Урок английского языка "Защита проекта "The Anglo-Saxon Invasion"
Основные цели:
1.Развивающая: развитие способностей к репродуктивным и продуктивным речевым действиям; расширение кругозора; понимание роли английского языка в системе межпредметных связей
2. Воспитательная: формирование потребности к самостоятельному труду; развитие навыков работы в команде и самостоятельно; развитие чувства коллективной и личной ответственности
3.Образовательная: совершенствование ЗУНов в области устной и письменной речи.
Задачи:
- познакомиться с историческими реалиями страны изучаемого языка;
- изучить культурные ценности страны изучаемого языка;
- выявить страноведческую информацию из аутентичных источников;
- знать тематическую лексику, отражающую особенности культуры страны изучаемого языка;
- понимать высказывания собеседника и извлекать необходимую информацию, связанную с ситуацией общения;
- участвовать в обсуждении в связи с услышанном, увиденном, прочитанном;
- уметь рассуждать и давать оценку в рамках ситуации
Речевой материал: лексика, относящаяся к разделу программы «Страны изучаемого языка. Исторические вехи». Грамматические явления: Past Simple, Past Perfect, modal verbs, conditionals I,II,III
Тип урока: защита проекта с использованием программ Microsoft Office
Технологии: личностно-ориентированная; использование компьютера и мультимедийных технологий.
Оснащение урока: компьютеры с готовым проектом “The Anglo-Saxon Saga” , экран, на который проецируется проект, печатный вариант проекта.
Приложение: CD с готовым проектом
Дополнительная литература:
1.D.McDowall “An Illustrated History of Britain”, Longman
2. N.Vavilov “Aspects of British History”, Moscow Publisher IIUEPS
3.M.Quennell “Everyday life in Anglo-Saxon, Viking and Norman times ”, Batsford Ltd, London
4. J.Green “The History of England and English people”, Batsford Ltd, London
Структура урока:
I. Организационный момент 1 мин.
II. Вводное слово учителя 2 мин.
III. Вводное слово ученика 1 мин.
IV. Защита проекта с демонстрацией на экране 20 мин
V. Обсуждение проекта оппонентами и защитниками 10 мин.
VI. Подведение итогов, оценка проекта 6 мин.
Ход урока
1. Introduction.
Teacher:
Today we are going to finish the work with the theme “English-speaking countries. Historical events”. We have just finished our project “The Anglo-Saxon invasion” Many lessons were devoted to discussing the topic. While working we discussed lots of historical events and problems, learnt a plenty of facts about the history of the people whose native tongue we are learning. You’ve also learnt a great amount of new words and now you are able to discuss in English many problems on the development of human society. We made the presentation “The Anglo-Saxon Saga”. The students used fantasy, imagination, illustrated the project with the pictures. The presentation is accompanied by authentic music that was thoroughly selected and matched. They worked hard with great interest and enthusiasm. Now they are experts of the Anglo-Saxons. Besides they used some computer programmers: Microsoft Word, Power Point and Publisher. Now they are going to tell us about their project.
2. You are invited!
Student 1.
The name of the United Kingdom of Great Britain and Northern Ireland is the result of the very long and complicated history. There were lots of important events in the history of the country. We are going to discuss the Anglo-Saxon period which was of great importance and affected the people drastically. The period was full of both sorrow and joy but it gave the world the English language and the English nation. You are welcome to the world of Anglo-Saxons.
3. Student 2 Tells about the reasons of the Anglo-Saxon invasion into the island.
The presentation starts.
The Romans protected their province of Britain against the barbarian tribes till the beginning of the fifth century. The Roman Empire began to become weak, it had many enemies on the continent, and it was impossible to have enough men for the defence of the island. In the year 410 the Romans left Britain. They were many a sad good-bye, because often Romans had British wives and relatives.
After the Roman legions left Britain the Celts remained independent but not very long. The islanders were in great danger and had to defend themselves against Picts and Scots. The Britons quite forgot by those time how to fight all together, they were used that the Romans took care of them.. But the Romans left and the Britons felt despair in their hearts. The wild Picts and Scots rushed over the undefended wall, and burnt all they could not carry away to the hills. The Britons didn’t know what to do. They even wrote letters to Rome, asking soldiers to come back and help them. The letters were so sad that they were called “the groans of the Britons”. “The barbarians draw us to the sea”, they wrote, ”the sea drives us back to the barbarians. We shall either be killed or drowned”.
