Методический уголок

Развитие критического мышления через чтение и письмо

Технология развития критического мышления через чтение и письмо – это целостная система, формирующая навыки работы с информацией в процессе чтения и письма. Критическое мышление – вид интеллектуальной деятельности, который характеризуется высоким уровнем восприятия, понимания, объективности подхода к окружающему человека  информационному полю.

Цели:

1) формирование стиля мышления, для которого характерны открытость, гибкость, рефлексивность, осознание внутренней многозначности позиций и точек зрения, альтернативности принимаемых решений.

2) развитие таких качеств личности, как рефлексивность, коммуникативность,  креативность,  мобильность, самостоятельность, толерантность,  ответственность за свой выбор и результаты собственной деятельности;

3) формирование культуры чтения и работы с текстом в широком смысле этого слова (ориентация в источниках информации, адекватность восприятия прочитанного, критическая оценка информации).

Задачи:

научить школьников

1) выделять причинно-следственные связи;

2) рассматривать новые идеи и знания в контексте уже имеющихся;

3) отвергать ненужную и неверную информацию;

4) понимать, как различные части полученной информации связаны между собой;

5) выделять ошибки в рассуждении;

6) уметь делать вывод о том, чьи конкретно ценностные ориентации, интересы, идейные установки отражает текст или говорящий человек;

7) избегать категоричности в суждениях;

8) быть честным в своих суждениях;

9) определять ложные стереотипы;

10) выявлять предвзятое отношение, мнение, суждение;

11) отличать факт от предположения или мнения;

12) подвергать сомнению логическую непоследовательность устной или письменной речи;

13) отделять главное от несущественного.                                              

Технология РКМЧП разработана в конце 80-х годов ХХ в. в США (Ч.Темпл, Д Стил, К. Меридит). Она опирается на идеи и методы зарубежной и русской педагогических систем, в частности, психологические исследования Л. Выготского, коллективный и групповой способы обучения, педагогику сотрудничества, идеи развивающего обучения. Это общепедагогическая, надпредметная технология. В России она активно осваивается с 1997 года.

Модель урока в технологии РКМЧП

     Этапы урока соответствуют стадиям процесса познания человека.

1. «ВЫЗОВ».

•         актуализация и обобщение знаний по теме;

•         мотивация (формирование интереса к изучаемой проблеме);

•         побуждение школьников к активной (творческой) работе на уроке и вне его (дома).

2. «ОСМЫСЛЕНИЕ»

•         получение новой информации;

•         осмысление этой информации;

•         соотнесение ее с уже имеющимися знаниями;

•         поддержание активности школьников в процессе приобретения знаний.

3. «РЕФЛЕКСИЯ».

•         закрепление полученных знаний;

•         обобщение информации;

•         присвоение учеником нового знания;

•         формирование у каждого учащегося собственного отношения к изучаемому материалу.

Приемы создания модели обучения в технологии РКМЧП

Примеры применения данных приемов на конкретном материале на уроках английского языка

Приём «Фишбоун»

На верху в треугольнике учащиеся записывают тему. Слева на косточках пишут слова, обозначающие современные технические новинки, а справа функции этих приборов. Записи делаются кратко.

ДНЕВНИК

Эффективной формой развития критического мышления является ведение дневниковых записей учащихся. Главной трудностью такого вида работы является, несомненно, противоречие между достаточно богатым и разнообразным жизненным опытом учащегося, с одной стороны, и ограниченными его возможностями при описании событий и изложении фактов на иностранном языке, с другой.Форма заполнения дневника должна быть достаточно стабильной и единообразной. Это придает действиям повторяющийся характер, а самому школьнику - уверенность при ведении дневниковых записей.В распоряжении учащегося должен находиться достаточно обширный набор выражений и фраз, которые можно было бы привлечь для заполнения дневника, для адекватного описания своей деятельности в течение дня.

КОРЗИНА ИДЕЙ.  УЧЕБНО-МОЗГОВОЙ ШТУРМ

Это приемы  индивидуальной и групповой работы для актуализации имеющегося у учащихся опыта и знаний, которые позволяют выяснить все, что знают или думают ученики по обсуждаемой теме.

Например, Healthy Eating

БОРТОВОЙ ЖУРНАЛ

Это прием обучающего письма. При чтении,аудировании, во время пауз и остановок, учащиеся заполняют правую графу журнала, связывая полученную информацию со своим видением мира, со своим опытом. Например, A Healthy Lifestyle.

CLUSTERS

КРУГИ ПО ВОДЕ

Опорным словом к этому приему может стать изучаемое понятие, явление. Оно записывается в столбик и на каждую букву подбираются существительные (прилагательные, глаголы и т.д.) по изучаемой теме. Например,  ENVIRONMENT.

E -     earth                    - ecologically good

N -    nature                  - nasty

V -    vegetation           - various

I -     ice-house              -ideal

R -   rubbish                  - racy

O -   oceans                   - oppressive

N -    nests                     - natural

M -    mountains           - murderous

E -     ecology                 - everyday

N -    nation                    - neutral

T -     trees                      - tolerable

Толстые и тонкие вопросы

Lesson 2.“ My culture – Buryatia”

Region Studies Lesson

Assess Students’ Pre – knowledge: What do the students already know about your country? What do you want to know? What have you learned?

Title of lesson plan:«The Legend of Baikal and his beautiful daughter Angara»

Grade level: 9

Number of students:35

Subject Areas:Geography, History, Art and Culture, Music

Date created:05.07.14

Class plan duration: 45 min.

Class arrangement: Power Point Presentation, pictures of Baikal region, music record “Morinhur”

 Objectives:

- to develop speaking, listening, reading and writing skills on the topic.

to introduce US students to some aspects of the Buryat culture,increase their knowledge about this people of Siberia and help them to understand its culture.

- to engage US students in interactive learning through.

Concepts Taught Vocabulary:

1. Greeting. Introduction to the lesson

Teacher: Hello, everyone! Last time I told you about the native people’s culture in the republic of Buryatia.Burytia is famous for its rich traditions and customs. It is also full of legends which are told by the old Buryat people from generation to generation. Let’s read this quotation, please written by a famous Buryat poet, N. Damdinov.

“Legends are the treasure of the Buryat people’s culture, the soul of my people is in them”

1. What are legends?
2. And what is treasure?

We know the meaning of the word in its direct meaning but what does it mean in a figurative sense/ metaphorical sense?

3. And do you like legends?

If you don’t like legends, I hope after this class you’ll get interested in them and maybe some of you even write your own legend about your favourite natural site in Buryatia.My legend will be about one of the most largest and deepest lakes on Earth – Baikal, the three famous rivers in our area - The Angara, The Yenisey, The Irkut and the largest lake’s island – Olkhon.(showing pictures).

2. Warming up

Teacher: Dear guys! Now I’d like you to answer my four questions just to find out what you already know about the lake.

1. Is Lake Baikal the most ancient and the deepest lake in the world? (Lakes rarely live longer than a million years but Baikal is more than 25 million years old! For scientists it’s a living research laboratory. It’s also the deepest lake in the world, measuring 1, 637 meters from top to bottom).
2. What kind of water does it hold? I mean salt or fresh water? (It holds one – fifth of the planet’s fresh water – and it’s still remarkably clean. The waters of the lake are amazingly transparent – and they change colours all the time!)
3. Is the water of the lake warm? (Its waters can hardly be called warm. In summer, it’s average temperature is + 12 C. But many people who go for their first swim in it behave as if they had jumped into warm water.
4. What endemic species of the lake do you know? (The Nerpa, the Baikal seal, lives only in the waters of the lake, golomyanka, a transparent, glass – like fish, the omul, an artic fish endemic. Many tourists take smoked omul as presents to their friends and relatives).

What else do you know about the lake?(Students tell about Baikal).The Buryat had settled the lake’s shores long before the 13th – century conquests of Genghis Khan. The Buryat have a mystical feeling for the lake. They believe that its waters are charmed. This is why they never call it a lake, only – The Sea, The Old Man or He! And they think that sometimes Baikal gets angry if some people pollute it or fish when it is banned.

3. The main part

Teacher: Dear guy! Please close your eyes and listen to a piece of music and after listening, express your feelings about it.

1. What did you feel about the music?
2. Did you like the music? Why? This music is from our famous Buryat ballet called “The beauty Angara” which is based on a Buryat legend I’m going to tell you about now.

And now, here is my legend

The legend of Baikal and his beautiful daughter Angara

     Many years ago there lived a formidable giant Baikal. He was a most powerful,valiant knight. He had countless treasures(Slide 4).He had a subject whose name was Olkhon, who was a very merciless man and a faithful assistant(Slide 5).

Baikal had 333 obedient sons and an only daughter who wasted the riches of her father. Angara was a capricious beauty(Slide 6).

Baikal's daughter didn't have a beloved, and she was bored. And her father decided to find a fiancé for her.

