Тема: Royal London
Цель урока:
развитие собственно речевых умений учащихся.Задачи:
Познавательный аспект:
- способствовать расширению общего кругозора школьников в области истории и культуры страны, изучаемого языка.
- ознакомить их со страноведческим материалом (на уровне восприятия, наблюдения, анализа, сравнения и обобщения);
- стимулировать деятельность учащихся путём обращения к дополнительным источникам информации, включая ресурсы Интернета.
Учебный аспект:
- учить школьников
- выражать своё мнение об увиденном и прочитанном;
- задавать вопросы и отвечать на них;
- делать выводы
- использовать восклицательные предложения в устной речи
- выполнять творческую работу (проекты);
Социокультурный аспект:
- знакомство с историческими традициями Британии и отношении британцев к монархии.
Развивающий аспект:
- развивать у школьников речевые способности к наблюдению, анализу, сравнению и обобщению;
- развивать у них психические функции, связанные с речевой деятельностью: логическое мышление, память, внимание, восприятие;
- развивать положительные эмоции и чувства школьников;
- формировать у них потребность и способность осуществлять продуктивные речевые действия.
Воспитательный аспект:
- способствовать:
- развитию у школьников настойчивости в достижении поставленных целей;
- формированию позитивного отношения к культуре англоязычных стран;
- а также
- формированию у них потребности в самовыражении.
Оснащение:
1) лазерный проектор и экран;
2) 10 компьютеров в лингафонном кабинете;
3) компьютерная программа English in Action The Royal Family Диск №1;
4) магнитофон;
5) хронологическая таблица;
6) аудиокассета с записью;
7) листы-распечатки;
8) презентация с фотографиями британских монархов на CD в Power Point;
9) видеокассеты – к/ф “История Британской королевской семьи” by Brian Blessed, The classic Pictures, Gift Collection,
10) раздаточный материал “Согласись - не согласись”;
11) поролоновый мяч.
ХОД УРОКА
I. Организация класса и речевая подготовка.
1. Оргмомент
T:
Good morning, boys and girls! I’m glad to see you. Today we shall continue our talk about Royal London.2. Речевая зарядка
T:
Boys and girls, first of all, we shall review our vocabulary. Listen and complete the sentences with “royal” words you know. So, listen and don’t forget to write down the words.По окончании диктанта, учащиеся сверяют полученные ответы со словами на доске и проводят самоанализ.
l. It's the head dress of gold decorated with diamonds, worn by a king or a queen at official ceremonies, (a crown).
2. Queens and kings are ... (monarchs)
3. It's a seat where monarchs sit during official ceremonies. (a throne)
4. It's a place where a king or a queen lives. (residence, palace)
5. At the beginning of the 20th century Britain was a great ... (empire).
6. Nobody could win the battle with King Arthur and his men. So they were ... (undefeated)
7. It's the time during which a king or a queen rules. (reign)
8. The son of a monarch is a … ( prince)
II. Основной этап
1. Сообщение задач урока
T: So today, boys and girls, we shall speak about kings and queens, whose names are specially remembered in the country and well-known in the world. Today we’ll turn the pages of the British history. The British people have had a monarchy for over a thousand years. The relationship between the monarch and the people has suffered some serious crises in the country’s history, but the monarchy always seems to recover. Be attentive during the lesson. There will be some new information for you..
2. Монологические высказывания oб одном из монархов (индивидуальное домашнее задание).
Презентация с портретами Британских монархов, по окончании учащиеся отвечают на вопросы.
P1. I would like to start from the early years of the 9th century, when Britain was invaded by the Vikings .These new invaders were a heathen people from present day Norway, Sweden and Denmark. They were highly skilled in sailing and fighting. They sailed south and west from their homeland and attacked every coast which offered the opportunity to plunder. They brought terror and destruction. By 875 only King Alfred of Wessex held out against the invaders. He was strong enough to make treaty with the Vikings. He became a national hero. He was the only ruler in English history ever to be honoured with the epithet “the Great”. He encouraged a rebirth of learning and education.
