пятница, 9 декабря 2016 г.
суббота, 3 сентября 2016 г.
среда, 17 августа 2016 г.
пятница, 15 июля 2016 г.
четверг, 7 июля 2016 г.
вторник, 26 апреля 2016 г.
суббота, 16 апреля 2016 г.
среда, 30 марта 2016 г.
воскресенье, 7 февраля 2016 г.
понедельник, 1 февраля 2016 г.
«Права людини та дитини»
Конференція Клубу Глобальної турботи
середньої
загальноосвітньої спеціалізованої школи № 12
I-III ступенів з поглибленим вивченням іноземних мов
імені
С.Ковальчука м. Житомира
на тему:
«Права людини та дитини»
Учасники: учні 10-11 класів, вчителі
англійської мови школи та міста
Керівник Клубу Глобальної турботи: Арютова Л.О.
Session plan
The Theme: Do children have rights too?
The
level: students of the 10-11th
forms, school and town English teachers.
Material: a copy of Simplified Version of the
Universal Declaration of Human Rights;
A copy of the Convention on
the rights of the Child
Objectives: for developing Human Rights Skills:
1.
to
determine the difference between wants and needs
2.
to
understand the rights
3.
to
realize that children have different rights than adults do
4.
to
identify what some of these rights are( by introducing the Convention of rights
5.
to
realize that every right has a corresponding responsibility
for developing Language Skills
1.
to
practice language skills
2.
to
share and compare information
3.
to
explain and justify decisions
4.
to
combine positive and negative ideas
1. Warming up: Students and teachers
introduce themselves.
My name is…
I want to…
I need to…
Group activity “Making Rain” that gives the opportunity to understand
each other and the
goal
of joint action. They will have to
listen, respect, lead, follow each other.
2. The
teacher writes the words: wants and needs and asks the audience-
What is the difference between a want and a need?
The teacher elicits examples of their
wants (a new car, a warm winter, etc)
Needs (family, clothes, etc)
- Group work.
The students and teachers are split into two
or three groups (mixed)
The task: to create a group list of wants –
group 1
to create a group list of needs – group 2
to create and make presentation of ideas – both groups
- Speaking.
The teacher reads a class list of wants and needs and asks: Can you think
of any other wants and needs
which are not represented on your flip charts?
- Critical thinking. The teacher
asks the Ss to consider what the difference between needs and wants
is.
What are rights? ▼↓
The most basic needs are considered rights.
- T asks Ss to analyze their list
of needs and to answer:
If you were asked to create a list of basic
human rights would it differ from your list of basic human needs?
- Discussion: T asks Ss: Do Children Have Rights, too?
The teacher draws a line on the blackboard
representing life time from age 5 (at the end) to age 30 (at the other end) and
asks Ss write the age on the time-line where a person in Ukraine
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28 29 30
|
●buy
alcohol
●work full
time
●vote
●any type
of films
●get
married without a parent’s permission
●join the
military
●convicted
of a crime
●a car
●pay full
price on public transport
●etc
Ss are asked to stick the definitions to an age time line. Ss are asked:
Why don’t children have the same rights as
adults?
The teacher
tells Ss that a child is a person under the age of 18 (according to the UN
Convention on the Rights of the Child)
- Listening.
In 1989 the United Nation made a list of rights
and wrote a legal document to protect children’s rights called the Convention
on the rights of the Child. The children’s rights can be divided into three
categories:
Participation- the right to participate in
society (freedom of speech and opinion, school, family, culture, religion,
language)
Protection- the right to be shielded from
harmful acts and practices (physical and mental abuse, commercial or sexual
exploitation, separation from parents)
Provision – the right to possess or have access
to certain things or services (name, nationality, health care, education, rest,
play, care for disable and orphans)
- Groups’ presentation of the ideas.
Students
and teachers are asked to discuss in groups and decide which three rights are
the most important for Ss and Ts. They select
them from the UDHR and CCR.
11. Teacher’s
presentation of the ideas of the session:
Wants ►◄ needs
Needs ►◄
rights
Rights
►◄ responsibilities
12. Discussion.
The teacher involves Ss for discussion of Article 12 from the Simplified
version of the Convention on the Rights of the
Child.
Article 12 “The
right of the child to express his or her opinion and to have this taken
into consideration”
Task: Answer the questions – Is this also a
student’s right?
Is this also a teacher’s right?
If the student has the right Who is responsible to protect that right?
to express his or her opinion ----- What
is their responsibility?
▼
↓
●be treated in the same way
●not speak when others are speaking
●to tell Ts when they think something is unfair
●to others
If the teacher
has the right
to assess the Ss presentation ------------ Who is responsible to protect that right?
