Разработка урока по английскому языку на тему THEATRE (8 класс)

РАЗРАБОТКА УРОКА ПО АНГЛИЙСКОМУ ЯЗЫКУ

 НА ТЕМУ:

“THEATRE”

Подготовила: Учитель английского языка

МБОУ СОШ №57 г. Новосибиска

Найденова Н.Ю.

Разработка урока по английскому языку

Тип урока: изучение нового материала по теме “Театр” и первичное его закрепление (формирование лексико-грамматических навыков)

Цели и задачи:

познакомить с произведениями зарубежных писателей мюзиклов;

развить у учащихся мышление, воображение, внимание, сформировать лексико-грамматические навыки говорения;

развить навыки аудирования с извлечением конкретной информации.

Языковой материал:

лексический:

audience, performance, actors, spectators, designers, make-up artist, script writer, director, choreographer, electricians, opera, ballet, musical, comedy, operetta, drama, tragedy, marvelous, splendid, wonderful, dreadful, horrible, fantastic, sensational, extraordinary, excellent, awful;

и грамматический: эмфатические предложения.

Оснащение урока: карточки с заданиями

Ход  урока

Teacher: Good morning! Sit down, please!

Answer my questions:

- What is special about action films?

Students: Students’ own answers. (They are stuffed with events, full of special effects).

T.: How do you feel about Westerns?

S.: (students’ own answers.) (They are exciting and teach us to defend justice.)

T.: Do you like horror films and thrillers? Why? What is negative about such films?

S.: (students’ own answers). (They keep us in suspense. But, on the other hand, they teach us aggression and violence).

T.: What about melodramas, love stories? What is positive about such films?

S.: Students’ own answers. (They are not complicated and naive. They teach us to believe in love.)

T.: Can you explain what genres you like best and why?

S.: (students’ own answers).

T.: What kinds of films don’t you like?

S.: (students’ own answers).

T.: You enjoy watching different genres of films. But what is another popular way to have a good evening?

S.: Students own answers. ( Going to the theatre.)

T: Of course, it is going to the theatre.

There are a lot of theatres in Britain.  So, the topic of our lesson is “THEATRE”.

Have a look at the blackboard. This is the word- web. What do you think we'll discuss at the lesson?

S.: We’ll talk about people.

T.: We’ll talk about people who are involved in the process of the theatrical action.

T.: What else should we do? (открываю табличку со словом “спектакль”)

S.: We'll discuss different performances.

T.: We’ll discuss different genres of performances.

Т.: How do we discuss the performance we have just seen? What are we full of after the performance?

S.: We are full of different feelings and emotions.

Т.: You are right. (открываю табличку со словом “эмоции”).

So, we'll learn to express our likes and dislikes emotionally and for this purpose we’ll learn emphatic sentences, (показываю на доску, где написан заголовок “Emphatic sentences” и приведены примеры эмфатических предложений).

Why do you think we’ll discuss this topic?

S.: (students’ own answers). ( to know more about theatrical genres, to learn to express emotions, to know more about actors, about people who take part in the performance …).

Т.: What do you know about theatre? What words come to your mind when you think about a performance, people, emotions? In order to answer this question we'll work in groups. Split into three groups. Each group has a card with 3 questions. Group 1, read the first question in your card aloud. (Groups 2 and 3 read their questions aloud as well).

Discuss the first questions in your groups. I give you 1 minute.

CARDS

Group 1:

1) A lot of people are involved in the process of making theatrical actions. What words are associated with the word "PEOPLE"? (Write these words down in your cards).

2) What is the main difference between the theatre and the cinema?

3) What causes more emotions, the theatre or the cinema?

Group 2:

1) What types of PERFORMANCES do you know? (Write the words in your cards).

2) What is the main difference between the theatre and the cinema?

3) What causes more emotions, the theatre or the cinema?

Group 3:

1) After the performance we express our likes or dislikes. What words do we use to discuss the performance EMOTIONALLY? (Write these words in your cards).

2) What is the main difference between the theatre and the cinema?

3) What causes more emotions, the theatre or the cinema?

Т.: Group 1,are you ready? Read your question! Come to the blackboard, fasten your cards with the magnetic buttons! Read your words!

(Groups 2, 3 do the same task)

Have a look at this word-web.

(Под заголовком “Люди”-script write, choreographer, boom operator, electricians, scenery designer, light designer, costume designer, make-up artist и т.д.)

(Под заголовком “Спектакль”-comedy, operetta, drama, tragedy)

(Под заголовком “Эмоции” ученики могут написать слова: excellent, magnificent, extraordinary, fantastic, sensational, boring, horrible и т.д.)

Т.: Read the second question in your cards. It is the same for all groups. Discuss it in your groups. I give you 30 seconds.

If it is difficult for you to answer this question, have a look at the blackboard. (Helpful expressions are written on the blackboard: real action (actors), to be involved in the real action, to act on the stage, to get more impressions)

S.: (students’ own answers).

Т.: Read the third question. It is also the same for all groups. Discuss it in your group. I give you 30 seconds as well.

Are you ready? Answer this question, please!

S.: (students’ own answers) .

Т.: So, theatre causes more emotions. As we know, people have different opinions about theatrical performances.

T.: -What is YOUR favourite theatrical genre? - What theatrical genre don't you like?

S.: (students’ own answers).

T.: So, in order to emphasize what you really like or dislike we use emphatic sentences. Have a look at the blackboard, read the examples.

(ученики читают примеры на доске: I do love theatre. I did enjoy operetta yesterday. She does like ballet. The performance is marvelous. He has already seen this play.)

T.: What is the structure of emphatic sentences?

S.: Для образования эмфатических предложений используется вспомогательный глагол в соответствующей видовременной форме. После вспомогательного глагола используется неопределенная форма глагола, а если уже есть вспомогательный глагол, то он становится ударным.

Т.: So, we practice a lot today. You did your best and I give you only good marks for the lesson. At the next lesson we'll continue our talk about theatre. I'd like you to read the text about the first theatre in London. So, your H.W. is from your Reader books: ex.3, p.70. If you do this exercise, I’ll give you "4". But if you find interesting information from the internet, I'll give you "5". And in order to revise emphatic sentences do ex.6, p.80 from the A.B.

T.: And now let's revise what we have done at the lesson.

Answer my questions:

- What words would you add to our word web?

- How can you express your likes and dislikes emotionally?

- What new things about theatre have you learned?

S.: (students answer the questions).

T.: Have a look at the blackboard. The title of the lesson was "Theatre". What another title could you suggest?

S.: (students answer the questions).

T: The lesson is over. Good bye!