Автор: Марецкая Ольга Владимировна
учитель английского языка ГУО «Сеницкая средняя школа имени Я. Купалы»
Методическая разработка плана-конспекта урока 6 класса » Занят, как пчелка»
УРОК В 6 КЛАССЕ ПО ТЕМЕ “ЗАНЯТ, КАК ПЧЕЛКА”
Коммуникативная ситуация урока: “Странные ползучие существа”.
Тип урока: комбинированный.
Цель урока: формирование коммуникативной компетенции в рамках коммуникативной ситуации урока.
Прогнозируемый эффект: к окончанию урока учащиеся смогут составить монологическое высказывание-сообщение о перечне необходимых действий с целью недопущения появлений всяческих вредителей и паразитов в собственных домах (не менее 6 фраз).
Задачи:
- развивать умение выражать мнение на уровне предложения, неподготовленного микро высказывания и аргументированного монологического высказывания с использованием речевых фраз-клише, способствовать развитию умения ознакомительного чтения с выбором наиболее значимой информации из текста с отделением главной информации от второстепенной, формирование социокультурной компетенции посредством подключения межпредметной связи (биология) на материале коммуникативной ситуации “Странные ползучие существа”;
- создать условия для развития логического и ассоциативного мышления, умения сравнивать факты и явления, обобщать информацию (задействовать метапредметные связи);
- развивать культуру общения, умения слушать и принимать друг друга, работая в паре и группе.
Материалы и оборудование: картинки с изображением различных насекомых-вредителей и паразитов, карточки с лексико-грамматическим материалом, раздаточный материал, проектор, презентация Power Point, презентация Prezi (онлайн доступ).
Ход урока
- Организационно-мотивационный этап (7 минут)
Цель: активизировать ранее изученный материал, уточнить понимание коммуникативной ситуации урока, обеспечить мотивацию и помочь в определении целей урока, актуализировать личностный опыт учащихся.
| Содержание этапа | Форма организации | Средства образовательного процесса | |
| Учитель | Учащиеся | ||
| Look at the board. What can you see?
Read your sentence and turn it over to see who says it. Are you tidy? Is your room tidy or messy? |
Students go to the board, look at the pictures, collect sentences about each English boy, see who said what
They see sentences: “I’m proud of my room”, “My room is tidy”, “I have all my information on the board” “My room is well-organized» “All the posters are on the board. I hung them there” “I’ve just tidied up/cleaned it” “ My room is comfortable” “I haven’t been lying on the bed all day” (all these sayings belong to James, students hang them near James’s picture) “I’m not proud of my room” “My room is not tidy. There is mess all around my bed” “My room is not well-organized “ “I’m not comfortable here” “My posters are on the walls” “I’ve been lying in bed all day” (all these belong to Patrick) |
Индивидуальная работа | Изображения двух английских мальчиков на слайде презентации и в книге, стр. 121 (Приложение 1) |
| Yesterday I got an email from James. You know, he lives in the UK. I have printed it out and brought it to the lesson. I really need your help.
Dear Olga Vladimirovna, Thanks for your letter. It was good to hear from you. You know, I have to make a project about tidying and insects, small creatures that sometimes live in our houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you. Best regards, James. Why did James write this letter? Let’s help him! What is his project about? What are we going to do at the lesson? How can we help him to do it? And while doing it, we will:
|
We are going to help James to make his school project. We can revise words on the topic, read texts, and discuss them, learn the information. |
Фронтальная | Письмо Джеймса
(Приложение 2) |
- Операционно-познавательный этап (8 минут)
Интерактивное задание “Find someone who”
Цель: активизация грамматических структур I love/like/dislike/hate doing something too на уровне неподготовленного микровыражения.
| Содержание этапа | Форма организации | Средства образовательного процесса | |
| Учитель | Учащиеся | ||
| Do you know a lot about your classmates? Let’s do a survey.
Go to the blackboard. I’ll give you cards. You can see some statements there. Interview your classmates and find out who likes or dislikes doing different things. Write the name and move to the next person. |
Tanya likes to tidy the house. Nikita doesn’t enjoy doing the ironing.
Sveta likes sweeping the floor. Nadya enjoys laying the table. Anton likes making his bed. Vera likes doing the dishes. Nastya doesn’t like doing the washing. |
Работа в парах сменного состава | Карточки с лексико-грамматическим материалом
(Приложение 3) |
- Организационно-деятельностный этап (22 мин)
Проверка домашнего задания. Интерактивное задание.
| Содержание этапа | Форма организации | Средства образовательного процесса | |
| Учитель | Учащиеся | ||
| I see you are very helpful and do a lot of chores at home.
What does Anton (Vera, Nadya, Lyosha…) like to do about the house? Ask your friend how many chores does he/she do? |
We spoke about the chores. | Фронтальная работа парах | (Приложение 4) |
| Great job! You are true experts on household chores.
