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Every high school student would like their lessons to be interesting and exciting. Classes held in an original form contribute to better learning of the material and are well remembered. Many teachers strive to diversify their lessons, but do not always know how to do it.
Judging by how exciting chemistry lessons can be, one can only be surprised that most schoolchildren do not choose this profession. 
Using multimedia is a simple recipe for an interesting lesson. 
Photo and newsreels about besieged Leningrad allow you to better immerse yourself in the events of that time. 
A field trip is a lesson that will definitely be remembered.
In fact, there is nothing complicated here, and interesting lesson Probably any teacher can do it. You just need to try and apply a little imagination. Here are some memorable examples from my school life. I think everyone can add to this list (send letters with your story to the editor :).
1. Introduction to beauty
In literature lessons we often listen to recordings where famous actors perform poems by Russian poets, for example Sergei Bezrukov reads Yesenin’s poem “The Black Man”. In general, I really love this actor, listening to him gives me great pleasure, and of course it will be an interesting lesson for me. The performance is very emotional, against the backdrop of Mozart's "Requiem", and the growing music, the professionalism of the actor, the skill of the poet - all this formed a wonderful picture. There is no doubt that both I and my classmates understood, remembered, and felt this poet much better than if we had simply gotten to know her on our own.
Other memorable audio lessons included Alla Pugacheva’s song based on Boris Pasternak’s poem “A candle was burning on the table.”
2. Cinema room in class
Multimedia technologies are increasingly entering the educational process, and this is a sure-fire recipe for an interesting lesson - so material on the history of the Great Patriotic War, are very well complemented by documentaries and newsreels of those years. Themes " Battle of Stalingrad" or "Siege of Leningrad" are perceived a little differently when you see everything, as if through the eyes of an eyewitness. Here our cars are trying to deliver food along the “Road of Life”, the thin ice does not hold up and the transport, often together with people, goes to the bottom along with the precious cargo. When you look at how people in besieged Leningrad starved, died, but still worked and fought, it gives you goosebumps. Or when the announcer on the screen tells that in 38 days Germany was able to capture France, and in Russia, in the same time, German soldiers were only able to cross from one side of the street in Stalingrad to the other - incredible pride for our people appears inside. Isn’t this the main purpose of a history lesson - to tell how difficult it was during the war and thanks to which we now live calmly.
3. News feed
The simplest and most common option for conducting an interesting lesson is student reports with a computer presentation, or a teacher’s story, supplemented with slides. For example, a geography teacher shows us foreign flags and landmarks (Taj Mahal or Pamukkale), and we have to guess what kind of country it is. This is a great option on how you can make an ordinary test work, and with the help of such multimedia activities, students can get more grades, more knowledge and some relaxation just by listening to their classmate.
4. Our whole life is a game!
My classmates really remember the game lessons that our history teacher sometimes teaches. The class is divided into groups and they are asked various questions on a specific topic, then organizes a competition for team captains. As awards - certificates and good grades. Basically - the same material is repeated and tested in a fun way where almost the whole class takes part.
5. Lessons from miracles
Another example of an interesting lesson - laboratory works, or experiments in physics and chemistry (in fact, this is very interesting items). For example, you can show the interaction of chlorine with phosphorus. Having placed a little red phosphorus in a special spoon, we lower it into a vessel filled with chlorine. Spontaneous combustion of phosphorus occurs immediately. It burns not with an ordinary flame, but with a weak greenish flame. It's worth a look and definitely memorable!
Recently, in a physics lesson, we were shown a beautiful phenomenon - the spectral decomposition of light using a prism. The beam splits, forming a small rainbow. The experience is simple but beautiful.
6. Excursion
A chemistry teacher recently suggested that we organize a trip to the city thermal power plant. The idea is very good, especially for the 11th grade, when many high school students find it difficult to choose a profession, but here you learn many specialties that you have not heard of before. For example, industrial safety engineer, operator of the central thermal control panel steam turbines, estimator. The teacher also suggested going to the factory gas industry, where they will show us the workshops and tell us about the work.
I think it would be nice if teachers, having come up with some interesting program for a double lesson, swapped places with teachers from other schools. There would be some kind of exchange of teachers. For example, a chemistry teacher from one school came to another and taught a lesson there, and vice versa. And if the school has several teachers of the same subject, then you can change classes for teachers. The lesson may be more interesting and the new teacher may be better able to explain the topic to the children.
There are many ideas, if only there is a desire and the equipment allows it. All students would like fewer boring textbook lessons and more play-based lessons. But all responsibility should not be placed on teachers - schoolchildren should show their initiative and offer to help their teachers. I think any teacher will be happy to support interesting idea. And let every lesson in your school be an interesting lesson :)
Now many people ask questions about the values that need to be guided by in education and training. In my opinion, when determining the main values, one should, first of all, be guided by a simple idea. School should teach a person to live in peace with himself, with the nature that surrounds us, and with other people. This in itself is a difficult task, the solution of which many spend their whole lives, and do not always come to the right solution. The paths that lead to an important decision are very different.