Many knights wanted to be Baikal’s son – in – law. Angara refused them.One knight Irkut came there.  Angara didn’t want to be his wife. But Baikal liked Irkut and he said: “You’ll be my son – in – law. I’ll help you”.(Slide 7).

Summer came. Every year people in Buryatia celebrated Surharban.(Slide 8). That year a lot of people arrived at Baikal’s to take part in it.

Fearless Yenisei came there too and was the winner of all the competitions there: archery, Buryat wrestling and horse racing.(Slide 9)

When Angara saw Yenisey she fell in love with him at once. Yenisei was fascinated by Angara’s beauty. He came to her and said: “All my victories are for you, beautiful girl.”(Slide 10)

When Yenisei had gone, Baikal proposed her to be Irkut’s wife. But she refused again.

When her father saw that she had left himenraged Baikal seized a fragment of a rock and threw it with all his might after Angara, but in vain.(Slide 11)

Yenisei and Angara met and began live in love and happiness.(Slide 12). Many years passed. Baikal, Angara, Yenisey and their tears were turned into water. Only Olkhon turned into a big stone. And the stone that Baikal had thrown at his daughter, people named Shaman rock.(Slide 13)

Tasks to the story

Teacher: Dear guys! I’d like you to work now in two groups. The first group does this task, the second one – this task. You have only 2 minutes to do it.

Handout 1

Task for the first group.

Findsomeone in the legend and saywho

…was brave, skilful and had fair hair. (Yenisey)

…was pitiless, cunning but a devoted servant. (Olkhon)

…was angry, strong,andhad vast wealth. (Baikal)

…was charming, rebellious and had a sweet heart. (Angara)

…was irresolute, cowardly but loved by the Master.(Irkut)

Fill in the gaps and tell the results.

Task for the second group

Match the three verbs with the character of the legend.

1. Was bored, fall in love, escaped (Angara)
2. Was obedient, imprisoned, was punished (Olkhon)
3. Competed, won, was fascinated (Yenisey)
4. Ordered, loved, threw (Baikal)
5. Came, wanted, was refused (Irkut)

Task for the third group

Why did these people do it?

1. She ran away from her dear father. (Angara)
2. He threw the rock with all his might. (Baikal)
3. He gave all his victories for her. (Yenisey)
4. He imprisoned her in a dungeon. (Olkhon)
5. The young man went back home with a hope.(Irkut)

Handout 2

Teacher: Dearguys! I’d like you know to answer my questions about the legend.

1. What kind of person was Baikal?
2. DidyoulikeOlkhon? Why not?
3. WhatdidAngaradoduringthestory?
4. What is your attitude to Yenisey?
5. Whatisthemainideaofthelegend?
6. How can you characterize Irkut in one word?

Handout 3

Teacher: Guys! You’llhavethelasttasknow. You should choose the legend’s character among these pictures and write a cinquain —it’s a five lines poetical form in a Japanese style. In the firstline there should be a noun, a pronoun or a proper name expressing the main idea of the cinquain. The second line – two adjectives or participle describing characteristics of the chosen topic. The third line - three verbs or participles describing actions of the topic. The fourth line – a four word sentence expressing your attitude to the character. The fifth line – one word describing the point of the topic. This is an example of my cinquain about one of the legend’s character –Yenisey. Here is my attitude to the character.

Yenisey

Strong, handsome.

Came, saw, won.

Girls like this man / He likes doing it

Hero.

House
nice, expensive.
isbuilt, rented, sold.
Somebody lives in it.
Building.

4. Summing up

Teacher: Dear guys! You’ve learned about one of the well – known Buryat legends “The Beauty Angara”. Did you like it? Why?

5. Homework

Teacher: In your state there is a beautiful lake called Tahoe. I think people living near the lake, like the Buryats, have rich customs and traditions. I know little about your lake please tell me about it in your own legends. Write a legend in 9 – 10 sentences and draw its main character or characters. You also can write a cinquain.

Тема: Использование метода исследования предметов

материальной культуры на уроках английского языка

Аннотация

Object based learning – метод обучения на основе исследования предметов материальной культуры с использованием критического мышления. Предметами исследования могут быть живопись, скульптура, артифакт, исторический документ, карта, ритуальный предмет, иероглиф, пиктограмма и т.д.

Ученики в группах рассматривают незнакомый им предмет, используя множество вопросов, предложенные им учителем, обсуждают, высказывают свои мнения, записывая ответы на вопросы в таблицы. Они выясняют, какова его роль и значимость в мире – в прошлом, настоящем и будущем. Эта стратегия используется музеями Англии и Америки. Например, Национальный музей истории США проводит экскурсии и уроки с использованием данной методики. Также школы, колледжи и университеты организовывают дискуссионные занятия, которые дают учащимся возможность прикоснуться к истории и культуре народов мира.

В данной методической разработке использован национально – региональный компонент – информация о ритуальном предмете бурятской культуры - синем хадаке и музыкальном инструменте – армянском дудуке с презентацией.

Object based learning – The Buryat khadak

Title of lesson: «The Sacral Object of the Buryats»

Grade level: 10 - 11

Subject Areas: Area Studies, History, Art and Culture, Music 

Date created: 12.07.14

Objectives: 

1. to engage students in language learning strategies and critical thinking.
2. to introduce students to some aspects of the Buryat culture – use of the Buryat khadak.

Questions to think about the object:

1. Why is this object important to introduce to students?
2. What do they hope they will take away from learning about the object?

Answers:

1.  The object is important to introduce because the Buryat khadak reflects the Buryat culture that is distinctly original and unique. This object, at first sight, seems to be an ordinary thing which looks like a blue towel or a silk blue scarf, as a part of clothes. But for the Buryats the khadak is the first thing a guest can see when he meets these people. It’s a symbol of respect to guests, parents and old people. It’s also the symbol of friendliness and hospitality. In ancient times the Buryats had a tradition to treat any guests who come in their home. Before treating they received guests with this blue towel on which they laid a bowl with white food (milk or sour clotted milk). It meant that they were glad to meet a stranger and were ready to talk to him. In solemn occasions for reception of guests hosts killed ship. Nowadays, hosts also having known about coming of respectable guests, try to find a ship. Eating its meat is a sign of respect to a guest or special solemnity and importance of arriving guests. And of course before the treatment you will see blue or white khadaks the meaning of which you’ve known already.
2. The students will take away from learning about the object the following:

       Khadak

1.  is a blue silk scarf, silk towel or a blue ribbon.
2.  reflects distinctly original culture of the Buryats who belonged to the Mongolian tribes. It is also typical for all nomads - cattle – breeders in Central Asia.
3.  was a bun of horse’s hair on the Mongolian banners in ancient times.
4.  is mentioned in the Huns letters in 1 AD.
5.  was a symbol of peace during the long wars between the Mongolian tribes.
6. In the past was tied to the horns of sacred domestic animals as protection from evil spirits.
7.  is the first thing a person can see when he gets acquainted with the Buryat culture.
8.  can be given to guests with the white food (dairy food): milk or sour clotted milk.
9.  can be seen on the state insignia of the Republic of Buryatia.
10.  can be often seen in the pictures of Buryatia.
11.  is a symbol of hospitality, friendliness and respect to people.
12.  can be given as a valuable present in any occasions: receiving guests, wedding, a kid’s birth etc.
13.  is a symbol of the Buddhist belief and it can be tied to any Buddhist worship things at home or in sacred places.
14.  is a symbol of the Eternal Blue Sky and a ritual thing for shamans and can be used as a prayer message to their spirits.
15.  can have four more colors: white, red, green and yellow. Each color has its spiritual meaning.
16. Pictures have sacral meaning.
17.  has another name “zalaa” which means a long ribbon, a patch of fabrics, tassels or a bun of horse’s mane.
18. has a special ritual of presentation.
19.  cannot be thrown away with trash as it is a mystic and sacral thing.
20.  is a sacred attribute which can protects the Buryats from evil spirits.
21. is normally given to VIP by Dalai Lama.

1. Greeting. Introduction. (Слайд № 1)

Teacher: As you know in our country there are 83 per cent of Russians and 17 per cent are people of different nationalities. Today I would want to tell you about the Buryat people who are related to the Northern Mongolian tribes and long ago they were nomadic tribes and today they lead a settled life on the Baikal’s shores. The object you should observe, deduce and infer is a mysterious symbol which reflects the Buryat people’s culture and traditions.

2. Warming up

Teacher: Let’s read this poem, please: (Слайд № 2)

(Ученик читает высказывание и переводит, затем учитель дает образец правильного произношения звуков и интонации, затем ученики индивидуально повторяют высказывание за учителем и окончательно хором).

Teacher: And now, answer these questions. (Ученики отвечают на вопросы в режиме T - P1, T – P2)

Baikal is always solemn and festive,

Magnetic and enigmatic

as natural and sacral altar of Tengrins, as a blue khadak from Supreme Being.

