Lesson summary

Item: technology _ Class: 6 "d"

Lesson topic: “Artistic woodworking. Woodcarving. Types of woodcarving and technology for their implementation ».

Class characteristic: 5

6 "d" class consists of 19 people. The class is friendly, efficient, creative. Progress - 100%. The horizons of students are developed. Tasks are always completed.

Goals:

Create conditions for memorizing the basic technical terminology (“Woodcarving”, “jamb cutter”, “carving elements”), enriching the technical and terminological stock of students;

To form the skills and abilities of marking and cutting out the elementary elements of geometric carving;

Develop speech, observation, communicative culture through work in groups, tolerance;

Develop the ability to exercise self-control, self-esteem;

Cultivate accuracy, thrifty attitude to the tool and material.

Equipment:

Technical training aids: computer, media projector.

Screen and audio aids: power point presentation

Blanks, jamb cutter

Didactic support:

Textbook: Technology: A textbook for students in the 6th grade of educational institutions (version for boys). Ed. V.D. Simonenko. - M.: Venta-Graf, 2009.

Instructional - technological maps.

Samples of objects of labor. Technological maps for students.

Teaching methods:

• : verbal, visual;
• according to the degree of activity of students' cognitive activity:- partial search;
• : partially exploratory, practical.

Forms of organization of cognitive activity: individual, collective, group.

Lesson structure:

1. Organizational and motivational moment -3 min.
2. Updating knowledge - 7 min.
3. Learning new educational material- 30 min.
4. Practical work(consolidation of new educational material) - 35 min.
5. Summing up -15 min.

Organizational and motivational moment Purpose: to create conditions for an emotional mood for learning activities.
Activity students	Teacher activity	Note
Report readiness for the lesson.	Hello guys. We will check your readiness for the lesson: the presence of working clothes, a notebook, a ruler, a pencil. Missing. On duty.
Knowledge update Target: Actualization of the studied methods of action, sufficient to build new knowledge; Motivating students to trial educational action; Creating conditions for students to independently formulate the topic of the lesson, goals and practical tasks. Methods: by source of knowledge : verbal, visual. Result: Find answers to questions using a product sample; To master the ability to predict, draw up a plan of action; - listen and understand the speech of others;
Student activities	Teacher activity	Note
Student responses. Determining and recording the topic of the lesson in a notebook. Determining the objectives of the lesson.	Tell us what holiday awaits us in the near future? 2015 is the year of which animal according to the Chinese calendar? Consider a sample of the product and tell me what operation you need to learn in order to make a Christmas tree toy? Formulate the topic of the lesson. Read the questions. Which of them would you like to have answered in class? What types of carving are there? How did wood carving originate? What tools are used to carve wood? How to cut wood correctly and safely? What do you think the objectives of the lesson are? These will be the main stages of work in the lesson. You will evaluate your work on a self-assessment card, which reflects all the stages of the lesson.	Message about the tradition of decorating housing in a certain style Slide #1 "Christmas tree decoration" Slide #2 Subject: Woodcarving. 1. Study the history and types of woodcarving. 2. Familiarize yourself with the carving tool and the rules for safe work. 3. Learn to cut wood.
Learning new material Target: Clarify the general nature of the new knowledge. Methods: according to the degree of independence and creativity in the activities of students : partially searchable. Result: Independently derive the definition of "Woodcarving" To get acquainted with the history of woodcarving, types of woodcarving; Determine the sequence of work Evaluate digestible content (based on personal values). Work according to the proposed plan; Put forward your hypotheses on the basis of educational material; Carry out self-assessment; Orientation on the technological map; Navigate in your system of knowledge (determine the boundaries of knowledge / ignorance); Be able to find and highlight the necessary information; - be able to express their thoughts with sufficient completeness and accuracy.
Student activities	Teacher activity	Note
Work with the definition in pairs. Expressing your opinions. Recording definitions in notebooks. Slideshow Definition characteristic features various kinds carving Oral student response Oral student response	What is "wood carving"? Look at samples of carved products and try to formulate a definition Examination. The "Handbook" gives such a definition of Woodcarving, compare with yours. What did you miss in your definition? - What is the next stage of the lesson? Let's get acquainted with the history of carving, And types of carving What type of carving is used to decorate our Christmas tree toy? A story about a geometric carving tool - Let's move on to the next step. Which one? Threading rules: 1 markup Examination 2 cutting techniques Demonstration of working methods	slide number 3 woodcarving- slide number 3 "carving history" Slide #4 "types of woodcarving" Slide #5 Products decorated with geometric carvings. Slide number 6 "Cutter jamb" "Marking of alphabetic thread elements" Slide #6 « Techniques for cutting alphabetical elements of geometric threads "
Practical work Target: to form the skills and abilities to perform woodcarving. Methodaccording to the degree of independence and creativity in the activities of students : practical. Result: Complete the practical task of the lesson; Work according to the proposed plan (technological map); exercise self-control; Comply with safety regulations.
Student activities	Teacher activity	Note
Working with a routing Call the sequence of work: According to the technological map, operations are determined that will be used in the lesson: markup cutting Students tell the rules of t.b.	You have technological maps on your desks, which describe the entire process of doing the work. Consider, determine the sequence of work. Learning the rules t.b. when carving.	1. Mark up the alphabetical elements of the geometric thread 2. Check the health of the tool
Performing practical work.
5. Reflection of activities in the lesson Target: target correlation learning activities and its result, fixing the degree of their compliance. Result: Establish a relationship between the purpose of the activity and its result. Exercise self-control and self-assessment; Evaluate the activities in the lesson; To highlight and realize what has already been learned and what still needs to be learned; - be able to express their thoughts with sufficient completeness and accuracy.
Perform workspace cleaning. They self-evaluate their work using evaluation cards.	Self-esteem You have assessment cards on your desks. Check your own work and rate it. Analysis of mistakes made at work.

