Life on the streets (разработка урока)

ГБОУ БРГИ №1 имени Рами Гарипова

Шакиров И.М.,

учитель английского языка

Life on the streets (11 класс)

Цель: формирование коммуникативной компетенции.

Задачи:

образовательные: совершенствовать лексические навыки говорения (ЛЕ по теме Life in town), формировать навыки поискового чтения; совершенство-вать навыки монологической речи; совершенствовать навыки диалогической речи;

развивающие: развивать языковую догадку, умение анализировать, сравни-вать, делать выводы; содействовать формированию самостоятельной позна-вательной деятельности;

воспитательные: расширять общий кругозор учащихся; развивать умение внимательно слушать и слышать; способствовать развитию культуры взаи-моотношений при работе в парах, группах; воспитать интерес к языку.

Тип урока: комбинированный.

Форма урока: работа с фотографиями, ответы на вопросы учителя, фронтальная, работа в группах.

Дидактическое и материально-техническое обеспечение: слайды, карточки-задания, видеозапись.

Межпредметные связи: искусство, география

Формирование универсальных учебных действий:

коммуникативные: умение участвовать в коллективном обсуждении проблемы;

регулятивные: целеполагание, планирование, прогнозирование, коррекция, оценка.

Ход урока

Организационный момент

Приветствие. Фонетическая зарядка

T: Good morning! Take your seats, please. How are feeling? I am very glad to see you. Hope everybody is alright.

Ss: I’m fine/ OK/ Thanks, and you?/

OR: We are well, thank you. And what about you? etc.

T: Thanks a lot. I’m alright and I would like you to read the tongue twister written on the board to improve your pronunciation. Could you, please, translate it. Can you tell me what sounds we are practicing?

You know New York.
You need New York.
You know you need unique New York.

Ss: We are practicing the sound [j]

T: Now I want you to read the tongue twister as quickly as you can. Well done!

Ознакомление с темой и задачами урока

T: Of course, New York is unique, as well as London or any other place on the globe and many people come to live to big towns and cities. Is it easy to live in the town? What do you think? Why?

Ss: In my opinion, people are fond of living in big cities because it is more comfortable and convenient here.

Ss: Living conditions are much better in towns and cities in comparison to villages.

T: I agree with you but if you look at the photos presented on the screen you can have second thoughts. These photos were taken in the streets of London by an amateur photographer Lee Jeffries. Who do you see in these pictures? What do they look like? How do you think they are feeling? Please, describe them. (Учитель предлагает учащимся описать фотографии, представленные в презентации)

Ss: People in the pictures are sad, ill. They don’t look happy.

Ss: They are wearing dirty clothes.

Ss: They have awful scars.

T: Who do you think they are?

Ss: I think they are homeless.

T: Right, they are homeless people. Unfortunately, homeless people are a common sight of a modern city nowadays. Now watch a video fragment on this topic. (https://www.youtube.com/watch?v=5VVeXr1t0t4) I hope it will help you understand the theme of our lesson. Try to guess what topic we are going to discuss today.

Ss: Today we are going to talk about the reasons why people become homeless, why they start to live on the streets.

Основная часть урока

Лексическая работа

T: Before we start reading a text concerning this problem I'd like to introduce some new words which will help you understand the text in the first place and then you will be able to offer your opinions on this topic I guess.

(Учитель дает объяснение новых слов. Ученики переводят их, проговаривают про себя, потом делают упражнения с ними)

T: Copy them into your vocabularies while I will be explaining their meanings.

• abandoned • disused

• fully-furnished • pedestrianised

• posh • residential

• rough • run-down

• squat •well-lit

T: Please, repeat them after me. Read the words one by one.

Использование новых лексических единиц.

T: Try to make up word-combinations using these adjectives and the nouns given below.:

streets, houses, building, warehouses, illegal, area, neighbourhood, flat

Keys: abandoned houses, disused warehouses, rough area, posh houses, pedestrianised area, illegal squat, well-lit streets, run-down building, fully-furnished flat.

T: Now I think you are ready to do Ex. 5 on p. 85 in your textbooks. Use the phrases you have made up to complete the sentences.

Чтение текста и проверка понимания прочитанного.

T: On p. 84 of your textbooks there is a picture. Can you see it? Now read the title of the text. It is called “A life on the streets”. Could you guess what this text is about?

Ss: In my view, the text is about a beggar because in the picture I see a person who is sitting on the street and asking for money.

Ss: I think it is about a homeless person because in the picture there is one.

T: Right. Let’s read it. If there are words you don’t understand, try to guess their meaning. Raise your hand if this doesn’t help and I’ll be right there to give you a helping hand.

(Ученики читают текст «A life on the streets».)

T: I see you all have read the text and now I want to check if you have under-stood it. Look at Ex. 3 on p. 84 in your books. There are questions which you have to answer choosing the correct variant.

(Ученики делают упражнение 3 на странице 84.)

Обсуждение текста.

T: I am going to ask you some questions. Listen attentively and try to give detailed answers.

(Фронтальная работа. Ученики отвечают на вопросы учителя по содержанию текста.)

T: How old is Jasmine?

Ss: She is twenty-two.

T: Why was Jasmine placed in foster care?

Ss: Jasmine’s parents died when she was very little so she lived with foster parents.

T: Why did she go to London?

Ss: She wanted to be independent and she thought London was the right place to start a new life.

Ss: In London she hoped to find a job, some accommodation.

T: Could she make it in London?

Ss: Her money ran out because she paid for rooms in hotels. She couldn’t find a job as nobody wanted to take her on. She had no fixed address.

T: Where does she spend her nights?

Ss: There are some squats in abandoned houses, empty office buildings, disused warehouses around the city centre.

Ss: She spends the odd night in a hostel for homeless people.

Ss: If the weather is warm, she sometimes sleeps on a park bench.

T: How does she make ends meet?

Ss: She sells The Big Issue, a magazine which exists to offer homeless people, or individuals at risk of homelessness, the opportunity to earn a legitimate income.

Ss: Jasmine has her meals in a soup kitchen, a place where food is offered to the hungry for free or at a below market price.

Ss: She sometimes goes begging but she doesn’t like it because most people rush past her and avoid looking her in the eye.

T: Has Jasmine got a dream?

Ss: Yes, she dreams of having a place which she could call home so she is on a council waiting list.

Ss: She wants to find a job.

Закрепление учебного материала.

Работа в группах с предложенными заданиями.

T: Now we are going to work in groups. Each group gets their tasks. You can join any group taking into consideration your interests and abilities.

(Ученики делятся на группы, выбирая себе понравившееся задание.)

Group 1

These adjectives describe Jasmine’s feelings somehow. Give reasons.

• proud • lonely • abandoned • confused

• excited • anxious • delighted

Group 2

Work in pairs. Take the roles of the journalist and Jasmine. Conduct your interview. If there are more than 2 people, you can make up dialogues about different stages of Jasmine’s life. For example, her life with foster parents, nights spent in squats, how she survives or about her plans and dreams.

Card 1 (Model)

S1: Ask why she had foster parents.