2023 рік
2022 рік
Модельна навчальна програма «Іноземна мова. 5-9 класи» для закладів загальної середньої освіти (Зимомря)
2021 рік
Класифікація методів навчання
Ключові зміни оновлених програм 5-9 кл.
Методичнi рекомендацii 2017-2018 н.р.
Оновлена програма
Структурні елементи уроку
Шановні читачі мого блогу! Працюючи над проблемою «Формування мовленнєвої компетенції на уроках англійської мови», я підготовила матеріали і випустила методичні посібники «Навчання говоріння. Завдання для ситуативного спілкування» та «Застосування навчальних ігор на уроках англійської мови» Пропоную Вашій увазі найбільш цікаві завдання для розвитку усного мовлення. Надіюсь вони стануть Вам у пригоді!
Ключові зміни оновлених програм 5-9 кл.
Методичнi рекомендацii 2017-2018 н.р.
Оновлена програма
Структурні елементи уроку
Шановні читачі мого блогу! Працюючи над проблемою «Формування мовленнєвої компетенції на уроках англійської мови», я підготовила матеріали і випустила методичні посібники «Навчання говоріння. Завдання для ситуативного спілкування» та «Застосування навчальних ігор на уроках англійської мови» Пропоную Вашій увазі найбільш цікаві завдання для розвитку усного мовлення. Надіюсь вони стануть Вам у пригоді!
Developing
speech habits with the help of songs.
The development of students’ speech habits
through music is comprised of three stages: preparatory, forming and
developing.
The first stage is the formation of
monological speech habits within the topic “music” and includes reading
specially chosen micro-texts on the topic that contain information about
different musical trends as well as the history of the Beatles. This should
also include post-reading exercises aimed at vocabulary development.
The aim of the second stage is forming
speech skills while discussing the songs under consideration. The tasks in this
stage should be done in a seven-step sequence:
v
Presentation to the students of
pre-listening tasks.
v
Listening to the song.
v
Students answer the pre-listening
questions.
v
Post-listening tasks.
v
Presentation of the typed text of the
song lyrics.
v
Second listening to the song.
v
Discussion of the song.
As an example, let us consider the tasks
fulfilled while working with the song “Yesterday”.
Pre-listening
questions: What is the song about? What feelings does it
evolve?
Post-listening
questions: How do the melody and the lyrics evolve? Who is
the lead vocal? What can you say about his way of singing? What instruments
accompany McCartney’s voice? Does the song sound like a classical piece? Whose
image is created in the song? What kind of love is depicted in the song? Is the
love story told in a highly emotional way or with a tingle of detachment?
Listen to the song again. Is there a proper
balance of the singers’ voices and instruments in the song? Characterize the
main musical elements of the song.
Now listen
to the recorded version of the song “Yesterday” by Ray Charles. What
differences can you notice in the interpretation? Which singer is more
dramatic?
The third
stage of using a song in an English class is to further develop speech skills
on the topic of “music” and to teach students how to use songs in English
language learning. At this stage the students are involved in a discussion of
the following problematic questions: Should a person understand only one
musical genre or different kinds? Some people say that rock music promotes
juvenile delinquency? Do you agree? Is rock music a passing phenomenon, an
ephemeral fad with young people? What do you think are the main qualities of a
pop-singer? Could you enumerate at least three of them?
This phase
should also include training, so that the teachers of English could have the
knowledge and skill to do the following:
Ø
to be able to select interesting
texts on the topic of “music”;
Ø
be able to analyse the didactic
potential of a particular song;
Ø
know how to teach a song to the
pupils;
Ø
be able to give a talk on the musical
life of the target language community;
Ø
critically evaluate songs with the
purpose of including them in class activities.
A teacher
of English should be creative and innovative. Songs in English language
teaching will help to make the process more interesting and effective. These
are examples of using songs in learning process:
Exercise 1: Music which is soft and slow, such as
lullabies, suggests a quiet, peaceful mood, while music that is loud and fast
suggests a buoyant, active mood. Arrange the following adjectives in two groups
of antonyms, according to the mood different songs may evoke;
Quiet,
peaceful-------active, buoyant
(calm, restful, happy, dreamy, mysterious,
self-pitying, intimate, sad, sombre, festive, joyful).
