Открытый урок в 10-м классе по теме: "This Magic World of Music"

Разделы: Иностранные языки

Цели:

  • социокультурный аспект – знакомство с одной из наиболее популярных песен всемирно-известной группы "Beatles" – "Yesterday";
  • развивающий аспект – развитие способностей к сравнению, анализу, обобщению, логичности к восприятию грамматических структур и их использованию, к формированию репродуктивным и продуктивным речевым действиям;
  • учебный аспект – совершенствование грамматических навыков чтения и говорения (The Past Tenses), развитие речевых умений в диалогической и монологической речи на основе творческого использования усвоенного ранее материала в новых ситуациях общения;
  • сопутствующие задачи: скрытый контроль уровня сформированности речевых умений, развитие умений работать в парах.

Речевой материал:

  • лексический и грамматический материал, усвоенный на предыдущих уроках на рецептивном и продуктивном уровнях.

Оборудование:

  • лексические и грамматические таблицы, магнитофонные записи, рисунки музыкальных инструментов.

Тип урока: закрепление и совершенствование знаний.

Ход урока

I. Организационный момент

Диалог дежурного (работа в парах).

Вопросы:

What is the weather like today?

What was the weather yesterday?

What holiday did we celebrate on the 8th of March?

Did you listen to music on that day?

II. Сообщение цели и задачи урока

Teacher: At our lesson today we are going to speak about music, because people can't live without music. We can hear music everywhere: in the streets, in the shops, in the parks, in the cars, at the disco, on TV, over the radio. So, music helps us to live. And it is necessary to revise grammar material: The Past Tenses.

Вопросы учителя к классу:

1.Is it important to study English Grammar?

2. Is it necessary to practice grammar together with your active vocabulary or in isolation? (Учащиеся обсуждают вопросы в парах и дают свои ответы).

III. Совершенствование навыков употребления лексики в диалогических и монологических высказываниях

1. Актуализация знаний.

Teacher: Students, let's try to understand the difference in the meaning of the words arts and art. Use your spidergraph and answer the questions:

a) What's the Russian for arts?

b) What's the Russian for art?

(Учащиеся отвечают на вопросы, используя схему, схема прилагается).

Teacher: So, music is a part of the arts.

2. Some facts from the history of musical instruments.

Teacher: The next subject for our discussion is facts from the history of musical instruments. Nowadays it is not difficult to listen to music, if you want, please switch on your tape-recorder or musical center and begin listening it. But, I am sure that many, many years ago people listened to music too even before Christ. They invented musical instruments. Let's try to understand how it all began. Open your books at page 209 and find exercise 1. It was your hometask. You had to read it and tried to remember the most interesting facts from it. Now, look it through make some questions. Try to use the Past Tenses.

SOME FACTS FROM THE HISTORY OF MUSICAL INSTRUMENTS

When? What? Where?
Before 15,000 BC flutes [flu:ts] Stone Age people played bone flutes.
c. 3000 BC harps [ha:ps] and lyres [lai?z] The harp was used from early times in Mesopotamia, ancient Egypt and India. In ancient Greece it was regarded as a foreign instrument and the lyre (kithara/cithara) was the standard instrument.
c. 1500-1200 BC lyres

harps

frame drums

 The frame drum came to ancient Greece from Mesopotamia and from Greece it passed into Rome.
c. 2500 BC lutes [lu:ts] The lute was in use in Mesopotamia and Egypt.
c. 1100 BC cymbals ['simblz] Cymbals were in use in ancient Israel.
605 BC orchestra The King of Babylon had an orchestra to play at important ceremonies..
the stringed instruments The ancient history of the stringed instruments is unknown. It is said that they came to Europe from ancient cultures.
After the birth of Christ

the 16th century

 the European fiddle ['fidl] It existed in two forms as the leg fiddle and as the arm fiddle in Europe.
the harpsichord ['ha:psiko:d] The harpsichord as a keyboard instrument was in use in Europe.
the 16th – 17th centuries the violin [vai?'lin]

the clarinet [kl?ri'net]

 Italian instrument makers designed the average proportion of the violin and its production began in Italy (Antonio Stradivari).

The clarinet appeared at the end of the 17th century.
the 18th century the piano An Italian instrument maker constructed the first pianoforte which could vary the tone from soft to loud.
the 19th century the saxophone The Belgium instrument maker Antoine Sax constructed the saxophone. There was a rise in the use of cymbals, drum sticks, xylophones in the orchestral music.
the 20th century electronic instruments The era of electronic instruments began. In the 1940s-50s music analogue synthesizer was designed. In the 1960s the synthesizer were much improved. In the 1970s-80s computer-based music appeared.

(Учащиеся работают в парах и составляют небольшие диалоги по тексту).

3. Game: "I would like to play…"

Teacher: Who can play any musical instrument? If not what musical instrument would you like to play and why?

