Презентація
Розробка уроку
англійської мови
з використанням інноваційних технологій
Автор: Шевцова
Ірина Володимирівна
учитель
англійської мови
Харківської
спеціалізованої школи І-ІІІ ступенів № 62
Харківської
міської ради Харківської області,
Спеціаліст
вищої категорії, сратший вчитель
Інноваційні технології, які застосовані:
інтерактивне навчання,
мультимедійні
технології
(використання відео)
Form 7-B
Textbook Oxford Team 2
Unit 8
Lesson 10
Date 09.12.2013
Communication
field Public
Situational
communicative topic London
Topic
of the lesson Places of Interest in
London
Lesson aims to practise reading and listening
to develop speaking skills
to develop
pupils’ ability to work in pairs
to widen the
pupils’ outlook
to get
acquaintance with sights of interest in London
Materials video cassette, pictures, handouts
The Lesson Procedure
Beginning of the lesson
T:
Let’s start our work. We continue to speak about London the capital of the
United Kingdom of Great Britain and Northern Ireland and about the places of
interest in London. I ‘m sure you’ve got
a lot of information about this wonderful and splendid city which has a long
and fascinating history and is famous for many sights of interest that are
known all over the world. Perhaps you’d like to prove that.
P1.London
is a big and beautiful city with lots to see and do.
P2.
London is one of the world’s three largest cities of the world ( the other two
are New York and Tokyo).
P3.Every
year, more than nine million people come from countries all over the world to
visit London.
P4.
London is one of the world’s most important ports and it it the capital of
Great Britain.
T:
That’s quite right. When we think about Paris, Madrid, Lisbon and other
European capitals, we think of them as “cities”. When we think of the whole of
modern London, the capital city of England and the United Kingdom, that great
area covering several hundred square miles, we do not think of it as a “city”,
not even as a city and its suburbs. Modern London is one of that has steadily
become larger through the centuries, it is a number of cities, towns and
villages that have, during the past centuries, grown together to make one vast
area.
3 min.
1.Warming
up.
What
words do you associate when you think
about London?
Matching. Pair work. Working with
cards.
Capital the city where the government of a country
or a state.
Centre the part of a town or city where most of
the shops, banks, theatres etc are.
Ceremony a special formal event which is part of the
religious or social tradition of a place , and in which there is a fixed ser of
words and actions.
Custom a way of behaving that has existed for a
long time among a group of people, and is considered normal or polite – use
this especially to talk about countries or other times
Ancient use this about buildings, cities,
countries that existed many hundreds of years ago.
Sights the famous and interesting places that
tourists often visit
Tradition all the beliefs and ways of behaving that
have existed for a very long time in a particular country or among a particular
group of people
Unique so special and unusual that it is the only
one of its kind – use this especially about things or people that you think are
extremely good.
Antique something such as a piece of furniture or
a beautiful object that is old and valuable
etc.
5 min.
2.
Presentation.
Listening. Work with the pictures.
Guess the sights of London.
1)
It
is one of the most ancient buildings of London. It was founded in the 11th
century by William the Conqueror. It is now a museum of arms and armour, and as
one of the strongest fortress in Britain, it has the Crown Jewels.(The Tower of
London)
2)
From
the centre of Westminster Bridge you can have a splendid view of this building
which spread magnificently on the north bank of the Thames. This structure is a
remarkable example of Gothic architecture. ( The Houses of Parliament)
3)
This
cathedral is the work of the famous architect Sir Christopher Wren. It is said
to be one of the finest pieces of architecture in Europe. The building of this
cathedral went on for 35 years. ( St.Paul’s Cathedral)
4)
It
is a fine Gothic building, which stands opposite the Houses of Parliament. It
is a work of many hands and different ages. It has been the setting for every
Coronation since 1066 and for numerous other Royal occasions.(Westmister Abbey)
5)
It
is a large square in central London. It was created in 1830-1841. It is one of
the London’s most popular tourist attraction. (Trafalgar Square)
6)
It
is the official home of the British royal family in central London. Many
tourists stand outside the Palace to watch the ceremony of Changing the Guard.
