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Инфоурок / Иностранные языки / Конспекты / Конспект урока по фильму "Sherlock Holmes" (Upper-Intermediate)

Конспект урока по фильму "Sherlock Holmes" (Upper-Intermediate)

  • Иностранные языки

Документы в архиве:

1.01 МБ 4031_l.png
24.16 КБ Atachement 1.docx
23.5 КБ Atachment 3.doc
23.5 КБ Attachment 2.doc
62.5 КБ Lesson1.doc
12.88 МБ Sherlock Holmes - Official Movie Trailer 2009 [High Quality] - HD.flv
72.56 КБ qypx3d6b.jpg
237.73 КБ robert-downey-jr-sherlock-holmes-06.jpg

Название документа Atachement 1.docx

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Sherlock Holmes Trailerd:\Users\user\Desktop\depositphotos_4076944-Cartoon-Pipe.jpg



I’ve a request: someone I want to see.


Sherlock Holmes…


Mr Holmes, you must widen your gaze. You underestimate the gravity of coming events: tomorrow, at midday, the world as you know it will end.

Well, there isn’t any time to waste then, is there?


The witness stated that he saw Lord Blackwood rise from the grave.


I want you to find him and stop him.

That will take every ounce of my not inconsiderable experience.

This may be a hobby to you Mr Holmes, but I do it for a living.


It does make a considerable difference to me; having someone with me, on whom I can thoroughly rely.


Always nice to see you, Watson


You’ve never complained about my methods before.

I never complain, when do I complain about you … practicing the violin at three in the morning, or your mess, your general lack of hygiene, or the fact that you steal my clothes!


Be a lady…


Holmes, does your depravity know no bounds?

No.


Watson, what have you done?


Holmes!


Madam, I need you to remain calm, and trust me, I’m a professional. Beneath this pillow lies the key to my release.







Sherlock Holmes Trailerd:\Users\user\Desktop\depositphotos_4076944-Cartoon-Pipe.jpg




I’ve a request: someone I want to see.


Sherlock Holmes…


Mr Holmes, you must (1)___________ your gaze. You underestimate the (2)_____________ of coming events: tomorrow, at midday, the world as you know it will end.

Well, there isn’t any time to (3)_____________ then, is there?


The witness stated that he saw Lord Blackwood (4)_____________ from the grave.


I want you to find him and stop him.

That will take every (5)_____________ of my not inconsiderable experience.

This may be a (6)_______________ to you Mr Holmes, but I do it for a living.


It does make a considerable difference to me; having someone with me, on whom I can thoroughly rely.


Always nice to see you, Watson


You’ve never complained about my (7)________________ before.

I never complain, when do I complain about you … practicing the (8)______________ at three in the morning, or your mess, your general lack of hygiene, or the fact that you steal my clothes!


Be a lady…


Holmes, does your depravity know no (9)__________________?

No.


Watson, what have you done?


Holmes!


Madam, I need you to remain calm, and trust me, I’m a professional. Beneath this (10)________________ lies the key to my release.

Название документа Atachment 3.doc

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Atachment 3.

List of new words.

Throat

Ear

Liver

Vocal cords

Patella

Drag

Paralyze

Blind jab

Cheek

Haymaker

Elbow

Jaw

Fracture

Rib

Solar plexus

Diaphragm

Hemorrhaging

Название документа Attachment 2.doc

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Attachment 2.

Script for 24:30 – 26:40.

- I love what you've done with the place.


- So glad you could accept my invitation.


- I just have a small point of concern.


- How can I help?

I'd followed the murders with interest.

While my heart went out

to the families of the victims ...

I couldn't but notice a criminal mastery

in the stroke of your brush.


- You're too kind.


- However, by comparison ...

... your work in the crypt

was more akin to a finger painting.


- So now you're curious

as to whether there's a larger game afoot.


- Either that or ...

... shortly my friend will pronounce you dead

and I thought I might keep him company.


- Your mistake is to imagine that

anything earthly's led to this moment.

Your error of judgment is to assume

that I'm holding the brush at all.

I'm merely the channel.


- My only wish is that I caught you sooner.

You see,

five lives might have been spared.


- Those lives were a necessity.

Sacrifice.

Five meaningless creatures

called to serve a greater purpose.


- I wonder if they'd let Watson and me

dissect your brain.

After you're hanged, of course.

I'd wager there's some deformity

that'd be scientifically significant.

Then you, too,

could serve a greater purpose.


- Mr. Holmes, you must widen your gaze.

I'm concerned you underestimate

the gravity of coming events.

You and I are bound together

on a journey ...

... that will twist the very fabric of nature.

But beneath your mask of logic,

I sense a fragility.

