Развитие умений чтения и письма. План занятия по английскому языку.
Ниже приведён новый фрагмент книги “The Internet for English Teaching”, написанной для учителей и преподавателей английского языка,содержащей коллекцию планов занятий по английскому.
Занятие может быть использовано на занятиях со студетами уровня pre-intermediate и выше.
Цель урока — развитие умений чтения и письма, ознакомление с новыми интернет-технологиями и формирование умений online-взаимодействия в группе.
Раздаточные материалы вы найдете в конце записи (ссылка «Раздаточные материалы к занятию»).
Blogs, blogs, blogs…
Pre-Intermediate and above
90 – 120 minutes
- to use the Internet to produce blogs;
- to improve reading skills (reading for gist, reading for specific information, reading for details);
- to encourage a process-writing approach;
- to increase the sense of community in a class.
- One computer per group of 2-3 students, with an Internet connection and a Web browser.
- At least one of three students should have an e-mail address.
Copy handouts of handouts for one student. You need one pack of handouts for one student. It’s a good idea to create your own blog beforehand to predict some students’ problems.
- Hand out photocopied materials. Ask your students to brainstorm about the question “How many different ways can people communicate using the Internet?” Divide the class into groups. Ask each group to choose a secretary. S/he is going to write the ideas down in the form of a spidergram. At the end of the brainstorming you will probably get the following answers: blogs, charts, websites, ICQ, MSN, forums, podcasts, wikis, e-learning, Second Life, etc. Create the whole-class spidergram on the board. Underline the word blogs. Tell the students they are going to study rules of blogs-writing. Ask them the following questions: What is a blog? Have you ever read blogs? Why? Have you ever written blogs? Why? Is it free to create your personal blogs? Why do we need blogs?
- Students read the text and match the headings with the paragraphs. Keys: 1. What’s a blog? 2. Publish your thoughts. 3. Engage your friends. 4. Design your blog. 5. Post photos. 6. Go Mobile. 7. Get started. When your students have finished, check the ideas.
- Ask the students to work by themselves. Divide the paragraph among the students. They should write a one-sentence summary of their part of the text.
- Students work in groups and write short instructions of how to create a blog using no more then seven sentences.
- The students share their instructions and provide each other with written feedback.
- The students improve their works using some recommendations from the feedback table and read their ideas to the class. This part of the lesson not only improves reading and writing skills but provides your students with some important information about creating a hypertext document. They will need it for the second part of the lesson.
- Ask your students the following questions. What do we usually write in blogs? What is a good topic for a blog? Who taught you how to write a blog ? Is it important to have a good teacher? What is an ideal teacher? Before your students discuss the last question they do task one (“What makes a good teacher”). They work in groups of three and think back to some of the teachers. Then they circle T for true or F for false. Discuss the answers with the class.
- The students should create a blog now. The purpose of their blogs is to discuss an image of a good teacher. To create the blogs they work in pairs or in groups of three. They follow instructions given in the handouts. They should provide the reader with three statements and their comments.
- When the students have saved their blogs they should read two blogs of their classmates and give some comments.
You can use blogs in many other different ways for ELT. Aaron Campbell (2003) has outlined three types of blogs for use with language classes:
- The Tutor Blog is run by the teacher of a class. The content of this type of blog can be limited to syllabus, course information, homework, assignments, etc. Or the teacher may choose to write about his or her life, sharing reflections about the local culture, target culture and language to stimulate online and in-class discussion. In this type of blog, students are normally restricted to being able to write comments to the teacher’s posts. A great example of this is Aaron Campbell’s own ‘The New Tanuki’ http://thenewtanuki.blogspot.com/
- The Class Blog is a shared space, with teacher and students being able to write to the main area. It is best used as a collaborative discussion space, an extra-curricular extension of the classroom. Students can be encouraged to reflect in more depth, in writing, on themes touched upon in class. Students are given a greater sense of freedom and involvement than with the tutor blog. A very good example of what has been done with this type of blog is Barbara Dieu’s ‘Bee Online’ http://beeonline.blogspot.com/) and ‘Bee Online 2′ http://beeonline2.blogspot.com//
- The Learner Blog is the third type of blog and it requires more time and effort from the teacher to both set up and moderate, but is probably the most rewarding. It involves giving each student an individual blog. The benefit of this is that this becomes the student’s own personal online space. Students can be encouraged to write frequently about what interests them, and can post comments on other students’ blogs. For examples, see the links to learner blogs from the class blog and tutor blog examples above.
Of course, teachers who decide to use blogs often use a combination of Tutor or Class blog and Learner blogs, with hyperlinks connecting them.
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