Интегрированный урок

для учащихся 9 класса

Тема урока: Ученик и его окружение.

Цели:

1) обучающая: развитие монологической и диалогической речи; ознакомление с типами человеческих темпераментов; обучение владению мимикой с использованием разных средств драмы во время урока; закрепление выученной лексики путем драматизации различных ситуаций;

2) воспитательная: создание приятной для учащихся атмосферы рабочего урока; развитие мышления и скорости ориентации в нестандартных ситуациях; развитие умения понимать человека, стараться ему помочь в сложных для него случаях; акцентирование на умении быть друзьями, правильно реагировать на поведение других.

Оборудование: аудиотехника, раздаточные карточки, плакаты с ключевыми выражениями, карточки с изображением разных типов характера человека.

Ход урока.

I. Введение в ситуацию.

Т. Dear children! How are you? And you?

— I am fine.

— I’m not bad.

— So-so.

— And you?..

T. All of you on your way to school saw something, thought about something, felt something. And now let's speak about your feelings, thoughts and emotions on your way to school.

(класс делится на 4 группы, каждой из которой даётся карточка и ситуация в ней, которую нужно проиграть).

Сангвиник. As for me, this morning was nice and good. Bright sun, fresh air, golden leaves. My way to school was full of pleasure. I looked at nice and pretty girls. I saw only smiling children, I heard wonderful birds' songs. My mood was so bright, that I wanted to sing.

Флегматик. My way to school? What do you want to know? Was anything interesting? Maybe. I don't remember. Perhaps, several girls speaking about boys; some boys, walking along the street. What else? Dogs, cats, and everything like every day. That's all, nothing special.

Меланхолик. Morning? Was it a real morning? It was an awfully dangerous meeting with cold weather, dirty pavements, grey sky. Children? All the time they wanted to push me into deep pools. Autumn? A lot of crows, flying and trying to make my clothes dirty. By the way, they cried like crazy. What else? Oh, and besides, I went to school! Oh, my God!

Холерик. My way to school? OK, I shall tell you. Now, now. Let me think. Oh, I left my bag! No, it is here. OK. Let's start. I woke up, had breakfast and... Oh, my God! Where is my key? How shall I open the door? Oh, it is here. Well, walking to school I saw a lot of things: my friends, my teachers, my... I don't remember. Oh, it's time to go. To go — where? But I must run.

(на доске запись с типами темпераментов).

Sanguine person — smiles all the time;

melancholic person — cries all the time;

choleric person — makes much noise

and has a high speed;

phlegmatic person — is indifferent to everything.

После окончания этого этапа учащиеся сообщают,

какой тип темперамента был у каждого выступающего.

II. Фонетические упражнения

Учащимся предлагается сделать сурдоперевод слов, выражений, предложений и текста. Задание выполняется в парах. Дети демонстрируют владение мимикой и жестами.

(каждой группе даётся карточка с заданием).

Первая пара — слова: character, mood, face, nose, angry, happy.

Вторая пара — выражения: good manners, pretty face, strong man, bright eyes, to go shopping.

Третья пара — предложения: He is a real hero. She is a girl of my dream. We are friends forever. They met like old friends. Be polite and kind-hearted.

Четвертая пара — текст:This story is about friendship. One day two true friends went to travel. They went by ship into the open sea. Their trip was very hard and dangerous. And only real friendship helped them to survive.

III. Упражнения с ориентацией на основные человеческие чувства

Учитель пытается способствовать развитию чувств учащихся путем практического отображения.

На доске — плакат с надписями:

sight

hearing

taste

feeling
Т. Let's start with SIGHT. Look at your right palm carefully. Pay attention to all details such as: the colour of your palm, the length of your fingers, the lines on your palm and its size.

(My hand is not large. It is rosy, not red. Every line is clear and bright. My fingers are not very long.

My hand is like a young branch. My fingers are long, and my nails are clean and oval. The lines are bright.

I can't be a pianist. My fingers are short. But my palm is square and strong. The lines are pale, and I have a small birthmark like a spot.