3. The main part “Observation and conclusions of the object’s properties”

(Учитель раздает таблицы с вопросами)

Handout 1

(Учитель раздает каждой группе синий хадак)

Teacher: Observe the object and discuss the following questions. Write down your answers in the table. You have 5 minutes to do the task:

1. What is it like?
2. How big can it be?
3. Why is it blue? What can this color symbolize?
4. What shape is it?

Teacher: What have you observed about this object?  (Ученики из каждой группы отвечают на вопросы)

Teacher: And now I’ll tell you about the object and we’ll compare if you have had the same answers and what group found out it correctly.

 (Слайд № 3)

  Today in Buryatia to present a khadak with a white food (milk or sour clotted milk) even on the governmental level has become a common ritual. A long silk blue scarf or towel is one of the Buddhist symbols, is a necessary attribute to receive dear guests: local authority, statesmen, celebrities. Dalai Lama gives khadak to VIP too.

1. This object, at first sight, seems to be an ordinary thing which looks like a rectangular blue towel or a silk blue scarf, as a part of clothes. But it should’t be used as a part of clothes. It can be put on the altar at home or in a hidden place or you can give it to the person you trust and respect. The Buryats khadak is the first thing a guest can see when he meets the Buryat people.
2. The khadak should’t be very big, just the same size that you can see in my hand. (Слайд № 4)
3. The blue color symbolizes harmony and tranquility, kindness, loyalty, eternity, respect and man’s long life. It also means the crystal pure Baikal water. In the Mongolian world this color is the personification of the Eternal Blue Sky, high peaceful heaven, a sacral altar of Tengrins, Supreme Being. This Mongolian tribes’ cult was originated in ancient times. It’s also the symbol of male’s origin. But the Buryats use four more colors: (Учитель показывает разноцветные хадаки и рассказывает, что обозначает каждый цвет). (Слайд № 5, 6)

What does each color mean?

White is a symbol of pureness of thoughts. This white color has a special sacral meaning for the Buryats. It’s the color of sacredness and prosperity.

Green is a symbol of the blooming ground, good activity, awakening and eliminating all obstacles. This color symbolizes Earth – Mother.

Red is a symbol of safety, home and all good wishes. It’s the color of power, strength and grandeur. The Buryats believe that this color protects them from bad people and witchcraft.

Yellow is a symbol of fertility or mother’s milk, health, wealth, regularity, constancy, warmth and life. It’s the color of belief and Buddha’s teaching.

Teacher: What is the main color? Why?  (Answer: The main color is blue because this color symbolizes the most important things for this people, they are:  harmony and tranquility, kindness, loyalty, eternity, respect and man’s long life. In the Mongolian world this color is the personification of the Eternal Blue Sky, a sacral altar of Tengrins, Supreme Being).

Handout 2  

Teacher: Again discuss and complete the chart:

1. What is it used for?
2. In what occasions is it used?
3. Does it have more than one function?
4. How many kinds of the object did you learn about?

Teacher: Let’s see if your answers are right about the object’s function and purpose.

(Слайд № 6, 7)

Teacher: Khadak was used in the ritual traditions of nomads – cattle breeders originated from ancient times. In the epoch of antiquity (since 1 A.D.) the territory of Transbaikalia was the place of a powerful state of the Huns, whose main occupation was cattle – breeding. It is the most natural occupation, providing welfare of a family and a kin. In the Huns letters one can find the first mention about zalaa. Zalaa is a kind of khadak, it looks like a ribbon made of silk or other fabrics.  They tied colorful ribbons to trees in their sacred places. There are some traditions connected with the khadak. For example, proposing to a bride, a fiancé should bring a khadak to the gods’ altar in the house of the bride’s parents. And the bride, in her turn, coming to the fiancé, should tie a red ribbon to their gods’ altar. Also in the past a khadak with a silver coin was tied to a new yurta. (Yurta is a Buryat house made of wool). The mutual gifts given during the wedding ceremony are considered to be the obligatory condition for both sides. The Buryats believe that these ritual patches of material have a magic power, and they are used as the protection from the evil spirits.

The Buryats had a ritual to tie a ribbon to the horns of domestic animals such as: horses, goats, cows, oxen, sarlyk (mixture of yak and bull), khainaki (mixture of yak and cow of the Mongolian breed), camels. It means that these domestic animals are sacred and they shouldn’t be killed by their hosts.    They also tied colorful ribbons to a shaman’s clothes, trees at mountain passes. Doing this rituals with the ribbons, they hope that their wishes and prayers will be heard by Tengrin, their Supreme Being. They believe that their land and Baikal is sacral basin of the Earth and serves for communication with parallel worlds, extraterrestrial civilizations. (It is used as a prayer message to the Supreme powers). 

It’s considered that when the wind sways the khadak and a man who ties a ribbon, sends his prayers to the heavens, even if he does any work at the moment. The khadak’s tassels are also called with a word “zalaa”. Before the ritual of initiation into shaman, a blue ribbon was tied to a log pole. This ritual is called “zalaalakha’’. Originally, instead of zalaa the Buryats tied a bun of the horse’s mane. One could see these buns on the Mongolian banners of Ghingis Khan’s troops. A tug banner was taken as a spirit of ancestor (sulde), real reflection of his life energy. On the Mongolian banners totems were depicted as well. Ancient Mongolian tribes, making peace during their battles, gave very long khadaks to each other just to conclude armistice. The Buryats believe that a man’s energy is in his hair and horse’s hair. The hair was associated with fertility, reproduction and prosperity. (It is used as commemoration of their ancestors).

Teacher: As we’ve learned before, the object has two functions: 1) it can be used as a ritual towel or a scarf for receiving guests and it is as a sign of respect and hospitality. 2) it can be used as a sacral thing for religious rituals. And maybe you’ve found out more functions?

Handout 3 (Слайд № 8, 9)

Teacher: Answer this question, please! How many types of the object did you learn about? Fill in the gaps with the word which means a type of the object.

1. A different color ribbon made of soft silk or other material is called _________________.
2. The Buryats normally tie ___________________ to their new yurtas (houses).
3. The khadak’s ______________ are also called with the word “zalaa”.
4. Originally, instead of zalaa the Mongols tied ________________________ to their banners.
5.  The Mongolian tribes exchanged _________________ with one another to make peace during their wars.

Handout 4

Teacher: And now discuss:

Construction/Manufacturing Techniques

• Who made it?
• How was it made?
• Is it made by machine or by hand?

Answers: (Слайд № 10)

• Khadaks are made by special workers in the Chinese monastery called Gum Bum, it’s a Buddhist monastery where they have their own khadak factory.
•  Khadaks are made of silk by machine and khadaks for solemn occasions are embroidered by hand.

Handout 5

Teacher: And now let’s discuss the last chart’s point. Let’s discuss it together.

Value (Слайд № 11 – 16)

• Does the object have monetary, spiritual, aesthetic, sentimental or practical value?
• Does the object mean different things to different people?
• How does the object reflect the person, community, or culture that used or made it?

Learn these words:

1. Monetary – монетный, денежный, валютный
2. Spiritual – духовный
3. Aesthetic – подлинный, достоверный, верный, аутентичный
4. Sentimental – сентиментальный
5. Practical – практичный

Students’ answers:

1. I don’t think it has monetary value because …
2. I think the object has spiritual value because…
3. I think the object has aesthetic value because…
4. I think the object has sentimental value because …
5. I don’t think it has practical value because the Buryat people don’t use it every day but only in solemn occasions: wedding, receiving guests, kids’ birth etc.      

Handout 6 (Слайд № 17)

Teacher: And now I can show you how the blue khadak should be given to a guest.

How to present khadak?

 The khadak is presented unfolded on the palms of the both hands, slightly holding it with the thumbs. The khadak is folded in half forming two layers. The upper side of the khadak should be turned to a person. It means respect and that your thoughts are pure and you have good intentions. The person in his turn should take the khadak with his both hands and he should bow touching the khadak with his forehead. (And Russian people normally bow low to dear guests). Then you should put the khadak on the neck or shoulders, you shouldn’t tie it, or you can fold it up and put it into your inside pocket. The Buryats can’t throw it away with trash. It’s considered to be desecration of man’s life energy. Therefore they keep it at home’s altar or in any secluded spot, hidden place just not to drop or stamp this sacral thing. They can also give the khadak to other people or tie it in sacred places.

Handout 7 Students dramatize a scene of skit that incorporates the object.

Handout 9 Students write a set of directions for how and when to use the object and sketch accompanying illustrations.

Object based learning - The Armenian duduk

Title of lesson: «A Mysterious object»

Grade level: 8

Subject Areas: Area Studies, History, Art and Culture, Music 

Objectives: 

1. to engage students in language learning strategies and critical thinking.
2. to introduce students to one of the most unique musical instruments – the Armenian duduk.

