Этап урока

Содержание педагогического взаимодействия

Формируемые УУД

Планируемые результаты

Деятельность учителя

Деятельность обучающихся

1.Организационный момент

(2 мин.)

(Приветствие, наводящие вопросы, приглашение учащихся в «Литературную гостиную» на необычный урок английского языка)

-Good morning everyone! I’m glad to see you today. How are you?

How did you spend the weekend?

Today we are having a very unusual lesson. Welcome to our literary living room!

- Good morning! Nice to see you too.

I was/I did…

Личностные, регулятивные

Создание положительного настроя, умение настроиться на конструктивную работу.

2. Постановка цели и задач урока

(8 мин.)

(Презентация и музыка аудио приложения к умк, вопросы наводящие учителя, постановка учебной задачи, презентация и монологическое высказывание обучаемого о писателе Джейн Эйр

Please look at the blackboard.

Listen to the music.

Whom can you see?

Do you know this famous person? –

Ok, great!

What do you think it means? - You are almost right.

We are going to meet this famous person and her great works. One of you had her homework to make a presentation and tell us about this famous person. Let’s listen to her.

If you have any questions, ask after the presentation.

Thank you… for your presentation.

We can see a young woman.

The Music is calm

Who is she?

I know that woman, she is….

Are we going to learn about this famous person?

How old was she when she died?

Is she famous now? In Russia?

Did you see any film about Jane Eyre?

Регулятивные, познавательные, коммуникативные

Обучающиеся отвечают на вопросы учителя, формулируют учебную задачу слушают одноклассника, смотрят презентацию,

задают вопросы.

3. Работа по теме урока. Развитие навыков чтения, поиск информации, развитие навыков аудирования, развитие навыков монологи ческой речи (15 мин.)

(Учитель задает вопросы после аудирования текста и рассказывает о методе критического мышления и работы с текстом «6 шляп», делит учеников на 6 групп, каждая группа выбирает свою шляпу и слушает задание,

Now let’s listen to a short extract from the book?

Answer my questions, please.

Who is a narrator of the story?

Who can you see in the picture?

And now I’d like to tell you about 6 thinking hats.

It’s Edward de Bono’s six thinking hats model for critical thinking and problem solving. Each hat has got its meaning.

Let’s divide our class into 6 groups. Each group will have its hat.

The White hat group in ten minutes will tell us about the facts and figures in the text.

The Black hat group will tell us about the problems and weaknesses in the text.

The Red hat group will tell us about emotions and feeling of the main characters in the text.

The Yellow hat group will tell us about the positive points in the text.

The Green hat group will tell us about what can be the end of the story.

The Blue hat group will tell us about their way of thinking the problem in the text.

Remember the ruler working in the pairs. What are they?

The narrator is Jane Eyre.

We can see a boy and a girl.

I think the girl is Jane Eyre, and the boy is John Reed.

Look and listen to your partner.

Be patient and polite. Share your things.

Ask questions and ask for help.

Личностные, регулятивные, познавательные, коммуникативные

Обучающиеся слушают текст, делятся на группы, определяют роли в группе, изучают информацию в тексте, анализируют, выделяют основное, внимательно слушают друг друга, проявляют интерес, высказывают свое мнение, аргументируют, выбирают кто будет выступать от группы.

4. Выступление учащихся

(15 мин.)

(Учитель дает слово каждой группе, слушает учеников, дополняет и корректирует ответы, подводит итог работе)

Let’s listen to the groups.

The White hat group.

What are the facts and figures?

The Black hat group.

What are the problems?

The Red hat group.

What about the emotions?

The Yellow hat group.

What is positive moments can you find in the text?

The Green hat group.

What could be the end of the story?

The Blue hat group.

What can you say about this book?

Thank you for your work.

All groups were brilliant today.

Your work in groups were well coordinated. The problem in the book is very complicated. We tried to analyze it and find the way out. I think reading teaches you to think, because in the course of reading a text a person talks about the author’s intention and tries to understand the conflict in the work. Reading books teaches us to feel and to observe the development of events, we sympathize with some characters, and condemn others.

Meet Reeds family: John, Mrs. Reed, sisters Eliza and Georgiana.

They have got maids Bessie and Abbot.

Jane was dependent. Her father left her without money. The characters are in the house.

The house has got two floors and the Red-room for punishment. Jane’s hobby is reading.

John bulled, abused, punished, threated, stroke Jane not two or three times in the week. Nor once or twice in the day, but continually. She was helpless. Mrs. Reed was blind and deaf; the servants did not like to offend their young master. She was always punished and had her punishment in the Red-room. Jane suffered in the house.

John had not much affection for his mother and sisters, and an antipathy to Jane.

Every nerve she had feared him, and every morsel of flesh in her bones shrank when he came near. There were moments when she was bewildered by the terror he inspired, because she had no appeal whatever against either his menaces or his inflictions. Jane knew he would soon strike, and while dreading the blow, she mused on the disgusting and ugly appearance of him who would presently deal it. So she was unhappy and had strong feeling of fear.

Jane read Goldsmith’s History of Rome, and formed her opinion of Nero, Caligula. She could call John names from the books. She could fight too. (I felt a drop or two of blood from my head trickle down my neck, and was sensible of somewhat pungent suffering: these sensations for the time predominated over fear, and I received him in frantic sort. I don’t very well know what I did with my hands, but he called me ‘Rat! Rat!’ and bellowed out aloud.)

Jane Eyre would leave the house, find her far away relatives and would live happily. John would got ill and stop bullying Jane…….

The family would help her to get education and live separately…….

The problem (bulling) is very serious and old.

Jane is a very brave girl, she suffered a lot in the house of Mrs. Reed, and nobody helped her. John was very spoiled, rude, arrogant and envious.

It would be great if Jane left the house.

The text is interesting but there are several unknown words.

The atmosphere in the text is tense. We feel sorry for Jane and her misfortunes.

We disliked John and his family.

Познавательные, регулятивные, коммуникативные

Обучающиеся осуществляют поиск информации, развивают умение быстро ориентироваться в ситуации и иноязычном тексте, развивают умение строить иноязычное высказывание с опорой на ключевые слова.

5. Подведение итогов урока, рефлексия учебной деятельности (5минут)

(учитель задает наводящие вопросы каждому ученику, благодарит за работу, задает домашнее задание написать рассказ как бы эта история развивалась сегодня, что бы могло случиться с героями Джейн и Джоном в наши дни)

Answer my questions, please.

What was new for you today?

What information did you know?

Was it interesting?

What are your emotions?

Would you like to read the book or watch a film about Jane?

Your home assignment is ex.8 p. 35 SB

Imagine the story is taking place today. Write your story. Think about where the characters are, what they wear, how John mistreats Jane and why, what other characters take part, what happens in the end. Be ready to read your story to the class.

Have you got any questions?

The lesson is over.

Thank you. See you.

I knew…

I learn……

It was interesting/boring because…

Thank you for the lesson.

Goodbye!

Личностные, регулятивные, коммуникативные

Учащиеся отвечают на вопросы учителя, определяют итоги урока и качество работы на уроке, задают вопросы при необходимости.