Методическое пособие «Цикл аудиторных занятий по изучению лексико-грамматического материала по специальности 13.02.11 Техническая эксплуатация и обслуживание электрического и электромеханического оборудования."
учебно-методическое пособие по английскому языку на тему

комитет образования и науки Волгоградской области

государственное бюджетное профессиональное образовательное    учреждение

«Волжский политехнический техникум»

Методическое пособие «Цикл аудиторных занятий по изучению лексико-грамматического материала по специальности 13.02.11 Техническая эксплуатация и обслуживание электрического и электромеханического оборудования.

Учебная дисциплина: иностранный язык

    Специальность: 13.02.11 Техническая эксплуатация и обслуживание электрического и электромеханического оборудования.

Курс: 3

Автор: Болдырева Ю.С.

2017

СОДЕРЖАНИЕ

Методическая разработка урока по теме: “Fuses.The Infinitive.” ……………3

Методическая разработка урока по теме: “Push-pull amplifier. The Subjunctive mood.” ……………………………………………………………………………10

Методическая разработка урока по теме:  “Amplifier Stages in Series. The Gerund”……………………………………………………………………………...17

Методическая разработка урока по теме:  “Electricity” ………………………24

Методическая разработка урока по теме: “Electric Power. Direct and Indirect Speech” …………………………………………………………………………...31

Конспект урока:

Дисциплина: Английский язык

Тема урока: Fuses. The Infinitive.

Тип урока: практическое занятие.        

Цели:

обучающие: формировать навык чтения с частичным пониманием прочитанного; совершенствовать умения и навыки практического владения английским языком по теме «Fuses. The Infinitive», добиваться усвоения новой лексики.

развивающие:   способствовать развитию воображения, аналитического мышления; развивать познавательный интерес и творческие способности, коммуникативные компетенции; развивать навыки восприятия зрительной и слуховой информации, умение понимать поставленную проблему с опорой на имеющиеся знания.

воспитательные: воспитывать уважительное отношение к иноязычной культуре, толерантное отношение студентов друг к другу; внимательность, ответственность, самостоятельность мышления, стремление к саморазвитию.

Методы обучения:

1. словесные
2. наглядные
3. репродуктивные
4. частично-поисковые

Оборудование:

1. мультимедийный проектор;
2. экран;
3. раздаточный материал: лексический материал, карточки с заданиями, комплекты практических заданий.

Ход урока

1. Оргмомент. Good afternoon everybody. I’m glad to see you. I hope you are fine today and ready to work hard. So, let’s start. Today we are going to read the text about fuses and to learn about the Infinitive.
2. Работа с текстом Fuses.

Look at the text, please.

                                        Fuses.

Fuses are widely used nowadays as protection devices. They are utilized in various circuits, electrical equipment and installations. Fuses serve to protect them against overcurrents and short-circuits.

    There are different types of fuses in use nowadays. Of them, quartzsand fuses serve for voltages up to 500 volts; fuses of this kind are produced with current ratings of 15 to 60 amp and of 100 to 350 amp.

Fuses are commonly used in low-voltage industrial installations rated up to 1,000 V.

    Fuse protection is based on a very simple principle: in case of a short-circuit or overcurrent, when the maximum value of current has been exceeded, the fusible link of a fuse is heated to its melting point. This opens the circuit and disconnects the circuit from the power source. In case of a fault, one should replace the faulty fusible element by a new one.

Fuses are used both in direct current (d.c.) and alternating current (a.c.) circuits.

Kolya, read the first paragraph with Russian translation. Sasha, read the second one and translate it. Dima, will you read and translate the last paragraph of the text.

And now you are to complete the sentences using the correct variant:

1. A fuse serves                             a) as a load.

                                                b) as a protection.

2) Fuses are used                        a) for d.c. only.

                                                b) for both a.c. and d.c.

3) In case of a fault                        a) the whole fuse should be replaced.

                                                b) the faulty link should be replaced.

4) Fuse protection is based on        a) a simple principle.

                                                b) a complex principle.

Let’s answer the questions to the text.

1. What does a fuse serve for?
2. For what type of current are fuses used?
3. What should be done in case of a faulty fuse?
4. What principle is fuse protection based on?

3. Объяснение грамматического материала по теме The Infinitive.

Инфинитив представляет собой неличную форму глагола, которая только называет действие, не указывая ни лица, ни числа, ни наклонения. Инфинитив соответствует в русском языке неопределённой форме глагола: to play – играть, сыграть, to send – посылать, послать.

Формальным признаком инфинитива является частица to, которая не имеет самостоятельного значения:

He likes to travel. – Он любит путешествовать.

Отрицательная форма инфинитива образуется с помощью частицы not, которая ставится перед ним:

“To be, or not to be: that is the question.” – «Быть или не быть – вот в чём вопрос.»

В предложении инфинитив может выполнять следующие функции:

- подлежащего:

To sleep in the open air is very useful. – Спать на открытом воздухе очень полезно.

- части составного именного сказуемого:

His task was to help them. – Его задачей было помогать им.

- дополнения:

He promised to come in time. – Он обещал приехать вовремя.

- обстоятельства для выражения цели:

She took a taxi to be on time. – Она взяла такси, чтобы не опоздать.

- обстоятельства для выражения следствия со словами too (слишком), enough (достаточно):

Your tea is too hot to drink now. – Ваш чай слишком горячий, чтобы пить его сейчас.

I’ve known him long enough to trust him. – Я знаю его достаточно давно, чтобы доверять ему.

- определения:

В этой функции инфинитив всегда стоит после определяемого существительного:

I’m looking for a book to read. – Я ищу книгу, которую можно почитать.

Инфинитив в функции подлежащего, части составного сказуемого, дополнения, обстоятельства цели, следствия в большинстве случаев передаётся в русском языке существительным или инфинитивом:

To read is the best way to learn about the world. – Чтение – лучший способ узнавать об окружающем мире.

He went to the shop to buy a present for his wife. – Он пошёл в магазин, чтобы купить подарок для своей жены.

Однако инфинитив в функции определения чаще переводится определительным придаточным предложением с глаголом долженствования, а также прилагательным , причастием, существительным или личной формой глагола (в зависимости от контекста):

 She's got a small flat to sell. – У неё есть маленькая квартира, которую нужно продать.

