World journeys and map reading план урока 7 класс
Обновлено: 04.07.2024
Уроку предшествовала работа с текстами про англо-говорящие страны, обобщение информации, подбор ребятами картинок и иллюстраций по изученным странам, работа в группах над проектами. Представлен конспект урока с самоанализом, презентация к уроку, сводная таблица по англо-говорящим странам, образцы высказываний по проектам и примерные вопросы в пассивном залоге от ребят по прослушенным проектам (обратная связь), фотографии с урока.
| Вложение | Размер |
|---|---|
| konspekt_uroka.doc | 67.5 КБ |
| prezentatsiya.ppt | 2.62 МБ |
| svodnaya_tablitsa.doc | 39 КБ |
| obraztsy_proektov.doc | 37 КБ |
Предварительный просмотр:
Урок английского языка в 7 классе
Урок составлен на основе рабочей программы по УМК “Enjoy English”(автор Биболетова М.З.)
- сформировать у учащихся представление об основных англо-говорящих странах;
- научить использовать предлоги с видами транспорта;
-обобщить и систематизировать имеющиеся знания по предмету.
-развивать навыки чтения, устной монологической и диалогической речи;
-развивать умения работать в парах.
- повышать мотивацию к изучению языка;
-воспитывать интерес к странам изучаемого языка.
-ввести учащихся в активную учебную деятельность;
-активизировать в учебном процессе навыки устной речи, умения работать в группах, парах.
-доступно объяснить новый материал, учить использовать полученные знания на практике;
-учить делать выводы, подводить итоги.
Тип урока: комбинированный.
Используемые технологии : ИКТ, игровая, проектная технологии, технология коммуникативного обучения (по Пассову), здоровьесберегающая технология.
Оборудование : интерактивная доска, презентация к уроку (слайды урока) и презентации ребят по англо-говорящим странам PowerPoint, доска, учебник и рабочая тетрадь “Enjoy English -7” Биболетова М.З., Трубанева Н.Н.
Учитель : Good morning, boys and girls! I’m glad to see you. How are you? ( class: We are fine, thank you) Are you ready for our lesson? ( class: Yes, we are.) Today you will get points for right answers. The more cards you’ll have the better mark you will get. At the end of the lesson we’ll count them and see how you’ve worked and what marks you will get for the lesson. What is the date today? ( Student1: December, 24 th ) What day of the week is it?( Student2: It is Tuesday )
Учитель : Let’s start then, look at the screen.( slide 1 ) What can you see? (class: a map). Yes, this is a geographical map. How many continents are there? (class: 6) Label them, please ( one student comes to the smart board and writes the names of the continents if there is difficulty, another student can help him. Two more students can be asked to do the same task on the printed geographical map). Which English-speaking countries are situated in Europe? (North America, Asia). Look at our map and guess what we’ll speak about today? ( class: visiting English-speaking countries? travelling round the world? ) Yes, you’re right. The topic of our lesson is “Round-the-World Tour” (slide 2).
Учитель: When we speak about travelling we always mention the transport. (slide 3) People can’t travel without transport. What types of transport do you know? ( students name some transport ) ( slide 4) Look at the screen and chant with me (the class is chanting) What expression is missing in the slide? ( class: by bike ) Well, class, what preposition do we use when we say how we move with its help? ( Class: we use preposition “by” ). You’re right! But is food a transport? ( class: Not, of course. ) So, remember: we say “on foot” (class repeats: on foot)
- Первичная проверка понимания нового материала. (2,5 мин.)
Учитель: Look at your textbooks. Let’s do ex.81 p.53 . Read the task, please. ( a student reads aloud ) Ok, look at the screen ( slide 5 ), come to the board and match the words on the board, please. (Students come out to the smart board and match the words and definitions with the stylus) Now let me see if you remember the word combinations with transport. Do you remember the words well? ( class: Yes, we do ).
Учитель: It is time for a game “Match the cards”( slide 6 ). You have to find pairs of cards with the same pictures and say the phrases. You choose a card and say “go by car/drive”, then find the card with the same picture, turn it over and say “go by plane/fly”. If you take the wrong cards, take your seat and another player comes out to the board and we continue our play. If you find 2 cards with the same pictures, you can play again and choose more cards: choose cards and find the pairs. Don’t forget to say the words aloud (students compete) .
- Чтение с извлечением необходимой информации (3,5 мин.)
