New social needs, reflected in the Federal State Educational Standards, determine main goal education as general cultural, personal and cognitive development of students, ensuring such core competency education, how to “teach to learn.”
How to structure Russian language and literature lessons in order to implement the requirements of the Second Generation Standards? To do this, you need to know the criteria for the effectiveness of a lesson, the requirements for its preparation and delivery, analysis and self-analysis of the activities of the teacher and students.
It is known that, along with common approaches to planning lessons in all subjects (thought-out goals and objectives; best practices, techniques and forms of working with the class; proper use of new pedagogical technologies, including ICT; cooperation between teacher and student, based on problem-search forms of work, etc.) the teaching of each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standards of the main general education increasingly relevant in school education The problem of an activity model of a lesson, containing certain structural and content stages, acquires.
Concerningliterature lessons , then the requirements for their construction are, in principle, not outdated: the trinity of goals (teaching, developing and educating) is a mandatory component of any lesson, including a literature lesson. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to learn new methods of presenting the material and use them in his practice. non-standard techniques and innovative technologies.
When analyzing M. Bulgakov’s story “ dog's heart"used materials from T.V. Ryzhkova’s book “The Path to Bulgakov.”
Literature lesson notes based on M.A. Bulgakov’s story “Heart of a Dog”
Lesson objectives:
1. Educational: conducting compositional and stylistic analysis text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.
2. Developmental: developing the skill of working with literary text; development of skills to characterize the characters of the story; improving the skills of group and independent work; improving logical and creative thinking.
3. Educational: understanding what education and self-education means, culture, traditions in the life and fate of a person and society; formation of a value system.
Forms of work: collective, group, individual
Lesson type: discovery of new knowledge
Lesson No. 1 Dispute about a dog's heart.
Purpose of the stage : inclusion of students in activities on a personal basis significant level.
Creating a setup for analyzing a work.
Slide 1 (portrait of the writer, title of the story)
Teacher's word .
For today's lesson, you read M. Bulgakov's story “The Heart of a Dog.”
March 1925. Mikhail Bulgakov finishes work on satirical story"Dog's heart". He wrote it at the request of the Nedra magazine. But the story came to the reader in our country only in 1987...
Slide 2
How do you think,Why was the story, written in 1925, published in Russia only in 1987? What was there in this story that the government of the Soviet Union did not like?
Students make assumptions (forbidden to publish because the story is a satire on modernity)
Teacher: Really, Soviet era persecuted dissent, and even from high stands it was said ironically:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t bother us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A Bulgakov wrote:
Slide 3: “On the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a wolf is dyed or shorn, it still doesn’t look like a poodle.” Well-known critic, researcher of the writer’s work Vsevolod Ivanovich Sakharov (born in 1946, member of the Union of Writers of Russia, Doctor philological sciences) gave the following assessment of the story:
Slide 4:
“Heart of a Dog” is a masterpiece of Bulgakov’s satire.
Bulgakov’s satire is smart and sighted.” V. Sakharov
These words will become the epigraph for today's lesson.
Choose a contextual synonym for the wordsighted.
Students: (honest )
UUD: personal, meaning formation
Stage 2 Updating knowledge
Purpose of the stage
Consolidating the concept of satire, overcoming ambiguity in the perception of characters and events.
Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed against? What is the source of satire?
Students' answers
Teacher opens the slide, students check their answers with the correct one
Slide number 5.
(Satire - kind of comic. Subject of satire serve human vices.
Source of satire – contradiction between universal human values and the reality of life.)
Let's try to figure out what human vices and contradictions between universal human values and real life became the subject of satire by M. Bulgakov.
UUD: educational
Stage 3 Setting a learning task
Purpose of the stage: setting goals educational activities, choosing the means of their implementation.
Teacher : The story was considered seditious in 1925 and banned.
However, in 1988, the film “Heart of a Dog” directed by V. Bortko was released, which viewers still enjoy watching, and theaters continue to stage performances based on Bulgakov’s story.
Why does the story attract film and theater directors?
Students: Suggested answers:
The story is very modern. Our time and Bulgakov's time are similar.
Teacher: So, the story is relevant in our time, which is why it is read, films are made and plays are staged in theaters. Let us assume that the problems that worried the writer are also of concern to us. What are these problems?
Students: Suggested answers:
The Sharikovs live among us, and the writer warned how dangerous they are.
Animals are now being cloned and there is talk of human cloning.
Teacher: Maybe you're right. Let's try to figure it out.
Modeling a problem situation and approaching the lesson problem.
Include movie clip from the film “Heart of a Dog” directed by V. Bortko, where Bormental argues with Professor Preobrazhensky.
What do you think the topic of today's lesson will be?
Students.
Suggested answers: the dog's heart debate.
Teacher: Write down the topic of the lesson: “Dispute about a dog’s heart.”
Let's think about what is the main problem we should solve in class?
Students. Who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?
Teacher: Can we answer this question right away?
No.
What goals of our future actions do we need to identify in order to answer this question? problematic issue?
Students.
Analyze the text and compare the images of Sharik and Sharikov.
Understand what answer the author of the story would give to this question, what the author thought, what worried him.
UUD: regulatory (goal setting, planning); communicative
(ability to listen, engage in dialogue)
Stage 4 Construction of a project to overcome difficulties
Purpose of the stage
Analytical conversation.
a) The technique of “immersion in the text.”
Teacher: The story opens with paintings of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?
Students: a city where wind, blizzard and snow reign, where embittered people live. It will help to concretize the general picture by turning to the details of the text, which could confirm the students’ impressions (the normal food canteen and bar, the fate of the “typist” and her lover, the cook and the doorman, the history of the Kalabukhovsky house).
Teacher: Is there anything in the story that counters this chaos and hatred?Students : rasskhabout Philip Philipovich’s apartment, where comfort, order, and human relationships reign.Butthis life is under threat because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.
Teacher: What connects these two worlds?
Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transported from the world of hunger and suffering, a world that doomed him to death, into a world of warmth and light.
Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. Bulgakov took the topical sound from Saltykov-Shchedrin, and from N. Gogol - his teacher, the fantastic nature of the plot, images and even compositional structure works.While doing your homework, you should have observed the composition of the story.What is the composition of the story?
b) Students present a presentation prepared at home , in which the story is clearly divided into two parts
part 2 | |
Chapter 1 The world through the eyes of a dog, meeting a professor, choosing a name. Chapter 2 Sharik in the house on Prechistenka: “dressing”, receiving patients, visiting the house committee Chapter 3 Sharik in the house on Prechistenka: lunch, “explanation” of the owl, “collar”, kitchen, preparation for the operation. Chapter 4 Operation. | 5 ch. Diary of Doctor Bormenthal: transformation. Chapter 6 Sharikov in the house on Prechistenka: the professor’s conversation with Sharikov, choice of name, Shvonder’s visit, “clarification” of the cat. Chapter 7 Sharikov in the house on Prechistenka: lunch, reflections of the professor. Chapter 8 Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor’s conversation with Bormental (searching for a way out), “attempt on Zina.” Chapter 9 Disappearance of Sharikov, Sharikov and the “typist”, denunciation of the professor, operation Epilogue: “presentation” of Sharikov, Sharik after the operation, the professor at work. |
(The composition is symmetrical. Ring composition: The ball again became a dog.)
