M.V. Rudakova (Irkutsk)
Methodical development classes on the topic "Machines and Work" (Machines and work)
annotation
This lesson is held when studying the topic: "Machines and work" with studentsIIIcourse (1 semester) in the specialty110809 "Mechanization Agriculture ". The lesson was developed according to the textbook Bgashev V.N., Dolmatovskaya E.Yu. English for students of engineering specialties.Students have already passed the basic stage of training in the discipline, and already have sufficient knowledge of lexical and grammatical material to study a professional English language program. The lesson is intended for an advanced stage of training in English language and provides a communicative professional orientation of training. On this topic, students have already studied the basic lexical and grammatical material, so the type of lesson issystematization and generalization of knowledge. All stages of the lesson are built on uniform methodological principles, develop the main types of foreign language speech activity, form the intercultural competencies of future specialists. The lesson uses the technology of communicative learning and the technology of learning in cooperation, as well as the technology of critical thinking. To achieve this goal, cognitive methods of motivation, volitional methods (self-assessment and correction, reflection of behavior), as well as the brainstorming method are used. At the stage of building a project, students are encouraged to use, as a technique, mental map(Mind map). Particular attention was paid to the study of the lexical aspect, since the student must be able to translate professional texts, communicate on professional topics; independently improve and replenish vocabulary.
All stages of the lesson contribute to the development of speech, language and professional competence and the achievement of educational and educational goals.The subject of assessment is the skills and knowledge provided for by the GEF in the disciplineEnglish language aimed at the formation of general and professional competencies.
Lesson topic:"Machines and Work" (Machines and work)
Purpose of the lesson: create conditions for the development of communicative competence.
Lesson objectives:educational: to form lexical speaking skills, to develop semantic reading skills (viewing, searching, studying); developing: develop memory, attention, thinking, logical thinking and linguistic conjecture, to teach to analyze, generalize, group); educational; bring up cognitive interest in learning a foreign language, to form group work skills.
Formed competencies: OK 1. Understand the essence and social significance his future profession show a sustained interest in it.
OK 3. Make decisions in standard and non-standard situations and be responsible for them.
OK 4. Search and use the information necessary for the effective implementation of professional tasks, professional and personal development.
OK 5. Own information culture, analyze and evaluate information using information and communication technologies.
OK 6. Work in a team and team, communicate effectively with colleagues, management, consumers.
Lesson type: systematization and generalization of knowledge.
Interdisciplinary connections: Russian language, physics, mechanics, machines, mechanisms.
Class equipment: textbook, projector, computer, screen, presentation, handout, paper sheets, felt-tip pens, magnets.
Forms of work: individual, group, frontal
Lesson stages. Forms of work
Lesson content. Possible methods and techniques
Main types learning activities
UUD formed at this stage
Teacher activity
Student activities
Stage of motivation of educational activity
Organizing time
(2 minutes.)
T. Good morning students! I'm glad to see you. It is really fine day today, isn't it? How are you today? What about the weather today? Is it fine? Let's start our lesson.
The teacher greets the students, checks their readiness for the lesson.
Students are included in foreign language communication, reacting to the teacher's remarks, according to the communicative task.
Personal: adequate motivation for learning activities; formation of motivation for learning a foreign language; formation of a positive attitude to the lesson of a foreign language.
Regulatory: self-assessment of readiness for the lesson.
Communicative: listen and respond to the cue adequately to the speech situation.
Lexico-phonetic exercise
(7 min.)
Electricity, effort, motion, distance, rate, weight, horsepower, watt, kilowatt, force, work wind, water, steam, petroleum, prime mover, windmill, turbine, generator, steam engine, internal combustion engine, electric motor
The teacher invites students to pronounce words to develop pronunciation skills.
Students pronounce words which they can then use in their speech, working on pronunciation. Correlate the graphic and sound image of English words.
Regulatory: exercise self-control of correct pronunciation.
Cognitive: extract the information you need from what you hear.
Speech immersion
(7 min.)
