Комбинированное обучение навыкам и умениям по английскому языку.
Combination of teaching of Language skills, Listening, Reading, Speaking, Writing; Receptive and Productive skills.
British Council. Teacher Development Summer School.
August 16th-21st.2015.
Project work. Syzko V.S.
Pavlograd. Ukraine.
Combination of teaching of Language skills, Listening, Reading, Speaking, Writing; Receptive and Productive skills.
British Council. Teacher Development Summer School.
August 16th-21st.2015.
Project work. Syzko V.S.
Pavlograd. Ukraine.
В ходе обучения английскому языку в школе я столкнулся с интересными психологическими явлениями в среде детей, когда закономерности становления речевого механизма учащихся позволили мне объективно подойти к выделению стадий овладения языком и осуществления дифференцированного подхода в обучении школьников английскому языку. Вашему вниманию предлагается авторская статья по данному вопросу:
«Осуществление индивидуального подхода к учащимся в ходе обучения различными видами речевой деятельности по технологии полного усвоения».
Language activities.
http://happyschoollife01.blogspot.com/2013/11/blog-post.html
В настоящее время в современной школе внедряется и успешно работает предметно- языковое обучение (Content and Language Integrated Learning), направленное на формирование как учебных так и жизненных навыков и умений учащихся.
В настоящее время в современной школе внедряется и успешно работает предметно- языковое обучение (Content and Language Integrated Learning), направленное на формирование как учебных так и жизненных навыков и умений учащихся.
В области изучения иностранных языков применяется стратегия (a method for obtaining a specific goal) формирования интегрированных навыков и умений изучения и владения иностранным языком, которое предусматривает возможность учащегося быть эффективным в каждом из видов речевой деятельности.
What are learning skills?
The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating (критическое- аналитическое, творческое мышление, умения к общению и сотрудничеству). These skills help students learn, and so they are vital to success in school and beyond.
Critical thinking is focused, careful analysis of something to better understand it. When people speak of “left brain” activity, they are usually referring to critical thinking.
The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating (критическое- аналитическое, творческое мышление, умения к общению и сотрудничеству). These skills help students learn, and so they are vital to success in school and beyond.
Critical thinking is focused, careful analysis of something to better understand it. When people speak of “left brain” activity, they are usually referring to critical thinking.
Creative thinking is expansive, open-ended invention and discovery of possibilities. When people speak of “right brain” activity, they most often mean creative thinking.
Communicating is the process of transferring a thought from one mind to others and, in return, receiving thoughts back. Communicating allows minds to tune to each other, thinking together.
Collaborating is working together with others to achieve a common goal. In this age of social media and crowd sourcing, collaboration is more important than ever.
Communicating is the process of transferring a thought from one mind to others and, in return, receiving thoughts back. Communicating allows minds to tune to each other, thinking together.
Collaborating is working together with others to achieve a common goal. In this age of social media and crowd sourcing, collaboration is more important than ever.
Combination of teaching of Language skills, Listening, Reading, Speaking, Writing; Receptive and Productive skills.
The lessons are designed to be as flexible as possible, so they can be used for different kinds of classes and teaching styles,so each lesson plan follows the same basic framework:
Lead-in: A short discussion activity designed to elicit some ideas from the students and provide an introduction to the topic. A variety of task types will be used pictures, vocabulary tasks and speaking activities.
Pre-reading task: Another topic-focused activity with a particular emphasis on vocabulary.
Reading: A number of short texts that cover the topic and one or two reading tasks. The short texts are designed to be fully exploited and digested in depth.
Working with the language: Tasks focusing on language features used in the reading texts. These will include ‘noticing’ activities which involve getting students to see how the language is used in context.
Working with vocabulary: Tasks focusing on vocabulary connected to the topic. This section includes activities designed for students to understand words in context and learn how to work out the meaning of new vocabulary items they encounter when they are reading.
Listening: A short listening task connected to the topic. These activities ask students to listen for specific details.
Speaking: A post-reading task, taking the form of a discussion or debate designed to get the students to use some of the language and vocabulary from the lesson and also give them a chance to express their personal opinions.
Project: a project section that can either be done in class or set as homework. The aim of the project is to extend the topic and either add a writing component or require the students to look at authentic sources.
1. Practice in INTEGRATED SKILLS.
2.What is language learning? Not only acquisition of language. Not just something we learn about. Rather, a set of skills, something we learn to do.So, students need meaningful and interactive practice in the skills, in order to learn to USE the language.
