The selection and adaptation of the material on the topic "Towns and places"
Ministry of education and science of Ukraine
Kharkiv
State Pedagogical University by G.S. Skovoroda
Department:
English Philology
Course
paper on the topic
The selection and
adaptation of the material on the topic “Towns and places”
Kharkiv
2003
Contents
I.
Introduction
II.
Theoretical
part
1.
The
ways of introducing the topic “Towns and places”
2.
Types
of activities
III. Practical part
1.
The
set of the exercises on the topic
a)
Towns
of the USA
b)
Towns
of Ukraine
2.
The
working out of the lessons for students of the 10th form
IV. Conclusion
I. Introduction
This research paper is devoted to the topic “The selection and
adaptation of the material on the topic “Towns and places”. The topicality of
this subject is brought about that many students travel to other cities, towns
and abroad, and they are eager to tell about their impressions, adventures. The
topic is closely connected with our life; it is easy for pupils to learn the
words, to make up sentences, dialogues. They have discussions, surveys, and
questionnaires. To our mind, most of students take part in the role-plays with
great pleasure. Such lessons should be very various, intensive, full of joy. At
the first lesson students learn new words, expressions, enrich their vocabulary
stock. Later they can bring their own albums and describe their trips, cities,
towns they’ve visited. There is a wide range of material for teachers, which
helps them in teaching such an interesting topic.
The aim of our paper is to work out the system of exercises on the
topic “Towns and places” for students of intermediate level.
According to
the aim the following tasks are to fulfill:
1)
Observe
the ways of selections material on the topic;
2)
Design
a set of activities and exercises, directed on development of writing skills,
speaking, listening, reading, on the material from course books adopted by
ministry of education and science of Ukraine.
II. Theoretical part
a) The ways
of introducing the new material
Whatever the level of the pupils and however language study is
organized within ESA teaching sequences, there are four things that need to do
with new language: be exposed to it, understand its meaning, understand its
form (how it’s constructed) and practice it). Teachers use different wooden
blocks of different length and colours there are different visual possibilities
too: cards, drawings, and pictures.
Topic “Towns
and places” gives wide opportunity for using different kinds of texts about
cities and towns of the USA, Great Britain and Ukraine, about the most
important places of interest. Types of texts may be quite different, they are
encyclopedia – type texts or short stories. The teacher must take the pupils
read magazines articles, letters, stories, menus, advertisements, reports, play
extracts, instructions, and poems.
There are very
different kinds of work with texts:
1)
Students
are given a number of words from the text. They must guess what city or town it
is;
2)
They
read the text and have to guess where people come from (city, town). Some
places of interest are mentioned there;
3)
Students
read narrative with the end missing. They have to supply their own ending.
As we understand the teacher must choose the material on the “Towns
and places” so interesting and useful, that every pupil will work with
pleasure, will be interested in learning this topic.
The main
condition of learning of the topic is knowing words and expressions. It’s
basis. How can pupils remember the new words best of all? They repeat the new
words after the teacher. Repetition can be very useful. Chorus repetition
allows pupils to try the new words out with everybody else rather than having
to risk getting it wrong in front of the class. The pupils repeat the words
individually. Choral and individual repetitions are useful for sentences as
well.
Practice sessions at this level are likely to be a
combination of repetition and simple – making of the kind the teacher is using
in this example. With different words and constructions he may not be able to
hold up objects or point to them, instead he can use pictures, drawings, mime,
gesture, words, etc.
It’s very
useful to use invitations. It’s a good chance to make up good dialogues.
For example:
- Would you like to visit
the museum of water in Chuguyev on Sunday?
- That would be great! I’m
sure I’ll be free and we’ll go there.
b) Types of
activities
Students need to practice the questions and
answer exchange, they work in pairs and make as many invitations and replies as
they can. In very large classes, it may be useful to divide the class in half:
one half is Sarah; the other half is Joe.
The teacher can conduct the halves so that
they can practice the questions and answers.
A much better kind of practice is to ask
them to make their own sentences using the words correctly if they make some
mistakes.
The main aim of the pupils is to perform
some kind of talk about towns and places of interest. There are different kinds
of speaking activities from puzzle – like tasks to more involved role-playing.
