Відділ
освіти Варвинської районної державної адміністрації
учителя англійської мови
Варвинської районної гімназії
Луценко Тетяни Володимирівни
Варва
– 2012
Анкета учасника Всеукраїнського конкурсу «Учитель
року»
1. Луценко Тетяна Володимирівна
2. 7 серпня 1970 рік, смт. Варва
Чернігівської області
4. НК 046140 виданий Варвинським РВ УМВС
України в Чернігівській області 23 січня 1996 року, вул. Миру, д. 58, кв. 36
5. Ніжинський державний
університет ім. М. Гоголя, 1992 рік, вчитель англійської та німецької мови
6. Варвинська районна гімназія,
вул. Миру, 64а, 2-21-95
7. 19 років
8. 19 років
9. Вища
10. Старший вчитель
11. Почесна грамота Міністерства
освіти і науки України 2007р., Почесна грамота Управління освіти і науки
Чернігівської обласної державної адміністрації 2007 р., Почесні грамоти відділу
освіти Варвинської районної державної адміністрації 2002, 2003, 2004 р.р.
12. 6-А, 9-А, 10-А, 10-Б
13. Англійська
14. Використання методу проектів
у навчанні англійської мови як один з шляхів формування мовленнєвої
комунікативної компетенції учнів.
15. Інтерактивні технології
(робота в групах, робота в парах, метод «прес», «карусель», «мозковий штурм»),
проектні технології
16. Періодика: газета «Англійська
мова та література», газета «Дайджест для тих, хто вивчає англійську», журнал
«Іноземні мови»
17. Я – учитель, і дітям себе
віддаю…
Шукаю, знаходжу, радію, горю…
І тверджу, що зробиш, бо можеш…
18. Даю згоду на внесення
інформації в базу даних та публікацію матеріалів у періодичних та інших
освітніх виданнях з можливим редагуванням
15. 12. 2011
Зміст
1.
Опис досвіду роботи з проблеми «Використання методу
проектів у
навчанні англійської мови як один з шляхів
формування мовленнєвої комунікативної компетенції учнів»………………….…………………………. 1
2.
Система уроків з теми «Шлюб. Кохання» …………………………………...…. 6
3.
Позакласний захід для учнів 5-6 класів “Autumn Party”…………………….
. 46
4.
Список використаної літератури……………………………………………….. 52
5.
Додатки
5.1.
Методичний посібник «Система уроків з теми «Шлюб. Кохання»
5.2.
Методичний посібник «Додаткові дидактичні матеріали з англ. мови для 5
кл.
5.3. Учнівські проекти
5.4. Публікації
5.5. Копії нагород
Використання методу проектів у навчанні англійської
мови як один з шляхів формування мовленнєвої комунікативної компетенції учнів
з досвіду роботи
вчителя англійської мови
Варвинської районної гімназії
Луценко Тетяни Володимирівни
Варва – 2012
Завдання школи сьогодні полягає в
тому, щоб виховувати в учнів бажання розвивати себе як особистість, здатну
робити вибір і контролювати своє життя; долати життєві труднощі й самостійно
приймати рішення; піклуватися про інших, діяти з ними й заради них: навчити
брати на себе відповідальність і давати оцінку своїм вчинкам; захищати себе і
свої життєві цінності, а також діяти відповідно до них.
Завдання вчителя – прищепити учням жагу
до здобуття знань, створити такі умови, щоб процес навчання був для них
цікавим, потрібним, комфортним. Щоб дитина з легкістю могла подолати всі
труднощі та при цьому відчути радість і зрозуміти, що задарма в житті нічого не
дається, скрізь необхідно докласти зусиль, якщо хочеш бути успішним. Створення
відчуття успіху на уроці передусім передбачає моделювання такої психологічної
атмосфери, щоб учні без страху й побоювання йшли на урок.
Сучасна школа як соціально-педагогічна
система покликана забезпечити досягнення таких освітніх результатів, які б
відповідали цілям розвитку особистості й сучасним вимогам суспільства. Школа
має допомогти учням у оволодінні технологіями життєтворчості, створити умови
для розкриття потенціалу самопізнання, самооцінки, самореалізації, покликана не
лише давати учням глибокі знання з наук, але й забезпечити формування
гармонійно розвиненої особистості.
Головна мета вивчення іноземної мови в
школі – навчити користуватися нею в різних життєвих ситуаціях. Вивчення
будь-якої іноземної мови – це важкий і копіткий процес, особливо якщо немає
можливості вільно спілкуватися з носіями іноземної мови. Тоді ми, вчителі,
робимо все можливе для того, щоб зацікавленість учнів у вивченні мови не
спадала, створюючи на уроках комунікативні ситуації, максимально наближені до
життєвих.
Працюючи над проблемою активізації
навчального процесу на уроках, я зробила для себе висновок, що урок буде
ефективним тоді, коли він буде цікавим як для вчителя, так і для учнів. Він
повинен мати комунікативну спрямованість, кожен учень повинен відчувати себе
безпосередньо учасником творчого процесу. Пристосовуючись до методики
викладання сучасного уроку, я працюю над упровадженням креативних методів
навчання іноземної мови, які забезпечують вільний розвиток особистості учня
(інтелектуальний, творчий і духовний). Ці методи є дуже актуальними на
сьогодні, оскільки вони характеризуються високою комунікативністю, сприяють
самостійному і творчому оволодінню іноземними мовами, де кожен учень втягнений
в активний творчий пізнавальний процес, у самостійний пошук нової інформації. В
результаті учень ставиться в ситуацію, коли він змушений проявляти ініціативу в
усіх видах навчальної діяльності.
Пропрацювавши в школі майже 20 років, я
дійшла до висновку, що метод проектного навчання іноземної мови, що успішно
застосовується як у європейській,
так і в американській школах,
щонайкраще відповідає цілям, що стоять перед сучасною школою. Проект – це
ідеальний засіб навчання і виховання. Проектна робота допомагає всім учням
працювати об’єднано й ділитися своїм умінням і досвідом. Це дуже гарна
можливість для учнів зі слабкими мовними навичками проявити нелінгвістичні
здібності, тому що деякі з них чудово малюють, ліплять, співають, мають
артистичні здібності, безмежну фантазію. Проектна робота – це ідеальна
можливість для учнів використати свої знання англійської мови творчо. Зміст
проекту базується не на вивченні навчальних тем, готових текстів, а на
обговоренні актуальних проблем, цікавих учню. Діти вчаться висловлювати власну
думку, аналізувати, обґрунтовувати, узагальнювати. Працюючи над проектом, учні
набувають і розвивають практичні навички роботи з текстом, аудіо-,
відеоматеріалами. Учні знаходять потрібну та цікаву для них інформацію,
опрацьовують її, збагачуючи свій словниковий запас.
Особисто я широко використовую проектні
технології в навчальному процесі, оскільки проект прагматично спрямований на
результат, який досягається після розв’язання тієї чи іншої практично або теоретично
значимої проблеми. Важливо, що результат, отримуваний у ході роботи над
проектом, учень може побачити, осмислити й використати в реальній практичній
діяльності. Проект цінний тим, що в ході його виконання школярі вчаться
самостійно здобувати інформацію, отримуючи знання й досвід пізнавальної й
навчальної діяльності, збагачуючи при цьому свою духовно-ціннісну сферу.
Переваги проектного методу очевидні:
-
він характеризується високою комунікативністю й активним
включенням учнів у навчальну діяльність;
-
у процесі роботи над проектом в учнів виховується
відповідальність за результати навчальної діяльності;
-
робота над проектом сприяє створенню міцної бази в учнів;
-
використання методу проектів створює умови для розвитку
особистості дитини, так як він розвиває активне самостійне мислення й учить застосовувати
знання на практиці;
-
метод проектів сприяє розвитку власного творчого
потенціалу дитини, оскільки розвиває навички творчого мислення, сприяє
створенню власних творчих зразків мовленнєвої діяльності;
-
робота над проектом стимулює активність учнів у
навчальній діяльності.
Крім того проект дозволяє набувати соціального досвіду, досвіду роботи в
групі, коли керівник проекту розподіляє обов’язки серед членів групи, а сильний учень
допомагає слабшому. Працюючи з класом, я ставлю перед собою такі завдання:
1. Показати вміння окремого учня
або групи учнів використовувати набутий у школі дослідницький досвід.
2. Реалізувати свій інтерес до
предмета дослідження, збільшуючи знання про нього.
3. Продемонструвати рівень мовної
та мовленнєвої компетентності в іноземній мові.
4. Піднятися на більш високий
щабель освіченості, розвитку, соціальної зрілості, тобто розширити загальну
компетентність.
5. Розкрити творчий потенціал
кожного учня.
6. Прищеплювати навички
автономного навчання.
Відмітною рисою проектної методики є
особлива форма організації. Ми активізуємо всі резерви, зібрані учнем, всю його
компетентність у різних сферах ерудиції й освіти. Для виконання проектного
завдання потрібні загальні знання про
країну досліджуваної мови, включаючи знання про географію, історію, культуру,
соціальні й політичні особливості країни, її традиції та звичаї. Знання про
країну проживання дозволяють нам прищеплювати учням почуття любові до України,
відчувати гордість за свою країну, формують в учнів громадянську позицію. Крім
цього учень повинен володіти певними мовленнєвими компетенціями, а бажання
висловитися змушує його ці компетенції вдосконалювати. Нестандартне бачення проблеми
допомагає нам сформувати творчу особистість.
Отже, проектна діяльність дозволяє учням
виступати в ролі авторів, творців, підвищує творчий потенціал, розширює
загальний світогляд, підвищує рівень практичного володіння англійською мовою,
формує навички самостійної діяльності. Проекти можуть бути інтенсивною
діяльністю учнів упродовж короткого періоду – 1 – 2 години на тиждень або
тривалими – впродовж кількох тижнів. Тому проекти можна поділити на чотири
основні категорії.
1. Інформаційні та дослідні
проекти (письмові доповіді, класна виставка).
2. Оглядові проекти (класні
виставки, що супроводжуються повідомленнями, фотографіями, картами,
схемами,графіками, різноманітними доповідями оглядового характеру).
