Обучение иностранным языкам как средство формирования межкультурной компетентности в системе гимназического языкового образования - davaiknam.ru o_O
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Обучение иностранным языкам как средство формирования межкультурной компетентности - страница №1/1



Департамент ОБРАЗОВАНИЯ ГОРОДА МОСКВЫ

Государственное образовательное учреждение Гимназия №1526

УТВЕРЖДАЮ

Директор ГОУ Гимназия №1526 (Москва)

_____________ /Т.Г. Болдина/

«___»_____________2010 г.


РЕКЛАМНО-ТЕХНИЧЕСКОЕ ОПИСАНИЕ


Воспитание культуры межнационального общения в процессе обучения иностранным языкам в гимназии

.32453246.00195-01 99 01

Листов 26

Разработчик:

______________/Кузьмина Е.М./
20.05.2010>
СОДЕРЖАНИЕ


  1. Обучение иностранным языкам как средство формирования межкультурной компетентности в системе гимназического языкового образования.

  2. Практический опыт воспитания культуры межнационального общения в урочной и внеурочной деятельности.

  3. Литература.



        1. Обучение иностранным языкам как средство формирования межкультурной компетентности в системе гимназического языкового образования.

В современных условиях культурной глобализации происходит переосмысление содержания языкового образования, обучения иностранным языкам. Наиболее актуальными становятся проблемы взаимосвязи языка, культуры и коммуникации. Язык отражает как реальный мир, окружающий человека, так и его менталитет, национальный характер, образ жизни, традиции, систему ценностей народа. Изучая иностранный язык, учащиеся познают культурный опыт другого народа.

Цель обучения иностранным языкам в школе является формирование у учащихся способности к межкультурному общению. Межкультурное обучение, как методический подход к организации учебно-познавательного процесса по иностранным языкам, способствует достижению этой цели. Практической целью межкультурного обучения является формирование межкультурной компетентности, под которой понимается комплекс социальных навыков и способностей.

Структурными компонентами межкультурной компетентности являются коммуникативно-прагматический, культуроведческий и нравственно-этический.

Система языкового образования в гимназии создает условия для межкультурного обучения и формирования межкультурной компетентности. Базовое обучение первому и второму иностранным языкам, профильная подготовка на старшем этапе позволяют успешно формировать коммуникативно-прагматический компонент межкультурной компетентности. На уроках английского, немецкого, французского языков, занятиях по деловому английскому гимназисты приобретают практические умения, необходимые для решения коммуникативных устных и письменных задач в ситуациях межкультурного общения; корректно использовать языковые и речевые средства; выстраивать линию собственного коммуникативного поведения адекватно поведенческому этикету в стране изучаемого языка. На старшей ступени школы учащиеся знакомятся с миром межкультурной деловой коммуникации. Курс делового английского языка формирует и развивает у учащихся коммуникативные умения в наиболее типичных ситуациях делового взаимодействия (ведения телефонного разговора, обмена деловой корреспонденцией, ведения переговоров, презентация) с учетом национально-культурной специфики делового партнерства.

Блок дополнительного языкового образования способствует повышению культурологической осведомленности и общекультурной эрудированности учащихся, формированию у них целостного представления о культурной картине мира народа изучаемого языка. Этот блок включает систему литературного образования, реализуемую через набор предметов по выбору, и факультативное изучение страноведения. Культурологический компонент межкультурной компетенции включает сведения о культурном наследии и социальном опыте народа, литературе и искусстве, национальных традициях, образе жизни и чертах национального характера, сведения о географии и истории страны.

Межкультурное обучение призвано сформировать у учащихся осознание того, что залог успеха межкультурной коммуникации заключается в уважительном, толерантном отношении к проявлениям национально-культурной специфики представителей иных культур в ситуациях иноязычного общения.

Достижению поставленной цели, в значительной мере, способствует внеклассная деятельность учащихся в области изучения иностранных языков, которая осуществляется в различных организационных формах: спектакль, музыкальный и литературный вечер, театрализованное представление, викторина и др. Приобретенные коммуникативные умения находят свое практическое применение в реальном общении с носителями языка во время школьных обменов и молодежного туризма, международной переписке со сверстниками, участниками которых являются гимназисты.





  1. Практический опыт воспитания культуры межнационального общения в урочной и внеурочной деятельности.


УРОК ДЕЛОВОГО АНГЛИЙСКОГО ЯЗЫКА
Тема “Writing business letters.”

Класс 10


УМК - Vicki Hollett “Business Objectives”, Oxford.

ТСО - мультимедийный проектор.

Цель: культуроведческое обогащение речевой практики учащихся.

Задачи:


- развивать умений писать деловые письма;

- повысить уровень языковой грамотности;

- развивать навыки пользования словарями и справочной литературой.
Ход урока.


  1. Организационный момент: приветствие учителя и введение в тему урока.

Teacher: Our Headmistress got a letter from Great Britain several days ago. Our friends invite us to their place for Christmas. Look through the letter, please (на экране проектора показан текст письма).

Pembury School

110B, Pembury Rds,

Tonbridge, Kent,

TN 9255, UK

Tel. 8-10451543

T.G.Boldina

Headmistress

Gymnasium 1526

20A, Dorozhnaya st,

Moscow, Russia


2 December 2005
Dear Tamara Gerasimovna,

With reference to your e-mail message of 1 December we are confirming our invitation for a group of your students and teachers who are coming to the UK on Christmas holidays.

We are writing to inform you that Mrs. Dora O’Brien is meeting you at Heathrow airport on 20 December, Flight 123. Please, contact us again if you have any problems.

We are looking forward to seeing you.


Yours sincerely,
Simon Brown

Simon Brown

Headmaster
Teacher: As you see this letter is formal. It is written in the block style. Everything is written from the left-hand margin. In the Heading they write the name of the company, its address, telephone and fax numbers. In the addressee they write the name of the person they are writing the letter to, her position in the company, the address of the company. The date is written beginning with the date when they write the month and the year. Don’t write the month using numerals! The start and the finish of the letter are connected. If you know the name of the person whom you are writing the letter to you should finish the letter with yours sincerely. If you don’t know the name of the person you are writing the letter you should finish the letter with yours faithfully. They know the name of our Headmistress that’s why they finish the letter yours sincerely. The letter is signed and then they write the Headmaster’s full name and surname and his position in the company.

