Mozno nenapisem pre mnohych nic evolucneho, ale patri sa mi zopakovat hned v uvode jednu moju zivotnu skusenost. Budem si vzdy vazit tych nositelov ucty z dovodu ich uzasne vysokeho vzdelania, ktori su schopni hovorit o najvacsich veciach najjednoduchsim sposobom. Prispevkom, ktory zacinate citat, sa pokusim priniest moje pohlady a moje skusenosti ziskavane vlastnym dlhorocnym vzdelavanim sa z oblasti o kvalite, sposobe, strategiach a metodach vyucovania anglickeho jazyka na zakladnych skolach za poslednych 29 rokov, teda od roku 1989.
Viem, ze mnohym vam, ktori sa v tejto oblasti angazujete, nie je novinkou tvrdenie, ze kvalita vyucovania anglickeho jazyka zavisi od mnohych cinitelov, napr. kvalifikovanosti ucitelov anglickeho jazyka, roznej urovne ovladania anglickeho jazyka ziakov v jednej triede, ci skupine, pouzivanych vyucovacich metod ci strategii. Ucitel svojimi metodami moze znacne, a teda aj kladne, ovplyvnit nielen zaujem ziakov o dany jazyk, ale aj ich dosahovane vysledky. V neposlednom rade je to fakt, ze ucitelia velmi vela casu venuju gramatickym cviceniam, menej sa zaoberaju receptivnymi cinnostami a strategiami (pocuvanim a citanim s porozumenim), ale najmenej casu ucitelia vkladaju do produktivnych cinnosti a strategii (ustneho a pisomneho prejavu).
Patri sa vsak po takom konstatovani praxou preverenych skusenosti dodat, ze ak sa chceme nadalej podielat na zvysovani kvality vyucby anglickeho jazyka, potrebujeme o metodike jej vyucby kvalifikovane hovorit na najsirsom fore medzi kvalitnymi, teda pre oblast sebavzdelavania zanietenymi jedincami, ktorych nie je v nasich slovenskych skolach malo. Odborne casopisy su casto takym miestom. Patri sa v nich aj pri takej prilezitosti aspon ilustracne vyzdvihnut skvelu cinnost tych, ktori vlastnou angazovanostou a kvalitou vlastnej prace z danej oblasti zasluhuju aj verejne ocenenie.
Viem, nemozem vsetkych menovat, lebo vsetkych ani nepoznam, nespomenut vsak pedagogicku kvalitu a novatorske metody vo vyucbe anglickeho jazyka pedagogmi L. Kostelnikovou zo ZS, Ul. 17 novembra 31, Sabinov, J. Sajgalovou, G. Tothovou zo ZS Komenskeho 13 Sabinov, N. Cernickou a K. Dolhyovou zo ZS s MS Hlavna 367/7, Kapusany pri Presove, M. Hirnakovou z CZS sv. Juraja, Sov. hrdinov 819/111, Svidnik, E. Vasilegovou zo ZS Tarasa Sevcenka 3, Bardejov, F. Vojtekom zo ZS Budovatelska 164/4, Giraltovce, alebo M. Rovnakovou a D. Richterovou zo ZS Ceskoslovenskej armady 22, Presov, ale i podaktorych dalsich, len z priestorovych dovodov nespomenutych, by som nemohla podciarknut skutocnost, ze sa vdaka aj nimi pouzivanych metod a aktivit v ich skolach rozvija velmi pozitivne komunikacia vo vyucbe anglickeho jazyka u ziakov nizsieho sekundarneho vzdelavania.
Existuju vsak na druhej strane aj take skoly, kde vysledkom zostava, ze ziaci mozno aj dokazu vyplnat rozne typy gramatickych cviceni, ale nedokazu komunikovat v anglickom jazyku. Je dobre, ze vacsina ucitelov, ktori sa zucastnuju vzdelavani v predmete anglicky jazyk na Regionalnom pracovisku MPC v Presove, nielen zo vsetkych okresov Presovskeho kraja, ale vo velkom pocte aj zo vsetkych okresov Kosickeho kraja a taktiez dalsich krajov, napriklad: Banskobystrickeho, Zilinskeho, Nitrianskeho, Trencianskeho, posunuli metodiku vyucby na ovela vyssiu uroven nez bola. Su schopni v sirsich a kreativnejsich suvislostiach uplatnovat komunikativny pristup vo vyucbe anglickeho jazyka, rozvijajuc pritom vsetky styri komunikacne jazykove cinnosti a strategie, ako receptivne tak aj produktivne.
