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Бочкарёва С . В . Health of Northern people (the lesson has been approving since 2004 - 2005 school year ) Урок английского языка к УМК В.П. Кузовлева для 6 класса в рамках темы «Здоровье», разработанный на основе брошюры: Бочкар ё- ва С.В. Природосообразность жиз ненного уклада народов Крайнего Севера, основанного на эмпатическом познании Природы: эле к тивный курс. Салехард: ГОУ ДПО «ЯНОИПРКРО», 2010. 58с. (Электронная книга Ямала: раздел «История. Этнография». [Электронный р е сурс]. URL: http://libraries - yanao.ru/ . A lesson plan The Lesson Objectives : 1 . Educational one: to teach students to make up a short monologue - story about the basics of Nort h ern people life style. 2. Developing one: to develop students‱ knowledge a bout the traditional food of Northern aborigines. 3. Pedagogical one: to bring up love to the native region. TASKS: 1 ) development of reading skills; 2 ) development of language skills; 3) development of interpretation skills; 4) development of listening sk ills; 5) develo p ment of communicative skills . Students Level : students of the 6 th form (text - book by Kuzovlev V.P.); for the students of the 5 th form (text - book by I.N. Vereshchagina, O.V. Afanasyeva) within the theme Health . Materials : 1) On the blackbo ard : Theme of the lesson: HEALTH OF NORTHERN PEOPLE ; pictures and photos of reindeer, Northern fish, Northern berries, Northern nature; also three questions are written: a ) THE FOOD OF NORTHERN PEOPLE: IS IT HEALTHY OR NOT? b) DOES PEOPLE‱s CHA R- ACTER DEPEN D ON N A TURE? c ) WHY ARE THE ABORIGINES … and below in the special card some adjectives are written (they are connected with the traits of Northern people‱s character. But the card isn‱t shown to the st u dents. They will see the words on it a bit later; 2 ) Also the teacher makes copies of the text (the number of students in the group) : The information from the elective course by S.V. Bochkaryova was used: Electronic book of Yamal: History and Ethnography : Bochkaryova S.V. Nature conformity of Northern pe ople‱s life style, based on the empathic cognition of Nature . URL: http://libraries - yanao.ru/: THE FOOD О F NORTHERN PEOPLE IS THE PART OF N A TURE What is food for people? Food helps them to live and to be healthy. In the North people need more food than in the south. WHY? Because it‱s very cold in the north, the days are short but the nights are long. So people need more calories to be energe t ic. The health of people depends on them, but nature helps them to survive. Northern animals and plants have much vi tal energy. And they can give their energy to people. Many years ago Northern people began to eat meat and fish. They ate raw fish and raw meat. Meat was usually warm. They killed a reindeer and ate it at once. They a l so drank the warm blood of that animal . It was very healthy for them, because it had a lot of vitamins. Now people in the North eat raw meat too. In winter they eat frozen meat or fish, they call it stroganina . Also the aborigi nes of the North like to eat animal‱s fat. It helps them to be st rong, when they are hunting during many days. Today our scientists say that venison (meat of deer) has more vitamin C than any other sorts of meat, they also think that wa rm blood of deer is very useful for ever y body. And what about fish? People ate fish m any years ago, they liked it very much, and today they like it too. British scientists say that people, who eat fish, have no headache. Eskimos eat fatty fish. That is why, their hearts don‱t hurt. Also scientists think that fish helps p eople to be clever. It‱s interes t- ing to know that the quiet character of Northern people depends on eating fish too. Another wonderful fact is fish helps peop le to be strong. British sc i- entists say that eating fish also helps pe o ple, when they are very tired. Many years ago Northern people began to give small pieces of raw meat and raw fish to their children, when they were babies. Today Northern people also like to eat fish. And not only the ab o rigines, but also the people, who came to the North from other parts of Russia (a nd even from other countries of the world), like stroganina the frozen northern fish, it‱s very tasty and useful. Some sea plants are wonderful too, they are rich in vit a- mins. Fresh seaweed has more vitamins than fruit and vegetables. The main element of seaweed is iodine. And what about plants, which grow in the forest? Such berries as cloudberries, red bilberries, great bilberries and others ha ve been popular among Northern people for many years. They have a lot of vitamins too. Also the aborigines like to drink tea very much. They often