Министерство образования и науки
Луганской Народной Республики
ГБОУ Стахановская специализированная школа I-III ступеней №9 им. А Стаханова
РАЗРАБОТКА УРОКА
по теме “PROBLEMS IN NEIGHBOURHOODS” для 11 класса
Учитель: Самотугина В.В.
Стаханов 2015-2016 г.
Цель:
- формировать лексические навыки, обучать диалогической речи;
- совершенствовать навыки аудирования, чтения и
говорения;
- развивать память, логическое мышление, коммуникативные навыки;
- воспитывать чувство ответственности за экологическое состояние своего района
и толерантное отношение друг к другу;
Оборудование:
CD запись, магнитофон,
картинки, карточки.
ХОД УРОКА
I
WARMING UP
Teacher:
Nice to see you. What’s the date today? Who is absent? What was your home task
for
today?
Student: My home task for today’s lesson was to tell the class about
the problem of the homeless. Teacher:
Unfortunately we can often see people sleeping in a shop doorway, in a train
station or on a park bench. Tell why do you think these people don’t have a
home or become the homeless? Describe what are their lives
like? Checking
H/W
II MAIN
BODY
1.
PRESENTING THE TOPIC
Teacher:
Read the title on the board.” Problems in neighbourhoods”.What do you think it
means?
Student:
“Problems in neighbourhoods” means the problems we are facing nowadays in our
native town or the district we live in.
Teacher:
Today we are going to discuss the problems in our neighbourhoods and the aim of
the lesson is to improve your speaking and listening skills.
2.BRAINSTORM
Teacher:
What problems have your neighbourhoods got? Write your ideas on the board.
3.
DISCUSSION Teacher: Read the list of problems.
Rubbish on
the streets, lack of parks/ trees, heavy traffic on the roads, street hawkers,
stray animals, overcrowded public transport, smells and noise, graffiti,
beggars, dog/bird mess, cars/ motobikes on the pavements.
Teacher
explains or reminds the meaning of some words/ phrases if it is necessary .(hawkers=
street sellers; beggars= people who are asking for money from passers-by; stray
animals= animals such as dogs or cats that are lost or have no home)
Teacher: Which
of the problems can you see on the picture? Are there similar problems in your
town? Discuss in groups what we can do to improve the situation. Give your
suggestions.
4. LISTENING
Teacher:
Some problems in the neighbourhoods bother the residents and they find them
rather annoying. Take the cards and study the ways of expressing annoyance.
Teacher:
Listen to three people talking about things they find annoying in the place
they live. What each person’s problem? Which of the phrases in the table did
they use to express their annoyance?
TAPESCRIPT
Bob: It makes my blood boil when people
throw rubbish on the streets. In my area, it’s so messy! Sometimes, it seems as
if there’s rubbish everywhere ― on the pavements, in the gutters, even in
people’s gardens. I mean, why can’t people just put their rubbish in a bin –
there are plenty around! It’s a disgrace!
Helen: It really gets on my nerves that
public transport is so crowded in my city. It’s impossible to drive into the
city now, because there’s nowhere to park, so basically everyone goes to work
or school by bus. I guess that’s good for the environment, but there should be
more buses at peak times or they should build an underground train system or
something. It’s just so horrible standing up all the way to school and
sometimes I can’t even get onto the bus in the first place. I just can’t put up
with it anymore.
Peter: It really annoys me that there are
so many stray dogs in the streets in my town. Apart from the fact that I feel
very sorry for the poor animals that are left out on the street, it’s a public
health problem! Just the other week, a child was bitten by a stray dog! I mean,
surely it’s not difficult for the council to have the animals picked up by an
animal protection agency? It’s a disgrace!
Students’
answers: The amount of rubbish everywhere makes Bob’s blood boil. It’s
disgrace. Overcrowded public transport and lack of parking really gets on
Helen’s nerves. She just can’t put up with it anymore. Stay dogs really annoys
Peter. It’s disgrace.
Teacher:
Listen again and say what ways of solving the problems do they suggest?
Students’
answers: Bob suggests people to put their rubbish in a bin, he thinks there are
plenty of them around. Helen believes there should be more buses at peak times
or the council should build an underground train system in the city. Peter
feels sorry for the poor animals on the street and thinks that it’s not
difficult for the council to have the animals picked up by an animal protection
agency.
5. WORK IN
PAIRS
Teacher: Use
the following ideas to discuss, as in the example.
Example: You
see someone dropping litter on the
pavement.
A: It really gets on my nerves when people drop litter on the
pavement. B: Yes, it gets on
my nerves, too. Why can’t they use the bins?
The ideas:
1.
Your neighbour’s dog has fouled in front of your house.
2. You walk past an alley that stinks of rubbish.
3. You have been asked to by a pirate CD/DVD while you are at a
café. 4. You are on
a busy bus squashed up against other people.
Students’
answers:
1. A: It
drives me crazy when people let their dogs foul on the pavement outside my
house.
B: Yes, it
drives me crazy too. Why can’t they scoop it up?
2. A: It’s a
disgrace the stink that comes from all that rubbish.
B: Yes, it’s
awful. Why can’t they clean the streets more regularly?
3. A: It
makes my blood boil when people ask me to buy pirate CDs and DVDs.
B: It
doesn’t really bother me.
4. A: It
really annoys me when they allow too many people to board the bus.
B: Yes, it
gets on my nerves too.
6. READING
Teacher:
Read the first two exchanges in the dialogue. Where does the conversation take
place? What do you think Bob wants?
Students’
answers: The conversation takes place in the neighbourhood. Bob wants his
neighbor to do something to stop his rubbish smelling so much.
Teacher:
Read the dialogue again and answer the
questions.
1. What is annoying Bob? 2. What is Tom’s reaction to Bob’s complain? 3. What
does Bob suggest as a solution? 4. What is Tom’s first reaction to Bob’s
suggestion? 5. How does Bob persuade Tom to do what he wants?
7. SPEAKING
Teacher: You
are going to work in pairs. You can use the phrases from the cards and the
previous dialogue as a model to make and act out your own dialogue by the
following situation: Your neighbour’s dog is keeping you awake at night.
Teacher may ask some questions to help the students to make the dialogue.
What is annoying you? (the dog is keeping me awake at night)What can be your
neighbour’s reaction to your complain? (the dog sometimes barks. ) What can you
suggest as a solution? (let the dog sleep inside the house)What can be your
neighbour’s first reaction to your suggestion? (the dog can make a mess , he
would have to spend time for cleaning) How can you persuade your neighbour to
do what you want?(my wife and son are having difficulty sleeping and they are
tired during the day)
Suggested
student’s answer :
A: Can I
have a word with you for a minute, please?
B: Sure.
What is it?
A: Well,
it’s about your dog actually.
B: What’s
the problem?
A: Well, I’m
sorry to say this, but it is keeping me awake at night and I just can’t put up
with it any more.
B: But he’s
a dog. Of course he sometimes barks!
A: You could
let him sleep inside the house. That’s what I’d do.
B: But he
would make a mess and I would have to spend all my time cleaning!
A: Yes. I
appreciate that, but the barking is so annoying. It really gets on my nerves.
B: I see.
Sorry about that.
A: Also, my
young son is having difficulty sleeping and has been very tired during the day.
B: In that
case, maybe I should take the dog in at night.
A: Thanks.
III
SUMMING-UP
Teacher:
Thank you for the lesson. You were very active and creative. Your marks are ..…
(comment the marks).HOMEWORK: Write ten words/expressions you have learnt in
this lesson and make sentences using them.
Оставьте свой комментарий
Авторизуйтесь, чтобы задавать вопросы.