T. thank you! Great! Now, students look at the screen, here you can see the car. Let`s try to name the parts of this car and describe them using the model: This is/these are… . N+ is/are made of…
For example: this is a windscreen. The windscreen is made of glass.( Application 1 )
The teacher organizes immersion in a foreign language environment, consolidates the skills of using familiar lexical units and a grammatical model.
Students, using previously studied lexical units, describe the car, naming the parts of the car and the materials from which they are made.
Communicative: listen and consciously perceive the speech of other students, correct incorrect answers.
Familiarization with the topic of the lesson, communication of goals
(2 minutes.)
T. Students, as you know a machine is a device that transmits and changes force or motion into work. A machine can be very simple or very complex. Terms like work, force, and power are closely connected with machines. I think you'll try to guess what our lesson will be about. Well, what shall we do today? Yes, you're right, we'll speak about machines and work. We must give the definitions of the words - work, force, power and connect them with "work" and "machines". Is the topic interesting for you?
The teacher allows students to independently determine the topic of the lesson, goals and what is needed for this.
Students independently determine the topic and objectives of the lesson with the help of reference vocabulary.
Cognitive: be able to adequately, consciously and arbitrarily build a speech statement in oral speech.
Regulatory: determine the purpose of learning activities with the help of a teacher; plan your actions to achieve your goals.
II.Updating stage basic knowledge
Lexical work
(10 min.)
T. 1) To begin with I propose you to divide the following words into three groups, those which describe: 1)basic terms of physics and mechanics; 2)energy sources; 3)mechanisms, machines. ( Application 2)
2) The following verbs are often related to basic terms of physics and mechanics. Now, students try to make up word combinations using these verbs: to produce, to transform, to supply, to result in, to exert, to set, to perform, to result from, to measure…in. Model: to transmit motion/force( Application 2)
The teacher activates familiar vocabulary, corrects students' answers as necessary.
Students independently perform tasks using previously studied lexical units. Record your answers in a table. Checking and correcting the completed task.
Communicative: conscious construction of speech statements, reflection.
Regulatory: study of the conditions of the educational task, discussion of solutions.
Cognitive: argumentation of your point of view.
speaking, predicting
(4 min.)
T. Look at the screen, here you can see the terms. The task is to match each one with its correct definition.
(Annex 3)
The teacher checks the correctness of the assignment.
Students choose the appropriate definition for each term.
Brain teaser:
Cognitive: be able to analyze information.
III. Stage independent work with sample self-test
semantic reading
(14 min.)
T. well done. Let`s continue our lesson. Read the text “Machines and work”, try to focus on its essential facts, and choose the most suitable heading below for each paragraph: 1) Prime movers 2) Definition of “machine” 3) The relationship between “work” and “force » 4) Power and its measures.
You should also find the definitions of basic terms connected with "machines" and "work". Text A is on page 192 .
The teacher informs students about the algorithm for working on reading.
Students read the text with an understanding of the main content, select headings for paragraphs and find definitions for the main concepts related to “work” and “machines”.
Brain teaser: develop the ability to focus, guess and logic.
Regulatory: improve the skills of semantic reading, using the vocabulary of the lesson.
Cognitive: develop semantic reading; to search and highlight the necessary information; be able to organize knowledge.
Self-examination and self-assessment
(5 minutes.)
T. Time is running. Let's check your tasks.
The teacher controls how students argue their point of view, corrects their answers.
Students discuss the read text, give definitions to the basic concepts related to "work" and "machines".
Regulatory: be able to correctly assess the results of their work and classmates.
Communicative: be able to listen to each other to perceive the necessary information and maintain a conversation.
speaking. Group work
(12 min.)
T. Well, let's go on. Now, students, we`ll have a group work. I will give you some questions about the text and you should answer them.( Application 4)
The teacher divides the students into two groups and gives questions for discussion.
Students are divided into two groups and draw questions on the read text. Discuss questions and answers. Use ready-made speech materials for the preparation of answers.
Communicative: participate in the work of the group, exercise mutual control and mutual assistance; be active in interaction to solve common problems.
Cognitive: be able to compare and select information from the text, consciously build a speech statement in oral form.
Personal: develop skills of cooperation, take initiative.
