- •Explanation
- •Modern Usage
- •Developments & Problems
- •Summary
- •1. Brainstorm bonanza
- •2. Problem-solving as a group
- •3. Clue me in
- •4. Survivor scenarios
- •5. Moral dilemma
- •Communicative Language Teaching
- •Explanation
- •Misconceptions
- •Using the Method
- •Summary
- •Four sound reasons to teach grammar with games
- •Children are more motivated to learn grammar with games
- •What kinds of games work best?
- •Comparative adjectives
- •Examples
- •Superlative adjectives
- •Examples
- •Forming regular comparatives and superlatives
- •One syllable adjectives
- •Two syllables
- •Three or more syllables
- •Irregular comparatives and superlatives
- •Advantages of role playing
- •Steps and tips for using role playing
- •1. Syntax. The definition of the phrase. Types of phrases and ways of expressing syntactic relations
- •2. The Direct Method
- •3.The Information gap technique
- •Homonymy: definition and classification
- •The Natural Approach
- •1. Simple sentence. Types of sentences according to their structure. Communicative types of sentence
- •2.Communicative competence and its elements
- •3. The Concept of Polylingual Education in the Republic of Kazakhstan
- •Composite sentences. Types of composite sentences according to their structure
- •The Silent Way
- •Backward Build-up. Expansion Drill
- •The Suggestopedia method
- •3. The Repetition Drill
- •General Notes on Styles. Styles of the English Language
- •3.Chain Drill
- •2. The Community Language Learning
- •1. Expressive Means and Stylistic Devices
- •2. The Content and Language Integrated Learning
- •2.Strategies-based instruction
- •1.Stylistic Classification of the English Vocabulary
- •2. "Total immersion technique"
- •3.Drama Techniques for Teaching English
- •1. The influence of the Latin and French languages upon English
- •2. Give the background of silent way method
- •Конец формы
- •General Notion and Peculiarities of the English Phonetics. Connection with other sciences
- •2. English for Specific Purposes teaching
- •3. Intensive and extensive reading in flt
- •Intonation of declarative type of sentences
- •Intonation of interrogative type of sentences.
- •Intonation of imperative type of sentences:
- •17Билет
- •18Билет
- •Listening Carefully
- •Pronouncing the Word
- •Methods of Grasping the Meaning
- •19Билет
- •20Билет
- •1) Phonetic stylistic devices
- •II phonetics of sequences
- •1.Alliteration
- •2. Onomatopoeia
- •3. Assonance
- •2. Effective Methodologies of teaching speaking
- •2. Effective Methodologies of teaching listening
- •Using Authentic Materials and Situations. Authentic materials and situations prepare students for the types of listening they will need to do when using the language outside the classroom.
- •3. Blended learning activities
- •1. The Old and Middle English written records
- •2. Effective Methodologies of teaching writing
- •3. Project activities
- •1. The phonetic system of Old, Middle and Modern English
- •2. Effective Methodologies of teaching reading
- •Integrating Reading Strategies
- •Using Authentic Materials and Approaches
- •3. Using computer/internet games for young learners
- •1. The laws of Carl Verner and Jacob Grimm
- •2. Reflective teaching
- •3. Brainstorming technique
- •Using the Technique
3. Blended learning activities
The term blended learning is generally applied to the practice of using both online and in person learning experiences when teaching students. In a blended-learning course, for example, students might attend a class taught by a teacher in a traditional classroom setting, while also independently completing online components of the course outside of the classroom. In this case, in-class time may be either replaced or supplemented by online learning experiences, and students would learn about the same topics online as they do in class—i.e., the online and in-person learning experiences would parallel and complement one another. Also called hybrid learning and mixed-mode learning, blended-learning experiences may vary widely in design and execution from school to school.
Activity |
Face to face approach |
Online approach |
|
Students write research papers |
Students hand in a paper copy |
Students submit a digital copy through email attachment, BlackBoard assignment, Turnitin, or other online means |
|
Professor shares news stories/current events media related to class material |
Professor reads or hands out a hard copy during class |
Professor shares the content through a link or attachment with email or BlackBoard |
|
Students complete short daily quizzes on the reading |
Professor gives and collects quiz during class time |
Professor uses BlackBoard or other online quiz software |
|
Students participate in small group discussions |
Students are divided into groups during class time to talk about a particular topic |
Students use email or online forums to communicate with their group |
|
Students and professor participate in whole class discussions |
The professor mediates the discussion between the entire class |
Students and professor use email or online forums such as Blackboard to send comments to the class |
|
Professor shows video in class and students discuss/answer questions about the video |
The video is screened on a projector or the viewing room and students discuss or answer questions about the video |
The professor can share a link to a video for students to watch at home, then students discuss the video on forums or email, or email the professor a review or reflection |
|
Students write reflections about faculty/guest lectures, prior classes, past work, etc. |
Students hand in a hard copy of their work |
Students submit a copy as an email attachment, upload it via BlackBoard, or another online means |
|
Students create an individual portfolio for the class |
Students collect hard copies of work and present them to professor |
Students house links to their work and projects on a website |
|
Students work together on a small group project |
Students meet physically to share and integrate their work into a finished project |
Students use email or web forums to plan and gather their information, and use file-sharing to edit the final project |
|
Students make presentations before the class individually or in small groups |
Students bring in visual aids and present before the professor and class |
Students create a video presentation and upload it for classmates to watch |
|
Students bring in outside sources to show to class and discuss as a whole class/in small groups |
Students bring in articles, images, or video links to show to the class |
Students send links or email attachments to the class to view and discuss the content online |
|
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