Современный урок по иностранному языку

29. Морозова, Н.Г. Учителю о познавательном интересе / Н.Г.Морозова. - М.: Знание, 1999. - С. 5 – 46.

30. Негневицкая, Е.И.  Иностранный язык для самых  маленьких: вчера, сегодня, завтра. // Иностранный язык в школе, 1987. - № 6. – 26.

31. Онищук, В.А. Типы, структура и методика урока в школе / В.А.Онищук. – Киев, 1976. – С.246

32. Онищук, В.А. Урок  в современной школе / В.А.Онищук. – М.: Просвещение, 1981. – С.184

33. Пассов, Е.И. Урок  иностранного языка в средней  школе / Е.И.Пассов. – М.:Просвещение, 1988. – С.223

34. Полат, Е.С. Обучение  в сотрудничестве // Иностранные  языки в школе. - 2000. - № 1. – С.32-38.

35. Поляков, Е.М. О  системе и анализе урока / Е.М.Поляков.  – Киев, 1974. – С.286

36. Портнов, М. Анализ  урока // Народное образование.  – 1974. - №5. – С.12-17.

37. Рогова, Г.В. Методика  обучения немецкому языку на  начальном этапе в средней  школе / Г.В.Рогова. – М.: Просвещение, 2004. – 365 с.

38. Рогова Г.В. О повышении  действенности урока иностранного  языка // ИЯШ - 1986 - №4.

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40. Русина, П.И. Обучение  иностранному языку младших школьников // Иностранные языки в школе. - 2004 - №2.- С.41-46

41. Садомова, Л.В. К проблеме творчества учителя иностранного языка// Иностранные языки в школе. – 1989. - №6 – с.14

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(В. М. Лизинский  «О методической работе в школе», М.:Центр" Педагогический поиск",2001г) 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                 Приложение

 

План-конспект урока с  использованием ИКТ

Тема урока: «Friends in Touch. Создание электронного письма»

Продолжительность урока: 40 минут.

Цель урока: сформировать умение написания электронного письма         другу.

Задачи:

Образовательные:

Выработка навыков применения средств ИКТ в учебной деятельности.

Формирование навыков  создания электронного письма.

Усвоение лексики.

Развитие навыков аудирования, письма, чтения.

Отработка навыков грамматического  и лексического оформления речи в  соответствии с коммуникативным  назначением высказывания.

Развивающие:

Развитие памяти, логики, языковой догадки.

Совершенствование умения использовать знания, полученные при изучении английского языка на уроках по информатике и наоборот.

Воспитательные:

Повышение мотивации  в изучении информатики и английского  языка.

Воспитание у учащихся речевого этикета.

Методы обучения:

Формы работы на уроке: фронтальная, парно-групповая, индивидуальная.

Тип урока: комбинированный.

Технические средства обучения: магнитофон, компьютеры.

Дидактический материал: карточки с текстом для чтения, карточки с заданиями.

Эффективность использования  ИКТ: слайды презентации усиливают наглядность и упрощают процесс восприятия материала, задания на компьютерах помогают осуществить самоконтроль, выполнение заданий за компьютерами помогают учащимся проявить самостоятельность.

Ожидаемые результаты:

Личностные:

Способность видеть взаимосвязь между разными предметами.

Стремление к активному  мышлению.

Повышение уровня познавательной и творческой активности, любознательности, самостоятельности учащихся.

Межпредметные:

Формирование универсальных  учебных действий, осознание важности взаимодействия английского языка и информатики.

Развитие умения извлекать  специфическую информацию из заданной темы.

Предметные:

Формирование навыков  письменной речи, умение воспринимать английскую речь на слух.

Использование умений пользоваться компьютером и интернетом применительно к данной теме.

Закрепление материала  по теме «Электронное письмо», а именно усвоение информации о структуре  электронного письма, о стиле его  написания.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                           

                                                                                          Приложение

 

Lesson plan

 

Going Green

The foundation of national parks in the United States and around the world is based on the desire to preserve natural resources for future generations.

Environmental conservation or "going green" has become a pressing need as the world gets more crowded and natural resources are in shorter supply. This lesson plan is designed to help your students understand and work with these concepts in their schools and communities through the creation of an action plan. Completing all of the tasks will probably take three or more class periods; suggested extension activities will require additional class periods.

Level: Intermediate to high intermediate

FOCUS: Skill-integrated language learning, contextualized practice, developing problem-solving skills, cooperative group work

Materials: large paper and markers for poster session (optional)

Task 1: Building background (approximately 1-2 hours total)

1. Research the topic

a. Divide the class into teams of three to four students.

b. Using the Internet or a library, have students research the topic of preserving the natural environment.

c. Tell each team that they must write their own definition of environmental 
conservation or "going green" and must produce a list of 10 to 20 new vocabulary 
items, along with definitions for these items.

d. Remind students to record the sources of all their information (websites, books, 
magazines).

e. Optional: Before students begin their research, you can share with them the glossary 
that accompanies this lesson. Ask students to sort the words in the glossary into the 
categories of "problems" and "solutions." Have teams compare with other teams how 
they categorized the words. What words and phrases are the same and different?

2. Strategize

a. Ask the student teams to decide what aspect of environmental conservation they 
want to focus on (water, air, waste, etc.).

b. Have the students strategize how they will gather information about environmental 
issues at their school or in their community. Will they interview people, distribute 
a questionnaire, gather information through observation, or a combination of all 
three? Can they think of other ways to gather information?

c. Tell students that they will have to decide on:

the method of information gathering

the division of labor

the timeframe for the project

potential problems

 

3. Create information gathering tools

a. After students have outlined their information gathering plan, tell them to 
write a questionnaire or interview questions based on the topic they chose.

b. Here are some examples in case they have trouble thinking of questions:

Water: How do you use water? How do you contribute to wasting 
water? How do you contribute to water pollution?

