Методическая разработка урока "Misbehaving Students Punished with Mozart" с использованием материалов статей сайта Шона Бенвила BreakingNewsEnglish.com (для 9-11 классов ОУ)
методическая разработка (10 класс) по теме

                                                                       ГОУ СОШ №79 Калининского района Санкт-Петербурга

Учитель английского языка
Королева Наталья Анатольевна

Использование материалов статей
сайта Шона Бенвила BreakingNewsEnglish.com
на уроках английского языка, для 9-11 классов.

Шон Бенвил ежедневно добавляет свои новые статьи, посвященные последним событиям в мире,  и предлагает разработки уроков к ним (их уже более 1400). Я его материалами пользуюсь с 2008 г. и очень хочу, чтобы как можно больше коллег узнало об этом замечательном сайте. Можно найти статьи практически на все темы, которые проходим в школе, тем более  что многие из них имеют два уровня сложности: easier | harder. Я делаю презентации к наиболее интересным для моих учеников статьям и, в зависимости от уровня группы,  выбираю соответствующие задания.
Автор предлагает уроки по следующему плану:

1. Event - Текст статьи (он начитан самим Шоном)
2. WARM-UPS
3. BEFORE READING / LISTENING
4. WHILE READING / LISTENING
5. LISTENING – Listen and fill in the gaps
6. AFTER READING / LISTENING
7. STUDENT   SURVEY
8. DISCUSSION  
9.  LANGUAGE – MULTIPLE CHOICE
10. WRITING
11. HOMEWORK

Хочу предложить, в качестве примера, мою презентацию к статье-уроку Misbehaving Students Punished with Mozart. (Текст и все задания взяты с сайта http://www.breakingnewsenglish.com/ , аудиозапись можно взять на сайте, т.к. она занимает 972КБ, я не смогла ее представить в данной работе)

Misbehaving Students Punished with Mozart

A school in England is using classical music to cut down on students’ bad behaviour. The head teacher Brian Walker at the West Park School in Derby runs two-hour detention sessions after school on Fridays. He forces his students to listen to Mozart and other classical music. He also makes them copy his favourite poems and they have to watch educational videos. Mr. Walker says his main aim is to stop noisy pupils spoiling lessons for well-behaved students who want to study. He said the students staying behind are “not the smokers, the truants or the people who are late… It's those who have slowed the learning process in class for everyone”. Mr. Walker explained this was unacceptable “because it is robbing the rest of opportunities”.

Brian Walker believes the detention reminds students that education is something to value. "It helps them see they are part of something bigger that will enhance their life chances,” he said. The head teacher thinks students actually learn from being kept behind after school: "Hopefully, I open their ears to an experience they don't normally have and…don't want to have again, so it's both educational and acts as a deterrent." Music has had success elsewhere in reducing bad behaviour. In 2004, it reduced crime on London’s subway by 25 per cent. Researchers from a Belfast university found it helped stop elephants misbehaving. However, one West Park student called Kieran said: “An hour of Mr. Walker's music is a real killer.”

WARM-UPS

1. SCHOOL PUNISHMENTS: Walk around the class and talk to other students about school punishments. Change partners often. Sit with your first partner(s) and share your findings.

2. CHAT: In pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring.

Have a chat about the topics you liked. Change topics and partners frequently.

3. DETERRENTS: Are these good deterrents to stop students misbehaving? Complete this table with your partner(s). Change partners and share what you heard.

4. GOOD STUDENTS: Students A strongly believe that one day, all students will behave well; Students B strongly believe the opposite.  Change partners again and talk about your conversations.

5. SCHOOL HATES: What are the worst things about school? Rate these and share your ratings with your partner: 10 = Hate! Hate! Hate!; 1 = No problem. Change partners and share your ratings again.

6. STUDENTS: Spend one minute writing down all of the different words you associate with the word ‘students’. Share your words with your partner(s) and talk about them. Together, put the words into different categories.

BEFORE READING / LISTENING

1. TRUE / FALSE: Read the headline. Guess if  a-h  below are true (T) or false (F).

2. SYNONYM MATCH: Match the following synonyms from the article.

3. PHRASE MATCH:  (Sometimes more than one choice is possible.)

WHILE READING / LISTENING

GAP FILL: Put the words into the gaps in the text.

LISTENING – Listen and fill in the gaps

A school in England is using classical music ________________ students’ bad behaviour. The head teacher Brian Walker at the West Park School in Derby ________________ detention sessions after school on Fridays. He forces his students to listen to Mozart and ________________. He also makes them copy his favourite poems and they have to watch educational videos. Mr. Walker says ________________ stop noisy pupils spoiling lessons for well-behaved students who want to study. He said the students staying behind are “not the smokers, ________________ people who are late… It's those who have slowed the learning process in class for everyone”. Mr. Walker explained this was unacceptable “because it is ________________ opportunities”.

