Сценарий урока английского языка

«Не убивайте Гарри Поттера!»*

 

Тема «Моя любимая книга\фильм\досуг»

 

Уровень: высокий, 11 класс, подготовка к выпускному экзамену и ЕГЭ.

Жанр: дискуссия.

Междисциплинарные связи: иностранный язык, информатика.

Форма урока: мультимедийная презентация.

Этап: закрепление.

Цели и задачи урока:

1) подготовка экзаменационной темы, завершающий этап;

2) закрепление словарных навыков;

3) выполнение заданий по тексту;

4) осуществление междисциплинарных связей.

 

Ход урока:

Учитель делает вступление, объясняя тему урока, форму представления материала, цели и задачи, вводит понятие «копирайт» на примере того, как получена фотография английской писательницы Дж. К. Роулинг, являющаяся частью презентации.

Пояснение:

а) при условии, что все ученики свободно владеют навыками пользования компьютером, можно попросить старшеклассников вести урок самостоятельно, меняясь ролями при переходе от слайда к слайду. При этом учитель постоянно присутствует в классе, чтобы помочь в случае необходимости. Присутствие учителя информатики необязательно, здесь учитель ИТ присутствует лишь для съемок;

б) при наличии технических средств учитель может заранее загрузить презентацию на общедоступный жесткий диск и предложить школьникам работать в свободном режиме, что позволяет осуществлять личностный подход в преподавании предмета (сильные ученики выполнят все задания, слабые могут дойти лишь до части 1).

Учащиеся выполняют задания.

До чтения.

1. Ответы на вопросы, дискуссия всем классом.

2. Понимание заголовка, обсуждение новых слов.

3. Вопросы: кто такой Гарри Поттер? Кто такая Дж. К.Роулинг? Какие авторы могли присутствовать на встрече читателей с Дж. К.Роулинг?

4. Обсуждение словарных трудностей, составление своих собственных предложений с новыми словами.

Чтение и прослушивание текста. Часть 1.

Учащиеся слушают текст (часть 1), начитанный в презентации, одновременно глядя либо на распечатку текста, либо на экран стационарного компьютера (на каждом столе).

Задания после текста. Часть 1.

1. Просматривание текста с целью закрепления новых слов.

2. Составление предложений с новыми словами.

3. Обсуждение идиоматических выражений, встречающихся в части 1 текста.

4. Поиск по сети: упоминающиеся в тексте известные личности; упоминающиеся в тексте известные места.

Чтение и прослушивание текста. Часть 2.

Учащиеся слушают текст (часть 2), начитанный в презентации, одновременно глядя либо на распечатку текста, либо на экран стационарного компьютера (на каждом столе).

Ответ на вопрос: развивается ли статья так, как вы ожидали? Обсуждение возможных вариантов.

Задания после текста. Часть 2.

1. Осуждение устойчивых выражений, встречающихся в части 2.

2. Учащиеся делятся на две группы. Группа А обсуждает жанровые особенности книги; группа Б обсуждает проблему «открытого конца» художественного произведения.

3. Мозговой штурм. Что делает персонажи «реальными»?

Если осталось время, можно продолжить дискуссию всем классом (группой). Либо, по желанию учащихся, можно выполнить одно из двух предлагаемых заданий: обсуждение по группам или мозговой штурм.

4. В конце занятия полезно оставить несколько минут для обсуждения по цепочке: один ученик задает вопрос соседу, тот – следующему и так далее, (вовлекается весь класс). Вопросы призваны помочь ученикам обсудить, что они узнали, что хотели бы узнать, понравилась ли такая форма урока.

Прилагается текст урока на английском языке с подробными комментариями для учителя, рекомендациями по выполнению заданий и ответами.

Полная презентация в PowerPoint со звуковыми файлами.

DON’T KILL HARRY POTTER!

Advanced Instant Lesson

Pre-Reading Activities.

 А Class Discussion.

As a class, try to answer the following questions.

1) What makes a good book: characters; plot; dialogues; descriptions; other?

2) Make a list of books which are equally popular with adults and children. What makes each of them such a favourite?

3) When reading a book, do you sometimes argue with the author, or do you always agree with character development and story lines?

