Theme: “In The Spotlight”
Aims:
1. to revise vocabulary
2. to revise grammar ( the Present Perfect, the Present Perfect Progressive, the Past Simple Tenses)
3. to listen to the part of an interview (FCE)
4. to do Part 2 of Speaking Task (FCE)
5. to sum up the theme “In The Spotlight”
Aids:
1. individual cards for vocabulary and grammar revision
2. listening sheets
3. evaluation forms for speaking ( speacial cards)
4. reproductions of paintings
5. cards with sayings about Art
Visual aids :
1. cassette recorder
2. video cassette recorder
Plan
Introductory talk of the teacher :
The Art came to existance as soon as human beings began to pay attention to the beauty of the world around them. The first examples of the art of painting have been found on the walls of the caves where pre-historic people drew the first ever-existing pictures trying to express their emotions and feelings, to show the beauty of the world. From those distant times people have always tried to make their lives more emotional, colourful and beautiful with the help of different forms of Art.
Nowadays we can’t even imagine our life without the fabulous world of Music, Theatre, Painting and Drawing, Cinema and all their various forms. Of course, the world of Literature comes hand by hand with the wonderful world of Art. During the centuries there lived lots of great representatives of Art and Literature and their masterpieces live in Art Galleries, Libraries and on stages of famous theatres of the world. Today we are to speak about different forms of Art which are popular among people of all ages.
Have a look at the blackboard. Here you can read the sayings of famous representatives of the world of Literature about Art. How do you understand them? Explain it in your own words.( the sayings are on special cards on the blackboard).
“The object of art is to give life a shape”- Jean Anouilh (French playwright of our times)
“Art is the most intense mode of individualism that the world has known”- Oscar Wilde (English writer)
“Love art. Of all lies, it is the least untrue” – Gustave Flaubert (French writer)
(Pupils comment on the sayings)
Teacher: Thank you for your ideas. Now, let’s revise the vocabulary that includes the lexics used while speaking about Art and Literature. Take these cards and compile these words into groups. Chose from these cards what art forms to speak about. ( the pupils work in pairs, every pair choose a special card. Every card has the special name:
Music
Cinema
Theatre
The Art of Painting
Literature
T.- You have 2 minutes to do this task. Underline the groups of words according to the theme you have chosen. Work in pairs.
Vocabulary for revision.
Exhibition, opera house, masterpiece, portrait, abstract, sculpture, concert hall, ballet, shade, watercolours, sketch, canvas, art gallery, ballerina, tenor, drawing, frame, stage, applause, oil painting, soprano, carving, landscape, creative, audience, chapter, interval, screen, orchestra, publish, costume, scene, announcer, composer, critic, editor, playwright, author, conductor, director, novelist, background, paperback, channel, current, electric, music, humorous, modern, public, special, gripping, popular, readable, still,self-portrait, choir, concert, spectator, cast, soap opera, autobiography, rehearsal, foreground, film script.
T.- Thank you very much.
When we speak about Art we use the tenses which better express our experiences as concerning this or that event of our life connected with Art. We use the Perfect Tenses ( Simple and Continuous) and the Past Simple Tense when we want to share our experiences. How do we form the Present Perfect Tense?
P1- Have, has + V3
T.- How do we form the Present Perfect Continuous Tense?
P2 – Have, has + been + Ving
T.- How do we form the Past Simple Tense
P3- V2
T.- Now, we are to do the exercise to revise these tenses ( the teacher gives pupils individul cards)
Read this biography from a movie magazine. Complete the text with the verbs in brackets in the past simple or present perfect (simple or continuous).
Mel Gibson (1) ___ (be) a major film star now for more than twenty years. In this time he (2)_____ (become) one of the most respected Hollywood actors and he (3) _____ ( now start) a successful career in film directing as well.
Gibson (4) ____ ( be born) in the USA in 1956 but his family (5)____ (move) to Australia in 1968. He (6) _____ ( complete) his school education in Sydney and (7) ____ (begin) his acting career there, in the National Institute of Dramatic Art. He (8)_____ (appear) in several Australian TV series, but (9) _____ (get) his big break in 1979, in a film called Mad Max. He (10) _____ (since\ make) two more Max films. He (11)_____ (go on) to make several other successful films in Australia, for example Gallipoli, before he (12)____ (move) to Hollywood.
Gibson (13) _____ ( make) more than 30 films, many of which (14) ____ (be) great commercial successes. He (15) ____ ( never be) afraid to take on challenging roles, such as Hamlet and the Man without a Face, which also (16) _____ (mark) his directoral debut. He (17) ______ (direct) 3 successful films.
Unusually for the turbulent world of Hollywood Romance, Gibson (19) ____ (live) with the same woman for over 20 years – his wife Robyn, whom he (20)____ (marry) in 1980. Up to the present time, they have 7 children.
T.- Now every pair, please explain why you prefer this or that Art. Use the vocabulary you have chosen and tenses you have revised. ( Every pair prepares a one- minute talk on the theme)
T. – Thanks a lot. Now we are to listen to a part of an interview of the amateur actors. This is Part 4 of the FCE format listening task. Please listen carefully and write in the letters. (The pupils are given sheets with task. They listen to the tape recording and do the task.
Part 4.
You will hear an interview with someone who belongs to an amateur dramatics society.
For questions 24-30, choose the best answer, A,B,C
(Tapescript of the listening task)
You will hear an interview with someone who belongs to an amateur dramatics society. For questions 24-30, choose the best answer, A.B,C
You now have 1 minute in which to look at part 4.
Pause 1 minute.