Our task is to learn the rules of writing business letters to write the answer.




  1. Введение новых лексических единиц и речевых оборотов по теме.

На проекторе даны слова и фразы. Учащиеся размещают данные слова и фразы в необходимой последовательности: faithfully, sincerely, reference, request, unfortunately, enclosing remarks; With reference to, Could you possibly..., I would be greatful if you could..., I would be delighted to..., Please, find enclosed, Please, contact us again if..., I look forward to...

Teacher: Look at these words and phrazes, please. Read them, guess the meaning and try to put in the right order. Use the material of the letter which you read at home (ex.1 p.25). Write them in your vocabularies to use them.

Используя языковую догадку и опираясь на изученную лексику, учащиеся выстраивают лексические единицы и выражения в нужной последовательности. Учащиеся опираются на материал домашнего задания упражнения 1 на странице 25 в учебнике.

PHOTOTECHNIQUE

31, rue de Constante 16101 Cognac Cedex

Mary Thatcher

Sales Manager

Galaxy Computer Supplies

221 Hills Road

Camdridge CB2 2RW


27 October 2004
Dear Ms Thatcher, (start)

With reference to our telephone conversation today, I am writing to confirm our order for (reson for writing): 10 Photoconductors Ref. No. 76905 A/K.

I would be grateful if you could delver them as soon as possible. (request)

Thank you for you help. (closing remarks)


Yours sincerely, (finish)



Christophe Terrien

Christophe Terrien


Director-Procurement
3. Развитие умений анализировать прочитанный материал, систематизировать и использовать знания на практике.

Учащиеся работают с текстом письма учебника и делают выводы с опорой на ранее услышанную информацию и на свой жизненный опыт.

Teacher:


    1. What is written in the Heading?

    2. What is written in the Addressee?

    3. Is the letter written in the block style?

    4. Why do they write the letter from the left-hand margin?

    5. Are the beginning of the letter and the finish connected?

    6. Who signs the letter?

    7. What do they type after the signature?

    8. What phrases do you know to use them in the body-text?

Учащиеся делают записи, систематизируя информацию в конспекте и словаре.


  1. Практиковать в написании деловых писем с использованием клише. Заполнение пропусков в тренировочных письмах на базе материала учебника (упражнение 2 страница 26)

Teacher: Look through the material of ex.2. p.27. Use the list of standard phrases to complete the letters opposite:

GEO ORT LTD

Commerce way Leighton Buzzard Bedfordshire LU7 3BW

Tel: 72245

Dear Mr Cochet,

(reference)___________ your phone call today,

_(reason for writing)___________________ for not sending you our price list.



(givingdad news)_______ , it is still at the printers.

However, (enclosing documents) a copy of the old list with the new prices penciled in.



(closing remarks)

(finish)
Jacqueline Scott

Jacqueline Scott




  1. Практиковать в написании делового письма-ответа.

Учащиеся делают проекты своих будущих писем для подготовки домашнего задания с использованием лексических единиц урока и обмениваются данной информацией с партнером по парте.

Teacher: Work with your partner. Discuss the information you may use in your letter as the answer to our British friends about our preparation for our travel to the UK.




  1. Домашнее задание: Учащиеся должны написать официальный ответ в Великобританию о подготовке учащихся гимназии к поездке в Великобританию, которая состоится на Рождественские каникулы.

Teacher: At home you have to write a formal letter to the UK about the preparation of our students and teachers for the travel to the UK.

Примерный вариант официального письма:



Gymnasium 1526

20A, Dorozhnaya street,

Moscow, Russia, 115535

telephone number 3820465


Mr. Simon Brown

Headmaster

Pembury school

130B, Pembury Rds,

Tonebridge,

Kent,


The UK
Dear Mr.Simon,
With reference to your letter of 2 December we are confirming our flight to the UK on 20 December 2005. We are thankful for meeting at the airport. Could you possibly send us Mr. O’Brien photo. Find enclosed some photos of our students and teachers. Unfortunately, one of our students fell ill and can’t arrive for Christmas holidays. We would be grateful if you send us the curriculum of our excursions for Christmas.

We are looking forward to meeting you.


Yours sincerely,
TGBoldina

T.G.Boldina

Headmistress

Gymnasium 1526



УРОК АНГЛИЙСКОГО ЯЗЫКА.
Тема «Символы Рождества».

Цель урока: - развитие коммуникативных умений учащихся,

- развитие социокультурной компетенции учащихся.

Учебно-методические задачи:



  • развивать умения чтения текста с извлечением информации;

  • развивать умения диалогической речи, участвовать в дискуссии по теме;

  • развивать умения монологической речи по теме «Символы Рождества»;

  • развивать умения аудирования аутентичного текста.

Воспитательная задача: воспитывать толерантное отношение учащихся к произведениям культуры, традициям других стран и народов.

Развивающие задачи:



  • расширять кругозор учащихся;

  • развивать логическое мышление и языковую догадку;

  • совершенствовать учебно-информационные навыки.

Оснащение урока:

  • смарт-доска;

  • раздаточный материал (текст рассказа «Рождественская елка», стихотворения «Рождественская ночь» - оригинал и текст этого стихотворения в современном стиле с пропусками для подстановки слов);

  • аудиозапись стихотворения «Рождественская ночь»;

  • аудиозапись мелодии песни «O, Christmas Tree»;

  • аудиозапись текста.

Формы работы:

  • парная

  • групповая

  • хоровая

Ход урока

    1. Организационный этап.

Good morning boys and girls! Today our lesson is devoted to Christmas, to the history of the holiday, to its traditions of celebrations in different countries.

    1. Фонетическая зарядка.

Everybody knows that Christmas and New Year holidays are always full of joy, songs and presents. Let us sing a well known song «O Christmas Tree» in English and German.

(Звучит аудиозапись мелодии песни. На смарт-доске слова песни на английском языке и затем на немецком.)



O Christmas Tree

O Christmas Tree

With Faithful leaves unchanging.

