Активизация познавательной деятельности обучающихся на основе использования приемов Технологии Развития Критического Мышления через Чтение и Письмо

Стадия

Функции

Вызов

Мотивационная (побуждение к работе с новой информацией, стимулирование интереса к новой теме).

Информационная (вызов на «поверхность» имеющихся знаний по теме.

Коммуникационная (бесконфликтный обмен мнениями).

Осмысление

содержания

Информационная (получение новой информации по теме).

Систематизационная (классификация полученной информации).

Мотивационная (сохранения интереса к изучаемой теме).

Рефлексия

Коммуникационная (обмен мнениями о новой информации).

Информационная (приобретение нового знания).

Мотивационная (побуждение к дальнейшему расширению информационного поля).

Оценочная (соотнесение новой информации и имеющихся знаний, выработка собственной позиции, оценка процесса).

Деятельность учителя

Деятельность учеников

Организационный момент.

-Good morning, children!

-I’m glad to see you! Sit down, children. Today we shall find out why you and your friends learn English.

-I’m glad to see you! Sit down, children. Today we shall find out why you and your friends learn English.

Good morning !

We are glad to see you too.

II. Стадия вызова

Задачи этапа:

а)Активизировать имеющиеся знания по теме «Англо-говорящие страны».

б) Мотивировать учащихся к работе с текстом по теме «Для чего мы учим английский язык?»

It’s time to practise today’s vocabulary. Let’s read some English words from the blackboard. Can you read and translate these words?

Записьнадоске:

politiciansmodern

to produce to communicate

to shareinternational

to exchangeofficial

summitsolution

to producepopulation

a means ofideas

journalistsvideos

We have been learning English for six years. I’m sure you know different factsabout English-speaking countries. Work in groups of three and discuss the questions from exercise 29, page 40 in your textbooks.

- Now, children, tell me, please, the reasons for learning English

У
чащиеся обсуждают. Для чего им необходимо изучать английский язык, учитель кратко записывает их мысли в виде кластера на доске.

Ученикам предлагается прочитать данные слова хором и индивидуально. Затем ученики зачитывают прилагательные, существительные, глаголы и придумывают с ними словосочетания и предложения.

Примерныесловосочетания:

an official language, to produce videos, international journalists, modern ideas, a means of communication, international summit, etc.

Примерныепредложения:

I share my bedroom with my sister.

International journalists were admitted to the summit. Politicians exchange their ideas on summit every year. The official languages in Canada are English and French. I usually use my mobile phone to communicate with my friend and relatives.

Перед началом работы с упражнением 29 на с 40 учащиеся делятся на группы из трех человек, на доске вывешивается политическая карта мира, на которой учащиеся показывают на карте англо-говорящие страны, столицы, на каких языках говорят жители этих стран, традиционные праздники. После обсуждения всех вопросов в группе, учащиеся озвучивают свои варианты ответов.

Примерноесообщениегруппы:

The USA is one of the English-speaking countries. Washington is the capital of the USA. The official language is American English. People also speak British English, Irish, French, Spanish and other languages. People celebrate Halloween, Christmas, New Year, Easter, Mother’s Day, Independence Day and some others.

III Стадия осмысления

Задачи:

а) Практиковать учащихся в поисковом чтении

б) Тренировать учащихся в заполнении таблицы ПМИ

Now, I want you to open your books, page 44 ex 42. Read, please the text, find out some information about the reasons for learning English language and fill the table.

Учащимся выдается бланк таблицы, которую они заполняют во время чтения текста

Через 8-10 минут учащиеся, прочитав текст и заполнив таблицу, могут при помощи таблицы составить собственный кластер и представить его на доске.

+

-

?

1.20% of the world’s population speak English

2.Scientists and Doctors exchange their ideas in English

3. 75% of all international business letters are written in English

4. English is a language of rock and pop music

1.Every pilot and ship’s captain must speak English

2.US and British companies produce thousands of English films, videos and TV programmes in

.

1. 80% of all information you can find in the world’s с\computers in English.