What is their responsibility?
● - ? ? ?
● - ? ? ?
● - ? ? ?
13. Critical
thinking. The whole group is split into two groups and asked to identify
the following:
It is the students’ right to…
It is the students’ responsibility to….
It is the teachers’ right to…
It is the teachers’ responsibility to….
14. The teacher puts the lists on the wall and
draws Van diagram. Then everybody
decides:
Which teachers’ and students’ rights are the same?
The participants present their ideas.
15. Wrap up.
Identifying the whole session by answering the
crucial question:
How can human rights be defined?
Human rights can be defined as those basic
rules without which people cannot live in dignity as human beings.
Human rights
are the foundation of FREEDOM
JUSTICE
PEACE
The basis of human rights – such
as respect for human life and human dignity –
can be found in most religions and philosophies.
Respecting human rights allows the individuals
and the community to fully develop.
Lesson plan (9th form)
Life
on other planets
Topic: Space exploration to find habitable
planets, call of the wild
Aims:
Educational (виховна):
To bring up the future leaders
and citizens of the 21st century with deep awareness of their
essential role in the solution making process of human life not only on the
Earth but in the whole Universe in comparison with their daily life today.
Developing: (розвиваюча):
- To help students understand a text
about space exploration
- To develop students’ vocabulary on
the topic of astronomy and space exploration
- To develop students’ communication
and discussion skills
- To learn
about the planet’s problems
- To learn how
to help the planet, wild life
- To teach
students to compare and analyze and to make their own conclusions
Learning (навчаюча):
- To review the use of modal verbs
(must, have to, should/ought to, mustn’t)
- To increase Ss knowledge in other
school subjects: Physics, Biology, and Astronomy.
- To develop
reading and speaking skills
- To learn new
vocabulary ( the names of planets)
Level: Pre-Intermediate
Introduction
This lesson looks
at recent developments in the search for habitable planets, opens up the topic
of the possibility of life on other planets, summarises the topic “Call of the wild”
based on unit 2, textbook Upstream – level B1+
Procedure
1. Warming up: / 5
min. Individual work/
A teacher asks students:
Do you know the names of the planets in our solar system?
(Students could shout them
out or discuss the names in pairs).
A teacher hands out the worksheet (task 1).
T. – You have to put the planets on order in Worksheet Task 1 and do it in pairs. Pay attention
that the clue is a mnemonic.
My Very Excellent Mother Just Sent Us Nine Pizzas.
The first letter of each word represents a
planet - in the correct order.
T
- Let’s quickly drill the planet names now.
What do you know about Pluto? (It’s been
reclassified as a dwarf planet or ‘plutoid’).
Worksheet
Task 1
These are the planets that orbit the sun:
Can you put the
planets in order? Here’s a clue: My Very Excellent Mother Just Sent Us Nine Pizzas
|
T. –Let’s use a map of the Solar system. Point out to the planets.
Students – The eight planets that orbit the Sun are (in
order from the Sun): Mercury, Venus,
Earth, Jupiter, Saturn, Uranus and Neptune. Another large body is Pluto, now
classified as a dwarf planet or plutoid.
2. Pre-reading activities.
/5 minutes, Individual and pair work/
Speaking.
T. - You have to look at the word cloud in Worksheet Task 2 and underline the planets (there are 3 –
Earth, Neptune and Mars).
All
these words are from a text that you are going to read later.
Circle
the largest words (these are the ones that occur most frequently in the text)
and tell them
Ss – They tell
the words
T - Could you guess what it is “Kepler?”
Ss - It’s the
name of a telescope and space mission as well as a person.
T – Do in pairs, complete the sentence ‘I think
the text is about…’ with your ideas.
Write up the different ideas/predictions
on the board to refer to later.
(A teacher uses
the Internet connection and a projector to display the word cloud on
the screen: http://www.wordle.net/show/wrdl/1893302/Untitled)
Worksheet
Task 2
Look at the word cloud. The words are from a text. Circle the biggest
words then complete this sentence:
I think the text is about ………………………………………………………
…………………………………………………………………………………
The word cloud was created
here: http://www.wordle.net/
|
3. Reading /10 minutes. Critical thinking, work in
pairs /
T. - I give you a
time limit of 2 minutes to read the text in Worksheet Task 3 (they’ll
read it again in more depth later) and check whether any of the predictions on
the board were correct.
Ss – They read a
text silently and then aloud (in order to work independently and then practise
better pronunciation)
Worksheet
Task 3
T. - Now read the text. Was your prediction in
Task 2 correct?
How many
planets are there in our galaxy? That’s a tricky question to answer.
Are there other planets that support life? That’s exactly what the Kepler
mission hopes to discover.
