План уроку 11 клас ( англійська мова) Тема « Наука і технічний прогрес. Видатні науковці та наукові премії» Тема : З чого складається особистість?

План уроку 11 клас ( англійська мова, поглиблене вивчення ) Тема « Наука і технічний прогрес. Видатні науковці та наукові премії»

 Тема : З чого складається особистість?

WHAT   MAKES A PERSONALITY ?

Lesson Plan  

Suggested Time Allowance: a pair  of lessons (as we have in our school)

Objectives:

Students will:

1.Practice in listening and reading comprehension.

2. Enrich their active and passive vocabulary  by learning new words and expressions.

3.Practice in speaking (prepared and unprepared speech) and writing English.

4.Learn about  the  history of  the Nobel Prize and  research some Nobel Prize recipients.

5.Research    and discuss  the meaning of  “ personality”

Activities/ Procedures:

1.WARM-UP/ DO-NOW :

1. After greetings and announcing of the lesson’s theme ,students are split into  small  groups by means of simple  counting like “tulip ,rose, poppy, daffodil, daisy” or  “ red, green, yellow, black” ,etc.  In their groups  they are to brainstorm  the  possible ending of a sentence:” A personality is somebody  who is….” Students are asked to think about   certain characteristics of a personality. In 2-3 minutes each group  produce their ending of the sentence.( If the teacher feels  his students  can be confused by the task,  he can  give his examples , before giving the task. E.g. Intelligent, good  listener, educated,  problem solver ,etc.) Then the students present their ideas which are written on the blackboard. When students have finished with their ideas ,the teacher points out that  the list of characteristics they created is very diverse and varied ,that a personality  needs to have many skills. The teacher  pays special attention to the fact  that everyone in the room has the ability to have these characteristics. Being a personality is attainable for everyone!

 2. The students are asked   to  come to the front of the room and stand in a line. On their backs  the teacher places the names of different famous  leaders (persons) .These people can be either good or bad examples of leaders.

Sample list of leaders’  names:

Ghandi                   Gorbachev           Bill Clinton

King Arthur            Kuchma                Churchill

Stalin                      Hitler                     Margaret Thatcher

Princess Diana        Jesus                     Walt Disney

Chornovil                Mother Teresa       Roksolana

Lenin                       Grushevsky           Shevchenko

Makarenko              Mao                       Joan of Arc

The students must discover which famous  leader (personality) they are by asking  any questions they wish except “What is my name?”  E.G. Am I a man or a woman?, What is my profession ?,

Am I alive or dead ? ,etc.

This activity can be made harder  by allowing students to ask only yes or no questions. E.G. Am I a man?, Am I an athlete? Am I alive? ,etc.

Once students have correctly guessed their leader , they are to return to their groups  and discuss why people on their back are known as famous leaders (personalities)  The students  should try to focus not  on personal characteristics but what it was that each   famous leader did to affect the world around him. Then the students are to present their ideas to the whole group.

 The teacher summarizing the activity  is to stress  that no matter how different these leaders are, the one thing that makes them similar is that they  all took action. No matter if  what they did was horrible or brilliant  they all did something to change the world around them. This is the factor  that makes them leaders (personalities)   we all know and  remember.

3. Then the teacher   ask in what way the mankind distinguishes  its  famous  personalities. The desirable  answer is – by giving  different prizes and awards. Then the students are asked to name the   most prestigious ones.  For sure the Nobel Prize is to be mentioned .Then the students are proposed to listen to the information about  the Nobel Prize. After listening they are to answer the following questions :

• What was Alfred Nobel?
• How large was his fortune?
• When was the prize established?
• Who nominates the nominees for the Nobel Prize? Should people be able to nominate themselves?
• Who made the final choice?
• In what areas are the Nobel Prizes awarded?
•   What does a winner of the Nobel Prize receive?
• Are people of all  nationalities eligible for awards?

 The information offered below is directly quoted from Louisiana State University’s Web site  titled “Historical  Background of the Nobel Prize”

(http://www.lib.lsu.edu/sci/chem/guides/srs118_history.html)

     Alfred Nobel, a Swedish chemist and the inventor of dynamite, left more than 9 million dollars of his fortune to found the Nobel  prizes. Under  his will, signed in 1895 , the  income  from  this fund was to be distributed yearly in five equal parts as prizes to those who had most helped humankind. A prize  was to be awarded in each of five  fields: physics, chemistry, physiology (or medicine), literature, peace ,and (after 1968) economics.