Not only green in summer’s heat;

But also winter’s snow and sleet.

O Christmas tree, O Christmas tree,

With faithful leaves unchanging.

3. Мозговой штурм.

Well, pupils, think about some of the possible symbols of Christmas and the Christmas Tree. Write them on the board.

Учащиеся по 1 человеку выходят к доске и пишут, не повторяясь, известные им символы.

Предполагаемый список: Christmas Tree, cookies, decorations, candles, gifts, lights, St. Claus, bells, post-cards, pudding, turkey, oranges, etc.

4. Чтение с извлечением информации.

Teacher: Now, pupils, will you read the text. You may use dictionaries if you need and after that we will decorate our Christmas Tree with toys and tinsel.

(Учитель раздаёт учащимся тексты рассказа «From the history of Christmas Tree»).


The Christmas Tree

After Rayn Blair

The origin of the first Christmas tree dates back to the Middle Ages in Western Germany. The people during this time period participated in and watched dramatic plays called miracle and mystery plays. These plays were performed to teach the common people about religious truths that were contained in the bible. There were no printed books available, and pictures were scarce during this period of time. "As laymen joined with the clergy, the individual plays were arranged in a lengthy series or cycle throughout the church year". In this way, peasants were taught about the Old and New Testaments of the bible.

During the Christmas season, the Paradise play was presented. This play depicted Adam and Eve in the garden of Eden. On stage was an evergreen tree, covered in apples, which showed Adam and Eve's sin and later banishment from the garden. The tree received particular attention because it was the only prop on the stage. This symbol remained firmly planted in the minds of spectators and actors. Later, after the plays "ceased to be performed in Germany", people began putting their own trees in their homes.

This early Paradise tree had a lot of value to the Germans. By having the tree in their home they were able to teach their children the story of Adam and Eve. They taught this story through symbols. The evergreen tree symbolized immortality because it stays green all year. The apples on the Paradise tree symbolized Adam's sin. Round wafers and cookies were also added as decorations. They represented the fruits of redemption.

Candles were also important symbols to the Germans. The candle was their main source of light, and it represented Christ being the Light of the World. The candles were placed on a wooden pyramid structure with shelves called the lightstock or Christmas pyramid. This pyramid stood next to the Paradise tree. This candle holder was also decorated with tinsel, paper or cloth roses, and a star was usually placed on top.

After some years the two were combined. The Christmas tree we know today is a combination of the Paradise tree and the Christmas pyramid.

From Germany, the idea of a Christmas tree spread. As Germans left the Rhineland to settle in other places, they took their proud custom with them.

Teacher: So, now you know many facts about the history of the Christmas Tree, and our main question will be «What do you know about the Christmas Tree and its symbols»? Give us a piece of information from the text and I will give you a toy for each right fact. You mustn’t repeat the facts which have been mentioned by other pupils. You will decorate your Trees. So divide into 2 teams and let us start.

(Учащиеся делятся на 2 команды. Из каждой команды по очереди 1 учащийся приводит факт из истории рождественской ёлки, получая за это шарик. Чья команда украсит ёлку быстрее, выигрывает этот конкурс.)

Предполагаемые ответы:


  • The history of the Christmas Tree dates back to the Middle ages;

  • The history of the Christmas Tree began in Western Germany;

  • People were taught about the Old and New Testaments through the performed plays;

  • The Paradise play was presents during the Christmas Season;

  • The evergreen Tree symbolized the garden of Edem;

  • The evergreen Tree symbolized immortality because if stays green all year;

  • The Candles represented Christ being the light of the world;

  • Christmas pyramid is a pyramid structured with shelves for placing the candles in it;

  • The Christmas Tree is a combination of the Paradise Tree and the Christmas pyramid;

  • The idea of the Christmas Tree spread from Germany to the other countries;

В результате открытой дискуссии учащиеся нарядили свои ёлки, и выявляется команда-победитель.

5. Обогащение культуроведческих знаний.

Teacher: Pupils, you know that Christmas is the favourite holiday around the world. But in different countries people have their own traditions and customs and say different words meaning the same idea. Now listen to how the words, with which you congratulate each other, sound in three languages and what they mean. Find what is common and what is different in these congratulations.

Звучит аудиозапись:

France
'Joyeux Noël!'
In France Christmas is called Noel. This comes from the French phrase “les bonnes nouvelles," which means "the good news" and refers to the gospel.
In southern France some people burn a log in their homes from Christmas Eve until New Year's Day. This stems from an ancient tradition in which farmers would use part of the log to ensure good luck for the next year's harvest.

England


'Merry Christmas!'

An Englishman named John Calcott Horsley helped to popularize the tradition of sending Christmas greeting cards when he began producing small cards featuring festive scenes and a pre-written holiday greeting in the late 1830s. Newly efficient post offices in England and the United States made the cards nearly overnight sensations. At about the same time, similar cards were being made by R.H. Pease, the first American card maker, in Albany, New York, and Louis Prang, a German who immigrated to America in 1850.
Celtic and Teutonic peoples had long considered mistletoe to have magic powers. It was said to have the ability to heal wounds and increase fertility. Celts hung mistletoe in their homes in order to bring themselves good luck and ward off evil spirits. During holidays in the Victorian era, the English would hang sprigs of mistletoe from ceilings and in doorways. If someone was found standing under the mistletoe, they would be kissed by someone else in the room, behavior not usually demonstrated in Victorian society.
Plum pudding is an English dish dating back to the Middle Ages. Suet, flour, sugar, raisins, nuts, and spices are tied loosely in cloth and boiled until the ingredients are "plum," meaning they have enlarged enough to fill the cloth. It is then unwrapped, sliced like cake, and topped with cream.
Caroling also began in England. Wandering musicians would travel from town to town visiting castles and homes of the rich. In return for their performance, the musicians hoped to receive a hot meal or money.
In the United States and England, children hang stockings on their bedpost or near a fireplace on Christmas Eve, hoping that it will be filled with treats while they sleep. In Scandinavia, similar-minded children leave their shoes on the hearth. This tradition can be traced to legends about Saint Nicholas. One legend tells of three poor sisters who could not marry because they had no money for a dowry. To save them from being sold by their father, St. Nick left each of the three sisters gifts of gold coins. One went down the chimney and landed in a pair of shoes that had been left on the hearth. Another went into a window and into a pair of stockings left hanging by the fire to dry.

