Учебник: О.В. Афанасьевой, И.В. Михеевой для IX класса школ с углубленным изучением английского языка
Цель урока:
- формирование у учащихся социокультурной компетенции и осознания себя гражданином мира,
- формирование коммуникативной компетенции.
Задачи:
- совершенствование практических навыков владения лексикой по теме,
- развитие навыков аудирования, чтения, говорения, письма;
- развитие ассоциативной памяти, внимания и быстрой реакции;
- расширение кругозора.
Оборудование: книга для учащихся (О.В. Афанасьева, И.В. Михеева IX); электронная презентация (Приложение 7); компьютер; видеопроектор; экран; аудиомагнитофон.
THE PLAN OF THE LESSON
1. The beginning of the lesson
Орг. момент. Приветствие учителя. Введение в ситуацию общения. Объявление темы и цели урока.
Slide 1
T.: Good morning, dear friends! I’m glad to see you today. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s get down to work.
Today we continue discussing the topic “People and Society”. We will talk about one of the most urgent problems of nowadays: the problem of global terrorist threat. During our lesson we will try to answer the following questions:
Slide 2 Questions to discuss:
- Why is the problem of global terrorist threat urgent today?
- What is terrorism?
- What are the main causes of terrorism?
- What should be done to prevent terrorism?
T.: We are going to revise the vocabulary; we will listen to some interesting information about one of the international organizations, its leaders, watch video and do some tasks.
2. Warming up. Video. (Listening comprehension)
Развитие навыков аудирования, умения высказывать свое мнение. Учащиеся смотрят видеозапись выпуска новостей ВВС о террористической атаке в Нью-Йорке 11 сентября 2001.
T.: Let’s watch the news on BBC Channel about the terrorist act in New York.
Установка: Watch and say what feelings this piece arises.
Slide 3 3. New Vocabulary
1) Введение новой лексики (чтение, перевод и хоровая отработка произношения слов. (Слова представлены на экране.)
T.: Before we begin discussing these problems let’s look through the words that can be helpful for our discussion.
• to be concerned about… - беспокоиться о…
• global terrorist threat – угроза международного терроризма
• violence – насилие
• casualty ['kæʒuəltɪ] / victim – жертва
• to fight/struggle against terrorism / to combat acts of terrorism – бороться с терроризмом
• to stop terrorist attacks – предотвратить террористические акты
• to hold negotiations – вести переговоры
• to sign international treaties – подписывать международные договоры
• to cooperate / unite efforts – объединить усилия
Slide 4
2) Цель задания - активизация нового лексического материала.
Установка: Complete the sentences, translate the word combinations in brackets from Russian into English, using the words in the box.
Pupil’s Card 1
casualty/victim; to hold negotiations; global terrorist threat;
to cooperate/unite efforts; to be concerned about
1. Nowadays the international community (объединяет усилия) in the battle against (угрозы международного терроризма).
2. People who are injured or killed are called (жертвы).
3. Prime Minister Vladimir Putin (провел переговоры) with Prime Minister of India M. Singh.
4. The survey results showed that a majority of respondents (обеспокоены) about a possible terrorist act.
(Кеу: 1. unites/cooperates efforts; global terrorist threat; 2. victims/casualties; 3. held negotiations; 4. are concerned)
Установка: Try to use these new words in our discussion today.
4. Vocabulary (Word Formation)
Slide 5
Учитель просит учащихся дать определение слова ‘терроризм’. Т→Р1, Р2
T.: What is terrorism? Can you give the definition?
Slide 6
Развитие навыка письма. Учащиеся выполняют задание формата ЕГЭ (словообразование) на карточках. (Задание также представлено на экране.)
T.: On your cards (and on the screen) you see the definition of terrorism.
Установка: Read the text. Use the words given in capitals at the end of each line to form a word that fits in the space in the same line. I give you two minutes to complete the task.
Pupil’s Card 2
Read the text. Use the words given in capitals at the end of each line to form a word that fits in the space in the same line.
|
Terrorism is a term used to describe violence or other (1)________ acts committed against (2)____________ by groups or persons for political or other ideological goals. Most (3)_____________ of (4)_________ include only those acts which are intended to create fear or “terror”, are perpetrated (совершаются) for a (5)_____ goal, deliberately (преднамеренно) target “noncombatants”. Terrorism is sometimes used when attempting to force political change by: convincing a (6)____________ or population to agree to demands to avoid future harm or fear of harm, destabilization of an (7)_______________ government, motivating a disgruntled (рассерженный) population to join an uprising, escalating a conflict in the hopes of disrupting (разрушение) the status quo. |
HARM CIVIL DEFINE TERROR POLITICS GOVERN EXIST |
(Key: 1. harmful; 2. civilians; 3. definitions; 4. terrorism; 5. political; 6. government;
7. existing)
Slide 7 T.: Now let’s check it up. Самоконтроль – учащиеся проверяют правильность выполненного задания самостоятельно. Правильный вариант представлен на экране.
Slide 8 5. Speaking
Развитие навыка говорения (монологическое высказывание учащихся о насущности проблемы терроризма). Т→Р1, Р2
T.: Now let’s answer the question why the problem of global terrorist threat is so urgent today?
P1: There was a terrible increase of terrorist acts committed in different countries all over the world during the last ten years, and it poses a threat for global security. The worsening of this problem reveals the necessity of the search of means of counteraction to the international terrorism.
P2: People all over the world are deeply concerned at the alarming increase in acts of international terrorism that spared no country, region or community. All acts of terrorism result in the loss of innocent human lives. In other words, overwhelming majority of casualties were civilians. That’s why people should propose measures to prevent and punish terrorism.
