28. Полат Е.С. Обучение в сотрудничестве. М.: 2000 г. - 253 с.

29. Рогова Г.В., Верещагина И.Н. Методика обучения английскому языку на начальном этапе в средней школе: Пособие для учителя. - М.: Просвещение, 1988 г. - 257 с.

30. Рогова Г.В., Рабинович Ф.М., Сахарова Т.Е. Методика обучения иностранным языкам в средней школе. - М.: Просвещение, 1991 г. - 213 с.

31. Тюков А.А. Психологические аспекты учебного сотрудничества. М.: 1988 г. - 271 с.

32. Носонович Е.В. Методическая аутентичность в обучении иностранным языкам. М.: 2000 г. - 192 с.

33. Jacobs G., Halls S. Implementing Cooperative Learning. ET FORUM. October 1994. - Vol. 32. - №4. - P. 2-6.

34. Joe Sheils. Promoting Interaction in the Classroom. Communication in the Modern Languages Classroom. - Council Europe Press. 1993. - 251 р.

35. Пассов Б.В. Коммуникативный метод обучения иноязычному говорению. М., "Просвещение", 1985. - 128 с.

36. Littlewood W. Commucative Language Teaching. CUP, 1981. - 254 р.

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38. Robert J. Di Pietro. Strategic Interaction through scenarios. CUP, 1990. -236 р.

Приложения

Приложение 1

Анкета

1. Нравится ли вам работать на уроке иностранного языка

в паре/группе/команде?

а) Да 80%

б) Нет 7,5%

в) Затрудняюсь ответить 12,5%

2. Как часто вы работаете в паре/группе/команде?

а) часто 62,5%

б) иногда 35%

в) редко 2,5%

г) никогда --

3. Считаете ли вы, что работа в паре/группе/команде помогает вам развивать различные формы учебного сотрудничества, такие как…

а) диалогическая речь Да Нет Затрудняюсь ответить

87,5%	5%	7,5%

б) монологическая речь Да Нет Затрудняюсь ответить

52,5%	22,5%	25%

в) аудирование? Да Нет Затрудняюсь ответить

47,5%	27,5%	25%

4. С какими трудностями, на ваш взгляд, вы можете столкнуться в процессе совместной работы с другими учащимися?

а) не хватает запаса 47,5%

б) трудности в использовании грамматических структур 15%

в) не знаю, о чем идет разговор 5%

г) не могу найти нужную информацию 35%

д) не понимаю речь собеседника(ов) 17,5%

е) не могу выразить свою точку зрения в форме монолога, диалога,

в письменной форме (нужное подчеркнуть) (7,5%) (7,5%)

ж) другие трудности?…отсутствие мотивации к взаимодействию (2,5%), неподходящий собеседник (2,5%)

5. Нравится ли вам работать в группе/команде, где…

а) большинство учащихся Да Нет З/О

сильнее вас по уровню языковой подготовки

30%	52,5%	17,5%

б) большинство учащихся Да Нет З/О

слабее вас по уровню языковой подготовки

--	82,5%	17,5%

в) все учащиеся примерно равны Да Нет З/О

97,5%	--	2,5%

6.Чему, по вашему мнению, способствует

устноречевое общение?

а) это вносит разнообразие в учебный процесс 72,5%

б) позволяет использовать иностранный язык 77,5%

в ситуациях, приближенных к реальным

в) позволяет играть различные роли 52,5%

г) позволяет понять, как вести себя в конкретных ситуациях общения 35%

д) позволяет общаться с остальными учащимися 35%

в группе/команде

е) позволяет осуществлять контроль самостоятельно 7,5%

ж) другие аргументы?…позволяет узнать точку зрения собеседника(ов) 2,5%

7. Выполнение каких видов заданий вызывает у вас наибольший интерес?

а) урок-КВН 20%

б) ток-шоу 52,5%

в) ролевая игра 57,5%

г) мозговая атака 22,5%

д) проект 47,5%

е) дискуссия 62,5%

ж) дебаты 45%

з) пресс-конференция 10%

и) jigsaw-reading 7,5%

к) симуляция 5%

л) экскурсия 37,5%

м) эстафета знаний 12,5%

н) какие ещё...(групповое домашнее задание) 2,5%

Приложение 2

Анкета

1. Хотели бы вы в дальнейшем принимать участие в учебном сотрудничестве?

