Виховний захід з англійської мови 10 клас
“Будь патріотом”
Автор: вчитель англійської мови Трофимчук Світлана Вікторівна
| Topic | Be A Patriot! | ||||||
| Brief description of context, location and time (size of classroom, facilities/resources available, lesson length, etc) – | It is a public secondary school. There are five lessons of English a week, each lesson lasts 45 minutes. The suggested lesson lasts 50 minutes. The school specializes in learning foreign languages. That is why, English is paid much attention to. Usually the learners sit in pairs, the setting may be changed during the lesson. It depends on what I plan for them. The desks are rather heavy but movable. There is enough space to move around the classroom. | ||||||
| Brief description of learners (how many, age, level, special needs/behavioural issues, etc) – | The learners are 15-16 years old. They have 5 lessons of English a week. There are 16 learners in a group. Upper-Intermediate Level (B1+) All of them speak Ukrainian as a first language, but this is their tenth year of learning English. Most of the learners are interested in getting good knowledge because after the 11th grade they will take their Final Exam on English. | ||||||
| Brief description of the new idea and why chosen
| Taking into consideration new socio-political realities and circumstances connected with Russian aggression, dedication to the all-governmental ideas of strengthening the country, an active civic position and the feeling of patriotism are becoming more and more up-to-date in the society. It is important that every educational institution becomes a place for bringing up a patriot-citizen of Ukraine who is ready to be responsible, to build the country as a sovereign independent democratic legal country, to provide its national security, to promote the unity of the Ukrainian political nation and the establishment of peace and harmony in the society. At the same time emotions despite the fact whether they are positive or negative have always accompanied all the events happening to the person. In such a way every learner should be ready to distinguish between good and evil, face the differences and have a clear understanding of not only cultural but also political and moral diversity. | ||||||
| How does the lesson fit with syllabus/timetable? | The given lesson is the result of the Ministry of Education recommendations for learning the English language. | ||||||
| Aims
Objective
| By the end of the lesson the students will be able to · Clearly understand the meaning of the notion “Patriot” · Distinguish between the notions of “Understanding patriotism” and “Being a Patriot” By the end of the lesson the students are expected to be able to · Speak about a patriot as a responsible citizen of the country · Express their feelings and emotions based on the suggested situations | ||||||
| Materials and references | Sample 1 Sample 2 Sample 3 Sample 4 Sample 5 | ||||||
| Anticipated problems | I assume that that the learners may feel uncomfortable while discussing why they are not responsible citizens of the country and why they are indifferent to it | ||||||
| Proposed solutions | It would be a good idea for the teacher to highlight that this is only their role to follow for the learners to feel freer while sharing their ideas | ||||||
| Lesson Stage
| Stage aim | Teacher activity | Student activity | Interaction | Time | ||
| Lead in Getting ready for the lesson | For learners to get ready for work | Organizes the class | To be | Teacher-learners | 1 | ||
| Practice Brainstorming Making predictions as to the topic of the lesson
If the students do not guess the topic of the lesson, they are given Sample 1 Task to find the key word | For learners to think creatively and to be ready to connect events happening in the society with the needs of the society
For learners to review the names of different emotions and their spelling | Listens to the learners’ ideas and encourages them for further guesses
Observes and helps if necessary | Express their ideas and expands on their detailed explanation
Work in 2 groups | Teacher-learners
Learner-learners
| 3 | ||
| Production Giving the definition to the word “A PATRIOT”
| For learners to express their ideas as to this notion | Listens and monitors for accuracy and then demonstrates some definitions given by the dictionaries ( Sample 2) | Give as many explanations as it is possible and then compare their with the given by the dictionaries | Teacher-learners | 4 | ||
| Differentiating between “Understanding Patriotism” and “Being Patriotic” | For learners to clearly understand the difference between these two ideas | Gives the learners the strips with different statements (Sample 3) and asks them to organize them in 2 columns | Demonstrate their knowledge and understanding and organize the statements into 2 columns and comment on what is more important: Understanding or Being | Learner-learners Learner- teacher | 5 | ||
| Choosing the emotions and feelings a patriot may experience | For learners to associate different feeling and emotions with a patriotic person | Suggests a list of adjectives to choose from | Choose the adjectives and explain in which situations a patriot can experience the chosen emotions and feelings | Individual | 5 | ||
| Summing up that a patriotic person is an ordinary person who can experience both positive and negative feelings and emotions | For learners to understand that a patriot is a person with moral values | Encourages learners to share their ideas | Perform their ideas, listen to the other learners’ thoughts and either agree or disagree with them | Teacher-learners | 4 | ||
| Reading Information Gap Filling | For learners to develop their reading skills | Provides the learners with some advice concerning vocabulary (if necessary) | Fill in the gaps in the text
| Individual | 3 | ||
| Post-reading | For learners to speak about the main idea of the text | Listens to the learners’ ideas | Present their viewpoints and create the title to the text | Teacher-learners | 3 | ||
| Regrouping | For learners to work in new groups | Gives an instruction on how to create a new group ( on the back side of every handout there is a statement “You are (not) a patriot” according to which the learners organize groups | Change their seats and form new groups | Teacher-learners | 1 | ||
| Discussing | For learners to share their ideas and to choose the suitable ones | Provides advice and guidance and helps learners clarify their ideas Participates in the discussion | Engage in discussing the ideas in groups and identify the reasons: why they are patriots and why they are proud of this; why they are not patriots and why they are indifferent to being patriotic | Learner-learners | 5 | ||
