План-конспект урока ТВ в нашей жизни

Открытый урок по теме "TV in My Life"

учитель высшей категории

МБОУ гимназия №12 им. Г.Д. Державина

Косых Н.Н.

Цели урока:

- научить учащихся составлять диалогические и монологические высказывания по теме, выражать свое собственное мнение, слушать и принимать точку зрения оппонента;

- развивать навыки логического мышления, самостоятельного принятия решения, умения использовать информационные технологии для получения необходимой информации;

- воспитывать независимую личность с собственным мнением и гражданской позицией.

Развивать компетенции:

познавательную, компетенцию социального взаимодействия, коммуникативную компетенцию, компетенцию информационных технологий, компетенцию гражданственности.

Level: upper-intermediate

Competence development: competence of cognitive learning, social interaction competence, communication competence, information technology competence

Skills: Listening. Reading. Speaking.

Language Focus: activating vocabulary on the topic TV, word formation

Combines with: FCE Star by Luke Prodromu

Time: 45 minutes

Materials: 1) recorded text

2) handouts

3) multi-media presentations

Procedure

I Organization moment. Aims of the lesson. (1 min)

Hello, everybody. Today we are going to talk about TV. Whether you like it or not TV has become an inseparable part of our life and you have to put up with it. We have already discussed a number of issues connected with TV, still there is much more to say. You'll have different tasks in the lesson today: reading, listening, making presentations and so on. Well, let's start.

II Speech drill (7 min).

It'll be reasonable to begin with TV history. How did it all begin? On the monitor you see a number of important landmarks. Match each of them with the

appropriate year. Then you will check it up.

TV HISTORY

1 1873 -prediction of the existence of the electromagnetic waves by the Scottish scientist James Clerk Maxwell

2 1884 - the first true television mechanism was designed by the German engineer Paul Nipkow

3 1888 - photoemission was discovered by the German physicist Wilhelm Hallwachs

4 1928 -the first home television receiver was demonstrated in New York by the American inventor Ernst F. W. Alexanderson

5 1936 -the first public broadcasting of television programs in London

6 1939 -the first regular television broadcasts was begun in the United States

7 1951- public broadcasting of color television was begun

8 1960s - television cameras are used extensively on orbiting weather satellites

9 1970-1980s - videocassette recorders (VCRs) were introduced

10 1990s - a fully digital system was demonstrated in the United States

11 2000s -the largest flat panel display televisions are in use

Comment on the following quotations:

When television is good, nothing… is better. But when television is bad, nothing is worse.

Newton Minow

Some television programs are so much chewing gum for the eye.

John Mason Brown

I hate television. I hate it as much as peanuts. But I can't stop eating nuts.

Orson Welles

III Listening (7 min)

1. Pre-listening. Listen to the statements and develop the idea:

• Nowadays there are a lot of private channels so…

• The standard of some programs leaves much more to be desired…

• There are too many adverts on TV…

• People waste their time watching some programs…

• TV is a good companion for lonely old people…

• Nature programs are beautiful to watch…

• TV is an effective way of educating children…

2. Now listen to the text and fill in the table. (The students are given handouts).

All parents want their child to perform well in school. However, three new studies suggest this may not happen if the child watches too much television. The studies were published this month in the Archives of Pediatric and Adolescent Medicine.

Researchers at Stanford University in California and Johns Hopkins University in Maryland carried out one study. They examined the test scores of three hundred fifty students who were about eight years old. More than seventy percent of these students reported having a television in the room where they sleep. These students performed between seven and nine points lower on math, reading and language tests than students without televisions in their rooms.

VOICE TWO:

Scientists at the University of Washington carried out the second study. They examined information on about one thousand eight hundred students. The researchers found that too much television before age three was linked to lower reading skills by age six. The study also found that six and seven-year-old children had poorer short-term memory if they had watched a lot of television in their earliest years. However, children who watched TV after age three seemed to be better able to sound out and say words.

VOICE ONE:

Researchers at the University of Otago in New Zealand did the third study. They followed more than one thousand people born around nineteen seventy-two. They found that those who watched the most television between the ages five and fifteen were the least likely to finish high school and college by age twenty-six.

