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Галушко Ирина Михайловна

учитель английского языка

муниципального общеобразовательного учреждения

“Средняя общеобразовательная школа№3 им.В.Н.Щеголева”

городского округа ЗАТО Светлый

ПУТЕШЕСТВИЕ ПО БРИТАНИИ
Мир-это огромная книга, и тот,

кто не путешествует, прочитывает

в ней всего лишь страницу...

Св. Августин

Пояснительная записка
Элективный курс предназначен для учащихся 9 класса общеобразовательной школы, выбирающих дальнейший профиль обучения в старших классах.

Объём курса рассчитан на 8 часов. Содержание курса способствует развитию социокультурной компетенции учащихся, одним из компонентов которой является лингвострановедение, которое обеспечивает усвоение языка в тесной связи с иноязычной культурой. Курс включает познавательные сведения об истории, символике, литературе, быте, нравах, образе жизни и традициях страны изучаемого языка, которые вообще не освещаются или освещаются в недостаточной степени в рамках школьной программы.

Знакомство с реалиями страны изучаемого языка происходит путём сравнения имевшихся ранее знаний и понятий с вновь полученными, со знаниями о своей стране, о себе самих. Сравнивая чужую страну и свою, ученики выделяют общее и специфичное, что способствует объединению, сближению, развитию понимания и доброго отношения к стране, её людям и традициям. Сравнение требует от учащихся проявления собственного мнения, собственной активной жизненной позиции, а это стимулирует и мотивирует стремление постоянно увеличивать и углублять объём знаний о собственной стране и о других странах.

Таким образом, программа курса повышает интерес к изучению иностранного языка, способствует воспитанию личности, относящейся с уважением к духовным ценностям других культур, готовой содействовать налаживанию межкультурных связей, представлять свою страну на межкультурных интеракциях.


В курсе прослеживаются межпредметные связи с историей, географией, литературой.

В ходе реализации программы учитель может широко использовать технические средства обучения (аудио- и видеоматериалы), ИКТ.



Цель курса: социокультурное развитие учащихся, формирование активной личности, способной обеспечить адекватное межкультурное общение. Создание мотивационной основы для увеличения и углубления знаний, как о собственной стране, так и о стране изучаемого языка.

Задачи:

  • развитие интереса учащихся к культурному наследию Великобритании, расширение их кругозора;

  • развитие умения интерпретировать различные культурные ценности;

  • духовно-нравственное и эстетическое обогащение личности ученика;

  • развитие речемыслительных способностей: умения сравнивать, анализировать, вести дискуссию, соотносить существующие стереотипы с собственным опытом и делать выводы;

  • совершенствование навыков говорения и аудирования в процессе творческого общения учеников друг с другом и учителем;

  • развитие умения извлекать культурологическую информацию из прочитанного.

  • создание творческой атмосферы в группе, развитие творческого потенциала учащихся.

Учебно-тематический план





Тема занятия

Кол-во

часов

Форма проведения

Образовательный продукт

1.

Из истории Британии.


1

Лекция с элементами беседы. Чтение и обсуждение текста.

Ответы на вопросы.

Заполнение таблицы.



2,3

Британия – это больше, чем Англия.

2

Практикум (изучение и анализ электронных материалов по теме).

Работа в группах.



Конспект, составление лингвострановедческих таблиц, карточек, тестов, кроссвордов. Составление и разыгрывание диалогов.

Монологические сообщения.



4.

Культурные и исторические памятники.

1

Заочное путешествие

Конкурс на лучшего экскурсовода (ролевая игра).

Презентация учащихся.



5.

Какие они, британцы? Много ли у нас общего?

1

Круглый стол

Сравнительная характеристика. Заполнение таблицы.

Презентация

учащихся.


6.

Литературное наследие Великобритании. Роберт Бернс, Уильям Шекспир.

1

Литературная гостиная

Монологические сообщения. Заполнение

хронологической таблицы. Выразительное чтение стихотворений. Передача содержания стихотворений в форме рассказа.





7.

Музыкальное наследие Британии. Группа «Битлз» .

1

Музыкальный киоск

Тестирование. Исполнение музыкальных произведений группы.

8.

Итоговое занятие.

1

Творческая конференция

Итоговое тестирование. Защита творческих работ.



Содержание программы курса.
Занятие № 1. Из истории Британии.

Британия в древности. Кельты – древнейшие жители Британии. Римские, германские и скандинавские завоеватели. Влияние иноземных завоеваний на язык и культуру Британских островов.


Занятия № 2,3. Британия – это больше, чем Англия.
Уэльс, Шотландия, Северная Ирландия как части Соединённого Королевства.

Знакомство с географическими особенностями, национальной символикой, традициями и обычаями стран.

Занятия–практикумы в компьютерном классе с использованием электронных материалов по темам «Уэльс», «Шотландия», «Северная Ирландия». Составление лингвострановедческих таблиц, карточек, тестов, кроссвордов. Составление и разыгрывание диалогов. Монологические сообщения.

Занятие № 4. Культурные и исторические памятники.

Лондонский Тауэр-символ королевской власти и преданности традициям. Прошлое и настоящее Тауэра. Просмотр видеосюжета «Достопримечательности Лондона». Аудирование текста «Лондонский Тауэр». Контроль понимания. Конкурс на лучшего экскурсовода по Тауэру (ролевая игра).

Британский музей. История зарождения, уникальные экспонаты. Просмотр презентации с использованием мультимедийного проектора.
Занятие № 5. Какие они, британцы? Много ли у нас общего?
Отличительные особенности национального характера и поведения, характерные черты быта, любимые занятия, традиции.

Работа с текстами по группам. Просмотр презентации с использованием мультимедийного проектора.

