Разработка занятия по теме «Подростки и их жизнь»

Разработка занятия по теме «Подростки и их жизнь»

M.A. Rodgers «The Hard Way»

(Журнал «Speak Out», №6, 1999)

Цели: совершенствование навыков чтения, коммуникативных навыков, расширение лексического запаса, духовно-нравственное развитие, развитие умения выражать личностную позицию в восприятии мира на основе знакомства с образцами зарубежной литературы.

Задачи: познакомить с новой лексикой, учить анализировать содержание прочитанного текста, воспитывать навык ведения дискуссии, работы в сменных группах, помочь учащимся выработать свой взгляд на проблему взаимоотношений с родителями и сверстниками. Воспитывать интерес к чтению современной зарубежной литературы.

Оборудование урока: тексты с разбивкой на 4 части, постеры на стене: В гостях хорошо, а дома лучше. (East or West home is best). Home, sweet home. The Englishman's home is his castle. (Мой дом - моя крепость). Презентация в Power Point «Несколько Способов сделать жизнь счастливее».

Используемые в ходе занятия методы: метод чтения с остановками, 5-минутное эссе, пятистишье, метод континиума, схема Венн.

Формы работы: работа в парах, группах.

Этапы урока: Evocation. Realization of meaning. Reflection.

Teacher' introductory words.

Today I would like you to acquaint with a modern American writer M.A. Rodgers. I suppose his story called «The Hard Way» will widen your knowledge about up-to date literature and helps in relations with your close people and friends. It was printed in magazine «Speak Out». The magazine has a lot of information, crosswords, tests, stories for people with different interests and of different ages/

Lat' s pay attention to the name of the story. (definition of the words "hard", "way"). Have you any idea why the author chose this title? (prediction, discussion)

Now we are going to read his story together. The effect depends on the instructions you will follow. So I ask you to read the text of the story with stops. Let' s read the first extract till the words THE FIRST STOP.

The Hard Way

M.A. Rodgers

Ход урока

Evocation.

Work with a pencil? Mind your emotions and feelings. While reading the first three paragraphs mention sense contrast. When finish give me a sign.

(Vocabulary: expectantly, gravy)

They were going to start Christmas Lunch. The family were all sitting expectantly round the table: Dad, Mum, Ron and Jennie, Gran - and Jan. Ron' s and Jennie' s baby was upstairs, asleep in the spare room.

Everybody was talking at once. Dad was waiting, a bit impatiently, to say what he said every year as he cut the first slice of turkey.

Jan didn't want to talk. She was thinking of Davey, and didn't really pay any attention to the other people at the table. When she saw the table - the huge brown turkey in front of her father, the dishes of potatoes, vegetables, gravy, sauce - she thought …

Realization of meaning.

THE FIRST STOP

What did you feel? Where is a sense contrast? What did you see and hear? What problem is arisen in the story? What question would you like to ask? What do you think of it? What makes you think so?

Now we're reading the second extract. While reading try to imagine the scene vividly.

When finish give me a sign.

(Vocabulary: hesitate, to keep control of oneself, long-haired layabout, rage)

… of Davey's words the night before. "We're killing ourselves with too much food and three quarters of the world are starving to death …?"

"Nice bit of turkey, Jan?"

Jan hesitated, then took a deep breath and said, "No turkey for me, thank you."

Silence. The other members of the family stared at her. Jan stared straight at the red candles in the centre of the table.

Her father cleared his throat. "Have you gone off turkey, then?" he asked, "or are you just trying to lose weight?"

"Yes," said Jan, trembling a little. "I've gone off (to lose interest, to stop eating) all this Christmas stuff (чепуха). It's horrible (ужасно) - we're eating like pigs and they're starving - "

"Who's starving?" Dad asked, looking puzzled.

"Oh, everybody - the rest of the world - you know, you see enough of it on TV!"

Mr. Morris stood still in front of the turkey. He was trying to keep control of himself. "So you think we're all a lot of pigs, do you? And where did you get that idea from?"

"Davey said - "

"Oh, Davey said, did he? That long-haired layabout? Well, shall I tell you what you can do?"

"Jim!" Jan's mother put her hand on his arm, but he shook her off. He was in a terrible rage.

"Shall I tell you what you can do?" he went on. "You can got out of here and spend the rest of your Christmas with your Davey. The young generation! Leading beautiful, good lives while we foolish adults stuff ourselves with too much food"

Jan knew her father didn't like Davey, but she hadn't expected this rage.