а) Да 72,7%

б) Нет 18,2%

в) Затрудняюсь ответить 9,1%

2. Как часто вы бы хотели принимать участие в такой форме работы?

а) 1 раз в месяц 36,4%

б) 1 раз в четверть 18,2%

в) не реже 1 раза в неделю 27,3%

г) более 1 раза в неделю 18,1%

3.Считаете ли вы, что работа в паре/группе/команде помогает вам развивать различные формы учебного сотрудничества, такие как…

а) диалогическая речь Да Нет Затрудняюсь ответить

91%	--	9%

б) монологическая речь Да Нет Затрудняюсь ответить

45,5%	36,4%	18,1%

в) аудирование? Да Нет Затрудняюсь ответить

54,5%	18,2%	27,3%

4.Чему, по вашему мнению, способствовало устноречевое общение?

а) это внесло разнообразие в учебный процесс 91%

б) позволило использовать иностранный язык 91%

в ситуациях, приближенных к реальным

в) позволило играть различные роли 63,6%

г) позволило понять, как вести себя в конкретных ситуациях общения 36,4%

д) позволяло общаться с остальными учащимися 63,6%

в группе/команде

е) позволяло осуществлять контроль самостоятельно 18,1%

ж) другие аргументы…(это было интересно) 9%

5.С какими трудностями, на ваш взгляд, вы столкнулись в процессе

совместной работы с другими учащимися?

а) не хватает запаса 72,7%

б) трудности в использовании грамматических структур 9%

в) не знаю, о чем идет разговор --

г) не могу найти нужную информацию 18,2%

д) не понимаю речь собеседника(ов) 9%

е) не могу выразить свою точку зрения в форме монолога, диалога (18,2%), в письменной форме (нужное подчеркнуть)

ж) другие трудности?……….…………

6.Выполнение каких видов заданий вызвало у вас наибольший интерес?

в) ролевая игра 27,3%

г) мозговая атака 9%

д) проект 72,7%

е) дискуссия 54,5%

и) jigsaw-reading 27,3%

н) какие ещё...information gap (18,2%), jumbled dialogue (9%)

Приложение 3

Задание для аудирования

Biography.

Andrei Makarevich was born on 11 December, 1953 in Moscow in the family of an architect Vadim Grigoryevich Makarevich and a doctor Nina Markovna Makarevich. In the 50th the Makarevichs lived in an old house in Volhonka. In his childhood Andrei wanted to be a diver, a doctor and a musician. As he says, almost all his dreams have come true, he has tried himself in all what he wanted in his childhood. Andrei graduated from the English school. It helped him in writing and singing English songs. When he was a boy, he attended Nature Club, collected butterflies. From his childhood he went in for diving, fishing, cooking, skiing, travelling, learning wild nature and collecting good books. At school Andrei organized his group "Time machine" and they sang popular songs of the "Beatles" and the "Rolling Stones". Later they became a rock group.

In 1970th Andrei entered the Moscow Architecture Institute. He likes drawing, especially graphics. He considers himself more a painter, who likes music, than a musician, who sometimes paints. More than 30 his personal exibitions were held in Exibition Hall in Moscow. It was a real event for the cultural life of Moscow.

"Time machine" was very popular in 70ths-80ths in our country and even abroad. In 1993 Andrei Makarevich has become the presenter of the popular programme "Smak", in which he weekly shows his talent in cooking. Andrei Makarevich has got 3 children: Dana (1975), Ivan (1987), Anna (2000). Since 2002 he has successfully been giving concerts with "Orchestra creola tango". He has made a number of albums and received awards for music. He is very hard-working, talented and motivated. His guide to success is: "Work hard. Lazy people never succeeded".

