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понедельник, 20 февраля 2017 г.
UNIT 10 Word patterns
Автор:
hanzelll
на
11:16
Ярлыки:
Destination B2,
People and society,
Word patterns
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agree with/on/to sth — соглашаться с чем-то, agree with sb — соглашаться с кем-то, agree to do — согласиться что-то сделать, agree that — согласиться что, allow sb to do sth — позволить кому-то сделать что-то, allow sth — разрешить что-то, approve of sth/doing — одобрить что-то делать, approve sth — одобрять что-либо, ask sb sth — спросить у кого-то что-то, ask sb to do sth (for you) — просить кого-то сделать что-то (для тебя), ask about/for sth — спрашивать, требовать что-то, ask if/whether — спросить … ли, attack sth — приниматься за что-то, attack sb for sth/doing — критиковать кого-то за что-то, an attack on sth/sb — критика чего-то/кого-то, to ban sb from doing sth — запрещать делать что-то, ban sth — запрещать что-то, convince sb of sth — убеждать кого-то в чем-то, convince sb to do — убедить кого-то сделать что-то, convince sb that — убедить кого-то, что, force sb to do sth — заставлять кого-то делать что-то, force sb into sth/doing — принуждать, вынуждать кого-то к чему-то, independent of/from sth — независимый от чего-то, let sb do sth — позволять кому-то делать что-то, object to sth/doing — возражать/противиться чему-то, pretend to be — притворяться быть, pretend to do — притворяться, pretend that — делать вид, что, to rely on sth/sb — полагаться на что-то/кого-то,
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Главная » 2018 » Май » 2 » Unit 10 People and society
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agree with/on/to sth; agree with sb; agree to do; agree that
allow sb to do; allow with
approve of sth/doing; approve sth
ask sb sth; ask sb to so sth (for you); ask about/for sth; ask if/whether
attack sth; attack sb for sth/doing; an attack on sth/sb
ban sb from sth/doing; ban sth
convince sb (of sth); convince sb to do; convince sb that
force sb to do sth; force sb into sth/doing
object to sth/doing (oponerse a)
pretend to be; pretend to do; pretend that
rely on sth/sb (fiarse de o contar con)
Подборка по базе: Домашнее задание для подготовки презентаций с докладами по курсу, ЭФ Зачетное задание.docx, Анализ и диагностика. Задание 1..doc, Домашнее задание по всем формам.docx, Практическое задание 2 инфо.docx, Практическое задание 1 инфо.docx, 6кл истор оеч тема 2.docx, философия — задание.docx, Предварительное следствие задание 1.docx, Практическая работа Тема 1.pdf
Part B. Subject area: “People and Society”
Exercise 1. Topic vocabulary in contrast. Choose the correct answer.
1) Everyone said they had enjoyed themselves at the wedding.
A — enjoyed
2) Mary seems to go out with a different group of friends almost every night.
A — group
3) People can become very bad-tempered when they are stuck in traffic for a long time.
В — bad-tempered
4) More and more people are living into old age and it’s a serious social problem.
D — old
5) Stephanie seems to be very popular with her classmates.
D — popular
6) Most ordinary people have no idea what it’s like to be famous.
В — ordinary
7) When my parents got divorced, my best friend was very sympathetic and
listened to all my problems.
С — sympathetic
Rita’s very sensitive and easily gets upset when people criticise her.
В — sensitive
9) Police were called in when the crowd of people began to get violent.
A — crowd
10) My dad says he once met Robbie Williams when he was still unknown.
A – unknown
Exercise 2. Topic vocabulary in contrast. Choose the correct word.
1) These days, many parents find it difficult tosupport a large family.
2) Forgetting to thank us for dinner is typical of George.
3) My grandma doesn’t have any close family her own age left.
4) In ancient times, people had a very different view of the world.
5) Who was to blame for the argument?
6) Don’t you know it’spolite to close your mouth when you are eating?
7) Nathan’s parents were verypleased when they saw him in the school play.
I have a very goodrelationship with my mother.
Exercise 3. Phrasal verbs. Complete using the correct form of the words in italics. You need to use one word twice.
Some of us seem to be infinitely kind, while others seem to 1) look down on everyonearound them. Some of us never forget an argument, while others 2) make up and forgiveeasily. As we 3) grow up, our personality develops and we find that we 4) get on with certain people more than others. Who we are seems to have a large genetic element, butis also influenced by those who 5) bring us up. If we 6) look up to our parents orother family members, we may want to be like them. On the other hand, if our parents seem to 7) put us down all the time and we fall out with them a lot, then perhapswe will develop quite different personalities.
Exercise 4. Phrasal verbs. Write a phrasal verb in the correct form to replace the words in italics. And any other words you need.
1) The doctor said that the old woman had died passed away peacefully in her sleep.
2) I always support back upmy brother when he gets into trouble.
3) Tony seems to have really fallen in love with fallen forVanessa.
4) Mark is such a bully and treats badly picks on the younger boys at school.
5) I was surprised was taken aback when Michaela said I’d hurt her feelings.
6) Richard finally met the woman of his dreams and got married and started to live quietly settled down in Australia.
7) I saw Mrs Khan in the centre of town and she asked for news about asked after you.
Exercise 5. Phrases and collocations. Write one word in each gap.
1) Could you do me a favour and ask Oliver to see me in my office?
2) I don’t have many ambitions, but I’d like to graduate and then start a family.
3) As we walked down the street, Helen took pity on the beggar and gave him some money.
4) Nadia’s hair looked awful, but I didn’t have the courage to tell her.
5) My dad can’t stand losing an argument and always has to have the last word.
6) The new law seemed to meet with everyone’s approval.
7) Can you take care of your little sister for a minute while I go to the shop?
When you first fall in love, the whole world seems a beautiful place.
9) I don’t really make friends very easily because I’m quite shy.
