Конспект урока по английскому языку в 11 классе на тему: Хотели бы вы стать знаменитым?

Урок английского языка в 11 классе по теме «Would you like to be famous».
“Enjoy English 11, М. З. Биболетова и др. Unit 1, Section 4”“Participating in society”
Цели урока:
 учебная – систематизировать лексические навыки через чтение и письмо; коммуникативная – обмен мнениями о содержании текста и своем опыте; 
воспитательная – утверждение своей позиции по вопросу – хорошо ли быть знаменитым; 
компетентностная – осмысление собственного опыта.
Задачи: активизация лексики пройденной темы “Participating in society”. Черты характера; расширение  навыков работы с текстом; совершенствование умений выражать свое мнение и принимать точку зрения другого и делать  самооценку своей работы.
Оборудование: карточки с частями текста, маркер, доска, словари, листы самооценки.
Прием РКМЧП: Чтение с остановками, Синквейн.
Ход урока
I стадия (фаза). Вызов (evocation).
Начало урока . Организационный момент.
Приветствие. T. Good morning, pupils! Nice to meet you. How are you today? Are you fine? – P1, P2.
That’s nice. Then let’s start our lesson. Look at the screen. Who are all these people? You are right. Can you guess what we are going to talk about? – P1. Yes, you are right. Have a look at the blackboard. Name and write down “Pros and Cons of being a celebrity”. Today we are going to read a story “Mistaken identity” by Mark Twain.
What are we going to do at the lesson? What is the goal of this lesson? – P1, P2, P3.
(учащиеся высказывают свои предположения и идеи, учитель фиксирует предположения учащихся на доске).
II стадия. Осмысление содержания. (realization of meaning)
Reading of the first part of the story.
The first stop – Questions
Who is the main character of the story?
Why was he nervous?
Can you mime his face when the local official didn’t help him?
What are your predictions about the future situation of the story?
Reading of the second part of the story.
The second stop – Questions
What had happened? Did you predict this or not?
What are your feelings about this part of the story?
What will be further?
Reading of the third part of the story.
The third stop – Questions
·        What do you feel about the last part of the story? Why?
·        What parts of the text prove your predictions, what parts don’t?
Prediction.
What did the porter answer? Give you variants. Discuss it in pairs and present it to the group. Read the real last sentence and compare it with our variants. Give your reasons.
Reflection.
·        What is the genre of the story? How can you prove?
Would you like to be recognized?
Write down the poem to the word “being famous” (приём «Синквейн» 1 строка – существительное, 2 строка – 2 прилагательных, 3 строка – 3 глагола, 4 строка – фраза, отношение автора к данной теме, 5строка – синоним к первому понятию).Ученики озвучивают то, что у них получилось и на доске записываются наиболее часто озвученные слова
Написание синквейна на тему «Being famous»
Being famous
Celebrity
Outstanding, political
Work hard, support, foretell
It is important and responsible to be famous
Public figure
T. Well done. Now let’s complete the table in your cards. Заполнение карточек самооценки своей деятельности на уроке. Ученики делают вывод о том, что они узнали, поняли, как участвовали и какие чувства и эмоции испытали во время урока.
Thank you for your work today.
Выставляются оценки.
Good bye!
Приложение 1
Mistaken identity (by Mark Twain)
Years ago I arrived one day at Salamanca, New York, where I was to change trains and take the sleeper. There were crowds of people on the platform, and they were all trying to get into the long sleeper train which was already packed. I asked the young man in the booking-office if I could have a sleeping-berth and he answered: "No." I went off and asked another local official if I could have some poor little corner somewhere in a sleeping-car, but he interrupted me angrily saying, "No, you can't, every corner is full. Now, don't bother me anymore," and he turned his back and walked off. I felt so hurt that I said to my companion, "If these people knew who I was, they..."1 But my companion stopped me there,— "Don't talk such nonsense, we'll have to put up with this," he said, "If they knew who you were, do you think it would help you to get a vacant seat1 in a train which has no vacant seats in it?"
The first stop.
(Первая остановка)
2. This did not improve my condition at all, but just then I noticed that the porter of a sleeping-car had his eye on me. I saw the expression of his face suddenly change. He whispered to the uniformed conductor, pointing to me, and I realized I was being talked about. Then the conductor came forward, his face all politeness. "Can I be of any service to you?" he asked. "Do you want a place in a sleeping-car?" "Yes," I said, "I'll be grateful to you if you can give me a place, anything will do." "We have nothing left except the big family compartment," he continued, "with two berths and a couple of armchairs in it, but it is entirely at your disposal. Here, Tom, take these suitcases aboard!" Then he touched his hat, and we moved along.
The second stop.
(Вторая остановка)
I was eager to say a few words to my companion, but I changed my mind. The porter made us comfortable in the compartment, and then said, with many bows and smiles: "Now, is there anything you want, sir? Because you can have just anything you want." "Can I have some hot water?" I asked. "Yes, sir, I'll get it myself." And he disappeared. I smiled at my companion, and said: "Well, what do you say now? Didn't their attitude change the moment they understood I was Mark Twain? You see the result, don't you?" My companion did not answer. So I added, "Don't you like the way you are being served? And all for the same fare."As I was saying this, the porter's smiling face appeared in the doorway and this speech followed:"Oh, sir, I recognized you the minute I set my eyes on you. I told the conductor so." "Is that so, my boy?" I said handing him a good tip. "Who am I?"
The third stop.
(Третья остановка)
"Mr McCleilan, Mayor of New York", he said and disappeared again.
Приложение 2 Форма самооценки своей деятельности на уроке
My participation in the lesson
(Мое участие в уроке)
 
 
  My feelings and emotions during the lesson
(Мои чувства и эмоции во время урока) My difficulties
 
(Мои затруднения) Valuable thoughts for me from the lesson
(Ценные мысли от урока для меня)