The document discusses how to foster autonomy in the classroom by making students interested in learning outside of class time. It recommends identifying students' learning strategies through questionnaires and helping them develop techniques like note-taking, organizing assignments, and using dictionaries. The document also suggests giving students reflection time to evaluate their learning, encouraging student-driven homework and learning journals.
Language teaching methods are important to study for several reasons:
1) Studying methods provides teachers with an understanding of how the field has evolved over time and exposes them to practices they can adapt or implement.
2) Experience using different methods gives teachers basic skills and allows them to reflect on their own assumptions and beliefs.
3) Comparing methods offers alternatives to how teachers were previously taught, so they can choose approaches aligned with their own views rather than what was imposed on them.
4) Understanding methods is part of building teaching knowledge and joining the community of language teaching practitioners. It expands a teacher's toolbox to address diverse learner needs.
The document discusses how to foster autonomy in the classroom by making students interested in learning outside of class time. It recommends identifying students' learning strategies through questionnaires and helping them develop techniques like note-taking, organizing assignments, and using dictionaries. The document also suggests giving students reflection time to evaluate their learning, encouraging student-driven homework and learning journals.
Language teaching methods are important to study for several reasons:
1) Studying methods provides teachers with an understanding of how the field has evolved over time and exposes them to practices they can adapt or implement.
2) Experience using different methods gives teachers basic skills and allows them to reflect on their own assumptions and beliefs.
3) Comparing methods offers alternatives to how teachers were previously taught, so they can choose approaches aligned with their own views rather than what was imposed on them.
4) Understanding methods is part of building teaching knowledge and joining the community of language teaching practitioners. It expands a teacher's toolbox to address diverse learner needs.
Центр психологии Youcanlive — это комплексная и инновационная система подготовки высококвалифицированных специалистов в области психологического и организационного консультирования.
Мы предлагаем:
Авторские и стандартизированные программы профессионального психологического образования;
Качественный уровень обучения, подтверждённый государственными дипломами и международными сертификатами;
Грамотное психологическое и психотерапевтическое консультирование, профессиональную психологическую помощь.
http://youcanlive.ru/
ДЕТАЛЬНАЯ РЕФЛЕКСИЯ ПО ОДНОМУ УРОКУ НА ТЕМУ «СЛОЖНОПОДЧИНЕННЫЕ ПРЕДЛОЖЕНИЯ»
ГУ “Средняя школа имени А.Кастеева с ДМЦ”
учитель русского языка Дуанкулова Гулнар Саветовна
This document discusses a painting created after a trip to France titled "The Gate of Calais" or "O, the Roast Beef of Old England" from 1748. The painting depicts life in England as being far better than in France and was created by an artist who visited Calais and Paris in 1748. It focuses on portraying four different times of the day.
The document discusses theories of language learning, emphasizing that learners learn best through active thinking and repetition with errors corrected immediately, rather than passive acquisition. It also notes the importance of following the sequence of hearing, speaking, reading and writing when learning a language. Theories of learning are not directly linked to descriptions of specific languages.
Центр психологии Youcanlive — это комплексная и инновационная система подготовки высококвалифицированных специалистов в области психологического и организационного консультирования.
Мы предлагаем:
Авторские и стандартизированные программы профессионального психологического образования;
Качественный уровень обучения, подтверждённый государственными дипломами и международными сертификатами;
Грамотное психологическое и психотерапевтическое консультирование, профессиональную психологическую помощь.
http://youcanlive.ru/
ДЕТАЛЬНАЯ РЕФЛЕКСИЯ ПО ОДНОМУ УРОКУ НА ТЕМУ «СЛОЖНОПОДЧИНЕННЫЕ ПРЕДЛОЖЕНИЯ»
ГУ “Средняя школа имени А.Кастеева с ДМЦ”
учитель русского языка Дуанкулова Гулнар Саветовна
This document discusses a painting created after a trip to France titled "The Gate of Calais" or "O, the Roast Beef of Old England" from 1748. The painting depicts life in England as being far better than in France and was created by an artist who visited Calais and Paris in 1748. It focuses on portraying four different times of the day.
The document discusses theories of language learning, emphasizing that learners learn best through active thinking and repetition with errors corrected immediately, rather than passive acquisition. It also notes the importance of following the sequence of hearing, speaking, reading and writing when learning a language. Theories of learning are not directly linked to descriptions of specific languages.