"You're wrong, Dad," she said, hoping for a truce. "Davey doesn't deserve (заслуживать) that sort of criticism."

"Get out!"

The rest of the family didn't say a word as Jan left the room, weeping.

There was nobody else around in the streets at three o'clock that afternoon. It was Christmas Day. Most people were inside watching TV, or eating.

THE SECOND STOP

What do you see now? What do you think about the essence of the story? Do you support the head of the family? What would your father do? What would you do if you were Jan?

Where are you? Put a point on the line (closer to Jan or to her father?).

Jan Father

What will happen then? Why? (анализ) What makes you think so? (синтез) How will the story end?

(Vocabulary: make and difference, incense)

Now get ready for further reading. Try to find the turn in the narration, the moment that gives a feeling of some change. Read the next extract.

She was walking towards Davey's house. Her father had told her to go and spend Christmas with him. She was lucky: Davey was in.

"Hi, Jan! Fancy seeing you here! I thought you were spending Christmas with your family, eating pudding and all that stuff."

"Well, I was, but… can I come in, Davey?"

There was a slight pause before he said. "Sure. I've got a few people here, but one more will not make any difference"

It was pretty dark in the room. There was one candle, burning on a shelf in one corner of the room. Jan couldn't see how many people there were, but she guessed about seven or eight; they were all sitting, or lying, on the floor. Indian music was coming from somewere. There was a strange smell: of old cooking, and something Jan didn't recognize - incense perhaps?

Davey had disappeared. "Sit down. Make yourself at home," the person said.

Jan sat down. She was feeling tired and, she had to admit (должна была признать, что была), hungry. She wondered (ей было интересно) if Davey had, after all, any food.

Nobody was talking. The music droned on. The air got thicker and thicker, and the strange smell got stronger and stronger. Jan's head fell forward.

THE THIRD STOP (Change of pairs)

Express you opinion about what is good and what is bad in the story? Why do you think so? Do you sympathize with Jan? Why? Where are you now? Jan Father

The writer won't finish the story with the last 160 words. Can you predict the end? How would you finish it if you were a writer? Why?(discussion)

Think over the essence of the story. If you were Jan what would you feel and what would you do? Why?

Now read the rest of the story. What is good in the text?

"Want one, Jan?"

Davey was sanding over her. The candle had got so low she could hardly see what he was offering (предлагать) her.

"What is it?"

"This."

It was like a long cigarette. Everybody else seemed to be holding one.

"What is it?"

"Come on, Jan, you know"

Yes, she knew. So that was the smell: pot. She felt sick. She struggled to her feet.

"Hey, kid. What's the matter?"

Davey grabbed her arm and look accusingly at her.

"Where are you going?"

Jan pulled her arm away from him. "I don't know. I need some air, that's all. Let me go, Davey".

He was smiling but it was a hard smile. "OK," he said. You must be nuts, or something else. We were just going to have some food, too".

But Jan didn't hear him. She was already at the door, leaving a Christmas gathering for the second time that day.

Realization of meaning: (Work in groups) Did it finish according to your prediction? What will happen later? What makes you think so?

What is the essence of the story? Where are you now? Jan Father

Wenn's scheme: Compare Jan, her father, Davey - is there anything in common between Jan and her father and between Jan and Davey. Decide where she will go. (Нарисовать три круга с наложением в тетради, записи сделать сначала в местах наложения кругов: общее между героями рассказа, чтобы вывод получился более обоснованным.)

Why did M.A. Rodgers call his story "The Hard Way"?

Reflection.

Завершение урока: The lesson ends with a 5-minute essay: Now write, please, your own thoughts about what you've seen and heard throughout the lesson. You have 5 minutes.

(Учитель собирает эссе без обсуждения).

Список литературы

1. Rodgers M.A. «The Hard Way» // Speak Out №6, 1999, стр.6

2. Чарлз Темпл, Джинни Л. Стилл, Курт Мередит. Развитие критического мышления через чтение и письмо. Международная Читательская Ассоциация, Университет Северной Айовы. 1997

3. Ваховская Т.А. /Третьего не дано.// Панорама образования. Сентябрь, 2002

4. Ваховская Т.А., Иванова Л.В., Одайкина О.Н. Сборник материалов по использованию стратегии развития критического мышления в работе учителя и руководителя общеобразовательного учреждения. Учебно-методическое издание. Краснодар. 2005.

