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"Методическая разработка" 11 Класс

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Approved: _______________________                                                                Date: _______

LESSON PROCEDURE

The theme

Diagnostic test

The aims of the lesson:

· To review vocabulary and grammar of 5-10th grade programme;

· To check their possibility to use grammar accurately;

· Individual feedback.

Objectives

1.   Organization moment

2.   Warm-up

3.   Team work “Grammar reference”

4.   Individual work “Diagnostic test”

5.   Pair work “Corrections”

6.   Reflection

2 min

5 min

8 min

20 min

7 min

3 min

The expected result

 

ü Students will review vocabulary and grammar of 5-10th grade programme;

ü Students’ possibility to use grammar accurately will be checked;

ü Students will be able to work individually.

The main idea 

-     Create “Word bank”

-     Diagnostic test

-     Working out: understanding the implication of a question and do corrections.

Assessment 

1.   Learning/ Response logs (collect vocabulary and compose their thoughts)

2.   Individual whiteboards (write down got points (for example (25/15)

Homework  

Work with mistakes

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

I.       Organization moment 

a.   Greeting

b.   Warm-up

·    Write as more words as possible (words learnt during 10th grade)

·    Travelling; The United Kingdom of Great Britain

·    Geographic position of Kazakhstan; Geographic position of Canada

·    Health care

·    From the history of Canada

·    Cultural Heritage of Kazakhstan and English speaking countries

·    Time and Youth

·    Change their papers and ask them to explain or make sentences according to the given words. If they have any problem with translation, let them look up words in the dictionary.

·    Teach them new way of assessing their knowledge: Learning/ Response logs. This is one of formative assessing methods. They can write notes or just get a new notebook and collect vocabulary and compose their thoughts on it.

c.   Divide the class into several groups

II.      Main part

Step 1: Team work “Grammar reference”

-     Remind the grammar: tenses, article

Step 2: Individual work “Diagnostic test”

Choose the correct answer (a, b, с or d)

1. They ... football every other Sunday.

a) play usually b) usually play c) are usually playing d) usually are playing

2. When children ... in, their parents ... up New Year presents.

a) were coming, wrapped b) were coming, were wrapping

c) came, wrapped d) came, were wrapping

3. This driver is very careless. I'm sure he ... an accident.

a) will have b) is going to have c) will be having d) is having

4. Last year my friends and I ... to take part in a TV programmе.

a) invited b) invite c) were invited d) are invited

5. I wonder if you ... lend me some two hundred.

a) could b) may c) must d) can

6. Would you mind ... the window? It's rather chilly in here.

a) to close b) closing c) close d) to closing

7. Jennie ... a very smart and hard-working girl.

a) is said that she is b) said that she to be c) is said to be d) said to be

8. I was born in a small town on ... Volga.

a) a b) the c) an d) — (nothing)

9. Russia has strong trade ties with ... People's Republic of China.

a) a b) the c) an d) — (nothing)

10. Everyone knows that Kennedy ... by an insane person.

a) had been killed b) is killed c) was killed d) was being killed

11. If they ... that it is important, the work ... really soon.

a) will see, will be finished b) see, would be finished

c) saw, will be finished d) see, will be finished

12. Even after 30 years of marriage he ... his wife.

a) adores b) loves c) celebrates d) desires

13. The birth rate is very low now. ... the number of schools is not enough.

a) however b) nevertheless c) though d) asthough

The parts of the following text are all mixed up. Put them in the right order

A) He often told his friends that he could tell anyone's character exactly by his handwriting. So one lady friend decided to give it a test.

B) The lady was surprised. She smiled and explained that this was Balzac's own exercise book which he used when he was a little boy.

C) She brought him a young boy's exercise book. She said she wanted to know what Balzac thought of the boy's character.

D) Balzac, the famous French writer, was a man of great talent. He was very proud of his ability to tell a person's character by his or her handwriting.

E) He decided to tell the truth. The boy's exercise book showed that it was written by a bad, lazy fellow with no respect to other people.

She told him that the boy wasn't her son and asked him to tell her the truth. Balzac studied the boy's handwriting very carefully.