3. Student 3 tells about the Anglo-Saxon conquest
In great despair the Britons called to their strongest enemies who were Germanic tribes from the continent. The tribe called Jutes came very soon from the Jutland Peninsula. Then other Germanic tribes - the Saxons and the Angles began to migrate to Britain. It was the migration of people, bringing their language and customs. They began to migrate in huge number and conquer the country. The British natives fought fiercely against the invaders. And it took more than a hundred and fifty years for the Angles, the Saxons and the Jutes to conquer the country. It was only by the beginning of the 7-th century that the invaders managed to conquer the greatest part of the island. In the course of the conquest many of the Celts were killed, some were taken prisoners and made slaves. Although the German invaders occupied most of the British Isles, certain areas remained unconquered. They were Wales, Cornwall, the northern part of Britain, Ireland. Many of the Celts who survived after the attacks of the Germanic tribes fled to these parts of the country. Thus the Celtic culture continued to exist in these parts of Britain. The northern part of Britain was the home of the Picts and Scots. After the conquest of the Picts by the Scots in the 9-th century this northern territory came to be called Scotland and a united Scottish Kingdom was formed in the 11-th century. The British Celts tried to check the Germanic tribes. In the course of the struggle of the Celts against the Anglo-Saxons many legends and stories came to light of which most famous are the tales of the King Arthur and his knights of the Round Table who defended Christianity against the heathen Anglo-Saxons. The Anglo-Saxon controlled the central part of Britain which was described as England while the romanized Celts fled West and North taking with them their culture, language and Christianity.
4. Student 4 tells about the seven kingdoms and some radical changes on the island.
By the beginning of the 7-th century several kingdoms were formed on the territory of Britain conquered by the Germanic tribes. This territory later became England proper. Kent was set up by the Jutes in the South-East. In the southern and south-eastern parts of the country the Saxon formed a number of kingdoms - Sussex (the land of the South Saxons), Wessex (the land of the West Saxons) and Essex ( the land of the East Saxons). Farther north were the settlements of the Angles who had conquered the greater part of the country. In the north they founded Northumbria, which has left its name in the present country of Northumberland; Mercia was formed in the Middle, and the East Anglia - in the East of England. So the Anglo-Saxon England was a network of small kingdoms. The new settlers disliked towns preferring to live in small villages. In the course of the conquest they destroyed the Roman towns and villas. The Jutes, the Saxons and the Angles were closely akin in speech and customs, and they gradually merged into one people. The name “Jute” soon died out and the conquerors are generally referred to as the Anglo-Saxons. As a result of the conquest the Anglo-Saxons made up the majority of the population in Britain and their customs, religion and languages became predominant. The called the Celts “welsh” which means “foreigners” as they couldn’t understand the Celtic language which was unlike their own. But gradually the Celts who were in the minority merged with the conquers, adopted their customs and learnt to speak their languages. Only the Celts who remained independent in the West, Scotland and Ireland spoke their native tongue. At first the Anglo-Saxons spoke various dialects but gradually the dialect of the Angles of Mercia became predominant. In the course of time all the people of Britain were referred to as the English after the Angles and the new name of England was given to the country. The Anglo-Saxon language, or English, has been the principle language of the country.
5. Student 5 tells about everyday life of the Anglo-Saxons and their activities.
The Anglo-Saxon villages were small. A village which had twenty-five families was considered a large one. Round each village there was a ditch and an earthen wall with a wooden fence on the top. The earthen wall and the fence served to defend the village against robbers and wild beasts. The Anglo-Saxons were dressed in tunics and cloaks which they fastened with a brooch above the right shoulder. On their feet they wore rough leather shoes. Their usual weapons were a spear and a shield. Some rich men had iron swords, which they carried at their left side. The women wore long dresses with wide sleeves. Their heads were covered with a hood. Nearly all the villagers were engaged in cultivating the land. Besides farming, the Anglo-Saxons continued their old occupations of cattle-breeding, hunting and fishing. Oxen, sheep and goats belonging to the villagers grazed on the common pastures, and poultry (hens, geese, ducks) would feed there also. Pigs were turned into the woodland to feed on nuts and acorns.