Synopsis of a technology lesson in grade 6 "Introductory lesson"

Purpose: to reveal to students the purpose and content of the program "Technology"; teach proper organization labor and workplace; familiarize with occupational safety and health.

Tools and equipment:

1. Joiner's workbench with a set of tools,

2. Posters on safety in school workshops.

During the classes

I. Organizing time.

Greeting, checking the readiness of students for the lesson. Familiarization of students with the purpose and content of the Technology program for grade 6, with the rules of conduct in the school workshop, with the training workshop and the mode of work in it.
Safety briefing.

Formulation of the protocol.

II. Presentation of new program material.

From the 5th grade program, remember what we mean by
the term "technology".
Technology is understood as a set of techniques and methods for obtaining, processing or processing raw materials, materials, semi-finished products or products carried out during the production process.
- What technologies do you know?
Wood processing technology.
Metal processing technology.
Technology of electrical works.
Technology of repair and construction works.

Now let's take a look at what's included. workplace carpenter:

1. Carpentry workbench.
2. Chair.
3. Racks, boxes, shelves.
4. Bedside tables for storing tools, fixtures and
blanks.

Let's remember from the 5th grade course what carpentry consists of
Workbench. Rice. 1.

Rice. 1. Carpentry workbench:
1- forearm;

2 - cover with holes;

3 - tray wedges;
4 - front clamp;

5 - retractable and rotary fingers.

Invite students to tell about the purpose of each part of the workbench.
1. Front clamp for securing workpieces.
2. Holes and wedges for stop and fastening of workpieces
when planing.
3. Rear clamp for fixing workpieces when planing and sawing, etc.
4. Next, let's remember how to choose the right workbench for
convenience of work?
5. Stand near the workbench, put your hands down, put your hand on
its cover: if you do not need to bend or bend your arm,
It means that the workbench is chosen correctly.

Next, we will analyze the basic safety rules

1. Works are performed in special clothes:
robe; jumpsuit or apron; beret.
2. Basic safety rules when working on a workbench.
3. Protect the lid of the workbench from cutting damage.
tools and. etc.
4. Do not overtighten the front and rear clamps of the workbench.
5. Do not hit the lid of the workbench with a hammer.
6. Drive the wedges into the holes of the workbench only with a mallet.
7. At the end of work, clean the workbench only with a brush.