Учитель : We have an e-mail from our friend Timothy Gumbrell. Open your textbooks at p.52 and read the letter in ex.74 ( slide 7 ). After reading say which countries they are going to visit. ( 2 students read the letter one after another ) Follow their route. Name the countries they are going to visit. ( class: They are going to visit Great Britain, the USA, Canada, Australia, New Zealand, India and then back to Great Britain)
- Aктуализация знаний и умений (письменная работа) (4 мин.)
Учитель : How will they get from one place to another? ( slide 8 ). Open your notebooks, write down the date, classwork, ex. 80, p.53 . Use the map, the model from ex.80, p.53. and write down the sentences about the types of transport they will use for travelling. You have 2 minutes for this task. (While the class is making up sentences in their notebooks, the teacher collects workbooks with homework for checking. After 2 minutes the students read the sentences aloud)
Учитель : Well done! Let’s relax. Stand up, please. Do the exercise with me.
Up, down, up, down (Поднимаем и опускаем руки).
Which is the way to London Town? (Шагаем на месте.)
Where? Where? (Повороты в стороны.)
Up in the air, (Смотрим вверх).
Close your eyes (Закрываем глаза).
And you are there! (Разводим руки в стороны)
Учитель : Thanks a lot! Sit down!
- Проверка домашнего задания(мини-презентаций) (21 мин.)
Учитель : Well done! With Timothy and his friends we’re going to visit new countries, too. As your hometask was to present these English-speaking countries according to the plan (slide 9), so let’s start our virtual journey! Listen to the projects and ask questions to groups. Use Passive Voice in your questions, please. (Students come to the board, present their projects. Classmates ask questions) ( slides with students’ presentations №10-18 )
Учитель: Now it’s time to write down your homework. ( slide 19 ). It will be Ex.83, p.54. You need to match the adjectives and types of travelling. You can use the adjectives that you know and given in the exercise. Ex.84 p.54 : compare types of travelling. If you have any questions you can ask me any time.
- Подведение итогов занятий и выставление оценок (3 мин.)
Учитель: You’ve worked hard today. I want to say that you were great! Thank you for your presentations. I think you are stars. Count the bright cards you have, please. How many have you got? (students say the numbers) You have the following marks… Now I can say that the lesson is over. Good bye.
Место урока в ряду других : В разделе 2 “Meet the winners of the international teenagers’ competition” запланирован 21 урок. Данный урок – 16.
Тип урока и его структура : комбинированный.
Исходя из триединой цели урока, мной было запланировано 11 учебно-воспитательных моментов .
- Первичная проверка понимания нового материала. (2,5 мин.)
Перифраз при определении значений слов помогает обогатить лексический запах обучающихся. Режим работы фронтальный: ученик1 →класс, ученик2 →класс.
Закрепление сочетаемости слов в игре. Режим работы: ученик1 →класс, ученик2 →класс.
- Чтение с извлечением необходимой информации (3,5 мин.)
Перед классом ставиться задача – извлечь специальную информацию из текста. Режим работы: ученики→ учитель.
- Aктуализация знаний и умений (письменная работа) (4 мин.)
Осуществляется индивидуальная работа: учащиеся строят предложения по модели: при помощи каких транспортных средств можно добраться до мест назначения. ( Во время выполнения задания учитель собирает рабочие тетради для проверки домашнего задания ). Выборочная проверка учителем. На базе условно-коммуникативных речевых упражнений развиваются коммуникативные умения.
Здоровьесберегающая технология. Двигательная гимнастика помогает снять напряжение от работы.
- Проверка домашнего задания (мини-презентаций) (21 мин.)
Коллективно-творческое решение проблемы (сделать мини-презентацию англо-говорящей страны по плану) заставляет учащихся объединяться в пары, группы и учит работать совместно, что воспитывает требовательность и уважение друг к другу. Развитие навыков монологической речи. Фронтальная работа: ученики в парах→класс. Обратная связь осуществляется при помощи вопросов от класса к рассказывающим о стране, т.е. follow-up questions. Развитие навыков диалогической речи (вопросы в пассиве – закрепление грамматических навыков)
Инструктаж выполнения домашнего задания. Домашнее задание связанно с закреплением лексики по теме транспорт, сравнение разных видов транспорта.
- Подведение итогов занятий и выставление оценок (3 мин.)
Оценки выставляются за работу в классе (подсчёт жетонов) и за домашнее задание (презентации).
