Конспекти залікових уроків з англійської мови

План-конспект уроку з англійської мови,

 

Тема уроку: Україна у світі. Міжнародні організації: ЄС, ООН, Рада Європи. Граматика: складні речення.

Навчальна мета: вивчення та вживання нових лексичних одиниць; вдосконалювати навички усного мовлення й читання; розвивати культуру спілкування й мовленнєву реакцію учнів; поглибити знання із граматики, розібрати структуру складних речень англійської мови.

Виховна мета: виховувати толерантне ставлення до інших і загальну культуру учнів.

Розвивальна мета: розширити знання учнів про міжнародний устрій.

Тип уроку: Урок засвоєння нових знань

Література: підручник О.Карпюк, 11 клас.

План уроку:

1. Організація класу. Привітання. (1 хвилина)

2. Вступ до теми (Warm up). (4 хвилин)

3. Мотивація навчальної діяльності учнів. (1 хвилини)

4. Оголошення теми, мети і завдань уроку. (1-2 хвилини)

5. Вивчення нового матеріалу (первинне засвоєння). (25 хвилин)

6. Осмислення нових знань і умінь. (2 хвилини)

7. Узагальнення і систематизація знань, уточненння питань щодо нової теми. (5 хвилин)

8. Підбиття підсумків уроку, оцінювання знань. (5 хвилини)

9. Домашнє завдання та інструкції до нього. Прощання. (2-3 хвилини)

Хід уроку

1.               Привітання

Good morning! It so nice to have you here with me today! How are you?

2.               Вступ до теми (Warm up Do ex. 1, p. 251.).  

1.               What do you think is independence?
2.               Is it good or bad to be independent?
3.               What do your mind is a guarantee of independence?

1.                     Private ownership, reforming of ownership system
2.                     Support of the civilised world
3.                      County`s own army
4.                     Something else? What is it?

3. Мотивація навчальної діяльності учнів. Пояснення навіщо це знати.

You need to know this in order to be a competent, educated person and be able to use such concepts in life.

4.               Оголошення теми, мети і завдань уроку.

Our topic today is Ukraine in the world. International organizations: EU, UN, Council of Europe. Grammar: complex sentences.

5. Вивчення нового матеріалу (первинне засвоєння).

Reading and speaking (ex. 2, p. 251 читання тексту).

Vocabulary practice: Fill in the gaps with the words from WORD FILE (p. 251 new words: an alternative, a circumstance, an equality, a fair trial, a private ownership, sovereignty, to comprise, to fight, to restore, to settle, civilized, considerable, fundamental, permanent, to be concerned with, to be in power. ).

Exercise:

All people have the right to (1)... of opportunity.

In the end we (2)... the deal on very favorable terms.

It (3)... acts of Parliament and subordinate legislation made under the authority of the parent act.

Only five of the firm’s employees are (4)... .

A (5) ... amount of research was done here by our science department. The utility company is still working to (6) ... power supplies in rural areas.

Only in one particular (7)... could the court legally override the decision. Care for the disabled, old, and sick is essential in a (8)... society.

Key: 1 equality, 2 settled, 3 comprises, 4 permanent, 5 considerable, 6 restore, 7 circumstance, 8 civilized.

Reading and speaking

Read the text about the Unite Nations Organization and answer the questions.

1) When was the organization founded?

2) What was the reason of foundation?

3) Who mentioned the term «United Nations» for the first time?

4) How many first member of the organization were there?

5) Where was the United Nations Headquarters located at the beginning?

6) Why was the organization criticized?

7) How many members of organization are there now?

8) What is the leader of the Unite Nations Organization called?

9) What is the structure of the organization?

10) What are the main goals of the organization? (To keep peace throughout the world; to develop friendly relations among nations; to help nations work together to improve the lives of poor people, to conquer hunger, disease and illiteracy, and to encourage respect for each other’s rights and freedoms; to be a centre for harmonizing the actions of nations.)

The United Nations is an international organization whose stated aims are facilitating cooperation in international law, international security, economic development, social progress, human rights, and achievement of world peace. The UN was founded in 1945 after World War II to replace the League of Nations, to stop wars between countries, and to provide a platform for dialogue. It contains multiple subsidiary organizations to carry out its missions.

The League of Nations failed to prevent World War II (1939-1945). Because of the widespread recognition that humankind could not afford a third world war, the United Nations was established to replace the flawed League of Nations in 1945 in order to maintain international peace and promote cooperation in solving international economic, social and humanitarian problems. The earliest concrete plan for a new world organization was begun under the aegis of the U.S. State Department in 1939. Franklin D. Roosevelt first coined the term ’United Nations’ as a term to describe the Allied countries. The term was first officially used on 1 January 1942, when 26 governments signed the Atlantic Charter, pledging to continue the war effort. On 25 April 1945, the UN Conference on International Organization began in San Francisco, attended by 50 governments and a number of non-governmental organizations involved in drafting the United Nations Charter. The UN officially came into existence on 24 October 1945 upon ratification of the Charter by the five then-permanent members of the Security Council — France, the Republic of China, the Soviet Union, the United Kingdom and the United States — and by a majority of the other 46 signatories. The first meetings of the General Assembly, with 51 nations represented, and the Security Council, took place in Westminster Central Hall in London in January 1946.

The organization was based at the Sperry Gyroscope Corporation’s facility in Lake Success, New York, from 1946-1952, before moving to the United Nations Headquarters building in Manhattan upon its completion.

Since its creation, there has been controversy and criticism of the United Nations. In the United States, an early opponent of the UN was the John Birch Society, which began a «get US out of the UN» campaign in 1959, charging that the UN’s aim was to establish a «One World Government». After the Second World War, the French Committee of National Liberation was late to be recognized by the US as the government of France, and so the country was initially excluded from the conferences that aimed at creating the new organization. Charles de Gaulle criticized the UN, famously calling it le machin («the thing»), and was not convinced that a global security alliance would help maintain world peace, preferring direct defense treaties between countries.

