столько раз учителя, ученики и родители
посетили сайт «Инфоурок»
за прошедшие 24 часа
+Добавить материал
и получить бесплатное
свидетельство о публикации
в СМИ №ФС77-60625 от 20.01.2015
Дистанционные курсы профессиональной переподготовки и повышения квалификации для педагогов

Дистанционные курсы для педагогов - 126 курсов профессиональной переподготовки от 1.410 руб.;
- 271 курс повышения квалификации от 430 руб.
Московские документы для аттестации


ВНИМАНИЕ: Скидка действует ТОЛЬКО до 30 марта!

(Лицензия на осуществление образовательной деятельности №038767 выдана ООО "Столичный учебный центр", г.Москва)

ИнфоурокИностранные языкиКонспектыЦикл уроков для 11 класса на тему "Лондон"

Цикл уроков для 11 класса на тему "Лондон"

Напоминаем, что в соответствии с профстандартом педагога (утверждён Приказом Минтруда России), если у Вас нет соответствующего преподаваемому предмету образования, то Вам необходимо пройти профессиональную переподготовку по профилю педагогической деятельности. Сделать это Вы можете дистанционно на сайте проекта "Инфоурок" и получить диплом с присвоением квалификации уже через 2 месяца!

Только сейчас действует СКИДКА 50% для всех педагогов на все 111 курсов профессиональной переподготовки! Доступна рассрочка с первым взносом всего 10%, при этом цена курса не увеличивается из-за использования рассрочки!

Скачать материал целиком можно бесплатно по ссылке внизу страницы.


Lesson 1. Main facts from the geography of Great Britain.

Level: Intermediate

Objects: to develop students reading skills, to extend students knowledge of the United Kingdom of Great Britain and Northern Ireland; to help students to understand the culture of other countries; to teach students to express their opinion.

Materials and aids: cards with UK basic facts, the map of Great Britain.


1. Warming up

This lesson is dedicated to Great Britain. This map gives you an opportunity to expand the exploration of the material.

Predict some facts about UK basic facts.


  1. Over 59 million

  2. Over 100 million (key : A)

  3. Over 30 million


  1. 550 sq. km.

  2. 244 sq. km. (key :B)

  3. 800 sq. km.

The biggest ethnic group is:

  1. English

  2. Scottish (key : A)

  3. Irish


  1. Oxford

  2. Cambridge (key: C)

Type of Government:

  1. Parliamentary

  2. Presidential (key : C)

  3. Constitutional monarchy

2. Reading and speaking in groups.

T. Read the UK basic facts and check your prediction. After your reading say to the group “ I know that…”

(e. g. I know that the biggest ethnic group is English. )

3. Pre-reading activities. Brainstorming.

T. Study the map of Great Britain and answer the following questions.

  1. What are the main geographic peculiarities of the region?

  2. What parts of Britain are mountainous?

  3. What are the main rivers in Britain?

  4. What are the main groups of islands?

  5. What seas and oceans are the islands washed by?

  6. What are the northernmost and the southernmost part of the British Isles?

7) Why can Britain be called “ a sea country?
4. Reading

The British Isles

The British Isles form a group of islands lying off the north-west coast of Europe, the total area of the British Isles is 322,246 sq. km. The area of the United Kingdom is some 244.100 sq. km, of which about 99 per cent is land and the rest-inland water. The UK stretches from south to north for over 900 km. and is only 500 km. across in the widest part and 60 km. in the narrowest. Britain often is called a sea country due to the numerous bays and inlets. No place in Britain is more than 120 km. from the sea.

There are two islands and more than 5.000 smaller ones. The largest islands are Great Britain and Ireland. Great Britain comprises the mainland of England, Wales and Scotland, while Ireland is divided into two states - Northern Ireland and the Irish Republic.

The British Isles are separated from the European continent by the English Channel and the North Sea.

In the west the British Isles are washed by the Atlantic Ocean, in the east by the North. Channel and St. George's Channel - separate the two largest islands of the British Archipelago, Great Britain and Ireland, from each other.

A place on the condimental shelf has been of great advantage to British fishing industry - the shallow waters above the continental shelf have long been rich

Fishing - grounds. Later valuable resources where discovered and exploited beneath the continental shelf - oil and natural gas.

The British Isles are known for their greatly indented coastline. Therefore there are many bays and harbours, peninsulas and capes, which were formed in the process of the geological development of the Islands. Due to its extreme identity the coastline of Great Britain is 8.000 km long.

The climate of Britain resembles the climate of the north-western port of Europe. Very often Great Britain is depicted in films and fiction as the country of constant rains and foggy weather. This is not always true. Though the amount of rain in Britain does not exceed the amount of rain many European countries on the continent, English weather is much more changeable. It rapidly changes from day to day or even during the day. A warm and dry morning can be followed by cold and rainy afternoon. The climate of various parts of the country is closely connected with the distance from the Atlantic - the closer you are to the Atlantic, the warmer the place is. Eastern part of Britain faces the cold continent, whereas western part faces the relatively warm Atlantic. The coldest parts of all are the lofty highlands of Scotland, but the western shores of the highlands are never really cold. In winter the warmest part of the British Isles are south-western Ireland and south- western England (Devon and Cornwall). Spring comes earlier to these part

5. Think of the impact of geography over economy and people’s lives and match column A with column B



1. Great Britain is situated on the continental shelf, it has been of great advantage to ...

a) makes the climate mild and the weather changeable.

