Известные люди. Степан Крашенинников
(для учащихся 8-ых классов)
Цель: развитие познавательной активности и повышение мотивации к изучению английского языка за счёт овладения определённым объёмом региональных знаний.
Развивающая: развивать критическое мышление;
Воспитательная: формировать у школьников любовь и уважительное отношение к родному краю;
Образовательная: совершенствовать лексические навыки устной речи, чтения и аудирования.
I. Фаза вызова: пробуждение интереса к получению новой информации
Teacher: Imagine that you are planning your holidays. Which place would you choose to visit and why?
the Valley of Geisers
The Black Sea
your grandmother’s village
II. Фаза осмысления содержания: получение новой информации
1. Ученикам предлагается выполнить несколько лексических упражнений.
Exercise 1. Look at the pictures and guess the meaning of the words.
The Valley of Geysers, a shore, an island, a scientist, a peninsula, an earthquake, a hot spring, a grave.
Exercise 2. Match the words.
Bear, fox, sable, mink, lynx, deer, snow ram, seal, fur seal, sea otter, whale, eagle, sea-gull, cormorant, salmon, caviar.
Норка, олень, рысь, медведь, лиса, снежный баран, соболь, кит, чайка, тюлень, лосось, икра, морской котик, калан, орел, баклан.
Exercise 3. Choose the right pre""> to get…
to be ready…
to be born…
to take part…
2. Для получения дополнительной информации учащимся предлагается самостоятельно прочитать текст и выполнить к нему задания.
Exercise 1. Read the first part of the text and answer the questions:
1. What was S.P. Krasheninnikov?
2. When did he begin studying in Moscow?
3. What languages did Stepan learn?
4. He was the worst student of the Academy, wasn’t he?
Stepan Petrovich Krasheninnikov is known as a famous Russian traveller and explorer of Siberia and Kamchatka. S. Krasheninnikov was born in a poor family on 31 October, 1711 in Moscow. His father was a soldier. At the age of 13, Stepan became a pupil of Moscow Ecclesiastical Academy and worked hard throughout his schooling. He learnt Latin and Greek very well and got a good education. In 1732 S. Krasheninnikov was sent to the Academy of Science in Petersburg. He studied Natural History, Botany, Physics and Geography there. As the best student of the Academy he was chosen to take part in the Second Kamchatka Expedition in 1733.
Exercise 2. Read the second part of the text and decide if the following statements are true (T) or false (F):
1. S. Krasheninnikov went to Kamchatka and then to Okhotsk.
2. Native people helped him to study flora and fauna of Kamchatka.
3. He went to North America with G. Steller.
4. 10 years later Krasheninnikov wrote a book about Kamchatka.
In the summer 1737, Krasheninnikov went to Okhotsk and then to Kamchatka. He sailed by a small boat “Fortuna” to the western shore of Kamchatka. But during a terrible storm the boat was crashed. Native people helped him and his assistants to get to the central settlement of the peninsula - Bolsheretsk. S. Krasheninnikov developed his talent while studying flora and fauna of Kamchatka. He was interested in the life and traditions of native people. In September 1740 he joined Vitus Bering`s expedition to North America under Georg Steller command. After that S. Krasheninnikov together with G. Steller explored Kamchatka again. Only 10 years later, in February 1743 Stepan Krasheninnikov came back to Petersburg and began writing a book about his travelling to Kamchatka.
Exercise 3. Read the third part of the text and choose the right answer:
1. S. Krasheninnikov became famous as…
a) a writer; b) a scientist; c) a sportsman;
2. He was a … of the Academy.
a) teacher; b) rector ; c) professor;
3. His book about Kamchatka was published in…
a) 1750; b) 1756; c) 1752;
4. The book was written in…
a) Russian; b) English; c) French
In two years S. Krasheninnikov made his name as a young scientist and headed Botanic Garden. In 1750 he became a professor of the Academy of Science and then the Rector of the University. During his work in the Academy Krasheninnikov made friends with M. Lomonosov – a world-known Russian scientist. In 1752 his great work “The Description of Kamchatka Land” was ready for printing. Unfortunately, Stepan Petrovich Krasheninnikov died on 25 February, 1755 and couldn’t see his book which was published only in 1756. “The Description of Kamchatka Land” was translated into German, English, French, Dutch and became the only work about Kamchatka known in Europe. S.P. Krasheninnikov was buried in Petersburg. Some places in Kamchatka were named after him: an island, a bay, a river, a volcano, a street, a library etc.