IV. Project building stage
Reading in order to extract special information (work in groups)
(15 minutes.)
T. Students, your task is to give a short report about "Machine, Work, Power".
The teacher sets the task for the groups to prepare the message “Machine, work, power” using the active dictionary, which was compiled during the lexical work at the stage of updating the basic knowledge. The teacher offers the students a sheet of drawing paper to design their message.
Students create a mental map using information from the text and a table. (Appendix 2), Decide who will talk about what.
Communicative: participation in the work of the group: distribution of responsibilities, planning their part of the work, mutual control, mutual assistance; formulate their thoughts in accordance with the educational task.
Cognitive: the ability to analyze, group facts, build logical reasoning; the ability to highlight the main facts, omitting the secondary ones.
Personal: show initiative and independence, strive to improve their own speech culture.
Regulatory: accept and save the learning task, compare the results of your work with the results of others.
V. The stage of verification of the implementation of the constructed project
Design check
(8 min.)
T. So, it`s time to begin to represent your projects.
The teacher determines the level of assimilation of the necessary knowledge.
Students talk about the basic concepts of physics and mechanics, mechanisms and energy sources and show their relationship with machines and work. Their messages are accompanied by a demonstration of the project on a sheet of drawing paper (Mind Map).
Cognitive: the ability to consciously build a speech statement in oral form, improve speech skills.
Communicative: form own opinion and position; argue your point of view; participate in the work of the group.
IV. The stage of reflection of educational activities in the classroom
Summing up the work
(1.5 min.)
T. Now we come to the end of the lesson. Do you remember the topic? What did we study today? What was new for you? Let's review the new vocabularies in chain.
The teacher asks questions. Gives grades for the lesson, comments, motivates for further successful work.
Students answer the teacher's questions and express their opinion.
Regulatory: the ability to control their activities based on the results, the ability to adequately understand the assessment of the teacher, classmates.
Personal: the ability to evaluate their activities; show a desire to improve their own speech culture as a whole.
Reflection
(1.5 min.)
T. Do you like our lesson? Are you in a good mood at the end of the lesson? Do you like your work today?
The teacher invites students to express their opinion about the lesson.
Students build statements expressing opinion, answer questions to the teacher. Learn forms of personal reflection. ( Application5)
Homework
(1 min.)
T. Your homework is the ex.26, p.203. You should fill the table.
The teacher explains what needs to be done in the process of homework.
Students write down their homework.
conclusions
English lesson in the III year on the topic"Machines and Work" (Machines and work) is an occupation of systematization and generalization of knowledge on a given topic.
At the stage of the organizational moment, the teacher creates a general positive attitude towards the upcoming lesson, helps students organize their own learning space. In this lesson, the principles of student-centered, developmental learning are implemented, self-assessment and mutual assessment by students are carried out. The activity of the teacher is mostly represented in the form of organizing work and helping students in various learning situations.
At the main stages of the lesson, system-activity and communicative approaches are used. When summing up and reflecting, a discussion of the activities of students in the lesson, self- and mutual evaluation of the results of work are provided, through which students master the skills of analysis, evaluation of their own work and others, the ability to participate in a dialogue, respectfully speak out about the activities of others.
In the course of the lesson (along with educational ones), vital and practical tasks were also solved, life experience students in order to develop their cognitive activity, independence.
List of used literature
Bgashev V.N., Dolmatovskaya E.Yu. English for students of engineering specialties. M.: Astrel AST, 2013. 381 p.
Dubinina V.G.. Personality (Personality)//English language. Everything for the teacher. 2014. No. 1. pp.14-20.
Internet resources - Wikipedia. free encyclopedia.
Chernukhina A.E. English-Russian technical vocabulary. M.: ONIKS, 1997. 1026 p.