That worries me.

Steel your mind, Holmes.

I need you.


- You've come a long way down

from the House of Lords.


- And I will rise again.


- Bon voyage.


- Pay attention.

Three more will die, and there is

nothing you can do to save them.

You must accept

that this is beyond your control ...

... or, by the time you realize you

made all of this possible ...

... it'll be the last sane thought

in your head.

Название документа Lesson1.doc

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Sherlock Holmes.

Lesson 1.

  1. Part of the film: 0 – 27 m.

  2. Extra materials: book of “Sherlock Holmes”, pictures, worksheets, paper. Possible: ball, dictionaries.

  3. Vocabulary: parts of the body (See the list of new words – attachment 3)

  4. Grammar: indirect speech (possible).

  5. Time: 100 m.

  6. Other: practicing intonation and expressive reading.

Stage (What?) + time

Activity (how?)

Materials

Notes

Warm – up

(5 m)

Small talk/ tongue-twister

-

Make sure EVERY student has spoken!

Film’s presentation

(10 m)

Show students a book of “Sherlock Holmes”. Ask them whether they read it or not. This knowledge will help you a lot: if most of the students have read the book, you can constantly use it in your lessons: ask them to compare the characters in the film and the book; ask students to define whether this scene was taken from the book or was invented especially for the film, etc. However, if your students don’t read much, you should base your work on the film only. This lesson was worked out for those who have never read the book.

  • What do you know about SH? (at least, they should tell you that SH is a character of detective stories by A.C. Doyle; SH lived in 19th century in London, Baker Street).

  • Have you ever seen any screen versions of this book? Tell us about them. (On this stage you can compare versions, discuss the differences between the characters – the course of discussion depends on the amount of knowledge of your students).

  • These lessons we’re going to watch the film by Guy Ritchie: Sherlock Holmes. Have you ever watched it?

Show students the pictures of actors and ask them to define who is who in the film.

You might need:

A book; captures of different screen versions.

















Pictures.

Ask every student. The more they tell the better.

In fact, there are near 210 screen versions (http://ru.wikipedia.org) Your students would likely mention the USSR version, the BBC version (2010-2013) and films by Guy Ritchie (209 and 2011).



This article may help you:

http://en.wikipedia.org/wiki/Sherlock_Holmes







Tell students about the actors or ask students to tell you about them.

http://en.wikipedia.org/wiki/Robert_Downey,_Jr.

http://en.wikipedia.org/wiki/Jude_Law

http://en.wikipedia.org/wiki/Rachel_McAdams

Trailer work

(20 m)

- We’re going to watch the trailer of the film. Please, watch it and enjoy.

After the watching ask students: Did you like it? Do you want to see the film? What is it going to be about?

  • We’re going to watch the trailer one more time. Your task is to listen carefully and write down the word collocations with the following words (give students papers with the words):

Events midday grave Hobby Rely methods

Done Calm Pillow

- Discuss the following combinations: risen from the grave (Can anybody rise from the grave?), someone on whom I can thoroughly rely (About whom does Holmes speak? Why?). Concentrate on the relationships between Holmes and Watson here. Elicit the dual nature of it, encourage students to think about it and correlate it with their own lives.


Another variant:

In case you want another watching activity, see the attachment 1. This is a great activity for your students to practice listening comprehension, but I believe that the activity above provides more opportunities for improving your student’s listening and concentration.

In case you choose variat 2:

Watch the trailer twice. Than – check the task by reading. You can discuss each phrase (Who said this? To whom?) and translate it.

Individual cards




















Individual cars (attachment 1)





Make sure that students know all the words. If they don’t – give them a definition (don’t translate!)

Stating aims

(1 m)

We’re going to start watching the film. We will watch it by parts. Be ready to answer different questions and do different tasks.

This lesson we’re going to learn some medicine’s terms; also you will practice in speaking and I hope you’ll have a great time. We will also improve your listening comprehension and you will expand your vocabulary.


Make sure students understand the aims.

Watching + post-watching activity 1.

(15 m)

Watch up to 6:52.

  • Who is Lord Blackwood?

  • Who is Lestrage?

  • What happened in this part?

One of the Holmes’ most interesting features is his ability to predict the fight. You saw that he can foresee the best way to fight. Did you get what he was speaking? Let’s watch the episode one more time and discuss it.

Ask student’s to watch the episode one more time to complete the script using the words given (1:40 – 2:20)

(don’t translate the words! Define them by pointing at the appropriate part of your body):

Left

Throat

Ear

Liver

Vocal cords

Patella

Dragging left leg


Partial deafness in _______.

First point of attack.

Two, ______. Paralyze ________.

Stop screaming.