Teacher: what arethe reasons for this construction of the work?
Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor’s house and in the people inhabiting it. The conclusion is written down in a notebook.
c) “verbal drawing” technique
Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you depict the meeting between the dog and the professor? What should you do to draw an oral illustration more accurately?
Students : necessaryreread chapter 1 . Re-read, clarify details. Possible description:
In the foreground there is a dark gateway, a blizzard is snaking. In the distance we see from a gateway a street, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the gateway in the “pillar of a blizzard”. A dog is crawling into the street in the gateway. This is a tattered mongrel, she has dirty matted fur and a terrible scalded side. It is clear that movement is given to the dog with great difficulty. His head is raised, he is watching the person walking towards him.
Teacher: — Which qualities of Sharik do you like and which do you not?
Students : intelligence, wit, observation, irony, hatred of proletarians, janitors and doormen; the ability to both sympathize and hate, lackey servility.
UUD: cognitive - general educational ( semantic reading, information search), logical (analysis, classification, selection of bases for comparison); personal (moral and aesthetic assessment); communicative.
Stage 5 Independent work
Purpose of the stage: improving the skills of independent work and the ability to build cooperation in a group.
Students work in groups (independent text analysis). Execution time – 5-8 minutes. Each group prepares a speaker; response time is 2 minutes.
Group I , analyzing chapters 1-3, should answer the question:
— What does Sharik notice in the reality around him and how does he react to it?
2nd group , analyzing chapters 2-3, answers the question:
— What does Sharik like about Professor Preobrazhensky’s house and what doesn’t?
3 group , working with the same chapters, prepares an answer to the question:
— How does the dog perceive the inhabitants of the apartment?
4 group (same chapters):
How do the residents of the apartment feel about Sharik?
5 group (same chapters):
Students (preferred answers):
Group I:
— The dog is very observant, he knows life well, especially what is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full” is “not afraid of anyone”, therefore “he will not kick.” Hungry people, those who “are afraid of everything themselves,” are dangerous. Sharik hates lackeys. He says that “human cleansing is the lowest category.” But he also sympathizes with people who are deceived and bullied by those who have recently gained power.
Group II:
“Sharik likes it in the professor’s house, although after seeing patients he calls the apartment “obscene.” But it is warm and calm. After Philip Philipovich's conversation with Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as much as you want, but I won’t leave here.” The dog also likes the fact that in the house he is fed well and tasty, and is not beaten. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house it’s the other way around. Sharik’s favorite place is the kitchen: food is prepared there, and there is a fire there.
III group:
- After Sharik realized that in the professor’s house he had nothing and no one to fear, since his owner was not afraid of anyone, he decided that the professor was “a wizard, magician and magician from a dog’s fairy tale.” During lunch, Philip Philipovich finally received the title of deity. As already mentioned, food, warmth and safety are the main thing for Sharik, and he is ready to faithfully serve the one who gives it to him. Sharik studied the professor’s call and greeted him with a bark.
He quickly won over Daria Petrovna, the cook. The kitchen is “the main part of heaven” for Sharik. And so he sucks up to the cook. He treats Zina with disdain, calling her “Zinka”; he doesn’t love her because she scolds him all the time and says that “he ate the whole house.” The dog calls Dr. Bormenthal “bitten” and does not communicate with him at all.
IV group:
- Professor Preobrazhensky generally feels sorry for Sharik: he orders him to be fed properly, saying that “the poor fellow is hungry”; he treats him kindly because he believes that affection is “ the only way treatment of a living being"; he never hits Sharik, even when he “clarified” the owl. For Zina Sharik is the reason eternal chaos in the house. She thinks that the professor spoils Sharik too much and offers to give the dog a beating. She doesn’t understand why Sharik is shown such courtesy. For her, he is an ordinary mongrel. And Daria Petrovna at first called Sharik a “homeless pickpocket” and did not let him into the kitchen, but the dog “won her heart.”
Teacher: What is the value system of an unusual dog?
Students : The main things for Sharik are food, warmth and safety. This is what determines his attitude towards people. In general, he “sells his soul” for a piece of Krakow sausage. Sharik’s attitude towards people is determined by the same thing: the professor is the master, and Sharik is ready to please him, Daria Petrovna is the “queen of the kitchen,” the dog fawns on her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormenthal is in no way connected in the dog’s mind with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a “bite.”
Teacher : Do you like this philosophy of life? Why? What word would you call it?
Students : Slave
Group V identified the stages of change in Sharik:
- Firstly, Sharik has changed in appearance. The professor picked up a dying dog, with a scalded side, dirty matted fur, and emaciated from hunger. In a week he turned into a shaggy and “surprisingly fat” “handsome dog.” Secondly, he changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a “dog hospital” and defended his life - he has a very developed instinct of self-preservation. But seeing that he is not in danger, but, on the contrary, is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat him, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He will become impudent before our eyes. Having quickly assessed the collar, because all the dogs he meets are madly jealous of it, he comes to the conclusion that the collar is a kind of pass to a better world and gives him certain rights, for example, lying in the kitchen. He forgets that he was recently an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and is finally convinced that he is an “incognito dog prince.” He exchanged freedom, hungry and full of dangers, for a well-fed, calm life, and pride for lackey servility.
Teacher : What associations does the dog’s story evoke in you?
Students : Suggested answers:
After the revolution, many people who lived in poverty and hunger reached out for a warm and well-fed life, believed many promises, and decided that they would instantly “become everything.” The revolution is an experiment that the Bolsheviks carried out on the entire people.
UUD: cognitive (search for information, ability to build speech utterance); communicative (the ability to cooperate in a group, enter into dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)
Stage 6 Reflection
Purpose of the stage: students’ self-assessment of the results of their educational activities
Let's summarize the lesson:
Teacher : Has your attitude towards the ball changed? How? Why? (This is a written question.)
Students conclude:
Sharik’s inner speech, his assessment of events, reflections, together with the author’s description of his behavior, create a complete picture for the reader inner world dog.
Teacher :
— Have we answered the problematic question of the lesson: who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?
Students: - No.
Teacher: — What questions did we get the answer to?
Students: — We compared the images of Sharik and Sharikov, saw what changes had occurred, understood through what techniques the author expressed his attitude towards the character and what worried him.
Teacher: The next lesson will be the next step in resolving the problem situation that we identified in this lesson, and for this you must work on your homework questions. What questions would you like to ask me or your classmates?
UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in collective discussion)
Homework:
1. Highlight the stages of Sharik’s transformation into Sharikov and the stages of Sharikov’s formation by preparing an electronic presentation (assignment for the whole class).