2. The North Atlantic Current brings warm water to the islands and . . .

b) British love of compromise.

3. The tides influence water level in the seas and rivers, it allowed . . .

c) British fishing, oil and gas industries.

4. Abundant rainfalls in the Pennines provided . . .

d) power for woollen mills and reservoirs for water storage.

5. Tough climactic conditions in Highland Scotland make it ...

e) many towns which are situated dozens of kilometres from the coast to become sea ports.

6. A notable lack of extremes in British geography resulted in ...

f) the most sparcely populated area in Scotland.

6. Summary

T. What was interesting for you to know? Your work today was good, your marks are….

7. Home Task Setting

T. Write about interesting facts from geography of Great Britain.

Lesson 2: The history of Great Britain. Early Britain. Level:Intermediate.


to develop students’ skills in listening;

to develop students skills in reading;

to develop students skills in writing;

to teach students to respect the traditions of the other people;

to help students to understand the culture of other countries;


1) Warming up

T. Answer the following questions:

1) What do you know about the Celts?

2) Where did they live?

3) What languages are spoken in Great Britain now?

4) Do you Celtic and Germanic languages have the same origin or not?

5) Look at the map of Great Britain. What parts of the country can be easily conquered? Why?

6) What parts are hard to reach and settle? Why?

7) Where in the place closest to Europe?

2) Reading

Celtic Invasions

Soon after 700BC, Britain was invaded the Celts, who are supposed to have come from Central Europe. A commonly accepted theory of their invasion is that they came in there distinct waves.

The first group was called the Goidels or Gaels. Celts were driven by later invaders into the less fertile and more mountainous western and northern regions. There they preserved their language and some traditions. The tribe later divided into two- the Picts and the Scots. Their language formed the original language of Ireland and north-west Scotland, which is thus called Goidelic Celtic(Gaelic).

The second wave of Celtic tribes, the Brythonic Celts or Brythons, arrived in England between 600 and 500 BC and settled in the south of England, in Wales and in north-west England and south-west Scotland. Their language developed into the Celtic language of modern Wales.

A third wave of invaders, Belgae from Northern Gaul, containing many people of Teutonic origin,

arrived about 100BC and occupied the greater part of what is now known as the Home Counties(the central part of Great Britain).They pushed part of Brythons to

Wales, taking possessions of the south and east, other Brythons merged with the Belgae. This mixture was called Brithons or Brits.

The earliest Celts were in the bronze stage of development, but later Celtic invaders brought with them knowledge of iron working. Grade, industry and agri-culture, sheep and cattle rising flourished.

In the Celtic society the tribal form of government prevailed. People lived in clans, clans were united into large kinship groups, groups were united into tribes. A tribe was governed by a council of elders, later they were chaired by the so-called kings or queens. The women in the tribe had the rights equal with the men's. As all the tribesmen became warriors in wartime, women could join the fighters also.

The early British and Irish civilizations were illiterate. The Druid priests, who had immense power over the members of the tribe, advised the whole tribe.

3. Testing. Find true and false statements.

The Celts arrived in Britain from the territory of today's France and Belgium.

The later Celtic invaders drove the earlier comers to wilder unsettled territories.

The earliest Celts could produce iron tools.

The Celts lived in large tribal united into kingdoms.

The Celts learnt iron working before they began to work with bronze.

4) Listening.

The Druids.

All Celtic peoples, who invaded British Isles, were poly theistic-they believed in many gods. Celtic priests and priestesses were called the Druids - in pre - Christian society they formed an intellectual class of

Philosophers, judges, teachers, doctors, astronomers and astrologers. Very often the Druids were even more powerful than tribal chiefs, because priests advised them in all difficult matters.

The Druids emerged from the ancient Celtic tribes, at a time when people had to live close to nature to survive. The word "Druid" is of Celtic origin, is common roots in many Indo-European languages (compare"дерево"in Ukrainian and combination of "drus" (meaning a tree, usually an oak), and "wid" (meaning knowledge and wisdom). So in the Celtic social system “Druid” was a title given to learned men and women possessing "oak knowledge"(or "oak wisdom").

To become a Druid students assembled in large groups for instruction and training. This period of training could last up to twenty years. Their education was so profound, that at the end they possessed almost entire knowledge of the Celtic people. The deep woods where they gathered, gave the Druids their philosophy and mysticism. Their knowledge emerged from the tides of the sea, the light of the sun, the wind of the oak, the cry of the deer.

Many students were women. The roots of such equality were in the peculiar structure of the Celtic society - Celtic women had more freedom and rights than women in any other contemporary culture. They could become warriors, enter battles, divorce husbands and rule the tribe.

5. While listening task.

T. Fill in gaps.

All Celtic peoples, who invaded British Isles believed

in many ----------.

Very often the Druids were even more powerful than .So in the

Celtic social system "Druid" was a __ given to learned men and women. The

period of training could last up to twenty years. Many students, were .Celtic

women had more and than women in any contemporary

culture. They could become ,enter battles, divorce husbands and the


6. Summing up.

T. What was interesting for you to know? You were active. Your marks are….

7. Home Assignment .Complete a diagrammatic representation of the Celtic Society. Show the power of some people over the others.

