Курсовая работа: The selection and adaptation of the material on the topic "Towns and places"

- That would be great! I’m sure I’ll be free and we’ll go there.

b) Types of activities

Students need to practice the questions and answer exchange, they work in pairs and make as many invitations and replies as they can. In very large classes, it may be useful to divide the class in half: one half is Sarah; the other half is Joe.

The teacher can conduct the halves so that they can practice the questions and answers.

A much better kind of practice is to ask them to make their own sentences using the words correctly if they make some mistakes.

The main aim of the pupils is to perform some kind of talk about towns and places of interest. There are different kinds of speaking activities from puzzle – like tasks to more involved role-playing.

One type of speaking activity involves the so-called “information gap” – where two speakers have different parts of information making up a whole. Because they have different information there is a gap between them. One popular information gap activity is called “Describe and draw”. In this activity one student has a picture which he or she must not show his or her partner. All the partners have to do is to draw the picture without looking at the original, so the one with the picture will give instructions and descriptions and the “artist” will ask questions.

“Describe and draw” has many of the elements of an ideal speaking activity. It is highly motivating; there is a real purpose for communication.

A further extension of the information gap idea occurs in the story – telling activity.The teacher puts the class into four groups, calling them A, B, C, D. each group receives some pictures of the places of interest of some city or town. The groups memorize everything they can about the pictures. The teacher collects the pictures and asks for one student from each group to form a new four – person group. He tells them that they each seen a different picture, but the picture taken together in some order or other tell a story about the city, may the pupils remember some facts, details about the monuments, museums, etc. the final stories may be different. The groups tell the whole class what their version is, and the teacher can finally re-show the pictures. Their story-telling can, of course be useful as a prelude to written narrative work.One way of provoking conversation opinion exchange is to get students to conduct questionnaires and surveys. If the pupils plan these questionnaires themselves, the activity becomes even more useful. The teacher wants to activate pupils’ knowledge.

- What kind of questionnaire can it be?

- What places of interest do you always try to visit?

- Where do you stop? (a hotel, private flat or a house)

- Have you met any interesting people during your excursion?

- Have you taken any photos?

If you answer ‘yes’, describe the experience. The pupils go round the class questioning other pupils noting down what they say. While they are doing this the teacher listens and prompts where necessary and he then gets them to tell the class of any interesting experience. Encouraging pupils to get up and walk around talking to other classmates has many advantages. It varies the structure of classroom period, allows pupil a bit of physical movement and provides a welcome variety of interaction. Pupils can design and use surveys and questionnaires about any topic – transport, places where you can rest, services in the city, etc.

The change of opinions provokes spontaneous fluent language use. The first thing to remember is that people need time to assemble their thoughts before discussion. The ability to give spontaneous and articulate opinions is challenging in our own language, let alone the language we are struggling to learn.

The teacher starts by asking individual students to name any museums they have visited. Did they enjoy the excursion? Did they learn any interesting facts about the history?Students are broken up into groups. They have a chance to think of ideas. This kind of discussion can be formalized into proper debate-speakers on different sides giving speeches comments.Role – play activities are those where students are asked to imaging that they are in different situations and act accordingly. The teacher may tell them to role-play being guests from another city, travel agents answering customer questions, participants in a public-building project, guides.

For example, the conversation at the travel agency.The teacher asks pupils to ask about details of their traveling. Pupils must stick to the information on their original cards, but can invent new facts, which fit with that information.The teacher now tells the group to start, but sets a time limit for the chairperson to announce the result. While the activity is going on the teacher goes around the groups prompting where necessary and making notes on examples of good and bad English usage that he hears. When the time limit is up, the teacher asks the various chairpeople to say haw their groups voted and why.

The role-game can now lead into a number of possible writing tasks: a segment of the dialogue, a newspaper report, letters to the newspaper, posters, etc.

We want to describe some material, which can de used for teaching pupils. It is divided into two aspects:

1) Cities of English-speaking countries;

2) Cities and town of Ukraine;

III . Practical part. The cities of English speaking countries

The set of the exercises

Listening.

1. The four guests from Canada have now returned from their visit and are being interviewed on the local radio.

Work in pairs. Before you listen, try to imagine which part of your plan they enjoyed most. Now listen to the 4 visitors talking about their trip. Then fill in the grid below.

Name	Best part of the trip
1
2
3
4

Writing

1.Draw a line to match the city sentence on the right. Then combine the two simple sentences into a complex sentence with an adjective clause. Think carefully about using where or which. Write your new sentence on another piece of paper.

a)