План урока "First Impressions"

Сфера общения: социально-культурная

Тема: Особенности национальной культуры стран изучаемого языка

Подтема: Первые впечатления о Великобритании

Практические задачи урока: тренировать учащихся

• в просмотровом чтении и чтении с извлечением заданной информации;
• в использовании модификаторов much/ a bit со сравнительной степенью прилагательных, конструкций as… as, not as… as;
• в аудировании с целью извлечения заданной информации;
• в монологической и диалогической речи.

Воспитательные задачи урока: воспитывать у учащихся чувство толерантности по отношению друг к другу, к представителям других национальностей, любознательность, чувство патриотизма.

Образовательные задачи: расширить общий и филологический кругозор, знания о стране изучаемого языка.

Развивающие задачи: развивать языковую догадку, память, логическое мышление, умение общаться минимумом языковых и речевых средств для решения коммуникативных задач, развивать умения участвовать в коллективных формах общения, обобщать полученные сведения.

Оснащение урока: текст для чтения, опоры на доске, карточки с таблицей, графический вариант текста на аудирование (для слабых учеников), магнитофон, аудиокассета.

ХОД УРОКА

I.Приветствие.

T.: Good morning! I’ m glad to see you. How are you? Sit down, please.

Введение в тему урока (проводится в режиме T – P1, P2, P3…).

Примерные вопросы учителя: Are you looking forward to your holidays? What are you going to do during your holidays? Would you like to travel to new places? Why do you like travelling? Why do people travel ?

II. T.: So, you think that we usually travel not only because we want to have a rest but to learn about the life and people in different places.

Today we’re going to read an article in which two people share their first impressions about Great Britain and its people.

Look at the photos in the text. What is Diana Weston’s nationality? What is Mr.Yama’s nationality? Guess, what they are going to speak about.

Учащиеся высказывают предположения о национальности мужчины и женщины на фотографиях и называют предполагаемые темы разговора, которые учитель записывает на доске.

III. T.: Look through the article quickly and say what topics they speak about. Students A read about Diana’s impressions, students B read about Mr.Yama’s impressions.

Для чтения текстов учитель разбивает учащихся на пары так, что бы в каждой паре один из учеников был более “сильным”. “Слабый” учащийся читает более легкую часть текста.

T.: Tell us, please, what topics Diana and Mr.Yama speak about

Список тем, которые были выписаны на доске перед чтением текста, корректируется.

2. T.: Now you’re going to read the article again and complete the chart where all these topics are listed; but before reading the article I’d like you to remember some useful words

• check

(Am.E.) = bill (B.E.) (Teacher’s explanation: When you go to a restaurant you order your meal and after eating it you pay for your meal. You know how much to pay because a waiter gives you a check.

• subway (

Am.E.) = underground (B.E.) = Metro

• efficient

– organised and able to work

• lead-free petrol

. Lead – свинец

• society

– общество

После введения новых слов учитель раздает учащимся карточки с таблицей, в первой строчке которой дан образец заполнения.

BRITAIN AN AMERICAN VIEW A JAPANESE VIEW

The people More formal
Clothes
Prices
Accommodation
Violence
Pollution
Business attitudes

T.: Read the text and complete your part of the chart as given in the example.

Учащиеся читают текст и заполняют часть таблицы, относящуюся к его/ее тексту. Во время выполнения задания учитель подходит к каждому ученику и индивидуально контролирует правильность выполнения задания.

IV.T.: I see, that you’ve completed your parts of the charts, but you don’t know the opinion of the other person. Find out the missing information. Ask your partners what Diana and Mr.Yama think of the British. Use the following questions: What does Diana/Mr.Yama think of..? What’s her/his opinion (view) of…? (вопросы записаны на доске и служат опорой при работе в парах)

T.: Let’s see on what topics they have the same view. Prove it using the text!

Now let’s see what they think of other topics.

What do they say about the people? Prove it using the text.

What are their views on pollution?

What do they think of violence in Great Britain in comparison with Japan and the USA? Prove it.

What is their opinion of the cost of accommodation?

What does Mr.Yama think about the British attitude towards clothes?

What does Diana think of the underground in London?

(Проверка проводится в режиме T – S1, S2…).

V.T.: Now listen to Diana Weston comparing restaurants in New York and London and note what she says about the food, the portions and the prices.

