English LESSON PLANS
16 WELCOME TO MY WORLD
February 2013	Урок в 7-м классе с углубленным изучением английского языка

Цель урока: обобщение и систематизация материала по теме “Мой мир и я”.

Задачи урока:

учебные: развитие навыков монологической и диалогической речи учащихся; развитие навыка аудирования как средстваразвитиядиалогическойречи; закреплениелексических навыков; развивающие: развитие памяти и внимания; развитие

умения логически мыслить, рассуждать, сравнивать, описывать; развитие навыка парной и групповой работы; воспитательные: воспитание чувства дружбы и уважительногоотношениякблизкимлюдям; привитиеинтереса к увлечениям.

Оборудование: Афанасьева О.В., Михеева И.В. Учебник для VII класса школ с углубленным изучением английского языка, лицеев и гимназий. – М., “Просвещение”, 2009. Раздел 3; рабочая тетрадь к УМК Афанасьевой О.В., Михеевой И.В. для VII класса; книга для учителя к УМК Афанасьевой О.В., Михеевой И.В. для VII класса; раздаточный материал: диалог из фильма с разрезанными и перемешанными репликами, карточки с предложениями-мнениями о маленькой или большой семье, полоски с определениями для игры “Question Loop Activity”; доска; компьютер; презентация MS PowerPoint; фильм “Шоколад”; магнитофон, аудиоза-

пись“Сouch potato” (Grammar chants by Carolyn Graham; Oxford University Press).

ХОД УРОКА

I. Организационный момент.

1) Приветствие

T:Good morning everybody! I’m glad to see you. I hope you are fine and ready to work, aren’t you? Then let’s begin our lesson.

2) Сообщение целей урока

T:Today we’ll continue to work on the topic “Me and My World”. The name of today’s lesson is “Welcome to My World”. I invite you to talk about the most important things in your lives – your families, your hobbies and pastimes, and your friends. You are going to have some pronunciation and vocabulary drills, discuss the topic of small and big families in groups, and also watch a movie clip from a real feature film and do some tasks on it. Near the end of the lesson, you’ll take a test to find out if you are a good friend or not. By the end of the lesson you’ll have to be able to talk on the topic “Me and My World” and use topical vocabulary properly.

II. Фонетическая разминка

T:First I’d like you to brush up on your sounds. Let’s have a phonetic drill. Read the following words after me: curly, turn, burn, return, purple, purse, university, first, skirt, shirt, church, girl, dirty, early, worth, worker, worm, journey, circus, thirsty, further, world, Thursday, learn, during.

Say what sound is repeated in the words. ([E:]) Try and read the “ladder” as quickly as you can.

Heard You heard

When you heard

When you heard a carol

When you heard a carol and saw a purple carpet

When you heard a carol and saw a purple carpet on the floor When you heard a carol and saw a purple carpet on the floor

in the church

When you heard a carol and saw a purple carpet on the floor in the church, you realized it’s another world.

T:Read out the words with the sound [E:]. (Heard, purple, church, world)

III.Речевая разминка

1) Тренировка лексических навыков

T:Look at the words and choose the adjectives to characterize people.

light	cheerful	loving
serious	sunny	helpful
winding	close	devoted
wooden	supportive	private
suitable	loyal	humid
reliable	dark	friendly
caring	vast	gloomy
late	bouncy	cloudy

T:What are your relatives like? What qualities do they have? Describe one of them using the adjectives from the slide.

P1: My aunt Irena is very helpful. She always helps me with

my English.

P2: …………………………………………….....................

..........................................................................................

2) Игра “Question Loop Activity”

T:Now let’s play a game which will help you to practise the vocabulary for describing relatives and their age.

You can see a question or a definition in the left half of the strip and an answer on the right. Read the first half of your strip out loud and clearly so that everyone can hear it. If someone has the answer, raise your hand and read it out loud.

The husband of one’s daughter	An aunt
The son of your brother or sister	A teenager
The wife of your brother	A baby (an infant)
A very old person	A toddler
The child of your uncle or aunt	A son-in-law
A very young child who hasn’t learnt to	A brother-in-law
speak or walk

The husband of your sister	A person who is as
	old as the hills
Not a child	A sister-in-law
A small child who has just learnt to walk	A nephew
The father of your wife or husband	An adult (a grown-
	up)
The sister of your father or mother	A father-in-law
A young person between 13–19 years old	A cousin

3) Учебный разговор T→ P1, P2, P3

T: Answer the questions about your families.