One type of speaking activity involves the
so-called “information gap” – where two speakers have different parts of
information making up a whole. Because they have different information there is
a gap between them. One popular information gap activity is called “Describe
and draw”. In this activity one student has a picture which he or she must not
show his or her partner. All the partners have to do is to draw the picture
without looking at the original, so the one with the picture will give
instructions and descriptions and the “artist” will ask questions.
“Describe and draw” has many of the elements
of an ideal speaking activity. It is highly motivating; there is a real purpose
for communication.
A further
extension of the information gap idea occurs in the story – telling activity. The teacher puts the class into four
groups, calling them A, B, C, D. each group receives some pictures of the
places of interest of some city or town. The groups memorize everything they
can about the pictures. The teacher collects the pictures and asks for one
student from each group to form a new four – person group. He tells them that
they each seen a different picture, but the picture taken together in some
order or other tell a story about the city, may the pupils remember some facts,
details about the monuments, museums, etc. the final stories may be different.
The groups tell the whole class what their version is, and the teacher can
finally re-show the pictures. Their story-telling can, of course be useful as a
prelude to written narrative work. One way of provoking conversation opinion exchange is to get
students to conduct questionnaires and surveys. If the pupils plan these
questionnaires themselves, the activity becomes even more useful. The teacher
wants to activate pupils’ knowledge.
- What kind of questionnaire
can it be?
- What places of interest do
you always try to visit?
- Where do you stop? (a
hotel, private flat or a house)
- Have you met any
interesting people during your excursion?
- Have you taken any photos?
If you answer
‘yes’, describe the experience. The pupils go round the class questioning other
pupils noting down what they say. While they are doing this the teacher listens
and prompts where necessary and he then gets them to tell the class of any
interesting experience. Encouraging pupils to get up and walk around talking to
other classmates has many advantages. It varies the structure of classroom
period, allows pupil a bit of physical movement and provides a welcome variety
of interaction. Pupils can design and use surveys and questionnaires about any
topic – transport, places where you can rest, services in the city, etc.
The change of
opinions provokes spontaneous fluent language use. The first thing to remember
is that people need time to assemble their thoughts before discussion. The
ability to give spontaneous and articulate opinions is challenging in our own
language, let alone the language we are struggling to learn.
The teacher
starts by asking individual students to name any museums they have visited. Did
they enjoy the excursion? Did they learn any interesting facts about the
history? Students are broken up
into groups. They have a chance to think of ideas. This kind of discussion can
be formalized into proper debate-speakers on different sides giving speeches
comments. Role – play activities are
those where students are asked to imaging that they are in different situations
and act accordingly. The teacher may tell them to role-play being guests from
another city, travel agents answering customer questions, participants in a
public-building project, guides.
For example,
the conversation at the travel agency. The teacher asks pupils to ask about details of their
traveling. Pupils must stick to the information on their original cards, but
can invent new facts, which fit with that information. The teacher now tells the group to
start, but sets a time limit for the chairperson to announce the result. While
the activity is going on the teacher goes around the groups prompting where
necessary and making notes on examples of good and bad English usage that he
hears. When the time limit is up, the teacher asks the various chairpeople to
say haw their groups voted and why.
The role-game
can now lead into a number of possible writing tasks: a segment of the
dialogue, a newspaper report, letters to the newspaper, posters, etc.
We want to
describe some material, which can de used for teaching pupils. It is divided
into two aspects:
1)
Cities
of English-speaking countries;
2)
Cities
and town of Ukraine;
III. Practical part. The cities of English
speaking countries
The set of
the exercises
Listening.
1.
The
four guests from Canada have now returned from their visit and are being
interviewed on the local radio.
Work in pairs.
Before you listen, try to imagine which part of your plan they enjoyed most.
Now listen to the 4 visitors talking about their trip. Then fill in the grid
below.
|
Name
|
Best part of the trip
|
|
1
|
|
|
2
|
|
|
3
|
|
|
4
|
|
Writing
1.