RULES OF INTERNAL RULES IN THE WORKSHOP

In the school workshop, as well as in an industrial enterprise, it is necessary to follow the rules of the internal regulations.

Enter the workshop only after the call and with the permission of the teacher.
2. You must come to classes in overalls (robe or apron with oversleeves, headgear).
3. You should have a workbook with drawing accessories with you.
4. The materials and tools necessary for work are provided by the attendants or the teacher.
5. It is forbidden to approach the machines without the permission of the teacher.
6. Only the tools provided should be used for work. Do not take tools from another workplace.
7. Tools common use provided by the teacher if needed.
8. At the workplace, only those works that are specified in the task are performed.
9. Tools and fixtures are used only for their intended purpose.
10. It is forbidden to leave your workplace and move to another during the lesson.
11. The workplace must be kept clean and tidy.
12. At the end of work, clean the workplace using a dustpan and a sweeping brush, remove overalls and wash your hands.
13. Tools, fixtures, products and blanks are handed over to the duty officer or teacher.
14. Leave the workshop only with the permission of the teacher.
In case of violation of the internal regulations, the student is suspended from work.

III. Practical part.
1. Choose a workbench according to your height.
2. Practice fixing the workpiece in clamps and between wedges.

IV. current instruction.
Check the correct fixing of the workpieces. The wedge should protrude above the table top to a height less than the height of the workpiece.

v. Final part.
Checking the fastening of workpieces, an indication of shortcomings. Cleaning of workplaces and workshop premises.

Back forward

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Back forward

The purpose of the lesson: acquaintance of students with the aesthetic principles of design, the concept of style, varieties of styles in the interior, elements of color science, color combinations in the interior.

Lesson objectives:

• Define the concept of style, interior, aesthetic principles of design;
• Give an idea of ​​the variety of styles in the interior;
• Consider color circle, primary and secondary colors;
• Continue the development of independence in working with information sources on a given topic, the ability to isolate the main thing from the text;
• Cultivate aesthetic taste in students.

Equipment:

• multimedia equipment;
• Handout;
• Presentation, clip;
• Art supplies, scissors, magazines for practical work.

Expected result: after the lesson, students should have an idea about the aesthetic principles of design, the basics of color science. Understand that each era is characterized by its own style of decoration of the room, interior items.

During the classes

1. Organizational moment - 1 min.

Hello girls! Have a seat! Tell me, please, is everyone ready for the lesson? Who is absent today?

2. Actualization of mental activity, access to the topic, purpose and objectives of the lesson - 5 min.

Look at the screen, please read the Japanese folk wisdom: “It is easy to live at home and a thousand days, if you leave the house, it is difficult for an hour.” What do you think is its meaning? (Student answers). (Slide number 1).

And now, based on your answers, let's formulate the topic of our today's lesson. (Student answers). Let's write it down in a notebook. (Slide number 2).

Please look carefully at the topic of our lesson. Tell us what goal we need to achieve and what tasks we have to solve today? (Student answers).

That's right, the purpose of our lesson is: Exploring the aesthetic functions of design through a variety of styles and color combinations in the interior. (Slide number 3).

What do we need to achieve this result? (Student answers).

So our tasks are:

• Learn the terminology of the topic;
• Systematize groups of styles in the interior, their main features;
• Get to know the meaning colors in the interior;
• Consolidate and test your knowledge on this topic.

(Slide number 4).

3. Studying the terminology of the topic - 7 min.

In order to qualitatively master the material of any topic, it is necessary to first study the terms and concepts. Today it will be:

• Interior
• Style
• Aesthetic design principles

(Slide number 5).

What do you think is the meaning of each word? (Student answers).

Let's check and write the definitions in a notebook. (Slides #5, 6, 7, 8).

4. Learning new material - 22 min.

4.1. Introductory briefing before group work with information sources - 2 min.

The interior of an apartment is a reflection of the character, attitude and, of course, the style of its owner, so the choice of design is a rather responsible task. It will not be superfluous to consider all the main styles of interior design and only then make a decision.

Beauty, attractiveness and style are indispensable conditions for the creative success of a modern home.

It is conditionally possible to divide all interior styles into three groups: historical, modern and ethnic styles. (Slide number 9).

