Planning of the Course
“The best teachers are those who think carefully about what they are going to do in their classes and who plan how they are going to organize the teaching and learning”
Jeremy Harmer “The practice of English language teaching” 1991
Why plan?
Some teachers especially those with experience believe that they don’t need to plan their course and lessons. Others especially those with lack of teaching practice don’t do any planning because they simply don’t know why and how to do it. However, most teachers go on preparing lessons throughout their careers, even if their plans are very informal.
Imaging you are starting a journey but with no idea where you are going. You are the driver of a vehicle full of students and though you know you have to drive them for a particular period of time, without a map you have no idea where you want to go or how to get there. It may be an interesting journey but it would be very easy to get lost and your passengers wouldn’t be happy. If you imagine the learning is like a journey than the plan is like a map. Without planning the course could be chaotic and leave the students with no clear idea of what they were doing and why. This kind of uncertainty is not good for effective learning or class discipline.
For students, the fact that their teacher has a plan for the course and the lesson shows that the teacher has devoted time to think about the class. It strongly proves the high level of professionalism and the teacher’s responsibility. Lack of the plan may suggest the negative attitude of the teacher to his work and to his students.
For the teacher, the plan gives the course and the separate lessons the frame, the structure, the aims and objectives and anticipated results. Of course, good teachers are flexible and respond creatively to what is going on in the classroom but they also need to think ahead, to see a destination they want their students to reach and to know how they will get there.
Planning of the unit and of the whole year course allows the teacher to have ideas for tomorrow’s and next week’s lessons. Finally, planning helps both teachers and students because it gives confidence.
No plan is written on tablets of stone, however. Of course, we’ll be happy if everything goes according to plan, but it often doesn’t. All sorts of things can go wrong: equipment not working bored students, students who haven’t prepared their homework or haven’t brought their textbooks, students who ask unexpected questions or changes in the timetable. So the teacher has to be flexible to leave the plan or to change it immediately, to correct it and to make it appropriate to the current situation in the classroom. Sometimes the plan has to be abandoned completely and the teacher has to look at it again later and see if some parts of it are recoverable for future lessons.
What are the aims of a plan?
A good course needs to contain a blend of coherence and variety. Coherence means the students can see a logical pattern to the lesson, the unit and the course. There has to be connection between the activities in the lesson and between the lessons in the unit. In this context it would not make sense to have students write an essay at the beginning of the unit. At the same time the lack of variety would be equally damaging. Just imagine you ask students to read the texts at every lesson! The ideal compromise is to plan the course that has an internal coherence while giving the students the opportunity to do different things.
What should be in a plan?
The plan can be as scrappy or as detailed as the teacher thinks is necessary for him. If you look at experienced teachers’ plans you may find they’ve simply written down the name of the activity and a page number from a book. Such notes look rather simple but in fact give the teacher all he needs to remind him of all the necessary elements. Still other teachers put down their plans in much more details even with greeting and parting phrases.
On teacher training courses participants are often asked for a written plan which follows a particular format. The formats are various depending of the course but all plans have the same ingredients: they say who is going to be taught, what they are going to learn and how they are going to do it. The first point is the information about the students: their number, age, level of knowledge, abilities, temperaments, cooperativeness etc. The next thing the plan contains is what the students will learn and do and what the logical sequence of things is. The third aspect of a plan says how the teacher and students will do it, what patterns of interaction will be, how long will it last, what classroom materials and aids the teacher is going to use. Lastly the plan will show how every lesson fits in with lessons before and after it.
What form should a plan take?
There is no ‘correct’ or ‘incorrect’ format of a course plan. It should be useful for the teacher and for anyone who is observing you. Some teachers write their plans on cards, some prefer handwritten sheets others type it on a word processor. Some teachers highlight parts of their plan with coloured pens, divide the plan into columns, and write comments, timing and aims. Still other have an introduction page with the information about the students, aims of the course etc. It’s a good idea for practicing teachers to experiment with plan formats until they find one that is most useful for them.
Variety in classroom activities and teacher’s behavior is vital as it’s an antidote to student and teacher boredom. This means that when teachers plan their lessons they build in changes of activity and a variety of exercise. The same principle applies to a sequence of lessons stretching for a longer period of time: a week, a month or a term. Once again students will see a coherent pattern of progress and topic-linking so that there is a connection between lessons and they can perceive some overall aims and objectives. Most teachers and students find this preferable to a series of lessons.
However two dangers may threaten the success: the predictability and the sameness. Despite the need for coherence, teachers must remember that if students know exactly what to expect they are likely to be less motivated. In the same way they may feel less enthusiastic about today’s lesson if it starts with exactly the same kind of activity as yesterday’s lesson.
An ideal sequence is based on one topic and has threads running through it for two-week period. Then all skills will be covered appropriately, they will happen in a logical sequence and there will be a range of activities which brings interest to the learning process. A long-teaching sequence is made up of shorter sequences (five or six lessons)) which are made up of even smaller sequences (one or two lessons).
To sum it up we’d like to say that planning helps to focus our minds, to have something to refer to in the middle of the class, unit, term or course. It shows that we are professional and we care. Whatever the format of the plan, it should tell who is going to be taught, what and how they are going to do it. The actual format of a plan is a matter of personal preference of a teacher. Planning a series of lessons or a whole course is based on the same principles as planning a lesson.
The course of English for schools specialized in English by O.V. Afanasyeva and I.V. Mikheeva is highly appreciated by many teachers in Russia. We are not an exception here and have been working with this course for many years. But starting with English VII the authors offer rather large units in the course book and the units are not divided into separate lessons (periods). The Teacher’s book gives the sample of the course planning but it also contains only whole-unit sections while it’s rather difficult to use this format in everyday teaching practice especially for an inexperienced teacher.
That’s why we suggest planning of the course English VII by these authors according to 5-hour a week timetable. First look through the Student’s Book and the calendar. You’ll see you’ll have 170 periods during the school year. You’ll also see Unit 1 is Revision after long summer holidays. Though it’s shorter than the other units it contains a lot of new and useful material for learning (let’s leave 8 periods for this Unit). Unit 5 “Christmas” can be left behind and used for extra-curricular activities e.g. Christmas parties, celebrations, contests etc. Unit 9 is general revision of the course. We usually leave it for May combining it with the preparing for the end-of-the school year assessment.
That way we have six equally-long units for about 28 weeks or 140 periods. So each unit will take 23 periods. Besides the Student’s Book we have Activity Book, the exercises from which can be logically inserted into the lessons, used for individual tasks, tests or optional lessons. We have Reader with a wonderful story “Five on the Treasure Island” which can also be given students for home reading, extensive reading practice during the school holidays, individual work for gifted students or those who have a special interest in English learning. We also have a tape with an audio book “Secret Seven” which consists of twenty chapters. It’s ideal if the students you work with acquire the language knowledge at high speed and then you can use the audio book for special listening comprehension lessons. If not, you can organize a Listening Club or Society and enjoy the activity after classes. Looking through the Units, think if you’ll need extra materials and which ones.