There are 193 member states, including every internationally recognised sovereign state in the world but Vatican City. From its offices around the world, the UN and its specialized agencies decide on substantive and administrative issues in regular meetings held throughout the year. The organization has six principal organs: the General Assembly (the main deliberative assembly); the Security Council (for deciding certain resolutions for peace and security); the Economic and Social Council (for assisting in promoting international economic and social cooperation and development); the Secretariat (for providing studies, information, and facilities needed by the UN); the International Court of Justice (the primary judicial organ); and the United Nations Trusteeship Council (which is currently inactive). Other prominent UN System agencies include the World Health Organization (WHO), the World Food Programme (WFP) and United Nations Children’s Fund (UNICEF). The UN’s most prominent position is Secretary-General which has been held by Ban Ki-moon of South Korea since 2007.

The United Nations Headquarters resides in international territory in New York City, with further main offices at Geneva, Nairobi, and Vienna. The organization is financed from assessed and voluntary contributions from its member states, and has six official languages: Arabic, Chinese, English, French, Russian, and Spanish.

Граматика

Складносурядне речення (the compound sentence):

Цей тип складного речення поєднує в собі прості речення за допомогою сурядних союзів (перед якими ставиться кома):

and — і, a

as well as — так само як і

neither. .nor — ні … ні

but — але

not only … but also — не тільки … але також

Складнопідрядне речення (the complex sentence):

Цей тип складного речення полягає в тому, що підрядне речення приєднується до головного речення за допомогою підрядних союзів або союзних слів:

that — що

if — якщо

after — після того як

because — тому що

who — хто

whose — чий

when — коли

where — де, куди

Наприклад:

I supposed that Nick could come to us. — Я припустила, що Нік міг прийти до нас.

I can come to your party if you invite me. — Я можу прийти на вашу вечірку, якщо ви мене запросите.

Lily called her mother after she finished her breakfast. — Лілі подзвонила своїй мамі після того, як закінчила сніданок.

6.          Осмислення нових знань і умінь. Узагальнення і систематизація знань, уточненння питань щодо нової теми.

Let's discuss such questions:

1) Are the nations united?

2) How has the United Nations changed the world?.

8. Підбиття підсумків уроку, оцінювання знань.

Now let's do some exercises and so...

Exercise 1. Доповніть речення, використовуючи сполучники but/ and/or та допоміжні речення.

Don’t come back! Do you want to get a taxi? I didn’t read it.
He didn`t see me. Did you stay at home? They don`t use it very often.
She looked out. We watched television. I can`t remember his name.
She swam to the other side. They took some photographs.

1.We stayed at home and watched television.
2. I bought a newspaper but I didn’t read it.
3. She went to the window……………………………………………………….
4. I saw Jack……………………………………………………………………
5. The girl jumped into the river………………………………………………….
6. Did you go out last night……………………………………………………?
7. They walked round the town…………………………………………………
8. They’ve got a car………………………………………………………………
9. I can’t remember his face……………………………………………………
10. Go away………………………………………………………………………
11. Shall we walk to the hotel……………………………………………………?

Exercise 2. Доповніть речення, використовуючи сполучники so/ because та допоміжні речення.

She was ill. We didn`t play tennis. It was very hot in the room.
Don`t phone me. We didn`t go swimming. She is friendly and interesting.
I walked in. They haven`t got a key. I couldn`t sleep.
We walked home. She does the same thing all the time.

1).I opened the window because it was very hot in the room.
2). The water wasn`t very clean …………………………………………………..
3). The door was open ……………………………………………………………
4). Ann didn`t go to work ………………………………………………………
5). I like Carol …………………………………………………………………….
6). It was raining ………………………………………………………………….
7). There were no buses …………………………………………………………
8). I got up in the middle of the night ……………………………………..……
9). I won`t be at home this evening ………………………………………………
10). They can`t get into the house …………………………………………………

9. Домашнє завдання та інструкції до нього. Прощання.

Your homework: Search for some information about the latest activities of the UNO and write an essay about it.

The lesson is over on today. Well done everyone, see you next week.

 

План-конспект уроку з англійської мови,

проведенного “14” листопада 2022 року в групі ЕРГО-2119

Тема уроку: Україна. Міжнародне співробітництво. Граматика: Складні речення.

Навчальна мета: вдосконалювати навички вживання нових лексичних одиниць; вдосконалювати навички усного мовлення й читання; розвивати культуру спілкування й мовленнєву реакцію учнів; поглибити знання із граматики, розібрати структуру складних речень англійської мови.

Виховна мета: виховувати толерантне ставлення до інших і національну самосвідомість.

Розвивальна мета: розширити знання учнів про політичний устрій України,

Тип уроку: Урок засвоєння нових знань

Література: підручник О. Карпюк, 11 клас.

План уроку:

1. Організація класу. Привітання. (1 хвилина)

2. Вступ до теми (Warm up). (4 хвилин)

3. Мотивація навчальної діяльності учнів. (1 хвилини)

4. Оголошення теми, мети і завдань уроку. (1-2 хвилини)

5. Вивчення нового матеріалу (первинне засвоєння). (25 хвилин)

6. Осмислення нових знань і умінь. (2 хвилини)

7. Узагальнення і систематизація знань, уточненння питань щодо нової теми. (5 хвилин)

8. Підбиття підсумків уроку, оцінювання знань. (5 хвилини)

9. Домашнє завдання та інструкції до нього. Прощання. (2-3 хвилини)

Хід уроку

1. Привітання

Hello everyone! I`m glade to see you! How are you?

2.               Вступ до теми (Warm up)  

1) What is Ukraine most famous for?