10) I didn’t recognise Ed when I saw him because he was in disguise.
11) You’re in a very good mood. Why are you so happy?
12) If you keep breaking your promises, people won’t trust you any more.
13) I had a really strange dream last night about my best friend.
Exercise 6. Word patterns. Choose the correct answer.
- The government is trying to convince people of the need for higher taxes.
В
2) I believe that judges should be independent from the government.
В
3) Local residents object to having the new power station in their area.
D
4) Do you think they should ban people from smoking in public places?
A
5) The MP asked if the prime minister was aware of the growing social problem.
С
6) Most people seem to agree with the newspapers’ criticism of the government.
С
7) I don’t think people should rely on the state, even if they are unemployed.
С
The mayor was attacked for wasting public money.
A
Exercise 7. Word patterns. Find the extra word in each line.
1) Hell, said Jean-Paul Sartre, is other people, and whether you agree with
2) or not, we are all have to learn to live together. We may not always
3) approve of that other people’s behaviour, but we do have to live with it.
4) It is impossible to force other people in to behave exactly how we think
5) they should behave. Of course, the law bans from all kinds of behaviour
6) and if you can convince to enough people, you might be able to get the
7) government to pass a new law. Mostly, though, you have to let off people
live their own lives, in the same way you expect them to allow you for to
9) live your life.You don’t have to pretend it that you like how some other
10) people live, but letting them to be themselves is often the only choice .
Exercise 8. Word formation. Use the word given in capitals at the end of each line to form a word that fits in the gap in the same line.
I had a really stupid 1) argumentwith my best friend the other day. It all ARGUE
started because we were talking about 2) marriage and having a family. MARRY
I said that 3) politenessis important when you are married and she said POLITE
that she thought that was rubbish and that4) kindness is much more KIND
important. Well, we were 5) ableto agree and, in the end, she ABLE
left without saying goodbye. I do hope it doesn’t spoil our 6) friendship FRIEND
Exercise 9. Word formation. Complete the sentences by changing the form of the word in capitals when this is necessary.
1) My best friend has a great personality and everyone likes her.
2) I have a good relationship with my mum and I can talk to her about anything.
3) They’ve just published a book of George Bush’s correspondences and it looks really interesting.
4) Jenny seemed willing to talk about her argument with Nancy, but I eventually got the facts.
5) As I waited for Kelly to arrive at the cinema, I bit my nails nervelessly
6) Ignore what Sharon says about you. It’s just jealousness.
7) In the past, children were expected to be very obeyed
Brenda blames her unhappiness on being single, but I’m not so sure.
9) Tom knew that being chosen as class president was a real achievement.
10) Kevin’s so sensitive that you have to be very careful what you say to him.
Задание 2
PART 1.
Exercise 1. Fill in “say” or “tell” in the correct form.
1) Jack told me that he was enjoying his new job.
2) Tom said it was a nice restaurant but I didn’t like it much.
3) The doctor said that I would have to rest for at least a week.
4) Ann told Tom that she was going away.
5) Our teacher said he was pleased with our work.
6) Yesterday my friend said he hadn’t told anyone my secret.
7) Stop telling lies!
Could you please tell me your name?
9)The little girl said her prayers and went to bed.
10)I really can’t tell Jane from Kate. They are twins.
11)“I haven’t got enough money,” he said to John.
12)He said he would meet us later.
Exercise 2. Yesterday you met a friend of yours, Charlie. Report what Charlie told you.
1. Charlie said that he was thinking of going to Canada.
2. Charlie said that his father was in hospital.
3. Charlie said that Nora and Jim were getting married next month.
4. Charlie said that he hadn’t seen Bill for a while.
5. Charlie said that Margaret had had a baby.
6. Charlie said that he didn’t know what Fred was doing.
7. Charlie said that he would tell Jim he saw (had seen) me.
8. Charlie said that I could come and stay with him if I was ever in London.
9. Charlie said that he had seen Jack at a party a few months ago and he had seemed fine.
Exercise 3.Report these questions beginning I asked..
1. I asked what Peter’s address was.
2. I asked when the new manager was coming.
3. I asked how she knew my name.
4. I asked why all the windows were open.
5. I asked how many books she wanted.
6. I asked where they kept the money.
7. I asked what time the meeting was.
8. I asked when the last train left.
9. I asked how the photocopier worked.
10. I asked how often Ann went shopping.
Exercise 4.Report the following commands.
- The doctor said to eat more fruit and vegetables.
- He told to me,that i need to read the instr. before i switch on the machine.
- Mrs. Lane told her babysitter not to let the children eat any sweets.
4. She told us to shut he door but dont lock it.
5. I told him to he dont come before 6 o clock.
6. Mrs Lane told her babysitter not to take the dog into the children`s bedroom.
7. He asked “Could you close all the windows? It’s too cold in the room.
Exercise 5. Turn the following dialogue into Reported Speech.
Sally asked Diane If she had applied for the job.
Diane told her it had been fine but she was wondering if she wanted the job because she would have to move to Manchester.
Sally asked what she would do then.
Diane told Sally that if they offered her the job, she couldn’t accept it.
Exercise 6. First state if the following statements are true (T) or false (F) then turn from Direct into Reported speech.
1)The teacher said that Paris is the capital of France.
2.The little boy told her that he hadn’t broken the window.
3.She told him to eat his dinner.
4.Jane asked Helen if she had seen that film.
5.Fiona said that she had had an argument with Mark the day before.
6.The manager explained that the new guests would arrive the next day.
7.George said that Greece is was hotter than England.
8.Simon asked the stranger where the post office was.
9.Michael said that he might go sailing the next week.
10. The mother told her children not to eat with their fingers.
Exercise 7. Put the verbs in brackets into the correct tense.
1) If she , hadn’tbroken,the window, she wouldn’t have had to pay for a new one.
