Урок

«ОПИСАНИЕ ВНЕШНОСТИ.

ВНЕШНОСТЬ И ХАРАКТЕР»

Осознание идеи единоборства

и многообразия в окружающем мире.

Цель урока:

1)формирование глобального мышления через осмысление единства и разнообразия мира, осознание уникальности каждой личности и связи ее с сообществом на местном и глобальном уровнях.

2)развитие личности ребенка через активизацию понятий, описывающих качества личности, их самооценку и реакцию на них окружающих.

Задача урока:

1)активизация лексики и лексико-грамматических конструкций по описанию внешности и характера человека, формирование коммуникативной культуры.

2)активизация творческих способностей ребенка через размышление и презентацию своего мнения и ролевые игры.

Оснащение урока:

Подборка иллюстративного материала к ролевым играм.

Ход урока:

Teacher: We have been learning how to describe people. Let’s make a scheme. If you want to get as much information as possible about a person, what would you like to know?(Students ask questions and the Teacher draws a scheme)

What’s your name?Name Sex

Age: Appearance:

How old What do you

are you? look like?

Height: Character:

How tall What are

are you? you like?

Weight: Likes and dislikes:

How much do What do you like?

you weight? Dislike?

Address: Do you like…?

Where do Occupation:

you live? What do

Place of birth: you do?

When were What are you?

you born? Marital status:

Nationality: Are you married?

When are Family:

you from? What family do you have?

What’s your State of health/affrais:

nationality? How are you?

Abilities:

Can you…?

Teacher: And now let’s remember questions which help us in getting this information. I think you could do it more successfully if you keep in mind the poem “Personal Questions”!

Where were you born? I’d rather not say.

Where are you from? I’d rather not say.

How tall are you? I’d rather not say.

How old are you? How much do you weight? How much rent do you pay? How much do you make? Why aren’t you married? Why don’t you have children? Where were you last night? Why weren’t you home? Did you stay out late? Did you come home alone? Did you have a good time? Did you see a good play? Did you go on a concert?

-I’d rather not say.

Teacher: Why do think the answer is always “I’d rather not say”?

Student: Because it’s not always polite to ask personal questions as it may lead to embarrassment.

Student: It interferes with privacy, could be painful.

Student: It’s not good manners.

Teacher: Right. One should be very careful and tactful in asking these questions. And what about other questions? Is it safe to ask theme?

Student: Yes, because they refer to social sphere and contacts, and have nothing to do with privacy.

Teacher: So people can be describe in personal and social terms, as an individual and as member of society. Depending on this, we can speak about Personalization and Socialization. A person can be described in bodily terms and in spiritual ones. Please give in example.

Student: A person can be strong in body and mind, and can be weak in body but strong in spirit, or character.

Student: A person can be handsome in body and have ugly morals or character. (Students go on giving examples)

Teacher: Now, using our scheme, let’s describe Mr.Priestly. (Students describe this character from Eckersley Essential English textbook)

Teacher: Will you describe some of the characters of the book for other guess who it is? (Students describe this character from Eckersley Essential English textbook)

Teacher: I see you are good at describing characters from the book. But now try and describe people around you & yourself, how you now them. Be critical and fair and tactful. Students describe each other in turns and guess who is who.)

Teacher: Now let’s play a game . On these cards you have a description of your character according your Zodiac. Study your card and then talk to other people about their character and try to find the ideal partner for yourself.

CARDS

ARIES (ОВЕН) March 21 – April 20

Energetic, bossy, often bad-tempered, warm, generous, sensitive, artistic.

TAURUS (ТЕЛЕЦ) April 21 – May 21

Hard working, calm, friendly, interested in business, money, friends and family. Steadfast, reliable, loving, enjoys the good things of life.

Progressive, persistent and practical, with a lot of common sense. Stubborn.

GEMENI (БЛИЗНЕЦЫ) May 22 – June 21

Clever, witty, very talkative, changeable, interested in books, people and ideas.

Versatile, lively, communicative, moody, intellectually stimulating. Restless, often leaving talks unfinished, switching from one interest to another.

CANCER (РАК) June 22 – July 22

Witty, conservative, often happy, anxious, shy, interested in history. Sensitive, protective, imaginative and intuitive. Good memory. Strongly attached to home and family. Moody, emotional and prone to worry.