      The physics and chemistry awards were to be made by  the Royal Swedish Academy of  Sciences; physiology  or medicine, by the Karolinska Institute of Stockholm; literature, by  the Swedish Academy; and peace, by a committee of five chosen  by the Norwegian  parliament. A prize in economics was established in 1968. The Royal Swedish Academy of Sciences was designed to make  the award.

      Nominations of candidates are submitted to the prize-awarding institutions before February of each year. The nominations are made by individuals and institutions qualified  according to regulations of the appropriate awarding body. In the fall of each year  prior to granting the  award, as  many, as a thousand of these qualified persons may be invited to propose candidates. All nominations must be in by January 31 of each year. No person may  apply directly. None of the deliberations by  the awarding bodies are made public as a safe guard against outside pressure  and controversy.  A final choice is made by a jury of twelve who decide by majority vote. If a majority is not achieved for any one candidate the prize is not offered that year.

       Beside the cash prize,each award consists of a gold medal and a diploma bearing a citation. The amount of each prize was more than 40,000 dollars in 1901; in 1991 it reached 1 million dollars. Often a prize is divided between two or more winners. In keeping with Nobel’s will, all nationalities are eligible for awards.     

      Because of big variety  of textbooks  used in different  schools  (  by Ukrainian authors, by Longman  and by Oxford University  Press ) the teacher is decide by himself  which words are new for his students and are  to be translated  before reading the text  and to be worked at specially.

4. Each group of students ( as they were split at the beginning of the lesson)is given  an article with the information about  a  Nobel Prize winner.(see addition 1. You can search for more information  at the Web site : http://www.nobelprizes.com). They are to  read the articles  and be able to answer the following questions:

• Why did this person win the Nobel Prize in this particular area?
• When did this person win?
• What was this person’s background (upbringing and work in this field) and how did it affect his or her work and interests?
• How has this person’s outstanding work influenced society?
• What other information about this person is noteworthy and relevant and should  be included in a biography of him or her?

The students are to create a poster or  PowerPoint board  where they are allowed to  write only names, dates  , titles of the most important works of the Nobel Prize winner, etc. The posters are placed on the blackboard. But  no oral presentations are made. 

  Then the students are  to be  combined into groups ,which form “a bunch” or “ a rainbow”( in each group all “colours”  or “ flowers” are  present)  And in this group every “colour” is to tell  the  rest about the Nobel Prize winner he studied about in the first “ colour” group. Then the students return to their “colour “ groups and discuss there all the information they got  in  the “bunch” (or “rainbow”) groups. This activity is called “a  jig-saw  activity “  and is very effective because the information is gathered and delivered by the students themselves and is being repeated  several times.

5.The students are asked to write  a short  biography  of one of the Nobel Prize  laureates they’ve read and heard about. The  biography should include  the answers to the questions  they used as a plan  when reading the biographies. The students may use posters ,but  the names of the persons they  will write about are to be given by the teacher.

6.WRAP-UP/HOMEWORK:

 Summing up the teacher  is to  stress again that we are all personalities, because ,according to the encyclopedia “Britannica” :” personality is  a characteristic way in which a particular individual thinks ,feels and behaves. Personality embraces a person’s mood, attitudes and opinions and is most clearly expressed  in interactions”. But, speaking about famous personalities, their  main  feature was that they took actions and  worked hard . The  students are proposed to think over  some  thoughts by famous  people on the topic:

Nobody makes a greater mistake  than he who did nothing  because he could only do a little.

                                                                                            Edmund Burke

Never doubt that a small group of  thoughtful, committed people can change the world; indeed, it is the only thing that ever has.

                                                                                            Margaret Mead

I submit to you  that if a man hasn’t discovered something he will die for , he isn’t fit to live.

                                                                                                  Martin Luther King,Jr

If there is some time left the students can discuss   the quotations in connection with the  theme of the lesson –“What makes a personality?” . If there is no time  left  the students are asked to think the quotations over at home and, may be, use in their home compositions – “ What makes a personality?”

Evaluation: Students  are evaluated based on written biographies of the  Nobel Prize winners, participation in classroom discussion, and final home compositions “What makes a personality?” 

References: “ Leading is Action”  (A Teacher’s  Guide to Leadership Education and Community Action )  by Stephanie Richard , the Peace Corps volunteer, 2000.

Lesson Plan “ The “Nobel” est of  Awards,:( http://www.nytimes.com/learning)