1.How big is your family?

2.Have you got any brothers or sisters?

3.Do you get along with your sister/brother?

4.Do you help your mother to take care of your sister/brother? What do you do?

5.Have you got any family traditions? What are they?

6.What is an ideal family as you see it?

7.What kind of family would you like to have?

8.Is your family important to you? Why? (support you, encourage you in what you do, brighten your life)

IV. Обучение монологической речи

1) Тренировка навыка говорения с опорой на картинку

T:Look at the two photos. How are they connected (what do they have in common) and what makes them different? (Both photos depict families. In photo A we can see a small family with two children but in photo B – a big family with a lot of children).

LESSON PLANS English

17

February 2013

T:What is better: to have a small family or a big family with a lot of children and other relatives?

Ответы учащихся.

T:You have different opinions. Do you want to know what other people think of these families? Here are some ideas from different people talking about the families in photos A and B. Read these sentences and decide if the sentence describes photo A, photo B or both. Work in pairs.

•I think children get more attention from parents here. (A)

•I’m afraid children will never learn to be independent in this family because of so much attention from parents.

(A)

•I’m sure you have to share your bedroom with brothers or sisters in this family. (B)

•In my opinion your brothers and sisters can always play with you when your parents are busy. (B)

•I feel that when you have a lot of older brothers and sisters, they can support you and give you useful advice. (B)

•As I see it, the people in this family are good friends. (A, B)

2) Работа в группах

T:Now I’d like you to work in groups. Make three groups of four and discuss the advantages and disadvantages of a big and a small family. Complete the table. Choose a pupil who will report back to the class. You will be given 5 minutes for your discussion.

	A small family
Advantages (+)	Disadvantages (–)

A big family

Advantages (+)	Disadvantages (–)

V. Проверка домашнего задания

1) Работа с генеалогическим древом королевской семьи

(Activity Book: unit 3 ex. 20 p. 41, ex. 21 p. 42)

T:Do you recognize this family? Right you are. This is the British Royal family. At home you did exercise 20 of your activity books, where you were to complete the text looking at the Windsor family tree. Let’s check the results.

English LESSON PLANS

18

February 2013

T:We’ve recalled how the members of the Royal Family are related. Now let’s describe their ages. (ex. 21 p. 42)

2)Рассказ о родственниках в семье (Textbook: unit 3 ex. 57 (b))

T:Luckily or unluckily, Vitya Obryadin is not from the Royal Family but with the help of his mother and aunt he tried to make the genealogical tree of his family. Now Vitya is ready to show us Obryadins’ genealogical tree and to tell us how the members of his family are related. Listen to him attentively and be ready to ask additional questions about his family.

3)Тренировка в составлении вопросов на основе услышанного

T:Ask any questions about the Vitya’s relatives (what they are like, what they look like, their age, occupations and hobbies)

VI. Динамическая пауза

1)T: I see that you are a bit tired. Let’s have a short break and relax. Stand up!

2)T: You may sit down

•if your grandmother is a doctor

•if your aunt is a teacher

•if your younger sister is a pupil of primary school

•if your elder sister is a teenager

•if your elder sister is in her twenties

•if your mother’s name is Tatyana

3)T: Everybody, stand up! You may sit down

•if English is your favourite subject

T:Do you remember the chant “Couch Potato”? Let’s sing/ say it together. Who wants to be a couch potato this time?

COUCH POTATO

Do you like to swim?

Do you like to ski?

I’m a couch potato.

I like TV.

Does he like to swim?

Does he like to ski?

He’s a couch potato.

He likes TV.

He doesn’t like to swim.

He doesn’t like to ski.

He’s a couch potato.

He likes TV.

VII. Подготовка монологического высказывания по теме “My Hobbies and Pastimes”

T:That is only a funny chant. Of course, pupil 1 is not a couch potato at all. He likes both to swim and to ski. Chris and Alice also have different hobbies and pastimes. You can guess something about them looking at the pictures of their bedrooms. Say what their hobbies and pastimes are. (Chris: playing football, watching TV, listening to music, reading, riding a motorcycle. Alice: watching TV, listening to music, playing tennis, keeping pets.)

