Аудиторное занятие «Военная тема в живописи первой половины XX века» посвящается столетию Первой мировой войны

  • Усольцева Светлана Викторовна, преподаватель английского языка

Презентация к уроку

Загрузить презентацию (9,3 МБ)

Внимание! Предварительный просмотр слайдов используется исключительно в ознакомительных целях и может не давать представления о всех возможностях презентации. Если вас заинтересовала данная работа, пожалуйста, загрузите полную версию.

Ход занятия

I. Приветствие. Проверка домашнего
задания по теме “История английского пейзажа”
– игра “Да и Нет не говорите”. “Don’t say Yes or No” game.

T: Good morning, students! I’m glad to see you today as the lesson
is special. It is devoted to the First World War. (Презентация
учителя. Слайд 1)

Let’s fist check what you remember from the previous lesson on the topic of History
of Landscape Painting in England
and play “Don’t say Yes or No” game. (Презентация
учителя. Слайд2)

  1. Did ‘harmless and honest Recreation’ which ‘diverts and lightens the mind’
    emerge as a genre in the 17th century? (Landscape painting appeared as a genre
    in the 17th century and it helped (to) escape from political and other
    troubles.) Yes
  2. Was landscape painting divided into 3 main branches in the 18th century? (One
    branch, the topographical, included the real estates, country houses and the like; while
    the other, the ideal, tended to be purely decorative.) No
  3. Can Gainsborough be called a landscape painter? (He showed people with landscape
    background. He loved painting the nature more than people.) Yes
  4. Were Constable’s landscapes extremely naturalistic? (He painted from nature, staying
    outside, and used realistic colours.) Yes
  5. Was Turner’s landscape traditional? (He employed new technique and introduced new
    technology into the landscape.) No

T: Well done!

II. Постановка темы урока.

T: New technology admired by Turner meant the beginning of Modern
Times. The events of the 20th century changed the world forever. The bloodshed of two
world wars forced people to rethink everything that was important to them. At today’s
lesson we are going to trace war theme in art of the beginning of the 20th
century. (Презентация учителя. Слайд 3)

III. Фонетическая и речевая зарядка.

T: Let’s do some phonetic drills and remember words and phrases
about war. Try to pronounce the words and the sounds correctly. Listen to me and repeat:

(w): World War I, War theme;

(a:) art, artist, camouflage, Nose Art, encourage, avant-garde;

T: Read and explain the meaning of the following words:

Estimated death, dead, wounded, recruiting campaign, allow, power, alliances, horror,
bloody, won a victory, trenches, soldiers and ordinary men, peace treaty, Allies, Axis

(Презентация учителя. Слайд 4)

IV. Слушание с заданием определить
истинность высказываний.

(Приложения 1 – для учителя;

Приложение 2 – для учащихся и
учителя
)

T: Listen to the disk and decide if each statement is correct or
incorrect. If it is correct, put a plus; if it is not correct, put a minus.

  1. At the beginning of the twentieth century the population of Great Britain was about 40
    million. (+)
  2. The first cars, telephones and electric lighting appeared in the homes of all social
    classes. (-)
  3. Although Emmeline Pankhurst fought for women’s suffrage, British women were not
    allowed to vote until 1938. (-)
  4. At the beginning of the 1900s Germany was a strong industrial and economic power, which
    was building a huge navy. (+)
  5. At the beginning of World War I the European powers split into two alliances: Britain,
    France and Russia; Germany and Austria-Hungary. (+)
  6. The assassination of Archduke Ferdinand of Austria in Sarajevo started World War I. (+)

(Презентация учителя. Слайды: 5 — задание и 6 —
проверка)

V. Просмотр видео “Как началась первая
мировая” с заданием воспроизвести
последовательность стран, вступающих в войну.

Перед просмотром видео:

T: — Split the countries into two alliances.

Allies: Axis:
1) Austria Russia Germany
2) Russia England Austria
3) Germany France Bosnia
4) Belgium Serbia
5) England Belgium
6) Bosnia
7) France
8) Serbia

(Презентация учителя. Слайд 7)

T: — Form adjectives from the nouns given on the screen (click to
check after every answer): (Презентация учителя. Слайд 8)

T: Put the numbers of the sentences in the correct order. (Презентация
учителя. Слайд 9)

  1. Austria attacks Serbia.
  2. Bosnia — ?
  3. Belgium is under the threat.
  4. Germany attacks Russia and France.
  5. England enters the war.
  6. Russia attacks Austria.