… "Truly good method education must proceed from eternal and universal inclinations and strengths human nature, - wrote I.G. Pestalozzi.- By adhering to this thread, the child will be able to independently achieve general development their strengths and inclinations... The most significant thing in the method is that it awakens in the child the most intimate inclinations that exist. And wherever he does this, no matter in what position these forces externally awakened in the child may be, the method provides them with freedom of action, encouragement and incentive for the maximum development possible in this situation”...
Currently, many teachers are trying to enrich the educational content, methods and forms of organizing school teaching. To revive interest in learning, it is proposed to hold various competitions, tournaments, entertaining hours, matinees, travel games, design of stands, albums, and collections.
But nowhere is complete without the teacher entering the classroom and starting the lesson. Yu. B. Zotov in the book “Organization modern lesson“writes that if learning is built on the basis of objective laws, then the organization of this process of activity of the teacher and students in the lesson and outside it can be ordered accordingly. It follows that any teacher, having studied the basics of the “technology” of teaching, can significantly increase the level of his skill and the effectiveness of the lesson. The lesson lasts 40 minutes or 2100 seconds, each of which can give rise to knowledge or boredom, a thought that captures the children’s hearts, or dangerous and corrosive idleness. The value and significance of these seconds, minutes, hours, years in the fate of children is determined by the teacher.
Therefore, first of all, you need to form in yourself and your students a “cult of the lesson”, which does not accept clarification various kinds everyday relationships, “reading morals,” conversations that are far from the topic of classes.
A lesson is a path to knowledge, self-improvement, intellectual communication, in which there must necessarily be a spark of humor, brilliance of talent, elegant speech and equal treatment of each other (in the adult-adult system).
Here are some techniques, of course, there are many more that can be offered in order to make the lesson more interesting and informative for both the teacher and the students.
The first technique is to identify what students already know about what they are going to learn and then learn new concepts with the help of the teacher.
... Words burn like heat
Or they freeze like stones -
Depends on what you gave them,
How to approach them at the right time
Touched by hands
And how much did I give them?
Warmth of soul.
N. Rylenkov.
Arriving at the class, the teacher hands out sheets of paper to the children and asks them to write in five minutes all the words that relate to the topic to be studied. In five minutes, all students will complete the task and count how many words they managed to write. Their number on each piece of paper will be different, because each student has a different degree of readiness to learn new material. (Some lists can be read out). Of course, those who are still poorly prepared will write a very small number of words. But he will also know about it. The teacher also receives information about what range of concepts the students master. Next comes work with the educational material, the teacher’s story. A few minutes before the end of the lesson, it is advisable to repeat this technique. Number of words written on back side sheet, can change greatly towards increase. And if this technique is used from time to time, then in a short five-minute test work see the features of mastering the curriculum.
Identifying what children already know creates the conditions for better memorization of new material and increased interest in it. When a child focuses on his knowledge and makes an attempt, even randomly, for himself, to reproduce it, he is distracted from many other issues that interest him and focuses his attention on a topic that is not proposed.
The second technique, in which students’ figurative ideas about what they have to study are revealed, and in the process of mastering knowledge, figurative ideas are corrected.
“Black - sand - water - this is a string of statements -
vaniya... which a chimpanzee could do, uka -
calling to the beach in Hawaii. But it was
it would be absurd to explain to a chimpanzee the difference between
sentences: “The sand next to the water is black”
and “Heating creates an illusion on the asphalt
K. Pribam
The teacher talks a lot during lessons, but not all children can figuratively imagine what is being discussed. To avoid this, in addition to verbal reproduction, students can be asked to make drawings, but not copy from the book, which will reflect figurative representations of what is to be studied. The fact that the drawings may be imperfect does not matter in this case. It is important that this task gives impetus to figurative ideas, fantasy, imagination, and, therefore, allows you to focus on the concept being studied.
Drawings made in educational purposes, can be used as teaching aid, pasting them into the album and making an appropriate comment on them.
Teachers and parents should be aware of the developmental characteristics of children, both figurative and verbal. “Good educational practice,” writes R. Hastie (USA), “forces us to adapt teaching methods to the natural abilities and level of development of the child.”
The child often cannot express his thoughts in words and as a result loses faith in himself. Since most school subjects are mental and verbal, art, especially fine art, plays a decisive role in restoring the emotional balance of the child’s psyche.
The use of drawing in the lesson as a “full partner” of the word is advisable and allows students who do not have a developed figurative imagination to develop, as well as to take into account the abilities and individual characteristics children with artistic talent.
Thus, the drawing will allow children to liberate themselves, reveal their capabilities, and compensate for the lag in the verbal and logical basis.
