Методическая разработка внеклассного мероприятия по английскому языку "Ветаринария как наука"
методическая разработка

Департамент внутренней и кадровой политики Белгородской области

ОГАПОУ «Бирючанский техникум»

Методическая разработка

викторины

по иностранному языку (английский)

 «Ветеринария как наука»

г. Бирюч, 2019 г.

Рассмотрено                                                                        УТВЕРЖДАЮ

на заседании ПЦК                                                               Зам. директора

общеобразовательных дисциплин                                    ___Черемушкина Т. Б.

протокол №      от «    »___________2019 г.                    «    »__________2019г.

Председатель ПЦК _________  М.В.Овчарова    

Составитель: Ю. С. Гребенникова, преподаватель общеобразовательных дисциплин

        Методическая разработка викторины по иностранному языку (английский) предназначена для преподавателей иностранного языка (английский). В ней изложена методика проведения данного внеклассного мероприятия. Она написана с целью обмена опытом и повышения своего педагогического мастерства.

Содержание

1. Введение ……………………………………………………. 4
2. Основная часть:…………………………………………….. 5-10

а) Первое задание «Приветствие команд»;

б) Второе задание «Лучший чтец»;

в) Третье задание «Анатомия сельскохозяйственных животных»;

г) Четвертое задание «Идеальный ветеринар»;

д)  Пятое задание «Заболевания сельскохозяйственных животных»;

е) Шестое задание «Современное медицинское оборудование»;

ж) Седьмое задание «Скорая помощь»;

з) Восьмое задание «Видео вопрос»;

и) Девятое задание «Песенный конкурс».

   3. Заключение……………………………………………………… 11

Введение

Викторина по иностранному языку «Ветеринария как наука» проходит в форме конкурса между двумя командами: “Vets for pets” и “Hot hearts”. В конкурсе участвуют две команды в количестве по 5 человек. В каждой команде игроков имеется капитан. Команды составлены из числа студентов 3 курса специальности Ветеринария. Конкурс состоит из 9 заданий, нацеленных на закрепление лексических единиц по программе ОГСЭ.03 Иностранный язык (английский).

Цель каждой команды – правильно, грамотно, четко и быстро справиться с каждым заданием. Каждое задание оценивается баллами, при этом учитывается не только правильность ответа, но и грамотность речи, четкость произносимых слов.

Основная часть

   Good afternoon, students! Today we will play with you. We also will have a good opportunity to find the best vets from your group. Are you ready?

The first task is “Greeting”.  Your leader should present the team and the representatives. (Обучающиеся представляют свою команду).

Very good! Let’s applause to each other! For each task you will be given a like.

The second task is “The best reader”. You should read and translate the following words:

Veterinary

Veterinarian

Farm

Feeding

Housing

Livestock

Pasture

Nutrition

Breeding

Treatment

Vaccination

Disease

Drug therapy

Animal husbandry

Slaughterhouse

X-ray machines

Ultrasound machines

Domestication of wild animals

Operate medical equipment

Perform surgery on animals

The third task is “The Anatomy of agricultural animals”. Your will be given the list of paper on which you should draw an agricultural animal and write down the parts and the organs of this animal.

The forth task is “An ideal veterinarian”. Look at the blackboard, please. There you can find some words. Your task is to take the words according to your topic.

Veterinarian disciplines

Anatomy

Histology

Physiology

Pharmacology

Microbiology

Bacteriology

Virology

Parasitology

Pathology

Radiology

Hygiene

Anesthesiology

Mastitis

Brucellosis

Swine fever

Anthrax

Leptospirosis

Tuberculosis

Brucellosis

Canine distemper

Rabies  

Erysipelas

Distemper

Bird flu

(Обучающиеся читают и переводят предложенные слова).

The fifth task is “The diseases of agricultural animals’. Your task is to read the text and guess the disease.

The first text

     It is the anthropozoonostic disease with aggressive clinical behavior. It is caused by polypathogenicneurothropical virus and transferred via the bite with saliva of an infective patient. It is accompanied by the affection of central nervous system, and as a rule ends with animal’s death.

     All warm-blooded animals are susceptible to rabies virus. They are fox, wolf, and jackal of cats and cattle, dogs, sheep, goats, and horses.

     The source of virus agents comes to be ill animals and virus carries.