Draw a line to match the city sentence on the
right. Then combine the two simple sentences into a complex sentence with an
adjective clause. Think carefully about using where or which. Write your new
sentence on another piece of paper.
a)
b)
Some North American Cities
|
1. Atlanta is a fast growing city
|
The Golden Gate Bridge is located here.
|
|
2. Calgary has a big annual rodeo
|
It is often called “Big Apple”
|
|
3. New York City is a great cultural center
|
Disneyworld, the Epcot Center and Universal
Studios are located there.
|
|
4. Mexico City is the largest city North America
|
It is located near the foothills the Rocky
Mountains
|
|
5. San Francisco has many steep hills
|
It’s on the St. Lawrence River
|
|
6. Denver is called “the Mile High City”
|
The 1996 Summer Olympics were held there.
|
|
7. Orlando is a popular tourist destination
|
The 1996 Supreme Olympics were held there.
|
|
8. Montreal is the second Largest French
speaking city in the world
|
It is capital of Mexico
|
3. Look at the sentences and match them with
their meaning
|
James has been to Scotland
|
James is not here, he is in Scotland now
|
|
James has been in Scotland since 1990
|
James has visited Scotland but he isn’t here now
|
|
James has gone to Scotland
|
James lives in Scotland now
|
11) Write sentences using the following words.
1.Capital,
population, to be;
2.to be situated,
river, mouth;
3.home, many famous
men, to be;
4.period, fruitful
life
5.sightseeing, tour,
about the city, to like
6.to be famous for,
building
4. Translate such sentences into English:
1.Ëîíäîí – îäíî èç íàèáîëüøèõ ãîðîäîâ Åâðîïû
2.Ýòîò ïàðê ñëàâèòñÿ ñâîèìè ôîíòàíàìè
3. Âåñòìèíñòåðñêîì àááàòñòâå ïîõîðîíåíû èçâåñòíûå ó÷åíûå è
ïèñàòåëè
4.Êðåïîñòü Òàóýð áûëà ìíîãî ëåò êðåïîñòüþ è òþðüìî
5. Òóðèñòû îñìîòðåëè äîñòîïðèìå÷àòåëüíîñòè ýòîãî áîëüøîãî è
êðàñèâîãî ãîðîäà
Reading
1. “My Neibourhood”
Read the text describing places, and fill in the gaps with suitable
prepositions from the list below
Through, outside, from, opposite, on, near, in.
My flat is (1)….. the 5th floor of a high – rise block
which is (2) ….. a busy road. During the day we can hear the traffic passing
(3) …… which can be quite disturbing, but fortunately there is a park just (4)
……. Our building, so we have a pleasant view of grass and trees (5) …… our
living room windows. I often walk (6) …… the park to get to the other side. The
center of the town is quite (7) ….. my flat, so it’s convenient for both
shopping and entertainment.
3. You and partner are members of a committee
responsible for twinning your town. You want to twin your town with a small
town in England called Budleigh Salterton. So you have invited four people from
Budleigh Salterton to your town.
Read the information about two of your guests and fill in the form
opposite.
Dear Mary!
Thank you for your letter. I’m looking forward for my trip.
I work at home, I’m married. I have two small children. I make
sweets desserts for restaurants in the area. I would be interested in visiting
local restaurants and picking up traditional recipes as well as meeting self-employed
people. I’d like to visit your native town.
I’d love to do some sightseeing but not museums.
Your friend Jane
Dear Christine!
I work closely with Emergency Services and would appreciate the
opportunity of finding out more about how your police, fire and ambulance
services function.
I would also like to visit any sports centers in your town. Perhaps
next year we could organize a football, basketball or tennis match between our
teams ?
1) Your sincerely Simon
|
Name
|
Age
|
Interests
|
Other information
|
|
|
|
|
2) Now ask your partner about other two visitors. Answer your
partner’s questions and fill in the rest of the form.
3) Then with your partner plan two exciting and informative days for
the visitors to your town. Try to keep together as much as possible, but also
try to keep everyone happy. When you are planning their itinerary remember to
include travel time, means of transport, etc.
|
Time
|
Day 1
|
Day 2
|
|
Coffee break
|
|
|
|
Lunch
|
|
|
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Tea break
|
|
|
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Dinner and evening
|
|
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Grammar
My town
Across, in, behind, on, through.
My hometown is situated (1)….. the south coast of England. It is
very picturesque, with wooden hills (2)….. it and a river running (3)….. it.
