The sequence of actions when marking the workpiece blank. Lesson summary: “Marking of wood blanks. II. Presentation of program material
1) clean the workpiece from dust and dirt
2) study the drawing of the marked part
3) mentally markup
4) set the workpiece in a vice
5) position the workpiece in the middle of the plate
6) markup
7) remove dust and scale with a brush
Occupational Safety
When performing marking work, the following safety precautions must be observed:
installation of blanks (parts) on the plate, removal from the plate must be performed only in mittens;
workpieces (parts), devices should not be installed on the edge of the plate, but closer to the middle;
it is imperative to wear safety caps or special caps on the sharpened ends of the scriber;
used for staining copper sulfate is applied only with a brush, observing safety measures (it is poisonous
keep dust and scale off the screed plate only with a brush;
oiled rags and paper should be folded only in special metal boxes.
Student's independent work
The student’s independent practical work consists in mastering the rules of preparation and methods of plane marking, as well as in performing complex work with the use of marking. The student must:
receive from the master a task and a blank for marking; to carry out preparatory work for marking; to study the methods of plane marking; make marking lines; after marking and punching, present the part for control to the master;
to carry out complex work on the manufacture of parts such as a hammer, a notepad, a wrench, etc .;
present the finished part for evaluation to the master; clean your workplace and hand it over to the master.
Sketch of the workpiece.
Description of the marking sequence of parts and the tool used in marking.
Programming Control Issues
Tools for flat marking.
Preparatory operations for marking.
Methods of plane marking.
Safety rules for marking.
Laboratory work No. 4. Drilling
Objective: - development and acquisition of practical knowledge, familiarization with tools.
Drilĺ - a cutting tool with a rotational movement of cutting and an axial movement of the feed, designed to make holes in a continuous layer of material. Drills can also be used for drilling, that is, increasing the already existing, pre-drilled holes, and drilling, that is, obtaining non-through holes.
In the work of a locksmith on the manufacture, repair or assembly of parts of mechanisms and machines, it is often necessary to obtain a wide variety of holes in these parts. To do this, perform operations of drilling, countersinking, coredrilling and deployment of holes.
The essence of these operations is that the cutting process (removing the material layer) is carried out by rotational and translational movements of the cutting tool (drill, countersink, etc.) relative to its axis. These movements are created using hand-held (rotor, drill) or mechanized (electric drill) devices, as well as machine tools (drilling, turning, etc.).
Drilling is one of the types of production and processing of holes by cutting using a special drill tool.
Like any other cutting tool, the drill works on the principle of a wedge. By design and purpose, the drills are divided into feather, spiral, centering, etc. In modern production, mainly spiral drills and less often special types of drills are used.
The twist drill () consists of a working part, a shank and a neck. The working part of the drill, in turn, consists of a cylindrical (guide) and cutting parts.
On the guide part there are two helical grooves along which the chips are discharged during the cutting process.
The direction of the helical grooves is usually right. Left drills are used very rarely. Along the grooves on the cylindrical part, the drill has narrow stripes called ribbons. They serve to reduce the friction of the drill against the walls of the hole (drills with a diameter of 0.25-0.5 mm are made without ribbons).
The cutting part of the drill is formed by two cutting edges located at a certain angle to each other. This angle is called the angle at the apex. Its value depends on the properties of the processed material. For steel and cast iron of medium hardness, it is 116-118 °.
The shank is designed to fix the drill in the drill chuck or spindle of the machine and can be cylindrical or conical in shape. The tapered shank has a “foot” at the “end” that serves as a stop when pushing the drill out
The neck of the drill, connecting the working part with the shank, serves to exit the abrasive wheel in the process of grinding the drill in its manufacture. The mark of the drill is usually indicated on the neck.
Drills are made mainly from high-speed steel of grades P9, P18, P6M5, etc. Metal ceramic hard alloys of grades VK6, VK8 and T15K6 are increasingly being used. Hard metal plates usually equip only the working (cutting) part of a drill.
During operation, the cutting edge of the drill becomes dull, therefore the drill is periodically sharpened.
Drills produce not only drilling deaf (drilling) and through holes, i.e. obtaining these holes in a continuous material, but also drilling - an increase in the size (diameter) of the holes already obtained.
The spiral drill is a cylindrical rod, the working part of which is equipped with two helical spiral grooves designed to remove chips and the formation of cutting elements.
Working part
The cutting part has two main cutting edges formed by the intersection of the front helical surfaces of the grooves along which the chips come off.