Three, got to be heavy drinker.

Floating rib to the ________.

Four, finally, dragging left _______.

Fist to ________.

Summary of prognosis,

Conscious in nine seconds.

Martial efficacy, quarter of an hour at best.

Full faculty recovery, unlikely.


Check the task. Translate the script. Elicit the attention on a great Holmes’ ability – intrigue the students.









Worksheets – individually.

Encourage students to speak. Remember that the main aim of the lesson is speaking!
































If you have a group of open and creative students, enough time and a relaxed atmosphere, you can act out this scene, using the new words.

Watching + post-watching activity tasks 2.

(10 m)

Watching: 6: 52 – 11:30.

  • Is Watson living? Why? Where is he moving?

  • How much time did pass since the episode with the Lord Blackwood? (3 months)

  • How Holmes does call Missis Hudson?

  • What is the name of Holmes’ and Watson’s dog?


Ask students to retell what happened in the episode. You can ask them in chain – one sentence for each student.


You can use a ball to make a process more vivid. Those, who have a ball, make a sentence for the retelling.

Watching + post-activity tasks 3.

(10-15m)

As you’ve already seen, Holmes can predict the fight. Let’s see how he does it one more time.

By the way, a lot of people consider this Holmes’ feature as one of the greatest Guy Ritchie’s invention.

Watch 18:00 – 19:05. This time, give students the scripts and ask them to watch the episode twice and guess the meaning of underlined words.

First, distract target.

Then block his blind jab.

Counter with cross to left cheek.

Discombobulate.

Dazed, he'll attempt wild haymaker.

Employ elbow block, and body shot.

Block feral left. Weaken right jaw.

Now fracture.

Break cracked ribs.

Traumatize solar plexus.

Dislocate jaw entirely.

Heel kick to diaphragm.

In summary, ears ringing, jaw fractured,

three ribs cracked, four broken ...

... diaphragm hemorrhaging,

physical recovery, six weeks ...

... full psychological recovery,

six months.

Check the translation. Ask student to show each part of the body.

You can ask them either to read the dialogue with the same intonation as Holmes or act it out.









Worksheets.








Don’t forget to use dictionaries. For example, you can state that students can ask you about the meaning of the words only after they’ve found four words in the dictionary.

Watching + post-watching activity 4.

(10-15m)


Lord Blackwood was sentenced to death by hanging (For what?). His last will was to talk with Sherlock Holmes. We’re going to watch the episode where Holmes comes to the prison and speaks with the Lord Blackwood. Be ready to retell the dialogue.

Watching: 24:30 – 26:40.

Ask students to retell the dialogue. Put hint phrases on the blackboard:

“So glad you could accept my invitation”

“shortly my friend will pronounce you dead

and I thought I might keep him company”

“Your mistake is to imagine that

anything earthly's led to this moment”

“I'm concerned you underestimate

the gravity of coming events”

“You've come a long way down

from the House of Lords”

“And I will rise again”




Possible: worksheets (see attachment 2).

You can watch this episode twice. But if you see that student’s don’t understand it, give them a script and ask to read it by themselves. Than – watch the episode one more time and read the script at the same time.

For the script see attachment 2.


Also you can ask your students to retell the dialogue using the indirect speech. In case you would do so, don’t forget to remember the grammar. You can put hints on the blackboard. However, organize this work only if you see that you have enough time and you know that your students are familiar with the indirect speech and don’t have troubles with it. To check if they have you can ask several students questions, which require an answer in indirect speech while discussing the previous parts of the film.

Summing up

(10 min)

So, we’ve watched the firs part of the film.

Did you like it? What was the most interesting for you?

Who can help me to recall the plot of the film?

Make a web here. Write on the blackboard the names of the main characters and define the relationships between them, using arrows. Alsoe remember the vents, which joined the characters. Constantly ask students to help you by naming names, remembering events, etc.

Your task is to encourage students to talk!


On the black board:

Holmes, Watson, Irene Adler, Mary, Gladstone, Missis Hudson, Lestrage, Lord Blackwood.

The task must be fun. Make a great web, try to include every detail (for example, Gladstone can be joined with Watson and Holmes (write: “their dog”) and with Holmes separately (“tries new medicine on it”). Encourage students even to surmise things. Make the discussion vivid by you questions.

It’s better to write not on a blackboard, but on a paper put on the board: you can save it and use the next time.

Conclusions

(5 m)

We will continue to watch the film next time.

Did have a good time today?

What did you learn?


You can ask students the new words here. Simply point on the appropriate part of the body.


6


Автор
Дата добавления 14.11.2015
Раздел Иностранные языки
Подраздел Конспекты
Просмотров190
Номер материала ДВ-156531
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