The appearance of the material in the unit is not always useful for straightforward learning. For example, at the beginning of the units the students are asked to answer the comprehension questions and express their opinion on the issue but the necessary lexis structures are in the Discussing the Topic section at the end of the Unit. So we start with this section first. We often have to change the order of material given in the Student’s Book to make the sequence more logical. For example, we use ex60p49 while working on the text ex23p30-31. Our students have poor skills in oral dialogical speech, that’s why we change some tasks to make them more communicative. The authors offer few exercises to be done in written form and they have training grammar or lexis character. So we try to distribute these exercises through the unit according to the material learnt and add some more from the Activity Book or other resources. There are no tasks developing creative writing skills in the course, that’s why we add at least two activities to develop the skill of writing a postcard or a letter to each unit. You’ll find the sample course planning in the Supplement 1.
понедельник, 24 мая 2010 г.
ФА Вы говорите по-английски?
А Вы говорите по-английски?
С1 по 6 марта в МОУ СОШ № 11 с углубленным изучением английского языка проходила традиционная неделя английского языка, во время которой блеснули талантами и ученики, и учителя. Можно сказать, что активными участниками стали практически все.
Второклассники устроили «Праздник алфавита» (учитель Финогенова Е. Н.), ученики третьих классов вместе со своими учителями Габараевой М. З. и Тигиевой Г. Н. отправились в «Путешествие в Страну Знаний». Пятиклассники пели свои любимые песни и декламировали стихи на концерте, организованном учителями Котовой Н. А., Гагулаевой И. В. И Тараевой Р. Ш. А вот шестой класс вместе со своей учительницей Жидковой А. М. устроил целый «Карнавал цветов», где было все: и красочные костюмы, и зажигательные танцы и песни, конечно на английском языке. Ученики седьмых классов обсуждали важные экологические проблемы на конференции.»Спасем нашу планету» (учителя Гарбузова . В. И Цховребова К. О.). Среди девятиклассников прошел конкурс «Самый умный», по результатам которого этот почетный титул завоевала Карина Исакова из 9А. Конкурс организовали и провели учителя Кузнецова А. М. и Арчегова С. З. Практически все учителя английского языка провели открытые уроки и мастер-классы с использованием мультимедийных средств обучения, новых педагогических технологий и форм проведения урока иностранного языка. Учащиеся со 2 по 11 класс показали отличные знания по английскому языку, умения хорошо говорить по-английски, знания истории, географии и культуры англоязычных стран. На выставке были продемонстрированы творческие и проектные работы учащихся всех параллелей. А сколько стенгазет выпустили ребята! Здесь и Лондон, и Канада, и Великобритания, и экология, и мировые религии, кроссворды, реклама, фотографии и интервью. Всем нашлось дело по душе, по желанию и по таланту. Руководителем и организатором недели английского языка стала заместитель директора по УВР Апостолиди Е. М.
Хочется поблагодарить всех учащихся и учителей, которые организовали и провели этот замечательный праздник английского языка.
А. М. Кузнецова, учитель
английского языка СОШ № 11,
руководитель МО учителей английского языка
С1 по 6 марта в МОУ СОШ № 11 с углубленным изучением английского языка проходила традиционная неделя английского языка, во время которой блеснули талантами и ученики, и учителя. Можно сказать, что активными участниками стали практически все.
Второклассники устроили «Праздник алфавита» (учитель Финогенова Е. Н.), ученики третьих классов вместе со своими учителями Габараевой М. З. и Тигиевой Г. Н. отправились в «Путешествие в Страну Знаний». Пятиклассники пели свои любимые песни и декламировали стихи на концерте, организованном учителями Котовой Н. А., Гагулаевой И. В. И Тараевой Р. Ш. А вот шестой класс вместе со своей учительницей Жидковой А. М. устроил целый «Карнавал цветов», где было все: и красочные костюмы, и зажигательные танцы и песни, конечно на английском языке. Ученики седьмых классов обсуждали важные экологические проблемы на конференции.»Спасем нашу планету» (учителя Гарбузова . В. И Цховребова К. О.). Среди девятиклассников прошел конкурс «Самый умный», по результатам которого этот почетный титул завоевала Карина Исакова из 9А. Конкурс организовали и провели учителя Кузнецова А. М. и Арчегова С. З. Практически все учителя английского языка провели открытые уроки и мастер-классы с использованием мультимедийных средств обучения, новых педагогических технологий и форм проведения урока иностранного языка. Учащиеся со 2 по 11 класс показали отличные знания по английскому языку, умения хорошо говорить по-английски, знания истории, географии и культуры англоязычных стран. На выставке были продемонстрированы творческие и проектные работы учащихся всех параллелей. А сколько стенгазет выпустили ребята! Здесь и Лондон, и Канада, и Великобритания, и экология, и мировые религии, кроссворды, реклама, фотографии и интервью. Всем нашлось дело по душе, по желанию и по таланту. Руководителем и организатором недели английского языка стала заместитель директора по УВР Апостолиди Е. М.
Хочется поблагодарить всех учащихся и учителей, которые организовали и провели этот замечательный праздник английского языка.
А. М. Кузнецова, учитель
английского языка СОШ № 11,
руководитель МО учителей английского языка
среда, 17 февраля 2010 г.
International ecological organizations. Lesson plan
Lesson Plan Date: 15,February 2010
Teacher’s name: A. Kuznetsova
The theme of the lesson: The International Ecological Organizations
The aim: By the end of the lesson the Ss will be able to present ecological organizations in oral speech on base of the Internet resources
The Objectives: Ss will have practiced in -searching the info using Google Search engine
- reading for specific information
-preparing oral presentations in small groups
Materials and equipment: a PC with the Internet access, Ss’ handouts, Fact files, equipment for the conference, printer, Webquest files
New language and structure: eco language
Language to be revised: topical vocabulary of the unit 3
Anticipated problems: technical problems, Ss’ poor experience in the Internet surfing.
LESSON PROCEDURE
Time
Activities
Purpose of activity
Interaction
5’
10’
10’
12’
3’
I. Warm up.
Look at the emblems.
Do you know the organizations they represent?
Which of them are eco organizations?
What do you know about their activities?
(WWF, Kids F.A.C.E., the UN, NATO, Vancouver Olympic Games).
II. Research.
T: Today we welcome the international ecological conference in Vladikavkaz. The members of the 4 eco organizations have come to our city as the eco situation here is complicated. The 1st day is to make a short presentation about your eco society to the other participants.
Put the Ss into 4 small groups and let them choose one organization they are going to present. (give out badges).
Try to remember everything you can about your organization and make notes.
Find the info in the Internet using Google search engine. Save the info. Print it.
III. Web Quest.
In your groups complete the Web Quest.
Prepare oral presentation of your organization. Share responsibilities.
IV. Presentation. Round-table conference.
Take turns to present your eco organizations.
V. A List of future actions.
Develop a list of actions you could do together to improve the eco situation in Vladikavkaz.
Sample:
Kids F.A.C.E.: clean the territory along the river Terek.
WWF: plant one thousand trees.
RSPCA: organize a charity home and clinic for stray animals.
Greenpeace: collect money and provide better filters for “Electrozink” plant to reduce air pollution.
To involve Ss into the lesson, to elicit their background knowledge
To practice research work surfing the Internet using Google search engine, saving and printing the info.
To practice doing Web Quest using the Fact File & prepare oral presentation
To practice presentation skills
To practice to develop the ideas for future projects
Class work
Group work
Group work
Solo/group
Work
Group/Class work
Web quest. Page 1 Kids F.A.C.E.
What is? Kids F. A. C. E. Kids F… A C……….. E………………………
Started:
When?
Where?
Who?