11 класс

Тема урока: Семья и брак

Образовательная технология: Интегрированный урок (обществознание + английский язык)

Продолжительность урока: 90 мин.

Тип урока: урок – ознакомление (обществознание)

Урок совершенствования речевых навыков (английский язык)

Цели и задачи:

Обществознание

1) познакомить с формами брака, нормами, регулирующими отношения в семье, показать социальное назначение института брака, традиционные семейные ценности в социально – философском аспекте, проблемы семьи;

2) развивать умения осуществлять комплексный поиск, систематизацию социальной информации по теме, сравнивать, анализировать, делать выводы, рационально решать познавательные и проблемные задачи, раскрывать на примерах важнейшие теоретические положения и понятия социально-гуманитарных наук, участвовать в дискуссии;

3) формировать мнение о роли семьи в обществе, вырабатывать определенную позицию по отношению к семейной жизни и семейным отношениям.

Английский язык

1. Учебная: обучать учащихся рассказывать о ценности семьи и брака с духовно – нравственной точки зрения до уровня подготовленного монологического высказывания;

Сопутствующая задача:  совершенствовать произносительные навыки (звуки и интонацию);

2. Общеобразовательная:способствовать расширению общего кругозора по данной тематике урока).
3. Развивающая: способствовать развитию памяти, воображения, догадки, мыслительных процессов при оформлении высказывания – структурная целостность, логичность; развитию речевых способностей.
4. Воспитательная:способствовать воспитанию у учащихся уважения к родителям, брачному союзу, семейным ценностям.

Оборудование: мультимедийный проектор, интерактивная доска, музыкальное сопровождение, раздаточный материал (текст «TomBrown’sopinion»с упражнениями).

План урока:

1. Организационный момент.  Вступительное слово учителя
2. Основной этап.  Изучение нового материала:

а) Семья. Социально – философский аспект. Фонетическая зарядка;б) Формы брака; в) Традиционные семейные ценности.

г) Работастекстом «TomBrown’sopinion»

Ход урока:

1. Организационный момент:

Учитель обществознания: (Учащиеся слушают песню М. Боярского « (слова из песни «… спасибо за день, спасибо за ночь, спасибо за сына и за дочь»») (Слайд №1)).

Здравствуйте, ребята! Вы только что услышали песню в исполнении известного артиста. Скажите, о чем мы сегодня будем говорить на уроке?

Ученик 1:Судя по слайду и прослушанной песне, речь пойдет о любви, семье и детях.

Ученик 2:Я думаю, мы сегодня узнаем о том, что такое семья и семейные ценности.

Учитель обществознания: Вы совершенно правы! Тема нашего урока – «Семья и брак». Сегодня, вместе с учителем английского языка, мы поговорим о социальном и духовно - нравственном назначении института семьи ибрака, о проблемах семьи и семейных ценностях;

2. Основной этап

Учитель обществознания:Проблемы семьи как базовой ячейки общества всегда находились в сфере интересов социальной философии. В процессе исторического развития системы ценностей постоянно изменялись. Особую значимость  здесь приобретает согласованность личностных и общественных интересов, что важно как для развития общества, так и для отдельной личности.

Первая попытка определения семьи и семейных ценностей принадлежит философам афинской школы (Сократ, Платон, Аристотель). Семья в Античную эпоху – была представлена как экономическая и хозяйственная структура, сущность брака заключалась в деторождении; семья рассматривалась как элемент государства. (Слайд № 2)

Вот что говорили о семье великие поэты и мыслители древности.

(Читают ученик 1 и ученик 2).

 Плиний Старший (23-79), римский писатель, автор "Естественной истории"

«Дом – это там, где твое сердце».

ЦицеронМарк Тулий (106-43 гг. до Р.Х.), древнеримский политик и мыслитель.

 «Брачный союз — первая ступень человеческого общества».

«Нет лучшего места и людей на земле, чем родной дом и семья».

Гораций (65- 8 до Р. Х.), древнеримский поэт «золотого века» римской литературы.

«Добродетель родителей — большое приданое»

В России с возникновение христианской модели семьи (12 -14 в.в.) основной нормой семейно-брачных отношений на Руси явилась моногамная семья, фундаментом которой был христианский брак.

Ценность семьи рассматривалась исключительно во имя Бога. В Священном Писании очень много стихов посвящены родителям и детям, мужу и жене. Вот одни из таких стихов:

«2 Но, во избежание блуда, каждый имей свою жену, и каждая имей своего мужа. 3 Муж оказывай жене должное благорасположение, подобно и жена мужу»

Бог установил брак как союз одного мужчины и одной женщины на всю жизнь. Он требует уважения к браку. Бог предназначил его для счастья людей, как источник интимной любви. Муж должен заботиться о благе своей жены, в то время как жена должна уступать мужу право решения важнейших проблем.

1. Фонетическая зарядка (Слайд № 3)

Учитель английского языка:Dearstudents! I’d like you to read one more verse from the Bible. Let’slearnnew words, please.

1. reason - причина
2. flesh–плоть
3. to be united to –соединитьсяс

«For this reason a man will leave his father and mother and be united to his wife, and they will become one flesh»

«Потомуоставитчеловекотцасвоегоиматьсвоюи прилепиться к жене своей; и будут (двое) одна плоть» (Бытие 2 : 24).

(Ученик читает цитату и переводит, затем учитель дает образец библейского перевода стиха, правильного произношения слови интонации,затем ученики индивидуально повторяют цитату и окончательно хором).

Учитель обществознания:Одной из основных характеристик традиционной патриархальной семьи являлось единство брачного и репродуктивного поведения. В 15-16 веках регулирование семейных отношений стало основываться на нормах, фундаментом которых явились нормы обычного права. Позже в 18  и к середине 19 века в России начала преобладать малая индивидуальная семья, что послужило предпосылкой «Христианизации структуры русской семьи» (В. Н. Дружинин). Христианизация отношений повлекла за собой преодоление забитости младшего поколения семьи, что предполагало участие детей в хозяйственной деятельности, равноправие мужа и жены в семье.

Традиционная русская религиозная философия сформировалась в России в 19 веке.  В русле религиозной философии развивалось своеобразное направление "теология пола", или философия любви, к которому относятся разные по взглядам философы. Тема любви, семейных ценностей развивается в творчестве Ф.М. Достоевского, Вл. Соловьева, Л. Толстого, Н. Бердяева, В. Розанова и др. Философы отмечали, что русский Эрос был тесно связан с традициями западноевропейской философии. В тоже время, русские мыслители начала века развивали гуманистическую традицию в понимании природы любви. Прежде всего, анализировался нравственный контекст взаимоотношений между мужчиной и женщиной в браке, родителями и детьми. Семья ассоциировалась с высшей нравственной ценностью, сферой реализации любви, продолжением рода, уважением к женщине.         Русская мысль всегда отличалась установлением сочетания устойчивости семьи как прочной опоры государственной жизни с развитием творческих потенций семейного быта.

        В современных российских условиях, характеризующихся конфликтом между потребностями общества и социальными условиями, в которых живет семья, особенно остро поднимаются проблемы семьи на уровне государства и общества; требуют решения демографические проблемы и проблемы воспитания достойных граждан своего Отечества, выявления этнокультурных ценностей и традиций семейно-брачных отношений. В таком контексте проблемы семьи по - прежнему являются предметом социально-философского исследования.

В эпоху Возрождения широко развивается философия любви; любовь мужа и жены стремится занять законное место в семье. Стали возможны браки, основанные на добровольном союзе. В эпоху Средневековья семья и брак считались важнейшими учреждениями в интересах эволюции.

В середине ХУШ века прежние предписания постепенно устаревают, место «сословного статуса» занимают "личные качества". При этом нужно отметить, что философы "брак" и "семью" использовали как синонимы. Это объяснялось стабильностью и необходимостью семейно-брачных отношений, их значимостью для государства.

Постепенно на протяжении Нового и, позднее, Новейшего времени, на первый план выходит индивидуализация личности, союз двух индивидов, любящих и уважающих друг друга.

   Сегодня многие социологи фиксируют факт, что институт брака за последние десятки лет сильно ослабел. В качестве аргументов приводится частота разводов, вступление в брак в более позднем возрасте, увеличение числа людей никогда не состоявших в браке и другое.

Эти факторы рассматриваются как силы, подтачивающие основы семьи и сводящие на нет её главную функцию- продолжение рода. Если такая тенденция сохранится, предостерегают социологии и демографы, то индустриальные общества иссякнут, поскольку не смогут воспроизводить сами себя. Это положение в полной мере относится и к России.

Мы рассматриваем семью как социальный институт. Следовательно, будем рассматривать семью как комплекс существующих в обществе социальных норм, санкций, образцов поведения, прав и обязанностей, регулирующих отношения между супругами, родителями и детьми.

Как вы считаете, что является основой формирования и функционирования любого социального института?

Ученик 1:Система социальных ролей, норм, которую общество создает для удовлетворения той или иной социальной потребности.

