работа

Plan:

I. The discovery of America.

II. American Founding Fathers:

1. Thomas Jefferson

2. Alexander Hamilton

3. Benjamin Franklin

III. American Presidents:

1. George Washington

2. Abraham Lincoln

3. J.F.Kennedy

IV. The women in American history.

1. Eleanor Roosevelt.

Ход урока:

1.Организационный момент .

Сообщение учащимся о целях и задачах урока

Good morning, children. Lets begin our lesson. Today we have an unusual lesson. I’d like to call your attention to some information about the life of famous American people. The aim of our lesson is to get to know more about famous American people using Internet.

2. Основная часть урока

I. The discovery of America.

I. 1

First of all we shall speak about the discovery of America. I have some questions to you. Please, answer them:

1. Who discovered America?

2. When did Christopher Columbus discover America?

These are two most important questions about America. But it’s clear that you know more about it. Please tell us about the discovery of America.

Пример одного из рассказов учащихся .

America was founded by Columbus in 1492. Columbus fled to this country because of persecution by Ferdinand and Isabella, who refused to believe the world was round, even when Columbus showed them an egg. Before Columbus reached America he cried Ceylon! Ceylon! because he wanted to see India, which was engraved on his heart, before he died. When he arrived, he cried again. This time he cried Excelsior! meaning I have founded it!”

Columbus was mistaken in thinking he had reached India when actually he had not got even as far as Indiana.

The original Indians are still known as Indians, while all manner of immigrants from England, Ireland, Angora, and Liechtenstein are referred to as Americans.

I. 2

And now I want you to listen to another version of the discovery of America. It is rather short, but amusing. You will listen to it and will answer my questions.

Some people say it was not Columbus who discovered America but a man named Leaf Ericson. Leaf came from one of the Scandinavian countries with a shipload of people, all of whom were called Yon Yonson or Ole Olson or Big Swede, and went straight to Wisconsin, where he unloaded his passengers and went back for more.

On his next trip he went to Minnesota.

We know all this from some undecipherable remarks he made on a piece of stone. This stone has since become an utter rune.

Questions:

1. What version seems you more fantastic and why?

2. Who discovered America by this version?

3. Who was Leaf Ericson?

4. What USA states did he visit?

5. Can we read any of his remarks?

II. American Founding Fathers.

II. 1

Обзор сайтов http://www.whitehouse.gov/history/presidents/ и http://www.whitehouse.gov/

Используя демонстрационный компьютер, подключённый к Интернет, учитель делает краткий обзор сайтов http://www.whitehouse.gov/history/presidents/ и http://www.whitehouse.gov/

II. 2

You know that America owes a great deal to its Founding Fathers.

These were a group of people, which determined that their children would have the advantages, which they themselves had been denied. Between American Founding Fathers we can point out Thomas Jefferson, Alexander Hamilton, Benjamin Franklin.

В классе десять компьютеров. Они не имеют возможность выхода в Интернет. Учащиеся работают в школьном Интернете в режиме off- line. Учащиеся работают группами по 8 человека (всего 3 группы). Группы подразделяются на две подгруппы (у каждой свой компьютер). Группы собираются произвольно (первая часть урока посвящена Отцам-Основателям и я предлагаю собрать группы, проведя небольшую работу: всем детям раздаются в произвольном порядке части положений из «Декларации Независимости»; всего положений три – по числу групп, каждое положение написано определенным цветом и разделено на 8 частей (по количеству детей в группе)

Например :

Дети собираются в группы исходя из цвета высказывания, они собирают все высказывание целиком читают его вслух, переводят его на русский язык и таким образом знакомятся с главной работой Отцов-Основателей.

В директории «9 класс» находятся три папки “ American Founding Fathers”, “ American Presidents”, “ The women in American history”, в которых размещены странички с информацией, полученной с сайтов. На компьютерах установлена программа - электронный словарь, которым учащиеся могут пользоваться во время чтения текста. Задача каждой группы - понять содержание текстов, обсудить его и поделиться информацией с учащимися других групп.

We have some texts. Most of these texts are published on http://www.whitehouse.gov/history/presidents/ It is interesting to know new facts about the life of famous people. The first group has to read texts from the folder “ American Founding Fathers ”, the second –from the “ American Presidents ” and the third – from the “ The women in American history ” . Please, get a text (according to your task), read it, use the electronic dictionary, discuss it in groups, prepare a short retelling of your message. One person of your group will tell us about your message. You may ask questions each other.