III. Фаза рефлексии: использование новых знаний в ситуациях повседневного общения
1. Учащимся предлагается прослушать диалог, который состоялся между С. Крашенинниковым, его женой и другом после публикации его книги о Камчатке.
Exercise 1. Listen and fill in the gaps with the words.
-Friends! I am so glad! I have just received my book. Look at it! Two … !
-What book, my darling?
-The book that I had been working for four years! I called it “The Description of Kamchatka Land”
-Kamchatka? Where is it?
-In the … of Russia. It’s a wonderful land.
-Is it an … ?
-No, it’s a … . It is situated on the coast of the Pacific Ocean.
-Oh, it’s so far from us! I was so tired to wait for him. Just imagine! He had been absent for a long time.
-Why did you go there? What attracted you?
-Kamchatka is a … land. There are many active volcanoes there. Sometimes you can feel … . It is like somebody is shaking the ground. I must admit it’s horrible. And …!
-Hot springs? What are they?
-There is a great … in the central part of Kamchatka. Even in winter you can bathe in them and you can boil eggs for example.
-Boil eggs? It’s so interesting. I can’t imagine that you can do it without fire.
-Yes, dear! It’s true! And what animals live there: bear, fox, …, mink, lynx, … , snow ram and what not!
-I know this land is washed by water. Are there any sea animals in Kamchatka?
-Yes, you are quite right! I saw seal, … , sea otter and there.
-And what about birds in Kamchatka?
-Yes, there are many species of birds there: big white head … , beautiful sea-gulls and silent cormorants.
-Beautiful … ? Do they like fish?
-Oh, you have never seen such …! Red fish – it’s called … . And its caviar! It’s so tasty!
-Oh? It’s really delicious! Especially! Here it is. Help yourself. Let’s have tea with .
All together: Thank you very much!
II. Для развития навыков устной речи учащимся предлагается выполнить ряд упражнений, направленных на формирования навыков монологической речи(индивидуальная форма работы), навыков диалогической речи (парная форма работы) и развития навыков полилога (групповая работа).
Exercise 1. Give a 2-minute talk on Kamchatka.
Remember to say:
where Kamchatka is situated
what the flora and fauna are like
what the region is famous for.
Exercise 2. Imagine that you have met S.P. Krasheninnikov. What would you like to ask him about?
his impressions about Kamchatka
his book about Kamchatka
his desire to visit Kamchatka again.
Exercise 3. You are on holidays and have time to see Kamchatka. You can go:
to hot springs
to a volcano
to the forest.
Discuss all the options in your group and come to an agreement.
III. Чтобы проверить, кто из учащихся лучше всего запомнил информацию, рекомендуется провести небольшой тест-викторину.
Exercise 1. To do the quiz answer the questions.
What places are named after S.P. Krasheninnikov?
Where was S.P. Krasheninnikov buried?
When and where was this stamp printed?
What expedition did Krasheninnikov join in 1740?
How many years did Krasheninnikov spend in Kamchatka?
What sea animals did Krasheninnikov find in Kamchatka?
What traditional food impressed Krashninnikov?
Who helped Krasheninnikov in exploring Kamchatka?
Why did Krasheninnikov name Kamchatka a unique land?
What is the name of Krasheninnikov’s famous work?
V. Подведение итогов
Краткое описание документа:
Урок по теме "Известные люди.Степан Крашенинников" предназначен для учащихся 8-ых классов. Основной целью урока можно считать развитие познавательной активности учащихся и повышение их мотивации к изучению английского языка за счёт овладения определённым объёмом региональных знаний. Поэтому на первый план выходят задачи воспитательные и развивающие задачи:
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