Смысловое чтение по тексту "История появления вилок в Англии" (8 класс)

The 8^th form.(8 класс)

Date: the 10^th of March. (Дата: 10 марта)

Theme «Work over the text “The history of using forks in England”»

Тема «Работа по тексту “История использование вилок в Англии”»

Цель урока: создать условия для развития смыслового чтения.

Задачи:

Личностные: ● способствовать формированию интереса к стране изучаемого языка (культуроведческая компетенция);

● научатся выражать своё мнение о прочитанном и говорить какие столовые приборы предпочитают чаще всего при приёме пищи, какую еду предпочитают есть руками и согласны ли с мнением автора.

Предметные: Чтение: ● научатся озаглавливать текст; определять тип текста; отвечать на вопросы; корректировать предложения в соответствии с содержанием текста;

Грамматика: ● смогут повторить время Past Simple;

● научатся находить в тексте примеры прямой речи и переводить её в косвенную;

● научатся находить в тексте примеры косвенной речи и переводить её в прямую.

Метапредметные: Регулятивные: ● смогут научиться выводить тему и цель урока;

● смогут научиться работать по плану урока;

● научатся давать свою оценку прочитанному;

● научатся комментировать свой выбор и принятие решения с опорой на ранее изученный грамматический материал;

● научатся выполнять логические операции сравнения, анализа;

● научатся осуществлять самоконтроль путём самооценки выполненного задания;

Коммуникативные: ● смогут развить навыки сотрудничества при выполнении парных и групповых заданий;

● смогут развить речевую деятельность;

Познавательные: ● смогут узнать историю появления вилок в Англии (формирование культуроведческой осведомлённости).

Тип урока: общеметодологической направленности.

Вид урока: обсуждение.

Результаты работы с текстом: озаглавливание текста, определение типа текста, ответы на вопросы, корректировка предложений в соответствии с содержанием, ответы на вопросы по содержанию, преобразование предложений из прямой речи в косвенную и из косвенной в прямую.

Используемые технологии: продуктивного чтения, ИКТ технология.

План-конспект

I Самоопределение к деятельности, организационный этап. (5 minutes)

Teacher (T): Good morning pupils!

Pupils (P): Good morning teacher!

T: What is the day today?

P: Today is the 10^th of March.

T: What is the day of week today?

P: Today is Friday.

T: What is the weather like today?

P: Today is……..(sunny and cold).

T: Look at the blackboard. There you can see tongue twister. Listen, sing and try to read it. (видеоприложение с 00:36 секунды)

on the blackboard:

Whether the weather be fine,

Or whether the weather be not.

Whether the weather be cold,

Or whether the weather be hot.

We`ll weather the weather,

Whatever the weather,

Whether we like it or not.

Whatever the weather.

not on the blackboard:

(Будет ли хорошей погода,

Или не будет.

Будет ли погода холодной,

Или будет погода жаркой.

Мы выдержим любую погоду,

Какая бы она ни была,

Нравится нам это или нет.

Какая бы погода ни была.)

T: Who can read the tongue twister? Who can try to translate it? I`ll help you.

II Постановка темы и цели урока. (4 minutes)

T: Now, look at the sheets of paper on your desks. What is there?

P: There is a text.

T: What do you think we are going to do today?

P: We`re going to work over the text.

T: So, what is the topic of the lesson today?

P: Work over the text. (teacher is writing a topic of the lesson on the blackboard and leaving a place in quotes, like this «Work over the text “…………………………………..”»)

T: Look at the plan for the lesson, read and translate it.

on the blackboard:

Plan:1) Read and decide what the type of the text is;

2) Read and translate;

3) Answer the questions;

4) Correct the sentences;

5) Find the examples of direct and reported speech.

T: Now, write your names and surnames on the sheets of paper. Let`s start!