Круглый стол (сравнительный анализ, выделение общих и отличительных особенностей), заполнение оценочной таблицы.
Занятие № 6. Литературное наследие Великобритании. Роберт Бернс, Уильям Шекспир. Биография, особенности творчества, знакомство с произведениями.

Прослушивание и обсуждение выступлений, подготовленных группами учащихся. Чтение стихотворений Р. Бернса и сонетов У. Шекспира.

Выполнение творческих заданий: собственный перевод произведений, передача содержания стихотворений в форме рассказа.

Занятие № 7. Музыкальное наследие Британии. Группа «Битлз».

История возникновения группы, этапы творческого пути, влияние на мировую музыкальную жизнь.

Прослушивание и исполнение музыкальных произведений группы.
Занятие № 8. Итоговое.

Тестирование по программе курса. Защита исследовательских и творческих работ (учащиеся могут выбрать любую из тем программы курса и осветить ее более подробно с использованием новых фактов и материалов). Итоговая работа может быть представлена в форме 1) презентации, 2) проекта, 3)реферата, 4)собственного перевода стихотворного произведения английской литературы.



Критерии оценивания знаний учащихся. При выставлении итогового балла учитываются׃

-посещаемость (отсутствие пропусков без уважительной причины);

-творческая активность и самостоятельность на занятиях;

-результаты тестирования по программе курса;

-наличие творческой работы, ее соответствие всем необходимым требованиям;

-защита творческой работы.




Литература.
1. Колодяжная Л.Н. Познакомьтесь: Великобритания. 2 – е изд. испр. М.: Рольф, 2001г.

2. Курова А.В. Великобритания: Учебное пособие. – Пенза, 1995

3. История всемирной литературы. М.: Наука, 1983

4. Голубев А.П. Английский язык на экзаменах. М.: Флинта, 2002

5. Эккерсли К.Е. Учебник английского языка в 4 – х т. – М.: АО –Буклет», 1995

6. Коровин К.Г. Английская и американская литература. – М.: Зебра, 1995

7. Литературная мозаика: Приложение к журналу «Иностранные языки в школе». -2004.- № 5. – С.23

8. Бобкова Л.В. Страноведение как форма привития интереса к изучению иностранного языка //Иностранные языки в школе.- 2007.-№ 5. – С.32




Занятие № 1. Из истории Британии.
Цели:

познавательная (культурологическая)- знакомство с древними жителями Британии, с историей завоеваний британских островов другими народами и их влиянием на язык и культуру страны;

развивающая - развитие способности к догадке (по аналогии с русским языком), к сравнению и сопоставлению, к формулированию выводов;

воспитательная - воспитание уважительного отношения к истории другой страны, к ее культуре;

учебная - формирование лексических навыков чтения и говорения, совершенствование аудитивных навыков, развитие умения читать с целью извлечения детальной информации.

Оснащение: карта Британии, иллюстрации, мультимедийный проектор.
Ход занятия.

Ознакомление учащихся с темой, целями, задачами и содержанием курса.

Ознакомление с темой и задачами занятия 1.

I. Введение и фонетическая отработка лексики:
to spread Germanic

to conquer Angles

tribe Saxons

invader Jutes

to encamp Normans

valuable Scandinavians

barbaric William the Conqueror

warrior William Duke of Normandy

to plunder B. C.

A. D.


II. Рассказ учителя с элементами беседы. После каждого смыслового отрезка учитель контролирует понимание учениками услышанного(в случае затруднений учащихся нужная часть текста демонстрируется на экране с помощью мультимедийного проектора).
1) Many years ago England was known as Britain and the people of Britain were called Britons. They belonged to the Celtic race and their language was Celtic.

Who were the Celts? Celts were the ancient people who came originally from Europe and spread throughout France, Spain and Britain. This was in the 7th century B. C.


Britons lived in small villages along rivers or near the sea. They caught fish, grew wheat, and had many pigs, cows and sheep. Later they learned to make things of wool and metal. Their culture and language were very primitive.


Контрольные вопросы:

-How were the people of Britаin called many years ago?

-Who were the Celts?

-What were the main activities of Britons?


2) That’s why Britain was conquered by more stronger tribes of that time. One of the most powerful states of early history was Rome. The Romans were interested in Britain because it was rich in valuable metals. In the 2nd century A. D. they decided to occupy that land. Their commander was Julius Caesar. Invaders encamped troops all over the country, and later the English cities arose from these camps. They gave Latin names to many English towns, mountains and rivers (for example: Lancaster, Manchester).In those towns they built roads, walls and castles to protect themselves from the attacks of Britons. They taught Britons to make many useful things (how to grow soft fruits, make bridges, baths, palaces and swimming pools).
Контрольные вопросы:

-What was one of the most powerful states of early history?

-Why were the Romans interested in Britain?

-What did the Romans teach Britons to make?


3) In the second half of the 5th century the Romans were called back to Italy where they defended the country from barbaric peoples. The next invaders were the Germanic tribes from western Europe- the Angles, Saxons and Jutes. After many attacks Angles won victory and settled on the British Isles. They conquered Britain between the 5th and 6th centuries. After many attacks Angles won victory and settled on the British Isles. They got the largest part of the country.

Time passed. Two peoples –the Angles and Saxons grew into one and were called Anglo-Saxons. They called their speech English and their country England.

They gave Germanic names to some English towns and cities (for example: Nottingham, Birmingham), the ending “ham” is the Anglo-Saxon word for “home”.
Контрольные вопросы:

-Who conquered Britain between the 5th and 6th centuries?

-How did they influence the language of the country?
The new invaders were Northmen (in English history known as Scandinavian warriors). They began to invade the coast of England from the 8th to the 10th century, from Normandy (France). After the hard wars in 1066, Normans won the victory and William Duke of Normandy was crowned King of England and called William the

Conqueror. It was a difficult period for the Britons. The invaders settled in various areas of the country, as they plundered and killed people. Many poor Britons became the slaves of Normans.

