Технологическая карта урока
план-конспект урока по английскому языку (5 класс)

Технологическая карта изучения темы

Предмет: английский язык.

Класс: 5 класс, 4-ый год обучения.

Тема: «Year after year» - урок по теме «In all weathers» (УМК Ю.Е. Ваулиной, Дж. Дули, О.Е. Подоляко, В. Эванс).

Место урока в системе уроков по данной теме: 1 из 10 уроков цикла

Тип урока: урок формирования знаний учащихся по теме « Времена года».

Структура урока

Муниципальное бюджетное общеобразовательное учреждение

«Средняя школа № 3» г. Когалым

Методическая разработка

 урока по английскому языку

для учащихся 9 класса

по теме

«Сидней»

Разработала: 

ВалееваС.И.

14 марта 2017 года

Тема урока “Sydney ”

Цели урока: : Расширение страноведческих и лингвистических знаний учащихся. Совершенствование умений и навыков практического владения английским языком по теме. Закрепление лексического и грамматического материала.

Учебно-практическая – 

развитие умений и навыков устной речи, развитие навыков понимания иностранной речи на слух, навыков чтения ;

Познавательная -  расширение и углубление культурологических знаний, формирование и развитие социокультурной компетенции учащихся, , создание положительной мотивации к изучению иностранного языка;

Воспитательная - формирование уважительного отношения к зарубежной культуре; раз

 Развивающая - развитие навыков языковой догадки, языковой реакции, памяти, внимания, мышления, восприятия ; работать в группах и самостоятельно.

Межпредметные связи с уроком истории и географии

Тип урока: урок- ознокомление

Оборудование: картинки, презентация Power Point, раздаточный материал

Ход урока:

1. Организационный момент. Постановка задач урока.

Good morning! I am glad to see you. Sit down, please.

Is anybody absent today?...

OK. I hope everybody is ready to start. Well, today we are having a revision lesson. First of all, I’d like you to tell me what topic we are going to discuss. Let’s try to guess… Look at the pictures. Have you got any ideas? …

Yes, you are right. We are going to have a talk about Sydney. So the topic is “Welcome to Sydney, Australia…”. (slide1) Our task is to  know more about Sydney.

2. Фонетическая зарядка.

Look at the slide.  There are some English proverbs on it. Repeat them

after me:

1. So many countries – so many customs.
2. There is no place like home.
3. East or West, home is best.

Can you read by yourself?... Can you translate?... Will you give me the Russian equivalent of the last proverb? …(В гостях хорошо, а дома лучше.)

3.Речевая  разминка.

 Now let’s travel to Sydney. I’d like you to complete my sentences. Look at the slides and  listen!

1

• The Harbour  Bridge and Opera Нouse are …
•  Shark Island …
•  You can visit the royal Botanic garden and Chinatown…
•  You can take a ferry ride….
• Have  a surfing lesson on…
• Go on an eco-tour in…

2.

-the largest in the world

-the blue Mountains

-is shaped like a shark

-to see the city sky line

-on a Sydney cycling tour

-Bondy beach

4.Работа с текстом “ Welcome to Sydney, Australia …”.

I want you to  listen and read the text about Sydney .

1.Vocabulary:

Arch

Splash out

Spectacular

Commentary

Skyline

Technique

Hustle and bustle

Head

Ex.  Fill in the gaps with the following word .Translate.

1. Sydney’s ( beauty) natural harbour .
2.  For those  of you who like a bit more (excite),how about climbing The Harbour  Bridge’s arch
3. You’ll see over thirty city (attract)
4. (fame) one kilometer- long beach.

5.Head ( approximate) 50 km west of Sydney.

5.Монологическая речь по теме

1.Say why the following are mentioned in the text:

Shark Island

Chinatown

A pilot

A ferry ride

 One –kilometer beach

Koala bears

6.Развитие навыков диалогической речи.

 1.Чтение диалога за учителем.

   Mind your intonation!

A: Hello! Haven’t seen you for ages! I am glad to see you!

B: Hi! I am glad to see you too! I’ve been to Sydney.

