Цели:
Образовательные:
- совершенствование лексических умений;
- совершенствование умений поискового и просмотрового чтения;
- совершенствование умений аудирования;
- совершенствование умений монологической речи;
развивающие:
- развитие критического и логического мышления;
- поддержание познавательного интереса к учению;
- развитие внимания, памяти и воображения;
- развитие умения учебного труда (работа в заданном темпе)(приемы наблюдения, развитие воли и самостоятельности, уверенности в своих силах, преодоление трудностей, умение владеть собой);
воспитательные:
- воспитание адекватного отношения к собственной безопасности;
- воспитание чувства сотрудничества, толерантного мышления;
- воспитание чувства гражданской ответственности.
Задачи:
- учить читать тексты (в формате ЕГЭ) с извлечением общей информации по теме;
- учить выполнять лексические задания (в формате ЕГЭ) по теме;
- учить извлекать конкретную информацию из аудиотекста;
- учить составлять краткие монологические высказывания по теме.
Тип урока: совершенствования знаний, умений и навыков, полученных ранее, и целевого применения усвоенного.
Вид урока: Урок самостоятельных работ репродуктивного типа с элементами исследования.
Цель: развивающее обучение на основе деятельностно-компетентностного подхода – определила систему методов и приемов на уроке.
Методы и приемы:
- метод эвристической беседы;
- метод исследовательских заданий;
- метод монологического изложения.
Формы работы:
- индивидуальная;
- фронтальная;
- парная;
- групповая.
Межпредметные связи: Связь с ОБЖ.
Оснащение урока: Компьютерная презентация, аудиозапись, раздаточный материал.
План урока
| Этапы урока | Деятельность ученика | |
| 1 | Организационный момент. | |
| 2 | Целеполагание. | Формулируют тему урока Фронтальная работа |
| 3 | Чтение с общим пониманием прочитанного | Индивидуальная работа Работа в парах |
| 4 | Персонализация. Развитие критического мышления. Чтение с полным пониманием прочитанного. |
Индивидуальная работа Фронтальная работа |
| 5 | Анализ социологического опроса. | Анализируют, делают выводы |
| 6 | Развитие лексического навыка. | Индивидуальная работа Взаимопроверка |
| 7 | Аудирование с извлечением конкретной информации. Развитие навыка монологической речи. |
Работа в парах/группах |
| 8 | Выполнение мини-проекта. | Групповая работа |
| 9 | Подведение итогов, рефлексия. | Выполняют самооценку |
Ход урока
Slide 1
I. Организационный момент.
Teacher (T): Good morning! I’m glad to see you and our special guests.
II. Целеполагание (фронтальный опрос).
T: Today we are going to speak about the topic which has a very controversial nature: on the one hand, it appeals to many people but on the other, it very often frightens them. Well, now look at the screen and try to guess what is going on and what is likely to happen. …
Slide 2
T: That’s a good guess! (At that stage the teacher accepts all possible ideas) What helped you understand it? Let’s see if you are right.
(www.youtube.com/watch?v=qVk6YILXFtI)
Students watch the video for about ten seconds, and then the teacher stops it again.
T: Well, what do you think might happen after that?.... (The teacher elicits some more ideas).
T: Great, now you will read on the screen what really happened to the man in the end.
It brings us to the conclusion that our topic today is CRIME SECURITY SAFETY.
Slide 3 (Crime Security Safety)
T: What kinds of crime do you know?
Students (Ss) look at the screen and name different crimes, e.g. robbery, theft, mugging, pickpocketing, shoplifting, etc.
III. Чтение с общим пониманием прочитанного
T: I see that you know a lot of different crimes and it is not surprising because the media provide us with a wide range of news devoted to this sphere of our life.
Slide 4 (BBC News, etc.)
T: Now I want you to look at some headlines from the newspaper stories and try to guess what the missing words are.
Slide 5
Complete the headlines with the words in the box.
arrest attempted crime detectives jailed thieves
- MAN CHARGED WITH_____________MURDER
- WOMAN ____________FOR SMUGGLING
- _____________PUZZLED BY DEATH
- POLICE __________250____________
- FORMER BURGLAR HELPS POLICE PREVENT________
Slide 6 (Keys)
S1-5 give the correct answers
- MAN CHARGED WITH attempted MURDER
- WOMAN jailed FOR SMUGGLING
- Detectives PUZZLED BY DEATH
- POLICE arrest 250 thieves
- FORMER BURGLAR HELPS POLICE PREVENT crime
T – Now I want you to work in pairs. Use your imagination and try to predict what each story might be about. You have one minute to do it.
(The teacher can make pairs in any possible way but as it is the very beginning of the lesson the best idea is to make a pair from two students sitting together at one desk).
Ss give their ideas in 3-5 sentences.
T: You have wonderful ideas! Now I will give you the beginnings of the real stories, look through them, compare with your guesses. Then I want you to Match the headlines to the stories.
Приложение 1 (based on the task from www.onestopenglish.com/skills/integrated-skills/topics/pdf-content/topics-crime-pre-intermediate-lesson-plan/551410.article)
Ss read the stories individually, and then give their answers, the Teacher checks with the screen.
T:Well done! Now let’s name all the crimes mentioned in the stories
Ss: Murder / Attempted Murder / Burglary / Smuggling / Shoplifting
T: Very good! Now look at the screen – on the right you see different kinds of punishments
Slide 7 (Crime and Punishment)
S reads out all the possible punishments and the class discusses what they mean if necessary.
T: imagine that you are judges. Work with your neighbour and think of the possible punishment for the crime and prove your choice.
