Уроки английского языка с использованием ИКТ

Superheroes and Supervillains

Lesson I

Theme: Superheroes, supervillains, personalities, abilities

Level: Pre-intermediate, upper primary or lower secondary

Time: 40 - 60 minutes

Focus: Speaking, writing

Objectives: 

·        cross-cultural competence development
·        development of the creativity skills
·        language skills development

Goals:

·        To create and describe in written and oral form a superhero and a supervillain

·        To draw a comic

·        To present the superhero and the supervillain to the rest of the group

·        To use descriptive language to describe the attributes of a superhero

Forms of work: group work, individual

Materials needed:

·        A4-format paper sheets;

·        Drawing materials (lead pencils, erasers, rulers, colour crayons, felt-tip pens, watercolours, brushes etc.);

·        Flipchart, markers, magnets;

·        Projector

·        Computer and Internet access (not obligatory yet desirable)

Resources:

 http://www.eatyourkimchi.com/blog/wp-content/uploads/2009/03/20081110-fb7ucgim35dqdt2123fuh7b8eq.jpg

http://www.heromachine.com

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). The best way of reminding students of all of the existing superheroes is showing them a few pictures. To sum up the first part of the discussion I’ll show them a video previously downloaded from www.youtube.com called “Top-10 Superheroes”.

 2. Creating a superhero

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

http://www.heromachine.com

Ask students to work individually or in pairs/threes (depending on the number of computers available), go to the website and make their own superhero.

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

If there we be no access to computer class and/or Internet, then students will draw their own superheroes and supervillains themselves.

After they are done, they will be given the following assignment: to draw a comic or write a story telling how and why did this characters become rivals.

3. Language focus

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

 My superhero’s called _______________________.

My superhero’s real name is_______________________.

My superhero’s real profession is_______________________.

My superhero’s personality: _______________________.

My superhero’s appearance: _______________________.

My superhero can control_______________________.

My superhero’s body is made of_______________________.

My superhero wears_______________________.

My superhero’s super abilities are_______________________.

My superhero’s  weakness is_______________________.

The same must be answered for the supervillain.

Specify to the students that they may add any desired information on the verso of the worksheet.

4. Post-task activity

Ask students to describe their superhero and their supervillain to the rest of the group. And hand in their comics.

Урок 1

Тема урока: Супергерои. Описание характера, внешности, способностей.

Дата проведения урока: 22 октября 2014

Время проведения урока: 40 - 60 минут

Тип урока: комбинированный

Структура урока: дидактическая

Цели урока:

1)      Образовательные:

- развитие коммуникативных компетенций учащихся в различных аспектах языка;

- формирование социокультурных знаний и умений;

2)    Воспитательные:

- повышение культуры речевого общения в процессе овладения принятыми правилами

речевого этикета;

- формирование уважительного отношения к национальному достоянию;

3)     Развивающие:

- развитие навыков коллективной и индивидуальной работы;

- формирование готовности к познавательно-поисковой деятельности;

- повышение мотивации к изучению иностранного языка через  творческую деятельность учащихся.

Сопутствующие задачи:

1)      активация лексического, грамматического и культуроведческого материала;

2)      совершенствование  речевых навыков и умений монологической и  диалогической    речи;

3)      контроль знаний, умений и навыков учащихся по извлечению страноведческой информации.

Речевой  и языковой материал: аутентичное видео «Top-10 Superheroes», методическая разработка – опора для описания созданного персонажа

Оснащение урока: наглядное пособие «Супергерои», проектор, компьютер, доступ в Интернет, бумага A4-формата по количеству учащихся, материалы для рисования (простые карандаши, ластики, линейки, цветные карандаши, фломастеры, краски, кисти)

Используемые интернет-ресурсы:

 http://www.eatyourkimchi.com/blog/wp-content/uploads/2009/03/20081110-fb7ucgim35dqdt2123fuh7b8eq.jpg

http://www.heromachine.com

Ход урока:

1. Организационно-вводная часть:

Обсудить с учащимися известных им супергероев (например: Супермен, Бэтмен, Зеленый фонарь, Халк и т.д.), попросить описать их характер (назвать качества личности), внешность, и супер-способности.

Показать несколько изображений супер героев, обсудить их стиль одежды.

Назвать и записать каждый элемент костюма.

 2. Основная часть:

Если возможно, используя следующий сайт показать ребятам алгоритм создания супергероя (создать пример с пошаговым объяснением):

http://www.heromachine.com

Предложить ребятам проделать ту же работу самостоятельно или в парах/группах в зависимости от числа предоставленных компьютеров.

При наличии доступа к цветному принтеру, попросить ребят раскрасить созданных ими супергероев при помощи предложенной программы. Если такой возможности нет – распечатать вымышленных супергерое на черно-белом принтере, предложив ученикам раскрасить их от руки.

В случае отсутствия доступа к компьютерному классу и/или Интернету, предложить ребятам самостоятельно нарисовать супергероев на листах формата А4 и раскрасить их.

Когда учащиеся закончат работу над рисунками, предложить им следующую схему описания их супергероев:

 My superhero’s called _______________________.

