Урок по теме "Исторический: historic / historical". 9-й класс

Цель урока:

1. Учебный аспект – формирование коммуникативной компетенции, совершенствование навыков устной речи, аудирования, активизация лексических единиц урока, развитие умений и навыков выполнять задания в формате ГИА, совершенствование умений создавать презентации на материале урока.
2. Развивающий аспект – развитие мыслительной деятельности учащихся, внимания, памяти, закрепление умения анализировать, сравнивать.
3. Воспитательный аспект – развитие у учащихся способностей использовать английский язык как инструмент общения в диалоге культур и цивилизаций; воспитывать чувство уважения и любви к Родине; развитие патриотических качеств личности учащихся.
4. Познавательный аспект – развитие любознательности, расширение кругозора учащихся, тем самым усиление мотивации к изучению английского языка.

Оборудование урока:

• УМК О.В. Афанасьевой, И.В. Михеевой "Английский язык IX класса";
• иллюстративный материал по теме урока, персональный компьютер;
• мультимедиа проектор, презентации по теме урока, подготовленные учащимися;
• дидактические карточки с заданиями, аудиозапись песни "Журавли", слова песни.

План урока:

1. Организационный момент (приветствие, сообщение цели урока, речевая зарядка).
2. Центральная часть урока:
   1. Развитие навыков просмотрового чтения.
   2. Развитие навыков подготовленной речи (контроль домашнего задания).
   3. Закрепление семантических значение слов "historic / historical".
   4. Развитие умений и навыков выполнять задания в формате ГИА.
   5. Выполнение задания для закрепления семантических значений слов "historic / historical" для небольшой релаксации во время урока.
   6. Развитие навыков неподготовленной устной речи.
   7. Просмотр презентации о блокаде Ленинграда, развитие навыков неподготовленной речи.
3. Заключительная часть урока (выставление отметок, запись домашнего задания, пение песни "Журавли").

Ход урока

I. Organizing moment.

Good morning, dear pupils. I am glad to see you. How are you? Who is absent? I am sure you are ready for the lesson. Today we continue speaking on the topic "Pages of History: Linking Past and Present" (the note is on the blackboard). Let's start our lesson.

Warming up.

T: There are things, events in the history of mankind that are important because they are old and interesting or impressive, important for history. How can you call them?

P: Historic. (T. sticks a card "HISTORIC" on the blackboard.)

T: Right you are. Besides there were and are figures, things connected with history or the past. How can they be named?

P: Historical.

T: Absolutely. (T. sticks a card "HISTORICAL" on the blackboard.)

II. Main stage.

Ex.1. Development of scanning reading skills.

Look, a book. Its title is "Who is who in Britain". (T. puts the book on the blackboard.) Now split into two teams. Take the cards and do the task. (The task is: read these pieces of texts, put three pieces in a logical order, one of the pupils in the group will tell the class about either Sir William Churchill or Margaret Hilda Thatcher.) (See Appendix 1.1, Appendix 1.2.)

(Two pupils tell the class about those two historical persons.)

T: Please don't forget there are a lot of exciting books such as encyclopedias. What are they popular for with the readers?

P: Such books as encyclopedias tell the readers about events of great historic importance.

Ex.2. Development prepared oral speech skills, checking the home task.

T: Let's find some facts to prove these ideas. Answer my questions please. What topic have you been learning recently?

P: Pages of history. And we understand how it explains things to us and it can even warn us about some things. You know "history repeats itself".

P: Besides we have discovered some features of the civilizations: there were numerous discoveries, inventions, innovations.

T: Would you like to give us any examples?

(Class answers on the topic "The Creations of Mankind".)

Ex.3. Consolidation the difference of the words "historic / historical".

T: Now we will see if you can call paper invention either "historic" or "historical". The presentation on this topic was prepared by a student of our school last year. Let me introduce some new words for your better understanding a text.

T. introduces the words and puts the following words on the blackboard:

• to pound – to hit something several times with a lot of force;
• mulberry – a tree that produces small purple fruit that can be eaten;
• wood ashes – the grey powder that remains after wood burning;
• rags – clothes that are old, torn;
• hemp – a plant with strong stems used for making ropes.

(This table is place on the blackboard.)

Look at these pictures and put them in a logical order.

(T. puts 5 pictures taken from the pupil's presentation "Invention of paper" on the blackboard.) (See Appendix 2.1.)

