Методическая разработка по английскому языку на тему «Виртуальные музеи мира»

Элективный курс «Виртуальные музеи мира»

Элективный курс «Виртуальные музеи мира» может быть охарактеризован одновременно и как информационный, так как он дает более глубокие знания о культуре Великобритании и США, и как практический, поскольку данный элективный курс формирует навыки практического использования языка и дает первичную информацию о профессиональной деятельности гида, и как развивающе-компенсирующий, так как данный элективный курс позволяет интенсифицировать обучение монологической речи.

Предлагаемый элективный курс предназначен для учащихся 10 и 11 классов. Курс рассчитан на 18 учебных часов и состоит из 6 тематических разделов, на освоение каждого из которых планируется отвести 3 урока, при одном часе занятий в неделю.

Основной целью данного элективного курса является формирование умений учащихся в монологической речи, а также развитие у учащихся практических навыков использования английского языка в качестве инструмента для получения новых знаний по выбранному профилю.

Элективный курс «Виртуальные музеи мира» имеет также следующую практическую цель:

1. • Совершенствование коммуникативной компетенции обучающихся в совокупности ее составляющих.

Элективный курс имеет следующие развивающие цели:

1. • Развитие социокультурной компетенции, а именно расширение культурного кругозора учащихся, приобщение их к культурным особенностям различных стран.

   • Развитие межкультурной компетенции, а именно умения участвовать в межкультурной коммуникации, учитывая особенности других культур.

   • Развитие компенсаторной компетенции.

Данный элективный курс позволяет решить следующую воспитательную цель:

• воспитание способности к личному и профессиональному самоопределению.

Для достижения поставленных целей в рамках курса решаются следующие задачи:

• сообщить учащимся знания о музеях мира, мировой культуре, работе гида, особенностях коммуникации между гидом и туристами;

• сформировать фонетические, лексические и грамматические навыки старшеклассников на основе профильной тематики и сформировать навыки оперирования лексико-грамматическими единицами в коммуникативных целях;

• сформулировать умения учащихся в монологической речи на материале темы «Виртуальная экскурсия по музею»

• для развития компенсаторной компетенции совершенствовать умения осуществлять перифраз, пользоваться языковой и контекстуальной догадкой, использовать эквивалентные замены для дополнения, уточнения, пояснения в условиях дефицита языковых средств.

В результате прохождения курса старшеклассники:

• овладеют фонетическим, грамматическим и лексическим запасом в соответствии с профильной тематикой;

• научатся формулировать монологическое высказывание на английском языке;

• научатся описывать экспонаты, залы в музеях, проводить экскурсии на английском языке;

• научатся работать в команде в ситуациях общения между гидом и туристами.

• будут обладать знаниями и умениями, которые смогут использовать в практической деятельности и повседневной жизни для:

1. общения с представителями других стран, ориентации в современном поликультурном мире;

2. расширения возможностей в выборе будущей профессиональной деятельности;

3. изучения ценностей мировой культуры, культурного наследия и достижений других стран.

Предлагаемый элективный курс рассчитан на изучение 6 музеев, соотнесенных в тематическом плане с Предметным содержанием речи, прописанном в примерной программе по английскому языку:

1. Национальный музей естественной истории – Природа и экология;

2. Вестминстерский дворец – Страна изучаемого языка, их культурные достопримечательности;

3. Лондонская Национальная галерея – Культурно-исторические особенности страны изучаемого языка;

4. Музей мадам Тюссо – Современный мир профессий;

5. Национальный музей Военно-воздушных сил США – Научно-технический прогресс;

6. Музей общественного транспорта – Путешествия за рубежом.

Комплекс упражнений представлен в рамках 2 подходов к обучению монологической речи:

1. Дедуктивным («сверху вниз») – предполагает формирование умений в монологической речи на основе различных этапов работы с текстом.

2. Индуктивным («снизу вверх») – связан с развитием монологических умений без опоры на текст, на основе тематики обсуждаемых вопросов, лексического и грамматического материла, речевых структур.

Дедуктивный подход имеет ряд преимуществ. Во-первых, текст наиболее полно описывает речевую ситуацию. Во-вторых, правильно отобранные тексты обладают высокой степенью информативности, предопределяют содержательную сторону высказываний учащихся. В-третьих, аутентичные тексты составляют хорошую языковую и речевую базу, основу для составления собственных речевых высказываний по образцу.

Индуктивный подход предполагает последовательное, систематичное овладения отдельными высказываниями разного уровня к их последующему комбинированию. Данный путь может проходить успешно, если у учащихся есть достаточный информационный запас по данной теме, соответствующий уровень языка для обсуждения определенной темы на иностранном языке, необходимый запас речевых структур.

Комплекс упражнений для обучения монологическому высказыванию в рамках элективного курса «Виртуальные музеи мира»

Цель: формирование умений в монологической речи на материале темы «Национальный музей естественной истории» («National Museum of Natural History”).

Индуктивный подход

Речевая зарядка:

Упр. 1. Look at the pictures and say what the lesson will be about.

