Teacher: Хапаева Елена Владимировна, СОГБОУИ «Лицей имени Кирилла и Мефодия»
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.
To practise topical vocabulary;
To develop speaking fluency;
To practise speaking in a monologue;
To practise speaking in a dialogue;
To practise negotiating and reaching an agreement;
To practise giving opinions, summarising;
To practise giving arguments, convincing, giving advice;
To listen and speak in a group discussion;
Innovative technologies used at the lesson:
- 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
Use linking words and opinion-phrases appropriately
Work in a team
Appreciate a family
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.
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.
Short turns: giving an opinion/reaching a consensus
Reading + speaking in a group: problem solving, giving advice.
Writing + speaking: practising modal verbs and active vocabulary
Speaking in a monologue: ranking
Checking homework: prepared monologue.
Feedback: conclusion, giving marks to students, giving homework.
Teacher +whole class
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 …..
To be the youngest in the family
To share a room with a younger sister/brother
To celebrate holidays together with the family because………
To live in an extended family
To live in a nuclear family
To share important decision-making with the family
To be brought up by grandparents
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).
If you are an honest man your colleagues will … you very much.
You can’t … anybody but your parents. They will always … you.
You need a lot of … to be a good mother.
In many families children never feel … .
Children should take … of their elderly parents.
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.
Children should be seen and not heard.
An extended family is becoming less important.
It is easy to be a good and caring mother.
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.
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?”
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).
A happy family is a family where there are many children.
All happy families resemble one another, each unhappy family is unhappy in its own way. (L. Tolstoy).
Like parents, like children.
Family is the most important thing in the life of every person.