The teacher allocates a story to each pair. Ss give their ideas to the class. (e.g.The murderer deserves capital punishment as it is a major offence, shoplifting is a minor offence so the shoplifter might pay a fine.)
Option – additional questions:
- Do you think prison helps to prevent crime?
- Why do people become criminals?
- What problems of crime does your local area face?
- Would you like to work as a police officer? Why?/Why not?
- Apart from prison, what other ways of dealing with crime are there?
IV. Персонализация. Развитие критического мышления.
Чтение с полным пониманием прочитанного.
T: Now let’s see how safe and secure you feel.
Slide 8 (Safety Tips)
T: I will give you questionnaires. Answer the questions and then count your score.
| “How safe and secure are you?” (Questionnaire) | |||
| 1 | Do you often walk in areas which are not very safe? | yes=1 | no=0 |
| 2 | Do you often walk on your own in these areas late at night? | yes=2 | no=0 |
| 3 | Do you wear a money belt when you go out? | yes=0 | no=1 |
| 4 | Do you wear an expensive watch or expensive jewellery? | yes=1 | no=0 |
| 5 | Do you check doors and windows before you go out when your home is empty? | yes=0 | no=2 |
| 6 | Do you have a burglar alarm? | yes=0 | no=1 |
| 7 | Do you leave lights on when you go out? | yes=0 | no=1 |
| 8 | Is there someone who protects the building while you are out? | yes=0 | no=2 |
| 9 | Do you have a safe in your home? | yes=0 | no=1 |
| Add up your score | |||
(based on the task from English Vocabulary in Use Pre-intermediate & Intermediate by Stuart Redman, CUP; Unit 81 Crime p.167))
Slide 9 (Now add up your score)
Ss answer the questions individually, then count their score and analyse the result with the ideas from the screen.
The teacher may have a popular vote to wrap up with this task.
V. Анализ социологического опроса.
T: While preparing for this lesson I asked the students of the 11th grade to conduct a survey on this topic. 21 students took part in it. They had two questions to answer.
Slide 10 (Survey Results 1)
Do you feel safe and secure in our neighbourhood?
Slide 11 (Pie chart 1)
T: Look at the pie-chart. Let’s comment on the result.
Ss – … % of the students don’t feel safe, it means that the majority of the students don’t feel safe … because the crime rate is very high.
T: At present you spend a lot of your time at school.
Slide 12 (School Crime, Safety, Security)
T: So the second question was about school security and safety.
Slide 13 (Survey Results 2)
T: Do you feel safe and secure in our school?
Slide 14 (Pie chart 2)
Ss – As we can see in the pie-chart the majority of students feels safe and secure at our school.
T –This is really nice to hear that.
Slide 15 (School)
T: But what crimes are possible at school in general?
Ss- theft, arson, assult, kidnapping…
VI. Развитие лексического навыка.
T: Unfortunately, you are right. Some crimes are possible at schools and one of them is kidnapping.
Slide 16 (Kidnapped!)
T: As you can see in this diagram mostly schoolchildren are likely to be kidnapped. I want you to read a story about a kidnapped boy and your task will be to change the words to make it complete.
Ss do this task individually, and then exchange with their neighbour. One student does it on the blackboard. Then the Ss compare the answers with the screen.
Приложение 2 (based on the task from First Certificate Star by Luke Prodromou, Macmillan Heinemann; Student’s Book p.113)
Slide 17 (Keys)
VII. Аудирование с извлечением конкретной информации.
Развитие навыка монологической речи.
T: We can’t change anything in the criminal situation but we can follow some security rules.
Slide 18 (How to protect yourself from some types of crime?)
T: Let’s listen to some advice from a professional.
The teacher hands out the task to the students – fill in the missing information into the table. Each row is responsible for a certain crime. Ss do it in pairs an after the listening they may compare their answers with the second pair in the row. After that one student from each row makes a short story of it.
(Listen to Chief Inspector Ronald Lewis advising people on how to protect themselves from certain types of crime and fill in the table below with one or two words. Be ready to give a short talk on the topic.)
| Mugging | 1. Don’t look like _____________________ 2. Carry a ___________________________ 3. Attend ___________________ classes |
| Kidnapping | 1. Teach children not to talk to ___________ 2. If approached by strangers, they should go to the ____________________place 3. If you can afford, hire ________________ |
| Car theft | 1. Fit an _____________________________ 2. Park in an attended __________________ 3. Make sure your car is securely _________ |
KEYS:
| Mugging | 1. Don’t look like __A VICTIM___________ 2. Carry a __PERSONAL ALARM________ 3. Attend _SELF-DEFENCE_______ classes |
| Kidnapping | 1. Teach children not to talk to __STRANGERS_ 2. If approached by strangers, they should go to the __NEAREST SAFE__________place 3. If you can afford, hire ___A BODYGUARD_____ |
| Car theft | 1. Fit an __ALARM SYSTEM___________ 2. Park in an attended __CAR PARK____ 3. Make sure your car is securely ___LOCKED_ |
(based on the task from Enterprise 4 Intermediate by Virginia Evans – Jenny Dooley, Express Publishing; Coursebook, p.86))
VIII. Групповая работа над мини-проектом.
T: Well done! Now I want you to think of some advice that you may share with other children on school safety and security.
Slide 19 (Security Rules for School, Security Rules for Transport, Security Rules for Street Walking)
The teacher divides the class into three groups and they have three minutes to think of three pieces of advice.
IX. Подведение итогов, рефлексия.
Slide 20 (Thank You for Your Work!)
T: Thank you for your work today. You did a great job.
Did you like our lesson?
What did you like best?
What new things did you learn at the lesson?
Your homework is to write an article for your School Magazine describing security and safety rules for schoolchildren.