Материал для интерактивной доски

Biography

1). 1840 1989 2005

1941 2000 2007

1956 1713 1812

2). January,1 April,15

February,3 May, 24

March,8 August,30

December,11 September,17

3). Star, superstar, celebrity, world-famous, best-known, well-known, make a name for oneself / make one's name us, achieve/win fame, genius, become famous (overnight), brave, outstanding, prodigy

4). Group the words and phrases according to the headings in the table.

Words for famous and successful people	Phrases for becoming well-known	Words for special behaviour
Order	Biography of a famous person
1	Why she / he is famous	He / She (…) is well-known / world famous …because… People all over the world know/remember him / her because…
2	Dates and birthplace	He / She was born in…
3	Education	He / She studied in / attended / graduated from / …
4	Career	He / She (has) worked as…
5	Personality	He / She (was / has been) known as a … (features of character and behaviour)
6	Achievements	He / She (has) got … / made… / received… / won… He / She (has been / was) awarded… His / Her (was / has been) success

Приложение 4

Занятие 1

Этап: Introduction of the Situation

Главная цель: Формирование навыков полилогической речи.

Образовательная цель: Активизация фоновых знаний учащихся по данной теме.

Продолжительность: 15 минут (в конце занятия).

Форма взаимодействия: команды по 4-5 человек.

Оснащение: доска.

Методический прием: мозговая атака.

Ход занятия.

…T.: And now, students, let's talk about your future project. To make it, you've got to work out the following situation: Our Belarusian families have been invited on a three-week holiday. They were also asked to decide which means of transport they'd use to get to Spain, where and how they'd like to spend time. I suggest that we should try to solve these problems right now. Well do it in the following way: the class divides in two teams, 4-5 people in each: those who generate ideas and those who criticize them. The first team is given 5 minutes to generate all possible ideas concerning the above-mentioned problems. Can anyone come to the blackboard to write all the ideas? (A student comes to the blackboard). O'K. The other team is to read all the notes and say whether they like or dislike this or that idea. Clear? Then let's start.

(One team brainstorms all possible ideas during 5 minutes. The ideas are written on the blackboard. Then "critics" analyze the information on the blackboard and say whether they like it or not.)

Занятие 2

Этап: Reasoning

Главная цель: Формирование лексических навыков.

Сопутствующие задачи: Совершенствование навыков диалогической речи.

Продолжительность: 50 минут (первая половина занятия).

Форма взаимодействия: пары, группы по 3-4 человека.

Оснащение: раздаточный материал (список имен, упражнения, список слов, карточки для формирования групп).

Методический прием: распределение ролей с помощью ролевых карточек.

Ход занятия.

…T.: Good afternoon, students. How are you today? Is everything OK? (Students answer). Fine. Remember, last time you were given a situation. Can anyone tell me what the situation was? (Students answer). Perfectly right. Today we are continuing to work on this problem. But to make your work more effective, you'll need some additional vocabulary. Before introducing the new words, I'd like you to do an exercise.

Guess which of the following words don't belong in the topic. Cross them out. Read the words that are left.

TIKET HOLYDAYS VOYAGE AVENUE BRIDGE SUNBATHE LUGGAGE AIRPORT PARK FARE FOREST CHURCH CAMP INN CAR SUITCASE RADIO HOSTEL LANDING KIDDING BAG SOUTH REM SLEEP COMMUNITY	TRIP HIRE STREET BOAT JOURNEY CANAL DINNER EQUATOR HOTEL SEA ISLAND LIBRARY MOTEL CINEMA SLEEP SEASIDE PLANE MIRROR SPAIN RESERVE BAGGAGE COAST TENNIS STATION	CRUISE MIGRATION VALLEY STATION HOSPITAL HILL HEMISPHERE TRAIN LEISURE C. LAKE NEWSAGENT'S TENT VAN SHOP FOOTBALL PICTURE BOOKING COOKING FANCY WEST ENJOY RELAX SLEEPWALK CHARITY

Good. Now, let's look at the blackboard. There are many new words on it. Can you guess what they mean? (The students answer. If the words are not known, the teacher explains their meaning.) And now let's do some exercises.

Ex 1. Find words with the same meaning as "travel".

Ex 2. Which words, do you think, mean places you can stay at on holidays?