2. Compare the behavior of Sharik and Sharikov in episodes of parts I and II: choosing a name (individual task), lunch (individual), visiting the apartment by the house committee (individual).
3. What do you think is from the dog in Sharikov, what is from Chugunkin? Justify your opinion with examples from the text (general task).
4. What is Shvonder’s role in Sharikov’s upbringing? Why does Professor Preobrazhensky say that “Shvonder is the biggest fool”? ( Individual task, it is performed by 3-4 people.)
Lesson #2
Topic: Dispute about a dog's heart (continued)
Stage 1 Motivation for learning activities
Purpose of the stage : inclusion of students in activities at a personally significant level. Create a setup for analyzing the work.
Watching a fragment of the film “The transformation of Sharik into Sharikov” , an excerpt from the film adaptation of the story directed by Bortko.
Teacher : before we respond to key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man the spring of intrigue. If in Sharikov only the qualities of Klim Chugunkin are manifested, then why shouldn’t the author “resurrect” Klim himself? However, before our eyes, the “gray-haired Faust”, busy searching for means to restore youth, does not create a man in a test tube, does not resurrect him from the dead, but turns a dog into a man.
Stage 2 Updating knowledge
Purpose of the stage : preparing students’ thinking, their awareness of the internal need to construct educational actions and recording individual difficulties in each of them.
Teacher : Find it difficult to answer?
I remind you of the diary of Dr. Bormenthal (exacerbating problematic situation additional question):
Why is it Dr. Bormental who keeps the diary, and not Professor Preobrazhensky?
Search activity students are looking for real explanations:
“We can see from the records how excited the doctor is.” At first he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he doesn’t understand much.
- Philip Philipovich has no time to keep a diary, he is much busier than the doctor... After all, it is no coincidence that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also don’t know anything about Klim. But if the diary was kept by a professor, it would not be so interesting.
— Dr. Bormenthal puts forward his hypothesis in his diary: “Sharik’s brain in the dog period of his life accumulated an abyss of concepts,” and, of course, writes down not only his assumptions on this matter, but also the professor’s opinion. But the professor would not write down Bormenthal’s hypothesis, since he is absolutely confident that he is right. And there wouldn't be any problem. We would also believe the professor, but there are some doubts
Students together with the teacher come to the conclusion:
- The “elimination” of the author and the transfer of the narrative to a young scientist who does not have the experience and insight of his teacher, who harbors bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - the dog that replaced external form or the “resurrected” Klim?), increase the reader’s interest, keep him in suspense, giving him the opportunity to make his own guesses about the events and results of the operation.
Checking homework.
Demonstration electronic presentation with the results of the task: Highlight the stages of Sharik’s transformation into Sharikov and the stages of Sharikov’s formation.
(swearing (“all swear words, which only exist in the Russian lexicon");
smoking;
sunflower seeds (uncleanliness);
balalaika at any time of the day or night (disregard for others);
vulgarity in dress and behavior;
immorality;
drunkenness;
theft;
denunciation;
assassination attempt.)
The list is corrected, and the following conclusion is drawn together with the teacher:The formation of a “new man” is a loss of humanity, an increase in immorality, that is, not evolution, but degradation.
Checking individual assignments.
Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others, if necessary, complement him. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:
— The dog was first called "ball" by a typist. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and ragged, a lean little gang, a homeless dog.” For the second time with a ballThe dog is called Philip Philipovich, probably because it is a common dog name: Sharik, Tuzik... And the dog accepts this name: “Call it what you want. For such an exceptional act of yours (for the sausage). He doesn't really care what they call him, as long as they feed him.
— The “laboratory creature” demands a document from Flip Filippovich for himself. Then the question of his name arises. Now the name is chosen not by the “creators” of the new creature, but by the creature itself, but on the advice of the house committee. The new government brings new names into the world. For Philip Philipovich, the name Poligraf Poligrafovich sounds wild, “but the laboratory creature” defends its rights. Most likely, students will not notice the parody roll call - let us draw their attention to some similarities between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name of “dad”.
“After the first dinner at the professor’s house, Sharik promoted him to the rank of “highest deity.” The dog's head is dizzy from various smells. He, of course, hears what the professor and doctor are talking about, but the main thing for him is food. When he had eaten too much, he dozed off. He feels good and calm now. The “dog’s respect” for the professor is growing all the time and is not in doubt. The only thing that worries Sharik is whether this is all a dream.
For Sharikov, lunch, on the one hand, is an opportunity not only to eat deliciously and a lot, but also to drink. and on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philip Philipovich, then Sharikov seems to laugh at him. He says that the professor and the doctor are “tormenting themselves” with some stupid rules. He does not at all want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor’s feet and did not bother anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that “Sharikov’s black head sat in the napkin like a fly in sour cream” - both funny and disgusting. Sharikov and the professor exchange all the time sideways glances.
UUD: cognitive (process, systematize information and present it different ways, the ability to construct a speech statement, the ability to analyze and draw conclusions); personal (meaning formation); communicative (ability to listen, enter into dialogue).
Stage 3 Construction of a project to overcome difficulties
Purpose of the stage : students’ choice of a way to resolve a problem situation.
Improving the ability to conduct compositional analysis text, activating the imagination and attention of students to the details of the text through verbal drawing, developing the ability to characterize the hero and give a moral assessment of his actions.
Characteristics of Sharikov.
Watching an excerpt from a movie directed by V. Bortko “Heart of a Dog” - an episode of a conversation between Sharikov and Philip Philipovich. (In Bulgakov, the corresponding fragment begins with the words: “Philip Philipovich was sitting in a chair at the table.”)
Analytical conversation.
Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov’s description.
— Is this how Sharikov seemed to you when you read the story?
— What did the filmmakers keep and what did they “forget”?
Suggested Answers :
— outwardly Sharikov in the film is exactly the same as Bulgakov’s, that the actor plays his role very talentedly, but the film is not in color. Maybe the authors decided to do this because the dog does not have color vision. But Bulgakov’s Sharik could distinguish colors. The story says: “Sharik began to learn by colors.” The lack of color in the film did not allow the authors to convey the absurdity of Sharikov’s costume.
— In the film, Sharikov constantly makes excuses, you even feel sorry for him. Indeed, the professor attacks and attacks him. And in the book, Sharikov behaves confidently, and sometimes harshly: he does not make excuses, but attacks himself: “ Saucy expression caught fire in the little man.”
Bulgakov's Sharikov is often ironic, but in the film he is stupid. And also, when you read the story, it’s funny, but in the film everything is somehow serious. It's hard to explain why this is so.
(if students do not see this important detail, the teacher can lead them to it additional questions. The “claims” of the students are weighty and thorough: they caught the stylistic and semantic discrepancy between V. Bortko’s interpretation and Bulgakov’s text. The film really lacks color, and the point is not only that it is black and white, but that the entire film is shot in a serious and very boring way: it lacks Bulgakov’s irony, humor, sarcasm - shades of meaning!
