"Хорошо ли ты знаешь Великобританию?". 9–10-й классы

ЦЕЛЬ УРОКА: совершенствовать навыки устной речи по теме “Путешествия”.

• развивать навыки устной речи;
• обогащать и активизировать словарь (в том числе речевые формулы согласия и противоречия) 3. совершенствовать навыки аудирования 4. познакомить со структурой презентации “за – против” и учить использовать ее на практике;
• совершенствовать навыки использования грамматических структур.

воспитательные:

• создавать условия для развития самостоятельности;
• совершенствовать навыки самовыражения средствами иностранной речи;
• создавать условия для становления коммуникативной культуры;
• прививать умение слушать собеседника;
• совершенствовать общеучебные навыки.

• способствовать становлению коммуникативной культуры;
• содействовать становлению навыков психологической саморегуляции;
• помочь раскрытию личностных способностей учащихся;
• содействовать становлению чувства самоуважения и уважения к окружающим;
• содействовать развитию мышления.

У учащихся: учебники “Opportunities Upper Intermediate Russian Edition”; презентации или видеоряд в другом виде и оборудование для их предъявления

У учителя: учебники “Opportunities Upper Intermediate Russian Edition”; аудиокассета к УМК “Opportunities Upper Intermediate Russian Edition”; карточки для голосования.

 ФОРМЫ РАБОТЫ НА УРОКЕ

– фронтальная
– индивидуальная
– парная
– групповая устная (выступление)

T: Good morning, everybody! I’m glad to see you. Sit down, please, and let’s start our English lesson…

T: …with listening to a song. I`d like us to discuss some questions after we`ve listened to it. (students look at the questions and listen to a song)

Questions on the board: 1. How does the singer feel about his brother?

2. Why do you think Daniel is going away?

3. What do you think might have happened in the family?

T: Have you ever heard the song before? Do you know the singer? Let`s try to answer the questions. (whole – class discussion) Well, thank you. And I think now it will be very easy for you to guess the topic of our lesson. So, what is it?

S: travelling.

T: Well, right you are. You are going to graduate from our school soon, but I know you are a very friendly class and I`m sure you will continue communicating after the graduation. You`ll have more free time in summer and I hope you`ll take part in different activities including traveling together. That`s why I thought it was a good idea to find out what type of travelling most of us prefer. So, today we`ll listen to your presentations and vote for the best way of travelling in the end of the lesson. But before you start with the presentations, let`s work with some words and expressions you may find useful.

T: Open, please, your books at page 86 and look at ex.2. We`ve got a list of words… What kind of words?

S: linkers

T: Right, a list of linkers. Look at them, please, and underline the words which signal a different opinion. (time limit of 1 minute). And now let`s listen to a model presentation and check our guesses. (listening). So, who would like to read out all the contrasting expressions?

S: but, contrary to, I disagree, whereas.

T: Can anyone else add anything to the list?

S: …

T: And now let`s make sentences with these words. So, the word “but”. Who would like to make a sentence?

S:

T: O. K. “contrary to”?

T: Thanks. “I disagree”?

T: Well. “whereas”?

T: O.K., thank you.

T: And now look, please, at ex. 4 at page 86 in your students` books. Here is a list of phrases and all we have to do is to classify them into to groups according to what they express. Please, have a look at them and in a minute we’ll check. (time limit of 1 minute). Well, who would like to read out loud phrases expressing disagreement?

S: …

T: Does everyone agree? O. K., and what do the other phrases express?

S: agreement

T: Any other opinions? Right. So, let’s practice. I’d like us to have sort of a chain game. One of you makes a statement and in the end names any of the classmates. The person who has been named should react to the statement with one of the phrases from ex. 4 continuing it in an appropriate way, and then this person makes his/her own statement and names the second person to react – and so on and so forth. Well, let`s start.

S1: (statement 1), (name)

S2: (reaction 1) + (statement 2), (name)

S3: (reaction 2) + (statement 3), (name), etc

T: And now look, please, at ex. 3 at page 86 in your students` books. It has four quotations connected with travelling. I`d like you to make four pairs. Your task will be to find at least one argument to support the quotation and one argument to contradict each statement, but I`d like one group to work with one quotation. So, … and …, which one would you choose?

S: …

T: O. K. What about you, … and …?

S: …

T: … and …, it’s your turn!

S: …

T: Well, let`s start. You’ve got 2 minutes to discuss your arguments. (the teacher monitors the activity and helps if necessary). O. K., let`s stop pair work and come up with your ideas. You should join them together within one sentence using contrasting linkers and expressions which we have discussed. So, … and …, what can you say?

S: …

T: Well, it`s your turn, .. and ..!

S: …

T: Thanks. We’re listening to you, … and …

S: …

T: O. K. … and…, what do you think about your statement?

S: …

T: Well, thank you.

T: So, what kind of presentations are you going to give?

S: for and against

T: Who remembers the usual logical way of organasing information in such presentations?

S: stating the problem – arguments for – arguments against – conclusion. (notes on the board)

T: Right you are. And what other ways of organasing such kind of information could you suggest?

S: …

T: Look at p. 86 of your students` book to find more ideas

S: stating the problem – first advantage and disadvantage – second advantage and disadvantage and so on – conclusion (notes on the board)

T: O. K. And now let’s come over to your presentations. First of all, what are their topics. Sasha and Nicole`, which way of travelling did you choose?

S: your own car

T: Well, (notes on the board) what is your topic, Sasha and Arina?

S: travelling on foot

T: O. K. (notes on the board) Karina and Yuri, what is your favourite way of travelling?

S: bike/motorbike

T: Right, (notes on the board) Artem and Anya, which one are you going to talk about?

S: hitchhiking

T: All right. (notes on the board) And now you’ve got a couple of minutes to discuss in pairs and choose the logical scheme to follow as well as make some final preparations. Remember each of you will have about 4 – 5 minutes to talk. (time limit of 2 minutes).

T: So, who would like to be the first pair? Well, Sasha and Nicole`, we’re listening to you!

S: …

T: Any questions? … Thank you. The next to speak are Karina and Yuri. You`re welcome!

S: …

T: Any questions? Well, thanks a lot. And now we’re listening to Artem and Anya.

S: …

T: Any questions? O. K. And now – Sasha and Arina, we`re listening to you.

S:

T: Any questions?

T: Thanks a lot for all the groups. And now we are ready to vote! Mind you, you can only vote for one way of travelling! So, please, raise your hands those who choose hitchhiking … O. K., .. people. And now raise your hands those who choose travelling on foot. Thank you, that`s … people. And now raise your hands those who choose organised tour. I see, … people. Please, raise your hands those who choose your own car. I see, … people. So, we`ve chosen … Congratulations, …! Thank you.

 Рефлексия

T: And now I`d like you to share your impressions of the lesson. Please, continue one of these phrases:

Sentences on the board: – I’ve understood that …

• I’d like to …
• I didn’t know …
• what I liked most/least is …
• I want to …
• I guess …
• Now I know …

T: Well, thank you very much. The lesson is over. Goodbye.

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