Two different peoples lived in England at that time. They hated each other. This went on for a very long time.
Контрольные вопросы:

-When did the Normans invade England?

-Who was William the Conqueror?

-Why was it a very difficult period for Britons?


III. Работа с текстом “The Norman Conquest of England”(изучающее чтение).

Учащиеся самостоятельно читают текст и выполняют задания по группам.

The conquest of England by the Normans began in 1066 with the battle of Hastings, where the English fought against the Normans. The conquest was completed in 1086. Who were the Normans who conquered England?

They wereVikings or Northmen, men from the North. Some 150 years before the conquest of England they came to a part of France, opposite England, a part which we now call Normandy.

What does the Norman Conquest do to England?

It gave it French kings and nobles. The Normans also brought with them the French language. After the Norman conquest there were three languages in England. There was Latin, the language of the church and the language in which all learned people wrote and spoke; the kings wrote their laws in Latin for some time after the Conquest. Then there was French, the language which the kings and nobles spoke and which many men wrote. Finally, there was the English language which remained the language of masses of the people. Some people might know all these languages; many knew two; but most of the people knew only one. There were some people who understood the French language though they could not speak it. Rich people who owned land, the land owners, often knew French and Latin. But poor people, the peasants did not understand French or Latin. They understood only English.

In time, however, came the general use of English. About 1350 it became the language of law. But the English language when it came into general use was not quite the same as it was before the Conquest. The grammar remained, but many words came into it from the French language.



Reading comprehension(собеседование по прочитанному):
1 группа. Найдите ответы на вопросы: (Find the answers to the questions…)

-Who were the Normans?

-How did they get to France?

-What did the Norman Conquest give to England?



2 группа. Пользуясь текстом, докажите, что: (Using the text, prove that …)

-the Normans brought the French language to England;

-there were three languages in England after the Norman Conquest;

-the Norman Conquest influenced the development of the English language.


IV. Обобщение и систематизация материала занятия. Заполнение таблицы“The Invaders of the British Isles ”.


Invaders

Century

Consequences of their invasion

Romans







Angles, Saxons and Jutes







Normans.









Занятия № 2,3. Британия – это больше, чем Англия.

Цели:


познавательная (культурологическая)- расширение знаний о странах, входящих в состав Соединенного Королевства;

развивающая - развитие умения систематизировать и обобщать, умения составлять конспект, таблицу, тест на основе прочитанного;

воспитательная - формирование способности к сотрудничеству и взаимопомощи при работе в группе;

учебная – развитие навыков диалогической и монологической речи.

Оснащение: электронные презентации по темам «Уэльс», «Шотландия», «Северная Ирландия», мультимедийный проектор, карта Британии.
Ход занятий.

I. Вступительное слово учителя: тема и цели занятия.

ІІ. Работа учащихся в группах с электронными презентациями «Уэльс», «Шотландия», «Северная Ирландия» (см. Приложение). Каждая группа работает с одной презентацией.

Перед группами ставятся следующие задачи коммуникативного и творческого характера:

_ составить опорный конспект или

_ составить и заполнить таблицу или карточку о стране по плану:

Country- National dress (food)-

Area- National instrument-

Population- National sport-

Capital- Festivals/ holidays-

Principal industries- Places of interest-

Emblem- Other facts-

_ составить тест или кроссворд по материалу презентации;

_ составить диалог: ваш знакомый или друг недавно побывал в этой стране и делится своими впечатлениями, расспросите его поподробнее, узнайте, стоит ли вам провести свои каникулы там же;

_ подготовить монолог- описание: представьте, что вы работник туристического агентства этой страны, и ваша задача рассказать о ней так, чтобы привлечь сюда как можно больше туристов.

В составе группы ребята делятся на мини группы и распределяют задания между собой по уровню сложности.

ІІІ. Развитие навыков говорения (презентация выполненных заданий):

-разыгрывание составленных диалогов;

-монологические сообщения о странах;

- выполнение тестовых заданий (желательно группой оппонентов);

-демонстрация таблиц, карточек.

ІV. Подведение итогов.
Занятие № 4. Культурные и исторические памятники.

Цели:


познавательная (культурологическая)- знакомсво с исторически значимыми достопримечательностями Лондона;

развивающая - развитие способности к репродуктивным и продуктивным речевым действиям;

воспитательная – осознание реалий иноязычной культуры;

учебная - совершенствование аудитивных навыков c целью детального понимания содержания; развитие речевых умений;

Оснащение: видеосюжет «Достопримечательности Лондона», аудиозапись текста «Лондонский Тауэр», мультимедийный проектор.

Ход занятия.


I. Вступительное слово учителя (тема и цели занятия).

ІІ. Введение в тему: просмотр видеосюжета «Достопримечательности Лондона». Собеседование по сюжету.

ІІІ. Аудирование текста «Лондонский Тауэр»:

1) введение и отработка лексики:



be eager to -стремиться к

scene- место действия

to hold the Сourt - вершить королевский суд

escort- эскорт, сопровождение

to be secured-быть в безопасности

inhabitant- житель

raven- ворон

clipped wings- подрезанные крылья

to guard- сторожить

the Chief warder- главный стражник

sentry- часовой

2) прослушивание текста



The Tower of London

Whoever comes to London is eager to see the tower of London ,the scene of nearly 900 years of England's history. The Tower has in the past been a fortress, a palace, a prison and a mint. William the Conqueror began building the Tower for the purpose of protecting the city; other monarchs made additions in later centuries.

The Tower comprises several towers, and the Jewel House where the Crown Jewels are on public display. The White Tower, a massive building inside the walls, was the place where Kings of England held their Court. There is the Bloody Tower too, believed to be the scene of the murder of Edward V and his brother, the Duke of York. Now the Tower is a museum attracting tourists from all over the world. The Ceremony of the Keys which is centuries old taking place every night at 10 p. m., adds to its attraction. It was said that whoever held the keys to the Tower, held the keys to the Kingdom. Five minutes before the hour the Chief Warder and an escort of four approach the gates. The sentry calls out:

«Halt, who comes there?»

