Эл. №ФС77-60625 от 20.01.2015
Учителям 1-11 классов и воспитателям рекомендуем принять участие в Международном конкурсе «Я люблю природу», приуроченном к году экологии. Все ученики будут награждены красочными наградными материалами, а учителя получат бесплатные свидетельства о подготовке участников и призёров международного конкурса.
СЕГОДНЯ (15 ДЕКАБРЯ) ПОСЛЕДНИЙ ДЕНЬ ПРИЁМА ЗАЯВОК!
Конкурс "Я люблю природу"
Презентация к уроку английского языка "Бутинский дворец"
«DEVELOPING SOCIO-CULTURAL COMPETENCE
OF VILLAGE SCHOOLCHILDREN»
(Проектная деятельность на уроках английского языка
по региональному компоненту)
Designed by Bogdanova V.A.
( a teacher of English )
ZLATORUNOVSK - 2006
A Word to teachers 6
My special thanks to all tutors of KINSET, especially to A. Butenko for his consultations, advice and guidance; O. Potekhina for her materials about communicative activities and communicative approach; O. Kuznetsova for her material of evaluation; O. Shmidt (her material about D.W.S. were the most important and usefull while making a project); I. Titarenko for organization of KINSET courses. I woulg like to thank V. Kononova, G. Tregubova and E.Chuvasheva for their support. suggestions, comments and generosity. Thanks to Galina Stepanovna for excellent organization of KINSET sessions. I would like to thank my family for tolerance and supporting my ideas of the project.
THIS PROJECT IS DESIGNED FOR THE PUPILS OF 8TH FORM WHILE WE WORK ON THE TOPIC “TRAVELLING”. THE EIGHT-FORMERS ARE LESS MOTIVATED THAN BEGINNERSOR 10TH – 11TH FORMERS. TEENAGERS ARE VERY COMMUNICATIVE & CURIOUS, THEY LIKE TO TRAVEL. WE HAVE SOME TOURIST EXPERIENCE.
NEW PLACES, NEW IMPRESSIONS & NEW EMOTIONS MOTIVATE STUDENTS.
I WORK AT A VILLAGE SCHOOL, SO I TRY TO DESIGN A PROJECT FOR MY PARTICULAR STUDENTS. I TAKE INTO CONSIDERATION A REGIONAL COMPONENT. ACCORDING TO THE REGIONAL COMPONENT THERE ARE SUCH TOPICS FOR LEARNING:
A GUIDE FOR GUESTS
THE IMPORTANCE OF MY REGION FOR THE COUNTRY/WORLD
THIS PROJECT IS DESIGNED:
TO HELP STUDENTS TO DEVELOP THEIR SOCIO-CULTURAL COMPETENCE;
TO GIVE STUDENTS AN OPPORTUNITY TO DEVELOP THEIR WRITING SKILLSDURING THE LESSONS WHILE DESCRIBING SIGHTSEEINGS, WHICH THEY VISITED IN SUMMER.
TO CREATE SELF-MADE PRODUCT (A TOURIST BOOKLET) WITH PHOTOS OF OUR SIGHTS. IT WILL BE DONE FOR & BY STUDENTS.
SO I HAVE AN OPPORTUNITY TO INVOLVE STUDENTS IN THE PROCESS OF DEVELOPING THEIR WRITING SKILLS WHILE DESCRIBING PHOTOES & MAKING A BOOKLET.
IN OUR REGION THERE ARE LAKES, RIVERS, SALT LAKES, MOUNTAINS, ARCHEOLOGICAL MONUMENTS, PETROGLIPHS & SO ON.
MY STUDENTS HAVE AN OPPORTUNITY NOT ONLY TO SEE INTERESTING PLACES, BUT TO DESCRIBE THEM IN WRITTEN FORM FOR THE OTHERS.
THIS PROJECY HAS SEVERAL STEPS:
TRAVELLING + MAKING PHOTOS / MAKING VIDEO
LESSONS (FOCUS ON D.W.S.); AIM: TO MAKE A PROJECT OF TOURIST BOOKLET
TOURIST BOOKLET ITSELF
DURING THE LESSONS OF ENGLISH PUPILS WILL:
DESCRIBE PHOTOS IN WRITTEN FORM;
CHANGE THEIR DESCRIPTIONS;
HANG THEIR PROJECTS IN THE CLASS & STUDENTS FROM THE OTHER FORMS WILL HAVE A CHANCE TO LOOK AT THEM & TO EVALUATE;
CHOOSE THE MOST INTERESTING DESCRIPTIONS, THE MOST PICTURESQUE PHOTOS;
DESIGN A BOOKLET (INDIVIDUALLY OR IN A PROJECT GROUP)
WHILE DESCRIBING & WRITING MATERIALS WE SHOULD REVISE SOME GRAMMAR MATERIALS (ARTICLE, GRAMMAR STRUCTURES). AS FOR VOCABULARY – PRESENTATION OF SOME NEW WORDS & PRACTICE THEM.
A WORD TO TEACHERS
MY WORK AIMS AT:
HELPING YOU IN TEACHING ENGLISH
INVOLVING STUDENTS IN THE PROCESS OF LEARNING ENGLISH
DEVELOPING STUDENTS’ WRITING SKILLS WHILE DESCRIBING PHOTOES OF SIGHTS OF OUR REGION.
THIS WORK IS FOR TEACHERS WORKING IN 8TH FORMS.