Exercise 2: You
may need the following adjectives about the voice of a singer: deep, gentle,
soft, fresh, clear, lyrical, expressive, velvety, small, quiet, nasal,
guttural, hollow, resonant, gruff, harsh, raucous, husky, mellow, metallic,
weak, anaemic. Using these words above, describe the voices of the singers you
know.
Exercise 3: Select from the list given below the words
which best describe the music from the point of:
Mood-----
Melody----
Rhythm---
Beat---
Tempo---
( self-pitying, aggressive, intimate, calm, restful,
happy, sad, dreamy, mysterious, buoyant, active, strong, tuneful, expressive,
emotional, lifting, catching, restless, assured, distinctive, light, heavy,
regular, irregular, abrupt, impatient, jaunty, crisp, irresistible, driving,
steady, ongoing, definite, slow, solid, quick, swift, fast, moderate).
Exercise 4: Listen to the song “Can’t buy me love”
Pre-listening
questions: In the title of the song the subject is omitted. Can you guess
what it is?
Post-listening questions:
1. Is the title of the song an appropriate one? Can
you suggest other titles?
2. From whose point of view is the song sung? Do you
agree with the singer that “Money can’t buy me love?”
3. Who is doing
the lead vocal, backing vocals?
4. What is the melody like?
5. Is there a dynamism and kinaesthetic appeal in the
song? Can you determine the rhythm and tempo of the song?
6. What attracts you more in the song: the music or
the lyrics? What is more important for a song: music or lyrics? Why?
Roleplay the
following situation. Imagine that a guest from Great Britain is coming to visit
your school. Your class is on duty and is responsible for showing the guest
around. Take your “guest” round the school building from the ground floor to
the third floor. Share the duties among the classmates---“guides”.
1.
The school building and the school
yard.
2.
The entrance hall and the cloakrooms.
The headmaster’s office.
3.
The gymnasium. Physical Training
lessons.
4.
The school canteen.
5.
The assembly hall.
6.
The library.
7.
The workshops. Lessons of
handicrafts.
8.
The Medical Aid Room.
9.
The Teacher’s Room.
10.
Classrooms on the first floor.
11.
The second floor.
12.
The English language classrooms.
Comment the following situations.
Ø
Your English friends have come to
your place as you promised them a traditional Ukrainian dinner. Prepare a
conversation at the table in which your friends ask questions about food, and
tell them everything you know about food.
Ø
Read the menu and write a
conversation between a customer who chooses some dishes from the menu and a
waiter.
n
Starters: meat salad, crab salad,
tomato soup, onion soup.
n
Main course: roast beef, chicken
grill, fish pie, fried potatoes.
n
Dessert: coffee, fruit salad, apple
pie, ice-cream.
Ø
What traditional dishes are usually
served in your family when you invite someone for a holiday dinner? (Birthday,
New Year’s Day, Christmas) Can you explain what they are made of? Give the
recipe for your favourite dish.
Holidays
Ingredients Recipe
Continue the
list of conversational questions, which can be used for practice at the
conversational lessons.
After a Vacation
Ø
Did you encounter any problems during
your vacation? How did you resolve them?
Ø
Did you have a part-time job during
the holidays?
Ø
Did you have any bad experiences?
Ø
Did you meet any interesting people?
Tell me about them.
Ø
What did you say? How did you go
there?
Art
Ø
Are you a good painter?
Ø
Can you draw pictures well?
Ø
Do you believe what art critics say?
Ø
Do you consider yourself a good
artist?
Ø
Do you enjoy your art class at
school?
Ø
Why is art important?
Clothes
and Fashion
Ø
About how much money do you spend on
clothes a year?
Ø
Do you like shopping for new clothes?
Ø
Do you often buy new clothes?
Ø
Do you read fashion magazines?
Ø
Do you sometimes wear a hat?
Ø
Do you think it is important to wear
fashionable clothes?
Computers
Ø
Are you computer literate?
Ø
Are you connected to the Internet? Do
you access the Internet with your computer? Can you access the Internet from
your home? What is your favourite “news” site? What Internet sites do you visit
regularly?
Ø
Can your mother and father use a computer?
Ø
Do you have a computer?
Education
Ø
Are college tuitions reasonable?
Ø
Are foreign languages of the
curriculum? If so, which languages?
Ø
Are most schools coeducational in
your country?