«The keys».

«Whose keys?»

«Queen Elizabeth's keys».

«Advance Queen Elizabeth's keys. All is well».

All towers are locked and the keys are finally carried by the Chief Warder to the Queen's House where they are secured for the night.

Now the only inhabitants of the Tower are ravens. There is a legend that the Tower will fall if it loses its ravens. Therefore the birds with clipped wings are carefully guarded.


3) собеседование по прослушанному (Listening comprehension)
Answer the following questions׃ (вопросы могут быть вынесены на доску или на экран)

1. How old is the Tower?

2. Who began building the Tower and what was the purpose of it?

3. What was the Tower in the past?

4. Complete the sentence ׃“Whoever held the keys to the Tower…”

5. Which towers does it comprise?

6. What is the Tower now and what does it house?

7. When does the ceremony of the keys take place? What is done with all the towers and where are the keys carried?

8. Who are the only inhabitants of the Tower now? Why are they carefully guarded?
ІV.Конкурс на лучшего экскурсовода по Тауэру: Act as a guide around the Tower for a group of Russian tourists (проведите экскурсию по Тауэру для русских туристов) - монологическое высказывание по тексту аудирования (возможно использование вопросов в качестве плана).Ролевая игра: работа в режиме ученик 1 (экскурсовод) ― уч. 2,3, 4, 5( группа уч-ся).
V. Британский музей.

Просмотр презентации, подготовленной уч-ся , которые проводят заочную экскурсию по музею.( См. Приложение).

Возможно использование следующего текстового материала.

The British Museum

The British Museum is one of the greatest and best-known museums in the world, both in the diversity of its collections and in their wide range and high quality. It was founded in 1753 by a decision of the Parliament.

The British Museum occupying a splendid great building, in the neo­classical or Grecian style, was erected between 1823 and 1847.

Of the 11 major departments into which the museum is divided, the most outstanding are the Assyrian and Babylonian, the Egyptian, and the Greek and Roman Antiquities. The last makes a particular contribution to the glory of the museum with its collection of sculptures from the Parthenon.

There are also extremely important ethnological collections, including exhibits from the Pacific islands (such as ancient Polynesian idols), and America (such as the Aztec sculptures). African civilization is also notably well represented.

There is a notable and priceless collection of medieval objects of art from all the countries of Europe.

But the first thing which is associated with the British Museum is its Library.

The Library which is contemporary with the museum, consisted initially of the collection of books belonging to Sir Hans Sloane. To this library the other collections of manuscripts and books as well were added as the royal library, which provided the foundations of what was to become one of the largest and most important libraries in the world.

The British Museum Library came into world prominence under its most remarkable librarian - Sir Antonio Panizzi, an Italian by birth, who had to leave his country because of revolutionary activities. Under his direction the library took on its present character. During the thirty five years of service with the British Museum he formulated the rules and started the general catalogue.

The British Museum Library is a reading-room and a reference library but not a lending library. The famous circular Reading Room of the Museum planned by Sir Antonio Panizzi, offers unique research facilities to scholars.

The collection of books is being systematically increased. Today there are millions of volumes in the library store-room.
Занятие № 5. Какие они, британцы? Много ли у нас общего?

Цели:


познавательная (культурологическая)- расширение знаний об образе жизни и чертах характера британцев;

развивающая - развитие способности к сравнению и сопоставлению, к формулированию выводов;

воспитательная – формирование потребности к осознанию образа жизни и поведения людей другой культуры и своей родной культуры, воспитание терпимого отношения к особенностям поведения людей другой культуры;

учебная - совершенствование навыков изучающего чтения; развитие речевых умений;

Оснащение: электронная презентация «Обычаи и традиции Великобритании», мультимедийный проектор.

Ход занятия.


I. Вступительное слово учителя (тема и цели занятия).
Travelling to all corners of the world gets easier and easier. We live in a global village, but how well do we know and understand each other? You should know a character of people of a country where you are going to travel. Let us compare English and Russian character, some customs and traditions.

ІІ. 1) Чтение текстов с целью извлечения детальной информации (работа в группах).

British politeness

The British are said to be polite and well-mannered people. They are never tired in saying «Thank you», «I'm sorry», «Beg your pardon».



Queueing is a national habit. At bus stops and cinemas, in shops, banks and post-offices and in lots of other places you will have to join the queue and wait for your turn. People do not rush excitedly for seats in buses or trains, but take their seats in queues at bus stop in a quiet and orderly manner. There is little noisy behaviour, and practically no loud disputing in the street.

If you follow anyone who is entering a building or a room, he will hold a door open for you. Many foreigners have commented on a remarkable politeness of the English people. In England, it is considered polite to give up one's seat to a woman who is standing, to open door for her, carry things for her, and so on.



Queue-очередь

British reserve.

The best-known quality of the English is reserve. A reserved person is one, who does not talk very much to strangers, does not show much emotion. English people don't like displaying their emotions even in dangerous and tragic situations, and ordinary people seem to remain good-tempered and cheerful under difficulties.

If English people are travelling by train, they will try to find an empty compartment. If they have to share the compartment with a stranger, they may travel many miles without starting a conversation. If a conversation does start personal questions like «How old are you?» or even « What is your name?» are not easily asked. Questions like «Where did you buy this watch?» or « What is your salary?» are impossible.

temper-умеренность, трезвенность
British modesty

The Englishman does not like any boasting or showing off in manners, dress or speech. Sometimes he conceals (скрывает) his knowledge: a linguist, for example, may not mention his understanding of a foreigner's language. . If the person is, let us say, very good in golf, and someone asks him if he is a good player, he will probably give an answer like «I'm not bad» or «I think I'm quite good».

