1. Інтегрований підхід у викладанні англійської мови як засіб формування ключових компетентностей учнів
2. Використання
буктрейлерів
на
уроках англійської мови
Встановити звичайного рекламного щита, щоб розрекламувати книгу, у ХХІ столітті уже буде недостатньо. В еру смартфонів, коли від екрана улюбленого ґаджета за комір не відтягнеш ні дорослого, ні підлітка, ні учня початкової школи, слід уміло використовувати всі можливості візуалізації друкованого тексту. Тут на допомогу приходять буктрейлери, головним завданням яких є надихнути прочитати книгу.
Хто вигадав буктрейлери?
Перші відеоролики про книгу з’явилися 2002
року в США. Це були звичайні слайд-шоу з ілюстрацій, підписів та закадрових
коментарів. Однак справжню популярність буктрейлерам принесла демонстрація
відео до вампірської саги Крістін Фіхан «Темна симфонія». Сталося це 2003 року
на книжковій ярмарці в Луїзіані. Так було започатковано новий жанр
рекламно-ілюстративного характеру, який поєднує літературу, візуальне
мистецтво, а також електронні та Інтернет-технології.
В Україні появу буктрейлерів пов’язують з
видавництвом «Фоліо», яке до Львівського форуму в 2008 році створило
буктрейлери на дві книги подружжя Шевченків: «Кривава осінь у місті Лева» та
«Оксамитовий перевертень». [1]
Далі
ініціативу у створенні буктрейлерів в нашій країні підхопили бібліотеки. Популярними
стали конкурси буктрейлерів, в
яких активну участь беруть і діти.
То
що ж таке буктрейлер?
Буктрейлер
не повинен бути якимось особливо незвичайним, щоб мати успіх. Натомість
він має спонукати
глядача дізнатися більше, взявши книгу до рук.
Реалізація
проєкту буктрейлеру на уроках англійської мови
Цей спосіб відео візуалізації можна
використовувати не лише на уроках літератури, а й на будь-якому шкільному
предметі. Дуже вдало цей прийом вчитель може застосувати на уроках англійської
мови. Все залежить виключно від уяви учителя! Сучасний учитель — це генератор
ідей, організатор, режисер, який визначає ролі і процес навчання, поєднуючи
традиційні і новітні методики, прийоми і засоби. Він повинен знайти мотивацію
для учня і побудувати його діяльність так, щоб в останнього виникло бажання
пізнавати і відкривати нове. Учитель може продемонструвати дітям власний
промо-ролик, або ж ознайомити їх з кращими зразками буктрейлерів, які розміщені
на сайті YouTube, чи у блогах українських вчителів. А далі запропонувати
школярам індивідуально або в команді розробити власний відеопроєкт про книгу.
Таке творче завдання мотивує учнів до навчання та спонукає застосовувати свої
знання на практиці. Воно інтегрує в навчальний процес знання з літератури, візуальне
мистецтво, а також електронні та Інтернет-технології.
Учні легко можуть
навчитись продукувати круті буктрейлери своїми руками, створюючи
візуалізацію на своїх же гаджетах. Для цього їм слід дотримуватись такої
послідовності:
1) Вибір книги.
Це може бути класичний чи сучасний твір англомовних,
або українських письменників, улюблена книга, твір на тематику, яку саме зараз
вивчають діти. А чому б не помріяти і не створити буктрейлер на свою майбутню
книгу про одного із українських винахідників та його винаходи? Головна
мета – привернути увагу до досягнень українських науковців:
зацікавити, заінтригувати або викликати захоплення у глядячів.
Вooktrailer about Ihor Sikordkyi's book
by Nonna Sotnykovа
2) Написання
сценарію. Його вибір залежить від мети учнівської роботи. Важливо внести
інтригу і вибудувати сюжет таким чином, щоб глядачеві неодмінно захотілося
прочитати книгу і обов'язково дізнатися, що ж буде далі. Буктрейлер
не повинен переповідати всю історію, а лише «подразнювати» глядача. Він може
ознайомити з головною ідеєю книги та головними героями. Можна довести розповідь
про книгу до певної центральній точки та зупинитись, щоб заінтригувати
аудиторію. Можна розіграти сцену з книги, проілюструвати фото, картинками, або
ж відеорядом, як у трейлері до фільму. Бажано, щоб захоплююча музика доповнювали жанр обраної
книги.
Тривалість відеоролику не має бути більше
3-х хвилин. Це оптимальний час для утримання уваги глядача.