3. Творчі проекти (випуск
стіннівок, постановка п’єси).
4. Організаційні проекти,
проекти-презентації (організація англійського клубу, проведення вечора, КВК
тощо, інсценування п’єси).
Робота над проектом проводиться в чотири
етапи.
1. Підготовчий етап. Вибір та
обговорення теми проекту. Ознайомлення з новим мовленнєвим матеріалом, його
автоматизація. Розробка структури проекту. Обговорення кінцевого продукту та
способу його презентації. Формування мікрогруп (три-чотири учні).
2. Робочий етап. Збір інформації.
Обговорення зібраної інформації в групах. Обговорення в класі.
3. Презентація. Обговорення в
групах способів презентації проекту. Документування проекту. Презентація
проекту.
4. Підбиття підсумків.
Обговорення проекту. Оцінювання. Аналіз результатів.
Роботу над проектами починаю зазвичай з
першого уроку вивчення теми. Спочатку обговорюємо з учнями їх назви, потім –
основні завдання і план роботи. Також проводимо підготовчу мовну роботу з тем
проектів, виконуємо тренувальні вправи. Упродовж вивчення теми школярі збирають
додаткові матеріали, опрацьовують окремі питання, проводять консультації.
Останній урок – захист проектів.
Пропоную розглянути приклади використання
мною проектних технологій на уроках англійської мови.
У 5 класі під час вивчення теми “Summer Holidays” учні готували
проектну роботу таким чином: малювали малюнки та плакати про свій відпочинок
влітку. Вони об’єднувались у невеликі групи й обговорювали такі питання:
Where did you spend your holidays?
Did you go to
the seaside or to the mountains in summer?
What did you do during your summer
holidays?
Після цього вони виготовляли
плакати чи малюнки, прикрашаючи їх фотографіями. На наступному уроці діти
показували й захищали свої проектні роботи.
Цікаво пройшов захист проектних робіт у 6
класі під час вивчення теми “My Family and Friends”. Учні отримали
завдання виготовити своє сімейне дерево, попередньо поговоривши зі своїми
батьками, дідусями та бабусями. Родинні дерева були оформлені різноманітними
способами в різноманітних формах. Учні принесли фотографії своїх родичів,
розмістивши їх відповідним чином на гілках дерев. Захищаючи свої проекти, учні
розповідали про свою родину, демонструючи фото членів сім’ї і розповідаючи про них.
У 8 класі під час вивчення теми “Mass Media: Press” учням було
дано завдання створити власну газету. Діти дуже творчо підійшли до виготовлення
даного проекту. Вони об’єдналися в групи і кожна група виготовила власну газету. На заключному уроці з даної теми групи
представляли свої газети, захищаючи свій
проект і відповідаючи на запитання однокласників.
У 9 класі мої учні із задоволенням
створюють власні буклети та брошури при вивченні тем «Національні парки світу»,
«Шкільне життя». А учні 10 класу із захопленням виготовляють проекти при
вивченні теми «Спорт» ті «Олімпійські ігри». Навіть учні початкової школи з
радістю створюють проекти, пов’язані з їжею, порами року, описом кімнати.
Звичайно, учні завжди хочуть почути
відгук про свій проект від учителя. Вважаю, що надзвичайно важливо, щоб робота
учнів оцінювалася не тільки з точки зору лінгвістичної правильності. Стараюся
завжди відзначати, наскільки творчою й оригінальною є робота і як багато зусиль
було докладено для її виконання. Переконана, що не слід виправляти помилки в
кінцевому варіанті проекту. Для цього завжди пропоную учням підготувати й
показати для перевірки спочатку чернетку проекту. Таким чином, заключний
варіант проекту не матиме виправлень.
Отже, завдяки проектним технологіям учні отримують належний обсяг знань для
розв’язання певних
проблем, набувають досвіду практичного застосування навичок, умінь. Іншими
словами, вирішується ціла низка різнорівневих дидактичних, виховних і
розвивальних завдань: розвиваються пізнавальні навички учнів, формуються вміння
самостійно конструювати свої знання,
активно розвиваються практичне мислення, сфера комунікації. Тому,
завдяки використанню методу проектів та інших креативних методів, я змогла
покращити й підвищити знання своїх учнів до належного рівня в усіх видах
мовленнєвої діяльності, а саме: у монологічному, діалогічному мовленні,
читанні, говорінні та письмі. Посилився в учнів інтерес до вивчення англійської
мови. Крім того, учні отримали неоціненний досвід роботи на комп’ютері. Діти
залюбки стали готуватися до уроків, активно працювати; з’явилась ініціативність
учнів, бажання здобувати необхідну й корисну інформацію самостійно. Вони
навчилися аналізувати одержану інформацію, робити висновки. Як на мене, у
сучасних умовах нашого життя неможливо використовувати застарілі методи роботи
в навчанні іноземних мов, тому я застосовую інноваційні методи навчання, які
викликають в учнів бажання самостійно вчитися, шукати в різних джерелах
інформацію і застосовувати нові знання, вміння діяти, прагнути до творчості й
саморозвитку.
Система
уроків з теми “Love. Marriage”
підготувала вчитель англійської
мови
Варвинської районної гімназії
Луценко Тетяна Володимирівна
Варва
2012
Lesson 1
Topic:
What Is Love?
Objectives:
-
Developing students’ language skills, to expand their
vocabulary;
-
Developing creativity in writing skills;
-
Forming students’ habits of communication according to
the given situation;
-
Teaching to understand and respect other people’s
feelings.
Equipment: pictures,
cards with proverbs, cards with a poem for filling in gaps.
Procedure of
the Lesson
I.
Greeting.
II.
Warming-up
activity.
T.: Guess the words on the blackboard and what will be
the topic of our lesson today. (What will we talk about?).
F…ing, .ov.,
emo…., .rien., ro.ant.c, sw..the..t
T.: O.K. Today we’ll speak about
love. Read the quotation on the blackboard and say how do you understand it?
(Quotation:
“Love is just like the measles.
We all have to go through it”
Jerome K. Jerome).
III. Listening Comprehension.
Pre-Listening
T.: Love is a very great feeling. A
lot of people fall in love every day. As for you, what does love mean?
P1: Love means respect for each
other; it makes people kinder, more beautiful. Love is wonderful, people cannot
live without love.
P2: It seems there is nothing simpler
than love and at the same time, there is nothing more complicated than love.
Everybody feels love to mother but it is hard to explain what love is. Try to
say what the feeling means and you will see that the words are poor and cover
only a part of the whole. Life is full of love but nobody can see that.
P3: We love our parents and
relatives, friends and pets; we love our homes and our Motherland, Ukraine. But
the most mysterious feeling is love between a man and a woman.
T.: There is an old legend about it.
Listen!
While-listening
Task:
While listening try to complete these sentences:
-
… all you need.
-
… better than having money.
-
… the strongest emotion you will ever fell.
-
… only for young people.
-
… will never die.
-
… as high as a mountain and as deep as the sea.
Once upon a time there were not men and
women. These ancient people were stronger and wiser than gods. They could do
everything and they were happy. The gods did not like that. They decided to win
people. But how to do that? The gods thought much and at last decided to divide
each person into two parts, a man and a woman, and mix them on the Earth. So
they did. Since that time people became weak. Each one tries to find the lost
half. Those, who found each other, fell in love and become stronger than gods
again.
Post-listening
T.: Now you have some sentences. You should fill in blanks with the
right variant. Explain your choice.
1.
It is … to explain what love is.
a) easy;
b) hard;
c) neither
easy nor difficult;
d) not
hard;
2. The words
are … for that.
a) rich;
b) few;
c) enough;
d) poor;
3. Life is full of love but … can see that.
a)
everybody;
b) nobody;
c) anybody;
d)
somebody;
4. There are different … of love.
a) types;
b) typists;
c) towards;
d) tulips;
5. The most mysterious feeling is love … a man and a
woman.
a) to;
b) among;
c) between;
d) above;
T.: There are many different love
stories which sometimes have a happy end but sometimes are very sad and we even
cry reading such stories. Let’s read the text (ex.1, p.79).
IV.
Reading Comprehension.
Pre-reading
T.: Answer some of my questions:
-
When you love someone, you respond emotionally to that
person’s needs. What do you think?
-
Do you agree that you have to share all your troubles
and sorrows with the person you love?
-
Do you think males and females handle love
relationships differently? Explain your answer.
Reading
Trust
Your Heart
Melinda stood
at the end of the garden, watching the sun begin to set behind the orchard into
the sea beyond. She stood as she had done so many times thinking of that last
quarrel two weeks before. She remembered how Damian had at first denied the
affair with Tamsin, but then when she had forced him to admit it, how he had
apologized and begged her for forgiveness. She sobbed a little as she thought
of her harsh words, and how Damian, the only man she had ever really loved, had
broken down and cried like a baby when she had refused to see him again. That
was two weeks ago and she had heard nothing from him since. She had tried to
telephone. She wanted to admit that she had been unjust, to tell him how much
she regretted calling him a liar, she wanted to explain that she hadn’t meant
to hurt him.
Suddenly
the noise of the garden gate opening startled her. She turned and through the
groom she thought she could make out the familiar figure of Damian. Was it him
…? Could it possibly be …? The approaching figure stepped into the last patch
of sunlight and the last rays of the setting sun illuminated his long, dark,
curly hair. He stopped, unsure of himself. “Oh. Damian,” she called softly.
“Damian, it is really you”.
“Melinda”,
he murmured. “My Melinda!”
She sighed
deeply and ran to greet him. She took his hands tightly in hers. “My darling”,
she whispered. “Can you ever forgive me?”
“We must
never speak of it again”, he replied.
“But
Damian, I never meant …”
He
interrupted her, “It’s all right. I know that now. My darling, promise me
something? ”
“Anything”
she cried.
“Here,
this is for you. Please, please accept it, and wear it forever”. He drew a
small leather box from his pocket and leaned forward to give it to her.
Suddenly the box fell from his grasp. He bent to pick it up and at that moment
his glasses slipped from his nose.
“Blast!
