• Содержание
  • Часть работы
  • Список литературы
Введение
Цели курсовой работы
Карта-схема по теме Sport in Our Life
Анализ компонентов УМК
Поурочное планирование темы Sport in Our Life
Планы уроков
Итоговый контроль усвоения темы
Заключение
Список литературы

Фрагмент для ознакомления

(She is into skiing.)
to go V-ing
(to go swimming) to V
(to swim)
is used when we speak about sport activity, which is not done professionally.
is used when we speak about sport, which is done professionally.
Task 10. Choose the most suitable expression from the ones in brackets.
I (swim/go swimming/do swimming) once a week.
In Russia a lot of children (play/do/go) hockey.
He is a PRO. He (goes skiing/skies/does skiing) four hours a day.
I want to be fit. That is why I (go/do/play) aerobics in our fitness club.
Jack is really (into/playing/doing) football. He has a good collection of football stars’ photos.
In her teens my mother (swam/went swimming/did swimming) and her best result was bronze in a national championship.
Task 11. Discuss with your partner what kinds of sport people in your country do/play/go.
Task 12. Put each kind of sport into the right column.
to play a sport to do a sport
1. wrestling 8. football
2. weight-lifting 9. tennis
3. gymnastics 10. handball
4. downhill skiing 11. aerobics
5. canoeing 12. hockey
6. mountaineering 13. basketball
7. yachting 14. volleyball
Task 13. Make up a short dialogue
Do you play tennis?
Does you mother do aerobics?
What kind of sport are you into?
What kind of sport do you prefer to go?
Did you father swim when he was a boy?
Task 14. Look at the pictures. What does sport give to each of these people? Use the following expressions:
Sport allows people to make a lot of friends.
Sport increases fitness.
Sport decreases weight.
Sport gives an increased sense of individuality.
Sport gives real pleasure.
Sport gives a chance to acquire self-confidence.
Sport can be unfair.
Sport helps to overcome difficulties.

Task 15. Make up a short dialogue
What kind of sport does increase fitness?
Does rafting give you real pleasure?
Does hockey give you a chance to acquire self-confidence?
What sport can be unfair?
Did football help you to make a lot of friends?

Следующий блок заданий был направлен на совершенствование грамматического навыка по теме «Сослагательное наклонение».
Перед выполнением следующего задания учащиеся прочитали текст “Drugs and Cycling: the Inside Story”. На его основе была проведена презентация нового грамматического материала.
Task 1. Answer the questions about the sentences from the text.
If I had read a headline that promised to tell the inside story about drugs and cycling, I would have been skeptical.

Is he skeptical now?
If I had won the Tour de France, I wouldn’t have written this.


Did he ever win the Tour de France?
I would have sworn on any Bible that I’d have never taken illegal substances.


Did he take illegal substances? How do you know?
If I had stuck to my principles, I would have been forced to abandon the Tour.

Did he abandon the Tour?
If there had been dope control, none of the riders would have used amphetamine.