Germany


'Froehliche Weihnachten!'
Decorating evergreen trees had always been a part of the German winter solstice tradition. The first "Christmas trees" explicitly decorated and named after the Christian holiday, appeared in Strasbourg, in Alsace in the beginning of the 17th century. After 1750, Christmas trees began showing up in other parts of Germany, and even more so after 1771, when Johann Wolfgang von Goethe visited Strasbourg and promptly included a Christmas tree is his novel, The Suffering of Young Werther. In the 1820s, the first German immigrants decorated Christmas trees in Pennsylvania. After Germany's Prince Albert married Queen Victoria, he introduced the Christmas tree tradition to England. In 1848, the first American newspaper carried a picture of a Christmas tree and the custom spread to nearly every home in just a few years.

Учащиеся находят и озвучивают сходства и различия в традиционных рождественских поздравлениях.

6. Развитие лексических навыков. Развитие умения выразительно читать поэзию.

Teacher: Now we will read the well known poem «The Night Before Christmas» by Clement Moore and do a very interesting thing with it. You know that Christmas is the time for smiles, jokes and imagination. We will imagine the future Christmas celebrating and try to create a modern version of the poem using modern words and expression.

Do you remember the poem «The Night Before Christmas»?

(Учащимся раздаётся текст стихотворения).

The Night Before Christmas

'Twas the night before Christmas, when all through the house


Not a creature was stirring, not even a mouse;
The stockings were hung by the chimney with care,
In hopes that St. Nicholas soon would be there;

The children were nestled all snug in their beds,


While visions of sugar-plums danced in their heads;
And mamma in her 'kerchief, and I in my cap,
Had just settled down for a long winter's nap,

When out on the lawn there arose such a clatter,


I sprang from the bed to see what was the matter.
Away to the window I flew like a flash,
Tore open the shutters and threw up the sash.

The moon on the breast of the new-fallen snow


Gave the lustre of mid-day to objects below,
When, what to my wondering eyes should appear,
But a miniature sleigh, and eight tiny reindeer,

With a little old driver, so lively and quick,


I knew in a moment it must be St. Nick.
More rapid than eagles his coursers they came,
And he whistled, and shouted, and called them by name;

"Now, DASHER! now, DANCER! now, PRANCER and VIXEN!


On, COMET! on CUPID! on, DONNER and BLITZEN!
To the top of the porch! to the top of the wall!
Now dash away! dash away! dash away all!"

As dry leaves that before the wild hurricane fly,


When they meet with an obstacle, mount to the sky,
So up to the house-top the coursers they flew,
With the sleigh full of toys, and St. Nicholas too.

And then, in a twinkling, I heard on the roof


The prancing and pawing of each little hoof.
As I drew in my hand, and was turning around,
Down the chimney St. Nicholas came with a bound.

He was dressed all in fur, from his head to his foot,


And his clothes were all tarnished with ashes and soot;
A bundle of toys he had flung on his back,
And he looked like a peddler just opening his pack.

His eyes -- how they twinkled! his dimples how merry!


His cheeks were like roses, his nose like a cherry!
His droll little mouth was drawn up like a bow,
And the beard of his chin was as white as the snow;

The stump of a pipe he held tight in his teeth,


And the smoke it encircled his head like a wreath;
He had a broad face and a little round belly,
That shook, when he laughed like a bowlful of jelly.

He was chubby and plump, a right jolly old elf,


And I laughed when I saw him, in spite of myself;
A wink of his eye and a twist of his head,
Soon gave me to know I had nothing to dread;

He spoke not a word, but went straight to his work,


And filled all the stockings; then turned with a jerk,
And laying his finger aside of his nose,
And giving a nod, up the chimney he rose;

He sprang to his sleigh, to his team gave a whistle,


And away they all flew like the down of a thistle.
But I heard him exclaim, ere he drove out of sight,
"HAPPY CHRISTMAS TO ALL, AND TO ALL A GOOD-NIGHT!"

Учащиеся по куплету читают стихотворения вслух.

Teacher: Now tell me please, what this poem might be like 400 years into the future. What changes will you expect.

Учащимся раздаются текстыты модифицированного стихотворения.

Twas The Night Before Christmas

First Word Bank:

soon, airlock, from, flash, for, matter, dome, Mom, counted, nestled, visions, nestled

'Twas the night before Christmas, when all through the stars

Not a creature was stirring, not even on Mars.

The space boots were hung by the ________ with care,

In hopes that St. Nicholas _________ would be there.

The robots were ___________ all snug on their tires,

While _________ of upgrades danced through their wires;

________ put on her head set while I __________ prime numbers,

We had settled our brains __________ a long winter's slumber,

When out on the _________ there arose such a clatter,

I sprang ________ my sack to see what was the __________.

Away to the porthole I flew like a _________,

And tore open the air filter with a great clash.

 

Word Bank Two:



of, Redstone, moons, gave, small, nick, blast, top, now, they, what, little, knew, called

The ________ on the crest of the a new volcano,

________ an alien luster to objects below,

When _________ to my wondering eyes should appear,

But a _________ UFO, and eight rocket reindeer,

With a __________ old driver so lively and quick,

I _________ in a moment it must be St. __________.

More rapid than light, his rockets _________ came,

And he whistled, and shouted and __________ them by name:

"Now Saturn! __________, Sputnik! now, Titan and Atlas!

On, __________! on, Delta! on, Apollo and Polaris!

To the _________ of the dome! to the top _________ the wall!

Now blast away! blast away! _________ away all!"

 

Word Bank Three:



let, out, eye, went, laughed, a, chubby, and, spite, to, the, away, his

He had a broad face and _________ little round belly

That shook, when he _________, like a bowlful of jelly.