(Buckingham Palace)
7)
It
is a large sculpture in front of Buckingham Palace It was made in 1911 in
memory of the Queen, who ruled from 1837 to 1901, as a tribute to the achievements of her long and glorious
reign. (Queen Victoria Memorial)
8)
It
is the bell in the clock tower of the British “ Houses of Parliament” Its sound
is well known and has become one of the most familiar sounds of Britain and is
famous throughout the world. (Big Ben)
Big
Ben
St.Paul’s Cathedral
The
Houses of Parliament
Trafalgar Square
Westminster
Abbey
The
Tower of London
Queen
Victoria memorial
Buckingham
Palace
7 min.
3.
Video watching.
1) Let’s
have a phonetic drill. Repeat the following words and word-combinations.
Famous ancient fascinating cathedral official
magnificently conquer architecture Gothic antique sculpture architect remarkable unique
2)
Before you watch.
Look
at some of the sights of interest in London you see on the blackboard. Tell us
about them.
Let’s
check your task. Read the sentences.
3)
While you watch look at the Handouts (Handout1) and complete the sentences with
the words from the box.
4)
After watching name the sights of interest you have seen and describe them.
The
Houses of Parliament
the
palace of Westminster
St.Paul’s
Cathedral
the
Tower of London
Buckingham
Palace
Queen
Victoria Memorial
Trafalgar
Square
15 min
5.
Reading.
SB
p.25.
1) Read paragraph 1-4. Put the sentences in each paragraph into
the correct order and complete the table.
2)
Speak on the paragraphs.
Foundation
and origins of London.
The
Roman period of its history.
London
in the Middle Ages.
Modern
times.
10 min.
6.Summary.
We
have spoken about ……
I have
learned …..
2 min.
7.
Hometask. To write
an outline of what the students would include in the magazine story or TV
programme about events in the history of the capital of Ukraine.
2 min.
8.
Marks.
1 min.
Розробка
уроку
англійської
мови
Автор: Шевцова Ірина Володимирівна
учитель англійської мови
Харківської спеціалізованої
школи І-ІІІ ступенів № 62
Харківської міської ради
Харківської області,
Спеціаліст вищої категорії,
старший учитель
Topic: The
world of films
Type of lesson:
combined
Aims: 1) to present different names of the jobs connected
with shooting the films;
2) to develop pupils’ reading and
speaking skills;
3) to bring pupils to respect work.
4) to
systematize knowledge on the topic ‘The world of films’
Equipment: exercise books, blackboard, pictures depicted
different jobs, vocabularies, student’s books.
The Lesson Procedure
I.Greeting (1min)
Teacher:
Hello, dear pupils! I’m glad to see you! How are you today?
Pupils:
Fine, thanks! And you?
Teacher:
I’m very good? Thank you.
II.Checking homework (3 min)
Teacher:
Now let’s check your homework.
(At home pupils
were to think about their own 10 sentences using structures ‘wish’ and ‘have
something done’. Teacher choose some pupils and ask them. )
III.Warming-up activity (5 min)
(discussion)
Teacher:
What do you think why films are so popular?
Pupils: Because it is very exciting way to spend our spare
time.
Teacher:
What genres of films do you know?
Pupils:
Documentary, fantastic, horror, comedy, tragedy, action films, soap opera and
of course cartoons.
Teacher:
What genres of films are very popular in your class?
Pupils:
Comedy, action and horror films.
Teacher:
Good! Do you think it’s difficult to shoot a film?
Pupils:
Yes.
Teacher:
Why?
Pupil 1:
It requires lots of efforts, money and time.
Pupil 2: Lots
of people take part in creating films.
Teacher:
Would you like to create your own film?
Pupils:
Yes. Of course, but a lot of people need to be hired.
IV.Announcement of new topic (1 min)
Teacher: So today we are going to learn ‘The world of films’
and different names of jobs connected
with shooting the films.
V.Presentation of
new material (10 min)
Teacher: You have some new words on the blackboard
·
actor
·
cameraman
·
stuntman/woman
·
costume designer
·
lighting
engineer
·
scriptwriter
·
director
·
make-up artist
Teacher: Now I want you to match them with these
pictures.
(whole-class
activity; pupils match new words with the given pictures)
Teacher: Do you understand the meaning of these words?
Pupils:
Yes.
Teacher: So note these new words in your vocabularies.
(individual
work; pupils note new words in their vocabularies, write translation of these
words )
VI.Practicing (consolidation of new material)
Teacher: Now open your student’s books, page 96. Here you have
exercise №2 and the task is to match the new words with these sentences. Be
careful (whole-class activity) (5min).
