Цели:
- Социокультурный аспект-знакомство с
информацией об авиакатастрофе; рассказ автора о пассажирах, которым удалось
спастись во время аварии; знакомство с поведением людей в чрезвычайных
ситуациях.
- Развивающий аспект
-развитие способности к выстраиванию последовательности, логическому изложению содержания текста, перефразированию; развитие способностей к анализу и обобщению; развитие зрительной, слуховой памяти, внимания.
: Воображения, любознательности, развитие умения работать со справочниками. Развитие способности к коммуникабельности.Развитие творческих способностей
- Воспитательный аспект
Сопутствующая задача – развитие умения делать записи во время прослушивания; совершенствование лексических и грамматических навыков говорения. Развитие умений антиципировать, определять значение слова по контексту, перефразировать; развитие умения понимать основную мысль текста и кратко излагать услышанное.
Оборудование: мультимедийная установка, экран, аудиокассета с текстом, раздаточный материал, компьютерная презентация в Power Point, доска.
Ход урока
T: (After greeting the class). First of all, loоk at the slides of the presentation and try to guess the theme of today’s lesson. Yes? Right. It’s “Travelling”, but to be more exact “Travelling: pros & cons”. Can you give me your opinion in favour of travelling? (учащиеся комментируют фото, кратко рассказывают о позитивных моментах путешествий).
T: Now, we move on to Listening comprehension.
(Обращаясь к учителям английского языка, присутствующим на открытом уроке):
Anyone who has studied a foreign language will likely tell you that the most complicated part of his language class was listening comprehension. As a teacher I would suggest that perhaps this happens when listening comprehension is viewed as a passive activity and a boring routine. We’ll use a Communicative Approach which makes learning interesting and fast. It helps to eliminate passive listening. I’d call today`s lesson– Listening to Communicate.
Guided Conversation usually consists of some basic steps which are as follows:
- Audio – lingual Presentation of the text.
- Comprehension Questions
- Asking Questions on the Text
- Supplementary Written Exercises
- Pattern Drills
- Oral Composition
- Précis
- Talking Points (Discussion)
T: Now you will see how each step works:
Introductory Commentary and Listening
T: Today I want you to listen to a story which is called… Oh, well, you’ll hear it yourself. Now, listen please. I’ll play the recording. (The pupils listen only and try to understand as much as they can at first hearing)
Первичное прослушивание текста:
SOS
When a light passenger plane flew off course some time ago, it crashed in the mountains and its pilot was killed. The only passengers, a young woman and her two baby daughters, were unhurt. It was the middle of winter. Snow lay thick on the ground. The woman knew that the nearest village was miles away. When it grew dark, she turned a suit-case into a bed and put the children inside it, covering them with all the clothes she could find. During the night, it got terribly cold. The woman kept as near as she could to the children and even tried to get into the case herself, but it was too small.
Early next morning, she heard planes passing overhead and wondered how she could send a signal. Then she had an idea. She stamped out the letters ‘SOS’ in the snow. Fortunately, a pilot saw the signal and sent a message by radio to the nearest town. It was not long before a helicopter arrived on the scene to rescue the survivors of the plane crash.
Audio – lingual Presentation of the text.
Т: Now turn to the text please. We’ll go through it carefully and make sure everyone has understood it. Ready? Now what about the title, “SOS”? What does, in your opinion, this abbreviation mean? Yes? Good. It’s a radio signal used for calling for help, especially, by a ship or plane.
You know these means of transport are considered to be the most dangerous. Say what motor vehicle (according to the text) a ship or a plane suffered damage? Yes, a plane. What kind of plane was it? Right. It was a passenger plane.
Now you’ll hear the text again. Be more attentive to all details mentioned in the text. When you listen to the text for a second time, we’ll exchange information, our thoughts, feelings by speaking with each other. I believe it will be a kind of a workshop to develop our communication skills. Do you support my idea? Do you feel like talking today? Have you anything against a conversation? All right. I am glad to see the approval in your eyes.
Вторичное прослушивание текста
T: … Well, could you explain the meanings of the following words and phrases as they are used in the first passage: a passenger, a passenger plane, a light passenger plane. What kinds of planes do you know?
P: Planes can be military, freight or cargo, ambulance, passenger…
T: And what’s the difference between passenger and other planes?
P: A passenger plane is a plane that carries only passengers, not goods.
T: The author tells us about a light passenger plane. Could you describe such a plane?
P: It’s a small plane with a few passengers.
T: Now, take the world ‘passenger’. Who is a passenger?
P: It’s someone who travels in a motor vehicle, aircraft, train or ship but is not a driver.
T: The only passengers in the plane were… Yes, Right – a young woman and her two baby daughters.
T: What happened to the passenger plane? And what was the reason?
P: It crashed in the mountains because it flew off course.
T: Can you imagine the tragedy? Tell us in your own words.
P: well, it was winter, it was snowy, frosty and windy.
P: May be a strong wind swept the plane away and it began moving not in the planned direction.
P: Then it hit a rock with a loud crash.
