Аспекты урока:
- Познавательный аспект – знакомство с творческой деятельностью английского писателя А. Филипса, развитие умения извлекать информацию о культуре страны изучаемого языка.
- Развивающий аспект – развитие воображения, способности к распределению и переключению внимания, сравнению и сопоставлению, формированию выводов из услышанного и прочитанного. Развитие творческих способностей учащихся.
- Воспитательный аспект – воспитание уважительного отношения к другой культуре, формированию потребности, способности к осознанию и обсуждению поведения героев литературного произведения, терпимого отношения к мнению другого человека.
- Учебный аспект – развитие умения понимать на слух, читать с целью детального содержания, формирование навыков говорения.
- Здоровьесберегающий аспект – создание комфортных условий для более качественного овладения иностранным языком, развитие стрессоустойчивости старшеклассников в условиях повышенных эмоциональных и психологических нагрузок специализированной школы. Использование музыкальных фрагментов для создания атмосферы релаксации и непринужденности.
План урока
- Сообщение о теме и ходе урока.
- Введение в атмосферу английского языка. Разминка (вокабуляр).
- Предъявление текста “Затерянные на почте” в виде диалогов.
- Фронтальная работа с группой (в режиме вопрос-ответ).
- Работа по содержанию рассказа ( х-ка героев через прослушанные музыкальные отрывки).
- Беседа с учащимися о важности доверия друг другу.
- Работа с текстом и последующим выставлением оценок (голосование).
- Работа с лексическим материалом (использование идиом в английском языке).
- Подведение итогов урока. Домашнее задание (приложение 1).
Пояснительная записка к плану урока
- Учитель сообщает о теме и ходе урока ученикам, объясняя, что четверо учащихся подготовили текст заранее. Только эти четверо учащихся знают содержание текста. Учитель так же сообщает, что текст, который они будут слушать, переделан из монолога в диалог.
- Разминка проходит с опорой на выписанные на доске незнакомые слова и идиомы, которые будут использованы в тексте.
- Подготовленные заранее учащиеся разыгрывают свои диалоги.
- Фронтальная работа с группой в режиме вопрос-ответ нужна учителю для того, чтобы проконтролировать понимание услышанного текста с вынесением основной его идеи.
- Учащимся раздается сам текст рассказа, который они читают в течение семи минут. Только сейчас им становятся известны все детали рассказа; они могут сравнить свое восприятие от прочитанного, с тем, что услышали в диалогах.
- Учащимся раздаются карточки, которые помогут им давать характеристику героям рассказа. Учитель не просит учащихся рассказать о них, он сначала дает послушать музыкальный отрывок соответствующего настроения:
- лирический – для любовной сцены
- юмористический - для финала
- и т.д.
- Учитель направляет урок на беседу о важности доверия друг к другу, и просит учащихся подтвердить их предположения выводами из текста.
- Закрепляется лексический материал по тексту.
- Подводятся итоги урока, выставляются оценки. В качестве домашнего задания даются предложения на перевод (в данном уроке на отработку сослагательного наклонения, но грамматику можно варьировать в зависимости от изучаемой темы).
Answer the questions
- What was Ainsly?
- Who was Dicky Soames?
- What was the main reason for Ainsly ‘s hiding Dicky’s letters from Adela?
- How did Ainsly behave when the second letter arrived?
- What happened as a result of his behavior?
- Was Adela’s uncle a rich person? Prove it.
- Did he want Adela to come into his money and why did he have to change his will?
- What did Ainsley mean “Those two letters were worth reading”?
- What proves that Ainsly’s wife guessed everything?
- Why do you think she said that the letters had been lost?
The new words, that are used in the text
- A post-office sorter – a person that works in a post-office and arranges mail;
- Departure (n.) – leaving a place, going away;
- Fellow-workers – people who are working in one and the same company; the colleagues;
- To dismiss – to fire smbd. out;
- To be (become) unemployed – to lose a job and to have a little hope for finding one;
- A will – a document that gives other people different rights after the owner’s death;
The idiom that is used in the text
“Adela was as frank as a day” – what does it mean?
