Теоретична частина
Інтерактивні технології:
·
Колективно-групове
навчання
·
Ситуативне
моделювання
·
Дискусії
·
Кооперативне
навчання
Ідея кооперативного
навчання виникла за кордоном. Підґрунтям для розробки технології
кооперативного навчання стали концепції Дж. Дьюї, Ж.-Ж. Піаже, Л. Виготського.
У вітчизняній методичній літературі кооперативне навчання пов’язують з такими
поняттями як педагогіка співробітництва та колективний спосіб навчання.
Кооперативне навчання відкриває для учнів можливості
співпраці, дає змогу реалізувати природне прагнення до спілкування, сприяє
досягненню вищих результатів засвоєння знань.
Групи (пари) формуються на принципі «вільного» складу.
За рівнем базових знань для виконання диференційованих
завдань учнів можна об’єднувати в сильні,
середні та слабкі групи.
Об’єднання в групи вчитель може здійснювати на добровільних засадах або за результатами жеребкування. Можна заздалегідь визначити склад груп і
вивісити в класі до початку уроку. Можна об’єднувати учнів за спільними ознаками (розрахунок, кольори, геометричні фігури).
Об’єднання
в групи:
·
Puzzles
·
Thematic
pictures
·
Corners
·
A,
B, C
Об’єднання в
пари:
·
Ribbons
·
Proverbs,
sayings
·
Opposites
·
Associations
·
Half
a picture or a photo
1. Робота в парах
Об’єднання в пари для виконання
цього завдання можна здійснити за допомогою стрічок (бажано одного кольору).
Вчитель тримає стрічки в руці, учні беруться за їх краї. Власники однієї
стрічки являються однією парою.
“Monroe and Chaplin”
1.
The
teacher writes Marilyn Monroe and Charlie Chaplin on the board. She asks
the students if they know who they both are.
2.
The
teacher then hands out an A and a B worksheet to each pair. Students must not
look at their partner’s worksheets.
3.
The
teacher asks students to read the first text on their sheet. If they have any
problems with comprehension, they can ask for help.
4.
After
that the students are asked to read the second text and to think about
questions they can ask to find out the missing information.
5.
Student
A asks questions to complete the text on Charlie Chaplin. Then student B does
the same to complete the text on Marilyn Monroe.
6.
At
the end, each student reads out their completed text and their partner listens
to check that the information is correct.
A
Marilyn
Monroe was born as
Norma Jeane Baker, in Los Angeles on 1st June 1926. In 1944 she was
working in an aeroplane factory when she was noticed by a photographer, who
helped her to become a model. In 1946 she had a screen test with the 20th
Century Fox film studio and started using the name Marilyn Monroe. Her first
film appearance was in 1947.
At first she had only small roles. But 3 big films in
1953 made her a star: Niagara, Gentlemen Prefer Blondes and How to Marry a Millionaire. At the end
of that year Marilyn was voted Hollywood’s top star. She went on to make 30
films. In 1962, she sang for President Kennedy on his birthday. Her greatest
success was the comedy Some Like It Hot
(1959), which is still one of the world’s best-loved films.
But Marilyn felt that she was never seen as a serious
actress and she did not find happiness in her personal life. She had three
husbands, including baseball star Joe DiMaggio and writer Arthur Miller, but
all her marriages ended in divorce. She died alone, after taking sleeping
tablets, in her Los Angeles flat on 5th August 1962, at the age of
36.
Charlie Chaplin (____ - 1977) spent his
early years in _________. When he was five, he ____________________. He later
joined the Karno Company, a comedy group. In 1912 he left England and moved to
__________. He was soon working as an actor and director, and he made _________
short films in 1914. By 1916 he was getting $____ a week. His first long film
was The Kid , which was made in
_____. City Lights came out in _____
and ______________ came out in 1936. Chaplin continued to make silent films
until 1940. In 1952 he left America and went to live in _________. He received
__________ in 1972. ___________ on Christmas Day, 1977.
B
Charlie
Chaplin was born in 1889
and grew up in London, where his family was very poor. He first went on the
stage at the age of five and by the time he was 17 he was working with a comedy
group called the Karno Company. When they went on tour in the USA in 1912,
Charlie decided to stay there. He appeared in his first film in 1914.
In that year he made 35 short silent comedy films as
actor and director. This was also the year when he created his most famous
character, “the Tramp”. By 1916 his weekly pay was $10,000 and he was world
famous. His first long film, The Kid
(1921), was a huge success. Other great films, like The Gold Rush (1925), City
Lights (1931) and Modern Times
(1936), were even more popular. In 1928 sound was introduced to films and
studios started making “talking pictures”, but Chaplin continued to make silent
films until 1940.