We will understand the variety of styles in the interior in the course of working with information sources that lie on the desks in front of you (see. Application No. 1). You are not randomly divided into groups, despite the fact that each of you will extract information on a certain style on your own, each group will have to present the overall result in the form of a cluster characterizing a certain group of styles. You will work according to a certain plan, with the help of a memo on working with an information source, which are also on your desks (see. Application No. 2). You need to find answers to the following questions:

1. Style name
2. The year of origin or the highest popularity of the style
3. Main characteristics
4. Essence of style.

4.2. Independent work with information sources - 5 min.

4.3. Monological answers of students, making clusters - 15 min.

(Slides #10, 11, 12).

5. Presentation demonstration 2 – 4 min.

Now I suggest you take a break and see how each style can be embodied in the interior.

6. Monitoring, discussion of seen illustrations - 1 min.

Students express their opinion about sympathy for any style.

7. Learning new material - 5 min.

With the help of what, besides the style of the interior, can you beat the living space? (Student answers).

Really. The same room will look different if its walls are pasted over with light or dark wallpaper, change the curtains. To analyze the color combinations that can be used in decorating a room, let's get acquainted with color science. (Slide number 13).

What do you see on the screen? (Student answers). (Slide number 14).

Indeed, this is a color wheel. What colors exist? (Student answers). (Slide number 14).

Let's look at how each color can embody the interior of rooms of different functional affiliation.

• Blue color. First of all, it is a calming color. Creates an atmosphere of silence, purity, infinity and rigor, it is recommended for classrooms or classrooms. (Slides #15, 16, 17, 18).
• Yellow. It is a bright, joyful, stimulating color. It is associated with intelligence and expressiveness. It increases concentration, organizes, improves memory, promotes fair and quick decision-making. Causes a feeling of warmth, light and sun, fun and lightness. (Slides #19, 20, 21, 22).
• Red color. Stimulates, supplies very strong, but rather rough energy. Promotes activity, confidence, friendliness. Festive, energetic. In large quantities, it can provoke rage, anger. (Slides No. 23, 24, 25, 26).
• Green color. This is life, growth, harmony, fun. Helps to be closer to each other. Soothing, peaceful and discreet. Thanks to him, we become closer to nature. (Slides #27, 28, 29, 30).
• Purple. Associated with artistry, great ideas, intuition and mysticism. It promotes inspiration, compassion, sensitivity. Solemnly luxurious, but in large numbers can be oppressive. (Slides #31, 32, 33, 34).
• Orange color. Releases emotions, raises self-esteem, teaches to forgive.
  Pastel shades (apricot, peach) restore nervous costs. Warm, festive, full of life. This is an excellent antidepressant, promotes a good mood. (Slides #35, 36, 37, 38).
• Black color. It has paradoxical properties: it evokes a sense of security, consolation, a sense of mystery, it is associated with silence, infinity. But it can slow us down when making decisions. (Slides #39, 40, 41, 42).

8. Practical work in groups - 27 min.

8.1. Introductory briefing before group work, issuance of tasks - 2 min.

Now you have to do practical work in groups. Its meaning is to design the interior according to the task. Each group will have their own task. Please pull out your assignment (see Application No. 3). You have 20 minutes to work, after which each group will have to defend their work. The work you have to do is creative, it can be done in any technique: collage, drawing with paints, pencils, appliqué.

8.2. Group work of students - 20 min.

The students work, the teacher answers the questions that arise.

8.3. Protection creative works- 5 minutes.

Each group demonstrates their creative work to the class, commenting on it.

9. Monitoring of acquired knowledge - 3 min.

Let's check ourselves. (Slides #43, 44, 45, 46, 47, 48, 49, 50, 51).

10. Issuing homework - 3 min.

In the next lesson, we will continue our study of the section "Designing the interior and decoration of a children's room or children's corner" and will deal with the implementation of the project. You already know about the culture of the home, the types of cleaning. On the types of lighting, lighting fixtures in the living room. In the course of today's lesson, we got acquainted with the styles and colors in the interior. All this knowledge will be useful for you to complete the project, which we will do in the next lesson. For this house, you need to draw up a plan of your room at the present time: determine the dimensions of the room and furniture, choose the scale of the image, determine the location of windows and doors. (Slide number 52).