LEO (ЛЕВ) July 23 – August 23

Proud, haughty, bossy, independent, either very tidy or very untidy; passionate and generous.

Big-hearted, optimistic, enthusiastic, with expensive taste and a great sense of drama. Leos make good managers and organizers.

VIRGO (ДЕВА) August 24 – September 22

Practical, punctual, critical, hard-working, perfectionist, interested in nature. Modest, charming, shy, energetic.

Particularly like serving others. Logical, analytic and critical.

LIBRA (ВЕСЫ) September 23 – October 23

Friendly, energetic(but also lazy), pleasant, argumentative, interested in sport and animals.

Need to share their lives and find balance and harmony. Peace-loving, charming, diplomatic and hard-suffering. Indecisive and resentful.

SCORPIO (СКОРПИОН) October 24 – November 22

Brave, sometimes violent, extremist, possessive, passionate. Often very religious. Powerful emotional and physical recourses.

Need to direct their energy in rewarding directions. It’s difficult for them to talk about their problems.

SAGITTARIUS (СТРЕЛЕЦ) November 23 – December 21

Talkative, self-confident, cheerful, interested in sport, travel, living dangerously.

Deep need for freedom, enthusiastic and versatile with a flair for languages. Enjoy a challenge. Eternal students. Blindly optimistic.

CAPRICORN (КОЗЕРОГ) December 22 – January 20

Conservayive, polite, serious, social but shy. Interested in home, politics, people.

Ambitious, know where they are going, but can become negative and lacking in self confidence.

Cautious, reserved, musical. Dry sense of humor.

AQUARIUS (ВОДОЛЕЙ) January 21 – February 18

Tolerant, sociable but unstable, interested in sport and politics. Individualistic, original and idealistic. Inventive, helpful and loyal.

Good mixers but unconventional and unpredictable. “Private people”.

PISCES (РЫБЫ) February 19 – March 20

Sensitive, emotional, imaginative, artistic, depressive. Very interested in themselves.

Dreamers. Inconsistent. Can become deceitful to avoid tricky situations. They find caring professions and artistic activities most satisfying.

You’ve read typical characteristics of each constellation. Try to guess on the basis of the information which signs of the Zodiac other members of the group were born under. Give your reasons. Deal with it tactfully.

Express your opinions tactfully about what sort of people your classmates are.

Discussion of the validity of horoscopes and astrology. While some students may be skeptical, others are convinced that there is something in it; don’t believe but yet read my horoscope in the popular press despite their better judgment.

Далее учащимся предлагается ролевая игра LONELY HEARTS. Карточки для игры прилагаются.

1. LONELY HEARTS (Appendix I)

Вид работы:

получение информации, нахождение соответствий, обмен информацией, запрос, ответ.

Отработка навыков:

описание и презентация личности, описание черт характера, интересов, предпочтений, целевое общение, тактичное обсуждение личных качеств.

Активизация лексики:

а) по темам внешность и качества личности, образ жизни, чувства, предпочтения, запрос-ответ.

б) по грамматическим категориям прилагательные, наречия, конструкции, конструкции вежливого запроса и ответа(would like/love/be delighted to…; need; if…; sorry, I don’t feel like…etc).

Ход игры:

1) выдать каждому учащемуся карточку с объявлением. Они считаются человеком с описанным характером и предпочтениями. Их задача – найти партнера по признакам типа:find someone who wants an intellectual soul mate;find someone who wants to meet a romantic and intelligent friend;find someone who is good–natured, but always misunderstood;find someone who works hard;find someone who doesn’t smoke;find someone who is slightly crazy, but has her own teeth;find someone who is vivacious, thoughtful and fun; и т.д.

На втором этапе игры можно попросить учащихся самих написать о себе такие объявления.

Для данной разработки было собрано еще некоторое количество ролевых игр по теме, описания которых прилагаются.

2. FAMILY PORTRAITS (Appendix 2)

Вид работы:

обсуждение с целью получения информации, работа в маленьких группах.

Отработка навыка:

описание внешности.

Лексика:

прилагательные, существительные, притяжательные наречия и конструкции для описания внешности( What’s your mother/ brother like? He’s/ she’s got…; Is he/ she … etc).