P2.Yes, really Alfred the Great was the great ruler of the country, but let us turn the next page of the British history. William, Duke of Normandy, defeated the English at the battle of Hastings in 1066.Then he entered London and brutally crushed all resistance. At Westminster Abbey, on Christmas day 1066, William the Conqueror took the throne of England as King William I. Over the next five years he defeated the Anglo-Saxon landowners and confiscated their lands.
In the early days William the Conqueror and his people were afraid of Saxons. He ordered to build the Tower of London to live in. Normans controlled government at all levels. Clearly defined classes of lords and barons appeared in English society. At the top of them was the king.
P3. And another powerful ruler of Britain was King Henry VIII. Most people remember him only because he had six wives. But in fact he was a very important monarch. Under him Britain became independent of the Roman Catholic Church, it got richer and more powerful. In 1534 the Parliament named Henry head of the Church of England and gave the King all the power in the country.
P4. And it is necessary to mention the name of Henry’s daughter, Elizabeth I. She became the Queen in 1558.She never married and is remembered as a very popular and strong queen. She is known for saying “I know I have the body of a weak and feeble woman, but I have the heart and stomach of a King…”.During her reign England became very important in European politics, the Spanish Armada was defeated, arts and especially theatre developed, and the country became very powerful.
P5. I would like to tell you about another strong queen: Queen Victoria. Queen Victoria came to the throne as a young woman in 1837 and reigned until her death in 1901. She ruled for the longest period in the English history, for 64 years. Victoria married a German Prince Albert, but he died at the age of 42. The Queen suffered a terrible depression. She withdrew from public life and spent more time at her palaces in Scotland than she did in London, where she had been so happy with her husband and nine children. Royal Albert Hall, Victoria and Albert Museum remind us of their love. The family life of Queen Victoria touched people hearts and she became very popular. For over 20 years she performed no national duties. People became critical of the monarchy. It was a time of industrial and scientific progress. Members of parliament began to talk about republicanism, but Victoria recovered in 1897. During her reign Britain became a rich industrial country with a developed trade an empire with a lot of colonies.
T. Thank you children for your good stories about the most important rulers in Great Britain. Now let’s play a memory game with our soft ball. Look at our chronicle table and ask any questions you like about royal London.
3. Игра: вопрос-ответ для проверки понимания услышанного.
P6. What places in London remind you of the royal family? (бросает мяч).
P7. (ловит мяч) There are Royal Palaces, Royal Parks, roads and streets: Buckingham Palace, The Mall, Trafalgar Square, St. James Park, Windsor Castle.
P7. Which of the famous British queens and kings can you name? (бросает мяч).
P8. (ловит мяч). Alfred the Great, William the Conqueror, King Henry VIII, Elizabeth I, Queen Victoria and Queen Elizabeth II.
P8. Why is King Henry VIII remembered in the country and in the whole world? (бросает мяч).
P9. (ловит мяч). Most people remember him because he had 6 wives. Under him Britain became independent of the Roman Catholic Church.
P9. What places in London are connected with Queen Victoria? (бросает мяч).
P10. (ловит мяч). “Royal Albert Hall”, “Victoria and Albert Museum”, etc.
T. Did you like the game? As far as I see you have found a lot of facts about British monarchs and now it’s time to speak about present days. Do you know who is the head of Great Britain and Northern Ireland at the moment?
P11. Queen Elisabeth II.
T. Yes, you are quite right. На экране появляется фотография Елизаветы II
4. Учащиеся слушают аудио запись последней части текста из учебника.
T. Let’s listen to the final part of the text on p. 131.
5. Продолжение просмотра презентации и чтение информации о биографии королевы из учебника.
Look through the brief information about Queen Elisabeth II on p. 132.
T. Let’s read the main functions of the Queen (на партах листы-распечатки).
Functions of the Sovereign.