 I’ve got a lot of work to do. – У меня много работы, которую надо сделать.

Can you recommend a dress to wear? – Ты можешь порекомендовать мне платье, которое можно надеть?

4. Первичное закрепление, выполнение упражнений по теме Инфинитив.

1. Look at the sentences with infinitive. Let’s read and translate them. (Выполняется устно, учащиеся зачитывают предложения, отображаемые проектором.)

- To do two things at once is to do neither.

- To find a good show, look for the long queues.

- To know everything is to know nothing.

- To be is to do (Socrates).

- To do is to be (Sartre).

- You must look into people as well as at them.

- It is better to understand a little than to misunderstand a lot (A. France).

- Too little emotion does not motivate, and too much may hinder the process of solving a problem.

Из этих предложений видно, что чаще всего инфинитиву предшествует частица to, однако в шестом и восьмом предложениях мы видим инфинитивы без частицы to (look, hinder), с чем это может быть связано? Объясняется это тем, что инфинитивы в данных предложениях следуют после модальных глаголов must и may.

Запомните случаи, в которых инфинитив употребляется без частицы «to».

- после модальных глаголов;

- после глаголов to let, to make;

- в сложном дополнении после глаголов восприятия (to see, to hear, to feel, etc.)

- после выражений I would rather… You had better…

2. Look at the sentences and put «to» where it is necessary. (Выполняется устно.)

- I like … dance.

- I’d like …dance.

- She made me … repeat my words several times.

- I saw him …enter the room.

- She did not let her mother … go away.

- Do you like … listen to good music?

- That funny scene made me … laugh.

- My brother can … speak French.

- May I … use your telephone?

- It is high time for you … go to bed.

- I would rather … stay at home today.

- Let me … help you with your homework.

- I think I’ll be able …solve this problem.

- We don’t feel the earth … move.

- Pete can’t … concentrate with the radio on.

- You look tired. You had better …go home.

3) Сomplete the sentences, using the infinitive.

(Выполняется устно.Учащиеся зачитывают начало предложения, подставляя подходящий по смыслу инфинитив, который выбирают сами.)

- The problem is too difficult … (to solve it.)

- The box is too heavy … (to carry it.)

- The baby is too little …(to walk.)

- She is too busy … (to talk to you.)

- The rule was too difficult … (to understand it.)

- The accident was too terrible … (to talk about it.)

- The window was so dirty … (to see through it.)

- I have too little wool … (to make a sweater.)

- He was too foolish … (to understand my explanation.)

- She was too inattentive … (to notice the mistake.)

4) Transform the sentences, using the infinitive.

E.g. The boy had many toys which he could play with.

        The boy had many toys to play with.

(Выполняется устно. Учащиеся преобразуют предложения, используя инфинитивные обороты, опираясь на образец.)

- Here is a new brush which you will clean your teeth with.

- Here are some more facts which will prove that your theory is correct.

- Here are some tablets which will relieve your headache.

- Who has a pen to spare? I need something I could write with.

- I have brought you a book which you can read now.

- Soon we found that there was another complicated problem that we were to consider.

- I have an exam which I must take soon.

- There was nothing that he could do except  go home.

- Is there anybody who will help you with your spelling?

5) Listen to some wise advice and write the infinitives you have heard.

(Студент зачитывает мудрые советы, остальные слушают и записывают инфинитивы.)

Take time to think, it is the source of power. Take time to read, it is the foundation of knowledge. Take time to work, it is the price of success. Take time to enjoy friends, it is the source of happiness. Take time to play, it is the secret of youth. Take time to dream, it hitches the soul to the stars. Take time to love, it is the one sacrament of life.

6)Translate the sentences containing infinitives.

(Выполняется письменно.)

1. For him, however, obstacles existed only to overcome.
2. It is easier to pull down than to build.
3. It is easy to be brave from a safe distance.
4. It is a woman’s privilege to change her mind.
5. One of the best ways to understand something is to try to explain it to others.
6. It is easy to be wise after the event.

5. Подведение итогов занятия.

What text were you reading? What was it about? What new information have you learned from it? What grammar material have you learned today?

6. Объявление домашнего задания, выставление оценок.

So, your work was good. Your homework will be to revise grammar material about the Infinitive and to translate these sentences into English.

1. Сделать это – значит помочь ему.
2. Чтобы сделать эту работу вовремя, он должен начать её сейчас.
3. Эта проблема слишком сложная, чтобы решить её сразу же.
4. Наша цель заключается в том, чтобы удовлетворить эти требования.
5. Чтобы понять рассматриваемую проблему, вы должны прочитать эту статью.
6. Он не любит переводить технические статьи.
7. Работать с компьютером было новым для нас.
8. Он дал мне несколько новых книг почитать.

Our lesson is over. Good bye!

Конспект урока:

Дисциплина: Английский язык

Тема урока: Push-pull amplifier. The Subjunctive mood.

Тип урока: практическое занятие.        

Цели:

обучающие: формировать навык чтения с частичным пониманием прочитанного; совершенствовать умения и навыки практического владения английским языком по теме «Push-pull amplifier. The Subjunctive mood», добиваться усвоения новой лексики.

развивающие:   способствовать развитию воображения, аналитического мышления; развивать познавательный интерес и творческие способности, коммуникативные компетенции; развивать навыки восприятия зрительной и слуховой информации, умение понимать поставленную проблему с опорой на имеющиеся знания.

воспитательные: воспитывать уважительное отношение к иноязычной культуре, толерантное отношение студентов друг к другу; внимательность, ответственность, самостоятельность мышления, стремление к саморазвитию.

Методы обучения:

5. словесные
6. наглядные
7. репродуктивные
8. частично-поисковые

Оборудование:

4. мультимедийный проектор;
5. экран;
6. раздаточный материал: лексический материал, карточки с заданиями, комплекты практических заданий.

Ход урока

1. Орг. момент.

Good afternoon everybody. I’m glad to see you. Let’s start our lesson. Today we are going to work with text Push-pull Amplifier and to learn about the subjunctive mood, Conditionals type 2.

2. Работа с текстом Push-pull Amplifier.

So, let’s read the text about push-pull amplifiers. Pay attention to the new words, please.

