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Same Rights for Every Child?

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  • Иностранные языки

Конспект урока английского языка

Кузнецова Галина Генриховна, учитель английского языка МОУ СОШ №88 г. Ярославля

УМК: «English» (авт. Кузовлев В.П., Лапа Н.М. и др.) Класс: 10

Тема: Same Rights for Every Child?

Цикл 4. What Right Is Right for You? (Какие у тебя права согласно Конвенции о правах ребёнка) Тип урока: урок актуализации ранее изученных знаний Цель: развитие умения читать с полным пониманием прочитанного и поиском конкретной информации, развитие умения говорить на основе прочитанного. познавательный аспект — знакомство с правами детей в разных странах; развивающий аспект — развитие способности к обобщению, развитие логичности и доказательности; воспитательный аспект — формирование уважительного отношения к мнению другого человека, потребности в высказывании собственного мнения; учебный аспект — совершенствование речевых навыков; сопутствующая задача — развитие умения вести диалог с обменом мнениями с использованием речевой функции agreeing /disagreeing.

Оборудование: ПК, проектор, раздаточные листы с текстами и упражнениями

Ход урока

  1. Организационно-мотивационный момент.

 Установка учителя. Выявление учащимися цели и пробл.емы.

  1. Т: There are different organizations all over the world aimed to protect children’s rights. Watch a short video and speak about the rights which are shown.

Учитель демонстрирует видеоролик, учащиеся называют права детей согласно Конвенции о правах ребёнка. Работа проводится во фронтальном режиме.

(Длительность видеофрагмета 2:46; http://www.youtube.com/watch?v=mJggYdw3I0k )

  1. Активизация лексического материала.

  1. It is common knowledge that there are rich and poor countries in the world. Name some countries which are considered to be poor. Where are they situated?

  2. You are going to read about two young children, a poor one from Uganda and a richer one from England. How might their life be different? Write three sentences about each of the girls.

The rich child ___________________

The poor child __________________

(Работа ведётся в индивидуальном, а потом в парном режиме. Учащиеся сравнивают написанные варианты)

  1. The Convention on the Rights of the Child states that every child has the same rights. Read the texts and the statements below. Decide if the statements 1-6 are true (T) or false (F).

  1. In Kay’s school there aren’t any books.

  2. Kay works to get some money for herself.

  3. Sarah doesn’t help home at all.

  4. Both girls walk to school.

  5. Sarah hasn’t got any brothers or sisters.

Kay lives in Uganda. Every morning she gets up at 6 a.m., sweeps the floor, cleans her tiny house and prepares whatever breakfast she can find for her family. Then she walks four miles to school. Although Kay is an excellent pupil, there are more than 150 children in her class, and not enough books to go round, so it’s difficult to learn.

Kay is an orphan. Her parents and her uncle died from AIDS, so she has to look after her younger brother and sister, three cousins and her sick elderly grandmother. At weekends and in the evenings she works to feed her family. “I dig gardens and people give me food. If I don’t do it, we can’t eat.”

Sarah lives in England. She wakes up at 8 a.m., except at the weekends, when she likes to lie in. After breakfast which her mother prepares for her, she gets dressed and goes to school. She doesn’t do much housework apart from tidying her room, clearing up after dinner and taking her dog for a walk. Her father takes her and her close friend, Susan to school by car. Her favourite subject is Computer Studies. There is one computer for every child in her class.

Sarah is an only child in the family and she gets on very well with her parents and grandparents. She gets ₤10 pocket money every week, which she usually spends on clothes. She loves shopping.

These girls’ lives shouldn’t be different. In 2005, world leaders said that they were going to MAKE POVERTY HISTORY. Because of public pressure they made some big promises – to increase aid and cancel many poor countries’ debts. But if 2005 was supposed to be the start of a global movement to end poverty, Kay didn’t see it. She and her family have to survive on just three pence per day. And there are millions of children like her. So, today we are telling our governments that Kay and children like her CAN’T WAIT. We must deliver on our promises and take decisive action against poverty NOW.