1. This person
tells the actors what to do. (director)
2. This person
does something dangerous instead of an actor. (
stuntman )
3. This person
designs clothes for the actors. (costume
designer)
4. This person
operates the camera for the film. (cameraman)
5. This person
writes the story for the film. (scriptwriter)
6. This person
does the actors’ make-up. (make-up
artist)
7. This person
plays the part of a character. (actor)
Teacher: Now you will read the text, page 75. Be
attentive, memorize all the details (3
min).
The advantages and disadvantages of being a stuntman
I’m not sure
whether I’d like to be a stuntman. It sounds like a really exciting job, but it
has some disadvantages too.
In my opinion,
the best thing about being a stuntman is that you do a lot of different things.
One moment you’re jumping off a high building, the next you’re travelling on
the top of a train! I also think it’s great to meet all those stars. Imagine
all the parties you’d go to!
The worst thing
about the job is that you never get famous. It seems to me you do all the
dangerous work but nobody knows who you are! I think you probably have to
retire early too. You have to be young and very fit to do the things stuntmen
do.
(small
discussion, 2 min)
Teacher: Would you like to be a stuntman or woman?
Pupils:
No!
Teacher: And why?
Pupils:
Because it’s really dangerous.
Teacher: Now read the text again, tick three
advantages and two disadvantages that author mentions (5 min).
Advantages
§
good money
§
variety
§
work with famous
people
§
chance to travel
§
lots of parties
Disadvantages
§
not being famous
§
being lonely
§
being bored
between stunts
§
being away from
your family
§
short career
Teacher: Thank you, now you need to match the two
parts of each sentence, and then give your opinion (5 min).
(giving opinions)
1 I think the best thing about being a make-up artist
is…
2 I believe being a director is…
3 It seems to me that scriptwriters…
4 In my view, being a…
5 In my opinion, some…
a actors are paid too much!
b stuntman is a very dangerous job.
c that you can change people’s appearance.
d need to be very creative.
e really hard work.
VII.The end of the lesson
Teacher: Well done, thank you for your attention, your
marks for today’s lesson are… .
(giving marks) (3 min)
VIII.Homework
Teacher
: For the next time you are to think about advantages and disadvantages of
being a child actor (2 min).
Розробка
уроку
англійської
мови
Автор: Шевцова Ірина Володимирівна
учитель англійської мови
Харківської спеціалізованої
школи І-ІІІ ступенів № 62
Харківської міської ради
Харківської області,
Спеціаліст вищої категорії,
старший учитель
Topic: The
world-ancient and modern
Type
of lesson: intergrated (reading and speaking)
Aims: 1) to present a mysterious civilization and the way
people lived over
thousands years ago;
2) to develop pupils’ reading and
speaking skills;
3) to bring pupils to be interested
in the ancient world.
Equipment: exercise books, blackboard, photograph of Macchu Picchu, student’s books, a map of South America .
The Lesson
Procedure
I.Greeting (1min)
Teacher:
Hello, dear pupils! I’m glad to see you! How are you ?
Pupils:
very good, thank you! And you?
Teacher:
I’m ok! Thank you.
II.Checking homework (3 min)
Teacher:
Now let’s check your homework.
(At home pupils
were to make their own story using modal verbs may, might, could, should, ought
to. Teacher choose some pupils to read their stories. )
III.Warming-up activity (5 min)
(discussion)
Teacher:
Look at the photograph. Where do you think it is?
Pupils: Somewhere in the mountains, maybe in America.
Teacher:
Ok! Who do you think live there?
Pupils:
At the present time-nobody.
Teacher:
So, who do you think inhabited this territory thousands years ago?
Pupils:
We don’t know exactly, but we suppose it was the ancient civilization.
Teacher:
Right you are.
IV.Announcement of new topic (1 min)
Teacher: So today we are going to learn the new topic ‘The world-ancient and modern’.
V.Practicing (consolidation of the material)
Teacher: Now open your student’s books, page100. Here you have the
text about Macchu Picchu. Now we will read it. Be careful and attentive, memorize
all the details (whole-class activity) (5min).
Macchu Picchu
The Andes are the longest mountain range in the world, and they
stretch down almost the whole of South America. Over thousands of years, many
mysterious civilizations have lived in the mountains. We can never know
everything about these people, but we can study the ruins they left behind.
These ruins give us some idea of what their lives might have been like.
The Incas were a well-organized and
powerful people, and their empire was huge. It went from Quito in Equador to Santiago in Chile. In
the early 1400s, the Incas built great stone structures in the mountains. They
also built a small but extraordinary city called Macchu Picchu - 'the city in
the clouds'.
