Уроки - 10 клас

Web-Quest “Places of interest of our region”

1. Introduction

My dear pupils! We are going on a journey to a magical land, the name of which comes from a famous craft from the time of Russia. The original meaning of the term «bort’ » («board») is hollow in the tree in which the bees nest. We will travel along interesting routes in this region. This land has brought up a glorious Ukrainian poet, prose writer, translator, and literary critic.

At every stop, an incredible task awaits you that you must complete. You will get points and two magic letters for each correctly completed task.

2. Process

Організаційні моменти:

1.Термін проведення : 1,5 тижні

2.У змаганні приймають учні 9 класу

3.Індивідуальна робота

4.а) При вирішенні завдань необхідно використовувати мережу Інтернет, творче натхнення та гарний настрій.

б) На вирішення кожного завдання дається 2 доби.

в) Відповіді відправляйте на мою електронну адресу miroslava.shtoiko@gmail.com не пізніше 17.00 останнього дня виконання кожного завдання.

г) Підсумки підведемо через 1,5 тижні, нагородження  – наступного дня о 15-00.

д) Проілюструй результати свого пошуку постером або презентацією із фотографіями.

е) Веб-квест у нас по типу "змагання", тож бажано виконувати завдання  як тільки вони з'являтимуться на сторінці, адже відповіді Ви надсилатимете поштою, де зазначатиметься час і дата отримання листа. Будьте уважними, зараховується не лише швидкість, а й правильність виконання завдання!

є) Кожне питання має певний бал.

ж) Перед початком роботи перегляньте презентацію "Квест. Що це?"  https://ukr.agromassidayu.com/chto-takoe-kvesti-i-kakimi-oni-bivayut-view-830844

Для пошуку відповідей на запитання Ви будете користуватися Інтернетом.

Але щоб не потрапити "в пастку" повторіть основні правила поводження в мережі Інтернет.

http://vlch.org/index.php?option=com_content&view=article&id=64:10-pravil-bezpechnogo-koristuvannya-interneto

Перед початком виконання завдань перегляньте Інструкцію до квесту:

·        Прочитай тему і  термін проведення квесту.

·        Ознайомся з організаційними моментами квесту.

·        Уважно прочитай сюжет квесту.

·        Знайомся із завданнями квесту і лише потім починай їх виконувати

·        (можливо склади план дій виконання квесту).

·        Виникають будь-які запитання – пиши на електронну адресу 

·        Створи власний проект-захист, презентацію або постер і представ  перед однокласниками у класі на уроці.

·        Отримай оцінку за свою роботу.

·        Всім учасникам квесту бажаю сил, натхнення і успіхів!!!

 

Your tasks are:

Task 1

According to historical data, the village was founded in 1440. In 1934 it belonged to the town of Sudova Vyshnya. From 1926 until his death, the parents of a Ukrainian poet, prose writer, translator, and literary critic lived in this village.

His father was a priest and public figure. In the thirties of the last century, he put a lot of effort into the construction of individual structures.

 In 2009, a museum-estate of the poet was opened in the village. In the courtyard of the estate, based on the poet's poems, there is an alley of wooden sculptures.

What village, what translator, what structures and sculptures are we talking about?

 

Task 2

 

Wandering the Internet, we will try to find a video posted on March 18, 2020. Author of the Video Center for Creativity of Children and Youth of Galicia. In the video, student journalists visited the writer's house - a cultural, educational, and research institution designed to study, preserve and use natural monuments, material, and spiritual culture, involving citizens in the national and world historical and cultural heritage. In ancient Greece, such institutions were called altars for sacrificing to muses, who were considered the deities of the sources, and later - the patrons of the arts and sciences. Similar altars were located in the philosophical schools of Plato and Aristotle for the performance of rites. Sometimes the institutions served not only as places for the worship of muses but also for creative competitions of poets. All-Greek celebrations in honour of the muses were held every five years at the Thespian Sanctuary. In the sanctuary itself and its surroundings, there were statues of goddesses made by sculptors. This institution was created in honour of a man who liked to identify himself with cute, little clumsy insects, something like flying bears. Insects are most numerous in May and are mentioned in Taras Shevchenko's poem "The Cherry Orchard Around the House."

