I. Подготовка учащихся к речевой деятельности.
1. Приветствие.
Т: Good morning! I'm glad to see you. You look wonderful today!
2. Сообщение темы урока.
T: Today we are meditating on such a phenomenon as compliments in English
II. Введение нового языкового материала (J. Dooley, V.Evans,
Blockbuster, Student's book - Express Publishing, 2007).
Презентация новых языковых единиц: ОЗУ:
1. Read the title of the text and say what it is about.
2. Read the dictionary entries to understand the difference between the words compliment m& flattery1?
3. Explain the meaning of new words: arrogant, play down, flattery, to make one's day, to break the ice?
4. Read the text for detail and answer the following questions:
• What is complimenting useful for?
• What do English speakers pay compliments on?
• How can an English speaker reply to a compliment?
III. Отработка ранее введенного лекснко-грамматического материала
и овладение умением диалогической речи.
ОЗУ:
1. Make a list of things people in the UK pay compliments on, and the different ways in which to respond to them. Then use the information to talk to the class about complimenting in English.
2. How do you pay/return compliments in your country?
3. Invent and pay your groupmates / teachers / friends different compliments.
4. Exchange compliments working in pairs.
5. "Snowball": Pay your groupmate a compliment, show gratitude towards your partner; repeat the first/second/third etc compliment and gratitude and invent the new ones. IV. Заключительный этап.
1. Подведение итогов.
2. Выставление оценок.
3. Запись и объяснение домашнего задания:
Use compliments in your dialogues: about the actors / pianists / showmen / etc.
Фрагмент урока № 3
Тема: Britain: Cultural Heritage,
Подтема: Theatre.
Цели фрагмента урока:
Практические: к концу урока учащиеся должны уметь:
• использовать новые лексико-грамматические единицы в монологической и диалогической речи но теме;
• делать сообщения, содержащие наиболее важную информацию по теме;
• вступать в диалог-обмен мнениями. Общеобразовательные:
• выражение своего мнения;
• обмен мнениями;
• оперирование лексическими единицами по теме;
• расширение кругозора учащихся, повышение их общей культуры. Воспитательные:
. воспитание уважения к точке зрения собеседника;
• воспитание уважение к культуре страны изучаемого языка.
Развивающие:
• составление собственных диалогов с использованием речевых
клише (understatement) путем расширения; . развитие мыслительных и речевых способностей учащихся. Языковой и речевой материал:
НЛЕ: Understatement, bouncing off, solid sheets, not making mountains out of molehills, debilitating, endearing, quite helpful, somehow, all went rather well. Оснащение урока: речевые опоры с клише и лексическими единицами.
Ход фрагмента урока I. Подготовка учащихся к речевой деятельности. П. Введение нового языкового материала.
Презентация новых языковых единиц (толкование на английском языке): understatement, endearmg, make a mountain out of a molehill. Understatement - a statement that is not strong enough to express how good,
bad, impressive etc something really is. Endearing - making someone love or like you: an endearing smile. Make a mountain out of a molehill to treat a problem as if it was very serious when in fact it is not.
ОЗУ: Read the texts and answer the questions.
UNDERSTATEMENT
Understatement is a form of speech in which a lesser expression is used than what would be expected. The English gift for understatement is considered to be one of our more endearing traits. When solid sheets of rain are bouncing off the pavements, we say "Looks a bit wet out there". When we are presented with a sickeningly huge bill in a restaurant, we murmur, "Good Lord, that's a little on the steep side". It's all in the interests of keeping a level head, maintaining a sense of perspective, and not making mountains out of molehills.
THE UNDERSTATEMENT RULE
"THE UNDERSTATEMENT RULE means that a debilitating and painful chronic illness must be described as "a bit of a nuisance"; truly horrific experience is "well, not exactly what I would have chosen"; a sight of breathtaking beauty is "quite pretty"; an outstanding performance or achievement is "not bad"..,
<.. > We have a tendency to say " Well I expect we '11 manage somehow", when we mean "Yes, certainly, no trouble", and "That would be quite helpful", when we mean "For Christ's sake, that should have been done yesterday!"; and "We seem to have a bit of a problem", when there has been a complete and utter disaster. (Another typically English response to say, a catastrophic meeting where a million-pound deal has fallen through, would be "That all went rather well, don'tvou think?")
1. What rule do the English follow in communication?
2. What is the gist of such a phenomenon?
3. What does the author mean saying that "The understatement rale means that a debilitating and painful chronic illness..."?
4. What are the markers of understatement?
5. What typical characteristics of English discourse can you single out from the texts '-'UNDERSTATEMENT", "THE UNDERSTATEMENT RULE"?
6. What characteristics are typical of Russian discourse?