To feed – питать

To include – содержать, заключать в себе

To remain – оставаться

To push – толкать

To pull – тянуть

Push-pull – пушпульный

Push-pull amplifier – двухтактный усилитель

Push-pull circuit – двухтактная схема

Push-pull transformer – пушпульный трансформатор

Feedback – обратная связь

Feedback amplifier – регенеративный усилитель

Feedback coil – катушка обратной связи

Feeding transformer – силовой трансформатор

Now, read the text silently to guess the main idea.

Push-pull Amplifier.

An amplifier is used to produce the output voltage greater than the input voltage. A push-pull amplifier includes two tubes. Their control grids are connected to the opposite ends of the input transformer secondary winding. The centre of this winding is connected to the tube cathodes. When maximum grid voltage is produced in one tube, minimum grid voltage is produced in the other tube. Thus, the sum of the plate currents remains constant.

The plate currents are fed into the opposite ends of the output transformer or a choke coil. It has its centre connected through the plate current supply to the cathodes. Thus direct current plate components are eliminated but alternating current components add in the circuit.

Look through the text and complete these sentences, using the correct variant:

1. An amplifier is used                           a) to separate a.c. from d.c.

b) to change the value of the input voltage.

2) The input voltage is increased        a) by means of a rectifier.

                                                       b) by means of an amplifier.

3) A push-pull amplifier includes        a) only one tube.

                                                       b) two tubes.

4) When maximum grid voltage

is produced in one tube        a) maximum grid voltage is produced in the other tube.

b) minimum grid voltage is produced in the other tube.

5) The sum of the plate currents         a) changes.                                        b) remains constant.

Учащиеся завершают предложения, выбирая правильный вариант

ответа.

Answer the following questions:

1. What is an amplifier used for?
2. By what means is a greater output voltage produced?
3. What are the main parts of a push-pull amplifier?
4. In what way are the tubes and the transformer connected?
5. Why does the sum of the plate currents remain constant?
6. What type of current is amplified by a push-pull amplifier?
7. What is the difference between a rectifier and an amplifier?

Учащиеся отвечают на вопросы по содержанию текста.

3) Объяснение грамматического материала по теме The Subjunctive mood, Conditionals type 2.

В английском языке существует три типа сложноподчинённых предложений с придаточными условий. Мы уже знакомились с придаточными условными предложениями 1 типа. В них содержится указание на реальное, выполнимое условие.

She'll go to the party if Mike invites her. Она пойдёт на вечеринку, если Майк пригласит её. Сослагательное наклонение (The Subjunctive mood) используется в условных предлжениях 2типа (Conditionals type 2). В этих предложениях содержится указание на нереальное условие, по причине которого осуществление действия главного предложения проблематично или невозможно. В таких предложениях действия могли бы произойти в настоящем или будущем, но это маловероятно. В главном предложении употребляется Future-in-the Past, в придаточном Past Simple.

She would go to the party if Mike invited her. Она пошла бы на вечеринку, если бы Майк пригласил её. (Это всё еще возможно, поскольку вечеринка ещё не состоялась, но это маловероятно.)

Обратите внимание! Сокращённая форма would = 'd

I’d help you today if I had time.

Глагол to be в условных предложениях 2 типа имеет форму were.

If I were older, I would work as a ranger. Если бы я был старше, я бы работал лесником.

If I were you I’d spend this money on books. На твоём месте я  потратил бы эти деньги на книги.

Учащиеся записывают правило.

4) Первичное закрепление, выполнение упражнений.

1) Translate the sentences into Russian. Katya, read them in English and in Russian. (выполняется устно)

1) She’d pass her exams next month if she worked hard.

2)She’d be happy if her friend phoned her tomorrow.

3) If we were in America, we’d go to see Washington.

4) He’d work as a waiter next summer if they took him.

5) If I knew his e-mail, I’d send him a birthday greeting.

6) If I were you, I’d apologise.

2) Look through the sentences. Which of them contain an unreal condition? Sasha read the sentences which contain an unreal condition. (выполняется устно)

1) Would you try African food if you had the opportunity?

2) I’d speak to you if I had the time.

3) I’ll leave early if the boss allows me to.

4) They will understand you if you talk to them in Spanish.

5) He’ll never sell his car.

6) They would be happy to come if they lived closer to London.

3)Which of the pair better reflects the meaning of the sentence in italics? (выполняется письменно в рабочих тетрадях, устная проверка)

1) I’d buy these jeans if they had my size.

a) It is very unlikely that they have my size.

b) They haven’t got my size.

2) I’d learn to play the piano if I had more time.

a) I’m very busy.

b) I must learn to play the piano.

3) He’d try to do that again if his mum weren’t there.

a) He’ll do that again soon.

b) His mum is always there looking after him.

4) If you liked vegetables, you’d find it easier to diet.

a) It’s a pity you don’t like vegetables.

b) You may actually enjoy your diet.

4) Change the sentences using Conditionals Type 2. Lena, go to the blackboard and write down the sentences. (выполняется у доски)

1) If he gets into a university, everybody will be really surprised.

2) My friends will help me if something happens.

3) I’ll stay for lunch if my mother doesn’t need my help.

4) We’ll take a taxi if we’re short of time.

5) If he learns the truth, he’ll be very angry.  

5) Change the sentences according to the model using Conditionals Type 2.

Model: I’d like to go on holiday, but I have very little money. – If I had more money, I would go on holiday. (выполняется у доски)

1. I want to go for a walk tomorrow, but the weather is going to be awful.
2. I’d like to eat this cake, but I’m on diet.
3. I’m thinking of buying a car, but I can’t drive.
4. I dream of living in the country, but I work in the city centre.
5. I want to organise a big party, but I don’t know many people here.
6. Say what you would do if you were stranded abroad with little money and little hope of getting out quickly. Work in pairs and ask these questions to each other. (выполняется письменно, устная проверка)

1. Would you go to a hotel?
2. Would you try to find an alternative means of transport?
3. Would you borrow money from friends?
4. Would you call home and expect help from your parents and relatives?
5. Would you go on sightseeing and enjoy your extended holiday?

5) Подведение итогов занятия.

So, what text were we reading today? What was it about? What knew words have you learned? What grammar material have you learned?

