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Возможности Skype в дистанционном обучении Проектирование вебинаров в соответствии с ФГОС второго поколения Тихомирова Надежда Олеговна учитель английского языка ГБОУ СОШ 531
Вебинар - это… (от англ. «webinar», сокр. от «Web-based seminar») онлайн-семинар, лекция, курс, презентация, организованный при помощи web-технологий в режиме прямой трансляции. Основные возможности вебинаров: многосторонняя видео- и аудио-конференция; загрузка и просмотр презентаций и видео; текстовый чат; демонстрация экрана компьютера ведущего участникам.
Возможные типы мероприятий видеотренинги; онлайн-конференции; виртуальные презентации; онлайн-встречи, клубы и совещания; видеособеседования; видеоуроки.
Возможности ПО Skype организация интерактивного взаимодействия; обмен сообщениями ( онлайн индивидуальный и групповой чат); обмен файлами; демонстрация экрана.
Планируемые результаты по ФГОС: Предметные Универсальные учебные действия: познавательные коммуникативные регулятивные личностные
Этапы урока по ФГОС: Мотивационно-ориентирующий ; Исполнительский; Рефлексия.
Познавательные УУД: общеучебные учебные действия — умение поставить учебную задачу, выбрать способы и найти информацию для её решения, уметь работать с информацией, структурировать полученные знания; логические учебные действия — умение анализировать и синтезировать новые знания, устанавливать причинно-следственные связи, доказывать свои суждения; постановка и решение проблемы — умение сформулировать проблему и найти способ её решения.
REMEMBER TRANSCRIPTIONS Match the products with their transcriptions. /ˈkeik/ /ˈtʃi:z/ /ais ˈkri:m/ /ˈtʃoklit/ cheese cake ice-cream chocolate Time: 1 min The teacher asks the students to match the transcriptions with the pictures and name the products. The correct answers appear by a click.
mineral salad sandwich salami whisky banana, hamburger chocolate restaurant café vegetables potato tomato carrot sugar butter STUDY THE STRESS Listen to the teacher reading these words and put them in the correct column. salad sandwich whisky sugar butter carrot café hamburger chocolate restaurant vegetables mineral salami banana potato tomato A B C D Time: 3 min The teacher reads the words word by word. The students listen to her/his pronunciation and put the word the hear in the correct columns. The answers appear by a click.
like / fresh / I / juice / for breakfast. eat / meat / vegetables / and / they / at work. we / and / cakes / at weekends / at home / sweets / eat. green / good / vegetables / are / for you. Are / tasty / melons / really. GRAMMAR REVISION. ENGLISH SENTENCE. Put the words in the correct order to make sentences. I like fresh juice for breakfast. They eat meat and vegetables at work. We eat cakes and sweets at home at weekends. Green vegetables are good for you. Melons are really tasty. Time: 3 min The teacher asks the students to put the words in the correct order to make sentences. The correct answers appear by a click.
JOB RESPONSIBILITIES Match the jobs with their descriptions. 1. actors 2. programmers 3. musicians 4. photographers 5. directors a) play musical instruments either alone or in an orchestra. b) takepictures of people and nature c) act in films and plays on TV and in theaters d) rule a company andcontrol everything e) work with computers andwrite computer programs Time: 3 min Students match the jobs with their descriptions. The correct answers appear by a click.
GRAMMAR REVISION. PRESENT SIMPLE Read about Tara’s job and find an odd word in each line of the text. Tara is a very talented person. She is draws well and has a really good taste. She does works as a designer of an landscapes. Tara works at in home and in the office. She draws pictures on the her computer. Sometimes she makes presents for the her friends and does decorates their houses. She is not be married but she has a boyfriend Bjorn. They travel a lot and do buy interesting souvenirs to decorate their a house. Tara has some the clients and works overtime to design are new projects. What tense is it? Time: 3 min The teacher asks the students to find an odd word in each line. The teacher may also ask the students to say why this word is useless or incorrect in this place. The answers appear by a click.
GRAMMAR REVISION. THE VERB “TO BE”. Read the dialogue and answer the questions in the box. - Who is that man by the open window? He is with an old lady in red. - It’s Mr. Timberlake. And I’m not sure. Darling, the lady is not so old. She is about 25! - What? About twenty five? You are joking! She is neither thirty nor twenty five! Her hair is as white as snow... But who is this man? - Mr. Timberlake, darling! - Mr. Timberlake?! Is that Mr. Timberlake, the pop star from the poster in my room?! Oh, dear! He is from California, I know! - Yes, darling. It’s Mr. Timberlake from California, but he is not a pop star. He is a professor of linguistics. Where are they? Who are the people talking? Who are they to each other? Time: 2 min (Optional) Students read the dialogue and answer the questions.
PLACES OF WORK What are their jobs? Read and complete the sentences. I’m _____________ . I work in a local clinic. He is _____________. He teaches Italian in a secondary school. She’s ______________. She works in a clothes shop. They are __________ from the pub around the corner. He is ______________. He works in a government department. She is _____________. She works for an export company. I am _______________. I work for a large building company. a doctor a teacher a shop assistant waiters a politician a manager an engineer Time: 4 min The teacher asks students to read the sentences and fill in the gaps with suitable jobs. The correct answers appear by a click.
