Урок "Защита проектов" по теме: "История Британии в лицах"

Цели урока:

1. Формирование знаний о стране изучаемого языка, развитие умений и навыков по всем видам речевой деятельности (аудирование, чтение, говорение, письмо).
2. Развитие навыков общения, самостоятельной и мыслительной деятельности, умений работы со справочным и дополнительным материалом, мультимедийными средствами.
3. обучения; развитие личности через организацию социально-значимой деятельности.
4. Самореализация и самоутверждение учащихся, умение работать в группе.

ХОД УРОКА

1. Организационный момент:

Pleased to meet you, pupils! The subject of our lesson today is the history of Britain and the role of outstanding people in it. So, our lesson is called “The history of Britain in portraits”.

During the lesson we are to make some steps to clear up the situation. They are:

1. I know for sure – the revision of the material.
2. Do you know that? – presentation of the projects.
3. Collective portraying – working with the text.
4. Making new projects on the basis of the text (hometask).

2. Речевая зарядка (повторение изученного материала по теме):

Step I. I know for sure.

Teacher:

Let’s see what you know for sure.You are invited to give quick and short answers to the questions about the representatives of the Tudor England.

Identify the most important events and the greatest names in the history of Britain.

Pupils:

(Henry VIII, the king of Britain, was ambitious and he wanted to become an important influence in European politics but failed to gain it because he had little success in his campaign against France.

In navy matters he did rather better. He extended the Royal dockyards and encouraged the building of armed warships.

He made Ireland into a kingdom and did much to assist the universities.

He changed the religion in Britain and became surpreme head of the new church of England.

He dissolved the powerful monasteries and used ruthless measures to suppress opposition among monks.

Mary I was the daughter of Henry VIII. She made England Catholic again. The Protestants were persecuted and burnt. She became the Queen of England and people called her Bloody Mary.

Edward VI was the only son of Henry VIII and he died at the age of 15.)

• What reputation did Henry VIII have as a politician?

Pupils:

(As a politician he was irritable, ruthless, tyrant, ill-tempered and embitted. Though he was a cruel monarch, he was a great politician because he did much to make his country prosperous and made a great contribution into the development of England.)

• How is the name of Elizabeth I associated with the Renaissance?

Pupils:

(Elizabeth I was the Queen of England and reigned 45 years. Her age was called the age of Elizabeth or the age of Renaissance. She was a well-educated person and became a great patron of the arts. It was the period of peace, a prosperous period. It was the time when arts, music and science were in need. Her name is associated with the Renaissance. She defeated the Spanish Armada.)

3. Презентация проектов:

Step 2. “Do you know that? Presention of the projects.

Teacher:

It’s high time for the presentation of your projects. Will you please, show us the results of your work with the additional material on the problem. The task for the listeners is to understand the contents of the project and have a test on it.

Презентация проекта “ The Victims of the History” с использованием мультимедийных средств – компьютерные слайды. (Приложение 1). Два ученика поочередно делают сообщения.

Pupils:

There are a lot of examples of women who became the victims of the history. This clever and beautiful woman became the first victim of the king of England Henry VIII. Catherine of Aragon was a true friend to her husband, but she failed to give him a son. After 10 years of their marriage England had no heir. Henry thought that England would be weak if there were no king to follow him and he didn’t want his country to have civil wars again. He divorced Catherine and proclaimed Mary, the daughhter he had by this marriage, illegitimate. The second Henry’s wife Anne Boleyn, a lady-in-waiting, was not a beauty and had six fingers on one of her hands, but the king fell madly in love with her. The Pope refused to give him a divorce so that he could marry again and Henry VIII broke away from the Catholic Church. He divorced Catherine and married Anne Boleyn. She didn’t give him a son either and when Henry got tired of her he had her executed. By his second marriage Henry had another daughter Elizabeth whom he also proclaimed illegitimate.

Ten days after Anne Boleyn’s execution the king married his third wife, Jane Seymour, who did give him a son, but died 12 days later.