T:Open your textbooks. Find exercise 65. You can see eight word boxes with words describing different activities. What word boxes can you use for describing Chris’s or Alice’s hobbies? (#2 – keeping pets; #6 – listening to music).

T:Use the words in the word boxes and describe Chris’s and Alice’s hobbies. Work in pairs, then report to the class.

VIII. Обучение диалогической речи на основе аутентичного видеофрагмента из художественного фильма

T:Some time ago we read and discussed “Danny’s Story” by Roald Dahl. Let’s review to it now.

•Who were the main characters of it? Will you remind me of them?

Danny and his father.

•Where did they live?

In the old gypsy caravan.

•When did Danny like their caravan most of all?

In the evenings.

•Why?

In the evenings he was tucked up in his bed and his father told him stories. When Danny went to sleep his father was still there, very close to him, sitting in his chair by the fire.

•Reading stories, telling fairy tales before bedtime – is it a family tradition?

Преддемонстрационный этап

1)T: Now you are going to watch a movie clip. It is about a mother and a daughter who have just moved into a new town and into a new house. In this scene, they have a conversation just before bedtime. Try to predict some of the words or phrases you think might appear in such a conversation.

Возможные варианты ответов учащихся учитель записывает на доске:

Good night, Mummy; Tell me a story/a fairy tale, please; Not today – I’m so tired; It’s time to go to bed/to go to sleep; It’s too late.

2)T: Put the cut-up conversation in logical order. There are several possibilities (см. Приложение 1).

Демонстрационный этап

T:Watch the scene, paying special attention to the dialogue. You shouldn’t re-arrange the cut-up conversation. You should only watch the movie at this stage.

Последемонстрационный этап (Контроль понимания)

1)T: Now return to your jumbled/cut-up conversation and put it into the correct order. While you do that, I shall replay the scene a few times.

2)Role-play. T: Act out the conversation in front of the class.

LESSON PLANS		English
		19
		February 2013

IX. Объяснение домашнего задания

T:You have a choice of topics.

–write a paragraph either about your hobby or about one of your family traditions (the things you like doing together: travelling, singing songs, fishing, going in for sports, watching and discussing feature films)

–write a paragraph about your hobby (family tradition) in 10–12 sentences

–topical vocabulary pp. 79–80

X. Развитие навыка чтения с полным пониманием

T:“Tell me what company you keep, and I’ll tell you what you are.” (A famous Spanish writer Miguel de Cervantes.) How do you understand these words about friendship?

Возможный вариант ответа: We and our friends usually do certain things together, we share likes and dislikes and have much in common.

•Do you have any good friends?

•What are your friends like?

•Do you have much in common?

•Do your parents know your friends?

•Are you a good friend?

•What do you do to be a good friend?

T:Now test yourselves to find out if you are good friends or not (см. Приложение 2).

XI. Итоги урока

1) Выставление оценок

T:Our lesson is coming to an end. Most of you have worked hard today. I’m proud of you. Your marks are … .

2) Рефлексия

T:Now it’s interesting to hear your reflections on the lesson. Did you like today’s lesson? What was the most interesting part of the lesson? What was the most difficult for you? Finish the following sentences.

	remembered …
During today’s	learnt …
lesson I have	got acquainted with …
	found out …
know how to	speak about
Now I	understand the information
can	speak about my own opinion on...
	give arguments for/against...

By Stella Kushnarenko,

School No. 8, Monchegorsk, Murmansk Region

Photos by the author

См. Приложения на CD.

English
	LESSON PLANS
20		VALENTINE’S DAY
	ST.
February 2013	Литературный клуб

Форма урока: литературный клуб. Методы обучения: частично-поисковый.

Формы организации учебной деятельности: фронталь-

ная, индивидуально-групповая.

Оснащение: компьютер, мультимедийный проектор, экран, звуковые колонки и доска, плакат с цитатами, стенгазета; коллажи.