Color is an amazing phenomenon. He attracts attention and does not leave anyone indifferent from early childhood. We like some colors and don't like others. By choosing a color, we can determine our desires, the state of our body, and the sources of stress that bother us.
This property of color can be used in lessons, for example, to determine the emotional attitude of students towards a literary character, to analyze character literary hero. Or you can identify the student’s well-being and help him cope with it. You can also find out the general atmosphere in the class by using colored pencils or markers.
The use of color will allow the teacher to look differently at much that surrounds us, and, above all, at himself, at his emotional condition.
The interpretation is carried out according to the color cards of M. Luscher.
Color relationship test (A.M. Etkind)
Goal: to identify the emotional attitude of schoolchildren towards the teacher, classmates, etc.
Emotional profile of the class.
Goal: to identify the emotional state of the children's group.
The third technique, in which an entertaining task increases the interest and attention of students, diversifies classes, creating a creative atmosphere in the classroom
“To make it clear and entertaining for the student
what he is taught, avoid two extremes: do not
tell the student what he cannot know
and understand, and don’t talk about what he knows
no worse, and sometimes better than the teacher"
L. Tolstoy
« General education gives a person's entire life
well-known color, well-known meaning and well-known
new direction; it permeates everything
mentality and deeply modifies
his whole character and way of thinking.”
D. Pisarev
Lessons with entertaining elements attract students' attention, igniting their creativity. These are various mathematical tasks in poetic form; tasks that the children themselves come up with; logical chains; anagrams; puzzles. The interestingness of a task is primarily related to the culture of the teacher and his creative abilities. It is known that the basic basis for many types of creativity is metaphor. In humanitarian subjects, metaphor, like important element creativity has not yet been given due attention.
Metaphor, wherever it is found, always enriches the understanding of human action, knowledge and language. And indeed, mastery of metaphor, the ability to admire the precise, precise and expressive speech enriches teachers and students. Understanding the metaphorical nature of creative thinking, the metaphorical nature of intuitive guesses dictates the need for close attention to this phenomenon at various stages of education and upbringing, and especially at school.
You can learn to use metaphor and find it from “the other,” especially if that other is poetry. And if you can’t learn, then you can at least admire the brilliance of the invented metaphor:
Naive moon, tin plate circle
It's freezing over the castle tower.
The trees in the park twisted the shadows together -
Now the sadness will come...
S. Black.
Fourth appointment role-playing games, in which one can most fully see the possession of knowledge, the ability to use it and present it to others, to reveal one’s capabilities in intellectual communication
“Game is one of the most acute forms of human relationships.” . . .
In the classroom, it is possible to introduce children to cultural play, because this is what is so necessary! In the game, it is possible to master many skills necessary for life, the cultural use of knowledge, ethics of behavior in intellectual communication, and the art of argument.
In a game, when game participants take on various social roles and then play them, children become involved in the life of adults and master “games that adults play.” The game is a kind of active training activity in which a variety of mechanisms necessary for the acquisition of knowledge are revived: imitative, reproductive, search, creative, etc.
At the initial stages of mastering game methods, the teacher should take an active part, but in the future it is advisable for him to become an outside observer who, at the end of the game, will make his summary.
During the game, it is important for the teacher to observe what life position occupies the student in the process of communication. By playing different roles, students increase their adaptive abilities, which are so necessary in various life situations, and learn cultural patterns of behavior.
Depending on the stages of knowledge acquisition, a game program is built. Some games are played at the beginning of studying a topic, but most games are successfully played as a result of mastering knowledge. The game is a holiday, they prepare for it for a long time: they study the material, prepare performances, make souvenirs for the winners.
In use psychological techniques in the classroom - a special benefit. This is a level up mental development children. We can work a lot, tell and show and ask, ask, ask... But if we do not see the most important thing - whether there is development behind our efforts, we may not achieve success.
The work of a teacher is a set of conditions and situations created by him in the classroom for the learning and development of students, and YaKlass helps with this. Here are some examples of using the site's capabilities at different stages of the lesson.
Warm up three tasks
It is convenient to work on easy tasks at the beginning of the lesson during the warm-up. 3 tasks are presented in advance in a presentation that the teacher prepares at home. Typically, a task takes up the entire slide, so each task is shown for 1 minute. After 3 minutes, the guys have solutions to 3 problems in their notebooks. Next, students check themselves, checking their solution with the solution on the slide. After another 3 minutes, the teacher offers to evaluate their work: correctly solved 1 problem - “3”, for 2 problems - “4”, and for 3 problems - “5”.
Question competition
There is a lot of theoretical material in the textbook. Therefore, with the help of theory in YaKlass, the task of teaching students to read a mathematical text is accomplished. The class is divided into groups, since not everyone has an Internet connection. mobile phone, and students discover the theory on the topic of the lesson in YaKlass. Within 5-7 minutes, students create questions on this topic. And then competitions are announced: who has the most questions, who has the most complex issue, who has the most interesting, etc. For this, the student who has the most questions is called. He reads them out, and his classmates answer. After adding questions from the spot, it's easy to figure out the most difficult or interesting question.