What did Sharikov inherit from Klim Chugunkin? What do we know about Klim from the text of the story?
3) Working with a block diagram.
The great operation was completed, but who became the donor to create a new person?
(Klim Chugunkin)
What can you say about this person? Read it.(end of chapter 5, p. 199)
(“Klim Grigorievich Chugunkin, 25 years old, single. Non-party member, single, tried three times and acquitted: the first time due to lack of evidence, the second time the origin saved, the third time - suspended sentence of 15 years. Theft. Profession is a game on the balalaika in the taverns.
Small in stature, poorly built. The liver is dilated (alcohol). The cause of death is a stab in the heart in a pub (“Stop Signal” at the Preobrazhenskaya outpost).
From Doctor Bormenthal's diary we learn that the new creature took over everything worst qualities their donors (Sharik and Klim Chugunkin). Find and read the description of the new creature.
( Bad taste in clothes: a poisonous sky-colored tie, jacket and trousers are torn and dirty; patent leather boots with white leggings. Ch.6, p.203)
In addition, it constantly speaks after its mother, smokes, litters cigarette butts, catches fleas, steals, loves alcohol, is greedy for women...(p. 194, 195)
Teacher: but this is only an external manifestation. Is there anything left of Sharik's moral position? What determined Sharik’s behavior and what was most important for Sharikov?
Suggested Answers : - The instinct of self-preservation. And Sharikov defends the right to his own existence. If someone tried to take Sharik’s “full life” away, he would recognize the power of a dog’s teeth. Sharikov also “bites”, only his bites are much more dangerous.
Conclusion: the ball did not die in Sharikov: we discovered all its unpleasant qualities in the person.
Conversation
Teacher : Let’s try to figure out why the professor was a model and strength for Sharik, and Shvonder for Sharikov? Why does the professor say that “Shvonder is the biggest fool”? Does he understand who he is dealing with?
Students: Sharikov’s brain is very poorly developed: what was almost brilliant for a dog is primitive for a person: Sharik turned into a person, but did not receive human experience.Shvonder takes him for a normal adult and tries to instill the ideas of Bolshevism.
Teacher: Why is this so dangerous?
Students: Usually when a person develops naturally, he gradually gets acquainted with the world, they explain to him what is good and what is bad, they teach him, pass on the accumulated experience and knowledge. How more people learns, the more he can understand on his own. But Sharikov knows practically nothing: he just wants to eat, drink and have fun. Shvonder indulges him, talking about rights, about the need to divide everything. Shvonder himself fervently believes in what he preaches; he himself is ready to give up benefits and conveniences in the name of a bright communist future.
Philip Philipovich and Doctor Bormental are trying to educate and instill in Sharikov normal human manners, so they constantly prohibit and point him out. Sharikov is extremely irritated by this. Shvonder does not prohibit anything, but, on the contrary, tells Sharikov that he is being oppressed by the bourgeoisie.
Teacher: Are Shvonder himself and the representatives of the house committee highly developed personalities?
Students: Obviously not.
Teacher: Does Shvonder really understand complex political and ideological issues?
Students: Already from the first conversation between the members of the house committee and the professor, it is clear that these people in their development did not go much further than Sharikov. And they strive to divide everything, although they cannot even really direct the work of the house committee: there is no order in the house. You can sing in a choir (no matter what Philip Philipovich says, he himself often hums in a false, rattling voice), but you cannot sing in a choir instead of your main work.
Teacher: Why do Sharikov and Shvonder find a common language so quickly?
Students : Shvonder hates the professor because, feeling the scientist’s hostility, he is unable to prove it and “clarify” his true anti-revolutionary essence (and here Shvonder can’t deny his intuition!) For Shvonder, Sharikov is a tool in the fight against the professor: after all, it was Shvonder who taught Sharikov to demand living space , together they write a denunciation. But for Shvonder this is the right thing to do, and denunciation is a signal, because the enemy needs to be brought to clean water and destroy in the name of the future happy life. Shvonder’s poor head just can’t figure out why a person who by all accounts is an enemy Soviet power, is under her protection!
So, " Godfather"Polygraf Poligrafovich instills in his pupil the ideas of universal equality, brotherhood and freedom. Finding themselves in a consciousness in which animal instincts predominate, they only multiply the aggressiveness of the “new man.” Sharikov considers himself a full-fledged member of society not because he has done something for the benefit of this society, but because he is “not a NEPman.” In the fight for existence, Sharikov will stop at nothing. If it seems to him that Shvonder is taking his place in the sun, then his aggressiveness will be directed at Shvonder. “Shvonder is a fool” because he does not understand that soon he himself could become a victim of the monster that he is “developing” so intensively.
Teacher: Who is right in the dispute - Professor Preobrazhensky or Doctor Bormental?
Students: it is obvious that both scientists are only partly right: it cannot be said that Sharik’s brain is only “the unfolded brain of Sharik,” but it cannot be said that we are looking at only the reborn Klim.Sharikov combines the qualities of a dog and Chugunkin, and Sharik’s slavish philosophy, his conformism and instinct of self-preservation, combined with Klim’s aggressiveness, rudeness, and drunkenness, gave birth to a monster.
Teacher: Why were scientists wrong in their assumptions?
Students: by the will of the writer, his characters did not know about Sharik what the author himself and his readers know.
Expected results:
These final conclusions resolve the problematic situation of 2 lessons, in understanding which students had to understand the role of composition, master Bulgakov’s language, learn to realize the importance of details in the story, and compare the images of the characters; comprehend the author's concept. In addition, the technique of comparing a work with its interpretation in another form of art allows schoolchildren to concretize their impressions.
UUD: cognitive (logical - analysis, synthesis, building cause-and-effect relationships; general educational - creating models, semantic reading, ability to construct a statement); communicative; personal (moral and aesthetic orientation); regulatory (correction).
Stage 4 Reflection
Exercise "Interesting".
Fill out the table:
In the “plus” column, students write down what they liked during the lesson, information and forms of work that caused positive emotions or may be useful to them. In the “minus” column they write down what they didn’t like and remained unclear. Write everything in the “interesting” column Interesting Facts. If there is not enough time, this work can be done orally.
UUD: regulatory (assessment)
Homework for the next 2 lessons it will be like this:
1. Come up with a title for chapter 4 of “Heart of a Dog.”
3. Draw up a “code of honor” for Professor Preobrazhensky.
4. Explain the theory of education according to Professor Preobrazhensky and Dr. Bormental.
5. Describe the professor in the scenes of receiving patients, visiting the house committee, and at lunch. Prepare expressive reading these scenes.
Summary of a computer science lesson in 9th grade on the topic "Working with files"
Subject"Working with files."The purpose of the lesson: Introduce students to files and working with files.
Tasks:
Educational: introduce students to the concept of a file, a description of a file in the Pascal programming language, and techniques for working with files;
Developmental: develop the ability to apply acquired knowledge when solving problems, algorithmic and logical thinking, cognitive interest, usage skills information technologies for solutions various tasks, broadening the horizons of students.
