Конспект урока "The World of Art" 9 класс
ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ
ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ
СРЕДНЯЯ ОБЩЕОБРАЗОВАТЕЛЬНАЯ
ШКОЛА № 1029
УРОК АНГЛИЙСКОГО ЯЗЫКА
ПО ТЕМЕ «ИСКУССТВО»
В 9 КЛАССЕ
С ИСПОЛЬЗОВАНИЕМ
ИНТЕРНЕТ-ТЕХНОЛОГИЙ
АВДОНИНА Л.И.
УЧИТЕЛЬ АНГЛИЙСКОГО ЯЗЫКА
Урок английского языка
в 9 классе по теме « The World of Art»
с использованием интернет - технологий
Технологии:
- технология ИКТ
Цели:
обучающая: расширять знания учащихся по теме: «Направления в
искусстве», расширять знания учащихся о художниках и различных
стилях живописи;
развивающая: развивать у учащихся коллективный поиск, возможность
каждого проявить свои знания; развить умения анализировать,
сравнивать, развивать самооценку, самоконтроль, самообразование.
воспитательная: воспитывать любовь к искусству и формировать
эстетический вкус. Способствовать развитию социо-культурной
компетенции.
Задачи:
Развитие мотивации, умений воспринимать на слух иноязычный текст;
совершенствование навыков поискового чтения на английском языке;
Развитие навыков наблюдения, воображения, ассоциативного
мышления и языковой догадки;
Формирование и развитие навыков использования компьютерных
технологий, Интернета;
Закрепление знаний о направлениях в искусстве и художниках;
Создание благоприятной эмоциональной атмосферы урока для
конструктивной беседы, мыслительной поисковой деятельности
учащихся;
Актуализировать у детей самоконтроль и планирование собственной
деятельности
Тип урока: интегрированный (английский язык – МХК), обобщение лексико-
грамматического материала по теме «Искусство».
Форма: урок – виртуальная экскурсия в музей искусств
Оборудование: ИКТ: компьютер, интернет, мультимедийные презентации,
тематические видеоролики.
Средства наглядности: презентационное сопровождение
План урока
I.ОРГАНИЗАЦИОННЫЙ МОМЕНТ
II. ОСНОВНАЯ ЧАСТЬ
1. Речевая зарядка
2. Развитие лексических навыков говорения
3.Расширять знания учащихся о художниках. Развивать коммуникативные
умения устной речи.
4.Формировать умение воспринимать на слух иноязычный текст (видео со
звуковым сопровождением).
5.Расширять знания учащихся о различных стилях живописи.
Совершенствовать лексические навыки говорения.
III.ОКОНЧАНИЕ УРОКА. Подведение итогов.
IV.ДОМАШНЕЕ ЗАДАНИЕ
ХОД УРОКА:
I. ОРГАНИЗАЦИОННЫЙ МОМЕНТ
Эмоциональная мотивация на учебную деятельность
Учитель:
Today we are going to speak about Modern Art, Art styles, different painters
and their works. I’d like to suggest you a fascinating excursion to this wonderful
World of Art. Of course, we can’t take all kinds of art in one lesson, so today we’ll
discuss only some styles of Art. During the lesson we’ll sum up your knowledge
about art styles, famous painters and their masterpieces.
So, to start with, I’d like to ask you a few questions.
II. ОСНОВНАЯ ЧАСТЬ
1.Речевая зарядка
Учитель:
1. Do you like going to Art Galleries?
2. Which art galleries have you visited?
3. Are you keen on art?
4. Who is your favourite artist? Why?
5. What styles of Art do you remember from the previous lessons?
6. What is your favourite style? Why?
7. Are members of your family fond of arts?
8. What styles of art are they interested in?
2. Развитие навыков монологической речи (выражение личного
аргументированного отношения к утверждению).
Now look at the screen, please! There is a good quote written there. Read it,
please, and say if you agree or disagree with it and what do you think this quote
mean: “Painting is just another way of keeping a diary’’ (Pablo Picasso).
P1. I think that some people like to paint more than write about them.
P2. I agree. I think it is easier to express feelings through art, rather than
through writing or talking about them.
P3. I agree that people prefer to draw and paint about their lives and feelings.
P4. I think there are many ways to express yourself and show your emotions.