Did they use amphetamine? How do you know?
Task 2. Compare the sentences below and answer these questions:
What do they have in common?
How are they different?
Which of them refer to the present? to the past?
a) If there had been doping control in Chateau Chinon, none of the riders would have taken drugs.
b) If there was doping control at all competitions, athletes wouldn’t take drugs.
a) If chemists invented safe medicines, sportsmen wouldn’t die so young.
b) If chemists had invented safe medicines before the Tour de France, the sportsmen wouldn’t have taken amphetamine.
Task 3. Put the verb into the correct form.
I didn’t know that amphetamine was fatal. If ……… (I/know), ……… (I/not/take) it.
I entered the university. If ……… (I/not/enter), ……… (I/remain) a professional swimmer.
Our team lost the goal. If ……… (we/not/lose), ……… (our coach/be satisfied).
I injured my arm heavily. If ……… (I/not/injure), ……… (I/finish) the game.
My opponent in boxing was much stronger than me. If ……… (be/not) stronger, ……… (I/win) in that fight.
Task 4. Finish these sentences, using the text. Pay attention to the verb form.
If Paul Kimmage had stuck to his principles, he…
If there had been doping control, none of the riders, …
If Paul Kimmage hadn’t taken the injection, …
If the international cycling authorities had faced the truth about the modern sport, …
If he had remained a professional cyclist, …
If he hadn’t used amphetamine, …
If the aim of the athletes hadn’t been to earn money, …
Task 5. Express the same idea using the third type of Conditional sentences.
Example: I injured my leg, because I kicked the ball very strongly.
If I hadn’t kicked the ball very strongly, I wouldn’t have injured my
leg.
I had no time to spend with my family, because I trained a lot.
I never learned to cycle, because I didn’t have a bicycle in my childhood.
Our team lost the game, because we didn’t train enough.
Our opponents won, because we were judged subjectively.
I missed a very exciting football match, because I didn’t manage to buy a ticket.
Task 6. Back translation.
Translate 3 of the sentences in task 2.
Write the translated sentences on a separate sheets of paper, then hand them to the teacher.
Translate the sentences that the teacher will give to you.
Task 7. Work in pairs. Make up a short dialogue using AAAA framework.
Would you have gone to the gym if you hadn’t been invited to the party?
Would you have finished skiing if you hadn’t injured your leg?
Would you have done yachting if you hadn’t entered the university?
If there had been no dope control, would you have used amphetamine?
If you hadn’t entered the institute would you have remained a professional boxer?
Мы актуализировали в памяти учащихся прежние знания по грамматическим темам, а также сформировали новые грамматические навыки.
Следующий блок заданий направлен на совершенствование умения интерактивного взаимодействия.
Task 1. Find among your classmates someone who:
does any sport;
is into any sport;
likes risky kinds of sport;
increased his/her fitness thanks to sport;
thinks that sport brings only injuries.
Task 2. Work in pairs. Make up short dialogues. Give a piece of advice to your partner on the following statements. Use conversational phrases.
I know that you are interested in sports. What kind of sport will you suggest me to do and why?
I heard that you go boxing. What equipment will you suggest me to buy for this kind of sport?
They told me that you are a coach. Can you give me a piece of advice how to decrease the weight.
Task 3. Work in pairs. Make up short dialogues. Your partner doesn’t want to do the following. Your aim is to persuade him/her. Then exchange roles.
Persuade me to go in for aerobics.
Persuade me to buy a bicycle.
Persuade me to try any risky kind of sport.
Task 4. Work in pairs. Make up a dialogue. Speak to your partner and find out what his/her favourite sport is and why. Use the vocabulary and phrases.
Заключительный этап работы над данной темой – защита проектов «Необычный вид спорта».
Учащиеся были разбиты на 3 творческие группы. Каждая группа разрабатывала свой собственный проект в соответствии с темой.
Каждая творческая группа получила домашнее задание: придумать необычный вид спорта и описать его по последующему плану:
kind of sport (name),
its features,
equipment,
rules,
advantages of the sport.
С использованием всевозможных источников, включая Интернет, творческие группы подобрали различные картинки, фотографии для проектных работ.
Подготовка монологического высказывания осуществлялась учащимися самостоятельно как домашнее задание.
Урок защиты проектов явился заключительным занятием, завершающим серию уроков по теме «Sports». Основной характеристикой данного урока была коммуникативная направленность. Интерактивная речь учащихся была заранее подготовлена, но соответствовала критериям речевого интерактивного высказывания.
Роль учителя на данном этапе работы носила скрытый координирующий характер.
Таким образом, учащиеся, привыкшие к тому, что учитель подвергает их постоянной оценке и контролю, освободились от этого стереотипа и вели себя более расковано. Карта оценивания творческих проектных работ

Evaluation card and marking scheme

Criteria Yes, absolutely
That’s very likely Maybe, yes No Does this sport give a chance for different people to enjoy it?