2) If it hadn’t been cold, they wouldn’t have lit the fire.
3) If she studied more, she would be a better student.
4) They wouldn’t have seen the Queen if they hadn’t visited London on that day.
5) If you should win that competition, you will be rich.
6) If I lived in France, I would speak French well.
7) If they had locked the doors, the burglars wouldn’t have got in.
We will have a party if Alan passes his driving test.
9) I will give John your message if I should see him today.
10) They wouldn’t had any money if their cousin hadn’t lent them some.
11) Those plants don’t grow if you don’t water them.
12) I would buy that bag if it had been cheaper.
13) If she had opened the letter, she would have been surprised.
Exercise 8. Choose the correct answer in sentences 1-5.
1) If you don’t hurry, you’ll miss the train.
2) What can I do if she refuses to listen to me?
3) His French won’t improve unless he studies more.
4) If I had more time, I would take up tennis.
5) If I were in your position, I’d buy a new suit.
Choose the correct verb form А, В, С or D to fill the spaces in 6-10.
6) I ____ happy to advise you if you’d asked me.
В would have been
7) If she ____ her driving test, she would have bought a car.
D had passed
I wouldn’t have lent him the money if he ____ desperate.
С hadn’t been
9) If you’d run faster, you ____ the bus.
С could’ve caught
10) If I hadn’t worked hard when I was young I ____ where I am now.
D wouldn’t be
Exercise 9. Put the verbs in brackets into the correct tense. Add a comma where necessary.
1.If the dog , keeps barking, the neighbours will complain.
2. The boss will be angry if you arrive late for work again.
3. If you eat too much, you’ll be sick!
4. If the weather is bad on Saturday, we will stay at home.
5. You should see a doctor if you don’t feel well.
6. If you study hard, you will pass your exam.
Exercise10. Use the correct tense form:
If you 1) see this film, we2) will discuss it later. If she 3) has a problem, I 4) will help her. If we 5) travel by car, we 6) will save a lot of money. If he not 7) give her flowers once a week she will be offended. If they 9) blame him, it 10) will serve him right. When the children 11) come home for Christmas, the parents 12) will be happy. When the summer season 13) comes, there 14) will be a lot of tourists here. When you 15) go to shopping, use your credit card. You 16) will feel better, after you 17) takes the tablet. We 18) will buy their car after father 19) gets his salary. I not 20) try on this dress before I 21) know how much it 22) will be. I 23) wake you up as soon as I 24) get up. They 25) will make an announcement about the plane as soon as it 26) lands. As soon as Tom 27) fix the engine we 28) will continue our journey. As soon as he 29) writes to me I 30) let you know. We 31) will lie in the sun and 32) swim in the warm sea unless the weather 33) changes for the worse. She not 34) will not marry him unless he 35) gives up his bad habits. You not 36) will not lose weight unless you 37) eat less. We 38) will have a good time while our holiday 39) lasts. I 40) keep you here, until you 41) tell the truth.
Exercise 11. Put the verbs in brackets into the correct form.
Dear Julie, I am writing to thank you for my birthday present. I was so happy to receive it — I had so many lovely presents, I don’t know what doing with them all! On my birthday I want for a meal with some friends and afterwards we went dancing at that new club on Poplar Street. If you haven’t been, it’s certainly worth going there. Now that l’m old enough drive, I’m busy taking driving lessons. Dad said he would let me use his car as long as I promise to be careful. Well, I must go now. I hope hearing from you soon. Love, Madeline.
Exercise 12 put the verbs in brackets in the infinitive or the –ing form.
1) I hate travelling by train, (travel)
2) He left without saying goodbye, (say)
3) She managed to lose a lot of weight, (lose)
4) Swimming helps you keep fit, (swim)
5) They made him to tell them the truth, (tell)
6) Matt goes to jog every morning, (jog)
7) We are sorry informing you that you have failed the exam, (inform)
I’d love to go to the cinema tonight, (go)
9) I look forward to seeing you again soon, (see)
10) It’s no use trying to make him change his mind, (try)
11) Sue went to the library to borrow some books, (borrow)
12) I don’t know how to dothis exercise, (do)
Exercise 13. Put the verbs in brackets into the infinitive or-ing form.
My mother is an amazing woman. She is 87 years old and she still enjoys 1) going out(go out) for a walk every day. She doesn’tmind 2) doing all her housework and she’s glad 3) to help her elderly neighbours when they can’t 4) go to the shops. She’s too old 5) to,dig the garden any more— she stopped 6) doing that last year — but she’s still healthy enough 7) to, mow the grass! In the summer she still goes swimming when it’s warm and she lets her grandchildren 9) bury her in the sand. She often says, «It’s no good 10) being alive if you don’t enjoy yourself.» I’d love 11) to be like my mother when I’m her age.
Здесь вы найдёте английские слова на тему «People and society», список слов с транскрипцией и переводом.
