Урок формирования навыков написания рассказа план-конспект урока по английскому языку (8 класс) на тему
Урок к учебнику Starlight 8, модуль1, раздел 1I
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Stories can be about real or imaginary situation. They can be in first person ( I, we ) or third person ( he, she, they ). Before we start writing a story, we first decide on the type of story, the main characters and the plot. In the first paragraph we set the scene (when/ where it happened, main characters, weather, what happened first). In the main body paragraphs , we describe the events in the order they happened leading to the climax event (the main event), and the main event. In the final paragraph we write what happened in the end and how the character(s) felt. We normally use past tenses and time linkers ( as, when, after, later, while, suddenly, final, etc ) to help the reader follow our story. We can also use a variety of adjectives and adverbs and direct speech to make our story more interesting to the reader.
To plan piece of writing you need to understand the rubric as it contains information on the imaginary situation, the imaginary reader which will help you decide what style you will write in, the type of writing and any specific details.
Read the rubric and look at the key words in bold. Answer the questions.
A travel magazine has asked its readers to send short stories describing a nasty holiday experience they had. The best story wins a three-day visit to London. Write your story for the competition (120-180 words).
What are you going to write?
Who is going to read it?
What should your piece of writing be about?
How many words should you write in?
Will your narrative be in first person or the third person?
Read the story and answer the questions.
How does the writer set the scene?
What is the climax event?
What happened in the end?
How did the characters feel?
The Runaway train by John Brown
During my summer holiday, my friends James and I were travelling across the USA. One day, we decided to take a journey on a stream train which became a thrilling adventure. Little did we know that we were in for a terrifying experience.
We had been enjoying the smooth ride when something went terribly wrong. We had just come out of a tunnel and we were slowly making our way down a hill when suddenly there was a loud screeching noise. Then, instead of slowing down we began to speed up.
People started screaming frantically. As we all held onto our seats, the train stared rocking dangerously from side to side. A man got out of his seat and ran quickly to the front of the train. A few minutes later, the train began to slow down. Soon after that, we pulled into the next station and we all got up anxiously to see what had happened. It seems the driver had hit his head and fallen unconscious.
Luckily, the passenger had got there in time to slow down the train and save the day. We were relieved to hear that no one had been hurt and that the driver was well.
Put the events in the order they happened. Compare with your partner.
We heard a screeching noise.
We pulled into the next station.
James and I went on a train journey.
A man ran to the front of the train.
The drive hit his head.
The train began to speed up.
The train started to slow down.
The driver was well.
Which adjectives has the writer used to describe the following?
adventure 3. …………………noise
Write the adverbs the writer has used to describe the following :
1 making our way ………………….
3 train rocking ………………………
6. Fill in the sentences with a suitable adjective or adverb from the list:
deafening, dark, rapidly, carefully, terrified, violently, massive, heavy
The thunder was …… and the windows were shaking ……… .
I felt absolutely …….. when I saw the ……. wave rushing ……. towards us.
………. clouds filled the sky as the ……… rain poured down.
Simon drove …….. across the bridge.
7 Fill in: suddenly, before, and then, eventually, as soon as, while, and.
1)………we reached London, we looked somewhere to spend the night. 2)……. we came across a small cosy hotel. 3)……… we were waiting at the reception, a young man entered. He looked at us coldly then disappeared in the lift without saying a word. 4)……….. we heard a scream. Minutes later the young man came down the stairs. He looked very scared ……… his hands were shaking. 6) ………. we said a word he grabbed my hand and said, “I saw him. He is in my room waiting for me. Please, help me.” 7) ………… he fainted.
Study skills
8 Look at the picture and use the prompts to set the scene. Start with the sentence given ( the picture is given in appendix ) .
Steve could never expect his weekend trip would end like this.
9 Put the pictures in the correct order (1 – 4) to make the outline of a story ( pictures are given in appendix ).
Listen and check ( see tapescript in appendix ).
10 A magazine has asked its readers to send in stories (120 – 180 words)
about a nasty experience. Use the pictures in ex. 9 to write a story.
Follow the plan.
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УРОК АНГЛИЙСКОГО ЯЗЫКА В 8 КЛАССЕ «Writing a Story»
(по УМК «Starlight 8»)
Ерофеева Александра Алексеевна
МБНОУ «Городской классический лицей» г. Кемерово
расширение и отработка словарного запаса для написания рассказа.
формирование умения написания рассказа.
Тип урока : урок открытия нового знания
Способствовать овладению и активизации новых лексических единиц (синонимов, антонимов, слов-связок) по теме.
Формировать навыки работы с текстом — моделью (поиск необходимой информации в тексте).
Развивать критическое мышление, познавательную активность и творческую самостоятельность.
Развивать навыки аудирования с пониманием основного содержания и построения письменного высказывания по плану
Развивать умение организовывать информацию по теме.
Развивать учебно-организационные умения и навыки (взаимоконтроль, самостоятельная работа, коллективная деятельность).
Воспитывать культуру общения.
Формировать готовность к деловому сотрудничеству и взаимодействию, совместному решению поставленных задач.
Метапредметная деятельность на уроке:
Развитие регулятивных навыков (инициативность, самостоятельность, управление своей деятельностью, контроль, самоконтроль);
Развитие коммуникативных навыков (речевая деятельность, развитие умения выражать свою точку зрения на английском языке, навыки работы в группе);
Развитие познавательных навыков (работа с информацией, использование общих схем решения, работа с учебными моделями).
Доска, учебник, презентация Power Point, CD, word map, карточки с предложениями.
Формы работы : индивидуальная, фронтальная, парная, групповая
Этапы и ход урока.
Мотивация к учебной деятельности (3 мин)
Good morning! Glad to see you! I hope you are fine, aren’t you? Then let’s start.
