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Іноземні мови
Завдання для 6-А класу
Англійська мова І, ІІ групи
С. 128 впр.2 – читати
С. 128 вправа 3,4 – усно
С. 129 – таблиця – опрацювати
С.129 вправа 6 – письмово
С. 130 вправа 1 –у словник
Тиждень іноземних мов
Під час тижня іноземних мов учні 8-А та 9-А класів з захопленням брали участь у проведенні заходів з німецької мови. Надзвичайно цікавою була навчальна зустріч восьмикласників з викладачем та студентами лінгвістичного факультету Черкаського державного технологічного університету. Школярі з особливим інтересом перемістилися у світ національних традицій німецької кухні, перекладали поговірки, пропонували рецепти, обговорювали різні ситуації.
CELEBRATE! MOVEMBER
Have a good look around you this November. Do you notice that more men have moustaches? It may be because it’s Movember! Read more about this unusual charity event here.
It’s Movember! No, it’s not a spelling mistake. Moustache + November = Movember! Every year in November millions of men around the world grow moustaches to raise money for charity and to help people learn about men’s health issues such as certain types of cancer and mental health.
Election Day
Election Day 2016. Under the United States Constitution, the manner of choosing electors for the Electoral College is determined by each state’s legislature. Although each state currently designates electors by popular vote, other methods are allowed. For instance, a number of states formerly chose presidential electors by a vote of the state legislature itself.
However, federal law does specify that all electors must be selected on the same day, which is “the first Tuesday after the first Monday in November,” i.e. a Tuesday no earlier than November 2 and no later than November 8.[7] Today, the states and the District of Columbia each conduct their own popular elections on Election Day to help determine their respective slate of electors. Thus, the presidential election is really an amalgamation of separate and simultaneous state elections instead of a single national election run by the federal government.
Like any other election in the United States, the eligibility of an individual for voting is set out in the Constitution and regulated at state level. The Constitution states that suffrage cannot be denied on grounds of race or color, sex or age for citizens eighteen years or older. Beyond these basic qualifications, it is the responsibility of state legislatures to regulate voter eligibility.
Generally, voters are required to vote on a ballot where they select the candidate of their choice. The presidential ballot is a vote “for the electors of a candidate” meaning that the voter is not voting for the candidate, but endorsing a slate of electors pledged to vote for a specific Presidential and Vice Presidential candidate.
Many voting ballots allow a voter to “blanket vote” for all candidates in a particular political party or to select individual candidates on a line by line voting system. Which candidates appear on the voting ticket is determined through a legal process known as ballot access. Usually, the size of the candidate’s political party and the results of the major nomination conventions determine who is pre-listed on the presidential ballot. Thus, the presidential election ticket will not list every candidate running for President, but only those who have secured a major party nomination or whose size of their political party warrants having been formally listed. Laws are in effect to have other candidates pre-listed on a ticket, provided that enough voters have endorsed the candidate, usually through a signature list.
The final way to be elected for president is to have one’s name written in at the time of election as a write-in candidate. This is used for candidates who did not fulfill the legal requirements to be pre-listed on the voting ticket. It is also used by voters to express a distaste for the listed candidates, by writing in an alternative candidate for president such as Mickey Mouse or comedian Stephen Colbert (whose application was voted down by the South Carolina Democratic Party). In any event, a write-in candidate has never won an election for President of the United States.
The Tolerance day
The International Day of Tolerance
Tolerance is the practice of recognizing and respecting the beliefs and opinions of others. This includes living side by side in peace and harmony regardless to whether you believe in another person’s race, religion, or cultural heritage. In 1995, the United Nations Educational, Scientific and Cultural Organization (UNESCO) designated a specific day to be set aside each year to increase public understanding of the deep rooted dynamics of intolerance and to promote worldwide protection of basic human rights. The United Nations General Assembly proclaimed November 16th as the annual International Day of Tolerance beginning in 1996. The purpose was to bring awareness to the dangers that are inherent with intolerance and to encourage governments to participate in the advancement of tolerance and cooperation among all peoples, regardless of race, religion, ethnicity, or cultural backgrounds. Governments were, and still are, encouraged to help create worldwide understanding through leadership, education, freedom, and seeking progress in all aspects of human dignity. There has to be a concerted effort on the parts of those who are the Heads of States and the governments they represent to seek solutions to any acts of intolerance within their borders. To celebrate International Day of Tolerance, try out some of these recommendations from the United Nations!
