Урок по английскому языку, посвященный интернет зависимостям «Internet-Addiction»
Цель: совершенствование иноязычной коммуникативной компетенции по теме «Интернет-зависимость»
Задачи:
Практические
познакомить студентов с лексикой по теме «Интернет-зависимость» и организовать ее первичную тренировку;
развивать умение чтения с извлечением детальной информации;
развивать умение воспринимать на слух иноязычную речь с извлечением детальной информации;
совершенствовать умения монологической речи в пределах изучаемой темы
Воспитательная
привлечь внимание студентов к собственному психическому здоровью
развивать умение работать в группах;
Образовательная
познакомить студентов с симптомами Интернет-зависимости (на основе исследований психолога Гарвардского университета)
Развивающая
развивать языковую догадку, оперативную и кратковременную память
Тип урока: комбинированный
Оборудование и оснащение:
Раздел рабочей тетради по теме «Интернет-зависимость» (на основе УМК по английскому языку для 10 класса «New Millennium English»), ноутбук, экран, медиапроектор, колонки, презентация к уроку.
План урока:
организационный момент
постановка темы, знакомство с планом урока, постановка задач
речевая зарядка (вхождение в атмосферу иноязычного общения)
основной этап
Подведение итогов, рефлексия. Инструктаж домашнего задания.
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работа с текстом
физминутка
совершенствование умения монологической речи (мини-проекты, работа с опросниками)
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предтекстовый этап (семантизация лексики, интерпретация заголовка)
текстовый этап
послетекстовый этап (задания по тексту, аудирование)
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Ход урока:
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Этапы урока |
Деятельность учителя |
Деятельность студентов |
Режимы работы |
Примечания |
Время |
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1. Организационный момент.
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- Good morning. Nice to meet you. - How are you? |
- I’m OK, thank you |
Фронтальная работа |
1 мин |
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2. Постановка темы (прием антиципации), знакомство с планом и постановка задач урока на его основе |
-Look at the picture and guess what we are going to talk about (см.презентацию) - Look at the mind-map (web) and guess the second part of the topic. What unites all the words here? What can people depend on? So the topic is … - Look at the plan of the lesson. What do you think we are going to do today? Write down the aim that you are going to achieve (in worksheets). (см.Приложение 1) Besides we are going to develop speaking skills, reading skills, listening skills. At the end of the lesson we’ll come back to your aims |
the Internet Addiction Internet-addiction I am going to analyze my work, to develop speaking skills, etc. |
Фронтальная работа |
Слайд 1 Слайд 2 Слайд 3 |
0,5 мин 1 мин 1 мин |
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3. Речевая зарядка - создание атмосферы иноязычного общения |
The Internet is a great achievement of mankind. But there are some pros and cons? What are they? Look into your worksheet. Here you can see some prompts. |
It gives us a chance to communicate with people from other countries … |
Фронтальная работа |
Задание в рабочей тетради |
2 мин |
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4. Основной этап. 4.1. Работа с текстом 4.1.1. Предтекстовый этап: - интерпретация заголовка |
Look at the title of the text: “Caught in the Net”. What do you think this text is about? Why is it called so? |
About an Internet-addict. It is called so because these addicts can’t live without the Internet, they are dependent on it |
Фронтальная работа |
Слайд 4 |
1 мин |
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- семантизация новой лексики контекстным, переводным и наглядным способом |
Look at the screen. You can see here some words from the text. Which of them denote a state and which denote people? |
Addict – a person Addiction – a state |
Фронтальная работа |
Слайд 5, 6 |
1 мин |
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4.1.2. Чтение текста с извлечением детальной информации |
Work in groups, read the text and make a list of symptoms of computer-addiction. Write these symptoms in your worksheets below the text. |
Читают текст, попутно выписывая симптомы |
Групповая работа |
Задание в рабочей тетради |
5 мин |
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4.1.3. Послетекстовый этап - контроль результатов работы в группах |
Do you have any questions? What symptoms of computer addiction can you name? |
Neglecting work, having health problems, spending much money on computers |
Фронтальная работа |
1-2 мин |
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- организация самоконтроля правильности отбора информации из текста |
Look into the text again and add to your list of symptoms if necessary. Turn the page over and look through the list of symptoms of computer addiction mentioned by Orzak and compare it with your list |
Вносят дополнения в текст |
Индивидуальная работа |
Задание в рабочей тетради |
1 мин |
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4.1.4. Аудирование текста с извлечением детальной информации |