All in all he had six wives. His fifth wife Catherine Howard, was beheaded in the Tower and the last one, Catherine Pair, would have followed her, but she was lucky enough to survive the king. King Henry VIII left three children: Mary by Catherine of Aragon, Elizabeth by Anne Boleyn and Edward, the prince of Wales by Jane Seymour. He never thought that each of his children would rule England after him. He couldn’t foresee either that his second daughter Elizabeth, whom he never loved and proclaimed illegitimate, would become Queen Elizabeth I, the greatest monarch England has ever known. So, he had two of his wives executed, one of them died and another was lucky to survive the king. He proclaimed two of his daughters illegitimate. The only son of Henry, who is memorable for opening new grammar schools, which replaced monastery ones, died at the age of fifteen. The reign of his daughter Mary was terrible for England.

3.1. Контроль понимания прослушанного (тестирование).

Choose the correct beginning or ending.

1. Henry VIII wanted to divorce Catherine of Aragon because...
1. she loved his drother
2. she didn’t give him a son
3. she had a nasty character
2. Henry VIII had his second wife, Anne Boleyn, executed because ...
1. she didn’t give him a son
2. she had six fingers on her hand
3. she was the mother of Elizabeth, who later became the greatest monarch Enfland had ever known
3. Henry VIII broke away from the Catholic Church because ...
1. the Pope refused to allow Henry to divorce Catherine of Aragon
2. the Pope told Henry that his marriage to Catherine was a sin
3. Henry wanted to become a Protestant
4. All in all Henry had ...
1. eight wives
2. five wives
3. six wives
5. Henry VIII wanted to have a son because ...
1. he thought that England would be weak if there were no king to follow him
2. he hated girls
3. he wanted to have somebody to play football with
6. After Henry’s death ... came to the throne.
1. his daughter Elizabeth
2. his wife Anne Boleyn
3. his son Edward
7. ... became the greatest monarch England has ever known.
1. Mary
2. Elizabeth
3. Catherine of Aragon
4. Edward, Prince of Wales

3.2. Презентация проекта “ History in Portraits. Bloody Mary” (ролевая игра).

Два ученика представляют проект-ролевую игру TV Show “History in Portraits”.

Teacher: The second project “History in Portraits “, the role play, will be presented by Ella and Stas. Listen and do the task: “ Decide whether the given statements are true, false or there is no information”.

TV SHOW “ HISTORY IN PORTRAITS”

Pupil 1: Hello, everybody! My name is Stas Izvekov and our traditional programme”HISTORY IN PORTRAITS” welcomes you. Let me introduce our guest Ella Sultanova. She is a historian and I suppose she will clear the situation with “Bloody Mary” and her mistakes.

First of all, Ella, how did it happen that a sickly and unhappy woman went down in history as Bloody Mary? As far as I know, she wasn’t cruel in herself.

Pupil 2: Well, for the beginning, I’d like to say a few words about Mary. Everybody knew that Mary was next in line to the throne after her brother Edward VI. It was clear that if Edward VI died and she succeeded, the Roman Catholic religion would be established again in England, because Mary was the daughter of Catherine of Aragon, a true catholic.

Pupil 1: I see, and she made England catholic again. How did she manage to do it?

Pupil 2:You see, Protestants got a lot of money from the sale of monastery lands. It was very important for them to have a Protestant monarch inherit the English crown. Ordinary people helped Mary because they were angered by the greed of Protestant nobles.

Pupil 1: I guess, it was the people’s mistake. Everybody knew that her reign was terrible for England. Wasn’t it connected with her personality?

Pupil 2: It wasn’t the people’s mistake. It was Mary’s first mistake. She was unwise in her policy, her beliefs and her private life. For political, religious and family reasons she married the King of Spain. The ordinary people disliked the foreigner on the throne.

Pupil 1: Any woman could make such a mistake. May be she fell madly in love with him.

