Title of Lesson: The United Kingdom of Great Britain and Northern
Ireland: General Outlook
Lesson Specifics
Target age/level: second year
/upper-intermediate
Theme: language and problem-oriented teaching
Time required: 1 period
Aims of lesson: 1) linguistic skills development
2) general revision
Objectives:1) a mingle activity with emphasis on oral
fluency
2) summering up of the cross-cultural
material
3) acting solutions to the problems of
choice and preferences
Classroom Techniques: 1) Oral Presentation
2) Variational
Drill
3) Information
Transfer
Materials Required: 1) handouts “The Land and the Population of the UK”
“Cities and Industry of the UK”
“The
Symbols of the UK”
2) pictures “ Sights of London”
3) vidiofilms“The Queen”
“London”
4) maps “The UK”
“London”
5) the table “The UK: Ten centuries in the Making”
6)
computer presentanions
“The Royal Family”
“Britain and the British Quiz”
Equipment: PC
Procedure
I. Warming-up
a) At
the beginning of the very first lesson it’s advisable to explain to students
the importance of being attentive, following instructions of their teacher. At
the same time, can serve as an ice-breaker.
b) To
get acquainted with the subject of the lesson the abbreviations THE UK, GB are
written on the blackboard. The students are asked to decipher them and think of
other names of the country.
e.g. The
other name of the country is …
People call
this country ….
Here one of the
students can read the information about the risght names from the magazine
article (Speak Out, 2007)
c) Then
the teacher begins the “teaching” part of the lesson with some questions
logically leading to the theme and plan of it, e.g. “Can you guess about
what are we going to speak today? Why did I ask you these questions? How can
they be related to the topic of our lesson today?” Students answer these
questions and formulate the topic and the main stages of their work. Then the
teacher names the aims and explains the procedure of the lesson.
II.
Brain-storming
a) The
teacher suggests looking at the map of the UK and tell about the geographical
position of the British Isles.
b) The
teacher may ask the following questions:
1.
Where are the British Isles situated?
2.
What is the total area of the British Isles?
3.
How many islands are the British Isles made up of?
4.
What is the origin of the Isles?
5.
Which countries of the UK occupy the two main islands Great
Britain and Ireland)?
6.
What is the area of the UK?
7.
What is the population of the UK?
These questions
help to check how students have memorized the information about relief, land
and people of the UK.
c) The students tell about the symbols of the four
parts of the UK. (The hometask for the lesson).
d) The next task suggests revising the information about the
main industries and cities of the UK.
1. What
does Great Britain produce and export?
2. What
large deposits are there in northern England?
3. Why do
most people in the United Kingdom live in towns and cities?
4. What
part does London play in the life of the United Kingdom?
5. What
goods are produced in Birmingham and Leeds?
6. What is
Glasgow famous for?
7. What is Edinburgh famous for?
III.
Speaking Activities
a) This
kind of speaking strategy gives a chance not only to speak on the topic which
summarizes the above-discussed ideas but at the same time to relax a little
bit. It is a kind of listening video comprehension. The students see a short
film “London” and take notice what places of interest they’ve seen. One of them
may comment while watching the film.
b) The
next stage of the discussion game is to activate the words on the topic
“Sightseeing” for future use. The teacher asks students to choose a postcard
from London and tell about it. The students should ground their choice.
c) Then the
students work with the map of London tell what else they know about its three
parts, metro and the main “house” (Buckingham Palace) in London.
c) The
next activity deals with the life of the Royal family. For this purpose the
students work with the presentation “The Royal family”. They need to sum up
what has been done and said so far. In this activity it is recommended to
stimulate students speaking by giving them an example e.g. “The head of
state of the UK is ….” It is very important that the students are
gradually worked into speaking freely and on the spot. They are involved in it
step by step beginning with short utterances and later with more or less long
ones.
d) After
that 2 or 3 minutes are spent to revise the information about different Royal
dynasties. For it the teacher asks one of the students to mark on the map (with
the help of the magnet, for example) the most remarkable kings or queens of England.
e) After
watching the extract from the film “The Queen” the students are asked some
questions about the political system of the UK. The first question is connected
to the contents of the extract where they see the meeting of Elizabeth II with
the Prime Minister.
1. What
kind of political system has Great Britain?
2. What
part does the Queen play in the Parliament?
3. Who is
responsible for the state policy?
4. How
can you explain the name «The Houses of Parliament»?
5. Who
do the House of Lords and the House of Commons consist of?
6. What
do you know about the Peers benches?
7. Who
do we call the Opposition? What is its role in the Parliament?
8. Why is
the clock Tower called «Big Ben»?
9. What
does the light at the top of the clock tower mean?
Reflection
a) After the revision of all the
material the students are offered “Britain and the British Quiz” (presentation
on the computer). In it they choose one of the three answers the questions
about the UK. The questions include the additional information from the
background knowledge of the students about Great Britain
b) At the end of the lesson the
teacher asks students to give their own evaluation of the work done. The
teacher also expresses his/her opinion and gives recommendations, estimate
students’ work and tells what they are going to do at the next lesson.
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