11. Summing up the results of the lesson - 2 min.

So, what new and useful did you learn in today's lesson? (Student answers).

Let's get back to Japanese folk wisdom. How do you understand it now? Have we achieved the lesson objectives? (Student answers). (Slide number 1).

You all worked very hard today, everyone gets excellent grades for the lesson.

Thank you for the work in the lesson, everyone can be free. (Slide number 53).

List of information sources used

1. Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language: 80,000 words and phraseological expressions / Russian Academy of Sciences. Institute of the Russian Language. V.V. Vinogradov. 4th edition, enlarged. M.: LLC "ITI Technologies", 2003. 944 pages.
2. Technology: Grade 6: Textbook for students of educational institutions (version for girls) / Edited by I.A. Sasova. 2nd edition, revised. M.: Ventana-Graf, 2007. 224 p.: ill.

22.09.2014 6168 838

Section: Technology of artistic needlework with elements of DPI. Modeling of garments.

Number of hours in this section: 16

Counting lesson in this section: 4.

Lesson Objectives:

• to acquaint students with the types of clothing, the requirements for it, and the classification;
• give an initial idea of ​​​​the design of garments;
• to form in students conscientiousness and mutual assistance in the performance of work;
• to cultivate aesthetic taste and creative attitude to work, perseverance in achieving the goal, accuracy, conscious fulfillment of tasks, creative works;
• formation of key competencies of students in technology lessons;
• to develop the cognitive interest of students, the ability to highlight the main, essential in the material being studied.

Visibility: presentation.

Equipment for students: workbook.

Teacher equipment: projector, screen, laptop.

MO: verbal, visual, informational, partially - search, testing, self-assessment, mutual assessment.

FOPD: individual, frontal.

Literature:

• Technology textbook for grade 6, T. Oralbekova, K. Shagirova, N. Spiridonova 2011, - Zhazushi.
• Linda A.S. Methods of labor training, - M., Enlightenment, 1977
• Melnikova L.V., Osipova L.V., Fridman T.E. Methods of labor training (service labor). Ed. L.V. Melnikova. - M.: Enlightenment, 1985
• Atutov P.R., Polyakov V.A., Andrianov P.N., Baidalinova E.A. and others. Didactics of technological education: A book for teachers. Part 1. / Ed. ETC. Atutov. - M.: IOSO RAO, 1997.

Interdisciplinary communication: history, geography.

During the classes:

I . Organizing time.

Checking students' readiness for the lesson. Missing.

II . Test on the previous topic:

1.Fiber distinguish -

a) by color

b) by thickness

c) origin

2. Vegetable fibers include -

a) cotton, silk

b) linen, wool

c) linen, cotton

3. The warp threads pass -

b) across the length of the fabric

4. Weft threads pass

a) along the length of the fabric, parallel to the edge

b) across the length of the fabric

5. Fabric is -

a) strands intertwined

b) fibers intertwined

c) yarn woven together

Keys to the test

III. Types of clothing

3.1. What is called clothing and why is it needed

3.2. clothing classification

3.2.1. Division by purpose into three classes (household, uniform, production). Household clothes (everyday, home, sports, solemn). Industrial clothing (sanitary, special)

3.2.2. According to the method of operation (waist, shoulder)

3.2.3. By assortment (Lingerie, outerwear, light dress)

3.2.4. By gender and age (Female, male, children)

3.2.5. Depending on the use at different times of the year (winter, summer, demi-season)

3.3. Clothing requirements:

Ø Hygienic - clothing must ensure the normal functioning of the human body and protect the human body from external influences

Ø Operational - clothing should be comfortable to wear, durable and wear-resistant, not deformed, not out of shape

Ø Aesthetic - clothes should be beautiful, modern, transforming the appearance of a person

Ø Economic - clothing should be inexpensive and affordable

IV . The concept of design

4.1. Making clothes (fashion designer, designer, fashion designer, cutter, tailor-seamstress)

4.2. Clothing design is an applied science that deals with the issues of rational design of the design of garments. The main task of the design process is to develop methods for designing clothing details that allow them to be given the most advantageous shape and size in accordance with the structure and size of the human body, hygiene requirements, the properties of materials, the existing style and fashion, the cost-effectiveness of the consumption of materials and the manufacturability of the tailoring of the product.

