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Урок английского языка на тему "Family relations"

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Урок «Family relations».

Тип урока: комбинированный

Вид урока: социологическое исследование

Практические цели: исследовать проблемы, существующие с современной семье, найти способы их решения; актуализировать знания учащихся по теме «Семейные отношения», совершенствовать навыки всех типов речевой деятельности.

Развивающие цели: развивать память, речевую догадку, логическое мышление.

Воспитательные цели: прививать любовь к семье, воспитывать речевой этикет, толерантное отношение учащихся к культуре страны, язык которой изучается.

Ход урока

І. Начало урока

1. Организационный момент 1 мин.

2. Введение темы урока 2 мин.

I suggest you to look at the screen. There you can see some words. Please match the words with their translation. If you connect the first letters of these words you‘ll guess the theme of our lesson. Do these words have any relation to the theme or not? Make your examples to prove it.

R E L A T I O N S responsibility, engaged, loyalty, attention, trust, interaction, organize, necessity, support

So we’ll talk about family relations. This problem has been worrying the mankind for centuries. We can see it in different spheres of our life, in works of psychologists, in art and literature and in proverbs and quotations of famous people.

ІІ. Основная часть

1. Актуализация опорных знаний.

a) Работа с пословицами, дискуссия. 3 мин.

is a few minutes of their time each day.     

Like father

They are God's gift to you, as you are to them

You don't choose your family

like son

The most important thing a father can do for his children

is to love their mother

Match the beginning and the ending of these proverbs and quotes and give your comments.

b). Цель и задачи урока 1 мин.

T.: Thank you very much for your work. So today we’ll carry out a little research work, trying to determine the problems that modern families have and to find the ways of their solution. Our tasks are to revise the vocabulary, to improve our reading, writing, listening and speaking skills, and to prepare for composition.

During the lesson we’ll work in groups filling in the table. In one column we’ll gather problems; in other column we’ll write the decision.

c)Фронтальный опрос 2 мин.

T.: Tell me please, have you got any problems with your family members? Well, I am very pleased to hear that you get on well with your family members but there are lots of problems in modern families nowadays. Can you give examples?

d). Письмо 4 мин

T.: I suggest you to read a letter of a teenager to his friend. This letter is divided into several parts, which of them has gaps that you need to fill in, while working in groups. Each participant has his own sentence to work with, and then you should connect them into one text.


My parents always know better. They keep telling me what to do. Of course very often they’re right, but there is no point in arguing with them. Sometimes I’m fed up with talking to them. Yesterday my mother asked me if I was ever pleased with anything. She said she was sick of listening me complain all the time. I wonder why they keep criticizing everything I do or say. They allow my brother to do anything he likes without asking them. I don’t think my parents believe in both boys and girls equally.

T.: now we can fill in our problems column. What problem does this girl have with her parents?

e). Проверка домашнего задания 8 мин.

T.: Your homework was to make dialogues about family problems. I propose your attention some of them. Your task is to watch it, answer the questions and make your comments.

1. What problems do they have? Who is right/ who is wrong?

2. How would you act in this situation?

2. Аудирование 5 мин

T.: thanks for your work, you have 1 minute to fill in your tables. What can we add to our table? Let’s listen to the text where teen give advice to parents who want to amend relations with their children. While listening determine please which of these words you have heard and answer the questions.

a)Words: to communicate, to be concerned, frequently, to go down, empathy, to be involved, to get on well, embarrassing, to overestimate.

b)Answer the questions

1. How many speakers are there in this video?

2. What do they recommend other parents to improve relations with their children?

Teenager 2: I think to all parents out there, you should communicate every single day

with them, unless it’s just a normal conversation. When you’re concerned about them,

like if you see them maybe going to their room a bit more frequently, you see them

having a bit more problems at school, maybe their grades are going down a little bit,

show a bit of empathy for them.

Teenager 1: Advice that I would give to parents for supporting their teenager and that

is, number one, take an interest in their life, like really be focused on your child no

matter what, no matter if you’ve got work commitments. You always need to know.

Teenager 4: Get really, really involved in their life but not make it seem that you’re

getting involved so it won’t look embarrassing for them.

Teenager 6: I would tell the parents who are watching this video to sort of put yourself

in your kid’s shoes and try and remember back to when you were a teenager.

Teenager 1: Show your children that you trust them even if they are going out and

doing something. Don’t give them that lecture.


In order to determine whether you have understood the text or not let’s do the next task. You can see some statements on the screen and you have to decide whether they are true or false.

) Speaker 1 thinks that all parents should communicate every single day with each other in order to have better relations. F

b) Speaker 2 gives an advice to support children and to take an interest in their life. T

c) Speaker 3 says that parents should be involved in the life of their children. T

d) Speaker 4 says that parents should put themselves in their kids shoes. T

e) Speaker 1 says that parents should give them a lecture, especially when children go out. F

3. Reading 6мин

Each group will read a part of the text, one participant of the group should write some questions to this part, the other should write out the main idea, and the next will fill in the table. You have 4 minutes for this task.


Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They grow up more quickly and are not so dependent on their parents. They think more of themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers vividly are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it.

The old always assume that they know best for the simple reason that they have been around a bit longer. They don’t like to feel that their values are being questioned or threatened. And this is precisely what the young doing. They are questioning, they take leave to doubt that the older generation has created the best of all possible worlds. What they reject more than anything is conformity. Office hours, for instance, are nothing more than enforced slavery. Wouldn’t people work best if they were given complete freedom and responsibility? And what about clothing? Who said that all the men in the world should wear drab grey suits and convict haircuts? Why have the older generation so often used violence to solve their problems? Why are they so unhappy and guilt-ridden in their personal lives, so obsessed with mean ambitions and the desire to amass more and more material possession? Can anything be right with retrace? Haven’t the old lost touch with all that is important in life?

These are not questions the older generation can shrug off easily. Their record over the past forty years or so hasn’t been exactly been spotless. Traditionally, the young have turned to their elders for guidance. Today, the situation might be reversed. The old – if they are ready to admit it- could learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not “sinful”. Enjoyment is principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely not wrong to live in the present rather than in the past or future. This emphasis on the present is only to be expected because the young have grown up under the shadow of the bomb; the constant threat of complete annihilation. This is their glorious heritage. Can we be surprised that they should so often question the sanity of the generation that bequeathed it?

4 Agree /disagree/support 4 мин

Now every group has its own table, read your problems and decisions, the task of other groups is to agree or disagree with them.

ІІІ. Завершение урока. 5 мин

1. Рефлексия

So let’s try to find out what our families mean for us. I propose you to write a rhyme using the next

1 существительное

2 прилагательных

3 глагола

4 предложение

1существительное 2. Оценивание 3. Д/з

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