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Слово или фраза |
Транскрипция |
Перевод |
|---|
|
able |
[ ‘eibl ] |
умелый |
|
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vote |
[ vəut ] |
голосовать |
|
|
tense |
[ tens ] |
напряженный |
|
|
sensible |
[ ‘sensəbl ] |
разумный |
|
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sensitive |
[ ‘sensətiv ] |
чувствительный |
|
|
sociable |
[ ‘səuʃəbl ] |
общительный |
|
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daft |
[ dɑ:ft ] |
довольно странный |
|
|
majority |
[ mə’ʤɔriti ] |
большинство |
|
|
gregarious |
[ gri’gɛəriəs ] |
общительный |
|
|
sly |
[ ‘slai ] |
хитрый, коварный |
|
|
honest |
[ ‘ɔnist ] |
честный |
|
|
independence |
[ ,indi’pendəns ] |
независимость |
|
|
policy |
[ ‘pɔlisi ] |
политика |
|
|
bright |
[ brait ] |
смышленый |
|
|
intelligent |
[ in’teliʤənt ] |
умный |
|
|
smart |
[ smɑ:t ] |
модный |
|
|
clever |
[ ‘klevə ] |
умный |
|
|
silly |
[ ‘sili ] |
глупый |
|
|
rude |
[ ru:d ] |
грубый |
|
|
easy-going |
[ ‘i:zi-‘gəuiŋ ] |
легок на подъем |
|
|
cruel |
[ kruəl ] |
жестокий |
|
|
politician |
[ ,pɔli’tiʃən ] |
политик |
|
|
optimistic |
[ ,ɔptimistik ] |
оптимистический |
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pessimistic |
[ ,pesi’mistik ] |
пессимистический |
|
|
ambassador |
[ æm’bæsədə ] |
посол |
|
|
gifted |
[ ‘giftid ] |
одаренный |
|
|
relaxed |
[ ri’lækst ] |
расслабленный |
|
|
impolite |
[ ,impə’lait ] |
невежливый |
|
|
quarrelsome |
[ ‘kwɔrəlsəm ] |
сварливый, придирчивый |
|
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embassy |
[ ’embəsi ] |
посольство |
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crafty |
[ ‘krɑ:fti ] |
хитрый, коварный |
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cunning |
[ ‘kʌniŋ ] |
хитрость, хитрый |
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|
shrewd |
[ ʃru:d ] |
быстро и легко схватывающий, проницательный |
|
|
down-to-earth |
[ ‚daʋntu:’ɜ:rƟ ] |
практичный |
|
|
half-witted |
[ ‘hæf‚wɪtɪd ] |
слабоумный |
|
|
brainless |
[ ‘breinlis ] |
безмозглый |
|
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dumb |
[ dʌm ] |
немой |
|
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argumentative |
[ ,ɑ:gju’mentətiv ] |
любящий спорить |
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even-tempered |
[ ‘i:vən‚tempərd ] |
невозмутимый, спокойный, уравновешенный |
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ill-mannered |
[ ‚ɪl’mænərd ] |
грубый, невежливый, невоспитанный, неучтивый |
|
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discourteous |
[ dɪs’kɜ:rtɪəs ] |
невоспитанный, неучтивый, невежливый, грубый |
|
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elect |
[ i’lekt ] |
избирать |
|
|
democracy |
[ di’mɔkrəsi ] |
демократия |
|
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foolish |
[ ‘fu:liʃ ] |
глупый |
|
|
mayor |
[ mɛə ] |
мэр |
|
|
candidate |
[ ‘kændidit ] |
кандидат |
|
|
republic |
[ ri’pʌblik ] |
республика |
|
|
dictatorship |
[ dik’teitəʃip ] |
диктатура |
|
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constituency |
[ kən’stitjuənsi ] |
избирательный округ |
|
|
ministry |
[ ‘ministri ] |
министерство |
|
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People
and Society
Technique
— Debate
Aims:
to use
functional language ( justifying personal point of view, expressing opinion)
to use
language spontaneously and confidently
Stages:
production
free
speaking
post-reading,
post-listening, post-writing
Patterns
of interaction:
Whole class,
groups
Students
have read the text “An Ideal Society” about Sir Thomas More’s famous book
Utopia and share their opinion on the topic.
I.
Things that
people make with their hands pave the way to the future. As important is what
they create with their minds – their ideas, hopes and ambitions which very
often materialize. Peoples spiritual life is as important as their physical
comfort, need for food and warm clothes in winter. Sometimes it is a lot more
important.
People who think of such societies
are philosophers and who claim that they know how to make people happier, are
politicians.
What famous politicians do you know?
Do you personally find politics
interesting?
Could you go into politics?
Can you remember any names of
philosophers who tried to teach people to live happier lives?
Where did they live?
What did they teach?
II.
Do you
know these philosophers?
The presentation.
Socrates
Aristotle Plato
What do we know about them? Socrates
(470-399 BC), Greece
(Listening), p.64
Socrates didn’t write down his ideas. He
believed in putting common ideas to test. Socrates believed in the power of
thought. He had many famous pupils: Aristotle, Plato, Epiсurus, Euclid, Democrite.
He was very strong but not tall, his
lips were thick, his nose was turned up. He was not handsome but he loved the
beauty of the world and he had a pure bright sole.
He called a man happy if he had” true
thoughts and sharp brain”
He was sure that the young people had
to look at the mirror as often as they could in order not to break their beauty
for those who were beautiful and for those who were not beautiful in order to
bring up themselves.
He believed in the power of knowledge
and pointed that the relations between people were and we say are the most
important think in any society we live.
Socrates was very independent and
dignity. When he was arrested and offered a bowl with poison he decided to take
his own life but not to agree with his enemies, he said
“Speak and I’ll see you”
“Find yourself”
“Those who are wise those are kind”
“Learn to live together”
Aristotle (384 BC), Greece.
Aristotle was the pupil of Plato, but
their philosophy views were different, he said:”Plato is my friend but true is
higher”
He had a very famous pupil who
conquered other countries. He brought up Alexander Macedonsky who wrote that
Aristotle bringing up his sole took him from ground to the sky.
Aristotle proclaimed the active brain
to be virtue.
Aristotle taught literature, ethics,
politics, orate. In 336 he founded his private school in Athens not far from
Likia, called Lyceum.
He said: “Avoid immoderation speeding
to achieve fame”
“Every virtue is the
middle between the opposites”
(341-270 BC) Epicurus
Epicurus was a teacher he attended
the lectures of Aristotle. Epicurus bought a house with a small shady garden
near Athens and had decided to open his own philosophical school. It was
written at the gate of the garden: “Wanderer, you will be happy here, the
pleasure is the highest blessing here”. His main aim was to help those who lost
their heads before the hardships of the life. His credo: “Happiness is forcing
out suffering and anxiety”. “In the space really is a place for happiness”
Not actual to today?