Ex: a hotel

Ex 3. Which words, do you think, may mean things you can do on holidays?

Ex: to go swimming

Ex 4. Find on the blackboard all means of transport.

Ex: an airplane

Ex 5. What kinds of sicknesses connected with traveling, do you know?

Ex: seasickness

Ex 6. Give definitions to the following words: passenger, travel agent, ticket clerk, baggage, to book, traveler, ticket.

Ex 7. Translate from Russian into English the following word combinations: поездка по Испании, остановиться в отеле, пойти в горы, сойти на берег, замечательное путешествие, лететь на самолете, спокойное море, дорогие билеты, позвонить в туристическое бюро, заказывать билеты заранее, прибыть в город, уехать из города, провести каникулы за городом, загорать на пляже, поехать на морское побережье.

O'K. To go with your work, you'll have to form groups of three. We'll do it with the help of these cards. (Each students takes a card, then they form groups in the following way: Spain - Madrid - Spanish, Belarus - Minsk - Belarusian, Great Britain - London - English.)

Fine. From now on you are to work in these groups, which are called "families".

One of you will be a father, the second - a mother, the third - a child. But each person of a family should have his/her own name, otherwise how will you address each other? There are three cards on the table. On each card there are three names. Choose any. (One person from each "family" chooses a card. Then they distribute the roles and names in their "families".)

And now in "families" try to find reasons why you'd like to travel to Spain. (The "families" discuss why they'd like to go to Spain. Then one member of each group presents their reasons)…

Занятие 3-4

Этап: Choosing Means of Transport

Главная цель: Cовершенствование навыков говорения.

Сопутствующие задачи: Cовершенствование навыков ознакомительного чтения. Совершенствование лексических навыков.

Продолжительность: два занятия.

Форма взаимодействия: группы по 3 человека.

Оснащение: раздаточный материал (образцы диалогов, тексты о преимуществах того или иного вида транспорта, упражнения).

Методические приемы: чтение по принципу мозаичной головоломки (jigsaw-reading), дискуссия, информационный разрыв (information gap).

Ход работы

Good afternoon, students. Nice to see you. The weather is terrible today, isn't it? What can you say about today's weather? Is it suitable for traveling? (Students answers).

O'K. And now let's talk about traveling by air, by sea and by train, because while traveling to Spain you are to use different means of transport. We've got three "families" haven't we? So, you are to work in "families". Don't forget about your new names! Now look at the blackboard. You see three phrases written there. These are the three methods of traveling: by air, by sea and by train. You should choose one aspect for your "family" (The students make their choice). You are going to work with this aspect during two classes in order to become experts. Now I'm going to give you dialogues: one dialogue for each "family". You are read the dialogue twice carefully to catch all the information from it. (Students read the dialogues).

(Example)

At the station

Good Morning. Can I help you?

Yes, I'd like to book/buy a ticket to London, please.

Single or return?

Return, please.

That will be ? 18.

When does the train leave?

At twelve thirty from platform five.

And what time will I arrive in London?

If you take this train, you'll get to London at 15.45.

Could you tell me when the next train is?

At two thirty from platform three.

Thank you.

You are welcome.

Ready? Good. Now let's do some exercises.

Exercises

Say whether the following sentences are True or False according to the information from the dialogue.

The passenger wants to buy a single ticket.

He wants to get to London.

The ticket costs ? 19.

The train leaves at 12.40.

The ticket clerk says that the train leaves from platform five.

According to the clerk's words, the train leaves for London at 15.35.

The next train leaves at 2.30 from platform five.

Answer the following questions using the information from the dialogue.

What would the passenger like to do?

Does he want a single or return ticket?

How much does a ticket to London cost?

What other information does the passenger get from the ticket clerk?

What does the clerk say to the passenger's "Thank you"?

Put the phrases from the dialogue in the correct order. Read the dialogue in pairs/groups of three.

That will be ? 18.

Put the Return, please.

And want time will I arrive in London?

Good morning. Can I help you?

When does the train leave?

If you take this train, you'll get to London at 15.45.

Thank you.

Single or return?