Семейные роли - один из видов социальных ролей человека в обществе.

Перечислите их:

Ученик 2: Муж, жена, сын, дочь и т.д.

Учитель обществознания: Исполнение семейной роли зависит от правильного формирования ролевого образа.

Изучение семьи как социального института предполагает характеристику формальных и неформальных санкций и норм в семейных отношениях. Все они складываются ещё в первобытном обществе. Те, кто соблюдал - их общество поддерживало, поощряло. Их можно классифицировать на юридические – регламентируются законодательством; культурные – регламентируются ценностными установками; этические – обычай, традиции. Социальные роли и нормы ориентируются на удовлетворение социальных потребностей, а с ними связаны функции семьи. В 10 классе вы познакомились с ними. Вспомните. Это репродуктивная, хозяйственная, воспитательная и т.д.

 На данном этапе изучения материала можем ли мы сказать, что какая-то функция семьи как социального института или её сфера деятельности изжили себя? (Ответ ученика).

С возникновением государства регулирование семейной жизни приобрело правовой характер. Например, государство стало санкционировать вступление в брак.

Брак – совокупность основных жизненных отношений между двумя супругами разного пола, регулируемая официальными нормами.

Давайте поработаем с учебником. (стр. 105-106) Найдем разные виды брака (1 минута) (Слайд № 4)

Итак, многие считают, что официальное признание однополых семей знаменует собой конец традиционного брака. Как считаете вы? Ответ учеников.

Следующий вопрос нашего урока: « Традиционные семейные ценности»

Давайте проведем небольшой социологический опрос. Анкета состоит из 3 вопросов:

1) Ваш пол и возраст

    муж/жен    15-16/17-18

2) Со временем желаете ли вы вступить в брак

                   Да   -  Нет

3) В перспективе вы желаете остаться мужем (женой) одного человека или считаете это не обязательным

    Да  -    Нет     -       Не обязательно

Ученик 1проанализирует анкеты и сделает вывод.

Давайте попытаемся составить свои семейные ценности в виде кластера. Итак, в центре помещаем семейные ценности.

                                      Семейные ценности    

Сравним с тем, что есть на слайде № 5

Слово, по анкетам, что у нас получилось.

Итак, по принципиальным ценностным ориентирам мы разделяем взгляды на традиционные семейные ценности.

Так, каковы же тенденции развития семьи в современном мире? Есть два варианта ответа:

1) в целом прогрессивный процесс модернизации семьи, смена одного типа (традиционного) другим (современным).

2) системный кризис семьи

Есть ли перспективы у семьи как социального института?  Ответы учеников.Я передаю слово учителю английского языка.

Учитель английского языка: (Слайд № 6)  And now we’ll read Tom Brown’s opinion (a British young man) about family and marriage. After reading, answer the question: What are the most important things for Tom just to have his own family?

New words:

1. divorce – развод
2. marriage – брак
3. poverty – бедность
4. ruin –разрушать
5. bring up – воспитывать
6. mutual –взаимный
7. faithfulness – верность

«Therearedifferentviewsonfamilylife. Many people are married and have children. They support and love each other. But others say their family life is full of problems and bring them a lot of troubles. There are people who say that traditional family is a thing of the past. They see many dangerous things – the growing number of one – parent families, the high divorce rate, poor discipline within the family, sex before marriage. Such social problems as poverty, drug taking and alcohol also ruin family life nowadays.

    I think, it’s too early to predict the end of the family. At least, politicians often make their careers saying that they stand for «family values»: respect for parents, stability in marriage.

    Maybe the family is in a state of crisis, but it won’t die till men and women think they shouldn’t live together and bring up children. Now there are different family forms in different cultures. New alternative – marriages between two people of the same sex – are becoming more common.  I think it is awful!

    So, nobody knows what a «normal» family is. My family can be classified as normal and I like it very much. My parents sometimes don’t agree with what I say, what clothes I wear, what friends I bring home.We’ve problems in my family, but we join all together and have a great time. We’re happy!

    WhenIgrowupandgetmarriedI’llhavea «normal» family too. It means some very important things: love, faithfulness, respect, support and mutual understanding».

Ex. 1 Find English equivalents to the following Russian words and word – expressions:

Разные взгляды, состоять в браке, традиционная семья, опасный, высокий показатель разводов, брак, бедность, употребление наркотиков и алкоголя, разрушать, предсказывать, семейные ценности, стабильность, воспитывать, однополые браки, верность, взаимопонимание.

Ex. 2 Answer the following questions:

1. What are different views on family life?
2. What social problems ruin the family today?
3. Whatdopoliticiansstandfor?
4. Whywon’tthefamilydie?
5. Whatkindoffamilydoyouknow?
6. What is your attitude to the family where a husband and a wife are of the same sex?
7. Whatisyourfamilylike?
8. What is your opinion about the family values?

Ex.3Trueorfalse?Iffalse, giveyourreason.

1. All people say that family life has a lot of problems and troubles.
2. Poverty and bad habits has a distractive impact on family life.
3. It’s too late to predict the crisis of the family.
4. Family values are respect to parents, love and stability in marriage.
5. Peopleofthesameagecanhave an official marriage.
6. Most of the families have problems with their children.
7. All families need love, respect, support and mutual understanding.

Ex. 4 Choose the correct answer:

1. There are various views on …

1. Family values        b) family life          c) one – parent family

2. Some people think that …

1. Marriage isn’t a bed of roses  b) family life is full of problems   c) love is trouble

3. A traditional family is …

1. One – parent family   b) family with people of the same sex  c) one – child family

4. Family values are …

1. Poverty and envy   b) love and faithfulness   c) liberty and happiness

Ex. 4 Retellthetextaccording to this plan:

1. Different views on family life.
2. Dangerous things and social problems.
3. The family won’t die.
4. Different kind of families.
5. What a normal family is.
6. Family values.

Домашнее задание: Напишите сочинение «за» и «против» по теме «Разные взгляды на семейную жизнь». (200 – 250 слов)

Учитель обществознания: Сегодня вы рассмотрели традиционные семейные ценности в виде кластера, но, я считаю, что семейные ценности в каждой семье разные, хотя большинство из насразделяет взгляды на традиционные семейные ценности. Также, мы рассмотрели понятие «семья» с социально – философской точки зрения, и узнали, какие виды брака существуют. На следующем уроке мы поговорим о тенденции развития семьи в современном мире и о Государственной политике поддержки семьи.

Как пожелание хочу раздать вам памятку из известной книги Д. Карнеги «Как завоевать друзей и оказывать влияние на людей?» это 7 правил, следую которым, супруги могут обеспечить себе счастливую семейную жизнь:

- не ворчите;

- не старайтесь перевоспитать друг друга;

- не критикуйте;

- искренне восхищайтесь достоинствами друг друга;

- уделяйте внимание супругу/ супруге;

- будьте вежливы;

- читайте литературу о супружеских взаимоотношениях.

Советую вам прочитать книгу современного американского психолога Лэрри Крабба «Счастливый брак».

Подведение итогов урока.

Технологическая карта внеклассного мероприятия в 8 классе «Интерактивная викторина»

УМК «Rainbow English». 7 класс. О. В. Афанасьева, И. В. Михеева, К. М. Баранова

Этапы мероприятия

Test of English for 11th grade

Countable and uncountable nouns

Ex. 1 Use the expressions to count these uncountable nouns:

Ham, furniture, information, milk,  cheese, baggage, water, salt, basketball,  work, sausage, chocolate, news, advice, ketchup, vinegar, golf, coffee, love.

Ex. 2 Choose the right word in brackets and complete the sentences:

1. I’d like to buy some fresh (fishes/fish).
2. The doctor prescribed you to eat a lot of (fruit/fruits).
3. In this restaurant they make the worst (coffee/coffees) in the town.
4.  Ann! Bring him (another/some) tea, please!
5. In the shop you can buy different (chocolate/chocolates).
6. I’m looking for (strawberry/strawberries) for a cake.
7. He noticed red (hair/hairs) on her white blouse.
8. The boy brought in (a paper/paper) with the latest news.

Ex. 3 Complete the sentences with the right form in the brackets and the right pronoun:

1. Fifty dollars (be) enough to buy a good school bag. Can you give … to me, please?
2. Your news always (upset) our mother. Don’t tell her about … now!
3. Nancy’s jeans (be) too expensive. Where did she buy …?
4. Terry’s holiday (be) a week long. I can use … for camping.
5. Three pieces of your luggage (be) here. You can take..
6. Your information (be) very useful. Can you share … with her?

Ex. 4 Use a/an or no article:

1. Nick gave me … fresh fish. He is good at fishing.
2. Usually she has … coffee and … piece of bread with butter in the morning.
3. … three – week holiday made them feel happy and energetic.
4. I think you need … new furniture for your new house, Jane.
5. I’ve lost … pair of keys today! I’m so absent – minded.
6. I want … tea with … piece of lovely cake!

