The various types of graphic models have already proved their effectiveness in the educational process. They take a special place in history teaching because of the specificity of the historical knowledge (4; 5). One of the main roles they have is to make the information accessible to the students. They are very useful in teaching foreign languages: visual methods of teaching produce better results than those which depend exclusively upon language (1; p. 6). Presenting the information in visual forms assists the learners to acquire it easily. But their role grows up still more in the history teaching in foreign languages. This complicated didactic process needs facilitating the communication between the teacher and the students. Set in many combinations the graphic models successfully play this function. This article is an attempt to help the teachers’ classroom work in history and especially in building the students’ historical vocabulary.

The graphic models used in history are classified in four groups: graphic maps /not colored/ and plans; different types of diagrams /graphs, charts etc./; structural models /schemes of structures/; and art graphic figures.

One of the main difficulties in studying history in foreign languages is connected with the old names of towns, states and other historical and geographical places. Many of them are not in existence now or their names have been changed. Most of these names are difficult to pronounce and can not be found in the ordinary dictionaries, used usually by the students. Very appropriate in these cases are the outline maps, where the objects are only marked by signs. The students’ task is to label them on the map. For this purpose the teacher has to prepare a list of the names with their writing forms and transcription, and to write them on the blackboard. The students have to choose the corresponding name and to label it on their copies of the map ( fig. 1 ). This is an elementary example used very often in the history classroom work, but here, the new moment is the prepared in advance list of unknown and difficult historical names, which students cannot do by themselves.

An example of using graphic models from the next group is the following: draw a diagram /bar graph/ indicating the number of the years during which the kings ruled ( fig. 2 ). Each bar shows how many years each king ruled. On the blackboard, as in the first case, the teacher has to write again the kings’ names and their transcription, of course, in free order /not in succession/. Students have the task to find the corresponding names and to fit them with the bars. So they will easily remember the names and will learn how to write them correctly.

Another version of this task with a similar content has to do with using a time-line, which belongs to the structural graphic models. It has to be divided into sections, each one indicating the time of the king’s ruling ( fig. 3 ). Students have to write the kings’ names in the boxes or at the suitable place. Successful practice for learning how to write and how to pronounce the names of historical persons is the drawing of family trees or a chronological table – also types of structural models. In the boxes the students have to fill in the names of members of the king’s family ( fig. 4 ) or the kings’ names ( fig. 5 ), written in advance on the blackboard as it is noted above.

Other structural graphic models, very suitable for learning special terms and concepts are connected with the state political systems. This can be done by comparing similar institutions in different countries as for example is the structural scheme on fig. 6. By analyzing the scheme the students understand that the ruler’s titles are different in different countries. In England, France and Spain they are called "king", in Austria – "emperor", in Russia – "tzar", in Turkey – "sultan". It is the same with some collective institutions of state government. In England it is " the Parliament", in France – "Estates General", in Spain – "Cortes", in Russia – "Senate", in Turkey – "Divan". So the students will be able to learn these specific terms and to differ them in the different European countries, when they are studying about that period. The teacher can also use many other similar forms and versions in the history classroom.

In regard to the last group of the so called "Art graphic models" the possibilities are so large that we will show two examples only ( see for details about that 2 ). If, for instance, the teacher wants to acquaint the students with the architectural styles in Ancient Greece and with some of their elements, he or she can use for this purpose such graphic figures as on fig. 7. The students can be even introduced in details to the Greek art. The drawings on fig. 8 show another similar example. Like in the previous tasks the specific names and terms with their transcription have to be written separately on the blackboard or on special working sheets and after that, they have to be matched with the drawings.

The utility of using graphic models in teaching history in English as a foreign language is obvious. The information being presented simultaneously in two forms – written and graphic, and perceived actively by visual and practical ( by writing words ) ways stays sound in the students’ memory. As a conclusion, we are convinced that the applying graphic models in history teaching in English at school, combined with he teacher’s mastery and other methods of work in the classroom will improve the learning process and will increase its effectiveness.