 A: Wow! Really? How was the trip?

B: Oh! It was fantastic!

 A: Could you tell me what places of interest you saw there?

B: With pleasure! I was attracted by The Harbour  Bridge and Opera Нouse

 A: Oh! Great! I am sure you enjoyed your trip. As for me, I am going to London soon. What would you advise me?

B: I think you shouldn’t take too many things. Take clothes which don’t need ironing. Take along a pocket dictionary. Take some small gifts and souvenirs from your country.

 A: Thanks a lot. Good-by!

B: Bye! 

2. Перевод предложений с русского на английский.

   - Не видел тебя целую вечность!

   - С удовольствием!

   - Кла-ас!

   - Действительно?

   - О, великолепно!

   - Что касается меня….

   - Меня привлекали.

3. Работа в парах. Тренировка диалога.

4. Воспроизведение диалога в парах.

7.Релаксация. Показ презентации “The sights  of Sydney ” под музыку группы Enigma “The moment of peace”.

Let’s have a rest. Relax and admire the beauty of “The sights  of Sydney ”.

8. Развитие навыков монологической речи  .Игра«Снежный ком» :

P1 The Harbour  Bridge and Opera Нouse are very famous and the largest in the world-P2 The Harbour  Bridge and Opera Нouse are very famous and the largest in the world. Shark Island is shaped like a shark.-P3 The Harbour  Bridge and Opera Нouse are very famous and the largest in the world. Shark Island is shaped like a shark. You can visit the royal Botanic garden and Chinatown on a Sydney cycling tour etc…

Предложения для перевода и пересказа:

The Harbour  Bridge and Opera Нouse are very famous and the largest in the world. Shark Island is shaped like a shark. You can visit the royal Botanic garden and Chinatown on a Sydney cycling tour. You can take a ferry ride to see the city sky line. Have  a surfing lesson on Bondy beach. Go on an eco-tour in the blue Mountains you can visit  ancient aboriginal sites and ride on the world’s steepest railway .

Подведение итогов урока. Рефлексия.

Our trip is finished. To sum up I’d like to say that you worked hard today. Thank you very much for your interesting conversation. Now I want you to write if you liked the lesson and what you liked best of all.

Write “yes” or “no”:

• I understood everything. (Я понял все.)
• It was difficult for me to speak English. (Мне было трудно говорить по-английски.)
• I am satisfied with my work. (Я доволен своей работой.)
• I liked the presentations. (Мне понравились презентации.)
• I learnt something new at the lesson. (Я узнал что-то новое на уроке.)

Give me the papers.

Thanks to everybody! I give excellent marks to …, good marks – to…, satisfactory marks to… I will not have home task for the next lesson. Enjoy your holidays.

The lesson is over. Bye!

План- конспект  урока английского языка  в 9 А классе МБОУ «СШ №3»

Валеевой Суфии Ильясовны  учителя английского языка МБОУ «СШ№3»

                                              г. Когалыма Тюменской области

Тема урока: У.Шекспир. Жизнь и творчество.

Цель урока: активизировать потенциал знаний, умений и навыков говорения и аудирования по теме у учащихся 9-го класса.

Практические:

• развивать у учащихся умения монологической речи;
• развивать у учащихся умения понимать иноязычную информацию на слух;

Воспитательные:

• формировать у учащихся уважение и интерес к культуре других стран;
• формировать потребность в практическом использовании английского языка в социально-культурной сфере;
• воспитывать культуру общения.

Развивающие:

• развивать у учащихся интерес к изучению английского языка;
• углублять познавательные мотивы;
• развивать умения описывать, интерпретировать, критически оценивать произведения искусства, выражать свое мнение.

Образовательные:

• обобщить и расширить знания учащихся о мировом художественном наследии;

расширить общий и лингвистический кругозор учащихся.

Оснащение урока:  экран, магнитола, компьютер , карточки со смайлами для оценивания урока.

Пути реализации поставленных задач:

- организация обучения для реализации практических  задач в реальной жизненной ситуации;

- использование разнообразных приемов и методов работы на уроке;

                                                         План урока

1. .Организационный момент. 