Resource: http://nsportal.ru/shkola/inostrannye-yazyki/library/2014/11/10/vkhodnoe-testirovanie-po-angliyskomu-yazyku 

Step 3: Pair work “Corrections”

-     They can check their work themselves or change with his/ her partner and put points.

-     Individual whiteboards (write down got points (for example (25/15)

1b 2d 3b 4c 5a 6b 7c 8b 9b 10c 11d 12a 13a 14 (D, A, C, F, E, B)

III.       Conclusion

What was easy for you? What was difficult for you? Why was it difficult?

How can you solve this problem?

 

 

Approved: _______________________                                                                     Date: _______

LESSON PROCEDURE

The theme

Луис Брайль, Простое будущие время

The aims of the lesson:

· To know and use the terms that are useful for analysing language on the topic “Луис Брайль”;

· Collect, select and assemble ideas;

· Individual and group feedback.

Objectives

1.   Organization moment

2.   Warm-up

3.   Team work “Vocabulary”

4.   Team work “Reading and speaking”

5.   Pair work “is it true?”

6.   Expressions / reflections

2 min

4 min

10 min

15 min

10 min

4 min

The expected result

 

ü They will know and use the terms that are useful for analysing language on the topic “Inventions”;

ü They will collect, select and assemble ideas;

ü They will be able to work individually and in group.

The main idea 

-     Create “Wordbank”

-     Review: Future simple tense.

-     Expectation: Discuss about the means of communication.

-     Working out: understanding the implication of a question and selecting material to suit it.

Assessment 

1.   Learning logs

2.   Observing paper

3.   As I see it

Homework  

Ex 4p.8 to retell the text

Teachers reflection

 

 

 

 

 

 

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

I.       Organization moment 

a.   Greeting

b.   Warm-up

1.   Show them several pictures, like a radio, TV and satellite. They should find the name of the lesson by thinking critical.

c.   Divide the class into two groups by using different coloured papers.

II.      Main part

Step 1: Team work “Vocabulary”

*Look through the text without paying a lot of attention. They should complete the following chart as possible as they can. Chart can be filled demanded on each student’s knowledge. 

Words

I know it

Have heard or seen it before

No clue

 

 

 

 

Assessment: Learning logs

Step 2: Team work “Reading and speaking”

*Work in small groups. They will read the text in groups and each group should try to give the main idea of the text.

Louis Braille (1809-1852)

http://braillebug.afb.org/clear_pix.gif

Six dots. Six bumps. Six bumps in different patterns, like constellations, spreading out over the page. What are they? Numbers, letters, words. Who made this code? None other than Louis Braille, a French 12-year-old, who was also blind. And his work changed the world of reading and writing, forever.

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

Louis was from a small town called Coupvray, near Paris—he was born on January 4 in 1809. Louis became blind by accident, when he was 3 years old. Deep in his Dad's harness workshop, Louis tried to be like his Dad, but it went very wrong; he grabbed an awl, a sharp tool for making holes, and the tool slid and hurt his eye. The wound got infected, and the infection spread, and soon, Louis was blind in both eyes.

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

All of a sudden, Louis needed a new way to learn. He stayed at his old school for two more years, but he couldn't learn everything just by listening. Things were looking up when Louis got a scholarship to the Royal Institution for Blind Youth in Paris, when he was 10. But even there, most of the teachers just talked at the students. The library had 14 huge books with raised letters that were very hard to read. Louis was impatient.

 

Assessment:  Observing paper

Step 3: Pair work “Is it true?”

*They should read the expression which could be met in the text. They should read and decide if they agree or not. If not they can prove their answers. . 

 

Yes

No

Why?

The most popular means of communication nowadays is the mobile phone

 

 

 

 For many people the thought of being out of contact for even an hour is unbearable.

 

 

 

There are people who stop participating in any sports activities.

 

 

 

Assessment: As I see it

III.       Conclusion

Expression of students about the lesson

Positive expressions: ________________________________________________________

Negative expressions:________________________________________________________

 

Approved: _______________________                                                                     Date: _______

 

LESSON PROCEDURE

The theme

Будущее киберкосмос

The aims of the lesson:

· To introduce how to read for gist;

· Focus on Sentences with wish and if only;

· Individual and group feedback.