There are a lot of idioms of the same kind:
- as strong as an ox
- as fresh as a cucumber
- as busy as a bee
- as old as the sea
- as slow as a snail
Lost in the Post
Ainsly, a post-office sorter, turned the envelope over and over in his hands. The letter was addressed to his wife and had Australian stamp.
Ainsley knew that the sender was Dicky Soames, his wife’s cousin. It was the second letter Ainsley received after Dicky’s departure. The first letter had come six months before, he didn’t read it and threw it into the fire. No man ever had less reason for jealousy than Ainsley. His wife was frank as a day, a splendid housekeeper, a very good mother to their two children. He knew that Dicky Soames had been fond of Adela and the fact that Dicky Soames had years back gone away to join his and Adela’s uncle made no difference to him. He was afraid that some day Dicky would return and take Adela from him.
Ainsley did not take the letter when hi was at work as his fellow-workers could see him do it. So when the working hours were over he went out of post-office together with his fellow workers, then he returned to take the letter addressed to his wife. As the door of the post-office was locked, he had to get in through a window. When he was getting out of the window the postmaster saw him. He got angry and dismissed Ainsley. So another man was hired and Ainsley became unemployed. Their life became hard, they had to borrow money from their friends.
Several months had passed. One afternoon when Ainsley came home he saw the familiar face of Dicky Soames. “So he had turned up,” Ainsley thought to himself.
Dicky Soames said he was delighted to see Ainsley. “I have missed all of you so much,” he added with a friendly smile.
Ainsley looked at his wife. “Uncle Tom has died,” she explained “and Dicky has come into his money”. “Congratulation,” said Ainsley, “you are lucky.”
Adela turned to Dicky. “Tell Arthur the rest,” she said quietly. “Well, you see,” said Dicky, “Uncle Tom had something over sixty thousand and he wished Adela to have half. But he got angry with you because Adela never answered the two letters I wrote to her from him. Then he changed his will and left her money to hospital. I asked him not to do it, but he wouldn’t listen to me!” Ainsley turned pale. “So those two letters were worth reading after all,” he thought to himself. For some time everybody kept silence. Then Dicky Soames broke the silence, “It’s strange about those two letters. I’ve often wonder why you didn’t answer them?” Adela got up, came up to her husband and said, taking him by the hand. “The letters were evidently lost,” At that moment Ansley realized that she knew everything.
These appendixes will help you:
Discussion starters
- I didn’t know that…
- Does anyone know…
- I figured out that…
- I liked the part where…
- I’m still confused about…
- This made me think…
- I agree with…because…; I disagree with… because…
- The reason I think…
A person’s character
Kind, brave, daring, good-natured, modest, easygoing, reasonable, tactful, industrious, demanding, firm, strict, reliable, fair, frank, sincere, trustworthy, trustful, generous, good-natured, broad-minded, narrow-minded, strong-willed, reserved, well-behaved, irritable, self-assured, shot-tempered, jealous.
Word combinations
To be easy pleased, to be not of a forgiving nature, to take things lightly, to be easy to deal with, to be difficult to get along with, the words to be entirely in character with smbd.’s actions, to be a good sort of a person, to be a clever up-to-date person, never to lose one’s temper, to be of a hasty temper, to be a man (woman) of character, to be of no character, to be a character, it’s hard to describe, it’s hard to find the words, to tell of the tragic events during…, it is a very enjoyable story, the power of the story, to keep the reader’s attention, to deal with problems of topical interest.
- The author invests the character with the following features…
- To portray character truthfully…
- The story deals with…
- The text begins with a (the) description of…
- A true-to-life picture of…shows…
- In conclusion…
- To finish with…
- To have a keen eye for a detail…