План-конспект
бінарного
уроку з англійської мови та всесвітньої історії з теми
«Велика Британія. Королівська родина»
«Велика Британія. Королівська родина»
(11кл.)
Цілі уроку: навчальні: ознайомити з формами лейбористського уряду Великої
Британії у перші повоєнні роки; розглянути політичну систему Великої Британії;
проаналізувати політику Маргарет Тетчер; організувати вивчення матеріалу з теми:
”Велика Британія. Британська королівська родина. Королева Єлизавета ІІ».
розвиваючі:розвивати навички діалогічного мовлення; творчі здібності
учнів за допомогою методу проектів.
Виховні: виховувати історичну
свідомість;усвідомлення ролі людини в історії, сприяти ствердженню ідеалів
гуманізму, демократії, добра і справедливості; виховувати почуття поваги до іншої країни, її народу і традицій.
Обладнання: підручники, географічна карта Великобританії,
мультимедійна дошка, плакати, кросворд, учнівські проекти.
План уроку
1.
Географічний екскурс.
2.
Реформи лейбористського
уряду Клемента Еттлі.
3.
Британська королівська
монархія. Королева Єлизавета ІІ. Презентація проектів по темі.
4.
«Залізна леді» Великої
Британії.
5.
Відносини між Україною і
Великою Британією.
Хід уроку
Хід уроку
І.
Організаційний момент.
ІІ.
Повідомлення теми уроку.
Dear students, the topic of our lesson today is the political
structure of Great Britain, Royal family and Queen of Great Britain.
-We shall discuss Great
Britain’s reforms, political structure and the person of the Queen Elizabeth II. What do you know
about Great Britain? Who wants to tell us about this country?
III. Актуалізація опорних знань.
Оскільки
ми розглядаємо Велику Британію після ІІ Світової війни, давайте проаналізуємо
становище країни в цей період.
-
На чиєму боці воювала Велика Британія під час ІІ Світової
війни?
-
Якими були втрати Великої Британії у ході ІІ світової
війни?
-
Чому Велика Британія постраждала менше, ніж Франція?
-
Чому в більшості європейських країн після ІІ світової
війни спостерігалась зміна настрою широких верств населення в бік лівого ухилу?
IV. Вивчення 1 питання.
В липні 1945 року у Великій
Британії відбулися парламентські вибори. Перемогу одержала лейбористська партія
на чолі з К. Еттлі. Новий уряд здійснив широкі реформи.
Схема плану
(на дошці)
1. Економічні реформи.
2. Соціальні реформи.
3. Реформи в зовнішній
політиці.
Пропонований
план
1. Економічні реформи
-
націоналізація базових галузей промисловості;
-
реконструкція народного господарства.
2. Соціальні реформи
-
збільшення соціальних витрат
-
зниження пенсійного віку
-
збільшення обсягів житлового будівництва
-
розширення прав трейд-юніонів
3. Реформи в області
зовнішньої політики
-
процес деколонізації британських володінь
-
тісне співробітництво з США та країнами Західної Європи
-
погіршення відносин з СРСР.
V. Вивчення 2
питання.
Вчитель історії:
- Якою державою за формою правління
є Велика Британія?
- Який вид монархії існує у Великій Британії?
- Які 2 партії традиційно формують уряд Великої Британії?
- А чи знаєте ви, яка династія править у наш час у Великій Британії? (Віндзорська, Єлизавета ІІ).
Вчитель іноземної мови: We are going to
discuss the topic “Great Britain. The British Royal Monarchy. The Queen
Elizabeth II “.
All of you have prepared to our lesson and first of all answer my questions about Great Britain.
1) What is the official name of Great Britain?
2) What is the capital of Great Britain?
3) Who is the Head of the country?
4) What is the largest city of Great Britain?
5) What is the name of the British flag?
6)
What do you know about political system of Great Britain?
7) Is there a constitution in Great Britain? 8) What is the
Queen’s residence?
Presenting the pupil’s
projects.
You have prepared the projects on our topic. Before you start presenting
your projects remember some project assessment points:
-information usefulness;
-presentation product;
-language skills;
-communicative skills.
P. 1: Let us introduce
you our project. It is a crossword. When you guess all the words you’ll read
the name of one famous English person.
1. What is the longest river in Britain?
2. Which city was often known by nickname “The Smoke”?
3. The surname of the British Queen.
4. The twenty- sixth letter of the English alphabet.
5. What was the Roman name for Britain?
6. What is the Britain’s national sport?
7. Which flower is the emblem of England?
8. Which cathedral is the oldest in Britain?
9. The river, on which the English capital stands.
(Elizabeth)
(Elizabeth)
P. 2: I propose you my
project “Her Majesty the Queen Elizabeth II”. (Addition №1)
P. 3: The title of our
project is “The Royal Family” (Addition № 2)
Thank you very much for your interesting information. And I’d like to
add that du-
ring the past 55 years the Queen has fulfilled an astonishing number of
duties, been involved with
the work of hundreds organizations, and met a lot of people in the United
Kingdom and different countries in the world. And I’d like to say with great
pleasure that in this work the Duke of Edinburgh has fully supported Her
Majesty and fulfilled many Royal duties of his own. During her government the
Queen ruled using such principles: “Honesty is the best policy”, “ Business
before pleasure”, “ Better to do well then to say well”.
I hope it was very interesting to you to learn so much information about
British Royal Family. Thank you for your attention.
