План -конспект уроку з країнознавства для 11 класу:The Native Peoples of the United States(Bonus: Ideas for Warm-Up Activities).
Увага! Категорично заборонено використовувати цей матеріал на інших інтернет-порталах і в засобах масової інформації без письмового дозволу автора. Дозволяється, з метою навчання, використовувати елементи розробки з обов'язковим посиланням на дану сторінку.
- 1 Тема уроку
- 2 Автор
- 3 Навчальний заклад
- 4 Клас
- 5 Назва навчальної програми
- 6 Тип уроку
- 7 Компетенції учнів на уроці
- 8 Цілі уроку
- 9 Обладнання уроку
- 10 Перелік он-лайн сервісів, які використані на уроці
- 11 План конспект уроку
- 12 The Native Peoples of the United States
- 13 Список використаних Інтернет-ресурсів
- 14 Додатки
The Native Peoples of the United States (Bonus: Ideas for Warm-Up Activities)
Лившенко Тетяна Олексіївна , вчитель англійської мови
КЗ "Мелітопольська спеціалізована школа -інтернат ІІІ ступеня "Творчість"ЗОР
Назва навчальної програми
Програми для загальноосвітніх навчальних закладів.Іноземні мови. Програми для профільного навчання 10-11 класи-Київ:Навчальна книга, 2003.
Компетенції учнів на уроці
навчити учнів аналізувати інформацію
розвивати навички непідготовленого мовлення, використовуючи особистий досвід та знання
мотивувати учнів до дискусії за темою уроку
вдосконалювати навички письма і читання
розвивати мовну здогадку та логічне мислення учнів
виховувати позитивне ставлення та заохочувати учнів до подальшого вивчення англійської мови
матеріали з журналів та газет
Перелік он-лайн сервісів, які використані на уроці
План конспект уроку
The Native Peoples of the United States
Students will be able to discuss the Trail of Tears and understand the nature of the modern day Native American
“The Trail of Tears” text, facts and materials for warm-up, if any
Choose a warm-up activity to get students motivated and alert (See Ideas for Warm-Up Activities)
Ask students to describe an American Indian. What does he look like? How does he talk? What does he do? Ask someone to draw a boy Indian and a girl Indian on the board. Most likely they spoke about an drew what they have seen in films, so now explain to them that Native Americans in the U.S. now dress just as everyone else does, most speak English but some still know their native tongues, and they have careers and lives just like most other Americans.
Use online resources, pictures and videos to demonstrate the real life of real American Indians in the U.S. Pass out and read together the text about the Trail of Tears. Ask questions periodically to check for understanding. Read over the statistics that follow.
The Trail of Tears
Between 1790 and 1830 the population of the state of Georgia increased by six times. This was because people in America were beginning to move west, and they all wanted to live in Georgia because it had already been explored. But as they moved into Georgia, the white settlers were upset to find Native Americans living on the land. By 1827, the settlers had forced all of the Creek Indians out of Georgia, and in 1828 they decided the Cherokee should be next. For it was then that gold was discovered in the mountains of northern Georgia.
The Cherokee Indians had long called northern and western Georgia their home, and by 1828 they had even assimilated, or adapted to some European/American culture and customs. They were not strange savages: they built roads, schools and had a system of representational government. They were farmers and cattle ranchers and behaved much in the same ways as the white settlers coming into their land. In 1830 the Congress of the United States passed the “Indian Removal Act.” This law required all Native Americans to leave their homelands at once and give them to white settlers. Many Americans were against the Act, most notable Tennessee Congressman Davy Crockett, but it passed anyway. President Jackson quickly signed the bill into law. The Cherokee tried to fight the removal legally, but failed. In one of the saddest episodes of America’s brief history, men, women and children were taken from their land, placed into makeshift forts with little food, and then forced to walk a thousand miles west across America. Some made the journey by boat, but the conditions were just as horrible. There was very little food, and because the groups of people were so large, hunting, fishing and searching for food in the woods was nearly impossible. The weather was also an obstacle, either extremely hot or unbearably cold. The winter of 1838-39 was especially difficult and resulted in many deaths. More than 4000 Cherokee dies as a result of the removal. The route the Cherokee traveled became known as “The Trail of Tears” or, as a direct translation from Cherokee Nunna daul Tsuny, “The Trail Where They Cried.”
