Программа по формированию навыков безопасного поведения на дорогах и улицах «Добрая дорога детства» 2
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4.3) Учащиеся могут использовать разную лексику. Если необходимо, обращаются к словарю, спрашивают учителя. Например, они могут употребить следующие выражения: 25 to whisper during the concert, to unwrap chocolate bars, etc. Пояснить, что слово a bar имеет несколько значений, в данном цикле проходят два: музыкальный такт и плитка (шоколада). 5. В качестве образца можно использовать следующий диалог.
6, 7. Перед выполнением упражнения 6 желательно обратить внимание учащихся на использование структур to be going to..., ...is said to... . Учащиеся могут обратиться к грамматическому справочнику и выполнить упражнение из Рабочей тетради. В качестве раздаточного материала нужно приготовить программы различных концертов, рекламные объявления о репертуаре концертных залов, театров и т. д. Данные упражнения направлены на повторение разговорных формул inviting, refusing / accepting the invitation. Примерный диалог:
V. Many people choose pop 1.1) Учащиеся должны догадаться о том, что это за группа по экспозиции (group from Liverpool — The Beatles). В скобках указаны названия фирм, которые спонсируют эти группы и представляют их широкой публике. 26 1.2) Key: Ray Charles, the late Elvis Presley, Cliff Richard. 2. Учащиеся работают со словарем. Key: The word Beatles is combined of the words beetle and beat. In the early sixties it was popular to give names of insects to pop groups. The core of the creative work was beat, so it was not an ordinary “beetle”. 3. Key: Elvis Presley. 4.1) Учащиеся могут привлечь информацию из Книги для чтения. Режимы: парная / групповая работа. 6.1) Данное задание имеет обобщенный характер: придумать обычные (общие) вопросы, которые задаются популярным певцам, например: When did you start singing? Are / Were your parents musicians? Do / Did they have an ear for music? What kind of songs do you like to perform? Is a performance just a joy or an ordinary work for you? Do you have any musical prizes? If so, what are they? What did you receive them for? What public do you like: in larger or smaller cities? Do you compose songs yourself? Who is your favourite composer? What is your favourite book / film / performance / artist? 6.2)-3) Для выполнения этого задания нужна предварительная подготовка, то есть учащиеся должны знать детали биографий популярных исполнителей. Упражнение может быть домашним заданием. Информация, которую можно использовать в качестве раздаточного материала: Roxette Per Gessle and Marie Fredriksson first met in Halmstad in Sweden in 1979 when Marie was playing the electric piano with a band called Strul. The group wasn’t making a lot of money so she was also working in a hospital as a nurse, teaching music and working as a gardener. Per was spending his time weighing mushrooms, singing folk songs to sick people in hospitals and teaching in a school. Later, in the 1980s Per was performing in a group called Golden Times and Marie was a solo singer. They were both very successful and lots of people bought their records and went to their concerts. Per left his group and began to sing with Marie. An American student took a CD of their music home to Minneapolis and told his local radio station, “You must play 27 this record!” The song was called The Look. After a few weeks, DJs all over America were playing the song. It wasn’t long before The Look was number one in the American pop charts. Now they are very famous everywhere, but in Sweden they are of course superstars, you can even see their pictures on Swedish postage stamps. Clockwork Since February 1989, when she had her first big hit, Paula Abdul has had fantastic success. Her records have been selling in millions. She was born in 1963 in Los Angeles and lives there now. Her whole life is about song and dance as she says. She choreographed (planned) the dancing in the American Oscars and the films Coming to America and The Doors. In 1990 American high school students (students between the ages of 14 and 18) voted her the “hero of Young America”. The newspapers called her the “The New Madonna”. How does she feel about her success? “It’s wonderful,” she says. “I never expected it to be like this.” She’s very happy if people compare her to Madonna. “Madonna has had an incredible career. She is a hardworking girl who’s achieved so much.” But Paula hasn’t done everything yet. She’s been choreographing films for years but now she wants to star in one herself. Clockwork 7. Следует обсудить следующее: What does a CD cover look like? What information would you as an agent suggest for a CD cover? 9. Key: A tapemate gives full information about a singer, the country he / she lives in, his / her habits, hobbies and family. It is used as a cassette cover.
