Урок культурознавства англомовних країн у 10 класі

Communication Sphere:   Habitats and homelands

The Theme: British national identity.

Aims:

• to help learners do develop their auding and speaking skills, expand their vocabulary, to form pupils ability of usingtheir imagination while discussing different situations;
• to develop students’ creativity, auditory and visual memory, pupils’ arbitrary and involuntary attention.
• familiarize students with the geographic location, history and cultural heritage of the UK; to increase cultural awareness;
• to develop skills of unprepared speech, foster respect for culture, history and traditions of the country and its people.

Audio-visual aids: a computer, map of the UK,  cards, pictures, texts, dictionaries

PROCEDURE

I.Introduction

1.Greeting

T. Good morning  pupils. Today we will discuss different  questions and facts about UK and its people. Work with the map of UK.

2.Warming – up

T-Look at the map. What is the country? What is the difference between England, Great Britain and the UK?

Pupils answers.

T. England is one of the four countries of the United Kingdom, and has a separate identity from Scotland, Ireland and Wales.

Great Britain is the island consisting of England, Scotland and Wales.

The United Kingdom is the political entity consisting of England, Scotland and Wales, plus Northern Ireland. Confusingly, people from the United Kingdom are referred to as 'British', although this label can be eighty controversial when applied to people from Northern Ireland.

II. The main part

1. Speaking

T. Which of the symbols are illustrated on the pictures? (tartan, red rose, daffodil and dragon).

2.Work in pairs with the Appendix 1:

T. List the national symbols from the Information Files under these categories and complete the table.

Key

Plants: red rose, thistle, leek, daffodil

Real animals: lion, bulldog

Mythical animals: dragon

Abstract patterns: tartan

3. Speaking

1. T. Read the Information Files on England, Scotland and Wales and answer the questions

Which of the countries:

1. has the largest/smallest population?
2. has a national day in the spring?
3. has a national day in the autumn?
4. has a blue and white flag?
5. has a red, green and white flag?

Key

1. England; 2, Wales; 3- England and Wales; 4- Scotland; 5, Scotland; 6. Wales.

2. T. Read the text about Northern Ireland and answer the questions.

1. How many countries are there in Great Britain?
2. When did the south of Ireland become independent from Britain?
3. How many countries are in the UK?
4. What do Northern Irish Republicans want?
5. What do Northern Irish Unionists want?

T:Despite the Good Friday peace agreement of 2000, the political situation in Norlhem Ireland remains  very volatile, and British troops are still in force there.

Key

1. Three; 2.1922; 3. Four; 4.They want to remain a part of the United Kingdom; 5. They do not want to remain a part of the United Kingdom.

3. T. Look at the photos in the magazine article.

Work with the Appendix 1:

• What specific countries do the people in each photo come from?
• How can you fell?

Key

The girl is Welsh (she's got a red dragon on her T-shirt).

The man without a hat is Scottish (his face is painted with the Scottish flag).

The man in a hat is English (his face is painted with the English flag)

4. Reading

Pre-reading activity

T. Look through the ” word-bank matching “ and try to match the words with the  definitions.

Key

daffodil              a yellow spring flower (narcissus)

leek                    winter vegetable from the onion family

pitch                  a sports field

tartan                 a checked, coloured pattern used on textiles

thistle                 a plant with sharp feaves and a purple flower

Union Jack        the red. white and blue flag of the United Kingdom

While- reading activity

T. Read the article. Match the beginnings and the endings of the sentences.

1. Welsh and Scottish sportspeople get annoyed when
2. If England and Scotland play a rugby match,
3. People enjoy St Andrew's Day and St David's Day now, but
4. Some buildings in England used to display the Union Jack, but now

1. they display their own symbols and flags, not British ones.
2. they show the English flag.
3. they aren't referred to as 'Scottish’ or 'Welsh',
4. they didn't use to celebrate them much.

Key

1. c;2. a; 3. d; 4. b.

After- reading activity

T. Look through the text and  Answer the questions please.

• In what occasions people might display their  national flags and symbols like those in the photos (usually at sports events).
• What is the name of the flag of the UK?
• How  have Scotland and Wales recently won some political in dependence from England?