Упр. 2. Answer the questions

1. What is a natural history museum?

2. Which exhibits can you see there?

3. Is there a natural history museum in your city, country?

4. Which halls are there in the National Museum of Natural History?

5. What is on display there?

Упр. 3. Take a piece of paper and write a word concerning the National Museum of Natural History and pile them up. Then take one piece of paper and make up a situation with a word on it.

Подготовительные упражнения

• Языковые упражнения

Упр. 1. Match the words from Column A with their definitions in Column B.

• You are a tour guide of the National Museum of Natural History.

• You are a tourist who follow the tour guide but wants to learn about theMineral and Gems Gallery.

• You are a guide of theMineral and Gems Gallery.

• You are a tourist who follow the tour guide but wants to get more information about the Hall of Human Origins.

• You are a guide of the Hall of Human Origins.

Пример виртуальной экскурсии по Национальному музею естественной истории

Вестминстерский дворец

Цель: формирование умений в монологической речи на материале темы «Вестминстерский дворец» («ThePalaceofWestminster»). Дедуктивный подход.

Предтекстовые упражнения:

1. Read the title of the text below. What do you think the text is about?

2. Read the vocabulary and think of the topic:

the Parliament of the United Kingdom, the Lords Chamber, the Commons Chamber, Big Ben, meeting place, Parliamentary debates,royal residence

1. Answer the following questions:

a) Where is the Palace of Westminster located?

b) Does it consist of one building or several?

c) What purpose is the Palace of Westminster used for now?

d) Do you think tours of the Palace of Westminster are available?

f) What do you think attracts people to the palace?

The Palace of Westminster

The Palace of Westminster, or the Houses of Parliament as it is also known, is a historic royal palace and the meeting place of the House of Commons and the House of Lords, the two houses of the Parliament of the United Kingdom. Transformed from royal residence to the home of a modern democracy, the architecture and cultural collections of the Palace and the wider Parliamentary Estate have continuallyevolved.The building contains about 1200 rooms, 100 stairs, and 5 kilometer of halls.

The biggest and the oldest part of the building is called Westminster hall. It was erected in 1097 and occupies the area of 1800 square kilometers. What makes it such an astonishing building is not simply its great size and the magnificence of its roof, but its central role in British history. In and around the Hall, grew up the major institutions of the British state: Parliament, the law courts and various government offices. Manyprominent people were sentenced to death here, among them, Guy Fawkes, Thomas Moore, Charles I and many others.

It is currently used for important ceremonies, receptions, anniversaries, exhibitions and the lying-in-state of monarchs and their consorts.

Central Lobby is the core of the Palace of Westminster and was designed by Charles Barry as a meeting place for Members of both Houses, and where MPs can meet their constituents. It is a lofty stone octagon with an intricately tiled floor, and a rich mosaic-covered vault. The very distinctive Central Tower is built over the Central Lobby, which forms the crossroads between the House of Lords to the south, the House of Commons to the north, St Stephen's Hall and the public entrance to the west, and the Lower Waiting Hall and the libraries to the east.The arches surrounding the high windows of the Lobby are decorated with statues of kings and queens of England and Scotland from Edward I. There are four large mosaic panels, depicting in turn the patron saint of each of the four constituent countries of the United Kingdom: St George for England, St David for Wales, St Andrew for Scotland and St Patrick for Northern Ireland.

Another hall of the palace is St Stephen’s Hall forms part of the grand entrance to the Victorian Palace of Westminster built during the 1840s and early 1850s by the architect Sir Charles Barry. Leading off Westminster Hall into Central Lobby, it remains a busy thoroughfare providing access to both the House of Lords and the House of Commons.

The Lords Chamber is the most lavishly-decorated room in the Palace of Westminster.It has the grandest interior because it is where the three elements of Parliament (the Sovereign, the Lords and the Commons) come together. The furnishings in the Chamber are predominantly decorated in red. At the far end of the Chamber on a dais is the Royal Throne. This ornate gilded piece is based on the early 14th-century Coronation Chair in Westminster Abbey. In front of the Throne is the Woolsack,an armless red cushion stuffed with wool, on which the Lord Speaker sits. It is thought to have been introduced in the 14th century to reflect the economic importance of the wool trade to England.

The Commons Chamber looks very different to that of the Lords.The current Chamber was rebuilt after the Blitz by the architect Sir Giles Gilbert Scott in relatively austere style (although it was less ornate than the Lords Chamber even before 1941). Its benches on the left and on the right are green in colour, a custom which goes back 300 years.The Speaker's Chair is found at one end of the House of Commons Chamber. At the back of the chair hangs the bag in which MPs (Members of Parliament) deposit petitions presented to the House on behalf of members of the public or outside organizations.

The Palace has two distinct towers: the Victoria Tower, and the Elizabeth Tower, home of the iconic “Big Ben” clock.The Victoria Tower is the tallest tower in the Palace of Westminster. Named after Queen Victoria, it was for many years the tallest and largest stone square tower in the world, with a height of 98.5 metres (325 feet).It was one of the first purpose-built archives in the country, designed to house Parliament's historic records.