Most of the buildings (4) …… the High Street are old and quaint, and there are
several beautiful old bridges. (5) ….. the river you’ll find the newer part of
the town, which is also attractive. I think my town is one of the prettiest in
England.
Our local library
Through, across, in, inside, at.
Our local library which is situated at the edge of the park (1)…..
the road from my house is a surprisingly good one. The outside is quite modern,
and (2) …. The atmosphere is very quiet and relaxed. Books are arranged neatly
(3)….. the shelves, and people sit (4)….. tables or (5)….. comfortable
armchairs, reading and taking notes. (6)…. the windows you can see the green
trees of the park, I love spending time there, and go whenever I can.
4.
Fill in the correct preposition
1.
I wanted to go to the park …… foot, but my
sister insisted that we should go ….. taxi because it was so far away. However,
once we were … the taxi, we realized that it would have been quicker to walk,
because there was so much traffic.
2.
the building used to be a warehouse. It has now
been transformed …. Into a restaurant and it’s wellknown …. Its delicious food.
3.
My brother went to Spain …. plane last month. He
was a bit scared as he had never flown before, but once he was …. the plane, he
forgot all his fears and enjoyed the flight.
4.
Old Mr. Roberts has a huge variety….. of plants
in his garden, and is always boasting …. the price he won in a gardening
competition.
5.
We don’t need to worry …. noisy tourists as our
cottage is far …. From the popular bars and beaches.
5. Put the words in brackets into the Past
Simple or Continuous.
Many years ago while I (1)…. (travel) through Europe by train I (2)…
(have) the chance to visit most of the major European capitals and admire the
traffic scenery. One day as the train (3)… (pass) through the French
countryside it suddenly (4)… (stop) at small picturesque village because of
engine problems. While we (5) … (wait) for the train to be repaired, we (6) …
(get off) to do some sightseeing for a couple of hours. I (7)… (go) cozy restaurant
where I (8)… (enjoy) some exquisite French wine. In the end, I (10) … (not
mind) the delay at all.
6. Fill in the gaps with ‘since’ or ‘for’.
1 James has been digging the flowerbeds … 9.30 this morning. 2.
Leslie has lived in Amsterdam … 2 years. 3. how long is it … you last went to
the opera? 4. that man has been waiting for the bus … over 25 minutes. 5. I
have been learning English … last much.
7. Put the verbs in brackets into the Past
Simple, Past Perfect Simple or Past Perfect Continuous
The 1st time I (1)…(to visit) Silver Beach I was on
holiday with my family. A friend of ours (2)… (tell) us that it was the best
beach in the area. When we (3)…(arrive) we saw hundreds of people lying on the
beach, enjoying the sunshine. We (5)… (not realize) that we were getting
sunburnt, when we suddenly realized that we were getting sunburnt, so we (10)
…. (decide) to go for a swim. The water was so refreshing that we (11)… (swim)
for over an hour. After that we (12)… (to go) to the bar for a snack. Much to
our surprise, when we got back to our spot, all of our things were soaked!
While we (13)… (be) at the bar the tide (14 )… (come) in. our friend (15) …
(forget) to tell us not to sit too close to the water.
8. Fill in the gaps with prepositions and find
out some facts about Manchester
Manchester is a large city … (1) in the northwest of England. It is
located … (2) the river Irwell, a tributary -…(3) the big Mersey river, and is
linked … (4) it … (5) the Manchester ship Canal. Its position make it one …(6)
the main ports … (7) England. Manchester was formerly known …(8) its wool and
cotton industries, but is now the financial and business center … (9) the area.
When Britain was an Empire, Manchester was known as “Cottonpolis” because there
were many large cotton mills… (10) the city and … (11) the small towns … (12)
it.
Manchester is a beautiful city but unfortunately many …(12) its old
buildings (14) were destroyed. The citizens … (15) Manchester are called Manchurians.
