ALISON Wins
Top Global Education Innovation Award |
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Dear Liudmila, We are delighted to announce that ALISON has been chosen as one of the winners of the 2013 World Innovation Summit in Education (WISE) Awards. Sponsored by the Qatar Foundation, the annual WISE Awards are one of the most prestigious awards in global education. We would like to take this opportunity to thank you as a member of the ALISON free learning community for your support and promotion of what we do. You can read more about the WISE Award, which was awarded fo r "outstanding quality and exceptional impact on Education through innovation" via the following link: Click here to read more about this global recognition and what it means for you! The ALISON Team |
понедельник, 1 февраля 2016 г.
Classroom management
Asking for permission
May I stand up, please?
May I go to the bathroom, please?
May I drink water, please?
Can I wash my hands?
My I sharpen my pencil, please?
Can I throw this away in the garbage can?
I don’t have a/an____ Can I borrow one?
Could you borrow me your…?
May I open/close the door?
May I go out, please?
Expressions
Can you explain it once more, please?
I don’t understand. Could you repeat that, please?
What page are we on?
What do we have to do now?
Could you help me, please?
How do you say _____ in English?
I’m ready. May I start it?
Do we have to hand in this exercise?
How is this word pronounced?
How do you spell that word?
Do we have to write this down?
I have a question
Teacher Expressions
Can I help you?
Open your books, please.
Have you all finished?
Stand up
Sit down
Could you read this part, please?
Listen and repeat, please
Put your things away, please
Are you ready?
Make a line, please
Be quiet, please
Be in silence
Could you give me your homework please?
Magic Words
Good morning
Good afternoon
Thank you
Please
Hello
Goodbye
See you tomorrow
Have a nice day
You’re welcome
May I stand up, please?
May I go to the bathroom, please?
May I drink water, please?
Can I wash my hands?
My I sharpen my pencil, please?
Can I throw this away in the garbage can?
I don’t have a/an____ Can I borrow one?
Could you borrow me your…?
May I open/close the door?
May I go out, please?
Expressions
Can you explain it once more, please?
I don’t understand. Could you repeat that, please?
What page are we on?
What do we have to do now?
Could you help me, please?
How do you say _____ in English?
I’m ready. May I start it?
Do we have to hand in this exercise?
How is this word pronounced?
How do you spell that word?
Do we have to write this down?
I have a question
Teacher Expressions
Can I help you?
Open your books, please.
Have you all finished?
Stand up
Sit down
Could you read this part, please?
Listen and repeat, please
Put your things away, please
Are you ready?
Make a line, please
Be quiet, please
Be in silence
Could you give me your homework please?
Magic Words
Good morning
Good afternoon
Thank you
Please
Hello
Goodbye
See you tomorrow
Have a nice day
You’re welcome
The lesson "All about me"
All about me
Topic:
Personal interests, likes and dislikes
Aims:
To help students understand aims and goals in
their life
To focus students on their
responsibilities and duties
- To help students focus on fluency when speaking
- To develop students’ communication skills
- To develop students’ listening skills
Level: Pre
intermediate or above
Introduction
This
lesson provides students with a live listening on the topic of the teacher’s
personal interests and opinions. The students then use this as a model to chat
about similar topics with their classmates using basic tenses and a variety of
structures.
Procedure
- Write up three sentences on the board about yourself. Use or adapt
the following: I’ve got an older sister. Last week I went ice-skating.
I really like going swimming.
- Tell students that these sentences are about you. Elicit questions
they need to ask to find out more about these facts, e.g., How old is
your sister? What’s her name? Who did you go ice-skating with? Did you
fall over? How often do you go swimming? How many lengths do usually you
swim? etc. Write up the questions on the board. Invite students
to ask you these, and other, questions.
Answer their questions and explain that if a question is very
personal you can respond with I’d rather not answer that question.
You could drill this response as students may need to use it later in the
lesson.
- Elicit Me too and Me neither by asking students if they
have a sister or brother (or dog, cat…) and then responding appropriately.
- Ask what you can say if someone tells you something very
surprising, e.g., Really? No way! You’re joking! You could practise
this language by telling students a few ‘surprising’ things, e.g., I
got married in
- Project a copy of worksheet 1 onto the board (or hand out
copies). Tell the students that
they are going to listen to you completing the sentences with your ideas.
