Личностно-ориентированный урок по теме: «Семейные конфликты»

Личностно-ориентированный урок по теме: «Семейные конфликты»

(9 класс)

Учитель: Мухаметзянова Г.И.

Этапы учебного занятия

I. Организационный момент

- Glad to see you! Oh, you're in a good mood today. Great! It means everything is OK in your families. I'm right, aren't I? (Ответы обучающихся)

II. Актуализация знаний

- How wonderful to have a family! We can rely on it, solve any questions together, be happy with our children/parents and … But on the other hand, there're not only such families. Do you agree with me? (Ответы обучающихся)

III. Постановка цели урока

- Now I suggest you a fragment of a famous movie "Stepmother". Please, try to find out what are we going to discuss at the lesson.

(Ответ обучающихся может быть разнообразным:"Family problems", "Relationships in the family", "Conflicts", но учитель должен подвести наводящими вопросами, беседуя по отрывку фильма, к теме урока "The family conflicts" и попытаться ответить на вопрос "What is conflict?")

Предполагаемые вопросы по фильму - подготовка к обсуждению/беседе по теме урока: Who is taking part in the dialog? How are they "talking"? What are the children doing? Are they happy or frightened? Why are they quarreling? (Pupils' minds)

IV. Актуализация знаний

- To talk about conflicts, to act some dialogues and to do different tasks we need the words.
Let's revise them and then make up sentences using them.

- I wonder what questions you'd like to ask and answer during our work today. (Вопросы обучающихся). So, the main questions of the present lesson are: ( дети читают вопросы).

V. Первичное восприятие и усвоение нового материала

- We're ready to continue and it's interesting to know the reasons of various rows in the families. What are your opinions which reason takes the 1st place in the world statistics. (Pupils' minds)

(Cлайд ) Compare your opinions and answers with the diagram demonstrating the statistics of the world, please. (Discussing)

- Do you have conflicts in your families? Who usually starts them? What are their reasons? Do you try to avoid them? How? Who suffers more having rows in your families? What is your own behavior? …

VI. Применение теоретических положений в условиях выполнения упражнений и решения задач

- As you see the rows can be between parents, between/among children and among mothers/fathers and their daughters/sons. You are right; the main reason of the parents or even grandparents and kids' conflict is their misunderstanding. Let's listen to the dialogue (page 103, exercise 2 ) and answer the question of the task: Why do these people disagree with each other?

(Следует обратить внимание на выражения: the family reunion, beauty is as beauty does.

Необходимо выслушать ответы учащихся и предложить выполнить упражнение № 6, используя текст упражнения № 2)

- Will Carrie's mother manage to change the situation? We're listening to the 2nd part of the story. But, first look through exercise 19 on page 108.

(Прослушав вторую часть учащиеся выполняют упражнения 19 и 20 и высказывают свое мнение об изменении поведения мамы и дочери.)

- Will Carrie wear the black velvet dress? Why? Now look at the picture of the happy family reunion and guess what's happening.
- Let's listen to the end of the story to find out if you are right. The author of the story says that the mother found the miracle of the rose pin. Why? (Следует обратить внимание на выражения: to fasten the rose pin, to get a kick out, to fly swifter)

- How did the mother (Angela) succeed in preventing the row? What could the conflict lead to if Angela hadn't told her daughter about great-grandmother's pin? Do you like/dislike this story? Why? What does it teach? Is it important to avoid or prevent conflicts in the family? What can different conflicts lead to?

VII. Самостоятельное, творческое использование сформированных умений и навыков

- Would you like to act some dialogues? Your task is to try to do everything to resolve conflicts in a peaceful way.

- The first situation - the father spends much time with the computer.

- The second situation - the daughter has dyed her hair.

- The third situation - two brothers have got only one bike, and their parents can't allow the second one.

(Обучающиеся обдумывают ситуацию 30-40 секунд, предполагают реплики партнера и инсценируют неподготовленный диалог)

Example (one of my students' dialogues):

- Why are you taking the bike? It's my turn today.
- You see, I have promised my friend…
- What? Again? I'm fed up with it.
- Firstly, I'm older. Secondly, I'm making money to buy another bike. And you do nothing.
- It's unfair. You know I help the mother every day.
- So do I. But I think the money is worth earning not to quarrel so often because of the bike.
- I find your argument quite convincing. May I go with you?
- OK.

VIII. Обобщение усвоенного материала

- I'm very happy you have succeeded in acting the dialogues. Thank you. To sum up, let's think what you could advise in this case.

IX. Домашнее задание

- I'm sure you'll do everything in your power to avoid or prevent any family conflicts. Let's have a friendly and understanding family! It depends on us, doesn't it?
- I'd like you

1) to write an essay, to make a presentation or to tell about it.
2) to write a short essay using such words as: «If I had some conflicts (problems) with my … (family, friends) I would…. »
3) to share your own opinion how you overcome your difficult family situations.

X. Итог урока

- Tell me, please, if our lesson will help you to do your homework. What have you learnt today? Do you like the lesson? Have you worked hard/ with pleasure or were you lazy/inactive?