Lesson 3. Main facts from the History of Great Britain. Early Britain.

Level: intermediate

Subject: Main facts from the History of Great Britain. Early Britain.


to develop students skills in reading;

to develop students skills in listening;

to develop students skills and habits in testing;

to systematize students’ knowledge in the History of Britain and English language;

Materials and aids: tests.


The beginning of the lesson:

  1. Greeting. Introduction of the lesson

T. Good morning, dear friends! I’m glad to see you. How are you? Are you ready to start our lesson?

2. Warming up

T. Discuss the meanings of the following words: ancient, community, conquest, inhabitants, invasion, occupation, nomadic, slave - owning, barbarian, queer, descendant, invaders, kinship, merge, race tribe.

The middle of the lesson:

  1. Homework check-up

T. Let us recollect some historical facts from our past lesson. Do the test on the subject of your homework.

1. The first people inhabiting Great Britain are known as Iberians because___________________.

a) they came to Britain from the Iberian Penincula;

b) it was the name of their tribe;

c) some of their descendants are still found in the north of Spain;

2. The Celts were the people_________________.

a) divided into some tribes;

b) who lived in one tribe;

c) who settled beside the Picts;

3. The Iberians were driven by the Celts to_____________.

a) Wales and Scotland;

b) Cornwall;

c) Isle of Man.

4. We know much about the Celts because______________.

a) they left many books about their life;

b) their descendants told about the ancestors.

c) other ancient peoples mentioned the Celts in their books.

5. The British Celts lived in tribes and were ruled by______________.

a) druids;

b) chiefs;

c) governors.

6. The most civilized Celtic tribes were___________________.

a) the Britons;

b) the Scots;

c) the Picts.

7. The druids were very important for the Celts, they_________.

a) foretold the future and settled disputes;

b) chaired the most important meetings;

c) lived in big groups and worshipped one God.

8. In Celtic tribes women could_______________.

a) only give birth to children and raise them;

b) cure the tribesmen;

c) become warriors and queens.

9. The druids believed in_____________.

a) one god;

b) pagan gods;

c) Jesus Crist.

4. Reading.

The Roman Conquest and Occupation

The Celts, who inhabited the territory of present-day France, were in close

relations with Britons, who supported them in their struggle with the Romans.

Julius Caesar was the first to discover it while he was conquering Gaul, so he

decided to stop the Gauls from receiving British aid.

In 55 BC, he landed and tried to conquer the Britons but soon withdrew because

local opposition was strong.

In the following year with an army of 25,000 Caesar landed in Britain again,

penetrated to where now stands and defeated the Celtic tribesmen. After the

agreement with the Celtic chiefs to pay tribute, Caesar went back to Gaul to

complete his conquest on the continent.

Only nearly a hundred years later, in 43 AD Roman Emperor Claudius sent to

Britain the army, which conquered the southern part of the island.

5. Post Reading Testing

1. The Romans took in the British Isles because_____________.

a) They had no land to live on;

b) they had the same religious beliefs and wanted to unite the countries;

c) they tried to stop the help of the Britons to the Gauls.

2. In 55 B. C. Julius Caesar withdrew from Britain because_______________.

a) local opposition was strong;

b) he dislike the climate;

c) his help was needed in Rome.

3. During the century between Caesar’ expeditions and the second coming of the legions the Celts_____________.

a) had no contacts with Rome;

b) paid a tribute to Rome;

c) strengthened the opposition against the Romans.

4. The old Celtic tribalism remained in Britain_____________.

a) in the north only;

b) in the north and west;

c) in the south.

5. The rebellion headed by queen Boadicea aimed at______________.

a) establishing new relations with Romans;

b) expressing the Celts’ discontent;

c) establishing new towns and settlements;

6. The Romans erected Hadrian’s Wall and Antonine’s Wall in order ___________________.

a) to maintain trade with Picts and Scots;

b) to protect themselves from the Celts;

c) to mark the boundaries of Empire.

7. The Romans made Londinium their capital because_____________.

a) it’s position was very favourable;

b) it had been well developed by the Celts;

c) they had been ordered by the Emperor.

6. Listening.

The Romans ruled with the maxim "Divide and rule". They offered protection and the advantages of their civilization to friendly communities. The romanized Celts were protected from the wild tribes of Picts and Scots not only by the walls but

also by the Roman army.

The first years of Roman occupation saw various revolts of the British tribes, who tried to stop the invaders. The most famous of these attacks is the revolt of the Iceni tribe headed by their queen Boadicea. While the Roman army was fighting in the North Wales, queen Boadicea with 100.000 armed men burned to the ground Colchester, Londmium and St. Albans. The revolt was completely suppressed by the Roman army ten times less than the army of Boadicea. The rebellious queen took poison after her defeat. The Roman Conquest influenced the life of Britons greatly. The most important of these influences was Christianity. During the 4th century AD, when Christian religion became the religion of the Roman Empire, it was also spread in Britain. Christianity was a religion of the book, so together with it literature was spread. The power of new religion was so strong, that it reached those parts of the British Isles, where the Romans had never been. At the end of the 4th century the Roman Empire started to decline. This destruction happened due to a unique combination of internal and external causes. The slave-owning system slowed the development of the state. Unproductive slave labour led to the economic decline of the Empire. Constant revolts of the slaves weakened the Empire too. They were coupled with the attacks of the barbarian tribes from outside.