Let's check this order. Listen to a short story about paper invention. (See Appendix 2.2.)

Ex.4. Development of the student's skills and habits to work in State Final Exam format.

T: Return to your seats. It'll be interesting to learn about the history of writing, won't it? Take my cards, read the text and complete it. (See Appendix 3.)

Pass me your cards. I will check this task and we will correct your mistakes if there are any at our next lesson.

Ex.5. Unscrambling the words. (See Appendix 4.)

T: I want you to relax a little bit. Now split into small groups by 2 and guess some anagrams (unscramble the words). Can we call the inventions of these things "historic" or "historical"? (See Appendix 3.)

P: There are some creations that can be called "historic", for example the creation of "cinema" and "a museum", it is easy to prove that ... And some creations that can be called "historical", for example the creation of 'a pet shop', "a pizza", "a supermarket", "a disco".

Ex.6. Development of unprepared oral speech skills.

T: Do you remember our previous lesson when you spoke about "An Event of great importance for the Mankind"?

P: It was "People and war". We watched three presentations prepared by the pupils of our group and listened to their three stories based on them. I remember the best was Lera's presentation.

T: I fully agree with you. It goes without saying World War II was the most dramatic episode in the history of mankind. Who can tell us how the war in which the Soviet people suffered great casualties was called?

P: It was called the Great Patriotic war.

T: Why was it called "Patriotic"?

(Pupils give some ideas.) (See Appendix 5.)

Ex.7. Development of unprepared oral speech skills.

T: We are going to celebrate the anniversary of the Leningrad Siege. Seeing the presentation we will discuss some facts connected with the siege. (See Appendix 6.1)

T: Here are the lyrics of a very popular song. Its title is "The cranes. Listen to it and try to sing it. (See Appendix 7)

III. Closing stage.

T: Our lesson is coming to its end. Your marks for today's lesson are ...

Thank you for the lesson. Everybody has worked very well.

Your home assignment is: 1) to do the card, the task is to complete the text with the proper prepositions; 2) to choose one point from ex.46 on page 45 from your Student's book and answer the question in a written form. (See Appendix 6.2.)

To sum our hot discussion on the topic of the lesson will you agree or disagree with the words "War is evil malicious dishonoring mankind"?

(T. shows a picture of the children in a concentration camp with these words written under the picture.)

(Class answers the question.)

Let's remember the words "No one is forgotten. Nothing is forgotten". (T. sticks two cards with these words on the blackboard.)

We are finishing our lesson with singing the song you practised at home "The Cranes". (The pupils sing to the melody of the song.)

Appendices:

1. Two historical figures.

1) Sir Winston Churchill (1874-1965) an English politician who was the Prime Minister of Britain during the Second World War. He symbolized the fierce determination of the British to resist conquest by the Germans under Adolf Hitler. He became a popular symbol of Britain's fighting optimism. He was Prime Minister again from 1951-55. He was a gifted orator and many of his speeches contained memorable phrases, for example This was their finest hour, I have nothing to offer but blood, toil, tears and sweat. He originated the phrase Iron Curtain. He forged a close alliance with Franklin D. Roosevelt of the UAS and Joseph Stalin of the Soviet Union. Churchill's appearance was distinctive, with his bowler hat, cigars, portly frame, balding head, and two-finger "V for Victory" sign.

2) Margaret Hilda Thatcher (born 1925 -) was the first woman prime minister of Britain (1979-1990) now officially called Lady Thatcher. As leader of the Conservative Party from 1975 she strongly influenced its political philosophy, which during this period came to be known as Thatcherism. The Conservatives were returned to power three times under her leadership. During their government there was a move to privatization, taxes were lowered and inflation fell, but unemployment rose. Mrs Thatcher enjoyed increased popularity during the Falklands War but in 1990 she became a backbench member of parliament.

2. The paper invention. (Презентация 1)

1) The pupil's presentation "Invention of paper". 5 pictures were taken from it for this exercise.

2) The text about the paper invention:

"The Chinese annals say that the paper has been invented in 105 year BC by Tsai Lun.

Before Tsai Lun paper of China was made from hemp and silk. Tsai Lun pounded mulberry, wood ashes, rags and hemp. He mixed all with water and laid it out in the form. After drying on the sun, that mix was smoothed by stones. The result was fantastic: sheets became stronger.

Then the process of paper manufacture improved quickly – people started to add starch, glue and natural dyes".