The International Tolerance Day
Tolerance Day
| Lesson Plan
Before the lesson. Alternative: Cover a classroom bulletin board with white paper. Spread colorful balloons over the bulletin board; use thumbtacks to attach each balloon. This bulletin board is sure to arouse students curiosity if you leave it up for a couple days prior to the activity. Introduce the lesson. Man — active, sports-lover, short hair, hard working, truck driver, breadwinner, strong Woman — loving, nurse, shop, likes flowers, cries easily, long hair Give students a few minutes to compile their lists. Next, arrange students into small groups and ask them to share their lists with group members. Then give each group two minutes to brainstorm additional words or phrases describing a man, and two minutes to brainstorm additional words or phrases describing a woman. Bring the groups together to create a class list of words and phrases about men and women. Write them on the chalkboard as students share them. Then ask some of the following questions: Are you happy with the lists you have created? Do you see any changes you would like to make to them? Are there terms that do not belong under the heading they’re under? Are there terms that might fit under both headings? Is it fair to say that all men _________ or that all women ________? What is a stereotype? noun: An overly simple picture or opinion of a person, group, or thing. It is a stereotype to say all old people are forgetful. Expand the lesson. Write on the chalkboard or chart the following phrases: All old people are forgetful. Give students a few moments to consider those phrases. Then ask them to share their reactions. Lead students to the conclusion that the statements are too general to be true; encourage them to recognize that it is unfair to make such sweeping statements. Help students make the connection between the phrases and the termstereotype. Have students return to their small brainstorming groups and ask them to come up with additional stereotypes they might have heard or thought about. Tell them keep a written record of the stereotypes they think of. When the flow of stereotype statements seems to be slowing down, ask students in each group to take a final look at their lists and mark with an asterisk 6-10 of the most interesting stereotypes. Bring the class back together so they can share their ideas. Each time a student shares a stereotype, hand that student a sentence strip so s/he can write the stereotype on a sentence strip. Instruct students to write large and bold; markers or crayons work best. Some stereotypes that students might have thought of include: Kids who are into computers are geeky. Young kids are noisy. People who wear glasses are smart. Poor people are lazy. Women are better cooks than men. Girls are not as athletic as boys. All politicians are crooks. Everyone believes in God. Indians live on reservations. All doctors are rich. All Americans like to watch baseball. All tall people are good basketball players. Bursting Stereotypes If you have created a bulletin board for this activity, ask students to read each sentence strip aloud and staple it next to a balloon on the bulletin board. When all sentence strips are stapled to the board, lead a class discussion about each stereotype. [Have a common pin concealed in your hand for the next part of the activity.] Ask students if the stereotype statements are fair statements. When you are satisfied that students have refuted the stereotype, swipe the balloon with the common pin. Pop! — that stereotype has been burst. If you choose not to create the bulletin board, call students holding sentence strips to come one at a time to the front of the classroom. Have each student read aloud the statement on his or her strip and hold the strip up for classmates to see. Hold up a balloon as the strip holder calls on classmates to refute the stereotype on the strip. Once satisfied that the stereotype has been blasted, pop the balloon. Winding up the lesson. Assessment Students will write a paragraph or two explaining what they learned from the activity. They should include specific examples of stereotypes and explain why they believe those stereotypes are wrong.
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До 115 річниці з дня народження Маргарет Мітчелл
Margaret Munnerlyn Mitchell (November 8, 1900 – August 16, 1949) was an American author and journalist. One novel by Mitchell was published during her lifetime, the American Civil War-era novel, Gone with the Wind, for which she won the National Book Awardfor Most Distinguished Novel of 1936 and the Pulitzer Prize for Fiction in 1937. In more recent years, a collection of Mitchell’s girlhood writings and a novella she wrote as a teenager, Lost Laysen, have been published. A collection of articles written by Mitchell for The Atlanta Journal was republished in book form. Margaret Mitchell was a Southerner and a lifelong resident and native of Atlanta, Georgia. She was born in 1900 into a wealthy and politically prominent family. Her father, Eugene Muse Mitchell, was an attorney, and her mother, Mary Isabel “May Belle” (or “Maybelle”) Stephens, was a suffragist. She had two brothers, Russell Stephens Mitchell, who died in infancy in 1894, and Alexander Stephens Mitchell, born in 1896.
