Theme of the lesson: Algorythms. Executor "Loader"

Working out of a teacher-methodologist of junior forms Rivkind F.M.

Aim:

• to continue forming of the idea of algorythm,
• to teach to compose the simplest algorythms on the basis of the theme which are studied at the lessons of Ukraine, English, Mathematics, Health protection,
• to develop intellectual skills, logical thinking, self-control,
• to acquaint with new executor, to teach working with the programme "Loader".

 

I.Actualization of the obtained knowledge

1. Introductory words of the teacher. At the previous lesson we spoke about algorythm. But before the definition of the meaning of algorythm we acquainted with commands and executors. Today it will help us in our work at the lesson.

2. Inquiry based on material of the previous lesson (is led in the form of discussion)

- Remember, what is called a sentence. A word or a group of words connected by sense
- What kind of sentences according to the aim of utterance do you know? (Statement, Interrogative question, Imperative)
- Which sentences do we call Imperative? (which impel to action?)
- Give examples (pupils give examples)

- Impeative sentence impells to immediate 7 action and what about order? Command?
- Where, at what lesson do you meet with orders, commands? P.E., dancing, Arts, Labour Training, Music.
- Please, give the definition command /command is an imperative sentence/
- If there is a command, somebody must execute it. Who can execute the commands? /a person, an animal, a robot/
- Who do we call an executor? /Somebody who executes a command/
- And who can give a command? /A person/

II. Reporting of the theme and tasks of the lesson. Maybe you have guessed that today we'll continue work on "Algorythms"(Inscreption on the blackboard) we shall learn how to compose algorythms and the way to work with a new programme "Loader" and its executor.

 

III. The work with the new material.

Algorythm "Word-building"

1. Find the ending 2. Denote the stem
3. Find cognate words Denote the root 4. Denote the prefix Mark out the suffix

2. Composition of Algoryrhm "Work with a task" ( The teacher reminds of the parts the task consist of ). Then all together pupils with the teacher explain every step, write down algorythm in the exercise books and on the blackboard.
Algorythm "The task"
1. Read attentively the condition of the task
2. Immagine how it can happen in real life
3. Realize the aim of the task
4. Clear up what size you know and what size should be found
5. Think over the plan of solution
6. Write down the plan of solution
7. Think over if there is another way of solution
8. Write down the answer
9. Check yourself

IV. Consolidation of knowledge

1. The game "Who is faster?"
Pupils should write an alghorythm "Crossing the street" ( Pupils compose an algorythm orally working in pairs). A mark should be given to pupils for the right and quick answer.

2. Sharade
Firstly 2 letters of the name Alla, then "mountain" has hidden the second sillable. 103 The first part is known, and the second part is known to you. In the rythm letter <<i>> has dropped out. Let us quickly unite these particles!

V. Home task

At home pupils should compose two algorythms: one orally and the second- write down in the copy-book. Pupils receive papers with tasks.

1. "Alice"
Alice has lost her bow and has fall asleep grieving. Cheshirsky cat, Tortoise and Rabbit have found it on the bank of the river. How can they get the other bank of the river to reach Alice if Cat and Rabbit cannot swim, and Tortoise can take only one of them with her?

2. "Farryman"
The farryman must remove a wolf, a goat, and cabbage across the river. In aboat except a farryman can be only one of them: either a wolf, or a goat, or cabbage. It should be remembered that a goat can eat cabbage and a wolf can eat a goat. That is why they cannot be left together .

The teacher proposes to read the task attentively.