This document discusses two approaches to teaching writing: product-based and process-based. It focuses on explaining the product-based approach. This approach emphasizes accuracy in spelling, grammar and punctuation in the final product. It uses controlled and guided writing activities that start with small language skills and build up to whole texts. Controlled activities provide most of the text for students to copy or fill in blanks. Guided activities provide some support like graphic organizers or sentence starters for students' own writing. Examples of activities include filling in blanks, responding to questions, and rearranging sentences.
This document discusses the benefits and challenges of using authentic materials in language teaching. It states that authentic materials expose students to real discourse examples and increase learner motivation. However, authentic materials may be too culturally biased or contain too many complex structures for lower-level learners. Proper preparation and task design is needed to help students overcome difficulties with authentic materials.
[TEFL] Language Teaching Methods/ ApproachesMiyu Hoshizora
This document discusses several language teaching methods and approaches, including:
1. Grammar-translation method which focuses on translation and memorization.
2. Direct Method which aims to communicate directly in the target language without translating.
3. Audio-Lingual Method which focuses on comprehension at a mechanical level.
4. Silent Way which limits the teacher's presence to provide language models for students.
5. Suggestopedia which includes oral review, study, and séance sessions to enhance learning.
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
The document discusses different approaches to student writing including focusing on the writing process versus the product, using genres, creative writing, cooperative writing activities, and ways to build good writing habits. It emphasizes that teachers should act as motivators, resources, and providers of feedback to help students improve their writing skills.
The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
This document discusses two approaches to teaching writing: product-based and process-based. It focuses on explaining the product-based approach. This approach emphasizes accuracy in spelling, grammar and punctuation in the final product. It uses controlled and guided writing activities that start with small language skills and build up to whole texts. Controlled activities provide most of the text for students to copy or fill in blanks. Guided activities provide some support like graphic organizers or sentence starters for students' own writing. Examples of activities include filling in blanks, responding to questions, and rearranging sentences.
This document discusses the benefits and challenges of using authentic materials in language teaching. It states that authentic materials expose students to real discourse examples and increase learner motivation. However, authentic materials may be too culturally biased or contain too many complex structures for lower-level learners. Proper preparation and task design is needed to help students overcome difficulties with authentic materials.
[TEFL] Language Teaching Methods/ ApproachesMiyu Hoshizora
This document discusses several language teaching methods and approaches, including:
1. Grammar-translation method which focuses on translation and memorization.
2. Direct Method which aims to communicate directly in the target language without translating.
3. Audio-Lingual Method which focuses on comprehension at a mechanical level.
4. Silent Way which limits the teacher's presence to provide language models for students.
5. Suggestopedia which includes oral review, study, and séance sessions to enhance learning.
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
The document discusses different approaches to student writing including focusing on the writing process versus the product, using genres, creative writing, cooperative writing activities, and ways to build good writing habits. It emphasizes that teachers should act as motivators, resources, and providers of feedback to help students improve their writing skills.
The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
Task 4 Stages of Product Approach in Writing ProcessI'mma Pixie
The document outlines the stages of the product approach writing process:
1) Familiarization with model texts to understand features like organization and language.
2) Controlled writing activities to practice text features in isolation.
3) Guided writing where students organize predetermined ideas to fit the model.
4) Free writing where students independently apply their skills to complete comparable tasks.
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
The document discusses competency-based syllabus and its components. It notes that competency-based syllabus outlines the competencies students need for a course as well as those to be developed. While competency resembles performance in specifying objectives, competence is more general. Competency-based syllabus should include performance tasks, conditions, and criteria. It also examines the components of language teaching methodology, including syllabus design, teaching methods, teachers, learners, and classroom activities. Competency-based syllabus principles are relevant to communicative language teaching, including using language for communication and integrating language skills through creative construction.
This document discusses the selection and adaptation of materials for teaching listening and speaking skills in an ESL classroom. It outlines principles for selecting materials, such as ensuring materials match learning objectives and student ability levels. Criteria are provided for evaluating materials, including whether they suit learning approaches, include appropriate language content, and support skill development. The document also discusses principles for adapting materials, such as making dialogues communicative and relevant. Teachers are advised to supplement textbooks with authentic materials as needed. Adaptation of materials can occur at the macro, unit, and activity levels.
