Веб-квест по английскому языку по теме США (7 класс)


Проект по теме «From California to New York Island”
(“New Millennium English” 7 form, Unit 4)
Проект ориентирован на реализацию образовательных стандартов среднего (полного) общего образования по английскому языку, что соответствует ФГОС, а именно – формирует активную, самостоятельную и инициативную позицию учащегося в учении, развивает общеучебные (метапредметные) умения и навыки: исследовательские, рефлексивные, самооценочные, непосредственно связанные с опытом их применения в практической деятельности, направленной на развитие познавательного интереса учащихся.Цель: формирование у учащихся иноязычной коммуникативной компетенции на основе развития универсальных учебных действий.
Задачи:
Образовательные
- развивать и совершенствовать произносительные навыки;
- развивать и совершенствовать умения и навыки владения иностранным языком с использованием компьютерных технологий (аудирование, чтение, письмо);
- развивать и совершенствовать умения устной речи с опорой на текст.
Развивающие
- способствовать развитию памяти, внимания, языковой догадки, логического мышления;
- развивать лингвострановедческий кругозор учащихся посредством знакомства их с различными источниками информации;
- развивать исследовательские, творческие способности учащихся.
Воспитательные
- способствовать повышению мотивации к изучению иностранного языка;
- способствовать развитию коммуникативных качеств личности, формированию межличностного общения через организацию групповой работы на уроке;
- формирование осознанного отношения к культуре стран изучаемого языка, уважения и понимания значимости не только культуры других стран, но и культуры своей страны.
Формирование УУД
Познавательные
- анализ текста, поиск и выделение необходимой информации с применением методов информационного поиска, в том числе с помощью компьютерных средств;
- развитие критического мышления с использованием опор;
- постановка и решение проблем;
- самостоятельное создание алгоритмов деятельности при решении проблем творческого и поискового характера;
- осознанное и произвольное построение речевого высказывания в устной и письменной форме.
Регулятивные
-планирование действий с учетом временного промежутка;
- умение соотносить результат своей деятельности с целью и оценивать его;
- приобретение опыта и использование информационных технологий в индивидуальной и коллективной учебной, познавательной, в том числе проектной деятельности;
- определять степень успешности выполнения своей работы.
Личностные
- нравственно-эстетическое оценивание;
- ориентация в межличностных отношениях (умение инициировать учебное взаимодействие, вступать в диалог, умение вести дискуссию, отстаивать свою точку зрения, умение выражать свои мысли);
- распределение социальных ролей;
- развитие целеустремленности, трудолюбия, взаимопомощи. Толерантности;
- умение уверенно держаться во время выступления.
Коммуникативные
- постановка вопросов;
- умение управлять поведением партнера;
- планирование сотрудничества;
- разрешение учебных конфликтов.
Основные понятия: US regions, tourist attractions, places to visit, things to see
Ресурсы: карта США, презентации, информационные ресурсы сети Интернет, раздаточный материал (карточки с заданиями, тест), учебник английского языка для 7 класса «Английский язык нового тысячелетия» Н.Н. Деревянко и др., Обнинск: Титул, 2012г, рабочая тетрадь по английскому языку для 7 класса «Английский язык нового тысячелетия» Н.Н. Деревянко и др.. Обнинск: Титул, 2012г.
Оборудование урока:
Техническое обеспечение: интерактивная доска, мультимедийный проектор.
Программное обеспечение: Microsoft Power Point, Microsoft Word.
Организация пространства: фронтальная, индивидуальная работа, работа в группах.
Целесообразность использования урока:
Повышение эффективности усвоения учебного материала за счет одновременного изложения учителем необходимых сведений и показа демонстрационных фрагментов
Формирование информационной культуры и компетентности школьников (поиск, отбор, переработка, упорядочивание информации)
Развитие понятийного мышления за счет возможности и необходимости самостоятельно обобщать материал, выделять смысловые группы, выстраивать логические связи, определять алгоритм работы, систематизировать весь предлагаемый материал и пр.
Результаты проекта
: После завершения проекта учащиеся смогут
- использовать программные средства создания презентаций, публикаций для представления результатов поисковой и исследовательской деятельности;
- выражать свое мнение по проблеме;
- аргументировать свою точку зрения;
- составлять планы письменных и устных сообщений;
- привести примеры, иллюстрирующие изучаемую проблему;
- анализировать, сопоставлять факты и делать выводы;
- обрабатывать полученную информацию;
- употреблять в речи изученную лексику по теме;
- сотрудничать с другими учащимися, продуктивно работать в команде для решения поставленной проблемы;
- находить нужные информационные ресурсы;
- применять творчески свои идеи.