The Elizabeth Tower is the name of the famous tower of Parliament - more popularly known as Big Ben. Although often referred to as Big Ben, this is actually the nickname of the bell housed within the Elizabeth Tower - and Big Ben's official name is the Great Bell.

The Palace of Westminster,a historic landmarkof London, which has been part of a UNESCO World Heritage Site since 1987, is one of the most fascinating stops on a visit to London.

Упр. 1. Choose the best answer for questions 1 – 8.

1. The Palace of Westminster is the home of …

A the royals.

B the English Supreme Court.

C the major political parties.

D the Parliament of the United Kingdom.

2. The oldest part of the Palace of Westminster is …

A Big Ben.

B The Central Tower.

C Westminster hall.

D The Robing room. [Приложение 2, с. 86-87]

Упр. 2. Decide if each statement is True or False. Correct the false statements.

1. The enormous size of Westminster Hall, which occupies the area of 1800 square kilometers, makes it such an astonishing building.

2. Many prominent people were imprisoned in the Victoria Tower. [Приложение 2, с. 87]

Упр. 3. Explain the words in bold.

Подготовительные упражнения

• Языковые упражнения

Упр. 1. Match the words from Column A with their definitions in Column B.

Упр. 2. Match the words in bold with their meaning.

Mainly – the wife or husband of a ruler – covered with gold – someone who votes – sight(s) – important – imprisoned – build, construct – developed – amazing

Упр. 3. Repeat the following transcriptions after the teacher, then read them out one by one and find the words for them.

['pɑːləmənt] ['sɔv(ə)rɪn] ['ɑːkaɪv] [dɪ'pɔzɪt] [blɪts][ɔː'stɪə][θrəun] ['ɔktəgən][gɪlbət skɔt][aɪ'kɔnɪk]

Упр. 4. Make meaningful definitions by combining items from the each column in the table.

A place …

1. where the three elements of Parliament (the Sovereign, tower Elizabeth the Lords and the Commons) come together is the

2. which is now home to the Parliamentary Archives is the Westminster lobby

3. which was primarily used for judicial purposes, Lords hall housing the most important courts in the country is the

4. where constituents may meet their Members central tower of Parliament is the

5. where the Great Bell is housed is the Victoria chamber

Упр. 5. Look through the text. Find descriptions of objects of the interior and read them out. Find the objects in the pictures.

Упр. 6. Find in the text prepositions and phrases with them denoting the position of the rooms and objects. Think of some more prepositions which can be useful while describing the position of objects.

Упр. 7. Look at the picture of the Lords Chamber, then fill in the gaps.[Приложение 2, с. 90]

On the left, at one end of, to the south, next to, opposite, above, in front of

We are in the Lords Chamber. ……… the Lords Chamber is the throne on which the Queen sits during the ceremonial opening of a new parliamentary session - the State Opening of Parliament. There is the Lord Speaker's Woolsack …… .The Lord Speaker's responsibilities include offering advice on procedure and acting as an ambassador for the work of the Lords both at home and abroad. [Приложение 2, с. 90]

Упр. 8. Match the questions with their answers.

Упр. 4. Look at the plan of how to make a narrative and prepare the narrative of the building's history.

1. Introduction (name, place, description)

2. Main body (historical facts in chronological order)

3. Conclusion (comments)

Упр. 5. Look at the picture of the Victoria Tower and Big Ben, then study the facts about the towers. Compare two towers by asking and answering questions. [Приложение 2, с. 95]

Упр. 6. Look at the pictures. Imagine that you are in the center of a room depicted in each picture. Describe it using prepositions and phrases with prepositions. [Приложение 2, с. 96-97]

The Commons Chamber

Речевыеупражнения

Упр. 1. Make up a plan of your future tour. Then exchange your plans and give information about the rooms' location, history, objects.

Упр. 2. Act out a tour in the National Museum of Natural History. For each of you, there is a card either for a guide or a tourist. Cards:

• You are the group's tour guide of the Palace of Westminster who shows the Central lobby, then the Lords Chamber and the Commons Chamber

• You are a tourist who wants to learn more about the history of the Palace of Westminster

• You are a tourist who is interested in the architecture of the Palace

• You are a tourist who wants to take tours of the Palace's towers

• You are a guide specializing in the tours of the towers mainly

Пример виртуальной экскурсии по Вестминстерскому дворцу

Лондонская Национальная галерея

Цель: формирование умений в монологической речи на материале темы «Лондонская Национальная галерея» («The National Gallery»).

Индуктивный подход

Речевая зарядка

1. Guess what the lesson will be about.

Упр. 6. Discuss the paintings in groups using the questions.

Seaport with the Embarkation of the Queen of Sheba, Claude

a) Where is the scene set?

b) Where is the Queen?

c) Which ship do you think is hers?

d) Is she making a long journey or going for a trip around the harbour?

e) What do you think the Queen has packed in her chest?

f) Why doesn’t the large galleon pick her up directly from the pier?

g) How is the galleon powered?

h) What time of day is it?

