Урок 1
Тема: Education
Підтема: The School System in Great Britain.
Мета: формувати
лексичні навички;
Практикувати навички пошукового
читання;
Розвивати мовну здогадку й
мовленнєву реакцію учнів;
Виховувати зацікавленість у
розширенні своїх знань.
Обладнання: робочий зошит, роздатковий матеріал, мультимедійні
засоби
ХІД УРОКУ
І. ОРГАНІЗАЦІЙНА ЧАСТИНА УРОКУ
1. Greeting
Nice to see you! Let’s begin
our lesson with wishing good luck everyone!
2. Warming up
1. Бесіда з учнями.
- What is it season now?
- What month is it now?
- What is the weather like
today?
- What date is it today?
2. Бесіда з черговим.
- Who is on
duty today?
- I am on duty today. Today is
..... . ...... is (are ) absent.
3. Topic and Aim
And now let’s find out what
topic we will discuss today. Your task is to make up word using the telephone
number. 227 117 355
This topic deals with
different kinds of educational institutions and the development of the people.
1 2 3
ABC DEF
G HI
4 5 6
JKL MNO
PQR
7 8 9
STU VWX
YZ
Ps: You’re right! It’s
education. Today we’ll begin to speak about the education in Great Britain Great Britain
Our
epigraph is
“Education
is what remains when you have forgotten everything learned in school”
Albert
Einstein, 1879-1955, German-Swiss-US scientist
ІІ. ОСНОВНА ЧАСТИНА УРОКУ
1. Presenting and practice Vocabulary
1.1. “Assosiation”
Складання Mind
– Map
1. 2.
Match the words in the box with their definitions.
|
Boarding
school, nursery school, graduate, head teacher, primary school, state school,
private school, secondary school
|
1. ....... is a school paid by
the government which gives free education
2. ...... is a non-government
school where you have to pay
3. ..... is a school for very
young children at the age of 1-4
4. ...... is a school for
young children from 4 to 11 years old
5. ..... is a school for older
children from 11 to 18
6. .... is a school where
pupils live, eat and sleep
7. ..... is a “boss” of a
school
8. ...... is a person who has
finished university and has a degree
Учні самостійно виконують
завдання.
1. 3. Look at the
phrases below. Which two nouns in each group are correct? Change wrong
combinations, adding the correct verb and/or changing the preposition where
necessary.
1
go to
school /tо place at university / to college
2
revise for
an exam / a subject / a test
3 graduate from university / from primary school / from high
school
4
get a
degree / a good grade / an exam
5
take/retake
homework / an exam / a course
6
pass/fail an
exam / a course / a good result
7
hand in an
essay / a seminar / an assignment
8
do progress
/ coursework / your best
9
make
mistakes / progress / homework
10.
study an exam / a subject / a language
1. 4. Group Work
In small
groups, ask and answer questions using the combinations above.
How do/did you revise
for exams?
2. Reading
2.1. Pre-reading
activity
Read
the messages in an Internet chat room. Which messages in the chat room are for mixed-sex schools, which are against, and which are neither for nor against?
b) Scanning
1. sets of numbers which represent a fact (Hans)
2. the subjects at a school, college, etc.
(Martinn)
3. the activity of staying away from school without
ermission (Martin)
4 .
upsetting and frightening someone smaller and weaker, especially in a school
situation (Emily)
2.2.
While – reading Activity
1.
that mixed schools are less competitive? .
2.
that there is proof that single-sex schools are better?
3. that school should
be the same as real life?
4. that the problem
isn't whether a school is single-sex or mixed?
5. that single-sex
education caters for girls and boys better?
Which
of the opinions in the messages do you agree with? Which do you disagree with? Why?
3. Listening and Video
3.1.
Watch the film, what subjects are mentioned in it.
Учні
після перегляду фільму називають предмети, які згадувалися у ньому.
3 .2.
Brush up what you have already known about the British schools. Choose the right answers. Під час
перегляду фільму учні виконують завдання.
1.In
Great Britain schools begin at the age of...
a) 5-6
b) 4-5 c) 6-7
2. The first shools to which children go are
called....
a) secondary schools b) junior schools c) infant schools
3. They leave their primary school when they
are....
a) 8
b) 11 c) 10
4. They take the national General Certificate in
Secondary Educationexams at the age of ......
a) 11
b) 18 c) 16
5. To enter the British university you should....
a) take “A”level exams b) attend preparatory course c) take GCSE exams
3.3. Let’s check on how you understand the film.
Answer the question.
