План – конспект открытого урока английского языка

План – конспект открытого урока английского языка

с использованием мультимедийных технологий

на английском языке, 9 класс

Миранова Галина Сергеевна - учитель английского языка муниципального общеобразовательного учреждения средней общеобразовательной школы №5 Курского муниципального района Ставропольского края, села Эдиссия.

Тема: “People and society”

Тип урока: комбинированный

Цели урока:

Формирование коммуникативной компетенции в рамках темы: «People and society» через практические, развивающие, воспитательные и общеобразовательные цели.

Практические:

- развитие умений монологической и диалогической речи в рамках темы урока «People and society»;

- развитие аудитивных умений в рамках темы урока «People and society»;

- развитие элементарных умений письменной речи в рамках темы урока «People and society»;

- развитие умений поисково-просмотрового и детального чтения в рамках темы урока «People and society».

Развивающие:

- развитие памяти, логики, внимания, языковой догадки, аналитического мышления (на примере сравнительного приема, ассоциативного приема, решения проблемных заданий).

Воспитательные:

- воспитание интереса к культуре страны изучаемого языка, культуры общения на занятии и в повседневной жизни (на основе изучения биографии выдающихся личностей страны изучаемого языка, статей из Всеобщей декларации прав человека);

Общеобразовательные:

- расширение кругозора учащихся (за счет знакомства с правами человека, моделью идеального общества (Томас Мор), выдающимися личностями страны изучаемого языка и достижениями выпускников нашей школы);

- изучение культурологических аспектов англоговорящих стран (на основе материала об организациях, регулирующих взаимоотношение мировых сообществ).

Задачи урока:

- совершенствование слухо-произносительных навыков в рамках темы урока «People and society»;

- совершенствование грамматических навыков (The Subjunctive mood) на основе конструкции: If I were…I would…; I suppose this abstract is about…; …is(isn’t) typical for…; the typical problems of Utopia (nowadays society) are…; I see my society with(without) …

- совершенствование навыков техники письма в рамках темы урока «People and society»;

- совершенствование навыка использования лексических единиц в рамках темы урока «People and society».

- подготовка учащихся к Единому государственному экзамену части заданий В.

Оснащение урока:

Дидактический раздаточный материал

Мультимедийное оснащение: компьютер.

Формы работы с классом:

Групповая работа, индивидуальная работа, фронтальный опрос.

Структура урока:

I. Организационный момент (2 мин)

II. Речевая зарядка (4 мин)

III. Активизация лексических единиц в рамках темы урока (5 мин)

IV. Развитие умений поисково-просмотрового и детального чтения (8 мин)

V. Развитие умений восприятия иноязычной речи на слух (7 мин)

VI. Развитие умений монологической речи (4мин)

VII. Совершенствование навыков устной речи и письма (4 мин)

VIII. Домашнее задание (1 мин)

IX. Окончание урока (1 мин)

X. Резерв

Ход урока:

I. Организационный момент

Teacher: Good morning children!

Pupils: Good morning teacher!

Teacher: I’m glad to see you!

Pupils: We are glad to see you too!

Teacher: Sit down, please.

II. Речевая зарядка.

Teacher: Dear children, today we have a very interesting and unusual lesson. We’ll speak about People and Society. First of all let’s define the definition of the term society. Look at the screen. Term society has different variations. Name them.

Pupils: club, people in general, upper class

Teacher: Right. Now read the definitions on the next slide and match them with the terms.

Pupils: They are doing the task

Teacher: Right you are! So now let find the term suitable for our topic.

Pupils: Society – people in general

Teacher: Right you are! During thousands of years on earth, mankind has constantly dreamt of a better life and a better society – a society without evils and hardships. People who think of such societies are philosophers and people who claim that they know how to make people happier, are politicians. So today we’ll revise words, connected with the topic, learn a lot of interesting information about outstanding personalities and talented people, leading organizations, human rights, we’ll try to model our own ideal society, and elect a President.

III. Активизация лексических единиц в рамках темы урока

Teacher: So we know that people create society but outstanding personalities change it for better or for worse. Here we have pictures of famous people. Before doing the task let’s learn new words: poverty, advocate, encourage, strife.

Pupils: read the definitions

Teacher: Now we know these words. So choose any text about one of the famous people and try to guess whom it is about using construction “I suppose this abstract is about…”

Pupils: come up to the blackboard, choose a text, read it and try to guess who is who

Pupils: I suppose this abstract is about…

IV. Развитие умений поисково-просмотрового и детального чтения

Teacher: Now we have learned a lot about famous politicians and philosophers. But we should accept that not only well-educated politicians can move the development of our society but also creative and talented in art people like Madonna, Elvis Presley, the Beatles and many-many others. Can you bring your examples?