Educational: to cultivate a sense of camaraderie and the ability to listen to a friend, to educate information culture, cultivate positive emotional attitude to computer science; cultivate discipline, accuracy, and a responsible attitude towards learning.
Class: 9 B.
Lesson: 45 minutes.
Lesson plan:
1) Organizing time. Creating a situation of “Success”.
2) Updating previous knowledge. Checking homework.
3) Explanation of new material.
4) Consolidation of new material.
5) Reflection.
6) Summing up. Homework.
During the classes:
1) Organizational moment. Greetings, checking those present. Creating a situation of “Success”.Students open their notebooks, write down the date and topic of the lesson.
2) Updating previous knowledge. Checking homework.
The teacher checks the completed homework.
“Knowledge Basket” technique: students write answers to questions on stickers and paste them into the basket.
What is the assignment operator for?
What is the assignment operator? Give examples.
What is a number function?
How are they described? numeric functions in a programme?
3) Explanation of new material. Using the Insert method
What is a file?
A file is an independent sequence of characters written in permanent memory computer. This is a specific highlighted area of information.
The existence of files does not depend on the operation of any program and they do not disappear anywhere even when the computer is turned on and off.
Files can store various information. These are texts, programs, viruses, pictures, Internet pages, etc.
When and why should you use files?
It is not always convenient for us to use the command line when entering and outputting information in a program. For example:
It is necessary to save the output when debugging;
a large number of input data (those who manually tested programs with filling matrices understand me);
repeated entry of the same information, with minimal or no changes;
So, in these and some other cases, the ability to work with files comes to our aid.
How to describe file variables?
In the description section the following entry
var
f1, f2: text;
says that the variables f1 and f2 are text files (which we can open with Notepad, view, and edit if necessary).
How to establish a connection between a file variable and the file itself?
There is a special procedure to answer this question
assign(f,"filename"); - establishes a connection between a file variable and the file itself
which helps us do this. In fact, we are saying that the variable f corresponds to such and such a file name. For example, text file input.txt
This assumes that the file with the program itself is located in the same folder as the text file input.txt. If it is in a different folder, then we need to indicate the relative location of this file.
'File name' - full path to the specified file, written in relative or absolute form.
How to create, open, save and close a file?
Once we have established the correspondence between the file variable and the file itself, we can begin to perform various operations on this file:
Open for reading reset(f); If the file does not exist, an error will be displayed.
Create or rewrite rewrite(f); If the file does not exist, it will be created;
Create or open and append to the end of the file append(f); If the file does not exist, it will be created;
Save and close the file close(f);
Naturally, what we just listed is simple external work with the file.
How to use or change the contents of a file?
In order to do any internal changes there are also commands in the file itself
read(f,a,b); - read two variables a and b from file f. After executing this procedure, the pointer in the file will move behind the variable b;
readln(f,a,b,c); - read three variables a, b and c from file f, and then move the pointer (cursor) to the beginning of the next line; if, in addition to the variables already read, the line contained something else, it will be ignored.
write(f,a,b,c); - write to file f variables a,b and c;
writeln(f,a,b); - write the variables a and b to file f, and then write the “end of line” symbol there.
4) Consolidation of new material in groups.
Task 1.
Write a program that creates a file numbers on the computer disk. txt and writes into it 5 integers entered from the keyboard. Using a text editor (such as NOTEPAD), review the file and verify that the file has been written to.
Task 2.
Write a program that appends numbers to the file. txt 5 integers entered from the keyboard. Using a text editor (such as NOTEPAD), review the file and verify that the file has been written to.
Task No. 1
Let there be a file on disk (in the current directory) myfile. dat, which consists of a number of integers separated by spaces. Write a program that calculates the sum of these elements.
Problem No. 2
Write a program in which data about 10 students is written into a text file: name, weight and height.
Before creating a file, the program must check for the presence of a file with the same name on the disk and ask what it should do if such a file is found - stop working or overwrite the file.
Problem No. 3
Write a program that reads words from one text file and writes them into a column in another text file.
Explanation: Words are separated by a space character. Therefore, we will read characters from the first file and “add” them into a word until we encounter a space. Then we’ll write this word into the second file and start forming again next word. And so on until we reach the end of the first file.
5) Reflection. Exercise “Plus-minus-interesting.” In the “P” - “plus” column, everything that was liked in the lesson, information and forms of work that aroused positive emotions, or, in the student’s opinion, may be useful to him in achieving some goals are written down.
In the “M” - “minus” column, everything that was not liked in the lesson, seemed boring, caused hostility, remained unclear, or information that, in the student’s opinion, turned out to be unnecessary for him, useless from the point of view of solving life situations.
In the “I” - “interesting” column, students write down all the interesting facts they learned about in class, and what else they would like to know about this problem, questions for the teacher.
6) Summing up. Homework.
Summing up the lesson. Grading.
Klimenko Natalya Nikolaevna
Educational institution: GBPOU KK "KMT"
Brief job description: In this lesson, students gain practical skills in working with an electronic table of contents: to do this, they become familiar with the Styles function on the Heading tab. As a result of completing the work, students are able to create an electronic table of contents based on a given text.
Taratunina Daria Vladimirovna
Educational institution: GBPOU Ishimbay Professional College
Brief job description: The main objective of this lesson is to develop skills in inserting graphic objects when creating Web pages using HTML. Subsequent lessons will examine techniques for preparing graphics for Web pages and optimizing the use of graphics to achieve desired effects.
Kuznetsova Ekaterina Vasilievna
Educational institution: teach how to use the Spray tool in the Paint program.
Brief job description: The technological map was developed for 1st grade, as an extracurricular activity. Content-based goal: to teach how to work with the “Sprayer” tool in the “Paint” program. Activity goal: to create a drawing on the topic: “Dandelion” using the “Sprayer” tool in the “Paint” graphic editor .
Nikitina Tatyana Vasilievna
Educational institution: Municipal educational institution Firovskaya secondary school
Brief job description: rock for 8th grade secondary school. Conducted in the form of a lecture with elements of discussion. Accompanied by a presentation, which makes the material easier to understand. The following issues are considered: basic computer devices, computer memory, interaction of PC devices, basic characteristics of PC devices. Homework is given in the form of a creative assignment.
Balibardina Natalya Nikolaevna
Educational institution: MKOU "Secondary School No. 7, Mikhailovka, Volgograd Region"
Brief job description: Educational: introduce students to technical means multimedia, term computer presentation. Developmental: development of speech, thinking, memory, cognitive skills, skills to evaluate the results of actions performed. Educational: to cultivate the ability to work with a partner, with a class, to respect other people’s opinions, discipline, to instill a sense of aesthetic design of a business document.