One task lesson
For such lessons, I choose a task of medium difficulty. First we solve it, then we compose an algorithm or flowchart, then we compose and solve a similar, simpler problem, a more complex one. My students love solving problems on the board and then clicking “Answer” on the teacher’s computer after solving them.
Let's test your knowledge
At the end of the lesson, a “test” is carried out. Some students connect to YaKlass and do work in in electronic format, others receive a printed test paper, which the teacher checks after the lesson.
Homework
For homework, you can use the one that YaKlass offers. But when students are just learning to work with the resource, it is better to hold competitions to see who can solve the most problems on a given topic in a day. And at home, the guys make crosswords or mind maps based on theoretical material, crossnumbers, using tasks on a certain topic.
After lessons…
Sometimes after lessons or during recess, children ask for help in solving specific tasks. Instead of explaining the solution to the problem, I open the solutions to them in YaKlass, inviting them to figure it out themselves. And the most valuable knowledge is acquired independently. Success in the field of self-development dramatically increases students' self-esteem.
This is how, after a year of working with the resource, my timid attempts to fill out grades using grades for homework developed into the active use of YaKlass materials in every lesson. Now I check the “Student Results” every month and submit grades to the magazine according to the students’ wishes. And at the end of the quarter, I present YAKlass certificates to students with the highest scores in the TOP.
And most importantly, the guys love working on the site! I like to overtake another class with my class. It’s important to notice this and praise the guys!
They are practically not limited to anything, but in drawing lessons at school things may be different. Rules, prohibitions, strict limits sometimes turn such a process, beloved since childhood, into a painful serving of the number. Unconventional approaches and methods, which are so necessary for drawing lessons in general and in particular, will help and make the drawing lesson itself interesting and exciting.
How to conduct a drawing lesson in an interesting way: 11 unconventional ideas
The drawing process is very useful for children, because it develops attention, fine motor skills, imagination and memory. Similar ones can be used not only for school lessons drawing, but also used for, or for entertaining a child and his friends in nature or at home.
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Outline the shadow
Drawing can be turned into if you move the whole process to Fresh air. All you need is paper, objects that will cast a shadow, and markers. This is also a way to explain to children the role of light and shadow, the movement of the sun and the change of day and night.
Self-portrait
Let the children draw their self-portrait, but not drawing it from scratch, but completing only the right/left part. The principle of symmetry has not been canceled.
Portrait from memory
Or invite the children to draw portraits of each other from memory. Attach the leaves to the children's backs (this will already amuse them), line everyone up one behind the other and let everyone draw a portrait of the one who is standing in front of them. Those standing in front are prohibited from turning around. The technique lifts your spirits beautifully and for a long time.
Fancy patterns on film
Instead of traditional paper canvas, use wide cling film. Stretch the film between two tables, cover the floor, and let the children put on aprons. Divide the children into groups: one draws, and the other lies under the film and watches the process through the film from bottom to top. Tell us that paint applies differently to different surfaces, so even the splashes look unusual.
The longest brush
Attach a long stick to each tassel with tape. Invite the children to start, and only then move on to drawing. Such original way drawing develops motor skills, coordination and dexterity, because handling a long brush is much more difficult than a regular one.
Drawing with feet. Everyone knows how to draw with their hands. But what about drawing with feet? This is also an equally interesting and exciting process that requires concentration and patience. This drawing technique is especially useful for.
Turn your head. In addition to drawing with your feet, you can also use... your head. How? Attach two tassels folded at an acute angle to each bicycle helmet, distribute the helmets to the children and hang them in front of them. big piece Whatman paper The children's task is to draw on paper by moving their heads. Excellent exercise for the cervical region.
Drawing-blowing
Instead of brushes, you can use cocktail tubes and blow through them onto the paint, thereby making colorful stains on a sheet of paper. This makes the hairstyles of pre-drawn characters interesting.
Inside out
You can draw not only at the table, but also under it. Attach leaves with inside table and invite the children to draw while sitting or lying on their back, as Michelangelo did. The kids will love it, you'll see.
From figure to abstraction
To create a collective abstraction, you can use a grid of body contours. Cover the floor with large strips of paper and have the children trace each other's bodies, layering each other's outlines. Afterwards, children choose individual parts of the drawing for themselves and paint them over at their discretion.
Luminous painting
Liquid from fluorescent bracelets or sticks can serve. Take a few of these neon sticks, carefully cut off the ends and remove the stems. It is better to do everything with gloves. Place the glowing “filling” of bracelets or sticks in plastic cups half filled with water. Hand out paper to the kids, turn off the lights and let the magic begin!