Brian Walker believes the detention __________________ education is something to value. "It helps them see they are part of something bigger that ________________ life chances,” he said. The head teacher thinks students actually learn from ________________ after school: "Hopefully, I open their ears to an experience they don't normally have and…don't want to have again, so it's both educational and __________________." Music has had success elsewhere in reducing bad behaviour. In 2004, it ________________ London’s subway by 25 per cent. Researchers from a Belfast university found it helped stop elephants misbehaving. However, one West Park student called Kieran said: “An hour of Mr. Walker's music ________________.”

AFTER READING / LISTENING

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words ‘classical’ and ‘music’.

1. Share your findings with your partners.

1. Make questions using the words you found.
2. Ask your partner / group your questions.

2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

1. Share your questions with other classmates / groups.
2. Ask your partner / group your questions.

3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

STUDENT SCHOOL PUNISHMENT SURVEY

Write five GOOD questions about school punishments in the table. Do this in pairs. Each student must write the questions on his / her own paper.

When you have finished, interview other students. Write down their answers.

1. Now return to your original partner and share and talk about what you found out. Change partners often.
2. Make mini-presentations to other groups on your findings.

SCHOOL PUNISHMENTS DISCUSSION

STUDENT A’s QUESTIONS (Do not show these to student B)

-----------------------------------------------------------------------------

STUDENT B’s QUESTIONS (Do not show these to student A)

LANGUAGE – MULTIPLE CHOICE

A school in England is using classical music to cut (1) ____ on students’ bad behaviour. The head teacher Brian Walker at the West Park School in Derby         (2) ____ two-hour detention sessions after school on Fridays. He forces his students to listen to Mozart and other classical music. He also makes them copy his favourite poems and they have to watch educational videos. Mr. Walker says his main (3) ____ is to stop noisy pupils (4) ____ lessons for well-behaved students who want to study. He said the students staying (5) ____ are “not the smokers, the truants or the people who are late… It's those who have slowed the learning process in class for everyone”. Mr. Walker explained this was unacceptable “because it is (6) ____ the rest of opportunities”.

Brian Walker believes the detention (7) ____ students that education is something to value. "It helps them see they are part of something bigger that will enhance their life chances,” he said. The head teacher thinks students actually learn         (8) ____ being kept behind after school: "Hopefully, I open their ears to an experience they don't normally have and…don't want to have again, so it's          (9) ____ educational and acts as a deterrent." Music has had success (10) ____ in reducing bad behaviour. In 2004, it reduced crime on London’s subway by 25 per cent. Researchers from a Belfast university found (11) ____ helped stop elephants misbehaving. However, one West Park student called Kieran said: “An hour of Mr. Walker's music is a (12) ____ killer.”

Put the correct words from the table below in the above article.

WRITING

Write about school punishments for 10 minutes. Correct your partner’s paper.

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_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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_____________________________________________________________________________

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HOMEWORK

1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.

2. INTERNET: Search the Internet and find out more about school punishments. Share what you discover with your partner(s) in the next lesson.

3. SCHOOL PUNISHMENTS: Make a poster about school punishments. Show your work to your classmates in the next lesson. Did you all have similar things?

4. ROBBED: Write a magazine article about a student who failed his/her exams because noisy students in class never gave other students the chance to study. Include imaginary interviews with that student and a noisy student.

Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).

5. LETTER: Write a letter to the head teacher of a school. Ask him/her three questions about school punishments. Give him/her three your three opinions on how to punish students. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

ANSWERS

TRUE / FALSE:

SYNONYM MATCH:

PHRASE MATCH:

GAP FILL:

Misbehaving students punished with Mozart

A school in England is using classical music to cut down on students’ bad behaviour. The head teacher Brian Walker at the West Park School in Derby runs two-hour detention sessions after school on Fridays. He forces his students to listen to Mozart and other classical music. He also makes them copy his favourite poems and they have to watch educational videos. Mr. Walker says his main aim is to stop noisy pupils spoiling lessons for well-behaved students who want to study. He said the students staying behind are “not the smokers, the truants or the people who are late… It's those who have slowed the learning process in class for everyone”. Mr. Walker explained this was unacceptable “because it is robbing the rest of opportunities”.

Brian Walker believes the detention reminds students that education is something to value. "It helps them see they are part of something bigger that will enhance their life chances,” he said. The head teacher thinks students actually learn from being kept behind after school: "Hopefully, I open their ears to an experience they don't normally have and…don't want to have again, so it's both educational and acts as a deterrent." Music has had success elsewhere in reducing bad behaviour. In 2004, it reduced crime on London’s subway by 25 per cent. Researchers from a Belfast university found it helped stop elephants misbehaving. However, one West Park student called Kieran said: “An hour of Mr. Walker's music is a real killer.”

LANGUAGE WORK