drink herbal tea, which is very useful for their health. The plants, which grow in the north, have more vitamins than the same plants in the south, as our scientists say. Northern pl ants must be strong to survive, so th ey can help people to be healthy. But now our ecology all over the world is very bad, many rivers and seas are dirty. Our industry pollutes the air and the wat er. North is the part of our great world, its forests and rivers have become dirty too. So eatin g meat and fish has become not so useful. And sometimes it‱s becoming dange r- ous for everybody. Our president and our government must think about it and take care of nature! What do you think about the food of Northern people? Is it healthy or not ? 3) The teacher makes cards of the two kinds : a) questions - cards; b) cards where Russian se n tences are written. Equipment : equipment for listening the disks:1) a disk where the birds‱ sounds were recorded; a notebook; 2) a disk where the teacher records his own te xt based on the materials of the lesson; a smart board . In the class The tables are set for 4 groups. And there are special signs on them: 1) FISH; 2) MEAT; 3) PLANTS; 4) NATURE AND ECOLOGY. The teacher tells the students what will be the specialization of their group (5 minutes before). So the students entering the class before the lesson will find the place for their group and take their seats. Teacher preparation : The preparation for the lesson begins at the 3 previous lessons; some words of the re gional component are studied as well as the thematic words. So the students: а ) learn the new words, which they will find in the text afterward (the words are divided by the teacher into some semantic groups); b) during this process the students translate some se n tences about aborigines‱ food from Russian into English; с ) before th e lesson the teacher gives some information from the future text; d) also it‱s necessary to work with the questions in Present Simple Tense and to repeat Present Perfect and Past Si m- ple Tenses; e ) the home work is given: to translate 7 special questions fr om Ru s sian into English (the point is these questions are connected with the content of the future thematic text). The students mustn‱t answer them, but just translate them. Then the teacher informs the students about the number of groups (4) and the casts of groups for the next lesson (usually 3 - 4 students in each group). But he doesn‱t tell them about their groups‱ specification . Lesson procedure (for 45 minutes) 1. Stage name : Introduction Time Teacher activ i ty Student acti v ity Inte r action Stage aim (for st u dents) ≈ 1,5 - 2 minutes The teacher greets the st u dents and i n forms them about the plan of the future work and the main objective of the le s son to get the main i n structions 2. Stage name : Reading Time Teacher acti v ity Student acti v ity Inte r action Stage aim (for st u dents) ≈ 7 minutes the text is given to ever y body. During the pr o cess of reading the teacher switches on the disk where the birds‱ sounds were recor d ed the task is: to find the info r- mation in the text, which tells about their group‱s theme and t ry to tell it to deve l op reading skills and to prepare the base for the thematic tal k ing 3. Stage name: Informative round Time Teacher a c- tiv i ty Student acti v ity I n teraction Stage aim (for st u dents) ≈ 5 - 6 minutes the members of each group read the info r mation (which they have found) for the others. All students listen to their classmates very attentively, b e cause the next task will be co n nected with the facts they will learn from their classmates to develop listening skills to get total knowledge on the theme 4. Stage name: Quiz Time Teacher activ i ty Student activ i ty Inte r action Stage aim (for st u dents) ≈ 7 - 8 minutes the teacher gives diffe r- ent que s- tions - cards to the st u- dents the students of different groups ask que s tions to each other (based on the info r mation, which they have learnt): other st u- dents are allowed to use the text, whole answering, of cours e. Students of the other groups are also a l- lowed to answer, if the members of the intervie w- ee group can‱t a n swer the quiz based on the que s tions - cards: those who ask, of course, must know the a n swers: Group №2 for group №1 «Fish»: а ) Why do the aborigin es like to eat animal ‱s fat? b) What berries are popular among Northern people? c) Why are meat and fish today dangerous for Northern people? Group №1 for group №2 «Meat»: а ) What is the best medicine for Northern people? b) What helps the aborigines to h ave a quiet chara c ter? c) Why do Northern animals and plants have much vital ene r gy? Group №4 for