Задача игры:

определить, за какую семью играет каждый учащийся и к какому силуэту соответствует каждый портрет.

Ход игры:

Учащиеся играют в группах по четыре человека. Каждой группе выдается карточка. Силуэтные портреты соответствуют семьям игроков других групп, а детальный портрет – это портрет их «семьи». Задача – с помощью вопросов найти портреты членов других «семей».

3. MATCHMAKING (Appendix 3)

Type of activities:

whole class, matching.

Function practiced:

describing character, tastes and habits.

Lexical areas:

hobbies and interests.

How to use the game:

Copy twice as many cards as there are students in the class. Put students together in pairs and give each pair four cards. Ask them to discuss the pictures on the cards and to fill in the details, according to their impression of the character in the picture.

Collect the cards.

Divide the class into 1/3 and 2/3. The students of the 2/3 are the “marriage bureaux” and the remaining 1/3 are looking for a partner.

Give the students who are looking for a partner one card each appropriate sex and ask them to imagine that they are the person on the card.

The “marriage buureax” keeps other cards “in their files”. The “lonely hearts” visit the marriage bureaux .

The object of the game is to find a suitable partner.

4. SCHOOL REUNION (Appendix 4)

Type of activity: whole class information search role play.

Function practiced: describing past habits.

Lexical areas: Habits, jobs, school life, “used to” structure.

How to use the game:

Copy one role card for everyone in the class. Make one copy of questionnaire for every four people. Let students read the information on their cards.

Then ask them to pin name tags with “their names”. Tell them that they are going to the school reunion 25 years on. They are very curious about what had happened to their classmates. Students have to mingle and find out as much as possible about their former classmates.

When they have finished gossiping, give them the questionnaire (one between four) to fill in.

The object of the game is to complete as many statements as possible.

Bibliografy:

1. Hadfield Charles, Hadfield Jill. Writing Games. Nelson,1990.2. Hadfield Jill. Intermediate Communication Games, Nelson, 1990.

УРОК-РОЛЕВАЯ ИГРА

ДЕНЬ БЛАГОДАРЕНИЯ.

Смещение акцента активной деятельности учителя на активную деятельность учащихся является основным принципом повышения эффективности обучения школьников.

Цель урока:

совершенствование ранее приобретенных навыков и знаний устной речи, использование дополнительных материалов, проработанных самостоятельно, расширение кругозора учащихся, повышение кросс - культурной грамотности, стремление вызвать интерес к истории страны изучаемого языка.

Урок на тему «День Благодарения» нетрадиционный, он является моделированием праздника, который проходит по типу ролевой игры. Каждый ученик был непосредственным участником живой истории. Дети были одеты в костюмы пилигримов, индейцев, действие происходит за празднично накрытым столом. На уроке идет разговор о первых поселенцах, на американском континент, о трудной зиме, которую пришлось пережить им, о неоценимой помощи индейцев. Учащиеся высказывают свое мнение о завоевании Америки европейцами, каждый доказывает свою точку зрения, почему он читает первых поселенцев героями или наоборот. Дается характеристика действиям пришельцев по отношению к коренному населению. Обсуждаются костюмы, пища, игры, в которые играли дети в начале XVII века.

На уроке используются материалы из американских журналов, фото деревни первых поселенцев. Гости, которые присутствуют на уроке, делятся впечатлениями о посещении США.

TAHKSGIVING

Steps of the lesson

Teacher: People all over the world like holidays. So do we. So do people in America. Today is a great holiday there, it’s Thanksgiving. But sometimes Americans are called a nation of immigrants. What is their attitude to their customs, traditions and celebrations.

Pupil: Though American nation is so young and consists of so many ethnic communities traditions and customs play a great part in a nation. They believe they really are the nation though often called a nation of immigrants except for the Indians perhaps.

Pupil: Technically there are no “national” holidays, but most of them are celebrated nationally. The states observe federal public holidays. These are Thanksgiving, Independence Day, Christmas, New year’s Day and some others. On these days schools, banks and all offices are closed.

Pupil: By the way when a holiday falls on a Saturday or Sunday it is usually observed on the following Monday or precedig Friday.

Teacher: But the most American of the holidays is Thanksgiving.

Pupil: Of course, it’s celebrated on the fourth Thursday of November, today. This holiday commemorates the first hard year the Pilgrims lived in the New World.