5. КубГУ. Современные направления в обучении иностранным языкам в неязыковом вузе. Брилева Л.Г., Иванова Л.В.: статья «Направленное чтение как метод освоения текста». Материалы региональной научно-практической конференции. Краснодар, 23 января 2008. Стр.7

6. И.О. Загашев, С.И. Заир-Бек, И.В. Муштавинская. Учим детей мыслить критически. «Семантика».

7. Брилева Л.Г., Иванова Л.В. Совершенствование коммуникативной компетенции на основе стратегии развитии критического мышления через чтение и письмо. Материалы региональной научно-практической конференции Современные направления в обучении иностранным языкам в неязыковом вузе. Краснодар. 24 января 2006. Стр.45

ПРИЛОЖЕНИЕ

Материалы для учащихся

The Hard Way

M.A. Rodgers

They were going to start Christmas Lunch. The family were all sitting expectantly round the table: Dad, Mum, Ron and Jennie, Gran - and Jan. Ron' s and Jennie' s baby was upstairs, asleep in the spare room.

Everybody was talking at once. Dad was waiting, a bit impatiently, to say what he said every year as he cut the first slice of turkey.

Jan didn't want to talk. She was thinking of Davey, and didn't really pay any attention to the other people at the table. When she saw the table - the huge brown turkey in front of her father, the dishes of potatoes, vegetables, gravy, sauce - she thought …

THE FIRST STOP

What did you feel? Where is a sense contrast? What did you see and hear? What problem is arisen in the story? What question would you like to ask? What do you think of it? What makes you think so?

Now read the second extract. While reading try to imagine the scene vividly (ясно). When finish give me a sign.

… of Davey's words the night before. "We're killing ourselves with too much food and three quarters of the world are starving to death …?"

"Nice bit of turkey, Jan?"

Jan hesitated, then took a deep breath and said, "No turkey for me, thank you."

Silence. The other members of the family stared at her. Jan stared straight at the red candles in the centre of the table.

Her father cleared his throat. "Have you gone off turkey, then?" he asked, "or are you just trying to lose weight?"

"Yes," said Jan, trembling a little. "I've gone off (to lose interest, to stop eating) all this Christmas stuff (чепуха). It's horrible (ужасно) - we're eating like pigs and they're starving - "

"Who's starving?" Dad asked, looking puzzled.

"Oh, everybody - the rest of the world - you know, you see enough of it on TV!"

Mr. Morris stood still in front of the turkey. He was trying to keep control of himself. "So you think we're all a lot of pigs, do you? And where did you get that idea from?"

"Davey said - "

"Oh, Davey said, did he? That long-haired layabout? Well, shall I tell you what you can do?"

"Jim!" Jan's mother put her hand on his arm, but he shook her off. He was in a terrible rage.

"Shall I tell you what you can do?" he went on. "You can got out of here and spend the rest of your Christmas with your Davey. The young generation! Leading beautiful, good lives while we foolish adults stuff ourselves with too much food"

Jan knew her father didn't like Davey, but she hadn't expected this rage.

"You're wrong, Dad," she said, hoping for a truce. "Davey doesn't deserve (заслуживать) that sort of criticism."

"Get out!"

The rest of the family didn't say a word as Jan left the room, weeping.

There was nobody else around in the streets at three o'clock that afternoon. It was Christmas Day. Most people were inside watching TV, or eating.

THE SECOND STOP

What do you see now? What do you think about the essence of the story? Do you support the head of the family? What would your father do? What would you do if you were Jan?

Where are you? Jan Father What will happen then? Why? What makes you think so? How will the story end?

Now get ready for further reading. Try to find the turn in the narration, the moment that gives a feeling of some change. Read the next extract.

She was walking towards Davey's house. Her father had told her to go and spend Christmas with him. She was lucky: Davey was in.

"Hi, Jan! Fancy seeing you here! I thought you were spending Christmas with your family, eating pudding and all that stuff."

"Well, I was, but… can I come in, Davey?"

There was a slight pause before he said. "Sure. I've got a few people here, but one more will not make any difference"

It was pretty dark in the room. There was one candle, burning on a shelf in one corner of the room. Jan couldn't see how many people there were, but she guessed about seven or eight; they were all sitting, or lying, on the floor. Indian music was coming from somewere. There was a strange smell: of old cooking, and something Jan didn't recognize - incense perhaps?