"The Picture of Dorian Gray" by Oscar Wilde,
a booktrailer prepared by Dasha Biala.
3) Відбір матеріалу:
· цитати з книги,
-
фотографії,
· мальовані ілюстрації,
· відеонарізка з фільмів,
· любительські зйомки,
· музичний супровід,
· текстові слайди.
Booktrailer Love of Life by Andrii Mariiev
Polianna, a booktrailer by Alina Sobchuk
Booktrailer about the book "Dorohoiu Tsinoiu" by M. Kotsiubynskyi, prepared by Dmytro Isko
4) Підготувати постановочні зйомки, якщо це передбачено за сценарієм, із залученням друзів та особистої участі в головній ролі.
5) Записати озвучений текст, якщо це передбачено за сценарієм.
Booktrailer about
Anatolii Kokush by Roman Bezpiatchuk & Diana Bondarchuk
6) Обрати програму,
за допомогою якої буде створюватись буктрейлер. Найпростіші можна створювати за
допомогою комп’ютерної програми PowerPoint. Для складніших знадобиться
Кіностудія Windows Movie Maker, InshОt, Movavi, KineMaster.
7) Обрати дизайн
титрів. Важливо, щоб відеоряд відповідав коментарям.
Booktrailer about Serhii Koroliov by
Victoriia Kutsenko & Iryna Babych
8) Здійснити відеомонтаж. Вирізати/склеїти кілька фрагментів відео, додати звукові доріжки, змінити
розмір відео, накласти ефекти, переходи та експортувати у відповідний формат. [2]
Фоновий
трек, голос за кадром та інші візуальні ефекти можуть зробити буктрейлер
особливо привабливим.
Booktrailer
about Lilia Pidkopaieva's book "Atlanta 1996" by Yulia Pechuliak
9) Презентувати
свою роботу з метою популяризації обраної книги. Буктрейлер можна викласти
на сервіс YouTube для його подальшого просування. Доцільно використовувати
соціальні мережі та блоги для швидкого зростання популярності буктрейлера.
Звичайно, новий сучасний інструментарій
вчителя вимагає високого ступеня підготовленості, навченості та готовності застосовувати різні досягнення інформаційних
технологій у процесі навчання. Педагогам слід усвідомити, що без удосконалення
і розширення своїх знань і навичок у сфері використання інформаційних
технологій вони можуть відстати від своїх учнів і тим самим втратити авторитет
викладача.
Список використаних джерел
1. Буктрейлери до уроків літератури. [Електронний ресурс] // Режим доступу до ресурсу: https://ridna.jimdofree.com/головна/література/буктрейлери/
2. Буктрейлер:
розкажи про книгу по-новому! [Електронний ресурс] // Пустунчик – Дитячий портал – Режим доступу
до ресурсу: https://pustunchik.ua/ua/online-school/literature/buktreiler-уak-suchasna-forma-reklamy-knyhy
3. Буктрейлер:
як створити зі школярами міні-фільм про книгу [Електронний ресурс] // Журнал
«На Урок» - 2018. - Режим доступу до ресурсу:
https://naurok.com.ua/post/buktreyler-yak-stvoriti-zi-shkolyarami-mini-film-pro-knigu
4. Використання
скрайбингу та буктрейлерів у освітньому процесі. [Електронний ресурс] // Режим
доступу до ресурсу: https://alina09v.wixsite.com/mysite/buktrejleri
3. Формувальне оцінювання
4. A Walk through the Pages of an Interactive Book
I want to introduce one more
educational tool which you can use in your classes with junior students. It’s an
interactive book.
Interactive book or activity book or busy book
or as it is more known as quiet book is a great sensory toy for young learners. Actually this book is an
amazing resource for learning and entertaining!
Being
full of interactive
activities, such book helps
children to learn and
improve a wide range of skills
while they are playing and having fun. The book encourages the development of hands. It develops
fine motor skills, attention and logical
thinking.
This book is also wonderful to
use for revision of basic skills and concepts that children have already
learned. For example, students can improve their knowledge of the ABC
letters, numbers, the names of colours, clothing items, animals, vegetables,
fruits, parts of the body and many others things. Actually, it depends on
teacher’s creativity and schedule what pages to include to the book.
Interactive books have also many other
benefits, both educational and emotional. Some of these benefits are:
Better self-esteem. Children love to use
this book doing some kinds of activities together with their classmates. These
activities are quite simple but interesting, engaging and giving children a
sense of achievement. Finishing their work successfully they feel proud of
their achievements. And as result their self-esteem rises.
