Полезные сайты при изучении английского языка
электронный образовательный ресурс по английскому языку (5 класс) на тему

Ответы на модуль 5

1)

 для работы в старших классах на уроках и факультативах (элективах) используются  сайт www.elllo.org и www.youtube.com.

 1) Флэш-игры, флэш-мультфильмы, предлагаемые сайтом http://www.englishteachers.ru/forum/index.php?showtopic=166 в разделе « в поддержку УМК “ EnjoyEnglish”, помогают создавать на уроке игровую атмосферу и в то же время являются источником аутентичного материала.

2) Для восполнения «пробелов в знаниях» учащихся сайт http://www.eltgames.com/ESL-jobs-GrEl.htm предлагает различные типы тренировочных упражнений, которые можно использовать на различных ступенях обучения.

 3) Видеоролики и сайты описывающие реалии англоязычных стран, помогают в знакомстве с иноязычной культурой. Например, Сайт о королеве Елизавете II и её семье http://www.woodlandsjunior.kent.sch.uk/customs/questions/theQueen.htm, или ролики, дающие характеристику штатам США помогают в выполнении упражнений по теме «Географическое положение США», «Достопримечательности США» и другие. (http://www.youtube.com/watch?v=f8WlJwiQ2G0&feature=related).

4) Видеоролики с детскими песенками, (например, песенка “ If you are happy” http://www.youtube.com/watch?v=FrsM9WggCdo&fea ture=related) используемые на начальном этапе помогают создать на уроке ситуацию игры и, в то же время способствуют более быстрому овладению фонетических, лексических, грамматических навыков на уроке,  сайт с детскими песенками english4kids.russianblogger.ru

 5) Всевозможные тесты для проверки уровня овладения тем или иным грамматическим материалом можно взять на сайтах: http://www.native-english.ru/exercises, http://www.study.ru/online/tests/english.html, http://www.britishcouncil.org/ru/russia-english-online.htm, http://www.learnenglish.de/ http://www.studyenglishtoday.net/ http://www.studyenglishtoday.net/Tests/Test1.html

    My own Internet resource(portfolio):

  сайт учителя английского языка

1)Before introducing a new tool in class, it is wise to feel comfortable with it, to explore and experiment with it extensively in advance. Many teaching practitioners gain such experience on their home computers in their spare time. If this is your case, then before using CMC with students, check if your school or university has the necessary hardware for the chat mode you will be using. Install any necessary software in advance and make sure it will work through the school’s firewall (and if not, you’ll have to explain to network and curriculum administrator’s the value in what you are trying to do). And be sure to test your 5 connection speed against the number of participants you expect to have in your chats, to be sure in advance that you are able to do the kind of work intended.

 When using chat for educational purposes, great care should be taken in the choice of platform, particularly when grade school students are involved. Public chat channels accessible to anyone, such as those that youngsters use for socializing, without a safe and secure possibility of arranging private conferences, are out of the question due to the dangers that openness and exposure can pose.

The amount of guidance and autonomy given to students during their first virtual communication sessions is closely related to the teacher’s knowledge of the class or groups involved, the students’ age, language level and computer literacy. Gradual introduction in one mode, then in the other, with small groups at first, then larger ones, is a wiser decision in order to avoid daunting or discouraging students. Start small and build on their experience! Set a definite task to be accomplished or a topic to be discussed in each session, even with older students. Monitor them while they are on line. Go from group to group. Then monitor their work more carefully offline: read the log or saved version of each session for a better understanding, overview, and assessment of the work done. In order to enhance the performance level of the participants, consider developing rubrics that give students extra points for number and types of comments

2)Chat and EFL/ESL:

 Advantages An additional tool represents added value to the learning process, more so when it is a synchronous communication tool such as chat working in real time and with real people beyond the confines of the classroom, and above all, running on a computer, a device that usually appeals to students and which they relate to quite easily.

 Whether on an independent or complementary basis, these different levels of interactions open up and broaden personal, academic, and multicultural contacts and horizons. These allow for a better and more comprehensive awareness of the outside world and generate richer language learning experi 2 produce joint projects, they take more control of and responsibility for their learning, with an emphasis on the process and on mutual support and guidance.

Additional advantages to be obtained from synchronous communication are increased computer literacy, the development of communicative skills (carrying on a conversation, interviewing and negotiating meaning), and development of social and socialization skills and proper etiquette (greeting others, introducing oneself, leave taking, stating and reinforcing one’s own ideas, interacting politely and appropriately, showing respect and being responsible, making choices, helping, coaching, etc.).

Finally, chat can also help students develop other skills that are essential in the active world, such as personal skills (independence and autonomy), interpersonal skills (asking, listening, interviewing, discussing, debating, suggesting, negotiating, helping) and organizational skills (setting objectives, time and project management).

 Chat and EFL/ESL:

 Disadvantages Unfortunately, not everything is ‘a sea of roses’ in the chat scenario. As happens with most things in life, real or virtual, there is the other side of the coin: the disadvantages, which can be rather frustrating at times. I will briefly focus on three types of disadvantages: language, project/session management and technical problems. Some of these issues are addressed in Berge (1995-2001). Language disadvantages

The abbreviated, oversimplified, telegraph-type language that is coming more and more into use nowadays, especially among the younger generations, is obviously related to the new communication media such as email, instantmessaging, and cellular phones.

 The tendency – or is it rapidly becoming the norm? – is for ‘minimum effort in minimum time’: abbreviating everything so as to write the shortest text possible in the shortest time possible. This argument is very well laid out in a recent article titled “Nu Shortcuts in School R 2 Much 4 Teachers (Lee, 2002). Here, an eighth-grade teacher refers to these simplifications as the students’ “online lingua franca: English adapted for the 3 spitfire conversational style of Internet messaging.” However, she argues that kids “should know where to draw the line between formal writing and conversational writing.”

3. Information and communication technology has affected language instruction in higher education. The advent of the Internet and the wide spread of technology in our life create new opportunities for language learning. Since most of the Internet content is in English, teachers of English gain access to the enormous variety of authentic materials relating to all spheres of life at almost no cost.
   The most motivating chat activities for language students are likely to be ones which include interaction with native speakers. There are a number of ways that students can interact with guests. They can interview guests about themselves, their country, their job, their family, and so on. Students can engage in a debate or discussion about a given topic with the guest. Students can also be interviewed by the guest.

The Internet chat activities can bring effective and positive benefits to the process of teaching and learning a foreign language with university students at classes.
 I think it’s very useful for students and this method helps them to develop communication to a high level.