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Unit of a long term plan: Holiday and travel
School: 99 school gymnasium
Date: 31.05.2019
Teacher name: G. Lessova
CLASS: 7
Number present:
Lesson title:
Learning about map reading
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)
7.C6 organise and present information clearly to others
7.UE Use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics
Lesson objectives
· All learners will be able to use prepositions before nouns and adjectives with some support
- Most learners will be able to tell the location of cities correctly
· Some learners will be able to apply prepositions before nouns and adjectives in common prepositional phrases with other information
Assessment criteria
· Identify the sides of the world
· Apply preposition before nouns and adjectives
· Answer to questions correctly
Values links
Values of the national idea “MangilikYel”-The independence of Kazakhstan and Nur-Sultan
Cross-curricular links
Geography, Russian, History
Previous learning
Discussion unusual and interesting journey across Kazakhstan and around the world
Planned timings
Planned activities (replace the notes below with your planned activities)
T: Good morning, good morning!
S: Good morning to you!
T: Good morning my class!
S: We are glad to see you!
T: How are you? What’s the weather like today?
Pre-learning.
T: This is a “Nesting doll”. I’ll divide you into two groups. Come and choose your color paper.
I’ll give you a piece of papers, you should connect these pieces and make up two words.
The first group is NORTH-SOUTH
The second group is EAST-WEST
Look at the picture and answer the questions.
Ø What are we going to speak about?
Presentation of the new theme
“Poster”. Instruction: Pupils organize how to make up a map.
After finishing they protect their work by explaining
Ø Collects the unified map using parts of paper
Ø Writes their cities situated in his side
Ø Protects a poster
Differentiation:
Less able learners collect the map attentively
More able learners give more information about the cities
AFL :by group assessment.
T: You will work in a pair. Look at the map and ask questions to each other.You’ll swap worksheets and give oral respond about speech of each other
Helpful words: on the north, south, east, west, left, right, between, near, next to, below, in.
1. What city is located between Pavlodar and Kostanai?
2. What city is located on the north of Aktau?
3. What country is located on the south of Kazakhstan?
4. What country is located on the east of Kazakhstan?
5. What city is located on the south of Ural?
6. What country is located on the west of Kazakhstan?
1. Where is Shymkent?
2. Where is Semei?
3. Where is Karaganda?
4. Where is Kyzylorda?
5. Where is Almaty?
6. Where is Atyrau?
Descriptor: a learner
Ø Asks and answers questions
Ø Chooses the right information
Ø Evaluates peers’ work and gives feedback
Differentiation:
Less able learners answer the questions
More able learners support less able learners
AFL: Peer-assessment. Pairs give their feedback to another group.
Nesting doll, color papers
Slide on the white board
Descriptor: a learner
-completes the sentences
Differentiation:
Less able learners complete the sentences correctly
Most able learners tell their own variants.
AFL : Self-assessment. They’ll check their answers looking to the right answer on the white board
Closing Reflection
“The tree of wishes”
Instruction: pupils will stick their pictures on the tree
Apple: I have understood
Flower: I have some questions
Leaf: The theme is not clear to me
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to check learners’ learning?
Health and safety check
Activity3.Less able learners collect the map attentively
More able learners give more information about the cities
Activity4. Less able learners answer the questions.
More able learners support less able learners.
Activity5. Less able learners complete the sentences correctly
Most able learners tell their own variants.
Use water based markers
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve the lesson objectives/ learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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План-конспект открытого урока в 7 классе "Travelling to different countries".
Отдел образования, спорта и туризма Мозырского райисполкома
Государственное учреждение образования
“Средняя школа № 1 г. Мозыря”
План-конспект открытого урока в 7 “А” классе "Travelling around the world"
Учитель английского языка Потапенко В.Б.
Дата: 26.02. 2016
Тема: Путешествие по разным странам
Место урока:1/10
Тип урока: урок введения и первичного закрепления
Вид урока: традиционный
Формы работы: коллективная, парная, индивидуальная.
Используемые методы: коммуникативный метод, метод коллективного взаимодействия, проблемно-поисковый метод, словесный, иллюстративно-наглядный, метод использования ИКТ.
Цель урока: введение новых лексических единиц и первичное закрепление.
Задачи урока:
Образовательные: расширить общий и филологический кругозора учащихся, расширить знания учащихся о том, как вести себя в аэропорту.
Практические: создать условия для совершенствования лексических навыков восприятия и понимания речи на слух, навыков чтения, употребление ЛЕ в устной и письменной речи, создание благоприятных условий, стимулирующих учащихся на свои собственные суждения и высказывания по теме урока.
Развивающие: развивать память и внимание, мышление, развивать умения строить самостоятельные устные высказывания на основе усвоенного учебного материала, развитие коммуникативных навыков через разнообразные виды речевой деятельности.