Introduction.

Good morning  boys and girls.  Today we are going to speak about a great poet and playwright William Shakespeare.

I hope you will help me to do it. The aim of our today’s lesson is to learn more about this great man and we shall begin with the words you see on the screen:

“All world’s a stage,

and all the men and women merely players:

they have their exits and entrances;

and one man in his time plays many parts…”

                                                                          (As You Like It Act II, Scene 7)

He really thought so, but why ? We shall try to find the answer to this question today.

2.Активизация речи учащихся с опорой на имеющийся в их распоряжении материал.

T: Look at this portrait of the writer. What can you tell us about him?

P1:  William Shakespeare was an English   poet and playwright . He is the greatest writer in the English language.

                                                                        1

P2: Shakespeare wrote 36 plays, all of them are still studied, performed and even made  into films all over the world! Shakespeare also wrote 3 many love stories

3.Фонетическая разминка. Чтение названий пьес Шекспира и деление их на группы: трагедии, комедии, исторические драмы.

T: What do you know about Shakespeare’s plays?

P3:Shakespeare wrote 38 plays. Among them are tragedies such as Hamlet, King Lear, Othello, Macbeth; comedies such as All’s Well That Ends Well, Twelfth Night, Much Ado About Nothing; historical dramas such as Henry IV, Richard III.

4. Выполнение упражнений разного типа для активизации устной речи учащихся.

Now let us do several exercises and see if you understood the information about Shakespeare you read at home.

1. Read an mark sentences as T(true) or F(false)

1. Shakespeare’s plays are only performed and studied in England.
2. Shakespeare earned a lot of money
3. Romeo and Juliet is a comedy/
4. There weren’t  any women actors in his plays.
5. Shakespeare’s plays showed what life was like in Elizabethan times/
6. The original Globe Theatre was destroyed by fire.

B)Match   the words in bold to their meaning:

1.the period  of time a queen/ king rules a kingdom,

2.a person who lends other people money for fee,

3.lies,

4.destiny,

5.trader,

6.person who writers plays,

7. piece of the body,

8. thinking sb else is sb else,

9.show,

10 .fit,

11.change their appearance.  

                                        a. mistaking one person for another;

                                        b. disguise themselves;

                                        c. money lender;

                                        d. pound of flesh;

                                        e. merchant;

                                        f. reflect;

                                        g .revenge, deception, fate;

h. hold;

I . replica.

C) Finish the following sentences: 1. William Shakespeare is…

                                                        2. William Shakespeare wrote…

                                                        3. Common themes were…

                                                        4 His plays  reflected…

                                                        5. Shakespeare’s  play were performed…

                                                        6. The original theatre burnt down in…

                                                        and a modern replica opened  in …

5. Работа по цепочке в режиме Р1-Р2, Р3-Р4…

Look through the biography of William Shakespeare once more and ask each other questions:

Questions:                                            Supposed answers:

1. When and where was                       1.William Shakespeare was born in Stratford-upon-Avon

    Shakespeare born?                                on the 23rd of April, 1564.

2. What was his mother?                       2. His mother Marry Arden was a daughter if a farmer.

3. What was his father?                         3. His father John Shakespeare was a glove-maker.

4. What kind of education did he          4. He got a good classical education at

   get?                                                        King’s New School (a kind of a grammar school).

5. How old was he when he                  5. He was only 18, when he married

   married Anne Hathaway?                     the 26-year-old Anne Hathaway.

6. What was she?                                   6. She was a daughter of a farmer.

7. How many children did they             7. They had three children: Susannah,

   have?                                                      then twins –a son Hamnet and a daughter Judith.

8. Why did he leave Stratford?              8. We don’t know exactly why he did it.

9. What did he become in London?        9.  He became an actor, a writer and a poet.

10. When did he produce most of          10.He produced most of his known

     his known work?                                  work between 1589 and 1613.

11. When did the company build            11.In 1599 a partnership of company

      the Globe theatre?                                membership built the Globe theatre.

