Цель урока:
Актуализация грамматических знаний в употреблении Second Conditional и совершенствование навыков разговорной компетенции по темам “Travelling”, “Presidential Elections”.
Компоненты цели:
1) образовательный: расширение
лингвистического кругозора и эрудиции
обучающихся;
2) развивающий: развитие языковых
способностей и готовности к коммуникации;
3) воспитательный: поддержание
интереса к культуре своей страны и создание
условий для формирование интереса к культуре
страны изучаемого языка;
4) практический: формирование и развитие
умения учащихся понимать иноязычные тексты
публицистической направленности с Second Conditional
/условное наклонение/ при аудировании;
совершенствование навыков работы с иноязычным
материалом по схемам и таблицам; активизация
грамматического навыка употребления Second Conditional в
речевых упражнениях; развитие воображения
учащихся при прогнозировании возможных
ситуаций; обучение культуре речевого общения по
затронутым темам.
Оборудование:
наглядный и раздаточный дополнительный аутентичный материал по темам коммуникации, проектор, ПК, ноутбук;Речевой материал:
тексты пособия Streamline English, лингвострановедческие материалы учебника В.В. Сафоновой.Грамматический материал:
Second Conditional в структуре утвердительного и вопросительного предложения.Учебный материал:
Сафонова В.В. “English: Student’s Book” для 9 кл., раздел “The Young Writers Сlub”; Bernard Hartley “Streamline English”; Louise Hashemi “English Grammar in Use. Supplementary Exercises”; Thomson & Martinet “A Practical English Grammar”; Speak Out # 6/ 2001, Landmark Quiz, стр. 26; Wikipedia, the files.ХОД УРОКА
1. ОРГАНИЗАЦИОННЫЙ ЭТАП. ПРИВЕТСТВИЕ
Teacher: Nice to meet you. Everybody is here, aren’t they?
Pupil1: Yes, all are present and ready to work.
Teacher: I think you’ll work hard and enjoy today’s classroom activities.
2. ОПРЕДЕЛЕНИЕ ТЕМЫ УРОКА
Teacher:
Listen to short conversations to define the aim of our lesson. Say what grammar aspect we are going to deal with. You will hear inner thoughts of two people reading the same advertisement.
(Звучит аудио текст, на экране объявления для Speaker1,2,3) – мр3 приложение 1
Pupil1:
The first speaker thinks of the situation as real, the other – as unreal. I think the speakers make use of conditional sentences.
Teacher:
You are quite right here. To determine our second aim let’s look at the screen. Can you guess what is depicted in the pictures?
Pupil1:
I believe it’s easy to identify St. Basil Cathedral in picture 7.
Pupil2:
I’m sure № 13 is the Statue of Liberty in the USA.
Pupil3:
If I’m not mistaken we can see the Great China Wall in picture 8.
Teacher:
So what shall we speak about today?
Pupil:
It seems to me about travelling and different cultural sights.
Teacher:
Just to the point. We’ll do a number of grammar drills on the First or Real Conditional and the Second or Unreal Conditional with reference to the present or future based on different conversational topics and World Landmarks among them.
3. ЭТАП АКТУАЛИЗАЦИИ ЗНАНИЙ
Warming-Up
1. Teacher: Just before our lesson I have addressed some people with “If you…” question. Look and give your ideas.
* If I weren’t here, I’d like to be in California. And you?
* If I could be somebody else, I’d like to be a filmstar. What about you?
* If I had a million pounds, I’d travel round the world. What would you like to do?
(PowerPoint интервью)
2. Teacher: Listen and response.
– If you weren’t studying English, which language would you study?
– If you could have a new first name, which one would you choose?
– If you could choose a job, what would you be?
– If you could have any car, which one would you have?
– If you could meet anyone in history, who would you like to meet?
– If you weren’t studying English, which language would you study?
Активизация грамматических навыков употребления Second Conditional в речи обучающихся:
3. Teacher: I’ve got a terrible headache. What would you do if you were in my place?
Give me some advice.
Pupils: Р1 – If I were you I would take an aspirin and have a rest.
Р2 – If I were you I would see a doctor.
Р3 – If I were you I would go for a walk.
4. Teacher: Read captions to the pictures and advise these people.
(PowerPoint зарисовка) – Приложение “Pictures 1,2,3,4,5”
Picture 1.JPG: I’ve lost my passport.
Picture 2.JPG: I can’t sleep at night.
Picture 3.JPG: I’ve just seen an accident.
Picture 4.JPG: I’ve been beaten by a snake.
Picture 5.JPG: I need some money and the banks are shut.
II. Развитие навыков восприятия иноязычной речи, содержащей Second Conditional
Teacher:
Listen to London Radio ‘Man in the Street’ Programme. It is about North Sea oil. Its interviewer went into the streets to ask people their opinion how to spend the oil revenues.
His question was: 'If you were the Prime Minister what would you do with the money?'
(Аудирование текста с PowerPoint сопровождением) – “мр3 приложение 2”
Speaker 1:
'Well, of course I'm not the Prime Minister, but if I were, I'd spend the money on more hospitals and schools. We need more doctors, nurses, and teachers. Classes are too big. If classes were smaller, children would learn more. And there aren't enough nurses either, because salaries are too low. If the salaries were higher, more people would become nurses. Money which is spent now on education and health is an investment for the future.'
