10.02.2017

THE 6th GRADE 
WEB-QUEST!!!

PAST SIMPLE


Introduction


Dear students,
 
You're now going on a trip, a very interesting one , in which you will face one of the basic tenses in English .."Past Simple Tense" ..Imagine that there is no past form of verbs !!! How can you talk about your last holiday, visit to the zoo or the previous day?!! 
 
So prepared and get excited because you will have FUN ..
 

Task

On this trip you are about to do the following:

1- revising the Past Simple Tense as it's been given to you in the class.
2- reading a comprehension passage using The Simple Past.
3- extracting the past form of verbs.
4- giving the infinitive form.
5- playing with verbs.

Process

A. Review

 Revise the Past Simple tense by watching this  VIDEO!
                                   

B. Act:

1- Read the passage and make 2 lists of past form verbs (v2): regular & irregular

2- Give the infinitive forms (v1) of the listed verbs: 

cutting, cutsworks, workedmaking sang

C. Play:

1-  Choose the correct verb "to be"

GO!


2-  Fill in the blanks by the correct form of the verb

 WIN!


                              



                                             Evaluation
student's name:
Rubric Excellent
3 mrks 
Good
2 mrks 
Average
1 mrk 
Poor
0 mrk 
MARK 
watching the video fully most of it half of it never 
reading the passage in the specific time in 5 minutes in 10 minutesin 15 minutesin more than 15 minutes 
extracting the past form of the 25 verbs 25 verbs 20 verbs 10 verbs 5 verbs 
giving the infinitive form of the verbs 25 verbs20 verbs10 verbs5 verbs
play well and finishing the game with 10 scores 8 scores 5 scores less than 5 scores 
Total 

Conclusion

 
The simple past tense is used to show an action done sometimes in the past. Therefore regular verb  can be identify by  adding -ed or -d. But the irregular verb is just different in so many ways..


Write 5 sentences about what you did yesterday:
1.
2.
3.
4.
5.

03.02.2017

THE 10TH GRADE.

WEB-QUEST  Ancient Civilizations

Introduction

Of all the global civilizations from ancient history, which one is the best?
If you think you know the answer to that question, could you explain how you arrived at it? What criteria did you use to choose the best? What knowledge do you have about these civilizations already? Did you do any research before you made a decision?
Making informed judgements is an important aspect of life. It's hard mental work, but grappling with it will clarify the way you think about things.

Task

United Nations

As a representative of your home country, you recently attended a United Nations (UN) conference on the state of our modern global society. 
The UN country representatives collectively decided that lessons could be learned on ideal societies from ancient civilizations such as:

  • Egyptians
  • Greeks
  • Romans
  • Myans
  • Vikings
The civilizations could be put in rank order and modern society modelled on the best one. Alternatively, the best bits could be used from each of the civilizations.
Your job as a researcher for the UN is to find out about each of the ancient civilizations and make recommendations on 'the best' to the UN country representatives based on criteria of your choice. You must justify all your recommendations and make your sources of information clear.
Remember your overall aim is to improve society as we know it!
Egyptian Mummy    Viking Longship

Process

Activity 1

With your team, brainstorm which aspects of the ancient civilizations are important to research. For example, you might look at:
  • Buildings
  • Art
  • Law and order
  • Education
Think of at least 10 more to add to this list.
Present your ideas as a mind map or other graphic organiser.

Activity 2

Decide with your team how you will organise the information you find about the ancient civilizations. 
Will you make a project book, a collection of notes, a leaflet or a PowerPointpresentation? Perhaps you would like to use a mind map or series of fact sheets. How about a podcast or some video clips? How about a mixture of these?
It's up to you!
         

Activity 3

Let's get started on finding out about the different civilizations. 
On this page you will find links to some websites with information about the different civilizations. As you are using them, think about how reliable each source is - you will be assessed on this later. You need to be selective. Can you choose and use the most relevant information? Is it fit for purpose? Does it suit the format you have decided to present your information in?
A project by other students about the beliefs and customs of a range of Ancient Civilizations.