What action?
Missions:
-to provide …..
-to encourage……
-to recognize………..
How many?
Club Chapters
Countries
Individual members
Activities:
………………………… trees
……………………….. Kid’s Yards (…………………………………)
…………………………….. 800 daily
…………………………………………………………(100x200)
Web quest. Page 2. Greenpeace
Features:
…………………………….organization with offices in ……..countries and headquarters in
……………………………………………………………………………………………….
Started
When?
Where?
Who?
What action?
Members?
Focuses on:
- …………………………………
- …………………………………….
- …………………………………….
- ……………………………………….
What is ?
Don’t Make a Wave Committee? ………………………………………………………………….
Phyllis Cormack? ………………………………………………………………………………….
Amchitka? …………………………………………………………………………………………
Web quest. Page 3. RSPCA
What is RSPCA? R………….S……………………..for the P………………………………
of C………………………….to A………………………………………
Started
When?
Who?
Patron?
Branches?
Headquarters?
Mission: ……………………………………………………………………………………………
Who are they?
Humanity Dick? ………………………………………………………………………………….
Gave the Royal status in 1840? ………………………………………………………………….
Mark Watts?...................................................................................................................................
Web quest. Page 4. WWF
What is WWF? W………………….W………………………..F………………………………..
Started
When?
Where?
Who?
Headquarters?
Motto? ……………………………………………………………………………………………..
Focus ………………………………………………
How many?
Members
Countries
Projects
Conservation of three biomes:…………………………………………
…………………………………………….
………………………………………………
Missions:
-to stop…………………………………………………………………………………..
-to build…………………………………………………………………………………
How many?
-restoring populations of species …………
-conserving globally important eco regions ………………………….
-reducing people’s eco footprints in areas ……………………………
Partnerships with business: …………………………………………………………………
Teacher’s name: A. Kuznetsova
The theme of the lesson: The International Ecological Organizations
The aim: By the end of the lesson the Ss will be able to present ecological organizations in oral speech on base of the Internet resources
The Objectives: Ss will have practiced in -searching the info using Google Search engine
- reading for specific information
-preparing oral presentations in small groups
Materials and equipment: a PC with the Internet access, Ss’ handouts, Fact files, equipment for the conference, printer, Webquest files
New language and structure: eco language
Language to be revised: topical vocabulary of the unit 3
Anticipated problems: technical problems, Ss’ poor experience in the Internet surfing.
LESSON PROCEDURE
Time
Activities
Purpose of activity
Interaction
5’
10’
10’
12’
3’
I. Warm up.
Look at the emblems.
Do you know the organizations they represent?
Which of them are eco organizations?
What do you know about their activities?
(WWF, Kids F.A.C.E., the UN, NATO, Vancouver Olympic Games).
II. Research.
T: Today we welcome the international ecological conference in Vladikavkaz. The members of the 4 eco organizations have come to our city as the eco situation here is complicated. The 1st day is to make a short presentation about your eco society to the other participants.
Put the Ss into 4 small groups and let them choose one organization they are going to present. (give out badges).
Try to remember everything you can about your organization and make notes.
Find the info in the Internet using Google search engine. Save the info. Print it.
III. Web Quest.
In your groups complete the Web Quest.
Prepare oral presentation of your organization. Share responsibilities.
IV. Presentation. Round-table conference.
Take turns to present your eco organizations.
V. A List of future actions.
Develop a list of actions you could do together to improve the eco situation in Vladikavkaz.
Sample:
Kids F.A.C.E.: clean the territory along the river Terek.
WWF: plant one thousand trees.
RSPCA: organize a charity home and clinic for stray animals.
Greenpeace: collect money and provide better filters for “Electrozink” plant to reduce air pollution.
To involve Ss into the lesson, to elicit their background knowledge
To practice research work surfing the Internet using Google search engine, saving and printing the info.
To practice doing Web Quest using the Fact File & prepare oral presentation
To practice presentation skills
To practice to develop the ideas for future projects
Class work
Group work
Group work
Solo/group
Work
Group/Class work
Web quest. Page 1 Kids F.A.C.E.
What is? Kids F. A. C. E. Kids F… A C……….. E………………………
Started:
When?
Where?
Who?
What action?
Missions:
-to provide …..
-to encourage……
-to recognize………..
How many?
Club Chapters
Countries
Individual members
Activities:
………………………… trees
……………………….. Kid’s Yards (…………………………………)
…………………………….. 800 daily
…………………………………………………………(100x200)
Web quest. Page 2. Greenpeace
Features:
…………………………….organization with offices in ……..countries and headquarters in
……………………………………………………………………………………………….
Started
When?
Where?
Who?
What action?
Members?
Focuses on:
- …………………………………
- …………………………………….
- …………………………………….
- ……………………………………….
What is ?
Don’t Make a Wave Committee? ………………………………………………………………….
Phyllis Cormack? ………………………………………………………………………………….
Amchitka? …………………………………………………………………………………………
Web quest. Page 3. RSPCA
What is RSPCA? R………….S……………………..for the P………………………………
of C………………………….to A………………………………………
Started
When?
Who?
Patron?
Branches?
Headquarters?
Mission: ……………………………………………………………………………………………
Who are they?
Humanity Dick? ………………………………………………………………………………….
Gave the Royal status in 1840? ………………………………………………………………….
Mark Watts?...................................................................................................................................
Web quest. Page 4. WWF
What is WWF? W………………….W………………………..F………………………………..
Started
When?
Where?
Who?
Headquarters?
Motto? ……………………………………………………………………………………………..
Focus ………………………………………………
How many?
Members
Countries
Projects
Conservation of three biomes:…………………………………………
…………………………………………….
………………………………………………
Missions:
-to stop…………………………………………………………………………………..
-to build…………………………………………………………………………………
How many?
-restoring populations of species …………
-conserving globally important eco regions ………………………….
-reducing people’s eco footprints in areas ……………………………
Partnerships with business: …………………………………………………………………
вторник, 5 января 2010 г.
Happy New Year!
I wish everyone A Merry Christmas and A Happy New Year!!! Be Healthy! Be Happy! Be Creative! Be Tolerant!
Anetta K.
Anetta K.
понедельник, 21 декабря 2009 г.