(Работа ведётся в индивидуальном, а затем во фронтальном режиме)

  1. Match the words from the text to their definitions.

  1. someone who has no brothers or sisters

  2. the children of your aunt and uncle

  3. a child whose parents have died

  4. not young

  5. money you get from your parents to spend as you like

  6. to stay in bed longer in the morning

(Работа ведётся в индивидуальном, а затем во фронтальном режиме)

  1. Match the word in column A with the word in column B



1.to take

a. debts

2.to end

b. action

3.to deliver on

c. poverty

4.to increase

d. promises

5.to cancel

e. aid

(Работа ведётся в индивидуальном, а затем в парном режиме. )

  1. Do Kay and Sarah exersise the same rights?

(Работа ведётся во фронтальном режиме)

  1. This text was written

  1. to tell about life of children in different countries.

  2. to make people sensitive to poverty.

  3. to help children living in poverty.

(Работа ведётся в индивидуальном, а затем во фронтальном режиме)

  1. Look at the picture, imagine the boy’s life and speak about it.

(Работа ведётся в групповом режиме)


  1. Контроль домашнего задания.

(Текст упражнения, которое учащиеся выполняли дома)

The Colour of Your Eyes

A teacher in the United States wanted her class of seven-year-olds to understand what it is felt like to be discriminated against. Here is what she did.

The class was divided into two groups – the blue-eyed children and brown-eyed children. The class was told that the blue-eyed children were more intelligent and generally superior to the brown-eyed children. The blue-eyed children then put collars around the necks of the brown-eyed children to make difference more obvious. The collars were kept in school.

During the day the blue-eyed children were given all kinds of privileges. They could sit at the front of the class and go to break and lunch first. They were praised, too. The blue-eyed children felt superior and aggressive. The brown-eyed children felt unhappy and wanted revenge.

The next day, the teacher told the children that she had lied. The blue-eyed children weren’t really superior – it was the brown-eyed children who were superior. The collars were put on the blue-eyed children and they lost their privileges to the brown-eyed children.

The children became more aggressive, there was name-calling and a fight between two boys. The teacher noticed that the children with the collars found their work (exercises) more difficult. They explained that they couldn’t work because they were unhappy.

At the end of the second day the teacher explained that she had done. The teacher talked about their feelings. “I felt like a dog on a lead,” said one boy. One of the girls said she had felt as if she was in prison. Once the collars were removed, the children became lively, friendly and happy again.

Answer the following questions.

  1. What was the purpose of the experiment?

  2. Which group were superior? The blue-eyed children or the brown eyed children?

  3. What happened to children with collars?

  4. How did the group without collars behave?

  5. What happened after the collars were removed?

  6. Did the results surprise you? Why? Why not?

  7. Is it right for the teacher to do this kind of experiment?

(Работа ведётся во фронтальном режиме)

  1. Завершение работы. Выводы. Решение проблемы, поставленной на уроке. Оценка работы учащихся на уроке.

  2. Домашнее задание.

Write a paragraph about the everyday life of an ordinary child in your country. Give the child a name. Use the questions to help you.

  • What does he/she do in the morning?

  • How does he/she get to school?

  • What is his/her school like?

  • How many people are there in the family?

  • Does he/she do any housework?

  • How much pocket money does he/she get?

  • Does he/she work to earn money?

Keys: II.3. 1-F; 2-T; 3-F; 4-F; 5-T;

II.4. 1. an only child 2. cousins 3.an orphan 4. elderly 5. pocket money 6. to lie in

II.5. 1-b; 2-c; 3-d; 4-e; 5-a

II.7. b)


  1. http://www.youtube.com/watch?v=mJggYdw3I0k

  2. Bob Hastings/Maria Uminska/Dominika Chandler/Kristof Hegedus Classroom and self-study exam preparation. Longman Exam Activator. Pearson Longman, 2010 p. 72

Краткое описание документа:

Урок по английскому языку для 10 класса «Равные права для каждого ребёнка?» к УМК Кузовлева В.П. и др.На уроке  рассматриваются вопросы равных прав детей во всех странах и дискриминации детей. В ходе урока ведётся работа над развитием умения читать с целью полного понимания прочитанного и умением высказываться на основе прочитанного. Урок включает разнообразные дотекстовые и послетекстовые упражнения, способствующие полному пониманию текста. Работа проводится в разных режимах: индивидуальном, парном и групповом.
Дата добавления 28.03.2014
Раздел Иностранные языки
Подраздел Конспекты
Номер материала 44084032839
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