The guide part has two auxiliary cutting edges formed by the intersection of the front surfaces with the surface of the point (a narrow strip on the cylindrical surface of the drill located along the helical groove and providing direction of the drill during cutting, as well as reducing the friction of the side surface against the hole walls).
Shank- to fix the drill in the machine or in a hand tool.
Leash- to transmit torque to the drill or foot for knocking the drill out of the conical socket.
Cervical circle output when grinding the working part of the drill.
Drills for drilling deep holes
Drill for ring holes
Lesson number 17-18.
Marking of wood blanks.
Goal: teach students how to mark wood parts.
Equipment: wooden blanks, drawings, marking tools (pencils, rulers, squares, compasses, thicknesses, templates, etc.).
During the classes
I. Repetition of material covered.
1. Conversation on:
"What is the purpose of the routing.
"What is called a blank?
"What is called a technological operation?
2. Communication of the topic and purpose of the lesson.
II. Statement of program material.
1. Introduction to the topic of the lesson.
Teacher. Do you have material from which I would like to make a conceived product. There are tools to get started: sawing, drilling, scoring, etc.
"Is it possible to proceed?
"Will you get a solid, high-quality, beautiful work?
"Why? (Students are listening.)
Guys, in order to embody any conceived business and get such a product that would please the eye, correspond to the required dimensions and the right technological processing, you need to carefully think through everything. Where do you think you should start? (Predictable answers from students.) Before manufacturing the part of the desired shape, mark it out using measuring and marking tools.
Write down what the term “markup” means.
Marking is the application of contour lines to the workpiece.
When marking rectangular parts, a ruler and a square are used.
The teacher demonstrates the techniques of rectangular marking.
(See Appendices, Fig. 17.)
2. The sequence of actions markup.
1. Before marking, one of the edges of the workpiece is sawn off or cut exactly in a straight line.
2. Parallel marking lines can be done using a thicknesser. (See Appendices, Fig. 18, 19.)
3. Using a compass, circles and arcs are drawn on the marked workpiece. Then the center is marked.
4. The radius is delayed on the line.
5. A circle is drawn along the deferred radius.
Consider a special type of markup, which is markup by template.
Template marking is used if it is necessary to make several identical parts of complex shape.
The patterns for these identical parts are made of wood, metal, plastic.
What role do you think patterns play in the overall manufacturing process? (Student responses.)
Template marking allows you to quickly and accurately draw the desired shape of the part.
The teacher shows the markup technique according to the pattern.
III.Practical work.
Accomplishment of tasks:
1.Using marking tools, mark the workpiece blanks according to the drawings proposed by the teacher.
2. Mark the blank according to the template suggested by the teacher.
IV. Lesson Summary .
Assessment of students' practical work. Teacher notes the best work
Layout preparation. Before proceeding to the marking, carefully check the workpiece: for shells, cracks, broken corners and other defects. Then the workpiece is cleaned of dirt and dust. Next, they study the drawing of the future part in detail and outline the marking order: determine in what positions the part will be installed on the plate and in what sequence marking lines will be applied.
In order to choose the correct marking path, it is necessary to clearly represent the purpose of the marked part, its role in the machine. Therefore, in addition to the drawing of the marked part, it is also necessary to study the assembly drawing and familiarize yourself with the manufacturing technology of the part.
Choosing a base when marking up. The correct choice of bases when marking determines the quality of marking. The choice of marking bases depends on the design features and manufacturing technology of the part.
The base is selected, guided by the following rules:
- if the workpiece has at least one processed surface, it is taken as the base;
- if not all surfaces are processed, then the unprocessed surface is taken as the base;
- if the outer and inner surfaces are not processed, then the outer surface is taken as the base;
- when marking, all dimensions are applied from one surface or from one line taken as a base.
After the base is outlined, the marking procedure, the location and installation of the part to be marked on the stove are determined and the necessary marking tools and devices are selected.
Mounting the workpiece on a screed. Before installing the workpiece on a screed plate, those parts of the workpiece where marking risks will be applied are painted with chalk, paint, varnish or copper sulphate. When installing only the first position of the workpiece on the plate is independent, and all other positions depend on the first. Therefore, the first position of the workpiece must be chosen so that it is convenient to start marking from the surface or center line, taken as the base. The workpiece is installed on the plate not in an arbitrary position, but in such a way that one of its main axes is parallel to the plane of the marking plate.
There are usually three such axes on the workpiece: in length, width and height.