Thus, in 407, the Romans had to leave Britain because they needed to defend their own country. They left the Celts, who now were romanized and the country, which had civilization similar to the rest of the Empire. Very soon the attacks of barbaric tribes destroyed the signs of this remarkable development.

7.Post listening testing.

1. The Romans introduced Christianity, it was__________________.

  1. a religion which was greatly opposed by the Celts;

  2. a step backward as compared to the Druid religion;

  3. a step forward as new religion brought literacy to the British Isles.

2. The main roads were built across Britain in order .

  1. to show the skills of the Roman soldiers;

  2. to provide better access to British markets;

  3. to let the army come to any part of the country.

3. The Latin language of the Romans .

  1. merged with the original Celtic languages on the whole territory;

  2. enriched some Celtic dialects;

  3. changed those Celtic languages, which experienced Roman rule. 20. The
    Romans withdrew in 407 because .

  1. they were tired of the constant attacks of the Celts;

  2. they were ordered to do so by the central government;

  3. they wanted to conquer new lands.
    21. Romanization was a success, because .

  1. the Romans did not suppress the British way of life;

  2. the Romans did not bother Celts much;

  3. the Celts met the Romans friendly.

T. Thank you for your participation.

8. Speaking T.: Using your tests answers, complete an oral report about Early Britain.

The end of the lesson:

9. Home task setting

Reading the text “The Celtic Languages”

10. Summary. Your work today was good, your marks are…

Lesson 4. England.

Level: intermediate

Subject: England


to develop students’ skills and habits of prepared and unprepared speech;

to teach students to express their opinion;

to develop students skills in reading;

to develop students skills in listening;

to teach students to respect the traditions of other countries;

to help students to understand the culture of other countries;

Materials and aids: the map of UK, handouts, video.


  1. Greeting. Introduction to the lesson.

T. Good morning, dear friends. I’m glad to see you. How are you today?

I think everything is OK. Are you ready to start our work?

  1. Warming up.

T. We shall make an imaginary trip to one of the English-speaking countries which is the part of Great Britain. You know that Great Britain consists of four parts: England, Scotland, Wales and Northern Ireland. What do you know about them?

Possible answers:

  • I know London is the capital of Great Britain and England as well.

  • I know that England is the central part of Great Britain.

  • People have the Queen in these countries.

  1. Working on the video.

  • Pre-watching exercise (matching the words to the pictures).

  • Watching video and making notes about the places of interest.

  • After watching – group work.

T. Be ready to answer my questions:

1) What is the population of England?

2) What is the population of London?

3) What is the head of the government?

4) Where does he live?

5) Where does the Queen live?

6) What city is the birthplace of William Shakespeare?

7) What city is the home of The Beatles?

8) When was Stonehenge built?

9) What was Stonehenge built for?

10) What castle was built by William the Conquere?

11) On what river does Cambridge stand?

12) When was the university of Cambridge opened?

4. Reading students’ notes.

T. And now you may read your notes.

P1. Cambridge is in the east of England. It is fifty miles north of London. Cambridge is in the region of East Anglia. The river Cam runs through the Cambridge. The name Cambridge is bridge over the Cam.

P2. The first university college was Pete house College. The Bishop of Ely

founded it. The bought two houses and gave money to students. The college opened in 1284. Many colleges in Cambridge have chapels in them.

P3 There are about 35 universities in England which is known as ‘’ red brick’’ universities. The universities were founded in the late 19-th or early 20-th century in the industrial cities of Manchester, Liverpool, Leeds, Birmingham, Sheffield and Bristol and constructed of red brick like the buildings of Oxford and Cambridge.

P4 There is a large circle of stones, which is called Stonehenge. Nobody knows why it was built or what it was used for. There are many graves around the monument. It was built around 144 B. C.

T. Try to find English cities on the map.

4. Reading.

T. Read the text ‘’ Getting around Britain” and answer the questions (New opportunities Longman)

  1. What is ‘’the knowledge’’?

  2. What are Britain’s biggest transport problems?

  3. Why is Britain good for cycling and walking?

  4. What are the advantages of canal boats and steam railways?

Which places in the text would you like to visit? Why?

T. Think of three differences and three similarities between transport in Britain and in your country.

T. Which of the sentences about Britain do you think are true?

  1. Most phone boxes are red.

  2. Phone calls are cheaper in the evening.

  3. Restaurant tips are usually 10%.

  4. Bed and breakfast’’ and youth hostels are not very expensive

  5. Plugs in Britain are the same as the rest of Europe.

  6. In Britain it is usually between 250C and 300c in summer.

T. And now listen to a radio program me and check your guesses.

5. Summary

T. Thank you very much for your preparation and your activity at the lesson. I was impressed with your answers. You showed your excellent knowledge.