New York University Abu Dhabi Project
Вы когда-нибудь слышали про Абу Дабе? Этот райский уголок на перекрестке дорог, ведущих на восток и на запад, на побережье Средиземного моря стал очередной точкой на карте мира, которая в будущем превратится в центр науки, культуры и образования. В июне 2009 года Нью-Йоркский Университет дал старт новому совместному проекту с ОАЭ. В Абу Дабе строится еще один филиал Университета, который откроется осенью 2010 года. Кто же станет студентами нового кампуса? Эти счастливчики приедут из всех стран мира и их будет пока всего 100 человек. В начале лета 2009 года Институт Международного образования в Москве выбрал 20 российских школ, выпускникам- 2010 которых было предложено принять участие в конкурсе на поступление в филиал Нью-Йоркского Университета в Абу Дабе. В числе этих школ оказалась и наша (МОУ СОШ № 11 г. Владикавказа). Т.к. учителя и учащиеся нашей школы в последние 5 лет успешно принимали участие в различных международных проектах. В сентябре состоялась информационная сессия в Москве, в которой участвовали координаторы проекта -представители школ. Энтони Колиха, Директор Института Международного образования, выпускник Нью-Йоркского Университета, познакомил участников сессии со всеми деталями проекта. Каждой школе была предоставлена возможность номинировать двух одиннадцатиклассников. В первый поток, до 25 сентября мы подготовили и отправили в Нью-Йорк документы на ученицу 11В класса Джимиеву Ирину, т.к. она и ученица 11А класса Алборова Дзерасса стали победителями школьного отборочного тура конкурса. Ирина написала эссе о том, какой проект она хотела бы реализовать в Абу Дабе, заполнила анкету и – о, счастье! – Джимиева Ирина была приглашена на первый абитуриентский уикенд в Абу Дабе вместе с выпускником одной из частных престижных московских школ. Только двое учащихся со всей России получили такой шанс! С 22 по 27 октября 2009 года проходила поездка в Абу Дабе для будущих студентов. Программа была очень насыщенная. Здесь и лекции ведущих преподавателей, и семинары, и конференции, в том числе с Президентом Нью-Йоркского Университета господином Сэкстоном. Были и экскурсии и концерт Нью-Йоркского симфонического оркестра. И все это за несколько дней, и все общение только на английском языке! В Абу дабе собрались абитуриенты во всего мира: китайцы и арабы, канадцы и американцы, представители африканских стран и европейских – всего 38 человек. После поездки Ирина еще больше поверила в свои силы. «И я смогу. Я ничем не хуже других.» - повторяет она. 29 октября в школе состоялась пресс-конференция для старшеклассников, на которой Ирина рассказала о проекте, о своей поездке и ответила на многочисленные вопросы ребят. Тем временем проект продолжается. Во второй поток мы подготовили и отправили документы на Алборову Дзерассу и надеемся, что она тоже получит приглашение посетить ОАЭ. В настоящее время абитуриентская кампания в Нью-Йоркском Университете в разгаре. Кроме оценок главными критериями отбора являются креативность, оригинальность, смелость и толерантность. Поэтому, подавая документы, девочкам потребовалось написать несколько сочинений и эссе, сочинить стихотворение, написать сценарий фильма и многое другое. Как мы видим, перед выпускниками школ сейчас открываются очень широкие возможности. Всего-то и надо лишь хорошие знания, здоровое честолюбие и немного удачи. Это мало, но в тоже время, очень много. Проект будет продолжаться четыре года. Отличная перспектива для нынешних учеников 8-10 классов. Дерзайте!
…А пока девчонки «шлифуют» свой английский, готовясь к экзаменам, и мечтают о райском уголке под названием Абу Дабе. Пожелаем же им удачи!
…А пока девчонки «шлифуют» свой английский, готовясь к экзаменам, и мечтают о райском уголке под названием Абу Дабе. Пожелаем же им удачи!
суббота, 19 декабря 2009 г.
How to Teach English if the class is very big. Useful tips.
Rather often we have to teach large classes or groups of students. The teacher’s work in large classes differs from that one in small groups. Firstly in big classes it’s difficult for the teacher to have constant contact with all the students during the lesson, especially with those at the back of the classroom. At the same time it’s rather difficult for the students to ask for and to receive individual attention from the teacher. It sometimes may seem impossible to organize dynamic and creative teaching and learning sessions. Moreover big classes frequently mean that it’s not easy to rearrange students in groups or change pairs as it’s uncomfortable to move about the classroom. Most important thing is that big classes can be quite a problem for inexperienced teachers. Despite the prob-lems of big classes there are things which teacher can do.
Use pair work and group work as much as possible instead of individual work. In large classes pair work and group work play an important role as they allow the teacher to maximize the students’ participation in the lesson. Even where chairs and desks cannot be moved easily, there are ways of doing this: first rows turn to face second rows, third rows turn to face fourth rows, left rows turn to face right rows etc. When using pair work or group work with large groups, it is important to make instructions especially clear and short. It’s also important to agree about the signal to start doing and to finish doing the activity. You may use a raised hand, clapping your hands, or a bell ringing or any other idea.
While you teach reading use “jigsaw reading”. Divide the text into parts and put the students into groups. Distribute the paragraphs and the tasks among the groups. Then give the groups the limited time to do the task. After the work is finished, rearrange the students to share the information, or ask each group to present their feedback. You can give different paragraphs to different groups or different tasks to the same text.
When you teach students speaking it becomes difficult to use a lot of individual repetition and controlled practice. It may be more appropriate to drill students in chorus. Sometimes to avoid too much noise, the class can be divided into halves. For example, the front rows and the back rows or the left-hand side and the right-hand side of the classroom. Each half can then speak a part of a dialogue, ask or answer questions, repeat sentences or words etc. This is especially useful at lower level.
When you teach students listening, it’s vital to think about acoustics and vision. Big classes are often in big rooms. Teachers have to make sure that what they show or write can be seen and what they say or play to the whole group can be heard clearly.
One good solution for the teacher in a large group is to hand out worksheets for many of the tasks. When the feedback stage is reached the teacher can go through the worksheets with the whole class and each student will get the benefit and evaluation. The only problem for the teacher is to prepare the necessary number of copies each time.
Use group leaders when working in big classes. Some students can help the teacher to distribute textbooks, notebooks, handouts, worksheets, copies and other materials. They can collect papers, works and give feedback. The best students in the class can be put into different groups and maintain the work of the whole group. They can be given special tasks, they can be used as guides and be responsible for the work of the whole group.
Use exchange checking of students’ papers when you give your students any grammar test or spelling quiz, dictation or other kind of written work. After the activity is completed ask your students to exchange their notebooks and give them the key to check up their peers’ papers. Or you may ask some of the students to check up the papers of the whole class (of course you should assess their work).
There is a problem the teacher can face while using pair work or group work. The students keep using their native language instead of English to perform classroom tasks. They certainly find speaking in their language a lot easier than struggling with English. Teachers can discuss this situation with students and try to get their students’ agreement that overuse of their own language means that they will have less chance and time to learn English. A little bit of the students’ native language when they are working for example at the reading text is not a great problem. But a speaking activity will lose its purpose if not done in English. Teachers can also make it clear that they want to hear English; they can ignore what the students say in their native language. Teachers themselves should speak English for the majority of the time. Together with the use of listening material and video the students are constantly exposed how English sounds and what it feels like. While the students put in small groups are doing an activity, the teacher should be prepared to go round the class reminding, asking, encouraging, even pleading with the students to use English and offering help if necessary. This technique, constantly repeated, will gradually change most students’ behavior over a period of time.
If the student is uncooperative while working in the group try to develop individual tasks for each student inside the group or for this student only. Construct the group tasks so they can be fully achieved if only every student benefits. Ask groups to present their feedback in chain inside the group, distribute not only the tasks but the roles inside the group or let the students in the group do it themselves (for example, one can be a manager, another one or two generate ideas, one makes notes, still other summarize the ideas; one can be the reader while another one is the judge or the speaker for the whole group, somebody should mind the time or work with reference materials. The list is endless.).
Sometimes we come across students who don’t want to talk in class. There are different reasons for this. To encourage such students, use pair work, it will help to provoke quiet students into talking. While they are with one or two other students they are not under so much pressure as if they are asked to speak in front of the whole class.
