Методическое объединение учителей иностранного языка 15-летию лицея посвящается

Вид материала

Урок

Содержание Разработки и статьи педагогов Работы учащихся 2)Ход урока 1) Вопросы по теме текста 3) Подведение итогов урока. Оценка учащихся. 4) Физика - английский язык Ход урока Гуменник Мария Абрамовна Цель урока Ход урока Открытый урок Цели урока Ход урока Ply - to go regularly from one point to another and back again; Ripen Vale = valley; Severe And the steady breezes blow Towered clouds forever ply Dew and rain fall everywhere And the live air, fanned with wings Into contact distant things ... Полное содержание

Подобный материал:

• Банк данных об учителях, входящих в методическое объединение учителей иностранного, 191.25kb.
• А. С. Пушкина Пушкинские чтения Научная конференция Посвящается 200-летию открытия, 121.71kb.
• План работы ммо учителей русского языка и литературы, учителей иностранного языка, 16.47kb.
• Итоги работы секции учителей иностранного языка, 21.53kb.
• -, 536.53kb.
• Конкурс проводится с целью создания условий для повышения уровня профессионального, 47.45kb.
• Окружной Конкурс методических разработок по иностранному языку (далее Конкурс) организуется, 47.51kb.
• Методическое объединение учителей иностранного языка Некоторые особенности восприятия, 53.46kb.
• Задачи: Создать методическое пособия для учителей иностранного языка «Подготовка учащихся, 39.97kb.
• Анализ работы мо учителей иностранного языка за 2010- 2011 учебный год, 321.85kb.

Департамент образования города Москвы

Государственное образовательное учреждение

лицей №1525 «Воробьёвы горы»

Региональная общественная организация содействия
образовательной деятельности лицея №1525 «Воробьёвы горы»

Методическое объединение учителей иностранного языка


15-летию лицея посвящается


Творческие работы

по иностранному языку

педагогов и учащихся

лицея №1525

«Воробьёвы горы»


Москва

2007


Группа авторов


Сборник творческих работ по иностранному языку педагогов и учащихся лицея №1525 «Воробьёвы горы»

М.: МАКС Пресс, 2007. – 64с.


В сборнике представлены творческие работы как учителей иностранного языка, так и учащихся 8-11 классов различных направлений лицея.

Эта книга может быть полезна для учителей, а также для всех, изучающих иностранные языки.


Редактор – Гуменник М.А.

Подготовка к печати и оригинал-макет – Кузнецова Ю.В.

Художественное оформление – Кузнецова П.Ю.


© Лицей №1525 «Воробьёвы горы», 2007

Содержание


Введение …………………………………………………………………………………….………………...........………………..4


Разработки и статьи педагогов


Профильный урок в 10-м классе социально-экономического направления....................................5


Бинарный урок в 9-м классе физико-математического направления

Тема урока: Загадки гравитации...................................................................................................7


Бинарный урок в 10-м экспериментальном классе

Тема урока: Английская живопись XVIII века................................................................................8


Открытый урок в 11-м классе гуманитарного направления

Тема урока: Английская поэзия XIX века.....................................................................................9


The Role of Rhymes in Language Teaching………………………………………………………………………………….10


Из опыта работы по подготовке на основе тестов учащихся

старших классов к сдаче ЕГЭ по английскому языку………............................................................14


How My Dreams Came True (or unusual England)...........................................................................15


Работы учащихся


The Crisis of Teenager Age............................................................................................................20


Forgotten Heroes..........................................................................................................................22


Job for Life and Job for Love .........................................................................................................23


Bill Bryson ...................................................................................................................................24


Заметки о переводах на русский язык

стихотворения Apтюpa Рембо «Пьяный корабль»…………………………………………………………………..…25


How to Arouse Interest to Reading for Pleasure……………………………………………………………………………29


Переводы английской поэзии ………………………………………………………………………………………………….30


Переводы с французского языка учащихся 8 класса гуманитарного направления .......................39


Стихи на испанском языке учащихся гуманитарного направления…………………………………….…...…41





Введение

Данный сборник содержит творческие работы учащихся различных профильных направлений лицея №1525 «Воробье­вы горы» на английском, французском и испанском языках, а также дидактические разработки учителей английского языка, который изучается как основной (базовый) предмет в данном учебном заведении.

Пособие представляет интерес для широкого круга чита­телей потому, что позволяет познакомиться с тем как готовить доклад на английском языке, писать статью на актуальную тему (поиск работы, участники войны) или переводить поэтические произведения с английского, французского языков на русский. Интересны стихотворения учащихся на испанском языке, которые они сочинили сами.

Нам кажется, что сборник может являться методической рекомендацией для учителей английского языка, ибо они по­знакомятся с разработкой урока по экономике, бинарными уроками МХК и физики на английском языке, тестами для старшеклассников (подготовка к ЕГЭ по английскому языку), уроком английской поэзии с переводом на русский язык.