Speaking
1. Look at the pictures on the blackboard and guess some of them:
a+ fast
b + diff
c + mon
d el+ (Bridge)
camel
e + gow
f+ chester
Key: a) Belfast, b) Cardiff, c)London, d) Cambridge, e) Glasgow, f)
Manchester
2. On the blackboard the places of interest are
written.
a) Choose only places of interest of London.Trafalgar Square
The Capitol
The Houses of Parliament
The White House
The British Museum
The Lincoln Memorial
Buckingham Palace
Kreschatic
The National gallery St Pauls Cathedral
Kyiv-Pechersk Lavra
Piccadilly Circus
Big Ben
b) Tell about these places of interest, give some information
3. Guess the name of the city
It’s 2000 years old. The Fatar settlement of Khadzybey first
mentioned it in 1415. it was based here. The Ukrainian sea Cossacks conquered
the Turkish fortress and the settlement of Khadzybey during the Russian –
Turkish war of 1787-1791. the city was founded at the end of the XVII century
in 1784 and 1795 it was renamed (Odessa)
c)
Now choose a city in Ukraine and write a similar
description. Don’t give the name.
d)
Now let’s play a ‘Guessing game’. Read out the
description to the rest of the class. Pupils guess the name of the city.
4. Speak on the following
In your opinion, can the capitals of the countries be called their
typical cities?
Explain why or why not?
-
If you could visit only 3 places of interest in
Kiev, London and Washington which would you visit? And why?
-
Can you explain what attracts people in the big
cities?
-
If you visit some new place do you prefer to see
it from the bus or car window or to explore it on foot?
-
Find three similarities and three differences in
the 3 capitals
-
Are you interested in the history of cities,
towns, and villages in general and capitals in particular?
5. There are sheets of paper on the table with
the names of the cities. They are put face down. In turns pupils come to the
table and take one card. Pupils must tell classmates about cities, they have
(chosen) (Coventry, Manchester), Liverpool, Oxford, Cambridge, Sheffield, and
Birmingham. Pupils work in groups in four. Every group must guess some city.
other group ask some questions to guess the name of the city.
Vocabulary
1.
Label the different parts of the house and the
garden using words of the text
Gazebo, roof, chimney, shed, porch, flowerbed, veranda, vegetable
plot, tiles, drive, balcony, gate, wall, garage.
2. Complete the sentences:
1.London is the
……………... of England.
2. Birmingham and
Coventry are two of the big …………. .
3.Sheffield is the
center of the steel …………… .
4.Liverpool is one
of the big …………… on the West coast of the island.
5.Manchester is a
center of …………… industry.
Key: 1) Capital, 2) industrial center, 3) industry, 4) ports, 5)
textile.
Tests
Test
². Choose the right variant to complete the
following sentences:
1. Kiev is
|
a) Younger than London
|
c) Younger than
Washington
|
|
d) As old as London
|
d) As old as Washington
|
2. Kiev became the capital of Kyivan Rus
a)
In the reign of Prince Volodimir;
b)
In the reign of Prince Yaroslav;
c)
Before the reign of Prince Volodimir;
d)
After the reign of Prince Yaroslav;
3. Golden Gates in Kiev used to be
a)
a place of warship;
b)
a place of learning;
c)
an entrance to the city;
d)
an entrance to the cathedral;
4. Andriyivska Church
a)was designed by an
Italian architect;
b)
is in Shevchenko boulevard
c)
was painted by Rastrelli
d)
has frescos painted by Vrublyov
5. St. Pauls Cathedral
is famous for it’s unique
a)physical
phenomenon
b)
Clock tower
c)
huge bell
d)
irons
6. The changing of the guard takes place in front of
a)Westminster Palace
b)
Buckingham Palace
c)
The Tower
d)
The Houses of Parliament
7. Nelson Column commemorate the British victory in the war with
a)Germany
b)
Italy
c)
Russia
d)
France
8. George Washington was
a)the first
President of the USA
b)
the architect
c)
assassinated in the Ford Theatre
d)
the author of the Declaration of Emancipation
9. Washington is situated in
a)the state of New
York
b)
the state of Columbia
c)
the state of Washington
d)
no state
10. The Capital is
a)a musium in
Washington
b)
the Washington Memorial
e)the President’s
residence
c)
the location of the Congress
11.The Lincoln Memorial looks like
a)
big pencil
b)
an ordinary house
c)
a classical Greek Temple
d)
a classical Roman Temple
²². Capital quiz
1)
Where in Kiev can you see monsters in the
street?
2)
In which of London’s parks can you find the lake
with a snake name?
3)
What fruit-tree is honoured in one of
Washington’s festivals?
4)
Who is the patron saint of Kiev?