When teachers put students into groups and ask them to complete a task they can be prepared that some group or groups will finish earlier than others. It the activity has a competitive element it’s OK. If not, the teacher is puzzled what to do: to stop the activity not finished or to go on waiting for all the groups to complete it. Common sense has to prevail here. If only one group is the first to finish, you can give them another task or tasks to do. Or you can prepare some ‘spare activities’ beforehand to cope with the situation. If only one group hasn’t finished the activity it may be sensible to stop it.
If the students in a large group are at different language levels it makes the problem of teaching and learning in such group even harder. There are some possible ways of dealing with this situation. First the teacher can use different materials for different groups of students in the class. For example, while one group is doing some grammar exercise the other group can work with reading text. Later on when a better group is discussing a topic, a weaker group can do writing exercise, etc.
The teacher can also give different tasks to different groups or pairs on the same material depending on their language level. For instance, while reading the text the weaker students should find the English equivalents of some phrases but the more advanced students will answer the comprehension questions on the story. It’s a good idea to adopt a strategy of peer help and teaching so that better students can help the weaker ones. They can work with them in pairs or groups explaining things or providing good models of language performance in speaking or writing. So when you put your students in groups be sure you put weak and strong students in one group together. However this should be done very sensitively so that students don’t feel oppressed or humiliated. The best way is to use a mixture of solutions.
Large groups of students have their disadvantages of course, but they also have one main advantage – they are bigger, so the humour, for example, in such groups is funnier, the drama is more dramatic, a good class feeling is warmer. Experienced teachers use this potential to organize exciting and involving classes.
No one chooses a large group: it makes the job of teaching students a foreign language more challenging than it already is. We hope some of the suggestions above will help to turn a potential disaster into some kind of a success.
Use pair work and group work as much as possible instead of individual work. In large classes pair work and group work play an important role as they allow the teacher to maximize the students’ participation in the lesson. Even where chairs and desks cannot be moved easily, there are ways of doing this: first rows turn to face second rows, third rows turn to face fourth rows, left rows turn to face right rows etc. When using pair work or group work with large groups, it is important to make instructions especially clear and short. It’s also important to agree about the signal to start doing and to finish doing the activity. You may use a raised hand, clapping your hands, or a bell ringing or any other idea.
While you teach reading use “jigsaw reading”. Divide the text into parts and put the students into groups. Distribute the paragraphs and the tasks among the groups. Then give the groups the limited time to do the task. After the work is finished, rearrange the students to share the information, or ask each group to present their feedback. You can give different paragraphs to different groups or different tasks to the same text.
When you teach students speaking it becomes difficult to use a lot of individual repetition and controlled practice. It may be more appropriate to drill students in chorus. Sometimes to avoid too much noise, the class can be divided into halves. For example, the front rows and the back rows or the left-hand side and the right-hand side of the classroom. Each half can then speak a part of a dialogue, ask or answer questions, repeat sentences or words etc. This is especially useful at lower level.
When you teach students listening, it’s vital to think about acoustics and vision. Big classes are often in big rooms. Teachers have to make sure that what they show or write can be seen and what they say or play to the whole group can be heard clearly.
One good solution for the teacher in a large group is to hand out worksheets for many of the tasks. When the feedback stage is reached the teacher can go through the worksheets with the whole class and each student will get the benefit and evaluation. The only problem for the teacher is to prepare the necessary number of copies each time.
Use group leaders when working in big classes. Some students can help the teacher to distribute textbooks, notebooks, handouts, worksheets, copies and other materials. They can collect papers, works and give feedback. The best students in the class can be put into different groups and maintain the work of the whole group. They can be given special tasks, they can be used as guides and be responsible for the work of the whole group.
Use exchange checking of students’ papers when you give your students any grammar test or spelling quiz, dictation or other kind of written work. After the activity is completed ask your students to exchange their notebooks and give them the key to check up their peers’ papers. Or you may ask some of the students to check up the papers of the whole class (of course you should assess their work).
There is a problem the teacher can face while using pair work or group work. The students keep using their native language instead of English to perform classroom tasks. They certainly find speaking in their language a lot easier than struggling with English. Teachers can discuss this situation with students and try to get their students’ agreement that overuse of their own language means that they will have less chance and time to learn English. A little bit of the students’ native language when they are working for example at the reading text is not a great problem. But a speaking activity will lose its purpose if not done in English. Teachers can also make it clear that they want to hear English; they can ignore what the students say in their native language. Teachers themselves should speak English for the majority of the time. Together with the use of listening material and video the students are constantly exposed how English sounds and what it feels like. While the students put in small groups are doing an activity, the teacher should be prepared to go round the class reminding, asking, encouraging, even pleading with the students to use English and offering help if necessary. This technique, constantly repeated, will gradually change most students’ behavior over a period of time.
If the student is uncooperative while working in the group try to develop individual tasks for each student inside the group or for this student only. Construct the group tasks so they can be fully achieved if only every student benefits. Ask groups to present their feedback in chain inside the group, distribute not only the tasks but the roles inside the group or let the students in the group do it themselves (for example, one can be a manager, another one or two generate ideas, one makes notes, still other summarize the ideas; one can be the reader while another one is the judge or the speaker for the whole group, somebody should mind the time or work with reference materials. The list is endless.).
Sometimes we come across students who don’t want to talk in class. There are different reasons for this. To encourage such students, use pair work, it will help to provoke quiet students into talking. While they are with one or two other students they are not under so much pressure as if they are asked to speak in front of the whole class.
When teachers put students into groups and ask them to complete a task they can be prepared that some group or groups will finish earlier than others. It the activity has a competitive element it’s OK. If not, the teacher is puzzled what to do: to stop the activity not finished or to go on waiting for all the groups to complete it. Common sense has to prevail here. If only one group is the first to finish, you can give them another task or tasks to do. Or you can prepare some ‘spare activities’ beforehand to cope with the situation. If only one group hasn’t finished the activity it may be sensible to stop it.
If the students in a large group are at different language levels it makes the problem of teaching and learning in such group even harder. There are some possible ways of dealing with this situation. First the teacher can use different materials for different groups of students in the class. For example, while one group is doing some grammar exercise the other group can work with reading text. Later on when a better group is discussing a topic, a weaker group can do writing exercise, etc.
The teacher can also give different tasks to different groups or pairs on the same material depending on their language level. For instance, while reading the text the weaker students should find the English equivalents of some phrases but the more advanced students will answer the comprehension questions on the story. It’s a good idea to adopt a strategy of peer help and teaching so that better students can help the weaker ones. They can work with them in pairs or groups explaining things or providing good models of language performance in speaking or writing. So when you put your students in groups be sure you put weak and strong students in one group together. However this should be done very sensitively so that students don’t feel oppressed or humiliated. The best way is to use a mixture of solutions.
Large groups of students have their disadvantages of course, but they also have one main advantage – they are bigger, so the humour, for example, in such groups is funnier, the drama is more dramatic, a good class feeling is warmer. Experienced teachers use this potential to organize exciting and involving classes.
No one chooses a large group: it makes the job of teaching students a foreign language more challenging than it already is. We hope some of the suggestions above will help to turn a potential disaster into some kind of a success.
вторник, 15 декабря 2009 г.
Christmas Party
Christmas Party
S1: Dear friends and guests! On the 25th of December people celebrate Christmas- a beautiful holiday which is loved by children and adults; when everything is decorated with lights and toys; when we see Christmas trees everywhere; when people buy presents and cook special food, send cards and have parties. And we are celebrating this holiday today.