III Урок общеметодологической направленности. (31 minutes)

Read and decide what the type of the text is. (4 minutes) on the blackboard: Thomas Coryate (Томас Кориат) – an English traveller and writer (1577-1617) fork [fɔ:k] - вилка spoon [spu:n] - ложка knife [naɪf] – нож T: Now, please, take your sheets of paper and quickly read the text. T: Decide: “What is the type of the text?” a) an article b) historical note c) manual (instruction) T: Write down the correct letter and check yourselves. The correct letter b – historical note. Who have correct answers? How did you understand it? P: Because it starts with words “In 1608 an Englishman whose name was……” and Past Simple Tense is used there.		Форма организации: индивидуальная. Задачи: чтение: научатся определять тип текста. Ход этапа урока: 1) Учитель (У1) проблема, 2) Ученики (У2) чтение, 3) У2 пишут букву верного ответа, 4) самопроверка, 5) У2→У1 комментируют свой ответ Предтекстовый этап, просмотровое чтение, определяют тип текста в соответствии с предложенными вариантами. На слова на доске отдельно не следует обращать внимания, У1 должны сами заметить их и использовать по мере необходимости. (или, по желанию, включить в предтекстовый этап перед чтением текста).
Read and translate. (7 minutes) T: Let`s read and translate the text (reading and translating using dictionaries if it is necessary). T: What title can you give to the text? Think over. I would like you to write down it at the top of your texts. T: Read your titles. P:…………. T: My title is “The history of using forks in England” (T. is writing it on the blackboard)	Форма организации: фронтальная/ индивидуальная. Задачи: чтение: научатся читать текст с полным пониманием прочитанного, научатся озаглавливать текст. Ход этапа урока: 1)У1 проблема, 2)У2→У1 читают и переводят (У1 помогает по необходимости), 3) У2 пишут свои заголовки на листочках, 4) У2→У1 читают свои заголовки, 5) У1 читает свой и пишет на доске.
Answer the questions. (5 minutes) T: What is the next part of our lesson? Look at the blackboard. P: Answering the questions. T: Look at the questions below the text. What tense is used in them? P: Past Simple. T: Let`s answer them. Pay attention to this tense. Физминутка(2 minutes) : Stand up, close your eyes and think about something special. (listening to calm music for 1 minute). Open your eyes, sit down to your place and let`s continue!	Форма организации: фронтальная. Задачи: чтение: научатся отвечать на вопросы по тексту с опорой на структуру вопроса, грамматика: научатся отвечать на вопросы, используя время Past Simple, вспомнят его структуру. Ход этапа урока: 1) У1проблема, 2) У2→У1 ответы на вопросы. Учатся грамматически правильно отвечать на вопросы.
Correct the sentences. (5 minutes) T: Look at the sentences under the questions. Try to correct the mistakes in them. I want you to work in pairs. Then you`ll be able to check yourselves. T: Now, let`s check yourselves. Put a tick (V) if you are right or put a cross (Х) if you are wrong. (T. is reading answers) T: Raise hands those who have 4 ticks. Thank you. You did it.	Форма организации: парная Задачи: чтение: научатся корректировать предложения в соответствии с содержанием текста. Ход этапа урока: 1) У1 проблема, 2) У2→У2 в парах выполняют, корректируя в своих листочках, 3) У1→У2 самопроверка.
Find the examples of direct and reported speech. (10 minutes) T: Look at the text again. Find the examples of direct speech and underline the sentences with one line. T: Read them. P: ………… T: Find the examples of reported speech and underline them with two lines. T: Read them. P: ………… T: Now, please, work in groups. (The first group is the first column and several pupils from the second column. The second group is the third column and several pupils from the second column). T: Listen to the task! The first group: “Change all phrases in direct speech into reported speech”. The second group: “Change all phrases in reported speech into direct speech” Then explain and read aloud. P:…………………………….	Форма организации: индивидуальная/ групповая Задачи: грамматика: научатся находить в тексте примеры прямой речи и переводить её в косвенную., научатся находить в тексте примеры косвенной речи и переводить её в прямую. Ход этапа урока: 1)У1 вопрос, 2) У2 находят предложения, подчеркивают 1 линией, читают предложения прямой речи, 3) У1 вопрос, 4) У2 находят предложения, подчеркивают 2 линиями, читают предложения косвенной речи, 5) У1 установка на задание, 6) У2 в группах (на листочках для группового задания) выполняют, 7) У2→У1 ответ (по необходимости с комментариями). 8)У1 оценка работы групп.