Eugene Muse Mitchell, the father of Margaret Mitchell
Mitchell’s family on her father’s side were descendants of Thomas Mitchell, originally of Aberdeenshire, Scotland, who settled in Wilkes County, Georgia in 1777, and served in the American Revolutionary War. Her grandfather, Russell Crawford Mitchell, of Atlanta, enlisted in the Confederate States Army on June 24, 1861 and served in Hood’s Texas Brigade. He was severely wounded at the Battle of Sharpsburg, demoted for ‘inefficiency,’ and detailed as a nurse in Atlanta . After the Civil War, he made a large fortune supplying lumber for the rapid rebuilding of Atlanta. Russell Mitchell had thirteen children from two wives; the eldest was Eugene, who graduated from the University of Georgia Law School
Mitchell’s maternal great-grandfather Philip Fitzgerald emigrated from Ireland, and eventually settled on a slaveholding plantation near Jonesboro, Georgia, where he had one son and seven daughters with his wife, Elenor. Mitchell’s grandparents, married in 1863, were Annie Fitzgerald and John Stephens, who had also emigrated from Ireland and was a Captain in the Confederate States Army. John Stephens was a prosperous real estate developer after the Civil War and one of the founders of the Gate City Street Railroad (1881), a mule-drawn Atlanta trolley system. John and Annie Stephens had twelve children together; the seventh child was May Belle Stephens, who married Eugene Mitchell May Belle Stephens had studied at the Bellevue Convent in Quebec and completed her education at the Atlanta Female Institute .
The Atlanta Constitution reported that May Belle Stephens and Eugene Mitchell were married at the Jackson Street mansion of the bride’s parents on November 8, 1892:
…the maid of honor, Miss Annie Stephens, was as pretty as a French pastel, in a directoire costume of yellow satin with a long coat of green velvet sleeves, and a vest of gold brocade…The bride was a fair vision of youthful loveliness in her robe of exquisite ivory white and satin…her slippers were white satin wrought with pearls…an elegant supper was served. The dining room was decked in white and green, illuminated with numberless candles in silver candlelabras…The bride’s gift from her father was an elegant house and lot…At 11 o’clock Mrs. Mitchell donned a pretty going-away gown of green English cloth with its jaunty velvet hat to match and bid goodbye to her friends.
Paternal ancestry
→Thomas Mitchell & Mary Ann Barnett
→William Mitchell 1777–1859 & Eleanor Thomasson 1781–1860 (11 children—only Isaac shown below)
→Isaac Green Mitchell 1819–1881& Mary Ann Dudley 1808–1859 (at least 9 children—only Russell shown below)
→Russell Crawford Mitchell 1837–1905 & Deborah Margaret Sweet 1847–1887 (Margaret Mitchell’s paternal grandparents had 11 children—only Eugene shown below)
→Eugene Muse Mitchell 1866–1944[12] & May Belle Stephens 1872–1919 (Margaret Mitchell’s parents had 3 children—shown below)
→Russell Stephens Mitchell 1894–1894
→Alexander Stephens “Stephens” Mitchell 1896–1983
→Margaret Munnerlyn “Peggy” Mitchell 1900–1949
Maternal ancestry
→James Fitzgerald 1759–1836 & Margaret O’Donnell (at least 9 children—only Philip shown below)
→Philip Fitzgerald 1798–1880 & Elenor Avaline McGhan 1818–1893 (3 of their 8 children shown below)
→Mary Ellen “Mamie” Fitzgerald 1840–1926
→Annie Elizabeth Fitzgerald 1844–1934 & John Stephens 1833–1896 (Margaret Mitchell’s maternal grandparents had 12 children—2 are shown below)
→Annie E. Stephens 1868–1910
→Mary Isabel “May Belle” Stephens 1872–1919 & Eugene Muse Mitchell 1866–1944
→Sarah “Sis” Fitzgerald 1848–1928
Early influences
Margaret Mitchell spent her early childhood on Jackson Hill, east of downtown Atlanta.Her family lived near her grandmother, Annie Stephens, in a Victorian house painted bright red with yellow trim.Mrs. Stephens had been a widow for several years prior to Margaret’s birth; Captain John Stephens died in 1896.After his death, she inherited property on Jackson Street where Margaret’s family lived. Grandmother Annie Stephens was quite a character, both vulgar and a tyrant. After gaining control of her father Philip Fitzgerald’s money after he died, she splurged on her younger daughters, including Margaret’s mother, and sent them to finishing school in the north. There they learned that Irish Americans were not treated as equal to other immigrants, and that it was shameful to be a daughter of an Irishman. Margaret’s relationship with her grandmother would become quarrelsome in later years as she entered adulthood. However, for Margaret, her grandmother was a great source of “eye-witness information” about the Civil War and Reconstruction in Atlanta prior to her death in 1934.
