Технологии урока: РКМЧП, обучение в сотрудничестве.
Цели: развивать критическое мышление через чтение художественного текста, развивать умение работать в группе.
образовательные: познакомить обучающихся с творчеством американского писателя Дж.Чивера, углубить знания учащихся в области страноведения, расширить лексический запас.
воспитательные:
- воспитывать культуру общения на английском языке;
- повысить интерес учащихся к изучению иностранного языка;
- прививать уважение к традициям страны изучаемого языка.
- формирование ответственности за свою работу и работу в группе;
- ознакомление учащихся с историей чая как напитка;
- формирование системы знаний, обеспечивающих эстетическое воспитание.
развивающие:
- развивать критическое мышление, воображение, творческие и исследовательские способности;
- совершенствовать умения анализировать текст, выявлять связь отдельных элементов (темы, образы, способы выражения авторской позиции), развивает умение выражать свои мысли, учит пониманию и осмыслению.
I. Организационный момент
Good morning. I am glad to see you!
II. Актуализация знаний по теме урока
1. What holiday will people celebrate soon? Let’s watch a video and feel the Christmas mood!
Во время просмотра видеофильма о праздновании Рождества в англоязычных странах обучающиеся поют песню “We wish you a Merry Christmas”. [3]
2. Применение метода «Карусель». Обучающиеся делятся на четыре группы. Каждая группа записывает все, что известно по определенной теме, используя маркер определенного цвета. Предлагаются следующие темы: “Christmas traditions”, “Christmas meals”, “Christmas decorations”, “Christmas Mood”. Группы поочередно делают записи на листах с темами. [1]
3. Применение метода «Граффити». На доске вывешиваются листы с ответами, представители от каждой группы выходят и представляют результаты своей работы.
III. Постановка целей и задач урока
Have a look at the screen and read the phrase, please.
Обучающимся демонстрируется презентация с фразой Christmas is a sad season for the poor”. Приложение 1
How do you understand the phrase?
Применяется прием «Дерево предсказаний». [2] На доске рисуется силуэт дерева. Ствол дерева — это выбранная тема “Christmas is a sad season for the poor”. Ветви дерева — это варианты предположений, которые начинаются со слов: "Probably", "Perhaps…". Количество ветвей не ограничено. Листья дерева — обоснование, аргументы, которые доказывают правоту высказанного предположения (указанного на ветви).
Обучающиеся делают предположения о значении и происхождении высказывания.
Do you want to know what these words mean? Do you want to know where this phrase comes from?
Ok, it’s a title of a famous story by John Cheever. Have you ever heard this name?
What is necessary for us to do to know about the author and the story more?
Формулируются цели урока:
- It is necessary to get acquainted with life and creative work of John Cheever.
- We need to read the story and learn why Christmas can be sad.
- Чтение краткой биографии Джона Чивера. [4]
Вопросы для обсуждения:
- When and where was John Cheever born?
- What is John Cheever?
- What cities did he live?
- Did John manage to graduate from the Thayer Academy in South Braintree?
- Who are the main characters of Cheever’s stories?
- What is the general mood of Cheever’s writing?
IV. Чтение текста с остановками
Текст рассказа Дж. Чивера “Christmas is a sad season for the poor” [5] поделен на четыре отрывка.
Now we are going to read the story together. You should follow my instructions in order to make our reading and discussion exciting. So, I ask you to read the text of the story with four stops. Now we are reading the first extract. Work with a pencil. Mind your emotions and feelings. When finish give me a sign.
Christmas is a sad season. The phrase came to Charlie an instant after the alarm clock had waked him, and named for him an amorphous depression that had troubled him all the previous evening. The sky outside his window was black. He sat up in bed and pulled the light chain that hung in front of his nose. Christmas is a very sad day of the year, he thought. Of all the millions of people in New York, I am practically the only one who has to get up in the cold black of 6 a.m. on Christmas Day in the morning; I am practically the only one. He dressed, and when he went downstairs from the top floor of the rooming house in which he lived, the only sounds he heard were the coarse sounds of sleep; the only lights burning were lights that had been forgotten. Charlie ate some breakfast in an all-night lunchwagon and took an Elevated train uptown. From Third Avenue, he walked over to Park. Park Avenue was dark. House after house put into the shine of the street lights a wall of black windows. Millions and millions were sleeping, and this general loss of consciousness generated an impression of abandonment, as if this were the fall of the city, the end of time. He opened the iron-and-glass doors of the apartment building where he had been working for six months as an elevator operator, and went through the elegant lobby to a locker room at the back. He put on a striped vest with brass buttons, a false ascot, a pair of pants with a light-blue stripe on the seam, and a coat.
После прочтения отрывка учащиеся отвечают на вопросы по содержанию текста.
- When did Charlie get up on Christmas morning?
- What did he feel?
- What was the weather like?
- Did Charlie have lunch?
- Where did he work?
- Did he like his job?
- What did you feel?
- What problem is arisen in the story?
- What question would you like to ask?
- What do you think of it?
- What makes you think so?
- What will happen then? Why?
- What makes you think so?
Now read the second extract. While reading try to imagine the scene vividly. When finish give me a sign.
Charlie had been on duty a few minutes when 14 rang—a Mrs. Hewing, who, he happened to know, was kind of immoral. Mrs. Hewing hadn't been to bed yet, and she got into the elevator wearing a long dress under her fur coat. She was followed by her two funny-looking dogs. He took her down and watched her go out into the dark and take her dogs to the curb. She was outside for only a few minutes. Then she came in and he took her up to 14 again. When she got off the elevator, she said, "Merry Christmas, Charlie."
Well, it isn't much of a holiday for me, Mrs. Hewing," he said. "I think Christmas is a very sad season of the year. It isn't that people around here ain't generous — I mean I got plenty of tips — but, you see, I live alone in a furnished room and I don't have any family or anything, and Christmas isn't much of a holiday for me."