5)
Where will you go in London to find the lodging
of Mr. Sherlock Holms?
6)
Where in London can people of different historic
epoch get together?
7)
Abraham Lincoln’s name can be found on the map
of the USA. Where?
Cities of Ukraine
Writing
1. Translate into English:
1. Êè¿â – îäíå ç íàéêðàùèõ ì³ñò ó ñâ³ò³. Ðîçêèíóòèé íà ìàëüîâíè÷èõ
ñõèëàõ Äí³ïðà â³í óâåñü ïîòîïຠó çåëåí³ ñàä³â ³ ïàðê³â. 2 ²ñòîð³ÿ Óêðà¿íè
ò³ñíî ïîâ’ÿçàíà ç Êèºâîì .3 Õðåùàòèê – ãîëîâíà âóëèöÿ Êèºâà 4 Êè¿â â³äîìèé
ñâî¿ìè àðõ³òåêòóðíèìè ïàì’ÿòíèêàìè ñòàðîâèíè
Grammar
1. Fill in the prepositions in the following
text and learn about another large Ukrainian city.
Dnipropetrovsk is one of …(1) the most important cities … (2) the
Southeastern part …(3) Ukraine. It stands … (4) a curve … (5) the Dnieper River
and spreads … (6) its both banks … (7) many kilometers. It was founded … (8)
1776 … (9) the reign … (10) Catherine II and named …(11) her honour
Katerinoslav
Today Dnipropetrovsk is the third largest city …(12) Ukraine a
population … (13) 1 million people. It is industrial, scientific, educational
center. It has many places …(14) interest that are worth seeing. You can begin
… (15) Glory Square and the monument …(16) the liberators … (17) the city …(18)
the Great Patriotic War.
Another very
interesting place is Komsomolskiy Island. … (19) The 9th century
there was a Greek monastery there which was visited … (20) Several Grand Kievan
Princes and Princess Olga … (21) their way …(22) Visantium. Unfortunately it
was ruined … (23) 1240. Today the island is a popular leisure center … (24) the
largest fresh water aquarium … (25) Europe.
Using all this
exercises, tests, quizzes the teacher can vary the lessons, do them
interesting, useful, friendful. The teacher can change the forms of work –
listening, reading, oral speech, writing. Every minute of the lessons must be
thought over carefully. Let’s go to the lesson in the 10th form.
Speaking
1.
Match the sentence
|
Kiev is one of
|
the most ancient cities of Europe
|
|
Kiev is situated
|
Of about 3 million people
|
|
Kiev has a population
|
On the banks of the Dnieper
|
|
The city is green
|
with chestnut trees
|
|
The streets are lined up
|
and beautiful
|
|
It is the scientific,
|
By three brothers – Kyi, Schek, Rhoriv and
sister Lybid
|
|
According to the legend Kiev was founded
|
specializing in electronics, aviation, food,
chemical production
|
|
It’s a major industrial center that includes
|
2000 years ago
|
2. Game. Name the place of interest by its
description
1.
It’s the main street of Kiev. The most treasured
pieces of architecture have been presented here. Old houses are combined with
modern buildings of shops and cafes glaring in the evening with bright light. (
Khreschatik)
2.
It’s a traditionally Slavic six-column church
crowned by seven cupolas (St. Volodimir Cathedral)
3.
A very famous university (Kiev National
University)
4.
Classical Ukrainian operas such as Lysenko
“Taras Bulba” are performed here (Taras Shevchenko National Opera Theatre of
Ukraine)
5.
the 17 storey hotel built in 1970 named after
the very famous sister (Lybid)
3. The church built in 1037 by Prince Yaroslav
the Wise to glorify wisdom of Christianity (Sophia in Greek means “wisdom”. The
St. Sophia Cathedral)
4. Make up the story about Kiev. Here is the example of the story:
1 Kiev is the capital of Ukraine. It is more than 2000 years old. It
is situated on the bank of the Dnieper. Famous places are: St. Sophia
Cathedral, Kiev – Pechersk Lavra, Golden Gates, Volodimir Cathedral,
Andriyivska Church, Khreschatik Street, Andriyivskiy Spusk, Shevchenko
Boulevard.