4) When a book has an open ending, do you prefer to think that everything will be all right, or do you allow for an unhappy end?

В Understanding the Headline.

Today’s article has the following headline:

Don’t kill Harry Potter, authors urge Rowling.

1) Why do you think today’s article has got such an unusual headline?

2) Who is Harry Potter?

3) Who is Rowling?

4) Which authors would you expect to “urge” her?

С Language.

There are several very expressive words in today’s article which are not commonly used in everyday speech. Check that you understand their meanings before you read the article.

To urge (v) — to strongly advise someone to do something;

A plea (n) — an urgent request

A string (n) — a group or series

To loathe (v) — to hate someone or something very much

To toughen up (v) — to become tougher, i.e. stronger and more determined

 

Reading Activities. Part 1.

А Read Part 1 of today’s article. Make sure that you understand all the words and expressions used in it.

 

Don’t kill Harry Potter, authors urge Rowling. Part 1.

By Claudia Parsons. NEW YORK (Reuters). Two of America’s top authors, John Irving and Stephen King, made a plea to J.K. Rowling on Tuesday not to kill the fictional boy wizard Harry Potter in the final book of the series, but Rowling made no promises.

“My fingers are crossed for Harry”, Irving said at a joint news conference before a charity reading by the three authors at New York’s Radio City Music Hall. The author of “The World According to Garp” and a string of other bestsellers said he and King felt like “warm-up bands” for Rowling who is working on the seventh and last book in the Harry Potter series, and who has said two characters will die. King, who shot to fame with “Carrie”, said he had confidence that Rowling would be “fair” to her hero. “I don’t want him to go over the Reichenbach Falls”, King said in reference to Arthur Conan Doyle’s effort to kill of the character of fictional detective Sherlock Holmes. Pressure from fans eventually led Conan Doyle to resurrect Holmes, who was found in a later story to have survived. Rowling, a Briton whose books have sold 300 million copies worldwide according to her publishers, said she was well into the process of writing the final book. “I feel quite liberated”, she said. “I can resolve the story now and it’s fun in a way it wasn’t before because finally I’ve reached my resolution, and I think some people will loathe it and some people will love it, but that’s how it should be”. “We are working toward the end I always planned but a couple of characters I expected to survive have died and one character got a reprieve”, she said declining to elaborate (continued).

B. Scan Part 1 of today’s article for the words from exercise C - Language. Which word is not to be found in Part 1?

C. With a partner, read the sentences with the following words: to urge; a plea; a string; to loathe.

Now compose your own sentences with the same words. You may write your sentences here:

1.                      _________________________________________________________________________

2.                      _________________________________________________________________________

3.                      _________________________________________________________________________

4.                      _________________________________________________________________________

 

Post-Reading Activities.

 А In today’s article, several set expressions are used. In pairs or small groups, find the following phrases in Part 1, and try to explain their meaning based on the text.

My fingers are crossed

Warm-up bands

One character got a reprieve

В Web Research.

In Part 1 of today’s article, we encounter some names of people and places. In pairs, search the Web to learn more about them

People

1) J.K. Rowling

2) John Irving

3) Stephen King

4) Arthur Conan Doyle

Places

1) New York’s Radio City Music Hall

2) Reichenbach Falls

 

Reading Activities. Part 2.

А Read Part 2 carefully and answer the following question. Does the article develop in the way you expected? Why/ Why not?

 

Don’t kill Harry Potter, authors urge Rowling. Part 2.

By Claudia Parsons. NEW YORK (Reuters).

Asked about the wisdom of killing off fictional characters, Rowling said she didn’t enjoy killing the major character who died in book six – for the sake of those who haven’t read it yet she avoided naming the victim – but she said the conventions of the genre demanded the hero go on alone.

“I understand why an author would kill a character from the point of view of not allowing others to continue writing after the original author is dead”, she added, leaving the door open to the worst fears of some fans – that Harry could die.

King recalled that when he had a character kick a dog to death in his novel “Dead Zone” he received more letters of complaint than ever, to his surprise. “You want to be nice and say ‘I’m sorry you didn’t like that’, but I’m thinking to myself number one, he was a dog not a person, and number two, the dog wasn’t even real” he said. “I made the dog up, it was a fake dog, it was a fictional dog, but people get very, very involved”, King said.