Listen to a young man called Anthony, speaking about his relations with computers and tick the symptoms which he mentions. (текст видеозаписи см. в Приложении 2) What else does he mention? Work in groups and discuss it. What are your ideas? |
Смотрят видео и заполняют таблицу He likes online chatting … |
Индивидуальная работа Групповая работа |
2 мин 2 мин |
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4.1.5. Подведение итогов по работе с текстом |
What do you know about Internet-addiction now? Really the problem of computer addiction is very serious and we should help people who suffer from this disorder, especially children |
It’s a serious disorder We should help such people |
Фронтальная работа |
0,5 мин |
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4.2. Физминутка |
In order not to be addicted one must make a pause in time. It’s the time to have a rest. Stand up. Look left, look right, look up, look down, look around. Look at your nose, look at that rose. Close your eyes, open, wink and smile. Your eyes are happy again. |
Выполняют упражнение |
Индивидуальная работа |
1 мин |
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4.3. Совершенство-вание умения говорения 4.3.1. Работа в группах: - создание мини-проекта на тему «Советы родителям» - тестирование «Я-Интернет-зависимый?» |
You are future teachers and you are practically my colleagues. You know how to deal with the problem of the Internet-addiction. Work in groups. One group is going to fill in the questionnaire called “Internet-addiction test” (см.Приложение 3) and find out whether they are Internet-addicts or not. Each of you should speak about the results afterwards. The other group is going to work out advice for parents and the questionnaire “Parent-child-addiction test” will help them. (см.Приложение 4) You should choose the leader who will present the results of your work later. |
Работают в группах по заданию |
Групповая работа |
Опросники по интернет-зависимости, листы формата А3, фломастеры |
8 мин |
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4.3.2. Представление результатов работы в группах |
Present your projects. Group one – you are welcome. What can you advise to group 1 / group 2? Thank you for your work. Each of us is an Internet-addict to some extent. |
Представляют свои проекты |
«По цепочке» |
Слайд 7 |
7 мин |
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5. Подведение итогов урока |
At the beginning of the lesson you put an aim for yourself. Have you achieved this aim? Have we managed to do everything? What do you think of today’s lesson? Write an e-mail message to me. (см.Приложение 5) |
Yes, I have We have done all the tasks |
Фронтальная работа |
Раздаточный материал с изображением электронного письма |
3 мин |
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6. Домашнее задание (дифференцированное) |
Choose one of the given tasks: conduct a survey among the students\ teachers of your college whether they are Internet-Addicts or not? Write an article in an Internet-journal on the topic “How to escape from any addiction” Those questionnaires will help you. |
Записывают домашнее задание |
Индивидуальная работа |
Слайд 8 |
1 мин |
Приложение 1.
Раздел рабочей тетради по изучаемой теме
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4. Look through t
he list of symptoms of computer addiction mentioned by Orzak and compare it with your list
5. Listen to a young man called Anthony, speaking about his relations with computers and tick the symptoms which he mentions.
What else does he mention? 6. Work in groups and do one of the tasks: a. fill in the questionnaire called “Internet-addiction test” and find out whether you are an Internet-addict or not.
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b. work out some advice for parents. Make use of the questionnaire “Parent-child-addiction test” will help them.
c. Present the results of you work |
Приложение 2.
Содержание видеозаписи к уроку
Videoscript
As soon as I get home from school I start up my computer. First of all I log on to the Internet and go to “Odnoklassniki” to see if anyone has sent me any messages. Then I go to chat rooms and I can spend there the whole day.
Ok, I admit it; I am a computer-addict. Personally I don’t think it is a problem. I am too busy to go to any stupid seminars. I’ve got web-sites to check and e-mail to send. The Internet is a strange and wonderful place. You can find here huge amounts of information for school, work and just for fun.
Besides, I don’t want to waste time: while chatting online with my friends I search for some useful information for my school projects or read books online.
I don’t go anywhere except school, because I don’t have enough time. I never spend my free time out-of-doors, because all my friends live far from me and we spend our weekends together in the virtual world. It’s fun, you know.
I log on literally until I am physically unplugged by someone else. I can’t work or live without it.
Oh, sorry, I can’t go on talking to you: my friend from New York asks for help…
Начало формы
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Приложение 3. Опросник по Интернет-зависимости Internet Addiction Test (IAT) To assess your level of addiction, answer the following questions using this scale: 1 = Rarely. 1. How often do you find that you stay on-line longer than you intended?