Objectives

1.   Warm-up

2.   Team work Intensive reading

3.   Team work Discussion

4.   Individual work Check yourself

5.   Expressions

10 min

13 min

10 min

7 min

5 min

The expected result

 

ü They will be able to read for gist;

ü They will be able to use Sentences with wish and if only;

ü They will be able to work individually and in group.

The main idea 

-     Create “Wordbank”: The Moon, the Earth, Solar system, the Sun, orbit

-     Expectation: discuss the different ideas about technologies and their effect to other people.

-     Working out: understanding the implication of a question and selecting material to suit it.

-     Grammar skills: Wish … if only…

Assessment 

1.    Respond logs

2.    Discussion

3.    Individual whiteboard

Homework  

1.   Ex 4p.8 to retell the text

Teachers reflection

 

 

 

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

I.       Organization moment 

a.   Greeting

b.   Warm-up

*Teacher asks them to pay attention to the pictures and say that they are someone’s wish. Students should decide which under given sentence is about the picture. 

1.I wish I lived on a beautiful island.            2. If only you were not so talkative.

3.1 wish I could dance.                                  4. If only I had a driving license.

5. I wish I had a big bar of chocolate.           6.I wish you didn’t quarrel much.

7. If only your room were not in a mess.       8.I wish I could fly.

c.   Divide the class into several groups

d.   Check their homework

II.      Main part

The future of cyberspace.
In the last thirty years, the Internet has grown dramatically. In 1983, there were only 200 computers connected to the Internet; now there are around 50 million and this growth is clearly going to continue.

Some experts are pessimistic about the future. One worry is the activities of cybercriminals. Even now, young hackers can get into the computers of banks and governments. In the future, cyberterrorists may attack the world’s computers, cause chaos, and make planes and trains crash.However, many people are optimistic about the future of the Internet. Already, users can buy books, find out about holiday offers, book tickets, and get all sorts of information from the Internet. ‘In the next few years,’ says Angela Rossetto of Cyberia magazine, ‘it is clear that weare going to see an explosion of shopping on the Internet.’She also believes that, in the future we will get entertainment from the Net and that television will probably disappear. The postal service may also disappear with the increasing use of e-mail.

ome specialists see our future in virtual reality - the use of computers with sounds and images that make you feel as if you are in a real situation

Assessment: Respond logs

Step 2: Team work “Discussion”

*Discuss the ideas as a class:

• Communication technology is uniting people. • Family members are in more regular contact today than ever before. • Many parents now keep up with technology • Technology has had a very negative effect on family communication.

*Write five questions about keeping in contact. Write the questions in your notebooks. When you have finished, interview other students. Write down their answers.

Assessment: Discussion

            Step 3: Individual work “Check yourself”

Check yourself; try to recall how the words were used in the text:

• Anti-social                • 55 percent                • 5 year old kid           • 2,252            • 5 or 6 o’clock

Assessment: Individual whiteboard

III.       Conclusion

Expression of students about the lesson

Positive expressions: ________________________________________________________

Negative expressions:________________________________________________________

 

 

 

 

 

Approved: _______________________                                           Date:26/10/16

LESSON PROCEDURE

The theme

Idioms

The aims of the lesson:

· To teach them new theme about idioms;

· To learn new vocabulary and how to act out dialogues in accuracy;

· Individual and group feedback by compile dialogues.

Objectives

1.   Warm-up

2.   Team work Complete the table

3.   Pair work Acting out

4.   Pair work Conversation

5.   Expressions

10 min

13 min

10 min

7 min

5 min

The expected result

 

ü They will know new theme about mobile phones;

ü They will learn new vocabulary and how to act out dialogues in accuracy;

ü They will be able to compile telephone conversation (dialogues).

The main idea 

-     Create “Wordbank”: Telephone etiquette , receiver

-     Expectation: discuss the different ideas about technologies and their effect to other people.

-     Working out: understanding the implication of a question and selecting material to suit it.