Davey had disappeared. "Sit down. Make yourself at home," the person said.

Jan sat down. She was feeling tired and, she had to admit (должна была признать, что была), hungry. She wondered (ей было интересно) if Davey had, after all, any food.

Nobody was talking. The music droned on. The air got thicker and thicker, and the strange smell got stronger and stronger. Jan's head fell forward.

THE THIRD STOP

Express you opinion about what is good and what is bad in the story? Why do you think so? Do you sympathize with Jan? Why? Where are you now? Jan Father

The writer won't finish the story with the last 160 words. Can you predict the end? How would you finish it if you were a writer? Why?

Think over the essence of the story. If you were Jan what would you feel and what would you do? Why?

Now read the rest of the story. What is good in the text?

"Want one, Jan?"

Davey was sanding over her. The candle had got so low she could hardly see what he was offering (предлагать) her.

"What is it?"

"This."

It was like a long cigarette. Everybody else seemed to be holding one.

"What is it?"

"Come on, Jan, you know"

Yes, she knew. So that was the smell: pot. She felt sick. She struggled to her feet.

"Hey, kid. What's the matter?"

Davey grabbed her arm and look accusingly at her.

"Where are you going?"

Jan pulled her arm away from him. "I don't know. I need some air, that's all. Let me go, Davey".

He was smiling but it was a hard smile. "OK," he said. You must be nuts, or something else. We were just going to have some food, too".

But Jan didn't hear him. She was already at the door, leaving a Christmas gathering for the second time that day.

Did it finish according to your prediction? What will happen later? What makes you think so? What is the essence of the story?

Where are you now? Jan Father

Wenn's scheme: Compare Jan, her father, Davey - is there anything in common between Jan and her father and between Jan and Davey. Decide where she will go. (Нарисовать три круга с наложением в тетради, записи сделать сначала в местах наложения кругов: общее между героями рассказа.)

ДОПОЛНИТЕЛЬНАЯ ЧАСТЬ ЗАНЯТИЯ: если есть желание у ребят продолжить общение на эту тему и если позволяет время.

Pay attention to the posters on the wall: East or home is best. The Englishman's home is his castle. Home, sweet home. Give Russian equivalents.

Asking homework: Cinquains - a five line poem about family or friends. Учащиеся зачитывают составленные дома пятистишия по теме «Family» или «My Friend»

Do you want to change anything in it now? Discuss it with your partner. You can choose the best lines and make one poem of two. Now share your ideas with your groups and read the poems to us.

Let's watch a presentation and remember our own ways to happier life.

Presentation: Several Ways to a Happier Life

Feeling low? Try talking to someone you trust and respect - perhaps a friend or a parent. Play happy music or read a poem out aloud. Try doing a crossword. Or simply take a nap. Just 10 minutes of sleep can improve your mood. Reading something really gripping (захватывающее) can also help.

Learn to say "No". If you really don't want to do something, say so. If this is difficult for you, say "This isn't easy, but I have to say "No."

In what way can we connect the idea with the text?

Name your own ways to a happier life:

Примеры пятистиший, составленных учащимися:

Family

Reliable, hospitable.

All gather at the table,

Discuss events of the day.

Unity.

Friend

Faithful, reliable.

Support and encouragement.

He is always near.

Help.

Отзыв

об уроке английского языка по теме «Подростки и их жизнь»,

проведённом в 10 «А» классе МБОУ СОШ №51 г. Краснодара

учителем английского языка Федчун Л.В.

Я с интересом посмотрела и приобрела полезный опыт от посещённого урока учителя Федчун Л.В.. В соответствии с программой обучения в 10 классе был дан урок по теме: «Подростки и их жизнь». Данный урок построен на рассказе М. А. Роджерса «Тяжёлый путь» , взятого из журнала Speak Out № 6, 1999.

Федчун Людмила Витальевна использовала рассказ как дополнительный материал с целью активизации учебной деятельности учащихся, совершенствования навыков чтения, коммуникативных навыков и духовно-нравственного развития личности учащихся.