Воспитательные: формировать навыки самостоятельной работы, воспитание понимания роли иностранного языка и потребности его изучения, воспитывать коллективизм, находчивость и творческое отношение к решаемым вопросам.
Оборудование: колонки, компьютер.
Дидактическое оснащение: план урока, электронный тест, видеоролики, English “Student’s book Form 7”.
I.Организационно-мотивационный этап:
1. Приветствие учителя и организационный момент (1 мин.):
Teacher (T): Good afternoon, boys and girls.
Pupils (P): Good afternoon, teacher. We are glad to see you.
Teacher (T): I am glad to see you too. Sit down, please. As you see there are a lot of guests at our lesson today. Let’s greet them, saying “Good afternoon”. Thank you. I hope everything will be fine at our lesson.
Pupil: Good afternoon. Excuse me, I am late. May I come in?
Teacher: Yes, certainly. Where have you been? What happened with you?
Pupil: I was packing my suitcase and forgot about the lesson.
Teacher: Where are you going?
Pupil: I am going to travel around the world.
Teacher: Can you take us with you? Children, would you like to go with (name)?
Children: Yes.
Pupil: Sorry, but I can’t. You don’t know the words; you may be lost at the airport.
Teacher: Yes, my dear. You are right. We don’t know the words, we couldn’t speak at the airport and we don’t know what to do there.
Teacher: So, the topic of our today’s lesson is “Travelling around the world”. Today you should learn new words, listen to the conversations at the airport, do some exercises and discuss the new information.
II.Операционно – познавательный этап:
1. Warm – up (5 мин.).
Teacher: Let’s start. Answer my questions.
1. What forms of transport do you know?
2. Which is your favourite form of transport?
3. Have you ever travelled by plane?
4. When was the last time you travelled by plane?
5. When did you leave? When did you arrive?
6. Was it a good journey?
2. Vocabulary presentation. (1мин.).
Teacher: Now we are at the airport in London. Mr. Rambler is at a London airport too. Nick has come to see him off. Open your books on p. 126 and look at the ex. 2a. Let’s listen to their conversation, follow in the book and answer where he is travelling (Ex. 2a, p.126).
-Where is he travelling? (He is leaving for Sydney.)
3. Checking the understanding of the active vocabulary. (12мин.).
Teacher: Look at the blackboard. There are some pictures. Match the words in bold with the pictures.
Teacher: And now let’s match the words with their definitions (Ex. 2c, p.127).
Teacher: To understand the meaning of the words better, you should do a small test. Take your seats near the computers and do the task. Your task is to fill in the missing words.
Teacher: Now I see you have understood the word very well. Take your seats and let’s continue. Put up your hands who has never travelled by plane. Now you have a good opportunity to feel the beauty of flying. Watch and imagine your flight.
4. Moving activity “The beauty of flying” (3 мин.).
5. Listening (10 мин.).
Teacher: And now we are at the airport in Sydney. You will learn how to buy tickets and pass away a passport control. Listen and watch an animated English cartoon and complete the dialogue.
- Good morning, sir. Where are you flying to today?
- I’m booked on the ten thirty flight to Rome.
- May I have your passport and ticket, please?
- Certainly. Here you are.
- Thank you. And are you checking any luggage?
- No. I just have this carry-on.
- That’s fine. And would you prefer an aisle seat or a window seat?
- A window seat, please.
- Ok, here’s your boarding pass.
- Your flight boards at gate number thirteen at ten.
- Thank you, very much.
- You’re welcome. Have a good flight.
Teacher: Now listen to the conversation and check your answers.
Teacher: Let’s read this dialogue.
Teacher: And now continue listening and understanding the information. After the listening, answer the questions and give the information as much as possible.
6. Speaking (8 мин.).
Teacher: Answer the questions and give the information as much as possible.
1. When was the last time you flew in a plane?
2. How do you feel about flying in general?
3. What do you usually take with you when you travel by plane?
4. How do you spend your time during long flights?
5. What’s your opinion of low-cost or budget airlines?
III. Рефлексивно – оценочный этап:
1. Рефлексия (2 мин.).
Teacher: Very well. I think now you know what to do at the airport, when you travel by plane. I believe this lesson was useful and interesting for you.
2. Домашнее задание: Read the text. Fill in the missing words and complete the text.
3. Выставление отметок с комментариями.
Teacher: Your marks are… Thank you very much for your hard and creative work.
The lesson is over. Good-bye.
Сomplete the dialogue with the correct sentences.
Certainly. Here you are.
No. I just have this carry-on.
You’re welcome. Have a good flight
Your flight boards at gate number thirteen at ten.
A window seat, please.
I’m booked on the ten thirty flight to Rome.
