Автор работы: Пользователь скрыл имя, 12 Октября 2014 в 17:20, реферат
Actuality of work. Recently, the market of educational technologies abounds with various methods of FLT, and a question of a technique used in training becomes more and more actual. Obviously, there were big changes in methods of teaching English at the end of the XX century. Earlier all priorities were given to grammar, mechanical mastering a lexical material, reading and translation, and tasks were monotonous (reading and translation of the text, storing of new words, retelling, exercises in the text), recently, studying of language had become more functional.
Part 1.Theoretical implications of using CLIL in FL communication.
1.1. Development of CLIL. Notions, dimensions and outcomes.
1.2. Dual focus of CLIL: Content in CLIL. Language in CLIL.
1.3. CLIL: A multifaceted learning environment that strengthens motivation and enhances the development of mental processes.
Part 2.Intercultural aspects of using CLIL in teaching FL communication.
2.1. Competences and CLIL.
2.2. CLIL and interactive technologies.
2.3. Learning strategies in CLIL.
2.4. Teacher-learner relationship in CLIL.
Part 3. Practical implementation of CLIL.
3.1. CLIL: History and language.
3.2. CLIL: Geography and language.
3.3. CLIL: Literature and language.
Conclusion
True or False?
Sir Francis Drake was famous for plundering Spanish ships. |
True |
False |
Drake was the first person to sail around the world. |
||
Drake played a significant role in defeating the Spanish Armada. |
||
Drake started the English slave trade |
Stage 6 |
Procedure |
Interaction patterns |
Concluding stage (concluding the lesson, evaluating, setting hometask) |
Conclusion of a lesson. T: Today we have learnt about The Virgin Queen- Elizabeth I and The Golden Age. Thank you and have a nice day! |
Pair work
|
Hometask: Mini-project.
3.2. CLIL: Geography and language.
Grade |
8 |
Level |
Pre-intermediate |
Number of pupils |
13 |
Theme |
Christopher Columbus |
Lesson aims |
to develop pupils communicative and cognitive skills, to study Christopher Columbus biography and the discovery of America. |
Learning outcomes |
By the end of the lesson the students will know life and trips of Christopher Columbus, and discoveries he made. |
Competences |
ICC (cognitive, communicative, conceptual, reflexive, lingua-cultural) |
Methods |
learner-centered, interactive |
Technologies |
Project technology, Video technologies, Computer programs |
LESSON PROCEDURE
Stage 1 |
Procedure |
Interaction patterns |
Introduction (Pupils make some brainstorming and adjust themselves to English lesson.) |
Warming-up: Teacher shows the USA's map, and asks some questions in order to make an introduction to the lesson. (Picture 5) T: What country we see in a map? What is the capital of the USA? Who discovered the USA? What else do you know about Christopher Columbus?
After short introduction pupils watch a video about Christopher Columbus. T: Let's watch a video about Columbus. Teacher gives a table to check pupil's comprehension. T: In pairs, fill the table according to video information. |
Open class
Pair work |
Picture 5.
Fill the table.
Columbus was born in ... |
|
decided to help him. | |
Columbus was inspired by works of .... |
|
Indians | |
Three ships of Columbus are .... |
|
Amerigo Vespucchi. |
Stage 2 |
Procedure |
Interaction patterns |
(Expanding knowledge and specific language) |
Reading: Children read the text by themselves and find words. (Picture 7) T: Read the text by yourselves and match the highlighted words with these definitions: 1. a person who travels in search of geographical or scientific information_____________ 2. a long journey to a distant or unknown place especially over water____________ 3. land masses of the earth____________ 4. finding or learning something for the first time________ 5. a way to get from one place to another place____________ 6. a tract of land surrounded by water and smaller than a continent_______________ Pupils first check the task in pairs, then teacher asks some individuals to read out loud. T: Please, check your answers in pairs. Now, let's read the words. |
Individual task
Pair work |
Picture 7.
Stage 3 |
Procedure |
Interaction patterns |
(practicing functional language) |
Students use their language and special knowledge to find out the right answer for tasks. T: In groups match two parts of the following sentences. |
Group work |
Match two parts of sentences.
1. The Columbus Day is celebrated in the USA .....
2. The Renaissance.......
3. Sailing to the west....
4. A small island in the Bahamas.....
5. In March, 1493...
a. was named San Salvador.
b. Columbus came back to Spain.
c. was a time of new ideas and discoveries in Europe.
d. on 12th of October, the day Columbus first arrived to America.
e. Columbus wanted to find a new route to India and China.
Stage 4 |
Procedure |
Interaction patterns |
(checking the knowledge) |
Students analyze the information and do some optional exercises. (Picture 6) T: You are given maps where you should draw Columbus voyage .In groups remember the names of places he visited. Try to find them on the map, write the names and some dates. |
Group work |
Picture 7.
Stage 5 |
Procedure |
Interaction patterns |
(Concluding stage) |
Teacher says a concluding speech and evaluate pupils. T: Today we've discovered more about the USA and its' first explorer Christopher Columbus. Thank you! Good bye! Hometask: Children should draw a book of Amerigo Vespucci. |
Open class |