Increased concentration span. When a child is engaged in a task they enjoy, it leads to higher
level of motivation and an increased concentration span.
Stimulation
of curiosity. This book with bright
pictures and interesting tasks stimulates curiosity through sensory play. Each page has a
colorful picture activity that invites children to touch and explore.
Learning with total physical respond. Many young children learn with
their whole body and attend better when there are more opportunities for
sensory processing.
Improved language skills. Students learn to ask and answer questions, create their own stories,
all in all, enrich their vocabulary.
Fostering the development of children
with some disabilities. Tactile books are a great way
to foster the development of literacy skills of any child who is visually
impaired or children with other significant disabilities. These books can be
used at home for enjoyment, to support understanding and anticipation of
activities or as an independent leisure skill. At school tactile books are a must
for supporting literacy instruction and for use in developing sensory
efficiency skills.
Interactive book can be used for individual tasks and for work in groups as well.
Some people
design the pages of their book to be sewn together in a permanent book, while
others make books with interchangeable pages.
Activity books can be
beautiful, hand-sewn masterpieces or simple pages. The success of this
book is best measured by an involved child. Interactive
books should be fun, hold a child's interest, and be directed toward their
individual skill levels. If a child is entertained and having fun then the page
is a success … it doesn't have to be picture perfect!
The ideas
of pages can be various. Let’s walk through some
activity pages.
Colour Peacock’s Tail
Can your students name rainbow
colours? Have them match the colour with the peacock’s feathers and answer the
question “What colour is this?”.
Apple Tree and Let’s Count Our
Fingers
These pages will quickly draw your students into math and numeracy. They teach children to count to 10 by counting and matching the number of
apples on an apple-tree or fingers on two hands.
Telling Time Activity
Change the values on the
analog clock and move the clock hands on the sun to match the time. Your kids will be able to practice
telling time to the 5 minutes.
Let’s Do Some Laundry
Students love getting the pieces of clothing in and out of the washing
machine or a "basket" and hanging them on the line with the
clothespins. In this way they can learn to name different items of clothing,
learn to be tidy and help their parents. After washing the clothes children can
put them on a felt paper doll.
Make up a Human
There is a basic head and shoulders on the page. In
the envelope there are eyes, lips, beard, hair of different colour, glasses and
other pieces. Children can make a girl with earrings and necklace, a boy with
glasses, an uncle with mustaches and so on. This is a good task to learn where
eyes, a mouth, a nose and other parts of a face are.
In general,
you can easily energize your lessons with a variety of games of an interactive
book.
They’d all be in awe at how practical,
beautiful and ingeniously creative it is.
The other teachers
would want to steal it from you. The children line up to get inside it. And,
the parents boast to their friends about how incredible their child’s
classroom is.
Of
course, a good teacher should do his best and arrange his classroom equipment
and its design to the needs of his students.
Creating a
fun and productive learning environment in the classroom has a lot to do with
organization. It also has a lot to do with how the classroom looks.
A welcome, inviting theme is much more likely to engage students than a sterile
environment. They say, “Walls are teaching too”.
Actually, the classroom of English is a small window to the English-speaking
world. Therefore, the more power invested in its design, the easier it will be
for students to learn English. Such an approach will not only increase the
motivation of students, but will also contribute to their moral and emotional
development.
It is very good to have some portraits of
prominent people of Great
Britain
The main thing is that the classroom mustn’t be
overloaded with them.
Visual
aids work well in class, and other great examples include photographs and maps.
For some students, visuals are almost a lifeline to help them through their
learning tasks. When implemented appropriately, visuals give students a
different way of learning – something that can help their progress and maintain
their motivation. Imagine how enthusiastic your students are describing a place
they’ve been on holiday – or a destination they’d love to visit.
A special role is assigned to the technical
equipment of the classroom of English. The efficiency of the learning process can be
increased by the use of computers, iPads or tablets. Working with various training
programs allows not only to train memory, but also significantly increases the
level of English language proficiency. TV sets, DVD and CD players help to
overcome difficulties in listening to English. They
allow students to plunge into the world of "living" English.
So, welcome to a wonderful world of English!
6. How Can Teachers Generate Motivation in Young Learners to Study English at the Beginning of the Year?
It’s important to welcome students and make them feel comfortable as soon as they step foot into the classroom. School is a place where students spend the majority of their day so it should feel like their second home. Here are some ideas to welcome students back to school after a long summer break.
