| I Организационный момент. Введение в тему.
Аудирование (первое прослушивание)
II Сообщение темы, задач урока
III Аудирование (2 прослушивание)
IV Работа в группах. Дискуссия после прослушивания.
Вывод.
V Основная часть
Создание персонального словаря
Записывание грамматических правил на диктофон.
Изобретение грамматических игр в «рабочих мастерских»
Вывод :
VI Диалогическая речь
Вывод:
V Итог урока. Домашнее задание.
| T: Good-morning, children! Glad to see you today! Sit down, please. What date is it today? Who is absent? Let’s start our lesson. Look at the picture of young students. How old do you think they are? Where do you think they are? What could they be talking about?
T: Well, I suggest listening to these students and finding out if you are right. You should listen once and get a general idea of what the conversation is about. Moreover, you should take down True or False. Task 1. Are these statements true or false? 1. The three speakers are all learning English. 2. Josef uses pictures to help him learn English. 3. Ana finds learning English vocabulary too difficult. 4. Paula has a messy notebook. 5. Josef invents games to remember grammar rules. 6. Paula thinks that they all learn English the same way.
T: Let’s check up. True or False, What the conversation is about? (about the ways of learning a language)
T: Yes, students, you were right. So, the theme of our lesson is learning styles. (учитель открывает тему урока на доске) Today you are practising your listening skills by listening non-native speakers and discussing the ways they learn. You will test these ways and raise awareness of your personal learning styles, expand vocabulary focusing mainly on idioms. Is it clear?
T: Now you are going to listen to the conversation again and this time you must put the selection of quotes into the order you hear them and say who says them. Task 2. Put the following sentences into the correct order that you hear them in the audio text and say who says them: Ana, Josef or Paula. 1. I find grammar quite difficult. 2. I like the way you organize everything into columns and charts. 3. I just draw little pictures and symbols. 4. I think you’d better borrow Paula’s. She takes lots of really good notes. 5. One man’s meat is another man’s poison. 6. I record myself reading grammar rules sometimes too. 7. We all seem to have completely different ways of studying and learning. T: Let’s check up your task. Look at the statements again? What do they have in common? (They are all related to learning styles) That’s right.
T: There are different learning styles. Let’s clarify them. Work in groups. Match the characteristics to the certain styles: visual, logical, auditory, linguistic, kinesthetic.
T: Well done. Now you should discuss three questions about each student. Take brief notes what your group think. Task 3. How would you describe Ana, Josef, Paula as learners? Why? What are their strong points? Which learning strategy do they use?
T: Do you think these strategies are effective? Make a conclusion, students. There are different styles of learning, and some of them are useful and effective.
T: Let’s try to use these strategies in your learning and find out if they are suited to you or not. Who is a visual learner in the audio? (Josef) Who likes to organize notes into columns? (Paula) To remember more new words, you can make your own dictionaries. What is it? Look. It’s important to put vocabulary into a context. Do it with 5 words. I’ll give you 5 minutes.
T: Who from the audio extract records grammar rules? (Ana) . In order not to waste the time, someone records grammar rules out of the classroom while everyone compiling their personal dictionary.
T: Let’s finish making the dictionary. Who liked this strategy to learn new words? Who disliked?
T: Listen to a short sentence which explains the grammar and match them to the grammar points. Well done, you can record yourself reading grammar rules to learn grammar this way. Who liked this strategy?
T: Students? Do you like to play games? Who from the conversation plays card games to remember grammar rules? (Josef) I suggest trying his strategy. Now you are going to invent your own grammar games in your groups. You should write a list of rules to accompany your game and move around the work stations in the class and test the games of other groups. You should invent a short grammar card game. I’ll give you 15 minutes.
T: OK, well done. Did you like to play games? Which strategy we’ve practised today suits you best and why? Did you find out what you are according to learning styles?
T: What is an idiom? Think back to the audio and try to remember the idioms that were used. (pull one’s finger out, one man’s meat is another man’s poison.) What do they mean? I suggest working with idioms that can be related to learning. Work individually. Your task is to match idioms with their meaning. Task. Match the following idioms with the meaning. T: Now work in pairs and create a short dialogue using as many idioms as you can. I am going to give you 5 minutes. Perform your dialogues. T: Do you know any other idioms? How often do you use them in your everyday life?
Make a conclusion. Every educated person may use idioms in different life situations to show his literacy, erudition and outlook. T: The lesson has been about reflecting the way you learn. Now you should take time to reflect on the lesson and discuss what you felt was effective. What activities carried out in class did you like/find useful/are best suited to your needs and learning styles? | Рапорт дежурного: число, день недели, отсутствующие. На доске фото трех студентов, которые общаются друг с другом. Ученики предполагают, кто они, где они, и о чем эти студенты могут говорить.
Учащиеся выполняют первое задание на аудирование. О чем диалог и отмечают предложения как, правда или ложь.
Фронтальная проверка выполненного упражнения.
Ученики расставляют предложения в нужном порядке и определяют, кто сказал каждую реплику.
Фронтальная проверка
Дети работают в группах, каждая группа выбирает лексику, описывающую определенный стиль, затем читают описание и прикрепляют на доску.
Дети работают в группах, каждая группа готовит краткие записи, характеризующие одного из студентов: Анну, Джозефа и Паулу. Фронтальная проверка.
Ученики создают свой персональный словарь на примере 5 слов: Dwelling, absorb, humid, forward, leaking, archery.
Пока каждый заполняет личный словарь, в коридор выходят по очереди дети и записывают на диктофон грамматическое правило, которое им выдал учитель.
Идет прослушивание записи и дети соотносят с грамматической категорией. Учитель прикрепляет на доску.
Ученики работают в группах и придумывают свою собственную короткую грамматическую игру на карточках, играют в нее, затем играют в игры других команд.
Ученики вспоминают две идиомы из диалога, говорят, что такое идиома. Соотносят идиомы со значением.
фронтальная проверка.
Ученики составляют диалоги, используя как можно больше идиом. Затем представляют их перед классом.
Учащиеся заполняют рефлексивную таблицу и записывают свои реплики по уроку в облако. В качестве домашнего задания ученикам предлагается придумать письменный рассказ (120-180 слов) используя любую идиому. |
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