6 Form Pace Work 22.04.2020

6 Form Pace Work 22.04.2020

Тема: Маса. Довжина

Хід уроку

І. Початок уроку

Орг.момент

Привітання

II.Повідомлення теми, мети і завдань уроку: In this lesson, we will learn the ways to measure length and weight.

III.Мовленнєва зарядка

Warm-up. Введення в іншомовну атмосферу.

Teacher: Begin the lesson by asking students whether they are aware of the two systems of measurement used most commonly around the world. Then discuss these systems—the English and the metric. Explain that in the United States the English system is used, while most other countries around the world use the metric system. Tell the class that the metric system was established in France and that it is based on powers of ten.

IV. Основна частина уроку.

4.1. Vocabulary practice

Teacher: Match the words with their definitions:

1. Kilogram

2. Meter

3. Distance

4. Metric system

5. Inch

6. Foot

7. Yard

8. Mile

9. Pound

a. is the amount of space between two places or things.

b. is a unit for measuring length, equal to 2.54 centimeters.

c. is the basic unit for measuring length in the metric system.

d. is a unit for measuring length, equal to three feet.

e. is a unit for measuring weight

f. is the system of weights and measures that is based on the kilogram and the meter.

g. is a unit for measuring distance, equal to 1760 yards.

h. is a unit for measuring length, equal to 12 inches.

i. is a unit for measuring weight, equal to 1000 grams.

Teacher: Fill in the gaps with these words:

Olympic track-and-field events are measured in ______.

Dry goods, such as flour and sugar, are measured in ______.

The ______ between Los Angeles, California, and Tokyo, Japan, is 5,478 ______, or 8,815 kilometers.

Most countries use the _____ system.

Although the standard length of a _____ is 12 inches, it has ranged throughout history between 10 and 27 inches.

4.2. Practice

Make a class list of common units in the English system (e.g., ounces, pounds, inches, and feet) and common units in the metric system (e.g., grams, kilograms, meters, and centimeters). Then review with students how to convert between English units and metric units. The following Web sites have conversion charts and instructions for converting from metric to English and from English to metric: Quick Conversion Table

Convert by multiplying:

• inches by 25.4 to find millimeters

• feet by 0.3048 to find meters

• yards by 0.9144 to find meters

• miles by 1.60934 to find kilometers

• square yards by 0.836127 to find square meters

• acres by 0.404687 to find hectares

• cubic yards by 0.764555 to find cubic meters

• quarts by 1.1365 to find liters

• ounces by 28.3495 to find grams

• pounds by 0.45359237 to find kilograms

Remind students of the inverse law of multiplication and division. Explain that, if they use multiplication to convert from the metric to the English system, they can always use division to convert in the other direction.

Group students into pairs. Have each pair brainstorm about the different measurements they encounter on a daily basis, from the gallon of milk they pull from the refrigerator each morning to the distance they travel to soccer practice. Encourage them to think about length (distance), weight, and volume. Next, distribute the Classroom Activity Sheet: Measuring in Daily Life. Have students fill in the measurements in the English system first. Then have them convert each measurement to the metric system. Remind students to use the conversion charts to help them move from one system to the other.

How tall are you?

What is the difference in height between you and your best friend?

How much milk do your parents usually buy at one time?

How much bread do your parents usually buy at one time?

About how much juice do you drink every day?

What is the distance in miles from your home to school?

What's the typical speed limit (in miles per hour) around town?

What's the typical speed limit (in miles per hour) on the highway?

Estimate how much your backpack weighs on a typical afternoon.r ideas to the sheet.

The questions on the Classroom Activity Sheet are listed below:

Go over the answers in class and check students' conversions from English to metric. If students have added other questions to the sheet, have them share their measurements with the class.

4.3. Discussion

1. Why do you think it would be so hard for the United States to switch to the metric system? Do you think it is in the country's best interest to overcome these difficulties? Why or why not?

2. Which system did you find easier to use? Why?

3. Do you think it is confusing that the United States uses a different measuring system from the rest of the world? What kinds of problems arise because of the use of a different measuring system?

4. Were you surprised at how many measurements you use in daily life? Why or why not?

5. Think about specific jobs that require frequent measuring, such as architecture and construction. What changes would people in these professions have to make in their daily lives if the United States switched to the metric system? Consider how the change to metric would affect all aspects of their jobs, from buying materials to measuring spaces to actually constructing buildings.

6. Suppose you wanted to bake a cake, and the recipe you wanted to use listed metric quantities but your measuring cups and spoons were based on English measurements. How would you convert each quantity? What tools could help you solve this problem?