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
I. Организационно-мотивационный
момент.
Установка учителя. Выявление
учащимися цели и пробл.емы.
- 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
)
II.
Активизация лексического материала.
- 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?
- 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)
3.
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)
- 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)
5.
Match
the word in column A with the word in column B
A
|
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. )
6.
Do Kay
and Sarah exersise the same rights?
(Работа ведётся во фронтальном
режиме)
7.
This
text was written
a)
to tell about
life of children in different countries.
b)
to make people
sensitive to poverty.
c)
to help
children living in poverty.
(Работа ведётся в индивидуальном, а затем во
фронтальном режиме)
8.
Look at the picture, imagine the boy’s
life and speak about it.
(Работа ведётся в групповом режиме)
III.
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)
IV.
Завершение работы. Выводы. Решение проблемы, поставленной
на уроке. Оценка работы учащихся на уроке.
V.
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)
Bibliography
- http://www.youtube.com/watch?v=mJggYdw3I0k
- Bob
Hastings/Maria Uminska/Dominika Chandler/Kristof
Hegedus Classroom
and self-study exam preparation. Longman Exam Activator. Pearson Longman,
2010 p. 72
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