Pupil: And they’ve got a very good reason to celebrate this holiday because when the English pilgrims first came to the New World they had a very hard winter and it was questionable if most of them would survive.

Pupil: When they began planting seeds they had to struggle with the rocky soil and bitter climate. Finally in the fall the fields produced a yield beyond expectation. They couldn’t have done it on their own.

Pupil: Thanksgiving also includes the native American Indians who helped them and showed them how to use fish heads as fertilizers.

Teacher: So the Pilgrims had to overcome the difficulties they met on their way. Can you give us the adjectives which characterize them?

Pupil: They were courageous.

Pupil: Brave.

Pupil: Strong.

Pupil: Naive because they believed they could prosper in the unknown land.

Pupil: They were religious – fanatics, they wanted to worship their GOD.

Pupil: They were superstitious.

Pupil: They were decisive.

Teacher: Do you believe they were superheroes?

Pupil: Yes, in my opinion they were superheroes they stood that hard winter, they were friendly to Indians and owing to them a lot of European people started to settle in America.

Pupil: I don’t agree to it, the people we know as Pilgrims have become so surrounded with legend that we tend to forget that they were real people. They courageously made the famous 1620 voyage and founded the 1st New England colony, but they were still ordinary English men and women, not superheroes.

Pupil: They were English people who sought to escape the religious controversies and economic problems of their time by emigrating to America.

Teacher: What clothes were typical of that time?

Pupil: The clothing brought by the Plumouth colonists was typical of that worn by all English yeomen in the early XVII century. It was fashioned from wool and linen cloth, with some leather.

Pupil: There was a much wider range of colours that exist in the modem image including reds, yellows, purples and greens as well as black and grey.

Pupil: Some of these colours had social significance – black was indicative of solid respectability; blue was frequently worn by children and servants and reddish-brown was a country-man’s colour.

Teacher: Please, explain to us what you are wearing

Pupil: I’m wearing a white blouse & a waist coat. My skirt is oing and I have a white long apron on it.

Pupil: On my head I’m wearing a white cap which is called BIGGIN.

Pupil: Women of that time were wearing shoes with bright buckles and without heels.

Teacher: The first Thanksgiving was celebrated in 1621 Who were partakers of plenty?

Pupil: The “Mayflower” passengers participated in the 1621 Harvest Festival The group included 16 men, 4 women, 23 children and 9 hired seamen and servants. Only half of the number which left England in 1620 lived through the first winter and many individuals were the only survivors in their families.

Pupil: There were about 140 people at the 3 days celebration, 90 Indians and 50 British.

Teacher: There were about 140 people at the 3-days celebration. There were only 4 adult women who survived that first winter. They probavly oversaw the cooking and preparations with the help of the children and servants.

Pupil: The feast included cod, sea bass, wild fowl (such as ducks, geese, turkey and swans), corn meal and 5 dear brought by Indians.

Pupil: Meat fish and bread were the most important elements of the English diet at that time, athoug fruit and herbs were also eaten.

Pupil: The meats were roasted or boiled in traditional English fashion and fish boiled or grilled in the Indian manners.

Pupil: The pilgrims had a number of native & English fruits and herbs. Native plants: walnuts, chestnuts, grapes, gooseberries wild cherries, ground nuts, wild strawberries, beans, pumpkins, currents, wild onions.

Pupil: English plants: carrots, turnips, onions, cabbages, melons, radishes beets.

Teacher: The first Thanksgiving was celebrated in 1621. When did it become a federal holiday?

Pupil: It became a federal holiday when Lincoln was President. He issued a proclamation in 1863 declaring Thanksgiving a federal holiday. Today it is very much family holiday celebrated with big dinners and happy reunion.

Pupil: It is a time for families to get together for what is often called a long weekend. Schools and offices are closed, relatives from other cities, students who have been away at school travel long distances to spend a holiday at home.

Pupil: The traditional food is Thanksgiving turkey and pumpkin pie.

Teacher: You’ve told us that Thanksgiving turkey is a traditional food. I’d like to read you one article written by President B. Franklin. “I wish the eagle hadn’t been chosen as the representative of our country. The turkey is a much respectable bird. Tastier too Trenches of wild turkeys were served up at the first Thanksgiving feast and the over stuffed gobbler is still the steaming emblem of America’s heartiest holiday.