12. What plays were performed in          12. Julius Caesar, Othello, King Lear

      that theatre and what happened             and Macbeth were performed there.  

       to that theatre?                                      On the 29th of June 1613 a cannon set fire

                                                                     to the Globe and burned the theatre to the ground.

13. When did Shakespeare retire              13.In 1613 he stopped writing and

     and go to live in Stratford?                 went to live in Stratford.

14. When did he die and where was        14. Shakespeare died on the 23rd of April 1616

    he buried?                                                 and was buried in the chancel of

                                                                      the Holy Trinity Church in Stratford-upon-Avon.

                                                          3

6. Высказывания учащихся с опорой на показанные слайды. (Презентация  ).

7. Учащиеся суммируют полученную информацию о Шекспире в самостоятельных высказываниях по его биографии.

Let us summarize the information about the biography of this great man. How much do we know about the life of this great man?

P1: Although the name of William Shakespeare is well-known in the world, we know very

 little about his life. He was born on April 23rd, 1564 in Stratford-upon-Avon. His mother,

Marry Arden, was a daughter of a farmer. His father John Shakespeare was a glove-maker

who had an office in Stratford-upon-Avon.

P2: Little is known about William’s childhood. He got his education at the Grammar school.

He got married in 1582 to Anne Hathaway and had three children, Susannah, the eldest,

then twins- a son Hamnet, and another girl, Judith.

P3: William lived in Stratford until he was twenty-one, when he went to London. We don’t

know exactly why he did it. Some people say that the reason was his love of poetry and theatre.

There is a story that Shakespeare’s first work in London was holding rich men’s horses at the theatre door. But nobody can say whether this story is true.

P4: Later, Shakespeare became an actor and a member of one of the big acting companies.

Soon he began to write plays for his company and in a few years he became a well-known author.

P5: Shakespeare’s work as an actor (although he usually acted only small parts) helped

 him greatly in writing of his plays. He knew the stage and that helped him to write the most wonderful plays ever written.

8.Выполнение заданий в формате ГИА. Развитие навыков диалогической речи.

Учащимся раздается 5 карточек – заданий.

I think it’s time to speak about Shakespeare’s works. I’ll give you the cards. Read the task attentively and talk about Shakespeare’s works in a given situation.

                                                                         5

Примерные ответы учащихся:     

1. At the Box- Office.

1. Are there any seats left for Saturday night?
2. Would you like them in the stalls?

1. Haven’t you got anything cheaper?
2. Let me see…I’ve got two free seats in the dress circle.

1. How much are they?    

      B – 7.50                                                        

      A- OK. I’ll take them. Here is 15 pounds. Thank you very much.

      B- Here you are. I hope you will enjoy the performance  

      2. Going to the Cinema.

      A- There’s an interesting film on at the “Pobeda” cinema.

      B- Shall we go and see it?

      A- I think it’s a good idea. When and where shall we meet?

      B- I’ll wait for you outside the “Pobeda” at about ten to six.

      A- Fine. I’ll try not to be late. Bye.

      B- See you soon.

      3. At the Library.

      A- Hello.

      B- Hello.

      A- Have you read this book?

      B- Oh, yes, I loved it. Has Shakespeare written any other plays?

      A- A great number. Shall I choose a book for you?

      B- Do, please.

      A- Try this. It’s very famous and very good.

      B- “All’s Well That Ends Well by William Shakespeare.

         I’d love to try it. Thank you.

      A- You are welcome.

     4. At the Library’s Counter.

      A- Hello … Are you waiting to take out a book?

      B- Yes, but I must give back this book first.

      A- Oh, let me see! What is it?

      B- It’s a book of comedies written by William Shakespeare.

      He is one of my favorite authors.

     A- My favorite writer is Mark Twain. His “Adventures of Huckleberry Finn” are

     wonderful. And what are Shakespeare’s comedies about?

     B- Oh, they are about people. They show how some misunderstanding may lead to

     some troubles, but people always find the way out. I laughed a lot when I read the book.

     A- Which comedy did you like most?

     B- “Twelfth Night”. It’s my favourite one.