T: Yes, according to the text the passenger plane veered off the course, landed on the mountains with a lot of force, and received a direct hit. Say whether all the travellers were alive in a crash or not? And what about the pilot?
P: Luckily, the young woman and her baby daughters didn’t suffer serious injuries, they stayed alive, but as for the pilot, he was killed.
T: Did the woman go to the nearest village or not?
P: No, she didn’t.
T: How far away was it?
P: She didn’t go to the nearest village because it was a long way to it.
T: Was there any shelter nearby?
P: There wasn’t any place to hide from terrible cold and when it grew dark the woman used a suit-case for a bed.
T: In your reply you mentioned the exact phrase from the text ‘grew dark’. Say what other linking verbs can be used instead of ‘grew’? Yes, Right. These verbs – turned and got. And both of them are used in the sense of the verb became. Note that we use only adjectives after the verbs turn, get, become. I’m sure that you remember also … Yes? Good. – feel, smell, taste, sound, look,seem. Well, it became dark and the woman converted the suit-case into a bed for her babies.
Comprehension Questions.
T: (to a class) Now I’m going to ask you some questions about the story:
– Who slept inside the suit-case?
– What did the woman cover her children with?
– Why did she keep close to them all night?
– Early in the morning she heard the plane, didn’t she?
– What did she wonder?
– Did the woman solve the problem or not?
T: How could you explain the meaning of the verb ‘to stamp out’? Yes? Right. It means ‘to put one’s feet down hard on the ground’. The woman wrote the letters ‘SOS’ by putting her feet down hard in the snow.
– Who came to their rescue?
The author calls the woman and her baby daughters survivors. And who is a survivor?
P: Survivors are those who managed to stay alive in a dangerous situation.
T: And could you tell me why, in your opinion, the woman escaped from death.
P: The woman had courage to confront danger. She used her own wits to survive.
T: And it is a good example for us to follow, isn’t it?
(Обращаясь к коллегам): And so on, through the text, sentence by sentence, making sure the structures and vocabulary are fully communicated lingually. But note the information should be obtained from the pupils themselves. Don’t waste time on words and expressions they know really well: concentrate only on difficulties. Discourage the pupils from shouting out mother-tongue equivalents, though this will inevitably happen occasionally. Now and again, encourage your pupils to complete sentences with English words to show they have understood their use. Ask for translations only when you wish to confirm that some particularly difficult item has been understood. But what to do if in spite of all your efforts your pupils fail to understand– nothing– just give Russian translation and rapidly move on.
Work in pairs:
Asking Questions on the text. Ask me if…
- A light passenger plane flew off course. (What kind of).
- It crashed in the mountains. (Where).
- Its pilot was killed. (Who).
- There were three passengers. (How many).
- The young woman and her two baby daughters were unhurt. (Who).
- It was the middle of winter. (What time of the year).
- Snow lay thick on the ground. (What).
- The nearest village was miles away. (How far).
- She turned a suitcase into a bed. (What).
- She put the children it. (Where).
- Early next morning she heard planes passing overhead. (When).
For more information:
- She stamped out the letters ‘SOS’ in the snow. (Why).
- A pilot saw the signal. (Whose)
- A pilot sent a message by radio to the nearest town. (Why).
Supplementary Written Exercises
COMPRHENSION
Choose the one answer (a, b, c or d) which you think is correct in the following:
1. The plane crashed because
- It was a light passenger plane.
- The pilot was killed.
- It wasn’t flying in the right direction.
- It was the middle of winter.
2. The next morning a pilot flying overhead.
- Must have seen the letters ‘SOS’ in the snow.
- Must have seen the woman.
- Must have seen the wrecked plane.
- Must have seen the children.
STRUCTURE
3. She was a young woman. The woman was
- a youth
- young
- a young
- youth
4. Did the snow … thick on the ground?
- lay
- laid
- lain
- lie
5. It was too small. It wasn’t
- enough big
- big enough
- fairly big
- rather big
6. She heard planes … overhead.
- pass
- to pass
- to passing
- in passing
7. It was not long before a helicopter arrived. It arrived
- after
- soon afterwards
- behind
- much later
Pattern Drills
T: Now we are going to practice making simple sentences with adjectives after verbs.
T hot – climbing
P1 You look hot. What’ve you been doing?
P2 I went climbing this morning and got very hot.
Thirsty – running
Tired – swimming
Cold – fishing
Sun-burnt – walkingDirty – riding
Angry – shopping
Hungry – skiing
Excited – sailing
Oral Composition
T: Now look at the blackboard please. I want you to try and tell me the story from these notes:
T: You see a number of brief notes (key-words) summerizing the subject – matter of the text. You should reconstruct the text you have just listened. Try to speak without interruption for up to a minute at a time and should try to use as many as possible of the expressions, structures of the original text. Point out that the main error you’ll make when you finish speaking.
- plane – off course – crashed –pilot
- passengers – woman – two – unhurt
- winter and snow – thick– ground
- woman knew – village – miles away
- dark – suitcase – children – covered
- During –night – cold
- as near as – even tried – too small
- morning – planes – wondered – signal
- idea – stamped – SOS-snow
- pilot saw–message–not long–rescue
Précis
In not more than 8o words, describe what happened. Write two different paragraphs using the points and connections given below.