The Legend of the Cherokee Rose
There is no better symbol of the pain and suffering of The Trail of Tears than the Cherokee Rose. The mothers of the Cherokee grieved so much that the chiefs prayed for a sign to lift the mothers’ spirits and give them strength to care for their children. Legend has it that from that day forward a beautiful new rose grew wherever a mother's tear fell to the ground. The rose, which had never been seen before that time, is white to symbolize the tear and has a gold center to symbolize the gold taken from the Cherokee. It also has seven leaves on each stem that represent the seven clans that made the journey. To this day the Cherokee Rose prospers along the route of The Trail of Tears and is now the state flower of Georgia.
Facts about Native Americans
• There are hundreds of indigenous American cultures, from California to Maine, from the Yukon to Argentina. These cultures can be as different from each other as Chinese culture is from French. • There are about 150 Native American languages in Canada and the United States, and another 600–700 languages in Central and South America. We don't know exactly how many languages there are because not everyone agrees on which languages are unique. If two languages are similar enough that speakers can usually understand each other, they are called dialects of the same language. There are about half a million speakers of indigenous languages in Canada and the US, and as many as 25 million speakers in Central and South America.
• Native American tradition says that Indians were always in North America. Most of the Scientific evidence suggests that Indian ancestors came from Asia in prehistoric times, either by foot over a land bridge or using ancient boats. This would have happened more than 20,000 years ago, and no human culture has good records of what it was doing 20,000 years ago, so perhaps both are correct.
• Most Native Americans still live in North America, in what are now Canada and the United States. Some Indians live in cities and towns with Americans and Canadians of other races, while others live on reservations or reserves--Special villages and lands which are under Indian jurisdiction or control, and therefore have some different laws than the rest of the state or province. For example, on many Indian reservations, alcohol is illegal. On some gambling is legal. The Hopi reservation doesn't follow Daylight Savings Time, which is when we change the time in the spring and fall. Tax laws are different as well. Native Americans living on reservations/reserves are citizens of the United States or Canada, obeying federal laws, voting, and serving in the army and other armed forces, but they are also subject to tribal laws and elect tribal leadership.
• There are 336 federally recognized Native American tribes in the United States alone.
In their copybooks, have the students write a one-paragraph summary of the text.
Students should answer the following questions: 1. Is there an event similar to the Trail of Tears in Ukrainian History? 2. Have Ukrainians ever been treated cruelly by another group of people? 3. Who are Ukraine's native peoples? Do they still exist? 4. If yes to the previous question, do they still look, behave and speak as they used to?
Список використаних Інтернет-ресурсів
Ideas for Warm-Up Activities
The following is a list of short activities that can be used as warm ups to get students to begin thinking in English, or as last minute activities to keep the students busy until the bell. . They can last as long as you like and can be adapted for any English level. Of course, this is not a complete list, just what I found to work well in my lessons. Feel free to add your own to this list--be creative and have some fun!
• Animal toss questions: Bring a stuffed animal to class, the funnier the better, and have students toss it to each other while asking questions. The person who tosses it will do the asking, and the one who catches it will answer the question and then ask and throw. This works well, because in the beginning they will ask very simple questions, but as their English improves so too will their questions and responses. If this is too easy for them, add some rules. For example, a question may only be asked once, or you have only 30 Seconds to answer and ask or you lose and must sit.
• Picnic: Tell the students the class is going on a picnic, and they must each bring something to share. Each student must remember and repeat everything that has been said and who said it. The first person will say: My name is… and I will bring…to the picnic. The next person will then say; His /Her name is… and he/she will bring …and my name is ….and I will bring…to the picnic. This game tends to last a while if the students speak slowly or cannot remember, but you can allow them to write as the game goes on to make it easier.