The Ambassadors,

Hans Holbein

a) What stands out most in this picture?

b) Does the picture tell a story?

c) Who might these men be?

d) What kind of characters might these men have had?

The Stonemason’s Yard,

Canaletto

a) Where do you think this place might be?

b) What is happening in the foreground?

c) What sort of building might the stone be used for?

d) What work is being done?

e) Who is not working?

f) What time of day might it be?

Речевыеупражнения

• Study the floorplan of the National Gallery. Then in pairs make up a plan of a tour to this art gallery.

1. Make up a plan and speech for a tourist.

2. Make up a plan and a speech for a tour guide.

3. Give a virtual tour of the art gallery.

Main vestibule

Northern Italy

Great Britain

France

The Impressionists

Van Gogh

British portraits

Anthony Van Dyck

Canaletto

Пример виртуальной экскурсии по Лондонской Национальной галерее:

Музей мадам Тюссо

Цель: формирование умений в монологической речи на материале темы «Музей мадам Тюссо» («Madame Tussauds»)

Дедуктивный подход

Предтекстовые упражнения:

Упр. 1. Look at the title of the text and brainstorm your ideas concerning it.

Madame Tussauds

At the moment we are on Marylebone Road, in front of Madame Tussaurds. Madame Tussauds was founded in the 1800s by a lady called Marie 'Grosholtz' who later became Madame Tussauds.  Madame Marie Tussaud was a wax sculptor in Paris. Back in the early 1800s there was no TV, radio or magazines, so most images of celebrities at the time were painted portraits or sculptures. So Madame Tussauds created exact replicas of famous people in three dimensions. In the early 19th century, after the French Revolution, she went to Britain. Marie toured the British Isles with the exhibition for years. In 1835 she settled the exhibition in London. Millions and millions of people have flocked to Madame Tussauds since it first opened over 200 years ago and it remains just as popular as it ever was.

Party

Let’s start from the exclusive A-list party. As you walk through the party, you will meet stars old and new. Here you will be VIP, so you can strike a pose for the paparazzi and then join the world’s most famous stars. You are free to rub shoulders with award winners likeKate Winslet, Colin Firth and Dame Helen Mirren, and cosy up to some of Hollywood’s hottest hunks from Brad Pitt to Taylor Lautner, Leonardo Dicaprio and George Clooney.

Film

Our next stop is the part where you will meet most loved stars at a glittering film premiere, from Marilyn Monroe to Charlie Chaplin and Tinkerbelle to Shrek.Indiana Jones is waiting to be discovered and even Arnie is there as the Terminator to make sure you’ll ‘be back’.

Sports Zone

Here you can test your sporting skill against your favourite sporting heroes in this fast paced and interactive Zone! Take a penalty under the watchful eye of David Beckham or step up to the crease with batsman Sachin Tendulkar. You will walk directly underneath Olympic Hopeful Tom Daley as he is suspended mid dive, and enjoy the interactive pool projection! Prove them wrong and weigh in with Muhammad Ali – your official boxing weight class might surprise you!

Royals

Walk forwards now to take a closer look at the Queen. You’ll not just meet the reigning monarch, but Charles and Camilla, as well as the dashing Princes William and Harry and the beautiful Princess Diana. Past Royals also take up residence here, Henry VIII, Elizabeth I and many past Kings and Queens.

Culture

Now step into the culture zone and get up close and personal with the greatest intellectual giants that have changed the way we live and think. Take an interactive IQ test with Einstein, get some creative inspiration from Shakespeare, Oscar Wilde or even Charles Dickens before testing your creativity with Picasso!

Music Megastars

It’s the Grammys meets the Brits, with legends old and young and you’ve been given a back stage pass to the biggest music event of the year!Beyonceis here waiting for her single ladies alongside Rihannawho is ready to get the party started! Justin Timberlake is ready to see your best dance moves, and Beiber is waiting to pose with his fans. You will see legends from theBeatles to Bob Marley and Elvis Presley to Michael Jackson!

Spirit of London Taxi Ride

Here you can hop into one of London’s black cabs and take a journey through the capital's history. From the comfort of your taxi, witness the historical and cultural events that have shaped London into one of the greatest cities in the world.

First, you will travel through Tudor London, to the sound of pipes and minstrels before moving into a darker age, where London's streets are haunted by the plague! In the distance flames are spreading from the King's bakery, it's the Great Fire of London! Burning mile after mile, the plague dies in the flames.

Then, hear the masons work around you on the infamous St Paul's Cathedral, before immersing yourself in the heart of a massive empire. Queen Victoria sits on her throne, with the wheels of a revolutionary industry turning behind her. Another London character comes into view, it's Nelson on his column!Come face-to-face with this life-size recreation of the famous statue!

Next, the city is at war and the bombs of the Blitz rain down. All is not lost, however, as you roll into the bright lights of the 1960s!

Finally, move into the 1980s and beyond... the sights, the sounds, the colours, and the joy of The Spirit of London!

Упр. 1. Read the text and answer the following questions.