Computer Science is scientific field, which explores the methods and processes of collecting, storing, processing, transmitting, analyzing and evaluating information using computer technology. IN Russian schools Computer science is taught in grades 5-11. Teaching materials on computer science (ICT) are presented on our website in the following sections: Lesson notes Technological maps Control and verification Laboratory and practical Self-tests Preparation […]
Lesson plan for a lesson in computer science according to the Federal State Educational Standard
IN this section educational portal The notes contain lesson plans for computer science lessons. The information technology lesson summary is detailed plan, including content and detailed description stages of classes in this academic discipline.
A well-written lesson outline serves the teacher as a reference plan for conducting the lesson, and is also a document that is used in the certification of computer science teachers. Therefore, we can say that lesson plans play important role in the process of building a literate and efficient process teaching computer science in Russian schools.
According to new government requirements educational standards new generation (FSES) lesson plan for an informatics lesson must meet the following requirements: the goals, objectives and methods of conducting the lesson must correspond to the age group of the students, the goals and objectives of the lesson must be clearly formulated, the course of the lesson must contribute to the fulfillment of the assigned tasks and the achievement of goals.
Main constituent elements lesson notes in computer science are: topic, goals, objectives, type, form of delivery, sequence of stages, teaching materials and technical support.
On the educational and methodological portal Conspectek you can download notes from computer science (ICT) lessons for free
Teachers can post lesson plans on various topics on our Internet resource and receive personalized certificates of publication of copyright material. By posting your work, you allow other information technology (ICT) teachers to learn from your experience and help your colleagues improve. All author's work on computer science on our portal can be downloaded completely free of charge for review purposes.
In addition to notes on computer science, on our website you will find developments in physical education, Russian, mathematics and all other subjects from the curriculum of Russian schools.
Lesson No. 1. Introduction. Safety precautions.
Goals: familiarize students with the structure and specifics of the 9th grade computer science course; update students’ knowledge about the science of computer science; repeat safety rules in the computer class; to promote the aesthetic, creative education of students and compliance with a uniform spelling regime at school.
Equipment: illustrative material on the topic of the lesson on the board, handouts - safety instructions, computers with a word processor MS Word.
Lesson type: review lesson.
Predicted results: students will remember the basic concepts of the computer science course from previous years of study; are familiar with the structure and specifics of the 9th grade computer science course; participate in heuristic conversation; independently process the safety rules and print out labels on a notebook for the subject.
DURING THE CLASSES
I . Organizational stage
II . Motivation for learning activities
Teacher. My dear friends! This academic year, I invite you to continue your journey into the wonderful world of learning about the world of information. You already know a lot, many easily navigate the endless sea of information, but we must strive for the highest peaks. It's time to study the mathematical foundations of computer science more deeply. Try yourself as a programmer and website developer. A lot of interesting things await us ahead. Good luck!
III. Updating basic knowledge.
Heuristic conversation based on notes on the board
Various concepts and symbols related to previously covered material on the subject are written in a chaotic order on the board. Teacher pointing to notes in in a certain order, directs the conversation in the necessary direction. Thus, the main topics of the computer science course are briefly and quickly repeated.
|
Writing on the board |
Teacher Questions |
Suggested student answer |
|
|
Computer science |
What is computer science? |
This is a science that studies information. |
|
|
What is information? |
This is information about the world around us |
||
|
Decipher the abbreviation |
Information processes – actions with information. |
||
|
What information process is this object associated with? |
Treatment. Graphic information. Graphics editor Paint. |
||
|
What program does the entry relate to? |
Font name Word processor (editor) |
||
|
What is a text editor? |
Program for working with text information |
||
|
What basic actions can you perform with text? |
Editing Formatting |
||
|
What is editing? |
Error correction process |
||
|
What is formatting? |
The process of text design, work on the form of the text, its appearance |
||
|
Decipher |
Information and communication technologies |
||
|
What is communication? |
Technical component of working with information |
||
|
Read the entry |
Binary code |
||
|
Why do we study binary code in computer science? |
The computer works with information in binary code |
||
|
A$ 4*4 |
Children's answers can be varied. But most likely not true. And this allows you to focus on future material. |
||
|
Main state exam |
|||
|
Who is planning to take it? Exam structure and minimum threshold. |
|||
|
Decipher |
Safety precautions. |
IV . Working on the lesson topic
1. Creative task. The class is divided into groups (2-4 people). I distribute to each group an A4 sheet of paper and a standard safety instruction for students in a computer class, divided into semantic parts.
Teacher. Guys, we repeat safety rules at least twice a year. And you all know them well. Therefore, we will combine your creative abilities with repetition of the rules.
You have a card on your desk with several safety rules. Your task is to turn them into poetry. 10 minutes to work. Upon completion, each group will defend their work. One student reads the rules written in the instructions, and the second reads your poems.
2. Practical work in a programme MS Word according to the algorithm.
Guys, now we will work on maintaining a uniform spelling regime in our school. Your task is to execute the algorithm and obtain the final printed product.
V . Reflection. Summing up the lesson
To summarize the lesson, use the “Plus-Minus-Interesting” exercise. This exercise is performed orally. First, students answer what they liked during the lesson, what caused positive emotions, what, in the student’s opinion, could be useful for him to achieve some goals (“P” - “plus”). Next, it is stated what was not liked during the lesson, seemed boring, caused hostility, remained incomprehensible, or information that, in the student’s opinion, turned out to be unnecessary for him, useless from the point of view of solving life situations (“M” - “minus”). And we complete the reflection with facts that aroused the students’ interest (“I” - “interesting”)
This exercise allows the teacher to look at the lesson through the eyes of the students and analyze it in terms of value for each student.
VI . Homework
Group assignment(the class is divided into 4 groups). Prepare a set of physical exercises (5-8 pcs) for physical exercises. minutes in computer science lessons.
To relieve eye strain
To relieve tension from the shoulder girdle and arms
To relieve tension from the torso and legs
To improve cerebral circulation.
"First computer science lesson"
Lesson outline
"Man and Information"
Full name (full): Kryachko Inna Vladimirovna
Place of work: MBOU "Molochnenskaya Secondary School"
Job title: Primary school teacher
Item: Computer science
Class: 2
Topic and lesson number in the topic: "Man and information. Lesson No. 1"
Basic tutorial “Informatics” 2nd grade, N. Matveeva, E. Chelak, N. Konopatova, M.: BINOM. Knowledge Laboratory, 2009.
Lesson format – isolated. (There are watches extracurricular activities; availability of a computer class).
Place of the lesson in the program : Chapter 1. “Types of information. Man and computer." The first lesson is “Man and Information”.
UMK N.V. Matveeva.
The main idea of the lesson : to interest in studying the new subject “Informatics”; emphasize that a person lives in a world of information and is very closely connected with it, since the perception of information occurs through the senses (eyes, ears, nose, tongue, skin).
Lesson type : a lesson in learning new knowledge.
Universal forms formed within the lesson learning activities
Basic
Personal UUD:
updating personal information life experience: examples of how to obtain information.