They shouldn’t write anything yet. All they have to do is listen and ask
you questions or give a response after each sentence. Draw their attention
to the useful language at the bottom of worksheet 1 and ask them to use
these prompts to ask you questions or give a response. Explain that they
can ask you anything they like but that if a question is very personal you
might respond with I’d rather not answer that question.
.
Worksheet 11) Complete the sentences:
At the
weekends………………………………………………………………………….
For
breakfast I…………………………………………………………………………….
Yesterday
I……………………………………………………………………………….
When I’m
older I think I’ll…………………………………………………………………
Next
week I……………………………………………………………………………….
I listen
to music when……………………………………………………………………..
I’ve
never…………………………………………………………………………………..
Learning
English is………………………………………………………………………..
The best
day of the week is………………………………………………………………
At home
I have to………………………………………………………………………….
When I
was little……………………………………………………………………………
I don’t
really
like..........................................................................................................
People
my age………………………………………………………………………………
I reckon
that parents should………………………………………………………………
The best
sport is…………………………………………………………………………….
2) Now ask questions. Here is some useful language:
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- Read out your finished sentences one by one (prepare these before
hand unless you’re very good at thinking on your feet) and invite
volunteers to put up their hands to ask you questions. Pick ‘volunteers’
if necessary by choosing names in order from the register.
- Feed in quick corrections and language as necessary. You could also
make notes of any common errors for a class correction session later.
- Switch off the projected text (or have students turn over their
worksheets) and ask students to work in pairs and make notes of anything
that you said about yourself. Set a time limit of 2 minutes to keep this
task snappy. Ask 2 or 3 pairs to read their notes to the class and ask
others if they agree and whether they can add anything.
- Hand out work worksheet 1 (or have students turn over their
papers) and give students about 5 minutes (or longer if necessary) to
complete the sentences with their ideas. Discourage them from
reading what their classmates have written as they are going to talk about
their sentences later.
- Set up the classroom so that the students are in two rows facing
each other. Ideally do this with two lines of face-to-face chairs but have
students standing if you can’t move the furniture. With an uneven number
have a student as a ‘listener’ at one end of a row.
- Students now have one minute to talk to the person directly facing
them about the first sentence only. They should take turns to read
out their finished sentences to each other and ask follow up questions or
respond as they did previously with the teacher. Remind students that they
can respond I’d rather not answer that question if asked about
something too personal. Make sure they don’t go on to the next sentence and
stop them after one minute (or sooner if they are running out of things to
say) by raising your arm and shouting ‘Stop!’.
- Have students all move one place to the left so that they are now
facing a different person (and there is a new ‘listener’ with uneven
numbers). Repeat as before with new pairs talking about the second
sentence. Monitor and encourage students to keep speaking English if
necessary. Stop them again after about a minute. Continue in the same way
with the rest of the sentences or until students run out of steam. With a very
small class you can do this activity as a group. Individuals take
turns to read their completed sentences and the others chip in with
responses and questions. Split students into two or more groups with a very
large class.
- Handout worksheet 2. Have students work
in pairs to make notes on anything they can remember about the various
people they spoke to. Don’t worry if they can’t remember much at this
stage.
Worksheet 2
Can you remember what your classmates said? Make notes
with a partner.
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- Put pairs together
to makes groups of 4. Students continue to pool their information and add
to their notes.
- Ask each group to
feedback to the class by saying two things about a classmate. E.g., ‘Sara
has Sugar puffs for breakfast. She’s going to her cousin’s party next
week’.
- If you want to focus
on grammar you could ask students to identify various tenses in their sentences
(present simple, past simple, present perfect, future) or structures
(should, have to, superlatives) before moving onto more explicit grammar
work.
- As an extension
activity students could make ‘All about our class’ posters for a wall
display. Have students work in small groups to write up their pooled
information. They could bring in photographs of themselves and/or take
images from the Internet or magazines to illustrate their writing.
- If you and your
students have access to the Internet you could make interactive online
posters with text and images using Glogster. Click here to find out how it
works: http://www.teachingenglish.org.uk/try/activities/using-glogster-creating-interactive-online-posters
. You’ll need to create an account with Glogster before the class. It’s
easy to do and free. Find out how here: http://edu.glogster.com/
Відкритий урок: «Всесвіт, природа. людина, тварини, рослини» ( 5 клас)
Відкритий урок: «Всесвіт, природа. людина, тварини, рослини» ( 5 клас)
Мета: Розуміння відповідальності людства, а також окремої людини за сьогоденне та майбутнє природи і життя на планеті Земля.