Ex5 Translate from Russian into English:

1. Дядя Том дал мне один очень хороший совет.
2. Дайте мне, пожалуйста, чашку чая и кусочек морковного торта.
3. В этом магазине вы можете купить разные сорта чая и кофе.
4. Где мои деньги, интересно? Я не могу их найти!
5. Энн любит жареную рыбу с овощами на обед.
6. Глобализация – это длительный процесс.
7. СПИД – смертельная болезнь 21 века.

Test of English for 6th form

Ex. 1 Put in the articles a/an, the and -:

1. … Barkers live in … London.
2. Last summer we visited … Pushkin Museum in … Moscow.
3. … USA is across … Atlantic Ocean.
4. … Celebrities are … most famous people in … world.
5. I like … roses and … tulips.
6. Kate is one of … best students in … class at … Wataga High School

Ex. 2 Fill in the gaps using prepositions: in, with, under, of, at.

1. The Browns were … vacation … Leeds.
2. He is fond … reading and playing the guitar.
3. Tim sat … the big grey chestnut tree.
4. I want to go to the stadium … my friend Frank.
5. I love Mary. She is a girl friend … mine.
6. We danced and sang … the disco.

Ex. 3 Put the verbs in the brackets in the correct forms (Present Simple, Past Simple, Present Progressive, Present Perfect, Present Perfect Progressive, Future Simple):

1. Ted (go) fishing yesterday.
2. We (have) lunch now at the cafeteria.
3. He usually (take) a taxi and (go) to the downtown.
4. Linda (learn) French for 5 years at school.
5. They (visit) their Granny tomorrow, I hope.
6. Helen already (go).
7. Rita (be) the best pupil in the class today.

Ex. 4 Translate these Russian sentences into English:

1. Какие книги ты любишь читать?
2. Вы играете в теннис в парке?
3. Что ты делал вчера?
4. Что ты делаешь сейчас?
5. Мы изучаем историю Англии уже 2 года.
6. Он будет сдавать этот (take this exam) экзамен в июне.

Test of English for 7th form

Ex. 1 Put in correct articles where it’s necessary (the, a/an or - ):

1. We flew over … Atlantic Ocean to … USA last year.
2. Sam Brown is … good student. He gets only … good marks.
3. Nancy decided to get into … Cambridge University.
4. We enjoyed listening to … music and play … guitar.
5. We like to go to …school and do these subjects as: … Maths, … History and … English.

Ex. 2 Put in the correct preposition (on, about, at):

1. They were … the bus and couldn’t hear me. I cried, cried and waved my hands.
2. We laughed … her. And now I feel ashamed on
3. Harry smiled … her and said “good bye”.
4. They had dinner … the café last week.
5. Lucy was … school yesterday. She didn’t know … this party.

Ex. 3 Put in the correct forms of the verbs:

1. We (listen) to hard rock together last week.
2. The guy (learn) to play hockey for a year.
3. Bob (be) at the disco now. He (dance) with Liza.
4. You ever (see) a crocodile? No, never. I (see) a snake and a polar bear in Moscow Zoo.
5. She (read) an adventure book while Terry (repair) his old car.
6. Philip (be) one of the best student at our college last year.
7. We (drink) tea, (listen) to classical music and just (enjoy) the evening yesterday.
8. Kate (collect) documents to visit USA.

Ex. 4 Translate these sentences from Russian into English:

1. Я изучаю английский уже 6 лет.
2. Терри сейчас готовиться к экзамену по математике.
3. В прошлом году они ездили в Крым.
4. Вчера в 2 часа она готовила обед.

Test of English for 8th form

Unit 2 “Performing arts. Theatre”

Name of pupil: _____________________

Class: _________________

Listening Comprehension

Task 1

You’ll hear an interview with a Russian girl who tells about what she likes and doesn’t like about England. For each question 1 – 4, choose the correct answer A, B or C.

1. Tanya is.

A        a student at a boarding school

B        a student at a language school

C        a teacher at a language college

2. The girl is from

A          a well – known Russian city – Veliky Novgorod

B          a famous Russian city – Nizhny Novgorod

C         a beautiful Russian city – Veliky Ustyug

3. The student like England because

A         the people there are can help tourist and they are kind to them

 B        there are a lot of discount shops where one can buy comfortable clothes

C         the drivers are friendly and helpful

4. Tanya doesn’t  like these things about England -

A         the noisy and busy streets

B         the climate and different time

C         the rainy weather and wind from the sea

Reading Comprehension

“Romeo and Juliet” by William Shakespeare

      “Romeo and Juliet” is the most famous tragedy of William Shakespeare for us. It’s the story about two teen-aged lovers from two warring households, whose families hate each other. The ancient enmity (вражда) of two families Montigues and Capulettes prevented the marriage of two children in love. Nobody remembered the real reason of this senseless and blind enmity between them. The whole tragedy takes place in just five days.

       In the beginning of the play, Romeo is suffering from hopeless love for Rosaline. But when he arrives at Juliet’s birthday party with the intention to see his love, he suddenly falls in love with Juliet and immediately forgets Rosaline. The next day they marry secretly. After that,  Romeo experiences several fatal accidents. He rashly kills Tibalt, Juliet’s cousin, when he was only trying to separate his best friend Mercucio from Tibalt. But the struggle turned lethal and caused the death of one of them. And then, Romeo had to leave the city as a wanted murderer. Juliet’s parents are unaware of the secret marriage of their daughter with Romeo and press her to marry young Paris. The Monk Lorenzo, who has married our young heroes, proposes that she drinks a strong soporific (making her appear dead) to avoid marrying Paris, and also offers to write a letter to Romeo, asking him to come back secretly to Verona and visit Juliet’s family crypt. But the letter fails to reach Romeo in time because of an outbreak of the plague. But Romeo hears the tragic news of Juliet’s “death”. As his love is so strong for her and all seems lost, he decides to go and join his love in death. When he arrives and sees Juliet’s lifeless body, he meets Paris next to the grave and kills him with fury (в отчаянии, в ярости). Romeo, in hopelessness, drinks his poison, since he is not willing to live without Juliet. Next, Juliet wakes up from her stupor and sees Romeo’s corpse, so she takes his dagger, stabs herself and ends her life for real, not willing to live without his love. The two families discover their dead children and end their fight. This story will live for centuries because the love was stronger than the hatred.

Choose if it's TRUE, FALSE or NOT STATED

1. “Romeo and Juliet” is the greatest tragedy written by W. Shakespeare.
2. The rich families respect each other and want their children to get married.
3. Romeo and Juliet have known each other since they were children.
4. At Montigues ball Romeo falls in love with Juliet and forgets his ex – girl.
5. The sweet hearts decide to marry immediately after the ball and Monk Lorenzo helps them.
6. Tibalt kills Mercucio and then Romeo killes Tibalt.
7. Romeo had to flee the city as a killer of Juliet’s cousin.
8. Juliet’s parents don’t know about the secret marriage of their daughter with Romeo and make her to marry Paris.
9. The monk gives the girl a special herb to fall asleep and she is buried in her family’s crypt.
10. Juliet was in a beautiful red dress to tell Romeo that she just sleeps.
11. Romeo gets the letter and rushes to the crypt to see his sweet heart.
12.  When Romeo sees dead Juliet he drinks his poison and dies.
13. Juliet kills herself with Romeo’s dagger not living to live without him.
14. After their children deaths, they don’t stop fighting.
15. Romeo and Juliet are buried together in their stone crypt.  

Use of English

1. Put the correct word.

1. Where is Kate? She _____ tennis.

A. plays      B. is playing      C. play       D. played

2. ______ not any glass in the windows, that is why ____ so cold in the room.

A. It is, there is       B. It was, there is     C. There are, it is    D. There is, it is

3. She was tired and asked me _____ make so much noise.

A. didn’t       B. did not to         C. not      D. not to

4. Both Steve ______ Jane ______ here.

A. or, is     B. and, is        C. or, are        D. and, are

5. ___ President of ___ Russian Federation lives in ____ Kremlin in ___ Moscow.

A. -, the, the, -     B. -, the, -, the       C. -, -, the, the       D. The, the, the, -

6.  He grew up in New England, ____?

A. don’t you     B. didn’t he      C. doesn’t he          D. did he

7. Lorena is ____  girl I have ever met.

A. the most beautiful   B. a more beautiful    C. the beautifulest    D. most beautiful

8. I haven’t got ______ money with me.

A. no            B. some            C. any        D. a

9. Have you ever been _____ Paris?

A. for      B. to        C. at        D. through

10. Who ____ Phil with his homework?

A. does help       B. helps       C. do help       D. help

11 My sister ____ some new clothes last week.

A. had bought      B. bought        C. was buying        D. have bought

2. Word formation. Form a word that fits.

1. In England there are ___________ kind of schools                      DIFFER
2. You can see one of the most beautiful_____________ of London.   SIGHT
3. Linda was ___________ athlete at this Sports Club                           GOOD
4. Russia is ____________ country in the world.                               BIG
5. Great Britain is the ___________ on the British Isles.                    KING

Writing

                                  A Story

Here is the beginning of the story. Please, complete the story. Produce your own version.