And everyone was treated to the sole,
spiritual activity.
Plato called for the merger of the
mind, emotions and will.
The ancient Greece gave us such outstanding philosophers. Antiquity
appears before us as the cradle of the mind, feelings and moral aspirations of
the mind and the sole.
How far is it and in what direction we are gone from this
cradle?
Hundreds years ago in 1516 “Utopia” was published in Latin by
Sir Thomas More. It was in England, not an ideal society. King Henry VIII put
him in prison and ordered his head to be cut off.
III.
An ideal
society.
During the thousands years on earth,
man has constantly dreamt of a better society – a society which will banish the
evils and hardships which he is having to endure. Philosophers and poets have
described their ideal societies in religious and scientific treatises and the
works of fiction.
Thomas More described a mythical
island called Utopia, where the people had learned to create a society without
hunger, tyranny and the exploitation of their fellow men. Thomas More compares
all the things in Utopia with conditions in England at that time, and the
contrast clearly shows many evils which men had hitherto ignored.
What social evils were exposed?
Which features of the utopian society
do you like?
Which of them would you call
unrealistic? Wrong? Strange?
Which features of the society
mentioned in Utopia are still argued about?
What do you think the word utopia means?
Thomas More’s Utopia was a remarkable
work of philosophy in itself, but it also provided many of the theories and
ideas which were to be hotly debated and even fought for following centuries,
right up to modern times.
IV.
Explain
how you understand these basic human rights and freedoms. How well are they
observed in our country?
The rights to:
Freedoms of:
Work
conscience
Health care
speech
Education
Travel
Housing
Life
Fair trial
Equality
Vote
1.
Seven deadly
health sins. When the Bible set down the Seven Deadly Sins they were not meant
to be taken literally. Few of ,us will die of pride, envy or anger. There are,
however, modern health sins which are far more deadly.
Two of them – obesity and physical
inactivity are known from ancient times. They are joined by the modern bad
habits: smoking and drinking too much alcohol and the surprising ‘danger’.
People have the right to health care,
of cause, besides deadly painful incurably illnesses what are we have been
doing with our bodies and soles?
I mean we are not different from
ancient Greeks. In the twenty first century we are the same: envy, hate,
selfish ambition and strife.
2.
I think that
having right to life and work are very important. The thirty-fifth president of
the US John Kennedy asked the nations of the world to join together to fight
what he called “common enemies of man”: tyranny, poverty, disease, and war
itself. To my mind, everybody should enjoy a good and happy life all over the
world
3.
Yes, and he spoke
of the need for all Americans to be active citizens. “Ask not what your country
can do for you, ask what you can do for your country”, he said. The remarkable
words, aren’t they?
4.
And I would like
to say about Mother Teresa, she devoted herself to working among the poorest of
the poor in the slums in Calcutta, in India. Shortly after that she started her
own order, ”The Missionaries of Charity”, whose primary task was to love and
care for those nobody was prepared to look after. The Society of Missionaries
has spread all over the world. Mother Teresa has received a number of awards,
including the Nobel Prize for peace in 1979. I think that she made it clear
that every man in any country, regardless of their skin colour, should enjoy a
good and happy life.
5.
I may add that
there is a lot of examples of charity in our country. Chulpan Hamatova is the
best actor, I think, and she also provides effective help to the poor children
who are ill. Is she an active citizen? Yes, she is!
6.
Hardly to say but
it is not possible to build an ideal society. Thomas More believed that private
property led to envy, hate, selfish ambition and strife. What country has an
ideal society? Is there anyone? Nowadays only wars and terrorism.
7.
I agree that
modern world can’t live in peace. It would be fantastic if modest
pleasures are enjoyed by everyone, all religions are honoured and the people
share their belongings. But it is a remarkable dream of philosophy in itself
and is to be hotly debated right up to modern times.
V.
The presentation:
“What do you know about the European Union?”
1)
The map of
Europe.
1.
What do you know
about the European Union?
2.
How do you see
the future of Europe?
3.
Are all European
countries likely to unite?
4.
What are the pros
and cons of such uniting?
5.
Why was it
formed?
6.
Which European
countries have joined it and which haven’t?
7.
Would you like
Russia to join? Why?
2)
Discussing the topic:
People and Society.
1. Peoples and governments of goodwill
have always aspired to a lasting peace in the world.
To this end they cooperate or unite
efforts with other countries, try to keep international peace and security.
2. They hold international meetings,
conferences, summits, negotiations, talks on problems of war and peace and sign
international treaties.
3. The governments of good will seek to
ban and gradually eliminate weapons, especially weapons of mass destruction.
They do the best to settle local conflicts and restore peace in troubled areas,
take steps to ease world tensions and pledge not to use force in international
relations.
4. People also aspire to justice and
encourage their governments to recognize the rights of countries and
individuals. Some of the civil rights are: the right to work
the right to health care
the right to education…
5. May I add? People have the right to
travel
the right to housing
the
right to life, but people’s rights can be:
provided or not provided to them
respected or not respected
protected or not protected
6. Yes, I see, they may be: observed or
not observed (соблюдаемыми …)
Implemented
or not implemented (выполняемыми…)
violated
or not violated (нарушаемыми…)
7. And I want to mention that
international law also provides for:
Human treatment of civilians in
wartime
Protection of sick and wounded soldiers
Fair treatment of prisoners of war,
refugees and hostages. (беженцы,
заложники)
Thanks to such laws every person can
complain about human rights violations.
Did we find the answer about what concern
is: the people or the society?
VI.
The sum.
At the end of our discussion I would
like you to use your vocabulary in such exercise:
Ex. № 44, р.96.
