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4. Кандаурова Г.С., Каримов М.Ф. Несквозные магнитные домены в аморфных пленках Gd-Co // Журнал технической физики. - 1982. - Т.52. - Вып.7. - С. 1428 - 1430.
© Каримов М.Ф., Файзуллин В.В., 2019
УДК-37
Чебураев Д.С.
студент
ФГБОУ ВО «Мордовский государственный педагогический институт им. М.Е. Евсевьева» г. Саранск, Республика Мордовия E-mail: [email protected]
SPECIFIC WAYS OF TEACHING THE ENGLISH LANGUAGE IN SUMMER CAMPS
Annotation
This article reveals the concept of a game on the example of a children's camp, identifies the main differences from the camp without a language orientation, highlights the advantages and disadvantages of this kind of organization of children's education and leisure.
Key words:
children's camp, education, English, game, training, leisure.
A foreign language is becoming an essential part of socio-economic, scientific-technical and general cultural fields. This fact undoubtedly enhances the status of a foreign language as an academic subject.
The main activity of children's language camps is the study of foreign languages and deep immersion in the language environment in an informal way. Such camps can be set up in the country where the language being taught is recognized as the state language, however, language camps can also be found in other countries where the language being studied is not official. [2, стр. 180] Games are the main kinds of education there. There is a great variety of them, but the most popular ones are the following.
Battleship
This game contributes to the actualization of the material studied on different topics, training in listening and dialogical skills, and consolidating lexical skills. [2, стр. 175]
The facilitator (teacher) welcomes the participants. Students are divided into two teams.
The teacher draws the attention of participants to the playing field pre-posted on the board, and reminds children of the rules of the game.
For example, a teacher can choose a topic "Shopping".
Teacher: "London has a lot of large department stores and exclusive boutiques as well. There are many areas to go on shopping trips, such as Oxford Street, Covent Garden, and Knightsbridge". Ship A2
The teacher reads the description of the various types of stores, the students take turns to name the possible options:
1. You can buy pork, beef, chicken and sausages in this shop (At the butcher's).
2. We can buy flour, sugar, rice and salt there (At the grocer's).
3. People can buy biscuits, cakes and sweets there (At the sweet shop).
4. We buy white bread (At the baker's).
5. You can buy fish in the shop (At the fishmonger's).
6. People buy milk, cream, cheese and different dairy products there (At the dairy's).
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Ship B4
Sample student questions and answers:
1. Do you go to the shop every day?
2. Does your father often buy meat?
3. How many loaves of bread do you buy every day?
4. Did your brother go to the shop yesterday? Ship S1
Students receive cards with phrases and have three minutes to complete the following word combinations.
Ship E3
Teams receive a task on the cards: a poem "English Table Manners" with missing words. Time to complete the task - 5 minutes.
To sum up, a teacher counts the number of ships of each team. Then announces the winner, thanks students for their work.
Brain Ring
Topic: We know Great Britain better!
This game is the final on the shift, according to its subject "A Visit to Great Britain". In the course of this game there is a synthesis of material on the theme "United Kingdom", as well as the actualization of the material studied. [2, стр. 190]
Participants of the game are divided into teams of 6 people. First two teams compete, one minute is given for discussion of each question. Points are the team that gives the correct answer first. If the wrong answer was given, then the opposing team has the opportunity to respond before one minute of discussion expires. If none of the teams gives the correct answer, you can earn 2 points for the answer to the next question. The game continues up to 6 points of one of the teams. The winning team plays with the next opponent. Thus, the questions of the brain-ring offered to the teams check not only the knowledge of the actual material learned during the shift, but also the ability to apply this knowledge. Questions require ingenuity, quick thinking, attentiveness and general erudition.
