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Методическая разработка занятия "Органы пищеварительной системы. The Past Perfect Tense"

ГБОУ СПО «Тольяттинский медколледж»
Методическая разработка занятия
для преподавателя
«Органы пищеварительной системы. The Past Perfect Tense»
Дисциплина «Иностранный язык» (английский)
Специальность: 060604 Лабораторная диагностика (базовая подготовка)
Преподаватель: Семенова Н. В.
Рассмотрено и утверждено
на заседании ЦМК № 3
Протокол № ____ от
„____” ___________ 20 г.
Председатель ЦМК
Суркова И. И.
2
Методическая разработка практического
занятия для преподавателя
Тема. Органы пищеварительной системы. The Past Perfect Tense.
Учебные цели.
После изучения данной темы студент должен уметь:
– вести беседу по теме;
– понимать лексические единицы и выражения в потоке речи;
– читать и переводить тексты по изученной теме.
После изучения данной темы студент должен знать:
–органы пищеварительной системы и их функции;
– употребление The Past Perfect Tense;
– лексику по теме.
Воспитательные цели. Изучение данной темы:
– стимулирует интерес студентов к обучению в колледже;
– стимулирует самостоятельность студенческого творчества.
– способствует созданию мотивации на продолжение самостоятельного
углубленного изучения дисциплины.
В результате освоения данной темы у студента должны формироваться
следующие общие компетенции
• ОК 4. Осуществлять поиск и использование информации,
необходимой для эффективного выполнения профессиональных
задач, профессионального и личностного развития;
• ОК 5. Использовать информационно-коммуникативные технологии
в профессиональной деятельности;
• ОК 6. Работать в коллективе и команде, эффективно общаться с
коллегами, руководством, потребителями;
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• ОК8. Самостоятельно определять задачи профессионального и
личностного развития, заниматься самообразованием, осознано
планировать повышение своей квалификации.
Общее время занятия – 2 часа.
Место проведения занятия: учебный кабинет колледжа «Иностранный
язык».
Оснащение занятия: компьютер, мультимедийный проектор,
видеофильм, презентация.
План проведения занятия
№
Название этапа
Описание этапа
Цель этапа
1
Организационный
этап
Преподаватель отмечает
присутствующих,
проверяет наличие халата,
объявляет тему, цели
занятия, обосновывает
актуальность изучаемой
темы.
Сформировать мотив
для необходимости
изучения данной темы,
активизировать
познавательную
деятельность студентов
2
Контроль
выполнения
домашнего
задания.
Контроль уровня знаний по
ранее изученной теме.
Домашним заданием было
выучить лексику по теме
«Пищеварительная
система». Игра «Word
find»..
Проверить и
скорректировать
уровень знаний
студентов.
3
Введение и
активизация
нового материала
Работа над текстом “Organs
of Digestive System”.
Студенты, работая в
микрогруппах по 2-3
человека, переводят данный
им отрезок текста. Затем по
цепочке читают текст и его
перевод. Отвечают на
вопросы после текста.
Расширить активный
словарный запас
студентов. Ознакомить
студентов с работой
легких. Развивать
языковую догадку.
4
Самостоятельная
работа студентов.
Контроль
конечного уровня
знаний
Выполнение заданий в
тестовой форме на знание
The Past Perfect Tense.
Работа над ошибками.
Проконтролировать
уровень знаний
студентов по ранее
изученной теме,
закрепить
приобретённые знания..
5
Подведение
итогов и задание
на дом.
Подводятся итоги занятия,
сообщаются оценки за
работу.
Создать мотивацию на
дальнейшую
самостоятельную
4
работу.
Резерв времени преподавателя
Рекомендуемая литература
Основные источники:
1. Воропаева Е.Л. Грамматика английского языка: Учебное пособие по
грамматике для самостоятельной работы студентов средних специальных
учебных заведений./ Е.Л. Воропаева, Е.А. Бобер, Н.В. Левич. – Омск:
ФГОУ СПО ОМК, 2009. – 100 с.
2. Козырева Л.Г., Шадская Т.В. Английския язык для медицинских
колледжей и училищ. – «Феникс», 2008. – 320 с.
3. Муравейская М.С. , Орлова Л.К. Английский язык для медиков.- Изд.
Флинта, Наука, 2009.- 384 с.
Дополнительные источники:
1. Elaine N. Marieb. Human Anatomy & Physiology. Sixth Edition. Publisher:
Benjamin-Cummings.
2. Kent M. Van De Graaff, Stuart Ira Fox. Concepts of Human Anatomy and
Physiology. Third Edition. Wm. C. Brown Publishers.
3. Raymond Murphy. English Grammar in Use. Third Edition. Cambridge
University Press.
Интернет-источники:
1. www.alleng.ru
2. www.anglais.ru
3. www.innerbody.com
4. www.shutterstock.com
5. www.wikipedia.org
5
Organs of Digestive System
Mouth. Food begins its journey through the digestive system in the mouth, also known as
the oral cavity. Inside the mouth are many accessory organs that aid in the digestion of food—the
tongue, teeth, and salivary glands. Teeth chop food into small pieces, which are moistened by
saliva before the tongue and other muscles push the food into the pharynx.
Teeth. The teeth are 32 small, hard organs found along the anterior and lateral edges of
the mouth. Each tooth is made of a bone-like substance called dentin and covered in a layer of
enamel—the hardest substance in the body. Teeth are living organs and contain blood vessels
and nerves under the dentin in a soft region known as the pulp. The teeth are designed for cutting
and grinding food into smaller pieces.