The History of Rock and Pop “POP” is short for “popular” and there has always been popular music. But until the 1950s there wasn’t a style of music just for young people. That all changed when rock and roll began. Since then, hundreds of styles and stars have come and gone. Musical technology has changed a lot too. Here, we look at the highlights of rock and pop’s forty-year history. The ’50s Rock and roll began in America. Some of its first big stars were black — for example Chuck Berry, Fats Domino and Little Richard. They brought traditional “rhythm and blues” to a big new TV audience. Then, white singers began to copy them. One of the first was Bill Haley. He 28 and his band, The Comets, recorded an early rock and roll classic “Rock Around the Clock”. There were other white rockers, too, like Jerry Lee Lewis and Buddy Holly. But the most popular of them all was Elvis Aaron Presley. Elvis wasn’t like the American singers of the ’40s and early ’50s. He wasn’t neat, sweet and safe. He was rough, tough and dangerous. His music was dangerous, too. He called himself “The King of Rock and Roll” and played an electric guitar. Teenagers all over the world fell in love with this new style. They bought millions of his records. Suddenly the younger generation didn’t just have money, cars and television — they had a hero, too. The ’60s Pop exploded in the ’60s. After Elvis, hundreds of new groups and singers appeared. In Britain, two groups quickly became more popular than all the others. One was the Rolling Stones. They played hard, aggressive rock and roll. The other group played a mixture of rock and pop. They came from Liverpool and the newspapers called them “The Fab Four”. Their real name was The Beatles. Together, The Beatles and the Stones led a British “invasion” of the American charts. Thanks to them, pop became transatlantic. But what about America itself during the ’60s? What was happening there? Well, in Detroit, producer Berry Gordy started a new record label — Motown. Stars on the Motown label included Diana Ross, Smokey Robinson, Stevie Wonder and the Jackson Five (including the youngest of the Jackson brothers, Michael). Singers / songwriters were also popular in America during the ’60s. There were stars who mixed folk music with rock and pop styles. Bob Dylan was the most famous, but there were lots of others too — like Joan Baez, James Taylor and Simon and Garfunkel. Finally, there was “hippy rock”. This was the time of “flower-power” and protests against the Vietnam War. It was also the time when rock festivals became important. The biggest, in 1969 was on a farm in New York State called “Woodstock”. The ’70s Two groups show the different sides of ’70s pop — Abba and The Sex Pistols. Sweden’s Abba worked with the latest technology. Their songs were popular with people from 8 to 80. They were rich. They made videos. They were, in fact, superstar entertainers. And they weren’t alone. There were a lot of other ’70s superstars, too — Elton John, David Bowie, Rod Stewart, Queen. By the mid-70s, music was a billion-dollar industry and artists like these controlled it. But not everybody was happy with superstar pop. For many people it didn’t take enough risks. Some of them decided to play a new, more dangerous kind of music — punk rock. The punk revolution began in small clubs. One of them was the “The 100 Club” in London’s Oxford Street. That’s where bands like The Sex Pistols used to appear in the late ’70s. Everything about their clothes and music was different. They didn’t look happy and rich. They looked poor and angry. They didn’t smile — they spat. They weren’t good musicians — many of them couldn’t play their instruments at all. 29 Groups like The Sex Pistols brought new energy to music. Suddenly it belonged to the kids again. But not for long. Punk started as a revolution... by 1980 it was a fashion. The ’80s The most important musical event of the ’80s was “Live Aid”. The man who organised it was Bob Geldof. He started to raise money for the starving people of Ethiopia in 1984. First, there was the “Band Aid” record — “Do They Know It’s Christmas?”. Then he decided to organize a huge rock concert with many of the world’s top stars. That dream came true on 13 July 1985. For 16 hours, 1.5 billion people watched the best of British and American music “live” from London and Philadelphia (Live Aid’s stars included Sting, Sade, U2, Bob Dylan, David Bowie, Madonna, Mick Jagger, Tina Turner, The Beach Boys and Paul McCartney). The concert raised over $ 100 million. It showed that top musicians and their fans could change the world. Something else changed in the ’80s too — musical technology. In less than two years video, compact discs and computers all became important in the pop industry.