Large parts that cannot be turned over are marked out with the help of surface guides and marking squares. Establish a surface gage on a marking plate and, moving it, put a marking line.
Marking techniques. For spatial layout of workpieces, horizontal, vertical, and inclined risks must be applied. These names of the pictures are also preserved when turning the workpiece during the marking process. If, for example, the risks at the initial position of the workpiece were held horizontally, then although they became vertical when the workpiece was rotated 90 ° so that there was no confusion, they continue to be called horizontal.
In addition to the main marking marks, in parallel to them at a distance of 5-7 mm, control risks are carried out that serve to verify the installation of the workpiece during further processing, as well as for the possibility of processing in cases where the marking risk has disappeared for some reason.
When marking on the plate, horizontal risks are drawn with a reimbursement set to the appropriate size. Reysmass is moved parallel to the plane of the scribe plate, slightly pressing it with its base to the plate. In this case, the gauge needle should be directed obliquely to the marked plane in the direction of movement at an angle of 75-80 °. The needle pressure on the workpiece should be uniform.
The marking of vertical notches can be carried out in three ways: with a marking square, a surface gage with 90 ° rotation of the workpiece, a surface weight from marking prisms without turning the workpiece.
Inclined lines are applied with a scriber by turning, the part along a protractor installed at the required angle.
When marking hollow parts (Fig. 220), a wooden center strip is hammered into them, and then a metal strip of brass or lead is stuffed onto it to support the compass leg. If the plank is of solid wood, then you can not fill the metal plank. The markup is further conducted in the usual way.
Fig. 220. Marking holes
Marking of cylindrical parts. The billet is laid on the plate on one or two prisms and the horizontality of the generatrix of the cylindrical surface relative to the surface of the marking plate is checked (Fig. 221). Short cylindrical parts are mounted on one prism.
Fig. 221. Marking of the keyway using plane-parallel end measures of length (tiles):
1 - measuring surface. 2 - block of tiles, 3 - measuring leg, 4 - clamping screw, 5 - scriber. 6 - micrometer screw, 7 - prism
Marking the keyway on the roller must be done in this order:
- study the drawing;
- check the workpiece;
- clean the marked spots on the roller;
- paint with vitriol the end of the roller and part of the side surface on which risks will be applied;
- find the center at the end using the center finder;
- install the roller on a prism and check its horizontal;
- apply a horizontal line passing through the center at the end of the roller;
- turn the roller 90 ° and check the verticality of the drawn line along the square;
- apply a horizontal line at the end of the roller;
- draw a line on the side surface of the roller;
- draw two lines on the side surface corresponding to the width of the keyway, and at the end to the depth of the groove;
- turn the roller with the key risks up and draw a line on the end that indicates the depth of the keyway;
- tilt the contours of the keyway.
Pattern marking. It is used in case of wear or breakage of the part and in the absence of a drawing for the manufacture of a new one. In such cases, the sample is a worn or broken part. If the part is flat, then after thorough cleaning it is placed on the workpiece and marking lines are applied along it with a stroke.
In those cases when it is impossible to impose a sample on a workpiece, it is installed side by side and all dimensions are transferred from it to the workpiece with a thickness meter. When taking measurements from a specimen, the wear of the specimen (old part) should be taken into account, and it should also be checked whether it is damaged, distorted, protrusions broken off, etc.
Place marking. It is made in those cases when, by the nature of the joints, it is necessary to assemble parts on the spot. To do this, mark out one of the parts, drill holes in it; in the second part, the holes are drilled after application of the first one, which is a kind of template with respect to the second.
Rational markup techniques. When working with a thickness gauge, each installation of a scriber in height requires a lot of time.
When marking a batch of identical parts, several thicknesses are used that are pre-set to a certain size. The scriber should be installed in a certain position only once, and then sequentially transfer them to the marked workpiece. From time to time, the installation of the scriber must be checked.
If the locksmith has only one thicknesser, it is recommended that you first transfer one set size to all the workpieces (Fig. 222), then the second, third, etc.
Fig. 222. Marking a batch of parts with one thicknesser
Markup Marriage. The most common types of marriage with spatial marking are:
- inaccurate marking due to incorrect and inaccurate installation of the marked part;
- incorrect installation of the marked part and non-compliance with the rules for choosing marking bases;
- non-observance of the marking accuracy in accordance with the dimensions of the drawing;
- malfunction of the marking tool, which inevitably leads to inaccurate marking.
