Элективный курс "Американские писатели" 9 класс

                                                    Пояснительная записка

     Представленная программа предназначена для учащихся 9-х классов (базовый уровень образования по английскому языку) общеобразовательных учреждений. Программа создана с учетом положений и требований ФГОС, Примерной программы по иностранному языку основного общего образования, базисного образовательного плана и образовательной программы школы и рассчитана на 12 часов.

    Целью образования является комплексное решение задач, стоящих при изучении иностранного языка как одного из предметов общеобразовательной школы, а именно формирование коммуникативной компетенции учащихся, понимаемой как способность учащихся 9-х классов общаться на английском языке.

     Задача свободного общения на английском языке в рамках обозначенной тематики – сверхсложная задача. И решить ее можно в комплексе, путем выполнения всевозможных упражнений.

     В данном элективном курсе мы будем говорить о системе упражнений, направленных на повышение уровня словарного запаса, формирования грамматических конструкций и способности свободного владения языком для выражения собственных впечатлений от прочтения текста, умения обсуждать события и людей в рамках указанных тем.

     В наш информационный век подростки практически перестали читать художественные произведения выдающихся классиков мировой литературы. Наша задача – восполнить пробел, приобщить подрастающее поколение к образцам произведений известных американских писателей, вызвать интерес учащихся к процессу чтения и научить их получать наслаждение от прикосновения к шедеврам мировой литературы.

     В любой профессии человек должен быть хорошо образован, владеть развитой речью, иметь широкий кругозор. Все эти качества вырабатываются и развиваются при чтении книг, а особенно если чтение имеет аналитическую направленность, а также осмысленный и вдумчивый характер.

     Таким образом, создается база для последующего изучения английского языка в старшей школе на более высоком уровне. В процессе обучения общению на иностранном языке происходит приобщение учащихся к культурным ценностям англоязычных народов, развитие культуры речи в целом, что положительно сказывается на обучении родному языку. Наконец, учащиеся получают более широкие возможности для развития в личном, а в будущем и в профессиональном плане.

     В соответствии с этими целями данный курс выстраивается на основе преемственности по отношению к целям и содержанию обучения английскому языку, заложенным в образовательной программе школы.

     Этот курс построен на равноценном обучении устным и письменным формам общения. Во время освоения данного курса формируются умения заданного уровня в пяти видах речевой деятельности: аудировании, говорении, чтении, письме и переводе. Упражнения помогут закрепить и проверить полученные навыки.

     Данный курс содержит четыре отрывка трех американских писателей. Работа над текстами ведется в трех режимах: подготовительная работа перед чтением, непосредственно чтение и задания после прочтения текста.

     В процессе обучения учащиеся научатся выражать свое мнение, аргументировать свою точку зрения и приводить веские доводы в защиту своей позиции.

     Кроме того, курс содержит большое количество речевых образцов, что позволит создать свой банк необходимой для общения лексики, впоследствии модернизировать его и адаптировать к реальным условиям. Работа над каждым текстом включает план подготовки сообщения с примерными фразами, по которому впоследствии можно без труда составить любое высказывание с учетом собственных требований. Особый раздел курса посвящен работе на компьютере.

     Данный курс представляется как курс, ориентированный на практическую деятельность. Он относится к числу межпредметных элективных курсов в профильной подготовке.

Цели курса:

• Сформировать практические умения и навыки, необходимые для успешного взаимодействия с партнерами в будущей профессиональной деятельности;
• Сформировать межкультурную компетенцию, что позволит обеспечить эффективную коммуникацию и адекватное поведение в контексте межкультурного взаимодействия;
• Расширить образовательное пространство для приобретения опыта деятельности в информационной коммуникации практического применения английского языка.
• Обеспечить усвоение основ знаний, необходимых для выражения собственного мнения по поводу прочитанного текста;
• Совершенствовать иноязычные компетенции в единстве всех ее составляющих: речевой, языковой, социокультурной.

Задачи курса:

1. создать банк информации необходимой лексики в рамках заданной тематики;
2. познакомить с особенностями построения вежливых фраз и оформлять высказывания различного содержания и тематики в соответствии с разговорным этикетом англоязычных стран.
3. отправлять электронное сообщение на заданную тему.