Вчитель історії: 1979 рік – прихід до влади консерваторів. Політика нового
прем’єр- міністра Маргарет Тетчер одержала назву «тетчеризм».
Уряд вирішив закрити нерентабельні
шахти. Гірняки у відповідь оголосили страйк, який тривав з березня 1984 року по
березень 1985 року. Уряд виявив твердість і не пішов на поступки страйкарям. М.
Тетчер одержала за це прізвисько «залізна леді».
Релаксаційна пауза.
З ім’ям Маргарет Тетчер пов’язана ціла епоха. Її
чарівність, внутрішній шарм, вміння поводитися завжди приковували до неї увагу
журналістів. Ніколи, сидячи, Маргарет Тетчер не закидала ногу на ногу.
По-перше, це ознака розв’язності. По-друге,
сучасні лікарі стверджують, що під час закидання ноги на ногу стискається
двоголовий м’яз, що негативно вливає на
травлення. Цікаво згадати, що у Смольному інституті існувала посада штатного
наглядача за поставою вихованок. Під час уроків він ходив по класу та стежив за
тим, щоб при посадці спина вихованок була прямою, а коліна і стопи утворювали
тупий кут стосовно столу. Тож давайте і
ми будемо старатися слідкувати за поставою. Як це робили вихованки Смольного
інституту.
Логічним завершенням нашого
уроку буде складання хронологічної таблиці про сучасні відносини між Україною
та Великою Британією.
1993 рік – підписання угоди в Лондоні про принципи взаємовідносин та співробітництва між
Україною та Великою Британією.
1995 рік – візит Леоніда Кучми до
Лондона. Підписання Спільної декларації.
1996 рік – візит до України Дж. Мейджора, розгляд питань про дружбу та
співробітництво.
Широкі зв’язки на рівні міст.
Будемо сподіватися, що ці зв’язки будуть
поглиблюватися і відносини між країнами будуть покращуватися.
VI. Підбиття підсумків уроку. Виставлення оцінок.
VII. Домашнє завдання.
The lessons to the theme: "A world of art".
The topic: English painters.
The aim of the lesson: to review some material about the National
Gallery
Collection in London
reading, listening and speaking;
to teach to love
art.
The methods and receptions: work in pairs, groups.
The equipment:
paintings of painters.
The project - lesson
Plan
Today we’ll speak about the East Wind of the National Gallery Collection . You’d be
able to learn an interesting information about painters, listen to the text about them .
b) Rhyme “On painting”.
Read the rhyme and practise the sounds ai/ and/ ei.
Comment on the message the rhyme is conveying.
On
painting
Give an
artist a pencil and he can draw.
Give him a brush and he can
paint.
And his soul is bright
With a calm delight.
It’s done not in vein.
II . Check on the homework: to prepare a
project about one of the famous painters of the East Wing in
the National Gallery Collection in London
III. The main part of the lesson.
T: Today we’re going to
speak about East Wing of
the National Gallery Collection
in London
a) Pupils’
presentation the paintings of the English painters.
P1:
Thomas Gainsborough is a British artist best
known for his portraits and landscapes. He is one of the great English masters.
Thomas Gainsborough was an English
portrait and landscape painter. He
was born the youngest son of John Gainsborough, a weaver in Suffolk,
and, in 1740, left home to study art in
|
His most famous works, such as Portrait of Mrs. Graham; Mary and Margaret: The Painter's Daughters; William Hallett and His Wife Elizabeth, nee Stephen, known as The Morning Walk; and Cottage Girl with Dog and Pitcher, display the unique individuality of his subjects.
P2:
Sir Joshua Reynolds
(16 July 1723 – 23 February 1792) was an influential 18th-century
English painter,
specialising in portraits and
promoting the "Grand Style" in
painting which depended on idealization of the imperfect. He was one of the
founders and first President of the Royal Academy. King George III appreciated his
merits and knighted him in 1769.
Sir Joshua Reynolds was on very
many accounts one of the most memorable men of his Time. He was the first
Englishman who added the praise of the eligant Arts to the other Glories of his
Country. In Taste, in grace, in facility, in happy invention, and in the
richness and Harmony of colouring, he was equal to the great masters of the
renowned Ages. In Pourtrait he went beyond them; for he communicated to that
description of the art, in which English artists are the most engaged a
variety, a Fancy, and a dignity derived from the higher Branches, which even
those who professed them a superior manner, did not always preserve when they
delineated individual nature. His Purtraits remind the Spectator of the
Invention of History, and the amenity of Landscape. In painting pourtraits, he
appeard not to be raised upon that platform; but to descend to it from an
higher sphere. his paintings illustrate his Lessons—and his Lessons seem to be
derived from his Paintings.
He possessed the Theory as perfectly as the Practice of his Art. To be such a painter, he was a profound and penetrating Philosopher.
In full affluence of foreign and domestick Fame, admired by the expert in art, and by the learned in Science, courted by the great, caressed by Sovereign powers, and celebrated by distinguished Poets, his Native humility, modesty and Candour never forsook him, even on surprise or provocation, nor was the least degree of arrogance or assumption visible to the most scrutinizing eye, in any part of his Conduct or discourse.
His talents of every kind powerful from Nature, and not meanly cultivated by Letters, his social Virtues in all the relations, and all the habitudes of Life renderd him the center of a very great and unparalleled Variety of agreeable Societies, which will be dissipated by his Death. He had too much merit not to excite some Jealously; too much innocence to provoke any Enmity. The loss of no man of his Time can be felt with more sincere, general, and unmixed Sorrow.
