Разработка урока и презентация по английскому языку ""Happy Prince" by Oskar Wilde"

Learning objectives(s) that this lesson is contributing to:

9. S7. use appropriate subject-specific vocabulary and syntax to talk about an increased range of general topics, and some curricular topics;

9.R4 read a range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;

9.R5 deduce meaning from context in extended texts on a range of familiar general and curricular topics;

9.R8 use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding;

9. L5. recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics; 

Language objectives:

New words: Gilded: covered with a thin layer of gold;

Glowed: shone with an intense light; Sword-hilt: handle of sword;

Weathercock: a pinter, traditionally in the shape of a cock, usually mounted on a church spire, which shows the direction of the wind;

Fearing … unpractical: “Lest” suggests he doesn't want people to think he is unpractical. Here we could substitute “in case”;

Pinafores: a washable covering worn over the dress to protect against dirt;

Frowned: expressed displeasure (“to frown” is to bring one's eyebrows together, so making vertical wrinkles on the forehead. It is a sign of displeasure ;

Reed: a strong-stemmed water plant;  Bow: bend at the waist as a sign of respect;

Ripples: small waves;

Coquette: flirt;

Curtsies: a woman or girl's salutation made by bending the knees and lowering the body;

Trifling with me: treating me in a frivolous manner, without seriousness;

Put up: lodge, find accomodation; Alighted: landed;

The Palace of Sans-Souci: the palace without care, where there are no cares;

Be: is. “Be” is there a subjunctive. It is not often found in modern English;

Plan.

1. Introduction 12’.

Warm-up.

To start the lesson teacher explains lesson objectives.

Teacher asks students to show their feelings using the activity "Islands“.

(What kind of feelings do you have?)

Activity “Atoms and molecules”. Students are divided into 3 groups by using this activity.

Activity “Find the words”: There are some words among the alphabetic text. Ss’ task is as soon as possible reading out the text, to emphasize these words.

“Brainstorming”. Ss make sentences and phrases from the found words.

Ss try to define a topic of the lesson.

Example: (Happy Prince, little bird, little girl, important man, young writer, little swallow, Oskar Wilde.

Once upon a time there lived a happy prince. Happy prince and swallow live in a big city). 

2. Main part - 65’.

Pre-reading:

Teacher revises knowledge of students about Oskar Wilde.

Pair work: Students discuss in pairs: In The Happy Prince, we’re going to meet the Happy Prince, a little bird, a young writer, a little girl and an important man. Who says these things, do you think?

(Ss in pairs try to predict who says these words).

A) “Someone likes my stories!”

B) When I was alive I had a heart like every other man.”

C) “This is a beautiful piece of glass!”

D) “We must make an order that birds cannot die here.”

E) “My friends are waiting for me in Egypt”.

Ss watch the trailer “The Happy Prince”

Vocabulary: Ss work with new words.

Reading: Ss read the text in three groups and do the tasks.

1^st group:

1) Describe the statue of the Happy Prince completing the grid

2) The narrator allows the reader to see a number of different points of view. Complete the grid by saying what the following people think of the statue.

3) The Swallow comes to the city and lands between the feet of the Happy Prince. What do you think will be the relationship between the Swallow and the Happy Prince?

2^nd group:

1) What contrast does the Happy Prince make between his feelings when he was alive and those now that he is dead?

2) Describe the seamstress and her child

3) Why, according to the Happy Prince, is the little Swallow warm when he returns from the seamstress's?

3^rd group:

1)  Describe the young man. Complete the grid.

2) Describe the little match-girl explain why she is crying.

Jigsaw reading:

Students sit in groups.

Group A prepare for retelling of the 1^st part of this story, and the groups B and C - the others. Students then pair up with someone from the other groups and retell them about their parts, and listen to the others.

To help students remember their story teacher may get them to take notes.

Remember (for teachers): Be careful though, as lazier (or ingenious) students will either read the article aloud, or simply give it to their partner to read!!

After reading:

Pair work: Students in pairs discuss these questions.

1. In The Happy Prince, to whom did the bird give:

(a) the red jewel?

(b) the first blue jewel?

(c) the second blue jewel?

(d) the gold?

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