Youth culture VI. A theatre or an opera house? I. Key: The opera is “Boris Godunov”. 2.3) Key: Cats are given different names in Britain. But the name Pussy is often mentioned in verses for children. When the British don’t have to say if the cat is “she” or “he” they say Pussycat and Tom-cat. 3.2) Key: a) The song “The music of the night” is sung by the Phantom of the Opera and the first song is the duet of Christine and the Phantom. b) The songs characterise the Phantom as a complicated person: his singing is passionate and gentle, destroying and appealing. Christine’s singing is eloquent: it is fascinating, sweet and breathtaking. 3.3) См. Рабочую тетрадь. For Fun and Profit II. 5.1) Keys: 1) b), 2) d), 3) c), 4) e), 5) a). VI. 1. Keys: 1) c), 2) d), 3) b), 4) e), 5) a), 6) g), 7) f). Unit 3. What’s the News? I. TV or not TV? 30
3. Данное упражнение будет иметь больший смысл, если в своем ответе на вопросы предыдущего упражнения учащиеся будут опираться на статистические данные, а не только на свой личный опыт. Но в учебных целях можно пренебречь точностью. Учащиеся могут использовать предлагаемую модель полностью или частично. 4. Цель предлагаемого в упражнении текста — предъявить новые лексические единицы. Слова и словосочетания, данные в колонке справа, семантизируют новые лексические единицы несколькими способами: используются перевод, догадка, словообразование, синонимы. О значении многих лексических единиц можно догадаться по аналогии с русским литературным языком: a channel, documentaries, satellite, cable и др. Перед чтением текста обратите внимание учащихся на слова, помеченные звездочкой; информацию о них учащиеся могут найти в лингвострановедческом словаре Учебника. 4.2) Задание этого упражнения состоит из двух частей. Возможный режим работы при выполнении первой части задания — работа в парах. Учащиеся могут срисовать схему- диаграмму и заполнить пустующие места названиями предполагаемых телевизионных каналов. Вторая часть задания выполняется следующим образом: партнеры по очереди вслух зачитывают из текста предложения, которые могут служить доказательством правильности их выбора, например: We think that 40.4% of Britons watch BBC 1, because BBC 1 programmes feature lighter plays and series, comedy and sports. Учитель может выслушать различные предположения нескольких пар. Чем больше учащихся выполнят это упражнение, тем лучше, так как это упражнение носит имитативный характер и на данном этапе овладения новыми лексическими единицами является обязательным.
31 5.1) Это репродуктивное упражнение на основе подстановочной таблицы, в которой представлены новые лексические единицы и уже знакомые учащимся лексические единицы, а также новые сочетания известных и новых лексических единиц (например, police series, special interest shows, chat shows, weather forecast), о значении которых можно догадаться. С помощью данной таблицы учащиеся строят высказывания о различных каналах российского телевидения. Возможные варианты работы:
Записанные предложения являются зрительной опорой при выполнении упражнения 5.4) по предлагаемой модели, где необходимо соблюдать правила согласования времен. С общей формулировкой этого правила учащиеся знакомятся в разделе “Grammar in Focus”. В Рабочей тетради имеется целый раздел, где помещены упражнения, направленные на автоматизацию reported statements. Данные упражнения можно выполнять в той последовательности, в какой они предложены в Учебнике (определенными квантами), или они могут составить материал для 2—3 самостоятельных грамматических уроков. |