IV, V Самопроверка.

Организованна на 4 этапе урока.

VI Рефлексия, самооценка, оценки за урок. (3 minutes)

T: How do you prefer to eat? For example: I prefer to eat using fork. Most of food I eat using fork but some food I eat with my hands: pizza. Do you agree with author?

P: I agree/ don`t agree with…………….I prefer to eat……………To my mind/ In my opinion……………

T: Write down your answers on the other side of your sheets of paper.

T: Thank you. Give me your sheets of paper.

(Оценки за работу на уроке: просмотреть правильно ли подчеркнуты предложения, исправлены ли ошибки, собственное мнение на обратной стороне листочка).

VII Итог урока. Домашнее задание. (1 minute)

T: Please, write down your homework. (teacher should explain homework to pupils.)

Make a plan of the text and try to retell the text using your own plans.

T: Thank you for the lesson. Goodbye!

Условные обозначения: T – teacher учитель, P – pupil(s) ученик(и),

У1 – учитель, У2 – ученик(и).

Система оценивания: выполнение заданий на индивидуальном листочке с текстом, а также учесть активность работы в группе.

На доске: Тема (после определения), план урока, скороговорка (I эт.урока), слова (1 эт.урока), д/з.

Дидактический средства: традиционные: 1)словари англо-русские;

2) плакат неправильных глаголов;

3) листочки с текстом;

4) листочки для работы в группах;

Современные:

1) аудиосопровождение (спокойная музыка для физминутки);

2)видеосопровождение ( I этап урока скороговорка).

Приложение 1 (для У1 с ответами)

“Using forks in England”

In 1608 an Englishman whose name was Thomas Coryate visited Italy. He liked the country and noted down every interesting thing he found. But there was one thing which he found more interesting than the others. In his diary Thomas wrote, “When the Italians eat meat, they use small forks. They don’t eat with hands because, as they say , do not always have clean hands”.

Before leaving for England, Thomas Coryate bought a few forks.

At home Thomas gave a dinner party to show the invention to his friends. When the servant brought the steak, he took out a fork and began to eat like they did in Italy.

Everybody looked at him in surprise. When he told his friends what it was, they all wanted to take a good look at the strange thing. All his friends said that the Italians were very strange people because the fork was very inconvenient.

Thomas Coryate tried to prove the opposite. He said it was not nice to eat with one’s fingers because they were not always clean.

Everybody got angry at that. They thought; “Do people in England always have dirty hands? And aren`t the ten fingers enough for them?”

Thomas Coryate wanted to show that it was very easy to use the fork. But the first piece of meat he took with the fork fell to the floor. His friends began to laugh and he had to take the fork away.

Only fifty years later people in England began to use forks.

(Текст взят с сайта:

http://festival.1september.ru/articles/513913/)

Answer the questions:

1. Why did the Italians eat with the forks? ( The Italians ate with forks because they didn`t always have clean hands.)

2. What did he give at home to show the invention of the Italians? (He gave a dinner party at home to show the invention of the Italians.)

3. Why did his friends begin to laugh? (His friends began to laugh because the first piece of meat he took with the fork fell to the floor.)

4. When did people in England begin to use forks? (People in England began to use forks in 1658.)

Correct according to the contents of the text :

1. They (don`t) eat with the hands because, as they say, do not always have clean hands.

2. Everybody got happy (angry) at that.

3. Only seventy (fifty) years later people in England began to use forks.

4. When the servant brought the steak, he took out a knife (fork) and began to eat like they did in Italy.

Find the examples of direct and reported speech: (group tasks)

The first group (direct speech into reported):

In his diary Thomas wrote that when the Italians ate meat they used small forks. That they didn`t eat with hands because, as they said, didn`t always have clean hands.

