Конспект урока в 10 классе по теме : Виды путешествий. Круизы.

№ 61 10 класс Module 5e Дата:

Учитель: Владыко С.М.

Предмет: Иностранный язык (английский)

Module 1 Extensive Reading 1

Тема Тема: Виды путешествий. Круизы.

Цель: ввести и отработать лексический материал по теме; развивать навыки чтения, говорения, аудирования и письма; развивать навыки работы в паре, отбирать и использовать речевые средства в процессе коммуникации с собеседником, представлять в устной и письменной форме результат собственной деятельности. Формировать общекультурную и этническую идентичность личности; развивать стремления к лучшему осознанию культуры своего народа, готовность содействовать ознакомлению с ней других культур.

Задачи урока:

Образовательная: - научиться вести разговор о покупках, о занятиях в свободное время; покупать билет в метро, используя речевые клише;– освоить распознавание и употребление в речи Present Simple vs Present Continuous, употребление модального глагола should/shouldn’t; – освоить образование наречий от прилагательных с помощью суффикса -ly; – освоить значение и употребление фразовых глаголов (run); – развивать умения, составляющие лингвистическую компетенцию: сопоставление языковых явлений в изучаемом и родном языках; – развивать компенсаторную и социокультурную компетенции;

Развивающая: – развивать коммуникативные универсальные учебные действия (УУД) через все виды речевой деятельности; – развивать познавательные универсальные учебные действия (УУД), в том числе умение работать со словарем, использовать mind maps при освоении лексики; – развивать регулятивные УУД, в том числе умения целеполагания, планирования, самонаблюдения, самоконтроля и самооценки; – развивать навыки работы с информацией, в том числе с использованием ИКТ; – развивать умения смыслового чтения: умения прогнозировать содержание текста, выделять основную мысль, главные факты;– развивать познавательные интересы за рамками урока; – развивать воображение при моделировании ситуаций общения;

Воспитывающая: - способствовать осознанию возможностей само реализации средствами иностранного языка; – обеспечивать формирование общекультурной и этнической идентичности как составляющих гражданской идентичности личности; – воспитывать толерантность и уважение к разным жизненным укладам и стилям жизни;– воспитывать валеологическую культуру (освоение норм личной безопасности в большом городе), культуру поведения через освоение норм этикета: умения выражать предпочтения, просить совета/давать совет.

Тип урока: урок изучения нового материала

Оборудование: учебник, компьютер, презентация.

Электронные (цифровые) образовательные ресурсы: Библиотека ЦОК https://resh.edu.ru/subject/11/10/

Цели:

• образовательная: освоить лексику по теме «Виды путешествий. Круизы»; повторить в связной речи грамматический материал – Past Simple, Past Continuous, Past Perfect, Past Perfect Continuous, A / An (Indefinite article), The (definite article), Some – Any – No and Their Compounds, Every – Each, A few / few – A little / little, A lot of / Lots of – Much - Many;

• развивающая: развивать навыки и умения чтения; расширить кругозор, познакомиться с информацией об окружающей среде;

• воспитательная: воспитывать интерес к образованию как части культуры стран изучаемого языка.

Речевой материал:

лексический: Cruise? Transport

Формы работы обучающихся: коллективные, в группах, в парах, самостоятельная работа.

Планируемые образовательные результаты:

Предметные:

Коммуникативные умения (говорение): научиться употреблять лексический и грамматический материал по теме;

Коммуникативные умения (чтение): научиться читать новые слова, читать про себя и понимать текст, построенный на изученном языковом материале;

Коммуникативные умения (письмо): научиться писать информацию по теме;

Языковые средства и навыки оперирования ими (лексическая сторона речи): учиться оперировать активной лексикой в соответствии с коммуникативной задачей;

Языковые средства и навыки оперирования ими (грамматическая сторона речи): повторить времена.

Метапредметные:

Коммуникативные УУД: формировать навыки работы в паре, отбирать и использовать речевые средства в процессе коммуникации с собеседником, представлять в устной и письменной форме результат собственной деятельности;

Регулятивные УУД: анализировать собственную работу: соотносить план и совершенные операции, находить ошибки, устанавливать их причины;

Познавательные УУД: формировать навыки аудирования, чтения, говорения и письма.

Личностные: развивать учебно-­познавательный интерес к новому учебному материалу, развивать навыки коллективной учебной деятельности, умения работать в паре (группе), стремления к совершенствованию речевой культуры в целом.

Оборудование: учебник, компьютер.

Reading: a story (ordering)

Skills ― reading for gist and specific information

Grammar: using adjectives/adverbs; linkers; reporting verbs

Writing: a story

Аудиоматериалы к учебнику

«Английский в фокусе – 10» (Spotlight) https://prosv.ru/audio/section/spotlight.html

Российская электронная школа

https://resh.edu.ru/subject/11/10/

ФИПИ https://lesson.edu.ru/09/10

Ход урока

I.Организационный момент

Greeting T: Hello everyone! Nice to see you all, sit down, please. How are you? Do you like the weather today?

