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ВИКОРИСТАННЯ РЕГІОНАЛЬНОГО КОМПОНЕНТУ НА УРОКАХ ІНОЗЕМНОЇ МОВИ

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Педагогика и дидактика

Я працюю в школі вчителем англійської мови близько 15 років і працюю з великим задоволенням та інтересом. Дуже люблю свою роботу і дітей. Я завжди намагаюся навчати дітей виховуючи та виховувати навчаючи. Постійно думаю, як цікавіше й ефективніше провести урок, як зробити так, щоб діти навчалися з великим бажанням, і щоб їхній інтерес до мови не згасав. Успішній роботі у цих напрямах сприяє використання краєзнавчого матеріалу.

Украинкский

2014-02-13

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ВИКОРИСТАННЯ РЕГІОНАЛЬНОГО КОМПОНЕНТУ НА УРОКАХ ІНОЗЕМНОЇ МОВИ

Сенс викладання іноземної мови на сучасному етапі - введення учнів у світ рідної та іншомовної культур, розвиток мислення дітей засобами мови. Мова йде не тільки про засвоєння іншої культури, але й про осмислене розуміння менталітету рідного народу.
         
Розуміння рідної культури є надзвичайно важливим у процесі становлення особистості, формуванні світогляду в культурному розвитку дітей, розширенні їх кругозору. Воно сприяє вихованню патріотизму, допомагає дітям підтримувати інтерес до вивчення історії, побуту, традицій народів, що населяють край, місто; вчить людинолюбства і толерантності, що так важливо на даному етапі розвитку нашого суспільства.
         
Якщо дитина має знання про традиції, звичаї, ритуали, історію та побут свого регіону, їй легше навчитися представляти рідну культуру на іноземній мові. Тому сьогодні приділяється велика увага вивченню регіонального компоненту на уроках іноземної мови.
       
Використання місцевого і регіонального матеріалу при навчанні іноземних мов розширює кругозір учнів, розвиває їх пізнавальний інтерес, допомагає у виборі професії і є одним із засобів підвищення рівня позитивної мотивації навчання. Не знаючи своєї рідної культури, не люблячи її, не можна зрозуміти і полюбити іншу культуру. Тільки той, хто відчуває красу, силу і багатство рідного краю, хто знає і шанує звичаї і традиції свого народу і дбайливо ставиться до них, може розуміти і поважати культуру інших народів.


      
Я працюю в школі вчителем англійської мови близько 15 років і працюю з великим задоволенням та інтересом. Дуже люблю свою роботу і дітей. Я завжди намагаюся навчати дітей  виховуючи та виховувати навчаючи. Постійно думаю, як цікавіше й ефективніше провести урок, як зробити так, щоб діти навчалися з великим бажанням, і щоб їхній інтерес до мови не згасав. Успішній роботі у цих напрямах сприяє використання краєзнавчого матеріалу.

 Бажання учнів розповісти і дізнатися про те, що їм близько і знайомо, підвищує ефективність навчальної мовленнєвої діяльності на уроці іноземної мови. Мої спостереження показують, що мотивація до вивчення англійської мови стає практично насиченою, якщо оволодіння іншомовним спілкуванням супроводжується вивченням власної області, міста, району, в якому вони живуть.

Пропоную, як приклад, розглянути  деякі додаткові матеріали до уроків англійської мови з використанням країнознавчого матеріалу і тестових форм роботи.

ДОДАТКОВІ МАТЕРІАЛИ ДО УРОКІВ

Part I   DNIPROPETROVSK

USE OF ENGLISH

DNIPROPETROVSK

1) Rearrangement

Look at the following words. Can you put them in the right grammar groups? Each group contains an example that might help you.

* on* large *be* river *one* different* in* the*of* junction* by* with* have* under* a* it* scientific* each* run* city*

prepositions

verbs

pronouns

articles

adjectives

nouns

at

go

my

an

large

country

2) Slashed technique

The following sentences about the city have been jumbled up. Put the words in each sentence in the correct order.