V . Consolidation of lesson materials

Answer the questions.

Ø What is clothing?

Ø How are clothes divided according to the way they are used?

Ø What are the requirements for clothing?

Ø What is design?

VI. Practical work

Draw an example of the uniform (school uniform) of your dreams

VI . Summing up the work.

Grading.

VII . Homework

Bring a landscape sheet for building a drawing, drawing accessories, a cutter's ruler, a work box. Revise what you have learned. Finish practical work.

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Outline of a technology lesson in grade 6. Apartment decoration

Purpose: exchange of experience with colleagues on the organization of educational activities of students in technology lessons.
Description: This abstract is intended for technology teachers working on the textbook "Technology. Service Labor." (Grade 6. Edited by V.D. Simonenko), during the initial acquaintance and study of the topic "Finishing the apartment"
Lesson Objectives:
1. Educational goals:
1.1. To acquaint students with the decoration of the apartment, its features;
1.2. Contribute to the memorization of the basic terminology used in the study of this topic.
2. Developmental goals:
2.1. Contribute to the development of students' speech (enrichment and complication of vocabulary, its expressiveness and shades).
2.2. Contribute to the mastery of the main ways of mental activity of students (to teach to analyze, highlight the main thing, compare, build analogies, enrich and systematize, pose and solve problems).
2.4. Contribute to the formation and development of students' cognitive interest in the subject.
3. Educational goals:
3.1. Contribute to the formation and development of aesthetic, environmental, economic qualities of the individual.
3.2. Contribute to the education of the right attitude to universal values.
Lesson type: combined.
Equipment: computer, screen, projector.
The lesson is accompanied by a presentation
Used fonts:
Normal: The teacher's text spoken in class.
Italics: student posts.
Underlined: material intended for student writing.