Rowling noted that Irving killed off many more characters than she had. “When fans accuse me of sadism, which doesn’t happen that often, I feel I’m toughening them up to go on and read John and Stephen’s books”, she said. “I think they’ve got to be toughened up somehow. It’s a cruel literary world out there”.

Article © Reuters 2006.

 

Post-Reading Activities.

A. Vocabulary.

In Part 2 of today’s article, J.K. Rowling says the following:

1) the conventions of the genre

2) leaving the door open

Divide into two groups for further discussion.

Group 1: How would you define the genre of the Harry Potter series? What conventions does the author mean?

Group 2: What is meant by the expression “to leave the door open”? Try to give several examples when this phrase is used figuratively.

В Brainstorming.

In pairs or small groups, try to answer the following questions.

1) What makes a character “real” to the readers?

2) Which literary heroes are perceived as “real”?

3) What does J.K. Rowling mean when she says, “A couple of characters I expected to survive have died…”? Can fictional characters “act” independently?

 

TEACHER’S NOTES AND ANSWER KEYS.

This is a discussion lesson composed for advanced level students, and designed to help them develop their speaking skills. It will easily fit into such familiar topics as Famous People, Literary Genres/ My Favorite Book, Modern Writers, Entertainment, and Web Research.

Encourage your students to use long sentences when speaking. Let them choose the questions they like, walk around the class to compare their opinions, make notes while browsing the Web for answers. Be on hand if needed when they do Language Tasks. You may suggest that they use either electronic or paper dictionaries, depending on what is available in your own classroom.

Pre-Reading Activities.

А Class Discussion. Any answers should be accepted for questions 1, 2 and 3.

For question 4, you may wish to give them the classical example of an open ending in “Gone with the Wind” by Margaret Mitchell.

В Understanding the Headline.

For questions 1 and 4, any answers should be accepted.

For questions 2 and 3, be ready with the answers about J.K Rowling, author, and Harry Potter, the young magician hero of her popular series: surprising though it may seem, there are a few people in the world who have not read those books.

С Language.

There may be some other words and expressions in Part 1 which may present difficulties to your students. Be sure to know all the answers!

With some of the words, e.g. a string, you may wish to mention polysemy, and to explain to your students that in English, there are many words which have more than one meaning.

Reading Activities. Part 1.

Scanning.

The word is toughen up”, it is to be found at the end of Part 2.

Post-Reading Activities.

A. My fingers are crossed : to keep one’s fingers crossed means to hope that something will happen in the way you wish.

Warm-up bands: this is a good opportunity to remind your students what the expression “warm up” means when used at your English lessons, and then to ask them how they understand it in connection with modern bands.

One character got a reprieve: to get a reprieve means to get an order that someone is not to be killed or punished; here, the expression is used figuratively.

B. Web Research.

If you have Web access at school , be sure to plan a part of your lesson, or maybe even the whole lesson for Web research. You may suggest that each student chooses either a person or a place to research, and simply direct them to a search engine. Some students may wish to research the film versions of the Harry Potter series.

Encourage them to take notes of their findings, and be sure to tell them that they are to make a report for the class during the next lesson.

 

Reading Activities. Part 2

А Any answers should be accepted.

 

Post-Reading Activities.

A. Vocabulary.

1) the conventions of the genre: this expression means that certain literary genres demand certain characters and plot development. For example, Harry Potter is in many ways a traditional story of a young orphan boy who is learning about his own place in the world.

2) leaving the door open: this expression means that though the author knows perfectly what she intends to do, she prefers not to tell anything at present, thus allowing her readers to speculate about a possible ending of her story, and about her character’s fate.

B. Brainstorming.

This is a good exercise to finish your lesson (s) with. Let your students air their views, agree or disagree, encourage them to offer arguments pro and contra any point of view, remind them to use the new words and expressions. Finally, suggest that they continue their own Web research, to be able to offer some new topics for discussion.

Lesson © Nina Koptyug, 2006