1. What kind of museum is Madame Tussauds London?

2. When did Madame Tussauds museum open first?

3. Where is this museum situated in London?

4. Who was the founder of the museum?

5. What way was used to learn about celebrities in the past?

6. What did Madame Tussauds create?

7. Which fields of activity the celebrities presented at the museum belong to?

8. Whose waxworks does it display?

9. What zones within the museum are there?

10. Which historical figures are on display at the museum?

11. Which attractions are available at the museum?

12. Where can a visitor to the museum learn about London's history?

13. Which word combinations are used in the text to describe visitors' actions towards wax figures?

14. Which instructions does the guide use to direct visitors of the museum?

Упр. 2. Agree or disagree with the following statements and correct if needed.

1. The guide touches upon the history of Madame Tussauds in the beginning of the tour.

2. The process of creating wax figures is depicted in detail.

3. There are no historical figures at the museum as new models are being produced all the time, thus making the old ones remove from display.

4. The guide recounts all the achievements of each celebrity.

Упр. 3. Make a brief summary of the text’s content.

Подготовительные упражнения

• Языковые упражнения

Упр. 1. Repeat the following transcriptions of names after the teacher. Then read them out one by one and find proper names for them.

[ʹɒskə waɪld] – [daɪ'ænə] – [ˈælbərt ˈaɪnstaɪn] – [ʹtʃɑ:li ʹtʃæplɪn] – ['henrɪ ði eɪtθ] – [ʧɑːlz 'dɪkɪnz] – [bɔb 'mɑːli] – [ʹmærılın mən'rəu] – [ʃeıkʹspıə] – [biːtlz]

Упр. 2. Fill in the correct words from the list below. Then make sentences based on the text, using the completed phrases.

Intellectual, watchful, test, grossing, create, maximum security, glittering, rub, wax, life-size, unhinged, Chamber, reigning, multisensory, interactive, startlingly

Henry VIII is one of the most famous kings in English history. He was the second Tudor monarch and was well-known for having six wives. His break with the papacy in Rome established the Church of England and began the Reformation.

Elizabeth Iis considered one of the country's most successful and popular monarchs.The reign of Elizabeth I is often thought of as a Golden Age. It was a time of extravagance and luxury in which a flourishing popular culture was expressed through writers such as Shakespeare, and explorers like Drake and Raleigh sought to expand England's territory overseas. This sense of well-being was embodied by Queen Elizabeth who liked to wear sumptuous costumes and jewellery, and be entertained in style at her court.

Marilyn Monroe was an American actress, singer and film producer. She won a Golden Globe Award, and in 1999 was ranked as the sixth greatest female star of all time by the American Film Institute. After spending much of her childhood in foster homes, Norma Jeane Baker began a career as a model, which led to a film contract in 1946. Her early roles were minor, but her performances in The Asphalt Jungle and All About Eve were well received. As her career progressed she became known as a sex symbol. She was praised for her comedic ability and became one of Hollywood's most popular performers.

Charlie Chaplin.With his oversized trousers and shoes, his derby hat and cane and his toothbrush moustache, Chaplin thrilled audiences for over half a century. Known for his gift of slapstick and his endearing character, the Tramp, he remains one of the most famous and influential Hollywood stars of all time.

Princess Diana. From her fairy tale romance with Prince Charles to her much publicised eating disorders and her untimely death in Paris, Diana was never out of the news. For many, she was a heroine who worked tirelessly with victims of both AIDS and landmines. When her life was cut short cruelly in 1997, the outpouring of national grief was on a scale never before witnessed in this country.

Albert Einstein.The most recognised scientist in history and the man Time Magazine voted Person of the Century in 1999, Einstein is more than just the brains behind e=mc2. His achievements have surpassed those of Galileo, Newton and Darwin and his name has become synonymous with genius

William Shakespeare is considered by many to be the greatest playwright of all time, although many facts about his life remain shrouded in mystery. He lived during the reigns of Elizabeth I and James I and coined hundreds of new words and phrases that we still use today.By the last years of Elizabeth I's reign Shakespeare was well established as a famous poet and playwright and was called upon to perform several of his plays before the Queen at court. In 1598 the author Francis Meres described Shakespeare as England’s greatest writer in comedy and tragedy.

Oscar Wildewas an Anglo-Irish novelist, playwright, poet and critic, and a celebrity in late 19th century London.Wilde was educated at Trinity College, Dublin and Magdalen College, Oxford. While at Oxford, Wilde became involved in the aesthetic movement. After he graduated, he moved to London to pursue a literary career. Wilde wrote fairy stories and published a novel 'The Picture of Dorian Gray' (1891). His greatest talent was for writing plays, and he produced a string of extremely popular comedies

Charles Dickens is much loved for his great contribution to classic English literature. His epic stories, vivid characters and exhaustive depiction of contemporary life are unforgettable.His own story is one of rags to riches.The good fortune of being sent to school at the age of nine was short-lived because his father, inspiration for the character of Mr Micawber in 'David Copperfield', was imprisoned for bad debt. Charles was sent to work in Warren's blacking factory and endured appalling conditions as well as loneliness and despair. After three years he was returned to school, but the experience was never forgotten and became fictionalised in two of his better-known novels 'David Copperfield' and 'Great Expectations'.He was a theatre enthusiast, wrote plays and performed before Queen Victoria in 1851.