Aim T: Today the theme of our lesson is “Holidays. Travelling”. And by the end of the lesson you will be able to ask and answer the questions on the topic.

Warming up – TRAVELLING –

Check on Homework

II. Основная часть урока

Reading and Speaking – ex.1 p.90

A story can be about something that happened to us. We normally use past tenses when telling stories.

ex.2 p.90

1 The story took place at the Notting Hill Carnival.

2 The main characters were two friends, Rachel and Sarah.

3 The weather was hot and sunny and then there was a sudden thunderstorm.

4 They found each other and had coffee in a café.

Group Work – ex.3 p.91

• Paragraphs 2 and 3 develop the story.

• Paragraph 1 sets the scene.

• Paragraph 4 ends the story.

The writer has used a variety of past tenses (past simple + continuous + past perfect).

ex.4 p.91

A 6 B 5C 3 D 2 E 10 F 8G 4 H 1 I 7 J 9

Sarah and I looked out of the window as the train started moving slowly away from the platform. It was a cloudless summer day. “Not what you would expect after last night’s storm”, Sarah said, adding that she didn’t think I’d need my umbrella. “It’s a beautiful day ― perfect for the Notting Hill Carnival”, she exclaimed.

It was early when we reached our destination. We spent some time walking around the stalls and looking at the floats. Loads of people had gathered along the route before the parade started. People in all kinds of colourful outfits were dancing to the music while others were taking photographs. “Look at that costume”, I could hear Sarah shouting but I couldn’t see her anywhere. I was lost! Next thing I heard a clap of thunder and within minutes it was pouring rain. I quickly opened my umbrella and was delighted that I had it with me.

Next thing, I felt Sarah pulling my jacket. “I’m so delighted to see you”, she said. Soaking wet but happy that we found each other, we found a nice café and went in for a coffee. “Who would have thought,” Sarah said, “that a sudden downpour would be good luck!”. I agreed, grinning. “Yes, without it you wouldn’t have spotted my special umbrella, Sarah!” I added.

Pair Work – ex.5a p.91

Yes, it does as it tells us who the main characters were (Rachel and the narrator), where they were (on the train), what time of the year it was (summer), what the weather was like (a cloudless summer day), and why they were there (they were travelling to the Notting Hill Carnival).

ex.5b p.91

John, Jane, Sue and Barry decided to go sailing last weekend. It was a sunny day with a blue sky and they had hired a big boat.

Speaking and Writing – ex.6a p.91

ex.6b p.91

nice ― comfortable

OK― relieved

glad ― pleased

bad ― terrifying

big ― deafening

ex.7a p.91

1 patiently 2 slowly 3 hungrily 4 anxiously 5 loudly 6 happily

ex.7b p.91

1 Tom waited patiently for his return.

2 The old man moved slowly down the corridor.

3 Jack ate his dinner hungrily.

4 “I hope he’s OK,” Jane thought anxiously.

5 The people on the rollercoaster screamed loudly.

6 The mother smiled happily at her baby.

ex.8a p.92

1 frightened 2 tired 3 worried 4 calm 5 bored 6 certain 7 glad

ex.8b p.92

2 E 3 F 4 B 5 A 6 C

A She was disappointed because everything went wrong.

B He could hardly keep his eyes open because he was exhausted.

C She felt like crying because she was upset.

E She was confused because she just didn’t understand it.

F He was amused because it was quite a funny situation.

ex.9a p.92

told, shouted, thought, replied

ex.9b p.92

2 whispered 3 exclaimed 4 cried 5 screamed 6 thought

ex.10a p.92

when, and, while, but, as, by the time, just

ex.10b p.92

2 She was trying to unlock the door but she was using the wrong key.

3 It wasn’t very busy around the pool so we found two sunloungers near the bar.

4 We thought we would never find help until/ and then we saw a little house in the distance.

5 We didn’t start to worry until it started to get dark and Holly still hadn’t returned.

6 I turned off my bedside lamp and then there was a knock at the door.

7 I tried to pull my leg out from under the rock but it was stuck fast.

8 Andy went to look for Sam while I tried calling him on his mobile phone again.

Reading and Speaking (Beginning / Ending a Story) – ex.11a p.93

To start the story, the author

• described the weather and people using the senses.

• used direct speech.

To end the story, the author

• uses direct speech.

• describes feelings.

ex.11b p.93

1 B 2 A 3 C

In beginning 1, the author describes the weather and surroundings and uses direct speech.

In beginning 2, the author asks a rhetorical question, addresses the reader directly, and creates suspense.

In beginning 3, the author describes the weather and surroundings using the senses, and creates suspense.

In ending A, the author describes his feelings.

In ending B, the author describes the feelings of the characters and uses direct speech.

In ending C, the author describes his character’s feelings, asks a rhetorical question, and creates mystery.

