Mass media plays an important role in the life of the modern society. Newspapers, magazines and TV programmes for youth reflect the young people’s hopes and wishes, their leisure and education, their attitudes and opinions. They can also offer young people advice and help them to choose the right course in solving their problems.
Recently the use of newspapers as teaching /learning materials in English language teaching has been receiving attention. It is also something which can be used either sparingly or consistently, responding to the opportunity of a special occasion or as a regular and on-going activity.
Newspapers, magazines and language materials: what can they offer? These range from general education value and cultural information to language change and varieties of English, and from reader interest and reading for pleasure to authentic materials and subject-specific materials. The content of the articles : 1. Is current. There is immediacy about what is presented, and learners become involved in relating to it. 2. Is authentic. It relates to real life. Learners will be dealing with facts and opinions that have a basis in reality and therefore a direct bearing upon their own lives. 3. Has a variety of content. Themes or topics cover a variety of subject matter and culture-related matter ranging from society, politics, economics, science to environment, sports, entertainment and home life. 4. Choosable. The teacher may select material according to pupils’ needs and interests, and it should increase their motivation and desire to learn about the topic through language. 5. Has a variety of linguistic features. It contains a range of language styles, text types, and vocabulary. Learners will develop their reading skills and vocabulary acquisition by engaging with them. 6. Can be used to develop language skills. Learners reading, writing and listening skills can be developed by a number of tasks such as “ learning about something”, “getting information by reading for detail or main ideas”, “drawing materials for argument” and “writing and reviewing reports based on their knowledge of the subject”. Coping with vocabulary identifying technical, field-specific terms from a range of genres among different subject matters may also help learners to improve their language skills. In other words, newspapers, magazines, news on TV can serve not only as “a vehicle for information” but also as “ a linguistic object”. This echoes the goal of content-based instruction, which is “ to provide a meaningful context for language teaching to occur”.
Conclusion: economic, effective, and enjoyable. Newspapers and magazines can be useful tools for many reasons. One, as has been shown above, is that they cover a variety of topics. Another is that the articles are usually written in such a way that ordinary people can understand them. Modern computer technology and recent developments on the internet can not only make these approaches easier to practice but also offer an expanding source of material to work with.

References:
MODERN ENGLISH TEACHER Journal № 2-2003

Учитель английского языка,

МБОУ «Лицей №9», г.Белгород

Учитель: Чернова О.В.

Тип урока: урок комплексного применения знаний и умений.

Тема урока: «Прогулка в зоопарк. Множественное число существительных».

УМК: М. З. Биболетова, О. А. Денисенко, Н. Н. Трубанева  «Enjoy English» 2 класс.

Задачи урока: Развитие умений и навыков устной речи, совершенствование навыков аудирования.

Личностные УУД: формировать положительное отношение к процессу познания, развивать навыки сотрудничества в разных ситуациях;

Регулятивные УУД: планировать свои действия в соответствии с поставленной задачей,

Познавательные УУД: успешно осуществлять актуализацию новых лексических единиц, основываясь на учебную ситуацию и личный опыт; выстраивать логическую цепочку рассуждений для дальнейшего выполнения соответствующих действий;

Коммуникативные УУД: слушать аудиозапись, учителя и друг друга для восприятия и воспроизведения необходимой информации, адекватного участия в диалоге по заданной ситуации;

Оборудование: карта зоопарка (желательно с фотографиями животных), карточки с окончаниями множественного числа ([s], [z], [iz]), карточки со схемами предложений, картинки с изображениями животных, карточки-цифры 1-10, карточки-буквы Aa-Uu, карточки-звуки к ним, компьютер, проектор, материалы для аудирования (mp3-формат).

Речевой материал: I have got…; I can/I cannot…; I am…;

Новые лексические единицы: Great!; OK!; Good of you!; glasses;

Ход урока:

1.Организационный этап (подготовка учащихся к работе на уроке; мотивация на успех учебной деятельности, создание благоприятной атмосферы на занятии):

Учитель приветствует учащихся, говорит, что рад их видеть (I am glad to see you, boys and girls!); задает учащимся вопрос (How are you?)? получает на него возможные ответы (I am fine, thank you./I am not fine.); желает удачи (Good luck, kids!) и переходит к следующему этапу (Let’s start!)

2.Постановка цели урока (определение совместно с учащимися что, для чего и каким образом они будут делать на уроке) :

Учитель обращает внимание детей на карту зоопарка на доске (Friends! Look at the blackboard! What is it?)