English people do not readily ask each other to do anything. If they do ask, then they say something like «I don't really like asking you, but...»

Some manners

In recent years in Britain smoking has received a lot of bad publicity, and fewer British people now smoke. It considered rude to smoke in someone's house without asking «Do you mind if I smoke? ». In Russia you can smoke almost everywhere. The majority of Russian people smoke.

Some greetings in England and in Russia are very informal: a simple «good morning» or a wave of the hand across the street is quite enough. In England handshakes are only exchanged on a first introduction.

In some countries it is considered bad manners to eat in the streets, but both in Britain and in Russia it is common to see people having snack whilst walking down the road.

The famous English sense of humour is well-known. They laugh at oneself — at one's own faults. «He is a man of humour» or «he has no sense of humor» is often heard in Britain, where humor is so highly prized.
Pastimes

One of the most every day pastimes in Britain is gardening. They like it and talk about it in their offices, factories and at home. Most houses have a small garden at the back and many people, particularly men, work there in any weather. They grow flowers, vegetables and fruit there.

English people are great pet lovers. There are about 5mln dogs and 5mln cats in England. There are also a lot of birds and exotic pets at home.

The British people are considered to be the world’s greatest tea drinkers. They have it at meals and between meals. The traditional five-o’clock tea they drink not only at home or at offices but also in tea-rooms and tea-shops.

People often say that Englishman’s home is his castle. They mean that the home is very important and personal. The Englishman prefers his own house to an apartment in a block of flats, because he doesn't wish his doing to be overlooked by his neighbours. A typical house of this kind is built with two floors.

Many Englishmen help their wives at home in many ways. They clean the windows on Saturday afternoon, they often wash up the dishes after supper in the evening.

Sunday is a very quiet day in London. All the shops are closed and so are the theatres and most of the cinemas. Londoners like to get out of town on Sundays. The sea is not far -only fifty or sixty miles away and people like to go down to the sea in summer or somewhere to the country for skiing in winter.
2) просмотр презентации «Английские традиции», подготовленной уч-ся.

( См. Приложение).



ІІІ. Круглый стол.

Обсуждение презентации и текстов(Reading comprehension) с целью сравнения и сопоставления особенностей национального характера и поведения британцев и русских.

Дискуссия, обмен мнениями. Например, возможны высказывания:

In my opinion/ as for me/ I believe that/ we have to admit that/ unfortunately 1)Russians are not very polite, it means that they don't give up a seat for a woman and even for old people and they will not always open door or carry things for somebody.
2) Russian person will hardly be looking for an empty compartment and I think there are no empty compartments on trains in Russia. Russian person will begin conversation at once and speak to you about everything from your new watch up to politics and global problems in the world.

3) I don't think that Russian people are very modest.


4) Russians are not shy in asking for something.
5) In Russia men always shake hands to each other when they meet.

6) Many Russian people don't understand English humor and think that Russian humor is better… and so on.


Conclusion (вывод): So English and Russian characters are very different. That's why we have to learn etiquette of other country not to look impolite.
IV. Обобщение и систематизация материала занятия.

Учащимся можно предложить заполнить таблицу, где черты и особенности национального характера британских и русских людей оценить с помощью



5-ти балльной системы.

(Баллы выставляются в ходе обсуждения; они могут отличаться от приведенных ниже).




Features

British people

Russian people

Politeness

5

2

Modesty

5

3

Reserve

5

2

Self-discipline

5

3

Waiting in queues

5

2

Sincerity

3

5

Keeping up traditions

5

3

Sense of humour

4

5

Love for tea

5

4

Love for pets

5

3

Hospitality

3

5


Занятие № 6. Литературное наследие Великобритании. Роберт Бернс, Уильям Шекспир.

Цели:


познавательная (культурологическая)- способствовать постижению духа, культуры, образа мышления британского народа;

развивающая – развивать умение читать, осмысливать и интерпретировать произведения английской художественной литературы;

воспитательная – формировать нравственно- эстетические ценности;

учебная – совершенствовать навыки аудирования, чтения, говорения; развивать навыки письменной речи.

Оснащение: портреты писателей, иллюстрации, сборники произведений.

Ход занятия.

І. Вступительное слово учителя (тема и цели занятия).

ІІ. Совершенствование навыков аудирования, чтения, говорения:

1) выступления уч-ся с подготовленными сообщениями о жизни и творчестве писателей;

2) контроль понимания: тестирование по прослушанному или заполнение хронологической таблицы;

3) чтение (в том числе и наизусть) стихотворений и поэм Бернса, сонетов Шекспира.

ІІІ. Итоги занятия:

- выбор лучшего чтеца;

- домашнее задание:

1) проиллюстрировать или инсценировать стихотворное произведение на выбор;

2) передать его содержание в форме рассказа;

3) сделать свой перевод.

Текстовый материал к занятию №6.

Robert Burns is a great Scottish poet. He lived a short life of 40 years, but it was full of events.

Robert Burns was born on the 25th of January in 1759 in Edinburgh to a farming family. From his early childhood Robert lived surrounded by books and soon he began to read. When Roberts was 7, His father employed a young teacher, John Murdoch, who helped him to acquaint himself with the best classics of literature and who taught him to speak English correctly and to recite poems expressively. The literary English and Scottish dialect in which his mother sang songs and his aunt told tales of horror about witches influenced Robert’s character and his work.

His father wanted to give his son a good education. Robert went to school. Then he studied in Kirkoswald, worked in Irvine and wrote poems. He wrote about people, about everyday things.