Later Chaplin was attacked for his political opinions.
He left the USA in 1952 to make his home in Switzerland. He returned to America
only once, 20 years later, to receive a special Oscar for his life’s work. He
died in his Swiss home on 25th December 1977, at the age of 88.
Marilyn Monroe’s real name was
________________. She was born in ____ in Los Angeles. She had a job in a
_____________ before she started working as a model in 1944. Her first film was
in 1947. _________ was the year when she became a big Hollywood star – she made
______ films in that year. But her most popular film was ___________, which
came out in _______. She married ___ times. One of her husbands, Joe DiMaggio,
was a famous _______ player and Arthur Miller was a __________. Marilyn was
only ______ years old when she died in ___________ in 1962.
2. Ротаційні трійки
Кожен учасник трійки отримує картку з номером 0, 1 або 2.
Учасник з номером 0 залишається завжди на місці. Учасник з номером 1 після
відповіді на перше запитання або обговорення першої проблеми переходить в наступну
трійку (по часовій стрілці). Учасник з номером 2 приєднується до трійки, що
знаходиться через одну. Таким чином, склад трійок постійно змінюється.
“Knowing Me”
1.
The
class is divided into groups of three. Each group is given a set of cards
placed face down in the middle of the table.
2.
A
student takes a card and asks another student a question on it. The teacher
aims the students to speak for about half a minute.
3.
After
answering the first question the students rotate and take the second card. The card
should then be returned to the bottom of the pile.
4.
The
teacher completes the activity with the whole class by asking each student to
tell you something interesting they discovered about their classmates.
What do you think is your best quality?
Who do you most enjoy spending time with?
What’s your greatest fear?
What are you most proud of?
What’s your favourite possession?
What’s your earliest memory?
What’s your favourite way to travel?
If you could go anywhere, where would you go and what
would you do?
How different would your life be without the Internet?
What would you most like to change about your
personality?
What’s your ambition?
What makes you happy?
Where would you like to live in the future?
What do you like doing at the weekend?
Are you an optimist or a pessimist?
What’s the most interesting thing about your family?
What makes you sad?
If you could meet someone famous, who would you choose?
3.
2-4-Всі разом
Для виконання цього завдання учні спочатку об’єднуються в
пари. Після обговорення запитань вдвох, вони приєднуються до сусідньої пари та
обговорюють ситуації. В кінці весь клас об’єднується, щоб висловити свої думки.
“Families Large and Small”
1.
The
teacher divides the class into pairs and hands out a card with questions to
each student. The students have to ask each other these questions and discuss
the answers.
2.
After
a few minutes the students are reorganized into groups of four and discuss the
same questions with the new partners.
3.
In
the end the teacher develops this as a whole class discussion.
How many people are there in your family?
How much time do you spend with your mother or father?
What do you do together?
Do you have any brothers or sisters?
How different do you think your life would be with or
without them?
Would you like to have children one day? Why or why
not?
What do you think is the ideal number of people in a
family?
Are families in your country today getting bigger or
smaller?
What do you think is the best age to become a parent?
Do you think being close in age is the most important
thing in relationships between members of a family? Why or why not?
4.
Карусель
Учні об’єднуються в дві групи. Стільці в класі утворюють
два кола – внутрішнє та зовнішнє. Перша група учнів сідає на стільці
внутрішнього кола, спиною один до одного та обличчям до учнів другої групи, що
розташовуються на стільцях зовнішнього кола. Учні з внутрішнього кола задають
запитання учням із зовнішнього кола. Після першого запитання учні зовнішнього
кола пересідають на сусідній стілець по часовій стрілці.
“Your Week”
1. The teacher gives a list of questions to the students
of the inner circle. They are to ask the students of the outer circle and to
remember their answers.
2. After asking all the questions the students from the
inner circle make short reports about what they have learnt.
Find someone who…
1 travels by bus every day
of the week
2 always has bread for
breakfast
3 is cooking this evening
4 uses a hairdryer every day
5 listens to music in the
morning
6 has a piano lesson every
week
7 does exercises every day
8 often sees relatives
during the week
9 gets up earlier than you
on weekdays
10 is going out tonight
11 plays basketball every
week
12 is reading a good book
13 goes to bed later than
you
14 sends at least five
emails a day
15 is going to the cinema
this weekend
16 gets up later than you on
Saturdays
17 uses the computer more
than you
18 usually goes shopping at
weekends
19 watches the news on TV
every day
20 sends more than five text
messages a day
5. Робота в малих групах
Для об’єднання учнів в групи для виконання наступного
завдання можна використати прийом “Corners”.