S2: It’s not a competition or a contest. There is no jury. So enjoy yourself and relax. We welcome our guests …, parents and teachers.
S1: Today everything will be connected with Christmas. We’ll recite poems and sing songs and I hope we’ll have a good time. I wish you good luck! Let’s sing the traditional Christmas English song “Jingle, bells!”
Chorus:
Jingle, bells! Jingle, Bells!
Jingle all the way!
Oh, what fun it is to ride
In a one-horse open sleigh.
Dashing through the snow
In a one-horse open sleigh,
O’er the fields we go,
Laughing all the way.
Chorus
Bells on bobtail ring,
Making spirits bright.
What fun it is to ride and sing
A sleighing song tonight.
Chorus Ex. 2 p.166 tape53
P1: In Britain Christmas day is a public holiday. Families usually spend it opening their presents which are often piled around the Christmas tree. The most important meal is Christmas dinner. It consists of a turkey with vegetables followed by Christmas pudding containing a lot of dried fruit. Americans bake special Christmas cookies.
P2:According to Christianity, the one of the world’s major religions, Christmas is an important Festival. As you know, Christianity is based on the teachings of Jesus Christ who lived in the Holy Land 2000 years ago. Jesus was born in Bethlehem. He lived for 33 years before being crucified by Romans. Christians believe that Jesus rose from the dead to show that there is another life after death.
P3: Christmas is the most important festival and public holiday in many countries. In Europe and in America it is celebrated on the 25th of December. In Russia we celebrate Orthodox Christmas on the 7th of January in honour of the birth of Christ.
P4: People often see it as a time of merry- making and present-giving. They usually spend time with their families. On Christmas Eve some people go to a special church service called Midnight Mass in Britain or Christmas Eve Service in America and in Russia which is held at midnight.
P5: Another Christmas tradition is carol singing which means singing carols in the street, outside people’s houses. Some carols are very well-known. Carols are special hymns celebrating the birth of Jesus Christ. Now carols are often sung by fantastically-dressed children who collect money for charity.
S1: Everyone believes that Christmas Eve is the time of miracles and magic. Many children write letters to Santa Claus asking for presents. I think we all should believe in miracles. Otherwise our life will be boring.
S2: I agree with you though many of my friends don’t believe in Santa for example. I guess every person should be a bit of a child for Christmas season. Christmas is a holiday steeped in superstitions and folk beliefs. No one knows exactly when these came into existence. Let’s have a glance at some popular superstitions and listen to the poems our friends will recite.
P1. “Lucky Escape”
I walked backwards up the stairs,
I left shirts on the backs of chairs,
I counted stars in the sky for a week,
I slept with wedding cake under my cheek,
I spun knives on the kitchen table.
Was it true, or merely a fable?
Was it possible to predict
Who I’d marry,
Who I’d pick?
Oh, yes, it was.
It worked all right
As the clock struck twelve
On Midsummer night.
For there, in the bucket of water
Smiling back at me
Was the face of my own true love
My future husband-to-be.
I was so delighted,
Truly overjoyed,
Because now I know what he looks like,
I’ll know who to avoid!
P2. “How Brave Are You?”
Would you marry in black instead of white?
Cut your nails on a Friday night?
Give a witch a lock of your hair?
Break a mirror and not even care?
Jump up out of the wrong side of bed?
Never sing but whistle instead?
Walk under ladders but care not a jot
Point at rainbow while shouting, “So what?”
Is your favourite number 666?
Do you enjoy taking all these risks?
Do you lap up dragon’s blood and still feel glad?
No, you’re not brave
YOU’RE COPLETELY MAD!
P3. “Unhappy Ending”
You can walk under ladders.
What’s wrong with that?
You can see any number
Of jet black cats.
You can break a million mirrors
And won’t shed a tear.
It’s all just stuff and nonsense,
Simply groundless fears.
No, you’re wrong
And how do you know
That it’s not superstitious fuss?
I know because I’ve just been
Run over by a bus.
P4. “Things I Did For Luck”
I crossed my fingers,
Crossed my toes,
Crossed my eyebrows
Over my nose.
I crossed my legs
And then my eyes.
I crossed my heart
And hoped to die.
But I crossed TOO MUCH
And now I’m stuck.
Seems too much crossing
Brings bad luck.
S1: It’s time to finish our party. Let me thank our guests for coming. Merry Christmas and A Happy New Year! We wish you good health and luck. Now we’ll sing a popular song “Happy New Year” ex.56 p 99 tape 11 English X
No more champagne
And the fireworks are through
Here we are, me and you
Feeling lost and feeling blue
It’s the end of the party
And the morning seems so grey
So unlike yesterday
Now it’s time for us to say…
Refrain:
Happy new year
Happy new year
May we all have a vision now and then
Of a world where every neighbor is a friend
Happy new year
Happy new year
May we all have our hopes, our will to try
If we don’t, we might as well lay down and die
You and I
Sometimes I see
How the brave new world arrives
And I see how it thrives
In the ashes of our lives
Oh yes, man is a fool
And he thinks he’ll be okay
Dragging on, feet of clay
Never knowing he’s astray
Keeps on going anyway…
(Refrain)
Seems to me now
That the dreams we had before
Are all dead, nothing more
Than confetti on the floor
It’s the end of a decade
In another ten years time
Who can say what we’ll find
What lies waiting down the line
In the end of eighty-nine…
(Refrain)
Рождественская вечеринка
Вед1: Дорогие гости, друзья!»5 декабря люди отмечают Рождество - замечательный праздник,
который любят дети и взрослые. Праздник, когда все украшено гирляндами и игрушками, когда мы повсюду видим елки, когда люди покупают подарки и готовят особую праздничную еду, посылают открытки и устраивают вечеринки. И мы отмечаем этот праздник сегодня.
Вед.2: Это не соревнование и не конкурс. Сегодня у нас нет жюри. Так что расслабляйтесь и получайте удовольствие. Мы приветствуем наших гостей …, родителей и учителей.
Вед.1: Сегодня все связано с Рождеством. Мы будем читать стихи и петь песни и мы надеемся хорошо провести время. Я желаю всем удачи. Давайте споем традиционную английскую рождественскую песню “Jingle, Bells”.
Уч.1: В Британии Рождество это общественный праздник. Семьи обычно проводят его, открывая подарки, которые часто бывают сложены под рождественской елкой. Самая важная трапеза – это рождественский обед. Он состоит из индейки с овощами, затем следует рождест-венский пудинг с сухофруктами. Американцы пекут специальное рождественское печенье.
Уч.2: В соответствии с христианством, одной из основных мировых религий, Рождество – это важный религиозный праздник. Как вы знаете, христианство основано на учении Иисуса Христа, который жил в Святой Земле 2000 лет тому назад. Иисус родился в Вифлееме. Он прожил 33 года до того как был распят римлянами. Христиане верят, что Иисус восстал из мертвых, чтобы показать, что есть другая жизнь после смерти.
Уч. 3: Рождество – самый важный религиозный и общественный праздник во многих странах. В Европе и Америке его отмечают 25 декабря. В России мы празднуем православное Рождество 7 января в честь рождения Христа.
Уч.4: Люди часто представляют себе Рождество, как время веселиться и дарить подарки. Они обычно проводят этот праздник с семьей. В канун Рождества некоторые люди ходят в церковь на специальную службу, которая называется Всенощная Месса в Британии и Рождественское богослужение в Америке.