The following sample questions are suggested:
I. What is the capital of the UK? (London)
3. The Romans first invaded Britain in ... (the 1st century BC)
4. What is the name of the British national flag? (the Union Jack)
5. What is the name of the English Queen Queen? (Elisabeth George Windsor)
6. Where are the British kings crowned? (in Westminster Abbey)
7. What is a dragon on its flag? (Wales)
8. What is the highest mountain in Wales? (Snowdon)
9. What lake does the famous Scottish monster live in? (Loch Ness)
10. What is the longest river in Great Britain? (the Severn)
II. What is the capital of Northern Ireland? (Belfast)
12. What city in Britain has nickname "The Smoke"? (London)
14. What is the Scottish national costume for men? (the kilt)
15. What is the most popular drink in Britain? (tea)
16. Piccadilly Circus is the heart of London's ... (West End)
17. Where are the famous British people? (in Westminster Abbey)
18. What is London Elizabeth II? (Buckingham Palace)
19. Where is Nelson's Column? (in Trafalgar Square)
Brain-ring is completed by summing up and rewarding teams.
Thus, in this linguistic camp a partial immersion into the language environment takes place. In the first half of the day, children study grammar and spelling according to the academic program, in the second they are engaged in vigorous activity as part of an exciting program. Thanks to all this, students get rid of the language barrier, acquire practical language skills, and increase interest in learning a foreign language.
Developed game trainings are also aimed at personal development: the development of communication skills
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(communication in a team, communication with peers, the ability to speak to an audience, overcoming communication barriers, communication with parents and adults, the development of leadership skills and the ability to defend their point of view in the dispute).
It should be noted that some of the developed activities presented above have been successfully tested in a children's language camp. References
1. Бородулина, М.К. Обучение иностранному языку, как специаль-ности : учеб.пособие / М.К. Бородулина, А.Н. Карлин, А.С. Лурье. - М.: Высшая школа, 2016. - 255 с.
2. Сафонова, В. В. Коммуникативная компетенция : современные подходы к многоуровневому описанию в методических целях. - М. : Еврошкола, 2004. - 236 с.
© Чебураев Д. С., 2019
УДК 373
Шакриев В.Р.
студент БФ БГУ г. Бирск, РФ Каримов М. Ф. канд. физ.-мат. наук, доцент БФ БГУ
г. Бирск, РФ E-mail: [email protected]
ФИЗИКО-МАТЕМАТИЧЕСКОЕ МОДЕЛИРОВАНИЕ ОБЪЕКТОВ,
ПРОЦЕССОВ И ЯВЛЕНИЙ ПРИРОДНОЙ И ТЕХНИЧЕСКОЙ ДЕЙСТВИТЕЛЬНОСТИ УЧАЩИМИСЯ ОБЩЕОБРАЗОВАТЕЛЬНОЙ ШКОЛЫ
Аннотация
Рассмотрена учебная эвристика физико-математического моделирования фрагментов природной и технической действительности, используемая на занятиях с учащимися по физике в средней общеобразовательной школе.
Ключевые слова
Физико-математическое моделирование, эвристические вопросы.
Информационное моделирование объектов, процессов и явлений действительности, состоящее из этапов постановки задачи, построения модели, разработки и исполнения алгоритма, анализа результатов и формулировки выводов, возврата к предыдущим этапам при неудовлетворительном решении задачи, выделяется основным методом научного и учебного познания и преобразования фрагментов окружающего нас мира [1].
Применение методов физического и математического моделирования фрагментов природной и технической действительности с использованием компьютерных технологий стало традиционным в научном познании реальности, проектируемом и реализуемом в академических, отраслевых институтах и высших учебных заведениях [2] в последней четверти двадцатого века.
Учебное физико-математическое моделирование объектов, процессов и явлений природы и технологий начало внедряться в дидактику средней общеобразовательной школы с 1985 года после включения в учебные планы средних учебных заведений обязательного учебного предмета «Основы информатики и вычислительной техники» [3].
В множество эвристик, используемых учителями и старшеклассниками при постановке учебных