The document discusses teaching grammar and provides background information on different approaches to grammar instruction. It outlines prescriptive and descriptive grammar and discusses the history of grammar teaching, including the decline of audiolingualism and rise of communicative language teaching. Key principles for grammar instruction are presented, including integrating inductive and deductive methods, relating grammatical forms to communicative functions, and focusing on procedural knowledge. Techniques like input enhancement, consciousness-raising, dictogloss, and garden path techniques are also described.
This document discusses planning remedial and enrichment activities for teaching listening and speaking skills in primary ESL classrooms. It defines remedial activities as extra guidance for students struggling to keep up, and enrichment activities as challenging optional activities to keep higher-performing students occupied. Examples are given of both types of activities, like phonics exercises for remedial work and storytelling for enrichment. Guidelines are provided for identifying students in need of remedial versus enrichment work, and for determining what type of additional activities would be suitable based on factors like time available and skills being taught.
This document discusses Concept Checking Questions (CCQs) and Instruction Checking Questions (ICQs) which are used by teachers to check students' understanding of new concepts, vocabulary, grammar, and instructions. CCQs are closed questions used after teaching new material to check comprehension, while ICQs are used before activities and exercises to ensure students understand the instructions. The document provides examples of CCQs and ICQs, and tips for how teachers can effectively use these questions in their lessons.
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of using textbooks in the classroom. Some key points made include:
- Textbooks are widely used but also debated in the ELT field due to issues around how well they guide learning and represent language/culture.
- Advantages of textbooks include helping students measure progress, being time/cost effective for teachers, and supporting less experienced instructors.
- Disadvantages include textbooks sometimes being too rigid or reflecting author biases, and unnatural language models.
- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
The document discusses various language teaching methodologies and approaches, including:
- Presentation, Practice and Production (PPP)
- Communicative Language Teaching (CLT), which focuses on language functions rather than grammar
- Task-based learning, which inverts the PPP model
- Total Physical Response, which connects language with physical action
It also notes that the choice of methodology should take cultural implications into account, and that teaching and learning involves agreement between teachers and students.
This document discusses different approaches to teaching language systems and aspects of language. It covers:
1) The deductive approach where students are given explanations or rules and then apply them to examples.
2) The inductive approach where students see examples first and try to deduce the rules.
3) Using gestures, pictures, and actions to explain meanings of words, grammar points, and pronunciation.
4) Having students practice language through repetition, personalized examples, and correcting any mistakes.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLSMorteza Mohammadi
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
This document discusses principles for selecting and adapting materials and activities for speaking lessons. It recommends choosing materials that are motivating and at an appropriate level for students, moving from easier to more difficult. Activities should provide contexts for students to speak about interesting topics. Teachers should maintain a balance between fluency and accuracy and provide models for pronunciation. Opportunities for interaction, such as groupwork and noticing gaps in their language, are also important. When evaluating materials, teachers should consider their instructions, time requirements, ability to motivate students and target language, and suitability for students' levels and learning styles. The goal is to select materials that facilitate a student-centered approach.
Authentic materials include real-world objects, printed texts, images, and multimedia that expose students to real language use. The document discusses different types of authentic materials, reasons for using them in the classroom, and guidelines for selecting materials appropriately matched to students' ages, interests, and language proficiency levels. Examples provided include using dolls to teach vocabulary and having students bring realia from home for show-and-tell activities.
A short presentation that accompanied a seminar I gave in December 2012 in Eurasia National University in Astana. This was from my final seminar as Methodologist, before my resignation took effect.
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
Task 4 Stages of Product Approach in Writing ProcessI'mma Pixie
The document outlines the stages of the product approach writing process:
1) Familiarization with model texts to understand features like organization and language.
2) Controlled writing activities to practice text features in isolation.
3) Guided writing where students organize predetermined ideas to fit the model.
4) Free writing where students independently apply their skills to complete comparable tasks.
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
The document discusses competency-based syllabus and its components. It notes that competency-based syllabus outlines the competencies students need for a course as well as those to be developed. While competency resembles performance in specifying objectives, competence is more general. Competency-based syllabus should include performance tasks, conditions, and criteria. It also examines the components of language teaching methodology, including syllabus design, teaching methods, teachers, learners, and classroom activities. Competency-based syllabus principles are relevant to communicative language teaching, including using language for communication and integrating language skills through creative construction.