     A- Oh, I think I shall take this book and read this comedy too                        

 5. Speaking About Books at School.

      A- …

      B- Yes?

      A- Can you help me?

      B- Certainly. What’s the problem?

      A-I need your advice. I have read all the books of poetry we have got at home. And I want

      to borrow some really good stuff at our library. Can you think of any good book?

      B-Have you read Alexander Pushkin’s?

      A- Of course I have. I have just finished Ruslan and Ludmila.

      B- I see. Let me think… Do you like Shakespeare?                                                                

      A- I do. I read King Lear not so long ago.    

      B-Have you read his sonnets?

      A- No. What are his sonnets about?

      B- They are about his love to a beautiful lady.

      B- Great. Thanks for your help … I knew you would give mea piece of good advice.

9.Знакомство учащихся с сонетами Шекспира. (Развитие навыков аудирования и чтения).

T: William Shakespeare was not only a great playwright; he was a great poet too. If you read

the biography of Shakespeare well I think you have learnt something about his sonnets.

Will you share this information with us?

P: Published in 1609, the Sonnets were the last of Shakespeare's non-dramatic works to be printed. Scholars are not certain when each of the 154 sonnets was composed, but evidence suggests that Shakespeare wrote sonnets throughout his career for a private readership.

T: Now let us listen to one of his sonnets .It is sonnet 130.

My mistress’ eyes are nothing like the sun;

Coral is far more red than her lips’ red;

If snow be white, why then her breasts are dun;

If hairs be wires, black wires grow on her head.

I have seen roses damask’d, red and white,

But no such roses see I in her cheeks;

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

I love to hear her speak, yet will I know

That music hath a far more pleasing sound;

I grant that I never saw a goddess go;

My mistress, when she walks, treads on the ground.

And yet, by heaven, I think my love as rare

            As any she belied with false compare.

Look at the slide, listen to the sonnet once more, mark the stress and the intonation, and try to read it in the same manner.                        

And now I would like you to listen to the translation of this sonnet. It was made by one

of the most talented translators of the poems in the world by Samuel Marshak.

Recite the translation of the sonnet, please.

                                                                   7

             Ее глаза на звезды не похожи,
            Нельзя уста кораллами назвать;
            Не белоснежна плеч открытых кожа,
            И черной проволокой вьется прядь.              

             С дамасской розой, алой или белой,
            Нельзя сравнить оттенок этих щек,                                                    

             А тело пахнет так, как пахнет село.            
            Не как фиалки нежной лепесток.
           

             Ты не найдешь в ней совершенных линий,
            Особенного света на челе,
            Не знаю я как шествуют богини,
            Но милая ступает по земле.

             И все ж она уступит тем едва ли,
            Кого в сравненьях пышных оболгали.

                                                                    (С Маршак)                                  

10. Просмотр учащимися 2-х минутного фильма о театре Глобус.

T: Look at this slide. We are in London again. Do you know what building it is?

Right you are. It is the Globe theatre, the place where many of Shakespeare’s plays were shown for the first time. Would you like to tell us what you know about this building?

P: In 1613 Shakespeare stopped writing and went to live in Stratford where he died in 1616. Shakespeare was buried in the chancel of the Holy Trinity Church two days after his death.

 A monument was built to him in Stratford and in the Poets’ Corner in Westminster Abby.

T: Let us see the film.

11.Высказывания учащихся по просмотренному фильму.

What new interesting information have you learnt from the film?

1. The Globe was built on the southern bank of the river Thames.

2. There were only three theatres at that time in London.

    The Globe was the third one.

3. We saw the only surviving contemporary picture of the Globe theatre.

4. The Globe theatre was fussy, crowdy, noisy, and the actors had to attract the attention of the audience.

5. Rich people sat at the theatre and poor people stood around the stage.

6. On June 29th 1613 the original Globe theatre burnt down during

the performance of Henry the 8th.

7. The reconstruction of the theatre began in 1989.

8. The new Globe theatre was opened on June 12th 1997.    

                                                            8

12.Завершающее знакомство с биографией Шекспира. (Слайд-могила Шекспира)

Последние высказывания учащихся по биографии писателя, чтение эпитафии и объяснение ее содержания.

