3. Відео лабораторна робота
Рівень: початковий
1) Завдання до перегляду відео фрагмента
Визначте мету навчання лексики на початковому етапі навчання
Доведіть, що використання наочного семантизації лексики, є найбільш ефективним на початковому етапі навчання.
Назвіть основні етапи формування англомовної лексичної компетенції.
2) Завдання під час перегляду відео фрагменту .
Визначте практичну мету навчання лексики на конкретному уроці.
Визначте етап формування лексичної компетенції, який здійснюється на уроці.
Визначте відповідність вправ, які пропонує вчитель до практичної мети та етапу формування англомовної лексичної компетенції.
Визначте засоби унаочнення які використовує вчитель на уроці.
Оцініть ефективність та методичну коректність вправ які використовує вчитель.
3) Завдання після перегляду відео фрагменту.
Висловте власну точку зору щодо ефективності побаченого фрагменту уроку, його методичної коректності.
Запропонуйте вправи та технології які б дозволили підвищити ефективність переглянутого уроку.
Завдання для лабораторної роботи в школі №1
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Коментарі студентів |
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Завдання для лабораторної роботи в школі № 2
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5. Проаналізуйте фрагменти уроку.
Визначте:
рівень його методичної коректності
шляхи підвищення його ефективності
Теми фрагментів уроків:
а) тема «Моя Батьківщина» (“My Motherland”);
б) тема «Кольори» («Colours»).
a) Topic: “My Motherland”
Practical aim: to form pupil’s lexical competence on the topic with the help of visual and verbal prompts.
Cultural aim: to enlarge pupils’ linguistic outlook and to develop their imagination and logical thinking.
Educational aim: to promote pupils’ interest to the country they live in, giving more information about Ukraine and its nature.
Equipment: coloured chalk, flash cards, the globe, the map of Ukraine, pictures, a tape with a jazz-chant.
Procedure
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Teacher’s Activities |
Pupils’ Activities |
Mr. Globe, I
tell you about my Motherland. I live in Ukraine. Ukraine is a big
country in the west of Europe. The capital of Ukraine is Kyiv. There
are many fields, forests and mountains in Ukraine. The longest
river is the Dnipro. The Ukrainian flag is blue-and-yellow.
Ukraine is a nice country. It is my Motherland and I like it very
much. Good bye, Mr. Globe. Yours, Sasha.
This letter has many new words; he is a pupil of the 4th form and knows a lot. Sasha likes to draw. And he’s draw several pictures about his country.
This is a forest. This is a field. This is a river. These are mountains.
5. Now look at the pictures and name them. We know so many words that we listen to the jazz-chant. But be attentive and put these pictures in the order you hear on the tape. Can you say river? Yes, I can! Can you say forest? Yes, I can! Can you say field? Yes, I can! Can you say mountains? Yes, I can! So say! River, forest, field, mountains.
6. Repeat it after me line by line.
7. Read the jazz chant in turns.
8. Let’s change the jazz chant by heart. Remember, that Mr. Globe is listening to you!
9. Who will show rivers (mountains, forests) on the map of Ukraine? What colour is used for rivers? What colour are mountains? What colour is a forest?
10. Look at the map and name the rivers (mountains).
11. And now open your vocabularies and write down new words very carefully. A river a forest a mountain a field
This is Europe. This is Ukraine. There are many rivers in Ukraine. This is the Dnipro river. Go to the globe and show our Motherland on it. Say that it is Ukraine.
Ukraine is our Motherland. Ukraine is in the west of Europe. The capital of Ukraine is Kiev. The longest river is the Dnipro. A wolf lives in the forest. A fish lives in the river. A goat lives in the mountains. A butterfly lives in the field.
16. Now look at our guest, Mr. Globe. Tell him everything you now our Motherland.
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Pupils repeat the sentences after the teacher in chorus, then in turns.
Pupils listen to the jazz chant and add pictures in the logical order to every line of the jazz chant.
Pupils repeat the lines using pictures instead of the written words.
Blue Brown Green
Pupils name all the important rivers and mountains (the teacher helps them with the English pronunciation of geographical names).
Pupils write down the words.
It’s Kiev.
Pupils show Ukraine on the globe, then on the map, they do it in turns.
Pupils work with the map of Ukraine.
Pupils try to describe Ukraine showing everything they remember on the map.
Birds, animals, fish. Pupils compose their own sentences, matching pictures together and saying who lives in the forest, in the field, in the river, in the mountains.
The pupils create their short oral utterances and then do it in written form. |
b) Topic: Colours
Practical aim: to make the learners acquainted with the names of the colours.
I have a picture. Try to guess what I have in this picture. Ask me please general questions:
Is it a …?
This is a flower. What is unusual about this flower? – Each petal is of a different colour. What colors can you name? [flower 1].
Here is a poem which will help you to learn the colours of this flower.
“My Flower”
I have a little flower,
Each petal has its name:
Red, orange, black and yellow.
Pink, brown, blue and gray.
This one is cherry – coloured,
Then purple, green and white.
So now I know all colours,
My flower sweet and bright.
Now each of you will get a piece of coloured paper. When the colour of your card is named you are to stand up and raise your card as high as possible.
Now let’s read this poem together but you are to read only the name of that petal which colour corresponds to your card.
Let’s try to reproduce this poem using the coloured cards only.
Here is a brother-flower to that you’ve got acquainted with already. Its petals are in a different order. Who will try to reproduce the whole picture and show correct petals? [flower 2].
Let’s write down these new words into your note-book.