At two thirty from platform three.

You are welcome.

Yes, I'd like to book/buy a ticket to London, please.

Could you tell me when the next train is?

At twelve thirty from platform five.

Make up a dialogue/polylogue by analogy with the one you've worked with. Be ready to reproduce it in pairs/groups of three.

Situation: "Buying Tickets at the Railway station".

Roles:

Passenger 1: You are going to Spain and you are to reserve/buy tickets at the Railway station.

Passenger 2: (if necessary)

Ticket clerk: You are to sell the tickets and give the passenger(s) all the information they need.

Very good. Now let's work with the texts. Each "family" gets a text describing the advantages of their means of transport. But the text is divided into three pieces. Each member of a "family" will get one piece and study it. Then all the members of the "family" will tell each other the information they've got and together they will reconstruct the order of the passages of the text.

(Example)

Traveling by Train

I think I must say a word or two for trains. Speed, comfort and pleasure are all combined here. From the comfortable seat of a railway carriage you have a wonderful view of the countryside. If you want to eat, you can have a meal in the dining car; and if the journey is long you can have a bed in a sleeping car. And - which is more important - you get acquainted with other people. Meeting new people, talking on different topics, singing and having a good time is the most interesting aspect of traveling by train. You are sure to enjoy it!

O'K. And now let's do the following activity: from groups of three ("mothers", "fathers", "children") and tell the other people in these groups about your method of traveling. This kind of activity is called jigsaw-reading.

Ready? Then come back to your own "families" and discuss disadvantages of the other's means of transport…

Finished? Now I suggest that you should discuss all together which transport to choose. Imagine that all the three "families" meet, let's say, in a cafe or in somebody's house and discuss all Pros and Cons of your methods of traveling.

Now imagine that you are back home after that meeting. Have you changed your mind, or do you still think that your means of transport is the best? (One member of each "Family" gives answer).

I see. Now that you've made up your mind about which means of transport you are going to use, the only thing left for you is to reserve or buy tickets for your future journey.

Занятие 5

Этап: Choosing places to stay

Главная цель: Развитие умений диалогической речи.

Сопутствующие задачи: Совершенствование лексических навыков. Совершенствование навыков аудирования.

Продолжительность: 60 минут.

Форма взаимодействия: группы по 3 человека

Оснащение: раздаточный материал (упражнение на усвоение лексики и на контроль навыков аудирования.

Методический приём: дискуссия, спутанный диалог(jumbled dialogue).

Ход занятия

Hello, students. Glad to see you. How are you today? Did you have a nice weekend? What did you do? ( Students give answers)

Nice. Now look at the blackboard. As you can see the subtopic of our today's class is "Choosing places to stay". That means that today you are going to choose places you'll stay at in Spain, and also to book a holiday. In your exercise-book, you've got all necessary words, but they are mixed up with the other vocabulary. Can you guess which words we are going to work with today? (Students in families guess).

To check your guesses and your vocabulary, we'll do an exercise. You've got a box with some words, and some sentences with gaps. Your task is to fill in the gaps with these words.

Hotel inn self-catering Bed and breakfast motel camping site Holiday camp youth hostel guest house

1. If you have a tent, you can stay at a _________________________.

2 The "Belarus" is one of the most comfortable ________________ in Minsk.

3. A _______________ is specially built for motorists, with a place to park your car or bike.

4. In Britain, you can stay at a ___________________ place. You can spend a night and have a morning meal here.

5. Many people when they go abroad stay at a _______________________ cottage or flat. Here, they have to cook themselves.

6. Many young people and those on walking or cycling holidays stay at a ___________________. This is usually very cheap, and you often have to sleep in the same room as others.

7. An ___________________ is a pub where you can stay for the night, usually in the countryside.

8. A ____________________ is a place where large numbers of people, especially families, stay. The cost of all the food, accommodation and entertainment is included in the price.

9. A ____________________ is a private home where you can pay to stay and have meals. These are very popular at the seaside.

Now in "families" decide which of these places you'd like to stay at.

Ready? Then form groups of three ("mothers", "fathers" and "children") and in these groups discuss your choice. Maybe, you'll change your mind.