2 Describe the picture of the Ukrainian Arts Museum, using the
necessary words:
splendid buildings, architecture style, a broad staircase, facade,
slender column, grotesque stone figure, tent-shaped roof, portal.
Here is the example of description:
The cultural life of our capital is rich and vivid. There are a lot
of museums in it, among them the Ukrainian Fine Arts Museum. It occupies a
great splendid building. We are impressed by its architecture style. The
building has a broad staircase leading up to the portal. The façade is
decorated with slender columns and grotesque stone figures near the museum you
can see many people. They are visitors of the museum.
5 Game “A round Kiev tour”
The class is broken up into groups. Every group is given a task to
prepare an excursion, using some pictures of Kiev. Special additional material
is prepared: “souvenirs for guides from thankful tourists”.
6 Make up dialogues “In the city”, use the necessary words: Is this
the right way to …?, Where is the nearest …?, Thanks. Thanks a lot. Turn to the
right.(left) Take the 1st (2nd) turning on the right. Go
straight! I’m sorry. I don’t know.
7 Make up questions using the following table
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What
|
Is
are
|
the territory of Ukraine?
|
|
the population of Ukraine?
|
|
the highest body of state power?
|
|
the achievements of Ukrainian scientists?
|
|
The main river of Ukraine?
|
|
Is Kiev
|
An industrial, scientific, center of Ukraine?
|
|
the capital of Ukraine?
|
|
the seat of the Supreme Council?
|
|
the seat of the Cabinet of Ministers?
|
|
one of the most ancient cities?
|
|
famous for its beauty?
|
|
located on the picturesque banks of the Dnieper
river?
|
|
|
|
|
12. Guess
Match the places at the photos with the names.
For example:1) Volodimir Hill
2) Monument to Taras Shevchenko
3) Khreschatik
4) the Golden Gate
13 Find a partner
Write the following words on separate pieces of paper. Put them face
down and tangle. Take one. Now find your partner to make up a word – combination.
Write it on the blackboard. Make up a sentence with your word-combinations.
Key: ill heart, heroic
struggle, state sovereignty, real Courage, defend native land, proclaim sovereignty,
defeat enemy
13. Answer the following questions about your feelings, associations
and memories of Kharkiv.
1.
Were you born in Kharkiv and do you consider
yourself a native citizen of Kharkiv
2.
Did any of your ancestors live here?
3. Are you interested in the
past of your native city?
4. Do you think it’s wise to
spend money on the reconstruction of old buildings or it would be better to
build new houses with this money?
5. There are a lot of
beautiful buildings in Kharkiv. Do you have a favourite among them?
6. Are there any places of
interest, which are worth to be proud of?
Vocabulary
8 Complete the following sentences:
1. Ukraine has its own territory, higher and local bodies of … .
2. The geographical position of Ukraine is very favourable to the …
.
3. The population of Ukraine is … .
4. The Declaration of Ukrainian Independence was ….
5. The Dnieper, the Dnister, the Bug are the major …
6. Ukraine is rich in ….
10.Give synonyms to the words in bold type
1. You can see here ancient monuments and
modern new structures.
2. There are a lot of museums, places and monuments to see
there.
3. Kiev is a well-known industrial centre
4. The main river in Ukraine is the Dnieper River, which divides
it into to parts.
5. The state of Kiev Rus situated on the territory of present
Ukraine was set up in the 9th century.
Example of the lesson on the topic
The city and
the village
Practical
aim: to learn new words, to
improve habits of reading, writing and listening.
General education
aim: to
enrich knowledge of pupils about life of people in the city and in the town.
Developing
aim: to
stimulate speech activity of pupils
Educational
aim: all
the pupils must be proud of their birthplace.
Visual
aids: Pictures
of the cities, villages, the text “Living in the city”, Match the words.
The procedure of the lesson
1. Aim.
You know quite
a lot about our country from your Geography and History lessons. Today we’ll
speak about life of people in the village and in the city, about its advantages
and disadvantages.
2. Warm -
up
Look at the
blackboard and replace the words underlined with one of the following.
|
In spite of
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Pros and cons
|
|
Another point is that
|
One advantage is that
|
|
All things considered
|
For instance
|
|
To sup up
|
In my opinion
|
|
One disadvantage is
that
|
Especially
|
|
Moreover
|
Finally
|
3. Language
work (Speech practice)
1. Do
you live in a town or in a city?