He was __________ and plump, a right jolly old elf,

__________ I laughed when I saw him in spite of myself;

A wink of his __________ and a nod of his head,

Soon __________ me to know I had nothing _________ dread;

He spoke not a word, but __________ straight to his work,

And filled all __________ space boots; then turned with a jerk,

And spreading __________ fingers like Dr. Spock,

He quietly exited __________ the airlock.

He sprang to his sleigh, __________ his team gave a whistle,

And __________ they all flew like a high flying missile.

But I heard him exclaim, ere he drove out of sight,

"Happy Christmas to all, and to all a good night."


    1. Заключительный этап. Рефлексия.

Teacher: So today you have learned many new things about Christmas, you were the creation of a new version of a poem, you joked and smiled, and decorated the New Year Tree.

Now will you tell as what facts were new for you and what facts you had already known.

Учащиеся рассказывают друг другу о том, что для них явилось новым из урока, что им понравилось больше всего и что бы они рассказали родителям о праздновании Рождества в разных странах.


УРОК ФРАНЦУЗСКОГО ЯЗЫКА

по теме «Погода, времена года, праздники (Новый год и Рождество)».

(Третий год обучения французскому языку как второму иностранному).


Цели урока:

- развитие коммуникативных умений учащихся;

- развитие социокультурной компетенции.

Задачи урока:

1) Учебные:

- развивать умения диалогической, монологической речи по теме «Времена года, погода и зимние праздники»;

- развивать умения чтения с извлечением информации;

- развивать навыки рецептивного восприятия новых лексических единиц (Noёl, Le Père Noёl, Le Nouvel An…);

- активизировать ранее изученные лексические единицы по темам «Погода» и «Времена года» (Il fait froit, il nèige, il gèle…);

- развивать умения письменной речи.

2) Развивающие:

- развитие критического мышления, логики и смысловой догадки.

3) Воспитательные:

- формировать толерантное, уважительное отношение к культуре страны изучаемого языка.

Оснащене урока:

- мультимедийный проектор и компьютерная программа «Le français d’or»;

- аудиокассета;

- текст (раздаточный материал);

- открытки.

Форма работы на уроке:

- фронтальная;

- индивидуальная;

- парная;

- игровая.
Ход урока:

Этапы

Деятельность учителя

Деятельность учащихся

Примечания

Организационный момент

Bonjour! Asseyez-vous! ça-va? Commençons notre leçon!

Bonjour, madame! ça va très bien, merci.

Учитель – класс.

Nous allons parlez de l’hiver et des fêtes d’hiver et du temps.







Повторение и активизация ранее изученной лексики.


Quels saisons de l’année vous connaissez?

Il y a 4 saisons dans l’année.

Ce sont: l’hiver, le printemps, l’èté et l’automne.



Учитель – ученики.

Regardez par le fênetre. Quel saison est maintenant?

C’est l’hiver




Quel temps fait il aujourd’hui?

Aujourd’hui il fait beau temps.

Il y a beacoup de nèige.

Il ne gèle pas.

Il ne fait pas froid






Quel temps il a fait hier?

Hier il a fait froid.

Il a nèigé.

Il a gèlé





Quel temps il fera en Janvier?

Quels temps il faisait en hiver l’annee passé?



En Janvier il fera froid,

Il aura beaucoup de nèige.

Il nèigera.

L’annee passé il ne faisait pas froid.

Il n’y avait pas beaucoup de neige.





Активизация изученного материала в диалогической форме

Faites la conversation enre votre ami français, qui veut savoir qu’est-ce que c’est “L’hiver russe”?

E1: Bonjour,Eric, ça va?

E2: Bonjour,Marie, ça va!!!

E1: Quel temps fait il chez vous?

E2: L’hiver a commencé.

E1: Qu’est-ce que c’est “L’hiver russe”?

E2: Il fait froid. Il y a beacoup de nèige.Il gèle. Et chez vous,en France?

E1: Chez nouz il pleut, il y a les nuages.

E2: Viens passer les vacances d’hiver en Russie!!

E1: Merci, pour ton invitation.


Учитель вызывает к доске попарно всех учеников.

Активизация изученного материала в монологической форме.


Jouons a la television

Vous etes les speakers et speakerine et les autres les specteteurs

Regarder la carte climatique et faÎtes les annonces du météo.


E1: A Paris il fait froid -10o

la nuit, il fait du vent.

E2: A Moscou il y a du verglas la temperature baisse vers lundi -20 o

E3: A Londre la pluit t = +1 o n’oubliez pas les parapluies.



Учитель предъявляет на проекторе метеокарты, где ученики берут информацию.

Введение новых лексических единиц


En hiver il y a beaucoup de fêtes. Regardez les mots a l’ordinateur et prononcez les. Devinez de la significations des mots.




Лексика предъявляется на проекторе без перевода на русский язык с картинками.

Noёl, Le Père Noёl, l’arbre de Noёl, le Novel An, feliciter, souhaiter, la santé, le bonheur, joyeux., la cheminée,

merveilleux.


Развитие умений чтения


Ouvrez le manuelel à la page 62. Lisons le texte “Joyeux.Noёl”

E1,E2,E3,E4,E5…



Учитель-ученики

Et maintenant, je vous propose,d’interrogez vos copains sur la tradition de feter Noel en France. Trouvez les differences entre la fete de Noel en Russie et en Grande Bretagne ( les dates…)


E1: Quand on fete Noёl?

E2: Qui survole les maison?

E3: Ou le Père Noёl jette les cadeaux?

E4: Ou il faut mettre les souliers?

E5: Qu’est ce qu’il faut faire pour recevoir les cadeaux?

E6: Comment est orné l’arbre de Noёl?

E7 En Russie on fete leNoel en janvier.

E8 Le pere Noel est habille autrement qu’en France/

E9 Les traditions de cette fete en France et eb Grande Bretagne se ressemblent


Ученик-ученик.



Развитие умений аудирования

.


Ecoutez s-il vous plaît la poésie. “Le matin de Noёl”.





Запись на кассете:

Le matin de Noёl, c’est merveilleux.

Quand les enfants ouvrent leurs yeux.

Ils decouvrent, devant la cheminée,

Leurs chaussettes pleines a craquer

De bonbons, de fruits et de jouets

Un clown,un ballon,une poupée!