He possessed the Theory as perfectly as the Practice of his Art. To be such a painter, he was a profound and penetrating Philosopher.
In full affluence of foreign and domestick Fame, admired by the expert in art, and by the learned in Science, courted by the great, caressed by Sovereign powers, and celebrated by distinguished Poets, his Native humility, modesty and Candour never forsook him, even on surprise or provocation, nor was the least degree of arrogance or assumption visible to the most scrutinizing eye, in any part of his Conduct or discourse.
His talents of every kind powerful from Nature, and not meanly cultivated by Letters, his social Virtues in all the relations, and all the habitudes of Life renderd him the center of a very great and unparalleled Variety of agreeable Societies, which will be dissipated by his Death. He had too much merit not to excite some Jealously; too much innocence to provoke any Enmity. The loss of no man of his Time can be felt with more sincere, general, and unmixed Sorrow.
P 3:
Thomas
Lawrence (13 April 1769
– 7 January 1830) was a leading English
portrait painter and
president of the Royal Academy.
The most extensive collections of
In October
P 4:
John Constable (11 June 1776 – 31 March 1837) was an English Romantic painter. Born
in Suffolk, he is
known principally for his landscape paintings of Dedham Vale, the
area surrounding his home—now known as "Constable Country"—which he
invested with an intensity of affection. "I should paint my own places
best", he wrote to his friend John Fisher in 1821, "painting is but
another word for feeling".His most famous paintings include Dedham Vale of 1802 and The Hay Wain of 1821. Although his paintings are now among the most popular and valuable in British art, he was never financially successful and did not become a member of the establishment until he was elected to the Royal Academy at the age of 52. He sold more paintings in
Constable's watercolours were also
remarkably free for their time: the almost mystical Stonehenge ,
1835, with its double rainbow, is often considered to be one of the greatest
watercolours ever painted.] When
he exhibited it in 1836, Constable appended a text to the title: "The
mysterious monument of Stonehenge,
standing remote on a bare and boundless heath, as much unconnected with the
events of past ages as it is with the uses of the present, carries you back
beyond all historical records into the obscurity of a totally unknown
period."
P5:
Vincent William van Gogh was a Dutch post-Impressionist painter whose work, notable for
its rough beauty, emotional honesty, and bold color, had a far-reaching
influence on 20th-century art. After years of painful anxiety and
frequent bouts of mental illness, he died at the age of 37 from a gunshot
wound, generally accepted to be self-inflicted.[note 2] His
work was then known to only a handful of people and appreciated by fewer still.Van Gogh loved art from an early age. He began to draw as a child, and he continued making drawings throughout the years leading to his decision to become an artist. He did not begin painting until his late twenties, completing many of his best-known works during his last two years. In just over a decade, he produced more than 2,100 artworks, consisting of 860 oil paintings and more than 1,300 watercolors, drawings, sketches and prints. His work included self portraits, landscapes, still lifes of flowers, portraits and paintings of cypresses, wheat fields and sunflowers.
Van Gogh spent his early adulthood working for a firm of art dealers, traveling between The Hague,
The extent to which his mental health affected his painting has been a subject of speculation since his death. Despite a widespread tendency to romanticize his ill health, modern critics see an artist deeply frustrated by the inactivity and incoherence brought about by his bouts of illness. According to art critic Robert Hughes, van Gogh's late works show an artist at the height of his ability, completely in control and "longing for concision and grace".[2]
All of the self-portraits painted in Saint-Rémy show the artist's head from the right, the side opposite his mutilated ear, as he painted himself reflected in his mirror. During the final weeks of his life in Auvers-sur-Oise, he produced many paintings, but no self-portraits, a period in which he returned to painting the natural world.
P 6:
Joseph Mallord William Turner (23 April 1775 – 19 December 1851) was an
English Romantic landscape painter, watercolourist and printmaker.
Turner was considered a controversial figure in his day, but is now regarded as
the artist who elevated landscape painting to an eminence rivalling history painting.
Although renowned for his oil paintings, Turner is also one of the greatest
masters of British watercolour
landscape painting. He is commonly known as "the painter of light"
and his work is regarded as a Romantic preface to Impressionism.He died in the house of his mistress Sophia Caroline Booth in Cheyne Walk, Chelsea on 19 December 1851. He is said to have uttered the last words "The sun is God" before expiring. At his request he was buried in St Paul's Cathedral, where he lies next to Sir Joshua Reynolds. His last exhibition at the
The architect Philip Hardwick (1792–1870) who was a friend of Turner's and also the son of the artist's tutor, Thomas Hardwick, was in charge of making his funeral arrangements and wrote to those who knew Turner to tell them at the time of his death that, "I must inform you, we have lost him." Other active executors were his cousin and executor, and chief mourner at the funeral, Henry Harpur IV (benefactor of
b) Reading a text “A visit to the National
Gallery”.
Read about Dora’s
visit to the National Gallery and fill the right words.
|
Dora had been in the National
Gallery a thousand times and the pictures were almost as familiar to her as her
own face. Passing between them now as though a … place, she felt a calm feeling
descending on her. She wandered a little, watching the poor visitors armed with
… who were peering anxiously at the … . Dora didn’t peer… She felt that the
pictures … to her, and reflected ruefully that they were about the only thing
that did. Vaguely, consoled by the presence of something … and responding in
the place, her foot-steps took her to various … as which she had worshiped so
often before.