A report critical of the three studies also appeared in the Archives of Pediatric and Adolescent Medicine. Deborah Linebarger of the University of Pennsylvania helped write it. She said the studies measured only the time children spent watching television and not what programs they watched. Her research has shown that quality educational programs can help children learn.

3. Read your notes aloud.

IV Reading. (7 min)

1. Pre-reading. What programs are there on the Russian channels? What do you think of reality shows?

While-reading. Read the text and do all necessary changes (word formation)

Reality Shows

Despite the (1) ……….. (suggest) by many critics that reality shows would be a very short-lived phenomenon, it is still increasing in (2)………. (popular). Several reality shows are (3) ……….. (current) watched by millions of viewers each night, and it's clearly a form of (4) …………… (entertain) that's here to stay. Indeed, a number of people have become (5) ………… (fame) because of their (6)………… (involve) in reality TV shows, and have gone on to have successful careers as singers, (7) ……….. (act) or TV presenters. We can watch with (8) …………. (excite) each night the "goings-on" in the house (or jungle, or bar, or school of arts). The (9) ……….. (converse) between the contestants are interesting, so we don't get (10) ………..(bore) and there are frequently (11) ………… (vary) conflicts, which provide further (12) ………… (amuse). The contestants have to give some kind of (13) …………. (perform) at the end of the week, that's even more appealing. But there's a (14) ……… (say) in the TV industry: "it's all in the editing" and this is especially true of reality shows.

2. Answer the questions:

• Do you agree that reality shows are a very short-lived phenomenon? Why? Why not?

• How do producers keep the viewers interested?

• Can you give an example of a successful career of some contestants of any reality show?

• Would you like to become a participant of a reality show? Why? Why not?

V Presentations (10 min)

It was your home assignment to prepare a multi-media presentation called "TV in My Life". Let's watch them. Now your task will be to watch and find out:

• the first group - time spent on TV

• the second group - the most popular programs

• the third group - the least watched programs

VI Talking. (15min)

1. It's high time we drew some conclusions: is TV a good thing or does it do people a lot of harm? Divide into two groups and discuss advantages and disadvantages of TV. You are given 3 minutes.

2. Give your grounds.

3. What about computers? In what way are they more useful to your mind?

4. Role play.

Let's have a role play. You will be given some parts and supporting cards with useful vocabulary. Try to be natural and convincing.

VII Summerizing results. Marks. Номе assignment.

На каждом уроке я работаю над формированием различных компетенций, но неизменно особое внимание фокусируется на компетенции социального взаимодействия. Формирование компетенции социального взаимодействия происходит поэтапно, включая ценностно-смысловой этап (целенаправленное формирование комплекса социальных качеств, специальных потребностей и способностей социального взаимодействия) и социально-креативный этап (развитие механизмов взаимодействия индивидуума и социума на основе использования потенциальных возможностей социума).

Выявлены критерии сформированности компетенции социального взаимодействия, основу которых составили: умение использовать личный жизненный опыт; эмоциональная устойчивость; владение речевыми и письменными навыками; потребность оказывать помощь другим; потребность в осуществлении контактов, интерес к результатам группы; наличие социальных качеств, таких как социальная ответственность, социальная активность, толерантность.

Понятие «компетенция социального взаимодействия» на уроке английского языка выступает как практическая готовность каждого присутствующего к осуществлению социального взаимодействия при решении поставленных целей и задач урока. Эта готовность к взаимодействию является краеугольным камнем коммуникативной компетенции, то есть умения общаться с другими членами социума. Особо ярко проявляется эта компетенция при организации дискуссий, круглых столов, ролевых игр в максимально приближенных к реальности ситуациях общения.

На примере ниже приведенного урока можно увидеть, как на различных этапах урока учащиеся взаимодействуют: слушают, высказывают свою точку зрения, опираясь на личный жизненный опыт, работают в группах, проводя опросы и представляя свои презентации. Эти смоделированные ситуации общения воспитывают независимость суждений, толерантность, зрелость принятых решений.

Таким образом, формирование компетенции социального взаимодействия помогает решать поставленные задачи урока.