Личностные результаты
Учащиеся смогут:
- приобрести опыт коллективных взаимоотношений, сотрудничества и взаимопомощи;
- научиться вести «диалог культур»;
- повысить интерес к социокультурным особенностям страны изучаемого языка. Выражая его через осознанное желание учиться.
Метапредметные результаты
- способность регулировать собственную деятельностью направленную на познание окружающей действительности и возможностей человеческого разума;
- способность осуществлять информационный поиск, оценивать степень значимости источника;
- умение структурировать найденную информацию;
- проводить анализ найденной информации, делать выводы на основе совокупности отдельных фактов;
- осознание правил и норм взаимодействия со сверстниками;
- навыки использования средств ИКТ для сопровождения интеллектуальной деятельности, развития универсальных учебных действий.
Предметные результаты
- усвоение первоначальных сведений, знаний и представлений по изученной теме;
- использование базового понятийного аппарата на уровне, доступном для понимания средних школьников;
- умение описывать и характеризовать факты и события по изучаемой теме на английском языке.

Web-Quest “From California to New York Island”
This web-quest is intented for the students of 7th form. (“New Millennium English”, Unit 4)
INTRODUCTION
This web-quest is devoted to the USA.
Imagine you are the young journalists working on the article about the USA for geographical magazine. So you are invited to go on a trip around the USA in order to have a quick overview of the US regions and tourist attractions of the country. You will know about the US geography, history, the American symbols, amazing things to see and interesting places to visit.
Let`s get started and explore those places of interest which are most of all worth visiting. Some additional materials such as words, exercises, tasks and video will help you in your research. You can also find extra information in the presentations. (Приложения- презентации для учащихся)
Finally, you have to make a presentation for our lesson using a multi-medium to tell the readers about the places you would like to see and visit in the USA.
To fulfill what we have planned for, you have to answer all the questions.
Surf the Net and gather as much information as possible about the USA.
You are supposed to be active, creative and curious in doing this project.
TASK
The continental states fall into four regions. What are they? Each of these regions has special features and interesting places to visit. What region of the USA would you like to go to? What places would you like to visit there?
To answer these questions you will need to work in small groups or individually. And complete tasks and assignments.
To begin you will also need a travel notebook. In this notebook you must write down all the information needed for your research. Don`t forget to save some images for your research. They must help you to reflect the peculiarity of the places you are talking about.
PROCESS
For the lesson on the USA the whole class will be divided into 4 groups. Each group will get one aspect (one of the regions of the USA). Your task will include the following:
PRE-CLASS PREPARATION.
- study Web-based materials using links suggested;
- do additional Internet search for information on the target issue, if necessary;
- answer the questions;
- divide the material between all team members for presentation in class for the members of other groups;
- illustrate the results of your search by examples and create a Power Point presentation reflecting your ideas.
IN-CLASS ACTIVITY
Report to the whole class what you have learned on the topic for your group activity.
Phase 1 – Background information
For the lesson I decided to break “The USA” into 4 parts. Each group will need to study only one part and inform the whole class about its major features and subjects.
Phase 2 – Roles
You will be working in teams. It will be up to you to divide roles in each team. For efficiency, there should be a leader, who will organize the work and divide the issues within each topic to make sure everything is covered and there is no overlap. However, all team members are responsible for presenting information in class, regardless their role in pre-class preparation process.
Group 1: The Northeast
http://www.slideshare.net/sc31082/us-geography-powerpoint?next_slideshow=5 (regions of the USA)
http://en.wikipedia.org/wiki/Northeastern_United_States (The first Europeans who settle the USA)
http://www.slideshare.net/linhtruong123829/american-studies-culturepptx?next_slideshow=1http://www.infoplease.com/askeds/big-apple.html (the nickname of NY)
http://www.youtube.com/watch?v=64PpR8vM7AE (video)
http://www.youtube.com/watch?v=qtw_-wocMBQ (video)
http://www.jurnii.com/rv/rv_guide/us_ne_reg_attractions.php (tourist attractions)
QUESTIONS
Where did first Europeans come to? Who were they? Where were they from?
What are the largest cities in the region?
Americans say that this city likes to live in the past. What city is it? What is the city famous for?
What is the oldest and the most populous city in the Northeast? What is it famous for?
What is unofficial nickname of New York?
Where does American President work?
What is the Capitol?
What are the most important mountains in the Northeast?
What are the major water attractions of the region?
What is the Liberty Bell? Where is it?
