Методическая копилка "PRACTICAL INTERACTIVE ACTIVITIES"

Интерактивное обучение – это обучение, погружённое в общение и взаимодействие.

Оно основано на диалоговых и полилоговых формах общения.

Интерактивное обучение является актуальным, так как содействует формированию

коммуникативной компетентности школьников. Оно позволяет осуществлять педагоги

ческое взаимодействие на уровне субъектных отношений, активизируя познавательную

и профессиональную деятельность участников образовательного процесса.

Интерактивное обучение осуществляется через последовательные этапы:

- формирование учебных групп;

- организация учебной деятельности учащихся в группе:

- презентация групповых решений;

- рефлексия прошедшего занятия.

Работая в многопрофильной гимназии, в классах с углубленным изучением англий

ского языка, я постоянно использую интерактивные технологии. Хочу поделиться прак

тическими интерактивными заданиями, используемые на своих уроках.

PRACTICAL INTERACTIVE ACTIVITIES

И.В.Королько

Многопрофильная гимназия №41 имени А. Пушкина, г. Тараз

Picture Stories (elementary and above)

Time: One lesson

Alternative:

Materials: Magazine photos

Procedure:

1. Divide class into groups of 2-4 students.

2. Pass out magazine photos to each group. Magazine photos can include people, places, or events. Teachers can pass one photo per group or a set of different photos.

3. Have each group make up a story based on the magazine photos they have received. Teachers can have students use new vocabulary words in the stories as well.

Cut photos into pieces like a puzzle and have students reassemble the pieces before making up a story about the photo.

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Team Games (elementary and above): This is a good game to review a new concept in grammar or new vocabulary.

15-20 minutes

Time

Materials:

Procedure:

Questions

Bell or keys (2 sets)

1. Divide the class into two groups.

2. Have each team stand in a line in front of a desk or table. The first person in each line should be a student from each team.

3. Explain that the teacher will ask a question and the student who rings their bell or shakes their keys first must answer the question within 5 seconds. If they answer the question correctly their team will get one point. If they answer it incorrectly, they will lose a point and the student representing the other team will have an opportunity to answer the question. If the other team answers correctly, they get a point, but they also lose a point if they answer incorrectly.

4. If neither team answers correctly, you can either tell them the answer or open it up to the rest of both teams. The first student who answers correctly gets a point for their team.

5. The team with the most points wins.

Group Predictions (intermediate): Helps students practice will, future continuous, and future

perfect.

Time: 20 minutes

Procedure: 1. Divide class into groups of 4-5 students.

1. Ask everyone in the group to imagine what the other people in their group will be doing in 10 years.

2. Have the group discuss each of the predictions and decide the best one. They should write a prediction for everyone in the group.

3. Have students present the predictions to the class or go tape them to the wall for everyone to see.

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Magic Moments (intermediate): Helps students practice past continuous tense.

Time: 15 minutes Questionnaire

Materials: 1. Ask students if they have younger brothers or sisters. Ask those who have if they

can remember where they were and what they were doing when someone told them

they had a new brother or sister.

2. Divide students into pairs and give each pair a questionnaire.

3. Have students ask each other uestions from the questionnaire.

4. When they have finished, ask them each to tell the class one interesting fact

about their partner.

Sample Magic Moments Questionnaire

Can you remember what you were doing when:

Your first tooth fell out?

You first realized you could read?

You got your first 5?

Someone invited you on your first date?

You first understood what people were saying in English?

Passing the buck (Post-elementary and above): A good discussion activity. Give the students a

topic to discuss related to previous lessons.

Time: Up to one lesson

Materials: Set of cards for each group. Each set should include one copy of the “Start the

discussion" card and multiple copies of the other cards.

Procedure: 1. Divide the class into groups of 4-5 students and give each group set of cards.

2. Have a student deal the cards out equally to each member of the group.

3. The student with the “Start the discussion" card should begin, then the others

take turns according to the instructions on the card in their hands As they use

a card, they should discard it into a center pile.

4. The discussion ends when one group member gets rid of all their cards.

Personal Discussion (elementary and above)

Time: 15-20 minutes

Materials: Personal question cards (below)

Procedure: 1. Divide the class into groups of 3-4 students

1. Give each group a set of "Personal Question" cards. Have them place the cards face down in the center of the group.

2. One at a time, have a student in the group choose a card and read it aloud. Have them answer the question on the card. If the student chooses not to answer the question, the other group members may ask any question they want to the student.

3. After one student finishes, the next student picks a card. This continues around the group until all of the cards have been answered.

4. At the end of the activity, have each student introduce one of their group members by telling one interesting thing they learned about them.

Package Tour (intermediate or above)

Time: One lesson

Materials: Paper, pens, markers

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Procedure: 1. Divide the class into groups of 4-5 students.

2. Ask each group to imagine they are inhabitants from an imaginary country. Build facts about the country by having them answer the following questions (you may change or add to the questions):

Where is the country?

Is it an island or part of a continent? What continent?

What is the climate like?

What is the landscape like?

What are the main geographical areas?

What are the people like?

What are the main industries and crops?

What is its political system?

What are the main towns?

What is it famous for?

What are the national cuisines?

Students can add to the facts about the country. The more details they establish, the better.