Дети рассуждают вместе с учителем, для чего же им нужна карта зоопарка, решают, хотят ли они отправиться в зоопарк вместе с героями учебника, определяют, какие слова и фразы они должны знать, чтобы побывать в английском зоопарке (названия животных, вопросы и ответы типа «Who are you? – I am …; How are you? Can you…? – Yes, I can./No, I cannot.; Have you got…? – Yes, I have./ No, I haven’t.)

3. Актуализация знаний (настройка артикуляции учащихся на английскую речь, развитие произносительных навыков, проверка уровня освоенности уже изученного материала)

Учитель помогает учащимся настроиться на английскую речь, повторяя изученные ранее буквы английского алфавита и звуки, соответствующие этим буквам (так называемый «секретный код»), здесь используются карточки-буквы Aa-Uu и карточки-звуки к ним;

Медвежонок Билли просит учащихся помочь ему разыскать своего друга Мартина, без которого Билли не хочет идти в зоопарк, для этого нужно расшифровать рассказ-описание, зашифрованный в схемах (карточки со схемами предложений – приложение 1); дети успешно справляются с задачей – кролик Мартин найден;

Настроившись должным образом на английскую речь, дети отправляются в зоопарк, где им предстоит познакомиться со зверьми, обитающими там :

1) учащееся выходят вперед, поют песенку «Hello, what’s your name?», для того, чтобы поприветствовать жителей зоопарка;

2) спев песню и вернувшись на места, учащиеся делятся на пары, в которых один учащийся играет роль животного, а второй – посетителя, используя фразы Who are you? – I am …; How are you? How old are you? Can you…? – Yes, I can./No, I cannot.)

4. Совершенствование грамматических навыков  (множественное число существительных, числительные):

Перед учащимися встает новая задача: кролик Мартин потерял очки, учащиеся хотят помочь ему назвать и посчитать животных, которых они встречают в зоопарке (здесь используются карточки с окончаниями множественного числа ([s], [z], [iz]), картинки с изображениями животных, карточки-цифры 1-10); учащиеся проверяют, правильно ли они рассмотрели животных и их количество, слушая аудиозапись, тем самым осуществляя самоконтроль правильности выполнения задания);

В завершение путешествия в зоопарк учитель, исполняя роль директора зоопарка, отвечает на вопросы учащихся о том, какие животные у него живут в зоопарке (Have you got…? – Yes, I have./ No, I haven’t.);

5. Рефлексия (подведение итогов урока, определение соответствия полученного результата поставленным в начале занятия целям):

Учитель вместе с учащимися обсуждает, какую работу они проделали, понравилось ли им путешествие, что нового они узнали, чему научились, также учащиеся сами оценивают свою работу (с помощью карточек-смайликов);

6. Информация о домашнем задании, инструктаж по его выполнению (обеспечить понимание учащимися содержания домашнего задания, его целей и способов выполнения):

Прописать в тетради на печатной основе новую букву, выполнить прилагающиеся к уроку упражнения, нацеленные на повторение изученного материала, дома разыграть встречу с жителями зоопарка или с директором (по выбору).

УМК: “Enjoy English” / “Английский с удовольствием” (Биболетова М.З. и др.) (для 5 класса)

Задачи урока:

1. Познавательная : систематизировать знания учащихся в области страноведения
2. Развивающая : создать условия для развития познавательной активности, для развития коммуникативных навыков при работе друг с другом в группах, для развития умения систематизировать свои знания, для совершенствования произносительных навыков, развития психических процессов (внимания, памяти, логического мышления).
3. Метапредметная : создать условия для воспитания  чувства уважения к культуре других стран, создать условия для проявления индивидуальных способностей в оформлении творческой работы (проект),воспитывать уважение к одноклассникам при групповой работе, способствовать поддержанию интереса к изучению английского языка.
4. Учебная: введение новых достопримечательностей, совершенствование речевых навыков по теме «London Sights»: актуализация восприятия текста при чтении, умение делать выводы по данному тексту, умение воспроизвести прочитанное на бумаге, умение собрать карту города по тексту.

Оборудование:, проектор, мультимедийная установка, магнитная доска ,раздаточный материал, ИКТ, карточки. 

1. Задание на целеполагание:

What is the capital of Russia?

-Moscow.

What is the capital of England?

-London.

- Have you ever been to Moscow?

- Yes, we have.

-What have you seen there?

- Different places of interest.

Can we surely say that there is at least a place of interest in each city in the world?

Think of 3 places of interest that exist in Moscow and write them down. Think of similar places of interest that can be in London and write them down. Compare your results.

1. I am sure you can answer the following question: Is there a river flowing across Moscow? Name the river.

-          The Moscow river

-          Do you know if  there is a river flowing across London?