2. English is the language of politicians

IV. Стадия рефлексии

Задачи:

а) Развивать навыки устной речи по теме «Англо-говорящие страны».

б) Применять полученную из текста информацию в письменной речи.

в) подвести итоги

- Why do you think people learn English?

We speak a lot about advantagies of learning English. Now let’s write a sinquein

How do you feel yourself at the lesson today? What do you like doing most of all? Thank you for your work. I’m sure our lesson was interesting and useful for you. Please, write down your home task.

Примерноемонологическоевысказывание:

I think it’s very important to know English language.

About 20% of the world’s population speak English. English is the only solution to communication problems for people from different countries.

Scientists and Doctors all over the world exchange

their ideas in English.

Every pilot and ship’s captain must speak English to communicate each other. 80% of all information you can find in the world’s computers in English.

English is the language of politicians. English along with French and German is spoken at their summit meetings.

75% of all international business letters are written in English. Nearly 50% companies communicate with each other in English.

English is a language of rock and pop music and

people all over the world listen English songs at the concerts and over the radio.

US and British companies produce thousands of English films, videos and TV programmes every year.

Учащиеся в течение 4-5 минут обдумывают и пишут синквейн об английском языке.

Примерныйсинквейн:

English

Useful and modern

Speak, exchange and write

I’m sure, English will be the language of our world

Worldwide language.

It was interesting to work with the text today. Most of all I like to make the claster.

Учащиеся записывают домашнее задание:

На «3» - оформить всю таблицу с переводом

На «3-4» - упр 44, с 45

На «4-5» - найти дополнительную информацию о пользе изучения английского языка и сделать сообщение

Деятельность учителя

Деятельность ученика

Организационный момент.

-Good morning, children!

-I’m glad to see you! Sit down, please. Today we shall discuss the advantages and disadvantages of different kinds of travelling.

Good morning !

We are glad to see you too!

Стадиявызова

Задачи этапа:

а)актуализировать имеющиеся знания по теме «Виды транспорта»;

б) отработать навыки произношения названий различных видов транспорта;

в) мотивировать учащихся к работе с текстом по теме «Виды транспорта в Великобритании и США».

Now, children, be active and try to remember as many kinds of transport as you can.

Учитель записывает эту информацию на доске:

Дети вспоминают все виды транспорта, которые они знают.

Учащиеся вслед за записью информации на доске хором проговаривают название всех видов транспорта

III. Стадия осмысления

Задачи этапа:

а) практиковать учащихся в поисковом чтении по теме «Виды транспорта в Великобритании и США»;

б) тренировать учащихся в заполнении таблицы ПМИ.

Each person has his or her favourite kind of transport. What forms of transport are popular in our country? Let’s read two texts about popular forms of transport in English speaking countries. Read the task of exercise 86, page 55. Fill the table: (+) – fill some facts are good for people; (-) – fill some facts are not good for people; (?) – some interesting facts you’d like to know more about.

Учащимся выдается бланк таблицы, которую они заполняют во время чтения текста

Через 8-10 минут учащиеся, прочитав текст и заполнив таблицу, могут при помощи таблицы составить собственное монологическое высказывание на основе содержания текстов и представить его.

+

-

?

On the way commuters usually sleep, read newspaper or a book, sometimes use their computers.

Lots of people in Britain live far from their work.

Some commuters travel more than 300 kilometers every day.

It takes them 2 hours to get to work and 2 hours to get back home.

On some trains there are some special study clubs. Commuters can study languages there on their way to and from work.

Millions of Americans drive to work, to their country houses, to visit their friends. They go shopping by car, travelling by car,

-

How to use “drive-in-service”: drive-in-banks, drive-in-cafes, drive-in-cinemars

Стадия рефлексии

Задачи этапа:

а) развивать навыки устной речи по теме «Виды транспорта в Великобритании и США»;

б) применять полученную из текста информацию в письменной речи;

в)подвестиитоги.

Now your time is over. Are you ready? Please, tell us about transport in the UK and in the USA.