Pupil 2: But she wasn’t an ordinary woman, she was a monarch. She had to think about the results of this step. Soon she made the second mistake. She made an attempt to bring England back to the Catholic Church. She met the resistance and began burning the Protestants. The prisons were filled with the chief Protestants.

Pupil 1: I know that she also had her cousin Lady Jane Grey executied when she refused to become a Catholic. She also made plans to do the same with her sister Elizabeth but failed. Monarch-tyron is doomed to failure.Sooner or later. And what about her next mistake?

Pupil 2: Mary’s third and final mistake became fatal for England and for Mary. She helped her huband Philip, who was at war with France. England didn’t want to start a war just for his sake. The war was declared by France at that very time and she had to help her husband. The English as you know were defeated. Finally the people of England got so angry with her that only the fact that Mary herself was dying prevented a popular rebellion.Surely she will be remembered with horror for many years.

Pupil 1: So, by the time she died, Queen Mary had failed in every possible way, hadn’t she? I think she was just trying to do what she thouht right. It was her greatest mistake to my mind.

Pupil 2: Certainly. I quite agree with you.

Pupil 1: Well, we are coming to an end. They say:”If we forget the past, we are doomed to repeat it”. So, learn the past and think. I’d like to thank our guest. Thank you very much for your interesting information. Good luck to you in your future findings and we are looking forward to our next meeting

3.3. Контроль понимания прослушанного (работа с карточками).

Teacher:

Decide whether the following statements are True, False or there is No information.

T- true, F – False, NI – no information.

1) Mary was an evil and ruthless woman. .......... .......

2) Queen Mary burnt Protestants because they had refused to become Catholics. .......

3) Mary I was called Bloody Mary because she killed many people. .......

4) Mary I married King Philip of Spain because the common people asked her to do it. .......

5) England declared war on France because Mary had a claim to the French throne. .......

6) Elizabeth was Mary’s step-mother, that’s why Mary wanted to have her executed .......

7) Mary wanted to bring England back to the Roman Catholic Church. .......

3.4. Презентация исследовательского проекта “Век Елизаветы, век Шекспира”.

Teacher: The third project is a scientific report “ The Age of Elizabeth I and the Age of  Shakespeare” made by Maxim K.

3.5. Подготовка к презентации и восприятию нового материала “Delivering a formal speech”.

Teacher: Beforehand we’ll work with the rules of delivering a formal speech. They are for the speaker and for the audience because after the report you’ll share your opinions.

Учащиеся знакомятся с правилами (печатный материал на доске):

Rules for Delivering a Formal Speech

Outline:

1. Introduction
2. Main Body of the Speech
3. Conclusion

Introduction of the Speech

1. Introduce the topic
2. State how the subject is to be developed
3. Get the audience interested in what you are going to do

Talk Presentation

1. Make your speech sound interesting
2. Mind the time – limit
3. Be brief

Tasks for the Audience

1. Comment on the report
2. Have some remarks
3. Give somebody a mark, a reference

Words and expressions for the pupils to comment on the project.

Защита проекта (реферат).

Pupil: The subject of my work is the age of Elizabeth I and the age of Shakespeare. They are used as synonyms. Consequantly, they could have much in common. Is it possible to learn the history of Britain by reading Shakespear’s works? It was my aim. I compared the historical events of that period, the plots, the characters, the themes and main ideas of his works and I found out the following:

1. England of that period was the leading power of the world. It became the sovereign of the seas. It meant a possibility of gaining new lands and continents. And it is not by chance that the scene of many plays by Shakespeare is laid in distant lands: Italy, Spain, Egypt, Denmark. The air of long voyages bursts into his plays.
2. They said about the age of Elizabeth that it was an optimistic time. And this optimism can be seen in many of Shakespeare’s comedies. They are written in the bright spirit of the Renaissance, for example, “The Comedy of Errors”, “Two gentlemen in Verona”.
3. That period was the time of enthusiasm and activity. General striving for knowledge, science, art and education were in need. But at the same time most people of that time didn’t know the laws of nature. They thought that the Sun and the planets went round the Earth. They believed that potatoes grew on the trees in America.Such mistakes can be found in Shakespeare’s plays, he was not a very good geographer and historian.
4. The growth of capitalism was the chief tendency of the epoch. And the theme of the power of money was treated in many of Shakespeare’s plays (“Henry VI”, “Romeo and Juliet”).
   - Many of Shakespeare’s plays are devoted to his favourite themes and they reflect the epoch of the Renaissance:state and society, the power of money, the crisis of humanism, the nature of monarchy and others. Shakespeare came to conclusion that Monarchy was evil. The state bounded on justice doesn’t include the king.
   - The plots are the same. Macbeth was human. He wanted to become a king. He became a king and became a monster. King Lear was a king and a monster, when he ceased being a king, he became human.
   The plots of Shakespeare’s plays were not original. He took them from the works of other writers and from legends.

So, we can see that in general Shakespeare was true in his description of the epoch. But he gave his own interpretation of the history. Every character of his plays had a face of his own, that’s why we can’t say that Shakespeare’s works copy the epoch of Elizabeth exactly. Learning history helps us to understand the creative work of an author. And the author can help you to understand and value the epoch.

3.6. Рецензия на реферат.

Pupil (rewiever):

I’d like to begin with choosing the topic of the work. It is selected in accordance with the theme of our discussion. It is up-to-date because the author analysed the problems of art and the epoch. As for the contents I think the author presented a very interesting material. He outlined his speech which included introduction, main body of the speech and a conclusion. He developed the subject and managed to sum up the idea, the purpose of speech, to select and evaluate the material and put it in order. He analysed the themes and plots of Shakespeare’s works which characterize the definite historical period.

It should be underlined that he used the examples of different plays, comedies and tragedies by Shakespeare; used interesting historical facts which help to understand the epoch and the art of that period.

In conclusion the author gave the answer to the question”Is it possible to learn the history of Great Britain by reading Shakespeare’s works?” He gave a background information on the problem and I think this work is a success.

3.7. Обсуждение проекта (контроль понимания).

SHARING THE OPINIONS

Pupil 1: To my mind the work has been well-done and well-worded. I’d like to thank the speaker for his interesting work.

Pupil 2: As for me, I like the presentation of this work and the manner of the presentation. The material is interesting and useful. Thank you very much.

Pupil 3: I’d like to say that the material is not only interesting but it has a practical value. I was impressed by the facts given by the author.The work was very creative.

Pupil 4: I agree with my classmates’ opinions and I was surprised when had learned the facts about Shakespeare’s education.

4. Работа с текстом для дополнительного чтения “Елизавета I” (контроль домашнего задания). К.И. Кауфман, М. Ю. Кауфман, Книга для чтения по английскому языку в 7–11-х классах общеобразовательной школы “Страницы Британской истории”, Обнинск, Титул, 2000.

Step 3. “Portraying the Queen”.

Teacher: Now you are expected to work with the new material. Prepare your text with some background information and answer the questions.

Контроль понимания текста (фронтальная беседа с применением зрительных опор). Коллективное создание портрета королевы с использованием зрительных опор в виде плана.

Teacher: Let’s make a collective portrait of the Queen. Speak about the Queen as a personality, as a monarch. Find the main verbs to characterize her (to defeat, to suppress, to contribute to, to encourage). Say what she inherited, what her hersonal traits were, what her destiny was. (She inherited ...Her personal traits ...Her destiny...).

Will you please find some interesting facts about Elizabeth I.

Conclusion:

Let’s sum up the material:
She was a woman of ...
She was the Queen of ...
It characterizes her as ...
Her secret was ...

Сообщение учащегося (монолог), дополнения учащихся.

6. Подведение итогов урока. Домашнее задание.

Step 4. Making new projects on the basis of the new text.

Present the new material in the form of a fairytale for children, or a chapter for the textbook in History for the 8-th formers. Choose any variant you like. Work in groups.