6. Home Task Setting Use your information to write about these things:

  1. What place would you like to visit in Britain?

  2. What differences can you identify between Britain and your country?

  3. What do you think you would find strange of Britain.

Lesson 5

Level: intermediate

Subject: Accents in the British Isles

Objectives: to focus students on vocabulary and pronunciation;

to expand general knowledge;

to build cultural awareness;

to give thinking training;

to give training in tests;

to develop students’ skills in reading;

to develop students’ skills in listening.

Aids and materials: cartoons, CD – ROM.


  1. Greeting

T. Good morning! I’m glad to see you. How are you?

2. Lexical and Phonetic warm up

T. Guess the words with missing letters. Work in small groups to write a definition and pronunciation for each.

(The words: accents, dialect, drop a letter, misunderstanding, national standard, pronounce, pronunciation)

  1. Reading

T. Read the extract from the book and choose the best summary. Compare your answers and reasons in pairs.

No place in English-speaking world has more dialects than Britain and Ireland. According to some linguists, there are ‘no less than thirteen’ quite distinct in Britain. Others put the number of dialects at forty-two – nine in Scotland, three in Ireland and thirty in England and Wales, but there could be even more. In only six countries in the north of England, seventeen separate pronunciations of the word ‘house’ have been recorded. It would be no exaggeration to say that there are greater differences in pronunciation in the north of England between the Rivers Trent and Tweed (200 miles) than in the whole of North America.

(Bill Bryson)

  1. There are no many accents in English-speaking world.

  2. It is amazing how many different accents there are in the British Isles.

  3. People in Britain are not sure how to pronounce the word ‘horse’

  1. Work in pairs

T. Look at cartoons. Work in pairs and answer the questions.

- What numbers are the customers saying?

- What does the shop assistant understand?

5. Reading

T. Read the fact boxes. Which two accents have something in common?

In Wales, people often speak a clear and measured form of English with a musical intonation inherited from ancestral Celtic. they tend to aspirate both plosives and fricative consonants very forcibly; thus, “true” is pronounced with an audible puff of breath after the initial ‘t’.

Lowland Scottish was once a part of Northern English. Thanks to Robert Burns and Sir Walter Scott, many Scottish Gaelic words have been preserved in English literature. In Scotland most people pronounce the ‘r’ strongly, even in words where the English do not pronounce it. The Scots also have their own words for many things.

Northern Ireland has dialects related in part to Lowland Scottish and in part to the southern Irish dialect of English. Irish pronunciation is conservative and is clearer and more easily than many other dialects. Many Irish people pronounce ‘th’ as ‘t’ or ‘d’

In the North of England most people pronounce the ‘uh’ sound in ‘some’ or ‘bus’ like the ‘oo’ in ‘book’

Many speakers in London area do not pronounce the ‘t’ clearly. they say ‘a bo’le of wa’er’ instead of ‘a bottle of water’. They may also pronounce ‘th’ as ‘f’ or ‘v’ .

So ‘I fink it’s your muvver.’means, ‘I think it’s your mother’. They often drop the ‘h’ at the beginning of words. So ‘ee’ ‘as long ‘air’ means, ‘He has long hair.’


T. Read the fact boxes again and identify what these people are saying. After that listen and check.

London: ‘er li’le bruvver ‘as go’ something to say.

North of England: ‘ee looves ‘is moom.

Ireland: Deir tings are on de tird shelf.

Scotland: Therre’s a wee bird sitting in that tree.


T. Listen to speakers 1 – 4 and identify their accents.





8.Work in groups

T. Work in groups and answer the questions.

1 How many different accents or dialects can you think of in your country?

2 In which regions or cities are the accents very different from the national standard?

3 Do people in your country have misunderstandings because of different accents or dialects?

4 Do you think strong local accents are a problem or an advantage for languages? Why? Use the ideas below to help you.

  • you know where people are from

  • it would be sad if everyone was the same

  • you can’t understand some people

  • science and business need a standard language

  • variety is a good thing

  • it creates a sense of identity

  • it can confuse foreign visitors

  • it can cause discrimination

9. Home task setting

T. Find some interesting information about London and read it.

10. Summary

T. Thank you very much for your activity at the lesson. Your answers were brilliant. Your marks are…



Presenter: [American accent] Next,

here on Globetrotter, we go to London, which is still one of the top tourist destinations in the world for young people. Of course, we all know that London is a cool place for music, fashion and nightlife - but it can be an expensive city. Many visitors to London end up spending a small fortune, not just on accommodation, but also on food, museums and entertainment. So on today's Globetrotter we've decided to give you all some useful advice for visiting London on a budget. And who better to talk to than the people who have to live in London all year - Londoners!

Speaker 1: [Cockney accent] I think that travel's quite expensive in London. So I've never understood why tourists always travel by tube - that's what we call the underground here. I mean, it's so crowded and expensive -and you don t see anything either! I think buses are great for getting to know London, that is if you're not in a hurry. You can buy a one-day bus-pass for about three pounds fifty, which is much cheaper than the travelcards you buy for the tube. And then you can travel on any "bus you like all day, and use it on the Night Buses too. And there are some great bus routes that are probably much more interesting than those expensive bus-tours that tourists love. I think the number 11 bus is great - it goes through the City, past St Paul's Cathedral.; Trafalgar Square, 10 Downing Street (where theTrime Minister lives of course), Parliament and Westminster Abbey and then close to Buckingham Palace. But there are lots of routes to choose from - over 600, in fact!

