План-конспект урока №2 по рассказу Айзека Азимова » Как весело им было»


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1 ПЛАН - КОНСПЕКТ УРОКА в 8 «А» и 8 «Б» ТЕМА : Развитие умений в чтени и и говорени и Урок №2 по рассказу Айзека Азимова « Как весело им было» в серии 3 уроков Учебник: О. В. Афанасьева, И. В. Михеева « Английский язык , 8 класс Дополнительное пособие: Английский клуб, Айзек Азимов, Короткие фантастические рассказы, Москва, «Айрис Пресс», 2010 Цели урока : Социокультурный аспект : Познакомить учащихся c некоторыми различиями британско го и американско го вариант ов английского языка. Развивающий ас пект: Развивать критическ ое мышлени е , способность осуществлять репродуктивные и продуктивные речевые действи я . Воспитательный аспек т: С одейств овать развитию привычки чтения , воспит ывать умение взаимодействия, толерантно е отношени е к точке зрения партнера. Учебный аспект Разви вать умени я чтения диалога по ролям с извлечением фактической информации и делением текста на смысловые отрезки , совершенствовать лексические и грамматические навыки. Задачи: • Формиров ание синтетически х умени й извлекать информацию из текста. • Использова ние информаци и для развития умений говорения. • Расшир ение словарн ого запас а учащихся. Примечания: На данном уроке учащиеся продолжают работать с текстом. В качестве чтения из текста вычленяе тся диалог между Маржди и То мми. Диалог хорошо делится на смысловые отрезки. Чтение переходит в пересказ от лиц главных персонажей. На этом этапе учащиеся могут «сочинять», додумывать образ Марджи и Томми и их отношение к школе. Заложенная воспитательная цель - школа – есть общес твенный феномен и учащиеся должны учиться в школе - реализуется через рассуждения на тему «Согласен ли ты с Маржди, что старые школы (где учитель – человек, а не робот) приносили детям больше радости. 2 Данный урок является вторым в серии трех уроков. Одним из методов обучения, используемых на уроке, является компьютерная презентация. Этап, время Содержание деятельности Форма организации учащихся Оборудова ние Контроль Примечание Орг. момент 0.5 мин Учащимся напоминается, что этот урок – урок – дома шнего чтения На пред ыдущем уроке дополнительно го чтения уч - ся п ознакомились с научно - фантастически м рассказом Ай з ека Аз и м ов а Речевая зарядка 1, 5 мин Учащиеся дают краткое описание рассказа Фронтальная работа с классом На экране - Фото Айзека Азимов а Заголовок рассказа Выставлен ие отметки за связное высказыва ние Приложение 1 Проверка домашнего задания 6 мин. Учащиеся отвечают на вопросы домашнего задания Фото учащихся класса , когда они были в 3 классе , исполняю щих рождествен ский гимн На д ом были заданы 3 вопрос а ( См. план Урока № 1 Приложение 2 Определение темы урока 3 мин Сбор предположений о том, чем учащиеся будут заниматься на данном уроке . Учитель поясняет, что конкретно учащиеся будут читать и обсуждать. Практика в чтении Книги для чтения Английский клуб, Айзек 3 20 мин. стр. 31 - 34 Азимов, Короткие фантастически е рассказы, Москва, «Айрис Пресс», 2010 1) Уч - ся читают диалог. Задание: Определить предложения как верные, неверные или не указанные в тексте. Самостоятель ная работа Копии диалога ( для удобства чтения) Контроль со всем классом Приложение 3 Диалог Марджи и Томми из рассказа «Утраченная радость» Айзека Азимова 2) Учащиеся читают диалог в парах как сидят. Задание: во время чтения обрати ть внимание на интересные с их точки зрения факты в тексте. Работа в парах Копии диалога Один учащийся из каждой пары называет интересны й факт из текста. Приложение 4 3) Уч - ся читают диалог в парах сменного состава Задание: Поделить диалог на смысл овые отрезки, подобрать ключевое слово/ словосочетание Копии диалог а Контрольн ое чтение смысловых отрезков Приложение 5 Физкультминут ка 1.мин Зарядку проводит учащийся Работа по расширению словарного 1. Р азличия между британским и Приложения 6 - 7 4 запаса 1 1 мин. американским вариантами АЯ 2 Игра « Подбери слово или словосочетание [ Практика в говорении ] Идеал учителя Вопросы в рабочем листке Если позволяет время Приложение 8 Итоги 1 мин. Домашнее задание Пересказ текста от лица Мардж и ( девочки) и Томми (мальчики) Итоги урока ПРИЛОЖЕНИЯ Приложение 1 5 Примерное к раткое изложение прочитанного . 6 This is a science fiction story which was written by Isaac Asimov. The action takes place in the 22 nd century . The protagonists called Margie and Tommy do not go to school. They have school at home. Each of them has a robot as a teacher. Tommy finds a book in the attic of his house. The book is about school. Margie, who is 11 years old and does not know as much as Tommy, can’t understand that it is really worth writing about school. She dislikes school. She really hates her mechanical teacher giving her too much homework and too many tests. She ha s to write them out in a special code and put them into the slot of her mechanica l teacher. Reading the book with Tommy Margie gets interested in it . When it is time for school and Margie is in her schoolroom which is near her bedroom in her house. S he has her arithmetic lesson but she does not feel like learning . She ke eps thinking about the old school which seemed to have been great er fun. Приложение 2 Примерные ответы на вопросы домашнего задания . 