| Presenting the ideas | For learners to become aware of the fact that there are patriots and people who are absolutely indifferent to patriotism | Keeps time, listens and prompts if the learners are “lost for words” | Share their arguments | Learners | 5 | ||
| Reflecting on the feelings the learners experienced while working in groups and presenting their ideas | For learners to honestly say whether it was comfortable for them to discuss such statements or not | Encourages learners if he/she sees that the learners are not ready to share their feelings | Comment on the suggested activity | Teacher-learners | 4 | ||
| Creating some pieces of advice on how to bring up their children so that they will become responsible citizens in the future | For learners to make the summary of the lesson | Collects the ideas | Publish their posters | Learner-learner | 4 | ||
| Giving Feedback Reflection | For learners to give feedback and reflect on the lesson | Listens and observes | Make the analysis of what they liked/did not like and what other questions could be discussed | Individual | 3 | ||
| What went well? Why? (refer to the learners, learning outcomes and stage aims, lesson procedures, tasks / activities and materials) | Most of the students were active at the lesson and, what is more important, they were rather open. They expressed their ideas without any hesitation and they honestly spoke about their feelings and emotions. The learning outcomes were achieved, the activities were appropriate and the lesson procedure was well planned. | ||||||
| What didn’t go well? Why? (refer to the learners, learning outcomes and stage aims, lesson procedures, tasks / activities and materials) | 50 minutes was not enough as the students were very active and the activity on Differentiating between “Understanding Patriotism” and “Being Patriotic” lasted 5 minutes longer The activity on Creating some pieces of advice on how to bring up their children so that they will become responsible citizens in the future also lasted 5 minutes longer Boys were very quiet at the lesson and they seemed to be indifferent to the topic itself. When they answered the questions they either criticized the point discussed or simply told they had no idea. | ||||||
| What changes will I make next time? Why? | It would be a good idea to organize pair work. In such a way more students will have a chance to share their ideas. | ||||||
Sample 1
Think about the first letters of the following words then make up a key word for the topic of the lesson:
| P | -erseverent, -resent, -assionate, -atient, -roductive, -eaceful |
| A | -cceptive, pproachable, -ffectionate, -pproving |
| T | -olerant, -houghtful, -ruthful, -enacious |
| R | -eceptive, -aptuos, -esponsible, -eliable, -esponsive |
| I | -n good humour, -nvolved, -nquisitive, -ntent, -nspired |
| O | -utgoing, ptimistic |
| T | -eceptive, -aptuos, -esponsible, -eliable, -esponsive |
The teacher may give the students to following table to fill in the capital letters or to cut the following into strips for the learners to firstly guess the capital letters and then to make up the word “PATRIOT”
Sample 2
Merriam-Webster dictionary:
“A patriot is a person who loves and strongly supports or fights for his or her country,
one who loves his or her country and supports its authority and interests”
Thesaurus dictionary:
“A patriot is a person who loves, supports, and defends his or her country and its interests with devotion; a person who regards himself or herself as a defender, especially of individual rights, against presumed interference by the federal government”
Cambridge dictionary:
“A patriot is a person who loves his/her country and, if necessary, will fight for it”
The Free dictionary
“A patriot is a person who vigorously supports his country and its way of life”
Sample 3
| Understanding Patriotism | Being Patriotic |
| Difference between patriotism and nationalism | Stay informed. |
| How patriotism is used | Keep your government honest |
| Learn about where you live | Learn about where you live |
| Learn about your culture and history as well | Learn about your culture and history as well |
| The history of other countries | Participate in local government |
| Look at issues from both sides | |
| Display your pride if you want to | |
| Love your country with open eyes |
Sample 4
A list of adjectives: angry, depressed, confused, helpless, indifferent, afraid, hurt, sad, judgmental, open, loving, happy, interested, alive, positive, peaceful, strong, relaxed
Sample 5
By Mrinalgouda Patil
I recently met my father’s friend who is a Government officer. He was speaking 1)….behind in some things. And in his words, he was constantly using Israel country. By listening to his words, I felt he is a big fan of Israel country. During this, he narrated a story about a family in Israel.
A family of mother with 5 children lived in Israel. The father served in army and was killed in the war. In Israel, there is a rule 2)….. has to serve in the army. Now it was the first son’s turn to join the army. Unfortunately, even he was killed in the war.
This went on 3)….. were killed.
Now the mother asks the fifth and the last son to join the army. So he goes to the committee where they will decide about his job.
So in the meeting, the officials said “See already your family has suffered a lot. All of your family members have been killed 4)…... So it will be better if you don’t join the army”.
So the fifth son who was determined and made his mind 5)….. replied ” No sir, I am ready to serve in the army”.
So they had a conversation for a long time to sort out the problem. The officials were too strong on their decision.
Finally after some time, they came to a decision that “Since your mother is old, we let you spend time with your mother. She needs you. After she is no more, we will allow you 6)…..”
So the son returns to the home with a sad faced and explains the situation to the mother. Even the mother felt sad.
The next day, when the son goes to the mother’s room, she is no more. She had committed the suicide . There was a letter lying down which read” Dear son, Now you can join the army. The country needs you. Go.”
Hats off to this lady (mother) who thought her country is of prime importance than anything.
- a) while serving in the army
- b) till all the four sons of the family
- c) why Indians are still lacking
- d) to join the army
- e) to serve in the army
- f) that one among the family
- g) while joining the army
Професійний аналіз проведеного заходу, настільки все детально розписано, я читала і ніби була присутня на цьому заході. Ну і завдання не із легких, тому Ваші учні молодці. і Ви – професіонал, якщо змогли привести їх до такого рівня знань!