This document discusses the selection and adaptation of materials for teaching listening and speaking skills in an ESL classroom. It outlines principles for selecting materials, such as ensuring materials match learning objectives and student ability levels. Criteria are provided for evaluating materials, including whether they suit learning approaches, include appropriate language content, and support skill development. The document also discusses principles for adapting materials, such as making dialogues communicative and relevant. Teachers are advised to supplement textbooks with authentic materials as needed. Adaptation of materials can occur at the macro, unit, and activity levels.
The document discusses teaching grammar and provides background information on different approaches to grammar instruction. It outlines prescriptive and descriptive grammar and discusses the history of grammar teaching, including the decline of audiolingualism and rise of communicative language teaching. Key principles for grammar instruction are presented, including integrating inductive and deductive methods, relating grammatical forms to communicative functions, and focusing on procedural knowledge. Techniques like input enhancement, consciousness-raising, dictogloss, and garden path techniques are also described.
This document discusses planning remedial and enrichment activities for teaching listening and speaking skills in primary ESL classrooms. It defines remedial activities as extra guidance for students struggling to keep up, and enrichment activities as challenging optional activities to keep higher-performing students occupied. Examples are given of both types of activities, like phonics exercises for remedial work and storytelling for enrichment. Guidelines are provided for identifying students in need of remedial versus enrichment work, and for determining what type of additional activities would be suitable based on factors like time available and skills being taught.
This document discusses Concept Checking Questions (CCQs) and Instruction Checking Questions (ICQs) which are used by teachers to check students' understanding of new concepts, vocabulary, grammar, and instructions. CCQs are closed questions used after teaching new material to check comprehension, while ICQs are used before activities and exercises to ensure students understand the instructions. The document provides examples of CCQs and ICQs, and tips for how teachers can effectively use these questions in their lessons.
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of using textbooks in the classroom. Some key points made include:
- Textbooks are widely used but also debated in the ELT field due to issues around how well they guide learning and represent language/culture.
- Advantages of textbooks include helping students measure progress, being time/cost effective for teachers, and supporting less experienced instructors.
- Disadvantages include textbooks sometimes being too rigid or reflecting author biases, and unnatural language models.
- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
The document discusses various language teaching methodologies and approaches, including:
- Presentation, Practice and Production (PPP)
- Communicative Language Teaching (CLT), which focuses on language functions rather than grammar
- Task-based learning, which inverts the PPP model
- Total Physical Response, which connects language with physical action
It also notes that the choice of methodology should take cultural implications into account, and that teaching and learning involves agreement between teachers and students.
This document discusses different approaches to teaching language systems and aspects of language. It covers:
1) The deductive approach where students are given explanations or rules and then apply them to examples.
2) The inductive approach where students see examples first and try to deduce the rules.
3) Using gestures, pictures, and actions to explain meanings of words, grammar points, and pronunciation.
4) Having students practice language through repetition, personalized examples, and correcting any mistakes.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLSMorteza Mohammadi
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
This document discusses principles for selecting and adapting materials and activities for speaking lessons. It recommends choosing materials that are motivating and at an appropriate level for students, moving from easier to more difficult. Activities should provide contexts for students to speak about interesting topics. Teachers should maintain a balance between fluency and accuracy and provide models for pronunciation. Opportunities for interaction, such as groupwork and noticing gaps in their language, are also important. When evaluating materials, teachers should consider their instructions, time requirements, ability to motivate students and target language, and suitability for students' levels and learning styles. The goal is to select materials that facilitate a student-centered approach.
Authentic materials include real-world objects, printed texts, images, and multimedia that expose students to real language use. The document discusses different types of authentic materials, reasons for using them in the classroom, and guidelines for selecting materials appropriately matched to students' ages, interests, and language proficiency levels. Examples provided include using dolls to teach vocabulary and having students bring realia from home for show-and-tell activities.
A short presentation that accompanied a seminar I gave in December 2012 in Eurasia National University in Astana. This was from my final seminar as Methodologist, before my resignation took effect.
Автори:
Павліченко Оксана Михайлівна Вчитель англійської мови вищої категорії, старший вчитель Харківської гімназії №144. Автор понад 60 навчально-методичних видань: серії навчально-методичних комплектів, зошити для вивчення граматики англійської мови, граматичні практикуми з англійської мови, посібник з рекомендаціями щодо підготовки до зовнішнього незалежного оцінювання, методичні матеріали для вчителів.
Доценко Ірина Василівна, Євчук Оксана Володимирівна - вчителі англійської мови вищої категорії, вчителі-методисти Кам’янець-Подільського НВК № 9 ім. А. М. Трояна у складі спеціалізованої загальноосвітньої школи І-ІІІ ступенів з поглибленим вивченням англійської мови та школи мистецтв.