6. Reading and Speaking
Развитие навыков чтения и устной речи, умения высказывать свое мнение по теме.
T.: Can you give the examples of the most famous incidents?
Slide 9 August 31 – September 22 Apartment bombings in Moscow
Slide 10 September 11, 2001- attacks in New York, and Washington D.C.;
Slide 11 July 7, 2005 - bombings in London
Slide 12 October 23, 2002 - Moscow theatre siege
Slide 13 September 1-3, 2004 - Beslan school siege in Russia.
Учащиеся называют некоторые из известных террористических актов, случившихся в нашей стране и за рубежом, читают слова соболезнования (The World Speaks Out), высказывают свое мнение о проблеме. (Звучит «Лунная соната» Бетховена.)
T.: Unfortunately there were much more incidents besides those we have just mentioned. Terrorist attacks can’t be ignored. Terrorist acts arouse tremendous feelings. No one can be indifferent to people’s death and sufferings, especially when children become a deadly target of terrorism. Let’s read some words of sympathy for the tragedy in Beslan sent by people from all over the world.
Slide 14 – 19 The World Speaks Out (Music – Beethoven “Moonlight Sonata”)
Установка: T.: Now, let’s read what some British teens feel about the current terrorist situation and say what your opinion of it is. (Student’s Book Ex.53 p.102) (См. Приложение1)
P6-P10 – Pupils are speaking out.
7. Grouping work
Учащиеся разбиваются на три группы. Задача - обсудить и высказаться о причинах терроризма и способах его предотвращения.
T.: Now, let’s try to answer the following question:
Slide 20 What are the main causes of terrorism?
P1: Causes of terrorism
The causes of terrorism appear to be varied. There does not to be one lone factor that leads people to engage in acts of terror. Scholars have categorized motivations for terrorism to include
psychological,
ideological,
and strategic.
P2: Psychological Perspective
Those who engage in terrorism may do so for purely personal reasons, based on their own psychological state of mind. Their motivation may be nothing more than hate or the desire for power.
P3: Ideological Perspective
A group may come to use terrorism because it furthers and is supported by their ideology.
Ideology is defined as the beliefs, values, and/or principles by which a group identifies its particular aims and goals. Ideology may include religion or political philosophies and programs.
P4: Strategic Perspective
Groups or persons may use terrorism because it fits with their strategic objectives and goals. Terrorism is the result of a logical analysis of the goals of a group, and their estimate of the likelihood of gaining victory. If victory seems unlikely using more traditional means of opposition, then one might calculate that terrorism is a better option. States may sponsor terrorist groups, especially when the objectives of the state and the terrorist group are similar.
T.: International terrorism is a subject of great concern to the governments of different countries which are fully aware of the need for international co-operative efforts to combat it. What should be done to prevent terrorism? (Student’s Book Ex.54(A) p.103) (См. Приложение 2)
Slide 21 Responses to terrorism
- adding traffic barriers
- target hardening
- to increase intelligence and surveillance activities
- the use of force and violence
- the use of negotiation
- the use of international conventions
T.: While these are not, by any means, the only ways in which governments have sought to address terrorism, they certainly have been among the most popular.
8. Speaking
Slide 22
T.: It is clear, that the above-stated problems cannot be solved without some special international organizations. Let's remember the most famous ones. Your home task was to get ready to answer the questions.
(Student’s Book Ex. 48 B p.99 Answer the questions) (См. Приложение 3)
Slide 23
1. Who is the Secretary General of the UNO at the moment?
Slide 24
2. UNESCO is a part of the United Nations. What do these letters stand for? What is it concerned with? Where is it based?
3. UNICEF is a part of the United Nations. What do these letters stand for? What is the aim of this organization?
4. What is the function of the UN peace-keeping force?
Slide 25
5. What are the permanent members of the UNO?
6. Which of the two comprises more countries: the General Assembly or the Security Council?
9. Speaking (Monologue)
Контроль навыка монологической речи. Ученики рассказывают об ООН, истории ее создания и деятельности, и первом избранном ген. секретаре ООН Кофи Анане, используя материал, приведенный в учебнике.
T.: Now let’s speak about the UNO, its history and its activity nowadays.
P1, P2, P3, P4 - monologue (Student’s Book ex.48 A p.98) (См. Приложение 4)
Slide 26 T.: Who was first elected secretary General of the United Nations Organization?
Speak about Kofi A. Annan
P5 – monologue (Student’s Book ex.7 B p.65). (См. Приложение 5)
10. Conclusion
Выводы и итоги урока. Учащиеся делают вывод, почему проблема терроризма так актуальна в наши дни, какие существуют причины возникновения этого явления и каковы способы предотвращения терроризмаю.
Slide 27
T.: Today we’ve tried to discuss one of the most urgent problems of today. We must adopt that terrorist attacks are becoming more and more bold and destructive and cause great worry.
Now I want you to speak out and give a two-minute talk on this urgent problem. Remember to say:
- that terrorist attacks are a constant threat to peace and international security;
- what appropriate measures should be accompanied by international cooperation to prevent and punish international terrorism.
10. The end of the lesson. Home task
Подведение итогов, выставление оценок, домашнее задание.
T. : At our next lesson we will discuss what to do and not to do if you are involved in the situation when your life and security are endangered.
Your home task will be: Ex.54 p. 103 Read the situation and say what you would do.
(См. Приложение 6)
Thank you so much for your work at the lesson. Your marks are the following…..