Обобщающий урок по теме”People and
Society”
9 класс
по
учебнику “English IX” О. В. Афанасьева,И.В.Михеева для школ с углубленным
изучением английского языка
Деятельностная
цель: 1. Формирование у учащихся способностей к структурированию и
систематизации изучаемого предметного содержания и способностей к учебной
деятельности.
Содержательная
цель: 2.Формирование целостной системы знаний по теме «People and society».
Plan
Вступительное слово учителя.
Обозначение целей и задач урока. Предъявление вопросов для
обсуждения на уроке с опорой на слайды.
T:Dear friends! Today we are going to speak about people who did
or are doing smth for their people, about social problems in the world
and in our country, and what people should do to make this society better. I’d
like to begin the lesson with the words of S. Wright “Respect should be earned
by actions and not acquired by years” Will you comment on the quotation? (students
say what they think about it) (слайд 1)
_Say what famous politicians you know and what they did or are
doing for their peoples. (students speak about M. Gorbachov, J. Kennedy, Kofi
A. Annan, A. Sakharov).
2.Practicing the topical vocabulary
1. T: Let’s review the vocabulary. Look at the screen and find the
English equivalents for the following: (ex.45,
p.97)
1)
прочный мир
2)
стремиться к миру
3)
подписать договор
4)
международная безопасность
5)
постепенно уничтожить
6)
оружие массового поражения
7)
погасить локальные конфликты
очаги напряжения
9)
снять напряжение
10)
призывать правительство
11)
признать право
12)
провозгласить право
13)обеспечить
право
14)
Осуществить право
15)
нарушать право
16)
справедливое обращение
17)
пожаловаться на что-либо
Children,what is the main theme of our lesson?
So our lesson is devoted to the topic «People and Society»
T:Find the synonymic words and word combinations to the following:
(ex.43, p.96) for this aim 2. To want to have smth 3.to
work together 4.to try to do smth 5.to promise 6. Future generation 7.to forbid
using smth 8. To abuse the right.
T: Find the right word for it. Use the topical vocabulary(ex. 44,
p.96)
Everyone who is not in the army is a ________.
Someone who has been forced to leave his or her country either
because there is war there or because of his or her political or
religious beliefs is a _______.
Someone who has been captures by a person or organization and who
may be killed or injured if people do not want that person or organization
demands is a_______.
A soldier who has been captured during the war by the enemy is a
________.
A written agreement between countries in which they agree to do a
particular thing or to help each other is a _______.
Formal discussions, especially in business and politics, in which
people try to reach an agreement are ______.
A meeting, often lasting a few days, which are organized on a
particular subject or to bring together people who have common interests is a
______.
A meeting at which the leaders of two or more countries discuss
important matters is a ______.
IV.Актуализация знаний. Обобщение пройденного
материала.
А) Презентации
Now we will listen to your classmates´ talks and
watch their presentations about the famous people who went down in
history
Плиева Эвелина
Дедегкаев Солтан
Галуева Мадина
Абаев Артуp
Pupils present their reports about Peter the Great, Alexsander
Makedonski , Bilar Cabaloev, Shamil Gigkaev,famous Russian and Ossetic rulers.
What are the main features of these people?
|
Name
1.Alexandr Macedonski |
Where is he from |
Occupation |
Contribution to history |
|
2. Peter the Great |
|||
|
3. John Kennedy |
|||
|
4. Bilar Kabaloev |
|||
|
5. Shamil Dzhigkaev |
V. Cамостоятельная работа с самопроверкой .
Выявление и исправление допущенных ошибок.
Read the text and choose which statements
are true , false or not stated?
VI.Чтение текста с самопроверкой или взаимопроверкой .
VII. Rights and freedoms.
T: We live in a legal society.it means that people of our
society are entitled to some rights and freedoms.
− Who guarantees the rights and
freedoms in the Russian Federation?
− In what documents can you find
them?
− Do you know any basic rights and
freedoms people have?
− Look at the screen and name them.
(ex.47, p. 98) (The rights to: work/ health care /education/ travel/
housing/ life/ fair trial/ equality vote. Freedoms of: conscience/ speech.)
− How well are they observed in
our country and how are they abused? Are there any cases when the rights are
broken? Give some examples. (students give example)
The United Nations
Organization.
T: These basic human rights are international. There are some
organizations which defend them. You have read about the organization which
plays a great role in defending of human rights. Be ready to answer the
questions.
1.What international organization defends
human right in the world ?
2.When and where was it established?
3.What was its aim?
4.What is the main instrument of the organization ?
5.How many member – states does it comprise?
6.What does the organization deal with?
7.What are the main organs of the UNO?
8.Where is the main headquarters of
it?
9.Who is the Secretary General of
the UNO now?
VIII.Рефлексия . Подведения итогов урока.
Самооценка деятельности учащихся или
взаимооценка
IX. Дифференцированное домашнее задание
Напишите
короткие сочинения на следующие темы:
1.Do you personally find politics interesting ? Could you go into
politics?
2.Do you believe that everyone can help to make our society
better?
3.How can you imagine an ideal society?
Самоанализ
урока английского языка в 9 классе
Тема урока
–“Well-known politicians”занимает одно из основных мест в общей теме «Люди и
общество» (People and society). Тема рассчитана на 34 урока, которые посвящены
изучению биографий, различий между людьми, выдающимся люди в мировой истории,
их вкладу в науку и культуру, лауреатов Нобелевской премии, представлению об
идеальном обществе, стремлению людей к миру во всём мире, против терроризма и
т.д.
Данный
урок является уроком активизации знаний, а именно, определенной части
изученного лексического материала на уровне слов, словосочетаний и предложений
в устной речи.
Основной
чертой таких уроков является практическое применение учащимися имеющихся знаний
и целенаправленная работа по приобретению и усвоению новых.
