Цель: создание условий для саморегуляции личности через семантизацию учебного материала по теме « Семейные узы ».
Планируемые результаты:
Учебные задачи, направленные на достижение личностных результатов обучения:
– формирование позитивной моральной самооценки и моральных чувств;
– уважение ценностей семьи.
Учебные задачи, направленные на достижение метапредметных результатов обучения:
– развивать коммуникативную компетенцию во взаимодействии с окружающими;
– осуществлять самоконтроль и самооценку в процессе коммуникативной деятельности на английском языке.
Учебные задачи, направленные на достижение предметных результатов обучения:
– совершенствовать развитие навыков устной речи на английском языке в рамках заданной учебной ситуации;
– овладеть речевой, социокультурной компетенциями.
Универсальные учебные действия:
Познавательные действия, направленные на овладение способностью определять, принимать и сохранять цели и задачи учебной деятельности, поиска средств её осуществления; осуществлять осознанное построение речевого высказывания на основе анализа, сравнения, установления аналогий.
Регулятивные действия, направленные на принятие решения и осуществление самостоятельного выбора в учебной и познавательной деятельности.
Коммуникативные действия, направленные на развитие навыков сотрудничества со сверстниками; определение общей цели и путей её достижения; осуществление взаимного контроля в совместной деятельности.
Оборудование урока: ПК учителя, мультимедийное оборудование, учебники, рабочие тетради, материалы из сети Интернет.
Межпредметные связи: связь с предметом «обществознание»
Технология изучения указанной темы осуществляется при помощи создания учебной ситуации; применения элементов интерактивной деятельности в игре «Пирамида»; уровневой дифференциации.
ХОД УРОКА
I. Самоопределение к деятельности.
Warm-up activities (Энергизирующая разминка)
Teacher: Today we’re going to have an unusual lesson. Do you like to play team games? I’m sure you do. Now you’ll play ”Pyramid” game. Split into 4 groups. Your task is to comment on this quotation and give your arguments:
Приложение 1 (слайд 1).
“A successful society consists of happy people, a happy personality is grown up in a happy family”.
Ps: Group 1. (puts a question on the statement) – Are you a happy personality?
Ps: Group 2. (gives answers in one sentence and puts a question to the 3rd group)
– Do you think you have a happy family?
Ps: Group 3. (answers in two sentences and puts a question to the 4th group)
– Do you think you live in a successful society? Why?
Ps: Group 4. (gives a reply in three or four sentences and asks the 1st group)
– Do you think all people in our country happy?
Teacher: What do you think we ‘re going to talk about? (Pupils
express their opinions).
Remind them to use communicative formulas «Giving an opinion»,
”Agreeing/Disagreeing”
II. Организация деятельности по «выходу» на тему, цель урока.
Приложение 1 (слайд 2).
Teacher: Now, look at the pictures. What kind of families are we going to talk at the lessons?
Приложение 1 (слайд 3).
Pupils express their opinions using communicative formula ”Giving an opinion”.
Teacher: You are absolutely right, we’re going to speak about
families in Russia and Great Britain and characterize them. By the way, what kinds of
family do you know? What kind of a family do you have?
Pupils give their answers at random.
III. Первичное закрепление с проговариванием во внешней речи
Teacher: Now I’d like you to form 4 groups to match these phrases into four columns.
a) Two motivated pupils are working across the board doing the same task as their
classmates.
b ) Работа в группах. Pupils match phrases with the families.
Приложение 1 (слайд 4).
a) You learn to be tolerant and understanding;
b) You have a lot of personal time and space;
c) You’re the only one to get love of your parents;
d) You always have someone to keep your company;
e) You enjoy great family parties and family traditions;
f) You don’t have to adjust to anyone that much;
g) You have to discuss your problems with only one of the parents;
h) You learn to be flexible and communicative;
i) You don’t have to share room and things;
j) You learn to be responsible for someone;
k) You get a lot of attention and support;
l) You have no problems with privacy;
m) You learn to be independent and self –sufficient;
n) You live with parent who abandoned you;
Teacher checks the task on the board.
– Do you think the same or different? (listens to all groups’ opinions ).
Приложение 1 (слайд 5).
IV. Построение проекта решения учебных задач урока
Teacher: To learn more about British families I offer you to read the text and fill in the gaps (1-6) with phrases (A-G). There is one phrase that you do not need to use.
“The Changing face of the British Family”
The traditional nuclear family of 1960s Britain consisted of a married male breadwinner and female care living in a household with their children. This is now a thing of the past.
Since the sixties, a dramatic change in the structure of family life has taken place in
the UK. Marriage rates have been declining 1)... . Divorce rates have increased
dramatically in the past four decades. There are also more and more couples 2)… .
Single parents are no longer the exception and women have started giving birth to fewer
children later on in life. The result is that it is becoming increasingly rare to find the
nuclear family structure in 21st century Britain. Indeed, researches agree that by 2020 it
will be very difficult to talk about the “typical British family”3)… .
While many people worry about the “breakdown” of the family, others propose another way of looking at things. These people suggest that families are not falling apart. Rather, the future of the family is stronger than ever in the UK. Families may live apart 4)… . Surveys show that family members who live apart still turn to each other 5)… . And families are still responsible for most of the socializing which occurs in British life. Also, it is conversations between family members 6)… .
In other words, the change that the family has undergone in the last few decades is not so much breakdown. It is a reinvention. Families in the UK are still highly valued and will continue to be so in the future.
A) but the emotional support and commitment between family
members remains just as strong as ever.
B) because there will be many different types
C) so in fact relationships between family members are improving
D) for support when important life events occur
E) which accounts for a large percentage of telephone usage in the
UK
F) and the age at which people marry has been increasing
G) who have chosen not to marry
Answers: 1) F; 2) G; 3) B; 4) A; 5) D; 6) F.
The teacher should monitor the students. Check the task.
Then pupils answer the teacher’s questions.
– Do you think British and Russian families different or alike?
– Is this good or bad that our families different?
– Is there an international holiday of the family? If so, when is it celebrated?
– Is there a family holiday in Russia? How is it called?
V. Развитие навыков монологического высказывания учащихся
Teacher: Now I’d like you to state your opinion and say what kind of a family you would like to have in the future. Some of you may write a few sentences on the topic. See the model.
Model: I would like to have an extended family. There will be three kids and many relatives. This will allow me to enjoy great family traditions. And my children will learn to be flexible and communicative…
Pupils represent their talks
Приложение 1 (слайд 6).
Teacher: Read this abstract. Complete it with your idea about family values.
Families in different cultures are different because people are different as well as their believes, customs and lifestyle. The most important thing to remember is that no matter what your family is like, it is always a value.
Pupils expressing their opinion complete the last statement.
Ps: I think the most important value in the family is …
VI. Рефлексия деятельности (итог урока)
Teacher hands out valuation cards to access pupils’ activity at the lesson.
Discuss and differentiate the homework.
Group1. Find information and statistics about Russian and British families;
Group 2. Write a passage about your family to the”Teens” magazine.
Литература:
УМК «Английский язык в фокусе 11 класс» под
ред. В. Эванс, Дж. Дули, О.В. Афанасьева,
«Просвещение» 2011г.
Рабочая тетрадь к УМК «Английский язык в
фокусе 11 класс» под ред. В. Эванс, Дж. Дули, О.В.
Афанасьева, «Просвещение» 2011г.
Longman Exams Dictionary. Pearson .
Интернет-ресурсы:
http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/building-relationships/main
http://images.yandex.ru/yandsearch?text=extended%20family&uinfo=ww-1148-wh-621-fw-923-fh-448-pd-1.100000023841858