Finished? Now come back to your "families" and make a final decision about which place you'd like to stay at. Don't forget about the reasons of your choice…

Fine. Now look at the dialogue. It is divided into 2 parts. The lines of the first one are mixed up. Put the lines in the right order and read the whole dialogue in pairs within each group…

Mother -father -child- Mother

BOOKING A HOLIDAY

- Yes. I'd like to book a holiday at a guest house. In Spain.

- Two weeks, if possible.

- June or July.

- Good morning. Can I help you?

- Andalusia…. I see. And for how long?

- In Andalusia.

- Two weeks? Right. We have such holidays in Andalusia on June 3rd, June 18th, July 5th and July 20th.

- And where exactly in Spain?

-----------------------------------------------------------------

- Did you say June 5th?

- No, the 3rd. It's July 5th.

- I see. Well, June, the 3rd sounds good. I'll take that.

- June, the 3rd. Yes, we have one. How many of you will there be?

- My family and I. Three people, on the whole.

- Right. Now could I have some details from you…

- Thank for calling. Good bye.

- Good-bye.

O'K. Now that you know where you'd like to stay on holidays and have got information about how to book a holiday, you should try to phone a travel agency and to book a holiday at the chosen place. One person of each "Family" will be a travel agent for another family.

Занятие 6

Этап: How to spend time in Spain.

Главная цель: Совершенствование навыков говорения

Сопутствующие задачи: Совершенствование лексических навыков. Совершенствование навыков аудирования.

Продолжительность: 60 минут.

Форма взаимодействия: группы по 3 человека, весь класс.

Оснащение: доска, учебник "Hotline Elementary", книга для учителя, аудиокассета.

Методический приём: дискуссия.

Ход занятия

Hello, students. Nice to see you. How are you today? (Students answer). Very well. And I'm fine, too.

Can you tell me what we have already done for your future journey to Spain? Right, we've chosen means of transport and reserved tickets, we have decided upon which place we'll stay at and booked tickets. But we don't know yet what we'll be doing in Spain during three weeks.

So, your task for today is to make a list of things you'd like to do on holidays. To do this, you'll need some words: they are on the blackboard. Let's revise them. (Students revise their vocabulary).

O'K. Now let's do some exercises in "families".

Things you can do on holiday. Match the verbs on the left with

the suitable word or words on the right.

1 big a a really good time

2 eat b postcards

3 get c on the beach

4 go d museums

5 go on e sunburnt

6 have f speaking a foreign language

7 hire g in the sea

8 lie h some souvenirs

9 meet I a boat

10 practise j sightseeing

11 send k lots of photographs

12 swim l at local restaurants

13 take m new people

14 visit n an excursion

Ready? Let's check it…Now, please, list all these activities according to your personal preferences.

Fine. Now look at the following sentences. There are six language mistakes in them. Underline the mistakes and correct them.

The Smiths stayed at a camping last summer, because all other kind of holiday accomodations are too expensive for them. Everyday Mrs.Smith had a sunbath, Mr. Smith made a sight-seeing and the children made a travel around the island. One day they made an excursion to a local castle.

Finished? Then let's check it …… O'K. And now let's do some listening. You are going to hear a dialogue between Sue and Terry. Sue is going to Spain and they together discuss things she could do there. While listening, write down all types of activities mentioned in the dialogue. (Student listen to the dialogue and do the task).

Good. Now imagine that your families meet together somewhere. You are to share your ideas about how to spend holidays in Spain. Try to see not only good but also bad sides of each idea. (Students all together discuss how they will spend their holiday). Now come back to your "families", and make up a list of thing your family would like to do on holidays. Try to explain why you'd like to do this or that thing.

Занятие 7

Этап: Last Preparations

Главная цель: Развитие умения монологической и полилогической речи.

Сопутствующие задачи: Совершенствование лексических навыков.

Продолжительность: 40 минут (первая половина занятия).

Форма взаимодействия: группы по 3 человека.

Оснащение: доска, раздаточный материал.

Методический приём: дискуссия.