Музыкальное оформление: Ф.Мендельсон. “Свадеб-

ный марш”; Э.Пресли. Песня из кинофильма “Привиде-

ние”; Б.МакФерин. “Don’t Worry, Be happy”; К.Гранис. “St. Valentine’s Day”

Цели урока:

Образовательные: а) развитие навыков говорения в процессе творческого общения учеников друг с другом и учителем, расширение знаний учащихся о традициях празднования Дня Святого Валентина в англоязычных странах; б) создание творческой атмосферы в группе.

Развивающие: развитие творческих способностей обучающихся; развитие познавательного интереса в процессе игры, драматизации; развитие внимания, мышления памяти, умения слушать; cовершенствование коммуникативнойкомпетенции, активизацияучебныхуменийинавыков школьников.

Воспитательные: воспитание у учащихся уважения к окружающим; формирование у детей навыков межличностного общения, навыков самоконтроля и контроля деятельности других детей.

ХОД УРОКА I. Вступительное слово учителя

Teacher: Hello, boys and girls. I’m glad to see you at our Valentine’s Party. Today you have an excellent chance to participate in our party game. I hope that you’ll take an active role in it. Today we are going to speak about the history of the holiday and watch a wonderful performance about St. Valentine’s Love. I hope you’ll enjoy the party.

II. Речевая зарядка

Teacher: Would you answer some questions?

1.When do people celebrate St. Valentine’s Day? – On the 14th of February. – You are right.

2.What kind of holiday is St. Valentine’s Day? – It’s a holiday, which is celebrated in Great Britain, in many European countries and in the USA. – Thank you.

3.Who was Valentine? – He was a Christian Priest in the Roman Empire 300 years after the death of Jesus Christ. – Right.

4.What does it mean “Be my Valentine”? – Be my friend or love. Because it is a day of love and friendship. – Good.

5.Name some symbols of St. Valentine’s Day! – Cupid, love knots, lace, rose, heart. – You are absolutely right.

III. Amazing Facts

Teacher: Roses are the traditional gift given on St. Valentine’s Day, but before you buy roses, you’d better know what message you’re sending. Believe it or not, the colour of a rose can be very important.

Red roses say: I love you. They are a universal symbol of romantic love.

Light pink roses express: Fun and happiness.

White roses symbolize: Innocence and secrecy.

Black roses mean: Farewell.

Orange roses communicate desire on the part of the sender.

Yellow roses show friendship and freedom – so don’t send them if your intentions are romantic.

Statistics:

•85% of all Valentine cards are sent by women.

•75% of people who buy flowers for Valentine’s Day are men.

•In Britain, men often choose Valentine’s Day to make their marriage proposal.

IV. Relaxing

Музыкальное сопровождение: Э.Пресли. Песня из кинофильма “Привидение”.

I’m ready to rest I want to be quiet

All my muscles are relaxed My body is resting Nothing can trouble me.

V. Dramatization of the Legend

Учитель: St. Valentine’s Day has its roots in several legends. This is the legend of how St. Valentine’s Day began. When Roman Emperor Claudius II needed soldiers, he made a law against marrying because he felt that marriage made men want to stay at home instead of fighting wars. But at that time there was a kind priest Valentine. He couldn’t agree with the Emperor’s decision. When he saw that young couples were truly in love, he married them secretly.

Далее следует инсценировка легенды.

Girl: My sweetheart, look! I can’t believe it! Is it St. Valentine himself?

Boy: You’re welcome, Patron of lovers.

Priest: My children! I’ve come from the distant Past, to remind you of kindness and love, friendship and patience in your wicked world.

Not only when it’s St. Valentine’s Day But always, all year through

You’re thought about with words of love And wished much gladness, too!

Boy: Do please take us back to the 1st century when the Roman Emperor Claudius II ruled the country.

Priest: All right! I see you love each other and may your dreams come true! My daughter! My son! I declare you husband and wife. (Звучит марш Мендельсона. Врывается стража.)

Guard 1: Priest, you have been discovered and condemned to death!

Guard 2: To prison! To the Tower!

VI. Work in groups. “How to Make a Valentine Collage?”

Учитель: You can prepare different handmade gifts on Valentine’s Day to show your love towards your partner, friends and family. But how to make a Valentine’s Collage? We ask you to divide into two teams. You have a lot of pictures you need for this craft. Start working, please. (A special prize for the best Collage.)

VII. Is St. Valentine’s Day Really Special? (conversation/ discussion)

For (+)

P1: I love Valentine’s Day – I never get anything, but I still love all the fuss about it.

P2: I look forward to Valentine’s Day every year. It is nice to know that you are loved or liked.

P3: Valentine’s Day is so cool! You get loads of cards and presents.

P4: I actually think that Valentine’s Day is a good way to show someone how much you love them.

Against (–)

P1: I hate Valentine’s Day. It breaks hearts and leaves many people feel lonely.

P2: Teenage girls already have a reputation for being boy crazy and this silly day makes it worse.

P3: To me, Valentine’s Day is just like any other day.

VIII. Happy Valentine Quiz

A. Choose the right answer.

1.When do we celebrate St. Valentine’s Day? a) on the 1st of May

b) on the 8th of March		c) on the 14th of February
2. How do you spell ‘14th’??
a) forteenth	b) fourteenth	c) fourtynth

3.Where was the holiday born? a) in ancient Egypt

b) in ancient Greece		c) in ancient Rome
4. Do people usually sign their Valentine cards?
a) yes	b) no

5.Who wrote Romeo and Juliet? a) William Shakespeare

	b) Alexander Pushkin		c) Mark Twain
6.	What colour is traditional for Valentine’s Day?
	a) white	b) red	c) green
7.	What is the English for “возлюбленный”?
	a) sweetheart	b) heartsweet c) Sweet tooth
B. Can you match these couples?
1.	Tristan		a) Ludmila
2.	Romeo		b) Becky Thatcher

LESSON PLANS English

21

February 2013

3.	Tom Sawyer	c) Gerda
4.	Adam	d) Isolda
5.	Kay	e) Eve
6.	Ruslan	f) Juliet

Clue: A) 1. c, 2. b, 3. c, 4. b, 5. a, 6. b, 7. a; B) 1. d, 2. f, 3. b, 4. e, 5. c, 6. a.

IX. Romantic Poems

P1: Tomorrow is Saint Valentine’s Day, All in the morning betime,

And I, a maid at your window, To be your Valentine.

Then up he rose, and donnd his clothes, And dupp’d the chamber-door,

Let in the maid, that out a maid

Never departed more. (W. Shakespeare (Hamlet Act IV)) P2: You’re just the nicest kind of boy

So very grown-up, too.

No wonder that this Valentine Brings lots of love for you.

P3: I hope that Saint Valentine’s Day Will bring you lots of fun!

He thinks you’re extra-specially nice, And so does everyone!

P4: Here’s a special Valentine With lots of love for you And since you’re very special Here are hugs and kisses, too!

P5: Let me call you sweetheart, I’m in love with you.

Let me hear your whisper That you love me too.

P6: Keep the lovelight glowing In your eyes so true.

Let me call you sweetheart, I’m in love with you.

X. Подведение итогов урока. Выставление оценок

Teacher: Now our lesson is over! During the lesson we’ve done a lot. Today students, you’ve got only good marks. Thank you very much for the lesson. I hope St. Valentine’s Day will bring you lots of fun. Love! Happiness! Beauty! There are not so many days in a year when we pronounce these pleasant words. I wish you Love! Happiness and Beauty!

Quotations:

“Anyone who has never really loved has never really lived.” (A. Christie)

“It’s better to have loved and lost, than not have loved at all.” (A.Tennyson)

By Khaver Mustaphaeva,

School No. 858, Moscow

English LESSON PLANS

22 ОКРУЖАЮЩАЯ СРЕДА

February 2013

Подготовка учащихся к ГИА по английскому языку

Данный урок является первым в цикле уроков, посвященных проблемам окружающей среды. Глобальной целью цикла уроков является подготовка учащихся к ГИА по английскому языку (раздел Говорение). За основу в выборе тематического наполнения уроков взяты рекомендации изданий по подготовке монологического высказывания на ГИА. Весь урок ведется на английском языке.

Задачи урока.

В результате учащиеся должны:

1)Знать лексику по теме; уметь употреблять ее в речи.

2)Уметь выражать свое мнение по теме.

3)Знатьосновныеподкатегориитематическогонаполнения; уметь строить оценочное высказывание по каждой из подкатегорий.

4)Усовершенствовать коммуникативные навыки при работе в паре, а также в общегрупповом обсуждении темы.

5)Научиться формулировать свою позицию по социально важной проблеме.

ХОД УРОКА

1. Начальный этап урока.

На магнитной доске в хаотичном порядке прикреплены названия основных подкатегорий темы: Использо-

вание природных ресурсов (Use of nature), Экологические проблемы (Eco problems), Спасение природы

(Preservation), Загрязнение (Pollution).

Вкачестверазминкиучащимсяпредлагаетсярасположить эти категории в логическом порядке по признаку влияния человека на природу и возникающих от этого последствий. Причинно-следственные отношения между данными категориями следующие: в начале человек использует природные ресурсы; их переработка ведет к загрязнению воздуха, воды и почвы; загрязнение ведет к возникновению экологических проблем (например, к изменениям климата); в результате человечество все больше задумывается о сохранении окружающей среды.

Дается 1 минута на обдумывание. Работает и рассуждает вместе с учителем вся группа. В идеале должны получить следующий порядок:

Use of Nature → Pollution → Eco Problems →

Preservation.

Перед учащимися ставится цель урока: научиться выражать свое мнение по проблеме взаимодействия человека и природы, используя языковые средства (лексику по теме, грамматические конструкции, речевые конструкции “Я думаю”, “Я уверен”, “Я предполагаю” и т.п.).

Желательно обсудить с учениками этапы урока (спланировать достижение цели) и как будет оцениваться их работа на уроке (критерии оценки).

По каждой задаче урока учащимся предложены критерии для оценивания своих знаний и умений по ходу и в конце урока:

1)Критерии: Знаю/не знаю, употребляю/не употребляю.

2)Критерии: Умею/не умею/испытываю трудности.

3)Критерии: Знаю/не знаю/не строю/строю оценочное суждение.

4)Критерии: Принимал активное участие в обсуждении или нет.

5)Критерии: Знаю свою точку зрения/еще не сформулировал.

2. Основной этап урока.

Группа разбивается на пары, каждой из которых достается одна категория. Задание – написать как можно больше слов (ассоциаций) по этой категории. На выполнение задания дается 5 минут. Затем каждая пара озвучивает результат, слова выносятся на доску по категориям. Другие пары могут добавлять свои ассоциации (в разумных пределах). Учитель задает вопросы или дает определения, чтобы учащиеся догадались о пропущенных важных моментах. У ребят, скорее всего, возникнут сложности с видами энергии. Тогда можно задать наводящий вопрос: Какими источниками природной энергии мы можем пользовать-

ся? (What natural sources of energy can people use?)

Они вспомнят, что существует солнечная энергия, энергия ветра (здесь можно дать подсказку с мельницей).

Одновременно с этим ведется запись слов в тетради. Получаем примерно такую лексическую схему:

Use	Pollution →	Eco	Preserva-
of Nature		Problems	tion
→		→
– natural	• air pollution:	– pollution,	– to pre-
resources,	gases, fumes,	– global	serve,
– energy:	smog, plants,	warming,	– to recy-
solar en-	factories, traffic	– acid rain,	cle/reuse,
ergy, wind	• water:	– green-	– to res-
power,	plants and fac-	house ef-	cue,
– fuel: oil	tories, chemi-	fect,	– clean(ing);
and gas,	cals, oil, ships,	– drought,	– Green-
– plants/	• soil:	– famine,	peace,
factories,	pesticides,	– animal	– PETA,
industry,	chemicals, ag-	extinction	– WWF.
– farming,	riculture, acid
– agricul-	rain, nuclear
ture	waste burning,
	nuclear power
	stations;
	Verbs: to
	destroy, to pol-
	lute, to throw
	rubbish (Br.)/
	waste/trash,
	garbage (Am.).

Следующее задание – обсуждение основных вопросов темы. Учащимся предлагается ответить на следующие вопросы:

–Какую из категорий вы считаете наиболее важной?

Объяснитесвойвыбор. (Which of the categories would you call the most important and why?)

–Какуюизэкологическихпроблемвысчитаетенаиболее опасной для человечества? (Which of the ecological problems do you think is the most dangerous for people?)

–С каким типом загрязнения окружающей среды вы сталкиваетесьчащевсего? (Which type of the pollution do you come across most often?)

–Какие организации по охране окружающей среды вы знаете? Хотели бы вы присоединиться к одной из них? К какой? Поясните свой ответ. (Which protective organizations do you know? Would you like to join one of them? Which one? Give your reasons.)

–Смогли бы вы отказаться ездить на машине для уменьшения загрязнения воздуха? Почему? (Could you refuse using a car to reduce air pollution? Why?)

–Откажетесь ли вы от использования кожаных и меховых предметов одежды и аксессуаров для спасения животных? (Could you refuse wearing leather and fur clothes and accessories to save animals? Give your reasons.)

Если в группе малое количество учащихся (не более 7), то важно организвать этот этап так, чтобы каждый из учащихся смог ответить на каждый вопрос. В идеале хотелось получить дискуссию, живое обсуждение, поскольку на эти вопросы не существует однозначного ответа, каждый из учащихся может предложить свой вариант. Однако во многих школах количество учащихся в группах может достигать 15 человек. В этом случае помогут карточки с вопросами. В целях экономии времени на уроке можно эти вопросы проработать в парах и как результат деятельности представить мнение, выработанное партнерами за отведенное время.

Практика показывает, что большинство учащихся на последние два вопроса ответит отрицательно. Следовательно, возникнет проблема и несоответствие между своим отношением к загрязнению окружающей среды и своей личной готовностью предпринимать что-либо для предотвращения или уменьшения загрязнения.

LESSON PLANS		English
		23
		February 2013

– Вопрос для ответа каждым учащимся и группового обсуждения: Как вы можете прокомментировать несоответствие между мнением большинства о необходимости остановить загрязнение и своей личной неготовностью предпринимать действия для предотвращения или уменьшения степени загрязнения? С чем это может быть связано? Есть ли на ваш взгляд решение этой про-

блемы? (How would you comment on the clash between the opinion of the majority that it’s necessary to stop pollution and their personal reluctance to take actions to prevent or reduce pollution? What might the reasons be? Is there a solution to this problem?)

3. Заключительный этап.

Подведение итогов и выставление оценок. Рефлексия.

Данный этап предлагается провести с помощью вопросов, которые напрямую связаны с поставленными в начале урока целями.

1)Будут ли полезны вам данные слова для выражения собственного мнения по теме?

2)Было ли просто выразить свою точку зрения по данной проблеме? В чем были трудности?

3)Как вам помогло разделение слов по категориям?

4)Легче ли ответить на проблемный вопрос после обсуждения с партнером или нет?

5)Удалось ли вам сформулировать собственную позицию по проблеме загрязнения окружающей среды? Изменилисьливашивзглядынапроблемупослеэтого урока?

Домашнее задание:

1)Выучить слова, изученные на уроке; быть готовыми использовать их в речи на следующем уроке.

2)Найти информацию по состоянию воды в городе (степень загрязненности, использование воды и т.п.).

Мария Титова, НОУ школа “Ника”, Москва

English			LESSON PLANS
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		YOU ARE A TEENAGER ONLY ONCE
February 2013		Young People – Old Problems

Конспект урока в 9-м классе с углубленным изучением английского языка

I. Warming-Up: Revising Previous Material

Teacher: Today we continue to talk about young people and their problems. Who might be called a typical teenager?

Pupils: A person between 13 and 19 years of age. Teacher: What are typical youth problems? Pupils: Misunderstanding from adults;

Teens do not want to be treated like children; They want to be respected…

Teacher: Have you ever been annoyed by adults, parents or teachers?

Pupils: Yes…sure…

Teacher: What annoys you most of all? Pupils: Misunderstanding;

When I’m treated like a child;

Too much pressure on me from parents or teachers; Restriction of my personal time;

Not having enough freedom…

Text I (В.П. Кузовлев, Н.М. Лапа и др. – Учебник для X–XI классов общеобразовательных учреждений.

Стр.114–115)

WHAT MAKES OUR CHILDREN DO THIS

Today it is fashionable to speak about teenage problems. A few years ago alcohol, fights, killing and other kinds of violence were more problems of adults than for young people.

But now, as official reports admit, violence, AIDS, drugs and alcohol are more and more associated with youngsters. For many children from poor families violence, drinking problems and all that is associated with poverty becomes more real than reality.