     Процесс обучения данному курсу предполагает использование различных приемов и форм организации речевой деятельности:

-  аудирование и обсуждение прослушанного материала;

-  чтение и обсуждение прослушанного материала;

-  комментирование понятий;

-  перевод текстов;

-  написание личных писем;

-  работу с электронной почтой.

     Программой предусмотрена возможность установления степени достижения итоговых результатов через участие в защите проекта.

     Оценивание происходит в соответствие со следующими критериями:

-  соответствие проекта принципам и правилам составления данного вида работы;

-  оформление проекта по правилам;

-  подбор лексических и грамматических единиц, разговорных клише.

                    Требования к уровню усвоения курса

К концу изучения курса учащиеся

должны знать:

-  специфические особенности составления устных и письменных высказываний по заданной тематике;

-  основные принципы этикета ведения общения в устной и письменной форме;

-  стиль и язык высказываний;

должны уметь:

-  высказать свою точку зрения по заданной теме;

-  аргументировать свой взгляд на проблему;

-  выделить главную идею текста;

-  выписать опорные фразы для изложения своего мнения;

-  читать и переводить аутентичные тексты.

Содержание курса представлено следующими темами:

1.  Джек Лондон «Бурый волк». Краткая биографическая справка о писателе. Отрывки из произведения писателя. Задания для учащихся, связанные с текстами.

2.  Марк Твен «Собака». Краткая биографическая справка о писателе. Отрывки из произведения писателя. Задания для учащихся, связанные с текстами.

3.  О. Генри «Последний лист». Краткая биографическая справка о писателе. Отрывки из произведения писателя. Задания для учащихся, связанные с текстами.

Основные методические принципы обучения:

1. Социокультурная направленность содержания языкового материала.
2. Характер обучения предполагает решение определенных коммуникативных задач.
3. Осознание учащимися практической значимости приобретаемых знаний.

Данный курс построен на принципах:

-  интересной подачи изучаемого материала;

-  международных стандартов личного общения;

-  практической целесообразности.

                                   Учебно – тематический план

Приложение.

Jack London (1876 – 1916), a famous American novelist and short – story writer, changed many professions before he became famous. When gold was found in Alaska, London joined the gold rush. While there he met people who became the prototypes of his heroes.

I.Answer the following questions:

1.     What do you know about J. London?

2.     Have you ever read any works of J. London?

II. Read the words and their definitions. Give the Russian equivalents of the words. Consult the dictionary when necessary. Use them in your conversation.

Read the story of the dog’s attachment to people, its hard choice it had to do.

                                                 Brown Wolf

                                           (After Jack London)

                                                       Part I

   Walt Irvine and his wife Madge lived in a small cottage in the mountains. Once they found a dog. He was thin and weak, but he did not let them touch him. He ate the food they gave him only after they had gone away. But when he was strong again, he disappeared.

   A few months later, when Irvine was in at rain between California and Oregon, he looked out of the window and saw his dog running along the road, two hundred miles away from home. He got off the train at the nearest station, bought a piece of meat, caught the dog and took him again. So Wolf, as they called him, came a second time to the mountain cottage. There he was tied up for a week.

   To win him became a problem, but Irving liked problems. At the end of the week he tied a piece of thin bright metal round the dog’s neck with the words: RETURN TO WALT IRVINE, GLEN ELLEN, CALIFORNIA. Then the dog was let go, and he disappeared. A day later came a telegram. In twenty hours Wolf had run over a hundred miles to the north, and was still going when caught.

   This time, he was sent back by express train. He was tied up for three days, and was let go on the fourth. And he disappeared again.

   As soon he was given his freedom he always ran north. He was always brought back weak and always ran away fresh and strong.

   At last the dog decided to stay at the cottage, but Irvine and his wife had to wait a long time before they could touch him. When at last he let them do it, they said it was a great victory. The man and woman loved the dog very much; perhaps this was because it had been such a task to win his love.

I.Answer the following questions:

1.     Was the dog that the Irvines found fresh and strong or was it weak?

2.     Where did Walt see his dog after he had disappeared the first time?

           3. Did the dog run to the south or to the north as soon as he received   freedom?

II.               Fill in the blanks with the following words and word-combinations:

               ran away, tied up, allow, became, got off

           1. He did not … them to touch him.

           2. He … the train.

           3. There he was … for a week.

           4. To win him … a problem.

           5. He always … fresh and strong.

III.           Prove that only after improving its health Wolf ran to the north.

Read the second part of J. London’s story.

