Учебно-методический комплекс по дисциплине «Основной (английский) язык» для специальности

Скачать 3.38 Mb.

Название	Учебно-методический комплекс по дисциплине «Основной (английский) язык» для специальности
страница	44/44
Дата публикации	26.06.2014
Размер	3.38 Mb.
Тип	Учебно-методический комплекс

100-bal.ru > Литература > Учебно-методический комплекс

1 ... 36 37 38 39 40 41 42 43 44

The issue of putting your school on a year-round schedule is to be debated at the sitting of the school board
of education. Pair work. Enact a dialogue between a parent and a teacher on the issue offering valid arguments
noted down from the text above.

Work in groups of 3 or 4 (buzz groups) and assign one of the views on the issue of a year-round schooling to
each group.

d) Spend a few minutes individually thinking of further arguments you will use to back up the opinion you
have been assigned.

4. Application

Giving home task
Marking

Theme:

Date:

Lesson: #33-#34

Time required: 50 min+50min

Objectives:

Give students the total information
To activate students by the help of the games
Students should be able to use new words in their speech
To introduce students with new vocabulary
To show the students the impotence of using new vocabulary correctly in speech

Materials needed:

Textbook
Activities
Related dictionary pages
Blackboard, chalk, pictures, cards

Skills used:

Listening
Writing
Speaking
Reading
Thinkinga

Procedures:

Time: 10 min

Warm-Up/Motivation

Greeting
Org. moment
Activity

Counting Liar Game

Level: Any Level

This game is similar to the Alphabet Liar game except it deals with numbers and adding the "S" sound at the end of plural nouns , all you need is a deck of cards.

Divide the students into groups of 4 to 6. Deal all the cards from the deck to the students. The player who has the 2 of Spades begins. This player puts down his 2 of spades and any other 2 he has in his hand FACE DOWN in a pile and procedes to say "one 2" or "two 2'ssss" then next player procedes to put down his 3, then 4, then 5 etc...

Let's say the player doesn't have the card he is supposed to put down, for example a 3, the player must try to "lie" or fool the other players into thinking he has the card so he can play... if other students have any doubt they shout "liar" if the player was lying he then pick up the pile at the center of the table. If the player who is accused of lying was telling the truth it is the player who accused him who must pick up the pile in the center.

All players MUST put down a card when it is their turn, even if they do not have the required card. The game is over when one of the players has no more cards.

I use this game to help practice the "s" sound at the end of plural nouns cause most students have a tendancy to say "there are 2 dog" rather than "there are 2 dogssssss" this game really helps the message get through. ***For better explanations see the alphabet liar game.

Checking home task

2. Information

Step 1.

9. Group discussion. Read the following selections. The issue discussed is the role of the student in the
university. Consider each or the categories presented below and discuss the position of the Russian students at the
institute in view of the recent changes in the Russian system of higher education:

"Is the student's role similar to that of an apprentice - studying the master and gradually becoming a master? Or is the proper relationship one of a ward of the university, which is responsible for the student's
welfare and moral and intellectual training? Or is the student a client of the university - where the student seeks out professors to help in areas of interest and need?
"It is probably safe to say that in England, Canada and the United States, until recent years, there has always been a sharp distinction between the role and status of the teacher and the role and status of the student
- a simple recognition of the fact that the former by virtue of his knowledge, age and experience should exercise some domination and direction over the latter."
"A person's role in any given situation is defined not only by the individual but by other people and institutions in the environment. Up to 1950 there seemed few differences in the views of students, professors, or the university in respect of the student's role in the university.

Quite clearly the student was not a member of the university if membership is defined as having a shared responsibility for the program, regulations, welfare of the institution. In these respects the student was without status or recognition.

The attitude of the university was paternalistic and authoritarian; this was accepted by all concerned."

4. "It was obvious in the seventies that student protest had altered the ethos of the campus in many significant ways. There was, for example, the relaxation of admission requirements, the adoption of pass-fail grading in many courses, the increasing provisions for independent study, the emphasis on creative art, the growth of work-study programs, the free choice of a wide variety of subjects.