        You should write 100 – 120 words.

        One morning I got out of bed and wandered over to the dressing-table to brush my hair.  Suddenly I saw an envelope (конверт) addressed to me. Who could write this letter to me and what was inside?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Text for listening

Interviewer: Hello, I’m interviewing people about what they like or don’t like about England. Can I ask you some questions?

Tanya: Yes, of course.

Interviewer: Are you a tourist?

Tanya: No, I’m a student at a college where I study languages.

Interviewer: What’s your name? And where are you from?

Tanya: My name is Tanya Petrova. I’m from Veliky Novgorod, a famous city in Russia.

 Interviewer: Really? Oh, I visited this beautiful Russian city three years ago.

Tanya: Sometimes my home city is confused with Nizhny Novgorod.

 Interviewer: Yes, I know. I went to this city too. It’s nice too. Thank you. Well, Tanya, what do you like about England?

Tanya: I like the people. They are very helpful and friendly.

Interviewer: What don’t you like?

Tanya: I don’t like the weather. It’s wet and foggy very often. And your times are all wrong.

Interviewer: What do you mean?

Tanya: Our time zones are different. In my city I eat at three o’clock and then I have a rest. Here in England I have lessons in the afternoon, but I’m tired and I want to sleep.

Interviewer: I see. Thank you, Tanya.

Keys

Listening

1 B  2 A  3 A  4 B

Reading

1. True    2) False  3) NS  4) True 5) False 6) NS  7) True 8) True 9) NS 10) NS 11) False 12) True 13) True 14) False 15) NS

Use of English

1 B  2 D  3 D  4 D 5 D 6 B 7 A 8 C 9 B 10 B  11 B

DIFFERENT  

SIGHTS

THE BEST

THE BIGGEST, KINGDOM

Final test of English for 11th form

Last name: _______________________

First name:_______________________

Class:___________________________

Date: ___________________________

Duration: 90 min.

Listening

Time: 15 minutes

Listen to a part of audio guide in a museum of modern arts. Decide whether the statements 1 – 10 are True (A), or False (B), according to the text you hear. You will hear the text twice.

The narrator says that:

1. In the picture Picasso has more eyes than his model.
2. Picasso’s mouth is the only realistic thing in the picture.
3. artists had to observe certain rules.
4. Picasso never learned how to paint by the rules.
5. The visitors will see the works of artists who didn’t follow the rules.
6. Matisse’s work is a model of a window.
7. The star at the top symbolizes Baby Jesus.
8. The work is dark and gloomy.
9. Matisse didn’t use paint and brushes making his work.
10. Matisse’s health was not good when he made his work.

Transfer your answers to the answer sheet!

READING

Time: 30 minutes

Read the text and do the tasks after it.

The Development of Museums

1. The conviction that historical relics reflect real life of the past is rooted in the nineteenth and early twentieth century, when science was regarded as objective and free of human attitudes. As one writer observes: ‘Although it is now evident that material objects are as easily changed as chronicles, public belief in their authenticity is still very strong: a tangible relic seems real.’ Such conviction was, until recently, reflected in museum displays. Museums used to look – and some still do – much like storage rooms of objectives packed together in showcases: good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor, to whom it all looked alike. Similarly, the information accompanying the objects often made little sense to the general public. The content and format explanations dated back to a time when the museum was the exclusive domain of the scientific researcher.

2. Recently, however, attitudes towards history and the way it should be presented have changed. The key word in heritage display is now ‘experience’, the more exciting the better and, if possible, involving all the senses. Good examples of this approach in the UK are the Jorvik Centre in York; the National Museum of Photography, Film and Television in Bradford; and the Imperial War Museum in London. In the US the trend emerged much earlier: Williamsburg has been a prototype for many heritage developments in other parts of the worlds. No one can predict where the process will end. On so – called heritage sites the re – enactment of historical events is increasingly popular, and computers will soon provide virtual reality experiences, which will present visitors with a vivid image of the period of their choice, in which they themselves can act as if part of the historical environment. Such developments have been criticized as vulgar, but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this opinion.

3. In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating. They already borrow ideas and concepts from one another. For example, museums have adopted story lines for exhibitions, sites have accepted ‘theming’ as a relevant tool, and theme parks are moving towards more authenticity and research-based presentations. Similarly, animals in zoos are no longer kept in cages, but in great spaces, either in the open air or in enormous greenhouses, such as the jungle and desert environments in Burgers’ Zoo in Holland. This particular trend is regarded as one of the major developments in the presentation of natural history in the twentieth century.

4. Theme parks are undergoing other changes, too, as they try to present more serious social and cultural issues, and move away from fantasy. This development is a response to market forces and, although museums and heritage sites have a special, rather distinct, role to fulfill, they are also operating in a very competitive environment, where visitors make choice on how and where to spend their free time. Heritage and museum experts do not have to invent stories and recreate historical environments to attract their visitors: their assets are already in place. However, exhibits must be both based on objects and facts as we know them, and attractively presented. Those who are professionally engaged in the art of interpreting history are thus in a difficult position, as they must steer a narrow course between the demands of ‘evidence’ and ‘attractiveness’ , especially given the increasing need in the heritage industry for money-generating activities.

5. It can be said that in order to make everything in heritage more ‘real’, historical accuracy must be more and more adapted to today’s reality. For example, Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial features, because this corresponds to public perceptions. Similarly, in the Museum of Natural History in Washington, Neanderthal man is shown making a dominant gesture to his wife. Such presentations tell us more about contemporary perceptions of the world than about our ancestors. There is one compensation, however, for the professionals who make these interpretations: if they did not provide the interpretation, visitors would do it for themselves, based on their own ideas, misconceptions and prejudices. And no matter how exciting the result, it would contain a lot more bias, or lack of objectivity, than the presentations provided by experts.

6. Human bias is inevitable, but another source of bias in the representation of history has to do with the transitory nature of the materials themselves. The simple fact is that not everything from history survives the historical process. Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people. The same applies to the furnishings and other contents of the premises. In a town like Leyden in Holland, which in the seventeenth century was occupied by approximately the same number of inhabitants as today, people lived within the walled town, an area more than five times smaller than modern Leyden. In most of the houses several families lived together in circumstances beyond our imagination. Yet in museums, fine period rooms give only an image of the lifestyle of the upper class of that era. No wonder that people who stroll around exhibitions are filled with nostalgia; the evidence in museums indicates that life was so much better in the past. This notion is caused by the bias in its representation in museums and heritage centers.

Task 1. Questions 1 – 7.

Do the following statements agree with the information given in the text? In boxes 1 – 7 on your answer sheet, circle:

A (True) if the statement agrees with the information

B (False) if the statement contradicts the information

C (Not Stated) if there is no information on this

1. Many people believe that material objects kept in museums are true relics of the past.
2. More people visit museums in the UK than in the US.
3. In zoos, animals are kept in the environments similar to their natural habitats.
4. Today theme parks tend to avoid serious issues.
5. Stories about historical events are specially written by experts in order to attract tourists.
6. The boundaries of Leyden have changed little since the seventeenth century
7. Museums can give a wrong impression of what life was like in the past.

Task 2. Questions 8-15.

Choose option A, B, C or D which best fits according to the text. Circle the correct letter in boxes 8-15 on your answer sheet.

8. The author begins by comparing today’s museums with those of the past and says that the latter

A  did not present history in a detailed way.

B  were not primarily intended for the public.

C  were more clearly organized.

D  preserved items with greater care.

9. According to the second paragraph, current trends in the heritage industry

A  emphasize personal involvement.

B  have their origins in York and London.

C  rely on computer images.

D  reflect minority tastes.

10. What process is meant in the sentence 'No one can predict where the process will end' in the second paragraph?

A  Vulgarisation of historical events.

B  Turning traditional museums into theme parks and heritage sites.

C  Computerisation of museums.

D  Further involvement of scientists into creating new museums.

11. In the third paragraph, the writer says that museums, heritage sites and theme parks

A  often work in close partnership.

B  try to preserve separate identities.

C  have similar exhibits.

D  are less easy to distinguish than before.

12. The writer concludes the fourth paragraph by saying that in preparing exhibits for museums, experts

A  should pursue a single objective.

B  have to do a certain amount of language translation.

C  should be free from commercial constraints.

D  have to balance conflicting priorities.

13. In the fifth paragraph, the writer suggests that some museums

A fail to match visitors’expectations.

B  are based on the false assumptions of professionals.

C reveal more about present beliefs than about the past.

D  allow visitors to make more use of their imagination.