                                              Brown Wolf

                                                   Part II.

One summer day, a man came to the cottage. He said his name was Skiff Miller. He had come from the North to visit his sister.

As soon as the dog saw him, he ran to the man and licked his hands. “Wolf, Wolf, what are doing?” said Madge.

“His name isn’t Wolf,” Skiff Miller said. “It’s Brown. He was my dog. How long have you had him?”

“How do you know he’s your dog?” Irvine asked.

“Because he is,” said Miller.

“The dog’s mine. Look here,” and Skiff Miller turned to the dog. “Brown! Right!” The dog turned to the right. Then Miller ordered the dog to do several other things that working dogs in the North are taught to do.

“He was my best dog,” Skiff Miller said proudly. “If he hadn’t been my dog, he wouldn’t have learned to do all those things.”

“But you are not going to take him away with you, are you?” Madge asked nervously. “Why not leave him here? He is happy. And what can you give him in that northland life?”

“Food, when I’ve got it, and that’s most of the time,” came the answer.

“And the work?”

“Yes, a lot of work,” Miller said. “Work without end, and cold – that’s what he’ll get when he comes with me. But he likes it. He knows that life. And you don’t know anything about it. You don’t know what you’re talking about. That’s where the dog belongs, and that’s where he’ll be happiest.”

“I don’t believe he’s your dog. Perhaps, you have seen him sometime. Any dog in Alaska can be ordered to do things.” Walt said.

“Maybe Mr. Miller is right,” his wife said. “I am afraid he is. Certainly, Wolf answers to the name of “Brown”. And he was friendly towards Mr. Miller and licked his hands. You know that’s something he never did with anybody before.”

“I suppose you’re right, Madge,” Walt said. “Wolf isn’t Wolf, but Brown, and I think he belongs to Mr. Miller.”

“Perhaps, Mr. Miller will sell him,” she said. “We can buy him.”

“I’ll tell you what I’ll do,” said Skiff Miller. “The dog was a good worker. He’s done a lot of work for me, and maybe he has got a right to choose. He must decide for himself. I’ll say good-bye and go away. If he wants to stay, he can stay. If he wants to come with me, let him come. I won’t call him to come and don’t you call him to come back.”

For some time Wolf watched Skiff Miller go, waiting for him to return. Then he ran after him and tried to stop him. Then the dog ran back to where Irvine and his wife sat and tried to make Irvine go to Miller. He wanted to be with his old master and the new one at the same time. At this moment Miller disappeared.

The dog lay down at Irvine’s feet. Madge was happy, but a few minutes later the dog got up and ran away. He never turned his head. Quicker and quicker he ran along the road and in a few minutes was gone.

I. Answer the following questions:

1.     Who was the man who once came to the Irvines?

2.     What did Skiff Miller say about Brown Wolf?

3.     Which did Brown Wolf prefer – northland life or cottage life?

 II. Prove that Brown Wolf  had to fight inside itself and explain the reason of this fight.

 III. Put down why the Irvines and Miller wanted to have Brown Wolf. Were their purposes similar?

 IV. Fill in the blanks with prepositions or adverbs where necessary:

      Perhaps, for, after, to, to, to, from, to, away, for.

         1. A man came … the cottage.

         2. He had come … the North to visit his sister.

         3. As soon as the dog saw him, he ran … the man.

         4. Skiff Miller turned … the dog.

         5. “But you are not going to take him …with you, are you?”

         6. … , you have seen him sometime.

         7. He belongs … Mr. Miller.”

         8. He must decide … himself.

         9. Skiff Miller went, waiting … him to return.

        10. Then he ran … him and tried to stop him.

A classic is something that everybody wants to have read and nobody wants to read.

                                                                                                                 Mark Twain

Mark Twain (1835-1910) was the founder of the realistic American novel of the present day. Ernest Hemingway, a twentieth century American author, wrote: “All modern American literature comes from one book by Mark Twain called ‘Huckleberry Finn’.” There is much humour in most of Mark Twain’s works.

I.                  Answer the following questions.

4.     What is the real name of Mark Twain?

5.     Have you read “Tom Sawyer” of Mark Twain?

II.               Read the words and their definitions. Give the Russian equivalents of the words. Consult the dictionary when necessary. Use them in your conversation.