Стихи и переводы учащихся, представленные учителями Европиной М.А. (французский язык) и Соколовой Е.И. (испанский язык), особенно привлекательны. Необходимо принять во внимание тот факт, что эти языки изучаются в качестве второго иностранного с нулевого уровня в течение всего трех с половиной лет. Высокий уровень этих работ – большая заслуга не только учащихся, но и их учителей.

Все представленные работы учащихся являются лучшими среди работ лицеистов: они получили признание на олимпиадах и конференциях, были опубликованы в периодической печати, выставлялись на ВВЦ.

Мы надеемся, что сборник будет полезен для широкой ау­дитории учителей и учащихся.

Е.П. Трегубова,

директор лицея №1525 «Воробьевы горы»

М.А. Гуменник,

председатель МОУ иностранного языка


Профильный урок в 10-м классе

социально-экономического направления


Учитель: Архипова Софья Аркадьевна

1)Тема урока: «Why is economics sometimes called the study of scarcity and choice?»

2)Ход урока:

а) Вводное слово учителя: «Why study Economics?»

Лексика: to best meet their many desires – наиболее полно удовлетворить свои собственные потребности

to evaluate- оценить

The history of civilization is a great and continuing voyage of dis­covery. During this voyage we have slowly increased our under­standing of ourselves and our environment in a manner that now enables us to satisfy many needs and aspirations more completely. Economics deals with the way in which individuals, households, firms, industries, and governments decide to employ their given talents and material resources to best meet their many desires. A fuller understanding of economics should enable you to understand and to evaluate economy and to participate more successfully in the actual operation of the economy. All of us participate as consumers and as citizens who elect those responsible for managing our national economic policies.

б) Чтение отрывка из текста «Scarcity» - без сло­варя.

Лексика: scarcity- ограниченность

to tax- вводит налоги

to spend taxpayers' money – тратить

деньги налогоплательщиков

employees- желающие поработать

a business owner - предприниматель

individuals - отдельные граждане

to be outside the realm of economics - находиться не в компетенции экономики


One discovery you have made is that you can't have every­thing! In fact, you probably are reminded of this every time you go shopping. You may see 20 or 30 items you would like, but you know you cannot afford to buy them all. Everyone – not just teen­agers – has to make choices. Governments have the power to tax and receive huge sums of money, but politicians still must debate how to spend taxpayers' money. All business owners or managers– and even coaches of professional teams – must pick and choose from among the employees or equipment they would like to have. They cannot have everything. There will always be a difference between what people want and the resources available to satisfy those wants. Since there is not enough of everything to go around, everyone – individuals, business firms, and governments – needs to make choices. Individuals and families must decide how to use limited income, savings, and other resources. Governments, too, are limited by their ability to tax, borrow, and print money.

With this in mind, economics can be defined as the social sci­ence that describes and analyzes how people in a society choose to use its scarce resources to satisfy their needs and wants. Eco­nomics is concerned about economics wants such as food, clothing, airports, CDs, haircuts, and auto repairs. Other important human needs and wants – respect, security, and friendship, for example – are outside the realm of economics.

You may ask yourself, "Why should I study economics?" Scar­city probably isn't a problem you will be able to solve, and allocat­ing resources sounds like a job for politicians and business owners and managers. The study of economics will help you understand the issues facing businesses and governments while helping you make intelligent personal decisions.


1) Вопросы по теме текста:

a) Does economics want affect non-economic human needs and wants?

b) Can you think of examples?

c) Take a survey of the students in your class!

How much do they spend on entertainment, food and clothing each month? How many have a job?


2) Задание на доске: Matching Questions: Match each term in Column A with its definition in Column B.

Сolumn A

1. econmics

2. economic system

3. factors of production

4. goods market

5. entrep reneur

6. scarcity

7. opportunity cost

8. services

9. profit

10. motive

11. mixed economy

12. economic model


Column В

a. Items of value that can be seen and touched.

b. Where buyers and sellers are brought together

c. Drives business to produce the things that consumers want.

d. Used to explain or predict eco­nomics events.

e. How a society organizes to answer the What, How, and Who questions.

f. Items of value that cannot be seen or touched.

g. Describes the economic system in most democracies today.

h. Takes business risks in hopes of earning a profit.

i. Not enough of everything to satisfy everybody's wants.

j. Study of how people use scarce resources to meet needs and wants.

k. Land, labor, capital and entrepre­neur-ship.

I. What one must give up to obtain a good or service.


Далее учащиеся прочитали стихотворение вслух (приходилось исправлять произношение некоторых слов), дали подстрочный

перевод (по очереди, каждый – по одной строке) и ответили на следующие вопросы:

1. Сап you tell what country the poet describes?

Of course, Stevenson describes his native Scotland. He depicts not only the valleys and hills of his beloved Fatherland but conveys his nostalgia:

Something kindred greets us still;

Something seen on vale or hilt

Falls familiar on the heart.


2. Point out the lines where the poet refers to the beauty of his country.

Towered clouds forever ply,

Dew and rain fall everywhere,

Harvests ripen, flowers are fair,

And the whole round earth is bare

To the moonshine and the sun;


3. What is the mood of the poem?

P1 - The mood is made up of nostalgia, sadness and the deep love for his Fatherland.

