Презентация "Структура "моноцелевых" занятий, формирующих навыки" 11 класс

Структура «моноцелевых» занятий, формирующих навыки Irene Russol Kokshetau state university after Sh. Ualikhanov Faculty of Philology and Pedagogy Department of Foreign Languages 2015

«Моноцелевые» занятия, формируют следующие навыки:

интонационные

лексические

грамматические

Интонационные

Лексические

Грамматические

Цель занятия

Навыки

Сформировать навык опознавания и употребления двух типов интонационной шкалы: нисходящей и низкой

Формирование навыка определения синонимических и антонимических отношений между словосочетаниями, включающими изучаемую лексику

Обучить пониманию и употреблению так называемой «абсолютной конструкции»

Основные операции

Интонационные	Опознавание, анализ, структурирование
Лексические	Сравнение, замена и структурирование
Грамматические	Опознавание, конструирование, набор, выбор, анализ.

Формирование интонационных навыков. Структура занятия Структура занятия Структура занятия Формирование лексических навыков. Структура занятия Структура занятия Структура занятия Формирование грамматических навыков. Структура занятия Структура занятия Структура занятия Listen to the following sentences and show your red cards for the Stepping Scale and the blue ones for the Low Scale. Listen to the following sentences and show your red cards for the Stepping Scale and the blue ones for the Low Scale. It &isn't &quite what I \want. It's |much too |late to have |any re|grets \now. ||What's that ||got to udo with \you? ||Don't take any \notice of him., etc. A tune can be divided for purposes of investigation into several elements. The Nucleus is the syllable within which the tone changes (rises or falls): “Don't I \know it?" The Head begins with the first stressed syllable and ends before the Nucleus: "\What a Difference from |this time \last week!" The Pre-head consists of the unstressed syllables before the first stressed one (= before the Head): "But do you \ really under \stand it?” Например: - What's that got to do with you? - But it is my business! You needn't be so (surprised, rude) about it. (К заданию 4 желательно дать краткую информацию о том, какие настроения чаще всего выражаются нисходящей и низкой шкалой.)

• - ||Five o'||clock al\ready! We |must get there by \/ dark.
• - ||How much ||farther\is it?
• - We |passed the |halfway \/ house | about an \ \ hour ago.
• -/Well, | we’ve |done the || worst part.
• -~0h \\no! | There's «worse ||still to \come.
• -I |don't think I can go |on | |very much |\/longer.
• -I |don't suppose we \ can reach the top. | \No!
• - |Had we |better | |turn /back?
• - \Yes. | I |think we'd better.
• - -Oh /well | we must |try again another \day.
• -\I am to /blame. | We \started |too |late.
• - And \/ I was too \slow.

Reproduce the utterance giving the right intonation patterns according to the attitude of the speaker. Add a few sentences: Don't blame me. It was all your fault. You always say that you can manage alone. And what is the result, I wonder? We've lost our way!

• think It is sometimes the only way out.
• thing This is the best way to do it.
• everything I am fed up with sightseeing.
• nothing There is nothing like camping., etc.
•  

• Read the following sentences and paraphrase the words in italics using the necessary substitute among those offered below:
a)He was getting old and gradually losing his sight, b) We all enjoyed seeing the sights of the capital, c) The village was still a long way off. d) The way lay across the field, e) She plays the piano with feeling, f) He had a sudden feeling of hunger., etc.

sight 1) place of interest 2) spectacle 3) power of seeing

way 1)road, path 2) distance 3) method

feeling 1) sympathy 2) sensation 3) taste and understanding

• Listen to the pairs of sentences. Show your red card if the opinions are nearly the same and your blue card if the opinions are opposed to each other:
a) I am fed up with sightseeing. - I am sick and tired of sightseeing. b) It is unnatural for one to leave home and seek adventure far away. -There is nothing in life like a sightseeing tour. c) Air transport is really safe. - There are more road casualties per day than air deaths per year. d) It is obvious that television brings the world into your home. - It is obvious that television limits your outlook because it keeps you at home., etc.

• Look through the sentences you've just had for aural comprehension. Find the cases where the speakers disagree. Express your agreement with one of the speakers using the vocabulary of the other speaker and changing the sentence according to your purpose. E.g.:
• "A telephone talk saves a lot of time, compared to letter-writing." "Just think of the amount of time wasted on idle telephone talks!"
• "I agree with the first speaker. Just think of the amount of time wasted on letter-writing!"

Make up two short monologues combining the sentences below. In one of them you should be quite confident of what you say ("For one thing,"... ", "Besides, ...", "And to finish with, ... "), and in the second monologue your hesitation should be obvious ("On the one hand,...", "But on the other hand,...").

• Render each of the following ideas in as many ways as possible:
• a) There is nothing like camping, b) A visit to the cinema is the best way to spend a few idle hours, c) I can't so much as stand the sight of an aeroplane!

With her back against the wall,		as if he (she)'d lost something.
		as if the burden of the whole world were on his (her) shoulders.
With her eyes on the ground,
	she (he)	like a caged animal.
His hands shoved in his coat pockets,	looked	as if he (she)'d never had a day's worry.
		as if there were no more hope for him (her).
His face buried in his hands,		as if he (she) didn't care about anything in the world.
His (Her) eyes staring into nothingness,		as if he (she) were on the verge of some great discovery.

• Она ведет себя так, как будто автомобиль принадлежит ей.
• Она отвернулась, и на глаза у нее навернулись слезы.
• She behaves as if she actually owned the car.
• She turned away, her eyes full of tears.
 

• Complete the sentences characterizing the given actions or states:
a) He watched the tennis match, his head (eyes, etc.)... b) The teacher demonstrated the beginning position of the exercise, his arms... c) Her hair almost gray and her face..., he failed to recognize her. d) She looked this way and that, as if..., etc.