2) What things about Ukraine do you think Ukrainians are proud of?

3. Мотивація навчальної діяльності учнів. Пояснення навіщо це знати.

You need to know this in order to be a competent, educated person and be able to use such concepts in life.

4. Оголошення теми, мети і завдань уроку.

Our topic for today is "Ukraine in the world. International organizations: EU, UN, Council of Europe. Grammar: complex sentences."

5. Вивчення нового матеріалу (первинне засвоєння).

1.Warm-up

1) What is Ukraine most famous for?

2) What things about Ukraine do you think Ukrainians are proud of?

2. Speaking

1) How interested are you in politics?

2) What type of political system does your country have?

3) What are the main political parties in your country?

4) How long is the term of elected officials in your country?

5) What is your opinion about actors or actresses who run for a position in politics?

6) Would you vote for an actor or actress who campaigns for a government position? Why or why not?

3. Reading and speaking

Do ex. 8, p. 242.

4. Vocabulary practice

Do ex. 1, p. 243.

5. Listening

Listen to someone’s opinion as for politics and express your own attitude to this problem.

1) What do you think about politics and politicians in our country?

2) Who needs politics?

Politics, politics, politics; who needs them? Unfortunately, we do. But, do we really need politics as usual? Lately, it seems that all we hear about is politics, the politics of running for political office, the politics of which party is best and even the politics of whether we need politics. Imagine a world where no politicians existed, and no one sat around arguing over their politics. In this utopia, everyone would either agree on everything or amicably disagree, with no recourse to political in-fighting or partisan party politics. While this scenario sounds great, it probably won’t happen this side of heaven.

As long as you have people, you will have differences of opinion; as long as you have differences, you will need a way to settle those differences. You will need policies in place to protect each citizen, and you will need politicians of some sort to monitor, apply and enforce those policies. Unfortunately, that opens the door to politics. The problem, really, is not so much politics as politicians.

In a Republic, such as the United States, the people vote for representation. The person elected is expected to follow the will of the majority in his or her area of representation, whether that be at the federal, state, district, county, township or other level. The founders of this republic, set it up that way so as to limit the possibility of «mob rule» where the majority of voters could turn policy at will. The majority still counts, but does so more indirectly.

Whether the established government consists of a Republic, a Democracy, a Monarchy or some other form of government, it needs people at its head to keep it running properly. Of course, in our utopia, each person would act appropriately and never let power, monitary gain or personal agenda corrupt his or her actions in behalf of the people he or she serves. In the United States, voters can send a clear message to corrupt politicians through their vote, even though they obviously do not always do so.

Politics really breaks down at this level, regardless of the type of government. The individual has a responsibility to act on their freedoms, especially if he or she has the freedom to vote. The individual has a responsibility to monitor his or her politicians for ethics and stance. In other words, if the individual takes the time to become informed and then use his or her vote to let politicians know he or she will not tolerate corruption, a strong message is sent to the politician. If all do this, politics, and politicians, will be in check.

But what happens between the individual’s votes? The vote itself is not the only responsibility a citizen should take on. In between votes, while a politician is in office, the individual has the responsibility to continue monitoring of his or her politician and speaking up when things go wrong. Citizens often allow lobbyists to set up camp in the political world and influence the politician, unaware of his or her own right to speak up and lobby for a politician’s interest by writing, calling, or e-mailing between votes to let his or her voice be heard.

Yes, we unfortunately need politics and politicians, but we also need to remember: they work for usl We get the government that we allow, so each citizen needs to speak up. One voice can make a difference, especially when that voice is joined to another voice and another voice. By remaining silent, the citizen participates in the corruption or misrepresentation of government. By speaking up, he or she becomes part of the solution and part of the wheels that keep government going in the right direction, in spite of politics.

6. Vocabulary practice

Do ex. 2, p. 244.

7. Reading

Do ex. 3, p. 245.

6. Осмислення нових знань і умінь.

7. Узагальнення і систематизація знань, уточненння питань щодо нової теми. (5 хвилин)

1) Would you like to work in politics?

2) Is politics important to you?

3) Should religion and politics mix?

4) Do you read about the political issues of your country?

5) What can governments do about poverty?

6) Is military service required in your country? Do you think it’s a good idea?

8.               Підбиття підсумків уроку, оцінювання знань.

Do you think it’s important for a country to have a strong military? Why or why not?

How are government officials chosen in your country? Do you think this method is fair? In your opinion, how much should governments contribute to university education?

9. Домашнє завдання та інструкції до нього. Прощання.

You need to write about a political person you admire.

 

План-конспект уроку з англійської мови,

проведенного “21” листопада 2022 року в групі ЕРГО-2119

Тема уроку: Конституція України. Граматика: Складні речення.   

Навчальна мета: вдосконалювати навички вживання Non-finite forms of the verb і навички вимови; вдосконалювати навички аудіювання, читання й письма; розвивати культуру спілкування й мовленнєву реакцію учнів; виховувати національну самосвідомість і зацікавленість у розширенні своїх знань.

Виховна мета: розібрати устрій та основні поняття про конституції власної країни; розвивати громадянську свідомість.

Розвивальна мета: розширити знання учнів про політичний устрій України,

Тип уроку: Урок формування навичок і вмінь

Література: підручник О. Карпюк, 11 клас.

План уроку:

1. Перевірка домашнього завдання.
2. Актуалізація і корекція опорних знань, навичок і вмінь; повідомлення теми, цілей і завдань уроку; актуалізація мотивації учіння учнів.
3.Вивчення нового матеріалу (вступні, мотиваційні та пізнавальні вправи); первинне застосування нових знань (пробні вправи);
а). Самостійне застосування учнями знань у стандартних ситуаціях (тренувальні вправи за зразком, інструкцією, завданням); творче перенесення знань і навичок у нові ситуації (творчі вправи).
4. Підсумки уроку.
5. Повідомлення домашнього завдання.