3 points
2 points
1 point
0 points Is the description of the sport clear?

3 points
2 points
1 point
0 points Will the sport help people improve their health?

3 points
2 points
1 point
0 points
Заключение
Цель настоящей курсовой работы состояла в реализации теоретических знаний по методике обучения английскому языку при планировании изучения темы и разработке цикла уроков с подбором дополнительного дидактического материала.
В итоге выполнения данной курсовой работы были получены следующие результаты:
углублены теоретические знания о планировании системы занятий по отдельному разделу учебного курса;
получены навыки анализа УМК, определения его достоинств и недостатков, выбора оптимального способа работы с ним;
получены навыки подбора дополнительного дидактического материала для работы над разделом учебного курса;
получены теоретические знания о методе проектов и навыки организации проектной работы над разделом учебного курса.
Особую ценность, по нашему мнению, представляют полученные знания о методе проектов, способах организации проектной работы в классе. Данный метод является современным и эффективным, поэтому его изучение и активное применение является актуальным и полезным.
Определенную сложность представлял процесс поиска и организации дополнительного дидактического материала, составление поурочного планирования.
Сложность представляло также создание карты-схемы, ввиду обширности темы и множественности целей.
В целях преодоления данной трудности рекомендуется составлять подборку тематических сайтов с упражнениями и методическими разработками по иностранному языку, а также шире использовать журналы «Иностранные языки в школе», «Первое сентября – English» и другие.
Цели настоящей курсовой работы были успешно достигнуты: было составлено планирование, проведен анализ УМК и определено место изучаемого раздела в нем, подобраны дополнительные материалы, составлена система упражнений, проведена проектная работа.
Список литературы
Английский язык. Книга для учителя. VII класс: пособие для общеобраз. учреждений и школ с углубл.изуч.англ.языка / О.В.Афанасьева, И.В.Михеева – 7-е изд. – М.: Просвещение, 2010. – 173 с.
Английский язык. VII класс: учебник для общеобраз. учреждений и школ с углубл.изуч.англ.языка / О.В.Афанасьева, И.В.Михеева – 7-е изд. – М.: Просвещение, 2010. – 173 с.
Колкер Я.М. Практическая методика обучения иностранному языку. – М., 2001.
Маслыко Е.А, Бабанская П.К. Настольная книга преподавателя иностранного языка. – Минск, 2001. – 522 с.
Программы общеобразовательных учреждений. Иностранные языки/ Н. Д. Гальскова. – М.: Просвещение, 1994.-173с.
Приложение 1
Text
Drugs and Cycling: the Inside Story
One year ago, if I had read a headline that promised to tell the inside story about drugs and cycling, I would have been skeptical. That’s because very few professional cyclists are prepared to give the inside story. To do so is to break the law of silence. If I am breaking that law today, I am doing so because I am an ex-pro.
My name is Paul Kimmage. I doubt if you have heard of me. I was a team rider for four years. If I had won the Tour de France there would be no need to introduce myself, but if I had won I wouldn’t have written this.
I was sensible, strong-willed, good Catholic Irishman, and I would have sworn on any Bible that I’d have never taken illegal substances. But when I entered the system, all that changed.
Professional cycling in Europe is so hard. As an amateur I never needed anything stronger than a vitamin C drink. But as a professional it was all different. It was all day, every day. There is much less time to rest and your body runs down. Soon you’re reaching for things stronger than vitamin C.
It happened during the Tour de France. I was riding well the first week, but then started running out of gas. The time had come for some serious decision making. Most of my teammates were getting regular injections, and they seemed to be wearing much better than I. If I had stuck to my principles I would have been forced to abandon the Tour. So I took an injection – nothing illegal, just some vitamin B with iron. But the significance was that I had made the first step.
It was exactly one year later that I took my first charge of amphetamine. The effects were startling. I rode 20 stages of the Tour de France. I felt a maddening urge to jump on my bike and ride all day. I didn’t win. But I rode remarkably well. But then I was sick about it, destroyed with guilt. I couldn’t even face training.
Was I cheating? No, I wasn’t. I was using the system. There was no dope control. If there had been, none of the riders would have used amphetamine. You see in professional cycling the sin is not in taking drugs, it’s in getting caught. And the reason why drug abuse is so prevalent is because the international federation of professional cycling refuses to face the realities of modern sport – that honour and morals are dead.
Приложение 2