• This is My: Have the Students stand, in a circle if possible. Begin by saying: This is my ----- or These are my ----- . The next student will then say: Is that your --------- or Are those your ------ ? Then you will answer: No, this is my --- - or No, these are my ----- . Then the student will turn to the next person and begin again. For example: Student 1: This is my red sweater. (or) These are my black shoes. Student 2: Is that your purple sweater? (or) Are those your green shoes? Student 1: No, this is my red sweater (or) These are my black shoes. Student 2: This is my black hat. (or) These are my blue jeans.
• Name 6: Have the students sit in a circle. Hand one student a small thing to pass, like a ball or stuffed animal, and tell him to turn to the student to his right and say the following: There are many - name six! As the person to his right begins saying six of whatever he asked her, the animal or ball is passed around the circle. If it gets back to the students before they finish the list, they lose and leave the circle. The game will get harder as people leave the circle because there will be less time to name 6.
• Tongue Twisters: Give the students a tongue twister and let them practice it for 5 minutes. Then tell them, whoever does it best will get a prize (candy, sticker, etc.) or get a few extra points today or won’t have to do the home task. Some fun twisters are: Fuzzy Wuzzy was a bear Fuzzy Wuzzy had no hair Fuzzy Wuzzy wasn't very fuzzy, was he?
Red leather, yellow leather (repeat 3 times fast)
Can you imagine an imaginary menagerie manager imagining managing an imaginary menagerie?
• Strip Dialogues: Write a dialogue on a sheet of paper and cut it up into strips, then ask the students to put it back together again. You may do several of these and make teams and announce a winner for the fastest work.
• Lyrics Grab: Play a song and tell the students to listen closely and write down as many words as they hear and understand. If there is time, play the song several times and each time the students may add words to their lists. This may also be done in teams.
• Hangman: Hangman is a well-known game in America, but can also be used in language classrooms. Draw the diagram below on the board and choose an English language word in your mind. Do not tell the students this word. Instead, draw small spaces below the diagram, one for each letter of the word you chose. The students should then begin to guess letters until the word itself becomes clear. If they guess a letter that is not there, you should draw parts of a man hanging, first a head, then the body, each arm, each leg, each eye, a nose and a mouth. If the entire man is drawn before the word is guessed (that’s 10 incorrect guesses) they lose and a new word is chosen. After the students understand the game, they can be allowed to the board, one at a time, to choose the word and draw the body. This game moves along very quickly and helps with vocabulary, spelling and pronunciation.
- - - - - - - (ENGLISH)
• Brain Storm: Break the Students into teams of about 5 each. Tell them to get a sheet of paper and a pen and then write a word on the board. It can be any word. Tell the students to write as many words they can think of which are in some way associated with the word on the board. For example, SPRING: Sunshine, flowers, rain, May, April, Easter, good weather, etc.
• Ball Toss Questions: Write short questions on small strips of paper and tape them all over a plastic ball. Let the students toss the ball to one another. The person who catches it should look under their right hand, and they should answer the question that is there.
• ABC Race: Divide the students into two teams and put them in two single file lines facing forward, so each student is looking at someone's back in front of them. Give a sheet of paper and a pen to each person at the front of the lines, and then tell each person at the back a “secret” letter. The students will then, without speaking, trace with their finger the letter on the back of the person in front of them. That student will then do the same on the person in front of them. The “secret” letter will be passed to the front and the student at the front will write a word in English beginning with that letter. Then he moves to the back and learns of the next “secret” letter. The team to cycle through all of their members first wins.
• Stretches: One of my favorite things to do to get students to wake up, especially in those early morning classes, is to make them to stretches, as in physical training. Also have them stand in a row and massage each other’s shoulders. After this, they will have no excuse to be so lazy!
• Simon Says. This is one of the most famous American children’s games. One person acts as Simon and stand in front of all the others. Everyone should be standing, facing “Simon”. Simon then begins to give commands beginning with “Simon says...” (For example: Simon says, jump up and down.) All the students will then do exactly what is said. Simon continues giving instructions, but may leave off the “Simon says” at the beginning as he wishes. If he does not say “Simon says” then no one should do what he says. Commands must only be followed if Simon says “Simon says”. If a student makes a mistake, he is out.
• If: First ask a student an if/then question such as “If you had a million dollars, what would you do?” Give the student only one minute to answer, and after he has, have him ask another student a different if/then question. The first time you play this game, you may first need to work with the students to create interesting questions. Some examples are: “If you had to live without a part of your body, which would you choose” or “If you had to eat the same thing for the rest of your life, what would you eat?” or “If you could be the best in the world at any one thing, for example, swimming, what would it be?”
• Keep it off the Floor! : For this exercise you will need a light plastic ball (so no one gets hurt!) and an easily controllable class (so no one gets hurt!) This works a lot like animal toss questions except that the students will toss the ball instead of a soft animal. BUT the ball can never be caught fully nor can it touch the ground. It must always stay in the air, like a volley ball. So, the person who “volleys” or hits it in the air first will ask a question, like ‘what is your favorite color?’, and the person who it goes to should hit it up before it reaches the ground and should answer as they hit it. If they do not answer or let the ball touch the ground or catch the ball, then that person must sit out of the game. This is bad, since the more people who play -the easier it is to keep the ball in the air. This game is great because the class either works as a team and helps each other or they become competitive and challenge each other's English. I like to say that the last person standing gets to decide a reward for the class from a list of options (candy, extra points, game day, etc.)
• I Spy! : This is a classic children's game in America and works especially well in language classrooms. Begin by saying “I spy something .” Choose something to describe what it is you are secretly “spying” such as a color or shape. Then ask the students, can you guess what it is I see? The person who correctly guesses what it is will then be next.
• Goal-ball fight: Hand each student a sheet of white paper and ask them to write their most important lifetime goal on it but not their names (or it could just be their goal for the class or the Semester or School year). When they are finished have them crumble the papers up into balls and throw them at each other. This is the fun part for them; just make sure it doesn’t get too violent! Then have each student choose a ball from the ground taking care not to choose their own. Begin the next part by allowing one student to read the goal-ball they chose as if it were their goal-i.e.: in the first person. Then the person who actually wrote that goal should stand and claim it as theirs and read the bal they chose, and so on. Also, try changing the name of the activity and what they write on the papers.
• Scar Wars!!!: This activity works best with a class that knows each other well already. First, explain what a scar is (a permanent mark left on one’s body resulting from an injury to the skin). Then ask each student to locate a scar on their body and try to remember how they got it (make sure the students remain appropriate here). Then go around the room sharing the stories and showing the scars. Then take a class vote and award a small prize to the person with the coolest scar and story.
• Help Yourself : Pass around a bowl of small candies and tell the students to take as many as they like but nor to eat them yet. Then tell them that they should tell something about themselves for every piece they took or, as a review game, have them retell something about the last topic or country you studied for every piece they took. This game can also be used with new words, having the students create as many Sentences for a word as pieces they took.
• 20 Questions: Choose something in the room to “become”. Keep this object or person or whatever secret from the students. Tell them theyare allowed to ask up to 20 questions to help them guess “what you are”. The trick is that the only questions they can ask are those that would have ‘yes’ or ‘no’ answers. For example, they can not ask “What color are you?” but they can ask “Are you green?” Whoever guesses correctly will take your place and the game can continue.
• Fruit Bowl: First, set up the class: move all the desks or chairs away from the center but arrange enough chairs for each student in the center of the class in a circle. Have the students sit down. On the blackboard draw a picture of 3 pieces of fruit - your choice. For example an apple, a banana, and grapes. Ask the students what the name of each is and label each above the fruit. Then draw a bowl under the fruit and again ask what it is. Label it "fruit bowl". Go around to each student and give them the name of a piece of fruit and make sure they memorize it. So each student will be either apple, banana, or grapes. Explain to them that when you say apple - all the apples stand up and change seats. Same thing when you call bananas or grapes. Go over it once with them for a trial run. Then tell them when you say fruit bowl-everyone will get up and exchange different seats. Now call a piece of fruit and let the students exchange seats. They'll probably all giggle thinking it's ridiculous. Now call fruit bowl. As the students exchange seats you sit down quickly in one of the chairs, leaving one student without a seat. Now tell the very embarrassed student that they must pay a penalty by either introducing themselves to the group or better yet - sing a song! Now it's the student in the center who must call a piece of fruit and now you must play along in the game. They will become very competitive and eager not to get caught in the center.