5. Listening

T. Now you will hear one teenager from each of the four countries of the UK talking about their national identity.

• Haveyou  ever heard a Scott isin Welsh or Irish person talking?  
• Do you  recognise that their accents differed from standard English?  

T. Listen and complete the table. Note down where they come from and their ages.

Tapescript:

(Welsh, British, Northern Irish, Scottish accents)

Welsh boy:

Hi. My name's Dean Morgan and I'm Welsh.1 come from Swansea, in the south of Wales. I’m sixteen. I think of myself as Welsh first, then British, I don't think of myself as European at all.

English girl :

l‘m Claire Wright. I'm fifteen and I come from Southampton, in England-1 think of myself as

British first, and then as English. And I’m European too - it's important to feel part of Europe these days.

Northern Irish boy:

I'm Jason McArthur from Northern Ireland. I'm seventeen and I live in Belfast. I think of myself as both Irish and British, but I don't feel that I'm European,

Scottish girl;

Hello, my name's Emma Daniels and I'm Scottish, from Falkirk. I'm seventeen. I feel that I'm Scottish, and I also fee! European, but I don't think of myself as British at all. it doesn't mean anything to me.

Key

Name                 Country                   Age

Dean                   Wales                       16

Claim:                England                    15

Jason:          Northern Ireland             17

Emma:              Scotland                      17

6. Speaking

T. Do you remember how any of the teenagers feel about national identity?

Listen again and  this time note down which nationality which teenager feels that they belong to.

Key

British?          Dean _r Сlaіre  Jason

Irish?             Jason

English?        Claire

Scottish?        Emma

European?      Claire,Emma

Welsh?            Dean

7. Writing. Explanation of the home task

T. Write a paragraph about your country.  Write about the national flag, the national day and the national symbols.  Is your country  ‘united^’, or are there some parts of it that have a separate identity?

Ending of the lesson

1. Summary

T. Our lesson is over. If you want to know more about the UK, visit this beautiful country and you’ll remember it forever. You can also prepare your own article, using another information. It will be interesting. Thank you very much for your attention. We do appreciate your work at the lesson and of you have got excellent marks. Your marks for today are…

Communication Sphere:   Habitats and homelands

The Theme: Seven natural wonders of America

Aims:

• to help learners do develop their auding and speaking skills, expand their vocabulary, to form pupils ability of using their imagination while discussing different situations;
• to develop students’ creativity, auditory and visual memory, pupils’ arbitrary and involuntary attention.
• familiarize students with the geographic location, history and cultural heritage of the USA; to increase cultural awareness;
• to develop skills of unprepared speech, foster respect for culture, geographical position, history and traditions of the country and its people.

Audio-visual aids: a computer, map of the USA,  cards, pictures, texts, dictionaries

PROCEDURE

I. Introduction

1.Greeting

T. Good morning, pupils. Today we will discuss different questions and facts about USA, its geographical position and its people. Work with the map of USA.

2.Warming – up

T. Look at the map. What is the country? Have anybody of you been to USA?

Pupils answers.

II. The main part

1. Speaking

T. Can you identify the location of the next places:

• California (on the south-west coast);
• The Grand Canyon (the most southerly dot);
• The Great Lakes (the lefthand dot on the US/Canadian border);
• Glacier Bay (the dot in Alaska);
• Niagara Falls (the righthand dot on the US/Canadian borded).

2. Work in pairs with appendix 2

T. Look at the photos. Do you recognize any of these places?

Can you locate numbers 3, 5, 6, 7 on the map.

3. Speaking

Expanding pupils’ vocabulary.

T. Look at the adjectives and put them into six pairs of opposites. Use them to describe the places.

deep high large long low narrow short shallow short small tall wide

Key

deep/shallow;

high/low;

Iarge/small;

long/short;

narrow/wide;

short/tall.

1. Reading

Pre-reading activity

T. Read the texts quickly and find the specific information required about the features in the photos. Do not read the text in detail. Tell which of the natural wonders:

1. are partly in Canada?
2. are further north than Canada?
3. are in California?
4. consist entirely of water?