Now where have they gone? I can’t see a thing without them”, he explained.
Melinda went to help him. There was a crunch as his foot crushed the glasses
into the gravel path. “Oh, no, now I’ve trodden on them!” he exclaimed. Why
can’t I do anything right? Why do I always ruin everything?”
Her
laughter pealed round the garden. “Oh, Damian, you silly boy, that’s why I love
you so much!”
Post-Reading
T.: Now, here are some notes about
what happened on the previous page of “Trust Your Heart”, when Melinda and
Damian met for the first time at a party. Read the notes and construct their
conversation. Work in pairs.
Example: Mrs. Blaze introduced
her to Damian.
“Oh, Melinda, I’d like you to meet Damian”.
Continue:
1.
They greeted each other.
2.
He offered to get her a drink.
3.
She thanked and asked him to get her a dry sherry.
4.
He brought her a martini, and apologized because
they’d run out of sherry.
5.
She replied that it didn’t matter, and told him not to
worry about it.
6.
He asked her if she would like to dance, and she
accepted.
7.
He said how much he liked the music and she agreed.
8.
He complimented her on her dress, and she thanked him,
and added that she had mad it herself.
9.
He invited her to watch the sunset on the terrace, and
she accepted.
10.
He suggested dinner the next evening.
11.
She agreed and promised to meet him.
12.
He suggested “The Old Stable” restaurant and explained
that the owner was his old school friend.
13.
He arranged to collect her at eight o’clock.
V. Developing
Writing Skills
T.: Love is a very warm affection for
someone who attracts you. I would like to offer you one more kind of work. It
is a love poem. Read it, fill in the gaps. The missing words are in the box
below the poem.
Meeting You
When I met you at … station
I’d waited for hours … day
I was sad when you had left
the all …
Months ago,
But now you’re here to stay.
We spent … time just walking
So
… hours went by.
We’d made so … promises
So … love you can’t deny.
It’s
now … years later.
Our love is still so
strong … moment fills
My
heart with joy.
How could this love be wrong?
… love goes a long, long way
It’s … to last a lifetime
… day at … cold dark station.
Who could have
guessed you’d be mine again.
(That, enough, a few, many, some, the, those, a little, the, each, that,
many, much).
Game
“Proverbs”
T.: We know some proverbs about love.
You have a half of these proverbs. You should find another half on the
blackboard:
|
1) Love should not be
|
all on one side.
|
|
2) Love is the mother
|
of love.
|
|
3) Love is the true
|
price of love.
|
|
4) Love without end
|
has end.
|
|
5) Where love is
|
all is.
|
|
6) Love is neither bought
|
nor sold.
|
|
7) Love will find
|
a way.
|
|
8) Love makes one fit
|
for any work.
|
|
9) Love makes the world
|
go round.
|
|
10) Love is not found
|
in the market.
|
VI.
Summing-up
T.: Thank you ever so much for a
well-done job! I think our today’s lesson was rather fruitful for everyone. You
will get such marks.... So let us love and be loved by others. I wish your
families and you true love because where there is love, there is life!
Lesson 2
Topic:
Love. Types of Love.
Objectives:
-
Developing students’ habits of communication on the
topic “Love”;
-
Developing listening skills;
-
Teaching to realize the importance of love in our
lives..
Equipment: a
tape-recorder, cards with situations, HO1 “Being in love”, pictures.
Procedure of
the Lesson
I.
Greeting.
II.
Warming-up
activity.
T.: Dear children! Today we’ll continue speaking about love. And first
of all, I’d like to discuss with you attitudes to being in love. How would you
complete the sentence “Being in love…?” You will work in groups with the HO and
put definitions 1 to 16 into categories: cynical, romantic, realistic. Decide
which category the definitions of being in love fall into and write the
numbers. You may add your own definitions of being in love. Write them under
the relevant headings. Then we’ll discuss your opinions. Start working.
BEING IN LOVE…
1.
… is more like being on a battlefield than in a bed of
roses.
2.
… is all you need.
3.
… makes you suffer.
4.
… makes you lose control.
5.
… is bad for your health.
6.
… is only for young people.
7.
… is better than having all money in the world.
8.
… means wedding rings.
9.
… quickly changes to habit
10.
… is like being
on a roller-coaster – one minute you’re high and the next minute you’re very
low.
11.
… is the
strongest emotion you will ever feel.
12.
… is painful.
13.
… is playing a
fool’s game.
14.
… is hearts and
flowers.
15.
… is the
chocolate sauce on the vanilla ice-cream of life – without it, life is nice but
not delicious.
16.
… distracts you
from the more important things in life.
|
CYNICAL
|
ROMANTIC
|
REALISTIC
|
|
|
|
|
T.: Now let us compare our
worksheets. So groups you may agree or disagree with your classmates using such
functional exponents as: Our group simply doesn’t agree… or We are afraid we
have to disagree…
Or use the following structure: Group A thinks that “being in love makes
you smile” is romantic, but we think it is realistic.
At the end of our discussion give your own
definition of being in love.
III.
Reading Comprehension.
Pre-reading
T.: Answer my questions, please:
-
Some people say that to know love, you must experience
it. What do you think?
-
Positive types of love add richness and fullness to
life. And what about you?
Reading
True love involves total communication and commitment between two
people. It means sharing what one has and what one is when with another person.
True love motivates two people to help each other have the best life possible.
Tender love is happy and satisfying. It is
not only beautiful in itself, but it increases the loveliness of the people
involved. Tender love makes people feel warm, secure and cheerful.
Friendly love grows through the years.
It is neither passionate and consuming, nor hostile and hurting. The people
experiencing it are kept together with feelings of mutual respect and
understanding. Sometimes a true love can be built upon a foundation of friendly
love.
Jealous love is a
possessive love. The jealous lover holds the other person so tightly that the
person is cut off from other people. Jealousy is almost always a mark of
insecurity.
Passionate love is vigorous, insistent
and urgent. It centers on the sexual relationships of men and women. It can
also be selfish, with little concern for the other. By itself this kind of love
is exhausting. Blended with other love forms it can be exhilarating and
fulfilling.
In hostile love the motions of love and
hate are closely related. This tendency to hate those you love involves a
feeling of ambivalence – being attracted to and repelled by someone at the same
time.
Unreturned love is frustrating because
it is unfulfilled love. When you realize your love is not being returned you
may react with feeling of pain, sorrow and hopelessness.
Infatuation is often
mistaken strength and lasting qualities. Definitions of infatuation mention
foolish, extreme attractions that do not last. Infatuation begins quickly and may end quickly as it began.
Physical attraction may be a part of love but it is often the only basis for
infatuation.
Post-Reading
T.: So, what types of love do you know?
Look at the
blackboard and match the following terms with their descriptions.
|
1) Passionate love
|
a) involves total communication and commitment
between two people;
|
|
2) Infatuation
|
b)may form the foundation for true love to
build on;
|
|
3) Hostile love
|
c) possessive love;
|
|
4) Unreturned love
|
d) is vigorous, insistent and urgent;
|
|
5) Friendly love
|
e) raises its voice in anger against the loved
one;
|
|
6) Jealous love
|
f) is frustrating because it is unfulfilled
love;
|
|
7) True love
|
g) foolish, extreme attractions that do not
last.
|
III.
Speaking
1.
Game “Interview”
1)
How would you describe “the best age” for falling in
love?
2)
Do you believe in love at first sight? Why, why not?
3)
Is it worth to ask for somebody’s advice if you have
love problems?
4)
Is the first unhappy love a tragedy of life?
5)
Do you think true love can be experienced many times
in life or can real love occur only once?
6)
Why is love a popular topic with young people?
2.
Situations
T.: Love really makes wonders. Large
love makes lovers better, kinder, and the world around them becomes lighter,
brighter and kinder. Look at the picture and share your opinion about the
behaviour of the young people. What can you say about this love? Work in
groups.
1.
Your boy/ girlfriend has left you. You are very
unhappy.
2.
You think your boy/ girlfriend is seeing another boy/
girl.
3.
You want to travel with your boy/ girlfriend during
your winter vocation but you haven’t got much money.
4.
You have been quarrelling with your boy/ girlfriend a
lot recently.
V.
Developing writing skills
Creating your own love poem
T.: Now, dear children, I would like you to become poets. That is why I
have an intention to introduce a new kind of poetry to you. It is called Noun
Poetry and it is easy to compose poems using it. The topic of this activity is
LOVE. You will be able to produce a descriptive poem according to the following
set of instructions:
Instructions:
Line 1: Choose a noun or any thing
you have selected.
Line 2: Describe this noun with two
adjectives joined by the word “and” or “but”.
Line 3: Use a verb form and an adverb
to show this noun in a typical action.
Line 4: Think up a comparison
beginning with the word “as” or “like” to show a special quality this noun has.
Line 5: Use a phrase beginning with
“if only” to express a wish regarding this noun.
A sample poem: 
Love
Absolute
and endless.
Blushing
bashfully.
As fragile as
butterfly’s wing.
If only you loved me…
VI.
Summing Up.
T.: Thanks a lot for your creativity and composing such charming poems.
Some people say that time heals any heart pain. One wise man said that nothing
ever becomes real until it is experienced. So, I wish you only positive types
of love, and only pleasant love experience! Your marks for this lesson are …
Your homework will be to write your own love story and represent it here at our
next lesson. Thank you for working! See you tomorrow!
Lesson 3
Topic:
All We Need Is Love
Objectives:
-
to develop listening and speaking skills and
imagination;
-
to review the lexical material of the lesson;
-
to use the lexical material in the speech;
-
to motivate
students in expressing their opinions on the problems under discussing.
Equipment: O.D.
Karpiuk. English Study, 11th Form; quotations about love; a
tape-recorder, music and songs tapes; handouts.
Procedure of
the Lesson
I.
Greeting.
II.
Warming-up
activity.
T.: You will listen to the song now. Try to guess what we are going to
talk about during the lesson. (The song “My Heart Will Go On” by Selin Dion).
My
Heart Will Go On
Every
night in my dreams
I
see you, I feel you
That
is how I know you go on.