Group 2: The South
http://www.slideshare.net/sc31082/us-geography-powerpoint?next_slideshow=5 (regions of the USA)
http://en.wikipedia.org/wiki/Southern_United_Stateshttp://www.youtube.com/watch?v=E0c-ZizZ88M (video)
http://en.wikipedia.org/wiki/Grand_Canyon_National_Park
http://en.wikipedia.org/wiki/MiamiQUESTIONS
Why has the South been a very important region in the history of the USA?
Why is the South economically important?
What National Park in the region is the home to all kinds of water birds?
Miami is the popular tourist destination? What can you say about it?  
Miami is nicknamed the "Capital of Latin America".
What are popular cultural destinations in the area? 
Group 3: The Midwest
http://en.wikipedia.org/wiki/Midwestern_United_Stateshttp://www.wlcsd.org/Loonlake.cfm?subpage=1697583 (geography, history, culture, economy)
http://www.youtube.com/watch?v=MkwqJEIOj-http://webmandry.com/raznoe/priroda/velikie-ozera-severnoy-ameriki-ssha-i-kanady-foto-video-gde-nahodyatsya-velikie-amerikanskie-ozera-na-karte.html (the Great Lakes)
http://en.wikipedia.org/wiki/Mount_Rushmorehttp://www.youtube.com/watch?v=8otW-lCkFbM (video)
http://en.wikipedia.org/wiki/List_of_national_parks_of_the_United_StatesQUESTIONS
1. Why do Americans call the Midwest “the breadbasket”?
2. What are the main cities of the region and what are they famous for? What city is the oldest one?
3. What is the greatest river in the USA?
4. “A sculpture carved into the granite faces”. What is it about?
5. Why do many people visit the Great Lakes?
6. What is Minnessota known as?
Group 4: The West
http://en.wikipedia.org/wiki/Western_United_Stateshttp://en.wikipedia.org/wiki/Las_Vegashttp://en.wikipedia.org/wiki/Disneyland
http://www.youtube.com/watch?v=XhNyRM5HGcc (video)
http://www.youtube.com/watch?v=CO1OOm7uH2E (video)
http://en.wikipedia.org/wiki/Hollywood
QUESTIONS
The West is famous for its many mountains. What are the major mountains in the region?
What are the cities of the West and what can see and visit there?
What city is the popular tourist destination?
Why do people take their vacations in the West?
Where can you see the largest tree on Earth?
Arizona state slogan: Grand Canyon State. Why?
Phase 3- Reaching Consensus
Work in groups. Discuss the following questions and be ready to participate in the whole class discussion.
What do you know about geography of the USA? What places would you like to see and visit in the USA and why? Which region of the USA is the most suitable and attractive for the tourists? Give your arguments.
Final project (Приложение1- pril1), (Приложение – pril2)
Conclusion
Great! You`ve explored the most exciting places of the USA. You have travelled all over the country, learned lots of information about the places, "took pictures" of its beauties, presented it in the best way to your classmates and teacher. Now you have in store: extensive vocabulary on the topic, good skills of public speech and presentation, Internet competence, and of course... your impression of the place and your burning desire to visit it in the future.
Now you are suggested do the task and the Quiz on the USA and check yourselves how much you know of the country. (Приложения – pril3a, 3b)
Would you like to know more about the country and other English-speaking countries? Good luck to you in your future achievements.
Evaluation (Приложение 4- pril4)
Teacher Page (Приложение 5- pril5) 
Приложение 3а
Make the word combinations. Write them:
Christmas of Liberty
The Great Forests
The Liberty Day
George Columbus
The United for Independence
The Statue Claus
The War Tree
Redwood Lakes
Santa Tea Party
Boston States of America
Independence Washington
Christopher Bell
Keys:
Christmas tree, The Great Lakes, The Liberty Bell, George Washington, The United States of America, The Statue of Liberty, The War for Independence, Redwood Forests, Santa Claus, Boston Tea Party, Independence Day, Christopher Columbus.
393554214480Date: _____________________
Form:____________________
Name ____________________
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00Date: _____________________
Form:____________________
Name ____________________
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Приложение 3b
Choose the right item:
The United States of America is a …
a) state b) country c) continent
2. America was discovered by:
a) Christopher Columbus b) George Washington c) the Native Americans
3. The USA is situated:
a) in the northern part of Asia b) in the middle part of North America c) in the Northeast of the USA
