Методический электронный образовательный центр Министерства образования Оренбургской области и Оренбургского государственного университета
Методический электронный образовательный центр Министерства образования Оренбургской области и Оренбургского государственного университета
Костыренкова Лариса Николаевна
Учитель английского языка
МОАУ «СОШ№51 г. Орска»
Английский язык.
11 класс.
УМК Английский в фокусе, под ред. Афанасьевой О.В., Дули Д, Михеевой И.В., 2012
Базовый уровень.
Тема урока. Путешествие Гулливера.
Общее количество часов, отведенное на изучение темы-1час.
Место урока в системе уроков по теме -8 урок.
Цели урока.
Образовательная. Ознакомление учащихся с новой лексикой по теме «Путешествие Гулливера». Развитие лексико-грамматических навыков учащихся. Обобщение ранее изученной лексики. Развивать произносительные навыки, навыки монологического и диалогического высказывания, чтения с полным и частичным пониманием прочитанного.
Воспитательная. Расширение кругозора и формирование у учащихся интереса к познанию литературного наследия Англии.
Развивающая. Развитие психических функций, связанных с речевой деятельностью (внимание, логическое мышление, способность к выявлению языковых особенностей, языковая догадка).
Задачи урока:
1)ознакомить учащихся с новой лексикой по теме «Путешествие Гулливера»:
2)формировать и совершенствовать умения и навыки употребления лексико-грамматических структур в диалогической и монологической речи учащихся;
3) способствовать развитию памяти, логического мышления;
4)способствовать повышению интереса в изучении английского языка.
Планируемые результаты. Учащиеся научатся употреблять новую лексику по данной теме в диалогах и монологах. Расширят свои познания о творческом наследии Джонатана Свифта «Путешествие Гулливера».
Техническое обеспечение урока. Видеофильм. Аудиозапись.
Дополнительное методическое и дидактическое обеспечение урока (возможны ссылки на интернет-ресурсы).
Содержание урока.
1.Организационный момент (приветствие, проверка готовности к уроку).
T: Good morning. It is nice to see you again.
Ss: Good morning.
T: Thank you. You may sit down. Who is absent?
Ss: Everybody is here.
T: Ok. Let us begin our lesson.
2. Проверка домашнего задания.
T: Your home task was in your workbook. You should do exercise 4 at page 62. You should put nouns into singular or plural form in the sentences. Was it difficult for to do this task? Are there persons who are not ready with their home task?
Ss: Everything was clear.
T: Hand over your work books. I will check your exercises and give you a mark.
3. Фонетическая зарядка.
Repeat after me the following words.
English literature
An adventurous story
A Sea voyage
To be in a weak condition
A furious storm
To be extremely tired
The utmost astonishment
A human creature
A hazy and misty afternoon
4. Постановка темы, целей и задач урока.
T: When I was a child I liked adventurous stories. I liked to read stories about sea voyages. My favourite writer was Jonathan Swift. He was born in Dublin, Ireland. At school, he was described as headstrong and not a very good student. Later, however, he became a popular satirical author and journalist. Swift's best known work is Gulliver's Travels (1726), the story of a surgeon's adventures in strange lands. Swift's descriptions of Gulliver's journeys often seemed so realistic that many readers believed that they were true.
T: I will show you a film. After it you should say what our lesson will be devoted to.
T: Now we have just watched the film. Tell me what the theme of our lesson will be.
Ss: We will speak Gulliver's Travels.
T: Why should we speak about it?
Ss: We should know more about literature of England.
T: What will we do at the lesson?
Ss: I think we will speak about his voyages. Make up dialogues and monologues. Do some exercises.
5. Изучение нового материала.
T: Now open your textbooks at page 144. Look at the picture and describe it. Have you read this novel? Who are the people who have caught Gulliver? Now let us read the text about Jonathan Swift and find out.