1. What is the first school to which pupils go?
2. What school do pupils finish?
3. What subjects are mentioned in the film?
4. What after-classes activities do pupils go in
for?
ІІІ.
ЗАКЛЮЧНА ЧАСТИНА УРОКУ
1.
Homework
Write a message giving your opinoin on
single-sex schools or mixed schools.
2.
Summarizing
Message 1 - posted by
Jane, Amsterdam
I think mixed-sex schools are the only way for
children to learn, because it's natural. In higher education and their working
life, they will be mixed so it makes sense for them to be mixed at school.
School should reflect the real world.
Message 2 -
posted by Hans, Germany
My reaction to this is very clear. For me,
single-sex schools are much better, and the statistics show that they get
better exam results, particularly at secondary level. Anything which helps
children pass exams must be a good thing.
Message 3 -
posted by Bill, USA
Boys and girls learn in very different ways. I feel
that they should be educated separately so teachers can focus on their
different needs. The way I see it is that if you have a zoo, you don't put the
lions in with the zebras!
Message 4 - posted by Martin, London
My view on this is that it doesn't really matter.
What is important is the curriculum, and keeping students interested. I was a
teacher and we had a lot of truancy to deal with, and problems with students
missing lessons because they found them boring. Never have a timetable with
Maths as the first class on Monday morning!
Message 5 –
posted by Emily, Sydney
I don’t think there is any question that mixed
schols are better. There is too much competition at single – sex schools, which
often means that students don’t make enough progress. I also think there is
more bullying at single – sex schools, where children are picked on because of
the increased competition. Single – sex shools lead to a “dog eat dog” situation.
Урок 2
Підтема: Montessori. The greatest Italian Educationalist.
Мета: активізувати лексичні навички у мовленні;
Вдосконалювати навички аудіювання
та пошукового читання;
Вдосконалювати навички вживання 1st Conditionals ;
Розвивати логічне мислення;
Виховувати відповідальне
ставлення до навчання, а також загальну культуру учнів.
Обладнання: робочий зошит, роздатковий матеріал, мультимедійні
засоби
ХІД УРОКУ
І. ОРГАНІЗАЦІЙНА ЧАСТИНА УРОКУ
1. Greeting
Good morning, pupils! Nice to
see you! How is your mood today?
2. Warming up
2.1.Бесіда з черговим.
2.2 Game
“Jeopardy”
Jeopardy
In this game, which is based on the famous gameshow Jeopardy, everyone writes down ten answers to questions about themselves. After writing down the answers, people have to form pairs or small groups and try to find out what the questions are.
Example: (answer = purple) "What is your favorite colour?" "Blue." "What colour do you hate?" "Green." "What colour is your underwear?" "Purple!" You can stop at three guesses if you want, or keep going until someone in the club can guess the question.
In this game, which is based on the famous gameshow Jeopardy, everyone writes down ten answers to questions about themselves. After writing down the answers, people have to form pairs or small groups and try to find out what the questions are.
Example: (answer = purple) "What is your favorite colour?" "Blue." "What colour do you hate?" "Green." "What colour is your underwear?" "Purple!" You can stop at three guesses if you want, or keep going until someone in the club can guess the question.
3.
Check on Homework
2-3 учні за бажанням зачитують свої повідомлення.
Решту зошитів вчитель збирає після уроку.
ІІ.
ОСНОВНА ЧАСТИНА УРОКУ
1. Theme and Aim
We’ll go on to speak about education
in Great Britain
2.
Listening and Speaking
2.1. Look
at the words from the listening below and use your dictionary to find the
meanings of any you do not know.
environment method unique approach pace criticise
Учні самостійно працюють зі
словниками.
2.2.
Listen to a university student talking
about a teacher and tick (+) which of the
following adjectives he uses to describe the teacher.
friendly informal
easy-going
strict
punctual
late
formal
well prepared interesting
2.3. Listen to a
university student talking about a teacher. Does he say the teacher was good or
bad?
3. Reading
3.1. Pre-reading Activity
Answer my question.
1. What is it? Is it a dialogue? Is it a letter?
2. What is a title of this text?
3. Do you know who Maria Montessori is?
4. What do you know about her?
3.2. While- reading
Activity
Учні самостійно читають
текст і виконують завдання до нього.
1. Read the article and correct the mistakes in
the summary.
Maria Montessori pioneered a new teaching method
after she graduated as a nurse in 1896 and taught deprived children. She tried
to use everyday objects in the class so the children could develop social
skills with each other and learn to be competitive. She taught children to
experiment and to depend on the teacher.