(Учащиеся работают по таблице с изображением музыкальных инструментов: a flute, a violin, clarinet, cello, a horn, a bagpipe, a drum, an accordion, a balalaika, a piano, a grand piano, a harp, a saxophone, a guitar, an organ, a trumpet).

4. Music Industry.

Teacher: the next subject for our discussion is music industry because many people are involved in music industry. I think it's impossible to listen to music at the concert halls at the disco without these professions, they make music industry. They are: the product manager, the lawyer, the engineer, the agent, the promotional person, the manager, the stylist, the DJ. And try to answer my question: Whom do we call the product manager? (the lawyer, the engineer, the agent, the promotional person, the manager, the DJ).

(Учащиеся отвечают на вопросы, используя упражнение 3, страница 197).

Many different people are involved in music industry. Match the description of their responsibilities with their name of the profession.

His\her job is to:

a) decide which records we hear on the radio, in disco places, etc. 1. The product manager.
b) control the technical equipment to get the 2. The lawyer.
c) avoid signing bad contracts with recording and publishing companies. 3. The engineer.
d) make all the important business and financial decisions. 4. The agent.
e) choose clothes and make a stage image. 5. The promotional person.
f) visit radio stations and programme producers and offer them new records. 6. The manager.
g) to be in charge of the progress of a record from the demo tape to the final product. 7. The stylist.
h) organize interviews, advertising campaigns. 8. The DJ.

5. Совершенствование навыков диалогической речи по теме "Музыка".

Teacher: Open your books at page 197 and find words in the word -box which people use when they speak about music and songs. And let's use them in the dialogues.

Lively, background, deafening, loud, gentle, soothing, horrible, gorgeous, soft, hoarse, uplifting, inspiring, sentimental, sophisticated, complex, weird, romantic, strong, primitive, modern, out-of-date, popular, alien, mysterious, symbolic, slow, early, church, classical, country, folk, orchestral, piped, pop, combined, disco, conservatory, ballet, concert, complicated, to compose, to make, to play, to imitate, to speak about, to hypnotize, to irritate, to excite, to relax, to absorb, to affect, to create the mood, to establish the atmosphere, to entertain, to educate, to develop, to blast out, to involve, to communicate the spirit, rhythm, lyrics, beat.

Teacher: Answering my questions don't forget to use the expressions:

a)

enjoy + Ving
adore + Ving

b)

to be in a good mood.
to be in a bad mood.
to be free (in the Gerund – being free)

Teacher: Let's start.

(Учащиеся работают по таблицам. Распечатка и текстовое содержание прилагаются).

Questions.

  1. What is your favourite music?
  2. What can music do with us, with our hearts and feelings?
  3. What kind of music do you listen to when you are in a good mood (in a bad mood)?
  4. When do you switch off the radio other tape-recorder?
  5. What kind of music do you hate?
  6. What sort of music does irritate you?

6. Совершенствование навыков монологической речи по теме "Музыка".

(Учащиеся получают карточки с вопросами, ключевыми словами и выражениями различных уровней сложности. Используя данный материал они должны сделать сообщение по теме "Музыка" – объём высказываний не менее 10-12 предложений. Тестовые содержание карточек прилагается).

Relaxations.

Teacher: So, you know that music can relax a little.

(Учащиеся слушают мелодию песни группы "Beatles" – "Yesterday" и выполняют задание упражнение 7, страница 164).

Its title  
Its authors  
Who wrote its lyrics?  
Who wrote its music?  
Group which performed it  
How long ago was it first performed in Britain?  
Is it still being performed?  
What Russian singer performed this song?  
What is it about?  
What story does it tell us?  

Teacher: And now let's sing a song "Yesterday".

(Учащиеся поют песню "Yesterday", затем отвечают на вопросы.)

Questions.

  1. What is the song about?
  2. Is it serious or light, lyrical or humorous?
  3. What story does it tell us?
  4. What feelings are the lyricist and the composer trying to convey to the listener?
  5. Could the tune and the tone of the song be described as serious and philosophical or sentimental and emotional?
  6. Does the song seem to be appealing to you or does it leave you indifferent?
  7. If it appeals to you, how much are you impressed by it?
  8. Are you impressed by its lyrics or by its music or both?

IV. Совершенствование грамматических навыков

Teacher: Is it necessary to study English grammar and why?

(Учащиеся отвечают на вопрос).

Teacher: How many Past Tenses are there in the English language? Let's speak about the Past Tenses.

Questions.

When do the speakers use the Past Indefinite Tense? (The Past Continuous, the Past Perfect, the Past Perfect Continuous).

(Учащиеся дают определения на английском языке).

Teacher: And now I want you to do a grammar test. I'll give you 3-4 minutes.

(Учащиеся получают грамматические задания различных уровней сложности. Текстовое содержание грамматических тестов прилагается).

V. Подведение итогов урока

Teacher: What did we do at the lesson? What did we speak about? What did we revise?

Teacher: And your marks. Thank you very much.

VI. Домашнее задание

  • еx. 19 p. 172;
  • ex. 16 p. 170;
  • ex. 17 p. 171.