Ход урока.

1.Организационный момент:

Учитель: Good morning, children! We are having an extraordinary lesson today. I’d like to pay your attention to the theme of our lesson. I expect you to be very active in the discussion, to be attentive to the information you’ll be offered.

What do you think are we going to speak about?  Why does the theme sound like this one?

2.Просмотр видеосюжета о молодежных субкультурах и его обсуждение.

Высказывания учащихся по теме урока (тема высвечивается на интерактивной доске).

Примерные высказывания учащихся:

Ученик 1: To my mind, we’ll speak about one of the most important problems nowadays, it is violence.

Ученик 2: In my opinion, we are going to discuss what we can do to improve the situation connected with violence.

Ученик 3: It’s rather difficult to solve this problem but we try to do it.

Учитель: At the end of the lesson you should point out the main items of the problem of violence and, perhaps, try to solve some of these questions. Besides, you should decide what form of the project connected with our theme you are going to choose and to represent them at our next lessons. You can write a composition on the problem, a letter to your pal friend, or make a web-site and discuss this problem with other people, or to write an essay, or make a multimedia project. Perhaps, you’ll decide to make even a newspaper. It’s up to you what to choose. So, let’s begin our discussion.

3. Речевая зарядка.

Учитель: Look at these three questions. By the end of the lesson we should give answers to them.

1. What does violence mean?

2. What are the causes of it? Is the problem of violence actual nowadays? Why? Why not?

3. What can we do to solve this problem?

   4.Работа над лексическим материалом урока:

   Учитель: I’d like you to work on the computers. Will you take your places at them? Your                   task is to read a list of vocabulary and choose the words and word combinations which are connected with our lesson. You should cross them out. Each of you will get a mark for your work. I give you 2 minutes to do this task.

   Работа учащихся за компьютерами. Выбор слов, соответствующих тематике урока

      (приложение 1).

   Учитель:  Your time is up. Let’s check up your task (на доске высвечивается задание.    Учащиеся читают выбранные слова (смотри приложение №1)

   Учитель: So, what things do we associate with violence?

   Высказывания учащихся, что такое  насилие, используя лексику урока.

   Примерные высказывания учащихся:

   Ученик 1: To my mind, violence is blood, tears, murders and many other things.

   Ученик 2: Violence is associated with cruelty, fighting, wars.

   Учитель: So, we’ve answered the first question. There is much violence in the world, isn’t there? Where can we see it?

   Высказывания учащихся по предложенным вопросам.

   Учитель: Some young people are sure that there is a lot of violence only in Russia. They think that life in other countries is quite safety. Is it really so?  One of our former students is living in the USA. Not long ago we got a letter from him. He touches upon the problem of violence among the American youngsters. Now I want you to listen to his letter and do the task: you should choose the correct statements according to his letter. While you are listening to the text pay attention to the new words and word combinations (приложение №2).

   5.Работа по аудированию текста письма  из Америки. Прослушивание письма выпускника.

   Выполнение заданий по прослушанному тексту (контроль понимания текста с помощью теста: приложение №3).

   Учитель: Ilya asks if it is possible to solve the problem of violence.  And as you see, he   answers, “Unfortunately, I don’t know”. And what do you think? Can we do anything to try to solve the problem of violence in our society?

   Высказывания учащихся по предложенному вопросу. 

   6. Развитие  навыков устного высказывания по причинам появления жестокости и насилия в обществе и обсуждение возможности отдельного человека и общества в целом их преодолеть.

   Учитель: To avoid violence it’s necessary to find out its causes. I think, if we know them, we know how fight them and how to protect ourselves from violence. I suggest you the following task. You have got the sheets of paper on your desks.  First of all you should mark the causes of violence in the order of their importance and explain your choice. And then I want you to classify these reasons into two groups:  the reasons which depend and don’t depend on us.  Two students will work at the blackboard and the rest are to work at the desks.

   Учащиеся выполняют задание  по выбору причин (приложение №4)

   Учитель: We are ready to check up our task.

   Ученики комментируют свой выбор.

   Учитель: It is believed that a rich and developed state is capable to cope with violence. Is it really so? As you know two girls from our school studied in the USA. They went there on an exchange programme. I think it will be very interesting for you to learn about the youth problems in that country. While listening to the girls’ stories you are to point out the reasons of violence there and to compare them with ours.

   7.Прослушивание и обсуждение рассказов учениц.

   Рассказы учащихся об обучении в американских школах (приложение №5,6) Рассказы сопровождаются фотографиями.

   Учитель: So, you’ve listened to the girls’ stories. What reasons of violence in the American schools have the girls mentioned? Are the reasons of violence in the American and Russian societies common?  Are they different?

   Высказывания учащихся по предложенным вопросам.

   Учитель: We have got some interesting information concerning this problem in our krai. A pupil of your form has made a social research of the situation connected with violence in the Khabarovskiy region (приложение №7).

   Ученик представляет результаты своей работы и комментирует их (приложение №7).

   Учитель: As you can see this problem is still urgent and rather serious. It needs to solve as quickly as we can. To my mind, we can lessen it, for example, with the help of Mass media. Do you agree with me? The pupils of your group have made the analysis of a weekly TV programme and commercial advertisement. What are the results of their small but interesting research work?

   Учащиеся  представляет результаты своего изучения телевизионной программы за неделю и комментирует их.

   Следующий учащийся представляет результаты изучения недельной телевизионной рекламы и комментирует их.

   Учитель:  If you were a parent, what TV programmes, newspapers, magazines would you like your children to watch, to read?  Why? Which programmes wouldn’t you allow to watch?

   Высказывания учащихся.

   Учитель: We’ve analyzed the reasons of violence, spoken about the ways how to cope with it, and compared the situations connected with its consequences in different countries. You have suggested the ways of solving the problem of violence. I’d like you to read one of the quotations by a famous American psychologist and a philosopher E.Jampolski: “Two strong emotions rule the world: love and fear. Love builds up, fear destroys. What do we choose?” I want you to write your thoughts on his idea of the people’s feelings.

   Учащиеся записывают свои мысли, объясняя свой выбор.

   Учитель: So, our lesson has come to the end. Thank you very much for your activity, interest in the discussion, your work at the lesson. Now it’s time to put your themes of the chosen projects into the envelopes on the blackboard. Good-bye, see you next lesson.