Уроки к адаптационной программе факультативного курса по английскому языку Изученная Британия

Урок 16
Тема: Going through the System
Задачи:
Познавательная – знакомство со школьной системой образования в Англии и Уэльсе;
Обучающая – формирование навыков говорения, чтения с извлечением конкретной информации;
Развивающая – гармоничной развитие личностных качеств учащихся, способностей к догадке, коммуникабельности;
Воспитательная – воспитание уважительного отношения к другой культуре и обычаям.
Ход урока
Pre-reading stage
I Match word-phrases with figures (numbers):
Pre-school
Secondary school
Sixth form
Primary school
Ages 5-11 (compulsory)
Age 3-5 (voluntary)
Age 16-18 (voluntary)
Ages 11-16 (compulsory)
While reading stage
I Find the definitions of the following expressions:
Pre-school education
Post school
Half-term
National Curriculum
Independent school
Eleven Plus
Compulsory education
The School System
Education is compulsory from the age of five to sixteen, and there is usually a move from primary to secondary school at about the age of eleven, but schools are organized in a number of different ways. The Department for Education and Skills maintains overall control although local education authorities and head teachers have considerable powers in planning and administration. The National Curriculum introduced in 1988 sets levels of attainment for all pupils at the end of Key Stages 1-3 at ages 7, 11 and 14.
Until the 1960s most children took an examination at the end of primary school (the Eleven Plus): those who passed went to grammar schools while those who did not went to secondary school. A few areas still selected at the age of eleven, but about 90 per cent of secondary schools in Britain are now comprehensive, taking children of all abilities from their local area.
Most parents choose to send their children to free state schools financed from public funds but an increasing number of secondary pupils attend fee-paying independent schools outside the state system. Many of these are boarding schools, which provide accommodation for pupils during term time. Many independent boarding schools are confusingly called public schools in England and Wales. Schools in Britain have three terms a year, each with a short half-term break in the middle, and longer holidays at Christmas and Easter and in the summer.
Post-reading stage
I Match the words to form pairs:
school
primary
state school
boarding school
pupil
secondary
day school
college
student
public school
II Describe the difference between the pairs which you formed in Ex I.
III Discussion
At what age do pupils usually move from primary to secondary education?
What is the difference between selective and comprehensive education?
Урок 28
Тема: TV or not TV
Задачи:
Познавательная – знакомство с мнением британцев о телевидении;
Обучающая – формирование навыков аудирования с целью извлечения конкретной информации, навыков чтения и говорения;
Развивающая – развитие способностей к догадке;
Воспитательная – воспитание уважительного, толерантного отношения к чужому мнению.
Оснащение: аудиокассета, диаграммы
Ход урока
Pre-listening stage
Answer the questions:
How often do you watch TV a week?
What sort of programmes do you like best?
While-listening stage
Try to understand:
When does the speaker watch TV?
Which programmes does he like?
Listen to the speaker and tick the following statements “T” if it’s “True” of “F” if it’s “False”
№ Statement True False
1 I’m quite a sports fan 2 My daughter doesn’t watch TV after school 3 Children’s TV lasts about an hour and a half 4 I don’t see any real difference between radio and TV 5 The important thing is not how much you watch but how selective you are Television in our life.
Well, I suppose that I watch some television most days. My television watching tends to happen late at night for sort of domestic reasons and work reasons, so it’s restricted by that, I watch a lot of news programmes, I nearly always watch the news, or current affairs programmes. I’m quite a sport fan as well, so if there’s any sport on I tend to watch it: cricket, or football or something like that, if I’ve got nothing better to do.
I have a daughter who’s six and she watches children’s television quite often when she comes back from school. Children’s television lasts about an hour and a half. Sometimes she’ll sit through right from the beginning to the end and other times she’ll get bored and switch off and go away and do something else.
So in our house the television tends to be on in the late afternoon and late at night. But I’m amazed at figures that I came across recently, for example that some people may watch as much as twenty-eight hours in a week. That was in winter. I think, when the weather’s bad and people are inside anyway. I don’t know whether that means the time that the television is on or whether people actually watch it for that amount of time, because I think in some homes the television goes on as a kind of background and people don’t actually watch it in any kind of concentrated way.
I suppose one of the things that worries me as a parent is the effect that television has on children. I don’t take the same view as a lot of friends of mine who think that TV is some kind of danger to them. I think people are very inconsistent here. People never said that radio was a great danger to children, and I don’t see any real difference between radio and television in that sense.
I think television can be a great benefit to children. I think there are a lot of good programmes that give them good educational information, presented in a way which is very attractive to them. For example, there’s a very good nature programme, which is presented in a very exciting way on television and is very good viewing, and very educational as well. And I also think television’s good for introducing children to good literature. There are often children’s stories. Good children’s stories are dramatized for television and this can often attract children to go and read the book, and I think that’s a good thing.
The most dangerous thing, I think for children on television is the commercialism, and I get really angry about television programmes that are produced, which are really produced not because they’re interesting television programmes but because they’re part of a big marketing exercise, so that at the same time the shops will be flooded with rubbers and pencils and bags and pencil cases and things like this and there’s a tremendous pressure on children to go out and buy those things, and I think that is a very dangerous thing indeed.
The other dangerous thing, I think, for children is if the television is on indiscriminately then they do, if parents are not careful, they do get to see programmes which are not suitable for them. And I think that is a big danger. But that’s up to the parents to make sure that that doesn’t happen, I think.
I find it very difficult to say what would be a reasonable time to watch television. I think the important thing is not how much you watch but how selective you are. That you say, this is an interesting programme and worth watching, and I’ll watch it, and if there are a lot of good programmes in one week, you might spend quite a bit of time watching television; another week, when the programmes are not so good, far less. So it’s very difficult to say, what is a reasonable amount of time.
Post-listening stage
Find the endings of the sentences:
My TV watching tends
I have a six-year old daughter
who watches
Some people may
watch as much as
I suppose one of the things
that worries me is
I think there are a lot of
good programmes that
The most dangerous thing
for children on TV is
The other dangerous thing
for children is
20 hours a week
the effect that TV has on children
to happen late at night for sort of
domestic and work reasons
give them good
educational information
children’s TV when she
comes back from school
that they do get to see programmes
which are not suitable for them
the comercialism