T: And now we are going to speak about the last years of Shakespeare’s life

P1: In 1613 Shakespeare stopped writing and went to live in Stratford where he died in 1616. Shakespeare was buried in the chancel of the Holy Trinity Church two days after his death. A monument was built to him in Stratford and in the Poets’ Corner in Westminster Abby.                                                          

T: Shakespeare was buried in the chancel of the Holy Trinity Church two days after his death. Read the epitaph carved into the stone and try to explain what it means.

P2:          Good friend for Jesus sake forbear

             To dig the dust enclosed here

             Blessed be the man that spares these stones,

             And crushed be he who moves my bones.

 P3: The epitaph carved into the stone slab covering his grave includes a curse against moving his bones, which was carefully avoided during restoration of the church in 2008.

T: Thank you very much.

13 Выводы по изученному материалу.

T: Our lesson comes to its end, so let us say a few words about Shakespeare, his work and his influence on theatre and literature.

P1: Shakespeare was a great humanist. He believed in man and wished people of his country

to be wiser and happier.  

Four hundred years later his plays are still acted – not only in England but in the whole world.

P2: Shakespeare's work has made a lasting impression on later theatre and literature.

 In particular, he expanded the dramatic potential of characterization, plot, language,

and genre. Until Romeo and Juliet, for example, romance had not been viewed

as a worthy topic for tragedy.

P3: In Shakespeare's day, English grammar, spelling and pronunciation were less

standardized than they are now, and his use of language helped shape modern English.

14.Прослушивание романса на стихи  сонета Шекспира в переводе на русский язык.

Now we shall listen to the translation of Shakespeare’s sonnet set to music. Listen to this song and try to find and read this sonnet in the original.

15. Our lesson is over. I thank you for you good work and help. I hope that our lesson will be the starting point in your learning and reading Shakespeare’s works. Thank you once more. Good bye.      

Тема: “In my lunch box”.

Класс: 3

Тип урока: комбинированный

Учебник: Spotlight 3.Ю.Е.Ваулина,Дж.Дули

Оборудование: проектор, интерактивная доска, презентация.

Технологическая карта урока.

Учебный предмет : английский язык

Класс:5

Цели урока : формирование  коммуникативной компетенции обучающихся 5 класса в рамках изучения темы «Travel&Leisure»/«Путешествия и досуг»

Задачи урока:

Образовательная:

развивать навыки понимания прочитанного и говорения, используя лексику по теме и модальный глагол can / can’t.

Развивающие:

развивать умения анализировать, обобщать, делать выводы, развивать внимание, устную речь.

Воспитательная:

воспитывать умение слушать другого , уважение к мнению одноклассников;

воспитывать уважение к другим странам мира, их традициям, культуре.

Планируемые результаты урока-

предметные:

освоение лексически  по теме , повторение и использование в речи модального глагола

 can / can’t;

метапредметные:

ставить цели и планировать с помощью учителя,  самостоятельно и с помощью учителя оценивать правильность выполнения действия и вносить  коррективы, слушать одноклассников;

личностные : развитие мотивов учебной  деятельности

УУД

смысла учения, осознавать степень своего усвоения материала.УУУУД

Личностные:

- формирование коммуникативной компетентности в общении и сотрудничестве со сверстниками;

- формировать установки учебно-познавательной мотивации и интереса к учению.

Регулятивные:

- осуществление регулятивных действий, самонаблюдения, самоконтроля, самооценки в процессе коммуникативной деятельности на иностранном языке;

-  строить новые учебные цели и задачи;

-  оценивать свои возможности и достижения познавательной цели.

Коммуникативные:

- формулировать своего  мнения, организовать и планировать учебную деятельность с учителем и одноклассниками;

- использование адекватных языковых средств   для отображения своих чувств, мыслей;

- брать на себя инициативу в организации совместного действия, вступать в диалог.

Познавательные:

- построение логических рассуждений , умение ставить проблему, аргументировать ее, делать выводы.

Технологии: личностно-ориентированная , здоровьесберегающая