Учащиеся работают в группах, учитель подходит к каждой группе, помогает с переводом и составлением пересказа, если это необходимо.

II. 3 Устные высказывания учащихся по теме “ American Founding Fathers”.

Несколько учеников от первой группы кратко пересказывают прочитанное, следуя пунктам плана. Остальные члены группы дополняют высказывание или отвечают на вопросы учащихся других групп. Затем они задают вопросы учащимся по теме своего высказывания (не более пяти вопросов)

Пример рассказов учащихся .

Thomas Jefferson one of the American President of the past, was born in Virginia in 1743. When he was 14 years old, his father died and the young boy was left to choose for himself what to do.

Jefferson studied literature and languages. He also studied to be a lawyer, and later he wrote many of the Virginia laws.

When Jefferson was still a young man he was one of those who wanted freedom from England.

His most outstanding achievement was as chief author of the Declaration of Independence, a statement of human rights and liberties. In years following he laboured to make its words a reality in Virginia.

The author of the Declaration of Independence did another important thing for the American people.

He worked out a plan for a university where the students and teachers could live and work together in a village build for them. It was one of the first schools to teach science.

Benjamin Franklin , born January 17, 1706, was the 10th son, and 15th child, of 17 children in the Josiah Franklin family. For five years, Franklin sought to master the printers trade. During this time, he also strove to improve his education. Franklin read numerous classics and perfected his writing style. By 1730, Franklin had his own business. In the 1740s, Franklin began experimenting with electricity, which led to the invention of the lightning rod. By 1748, Franklin had sold his printing business to devote himself to his scientific experiments. Franklin was a plump, well-rounded man who invented almost as many things as Jefferson, including silkworms, whisk brooms, the Franklin stove, and bifocals. As Postmaster General, he instituted general delivery and also established the dead-letter office, a place for keeping letters from people who were deceased. He also made it possible for congressmen to send their letters free, which later became known as the Franklin Privilege.

When Franklin was seventy, he was sent to Paris to see what he could do to improve relations with the French, and he said to have done extremely well despite his age.

Alexander Hamilton was born at Nevis, in the West Indies, January 11, 1757. He was sent to New York City to be educated. He was a student of unusual precocity. He began writing political pamphlets at the age of seventeen. In 1782 Hamilton was in the Continental Congress. Hamilton, a reactionary, was opposed to dept. In order to pay the costs of the war against the British, he established a mint. Hamilton also instituted a system of taxes, which the people of America accepted willingly as soon as Hamilton assured them he was not British. Hamilton supported the businessmen.

Примерные вопросы

1. Who framed the Declaration of Independence?

2. Who made it possible for congressmen to send their letters free?

3. Who instituted a system of taxes?

III. American Presidents

Устные высказывания учащихся по теме“American Presidents”.

Задание :

You know that almost each country has its president. And America, during its history, had many presidents. Today we shall speak about three of them: George Washington, Abraham Lincoln, and J.F.Kennedy.

Несколько учеников от второй группы кратко пересказывают прочитанное. Остальные члены группы дополняют высказывание или отвечают на вопросы учащихся других групп. Затем они задают вопросы учащимся по теме своего высказывания (не более пяти вопросов)

Пример рассказов учащихся.

George Washington. On April 30, 1789, George Washington, standing on the balcony of Federal Hall on Wall Street in New York, took his oath of office as the first President of the United States. As the first of every thing, in our situation will serve to establish a Precedent, he wrote James Madison, it is devoutly wished on my part, that these precedents may be fixed on true principles.

Born in 1732 into a Virginia planter family, he learned the morals, manners, and body of knowledge requisite for an 18th century Virginia gentleman. He was born on a big farm in Virginia. He was a very clever child. He had a possibility to attend school for 8 years. He liked to study. Especially he liked to study mathematics. He also like to study geography and history, because he wanted to know much about his country and other countries.

When he grew up he tried to apply his knowledge in his life. He was a commander-in-chief of an American Army during the War for American Independence. After that he was elected to be the first president of America. President George Washington signed an Act of Congress in December of 1790 declaring that the federal government would reside in a district not exceeding ten miles square: on the river Potomac.

Many Americans do not associate George Washington with the Constitution, but instead remember him as the first president of the United States and the general who led American troops to victory during the American Revolution. Most people, moreover, do not think of Washington as a great political thinker because he did not leave a great body of political tracts for later generations - nothing on a par with the Declaration of Independence or the Federalist Papers.