Far
across the distance
And
spaces between us
You
have come to show you go on.
Near,
far, wherever you are
I
believe that the heart does go on
Once
more, you opened the door
And
you’re here in my heart,
And
my heart will go on and on.
Love
can touch us one time
And
last for a lifetime
And
never let go till we’re gone.
Love
was when I loved you,
One
true time to hold on to
In
my life we’ll always go on.
Near,
far, wherever you are
I
believe that the heart does go on
Once
more, you opened the door
And
you’re here in my heart,
And
my heart will go on and on.
You’re
here, there’s nothing I fear
And
I know that my heart will go on
We’ll
stay, forever this way
You
are safe in my heart
And
my heart will go on and on.
T.: So, what is “love”? Can you give a definition of the word? How can
you characterize this feeling?
P1: Love is the most mysterious feeling people have ever cherished.
P2: There is no language able to fully express the real meaning of this
word. Love fills our life with beauty, joy and light.
P3: Love is a magic feeling. It makes people better, stronger and
kinder. People are happy because they love.
P4: Love is one of the best feelings. It comes from the heart and
touches the heart. It is the flame that can’t be tamed.
P5: Love is a very complicated feeling. Sometimes it means sacrifice. It
can’t exist along with hypocrisy, lie and insincerity.
P6: Love is a bright feeling. If you feel the sunshine and warmth from
every side you definitely know that you love and you are loved.
P7: Love is a great feeling. A lot of people fall in love every day,
some at first sight, others gradually.
P8: Love is the strongest emotion you can ever feel. it gives you hope
and strength, inspiration and encouragement.
III.
Speaking
T.: What emotions can love arouse in
us? Which of them are negative and
positive? For this kind of work use cards with the list of emotions.
|
Warmth
|
Pessimism
|
Strength
|
|
Optimism
|
Fairness
|
Punctuality
|
|
Passion
|
Ambition
|
Hatred
|
|
Friendliness
|
Confidence
|
Suspicion
|
|
Devotion
|
Self-dependability
|
Generosity
|
|
Faithfulness
|
Tension
|
Cautiousness
|
|
Loyalty
|
Insecurity
|
Frankness
|
|
Despair
|
Excitement
|
Dreaminess
|
|
Treachery
|
Weakness
|
Imperiousness
|
|
Contempt
|
Discrepancy
|
Steadiness
|
|
Sensitiveness
|
Uneasiness
|
Irritation
|
|
Charm
|
Kindness
|
Humiliation
|
T.: Now let’s discuss some
ever-living problems concerning love.
a.
What is the difference between love and friendship?
b.
Do you believe in love at first sight? Is it a deep
and strong feeling? Can it last long and grow into a real love?
c.
What is the difference between love to opposite sex
and love to our parents?
d.
What is more important to love or to be loved?
e.
What do you think about treachery (treason) in love?
Would you be able to forgive it?
f.
Does money play any role in love?
T.: And now try to draw a verbal
portrait of your ideal sweetheart. Work in groups of three and use the list of
qualities and characteristics.
IV. Listening Comprehension.
Pre-Listening Tasks
T.: Before listening to the story
“True Love” I want to attract your attention to some words which may appear
unknown to you:
-
hunchback – a person with a
back misshaped by a round lump;
-
merchant – a person who
buys and sells goods;
-
misshapen – badly or wrongly
shaped or formed;
-
repulse – 1) to drive
back; 2) to refuse coldly;
-
bride – a girl or a
woman about to be married, or just married;
-
humpbacked – having a hump on
your back;
1.
First of all I want you to define what true love is.
2.
Now try to guess what the story can be about.
TRUE LOVE
Moses Mendelssohn, the grandfather of the
well-known German composer, was far from being handsome. Along with a rather
short stature, he had grotesque hunchback.
One day he visited a merchant in Hamburg
who had a lovely daughter named Frumtje. Moses fell hopelessly in love with
her. But Frumtje was repulsed by his misshapen appearance.
When time came for him to leave, Moses
gathered his courage and climbed the stairs to her room to take one last
opportunity to speak with her. She was a vision of heavenly beauty, but caused
him deep sadness by her refusal to look at him. After several attempts at
starting a conversation, Moses shyly asked, “Do you believe marriages are made
in heaven?”
“Yes”, she answered, still looking at
the floor. “And do you?”
“Yes, I do”, he replied. “You see, in
heaven at the birth of each boy, the Lord announces which girl he will marry.
When I was born, my future wife was pointed out to me. Then the Lord added,
‘But your wife will be humpbacked’”.
“Right then and there I called out, ‘Oh,
Lord, a humpbacked woman will be a tragedy. Please, Lord, give me the hump and
let her be beautiful’”.
Then Frumtje looked into his eyes and
was stirred by some deep memory. She reached out and gave Mendelssohn her hand
and later became his devoted wife.
Barry and Joyce Vissell
Post-listening
Task
T.: Now answer the following questions:
1.
Is ugly appearance a tragedy for a person? Who suffers
more: males or females? Why?
2.
Do love and happiness always come to the beautiful and
handsome?
3.
Was Moses right in acting like that? Why did the young
woman accept his proposal?
4.
Is it easier for a man or woman if they are far from
being handsome to get married? Why?
V.
Round-Ball Discussion
T.: If you
look attentively around the room, you will read a short proverb and a quotation
stuck to the wall which will be handy for our discussion with a “microphone”.
“Love knows no boundaries. The love we give
away is the only love we keep”.
Elbert Hubbard
T.: There on the blackboard you can see some questions you are sure to
cover in your short speech and relate to the story above:
1.
Do you believe in love at first sight?
2.
Why do people speak so much about love?
3.
If you want to be loved, love yourself. Do you agree
with this saying?
4.
How do you understand that it is love you feel?
5.
How does love begin? How does it end?
VI.
Reading Comprehension.
THE
CAT THAT CAUSED A WEDDING
Hob:
I went to the wedding of my old friend Tom Bailey and Miss Helen Jones
last week. I enjoyed it very much. It was a good wedding with lots to eat and
drink, and there were some bright lovely people there. Tom is a lucky fellow.
His wife is a very pretty girl, young and cheerful and interesting, and clever
too. Oh, yes, he is a lucky man and it all happened because of a cat.
Jan:
What do you mean? How could a cat cause a wedding?
Hob:
Yes, it sounds funny, but it is true. It happened like this:
Helen lived in the next house to Tom,
and Tom was soon head over heels in love with Helen – and I am not surprised.
He used to look at her over the garden wall; he talked to her one day for a
short time; he walked to the station with her once or twice; and one evening,
one great evening in his life, he went to a Christmas party and danced with
her.
But Tom is not much of a talker (he’s
different from me), and when he was with Helen he seemed to have nothing to
say. He wanted to say such a lot, but the words just dried up and he could
never say anything. Then one day he walked out into the garden and saw Helen on
the other side of the wall looking very unhappy and worried. Tom said, “What is
the matter?” and she pointed to the big tree in her garden. Helen pointed to the
tree, and Tom looked up there. He saw Helen’s cat high up in the tree. It could
not get down and was looking as unhappy as Helen was. Tom went over the garden
wall and climbed up the tree and carried the cat down safely. Helen was so
pleased to get her cat again that she put her arms around Tom’s neck and gave
him a kiss. This was certainly what he liked. He wanted the cat to climb up the
tree every day. So that night he waited until it was dark and then he climbed
up the tree. He carried a hammer and nails and a fish in his hand. He knew that
cats like fish so he nailed the fish to the tree. If the cat went up the tree,
he hoped to get another kiss.
Post-Reading Task
T.: 1.Answer
the following questions:
-
Tom is a lucky fellow, isn’t he? Why?
-
Prove that Tom was in love.
-
Why did Helen look unhappy?
-
Why did Tom want the cat to climb up the tree every
day?
-
What did Tom do for this?
2. Give synonyms
(word or phrase) for each of the following words:
Went to the wedding, a lucky fellow, to live in the next house to, for a
short time, words just dried up, to look very unhappy and worried, to be so
pleased.
3.
Find antonyms in the text for the following words:
Unhappy,
unlucky; divorce, get/ be divorced; to prevent.
4.
Agree or disagree:
-
Tom was clever and sharp-witted.
-
Tom loved animals.
-
Helen didn’t know Tom.
-
Tom wanted the cat to climb up the tree every week.
-
So that night Tom waited until I was dark and then he
climbed up the tree and nailed the hay to the tree.
VII. Developing Writing Skills
T.: Now, children, look at the blackboard. You see the words of the song
“And I Love Her” sung by “The Beatles”. But some words there are missing.
Listen to the song and fill in the gaps.
AND
I LOVE HER
I give her all my ___ (love)
That’s all I do.
And if you saw my ___ (love)
You’d love her too, and I
love ___ (her)
She gives me ___ (everything)
And tenderly
___ (the kiss) my lover brings,
She brings to me, and I love her.
A love like ___ (ours)
Could never ___ (die)
As long as I have you near me.
Bright are ___ (the stars) that
shine,
Dark is the ___ (sky)
I know this love of mine
Will never
die, and I love her.
VIII.
Summing-Up
T.: Thank you
ever so much for a well-done job! In my opinion, you all are real experts and
know many facts about love. All your answers were great and highly appreciated
by me. You will get such marks … So, love makes the world go round. It is
timeless and eternal. And for the next
time I’d like you to write the letter on the topic expressed in the following
quotation: “For better or worse, love never dies”. (Edis Crncevic). I wish you
all the best! Love and be loved, because all we need is Love! Good bye!
Lesson 4
Topic:
Love. St. Valentine’s Day
Objectives:
-
developing students’ habits of communication on the
topic “St. Valentine’s Day”;
-
to practise oral speech based on familiar grammar and
new vocabulary;
-
to develop students’ reading comprehension skills and
creativity in writing skills;
-
to promote students’ creativity.
Equipment: handouts,
illustrations on Valentine’s Day; a tape-recorder, Valentine cards.
Procedure of
the Lesson
I.
Greeting.
II.
Warming-up
activity.