Tongue. The tongue is located on the inferior portion of the mouth just posterior and
medial to the teeth. It is a small organ made up of several pairs of muscles covered in a thin,
bumpy, skin-like layer. The outside of the tongue contains many rough papillae for gripping food
as it is moved by the tongue’s muscles. The taste buds on the surface of the tongue detect taste
molecules in food and connect to nerves in the tongue to send taste information to the brain. The
tongue also helps to push food toward the posterior part of the mouth for swallowing.
Salivary Glands. Surrounding the mouth are 3 sets of salivary glands. The salivary glands
are accessory organs that produce a watery secretion known as saliva. Saliva helps to moisten
food and begins the digestion of carbohydrates. The body also uses saliva to lubricate food as it
passes through the mouth, pharynx, and esophagus.
Pharynx. The pharynx, or throat, is a funnel-shaped tube connected to the posterior end
of the mouth. The pharynx is responsible for the passing of masses of chewed food from the
mouth to the esophagus. The pharynx also plays an important role in the respiratory system, as
air from the nasal cavity passes through the pharynx on its way to the larynx and eventually
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the lungs. Because the pharynx serves two different functions, it contains a flap of tissue known
as the epiglottis that acts as a switch to route food to the esophagus and air to the larynx.
Esophagus. The esophagus is a muscular tube connecting the pharynx to the stomach
that is part of the upper gastrointestinal tract. It carries swallowed masses of chewed food along
its length. At the inferior end of the esophagus is a muscular ring called the loweresophageal
sphincter or cardiac sphincter. The function of this sphincter is to close of the end of the
esophagus and trap food in the stomach.
Stomach. The stomach is a muscular sac that is located on the left side of the abdominal
cavity, just inferior to the diaphragm. In an average person, the stomach is about the size of their
two fists placed next to each other. This major organ acts as a storage tank for food so that the
body has time to digest large meals properly. The stomach also contains hydrochloric acid and
digestive enzymes that continue the digestion of food that began in the mouth.
Small Intestine. The small intestine is a long, thin tube about 1 inch in diameter and
about 10 feet long that is part of the lower gastrointestinal tract. It is located just inferior to the
stomach and takes up most of the space in the abdominal cavity. The entire small intestine is
coiled like a hose and the inside surface is full of many ridges and folds. These folds are used to
maximize the digestion of food and absorption of nutrients. By the time food leaves the small
intestine, around 90% of all nutrients have been extracted from the food that entered it.
Liver and Gallbladder. The liver is a roughly triangular accessory organ of the digestive
system located to the right of the stomach, just inferior to the diaphragm and superior to the
small intestine. The liver weighs about 3 pounds and is the second largest organ in the body. The
liver has many different functions in the body, but the main function of the liver in digestion is
the production of bile and its secretion into the small intestine. The gallbladder is a small, pear-
shaped organ located just posterior to the liver. The gallbladder is used to store and recycle
excess bile from the small intestine so that it can be reused for the digestion of subsequent meals.
Pancreas. The pancreas is a large gland located just inferior and posterior to the stomach.
It is about 6 inches long and shaped like short, lumpy snake with its “head” connected to the
duodenum and its “tail” pointing to the left wall of the abdominal cavity. The pancreas secretes
digestive enzymes into the small intestine to complete the chemical digestion of foods.
Large Intestine. The large intestine is long, thick tube about 2 ½ inches in diameter and
about 5 feet long. It is located just inferior to the stomach and wraps around the superior and
lateral border of the small intestine. The large intestine absorbs water and contains many
symbiotic bacteria that aid in the breaking down of wastes to extract some small amounts of
nutrients. Feces in the large intestine exit the body through the anal canal.
Answer the questions
1. Where does the process of digestion begin?
2. What is the hardest tissue in your body?
3. Why do we need the taste buds?
4. What are the functions of saliva?
5. Why do we need the epiglottis?
6. What is the function of cardiac sphincter?
7. What chemicals digest food in the stomach?
8. Where are nutrients absorbed?
9. What are the functions of liver and gallbladder?
10. What is the function of pancreas?
11. Where does the absorption of water occur?
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Тест на знание времени Past Perfect
Выберите правильный вариант
1. I (wake up) early and got out of bed.
A woke up
B had woken up
2. I got out of bed an hour later I (wake up).
A woke up
B had woken up
3. We were late. The meeting (start) an hour before.
A started
B had started
4. She was the most delightful person I (ever / meet).
A ever met
B had ever met
5. That morning she (dress), (phone) somebody, and went out.
A dressed, phoned
B had dressed, had phoned
6. That morning she went out after she (phone) somebody.
A phoned
B had phoned
7. He was tired because he (work) hard in the garden all day.
A worked
B had worked
8. The sun (set), it (get) dark, and we went home.
A set, got
B had set, got
9. The Hills were in a hurry, but they (take) a taxi and managed to arrive exactly on time.
A took
B had taken
10. The Hills managed to arrive exactly on time because they (take) a taxi.
A took
B had taken
11. I lost the key that he (give) to me.
A had given
B gave
12. We asked Peter to come with us, but he refused. He (already / promise) to play football with
his friends.
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A already promised
B had already promised
13. I saw a nice kitten when I (open) the basket.
A opened
B had opened
14. After I (write) all my letters, I went to the kitchen to make coffee.
A wrote
B had written
15. I went downstairs because I (hear) the noise.
A heard
B had heard
Ответы к тесту по грамматике
1.a 2b 3.b 4.b 5.a 6.b 7.b 8.a 9.a 10.b 11.a 12.b 13.a 14.b 15.b
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