They thought if people in England always had dirty hands. And if the ten fingers weren`t enough for them.

The second group (reported speech into direct):

All his friend said: “The Italians are very strange people because the fork is very inconvenient”.

He said: “It isn`t nice to eat with one`s fingers because they are not always clean”.

(Thomas Coryate wanted to show: “It is very easy to use the fork”.)

Приложение 2 (для У2)

In 1608 an Englishman whose name was Thomas Coryate visited Italy. He liked the country and noted down every interesting thing he found. But there was one thing which he found more interesting than the others. In his diary Thomas wrote: “When the Italians eat meat, they use small forks. They don’t eat with hands because, as they say , do not always have clean hands”.

Before leaving for England, Thomas Coryate bought a few forks.

At home Thomas gave a dinner party to show the invention to his friends. When the servant brought the steak, he took out a fork and began to eat like they did in Italy.

Everybody looked at him in surprise. When he told his friends what it was, they all wanted to take a good look at the strange thing. All his friends said that the Italians were very strange people because the fork was very inconvenient.

Thomas Coryate tried to prove the opposite. He said it was not nice to eat with one’s fingers because they were not always clean.

Everybody got angry at that. They thought: “Do people in England always have dirty hands? And aren`t the ten fingers enough for them?”

Thomas Coryate wanted to show that it was very easy to use the fork. But the first piece of meat he took with the fork fell to the floor. His friends began to laugh and he had to take the fork away.

Only fifty years later people in England began to use forks.

Answer the questions:

1) Why did the Italians eat with the forks?

2) What did he give at home to show the invention of the Italians?

3) Why did his friends begin to laugh?

4) When did people in England begin to use forks?

Correct according to the contents of the text :

1) They eat with the hands because, as they say, do not always have clean hands.

2) Everybody got happy at that.

3) Only seventy years later people in England began to use forks.

4) When the servant brought the steak, he took out a knife and began to eat like they did in Italy.

In 1608 an Englishman whose name was Thomas Coryate visited Italy. He liked the country and noted down every interesting thing he found. But there was one thing which he found more interesting than the others. In his diary Thomas wrote: “When the Italians eat meat, they use small forks. They don’t eat with hands because, as they say , do not always have clean hands”.

Before leaving for England, Thomas Coryate bought a few forks.

At home Thomas gave a dinner party to show the invention to his friends. When the servant brought the steak, he took out a fork and began to eat like they did in Italy.

Everybody looked at him in surprise. When he told his friends what it was, they all wanted to take a good look at the strange thing. All his friends said that the Italians were very strange people because the fork was very inconvenient.

Thomas Coryate tried to prove the opposite. He said it was not nice to eat with one’s fingers because they were not always clean.

Everybody got angry at that. They thought: “Do people in England always have dirty hands? And aren`t the ten fingers enough for them?”

Thomas Coryate wanted to show that it was very easy to use the fork. But the first piece of meat he took with the fork fell to the floor. His friends began to laugh and he had to take the fork away.

Only fifty years later people in England began to use forks.

Answer the questions:

1) Why did the Italians eat with the forks?

2) What did he give at home to show the invention of the Italians?

3) Why did his friends begin to laugh?

4) When did people in England begin to use forks?

Correct according to the contents of the text :

1) They eat with the hands because, as they say, do not always have clean hands.

2) Everybody got happy at that.

3) Only seventy years later people in England began to use forks.

4) When the servant brought the steak, he took out a knife and began to eat like they did in Italy.

“The first group”

(Direct speech into reported speech)

“The second group”

(Reported speech into direct speech)

Видеоприложение (скороговорка в виде песни, а потом караоке)

Аудиоприложение (спокойная музыка для физминутки на выбор)