In 1777 the Burns family moved to another town there Robert organized a society of young people, where all kinds of moral, social and political problems were discussed

After his father’s death Robert had to work on a small farm. Every evening he went to dance, and that’s how he met Jean. Jean was 17. She was a daughter of a rich contractor. Robert fell in love with Jean, but he knew that her father would never give Jean in marriage to a beggar poet. Jean and Robert got engaged in secret from their parents. But soon it was revealed. Jean’s father destroyed their marriage contract and the lovers had to part. Robert Burns wrote many beautiful poems and songs about love dedicated to Jean. Later she became his wife.



A red, red rose (стихи, посвященные Джин)

O my Luve’s like a red, red rose,

That’s newly sprung in June;

O my Luve’s like a melodie

That’s sweetly play’d in tune.
As fair art thou, my bonnie lass,

So deep in luve am I:

And I will luve thee still, my dear,

Till a’ the seas gang dry;


Till a’ the seas gang dry, my dear,

And the rocks melt WI’ the sun;

And I will luve thee still, my dear,

While the sands o’life shall run.


And fare thee weel, my only Luve!

And fare thee weel a while!

And I will come again, my Luve,

Tho’ it were ten thousand mile.



Красная роза

Любовь, как роза, роза красная,

Цветет в моем саду.

Любовь моя - как песенка,

С которой в путь иду.
Сильнее красоты твоей

Моя любовь одна.

Она с тобой, пока моря

Не высохнут до дна.


Не высохнут моря, мой друг,

Не рушится гранит,

Не остановится песок,

А он, как жизнь, бежит…


Будь счастлива, моя любовь,

Прощай и не грусти.

Вернусь к тебе, хоть целый свет

Пришлось бы мне пройти!


Будь счастлива, моя любовь,

Прощай и не грусти.

Вернусь к тебе, хоть целый свет

Пришлось бы мне пройти!


In 1791 Robert Burns had to sell his farm and became an officer.

The young poet felt the injustice of the world, where landlords owned the best land. His protest is shown in his poems. Robert Burns published his book “Poems” at the age of 27. He depicted the life he knew and his poems touched the heart and soul of every reader. Burns won great acclaim. His poems and ballads were very popular. At that time he traveled a lot.

Burns was an active participant in the revival of rich Scottish folklore, the best poet and scientist, connoisseur of Scottish history, the way of life, legends and traditions. His poems, songs, ballads, and epigrams are known and loved by people all over the world. Many of them have been translated into many languages.

The song “Auld Lang Syne” is very popular in Scotland. Scottish people sing this song when they celebrate the Hogmanay on the 31st of December.



Auld Lang Syne

Should auld acquaintance be forgot,

And never brought to mind?

Should auld acquaintance be forgot,

And days of auld lang syne?

For auld lang syne, my dear,

For auld lang syne.

We’ll take a cup of kindness yet

For auld lang syne.

And here’s a hand, my trusty friend,

And give us a hand of thine,

We’ll take a cup of kindness yet

For auld lang syne.

Старая дружба

Забыть ли старую любовь

И не грустить о ней

Забыть ли старую любовь

И дружбу прежних дней?

До дна!


За счастье прежних дней!

С тобою выпьем, старина,

За счастье прежних дней!

И вот с тобой сошлись мы вновь,

Твоя рука – в моей,

Я пью за старую любовь,

За счастье прежних дней!
The last years of the poet’s life were very hard. He was an officer and a fighter, a successful father in his family and a hero in many romantic adventures, a farmer’s son and a friend of noble families. Robert Burns died in autumn 1796 from rheumatic heart disease. Jean had five children. Thanks to the subscriptions she had enough money and they did not live in need.
Popular Misconceptions about William Shakespeare

Much of the nonsense written about Shakespeare comes from people who know nothing of the Elizabethan Age in which he lived. A good deal of the confusion in people's minds about our greatest writer has come from literary scholars leaving open questions about his life and associations which can be settled. The result is that thousands of people in Britain and America do not know whether he ever existed or wrote his own plays, or whether Queen Elizabeth wrote them under an assumed name.

Let me answer a few questions and help to clear people's minds of misconceptions. The first is that people think we do not know much about him. The truth is,we know more about him than about any contemporary dramatist.

In the Elizabethan Age people didn't bother much about the lives of mere writers, let alone playwrights and actors. It is remarkable how much we do know about this Elizabethan actor-dramatist.

People are apt to think that only a grandee, some Earl or other, must have written his plays. Snobbish nonsense: Earls are just the people who do not write poems and plays. They are almost always written by clever grammar-school boys - like Milton or Wordsworth, Marlowe or Ben Jonson, Coleridge, Tennyson or whoever - usually middle-class, rarely aristoctrats.

As a matter of fact, there is more about grammar-school education,

school masters, the process of instruction, the text-book used, in Shakespeare's plays than in any other dramatist's.

There is a special reason for this - the information has come down from a reliable source that he taught school for a bit in the country, during the so-called lost years. Then how did he know so much about the life of the Court, and upper-class life?

Quite simply, from performing so frequently at Court - that gave him a close-up view of people and happenings there. Then, too, his association and friendship with his

young patron, the Earl of Southampton, was a tremendous advantage in opening up a world of greater refinement and culture to the actor.

It is significant that the greatest of English dramatists, like Moliere, the greatest of French dramatists, was an actor. We are told that Shakespeare was a very good actor. The plays, as well as the Sonnets, are full of revealing passages about acting, form the actor's point of view. The author of the plays was an actor, though in the Sonnets he regretted that he had to earn his living this way. He would have preferred to be independent; he was very insistent on being regarded as a gentleman, and in the end achieved this.

Shakespeare's loyalty to Stratford is obvious, and quite exceptionally strong. All the other theatre-folk who made money in London invested their gains in London property of nearby. Not so Shakespeare: the moment he had some money to invest, he bought the finest-house there, and later made two considerable investments in Stratford property, i. e. in his native town, and retired there, to die and be buried where his family was.