Preco to spominam v uvode az tak zosiroka? Je to vysledok pristupov spomenutych i nespomenutych, ich motivacnych schopnosti pocas mojej 9 rocnej praxe v RP MPC Presov. Vzdelavanim, ktore som sa snazila organizovat profesionalne pre viac ako 1 000 ucitelov zakladnych, strednych a jazykovych skol prostrednictvom 14 roznych vzdelavacich programov vo mne utvrdili v uvode tohto prispevku spomenute, ze nasi pedagogovia, dnes povacsine metodicki partneri, su schopni jednoduchostou vyucby prostrednictvom narocnosti na seba samych poskytovat progres a kvalitu tym, ktorych maju najradsej, svojim ziakom. Prispevok ukaze, ako k tomu sluzi vyuzitie niektorych metod a aktivit v samotnej vyucbe, alebo ak chcete pocut modernejsi nazov, prostrednictvom systemoveho a systematickeho komunikacneho treningu.
Pre citatelov ponukam priklady dvoch edukacnych jednotiek v predmete anglicky jazyk. Ta prva poskytuje priklad na to, ako rozvijat vsetky styri komunikacne jazykove cinnosti a strategie v ramci jednej temy a v tej druhej autorka vyuziva komunikativny pristup vo vyucbe anglickeho jazyka zacinajuc kontrolovanymi aktivitami, cez polo kontrolovane az k tym volnym plynulym aktivitam v ramci rozvijania ustneho prejavu ziakov.
Edukacna jednotka 1
Mgr. Luboslava Kostelnikova, Zakladna skola, Ul. 17.novembra 31, Sabinov
Tematicky celok: Mladez a jej svet Tema: Sikanovanie
Jazykova uroven: A2 - 9. rocnik
Dlzka edukacnej jednotky: 90 minut
Organizacne formy: skupinova praca, praca v dvojiciach, samostatna praca, frontalne vyucovanie
Metody: riadeny rozhovor, diskusia, rozpravanie, rolova hra
Ciele edukacnej jednotky
Kognitivne ciele:
Spravne odpovedat na otazky po precitani textu.
Ziskat klucove informacie z pocuvaneho textu.
Porovnat ziskane informacie.
Aplikovat ziskane vedomosti v konkretnych komunikacnych situaciach.
Afektivne ciele:
Preukazat zaujem o zazitky spoluziakov vhodnym kladenim otazok v ramci rolovej hry.
Vyjadrit svoj nazor v diskusii a rolovej hre.
Poradit kamaratovi, navrhnut riesenie.
Psychomotoricke ciele:
Zahrat rolovu hru.
Prekonat obavy z rozpravania a aktivne sa zapajat do komunikacie.
Priebeh edukacnej jednotky.
Motivacna faza.
Look at the picture. Decribe the picture. What are the people doing?
Expozicna faza
Task 1 (pre-reading + pre-listening activity)
Can you explain the expression ,,BULLYING"?
Brainstorming: Write on the board your ideas about bullying.
What are the ways of bullying?
Story 1 (reading)
Read the text and write answers to the questions below.
The whole thing started when one girl, the most popular girl in class, stopped liking me. I never did anything bad to her. I even admired her. Everyone did. Maybe it was because I studied well and didn't wear the most fashionable clothes. She turned all the other girls against me and started gossiping about me. The situation gets really bad when I returned to school after being ill for two weeks. Nobody talked to me. None of the girls said hello. That was the worst thing. I tried to start conversation with other girls, even offered to share snacks with them or tried to give them money, but it only got worse. I started getting messages saying things like ,, Die cow! " I was afraid to go to school and sometimes I faked being sick so I could stay home. One day during the break the girls grabbed my hands and hair and put lipstick on my face, laughing and calling me names. I was just shaking and crying, and the next thing I remember I was in hospital. The headmaster of the school said they were just teasing me and that I am hypersensitive. (Zdroj: Gate, september 2018)
Story 2 (listening )
Listen to the story 2 and answer the questions below.
Prepis nahravky
Sebastian: I am in the first year of High school. And I have tried to kill myself many times because of bullying. It started when I said 'Hello' to the future bully. And he said 'Hello' back. We started talking and soon we told each other a little bit about ourselves. I am a Latino and he is not. And this person was very athletic and popular. He began bullying me. At first he just called me horrible names which wasn't that bad. But then it became insults about my race and dreads. And it just got worse and worse every day. I spoke to my school about it and they said they would do something. But nothing really happened. Eventually it became too much for me. I felt like I was nothing. And I tried to kill myself. Of course in High school people talk. So everyone learned about it. First I thought....that more people would bully me. But it was the opposite. ... may people understand how bad bullying is. The year is now almost finished while.... it has been difficult. I now try to help people if I see them being bullied. (Zdroj: Gate CD, september 2018, Track 4)
Task 2
While reading the Story1 and listening to the Story 2 answer the questions about each story.
|
Story 1 |
Story 2 |
|
|
a) Who was the victim? |
||
|
b) Who was the bully? |
||
|
c) Why was she/he bullied? |
||
|
d) How was she/he bullied? |
||
|
e) What did the victim do? |
||
|
f) Did the adults help? |
||
|
g) What is the situation now? |
Task 3 (post-reading + post-listening activity)
Work in groups of three:
Compare the two stories. What is different?
What should people do in each situation?
