Серия уроков на основе методических принципов
инновационного подхода Blended Learning
(Смешанное обучение)
Аннотация
В данном документе представлены планы серии уроков в виде таблицы-схемы. Развёрнутый сценарий урока даётся на слайдах, которые Вы можете найти в этом же разделе. В представленных планах урока указано какой этап соответствует какому слайду. А также Вы найдёте описание цели, развиваемых навыков и изучаемый лексико-грамматический материал.
Предлагаемая серия уроков посвящена теме «Здоровье», таким тематическим разделам как:
· способы поддерживать здоровье (урок 1)
· проблемы по здоровью и болезни (урок 2)
· лекарства и способы выздоровления (урок 3)
Представленные уроки можно проводить как в школе, так и в любом учебном заведении, если уровень учащихся соответствует начальному (А2 по европейской шкале) или первой ступени среднего уровня (В1).
В уроках используются как материалы учебника, так и материалы on-line платформы, (авторов Michael McCarthy, Jeanne McCarten, Helen Sandiford, Touchstone, Book 2, Cambridge University Press, 2009)
Уроки могут проводиться в компьютерном классе, где все студенты имеют доступ к платформе, так и в классе, где есть один монитор и возможность вывести материал на большой экран. Преподаватель представляет задание, учащиеся его выполняют у себя на листочках (в тетрадях) или устно в парах/группах, затем преподаватель заносит их ответы на платформу.
Если нет возможности работать с компьютером, то задания, которые предлагаются на платформе, можно представить на раздаточном материале (hand-outs) в связи с тем, что задания являются интересными, наполненными современным языком и позволяющими организовать парную/групповую работу для развития коммуникативных навыков
Данные научно-информационные материалы разработаны в качестве методической поддержки для преподавателей иностранных языков по организации самостоятельной работы и по внедрению в учебный процесс стратегий автономности учащихся в рамках реализации инновационных технологий смешанного обучения.
Lesson 1, Topic: Present Simple/Health
Aim: By the end of lessons the students will be able to say what they do to stay healthy using Present Simple
Skills: listening for detail, listening for gist, speaking (asking for info)
New Language: - Grammar: Simple Present and Present Continuous;
LESSON 1 | |||
Activity/Time | Procedure | Comments | |
Teacher (Tr) Does/Says: | Students (Ss) Do | ||
1. Warm-up 2 min. | “Nowadays it`s becoming colder and colder. Who is doing something special, or different, to stay or get healthy right now?” | Probable answers: – I`m taking an exercise class. – I`m eating only healthy food, etc. | Tr engages Ss into a topic |
2. Goals-setting, 1 min. | T says what Ss learn in Unit 3. | Ask if smth seems not clear | See slide 4 |
3.Healthy living Listening for gist 5 min. | Tr asks Ss to listen to 5 situations in which people say what they do to stay healthy | Оn the platform Ss match pictures of people with audio-icon | Slide 5 |
3.1. Are you doing anything to stay healthy? (Work with cards), 11 min. | Gives cards to 6 students with description of a role where some ways to stay healthy are offered | Other Ss say what they think about this or that way to stay healthy | Slide6 |
3.2. | Asks to read the interviews in a book and analyze which words help understand that these actions happen often | Read the interviews and fill in the gaps below the interview with words usually, sometimes, often | Slide 7 |
3.3. Simple Present and Present Continuous: contrasting 10 min. | Makes the table “Routines” and “Temporary Events” where compares Present Continuous and Present Simple Grammar explanation on the platform. | Help to fill in the table Listen to the explanation on the platform and repeat the structures when necessary | See slides 10-18 |
3.4.Simple Present and Present Continuous: practice 15 min | Offers activities where Ss choose Present Simple or Present Continuous | Slides 19-23 | |
4. Round-up | Asks Ss summarize where they can use Present Simple or Present Continuous | Say what differences they see between two tenses |
Lesson 2, Topic: Health Problems
