Курсовая работа: Project Work in Teaching English

Explain your answers.

Good luck with your advanced course.

Ask them to read the text and answer the questions. Set a time limit of thirty minutes. Tell your students that you will want to collect the completed handouts in to read, but that you are interested in what they say, not in how correct the English is. With students that finish early, take the opportunity to speak to individuals and discuss some of their answers.

3. When they have finished, initiate a discussion about what they have read and written. Ask them if they feel they have learnt anything important that they perhaps hadn't thought about before. Encourage an exchange of views among the members of the class. Collect in the completed handouts.

4. Later, go through the handouts, noting down any points you want to use for feedback and any you want to keep for your own reference. Make comments on the handouts about the contents where you feel this would be helpful to the student but don't correct. In a follow-up lesson, preferably the lesson immediately following, go over any points that emerged from the handouts. In particular, you may want to draw attention to reference materials you would recommend.

Variation

In Step 3, after the students have completed their handouts, put them into groups of four to compare and discuss what they wrote. In particular, ask them to discuss the specific contexts where the quantum leap would be important and the sort of tasks that might involve the three areas of observing, imagining and thinking. This can be very valuable but you will need to set aside about twenty minutes extra.

Ups and Downs

1. Initiate a discussion on ‘ups and downs’ – when we feel better or not so good. Draw the first to these graphs on the board, showing your own ups and downs. Explain your day rhythms with reference to the graphs.

A) Day Rhythms Best Worst midnight 3 6 9 midday 15 18 21 midnight

B) Week Rhythms Best Worst Mon Tues Weds Thurs Fri Sat Sun am pm am pm am pm am pm am pm am pm am pm

C) Year Rhythms Best Worst J F M A M J J A S O N D

Ask your students to copy the graphs and complete them with their own rhythms. When they are ready, ask them to explain their graphs to their colleagues. If your class has more than about twelve students, divide the class into groups of up to twelve for this phase; monitor them and when they have finished get the groups to report to the whole class the kinds of things they found.

English-Speaking Countries

1. Divide the class into pairs. Ask the pairs to draw up a list of English-speaking

speaking countries, that is to say, countries where English is an official language

or is widely spoken. Be available to help supply the names of countries in English.

2. On the board draw five columns and head them with the names of the main continents. Ask your students for the names of the countries they wrote down in Step 1 and write them in the appropriate column. When you have exhausted their lists, add any others you feel they should know. The main countries are:

Europe: Cyprus, Gibraltar, Ireland, Malta, The United Kingdom