-     Grammar skills: Past simple past continuous

Assessment 

1.    Respond logs

2.    Discussion

3.    Individual whiteboard

Homework  

1.   Ex 11,p13

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

I.       Organization moment 

a.   Greeting

b.   Warm-up “Brainstorming questions”

1. Do you have a mobile phone?

2. If not, would you like to have one?

3. What do you think when you hear a mobile phone ring – in class?  / In the street?

c.   Divide the class into two teams

d.   Check their homework

 

II.      Main partStep 1: Team work  idioms

An Indian summer – бабье лето, золотая осень

In hot water – в беде, в трудной ситуации

Ill at ease – не в своей тарелке

In no time – в мгновение ока

Jump for joy – прыгать от радости

To keep to oneself – сторониться людей, быть нелюдимым

Lame duck – неудачник, неумеха

Live it up – хорошо повеселиться

New blood – свежие силы, подмога

Pie in the sky – пустые мечты

Strong language – крепкие выражения

Take heart — не падать духом, мужаться, собраться духом, осмелеть

Reasons people use phones

Reasons you use your mobile phone

Conversation or text message

 

To let their people know where they are

 

To flirt with someone

 

As a clock  

 

To play games  

 

Just to say hello  

 

To arrange to meet friends  

 

To find out about the cinema or football results

 

Some more reasons

 

 

Assessment: Respond logs

Step 2: Pair work “Acting out”

*Сut up the dialogue and put into an envelope. This dialogue is to give the students a model conversation from which to work from and create their own telephone conversations. They should first try to put the conversation into the correct order and try to understand the gist of the conversation to do so. Make sure they check and correct the sequence before looking at the meaning of the conversation in more detail. The questions can be answered in their pairs. You may have to explain some expressions, which you could do with synonyms.

“Hello”

“Hi Sophie, it’s Justin.”

“Hi. How are you?”

“Fine thanks. Listen I haven’t got long because I’ve got a maths class in a minute. I just wanted to see if you are still coming tonight.”

“I’m not sure. I think my mum wants me to stay in tonight. We’re going to my aunt’s house tomorrow and we have to leave really early.”

“Why, where does she live?”

“Miles away!”

“Well, what about if you came early and then my dad could give you a lift home at about ten. Most people are coming around seven anyway and it would be cool if you came.”

“Ok well, let me speak to my mum and I’ll text you later.”

“Ok, cool.”

“See you later.

“Yeah, bye.”

Assessment: Two stars and a wish

            Step 3: Pair work “Conversation”

*For telephone conversations sit everyone back to back so that they don’t have the advantage of seeing the person they’re talking to and so better recreate speaking on the telephone.

*Number the students A and B and distribute the following situations randomly, one for each pair. This can be done as an improvisation or they can write a draft of the conversation first.

*For lower levels especially they will get more out of this activity if they spend time before the conversation itself at least thinking about the content.

*Мonitor the conversations, helping in the preparation stages but let them speak spontaneously when actually doing the role-play. Give the students time afterwards to reflect on the conversation they had Assessment: Individual whiteboard

III.       Conclusion

Expression of students about the lesson

 

 

 

 

 

Approved: _______________________                                                                  Date: _______

LESSON PROCEDURE

The theme

Беспокойство мамы по поводу интернета

The aims of the lesson:

· To teach them new theme about computer literate people;

· To learn new vocabulary and how to use word lexically correct;

· Individual and group feedback by completing sentences with an appropriate word.

Objectives

1.   Warm-up

2.   Team work Scanning the text

3.   Team work Discussion

4.   Individual work Vocabualry

5.   Expressions

10 min

13 min

10 min

7 min

5 min

The expected result

 

ü They will know new theme about computer literate people;

ü They will learn new vocabulary and how to use word lexically correct;

ü They will be able to completing sentences with an appropriate word.

The main idea 

-     Create “Wordbank”: Keyboard,  answering machine, cell phone and etc

-     Expectation: discuss the different ideas about technologies and their effect to other people.

-     Working out: understanding the implication of a question and selecting material to suit it.

-     Grammar skills: Past simple past continuous

Assessment 

1.    Respond logs

2.    Discussion

3.    Individual whiteboard

Homework  

1.   To make a survey: ”  Are you computer literate?”

 

Teacher’s notes about the lesson (what will teacher and students do during the lesson?)