14. Historians interpret past events when presenting them in the museums because

A  historians don’t want visitors to make wrong assumptions.

B  facts can never be presented without judgments.

C  historians also have misconceptions and prejudices.

D  historians can be legally prosecuted for wrong interpretations.

15. In the last paragraph, the writer notes that our view of history is biased because

A  we fail to use our imagination.

B  only very durable objects remain from the past.

C  we tend to ignore things that displease us.

D  museum exhibits focus too much on the local area.

Transfer your answers to the answer sheet!

USE OF ENGLISH

Time: 15 minutes

For items 1-15 fill in the gaps in the text choosing an appropriate word from the brackets below. Choose one word once only. There are two extra words in the brackets you don’t have to choose.

Researchers at the University of Toronto have discovered that people who live in areas jostling with fast food outlets are constitutionally less able to slow down and enjoy the simple things in life. Apparently, it's not just a question of additives and sugar ruining their powers of 1)__: the Toronto research showed that just looking at a photograph of the McDonald's golden arch or KFC chicken is 2)__ to give you the fidgets. As a result, you're less likely to 3)__ images of natural beauty or an operatic aria than if you had dined at home with a proper knife and fork.

The panic around the moral and psychological damage of fast food – 4)__ the obesity debate – is a familiar one. Behind Jamie Oliver’s abhorrence of the Turkey Twizzler’s empty calories was always a much deeper suspicion of what it represented: ignorance, indifference, a wilful 5)__ to imagine a better way of feeding the future. It's for that reason that, back in the early 19th-century, moralists including William Cobbett churned out a whole array of 'cottage economies' and 'penny cookbooks' aimed at stopping the working classes from squandering money in the pie shop. These prim moral primers were full of bright suggestions for turning the scraggy end of lamb and on-the-turn turnips into 6)__ that not only nourished body and soul but also saved pennies for a rainy day.

Fifty years later, Mrs Beeton had the moral dangers of fast food in mind when she announced to her readers her reasons for writing her venerable cookbook: she wanted to 7)__ husbands away from the clubs and taverns into 8)__ they were apt to dive at the end of a long working day, desperate for a quick supper. Beeton's solution was to set 9)__ the weary home comer a series of delicious labour-intensive dishes – the sort of thing no short order cook would contemplate. Her soups often took 15 10)__ and required a 10-hour simmer. The point of all these initiatives, from Cobbett to Oliver, has always been 11)__ about getting nutritious food inside people than to teach them a lesson. Learning how to make and eat slow food is to develop a capacity for delayed gratification that, in turn, fits 12)__ maker and consumer for life under capitalism.

What all those Victorian moralists missed –13)__ as the Toronto report ignores – is that fast food is the emblematic product of maturing and late capitalism. Urban workers, forced to work longer and longer hours, do not have the time to invest in 14)__from scratch. Those who are obliged to live in shared accommodation and rented digs may not have the right equipment for making real food slowly (Agas don't fit into bedsits; microwaves do). When you are 15)__ after a 10-hour shift, then soup is fiddly to consume on the way home. Burgers and kebabs, by contrast, are easy to eat with one hand and require neither plates nor knives. Far from being the refuseniks of capitalism, unable to master its first principle of delayed gratification, the people who rely on fast food outlets are its honourable foot soldiers. We should salute them.

(appreciate, before, both, concentration, cooking, enough, exhausted, fine, forget, inability, ingredients, just, less, lure, publicity, something, which)

Transfer your answers to the answer sheet!

WRITING

Time: 30 minutes

Write a short review of your favourite film for your school magazine. Write the title of the film at the beginning on a separate line (words are not counted in this line).

Remember to mention in your review:

 why you like the film;

 which character in the film you would most like to describe and why;

 what good things the film teach you.

Write 200 words.

Итоговая контрольная работа по английскому языку.

5 класс

1 вариант

I. Write what subjects the children like (+) and what they don’t like (—).
Example: Sam: I like Literature, Biology and History, but I don’t like Science.

Peter: ___________________________________________________________________
Elizabeth: ________________________________________________________________
Ruth: ___________________________________________________________________

II. Read Rita’s e-mail to her new friend from Canada and write T (true) or F (false).
Dear Jack,
My name is Rita and I’m 11. I’d like to tell you about my family. I’ve got a sister, Svetlana and two brothers, Igor and Slava. Svetlana is three years older than me. She is fourteen. My brothers are twins. They are six years younger than me and nine years younger than my elder sister. In our family we are all tall and slim, but Svetlana is a bit shorter than we are. My brothers look the same! They look like dad. They have blue eyes and dark hair. I look like my mummy. I’ve got long wavy fair hair. And my sister Svetlana looks like dad’s mother, our granny! Daddy has got a sister and a brother. They are our aunt and uncle.
What about your family? Have you got any brothers or sisters?
Write me back soon.
Love,
Rita

1. Rita’s got two brothers and two sisters.      
2. Svetlana looks like mum.
3. Rita’s sister is three years older than her.
4. The twins are eight.
5. My brothers look like grandmother.
6. My granny has got three children.
7. Our father’s hair is dark.
8. I’ve got no aunt, but I’ve got an uncle.



III. Ask questions on the sentences using the key words.
1. I usually have five or six lessons a day. (they/ What/ are/ ?)
2. The pages of the book look nice. (designs/ the/ Who/ pages/ ?)
3. The photos are really great! ( take/ Do/ photos/ always/ you/ ?)
4. My father helps me to draw pictures for our school newspaper. (newspaper/ doesn’t/ helps/ My/   pictures/ our/ father/ to/ for/ me/ school/ draw/ he/ ?)

IV. Read the text and draw what time it is!
Sasha gets up at quarter to seven.1 She has breakfast at seven a.m.2 and after that goes to walk her dog at twenty-five minutes past seven.3 She comes to school at ten minutes past eight.4 The lessons start at half past eight.5
     1.2. 3.
4.5.

V. Match the words with the phonetic script.

Keys.

I. Peter: I like Science and PE, but I don’t like History.
Elizabeth: I like English and ICT, but I don’t like Literature.
   Ruth: I like Literature, ICT and Maths, but I don’t like Biology.
II. 1. – F
    2. – F
    3. – T
    4. – F
    5. – F
    6. – T
    7. – T
    8. – F
III. 1. What are they?
      2. Who designs the pages?
      3. Do you always take photos?
      4. My father helps me to draw pictures for our school newspaper, doesn’t he?

IV.

1.
 2.3.
                       4.5.
    1 – e
    2 – d
    3 – f
    4 – b
    5 – a
    6 – h
    7 – g
    8 – c

Итоговая контрольная работа по английскому языку.

8 класс

Variant 1.

1. В следующих предложениях измените время глагола на Present Perfect.

1. She is taking the dirty plates from the table.
2. The children are putting on their coats.
3. The pupils are writing the dictation.
4. My friend is helping me to solve a difficult problem.
5. I am learning a poem.

2. Раскройте скобки, употребляя глаголы в требующейся форме, так чтобы получить Present Continuous или Present Perfect.

1. She has (to tell) them some stories about dog.
2. We have (to have) two lessons today.
3. They are (to have) a meeting.
4. She has not (to speak) yet.
5. They have (to ask) me several questions.

3. Переведите на английский язык, употребляя глаголы в Present Perfect илиPresent Continuous.

1. Он все еще делает свои уроки.
2. У нас сегодня было три урока.
3. У них только что было собрание.
4. Она еще не читала этой книги.
5. Она все еще читает.

4. Раскройте скобки, употребляя глаголы в Present Perfect или Past Indefinite.

1. I just (to meet) our teacher.
2. The children already (to decide) what to do with the books.
3. Yesterday they (to decide) to help their grandmother.
4. Helen speaks French so well because she (to live) in France.
5. She (to live) there last year.

5. Раскройте скобки, употребляя глаголы в  Present Perfect, Present Continuous, Present или Past Indefinite.

1) My watch (to stop). There (to be) something wrong with it.

2) You (to change) so much.

3) They (to read) «Ivanhoe» by Walter Scott a month ago. What about you?

4) What you (to do) at such a late hour?                                        

 5) What the weather (to be) like? It (to stop) raining

 6. Раскройте скобки, употребляя глаголы в Past Indefinite или Past Perfect

 1) The boy (to give) the goats the grass which he (to bring) from the field.

 2) Mother (to see) that Nick (not to wash) his hands.

 3) The teacher (to understand) that Lena (not to do) her homework.

 4) I (to know) that my friend (not yet to come).

 5) Tom (to return) from the cinema by 5 o'clock.

 7.  Раскройте скобки, употребляя глаголы в Present Perfect, Past Indefinite, Past Continuous илиPast Perfect.

 1) I (not to eat) ice-cream since summer.

 2) I understood that she (not to read) my letter.

 3) She (to do) the rooms when I (to come) home.

 4) It is all right, she (to find) the way out of the situation.

 5) He (to come) home late yesterday.