Abraham Lincoln. He was the Man of the Hour. In those days this was almost as important as being Man of the Year or Book of the Month. Lincoln made extraordinary efforts to attain knowledge while working on a farm, splitting rails for fences, and keeping store at New Salem, Illinois. He was a captain in the Black Hawk War, spent eight years in the Illinois legislature, and rode the circuit of courts for many years. His law partner said of him, His ambition was a little engine that knew no rest.

During his youth he lived in several different log cabins, a style of architecture favoured by his father.

Young Abe loved to read. Since he had no library card, he had difficulty borrowing books and obtaining advice about what to read.

Lincoln became known as Honest Abe when he was working as a clerk in a stove. Lincoln had one term in Congress and then ran for the Senate because, as he said in a famous speech, The House is divided against itself and cannot stand.

As president, Lincoln was always travelling about the country to meet people. He issued the Emancipation Proclamation, which freed the slaves of the South.

J.F.Kennedy. After eight years of Eisenhower, many Americans wanted a change. The choice was between two men will qualified in this regard, Vice President Richard Nixon, who had come up from poverty, and Senator John F. Kennedy, who was born rich and stayed this way.

In 1956 Kennedy almost gained the Democratic nomination for Vice President, and four years later was a first-ballot nominee for President. Millions watched his television debates with the Republican candidate, Richard M. Nixon. Nixon and Kennedy carried on their campaign through a series of great Debates on television. And Kennedy won the election. He was the youngest president ever elected.

Примерные вопросы

1. Who was the first American president?

2. Who was the youngest American President?

3. Who issued the Emancipation Proclamation?

IV. The women in American history.

You know that it is woman who gives us life. And women take an active part in the history of each country. And the most famous American woman was Eleanor Roosevelt.

Пример рассказ учащихся, работавших в третьей группе.

Eleanor Roosevelt was one of the Americas great leaders, who has a big impact on national policy toward youth, blacks, women and the poor. Unlike most other members of the Commission, Mrs. Roosevelt was neither a scholar nor an expert on international law. Her enthusiasm for her work at the United Nations was rooted in her humanitarian convictions and her steady faith in human dignity and worth.

After her husband death she was appointed delegate to the United Nations, where she helped write the Universal Declaration of Human Rights.

3. Заключительная часть урока .

And now want to give you a test to check how did you understand the theme of our lesson. You have to put figures in the table.

Test.

1.He was the youngest president of the USA.

2.He framed the Declaration of Independence.

3.She was one of the Americas great reforming leaders.

4.He issued the Emancipation Proclamation in 1863

5.He made it possible for congressmen to send their letters free

6.He instituted a system of taxes.

7.He was the first person to be elected the president of the USA.

Домашнее задание :

Your hometask will be to find information about the present USA president.

Подведение итогов урока.