2. Read the article again and say
what the following dates refer to.
a) 1870 b) 1896 c)
1912 d) 1936 e) 1952
Учні
в зошити записують, що означають ці дати.
3.3.
Post-reading
Activity
1. Read the article again and answer
the questions.
1 What is the main role of the children in the
Montessori approach?
2 Why did Montessori want to free children's minds?
3 Why is the furniture light and the cabinets low in
a Montessori classroom?
4 What point does the writer make about the
children's social life?
5 Do you think children learn best with a formal or
informal style of teaching?
Учні обговорюють відповіді
на питання, використовуючи Key Language.
Key Languages.
Thinking about possibilities.
There are several
ways to deal with this.
Talking about options.
The good thing is
.... the bad thing is....
Making Suggestions
How about...
Supposing we...
Changing your approach
Let’s see, what
other thing can we do?
Deciding what to do next.
So, the next thing
to do is....
4. Grammar. 1st Conditional
1. First
Conditional.
Form the first conditional in the following way:
if-clause
+ main clause
if + present simple will/may/might/should, etc.
E. g. If people only learn English at school, other languages will die out.
|
[
|
If you come to my house first, we can go
together.
If he asks you for help, you should say yes.
We don't
use will in the if-clause.
If people will only learn English
at school, other language die out. X
Use the first conditional to talk about real
possibilities.
If they
don't hurry, they'll miss the plane!
I'll revise more if it helps me pass the exam.
We can put the main clause first. If we do this, we
don't use a comma.
We might buy a car if I save enough money.
Unless
Unless means the same as if not.
Unless we protect languages, they'll become extinct.
= If we don't protect languages, they'll become extinct.
! We don't use a negative structure in the unless- clause.
When and as soon as
When and as soon as can replace if in the first conditional. We use them when we are
very certain that something will happen.
When
they arrive, call me and I'll
meet them.
As soon as they arrive, we'll
start the meeting.
! We never use a future tense with these time
expressions.
4. 2. Grammar Practice
1. Match to make up 1st Conditional sentences.
You drop that plate I’ll throw the
magazine away
He doesn’t know the answer she probably will fail the
exam
You are hungry you can
tell them you’ll be late
You call them now you can still get the
early train
Carla doesn’t study he can find
the answer for you
I give you my number it will break into
a million pieces
You don’t want to read it you can get something to
eat
You hurry
she will miss the opening ceremony
She arrives late you can
call me tomorrow
Учні усно виконують вправу.
2. Complete each sentence in
your own way.
1. If I don’t get into
university....
2. I’ll have a big party
if....
3. If I pass my exams well...
4. We want get a plane if ...
5. If I get my first salary...
6. You’ll fail the exam if ...
Учні письмово виконують
вправу.
ІІІ. ЗАКЛЮЧНА ЧАСТИНА УРОКУ
1. Homework
Tell your partner
about your favourite/worst teacher at school. Write a short profile (80-100
words) of him or her.
На
основі прослуханої розповіді про вчителя учні пишуть коротке повідомлення по
свого найкращого або найгіршого вчителя.
2. Summarizing
Listening
1. We had a teacher called Mr
Rojas and he taught us chemistry. He was an excellent teacher, but we couldn’t
say that we actuallyliked him. He wasn’t friendly, or easy-going – the opposite
in fact. He was different from teacher’s we normally liked. In fact, he often
criticized us. He treated us al equally – well, criticised all of us equally.
He didn’t treat us like unique individuals so it was funny that we all
respected him. He was very strict , and always punctual – and I don’t think he
was ever late, and neither were we! He gave us lots of tests and lots of
homework, and his formal approach, to teaching seemed to work. He explained
things very clearly and was very good at answering all our questions. He was always
very well prepared and his lessons were very interesting. He always varied
things, changed the pace of the lesson, and used different methods to teach us.
The chemitry laboratory was a strange environment to be in but we all enjoyed the classes. In the end, we all
passed the chemistry exam and chemistry became my favourite subject on the
curriculum.
Key Languages.
Thinking about possibilities.
There are several
ways to deal with this.
Talking about options.
The good thing is
.... the bad thing is....
Making Suggestions
How about...
Supposing we...
Changing your approach
Let’s see, what
other thing can we do?
Deciding what to do next.
So, the next thing
to do is....
Maria
Montessori (1870- 1952) is a famous Italian educationalist whose method of
teaching has influenced people all over the world.