The city was built between two sharp
mountain peaks, 800m above the river. Today, archaelogists aren't sure what the
city was built for, but they think it might have been a home for royalty. Some
myths suggest that Macchu Picchu could have been a special place from a far
earlier time.
Today we can see 'steps' around the city where the
Incas grew their food. They probably got their water from natural rivers in the
mountains, and they may have got other things from their capital, Cuzco.
The ruins include palaces, baths, places to keep food, and about 150 houses.
Around 1,200 people may have lived there. The buildings are amazing! They are
made from the grey stone of the mountain top, and many of the building blocks
weigh 50 tonnes or more.
Life in Macchu Picchu may have
stopped when the Spanish conquered the Incas. Although the Spanish never found
the 'city in the clouds', they did find Cuzco. And without supplies from Cuzco,
the people of Macchu Picchu may not have
been able to continue living in their city. Sometime after this, Macchu Picchu
became covered by forest, and was lost to the outside world until 1911.
Today thousands of people visit Peru to see the ruins. Most people set
off from Cuzco, travel by train to Aguascalientes, and then head for
the ruins by bus. But originally, the only way to
get to Macchu Picchu was over a narrow footpath called the ’IncaTrail’. Parts
of the Inca Trail are still there, and you should take this footpath if you go
to Macchu Picchu - it's a hard climb, but the views are magnificent. If you go
early, you may even see the sunrise over the ruins. And after that, you will
never forget your visit to Macchu Picchu!
Working with the text
Exercise 1.
Teacher: Great, now
let’s work with this text. Find the place names that are italicized on the map.
(working with a map, whole-class activity) (2
min).
Exercise 2.
Teacher:
And now complete the table on your own (3
min).
|
COUTRIES
|
CITIES
|
A MOUNTAIN RANGE
|
|
(1)
|
Quito
|
(2)
|
|
(3)
|
(4)
|
|
|
(5)
|
(6)
|
|
(Keys: 1)Equador ; 2)The Andes; 3) Chile; 4)
Cuzco;5) Peru;6) Santiago)
Exercise 3.
Teacher: Read the text again and choose the correct
answer A, B, C or D (5 min).
1.
What
do we find out about the Andes in the first paragraph?
A They stretch across one country in South
America.
B There is still some mystery about the
people who lived there.
C There are thousands of ruins in the mountains.
D They have helped us to understand many things.
2.
According to the text, the Incas
A had a small, but strong
empire.
B lived in more than one
country.
C discovered the city of Macchu Picchu.
D built an enormous city in the mountains.
3.
What
do we learn about the Incas in Macchu Picchu?
A They used materials from the capital to build
their homes.
B They found it difficult to get water.
C Some of the things they needed came
from Cuzco.
D They got all their food from another city.
4. What does
that refer to in the last
sentence of the text?
A the sunrise
over the ruins
B the hard climb
C the journey
from Cuzco
D the magnificent view
(Keys:1-A; 2-B; 3-C; 4-A)
Exercise 4.
Teacher: Find words that mean (3 min):
1 groups of people and the way they live (para 1)
2 the part of an old building that is left (para 1)
3 a large area that is ruled by a group of people
(para 2)
4 buildings (para 2)
5 the tops of
mountains (para 3)
6 kings, queens, etc. (para 3)
7 defeated an enemy (para 5)
8 at first (para 6)
(Keys: 1-civilization;2-ruin;3-empire;4-structures;5-peaks;6-royalty;7-conquer;8-originally
)
Communication
Talking about possibilities
Teacher: Now let’s read a dialogue (2 min).
Paul Where are you going this summer?
Helen I'm not sure. I may go to Macchu Picchu! What about
you?
Paul I don't know yet. I might go to the beach.
(pair work)
Where are you going this evening?
tomorrow?
at the weekend
this summer?
next winter?
Answers: I’m not sure. I may…
I don’t know yet. I might…
VI.The end of the lesson
Teacher: Well done, thank you for your attention, your
marks for today’s lesson are… .
(giving marks) (3 min)
VII.Homework
Teacher
: For the next time you are to find the material about different ancient
civilizations in English and tell us your report (2 min).
Teacher: The lesson is over, you may go.