Regulatory UUD:
development of abilities to choose, the ability to put learning task, formation of pair work skills.
Cognitive UUD:
using tasks in which the child offers and chooses options in various ways solutions to the situation;
development of skills to work with different types of information: text, drawing, sign, table.
CommunicativeUUD:
ability to ask for help, conduct dialogue, answer questions.
We use: group discussion, encouraging dialogue.
Metasubject:
Regulatory universal educational activities: planning - determining the sequence of intermediate goals, taking into account the final result (step-by-step completion of tasks);
Cognitive universal educational activities: - ability to structure knowledge; - analysis of objects in order to identify features (essential, non-essential); - synthesis as the composition of a whole from parts; construction logic circuit reasoning, evidence; reflection on methods and conditions of action, control and evaluation of the process and results of activity.
Types of activities in the lesson: individual, work in pairs, group, frontal; research, practical.
Demonstration and handout material, use of specialized software:
PC, interactive complex;
EER: presentation ( ); video “Ways to obtain information” (Appendix 5);
items to complete tasks: (ball, candy, watch, perfume, air freshener, lemon, sugar, bag, soft toy, chocolate foil);
chart cards (distance, visual information)(Appendix 2); (distance, auditory information)(Appendix 3);
cards for the game "Loto"(Appendix 4);
Textbook “Informatics” 2nd grade, N. Matveeva, E. Chelak, N. Konopatova, M.: BINOM. Knowledge Laboratory, 2009, 2010;
Workbook in 2 parts “Informatics” 2nd grade, 1st part, N.V. Matveeva, N.K. Konopatova, L.P. Pankratova, E.N. Chelak, M.: BINOM. Knowledge Laboratory, 2010;
School explanatory dictionaries.
Goals and objectives:
form an idea of obtaining information from environment using the senses;
introduce students to types of information depending on the way a person perceives it;
develop the ability to work with information;
upbringing careful attitude to the senses;
to form the information culture of students;
formulate the initial elements of research;
cultivate interest in the subject of computer science, curiosity.
During the classes:
1. Organizational moment.
New lesson!
New knowledge!
New discoveries!
2. Setting goals and objectives for the lesson. Motivation for learning activities.
Teacher: Guys, from the epigraph to our lesson you already guessed that today we will have some kind of new lesson, we will gain new knowledge, make new discoveries, and everything new is always something interesting.
Today you went to class and already knew its name - COMPUTER SCIENCE.
You came to the computer science classroom for the first time. It looks very similar to normal classroom, but the difference immediately catches your eye: there is a computer on every table. WITH today you will learn to work with it. I would like to believe that the computer will become your good assistant.
And first we'll talk aboutrules of behavior in the computer class.
For an assistant to be kind and beautiful, you need to treat him carefully. The computer does not tolerate dirt. Dust, which always happens in an uncleaned classroom, settles on the surface of the machine, penetrates inside and disables precision electromechanical devices and damages electronic circuits.
Therefore, the first requirement that must be observed in the computer science classroom is cleanliness. (On each table there is a memo with the rules of behavior in the computer class).
You cannot come in dirty shoes and clothes. Clean your jackets and briefcases before entering class.
Didn't have time to have lunch during the break before your computer science lesson? It’s better to be patient, but don’t bring bread, nuts, sweets, or seeds with you. Crumbs will damage your computer more than dust. If they get between the keys, they are not so easy to remove.
Chewing gum, no matter how tasty it may seem to you, is strictly prohibited for anyone sitting near a computer.
As you head to computer science class, take a look at your hands. With these hands you will now type messages to the machine. And if your nails are dirty, if your fingers are dirty and greasy, then your computer keys will be just as dirty. But both your teachers and your comrades from another class will work at this keyboard! Think about them, think about the fact that your dirty hands will get dirty, old and simply disable school computers.
The second most important requirement in a computer science classroom is discipline. No keys (even after you learn what they mean!) can be pressed without the teacher's permission. Of course, if you press the key, there will be no explosion or fire. But if the machine is prepared for a lesson, and you, without notifying the teacher, decide to play around with the keyboard, then most likely the prepared material will be spoiled.
Special warning: Never press the power button to disconnect your computer. This may cause your computer to malfunction. It will take many hours to recover.
Computers operate from an electrical network, the voltage of which is dangerous to life. Be careful! Do not touch the wires that are connected to the computer.
When pressing keys on the keyboard, do not press great effort. The computer will understand you even with the gentlest touch. Remember that drumming on your keyboard will quickly damage it. You should also treat your mouse and other devices connected to your computer “gently.”
Do not touch the monitor screen even with clean fingers - marks will still remain on it.
The rules of behavior in the computer science classroom are not too complicated. But they must be observed very strictly. By being attentive to your cars, you will learn a lot and see a lot of interesting things on the screens.
Who knows what computer science is? (Children's answers).
To make your knowledge more accurate, look at the board (slide 1) and listen to the poem:
I will teach you computer science,
And we will become friends with you.
IN huge world information
You can’t live without machine guns,
And a machine gun is a device
What man has created to help.
I will teach you gradually,
How to store information
How to process, transmit,
I will teach you to reason.
The computer will become best friend,
He is indispensable in learning,
Like a book, pen and notebook,
You will need it.
(INFORMATICS=INFORMATION+AUTOMATION)
-Can anyone guess what we will talk about today in our first computer science lesson? (Children's statements).
-Right, keyword Today in our lesson we will use the word “information”. And what exactly we will learn related to this concept, read in the textbook - p.7.
(Target:
Understand that we live in a world of information that we study using our senses. Learn to analyze signals perceived through the senses.)
3. Updating knowledge.
Guys, how do you explain what “information” is? (News, information, when someone speaks, watch TV, read a book, newspaper, etc.)
When discussing this issue, draw students’ attention to the fact that during conversations people convey information, some news. Lead to the conclusion that information is information about the world around us .
Open explanatory dictionaries (Ozhegova) and read What does this word mean:
Information – this is information about the surrounding world and the processes and phenomena occurring in it, perceived by a person or a special technical device.
What do you guys think, can a person live without information?
In fact, the concept of “information” is somewhat broader than we defined it, and involves the sensations and perception of the surrounding world by each person with the help of the brain and sensory organs - the organs of vision, hearing, smell, taste and touch. In other words, information is also the freshness of the rain, and the sound of the wind, and the warmth of the sand heated by the sun, and the joy of seeing a rainbow in the sky... All this is information.
To understand how people and information are connected, let’s do a littlestudy.
During all tasks, you must carefully monitor what is happening and what you are doing. This will allow you to draw certain conclusions.
Exercise 1
– Guys, try to talk about objects without touching them(on the teacher’s desk: ball, candy, clock...)
Task 2
– Close your eyes. You don’t see, you don’t hear, you don’t touch with your hands. Tell us about the item(teacher sprays perfume, air freshener...)
– Which authority helped you obtain the information?