Self Test Questions
- What is the difference between spatial and plane markings?
- Why do control risks take place?
- What are the features of the layout for the sample?
- When do markups apply in place?
Preview:
Summary of the lesson of GEF of the second generation. Technology grade 5. Number 5
Technological lesson map
Information about the teacher: Buts Denis Aleksandrovich
Grade: 5
Textbook (CMD): N.V. Tit, V.D. Simonenko
Theme of the lesson: " Marking of wood blanks. Types of control and measuring and marking tools used in the manufacture of wood products.
Etc. Marking of wood blanks; ways to use instrumentation and marking tools».
Lesson Type: Combined
Equipment: Multimedia equipment.Marking tools.Textbook of technology V.D. Simonenko.
Expected Results
- Subjects - students will learn how to mark up the blank of a future product.
- Meta-subject (UUD): regulatory - to transform a practical task into a cognitive, communicative - the ability to work in a group when completing a task, the ability to collaborate with a teacher, cognitive - what are markup and markup tools?
- Personal - the ability to conduct self-analysis of the work performed, the development of diligence and responsibility for the quality of their activities.
Basic concepts: marking, base layer, base edge, stock, pattern.
Stage 1 motivation (self-determination to activity) -org. moment, create a problem by showing a slide with the image of marking tools and the sequence of marking the part from wood.
Question:
What tools for marking wood blanks do you know?
Why does the workpiece markup start from the base layer or from the base edge?
- Updating knowledge and fixing individual difficulties in a problematic action.
In order to update knowledge, a brief conversation is held with students, the input of which asks the following questions:
How to mark parts with curved contours?
(Cognitive UUD - to acquire new knowledge in the process of observation and reasoning)
What is an allowance?
- (regulatory UUD - independently select the stock on the workpiece.)
Why is the stocking allowance usually assigned up to 5mm, and about 10mm when sawing?
- (cognitive UUD - correct selection of allowance).
In order to update knowledge, a conversation is held with students during which the following questions are asked:
1. What is a thicknesser? (Cognitive UUD - to acquire new knowledge in the process of observation and reasoning)
2. What is the thickness gauge used for? (Regulatory UUD - independently set the specified size).
3. What is the base layer? (Cognitive UUD - to search and select the necessary information for solving a training problem in a textbook, encyclopedia, and the Internet.)
Formulation of the topic of the lesson.
What do you think we will learn today?
Having clarified the opinion of the children, the teacher clarifies how to mark the workpiece correctly and with what tools, and also demonstrates the sequence of marking the details (updating student knowledge, regulatory UDD - goal setting)
Practical work
The teacher organizes the updating of methods for studying actions sufficient to build new knowledge.
Trial action (task) - Marking.
One - marks with a ruler and a square pencil
The second - marks with a surface gage and tape measure
Third - apply markings using a compass and a template
(UUD communicative - cooperation, performing different roles in the group)
The teacher checks the correctness of the assignment, identifying difficulties in the trial action.
Fixing difficulty:
Incorrect use of tools for marking workpieces (ways to solve the problem)
Way out of difficulty:
Once again, the teacher shows how to correctly mark the workpiece with the help of marking tools, thereby organizing students to investigate the problem situation (UUD - communicative, joint solutions to the problem)
3. Reflection of educational activities
At this stage of summarizing the lesson, the teacher asks the children questions, answering which he can judge the assimilation of this material.
Questions: - What is an allowance?
What new knowledge have you received for yourself?
Can knowledge acquired today be useful in life?
The teacher offers the boys to evaluate their work in the lesson. (UUD personal - an adequate understanding of the reasons for success / failure in educational activities.)
House. the task : Mark the workpiece.
Plan - lesson summary
Lesson No. 5 “Marking of timber blanks”
goal lesson: familiarize students with the technological operation “marking”, marking tools, rules and marking sequence; to teach them how to mark wood blanks and wood-based materials; develop accuracy, precision, respect for wood.
Objectives:
Educational: introduce the markup operation, markup tools, markup techniques, marking blanks using a template.
Developing: learn to perform techniques for economical marking of blanks.
Educational: bring accuracy, accuracy.
Didactic teaching tools: drawings of wood parts for practical work No. 5, drawing instruments, wood blanks and marking tools; textbook (§ 7), RT, PC.
LESSON TYPE: Combined Lesson
Methods story, conversation, demonstration of visual aids, work with a book, practical work.
Formable universal learning activities: personal, cognitive, communicative.