Вчитель вищої кваліфікаційної категорії,
вчитель методист - Арютова Л.О.
листопад 2011-2012 н.р.
ЗОШ № 12, м . Житомир
Природа., Unit 5, textbook English Club, pp 58-60.,Інтернет ресурси сайту http://www. britishcouncil.teachingenglish.com
<http://www.songdrops.com>
Підтема: планета Земля
Екологічна система планети: людина, тварини, рослини.
Цілі:
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 preserving human life not only on the Earth but in the whole Universe in comparison with their daily life today.
Виховувати майбутніх лідерів 21 сторіччя з глибоким розумінням їх видатної ролі щодо збереження життя людства на планеті Земля з опорою на порівняння їх повсякденного життя.
Developing: (розвиваюча):
- To develop students’ communication and discussion skills
- To teach students to compare and analyze and to make their own conclusions
- To teach to work individually and in a team
Розвиваюча:
1. Розвивати здібність учнів до спілкування та дискусії
2. Пізнавати проблеми планети Земля
3. Вчити учнів порівнювати, робити аналіз та доводити свої особисті думки, працювати індивідуально та в команді
Learning (навчаюча):
- To develop reading, listening, writing and speaking skills on the basis of Integrated ones
- To use Present Simple, Present Continuous< Past Simple
- To review the use of modal verbs (must, have to, should/ought to, mustn’t, can)
- To increase Ss knowledge in other school subjects: Physics, Biology, and Astronomy.
- To learn new vocabulary ( the names of planets)
Навчаюча:
1. Розвивати навички читання, аудіювання, письма, говоріння
2. Вживати простий теперішній та минулий часи,продовжений час дієслова
3. Повторити правила вживання модальних дієслів
4. Поширити знання учнів з астрономії, біології та фізики
5. Вивчити нові слова (назви планет Соняшної системи)
Practical (практична)
To implement the received knowledge by presenting Ss own self created projects
To develop creative thinking
To teach students to be focused on their present and future life
Практична:
1. Застосувати набутті знання в презентації особистих проектів на тему при закінченні вивчення модуля
2. Розвивати креативне мислення
3. Вчити учнів розуміти своє теперішнє та майбутнє життя
Level: Pre-Intermediate
Procedure
- Warming up. The Planet song by Bryant Oden. http://www.Songdrops.com
- Mercury Venus
Earth Mars Jupiter
Saturn Uranus
Neptune and Pluto
If you sing
It’s not hard to remember
The names of the planets
Anywhere that you go
Some people say
Pluto is not a planet –
What they were thinking
When they voted to ban it?
Ask students if they know the names of the planets in our solar system. They could shout them out or discuss the names in pairs.
Hand out the worksheets and have students put the planets on order in Worksheet Task1 in pairs. Point out that the clue is a mnemonic. The first letter of each word represents a planet – in the correct order.You could quickly drill the planet names now. Ask students what they know about Pluto ( it’s been reclassified as a dwarf planet or plutoid)
Worksheet Task 1
These are the planets that orbit the Sun.
Earth Jupiter Mars Mercury Neptune (Pluto) Saturn Uranus Venus
Can you put the planets in order? Here’s a clue: My Very Excellent Mother Just Sent Us Nine Pizzas
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2. Speaking
Questions about the Universe.
What is a galaxy?
What is the name of the Galaxy we live on?
What star is central in our Solar System?
How many planets are turning around the Sun?
What planet is the most beautiful?
What does the Earth look like?
How many oceans and continents are there on the Earth?
How old is the Earth? How many people live on the Earth?
n This is the third planet from the Sun.
n It is about 12,750 km across its middle and is approximately 4,600 million years old.
n 71% of its surface is water and 6 billion people live on it.
3. Listening
n The planet we live on is the Earth.
Task 1: (listening and writing)
Before listening think what you are going to listen to?
Think over two questions and write them down.
The planet we live on is the Earth. It is turning round the Sun. The Sun shines on the Earth, the rain falls on it, the wind bows on it…
Did you find answers to your questions?
What were your questions?
n Task 2: (listening and drawing)
Listen to the text and draw what you hear: pictures, images, words…
The Earth is one of the most beautiful planets in the Solar system. If we look at it from the spaceship it seems to be blue. It is because there is much water on it. There is water not only in oceans, seas, lakes and rivers, but in the trees, flowers and in the air, too. There is a lot of water in you. Nothing and nobody can live without water on the Earth.
