Обучение речевому этикету на уроках английского языка

The results are

All the pupils don`t wear a school uniform.

We wear what we like.

Pupil 2: Our boys like to wear jeans, sweatshirts, trainers and shoes. Renat and Lyosha prefer to wear caps. And only Sasha wears suits.

Pupil 1: All our girls like to wear jeans, T-shirts, trainers and shoes because they are comfortable and fashionable. Juliya and Ruslana prefer skirts and blouses because they are not too casual. Polina, Katya and Dasha also like sweaters and trousers. They like to look smart.

Teacher: Have you any questions?

Pupil 3: What do you usually wear to the disco?

Pupil 2: I often wear jeans, shoes and a top. Sometimes I wear a dress or a skirt with a blouse.

Teacher: Thank you very much. Now it`s high time to sum up everything we`ve done during the lesson. What have we done today?

Pupil 1: We have described our appearance and our characters.

Pupil 2: We have dramatized the dialogues.

Pupil 3: We have played the game.

Teacher: Good. What was the most interesting for you?

What was difficult?

Pupil 1: The game was interesting.

Pupil 2: The dialogue was difficult for me.

Teacher: Thank you very much for your work. Your marks:…

Good luck. Good- bye. See you soon.

Приложение 2.

ЦЕЛИ УРОКА: систематизировать и обобщить знания учащимися лексического и грамматического материала по теме “ Квартира” (UNIT VII)

ЗАДАЧИ УРОКА: 1. Учебная: провести практику учащихся в речевой деятельности: речевому этикету, монологической, диалогической и аудировании.

2. Воспитательная: воспитывать уважение к мнению других людей, способствовать выработке собственного мнения.

3. Развивающая: развивать творческую фантазию, воображение, инициативу в осуществлении иноязычной речевой деятельности; обучать детей делать выводы и обобщения по теме.

ТИП УРОКА: защита созданных проектов.

ОБОРУДОВАНИЕ УРОКА: картинки по теме, проекты детей.

Приветствие.

Teacher: Good morning, boys and girls! Glad to see you.

Class: Good morning! Glad to see you too.

( проводится в форме T- P1, P2 и т.д.).

T: How are you today, Nastya?

P: I am fine, thank you.

T: And you, Olga?

P: I am all right. And you?

T: I am great, thank you. Today we shall speak about different kind of houses. But first, let's remember the provebs about the house.

Учащиеся называют пословицы, которые изучались на предыдущих уроках:

“Home, Sweet Home”.

“There's no place like home”.

“East or West, home is best”.

T: Now, name the words with the following sounds:

[t] - TV set, stereo, table, stove, flat e.t.

[d] - desk, bed, cold, modern, e.t,

[w] - wall, wall unit, flower, wash, e.t.

[r]- running water, room, right, e.t.

[k] - carpet, cupboard, cosy, kitchen, e.t.

T: Now I want you to look at these pictures, listen to the text and try to guess what room this is. Be ready to tell why you think so. Please, listen carefully.

Учащимся предлагаются пять картинок по теме под номерами. Две из них отличаются по расположению лишь одного предмета.

T: This is a living room. There is a table in the middle of the room. There is a vase with flowers on it. There are no chairs in the room. You can see a sofa by the wall and two armchairs near it. In the living room there is a TV set, a carpet, a lamp and a bookshelf. There are white curtains on the windows. What number of this room and why do you think so?

P: This room is number three because this is a living room and there are no chairs in this room. In all the rest there are some chairs.

a). T: There are many different houses and flats in the world. Let's remember what typical British house looks like.

T: What is the number of people in typical British house?

P: A typical British house is for a family of two, three or four people.

T: How many floors has a typical house got?

P: It has got two floors.

T: What rooms are on the ground floor?

P: On the ground floor there is a sitting room, a dining room and a kitchen.

T: What rooms are there on the first floor?

P: There is a bathroom and bedrooms there.

T: How many bedrooms have houses got?

P: Small houses have one or two rooms. Large houses have three or more.

b). T: And now let's imagine for a while that you are famous designers. Suggest your own projects of your flats or rooms. Please, listen to your classmates about their houses or flats and be ready to ask them some questions.

Учащиеся по группам защищают свои проекты, выполненные на альбомных листах и подготовленные в устной форме.

Group 1: “The Best House”

We think it's very good if a house is in a quiet area. There is a children's playground and a small garden with trees and flowers in it. In a good house there are cosy rooms and rooms with all modern conveniences. Our house has two floors. On the ground floor there is a living room, a dining room, a kitchen, a bathroom. Our bedrooms are on the first floor.

Our living room is the largest and the sweetest room in the world. It faces the garden. It is nicely furnished. There is no a lot of furniture. In the corner you can see a color TV set. There are a lot of channels on the TV, including the educational programme. In the opposite corner there is a sofa and two armchairs. The piano is in the right. There are some pictures on the walls. On the windows there are beautiful green flowers. Look! There is a wonderful chandelier hanging from the ceiling. And we have a tiny fountain in the middle of the room. Every thing is white and yellow in the room. We think it's the best house.

Учащиеся других групп задали следующие вопросы:

-Are there any beds in your house?

- Are there carpets on the floor or on the walls?