Annex 1
Let`s try to name the parts of this car and describe them using the model: This is/these are… . N+ is/are made of…
For example: this is a windscreen. The windscreen is made of glass
Bonnet – hood
Wing mirror - Side mirror
Windscreen - Windshield
rear-view mirror - rearview mirror
Windscreen wiper - "street cleaner"
door - door
Boot - trunk
Tire - tire
wheel - wheel
Headlight - headlight
Bumper – bumper
License plate – license platesign
indicator - turn indicator
Annex 2
1)Divide the following words into three groups, those which describe: 1)basic terms of physics and mechanics; 2)energy sources;
3)mechanisms, machines:
Electricity, effort, motion, distance, rate, weight, horsepower, watt, kilowatt, force, work wind, water, steam,
petroleum, prime mover, windmill, turbine, generator, steam engine, internal combustion engine, electric motor
2)The following verbs are often related to basic terms of physics and mechanics. Try to make up word combinations using these verbs: to produce, to transform, to supply, to result in, to exert, to set, to perform, to result from, to measure…in. Model: to transmit motion/force.
Active vocabulary
application
nouns and combinations with the nouns
verb combinations
1. Basic terms of physics and mechanics
electricity
effort
motion
distance
rate
weight
horsepower
watt
kilowatt
force
work
to produce electricity
to exert effort
to set in motion
to result in motion
to hold up the weight
to exert force
to produce work
to perform work
to result from
2. Energy sources
wind
water
steam
petroleum
3. Mechanisms and machines
prime mover
wind mill
turbine
generator
steam engine
internal combustion engine
electric motor
Appendix 3
Match the term with its correct definition:
machine
the rate at which work is performed.
prime mover
a device that uses force to accomplish something.
force
an effort that results in motion or physical change.
work
a machine whose input is a natural source of energy.
power
a combination of the force and the distance through which it is exerted.
Appendix 4
Questions for the first group:
What is a simple definition of a machine? What is more technical
definition? What does this definition imply?
Describe some very simple machines. Name some complex machines.
What do we call machines whose is a natural source of energy? what natural
sources of energy do you know and what machines use them?
Why aren`t electric motors prime movers?
Questions for the second group:
What is force? Give some examples of force.
What is work? How can work be expressed mathematically?
Give an example.
What is power?
How is the rate of doing work usually given in the English-
speaking countries? Why was the term invented?
In what terms is power measured in the metric system?
Appendix 5
Of course, depending on the gun. Some are a lot more simple than others. All are “simply” machines, but not all are “Simple” machines.
A matchlock, from the 1600's was simple, very simple, and a modern electric gatling gun, not so simple.
Col. Colt literally went broke because his first revolver, the Paterson Colt was not simple enough.
He built a large supply of revolving guns, on credit, then tried to sell them to the U.S. Army, who rejected the gun as being too fragile and too complex for use in the field.
The existing muzzle-loading pistols only had 3 moving parts, all simple to get to and to repair.
The Paterson had no trigger guard. Rather, the trigger was recessed in the frame, and when the hammer was cocked, the trigger was pushed out where it could be squeezed.
Also you had a revolving cylinder, and linkage with the hammer to move the cylinder and to index the next chamber with the barrel.
And there was added linkage from the hammer, to push the trigger out into firing position and retract it afterwards.
It had well over double the number of moving parts of a single-shot, requiring more parts inventory in the field, and repairs only by a skilled armorer, when something quit working, plus the possibility of powder fouling or mud jamming the cylinder. A very few initial guns were bought as a trial, then the design was rejected completely.
So, he couldn't sell his guns to the U.S. Army, and worse than THAT, they acquired a stink that kept them from selling in the civilian market.
Since they weren't good enough for the Army, why would anyone else want one?
That was until The Republic of Texas came along.
Until that time, Colt Patent Firearms was nearly done for… they were already entering bankruptcy proceedings. `
Texas put in a large order, pretty much emptying that warehouse full of guns that nobody wanted except Sam Colt's creditors.
The first thing was that the immediate money from that order saved Colt from bankruptcy by the skin of his teeth.
The next, more important thing was that The Texas Army, Texas Navy, and (especially) The Texas Rangers used them, which created the civilian market that the U.S. Army had destroyed for him.
In The Battle Of The Bay Of Campeche, the Texas Navy defeated the Mexican Navy, and as a nod to The Republic Of Texas, Colt produced the model 1851 Navy with an engraved cylinder standard, depicting this naval battle.