The Beatles were an English rock band that formed in Liverpool, in 1960. With John Lennon, Paul McCartney, George Harrison, and Ringo Starr, they became widely regarded as the greatest and most influential act of the rock era. Rooted in skiffle, beat, and 1950s rock and roll, the Beatles later experimented with several genres, ranging from pop ballads to psychedelic and hard rock, often incorporating classical elements in innovative ways. In the early 1960s, their enormous popularity first emerged as "Beatlemania", but as their songwriting grew in sophistication they came to be perceived as an embodiment of the ideals shared by the era's sociocultural revolutions.

Elvis Presley was an American singer, musician, and actor. Regarded as one of the most significant cultural icons of the 20th century, he is often referred to as "the King of Rock and Roll", or simply, "the King".Bringing together white country music with black rhythm and blues was a success.

Michael Jackson.With over 750 million record sales, Michael Jackson was one of the most creative artists pop music has ever seen. Making the crossover from child prodigy to adult superstar his album, Thriller, is the biggest selling record of all time. Even after his death Jackson is justifiably one of the most famous people on the planet and will continue to be so. Michael Jackson was totally unique and his iconic status made him one of the most popular stars here. With 13 figures made for Madame Tussauds London, he is the most featured star ever, with only The Queen having been portrayed more often.

Речевыеупражнения

Упр. 1. Look through the main text. Make a plan of the museum with the information useful both for a tourist and a tour guide.

Упр. 2. Give a virtual tour of one of the zone of Madame Tussauds. Each student will take one zone.

Пример виртуальной экскурсии по Музею мадам Тюссо:

Национальный музей Военно-воздушных сил США

Цель: формирование умений в монологической речи на материале темы «Национальный музей Военно-воздушных сил США» («NationalMuseumoftheUnitedStatesAirForce»)

Индуктивный подход

Речевая зарядка

Упр. 1. Answer the questions.

a) What is an air force museum?

b) What is on display there?

c) In which country are there air force museums and why?

d) What is an airplane?

Упр. 2. Name the parts of an aircraft and their functions, then one by one, describe the following picture in relation to this information.

Упр. 3. Brainstorm your ideas about three galleries of the museum:

• Early Years

• Presidential aircraft

• Cold War

Подготовительные упражнения

• Языковые упражнения

Упр. 1. There are several words and their transcriptions. Repeat them first after the teacher, then individually.

Упр. 4. Jigsaw activity. Work in pairs. Take two cards with a text for one member and fragments of the text, such as a number of words and phrases, for the other. Ask your partner for the missing information of the text and reconstruct a similar text.

S1:TheDouglas C-54 Skymaster, located in the gallery ”Presidential Aircraft” was a four-engined transport aircraft used by the United States Army Air Forces in World War II and the Korean War. Besides transport of cargo, the C-54 also carried presidents, prime ministers and military staff. Dozens of variants of the C-54 were employed in a wide variety of non-combat roles such as air-sea rescue, scientific and military research and missile tracking and recovery. During the Berlin Airlift it transported coal and food supplies to West Berlin. After the Korean War it continued to be used for military and civilian uses by more than 30 countries. This was one of the first aircraft to carry the President of the United States.

S2:four-engined transport aircraft, transport of cargo, carried presidents, air-sea rescue, coal and food supplies, civilian uses

S1: The Sopwith Camel, presented in theEarly Years Gallery, was a British First World War single-seat fighter introduced on the Western Front in 1917. Manufactured by Sopwith Aviation Company, it had a short-coupled fuselage, heavy, powerful engine, and concentrated fire from twin machine guns. Though difficult to handle, to an experienced pilot it provided incomparable mobility. A superlative fighter, the Camel was credited with shooting down 1,294 enemy aircrafts, more than any other Allied fighter of the war.

S2:Sopwith Camel: single-seat fighter, the Western Front, fuselage, powerful engine, twin machine guns, experienced pilot, enemy aircrafts, Allied fighter

S1: The Fairchild PT-19, located in the Early Years Gallery, was an American Fairchild Aircraft monoplane primary trainer aircraft that served with the United States Army Air Forces during World War II. It was used by the USAAF during Primary Flying Training as the introductory phase trainer for introducing new pilots to flying before passing them on to the more combat aircraft. As with other USAAF trainers of the period, the PT-19 had multiple designations based on the power plant installed.

primarytrainer – учебный самолет (для начальной летной подготовки)

S2: Fairchild PT-19: primary trainer aircraft, World War II, Primary Flying Training, new pilots, multiple designations, power plant

S1: The Convair B-36 "Peacemaker", presented in the gallery “Cold War”, was a strategic bomber built by Convair and operated solely by the United States Air Force (USAF) from 1949 to 1959. The B-36 was the largest mass-produced engine aircraft ever made. It had the longest wingspan of any combat aircraft ever built (230 ft, 70.1 m), although there have been larger military transports. The B-36 was the first bomber capable of delivering any of the nuclear weapons in the U.S. arsenal. The B-36 was the world's first manned bomber and the primary nuclear weapons delivery vehicle of the Strategic Air Command (SAC).