4. The US borders on …
a) Italy and Canada b) Mexico and England c) Canada and Mexico
5. The USA is made of … states.
a) fifteen b) fifty c) thirteen
6. Which is the closest state to Russia?
a) Alabama b) Alaska c) California
7. The capital of the USA is…
a) Washington b) New York c) Chicago
8. The American flag is often called …
a) ”Jack Union” b) “Stars and Stripes” c) –
9. The American flag has:
a) fifty stripes b) thirty stars c) thirteen stripes
10. The first president of the USA was …
a) Barack Obama b) George Washington c) George Bush
11. What river is not in the USA?
a) the Mississippi b) the Colorado c) the Thames
12. The Statue of Liberty is situated in …
a) Chicago b) Washington c) New York
13. New York is called …
a) “The Big Orange” b) “The Big Apple” c)” The Tasty Apple”
14. Washington, D.C. is situated on the …
a) Mississippi b) Potomac River c) Hudson River
15. The USA is the … largest country in the world.
a) second b) sixth c) fourth
16. The Great Lakes in the … of the USA are very deep.
a) north b) south c) west
Keys 1.-b 2-a 3- b 4- c 5- b 6-b 7-a 8-b 9-c 10-b 11-c 12-c 13-b 14-b 15-c 16-aПриложение 4
Beginning (2) Developing (3) Accomplished (4) Examplary (5) ScoreContentThe information is not clear or does not support the task in any way. There is a lot of information that is not clearly connected to the task. The role is not acted out at all. There are no images enclosed. Sufficient information that relates to the task, but some material doesn`t correspont to the task. Parts of the presentation are not connected well enough. The chosen role is not fully acted out. Abundance of matirial. All the material strictly corresponds to the task and meets the requirements of the chosen role. The content is structured. The information is presented in a clear logical way.
ComposingNo Clear focus, structure or elaboration. No central idea. Text is disorganized. Maintains clear focus and structure. No elaboration. Central idea is clear, but could be organized better. Maintains clear focus, structure. Some elaboration. Central idea is clear and delivered in an organized text. Shows some unity and organization. Establishes and maintains clear focus, structure and elaboration. Central idea is clear and delivered in an organized text. Shows unity and organization. Speaking SkillsInaudible or too loud; no eye contact; speech tempo too slow/fast; uninterested monotone speech. Muttering; little eye contact; uneven speech tempo; little expressiveness. Clear articulation but not polished. Balanced articulation, clear pronunciation; proper volume; steady speech tempo; good posture and eye contact; enthusiasm; confidence. Spelling / GrammarUntyped. Over 6 spelling or grammatical mistakes. Poor vocabulary. Inappropriate use of words. 4-6 spelling or 1 grammatical mistakes. Words are nonspecific and redundant. No more than 3 spelling or grammatical mistakes. Good vocabulary. Typographical/printing problems. No spelling or grammatical mistakes. Perfect vocabulary. Sentence FormationIncomplete sentences. Hard to follow writer's thought. No standard word order. Complete sentences and easy to follow writer's thoughts. Standard word order. Sentences are formed completely and express writer's thoughts. Sentences are formed completely and are appropriately mature to express writer's thoughts. Some expressiveness is also achieved with the help of word order.
StyleWriter has no language control. Writing is dull with no sentence variation. Writer controls language, shows some vividness with selected vocabulary, information. Good sentence variety. Writer shapes and controls language most of the time, shows vividness most of the time, uses selected vocabulary, information, and sentence variety. Writer purposefully shapes and controls language to affect reader. Writing shows vividness with selected vocabulary, selected vocabulary, selected information, and sentence variety. Audience ResponseIncoherent; audience lost interest and could not determine the point of the presentation. Some related facts but went off topic and lost the audience; mostly presented facts with little or no imagination. Presented facts with some interesting "twists"; held the audience's attention most of the time. Involved the audience in the presentation; points made in creative way; held the audience's attention throughout. Приложение 5
Teacher page
Introduction
Students will enlarge their vocabulary on the topic "The USA", improve their listening or reading skills (according to the type of exercises they`ve got), exercise their creative writing skills and their knowledge of the world`s places of interest.
Learners and Standards
This web-quest can be adjusted for students (grades 7-9). It is currently formatted for 7th grade students specifically. It can be included in that part of school curriculum which is dedicated to study of "The USA". This web-quest will help you to awake students' interest in the topic, improve their Internet competence, their ability in finding and working up information on the specified topic. You can also give them a chance to practice their public speech skills. The students can present their works and then you may discuss the advantages and disadvantages of their presentations together. It is better if the students will use only English language to express their opinions.
Process
This web-quest is designed as an individual activity but students can also work in pairs if you prefer so.
Students can work in class but Internet access is necessary. Students can also work at home and a final product from everyone will be required.
You can choose one of the places yourself and prepare the neccessary material for studying (download, print the texts, prepare audio or video for listening/watching in class). Within a lesson you can do the first exploratory work as an example. Then students will make their own choice working at home and prepare their own presentation. Talk to the students about key information and what to look for. Encourage the students to use resources that are given in the list.