Ход занятия

Good afternoon, students. How are you today? (Students answer). And I'm tip-top, too. Thank you. Look through the window, please. What's the weather like today? (Students answer). And do you know what the weather is like in Spain? No? But you have to know it, because today you are to pack your luggage and do other last preparations for your journey. To cope with this task you'll need to revise your vocabulary. So I suggest that we should do some exercises. Have you prepared your cards with exercises? Yes? Then your "families should exchange these cards and do exercises… Ready? Now give the cards back for the "owners" to check them. ("Families" again exchange cards, check the exercises and give marks). Very well. Now let's start packing the luggage. First, each of you should make a list of things he/she would like to take with him/her to Spain. (Each member of a "family" makes his/her own list). Done that? Then pack your luggage commenting on every thing you put in the suitcase: whether it is necessary to take it or not, and why. And don't forget that your luggage shouldn't weigh more than 20 kilos, and should contain only items not prohibited by the Spanish customs. The weight of the most necessary things is on the blackboard. There you can also find a list of things that you can't take with you to Spain. Is everything clear? Then do the task. ("Families" pack their "luggage".) Finished? Now let's compare the lists of what you've taken with you. ("Families" get together and compare their lists of things). You still have got some time to check whether everything is done for the journey. ("Families" make last preparations). Is everything ready? Excellent. My congratulations to you, because you are almost ready for the journey. The only thing left is to present your projects. You may either shoot a film or roleplay it in class - everything depends on you. The project should contain all the information we've worked with during these classes. The presentation will take place at the next class. If you need any help or advice, you are welcome…

Занятие 8

Этап: Presentation of the Project.

Главная цель: Контроль навыков говорения

Продолжительность: 75 минут.

Форма взаимодействия: группы по 3 человека, пары.

Оснащение: Телевизор, видеомагнитофон, кассета, таблица для оценивания навыков и умений, приобретённых учащимися в процессе работы над темой-проблемой "Путешествия".

Методический приём: ролевая игра, проект, интервью.

Ход занятия

Hello, students. Glad to see you. How are you today? Is everything O'K? (Students answer). The weather is getting better with every coming day, and soon you'll be able to go on a journey to Spain. Today you are to present your project, aren't you? We've got a video-project and two roleplays. I suggest that first we should see the roleplays and then watch the video. Agreed? (Note: There were 5 or 6 students participating in each project, because every "family" needed the help of a ticket clerk, a travel agent, etc. So each group made their own project and helped another group with theirs.) Then who wants to be the first? You, girls? O'K. I give you some time to make all the preparations. If you need any help, tell me. And those who don't participate in the project, will evaluate it. One person will evaluate their grammar, the second - their vocabulary, and the third - their creativity. Take a sheet of paper and be ready to make notes. Is everyone ready? Then let's start . (Students present their projects. Those who don't participate, evaluate them. After each project students together with the teacher discuss their mistakes and get their marks according to all the point in the table (см. Приложение 3).

Thank you very much for your work. It was a pleasure for me to watch and listen to your projects. Was this kind of activity interesting for you? Can you tell me your impressions of the project? (Student answer). Thank you very much again. It was great. But, as we still have got some time, I suggest that you should make interviews. Let's work in pairs. Will you form the pairs yourselves, or shall I do that? (Students form the pairs). O'K. One person will be an interviewer, and the other-an interviewee. Look at the cards: your roles are described there. Then make an interview.

Student A

You are a reporter from a TV Channel. You are to make an interview with a person who is going to Spain. Ask him/her what means of transport he/she prefers and why, why he/she'd like to go to Spain , where he/she is planning to stay and why, what he/she would like to do there and what things has he/she has taken with him/her.

Student B

You are going to Spain. You meet a reporter from a TV Channel. You are to answer his/her questions: what means of transport you prefer and why , why you'd like to go to Spain, where you are planning to stay and why , what you'd like to do there and what things you've taken with you.

Finished? Very well. Now that the class is coming to its end, I'd like to thank you all for your hard work and to say that I'm looking forward to seeing your new projects. I hope that they'll be as interesting as today's ones. Thank you very much.

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