Урок
16
Тема:
Going through the System
Задачи:
1. Познавательная
– знакомство со школьной системой образования в Англии и
Уэльсе;
2. Обучающая
– формирование навыков говорения, чтения с извлечением
конкретной информации;
3. Развивающая
– гармоничной развитие личностных качеств учащихся,
способностей к догадке, коммуникабельности;
4. Воспитательная
– воспитание уважительного отношения к другой культуре и
обычаям.
Ход
урока
1. Pre-reading
stage
I
Match word-phrases with figures (numbers):
2. While
reading stage
I
Find the definitions of the following expressions:
Pre-school
education
Post
school
Half-term
National
Curriculum
Independent
school
Eleven
Plus
Compulsory
education
The
School System
Education
is compulsory from the age of five to sixteen, and there is usually a move from
primary to secondary school at about the age of eleven, but schools are
organized in a number of different ways. The Department for Education and
Skills maintains overall control although local education authorities and head
teachers have considerable powers in planning and administration. The National
Curriculum introduced in 1988 sets levels of attainment for all pupils at the
end of Key Stages 1-3 at ages 7, 11 and 14.
Until
the 1960s most children took an examination at the end of primary school (the
Eleven Plus): those who passed went to grammar schools while those who did not
went to secondary school. A few areas still selected at the age of eleven, but
about 90 per cent of secondary schools in Britain are now comprehensive, taking
children of all abilities from their local area.
Most
parents choose to send their children to free state schools financed from
public funds but an increasing number of secondary pupils attend fee-paying
independent schools outside the state system. Many of these are boarding
schools, which provide accommodation for pupils during term time. Many
independent boarding schools are confusingly called public schools in England
and Wales. Schools in Britain have three terms a year, each with a short
half-term break in the middle, and longer holidays at Christmas and Easter and
in the summer.
3. Post-reading stage
I Match the words
to form pairs:
II Describe the
difference between the pairs which you formed in Ex I.
III Discussion
1. At what age do
pupils usually move from primary to secondary education?
2. What is the
difference between selective and comprehensive education?
Урок
28
Тема:
TV or not TV
Задачи:
1. Познавательная
– знакомство с мнением британцев о телевидении;
2. Обучающая
– формирование навыков аудирования с целью извлечения
конкретной информации, навыков чтения и говорения;
3. Развивающая
– развитие способностей к догадке;
4. Воспитательная
– воспитание уважительного, толерантного отношения к
чужому мнению.
Оснащение:
аудиокассета, диаграммы
Ход
урока
1. Pre-listening
stage
Answer
the questions:
1.
How
often do you watch TV a week?
2.
What
sort of programmes do you like best?
2.
While-listening
stage
1. Try to understand:
a) When does the
speaker watch TV?
b) Which programmes
does he like?
2. Listen to the
speaker and tick the following statements “T” if it’s “True” of “F”
if it’s “False”
|
№
|
Statement
|
True
|
False
|
|
1
|
I’m quite a
sports fan
|
|
|
|
2
|
My daughter
doesn’t watch TV after school
|
|
|
|
3
|
Children’s TV
lasts about an hour and a half
|
|
|
|
4
|
I don’t see any
real difference between radio and TV
|
|
|
|
5
|
The important
thing is not how much you watch but how selective you are
|
|
|
Television in our
life.
Well,
I suppose that I watch some television most days. My television watching tends
to happen late at night for sort of domestic reasons and work reasons, so it’s
restricted by that, I watch a lot of news programmes, I nearly always watch the
news, or current affairs programmes. I’m quite a sport fan as well, so if
there’s any sport on I tend to watch it: cricket, or football or something like
that, if I’ve got nothing better to do.
I
have a daughter who’s six and she watches children’s television quite often
when she comes back from school. Children’s television lasts about an hour and
a half. Sometimes she’ll sit through right from the beginning to the end and
other times she’ll get bored and switch off and go away and do something else.
So
in our house the television tends to be on in the late afternoon and late at
night. But I’m amazed at figures that I came across recently, for example that
some people may watch as much as twenty-eight hours in a week. That was in
winter. I think, when the weather’s bad and people are inside anyway. I don’t
know whether that means the time that the television is on or whether people
actually watch it for that amount of time, because I think in some homes the
television goes on as a kind of background and people don’t actually watch it
in any kind of concentrated way.
I
suppose one of the things that worries me as a parent is the effect that
television has on children. I don’t take the same view as a lot of friends of
mine who think that TV is some kind of danger to them. I think people are very
inconsistent here. People never said that radio was a great danger to children,
and I don’t see any real difference between radio and television in that sense.
I
think television can be a great benefit to children. I think there are a lot of
good programmes that give them good educational information, presented in a way
which is very attractive to them. For example, there’s a very good nature
programme, which is presented in a very exciting way on television and is very
good viewing, and very educational as well. And I also think television’s good
for introducing children to good literature. There are often children’s
stories. Good children’s stories are dramatized for television and this can
often attract children to go and read the book, and I think that’s a good
thing.
The
most dangerous thing, I think for children on television is the commercialism,
and I get really angry about television programmes that are produced, which are
really produced not because they’re interesting television programmes but
because they’re part of a big marketing exercise, so that at the same time the
shops will be flooded with rubbers and pencils and bags and pencil cases and
things like this and there’s a tremendous pressure on children to go out and
buy those things, and I think that is a very dangerous thing indeed.
The
other dangerous thing, I think, for children is if the television is on
indiscriminately then they do, if parents are not careful, they do get to see
programmes which are not suitable for them. And I think that is a big danger.
But that’s up to the parents to make sure that that doesn’t happen, I think.
I
find it very difficult to say what would be a reasonable time to watch
television. I think the important thing is not how much you watch but how
selective you are. That you say, this is an interesting programme and worth
watching, and I’ll watch it, and if there are a lot of good programmes in one
week, you might spend quite a bit of time watching television; another week,
when the programmes are not so good, far less. So it’s very difficult to say,
what is a reasonable amount of time.
3. Post-listening
stage
Find the endings
of the sentences:
1) My TV watching
tends
2) I have a six-year
old daughter
who watches
3) Some people may
watch as much as
4) I suppose one of
the things
that worries me
is
5) I think there are
a lot of
good programmes
that
6) The most dangerous
thing
for children on
TV is
7) The other
dangerous thing
for children is
a) 20 hours a week
b) the effect that TV
has on children
c) to happen late at
night for sort of
domestic and work
reasons
d) give them good
educational
information
e) children’s TV when
she
comes back from
school
f) that they do get
to see programmes
which are not
suitable for them
g) the comercialism
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