Хід роботи

1. Перевірка домашнього завдання.
2. Let's check how well you know the structure of our country. I have a task for you. These are some true and false sentences. Say which of them are true and which are not.

1) The first constitutional document in Ukraine appeared in the 18th century.

2) There have been more than six constitutions in the history of Ukraine.

3) Juridical power in Ukraine is represented by the Cabinet of Ministers.

4) Men and women have the equal rights.

5) Not all people have the right to dwelling.

6) The state language of Ukraine is English.
3. Fine. Let's consider the topic of the Constitution of Ukraine in more detail. We open the tutorial on the page Do ex. 4, p. 245.

Grammar practice

Do ex. 1, p. 246.

3. Writing

Do ex. 2, p. 246.

4. Reading

Do ex. 3, p. 247.

5. Writing

Do ex. 4, p. 247.

6. Reading and vocabulary practice

Read the text and do the tasks on the cards.

CONSTITUTION OF UKRAINE

The political system of Ukraine, its laws, its home and foreign policy, the rights and duties of its citizens are established, based and guaranteed by the Constitution. There have been several previous constitutional documents in the history of Ukraine (1710, 1918,1919,1929,1937,1978). The new Constitution of Ukraine as an independent, sovereign, democratic, social and legal state was adopted by the Verkhovna Rada on June 28,1996 as the Fundamental Law of the country.

The idea of a constitution was first elaborated by Greek philosopher Aristotle/84-322 B.C./in his classification of governments. The modern idea of Constitution came after the Reformation begun by Luther in 1517.

The first constitutional document in history of Ukraine was the Constitution of Bendery of 1710. The chief author of the Constitution was Pylyp Orlyk, who was elected Hetman on April 16, 1710 in Bendery. The Constitution was signed by Hetman P. Orlyk, his officers and the Zaporizhzhian Cossacks.

The constitution consisted of 16 articles. It proclaimed the Orthodox faith to be faith of Ukraine, reflected the interests of the Zaporizhzhian Cossacks, limited the powers of the Hetman, established a unique Cossack parliament, protected the rights of towns and limited the taxation of peasants and poor Cossacks.

The Constitution of the Ukrainian National Republic was adopted on April 29, 1918. The Constitution had 83 articles. In accordance with the Constitution the UNR was a sovereign, independent and free state. The people of Ukraine had the right to exercise power through the National Assembly.

The Constitution did not specify the borders of Ukraine, but the territory was indivisible. The citizens of the republic were guaranteed basic civil and political rights.

Tell about an important political event in your country’s recent history.

Now we will perform several exercises with you. 

Exercise 1.

The United States is a (1).... The Constitution of the USA guarantees individual (2)... to all. The Constitution sets the basic form of (3)...: it has three branches — legislative, (4)... and judiciary. Congress, the legislative (5)... of the federal government, is made up of the Senate and the House of Representatives. Congress makes all (6)..., and each house of Congress has the (7)... to support or reject a bill offered by the other. When they both pass a bill on which they (8)... , it is sent to the president for his signature. Only after that a bill becomes a (9)... .

And now our grammar part.

Складні речння. Розглянемо, які ще види маємо.

Підрядне додаткове (object clause)

Цей тип має ті ж союзи і союзні слова, що й придаткові пропозиції підлягають. В англійській мові вони не відокремлюються комами від головного речення:

Не said that he cannot live without his family. — Він сказав, він не може жити без своєї сім’ї.

You don’t know what you are talking about. — Ви не знаєте, про що ви говорите.

We are happy that you forgot your anger. — Ми щасливі, що ви забули свій гнів.

Придаткові означальні пропозиції (Attributive Clauses)

Такі пропозиції відповідають на питання яка? what? — який? і приєднуються до головного пропозицією безсполучниковим способом або за допомогою союзних слів — відносних займенників і прислівників:

who — який

whom — якого

whose — чий, якого

which, that — який

when — коли

where — де, куди

why — чому

Наприклад:

Mendeieyev’s Periodic Table of chemical elements, which was created in the 19th century, has opened a new era in chemistry and in other branches of science. — Періодична таблиця хімічних елементів Менделєєва, яка була створена в XIX столітті, відкрила нову еру в хімії та в інших галузях науки.

Обставинні речення (adverbial clauses)

Обставинні речення діляться на кілька видів:

способу дії та порівняння (of manner and comparison)

John sat down in the nearest armchair as if he were collapsing from fatigue. — Джон опустився на найближче крісло, ніби втома зломила його.

причини (of cause)

As it is rainy, we will stay at home. — Так як на вулиці дощило, ми залишимося вдома.

цілі (of purpose)

Write down all the new words from the article lest forget you should them. — Випиши всі нові слова зі статті, щоб ти не забув їх.

слідства (of result)

The night was so dark that Mike could hardly see the road. — Ніч була такою темною, що Майк ледве міг розгледіти дорогу.

уступительные (of concession).

Whatever it is the weather plane will start early in the morning. — Яка б не була погода, літак вилетить рано вранці.

умовні (of condition)

If you leave the meat on the table, our cat will eat it. — Якщо ти залишиш м’ясо на столі, наш кіт з’їсть його.
4. Підсумки уроку. Виставлення оцінок.
5. Повідомлення домашнього завдання.

Tell about the last important local political issue in your town.

 

 

План-конспект уроку з англійської мови,

проведенного “21” листопада 2022 року в групі ЕРГО-2119

Тема уроку: Вибори в Україні. Граматика: Складні речення.   

Навчальна мета: вдосконалювати лексичні навички й навички читання; вдосконалювати навички аудіювання й говоріння; розвивати логічне мислення; виховувати повагу до законів і зацікавленість у розширенні своїх знань.

