Цель: активизация лексики по теме "Книги. Чтение" в устной речи учащихся в диалогической и монологической форме в процессе развития иноязычной коммуникативной компетенции школьников.


совершенствование лексико – грамматических навыков говорения;

активизация орфографического навыка;

развитие речевой культуры учащихся;

воспитание потребности расширять свой кругозор; развитие интереса к чтению.

Оборудование: раздаточный материал: карточки с буквами, таблица с жанрами. 

Ход урока 

I. Организационный момент. Приветствие. Знакомство с темой. 
Т(учитель): At our previous English lessons we spoke about different sources of information, books and reading. Now I’d like to know how good you are at reading. Can you be an expert in literature? So let’s begin our lesson. 

II. Основная часть урока. 
1. Повторение лексики. Речевая зарядка. 
Учитель раздает карточки с буквами, из которых учащиеся составляют слова: 
newspapers, friends, dictionaries, reference books, teachers, TV, radio, Internet, magazines, videos, books, school textbooks, parents, encyclopaedias. 
T: How are these words called? You are right. They are our sources of information. P1 (обращение к ученику), what source of information do you prefer? Is it reliable? What do you use it for? 
Учитель побуждает учащихся задавать вопросы. P1, ask P2 what source of information she/he prefers. P3, ask P2 if this source of information is reliable. P4, ask P2 what she/he uses it for. 
T: Good. We use different sources of information. What information source is the oldest? 
You are right. Books. Say why people read books. And what about you? Учитель задает учащимся вопросы: 
- Do you read books? 
- Are you fond of reading? 
- Are books worth reading or are they a waste of time? Why? 
- How do you choose a book? 
- Do you read for pleasure or for knowledge? 
- What genres do you know? 
Учащиеся отвечают на вопросы. Затем учитель раздает карточки с буквами, из которых учащиеся составляют слова и называют их: 
romance, detective story, biography, science fiction, horror, adventure story, fantasy, fairy tale, history book, animals, autobiography. 

2. Активизация лексики. Практика монологической речи. 
T: What do you know about these genres? What is fantasy about? Do you like it? What is romance about? Do you read it? Give your own definition for the genre you have. Каждый ученик характеризует тот вид жанра, который у него получился из букв. Например: 
Fairy tale is a story about princes and princesses, very bad witches and magic animals that help good people. The plot is usually very simple. Good people are rewarded. Bad people are punished. 
T: Now I want to know if you can be an expert in literature. Can you indentify genres easily? Match the genres given in the left column with the suitable fragment from the second column. 

1. Fairy tale 

a) Bjorn’s father Olaf was always away at sea. Olaf was a real Viking: handsome, strong and merciless. Viking men didn’t spend much time with their families; they went to sea and raided other countries. They always came home with a lot of gold and silver. Vikings were the kings of the sea; their ships were big and fast. 

2. Biography 

b) The first time Tom saw Helen, he fell in love with her. It was love at first sight. The problem was how to win her love for him. First he tried to impress her. He asked her to fly to Cannes with him for the Film Festival. She refused. Then he asked her to come to Rome with him. But she said no. 

3. Horror story 

c) "Move! Faster! I can’t stop now!” Over the man’s head the night sky was black and cold, and in front of him there were the trees…”I can hide there”,-the man thought. He looked behind him. He could see the light. There were five or six men. Then he heard the dogs. 

4. Detective story 

d) Once upon a time there lived a beautiful princess who didn’t love anybody. The only thing that she liked was a beautiful golden ball. A lot of kings from different lands wanted to marry her, but she turned everybody down. 

5. Adventure 

e) Britney Spears is one of the world’s famous pop princesses. She was born in Kentwood, Louisiana, the USA. Even when she was very young, she loved music and singing. The first person who asked Britney to sing for other people was her mum. For a year she lived in New York. She studied singing at a school for talented children.

6. History book 

f) That night we went back to the house. When we saw Helen Stonor’s lights, Holmes and I got in quietly through the window. Then we waited silently in the middle bedroom. We waited for three hours and did not move. Suddenly we saw a light and heard a sound… 

7. Romance 

g) He was very frightened now. He got up and went to the bathroom to wash his face. He looked in the mirror and screamed. In front of him, in the mirror, there was the head of a dead man. There were no eyes, and no nose, just deep black holes. Then suddenly the head came alive, and it began to laugh. 

  T: That’s good! You coped with your task very well. But I’d like to know what characters of these genres you know. Учащиеся называют героев различных литературных жанров. Затем несколько учащихся зачитывают рассказы – загадки. Остальные учащиеся угадывают о каком герое идет речь. Например.: 

He is a good archer. He is brave. He lives in the forest with his wife Maid Marion and his men. His followers are Friar Tuck, Allen a Dale, Little John, Will Scarlet. He lives "outside the law”, but he has his own ideas of right and wrong. He robs the rich to give to the poor. He dresses in green. (Robin Hood.)

He is a legendary hero (in one of Maxim Gorky’s stories). He took out his heart to show people the road out of a dark forest. (Danko.)

This poor girl had no mother but she had a stepmother and two sisters. She was unhappy and worked a lot but at the end of the story the prince married her. (Cinderella.)

Практика диалогической речи. Опрос домашнего задания.

T: Very good. And now it’s time to listen to your dialogues. It was your hometask - to make your dialogues in a library. Which pair will be the first? Well, boys and girls, be attentive. I’m going to ask you some questions. Опрашивается несколько пар. 
Thank you. I am pleased with your dialogue. It was a good conversation no doubt. После каждого прослушанного диалога учитель задает вопросы. 
Answer my questions: 
-What kind of book does the librarian recommend? 
-What does the reader think about this genre? 
-What does the reader choose? 
-What genre does the reader prefer? 

III. Заключительная часть урока. 
Т: Our lesson is coming to an end. I see you have prepared for our lesson good enough. I am pleased with your work today. Thank you. 
Окончание урока. Выставление оценок. Комментарии к ним. 
Методическое обеспечение урока и методические аспекты организации урока. 
Речевую зарядку учитель проводит в режимах фронтальная беседа и управляемый диалог, что способствует активизации речепорождающей мыслительной деятельности учащихся, стимулирует их участие в разговоре. Далее на протяжении урока учитель создает оптимальные условия для активизации речевой практики учащихся в разных речевых режимах: фронтальная беседа, диалог учащихся, монологические высказывания учеников. 
На уроке используется раздаточный материал: карточки с буквами, таблица с жанрами. 
Данный урок является завершающим по теме "Книги. Чтение". Он подводит итог всему пройденному тематическому материалу. Урок нацелен на активизацию лексики в устной речи учащихся в диалогической и монологической форме. Поэтому учащиеся должны знать и уметь употреблять тематическую лексику, характеризовать литературных героев и жанры, строить диалоги. 
В конце урока учитель подводит итог, дает оценку деятельности учащихся, говорит о том, что удалось и над чем следует еще работать, выставляет отметки за работу на уроке.


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