group №3 «Plants»: a) What do you know about the health of Eskimoes? b) What can you say about ecology today? c) When did Northern pe o ple begin to give the p ieces of raw meat and raw fish to their chi l dren? Group №3 for group №4 «Nature and eco l ogy»: а ) Why do the aborig i nes drink deer‱s blood? b) What do British scientists say about eating fish t o day? c) Do plants in the north or in the south have more vit a mi ns? to develop commun i- cative skills to test the level of the fin d ings 5. Stage name: Soft boarding Time Teacher activ i ty Student acti v ity I n- teract ion Stage aim (for st u dents) ≈ 10 minutes The teacher gives the students se n tences for interpret a tion: For group №1 : а) Оленина полезна для зд о- ровья; б) Сегодня мясо и рыба могут быть опа с ными для здоровья людей; с) Травяной чай помогает людям быть здоров ы ми. The st u dents are asked to stand up and do some physical exe r cise s (just to have a rest). After there will be the game Soft boar d ing the practice of interpret a tion from Russian into English: the to develop interpr e tation skills For group №2 : а) Люди загря з няют реки и леса; б) Британские учёные говорят, что люди, которые едят рыбу не имеют голо в- ной боли; с) Растения на Севере имеют много жизненной эне р гии; For group №3 : а) Здоровье л ю дей зависит от экологии; б) Оленья кровь полезна для зд о- ровья, потому что она богата витаминами; с) Эскимосы едят рыбу и их сердца не б о- лят; For group №4 : а) Морская вод о росль богата й о дом; б) Растения и животные помогают коренным жителям выживать; с) Сырая р ы- ба и сырое мясо полезны для здоровья, п о- тому что они имеют много витам и нов. students are a l lowed to sit down after the e x ercises if they could interpret Russian se n tences. So some of them can have Soft boarding , the others can‱t have it. But the students are a l lowed to help their group mates. 6. Stage name: Northern food Time Teacher activ i ty Student acti v ity Intera c- tion Stage aim (for st u dents) ≈ 2 - 3 minutes The teacher writes on the smart board all the pluses and minuses, which the st u- dents find The students try to a n swer the question given at the b e ginning of the lesson: THE FOOD OF NORTHERN PEOPLE: IS IT HEALTHY OR NOT? They must find all the possible pluse s and m i nuses to find out the pluses and minuses (to develop thinking skills) 7. Stage name: Northern character Time Teacher activ i ty Student activ i ty Inte r action Stage aim (for st u dents) ≈ 3 - 4 minut es 1) The teacher asks the next question wri t ten on the blackboard: DOES PEOPLE‱s CHARACTER D E- PEND ON N A TURE? 2) the teacher gives the definitions. And chi l dren should guess what trait it is. Then they suggest what traits of chara c ter we could call Northern character . Afte r wards the teacher shoes the car d 1) The students should remember the ri d- dles connected with the traits of pe o ples‱ character. These riddles (defin i tions) were made by students when the theme A p- pearance and character was being stu d- ied. For example : «serious is the pe r son, who is responsible for his action», «bossy Each group su g- gests 1 - 2 defin i- tions of the traits of chara c ter for the ot h ers to gues s them to find out the plu s- es and minuses (to deve l op thinking skills) where these words have been printed: serious , friendly , quiet , generous , hel p ful is the pe r son, who likes to give orders to other pe o ple» and so on. 2) the students suggest what traits of cha r- acter we could call Northern char a c ter 3) The students try to prove their o p tions: f. ex. Northern people are friendly, b e- cause it‱s very cold in tu n dra, and people must help each other to su r vive ext. *** 8. (additional one) Stage name: Find the mistakes Time Teacher activ i ty Student activ i ty I n teraction Stage aim (for st u dents) ≈ 3 - 4 minutes The teacher counts the number of the correct a n- swers in each group The students listen to the disk (re c orded by the teacher), the recorded text looks like the text which the students have read. But it has 4 th e- ma t ic mi s takes. The task is to find the mistakes and to write down them on the lis ts. Of course, children have to work without the prin t ed variant. to develop liste n- ing skills Reflection : at the end of the lesson the students must make the conclusion and answer the question: What new things have they learnt a t the le s- son? The teach er thanks everybody and gives the marks for the students who have been working during the lesson. Home work: to write down the questions given on the blackboard, then at home they must remember the text and make up a short thematic st ory, using the questi ons as the plan of the story.