These will add variety to the standard drawing program and help make drawing lessons interesting and exciting. How do you draw with your children at home or in class? Share your approaches in the comments.
New times raise new questions. Society changes - attitudes towards the subjects studied change. History in this regard is most subject to change. The volume of information being studied has increased, the source base has expanded, and different points of view on the same events have appeared in textbooks. In this regard, a natural question arose: is the child able to remember and assimilate this entire amount of information? Today, teachers and methodologists are looking for ways to improve the effectiveness of teaching.
I have always been concerned with the problem of how to make sure that everyone is interested in the lesson, so that everyone is involved in the learning process, and no one is left indifferent. Is it possible to avoid general trend consider teaching history as absorbing a certain amount of knowledge? How to use history to develop a student’s personality, his creative thinking, the ability to critically analyze the past and present, draw your own conclusions?
Apparently, the main goal of teaching history at school is the self-development of the student as an individual, as a cultural and historical subject. History should confront students with problems of moral choice, showing the complexity and ambiguity of assessments of a historical event. Students must gain the right to subjectivity and partiality of judgment, to substantiate their solutions to moral problems of history.
History is one of the most important, core humanities subjects in school, where the intellectual skills necessary for a student are formed. To write an essay,download history presentation or make a report on a given topic, you need to learn how to work with any text, be able to select the main thing from it, highlight the main idea, compare texts, and analyze.
Is it always interesting for a student to work with a textbook? Probably not. This depends on your interest in the subject and your ability to work with a book economically and effectively in terms of results. At the same time, it should be remembered that a history lesson is one of the few where students acquire communication skills, where an atmosphere of creativity easily arises, where they can organize a discussion of what they have read, educational games, and problem solving.
Students must also be taught to listen to each other, ask and answer questions. It is hardly appropriate to use a single technology here, just work with the source or solve problems. We must not forget about the living word of the teacher, about his emotional, vivid story, which will arouse interest in a particular topic or problem. Modern education must be built on interest, taking into account psychological characteristics children.
We all know that there are children who have difficulty speaking in front of a class. And others, on the contrary, never close their mouths, which sometimes greatly disturbs the teacher, because they divert all the attention only to themselves. And there are also those who have read the entire textbook a long time ago, enjoy reading additional literature and have a stable cognitive interest.
With this in mind, when learning new materialYou can use a form of group work that will make it possible to approach each child in a differentiated manner, taking into account psychological characteristics and individualization of learning.
Students are divided into three groups.The first group is editors. They write short factual articles for encyclopedic dictionary They need to restore the logic of events using only the textbook. For this category of students, written assignments will be the main focus.
The second group is journalists. They will create vivid images of events and talk about personalities. As a rule, they are rarely satisfied with one textbook; they have a desire to learn as much as possible. Their work will be dominated by oral responses.
The third group is historians. They will have to explain the most difficult and controversial issues, topics, terms, and concepts. They are entrusted with the responsibility of preparing the dispute, “ round table"on a given topic. Without additional literature There's no way this group can get by.
Interest is the child’s attitude to the subject, it is a manifestation of cognitive, mental actions. These actions have an emotional connotation, which is expressed more vividly and positively the more successful the cognitive activity is.
For example, children in grades V - VI love it when there are playful moments in the lesson, an emotional story from the teacher, situations are perceived through their own “I” (for example, “I’m visiting someone,” “I’m interviewing someone.” " and so on.).
Techniques such as:
- question and answer game(questions are asked to each other in a chain). This is a test of home materials by the children themselves. To ask a question, you need to know what you have read well, be able to clearly and clearly formulate your thoughts, and answer logically;
- compilation various options screening tests on the covered topic. Children turn to the text of the textbook, learn to choose the main thing and formulate their thoughts;
- writing a short article for an encyclopedia, selecting main events, dates, personalities, judgments. This is one of the techniques that allows you to develop the ability to independently write an article, report, abstract;
- use of words given by the teacher to compose a story;
- highlighting keywords in the covered topic.
Options for group work in the lesson:
- restoration of the chain of events(one of the students begins the story, the other continues);
- text with errors(forms the ability to listen and hear);
Auction of names (determine which event is associated with a historical figure);
- story about an event based on illustration.
Let's look at some of the tasks I use as an example.final lesson on the topic “ Early Middle Ages» (VI grade). The form of work is group.
I. Using the words given by the teacher, compose a story.
1. The Great Migration of Peoples (task for the first group): Caesar, legions, Germany, Limes, Huns, Visigoths, division of the Roman Empire, the battle of Adrianople, Alaric, Honorius, 410, Attila, the battle of the Catalaunian fields, vandals, Romulus Augustulus, 476, Lombards, Franks.
2. Frankish kingdom (task for the second group): Gaul, Franks, Clovis, Sou-Asson bowl, mayordomo, customary law, Salic truth.