IN THIS WORK YOU WILL FIND SOME MATERIALS, ACTIVITIES TO HELP YOU WITH ENGLISH TEACHING.
IN EACH OF THESE ACTIVITIES LEARNERS HAVE TO BE ACTIVE PARTICIPANTS, USING THEIR EXPERIENCE & IMAGINATIONS.
Here you can find some exercises for D.W.S. while describing photos with sights.
Some exercises for D.W.S. from control to guided (may be even free)
Looking at the example try to describe the picture / photo in written form
eg. This is…
Here you can see…
This place is famous for…
(if your children don’t know these places,
they can imagine that they know them)
Answer the questions, looking at the photo
eg. What is it?
What can you see or find here?
What is this place famous for?
Choose any photo from the album (there are many photos of our sights in 6 albums in the class) & try to describe it in written form. Write as many sentences as you can.
Analyze your message. Choose the main points. Imagine that you have to write an article about your sights & historical places. But the article will be short. Choose the main information & write it again.
Give your Ss photos ( one photo for one desk)
Let Ss look at it carefully 1-2 minutes.
Discuss in pairs: what is the main point on your photo? (You can give Ss an example of an answer while demonstrating any photo or picture)
Describe the photo individually (make notes-sketches)
Let Ss discuss some questions (on the blackboard)
What sights is there on your photo?
Why do you think so?
What interesting can you find near this place?
Did you describe it in your exercise-book?
After discussion Ss make corrections in their texts.
Then Ss work in groups (3-4 pupils)
Then Ss change their works & evaluate them.
You may use some control exercises. For example:
Make as more sentences as you can, using these vocabulary & these grammar structures:
“Flora & fauna”
Such species of trees as…,… grow here.
Fauna is represented by …,…, & … .
Here you can see…
“Mountainous rivers & lakes”
You can see here …
You can find here …
Large / largest
Deep / deepest
4. You need to use Brainstorming.
Ask Ss to write words, key phrases according to the topic “Traveling”
5. Fast Writing
Give your Ss photos or pictures (individual work) & ask them to take words, phrases & make sentences without thinking about order of it.
6. Pair work
After Fast Writing you may use pair work using the cards (there are questions according to the content on these cards)
7. Describing a photo or a picture (material from the sessions)
Finding words: Thinking about this place.
Describe it. Write 3-5 sentences.
This is Raduzhnoe lake.Ann is writing to her girl-friend, Mary, about this place: “This summer I traveled very much. I visited some interesting places. Just look at this photo! It is Raduzhnoe lake. It is a very picturesque place. You can see here snow, glacier, mountainous rivers & lakes, interesting flora & fauna. Hiking was pleasant. I was shocked by beautiful mountains!”
Which words helped to describe this place?
Learning new words. Work in a group. Read out the sentences to the others
& listen to the sentences from the Ss in your group.
Write down new words in your list.
Making sentences. Look at the sentences in Ann’s
letter & write down 3 your
sentences about this particular
place. (Raduzhnoe lake)
Organizing your writing. Now write down about any place you visited
this summer.(you can choose any photo from the
8. Write a composition
“Sights of our region”
9. Describe 6 photos from the album
10. Design your booklet.
(Show your Ss different examples of tourist booklets)
Your Ss can work individually, or in a project group while doing their projects of tourist booklets.
Making projects, Ss should think about 3 things:
Design (placement of photos & texts)
Ss should have opportunities to consult with the teacher, discuss everything.
When projects will be finished the Ss should bring their projects & hand them in the class.
The others should have an opportunity to evaluate the works & to choose the best according to some criteria.
Russian texts (it must be brief, contain main points while describing photos)
English texts (correct vocabulary & grammar structures, good translation of Russian sentences)
Design (interesting idea of placement of the texts & photos, originality of ideas.
Or you may use an activity from methodical recommendation about techniques for D.W.S. №34 “Work with making projects”
11. Work in groups.
Imagine that one of your classmates left school a year ago. Write a letter to him/her with all the news from your group.
Discuss what you will write about ( you can write about changes at school; new pupils in the class; new subjects; important things in the past year; summer holidays; visitors)
Write your letter. you can use any photo.
Show your letter to other groups.
12. What kind of holiday do you admire?
What kind of holiday do you dislike?
Collect photos from your holidays ( from the project “Young tourists”)
Arrange your photos into a collage.
Write about each photo (sight). Say & write why do you like it.
13. Video material
While traveling we made photos & video. During the lesson you can use not only photos but video too.
Prepare a piece of video film.
Show it to your Ss.
Ask your Ss to describe what they have seen.
Ss stop to ask me “Why should we write?” “For what purpose?”
Ss were motivated by the material of their native sights & sightseeing.
Ss stop : to be afraid of writing, to be exited to write.
I should say about enhance of motivation of Ss while writing (not only on the topic “Traveling”)
Ss show their creativity in making a booklet.
While traveling I noticed that this project influenced on upbringing. the project united children. I noticed some changes in mutual relations among children & me.
The positive atmosphere during the trips was brought to lessons.
As for further planning
– there is an idea to make an electronic variant of this project, to make our own web-site.
D. Byrne “Teaching Writing Skills”
A. Raimes “Techniques in teaching Writing”
Tricia Hedge “Writing”
Materials from the 3rd session by O. Shmidt “D.W.S.”
Materials from the 4th session by O. Potekhina “Communicative activities”
T. Hutchinson “Hotline”
методическое пособие «Копилка» под редакцией Фруминой и Титаренко.
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