the last word out.
D When I looked over the side, I could hardly believe my eyes. We were over 200 miles from the nearest land, but there was a small, open boat with a man and a parrot in it. The man’s eyes were wide open but they were full of hope and fear. We could just make out what the man was saying before we lowered the sails and started the engine. “11 days – without food and water”.
E Hamish and I sailed from Carenero in Venezuela on the 24th April at 4.30 p.m. I had taken a year off from my job as a university lecturer to sail round the world and I was finally on my way home. We had had enough excitement to last us a lifetime on the trip but we had no idea what was to happen next!
F After several attempts to get close enough to rescue him in the high seas (big waves), we managed to pull him and the parrot out of the tiny boat to safety. He could hardly believe his luck. The parrot flew onto Hamish’s shoulder. “It’s very friendly,” said the man quietly and politely
G The first part of the journey was about 650 miles to Antigua across the open Carribean. As night began to fall, we realised that the winds were getting stronger. Sailing was difficult and our second night was a tough one. I had never seen the Caribbean so rough before.
(Key: E, G, A, D, F, B, C)
ПРИЛОЖЕНИЕ 2
KEY:
2. People: Hamish, John (the writer), Martin
3. Distances: over 200 miles from the nearest land
650 miles to Antigua
4. Descriptions of the weather:
The wind had dropped a little
It was a gloriously sunny day
The winds were getting stronger
I had never seen the Caribbean so rough before
ПРИЛОЖЕНИЕ 3
|
a calm b tightly shut c strong d rudely e loudly f easy |
(KEY: 1c, 2e, 3b, 4d, 5f, 6a)
ПРИЛОЖЕНИЕ 4
Fill the gaps with suitable adjectives or adverbs from the text:
- “Thank you for helping me,” the man said______________.
- _____________, our journey had come to an end.
- Everyone was_______________ moved by the sailor’s courage.
- The crew could______________ make out the lights in the harbor.
- _____________, the boat had been swept out to sea and missing for several days.
- The captain could___________ believe his eyes as he lowered the sails.
(Key: 1 politely/ quietly, 2 Finally, 3 deeply, 4 just, 5 Apparently, 6 hardly)
ПРИЛОЖЕНИЕ 5
PLAN:
- Choose a place and an activity to write about.
- Decide who to have in your story
- Think of something exciting, interesting or dangerous which happened.
- Say how you felt. Think about adjectives and adverbs to make events more descriptive.
- Include facts and figures to make it more realistic.
- Include direct speech to make characters more believable.
ПРИЛОЖЕНИЕ 6
CHECKING:
- Have you given your story an interesting title?
- Are your facts and figures realistic?
- Is the reader going to be interested in your story?
- Do the characters say anything?
- Are there appropriate linkers, lexis and grammar?