He was born in Dublin, Ireland. At school, he was described as headstrong and not a very good student. Later, however, he became a popular satirical author and journalist, and one of the most important figures in literary and political life in London during the reign of Queen Anne (1702-1714). Some of his most famous works include The Battle of the Books (1697) and A Tale of a Tub (1704). Swift's best known work is Gulliver's Travels (1726), the story of a surgeon's adventures in strange lands. Swift's descriptions of Gulliver's journeys often seemed so realistic that many readers believed that they were true! In the first part, Gulliver is shipwrecked on the island of Lilliput, where the people are only six inches tall.
T: What did you come to know about Jonathan Swift?
What was the first part of Gulliver's Travels about?
Why do people all over the world read these stories?
T: Now let us read the text and fill in the gaps1-6 with the phrases A-G. There is one phrase that you do not need to use.
A. but did not see any sign of houses or inhabitants
B. and I realized that I was being swept towards the rock
C. which was the beginning of summer in those parts
D. but in the position I lay, could see nothing except the sky
E. which was long and thick
F. where I slept more soundly than I ever remembered having done in my life for about nine hours
G. and in about half an hour the boat was overturned by a sudden strong gust of wind from the north
It would not be proper, for some reasons, to trouble the reader with the particulars of our adventures in those seas; let it suffice, to inform him, that during our voyage to the East Indies, we were driven by a violent storm to the north-west of Van Diemen's Land. We found ourselves in the latitude of 30 degrees 2 minutes south. Twelve of our crew were dead due to over-work and poor food; the rest were in a very weak condition. On the 5th of November, 1)............ the weather being very hazy, the seamen spied a rock within half a cable's length of the ship; but the wind was so strong that we were driven directly onto it, and the ship immediately split. Six of the crew, including myself, having let down the boat into the sea, attempted to get clear of the ship and the rock. I estimate that we rowed about three leagues', till we were able to row no longer, being already exhausted from our labour on the ship. We therefore trusted ourselves to the mercy of the waves. 2)........ What became of my companions in the boat, as well as of those who escaped on the rock, or were left in the vessel,I don't know; but I must assume that they were all lost. As for me, I swam as fortune directed me. and was pushed forward by wind and tide. I often let my legs drop, and could feel no bottom; but when I was almost gone, and able to struggle no longer, I found that I could touch the bottom; and by this time the storm had calmed. The slope was so small that I walked almost a mile before I got to the shore, guessing that it was about eight o'clock in the evening. I then advanced forward nearly half a mile, 3).........at least I was in so weak a condition, that I did not notice them. I was extremely tired, and with that, and the heat of the weather, I found myself very much wanting to sleep. I lay down on the grass, which was very short and soft, 4)........; for when I awoke, it was just daylight. I attempted to rise, but was not able to move: for, as I happened to be lying on my back, I found my arms and legs were strongly fastened on each side to the ground; and my hair, 5)....... tied down in the same manner. I likewise felt several slender cords across my body, from my armpits to my thighs. I could only look upwards; the sun began to grow hot, and the light blinded my eyes. I heard a confused noise around me; 6)....... After a while, I felt something alive moving on my left leg, which advancing gently forward over my breast, came almost up to my chin; when, bending my eyes downwards as much as I could, I saw that it was a human creature not six inches high, with a bow and arrow in his hands, and a quiver on his back. In the meantime, I felt at least forty more of the same kind following the first. I was in the utmost astonishment, and roared so loud, that they all ran back in fright: and some of them, as I was afterwards told, were hurt with the falls they got by leaping from my sides upon the ground. However, they soon returned, and one of them, who ventured so far as to get a full sight of my face, lifting up his hands and eyes by way of admiration, cried out in a shrill but distinct voice, "Hekinah degul". The others repeated the same words several times, but then I knew not what they meant. I lay all this while, as the reader may believe, in great uneasiness. At length, struggling to get loose, I had the fortune to break the strings, and wrench out the pegs that fastened my left arm to the ground; for, by lifting it up to my face, I discovered the methods they had taken to bind me. and at the same time with a violent pull, which gave me excessive pain, I loosened a little the strings that tied down my hair on the left side, so that I was just able to turn my head about two inches.
Учащиеся читают текст по цепочке, по одному или два предложения, если есть необходимость в переводе, то возможен как перевод отдельных слов, фраз или целого предложения.
6. Динамическая пауза.