Розробка уроку
англійської мови
Автор: Шевцова
Ірина Володимирівна
учитель
англійської мови
Харківської
спеціалізованої школи І-ІІІ ступенів № 62
Харківської
міської ради Харківської області,
Спеціаліст
вищої категорії, старший вчитель
The topic «Traveling
around the world»
Main teaching points: Measurements.
How old is
it? How tall is it?
The Lesson Procedure
1.
The beginning of the lesson.
Explain that
pupils are going to look at an English castle. We are traveling to the past.
We’ll see an old castle. King Arthur with his knights and the dragon which
flies.
2.
«Don’t touch».
Pupils listen
to the story, read and find out the height of the tower. They dramatize the
dialogue and answer the questions:
How tall is
it? How old is it?
-It’s over
1000 years old. It’s 50 miters tall.
3.
Pupils’ own stories: I would like to visit…
4.
Number game.
Pupils work
in pairs. One reads the numbers and another writes them down. «Bingo» game.
5.
Pupils look at the photos of the famous
buildings. They learn the English names of the countries. They are in: Egypt,
France, the USA, Italy.
Pupils listen
to the description of sights. They try to remember the numbers and then answer
the questions «What do these numbers refer to?»
1) 1000; 100;
50; 300; 55.
Pupils look
at the height chart. They work in pairs to ask and answer about the
buildings? Following the model dialogue.
How tall is the Eiffel tower ? It’s 324 miters tall. How tall is the Statue of
Liberty?
« Guess
game». One pupil tells the story of the sight; the others have to guess.
Example: Pupil 1 :
It’s in France. It’s over a hundred years old. It’s 324 miters tall. Pupil 2 :
The Eiffel tower.
( W. book)
Pupils listen
to Richard’s taking about places in London. They circle the numbers they heard.
After that they complete the sentences at the bottom of the page referring to
the information in AB 7:C.
The make
short stories about the building, using the texts in AB 7:C as a model.
They make up
sentences using the chart.
6.
The ending of the lesson.
They look at
the photos of different sights. 8 photos among them. The Telecom Tower in
Moscow; the highest Hotel in the world.
Where is it?
What is this?
How tall is
it?
How old is
it?
7. Home task. AB p. 32 7:B. (write down: How tall is the
tower?)
Розробка уроку
англійської мови
Автор: Шевцова
Ірина Володимирівна
учитель
англійської мови
Харківської
спеціалізованої школи І-ІІІ ступенів № 62
Харківської
міської ради Харківської області,
Спеціаліст
вищої категорії, старший вчитель
The topic «Traveling
around the world»
Main teaching points: Measurements.
How old is
it? How tall is it?
The Lesson Procedure
1.
The beginning of the lesson.
Explain that
pupils are going to look at an English castle. We are traveling to the past.
We’ll see an old castle. King Arthur with his knights and the dragon which
flies.
2.
«Don’t touch».
Pupils listen
to the story, read and find out the height of the tower. They dramatize the
dialogue and answer the questions:
How tall is
it? How old is it?
-It’s over
1000 years old. It’s 50 miters tall.
3.
Pupils’ own stories: I would like to visit…
4.
Number game.
Pupils work
in pairs. One reads the numbers and another writes them down. «Bingo» game.
5.
Pupils look at the photos of the famous
buildings. They learn the English names of the countries. They are in: Egypt,
France, the USA, Italy.
Pupils listen
to the description of sights. They try to remember the numbers and then answer
the questions «What do these numbers refer to?»
1) 1000; 100;
50; 300; 55.
Pupils look
at the height chart. They work in pairs to ask and answer about the
buildings? Following the model dialogue.
How tall is the Eiffel tower ? It’s 324 miters tall. How tall is the Statue of
Liberty?
« Guess
game». One pupil tells the story of the sight; the others have to guess.
Example: Pupil 1 :
It’s in France. It’s over a hundred years old. It’s 324 miters tall. Pupil 2 :
The Eiffel tower.
( W. book)
Pupils listen
to Richard’s taking about places in London. They circle the numbers they heard.
After that they complete the sentences at the bottom of the page referring to
the information in AB 7:C.
The make
short stories about the building, using the texts in AB 7:C as a model.
They make up
sentences using the chart.
6.
The ending of the lesson.
They look at
the photos of different sights. 8 photos among them. The Telecom Tower in
Moscow; the highest Hotel in the world.
Where is it?
What is this?
How tall is
it?
How old is
it?
7. Home task. AB p. 32 7:B. (write down: How tall is the
tower?)
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