A tous,joyeux Noёl! Bonne Année!


Учитель еще раз дает прослушать аудиозапись, и учащиеся повторяют хором стихотворение.

Активизация и закрепление материала

Закрепление изученного материала.





Je pense que vous pouvez me dire quelles fêtes approchent?
Pour bien fêter ces fêtes qu’est-ce qu’il faut avoir?

Et qu’est-ce que vous allez ecrire dans les cartes.


Souhaitez a vos copains bonnes fêtes


Je vous propose d’écrire la carte des vœux à votre ami. Et vous Marie ecrivez la carte des voeux a l’ordinateur,puis nous allons voir la carte de marie

E1 Au mois de decembre c’est Noёl.

E2 Il y a encore Le Nouvel An


E1 Il faut acheter l’arbre de Noёl

E2 Il faut ecrire les cartes

E3 Il faut preparer les cadeaux
E1 Je vais feliciter mes parents et mes proches avec les fêtes

E2 Je vais souhaiter du bonheur

E3 Je vais souhaiter de la santé

E1 Serge , je te souhaite Bonne Année

E2 Marie je te souhaite du bonheur.

E3 Anatole, je te souhaite joyeux Noёl


Работа с открытками.

Один учащийся выполняет задание на компьютере Затем информация для сравнения выводится на проектор

Контроль учителя.



Вывод.


On a beaucoup travaillé aujourd’hui, mais qu’est-ce que nous avons appris?

E1: Nous avons appris comment feliciter avec les fêtes d’hiver.

E2: Nous avons appris la poésie.

E3: Nous avons appris comment on fete le Noёl et la Nouvelle Année en France.





Домашнее задание.

Подведение итогов.





Pour la fois suivante, je vous donne comme devoir écrit à

remplire les cartes de vœux pour vos proches, repetez la poésie,savoir faire la conversation sur le texte “Joyeux Noёl”,et les traditions de feter Noel en France , en Russie et en Grande Bretagne


Vous tous, vous avez très bien travaillé à la leçon, et je vous donne de bonnes notes.







СЦЕНАРИЙ ПРАЗДНИКА «РОЖДЕСТВО»

Christmas

(A script of the Christmas party).


The hall is decorated with symbols of Christmas. A pupil is playing “Jingle Bells”. There are some Christmas scenes on the screen. All pupils are dressed in costumes.

Pupil 1:
What child is this?

What child is this, This, this is Christ the King!

Who lay to rest Whom shepherds guard and angels sing.

On Mary’s lap asleeping? Haste, haste to bring him, Lord!

Whom angels sing their anthems sweet, The babe, the son of Mary.

While shepherds watch are keeping? Joy, joy for Christ is born!

The babe, the son of Mary.



Pupil 2:
At Christmas people celebrate the birth of Jesus Christ. Christians believe that Jesus Christ was born in a stable two thousand years ago. He was the Son of God.

Pupil 3: On that happy day a bright star was shining high up in the sky. The three Wise Men followed it and came to Mary. That’s why put a star on the top of the Christmas tree.

There was great joy in the heavens on the day when Jesus was born and angels were singing to Him. That’s why we often decorate Christmas trees with toy angels.



Pupil 4: The three Wise Men brought their gifts to Jesus, that’s why we give each other presents hoping for the happier life in the coming year.

Pupil 5: We often light candles. The dying candles stand for Christ’s body, the flame stands for his wonderful soul.

All pupils sing “Silent Night”.

Silent night. Holy night.

All is calm, all is bright.

Round you Virgin Mother and Child,

Holy infant so tender and mild,

Sleep in heavenly peace,

Sleep in heavenly peace.



Silent night. Holy night.

Shepherds quake at the sight.

Glories stream from heaven afar,

Heavenly hosts sing Halleluia;

Christ is born,

Christ is born.



Silent night. Holy night.

Son of God, love’s pure light.

Radiant beams from Thy holy face,

With the dawn of redeeming grace,

Jesus, Lord, at Thy birth,

Jesus, Lord, at Thy birth.



A group of 3 pupils:

I love Christmas for many things,

Trees, candles, angel wings,

Stars in the heavens,

Snow covered hills,

Little toy trains,

Dolls in their frills.

I love Christmas, ribbons of gold,

Familiar carols, so very old.

Sweet candy canes, bright red sleds,

Little ones tucked snug in their beds.

I love Christmas, but most of all

I look forward to a neighbour’s call.

A friendly chat, a cup of tea,

Love in the home means Christmas to me.



I’ve done many things for Christmas:

I’ve tied each present with bow.

But there’s one other thing,

I wanted to tell you

How much I love you,

But I think you know.

Take you dreams for Christmas

And decorate the tree.

Look up high and once again

The glowing star you’ll see.

Take your dreams and carry them

Into the coming year.

Dreams are made of hope and love

Whenever faith is near.

It’s the joy of children,

The warmth of love,

The many blessings

Beneath the star above.

The many friends we know,

The neighbors living near,

That makes our lives so special

When Christmas comes each year.



Pupil 1: All over the world a traditional gift-bringer visits children at Christmas. His name is Santa Claus. He usually travels in his reindeer-drawn sleigh. During the night he goes quietly down the chimney and puts the presents into children’s stockings.

A girl and a boy:

Must be Santa

Who’s got the beard that’s long and white?

Santa’s got the beard that’s long and white.

Who comes around on a special night?

Santa comes around on a special night.

Special night, beard that’s white –

Must be Santa, must be Santa,

Must be Santa, Santa Claus.

Who’s got boots and suit of red?

Santa’s got boots and suit of red.

Who wears a long cap on his head?

Santa wears a long cap on his head.

Cap on his head, suit that’s red,

Special night, beard that’s white –

Must be Santa, must be Santa,

Must be Santa, Santa Claus.


Who’s got a great big cherry nose?

Santa’s got a great big cherry nose.

Who laughs this way, “Ho,Ho,Ho?”

Santa laughs this way,”Ho,Ho,Ho.”

Ho,Ho,Ho, cherry nose,

Cap on his head, suit that’s red,

Special night, beard that’s white –

Must be Santa, must be Santa,

Must be Santa, Santa Claus.