T: Now stand up. Come here. I would like to suggest you to do the following task I will divide you into 2 groups. I have drawn a table at the blackboard and you can see 2 columns. The first column is for the words which refer to the topic « Gulliver's Travels » and the second one is for the biography of Jonathan Swift. Each group will have a set of words. Each member of your group should take a word and put it into the column he thinks this word belongs to. Group№1 has the cards with green words. Group№2 has the cards with red words. I will switch on the music you should start doing your task. Ready. Go.
Группы оценивают выполнение задания, находят ошибки, исправляют и комментируют их.
7. Совершенствование, применение знаний и умений, их систематизация (закрепление).
T: Paraphrase literary expressions. We were therefore trusted ourselves to the mercy of the waves.
Ss: We allowed the waves to take us wherever they wanted.
T: I swam as the fortune directed me.
Ss: I swam in the direction of the waves.
T: I was in the utmost astonishment.
Ss: I was very surprised.
T: Ran back in fright.
Ss: Moved away because of fear.
T: Ventured so far.
Ss: Brave enough to get.
T: The way of admiration.
Ss: In amazement.
T: In which lines of the novel do we read about:
a conflict of a man against nature;
an internal conflict;
a physical conflict.
T: Find adjectives best characterize the Lilliputians.
Ss: Selfish, proud, cruel, pompous, hypocritical, bad-intentioned etc.
T: Now in pairs you should make up dialogues between Gulliver and a Lilliputian about the way Gulliver got to the Lilliputian island. The other pair of students will have a dialogue between Jonathan Swift and a reader about « Gulliver's Travels».
Слабоуспевающим учащимся на данном этапе работы нужно предложить карточки с куском текста с пропущенными словами, их задача вставить нужные слова в пропуски в тексте. Проверить задания данных учащихся нужно попросить учеников, которые хорошо успевают по предмету. Данные учащиеся оценивают и комментируют свою оценку.
T: So let us have 2 groups. Now one group will make up questions about «Gulliver's Travels» and the second group will answer them.
Gr1: What is this book about?
Gr2: It is about Gulliver's Travels.
Gr1: Who wrote this story?
Gr2: It was Jonathan Swift.
Gr1: What had happened in the sea with Gulliver?
Gr2: They were driven by the violent storm to the unknown land.
Gr1: How many members of the ship crew died?
Gr2: Twelve of their crew died.
Gr1: Why couldn’t Gulliver stand up from the ground?
Gr2: He found himself strongly fastened.
T: Thank you a lot for your questions and answers. I ask one question and you will give me an answer.
What would you do if you were Gulliver and you found yourself in the unknown country?
На заданный вопрос отвечают один или два представителя от каждой группы. Каждая группа оценивает ответ соперников.
8. Подведение итогов урока.
T: What did we do at our lesson?
Ss: We read the text about «Gulliver's Travels». We did a lot of tasks such as dialogues, monologues.
T: Why should we read such texts?
Ss: To enrich our speech. We came to know more about literature of England.
Ss: To master the language.
T: Did you come to know anything new at the lesson?
Ss: Sure we did.
9. Рефлексия.
T: What was difficult for you at this lesson?
Ss: Sometimes it was not easy to make up sentences correctly.
T: What did you like best of all at our lesson?
Ss: A video and the work in pairs and in groups.
Ss: Paraphrase literary expressions.
10. Домашнее задание.
T: Your home task will be in your textbook. You should do exercises 10 at page 145. Imagine that the story takes place today.Write a summary of it. Think about who Gulliver is, what he does, where he goes, what happens, who the Liliputians are.
11. Аргументация оценивания знаний учащихся.
T: Thank you for your work at the lesson. I am glad to give you the following marks. The lesson is over and I hope you liked everything. See you at the next lesson. Good luck.
Учитель аргументировано выставляет оценки учащимся.
Автор(ы): Костыренкова Л. Н.
Скачать: Английский язык 11кл - Конспект.docxАвтор(ы): Костыренкова Л. Н.
Скачать: Английский язык 11кл - Видео.mp4Автор(ы): Костыренкова Л. Н.
Скачать: Английский язык 11кл - Аудио.rar