3. Have the students draw a map of the country based on the facts they have written down.

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4. Tell them there are some package tours being developed for the country. They should make a tourist brochure that tells about their country. The brochure should make tourists want to come to the country.

5. You can take the brochures to other classes and have them decide which country they would like to tour.

Middlemen (elementary or above): This is a role play between students. Any scenario involving

two or more students can be used to do a role plaу.

Time: 10-15 minutes per role play

Materials: Role cards for each group

Procedure: 1. Divide the class into three groups by counting off.

1. Have all of the “1s" line up on the left side of the classroom, the “2s” facing them on the right side of the classroom and the “3s" standing in between them. This should make several groups of 3 students.

1. Explain they are going to role play three situations, each involving an argument between two people, the “1s" and "2s”. They will not speak to each other directly, but should make their views known to the “3s" who will help them try and find a compromise solution.

2. Give out the appropriate cards for the first situation to the "1s" and “2s" and ask the “3s” to listen to the “1s” first.

3. When they have heard the complaint of the "1s", they should go and explain it to the “2s", listen to their reply, and report back to the “1s”, trying all the time to help both sides reach a compromise and settle their differences. This should continue until both sides have reached a satisfactory agreement.

4. Have the “1s” and “3s" change places and give them the second scenario. Have them act this out until a compromise has been made.

5. Have the “1s" and “2s" change places now and give them the third scenario. Have them act this out until a compromise has been reached.

Scenario 1

Flatmate 1: You flatmate is very inconsiderate; never washes the dishes and holds late night

parties in your flat. He knows you have to get up early!

Flatmate 2: You flatmate is very inconsiderate; he insists on keeping a dog that barks early in

the morning. He knows you get up late! And he is much too tidy- always cleaning

your things away so that you can’t find them.

Scenario 2

Neighbour 1: Your next-door neighbour always parks her car right in front of your driveway. It’s

very annoying, because it means that you can’t get your car in and out.

Neighbour 2: Your neighbour’s house is always full of visitors. It’s very annoying because

they often make a lot of noise just when you want to do some work, but also

because they park their cars all down the street and it’s hard for you to find a place

to park your car.

Scenario 3

Parent: You are having an argument with your teenage daughter. You think she is too

young to go to parties and come back late at night.

Daughter: You are having an argument with your parents. They won’t let you go out to

friends’ parties, and say you are too young to stay out late. It’s not fair-all your

friends go to parties!

After you have finished the role play, bring the group back together to discuss the results.

Debate (intermediate): This is a good way for students to develop arguments and

express opinions supported by facts in English. The best debate topics are controversial

issues, but they do not need to be difficult. Some examples:

• All people in Kazakhstan should speak Kazakh

• Students who miss more than 15 classes a year should not move to the next grade.

Time: One to two lessons

Procedure: 1. The class should be divided into two groups, with one group

supporting the statement and the other group opposing the statement. 2.

2. Debate format is as follows:

• One student from each group will present a 3-minute opening argument

• Each group will have 3 minutes to prepare to argue

• Group 1 will present their arguments for 5 minutes. Group 2 will have 3 minutes to counter these arguments. Group 1 will have 2 minutes for a rebuttal.

• Give both groups a 2-minute break

• Group 2 will present their arguments for 5 minutes. Group 1 will have 3 minutes to counter these arguments. Group 2 will have 2 minutes for a rebuttal.

• Give both groups a 3-minute break to prepare their closing arguments.

• Each group will present a 3-minute closing argument

Variation: The class can be divided into three groups. Two of the groups will

participate in the debate, while the third group will evaluate the debate.

Case Studies(intermediate): Similar to debate, case studies generally concentrate on controversial issues. You can take a controversial topic from the local newspaper and translate it into English for students to read and discuss. You can also give students a difficult situation to solve (see below).

Time: Up to one lesson

Procedure: 1. Divide the class into groups of 4-5 students.

• Students should read the case study and address the following topics:

• Define the problem: Answer the questions-who? what? where? why? when? how? For example: What is the problem? Who does it affect? How does it affect them? Where does it take place? Why is it a problem?

• List the possible solutions: How can you solve the problem?

• Evaluate the solutions: What are the positives and negatives of each solution?

• Decide the best solution

1. Have students present their case studies to the class. Discuss why students chose the solution they did and compare the results between groups. Remember, there are no wrong answers as long as they have reasons for choosing the solution they did.

Projects (Elementary and above)

These are longer-term assignments for students to work on both in and out of the classroom. Group projects generally end in a presentation to the class or a research paper or both. Groups can be given assignments such as book reports or research topics. Groups can also be given fun assignments, such as conducting role plays, leading games, plays, newscasts or developing a newspaper. By using group assignments, it allows the students to make decisions on how to complete the task and decide who does what.

References:

1. Kral, T. “Creative Classroom Activities”. Washington D.C. 20547 English Language Programs Division, 2014.

2. Мясоед Т.А. «Интерактивные технологии обучения. Спец. семинар для учителей»- М., 2004.

3. Пидкасистый П.П., Хайдаров Ж.С. «Технологии игры в обучении и развитии»- М., 1996.

4. Суворова Н. «Интерактивное обучение: Новые подходы» М., 2010.

5. http://festival. lseptember.ru/2011- 2012/index.php