    The most typical signs are registered with dogs. The first symptoms usually appear in 10–15 days after the contagination. The animal does not react to calling, it becomes very gentle, or barks without any reason. The appetite is perverted, the animal refuses to eat, but can hardly swallow. Dogs have no hydrophobia; they are thirsty but cannot drink much. The experience dysphasia and difficulty of urination excrements are watery with odd objects inside. Salivation and sexual instincts are more intense. Depression comes after rage attacks and continues with indifference. During rage attacks the animal can bite a stick and keep it, if in a cage it bites swigs damaging its mouth mucous tunic and breaking teeth. The animal becomes aggressive wants to escape wherever. The wandering dogs tires to bite people and animals. Theparalysis of larynx, tongue, lower jaw or pelvic is possible. The animals die because of the suffocationcaused by the paralysis of respiratory center.

The clinical behavior of other species of animals can differ. For example, cats usually have violent form followed by husky mewing, scratching other animals and people, tries to escape. The duration of the disease is 3–6 days.

The violent form is observed with horses; they fall down and stand up, bite people caring after them or other try to run away, hit against obstacles. The paralysis starts with pelvic limbs and proceeds slowly. The disease lasts 4–6 days. The symptoms with cattle are the same as with horses. An ill animal is very aggressive, attacks other cattle and horses, butting or even biting them. The mooing is hoarse, loud and long. The clinical behavior of sheep and goats is practically the same.

The violent forms are also observed with pigs characterized by anxiety, excitement and aggressive attitude towards other animals and people. Rabies with birds is very rare, and is registered only in natural conditions due to a bite of an animal.

Among wild animals the wolves are affected mostly. They are extremely aggressive; they attack animals and people even in cities. The cases of rabies with jackal, wild pig, bear, lion and antelope are known.

The cadavers of dead animal have bites and scratches. There is congestive hyperemia of inner organs. The stomach is empty; have some uneatable objects inside. There may be some signs catarrhal inflammation of stomach mucous tunic and small intestine and sometimes of hemorrhage. The brain is edematic with cerebral hemorrhage.

Diagnosis is identified on the basis of epizootological clinical data and results of laboratory testing. The cadaver or the head is examined in the laboratory. Brain tissue is microscopically examination in order to discover Negri corpuscles.

Dry cultural inactivated vaccine of BNIITIBP and AZVI antirabic vaccine are used for rabies prevention and postinfectious vaccination with exception of dogs. In 1973 World Health Organization recommended inactivated antirabic vaccine as the most adequate for rabies prevention and treatment with animals. In our country inactivated ethanol VGNKI is used. All animals are killed, and their cadavers are destroyed (cremated).

The second text

It is an acute infectious disease caused by the bacterium Bacillus anthracis and is highly lethalin some forms. Anthrax most commonly occurs in wild and domestic ruminants, but it can also occur in humans when they are exposed to infected animals, tissue from infected animals, or high density of anthraxspores. Anthrax cannot spread from human to human. Anthrax infection is extremely rare in common domestic pets (dogs and cats).

Anthrax is rare in humans although it occasionally occurs in ruminants such as cattle, sheep, goats, camels, and antelopes. Bacillus anthracis bacteria are soil-borne.

Anthrax can enter the human body through the intestines, lungs, or skin (cutaneous) and causes distinct clinical syndromes based on its site of entry. An infected human will generally be quarantined. However, anthrax does not usually spread from an infected human to a noninfected human.

Anthrax is usually contracted by handling infected animals or their wool, germ warfare/terrorism or laboratory accidents.

Pulmonary (respiratory or inhalation) anthrax. Respiratory infection initially present with cold or flu-like symptoms for several days, followed by severe (and often fatal) respiratory collapse. If not treated soon after exposure, before symptoms appear, inhalation anthrax is highly fatal, with near 100% mortality.

Gastrointestinal (gastroenteric) anthrax. Gastrointestinal infection is most often caused by the ingestion of infected meat and often presents with serious gastrointestinal difficulty, vomiting of blood, severe diarrhea, acute inflammation of the intestinal tract, and loss of appetite. Intestinal infections result in fatality 25 to 60 % of the time.

Cutaneous (skin) anthrax. Cutaneous infection is mainfested by progressive stages from an erythematous papule to ulceration and finally to formation of black scar (i.e., eschar). The black escharoften presents with a large, painless necrotic ulcers (beginning as an irritating and itchy skin lesion or blister that is dark and usually concentrated as a black dot, somewhat resembling bread mold) at the site of infection. Cutaneous infection is the least fatal but without treatment, approximately 20 % of all skin infection cases may progress

to toxemia and death. Treated cutaneous anthrax is rarely fatal.