The skin on my palm is so pale that I can see every vein. My fingers are thin and soft. I don't have long nails because of my music lessons. I think a boy's hand must be strong and must have some scars. I have cut my palm several times. As for my nails they are not long but clean, not so rosy as girls' ones. My hands can do a lot of work).
Т. Now speak about hearing.

Это упражнение выполняется в виде письма.

Т. Shut your eyes and try to hear every sound inside and outside the classroom. Be ready to write them on the blackboard:

( breathing of people; moving of children; shouting of pupils in the yard; creaking of chairs;

squeaking of pens; 4 voices of birds; rustle of leaves outdoors; noise of papers...)
T. I want you to discuss taste.

Во время этой работы учащиеся работают над упражнением типа «вопросы — ответы» о завтраке и его вкусе. Работа проводится в парах.

Т. The last will be feeling.

Отрабатывая этот аспект, учащиеся тренируют свои ощущения и эмоции. Учитель предлагает изобразить слепого человека. Во время этой игры учащиеся пытаются понять ощущения незрячего человека с позиций их личного опыта: с закрытыми глазами пройти по классу, найти предмет и т.п.

IV. Демонстрация

Работа в парах. У каждого ученика есть индивидуальное задание. На карточке изображено слово — чувство. Его нужно воспроизвести без помощи слов. Партнер пытается угадать, что это за слово.

Примеры:

love greed

hate envy

shy happiness

angry jealousy
V. Описание человека

Класс делится на четыре группы, и у каждой группы есть фотокарточка с изображением человека, которую нужно описать.

VI. Физкультминутка

Это задание называется «Mirrors».

Группа делится на две команды, дети становятся лицом друг к другу. Учитель диктует, какие физические упражнения необходимо выполнить, а дети выполняют их, глядя друг на друга.

Примеры движений:

cleaning teeth;

brushing hair;

looking into the pocket;

dusting shoes;

swimming;

dancing;

yawning...

VI. Релаксация

Учитель предлагает закрыть глаза, расслабиться и послушать музыку. Во время прослушивания дети, разумеется, что-то ощущают. Об этом они сообщают учителю.

VII. Завершение урока

Учитель предлагает учащимся сделать анализ всего урока. Для этого выбирается эксперт. Учащиеся задают эксперту разнообразные вопросы. Например:

Did you like our lesson?

Who was the best pupil today?

Was it interesting for you?

What game did you like most?

What phrases do you remember?

What was the topic of our lesson?

Did we work enough?

Were the tasks difficult?

What was the main idea of the lesson?

Are we good actors?

VIII. Подведение итогов

Сангвиник.As for me, this morning was nice and good. Bright sun, fresh air, golden leaves. My way to school was full of pleasure. I looked at nice and pretty girls. I saw only smiling children, I heard wonderful birds' songs. My mood was so bright, that I wanted to sing.
Флегматик. My way to school? What do you want to know? Was anything interesting? Maybe. I don't remember. Perhaps, several girls speaking about boys; some boys, walking along the street. What else? Dogs, cats, and everything like every day. That's all, nothing special.
Меланхолик. Morning? Was it a real morning? It was an awfully dangerous meeting with cold weather, dirty pavements, grey sky. Children? All the time they wanted to push me into deep pools. Autumn? A lot of crows, flying and trying to make my clothes dirty. By the way, they cried like crazy. What else? Oh, and besides, I went to school! Oh, my God!
Холерик. My way to school? OK, I shall tell you. Now, now. Let me think. Oh, I left my bag! No, it is here. OK. Let's start. I woke up, had breakfast and... Oh, my God! Where is my key? How shall I open the door? Oh, it is here. Well, walking to school I saw a lot of things: my friends, my teachers, my... I don't remember. Oh, it's time to go. To go — where? But I must run.

character, mood, face, nose, angry, happy.

good manners, pretty face, strong man, bright eyes, to go shopping.

He is a real hero. She is a girl of my dream. We are friends forever. They met like old friends. Be polite and kind-hearted.

This story is about friendship. One day two true friends went to travel. They went by ship into the open sea. Their trip was very hard and dangerous. And only real friendship helped them to survive.

love greed hate envy

shy happiness angry jealousy