Виховна мета: розібрати устрій та основні поняття про конституції власної країни; розвивати громадянську свідомість.

Розвивальна мета: розширити знання учнів про політичний устрій України,

Тип уроку: Урок формування навичок і вмінь

Література: підручник О. Карпюк, 11 клас.

План уроку:

1. Перевірка домашнього завдання.
2. Актуалізація і корекція опорних знань, навичок і вмінь; повідомлення теми, цілей і завдань уроку; актуалізація мотивації учіння учнів.
3.Вивчення нового матеріалу (вступні, мотиваційні та пізнавальні вправи); первинне застосування нових знань (пробні вправи);
а). Самостійне застосування учнями знань у стандартних ситуаціях (тренувальні вправи за зразком, інструкцією, завданням); творче перенесення знань і навичок у нові ситуації (творчі вправи).
4. Підсумки уроку.
5. Повідомлення домашнього завдання.

Хід роботи

1. Перевірка домашнього завдання.
2. 1) What is the minimum voting age in your country?

2) Who represents you in your local and national government?

3) How long is the term of elected officials in your country?

4) Which party is now in power in your country?

5) When were they elected?

6) Who is the leader of this party?

7) Is voting an important responsibility of a citizen?

8) Why do you think voting is important?
3. 2. Reading

Do ex. 1, p. 255.

3. Grammar practice

Do ex. 2, p. 256.

4. Speaking Work in pairs

Act the dialogue and make up one of your own.

PRESIDENTIAL ELECTIONS

Alex. This election is going to be close!

Helen. I think you’re right. The Republicans and the Democrats are fighting for every vote.

Alex. Did you watch the conventions?

Helen. Yes, I watched a little bit. The party platforms are extremely different.

Alex. Yes, they are! Watching them on TV, it was hard to believe they come from the same country!

Helen. Oh, it wasn’t that bad.

Alex. Hmmm, anyway the delegates certainly clapped hard for their nominees.

Helen. But it was the same stump speech over and over again. In both parties!

Alex. That’s what politicians do best. Talk... the problem is whether they actually do very much.

Helen. Oh, you’re a pessimist!

Alex. I wouldn’t say that. It’s just that I’m sick and tired of all the attack ads.

Helen. I see your point. It would be nice to know what they want to govern the country, rather than why they think the other guy isn’t any good.

Alex. They treat us like idiots! I hate sound bites. Short simple statements that don’t really give me much information. Treat me like I have a brain.

Helen. Some say we get what we deserve. Voter turnout is so low, perhaps we don’t deserve any better.

Alex. But that’s why people don’t come out to vote. They don’t feel represented even if they do vote.

Helen. I think we need a third party in this country.

Alex. I couldn’t agree with you more!

Helen. Perhaps a third party would stop the partisanship.

Alex. Another thing that I don’t think is fair is the electoral system.

Helen. No kidding! Just think, a state like California has 54 electoral votes. One vote majority in the popular vote and ALL of those 54 votes go to ONE candidate!

Alex. It just isn’t fair.

Helen. Of course, there are reasons for that.

Alex. Hmmm. I guess...

Helen. Are you a registered voter?

Alex. Of course! I’m a registered voter and I go to the voting booth to vote. I want that vote to represent my voice.

Helen. OK, OK, no need to give a speech.

Alex. Ha ha, I just think it’s my duty as a citizen to vote.

Helen. Yes, I agree with you. If you can vote, vote!

5. Speaking

Do ex. 3, p. 256.

Grammar part

Exercise 1. Вставте замість крапок if або when.

… you can’t do it yourself, ask for help.

I’ll go home … film ends.

… you phone Peter, tell him i’m out.

Come on! …. we hurry, we’ll catch the bus.

… I play tennis with Harris, he always wins.

… you find my gloves, let me know.

I’ll ask him … he remembers the visit.

The boy laughed … I spoke to him.

I’ll tell you the secret… you won’t tell it to anyone else.

… the rain stops, I will go for a walk.

Exercise 2. Виберіть правильний варіант. that, after, before

Children must wash their face and hands … they go to bed.

She thinks … she must help them.

Wash your hands … the meal.

The children went to the playground … classes.

I can give you the book … I have read it myself.

Think … you leap.

The darkest hour is the dawn.

I guess … he was right.

My father always watches TV …. he comes from work.

We will go to the country the day … tomorrow.
4. Підсумки уроку.

1) Why do we have laws?

2) What laws in your country do you hate?

3) Are there any laws in your country that you think should be made tighter?

4) Have you ever broken any laws?

5) Do you think the laws in your country are similar to those in other countries?

6) Do you think there are laws for the rich and different laws for the poor?

7) Where, when and why do you think laws first started?

8) What laws do you tend to ignore?

9) Do you think all laws are good?

10) Would you like to be a lawmaker?
5. Повідомлення домашнього завдання.

Дати письмову відповідь:

1) What would your country be like if there were no laws?

2) What’s the craziest law you know of?

3) What do you think of the idea of international laws that would replace all national laws?

4) What new laws would you like your country to introduce?

5) Do you think laws are evenly applied to everyone in your society?

6) What new laws do you think we’ll have fifty years from now?

7) Have you ever been to see a lawyer?

8) What law would you like to make for your English class?

 

 

 

План-конспект уроку з англійської мови,

проведенного “28” листопада 2022 року в групі ЕРГО-2119

Тема уроку: Громадянство (Citizenship). Граматика: Герундій.

Навчальна мета: вдосконалювати лексичні навички й навички читання; вдосконалювати навички аудіювання й говоріння; розвивати логічне мислення;

Виховна мета: виховувати повагу до законів і зацікавленість у розширенні своїх знань; розвивати активну громадянську позицію.

Розвивальна мета: розширити знання учнів про поняття громадянства.

Тип уроку: Урок засвоєння нових знань

Література: підручник О. Карпюк, 11 клас.