Create an Inviting Classroom
One of the easiest ways to welcome students is to create an inviting classroom. This is a place where students are going to spend six hours a day, five days a week. So, our classrooms should feel warm and inviting from the first second they enter the door. A great way for students to feel like their classroom is "theirs" is to have them help you decorate it and add their own personal touch. During the first weeks back to school, teachers should encourage students to create drawings and projects that can be displayed in the classroom.
“A Special Bunch”
During the first couple days of school, a teacher can take each child's photo, cut the child's face out in the shape of a circle and then stimulate students make flower patterns out of color papers. They can also write their names in the petals. Students will then glue their photo in the center of their flower. Finally, a teacher uses green paper to create the stems, and a color of your choice to create the ribbon.
“I Am Special”
This is a great activity and display for the beginning of the year, or any other time that you would like to focus on unique qualities of individual students. It's a fun activity that allows you to introduce and/or practice quotation marks with your students. Make a class set of a basic person shape. Students then decorate and cut out their shape. Students write their own sentence explaining why they are special. For example, "I am special because I can ride my bike and climb a tree." Having a parent volunteer available to type the statements would be great. After printing, students cut out their statement and glue it to a piece of construction paper that resembles speech bubble.
“What Is Your Name?”
In order to help students to remember their names it’s good to make a project “What is your name?” Make a class set of a basic students’ hands shape. Then ask your students to write their names on the shapes. After that glue each hand on a yellow circle and create your class hand-name sun.
Back-to-School "Recipe for a Great School Year"
A teacher cuts out a giant recipe card and put the title "Recipe for a Great School Year" in the upper top of the poster. Then write "ingredients" and list the kid's names. After that write "directions" and add your part about one cup cooperation etc...
“A Tree of Our Dreams”
A teacher paints a tree and prepares stickers in the shape of flowers, leaves or apples. In the lesson ask your students write their wishes and dreams for the following year. Then create a kind of “A Tree of Our Dreams”
A positive "psychological environment" strongly influences student motivation too. School teachers can create this type of environment by establishing policies and programs that:
- stress goal setting and self-regulation/management
- offer students choices in instructional settings
- reward students for attaining "personal best" goals
- foster teamwork through group learning and problem-solving experiences
- replace social comparisons of achievement with self-assessment and evaluation techniques
- teach time management skills and offer self-paced instruction when possible
Individual goal-setting structures allow students to define their own criteria for success.
Outcome-based instruction and evaluation make it possible for slower students to experience success without having to compete with faster students. Attribution retraining can help apathetic students view failure as a lack of effort rather than a lack of ability. Cooperative learning activities help students realize that personal effort can contribute to group as well as individual goals.
Teachers use a variety of methods to teach English as a second language. Each student is unique and will respond well to a particular method. ... Adapting your style to your class can be an effective teaching method.
Games can increase English knowledge while keeping students interested in the class. With young students, you may want to try games that are active, such as throwing an object to hit a vocabulary card and having them use that word in a sentence. You can also use quieter games, such as Bingo or word puzzles.
A Warm-up Game
Games such as charades are good in developing your class's interest and talent in drama. You could have your class play it in a substitute period. Divide the class into teams. Each team, usually after a collective discussion, gives one member of the other team who has volunteered to mime (some action, Christmas items). Only one member of the team is shown the name and he or she has to mime it without mouthing any of the words for his own team members who have to guess it. If they guess it correctly within the stipulated time period (three to five minutes) they win a point. This game is going to tell you a lot about your students. It will also loosen up the atmosphere of your class and prepare you and your students for doing drama.
Visual Aids
Visual aids such as flash cards can help quickly build vocabulary. For example, you may go through a stack of flash cards to teach new words, then use those words in a game. Without the cards, students may not know what you are talking about. You can also use visual aids such as English movies or TV shows to teach the students about American culture.
Role-playing
Conversational practice is key to improving students' English abilities. Set the students up in different scenarios, such as meeting a new friend, describing a new toy of a student to his/her friends, and have the students role-play the conversation. You could have students practice with you or with one another.
(Prezi Presentation)
10. Фонетичні ігри для учнів початкової школи
Jaw and tongue games help to develop the pronunciation of some difficult sounds at the beginning of forming phonetic skills. They can make boring and dull work more interesting and involving.
1. Playing Airplane
This game is used for training the pronunciation of the sound [ v ].