I find beginning 3 the most interesting because it creates suspense and this made me very interested in the story.

I find ending B the most interesting because the direct speech it uses is very funny.

Writing – ex.12 p.93

Nightmare at the Festival

One evening while on holiday with my friend Eva, we decided to go to a local festival. As we left our hotel, the sky went dark and the wind grew stronger. “I’ve got a feeling that something terrible is about to happen,” I said to Eva. Safely sipping coffee back at our hotel, we felt quite calm. We were relieved to be safe but would we ever find out who that dark stranger who saved us was?

(I made my beginning and ending interesting by describing the weather, using direct speech, creating suspense, and asking a rhetorical question.)

Grammar – ex.13a p.94

I told Rachel, looking at her huge green and pink spotted umbrella.

I thought anxiously, trying to find a place to take cover from the rain.

Dripping wet but relieved, we entered the first café we found.

ex.13b p.94

3 Shaking with fear, he hid in the bushes.

4 Standing at the edge of the rock, he admired the magnificent view.

5 Annoyed, she called her travel agent to complain.

6 Thrilled, they couldn’t believe they were really in Hawaii.

7 Shaking, we feared the plane was going to crash.

III. Заключительная часть.

Homework.

ex.14a p.94

A Key words: teenage magazine short story, beginning with “It was a perfect, sunny day at the festival, nothing could go wrong.”

B Key words: school magazine short stories, title A Disastrous Holiday

C Key words: short story, competition, end with “If only we hadn’t gone to the carnival!”

(Rubric A)

1 A: Who were the characters? B: My friends and I.

2 A: What were they like? B: They’re young, like me.

3 A: When did the story take place? B: It took place during the summer and in the afternoon.

4 A: What was the weather like? B: It was very warm and sunny at first, but then it started to rain.

5 A: Where did the story take place? B: It took place at a music festival in another town. We travelled to it by train.

6 A: Why were the characters there? B: They were there for a music festival.

7 A: What were they doing? B: They were going to see their favourite band.

8 A: What events happened? B: we left on the train I laughed at my friends for bringing jackets we arrived at the festival I got lost it started raining I found my friends

9 A: What happened in the end? B: We went for something to eat and I remarked that I would always bring a jacket to concerts in future.

10 A: How did the characters feel in the end? B: Cold and wet, but relieved to be going home.

Suggested

ex.14b p.94

A

A Perfect Day For A Festival

‘It was a perfect, sunny day at the festival and it felt like nothing could go wrong.’ My friends and I waved goodbye to our parents as the train left the station. It was a perfect, sunny day, not what you would expect after last week’s rain. Tom and Fiona had their bright red waterproof jackets with them. “I don’t think you’ll be needing those!” I said. “It’s such a great summer day nothing can go wrong.”

The concert had just started when we arrived at the music festival. There were thousands of people there. “I can’t wait for my favourite band to play,” I said to my friends, but when I turned around, I couldn’t see them.

Next thing, dark clouds gathered and it started to rain heavily. Confused, I didn’t know what to do. It was just then that I saw Tom and Fiona’s red jackets and I ran towards them.

Disappointed, we managed to dash into a small restaurant, where we sat down for something to eat. “I’m really looking forward to going home and getting warm and dry,” I exclaimed. “And next time I come to a festival, I’ll bring a jacket just in case.”

B

A Disastrous Holiday

One evening while I was on holiday with my parents, we went for a long drive in the mountains above the city.

I was just enjoying the spectacular views of the countryside below, when suddenly we heard a deafening noise. “I have a feeling that something terrible is about to happen,” my Dad said anxiously.

Next thing there were rocks and stones rolling down the mountains. “Oh no,” my mother cried,” “it’s an earthquake.”

It was all over in a few seconds and luckily our car wasn’t hit by anything. The road was covered in rocks but we decided to return to our accommodation immediately. It took us some time to navigate around the rocks.

We finally arrived back at our hotel, exhausted and anxious. We were so relieved to be back. Mum looked at me and said, laughing: “I thought we were coming on holiday, not to disaster zone!”

C

An Unfortunate Event

You know when you get that feeling that something terrible is about to happen? Well, on my way to the carnival last week, I felt extremely nervous and worried for absolutely no reason at all. “Oh, you’ve nothing to worry about,” my friend Anne said.

It was getting dark when we reached the carnival. We wandered around the stalls, admiring the beautiful and colourful floats. There were hundreds of people around. “I’m thirsty,” I said, “let’s get some cola.” It was only then that I realised my purse had been stolen. All my money was gone. I wanted to cry because I was so upset. Then, I began to shake uncontrollably as I remembered how uneasy I had felt before going to the carnival that day! “Let’s go home,” Anne said.

When we got home, I checked my bag again. I still couldn’t find my purse. ‘If only we hadn’t gone to the carnival!’ Next time I have a strange feeling I will stay home.

Summarizing. T: Thank you for your attention and good work. Your marks are…