"I'm sorry, Charlie," Mrs. Hewing said. "I don't have any family myself. It is kind of sad when you're alone, isn't it?" She called her dogs and followed them into her apartment. He went down.
Then old Mrs. Gadshill rang, and when she wished him a merry Christmas, he hung his head.
"It isn't much of a holiday for me, Mrs. Gadshill," he said. "Christmas is a sad season if you're poor. You see, I don't have any family. I live alone in a furnished room."
"I don't have any family either, Charlie," Mrs. Gadshill said. She spoke with a pointed lack of petulance, but her grace was forced. "That is, I don't have any children with me today. I have three children and seven grandchildren, but none of them can see their way to coming East for Christmas with me.
После прочтения отрывка учащиеся отвечают на вопросы по содержанию текста.
- Who did Charlie meet that morning?
- What did Mrs. Hewing wear?
- Do you think she works?
- Has she children? Why do you think so?
- Has Mrs. Gadshill a family?
- How many children has she?
- Why did Charlie tell them about his feelings?
- Did the women feel sorry for Charlie?
- Did Charlie feel sorry for them?
- Do you feel sorry for the characters?
- What will happen then? Why?
Let’ read the third extract.
Mrs. Gadshill's speechdidn't move him. Maybe she was lonely, but she had a ten-room apartment and three servants and bucks and bucks and diamonds and diamonds, and there were plenty of poor kids in the slums who would be happy at a chance at the food her cook threw away. Then he thought about poor kids. He sat down a chair in the lobby and thought about them.
They got the worst of it. Beginning in the fall, there was all this excitement about Christmas and how it was a day for them. After Thanksgiving, they couldn't miss it. It was fixed so they couldn't miss it. The wreaths and decorations everywhere, and bells ringing, and trees in the park, and Santa Clauses on every corner, and pictures in the magazines and newspapers and on every wall and window in the city told them that if they were good, they would get what they wanted. Even if they couldn't read, they couldn't miss it. They couldn't miss it even if they were blind. It got into the air the poor kids inhaled. Every time they took a walk, they'd see all the expensive toys in the store windows, and they'd write letters to Santa Claus, and their mothers and fathers would promise to mail them, and after the kids had gone to sleep, they'd burn the letters in the stove. And when it came Christmas morning, how could you explain it, how could you tell them that Santa Claus only visited the rich, that he didn't know about the good? How could you face them when all you had to give them was a balloon or a lollipop?
После прочтения отрывка учащиеся отвечают на вопросы по содержанию текста.
- Did Mrs. Gadshill's speech move Charlie?
- Was she rich? Why?
- What did Charlie feel towards rich people?
- Who did Charlie think about sitting in the lobby?
- Could poor children miss Christmas?
- What gifts did they usually get?
- What do you think their parents feel?
- What do you feel?
- What will happen then? Why?
Now read the last extract.
By three o'clock, Charlie had fourteen dinners spread on the table and the floor of the locker room, and the bell kept ringing. Just as he started to eat one, he would have to go up and get another. There were goose, turkey, chicken, pheasant, grouse, and pigeon. There were trout and salmon, creamed scallops and oysters, lobster, crab meat, whitebait, and clams. There were plum puddings, mince pies, mousses, puddles of melted ice cream, layer cakes, Torten, éclairs, and two slices of Bavarian cream. He had dressing gowns, neckties, cuff links, socks, and handkerchiefs, and one of the tenants had asked for his neck size and then given him three green shirts. There were a glass teapot filled, the label said, with jasmine honey, four bottles of after-shave lotion, some alabaster bookends, and a dozen steak knives. The avalanche of charity he had precipitated filled the locker room and made him hesitant, now and then, as if he had touched some wellspring in the female heart that would bury him alive in food and dressing gowns.
His face was blazing. He loved the world, and the world loved him. When he thought back over his life, it appeared to him in a rich and wonderful light, full of astonishing experiences and unusual friends.
После прочтения отрывка учащиеся отвечают на вопросы по содержанию текста.
- Was Charlie still sad at three o’clock?
- Who brought him meals and gifts?
- Do you think that the food was delicious?
- What kind of presents did Charlie get?
- What did Charlie feel?
- What do you feel?
- Can we say that Charlie was a kind of fraudster? Why?
- Do you think it/s the end of the story?
V. Рефлексия
1. Применяется прием «Дерево идей». Учащиеся дополняют предположения, высказанные ранее фактами и идеями, полученными в результате чтения рассказа.
2. Применения приема «Карусель».
1) обучающиеся дополняют записи, сделанные в начале урока информацией, полученной из текста по следующим темам: “Christmas traditions”, “Christmas meals”, “Christmas decorations”, “Christmas Mood”.
2) записи обсуждаются.
3. Самооценка деятельности учащихся. Of course, people are very different. We are different, too. But I’d like you to sum up some ideas on the problem we have discussed today.
Учащиеся делают высказывания, используя фразы:
- During today’s lesson I have…
- got acquainted with
- found out…
- learnt…
- remembered…
Thank you very much. Do you think it’ the end of the story? The task for the next lesson is to find it out.
Our lesson comes to the end. Thank you for your work.
Список использованных источников
- Полат Е.С. Обучение в сотрудничестве. М.: Иностранные языки в школе, 2000, № 1;
- Загашев И.О., Заир-Бек С.И. Критическое мышление: технология развития. СПб.: Издательство «Альянс «Дельта», 2003. С. 284.
- https://yandex.ru/video/preview?filmId
- https://www.britannica.com/biography/John-Cheever
- https://www.newyorker.com/magazine/1949/12/24/christmas-is-a-sad-season-for-the-poor