Air: What actions do you take that pollute the air? What can you do 
to lessen your contribution to air pollution? Do you think you have 
control over solving the air pollution problem?

Waste: What do you throw away? How are you being careless with the 
land? What can people do to help clean up the land?

4. Strategize, again

a. Finally, have students decide together who will do what tasks. Who will they 
speak to? Where will they go to do their interviews? How will they capture 
the information (written notes, recording, video)?

b. At this point, students should have discussed possible solutions to anticipated 
problems in information gathering.

Task 2: Getting the information (homework assignment)

School: Students can interview and give questionnaires to students in other 
English classes in the school as a way to practice English. Students can conduct 
the rest of their information gathering in their native language. Who can they 
speak to? Other students, teachers, administrators, school staff.

Community: Instruct students to conduct as many interviews as possible in 
English. Of course, this may not be possible. Let them know that it is okay for 
them to use their native language for this task. Who can they speak to? Family, 
neighbors, friends, shopkeepers, and local business owners.

Note: Remind students to ask the same questions of each interviewee so they 
can measure their data quantitatively.

 

Task 3: Creating an action plan (approximately 2-3 hours total)

(Note: An action plan defines a problem or challenge, identifies possible solutions, and outlines the steps to implement those solutions.)

1. Report findings

a. Put students back into their teams to report their findings to each other.

b. Have  students work in  their  teams  to  compile  and  summarize  their 
information.

c. Ask students whether they want to summarize their data in numbers 
(quantitatively) or through a summary of the ideas (qualitatively). They may 
want to do both.

2. Brainstorm possible actions

a. Have students brainstorm possible actions to help make their school or community "greener" based on what they learned from the interviews.

 

b. Ask each team to make a list of possible actions.

c. After teams finish their lists, ask them to review their lists and pick the best 
ideas. 

3. Create an action plan

a. Tell students to take their best ideas and create an action plan that they could 
implement in the school or their communities.

b. Example of an action plan:

i.    Students identify litter as a major problem in their school.

ii.   They form teams from their class and other classes to clean up the litter.

iii. A group of representatives goes to the principal to ask for time in the school day to clean the school environment.

 iv.  A group of representatives goes to the custodial staff to ask for cleaning

tools and supplies.

v.    Students create awards for the team that did the best job of cleaning up.

vi.  On the appointed day, the students clean the school. vii. The awards are given out at a school assembly.

c. Give each team a large piece of paper and markers (if you have them) to make posters of their findings and of their ideas for action.

4. Present in a poster session

a. When the teams have finished their posters with their findings and their 
action plans, have them take turns giving 5-10 minute presentations to the 
whole class. Each member of the team must say something.

b. In order to encourage listening from the other students, have the class take 
notes and ask questions of the presenters when they are done.

Suggested extension: Deepening the language learning

(for homework or additional lessons)

Writing: Create an environmental magazine

In order to extend the learning from the "Going Green" project, ask students to do some creative writing on the topics that interested them most. They could write essays, narratives from their lives, fictional stories, or poems.

Set aside time in class, or give the assignment as homework. Then have students share their writing in groups to get feedback from their peers. Continue this pattern for several sessions until each student has three or four finished pieces.

Ask each student to choose his/her two favorite writings for publication.Gather the students' writing into one file. You may also want to ask the 
students to find pictures and illustrations for the magazine or to do some drawings of their own. Print up the final product and make enough copies for all.With the students' permission, you may want to distribute the magazine in 
the school or post it on a bulletin board.

 

Glossary of Environmental Term

acid rain - rain that mixes in the with industrial pollutants, primarily sulfur dioxide and nitrogen oxides.

 

air pollution - toxic gases or othe materials in the atmosphere, usually as a result of human activity.

 

alternative energy - energy produced from clean sources sue as the sun, water, and wind.

 

biodiversity - a wide range of different species of animals, plants,

and other living beings which contribute to the development of all living things.

 

carbon dioxide (CO2) - a natural! occurring gas in the atmosphere resulting from the burning of coal oil, natural gas, and organic matter.

 

climate change - change in temperature and weather pattern caused by the burning of fossil fuels.

 

ecologist - a scientist concerned with the interrelationship of organisms and their environment.

 

ecology-a branch of science concerned with the interrelationship of organisms and their environment.

 

ecosystem - an interdependent group of animals, plants, and other living things.

 

endangered species - species of animals and plants in danger of extinction.

 

energy conservation - using energy efficiently and wisely; saving energy.

 

fossil fuel - a fuel, such as coal, oil, or natural gas, produced by the decomposition of ancient (fossilized) plants and animals.

 

global warming - increase in the average temperature of the earth's surface.

 

      greenhouse effect - the process that raises the temperature of air in the lower atmosphere due to heat trapped by greenhouse gases.

 

hydropower - energy or power produced by moving water.

 

litter - waste such as paper and cigarette butts, which is thrown on the ground thoughtlessly.

 

 

managed growth - urban or industrial growth that is controlled so as not to be harmful to the environment.

 

nuclear energy - energy or power produced by nuclear reactions.

 

oil spills - the harmful release of oil into the environment, usually in the water, which sometimes kilts animals and plants.

 

over-development - expansion or development of land to the point of damage.

 

ozone - gases in the upper atmosphere that form a layer which protects the earth and its inhabitants from ultraviolet radiation.

 

recycling - collecting, sorting, and processing used materials (such as paper, plastic/glass bottles, and aluminum cans) into usable materials.

 

renewable energy - energy resources such as wind power or solar energy that can keep producing indefinitely without being used up.

 

smog - a dense, discolored fog containing large quantities of soot, ash, and toxic gases such as sulfur dioxide and carbon dioxide.