- opening Parliament
- approving the appointment of the Prime Minister
- giving her Royal Assent to bills
- giving honours and medals
- Head of the Commonwealth
- Head of the Church of England
- Commander-in-Chief of the armed forces
T. Now, you will do some tasks on the computers. Take your seats before the screens.
6. Индивидуальная работа на компьютерах. Выполнение программы English in Action. The Royal Family. Диск №1, содержащий краткий рассказ о каждом члене Королевской семьи и последующее выполнение подстановочных упражнений. Приложение 3.
7. Устная проверка понимания выполненных заданий.
Т. Use this information and answer the questions:
T. Who is next in line to the British crown after Prince Charles?
P7. Prince William – his eldest son.
T. Can Parliament control Royal Family?
P8. Yes, it can. Parliament has had effective control of the monarch’s finances since seventeenth century.
T. What powers does the Queen have in government?
P9.
- opening Parliament
- approving the appointment of the Prime Minister
- giving her Royal Assent to bills
- giving honours and medals
- Head of the Commonwealth
- Head of the Church of England
- Commander-in-Chief of the armed forces
T. Which members of the Royal Family has the highest number of public engagement?
P10. Of course, Queen Elizabeth II.
8. Просмотр отрывка из фильма “История Британской королевской семьи” и построение восклицательных предложений.
T. Now let’s review exclamatory sentences. You will watch an episode from the film about Silver Jubilee of Queen Elisabeth II. Try to make as many exclamatory sentences as you can.
P1. What a beautiful ceremony it was!
P11. What a big crowd of people it was!
P12. The people were so excited!
P13. The Queen was so happy!
P14. She was so elegant!
P15. Her dress was so smart!
P1. How great her speech was!
T. Thank you children. And now you will listen to a person, talking about British monarchy.
Introduction. [1]
- Сan you list four countries which have monarchies?
- Which of these adjectives do you associate with the British monarch:
- Ostentatious, greedy, modest, vulgar, wealthy, lazy, dignified, popular, hard-working?
Listening.
9. Построение диалогов на основе клише.
T. Now, work in pairs, agree or disagree and discuss the items:
(Учитель раздаёт листочки-распечатки с заданием и даёт время на подготовку)
1) The speaker approves of the British monarchy.
2) The speaker approves of monarchies in general.
3) The speaker compares monarchs and presidents.
4) He feels sorry for the British Royal family.
5) He praises monarchies in Scandinavia, Holland, Belgium.
6) He thinks a monarch should be modest, work hard and set a good example.
Discussion.
10. Рефлексия.
T. Now look at the family tree of the Windsor’s and say how the members of the family are related . Приложение 5.
T. Let us play our last game. You will take small sheets of paper from our magic box. (вытаскивают листочки с именами членов королевской семьи). Imagine you are one of the members of the Royal Family. Try to guess the names of your classmates.
P2. (берет листок с именем одного из членов королевской семьи).
P3. How old are you?
P4. Have you got a mother? What is her name?
P5. Are you . . .?
P2. Yes, I am… etc.
11. Задание на дом [2]
T. Please, look at the board. Here is your home task. Write it down.
1. Find out some additional information about one member of the British Royal Family and make your classmates guess who you are talking about.
2. Read the newspaper article about Queen Elizabeth’s Golden Jubilee and think of 5 questions.
III. Завершающий этап
Подведение итогов.
T: So our lesson is coming to an end. I hope you will remember the names of the British monarchs and their contribution to the development of the country. Now we know that the Queen and Price Charles suffered a huge drop in popularity and they were advised to modernize and become less formal and distant.
Thank you for your good work today. The result of this is your knowledge and successful answers during the lesson. It was a real pleasure to work with you. All of you have got fives for your oral answers. Another mark I‘ll give you for your work on the computers.
Список литературы:
1. ”Britain Explored” by Paul Harvey, Rhodri Jones, New Edition, Longman, 2002
2. ”Across Cultures” by Elizabeth Sharman, Longman, 2005`