How could he have written so many plays? Again people don't know the facts about the Elizabethan dramatists. John Fletcher, who succeeded Shakespeare as the Company's dramatist, wrote or collaborated in 69; Thomas Dekker wrote at least 64.

Shakespeare wrote 38, with a hand in one or two more. So again we see that there is no problem.

As with all these points that occur to some people's minds, they all have a simple answer, and there is no reason whatever for any confusion about our greatest writer, or the nonsense written about him by people who know nothing of the circumstances of the age he lived in.
Занятие № 7. Музыкальное наследие Великобритании. Группа «Битлз».

Текстовый материал для проведения занятия.

The Beatles

Liverpool is the hometown of the Beatles. They were all born in Liverpool.

The citizens of Liverpool are proud of their famous countrymen.

The Beatles Story Museum in Liver­pool's Albert Dock was founded by Ringo Starr in April 1984. In the museum halls, you can see The Beatles' films, books and magazines. You can also buy different sou­venirs, stamps, plates and cups with The Beatles' portraits, or records and cassettes with their songs. You can listen to their songs here as well.

John Lennon is considered to be the organizer and the leader of the ensemble. He was born on the 9th of October 1940 in Liverpool. John's father, Alfred (or Fred) worked as a waiter on merchant ships. John's mother's name was Julia Stanley; she was kind and cheerful. John lived with his mother only for 18 months. His father was thought to have died at sea, so Julia re-mar­ried. This is why John was brought up by his aunt Mary, Stanley's elder sister. John called her Mimi.

Mimi was kind and clever, but very strict and sometimes sharp. She loved little John very much. Her greatest wish was to give John good education. He entered an elementary school at the age of five.

John enjoyed painting. His favourite book was Alice in Wonderland. Later, he was fond of reading books by Robert Louis Stevensonand Edgar Allan Poe, or books about artists. After finishing the elementary school, John attended the Quarry Bank Grammar School for Boys. However, the teachers didn't like him because John would not follow the strict rules. John wasn't a good student at his school. His mother Julia encouraged her son to pursue musical hobbies, teaching him to play the harmonica. Julia later bought a gui­tar for her son and John spent a lot of hours playing different melodies.

One day he had the idea to organize a band. The group was formed and called themselves The Quarry Men. The boys began playing at home and school parties, birthday parties and street holidays. John became acquainted with Paul McCartney at one of the holidays in 1956. John Lennon once said that the story of the Beatles had begun on that day when he had met Paul McCartney.

James Paul McCartney was born on June 18, 1942. His mother Mary was a nurse in one of the hospitals. She was a very reserved, patient and diplomatic woman. His father James McCartney was 9 years older than his mother. He was an employer. Paul had a younger brother Michael. They were good friends. People called them twins. As a boy, Paul was patient and kind; everybody called him a diplomat.

Paul performed well at the Liverpool Institute, doing best at Latin, Greek and

English Spelling. He took an active part in extracurricular activities. At school Paul found out that he was left-handed - he couldn't write with his right hand.

The McCartney family loved music. His father often played the piano at home. Paul was 13 years old when his mother died. The boys and the father felt a terrible loss. Paul was keen on football, but music didn't play an important part in his childhood. However, he learned to compose songs on his piano very quickly. Paul asked his father to buy him a guitar. He had to rearrange the strings on his guitar because he played with his left hand. Paul was fond of rock'n'roll and Elvis Presley. His brother Mike remem­bers, "When Paul took up the guitar, he for­got everything. He didn't want to waste time even for dinner. He played everywhere even in the bathroom and in the toilet...".

Paul McCartney and John Lennon met for the first time at the church square in Vulton. Neither of them knew that they would be best friends.

One of Paul's first ballads "And I Love Her" is devoted to his girlfriend Jane Asher. It is charming, amazing and very intimate.



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.

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.

McCartney joined Lennon's group The Quarry Men. The two began to compose songs together, and it was those songs that drew the people's attention to them. Their first professional concerts were in Ham­burg, Germany and it was there that they perfected their sound. They had to play night after night and after two years, they had become an exciting band to watch. Lennon was always the rebel and made an impressive figure on stage. When they moved back to Liverpool, they began to play at the Cavern Club, where all the new bands were playing. They found a manager, Brian Epstein, who gave them a new "clean" image. He tried to get them a record com­pany deal, but no one would take them on at first. Finally, the small label Parlophone released "Love Me Do", a Lennon /& McCartney composition.

George Harrison was born on February 12, 1943, in a big and friendly family. There were four children in the family, of which George was the youngest. His mother, Louisa, was merry and very kind. She worked as a shop-assistant. His father, Gerald Harrison, was a tall thin man. He was a bus driver.

George was a very obedient child. He helped old people and took care of animals. Unfortunately, he was often ill. During his childhood he wasn't interested in music, but he was fond of various shows. He was a very good student in school. It took him lit­tle time to do his homework due to the fact that he had a good memory. Later on he learned to sew and altered his school trousers to fashionable tight ones. He went in for track-and-field athletics, played foot­ball, swam well and liked riding bikes. When George studied at the Institute he became interested in skiffle. His idol was Lonny Donegan. Louisa bought a guitar for her son. George taught himself to play the

guitar with a book. He couldn't play well at first, and his fingers got bloody. With the help of his mother he was able to learn to play the guitar. One day on his way to the institute George met Paul McCartney on the bus. They became friends and had the same interests. Harrison played the guitar better than Paul and was invited to the group, becoming the leading guitarist.

Ringo Starr was born on July 7, 1940. His father, Richard Henry Parkin Starki, worked as a baker. His wife, Elsie Gleeve, was a waitress in a bar.

Elsie worked hard, which is why little Richard had to stay alone or at their neigh­bour's. Richard was very sociable as a result. He was a very weak boy and often missed classes at school. He couldn't read even at the age of 8, though Elsie tried her best to help her son. He was invited to join the group in sum­mer 1962. He was paid 25 pounds a week.

