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Инфоурок / Иностранные языки / Конспекты / "How much are teens in Russia like teens in other countries"

"How much are teens in Russia like teens in other countries"

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"How much are teens in Russia like teens in other countries"

(урок в 10-м классе с использованием видео)

Афанасенкова Людмила Михайловнаучитель английского языка МБОУ СОШ № 32 г.Норильска

Урок 1

Цели и задачи урока:

Учебный аспект -

1. Формирование навыков аудирования.

2. Формирование навыков говорения (неподготовленное высказывание).

3. Формирование грамматических навыков (предлог like и cоюз as).

Социокультурный аспект

  • знакомство с жизнью молодежи в Британии, с реалиями британской жизни.

Развивающий аспект

  • развитие оперативной памяти; развитие способности к сравнению и обобщению.

Воспитательный аспект

  • формирование терпимого отношения к чужой культуре;

  • формирование уважительного отношения к своей культуре и традициям.


  1. Видеокассета “Everyday conversations in English” (кассета 2, сюжет 6В).

  2. Activity sheets.

  3. Видеомагнитофон.

  4. Телевизор.

  5. Картинки и фото, представляющие молодежные субкультуры.

Ход урока

I. Организационный момент.

Good morning, everybody! I’m glad to see you here today. How are you? Is everything OK?

Do you remember what our topic is? Yes, you are quite right we are working on the topic “Youth subcultures”.

And today I want you to watch a short documentary about young people in Great Britain. Your task is to watch it very attentively because you will be the narrators then.

But before watching let’s remember some facts about subcultures.

II. Основная часть урока.

1. Речевая зарядка.

Teacher. Answer the questions:

  • What music do you prefer?

  • What style of clothing do you prefer?

  • What youth groupings do you know?

  • What grouping do you belong to?

  • What groupings do your friends belong to?

  • What groupings did your parents belong to?

  • What youth groupings are aggressive?

  • What youth groupings are peaceful?

  • What youth grouping would you like to belong to?

2. Дотекстовый этап (Before listening).

Now take activity sheets and we begin our work with the text “Young people in Britain”. First of all, pay attention to words in italics. You will hear them in the film.

Look at the title of the film. Which of these things is it about?

  • Main features of subcultures.

  • Favourite music.

  • Youth problems.

  • Fashion and style.

  • Rebellion.

(Учащиеся высказывают свои предположения.)

3. Текстовый этап (While listening).

(Учащиеся смотрят видеоролик о молодежи Британии).


Documentary 3’40

Britain’s young people have always been among the first to change their style, their music, their fashions.

In clothes and fashion there are no rules.

The visitor to Britain will find clothes shops selling every kind of fashion.

From the classic gentleman’s suit for work in the City to the most outrageous clothes, “gear” in young people’s language.

Hair styles are also the subject of creative talent. Any shape is allowed. Any colour is allowed.

Eccentricity has always been an aspect of the British character. Each person chooses the way he or she wants to dress without thinking about what other people will think. The older generation are sometimes surprised and puzzled.

Surprisingly, young people like to buy old clothes.

Clothes that have not been worn for many years, fashions and styles belonging to another era.

And they like every kind of accessory, like badges and jewellery.

This jewellery is being specially made. Young people in Britain are as resourceful as anywhere else.

British pop stars are famous all over the world: from the Beatles and the Rolling Stones to today’s hit musicians.

Britain’s cosmopolitan mixture means that all kinds of music and fashion are popular.

But Britain’s young people do not just think about fashion and music. They are concerned about many issues: unemployment, the problems of the Third World, Nuclear Power and Ecology.

On the outside there is fashion and music.

On the inside there is doubt and concern. But that is another story.

Teacher: Are your suggestions true? Which of them didn’t you hear about?

Now watch the film once more and try to find answers to the questions:

What rules are there in fashion and clothes?

What kind of fashion can the visitor to Britain find in the shops?

  • What hair styles are allowed in Britain?

  • What do the elderly people think about youth fashion?

  • What kind of accessory do Britain’s young people like?

  • Which British pop stars are famous all over the world?

  • What are Britain’s young people concerned about?

(Учащиеся повторно просматривают фильм и дают ответы на поставленные вопросы).

4. Послетекстовый этап.

Teacher: Now using these questions as a plan make up a massage about young people in Britain. Then you will be the narrators. (Учащиеся составляют коллективно высказывание о молодежи Британии, затем комментируют фильм.)

Формирование грамматических навыков.

Teacher: Can you tell me how much teenagers in Russia are like teenagers in Britain?

P1: Russian teenagers have no rules in fashion like British teenagers.

P2: Russian teenagers like different accessory as British teenagers do.

P3: Teenagers in Russia have hair styles of different shape and colour like British teenagers.

P4: Russian teenagers try to earn money as British teenagers do. Etc…

IV. Заключительный этап.

You see that Russia’s and Britain’s young people have many similar features. Subcultures in Russia and Britain are similar as well. Please, write down your home task: ex. 6 and 7 in your Activity books. You worked very well and I give you… Now the lesson is over. Thanks a lot for your work. Good bye!

How much are teens in Russia like teens in Britain”

(УМК “English – 10/11”, В.П. Кузовлев и др.)

Урок 2

Цели и задачи урока:

Учебный аспект

  1. Формирование навыков чтения.

  2. Формирование навыков говорения.

  3. Совершенствование грамматических навыков (предлог like и cоюз as).

Социокультурный аспект

  1. Знакомство с жизнью хиппи в Британии и России, с реалиями их жизни.

Развивающий аспект

  1. Развитие оперативной памяти; развитие способности к сравнению и обобщению.

Воспитательный аспект

  1. Формирование уважительного отношения к представителям различных групп.


  1. Activity sheets.

  2. Картинки и фото, представляющие молодежные субкультуры.

  3. Учебник для 10 класса.

  4. Газетные и журнальные статьи.

Ход урока

I. Организационный момент.

Good morning, everybody! I’m very glad that you here now. How are you? Is everything good?

Which of you can name our topic? Yes, you are quite right we are working on the topic “How much are teens in Russia like teens in other countries?”

And today we’ll speak about one of the first subcultures in Great Britain and in Russia – about hippies. Your task is to read about hippies and then compare their subcultures.

But before reading let’s remember some facts about subcultures.

II. Основная часть урока.

1. Речевая зарядка.

Teacher: Agree or disagree with me:

Pioneer organization, like Komsomol, was very popular in the Soviet Union.

P1That's right. ...

T.: Russian teens, like British teens, listen to techno music.

P2That's right. ...

T.: Like punks, bikers dye their hair.

P3That's wrong. ...

T.: You listen to classical music as your parents do.

P4That's wrong....

T.: You think about your future as your friends do.

P5: That's right....

T.: British children, like Russian children, read a lot.

P6That's wrong. ...

2. Проверка домашнего задания.

(Домашнее задание: упр. 6 и 7 в Activity book)

3. Дотекстовый этап.

Take your activity sheets. (Материал взят из Headway Workbook pre-intermediate by John & Liz Soars, p. 55)

Look at the picture of hippies. Do you know anything about them? Quickly make notes about anything you can think of.


(Учащиеся делают заметки о внешнем виде и занятиях хиппи).

Below are some notes made by a student before writing a composition about hippies.

Read the notes and check any new words in your dictionary. Compare ideas.

Did you think of some of the same things?

(Приложение 1)

4. Текстовый этап

Now read the composition.

The paragraphs are not in the right order. Which paragraph is the introduction? Which paragraph is a good conclusion? Put them in the right order.

1 _____ 2 _____ 3 _____ 4 ______ 5 _____


a. This lifestyle really shocked their parents. However, it was not only their lifestyle that shocked, their appearance did too. Both boys and girls had very long hair, often with flowers in it. They used to wear flared trousers or long skirts and sometimes went barefoot.

b. Today most hippies are hippies no longer. They live middle-class lives and worry about their children and paying the bills!

c. So what did they do? They dropped out. They left their comfortable middle-class homes and formed communes. These were often in the countryside, and there they used to grow vegetables and keep farm animals. They went to open-air pop concerts, where some of them danced naked and took drugs. They went on protest marches against war, particularly the war in Vietnam.

d. They were against many things: materialism in society, the boring routine of nine-to-five jobs, ordinary family life, and war. Their slogan was ‘Make love, not war’.

e. Hippies were young people, mainly from the middle classes, who rebelled against society in the sixties and early seventies.

(Учащиеся выполняют задание по расстановке абзацев в правильном порядке: 1e, 2d, 3c, 4a, 5b).

And now open your books on page 84. Here you see a short text about hippies in Russia. Read the text and then we’ll continue our work. (Учащиеся читают текст в течение 3 минут).

5. Послетекстовый этап.

Compare notes in the word web with the information in the text. How much are hippies in Russia like hippies in Great Britain? Make sentences using like or as.

(Учащиеся приводят примеры сходства).

P1: Like hippies in Britain, hippies in Russia had their best time in the 1970s.

P2: Russian hippies tried to show an alternative to corruption and moral crisis as British hippies did.

P3: Russian hippies had communities like British hippies.

P4: Russian hippies are more socially active like British hippies.

And now try to make your own word web using the text about Russian hippies.

(Учащиеся составляют сетку. Тетради собираются, и выставляется оценка за работу.)

III. Заключительный этап урока.

1. Подведение итогов урока.

Our lesson will be over soon. What have you learned today? Was it interesting for you?

2. Выставление оценок.

You worked very well today. Your marks are… And the marks for your written work will be given you at the next lesson.

3. Объяснение домашнего задания.

Teenagers in Russia like teenagers in other countries easily get into dangerous situations. How can it happen? You will find it out doing ex. 9 in your Readers.

Our lesson is over. Thank you for your work. Good bye!

Название документа pril1.doc

Приложение 1


Краткое описание документа:

Хочу представить вниманию коллег урок по теме "How much are teens in Russia like teens in other countries?" (учебник для 10–11-х классов Кузовлева В.П. и др.). Урок посвящен разным аспектам языка и рассчитан на 2 часа. Предварительно учащиеся были ознакомлены с правилами употребления предлога like и cоюза as в значении "как". Тема "субкультуры" близка и интересна подросткам, поэтому они с большим энтузиазмом воспринимают все, связанное с жизнью молодежи. Это является обоснованием применения видеосюжета о жизни молодежи в Британии на уроке, который наглядно показывает жизнь и интересы подростков за рубежом. 

Дата добавления 17.01.2015
Раздел Иностранные языки
Подраздел Конспекты
Номер материала 311762
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