Методическая разработка участника конкурса Августовского Педсовета

Пушкарева Елена Валерьевна

III.1.2

Урок английского языка для старших классов “Летающий Форд Англия” о премьере второго фильма про Гарри Поттера. Опубликован на сайте Европейской школьной сети www.eun.org. В урок включен раздел “Заметки для учителя и ключи к заданиям”.
Тема: Досуг. Поход в кино.
Виды заданий: Дискуссия; Словарь; Чтение-просматривание; Чтение для понимания деталей (ответы на тест); Ролевая игра; Дальнейшая работа по теме с использованием Интернета.
Грамматическая тема: Косвенная речь (повторение)
.
Flying Ford Anglia
Pre-Reading Activities.
A. Discussion.
1. What did you find exciting when you were 7? 10? 12 years old?
2. Have you ever been to an amusement park? Whats your favorite attraction?
Have you ever read any of Harry Potter books, or seen a film? Which is your favorite episode?
4. Do you have any phobias, e.g. giant spiders and snakes? Do you find some episodes which describe scary and unpleasant creatures frightening?
B. Vocabulary. Part 1.
Check that you understand all the following words from Part 1.
Revel (v.) to enjoy greatly
whomping (adj.) hitting hard
scour (v.) to search thoroughly
mint condition perfect condition
vintage (n., adj.) of high quality and lasting value; made between 1919 and 1930 (of a car)
drubbing (n.) a thorough defeat
rickety (adj.) likely to break
Reading Activities.
A. Cultural Note.
Chitty Chitty Bang Bang was a book and a film about a car which had a character of its own and could fly.
Now read the title of the article and explain to your classmates how you understand it:
Potter Flying Car the New Chitty Chitty Bang Bang
B. Reading. Part 1.
Read Part 1 of todays article and answer the following questions. Write F (False), T (True) or Not Mentioned (NM) after every question.
1. Chitty Chitty Bang Bang is the name of the new film.
2. The child actors liked the car scenes.
3. They would love to use such a car in real life.
4. The film crew used 2 cars.
5. They found a car in Great Britain.
6. The car will go into a museum.
Part 1.
Potter Flying Car the New Chitty Chitty Bang Bang. Sat Oct 26.
By Paul Majendie. LONDON (Reuters)
Forget Chitty Chitty Bang Bang. Here comes Harry Potters Flying Ford Anglia to fight off giant spiders and battle a magical whomping willow tree.
The worlds most famous wizard has taken to the skies aboard a rickety old car in Harry Potter and
the Chamber of Secrets.
The child stars of the new blockbuster movie reveled in its special effects. Filming in the flying car was
like being in a fun fair ride, said Daniel Radcliffe, who plays the wizard in the film being given
its world premiere in London on November 3.
It was amazing. I dont think we ever stopped laughing, the 13-year-old actor said.
Co-star Rupert Grint who plays Potters pal Ron Weasley, agreed: Doing that car scene was so cool. It was like being on a theme park ride.
Special effects supervisor John Richardsons crew had to scour England for old cars for the spectacular flying sequences.
We needed a total of 14 cars that we could dress in various stages from mint condition when the boys first steal the car and rescue Harry until it lands in the tree and eventually ends up going wild in the forest, he said.
Most of the cars we found were not road worthy, and many were headed for the scrap heap, so we didnt destroy any vintage vehicles, he said.
The car in the film is given a severe drubbing by a magical whomping willow tree when landing in its branches. (Continued…)
Article © Reuters Limited, 2002.
Post-Reading Activities. Part 1.
Grammar. What did they say?
In Part 1 of todays article, direct speech is often used. Quotes show us what the actual words of the speakers were.
If the reporting verb is in the past tense, e.g. said, then the verb in direct speech usually changes from the present tense to the past tense, from the past tense into the past perfect tense, and from the simple future tense into the future in the past form.
A. Change the following quotes into reported speech. Dont forget to change the verb tense!
1. Filming in the flying car was like being in a fun fair ride, said Daniel Radcliffe.
2. Co-star Rupert Grint who plays Potters pal Ron Weasley, agreed: Doing that car scene was so cool. It was like being on a theme park ride.
3. We needed a total of 14 cars that we could dress in various stages from mint condition when the boys first steal the car and rescue Harry until it lands in the tree and eventually ends up going wild in the forest, he said.
4. Most of the cars we found were not road worthy, and many were headed for the scrap heap, so we didnt destroy any vintage vehicles, he said.
B. Now write down a question for each of your reported sentences.
Remember that verbs in reported questions change in the same way as in reported statements.
We report yes/no questions with if/whether.
The word order in a reported question is the same as in a reported statement.
You may write your questions here:
1. _____________________________________________________________
2. ______________________________________________________________
3. _______________________________________________________________
4. ______________________________________________________________

Reading Activities. Part 2.
A. Reading for Gist.
Now read Part 2 of todays article and answer the following question:
What happened to the cars after the shooting had been done?
STUNT CAR PLACED ON DISPLAY
One of the bedraggled cars, its headlights still proudly blinking, was put on display at Londons Guildhall for a press conference given by the cast and crew of the movie that will be launched in the United States on November 15.
Christopher Columbus, director of Harry Potter and the Philosophers Stone and now the second wizard saga, is fiercely proud of the advances made in special effects from one film to the next.
To me as a filmmaker it was so exciting. I was like an eight-year-old kid again. I couldnt wait to get to the set, he said of the 11 months spent filming Chamber of Secrets.
I think the effects are much better in this film. I realized after doing the first film that you can basically do with technology today whatever you want, he said.
Columbus paid particular tribute to George Lucas Industrial Light and Magic special effects company for creating the bedraggled and forlorn house elf Dobby for the new film.
This film is much darker and edgier than the first, with Potter being chased by fearsome snakes and spiders in some spectacular action sequences.
Columbus was worried that he might terrify children around the world. His fears proved unfounded.
I was concerned the movie might be a little frightening, so we showed it to 500 people in Chicago. Two hundred and fifty were kids aged seven to 13. None of them raised their hands when we asked if it was too scary.
And then he won reassurance closer to home: I showed it to my five-year-old daughter. She didnt have nightmares.
Article © Reuters Limited, 2002.