S2:Convair B-36 "Peacemaker": strategic bomber, engine aircraft, military transports, the nuclear weapons, delivery vehicle, wingspan – размахкрыла.

S1: The Lockheed SR-71 "Blackbird", located in the gallery “Cold War”, was an advanced, long-range, strategic reconnaissance aircraft. During reconnaissance missions, the SR-71 operated at high speeds and heights to allow. If a surface-to-air missile launch was seen, the standard evasive action was simply to accelerate and outfly the missile. The SR-71 served with the U.S. Air Force from 1964 to 1998. A total of 32 aircraft were built; 12 were lost in accidents, but none lost to enemy action. The SR-71 has been given several nicknames, including Blackbird and Habu. 

reconnaissance aircraft — разведывательный самолет

surface-to-air missile – зенитнаяракета,ракетакласса "земля-воздух"

S2: Lockheed SR-71 "Blackbird": strategic reconnaissance aircraft, high speeds and heights, surface-to-air missile, evasive action, outfly the missile, lost, nicknames

S1: The McDonnell Douglas F-4 Phantom II, presented Post Cold War in the gallery “Cold War” is a two-seat, twin-engine, all-weather, long-range jet fighter originally developed for the United States Navy by McDonnell Aircraft. It first entered service in 1960 with the U.S. Navy. It can carry over 18,000 pounds (8,400 kg) of weapons, including air-to-air missiles, air-to-ground missiles, and various bombs. The F-4was designed without an internal cannon. Beginning in 1959 it set 15 world records for in-flight performance, including an absolute speed record, and an absolute height record. During the Vietnam War the F-4 was used extensively; it served as the principal fighter for both the Navy and Air Force, and became important in reconnaissance roles late in the war.

jetfighter - реактивный истребитель

air-to-air missiles - ракета "воздух-воздух"

air-to-ground missile - ракета "воздух-земля"

S2:McDonnell Douglas F-4 Phantom II: two-seat jet fighter, the United States Navy, carry weapons, speed record, height record, used extensively, the principal fighter.

Речевыеупражнения

Упр. 1. Describe these parts of the gallery “World War II”.

Упр. 2. Look at the key words. Imagine that you are a tour guide who gives a tour in the gallery “Missiles and Space”. You can use the virtual museum.

air-to-air missiles, air-to-ground missile, surface-to-air missile, to accelerate and outfly the missile, strategic nuclear-armed missiles, airmen, to operate missiles, to maintain peace, Cold War superpowers

Упр. 3. Turn the dialogue into the monologue.

A: We will start our overview tour from the Early Years Gallery where the pioneers of flight are presented.

B: Excuse me. Are there any aircrafts of the Wright brothers?

A: Of course. They were aviation pioneers who were credited with inventing and building the world's first successful airplane. Just in front of you is Wright Military Flyer. On your left are the wind tunnel and the bicycle which the Wright Brothers constructed.

B: Which years do the aircrafts in this gallery belong to?

A: Although we can observe here first aircrafts, there are also aircrafts of the First World War years and, what is more, Inte-War years. Among them are the famous Curtiss JN-4 "Jenny", the Sopwith Camel, the Fairchild PT-19. Now, as we turn left here, you will see the aircrafts used duringWorld War II.

B: There aren’t only combat aircrafts, are there?

A: Oh, yes. In this gallery you can also see Air Force clothing and uniforms. In the distance there are leather flying jackets,many of which belonged to famous figures in Air Force history.

B: Which presidents did they belong?

A: For example, on your right there isPresident Ronald Reagan's peacoat.In a few minutes we'll be passing the gallery “Cold War” and then into “Missiles and Space”. You will have time to walk through the aircrafts and learn about them in detail by the information plates.

Упр. 4.Study the plan of your tour, then give a tour of the National Museum of the United States Air Force. You can look at the map of the museum in Ex.3.

1. A) Meet your group outside the building;

B) Introduce yourself;

C) Explain rules and safety precautions;

D) Briefly describe the tour;

1. A) Give general information about the museum;

B) Describe the Early Years Gallery and its main exhibits;

1. A) Move to the World War II Gallery;

B) Show the main exhibits and describe them in general;

1. A) Describe one transport aircraft that carried presidents;

C) Show the Air Force clothing and uniforms;

1. A) Go to the Cold War Gallery;

B) Describe 4 aircrafts in detail;

C) Give general information about the missiles in the Missiles and Space Gallery.

Пример виртуальной экскурсии по Национальному музею Военно-воздушных сил США:

Музей общественного транспорта

Цель: формирование умений в монологической речи на материале темы «Музей общественного транспорта» («LondonTransportMuseum»)

Дедуктивный подход

Предтекстовые упражнения:

Упр. 1. Look at the pictures. Which type of a museum the text will be about?

Упр. 2. Answer the questions.