Speaker 2: [RP accent] In a lot of cities around the world, you can look round the churches and cathedrals for free -but you have to pay to get into museums and art galleries. In London, it's the opposite - the best museums and art galleries cost nothing but anything else is quite expensive. So if I were you, I'd forget about paying to visit the Tower of London, for example - you can see it for free from the street! Instead you should visit one of the great London museums. You can spend a whole week just visiting the British Museum or the Science Museum. My favourite's probably the Museum of London - not so many people seem to know about it, but it's really interesting, in fact I'd say it's probably the one that any visitor to London should go to first. You learn all about the earliest nistory - the Romans in London, the Viking town, the Great Fire of London in 1666 ... right up to the present day. The section on London during the war is really fascinating too. It always makes me laugh when I see the queue for Madame Tussaud's - thousands of tourists queuingin the rain for their really expensive tickets.There are so many interesting places they could visit - for nothing.

Speaker 3: [Estuary English accent]

London's quite expensive for eating out. Even a coffee or a glass of coke can cost a fortune! There are lots of big restaurants in the centre which are always full of tourists - they're usually called The 'Something' Steak House. But no Londoners I know ever go there. It's much cheaper to buy fish'n'chips - for example, there are several places in Soho, not far from Leicester Square. Or if the weather's good, you could do what office-workers in London do -buy some sandwiches from a sandwich bar and go and sit in the park for an hour. There are some good ones near Charring Cross tube station - and then you can go and sit by the river. Or why notgo to one of the markets for a cheap meal? My favourite's probably Borough market near London Bridge Station. You can buy delicious, cheap takeaway food from every corner of the globe.

Speaker 4:

[West Indian accent! There's a lot of music in London - and a lot of it you can listen to for free. The big public arts centres like The Barbican and the South Bank Centre often have free concerts, especially jazz music at the weekends. I always buy the local paper - The Evening Standard - on Thursdays and check if there'll be any free concerts dunng the next week. If you like classical music men there are also the famous free lunchtime concerts. The most famous ones are probably at St. Martin-in-the-Fields, the church on Trafalgar Square. And if you prefer rock music, then there are dozens of pubs and clubs with free concerts or 'gigs' as we call them. Actually, one of the best places for cheap gigs is the University of London StudenfUnion on Malet Street, close to the British Museum. It's a good idea to buy Time Out, a listings magazine, or the NME, a weekly music paper, to catch the best gigs.

Lesson 6 “Trip to London”

Level: intermediate. The lesson of development

of speech habits (summary)

Subject: Trip to London

Objectives: to revise vocabulary on the topic;

to develop students’ skills in reading;

to develop students’ skills in listening;

to develop students’ skills in speaking;

to develop students’ skills in writing;

to extend students’ knowledge of London;

to systematize their knowledge from the past lessons;

Equipment: cards with the text about London; photos of the sights of London, cards with the dates from the History of London, badges, video.


The beginning:

1 Greeting. Introduction of the lesson

T.: Good morning, dear friends. I am glad to see you. How are you today? I think everything is O. K. Are you ready to start our work?

2. Warming up

Dear pupils!

We are going to the capital of the United Kingdom of the Great Britain and Northern

Ireland. It's an ancient and beautiful city. Lots of tourists annually visit it. And what's the

capital of the UK?

P.: London!

Т.: Right you are. So we are travelling to London. But you are invited there on condition

you know its geography and history as well. Today we are having a summary lesson devoted to

London. You have already read and listened many texts in your books, had a lot of

additional information about London. So, what do you know about London?

PI: London is the capital of England as well.

P2: London stands on the river Thames.

P3: London is the political centre.

P4: London is the centre of business.

P5: London is the biggest city in Britain.

P6: London is one of the most important cities in the world.

P7: London is in fact four cities: The city of London, the West End and Westminster.

P8: London is 46 kilometers from north to south and 58 kilometers from east to west.

P9: London is famous for a lot of historical places.

P10: London has got more than 7 million people.

P11: London is famous by its streets.

P12: London is famous by its parks.

P13: London is the Queen’s city.

T. How old is London?

P14: London is two thousand years old.

The middle of the lesson:

3. Speaking

T. O.K.! Let’s come back to the history of London and remember what happened many, many years ago. 55B. C

P1: To the small settlement in the year 55 B.C. Caesar came from Rome. "Llyndin" that's means a lonely place became Londinium. The Romans made Londinium the large and rich city with good streets, beautiful places and shops. But in the fifth century Romans left Britain.

Т.: from the 5th century to the7th century.

P2: Saxons and Danes conquered the land and ruined the city. Londinium lay in ruins for a very long time.

Т.: the 9th century

P3: Londinium war rebuilt by Saxon king.

Т: The у ear 1066.

P. I would like to say that in 1066 William the Conqueror and his people went to England from Normandy in France. William became the King of London. Many of his people lived in London too. But William was afraid of English that's why he built the Tower of London to live in it.

T: The year 1665.

P5: For a long period of time London was a rich and crowed city, but in 1665 the Plague fell upon London. It came from one of the ships which came to the city every day. The houses of sick had a red cross painted on the door.

T: The year 1666.