Key

1. The Great Lakes and Niagara Falls;

2. Glacier Bay;

3. Death Valley and the trees:

4. Old Faithful, the Great Lakes, Niagara Falls.

While reading activity

T. Read the texts again more slowly this time and complete the tables with the correct statistics in pairs.

After-reading activity

T. How can humans pose a danger to natural features such as the ones in this unit?

Pupils’ answers

T. So,  we can say that the main possible dangers are erosion, pollution, litter, vandalism, climate change caused by human activity, etc.

5. Listening

T. Look through the topics before you listen.

How do you think which pose a danger to the Grand Canyon?

Pupils’ answers

T. You are going to hear a ranger talking about the negative effects of tourism on the Grand Canyon. Guess which of the following environmental problems he will talk about, then listen and see if you were right.

Tapescript

(American accent)

Well, we get about five million visitors to the Grand Canyon every year. That number of visitors сan bring a lot of problems. The worst problem is the amount of traffic that we get around the edges of the park. There are tong Sires to get in the gates, and the pollution from the cars can sometimes cause clouds that obscure the view of the canyon, so people can't see anything. And the traffic pollution can also erode the rocks themselves.

Around May and June it gets realty hot and dry in the canyon, and forest fires are a big problem. A lot of these fires start naturally, of course, but a lot are started by visitors' campfires or cigarettes. And campers often give food to the wild animals, which is a big mistake. Some of the food we eat is dangerous to animals, and the animals also start to depend on humans for food - they become too friendly, which isn't good for them?

The most recent environmental problem is the problem of noise from helicopters and small airplanes. There are tourist flights over the canyon from dawn to dark, and it's impossible to escape from their noise. A lot of people want to see a reduction in the noise levels in the park.

Key

He talks about fires, danger to animals, noise and traffic.

T. Look through the questions. Can you answer some of them?

Listen again and answer the questions.

1. How many people visit the Grand Canyon each year?
2. What two problems can pollution cause in the canyon?
3. Which two months does the ranger say are particularly hot and dry?
4. What are two ways in which visitors start fires?
5. Why should visitors not feed the animals in the canyon (two reasons)?

Key

1. 5 million;

2. It can causa clouds that obscure the view of the canyon, and if can erode the rocks;

3. May and June;

4. With campfires and cigarettes;

5. Some human food is dangerous to animals, and feeding animals makes them depend on humans for food.

6. Speaking

T. What are the most-visited attractions in our country (natural or man-made)? Are they being damaged by tourism? Is anything being done to preserve them?

T. Let’s make a list on the board of some оf ourг country's most popular tourist attractions. Then discuss the effects of tourism on them in pairs.

Pupils’ answers

7. Writing. Explanation of the hometask

T. Write a paragraph about your country.  Write about the most popular tourist attractions. Write about the effects of tourism on them.

Ending of the lesson

2. Summary

T. Our lesson is over. If you want to know more about the USA, visit this beautiful country and you’ll remember it forever. You can also prepare your own article, using another information. It will be interesting. Thank you very much for your attention. We do appreciate your work at the lesson and of you have got excellent marks. Your marks for today are…

Communication Sphere:   Links with the past

The Theme: English History

Aims:

• to help learners do develop their auding and speaking skills, expand their vocabulary, to form pupils ability of using their imagination while discussing different situations;
• to develop students’ creativity, auditory and visual memory, pupils’ arbitrary and involuntary attention.
• familiarize students with the history and cultural heritage of the UK; to increase cultural awareness;
• to develop skills of unprepared speech, foster respect for culture, history and traditions of the country and its people.

Audio-visual aids: a computer, map of the UK, copies of appendix 3, pictures, dictionaries

PROCEDURE

I. Introduction

1.Greeting

T. Good morning  pupils. Today we will have a short trip to the UK history. We’ll discuss different  questions and facts about UK and its history and people. Work with the map of UK.

2.Warming – up

T-Look at the map. What is the country? Try to guess what places are under the numbers.

Pupils answers.