We speak a lot about advantagies and disadvantages of different kinds of travelling.

Now let’s write a sinquein.

- Our lesson is over. The bell has gone. Your home task is

to try to find answers to the questions in the table in the encyclopedia and make a story about you favourite kind of transport. Good-bye boys and girls.

Примерныемонологическиевысказывания:

Many people in Britain live very far from their work. They go to the work by train. It takes them about one or two hours to get to work and about two hours to come back home. On the way commuters usually sleep, read newspapers and books, sometimes use their computers. On some trains there are special study club where people

can study foreign languages on the way to and

from their work.

Cars are very popular in the USA. Millions of Americans drive their cars everywhere: to work, to their country houses, to the shops, to their friends. Many teenagers drive to school and to Universities. Everywhere you can see a lot of parking places. Another interesting thing about using a car in the USA is the “drive-in” service. There are drive-in banks, drive-in cafes and drive-in movies. You

can pay money, buy and eat, watch films without leaving a car. It’s hard to imagine an American

lifewithoutacar.

Учащиеся в течение 4-5 минут обдумывают и пишут синквейн о популярных видах транспорта.

Примерныевидысинквейна.

Train.

Popular and comfortable.

Travel, sleep and read.

You can study languages there.

Convenient transport.

Cars.

Popular and modern

Drive, pay, eat and watch.

The most exciting kind of transport.

Americanlife.

Учащиеся записывают домашнее задание

Деятельность учителя

Деятельность учеников

I Стадия вызова (Evocation)

Задачи:а)актуализировать имеющиеся зна-

ния по теме;

б) мотивировать учащихся к работе

с текстом о Марке Твене.

Teacher:Good afternoon, children. I’m glad

to see you.

To learn the theme of our lesson I’d

like you to work with “Brainstor-

ming”. You should answer my ques-

tions as quick as possible and then

we’ll make up a cluster. While ans-

wering my questions you can look at

these pictures and the jumbled words

on the blackboard (KARM WANIT).

Brainstorming

Teacher: Let’s begin.

1 Who is this man?

2 What do you know about him?

3 What country is he from?

4 When did he live?

5 Did he write books for children?

6 What is the name of his famous

hero?

7 What else did he do besides writing

books?

8 What can you say about his charac-

ter?

Teacher:So, I think you understood that our

lesson is devoted to Mark Twain.

Your answers were good and now

we’ll make a cluster on the black-

board.

Pupils:Good afternoon.

Glad to see you too.

P1:I think this is Mark Twain.

P2: He is a writer.

P3:He is from America.

P4: He lived in the 19^th century.

P5:Yes, he did.

P6: His name is Tom Sawyer.

P7: I don’t know.

P8:I don’t know.

One by one pupils go to the blackboard and construct a cluster.

Teacher: You see, that we have two empty

places in our cluster. I think that we

can fill in the gaps after reading the

text about this famous person. Now

I’d like you to be ready for our work.

II Cтадияосмысления (Realization of meaning)

Задачи:1 практиковать учащихся в умении

делать предсказания;

2 практиковать развитие навыков

графической организации матери-

ла.

Teacher:Now, children, listen to some infor-

mation about this person.

Some words about the writer

Mark Twain is a famous American

writer. He lived in the 19^th and died

in the 20^th century. Every boy and

every girl knows his wonderful heroes:

Tom Sawyer and Hucklebery Finn.

But I know him not only as a writer

but a brilliant … too.

Teacher: And I’d like you to learn about this

fact too. For this we’ll read the text

now. But we’ll stop during our rea-

ding. The text will be divided into

two parts.

Take the sheets of paper with the

first part and read it.

Pupils listen to this information.

Pupils take sheets of paper with the first part

and read for some minutes.