Supporting concepts: marking, joiner's square, surface gage, malka, base edge, base face, allowance, pattern.
Planned learning outcomes.
Personal
results
Subject
results
Meta subject
results
The desire to improve their knowledge and skills in the subject
"Technology".
Show interest in classes
practical activities, respectful attitude
to work, express a desire to learn to meet promising
needs.
Get acquainted with the types of control and measuring marking tools.
Learns how to perform cost-effective tricks
workpiece marking
Cognitive UUD: under the guidance of a teacher and in collaboration with classmates to draw conclusions on
based on the information received;
Make simple practical decisions, observe
Regulatory ECM: be able to cooperate with the teacher
set new learning objectives;
Show cognitive initiative in educational cooperation;
Remember instructions, plan, control
Communicative UUD: be able to reason, hear
listen and understand the interlocutor, plan and coordinate joint activities, correctly
express your thoughts
Route with the methodological structure of the lesson 80min
Stage goal
Teacher activities
Student Activities
UUD
1. Organizational stage 2 min.
Student Activation
Greeting class. Check class readiness for class
Greetings from the teacher, control of their readiness
for the upcoming lesson.
Personal : mobilization of attention, respect for others
Regulatory : lesson planning
Cognitive: procedure and organization of a technology lesson
Communicative : mutual cooperation of teachers and students in the lesson
2. Knowledge update -5 min
Identify the level of knowledge and the degree of readiness for the assimilation of new material.
To analyze the knowledge gained:
Joiner's workplace? His device?
- manufacturing process?
Technological operation?
- technological process?
- routing?
Joiner's tool?
To carry out the assignment, causing cognitive difficulty: how do they begin to manufacture wood products?
They participate in dialogue and discussion of problematic issues, formulate their own opinion and argue for it.
Pupils must be aware of why and why they need to study this topic.
Personal : awareness of their abilities.
Regulatory : ability to plan your work.
Cognitive : the ability to work with information, analyze, compare, highlight the main thing.
Communicative : cooperation and communication between teachers and students.
3. Setting goals and objectives of the lesson. Motivation of educational activities of students -3 min.
To create conditions for the emergence of an internal need for inclusion in educational activities.
Inform students about the lesson:
- marking of wood blanks.
Types of control and measuring and marking tools used in the manufacture of wood products.
They answer the questions of the teacher, discuss them. Formulate the purpose of the lesson, defining the boundaries of knowledge and ignorance. Make a plan to achieve the goal of the lesson and determine the algorithm of their actions.
Personal : mobilization of attention, the desire to learn new things
Regulatory : goal setting, activity planning
Cognitive: the ability to work with information, analyze, compare, highlight the main thing
Communicative : proactive cooperation in the search, selection and analysis of information.
4. Primary assimilation of new knowledge 10 min.
Organize a meaningful perception of new information.
Explains new material, helps to parse information:
At the beginning of the lesson, the teacher demonstrates to students the tools for marking wood blanks, their arrangement and methods for using them, focusing on the rules for safe work with compasses and planers;
-allowance for processing for planing up to 5 mm, and for sawing about 10 mm;
Suggests to consider Fig. 20 (p. 30) from the textbook and comments on each stage.
Pays attention when choosing a material and its marking, allowances for processing should be minimal, as this saves the consumption of wood materials.
Participate in a conversation; formulate conclusions, make notes in a workbook.
pupils must learn that not high-quality marking of the workpiece will lead to the manufacture of defective parts.
Personal : awareness of their abilities;
Regulatory : the ability to plan the stages of the future project.
Cognitive : to extract the necessary information from the listened, to structure knowledge.
Communicative : engage in dialogue with confidence in the completeness and accuracy of expression of one’s thoughts.
5. Initial test of understanding 7 min
To promote emotional mood and the development of cognitive interest in the topic.
He proposes to complete step 1 of task 5 in a workbook: determine the procedure for performing actions when marking up the part shown in Figure 9 (p. 16) from the textbook. The correct arrangement of numbers: 1, 5, 2, 6, 4, 7, 3.
Perform the task in notebooks, formulate conclusions.
Personal :
Regulatory : analyze and establish a logical sequence in answers to questions.
Communicative : listen, hear and analyze the opinions of interlocutors
Cognitive : apply the acquired knowledge when choosing the theme of your creative project.