1. Rome [ ]; Veii [ ]; Brindisi [ ]; Sicily [ ]; Syracuse [ ];

River Tiber [ ]; The Apennine Mountains [ ]; The Alps [ ];

The Appian way [ ]; The Mediterranean Sea [ ]; The Adriatic Sea[ ].

2. The tribes: Etruscans [ ]; Umbrians [ ]; Sabines [ ];

Samnites [ ]; Greeks [ ]; Latins [ ].

  .

1. Titles: king [ ]; tzar [ ]; emperor [ ]; sultan [ ].

2. Governmental institutions: Parliament [ ]; Estate General [ ]; Corte [ ]; Senate [ ]; Divan [ ].

(Source: 6; p. 58 )

abacus [ ]; acanthus [ ]; base [ ]; capital [ ]; Corinthian [ ];

Doric [ ]; echinus [ ]; fluting [ ]; helix [ ]; Ionic [ ].

( Source: 7, Activity 6 )

Asya Bogoeva

Geography Teacher

138A SOU Prof Vasil Zlatarski,

Sofia

NATIONAL ECONOMY - TEST № 3 FOR 10th CLASS GROUP A

1.Fill in the blanks:

............................... ...................... is the system of all branches of the economy/extractive, processing and servicing/ of a country.

The total value of the production of goods and services in a nation measured over a year is termed ..... .

When the industry makes up 50% of the national income that means the economy of this countries has .... ................... - ...................... structure. It's typical for .......................... countries such as.................. .

As a result of the deepening of the division of labor one reaches the formation of.......... and production . 2.Match the branches and activities

A - primary sector (extractive) a)-timber industry

B - secondary sector (processing) b)-chemical industry

C - tertiary sector (service) c)-textile industry

d)-finances

e)-coal-mining

f)-culture

g)-metallurgy

3.Which of the following characteristics are referred to the large-scale industry ?

a - characterize by the non-durability of manufactured products

b - requires heavy capital investment in plants and machinery

c - the labor force is low skilled

d - has a complex industrial organization and serves other manifacturing industries

4. Arrange the following activities in an order appropriate for the characterization of the economy branch.

a - determining factors for development and geographical distribution of the branch

b - revealing essence , significance and peculiarities of the branch

c - determining place of the branch in the national economy

d - revealing problems and trends of the branch development

e - characterization of the branch and territorial structure

5. Match the brunches with their descriptions

A - Energetics(power generation) 1-it produces the basic means of production used

B - Metallurgy for the technical renovation of all branches of the economy

C - Engineering(machine building) 2-its production must be consumed as it is produced

D-Chemical industry 3-the raw materials are bulky and heavy and it has

E- Textile industry been estimated that the cost of their transportation

F- Food and beverage industry represents approximately 40% of the price of the

E- Textile industry finished products

F- Food and beverage industry 4-it provides new high-quality raw materials and this

allows for more economical and effective utilisation

of natural resources

5-it has many sub-branches and uses agricultural raw

materials

6-its products are essential and it has played an

important part in the development of the manufacturing in

the developing countries

6.Fill in the table

Industrial raw materials finished countries

branches products

ferrous

metallurgy

-------------------------------------------------------------------------------------------------------------------------

non - organic

synthesis

7.What are the tendencies observed in the change of the energy balance in the world and what are the reasons for them?

8.Draw in outline the production cycle in the textile industry.

9.What is the difference between intensive and extensive agriculture?

10. Match the agricultural branches with the characteristics.

A Crop farming

B Livestock farming

a - it has no seasonal character

b - it is influenced to a greater extent by natural phenomena

c - in the last year in a lot of countries it has industrial character

d - it provides fodder and raw materials for the light and food industry

11. Which are the main cereals ?Indicate the most important cereal regions of the world and the major producers?

12.Compare railway transport and road transport with respect to their effectiveness.

13.Which are the main forms of the national cooperation between the countries?

14.What is the place of the tertiary sector in the system of the national economy?

How can you explain their constantly growing importance?

NATIONAL ECONOMY – TEST № 3 FOR 10th CLASS GROUP B