B. Vocabulary. Match the words with their meanings.
Words Meanings
launch an often dangerous act
saga a terrible dream
tribute a sign of admiration and respect
stunt to begin
bedraggled a long story
reassurance comfort
nightmare wet and muddy
C. Reading for Detail. Look at the following sentences and choose the correct ending:
1. The car was put on display at
a) the British Museum
b) the National Galley
c) Guildhall
2. The film director is proud of
a) the special effects
b) the actors
c) the scenery
3. Technology is needed in film-making because
a) you can create some effects
b) you can do a lot
c) you can do what you want
4. The film director was very grateful to George Lucas for creating
a) the car
b) the elf
c) the spiders
5. The children who saw the film were
a) not scared
b) slightly scared
c) very scared
6. Christopher Columbus is the name of
a) the film studio in Hollywood
b) the famous explorer
c) the film director
7. They showed the film to
a) adults
b) kids
c) both
D. Retelling. With a partner, look at Part 1 and Part 2 again. Now cover the article, and take turns retelling the main points.
Post-Reading Activities. You may one or more of the following activities.
A. Role playing. Choose a role you like best. You can be one of the characters in Harry Potter books, or an actor, or a member of the film crew.
Talk about the making of the film or an episode in a book. Offer your opinion about the character or episode.
B. Web Research. If you have access to Web facilities, try to find some more information about Harry Potter, author J.K. Rowling, director Christopher Columbus.
Share your findings with the class. Try to decide why Harry Potter is so popular!

Teachers Notes and Answer Keys.
Pre-Reading Activities.
A. Discussion. Any answers should be accepted.
B. Be sure that your students understand all the words and meanings before they read. Keep a dictionary to hand if needed.
Reading Activities.
A. Please remember that Chitty Chitty Bang Bang is known mostly in English-speaking countries. You may wish to offer several examples of things and events which are known in your country, but are maybe unknown in other countries.
B. Reading. Part 1.
Read Part 1 of todays article and answer the following questions. Write F (False), T (True) or Not Mentioned (NM) after every question.
1. Chitty Chitty Bang Bang is the name of the new film (F).
2. The child actors liked the car scenes (T).
3. They would love to use such a car in real life (NM).
4. The film crew used 2 cars (F).
5. They found a car in Great Britain (T).
6. The car will go into a museum (NM).
Post-Reading Activities. Part 1.
Grammar. What did they say?
1. Filming in the flying car was like being in a fun fair ride, said Daniel Radcliffe.
Daniel Radcliffe said that filming in a flying car had been like being in a fun fair ride.
2. Co-star Rupert Grint who plays Potters pal Ron Weasley, agreed: Doing that car scene was so cool. It was like being on a theme park ride.
Rupert Grint agreed that doing that car scene had been so cool. It had been like being on a theme park ride.
3. We needed a total of 14 cars that we could dress in various stages from mint condition when the boys first steal the car and rescue Harry until it lands in the tree and eventually ends up going wild in the forest, he said.
He said that they had needed a total of 14 cars that they could dress in various stages from mint condition when the boys first stole the car and rescued Harry until it landed in the tree and eventually ended up going wild in the forest.
4. Most of the cars we found were not road worthy, and many were headed for the scrap heap, so we didnt destroy any vintage vehicles, he said.
He said that most of the cars they had found had not been road worthy, and many had been headed for the scrap heap, so they hadnt destroyed any vintage vehicles.
B. Questions may vary. Keep a variant handy to help out if necessary.
1. What had it been like for Daniel Radcliffe?
2. Why had it been so cool?
3. How did the car end up?
4. Had they destroyed any vintage vehicles?
Reading Activities. Part 2.
A. Reading for Gist.
What happened to the cars after the shooting had been done?
The truth is, we dont know what happened to all the 14 cars!
One car was put on display.
B. Vocabulary. Match the words with their meanings.
Words Meanings
launch to begin
saga a long story
tribute a sign of admiration and respect
stunt a dangerous act
bedraggled wet and muddy
reassurance comfort
nightmare a terrible dream
C. Reading for Detail.
1. The car was put on display at
c) Guildhall
2. The film director is proud of
a) the special effects
3. Technology is needed in film-making because
c) you can do what you want
4. The film director was very grateful to George Lucas for creating
b) the elf
5. The children who saw the film were
a) not scared
6. Christopher Columbus is the name of
b) the famous explorer
c) the film director
7. They showed the film to
c) both
D. Retelling.
Encourage your students to retell their part of the article in their own words. Advise the rest of your class to ask questions and to add other details.
Post-Reading Activities.
A. Role playing. Role Playing is a good speaking exercise.
If your students dont want to act out any of the suggested roles, advise that they be a reporter, a photographer, or just a passer by.
B. Web Research.
Let your students browse the Web if possible. They may find news items, pictures, students and teachers projects, fan clubs. The more the merrier!