Girlhood on Jackson Hill
Little Jimmy (1905) byJimmy Swinnerton
In an accident that was traumatic for her mother although she was unharmed, when little Margaret was about three years old, her dress caught fire on an iron grate. Fearing it would happen again, her mother began dressing her in boys’ pants, and she was nicknamed “Jimmy”, the name of a character in the comic strip, Little Jimmy.Her brother insisted she would have to be a boy named Jimmy to play with him. Having no sisters to play with, Margaret said she was a boy named Jimmy until she was fourteen.
Stephens Mitchell said his sister was a tomboy who would happily play with dolls occasionally, and she liked to ride her Texas plains pony.As a little girl, Margaret went riding every afternoon with a Confederate veteran and a young lady of “beau-age”.
Margaret was raised in an era when children were “seen and not heard”. She was not allowed to express her personality by running and screaming on Sunday afternoons while her family was visiting relatives. Her mother would swat her with a hairbrush or a slipper as a form of discipline.
May Belle Mitchell was “hissing blood curdling threats” to her daughter to make her behave the evening she took her to a women’s suffrage rally led by Carrie Chapman Catt. Margaret sat on a platform wearing a Votes-for-Women banner blowing kisses to the gentlemen while her mother gave an impassioned speech.She was nineteen years old when the Nineteenth Amendment was ratified, which gave women the right to vote.
May Belle Mitchell was president of the Atlanta Woman’s Suffrage League (1915), chairwoman of press publicity for the Georgia Mothers’ Congress and Parent Teacher Association, a member of the Pioneer Society, the Atlanta Woman’s Club, and several church and literary societies.
Margaret’s father was not in favor of corporal punishment in school. During his tenure as president of the educational board (1911–1912), corporal punishment in the public schools was abolished. Reportedly, Eugene Mitchell received a whipping on the first day he attended school and the mental impression of the threshing lasted far longer than the physical marks.
Jackson Hill was an old, affluent part of the city. At the bottom of Jackson Hill was an area of African American homes and businesses called “Darktown“. The mayhem of theAtlanta Race Riot occurred over four days in September 1906 when Mitchell was five years old. Local newspapers alleged that several white women had been assaulted by black men, prompting an angry mob of 10,000 to assemble in the streets.
Eugene Mitchell went to bed early the night the rioting began, but was awakened by the sounds of gunshots. The following morning he learned 16 Negroes had been killed. He wrote to his wife that rioters attempted to kill every Negro in sight. As the rioting continued, rumors ran wild Negroes would burn Jackson Hill.At Margaret’s suggestion, her father, who did not own a gun, stood guard with a sword. Though she and her family were unharmed, Margaret was able to recall the terror she felt during the riot twenty years later. Mitchell grew up in a Southern culture where the threat of black on white rape incited mob violence, and in this world, white Georgians lived in fear of the “black beast rapist”.
Stereoscope card showing the business district on Peachtree Street ca. 1907. The Mitchells’ new home was about 3 miles from here.
Soon after the riot, Margaret’s family decided to move away from Jackson Hill.In 1912, they moved to the east side of Peachtree Street just north of Seventeenth Street in Atlanta. Past the nearest neighbor’s house was forest and beyond it the Chattahoochee River.Mitchell’s former Jackson Hill home was destroyed in the Great Atlanta Fire of 1917.
The South (of her imagination)
While “the South” exists as a geographical region of the United States, it is also said to exist as “a place of the imagination” of writers.An image of “the South” was fixed in Mitchell’s imagination when at six years old her mother took her on a buggy tour through ruined plantations and “Sherman’s sentinels”, the brick and stone chimneys that remained after William Tecumseh Sherman‘s “March and torch” through Georgia. Mitchell would later recall what her mother had said to her: She talked about the world those people had lived in, such a secure world, and how it had exploded beneath them. And she told me that my world was going to explode under me, someday, and God help me if I didn’t have some weapon to meet the new world. From an imagination cultivated in her youth, Margaret Mitchell’s defensive weapon would become her writing. Mitchell said she heard Civil War stories from her relatives when she was growing up: On Sunday afternoons when we went calling on the older generation of relatives, those who had been active in the Sixties, I sat on the bony knees of veterans and the fat slippery laps of great aunts and heard them talk. On summer vacations, she visited her maternal great-aunts, Mary Ellen (“Mamie”) Fitzgerald and Sarah (“Sis”) Fitzgerald, who still lived at her great-grandparents’ plantation home in Jonesboro. Mamie had been twenty-one years old and Sis was thirteen when the Civil War began.
Halloween worksheets
Savy Sounds
can canes candy
candi candies caddies
candi carries candies
can calm candy canon
can canter carry candy
Spot and sort
– capes,mutt,candy,come;
– keys, candy, moth, capers;
– odors, candy, omits, candy;
-candies, opens, call, dandy;
– dances,candy, organs, orbits;
– candid, bandier, candies, copes.