1) What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have in the story? Margie’s and Tommy’s teachers are mechanical ones. Neither Tommy nor Margie go t o school because they have their schoolrooms at home. They do not use paper books either. Their books are stored in the memory of the robot. They flash on screen so that the kids do not have to turn the pages over. The mechanical teacher gives instructio ns in voice. The kids have to do lots of homework and tests and write them in a code. They put their homework in the slot and know the mark very quickly because the robot is able to calculate the answers in no time. 2) Why did Margie hate school? Margie hate d school because she had to sit alone and listen to the mechanical teacher. She started hating it even more because there was a problem in the geography sector which was geared a little too quickly. The mechanical teacher gave her test after test and she k ept doing worse and worse. So she started hating the complete slot where she had to put her homework and test papers after writing them in a code. She thought that the old school system must have been fun because all the kids from the whole neighborhood c ame to a special place, laughing and shouting in the schoolyard, sitting together in the schoolroom and going home together at the end of the day. They learned the 7 same things, so they could help one another with the homework and talk about it. And the tea chers were people. People are not like robots. 3) Do you agree with Margie that the described old schools are more fun than the schools Margie and Tommy have now? Give reasons for your answer. To my mind / I guess that the schools today are more fun than the school described in the short story. This is because today, all kids go to school . They spend a lot of time together. They learn and grow together learning the same thing. They make friends at school and enjoy the environment. The teachers they have are wo men or men . If anyone has a problem, they come for help. Learning together with kids of the same age makes it possible that students help each other in class and after school. School teaches them how to get on with each other, be sociable and active. Te achers teach cooperation and team work. I’m used to going to school, I like being with my classmates in class and at breaks. Приложение 3 Read the dialogue between Tommy and Margie. Decide if the following statements are true, false or not stated. 1. Schoolchildren of the past had both mechanical and human teachers. 2. Neither Tommy nor Margie thought that a man as a teacher would be as clever as a mechanical teacher. 3. Margie did not feel like sharing her house with a man as a teacher. 4. Margi e’s mother did not find it useful if all the kids were taught together. 5. The school children of the past had to write tests. Key: 1F 2F 3T 4T 5NS T: Gee. What a waste! When you finish a book , you just throw it away, I guess! Our television screen must have a million of books on it and it’s good for more. I wouldn’t throw it away. M: Same with mine. Where did you find it? T: In my house. In the attic. M: What’s it about? T: School. M: School? What’s there to write about school ? I hate school. Why would anyone write about school? T: Because it’s not our kind of school, stupid. This is the old kind of school that they had hundreds and hundreds of years ago. Centuries ago. M: Well, I don’t know what kind of school they had all that time ago. Anyway, they had a teacher. T: Sure, they had a teacher. It was a man. M: A man? How could a man be a teacher? T: Well, he just told the boys and girls things and gave them homework and asked them questions. M: A man isn’t smart enough. T: Su re, he is. My father knows as much as my teacher. 8 M: He can’t. A man can’t know as much as a teacher. T: He knows almost as much I bet you. M: I wouldn’t want a strange man in my house to teach me. T: You don’t know much, Margie. The teachers didn’t li ve in the house. They had a special building and all the kids went there. M: A nd a ll the kids learnt the same thing ? T: Sure, if they were the same age. M: But my mother says a teacher must fit the mind of each boy and girl it teaches and that each kid has to be taught differently. T: Just the same, they didn’t do it that way then. If you don’t like it, you don’t have to read the book. M: I didn’t say, I didn’t like it. Can I read the book some more with you after school? T: Maybe. Приложение 4 Примерные факты Tommy found a book in the attic. It was old and had grey pages. Margie read that book together with Tommy. Tommy told her a lot of interesting things about school of the past. Margie couldn’t believe how it was possible that the teacher in old school was a man and the students learnt the same thing. She thought that a human teacher couldn’t know as much as a mechanical teacher. Her mum told her that a teacher had to fit the mind of each boy and girl. It meant that each kid had to be taught differently. Приложение 5 b ook place (1) school place (2) subject opinion closing Смысловые отрезки, на которые учащиеся должны будут поделить текст. 