6) Объявление домашнего задания, выставление оценок.

Well, your homework will be to learn about the Subjunctive mood and to answer these questions. Write them from the blackboard, please.

1. What would you do if you won the lottery?
2. What famous person would you like to meet if you had the chance?
3. Would you go to America if you had a friend there?
4. Would you lend money to your friend if you had some?
5. What country would you visit if you could choose any country?
6. What questions would you ask if you met a real fortune teller?
7. What would you be able to do if you lived in 2150?

Конспект урока:

Дисциплина: Английский язык

Тема урока: Amplifier Stages in Series. The Gerund.

Тип урока: практическое занятие.        

Цели:

обучающие: формировать навык чтения с частичным пониманием прочитанного; совершенствовать умения и навыки практического владения английским языком по теме «Amplifier Stages in Series. The Gerund.», добиваться усвоения новой лексики.

развивающие:   способствовать развитию воображения, аналитического мышления; развивать познавательный интерес и творческие способности, коммуникативные компетенции; развивать навыки восприятия зрительной и слуховой информации, умение понимать поставленную проблему с опорой на имеющиеся знания.

воспитательные: воспитывать уважительное отношение к иноязычной культуре, толерантное отношение студентов друг к другу; внимательность, ответственность, самостоятельность мышления, стремление к саморазвитию.

Методы обучения:

9. словесные
10. наглядные
11. репродуктивные
12. частично-поисковые

Оборудование:

7. мультимедийный проектор;
8. экран;
9. раздаточный материал: лексический материал, карточки с заданиями, комплекты практических заданий.

Ход урока.

1. Орг.момент. Good afternoon everybody. I’m glad to see you. So, let’s start our lesson. Today we are going to work with text «Amplifier Stages in Series» and to learn about the Gerund.
2. Работа с текстом по теме Amplifier Stages in Series.

Just now we’ll read about amplifier stages in series, but first let’s remember about amplifiers. Answer my questions please.

• What is an amplifier used for?
• What are the main parts of a push-pull amplifier?
• What type of current is amplified by a push-pull amplifier?
• What is the difference between a rectifier and an amplifier?

So, let’s learn about amplifier stages in series.

Look at the new words, write them in your copybooks.

Bias – дополнительное (смещающее) напряжение

Stage – каскад, ступень

To follow – следовать за

Stage of amplification – ступень (каскад) усиления

Grid bias – напряжение смещения

Grid bias battery – сеточная батарея

Grid plate capacitance – ёмкость анодной сетки

Read the text silently and try to get the main idea.

Amplifier Stages in Series.

Amplifiers in use nowadays contain several stages. Sometimes their number is very great. Let us consider an amplifier including three stages. Its circuit uses three triodes connected in series. The circuit has a resistance as the plate load. A common plate voltage supply and a common grid bias are employed. The grid of each tube is insulated from the direct current component of the plate voltage by means of a capacitor. When the amplifier operates the voltage operation of the load of one tube is applied to the grid of the next tube. The voltage variation is transferred to the grid of the following tube through a capacitor. A change of voltage on the first grid circuit results in an amplified plate current in the third stage.

Complete the sentences, using the correct variant:

1.Amplifiers in use nowadays        a) include only one stage.

        b) include several stages

2. A three-stage amplifier uses         a) three triodes connected in        

        parallel.

        b) three triodes connected in

        series.

3. The grid of each tube is insulated         a) by means of a coil.

        b) by means of a capacitor.

4. The voltage variation is transferred         a) through a tube.

        b) through a capacitor

5. The circuit uses         a) a different grid bias.

Answer the following questions:

1. How many stages do amplifiers include?
2. What are the main parts of a three-stage amplifier?
3. By what means are the grids of the tubes insulated?
4. What type of grid bias is employed?
5. In what way is the voltage variation transferred?

3. Объяснение грамматического материала по теме The Gerund.

Герундий – неличная форма глагола, сочетающая в себе свойства глагола и существительного и выражающая процесс reading – чтение. В русском языке нет формы глагола, соответствующей герундию, но он в некоторой степени напоминает отглагольное существительное (хождение, ожидание, чтение) и может переводиться на русский язык  существительным, инфинитивом, деепричастием, глаголом в личной форме, а также придаточным предложением в зависимости от его функции в предложении.

Функции герундия в предложении.

Герундий может употребляться в функции подлежащего, именной части сказуемого, косвенного дополнения, обстоятельства, составного глагольного сказуемого, определения.

Герундий в функции подлежащего: Skiing is good for her. – Кататься (катание) на лыжах полезно для неё.

Герундий в функции именной части сказуемого: His favourite pastime is playing the guitar. – Его любимое времяпровождение – игра на гитаре.

Герундий образуется путём прибавления окончания – ing к инфинитиву глагола без частицы to. Если глагол оканчивается на букву – e, то при прибавлении окончания –ing она отбрасывается:

To smoke – курить, smoking – курение.

При прибавлении –ing конечная согласная удваивается, если ей предшествует ударная гласная, стоящая в закрытом слоге:

To swim – плавать, swimming – плавание.

Если буква l является конечной, то при прибавлении – ing она удваивается:

To travel – путешествовать, travelling – путешестсвие.  

При прибавлении – ing буквосочетание ie меняется на y:

To lie – лгать, lying – ложь.

4. Первичное закрепление. Выполнение грамматических упражнений.

1. Find the sentences that contain gerund forms. (выполняется устно)

1. I was watching a new film yesterday.
2. Watching films is my hobby.
3. I was reading his letter when somebody phoned.
4. Reading his letter made me cry.
5. Being the centre of attention is always pleasant.
6. Emily was the centre of attention that evening.

2. Give Russian equivalents for the following sentences. (выполняется устно)

1. Working with this actor is always a pleasure for film directors.
2. Getting up early is not much fun.
3. Eating fruit and vegetables is healthy.
4. Smoking on board the plane is prohibited.
5. Visiting Windsor Castle was the most exciting part of the trip.
6. Her task was looking after the baby.

3. Put the verbs in brackets into the gerund form. Do you agree with these statements? Why? Why not? (выполняется устно)

1. (Get ready) for the exams in April is too late.
2. (Learn) long English texts by heart is useless.
3. (Revise) basic grammar material will not help you speak better.
4. (Look up) all unfamiliar words in the dictionary when you read books in English will help enlarge your vocabulary.