The document outlines a systematic process for evaluating existing teaching materials based on the needs and requirements of a specific course. It involves identifying requirements across topics like aims, content, skills, methodology, and aids. Then existing materials are analyzed against the same criteria to determine how well they match the identified needs. Results are compared and scored to help select materials that provide the best match overall or in important areas. The evaluation process aims to identify suitable existing materials and avoid duplicating effort, while ensuring a methodical matching of needs with available solutions.
The document provides an overview of various linguistic theories and their implications for English for Specific Purposes (ESP), including:
1. Traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional and notional approaches consider language functions and notions in social contexts.
4. Discourse analysis looks at language use beyond the sentence level through dialogues, texts, and rhetorical patterns.
This document provides a lesson plan for teaching 6th grade students about London, England. The lesson aims to develop students' creative writing, thinking, imagination, reading comprehension, and speaking skills. Students will analyze a model text using the phrase "I'd rather be in London now." They will then create their own short texts using the same phrase and presenting imaginary scenarios of what they would rather be doing in London. Finally, students will reflect on the lesson and evaluate their work.
Isaac Levitan was a Russian landscape painter born in 1860 who came from a Jewish family in Lithuania. He studied at the Moscow School of Painting, Sculpture and Architecture and was influenced by painters like Savrasov, Perov, and Polenov. Levitan focused on landscapes that conveyed a mood or feeling, without urban scenes, showing the spirituality of nature. Some of his most famous works include Autumn Day. Sokolniki. from 1879 and Evening. The Golden Plyos from 1889. He became a member of the Imperial Academy of Arts and taught landscape painting before dying in 1900 at the age of 40.
This document outlines the stages and objectives of an English lesson on critical thinking about tours in London. The lesson aims to develop students' speaking, listening, collaborative, and creative thinking skills. Students will work in groups to listen to songs about tours, fill out a table with tour information, evaluate the tours based on criteria, and write cinquains about their favorite tour.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
The document discusses Ayurvedic principles for achieving happiness and balance. It explains the three Ayurvedic body types - Vata, Pitta, and Kapha - and their characteristics. It emphasizes the importance of diet and notes that foods can either nourish oneself or others. The document recommends a plant-based diet and describes the Hatha yoga system of postures, breathing exercises, and meditation that can balance the physical and energetic body. Specific postures mentioned include Surya Namaskar and Warrior One.
Villages are small human settlements located in rural areas that are typically engaged in agriculture. They are generally smaller than towns and do not have regular markets, town halls, or mayors. Villages can take different forms, such as deserted medieval villages, pit villages located around coal mines, or hamlets that do not have their own churches. In the United States, villages are incorporated municipalities within towns or townships that have less authority than cities. They can be statutory villages governed by state laws or charter villages that write their own governing charters. In Russia, villages concentrate the rural population and can be selos with churches, derevnyas without churches, or dacha settlements used mostly for seasonal residence.
The document defines different types of television programs such as documentaries, soap operas, cartoons, and reality shows. It also defines common adjectives used to describe programs such as great, hilarious, fascinating, and terrible. Finally, it recommends doing online quizzes about films and filmmaking.
This document discusses the different rules for forming the comparative and superlative degrees of adjectives in English. Adjectives of one syllable add -er and -est, adjectives of two syllables add -er and -est or change the ending to -ier and -iest, and adjectives of three or more syllables use more and most. Examples are given such as big, bigger, biggest and narrow, narrower, narrowest. Readers are encouraged to practice forming comparatives and superlatives and test their knowledge with exercises and a game.
The document discusses language learning opportunities in Perm, Russia. It mentions Perm Language Centres which focus on English, French, and Italian instruction, though other languages like Arabic and Japanese are possible. Student demand is highest for Spanish, Italian, and Chinese. In Perm itself, the most commonly used foreign languages are Italian, French, and German, while English remains the most popular globally among visitors despite limited local speakers.
Stephen Grover Cleveland served two non-consecutive terms as the 22nd and 24th President of the United States from 1885 to 1889 and 1893 to 1897. He worked as a lawyer and held public offices including Mayor of Buffalo and Governor of New York before becoming President. As President, Cleveland focused on civil service reform, lowering tariffs, and restoring the nation's gold reserves. He was known for his honesty, independence, and extensive use of the presidential veto.
3. Inquirers
They develop their natural curiosity.