На
уроке была поставлена цель: Активизировать изученный лексический материал на уровне слов,
словосочетаний и предложений в устной речи.
Задачи
урока:
1. Учебные
(образовательые):
— Обучение использованию изученных ЛЕ в
устной речи.
—
Совершенствование коммуникативных умений и речевой активности каждого ученика.
2. Развивающие:
— развитие внимания
при работе с текстом.
— развитие умения извлечь необходимую
информацию из источника на базе изученного лексического материала.
— Развитие
навыков аудирования на базе изученного лексического материала с целью
подтверждения или опровержения предположений.
3. Воспитательная:
воспитание чувства долга и ответственности, умения внимательно слушать
собеседника.
По моему плану
учащиеся должны отработать языковой материал, чтобы иметь возможность в
дальнейшем построить монологическое и диалогическое высказывания, участвовать в
обсуждении заданной проблемы, а в коечном итоге участвовать в создании защите
фильма по выбранной (проектная деятельность) и т.д. на базе имеющихся знаний и
умений.
При
планировании урока я опиралась на следующие принципы:
Принцип
коммуникативной направленности (вовлечь учащихся в устную коммуникацию
(аудирование, говорение) на основе аутентичного звукового и печатного
материала)
Принцип
дифференцированного обучения (вопросы разного уровня сложности)
Принцип
сознательности (отбор содержательно- ценного для обучения материала,
обеспечивающего развитие познавательных способностей учащихся)
Принцип
активности (каждый ученик должен быть вовлечен в речевую деятельность)
Принцип
наглядности (слуховая наглядность – аудио диск; зрительная наглядность
–презентация)
Принцип
доступности и посильности
Учитывая
реальные возможности группы, а именно удовлетворительная языковая база, средняя
мотивация к изучению иностранного языка основное место на уроке было отведено
практическим формам деятельности: перевод материала на изучаемый язык,
вопросно-ответные упражнения. Домашнее задание носит также практический
характер (прослушать текст и подготовить вопросы для диалога ), исходя из
принципа посильности, вопросы могут быть разные, соответствующиие уровню знаний
учащихся.
Технологии, использованные на уроке:
Технология
применения опорных наглядных средств (презентация)
Технология
дифференцированного обучения
Технология сотрудничества
(совместная деятельность ученика и учителя для достижения поставленных задач)
На уроке
использовались разнообразные методы обучения:
Репродуктивный
(учит учащихся применять знания и умения в знакомой учебной ситуации,
действовать по образцу)
Частично-поисковый
(призван приобщить школьников к творческой деятельности; учит их самостоятельно
выполнять отдельные шаги в целостном процессе учебного познания. Этот метод
применяется при опоре на уже имеющиеся у учащихся знания и умения, полученные в
предшествующих темах и по другим предметам)
Объяснительно-иллюстративный
(использование наглядности на доске).
На уроке
применялись следующие формы организации познавательной
деятельности учащихся: фронтальная и индивидуальная работа. При
фронтальной форме работы учащиеся работают рядом, но не вместе. Во время
индивидуальной работы использовалась аудио-аппаратура и заранее подготовленные
вопросы по теме.
Для успешного
раскрытия темы и достижения поставленных задач, необходимым являлось повторение
лексики, систематизация ранее полученных знаний. В связи с этим урок был разбит
на несколько этапов:
· активизация
лексического материала на уровне слов словосочетаний
· активизация
лексического материала на уровне предложений
·
вопросно-ответная форма работы с источником информации
· аудирование
на базе изученного лексического материала с целью подтверждения или
опровержения предположений.
· подведение
итогов урока
· постановка
домашнего задания
На каждом из
этапов преследовались конкретные цели и задачи. Например, в процессе
аудирования – умение извлекать необходимую информацию при восприятии на слух
иноязычного текста информационного характера.
На мой взгляд,
структура урока соответствовала замыслу его проведения. Ребята проявляли
активность, психологический климат на уроке был хорошим, что положительно
повлияло на конечный результат урока. Учащиеся показали высокий уровень
усвоения лексики по теме, хорошее знание языкового материала, хорошие навыки
устной речи, умение находить информацию и формулировать выводы. Я считаю, что
урок был плодотворным, познавательным, развивающим.
САМОАНАЛИЗ УРОКА
Самоанализ урока английского языка в 9 «В» классе по теме:
«Люди и общество».
Учитель: Радченко О.В.
19 декабря 2014 года был проведен урок английского языка в 9 «В»
классе гимназии №1512 города Москвы по теме: «Люди и общество».
Цели:
Активизировать
речемыслительную деятельность учащихся.
Развивать все виды речевой деятельности.
Освоение стратегий работы над аудированием,
чтением, грамматической стороной речи и говорением.
Актуализировать лексику по теме «Люди и
общество».
Развитие исследовательских умений учащихся,
приобретение личностного опыта познания.
Воспитывать межличностные отношения между
участниками образовательного процесса.
Задачи:
Учебные:
активизировать
изученную лексику по теме «Люди и общество»;
развивать
умение в использовании времен английских глаголов;
обучение
рецептивным видам речевой деятельности (аудированию, чтению) и продуктивным
видам речевой деятельности (говорению);
расширение
словарного запаса учащихся;
развивать
у учащихся умение творчески использовать усвоенный материал в новых ситуациях
общения.
Развивающие:
развивать
коммуникативные навыки учащихся, критическое мышление, умение дать
оценку, высказать свое мнение на английском языке;
интеллектуальное
развитие учащихся;
учить
детей делать краткие сообщения согласно заданным ситуациям общения;
проводить
интерактивный опрос, обрабатывать полученные данные;
развивать
умение обобщать информацию и выделять главное;
развитие
умения работать с интерактивной доской.
Социо – культурные:
. развитие образного мышления;
. расширение кругозора.