Egyptians

Scroll down to find lots of games and activities that will introduce you to various aspects of Egyptian life.
Lots of video clips on various aspects of the Egyptian civilization. Some have been produced by students.
Activities based on interactive games.
Website of the British Museum in London.
Detailed website with several video clips.
Egyptian terminology and meanings.
Description of Egyptian plagues.

Greeks

Lots of activities and information to help you get to know the Greeks.
Lots more information covering many aspects of life in Ancient Greece.
More detailed information than the two sites above.
List of Greek Gods and descriptions of each one.

Romans

Easy activities and information to introduce you to the Romans.
Activities on the Romans based on interactive games.
Links to lots of aspects of Roman life and society.
So much information you will need to be careful not to include too much!

Vikings

Easy to understand information with images and activities.
Information and a timeline of Viking history.
Detailed information and lots of reading for you to do!
Some interesting 'walk through' video clips.
Image of Viking Laws. If the link doesn't work try using a search engine.
A museum website with useful diagrams and video clips.

Mayans

A pdf document with lots of facts and large images.
Lots of links to different aspects of life in Mayan times.
A website made by school children.
Detailed information about the end of the Myan civilization - more difficult to read.

Activity 4

You've done the research so what next?
Which of the ancient civilizations would you judge to be the most successful based on what you found out?
What criteria are you using to judge success? You need to discuss them with your group and decide upon a list of criteria.
Using these criteria, you need to make recommendations to the United Nations representatives on:
  • what our current society could learn from the past
  • how we might benefit from their traditions in the future
Will you go for one civilization as the ultimate model of success, or 'cherry pick' by taking the best bits from several civilizations?

Activity 5

Present your recommendations to an audience.
Be prepared to give and receive feedback.

Conclusion

Activity 6
Assess your performance in this WebQuest.

Evaluation

This is how your work will be evaluated.
Level 3Level 4Level 5Level 6
Understanding chronologyUnderstand that the past is divided into different periods of time.Identify where each of the civilizations studied fits into a broad chronological framework.Describe how each of the civilizations studied fits into a more detailed chronological framework.Explain the chronology of each civilization within an overall chronological framework.
Events and people Recognise some similarities and differences between the civilizations.Describe some key features of these civilizations.Describe people and key events of these civilizations. Begin to analyse the nature and extent of people and events from these civilizations.
Diversity and changeShow knowledge of change within the time periods studied.Identify change within and across periods of time.Describe the nature and extent of diversity and change.Begin to analyse the nature and extent of diversity and change.
Causes and consequencesGive 1 or 2 reasons for, and results of, some events and changes.Give several reasons for, and results of, events and changes.Begin to suggest links between causes and consequences.Describe relationships between causes and consequences.
Ways of presenting the pastIdentify some of the different ways in which the past is represented.Describe different ways in which the past is represented.Suggest some reasons for different interpretations of the past.

Begin to recognise that some things in history may be judged as more significant than others.
Begin to explain how and why different interpretations have arisen.

Explore criteria for making judgements about the past.
Information sourcesUse information in ways that go beyond simple observation.Begin to use information as evidence to test ideas and hypotheses.Begin to evaluate sources and choose the most suitable information.Evaluate sources for relevancy of information for particular topics.



















































Teacher Introduction

  •  learn about the past in Britain and the wider world
  • consider how the past influences the present
  • find out about what past societies were like, how these societies organised themselves, and what beliefs and cultures influenced people's actions
  • develop a chronological framework
  • see the diversity of human experience and understand more about themselves as individuals and members of society
  • reflect on their personal choices, attitudes and values
  • use evidence, weigh it up and reach their own conclusions
  • research, sift through evidence and argue a point of vie



















Маргарита Николаевна Кашкута

Моя фотография
Рубцовск, Алтайский край, Russia