Treatment for anthrax infection and other bacterial infections includes large doses of intravenous and oral antibiotics, such as, penicillin, ciprofloxacin, doxycycline, erythromycin, and vancomycin.

Anthrax spores can survive for long periods of time in the environment after release. Methods for cleaning anthrax contaminated sites commonly use oxidizing agent such as peroxides. These agents slowly destroy bacterial spores.

Chlorine dioxide has emerged as the preferred biocide against anthraxcontaminated sites having been employed in the treatment of numerous government buildings over the past decade.

(Каждая команда получает текст, после прочтения которого, должна сказать о каком заболевании идет речь).

The sixth task is “Modern medical equipment”. You will be given an envelope in which there is a card with the name of the modern medical equipment. You should guess it according to the description.

1. It is a special medical device used in ultrasonography for diagnostic and therapeutic purposes (Ultrasound machine).
2. It is a device used to generate X-rays. It is commonly used by radiographers to acquire an x-ray image of the inside of an object but they are also used in sterilization or fluorescence (X-ray machines).

(Обучающимся предлагается узнать медицинское оборудование по краткому описанию).

The seventh task is “Emergency”. Imagine that you work as an ambulance vet. Each time you have different tasks. Try to do it as quick as possible.

Examine the sheep.

Diagnose dog’s health problems.

Treat the wound.

Dress the wound.

Perform the surgery.

Vaccinate against the disease.

Operate medical equipment.

Prescribe medication.

Euthanize animals.

Check the heart bit.

Make the injection.

Give the pills to the dog.

Make the operation.

Give a birth to a sheep.

(Участникам команды по очереди предлагается выполнить ряд медицинских манипуляций).

The eighth task is “Video question”. You will watch the video question and solve the problem of the client.

(На экране представлен видео-вопрос от клиента веет. Клиники с описанием проблемы. Обучающиеся должны дать совет и предложить диагноз).

The ninth task is “Singing vets”.  You should listen to the song for the first time and write down the name of the animals.  For the second time we will sing it together. Listen to this song, please.

As sly as a fox, as strong as an ox.
 As fast as a hare, as brave as a bear.
 As free as a bird, as neat as a word.
 As quiet as a mouse, as big as a house.
All I wanna be, all I wanna be, oh.
 All I wanna be is everything.
As mean as a wolf, as sharp as a tooth.
 As deep as a bite, as dark as the night.
 As sweet as a song, as right as a wrong.
 As long as a road, as ugly as a toad.
As pretty as a picture hanging from a fixture.
 Strong like a family, strong as I wanna be.
 Bright as day, as light as play.
 As hard as nails, as grand as a whale.
All I wanna be oh, all I wanna be, oh.
 All I wanna be is everything.
 Everything at once.
 Everything at once, oh.
 Everything at once.
As warm as the sun, as silly as fun.
 As cool as a tree, as scary as the sea.
 As hot as fire, cold as ice.
 Sweet as sugar and everything nice.
As old as time, as straight as a line.
 As royal as a queen, as buzzed as a bee.
 Stealth as a tiger, smooth as a glider.
 Pure as a melody, pure as I wanna be.
All I wanna be oh, all I wanna be, oh.
 All I wanna be is everything.
 Everything at once.

(Обучающиеся должны прослушать песню и записать всех животных, которых они услышали).
Results. Well done! You did great work! You are the best vets! (Подводятся итоги викторины).

Заключение

        Проведенный конкурс позволяет обучающимся расширить их кругозор, способствует повышению интереса к изучаемым дисциплинам, рождает желание узнать что-то новое.         Правильное сочетание методов обучения, приемов педагогической деятельности делает мероприятие насыщенным, продуктивным. Активная творческая деятельность студентов повышает их ответственность за результат своего труда, создает условия для поиска информации, необходимой для проведения данного мероприятия.

        Использование на занятии игровой технологии позволяет осуществлять индивидуальный подход в работе со студентами, владеющими разной степенью освоения учебного материала, обеспечивает динамичность, наглядность, позволяет расширить объем информации.

        Благодаря наглядности и интерактивности студенты вовлекаются в интересную работу, у них обостряется восприятие, повышается концентрация внимания, улучшается понимание и запоминание темы. Использование игровых методов обучения позволяет сформировать у студентов  навыки самостоятельности и ответственности, умение хорошо разбираться в учебном материале, создает благоприятные условия для закрепления  изученного материала.