1 Книга T : Gee . What a waste ! When you finish a book , you just throw it away, I guess! Our television screen must have a million of books on it and it’s good for more. I wouldn’t throw it away.” M: Same with mine. 2 Место (1) M: Where did you find it? T: In my house. In the at tic. 3 Школа M: What’s it about? T: School. M: School? What’s there to write about school? I hate school. Why would anyone write about school? T: Because it’s not our kind of school, stupid. This is the old kind of school that they had hundreds and hundr eds of years ago. Centuries ago. M: Well, I don’t know what kind of school they had all that time ago. 4 Учитель M: Anyway, they had a teacher. T: Sure, they had a teacher. It was a man. M: A man? How could a man be a teacher? 9 T: Well, he just told th e boys and girls things and gave them homework and asked them questions. M: A man isn’t smart enough. T: Sure, he is. My father knows as much as my teacher. M: He can’t. A man can’t know as much as a teacher. T: He knows almost as much I bet you. 5 Ме сто (2) M: I wouldn’t want a strange man in my house to teach me. T: You don’t know much, Margie. The teachers didn’t live in the house. They had a special building and all the kids went there. 6 Тема M: A nd a ll the kids learnt the same thing? T: Sur e, if they were the same age. 7 Мнение M: But my mother says , a teacher must fit the mind of each boy and girl it teaches and that each kid has to be taught differently. T: Just the same, they didn’t do it that way then. 8 Прекращение разговора M: If y ou don’t like it, you don’t have to read the book. M: I didn’t say, I didn’t like it. Can I read the book some more with you after school? T : Maybe . Приложение 6 Игра « Угадай словосочетание» У одного учащегося словосочетание, у другого только глагол э того словосочетания. Учащийся должен угадать недостающую часть словосочетания. Он называет возможные сочетания со своим глаголом до тех пор, пока не назовет такое дополнение, которое дано другому учащемуся. Если учащийся угадывает дополнение к глаголу, то они меняются ролями. Приложение 7 Field of language British English American English Vocabulary clever smart holidays vacation Grammar learnt learned Spelling jee gee neig h bourhood nei ghbo rhood maths math Приложение 8 What’s the idea l of a teacher to you? 1. Is your ideal teacher a man or a woman? 2. How old are they? 3. Do your lessons take place at school or at home? 4. When do you have your lessons? 5. What subjects do you learn? 10 6. Does your teacher give you much homework? 7. Does your ideal teacher fit the mind of each student? 8. Do they teach students differently? Student’s Worksheet “The Fun They Had” by Isaac Asimov I Reading statements are true, false or not stated . A . In the past schoolchildren had both mechanical and human teachers. B . Neither Tommy nor Margie thought that a man as a teacher would be as clever as a mechanical teacher. C . Margie did not feel like sharing her house with a man as a teacher. D . Mar gie’s mother did not find it useful if the kids were taught together. E . The schoolchildren of the past had to write tests. 2 . Work in pairs. Read the dialogue again. Tell the class the most interesting facts. 3 . Divide the dialogue into logical p arts with the following key words as titles. book place (1) school teacher place (2) subject opinion closing II Vocabulary 1. Field of language British English American English Vocabulary clever smart holidays vacation Grammar learnt learned Spelling jee gee neighbourhood neighborhood maths math 2. Take turns and name five collocations with the following verbs. Keep to the dialogue as well . Eg: go – go shopping, go by train, go for a stroll, go home, go to school . ( in the dialogue the collocation is “go to school”) 1. to finish 2. to write 3. to give 11 4. to learn 5. to fit 6. to teach III Speaking 1. What is the ideal of a tea cher to you ? Use the collocations made and the following questions to help you. 9. Is your ideal teacher a man or a woman? 10. How old are they? 11. Do your lessons take place at school or at home? 12. When do you have your lessons? 13. What subjects do you learn? 14. Doe s your teacher give you much homework? 15. Does your ideal teacher fit the mind of each student? 16. Do they teach students differently? 2. present and in the past. Work in groups. Finish it off at home.

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