3. Empire of Charlemagne (task for the third group): Carolingians, Charles Martell, battle of Poitiers, benefices, Charlemagne, campaigns, emperor, empire, administration, palace Academy, Alcuin, Carolingian Renaissance.
Each group reviews the answer of the previous one, taking into account the correct use of terms and concepts, the logic of events, and the form of presentation.
II. Quiz.
And “What they talk about at the court of Charlemagne.”
1. What was the meaning of Charles Martel’s military reform?
2. Why did Charlemagne proclaim himself emperor?
3. Why did the state of Charlemagne not have a permanent capital?
4. What nations were part of the empire of Charlemagne?
5. What is the Carolingian Revival?
6. What was the name of Charlemagne's closest adviser? What role did he play at court?
7. When and why did Charlemagne's empire collapse?
8. What threats did European society face in the 9th-10th centuries?
9. How could new dangers be countered?
10. Anticipate how external and internal threats will change the face of Europe.
B. “What Scheherazade told.”
1. What is the name of the peninsula that is the homeland of the Arabs?
2. What is the name of the main Muslim sanctuary?
3. What was the name of the highest official who helped the caliph in governing the state?
4. What is the art of beautiful and elegant writing called?
5. Name the main religious precepts of Islam.
6. What is a mosque, madrasah?
7. Why did calligraphy become the main art of Muslims?
8. What duties and prohibitions does Islam impose on a Muslim?
9. What scientific discoveries were made in the Arab-Muslim East?
10. Why did the Arabs not develop sculpture and painting?
III. Individual, differentiated tasks.
A. Do you agree with these statements?
1. IV-VII centuries. - the time of the Great Migration of Peoples.
2. The state of Clovis was based on a clear set of laws.
3. The Treaty of Verdun was signed in the 12th century.
4. At the court of Charlemagne a society arose for scientific knowledge- Academy.
5. The largest expansion of boundaries Byzantine Empire was under Emperor Vasily II.
6. The time of Charlemagne, when the rise of culture began, is called the early Renaissance.
7. The great scientist Ibn Sina is famous for his discoveries in the field of mathematics.
8. In his youth, Muhammad was a farmer.
9. The capital of the caliphate became the city of Damascus
B. Make up semantic pairs of words.
The first group of words: Clovis, Charles Map-mew, Charlemagne, Justinian, Muhammad, mosque.
Second group of words: Alcuin, Soissons Chalice, arabesques, Medina, Hagia Sophia, Battle of Poitiers.
B. Make tests on the history of the early Middle Ages:
1) on the chronology of events;
2) to correlate the date and event;
3) to correlate the person and the event;
4) to establish a logical sequence of events.
D. Compare the kingdom of the Franks under Clovis and the empire of Charlemagne:
What territory did they own?
How was government organized?
What were the laws?
Name fundamental differences empires from the kingdom.
IV. Questions for written answer,
What are the similarities and what are the differences in the formation of the state between the Franks and the Arabs?
What role did religion play in the lives of the Franks, Byzantines and Arabs?
What do the reasons for the collapse of the empire of Charlemagne and the Arab Caliphate have in common?
V. Creative tasks.
A. Write a story:
“Charlemagne through the eyes of a court biographer”;
"One day at the court of the Caliph";
"Byzantium through the eyes of foreigners."
B. Write a short essay on behalf of a traveler"What I saw in Baghdad."
B. Compose an article for an encyclopedic dictionary on the topic.
"At the origins of medieval Europe."
"A Thousand Years of the Byzantine Empire."
"The New Faith of the Arabs."
In the classroom, as is known, the use of interactive teaching methods is very effective. The main ones among them are educational role-playing games, discussions, and joint solving of creative problems. Psychological reason revitalization cognitive activity students with interactive methods is inherent in the uniqueness of the learning environment, in the joint activities of students and teachers. Below is the author'sdevelopment of educational role-playing game "Knight's Tournament"(VI grade).
Target: generalization, repetition and consolidation of knowledge through immersion in an era in the form of a role-playing game.
Characters:king, queen, bishop, herald, knights, beautiful ladies.
Organizing timeit is desirable that everyone characters games made at least one element of medieval costume. “Knights” make armor, a shield with a coat of arms, a helmet, a spear, chain mail, a sword, create their family tree, “beautiful ladies” make an element of a headdress or dress.
Progress of the game
The king talks about the tournament that is to take place today, greets the knights and beautiful ladies.
The king also talks about his castle, based on the corresponding passage from W. Scott’s novel “Quentin Durward”:
“The castle was surrounded by a triple battlemented wall with fortified towers along its entire length and at the corners. The second wall was slightly higher than the first, and the third, inner, higher than the second, so that the outer ones could be defended from the inner walls if the enemy took possession of them. Around the first wall there was a ditch twenty feet deep, which was filled with water using sluices. There were exactly the same deep ditches around the two inner walls. Both the inner and outer banks of this triple row of ditches were surrounded by a palisade of thick iron rods, split at the ends into sharp teeth, which stuck out in all directions and made these ditches completely impregnable; attempting to climb over them would be tantamount to suicide.
