Программа по формированию навыков безопасного поведения на дорогах и улицах «Добрая дорога детства» 2
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Teacher: Svetlana Vysotina School: Moscow school no 1253 Class: Grade 7 Materials: Three Men in a Boat by Jerome К Jerome, Oxford Bookworms Stage 4 Chapter 14 Svetlana talks about her lesson with Elena Solovova. 1. Svetlana is teaching a home reading lesson, based on the material given above. Her students have all read this material and prepared the vocabulary at home. You should read this material now, before you watch the video. You will find it at the end of this chapter. Look at the pre-lesson discussion between Svetlana and Elena. Note what Svetlana tells us about her students. What are the main objectives of a home reading lesson for you? How do you check that students have read and understood the text? Write down your ideas. -------------------------- Ваш ответ: Home reading lessons have different objectives for me as a teacher. Teach my students to gather information, to follow directions, to form an opinion, to understand information, to enjoy and appreciate. How do I check that they have read? The better thing is the question-answer relationship strategy. To check that they have read by recognizing story structure ( characters, events, problems, resolutions). --------------- 2. Look at the video from 00:00 to 01:33. a) This stage of a lesson is sometimes called set induction or warm up. Why, in your opinion, did Svetlana decide to conduct the warm up in this way? -------------------------- Ваш ответ: Because it is the first activity of the lesson and sets the tone for the next minutes. The teacher wanted to rise energy levels. She created a positive atmosphere to practice with language. Swetlana’s way of warming up serves as a springboard into the topic of the lesson. Perhaps the teacher wanted to encourage students to use the language. Instead of just answering “yes” or “no”, students need to give fuller answer that draw a wider range of vocabulary. The teacher would like her students to elaborate with details express thoughts or offer an opinion, give more information. -------------------------- b) Teachers sometimes ask questions to which there is a correct answer which they already know : these are called display, or closed-ended, questions. At other times teachers ask questions to which there are several possible answers which they do not know: these may be called referential, or open-ended, questions. Which type of questions does Svetlana use in this part of the lesson? -------------------------- Ваш ответ: open-ended questions -------------------------- 3. Look at the video from 01:34 to 03:56. a) As you watch, make a note of the different ways in which Svetlana is helping her students to develop their knowledge and skills in English. -------------------------- Ваш ответ: vocabulary review, writing new words. -------------------------- b) The student who writes on the board is given a mark for her work. Why do you think Svetlana chooses to give a mark for this work? Note your answer: Svetlana will give her own reason for this at the end of the lesson. -------------------------- Ваш ответ: When students of English as a foreign languages write smth.they have a big question in mind whether what they write is correct or incorrect. It is usually difficult activity for students. The teacher awards the student with a mark. -------------------------- 4. Svetlana asks her students to work in pairs. They have to make up different kinds of questions which she calls special, general, alternative and tagtail. They also have to use the new vocabulary. Now watch the video from 03:57 to 09:56. As you watch, think about the questions below. a) How do the types of question Svetlana asks the students to use relate to the two types of question, closed- and open-ended, which we discussed in 2.b)? -------------------------- Ваш ответ: The students use the new vocabulary, and ask different types of guestions to each other. -------------------------- b) What do you think are the objectives for this activity as a whole? -------------------------- Ваш ответ: Review the new vocabulary and practice in asking questions. -------------------------- c) Why did Svetlana decide to start the activity with pair work? -------------------------- Ваш ответ: More speaking time for each student. There are more speaking skills that happen much more naturally in pairs, such as interrupting each other, using tag questions. It’s fun to work in pairs. -------------------------- d) At the end of this activity Svetlana teaches her students a new item of vocabulary. What is this? Why is it particularly useful for students to know vocabulary of this kind? -------------------------- Ваш ответ: “Pardon me” is the new item. It teachers them to be well-mannered. -------------------------- 5. In the next activity one student role plays the part of Jerome and the other students listen. Before the roleplay Svetlana tells students the question she will ask at the end: Would you like to have Jerome as your companion? Watch the video from 09:57 to 14:20 and think about the questions below. a) What is the value of asking the question before the role play? -------------------------- Ваш ответ: The question incorporate the major parts of the role play and the vocabulary involved. After the question answer task students should be comfortable with what they need to do, they feel the character better. -------------------------- b) Is this question open-ended or closed-ended? -------------------------- Ваш ответ:closed-ended -------------------------- c) How do the answers to this question compare with the answers students gave in the pair work in the previous activity? -------------------------- Ваш ответ: Answering to this question students express their opinions and attitude to the main character. -------------------------- 6. In the next activity three students are asked to act a passage from the text: you can see this passage at the end of this chapter. Of course the students have to put the story into their own words to act it. The students, therefore, are expressing known content but doing so in their own language. Do you think that providing content to talk about helps students to develop their oral skills? Notice how the boys develop their roles from the text. -------------------------- Ваш ответ:Yes, it does. It involves their fantasy and imagination. The students create real world in scenario. It makes them think and let students develop and practice language. -------------------------- Think about this question as you watch the video from 14:21 to 18:18. 7. In the next section of the lesson starts with Svetlana saying "...the three friends were very disappointed... What happened?" In response to this question a student re-tells part of the story. During her re-telling Svetlana asks more questions a) What did they do there? ... remember... b) Then what happened? c) Why not? What happened to the clothes? Did they become clean? What is the purpose of these questions? Think about this while you watch the video from 18:19 to 20:32. -------------------------- Ваш ответ: I think Svetlana wants her students to use tenses: past simple, past perfect. And to help students to retell this part of the text,logically. -------------------------- 8. In the final activity in this lesson Svetlana uses again a number of techniques she has used earlier in the lesson. Look at the video from 20:33 to the end of the lesson. As you watch a) identify any techniques which you think Svetlana has used before -------------------------- Ваш ответ: The teacher uses role-play. They review vocabulary. The teacher asks open-ended questions. -------------------------- b) compare the acting task with the evaluation task which follows it. Which do you think is the more demanding linguistically? Why do you think so? -------------------------- Ваш ответ: Only one student express her opinion about the acting. But I think this task is more demanding linguistically because the students have to express their own opinion and feelings about the acting. And they need to use more their own vocabulary. -------------------------- 9. a) Do you think that these students have shown that they have read and understood the text? How did Svetlana make them do this? -------------------------- Ваш ответ: Yes, they have. The teacher encourage them to speak, to discuss, to act, to think. -------------------------- Compare the list of ideas you made in question 1 with the techniques Svetlana used. -------------------------- Ваш ответ: Svetlana teaches her students to form an opinion, to appreciate. She made the students to describe and discuss characters, events. -------------------------- b) What, in your opinion, might be Svetlana's objective for giving the students a written composition as homework? -------------------------- Ваш ответ:To review the material they’ve leant at the lesson. -------------------------- 10. Now watch the post-lesson discussion between Svetlana and Elena. a) At the end of the lesson and in the discussion Svetlana says that she and her students enjoy home reading lessons: this seemed evident in the lesson we have seen. She also says she tries to appreciate whatever students offer, and not to be critical or "put them down", that is, make them feel stupid. What is your opinion of this approach? Why? -------------------------- Ваш ответ: The teacher wants her students to be happy at the lesson, to be creative. If they feel themselves “stupid” it blocks their thinking. They will afraid their mistakes. -------------------------- b) Svetlana also explains her approach to dealing with oral error. What is this? Do you agree with this approach? Why/why not? -------------------------- Ваш ответ: Agree. She doesn’t interrupt her students, she correct mistakes later in a right way. --------------------------
-------------------------- Ваш ответ: На первом организационном этапе была полностью решена дидактическая задача: класс готов к уроку и сразу же включился в работу. Учитель требователен,сдержан. Результат этого этапа виден на всем дальнейшем ходе урока-был порядок и сосредоточенное внимание уч-ся. На следующем этапе была проведена проверка знания уч-ся лексики при помощи различных методов. Были задания на проверку образа мышления учеников. Учитель проверял не только объем знаний, но также их глубину,осознанность, умение использовать их на практике. Учитель умеет мотивировать высказывания путем создания соответствующих ситуаций. Учитель старался привлечь специальными заданиями(role-play) всех учащихся к активному слушанию своих товарищей. В течение всего урока развивалось речемышление уч-ся, причем творческое. Создаваемые учителем ситуации способствовали развитию воображения. Соблюдалась последовательность упражнений, от простого к более сложным. Преобладали речевые упражнения. Абсолютно верно было распределено время на работу уч-ся и речевые действия учителя. Технология общения учителя с уч-ся была правильной: выразительная речь,жесты,мимика. Верной была и технология исправления ошибок,формулирования домашнего задания. -------------------------- |
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