II. The main part

1. Speaking. Expanding pupils’ vocabulary. Work with the Appendix 3.

Read and write these words in the correct column of the table.

abbey army battle fort invasion kingdom monarch monastery navy occupation reign successor defeat troops victory

Key

Kings and queens: kingdom, monarch, reign, successor.

Military action: army, battle, fort, invasion, navy, occupation, defeat, troops, victory.

Religion: abbey, monastery.

T. Look at the people and places in the pictures are all important in English history. Can you identify any of them?

Key

DAY 2 = Elizabeth I,

DAY 3 - The Tower of London,

DAY 4 = Stonehenge,

DAY 5 = William Shakespeare,

DAY 6 = Fountains Abbey,

DAY 7 - Hadrian's Wall

2. Reading

Pre-reading activity

T. Look through the ”word-bank” and try to translate words into Ukrainian.

While- reading activity

T. Read the texts except Scotland and complete the table with the missing dates and names from the text in pairs.

T. In which day of the trip can you find the relevant information to complete the table.

Key

After- reading activity

T. Look through the text and answer the questions please.

Answer the questions.

6. Why did the Romans build Hadrian's Wall?
7. What was the Roman name for the city of Bath?
8. What famous Roman site can you still visit there?
9. Who fought the Battle of Hastings, and who won?
10. Who built the Tower of London, and when?
11. Name three famous female prisoners at the Tower of London.
12. What happened to the Catholic monasteries during Henry VIII’s reign?
13. Who was the monarch during Shakespeare's lifetime?

Key

1. To protect themselves and their Empire from the Scottish tribes;
2. Aquae Sulis;
3. The Roman baths;
4. The English hinder King Harold) and the Normans (under William the Conqueror). The Normans won;
5.  William the Conqueror, in 1078:
6. Anne Boleyn, Catherine Howard and Elizabeth I;
7. He sold all their buildings and land;
8. Elizabeth I.

3. Speaking:

What happened to Anne Boleyn and Catherine Howard?

Where can you see a play in Stratford?

Have you ever visited any places in England?

Look at the pictures of the kilt, haggis, bagpipes and tell what country are they connected with?

Have you ever been to Scotland?

4. Reading

Pre-reading activity

T. Read the short article about Scotland and name the things.

Key

a Scottish musical instrument: bagpipes;

an article of Scottish clothing: kilt;

a Scottish drink: whisky;

a type of Scottish food: haggis.

While- reading activity

T. Read the text about Scotland and complete the task. Which of the things from the previous task:

a. could be used to sleep in?

b. were used as protection from enemies?

c. might have originated without the help of humans?

d. gave freedom of movement?

e. might have come from a country outside Scotland?

Key

1. the kilt;
2. b, bagpipes;
3. c, whisky;
4. d. the kilt;
5. e. the haggis and bagpipes.

After reading activity

As you know,  the period of the history in today’s lesson is 55 BC – 1588.

Let’s make notes according to the next questions. And let’s discus this events in pairs.

• What was happening in our country during these periods of history?
• Who were the key people and which places are associated with them?

5. Writing. Explanation of the home task

T. Write a paragraph about your country.  Write a table of key dates for your country, like the one in exercise 3.

Ending of the lesson

3. Summary

T. Our lesson is over. If you want to know more about the UK, learn more about it at yourself.  You can also prepare your own article, using another information. It will be interesting. Thank you very much for your attention. We do appreciate your work at the lesson and  you have got excellent marks. Your marks for today are…

Communication Sphere:   Links with the past

The Theme: British colonialism

Aims:

• to help learners do develop their auding and speaking skills, expand their vocabulary, to form pupils ability of using their imagination while discussing different situations;
• to develop students’ creativity, auditory and visual memory, pupils’ arbitrary and involuntary attention.
• familiarize students with the history and cultural heritage of the UK in its colonial time ; to increase cultural awareness;
• to develop skills of unprepared speech, foster respect for culture, history and traditions of the country and its people.

Audio-visual aids: a computer, map of the UK, copies of appendix 4, tapescripts, pictures, dictionaries

PROCEDURE

I. Introduction

1.Greeting

T. Good morning  pupils. Today we will have a short trip to the UK history. We’ll discuss different  questions and facts about UK and its history in its colonial time and people. Work with the map of UK.

