Занятие 3

Интеграция Интернет ресурсов в обучение ИЯ.

Примеры интеграции Интернет ресурсов в обучение ИЯ. Составление собственных планов урока на основе определенных сайтов.

 1.     Ответьте на вопросы.

1.     What is needed for successful use of the World Wide Web from the point
of view of :
- organisation
- teachers' role
- students' role

Сравните ваши ответы с приведенными ниже.
1.     What is needed for successful use of the World Wide Web from the point of view of …?

·             organisation

The school management needs to provide technical and professional support. It's very difficult to start considering using the Web as a teaching tool if the school's servers are not up to the job. In addition, correct software needs to be installed on the computers including the most up to date versions of flash and audio software. Headphones and microphones need to be working properly and webcams need to be installed correctly if they are to be used. The school also needs to provide time for training and to really achieve integration, time needs to be given to integrate this resource into the syllabus.

·             teachers

Web literacy, searching skills, knowledge of available resources, methodology, information handling skills, ability to assess student needs and skills, confidence. All these and more. It is also vital for teachers to have a fall back plan should something not work as planned e.g. a technical failure or a particular website isn't available due to maintenance.

·             students

Skimming/scanning onscreen, searching, note taking, editing, presentation - all these skills will be necessary. You need to consider if some basic IT skills need to be taught first (although in the majority of cases our students grasp of IT will be better than ours).

2.     Ознакомьтесь с приведенными ниже планами
     уроков и проанализируйте их, ответив на следующие вопросы:

1.How would this lesson fit into a syllabus?

2.What level of English would a student need to use this?

3.What pre- and post-task activities could be used?

4.What computer skills would the students need?

5.What language skills is this lesson practising?

6.What anticipated problems can you think of when using this idea?

 1. Lesson plan – An adventure

Level: Young learners

Theme: Going on an adventure

Focus: Reading, speaking, writing

Aim: To compose a story about an adventure

To use past tenses to retell a story

1. Pre-task warmer

Explain to students that they are going on an adventure.

Elicit places they would like to visit, how they would like to get there and what they would take.

2. Group Story Telling

Do this as a whole class activity.

Go to www.cubeez.com and enter the site. Click on the third Cubee
(the orange one) to enter Big Book.

Click on the golden book clasp to start. Start by entering in the class name and choosing one of the Cubeez to share the adventure with.

Go through the story, eliciting vocabulary at each stage. Elicit suggestions from the learners for each choice. Allow the learners to select what they want.

3. Individual story making

At individual computers direct students through the same process as above.

4. Student led writing

Once students have completed their story online, ask them to write sentences about their adventure.

Give sentence heads as necessary, for example:

• I went to the [jungle/seaside/park}

• I went by [train/ship/helicopter]

• I took [an umbrella/a cap/boots]

 2. Lesson Plan – New wonders

Level: Intermediate, upper primary or secondary

Theme: Three of the new seven wonders of the world: Great Wall of China | Colosseum | Machu Pichu

Focus: Reading, speaking

Aim: To describe information about one of the 7 Wonders

1. Pre-task warmer

Write the names of the three wonders on the board and ask if the students have heard of them. Brainstorm as much information as possible: where they are, what they were for etc. Put their suggestions on the board in three columns.

Divide the class into pairs. Assign each pair one of the three wonders.

2. Research

Ask each group to research their topic using at least two of the sites below and to confirm or correct the information on the board. Tell them also to make brief notes on the main points they have missed and other interesting information they find so they can report to the rest of the class later. Set a time limit of 20 minutes.

Main research sites:

• Britannica – free encyclopaedia http://www.britannica.com/

• Encarta – free encyclopaedia http://encarta.msn.com/

•Wikipedia – user-generated encyclopaedia http://en.wikipedia.org/wiki/Main_Page

• Official New 7 Wonders site – http://www.new7wonders.com/

 Checking unknown words

• Cambridge learners’ dictionary http://dictionary.cambridge.org/

 3. Post-task activity

Divide the class into new groups of 3 so each person in the group has looked at a different wonder. Give them 5 to 10 minutes to exchange information. Each group appoints a spokesperson who reports to the rest of the class on the main points of interest.

 3. Lesson plan – Superheroes

Level: Pre-intermediate, upper primary or lower secondary

Theme: Superheroes, personalities, abilities

Focus: Speaking

Aim: To use descriptive language to describe the attributes of a superhero.

1. Pre-task warmer

Brainstorm superheroes that the students know and write them on the board, e.g. Batman, Superman, Wonder Woman and get students to say something about their personalities (good, evil etc.) and abilities (Superman can see through walls etc).

2. Building a superhero

If possible demonstrate how to create a superhero using the website:

http://www.ugo.com/channels/comics/heroMachine2/heromachine2.asp

Ask students to work in pairs/threes and go to the website and make their own superhero on their own computers.

If you have access to a colour printer, the students can add colours to their superhero. If you don’t have colour printers, then print the superheroes out blank and the students can colour them in themselves.

3. Language focus

Ask students to write about their superhero using the following prompts:

• My superhero’s called _______________________.

• My superhero’s personality:

• My superhero’s appearance:

• My superhero wears…

• My superhero can…

• My superhero can’t…

• My superhero likes….

• My superhero doesn’t like…

 4. Post-task activity

Ask students to describe their superhero to different groups.

 4.A lesson plan – Film reviews

Level: Intermediate, secondary

Theme: Films

Focus: Reading, writing

Aim: For students to produce a short written review of a film

1. Ask learners to discuss which films they have seen recently.
Check what is currently being shown locally and ask learners which films,
if any, they would like to see. A few copies of local papers or
 entertainment guides would be useful here.

 2. Elicit what they know about the series of films Harry Potter.

 3. Ask learners to make some notes about the outline of one of the
 Harry Potter films in about 150 to 200 words (or any other
recent release if they haven’t seen any of them).

 4.http://news.bbc.co.uk/cbbcnews/hi/newsid_4420000/newsid_4424500/4424518.stm

Go to this site for the plot summary of the forth film Goblet of Fire.
(There are other reviews available through BBC
Newsround at http://news.bbc.co.uk/cbbcnews/hi/reviews/default.stm)

 5. Get students to fill in the following table:

1. Who directed the film?

2. When was it released?

3. What negatives does the reviewer mention?

4. What is the Newsround rating?

5. What sub-headings are used?

6. Click on the link at the bottom Click here to say what you thought of it! Are the readers’ reviews generally positive or negative?

 3. Выберите сайт и подготовьте план урока, учитывая
следующие вопросы:

1.Who is your  lesson for? Primary, secondary, adults? Low/high level?

2.What is the aim of the lesson? What is the language focus?

3.What website(s) are you using?

4.What activities would you do before your students used the website?

5.How would you use the websites?

6.What activities would you do after the students have used the websites?