РАЗРАБОТКА ПРАЗДНИКА HALLOWEEN

(Ролевая игра представление)

В данной разработке в форме ролевой игры учащимся предлагается характеристика наиболее распространенных фольклорных персонажей, задействованных в празднике, с привлечением материала по этимологии их названий, с кратким изложением наиболее традиционных версий о происхождении этих персонажей, а также ознакомлением с их аналогами в других европейских языках и культурах.

Праздник проводится как ролевая игра-представление для 6-8 классов. Предложенный базовый материал учащиеся расширяли и дополняли самостоятельно, сами готовили костюмы и исполняли музыку. Для облегчения восприятия можно сделать параллельный перевод описаний фольклорных персонажей. Кроме того, поскольку в гимназии дети изучают также немецкий и французский языки, мы постарались привести параллели персонажам и на других европейских языка, включая русский. Выступление проходило в конце октября, в канун праздника HALLOWEEN.

СЦЕНАРИЙ HALLOWEEN

Loud knock on the door. It comes a group of students dressed up as ghosts, spirits, witches, goblin etc. They say:

Trick or treat,

Trick or treat,

Give us something good to eat!

Spirit: Tomorrow is All Saints’ Day, and today is HALLOWEEN, or the “Holy Evening”, the last evening of the year when ghosts, spirits and witches can wander free. Tomorrow we shall be driven away from the face of the Earth. No wonder, we are trying to make the best of this last

evening. We dance in the moonlight, walk into peoples’ homes, scar children and grown people and take great pleasure in it. Please remember that you should watch out for evil spirits on the 31st of October, because HALLOWEEN is the time when all the imps of Earth and Air hold their holiday. (1)

«Бесконечны, безобразны, в мутной месяца игре

Закружились бесы разны, словно листья в ноябре.

Сколько их, куда их гонят, что так жалобно поют?

Домового ли хоронят, ведьму ль замуж выдают…»

А.С.Пушкин

(All the students sing: )

When ghosts and goblins come to town,

And skeletons all dance around,

You pull those covers over your head

And men – WATCH OUT!!!

Ghost: I am a ghost, spirit of a dead human being. I hide the graveyard and come by night TO SCAR PEOPLE. I am free to visit the earth at night-time, but I have to go back to Hades at the first dawn. (1)

Elf 1: I am an elf, elemental spirit of Air. My name origins from Anglo-saxon oelf. We, elves, are fairies of small size, the airy creatures. We dance on the grass or sit in the leaves of the trees and delight in the fool moon.

Elf 2: As you see, we have fair golden hair, sweet musical voices and magic harp. And - we can fly! (Shows me wings). The elves have king and queen, marry and live in marriage, in literature the name of our king is Oberon, and our Queen is Habundia.

Elf 3: But if you think that we are nice – you are mistaken. Look at our elfish, or pointed ears. It is the sign that we are not as nice as humans think. After all, we are spirits and we love to play practical jokes on people. (1),(3)

Elf 1:

“I am the maker, the builder, the breaker,

The eagle-winged helper, the speedy forsaker,

The lance and the lyre, the water the fire,

The tooth of oppression, the lip of desire…

Elf 2:

The share, the wing, the honey, the sting,

When you seek for me, look for a different thing.

I, careless and gay, never mean what I say,

For my eyes and my thoughts

Look the different way!”

(James Stephens, Song of the Ancient Elf)

Elf 3: Do you know that Elf-locks in English means not nice but tangled or knotted hair. Elvish or elfish means an irritable person, full of little mischievous ways, like the elves.

White Lady 1: I am a fairy. People of Europe call us White Ladies. This name origins from Normandy, France: Les Dames Blanches. We live in ravines, fiords, under bridges, and in narrow passes, and ask people who happen to pass us to dance. If we get a polite answer, we do no harm; if not – we seize the poor traveller and through him into a ditch, where moms and stones teach him gentleness of manners.

White Lady 2: I am a FATA, the most famous of the White Ladies. May be you have heard fairy tales about me. In Russia they call the Фата Моргана. The word FAIRY itself comes from French, Fee. The word FATA is Italian. Fates are three spirits which take care of the destiny of every person. Remember the Sleeping Beauty? I am sure you all have good fates to protect you.