ПРОСМОТР ВИДЕО: (Презентация учителя. Слайд 10)

После просмотра:

T: CHECK: 1,6,4,3,5,2 (Презентация учителя.
Слайд 11)

T: Reproduce the consequence of the events mentioned in the film. Use
the words:

First, then, after that, as a result, so, Where is ..?

First, Austria attacks Serbia.

Then, Russia attacks Austria.

After that, Germany attacks Russia and France.

As a result, Belgium is under the threat.

So, England enters the war.

Where is Bosnia? (Презентация учителя. Слайд 12)

После проверки выполнения задания ещё один
просмотр с целью и обсуждения фрагментов,
иллюстрирующих культурные традиции Англии и
Германии.

T: Comment the following:

T: Did you pay attention to what a little boy (Children were allowed
to work!) was crying at the beginning of the film?

(‘England Enters War,’ runs The Times. (артикль перед
названием газеты, отсутствие артиклей и
служебных частей речи в заголовках, газета как
традиционно английский источник информации);

T: ‘Tea or coffee?’ at the beginning of the conversation is a
formula of politeness.;

T: ‘I support Arsenal.’ The second use of the verb
support.;

T: The song imitates the way how friends from Germany and Austria
drink and sing in pubs.)

(Презентация учителя. Слайд 13)

VI. Просмотр и прослушивание презентаций,
подготовленных студентами.

T: Artists of all countries involved in WWI implied their will and
skill to help their countries to achieve the victory.

Posters; (Презентация учителя. Слайд 14)

Презентация1.PPT

Nose Art; (Презентация учителя. Слайд 15)

Презентация2.PPT

Camouflage. (Презентация учителя. Слайд 16)

Презентация3.PPT

T: Artists of all countries wanted to show the horror and sadness of
the war…

British war painters; Презентация4.PPT;

Презентация5.PPT

German artists; Презентация6.PPT

Презентация7.PPT

Russian artists. Презентация8.PPT

Презентация9.PPT

(Презентация учителя. Слайды 17-19)

Artists of all countries wanted to show the horror and sadness of the war to …
(students must draw the conclusion: stop the future generations from fighting…)

(Презентация учителя. Слайд 20)

VII. Обобщающее повторение и закрепление.
Read the text and underline the main idea of every paragraph. (The Story of Painting
Abigail Wheatley USBORNE)

(Приложение 2 – для учащихся и
учителя)

World War I was an extremely bloody war. Fought mostly by soldiers in trenches, World
War I saw an estimated 10 million military deaths and another 20 million wounded. While
many hoped that World War I would be «the war to end all wars,» actually, the
concluding peace treaty set the stage for World War II.

By the time the fighting ended, millions of soldiers and ordinary men, women and
children had lost their lives. Many artists were among the dead. Those who survived knew
that life would never be the same again, and many of them created brave, sometimes
shocking images, to help them face up to the terrible things that had happened.

An early influence of the War on artists was the recruiting campaign of 1914-1915.
Around a hundred posters were commissioned from artists.

The commissions related to the official war artists programs insisted on the recording
of scenes of war. The inhumanity of destruction across Europe also led artists to question
whether their own campaigns of destruction against tradition had not, in fact, also been
inhuman. These tendencies encouraged many artists to «return to order»
stylistically.

The years of war were the backdrop for art. After 1914, avant-garde artists began to
consider and investigate many things that had once seemed unimaginable. Traditional
artists and their artwork developed side by side with the shock of the new as culture
reinvented itself in relationships with new technologies.

Some artists felt there was no normal way to respond to the terrible fighting or the
chaos that followed it, and set about making art that seemed strange and disturbing.

For many people in the years after the Second World War, life was getting better. New
factories poured out masses of cars, refrigerators and other useful goods. Artists felt a
new age had begun, and looked for new ways of painting to celebrate it.

VIII. Подготовка к домашнему заданию и
домашнее задание. Analyzing Hand Signals
(Презентация
учителя. Слайд 21)

T: Many Expressionist portraits featured hands prominently. Kathe
Kollwitz was famous for her figures’ large, strong hands, and many of Kokoschka’s
figures have their hands in the air.

Gestures communicate specific feelings or messages, often with hands. What feelings are
expressed in the paintings shown on the screen? (fear, desire to protect the children;
shock, sadness…)

T: Your homework is to draw gestures that communicate one of the following:
happiness, sadness, fear, and anger. At the next lesson the rest of the group will try to
guess what the gesture meant. (Презентация учителя. Слайд 22)

IX. Подведение итога. Выставление оценок.

T: Now I’d like you to tell me what you learnt from the lesson?

T: Thank you for being active. Your marks are…

See you next week. The lesson is over. Good-bye!


Добавить комментарий

Ваш e-mail не будет опубликован. Обязательные поля помечены *