Read the Mark Twain’s story where he holds up to ridicule the try of the main character to cover an unseemly action with discussions about honesty as if he has it.

                                                  A Dog

                                        (After Mark Twain)

I have always believed that a man must be honest.

“Never ask for money which you have not earned,” I always said.

Now I shall tell you a story which will show you how honest I have always been all my life.

One day, at the house of a friend of mine, I met General Miles.

“I’m pleased to have met you,” said the general. “How could it happen that we did not meet earlier?”

“He does not remember me,” I thought, “but we met once in Washington ten years ago.”

I was poor then and very often I had no money to buy bread. On that day, my friend and I were in need of three dollars. We needed these three dollars very much.

I went from one place to another and asked all people I knew; but nobody gave me anything, not even one dollar.

At last I came to a big hotel. I went into the hall of the hotel and sat down there. At that moment a nice little dog ran into the hall. The dog was friendly and as I had nothing to do, I began to play with it.

I was playing with the dog when a man in a uniform entered the hall. I knew him at once from his pictures in the newspapers. It wasn’t difficult for me to say that it was General Miles.

“What a nice little dog!” he said. “Is it your dog? Do you want to sell it?”

When I heard these words, I remembered my friend and the three dollars which I had to get.

“Well, I… I think…”

“Good” said the general. “How much do you want for it?”

“Three dollars,” I answered.

“Three dollars? I’ll give you twenty dollars for it,” he said.

“No, no. I want only three dollars.”

General Miles paid me three dollars, took the dog and went up to his room in the hotel.

Ten minutes later an old man came into the hall. He looked round the hall.

“Are you looking for a dog, sir?” I asked.

“Oh, yes! Have you seen one?” said the man. “A little white dog.”

“Oh, yes, I saw it running after a man who entered this hotel,” I said. “If you like, I can try to find it for you.”

The man was very happy and asked me to help him to find his dog.

“I can help you,” I said, “but it will take some of my time and…”

“I am ready to pay you for your time,” said the man. “How much do you want for it?”

“Three dollars,” I answered.

Then I went up to General Miles’s room.

“I’ve come to take the dog back,” I said.

“But it is not your dog now. I have paid you three dollars for it,” said the general.

“I shall give you back your three dollars, but I must take the dog back,” I answered.

General Miles was angry. “Then give me back my three dollars and take the dog away,” he said.

I carried the dog to the hall of the hotel and gave it back to the old man. He was very happy and paid me the three dollars I had asked for. I was happy too, because I had the money we needed, and I felt that I had earned it.

Now you can see why I say that a man must not ask for money that he has not earned.    

       I.     Answer the following questions:

1. When did the story-teller and General Miles meet for the first time?

2. What was the story-teller doing in the hall of the hotel when the general entered?

3. How much did the general pay for the dog?

4. Who was looking for the dog?

5. Why was General Miles angry?

6. Were the three dollars earned honestly?

      II.Find out the following parts from the text:

1.     Hypocritical discussion of the main character about honesty.

2.     The act of selling of somebody else’s dog.

3.     The scene of returning of the dog to its real owner for money.

III.           Who said these words? Under what circumstances?

1.     “How much do you want for it?”

2.     “Are you looking for a dog, sir?”

3.     “I saw it running after a man who entered this hotel”

4.     “I am ready to pay you for your time”

5.     “I shall give you back your three dollars”

IV.           Write down the supporting phrases for retelling the text.

V.               Tell the story from the person of:

     the author

     the general Miles

                                                       The Last Leaf

                                                       (After O. Henry)

     O. Henry (1862-1910) is a well-known American short-story writer. He had to earn his living from the age of fifteen and he educated himself with the help of friends.

     O. Henry knew people very well, especially the ordinary people of New York. In his stories you can feel satirical criticism of the American way of life. Most of his short stories are full of warm sympathy for ordinary American people.

Read the story of O. Henry about kindness and attachment of the friends who saved a seriously ill girl painter.

                                                             Part I

     Sue and Johnsy were poor artists who lived in a little New York district west of Washington Square. They painted pictures which they hoped to sell. Their studio was on the third floor of an old brick house.

     They became friends in May and decided to live together. In November Johnsy fell ill. She lay in bed near the window and looked at the side of the next brick house.

