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Педагог-психолог лапина Н. А.
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· Ребята, истории известны люди, которые обладали феноменальной ПАМЯТЬЮ. О некоторых из них сейчас вам расскажет ….
| · То, что написано на этом слайде пригодиться вам в любой жизненной ситуации. Вы – как настоящие агенты и разведчики должны это запомнить! Заставьте себя запомнить! Дайте себе установку запомнить!: Чтоб ты смог свою речь От ошибок сберечь, О пяти вещах помни всегда: Кому говоришь О ком говоришь, и как, и где, и когда. |
А ТЕПЕРЬ ВОСПРОИЗВЕДИТЕ ЭТИ СВЕРХВЕРНЫЕ СЛОВА! (на слух)
Подведение итогов
РЕФЛЕКСИЯ…
· Что нового узнали на занятии?
· Интересен ли материал, представленный на занятии?
· Что полезного вы сегодня вынесли из полученной информации?
· Для чего вам может понадобиться информация, полученная на занятии?
· Раздаём буклеты с рекомендациями тренировке ПАМЯТИ…
· Спасибо за работу!
Домашнее задание
1. Из истории известно немало людей, обладающих феноменальной памятью. Найдите информацию о таких людях.
2. Придумайте анекдоты или рифмовки-договорки по теме: «Школа», в которых часть слов будет на английском языке
Как завязать знакомство? Урок-тренинг 10 класс
Автор Журбенко М. А., преподаватель английского языка
Ход занятия
I. Teacher: Hello, dear friends, I’m glad to see you safe and sound. The goals of this lesson are to learn how to know people when you meet them for the first time and to practice responding to what someone has just said.
We are going to focus on useful expressions for introductions, offers and invitations, revise and practice the language expressing disappointments, ending
conversations and leave-taking and revise awareness of strategies for effective conversation.
Please feel free to ask any question and to stop me if you don’t catch up with me.
II. So let’s start. When we meet someone for the first time what things are the most important for us to know about the person?
Feedback: Учащиеся высказывают свои предположения, составляя mindmap на интерактивной доске
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Teacher: Wonderful! So let’s see what we have. (слайд 1) OK. So what questions would you ask your partner to learn this information?
Feedback: Учащиеся составляют вопросы по пунктам mindmap, используя известные им стратегии. Учитель поправляет, если есть необходимость
Teacher: Thank you, great job. Now I’d like you to split into pairs. We shall do like this. Each of you will get a card. Someone in this room has the same card. Find this person, he or she is your partner. (учащиеся получают карточки с цифрами или буквами и находят свою пару)
Now I want you to find out three things that are important for you about your partners. (Во время выполнения задания учитель следит, чтобы учащиеся правильно задавали вопросы в соответствии с ситуацией и правильно на них отвечали)
Feedback: Учащиеся рассказывают, что они узнали о партнёре
Teacher: I am sure you were in the situation of being new in a company.
§ How did you feel in the situation? Rate yourself from 1 (nervous) to 5 (confident). (Feedback учащиеся дают развёрнутые ответы, анализируя причину своего состояния: e.g. I would say I’m 4, as I am rather comfortable, though not quite confident) (слайд 2)
§ In pairs decide how good you are at meeting and getting to know new people. (Feedback учащиеся дают развёрнутые ответы, объясняя свой выбор)
§ Do you know anyone who is very confident in new situation? ( Feedback: учащиеся дают развёрнутые ответы, комментируя своё мнение)
§ Think of some good ways to start conversation with people you don’t know. (Feedback: talking about the weather, TV, sport, likes and dislikes ….)
III. Teacher: Quickly read the three extracts. Look at the task on the board. (слайд 3)
1. In pairs, note down the techniques suggested.
2. Decide on the most useful. Which, if any, do you use?
(Учащиеся получают раздаточный материал с отрывками из незнакомых текстов и работают в парах. В их распоряжении 3-4 минуты. Им не нужно читать все тексты целиком, они должны найти ответы на поставленные вопросы. Такого рода задания являются подготовкой к работе с незнакомыми экзаменационными текстами)
Do you think it’s possible to learn to be a more successful person from a book?
Text A.
The beauty of flattery is that it’s so easy. Say anything favourable that comes into your head. You cannot go too far with flattery, if you want to be polite. Tell people they’re brilliant, beautiful, important, accomplished and good. This is known as lying. \P.J. O’Rourke\
Text B.
Six ways to make people like you:
1. be genuinely interested in other people.
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2. smile
3. remember that a person’s name is to that person the sweetest and most important sound in any language
4. be a good listener
5. encourage others to talk about themselves
6. talk in terms of the other person’s interests.
Make the other person feel important – and do it sincerely. \Dale Carnegie\
Text C.
A good, all-purpose opening technique is, ‘Tell me…’, pause, look attentively, then put a question that seems likely to suit. It doesn’t matter whether it’s, ‘If you could retire tomorrow what would you do?’, or ‘What is it like to be the Head of the Pentagon?’, or ‘How come your children are so good?’. Listen to the answer, pick out something interesting and say, ‘That’s very interesting, so you…’, and repeat the point. That makes the speaker feel understood and appreciated. So he will elaborate. You can keep this up with tiny variations for hours.
\Mayra Bremner\
Feedback: Text A – flattery; text B – be interested, smile, use their name, be a good listener, talk about their interests, encourage them to talk about themselves; next C – listen, repeat parts of what they say and encourage them to say more about it.
IV. Teacher: Now you will hear three dialogues. Please fill in the table that you have in front of you. You will hear the recording twice.
| Conversation | 1 | 2 | 3 |
| What is the conversation about? | |||
| How do they feel about each other? | |||
| Which techniques do they use? |
Feedback:
| Conversation | 1 | 2 | 3 |
| What is the conversation about? | Ice-skating | Interested in each other | Mirroring, showing interest |
| How do they feel about each other? | Daniel’s exhibition | Can’t stand it | Flattery, lying |
| Which techniques do they use? | Leave-taking | Interested in and attracted to each other | Showing interest |
V. Now we are ready for the ROLE PLAY. But before you start let’s revise some key moments. (слайды 5 и 6)
Match the statements with the responses.
1. I can’t stand doing the ironing. a) Neither would we.
2. I really should be going now. b) That’s funny, so did we.
3. We mustn’t leave too late. c) Neither can I.
4. I’d rather take a taxi. d) Neither should you.
5. We didn’t really enjoy the film e) So should I.
6. You shouldn’t drink so much. f) Neither must we.
7. They’d never buy a foreign car g) So would I.
8. They had terrible weather h) Neither did Susie.
Put the words in the correct order.
1 is Mandy this Carrington. This is Mandy Carrington.
2 to there would is you meet someone like.
3 wine you would a of glass like?
4 brings what so Paris you to?
5 Cristina ages beet it has!
6 a shame what oh!
7 excuse hope you I will me.
8 time the is that? Really I going be must.
9 lovely you it has see to been.
10 have wonderful I a time had.
11 I together get can hope soon we.
VI. ROLE PLAY.
Teacher: Look at the board. This is the situation of our role play. Don’t forget about the main rules of a successful conversation.
Take your ‘legends’, stand up and mill round, meeting and talking to each other. After every two minutes, move to someone else.
| Film star | Journalist | Politician | Mogul | Teacher |
| Film star | village doctor | Librarian | Famous traveler | Sportsman |
(Учащиеся получают карточку со своей «легендой», они обязаны вести себя на вечере в соответствии с ролью)
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Слайд 7
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