Примерные образцы вводных конструкций и клише


1. Handing a dialogue
I say…
Honestly…
The point is…
Don’t you agree that…?
Have you heard about…?
Someone has told me that…
I hear that…
I’m afraid I don’t know much about…
Am I right to believe…?
I’m really sorry but…

Reacting to news
Oh, really!
Indeed?
I’m surprised! I’m shocked!
It’s amazing!
It’s incredible!
I have no idea.
Goodness knows.

3. Discussion. Opinions
I’d just like to say…
I think (suppose, believe, guess, dare say)…
Personally I believe (I feel)…
In my opinion (view)…
As I see it…
This is my way of looking at it.
There’s one more thing to be noted.
Moreover…
I might as well add that…
Something else I’d like to say is…
Talking of…
Yes, but on the other hand…
Generally speaking…

Agreeing. Disagreeing
Just so
Quite so
I quite agree here.
Naturally. Certainly. Sure. Exactly.
Definitely. Quite.
Most likely. Absolutely.
True enough.
I couldn’t agree more.
I won’t deny it.

Disagreeing
I’m not sure I quite agree.
I’m afraid I don’t agree.
I think you are mistaken (there).
I don’t think you are right.
I can’t agree with you there.
I see what you mean, but…
I’m not so sure.
I doubt it.
There’s something in what you say, but
I disagree with you.
I object to it.

Giving advice

Might it be an idea to… ?
Have you ever thought of… ?
You could always…
If I were you, I’d…
Why don’t you…?
You’ d better…
If you ask me…


Приложение 3
Пример проекта группы учащихся

AIR RALLY


AIR RALLY
Kind:

Individual game

Place:

Stadium in the sky

Equipment:

Jet aircraft

Rules:

Up to 10 sportsmen can take part in this kind of sport. They have to fly several circles with some obstacles in the stadium.

Demand to sportsmen:

Only those sportsmen who are 25 or older and who passed master class in jet flying can take part in air rally. Every sportsman must pass health control.

Demand to the plane:

Each plane must be provided with the system of catapult.













35



Цели изучения раздела «Sport in Our Life»

Развивающие: развитие коммуникативных навыков, творческих, интеллектуальных и познавательных способностей

Воспитательные: поддержания интереса к изучению английского языка и познавательной активности, умение работать в команде

Образовательные: расширение кругозора, лингвистических представлений


Практические:
Узнавание в рецептивных видах речи и применение в продуктивных видах речи материала по теме “Sport in Our Life”

Список литературы
1.Английский язык. Книга для учителя. VII класс: пособие для общеобраз. учреждений и школ с углубл.изуч.англ.языка / О.В.Афанасьева, И.В.Михеева – 7-е изд. – М.: Просвещение, 2010. – 173 с.
2.Английский язык. VII класс: учебник для общеобраз. учреждений и школ с углубл.изуч.англ.языка / О.В.Афанасьева, И.В.Михеева – 7-е изд. – М.: Просвещение, 2010. – 173 с.
3.Колкер Я.М. Практическая методика обучения иностранному языку. – М., 2001.
4.Маслыко Е.А, Бабанская П.К. Настольная книга преподавателя
иностранного языка. – Минск, 2001. – 522 с.
5.Программы общеобразовательных учреждений. Иностранные языки/ Н. Д. Гальскова. – М.: Просвещение, 1994.-173с.

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