Teacher: Did you ever try to imitate a flying plane? I think you stretched your arms apart, inclined your body a little, and here you are… flying. And how about English children? They do just the same, with a little difference: instead of the Ukrainian sound [ ж ] they say [ v ]. Try and do the way the English children do.
The plane is travelling up in the sky,
vvv – vvv – vvv.
Moving so fast, and ever so high,
vvv – vvv – vvv.
Over the land, and over the sea,
vvv – vvv – vvv.
But we always come back in time for tea,
vvv – vvv – vvv.
2. The Motor Boat
This way we can learn the sound [ t ].
Teacher:And how could you imitate the work of a motor boat? How do the English children imitate it when playing? They believe that the sound [ t ] suits here best. You are surprised, aren’t you? It’s no wonder because the Ukrainian sound [ т ] wouldn’t do here. But only try and say “putt, putt, putt” – [ pΛt ] and the motor will start, and you will be gliding over the river. Let’s try and do it together!
I have a little motor boat.
It turns around the bay,
And when I start my motor boat
It always seems to say:
Putt-putt!
Putt-putt!
But when the boat is under way
And running fast, it seems to say:
Putt-putt-putt-putt, putt-putt-putt!
3.Too Early For Mother
Learning the sound [ t ] pupils can imitate naughty children who tip-toe from the house.
Tip, tip, toe, here we go;
Tip, tip, toe, quiet and slow.
Tip, tip, toe, across the floor;
Tip, tip, toe, by Mother’s door.
4. Mrs. Hen
Sound [ ʧ ] we can train reciting the rhyme “Mrs. Hen”
Chook, chook, chook, chook, chook;
Good morning, Mrs. Hen.
how many chickens have you got?
Madam, I’ve got ten.
Four of them are yellow,
And four of them are brown,
And two of them are speckled red,
The nicest in the town.
5. Little Sleepy Head
This rhyme is very good for learning the pronunciation of the sound [ ͻ: ]. Imagine that you want to sleep very much.
They call me Little Sleepy Head!
I yawn at work, I yawn at play!
I yawn and yawn and yawn all day.
Then take my sleepy yawns to bed!
That’s why they call me Sleepy Head.
6. Little Brown Rabbit
Sounds [ h ] and [ p ] are quite difficult for Ukrainins. The English people exhale the sound
[ h ] and the sound [ p ] they pronounce with explosion.
Teacher: Can you show how the rabbit hops? Yes. Let one of you hop like a rabbit and we will say “Hppity hop”, but let us say it very softly.
Little brown rabbit went hippity hop,
Hippity hop, hippity hop.
Into the garden without any stop,
Hippity hop, hippity hop.
He ate for his supper a fresh carrot top,
Hippity hop, hippity hop.
Then home went the rabbit without any stop,
Hippity hop, hippity hop.
7. Row, row, row the boat…
Teacher: Now let’s row the boat and sing a song learning the sound [ r ].
Row, row , row your boat
Gently down the stream;
Merrily, merrily, merrily
Life is… but a dream.
8. The Bells
This game helps to learn to pronounce the sound [ ŋ ].
Teacher: Now let’s learn the way the English imitate the ringing of bells. What is one of the beautiful things about the ringing of bells? I think it’s the fact that you can hear the sound long after you have struck it. Now, play a bell. But don’t forget that bells have different voices. /Children learn this rhyme in roles./
Big bells ring a long, full song,
DING-DONG-DING-DONG!
Small bells ring a clear, sweet song,
Ding, ding, ding, ding
ding, ding, ding!
Wee bells ring a tinkling song,
Ting-a-ling, a-ling, a-ling
a-ling, a-ling, a-ling.
Hear the ringing; here the song,
Ting-a-ling, ding, ding,
ding, ding, dong!
Children also like to sing the following song:
Are you sleeping, are you sleeping,
Brother James, brother James?
Morning bells are ring ng, /2t.
Ding-ding-dong, /2t.
9. Lapping Milk
In order to learn to pronounce the sounds [ θ ] and [ ϑ ] we have to teach children to show the tips of their tongues.
Teacher: Children, have you ever seen a kitten drinking milk? In fact, it doesn’t drink, it laps it. Show it. Oh, what nice kittens you are! Now I’ll recite a rhyme about it and when I say “Lap, lap, lap!”, please, make your kittens lap milk.
Little kitty laps her milk,
Lap, lap, lap!
Her tongue goes out,
Her tongue goes in,
Lap, lap, lap!