… Dora stopped at last in front
of Gainsborough’s picture of his …
These children step through a wood hand in hand, their … serious and
dark, their two pale heads, round full buds, like yet unlike.
…. Dora was always … by the
pictures. Today she was moved, but in a new way.
c) Game “Match”
Look at two portraits of the famous actress Sarah Siddons painted by the
English artists Thomas Gainsborough and Joshua Reynolds.
Match the art critics’ opinions to the corresponding portraits.
1. “ I believe that the “Mrs Sarah Siddons” has the distinction of being
not only a remarkable work of art, but a unique interpretation of a unique
personality. It is not only one of the artist’s finest portraits, but also one
of the best of the many likenesses of the great tragic actress who sat to most
of the celebrated masters of her day.
The great tragic actress is
painted in this simple half in her day dress and hat as if she had just entered the artist’s studio.
2.
This portrait is so original, so individual, as a poetic expression of
character, as a deliberate selection of pose, as bold colour and free handling,
that it is like the work of no other painter”.
“For
anyone coming to the painting with a fresh eye, the first impression must
surely be one of dignity and solemnity. It is an impression created not only by
the pose and bearing of the central figure herself, and her costume, but also
by the attitude of her two shadowy attendants, by the arrangement of the
figures and by the colour. The painting is in fact the brilliant successful
synthesis of images and ideas from a wide variety of sources”.
d) Writing.
Task for the first and second groups.
Choose the correct word and complete the sentences.
1. Painting in England
painters.
a) English; b) foreign; c) Ukrainian.
2. Van Dyck founded a school of
aristocratic …. painting.
a) landscape; b) still life; c) portrait.
3. Reynolds, Gainsborough and Lawrence
were … by Van Dyck’s works.
a) influenced; b) inspired; c) impressed.
4. The national school of painting in
Egland was created during the … century.
a) 17; b) 19; c) 18.
Task for the third and fourth groups.
Choose
one of the items below to write a paragraph on it.
1. My preference lies with the genre of …
because …
2. I prefer landscape to other genres. You
see…
3. I care much for still lives …
4. I prefer battle pieces…
d) Speaking.
Express your opinions about visiting art
museum.
P 1: When I visit the picture gallery, I
marvel with a kind of gratitude that the pictures are still here. My heart is
filled with love for the pictures, their authority, their marvelous generosity,
their splendour.
P 2: For me, the pictures are something
real outside myself, which speak to me kindly and yet in sovereign tones,
something superior and good, whose presence destroy my bad mood.
P3:
When I’m at the art museum, I feel that I have had a revelation. I look
at unsurpassed masterpieces, so powerful and unique and feel a desire to go
down on my knees before them.
IV. Summing-up.
T: Today we have spoken about
English painters. Your presentations
were very well at the lesson. You marks
are… Thank you for the lesson.
V. Home assignment: to write an invitation to your friend about
visit to the National Gallery Collection”.
The topic: A visit to the galleries.
The aim of the lesson: to
enrich pupils’ vocabulary on the topic;
to
develop pupils’ reading and speaking skills;
to
provide pupils with additional
information about
famous English painters.
The methods and
receptions: work in pairs, game”Match”, brainstorming,
discussion.
The
type of the lesson: Lesson – excursion.
The equipment: work with cards, a slide-
show of the National
Portrait Gallery, Tate Gallery, National
Gallery.
Plan
I. Greeting.
T: Good morning, everyone! Glad to see you
in the lesson. We’ll continue speaking about painting. The theme of today’s
lesson is “ A visit to the gallies”.
We’ll do a lot of various activities which will develop your speaking, writing
and reading skills. You’ll practise in discussing and exchanging opinions on
the subject.
b) Brainstorming.
Discuss a saying “A picture is a poem
without words” in pairs.
T: Do you agree or disagree with this
statement?
P1:
To my mind a picture is a real poem without words, because a good
picture elevates our feelings the way the poem does, it fills my soul with
different feelings: admiration, wonder, love.
P2:
I’d like to add that a true masterpiece can tell more than even a poem,
it may be an ocean of emotions,
II. Check on the homework: to
write an invitation to your friend
about visit to the National
Gallery Collection”.
III. The main part
of the lesson.
T: You know that there are different art
galleries in London
a)
Videopresentation of the galleries.
T: Learn more about famous galleries from our
excursion. Meet our guides. They invite you to a wonderful world of arts. Guide 1: Tate Gallery was founded in 1897, as the National Gallery of British Art. When its role was changed to include the national collection of Modern Art as well as the national collection of British art, in 1932, it was renamed the Tate Gallery after sugar magnate Henry Tate of Tate & Lyle, who had laid the foundations for the collection. The Tate Gallery was housed in the current building occupied by Tate
Guide 2: The National Portrait Gallery is an art gallery in London, England, housing a collection of portraits of historically important and famous British people. It was the first portrait gallery in the world when it opened in 1856. The gallery moved in 1896 to its current site at St Martin's Place, off Trafalgar Square, and adjoining the National Gallery. It has been expanded twice since then. The National Portrait Gallery (NPG) also has three regional outposts at Beningbrough Hall, Bodelwyddan Castle and Montacute House. It is unconnected to the Scottish National Portrait Gallery in Edinburgh, with which its remit overlaps. The gallery is a non-departmental public body sponsored by the Department for Culture, Media and Sport. The gallery houses portraits of historically important and famous British people, selected on the basis of the significance of the sitter, not that of the artist. The collection includes photographs and caricatures as well as paintings, drawings and sculpture. One of its best-known images is the Chandos portrait, the most famous portrait of William Shakespeare although there is some uncertainty as to if the painting actually is of the playwright. Not all of the portraits are exceptional artistically, although there are self-portraits by William Hogarth, Sir Joshua Reynolds and other British artists of note. Some, such as the group portrait of the participants in the Somerset House Conference of 1604, are important historical documents in their own right. Often the curiosity value is greater than the artistic worth of a work, as in the case of the anamorphic portrait of Edward VI by William Scrots, Patrick Branwell Brontë's painting of his sisters Charlotte, Emily and Anne, or a sculpture of Queen Victoria and Prince Albert in medieval costume. Portraits of living figures were allowed from
Guide 3: Somerset
House is a one of the cultural centre in the heart of London London
Unlike comparable art museums in continental
a)
Work in pairs.