     One morning, the doctor asked Sue to come out into the corridor. “Your friend is very ill, she has one chance in – let us say, ten,” he said, as he looked at his clinical thermometer. “And that chance is for her to want to live. Your little lady has decided that she’s not going to get well. I promise to do all that I can, but you must help me. Let her think not of her illness, but of some other things.

     After the doctor had gone, Sue went into Johnsy’s room. Johnsy lay with her face towards the window. Sue thought that she was sleeping. So she began a drawing to illustrate a magazine story.

     As Sue was working she heard Johnsy counting. She went quickly to the bedside. Johnsy’s eyes were open. She was looking out of the window and counting something.

     “Twelve”, she said, and a little later “eleven”, and then “ten”, and “nine”, and then “eight” and “seven” almost together.

     Sue looked out of the window. What was there to count? There was only a yard and the brick wall of the next house. An old, old ivy-vine was growing on the brick wall. There were only a few leaves on it.

     “What is it, dear?” asked Sue.

     “Six”, said Johnsy. “They’re falling faster now. Three days ago there were almost a hundred. There goes another one. There are only five left now”.

     “Five what, dear? Tell me”.

     “Leaves. On the ivy-vine. When the last one falls, I must go too. I’ve known that for three days. Didn’t the doctor tell you?”

     “Oh, I never heard of such nonsense”, said Sue. “The doctor told me this morning that your chance for getting well were ten to one! Try to take some soup now and let me draw my pictures”.

     “No, I don’t want any soup. There are only four now. I want to see the last one fall before it gets dark. Then I’ll go, too.”

    “Johnsy, dear,” said Sue, “will you promise me to keep your eyes shut, and not look out of the window until I finish working? I need the light.”

     “Tell me as soon as you have finished,” said Johnsy, shutting her eyes, and lying white and still as a fallen statue, “because I want to see the last one fall.”

     “Try to sleep,” said Sue. “I must call Behrman up to be my model.”

I. Answer the following questions:

1.     What were Sue and Johnsy?

2.     When did they become friends?

3.     What happened to Johnsy?

4.     What did the doctor advise Sue to do?

II. Find in the text Johnsy and Sue’s characteristics. Prove that they had lots of common.

III. Put down the sentences about Sue’s care for her friend.

                           Read the second part of O. Henry’s story.

                                                     The Last Leaf

                                                          Part II

     Old Behrman was a painter who lived on the ground floor in the same house. He was over sixty. Behrman was a failure in art, but he still hoped to paint a masterpiece. He earned a little by serving as a model to those young painters who could not pay the price of a professional.

     Sue found Behrman in his little room. She told him about Johnsy’s illness.

     “She thinks that she will die when the last leaf falls from the old ivy-vine on the wall of the next house.”

     Johnsy was sleeping when they entered her room. They went to the window and looked at each other for a moment without speaking.

     When Johnsy opened her eyes the next morning, there yet stood out against the brick wall one yellow and green ivy leaf. It was the last on the vine.

“It is the last one,” said Johnsy. “I thought it would fall during the night. I heard the wind. It will fall today, and I shall die at the same time.”

      The day came to its end and even in the evening there was still one leaf on the ivy-vine. Then, with the coming of the night, the north wind began to blow again, the rain beat against the windows.

     In the morning, the girls looked out of the window. The one ivy-vine leaf was still on the vine.

     Johnsy lay for a long time looking at it. And then she called to Sue and said, “I’ve been a bad girl. Something has made that last leaf stay there to show that we must always hope for the best. You may bring me a little soup now, and some milk.”

     An hour later, she said, “Sue, some day I hope to paint a beautiful picture.”

     The doctor came in the afternoon. In the corridor he said to Sue, “She’s much better now, she’s getting well. Now I must see old Behrman on the ground floor, some kind of a painter, I believe. Pneumonia, too. He’s an old man. There is no hope for him; but he goes to the hospital today. He’ll be more comfortable there.”

     The next day, the doctor said to Sue, “She’s out of danger. You’re won. Good food and care now – that’s all.”

     That afternoon Sue came to the bed where Johnsy lay.