Уч.5: Другая рождественская традиция – пение хоралов, что означает исполнение на улице специальных рождественских гимнов. Некоторые хоралы очень известны. Эти гимны прославляют рождение Иисуса Христа. Сейчас эти песни часто поют одетые в фантастические костюмы дети, которые собирают деньги на благотворительные цели.
Вед.1: Все верят, что канун Рождества – это время чудес и волшебства. Многие дети пишут письма Деду Морозу с просьбой о подарках. Я думаю, мы все должны верить в чудеса. Иначе наша жизнь будет очень скучна.
Вед.2: Да, к сожалению, многие из наших друзей, к примеру, не верят в Санта Клауса. Мне кажется, в Рождество каждый человек должен быть немного ребенком. Рождество – это праздник, связанный с суевериями и народными приметами. Никто точно не знает, когда и откуда они появились. Давайте бегло взглянем на некоторые популярные суеверия и послушаем стихотворения, которые прочитают наши друзья.
«Счастливое избавление»
Вверх по лестнице подняться задом наперед,
Все рубашки поразвесить шиворот-навыворот,
Звезды в небе сосчитать,
С тортом под подушкой спать,
А потом все ножи по столу разбросать.
Это правда или сказка,
Можно это предсказать,
За кого я выйду замуж –
Интересно мне узнать!
О да! Это возможно!
Гаданье удалось.
И в полночь летней ночью
Лицо ко мне являлось.
В саду, в ведре с водою его я увидала
Ведь это мой жених – я сразу догадалась!
И я была так рада,
Что я могу узнать,
Кого искать не надо,
А надо избегать!
«Смелость»
Ты смогла бы выйти замуж
В черном платье, а не в белом?
Подстригала ли ты ногти
В пятницу вечером смело?
Отдала бы ты колдунье завиток своих волос?
Или зеркало разбила, чтоб несчастье началось?
Каждый день встаешь с кровати
Ты всегда не с той ноги.
А потом свистишь и пляшешь,
Боже правый, помоги!
Ты под лестницей пролезла,
Ни на йоту не смутившись
И на радугу смотрела,
Как на чудо, покосившись.
Три шестерки обожаешь,
Повторяешь каждый час,
Что ничем ты не рискуешь.
Убеждаешь нас и вас.
Ты не веришь в суеверья,
Сны, приметы и поверья.
Говоришь – все чепуха и смеешься ха-ха-ха.
«Несчастная судьба»
Он под лестницами ходит,
Говоря: « Что в том плохого?»
Кошек черных не боится?
Ничего в том нет дурного.
Миллион зеркал разбил,
Ни слезы не проронил.
Все это чепуха, охи да ахи,
Все это ерунда, он считает,
Людей беспочвенные страхи.
Иль он ошибался, что все предрассудки
Не стоят того, чтобы тратить все сутки.
Но кончилось все и теперь не до смеха
Под автобус попал, тот его переехал.
«Кресты»
Я скрестил мои пальцы,
Скрестил мои руки,
Я скрестил мои брови
От боли и муки.
Я скрестил мои ноги,
Скрестил мои ступни.
Я скрестил мое сердце,
Мечтая о смерти.
Я скрестил слишком много,
Не могу шевелиться.
Ничего не осталось,
Только лишь об удаче молиться.
Вед.1: Вот и пришла пора прощаться. Позвольте нам поблагодарить наших дорогих гостей. С Рождеством и с Новым Годом! Мы желаем Вам здоровья и удачи. А теперь давайте споем популярную песню “Happy New Year”.
S1: Dear friends and guests! On the 25th of December people celebrate Christmas- a beautiful holiday which is loved by children and adults; when everything is decorated with lights and toys; when we see Christmas trees everywhere; when people buy presents and cook special food, send cards and have parties. And we are celebrating this holiday today.
S2: It’s not a competition or a contest. There is no jury. So enjoy yourself and relax. We welcome our guests …, parents and teachers.
S1: Today everything will be connected with Christmas. We’ll recite poems and sing songs and I hope we’ll have a good time. I wish you good luck! Let’s sing the traditional Christmas English song “Jingle, bells!”
Chorus:
Jingle, bells! Jingle, Bells!
Jingle all the way!
Oh, what fun it is to ride
In a one-horse open sleigh.
Dashing through the snow
In a one-horse open sleigh,
O’er the fields we go,
Laughing all the way.
Chorus
Bells on bobtail ring,
Making spirits bright.
What fun it is to ride and sing
A sleighing song tonight.
Chorus Ex. 2 p.166 tape53
P1: In Britain Christmas day is a public holiday. Families usually spend it opening their presents which are often piled around the Christmas tree. The most important meal is Christmas dinner. It consists of a turkey with vegetables followed by Christmas pudding containing a lot of dried fruit. Americans bake special Christmas cookies.
P2:According to Christianity, the one of the world’s major religions, Christmas is an important Festival. As you know, Christianity is based on the teachings of Jesus Christ who lived in the Holy Land 2000 years ago. Jesus was born in Bethlehem. He lived for 33 years before being crucified by Romans. Christians believe that Jesus rose from the dead to show that there is another life after death.
P3: Christmas is the most important festival and public holiday in many countries. In Europe and in America it is celebrated on the 25th of December. In Russia we celebrate Orthodox Christmas on the 7th of January in honour of the birth of Christ.
P4: People often see it as a time of merry- making and present-giving. They usually spend time with their families. On Christmas Eve some people go to a special church service called Midnight Mass in Britain or Christmas Eve Service in America and in Russia which is held at midnight.
P5: Another Christmas tradition is carol singing which means singing carols in the street, outside people’s houses. Some carols are very well-known. Carols are special hymns celebrating the birth of Jesus Christ. Now carols are often sung by fantastically-dressed children who collect money for charity.
S1: Everyone believes that Christmas Eve is the time of miracles and magic. Many children write letters to Santa Claus asking for presents. I think we all should believe in miracles. Otherwise our life will be boring.
S2: I agree with you though many of my friends don’t believe in Santa for example. I guess every person should be a bit of a child for Christmas season. Christmas is a holiday steeped in superstitions and folk beliefs. No one knows exactly when these came into existence. Let’s have a glance at some popular superstitions and listen to the poems our friends will recite.
P1. “Lucky Escape”
I walked backwards up the stairs,
I left shirts on the backs of chairs,
I counted stars in the sky for a week,
I slept with wedding cake under my cheek,
I spun knives on the kitchen table.
Was it true, or merely a fable?
Was it possible to predict
Who I’d marry,
Who I’d pick?
Oh, yes, it was.
It worked all right
As the clock struck twelve
On Midsummer night.
For there, in the bucket of water
Smiling back at me
Was the face of my own true love
My future husband-to-be.
I was so delighted,
Truly overjoyed,
Because now I know what he looks like,
I’ll know who to avoid!
P2. “How Brave Are You?”
Would you marry in black instead of white?
Cut your nails on a Friday night?
Give a witch a lock of your hair?
Break a mirror and not even care?
Jump up out of the wrong side of bed?
Never sing but whistle instead?
Walk under ladders but care not a jot
Point at rainbow while shouting, “So what?”
Is your favourite number 666?
Do you enjoy taking all these risks?
Do you lap up dragon’s blood and still feel glad?
No, you’re not brave
YOU’RE COPLETELY MAD!