Pupils: Timberlake, Merey Motie, Pugacheva…

Teacher: Very good. So, I have prepared very interesting information about Michael Jackson. Firstly we’ll read the text together then answer my questions to the text.

Pupils: work with the text about Michael Jackson and answer the questions

Now it’s high time to speak about simple but very talented people of our society to be exact about our school leavers. What did they achieve? I know you have made a research and found out very interesting information. Please your presentations.

Pupils: represent presentation

V. Развитие умений восприятия иноязычной речи на слух.

-before listening

Teacher: Children, as you know society is a big organ which consists of different systems. They work together in order to produce progress. These systems represent different institutions and organizations. You know these society-controlling organs. Look at the next slide and try to match an organization with its duties.

Pupils: they are matching

Teacher: Now I want us to watch a part of a film about one of such organizations “Pentagon”. On your desks you have a script about Pentagon. Listen carefully to the text and try to fill gaps with suitable word from the film. But before listening let’s discuss some unknown words.

Pupils: study words

-listening

-after listening

Teacher: Did you like the film? So, read your variants, please

Pupils: answer

VI. Развитие умений монологической речи

Teacher: So now, it’s high time for us to learn and what document contains the main human rights. Everyone should know his rights in case to protect himself. Do you want to know what this document is?

Pupils: Yes

Teacher: On the slide we have a puzzle which illustrates this document. Take this box, there some articles in it. Every article is for one part of the puzzle. Take them one by one, read aloud and decide whether you know this right. One by one pieces of the puzzle will open. At the end we should get the whole picture of the document.

Pupils: answer

Teacher: So now we have the picture of this really important document. What is it?

Pupils: The Declaration of Human rights.

Teacher: You are right.

VII. Совершенствование навыков устной речи и письма

Teacher: Speaking about society we shouldn’t forget about disputable and eternal question of an ideal society. We know that the widely known work about an ideal society was written by Sir Tomas More. He named it Utopia. Now a few word about him. What was he?

Pupil: tell about Sir Tomas More

Now let’s illustrate More’s and nowadays’ society by using cards on the blackboard. Let’s define their positive and negative features. On the blackboard you have two circles. The first is for Utopia and the second is for nowadays society. Ok. What is typical for Utopia? What is typical for nowadays society? Use clichés: …is(isn’t) typical for…; the typical problems of Utopia (nowadays society) are… .

Pupils: model societies

Teacher: Ok. I like your work. Now let’s model the society of your dream. Below you have a circle for it. You can take either positive features or negative ones from Utopia and modern society in order to create one you are going to live in. Use clichés: I see my society with (without) …

Pupils: model society

Teacher: Ok. We have created a model of the future society. Now we should elect the president of our society. Let’s get in to teams and choose a candidate. Who is the candidate of your team?

Pupils: Sasha, Lesha

Teacher: Ok. So, candidates, you have helpers. The duty of helpers is to create the political program for their presidents.

Before getting down to work we should revise a piece of grammar. It is the Subjunctive mood, Conditional II. Look at the screen and try to fresh up in your mind the construction. Now find colorful pieces of paper on your desks and write one sentence for your President program using the Conditional II with verb “to be”. One minute to you. Then give them to your candidate who will read them aloud. And we will choose the best program so the best candidate by voting.

Pupils: write sentences and read them. They are electing the president

Teacher: So the president of our society is… I wish you ruled justly.

VIII. Домашнее задание

Teacher: All right, now let’s speak about your home task. It will be to write a short composition on the topic “As a president I would do…”

IX. Окончание урока

Teacher: That’s great, thank you very much. You’ve worked fantastic today! Your marks for the lesson are…

Thanks again for your work, for your activity, for your attention. Good luck and be good citizens of your country! You may be free.

X. Резерв

Teacher: So now I propose you one more task.

Let’s try to give literary translation to these well-know sayings of famous people

1. As long as there is mankind there will be wars. Only dreamers think otherwise.

(Paul von Hindenburg)

1. Mankind must put an end to war – or war will put an end to mankind.

(John F. Kennedy)

1. This is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning.

(Winston Churchill)

Liberty is the right to do everything that the laws allow.

(Montesquieu)

1. The execution of laws is more important than the making of them.

(Thomas Jefferson)

1. If poverty is the mother of crimes, want of sense is the father.

(La Bruyere)

1. You cannot ask one Utopian to live in another’s Utopia.

(Gilbert Keith Chesterton)

Teacher: Find the right ending of these sayings and proverbs:

1. Happy is the country that has no history.

2. If you want peace, prepare for war.

3. Take not a musket to kill a butterfly.

4. Love your neighbor, yet pull not down your fence.

5. The pen is mightier than the sword.

6. History repeats itself

7. All is fair in love and war.

5