III. Заключна частина уроку (5 хв)

Домашнє завдання.

Words. Phrases. Expressions. CD 2, track 5, SB p. 153

Listen to and learn.

Підведення підсумків уроку.

Діалог вчителя з учнями.

What is your future profession? Why do you choose it? What do you do to get this job?

Урок 46

Підтема: Як підлітки в Великій Британії обирають майбутню професію

Мета: Повторити й активізувати навчальний матеріал. Продовжувати навчати спілкуватися за темою.

Практикувати навички читання.

Удосконалювати фонетичну компетенцію.

Розвивати крос-культурну компетенцію.

Формувати комунікативну компетенцію.

Виховувати бажання працювати.

Обладнання: Підручник, зошит

Хід уроку

І. Підготовка до сприйняття іншомовного мовлення (10 хв)

Привітання.

Повідомлення мети уроку.

Today we will have a talking about a good start and will read the texts about three British teenagers’ decisions. Also we are going to find out the difference between the words tailor and dressmaker; job and profession.

Перевірка домашнього завдання.

Уведення в іншомовну атмосферу.

а) Формування фонетичної компетенції.

Rhyme and Reason. SB p. 154, CD 2, track 6.

Listen to and read the part of Robert Frost's poem “The Road not Tak­en⁹⁹ and practise the sounds /ou/ and /аі/.

II. Основна частина уроку (30 хв)

1. Тренування навичок читання.

Активізація лексичного матеріалу.

Words. Phrases. Expressions. CD 2, track 5, SB p. 153 Учні прослуховують слова, записані на диску, а потім читають один за одним по слову.

Формування крос-культурної компетенції. Across Cultures. SB p. 160

Учні мовчки читають про реалії Великої Британії.

MIND! SB p. 161(b)

Учитель пояснює учням різницю між словами, а потім вони вико­нують вправу.

Choose the right words from the box above and complete these sen­tences.

Mr Gray is a tailor and he’s made all my father’s suits. The suits are perfect, because Mr Grey loves his lob and all his suits. My mom wants a new dress; she goes to our neighbour Lucy Grant, who is a well-known dressmaker. Lucy wanted to get a profession of a designer, but couldn’t go to university. So she enjoys her lob. I think she is well-suited to it.

Етап читання.

Your Language Portfolio: Reading. SB p. 158 (a)

Read about three British teenagers' decisions of a good start and say if they are the same or different.

Перевірка розуміння тексту й формування комунікативної ком­петенції.

Your Language Portfolio: Reading. SB p. 161 (c)

Say which of the three British children said these words. Can you de­velop their ideas?

I’ll base my life around the thing I like in every possible way.	Kevin
This assured me that I wanted to go into this profession.	Paul
I don’t think my family can offer the fees.	Carol
I can always get a student loan that I pay back later.	Carol
The future employers love a “gap year”.	Kevin
I really wanted to find out if I was suited to the profession.	Paul
My job really makes me happy.	Kevin
I want to see the world myself, smell it, hear it, feel it.	Kevin

Your Language Portfolio: Reading. SB p. 162 (d)

Copy the table in your workbook. Fill in the chart and comment on the teenagers’ decisions.

Name	Reason of choice	Solution	Job chosen
Carol	Low A-levels need to contribute to the fam­ily income.	To try a job in a com­pany which wants her to do certain courses for her position so she could develop and get a promotion.	A job which offers any training or opportuni­ties for her to study, to work and to get expe­rience.
Kevin	Surfing is the only thing in his life that truly makes him hap- РУ*	He went to college un­til he was 18. He passed his А-levels, then went surfing around the world on what they call a “gap year”.	He works as a beach lifeguard in Cornwall.
Paul	He had an ambition to become a lawyer.	He started looking for a job in a law firm. He put his CV together, made lots of copies and posted them to as many law firms as he could find.	He was accepted as an office junior at a law firm only a 15-minute bus ride from his house.

Your Language Portfolio: Reading. SB p. 162 (e)

Judging by the teenagers' experience, say what prospects for the future they have after finishing school. Which of them appeals to you most and why?

Your Language Portfolio: Reading. SB p. 162 (f)

In pairs discuss the after-school opportunities for British teenagers and say if you have the same in Ukraine.

2. Тренування навичок письма.

а) Формування граматичної та комунікативної компетенції.

Your Language Portfolio: Reading. WB p. 74 (a)

Read about the teenagers' decisions of a good start (p. 158 of your Stu­dent's book) and enlarge on the following statements.

Carol can always get a student loan.

She hopes she will be able to save up some money so that she could then go to university. And if the worst comes to worst and she really doesn’t enjoy her work and wants to get back to studying, she can always get a student loan that she pays back later.

Kevin refuses to follow in anyone’s footsteps.

He’ll base his life around surfing in every possible way. He wants to do exactly what he is doing right now. He doesn’t want to see the world in the movies or read about it in books. He wants to see it himself, smell it, hear it and feel it. He refuses to follow in anyone’s footsteps.

Paul has found a job that answers all the traditional requirements. He could see that his new job answered all the traditional requirements:

job satisfaction, career possibilities, good working conditions and stabil­ity. This assured him that he wanted to go into this profession.

ІII. Заключна частина уроку (5 хв)

1. Домашнє завдання.

1. Your Language Portfolio: Reading. SB p. 158, CD p. 2, track 7 Listen to the text about three British teenagers' decisions of a good start.

2. Підведення підсумків уроку.

Діалог вчителя з учнями.

What did we find out about people’s attitude to a good start? Say what characters do you like most: Carol, Kevin or Paul? Explain your choice. Have you got your own decision of a good start?