Task 3
– Close your eyes. Tell us about an item without seeing it, but you can try it(students try: lemon, sugar, candy...)
– Which body helped you obtain the information?
Task 4
– Close your eyes. You do not see. What sounds did you hear?(applause, the door creaked...)
– Which body helped you obtain the information?
Task 5
– Close your eyes. You don't see or hear, but you can touch it with your hands. Tell us about the subject.(In my hands there is a package, a soft toy,
chocolate foil
…)
– Which body helped you obtain the information?
Teacher:
– Well done! We completed all tasks well.
How did we get information?
Our senses help us receive information.
– How many sense organs does a person have?(5)
– What are these sense organs?(Eyes, ears, nose, tongue, skin).
- What conclusion have we come to after completing all the tasks?
– A person receives information using 5 senses: eyes, ears, nose, tongue, skin.
4. Primary assimilation of the material: (work on presentations and applications).
Teacher. Remember, with the help of which sense organ we receivedinformation about the objects located on the table? That's right, weused vision.Vision helps to distinguish the colors of objects, their sizes, shapes, recognize whether they are far or close, moving or stationary. Thanks to vision, we read books, watch TV shows, and admire the beauty of nature. Eyes are like windows to the world. Take care of your eyesight. (Slide).
Teacher . Give examples when a person receives visualinformation. (We read a magazine, look at each other, look draw a graph or drawing,
watching TV, looking at a picture
in the museum.)
.
- Do you know that a person can determine distance by eye: look at the diagram cards on your desks(Appendix 2)
50 steps – eyes and mouth
300 steps - face
1.5 km – burning match at night
6 km – factory pipes
8 km – firelight at night
– What organ allowed us to smell?(Nose)Slide shown
– Give examples when a person receives information through the nose.(Students' answers)
– Many pleasant smells bring us joy: the smell of flowers, the smell of... coniferous forest. Some smells seem to warn of danger, for example, a gas leak from gas stove or that the food is spoiled and cannot be eaten! Conversely, the pleasant smell of food stimulates appetite. When you have a runny nose, you have trouble smelling. We must protect ourselves from colds!
Teacher.
Which sense organ helps us determine the taste of food or drink?That's right, it's a language.Information we receive through languagewhen we eat or drink something, it is called taste.A slide is shown.
What taste can we taste?(Sour, bitter, tasteless, sweet, minty, salty, spicy.)
– There are special taste buds on the tongue. Thanks to them, a person distinguishes the taste of food. A person eats tasty food with appetite. Sometimes we know by taste that food is spoiled and cannot be eaten. Food that is too hot burns the tongue and we hardly feel its taste. The food should not be very hot!
Slide shown
Which organ allowed us to identify sounds?(Ears).
– With the help of ears a person hears speech, music, noise.Slide shown
– Give examples when a person receives information using his ears.(Students' answers)
– It is especially important for us to hear other people's speech. After all, with the help of words we convey our thoughts and knowledge to each other. We also need the wonderful sounds of nature and music. These sounds are part of the beauty that surrounds us. Noise can not only disturb, but also cause useful information– for example, the noise of the engine tells us that a car is approaching, and we need to be more careful. Remember that loud noise, harsh sounds, loud music damage your hearing and have a bad effect on the entire body. Rest in silence often.
Hearing range of the human ear: chart cards (Appendix 3)
Noise of a moving train – up to 10 km
Shot – up to 5 km
Car signal – up to 3 km
Dog barking – up to 2 km
Human scream – up to 1.5 km
Vehicle movement on the highway – up to 1.5 km
Vehicle movement on a dirt road – up to 500 m
Spoken speech – up to 200 m
Cough – up to 50 m
Steps – up to 20 m
– Which organ allowed us to determine whether an object is smooth or rough?(Leather)
– With the help of the skin, a person learns what an object feels like - warm or cold, smooth or rough, soft or hard. Even with eyes closed or in the dark, by touch you can obtain information about the size and shape of an object.
– Skin is an organ of touch. Try not to injure the skin, avoid burns and frostbite!
5. Awareness and comprehension of educational information.
a) Physical education minute
– Now let’s rest a little and check whether you listened and watched carefully, let’s play a game: I name the word, and you determine what type of information it can be attributed to. If the information is visual, we close our eyes; if it is auditory, we cover our ears with our palms; if we receive the information in the form of smell, we close our nose; if we taste it, we cover our mouth; if we recognize it with our skin, we clap our hands.
So let's start, be careful:
Ringing, hot, sweet, music, bright, prickly, hot, wet, bitter, green, rough, radio, sticky, high, gasoline, dark, frost.
Well done, you are good at identifying types of information.
b)Completing tasks in workbook pp. 3-4, according to options in mutual verification mode.
6. Primary consolidation of the studied material
Consolidation of the studied material is carried out in a playful way.
Task 1. Information lotto. Match. (Appendix 4). Work in pairs. The teacher explains the task: toWhat senses allow us to discern information? Match.Cards from Table 2 (pictures with sensory organs) must be laid out in Table 1 (words) to establish a correspondence.
(Table 1) (Table 2) (pictures of sensory organs)
(cards from table 2 are placed on the words of table 1 of the picturesWhoa up) Whenthe task is completed, the teacher issues a control card with the correct arrangement of pictures and asks the students to check the completed task, then together they sort out mistakes if they were made.
7. Information about homework, instructions for its implementation.
Analyze the material in the textbook pp. 9-11, retell in your own words the material in the “Main” section; p.5 – in your notebook, write down the meaning of the word “information” from the dictionary.
8. Reflection.
a) -- Let's go back to the beginning of the lesson, remember what we were supposed to understand and learn.Nature has endowed man with five senses so that he can perceive information. different types.
To make a decision, a person needs several senses: eyes, ears, tongue, skin, nose.
Visual, sound and olfactory information can be obtained without touching the object, and tactile and gustatory information can be obtained by touching the object with your hands or tongue.
Often, to make a decision, a person needs different types of information, perceived with the help of different organs feelings.
"Let's discuss"
What senses does a person have to perceive information?
Why do humans need five senses?
What is the information received through the eyes, ears, nose, skin and tongue called?
What information can be obtained without touching the object?
Why does a person need information?
Reception "Continue the sentence":
I found out….
I understand…
I discovered...
I never thought that..
It was interesting to me…
I don't really understand...
I haven't quite figured it out yet...
b) Watching a video“Ways of obtaining information” as preparation for the material of the next lesson (Appendix 5).
APPENDIX 2
Range of perception of objects using the organs of vision
APPENDIX 3
Hearing range of the human ear
APPENDIX 4
TABLE 1 (INFORMATION LOTTO)
Sourwhite
rustle
Solid
bitter
cutting
brilliant
scream
rough
voiced
fragrant
Beautiful
TABLE 2 (INFORMATION LOTTO)
FOR STUDENTS IT IS CUTTED INTO CARDS, FOR THE TEACHER THE CONTROL CARD IS NOT CUTTED