Little kitty likes her milk,
Lap, lap, lap!
Oh, see her tongue
goes out and in,
Lap, lap, lap!
10. The Old Grey Goose
Teacher: Look at the goose: it’s stretching out its neck and trying to say something. Can you here anything? No, nothing but hissing [ θ]. Play a goose.
An old grey goose am I.
Th! Th! Th!
I stretch my neck and cry
At puppies passing by!
I like to make them cry!
Th! Th! Th!
When puppies jump and run,
Th! Th! Th!
I think it’s lots of fun!
I’m sure they’d like to be
An old grey goose like me!
Th! Th! Th!
11. Monkey Talk
It’s a nice rhyme for training the sound [ ϑ ].
Teacher: I am sure you can show a monkey very well: the way it makes faces,and the way it speaks. Monkeys in the English Zoo speak English. They pronounce the sound [ϑ] properly. This monkey is angry with the children. They may have hurt him. That’s why the monkey says: “They, they, they.” And it’s a learned monkey he likes old poets: “Thee, thee, thee.”
Little monkey in the tree,
This is what he says to me,
“They, they, they,
Thee, thee, thee.”
Monkey jumps from limb to limb
While I chatter back to him:
“Thee, thee, thee,
They, they, they.”
References :
1. Амамджян Ш.Г. «Играя, учись!», - Киев «Грайлык» - 1994.
2. Верхогляд В.А. «Английские стихи для детей», - М. «Просвещение» - 1986.
3. Стронин М.Ф. «Обучающие игры на уроке английского языка», - М. «Просвещение» -1984.
11. Ігри на уроках англійської мови в початковій школі
I. Warming-up Activities
1. “Moving Rows”.
T: Good morning, dear children! I’m very glad to see you. Let’s greet each other in “Moving Rows”.
Procedure: Pupils stand in two rows face to face. They greet each other and the make a step to the left and greet another partner. The first and the last pupil in a row moves to another row. This activity repeats until ali members of the group greet each other.
2. Silent Speech
Procedure:
1. In order to focus on pronunciation the teacher writes new words on the blackboard.
2. The teacher tells the class to listen as carefully as they can and then the teacher “mouths” the words silently.
3. The pupils should try to identify the words by watching the movements of her mouth.
4. The pupils “mouth” words for each other working in pairs.
3. Mind-Map “In the City”
Procedure: Pupils in turn should come to the blackboard and write down the words
meaning the things they can see in the city.
4. Game “Bingo”
Procedure: Pupils write down into their exercise-books 10 words from the
blackboard. Then listen to the teacher who will name the words of the
Mind-Map and underline the words which they hear and have in their
list. The first, who will underline all words, has to rise a hand and say
“Bingo”. He will be the winner of the game.
5. Game “Beginning with the Letters of the Word”
Procedure: Pupils name the items of clothesr which begin with the letters of the word “shorts”.
e.g. sweater, hat, overcoat, raincoat, trousers, shoes.
6. Game “Round-table”
Procedure: Children work in groups. They in turn write down the words on the
topic on a sheet of paper. Whose list is the longest? / 3min./
7. Sweet Quiz (The idea belongs to Alla Glazatova)
Procedure: A teacher has a bag with candies “M&M” of different colours.
Every colour has its question. Pupils in turn take a candy from the
bag and get questions on the topic “School”.
e.g. red – 1. Where do you study? /At school/
green – 2. Where do you have your lessons? /In the classroom/
blue – 3. What do you write with? /A pen/
brown – 4. Where do you put your pens and pencils? /Into a pencil case/
red – 5. Where do you put your textbooks, exercise books and pencil cases? /Into a bag/
green – 6. What do you do at the Maths lesson? /We do the sums and count/
blue – 7. Do you run at the Nature Study lessons? /No, we don’t/
brown – 8. Do you like English?
II. Vocabulary Games
T: We are going to play some games to see how attentive you are. Divide into 2
teams. An independent referee will count points on the blackboard.
1. Memory Game
Procedure: Teacher shows “flashcards” on the topic, pupils have English varients
They must choose the right answer.
2. Chain by chain
Procedure: Pupil 1 of team 1 pronounce a word in Enflish and apupil 1 of team2
has to translate it into Ukrainian. Then pupil 1 of team 2 asks pupil 2
of team 1 to translate another word and so on.
3. Step by Step
Procedure: A representative of each team translates words from Ukrainian into
English. The cards are on the floor.