Motivation

Start the lesson by showing the video “What is a computer?”. This video is about a story of computer. The man explains the history of changing computer’s era. https://www.youtube.com/watch?v=_rYaIJnAZ5I  

1. Arranging the aims of the lesson. Introduction of the lesson.

T: This is a very cool film about computer history.
Slide #2
What pieces of technology could not people live without?

Why are they important for these people?

Why does the commuter take most of time of people nowadays? 

2. Consideration of students’ activities

Who wants to get a good mark today? Will you put up your hands, please? Look at the slide, please!

3. Semantization of new lexical units



 

1) presentation of lexical material through the defifition of examples;



 

 


2) consolidation of lexical material;

Slide #4 – photos of different types of computers like a computer, a laptop, tablet wrist watch computer and etc.

Some people think that technology will save the world and make it better, some others think that technology will ruin the society because we are too dependent on electric and electronic gadgets and machines.

Lots of people think using them is harmful.

Well, you are right. What will we discuss today? As you saw the pictures. Yes, right, our theme for today is “Are you computer literate”

And what will we do today?

-I think we’ll revise some things we’ve learned before about modern technology.

-To my mind, we’ll listen to and read about computers and the ways of how to be computer literate.

-We will know different opinions about computer, assign advantages and disadvantages of computer.

-We will give our own opinions, arguments for and against computer.

Let’s examine the students’ diagram which includes the arguments for and against.

 

for

against

Computer

1.It is a typewriter and address book.
2. It is used for checking spelling.
3. We can go the Internet.
4. We can play games and learn
5.
We can do website

1. People are getting a bit too dependent on computers.
2.We rely on them too much
3.
Computers replace seeing your friends

Car

1.Cars can take you where you want and when you want
2. We can travel freely and comfortably
3. It is a way of self-expression
4. It is a necessity rather than a luxury

1.People use them when they needn’t
2.They pollute the environment and a cause of accidents

phone

1. we can get touch with friends
2. We can call the police or an ambulance
3.
It saves the time

1. It is too expensive
2.Mobiles are dangerous for health
3. The rays may cause headaches and dangerous diseases

 Find the Russian equivalent to the following word: Keyboard,  answering machine, cell phone

4. Developing speaking  skills

 

What’s the reason of being computer literate? Let’s discuss the reasons in your own words. Give your suggestions.
From my point of view computer is the one of main parts of our daily routine life. Because as we are a teacher and need to get lots of information and materials for students we need it more than anybody else. And what about you?

Scanning the text

Read the text individually

If you are reading this, you have some hands-on computer experience48.

In most places of business, a computer is standard. In the bank they use computers to look up your account information. They use computers in the auto repair shop to assess your car49. You can’t find books in the library by looking in a card catalog — you must use a computerized database. Doctors’ offices utilize computers to store patient information. The point is this — no matter where you find employment, there is a good chance a computer will be a basic tool you will have to use. It is in your best interests to start off50 computer literate. In the whole computer literacy is the ability to use computers to perform a variety of tasks.

But in fact computer literacy comprises 3 aspects: awareness, knowledge and interaction. Awareness means being familiar with importance, versatility51, pervasiveness52 and potential of computers in fostering good/evil53.

Knowledge is information about what computer is and how it works. It includes technical jargon.

Interaction is practicing on computer. It is ability to use computer for some simple applications.

Computer literacy is becoming fundamental for the learning process. The “information age” perhaps best describes the twentieth century; the twenty-first century can be described as the “information processing age”. A wide variety of computer skills is useful and, in some cases required. It is an essential part of college learning and employment for most individuals. It will help you get a job and it will help you advance in your career.

Computer literacy does not mean you need to know how to use every single piece of software you may encounter54. It does not mean you need to know how to write programs for network computers. You just need to know some basics — how to save and open a file, how to use a word processing program, and how to send and receive email — for starters55.

But not for everyone “computer literacy” means the same. People engaged in computer engineering claim, that knowing how computers work and operate is no less valuable component of computer literacy.

Really, there is a wide range of skills covering levels of computer literacy from elementary use to programming and advanced problem solving.

People in office jobs that require them to use a computer every single day often have computer literacy levels far below what should be required. So many companies only consider computer literacy as an afterthought56 when hiring new staff which begs the question: “If they had run some kind of computer literacy test prior to hiring people57 how much more productive would the staff and, in turn, the company be?”

