Технология: личностно-развивающий диалог.
Цели:
- формирование грамматических навыков говорения с использованием придаточных определительных предложений с союзными словами “which/that”;
- развитие общих умений коммуникации: понимать содержание текста на основе его информационной переработки, выражать свое мнение по прочитанному, кратко высказываться по теме урока, используя описание, повествование, а также эмоциональные и оценочные суждения.
- формирование уважения к праву каждого человека иметь свою позицию, свое мнение, воспитание культуры толерантности и уважения к человеческому достоинству.
Оборудование:
- карта смыслов,
- раздаточный материал в виде карточек каждому ученику,
- аудиомагнитофон,
- маркеры.
Ход урока
1. Погружение в проблему.
- Have you got a friend?
- How old is he?
- What are his/her main characteristics?
- Do you spend a lot of time together?
- Do you argue sometimes?
- Who wants to tell us about his/her friend?
- How do you think what is the main idea of our lesson?(версии фиксирую)
- What is the most important word in all these variants? (friend)
- Today we shall try to draw a portrait of the ideal friend(тема вывешивается на доску).
2. Этап проявления смыслов в процессе аудирования.
- Listen to some British children (Ted, Ellen and Joy) and say who of them has many friends, who needs a friend who is happy with his/her only friend.
- All of you have such tables.
| Ted | Ellen | Joy | |
| Your variant | |||
| Correct answer |
1 - he/she happy with his/her only friend
2 - he/she needs a friend
3 - he/she has many friends.
- So put number 1,2 or 3 opposite each name. (аудиозапись)
- And now test yourself, please. (на доску вывешивается правильный вариант ответа).
- Who has correct variant? Rise your hand.
- Who has 1 mistake?
3. Соорганизация смыслов и разворачивание их в пространстве.
- Open you books at page 108.
- Let us read these opinions once more, please.
- Look at these cards, read the statements and then answer “Whom does this opinion belong to?” (карточки у каждого на парте)
- Why do you think so?
- Which is better , from your point of you, to have many friends, only one friend or to be friendless? (фиксирую результаты на карте смыслов, опрашиваю всех учащихся)
| For having many friends | For having one friend | For being friendless | |||
| Name | Reason | Name | Reason | Name | Reason |
4. Дискуссия.
-Listen to the dialogue and say “What does Ann suggest Mary doing on the day of his departure?” (инсценировка)
- Have you got a pe friend?
- Can he be a loyal friend?
- Where can we find such a friend? (using Internet, going to England)
- Listen to a short poem and say “Who is Nikitas friend?” (his father)
- Can our parents be our best friends? Why?
So, it is your point of view on the problem “Who can be our best friends?
- May be you want to add something in this scheme.
5. Оформление своего смыслового пространства.
- All of you have a set of such cards.
- Divide them in 2 groups, please. I shall give you 1 minute.
- What are these groups? (positive and negative traits of character)
- Name these words, please. One by one.
- Let us draw a portrait of the ideal friend.
- This is our friend.
- What trait of character is necessary for the ideal friend from your point of view?
- Go to the blackboard one by one and put your card near our friend.
- Begin your sentence with “The ideal friend is a someone who…”
- Look at this famous English proverb “Make new friends and keep the old”
- How do you understand this proverb?
- I think it is very important not to forget the old friends’
- At home write down a short composition on topic “The Ideal friend”.
- Thank you very much for your work. It was pleasure to work with you.
- Аt the end of our lesson I suggest you to sing the song “The more we are together”.
- Do you agree? (поем песню про дружбу)