During the classes

1. Organizational moment of the lesson. (3 min.)
1. Check the readiness of students for the lesson.
2. Psychological mood for the lesson.
2. Repetition (testing students' knowledge on the topic "The concept of composition in the interior") (10 min.)
Guys! Today in the lesson we continue to study the section "Interior of a residential building". (Slide 1)
In the last lesson, we talked about composition in the interior. Let's remember (Slide 2)
1. What is an interior?
2. What are the main qualities of the interior do you know?
3. What is zoning?
4. What functional areas do you know?
5. What is called the decorative decoration of the dwelling?
3. Learning new material. (20 minutes.)
Since ancient times, people have said: "The house of news - do not shake your beard" or "The house of news - do not weave bast shoes." Indeed, this is not an easy task. Who among us does not want our house to be cozy and beautiful, where we could calmly rest from the hustle and bustle of working everyday life, do our favorite thing, creativity. How to make your apartment unique: convenient and comfortable, cozy and original! (Slide 3)
Today in the lesson we will talk about the decoration of the apartment. Let's start with:
Wall, floor, ceiling decoration.
The general character of the interior of the apartment largely depends on the decoration of the walls - this is the background for furniture and decorations. For wall decoration are used: plaster (whitewash), paint (if the walls are even), ceramic tile, decorative plastic, wallpaper. Wallpapering of the walls of residential and utility rooms has become widespread in urban housing.
Student 1's message: (Show wallpaper samples (Slides 4-9))
When choosing wallpaper, it should be borne in mind that the size of the pattern and color give the impression of different lighting and room sizes. For example, a small room will seem even smaller if it is pasted over with wallpaper with a large pattern. Vertical stripes on the wallpaper increase the height of the room, while horizontal stripes decrease it. The diamond-shaped pattern creates a feeling of large volume. Wall decoration should be combined with the color of the furniture and correspond to the purpose of the room. For example, for bedrooms it is recommended to choose wallpaper calm color, since the variegation acts irritatingly. Too much dark color also not suitable - the room seems gloomy. In rooms with windows on the north side, wallpapers of cream, orange-pink, yellow, golden, light green tones look good.
Teacher: Wallpaper - finishing material for pasting internal walls and sometimes ceilings, usually available in rolls. Wallpapers differ in color, pattern, method of gluing, the material from which they are made. (Slide 10)
Teacher: Guys, what floor coverings do you know? Student responses.
Slideshow (Slide 11-12)
Teacher: And what is used for finishing the ceilings? Student responses
Slideshow (Slide 13-14)
Finishing bathrooms (Slide 15)
The main thing is that all these materials are environmentally friendly.
Message from the 2nd student: for decoration and interior decoration rooms use decorative fabrics. It's upholstery upholstered furniture, carpets and runners, curtains on windows and doors, bedspreads and tablecloths. (Slide 16)
Decorative fabrics give the interior a unique character, create an atmosphere of comfort and warmth.
Fabrics are good for a common room rich colors with expressive pattern. The bedrooms should have soft pastel colors, a calm range of colors. For a nursery, it is better to choose bright, light fabrics, mostly warm tones. But we must remember that excessive variegation sooner or later begins to annoy a person.
For curtains, tablecloths and napkins in the kitchen, fabric with the same pattern is recommended: checkered, striped or polka dot, as well as with floral patterns, but not too bright.
A carpet or carpet can occupy the entire floor area, be located in the center of the room, or combine any group of furniture. (Slide 17)
In cold and warm weather, curtains, carpets, coverings have different purpose, so it is convenient to have two sets of decorative curtains: winter - from soft textured and summer - from thin, but dense materials
Teacher: In the interior of the apartment, window decoration, and sometimes doorways fabrics: curtains, curtains, curtains. (Slide 18)
The most common type of such design is drapery.
Curtains and curtains can serve as window openings, and curtains can serve as doorways.
Working with the textbook. Page 165 - 166. Find an explanation for these words.
Drapery- the design of the fabric with folds, freely falling or specially assembled.
Curtains- These are curtains made of non-translucent fabric.
Lambrequin– a transverse curtain that closes the curtain fastening system.
Curtains- these are curtains on the window made of soft printed or transparent fabric, tulle, lace, mesh, which are varied and freely draped.
curtains- curtains on the door made of non-translucent dense fabric, used to isolate neighboring rooms from light and noise, masking the doorway.
Blinds- a series of horizontal or vertical plates capable of opening to let through sunlight, and close, isolating the room from the street.
4. Consolidation of students' knowledge. (10 min.)
And now we will play the game "I believe - I do not believe." The essence of this game is that I will read statements on the topic covered, and each of you who consider the statement true will put “yes” next to the number of the statement, and if it is incorrect, then put “no”. (Slide 19)
1. Linoleum - flexible roll material based on synthetic resins, designed for flooring.
2. Curtains - curtains made of non-translucent fabric.
3. Blinds - curtains made of plates on cords.
4. Curtains - curtains made of soft printed or transparent fabric, tulle, lace.
5. Lambrequin - the design of the fabric with folds, freely falling or specially assembled.
6. Vertical stripes on the wallpaper increase the height of the room, while horizontal stripes decrease it.
7. Curtains - curtains on the door made of non-translucent dense fabric.
8. Drapery - decorative element made of fabric covering the curtain fastening system.
9. Parquet - unpainted boards, tightly laid on the floor in the form of a geometric pattern.
10. Wallpaper - a finishing material for pasting the walls of residential and utility rooms.
Now you must mutually check the completed task with each other and compare it with the results on the screen.
Correct answers: (Slide 20)

5. Reflection(5 minutes.)
Students count the number of points according to the bonuses received, compare their results with the work of their comrades, with a table on the screen (Slide 21)

And give appropriate marks for the work done. Together with the students: we discuss whether everything worked out in the lesson, what we learned new in the lesson, what we need to pay attention to when preparing homework.
6. Homework(2 min.) (Slide 22)
Read § 31, pp. 163-166 in the textbook, album sheet, patches of thin, easily draped fabrics, braid, pieces of yarn, thread, needle, scissors, ruler, pencil, notebook.
Draw a sketch of the room's curtains.