The Story of a House. (История одного дома)

Автор: Таскаева Екатерина Николаевна

Организация: МОУ Шилкинская СОШ № 51

Населенный пункт: Забайкальский край, г. Шилка

 

Ход урока:

1. Организационный момент:

Teacher: Good-morning,

Good-morning,

Good-morning to you.

Good-morning,

Good-morning,

I’m glad to see you.

Sit down dear students.

2. Этап целеполагания:

Teacher: I want to tell you an interesting story. Listen to me attentively and think about the topic of our lesson. A small boy came to his grandfather and asked him: “why does the father tell that the mother is his half?” The grandfather told that the halves are the parts of the whole. The boy asked “How can I know where my half is?” The grandfather took two apples and cut them. He told the boy to combine the halves of different apples into one. The boy tried but he couldn’t do it. Then the grandfather cut one apple more. He told the boy to make the whole from the halves. It was done perfectly because the halves were from one apple. Then the grandfather told the boy to take a bite out of the both of the halves. The boy did it. The apple was the whole instead of that the halves were bitten ones. The grandfather explained to the grandson that the true family remains the whole despite of the blows of fate.

So, what the topic of the lesson is.

Students: We think that it’s family.

Teacher: You are right. The topic of the lesson is “Family relationships. The story of one house”. Do you know what a true family is? What can help a family to become stronger?

Students try to answer the questions.

Teacher: Can a thing change family relationships?

Students express their point of view.

Teacher: What will we discuss during the lesson?

Students: We will try to find the answer if a thing can make a family stronger.

3. Актуализация знаний:

Teacher: Let’s meet with the story of Peter. Listen to his story and fill in the chart about the members of his family.

Hello! My name is Peter. I am 13. I live with my mother, my father and my younger sister Ann. My mother is a doctor. My father is a doctor too. He is a good surgeon and he is in the army now. He helps our soldiers if they have problems with their health. Also I have got a grandfather. He is a little bit strange. He lives in a small village. My mother and father tell him to come to live in the city but he doesn’t want because of his house. I don’t know what the value of this old house is but he thinks about this house only.

Students слушают историю и заполняют начало родословного древа семьи Пети (Приложение 1).

Teacher: Look at the chart and answer the questions. What have you learnt about Peter’s family? Has he got a father? Has he got a mother?

Students: He has got a father and a mother.

Teacher: What interesting fact can you tell about Peter’s family?

Students: He has got a grandfather. He tells that his grandfather is quite strange and thinks about his house only.

4. Обобщение и систематизация знаний:

Teacher: Have you filled the whole chart? Are there any white spots in the chart?

Students: Yes, there are some white spots. We don’t know anything about Peter’s great-grandfather.

Teacher: Read the ending of the story and fill the chart up to the end. Work by yourself. (Окончание истории – в приложении 2).

Students читают окончание истории о Пете и его семье, заполняют пробел в родословном древе. (Древо представлено в Приложении 1).

Teacher: Now look at the plan and tell about Peter’s story according the plan.

Students: Рассказывают о семье Пети в соответствии с планом (план представлен в Приложении 3).

Teacher: What interesting facts have you learnt about Peter’s family? Why did Peter become interested in the history of his family?

Students: отвечают на вопросы учителя о традициях и интересных фактах о семье Пети.

5. Применение знаний и умений в новой ситуации:

Teacher: Divide into groups of 4. You will have 13 minutes to discuss and complete the tasks. (Раздает задания Приложение 4). Work in such a way: give the answers for the questions of the 1^st task on the cards changing your places. Then go back to your place and finish completing the tasks on the cards.

Students: Выполняют задания Приложения 4 в группах по 4 человека.

6. Контроль усвоения, обсуждение допущенных ошибок и их коррекция:

Teacher: Let’s check your work. Present your results. Rate the works of the groups using the rating lists.

Students: презентуют результаты проделанной работы. Оценивают работы одноклассников в соответствии с оценочным листом (Приложение 5).

Teacher: Let’s choose the best work. Whose project is the best? Why?

Students: каждая группа называет лучший по их мнению проект и обосновывают свою точку зрения.

7. Рефлексия:

Teacher: Peter from our story realized the value of family traditions and the family ties. He goes to his grandfather’s place every weekends. He started to learn the history of his family. What about you? Mark the statements you agree with.

Students: Отмечают утверждения, с которыми согласны в листе рефлексии (Приложение 6).

8. Информация о домашнем задании:

Make the story about the traditions of your family. Tell about the history of that tradition.

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Опубликовано: 19.08.2025