4. Put the missing gerund form. (выполняется устно)

1. The girl kept ------- no matter how hard they tried to wake her up.
2. Sue has just given up ------- sweets. She is on a diet.
3. Mary suggested ------- to the cinema, but I would like to stay at home.
4. Go on -------. I came just to say “hello”.
5. She enjoys ------- Indian meals.
6. I finished ------- my letter this afternoon.

5. Listen to these wise sayings and write down gerund forms. (выполняется письменно)

1. Saying is one thing and doing is another.
2. By doing nothing we learn to do ill.
3. Reading is to the mind what exercise is to the body.
4. Doing is better than saying.
5. Beating a child will do more harm than good.
6. Life is one long process of getting tired.
7. Be slow in choosing a friend, slower in changing him.
8. Do not do anything without thinking.
9. Know your own faults before blaming others for theirs.
10. Learn by doing.
11. You cannot make an omelet without breaking eggs.

6. Modify the sentences using gerund form with preposition – of. (выполняется письменно)

E.g. She thought she would go to the country for the weekend.

She thought of going to the country for the weekend.

1. I am thinking that I shall go to the country tomorrow to see my mother.
2. I thought I would go on an excursion, but the weather is so bad that probably I shan’t go.
3. I thought I would work in the library this evening, but as you have come, I won’t go there.
4. We were thinking we would plant roses this year.
5. He is thinking that he will learn foreign languages in the near future.

5. Подведение итогов занятия.

What text were we reading?

What new words have you learnt?

What grammar material have you learnt?

So, to check your knowledge about gerund let’s play game. I’ll read you some sentences and you should complete them with your own ideas, using gerund forms.

1. I’m not excited about this trip. I don’t enjoy …
2. I always join my friend when he suggests …
3. I should really give up …
4. The book was so funny that I couldn’t stop …
5. I think we can help poor people by …
6. I know I can get better results if I concentrate on my studies, instead of …
7. My life would be empty without …
8. It’s very difficult to go on … when everybody else is having a rest.

6. Объявление домашнего задания, выставление оценок.

So, I think your work was good. I’m really very pleased with your answers. Thank you! And what will be your homework? Look at these statements with gerund forms.

1. Saying is one thing and doing is another.
2. By doing nothing we learn to do ill.
3. Reading is to the mind what exercise is to the body.
4. Doing is better than saying.
5. Beating a child will do more harm than good.
6. Life is one long process of getting tired.
7. Be slow in choosing a friend, slower in changing him.
8. Do not do anything without thinking.
9. Know your own faults before blaming others for theirs.
10. Learn by doing.
11. You cannot make an omelet without breaking eggs.

 Write down five sentences you agree with. So, your homework will be to comment on each sentence you have chosen in written form. Our lesson is over. Good bye.          

Конспект урока:

Дисциплина: Английский язык

          Тема урока: “ Electricity ”

Тип урока: практическое занятие.        

Цели:

обучающие: формировать навык чтения с частичным и полным пониманием прочитанного; совершенствовать умения и навыки практического владения английским языком по теме “Electricity”, добиваться усвоения новой лексики.

развивающие:   способствовать развитию воображения, аналитического мышления; развивать познавательный интерес и творческие способности, коммуникативные компетенции; развивать навыки восприятия зрительной и слуховой информации, умение понимать поставленную проблему с опорой на имеющиеся знания.

воспитательные: воспитывать уважительное отношение к иноязычной культуре, толерантное отношение студентов друг к другу; внимательность, ответственность, самостоятельность мышления, стремление к саморазвитию.

Методы обучения:

словесные

наглядные

репродуктивные

частично-поисковые

Оборудование:

мультимедийный проектор;

экран;

раздаточный материал: лексический материал, карточки с заданиями, комплекты практических заданий.

Ход урока

1. Организационный момент

Good afternoon everybody! I’m glad to see you. Let’s start our lesson. Today we are going to speak about Electricity and Safety Earthing System. Electric Shock.We will learn some new words and practice in reading and translating.

 2)  Работа с текстами Electricity, The concept of electrical current, Safety Earthing System. Electric Shock.

Task 1. Your first task is to read the text Electricity and to find Russian equivalents to the words from the text.

advantage                                                энергия, мощность

appearance                                                применение

power                                                        преимущество

consumption                                        появление

property                                                 потребление

application                                                свойство

efficient                                                преобразовывать

transform                                                эффективный

in the case of                                        положение, состояние

state                                                        в случае        

Electricity

It is impossible to imagine our civilization without electricity: economic and social progress will be turned to the past and our daily lives completely transformed.

Electrical power has become universal. Thousands of applications of electricity such as lighting, electrochemistry and electrometallurgy are longstanding and unquestionable.

With the appearance of the electrical motor, power cables replaced transmission shafts, gear wheels, belts and pulleys in the 19-th century workshops. And in the home a whole range of various time and labour saving appliances have become a part of our everyday lives.

Other devices are based on specific properties of electricity: electrostatics in the case of photocopying machine and electromagnetism in the case of radar and television. These applications have made electricity most widely used.

The first industrial application was in the silver workshops in Paris. The generator – a new compact source of electricity – was also developed there. The generator replaced the batteries and other devices that had been used before.

Electric lighting came into wide use at the end of the last century with the development of the electric lamp by Thomas Edison. Then the transformer was invented, the first electric lines and networks were set up, dynamos and induction motors were designed.

Since the beginning of the 20-th century the successful development of electricity has begun throughout the industrial world. The consumption of electricity has doubled every ten years.

Today consumption of electricity per capita is an indicator of the state of development and economic health of a nation.

 Electricity has replaced other sources of energy as it has been realized that it offers improved service and reduced cost.

One of the greatest advantages of electricity is that it is clean, easily regulated and generates no by-products. Applications of electricity now cover all fields of human activity. Truly electricity provides mankind with the energy of the future.

Notes to the Text

1. transmission shafts, gear wheels, belts and pulleys – трансмиссионные валы, зубчатые колёса, ремни и блоки
2. time and labour saving appliances – электроприборы, экономящие время и труд
3. induction motors – индукционные моторы
4. per capita – на душу населения
5. by-products – побочные продукты
6. truly – поистине

Task 2. Now you should match questions with the answers using information from the text.