Примерное высказывания учащихся:
A plane crashed in the mountains, but the only passengers, a young woman and her two baby daughters, were not hurt. It was mid-winter and extremely cold, so the woman put the children
In a case, covered them with clothes and kept close to them all night. When she heard planes
early next morning, she stamped SOS in the snow. This was seen by a pilot, who sent a radio message, and they were soon rescued by a helicopter. 79 words.
When a plane crashed in the mountains, the only passengers, a young woman and her two baby daughters, were not hurt. However, it was mid-winter and extremely cold. After putting the children in a case and covering them with clothes, the woman kept close to them all night.
On hearing planes early next morning, the woman stamped SOS in the snow, which was seen by a pilot. A message was sent and they were soon rescued by a helicopter. 79 words.
Talking points:
Discuss these questions: (work in groups)
In this final exercise pupils usually talk about topics which are suggested by the text but related to their own circumstances or situations in real life.
Some people prefer travelling by air, or by car, some by water, or by train.
If you had the choice of making a long journey by ship, by plane, by car or train, which would you choose and why? Explain your choice.
To arrange ideas and to give yourself thinking time please try to use useful opening expressions from our Oral Functions Bank.
Oral Functions Bank
How to agree strongly with an opinion
I couldn’t agree more!
That’s absolutely true!
I take your point.
I` m with you on that.
That` s just what I was thinking.
How to half agree with an opinion
Yes, perhaps.
Yes, in a way.
Yes, I agree up to a point.
That` s worth thinking about.
How to disagree politely with an opinion
Do you think so?
Well, it depends.
I` m not so certain.
Well, I don` t know.
Well, I` m not so sure about that.
Mmm, I` m not really sure you` re right.
I` m inclined to disagree with that.
No, I don` t think so really.
How to disagree strongly with an opinion
I disagree.
I disagree with you entirely.
I` m afraid I don` t agree.
I` m afraid you are wrong there.
I really can` t agree.
How to present both sides of an argument
on the one hand…on the other hand…
Although it` s true to say that… it` s also true to say that…
Примерные высказывания учащихся:
Hardly anyone can positively enjoy sitting in a train for more than a few hours. Train compartments soon get cramped and stuffy. It is almost impossible to take your mind off the journey. Reading is only a partial solution, for the monotonous rhythm of the wheels clicking on the rails soon lulls you to sleep. During the day, sleep comes in snatches. At night, when you really wish to go to sleep, you rarely manage to do so. If you are lucky enough to get a couchette, you spend half the night staring at the small blue light in the ceiling… Inevitably you arrive at your destination almost exhausted…
Long car journeys are even less pleasant, for it is quite impossible even to read. On motor-ways you can, at least, travel fairly safely at high speeds, but more often than not, the greater part of the journey is spent on narrow, bumpy roads which are crowded with traffic…
By comparison, trips by sea offer a great variety of civilized comforts. You can stretch your legs on the spacious decks, play games, swim, meet interesting people and enjoy good food-always assuming, of course, that the sea is calm. If it is not, and you are likely to get sea-sick, no form of transport could be worse. Even if you travel in ideal weather, sea journeys take a long time. Relatively few people are prepared to sacrifice up to a third of their holidays for the pleasure of travelling on a ship…
Aeroplanes have the reputation of being dangerous and even hardened travelers are intimidated by them. They also have the grave disadvantage of being the most expensive form of transport. But nothing can match them for speed and comfort. Travelling at a height of 30,000 feet, far above the clouds, and at over 500 miles an hour is an exhilarating experience. You do not have to devise ways of taking your mind off the journey, for an aeroplane gets you to your destination rapidly. For a few hours, you settle back in a deep armchair to enjoy the flight…
An aeroplane offers you an unusual and breathtaking view of the world. You soar effortlessly over high mountains and deep valleys. You really see the shape of the land. If the landscape is hidden from view, you can enjoy the extraordinary sight of unbroken cloud plains that stretch out for miles before you, while the sun shines brilliantly in a clear sky. The journey is so smooth that there is nothing to prevent you from reading or sleeping. However you decide to spend your time, one thing is certain: you will arrive at your destination fresh and uncrumpled. You will not have to spend the next few days recovering from a long and arduous journey…
Подведение итогов урока
Заключительное слово учителя.
T: OK! Very good! To sum up our discussion about ways of travelling, I’d like to agree with you that on the whole all kinds of travelling are interesting, enjoyable and exciting.
Of course, some of them dangerous, others -more or less safe. Beyond any doubt, the choice usually depends on the traveller’s age, profession, character, health, aims; on the distance he is going to cover; on the places the traveller is planning to visit.
Thank you for participation. It was really interesting to find out your personal opinions on the problems we discussed. Did you like the lesson? I hope travelling will help you to enjoy your life. Thanks, the lesson is over. See you later. Good luck!
(рефлексию см. в Приложении 1: “How well did you work?”)
Использованная литература:
“Practice and Progress” L.G.Alexander 1993