Test tasks could be as simple as the following:

Correctly start up, log on to and shutdown the computer.

Copy and paste a file into a pre-determined folder. Repeat with 
multiple files.

Re-name a file in a pre-determined folder.

Minimize, maximize and re-size a window.

Save a document from a Microsoft Office application into a pre-determined folder and save another copy with a different name somewhere else. (Demonstrating an understanding of “Save” and “Save as…”)

Print a Microsoft Office document to a pre-determined printer.

Send an e-mail with an attachment.

Open a web browser and navigate to a pre-determined website.

Copy and paste text into a document or e-mail.

Switch between open applications.

Connect to a wireless network (if this will be a common task in the applicant’s role, i.e. if they are going to be a mobile/laptop user)

Identify a USB port.

It should take no longer than58 10 minutes to run through that test but the insight it will provide will be invaluable. All the tasks in that list are things the average 12 year old would be able to do without much of a problem. People with good IT skills will be able to get the jobs they deserve and companies will get efficient, productive staff. Changes or advances in the IT infrastructure would be a lot less painful and would take less time. IT departments would be free to concentrate on their core responsibilities rather than endure hours of hand-holding59.

Notes to the text:

48. hands-on experience – практический опыт;

49. to assess a car – оценивать машину;

50. to start off – начинать;

51. versatility – многосторонность;

52. pervasiveness – распространённость;

53. potential of computers in fostering good/evil – потенциал компьютеров в содействии добру / злу;

54. to encounter – столкнуться;

55. starters – начинающие;

56. afterthought – нечто кажущееся второстепенным, на которое обращаешь внимание слишком поздно;

57. prior to hiring people – прежде чем нанимать людей;

58. It should take no longer than… – обычно не занимает (времени) более чем… (Should в 3л. ед.ч. используется в данном контексте для выражения регулярного, повторяющегосядействия)

59. endure hours of hand-holding – зд.: постоянно консультировать персонал по вопросам, связанным с использованием компьютера.

Team work.

Work in groups. Each group is given a part of previously read text.
1) putting aims
2) accomplish the task
3) formative assessment

Discussion

Work in groups.
I want you to share your viewpoints with the each other about computers. Use the phrases: in my opinion, to my mind, as for me, I think.
Look at the structure: Most people use computer for...in order to...
To my mind most people use it for ….

Individual work “Vocabulary”

1. Put the necessary word into the sentence:

1) There is a wide range of ... covering levels of computer literacy.

2) People in office jobs have computer literacy levels far … what should be required.

3) Computer literacy is … to use computers to perform a variety of tasks.

4) Many companies … computer literacy as an afterthought when hiring new staff.

5) To run through … it should take no longer than 10 minutes.

6) Being familiar with importance, versatility, pervasiveness and potential of computers in fostering good/evil … awareness.

7) The average 12 year old would be able to do all … in that list without much of a problem.

8) People with good … skills will be able to get the jobs they deserve..

5. Reflection.

6. Homework

To make a survey: ”  Are you computer literate?”

7. Resources

https://www.youtube.com/watch?v=_rYaIJnAZ5I

http://www.monographies.ru/241-7279

 

 

If you are reading this, you have some hands-on computer experience48.

In most places of business, a computer is standard. In the bank they use computers to look up your account information. They use computers in the auto repair shop to assess your car49. You can’t find books in the library by looking in a card catalog — you must use a computerized database. Doctors’ offices utilize computers to store patient information. The point is this — no matter where you find employment, there is a good chance a computer will be a basic tool you will have to use. It is in your best interests to start off50 computer literate. In the whole computer literacy is the ability to use computers to perform a variety of tasks.

But in fact computer literacy comprises 3 aspects: awareness, knowledge and interaction. Awareness means being familiar with importance, versatility51, pervasiveness52 and potential of computers in fostering good/evil53.

Knowledge is information about what computer is and how it works. It includes technical jargon.

Interaction is practicing on computer. It is ability to use computer for some simple applications.

Computer literacy is becoming fundamental for the learning process. The “information age” perhaps best describes the twentieth century; the twenty-first century can be described as the “information processing age”. A wide variety of computer skills is useful and, in some cases required. It is an essential part of college learning and employment for most individuals. It will help you get a job and it will help you advance in your career.