Language tip:

English has a very clear sentence structure. The order of the words is different in statements and questions. In this task, decide if the items are statements or questions. Check if there are any other clues about what type of sentence it might be (conditional? passive? relative clause?) Find the subject and the verb first. If you can work out the meaning of the sentence from the individual words, it will be easier for you to reconstruct it.

situated, Dnieper, Dnipropetrovsk, river, is, the, on

1776, the, in, founded, city, was

Dnieper, banks, city, both, the, on, is, the, situated, of

Ukraine, Dnipropetrovsk, of, and, one, the, of, centres, scientific, main, cultural, industrial, is

well-developed, branches, chemical, Dnipropetrovsk, such, metallurgical, of, in, light, industries, food, as, are

production, city, rocket, Ukraine, is, centre, in, the, a, of, space

junction, is, a, it, railway, large

by, of, are, the, each, with, bridges, parts, three, connected, different, city, other

run, has, also, underground, under, the, been, line, opened, which, river, the

3) Alternative test

Which of the alternatives is correct in the following sentences? Choose the right preposition.

Dnipropetrovsk is one _(of/in)_ the most important cities _(of/on) the South-Eastern part of Ukraine.

It was founded _( during/on)_ the reign _(on/of)_ Catherine II and named _(in/on) her honour – Katerynoslav.

She visited the city _(during/in)_ 1787 and laid a cornerstone _(on/of)_ the Transfiguration Cathedral.

Katerynoslav was an out-of-the-way provincial town, but started to grow very quickly _(during/after)_ the railway linked it _(on/with)_ the Donetsk coal basin and the Krivy Rig ore basin.

It soon turned _(after/in)_ an important centre _(with/of)_ Southern Russia’s ferrous metallurgy.

 

    4) Error correction technique

Read this short text. Each of these sentences contains a spelling mistake. Can you find the mistakes and correct them?

Dnipropetrovsk has many plases of interest that are worth seeing.

You can begin with Glory Square and the monument to the liberators of the city in the Great Patriotik War.

Then walk to Taras Shevchenko Park wich was started by a Zaporizhiyan Cossack Lazar Hloba as an orchard at the end of the 18th century.

You will find out that the orchard was so beutiful that it was bought by Prince Potyomkin, one of Catherine II’s favourites.

He ordered a wanderful palace to be built there.

Now it is the oldest building in the city, and it houses Dnipropetrovsk Students’ Klub.

Part II   OUR REGION

AT THE DAWN OF NIKOPOL HISTORY

Before you start

Read the background about Pavlo Mykhailovych Bogush. Answer the questions below.

What events affected his life?

What kind of man do you think he was?

Background

Pavlo Mykhailovych Bogush was one of the most popular people in our town. He was known or heard by most every resident of Nikopol. He helped us to open up unknown pages of our history. P.M.Bogush was a great expert of the glorious past of Zaporizhian Cossackdom. Nobody may know the history of our native town better than he did.

He was born in a small village on the Dnieper in Khersonschina. In 1930 his parents were dispossessed as kulaks and were exiled to Vologodschina. After finishing school Pavlo entered a forestry engineering technical school in Cherepovets. In 1942 Pavlo Mykhailovych was demobilized to the front, was heavy wounded and spent his hospital colourless existence in Moscow and the Urals.

For his loved girl sake Pavlo entered the pedagogical institute in Vologda. On the 1st of September 1946 Pavlo Mykhailovych Bogush opened a new chapter of his life and began pedagogical career in our town.

Reading

TEXT 1:   FIRST SCHOOLS IN OUR REGION

 

“In Cossacks’ territory all children can read, even orphans”, wrote Pavlo Khlebskiy in chronicles about Zaporizhian Sich.

Nikopolschina is sometimes called Trans-Dnieper Athens. First schools appeared in our region in the 17th century. They were opened under the monasteries and churches that were the centres of cultural life at that time.Mentors were mostly alumni of Kyiv-Mohyla Academy. They taught children to write and read, observed their health and trained them in soldiery. They gave a report on the most advanced pupils to the Ataman. The Camp (Kosh) of Zaporizhian Cossacks allocated funds for school keeping. Besides, some donations were made by Zaporizhian Cossacks themselves. As for the pupils, they thought up and staged kolyadky and greetings that brought in some money.Only boys were admitted to this school and they lived as one community. After lessons they caught fish, gathered herbs and studied folk medicine.