My superhero’s real name is_______________________.

My superhero’s real profession is_______________________.

My superhero’s personality: _______________________.

My superhero’s appearance: _______________________.

My superhero can control_______________________.

My superhero’s body is made of_______________________.

My superhero wears_______________________.

My superhero’s super abilities are_______________________.

My superhero’s  weakness is_______________________.

3. Заключительная часть

Попросить ребят представить созданных супергероев классу. 

Real life heroes

Lesson II

Theme: Heroes, self-sacrifice, volunteering

Level: Pre-intermediate, upper primary or lower secondary

Time: 40 - 60 minutes

Focus: Speaking, writing

Objectives: 

·        cross-cultural competence development

·        increasing social problems’ awareness

·        leadership skills development

·        language skills development

Goals:

·        To discuss the real life heroes

·        To think whether you’re a hero and how to become one

·        To discuss volunteering in Russia and USA

·        To share volunteering experience

·        To create a volunteering project

Forms of work: group work

Materials needed:

·        Whatmans (paper);

·        Drawing materials (lead pencils, erasers, rulers, colour crayons, felt-tip pens, watercolours, brushes etc.);

·        Flipchart, markers, magnets;

·        Projector

·        Computer and Internet access (not obligatory yet it is desirable)

Resources: https://www.youtube.com/

1. Pre-task warmer

During the last lesson we’ve talked about superheroes. Is there a different kind of heroes? Real life ones? Let’s talk about them: who are they, how do they look like, and what do they do? What can you personally do to become one? Are volunteers heroes? Let’s talk about volunteering: what it is and how you can be a part of it.

2. Creating a volunteering project

Watching a few educative videos on volunteering found or previously downloaded from www.youtube.com (“Making a difference”, “The power of volunteering”, “Youth volunteerism”, “Why is volunteering important”), discussing their content.

Sharing my volunteering experience in USA within the framework of FLEX program.

Dividing students into smaller groups from two to five people and giving them the assignment to come up with an idea of a volunteering project that we can carry out here in Orlyonok. Students brainstorm their ideas, choose one, draw a presentation poster for it.

3. Language focus

Ask students to write down the details of their projects on presentation posters:

 Our project’s called _______________________.

Its goal is_______________________.

It will help_______________________.

It will improve _______________________.

It will change _______________________.

It’s important because_______________________.

We care about it because_______________________.

Everyone should do it, should care about it because_______________________.

In order to do it we will need _______________________.

4. Post-task activity

Ask every group of students to choose a speaker who will present their project to the other groups.

Занятие 6, задание №1

  
                                   Использование блогов 
                         в обучении иностранным языкам

A blog (a truncation of the expression weblog)  is a discussion or informational site published on the World Wide Web and consisting of discrete entries ("posts") typically displayed in reverse chronological order (the most recent post appears first). 

Until 2009 blogs were usually the work of a single individual, occasionally of a small group, and often covered a single subject. More recently "multi-author blogs" (MABs) have developed, with posts written by large numbers of authors and professionally edited. MABs from newspapers, other media outlets, universities, think tanks, advocacy groups and similar institutions account for an increasing quantity of blog traffic.

Many blogs provide commentary on a particular subject; others function as more personal online diaries; others function more as online brand advertising of a particular individual or company. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability of readers to leave comments in an interactive format is an important contribution to the popularity of many blogs. Most blogs are primarily textual, although some focus on art (art blogs), photographs (photoblogs), videos (video blogs or "vlogs"), music (MP3 blogs), and audio (podcasts).

In education, blogs can be used as instructional resources. These blogs are referred to as edublogs.

http://en.wikipedia.org/w/index.php?title=Blog&printable=yes

Here are some keyes to successful blogging and.... you wouldn't believe it but also essay-writting. You can read this post from the blog of canadian English teacher who proves that blogging can have educational value.

Blogging is the New Persuasive Essay

Posted by Shelley Wright on Jun 22, 2012 in Making The Shift, The How of 21st Century Teaching, Voices, Web Tools That Deepen Learning

As an English teacher, I’ve had numerous conversations with college professors who lament the writing skills of their first year students. But not all writing. Most students are capable of solid expository writing. It’s their skill with persuasive writing that’s the problem. Specifically, they’re weak at writing a thesis statement that can be argued.

I spend three years teaching my high school students how to write a persuasive essay. For many students, it takes that long. (And I’m lucky to have them that long in my school.)

Part of the problem is that our current school systems — and not just in Canada — aren’t great at producing independent thinkers.  Without this ability, it’s hard to create a great thesis statement, anticipate the arguments against it, and then compose your own argument in light of what you understand about the pros and cons of an issue.

So for three years, I write for them, and with them. We talk about opening paragraphs, and they learn how to write them with their thesis statement either as the first or last sentence. (The latter requires more skill.) They learn to use transition words, embed quotations to support their argument, consider the advantages of active vs. passive voice, vary their sentences, and many other skills, all in the hope of creating a strong argument.