Computer literacy does not mean you need to know how to use every single piece of software you may encounter54. It does not mean you need to know how to write programs for network computers. You just need to know some basics — how to save and open a file, how to use a word processing program, and how to send and receive email — for starters55.

But not for everyone “computer literacy” means the same. People engaged in computer engineering claim, that knowing how computers work and operate is no less valuable component of computer literacy.

Really, there is a wide range of skills covering levels of computer literacy from elementary use to programming and advanced problem solving.

People in office jobs that require them to use a computer every single day often have computer literacy levels far below what should be required. So many companies only consider computer literacy as an afterthought56 when hiring new staff which begs the question: “If they had run some kind of computer literacy test prior to hiring people57 how much more productive would the staff and, in turn, the company be?”

Test tasks could be as simple as the following:

Correctly start up, log on to and shutdown the computer.

Copy and paste a file into a pre-determined folder. Repeat with 
multiple files.

Re-name a file in a pre-determined folder.

Minimize, maximize and re-size a window.

Save a document from a Microsoft Office application into a pre-determined folder and save another copy with a different name somewhere else. (Demonstrating an understanding of “Save” and “Save as…”)

Print a Microsoft Office document to a pre-determined printer.

Send an e-mail with an attachment.

Open a web browser and navigate to a pre-determined website.

Copy and paste text into a document or e-mail.

Switch between open applications.

Connect to a wireless network (if this will be a common task in the applicant’s role, i.e. if they are going to be a mobile/laptop user)

Identify a USB port.

It should take no longer than58 10 minutes to run through that test but the insight it will provide will be invaluable. All the tasks in that list are things the average 12 year old would be able to do without much of a problem. People with good IT skills will be able to get the jobs they deserve and companies will get efficient, productive staff. Changes or advances in the IT infrastructure would be a lot less painful and would take less time. IT departments would be free to concentrate on their core responsibilities rather than endure hours of hand-holding59.

Notes to the text:

48. hands-on experience – практический опыт;

49. to assess a car – оценивать машину;

50. to start off – начинать;

51. versatility – многосторонность;

52. pervasiveness – распространённость;

53. potential of computers in fostering good/evil – потенциал компьютеров в содействии добру / злу;

54. to encounter – столкнуться;

55. starters – начинающие;

56. afterthought – нечто кажущееся второстепенным, на которое обращаешь внимание слишком поздно;

57. prior to hiring people – прежде чем нанимать людей;

58. It should take no longer than… – обычно не занимает (времени) более чем… (Should в 3л. ед.ч. используется в данном контексте для выражения регулярного, повторяющегосядействия)

59. endure hours of hand-holding – зд.: постоянно консультировать персонал по вопросам, связанным с использованием компьютера.

 

Put the necessary word into the sentence:

1) There is a wide range of ... covering levels of computer literacy.

2) People in office jobs have computer literacy levels far … what should be required.

3) Computer literacy is … to use computers to perform a variety of tasks.

4) Many companies … computer literacy as an afterthought when hiring new staff.

5) To run through … it should take no longer than 10 minutes.

6) Being familiar with importance, versatility, pervasiveness and potential of computers in fostering good/evil … awareness.

7) The average 12 year old would be able to do all … in that list without much of a problem.

8) People with good … skills will be able to get the jobs they deserve..

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Louis Braille (1809-1852)

http://braillebug.afb.org/clear_pix.gif

Six dots. Six bumps. Six bumps in different patterns, like constellations, spreading out over the page. What are they? Numbers, letters, words. Who made this code? None other than Louis Braille, a French 12-year-old, who was also blind. And his work changed the world of reading and writing, forever.

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

Louis was from a small town called Coupvray, near Paris—he was born on January 4 in 1809. Louis became blind by accident, when he was 3 years old. Deep in his Dad's harness workshop, Louis tried to be like his Dad, but it went very wrong; he grabbed an awl, a sharp tool for making holes, and the tool slid and hurt his eye. The wound got infected, and the infection spread, and soon, Louis was blind in both eyes.