3. Language skills Listening Reading Speaking Writing Receptive skills Productive skills.
In real life, language skills never occur in isolation. In conversations, we listen and speak. When filling in a form, we read and write. When taking notes, we listen and write. Often the use of one skill leads on naturally to another. We see a film, and we talk about it later.
4.How can you integrate skills in a lesson? As in real life, skills are integrated with one activity leading on to another:
Lead-in: A short discussion activity designed to elicit some ideas from the students and provide an introduction to the topic. A variety of task types will be used pictures, vocabulary tasks and speaking activities.
Pre-reading task: Another topic-focused activity with a particular emphasis on vocabulary.
Reading: A number of short texts that cover the topic and one or two reading tasks. The short texts are designed to be fully exploited and digested in depth.
Working with the language: Tasks focusing on language features used in the reading texts. These will include ‘noticing’ activities which involve getting students to see how the language is used in context.
Working with vocabulary: Tasks focusing on vocabulary connected to the topic. This section includes activities designed for students to understand words in context and learn how to work out the meaning of new vocabulary items they encounter when they are reading.
Listening: A short listening task connected to the topic. These activities ask students to listen for specific details.
Speaking: A post-reading task, taking the form of a discussion or debate designed to get the students to use some of the language and vocabulary from the lesson and also give them a chance to express their personal opinions.
Project: a project section that can either be done in class or set as homework. The aim of the project is to extend the topic and either add a writing component or require the students to look at authentic sources.
1. Practice in INTEGRATED SKILLS.
2.What is language learning? Not only acquisition of language. Not just something we learn about. Rather, a set of skills, something we learn to do.So, students need meaningful and interactive practice in the skills, in order to learn to USE the language.
3. Language skills Listening Reading Speaking Writing Receptive skills Productive skills.
In real life, language skills never occur in isolation. In conversations, we listen and speak. When filling in a form, we read and write. When taking notes, we listen and write. Often the use of one skill leads on naturally to another. We see a film, and we talk about it later.
4.How can you integrate skills in a lesson? As in real life, skills are integrated with one activity leading on to another:
5.Sub-skills- Specific behaviours that language users do in order to be effective in each of the skills, e.g.skimming in reading and intonation in speaking.
6.Productive skill- a term used to refer to speaking and writing as two language skills that require the learner to produce new language.
7.Receptive skill- A term used to refer to listening and reading as two language skills that do not require the learner to produce any language.
8.Why is it useful to integrate skills? It allows for the practice of Lg. as in the real world.Integrated lessons are more satisfying for learners. They offer more variety. One single topic can be fully explored, and vocabulary can be practised and recycled. The same context or text can be used for another activity, so the teacher does not have to waste time setting up something new.
9.Practical Work.(Reflection) Get into groups of some students. Talk about your “Proficiency” or “Text & Use” lessons that you’ve had during the first week. Describe one of those lessons, stating clearly the stage, the activity and the skill developed with each activity.Once finished, share your lesson with the rest of the class.You also may do the Project.
8.Why is it useful to integrate skills? It allows for the practice of Lg. as in the real world.Integrated lessons are more satisfying for learners. They offer more variety. One single topic can be fully explored, and vocabulary can be practised and recycled. The same context or text can be used for another activity, so the teacher does not have to waste time setting up something new.
9.Practical Work.(Reflection) Get into groups of some students. Talk about your “Proficiency” or “Text & Use” lessons that you’ve had during the first week. Describe one of those lessons, stating clearly the stage, the activity and the skill developed with each activity.Once finished, share your lesson with the rest of the class.You also may do the Project.
References and Recommended reading.
1. http://thoughtfullearning.com/resources/what-are-learning-skills
2. http://www.onestopenglish.com/skills/integrated-skills/topics/
3. INTEGRATED SKILLS GOWER, G. Teaching Practice. http://www.slideshare.net/mrsyanez/integrated-skills-15892900
1. http://thoughtfullearning.com/resources/what-are-learning-skills
2. http://www.onestopenglish.com/skills/integrated-skills/topics/
3. INTEGRATED SKILLS GOWER, G. Teaching Practice. http://www.slideshare.net/mrsyanez/integrated-skills-15892900
4.Teaching English Certificate in Secondary English Language Teaching (CiSELT). Module3: Integrated skills.
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