Урок английского языка в 11 классе по теме: «Изобретения» Информационные технологии на уроках английского языка

Задачи урока: 

1. активизировать изученную лексику по теме и расширить лексический запас учащихся за счет чтения текстов и информации, найденной в Интернете;
2. развивать языковую догадку, опираясь на контекст;
3. использовать освоенные навыки из других областей знаний и развитие межпредметных связей (физика, информатика, история);
4. приобщить учащихся к истории развития техники и технологий;
5. формирование интереса к достижениям человечества и внимательное отношение ко всему окружающему.

Обеспечение урока: 

1. магнитная доска,
2. задания на отдельных листах для каждого учащегося с указанием сайтов,
3. компьютерное место ученика,
4. материалы сайта “The Great Idea Finder”,
5. ваза с яблоками.

Ход урока

1. Учитель просит посмотреть учащихся на доску и прочитать слово ‘Eurika!’. Учитель спрашивает о происхождении этого слова. Учащиеся дают ответ.

УЧЕНИК1 – слово произошло от древнегреческого ‘EURIKA’, что означает ‘I have found it!’ Архимед сделал открытие, принимая ванну: на всякое тело, погруженное в жидкость действует выталкивающая сила, направленная вверх и равная весу вытесненной им жидкости.

Archimedes principle – a scientific rule which says that an object placed in water will be affected by a force pushing upwards that is equal to the weight of the water moved by the object.

T – ‘This example shows that some inventions can be made unexpectedly, just by chance or because of someone’s mistake. Can you give some examples proving the idea?

P1 – Yes. As I remember Dmitry Mendeleyev saw the table of chemical elements in his dream and then he wrote it.

P2 – There is such a legend that Isaac Newton discovered the law of gravity with the help of an apple. One day he was sitting in the garden under an apple tree and when an apple fell down and hit his head, he began thinking about the reason of the apple falling.

2.

T – Look at the table. You can see a bowl covered with a napkin. Guess what is inside it. Ask me some questions about it.

P1 – What size is it?

T – It can be either small or large.

P2 – What colour is it?

T – It can be green, yellow, red.

P3 – Is it eatable?

T – Yes, it is. And it is very tasty.

P4 – Is it a fruit or a vegetable?

T – It’s a fruit.

P5 – “Is it an apple?

T – Yes, my congratulations! And it has helped to make a discovery – the law of universal gravity as you have said.

3. Работа в группах

(разделить детей на группы, каждому ученику дается лист с зданиями)

T – Work in groups. Put the following in order from the most useful (1) to the least useful (7): bubble gum, the theory of relativity, the printing press, corn flakes, the hula hoop, tea, the opener.

Pupils are given 3 minutes. After completing the task they give their answers and explain why they have put the inventions in this or that order.

T – Group1; Group2; Group3.

 T – Match the inventions above to these inventors:

Will Keith Kellogg, Emperor Shen Nung, Albert Einstein, Walter E. Diemer, Ezra Warner, Johann Gutenberg, Richard P Knerr.

Pupils use their knowledge they got at the lessons of physics, history, geography and ability to think logically. They work in groups. The teacher asks the groups’ ideas in 2-3 minutes. Pupils use the phrases: “I think”, “I’m sure”, “I’m not quite sure, but I think”.

4. Работа в сети интернет

T – Check your answers to the previous exercise. Use the site – http://www.ideafinder.com and click ‘Enter’, then ‘History facts and myths’ on the left in the menu. ‘Inventor profile’. The teacher gives 3-5 minutes. Then pupils take their seats at the desks and give the right answers.

 Pupils work individually.

1. Will Keith Kellogg – corn flakes
2. Emperor Shen Nung – tea
3. Albert Einstein – the theory of relativity
4. Walter E. Diemer – bubble gum
5. Ezra Warner – the can opener
6. Johann Gutenberg – the printing press
7. Richard P Knerr – the hula hoop

 T – Continue working on the same site: http://www.ideafinder.com and find the inventions for the categories given in the table and add inventors’ names and years where possible. Say ‘how’ these inventions help us. The teacher gives 10 minutes for this work. Pupils work individually and find two inventions for each category.

The table

5. Развитие монологической речи

 Pupils take their seats at the desks after finding necessary information in the Net. They read their ideas and give their comments to each invention. Other pupils add some more details if they have found the information about the same invention.

 There is a quotation on the blackboard. The teacher draws pupils attention to it. “What people say you can’t do , you try and find that you can” – Henry Theogeau.

T – I know that not averybody has the Net at home, but you’ve tried and have found that you can use it. That’s great.

 T – Look at the blackboard. You can see the words denoting different technologies. Read them after me and tell me what you know about them. The words are: nanotechnology, microelectronics, futurology, nuclear physics, engineering.

T – P1, P2, P3, P4, P5.

If pupils don’t know anything about some technologies, the teacher says that they will find about them in the Net at home.

6. Подведение итогов урока

Home task is to find information about nanotechnology, microelectronics, futurology, nuclear physics, engineering in the Net.

The teacher gives apples from the bowl to pupils and says:

“I hope that you will make some discoveries or inventions using these new technologies. And maybe, this apple will help you to do it.

Thank you for the lesson.!

Good bye!”