3. The History of writing (a card with this text).

The development of writing (1) a huge difference to the world and we might see it as the beginning of the (2). Pieces of pottery with marks on that are probably numbers have been (3) in China that date from around 4000 BC. Hieroglyphics and other forms of picture writing developed in the (4) around Mesopotamia (modern-day Iraq), where the (5) Sumerian civilization was based, from around 3300 BC onwards. However, the first (6) alphabet was used by the Phoenicians around 1050 BC. Their alphabet had 22 letters and it is (7) it lasted for 1000 years. The first two signs were called "aleph" and "beth", which in Greek became "alpha" and "beta", which gave us the (8) word "alphabet".

The modern European alphabet is based on the Greek and (9) to other European countries under the Romans. A number of changes took (10) as time (11). The Romans add the letter G, and the letters J and V were (12) to people in Shakespeare's time.

If we (13) the history of punctuation, we also find some interesting facts. The Romans used to write questo at the end of a sentence in (14) to show that it was a question. They started to write Qo in (15) of the whole word, and then put Q above the o. In the end, that became the question mark "?".

1. a) did, b) had, c) made, d) took.
2. a) media, b) bulletin, c) programme, d) journalism.
3. a) invented, b) displayed, c) discovered, d) appeared.
4. a) distance, b) area, c) length, d) earth.
5. a) antique, b) old-fashioned, c) ancient, d) dated.
6. a) true, b) accurate, c) exact, d) precise.
7. a) observed, b) measured, c) counted, d) estimated.
8. a) new, b) trendy, c) modern, d) fashionable.
9. a) spread, b) appeared, c) was, d) occurred.
10. a) place, b) part, c) control, d) account.
11. a) spent, b) passed, c) went, d) developed
12. a) infamous, b) unpopular, c) unknown, d) hidden.
13. a) look into, b) bring on, c) make off, d) hold up.
14. a) turn, b) fact, c) order, d) intention.
15. a) position, b) space, c) spot, d) place.

4. Anagrams.

5. Additional text for speaking about the Great Patriotic War.

1. In 1941-1945 our Motherland was at war.
2. Soviet people fought a war against the Nazi.
3. It was the Great Patriotic War (and the World War II).
4. It was a terrible war.
5. Many men and women went to war to fight for their independence.
6. Grown-ups fought the battles.
7. A lot of women joined the army too.
8. Soldiers and generals fought against the enemy heroically.
9. Millions of people were killed in the war.
10. Thousands of people died of their wounds.
11. The Russian Army won the war.
12. The victory over fascists was difficult.
13. After the war many monuments were erected to commemorate the bravery of our people.
14. No one is forgotten, nothing is forgotten".

6. Tasks to the presentation "The Siege of Leningrad". (Презентация 2)

1) Questions to the presentation "The Siege of Leningrad".

"a) Can you describe the situation in Leningrad at the beginning of the siege? b) Was the situation with food supplies tragic? c) Why did people die of dystrophy in Leningrad? d) What kind of bread was baked at that time in the city? e) Do people celebrate the end of the siege annually?"

2) Fill in the prepositions to complete the text "The Way to Life".

"... the height ... the siege ... Leningrad the whole country came ... the help . – ... the Leningradians. Columns ... transport carrying provisions came ... all parts ... the country. But it was due ... the famous ice-road ... Lake Ladoga – later referred ... as "The Way ... Life" – that the population ... the besieged city kept ... working and fighting.

... spite ... hard weather conditions a motor road was laid ... the ice. ... course people had to face ... many difficulties. The new ice creaked and wobbled. Sometimes it failed to stand the weight ... the truck and gave way. Then the drivers plunged ... the icy water to save the load.

Every day the enemy would shell ... the road. Not a single man gave ... his work ... the ice-road.

... December 26, 1941, the bread ration ... Leningrad was increased.

When ... spring it was no longer possible to use the trucks, the drivers sometimes carried the freight ... their arms".

7. The song "The Cranes". (Music by Yan Frenkel. Lyrics by Rasul Gamzatov.)

It seems to me, at times now, that the soldiers
Who came not home again from blood-soaked plains,
Were once not lying "neath out soil, grown colder,
But were transformed, becoming white-winged cranes.
Until these tomes, from those dark days so distant,
They fly above, bestow on us their cries,
Is that not why, so often and so wistful,
We now fall silent, glancing at the skies?