Презентация, доклад к докладу Лимерики как средство выражения творческой активности на уроке английского языка

по традиции связывают с ирландским городом Лимериком, в котором жил и творил Эдвард Лир.

Классические английские лимерики принадлежат Эдварду Лиру.

Основное предназначение лимериков - вызывать улыбку и положительные эмоции

пятой, а третья с четвертой.

There was an old person of Fife, (a) Who was greatly disgusted with life; (a) They sang him a ballad, (b) And fed him on salad, (b) Which cured that old person of Fife. (a)

young man of Peru …

to ride a kangaroo …

строчки повторяет конец первой.)

But when he came to the zoo,
There was no kangaroo,
And that saved the young man of Peru.

малышам       Отвращенье к мышам», - Говорил этот славный учитель

There was an Old Man of Dumbree, Who taught little Owls to drink Tea;      For he said, "To eat mice      Is not proper or nice," That amiable Man of Dumbree.   

редкостный нос. 

There was a Young Lady whose nose Was so long that it reached to her toes;      So she hired an Old Lady,      Whose conduct was steady, To carry that wonderful nose. 

легко на душе,  Отчего не пиликать на скрипке! 

There was on Old Man of the Isles, Whose face was pervaded with smiles;      He sung high dum diddle,      And played on the fiddle, That amiable Man of the Isles.  (Edward Lear)

not on me.

As I was going along,
long, long,
A singing a comical song,
song, song,
The lane that I went was so
long, long, long,
And the song that I sang
was so long, long, long,
And so I went singing along.

all kinds of animals
Despite their little habbits.
If I had tones of money,
Do you know what I would do?
I would buy lots of animals
And have my own zoo.
But they wouldn’t be in cages,
They would be free to run around.
And there’s one thing they would feel
And that is safe and sound.

say “Please”
And don’t forget “Thank you!”

первичному прослушиванию стихотворения;
Работа по снятию языковых трудностей;
Первичное прослушивание стихотворения;
Проверка понимания его содержания и обсуждение прослушанного;
Анализ изобразительных средств языка;
Выразительное чтение стихотворения школьниками;
Знакомство с имеющимися переводами данного стихотворения;
Запоминание стихотворения наизусть;
Перевод учащимися стихотворения на русский язык.