1. Where do you think the museum is situated?

2. Which types of transport can be presented there?

3. Do you have a similar museum in your country? If yes, have you visited it?

Упр. 3. Look through the first paragraph of the text and decide which aspect will be emphasized in the galleries’ descriptions.

London Transport Museum

The London Transport Museum has existed in London in some form since 1920s. But the fascinating new exhibition space that you will find in Govent Garden these days has only recently been given a twenty-two million pound makeover. The museum tells the history of how the transport over 2 hundred years has affected the growth of London and how in many ways the transport system has come to symbolize what London is all about. The museum is divided into galleries according to the historical period of London’s transport development. That’s why we will more deepen into the history connected with the exhibits.

A) 19th century London

London in 1800 was compact, and thus most people got around on foot. During the century, innovations in river, railways, and road transport changed Londoners' lives fundamentally.

Here you will see a model of Thames wherry, a small wooden rowing boat. Wherries were the first river taxis. Thames watermen used wherries to carry passengers on the river. By 1850s these carried several million passengers annually. Horse-drawn cabs became fashionable among rich Londoners. From 1829 others travelled on London's Shillibeer horse buses. Shillibeer’s original London omnibus of 1829 was a large, long-bodied coach with room for up to 22 passengers inside. It needed three horses to pull it, and so was difficult to manoeuvre. Later buses were smaller, using only two horses.

B) Steam Underground 1863-1905

In 1860 work began on the world's first underground railway, the Metropolitan Railway. This linked three of London's main-line stations with the City. The track was laid mostly in shallow cuttings dug along the streets, which were then roofed over. This method is known as 'cut-and-cover'. The early Underground was a huge engineering achievement.

C) Digging deeper

In 1890 the world's first electric railway, the City and South London Railway, opened between Stockwell and King William Street in the City. Passengers travelled in primitive 'padded cell' coaches.

D) Travelling Underground

Travelling with strangers underground, concerns with safety and efficiency: some things have not changed in a century of underground travel. However there have been many improvements. These include ticketing procedures and carriage design. For much of the century tickets were checked by hand. The 1938 tube stock established a classic look for London Transport tube trains for the next 25 years.

E) On the surface 1900-45

In years following 1900, public road transport ceased to use horse power. By 1915 there were no horse-buses or trams in London. At a time when only the very rich owned motorcars, motor buses and electric trams were universally used. By 1914 trams were running down nearly every street in London, carrying 800 million passengers annually. However, from 1931 trolleybuses began to replace trams. In the 1920s buses were the most popular mode of transport in London.

F) London's transport at war

During both World Wars, London's transport system played a vital part, keeping the city moving. During the First World War, drivers took B-type buses to the Western Front. Women worked as 'conductorettes', making their first foraysinto the male workplace. Amazingly, the Tube was able to keep running throughout the war, despite providing a nightly underground home for thousands of Londoners during the Blitz.

G) On the surface after 1945

After the Second World War London's surface transport services were badlydilapidated, but carried more passengers than ever. The now iconic Route master entered service in 1959, replacing trolleybuses. At its peak in 1950, London Transport had 100,000 staff and was London's biggest employer.

Упр. 3. For questions 1 – 10 choose from the galleries (A-G)

In which gallery …

1. is the information about the transport importance at the war period given?

2. is the information about the Metropolitan Railway presented?

3. is a model of Thames wherry presented?

4. can a visitor see the 'padded cell' coach?

5. is the omnibus presented?

6. can a visitor learn about the time of the Route master's first use?

7. can a visitor learn about the increasing use of motor buses and electric trams?

8. can a visitor learn about the construction of the first electric railway?

9. are the tube trains described?

10. can a visitor learn about the method of making a railway?

Упр. 4. Agree or disagree with the following statements and correct if needed.

1. The variety of transport system has come to symbolize the success of London.

2. There have been many improvements in travelling underground.

3. Rich citizens of London used mostly horse-drawn cabs.

4. The omnibus, which needed three horses to pull it, was easy to handle.

5. In 1930s trams were replaced by trolleybuses.

6.The Tube wasn’t used during the Second World War and served as a home for citizens.

Подготовительные упражнения

• Языковые упражнения

Упр. 1. Match the words in bold with their meaning.

streetcar – crucial – railroad – symbolic – not deep – in bad condition – taxis – stopped – attempts – effectiveness – part of a train – small – every year - covered an open space – to handle

Упр. 2.Repeat the following transcriptions after the teacher, then read them out one by one and find the words for them.

[ˌkɔv(ə)nt'gɑːd(ə)n] – [ˌmetrə'pɔlɪt(ə)n] – [temz] – ['fɔreɪ] – [mə'nuːvə] – [trɔlɪ'bʌs] – ['ɔmnɪbəs] – ['reɪlweɪz] – ['hɔːsˌdrɔːn]

Упр. 3. Fill in the correct words from the list below.

public, vital, tube, nightly, surface, shallow, long-bodied, underground, transport, river, horse (2), engineering, horse-drawn, carriage, rowing

Пример виртуальной экскурсии по Музею общественного транспорта:

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/596905-metodicheskaja-razrabotka-po-anglijskomu-jazy