After finishing school some graduates remained at school and taught Cossacks to read and write and served in the church. The others went away all over Zaporizhia and became reciters, priests, psalm readers, but at the same time all of them worked as teachers. There were very few of such people but they did a very important work – they irradiated Ukrainian people, they served the God, Education and Culture.

In 1766 Rada of Zaporizhian Kosh took the decision to organize a school and a hospital for beggars and cripples. There were also vocal music schools in New Sich, where pupils were trained in church singing. Their graduates became heads of choruses and Cossack ensembles. Unfortunately, all these schools were closed with liquidation of Sich. And that spark of knowledge and culture which was wakened by our teachers began to die away. Only in 1808 old Zaporizhian Cossacks could open school in our town again. In many respects that school reminded the old one. Former Zaporizhian Cossack, hieromonk I.Nazarevkiy held the position of school head. The priests were mentors and assistants at school.

With the further development of Nikopol new schools, programmar schools and a commercial school arose in our town.

Reading

Read the text. Match the characters (1 - 5) with the actions (a - h).

1 Pavlo Khlebskiy 2 mentors  3 Zaporizhian Cossacks  4 pupils  5 school graduates

a   staged kolyadky and greetings

b   were mostly alumni of Kyiv-Mohyla Academy

c   wrote chronicles about Zaporizhian Sich

d   gathered herbs and studied folk medicine

e   made some donations for school keeping

f   became priests, psalm readers and served as teachers

g   taught children, trained them in soldiery

h   lived as one community

  

Read the text again. Are these sentences true (T) or false (F)?

There were a great number of schools in our region in the 16th century.

The centres of cultural life in the 17th century were churches and monasteries.

Mentors themselves were good at soldiery.

Nobody worried about pupils’ health.

Pupils had to pay for their study at school.

After finishing school graduates became unemployed.

Their services were highly valued by their fellow countrymen.

In the 18th century there were different types of educational foundations in our region.

Vocabulary

Match the words (1- 6) with the meanings (a - f)

1  an orphan a   a person who has no money or resources

2  a mentor b  a child, one or both of whose parents are dead

3  an alumnus (pl. alumni) c  a contribution

4  donations d  a person who is or seems disabled in some way

5  a beggar e  a graduate of a school, college, etc.

6  a cripple f   a wise or trusted adviser or guide

Talkback

In groups, or with the whole class, discuss the following.

What do you think were the most important things about those first schools?

Would you like to study at those schools?

What do you think would happen if schools were not closed with liquidation of Sich?

Listening

TEXT 2: T.G.SHEVCHENKO AND OUR REGION

In September 1843 T.G.Shevchenko came to Nikopolschina from the island of Khortytsia. He was attracted by historical places connected with the history of Zaporizhian Cossacks.

In the village of Pokrovskoye Shevchenko made a drawing of Pokrovskaya Sich church. This church was built in 1798 in accordance with canons of the former Sich church. Residents of the village traditionally called it the Sich church, I.Repin and O.Dovzhenko among them. The church stood there till its submersion by the Kahovskoye reservoir in 1955-1956.

Being in Ukraine T.G.Shevchenko had the intention of printing of series of etchings “Scenic Ukraine”. He wanted to depict the past and the present of Ukrainian people. The first issue of “Scenic Ukraine” saw the light in Petersburg in November 1844. In spite of the fact that “Scenic Ukraine” included only six etchings, it was highly appreciated by the progressive public.

The painter intended to print the second issue of “Scenic Ukraine” in 1845. He planned to print “Pokrovskaya Sich church” along with other paintings in it. Unfortunately, the further issues of “Scenic Ukraine” were not appeared.

Residents of the village Pokrovskoye hold sacred the memory of the great compatriot. In 1964 in the village a memorial plaque and the bust of the poet were unveiled in memory of his visit to Pokrovskoye.

In Nikopol a memorial plaque was set in the wall of school 1 in memory of the 175th anniversary of Shevchenko’s birth and his sojourn in Nikopolschina.

Before you start

1. Work in pairs. Try to guess the answers to the questions below.

What famous Ukrainians were art and part in the history of our region and our town, visited our region or lived here?