План уроку:

1. Організація класу. Привітання. (1 хвилина)

2. Вступ до теми (Warm up). (4 хвилин)

3. Мотивація навчальної діяльності учнів. (1 хвилини)

4. Оголошення теми, мети і завдань уроку. (1-2 хвилини)

5. Вивчення нового матеріалу (первинне засвоєння). (25 хвилин)

6. Осмислення нових знань і умінь. (2 хвилини)

7. Узагальнення і систематизація знань, уточненння питань щодо нової теми. (5 хвилин)

8. Підбиття підсумків уроку, оцінювання знань. (5 хвилини)

9. Плвідомлення домашнього завдання.

Хід роботи

1. Організація класу. Привітання.

Good morning, dear students! How is your mood today? Ready to work hard? Then let's start. I want to discuss with you a few questions.

2. Вступ до теми (Warm up). (4 хвилин)

1) Would you get a good understanding of our society just from watching TV and films?

2) What sort of things might you misunderstand?

3) Who would you think were the most important people in our society?

3. Мотивація навчальної діяльності учнів./ 4. Оголошення теми, мети і завдань уроку.

Yes, you are all well done. So today we will work with the topic "Citizenship". To be an educated adult, you need to understand such concepts and be able to discuss them.

5. Вивчення нового матеріалу (первинне засвоєння).

 Speaking

How should we really judge a person’s contribution to society?

Rank public figures and decide what makes a good citizen.

Work in pairs

Design your own way of assessing contributions to society. Suggestions for contributions:

1. Helps others
2. Obeys the law
3. Is a good friend
4. Votes in every election
5. Makes people happy
6. Supports charities
7. Joins a political party
8. Works hard
9. Follows political issues in newspapers
10. Supports people in the community
11. Protests when something is wrong

Reading

Do ex. 6(a), p. 258.

 Writing

Do ex. 6 (b), p. 259.

PERSONAL VALUES: GOOD CITIZENSHIP

Good citizenship sounds like a value from elementary school, but it’s more. Then, good citizens didn’t pass notes in class. They played fair at recess. They waited their turn, and didn’t pick on the younger kids. Some schools even gave awards for good citizenship, which really meant more than following the rules. It meant helping to make the school a better community.

For adults, good citizenship is still about contributing to the community, and it’s about giving back to the nation as well. It’s one of the ways that ordinary people can play a part in something larger than themselves.

Good citizens grumble about jury duty, but they show up for it. They don’t park where they will block fire trucks or access for the disabled. They pay their taxes, though they grumble about that too.

Yet, just like in elementary school, good citizenship is more than following the rules. Good citizenship is about actively promoting the welfare of the community, about helping society thrive.

Good citizens vote, even when it’s inconvenient. They recognize their responsibility to add their voice when the nation makes choices. They may make contributions to a political group, even though it’s not tax-deductible, and they may even volunteer to get out the vote.

Good citizens don’t just refrain from littering, they pick up refuse they see on a hike. They stay on trails, especially in heavily traveled areas, and if they can, they help on trail workdays. Perhaps they join a public interest group that protects public lands.

They don’t just keep their yard in good a condition, they lend tools, or even help their neighborhoods with yard projects. They make sure their landscaping isn’t a problem to their neighbors, and they may even share seeds or cuttings that seem well adapted to the area.

Good citizens volunteer in their children’ schools, as much as they can find the time for, knowing that the public schools today couldn’t make it without unpaid help. They support the teachers to their children, and they support schools when they vote, even if they don’t have children in public schools.

Good citizens don’t just feed and clothe their children, they give them good values. According to their personal beliefs, they teach them right from wrong, and also teach them compassion.

Good citizenship is a broad term that extends from selfless patriotism on the grand scale to friendly, low-key neighborliness on the local front. It acknowledges our debt to the community that enfolds us, and accepts our duty to try to contribute in return.

Grammag Focus

Герундій — особлива форма дієслова з суфіксом -ing, яка поєднує в собі риси іменника і дієслова. А відрізняє його від звичайного іменника легкий відтінок значення будь-якого процесу. Наприклад:

painting - малювання;

singing - спів;

playing - гра.

Singing in the shower is his biggest joy. — Спів у душі приносить йому найбільшу радість. Або ж - Його найбільша радість — співати в душі.

Ви легко знайдете герундій по характерному закінченню "-ing". І тут не буде жодних винятків..

Герундій можна утворити від будь-яких дієслів, крім модальних. Секрет освіти - просте додавання «-ing»: «be — being»; «Go — going»; «Stay — staying»; «Talk — talking»; «Write — writing», але є нюанси: 

1. Якщо дієслово закінчується на «-e», то вона опускається і додається «-ing»: 

to bake - baking; 

to reserve - reserving.

2. Дієслова, які закінчуються на приголосну, перед якою йде ударна коротка голосна, потребують подвоєною фінальної приголосної, і тільки потім вже додається «-ing»: 

to begin - beginning;

to run - running.

3. Дієслова з останнім ударним складом і закінчується на «-r» теж потребують подвоєною останньої приголосної. Однак, ударний склад не повинен містити дифтонгів (звуки, артикуляція яких має на увазі перехід від одного гласного звукотипи до іншого): 

to star - starring; 

to wear - wearing.

4. Якщо в кінці слова є буква «-l», то вона завжди подвоюється, незважаючи на те, чи є останній склад ударних чи ні. 

to tell - telling; 

to sell - selling.

5. Якщо інфінітив закінчується на «-ie», вони замінюються на «-y»: 

to lie - lying; 

to die - dying. 

Заперечна форма утворюється за допомогою частки «not», яка ставиться перед герундием:

I prefer not waiting for too long. — Я вважаю за краще не чекати занадто довго. 

The best thing for you now is not watching. — Найкраще для тебе зараз - не дивитися.

