What right is right for me?
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МОУ «Бобравская средняя общеобразовательная школа» “WHAT RIGHT IS RIGHT FOR ME?” Урок английского языка в 10 классе Учитель: Денежко В.И. 2010 IS IT EASY TO BE YOUNG? Тема урока: WHAT RIGHT IS RIGHT FOR ME? Цели: 1. Тренировка произносительных навыков при чтении слов в транскрипции.
4. Развитие умений и навыков чтения и слушания с целью извлечения конкретной информации и детального понимания содержания. 5. Совершенствование речевых навыков и навыков письма. Stages I. Introduction. The objectives of the lesson. II. Warming-up activities. Teacher: To protect children's rights the United Nations had worked out an international agreement called the United Nations convention on the Rights of the Child. Do you know these rights? What rights do you have? I have the right to life! I have the right to education! I have the right to name and nationality at birth! I have the right to privacy, etc. III. Phonetic activities. I. Ex. 2(4),p. 107. Pupils read the transcription of the following words and expressions. medical care family background childhood to be available for children disability to develop their skills adult life to affect other people's rights exploitation to interfere with education a citizen of a particular country to reduce the number of deaths in to live in a safe and unpolluted environment to protect children from abuse Pupils read the words after their teacher and then translate them IV. Lexical activities. 1. Ex.1, p. 78 (AB). Translate the words.
Key: (the right to nondiscrimination) (the right to life) (the right to name and nationality at birth) (the right to express their views) (the right to meet other people) (the right to privacy) (the right to information) (the right to protection) (the right to take full and active part in everyday life) Pupils can do this exercise orally or in written form. 2. Ex. 2, p. 78 (AB). Add one word to make word combinations. Key:
V. Grammar activities. 1. Complex object (grammar revision). Teacher. After these verbs you should use the infinitive with "to'' in this construction. 1) verb + object + to + infinitive want, ask, expect, help, mean, would like, .would prefer (Pupils give their examples.) Example: P]: I asked Tom to help me. P2: We expected him to be late. P3: He would like me to come. 2) After help you can use the infinitive with or without to: - Can somebody help me (to) move this table?  Be especially careful with want. Do not say "want that...". Example:
3) These verbs have also the structure: verb + object + to + infinitive
(Pupils give their examples.) Example: Pi: Remind me to phone Ann tomorrow. P2: Who taught you to drive? P3: I got Jack to repair my car. P4: He warned me not to touch anything, etc. 4) make and let. Teacher. These verbs have the structure: verb + infinitive (without "to") Example: Pi: Hot weather makes me feel uncomfortable. P2:1 only did it because they made me do it. P3: She wouldn't let me read the letter. P4: He let me drive his car yesterday. 2. Teacher. And now let's do the exercise using this rule. Read each sentence and write a second sentence from the words give.
3) There's a football match next Saturday between England and Scotland. (you / want / Scotland / win?)
(She / want / Ann / lend her some) Key: 1) They wanted Tom to stay with them.
VI. Reading (for specific information). Scanning. Ex. 2, p. 106. 1. Pre-reading. Teacher. The United Nations organization is an international organization to which nearly all countries in the world belong. Every person has rights. To protect children's rights the United Nations has worked out an international agreement called United Nations Convention on the Rights of the Child. This Convention gives different rights. Read the text and say: What are these rights? 2. Reading (scanning). Pupils scan the text to find the answer to the question given before reading. 3. Post-reading activities. Teacher. Read the following articles, and then match the article in English with its Russian interpretation. You should write the number of the article and the letter of Russian variant.