T: Let’s work in pairs. Explain
each other the meaning of the following statements and say if you are agree.
1. Art has a great educational value.
2. Art forms outlook and enriches our inner world.
3. The language of art is universal.
c) Writing point.
T: Drafting
means writing a paragraph or a essay. As you write the first draft, you need to
follow your outline. You should focus on meaning.
Writing is mostly rewriting. It can be divided into:
1) revising; 2) editing.
d) Reading
T: Read the
paragraph and discuss it.
Sightseeing in London British
Museum Trafalgar
Square Italy London
1. What is the paragraph about?
2. What is the topic sentence?
3. Read the concluding sentence.
Does it paraphrase or summarise the topic sentence?
e)Speaking.
Group work with cards.
Pupils choose one card and speak about one of the galleries, using phrases.
P1.
Open the conversation
Let’s talk about…
Let’s discuss…
I want to talk about…
I have questions about …
|
P 2.
And besides, …
Also, …
What’s more , …
Not only that, but…
|
P 3.
Give an example.
For example, …
For instance, …
|
P 4.
Give Feedback.
I see.
I understand.
Yes, that’s clear.
|
P 5.
Ask for a reaction
What do you think about what I’ve said?
I’d like to know your reaction.
|
P 5.
Give an opinion.
In my opinion,
It seems to me that…
I believe that …
As for me, …
|
P 6.
Bring in others.
What about you?
What did you find out?
Have you ever…?
|
P 7.
Summarize
So, in general, we’re saying that …
To conclude,
To sum up,
|
f
f) Writing.
Game “Match”.
T: Match the painters with the pictures: “Collection
Highlights”.
1. J.Constable
|
“Sunflowers”
|
2. W.Turner
|
“Balthazar’s Feast”
|
3. J.Gainsborough
|
“Madonna of the Pinks”
|
4. Leonardo da Vinci
|
“Marriage a la Mode”
|
5.Raphael
|
“Portrait of Mrs. Siddons”
|
6. Michelangelo
|
“ The
|
7. Rembrandt
|
“ The Fighting Temeraire”
|
8.Renoir
|
“The Umbrellas”
|
9.W.Hogarth
|
“The Virgin of the Rocks”
|
10. Vincent Van Gogh
|
“ The Cornfield”, “The Haywain”.
|
g) Discussion.
T: Pupils, share your opinions using the ideas below.
For old art
1.
Painting of old masters is one of the greatest treasures mankind has
collected in the history of its civilization.
2.Old painting reflects the collective experience of human spiritual
life of many centuries.
For modern art
1.New times call for new songs. Modern man is naturally interested in
the art reflecting his own time and his own experience.
2. Worship of old masters is a drag on the development of new
progressive art. We should look forward
instead of turning back all the time.
h) Work in
pairs.
T: Read and act
the dialogue out in pairs.
A: What is your
impression of the excursion?
B: It was
unbelievable. I was deeply moved by these wonderful canvases
by
W.Turner and T.Gainsborough.
A: As for me.
I prefer seascapes to other genres. To my mind, W.Turner reveals the great
force of his romantic genies in the painting “The Fighting Temeraire”.
B: It was a
charming piece of painting. I’d like also to add that this painting was voted Britain
A: I couldn’t
help admiring this painting too.
IV. Summing-up.
T: This is the end of our excursion to the National Gallery. I’d like to
stress that this Gallery is not only a collection of treasures of art we must
know, but also a live source of good, humanism, testimony of high people’s
spirit, which enriches new generations. Now let’s sum up the results of our
lesson.
1. Was our “visit” to the galleries interesting?
2. What are the most important
things you have learnt at today’s lesson?
You worked well at our lesson. Your marks are…
V. Home assignment: to write a postcard to your parents telling them
about impressions of visiting the National Gallery.
The topic: The world of painting.
Control test.
The aim of the lesson: to revise the vocabulary on the topic; to
develop
pupils’
skills in reading, listening and writing;
to form
pupils’ abilities of critical thinking while
analyzing
texts and situations.
The methods and receptions: test.
The equipment: control paper.
Plan
I. Greeting.
a) Introductory talk.
- What
gallery would you like to visit?
Why?
-
What English painters do you
know?
- What
paintings by Turner do you like?
-
Are you fond of Ukrainian painting?
-
What colours of paintings do you prefer?
II. Grammar.
1. Read and choose the correct tense form.
Dear Diary,
This morning my exam results finally came.
