Тип урока: обощающий урок по теме «Личность» (“Identity”).
Обучающая цель:
- обобщить языковой материал по теме «Личность: Субкультуры»
- найти ответ на вопрос «Почему подростки выбирают субкультуру?»
Развивающая цель:
- развивать умения говорить о различных субкультурах, их характеристиках, ценностях жизни и месте в обществе
- развивать навыки работы в парах и группах и умение презентовать мнение пары / группы всему классу
- развивать умения заполнять лексическую карту (“word map”) и заполнять таблицу
- необходимой информацией
- развивать навыки чтения с общим понимание текста
- практиковать навыки высказывания своей точки зрения по проблеме с приведенние аргументации
- развивать навыки высказывания одобрения / неодобрения
Воспитательная цель:
- развивать умение слушать и толерантно относиться к мнению других длюдей
- развивать терпимость и уважение к представителям других субкультур
Оснащение урока:
- Иллюстрации представителей различных субкультур
- раздаточный материал с заданиями
Lesson Plan
1. Greeting.
2. Presentation of the topic and the aim of the lesson.
3. Interpretation of the noyion “CULTURE” by completing the Web Chart. (Hand-out#1)
4. Defining the meaning of “SUBCULTURE” and its main features.
5. Matching subcultures to their features. (Hand-out #2)
6. Filling in the table and speaking about subcultures. (Hand-out #3)
7. Making up the word map “Why do teenagers choose a subculture?” (Hand-out#4)
8. Giving opinions about groun-ups’ attitude towards the members of subcultures.
9. Working in pairs “What do you associate with the word “Violence”?”(Hand-out
#5)
10. Reading for gist and giving opinions by proving with arguments. (Hand-out#6)
11. Sharing ideas: “What do I do to express myself and change the world to the best?”
12. Commentary on the lesson.
13. Home assignment: to write an essay “Belonging to the group: for and against”.
14. Parting.
Lesson Procedure
Teacher:
– Hello dear friends and guests. Glad to see you. Welcome to our lesson.
– The topic we are going to discuss today is “Why do teenagers choose a
subculture?”
– You’ll have to do different tasks today to answer this question.
– You’ll work in pairs and in groups as well as individually.
– You’ll work with texts, tables and schemes.
– You’ll share your ideas and do some written tasks.
– But in order to answer the main question of today’s lesson we should know such
notions as “CULTURE” and “SUBCULTURE”.
– For this purpose I want you to take Hand-out #1 and in pairs complete
the Web Chart of the notion “CULTURE”.
Учащиеся заполняют схему.
Teacher: Now, let’s check what you’ve written for “the way of life”.
Учащиеся зачитывают то, что записали в Web Chart.
Teacher: Now, using this scheme try to give the definition of “CULTURE”.
Учащиеся дают свое толкование понятия “CULTURE”.
Teacher: Now, look at the blackboard (на доске
прикреплено определение “CULTURE).
I’ll read you the definition of the word “CULTURE” given by Robert Kohls:
“Culture is an integrated system of learned behaviour patterns that are
characteristic of
the members of any given society.
Culture refers to the total way of life for a particular group of people. It
includes what a group of people thinks, does and makes-its customs, language, material
artifacts and shared systems of attitudes and feelings.”
– Well, this is the definition of the word “Culture”.
– Now, tell me please how you understand the word “Subculture”.
Учащиеся дают свое толкование понятия “Subculture”.
Teacher: Now, look at the definition given in Macmillan Dictionary:
“Subculture is a group of young people whose beliefs and ways of behaviour make
them different from the rest of society.”
– Well, what subcultures do you know?
Учащиеся перечисляют известные им субкультуры.
Teacher: You know that young people have a particular relationship
with the world. There are many cultural groupings or subcultures which have interests
different from those of the common culture. A particular subculture is a way for young
people to express their individuality.
So, my question is: “What are the main features of any subculture?” (вопрос
записан на доске вместе с Word Map. Учащиеся должны
заполнить карту: Image, values, music,etc.)
– Now, let’s check how well you know the features of the well-known subcultures. I want you to work with Hand-out#2 (Individual Work) and match the subcultures with their most distinguishing features.
Учащиеся соотносят субкультуры с характеристикой.
Teacher:
– Now let’s check.
– Well, it’s time to speak about different subcultures giving their specific
characteristics. For this purpose take, please, Hand-out#3 (Group Work).
You should fill in the table with the appropriate information on any 2 subcultures and
then speak about these groupings.
Учащиеся заполняют в группах таблицу, а затем дают краткую характеристику группировок.
Teacher: Well, you’ve described the most popular and well-known
subcultures. Now, please, try to answer the main question of the lesson:
“Why do teenagers choose a subculture?”
– Take, please, Hand-out #4 and make up a Word Map.
Учащиеся заполняют Word Map и делятся своими мнениями (возможные варианты ответов учащихся :
– They choose a subculture because they want:
- to change the world to the best
- to show off
- to rebel against the older generation
- to have their own values and beliefs
- to be in a collective
- to differ from others
- to differ from social norms
- to oppose to the society/regime
- to express their individuality
- to show protest against school
- to protest against parents
- to make other people know who they are, etc.
Teacher: OK, and what do you think about the attitude of the grown-ups towards the members of different subcultures?
Учащиеся высказывают свое мнение: (Possible answers: The grown-ups sometimes believe that members of subcultures are dangerous, awful. They all are criminals and they threaten people’s life.)
Teacher: Well, young people are often considered violent. Young gangs
try to control streets. People are afraid of going out at night. They think young people
bring violence.
– What do you associate with the word “Violence”?
– I want you to work in pairs with Hand-out #5.
Учащиеся заполняют схему “VIOLENCE” и делятся своим мнением: (Possible answers: killers, crime, gangs, vandalism, murder, crews, rebellion, criminals, etc.)
Teacher: Now, I want you to read 3 different opinions about groups and
violence (Hand-out#6).
– Your task is to read the texts quickly and say whom these opinions belong to:
a teenager, a middle-aged person or an elderly person.
– Then tell us, please, which arguments you approve or disapprove of. You may use the
language support given in the card.
Учащиеся быстро знакомятся с содержанием текстов и высказываются по прочитанному.
Teacher:
– Well, you’ve done a lot of work today, dealing with young groupings.
– My last question is: “What do you do to express yourself and to
change the world to the best?”
Учащиеся приводят свои примеры.
Teacher: Thank you for your ideas.
Commentary on the lesson:
Teacher: Well, it’s time to complete the lesson. I’d like to say
that I’m quite satisfied with your work at the lesson today. I’m pleased with the
answers and activities of some students.
I hope the lesson was interesting for you. Thank you very much.
Home assignment:
Teacher: Well, it’s time to write down your homework for the next
lesson.
– You should write an essay “Belonging to the group: for and against”
using Ex.4 pg. 28
Parting:
Teacher: Well, the lesson is over. Good-bye.