Технология использования и создание системы дидактических материалов на иностранном языке с учетом социокультурных особенностей
Дипломная работа - Педагогика
Другие дипломы по предмету Педагогика
Для примера приведу фрагменты проведенного урока английского языка в 5 классе с предполагаемыми высказываниями учащихся, в основе которых - лексика речевых опор.
Тема урока: "Teenagers problems".
Цели урока:
Активизация тематической лексики УМК в устной речи учащихся в диалогической и монологической форме в процессе развития иноязычной коммуникативной компетенции школьников.
Развитие умений и навыков учащихся аргументировано выражать личное отношение к проблеме, предлагая собственные пути ее решения.
Развитие навыков школьного самоуправления и формирование умений совместно анализировать и давать оценку поступкам, коллективно находить оптимальные пути решения проблемы.
Воспитание потребности в здоровом образе жизни.
Формы проведения: Интерактивная беседа. Ролевая игра.
Учебное пособие: УМК В.П. Кузовлева и др. "English10-11" (М., "Просвещение", 2006 г., Unit 4).
Ход урока (фрагменты): Well, boys and girls, I believe all of you fell like speaking English, dont you? So lets begin todays lesson. What did we speak about at our previous lesson?: We discussed teenagers problems that many young people worry about.: And while discussing the problems touched upon your task was to enrich your vocabulary by means of the words and the expressions presented in the key word cards you had been given. Let us go on discussing the problems of the young and see how well you can use your active vocabulary. (Далее следует интерактивная беседа с классом, затрагивающая злободневные проблемы подростков, среди которых "Spare Time", "Choosing a Career", "Smoking", "Taking Alcohol and Drugs", "Teen Violence", "Teen Pregnancy and AIDs Cases" и некоторые другие. С помощью речевых опор проблемы эти не только озвучиваются, но и обсуждаются с целью средствами изучаемого иностранного языка подвести учащихся к пониманию того, что далеко не всегда следует уходить от проблем, а нужно закалять свой характер, чтобы во взрослой жизни уметь преодолевать их достойно. После этого урок продолжается в форме ролевой игры, и речевые опоры снова помогают создавать оптимальные условия для организации активной практики английской речи учащихся.)
T: And now let us try to learn how to cope with some of the problems faced by teenagers. I suppose you know that in the book Her Honor, Katie Shannon by Betsy Haynes many problems are discussed and solved by a Teen Court. And I want you to imagine you are the participants of such a Court too. Teen Court is a role-play which will also give you an opportunity to practice speaking English. First however we must divide the class into groups and all of you will have an opportunity to master your English in an unusual way. Some of you will be plaintiffs; some others will be defendants, teachers, parents and judges of course. If you are not against letting Р1, Р2 and Р3 be the judges of our Teen Court (учитель называет учащихся, которых он предлагает на роли судей), let them come out to the front, take the seats at the Judges table and appoint the Senior Judge of the Court.
Карточка №1
Imagine you are a judge in the Teen Court. Use the expressions below to explain your work as a judge and ask the defendant question.
-to be a judge is not easy;
-to discuss the rule that has been broken (Use; We should);
-to discuss how justice can be fairly applied;
-to take notes while listening in order to understand the problem thoroughly;
-to ask the plaintiffs any questions needed;
-to appoint the Senior Judge;
-to be caught (smoking, drinking, alcohol)
-to be forbidden;
-to disagree to the complaint:
Р3: I believe Р1 would be the best Senior Judge. He has a very good command of English so he will be able to control the proceedings in the right way.
T: Ok. I share your opinion. So the judges may take Cards 1 and 2 with the necessary key words for them to organize a general discussion well. And now, boys and girls, we are to decide which of you will play the parts of the plaintiffs, the defendants
Карточка №2
Imagine you are the Senior Judge. Use the expressions below to lead the discussion in the Court.
-We should have our Court case today.
-We have to talk how we are going to run the Court.
-I have to open the Teen Court first and introduce the plaintiffs.
-to ask the plaintiffs to explain their complaint;
-to ask the defendants to respond to the plaintiffs complaint;
-to ask the judges to come out with their questions;
-to organize a general discussion of the case and the problem touched upon;
-to make the teachers and the defendants parents take part in the discussion and explain the defendants how harmful their behaviour is;
-to ask the defendants for their final word;
-to ask the judges for their verdict.
Карточка №3
Imagine you are a plaintiff and try to explain the complaint.
-"Your Honour!";
-I know that I have to explain the complaint.
-to have caught these students smoking in the classroom;
-to be not allowed anywhere in school;
-to tell the students to stop smoking;
-to refuse; and to continue;
-to be ready to answer the questions on the problem;
-to be ready to discuss the case;
-to be sure the Court will make a fair decision;
-must try to convince the students how harmful for teens health smoking is.the parents. I believe Р4, Р5 and Р6 will be good plaintiffs and I ask them to study the words and the expressions of Card 3 thoroughly to play the parts well enough.: As for our defendants I offer them the words and the expressions of Card 4 which will help them to try and respond to the complaint. I am sure the students Р7 and Р8 will be able to play these parts well.
Карточка №4
Imagine you are a defendant and try to respond to the complaint.
-"Your honour!";
-I know that I have to respond to the complaint.
-to have been caught smoking in the classroom;
-to be not allowed anywhere in school;
-to ask to stop smoking;
-to refuse; to continue;
-to complain to the Teen Court;
-to disagree to the complaint because…;
-to smoke; to know that and do nothing (adults, friend, parents);
-to promise not to do it again.: Well, boys and girls, I hope each of you will take part in the conversation and for the students Р9, Р10, Р11, Р12, Р13 and Р14 I offer the words and the expressions of Card 5 that will help them to join the discussion and practice their English too. These students will be the teachers (Р9, Р10, Р11) and the defendants parents (Р12, Р13, Р14). Well, everybody has been given the key word cards according to the role for you to be aware of the information on the problem under discussion. I hope each of you has already looked through the words you are to use to develop your speech habits and enrich your English vocabulary. The words on the cards will help you to join the conversation easily to discuss the problem.Id like to ask the Senior Judge if he has already investigated the words needed.
Р1: Of course, I have.: Thats fine. So you may declare the Teen Court open and start its work at last.
Р1: Well, we should have our Court case today and I have to open our Teen Court and introduce the plaintiffs, the defendants and the judges. Here they are. First however we have to discuss how were going to run the Court and I want the judges to tell you a few words about their work. Will you?
Карточка №5
Imagine you are a teacher or a parent. Use the expressions below to ask the students question about their bad habits.
-to be not allowed anywhere in school (smoking, drinking, alcohol, taking drugs);
-to cause various diseases;
-smorking: to make teeth yellow, hair and clothes smell; to cause a cough, a headache,