I ( 1) had been expecting/ had expected them for the last week. I was still
nervous as I ( 2) openmed / had opened the envelope. Before I ( 3) had had a
chance / had a chance to look at them, my sister had run up pulled them out of
my hand! She read them out one by one. “English A, Maths A, Biology A, French
A…” This was the news I ( 4) had been waiting / waited for. When Mum and Dad (
5) hear / had heard the news, they immediately started shouting with joy. By
the time I ( 6) had had breakfast / had breakfast Mum had already called
Grandma and Grandpa.
2. Vocabulary.
Complete the text with the words in the
box.
|
Museum of art after Bohdan and Varvara
Khanenko.
3. Listening.
Listen to the text. Mark the following
statements true (T) or false (F).
1. The text involves some interesting
stories about famous artists.
2. From the text we know that the Mona
Lisa was stolen from the British
Museum
3. Leonardo da Vinci wrote all his
personal notes upside down.
4. The famous artist Picasso learned how
to walk after he could draw.
4.Reading
Read and fill in the biography chart
below.
William Turner, a great romantic English landscape painter, was born in Devonshire in 1775. He lived with his uncle in Middlesex,
where he began to attend school. His first drawings are dated 1787, when he was
only twelve years of age. His childish sketch.h – books, filled with drawings,
are still presented in the British
Museum
When he was 21, he began to exhibit oil paintings as well as water –
colours at the Royal
Academy
He travelled much in France ,
Germany , Switzerland and Italy
As a landscape painter Turner was interested
mainly in light and colour effects. One of his famous paintings is even called
‘Light and Colour’. His work is highly praised by great critics.
Turner died in London
William Turner is considered to be one of the world greatest painters.
Year
|
Event
|
III. Home assignment: search the Internet
and find more information about art and artists in your country and abroad.
бінарного
уроку з англійської мови та всесвітньої історії з теми
«Велика Британія. Королівська родина»
«Велика Британія. Королівська родина»
(11кл.)
Цілі уроку: навчальні: ознайомити з формами лейбористського уряду Великої
Британії у перші повоєнні роки; розглянути політичну систему Великої Британії;
проаналізувати політику Маргарет Тетчер; організувати вивчення матеріалу з теми:
”Велика Британія. Британська королівська родина. Королева Єлизавета ІІ».
розвиваючі:розвивати навички діалогічного мовлення; творчі здібності
учнів за допомогою методу проектів.
Виховні: виховувати історичну
свідомість;усвідомлення ролі людини в історії, сприяти ствердженню ідеалів
гуманізму, демократії, добра і справедливості; виховувати почуття поваги до іншої країни, її народу і традицій.
Обладнання: підручники, географічна карта Великобританії,
мультимедійна дошка, плакати, кросворд, учнівські проекти.
План уроку
1.
Географічний екскурс.
2.
Реформи лейбористського
уряду Клемента Еттлі.
3.
Британська королівська
монархія. Королева Єлизавета ІІ. Презентація проектів по темі.
4.
«Залізна леді» Великої
Британії.
5.
Відносини між Україною і
Великою Британією.
Хід уроку
Хід уроку
І.
Організаційний момент.
ІІ.
Повідомлення теми уроку.
Dear students, the topic of our lesson today is the political
structure of Great Britain, Royal family and Queen of Great Britain.
-We shall discuss Great
Britain’s reforms, political structure and the person of the Queen Elizabeth II. What do you know
about Great Britain? Who wants to tell us about this country?
III. Актуалізація опорних знань.
Оскільки
ми розглядаємо Велику Британію після ІІ Світової війни, давайте проаналізуємо
становище країни в цей період.
-
На чиєму боці воювала Велика Британія під час ІІ Світової
війни?
-
Якими були втрати Великої Британії у ході ІІ світової
війни?
-
Чому Велика Британія постраждала менше, ніж Франція?
-
Чому в більшості європейських країн після ІІ світової
війни спостерігалась зміна настрою широких верств населення в бік лівого ухилу?
IV. Вивчення 1 питання.
В липні 1945 року у Великій
Британії відбулися парламентські вибори. Перемогу одержала лейбористська партія
на чолі з К. Еттлі. Новий уряд здійснив широкі реформи.
Схема плану
(на дошці)
1. Економічні реформи.
2. Соціальні реформи.
3. Реформи в зовнішній
політиці.
Пропонований
план
1. Економічні реформи
-
націоналізація базових галузей промисловості;
-
реконструкція народного господарства.
2. Соціальні реформи
-
збільшення соціальних витрат
-
зниження пенсійного віку
-
збільшення обсягів житлового будівництва
-
розширення прав трейд-юніонів
3. Реформи в області
зовнішньої політики
-
процес деколонізації британських володінь
-
тісне співробітництво з США та країнами Західної Європи
-
погіршення відносин з СРСР.
V. Вивчення 2
питання.
Вчитель історії:
- Якою державою за формою правління
є Велика Британія?
- Який вид монархії існує у Великій Британії?
- Які 2 партії традиційно формують уряд Великої Британії?
- А чи знаєте ви, яка династія править у наш час у Великій Британії? (Віндзорська, Єлизавета ІІ).
Вчитель іноземної мови: We are going to
discuss the topic “Great Britain. The British Royal Monarchy. The Queen
Elizabeth II “.
All of you have prepared to our lesson and first of all answer my questions about Great Britain.
1) What is the official name of Great Britain?
2) What is the capital of Great Britain?
3) Who is the Head of the country?
4) What is the largest city of Great Britain?
5) What is the name of the British flag?