Воспитательные:
формирование
у учащихся понимания того, что важно для человека;
воспитание
чувства толерантности;
формирование
умения работать в команде, нести ответственность за результат совместной
деятельности;
формирование
потребности в практическом использовании языка в различных сферах деятельности.
Сопутствующие задачи:
скрытый
контроль развития речевых умений.
Метапредметные навыки и умения, формируемые в
ходе урока:
• развитие умения планировать свое речевое и неречевое
поведение;
• развитие коммуникативной
компетенции, включая умение взаимодействовать с окружающими, выполняя разные
социальные роли;
• развитие исследовательских
учебных действий, включая навыки работы с информацией: поиск и выделение нужной
информации, обобщение и фиксация информации;
• развитие смыслового чтения,
включая умение определять тему, прогнозировать содержание текста по
заголовку/по ключевым словам, выделять основную мысль, главные факты;
• осуществление регулятивных
действий самонаблюдения, самоконтроля, самооценки в процессе коммуникативной
деятельности на иностранном языке.
Компенсаторные умения: пользоваться
языковой и контекстуальной догадкой, прогнозировать содержание при чтении и
аудировании.
Тип урока: комбинированный.
Форма проведения урока: урок — защита проектов.
Методы: словесный, наглядно – иллюстративный,
тренировка, применение, контроль.
Используемые технологии:
. информационная;
. проектно – исследовательская;
. обучения в сотрудничестве;
. коммуникативного обучения;
. развития критического мышления;
. здоровьесберегающая.
Оборудование и оснащение урока:
дидактический
раздаточный материал: карточки-задания;
ИКТ:
компьютер, презентации учителя, интерактивная доска
В ходе урока
использовалась технология коммуникативного обучения иностранному языку,
технология обучения в сотрудничестве, что позволило сделать каждого ученика
активным участником процесса овладения иноязычной компетенцией, формировать у
ребят чувство ответственности за результат совместной деятельности, оказывать
взаимопомощь.
В
ходе урока старалась реализовать следующие принципы обучения
английскому языку:
1. Принцип коммуникативной направленности,
реализация которого осуществлялась через вовлечение учащихся в устную
(аудирование и говорение) и письменную коммуникацию (письмо) на протяжении
всего занятия, включение каждого ученика в иноязычное общение, так же через
организацию работы в группах были созданы благоприятные условия для общения.
2.Принцип дифференциации и интеграции обучения, так
как каждой группе было дано дифференцированное задание по формированию таких
видов речевой деятельности, как аудирование, говорение, чтение и письмо,
процесс интеграции проявлялся в том, что усвоение различных аспектов
иностранного языка, его фонетики, грамматики, лексики происходило не отдельно,
а интегрировано, в процессе выполнения различных речевых действий.
4. Принцип воспитывающего обучения реализовывался
через воспитания у студентов норм речевого поведения, ролевого взаимодействия,
уважительного отношения к собеседнику.
5.Принцип активности проявлялся в вовлечении
учащихся в активную речемыслительную деятельность на уроке, использовался
нормальный темп урока.
6. Принцип сознательности реализовывался
через создание условий для формирования навыков самостоятельной работы —
организацию выполнения дифференцированных заданий в группах, что позволило
каждому осознать свои личностные достижения в изучении данной темы, увидеть,
какой материал усвоен хорошо, а какой требует дальнейшего усвоения и коррекции.
7. Принцип прочности реализовывался через
многократное повторение, «встречу» с материалом темы в разнообразных
упражнениях, установление обратной связи через использование различных видов
контроля.
8. Принцип наглядности осуществлялся через
использование презентации, различного раздаточного, дидактического материала,
что служило опорой для учащихся в восприятии и понимании учебного
материала, формированию ярких образов, связанных с изучением материала.
Согласно требованиям ФГОС к современному уроку постаралась интегрировать
учебный материал, сместить акцент на совместную коллективную работу
учащихся, учесть уровень учебных возможностей обучаемых (им предлагались
разноуровневые задания), сделать каждого ученика активным участником учебного
процесса. Использовалась опора на межпредметные связи, также урок имел
практическую направленность, в полной мере был реализован принцип
коммуникативной направленности в обучении иностранному языку. На мой взгляд,
рационально использовались средства обучения (учебники, пособия,
технические средства).
В ходе занятия использовались методы презентации, демонстрации, беседы,
наглядно-иллюстративный метод, проблемно – поисковый метод, практический, метод
контроля, взаимо — и самооценки.
Урок имел личностно – ориентированную направленность, так как с самого
начала обучаемые активно были включены в учебный процесс, сами сформулировали
тему, цель и задачи урока, использование различных форм и методов обучения,
которые способствовали повышению степени активности каждого ученика. Задавались
чёткие критерии контроля и самоконтроля учащихся, старалась принимать и
поощрять выражаемую учеником собственную позицию. Думаю, мне удавалось создать
атмосферу учебного сотрудничества на уроке. Через деятельностный подход осуществлялось
включение каждого обучаемого во все виды речевой деятельности на уроке.
Также
применялись приемы показа, объяснения, выполнения одноязычных упражнений без
опоры и с опорой на печатный текст; парная, групповая, фронтальная и
индивидуальная формы организации познавательной деятельности учащихся.
Основными средствами обучения на уроке были дифференцированные задания, опоры,
ТСО (интерактивная доска), раздаточный материал. На мой взгляд, занятие прошло
продуктивно. Так как в ходе урока использовалась групповая форма учебной
деятельности, это позволило активизировать речемыслительную деятельность ребят,
на протяжении всего занятия поддерживать интерес к материалу урока. Работа в
парах и группах способствовала формированию интерактивных навыков студентов,
чувства причастности к учебному процессу, ответственности за результат
совместной деятельности. На мой взгляд, задачи урока были решены, цели
достигнуты.
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