- Have you got a tape-recorder or a computer? Where are they?

Group 2: “My Favorite Room”

My favorite room is my study. It is very nice and comfortable. In my room I have got a writing- table, two chairs and some bookshelves here. We are fond of books and have a lot of them. There is a computer in my room and I like to play computer games. Here you can see a sofa-bed. In the corner of the room there is a small table with a music centre on it. I enjoy listening to music. There is a thick carpet on the floor. On the walls I have my favorite pictures and photographs. And there are nice light curtains on the widows. To my mind it's a lovely room and I like it.

Questions: - Is your room big?

-Are there any chairs in your room?

-What is your favorite computer game?

Group 3: “Our Fantastic Flat”.

This is our Fantastic Flat. We live in space in the spaceship. Everyone has a room of his own. They are not big but have all you need. Everything is done with the help of computer and robots. Robots can do housework. They cook, wash and dust. That's why our spaceship is clean and tidy. We have a lot of time to learn and study the space.

Questions: - Do you think it's comfortable to live in such flat?

· Are there any beds in your flat? What do they look like?

· What color is your spaceship?

T: Do you like these houses? Which project do you like best? Why?

Учащиеся высказывают свои мнения о проектах, аргументируя свой выбор.

T: All your projects are very good and well done. Thank you for your work.

T: This year a new student Igor has come to your class. Let's speak about his flat: where he lives, what kind of flat he has.

P1: Igor, where do you live?

I: I live in an ordinary house in Gagarin Street.

P2: How many rooms are there in your house?

I: There are five rooms in my house: a living room, a dining room, two bedrooms and a study.

P3: Have you your own room?

I: Yes. I am happy to have a room of my own. There is little furniture in it; my bed, a desk with a computer, a couple of chairs, a bookcase and a tape recorder.

P4: You like living there, don't you?

I: You are right, it is very comfortable.

При подведении итогов урока выясняю следующее:

1. С какими трудностями вы встретились? Что вы сделали, чтобы преодолеть эти трудности?

2. Что было сегодня необычного? Что понравилось?

3. Кому и в чем помог сегодня урок?

Оценивание: отмечаю работу групп над проектами, работу отдельных учащихся и выставляю оценки.

В конце урока учащиеся исполняют американскую песенку “How I Love My Home”.

How I love my home, sweet home!

How I love my home, sweet home!

How I love my home,

For my mother helps

To make this beautiful!

Приложение 3.

Урок проведен студентом-практикантом.

I. Тема: Хобби.

1. Соотносимость обобщающих и частных задач урока.

2. План урока.

Цель урока:

а) учебная -- развитие умения говорить (задачи: обучать моноло-гическому высказыванию типа «осуждение», учить возражать, критиковать, опро-вергать мнение другого);

б) воспитательная -- прививать вкус к настоящей музы-ке.

Речевой материал:

а) весь материал данного цикла уроков по теме;

б) вы-сказывания для аудирования.

Оснащение урока: магнитофонные записи высказываний для аудирования, иллюстрации к отдельным высказываниям.

3. Ход урока.

1. Речевая зарядка: рассказ о том, как многообразны увлечения (хобби) людей (упоминаются увлечения, безусловно, достойные подражания, показы-вается их польза).

2. «А теперь расскажите нам, у кого из знаменитых людей было хобби и ка-кое» (это проверка домашнего задания -- найти интересные сообщения и очень кратко проинформировать класс).

3. «А какие увлечения у вас?» (в течение двух минут учитель выясняет увлечения отдельных учеников, оценивает их).

4. «Не все увлечения, однако, полезны. Есть и другие. Вот послушайте,
что рассказывает о своем хобби одна девушка и скажите, как вы к этому относи-тесь» (включается запись высказывания, где девушка говорит о том, как она проводит целые дни у телевизора). Ученики по ходу прослушивания делают себе пометки.

5. В качестве опор используются следующие логико-синтаксические схемы:

а) Выразите осуждение: неужели...; видимо, она....; я, например.....;

вокруг...; я, считаю....; и т.д.

б) Выразите несогласие: я думаю....; ничего плохого....; бывают....;

ведь....; телевидение....; и т.д.

в) Отнеситесь критически: это...; но....; во-первых...., во-вторых....;

даже...; поэтому...; и т.д.

2 Тема: У светофора на перекрестке.

Цель -- научиться переходить улицу.

Роли -- мать и дети.

Варианты: старший брат и младший брат; милиционер и ребенок;

учитель и ученики.

Условие -- разный уровень информированности.

Прогнозируемый продукт:

1) Монолог старшего (взрослого):

Stop before you cross the street. Look at the traffic light. When the light is red, wait at the corner. When the light is green, cross the street.

2) Диалог:

Старший (у перекрестка): Stop, children!

Дети: Why did we stop?

Старший: Look at the light before you cross. What colour is the light now?

Дети: It is red.

Старший: The red light says: "Stop." So, when the light is red, wait at the corner.

Дети: When shall we go?

Старший: When the light says "Go." When the light is green,

cross the street.

Дети: Look, mother (teacher, brother) the light is green

now. May we cross the street?

Старший: Yes, the light is green and the road is clear. Let us cross the street.

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