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134-135].Таблица 6Этапы самостоятельной творческой работы в TeacherHubНазвание этапаЦелеполагание(выбор тематикитворческой работы,обсуждение целей,задач, конечногопродукта)Организация ипланированиеВыполнениеПрезентацияКонтроль и оценкаДеятельностьстудентовОбсуждение спреподавателемцелей, задач,конечного продукта,определениенаправлениясамостоятельнойтворческойдеятельностиСоставление общегоплана действий пореализациитворческого задания,выбор средствОсуществлениеподбора информации,составлениенабросков рабочихвариантов текста,обмен информацией,обсуждение и оценкаданныхПрезентацияконечного продуктаОбсуждение иоцениваниерезультатоввыполненияДеятельностьпреподавателяКонсультации,ориентировкаучащихсяРезультатКонсультации,ориентировкаучащихсяПлан работы надзаданиемОказывает помощь,участвует впромежуточнойоценке, мониторингдеятельностистудентовРабочие записи,рабочие тексты,черновики и т.д.Консультации,ориентировкаучащихсяУчаствует в оценкеКонечный продукттворческой работыВыбор темы,постановка целей изадач, определениеконечного продуктаСогласованнаяоценка124Выполнениевариативноготворческогокомпонентавсодержаниисамостоятельной работы позволяет в действительности, а не на словах,реализовать креативный творческий потенциал студента как языковой личности впроцессе языкового образования.
С точки зрения специфики изучаемого языкатворческий характер учебной деятельности обеспечивается за счет того, чтодеятельность студента направлена на «открытие для себя» нового языка икультуры: новых средств и способов выражения понятий, коммуникативныхнамерений, новых стратегий общения, культуроведческих фактов и т.д. [Там же,с. 33].3. Задания на построение монолога/диалога/рассуждения/дискуссии позаданной теме на основе просмотра видеофрагмента: Have you ever been to a jobinterview? How did you feel? What questions were asked? What was the result? Thinkabout some tips how to be successful at a job interview. Watch a video, note all themistakesthatanintervieweehasmade.Commentonhisbehavior.http://www.youtube.com/watch?v=zY9M3LfLjC44.Упражнениянаобсуждениевыполненныхтворческихзаданийодногруппников: Make a discussion of project task «…» created by your groupmates.Pay attention to the following: grammar and lexical mistakes, creativity, contetnts.Choose the best project.5.
Задания на активизацию грамматических навыков с опорой напредыдущий опыт изучения иностранного языка:Task 1. Fill in the gaps using the third conditional.a. If you ______ (have (past) + negative) gone to the store, you ______ (could) ______(have) _______ (meet (past participle)) her.b. Even if we ______ (have (past)) ______ (try (past participle)) to convince Kate tocome, she ______ (would) _____ (have) _____ (refuse (past participle)), I think.c. If I ______ (have (past) + negative) ______ (crash (past participle)) his car, Peter_____ (would) _____ (have) _____ (be (past participle)) on time to work.Task 2. Decide which meaning is correct. Tick the correct box.125a. Peter: I wish I had apologized. If I had apologized, Jennifer wouldn’t havewritten me that long email.- Peter thinks that he should have apologized.- Peter thinks that he shouldn’t have apologized.b.
John: Ha ha. Maybe this is all my fault. If I hadn’t bought you that cranberryjuice, you wouldn’t have spilled it all over Jennifer’s graduation dress.- It was a good idea to buy the cranberry juice.- It was the bad idea to buy the cranberry juice.c. Peter: Well if I hadn’t gone to Jennifer’s house, she would never have invitedme to her graduation.- Peter thinks going to Jennifer’s house was the cause of all the problems.- Peter thinks going to Jennifer’s house was not the cause of all the problems.d.
John: Honestly, if you had been more considerate, you would have had fewerconflicts with Jennifer.- The problem is Jennifer.- The Problem is Peter.Task 3. Explain whether regret or blame is being expressed in the followingsentences.a. If I hadn’t left the window open, the cat wouldn’t have escaped.b. If you hadn’t been so rude, he might have listened to your opinion.Task 4. Read the information about the third conditional and do the exercisesbelow.