-          No, I don’t.

-          Yes, I do(confirm your answer).

-          How can we check if your answer is true or not?

-          We can apply to the map.

-          Look at the map of London and answer the question.( Слайд 2)

-          Yes, there is a river in London.

-          Can you name it?

-          The Thames.

-          Excellent. What other subjects study such themes?

-          Geography.

-          What do you think could be situated on the banksof the river?

-          There can be a lot of places of interest.

-          Can you name them?

-          No we can’t.

-          What are we going to learn today?(THE AIM OF THE LESSON)( Слайд 3)

-          We are going to learn what places of interest are situated on both sides of the river Thames.(Write down on the blackboard).

-          How can we name today’s lesson?

-          Travelling along the Thames.(The theme of the lesson)( Слайд 4)

3.      A task upon the sights. (Задание на пробное действие)( Слайд 5)

Divide into two groups. Each group is going to get a task concerning two places of interest in London. You are going to read the description of the places and make up the scheme of the place itself. You are going to name it and find where exactly it is situated on the banks of the Thames.

You are going to work for 10 minutes. Then you will come to the blackboard and will stick your result to the appropriate place. Let’s start.

-          If you are ready. Come to the blackboard and show the results. Now look at the screen and compare your results with the map. Improve if you were mistaken.( Слайд (6,7,8,9,10)

-          The right answers are: Big Ben, the Houses of Parliament,  The London Tower, The Tower Bridge, London Eye

4.      Filling in the blanks. (Видеоролик)

-Do you think these are the only places of interest in London?

-No, we don’t.

OK! Let’s have a look at the screen and fill in the blanks. Mark with pluses those places of interest that you already know and put an interrogative mark in front of those sights that you don’t know.(video) 

5.      Conclusion

-What was the aim of our lesson?

-The aim of our lesson was to get acquainted with some of London famous sights.

Did we achieve it?

-Yes, we did.

-Can you tell us what we are going to do during the next lesson?

-We are going to learn about those London places of interest which stand with an interrogative mark?

- Your homework is to find information and be ready to tell us about the other places of interest in London at the next lesson. Слайд (11)

Objectives: To introduce the  pupils with   new  adjectives.

To learn  them   to compare  the adjectives.

The  pupils  must be able to  differ  the degrees of adjectives .

Visual Aids: CD,  a poste,  computer, cards.

Procedure

I  Organization  moment:  a) Greeting to each  other:

-Hello, children. How are you?

- Hi. We are fine, thanks.

b)  Speech drill:

- Are you a hard-working?

-Yes, I am.

-And   are  you more hard- working  than your brother?

-Yes, I  am.

-And are you  the  most  hard-  working  in  your

family?

- Oh , no , I am not. My  mother  is  the most hard-

working person in my family.

II Warm   up:   -What  kind  of  adjectives   do   you  know?
-  How   are  they  translated  into Kazakh  ?

small                                big                                weak

Adjectives
Сын есімдер

fast                                       slow                                    strong

IIIPresentation: a)  New words  : First ,  I want to introduce you with new

adjectives.Write down the new words into your

vocabularies,  please.

b) The  rules of   comparison  of  the  adjectives .

( Сын есімдерді салыстыру ережелері )

I Adjectives              II  comparative            III superlative

1 сын есім         +           er                       +      the…..est

Short                        shorter                          the  shortest

( қысқа )                  ( қысқалау )               (  ең  қысқа )

2 Егер сын есім  дауыссыз  әріпке аяқталса, ал оның алдында

дауысты  әріп тұрса, соңғы дауыссыз әріп екеу болып

жазылады.

big                            bigger                         the  biggest

( үлкен )                  ( үлкендеу )                ( ең үлкен )

3 Егер сын есім  Y  әріпіне аяқталса  , жалғаулар қосылғанда  Y

әріптің орнына  І  әріпі жазылады.

messy                          messier                    the  messiest

( лас )                         (  ластау )                  (  ең  лас  )

4  Егер сын есім бірнеше буыннан тұрса  оған  салыстырмалы

түрінде  more , күрделі түрінде  the most  қосылады.

beautiful                more beautiful             the most beautiful

( әдемі )                    ( әдемілеу )                  (   ең  әдемі )

5  Кейбір сын есімдер ережеге бағынбайды. Оларға ештене

қосылмайды, бірақ түбірлері өзгереді.

good                            better                  the best

( жақсы)                   ( жақсылау)        ( ең жақсы )

bad                             worse                  the worst

( жаман )                 ( жамандау )        ( ең жаман )

6  Сапасы бірдей екі затты салыстырғанда,  as…as.,  such…as.