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

All of a sudden, Louis needed a new way to learn. He stayed at his old school for two more years, but he couldn't learn everything just by listening. Things were looking up when Louis got a scholarship to the Royal Institution for Blind Youth in Paris, when he was 10. But even there, most of the teachers just talked at the students. The library had 14 huge books with raised letters that were very hard to read. Louis was impatient.

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

Then in 1821, a former soldier named Charles Barbier visited the school. Barbier shared his invention called "night writing," a code of 12 raised dots that let soldiers share top-secret information on the battlefield without even having to speak. Unfortunately, the code was too hard for the soldiers, but not for 12-year-old Louis!

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

Louis trimmed Barbier's 12 dots into 6, ironed out the system by the time he was 15, then published the first-ever braille book in 1829. But did he stop there? No way! In 1837, he added symbols for math and music. But since the public was skeptical, blind students had to study braille on their own. Even at the Royal Institution, where Louis taught after he graduated, braille wasn't taught until after his death. Braille began to spread worldwide in 1868, when a group of British men, now known as the Royal National Institute for the Blind, took up the cause.

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

Now practically every country in the world uses braille. Braille books have double-sided pages, which saves a lot of space. Braille signs help blind people get around in public spaces. And, most important, blind people can communicate independently, without needing print.

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

Louis proved that if you have the motivation, you can do incredible things.

http://braillebug.afb.org/clear_pix.gif

http://braillebug.afb.org/clear_pix.gif

 

 

 

 

 

 

Луи Брайль (1809-1852)

 

Шесть точек. Шесть ударов. Шесть ударов в различных моделей, как и созвездий, растекаясь по странице. Кто они такие? Цифры, буквы, слова. Кто сделал этот код? Никто иной, как Луи Брайля, французский 12-летний, который также был слепым. И его работа изменила мир чтения и письма, навсегда.

 

 

 Луис был из маленького городка под названием Coupvray, недалеко от Парижа, он родился 4 января в 1809 году Луи ослеп в результате аварии, когда ему было 3 года. Глубоко в его мастерской жгута проводов папы, Луис пытался быть похожим на своего папу, но он пошел очень неправильно; он схватил шило, острый инструмент для проделывания отверстий и инструмент скользил и повредил себе глаз. Рана заразился, и распространение инфекции, и вскоре, Луи был слеп на оба глаза.

 

 Внезапно, Луис был нужен новый способ узнать. Он остался в своей старой школе в течение более двух лет, но он не мог узнать все, просто слушая. Вещи выглядели, когда Луи получил стипендию в Королевском институте для слепых молодежи в Париже, когда ему было 10. Но даже там, большинство учителей только что говорили на студентов. В библиотеке было 14 огромных книг с выпуклыми буквами, которые были очень трудно читать. Луи был нетерпелив.

 

 Тогда в 1821 году, бывший солдат по имени Чарльз Барбье посетил школу. Барбье разделяет свое изобретение под названием "ночь письменной форме," код 12 выпуклых точек, которые позволяют солдатам обмениваться сверхсекретную информацию на поле боя, даже не говорить. К сожалению, код был слишком трудно для солдат, но не для 12-летнего Луи!

 

 Луи отделан Барбье в 12 точек на 6, сглажены систему к тому времени ему было 15 лет, а затем опубликовал первую в мире книгу брайлевскую в 1829. Но он остановился? Ни за что! В 1837 году, он добавил символы для математики и музыки. Но так как публика была настроена скептически, слепые студенты должны были изучать шрифт Брайля самостоятельно. Даже в Королевском институте, где Луи преподавал после того, как он закончил, шрифт Брайля не учили только после его смерти. Шрифт Брайля начал распространяться по всему миру в 1868 году, когда группа британских мужчин, в настоящее время известен как Королевский национальный институт для слепых, взялся за это дело.

 

 В настоящее время практически каждая страна в мире использует шрифт Брайля. Брайля книги имеют Двухсторонние страницы, что позволяет экономить много места. Брайля знаки помогают слепым людям обойти в общественных местах. И, самое главное, слепые люди могут общаться независимо друг от друга, без необходимости печатать.

 

 Луис доказал, что если у вас есть мотивация, вы можете сделать невероятные вещи.

 

 Где я могу найти картину Луи Брайля?

 

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