6. Initial fixation 40 min
Provide meaningful and assimilation and consolidation of knowledge on the topic of the lesson
Practical work No. 5 "Marking of wood blanks"
The analysis of the marking by the students of the wood blanks revealed a typical mistake that they make: the lines drawn along a ruler or a square, a pair of compasses and a planer will turn out to be uneven and broken. In this regard, he will explain the following rules to them:
1) when drawing a line along a ruler, the pencil should be pressed to the edge of the ruler (located at an angle of 70-75 ° to the plane of the part) and tilted in the direction of movement;
2) when drawing a line using a square or a malka, the gage block should be firmly pressed to the edge of the workpiece, and the malka screw is tightened well;
3) when marking with a thickness gauge, the workpiece must be necessarily fixed in the clamp of the workbench, and when drawing the line the end face of the pads should be constantly pressed to the base layer and not press strongly on the needle;
4) when conducting an arc or a circle with a compass, it is slightly tilted in the direction of movement, resting on a leg with a needle.
The teacher constantly monitors compliance with the rules of safe work by students with drawing and marking tools.
Students mark blanks issued by the teacher, or blank parts of their design products. Listen carefully to the briefing
teachers. Comply with TB regulations. Markup control.
Personal : awareness of their educational opportunities;
Regulatory : self-organization of educational activities, control, evaluation, correction of their knowledge.
Cognitive : ability to structure knowledge. selection of the most effective ways to solve problems, compliance with safety standards of cognitive-labor activity and creative labor.
Communicative : to organize educational interaction with each other, and as a whole in a team.
7. Control of assimilation, discussion of mistakes and their correction 8 min
Identify common mistakes and possible gaps in knowledge and skills by eliminating, correcting and improving them
It analyzes the work of students during the lesson, advises on issues arising during the discussion, advises, helps.
Teaches how to monitor and self-evaluate activities.
Develops the ability of students to independently find and correct errors, determine the degree of success.
At the end of the lesson, students performtest yourself from the workbook.
The correct answers to the task "Test yourself"
Statement
Before
No
The teacher formulates conclusions, sums up the results of joint and individual activities, sets grades for the lesson. The final grade of the lesson should be comprehensive, taking into account the quality of the layout of the workpiece, as well as the results of task 5 from the workbook
Present the results of the assimilation of the material in the classroom and individually, exercise control (with the help of the teacher, forms of self-control and mutual control are applied), formulate difficulties and carry out the correction, possible mistakes made.
Together with the teacher, they draw conclusions on the
new material.
Personal :
Regulatory : control, correction, isolation and awareness of what is still to be assimilated, awareness of the quality and level of assimilation of educational material;
Cognitive : the ability to structure knowledge, the choice of the most effective ways in answering questions;
Communicative: partner behavior management - control, correction, assessment of partner actions.
8. Information about homework, briefing on its implementation 3 min
Homework Information
The teacher advises.
Three levels of homework:
Standard minimum
(reproductive level)
Constructive
- Creative
1. Answer the questions at the end of §7.
2.Find on the Internet and other sources of information or come up with the very form of the template with which you can mark the blanks of cutting boards. In the next lesson, show the template to the teacher to assess the possibility of its placement in the library of the training workshop.
They are aware of the variability of homework, choose a feasible option for its implementation and work on it.
Personal: awareness of the importance of teaching a subject;
9. Reflection (summarizing the lesson) 2 min
Give a quality assessment of the work of the class and individual students.
Initiate the reflection of students about their psycho-emotional state, motivation for their activities and interaction with the teacher and classmates in the past lesson.
The teacher organizes the reflection of educational activities in the lesson.
What did you learn in the lesson?
What new concepts have you learned today?
Where can I apply the acquired knowledge in practice?
Why do you need to know this material?
What difficulties have you encountered?
Give an analysis of your activities in the lesson.
Invites students to formulate their answer in the form of a telegram, SMS message, a completed sentence.
You can ask students to reason their answer.
1. In the lesson, I worked actively / passively
2. I am satisfied / not satisfied with my work in the lesson
3. The lesson seemed to me short / long
4. I'm not tired / tired for the lesson
5.My mood got better / got worse
6. The material of the lesson was clear to me / not clear
useful / useless
interesting / boring
7. The homework seems to me easy / difficult
interesting / not interesting
They answer the questions of the teacher, analyze the work done by them in the lesson, perform self-esteem, discuss it, draw conclusions.
Personal : awareness of the interest and importance of studying the subject;
Regulatory : self-assessment of activity in the lesson;
Cognitive : development of cognitive interest in the subject;
Communicative: ability to listen and conduct dialogue;