6)
What do you know about political system of Great Britain?
7) Is there a constitution in Great Britain? 8) What is the
Queen’s residence?
Presenting the pupil’s
projects.
You have prepared the projects on our topic. Before you start presenting
your projects remember some project assessment points:
-information usefulness;
-presentation product;
-language skills;
-communicative skills.
P. 1: Let us introduce
you our project. It is a crossword. When you guess all the words you’ll read
the name of one famous English person.
1. What is the longest river in Britain?
2. Which city was often known by nickname “The Smoke”?
3. The surname of the British Queen.
4. The twenty- sixth letter of the English alphabet.
5. What was the Roman name for Britain?
6. What is the Britain’s national sport?
7. Which flower is the emblem of England?
8. Which cathedral is the oldest in Britain?
9. The river, on which the English capital stands.
(Elizabeth)
(Elizabeth)
P. 2: I propose you my
project “Her Majesty the Queen Elizabeth II”. (Addition №1)
P. 3: The title of our
project is “The Royal Family” (Addition № 2)
Thank you very much for your interesting information. And I’d like to
add that du-
ring the past 55 years the Queen has fulfilled an astonishing number of
duties, been involved with
the work of hundreds organizations, and met a lot of people in the United
Kingdom and different countries in the world. And I’d like to say with great
pleasure that in this work the Duke of Edinburgh has fully supported Her
Majesty and fulfilled many Royal duties of his own. During her government the
Queen ruled using such principles: “Honesty is the best policy”, “ Business
before pleasure”, “ Better to do well then to say well”.
I hope it was very interesting to you to learn so much information about
British Royal Family. Thank you for your attention.
Вчитель історії: 1979 рік – прихід до влади консерваторів. Політика нового
прем’єр- міністра Маргарет Тетчер одержала назву «тетчеризм».
Уряд вирішив закрити нерентабельні
шахти. Гірняки у відповідь оголосили страйк, який тривав з березня 1984 року по
березень 1985 року. Уряд виявив твердість і не пішов на поступки страйкарям. М.
Тетчер одержала за це прізвисько «залізна леді».
Релаксаційна пауза.
З ім’ям Маргарет Тетчер пов’язана ціла епоха. Її
чарівність, внутрішній шарм, вміння поводитися завжди приковували до неї увагу
журналістів. Ніколи, сидячи, Маргарет Тетчер не закидала ногу на ногу.
По-перше, це ознака розв’язності. По-друге,
сучасні лікарі стверджують, що під час закидання ноги на ногу стискається
двоголовий м’яз, що негативно вливає на
травлення. Цікаво згадати, що у Смольному інституті існувала посада штатного
наглядача за поставою вихованок. Під час уроків він ходив по класу та стежив за
тим, щоб при посадці спина вихованок була прямою, а коліна і стопи утворювали
тупий кут стосовно столу. Тож давайте і
ми будемо старатися слідкувати за поставою. Як це робили вихованки Смольного
інституту.
Логічним завершенням нашого
уроку буде складання хронологічної таблиці про сучасні відносини між Україною
та Великою Британією.
1993 рік – підписання угоди в Лондоні про принципи взаємовідносин та співробітництва між
Україною та Великою Британією.
1995 рік – візит Леоніда Кучми до
Лондона. Підписання Спільної декларації.
1996 рік – візит до України Дж. Мейджора, розгляд питань про дружбу та
співробітництво.
Широкі зв’язки на рівні міст.
Будемо сподіватися, що ці зв’язки будуть
поглиблюватися і відносини між країнами будуть покращуватися.
VI. Підбиття підсумків уроку. Виставлення оцінок.
VII. Домашнє завдання.
Конспект уроку в 5 класі
"Ukraine. Poltava. Sahaidak"
Mind – Map
school hospital
"Ukraine. Poltava. Sahaidak"
Мета: активізувати лексику по темі
уроку, формувати вміння усно описувати своє місце проживання
на матеріалі уроку, використовуючи конструкцію “there
is / there are”, розвивати навики аудіювання, розвивати здібності до комунікації, активізувати бажання спілкуватися англійською
мовою, вчити учнів працювати з текстом та прислів’ями, розвивати
пізнавальні інтереси та логічне мислення, виховувати любов до Батьківщини, сприяти кращому пізнанню рідного краю.
Тип уроку: урок формування
(засвоєння) й удосконалення навичок та вмінь з використанням інформаційних
технологій.
Обладнання:підручник “English” Оксани
Карп’юк для 5класу,дошка,ноутбук,мультимедійне обладнання, презентація «Ukraine. Poltava. Sahaidak ».
Хід уроку
I. Організаційний момент.
Good morning, dear pupils. I’m
glad to see you again. How are you? I hope our today’s lesson will be
interesting for you. The topic of our lesson is “Ukraine. Poltava. Sahaidak.” Today we’ll practice using the words
on the topic in oral speech and in written form and improve your listening
skills.
II. Активізація опорних знань.
1.Уведення в іншомовну атмосферу.
Let’s
recite a poem “A Question” by Edith
Segal.
Some
people live in the country
Where the houses are
very small.
Some people live in
the city
Where the houses are very tall.
But in the country where the houses are small,
The gardens are very big,
And in the city where the houses are tall,
There are no gardens at all.
Where would you rather live?
Які слова в цьому вірші повторюються найчастіше? Чи
стосуються вони нашого уроку?
2. Робота з англійськими прислів’ями.
What
English proverbs about Motherland do you know? What do they mean?
