Lesson plan.
Grade 11.
Teacher: Хапаева Елена Владимировна, СОГБОУИ
«Лицей имени Кирилла и Мефодия»
Family Values.
Objectives:
Students will:
1. Start
thinking about family values;
2. think critically
about their own family relationships and ways of conflict resolution;
3. learn to think
positively with respect to family problems;
4. be able to
discuss the issue of the generation gap;
5. develop the
ability to see different points of view;
6. develop their
ability to work in pairs, group.
Skills
development:
1. To practise
topical vocabulary;
2. To develop
speaking fluency;
3. To practise
speaking in a monologue;
4. To practise
speaking in a dialogue;
5. To practise
negotiating and reaching an agreement;
6. To practise
giving opinions, summarising;
7. To practise
giving arguments, convincing, giving advice;
8. To listen and
speak in a group discussion;
Innovative technologies used at
the lesson:
-critical thinking
- multimedia learning
- interactive methods of learning
- teaching in cooperation
The students should learn how to:
- Speak
about family values
- Use
the targeted grammar structures appropriately
- Use
topical vocabulary according to the situation
- Express
preferences
- Use
linking words and opinion-phrases appropriately
- Work
in a team
- Express
opinions
- Give
reasons
- Think
critically
- Appreciate
a family
Active
vocabulary:
To take care of; to
trust; to rely on; to share secrets, news, household duties); mutual respect
and understanding; to force one’s will on smb; to be bossy; security; to appreciate
smb/smth; to take smb’s opinion into consideration; to be loving; helpful, a
nuclear family, an extended family, background, to hang out, to show off, to
ask embarrassing questions, to nag, to feel jealous of smb.
Grammar in
focus:
The Present
Indefinite Tense; The Past Indefinite tense, The Present Perfect Tense, the
expressions “used to do smth”, “get used to doing smth”, the Gerund and the
Infinitive constructions.
Modal verbs: must,
should, may, can, have to.
Conversational
phrases:
For expressing opinions - To my mind; in my opinion; I
believe (suppose, think), If you ask me; as for me;
For giving advice
–If you want my advice; You’d better; I think you should; My advice would be;
Do/don’t;
For agreeing: Sure;
Most likely; Exactly; Absolutely; I should think so; Looks like that;
For disagreeing: I
doubt it; Certainly not; I disagree with you; How can you say such a thing; on
the contrary, I can’t agree with you here.
Procedure.
|
Stage
|
Classroom management
|
Timing
|
|
Warm-up:
introducing the topic, motivating for further work.
|
Whole class
|
1 min
|
|
Giving an
opinion, expressing agreement/disagreement.
|
Whole class
|
4 min
|
|
Language work:
revising active vocabulary.
|
Pair work
|
3 min
|
|
Short turns:
giving an opinion/reaching a consensus
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Pair work
|
5 min
|
|
Reading + speaking
in a group: problem solving, giving advice.
|
Group work
|
10 min
|
|
Writing +
speaking: practising modal verbs and active vocabulary
|
Group work
|
5 min
|
|
Speaking in a
monologue: ranking
|
Individual
|
6 min
|
|
Checking homework:
prepared monologue.
|
Individual
|
8 min
|
|
Feedback:
conclusion, giving marks to students, giving homework.
|
Teacher +whole
class
|
3 min
|
Warm-up:
Students are
introduced to the issue of the lesson. The teacher motivates the students
formulate the objectives of the lessons using some key words, which are written
on the blackboard.
The idea is that
as the lesson goes the students should fill in the spidergram illustrating
family values.
By the end of the
lesson it can look like that:
Love Mutual understanding
Patience
Security Family
values Care
Respect
Trust Support
During the
warm-up the students give the definition of the key words, such as “family”,
“family values”.
Activity 1.
Commenting; expressing agreement/disagreement. (the whole group).
The task is
called “It’s an advantage./ It’s a disadvantage”. The students are to share
their opinion completing the sentences presented on the screen and saying if it
is an advantage or a disadvantage.
It is advantage/
It is a disadvantage …..
1. To be the
youngest in the family
2. To share a room
with a younger sister/brother
3. To celebrate
holidays together with the family because………
4. To live in an
extended family
5. To live in a
nuclear family
6. To share
important decision-making with the family
7. To be brought up
by grandparents
8. To live in a single-parent
family
. Activity 2. Revising
vocabulary items; filling in the blanks.
