Урок проводится в рамках спецкурса “Страноведение”, входящего в состав гуманитарного профиля обучения на старшей ступени МОУ “Гимназия №2”. Урок проходил в рамках изучения темы “British Prehistory. The Celts”. Урок комбинированный комплексного применения и одновременно усвоения знаний с использованием проблемного, частично-поискового и исследовательского методов. Материал урока может быть использован в 9-11-х классах по УМК О.В.Афанасьевой И.В.Михеевой в рамках тем “Places of History. Linking Past and Present”, “People and Society”, “Man the believer”, “Man the Child of Nature”, “Man the Seeker of Happiness”, “Town and its Architecture”, “Wonders of the World”, “Man as the Greatest Wonder of the World” и при подготовке к ЕГЭ.
Перед уроком ставились следующие задачи:
- закрепить, обобщить и систематизировать знания, а также активизировать лексику по теме “British Prehistory. The Celts”;
- совершенствовать навыки аудирования, чтения, монологической речи, спонтанной речи, использование разговорных формул;
- развивать творческое воображения, высшие мыслительные операции анализа и синтеза, ассоциативное и критическое мышление;
- учить определять цели, задачи урока, решать проблемные ситуации, доказывать гипотезу урока, делать выводы;
- формировать навыки проблемно-поисковой деятельности;
- развивать навыки исследовательской деятельности;
- знакомить учащихся с языковым, культурно-историческим, литературным мировым наследием, развивать их эстетическое восприятие, их активное заинтересованное отношение к духовной жизни страны изучаемого языка;
- выделять мировоззренческие идеи и нравственные критерии, формировать широту взглядов;
- воспитывать учащихся в духе диалога культур.
В начале урока целесообразно определить актуальность темы и использовать проблемную постановку гипотезы и задач урока, а также определить будущее домашнее задание. Далее следует ряд этапов урока с использованием разных форм работы и видов учебной деятельности и позволяющих решать задачи урока.
Lesson Scenario
1. Greeting. Organizing Moment
. (0,5 min)Teacher: – Morning, students. Glad to see you at the Country Studies lesson today.
Students greet the teacher.
2. Actualizing the topic. (1 min)
Teacher: – Why do we speak about the Celts in the 21st century?
Students give variants.
3. Getting students prepared for the topic and targets setting. Commenting on the quotation:
“Without the Celts our world would have been grey and dull”. (1min)
Students read and comment. (смотри Приложение 1 слайд 2)
Teacher suggests it should be the hypothesis of the lesson to be proved.
4. A Warming-up activity. Developing communicative and linking skills. Activating the vocabulary of the topic and an educational talk
. (1-2 min)Teacher: – The Celts were full of contradictions. Give examples of it using conversational formulas: “On the one hand… but on the other…”
“For one thing… for another…”
“From one point of view…but from the other…” (смотри Приложение 1 слайд 3)
Students make up sentences.
5. Targets setting. Filling in the spider-gram. Getting home-work (2 min).
Teacher: – Here is a spider-gram for you to suggest topics for discussion at the lesson suitable for proving or disproving the hypothesis (смотри Приложение 1 слайд 4)
Students fill in the spider-gram and get a further home-work: to write a creative writing work on the topic “A Day with the Celts”.
6. Listening comprehension. Preparing for the RSE format. (4 min).
Teacher presents a listening comprehension task on the Celtic way of life (смотри Приложение 1 слайд 5 и Приложение 2). After listening the task is checked.
7. Filling in the chart and stating the Celtic stratification and social groups’ occupation. (2 min)
(смотри Приложение 1 слайд 6)
8. Brain Ring (group-work) (2-3 min).
Teacher divides students into 2 groups: 1) experts on appearance and clothes of the Celts, their image;
2) experts on the dwellings and occupation of the Celts.
Students of each group ask their opponents questions from their sphere. (смотри Приложение 1 слайд 7 и Приложение 3)
Teacher may ask additional questions.