In the center of this triple ring of walls stood the castle itself, which was a close group of buildings surrounding the oldest of these buildings - an ancient gloomy tower (donjon).
There was only one entrance to this impregnable stronghold - the gates punched in the first external wall, with two high towers on each side, with a lowering portcullis and a drawbridge. There were exactly the same gates with towers in the two inner walls. In order to penetrate into the courtyard where the castle stood, it was necessary to pass through two dangerous narrow passages, fired from both sides, and take possession of three heavily fortified and carefully guarded gates.”
The Queen introduces the beautiful ladies, introduces the audience to the heralds, and talks about the initiation into heraldry.
Herald in German means herald. They monitored the correctness of the coat of arms, maintained order at the tournament, and checked the pedigree of the tournament participants. Becoming a herald was not easy. You had to serve as an assistant for seven long years before you earned the right to be ordained as a herald. During initiation, a cup of wine was poured onto the candidate's head, he took an oath and became a herald.
The king and queen also talk about the feast awaiting the winners after the tournament. You can use the description of the feast in the book by K.A. Ivanov “The Many Faces of the Middle Ages”:
“The horns sounded and they called for a ceremonial dinner. The entire glittering company heads to the huge table, hidden by a patterned white tablecloth. Casting a quick glance at the table setting, we notice with some amazement the absence of an item that, according to our concepts, is absolutely necessary - forks. The latter began to come into use only from the very end of the 13th century. Each utensil consists of a knife, a spoon and a silver, and sometimes gold, cup. There are cups for two persons. For everyone present at his device, white bread is placed on the table in advance. In addition, large metal goblets with wine, bowls with and without lids, salt shakers, and gravy boats are placed on the table. As soon as our baron’s guests sat down at the table, servants entered the hall; in their hands are jugs of water, towels are draped around their necks. Washing your hands before dinner in the absence of forks has, of course, a special sign. As for the dishes themselves, it should be noted that at that time there was no soup or broth; they started straight with meat. Today the first course is roasted deer; it is cut into pieces and heavily seasoned with hot pepper sauce. The second dish is just as satisfying as the first - fried wild boar with the same sauce. Behind him were fried peacocks and swans. While some servants and squires serve food, others go around the table with jugs and pour wine into goblets. Then hares and rabbits, all kinds of birds, pies with meat filling and fish are served. Here are apples, pomegranates, dates.
Some instructions for guests are interesting; guests should be modest and happy with what is offered to them; they should not eat with both hands; you should neither drink nor speak with your mouth full; do not ask your neighbor to borrow a cup if you see that he himself has not yet finished it.”
The bishop talks about the alliance of the king with the church, about the rite of knighting. The king girds one knight with a sword and hits him on the back of the head with his palm.
The heralds talk about the rules of the tournament. Each knight must have good weapons: armor, chain mail, armor, a helmet with a visor, a sword, a spear. Each knight has a coat of arms on his shield - his distinctive sign. Briefly, the heralds talk about the rules for drawing up coats of arms and the mottos on them.
Tournament rules: five instigator knights challenge everyone to a fight. Each knight from among the participants has the right to choose an opponent from among the instigators. To do this, he must touch his shield with his spear. Touching with a blunt end means that the knight wishes to compete with a blunt weapon. If a knight touches the shield with the tip of a spear, this means that he wants to fight to the death.
The heralds finish reading the rules with exclamations:Generosity, generosity, valiant knights. We chronicle the tournaments, and you should spare no expense for the historians of your exploits. Then the heralds read the genealogies of the knights and ask each of them to tell about their coat of arms.
Knights demonstrate their fighting skills and fight each other with swords.
The heralds announce the first winners of the tournament based on the duel. Then each knight talks about his coat of arms. The knights remaining after the fight must answer the questions asked by the king, queen, and beautiful ladies.
The ladies, in turn, talk about their outfits, read instructions prepared in advance at home to the young knight, talk about the traitorous knight and the code of knightly honor. Costume, artistry and storytelling style are judged.
Students can use the two passages below to help them prepare.
INSTRUCTIONS TO A NEW KNIGHT
They are obliged to serve their legitimate sovereign and defend him and their fatherland.
Let their shield be the refuge of the weak and oppressed, let their courage support everywhere and in everything the just cause of the one who turns to them.
May they never offend anyone and may they be afraid most of all to offend friendship, integrity, the absent, the mourning and the poor with slander.
The thirst for profit or gratitude, the love of honor, pride and vengeance should not guide their actions. But may they be inspired everywhere and in everything by honor and truth.