Lesson © Nina M. Koptyug, October 2002.

III .2 Образец проведения урока по теме «Culture and Arts».

Урок рассчитан на учеников старшей ступени обучения. С наибольшей эффективностью может быть проведён в специализированной школе, или в классе гуманитарной направленности.

Тема урока :

«Молодёжное искусство в современном мире» “Where Art meets Application”. (в рамках темы «Culture and Arts»)

Цель урока :

Развитие познавательной и коммуникативной деятельности учащихся с помощью Интернета. Обучение ознакомительному виду чтения с кратким изложением содержания текста, высказывание мнения на заданную тему.

Задачи урока :

Знакомство с международным телекоммуникационным проектом «Deviant Art» http://www.deviantart.com;
Знакомство с работами зарубежных сверстников. Участие в проекте «DeviantArt».

Материалы, используемые при подготовке к уроку:

Интернет-ресурсы сайта «Deviant Art» http://www.deviantart.com:

- информация о проекте;

- работы участников проекта «Deviant Art», заранее отобранные преподавателем для обсуждения.

Предварительное задание для учащихся: принести любую (единственное условие – собственную!) творческую работу (стихи, проза, рисунки, художественные фотографии, etc. желательно в электронном варианте).

Оснащение урока и материалы, используемые на уроке:

Компьютерный класс с выходом в Интернет. СD-ROM «Говорящий оксфордский словарь и уникальная система изучения новых слов», отдельные страницы и материалы сайта «Deviant Art» http://www.deviantart.com.

Запись на доске:

“Where Art Meets Application” – international project for creative young people.

Ход урока

1.Организационный момент. Время - 1 минута

Сообщение учащимся о целях и задачах урока:

Good morning! We have an extraordinary lesson today.
I’d like to call your attention to some information, and to suggest that you take part in a worldwide project named Deviant Art. “Where Art Meets Application” is the motto of this project, and it means that it is aimed at promoting and developing creativity in young people. You’ll learn something about this project, see the works of art, poetry and prose created by young people from other countries, express your opinions about them, and send your own works to the site. You will work in groups (2-3 pupils).

2. Основная часть урока Время - 40 минут

2.1 Обзор сайта “DeviantArt” (5 минут)

Используя демонстрационный компьютер, подключённый к Интернет, учитель делает краткий обзор сайта «DeviantArt». Если нет условий выхода в Интернет на уроке, учитель может пользоваться информацией, распечатанной ранее при подготовке к уроку.

DeviantArt is a project that enables young people from all over the world to share their creative work and express opinions on the work created by their peers. Any kind of works is accepted: art photography, drawings, prose and poetry. Please check the categories to which the art can be sent.

After your register on the web-site, you can create your personal gallery, and place your works there. You can also tell anything you like about yourself in the journal which is placed on the left side of your personal page. All the members of the project will be able to see it and leave you a message, or contact you via e-mail. The same is about you. If you have questions, ask them, please.

2.2 Знакомство с работами зарубежных сверстников. (10 минут)

В классе 6 компьютеров, за каждым из них находится группа учеников (по
2-3 ученика). На компьютерах установлена программа - электронный оксфордский словарь, которым учащиеся могут пользоваться во время чтения комментариев авторов работ. Задача каждой группы – ознакомиться с предложенной учителем к рассмотрению работой одного из участников проекта, обсудить его и поделиться информацией с учащимися других групп.

Группам следует предложить на рассмотрение работы разных сфер (например, 2 группы рассматривают прозу, 2 – художественное фото, ещё 2 - рисунки).