Коммуникативные УУД: умение вступать в диалог и вести его, учитывая особенности общения с различными группами людей в ходе разных форм работы.
VOCABULARY REVISION. FOOD. Listen to your teacher’s description of a kind of food or a dish and look at the picture the teacher is drawing. Guess what it is. EXAMPLE: - It’s a kind of fruit. It’s either green or yellow with red. It looks like this. - I think this is an apple. Am I right? - Yes, you are. It’s an apple. Time: 3 min The teacher describes a dish or a kind of food and draws a simple picture of it on the right. Students should guess what product it is. The teacher should draw slowly in order to give students enough time to guess and offer different ideas. Then the teacher can offer one a strong student to describe and draw a different dish or a kind of food.
LET’S GUESS! Choose a famous person. Say where this person is from and what his/her occupation is. The other students will try to guess who this person is. Bill Gates Giorgio Armani Bono Keera Knightley Prince William Nikita Mikhalkov John Malkovich Celine Dion Sharon Stone Barack Obama Tom Cruse (your idea) EXAMPLE: This is a man. He is from the USA. He is the head of the Microsoft computer company. - This is Bill Gates. Am I right? - Yes, you are. Time: 5 min Students follow the example and play the game. One student chooses a person and says where the person is from and what his/her occupation is. The others guess who this person is.
JOB AD “RMC Engineering” Ltd is looking for a project manager Requirements: Age: 25 – 45 Education: Master in Engineering or Economics Responsibilities: Working with documents (plans, contracts, etc.) Making phone calls and meeting business partners Managing the project Salary: 1,100 dollars a month Is the job interesting or boring? Is this kind of work difficult or easy? Is the money good or awful? Time: 3 min The teacher explains what a job ad is and asks students to read it and guess the meaning of the unknown words. Then the teacher asks students to answer the questions and express their opinion about this job offer.
JOB AD Laura Beil Age: 35 Qualification: an economist Experience in: making contracts making phone calls writing business e-mails Steve Riens Age: 46 Qualification: an engineer Experience in: making schemes meeting partners using engineering computer programs Sarah Smith Age: 24 Qualification: a project manager Experience in: working with documents making contracts talking to clients Read the CVs and answer who the best applicant for this job is. Time: 3 min The teacher asks students to read the CVs of the applicants. Then students discuss and decide who is the best candidate for the job and why. Students may vote for the applicants by raising hands.
ROLE-PLAY Student B You are a nutritionist. Student A wants to get some recommendations about healthy eating. Ask about his/her name, age phone number problem Give recommendations: Eat … . Don’t eat … . Student A You want to eat healthily and become fit. Talk to the nutritionist (Student B) and tell about your meals. You start: Hello. / Good morning. I would like to have a healthy diet to become fit. Time: 3 min The students role-play the situation in pairs.
GUESSING GAME Name fruit and vegetables these hybrids consist of. EXAMPLE: - What is this? - I think, this is a hybrid of __________. - Is it tasty? - Yes, it is. I think it’s very tasty. Time: 3 min The students say what components these hybrids are made of. The teacher asks the students if it’s tasty for them. Tastes might differ.
Read the badges, fill in the adjectives and introduce the people from various offices in various countries. Name: Jim Sanders Company: LPC Group Country: Great Britain Office: _______ office Job: sales manager Name: Irina Pavlova Company: LPC Group Country: Russia Office: _______ office Job: chief accountant Name: Pedro Molko Company: LPC Group Country: Brazil Office: _______ office Job: project manager EXAMPLE: Bruise Toms / LPC Group / the USA / American office / general manager Let me introduce Bruise Toms. He works for LPC Group. He’s a general manager of the American office. AT THE CONFERENCE Time: 4 min The teacher asks the students to introduce these people making sentences from the information in the badges. While one of the students is introducing a person, the other students should respond in a polite way. But first the students should say what offices these people are from. The teacher may ask the students to write the adjectives in the chat.
Личностные УУД: личностное самоопределение, ценностно-смысловая ориентация учащихся и нравственно-этическое оценивание, смыслообразование (соотношение цели действия и его результата) и ориентация в социальных ролях и межличностных отношениях.
GRAMMAR REVISION. REGULATORS OF QUANTITY. Do the quiz and find out if your diet is healthy. I buy fast food ________ a) once a year b) once a month c) every week I ________ have dinner late at night. a) never b) usually c) sometimes 3) I eat ________ vegetables for lunch. a) a few b) a lot of c) few 4) I drink ________ water every day. a) a little b) little c) a lot of 5) I drink tea ________ a) with sugar b) without sugar c) I don’t drink tea. Count your score: a-0 b-1 c-2 a-0 b-2 c-1 a-2 b-0 c-1 a-1 b-2 c-0 a-2 b-1 c-0 Time: 2 min The teacher asks students to do the quiz and find out if their diet is healthy. Students do the quiz and count their scores.