The Text (I)

Mark Twain, the famous American writer, was well-known as a lecturer. Literary clubs often invited him to speak. Before one of his lectures a club member came to

him and said:

“Mr Twain, people say that you can tell very funny stories. I hope that during your lecture you will tell a story that will make my uncle laugh. He hasn’t laughed for ten years.

lecturer-лектор lecture-лекция

Teacher: Now I want you to do a very interes-

ting task. It is called “The Tree of

Predictions”. Take the sheets of pa-

per with them. In the centre you see

a “trunk” of the tree with the main

question. And on the “leaves” there

are some other questions which will

help you to make some predictions

of what will happen further. You will

write in empty “leaves”. By the way,

you will work in groups of three per-

sons.

Pupils take sheets of paper with “The Trees of

Predictions” and study them very thoroughly.

They ask some questions on them.

THE TREE OF PREDICTIONS

Teacher:Let’s see your predictions. Question

№1.

Teacher:That’s very good. Question №2.

Teacher:That’s all right. Question №3.

Teacher:And at last, question №4, the most

interesting but the most difficult, I

think.

Teacher: I liked all your predictions. To check

them up you will read the story up to

the end.

P1:I think he will agree because he was a very good

lecturer.

P2:No, he won’t. He was embarassed by the fact

that his uncle hadn’t laughed for ten years.

P3:I suppose he will try to see if he can do it.

P4: In my opinion he will tell some funny stories.

P5: First of all, he will tell jokes.

P6: And anecdotes too.

P7: I suspect he won’t be able to do it. Something is

wrong with his uncle.

P8:I believe in Mark Twain. He is a wonderful wri-

ter.

P2: Something bad happened in his life.

P3: Perhaps all his relatives died.

P4: Maybe it was his favourite dog that disappeared

one day and he couldn’t find it.

P5: It seems to me that he isn’t a healthy man.

Pupils take the second part of the story, read it for some time comparing with their predictions.

The Text (II)

“I’ll do my best”. Mark Twain said.

When he began his lecture, Mark Twain noticed the club member. He was sitting in front of him with an old man who had a very sad face.

Mark Twain began to tell jokes, one after another. “I told long jokes and short jokes, new jokes and old jokes”, Mark Twain told his friends. “I told every joke I knew and soon everybody was laughing. Everybody – but not the old man. He was looking at me with cold, blue eyes. I couldn’t make him laugh, and I tried again and again. But nothing helped…”

After the lecture, the club member came to Mark Twain and said, ”Thank you, Mr Twain. Ihave never heard so many funny stories.” “They weren’t funny enough for your uncle,” Mark Twain answered. He didn’t even smile.”

“I know,” the man said. “He hasn’t laughed for ten years. But I didn’t tell you that he hadn’t heard anything for ten years. He is deaf.”

I’ll do my best-Ясделаювсёвозможное. deaf- глухой

Teacher: Let’s discuss a little your feelings

which you have now when you learnt

the end.

Did you like the story?

What did you like best of all?

Teacher:I’m glad that this story made you

survive some exciting moments.

I think now you can fill in the gaps in

our cluster. Am I right?

IIICтадия рефлексии (Reflection)

Задачи:1 активизация лексического мате-

риала по теме;

2 применение полученной инфор-

мации в устной монологической

и письменной речи.

Teacher: Now, please, give a summary of this

text and try to express your attitude

to it.

P1: Oh, very much.

P2:It’s really interesting.

P3: Of course the end. It is so unexpected.

P4:I liked Mark Twain’s patience.

P5: You are quite right. We’ve learnt that

Mark Twain was a very good lecturer.

P6: And he had a great sense of humour.

This is an approximate story

I’ve read a very interesting story about Mark Twain. I knew that Mark Twain was a famous American writer. But from this story I learnt that he was also well-known as a lecturer.

One day he was invited to one literary club. It was a usual work for him. But he got a very unusual task- to make laugh a person who hadn’t laughed for ten years.

Mark Twain did all his best- he told long jokes and short jokes, new jokes and old jokes, but everything was in vain. The man didn’t even smile.

The reason of that I learnt at the end of the story- it was very unexpected. The man was deaf.

Teacher: We’ve come to the last task for to-

day. Make up cinqwayns about Mark

Twain and this story. Look at the in-

struction first.