қолданамыз:

a) This  car is  as  fast  as  that  car. ( Singular )

b) These cars are as fast as those  cars. ( Plural)

7  Сапасы әр-түрлі екі затты салыстырғанда , than

қолданамыз:

a)  This boy is taller than that boy. ( singular )

b)  These boys are taller than those boys ( plural )

III  Practice:  a)   Reading  :  ex 1 a p 32

 b)   Listening  : ex 1b  p 32

                         c)   Speaking  :  ex   3 p  33 

 -Who is the   oldest person in Wayne’s family?

-His grandmother is the oldest person in his family.

-Who is the youngest person?

-His cousin Gina is the youngest  person.

-Who is the  most generous person?

-His uncle Tony is the most generous person.

-Who is the  fittest person  in his family?

-His sister Tina  is the fittest person  in his family.

-Who is the  friendliest   person?

-His mother Linda is the friendliest person.

-And who is the most handsome person ?

-Oh, it is certainly  Wayne is the most handsome  person  in  his  family.

d)   writing: ex 2 p 33

IV  Production:  a)  Let’s   sing a song

b)  Divide  the  class into   groups with the help  of  three –

coloured   sweets  ( red,  yellow , green )

I-group   ( 5 )                II-group  ( 4 )            III- group  (  3 )

c)   Tasks to three groups

I 1)  First use  the comparative adjectives.

2)   Second   find  the names of the girls.

1 Kate   ______________ Rose. ( tall )

2  Rose’s hair _________Kate’s hair. (long)

3 Kate’s dress _________Rose’s dress.( short)

4  Kate’s shoes_________Rose’s shoes(comfortable )

5  Kate_________________Rose ( young )

6   Rose ________________Kate ( old )

II Find the names . Who is who?

III Find the  comparative adjectives.

1 Ben  is_______________than Pete. 2  Pete is ______________than Ben. 3  Ben’s

chair is _______than  Pete’s chair.4 Pete’s hair is ________than   Ben’s  hair.

5 Ben’s bag is __________than  Pete’s  bag. 6 Pete’s  bag is _________than Ben’s

bag. 7  Pete is _______________than Ben. 8  Pete’ s  picture is ____than Ben’s

picture.

d)   General   test   ( reflexing )

V  Assessments.  – Dear students,  who has red sweets ,   they  have  got  “ 5 ” . And

who has  green  sweets ,  they  have got  “ 4 ” Who has   yellow

sweets ,  they have  got “ 3 ” .

VI  Home  task:    a)  To learn –by- heart   new words.

b)   Ex 4-6 P 23

VII  Conclusion:

Mad Tea Party

Cast
Alice
Mad Hatter
Dormouse
March Hare
Cheshire cat (smile)
Caterpillar
White Rabbit
Queen of Hearts
Five, Seven and Two (cards)

Five, Seven and Two come out painting the roses red.

Five: Alice in Wonderland is a wonderful book by Lewis Carroll.
Seven: Today we present our version of the story.
Two: All characters are fictional, all coincidences are accidental.

Music is playing.
Setting
There is a table set out under a tree, and the March Hare and the Hatter are having tea at it: a Dormouse is sitting between them, fast asleep, and the other two are using it as a cushion, resting their elbows on it, and talking over its head. The big clock on the wall (on the screen) shows five o’clock. The clock is still.

Alice comes out.

Mad Hatter , March Hare (in chorus): No room, no room!

Alice: There’s plenty of room!

March Hare: Have some wine.

Alice: I don’t see any wine.

March Hare: There isn’t any.

Alice: Then it wasn’t very civil of you to offer it.

March Hare: It wasn’t very civil of you to sit down without being invited.

Alice: I didn’t know it was your table. It’s laid for a great many more than three.

Mad Hatter (opening his eyes very wide in loud voice): What’s the time?

March Hare (looking at his chain watch): The fourth of March.

Alice (pointing to the clock on the wall): No! You are wrong! It’s five o’clock.

March Hare: (looked at the watch gloomily, dipped it in his cup and looked at it again): No, it’s the fourth of March.

Mad Hatter: It sounds like a riddle. By the way, can you guess the riddle: What time is it when an elephant sits on your watch?

Alice: I don’t know…..

March Hare: What a stupid girl! Everyone knows that it’s time to change your watch!

Alice: What a stupid riddle! I say it’s five o’clock!

Mad Hatter: Oh, it’s time to move round!

Dormouse wakes up. All move round.

Alice: What’s the ground to move round?

