Технологическая карта урока в 9 классе

Тип урока

Комбинированный урок

Авторы УМК

Вербицкая М.В.,Р.Фикер, Е.Н.Нечаева

Цели урока

Helping learners to develop reading skills by teaching a lesson with pre‑reading, while-reading and post-reading activities.

Планируемые образовательные результаты

Л: развитие самостоятельности, целеустремлённости, опыт взаимодействия со сверстниками. Освоение личностного смысла учения.

П: Смысловое чтение, свободная ориентация в изученном материале.
К: Умение с достаточной полнотой и точностью выражать свои мысли.
Р: Планирование: определение последовательности промежуточных целей с учётом конечного результата.

Оборудование

УМК, лингаф. оборудование, карточки, презентация

Образовательные ресурсы

Этап урока\Stage

Цель\ Aim: Why you are doing the task

Procedure: What you will do\ Деятельность учителя

Procedure: What the learners will do\ Деятельность ученика

Pre-reading task

To get learners interested in the topic

1. I will write the word ‘the Future’ on the board; circle it and draw lines leading outwards.

2.Introduce a brainstorm. Ask: What words do you associate with the future? What do you feel? Good or bad things?

3. I will tell about the topic of the text they are going to read.

4. I will ask to predict from the quote what the text will be about. Good or bad things?

1. The students will move around and write their ideas on sticky notes and stick them on the board.

Pre-teach vocabulary

To help learners understand the text

1. I will use pictures, explanation, and translation to show the meaning of the words.

2. I will ask learners to match the words with pictures.

Text 1.

1. I will show a mind map and ask CCQ questions. (Are these words related to the topic «climate change»? Why do you think so? Is the climate changing a problem for the people? Why? Why is it dangerous?

Text 2.

1. I will show a picture and ask CCQ questions. (What do you see in the picture? What is happened? Why do you think so? What words are associated with this picture?

Text 3

1. I will explain abbreviatations, words. (HIV, SARS; epidemic, virus). I will cut up the words and definitions for learners to match.

Text 4

1. I will give them time to think and fill mind map. (What words come to mind when you hear the phrase «meteorite impact»).

2. I will write them on the board and discuss. Is meteorite impact dangerous for the earth? What will happen after a meteorite hitting?

1. Learners will match the words with pictures. (ex.1, page 70) working in pairs.

1. Learners will look at mind map, read the words and answer CCQ.

1. Learners will describe it, answering the questions.

1. Learners will match the abbreviations and words with their definitions in pairs. CCQ: Is virus dangerous? Is COVid-19 a virus?

1. Learners will share the ideas in pairs.

2. Learners will answer the questions

Gist reading task

To help learners get a general idea of the text

1. I will discuss their choice, asking the questions. What is the probability of the forecast….? In what text are we talking about…/ what text contains information about…?

1. Learners will read the text and match paragraphs 1-6 in the text with dangers a-f in ex.1.in pairs.

2. Learners will listen to the text and choose the best summary. ( ex. 4, p.70)

3. Learners will answer the questions

Detailed reading task

To help learners to understand most of the text

1. I will ask to complete the sentences with the words in pairs.

2. I will check the understanding of the meaning using synonyms, pictures, and questions. Prompted questions. (Does the sentence say anything about….? Does the article mention anything about….? What does the sentence say about….? Is ….. mentioned?

3. I will divide learners into groups using colored ribbons.

4. I walk around and listen to the learners working in groups, make some notes on content and language.

5. I will monitor.

1. Learners will read the text and complete the sentences ex. 8, p.71.in pairs

2. Learners will answer the questions

3. Learners will work in small groups answering the questions on the cards.

4. Learners in one group will ask questions to learners in other groups.

Post-reading task

To get learners to speak or write about the text

1.I will monitor the discussion.

.

1. Learners work in groups.

2.Learners discuss their opinions of ideas in the text using the prompts and language from the worksheets

3. Each group presents its own opinion