Who very soon will come our way?

Santa very soon will come our way.

Eight little reindeer pull his sleigh.

Santa’s little reindeer pull his sleigh.

Reindeer sleigh, come our way,

Ho,Ho,Ho, cherry nose,

Cap on his head, suit that’s red,

Special night, beard that’s white –

Must be Santa, must be Santa,

Must be Santa, Santa Claus.


Pupil 2: How did it happen that stockings became the Christmas symbols? As one legend says one day Santa Claus dropped his presents down the chimney as usual. There happened to be a sock below. It was hung to dry by the fire. That’s how that custom was born.

It was the Americans who gave Santa Claus a sleigh and a team of reindeer. Rudolph is the reindeer whose shiny nose lights Santa Claus’s way. First, none of reindeer wanted to play with him. But Santa Claus asked him to guide his sleigh. And Rudolph became very happy and famous. Remember: whoever your are, you are special.



Pupil 3:

Rudolph the Red-nosed Reindeer

Rudolph the red-nosed reindeer,

Had a very shiny nose,

And if you ever saw it,

You would even say it glows.


All of a sudden the other reindeer

Used to laugh and call him names,

They never let poor Rudolph

Join in any reindeer games.



Then one foggy Christmas Eve

Santa came to say:

“Rudolph, with your nose so bright,

Won’t you guide my sleigh tonight?”


Then how the reindeer loved him

As they shouted out with glee:

“Rudolph the red-nosed reindeer,

You’ll go down in history!”




All the pupils sing “Jingle Bells”.

Pupil 4: There are some special plants that have become the symbols of Christmas. They are Holly, Ivy and Mistletoe. They bring peace between husband and wife in the coming year. Holly has green leaves and bright red berries. These colours have also become very special at Christmas.

There is a tradition to make a kissing bush. It is usually made of Holly, Ivy and Mistletoe. If you kiss your dearest and nearest below it you will be happy and friendly the coming year.



Pupil 5 (standing near the kissing bush):

Mummy, Daddy quick!

Let’s go

And stand beneath the mistletoe.

You kiss me

And I’ll kiss you,

Here comes Sister,

Kiss her too.

Mummy, Daddy, quick!

Let’s go


And stand beneath the mistletoe.

Pupil 1: But the most popular of all the Christmas plants is the fir tree. The Germans were the first to bring it indoors and decorate with papered lights.

Pupil 2: Christmas cards are very popular everywhere. You know, the first card appeared in England about 200 hundred years ago. Millions of them are sold all over the world. They have “Merry Christmas and A Happy New Year!” on them.

Pupil 3: A London sweet shop owner made the first Christmas cracker 200 years ago. At first, he sold sweet nuts covered with rice paper. There were some love greetings inside. Then a brilliant idea came to his mind. He made them go cracking. Nowadays they are very popular.

Pupil 4: There are some traditional dishes for Christmas, too. They are Christmas goose, pudding. The last one is a tasty symbol of this merry holiday. When people cook it each member of the family must give the pudding a stir and make a secret wish.

Christmas pudding is made of flour, raisins, nuts, whisky, brandy. Then people boil it for some hours. It looks like this. (The Christmas pudding is brought into the hall.)



Pupil 5: On Christmas Eve you can see Snowmen in every yard if there is some snow of course. It is a great fun for everybody to make them. But sometimes they turn alive.

Santa Made a Mistake.

(A play)


Characters: Mr. Jones, Mrs. Jones, their son Edwin, their daughter Mary, Mr. Brown, Mrs. Brown and their children Willy and Ann. They are meeting for Christmas party.
Mr. Brown: Good evening, Mrs. Jones! Hello, Mr. Jones! How are you?

Mrs. Jones: Oh, fine. Thank you. Nice to see you at our place!

Mr. .Jones: You are welcome, dear friends!

(Mrs. Brown and Mrs. Jones are sitting around a table. Mr. Brown and Mr. Jones are sitting on the sofa and talking).

Mr. Brown: What are you giving to your boy for Christmas?

Mr. Jones: Shhh! A car. Not just a car - a new kind – a radio car!

Mr. Brown: Let's have a look at it!

(Mr. Jones is looking for a parcel under the sofa).

Mr. Jones: Oh, it is really lovely, isn't it? It goes forward and backward. Kids love to play with radio cars.

Mr. Brown: Yes, they do. By the way, can it turn to the right or to the left?

Mr. Jones: Wait, I'll show you. There! See! You hold the remote control like this and press this button, so…

Mr. Brown: Oh, yes, I see. Just the thing for a child, isn't it? I’ve bought Willy "Lego".

Mr. Jones: I got Edwin one for his birthday. But for Christmas I have decided to give him a radio car. I told him Santa Claus was going to bring him something new this time. Look at this car, would you? It's so wonderful!

Mr. Brown: Let the car go again!

Mr. Jones: All right. There, notice the way it goes forward, turns to the left, stops, makes a circle. Isn' t that a great thing for a kid, eh?

Mr. Brown: Yes, just wonderful!

Mrs. Brown: Oh, I think it's just the loveliest doll I've ever seen. I must get one like it for Mary. Won't your daughter be perfectly enchanted?

Mrs. Jones: Yes, she will have a lot of fun, playing with such a beauty. Little girls love that so much. Look! There are three little dresses with a doll, aren't they wonderful?

Mrs. Brown: Oh, how perfectly lovely! I think the red one would suit the doll best, don't you? With such golden hair!

Mrs. Jones: What a good idea! Wait, I'll get a needle in a minute. I'll tell Mary that Santa Claus sewed it himself. The child believes in Santa Claus absolutely.

(Edwin and Willy are sitting on the floor in the bedroom. They have a mobile phone in their hands).

Edwin: Cool, isn't it? Not very expensive, but very useful, you know. Good present for Dad, eh? Willy: Fine! I'm giving my Dad a pager.

Edwin: I thought of a pager, too. All men like pagers and mobile phones. Would you like to phone your girl friend?

Willy: Thanks, I've got to tell her something very important. She has been so rude and noisy lately, you know.