Read this poem, guess who wrote it. Do ex. 2a-с in SB. |
We read the poem and did the exercises. | Фронтальная индивидуальная работа | Учебник, презентация “Creepy crawlers” (Приложение 1) |
| Work in small groups. Make a list of the things why children should tidy up in their rooms. | We worked in small groups, made a list. | Групповая работа | Учебник, презентация “Creepy crawlers”(Приложение 1) |
| Look at the pictures and discuss the questions in pairs. Watch the presentation and make a list of things to do if you don’t want to live in one room with these creatures. Ex. 4b-5c. | We watched the PREZI presentation, spoke about the creatures. We made a list. | Групповая работа | Учебник, презентация “Creepy crawlers” (PREZI)(Приложение 5) |
- Оценочно-рефлексивный (8 мин)
Цель: контроль результативности урока, создание условий для понимания личностного результата.
| Содержание этапа | Форма организации | Средства образовательного процесса | |
| Учитель | Учащиеся | ||
| Are you ready to speak about tidying and small creatures in houses? | One of the students speaks, the others give additional information | Индивидуальная работа | |
| Well done! You have showed great results! I hope you’ve enjoyed today’s lesson. Now I’d like each of you to come to the board and choose a badge.
If you have worked hard and are pleased with yourself, choose a golden badge. If you worked well, but you are not very pleased with your work, take a blue one. If you have made a lot of mistakes or haven’t been active, take a green one. |
Индивидуальная работа | (Приложение 6) | |
| Now I’m going to comment on the results. | The students reflex on the results | Индивидуальная | |
| Your homework is to write a letter to James about tidying up and what to do to not to live with these insects, small creatures in houses. | Write down their homework | Индивидуальная | Презентация “Creepy crawlers”
(Приложение 1) |
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
Dear Olga Vladimirovna,
Thanks for your letter. It was good to hear from you.
You know, I have to make a project about tidying and insects, small creatures in houses. Will you help me? I hope you’ll discuss it with your students. What should we do to not to have them in our rooms? What do they feed on? What insects do they know? I’m looking forward to hearing from you.
Best regards, James.
… (name) likes/dislikes tidying the house.
…(name) enjoys/doesn’t enjoy doing the ironing.
… (name) likes/dislikes sweeping the floor.
… (name) enjoys/doesn’t enjoy laying the table.
… (name) likes/dislikes making his bed.
… (name) likes/dislikes doing the dishes.
… (name) likes/doesn’t like doing the washing.
… (name) likes/dislikes tidying the house.
…(name) enjoys/doesn’t enjoy doing the ironing.
… (name) likes/dislikes sweeping the floor.
… (name) enjoys/doesn’t enjoy laying the table.
… (name) likes/dislikes making his bed.
… (name) likes/dislikes doing the dishes.
… (name) likes/doesn’t like doing the washing.
… (name) likes/dislikes tidying the house.
…(name) enjoys/doesn’t enjoy doing the ironing.
… (name) likes/dislikes sweeping the floor.
… (name) enjoys/doesn’t enjoy laying the table.
… (name) likes/dislikes making his bed.
… (name) likes/dislikes doing the dishes.
… (name) likes/doesn’t like doing the washing.
… (name) likes/dislikes tidying the house.
…(name) enjoys/doesn’t enjoy doing the ironing.
… (name) likes/dislikes sweeping the floor.
… (name) enjoys/doesn’t enjoy laying the table.
… (name) likes/dislikes making his bed.
… (name) likes/dislikes doing the dishes.
… (name) likes/doesn’t like doing the washing.
… (name) likes/dislikes tidying the house.
…(name) enjoys/doesn’t enjoy doing the ironing.
… (name) likes/dislikes sweeping the floor.
… (name) enjoys/doesn’t enjoy laying the table.
… (name) likes/dislikes making his bed.
… (name) likes/dislikes doing the dishes.
… (name) likes/doesn’t like doing the washing.
… (name) likes/dislikes tidying the house.
…(name) enjoys/doesn’t enjoy doing the ironing.
… (name) likes/dislikes sweeping the floor.
… (name) enjoys/doesn’t enjoy laying the table.
… (name) likes/dislikes making his bed.
… (name) likes/dislikes doing the dishes.
… (name) likes/doesn’t like doing the washing.
… (name) likes/dislikes tidying the house.
…(name) enjoys/doesn’t enjoy doing the ironing.
… (name) likes/dislikes sweeping the floor.
… (name) enjoys/doesn’t enjoy laying the table.
… (name) likes/dislikes making his bed.
… (name) likes/dislikes doing the dishes.
… (name) likes/doesn’t like doing the washing.
… (name) likes/dislikes tidying the house.
…(name) enjoys/doesn’t enjoy doing the ironing.
… (name) likes/dislikes sweeping the floor.
… (name) enjoys/doesn’t enjoy laying the table.
… (name) likes/dislikes making his bed.
… (name) likes/dislikes doing the dishes.
… (name) likes/doesn’t like doing the washing.
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
What do you like to do about the house? Ask your friend how many chores does he/she do?
Ссылка на презентацию PREZI онлайн
https://prezi.com/view/jK3Rs1Rhr6f2ieVOM1FL