P6: In 1666 Great Fire destroyed 3000 houses and 97 churches in London. But the Fire cleared away the old dirty wooden houses. A new London - of stone was built.

T: 1749.

P7: Until 1749 there was only one bridge over the river: London Bridge looked very strange. There were houses and shops on the bridges. In the 19th century there were many new bridges over the Thames.

T: Can you name some of the sights on the blackboard?

PP: The Houses of Parliament, Big Ben, the Tower of London, Buckingham Palace, St.

Paul's Cathedral, Trafalgar Square, Westminster Abbey, Hyde Park.

T. Good for you!

4. Homework check-up

T. What can you say about traits of the British character and about historical and geographical factors that influenced the formation of the British character.?

P1: A wide stretch of water between the British Isles and Europe formed a sense of security, safety, and independence. Lack of geographical extremes – there are no very long rivers, very high mountains and deep canyons gave the British character also lacks of extremes – they love compromise and value calm relationship. Britain is a sea country – no place there is 120 km far from the sea. It formed love for travelling and exploration.

P2: Britain was successfully invaded by the foreigners in 1066, since that time there has been no invasions. It formed self-confidence and contempt for foreigners. England became ahead of other European countries since the High Middle Ages. It developed a strong sense of individualism. The Reformation of the Church and separation from the Roman Pope formed a sense of isolation from Europe and development of law, system of education and culture different from European.

P3: The Industrial Revolution that made the country “the world workshop” formed the feeling of independence and dignity, pride for their country and its development. The formation of the British Empire on which “the sun never sets” formed the feeling of uniqueness expressed in the necessity to bring British culture to other nations. The process of colonization coupled with the policy of “brilliant isolation”, which Britain followed up to World War I formed the feeling of patriotism and superiority.

5. Reading

T. It is time to read the text about London to recollect some information about London. It will help you to understand your future trip better.


London is a very old town. It is about two thousand years old.

Now London is one of the biggest cities in the world. Its population is about 8 million people. It's not only a capital of Great Britain, it's a large business and commercial centre. London stands on the Thames.

As an ancient city London has a great number of places of historic interest. They attract tourists from all the world.

London is traditionally divided into four main parts. They are Westminster, the City, the West End and the East End. Westminster is the historical area in London. Famous monuments and buildings are there. One of the most beautiful places is Westminster Abbey.

Many greatest poets and writers are buried there. Chauser, Dickens, Kipling are among them. Newton and Darwin are buried there too.

Another place which is worth seeing in London is the Tower. In different times this castle was a fortress, a royal palace, a prison. Now it is a museum.

London is rich in famous palaces. Buckingham Palace is the official residence of the Queen. Westminster Palace is the seat of the British Parliament.

The greatest of English churches is St. Paul's Cathedral. It was built by a famous English architect, Sir Christopher Wren.

Trafalgar Square is considered to be the very centre of London. In the middle of it stands the monument to admiral Nelson.

London is famous for its streets and squares as well. Fleet Street is known for the newspaper offices situated there. Regent Street is famous for the richest shops and supermarkets.

Speaking about London it is impossible to say nothing about its museums. The British Museum shows works of art from ancient Asia, Egypt, Rome and Greece side by side with those of Great Britain and other countries.

6. Watching and Listening

T: Well, now we are in Great Britain. But what is it? The famous London smog meets us!

What is it? Who knows?

P: SMOKE+FOG=SMOG. So Smog is the combination of words Fog and Smoke. This is a

real disaster, especially for people with weak lungs. It may be colored yellow by the smoke

of innumerable chimneys, a thick yellow suffocating fog!

T: Welcome to London! (Excursion about London, video)

7. Post Listening Tasks
T: Answer the questions:

1). What square of London is famous for Nelson's column? (Trafalgar Square)

2). What is the second name of the Houses of Parliament? (The Palace of Westminster)

3). What is the most famous of all the historical buildings in London almost unchanged

since the 11th century? (The Tower of London)

4). What place is the residence of the Queen of England? (Buckingham Palace)

5.) Where can you see a lot of people in hot summer days? (Hyde Park)

6). Where are the graves and memorials to many English writers? (Poet's Corner)

7). What streets is London famous by? (London is known by Oxford street. It is London’s

main shopping centre. People from all over the world shop in Oxford Street. I want to say

that Whitehall is a wide street leading to the Parliament Square. Downing Street is a small

street where the British Prime Minister lives. He lives at number 10 Downing Street. Fleet

Street is known for the newspaper offices situated there.)

8. Speaking. Communicative activities

T: What sights were you impressed most of all? What have you learnt about them from


PI: Personally, I was impressed by the Tower of London. The Tower of London was a

fortress, a palace, a prison and the king's zoo. Now it is a museum. You can see a lot of

interesting things in the halls of the White Tower. Its square walls are white and very tall.

William the Conqueror built it in the 11th century. There are always black ravens in the Tower of London.

London. People keep them and look after them very well as they believe that London will

be rich while ravens live there.

P2: I like St. Paul's Cathedral is one of the greatest English churches. The famous English

architect Sir Christopher Wren built it in the 17th century after the Great Fire. It took him 35

years. It is a beautiful building with many columns and towers. In one of its towers there is

one of the largest bells in the world. As for me I would like to visit London and to see this

beautiful church.

T: May all your dreams come true.