The Instruction

It is a kind of a poem, which consists of 5 lines. The first line is a general word (a noun), the se-

cond line consists of two adjectives which describe this word, the third line includes 3 verbs on the topic. The fourth line is the main idea of of your “poem”. (It must have 3-4 words). And the last line is a synonym of the general word.

Teacher:Make up as many cinqwayns as you

can. All your cinqwayns will be dif-

ferent. Read them aloud when you

are ready. Work in pairs if you want.

Teacher:Thank you very much for your work

today. I’m satisfied with it.

Your homework will be the follo-

wing task – make up a story with the

unexpected end.

Pupils’ Cinqwayns

A story

Interesting, exciting

Read, enjoy, remember

What a wonderful end!

A real wonder.

Mark Twain

American, well-known

Write, give lectures, tell jokes

I`d like to read his stories

A brilliant story-teller.

Деятельность учителя

Деятельность учеников

I Стадия вызова (Evocation)

Задачи: а) актуализировать имеющиеся

знания по теме;

б) мотивировать учащихся к работе

с текстом о Даниеле Дефо.

Teacher: Good morning, children. Today we

are going to speak about one of

the most famous English writers

and his wonderful book that is

known to everyone. But, first of all,

I’d like to learn something about

your interests as readers.

What are your favourite

books? (Оценочныйвопрос).

Teacher: Oh, I see. Your interests are diffe-

rent. That’s very good. Now look

at this cluster, please. In the centre

of it you see the portrait of Daniel

Defoe. I hope you know this writer.

Around the portrait there are so-

me positions. You must think and

say how they are connected with

his life.

Pupils: Good morning, Lyudmila Ivanovna.

P1: “Harry Potter”

P2: “The Lord of Rings”

P3: Detective stories

1660

Alexander Selkirk Robinson Crusoe

“the father of 1719

English prose”

Teacher: I liked your guess-woks, but to

check them up we’ll do some

work now.

IIСтадияосмысления (Realization of meaning)

Задачи: 1 практиковать навыки поискового

чтения;

2 практиковать навыки чтения с де-

тальным пониманием содержания

текста;

3 практиковать учащихся в умении

задаватьвопросы (уточняющие).

Teacher: Now, children, open your books.

Page 86, exercise 26. You should

look through the text and find out

if you are right or not . You will

work in groups.

Students give some suppositions.

P1: I think that Daniel Defoe died in 1719.

P2: In my opinion, Alexander Selkirk was his

father.

P3: I believe that Daniel Defoe was born in

1660.

The Text

Daniel Defoe (1660-1731) was a famous English writer of the eighteenth century (век). He wrote his world famous novel “The Life and Strange Surprising Adventures of Robinson Crusoe” when he was nearly 60 years old.

The story of Robinson Crusoe was based (былаоснована) on the real adventures of a sailor called Alexander Selkirk, who had lived (прожил) alone for four years on a desert (необитаемый) island. The book, however, also contains a lot of incidents (случаи) from the author’s imagination (фантазия).

When the book was published in 1719, it immediately (немедленно) became popular. Defoe made his story so realistic (достоверный) that everyone believed it.

Defoe didn’t write his book for children. But every child now knows “Robinson Crusoe”, how he learned to catch goats and to make pots (горшки), how he made an umbrella and had hundreds of adventures.

Daniel Defoe wrote many other books, but for “Robinson Crusoe” he is called “the father of English prose” (егоназываютотцоманглийскойпрозы).

Teacher: Am I right that your guess-works

were exact? (Уточняющийвопрос).

Teacher: And now, pupils, you will read the

text for the second time and more

carefully because after reading you

will fill in the table. Look at the

instruction and study it before rea-

ding.

Students work in groups of 3 persons. In each group there is a strong pupil. After reading pupils ask him questions beginning with words: “Am I right that…” Or he can address a pupil with the words: “You said that …” (Уточняющиевопросы).

P1: Oh, no. I said that Daniel Defoe died in

1719 but it was the year when the book

was published.

P2: Oh, no. I thought Alexander Selkirk was

his father but it was a sailor, a real person.