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2. How often do you neglect household duties to spend more time on-line?
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3. How often do you prefer the excitement of the Internet to intimacy (близкие отношения )with your partner?
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4. How often do you form new relationships with fellow on-line users?
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5. How often do others in your life complain to you about the amount of time you spend on-line?
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6. How often do your grades (отметки) or school work suffer because of the amount of time you spend on-line?
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7. How often do you check your e-mail before something else that you need to do?
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8. How often does your job performance or productivity suffer because of the Internet?
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9. How often do you become defensive (оборонительный) or secretive when anyone asks you what you do on-line?
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10. How often do you block out disturbing thoughts about your life with soothing (успокаивающий) thoughts of the Internet?
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11. How often do you find yourself anticipating when you will go on-line again?
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12. How often do you fear that life without the Internet would be boring, empty, and joyless?
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13. How often do you snap (огрызаться), yell, or act annoyed if someone bothers you while you are on-line?
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14. How often do you lose sleep due to late-night log-ins?
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15. How often do you feel preoccupied (поглощенный) with the Internet when off-line, or fantasize about being on-line?
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16. How often do you find yourself saying "just a few more minutes" when on-line?
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17. How often do you try to cut down the amount of time you spend on-line and fail?
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18. How often do you try to hide how long you've been on-line?
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19. How often do you choose to spend more time on-line over going out with others?
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20. How often do you feel depressed, moody, or nervous when you are off-line, which goes away once you are back on-line?
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1 = RarelyYour Score:
After you've answered all the questions, add the numbers you selected for each response to obtain a final score. The higher your score, the greater your level of addiction and the problems your Internet usage causes. Here's a general scale to help measure your score:
20 - 49 points: You are an average on-line user. You may surf the Web a bit too long at times, but you have control over your usage.
50 -79 points: You are experiencing occasional or frequent problems because of the Internet. You should consider their full impact on your life.
80 - 100 points: Your Internet usage is causing significant problems in your life. You should evaluate the impact of the Internet on your life and address the problems directly caused by your Internet usage.
Приложение 4.
Опросник для родителей об Интернет-зависимости их детей
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1. How often does your child disobey time limits you set for on-line use?
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2. How often does your child neglect household duties to spend more time on-line?
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3. How often does your child prefer to spend time on-line rather than with the rest of your family?
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4. How often does your child form new relationships with fellow on-line users?
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5. How often do you complain about the amount of time your child spends on-line?
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6. How often do your child's grades (отметки) suffer because of the amount of time he or she spends on-line?
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7. How often does your child check his or her e-mail before doing something else?
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8. How often does your child seem withdrawn (отдаленным) from others since discovering the Internet?
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9. How often does your child become defensive (оборонительный) or secretive when asked what he or she does on-line?
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10. How often have you caught your child sneaking (таящимся) on-line against your wishes?
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11. How often does your child spend time alone in his or her room playing on the computer?
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12. How often does your child receive strange phone calls from new "on-line" friends?
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13. How often does your child snap (огрызаться), yell, or act annoyed if bothered while on-line?
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14. How often does your child seem more tired and fatigued (усталый) than he or she did before the Internet came along?
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15. How often does your child seem preoccupied (поглощенный) with being back on-line when off-line?
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16. How often does your child throw tantrums (сердиться) with your interference about how long he or she spends on-line?
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17. How often has your child choose to spend time on-line rather than doing once enjoyed hobbies and/or outside interests?
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18. How often does your child become angry or belligerent (агрессивный) when you place time limits on how much time he or she is allowed to spend on-line?
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19. How often does your child choose to spend more time on-line than going out with friends?
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20. How often does your child feel depressed, moody, or nervous when off-line which seems to goes away once back on-line?
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4 = OftenAfter you've answered all the questions, add the numbers you selected for each response to obtain a final score. The higher the score, the greater the level of your child's Internet addiction. Here's a general scale to help measure the score:
20 - 49 points: Your child is an average on-line user. He or she may surf the Web a bit too long at times, but seems to have control of their usage.
50 - 79 points: Your child seems to be experiencing occasional to frequent problems because of the Internet. You should consider the full impact of the Internet on your child's life and how this has impacted the rest of your family.
80 - 100 points: Internet usage is causing significant problems in your child's life and most likely your family. You need to address these problems now.Конец формы
Начало формы
Конец формы