1. What is electricity?
2. What are the sources of electricity?
3. What properties of electricity have made it widely used?
4. What are the advantages of electricity?
5. What are home uses of electricity?

1. Lighting, heating, various time and labour saving appliances, radio, television, video and others.
2. It is a source of electric power used in everyday life and industry.
3. Electrostatics and electromagnetism.
4. Clearness, easy regulation, no by-products, low cost, improved service.
5. Batteries, generators, electric motors and other devices.

   Task 3. Guess if the statements are true or false.

1. Electricity has many useful properties: it is clean and generates no by-products. (True/False)
2. The indicator of nation development is how much electricity is consumed per capita. (True/False)
3. Electricity is transmitted to distant parts of the country by a combination of computer networks. (True/False)
4. The consumption of electricity has doubled every ten years. (True/False)
5. With the appearance of the electrical motor, power cables replaced transmission shafts, gear wheels, belts and pulleys in the 20-th century workshops. (True/False)

Task 4. Make a sentence out of the two parts:

1. Electricity …                
2. The generator, a new source of electricity …
3. Today consumption of electricity …
4. Electricity was used for the first time …
5. Since the beginning of the 20-th century …

1. the wide industrial use of electricity has begun throughout the world.        
2. has completely transformed our everyday life.
3. for industrial purposes in the silver  workshops in Paris.
4. was also developed in Paris.
5. per capita is an indicator of the state of development of a nation.

Работа с текстом The concept of electrical current.

The concept of electrical current.

In the beginning of the 17th century Sir William Gilbert discovered that many substances could be electrified by friction. Gilbert named this effect “electric” after the word “electron” – the Greek name for amber. In 1756 the great Russian scientist M.V. Lomonosov was the first to make theoretical analysis of electrical phenomena. At present the nature of electrification is explained by the electron theory. According to the modern theory all matter is composed of atoms or tiny particles. Each atom consists of a nucleus, a small positively charged mass and a number of lighter negatively charged particles called electrons, which revolve around the nucleus. Normally each atom of a substance is electrically neutral, or it has equal amounts of negative and positive charges, i.e. produces no electrical current.

When an electric charge is at rest it is spoken of as static electricity, but when it is in motion it is refearred to as an electric current.

An electric current which flows in the same direction through a conductor or a current which does not change its polarity is called a direct current or a continuous current.

An alternating current flows first in one direction and then in the other.

 Read the text about the concept of electrical current, make up five questions to the text.

Аудирование диалога

 Listen to the boys and say what is this dialogue about.

John: What does “electrified” mean?

Mr. Robertson: You can make electricity by rubbing two things together. You can also make electricity by putting substances like zinc and copper in some chemicals. And you can make electricity by putting a magnet to a wire. There are different ways of making electricity.

John: Is electricity the same as magnetism?

Mr. Robertson: No.

John: Is lightning electricity?

Mr. Robertson: Yes, lightning is electricity, if it strikes anybody, it can kill him.

John: What makes lightning?

Mr. Robertson: It comes from the clouds. If a cloud comes near the earth, the electricity will jump over the space between. It will jump from the cloud to the earth. That makes a flash of lightning.

John: And what is thunder?

Mr. Robertson: Thunder comes because the electricity tears its way through the air.

Работа с текстом Safety Earthing System. Electric Shock.

Read the text Safety Earthing System. Electric Shock and answer the following questions.

Safety Earthing System. Electric Shock.

The strength of current depends on both the voltage and the resistance in a circuit. A current of 50 mA is dangerous for a man and a current of 100 mA and higher is lethal. Earthing system serves to protect attending personnel from electric shocks when voltage appears on parts that are normally dead. The risk of an electric shock decreases with decreasing voltage. In wet and hot atmosphere the risk of electric shock increases. Safe voltage for circuits used in dry atmosphere is under 36 V. When the power is on, contacts with live conductors are dangerous for life. Thus, measures are taken to protect attending personnel from contacts with live parts of installations under voltage.

The danger of an electric shock disappears provided the metal parts of installations under voltage are connected with ground by means of safety earthing.

Connecting to ground is made by means of earthing electrodes which are connected directly with ground.

The insulation resistance of any installation should be regularly controlled by means of measuring devices. The faulty parts should be detected, eliminated, and replaced by new ones.

1. What does an earthing  system serve for?
2. What parts are termed dead (live)?
3. In what air does the risk of an electric shock decrease?
4. By what means is connection to ground made?
5. What does an electric shock result from?
6. Is a current of 50 mA dangerous for a man?
7. Is wet and hot atmosphere dangerous for the attending personnel?
8. Does the risk of an electric shock decrease with increasing current?

Fill in using the verbs to detect, to appear, to disappear, to decrease:

1. When resistance increases, the risk of electric shock …. .
2. Faults in electric installations are …. by means of special devices.
3. Electric power …. only on live conductors with power on.
4. When the device is switched off  electric power …. .

Choose the suitable words.

1. The danger of electric shock (appears, disappears) when the conductor becomes (live, dead).
2. Current passes through faulty (earthed, unearthed) part of installations when the power is on.
3. Low accuracy of measurement is (an advantage, a disadvantage) of the measuring device.
4. The danger of electric shock (increases, decreases) in the wet and hot atmosphere.
5. No current flows through a (dead, live) conductor.

Complete the sentences using the suitable words given below, guess the title of the text.

1. ------------ is generated by converting heat, light, chemical energy, or mechanical energy to electrical energy.
2. Most electrical energy is produced in large ------------ by conversion of mechanical energy or heat.
3. ------------- generated by the conversion of light or chemical energy is used mainly for portable power sources.
4. Electric power produced in large power stations generally is transmitted by using an ------------ that reverses direction 25, 50, 60 times per second.
5. The basic unit for measuring electric power is the ------------- .

Watt, alternating current, electricity, electric power, power stations.

3)Подведение итогов занятия, выставление оценок.

Конспект урока:

Дисциплина: Английский язык

          Тема урока: “Electric Power. Direct and Indirect Speech”

Тип урока: практическое занятие.        