They acquire the skills necessary to
conduct inquiry and research and show
independence in learning. They actively
enjoy learning and this love of learning
will be sustained throughout their lives.
4. Исследователи
Они развивают свое естественное
любопытство. Они приобретают
навыки, необходимые, чтобы изучать
вопросы и проводить исследования,
демонстрируя независимость в учении.
Они любят активно учиться, и эта
любовь к учению будет поддерживаться
в течении всей их жизни
6. Knowledgeable
They explore concepts, ideas and issues
that have local and global significance. In so
doing, they acquire in-depth knowledge and
develop understanding across a broad and
balanced range of disciplines.
7. Информированный
Исследуют основные понятия, идеи и
проблемы, которые имеют локальную и
всеобъемлющую (глобальную)
значимость. При этом приобретают
глубокие знания и развивают
взаимопонимание посредством
широкого ряда дисциплин.
9. Thinkers
They exercise initiative in applying
thinking skills critically and creatively
to recognize and approach complex
problems, and make reasoned,
ethical decisions.
10. Мыслящие
Они дают осмысленную
оценку своему опыту и процессу
обучения. Они умеют оценивать себя,
рассчитывать свои силы и
возможности для обучения и
собственного развития.
12. Communicators
They understand and express ideas and
information confidently and creatively in
more than one language and in a variety of
modes of communication. They work
effectively and willingly in collaboration with
others.
13. ОНИ СПОСОБНЫ ОСМЫСЛЯТЬ И
УВЕРЕННО И ОРИГИНАЛЬНО
ВЫРАЖАТЬ СВОЁ МНЕНИЕ И
ДЕЛИТЬСЯ ЗНАНИЯМИ БОЛЕЕ ЧЕМ НА
ОДНОМ ЯЗЫКЕ В РАЗЛИЧНЫХ
СИТУАЦИЯХ ОБЩЕНИЯ. ОНИ
УСПЕШНО И С ГОТОВНОСТЬЮ
РАБОТАЮТ В СОТРУДНИЧЕСТВЕ.
Коммуниканты
15. Principled
They act with integrity and honesty, with a
strong sense of fairness, justice and respect
for the dignity of the individual, groups and
communities. They take responsibility for
their own actions and the consequences
that accompany them.
16. Человек с высокими моральными
устоями, ответственный и честный;
у которого развито чувство
справедливости и уважительного
отношения к окружающим;
готовый нести ответственность за свои
поступки и отвечать за их
последствия.
Добродетельный
18. Open-minded
They understand and appreciate their own
cultures and personal histories, and are open to
the perspectives, values and traditions of other
individuals and communities. They are
accustomed to seeking and evaluating a range
of points of view, and are willing to grow from the
experience.
19. Непредвзятые
Ценят и понимают суть собственной
культуры и индивидуального жизненного
опыта, непредвзяты по отношению к
перспективам, ценностям и традициям
других людей и сообществ. Привыкли
изучать и оценивать различные точки
зрения, активно стараются учиться на
данном жизненном опыте.
21. Caring
They show empathy, compassion and
respect towards the needs and feelings of
others. They have a personal commitment
to service, and act to make a positive
difference to the lives of others and to the
environment.
22. Заботливые
Способны сопереживать, сострадать
и уважать нужды и чувства других.
Считают своим личным
обязательством служить людям, и
стараются оказывать
положительные влияния на жизни
других и окружающую среду.
24. Risk-takers
They approach unfamiliar situations and
uncertainty with courage and forethought,
and have the independence of spirit to
explore new roles, ideas and strategies.
They are brave and articulate in defending
their beliefs.
25. Авантюристы:
за незнакомые ситуации и неуверенность
они берутся смело, обдумав все наперед,
обладают независимостью духа, нужной
для экспериментов в новой роли, с
новыми идеями и стратегиями. Когда
дело касается защиты их убеждений,
храбры и красноречивы.
30. Reflective
They give thoughtful consideration to their own
learning and experience. They are able to
assess and understand their strengths and
limitations in order to support their learning and
personal development.
Подробнее о профиле ученика см.Подробнее о профиле ученика см.
http://ibo.org/programmes/profile/documents/Learnerprofileguide.pdfhttp://ibo.org/programmes/profile/documents/Learnerprofileguide.pdf
31. Стремящийся к самопознанию;
способный адекватно оценивать
результаты собственной учебной
деятельности и извлекать из нее
полезные для дальнейшего
личностного и академического
развития выводы.
Самокритичный