2. Do you like your native city (town)?
3. What are advantages of life in a
village?
4. What are advantages of life in a
city?
5. What are disadvantages of life in a
city?
4. Reading
Read the text “Living in the city” using
the words on the blackboard
Learning of the new words
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On the plus side
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1) reading of new words
|
|
For example
|
2) making up sentences with them
|
|
All in all
|
|
|
For one thing
|
|
|
Practically
|
|
|
Cheap accommodation
|
|
|
Last of all
|
|
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In conclusion
|
|
|
To appeal to smb
|
|
6) Reading and translating of the text
7) Answer the questions
1. There are three paragraphs in the text. What is the purpose of each
one?
2. Name the advantages.
3. What are disadvantages of living in a city?
4. Give your own opinion.
8)Write rough notes about the pros and
cons of living in a country using the table:
|
Advantages of life in a city
|
Advantages of life in a country
|
|
|
9) Speaking practice. I’ve brought you
some photos of cities and villages. Look attentively at them and say where you
would like live and why? Use as many new expressions as you can.
Reinforcement
10) Choose the correct item
1.
Living in town you can
a)
find work
b)
work in your own kitchen-garden
c)
sunbathe
2 Living in the country you have
a)
a wide choice of transport
b)
much free time
c)
chance to go for a walk in fresh air
3) The city life is for
a)
old people
b)
young people
c)
all the people
4) I’d like to live
in a city, because
a)
I was born here
b)
City life is full of bustle
c)
I can visit places of interest, museums
11 Match the adjectives with nouns
bottomlesscrowdedpebblydeep
sandysleepboregrassy
1. beach
2.
lake
3.
hillside
12. Summarizing of the lesson
It’s very actual topic, we have discussed
today. It’s just for you to decide whether you will live and work in a country
or in a city. It depends on your character, on your future profession and other
circumstances.
H/t. write a composition (250 words) “I’d
like to live in…”
IV. Conclusion
So we have chosen the material on the topic
“Towns and Places” for the 10th form. We attained our aim, having
selected an interesting and useful material for this topic, which is favorable
for lessons. The teacher can show different photos, pictures, and drawings.
Students can draw the plan of the city and show the main places of interest.
Due to tests texts they learn much about the history of the cities, main
historical monuments and other places of interest. Using grammar exercises,
students revise grammar rules and simultaneously learn about the life in town.
Texts for reading and discussing have to be interesting, containing much new
information.
We tried to cover in our research paper all
aspects of the lesson, such as reading, writing, listening, speaking,
vocabulary and grammar.
The selected material corresponds to the
school curriculum of the 10th form and can be used on the lessons.
While writing this research paper I used
different Oxford, Longman, Collins ELT editions such as: How to teach English,
New Headway, Blueprint, The Choice.
Literature
1.
Compact: Intermediate: teacher’s Book / Doug
Young, Madeline McHugh. –Collins ELT, 1991, -80 p.
2.
Grammar in practice / Jennifer Seidi. – Oxford
University Press, 1992. - 38 p.
3.
How to teach English / Jeremy Harmer. – Addison
Wesley Longman Limited, 1998. –198 p.
4.
New Headway: Intermediate: Student’s book / Liz
and John Soars. - Oxford University Press, 1996 –115 p.
5.
English learner’s digest: Article “Scotland” -¹
22, November, 2001 p2
6.
Penguin Basic English grammar/ James O’Drisoll.
- Penguin English, 1988. –128 p.
7.
Talking in pairs: Intermediate: / Tanya Bastow
and Ceri Jones. Oxford University Press, 1995. – 80 p.
8.
Ó÷åáíèê àíãëèéñêîãî ÿçûêà 10 êë / Í. Ì. Ñèíåëüíèêîâà – Âûñøàÿ øêîëà, Ì.,
1992
9.
Your Guide in English: English tests / Completed
by L. Panchenko. –«Øëÿõ», Ëóãàíñüê, 2001. – 60 ð.
10.
Speak English With Pleasure / Í. Â. Òóð÷èíà, Å.Ê. Ìåðêóëîâà, Òîðñèíä 2000 –430 ð.
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