P2 - This poem symbolizes loneliness: "Severed souls", "half the world apart".


4. Which words would you call the key-words of the poem and why?

PI - The author longs to be with his nearest and dear­est that's why the line: "brings Into contact distant things"» very important.

P2 - Because of the health problems the author has to stay so far from Scotland, but in his dreams he wanders around “Vale or hill" and wants to be there, so I think that the words "makes all the countries one" are the key-words of the poem.


5. What is it that creates the atmosphere of

• rapid motion;

• nostalgia?

PI - the words breezes, winds, swallows, to and fro, come and go convey the feeling of rapid motion.

Р2 - some lines have already been mentioned however, you feel nostalgic when you read: "Let us wander where we will" because you cannot do it just now.

6. How do you understand the lines:

• the live air, fanned with wings;

PI – fragrant air moving because of the birds flying.

• severed souls;

Р2 - souls or persons who cannot be together.

• falls familiar on the heart;

P3 - deep in your heart you realize that it is well-known but forgotten thing that you see and it arouses happy memories.

• tremble, half the world apart.

P4 - there is a long distance between two lonely people nevertheless they experience the same feelings.

7. Which lines do you like best and why?

(great variety of answers)

Завершающим этапом урока была оценка ответов учащихся. Домашнее задание – художественный перевод стихотворения.

The Role of Rhymes

in Language Teaching


Irina Karkhina, a Teacher of English


At any stage teachers of English as a second language may find the class is having difficulty with particular sounds and structures. If you need some material for remedial work in all aspects of pronunciation or practice different language skills, I would advise you to start with a restricted area of English rhymes.

My own experience shows that rhymes can readily be absorbed by the learners of all ages. Perhaps because of the appeal of rhythm, rhymes are memorable. If rhymes are well taught, they are seldom forgotten. Besides not all language material is so easily retained and evoked. Moreover, for most learners reciting a rhyme is much easier than talk. This makes rhymes particularly useful for practicing not only the sound system of the language, but learning the vocabulary and structures, which provides an enjoyable change from drills, dialogues or other activities.

Whatever benefit you expect the students to get from the rhyme, you must remember that their interest derives solely from the pleasure it gives them. Therefore, you should not spend more than ten minutes or quarter of an hour in any one lesson on rhymes. If you work systematically through all difficult points and students recite rhymes meaningfully, they will master the sound system of English and a wide selection of its vocabulary and structures.

What kind of material to present depends on whether you are concerned with teaching all the language skills, or only certain of them. I regularly use rhymes in class for teaching skills involved in good pronunciation and intonation. Most books on English pronunciation list twenty-four consonant and twenty vowel sounds commonly used in acceptable English speech. Many of these sounds are unfamiliar to Russian pupils, who often use sounds from their own language, until they have mastered the English system.

There are several different ways of practicing sounds. First, I draw students’ attention to the position of their own lips and tongue. Then they recite rhymes on all the individual sounds of English. I never introduce more than one rhyme at a lesson. Rhymes can also be graded according to the difficulty of content.


[ p ] Peter Piper picked a peck of pickled peppers

[ ∫ ] She sells seashells on the seashore

[ t∫ ] If a white chalk chalks on a black blackboard,

Will a black chalk chalk on a white blackboard?

[ t∫ ], [ r ] Never travel by train in a dry country like Trinidad

[ w ], [ð] Whenever the weather is cold.

Whenever the weather is hot.

We’ll weather the weather,

Whatever the weather ,

Whether we like it or not.


Appropriate rhymes can be used to practise stress and intonation patterns. The sounds of English occur in syllables. Syllables themselves may be stressed and unstressed. In their turn the latter are organized into feet. The number of feet in the line sets the rhythm. I usually make the rhythm apparent by clapping hands or tapping out the beat on the desk.

The students have also to use the right tune. The meaning of a sentence is equally depends on the tune which it carries. The most usual tune in the rhyme is the falling tune. Some of the rhymes make excellent practice material for work on the rising and falling tunes. I often help the class to hear the tune by using gestures.

The pupils may be having trouble in distinguishing between the vowels in words ‘work’ and ‘cork’, ‘plough’ and ‘dough’, and consonants in ‘goose’ and ‘choose’. Here is the rhyme which practises sounds and contrasts them.

You probably already know

Of tough and bough and cough and dough.

Some may stumble, but not you

On hiccough, thorough, plough and through.

Beware of heard, an awkward word:

It looks like beard but sounds like ‘bird’ !

Watch out for meat and great and threat;

They rhyme like suit and straight and debt.

And here is not a match for there

Nor dear and fear for bear and pear.

And then there’s dose and rose and lose,

But watch that “s” in goose and chose!

It’s cork but work, and card but ward;

And font but front, and word but sword.


To sum up, appropriate rhymes can be used to practise:

1. individual sounds
   
2. stress and rhythmic patterns
   
3. intonation
   
4. vocabulary
   
5. grammatical structures
   

Из опыта работы

по подготовке учащихся старших классов

на основе тестов

к сдаче ЕГЭ по английскому языку