Цели:

обучающие: формировать навык чтения с частичным пониманием прочитанного; совершенствовать умения и навыки практического владения английским языком по теме “Electric Power. Direct and Indirect Speech”, добиваться усвоения новой лексики.

развивающие:   способствовать развитию воображения, аналитического мышления; развивать познавательный интерес и творческие способности, коммуникативные компетенции; развивать навыки восприятия зрительной и слуховой информации, умение понимать поставленную проблему с опорой на имеющиеся знания.

воспитательные: воспитывать уважительное отношение к иноязычной культуре, толерантное отношение студентов друг к другу; внимательность, ответственность, самостоятельность мышления, стремление к саморазвитию.

Методы обучения:

словесные

наглядные

репродуктивные

частично-поисковые

Оборудование:

мультимедийный проектор;

экран;

раздаточный материал: лексический материал, карточки с заданиями, комплекты практических заданий.

Ход урока

1. Орг. момент.

Good afternoon everybody. I’m glad to see you. I hope you are fine today and ready to work hard. So, let’s start. Today we are going to read the text about Electric Power  and to learn about  Direct and Indirect Speech.

2. Работа с текстом Electric Power.

Look at the text, please. Let’s read it and answer the following questions.

                                        Electric Power

Electric Power is generated by converting heat, light, chemical energy, or mechanical energy to electrical energy. Most electrical energy is produced in large power stations by the conversion of mechanical energy or heat. The mechanical energy of falling water is used to drive turbine generators in hydroelectric stations, and the heat derived by burning coal, oil, or other fossil fuels is used to operate steam turbines or internal-combustion engines that drive electric generators. Also, the heat from the fissioning of uranium or plutonium is used to generate steam for turbine generator in a nuclear power plant.

Electricity generated by the conversion of light or chemical energy is used mainly for portable power sources. For example, a photoelectric cell converts the energy from light to electrical energy for operating the exposure meter in a camera, and a lead-acid battery converts chemical energy to electrical energy for starting an automobile engine.

Electric power produced in large power stations generally is transmitted by using an alternating current that reverses direction 25, 50, or 60 times per second. The basic unit for measuring electric power is the watt – the rate at which work is being done in an electric circuit in which the current is one ampere and the electromotive force is one volt.

Electric energy consumption normally is given in kilowatt-hours – that is, the number of kilowatts used times the number of hours of use. Electricity is clean, inexpensive, and easily transmitted over long distances. Since the 1880’s, electricity has had an ever-increasing role in improving the standard of living. Now it is used to operate lights, pumps, elevators, power tools, furnaces, refrigerators, air-conditioners, radios, television sets, industrial machinery, and many other kinds of  equipment.

How is Electric Power  generated?

How is the most electrical energy  produced in large power stations?

What is used to drive turbine generators in hydroelectric stations?

 What is used to operate steam turbines or internal-combustion engines that drive electric generators?

What is Electricity generated by the conversion of light or chemical energy  used  for?

What is the basic unit for measuring electric power?

What are the advantages of  Electricity?

3. Объяснение грамматического материала “Direct and Indirect Speech”

Just now we are going to learn some new grammar material and I want you to guess what is it from the dialogue. Sasha today is our teacher and Dima is a student.

Два студента выходят к доске и разыгрывают диалог.

 Teacher: Today we're going to study direct and indirect speech. I wonder if you know the meanings of these terms.

Student: I think I know what the terms mean. If we give the exact words of the speaker, it is Direct Speech.

Teacher: Right. In other words, Direct Speech is someone’s actual words reported without any changes in grammar. And what is Indirect Speech?

 Student: If we report what somebody said it is Indirect Speech.

Teacher: Very good, Dima. So, what you have just told us is Direct Speech, isn’t it?

Student: Yes, It is.

Teacher: So, let me explain to you how to report someone’s words correctly, the rules that are called “sequence of tenses rules”.

Student: All right.

Now, who can tell me what grammar material we’ll study today?

Today we are going to learn about direct and indirect speech and sequence of tenses rules.

Объяснение грамматического материала

В прямой речи слова говорящего передают так, как они были фактически сказаны. Так, Если Джон сказал: «Я люблю танцевать», то это передаётся в прямой речи следующим образом:

John said, “I like dancing.”

После авторских слов (John said) ставится запятая и кавычки. Кавычки ставятся после точки, восклицательного или вопросительного знака.

В косвенной речи мы передаём смысл высказывания, не всегда используя точные слова говорящего. В косвенной речи высказывание Джона будет звучать так:

John said (that) he liked dancing.

Высказывание Джона стало придаточным дополнительным предложением, присоединяемым к главному при помощи союза that (что), который может опускаться. Запятая не ставится, в отличие от русского языка. Местоимение I поменялось на he, а глагол стоит не в простом настоящем времени, а в простом прошедшем. Замену времени глагола рассмотрим чуть позже.

При замене прямой речи косвенной меняются личные, притяжательные, указательные местоимения, а также наречия и выражения времени.

Местоимение this в функции определения в выражениях времени часто заменяется на that, а в других случаях – определённым артиклем the.

She said, “I’ll do it later this week.” She said she’d do it later that week.

He said, “I’ll give you this book.”    He said he’d give me the book.

Некоторые выражения времени меняются, если вы сообщаете чьи-то высказывания не в тот день, когда они были произнесены. Если они сообщаются в тот же день, такой замены не происходит.

today                                 заменяется на                  that day

yesterday                                                           the day before

the day before yesterday                                              two days before

tomorrow                                         the next day/the following day

the day after tomorrow                                            in two days’ time        

the next week/month/year                   the following week/month/year

last week/month/year                          the previous week/month/year  

a week/month/year ago                        a week/month/year before

Наречие here заменяется на there, или используются описательные выражения, передающие смысл более точно.        

He said, “ Sit here.”                        He told me to sit beside him.  

Sequence of Tenses (Согласование времён)

Если глагол, вводящий прямую речь, стоит в простом настоящем времени, или в настоящем перфектном, то в придаточном предложении сохраняется форма времени сказуемого прямой речи. Сравните:

He says, “I’ll come a little later.” He says he’ll come a little later.

Если глагол, вводящий прямую речь, стоит в прошедшем времени (said, told, asked) то время глагола-сказуемого прямой речи заменяют соответствующей формой прошедшего времени (это называется «сдвиг времён» ).