What famous Ukrainian poet and painter visited our town in 1843?

For what purpose did he come here?

          Listening

2. Read the Strategies: Multiple-choice questions

Read the questions and alternative answers.

Try to eliminate any unlikely answers and try to predict possible answers from your general knowledge.

Decide what type of information you are listening for (e.g. adjectives, numbers, and frequency or quantity words).

Remember, the words in the recording may not be the same as the words in the question. Try to think of synonyms of important words.

The first time you listen, try to get the general idea and mark any answers that are clearly correct.

The second time, focus on the answers you are not sure of.

If it is a test and you don’t know the answer, always guess!

 3. Listen to the text about Shevchenko’s visit to Nikopolschina. Use the Strategies to answer the questions.

T.G.Shevchenko came to Nikopolschina from …

a. Moscow             b. Kyiv        c. Khortytsia

              2. He aimed to …

a. make some drawings                b. visit his relatives               c. have a rest       

3. Pokrovskaya Sich church vanished completely in …

a. the 19th century b. the 20th century                 c. the 21st century

4. T.G.Shevchenko dreamt of printing of series of etchings …

a. “Scenic Ukraine” b. “Beloved Ukraine”   c. “Poor Ukraine”

5. The first issue was published in …

a. 1843 b. 1844                                  c. 1845

              6. There were … etchings in it.

a. 16 b. 60 c. 6

             7. The issue was highly appreciated by …

a. Shevchenko’s friends b. the progressive public      c. the Academy of Arts

8. The further issues …

a. were not published b. were a failure c. passed unnoticed

   4. Listen again. Write notes about these things. Then compare your notes with a partner.

Pokrovskaya Sich church

“Scenic Ukraine”

Our memory of the great compatriot

 Speaking

   5. Game. Work in groups. Try to retell the text. Take turns to say sentences. You get a point for every correct sentence.

READING

       1. What do you know about Nikopol? Choose a, b or c.

Nikopol is situated …  of the Kahovskoye reservoir

a. on the right bank        b. on the left bank       c. in the centre

     2.  Nikopol is surrounded by …

a. the forests b. the steppes               c. the sea

     3.  There was … her for ever.

a. Sich b. a ferry                      c. a settlement

     4.  Nika was the goddess of …

a. War b. Beauty    c. Victory

     5.  Cossacks went to Nikopol from Sich …

a. to buy food b. to enjoy life    c. to meet their families

      6.   The Sich of Mykytyn was established …

a. in the 15th century      b. in the 16th century    c. in the 17th century

     2.  Read the text and check your answers.

NIKOPOL

If you do a thorough examination of the big map of Ukraine, you can notice a tiny spot with a sign Nikopol in its central part. For a common onlooker it is one of insignificant signs on the Ukrainian map, but for us it’s not so.

Nikopol is a small, industrial town situated on the right bank of the Kahovskoye reservoir, in the vast wilderness of the endless Ukrainian steppes. As such, it really doesn’t conjure up in the way of images of dream tourism destinations. But then again, these small, back-of-beyond towns capture something about Ukraine that you just can’t find in Kyiv or the more visited cities on the tourist trail.

Nikopol is actually an amalgamation of two words, coming from “Nika”, the goddess of Victory, and “pol” meaning town or city.

First at the place of the present day Nikopol there was no settlement, and Cossacks lived in farms. This side of the Dnieper belonged to Cossacks, and another one to Turks. Ferry was there for ever. Where there are rocks now on the Dnieper used to be the Orlovy Island, it was washed away. The island was big and as they say there was a settlement of Sich fishermen over it. Fishermen lived then at the Lapinka River. Nikopol was divided into different parts. The one where there are the church and shops has been called from then a town, the one farther on along the Dnieper up to Lysa Gora is Dovgalivka, and the Cossacks Dovgals lived there. Still farther to the steppe is Lapinka (after the Lapinka river), and at the place of the ferry is Mykytyne. A rich Cossack Mykyta lived there. First they called the settlement Mykytyne but after the church had been erected, priests called it Nikopol and we call it like that till now.