Знайомство з нормативною базою реформи НУШ, критеріями уроку НУШ, структурою типової та модельних навчальних програм, різнорівневих інтерактивних вправ і завдань з української мови для п’ятикласників.
СШ № 275 імені Володимира Кравчука. Про хід та результати впровадження науково-дослідної та експериментальної роботи за темою: «Формування загальнонавчальних компетентностей учнів на засадах інтегративно-діяльнісного підходу за науково-педагогічним проектом «Росток»
проєкту від Національної бібліотеки України для дітей «Подорож містами України», у якому ти відкриєш для себе найкращі краєзнавчі перлини Батьківщини. Дванадцята зупинка присвячена західному, колоритному, найменшому за розміром регіону України - Чернівецькій області, яку називають Буковиною.
До 190-річчя від дня нродження українського письменника Юрія Федьковича пропонуємо переглянути віртуальну книжкову виставку, на якій представлена література про його життєвий шлях і твори автора.
Батько, тато, татусь, татусенько… Він вимогливий і суворий, мудрий і сміливий, сильний і міцний. 16 червня в Україні відзначають День батька. Бути хорошим батьком – найвідповідальніша місія в житті кожного чоловіка. Навчити, розповісти, захистити, пояснити та зробити все це з любов’ю й терпінням – таке може тільки справжній тато.
Тато – це людина, поруч з якою не буває страшно, вона любить тебе понад усе. Тож привітайте своїх татусів зі святом та нагадуйте їм про свою любов не лише в цей день.
Випуск магістрів- науковців факультету мехатроніки та інжинірингу, 2024 р.tetiana1958
Державний біотехнологічний університет.
Випуск магістрів-науковців факультету мехатроніки та інжинірингу, 2024 р.
Спеціальність 133 "Галузеве машинобудування"
Передвиборча програма Майора Станіславаtetiana1958
Передвиборча програма Майора Станіслава - кандидата на посаду голови Студентського самоврядування Факультету переробних і харчових виробництв Державного біотехнологічного університету (м. Харків)
Нинішній етап розвитку економіки країни вимагає підвищеного попиту на сільськогосподарську продукцію, виробництво якої неможливе без розвинутого агропромислового комплексу. Тому вплив наукових розробок на сферу виробництва сільськогосподарської продукції набуває все більшої уваги, розцінюється як визначальний фактор інноваційного розвитку в розбудові продовольчого ринку України.
У сучасних умовах сільськогосподарського виробництва пріоритетним напрямком наукових досліджень є обґрунтування та удосконалення сучасних агротехнологій вирощування зернобобових культур на засадах енерго- і ресурсозбереження та екологічної безпечності. Зернобобові культури належать до цінних у продовольчому, кормовому та агроекологічному значенні рослин сільського господарства України.
За посівними площами та валовими зборами товарного насіння група зернобобових культур у світовому землеробстві займає друге місце після зернових. Така їхня позиція зумовлена тим, що вони є найдешевшим джерелом високоякісного білка для харчування людей і годівлі тварин та птиці. Крім цього, насіння бобових вирізняється позитивним впливом на здоров’я людей та тварин завдяки оптимально поєднаному в ньому амінокислотному складу, комплексу вітамінів, мінеральних елементів, інших біологічно активних сполук.
4. Підручник
Уроки мають чітку структуру, що допомагає
вчителю в організації навчального процесу.