Presenter:
One of the great theatrical traditions in Britain is the amateur dramatics society. In villages everywhere, these groups of enthusiastic amateurs put on plays in village halls and local schools for the entertainment of their neighbours. I went to such one village, Nimby-on – Stout, to find out just what goes into these productions and just what they mean to the villagers. I started my talking to Joanna Baker, who acts in the plays.
... Joanna, what made you join the club?
Joanna:
Well, I joined about 18 months ago. I”d recently moved to the village-I work in the local hospital- and I heard about it from the lady who lives next door.She told me she”d heard it was good just for a bit of fun. I didn’t know many of the locals-I mean, I got on well enough with my work colleagues but the hospital’s a way away and I hardly saw them outside working hours- so it sounded like an ideal way of getting to know people. I’d done some serious acting at college but in the club there is no pressure on you to do anything you don’t want to, as there often is in professional companies.
Presenter:
Doesn’t it get a bit embarrassing sometimes, appearing in costume in front of our neighbours, family, friends, people you have to face every day of your life?
Joanna:
Well, the first play I was in, I played a fish, but in fact nobody recognized me because I was wearing a mask! My real dread is finding out that I don’t know my lines. It’s happened a couple of times – I’ve gone completely blank. There were some of my family in the audience then, but to be honest, that’s the worst thing, whoever’s out there.
Presenter: Now it’s one of the great traditions of amatuer dramatics that things go wrong, isn’t it? Is the Nimby-on-Stout society an exception?
Joanna:
No, certainly not. Doors won’t open, tables collapse, that kind of thing. It’s all part of the fun. There are occasions when this is because of certain actors who like playing tricks on each other but more often then not it’s just because we’re all amateurs. The worst thing is, when something like that happens, if you are on stage you can’t laugh because the audience don’t always realize that anything is wrong.
Presenter: Have you been on stage when the unexpected has happened?
Joanna:
Yes, not long ago actually. We had a set that included a table and a telephone. The phone wasn’t real, but one night someone exchanged it for a real one. Suddenly, in the middle of a scene, the thing started ringing! Well, I just stood there, staring at it- I couldn’t think of anything to do and it had interrupted me in the middle of a speach. One or two of the others started laughing and then one of them had the presence of mind to pick it up and say something about ordering a sandwich for lunch. We then carried on with the scene.
Presenter: How do you all get on together?
Joanna:
Unlike other clubs I know of, there’s no rivalry between us. If one person desperately wants a certain part in a play, then he or she will propose we put on that play for our next production. The rest of us usually agree and there’s never any fighting over who gets to play which part. If it’s a production which needs a lot of cast members, we often have to go knocking on doors to recruit people. If that fails, we borrow actors from the dramatics society in the village down the road.
Presenter: What’s the biggest problem when it comes to putting on a production?
Joanna:
Well, the last couple of weeks before a production starts really. Not everyone has the time to spare. This isn’t really a problem when we’re rehearsing normally, but shortly before a production starts, we’re rehearsing six or seven nights a week, for two or three hours a night. Even though everyone wants to join in to the full, people with families or who work full-time don’t usually have that sort of time to spare.
Presenter: Mmm. And how do audiences react to the plays?
Joanna:
Usually very well, although we had a bit a problem with the last play we put on. We were doing a modern, rather unusual comedy and they just didn’t know what to make of it. We were so bad the audience didn’t know whether to laught or not. They couldn’t decide if it was really meant to be a comedy or not.
Presenter: Well, next I spoke to one member of that audience, local shopkeeper...
Pause 10 seconds
Now you will hear Part 4 again
Repeat – Pause 5 seconds
That is the end of Part 4.
(Pupils have 5 minutes to do the task)
Teacher
Now, we’re to check up your hometask and at the same time do a special speaking task.
At home you were to find the pictures of famous artists and be prepared to speak about them. But now I will give you one more picture and you’re to compare and contrast these pictures, but not to describe them. You will have one minute each to do this task. While one pupil is comparing and contrasting the paintings all the rest pupils are evaluating his or her answer according to the evaluation forms and put marks from 1 to 5. You should comment on your marks. Please listen to your classmates. ( The teacher gives the pupils the cards)
Speaking Test.
Evaluation Forms
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Lena |
Vera |
Artiom |
Ivan P |
Timur |
Roma |
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st. Evaluation Forms
Grammar and Vocabulary 1 2 3 4 5
Assessment of the candidate’s use of grammar items and the appropriate use and range of vocabulary without continually halting to search for a word or to think about how to construct a grammatical sentence.
Discourse Management 1 2 3 4 5
Evaluation of the candidate’s ability to use an appropriate range of linguistic resources to organise sentences, express opinions and \ or justify a point of view while maintaining a coherent flow of speech.
Pronunciation 1 2 3 4 5
Assessment of the candidate’s ability to produce correct individual sounds, words and sentence stress, and proper intonation to convey meaning.
Interactive Communication 1 2 3 4 5
Evaluation of the candidate’s ability to initiate and respond appropriately according to the
task, taking turns in discussion and contributing to the development of the task.
T.- Thank you. Now in pairs comment on the answers of your classmates.
T.- Now we have come to the very end of our lesson today. I’d like you to admire the piece of a magnificient art of the Irish National Folk Dance. I think you will recognize the actors very well.
(The pupils watch a video extract from the perfomance of Michael Flatley Riverdance – three min. )
T.- How do you find it ? ( the pupils express their impressions)
T. – Your hometask will be to write a composition about your vist to a theatre, a concert perfomance you like most of all. You are to write about the brightest impressions of your life you would like to share with us. You will have marks for the lesson after checking up your evaluation cards and your listening task. Thank you for the lesson!