Born in the province of Ancona, Italy in 1870,
Montessori became the first female doctor in her country after she graduated
from medical school in 1896. Later working with deprived children, she set up a
'Children's House' (Casa dei Bambini) in Rome. This was the place where she
developed the Montessori Method, an educational system that encourages an
informal style of teaching. Children
learn from handling everyday materials and they develop at their own pace. The
Montessori philosophy is simple. Children are unique individuals who must be
free to learn without being criticised or restricted. It is the child that
controls the pace, topic and lessons, not the rest of the class or the teacher. As a result, children enjoy learning and
this gives them confidence and makes them happy.
The Montessori Method also teaches children skills
to help them become independent. Very young children learn to dress themselves,
to cook and to put their toys and clothes away. Children are encouraged to
repeat activities as often they wish,
and they develop their observation skills by doing different activities.
A
Montessori teacher observes children closely in order to provide them with
individual learning programmes. The teacher is a guide, not a leader of the
classroom, helping to open students' eyes to the wonders around them.
Maria
Montessori wanted to free children's minds so that they would learn by
self-teaching and self-correction.
It is an approach to teaching with encourages children to learn by doing and experimenting.
A typical room in a Montessori school
has many things children can use, for
example, books, objects and games. The furniture is light so they can arrange
it
as
they wish, and the cabinets are low, so the children can reach them. Because the environment offers a range of activities, children like to work together and they develop a social life based on cooperation
rather than competition.
Maria Montessori travelled all over the
world, training teachers to use her method, but it was only in her final years
when she established the teacher-training centres that would take her work
forward. There are now many schools in Europe and North America which use the
Montessori curriculum and methods.
 |
Урок 3
Підтема: Is University Worth It?
Мета: активізувати лексичний матеріал в мовленні;
Продовжувати практикувати навички
пошукового читання та аудіювання;
Розвивати логічне мислення;
Виховувати відповідальне
ставлення до навчання, а також загальну культуру учнів.
Обладнання: робочий зошит, роздатковий матеріал.
ХІД УРОКУ
І. ОРГАНІЗАЦІЙНА ЧАСТИНА УРОКУ
1. Greeting
Good morning, pupils! Nice to
see you! How is your mood today? What influence on your mood? Maybe the
weather? Let’s speak about it.
Бесіда про погоду.
2. Warming up
2.1.Бесіда з черговим.
2.2 Game
“Fact or Fiction”
In this game, one person tells a
short story about themselves or someone they know or heard about. Usually it is
something funny or crazy. It can be a true story, or something made up.
Example: Josh tells a story about his Uncle Leo who sleeps in the nude. One day Uncle Leo was sleepwalking and he went outside and took his dog for a walk. The next door neighbour was coming home late from work and saw him! She called the police and he got arrested for being naked in public.
Everyone around the room has to say whether they think Josh's story is fact (true) or fiction (made up). Josh reveals the truth when everyone has guessed. Members can take turns telling a story.
Example: Josh tells a story about his Uncle Leo who sleeps in the nude. One day Uncle Leo was sleepwalking and he went outside and took his dog for a walk. The next door neighbour was coming home late from work and saw him! She called the police and he got arrested for being naked in public.
Everyone around the room has to say whether they think Josh's story is fact (true) or fiction (made up). Josh reveals the truth when everyone has guessed. Members can take turns telling a story.
3.
Check on Homework
2-3 учні за бажанням зачитують свої повідомлення.
Решту зошитів вчитель збирає після уроку.
4. Theme and Aim
Our topic is “Is a University Worth
It”. During the lesson we’ll read the article, practice you speaking and
listening skills and revise our grammar 1st Conditional. Let’s
start!
ІІ.
ОСНОВНА ЧАСТИНА УРОКУ
1.
Reading
1.1. Pre-reading Ativity
a) Pair Work. Make up the dialogue on the topic “Why do we
go to school? And Do we need the education?”
Учні в парах складають діалоги, використовуючи Key
languages з попереднього уроку.
b)
Scanning. With a
partner, make a list of reasons for going to university. Then read the article
quickly and check the reasons given. Are they the same as yours?
c) Find reasons in the article for not going to university.
Учні працюють в парах.
1.2 While-reading Activity
a) Read the
article again and fill the gaps with these extracts.
1
As it is, with the
current virtually non-existent level of financial support in this country,
students already often have to take out loans to pay for general living costs.
2
many graduates have
to accept positions which are not challenging or well-paid.
3 and most accept that they should pay something
towards the benefits they receive from a university education.
4
but the proposed
increase is too much.
5
The intended increase
in university fees has come at the wrong time.
1.3.
Post-reading
Activity
Group Work.