Занятие проведено в форме дискуссии. Для этого Людмила Витальевна выбрала, на мой взгляд, очень подходящий и интересный метод стратегии критического мышления через чтение и письмо - метод чтения с остановками или преподавания, т.к. для его использования необходимы специально разработанные тексты, в этом плане сценарий урока и сам текст имеют особую ценность. В разработке использованы также и другие методы указанной стратегии: метод континиума, пятистишие, пятиминутное эссе, схема Венн, которые дают возможность развития навыка предвидения сюжетной линии и побуждают к активному общению, что и наблюдалось на уроке. Эффективность использованных методов достигалась за счет создания среды критического мышления: поощрение учеников в готовности быть открытыми, приятие разнообразных мнений и идей, внимательное отношение к мнениям других, работа в сменном составе. Урок носил увлекательный, мотивированный и обоснованный характер.

Федчун Л.В. показала свой профессионализм на разных этапах разработки и проведения урока: подобранный текст соответствует уровню развития и интересов учащихся, содержание текста грамотно адаптировано, поделено на смысловые части, умело поставлены вопросы проблемного характера, информация умело переводилась в чувство. В течение урока учащиеся отвечали на вопросы, требующие глубоких размышлений, выражения собственных взглядов, учёта мнений окружающих.

Заключительный аккорд урока - пятиминутное эссе, в котором ученикам было предложено написать свои мысли в связи с увиденным и услышанным на уроке. Анализ эссе подтвердил, что цели урока были достигнуты, а тема, содержание и особенно процесс взаимодействия в ходе занятия возбудили у учащихся интерес, желание высказаться, выразить своё отношение к проблеме.

В ходе занятия были использованы наглядные материалы, компьютерная презентация «Как сделать жизнь счастливее?».

Урок был построен в соответствии со здоровьесберегающими технологиями: учащиеся передвигались в течение урока в соответствии с его планом, чувствовали себя комфортно.

Разработку занятия можно рекомендовать учителям старшей школы, которых заинтересует проблематика и методы работы с представленным текстом.

Учитель английского языка

Отзыв

о внеклассном мероприятии «Программа «Смак» на Кубани»,

проведённом в 6 «А» классе МБОУ СОШ №60 г. Краснодара

учителем английского языка Ивановой Л.В.

С интересом посмотрела мероприятие с использованием регионального материала на тему «Программа «Смак» на Кубани», посвящённого Дню Матери. Занятие проедено на сюжет известной передачи и с использованием регионального компонента с целью повышения уровня мотивации общения на английском языке, использования знаний о традициях Кубани в диалоге культур, для воспитания ценностно-нравственных ориентиров.

Учитель начал урок со вступительного слова о праздновании Дня Матери на Кубани, о якобы посетившего наш край ведущего программы «Смак» Андрея Макаревича. Ведущий программы давно слышал о невероятно вкусном кубанском борще и решил посвятить свою очередную передачу кубанской казачке, которая готова поделиться своими секретами приготовления столь любимого всеми блюда. С этой целью он пригласил семейную пару - атамана и его жену. Созданная ситуация дала возможность учащимся взглянуть на привычное явление в быту глазами стороннего наблюдателя, осознать самобытность родной культуры.

Людмила Викторовна дала общую информацию о жёнах кубанских казаков, используя экспозицию школьного музея, привлекая предыдущий опыт учащихся. Мероприятие проводилось в музее, что уже само по себе ценно, т.к. это способствовало созданию образовательной целевой среды. Учитель эффективно использовала знания учащихся, полученные на уроках кубановедения и на мероприятиях, проводимых в школьном историко-этнографичеком музее, которым она руководит. В ходе драматизации звучали песни Кубанского Казачьего Хора, выступающие использовали экспонаты школьного музея, выставку прикладного творчества учащихся по кубановедению. В конце мероприятия была показана компьютерная презентация «Кубань, ты - наша Родина», которая усилила эмоциональное восприятие увиденного и услышанного.

Занятия соответствуют современным требованиям и содержат интересную и познавательную информацию. Составленный учителем текст диалога соответствует принципам информативности, доступности по степени сложности, опоры на предыдущий опыт и интересы учащихся, актуализации полученных знаний (возможностью использования изученного материала в нестандартной ситуации), преемственности (материал логично дополняет содержание учебников по кубановедению.

Очень понравился доброжелательный тон учителя, его умение поощрять готовность детей к говорению, к участию во внеклассной работе по предмету.

Учитель английского языка