P3. “Unhappy Ending”
You can walk under ladders.
What’s wrong with that?
You can see any number
Of jet black cats.
You can break a million mirrors
And won’t shed a tear.
It’s all just stuff and nonsense,
Simply groundless fears.
No, you’re wrong
And how do you know
That it’s not superstitious fuss?
I know because I’ve just been
Run over by a bus.
P4. “Things I Did For Luck”
I crossed my fingers,
Crossed my toes,
Crossed my eyebrows
Over my nose.
I crossed my legs
And then my eyes.
I crossed my heart
And hoped to die.
But I crossed TOO MUCH
And now I’m stuck.
Seems too much crossing
Brings bad luck.
S1: It’s time to finish our party. Let me thank our guests for coming. Merry Christmas and A Happy New Year! We wish you good health and luck. Now we’ll sing a popular song “Happy New Year” ex.56 p 99 tape 11 English X
No more champagne
And the fireworks are through
Here we are, me and you
Feeling lost and feeling blue
It’s the end of the party
And the morning seems so grey
So unlike yesterday
Now it’s time for us to say…
Refrain:
Happy new year
Happy new year
May we all have a vision now and then
Of a world where every neighbor is a friend
Happy new year
Happy new year
May we all have our hopes, our will to try
If we don’t, we might as well lay down and die
You and I
Sometimes I see
How the brave new world arrives
And I see how it thrives
In the ashes of our lives
Oh yes, man is a fool
And he thinks he’ll be okay
Dragging on, feet of clay
Never knowing he’s astray
Keeps on going anyway…
(Refrain)
Seems to me now
That the dreams we had before
Are all dead, nothing more
Than confetti on the floor
It’s the end of a decade
In another ten years time
Who can say what we’ll find
What lies waiting down the line
In the end of eighty-nine…
(Refrain)
Рождественская вечеринка
Вед1: Дорогие гости, друзья!»5 декабря люди отмечают Рождество - замечательный праздник,
который любят дети и взрослые. Праздник, когда все украшено гирляндами и игрушками, когда мы повсюду видим елки, когда люди покупают подарки и готовят особую праздничную еду, посылают открытки и устраивают вечеринки. И мы отмечаем этот праздник сегодня.
Вед.2: Это не соревнование и не конкурс. Сегодня у нас нет жюри. Так что расслабляйтесь и получайте удовольствие. Мы приветствуем наших гостей …, родителей и учителей.
Вед.1: Сегодня все связано с Рождеством. Мы будем читать стихи и петь песни и мы надеемся хорошо провести время. Я желаю всем удачи. Давайте споем традиционную английскую рождественскую песню “Jingle, Bells”.
Уч.1: В Британии Рождество это общественный праздник. Семьи обычно проводят его, открывая подарки, которые часто бывают сложены под рождественской елкой. Самая важная трапеза – это рождественский обед. Он состоит из индейки с овощами, затем следует рождест-венский пудинг с сухофруктами. Американцы пекут специальное рождественское печенье.
Уч.2: В соответствии с христианством, одной из основных мировых религий, Рождество – это важный религиозный праздник. Как вы знаете, христианство основано на учении Иисуса Христа, который жил в Святой Земле 2000 лет тому назад. Иисус родился в Вифлееме. Он прожил 33 года до того как был распят римлянами. Христиане верят, что Иисус восстал из мертвых, чтобы показать, что есть другая жизнь после смерти.
Уч. 3: Рождество – самый важный религиозный и общественный праздник во многих странах. В Европе и Америке его отмечают 25 декабря. В России мы празднуем православное Рождество 7 января в честь рождения Христа.
Уч.4: Люди часто представляют себе Рождество, как время веселиться и дарить подарки. Они обычно проводят этот праздник с семьей. В канун Рождества некоторые люди ходят в церковь на специальную службу, которая называется Всенощная Месса в Британии и Рождественское богослужение в Америке.
Уч.5: Другая рождественская традиция – пение хоралов, что означает исполнение на улице специальных рождественских гимнов. Некоторые хоралы очень известны. Эти гимны прославляют рождение Иисуса Христа. Сейчас эти песни часто поют одетые в фантастические костюмы дети, которые собирают деньги на благотворительные цели.
Вед.1: Все верят, что канун Рождества – это время чудес и волшебства. Многие дети пишут письма Деду Морозу с просьбой о подарках. Я думаю, мы все должны верить в чудеса. Иначе наша жизнь будет очень скучна.
Вед.2: Да, к сожалению, многие из наших друзей, к примеру, не верят в Санта Клауса. Мне кажется, в Рождество каждый человек должен быть немного ребенком. Рождество – это праздник, связанный с суевериями и народными приметами. Никто точно не знает, когда и откуда они появились. Давайте бегло взглянем на некоторые популярные суеверия и послушаем стихотворения, которые прочитают наши друзья.
«Счастливое избавление»
Вверх по лестнице подняться задом наперед,
Все рубашки поразвесить шиворот-навыворот,
Звезды в небе сосчитать,
С тортом под подушкой спать,
А потом все ножи по столу разбросать.
Это правда или сказка,
Можно это предсказать,
За кого я выйду замуж –
Интересно мне узнать!
О да! Это возможно!
Гаданье удалось.
И в полночь летней ночью
Лицо ко мне являлось.
В саду, в ведре с водою его я увидала
Ведь это мой жених – я сразу догадалась!
И я была так рада,
Что я могу узнать,
Кого искать не надо,
А надо избегать!
«Смелость»
Ты смогла бы выйти замуж
В черном платье, а не в белом?
Подстригала ли ты ногти
В пятницу вечером смело?
Отдала бы ты колдунье завиток своих волос?
Или зеркало разбила, чтоб несчастье началось?
Каждый день встаешь с кровати
Ты всегда не с той ноги.
А потом свистишь и пляшешь,
Боже правый, помоги!
Ты под лестницей пролезла,
Ни на йоту не смутившись
И на радугу смотрела,
Как на чудо, покосившись.
Три шестерки обожаешь,
Повторяешь каждый час,
Что ничем ты не рискуешь.
Убеждаешь нас и вас.
Ты не веришь в суеверья,
Сны, приметы и поверья.
Говоришь – все чепуха и смеешься ха-ха-ха.
«Несчастная судьба»
Он под лестницами ходит,
Говоря: « Что в том плохого?»
Кошек черных не боится?
Ничего в том нет дурного.
Миллион зеркал разбил,
Ни слезы не проронил.
Все это чепуха, охи да ахи,
Все это ерунда, он считает,
Людей беспочвенные страхи.
Иль он ошибался, что все предрассудки
Не стоят того, чтобы тратить все сутки.
Но кончилось все и теперь не до смеха
Под автобус попал, тот его переехал.
«Кресты»
Я скрестил мои пальцы,
Скрестил мои руки,
Я скрестил мои брови
От боли и муки.
Я скрестил мои ноги,
Скрестил мои ступни.
Я скрестил мое сердце,
Мечтая о смерти.
Я скрестил слишком много,
Не могу шевелиться.
Ничего не осталось,
Только лишь об удаче молиться.
Вед.1: Вот и пришла пора прощаться. Позвольте нам поблагодарить наших дорогих гостей. С Рождеством и с Новым Годом! Мы желаем Вам здоровья и удачи. А теперь давайте споем популярную песню “Happy New Year”.
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