Aim: By the end of the lesson the students will be able to talk about health problems they have got
New words: fever, flu, cough, stomachache, headache, sore throat, allergy, sneeze
LESSON 2 | |||
Activity/Time | Procedure | Comments | |
Teacher (Tr) Does/Says: | Students (Ss) Do | ||
1. Warm-up | Ask Ss what habits they have got and if they have got unhealthy habits | May choose the answers from the pictures on the platform | Slide 1 |
2.1 Unhealthy habits, 5min. | Offers the activity on the platform | Read what people say about their lives and choose what unhealthy habits they’ve got | Slides 3 -4 |
2.2. Listening for gist 5 min | Asks Ss to listen to the people talking about their bad habits | Listen and match the names of people to the things they call describing the unhealthy habits | Slide 5 |
3. Health and Fitness 3 min | Says that more and more people today prefer fitness and healthy food | Brainstorm why it is important to be healthy | Slide 6 |
3.1. Health problems 3 min | Introduces new vocabulary by having Ss’ answers to a question “What health problems might people have?” | Brainstorm what problems people might have | Slides 7-9 Ss may say in Russian. Teacher gives English equivalents |
3.2. Health problems 5 min | Offers reading activity in a book where Ss come across new words | Read about problems people have in a course-book and fill in a table about themselves (what problems and how often they have got: usually, often, never…) | Slide 10 |
3.3. Talking about Health 10 min | Introduces an example of conversation about heath: What’s the matter? Do you have a cold? – I feel terrible, etc | Repeat the phrases from the platform | Slide 11-14 |
3.4. Ways to express sympathy and give advice 5 min | Offers the phrases and small conversations | Practise conversations | Slide 15 |
3.4. Role-play 8 min | Offers information-gap activity where one student has got a health problem and the other student expresses sympathy and gives advice | Role-play |
Lesson 3, Topic: Remedies to Health Problems
Aim: By the end of the lesson the students will be able to talk about remedies to health problems using relative clauses if and when
Grammar: Present Simple in when/if clauses
LESSON 3 | |||
Activity/Time | Procedure | Comments | |
Teacher (Tr) Does/Says: | Students (Ss) Do | ||
1.1. Warm-up Revision of health problems 5 min | Dvides Ss into 2 teams to mime and name health problems | One team mimes a health problem. The other should guess what it is | Slide 4 |
2. Remedies 3 min | T explains the word “remedy” by asking “What do you do when you’ve got a headache?” | Brainstorm possible ways to get rid of a headache even in Russian | Tr takes Russian words from Ss and gives English equivalents Slide 5 |
3.Listening for specific info 5 min | Asks Ss to watch video and say what remedies words they can hear | Watch and listen to the conversation where 2 people talk about their friend’s health problem and remedies she takes | Slide 6 |
4. Reading about remedies alternative to medicine 5 min | Asks Ss read the conversation in a book and find other ways to treat the cold | Read, find more kinds of remedies to a cold | Slide 7 |
5.1. When and If – clauses 3 min | Asks Ss analyze the conversation and say how they understand when and if-clauses | Make the rule what tenses are used in when-if-clauses | Slides 8-10 |
5.2. If and when usage, 10 min. | Offers grammar explanation on the platform (positive structures and questions) | Repeat structures from the platform and in pairs simulate the same short conversations | Slide 11 |
5.3. Unscramble sentences with if and when clauses 5 min | Shows unscramble words on the platform and makes emphasis on Present Simple tense used in clauses | Can make sentences in pairs | It’s better to organize pair-work and put Ss into new pairs Slide 12 |
5.4. What do you do if… 7 min | Organizes pair-work where Ss say what they do when/if they have got problems | In turns ask each other questions from a book and give their own answers | Slide 13-14 |
6. Round-up 2 min. | “What new information have you known? What task was the most difficult for you? Why? What task was the most interesting and useful for you? Why?” | Answer. | Slide 15 |