Для цього вчитель розвішує в кутках класу таблички з
назвами пір року. Учні стають в різні кути залежно від того, в яку пору року
вони народились. В складі такої групи вони працюють над наступним завданням.
“A New Festival”
1.
The
teacher explains to the groups that they are going to invent a new and unusual festival
in their country and present it to the class. A time limit of five minutes is set
to come up with some general ideas.
2.
The
teacher hands out a set of cards to each group. They are asked to choose at
least 15 of the cards and use them to fill out the details of their festival. They
can write notes on the cards.
3.
The
teacher asks the groups to put the cards in a logical sequence to organize
their presentation and to decide who will say what.
4.
The
students can be given time to make posters or computer presentations of their
festival.
5.
In
turn, the groups present their festivals to the class. The others are
encouraged to ask questions after each presentation.
6.
At
the end, a class vote is taken on the best festival.
Name of festival
Place(s)
Date and duration
Season and weather
Number of people who take part
Visitors and tourists
Origins – when? why?
How it used to be
Changes since it first began
Preparations
What happens first
What happens later
Highlight(s) of the event
Costumes
Decorations
Music
Special food
How and when the event ends
Problems in the past
Success or failure last year
Plans for the future
6.
Робота в групах
“Making Up a Story”
1.
There
are two or three groups of 6-7 students each. Every group is given a set of
pictures or photos. They are completely identical. The groups are asked to make
up their stories on the pictures.
2.
The
stories are then presented to the class and compared.
7.
Акваріум
Для виконання завдання учні об’єднуються
в 3-4 групи по 4 учасника. Вони слухають проблему або ситуацію. Потім перша
група отримує картки з завданням. Вони сідають в центр класу – в акваріум. Учні
першої групи обговорюють проблему вголос. Інші учні можуть задавати додаткові
запитання або висловлювати свої коментарі. Але не перебивати і не сперечатись. Через
певний час друга група займає місце в центрі класу. Обговорення триває до тих
пір, поки всі групи не побувають в акваріумі.
“Leaving School”
1.
The
teacher explains the situation: You are
in a country where everyone must be 16 years old before they can leave school. There
is now a new proposal from the government to change the leaving age from 16 to
18. Students will spend the last two years at an academic school or a college
for job training.
2.
The
students then have discussions where they act out the role of the person on
their card.
3.
At
the end the opinions are summarized and a general conclusion is made.
Group A
1.
You
are the manager of a tourist business. You want motivated intelligent employees
and you would never choose people who leave school early.
2.
You
are a parent with four children and you have a job. You want your children to
get an education, but it is hard to find enough money to pay for all the things
they need while they are at school.
3.
You
are a builder. You think the school leaving age should be lower, not higher. You
believe that formal education is useless for lots of people and it would be
better for them to learn ‘on the job’.
4.
You
are a 16-year-old student and you enjoy learning. You will stay at school until
you are 18 and then go to university. You think this is important to have a
good life in the future.
Group B
1.
You
are a 15-year-old student. You hate school and you want to get a job to earn
money as soon as possible.
2.
You
are a police officer. You think the proposal is a good idea because it will
keep young people busy and off the streets.
3.
You
are a young teacher and you agree with the proposal. You believe that everyone
should get a good education and that schools and collages should provide
interesting courses for everyone.
4.
You
are the manager of a group of shops and you don’t agree with the proposal. You employ
a lot of young people at the age of 16 because you don’t have to pay them as
much as older people.
Group C
1.
You
are a social worker and you think the proposal is probably a good idea. You can
see that at the moment too many young people leave education without
qualifications and can’t get a job.
2.
You
are a 30-year-old person working in a boring job from 9 to 5. For you, school
days were the best time of your life. You don’t think anyone should be in a hurry
to leave school and join the ‘rat race’.
3.
You
are a 19-year-old student. You think that it’s a good idea to stay on at
school, but you don’t think people should have to do so.
4.
You
are a secondary school teacher. You are worried that the new proposal would
mean more difficult students in your older classes.
Group
D
1.
You
are a 17-year-old factory worker. You are sorry you left school last year
because your pay is low and you can see there isn’t much chance of improving
your position.
2.
You
are a member of the government. You can see that most people in other countries
are better educated than in yours. You want your country to be as successful as
possible in a competitive world.
3.
You
are a successful farmer, managing a family farm. You left school when you were
16 and your son wants to do the same. You think another two years at school or
collage would be a waste of time.
4.
You
are a 16-year-old student and you disagree with the proposal. You will be glad
when some students leave school at the end of this year because they cause
trouble and make life difficult for those who want to learn.
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