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Формирование навыков говорения и аудирования у младших школьников
Содержание
- 1. Формирование навыков говорения и аудирования у младших школьников
- 2. An information gap activity...On the farm…Sarah Phillips Young Learners, Unit 2.2 ‘An information gap activity’
- 3. An information gap activity...On the farm…Sarah Phillips Young Learners, Unit 2.2 ‘An information gap activity’
- 4. Think about very young children learning their
- 5. Some conclusions…Innate learning of the mother tongue;
- 6. What can we learn from the activity
- 7. Activities should provide…Good models (teacher / audio/visual
- 8. On the farm…Organising ‘supportive’ speaking/listening activities… creating
- 9. Analysing activities that encourage interactive speaking and
- 10. Слайд 10
- 11. Слайд 11
- 12. …thinking about…The opportunities we create for speaking
- 13. What else? RESOURSE BOOKS FOR TEACHERSYoung learnersAssessing young learnersDrama with childrenGames for children...RESOURSERS FROM WWW.OUP.COMtests
- 14. Primary books from Oxford University PressДля детей
- 15. ЭМС «РЕЛОД-Новосибирск» Магазин «ОКСБРИДЖ»Каменская, 32 (за Оперным
- 16. Скачать презентанцию
An information gap activity...On the farm…Sarah Phillips Young Learners, Unit 2.2 ‘An information gap activity’
Слайды и текст этой презентации
Слайд 1Формирование навыков говорения и аудирования у младших школьников
Мастюгина Дарья, методист
компании Релод, представитель издательства Оксфордского университета
Слайд 2An information gap activity...
On the farm…
Sarah Phillips Young Learners, Unit
2.2 ‘An information gap activity’
Слайд 3An information gap activity...
On the farm…
Sarah Phillips Young Learners, Unit
2.2 ‘An information gap activity’
Слайд 4Think about very young children learning their mother tongue. What
can we learn from this and use in the language
classroom?2. To what extent are children going to speak in English in the classroom?
3. Are the children going to produce new language as soon as it is introduced?
Speaking and listening in the classroom environment…
Слайд 5Some conclusions…
Innate learning of the mother tongue; children will expect
to ‘take away’ language from their lesson that they can
use immediately.Imitation is key to language acquisition.
Children learn through immersion in familiar/accessible input.
Children learn in a supportive and interactive atmosphere.
Children respond to praise and encouragement.
Children speak when they are ready.
Слайд 6What can we learn from the activity about children’s speaking
and listening in the language classroom?
Creating opportunities for speaking and
listening…What opportunities do we create in our classrooms that encourage children to speak in English?
Who are the children going to speak / listen to?
Is the majority of speaking in language activities controlled? How could freer practice be introduced?
Слайд 7Activities should provide…
Good models (teacher / audio/visual material).
Interactive and supported
pair work.
Personalised / relevant topics.
A variety of interaction patterns (whole
class together, whole class to teacher, pairs, small groups…).A reason for speaking / listening.
Слайд 8On the farm…
Organising ‘supportive’ speaking/listening activities… creating a ‘scaffold’.
Think about
the information gap activity. Make brief notes about the various
stages of the activity. How did each stage help to support the activity?
Слайд 9Analysing activities that encourage interactive speaking and listening…
Control creativity
Interaction who
are the children speaking to?
Imitation / immersion / interacting with
others?Natural communication strategies?
Слайд 12…thinking about…
The opportunities we create for speaking and listening in
our classrooms.
The language demands of our activities.
Supporting and encouraging children
to listen and speak in English.
Слайд 13What else?
RESOURSE BOOKS FOR TEACHERS
Young learners
Assessing young learners
Drama with children
Games
for children...
RESOURSERS FROM WWW.OUP.COMtests
Слайд 14Primary books from Oxford University Press
Для детей с различным типом
восприятия: визуальным, аудиальным и кинестетическим;
Дополнительные разделы, посвященные культурному компоненту;
Обновленная
система тестирования;Дополнительные упражнения по практике разговорного английского (Fluency sections) с DVD
Уникальная игровая методика обучения чтению и письму;
Упражнения методом физического реагирования, песни, игры, инсценировки;
Задания на постановку правильного произношения;
Задания на раннюю подготовку к ОГЭ и ЕГЭ, Cambridge English (YLE),
Развитие социальных компетентностей: дружелюбие и отзывчивость, готовность помочь, чувство благодарности и ответственности;
Усовершенствованное цифровое предложение:
Дополнительные пособия по грамматике, чтению и письму – Grammar Friends, Readers, Alphabet Book and Oxford Primary Skills.
Слайд 15ЭМС «РЕЛОД-Новосибирск»
Магазин «ОКСБРИДЖ»
Каменская, 32 (за Оперным театром)
т.218-83-77, 286-30-72
Мастюгина Дарья
т. 218-84-12,
8-903-934-30-98
daria_relod@ngs.ru
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