     “I have something to tell you, dear,” she said. “Mr. Behrman died of pneumonia today in the hospital. He was ill only two days. He was found helpless in his room in the morning of the first day. His shoes and clothing were wet and he was very cold. They also found a lamp and a ladder in the room, some brushes and some yellow and green paints. Now look out of the window, dear, at the last ivy leaf on the wall. Do you know why it never moved when the wind blew? Ah, dear, it’s Behrman’s masterpiece – he painted it there the night that the last leaf fell”.

I. Answer the following questions:

1.     What was Behrman?

2.     What did Behrman do that helped to save Johnsy’s life?

3.     What saved Johnsy’s life?

II. Find in the text Johnsy’s words that people always have to hope for the best and discuss what kind of person is she: optimist or pessimist.

III.Prove with the facts that Johnsy had true friends and write down what, to your mind, they might do Johnsy.

Примерное занятие №1.

Тема: «Цели и задачи курса «Чтение отрывков из книг известных американских писателей»

Задачи:

1.     Познакомить с целями курса;

2.     Ввести новую лексику и отработать ее в серии тренировочных упражнений;

3.     Выучить образец диалога.

                                       Ход занятия:

1. Вводное слово учителя:

Teacher:

-          Dear friends!

If you are decided to learn to speak English better, this course is for you.

If you want to read literature in English and learn more facts about the things which you are interested in, it is for you, too.

You will learn how to read books and you will speak English very much to with each other.

You will come together every week to tell and ask each other about different things. I will help you to speak about things which you have never discussed in English. And if you try to speak English with your classmates every day, you will see how much you can say and understand.

There is a hope that you will enjoy learning English with the help of this course.

Good learning and reading!

2.     Practice reading the following words and word combinations. Learn them by heart.

Prefer

I am fond of

Novels of everyday life

Historical novels

Adventure stories

Detective stories

Science fiction

Fantasy

As to me

3.     Work “in a chain”, asking and answering the question. Substitute the italicized part of the answer by words and word combinations from the list above.

E.g. A (to B): What kind of reading do you prefer?

       B (to A): Oh, I am fond of novels of everyday life.

           (to C): What kind of reading do you prefer?

       C (to B): Oh, I am fond of adventure stories.

           (to D): What kind of reading do you prefer?

        D (to C): Oh, I am fond of historical novels.

            (to E): What kind of reading do you prefer?

         E (to D): Oh, I am fond of… etc.

4. Speak about your reading tastes according to the following pattern (fill in the blanks with word combinations from the list in №3):

As to me, I am fond of …

I also like reading … and …

I don’t like …

5. Practice reading the following words and word combinations. Learn them by heart.

To enjoy

To imagine

What about

Boring

How strange

To my mind

Exciting reading

Instructive reading

Anyway

6.Learn the following dialogue.

A.       Do you like reading?

B.        I enjoy reading! I simply cannot imagine my life without books.

A.       And what kind of reading do you prefer?

B.        Oh, I am fond of historical novels. I also like reading adventure stories and science fiction.

A.       What about fantasy?

B.        I don’t like fantasy. I find it boring.

A.       Do you? How strange. To my mind, fantasy is exciting reading.

B.        Well, I don’t find it exciting. And anyway, I prefer instructive reading.

7.Render the contents of the dialogue in indirect speech.

8.Repeat the above dialogue, changing the italicized parts.

9.Today at home you will learn about Jack London and read the extract from his book “Brown Wolf” («Бурый волк»). (См. приложение).

10. Итоги занятия.

                                                  Литература:

1.     Федеральный Институт Педагогических Измерений. Единый государственный экзамен 2012.М.В. Вербицкая, К.С.Махмурян. Английский язык. Тренировочные задания.-М.: Эксмо, 2011

2.     Б.С. Островский. Английский язык. Факультативный курс. Учебное пособие для 8-9 классов средней школы. М., «Просвещение», 1998

3.     М.З. Биболетова, Е.Е. Бабушис, О.И. Кларк, А.Н. Морозова, И.Ю. Соловьева. Английский язык с удовольствием. Enjoy English. Обнинск, «Титул», 2010

4.     В.П. Кузовлев, Н.М. Лапа, Э.Ш. Перегудова и др. Английский язык. 9 класс. М., «Просвещение», 2009

5.     Ю.Б. Голицинский. English. W.S. Maugham. Stories. С.Пб. «Каро», 2005

6.     Демоверсии ЕГЭ по английскому языку – www.fipi.ru