Открытый урок "Is the System of Social Welfare Fair?" 11 класс
Lesson Plan Template
Date 30. 10. 2013
Lesson Title “WHO BENEFITS FROM BENEFITS?”
Instructor Name IBRAGIMOVA MALIKA
Subject Area / Course Title EFL / “IS THE SYSTEM OF SOCIAL WELFARE FAIR? ”
Instructor Country Russia
Time: 90 minutes Grade 11
Learning Objectives
• To acquaint the students with the Social sphere of the public life of Great Britain, Russia and USA, with some categories of people who are entitled
to the benefits.
• To develop the students’ critical attitude towards the cultural facts of the countries of the studied language.
• To form lexical and grammatical speaking skills on the given topic.
Accessories / Teaching Aids Required:
Laptop, PPT “ The system of Social Welfare”, flipchart sheets, markers, grammar tables with the prepositions.
Reference Material:
Internet resources
Articles from newspapers, magazines such as “ The Economist”, “Newsweek”.
The book ”The secret diary of Adrian Mole, aged 13 3/4” by Sue Townsend.
A short story “Getting used to it” by Douglas Dunn.
The textbook for the grade 11.
Lesson Outline
• Train the lexical units on the given topic;
• Work with the text “What benefits do people receive?”;
• Grammar in focus: train the Subordinate clauses with the prepositions -in spite of/despite, while/whereas, though/although, because of;
• Listen to the dialog;
• Discuss the topic;
• Power Point Presentation (it was the homework, done by the students).
Assignment
1. Train the lexical units:
The game “Coosh ball”. The teacher throws the ball and says the word in the students’ native language, the students should give its English equivalent and
throw the ball back. There are 66 active lexical units on this topic, the students worked with them at the previous lessons: available, benefit, allowance,
insurance, to be entitled to, to claim, contribution, retirement, mobility allowance, income, employer, fee, provision, Medicare,
Medicaid, BUPA, GDP, NHS, GPs; the+adjectives: the widowed, the unemployed, the elderly, the young and others. This activity helps the
teacher to involve every student into learning process and to warm up them for the next activities.
2. Work with the text “What benefits do people receive?”.
The students read this text in silence for 2 minutes, then the class is divided into 2 groups: the 1
st
group should create the spidergram about the benefits in
welfare state, the 2
nd
– should discuss what categories of people are entitled to these benefits.
Mobility
allowance
Invalidity
pension
Maternity
pay
Child
benefit
Family
credit
Widow’s
pension
Unemploy-
ment
benefit
State/
retirement
pension
BENEFITS
The
disabled
Single
parents
The poor
The retired
The sick
The
widowed
The
unem-
ployed
CATEGORIES
OF CITIZENS,
ENTITLED TO
THE BENEFITS
The presenters from both groups should tell the class what benefits usually people receive in a welfare state and who is entitled to these benefits.
3. Grammar in focus: Subordinate classes with the prepositions in spite of/despite, while/whereas, though/although, because of;
a) There is a grammar table on the board: the teacher explains how to build up the complex sentences. The students make up the complex
sentences themselves from their textbooks:
Despite the fact that GPs are considered to be overworked,
Although health care in case of emergency worked well,
Though public health care is not bad,
Because of the nurses improper behaviour,
While Dr. Taylor’ diagnosis was acne vulgaris,
In spite of the proper diagnosis
Because of the financial problems in the National Health Service
Adrian’s granny was sure it was Lassa fever.
people have to wait to be operated on for many years.
private health treatment (BUPA, for example) is better.
neither Adrian nor his granny were satisfied with it.
Adrian decided to join BUPA.
they examine their patients well.
Adrian’s granny decided to complain to the Medical Council.
Ex. While Dr. Tailor’s diagnosis was acne vulgaris, Adrian’s granny was sure it was Lassa fever.
b) Group work: the students should create the Venn diagrams.
The 1
st
group should compare the Health care service in Russia and Great Britain, the 2
nd
- in Russia and USA.
3. Listening for the main idea. The students will listen to Mr. Reed’s, Mr. Green’s and Mrs. Hope’s opinions to the welfare state. They should say
which of the opinions are: a) in favor of the welfare state, b) against the welfare state, c) neither for nor against the welfare state.
4. Discuss the topic: group work
The groups are given the flipchart sheets: one group should discuss pros, another group- cons of the system of social welfare, according to the text:
What is one of the most important disadvantages of the welfare state according to Mr. Reed?
What does he suggest?
Do all people who are entitled to benefits receive them?
Why is Mr. Green against the welfare state?
What are the main disadvantages of this system?
Why is Mrs. Hpo for the welfare state? Who does it help?
What would happen in case people didn’t get their benefits?
5. Pair work. The students should exchange their opinions with each other acording to the following scheme:
Student 1- expresses the opinion, gives the examples
Student 2- disagrees and tries to change partner’s opinion, gives the examples
Student 1- disagrees, gives the reasons, tries to change partner’s opinion
Student 2- says that fully or partly agrees
Student 1- explains why can’t fully agree, gives reasons or examples.
6. At the previous lesson the students were given the task to create power point presentation “ Is the system of Social welfare fair?”.
Class was divided into 2 groups. Each group should compare the system of social welfare in Russia and Great Britain and in Russia and USA according
to the plan:
• Information about social benefits and categories of citizens receiving the benefits;
• “The elderly”- what are the good and bad points about being old? Make comparisons how the elderly live in different countries, what
privileges they have.
• Unemployment: what does it mean?
• “The unemployed” - tell about:
1. eligibility
2. compensation
3. duration of benefits in Russia and some European countries.
• Draw a conclusion: tell about pros and cons, express their opinion and explain why they think so.
- Assessment
- Students listen to the evaluation: they’ll get 2 marks: one- for homework, another- for classwork.
Homework for the next lesson:
- Students write a report, comparing the benefits, privileges and problems of their grandparents.
What did we learn during these classes?
How did we learn?
Is it useful? What for?
What activities did you like most? Less? Why?
Notes & Comments
This course acquaints the students with some points of the systems of social welfare in Great Britain, USA, and some european countries, with the problems of
the National Health Services in Russia, GB, USA, with the elderly and the veterans’ living conditions in Rrussia and Germany, with the position of the
unemployed in different countries.
This course forms the students’ humane world view, upbrings legal awareness, the necessaty and ability to understand another points of view on the social and
humane problems, patriotic feelings, respectful attitude towards the elderly, compassion to the unemployed, homeless, invalids and to the people living below
poverty level.
Presenting various points of view, nevertheless the authors try to persuade the students in the necessity of the welfare state in every civilized country.
This course helps to form speaking skills on the given topic, to develop reading skills in order to understand the meaning of the whole text, to extract the
information about the culture of the countries of the studied language and to develop the students’ critical thinking.
GREAT
BRITAIN
RUSSIA
DIFFRRENCES
DIFFERENCES
SIMILARITIES
