Цель: научить учащихся рассказывать о биографии Ломоносова, его современниках и их жизни через устную и письменную речь на английском языке.
Задачи:
- побуждать детей к активному участию;
- проявить интерес ребят к изучению английского языка и жизни М.В. Ломоносова;
- ознакомить учащихся с жизнью М.В. Ломоносова и его современниками;
- выявить его значимую роль и вклад в науки;
- ознакомиться с биографией современников М.В. Ломоносова;
- развить навыки самостоятельной работы и работы в группах.
Класс: 7-8 класс
Формы работы: индивидуальная, коллективная, групповая.
Оборудование: презентация Microsoft Point, карточки с заданиями, школьные принадлежности, чистые листы.
Ход мероприятия
Teacher: (Приложение 6, слайд 1) Hello, everybody! We are glad to see you here today, dear students! It is unusual meeting because today we won’t teach you English in traditional way and you will introduce very important information about M.V. Lomonosov and his contemporaries. We are going to travel through their biographies!
Teacher: Now divide into 2 groups of 6 students. Think of the name of your command, discuss in your group and present them. We give you 1 minute. (команды презентуют названия, учитель записывает их на доске)
Teacher: OK, let’s start. Task 1. There will be a quiz “The Greatest for Ages” with special questions about M.V. Lomonosov’s life. You should choose the right variant. It is the only one. The team which gives the right answer will take the special chip.
Teacher: Let’s get started! Look at the presentation and answer the questions in turn.
(слайд 2)
1. Mikhail Vasilyevich Lomonosov was born …
A – in 1611
B – in 1711
C – in 1713
(слайд 3)
2. He was a Russian …
A – polymath, scientist and writer
B – polymath, scientist and politician
C – prime minister, scientist and writer
(слайд 4)
He created …
A – the old-fashioned wheel
B – the up-to-date mass media
C – the modern Russian literary language
(слайд 5)
4. Lomonosov left his village at the age of …
A – sixteen years old
B – nineteen years old
A – twenty years old
(слайд 6)
5. He entered and began to study at …
A – St. Petersburg State University
B – Moscow State University
C – the Slavic Greek Latin Academy
(слайд 7)
6. Lomonosov continued his studies in …
A – Great Britain
B – Italy
C – Germany
(слайд 8)
7. In Germany he plunged into studying such subjects as …
A – philosophy, German, literature and chemistry
B – Russian, German, literature and chemistry
C – philosophy, German, English and chemistry
(слайд 9)
8. In Russia Lomonosov was named ….
A – professor of the Russian Academy of Science
B – adjutant to the Russian State University
C – adjutant to the Russian Academy of Science in the physics department
(слайд 10)
9. In 1745 he named a professor of …
A – chemistry
B – mathematics
C – literature
(слайд 11)
10. Lomonosov regarded heat as …
A – a form of impossible things
B – a form of people’s strength
C – a form of motion
(слайд 12)
11. He contributed to the formulation of the kinetic theory of …
A – gases
B – liquids
C – solids
(слайд 13)
12. Lomonosov presented to the Russian Academy of Sciences forum
A – an improved design of a electrical engine
B – an improved design of a reflecting telescope
C – an improved design of a mechanical wheel
(слайд 14)
13. Invention of the reflecting telescope was published only …
A – in 1827
B – in 1837
C – in 1817
(слайд 15)
14. Lomonosov was the first person to hypothesize …
A – the existence of an atmosphere on Mars
B – the existence of an atmosphere on the Earth
C – the existence of an atmosphere on Venus
(слайд 16)
15. In 1745 he published a catalogue …
A – of over 3,000 rare fish
B – of over 3,000 minerals
C – of over 3,000 new domestic animals
(слайд 17)
16. In geography Lomonosov observed …
A – iceberg formation
B – iceberg existence
C – iceberg melting
(слайд 18)
17. Theoretically he predicted the existence of
A – South America
B – North America
C – Antarctica
(слайд 19)
18. Lomonosov was good at …
A – the mosaic art as well
B – the modern art as well
C – the sculpture as well
(слайд 20)
19. Among the best mosaics is …
A – the portrait of Peter II
B – the portrait of Peter the Great
C – the portrait of Catherine I
(слайд 21)
20. Lomonosov created version of verses called …
A – sound symbolism
B – sound materialism
C – sound neologism
(слайд 22)
21. He wrote a grammar …
A – that the English literary language was reformed by combining Old Church Slavonic with the vernacular tongue
B – that the Russian literary language was reformed by combining Old Church Slavonic with the vernacular tongue
C – that the German literary language was reformed by combining Old Church Slavonic with the vernacular tongue
(Приложение 4) (Приложение 5) (THE KEY:1. B. 2. A. 3. C. 4. B. 5. C. 6. C. 7. A. 8. C. 9. A. 10. C. 11. A. 12. B. 13. A. 14. C. 15. B. 16. A. 17. C. 18. A. 19. B. 20. A. 21. B)
Teacher 2: Well done! The next task is called “Do you know them?” Look at the presentation (слайд 23). Here you can see Lomonosov’s contemporaries. Do you know them? Who are they? What are they famous for? Raise your hand to express your ideas. (команды презентуют идеи, учитель ставит дополнительный балл за правильный ответ)
Teacher 2: Task 3. Look at the presentations and find the answer to the question “Who was who?” (слайд 24) Match the full names of Lomonosov’s contemporaries with their descriptions.
(Приложение 2) (Приложение 5) (THE KEY:1. c 2. d 3. e 4. a 5. b)
Teacher 1: Very good! Now take cards with new vocabulary on your desks. Let’s introduce new words and expressions. (учитель разбирает слова с учащимися на каждой карточке)
Teacher: (слайд 25) Well, let’s do task 4! Each student has a card with the text about one of Lomonosov’s contemporaries. Read the text and work on the project. In 10-15 minutes present the information to other participants. You should follow the plan: Date and place of birth; Main role in science; Discoveries/Inventions; Published works. (учитель показывает пример на английском языке на жизни М.В. Ломоносова).
Teacher: You can use clean papers, felt-tip pens and do the plan in the way you like. The student who presents his/her project will give own command more chips. Let’s start! Come on! (учащиеся работают над проектами, используя карточки со словами, ватман, фломастеры)
Teacher: Present your projects, please! (идет презентация проектов)
Teacher 2: Let’s see our results. (команды подсчитывают фишки, называют результаты. Команды награждаются грамотами в разных номинациях)
Teacher: (этап рефлексии):
1. Какие чувства и ощущения возникали у вас во время работы над заданиями?
2. Каковы ваши главные результаты сегодня? Благодаря чему вам удалось их достичь?
3. Какие трудности встретились во время выполнения заданий и как вы их преодолели?
4. Что понравилось больше всего?
Thank you for your participation! (слайд 26)