2.Warming – up

T-Look at the map. What is the country? Try to name all English-speaking countries that you know. How did the English language travel so far?

Pupils answers.

II. The main part

6. Speaking Expanding pupils’ vocabulary. Work with the Appendix 4.

T. Can you explain the words:

Colonization settlement trade conquest

Key

Colonization: to take control of another country by going to live there or by sending people to live there

Settlement: a place where people have come to live permanently, usually when there were very few people living there before

Trade: business the activities of buying and selling goods or services

Conquest: the process of taking control of land or people during a war

T. With the help of these words the Great Britain appeared someday.

T. Look at the photos of the foods. How could these things have helped to spread British influence around the world?

T. Complete the table with words from the texts. Individually, read the texts quickly and find the missing words.

Additional questions:

• Where did most Irish emigrants settle after the potato famine?
• When did Britain begin to colonize India?

Key

7. Reading

Pre-reading activity

T. Look through the “word-bank” and try to translate words into Ukrainian.

While- reading activity

T. Now read the text in more detail and answer the questions. Check answers with the whole class.

T. Insert the names of the countries in the correct sentences.

Key

1. Hong Kong, Singapore;

2. Jamaica;

3. India;

4. Ireland;

5. America;

6. China.

After reading activity

T. Look through the text and answer the questions please.

Who can name two British cities that grew rich from the starve trade? (Liverpool and Bristol)

Locate Liverpool and Bristol on a map of England

T. How do you think why do they had so much business from the slave trade?

(because of their location on the west coast of the country, convenient for  Atlantic crossings).

T. Read all the texts about Bristol and answer the questions:

14. Who was Pero?
15. What is significant about naming a bridge after him?
16. Why was 1997 an appropriate year to put up a plaque in memory of African slaves?
17. What position did Ian White have in 1997?
18. What do you think Philippa Gregory's book is about?
19. Who was Edward Colston?
20. What does the writer of the letter think about Edward Colston?

Key

1. Because it was the European Year Against Racism;

2. He was a Member of the European Parliament for Bristol;

3. The slave trade;

4, An African slave who lived in Bristol;

5. It shows that the Council are recognizing the contribution of the slave trade to the city:

6. An 18^th  century businessman;

7. He thinks that we should forgive him for his involvement in the slave trade.

Comprehension questions:

T. Why is the name of Edward Colston in debate in Bristol?

8. Speaking

T. Discuss the next questions in pairs then report back to the whole class.

Think of any other cases where people in contemporary society have apologized for historical events that they had no part in.

Do you think that Britain should feel guilty about its involvement in the slave trade? Do gestures like the ones made by Bristol City Council help to heal the past? Discuss with the class.

9. Writing. Explanation of the home task

T. Write a paragraph about our country.  Find and write оut where some of our

everyday foods  have bееn imported from? Think about today's import and export of food.

Ending of the lesson

4. Summary

T. Our lesson is over. If you want to know more about the UK and its history, learn more about it at yourself.  You can also prepare your own article, using another information. It will be interesting. Thank you very much for your attention. We do appreciate your work at the lesson and you have got excellent marks. Your marks for today are…

Communication Sphere:   Everyday life

The Theme: Families

Aims:

• to help learners do develop their auding and speaking skills, expand their vocabulary, to form pupils ability of using their imagination while discussing different situations;
• to develop students’ creativity, auditory and visual memory, pupils’ arbitrary and involuntary attention.
• familiarize students with the cultural heritage of the UK; to increase cultural awareness;
• to develop skills of unprepared speech, foster respect for culture and traditions of the country and its people.

Audio-visual aids: a computer, copies of appendix 5, pictures, texts, tapescripts, dictionaries

PROCEDURE

I. Introduction

1.Greeting

T. Good morning, pupils. Today we will discuss different questions and facts about simple families in UK.

2.Warming – up

T. What is a family? Is it better to have a big or a small family?

Pupils answers.

II. The main part

1. Speaking

Work with appendix 5 in pairs.