Discuss the following in small groups.
■ 1. Is it worth going to university?
■ 2. Should almost everyone go to university?
■ 3. Should you have to pay to go to university?
■ 2. Grammar 1st
Conditional
2.1 Match the beginnings and endings to make conditional sentences.
1. If languages die out,
2. You will never learn a language well
3. If foreign words enter a language,
4. Languages will die out
5. If I study French more,
6. I'll go home
7. I'll revise
a) I might make fewer mistakes.
b) unless you know its grammar.
c) unless we protect them.
d) the world will be less interesting.
e) when I get home.
f) as soon as the class finishes.
j) they will damage it.
2.2 Put the words in the correct order to make
1st Conditional.
1. If/he/Albert//will
go/can/his/bicycle/repair/cycling.
2. by bus/ Ben/to school/if/he/will come/is
late.
3. you/ look out/ will not see/ if/you/the
square/of the window.
4. shall see/the History museum/old
/things/if/we/is open
5. Mary/to the theatre/won’t go/cannot
get/if/she/a ticket
3.
Listening and Speaking.
3.1. Pair Work.
Look at the photos of
six universities. What do you know about them? Work with a partner to exchange
information.
Student A: Text A.
Student B: Text B.
Text A.
Read your first fact to Student B, who will try to
find a fact to match it. Then listen to Student’s B first fact and try to find
a fact below to match it. If you are not sure, guess. Finally match each pair
of facts with one of the universities on the pictures.
A: It is the
oldest university in the English-speaking world.
B: It allowed
women to graduate in 1920.
It is the oldest university in the English-speaking
world.
It was founded in 1209.
It is one of the most famous universities in
Germany.
It is situated in the south-west of Moscow.
It was founded in 1701.
It is best known for its faculties of law and
literature.
Text B.
Listen to Student’s A first fact and try to find a
fact below to match it. If you are not sure, guess. Then, read your first fact
to Student A, who will try to find a fact to match it. Finally, match each pair
of facts with one of the universities on the pictures.
A: It is the
oldest university in the English-speaking world.
B: It allowed
women to graduate in 1920.
It was established in 1386.
It has produced many Japanese politicians.
It allowed women to graduate in 1920.
It is well-know for producing famous scientists and
mathematicians.
It is a private university in Connecticut.
It is the oldest and largest university in Russia.
3.2 Together, write
six sentences about the universities.
E.g. Oxford University, which is the oldest
university in the English-speaking world, allowed women to graduate in 1920.
Учні виконують завдання в групах.
3.3 Listen to four people
talking about university. Which speaker(s):
1 thinks going to university was a waste of time?
2. thinks thieir
degree is a big advantage?
3 did not work hard?
4. doesn’t think or
is unsure that their degree helped them
to get a job?
Учні
після прослуховування обговорюють питання.
ІІІ. ЗАКЛЮЧНА ЧАСТИНА УРОКУ
1. Homework
Підготувати
розповідь про один із університетів світу.
2. Summarizing
THE RECENT
government announcement of an increase in universiy fees for the coming
academic year has angered young people planning to go to university. In
addition, it has caused some of them quite understandably to question the value
of a university education.
In an ideal world, university education would be
free and open to all. However, in most western countries, students do
contribute to the cost of going to university,
1___ .
These benefits include the opportunity to get good jobs in the future, and this
of course leads to higher salaries and a more comfortable lifestyle.
But is it that simple? It is true that university
graduates may get better jobs, but this clearly means that they will then pay
higher taxes, which contribute to the economy of the whole country. So, isn't adding
further increases to university fees in effect asking students to pay twice?
_____2 .
This can
result in them getting heavily into debt. Annie Costello, who became President
of the National Union of Students earlier this year, says that the average
student debt already runs into thousands of pounds. Furthermore, many students
have to depend on their parents to finance their education.
3 .
It will discourage some students from going to university because they simply
cannot afford it. This is not good news for the Government, whose stated aim is
to encourage 50 percent of young people to go on to higher education. Already,
many young people are questioning the value of a university education. Everyone
seems to have a degree these days, they say, so when they graduate from
university, they cannot be sure they will get a well-paid job. And this seems
to be the reality____4. Therefore the decision to raise university
fees will almost certainly affect the student intake, leading to a drop in
numbers.
The proposed increase in fees is
unfair to students. Many are already having problems dealing with debt. There's
nothing wrong with asking students to contribute to the costs of a university
education,______ 5. .
We call on the Government to reconsider their decision or
risk losing a generation of educated young people.
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