9. Presentation of the results and resumes of an individual investigative work about the blue colour in psychology, symbolism, and the English language. (3 min)
(Смотри Приложение 1 слайды 8-9, Приложение 4 и Приложение 5).
10. Exam-type reading task. (3-4 min)
Teacher: – The Celts were very war-like people. Read the following text and fill in the text
with the words from the word box. (смотри Приложение 1 слайд 10 и Приложение 6)
11. Brainstorm. Problem solving. (3 min)
Teacher: – So, you proved that the Celts were really very warlike. Imaging a Celt in a partisan detachment during the Great Patriotic war: would he be a betrayer? (смотри Приложение 1 слайд 11).
12. Holiday-matching task. (2 min)
Teacher: – Since the Celts there have remained some holidays in Britain. Match the description of the holiday with its Celtic name and modern analogue. (смотри Приложение 1 слайд 12)
13. Students monologues. Developing students’ spontaneous speech. (4 min)
Students comment on the Celtic art and crafts. (смотри Приложение 1 слайд 13 и Приложение 7).
14. Commenting on the table. Developing critical thinking (2 min)
Teacher presents the table “Extant Celtic languages”. (смотри Приложение 1 слайд 14).
Students comment on it making the conclusion that the Celtic language gave birth to several existing languages.
15. Presentation of the results and resumes of an individual search work about the Celtic names in modern world, mythology and folklore. (2-3 min).
(Смотри Приложение 1 слайды 15-16, Приложение 8 и Приложение 9).
A student gives examples of a lot of geographical names of Celtic origin in Britain and Europe. The conclusion is also made that Celtic sagas found their reflection in the legends about King Arthur because of the similarity of the plots, symbols and even characters (Druids are possible prototypes of Merlin). The following British folklore also has a lot of similarities with the mythology and perception of the world of the Celts (Irish triads, ballads of the priests).
16. Brainstorm: animals. (3 min)
Teacher presents a collage with some animals asking the students to decide which were worshipped by the Celts. (смотри Приложение 1 слайд 17 и Приложение 10). After that the students are asked to prove that the Celts worshipped nature (attitude to horses, developing new breeds of dog, personifying trees and Druids’ tree horoscope).
Students make a conclusion that modern love of the British for animals (Derby as well), probably, originates from the Celts.
17. Druids’ horoscope. Presentation of the results and summary of creative group search-work.
(2 min). (Смотри Приложение 1 слайды 18-20 как примеры и Приложение 11).
Students investigated tree horoscopes of the Druids, found correspondence in the group and presented the rest with the results of their work. Other teachers could also be included in the list of the investigated.
18. Brain storm. Problem solving. (1min)
Teacher asks the students to solve the problem what is common with the women on the slide (смотри Приложение 1 слайд 21).
Students give explanation about the progressive role of women in the Celtic society.
19. Presentation of the results and resumes of an individual research work. (2 min)
A student investigated 100 great women of the world and sorted out top 5 where the first place is occupied with Britain, France, Germany and Russia (where the Celts also lived) following it. The conclusion is made that there are possible Celtic roots of such progressive role of women and mentality in general, attitude to women as equal to men. (смотри Приложение 1 слайд 22 и Приложение 12).
20. Association game: character via music. (2 min)
Students are suggested getting acquainted with some pieces of Irish music which has Celtic origin. While listening to musical fragments the students are to put down associations that occur to them (words and phrases) about the character of the Celts judging by the music. Then they share their associations. (смотри Приложение 1 слайд 23, Приложение 14 и Приложение 15)
21. Rounding-off. Making conclusions. (1 min)
Students are suggested to use the chart and make conclusions about the contribution of the Celts to British and world culture. (смотри Приложение 1 слайд 24).
22. Sizing-up. (1 min)
Students come back to the hypothesis of the lesson and draw conclusions proving it. (смотри Приложение 1 слайд 25)
Teacher gives marks and evaluates students’ work.
Список литературы и использованных Интернет-ресурсов смотри в Приложении 13.