P3:I think that it is necessary to say that in the centre of London is Trafalgar Square. Some

people say it is the most beautiful place in London. In the middle of the square stands a tall

column. It is a monument of Admiral Nelson. Four bronze lions look at the square from the


T: Who would like to share the information about the large clock, which sound everyone

can hear every hour in London.

P4: You are quite right. Big Ben is the large clock in one of the towers of the Houses of

Parliament. Big Ben is the name of the clock and bell.

P4: Speaking about Buckingham Palace there is no doubt it is a wonderful building with a

monument in front of which is the Queen Victoria Memorial. Buckingham Palace is a place

of Royal Family. By the way, there 600 rooms there. More than 3000 people work there.

P6: Really London is a very beautiful city with a lot of sights. I think Westminster abbey is

one of the most beautiful and famous churches in London. There are many monuments and

statues there. It is very old. It is more than 900 years old. Westminster Abbey is famous for

Poet's Corner too. Many great writers are buried there: Charles Dickens, Richard Kipling.

The Abbey with its two tall towers is really very wonderful.

T. Thank you for your participation.

9. Group activities. Writing activities

T. Let’s divide into two groups. So, you are the first group and you are as Ukrainian schoolchildren from our city. You are the second group and you are as British schoolchildren from London. Pretend you are going to travel around London and you are going to travel around our city of Kirovskoye. Complete five questions each other.

Ukrainian students’ questions:

  • What is the cheapest way to travel around London?

  • What’s a good place to eat cheaply in London?

  • When is a good time to listen to classical music for free?

  • Which museum is a good starting- point for visitors to London?

  • Can we visit St Paul’s Cathedral for free?

British students’ questions:

  • Is Kirovskoye far from the Donetsk airport?

  • Is there a good hotel to stay there?

  • Are there any places of interest in your city to see them?

  • What is the best mean of transport for getting around the city and seeing as much as possible?

  • Which bus can we take from Donetsk to get to Kirovskoye?

T. Thank you for your participation.

The end of the lesson:

9. Summary

T: Today we have talked a lot about London and its places of interest. You were active and

got good marks. I hope you enjoyed the lesson.

10. Home Setting

T. Your home task is to write your impression on the lesson and your trip to London.

They say there is no place like home. Now it's high time to go home. Good bye!


Общая информация

Номер материала: ДВ-096398

Вам будут интересны эти курсы:

Курс «Русский для иностранцев»
Курс профессиональной переподготовки «Французский язык: теория и методика обучения иностранному языку в образовательной организации»
Курс профессиональной переподготовки «Испанский язык: теория и методика обучения иностранному языку в образовательной организации»
Курс «Английский язык для начинающих (Beginner)»
Курс повышения квалификации «Специфика преподавания французского языка с учетом требований ФГОС»
Курс повышения квалификации «Специфика преподавания испанского языка с учетом требований ФГОС»
Курс повышения квалификации «Специфика преподавания итальянского языка с учетом требований ФГОС»
Курс повышения квалификации «Специфика преподавания китайского языка с учетом требований ФГОС»
Курс профессиональной переподготовки «Теория и методика преподавания иностранных языков: английский, немецкий, французский»
Курс профессиональной переподготовки «Теория и методика преподавания иностранных языков в профессиональном образовании: английский, немецкий, французский»
Курс профессиональной переподготовки «Теория и методика преподавания иностранных языков в начальной школе»
Курс профессиональной переподготовки «Теория и методика билингвального обучения иноcтранным языкам»
Курс повышения квалификации «Специфика преподавания русского языка как иностранного»
Курс профессиональной переподготовки «Организация деятельности помощника-референта руководителя со знанием иностранных языков»
Курс профессиональной переподготовки «Организация деятельности секретаря руководителя со знанием английского языка»

Благодарность за вклад в развитие крупнейшей онлайн-библиотеки методических разработок для учителей

Опубликуйте минимум 3 материала, чтобы БЕСПЛАТНО получить и скачать данную благодарность

Сертификат о создании сайта

Добавьте минимум пять материалов, чтобы получить сертификат о создании сайта

Грамота за использование ИКТ в работе педагога

Опубликуйте минимум 10 материалов, чтобы БЕСПЛАТНО получить и скачать данную грамоту

Свидетельство о представлении обобщённого педагогического опыта на Всероссийском уровне

Опубликуйте минимум 15 материалов, чтобы БЕСПЛАТНО получить и скачать данное cвидетельство

Грамота за высокий профессионализм, проявленный в процессе создания и развития собственного учительского сайта в рамках проекта "Инфоурок"

Опубликуйте минимум 20 материалов, чтобы БЕСПЛАТНО получить и скачать данную грамоту

Грамота за активное участие в работе над повышением качества образования совместно с проектом "Инфоурок"

Опубликуйте минимум 25 материалов, чтобы БЕСПЛАТНО получить и скачать данную грамоту

Почётная грамота за научно-просветительскую и образовательную деятельность в рамках проекта "Инфоурок"

Опубликуйте минимум 40 материалов, чтобы БЕСПЛАТНО получить и скачать данную почётную грамоту

Включите уведомления прямо сейчас и мы сразу сообщим Вам о важных новостях. Не волнуйтесь, мы будем отправлять только самое главное.