43297 (Ситуація як засіб формування соціолінгвістичної та соціокультурної компетенції мовця), страница 12

Skills — writing, speaking;

Language — making conjectures, expressing one's opinion, agreeing and disagreeing;

Other — getting to know someone else better.

Organisation — Pairs. Preparation — None.

Procedure

Step 1: The pupils work together in pairs. Each pupil writes down three ways in which he thinks that he and his partner are similar and three ways in which he thinks they are different. He does not show his partner what he has written.

Step 2: First, both pupils tell each other about the similarities and talk about where they were right or wrong, and then they talk about the differences.

Remarks

The points mentioned by the pupils may include obvious things like height or hair color, as well as more personal characteristics like taste in clothes and behavior in class.

Lie detector

Aims: Skills — speaking;

Language — asking questions, giving reasons;

Organisation — Groups of six or seven pupils each.

Preparation — None.

Procedure

Step 1: The pupils are divided into groups. One member of each group leaves the room. In their absence the groups decide on a set of five to eight questions they want to ask the pupils. These can either be personal (e.g. What do you think about corporal punishment?) or factual questions. In the case of factual questions the pupils asking them must not know the answers either.

Step 2: The pupils who went outside now return to their groups. They have to answer all questions, except one, truthfully; in one case they may lie. The rest of the group has to decide which answer was a lie. They have to give reasons to justify their opinion. The pupil tells them if they were right.

Name circle

Aims:

Skills — speaking;

Language — statements (This is.., I'm.., That's...);

Other — learning each other's names, memory.

Organisation — Class sitting in a circle; maximum of 25 pupils.

Preparation — (For variation 2 — toy animal).

Procedure

The teacher begins by giving her name. The pupil sitting to the left of the teacher continues by first pointing at the teacher and saying, “This is Kolya/ Tanya“, then at himself giving his own name. In this case everybody in the circle has to give the names of all pupils sitting to their right before introducing them. Those pupils whose names have been forgotten - the person whose turn it is, has to stand up. The toy animal can be used to relax the atmosphere. It is handed from one person to the next and likewise introduced each time. With more advanced learners more complex can be used, e.g. “The girl with the green hair is Olya. The boy with the glasses sitting near her is Vadim.”

ДОДАТОК Б

Схеми з мовленнєвими зразками у зв’язку з різними ситуаціями в ході імітаційно-моделюючої гри

Привітання  HI! Good evening! Hello! How are you?

Good morning! I am glad to see you! Good afternoon!

Прощання  Good bye! See you later!

Bye-bye! See you soon!

See you!

Погодження + + I agree with you! I think so…

I am of the same opinion. I think you are right.

Заперечення - - I don’t think so. I disagree.

I am totally against. I cannot agree with you. I am afraid you are wrong.

Знайомство ® Let me introduce myself.

This is my friend.

May I introduce my sister

Захоплення ! Oh! What a fine speech! How beautiful!

What a lovely morning! Oh! Isn’t it lovely?

Висловлення I think… I suppose…

думки I consider… To my mind…

ДОДАТОК В

Характеристика імітаційно-моделюючих ігор у наведених прикладах