Біографія Артура Міллера. Аналіз уривків п’єси «Death of a Salesman»

LESSON 1

Навчальний предмет. Англійська література. 11клас

Розділ. Виникнення і формування театру в США.

Тема. Біографія Артура Міллера. Аналіз уривків п’єси «Death of a Salesman»

Тип уроку: урок-дискусія.

Програма для спеціалізованих шкіл з поглибленим вивченням іноземних мов. 1–11 класи. Іноземні мови [Електронний ресурс]. – Режим доступу : old.mon.gov.ua/ua/activity/education/56/692/educational_ programs/1349869542/

Практична мета:

1. Практикувати учнів в монологічному і діалогічному мовленні.
2. Активізувати навички читання та аудіювання.
3. Практикувати учнів в виконанні лексичних завдань у форматі ЗНО.

Розвиваюча мета:

1. Розвивати вміння учнів працювати в різних режимах навчання.
2. Розвивати вміння логічно передавати та аргументувати свою думку.
3. Розвивати мовну здогадку та мовленнєву реакцію учнів.

Загальноосвітня мета:

     1.Розширювати філологічний кругозір учнів.

     2. Ознайомити дітей з культурою та реаліями країни, мову якої вони вивчають.

Виховна мета:

1. Виховувати у дітей поважне ставлення до людини.
2. Виховувати вміння сформулювати та відстоювати чітку життєву позицію.

Обладнання: підручник “Solutions. Advanced”, роздатковий матеріал, відео презентація.

PROCEDURE

І. INTRODUCTION

    T: Dear students! I’m glad to see you! Today the topic of our lesson is Biography and the play of great American playwright – Arthur Miller and his “Death of a Salesman”. We will talk about a life way and the opposite personal positions in the society. To my mind these are relevant topics for young people who are ready to make the next step into adulthood. (sl.1)

    T: The key word of our lesson is PERSONALITY! I wrote it in the capital letters (because it rules the world being the main notion in the society). What kind of person is successful in life, it is the question we will try to answer. ( sl.2)

    T: So, let’s review our vocabulary, train different types of exam tasks, discuss possible attitude to life and your personal position in our society.

 ІІ. WARMING-UP

 T: You can see a line on the floor and the cards on the desks of each team. Dear friends, think carefully and try to get one of the sides of our classroom. One of these groups will tell us about people who have dreams and ambitions and believe you can achieve them no matter who you are. The other group will tell about people who believe you should be realistic and have your feet on the ground and in that way you will be happy.

(One of the students read the characteristic of the first group, another student – the second one. Students take the side they consider to be closer to their point of view. If all of them choose only one side, teacher gets the other one).

 (“The only thing you've got in this world is what you can sell.”

“Will you let me go for Christ's sake? Will you take that phony dream and burn it before something happens?”

“To suffer fifty weeks of the year for the sake of a two-week vacation, when all you really desire is to be outdoors, with your shirt off.”

“HAPPY: All right, boy. I'm gonna show you and everybody else that Willy Loman did not die in vain. He had a good dream. It's the only dream you can have-- to come out number-one man.”) ( sl.3)

T: Great! All of you look like really adult people with your own point of view.

               ІІІ. MAIN  PART

 1. SPEAKING

T: Discuss your choice with your partners in the group and then give your arguments and counter arguments talking to the students from another team.

(Students discuss their opinions)

T: I`m sure both sides have their own opinion about this notion. Look at the screen. ( Great American Dream is written in the slide) Can you explain what it means?

(Students express their opinions)

T: Open your textbooks, page number 17, exercise number 1. (We read the definition together, explaining prosperity (being successful and earning money) and irrespective (without taking something into consideration). Students work straight at the open class stage. )

2. READING AND VOCABULARY  REVIEW

Pre-reading

T: There are some quotations written on these sheets of paper. Your task is to come up to the table, to choose one of these quotations and decide to which side of our classroom this quotation refers.

(“The only thing you've got in this world is what you can sell.”

“Will you let me go for Christ's sake? Will you take that phony dream and burn it before something happens?”

“To suffer fifty weeks of the year for the sake of a two-week vacation, when all you really desire is to be outdoors, with your shirt off.”

“HAPPY: All right, boy. I'm gonna show you and everybody else that Willy Loman did not die in vain. He had a good dream. It's the only dream you can have-- to come out number-one man.”) ( sl.3)

T: These quotations are taken from the play of Arthur Miller who was one of the greatest American playwrights in 60s. ( sl.4)

While-reading

Exercise 2 page 17

• Students do the exercise individually. Set a time limit of four minutes.

• With a weaker class, go through the first two gaps together, eliciting what class of word is needed to go in the gaps (adjective, noun, etc.).

• Write the answers up on the board as some of the words may present spelling difficulties.

• Students might come up with indications for number 4. The difference between the two words is very subtle. Indication is a sign that something is happening or what somebody is thinking or feeling, e.g. There are indications that the economy is slowing down. Indicator, on the other hand, is a sign that shows what something is like, e.g. an indicator of wealth, poverty, high self-esteem, etc.

Post-reading

T: Make collocations with the words below. Use verbs for 1-4 and adjectives for 5-8. Find them in the text. ( Students do the exercise individually. Then we discuss the results)

3.WRITING

T: Now you`ll have the opportunity to make your own collocations. Exercise 4, page 17.

• Students do both parts of the activity in pairs. I check answers to the matching activity before students write their sentences.

• As I go through the answers, I elicit or explain marital status (whether you're single, married, divorced, etc.), right-wing (strongly supporting capitalism) and coveted (something that a lot of people want very much).

• I or someone of students should explain that to have sympathy (uncountable) means 'to feel sorry for, or to understand or care about a person's problems'. The countable noun sympathies is usually plural, goes after an adjective and means 'showing support for a political cause'.

4. LISTENING

Pre-listening

T: You are going to listen to the opening of Death of a Salesman.Exercise 5, page 17

•I will focus attention on the glossary and on the question and options.

Listening

• I encourage students to sit back and enjoy the play without being distracted by unknown vocabulary.(CD1, track 9)

T: Now we will go through the questions. You should make notes for the answers as you hear the recording a second time. Exercise 6, page 17

Post –listening

T: Now you are going to discuss the questions with a partner from another team, justifying your reasons.

(Then I explain that they are going to listen to another extract which follows straight on from the first. We read through the glossary and then elicit predictions about what the characters will discuss. Again, I encourage students to put their pens down and just sit back and listen. – Ex. 7, 8, page 17)

ІV. SUMMING-UP

T: Well, do you feel sympathy for Willy and Linda? Why?/Why not?

(Students` answers)

     T:  Tragedies are works which focus upon human suffering (both mental and     physical) and bring about a catharsis (release of strong, sometimes repressed, feelings and emotions) in an audience. Through his many plays, Arthur Miller illustrates his role as a theorist of tragedy. Your home task will be connected with themes touched by this talented theorist of tragedy in his play “Death of a Salesman”. Choose one of the questions and write the essay to answer it. The questions are:

1.Is there similar pressure on business people to succeed in your country?

2.To what extent do you believe that your future prosperity and happiness depend on your own efforts?

 3.Do you agree with Willy that it's good for young people to move around and try out lots of different jobs?