Mad Hatter: ….Oh! It sounds like a poem. Do you know when it’s time for poems?

Music is playing. Cheshire Cat appears.

Cheshire Cat: Of course, she doesn’t know. She’s a newcomer. Five o’clock is the perfect time for poems…

we all have the time for everything…
a time to play and a time to sleep
a time to move and a time to be stiff
a time to cry and a time to laugh
a time to be weak and a time to be tough.

a time to doubt and a time to trust
a time to agree and a time to contrast
a time to be slow and a time to be fast
a time to fade and a time to last.

having twenty four hours a day, we have…
a time to be good and a time to be bad
a time to be mad and a time to be glad
a time to be silent and a time to be loud
a time to be down and a time to be proud

a time to be smart and a time to be dumb
a time to be hurt and a time to be loved
a time to be honest and a time to lie
a time to live and of course a time to die.
(Poem by Frieda Taller Time For Everything

http://www.poemhunter.com/poem/time-for-everything-2/)

Dormouse (suddenly wakes up): Wonderful, wonderful!!
Mad Hatter (looks at the watch) : By the way, it’s time to move round.
Dormouse wakes up. All move round.
Alice: Why do you always move round? How do you know it’s the right time to do it?
Mad Hatter: When the clock strikes five we move round. By the way, it’s time for tea. (To Alice) Would you like a cup of tea?
Music plays. Caterpillar appears.
Caterpillar: Of course, not. I don’t like tea. I love sherry.

Tea at five on the veranda,
Biscuits, crumpets, scones, and cakes,
Icings, jams, and marmalades,
White lace dollies, china plates.

One lump or two, my dear?
Or perhaps a glass of sherry?
Sit back, relax, savor the sweets,
Let your thoughts be free and merry.

The view from here just will not end,
The horizon far away,
The sea as calm as a mirrored pond,
Such a lovely, lovely day.

Now tell me how your day went,
And I’ll tell you of mine,
Leave nothing out, my dear,
This is my favorite time.

(Poem by Virginia (Ginny) Ellis Five O’Clock Tea

http://poetrybyginny.com/FIVEOCLOCKTEA.htm

Dormouse ( suddenly wakes up): Wonderful! Wonderful!

Alice: You all are crazy! The party will never end! You live in a frozen time!! You are just killing it!!!

Music is playing. Queen of Hearts appears.

Queen of Hearts (indignantly): What?! Killing the time?!!! Off with your heads!!!
(Cards step forward.)

Mad Hatter: Oh, it sounds like an alarm! Fire!!!

All stand in pairs. Sing the song.

London’s burning, London’s burning

Fetch the engines, fetch the engines

Fire-fire, fire-fire

But we have no water.

(Nursery Rhyme London’s Burning

http://rhymes.wikia.com/wiki/London’s_Burning

Music is playing. White Rabbit appears.

White Rabbit: I’m late I’m late For a very important date. No time to say “Hello, Goodbye”. I’m late, I’m late, I’m late.

Alice: Hey, White Rabbit! What’s the time?

White Rabbit: Don’t you know? It’s very late. Oh, my paws and whiskers! It’s five past five. Why are you sitting? We must be running! There’s a big ball at the Palace today.

All stand up and start running. The clock tick-tocks. The clock shows one minute past five. All stand still. Pause.

Mad Hatter: Oh, the clock is ticking! We are free!!!

All: Hurray!!!!

All are singing the song:

My grandfather’s clock
Was too large for the shelf,
So it stood ninety years on the floor;
It was taller by half
Than the old man himself,
Though it weighed not a pennyweight more.
It was bought on the morn
Of the day that he was born,
It was always his treasure and pride;

But it stopped short
Never to go again,
When the old man died.
Ninety years without slumbering,
Tick, tock, tick, tock,
His life seconds numbering,
Tick, tock, tick, tock,
It stopped short
Never to go again,
When the old man died.

(Song by Henry С. Work Grandfather’s Clock)

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ЛЕГЕНДА: РЕПОРТАЖ ТЕЛЕКАНАЛА ДЛЯ ВРАЧЕЙ, СТУДЕНТЫ – РЕПОРТЕРЫ И УЧАСТНИКИ РЕПОРТАЖЕЙ О: ПОДГОТОВКЕ МЕД. СТУДЕНТОВ К ЭКЗАМЕНАМ, ОБЩЕСТВЕННОЙ ЖИЗНИ, ИСПОЛЬЗОВАНИИ МЕТОДА ПРОЕКТОВ (CASE-STUDY) В ОБУЧЕНИИ МЕДИЦИНЕ.