NASA launched
the Kepler space telescope, designed to find habitable planets, in 2009. So
far it has discovered five new Earth-sized planets beyond our solar system.
These planets are hotter than the Earth – much too hot for life as we know
it. The Kepler team predict that they will need at least three
years (and possibly longer) to find an Earth-like planet.
The simplest
requirement for a planet to have life (carbon-based life like on Earth) is
for there to be liquid water (not frozen or gas) so the distance from the
planet’s sun and therefore temperature are important. There also needs to be
the correct amount of air. If a planet is as small as Mars (half the size of
Earth) its weak gravity means that it can’t hold on to air molecules.
If a planet is
The cost of the
mission is approximately six hundred million dollars. It is scheduled to
observe until 2013 but this could be extended. Will we be sad if we discover
we are alone in our galaxy or happy if we find that we share it with
other life forms?
Glossary
tricky –
difficult
at least three
- three or more
weak – the
opposite of strong
size –
dimension, if a thing is big or small
alone – with no
other people
|
- – Could you do the matching activity
in Worksheet Task 4 and then compare answers with a partner.
Answers:
1d, 2a, 3f ,
4b, 5b, 6e
Ss. - They read their answers
Worksheet
Task 4
Read and match 1-6 with a-e to make sentences about the text.
|
4.
Follow up reading activities. Peer discussions and writing
/ 8
minutes. In groups/
T. - Find and underline the numbers in the
text in Worksheet Task 5.
First cover the text and then try to
remember what the numbers refer to.
You could do this
in pairs Look at numbers written on the board. I allow you to have a sneaky
look at the text if necessary. Then check your answers by looking back at the
text and write them down in your copy-books
Ss - Answers:
2009 - This is
the year that NASA launched the Kepler space telescope
5 – The Kepler
telescope has discovered five new Earth-sized planets beyond our solar system
3 – the number
of years that the Kepler team predict that they need to find an Earth-like
planet
½ - Mars is
half the size of Earth
4 - Neptune is
four times bigger than Earth
600 000000 –
The cost of the mission in dollars
2013 –The
mission is scheduled to observe until 2013
Worksheet
Task 5
A) Underline
these numbers in the text:
2009 - This
is the year that………………………………………………………….
5 -
…………………………………………………………………………………….
3 -
…………………………………………………………………………………….
½ -
……………………………………………………………………………………
4 - ……………………………………………………………………………………
600 000000 -
……………………………………………………………………….
2013 -
……………………………………………………………………………….
B) Cover the
text. Work with a partner and try to remember what the numbers refer to. Make
notes then look at the text to check.
|
5. Discussion (in pairs, in groups,
personal opinions)
/
10 minutes. Group presentation/
A teacher asks
students the question in the last paragraph of the text
‘Will
we be sad if we discover we are alone in our galaxy or happy if we find that we
share it with other life forms?’ as a lead in to the discussion in Worksheet
Task 6.
Students - discuss the question in pairs or small groups.
T. – I can give you a few minutes to make notes of what you want to say
before you speak.
Ss – Write down and make notes
(A teacher circulates around the room and makes notes of any
common errors and pronunciation problems for class correction later. A teacher
also notes any particularly good use of language they hear, puts this on the
board at the end of the activity and draws students’ attention to it).
T. – Let’s ask a
few students to report their discussions back to the class.
Worksheet
Task 6
Discuss these
questions with a partner:
Do you think
the Kepler mission will find life on other planets?
What other
things do you know about space exploration?
Is it a good
idea to spend $600 million on space exploration?
Why do you
think NASA wants to find habitable planets?
|
- -
Why do you think that NASA (an imaginary NASA!) has chosen the
items in Worksheet Task 7 to represent Earth for the new planet?
In pairs you have to add more items to the
list.
(A teacher splits
Ss in groups of 4 and asks them to justify their choices then monitors and notes
common errors and ‘good ‘language for feedback to the class as above).
Worksheet
Task 7
Imagine that
the Kepler mission finds life on a distant planet. NASA wants to send some
objects representing Earth to the new planet. Add more items to NASA’s list
of objects:
an
encyclopaedia
a computer
photographs of
world leaders
a bottle of sea
water
…………………………………….
……………………………………..
…………………………………….
……………………………………..
|
5.
Wrap up. Summerizing.
/ 5 minutes. The
whole class/
T.
- I want to draw your attention to everything what had been
done during our lesson and I want you to try to remember the language in the
text , which is closely connected with the topic of our lesson–ex 1,4 p.20 (as
an example of a grammar focus exercise – modals:
must, have to, should/ought to , can, mustn’t…) What have we learnt today?
What did
we learn yesterday?