(Учащиеся слушают запись два раза. Если в группе есть ученики, у которых навыки и умения аудирования развиты очень плохо, им можно дать текст интервью, чтобы они могли воспринимать текст на слух и визуально одновременно). Проверка задания проводится в режиме T – S1, S2…

VI.Составление монологического высказывания в форме рассуждения.

T.: today we’ve learnt what an American and a Japanese think of the British. You haven’t been to Britain, but you’ve already read much about this country. In what areas can you compare the life in Russia and Great Britain?

Примерные ответы учеников:

• people, pollution, business attitudes, standard of living, meals, sport attitudes.

T.: Now, in pairs, choose a topic from the list and compare the British and the Russians. Prove that you’re right as it is done in the text you’ve just read.

После работы в парах от каждой пары отвечает один учащийся. А другие учащиеся соглашаются или не соглашаются с говорящим, высказывая свое мнение по обсуждаемому вопросу.

T.: You are very good at comparing the British and the Russians. When we compare ourselves with the people of other nationalities we understand better not only them but ourselves too, and it helps us to establish friendly relationships.

Home task: You have invited an American friend to stay with you. Write a letter describing some of the differences your guest might notice in your country (120 – 180 words).

ТЕКСТ ДЛЯ ЧТЕНИЯ

Diana Weston from Brooklyn, New York.

“My first impression of Britain is that people are much more formal. For example, in the States we use first names almost immediately but here I have to be more careful. And British people are generally more polite. A New Yorker says: “Give me the check, will you!” when he finishes a meal but here in Britain they say: “Excuse me. Do you think you could give me the bill?”

I don’t find a lot of difference in prices. They’re about the same as in the states, I guess. It’s the same with accommodation. I think it’s a bit cheaper in London than in New York but there’s not a lot of difference. One thing is certain, though, London is not as violent as New York. Some friends of mine who live in the Bronx have four locks on their door! I also prefer the subway here. It’s cleaner and quieter, although the service isn’t as efficient. On the whole, though, London is more polluted than New York because everyone there has to use lead-free petrol but in Britain it’s not compulsory.

When it comes to work and business, my impression is that the British are much less hardworking than Americans. Sometimes I think the British don’t know what a day’s work means”.

Mr. Yama from Osaka.

“ The prices here are about the same as in Japan, except for accommodation. In Japan the cost of accommodation is very high, much higher than in Britain. You also get more for your money here. For example, the houses, the flats and the gardens are much bigger. There is more open space here, too. In London there lots of parks and the city isn’t as polluted as Tokyo. However, I think society here is more violent. You read every day in the newspapers about some violence on the streets.

As for the people, I think the British are less formal, not only in the way they behave, but also in the way they dress. People wear much more casual clothes here than in Japan.

When it comes to business, the Japanese work longer hours than the British, often twelve hours a day. But the amusing thing for us is that the British change jobs much more frequently than we do. In Japan you usually stay in the same company for your whole working life.”

ТЕКСТ ДЛЯ АУДИРОВАНИЯ

Interviewer: Tell me, what do you notice about the restaurants here in Britain?

Diana: Well, for one thing I notice that…er…the portions are generally smaller than they are in New York. In New York you get a plate of food that’s usually enough to feed about three people. And they usually serve a lot more vegetables in England than they do back in the States. You know with one meal you might have like a piece of meat and three different kinds of vegetables, where in the States you’d probably be served one vegetable with a potato.

Interviewer: Uh huh. I see. And how about service charges? Is there any difference?

Diana: Yeah. There’s a big difference. In London you don’t always get a service charge. When you do sometimes it’s like maybe 10% or 12%. In New York it starts at 15% and really 20% is much more accepted. And if you go out of a restaurant in New York and you haven’t tipped the waiter, you can forget about ever going back again.

Interviewer: Really? (Yes) And generally which city is more expensive, I mean particularly with regard to food and eating out?

Diana: Well, I actually think London is much more expensive. I’ve noticed in the markets and shops that food is very, you know, more expensive here than in New York. And that one thing about New York is that you can eat great food cheaply. I mean, you know, there’s a hot dog stand on every corner where you get a really great hot dog. So I think actually it’s a little bit more expensive in London.

Interviewer: Great. Thank you very much indeed.

Key: Restaurant portions: larger in New York.

Service charges: Higher in New York (15-20%)

Food prices: Cheaper in New York.

Примечание: текст на чтение взят из учебника Blueprint Two, авторы Brian Abbs and Ingrid Freebairn издательство Addison Wesley Longman Limited, стр. 89–90. Текст на аудирование взят из книги для учителя к этому учебнику.