- East or West, home is best.
- My home is my castle.
- There is no place like home.
3.Бесіда з учнями.
-What
is the Motherland?
-It’s
a place, where you were born. (The country you were born in is Motherland.)
-What
is your Motherland?
-Our
Motherland is Ukraine.
-What
is our regional centre?
-It’s
Poltava.
Where
do you live?
-We
live in Sahaidak.
III. Oсновна частина уроку
1.
Введення
нових ЛО
Впр. 3, ст. 219
2. Читання
Look at the
map on page 219 and read the text about Ukraine.
Виконання вправи на розуміння
прочитаного.
Впр.2, ст.219
3. Говоріння
Read and act out in pairs.
p. 229, ex.6
4. Робота в
групах
Read the extracts of the text about
Poltava and complete them in the right order. (Учням даються
окремі абзаци тексту)
Poltava
Poltava is a regional
centre in Ukraine. It is situated in the central part of
the country. It is old and beautiful. Poltava stands on the river Vorskla.
Mykola Hohol theatre is in Poltava. There are also many museums and
monuments in the town: the monuments to Taras Shevchenko, Ivan Kotliarevskyi,
Mykola Hohol and others. History of Poltava is very rich. Ukrainian national
traditions are interesting.
Today Poltava is a new modern city.
There are a lot of fine churches, libraries, cinemas, shops, schools, theatres
and museums in Poltava. It is a town of students, because there are many
universities and academies in it. The city is green and there are a lot of
parks in it. Nice and hardworking people live here. They like their city.
Poltava is a nice town. I like it very much.
5.
Аудіювання
1)
Pre-listening activity. What words do you associate with the word “Sahaidak”?
a) Складання асоціативної таблиці. Введення
нових ЛО : railway station, monument, landscape.
Mind – Map
home
school hospital
Sahaidak
|
people
houses
railway station nature (landscapes)
monument
б) Практикування учнів у вживанні структур there is / there are.
There
is a big railway station in my village.
Утворення учнями
подібних речень.
2)
While-listening activity
Listen
to the text and try to remember information from it.
Sahaidak
My
native village is Sahaidak. It is in Shyshaky district Poltava region. Sahaidak
is not a very big village. Its population is
about two thousand people. Sahaidak is а young village. It was founded in XX
century. There are many nice buildings in it.
My village is beautiful. There are a
lot of places of interest here. You can visit a club, our local museum and a
beautiful park. There is a railway station and a bus stop in Sahaidak. We can
go by train or by bus to Kyiv or Poltava.
There is a school in my village. It is
a modern two-storeyed building. As for me it’s the best school in the world because it is our school.
Sahaidak is a green village. Our
nature is very picturesque. You can see a lot of trees and beautiful
flowers in the yards. Our people like beauty and do everything to make
Sahaidak greener and better. I
like my village very much.
3)
Post- listening activity
True / False
1)
Sahaidak is situated in Shyshaky district Poltava region. +
2)
The population of Sahaidak is two hundred people. -
3)
Sahaidak was founded in the XIX century. –
4)
There is a local museum in out village. +
5)
There is a railway station in Sahaidak. +
6)
There is a club in Sahaidak. +
7)
There are two schools in Sahaidak. –
8)
Our school is a modern three-storeyed building. –
9)
We can see a lot of flowers in the yards of our village.+
6. Розгадування тематичного кросворда.
Find 8 words – the names of 8 buildings.
J
|
F
|
E
|
F
|
L
|
G
|
J
|
E
|
O
|
Y
|
C
|
A
|
F
|
E
|
T
|
H
|
K
|
S
|
S
|
W
|
N
|
R
|
Z
|
C
|
H
|
U
|
R
|
C
|
H
|
D
|
K
|
M
|
S
|
O
|
O
|
A
|
C
|
H
|
O
|
U
|
P
|
H
|
O
|
U
|
S
|
E
|
B
|
O
|
P
|
J
|
T
|
P
|
F
|
X
|
P
|
V
|
U
|
O
|
I
|
E
|
U
|
L
|
Y
|
V
|
I
|
K
|
N
|
L
|
A
|
G
|
W
|
I
|
M
|
B
|
T
|
N
|
A
|
A
|
E
|
H
|
Q
|
I
|
A
|
B
|
A
|
K
|
E
|
R
|
Y
|
A
|
Y
|
D
|
Z
|
C
|
L
|
Z
|
V
|
S
|
A
|
O
|
7. Ситуативне мовлення
Imagine for a while that you have an English friend and he asks you to
describe your native village.
What can we tell about it? What are
there in it? I think these photos will help you. (Демонстрація слайдів з видами села.)
(Учні разом з
учителем складають і записують речення про Сагайдак.)
There are two monuments in Sahaidak. There is a club
and a library in it. There is one school in my village. There is a railway
station in Sahaidak. The landscapes of my village are picturesque.
8. Бесіда
Answer
the questions.
1) Where
is Sahaidak situated?
2) What
buildings are there in Sahaidak?
3) What
can you tell about Sahaidak school?
4) Do you
like our village?
IV. Заключна частина уроку
1. Підведення підсумків
Our
lesson is almost over. Today we have done a lot. Your marks are…
2. Домашнє завдання
Your
home task for the next lesson is to tell about Ukraine using an ex.5 on page
229 in your textbooks.
Thank
you for your attention and active work. Good-bye!
Good and useful materials of the topics!Thanks!
ВідповістиВидалити