What was the same during the
lessons?
Ss – We should save our
planet in order…
People must take care of … because
We must protect….
T. - You could underline examples of ex 4, p. 28 as an example of
active
attitude
Ss - (Choosing the answers) Helping the
environment doesn’t really require
Enough/ too much / not have enough/ too much effort.
Let’s the three Rs be our
guide: Reduce, Reuse,
Recycle
T. - How to write a letter asking for information?
We talked about it at the previous
lesson. Are you interested in
protecting the local wildlife?
You saw such a poster on your school
notice book. Ex 4,p 24
Ss - share their ideas on this
question paying attention to conditionals:
We will be sad if we discover….
Ss- They do the tasks of the exercises in Worksheet Task 8, 9,10
7. Self-studies / 2
minutes. Individual tasks/
Project: home
task- 1.
Collect information about our planet (Power
Point Presentation)
2. Prepare a
three-minute speech about the ‘3 rs’.
(Reduce, Reuse, Recycle) p.28, ex.3, 5 (using
Model verbs)
3.
Write a letter asking for information p.24 ex 1-
Урок англійської мови
Урок
англійської мови
в 9 класі
за темою:
«Що дійсно є цінністю для нас?»
Підручник: Opportunities, module 2
Вчитель вищої кваліфікаційної категорії,
вчитель-методист ЗОШ № 12 м . Житомира
Арютова Людмила Олександрівна
Урок «Що
дійсно є цінністю для нас?» є програмний матеріалом згідно вимогам Міністерства освіти і науки України на
підставі підручника 9-го класу Opportunities модуль № 2, тема:
"Герої". Програма "INTEL Навчання для майбутнього" розширює межи творчої
діяльності як вчителя так і учнів, дає можливості ефективного застосування комп`ютерних технологій, вчить
учнів до самостійної дослідницької
діяльності під час розв`язування практично-спрямованих завдань.
План уроку подається під час вчительської презентації.
Технологія вчительської презентації як метод побудови плану уроку, а також
як презентація навчального матеріалу:
Під час презентації вчителя учні з`ясовують мету і завдання проекту, дізнаються про те, що
вони повинні повторити як домашнє завдання, про логічну структуру проекту, про
систему самостійної роботи, про вибір своєї особистої точки зору на вирішення ключового
питання, про порядок підготовки та захисту проекту, про подальшу реалізацію розробленого проекту в навчальному
процесі. Термін-два уроки.
Основне завдання - розробити навчальний проект, обговорити в групах,
знайти кращі рішення, зробити презентацію з опорою на комп`ютерні технології: Power
Point, Publisher, Web sites,
Internet.
Презентація вчителя має:
планування, мозковий шторм, презентація тем і ключового питання, демонстрацію
та обговорення цілей, учні отримують групове завдання та проводять дискусію по обговоренню тем.
Теми, які представлені
учням : Мої цінності
Моє минуле
Моє
сучасне життя
Моє майбутнє
Учні розробляють проект згідно п`ять ох основних ключових питань, проводять обов’язково
дослідницьку роботу, яку демонструють в графічних роботах як результат опитування.
Наприклад, за темою "МОЇ ЦІННОСТІ" учням
пропонується відповісти на приблизні питання, які вони можуть змінювати, якщо
бажають, на кращі
1. Люди завжди думають про мене....
2. Що я ціню більш за всього в моєму житті...
3. Що я більш за всього бажаю в своєму житті(опитування
)
4. Які перешкоди мають трапитись у житті будь
якої людини?
5. Як
ми маємо подолати ці перешкоди?
Учні проводять дослідницьку роботу, підбирають
матеріал з підручника, переробляють, доповнюють власними висновками,повторюють граматичні
правила, лексичні одиниці, застосовують мультимедійні матеріали, обговорюють,
працюють в Інтернеті та на базі освітянських
програм в пошуках нової інформації.
Дуже важливий аспект-це вміння учнів робити само
оцінювання та оцінювання проекту,
звертаючи увагу на зв`язок між плануванням і самою презентацією, тобто вміння реалізації.
Результативність
та підсумки уроку:
Проектна робота учнів «Що
дійсно є цінністю для нас?» сприяє розвитку особистості.
Учні більш уваги
приділяють самостійній роботі при підготовці до презентації
Створення і презентація
проекту - це є особиста яскрава творчість учня. Учні завжди бачать результат
своєї творчості, яка є також результатом роботи команди.
Новітні технології дають
можливість розкриття особистості
Учні мають навички
навчання методом аналізу, критичного мислення, порівняння,що має бути у нагоді
у їх майбутньому житті
Учні стають більш відкриті
один до одного після презентації особистих проектів.
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