6. Осмислення нових знань і умінь.

Do ex. 7 (b), p. 260.

7. Узагальнення і систематизація знань, уточненння питань щодо нової теми. (5 хвилин)

Speaking

Do ex. 7 (a), p. 260

8. Підбиття підсумків уроку, оцінювання знань. (5 хвилини)

9. Your homework Do ex. 8, p. 261.

 

План-конспект уроку з англійської мови,

проведенного “05” грудня 2022 року в групі ЕРГО-2119

Тема уроку: Наша планета. Навколишнє середовище. Граматика: Герундій.

Навчальна мета: формувати навички вживання нових лексичних одиниць; вдосконалювати навички читання, аудіювання й усного монологічного мовлення.

Виховна мета:  розвивати пізнавальні інтереси учнів

Розвивальна мета: підвищувати загальну екологічну культуру, виховувати зацікавленість у розширенні своїх знань.

Тип уроку: Урок засвоєння нових знань

Література: підручник О. Карпюк, 11 клас.

План уроку:

1. Організація класу. Привітання. (1 хвилина)

2. Вступ до теми (Warm up). (4 хвилин)

3. Мотивація навчальної діяльності учнів. (1 хвилини)

4. Оголошення теми, мети і завдань уроку. (1-2 хвилини)

5. Вивчення нового матеріалу (первинне засвоєння). (25 хвилин)

6. Осмислення нових знань і умінь. (2 хвилини)

7. Узагальнення і систематизація знань, уточненння питань щодо нової теми. (5 хвилин)

8. Підбиття підсумків уроку, оцінювання знань. (5 хвилини)

9. Повідомлення домашнього завдання.

Хід роботи

1. Організація класу. Привітання.

Good morning, dear students! How is your mood today? Ready to work hard?

2. Warm up

Do ex. 1, p. 144.

3. The topic of the environment is now increasingly being raised in society, famous people are talking about it. We need to know what issues and issues are discussed in our society.

4. Therefore, our topic today is the environment.

5. Speaking

Do ex. 2, p. 144.

Listening

Listen to the interview and do the tasks.

DEFORESTATION

David talks about how deforestation and the problems it causes.

Shirley. Hi, David. How are you?

Davіd. I’m fine, thank you, Shirley.

Shirley. So, environmental issues ... we were talking about them earlier throughout the world, and you’re from Kenya.

Davіd. Yes, I’m from Kenya.

Shirley. So, what’s happening over there?

David. One of the environmental issues we are having is deforestation, which is really affecting both the wild animals and people living around the forest and, you know, the environment in general.

Shirley. So, what’s actually happening to the people that... for example the people who actually live around the forest area?

David. Cause you know, when you tend to interfere and come in between the wild animal’s habitat and things like that, you somehow create like an imbalance in between the people and the animals and sometimes it’s not a really nice thing cause animals tend to come close to where people live instead of living in their own habitat, which is a really bad thing.

Shirley. So, are they like attacking people ... or?

David. They really don’t attack but it’s not a really nice picture or scene to know that you’re vulnerable at any time.

Shirley. What about livestock of the people that are close to forest areas?

David. You know, that’s one of the things that are in danger cause, you know, if wild animals come to where people live, and they have livestock, probably they’ll want to be eaten.

Shirley. So, what’s actually causing the deforestation?

David: People are trying to burn charcoal, so that they can get, they’re trying to burn the trees so that they can get charcoal and sell cause as you know everyone is not living to the living standard that they’re supposed to be living, and they’re trying in every way to earn an extra dime to support their families, so they turn to deforestation and the cutting down of trees, and this has been one of major causes of deforestation cause when you’re trying to get charcoal and sell, you have to cut a tree and that results to deforestation and other causes that come along with deforestation and like soil erosion, things like that.

Shirley. So what’s being done to try and remedy this, or to try and counterbalance the effect?

David. The activist groups that are coming together like ... you all know the Nobel Prize winner Wangari Maathai.

Shirley. Yes.

David. She has her own green belt movement in Kenya. She’s been for so long trying to discourage people and educate people in what deforestation does to the country and how it effects people and the environment in general.

Fill in the gaps.

1) Do you work now or do your parents ... you?

2) They want to buy a house so they are saving any ... they can.

3) Please try to ... your brother from smoking.

4) The ... is very high in most of Europe.

5) Babies are more ... to sickness.

Grammar Part

Так як форми аналогічної Герунда в українській мові немає, то переводити його можна по-різному. Є 2 основних способи перекладу герундія: 1) іменник, яке передає процес: painting — малювання, reading — читання: Counting cash helps him calm down. — Підрахування грошей заспокоює його. Playing the piano is her cup of tea. — Гра на піаніно — це те, що їй до душі. 2) дієслово, найчастіше невизначеної форми: painting — малювати, reading — читати, а іноді, якщо є привід, дієприслівником — малюючи, читаючи. I am fond of reading books. — Мені подобається читати книги. He has gone without saying «Good-bye». — Він пішов, не попрощавшись. Складні форми герундія майже завжди перекладаються придатковими пропозиціями. Thank you for reading this article. — Спасибі, що читаєте цю статтю. Do you remember taking your umbrella with you? — Ви пам'ятаєте, як ви брали з собою парасольку? Відчуваєте, як закипає мозок? Так-так, ми набираємо обертів. Тому робимо глибокий вдих і гортаємо далі.

6. Осмислення нових знань і умінь.

Answer the following questions about the interview.

1) What is deforestation affecting in Kenya?

a) People                                

b) Animals

c) Both

2) What is the imbalance?

a) Animals living near people

b) People hunting animals

c) More animals than people

3) What do the animals tend to attack?

a) People                                

b) Livestock

c) Both

4) Why are the people cutting the trees?

a) To gain farmland                 

b) To make charcoal

c) To make houses

5) Who is trying to remedy the situation?

a) Local activists                      

b) A Nobel Prize winner

c) Both

7. Узагальнення

Speaking

Do ex. 4, p. 145.

