Аннотация
Цель данного урока развить компенсаторные компетенции обучающихся. Задания урока подводят обучающихся к необходимости догадаться о значении слова по дефиниции, без перевода. В урок включены глаголы с послеглаголами, которые являются синонимами к ранее изученным глаголам. Работая в парах и индивидуально обучающиеся развивают УУД перефразирования, мобилизуют активность, формируют умения неподготовленного говорения.
Урок 1
Тема:“ Travel” - Путешествие
Цели:
I. Практические
Обучающиеся научатся угадывать значение глаголов по их дефинициям.
Запомнят глаголы и их синонимы.
Разовью УУД по перефразированию.
II. Образовательная
Обучающиеся узнают интересные факты о всемирно известном
путешественнике и его экспедиции.
III. Воспитательная
Осознают значение целеустремленности в развитии личности человека.
IV. Развивающая
Разовьют УУД чтения про себя.
Ход урока:
I. Организационный этап
Greetings, short talk about famous travelers and their journeys.
II. Мотивационный этап
Цель этапа: включить обучающихся в учебную деятельность повторения и изучения нового материала на личностно значимом уровне.
Обучающиеся выполняют задание на проверку качества усвоения материала домашнего задания в новых ситуациях.
Работа в парах
Ex. 1. Think about the missing words in the following questions. There are two
words more. Ask each other questions about your experience in travelling.
Trip, sights, home, photograph, package, abroad, journey, hotel, travel What’s the longest destination you have ever travelled from … ?
Have you ever been … ? Where did you go?
Have you ever gone on a business … ? Where to?
Do you like … holidays where everything is arranged for you? Why (not)?
What … was the most unforgettable? Why?
Do you think that … broadens the mind? Why (not)?
What are the most popular … for tourists in your town? (In Crimea?)
После проверки задания учитель задает вопрос:
Have you ever set out at midnight?
Обучающиеся не знают значение глагола «set out».
IV. Актуализация знаний и пробное учебное действие
Цель этапа: подвести обучающихся к пониманию значений глаголов с послелогами.
Вопрос учителя: Which of the three verbs would you choose to the following definition?
Verbs: “get to, stop off, set out”
Definition: “to start a journey, especially a long one”.
Work in pairs.
Students are given verbs and their definitions which they have to match.
Ex. 1. Read the definition and ask your partner to name the verb.
Set out Stop off
Get back
Explore
Get to
Carry on
To make a short visit to a place during a journey
To arrive somewhere
To start a journey, especially a long one
To travel through or examine an area in order to find
out what it is like
IV. Проект выхода и реализация проблемы.
Цель этапа: зафиксировать новые знания
Ex. 3. Ask your partner to say the same but using a synonym to the verb. There
are two verbs more.
Leave, arrive, return, continue, look around, break the journey, reach, set on I want to see you before I set out.
They only got back from their trip yesterday.
Shall we explore the castle this afternoon?
Carry straight on until you get to the traffic lights.
Shall we stop off somewhere on the way to Cornwall?
We got to the place of our destination, tired and hungry.
V. Релаксация
a song “Eagle”
(Benny Andersson, Bjorn Ulvaens)
They came flyin' from faraway
now I'm under their spell.
I love hearing the stories that they tell
They're seen places beyond my land
and they've found new horizons
they speak strangely, but I understand
and I dream I'm an eagle
and I dream I can spread my wings.
Flyin' high, high
I'm a bird in the sky
I'm an eagle that rides on the breeze
high, high
what a feeling to fly
over mountains and forests and seas
and to go anywhere that I please
VI. Самостоятельная работа
Цель этапа: самопроверка умения находить пропущенное слово.
Ex. 4. Think which verb is missing in the following sentences. There are two
verbs more.
Stop off, carry on, explore, set out, get to, carry-out, get back, set on They … at the pub on their way home.
We … the territory from St. Louis to the Pacific.
Columbus and his crew … from Europe in 1492.
Please, … with your work.
What time … you … from the trip last night?
Next day we … the camp, tired and hungry.
VII. Включение в систему знаний и повторение.
Цель этапа: развить компенсаторную компетенцию.
Ex.5. Read the text silently inserting the missing verbs
Marco Polo
Marco Polo was born in Italy in 1254. A traveler and merchant, he was one of the first Europeans to travel across Asia and into China. His journey lasted 24 years.
He … , aged 17, with his father Nicolo and his uncle Maffeo on their great journey to China. They sailed south from Venice, Italy and … in the Middle East. They then … overland to Persia (now Iran), through the Pamir Mountains and the Gobi Desert before they … Beijing, China.
At that time, China was more advanced than Europe. They already had paper, so large numbers of books were available. They also used paper money in many parts of the empire.
After he … to Italy, Marco Polo talked about his experiences in China, and he wrote a book describing the riches of Asia. His written account was the first Western record of porcelain, coal, gunpowder, printing and silk.
Unfortunately, not many people believed Polo’s stories and he became known as “the man of a million lies”. He died in 1324.
VIII. Домашнее задание
- reread the text and answer the following questions to it
- make up your own sentences about your experience in traveling using active milti-word verbs
When did Marco Polo leave Italy?
Did he go on a journey alone?
Where did he make a short visit?
What country did he continue going to?
What mountain did he have to cross to reach China?
What surprised Marco Polo in China?
What kind of book did he write after he returned to Italy?
Why did people call him “a man of million lies”?
IX. Рефлексия
Which verb was the most difficult to memorize?
Which verb was the easiest to remember?
How not to confuse “carry on” and “carry out”?
carry on, v. = syn. go on (doing s/th.)
carry out, v.=syn. do what you’re promised (or said) to do