There was now no argument: students did share the power. The vital question was to what extent and in what areas?

But in respect of the student's role in the university, a significant point in the history of the university was turned. Students could no longer be considered children, they were adults with responsibility for their own behaviour and conduct; they were franchised members of the university with voting rights on some issues and potentially on all issues within the university community."

10. Enact a panel discussion:

A panel discussion programme appears on TV. Four members of the public are invited to give their opinions. The questions for discussion are sent in by the viewers. The chairperson reads out the questions and directs the panel.

Open the group discussion by describing the members of the panel and the chairperson.
Split into groups of four students. Pretend you are the TV panel. Elect a chairperson and decide which of
the four roles each of you will take: Mrs/Mr Terrie/John НШ, the academic vice president: Mrs/Mr Lilian/Joseph
Ubite, a professor in the department of education; Mrs/Mr Denis/Gary Bell, a grad student in education:
Florence/Donald Burrel, an undergraduate.

c) Consider the questions under discussion and enact the panel:

How should higher education be organized, governed, directed? How much, if any, freedom and
autonomy should there be for universities and institutes? 2. Students should share the responsibilities in a
university and enjoy equal rights with the faculty. The vital question is to what extent and in what ways? 3. Pros
and cons of written and oral examinations.

Do library research and write an essay on one of the given topics:

Education for national minorities. The problem of bilinguism in the USA and Russia.
The principal tasks of higher education.
Teacher training in the USA.
Problems in higher education in the USA and in Russia.

4. Application

Giving home task
Marking

Theme: MODULE 1

Date:

Week:

Lesson: #35

Time required: 50 min

Objectives:

To check students knowledge
To bring up respect for a cultural heritage and cultural traditions of other people.

Materials needed:

Text books
Test

Information

Module 1

Speech Patterns (Unit 1)
Essential Vocabulary
Word Combinations and Phrases
Exercises on translation
Commentary on the text

Theme: Speech Patterns (Unit 2)

Date:

Week:

Lesson #1

Time required: 50 min

Objectives:

Give students the total information
To activate students by the help of the games
Students should be able to use new words in their speech
To introduce students with new speech patterns
To show the students the impotence of using the patterns correctly in speech

Materials needed:

Textbook
Activities
Related dictionary pages
Blackboard, chalk, pictures, cards

Skills used:

Listening
Writing
Speaking
Reading
Thinking

Procedures:

Time: 10 min

Warm-Up/Motivation

Greeting
Org. moment

2. Information

Step 1. Speech Patterns (Unit 1)

SPEECH PATTERNS

1. a) Whenever a white man does that to a black man, no matter who he is,... that white man is trash.

No matter who the man might be, you had no right to act in this way.

No matter who the boy is, they shouldn't have been so rude. No matter who she is, she oughtn't to have done it.

b) No matter what she says, don't take it for granted. No matter what she said, they seldom agreed.
No matter what Betsy may suggest, they usually find fault with it.

No matter what he might do, you shouldn't interfere.

c) No matter how hard the boy tried, he could find no job.

d) No matter how dull the book seemed, he always read it through.

2.I have nothing but pity ... for the chief witness for the state. He deserves nothing but sympathy. We heard nothing but a slight noise. He felt nothing but despair, Mary's son gave her nothing but trouble.

3. Practice

Step 1:

Students should make up their own sentences using new patterns

Examples:

No matter how complicated topics it was, Atticus Finch never afraid to speak with his children on them.
No matter who comes to see her, she is always very glad.
Atticus Finch said that no matter who tried to take advantage of a Negro's ignorance, he was trash.
No matter how little money they tried to spend, they could not save enough.
No matter what you may say, yet he will have his own way.
No matter who calls I am not at home, because I am too tired and am going to bad.
I am afraid nothing but the dark.
He did know nothing but some points which were of no importance.
Nothing would I like to have now but a cup of very hot strong tea.

Make up five sentences on each pattern.

Pair work. Make up and act out a dialogue, using the patterns.

Step 2:

Students should make up situation using new patterns
They should use new patterns in their speech

Step 3:

Students should translate the following sentences into English using new patterns

1. Кто бы ни был этот человек, он не имел права так поступать.