In addition, to creating a market, the Rangers found a few design flaws, so Captain John Coffee Hays and Capt. Samuel Walker ( The Walker Colt) went to Connecticut with plans for design changes.
The result was The Colt Patterson #5 Holster model, marketed by Colt as “The Texas Paterson”.
The original concept was that the Paterson was an infantry weapon. When you fired your five shots, you could lay flat on the ground, partially disassemble it for reloading, then re-assemble and go on fighting.
The most important use of Colt Revolvers was by The Texas Rangers, who often had to fight Indians on horseback.
To reload the gun, you had to remove the barrel wedge, then remove the barrel, then stuff powder and ball into each chamber with a special supplied tool, then follow those steps in reverse.
If the cylinder, barrel, or barrel wedge fell out of your hands, the gun was useless.
Most Rangers got around that by wearing a sash around their waist and sticking loose parts in there while they just switched in a spare loaded cylinder.
That was in addition to carrying two revolvers, so they had a better chance of getting through an encounter without having to actually stuff powder and balls into the chambers to reload.
So the two most major changes the went to Sam Colt with was to increase caliber from .28 to .36 and produce a different shape on the grip.
Then two years later, Captain Hayes campaigned for the addition of a loading lever, and a capping port in the rear, so no disassembly was required to reload on the back of a galloping horse. Colt made the change to the Texas Paterson.
The Comanche sometimes wore breastplates made of 18-inch lengths of reeds packed in dried mud, and this would often stop a light little .28 caliber ball.
Captain John Coffee Hayes (Called “Devil Jack” by local Indians) first introduced The Comanche to Colt Patent Firearms at The Battle Of Enchanted Rock, in 1841.
He was a surveyor by trade, and climbed to the top of the highest feature in the area, (Enchanted Rock) to have a good look at the lay of the land.
Unfortunately, Enchanted Rock was sacred to both the Comanche and Tonkawa tribes, who believed that evil spirits lived there and are rumored to have made human sacrifices at the base of the rock to keep from getting on the bad side of the spirits. The Comanches caught him alone up there.
In a 3-hour solo battle, he killed them until they took refuge in caves at the base of the rock.
How many of them he killed, before they hid from him, depends on whom you ask, but the lowest count is 15.
Enchanted Rock was already believed by them to be home to evil spirits, and they became convinced that those spirits were on the side of Hays, or that he was actually one OF them.
He had two Texas Patersons, a rifle and a Bowie Knife with him.
Standard Indian tactic was to goad a Ranger into shooting OR shooting AT three of them in quick succession, then charging in for a kill before any reloading of his two pistols and a rifle could happen.
That's how it worked with two single-shot pistols and a single-shot rifle.
Enchanted Rock was their first exposure to someone who could fire 11 shots without reloading.
At one point, he killed a couple of them climbing up after him with his Bowie Knife, another piece of standard equipment for Rangers.
Or. However, some of the most important and useful machines are quite simple. In fact, scientists even call them simple machines!
So what is a simple machine? Is it a machine that does a simple , such as addition or ? Maybe it "s just a machine that"s really easy to operate, like an old television remote control? Or could it be any machine that makes life easier?
While simple machines do make our lives easier, they "re much older than either television remotes or calculators. Simple machines are some of the first machines ever created.
Since the earliest human beings walked on Earth, they looked for ways to make the of everyday life easier to accomplish. Over time, they did this by inventing what has become known as the six simple machines.
Wedges are moving inclined planes used to lift or separate. Wedges are usually used to cut, tear, or break an object into pieces. Common wedges include knives, axes, saws, scissors, and shovels. However, wedges can also be used to hold things in place, such as in the case of staples, nails, shims, or doorstops.
A is a twisted version of an inclined plane. It allows movement to be translated into an up or down motion that takes up less space. Screws can also help hold things together. Common examples of screws include jar lids, drills, light bulbs, and bottle caps.
These six simple machines are all around us. Often more machines, also called machines, consist of one or more of the simple machines put together. Can you imagine how much easier life became after the invention of these simple machines?