Cossacks had their Zaporizhyan Sich in Kapulivka and Pokrovska, and in Nikopol they had freedom with a market, shynoks, singers, music… If any of Cossacks got bored of being in Sich, he asks the chief for permission and goes to Nikopol to enjoy life. In the 17th century the Sich of Mykytyn was established on the spot where present day Nikopol exists

With the passage of time Nikopol lost its strategic importance. But up-to-date Nikopol is more than just a curiosity; it is a town of creative, friendly folk, coming to terms with the past as they meet the present.

Read the text again. Match the paragraphs with these headings. There’s one extra heading.

Nikopol origin

Nikopol in the days of Cossackdom

Nikopol during the World War II

Modern Nikopol

Nikopol fascination

Prepare for a short presentation. Work in groups. Find out some key information about our region’s history and its culture. Decide who is going to make notes about each area:

early history

difficult times

traditions

symbols

Decide what order you are going to talk about the things and the give your presentation to the class. While you are listening to other presentations, think of one question to ask.

What are the similarities and differences between our region and other regions of our country?

LISTENING

NIKOPOL IN FLAMES OF WORLD WAR II

Before listening

Answer the questions:

What countries of the anti-Hitler coalition took part in World War II?

Who was the president of the USA during World War II?

What was Churchill at that time?

When and where did the Victory Parade take place?

Read and memorise the following words:

invader

загарбник

ashes

попіл

treacherously

віроломно

wrack

руйнувати

fierce

несамовитий

captivity

полон

assemble

монтувати

avenge

мстити

gain

здобувати

execute

страчувати

TEXT

On June 22, 1941 the Hitlerite invaders treacherously attacked our country and the undeclared war began. Ukraine became the scene of fierce battles. 57 enemy divisions and 13 brigades were flung on the territory of our country.

The peaceful life of our people was interrupted. Thousands of townsmen went to the front. Skilled workers and our plants were evacuated to the Urals and Siberia. Under the open sky they assembled equipment and began to make products that were required for the fronts and our victory.

In August 1941 hordes of fascists were near the town. Many residents took part in the construction of defensive lines. But on 17 August, 1941 the enemy gained Nikopol. Those were hard days for the town. 8,000 citizens were killed including 1,500 children, more than 1,000 residents were departed to Germany. Many buildings were reduced to ashes.

But Nikopol did not give in. From the very first days of fascist occupation our compatriots began their war of resistance, which continued until the Nazis were finally driven out of the town. On the eve of the occupation two partisan detachments headed by P.Kutsevol and F.Ryzhykov were organized .Besides two underground patriotic groups led by L.Khlyastykov and A.Kardashov fought against the enemy in the town. They did everything possible to wrack the plans of the occupation forces. They didn’t give enemies a moment’s rest: they sabotaged industry, dropped propaganda leaflets, helped people escape German captivity and avenged people’s deaths. Many of these heroes were killed or executed by fascists.

On 8 February, 1944, the troops of the Third and the Fourth Ukrainian Fronts liberated Nikopol from the Nazi invaders. This victory was saluted 12 times by 124 guns in Moscow.

Residents of our town made a worthy contribution to the cause of Victory. 12 of them were awarded the Gold-Star of Hero and many soldiers were decorated with medals and orders.

Read the Strategies.

LISTENING STRATEGIES: Listening for specific information

Before you listen, make sure you understand what information you need.

Read any cues, questions, key words and try to guess possible answers to matching, true/false or multiple-choice questions.

While you are listening, listen for words from the questions or synonyms.

Don’t worry if you don’t understand everything. Concentrate on the important words.

If you are not sure about an answer, make a guess!

Read the sentences below. Use the Strategies. Are the sentences true (T) or false (F)?

June 22 was the beginning if the Great Patriotic War.

13 enemy divisions and 57 brigades were flung on the territory of Ukraine.

Skilled workers and a lot of plants were evacuated to the Urals and Siberia.

They worked hard there and produced necessary goods.

Nikopol was seized by fascists in 1942.

Some partisan detachments and underground patriotic groups fought against enemies to the last ditch (до останньої краплі крові).

Our town was liberated in 1943.

12 residents of our town were decorated with different orders and medals.


 

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