I know from our home-reading lessons that all of you like reading. By the way, what kinds of stories do you know? ( Science fiction, romance, action/adventure, drama, comedy, horror, fairy-tale, murder/mystery ). Which ones do you enjoy reading? And why?
Актуализация и пробное учебное действие (3 мин)
But have you ever tried creating your own stories? Have you succeeded in it? If you follow some rules and tips we’re going to learn today, you’ll create your stories easily.
By the way, do you know how many parts a story consists of? What are they?
What tense do we usually use while writing a story?
Do you know any time linkers?
You will be able to answer all these questions after reading writing tips in your SB/
Постановка учебной задачи (5 мин)
Let’s read writing tips on p.20 in SB ( здесь и дальше см. файл «копия урока» in appendix) and see if your guesses were correct or not. Look through the tips, please!
What new facts have you got to know?
Let’s work in groups. (2 minutes). Well, what makes a story interesting? I’ll give a word map ( see “presentation — slide 2”) . Look and in a minute add as many words as you can think of.
Let’s check. Listen to each of the groups attentively and try not to repeat the words you’ll hear. So, what words do you know related to story structure? And what adjectives would you like to use to describe plot & climax, for example?
And this time look at the slide ( slide 3 ) and add the words to the categories in your word map. Some words can be used to describe different categories.
To plan your piece of writing you need to understand the rubric as it contains information on the imaginary situation, the imaginary reader which will help you decide what style you will write in, the type of writing and any specific details. Read the rubric of ex.1 and look at the key words in bold. Answer the questions.
What are you going to write?
Who is going to read it?
What should your piece of writing be about?
How many words should you write in?
Will your narrative be in first person or the third person?
Открытие нового знания (14 мин)
This time we are going to read and work on a model story . Look through the text and answer the question ( ex.2) :
How does the writer set the scene?
What is the climax event?
What happened in the end?
How did the characters feel?
Put the sentences in the correct order ( ex . 3 ).
Before I explain what we’re going to do, let’s divide into 3 teams. Well, the task is to replace at least three words (more words are possible) in the text’s paragraphs using synonyms but not to change the meaning of the sentence. Just now I’ll give you an example and while listening to me try to count or even write down how many words I’ve replaced. Look at the first paragraph in the text! “ On my summer holiday my friend James and I were travelling across America. Once we made up our mind to have a journey by steam train which became a breathtaking adventure. Little did we know that we were in for a shocking experience.” So, how many words have I replaced? ( 7 words ) Look at the slide ( slide5 ) and check . Now it’s your turn. 1-st group – paragraph 2, the 2-nd group – paragraph 3 and the last one – 4.
So, you can see that using synonyms helps you make you story much more interesting.
Which adjectives has the writer used to describe the following?
Look through the table “Study Skills” on p.21 Setting the scene and answer the questions ( slide 6 ):
What should we do to set the scene?
What can we use to make the description more vivid?
How does the writer set the scene in the story “The Runaway Train”? ( Who? = my friend James and I; where? = travel across the USA ; wnen? = in summer )
Ex.8 p.21 Look at the picture ( скан картинки в папке appendix ) read the prompts and say ( slide 7):
Who?
When?
Where?
What (happened)?
Why (did they feel frightened)?
What (did they do)?
Well, set the scene! Start with the sentence given ( см. файл «копия урока»).
And how can you end a story? ( Describing people’s feelings or reaction, using direct speech or creating a mystery or suspense ).
Before you start inventing your own stories let’s summarize what you have learnt today. Look at the slide ( slide 8 ) and answer some questions:
Which tense do we use to give background information?
A past simple B past continuous C past perfect
Which paragraphs make up the main body of a story?
A 1 &2 B 3&4 C 2&3
Which paragraph describes the main event?
A the third B the second C the first
Which paragraph sets the scene?
A the second B the third C the first
What do we use to make the description more vivid?
A repetition B senses C much violence
We never end a story by…
A writing the END at the bottom of the page
B creating mystery or suspense
C describing people’s feelings
1B 2C 3A 4C 5B 6A
Cамостоятельная работа (5 мин)
Well, it is time to invent your own stories ex.9 p.21 (скан картинки в папке appendix)
We’ll work in groups . You’ll be given some cards with the sentences and your task is to choose those ones which are suitable to the pictures given:
+One hot July day, Matt and his friends decided to go surfing.
+After they loaded their surfboards into his jeep, they set off for the beach.
+But the weather suddenly changed.
+Excited rather than disappointed by the change in the weather, Matt drove onto the beach and parked on the sand.
+All of a sudden, a huge wave smashed against the side of the jeep and overturned it.
+They called for help on cell phone.
+The emergency services arrived.
+It had been a nasty experience but at least they were safe.
-One Friday afternoon, last autumn, I was travelling home on the bus.
-Suddenly the driver slammed his brakes on.
-He leaned too far forward, lost his balance and fell towards the rocks.
-It was bitterly cold when friends set off early in the morning.
-By lunchtime they were halfway up in the mountain.
What does each picture show?
Put the pictures in the correct order to make the outline of a story.
Listen and check.
Включение в систему знаний (8 мин)
Let’s make up stories in groups! Ex.10 p.21
Listen to the stories of each of the groups and say what you like and may be not like. Use the information given in a word map.
HW : написать рассказ ex.7 p.24 “An Amazing Rescue”
К.М. Баранова, Д. Дули и др.: Starlight учебник для 8 класса общеобразовательных учреждений – М.: Express publishing: Просвещение, 2014.
К.М. Баранова, Д. Дули и др.: Starlight книга для учителя к учебнику 8 класса общеобразовательных учреждений – М.: Express publishing: Просвещение, 2014.
