Цели урока.
Обучающая – развивать навыки написания текста небольшого объема, эссе; выстраивания текста логически, эффективно применять дискурсивные элементы.
Воспитательная – развивать критическое мышление: принадлежность к молодежной культуре.
Образовательная – обучать умению работать в группе.
Развивающая – развивать способности к межкультурному взаимодействию.
Оборудование: компьютер, мультимедийный проектор, слайды с субкультурами, таблицы с дисскурсивной лексикой, ватманы, фломастеры, скотч.
Procedure
| Stage | Purpose | Classroom management | |
| 1 | Warm - up | To introduce the issue. To arouse Ss` interest in the issue |
Whole class |
| 2 | Reading | to reflect on the issue | individual |
| 3 | Speaking | To practice expressing and exchanging opinions. To start collecting ideas for the writing task |
Pair work |
| 4 | Writing | To raise Ss` awareness of the process of writing. To practice all steps of the writing process. To practice using linking words. To practice evaluating results of group work |
Group work |
Ход урока
Teacher: Good morning, students. I am very glad to see you again. Look at the screen, please. You see the illustrations of some subcultures: Goths, punks, hippies, rockers, bikers, skinheads, reveres. Yesterday we spoke about their features and distinctions. But today we are going to write an essay “Belonging to a group: for or against”. Before doing this task I want you to divide into two groups.
Учащиеся каждой группы соединяют столы и садятся вокруг них. Учитель кладет на каждый стол ватманы, цветные фломастеры, скотч.
Teacher: Let`s define the format of the compositions. Discuss these questions. I want you to collaborate with each other in a group. Учитель дает карточки с вопросами каждой группе.
- Who are you writing for? (your teacher, peers, a magazine, some organizations, etc.)
- Why are you writing? (to inform, to explain, to give your opinion, etc.)
- What type of a text are you writing? (an essay, a letter, a newspaper article, a story)
- What language is better for your text? (formal, informal)
Учитель старается не вмешиваться в процесс обсуждения. Поощряет сотрудничество, обмен идеями.
Teacher: So, you have discussed the questions. And now, each group must make a mind map. I ask you to write down all ideas for and against belonging to a group. Don`t criticize any of them – the more ideas, the better. Brainstorm the ideas. Give as many suggestions as possible.
Examples:
For: find like-minded friends; develop their styles, express themselves, try to contribute to the future; change the world to the best; solve any problems.
Against: don`t want to follow the usual routes of life; intolerant to others; aggressive towards different beliefs and lifestyles; drink and smoke.
Teacher: And now, I ask you to cross the ideas that do not seem workable. Leave 3 or 4 that you feel you can develop further. Reconsider the ideas from the practical point of view and choose only the ideas they will be able to support with arguments, examples, your life experience, etc.
Teacher: O.K. The next step is to distribute your ideas among the members of your group and develop your idea into a short paragraph.
Write each paragraph on a separate piece of paper.
Examples: Many teenagers believe that they can solve their problems by joining a group. However according to psychologists it might not be so harmless.
Young people have a particular relationship with the world. There are many groupings that have interests different from those of the mainstream culture. A particular cultural grouping is a way for young people to express their individuality.
Teacher: Well, students, I ask you to read aloud each paragraph and discuss them. Decide on the order of the paragraphs and arrange them on the desks in this order. Don`t forget about the structure of the essay. (Opening paragraph, middle paragraphs, closing paragraph)
Teacher: So, students look at the screen, you see the table of the language support. You may use these useful expressions.
General statement of the problem/current situation
. It is true…
. Some people say/ believe…
. Other people, however, disagree/ have a different point of view…
Points for
. Firstly…
. To begin with…
. Secondly…
. Moreover…
. Besides…
. Furthermore…
. For example…/for instance…
Points against
. By contrast...
. Whereas…
. On the one hand…/on the other hand…
. In fact…
. Sadly…/unfortunately…
Conclusion / coming to some decision
. As a result…
. Finally…
. To sum up…
. In conclusion…
. To summarize…
Teacher: Well, I ask you to make the text whole, adding introduction, conclusion and links between paragraphs with the help of linking words. You see them on the screen. (Учащиеся соединяют части эссе с помощью скотча на большом ватмане, вписывают слова – связки цветными фломастерами).
Teacher: Now students, your time is up. Choose a person to write your essay in each group. Well, let`s listen to your compositions and decide which is the best.
Учащиеся высказываются и аргументируют свою точку зрения. При оценке эссе используются следующие критерии: логичность высказывания, выделение положительных и отрицательных аспектов проблемы, приведение разумных аргументов в поддержку обеих точек зрения, формулировка своего мнения и предложение путей решения данной проблемы. Цель задания – прививать учащимся критерии оценивания, принятые на ЕГЭ.
Teacher: Well, thank you for your essays. Our lesson is almost over. Thank you for being active at the lesson. It was very interesting to watch you expressing and exchanging opinions in groups.
Your marks for the lesson are the following.
(Учитель оценивает работу учащихся на уроке).
Teacher: Now, please write down your hometask. Have you got any questions? The lesson is over. Good bye.