Використання відео на уроках англійської мови
Незважаючи на певний прогрес(використання Internet, різних програм і т. д.), однією з труднощів навчання іноземній мові є мізерна, можливість спілкування з носіями мови і використання навичок розмовної мови поза школою. Сучасні технології дозволяють нам розширити рамки уроку і призводять до необхідності використання нових форм навчання. Однією з таких форм є відеоурок.Використання відеопідтримки на уроках сприяє підвищенню якості знань, оскільки дозволяє використати наступні види комунікативної діяльності : аудіювання, мовлення, читання і письмо (при виконанні вправ). Використання відео виправдане психологічно: саме через органи зору і слуху людина отримує основний об’єм інформації про навколишній світ.
Поради вчителям
Що робити, якщо учень несміливий і замкнений?
У кожному класі є учні – так звані «тихі мишки». Вони нікому не заважають, не розмовляють, ні до кого не звертаються і т. п. На перший погляд, такі діти – «ідеальні учні», вони не створюють жодних турбот у вихованні та догляді за ними, їхні батьки не чують від учителів ані скарг, ані нарікань. Але чи справді пасивний учень – це благо для школи?
Надмірна сором’язливість, несміливість і соціальна пасивність школяра – це сигнал, який указує на те, що дитина вимагає до себе особливої уваги, і перш за все батьків.
Причиною несміливості й сором’язливості є такі чинники:
- Пригнічення емоцій– переважання процесів гальмування над процесами збудження. З часом такий стан може викликати порушення процесів адаптації, що призводить до появи конформних станів (стану підпорядкування себе думці й очікуванням оточення), що, у свою чергу, може призвести до зниження самооцінки.
- Занижена самооцінка– учень з відсутністю віри у власні можливості в певних ситуаціях відчуває труднощі при виявленні ініціативи, висловлюванні своєї думки та відстоюванні її, якщо це необхідно. Він дисциплінований, старанний, нікому не нав’язується й нікого не піддає негативу, уникає конфліктів.
- Ізоляція або підпорядкування– оскільки дитина мала низьку самооцінку, вона вважає, що її ніхто не любить, отже, намагається уникати соціальних контактів. Перерви між уроками проводить на самоті. Часто в неї немає друзів. У багатьох подібних випадках можна спостерігати також процес підпорядкування – такий учень вибирає собі товариша, який має сильні особистісні якості, тобто лідера, й дозволяє йому скеровувати свої дії та вчинки.
- Багате внутрішнє життя– сором’язливий, несміливий, замкнений у собі учень часто є «мрійником», який багато розмірковує, аналізує свої переживання, веде щоденник. Вільний час він проводить за читанням книг або за комп’ютером. Утеча у «країну власних фантазій» дозволяє йому забути про свої проблеми, зокрема про відсутність друзів.
Функціонування таких дітей у шкільному середовищі ускладнене хоча б унаслідок такого явища, як зниження готовності пам’яті, яке призводить до того, що учень під час відповіді відчуває так звані «порожнечі в голові», хоча при цьому дуже добре підготовлений. Надмірна напруга паралізує його й відбувається зниження готовності пам’яті витягти й відтворити потрібну інформацію. Є способи, які дозволяють допомогти дітям і підліткам упоратися з цією проблемою. Наприклад, постарайтеся зробити ось що:
- уважно й активно слухайте таких дітей;
- «дослухайтесь» до їх прихованих емоцій;
- зчитуйте їх невербальні повідомлення;
- спостерігайте за поставою тіла, жестикуляцією, пантомімою й виразом обличчя;
- кажіть про свої почуття, розкривайтесь;
- під час розмови поважайте короткі моменти тиші;
- використовуйте принцип дзеркала, відображайте (віддзеркалюйте) почуття;
- заохочуйте, підбадьорюйте, підтримуйте дітей за допомогою таких невигадливих мовних зворотів, як «хм…», «так…», «ну і?..»;
- не поспішайте, чекайте зворотного зв’язку з дитиною;
- не обіцяйте, що безумовно допоможете, але надавайте всі шанси.
Уважно слухайте вашу дитину із проблемами несміливості й сором’язливості. Особливо важливим є те, що вона каже після слова «але». Звертайте увагу на її формулювання. Наприклад, можна сказати «Це безнадійно, але життя прекрасне!» або «Життя прекрасне, але це безнадійно!». Вирази схожі, але контекст зовсім інший. Прислухавшись до її слів, ви краще зрозумієте її стан, отже, зможете допомогти.