Задание:

We have some creative works made by young people from other countries. These works are published on the DeviantArt site. It is interesting to know how the young in different countries express their thoughts and vision of the world through creative work. Please, have a look at the work, evaluate it, use the electronic Oxford dictionary, discuss it in groups, write a commentary, and probably a personal message to the author of the work. One person of your group will tell us about what you saw and what your group thinks about it. You may ask each other questions.

Учащиеся работают в группах, учитель подходит к каждой группе, помогает с переводом, составлением комментария или сообщения, и, если необходимо, с навигацией по сайту.

2.3 Устные высказывания учащихся о просмотренных творческих работах. (10 минут)

Один ученик от каждой группы кратко рассказывает о виде и тематике работы, о её авторе (из какой страны, какого возраста).
Остальные члены группы дополняют высказывание или отвечают на вопросы учащихся других групп.

2.4 Регистрация на сайте и размещение собственных работ. (11-12 минут)

Учитель предлагает зарегистрироваться (регистрация бесплатная и очень простая), и отослать свои работы.

Задание:

You got acquainted with creative work of young people from different countries. Each of them is very interesting. You have brought some of your own works today. Now you can share it with your peers via this project. Each group must choose themselves a name which will be your registration login, and write a short message telling about them, which will be placed in your journal on the right side on your personal page. Work in groups. If you are ready, we will send your works to the Deviant Art site.

Затем учитель помогает ученикам составить сообщение о себе, зарегистрироваться, объясняет, как поместить запись о себе на своей личной странице.

2.5 Контроль работ и отправление их на сайт Deviant Art. (10 минут)

Работы могут быть размещены через submission-систему сайта (это не требует пересылки через e-mail).

3. Заключительная часть урока. Время: 2-3 минуты

Домашнее задание:

Урок предполагает post-discussion на тему – «Искусство в современном мире». Ученикам, в качестве домашнего задания, предлагается подумать над некоторыми вопросами и подготовить развёрнутое высказывание на один из них.

Предполагаемые вопросы:

- Art in the modern world – is it important?

- What application can be found for art in the modern world? (hint: think of using computer-graphics in creating films, advertisement, illustrations of books, creating computer-games)

- What is your personal attitude to art – do you take it seriously? Do you appreciate some particular genres?

- Are such projects, as the one in which we participated on the previous lesson, interesting and/or important? Why or why not?

Dear students, you have taken part in an international project which gives an opportunity to young people all over the world to share their creative ideas. You see that art is much closer to you than you have probably thought. Next time we are going to have a discussion on the topic “Art in the modern world”. Choose one of the questions and write what you think about this problem. Don’t forget to look through all the other questions, too, and be ready to speak on the topic and discuss it.

Анализ урока.

Данный урок служит, прежде всего, коммуникативной цели, так как учащиеся вступают в контакт со своими англоговорящими сверстниками на предусмотренную направленностью проекта тему (которая должна соотноситься с темой, в данный момент изучаемой по учебному плану), и имеют возможность получить feedback в виде реакции на свои комментарии, размещённые работы, журнальные записи. Кроме того, учащиеся тренируются выражать своё мнение по поводу увиденного в форме монологических высказываний – как письменных (комментарии и сообщения другим участникам проекта), так и устных – изложение в классе своего мнения о рассмотренных творческих работах. Поскольку в данном случае ученики контактируют со своими реальными англоязычными сверстниками, урок также предполагает получение опыта общения с носителями языка, знакомство с современной английской речью.

Урок носит не только тренировочный, но и творческий характер, предполагает возможность самовыражения, что служит для повышения мотивации у учащихся старшей ступени обучения, на которых он и рассчитан.

Возможные трудности состоят в том, что сверстники учащихся могут не всегда выражать свои мысли грамматически корректно, из-за чего ученики могут не понять обращённые к ним высказывания. В таком случае, на помощь должен прийти учитель, который на данном уроке выступает как консультант и помощник.

III .3 Описание и адреса некоторых сайтов, развивающих знание английского языка.

1. Особого внимания достойно использование материалов англоязычных газет.

CNN World News (http://cnn.com/WORLD),

ABC News (http://www.abcnews.go.com/index.html),

BBC World Service (http://www.bbc.co.uk/worldservice),

The New York Times (http://www.nytimes.com) - все эти и другие новостные агентства имеют похожую удобную для пользователя навигацию (систему ссылок). Название и количество рубрик может изменяться от издательства к издательству, однако все они охватывают основные сферы жизнедеятельности человека.