Thus, the group was formed. The Beatles changed pop music forever. From their first single "Love Me Do" in 1962, people heard something different from the usual pop music of that time. Their songs seemed more musical than others and more exciting than the kind of thing most artists were recording then. The Beatles also looked nicer than anyone else. More and more people began to listen to pop music than before. A hysteria that the newspapers

called "Beatlemania" swept through Britain and America. In 1964 the film "A Hard Day's Night" was made. In this film we can see John, Paul, George and Ringo and listen to their songs.

The song "Yesterday" is the best song in the album "Help", which was released in 1965. It is the most popular Beatles song. In 1967, it was performed by 355 singers and orchestras in Britain, by 194 in European countries and by 637 in the US. It was a song sung by Silla Black, Ray Charles, Frank Sinatra and many other famous singers. "Yesterday" is a romantic ballad. What is the origin of this song? Every morning Paul sat at the piano and played his own music. The melody of "Yesterday" appeared one morning while Paul was cook­ing breakfast. That's why first he named the song "Scrambled Eggs". But he couldn't think of words. Nice sad music didn't agree with simple words. The words came after several days and they were charming.



Yesterday

Yesterday,

All my troubles seemed so far away,

Now it looks as though they're here to stay

Oh, I believe in yesterday.

Suddenly


I'm not half the man I used to be,

There's a shadow hanging over me,

Oh, yesterday came suddenly.

Why she had to go

I don't know she wouldn't say

I said something wrong

Now I long for yesterday.

Yesterday,

Love was such an easy game to play,

Now I need a place to hide away

Oh, I believe in yesterday.

Why she had to go

I don't know she wouldn't say

I said something wrong,

Now I long for yesterday.
The four Beatles were often interviewed by a lot of journalists and reporters. They liked to answer numerous questions. They were witty, merry and played jokes. Here's one of the interviews with the Beatles at the airport.

Reporter (R): Could you tell me how long you will perform together?

John: About 5 years.

R: Have you got wigs on?



John: If that's so they are the most nat­ural wigs that have ever been made. They are even with dandruff.

R: What kind of guitar have you got, Paul?



Paul: this is Hoffman's bass guitar.

R: Is it expensive?



Paul: 56 guineas I could have bought a more expensive one but I'm a miser.

R: Ringo, why have you got so many rings on your fingers?



Ringo: Because I can't have them all in my nose.

R: What would you like to say to American youth?



Ringo: I'd like them to buy more "The Beatles" records.

R: What do you think of Beethoven?



Ringo: I like him very much, especially his poems.

R: Could you tell me, George, why you haven't got a tie on?



George: And why haven't you got a hat on?

R: Have you ever cut your hair?



George: I did it yesterday.

R: What would you like to bring home from America?



John: Rockefeller Centre.

R: What can you say about the song "Yellow Submarine"?



Ringo: "Yellow Submarine" is an inter­esting song. Reality and fantasy are mixed in it. Paul said that it was a children song and first he wanted the children choir to sing "Yellow Submarine". It is a witty and happy song with sad implication and a dynamic arrangement. We can hear the sounds of the sea, seagulls, the band, sounds of lapping water and the captain's com­mands. Every 5 year old boy dreams about the adventures of a seaman.

Yellow Submarine

In the town where I was born

lived a man who sailed the sea,

And he told us of his life in the land of submarines.

So we sailed up to the sun

till we found the sea of green.

And we lived beneath the waves

in our yellow submarine.

We all live in a yellow submarine, ...

And our friends are all on board,

Many more of them live next door,

And the band begins to play.

We all live in a yellow submarine,...

And we live a life of ease,

Everyone of us has all we need.

Sky of blue and sea of green in our yellow

submarine.

We all live in a yellow submarine,...


ACTIVITY SHEET

Choose the correct answer.

1) Can you put these first names and sur­names together to make the names of the four Beatles?

John Starr

Ringo Harrison

George McCartney

Paul Lennon

2) Which city in England did the Beatles come from?

a) London b) Manchester c) Liverpool



3) What was the first name of the group? a) Johnny and Moondogs b) The Quarry Men c) The Beatles d) The Silver Beatles

4) What was the Beatles’ first really big hit? a) "Please Please Me" b) "Imagine" c) "Love Me Do"

5) In which year did they have their first

hit?

a) 1970 b) 1962 c) 1948



6) Who was the manager of the group? a) Dick James b) George Martin c) Brian Epstein

7) Which of these is not a Beatles song? a) Love Me Do b) She Loves You c) Can't Buy Me Love d) All You Need is Love e) California Girls

8) To whom did Paul devote the song "And I

Love Her"?

a) Jane Asher b) Georgia Brown

c) Madonna d) Linda McCartney

9) What was the name of their first film? a) Across the Universe b) Magical Mystery Tour c) A Hard Day's Night d) A Day in the Life.
Занятие № 8. Задания итогового тестирования.

Decide whether the following sentences are true (T) or false (F).




  1. Britons (the ancient people of Britain) belonged to the Celtic race.

  2. One of the most powerful states in early history was Rome.

  3. The Romans were interested in Britain because of its forests.

  4. The English language originated from the Anglo-Saxon language.

  5. William the Conqueror was the second King of England.

  6. The national emblem of Scotland is the leek.

  7. Glasgow is the capital of Scotland.

  8. Loch Ness is famous all over the world for its monster.

  9. Robert Burns was a master of prose.

  10. Burns died when he was over sixty.

  11. In the past holding the keys to the Tower meant (означало) holding the keys to the Kingdom.

  12. Now the only inhabitants of the Tower are the black rhinos.

  13. Englishmen are reserved and modest people.

  14. Liverpool is the birthplace of the Beatles.

  15. The famous song “Yesterday” was composed by George Harrison.