Pumpkin: I am JACK-A-LANTERN. I am a bog of marsh spirit BOG, BUG, or BUGBEAR origins from Welsh: bwg. I am a hobgoblin mat frightens people, very much like Russian Бука. I live in the thick dark forest and like to mislead belated travelers. Sometimes they call the WILL-O’THE-WISP. Children make J-A-L from a pumpkin for Halloween. Do you know the popular tongue-twister “A Big Black Bug beat a Big Black Bear”? It’s about me?

Ho! Ho! Little folks,

Do not be afraid!

I am Jolly Jack-A-Lantern

Out of a pumpkin made!

(Then some students recite:)

“What makes you run, my little man,

You’re all out of breath?”

A pumpkin made a face at me

And scared me to death!

Goblin: I am Goblin, a phantom spirit My name comes from the Greek word Kobalos, in French I am gobelin, in German kobold – the demon of mines. I belong to the spirits of Earth. It is a popular belief that goblins dwell in people’s houses and chinks of trees.

British miners think that those strange noises heard in mines are made by us, spirits of the mine.

They call us “knockers”. There is another English word that sounds very similar. It is “to gobble”, which means “to eat”. It’s true, we are wicked, unfriendly to people and love gold and jewels, which we are always trying to take away from gnomes.

Familiar: You see, I am cat. But not just any cat – I am a witch’s familiar. A familiar is a cat, dog, owl, raven or other dumb creature petted by a witch and supposed to be her secret slave-demon. The word origins from Latin famulus (an attendant, or servant). I am a very popular character of most fairy tales. Even great writers wrote about the in the works:

“Away with him! Ye has a familiar under his tongue!” (1)

Shakespeare, Henry VI

Witch 1,2,3: We are WITCHES!!

Witch 1: Unlike all others in this company, we are felly human. We are sorcerers. Devil’s attendant, mostly evil and proud of it. To fly to the Sabbath, the witch first rubs the fat of a dead baby into her eat by the chimney, riding a broom or rake.

Witch 2: A Witch loses her power of sorcery if her blood is shed. A legend tells that when Jane Brooks, the witch of Tedworth, bewitched a boy, his father scratched her face and drew two drops of blood. After that the boy instantly exclaimed that he was well.

Witch 3: Dr. Spener computes that as many as 9 million people have been put to death for witchcraft since the year 1484, when the bull demanding to put to death all practicers of diabolical arts, was issued by Pole Innocent VIII. Theo last known execution of witches took place in Northampton( Great Britain) in 1705.

Witch 1: If a man practices witchcraft, he is called wizard. Here is a charm of a wizard. Here is a charm of a wizard:

I am a stag of seven tynes,

I am a hawk above the cliff,

I am a morn beneatch the nail…

… I am the queen of every hive,

I am the thunder in every storm…

I am a shield for every head,

I am the grave of every hope.

I am a wonder among flowers,-

I am a wizard – who but I

Sets a cool head aflame, witch smoke?

Robert Graves, Arnergin’s Charm (3)

Troll 1: I am a troll, a hill spirit. Trolls a called Hill-people or Hill-folk, and are supposed to be very rich. People call us clumsy, misshapen, humpbacked, tailed, with long hair and nails. They also call us filthy (that is “dirty”), stinky and greedy. It hurts. That’s may be why we don’t like people. True, trolls never wash, but it is because if we get into water, we can turn into wood!

We also cannot stand sunlight – it can turn us into stone! Our enemies, gnomes, from whom we steal gold, sometimes use it. (2)

Trolls 2: We live not only in England, but all over Scandinavians and Northern Europe. Once Thor, chief god of Scandinavians threw a hammer at the troll king. Trolls remember it up to this time and especially dislike noise.

Do you know what kind of hobby trolls have? Yes, we love to steal and carry off little children. (Then all the characters sing together and enact a small pantomime to the following song: the notes are enclosed)

Old Pimple was a fearsome troll

With filthy hair, so I am told.

Ye stole a child from Uppsala

And celebrated “Tra-la-la!”

Then good gnome Thym

Came on the scene,

Put Devil’s Glue where gold had been.

When pimple grabbed,

His hands b’came wood.

Thym left the forest feeling good.

He took the child to Uppsala

And celebrated “Tra-la-lla!”