T.: Today we celebrate St. Valentine’s Day – the day of love – the most
mysterious feeling people have ever cherished. There is no language able fully
express the real meaning of this word. Love fills our life with beauty, joy and
light. Love is a magic feeling. It makes people stronger and more beautiful. A
person in love can be compared with the sun shining brightly. That’s why the
motto of our today’s lesson will be this one:
“The love we give away is the only
love we keep”
(Elbert Hubbard)
What do you
know about this feast day? Here are the cards for you. Put a tick next to the
correct answer.
Valentine’s Day. Identification Card
-
the holiday when children wear special clothes and go
from house to house asking for sweets;
-
a celebration dedicated to the patron saint of
England;
-
a public holiday;
-
a national holiday that celebrates the US independence
from Great Britain;
-
the day when you send romantic cards to someone you
admire or love;
-
the shortest day of the year;
-
the occasion for people to express their love for
their mother;
-
a Christian religious holiday that celebrates the
death and return to life with God of Jesus.
III.
Listening
Comprehension.
Pre-Listening Task
T.: St. Valentine’s Day is a very romantic holiday. In a moment we’ll be
listening to the record about this holiday. There’ll be some unknown words and
expressions in it. Let’s read and translate them.
Vocabulary:
|
affection
|
jewellery
|
|
sweetheart
|
dedicated
|
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cupid
|
emperor
|
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Eros
|
to execute
|
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merchant
|
jail cell
|
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spouse
|
jailer
|
While-listening Task
T.: Now listen to the text and be ready
to answer the questions:
1.
When is St. Valentine’s Day celebrated?
2.
What do people usually do on this day?
3.
What question do almost all Valentines ask?
4.
Is Valentine’s Day a legal holiday?
5.
What colour and shape are Valentine’s Day decorations?
6.
What are some of popular gifts given on this day?
7.
What messages do many newspapers carry on this day?
8.
How is one very famous song of this day called?
9.
What has become traditional for many couples?
10.
Why is St.
Valentine’s Day happy?
11.
What can you
tell us about its origin?
St.
Valentine’s Day
Valentine’s Day is celebrated on February
14th as a festival of romance and affection. People send greeting
cards called “valentines” to their sweethearts, friends and members of their
families.
Many valentines have romantic poems;
others are humorous. But almost all valentines ask “Be My Valentine”. This may
mean be my friend or be my love or be my companion. Valentines often show a
cupid with an arrow. Cupid, also called Eros, was the ancient Roman god of
love.
Valentine’s Day is not a legal holiday;
schools and banks are open as usual. Merchants sell valentines and decorations
for Valentine’s Day parties and dances. All the decorations are bright red, and
the most popular ones are heart shaped.
School children decorate their classrooms
with bright red paper hearts and celebrate the day in their classroom. They
also make valentine cards for their friend and parents.
Stores advertise heavily for this holiday
since it is traditional for sweethearts, spouses, and members of the family to
exchange gifts on Valentine’s Day. Heart shaped boxes of candy, jewellery and
flowers are some of the popular gifts given on this day.
Many newspapers carry advertisements or
messages placed by people in love. Both men and women want to let their
sweethearts know how much they love them. On Valentine’s Day, many radio
stations play romantic music all day long. One very famous song is called “My
Funny Valentine”.
Valentine’s Day is a day to share loving
feelings with friends and family. It has become traditional for many couples to
become engaged on this day. Also, famous couples are remembered. Some of them
are Romeo and Juliet, Caesar and Cleopatra, among others. This is a happy day
because it is specially dedicated to celebrate love affection and friendship.
Background
Valentine’s
Day comes on the feast of two different Christian saints named Valentine. But
the way that Valentine’s Day is celebrated has nothing to do with the lives of
the saints.
This celebration comes from an ancient
Roman festival called “Lupercalia” which took place every February 15th.
This festival honored Juno, the Roman goddess of women and marriage, and Pan
the god of nature. It was also believed that birds choose their mates on this
date. Valentine’s Day became very popular in the United States in the 1800’s.
Post-listening
Tasks
1.
Chain story
T.: Each of you should name one St. Valentine’s Day
custom using one sentence. We must make up a story putting these customs in the
logical order. I give you the beginning of this story: “There is a great number
of customs connected with a St. Valentine’s Day. Thus …”
S1: People
send valentine cards and presents with red hearts on them to one another.
S2: They
write short rhymes inside of their valentine cards.
S3: They can
send roses, the flowers of love, or other flowers to their sweethearts.
S4: Many newspapers
have a St Valentine’s Day page for teenagers and adults.
S5: Anyone
can send a message, for a small fee, of course.
S6: Many
newspapers carry advertisements or messages placed by people in love.
S7: They can
also show their sweethearts that they care about them by singing a romantic
song.
S8: Many
radio stations play romantic music all day long.
S9: Many
couples become engaged on this day.
S10: Children
and youth have St Valentine’s parties and dances.
S11:
Refreshments are always coloured red, like red candy and punch.
S12:
Sandwiches and cakes are often cut in the shape of hearts.
S13: They
decorate the dancing halls with red paper hearts and chubby cupids.
S14: They
choose the King and Queen of Hearts during their Valentine’s parties.
S15: They make
boxes for “valentines” at schools.
S16: They
have a competition “whose box is the best”.
S17:
They play different games, sing songs, recite poems of love, dance and play
guessing games.
2. Guessing
the riddle
T.: As the continuation of the last game try to guess the riddle. Take
one letter from each of the five-letter words below to leave four-letter words.
Then write each of the deleted letters into the relevant empty boxes on the
right to form a new five-letter word reading down the right-hand column. Can
you tell us what this new word is?
Clue: a famous lover.
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Words: ride, pine, tier, rest, gran.
Key: Romeo.
IV.
Group Work
Identifying
Valentine’s Signs
T.: Well, each of us needs people who love and support us. So
Valentine’s Day is a good chance to show them our love and care. This holiday
has its own signs and symbols, which mean that Valentine’s Day is truly a
fascinating celebration of love and affection. Do you know all signs of
Valentine’s Day? Now let us see.
I Group
1.
It is one of the gods of mythology, represented as a
chubby, naked, winged boy with a bow and arrows.
2.
It is the most popular flower in the world. It speaks
of love and has been the choice of lovers in every country.
3.
These are birds used as a symbol of “fidelity” because
they mate for life.
4.
It is a shape of red colour used as a symbol of love.
5.
They are long, narrow strips of material used to tie
things together or as a decoration.
6.
It is a piece of metal cut into a special shape to fit
into a lock where it can be turned to open a door.
Keys:
1) a cupid; 2) a rose; 3) turtledoves; 4) a heart; 5) a ribbon; 6) a key.
II. Group
1.
They were a favourite decoration that depicted
“feminity”. They also represent a symbol of friendship.
2.
It is a long thin stick, pointed at one end that can
be used in hunting and shot from a bow.
3.
It is a food made from cocoa and sugar, usually brown
and eaten as sweets or used in cakes.
4.
It is a round piece of jewellery worn on a finger as a
symbol of fidelity or loyalty.
5.
It is a soft toy representing a large strong animal
with thick fur. It makes the most popular toy in the world.
6.
It is something that is given without being asked for,
to show friendship and love or to say “thank you”.
Keys:
1) clasped hands; 2) an arrow; 3) chocolate; 4) a golden ring; 5) a teddy bear;
6) a gift.
V.
Reading Comprehension.
T.: There are many stories linked to Valentine’s Day. So I’d like you to
read two of them. However, these two stories have been mixed together by
mistake. Now they are in disorder. I would be very thankful to you if you could
separate and rearrange them into two different texts. The first group is
looking for the story called “Cupid and Psyche”.
Cupid
and Psyche
|
Cupid
has always played a significant role in the celebrations of love and lovers.
He is known as mischievous, winged child, whose arrows would pierce the
hearts of his victims making them to fall deeply in love. In ancient Greece,
he was known as Eros, the young son of Aphrodite, the goddess of love and
beauty. To the Romans, he was known as Cupid, and his mother – Venus.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
|
|
One legend tells the story of Cupid and
the mortal girl, Psyche. Venus was jealous of the beauty of Psyche, and
ordered Cupid to punish the mortal. But instead, Cupid fell deeply in love
with her. He took her as his wife, but as a mortal, she was forbidden to look
at him. Psyche was happy until her sisters convinced her to look at Cupid.
Cupid punished her by departing. Their lovely castle and gardens vanished
with him and Psyche found herself alone in an open field.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
|
|
As
she walked and walked to find her love, she came to the temple of Venus.
Wishing to destroy her, the goddess of love gave Psyche a series of tasks,
each harder and more dangerous than the last. For her last task Psyche was
given a little box and ordered to take it to the underworld. She was told to
get some of the beauty of Proserpine, the wife of Pluto, and put it in the
box.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
|
|
During her trip, she was given tips on avoiding the dangers of the
kingdom of the dead and warned not to open the box. However, temptation
overcame Psyche and she opened the box. But instead of finding beauty, she
found deadly sleep.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
|
|
Cupid found her lifeless on the
ground. He gathered the sleep from her body and put it back in the box. Cupid
forgave her, as did Venus. The gods, moved by Psyche’s love for Cupid made
her a goddess.
|
T.: The
second group should put together the parts of the text “My First Valentine”.
My First
Valentine
|
February 14 is St. Valentine’s Day. St. Valentine is the saint of
people in love. On that day you can send a Valentine card or a present to a
person with whom you are in love, or to someone you admire. But traditionally
you must never write your name on it. Some newspapers have pages of space
reserved for Valentine’s Day messages on February 14.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
|
|
Needless
to say, it is particularly young people who look forward to Valentine’s Day
hoping to receive many cards.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
|
|
Valentine’s Day was really important at
school. It didn’t matter who they were from, just how many you received. It
was a custom for each child in the class to send a valentine to another
child. For this purpose, we made our own very cheap cards.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
|
|
My first Valentine was unforgettable. It
was a nice homemade card with a red paper rose and a poem inside.
“Roses are red,
Violets are blue.