а) Право на жизнь b) Право на недискриминацию , с) Право общаться с людьми. d) Право на имя и национальность при рождении. e) право выражать свои взгляды. F) Право на личную жизнь g) право на защиту h) право на здоровье и медицинское обслуживание i) право на полное и активное участие в повседневной жизни j) право получать информацию VII. Reading (for detail). 1. Pre-reading. Ex. 2(4), p. 107. Teacher. Read how the children's rights are explained in tbe Guide to the UN Convention. You should match the explanation wit the article of the convention. 2. Reading for detail (intensive reading). Pupils read the Guide to the UN Convention and match the explanation of children's rights with the article of the Convention. Example: Pi: The Convention proclaims the right to name and nationality at birth. This is said in the Article 7. It means that all children must get a name when they are born and become a citizen of a particular country And this is explained in the Guide to the UN Convention. P2: The Convention proclaims the right to health and health care.1 This is said in the Article 24. And in the Guide to the UN Convention it is said that the government must give children good medical care and try to reduce the number of deaths in childhood. Рз The Convention proclaims the right to protection. This is said in the Articles 19 and 32. It means that the government should protect children from harm, cruelty, abuse and dangerous drugs, etc. 3. Post-reading activities. Ex. 2(5), p. 108. Teacher. Which rights seen most important to you? Why? Put them in order of importance. Compare your list of rights with your classmates' lists. Example: Р I think that the rights should be put in the following order:
VIII. Listening for detail. Ex. 3(1), p. 108. 1. Pre-listening activity. Teacher. Young people around the world have expressed many different feelings and expectations about the United Nations Convention on the Rights of the Child. Listen to the text and answer the question: - What do they think about the rights proclaimed by the UN Convention? 2. Listening (for detail). Tapescript: Gary. -1 can't but agree that to have the right to life and protection is very important. But in my opinion, the Convention is useless. All adults do is talk; they can't be forced to put needs of children ahead of their own. Anny. - I'm sure the Convention is great and will bring children more rights. For the first time children have a document with which to work together on their problems. Ken.
Sue. - The Convention doesn't interest me. It's too complicated. I doubt whether it can give children real rights. Pupils listen to the text and try to answer the question given before listening. 3. Post-listening activities. 1) Pupils answer the question. Example: Pi: Gary thinks that the Convention is useless for children and Ann's opinion's different. She is sure the Convention is great and will bring children more rights. P2: And Ken is afraid that the Convention cannot do anything аЬоut war and cruelty. And for Sue the Convention is too complicated. 2) Ex. 3(2), p. 109. Teacher. Which of these opinions do you agree, partially agree or disagree with? Why? Example: P3: I entirely agree that for the first time children have a document with which to work together on their problems. I can't but agree that the Convention is very important. P4: I don't think that the Convention is useful. I can't agree that can give children real rights, etc. IX. The conclusion of the lesson. Homework: ex. 4(1,2), p. 109 (Student's book); ex. 1, p. 44 (Reader), IS IT EASY TO BE YOUNG? Тема урока: WHAT RIGHT IS RIGHT FOR ME? Цели: 1. Тренировка произносительных навыков при чтении слов в транскрипции.
4. Развитие умений и навыков чтения и слушания с целью извлечения конкретной информации и детального понимания содержания. 5. Совершенствование речевых навыков и навыков письма. Stages I. Introduction. The objectives of the lesson. II. Warming-up activities. Teacher. To protect children's rights the United Nations had worked out an international agreement called the United Nations convention on the Rights of the Child. Do you know these rights? What rights do you have? I have the right to life! I have the right to education! I have the right to name and nationality at birth! I have the right to privacy!, etc. III. Phonetic activities. I. Ex. 2(4),p. 107. Pupils read the transcription of the following words and expressions. medical care family background childhood to be available for children disability to develop their skills adult life to affect other people's rights exploitation to interfere with education a citizen of a particular country to reduce the number of deaths in to live in a safe and unpolluted environment to protect children from abuse Pupils read the words after their teacher and then translate them IV. Lexical activities. 1. Ex.1, p. 78 (AB). Translate the words.
Key: (the right to nondiscrimination) (the right to life) (the right to name and nationality at birth) (the right to express their views) (the right to meet other people) (the right to privacy) (the right to information) (the right to protection) (the right to take full and active part in everyday life) Pupils can do this exercise orally or in written form. 2. Ex. 2, p. 78 (AB). Add one word to make word combinations. Key:
V. Grammar activities. 1. Complex object (grammar revision). Teacher. After these verbs you should use the infinitive with "to'' in this construction. 1) verb + object + to + infinitive want, ask, expect, help, mean, would like, .would prefer (Pupils give their examples.) Example: P]: I asked Tom to help me. P2: We expected him to be late. P3: He would like me to come. 2) After help you can use the infinitive with or without to: - Can somebody help me (to) move this table? Be especially careful with want. Do not say "want that...". Example:
3) These verbs have also the structure: verb + object + to + infinitive
(Pupils give their examples.) Example: Pi: Remind me to phone Ann tomorrow. P2: Who taught you to drive? P3: I got Jack to repair my car. P4: He warned me not to touch anything, etc. 4) make and let. Teacher. These verbs have the structure: verb + infinitive (without "to") Example: Pi: Hot weather makes me feel uncomfortable. P2:1 only did it because they made me do it. P3: She wouldn't let me read the letter. P4: He let me drive his car yesterday. 2. Teacher. And now let's do the exercise using this rule. Read each sentence and write a second sentence from the words give.