T. Who do you live with?

Do other members of your family live near you, or do you have to travel to see them?

Expanding pupils’ vocabulary.

T. Match the words to the definitions.

Key

1. e;
2. c;
3.  f;
4. a;
5. d;
6. b.

2. Reading

Pre-reading activity

T. Read the texts quickly and find the answers about how many people Callum, Meera, Ben and Trudi share a house with.

Key

Callum: 2 people; Meera; 5 people; Bee; 3 people; Trudi: 2 people,

While reading activity

T. Read the texts again more slowly this time and complete the task. Underline the correct alternatives to complete the sentences.

21. Callum's aunt and uncle / grandparents live near London.
22. Callum often/sometimes sees his cousins.
23. Meera's aunts both live near/ faraway.
24. Meera often /rarely sees her cousins.
25. Daisy is Ben's half-sister/ stepsister.
26. Julie is Pete's ex-wife/stepmother.
27. Trudi's mum and dad live in different places/ together.
28. Trudi never sees her dad/ sees her dad regularly.

Key

1. aunt and uncle; 2. sometimes; 3. near; 4. often; 5. stepsister 6. ex-wife; 7- in different places; 3. sees her dad regularly.

After-reading activity

Answer the following questions:

Where does Callum’s dad come from?

How many aunts does Meera  have?

Are Ben’s parents still married to each other?

Where does Trudi go every day after school?

Pupils’ answers

3. Speaking

T. So, we can say that a lot of people don’t  have a happy marriages. Read the statistics about families in a USA and the UK.

Which of the two countries has the higher divorce rate?

Which of the two countries has the higher number of children with unmarried parents?

Which of the children in this unit lives:

• in a single-parent family?
• in a stepfamily?

Does the statistics surprise you?

T. Discuss with a partner.

How do you think that the same statistics would be different in our country?

What are the advantages and disadvantages of the four family situations in the texts?

4. Listening

T. Look through the questions before you listen.

1. Who are: Rachel? Louise? Richard?
2. What is James's opinion of Richard?
3. Who is the oldest child in the house?
4. Why doesn't James like Louise's behavior?
5. What does their mum say when James and Rachel complain about Louise?
6. What happens when they have an argument with Louise?

Guess what James's family situation is?

Listen to the Tape script and check your answers.

Tapescrfpt

(British accent)

My name's James, and I live with my mum and my stepfather. I've got a sister, Rachel, but I also live with my stepsister, Louise, She's lived with us for two years, since mum married Richard, her father, Richard's OK - I like him a lot. He's really friendly to Rachel and me, but he doesn't pretend that he's our dad. But I find my stepsister really difficult. She's older than Rachel and me, and she tries to tell us what to do all the time - but she's living in our house! Sometimes she invites lots of her friends round to the house, so Rachel and I can't get into the kitchen, or watch what we want to on TV. And when we complain to mum about it, she just says that it's Louise's home too now, and that we should try to understand her problems! And if we have an argument, Richard always believes her and not us. It's not fair!

Key

1. Rachel is James's sister. Louise is James's stepsister. Richard is James's stepfather;
2. He likes him a lot;
3. Louise;
4. Because she's come to live in his house, but she always tells him and his sister what to do;
5. She says that it's Louise's home too now, and that they should try to understand her problems;
6. Richard believes Louise and net James and Rachel.

5. Speaking

T. Discuss what you think James should do about his family situation.

Pupils’ answers

6. Role-play

T. Now in pairs role-play the following conversation.

Imagine how James and Louise feel:

Student A Complain to Louise, your stepsister, about her behavior;

Student B: You are Louise. Listen to James, your stepbrother, complaining about your behavior, then tail him how you feel.

7. Writing. Explanation of the hometask

T. Write a paragraph about your country.  Write a description of your own family, of a family you know, or of a famous or fictional family.

Ending of the lesson

5. Summary

T. Our lesson is over. If you want to know more about the USA and UK family life, visit this beautiful country and you’ll remember it forever. You can also prepare your own article, using another information. It will be interesting. Thank you very much for your attention. We do appreciate your work at the lesson and of you have got excellent marks. Your marks for today are…