When I grow up,
I want to marry you”.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _
|
|
I was seven and had a crush on a
handsome boy in my class. I hoped it was from him and I excitedly checked the
handwritings of all my classmates. But to my disappointment, I discovered
that it was from a boy whose nickname was “Smelly” because his mother gave
him meat and onion sandwiches for lunch. I confided in my best friend, who
promptly told everybody else, and the boy got teased by everyone. I was a
little bit ashamed and felt sorry for him. Since then I’ve got lots of
Valentine cards and I’ve always tried to keep the author secret.
|
Procedure:
1.
Students rearrange the strips of paper into two
different texts respectively.
2.
Students of each group read their text. The students
of the other group listen to their opponents’ reading attentively.
3.
Reading comprehension is done by teacher’s questions.
Teacher’s questions:
-
What do these texts have in common?
-
Did the girl and Psyche feel sorry for what they had
done? Did they change? Did both stories end happily?
-
What do these stories teach us?
VI.
Developing Writing Skills
T.: Now you will be given sheets of papers with a certain assignment
dedicated to this holiday. Do it in written form. In the first assignment you
have to match the words to their similar meanings.
|
1) romance
|
a) boyfriend, girlfriend
|
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2) affection
|
b) love
|
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3) humorous
|
c) make attractive
|
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4) decorate
|
d) tenderness
|
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5) merchant
|
e) emotions
|
|
6) feelings
|
f) funny
|
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7) companion
|
g) celebrations
|
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8) festival
|
h) storekeeper
|
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9) sweetheart
|
i) friend
|
Keys:
1-b, 2-d, 3-f, 4-c, 5-h, 6-e, 7-i, 8-g, 9-a.
T.: In the
next assignment you have to match the famous couples:
|
1) Romeo
|
a) Prince Charles
|
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2) Adam
|
b) Josephine
|
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3) Carmen
|
c) Done Hose
|
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4) Lady Di
|
d) the Beast
|
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5) Beauty
|
e) Juliet
|
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6) Napoleon
|
f) Carlo Ponti
|
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7) Rhett Butler
|
g) Eve
|
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8) Sophie Loren
|
h) Prince
|
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9) Cinderella
|
i) Scarlet O’Hara
|
Keys: 1-e,
2-g, 3-c, 4-a, 5-d, 6-b, 7-i, 8-f, 9-h.
T.: In the last assignment you have
to underline the word which best completes the sentence:
1.
On the classroom walls there are (celebrations,
decorations, festivals).
2.
St. Valentine’s Day is a celebration of love and
(romance, parents, decorations).
3.
Valentine cards have messages of (affection, humour,
share).
4.
It is traditional to send flowers to (celebrate,
sweethearts, dedicate) on St. Valentine’s Day.
5.
On this day people share feelings of affection with
friends, family and (flowers, affection, companions).
6.
(Sweethearts, Customers, Merchants) decorate their
stores with red hearts and cupids on St. Valentine’s Day.
7.
This is a day to celebrate (feelings, humourous,
decorations) of friendship and love.
8.
Some valentine cards are funny; they have (loving,
humourous, romantic) message.
9.
Lupercalia was an ancient Roman (sharing, god,
festival).
VII. Summing-Up.
T.: I hope
that our today’s lesson was both useful and interesting for you. We have
discussed the topic “St. Valentine’s Day”. I see you have learnt the customs,
symbols and traditions of this holiday rather well. Most of you are excellent
connoisseurs of them. Your home assignment for the next lesson will be to write
a letter to your foreign friend about St. Valentine’s celebrations and
traditions in your school and class. Our lesson is over. Good-bye!
Lesson 5
Topic:
Love and Marriage in Our Life
Objectives:
-
developing communicative activity using interactive
forms (brainstorming, group work);
-
checking students’ listening skills;
-
teaching students to find specific information in the
text;
-
learning more about the wedding traditions and customs
in Great Britain.
Equipment:
the textbook by Karpiuk O.D. “English Study for the 11th Form”;
topical pictures, cards for individual and group work.
Procedure of
the Lesson
IV.
Greeting.
V.
Warming-up
activity.
T.: Today our lesson is devoted to the questions
most young people are concerned about. We’ll speak about love and marriage. I
strongly believe that love holds up the family and the whole world. Tell me,
what the word “marriage” is associated with.
(Brainstorming.
Creating a mind map)
T.: Make up sentences with the word “marriage”
at the beginning or at the end.
Example:
-
Marriage is important for children.
-
Marriage keeps couples together.
-
Marriage restricts freedom.
-
Marriage is unnecessary.
-
Society cannot exist without marriage.
-
People often discuss the problem of marriage.
-
Children should be taught to live in marriage.
III.
Listening Comprehension.
Pre-Listening Task
T.: Before listening to the text answer
my questions:
-
Do you think romantic love is a good criterion for
choosing a spouse?
-
Are money and social status important factors in
choosing a spouse? Should they be?
While-listening
Dolores
Valentine knows all about love. She is 65 years old and has been married six
times. The first time she was a bride, her wedding day was on her seventeenth
birthday. The last time she got married, she was 62. Her bridegroom that day
was 75 and he died two weeks later.
Dolores
Valentine has been married six times, but the remarkable thing is that she has
never been divorced. All six of her husbands died while they were married to
her. Six times she has been a loving wife and six times she has been left a
widow.
Now she is
engaged again and is going to marry a man much younger than she is. Her fiancé
is a thirty-nine-year-old farmer – strong and healthy. This time Dolores feels
pretty sure that she is going to be the one to die first and leave her husband
a widower. But Dolores isn’t worried. Until then, she is going to have a good
time and enjoy life, because Dolores knows that you are only as old as you
feel.
Post-listening Task
T.: Are the sentences true (+) or false (-)? Correct
the false sentences:
1.
Dolores Valentine is a very experienced in love.
2.
She is 65, and she has been married seven times.
3.
Her first wedding day was on her sixteenth birthday.
4.
The last time she got married, she was 62.
5.
Her last bridegroom died in two weeks after their
marriage.
6.
Dolores has never been divorced.
7.
Seven times she has been left a widow.
8.
Now she is going to marry a young man.
9.
Her fiancé is a businessman.
10.
Dolores is worried about her future.
IV. Group
work
T.: Now work in groups. Give a definition for the following ideas and
discuss the significance of each word when people get married. Say it in one
word.
1.
A marriage ceremony especially one with a religious
service. (Wedding)
2.
Local government building where you can get married
and where births, deaths and marriages are officially registered. (Registry
Office)
3.
A priest in church in England who is in charge of a
church in a particular area. (A vicar)
4.
A woman at the time she gets married or just after she
is married. (A bride)
5.
A man at the time he gets married. (bridegroom, groom,
fiancé)
6.
A girl or a woman, usually unmarried, who helps the bride
on her wedding day. (The brides-maid)
7.
A piece of jewellery you wear on your finger. (a ring)
8.
A person who plays an organ. (Organist)
9.
A group of people who sing together, especially in a
church or school. (The choir)
10.
An arrangement of flowers, especially one that you
give to someone. (bouquet)
11.
A thin cloth worn by women to cover their faces at
formal occasions such as wedding, or for some religious reasons. (A veil)
12.
A holiday taken by the two people who have just got
married. (Honeymoon)
V. Speaking
T.: Discuss the following with your partner, work in pairs. In a wedding
ceremony in your country, what are the wedding vows that a man and a woman
traditionally exchange? What commitments do they make? What is the divorce rate
in your country? Have the marriages of any rich and famous people been in the
news recently? Many film stars now have prenuptial agreements. What are these?
Why do people need them?
T.: Now look at the given table and answer my questions:
|
Richard Gere and Cindy
Crawford
|
Lyle Lovett and Julia
Roberts
|
Nicole Kidman and Tom Cruise
|
Bruce Willis and Demi Moore
|
|
got married
|
|||
|
In
|
In 1993 after a six-week
romance
|
On Christmas Eve
|
In
|
|
split up
|
|||
|
in 1994
|
in 1995
|
in 2001
|
in 1998
|
|
were married
|
|||
|
for 3 years
|
for 2 years
|
for just over 10 years
|
for 11 years
|
|
What went wrong?
|
|||
|
She wanted to have children
and he refused.
|
Big difference in age became
a problem.
|
They both wanted to pursue
their own careers.
|
It was a stormy
relationship, and there were rumours of affairs on both sides.
|
-
Which couple got married in Las Vegas?
-
Which couple got married on Christmas Eve?
-
Which couple was married the shortest time?
-
Which couple was married the longest?
-
Which couple split up for professional reasons?
-
Which couple split up because one of them didn’t want
to have children?
VI.
Reading Comprehension.
T.: Read the text and decide which answer
A, B, C, or D fits each space best.
AN
UNHAPPY HOLIDAY
Julia and
James had a church wedding in the early spring. For their honeymoon they went
on a (1) … to the Greek islands. It was a very modern (2) … and there was even
a swimming pool on one of the (3) … They had an enormous (4)… with a bathroom
and a bedroom. Julia was a bit (5) … about travelling by ship because she’d
seen the Titanic a few weeks
before. She wanted to (6) … that there were enough lifejackets before they left
the port just in case anything (7) … wrong. For some reason James found this
very (8) … and they started to (9) … the most terrible rows on the very first
day. Julia could hardly believe that this was the same man she had (10) … in
love with a year before. He had never shown any sign of being so (11) … when
they were just going (12) … together. She began to (13) … ever having married
him. To make matters even worse, James started to (14) … with some of the other
young women all evening on the last night and that made Julia decide that the
only solution was to split (15) … with James and start her life all over again.
|
|
B cruise
|
C travel
|
D journey
|
|
|
B tanker
|
C liner
|
D yacht
|
|
|
B docks
|
C storeys
|
D floors
|
|
4.Acompartment
|
B flat
|
C room
|
D cabin
|
|
|
B nervous
|
C fed up
|
D overcome
|
|
|
B confirm
|
C secure
|
D check
|
|
|
B made
|
C had
|
D went
|
|
|
B irritated
|
C irritating
|
D irritate
|
|
|
B do
|
C make
|
D have
|
|
|
B fallen
|
C found
|
D fault
|
|
|
Bunconscious
|
Csurprising
|
D thrilling
|
|
|
B over
|
C through
|
D out
|
|
|
B regret
|
C relieve
|
D respect
|
|
|
B flight
|
C flirt
|
D float
|
|
|
B out
|
C up
|
D apart
|
VII. Developing Writing Skills.
T.: Fill in the gaps with one word.