- Good morning, sir. Where are you flying to today?
- May I have your passport and ticket, please?
- Thank you. And are you checking any luggage?
- That’s fine. And would you prefer an aisle seat or a window seat?
- Ok, here’s your boarding pass.
- Thank you, very much.
Сomplete the dialogue with the correct sentences.
Certainly. Here you are.
No. I just have this carry-on.
You’re welcome. Have a good flight
Your flight boards at gate number thirteen at ten.
A window seat, please.
I’m booked on the ten thirty flight to Rome.
- Good morning, sir. Where are you flying to today?
- May I have your passport and ticket, please?
- Thank you. And are you checking any luggage?
- That’s fine. And would you prefer an aisle seat or a window seat?
- Ok, here’s your boarding pass.
- Thank you, very much.
Fill in the missing words and complete the text.
Travelling by Air
(To arrive, a flight, a ticket, a plane, to miss, a luggage, to check in)
I knew it was going to be a bad day when, on the way to the airport, the taxi driver told me he was lost.
I had booked my_________over the telephone, so when we finally_____, I had to rush to the reservations desk to pay for my ticket. The woman at the desk told me that my name was not on the passenger list. It took fifteen minutes for her to realise that she had spelled my name incorrectly. She gave me my_____and told me I'd better______my______quickly or I'd________my flight.
I was the last person to get on the_____.
I found my seat and discovered that I was sitting next to a four-year-old boy who had a cold. I sat down and wondered if anything else could go wrong… .
Fill in the missing words and complete the text.
Travelling by Air
(To arrive, a flight, a ticket, a plane, to miss, a luggage, to check in)
I knew it was going to be a bad day when, on the way to the airport, the taxi driver told me he was lost.
I had booked my_________over the telephone, so when we finally_____, I had to rush to the reservations desk to pay for my ticket. The woman at the desk told me that my name was not on the passenger list. It took fifteen minutes for her to realise that she had spelled my name incorrectly. She gave me my_____and told me I'd better______my______quickly or I'd________my flight.
I was the last person to get on the_____.
I found my seat and discovered that I was sitting next to a four-year-old boy who had a cold. I sat down and wondered if anything else could go wrong… .
Fill in the missing words and complete the text.
Travelling by Air
(To arrive, a flight, a ticket, a plane, to miss, a luggage, to check in)
I knew it was going to be a bad day when, on the way to the airport, the taxi driver told me he was lost.
I had booked my_________over the telephone, so when we finally_____, I had to rush to the reservations desk to pay for my ticket. The woman at the desk told me that my name was not on the passenger list. It took fifteen minutes for her to realise that she had spelled my name incorrectly. She gave me my_____and told me I'd better______my______quickly or I'd________my flight.
I was the last person to get on the_____.
I found my seat and discovered that I was sitting next to a four-year-old boy who had a cold. I sat down and wondered if anything else could go wrong… .
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Урок английского языка(Pre-Intermediate/Intermediate level) LEARN TO READ MAPSУчитель СОШ №1266: Смольянинова Раиса Николаевна
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Map readers and makers know the power of the map to convey information more effectively than thousands of words.
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Exploring the language of MAPS “The earth in the palm of your hand” the aviator Beryl Markham
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Treasure Island “As I pored upon my map of Treasure Island, the future characters of the book began to appear there… the next thing I knew, I had some paper before me and was writing out a list of chapters”. Robert Louis Stevenson
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M A P S Maps show what things look like from above. They are very useful because they give information and show where places are. There are many types of maps. Maps can show distribution of any information over a geographical location. When you see a map, think:Here is information that is related to this specific location.
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TYPES OF MAPS ФИЗИКО-ГЕОГРАФИЧЕСКИЕ/geographical Климатические/climaticГеологические/geologicalКарта рельефа/terrain Ботанические/botanicЗоографические/animal Океанологические/oceanic
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TYPES OF MAPS СОЦИАЛЬНО-ЭКОНОМИЧЕСКИЕ/social -economicalНаселения/population Экономическая/economicalКарта производства/products map- Политические/political- Политико-административные/political-administrative- Исторические/historical
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ЛЕГЕНДА/LEGEND Legend: The reference area on a map that lists and explains the colours, symbols, line patterns, shadings, and annotation used on the map. The legend often includes the scale, origin, orientation, and other map information. The legend of a map is also called the key of the map that explains the symbols used on the map.
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STEPS TO READING A MAP: Identify the LocationFind the Key (the Legend)Check the Symbols of the LegendCheck the scales if necessaryUse the map to answer the questions
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