4. Making up sentences with the words from the box.
Whose sentence is the longest?
5. Writing in the air
Procedure:
1. The teacher writes a new word in the air with the help of her finger.
2. The pupils try to identify the words by watching the movements of her finger.
3. The pupils write the words in the air to each other.
6. Game “What Kind of Person Are You?”
Procedure: 1. Make a list of 10 things which belong to you. Choose only those
things which are typical of you. Don’t show the list to anyone.
2. Mix the lists and read them out in small groups of 4. The group
must guess who wrote each list and prove it.
III. Activities for Relaxation
1) “Mirrors”
Procedure:
1. Children are devided into two groups. They stand face to face.
2. The teacher tells them what to do and they do it looking at each other:
e.g. – getting up;
. – cleaning teeth;
- brushing hair;
- looking into the telescope;
- flying;
- swimming;
- dancing…
2) Game “How often do you do this?”
Procedure:
T: Dear pupils, you can see the words “always”, “never”, “sometimes” and
others around the classroom.
Please, stand up and go to the word that shows how often you do the
following:
- I get up late.
- I help about the house.
- I wash up.
- I go to the cinema.
- I go shopping.
- I watch TV.
3) Game “Nick& Andy”
Procedure: A teacher sings a song and children do all the commands.
Nick & Andy
Nick and Andy,
Sugar and candy,
I say ….
e.g. tidy up the room, sweep the floor, wash-up, eat all the food from the plate…
14. Project
Work and Multimedia Technologies
It is obvious that nowadays the biggest problem we face in teaching is
to get students interested in learning. Project works prepared with the help of
multimedia technologies can contribute significantly to solving this problem.
They make the process of learning brighter and more involving.
Such project works increase students’ motivation, develop thinking
skills, reveal various inclinations and talents of children, make them feel
more independent. It’s a kind of student’s activity, which involves their
experience, imagination, knowledge and great desire to share them with others.
Students become the creators but not mere receivers of knowledge. In such a way
students learn by doing things themselves. It’s important that project works
attract students of different levels. The result of the project work encourages
the participants and makes them feel more confident and experienced.
Furthermore, multimedia projects provide a variety of cross-subject
connections.
Projects can be prepared over a short period of time or can be extended
up to several weeks.
Multimedia projects can be divided into three categories:
- Information and Research
projects
(Power Point and video presentation);
- Survey projects (Power Point presentations
including photos, charts, maps, graphs; different reports summarizing
survey findings);
- Production projects (students’ video films, electronic newspapers, e-cards, etc.)
Project
Samples with the Use of Multimedia
Using Pictures and Photos
Technology and materials: photo cameras, photographs, Power
Point presentations, a lap-top, a projector and a multimedia board.
Unit objectives:
Students will: 1) describe the photo
in English;
2) identify and describe the basic
composition terms (framing, arrangement, placement, lighting, colour);
3) discuss photo images;
4) take photos, display them for the
class and explain their intentions as photographers.
Activity1. Meet My Family
This is an
individual project. For this
activity ask your students to prepare Power Point presentations of their
families. Tell them to be ready to describe appearances, characters, hobbies
and favourite pastimes of the members of their families. Children can present
the images of happy moments in their family life, like a birthday celebration,
vacation, friend’s party, a new baby in the family etc. Talk to the students
about photography in our lives. How many of them have ever taken a picture of
family or friends? What are some other objects that they photographed (pets,
landscape, historical sights etc.)?
At the end a teacher can prepare media presentation of the students’
childhood photos.
Each student is to describe the
child in the picture and, together with the class, guess who is depicted in the
picture.
Activity2. Story Time
For this activity you can use original photos or make photocopies of
pictures from different sources or, if the computer lab is available, you can
use Power Point. Split the class into groups of 4-5. Give each group a set of
the same photographs (5-7). Each group should then put the photos in the order
that, in their opinion, could tell a story. Pupils in groups develop the story
and present it to their classmates.
Activity3. Virtual Excursions
Divide the class into teams of 2. Tell them to take photos of some
interesting places of their native town, which they would like to recommend to
see or visit the guests of the town.
Then ask them to prepare Power Point presentation and some information
about these places. Pupils should present
their project works to the class. The class chooses the most interesting
presentations.
Using Films
Technology and materials: cameras, video-cameras, a lap-top, a
projector and a multimedia board.