Pair work. Students are to
fill in the blanks with the given words. (the task is presented on the computer
screen).
1. If you are an
honest man your colleagues will … you very much.
2. You can’t …
anybody but your parents. They will always … you.
3. You need a lot
of … to be a good mother.
4. In many families
children never feel … .
5. Children should
take … of their elderly parents.
6. Parents should
be very … with their children.
The list of words:
respect, care, secure, strict, trust, help, patience.
Activity 3. Making
up short turns; exchanging opinions; reaching a consensus.
Pair work. Students are given
one provoking statement (one – for each pair), they should share their ideas on
the given problem and reach a consensus whether the statement is right or
wrong. Students are given 1,5-2 minutes to think of their argumentation. The
above mentioned conversational phrases are to be used.
1. Children should
be seen and not heard.
2. An extended family
is becoming less important.
3. It is easy to be
a good and caring mother.
4. There are a few
happy families nowadays.
When the activity is finished
the teacher asks the students what 2 family values they can single out. The
supposed answer – love and care.
Activity 4. Problem solving;
group discussion.
Group work (3-4 students in each group).
Students are given a letter to the youth magazine “Shout” to read. This is
Sasha’s letter, a girl of 15. Students are to read, to discuss it in groups and
to give advice to this girl. In 4-7 minutes the discussion is stopped and each
group is to report on the results of their work. At the end of the activity
voting is possible. It ‘ll help to choose the best solution to the problem.
…….Although I’m nearly 15, my mum and dad treat me
like a baby. They don’t let me out at night during the week and if I want to
visit my friend at the weekend, they phone up her parents first and arrange
what time I must be back at home. My father keeps
nagging me about homework and studying, and he doesn’t believe me when I say I
don’t have any to do. He thinks I’m very lazy. My elder brother is just a geek.
I hate being in the house alone with him. He always asks me embarrassing
questions about boys. If I’m on the phone to one of my friends, he picks up the
extension and listens in.
The other thing that
irritates me badly is that I’m treated like an unpaid slave in the house. I
have to do the dishes, help with ironing. Mum tells me that she needs the help
and I’m the best at doing housework. But I don’t believe her.
I’m going to leave home as
soon as I’m old enough. My friends say that I’ll miss my family once I leave,
but I doubt that!
When the activity is over two
more family values are singled out. The supposed answer - mutual understanding
and respect.
Activity 5.
Group work. Students are to
work in the same groups. They are to make up 6 –8 rules for parents,
grandparents and children. Modal verbs in their positive and negative meaning
are to be used. Students from group 1 are to make up rules for parents, from
group 2 – for grandparents, from group 3 – for children. When the activity is
coming to an end students exchange their rules and single out some more family
values. The supposed answer – trust, security.
Activity 6. Ranking – The
ABC’s of family happiness.
“The ABC’s of Family
Happiness”: the ideas on the point are presented on the screen. The students
should choose 5-6 ideas and rank them as to their importance starting with the
most important idea. In 4 minutes students share their opinion and explain
their choice.
The
ABC’s of Family Happiness.
.Kindly help others.
X-ray and examine
problems Respect your
family
Support your family in trouble.
Be patient .Love
one another.
Smile
often. Joyfully live each day
. Value life and your
family. Never be bossy
Forgive honest
mistakes. Regulate your behaviour
Work for the common
good Keep family traditions
When the activity is over students single out some more
family values. They may be patience and support.
Activity 7. Prepared monologue. (Checking homework).
Students were asked to picture
their families symbolically (metaphorically) and to explain the meaning of
their symbols. One by one students present their pictures (they are shown on
the screen) and comment on them, thus answering the question ”What is family
for me?”
Feedback.
Students together with the
teacher summarize the results of their work, giving an answer to the question”What
are family values?”. Then on sheets of paper they share their opinion of the
lesson using the cinquain.
Giving Homework: The students are to write an
opinion essay on one of the following topics. (a written task).
1. A happy family
is a family where there are many children.
2. All happy
families resemble one another, each unhappy family is unhappy in its own way.
(L. Tolstoy).
3. Like parents,
like children.
4. Family is the
most important thing in the life of every person.
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