…6. Задания на выделение необходимых фактов/сведений, отделениеосновной информации от второстепенной, определение временной и причинноследственной взаимосвязи событий, прогнозирование развития/ результатаизлагаемыхопределениефактов/событий,замыслаобобщениеавтора,оценкаописываемыхфактов/явлений;важности/новизны/достоверностиинформации, понимание смысла текста и его проблематики; отбор значимойинформации в тексте /ряде текстов для решения учебных задач:126Task 1. Read the e-mail and match the words and phrases below with theirdefinitions.RemorseTrivialCome to someone’s rescueAs far as I’m concernedRidiculeHorrified1. ________________ save someone2. ________________ not very important3.
________________ from my point of view4. ________________ to make fun of someone5. ________________ strong feeling of regret6. ________________ to feel shocked and worriedFrom: jennifer777@gmail.comTo: peter575@gmail.comDate: 26/08/2014Subject: _________________Peter,I am not upset that you spilled cranberry juice all over my new dress. What makesme extremely angry is the fact that didn’t apologize. My mother spent four hours atBloomington’s looking for the perfect white dress for graduation just to see it get totallyand utterly ruined.
You should have seen the look on her face. Then afterwards, youstarted laughing at me in front of all my friends. I left the ceremony in tears. I’m stillhorrified by the thought of having been ridiculed in front of so many people. Why doyou always do these awful things?Do you remember when we were at the mall last month? When I asked you tolook after my cellphone, you carelessly left it on the table in that Italian restaurant and itgot stolen.
That phone was a gift from my dad for my birthday. He called you for anexplanation and you didn’t even answer the phone. He said that he would never buy me127a phone again. And what did you say? “It’s just a phone, Jennifer. I think it’s trivial andnot worth worrying about.” Well, I haven’t forgotten about it.Remember what you did when I came home from school last May? I waswalking home and you jumped out of the bushes and screamed as loudly as you could.
Iwas so startled, I jumped into the middle of the street. If I hadn’t been careful, I wouldhave been hit by that truck. Had Tom not come to my rescue, I don’t think that I’d behere today. And yet, when my life was in danger, you didn’t show any remorse. Howcan I forgive you? How can we continue to talk to each other?As far as I’m concerned, we shouldn’t be friends anymore.JenniferTask 2. Find and circle all of the intensifiers in the email, for example “very”,“extremely”, “absolutely”. Why do you think Jennifer uses so many intensifiers in thisemail?Task 3. Answer the questions below.- What would be a good subject for this email?- Who wrote this email?- What is the main idea of this email?- What kind of relationships do Peter and Jennifer have?Task 4.
Read the email again and answer the questions.- Based on the email, we can assume that …a. the author has met Peter once before.b. the author knows Peter well.c. the author wants to be good friends with Peter.- What is Bloomington’s?a. a restaurantb. a department storec.
Jennifer’s home- Who was present when Peter spilled cranberry juice on Jennifer’s dress?a. Jennifer’s friendsb. Tom128c. Jennifer’s brother- In the second paragraph, who does “he” refer to?a. Peterb. the store ownerc. Jennifer’s father- What does the word “startled” mean?a. happyb. sleepyc. surprised- Which word best describes the tone of the email?a. regretb. blamec. gratitudeTask 5. Discuss the following questions with your partner.- When you are angry with your friends, how do you tell them about it?- Why do you think Jennifer chose to send Peter an email about their problem?- Have you ever apologized to your friends for something? What did you apologize for?Were you forgiven?7.
Задания на самостоятельную оценку уровня владения языком, опыта визучении языка и культуры: Define your English-speaking level using the chartprovided by your teacher (Common European Framework of Reference for Languages).What is your level? What can you do to improve your knowledge? What is your mainproblem in learning languages? Think of the ways how to solve it.8. Задания на распределение целей и задач по степени важности, составлятьпрограмму действий: Before working with the Unit you should read its topic and itsdescription attentively.
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