P3: And I guessed that Daniel Defoe was born

in 1660.

The Instruction

“+”

“-“

“?”

You should put “+” if this fact is good (for a student, for grown- ups, for the mankind, for the state etc.)

You should put “-“ if this fact is bad (for anybody).

You should put “?” if you don’t understand, it is interesting for you, you want to learn about it.

Teacher: If you have any difficulties ask me

questions.

This is a prospective table done by the pupils

“+”

“-“

“?”

Daniel Defoe was a famous Rnglish writer of the eighteenth century.

Daniel Defoe didn’t write his book for children.

He wrote his world famous

novel “The Life and Strange

Surprising Adventures of Robinson Crusoe” when he was nearly 60 years old.

The story of Robinson Crusoe was based on real adventures.

Alexander Selkirk had lived alone for four years on a desrt island.

The story was based on the real adventures of a sailor called Alexander Selkirk, who had lived alone for four years on a desert island.

When the book was published in 1719 it immediately became popular.

Daniel Defoe wrote many other books.

He wrote his world famous novel.

Teacher:Did you like this kind of work?

(Оценочныйвопрос).

Teacher:Now you will work with the third

column of the table. You must

make up questions and at home

you will find the answers in some

books, in the encyclopedia or on the

Internet. You will work in pairs.

III Стадия рефлексии (Reflection)

Задачи:1 активизация лексического мате-

риала по теме;

2 применение полученной инфор-

ции в устной монологической и

письменной речи.

Teacher: I’m satisfied with your work with

the tablebut let’s continue our

work. Now I think it won’t be dif-

ficult for you to tell some words

about this wonderful writer and

his book. You can use your tables.

Be ready in some minutes.

P1:It is interesting.

P3:It is unusual.

P3:It is exciting.

P4:It is keen.

In some minutes the pupils read their questions.

P1: Why did Daniel Defoe write his novel so

late? (He was nearly 60 years old).

P2:Who is Alexander Selkirk?

P3:What made him live alone on a desert is-

land?

P4:What other books did Daniel Defoe write?

This is an approximate statement

Daniel Defoe was a famous English writer of the eighteenth century. He wrote his world famous novel about Robinson Crusoe when he was nearly 60 years old.

The story of Robinson Crusoe was based on the real adventures of a sailor.

When the book was published in 1719 it immediately became popular.

Every child now knows “Robinson Crusoe”, how he learned to catch goats and to make pots, how he made an umbrella.

For “Robinson Crusoe” D. Defoe is called “the father of English prose”.

Teacher:And this is my last task for you to-

day. Make up cinqwayns about Da-

niel Defoe. Look at the instruction

first.

The Instruction

It is a kind of a poem, which consists of 5 lines. The first line is a general word (a noun), the second line consists of two adjectives which describe this word, the third line includes 3 verbs on the topic. The fourth line is the main idea of your “poem”. (It must consist of 3-4 words). And the last line is a synonym of the general word.

Teacher:Make up as many cinqwayns as

you can. All your cinqwayns will

be different. Read them aloud

when you are ready.

Teacher:I’d like to thank you for your won-

derful work at the lesson. I give ex-

cellent marks to…, good marks to..

And please listen to your homework.

Two persons will find the answers

to the questions about which we

spoke.

All the others will get a very in-

interesting task.

Look at this picture. You see a de-

sert island on it. What is a desert

island? ( Простойвопрос).

Teacher Let’s imagine the following situati-

ation. We all go on a hike to the fo-

rest. During your trip you will be

lost. What will you do? Write,

please a small story. At the next les-

son we’ll discuss your stories and

choose thebest one.

(Практический и творческий воп-

рос одновременно).

Pupils’ Cinqwayns

A writer

Famous, popular

Write, imagine, become

What a wonderful book and a writer!

Daniel Defoe.

A celebrity

English, wonderful

Write, create, imagine

We are proud of him

The father of English prose.

P1:It is a neglected island.

P2:It is an unknown island.

P3:It is the island on which there are no people.