People should try different ways to express themselves.
3. Развитие навыков говорения и умения сравнивать картины разных
стилей.
Учитель:
T: Look at these shapes! Do you know how are they called?
P: Rectangle, triangle, square, cube, cylinder, circle.
T: Did you guess why I asked you about these geometrical shapes?
P2 Because all of them are used in Cubism.
Учитель:
T: Now, look at the screen again, please. Is this painting in Cubist style? What
colours are used in it?
P1: The picture is painted in Cubist style. The artist has used mostly dull colours.
T: Do you know any art styles, in which bright colours are used?
P1; The artists of Surrealism style often used bright colours.
T: Look at the screen, please. You see two paintings. Are they of the same style?
P1; No, the art styles are different. Picture A refers to Cubism and picture B
refers to Surrealism style.
T: How do these styles differ? Look through the texts on p. 54-55 and find out.
4. Развитие навыков работы с текстом.
Учитель:
ex 5 p 54. Listen to the text and answer the questions.
1.When was Cubism popular? (from around the 1900s)
2.How did Cubism get its name? ( Cubism gets its name from the fact that artists
broke down people and objects into shapes such as rectangles, cylinders and cubes
to represent them in a new way).
3.Do you know any popular painters of this style? (Pablo Picasso, Georges
Braque)
4. Do you know any Russian Cubist artists? (Some of the most outstanding
Cubist works came from the brush of Liubov Popova, and N.Udaltsova).
5. Do you know why that style was created? (The aim was to create a new
reality, the aspiration to find the expression of ‘essence of an object’.
6. Do you recognize this picture? Surely, it is Black Square by Kazimir
Malevich. Does his painting refer to Cubist style? – No, it belongs to
Suprematism (Russian: Супрематизм) Suprematism was an art movement,
focused on basic geometric forms, such as circles, squares, lines, and rectangles,
painted in a limited range of colors. It was founded by Kazimir Severinovich
Malevich in Russia, in 1915.
7. Do you know any popular painters of the Surrealist style? (Salvador Dali,
Rene Magritte, J. Warren, Parkes, Vladimir Kush)
8.When was this art style popular ? (1920-1960)
9. Can you give some characteristics of this style? (Surrealist paintings always
have an element of surprise in them. They put strange images and ideas together to
create strange representation of things.
10. What did Surrealist painters use to get ideas for their paintings? (Surrealist
painters used their dreams and their imaginations to get ideas for their paintings).
5. Проверка домашнего задания. Развивать умение воспринимать на
слух иноязычный текст. Расширять знания учащихся о художниках.
Учитель:
Let’s continue our virtual excursion and learn more about Cubists and
Surrealists.
Рассказ учащихся о творчестве художников различных стилей с
демонстрацией их картин.
P1 → P2 → P3
1. Here you can see the paintings of Cubists - Pablo Picasso, Georges Braque and
Juan Gris. Pablo Picasso was a Spanish painter, sculptor, printmaker, and stage
designer.
Picasso demonstrated extraordinary artistic talent in his early years, painting in a
realistic manner through his childhood and adolescence (юность). He
experimented with different theories, techniques, and ideas. He and his friend
Georges Braque, a French painter depicted human figures by making use of several
viewpoints, which became one of the characteristic features of cubism.
2.These are the paintings of the famous Surrealists Salvador Dali and
Rene Magritte.
Salvador Dali’s works included film, sculpture, and photography. He worked
together with many artists and created unforgettable works. Dali's extraordinary
talent, his imagination and odd personality helped him to rise above the rest of the
Surrealists of the 20th century. Dali expressed surrealism in everything he said and
did. He was fantastic, shocking, and outrageous.
3.Rene Margitte was a Belgian surrealist artist. He became well known for a
number of witty and thought-provoking images. Magritte's work frequently
displays a collection of ordinary objects in an unusual context, giving new
meanings to familiar things. The use of objects make his
paintings strange and mysterious.
Учитель: Now I want you to watch a film about Surrealist painters. Your task is:
Watch this film attentively, listen and remember as more as possible. This film will
be about famous artists and their paintings.
So, the task is: Match artists with their works of art.
In three minutes we’ll discuss your answers.
Checking up the answers.