Unit objectives:
Students will: 1) discuss their film
preferences;2) identify and describe general
cinema terms and professions in the
media industry; 3) analyse the structure of a film poster; 4) create a movie or
a movie poster; 5) explore the relationship between sound and image, the
effects of basic camera shots.
Activity1. Analysis of the Opening or
Clips
Each student should choose and prepare a video of their favourite movie
in English. Then in turn they play the opening sequence of their film to the
class (3-5 minutes). Other students listen to the music without seeing the
images. They have to guess what this movie might be about, what genre it is.
After this, turn off the sound on your computer and let the students watch the
same sequence but without sound. Draw the students’ attention to the relationship
between the sound and image in an audiovisual medium like film.
Students also should explain why they have chosen this or that film, and
share their impressions on it. It’s very good to find additional information
about the creators, actors, soundtrack and the plot of the movie.
Activity2. Film Makers
- Read
a short story with your students. Then ask them to imagine that they are
producers of a movie based on the story. They must choose the director,
actors and locations for shooting
the film. Let the students work in small groups and present their
ideas both visually (by using magazine cutouts, booklets, postcards, Power
Point presentations etc.) and orally (explaining why they chose this or
that director/actor, location etc.).
- Choose
some problems actual for teenagers and ask them to shoot a documentary
revealing this topic. For this purpose students may use video-cameras
and
- Windows Movie Maker, Windows Live programmes.
The Meaning of Television
Technology and materials: Power Point presentations, a
lap-top, a projector and a multimedia board.
Unit objectives:
Students will: 1) identify and
discuss different types of television programmes;
2) compare and contrast different
television genres; 3) analyse representations of different groups of people on
television; 4) identify/recognize stereotypes on television; 5) summarise
plots, predict future events; 6) write script proposals.
Activity1. What’s Your Favourite?
Ask your
students to form groups of 5 and discuss within the groups their favourite
television programmes. Each group then prepare Power Point presentations of 1-3
most popular programmes. The students must say why they like these programmes,
and what they do not like about them. In order to get a more detailed response
than “I like it because it is interesting”, encourage pupils to think in terms of time of the
broadcast (convenient, inconvenient etc.); characters (realistic/unrealistic,
funny, etc.); situations; action (fights, chases etc.); special effects etc.
Activity2. Talk Show
Divide the class into 4-5 teams. Tell them to choose some popular singer
whom they would like to meet and ask some questions. They should prepare some
information about the star, Power Point presentations, a person who will play
the role of the star and a presentation of some of the star’s song. Then
role-play the talk show.
With the Help of the Internet
Technology and materials: the Internet resources, the program
Public Publisher, Power Point presentations, a lap-top, a projector and a
multimedia board.
Unit objectives:
Students will: 1) use the Internet;
2) identify and discuss different types of websites;
3) develop creative skills; 4)write
newspaper articles, e-cards, advertisements.
Activity1. E-cards
Connect this activity with a coming holiday, e.g. Halloween,
Thanksgiving, Christmas, St. Valentines’ Day etc. As pre-task, give pupils a
home assignment to do an Internet search and learn about the origin of the
holiday, the customs of its celebration. In the classroom, ask the pupils if
they celebrate this holiday. Then ask them to go to the website that provides
free electronic greeting cards such as www.yahoo.com,
www.hallmark.com, www.bluemountain.com etc., look at
several cards in this category, write out the greeting expression in their
notebook. Next, the pupils are to choose one card, write their own greeting and
e-mail it to the classmate. If the pupils do not have e-mail accounts, you can
help them to open one with www.yahoo.com or
another free website.
Activity2.
Travel Agents
Ask pupils to make teams of 3. Assign one city or country for every
team, e.g. team 1 – London , team 2 – Ottawa
Activity3. Advertisements
Pupils work in groups of 2. They search some information about the
world’s national parks and with the help of the programme Public Publisher
create their own advertising brochure about this or that place. Then pupils
should present their information both visually (by using, booklets, postcards,
Power Point presentations etc.) and orally.
Activity4. Thematic Newspapers
Pupils may work in groups or individually. Their task is to create a
thematic newspaper with the help of the program Public Publisher. They create
their own design and find necessary information on the Internet sights. Finally
pupils should present their creative works.
References:
1. Buckingham, D. Media Education:
Literary, Learning and Contemporary Culture. – Cambridge , UK
2. Lozytskaya T. The Benefits of
Using New Technologies: “English” #9, 2010 – 4-7pp. 3.
3. Novikova A. Teaching Media in the
English Language Classroom. Activities for Media Education. – Taganrog
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