Show what you have drawn.
n Task 3 (listening and speaking)
Listen and think what the main idea of the passage is.
There are different countries with different climates on the Earth. There are mountains and forests, deserts and islands on it. Different plant and birds live in different parts of the Earth. Seas and oceans are full of different fish and animals too.
An answer:
The life on the planet is varied, diverse.
n Task 4 (reading and matching)
Read the text. Exercise 2b, page 58, passages 4-5
All these things around us are called nature. Nature is like a huge living being with its beauty and soul. It is very interesting to observe it. So keep your eyes and ears open and you are going to find out many interesting facts on nature.
Match to make up sentences: ex. 2c, P 59.
1. There are different climates a) fish and animals
2. There is water b) to observe nature
3. Oceans are full of c) the Earth
4. The Sun shines on d) in trees and in air too
5. Keep your eyes open e) in different parts of the Earth
An answer:
1e, 2d, 3a, 4c, 5b
4. Grammar revision
n What verb tenses were used in all the sentences about the Earth?
n Read an example from the text at page 58.
An answer:
Present Simple
Can you name the tense? (Students look at the pictures in PPP and identify)
n What are they doing? Are students walking in a park?
n Look, they are talking.
Can you name grammar structure?
n Last month we had Charity Fair. We raised money for cancer sick kids
n Cinderella was a wonderful performance in our school. Everybody enjoyed watching it.
Modals: can, must, should, have to, ought to.
n Could you change some sentences from the text using modal verbs.
You …. keep your eyes and ears open so that you … observe and understand nature. .
People …. take care of nature so that they … breath the fresh air, drink pure water, live in harmony.
4. Reading, speaking
Task: Story presentation. (Students are given sheets of paper with sentences about nature which are written in different verb tenses. Their task is to compose three stories with three different grammar structures using Past Simple, Present Simple and Continuous, Modals).
Split into three groups. Read the sentences. Make up three stories. Present them.
n Group number 1 – make up a story about the past. You can name yourselves. (Dinosaurs…)
n Group number 2 – make up a story about the present time. Name yourselves (tigers..)
n Group number 3 – tell us what should be done. Use Modal verbs. Name yourselves (dogs or dolphins..)
6. Speaking. Group presentations.(Students present their composed stories):
Past Simple.( group 1)
n Long, long ago lots of unusual animals lived on the Earth.
n They were the dinosaurs, a wooly mammoth and the bird called a dodo.
n A wooly mammoth had a trunk like an elephant. They were alive 10,000 years ago.
n The dinosaurs were very huge. They could not run fast. They were alive 150 million years ago.
n Unfortunately all these animals disappeared many, many years ago.
Present Simple-Present Continuous (group 2)
n The Earth is one of the beautiful planets in the Universe.
n Different plants, animals and birds live in different parts of the Earth.
n Nature is like a huge living being with its beauty and soul.
n It is very interesting to observe it.
n Human beings control the world therefore we have a responsibility to protect nature, the wild world.
n Today we know our planet is in danger.
n One species of animals, plant or insect is disappearing every 6 minutes.
n Our future begins today.
Modal verbs (group 3)
n People would like to improve the situation so that they could live in harmony with nature.
n Children must keep their eyes open to see and to learn interesting things about nature.
n People must take care not only of animals and birds.
n People should take care of the plants, seas, lakes, rivers and forests.
n We can save our planet from water, air, land pollution because it might be late.
n We ought to take care of the Earth.
7. Listening to and watching video ”The Earth song”
by Michael Jackson.
Task: Watch video and say:
What does he sing about? What does he say about the fields, the Earth, the shores, the elephants, about the children?
What is happening on the Earth? Why did he write the song?
7. Students’ project presentations: “Nature”. (it was done as the home task)
n Present your own ideas, thoughts, pictures on the topic
“The Universe, the Earth, Nature, Plants, Domestic and Wild Animals”
Power Point Presentations.
8. Wrap up
n What did we learn during the lesson?
n What did we listen to?
n Did we talk about the Past, Present and what should be done?
n What grammar structures did we use?
n What will your home task be?
An answer:
We will have to write 10 sentences about the Planet Song using different grammar structures and our own thoughts.
четверг, 12 ноября 2015 г.
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