Тема: Создание законов. разработка урока 11 класс

Тема: Создание законов

Цели урока:

·         активизация тематической лексики УМК 11 класса в устной речи учащихся в диалогической и монологической форме в процессе развития иноязычной коммуникативной компетенции школьников;

·         углубление знаний учащихся о политическом устройстве англоязычных стран .

Задачи урока:

·         Совершенствование  речевого умения (монологическая  и диалогическая речь).

·         Развитие навыков работы в группах.

·         Развитие способности к формулированию выводов на основе прочитанного.

Языковой материал:  to represent, a representative, representative, an assent, majority, to determine, to revise, to delay, to examine, to vote, to draft, to sign, to rule, to oppose, ceremonial, to challenge, to approve, the legislative branch, the executive branch, a bill, a parliament, the House of Commons, the House of Lords, the Official Opposition, the Shadow Cabinet, a minister, a department, a constitution, a prime minister, to coordinate, to control, a law, a politician.

                                      План урока

1.   Организационный момент

Цель: создание условия для успешного повторения и изучения нового материала, создание ситуации успеха для каждого учащегося.

     - Good morning, children.

- Tell me, please, who is on duty today?

- What date is it today?

- What is the weather like today?

- Who is absent?

Сообщение темы и цели урока.

Well, boys and girls, we have spoken a lot about English-speaking countries and their political systems. And our today’s English lesson isn’t going to be an exception. We’ll try to deepen your knowledge of the problem under discussion and this will also help you to improve your English. So I want you all to take an active part. Imagine that we are participants in a conference about the political systems of different countries. You will be divided into three groups. The first group will be politicians from the Russian Federation. The second group will be politicians from the USA. The third one will be politicians from the United Kingdom.

Фонетическая и речевая зарядка

 First, however, let us practice pronouncing some of the terms needed in the right way.

Card1

English-speaking countries. Political system
parliament parliamentary democracy monarchy constitutional monarchy power branches of power legislative executive judicial	president presidential republic the Supreme court the government the Prime minister the Congress the House of Lords the House of Commons to elect	to vote to appoint to rule a bill a law to delay to pass to challenge to approve

(Хоровая работа с классом. Лексика для фонетической отработки отображена в карточке 1)

3. Повторение и обобщение учебного материала

All political systems have the same parts. Bat there are many other kinds of differences. Now well make them clear. Choose a representative from your group. He must go to the blackboard and complete the right information in the table.

По одному представителю от каждой группы заполняют колонку о своей стране, используя предложенные части политического устройства.

The parts of the political systems	the United Kingdom	the USA	Russian federation
Head of state	The monarch	The President	The President
Executive branch	The government	The President and the Cabinet	The Federal   Government
Parts of the Executive branch	The cabinet; Non – Cabinet Ministers	the Cabinet	the Cabinet of Ministers
Legislative branch	Parliament	Congress	The Federal Assembly
Parts of the Legislative branch	The House of commons; the House of Lords	The house of representatives; The Senate	The Federation  council; the Duma.

 Во время работы трех учеников у доски, со всеми остальными организуется работа по повторению политических терминов. Для этого используются слайды, на которых есть определение термина, нужно ответить какой это термин.

Try to guess the political terms using their definitions.

1.      The head of the state in the United Kingdom. / the monarch/

2.      The head of the executive branch in the USA. /the President/

3.      The head of government in Russia. /the Chairman/

4.      The executive branch in the United Kingdom. /The government/

5.      The legislative branch in the USA. /Congress/

6.      The legislative branch in Russia. /the Federal Assembly/

7.      The head of the government in the United Kingdom./the Prime Minister/

4.      Развитие навыков монологической речи

All right. Let us see how you‘ve completed the information in the table.

Представитель каждой группы рассказывает о политическом устройстве своей страны в соответствии с тем как заполнил предложенную ранее таблицу. Другие учащиеся могут дополнять информацию при возникновении каких-либо трудностей.

  5. Развитие навыков работы в группах.

Now, my dear politicians, you‘ll read some statements about the political systems in different countries and you should decide whether they are true or false. You should work in groups.

6. Объяснение домашнего задания.

Teacher: At home you’ll repeat the modal verbs ‘shall’ and ‘should’, vocabulary from the unit 2, prepare for testing.

Do the crossword and answer the question:

Which institution  exercises the power of the people in Great Britain?

1.      A group of the most important ministers.

2.      Non – elected members of Parliament.

3.      Persons who are responsible for the government policies.

4.      The number of seats the leading party has.

5.      The party that challenges the official policy.

6.      The head of state in Britain now.

7.      The name the chambers of Parliament are called.

					q
				o	u	h
				p	e	o
	l			p	e	u
c	o	m	m	o	n	s
a	r	i	a	s		e
b	d	n	j	i
i	s	i	o	t
n		s	r	i
e		t	i	o
t		e	t	n
		r	y
		s

7. Заключительный этап урока.

 Оценки.

Teacher: We revised all the information about the political systems of different countries. What emotions do you feel after the lesson?

Positive emotions.           Negative emotions.

-surprise                          -irritation

-happiness                       -boredom

-joy                                 -sadness

-success                           -unsatisfaction

-admiration                      -anxiety

-proud                              -fear

I feel ……

Because I …..

- …..was /not/ bored.

-…...worked hard.

-……answered properly.

-……was active and impassioned.

-…..received a reward/ a good /bad/ mark.