Each village was self sufficient, that is, most of the necessities of life were produced in the village itself. The needs of the villagers were few and simple. Food, clothing and shelter were their basic needs. Arable-farming and cattle breeding satisfied the needs of the people in the way of foodstuffs, clothing and footwear. Wool from the sheep was spun into yarn and woven into rough cloth in the peasant’s huts. The hides from the cattle were made into leather for shoes and harness. The trees provided wood which was used for building of houses and in making furniture and wagons. Smaller branches from the trees were cut and used as firewood.
There was a little trading at that time. There were no shops. The villagers had little or no money, and very little need for it, since they themselves produced most of what they wanted.
Roads were very poor. People didn’t travel very much. It is very likely that a person born in a village, lived in it all his life and died in it without ever having once left it. They new nothing of what was going on in the world. To them the village was the world.
6. Student 6 tells about the system of justice in the Anglo-Saxon society.
Saxon villages consisted of about 20 to 30 families, all faithful to their leader. Local rules were made by the “moot”, which was a small meeting held on a grassy hill or under a tree. Sometimes it judged cases between the people of the village. The many villages were, as time went by, grouped into “hundreds”, and the “hundreds” were grouped into “shires”. Each “hundred” had an open-air court of justice, and the judges were called aldermen. Important cases were judged by the sheriff of shire or by a king’s representatives called a reeve. These cases were discussed at a shire moot or meeting, which was a kind of local parliament which met usually twice a year. The King’s council was called the Witan, which was a kind of parliament of wise men. It could make laws and choose, or elect new kings.
The Anglo-Saxon fought one against the other, at times one kingdom would become stronger, then another, but at the beginning of the 9-th century Wessex became the leading kingdom and united the rest of England in the fight against the Danes. Since 829 the greater part of the country was united under the name England.
7. Student 7 tells about the religion of the Anglo-Saxon and conversion of the Anglo-Saxon to Christianity.
The Anglo-Saxons were pagans and worshipped different gods. Their names are reflected in the names of the days of the week. Tiu (Tuesday) was the god of war, Woden (Wednesday) was the supreme god and the god of kings, Thor (Thursday) was the god of storm, Frigga (Friday), Woden’s wife, was the goodness of nature and love, Saturday was named after Saturn, a Roman God, Sunday meant the Sun’s day.
In 597 The Roman Pope sent about forty monks to Britain to convert the Anglo-Saxons to Christianity. The monks landed in Kent and it became the first Anglo-Saxon kingdom to be converted. The first church in the town of Canterbury, the capital of Kent, that is why the Archbishop of Canterbury is now Head of the Church of England. Then Christianity spread among the Anglo-Saxons of the other kingdoms.
The spread of Christianity was of great importance for the growth of culture in Britain. The Roman monks brought many books to Britain. Most of them were religious books and they all were written in Latin and Greek. The church services were also conducted in Latin.
The Latin language was again heard in Britain. Latin was international importance at that time, as it was used by learned men in all countries. The Anglo-Saxons spoke quite a different language of Germanic origin and didn’t understand Latin. The first libraries and schools for the clergy were set up in monasteries. The monks copied out many hand-written books and even translated some books from Latin and Greek into Anglo-Saxon. Some monks kept a record of the important events of each year. The learned men lived and wrote their books in monasteries. The most famous writer was the monk named Bede. The Venerable Bede, as he was known in Europe, wrote “History of the English People”. From this book we learn much of what happened in Britain thirteen centuries ago.
The spread of Christianity promoted a revival of learning. Such English words of Greek origin as arithmetic, mathematic, theatre and geography, or words of Latin origin, such as school, paper and candle reflect the influence of the Roman civilization.
8. The presentation ends
9. The students who aren’t involved in the project make two groups: protectors and opponents. They ask questions and estimate the project.
10. Conclusion