Edwin: OK. But don't be long. In fact, I wouldn't buy it, if it weren't for Dad. I simply had to buy him something from Santa Claus. He believes in Santa Clans absolutely, you know.

(Mary is showing Ann the absolutely lovely make-up kit and a bottle of perfume that she got for her mother).

Mary: Aren't these the dearest little things? My Mum will be much more beautiful with it!

Ann: I'm sure she will. But your Mum never uses make-up, does she?

Mary: Unfortunately, not. She is far too slow for that. But I shall tell her that Santa Claus insisted on using a little make-up.

Ann: I think she believes in Santa Claus just as my Mum does.

Mary: Oh, absolutely! What if we try some perfume?

Ann: It sounds great!

(While they all are sitting at the table, Santa Claus enters the room and places the presents into the people's stockings. But he gives the wrong things to the wrong people! But when they find their "Wrong Presents", they get really happy and busy. Mr. Jones and Mr. Brown are playing with the car, Mrs. Jones and Mrs. Brown are dressing the doll, the boys are talking on the mobile phone with their girl friends, the girls are getting more and more beautiful with make-up).

All the pupils sing “I Wish You a Merry Christmas”.

СЦЕНАРИЙ ПРАЗДНИКА «НОВЫЙ ГОД»
Les personnages: le 1 presentateur, le 2 presentateur, maman, la fillette, la fille de neige, Le Pere Noel, les enfants, le Bonhomme, le Nouvel An, la poupee, la chatte.
Le 1 presentateur: Chers fillettes et garcons!

Commencons notre fete!

La fete de Nouvel An!

Le 2 presentateur: Garcons et filllettes!

Jouons aux devinettes!

Quand le Nouvel An

Vient-il chez les enfants?

Au printemps?

Pas vraiment

En ete?


Jamais!

En automne?

Non, non!

En hiver? N’est-ce pas?

Oui, c’est ca!
Maman- Ma cherie, va chez ta grande mere.

La fillette- Quand? Aujourd’hui?

Maman- Oui,oui!

La fillette- Le ciel est gris aujourd’hui!

Maman- Mais ,c’est l’hiver, ma cherie!

La fillette- Pourquoi la neige blanche

Couvre-t-elle les branches?

Est-ce toujours ainsi?

Maman- Non, mon enfant

En hiver seulement!

La fillettte- Et pourquoi maman

Le sapin est-il vert?

C’est donc l’hiver?

Maman- Les sapins, ma fille

Sont couverts d’ aiguilles

Qui, par bonheur , ne changent jamais

de couleur. C’est pourquoi ils n’ont pas froid.
1 presentateur-Garcons et fillettes!

Jouons encore aux devinettes!

Elle tombe du ciel

Elle tombe en hiver

Elle n’est ni vert, ni beige

Elle est blanche.

Qu’est-ce que c’est?

Les enfants – C’est la neige.

2 presentateur-C’est une jeune fille

Son costume brille

Elle vient chez les enfants

A la fete du Nouvel An.

Comment elle s’appelle?

Les enfants- C’est la Fille de neige!

1 presentateur-Oh! La voila! Bonjour, chere Fille de neige!

Avec qui tu es venue a notre fete?

La Fille de neige- Je suis venue avec mes cristaux de neige.

Ils vous chantent la chanson «La neige tombe»

La neige tombe

Les cristaux -

Sur les gens et les maisons

La neige tombe

A gros flacons

La neige danse

Elle vient dans nos yeux

Danse la neige tu nous rends joyeux

La neige brille

Comme des diamants

Brille neige

Brille tres longtemps

Nos pieds s’enfoncent

C’est comme un tapis

Sous la neige

Que tout est jolie!

Quand on t’attrape

Tu fonds dans les mains

Reste la neige!

Reste pour demain!


La Fille de neige- Les enfants! Nous sommes gais!

Nous sommes heureux!

Mais ou est le Pere Noel?

2 presentateur- Par les routes et les chemins

Pour la fete du Nouvel An

Pere Noel porte les sapins

Pour les Sages enfants!

La Fille de neige- Appelons-le!

Le Pere Noel – Je vais , je vais…..

Bonjour mes enfants, je suis venu chez vous

avec mon ami. Connaissez vous ce personnage?

Il n’a pas d’age, il est toujours blanc et bon!

Les enfants - C’est un bonhomme.

Le Pere Noel - Comment s’appelle ce bonhomme?

Les enfants – C’est un bonhomme de neige.

Le Pere Noel – C‘est ca !

La Fille de neige-Pere Noel as-tu apporte des cadeaux?

Pere Noel – Nous avons de beaux jouets

Voila la poupee! Voila la chatte!

La poupee- Je suis la poupee de Paris

Je danse, je chante, je ris

Je parle aussi vraiment

Je dis «papa», «maman»

Je suis gentile n’est-ce pas?

La chatte - Je suis le chat Minou miou, miou

Toujours contente de tout

Je dors bien au soleil

Et toute la nuit je veille.

Le Pere Noel – Qu’est-ce que c’est?

La Fille de neige-Qu’est- ce qui se passé?

1 presentateur- La neige tombe sur les champs

Et les villages endormis

La vieille annee aux cheveux gris

Cede sa place au Nouvel An.

2 presentateur – Au dernier coup de minuit

La vieille annee s’enfuit

Le Nouvel An en chapeau blanc

Vient dire bonjour aux enfants!

Le Nouvel An- Je m’appelle Janvier

J’arrive le premier

Pour dire aux enfants

Voici le Nouvel An!

Les participants- BONNE ET HEUREUSE ANNEE!

JOYEUX NOEL! BONNE SANTE!

Les enfants - BONNE ET HEUREUSE ANNEE!

JOYEUX NOEL! BONNE SANTE!



3. Литература.
1. Программа обучения иностранным языкам учащихся школ с углубленным изучением иностранных языков, лицеев и гимназий. – М.: «Школьная книга», 2000.

2. Языковое образование в национально-культурном наследии России: исторические традиции, современность, взгляд в будущее. Сборник научных трудов. – М.: «АПК и ПРО», 2003.


Москва 2010







Старые шлягеры лучше новых, потому что их слышишь реже.
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