The truth is lately I’ve come to question the point of much of this. Does the average person, once they leave school, spend a lot of time composing academic essays? Is this the best way for our students to show their learning?  In some places, the academic 5 paragraph essay is hailed as the Holy Grail of non-fiction writing achievement. Yet even if a student can become a great persuasive essay writer, they’re still only semi-literate, at least according to the definition of 21st Century Literacies.

Blogging is a different beast

While traditional essay writing may not help alleviate this situation, I think blogging can. Here’s the problem; Blogging is an entirely different beast. And one of the things I’ve learned about my students is that they don’t necessarily transfer a skill they’ve learned in one area to another without difficulty, or even prompting.

For one, the paragraphing is different.  The large, solid paragraphs of prose that can be found in a typical persuasive essay, can feel arduous and cumbersome to all but the most determined reader.

Instead, blog paragraphs tend to be shorter. It allows the piece to feel fluid and speeds up the rate at which your reader reads (often through the glare of a computer monitor or on a phone or tablet screen). And while the effective blogger still uses transition words, as many aren’t necessary to provide the piece with a feeling of fluidity and coherence.

Sometimes a paragraph is one simple sentence, used for emphasis.

Another thing is the thesis statement. Its placement, in a blog, is up for grabs. Did you catch where mine is? Actually, I haven’t written it yet. Huh?!

Double-dog daringly different

Blogging also requires a different voice. The way I blog isn’t quite how I talk, but it’s no where close to how I write a formal essay.  Furthermore, the voice used in blogging needs to be rich, sharp and distinct, to gain an audience. And while some may argue that academic writing could stand to have a bit more colour and flair, I’m not sure that’s currently the accepted norm (although I wish it was).

In a formal essay, I would never use a sentence fragment. Ever. In a blog, it provides emphasis. Nor would I use slang in an essay.  But here? Yep. In one of my posts, I double-dog dared my readers.  Could you imagine double-dog daring anyone in an academic essay? If you try it, let me know the result.

Another thing that changes is providing your reader with evidence to support your points.  In teaching the typical formal essay, I show my students how to quote directly, indirectly, and using individual words. Blogs still use direct quotes, but an indirect quote can be as simple as a vague mention and a link.

We discover my thesis statement…

I think blogging is the new persuasive essay –my thesis, finally.

Truth is, I love writing essays. There’s something satisfying about rendering the chaos of thoughts into an elegant form. But I love blogging more. It feels like playing.

I also find it more useful. While our students will need to know how to write essays to get through university, many won’t use it after that, unless they remain in academia. I think writing and persuasive thinking skills are important. However, I question the current products we require of students as proof of their learning. Most of the essays written by our students likely end up in the garbage or the computer trash can. And most are for an audience of one.

Blogging has the potential to reach and influence many. Furthermore, it has greater potential for being a life-long skill. And isn’t that our goal in education? People from all walks and professions blog for the purpose of teaching, creating, and informing. A number of my recent Masters courses didn’t require papers; instead, they required blogging. Why?

Because blogging is the new persuasive essay.

If we’re trying to prepare our students to think critically and argue well, they need to be able to blog. It allows for interaction. It allows for ideas to be tested. And the best posts anywhere in cyberspace tend to have a point that can be argued.

I think blogging across the curriculum, not just in Language Arts, allows for both formative and summative assessment. Blogs allow us to see the progression in the development of both thinking and writing. It may actually take more talent and skill to create an interesting persuasive post (or series of posts) on the French Revolution than a traditional essay.

We need to teach blogging as a skill

Students definitely need to understand how and why the mechanics (and style) of blogging are different.

Grade One blogger (Kathy Cassidy)

The solution? Blogging needs to start earlier, much earlier. I read recently of a kindergarten teacher who blogs with her students. Great idea. There’s a teacher in my division who does amazing things with her grade one class.

I’m not proposing that you need to do things radically different. Teach whatever you teach for Language Arts, or other subjects, but include a blog component.  So if you’re teaching sentence structure, teach your students to create complete sentences while blogging. Blogs, like traditional writing, need great structure.  If you’re focusing on capitalization or punctuation, transfer this skill to blog writing as well.

If you’re teaching paragraph structure, teach students the paragraph structure required for traditional essays and that for blogs.  They’re different.  Explain why. It’s likely they won’t be good at it at first.  But there is merit to the quote, “Anything worth doing, is worth doing badly.”

A middle years teacher at my school used to stress out when we talked about student writing. She wanted to know if she was teaching them enough. My reply: “All  I need them to do is write solid paragraphs. If they can do that, I can teach them all kinds of things.” Really, everything I teach is either an addition to, or a subtraction from, a solid paragraph. My work builds on her work. I don’t need her to teach what I teach.  That’s my job.  But without her previous work, mine becomes much more difficult.

The same is true with blogging.  Starting from scratch with blogging in grade 10 isn’t impossible. But we could do so much more if they already had the basics. In order to write well, you need to write a lot.

If you don’t currently teach your students to blog, please start. Our students need you to. And if you already teach your students to blog, keep it up. Because blogging is an important 21st century skill. It’s the new persuasive essay.

Now you know more about blogging and 

its educational advantages. 

Thanks for reading!