What video and what institution is it about? What insects does the writer identify with? How many years did he live? What his works have become known to you?

Task 3

In total, there are more than 63 thousand of them in Ukraine, the total length of which is 248 thousand km. An interesting fact about them is that if they are stretched in one line and stretched along the equator, it is conventionally more than six times around the Earth. But we will pay a little attention to this one, which runs around the writer's village like a belt. Its path runs within the Gorodotskyi, Yavorivskyi, and Mostyskyi (Sudova Vyshna) districts and beyond. She inspired the poet with the words "… [she] like a belt, a forest strip like a flood of grass rose…".

 Who is she? What is its name? On the map, find the most famous buildings in the village located near it.

Evaluation criteria:

Task 1:

Guess the village -               1 point

Guessing translator-poet - 1 point

Guessed two buildings -     2 points

All sculptures and poems are named - 7 points.

Task 2

Guess the institution - 1 point

What insects does the writer identify with? 1 point

The years of the writer's life are calculated - 1 point

  Named works of the writer -2 points

Task 3

Each correct answer - 1 point

The received and composed letters reflect the name of the place - this is the name of the poster/presentation.

Presented poster/presentation - 20 points

The total amount is 40 points (Score 12).

***

News in the press, writing articles (notes).

 (The development of writing skills)

Theme: News in the press, writing articles (notes). (The development of writing skills) (Sl.# 1)

Тип уроку: вивчення нового навчального матеріалу

Форми роботи: Використання мозкового штурму, бесіда, самостійна робота.

The aim:

-     to learn and select the necessary information the after listened and read text;

-     to form writing skills;

-     to improve the skills of speech and reading;

-     to develop a culture of communication and speech reaction of students;

-     to raise interest in expanding their knowledge;

-     to cultivate a love of nature and a caring attitude to the environment.

Обладнання: Підручник, ТЗН

I.PREPARATIONS FOR THE PERCEPTION OF FOREIGN LANGUAGE COMMUNICATION

Greetings and Aim.

T.:  Good morning, everybody!

Cl.: Good morning!

T. I’m glad to see you. I hope you are just fine, aren’t you?

 Cl.: Yes we are.

T. Are you ready to work now?

. Cl.: Yes we are.

T. Today we will talk about different topics and solve different problems, you will be recollecting many words and it will help you to express your opinion about different things in your future essays or articles in a newspaper or magazine.

 We will work on the plan (Sl. # 2,3):

1.                   Listening about an environmental disaster (1989).

2.                   Doing the task to the text about an environmental disaster (1989).

3.                   How you can prepare to write an article for the newspaper or magazine?

4.                   Doing the task on pages 105 - 106.

1.     Warm-up(Sl.# 4)

1)                Do you like the writing activities your teacher gives you?

2)                Is the topic important when you do a writing activity?

3)                How important is it to plan what you write?

2. Listening and writing

1)Video: Exxon Valdes Oil Spill Disaster Video-Alaska-History.com//Https://www.google.com.ua

T. Listen to the text «Oil Tanker Disasters» and do the task.

Listen to an account of an environmental disaster that happened in the 1980-s. Choose the correct option(s) to complete each sentence 1-8. At least one of the options is always correct, and sometimes both options may be correct! Listen, and circle a, or b, or both an аnd b. (Sl.# 5)

The Exxon Valdez disaster

Alaska has four great industries: fishing, forests, tourism and oil. On the south coast of Alaska is the port of Valdez, and from here most of Alaska’s oil is taken to California and other parts of the USA.

On 24th March 1989, Captain Jeff Hazelwood was in command of an oil tanker which had the same name as the port of Valdez. The tanker was owned by the Exxon oil company, so it was usually called the Exxon Valdez. Captain Hazelwood was an experienced seaman.

The Exxon Valdez started its journey in the late evening of the 24th of March 1989. At first, Captain Hazelwood was in charge of the ship. Later he went to his cabin to do some paperwork. He left the ship in the command of the third officer. Just after midnight, the Exxon Valdez hit a group of rocks called Bligh Reef. The tanker had five holes in its side - one of the holes was two metres wide by six metres long. Fifty million litres of oil started to flow out of the ship and into the sea.