Підручник “Dive into English” містить рубрики, які
полегшать роботу учнів з підручником й
допоможуть їм ефективно засвоїти навчальний
матеріал
Подання
активної
лексики
Мовленнєва
розминка
Складання усної
оповіді
за малюнками
з використанням
нової лексики
Власне
висловлювання
за темою
Доповнення
асоціограми
Тренування
сприйняття
на слух нових
слів (робота
з аудіодиском),
складання
власних речень
Відпрацювання
нового
лексичного
матеріалу
Складання
власних
висловлювань
учнів з опорою
на малюнки
5. Підручник
Пояснення щодо
особливостей
сполучуваності і
вживання слів
в англійській
мові
Письмове
завдання
з візуальними
опорами
для перевірки
засвоєння
введеного
матеріалу
Практична
граматика
допомагає
учням
засвоювати
граматичні
явища
за допомогою
вправ
у ситуаціях,
наближених
до реального
життя
7. Підручник
Парна і групова
форма роботи
дозволяють
учням проявити
ініціативу,
творчий та
критичний підхід
до вирішення
певних проблем,
узяти на себе
відповідальність
за результат
спільної роботи
Ілюстративний
матеріал
підручника є
функціональним,
несе навчальне
навантаження,
сприяє
розумінню
учнями поданих
до опрацювання
діалогів,
текстів, а
також може
слугувати
опорою
для побудови
власних
висловлювань
учнів, особливо
тим, кому
потрібна
візуальна
підтримка
10. Приклади вправ на початок уроку
Кожен урок
починається з вправи
комунікативної
спрямованості,
а саме: вірша,
цікавого проблемного
питання, прислів’я,
приказки, цитати,
що спонукає учнів
до обговорення,
порівняння,
висловлювання
власних ідей, думок,
залучаючи іх
до активної роботи
з перших хвилин уроку
11. Приклади вправ на початок уроку
Кожен урок
починається з вправи
комунікативної
спрямованості, а
саме: вірша, цікавого
проблемного
питання, прислів’я,
приказки, цитати,
що спонукає учнів
до обговорення,
порівняння,
висловлювання
власних ідей, думок,
залучаючи іх
до активної роботи
з перших хвилин
уроку
12. Як працювати. Рекомендації
Завдання
на перевірку
розуміння
змісту
прочитаного
Текст для
читання
з пропусками,
які потрібно
заповнити
Поради учням
щодо роботи
з текстами,
таблицями,
віршами,
листами
Поради щодо
того, як
працювати
під час
обговорення,
слухання,
опитування,
порівнювання,
вживання нових
виразів тощо
Дискусія
Дослідження
за темою
Проектна робота
13. Матеріали, які подаються на сторінках “Literature Club”
сприяють розвитку когнітивних здібностей учнів та розширенню
їхнього світогляду
Подання
незнайомих слів
та їх
тлумачення
Дотекстові
комунікативні
вправи, що
допоможуть
учням
підготуватися
до сприйняття
тексту
14. Матеріали, які подаються на сторінках “Literature Club”
сприяють розвитку когнітивних здібностей учнів та розширенню
їхнього світогляду
15. На сторінці “Fact File” подаються країнознавчі тексти про англомовні
країни. Учні вчаться порівнювати українську та британську культури,
духовні цінності рідної країни та країни, мова якої вивчається.
Подання
незнайомих слів
та їх
тлумачення
Завдання
на закріплення й
відпрацювання
нової лексики
Завдання
на перевірку
розуміння
змісту
прочитаного
16. Робочий зошит.
Приклади вправ.
Містить різноманітні види вправ, спрямовані
на розвиток умінь письма, читання,
аудіювання, відпрацювання лексичних
одиниць і граматичних явищ тощо
17. Робочий зошит.
Приклади вправ.
Завдання сприяють розвитку пам’яті,
логічного мислення , творчих здібностей учнів,
підвищують інтерес
до вивчення англійської мови
18. Робочий зошит.
Приклади вправ.
У робочому зошиті подаються також
граматичні правила і словник, які можуть стати
у пригоді під час виконання домашніх завдань
20. Методичні рекомендації для
вчителя
Методичні рекомендації для вчителя містять:
концепцію автора щодо принципів та завдань курсу;
рекомендації щодо використання ефективних форм
роботи;
програму з англійської мови для 8-го класу;
орієнтовне календарно-тематичне планування;
+ вирази класного вжитку ;
+ таблицю транслітерації українського алфавіту
латиницею;
+ зразок поурочного плану
21. Методичні рекомендації
для вчителя
Особливістю книжки для вчителя є те, що її автор
не дає готові «рецепти» педагогічної
майстерності, а прагне допомогти вчителям
знайти власні! Тут подаються дієві поради, які
можуть бути особливо корисними для вчителів-
початківців:
як правильно формулювати цілі уроку;
у чому ключова відмінність практичної / освітньої /
розвивальної / виховної мети;
якими є сучасні вимоги до уроку іноземної мови;
як запровадити Європейське мовне портфоліо в
процес навчання іноземних мов учнів 8–11 класів;
що таке «навички ХХІ століття».
22. Аудіодиск
Містить фонетичні вправи та вправи для розвитку
вмінь аудіювання. Запис здійснюється за участі
носіїв мови!