3) There's a football match next Saturday between England and Scotland. (you / want / Scotland / win?)
(She / want / Ann / lend her some) Key: 1) They wanted Tom to stay with them.
VI. Reading (for specific information). Scanning. Ex. 2, p. 106. 1. Pre-reading. Teacher. The United Nations organization is an international organization to which nearly all countries in the world belong. Every person has rights. To protect children's rights the United Nations has worked out an international agreement called United Nations Convention on the Rights of the Child. This Convention gives different rights. Read the text and say: What are these rights? 2. Reading (scanning). Pupils scan the text to find the answer to the question given before reading. 3. Post-reading activities. Teacher. Read the following articles, and then match the article in English with its Russian interpretation. You should write the number of the article and the letter of Russian variant.
а) Право на жизнь b) Право на недискриминацию , с) Право общаться с людьми. d) Право на имя и национальность при рождении. e) право выражать свои взгляды. F) Право на личную жизнь g) право на защиту h) право на здоровье и медицинское обслуживание i) право на полное и активное участие в повседневной жизни j) право получать информацию VII. Reading (for detail). 1. Pre-reading. Ex. 2(4), p. 107. Teacher. Read how the children's rights are explained in tbe Guide to the UN Convention. You should match the explanation wit the article of the convention. 2. Reading for detail (intensive reading). Pupils read the Guide to the UN Convention and match the explanation of children's rights with the article of the Convention. Example: Pi: The Convention proclaims the right to name and nationality at birth. This is said in the Article 7. It means that all children must get a name when they are born and become a citizen of a particular country And this is explained in the Guide to the UN Convention. P2: The Convention proclaims the right to health and health care. This is said in the Article 24. And in the Guide to the UN Convention it is said that the government must give children good medical care and try to reduce the number of deaths in childhood. Рз'. The Convention proclaims the right to protection. This is said in the Articles 19 and 32. It means that the government should protect children from harm, cruelty, abuse and dangerous drugs, etc. 3. Post-reading activities. Ex. 2(5), p. 108. Teacher. Which rights seen most important to you? Why? Put them in order of importance. Compare your list of rights with your classmates' lists. Example: Р I think that the rights should be put in the following order:
VIII. Listening for detail. Ex. 3(1), p. 108. 1. Pre-listening activity. Teacher. Young people around the world have expressed many different feelings and expectations about the United Nations Convention on the Rights of the Child. Listen to the text and answer the question: - What do they think about the rights proclaimed by the UN Convention? 2. Listening (for detail). Tapescript: Gary. -1 can't but agree that to have the right to life and protection is very important. But in my opinion, the Convention is useless. All adults do is talk; they can't be forced to put needs of children ahead of their own. Anny. - I'm sure the Convention is great and will bring children more rights. For the first time children have a document with which to work together on their problems. Ken.
Sue. - The Convention doesn't interest me. It's too complicated. I doubt whether it can give children real rights. Pupils listen to the text and try to answer the question given before listening. 3. Post-listening activities. 1) Pupils answer the question. Example: Pi: Gary thinks that the Convention is useless for children and Ann's opinion's different. She is sure the Convention is great and will bring children more rights. P2: And Ken is afraid that the Convention cannot do anything аЬоut war and cruelty. And for Sue the Convention is too complicated. 2) Ex. 3(2), p. 109. Teacher. Which of these opinions do you agree, partially agree or disagree with? Why? Example: P3: I entirely agree that for the first time children have a document with which to work together on their problems. I can't but agree that the Convention is very important. P4: I don't think that the Convention is useful. I can't agree that can give children real rights, etc. IX. The conclusion of the lesson. Homework: ex. 4(1,2), p. 109 (Student's book); ex. 1, p. 44 (Reader), |
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