2. Врач всегда должен быть внимателен, кто бы к нему ни обратился, какой бы странной ни казалась жалоба пациента.

3. Она всегда готова помочь, кто бы ни попросил ее о помощи.

4. Что бы ты ни говорил, я все равно тебе не верю.

5. Аттикуc Финч знал, что он проиграет процесс, как бы он ни старался доказать, что Том Робинсон невиновен.

6. Как бы она ни устала, она имеет обыкновение убирать, квартиру, прежде чем лечь спать.

7. Его лицо не выражало ничего, кроме негодования.

8. Только операция может спасти вашего сына.

9. Скажите ему правду, ничего кроме правды, как бы тяжела она ни была.

10. Мы слышали только легкий шум.

Step 4:

Students should act out dialogue.

They will be given 5 min for getting ready then they should act out their dialogue in the front of the class.

4. Application

Marking
Giving home task

Make up situation using new patterns.

Learn by hard speech patterns

1 1. To have some fun with (a person) by making (him) angry; tease.

2 5) подходить ( to ) 6) достигать уровня, сравниваться ( to )

3 to cheer up – развеселить, утешать, ободрять; оживиться, развеселиться; воспрянуть духом

1 ... 36 37 38 39 40 41 42 43 44

Похожие:

	Пояснительная записка Цели и задачи. Основной целью дисциплины «Иностранный язык (Английский)» Иностранный язык (Английский язык). Учебно-методический комплекс рабочая программа для студентов специальности 031001. 65 «Филология»....		Учебно-методический комплекс по дисциплине «Зарубежная литература... Основной образовательной программы подготовки выпускника по специальности 050303 иностранный язык
	Учебно-методический комплекс для студентов всех специальностей, кроме... Государственного образовательного стандарта высшего профессионального образования и примерной программой дисциплины «Иностранный...		Учебно-методический комплекс по дисциплине английский язык для специальности Выписка из государственного стандарта для студентов специальности 090. 103. 65 «организация и технология защиты информации»
	Н. Н. Кузнецова Английский язык Английский язык: Учебно-методический комплекс (для студентов, обучающихся по специальности 080108 «Банковское дело») – Б.: Бфэк,...		Учебно-методический комплекс по дисциплине «Основной (английский) язык» для специальности Понятие дифференциации лексики по сферам применения (бытовая, терминологическая, общенаучная, официальная и другая). Понятия о свободных...
	Учебно-методический комплекс «Французский язык (основной)» Государственного образовательного стандарта высшего профессионального образования и примерной программой дисциплины «Иностранный...		Учебно-методический комплекс Жалал-Абад 2012 Печатается по решению... «Английский язык и литература», «Педагогика и методика начального образования»,«Кыргызский язык и литература»,«Русский язык и литература»,«Прикладная...
	Учебно-методический комплекс по дисциплине гсэ. Ф. 4 Русский язык и культура речи ...		Учебно-методический комплекс по дисциплине «английский язык» Учебно-методический комплекс предназначен для студентов заочной формы обучения социально экономического, финансового и юридического...
	Учебно-методический комплекс по дисциплине «Латинский язык и античная... Основной образовательной программы подготовки выпускника по специальности 050303 иностранный язык		Учебно-методический комплекс по дисциплине английский язык для специальности 030. 001 Умкд рассмотрен и переутвержден на заседании кафедры от «20» мая 2010 г протокол №4
	Учебно-методический комплекс по дисциплине английский язык для специальности... Умкд рассмотрен и переутвержден на заседании кафедры от «20» мая 2010 г протокол №4		Учебно-методический комплекс по дисциплине «Лингвострановедение и... Основной образовательной программы подготовки выпускника по специальности 050303 иностранный язык
	Учебно-методический комплекс по дисциплине английский язык Гос впо по специальности 080111. 65 Маркетинг, утвержденный Министерством образования РФ «17» марта2000 г., №233эк/сп		Учебно-методический комплекс по дисциплине английский язык для направления «Магистратура» Выписка из государственного стандарта для студентов специальности 030. 500. 62 «Магистратура»

Школьные материалы