BBC World Service (http://www.bbc.co.uk/worldservice) предоставляют возможность не только прочитать, но и прослушать новости, на многих языках, причем можно даже выбрать для себя подходящий уровень владения английским и прослушать новости в режиме LEARNING ENGLISH. Интересной может показаться двойная классификация статей - по темам и по континентам. Обратная связь с издательством осуществляется с помощью ссылки CONTACT US.

ABC News (http://www.abcnews.go.com/index.html) сопровождает свои публикации помимо звукового еще и видео сопровождением. Возможна так же беседа на предложенную тему среди читателей в разделах CHAT.

CNN World News (http://cnn.com/WORLD) также предоставляют информацию на нескольких языках и двойную классификацию статей. Возможно вызвать аудио и видео сопровождение. Интеракция читателей с редакцией и между собой возможна в рамках рубрики DISCUSSION (дискуссия), где есть своя доска объявлений (MESSAGE BOARDS), комната для беседы (CHAT) и связь с редколлегией (FEEDBACK). The New York Times помимо вышеперечисленного предлагает своим читателям учебную версию газеты с готовыми поурочными разработками.

2. Также в сети Интернет можно найти много информации по страноведению. Оригинальные тексты и фотографии сделают уроки по страноведению интересными для всех. Материалы по США можно найти на сайте http://www.usatourist.com/ . Изучающим Великобританию будут интересны сайты посвященные Лондону, такие как http://www.LondonTown.com/ или http://www.virtual-London.co.uk/

3. Упражнения, тесты, разнообразные тексты представлены на сайте http://www.edunet.com .

4. Англоязычные песни давно и успешно используются учителями иностранного языка, но довольно часто возникает проблема отсутствия текстов этих песен. Такие тексты можно найти на сайте http://lyrics.ch/

5. На поисковом сервере http://www.exite.com размещены интересные краткие тексты по интересующим молодежь темам: разнообразные хобби, паранормальные явления, спорт и так далее. На этом сервере можно даже разместить краткие сочинения учеников.

IV . Заключение

Таким образом, используя информационные ресурсы сети Интернет, можно, интегрируя их в учебный процесс, более эффективно решать целый ряд дидактических задач на уроке английского языка: а) формировать навыки и умения чтения, непосредственно используя материалы сети разной степени сложности (http://www.washingtonpost.com/, http://cnn.com/world, http://www.abcnews.go.com/index.html, http://www.bbc.co.uk/worldservice, http://www.washtimes.com/); б) совершенствовать умения аудирования на основе аутентичных звуковых текстов сети Интернет, также соответственно подготовленных учителем

(http://www.bell-labs.com/project/tts/index.html); в) совершенствовать умения монологического и диалогического высказывания на основе проблемного обсуждения материалов сети, представленных учителем или кем-то из учащихся; г) совершенствовать умения письменной речи, индивидуально или письменно составляя ответы партнерам, участвуя в подготовке рефератов, сочинений; д) пополнять свой словарный запас, как активный, так и пассивный, лексикой современного английского языка, отражающего определенный этап развития культуры народа, социального и политического устройства общества; е) знакомиться с культуроведческими знаниями, включающими в себя речевой этикет, особенности речевого поведения различных народов в условиях общения, особенности культуры, традиций страны изучаемого языка; ж) формировать устойчивую мотивацию иноязычной деятельности учащихся на уроке на основе систематического использования «живых» материалов, обсуждения не только вопросов к текстам учебника, но и актуальных проблем, интересующих всех и каждого.

При работе с компьютерными технологиями меняется и роль педагога, основная задача которого - поддерживать и направлять развитие личности учащихся, их творческий поиск. Отношения с учениками строятся на принципах сотрудничества и совместного творчества. В этих условиях неизбежен пересмотр сложившихся сегодня организационных форм учебной работы: увеличение самостоятельной индивидуальной и групповой работы учащихся, отход от традиционного урока с преобладанием объяснительно-иллюстративного метода обучения, увеличение объема практических и творческих работ поискового и исследовательского характера. В данном виде сотрудничества Интернета и урока часто используется проектная форма учебной деятельности.

Кибернетическое пространство содержит огромный культурный и дидактический потенциал, который уже используется в обучении во всем мире.

Однако для оптимального и эффективного использования кибернетических сетевых ресурсов в учебный целях требуется огромная научно- исследовательская работа, результаты которой позволят определить общие и частные принципы работы, критерии отбора сетевых ресурсов, сайтов и материалов, а также существенно обновить арсенал методических средств и приемов обучения.

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