 Unfortunately, the clean-up operation did not begin immediately. A special boat was supposed to be ready for emergencies, but it had been damaged by a storm. So the clean-up began fifteen hours after the oil spill was first reported. The first two days after the spill had been calm and still; but by the time all the necessary equipment was in place, the weather had turned stormy and strong winds quickly moved the oil to other parts of the sea.

 The oil from the Valdez disaster covered 4,800 square kilometres of water. Millions of fish and thousands of sea birds and sea-otters died. Some animals and birds died from cold, and others died from hunger, because 25% of the plankton in the sea was destroyed in the disaster, leaving many animals and fish with nothing to eat.

 It is easy to try to blame one person for the Exxon Valdez disaster. In fact, it was the result of mistakes made by many different people: people in the Exxon oil company, people on land, and people on the tanker.

The Exxon Valdez disaster was one of the first huge oil spills in history.

Task 1

1. Captain Hazelwood

a)     commanded a ship named after an oil company and the port of Valdez, Alaska.

b)    owned an oil tanker called Exxon Valdez

2. Late at night on 24th of March 1989, the captain

      a) left his third officer in charge of the ship.

      b) returned to his cabin because he wanted to do some paperwork.

3. A little after midnight, the ship

a)     arrived at a port called Bligh Reef.

b)    collided with some rocks in the water.

4. Fifty million litres of oil

a) spilt into the sea.

b) was being transported by the Exxon Valdez.

5. The clean-up operation

        a) was delayed by a storm that had damaged the rescue ship.

        b) started fifteen Hours after the first report of the accident.

6. The oil spill from the Exxon Valdez

a) was cleaned up within the first two days after the disaster.

b) caused millions of animals and fish to die.

7. The fact that 25 % of the plankton in the sea was destroyed meant

a) that many animals and fish died because they had nothing to eat.

b) that 4,800 square kilometres of the sea were covered in oil.

8. The Exxon Valdez disaster

a) was one of the first huge oil spills in history

b) was the captain’s fault.

T. Now tell me, please, which version is faithful to the first (1-8) sentence?

 Key (Sl.# 6):

 1-a, 2- a, b, 3-b, 4-a,b, 5 – a, b, 6 – b, 7-a, 8-a

Task 2 (Sl. # 8-9).

T. You watched the video, listened the article “The Exxon Valdez disaster”. Now look at the slide and answer my questions.

What is the theme of the article?

What is the purpose of the article?

What is the structure of the article?

               

3. Reading and speaking

T. And now, look at the slide (Sl. # 10), read and tell me please how you can prepare the newspaper or magazine article (P₁, P₂ ….)

Sl. # 10:

1. Reflect on the theme chosen for the article, and formulate the basic idea.

2. Determine the destination and purpose of future statements.

3. Think on the structure of the article (introduction, main part and conclusion)

4. Clearly answer the question: what happened? Where? When?

5. Make a plan.

6. Write an article into the draft, read it, and if necessary, make corrections or additions.

7. Rewrite the text.

T. Open your book on page 105 (Sl. # 11-12). On this page, you see «Writing point». The author of this book gives four stages of the writing process: prewriting, planning, writing and rewriting drafts, and writing a final copy.

These stages can be subdivided into the following steps:

Step 1: a topic

Step 2: generating ideas

Step 3: organizing ideas

Step 4: writing the 1-st draft

Step 5: rewriting

Step 6: writing the final draft

Do exercise 1, p. 105. (Sl. #13)

Do ex. 2, p. 106. (Sl. # 14)

Exercise 2.  Work in groups. Read and say if you have ever used the following methods. Share your experience in the group.

There are some methods which help to generate ideas: brainstorming, free writing, wh-questions, and clustering.

Do ex. 3, p. 106 (Sl. # 15).

4. Summary

Question (Sl. # 16):

What is the actual thing should each article has? (Topic)

What parts should have an article? (Introduction. The main part.Conclusion)

What do we make articles before writing? (Plan)

 What can be used in the article on artistic style? (Artistic means)

7. Homework (Sl. # 17)

Ex. 5, p. 107.