The best age to ___ married is
twenty-five for women and twenty-seven for men. A big ___ in age should not be
a problem for a couple if they are in love. It is impossible for both partners
in a marriage to ___ a career. A ___ relationship is much better than a boring
one. A couple with children should never ___ up. They should stay together. The
main reason for getting married is to ___ children.
Keys: 1) get; 2) difference; 3)
pursue; 4) stormy; 5) split; 6) have.
VIII.
Summing-Up.
T.: Thank you very much for such a great job! Now you have deep
knowledge concerning marriage. I believe you will be happy in your future life.
I wish your families and you true real love and harmony because love is
strength. For the next lesson your homework is to write a letter on the topic
expressed in the following quotation: “Marriage
is the greatest happiness when founded on complete sympathy” (B.Disraeli).
Our lesson is over. Good-bye!
Lesson 6
Topic:
Marriage and Its Role for People
Objectives:
-
to develop students’ reading and listening skills;
-
to develop students’ fluency in speaking English;
-
to motivate students in expressing opinions;
-
to teach to respect their feelings and feelings of the
other people.
Equipment: Karpiuk O.D. “English Study for the
11th Form”; handouts; a tape-recorder, cards for individual and
group work.
Procedure of
the Lesson
VI.
Greeting.
VII.
Warming-up
activity.
T.: Today at our lesson we’ll continue to
discuss marriage in general and its role in people’s lives. First of all I
suggest you name the words, connected with marriage, which begin with the
letters that form the following word and explain it. (Teacher shows the word
“husband”)
Expected
answers:
Honeymoon.
After marriage a couple usually makes a wedding trip to some place, where it
spends a honeymoon.
Unreturned
love. Your love is not being returned and you feel hurt and hopeless.
Spouse
is a husband or a wife.
Bride
is young girl on her wedding day.
Arranged marriage. Parents look for a spouse for their child because they think they can make a better
choice than their son (daughter).
Necklace. It’s a string of pearls on the neck of a bride.
Divorce – a legal ending of a marriage.
VIII.
Icebreaker.
T.: And now everyone should ask as
many classmates as possible to complete the questionnaire. Then you should
comment on the results. You have two minutes. (Every student gets a
questionnaire, and then they go around the class taking and giving interviews.
Then students report the results).
Questionnaire
|
Question
|
The name of the pupil
|
The total
|
||||||||
|
1. Which age is better for
marriage:
|
|
|
|
|
|
|
|
|
|
|
|
a) from 18 to 20
|
Kate
|
Ann
|
|
|
|
|
|
|
|
2
|
|
b) from 21 to 25
|
|
|
Pete
|
|
|
|
|
|
|
1
|
|
2. Do you want to marry in a
religious rite?
|
|
|
|
|
|
|
|
|
|
0
|
|
3. Do you prefer a marriage
of convenience?
|
|
|
|
|
|
|
|
|
|
0
|
|
4. Do you think a love match
is the best?
|
Kate
|
Ann
|
Pete
|
|
|
|
|
|
|
3
|
|
5. How many children are you
going to have?
|
Kate
1
|
Ann
2
|
Pete
1
|
|
|
|
|
|
|
1 child-2
2 children-1
|
IV.
Listening
Comprehension.
Pre-Listening Task
T.: Before listening to the text answer
such my questions:
1) What do you think: Is an arranged marriage better
and more stolid than a love match? Why? Why not?
2) Who should be the first to make a proposal: a man
or a woman? Explain your answer.
While-listening
MARRIAGE STORY
Many years ago a merchant found himself in debt to a moneylender, a
cruel unpleasant man. The merchant had only one child, a daughter, whom he
loved dearly. One day the moneylender came to the merchant with an ultimatum –
either the merchant should pay his debts, go to debtors’ prison, or permit the
moneylender to marry his daughter.
Realising that both the merchant and his
daughter were horrified at the idea, the moneylender invited them both to walk
with him along a gravel path to discuss the matter. Here he proposed that fate
should decide the issue.
“I shall take two pebbles, one black and
another - white”, he said, bending to pick up two stones. “I shall drop them
both in this bag. And then, if your daughter agrees, she will pick one of the
stones from the bag without looking. If she picks out the white one, I shall
forgive all of your debts, and you and your daughter will never see me again.
However, if she picks out the black stone, your daughter is mine”.
The merchant’s daughter was distraught.
She did not trust the moneylender. She was almost sure that he had put two
black stones in the bag. The situation was desperate. What should she do?
(The “correct” answer is that the
daughter put her hand in the bag, withdrew a stone, and dropped it
“accidentally” on the gravel path. “I’m sorry”, she cried, “but you can tell
the stone I chose by the colour of the one remaining in the bag”).
Post-listening Tasks
1. Are the sentences true (+) or false (-)?
1)
A merchant found himself in debt to a respectable,
pleasant man. (-)
2)
The moneylender’s ultimatum was either pay the debt,
go to debtor’s prison or permit him to marry the merchant’s daughter. (+)
3)
The moneylender invited the merchant and his daughter
to walk with him along a gravel beach. (-)
4)
He proposed to drop 2 black pebbles into the bag. (-)
5)
There were two white pebbles in the bag. (-)
6)
If the daughter
picked out the marked pebble, she would belong to the moneylender. (-)
7)
The young girl was distraught. (+)
8)
She was almost sure that he had put two black stones
in the bag. (+)
9)
She refused to pick out the pebble from the bag. (-)
10)
She picked out a black pebble. (-)
2. Help the
young girl to solve the problem.
Expected
answers:
S1: The girl should resign herself to her
fate. Maybe a moneylender will be a good husband and worship her. She will be
rich and happy. Maybe she will fall in love with him. The point is that the
girl should change her negative attitude to the moneylender.
S2: The girl should fall down and pretend
that she injured her leg and take a white pebble from the path, hide it in her
hand and put her hand with the pebble into the bag.
V. Speaking.
T.: Choose any statement and discuss it:
Statements:
1.
Society would not exist without marriage.
2.
Marriage is unnecessary.
3.
Marriage is important for the children.
4.
A lot of married people get divorced.
Possible
answers:
S1: I’ve chosen statement 1. I agree with
it. A family is a part of society. Every child should be brought up in a full
family. Parents teach children good manners, prepare them for life. Many people
become criminals because they are not raised in a normal family. Such qualities
as generosity, high moral principles/ honesty are cultivated in a family.
Parents set an example for children. Marriage is necessary for providing a
healthy society.
S2: I would like to express my point of
view as for statement 2. I think that marriage is unnecessary. It restricts
your freedom. Family life requires a lot of time. I think young people should
live together for some time without getting married. They will get to know each
other better. If they come to the conclusion that they don’t match, they will
break up without any difficulties. Besides I know many unmarried couples that
live happily because they feel free and aren’t restricted by obligations.
S3: I think marriage is important for
children (statement 3). Children suffer when they don’t have parents or one of
them. For example my friend has never had a father. His father died before his
birth. He often dreams of having a father. He says he would be the happiest
person if his father lived with him. Take another example. If adults come to an
orphanage, unhappy creatures run up to them shouting: “Mother, father! Take me
with you”. A child’s soul becomes hard if he or she doesn’t feel her/ his
parents’ affection.
S4: I agree with statement 4. I haven’t
decided yet if marriage is necessary. I know a lot of married people who got
divorced. Divorce is a troubling event. It especially does a lot of harm to
children. Children can’t make a choice. They love both farther and mother. How
can I be sure that I’ll not get divorced? I don’t think that marriage is
happiness. And it’s not a secret that many people change after marriage. People
have different habits, points of view, characters, which lead to divorce. Thus
marriage is a very important and responsible step. Before getting married you
should think of a famous proverb: “Score twice before you cut once”.
VI.
Reading Comprehension.
A
REGISTRY OFFICE WEDDING
Adrian and Caroline were married
recently. “Our wedding was a pretty typical one, really. Caroline and I met
about three years ago, and we got engaged last summer. We both wanted a traditional
wedding. I suppose it’s expensive. And some people say it’s a waste of money,
but it is a day to remember all your life. Anyway, we wanted to please our
parents, and we both wanted to get married in church. Caroline’s father hired a
white Rolls-Royce to bring her to the church. We wanted top hats, tails, and
champagne – the full treatment. The men rented their morning suits for the day.
Caroline had three bridesmaids – her sister and two of her cousins, and a page.
The page was her nephew. He is only three and he made a lot of noise during the
ceremony. I didn’t feel my best that day because my stag party went on until 5
o’clock in the morning. I do remember the photographs, though. We seemed to be
waiting around for ages. Although it was a very sunny Saturday – it was in May
– there was a pretty cold wind. The reception was at the Carton Hotel. It must
have cost Caroline’s Dad a packet. The speeches went on a bit too long, I think
… and of course some of them were a bit vulgar, but I suppose that’s a
tradition. It took twenty minutes just to read out all the telegrams. I’d been
very careful, and I’d parked my car round the corner, but of course they
somehow managed to find out where it was. You should have seen what they’d done
to it! It was covered with lipstick, and they’d tied cans to the bumper. But
anyway, they didn’t know where we were having our honeymoon. We went to
Scotland”.
Post-Reading Task
T.: Correct the statements providing
examples from the text.
I Group
1.
Caroline’s parents didn’t come to church.
2.
The men bought expensive morning suits.
3.
Adrian paid for reception.
II Group
1.
Adrian’s parents said that traditional wedding was a
waste of money.
2.
Caroline’s father parked his car round the corner.
3.
Everyone knew where Adrian and Caroline were having
their honeymoon.
VII.
Developing Writing Skills
Dictation
LOVE
AND MARRIAGE
Love! It’s a strong feeling between
people. Love may be true, that means total communication between two people.
