Урок английского языка 10 класс «Художественные произведения»

Учитель: Мамбеталиева М. У. Школа-гимназия № 39. Город Тараз.

Урок английского языка в 10 классе.

Тема: Masterpieces. Thirdconditional.

Задачи: научить образовывать и употреблять в речи третье условное предложение; тренировать в употреблении третьего типа условных предложений.

Цели:

Smart цели: ученики умеют читать для получения информации; выражать своё мнение ; употреблять в речи и воспринимать на слух третье условное предложение.

Развивающие цели: развивать память, воображение, креативное и логическое мышление; развивать свободное говорение.

Образовательные цели: воспитывать уважительное отношение к одноклассникам, хорошие манеры, вежливость и внимательность, интерес к изучению английского языка; любовь к казахстанской культуре.

Тип урока: презентация.

Ход урока:

Organization moment.

Warm up.

Main body.

Self assessment and marks.

Homework.

Conclusions.

Procedure of the lesson.

Organization moment.

Greet students and guests.

Warm up.

Inform the class of lesson targets (to point to the flashcard on the board).

Ask students to look at the pictures and identify the theme of the lesson. Ask:

-What do you think the theme of our lesson is?

Elicit ideas from the class.

-So today we're going to talk about art, famous artist and the third conditional. And I'll tell you a bit more about conditionals.

Main body.

Ask students to open their books on page 88 and look at exercise 1.

Ask one of the students to read the task. Then another student reads the words in the box. Drill the words. Check any unknown words.

Weird /wɪəd /=strange

Disturbing /dɪstə:bɪŋ /= unpleasant, frightening

Moving = touching

Ask students to look at the paintings and describe them using adjectives. Ask them to give their reasons. Give students 2 minutes to think. Give them an example:

-It's weird because the face looks like ghost's face.

Students work in pairs. Give students three minutes.

Students swap their ideas as a class.

Pay students attention to the assessment lists. Ask students to assess themselves.

Exercise 2.

Ask one of the students to read the task and options for the class.

Read the text with the class. Students listen and follow the text.

Give students 2 minutes to do the task. Ask students to give reasons and underline the sentences in the text.

a-3 (Magritte was a painter of thoughts and ideas. His paintings an intellectual puzzles, playing with reality and illusion).

b-1

c-2

Ask students some comprehension questions.

1. What did Van Gogh paint? (Starry Night)

2. What does Starry Night show?

3. What illness did Van Gogh have?

3. Is this painting unusual? Why? Why not? (He used lead and may have seen circles around objects; took a drug that can make you see yellow spots).

4. Was he rich? Why not?

1. What does Edward Munch's painting show?

2. What did inspire him to paint The Scream?

3. What do experts claim?

1. Why is The Empire of Lights a surrealist painting?

2. What kind of painter was Magritte?

3. What illness did Magritte suffer from?

4. Did Magritte paint day time or night time?

Exercise 3.

Ask students to choose the picture and explain their choice and tell about the picture they've chosen.

Exercise 4.

Read the sentences and do the checking questions as a class.

Is the situation real or unreal?

Does it refer to the preset or to the past situation?

Exercise 5.

Read the task with the class. Give students 1 minute to complete. Check as a class.

Condition result

I f + N + Past Perfect would/ could/ might + have V 3(ed)

Ask one of the students to write on the board the model of the 3^rd Conditional.

If + N +had V 3(ed), N+ would/ could/ might + have V 3(ed)

Write on the board:

He might not have painted stars in circles of light if he hadn't seen yellow spots.

Ask:

Did he paint stars in circles? (Yes)

What was the real situation? (He painted stars in circles).

Did he see yellow spots? (Yes)

What was the real situation? (He saw yellow spots).

Exercise 6.

Read the task with the class. Go through the example with the class. Students work on their own. Ask them to write the answers in their notebooks. Check as a class.

Hand out cards. Explain what students must do. Give them 5 minutes to do the task. Check answers as a class.

Ask students to look at the pictures. Say that they are paintings of two artist from Kazakhstan: Alua Tebenova and Vladimir Gvozdev (Shege).

Ask students to describe the pictures using the adjectives from Exercise 1. Give them enough time to get ready. Discuss as a class.

Hand out texts. Explain that it is a jigsaw reading. Students read the texts and ask each other questions to find out what their partners have learnt from their texts.

Handout 1

1.Vladimir Gvozdev ( Shege) was born in 1960 in Russia in the family of artist Andrey Gvozdev. In childhood his parents moved to Kazakhstan. He graduated from the Kazakh national Academy of arts named after Zhurgenov.

He works in a style that he invented and called "ethnosymbolism". Gvozdev's creativity is linked to the Kazakh culture, traditions and customs. That is why his nick name is the Kazakh word Shege which means "nail".

His father, a famous artist Andrey Gvozdev, taught him to love painting and taught him to see the world differently. But what helped him to find his own style is the Kazakh folk art. Ten years later, working in the carpet business, he found out about traditional manual carpet weaving and was shocked by the richness and deep meaning of ancient symbols. And then he decided to try to "speak" in the language of ancient symbols. Studying the history of ancient Kazakhs, the ornament of carpet weaving he discovered that the nomads had developed the figurative system of symbols: the snake is wisdom, the eagle – freedom, independence, the tree – sign of life. So the ancient Kazakh sign system, a kind of letter became the basis of Gvozdev's paintings.

Paintings of Vladimir Gvozdev are in pure colours, mostly in red-and-yellow scheme. There is sunlight so they are very positive.

His works are in galleries and private collections in Kazakhstan, Germany, Russia, Australia, USA, Austria, UK, Switzerland, Holland, Denmark, France, Hungary, Poland, Turkey and Georgia.

Handout 2

2.Kazakh Painter in Romania Teaches Culture, Traditions and Customs of Kazakhstan.

Painter and a student Alua Tebenova is one such creative individual, building her artistic career in Romania.

“My connection with fine arts began when I was starting school. Once my father picked me up from school and gave me a big A3 folder full of painting materials". Her mother and father made a decision to get her into a school of painting and he took her to her first lesson. She was pleasantly surprised and excited about it.

Tebenova graduated with honours after five years of study at a regional painting school.

She began worrying about what profession to choose, who to become and what to do in the future.

Tebenova comes from a family of doctors and no one was an artist. She thought of choosing to become a doctor like her parents, but she realized she wanted to continue her creative path.

She is now a student of painting at Art and Design University of Cluj-Napoca in Romania, one of Eastern Europe’s leading universities in the fine arts.

She recently produced four paintings with an ethnical theme. In these works, the painter pays special attention to Kazakh culture, descendants of nomads and details of traditional Kazakh clothing and colouring,

Her paintings also play an educational role for students, lecturers and others because they tell about Kazakh culture, traditions and customs through her drawings.  

Romanian and European students find her paintings unusual and amazing.

Text 1.

Who is your story about?

When and where was Vladimir Gvozdev born?

What style did he invent?

What is his nick name and what does it mean?

What was he shocked by?

Text 2.

Who is your story about?

What is Alua Tabenove?

How did Alua start painting?

What does she pay special attention to?

Why are her works important?

Ask some students to report to the class what they've learnt from their partners.

Then ask students to work in pairs to make up past conditionals using their texts. Students work in pairs. Check answers as a class.

V. Self assessment.

VI. Conclusions

VII. Homework: page 96 wb.

Cartwheel-sunAn apple

Vladimir Gvozdev

The musical heritage of nomads

The Keeper of the Steppe

Alua Tebenova

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/298140-urok-anglijskogo-jazyka-10-klass-hudozhestven