Should the government or the people bear the brunt for environmental protection?

8. Підбиття підсумків уроку, оцінювання знань. (5 хвилини)

9. Your homework Ex. 5, p. 145.

 

План-конспект уроку з англійської мови,

проведенного “12” грудня 2022 року в групі ЕРГО-2119

Тема уроку: Міжнародна організація Грінпіс.   

Навчальна мета: вдосконалювати навички вимови; вдосконалювати навички аудіювання, читання й письма; розвивати культуру спілкування й мовленнєву реакцію учнів; розширити словниковий запас по темі довкілля, екологію, організація Гріннпіс.

Виховна мета: виховувати відповідальне ставлення до довкілля.

Розвивальна мета: рзширити знання про міжнародну систему, зокрема організацію Грінпіс.

Тип уроку: Урок формування навичок і вмінь

Література: підручник О. Карпюк, 11 клас.

План уроку:

1. Перевірка домашнього завдання.
2. Актуалізація і корекція опорних знань, навичок і вмінь; повідомлення теми, цілей і завдань уроку; актуалізація мотивації учіння учнів.
3.Вивчення нового матеріалу (вступні, мотиваційні та пізнавальні вправи); первинне застосування нових знань (пробні вправи);
а). Самостійне застосування учнями знань у стандартних ситуаціях (тренувальні вправи за зразком, інструкцією, завданням); творче перенесення знань і навичок у нові ситуації (творчі вправи).
4. Підсумки уроку.
5. Повідомлення домашнього завдання.

Хід роботи

1. Перевірка домашнього завдання учнів. Зачитання текстів

2. Warm-up

1) Have you ever heard of an organization called Greenpeace?

2) Do you know what they do?

Vocabulary practice: greenhouse, heat, energy, carbon,             dioxide, Burn, Climate, thicker, fossil, fuels, Thickening,                 gases, power, stations, back.

Fill in the gaps.

Carbon Dioxide, one of the (1)... Gases, not only exists naturally in the atmosphere but is also produced when humans fossil fuels (coal, oil and gas). Cars, (2)... and factories all burn (3)... for (4)... (to make a car move or generate electricity). This adds more (5)... (6)... to the atmosphere, (7) ... the blanket of greenhouse gases surrounding the earth. This means that fewer rays of (8) ... from the sun are able to get (9) ... out into space. So, much like a (10)... duvet keeps you warmer at night, the thicker blanket of (11)... is warming the earth up and changing our (12)....

3. Speaking

Create short conversations about the environment using the vocabulary below and try to expand: eating, horn, blue whale, leopard, dam, drilling, energy, petroleum, offshore, rig, deforestation, sea turtle, bamboo, panda, hunting, deforestation, China, oil spill, Serengeti, rhinoceros, Africa, snow leopard, climb, mountains, ocean, condor.

A. Which animal would you like to protect?

B. ...

A. How is it endangered?

B. ...

A. Why do you want to protect it? / What do you like about it?

B. ...

Reading

Read the text and answer the questions.

Greenpeace is an international organization that protects the environment. In past years, they have worked to end whale hunting and nuclear testing. More recently, they have added other environmental issues to their crusade, such as global warming, nuclear power, and genetic engineering.

Greenpeace has offices in over forty countries, and has about 2.8 million supporters worldwide. The organization receives money from private donations only, never from governments or corporations. Any government or corporate money is returned. Charitable foundations may also donate money.

The organization began in the early 1970s when it wanted to stop an underground nuclear test in Alaska. The United States had planned to detonate a nuclear bomb in a wildlife refuge for sea otters, bald eagles, peregrine falcons, and other wildlife. Greenpeace sailed a boat into the testing area. Although the US removed the activists and carried out the test, a national outcry prevented additional tests. The area was later turned into a wildlife sanctuary. Similar protests were made against the French, who tested nuclear devices in the Pacific Ocean.

Greenpeace is well known for its protests around the world. Of course they also attend international conferences, meet with politicians, advertise, and educate the public, just to name a few of the ways they fight for the environment. But they are most famous for the protests which involve «direct action». Volunteers sabotage or vandalize facilities, as well as arrange demonstrations and sit-ins. These are only some examples of direct action. A less hands-on approach, such as donating money, is indirect action. With direct action, Greenpeace hopes to bring the media’s attention to a problem, who will then report it to the general public. As such, Greenpeace looks for creative ways to get on the news. One common method has been for volunteers to place their boat in front of a harpoon or whaling ship to save the whales. This creates a powerful image for TV news and newspapers. The organization refrains from any violent protests, though. Their official mission statement is: Greenpeace is an independent, campaigning organization which uses non-violent, creative confrontation to expose global environmental problems, and to force solutions for a green and peaceful future. Greenpeace’s goal is to ensure the ability of the earth to nurture life in all its diversity.

Many of Greenpeace’s activities are considered illegal, either because they involve trespassing onto private property or they are acts of civil disobedience. For all the good they may have done to help save the Earth, some opponents have called the organization «environmental terrorists».

1) What is Greenpeace?

2) What does Greenpeace fight against?

3) Who donates money to the organization?

4) How did the organization start?

5) What happened to the Alaskan sanctuary?

6) How does Greenpeace bring change and protect the environment?

7) What is Greenpeace particularly noted for?

8) Can you explain «direct action?»

9) Why are Greenpeace’s activities often illegal?

10) What do Greenpeace’s opponents call the organization?

Reading and speaking

Do ex. 4,5 p. 153
4. Підсумки уроку.
What do you think of environmental groups like Greenpeace?

5. Повідомлення домашнього завдання.

Do ex. 6, p. 154.