May they not enter into an unequal battle: several against one, and may they avoid all deception and lies.”
J. Roy. "History of Chivalry"
TRAITOR KNIGHT
“On the platform erected in the center of the square stood the “king of coats of arms.” He was dressed in a magnificent ceremonial robe that represented the full coat of arms of the kingdom. Armorial fields of noble colors with heraldic figures located on them evenly hid the robe of the “king of coats of arms,” filling the wide, elbow-length sleeves, repeating both front and back. He stood erect and dignified, like the living embodiment of the greatness and honor of the kingdom.
Next to him on the scaffold stood a condemned knight dressed in full battle armor. In front of him on the table was fixed upside down a shield with his family coat of arms.
Everything became quiet, and the “King of Arms” began announcing the verdict. It lasted a long time.
A two-faced, evil, unfaithful knight, an oathbreaker and a liar, and as a sign of this his coats of arms are turned upside down. “And he and his descendants, forever,” sounded the herald’s voice.
The choir sang psalms. When the first psalm had sounded, the herald removed the helmet from the condemned man’s head and exclaimed
This is the helmet of a traitor knight!
A gasp ran through the crowd. After the second psalm, the herald freed the condemned man from the sword, then followed by the belt and spurs. The choir performed the funeral service for the condemned man, the herald proclaimed:
This is the traitor's sword. These are spurs.
And with each psalm, the herald removed another piece of armor from the condemned man, dishonoring him.
Finally, the turn came to the coat of arms, but not the one that hung upside down on the pillar, but the one that was with the knight’s armor. A ringing silence hung over the square. And in this silence the herald broke the shield into three parts with a hammer.
When the last psalm was finished, they poured water on the condemned man’s head. warm water. Silent and exhausted, he was carried to the nearest church to listen to the funeral service on his own. After that, he will be handed over to the royal judge, then handed over to the executioner, who will carry out the death sentence.
And along the streets of the city, stern heralds publicly announced that the descendants of the knight who had lost his honor had henceforth lost the right to be called noble people, wear coats of arms and participate in tournaments. And his coats of arms themselves will be unknown to descendants, just as something that never happened is unknown.
So, the traitor had to die as a commoner. They will not lead a horse covered with an armorial blanket to his burial, they will not carry a helmet topped with a helmet emblem, a sword with engraved or enamel images of coats of arms on the handle or at the base of the blade, or a shield with family coats of arms. Heralds in long, toe-length mourning robes, with candles, on each of which is attached the coat of arms of the deceased, will not go near the hearse. And no coats of arms will adorn his tombstones or protect his grave.”
A.P. Chernykh. "A case from heraldry practice"
Questions that are asked to knights at the end of the tournament.
King.
1. What are the names of the rivers in whose basins the ancient Germans lived? (Elbe, Rhine.)
2. Distinctive sign of knights. (Coat of arms.)
3. Hereditary land ownership for service. (Feud.)
4. Abbot of the monastery. (Abbot.)
5. The work of a peasant in the lord's field. (Corvee.)
6. Roman province conquered by the Franks. (Gaul.)
Queen.
1. Shirt woven from iron rings. (Chain mail.)
2. Payments from peasants to the lord with products and products of their farm. (Obrok.)
3. The main tower of a feudal castle. (Donjon.)
4. The first king of the Franks (Clovis.)
5. The art of courtly behavior. (Courtiness.)
6. The person who received the fief. (Vassal.)
Bishop.
1. Horse warrior. (Knight.)
2. The name of the first Frankish emperor. (Charles.)
3. The art of beautiful, elegant writing among the Arabs. (Calligraphy.)
4. Armor made of iron plates. (Armour.)
5. The Holy Book of Muslims. (Koran.)
6. Symbol of power and dominance of the lords (Castle)
Herald.
1. Explain the expression “Castles are a symbol of the Middle Ages.”
2. What is knightly culture?
3. List the duties of peasants.
4. What is internal colonization?
5. What are the similarities between a tournament and a battle?
6. Why does generosity appear as a truly royal quality in romances of chivalry?
7. Formulate a code of knightly honor.
Additional questions that the teacher asks applicants for the title of tournament winner:
1. In an English proverb from the 13th century. It is said, “The senor does not sit at the table alone.” What feature of the behavior of a noble lord does it reflect?
2. How do you understand the German proverb: “Whoever remains in school until he is 12 years old without riding is only fit to become a priest”?
3. Find the error in the text.
The castle was surrounded by a triple wall, with powerful towers along its entire length and in the corners. However, I walked into the castle calmly, no one stopped me. There were many buildings on the territory, half of them were wooden, so it took me a while to find the place I needed. The windows were large and wide, the floors were covered with expensive oriental carpets.
The one who answers most of the questions correctly will win the final match and be declared the winner. He chooses a beautiful lady from among those who received greatest number points for a correctly completed task.