Простое настоящее, настоящее длительное, настоящее перфектное и настоящее перфектно-длительное заменяются на соответствующие формы прошедшего времени:

Прямая речь                                                Косвенная речь

Present Simple                                                       Past Simple

Present Continuous                                        Past Continuous                

Present Perfect                                                Past Perfect

Present Perfect Continuous                                    Past Perfect Continuous        

Простое прошедшее время заменяется прошедшим перфектным.

Прямая речь                                                Косвенная речь

Past Simple                                                         Past Perfect

He said, “I lived in this building.”            He said he had lived in the building.

Когда речь идёт о будущих действиях в контексте прошедшего времени, используется время Future in the Past («будущее в прошедшем»). Вспомогательные глаголы будущего времени shall и will – передаются в косвенной речи глаголом would.

I said, “I will write to you.”                                I said I would write to him.

Следует рассмотреть вопросы в косвенной речи.

Специальные вопросы (начинающиеся с вопросительных слов) присоединяются к главному предложению при помощи вопросительных слов, но при этом в придаточном восстанавливается прямой порядок слов:

He said, “What are you doing?”                        He asked what we were doing.

He asked, “What does the girl want?”         He asked what the girl wanted.        

Общие вопросы (требующие ответа «да», «нет») присоединяются к главному предложению при помощи союзов if или whether, которые соответствуют в русском языке частице чи:

“Do you speak English?” the girl said.        The girl asked if I spoke English.

“Do you want some tea or coffee?” she asked. She asked me whether I wanted tea or coffee.

О повелительном наклонении в косвенной речи и модальных глаголах в косвенной речи мы поговорим на следующем занятии.

Первичное закрепление, выполнение тренировочных упражнений

Ex.1 Convert from direct speech into indirect.        

1. Oleg said, “My room is on the second floor.”

2. Misha said, “I saw them at my parents’ house last year.”

3. Mike said, “We have bought these books today.”

4. The teacher said to the class, “We shall discuss this subject tomorrow.”

5. The student said, “I don’t understand the question.”

6. They said, “We are ready to start work.”

7. She said, “I arrived yesterday.”

8. He said, “I will never forget this day.”

9. She said, “I never tell lies.”

10.I said, “He promised to drive me to the station.”

Ex.2 Report these questions in indirect speech.

 1. I said to Nick, “Where are you going?”

 2. She asked me, “What will you do tomorrow if you are not busy at your office?”

 3. I asked my uncle, “How long did you stay in the Crimea?”

 4. He asked me, “What kind of book has Olga brought you ?”

 5. I asked my friend: “What will you do after dinner?”

6. I said to Boris, “ Does your friend live in London? “

7. They said to the man, “ Are you living in a hotel ? “

8. He said to me, “ Will you come to the railway station to see me off ?”

9. I said to my mother, “ Did anybody come to see me ?”

10. They said, “Have you ever been to England before ?”

Ex.3 Report the dialogue in indirect speech

Jane: Hello!

Kate: Come in! It is very good of you to come and see me.

Jane: I came before, but you were too ill to see anybody. Did you get the flowers?

Kate: Surely, I did. It was very nice of you to send them to me.

Jane: How are you now?

Kate: Oh, I am much better, thank you. The doctor says that I shall be allowed to go out in a few days.

Jane: Do you miss college?

Kate: Very much. I’m afraid I’ll be lagging behind the group in my lessons now.

Jane: Everything will be fine. We shall help you.

Ex.4 Read the text. It is a funny story. Change the sentences with direct speech using indirect speech keeping in mind the sequence of tenses rules. Retell the text.

A story too terrible to tell

Three men came to New York for the first time. They took a room in a hotel. In the evening they went sight-seeing and did not come back till nearly three in the morning. The room they had taken was on the 43-d floor. “I am sorry, gentlemen”, said the porter. “The elevator does not work, there is something wrong with it. You will have to walk up to your room.” This was too bad, but the men agreed to tell stories on the way up in order to kill the time.

By the time the first one had told his story, they had climbed up to the 11-th floor. The next story kept them amused till they had reached the 31-st floor. At last it was time for the third man to tell his story, but he refused. He said the story he had in mind was too terrible, he simply couldn’t tell it. They continued climbing and all the time the two asked him to begin. At last they stopped and refused to go on unless he told them his terrible story. Finally the third man said, “ The story I have to tell you is a short one. We have left the key to our room downstairs with the porter.”

Vitya, read how you’ve transformed the sentences with direct speech using indirect speech.

Who is ready to retell the text in indirect speech? ( Несколько студентов перессказывают текст, заменяя прямую речь косвенной там, где необходимо.)

Ex.5 Ask each other how you spent your last weekend and report the answers in indirect speech. (Работа в парах. Студенты задают друг другу вопросы, записывают ответы, передают ответы собеседника в косвенной речи.)

You may ask these questions:

Where did you spend your last weekend?

What things did you manage to do?

What did you like best of all?

What are you going to do the next weekend?

4. Подведение итогов занятия

What text haveyou read? What new information have you learned from it?

What grammar material have you learned today?

Was is difficult to understand?

What is direct speech?

What can you tell about indirect speech?

What are the sequence of tenses rules?

What is “shift to the past”?

5. Объявление домашнего задания, выставление оценок.

So, your work was good. Your homework will be to learn grammar material about Direct and Indirect Speech, Sequence of Tenses and to report this dialogue in indirect speech. You may take papers with dialogues with you.

John: What does “electrified” mean?

Mr. Robertson: You can make electricity by rubbing two things together. You can also make electricity by putting substances like zinc and copper in some chemicals. And you can make electricity by putting a magnet to a wire. There are different ways of making electricity.

John: Is electricity the same as magnetism?

Mr. Robertson: No.

John: Is lightning electricity?

Mr. Robertson: Yes, lightning is electricity, if it strikes anybody, it can kill him.

 John: What makes lightning?

 Mr. Robertson: It comes from the clouds. If a cloud comes near the earth, the electricity will jump over the space between. It will jump from the cloud to the earth. That makes a flash of lightning.

John: And what is thunder?

Mr. Robertson: Thunder comes because the electricity tears its way through the air. 

Our lesson is over. Good bye!