Ø
Are there any subjects/classes you
wanted to study but they weren’t available at your school/college.
Ø
Are there good colleges in your
country?
Ø
Are women encouraged to pursue
education?
Ø
Do you have difficulty with school
work?
Ø
Do you know anyone who doesn’t know
how to read or write?
Entertainment
Ø
Are there any kinds of movies you
dislike? If so, what kinds? Why do you dislike them?
Ø
Are you going to watch TV tonight? If
so, what will you watch?
Ø
Do you like___________? (insert the
name of a TV show.)
Ø
Do you like to gamble?
Ø
Do you like to watch cartoons?
Ø
Do you like to watch horror movies?
Ø
What’s the best movie you’ve ever
seen?
Ø
What’s the most popular holiday in
your country? When is it? How is it celebrated?
Environment and Pollution
Ø
Do you think cars should be banned
from city centers?
Ø
Do you think people should recycle
newspapers? Why or why not?
Ø
Do you think there are lessons to
learn from nature?
Ø
How often is garbage collected in
your neighborhood?
Ø
If humans are really intelligent and
not simply manipulated by their genes like any other animals, why can’t they do
anything about overpopulation?
Family
Ø
Are chores assigned to children in
your family?
Ø
Are you married?
Ø
Are you pressured by your family to
act in a certain way?
Ø
Are you the oldest among your
brothers and sisters?
Ø
Are your parents strict?
Ø
Did you ever meet any of your great
grandparents?
Ø
Did you get along well with your
family?
Fears
Ø
Are there any parts of the city where
you live which you are afraid to visit after dark? Where? Why?
Ø
Are there certain weather conditions
that scare people? What are they? Why do people become scared?
Ø
Are you afraid of flying?
Ø
Are you afraid of ghosts? Are you
afraid of giving a speech in public? (Does it scare you to speak in public?)
Ø
Are you afraid of going to the
dentist?
Ø
Are you afraid of heights?
Food
and Eating
Ø
What’s the strangest food you’ve ever
eaten?
Ø
What’s the best restaurant you’ve
ever been to?
Ø
About how many different colour foods
did you eat for dinner last night? Do you think about colour when you are
preparing a meal?
Ø
Are there any foods that you wouldn’t
eat as a child that you eat now?
Ø
Are you a good cook?
Ø
Are you a vegetarian?
Ø
At what times do you usually eat your
meals (breakfast, lunch, dinner)?
Ø
Can you cook well?
Ø
Did you drink coffee this morning?
Ø
Did you eat lunch today?
Ø
Do you always eat dinner with your
family?
Ø
Do you always eat vegetables?
Introduce
your school, give general information about it (definition,
description, argumentation).
Speak about:
·
how you understand what school is;
·
your school rating (evaluate the
knowledge the school gives, school alumni);
·
school building, school facilities;
·
your timetable and subjects you
study;
·
advantages your school gives
(optional subjects, clubs).
Work out the
rules of behavior at school. Mention relationships with students and teachers,
a uniform, lesson rules, rules during the breaks.
Introduce
your classmates and speak about them ( definition,
description, argumentation ).
Use the plan:
·
tell how different and similar your
classmates are;
·
speak about the most striking
personalities in your class;
·
speak about interests, values,
priorities, preferences of your classmates;
·
think about your place among
classmates (their attitude to you, your feelings).
Use:
1. attend
school;
2. be
interesting people;
3. make
many friends;
4. have
different characters, ambitions, habits, interests;
5. have
much in common;
6. be
outgoing, shy, confident, have complexes;
7. have
different talents;
8. have
similar looks on.
Compare two
of your classmates. Use:
o
be outgoing/be shy;
o
make many friends/ have complexes;
o
be the heart and soul of any company/
be quick to have offence, resentful;
o
be very friendly and sociable/ be a
black sheep;
o
feel at ease/ feel awkward, confused;
o
take things easily/ exaggerate, take
things too seriously;
o
talk at length/ be reserved;
o
like to invite friends/ prefer to
stay home alone;
o
be popular with/concentrate on one’s
own problems;
o
attract people/ have difficulties in
socializing.
Introduce
your favourite teacher. Tell:
·
what you think about this profession
in general;
·
what your favourite teacher is like
(strong qualities);
·
why you consider this teacher a model
teacher(the way she teaches, her attitude to students, the subject).
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