* * If Caroline Smith were the Prime Minister , what would she spend money on?
Speaker 2:
'I think the answer is quite simple. Taxes are much too high in this country, aren't they? I would reduce them. If we reduced taxes, people would have more money. If they had more money, they'd spend more. Industry would have to produce more, so it would need more workers. There would be more jobs, and we would all be richer.'
** If Mr. Lewis were the Prime Minister, what would he reduce?
Speaker 3:
'I'm very worried about inflation. I'd try to control prices. If I were the Prime Minister, I'd reduce the price of gas, coal, and electricity. If we did that everybody would benefit, wouldn't they? Food is much too expensive. I'd encourage the farmers to produce more food, more cheaply. However there are some things that I certainly wouldn't do. I certainly wouldn't build more roads, and I wouldn't spend money on guns, and tanks, and warplanes.'
** If Mrs. Johnson were the Prime Minister, what wouldn’t she spend money on?
Speaker 4:
'There's too much crime and violence nowadays. There aren't enough policemen on the streets. I'd increase the size of the police force, and I'd increase their salaries. If we had more policemen, we'd all feel safer. I'd also increase old age pensions. I've worked hard all my life, and I should have a reasonable standard of living.'
** If Mr. Brown were the Prime Minister, why would he increase old age pensions?
III. Автоматизация грамматического навыка употребления Second Conditional. Role Play.
Teacher:
The Prime Minister is holding a meeting to discuss public spending for the next year. If you were government ministers, what would you propose? Use your notes to introduce a motion. Do the role-playing. (лексические карточки)
EDUCATION
– more teachers
– smaller classes
– children learn more
Р1: – Well, minister of education, what you do?
Р2: – I would spend more money on teachers. If we had more teachers, classes would be smaller. If classes
were smaller, children would learn more.
HEALTH
– doctors’/nurses’ salaries
– higher salaries, more nurses
– more doctors, healthier people
TRANSPORT
– new motorways
– traffic move faster
– fewer traffic jams, less pollution
TREASURY (FINANCE)
– increase taxis on cigarettes & alcohol
– more money
– could reduce personal taxes
HOME OFFICE (POLICE)
– raise police salaries
– more policemen, less crime & violence
– need fewer prisons
TRADE and INDUSTRY
– build new factories
– more jobs
– less unemployment
V. Автоматизация грамматического навыка употребления Second Conditional в диалогах
Teacher:
Thanks a lot. Your intentions as future ministers are promising. I am sure when you are grown up you will work hard for the benefit of our country. You are finishing school this year. I think you discuss your future prospects with your friends, parents and teachers. Imagine that you are talking to your tutor about what you might do when you leave lyceum. Use the words given to complete the conversation.
(Лексико-тематические карточки)
TUTOR: Do you have any plans for the next year?
PUPIL: Well, (1)… I / travel / if I /afford it. But I don’t have any money.
[I’d travel if I could afford it.]
TUTOR: (2)… If you / find / a job abroad / you / take it?
[If you found (could find) a job abroad, would you take it?]
PUPIL: (3)… If it / be / somewhere I want to go / I / certainly / consider it carefully.
[If it were (was) somewhere I wanted (want) to go, I’d certainly consider it carefully].
TUTOR: What about working an ‘au pair’? (помощница по хозяйству)
PUPIL: (4)… I / only / consider / that / if I / be / sure about the family.
[I’d only consider that if I were (was) sure about the family.]
(5)…If they / not / treat / me well, I / be very miserable.
[If they didn’t treat me well, I’d be very miserable.]
TUTOR: Yes. (6)… You / have to be sure to use a reputable agency.
[You’d have to (have to) be sure to use a reputable agency.]
We have the list in the office. (7)… I / get / you one if you / be interested.
[I will / can / could get you one if you’re interested.]
PUPIL: Yes, I am. Um, (8)… if I / decide / to apply / you / give / me a reference?
[If I decide (decided) to apply, will (would) you give me a reference?]
TUTOR: Of course. Well, I hope you succeed, whatever you decide to do.
PUPIL: Thank you very much. I’ll let you know.
TUTOR: Yes, I’d like that. Goodbye.
PUPIL: Goodbye.
VI. Формирование навыкa использования лексико-грамматического компонента урока в творческих высказываниях
Teacher:
You have been working hard by now. Just to relax a little bit I suggest solving a Landmarks Quiz to show your general knowledge.
(Слове на доске)
Now match these photos with their names and fill in the grid. (Рs заполняют тест-форму)
Teacher:
Why not making an imaginary journey to some word famous places? If you were now in one of the countries and places suggested, say what you
– would like to see / visit / have a look at;
– wouldn’t miss visiting;
– would do from morning till night / all days through / for hours on end
Model answer:
If I were in the UK, I wouldn’t miss visiting London.
And if I were in London, I would
| do the sights | from morning till night. |
| go sightseeing | all days through. |
| make tour of L. | for hours on end. |
I’d like to see Trafalgar Square, the Houses of Parliament and the Tower of London.
to visit
to have a look at
| If I were there, I would by all means take pictures of these | sights. |
| certainly | places of interest |
| of course | favourite spots |
| in any case |
4. Этап информирования учащихся о домашнем задании.
Teacher:
At home you are to write a 250 word essay about visiting a foreign country and tell it in class accompanied by a set of pictures or by making a PowerPoint presentation.