4.The most famous pop artist was American Andy Warhol, British Eduardo
Paolozzi and Roy Lichtenstein. Pop artists were fascinated by realistic images from
everyday life that everybody saw. As a result, many Pop artists used images from
the supermarket or advertisements in their works. So Andy Warhol painted
products like Campbell’s soup, Coca Cola bottles and bananas. He also painted
bright portraits of celebrities like Marilyn Monroe, the famous actress. Roy
Lichtenstein instead of using products or advertisements, most of his works were
similar to images in the comic books that children read every day.
T – P1 What kind of images did Pop artists paint? (products, everyday images,
portraits of celebrities)
T – P1 Do you remember any pop artists? (American Andy Warhol, British
Eduardo Paolozzi, Roy Lichtenstein)
Просмотр видео ролика «Pop Art» (3)
5. Jackson Pollock was one of the most well-known and unusual American
painters of the 20
th
century. Pollock painted standing up, wandering around a
canvas on the floor. He poured and dripped paint down on a canvas at different
angles creating layers of colorful lines. Pollock was an artist with a rich
imagination, who came with a style of painting called action painting.
Учитель: I’d like to draw your attention to a two-minute film. You will learn how
Pop artists create their paintings.
Просмотр видео ролика «Jackson Pollock Art » (4)
Учитель: T → P1→P2→
1.Is there any difference Between Pop art and Action painting? (Pop art
represents people’s everyday experiences and Action painting is a style
of painting in which paint is dribbled (капать), splashed (брызгать) or smeared
(растекается) onto the canvas.
Учитель: Now you know how action paintings are created. We continue speaking
about art. For your home task some of you were given the task to prepare
dialogues. The 1
st
situation is: You are invited on your friend’s birthday and
decided to give her a picture of a famous artist. Discuss the picture you are going
to buy.
P1→P2
- Such a nice painting you have! What are you going to do with it?
- Soon there will be my friend’s birthday, so I decided to make her a present.
- Who is the author of this masterpiece (шедевр)?
- Oh, it’s a famous Spanish painter Salvador Dali. My friend adores his works.
What’s more, she is interested in painting.
- What style of art does Salvador Dali belong to?
- Don’t you know that he painted in Surrealist style? The Surrealists painted
images and ideas from their dreams and imaginations. They used bright
colours to show people and objects in a new and unusual way.
- I understand. This picture shows ----. The painting makes me feel excited
and astonished.
2
P1→P2
- Hello!
- Hello! Why are you so excited?
- I feel very confused (в замешательстве). On Sunday my granny celebrates her Jubilee
and I haven’t got any ideas about a gift. Could you give me some advice?
- Ok! I’ve got a good idea! You told me that your grandmother is fond of arts. So I can
help you to choose a picture. What styles of art does she prefer?
- There are some pictures of Jackson Pollock and Jim Warren in her house.
- Well, don’t worry! Buy a picture of one of these painters.
- Ok! Let’s go to the Art Saloon!
Учитель:
6. Look at the screen again! You see a lot of paintings of different styles. Can you
say what styles do each of them belong to?
(на экране картины разных направлений: Cubism, Surrealism, Suprematism,
Action painting, Pop Art and Optical illusion.
III.ОКОНЧАНИЕ УРОКА.
7. Подведение итогов урока; оценки
Our lesson is coming to the end. We have talked about different painters and
their painting styles. We have learnt a lot about them. You all worked very well
and will get good marks. . I hope now you are more involved and interested in art,
you have learned a lot about modern art. So you will feel more confident when
speaking about art.
IV.ДОМАШНЕЕ ЗАДАНИЕ
Литература
1. Ваулина Ю.Е., Эванс В., Дули Д., Подоляко О.Е., «Английский в фокусе»
(Spotlight). 9 класс. Учебник для общеобразовательных учреждений.
«Просвещение», 2010 г. Модуль 3, Across the Curriculum, стр. 54-55
2. Ваулина Ю.Е., Эванс В., Дули Д., Подоляко О.Е., «Английский в фокусе»
(Spotlight). 9 класс. Рабочая тетрадь.
3. Ваулина Ю.Е., Эванс В., Дули Д., Подоляко О.Е., «Английский в фокусе»
(Spotlight). Книга для учителя для 9 класса общеобразовательных учреждений.
4. Интернет ресурсы
