Запропонуйте можливі форми та методи роботи з наступними соціокультурними завданнями:

1). Read the list of products and decide what national American dish can be cooked of these products. Say on what important occasion Americans have it. Give a recipe of a national Ukrainian dish.

2). Look at one of the Canadian symbols and find out more information about it and other symbols of Canada. Draw Ukrainian national symbols and comment on their meanings. Dispute on the role of them.

3). Look at the greeting card and guess what holiday it symbolizes. Say what country it is celebrated in and if you have the same holiday in your country. What traditions are connected with it?

4). Look at the photos of the castles. Work with the dictionaries and find some information about them. Are there ancient castles in your country?

5). Look at the pictures, identify the event and find out some cultural traditions of Americans attributable to it. Say if you have a similar event in your country and what traditions are connected with it. Design a poster advertising this even.

6). Imagine you are an exchange student in the USA. Discuss with American high schoolers some differences and similarities of schooling in USA and in Ukraine.

7). Read the text about the freak weather conditions in the USA. Do some research about the survival skills necessary in a tornado situation. Say what freaks of nature are common for Ukraine.

Whatever the Weather

Because of the large size of the United States, the regions of the country experience vastly different seasons and types of weather. The particular weather of a region or state often serves to identify that region. For example, the people of the northern state, Minnesota, just south of the US/Canadian border and an area known for long, cold, snowy winters, call themselves, "the frozen chosen" people of the North. Often people of the Pacific-Northwestern states of Oregon and Washington are characterized as emotional, moody and sensitive because of the gray, rainy weather they often receive.

There are four major weather regions in the United States. The largest region comprises much of the United States and it is the Northeast, Northern and Midwestern states. It extends from Maine toward the Rocky Mountains in Colorado and north to the Great Lakes states and includes all the Midwest states as far south as Maryland. The weather in this region follows a very traditional four-season pattern. All of the seasons are clearly defined with a snowy, cold winter while summers are hot and humid. The more temperate spring is a burst of green and colorful flowers while the autumn months in this area glow in the colors of the gold, red and orange changing leaves.

The Southeastern states from Virginia and Tennessee south to Florida and Louisiana are much milder in winter and a bit warmer in spring and fall than in the north. The summers are hotter and especially humid (often referred to as "muggy") and generally known to be unpleasant.

The third region has probably the mildest winters in the United States but the hottest weather overall. It is the Southwestern states, from Texas westward to Arizona and including Nevada, Arizona and Utah. This region also includes California although parts of California, mainly those on the ocean, are much more temperate. Winter in this area typically lasts from December to February and rarely gets colder than +15 degrees Celsius. Summers, on the other hand, can get as hot as 45 degrees C, in some places such as the southern Californian Mohove desert. There is very little rain in spring, summer and fall and the heat in summer is a very dry heat and not at all humid like in the Northeast and Southern states.

The Pacific Northwest is the smallest and least known of the US weather regions. It is comprised of just the states of Oregon and Washington. This area is known as the "rain shadow" of the United States as it receives up to 300 days of rain or wet weather per year. Winters and summers are mild and the other seasons are usually somewhere in between. Many people flock to this region for its gray, melancholy weather while still others flee these states for more sunny climates.

8). Look at the pictures and say what country these sports come from. Find mor information about:

- famous players;

- famous teams;

- famous competitions in these kinds of sport. Share your experience in playing these games. Suggest some ways of increasing the popularity of these kinds of sport in Ukraine.

9). Look at the following pictures and comment on the clothes of these people. Find out more information about the graduation ceremony in American high schools. Compare American and Ukrainian traditions of celebrating graduation.

10). Do the culture quiz..

1. Match the dates and the historic events:

2. With whom do you associate the places mentioned below?

a). Stratford-on-Avon;

b). Liverpool;

c). Buckingham Palace;

d). Downing Street, 10;

e). The Mansion House.

3. Say what the following means:

a). the white cliffs of Dover;

b). the Union Jack

c). white collars/blue collars

d). high tea;

e). a fiver;

f). Cockney, Scouse, Brummie, Geordie;

g). A,B,C1,C2,D,E;

h). The Establishment.

4. Explain the following abbreviations and blendings:

a). BBC;

b). RP;

c). QE2;

d). ER;

e). Oxbridge;

f). Yuppie;

g). Smog.

5. Say what parts of the UK the following things are associated with:

a). daffodil;

b). shamrock;

c). kilt;

d). Saint George.

3.3.3. Використання теорії множинного інтелекту в особистісно-орієнтованому навчанні на старшому етапі

A. Лекція

1. План лекції

Теорія множинного інтелекту Говарда Гарднера.

Стратегії навчання при навчанні англійської мови в старшій школі

Стилі навчання.

2. Рекомендована література

Berman M.A. Multiple Intelligence Road to an ELT Classroom. Bridgend: Crown House Publishing Ltd, 1998. – P.101.

Gardner H. Frames of mind. London: Fontana Press, 1994. – 466 p.

Harmer, J. How to Teach English. An Introduction to the Practice of English Language Teaching. Harlow: Longman, 1989.

Lazear, D. (1999). Eight Ways of Teaching. Arlington Heights: Skylight Press

Multiple intelligences. Smart Card. Kagan Cooperative Learning.USA.1997.

Krashen, S. the input hypothesis. – New York: Longman, 1985.

Maggioli, G.H.D. (1996) “The Good, the Bad and the Ugly: Learning Preferences in EFL” English Teaching Forum magazine, USIS: Washington, DC.

Pica, T. Questions from the Language Classroom: Research Perspectives. TESOL Quarterly, 28,1994

Tanner, R. (2001) Teaching Intelligently.- English Teaching Professional

Williams, J. Focus on form in communicative language teaching: Research teaching and the classroom teacher. TESOL Journal, 4, 1995

Williams, A. Projects: Skills & Strategies. Pitman, 1984

Wingate, J (2000) Knowing Me, Knowing You. Surrey: Delta

Білоножко Н.Є. Learn English Vocabulary with Effective Strategies// Бібліотечка журналу «Іноземні мови». – Вип. 3/ 2005. – К.:Ленвіт, 2005. – 64 с.

Морська Л.І.Tеорія та практика методики навчання англійської мови. –Тернопіль: Астон, 2003. – C. 20-25.

Селевко Г.К. Современные образовательные технологии: Учеб. пособие. – М.:Народное образование, 1998. – С.19

3. Глосарій методичних термінів

4. Основні положення лекції:

Теорія множинного інтелекту, розроблена в середині 80-х років минулого сторіччя професором Гарвардського університету Говардом Гарднером, передбачає, що кожна людина є унікальною та багатогранною за особливою структурою свого інтелекту.

Дві основні характеристики теорії множинного інтелекту:

- інтелект не є строго фіксованим (він може розвиватися);

- не існує єдиного типу інтелекту (типи інтелекту працюють у взаємодії один з одним).

Інтелект включає: