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TEACHERS' CORNER:

 

 

 

 

 

 

USEFUL SITES  

http://linguist.ua/publishers/cambridge-university-press - Календарно-тематичне планування  від видавництва Cambridge University Press

http://www.cambridge.org/ua/cambridgeenglish - Кембрідж в Україні

 

http://www.mon.gov.ua/   - МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ Офіційний веб-сайт

 

 http://testportal.gov.ua/- Сайт Українського центру  оцінювання якості освіти 

 

https://elt.oup.com/teachersclub - Безкоштовні ресурси для учителів (грифи на НМК ОЮП, календарно-тематичні планування, реєстрація на вебінари)

 

 

 

 

 

 

 

 

http://europa.eu - European Union  -  Teaching material about EU,  including books and maps 

http://www.dinternal.com.ua/   уникальна серія  методичних посібників Пірсон-Дінтернал

 

http://www.macmillanukraine.com/forteacher/ - Календарно-тематичне планування  

 

http://www.pearson.com.ua/summer-camps.html - Summer Language Camps

 

http://www.dinternal.com.ua/news/summer-camp-projects/ - Проектні роботи для літніх мовних таборів

 

http://www.pearson.com.ua -  Календарно-тематичне планування 

 

http://www.edufuture.biz/ -  7-звездочные школы и система образования будущего В.СПИВАКОВСКОГО

FLEX   - Програма обміну майбутніх лідерів 

SOME IDEAS ABOUT TEACHING ENGLISH 

PLANNING OUR LESSONS

  • Everybody agrees that planning lessons is important.

  • We need to encourage learning with a good atmosphere. We need clear aims for each lesson – what will the students know and be able to do by the end of the class?

  • We need to think about the different stages – a warm up, teaching new language, time for students to practice, time for revision, consolidation and then follow up homework.

  • We don’t need to limit activities to the exercises in our text book, and we should not forget about listening and speaking practice. English is about communication!

  • We try to include a balance of working as a whole class and working in pairs and groups.

  • We are ready to deal with those who are more advanced as well as those who need more help.Most important is to think about what our pupils are learning, and try to keep them interested.

FINDING AND CREATING RESOURCES

  • Using real-life materials is motivating for pupils.

  • It provides a very real context for practicing English.

  • Our pupils are also a rich resource.

  • We can use songs, humor, real objects and simple drawings and if we need to find colourful images for posters or flash cards we can cut them out of magazines.

  • Newspapers are a very cheap resource and provide material for craft, as well as a variety of written texts.

PAIR AND GROUP WORK IN PRACTICE

  • Setting up pair work and group work with our classes can be done from the very start – and can give everyone lots of practice. We have lots of choice in how we organize our class. We can put pupils together with their usual classmates, we can match weaker and stronger pupils, or set up pairs and groups so that pupils are working with others of the same level. We must be ready to help the weaker one and give extra challenges to the stronger ones.

  • Fixed desks, noisy floors and thin walls all mean we have to consider the impact on other classes. We must remember that some pair and group activities can be silent – or nearly so.

USING ENGLISH IN THE CLASSROOM

  • Using English in the classroom demonstrates that it is a language for communicating and can be a really rich resource for our pupils.

  • Many teachers are no confident but it is important to start using English rather than our mother tongue.

  • Get started by making a list of simple and useful expressions for the pupils to use, as well as for us, the teachers.

  • We can aim to use English in all stages of our lessons.

  • We might wish to translate to make something clear, but go back to English as soon as possible and encourage our pupils to do the same.

  • When we give instructions, demonstrate with humor and gestures and use the blackboard to make sure our message is clear.

  • Try to move from very basic instructions to opportunities for stories and conversations.

  • Try to personalize our lessons, and think what our pupils enjoy.

  • The beginnings and ends of lessons are a good opportunity to chat more informally with our pupils.

  • We can talk about our day, or what they are going to do at the weekend… even the weather!

TEACHING READING

  • We need to expose our pupils to different types of texts and teach them not to worry about having to understand every word.

  • We can help our pupils to become better readers by giving them activities before they read, while they are reading and after they have read a text.

  • The reading skills our pupils need to develop include predicting, reading to get main idea and reading for specific details.

  • To help predicting we can discuss what might be in a text, guess some vocabulary or write some questions we hope the text will answer.

  • We can set a few general questions to help the pupils with the skill of “understanding the main idea”.To help with reading for details we can ask pupils to find dates, names or other information to answer questions, complete a chat or do a drawing.

  • We heard a post reading activity aimed at analyzing the characters in a story, moving from discussing the story itself to the pupils’ real life.

TEACHERS SUPPORTING EACH OTHER

  • We can get together to plan lessons and make materials – and then share these resources.

  • We can help each other by observing classes, with a particular purpose in mind.

  • Our teacher associations can provide opportunities for professional development: the chance to discuss issues teaching and to hear from others, including international experts.

  • Teachers working in schools close to each other could form “meetings” and meet up every month.

  • We could start by getting together with fellow teachers in our own school.

USING GROUP WORK IN LARGE CLASSES

  • Large classes are a reality for many teachers around the world – especially in the state sector.

  • If we want to develop our pupils’ fluency and ability to communicate in English then using group work will help.

  • If set up carefully, it will give all the pupils a chance to participate and practice.

  • The teacher’s role changes during group work.

  • While the pupils work in groups the teacher moves away from the front of the class and quietly monitors.

  • This way, during this part of the lesson, we are giving more responsibility to our pupils and there are many rewards.

  • Group work can be highly motivating for pupils.

  • They participate and are active and we can draw on our pupils’ own knowledge and experience.

 

DEVELOPING TEACHERS’ ENGLISH

  • What books and magazines can we find in our situation?

  • What opportunities have we got to do regular listening?

  • Can we keep up with events in the English speaking world using newspapers, radio or television?

  • Can we find good speakers of English to record or to practice with?

  • Could we keep a notebook, and have a dictionary ready, to record and learn new words and expressions?

  • Let’s practice our English with friends and colleagues and not be afraid of making mistakes.

  • We’ll only get better at speaking if we keep on speaking.

TEACHING NEW LANGUAGE

  • We can introduce new language in three stages: “presenting” then “practicing” and finally “producing”, or “using” the language more freely. To introduce the language we can use a text, an object, mime, a picture, or a personal story. Using a realistic context we can make the meaning clear and memorable. Helping our pupils along, we “elicit” examples of the new language from the pupils, and use the board to show them the correct form. The teacher carefully models the language and the pupils repeat. Remember, they’ll need to know the pronunciation, the spelling and the form as well how it is used. Make sure that you check understanding.

  •  In a later lesson the pupils can do freer activities to use the new language for their own purposes.

  • We can use and adapt these basic steps to teach our pupils new grammar, a tense or a new vocabulary. It’s a very flexible framework!

 

TEACHING LISTENING

  • We need to find a variety of materials for listening.

  • If we don’t have audio with our course book, the teacher can bring tape scripts to life by acting them out.

  • We can adapt and create new listening texts.  If we can record and play audio in class, there are many possibilities - including recording native speakers or playing clips from radio programmes. We give pupils a purpose for listening - the need activities for before, during and after listening.

  • We can practice some skills as “predicting”, ‘listening for the main idea’, and ‘listening for specific details’.

 

FLEXIBLE ACTIVITIES

  • Storytelling is a good way to encourage our pupils to develop fluency in English and to use their imagination. A ‘chain’ story involves our pupils working in small groups. Each pupil tells a bit more of a story, and it grows in new directions. A time limit helps to control the activity.

  • ‘Dictigloss’ is a very flexible dictation-based technique which needs no special resources. We can find a suitable text to read. It encourages pupils to listen and make notes and reconstruct the text, partly in their own words.

  • Songs can be used with older pupils as well as children, though we may need to find out what they like. They are really useful for listening for specific words, although they can also be used to focus on grammar. Songs or poems are usually very memorable and pupils enjoy this kind of activity.

FLEXIBLE ACTIVITIES
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