The Government surveys show that every fifth teenager who has been arrested for criminal actions, was younger than 14 and could not be sent to prison. Almost half of teenagers have an experience with drugs, alcohol and sex under age of 16. A lot of teenagers who have drug or alcohol addiction almost never believe that they are dependent. These things are often combined with family and school problems.

What has gone wrong? Some specialists explain that the changes of our society, the system of our life force young people to choose their own lifestyle. On the one hand, our society agrees that 15–17-year-old people are old enough to be responsible for what they do and give a lot of freedom and rights. On the other hand, most adults think that teenagers are too young to be taken seriously. This misunderstanding produces many problems. Actually, a lot of teenagers say that their parents let them do anything they want and are quite indifferent to their problems. Many teenagers get upset or depressed when they can’t solve their problems. As a result, it makes them believe that here is only one way out – to stop living and commit suicide.

No doubt, the teens’ problems will increase. And young people should feel that they are cared for.

II. Reading for Specific Information (Text I)

Teacher: It’s not a secret that adults often see the age between 13 and 19 as difficult and it is generally believed that teens tend to become rebellious and behave shockingly. Nowadays more and more problems are associated with being young.

Look through a magazine article and say what teens’ problems are discussed in it?

Pupils: Alcohol;

Fights and other kinds of violence; AIDS;

Drugs;

Crime…

III. Working with New Vocabulary

Teacher: Find the suitable definitions for highlighted words from the text.

Violence – ...

a)detective stories

b)disagreement

c)cruel actions

Poverty – ...

a)problem

b)lack of enough money

c)disease

Prison – ...

a)place for criminals

b)private school

c)children’s home

Addiction –

a)protection

b)dependence

c)disability

Commit suicide – ...

a)enjoy oneself

b)wait for somebody

c)kill oneself

Teacher: Let’s check:

Pupils: Violence – cruel actions;

Poverty – lack of enough money;

Prison – place for criminals;

Addiction – dependence;

Commit a suicide – kill yourself.

IV. Writing

Teacher: Write down the words and their definitions into your exercise-books.

V. Reading for Details (Text I)

Teacher: What makes young people do these things?

Let’s have a look how different people explain the reasons of teens’ behaviour.

Look through the text again and say what the Government, the specialists, the adults and the teens say about the situation.

Pupil 1: The Government says that these things are often combined with family or school problems.

Pupil 2: Specialists think that our society should force young people to change their lifestyle.

Pupil 3: Adults expect teens are too young to be taken seriously.

Pupil 4: Teens get depressed because they can’t solve their problems.

LESSON PLANS

VI. Productive Speaking

Teacher: What do you personally think? Pupils: I think that…

I agree with the… I admit that…

I disagree with…

I can’t agree with the explanation… I partly share the opinion that…

English

25

February 2013

VII. Eliciting Vocabulary

Teacher: Teens can’t solve their problems, can’t cope with them and as a result they become….

How do teens protest? How do they show their resistance?

Pupils: They become Rebellious; Ill-mannered; Aggressive and violent; Intolerant and inflexible; Impatient and flighty;

They began to experiment with their appearance; They embarrass their parents by extraordinary or antisocial behaviour;

They show strong emotions and feelings and use physical force;

They can be rude and bold, impudent …

Teacher: Do all teens behave like that? Maybe there is some other way of protesting?

Pupils: Some teens are too shy to talk about their problems openly;

They are afraid to be seen as “losers” scared of being lonely, bulled or rejected;

They lose self-confidence, have low self-esteem, and all these lead to developing inferiority complexes.

Homework

Teacher: Today we have mainly talked about negative aspects of being young, but there is another side of the coin. “Teenage years are the happiest years in life” – many adults say, thinking of their youth. So your home task is to prove this point of view. Do it in writting, please.

Notes: О.В. Афанасьева. И.В. Михеева – Учебник для IX класса школ с углубленным изучением английского языка, лицеев и гимназий. В качестве дополнительного материала использован Учебник для X–XI классов общеобразовательных учреждений (авторы: В.П. Кузовлев, Н.М. Лапа и др.).

Евгения Хаимова, ГБОУ СОШ № 224 г. Москва

See Text II this exercises on CD.

English РЕКЛАМА

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