GRAMMAR REVISION. REGULATORS OF QUANTITY. Read the results of the quiz. Do you agree with this description? Your score is 0-2: I think, you are a perfectionist! Your diet is ideal. It’s healthy and I’m sure that you are a fit and disciplined person! Your score is 3-6: Your diet is balanced and healthy. But you can make it healthier if you eat more vegetables and drink more water. Good luck! Your score is 7-10: You are really risky! Your diet is not healthy as you eat food that is bad for you. Aren’t you afraid of putting on a few kilos? It’s time to change your preferences! Time: 3 min The teacher asks students to read the description of their diet and agree or disagree with it. He/she may also ask students to share their results by raising a hand if they have the same results.
JOB INTERVIEW Answer the questions about your work. Is your work difficult or easy? Is your boss good or awful? Is your work interesting or boring? Are your colleagues helpful or unhelpful? Are your working hours long or short? Is the money good or awful? Time: 5 min Students answer the questions.
VOCABULARY REVISION. OCCUPATION AND WORK Guess what jobs are considered the most and the least stressful in the USA. Rate the professions from 1 – the least stressful and 7 – the least stressful. firefighter soldier reporter actor hair stylist university professor librarian 1 2 3 4 5 6 7 EXAMPLE: I think, a librarian is the least stressful job and an actor in the most stressful. Time: 5 min The teacher asks the students to say what professions, they think, are the most and the least stressful in America. The students should also rate the professions from 1-the least stressful to 7-the most stressful and write their answers in the chat. The students may compare the opinions. The correct answers (according to the recent survey) appear by a click. After that, the teacher asks the students what the most stressful and the least stressful jobs are in their country.
VOCABULARY REVISION Use the words from the table to make four true sentences about yourself. I like I dislike Ieat Iprefer a cup chocolate juice biscuits fruit fish sushi soup tea whiskey with without for and or of lunch lemon Cola breakfast potatoes milk a toast nuts coffee hottea Time: 5 min (Optional) Students write four true sentences about themselves using the prompts given. Option 1. Guess who. The teacher asks students to write their sentences in the private chats. Then the teacher reads some of the sentences out and students need to guess who wrote them. Option 2. Do we have a lot in common? Or students may read their own sentences in turns and the others raise hands if they like/prefer/do the same.
one gram of pepper for a plate of soup for three kilos of meat for barbeque one kilo of salt for a plate of soup for a family with eight children for one day for a family with eight children for one year SUBJECTIVE REGULATORS OF QUANTITY Say if it is too much or enough. EXAMPLE: 6 lemons for two litres of lemon juice Student A: I think it’s too few. Student B: But I think it’s too many. Time: 3 min The students follow the example and say if it is too much or too little, or enough.
COOKING Choose a dish and explain how to make it. The other students will guess what it is. meat soup vegetable soup vegetable salad fruit salad meat sandwich ham sandwich fried fish with potatoes fried meat with vegetables pasta EXAMPLE: - Take two apples, a banana, some grapes, an orange and some yogurt. Cut the fruit into pieces. Add some yogurt. Put it into plates and eat. This is fruit salad. Am I right? Yes, you are. Time: 4 min (Optional, for a strong group) One students chooses a dish from the list but doesn’t name it. He/She explains how to cook it and the others should guess which dish he/she has chosen.
ROLE-PLAY. IN A SHOP Student A: You are a customer. You need to buy something for a party. Use the shopping list you made and buy the products you need. Student B: You are a shop assistant. Listen to the customer and tell him/her how much it is. Useful phrases: Customer: I’d like ____ I’ll have _____ How much is it? Shop assistant Can I help you? Anything else? Time: 5 min The teacher asks students to use the phrases from the box and role-play the dialogue in a shop. The products and the prices are given in the picture.
Регулятивные УУД: целеполагание; планирование; корректировка плана; рефлексия.
VOCABULARY PRACTICE Play the snowball game. Brainstorm as many words for each category as possible. Dairy products Meat and poultry Vegetables Fruit Time: 3 min The teacher asks the students remember and say as many words for each category as possible. The teacher names a category and asks one of the students to say a word which suits the category. Then another student repeats this word and adds his/her own word for the same category. The third student should repeat the previous words and add one more. Such game is called “Snowball”.
Countable or uncountable? Discuss your ideas with the teacher . COUNTABLE AND UNCOUNTABLE OBJECTS All of them are uncountable! Time: 2 min The students discuss with the teacher if the objects shown in the pictures are countable or uncountable and if it’s possible to count or measure them.
Источники: Асмолов А.Г., Бурменская Г.В., Володарская И.А. и др. Как проектировать универсальные учебные действия в начальной школе: от действия к мысли: пособие для учителя / Под ред. А.Г. Асмолова. — М.: Просвещение, 2008. https://support.skype.com http://nsportal.ru/nachalnaya-shkola/materialy-mo/2011/10/12/kommunikativnye-universalnye-uchebnye-deystviya http://webinarmarket.ru/
Благодарим за внимание!