Tima Wrap

№

Этап урока

Время

Содержание

Методы и приемы

Деятельность учителя

Деятельность ученика

УУД

1

Организационный этап

5

Приветствие. Беседа с классом

Фронтальный

опрос

Приветствует учеников,

создает атмосферу

иноязычного общения,

используя

видео-ролик, с целью подведения к теме урока

https://www.youtube.com/watch?v=DX-CIF6Djwg

Приветствуют

учителя,

включаются в

речевую

деятельность, отвечая на вопросы учителя после просмотра видео

Коммуникативные

2

Постановка целей и задач урока. Мотивация учебной деятельности учащихся

3

Введение элемента

нового материала

Фронтальный

опрос

Проговаривается тема урока и задаются вопросы для выражения личного мнения

На доске пишем выражение «Modern devices». Учитель показывает карточки с изображением современных дивайсов и дети предлагают свои варианты современных дивайсов.

What do they mean? Give the examples.

Which modern devices couldn’t you live without?

Ответы учащихся

Регулятивные,

логические, познавательные

3

Мозговой штурм

3

Развитие лексических, логических навыков.

Фронтальный опрос

На доске выводится фото с изображением кухни. Класс делится на 2 группы. Одна группа защищает 1940-ые (используя лексику : simple life, family time, no distractions), а вторая современность (comfort, speed, technology). Do you think people had a comfortable life in their houses in the past? Discussion.

Варианты ответов учащихся

Mobile phones, internet, visiting museums and parks, the life was cheaper, the life is more expensive

“Looking at this collage , I can see that in the 1940s people had to spend more time on chores, whereas today we have appliances”

Логические

4

Первичное усвоение новых знаний

3

Организовать осмысленное восприятие новой информации, изучить новый материал

фронтальная работа, индивидуальная

Ex.1, pg 42.

1 SPEAKING. Work in pairs. Look at the photo of a

kitchen in a 1940s house. Choose the things you

think the average family had in the 1940s. Do you

think life was difficult? Why / why not?

central heating ı a DVD player a fridge

■ a microwave ■ a radio ■ an oven ■ a computer

■ a washing machine ■ a hoover ■ a dishwasher

■ a phone*a television

Варианты ответов учащихся

Общеучебные

регулятивные

логические

5

Первичная проверка понимания

4

Развитие лексических, логических навыков.

Фронтальный опрос

Учитель раздает материал с текстом “The 1940s house”. Look through the text and find key words that are suitable for one of sentences in ex.3, p.42

A 'There were many times when I thought, “I can’t do this.

I am a twenty-first century woman, I don’t

work eighteen-hour days." But then I'd stop and

say, "Hang on. In the 1940s, women didn't say

they couldn’t do it. They just got on with it.'" These

are the words of fifty-year-old Lyn Hymers, who

took part in an experiment called The 1940s House.

The purpose of the experiment was to see if a

modern-day family could survive in the 1940s.

B In March, Lyn, her husband Michael, her daughter

and two grandsons arrived at a three-bedroomed,

semi-detached house in south London.

Unfortunately, when they opened the door, all

twenty-first century labour-saving devices magically

is disappeared. There was no central heating in the

two-storey house, not much soap or toilet paper and

only a radio for entertainment! The family didn’t have

a fridge, but luckily they had an oven and a larder.

They also had a coal fire to keep them warm.

C But food and warmth were not as important as

safety - their first task was to quickly dig a hole

in the garden for a 2 metre by 1 metre air-raid

shelter*. World War II started in 1939 and, although

the war wasn't real for the Hymers, they spent a lot

of time in the old-fashioned shelter. They wanted

the experiment to be as realistic as possible.

D The war wasn't real, but the difficulties of

everyday life were. In the 1940s, there was food

rationing*. There wasn't much meat or milk, or

many eggs, and the food was really boring. As a

result, the family were often hungry, especially the

children. Before the experiment, the children often

had snacks, but now they ate dry sandwiches for

lunch, filled with lettuce from the garden.

E Domestic chores were a challenge, too. In the

1940s these chores were like a full-time job. While

Michael went out to work, Lyn and her daughter

spent most of their time preparing meals, doing

the dishes and hoovering the floor. Things that Lyn

did easily before, now became terribly difficult. She

missed her washing machine most of all. 'We had

to boil the clothes and when the weather wasn't

good, it was impossible to dry anything,' said Lyn.

F Today, Lyn is back in her modern, open-plan

home, but surprisingly, she misses the 1940s

house. The family grew closer, she feels, because

they helpfully shared the hard work. In the

evenings they played board games with the

children, read books or just talked. Life in the 1940s

wasn't easy, but an easier and more comfortable so

life doesn't necessarily mean a better life. 'I would

happily go back there,' she says. 'I loved that house

and the shelter w here we all laughed and cried

together as a family.’

Чтение текста, извлечение необходимой информации

Коммуникативные, познавательные

6

Первичное закрепление

5

Осмысленное усвоение и закрепление знаний.

Индивидуальная работа

Discuss the questions

Would you like to take part in an experiment like this? Why/Why not?

Do you think people were happy in the 40? Why/Why not?

How were men’s and women’s lives different in the 40?

Выводим на доску коллаж с изображением разных эпох и рассуждаем, используя фразы

Общеучебные Регулятивные Логические

7

In pairs, students should choose a period of history they would be interested to.

Work in groups. Imagine you are going to take part in a similar experiment for a month, but you are allowed to take three labour-saving devices or gadgets with you. Agree on three things to take with you. You can use the list in exercise 1 to help you.

Encourage Students to Use Some language for making suggestions, аgrееiпg оr disagreeing , e.g.l think we really nееd ..,;How about taking ...?; l think that ... would bе mоrе useful; l’m nоt sure. What about .. . instead? . At the end of the activity, оnе student presents the grоuр’s ideas to the class. Have а class vote оn which grоuр chose the most useful devices.

8

Информация о домашнем задании, инструктаж по его выполнению

5

Запись домашнего задания

Фронтальная работа, индивидуальная

What would you miss most if you lived in the 1940s? WHY?

Контролирует запись учащимися д/з, объясняет домашнюю работу.

Регулятивные

9

Рефлексия

( подведение итогов занятия)

3

Обощение и выводы

групповая

Возвращает класс к коллажу. Просит оценить жизнь в 1940-ых, опираясь на факты из текста, используя лексику из текста rationing, household chores, coal fire

И использовать грамматику used to/would для описания прошлого.

Which lifestyle is better and why?

Проводит сравнительный анализ : С чего начали и к чему пришли, выражают свое мнение.

Коммуникативные и

регулятивные