Tender love makes people feel warm, cheerful. Friendly love involves mutual
respect and understanding. Marriage is often a result of love. Marriage may be
a misalliance, one of convenience, arranged or based on true love. On the day
of wedding young people become a bride and groom. After wedding a young couple
has a honeymoon.
VIII.
Summing-Up
T.: So, as we
see, children, marriage is very important in the life of every person. People
are born to have children and share the joys and sorrows with someone. Marriage
and family are quite important. Thank you for your work at the lesson, you were
very active today, so, your marks are … For the next lesson you should speak on
the following point: “Marriage is
important and necessary in everyone’s life”. Now our lesson is over.
Good-bye, everyone!
Autumn Party
(Зал та сцена прикрашені гілками осіннього листя,
калини. У глибині сцени стоїть стіл з вазами: в одній – листя, в іншій – осінні
квіти, третя – порожня (для квітів за сценарієм). Звучить мелодія П. І.
Чайковського «Пори року. Осінь».)
Comperes (a boy and a girl).
Girl. Good morning, everybody!
Boy. Good morning, boys and girls,
teachers and guests!
Girl. Today we are going to speak about
the season…
Boy. …the season of the year which you
like best of all.
(Виходить художник, одягнений у блузку з яскравими плямами, берет, у руках
тримає мольберт і пензель).
Painter. Hello, dear children, teachers and
guests! I am a painter. We are glad that we have so many visitors today. Як тільки пензля я візьму –
До фарб у гості зразу попаду.
І в цім казковім краї різнокольоровім
До різнобарв’я треба бути нам готовим.
Всі назви гарно слід запам’ятати,
Потрібний колір щоб завжди впізнати.
Black – чорний, як вугілля;
White – як сніжне поле білий;
Green – ніби лист трави зелений;
Orange – оранжевий, як апельсин;
Grey
– як сірі камінці морські;
Pink
– троянди пелюстки рожеві;
Yellow – жовтий, ніби сонечко жарке;
Red –
червоний, ніби полуниця;
Brown – коричневий, як шоколад;
Blue
– синій, як неба височінь;
Violet – як ніжні квіточки фіалки.
(Під час читання вірша виходять Кольори – з атрибутами чи символами
атрибутів, які називає художник. Вони починають сперечатися.)
I am the best, because
I am the colour of the sun…
No, I’m the best, because I am the colour of
the sky…
I am the best because I am the colour of grass
and spring…
No, I am the best because I am the colour of
snow…
(Посварившись, Кольори розбігаються, покидавши свої атрибути.)
Painter. Oh! It’s a pity. I lost all my
colours! And how shall I draw the beauty of Autumn? Dear Autumn! Where are you?
(Танець
дівчат «Молитва». Після нього виходить Осінь в сірій накидці.)
Autumn. Dear children! I am Autumn, but I
have lost my bright colours too. Help me, please, return my colours. I need
yellow because it is the colour of the bright sun, which is so loved by
children. Of course, I need blue because it is the colour of all ponds, rivers,
seas, oceans, and people so like to swim in blue warm water. I need red very
much, because it is the colour of flowers. And I need brown, because it is the
colour of my ripe nuts. Orange is the colour of ripe pumpkins and other
vegetables, that’s why I need it too. So, children, there are many poems about
all seasons of the year. And what poems about autumn do you know? It will help
me to return my colours.
(Діти читають вірші про осінь)
P1. Autumn is the season when apples
are sweet.
It
is the season when schoolchildren meet.
When
noisy and gay, and browned by the sun,
With
their books and bags, to school they run.
P2. “Come little leaves”, said the wind
one day,
“Come over the meadows with me and play.
Put
on your dresses of red and gold.
For
summer is gone and the days are cold.”
P3. It often rains in autumn
The
weather is bad,
I
often catch a cold
And
stay in bed.
P4. But in the rainy season
I
have the other days.
I
read my books and play
At
home with my toys.
Compere boy. Children, what do you think, is it
enough to return the colours to Autumn?
Compere girl. Діти, як ви думаєте, чи цього достатньо, щоб повернути Осені її кольори?
(Діти відповідають, що недостатньо).
Compere Boy. So, let’s sing a
beautiful song for our Autumn. (Звучить пісня “Golden Leaves”).
Autumn. Thank you, dear friends. Now I have
my natural colours and I’m very happy to be present at your Party. (Сідає).
Compere girl. We know that all of you like
autumn. Let’s speak about it.
Compere boy. Which of these three opinions about
autumn is closer to you? Give reasons.
(На
переносній дошці написані три вислови про осінь.)
1.
Autumn
is the time of harvest, tasty fruit and vegetables.
2.
Autumn
is not attractive, because the weather is mostly dull.
3.
Autumn is the time of beautiful golden leaves.
Autumn is the time of beautiful golden leaves.
(За цими висловами виступають учні).
P1. I like autumn because it is a tasty
season. There are a lot of fruit and vegetables in autumn: apples, plums,
pears, grapes, carrots, cabbages, cucumbers, tomatoes and potatoes. The farmers
are busy harvesting.
P2. It’s rather cold in autumn. Usually
it rains. The sky is grey. There are many clouds in the sky. There is mist in
the garden and frost in the air. It is a dull season. Put on your jacket and
jeans for all. Now it is cold to play in the yard. Really, it is a dull season.
P3. Autumn is the season for fun. Of
course, the weather is not always good. But when the weather is good we like to
go to the forest to pick up mushrooms or to walk in the forest breathing the
fresh air full of the smells of different trees and flowers. The nature is full
of bright colours. We can see red, orange, yellow, green, brown leaves on the
ground.
Compere girl.
In autumn there is plenty of fruit.
The corn is ripe in autumn.
Autumn is the harvest time.
And the colour of children’s faces
Makes me think of orchard places
Where the juice apples grow,
And tomatoes in row.
Compere boy. (звертається до залу). Do you like fruit and vegetables? Of course,
you do.
(Демонструє картинки із зображенням фруктів та овочів).
1.
Слива тут и слива там,
Слива
по-английски – PLUM.
2.
Узнал впервые,
Что
груша по-английски – PEAR.
3.
Виноград мы съели весь,
Виноград
иначе – GRAPES.
4.
В костре её я испеку,
Картошку
– POTATO.
5.
Морковку ешь – в ней каротин,
Да,
CARROT есть, а где же «ин»?
6.
Арбуз предпочитаю сливам,
Арбуз
иначе – WATER-MELON.
Compere girl. Now, time for fun! Let’s play a game
“A Basket of Fruit”.
(На сцену виходить дівчина з кошиком фруктів та овочів. З нею четверо
учнів. Вона веде розмову з ними про фрукти та овочі.)
Ведуча гри (дівчина з кошиком). I like autumn because I like fruit and
vegetables.
Pupil 1. I like fruit too. I like apples.
Ведуча гри. Oh, you do, here is a good apple for you.
Pupil 2. I like oranges.
Ведуча гри. Then take a wonderful orange.
Pupil 3. I like bananas.
Ведуча гри. Take a banana, please.
Pupil 4. I like pears.
Ведуча гри. Take a pear, please. What a
wonderful fruit basket you can make!
(Діти з фруктами сідають у коло.)
Ведуча гри. “Apple” change places with “Orange”.
(«Яблуко» та «Апельсин» міняються місцями, а в цей час ведуча намагається
зайняти одне з місць. Той, хто загубив місце, стає ведучим. Так продовжується
гра.)
Ведуча гри. Thank you very much. You are very attentive.
Compere Boy. А зараз послухайте невеличкі вірші і закінчіть їх
одним словом англійською мовою.
1.
Лечу впервые самолётом,
А
за окошком осень – (autumn).
2.
«Дождь идёт», - сказал Андрей.
Дождик
по-английски – (rain).
3.
Иногда идёт весною
Мокрый
снег – иначе – (snow).
4.
Капель звенит: динь-динь,
динь-динь.
Пришла
весна – иначе – (spring).
5.
Лучший сезон, знаете сами, -
Конечно,
лето – это (summer).
6.
Ветер воет и гудит.
Ветер
по-английски – (wind).
7.
Уже зима! Одень-ка свитер!
Зима
иначе будет – (winter).
8.
Характер погоды капризен
В
любое время года – (season).
Compere Boy. Well done! And now, let’s see who
can read English tongue-twisters very quickly and more correctly.
Compere girl. Зараз ми побачимо, хто з вас може прочитати
англійські скоромовки якнайшвидше і якнайправильніше. Хто бажає?
(Діти читають 4 скоромовки).
1.
Pat’s
black cat is in Pat’s black hat.
2.
A
girl sees six big grey geese.
3.
A
cup of nice coffee in a nice coffee-cup.
4.
Snow
is so snowy when it is snowing
(Заходить художник).
Painter. At the end of our party let’s choose the best painter among you. Your
task will be to draw an autumn leaf in three minutes.
Compere girl. Художник пропонує вибрати
серед вас найкращого художника. Хто бажає намалювати осінній листок? По одному
учаснику від кожного класу. Ви маєте три хвилини.
Compere boy. Let’s listen to a nice autumn song
in Ukrainian.
(Звучить пісня про осінь).
Compere girl. Переможця нашого конкурсу
нам допоможе вибрати Осінь.
(Осінь вибирає найкращий малюнок і нагороджує переможця).
Autumn. So, the best painter of our today’s
party is… Dear children! I was so happy to be at your party. It was wonderful.
I liked how you recited poems, sang songs, danced, played games. Thank you very
much.
Compere boy. Our party is over.
Compere girl. Thank you for attention. Good bye!
Список використаної літератури:
1. Антологія адаптованого
досвіду. – Рівне, 2004.
2. Баханов К. А. Що ж таке
технологія навчання?/ Шлях освіти, 1999, №3.
3. Методичні рекомендації для вчителів:
«Основні технології інтерактивного навчання». – Київ, 2002.
4. Онищук В. А. Урок в
современной школе. – М., 1982.
5. Пометун О., Пироженко Л.
Сучасний урок. – Київ, 2004.
6. Пєхота О. М. Освітні
технології. – К., 2001.
7. Англійська мова та література.
– 2010. №16-18, № 36
8. Англійська мова та література.
– 2011. № 11.
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