Fixacna faza
Students work in pairs. They get ROLE PLAY - CARDs and try to act them out.
|
Role play Card A The victim of bullying Imagine you are one of the victims from our stories. Use the information from the chart. You are meeting your real friend and complaining about what happens to you. |
|
Role play Card B The friend of the bullied person Your friend has become the victim of bullying at their school. He/she doesn't know what to do. Try to give him/her some advice. |
Task 4
Write about your experience with bullying.
Write about an experience you have heard about.
What should you do when you know that somebody is bullied?
Diagosticka faza
The teacher gives some comments on the lesson.
Students express their opinion about the lesson:
Do you like this lesson? Why? Why not?
Which activities do you prefer?
Zdroje: https://www.google.com/search?q=bullying&client=firefox-b&tbm=isch&tbo=u...
Gate CD, september 2018.
LEBOEUF, M., 2018. Don`t Let the Bullies Win. In: Gate: Magazine for English-language students. c. 01 September 2018. (CD included)
Edukacna jednotka 2
Ing. arch. Marta Rovnakova, Zakladna skola, Ceskoslovenskej armady 22, Presov
Tematicky celok: Vyziva a zdravie
Tema: Stravovacie navyky, zdrava vyziva
Jazykova uroven: A1 - A2 - 7. rocnik
Dlzka edukacnej jednotky: 90 minut
Organizacne formy: skupinova praca, samostatna praca, praca vo dvojici, frontalne vyucovanie
Metody: riadeny rozhovor, riesenie uloh
Ciele edukacnej jednotky
Kognitivne ciele:
Spravne pouzivat otazky How much ... ?/ How many ... ?
Doplnit informacie do tabulky.
Priradit vhodnu odpoved celou vetou podla vzoru.
Popisat zoznam ingrediencii.
Vytvorit odpovede na otazky.
Porovnat a vysvetlit riesenie ulohy.
Zoradit informacie.
Vytvorit a prezentovat rozhovor.
Diskutovat o problemoch, vyjadrit svoj nazor v jazyku anglickom.
Psychomotoricke ciele:
Pracovat presne a rychlo.
Pracovat s ucebnymi pomockami, pracovnymi listami.
Afektivne ciele:
Spolupracovat vo dvojiciach, v skupine.
Vyjadrit svoj nazor a prijimat nazory spoluziakov.
1 CONTROLLED ACTIVITY: Let 's make pancakes. How much?/ How many?
Priprava: A - fotokopie tabulky so surovinami - potravinami na pripravu jedla, napr. palaciniek
B - fotokopie receptu na pripravu jedla - zoznam ingrediencii
Postup:
1. Na tabulu napiseme modelove otazky a odpovede.
A: How much water do we need? B: We need 2 glasses of water.
A: How many tomatoes do we need? B: We need 5 tomatoes.
Na zaver opis: A: We need 2 glasses of water, 5 tomatoes, ... and ... .
- Ziakov rozdelime do dvojic.
- Ziak A dostane tabulku s viacerymi slovami oznacujucimi potraviny, ziak B recept.
- Ziak A kladie otazky a odpovede si znaci do tabulky podla odpovedi ziaka B. Recept nevidi.
- Ziak A podla svojich zaznamov sumarizuje zoznam ingrediencii svojmu partnerovi, ktory mu potvrdi alebo opravi odpoved a potom kvoli kontrole spravnosti ukaze mu recept.
- Ziaci vo dvojiciach prezentuju otazky a odpovede pred celou triedou.
- Ziak A popise zoznam ingrediencii pred celou triedou.
Postup sa opakuje po vymene ziakov a receptov.
2 Semi - controlled ACTIVITY: EXCHANGE
Postup:
- Na papier formatu A4 ma kazdy ziak samostatne napisat
- 3 druhy ovocia - I love ...., I like....., I don't like.....
- 3 druhy zeleniny - I love ...., I like....., I don't like.....
- 3 napoje - I love ...., I like....., I don't like.....
- Ziaci si vo dvojiciach vymenia papiere a navzajom sa pytaju a odpovedaju, odpovede zdovodnuju.
- What is your favourite ...? Why do you like ....?
- How many / much ... do you eat / drink a week? ... a podobne.
- Ziaci si po 5 minutach vymenia partnera a rozhovor sa opakuje.
- Ziaci sa o zaujimave zistenia o spoluziakoch podelia s triedou.
3 FLUENCY ACTIVITY: RANKING ACTIVITY - THE BEST FOOD
Postup:
- Ziaci si vyberu oblast, o ktoru sa zaujimaju - jedlo (potraviny).
- Ziaci si spolocne stanovia kriteria na rozlisenie dobrych a menej dobrych jedal, napr.: healthy, unhealthy, grown in Slovakia, cheap, vitamins, ...
- Ziaci si spolocne urobia zoznam 5 jedal.
- Ziaci si samostatne zoradia jedla.
- Ziaci si porovnaju poradie jedal v skupinach a zdovodnuju:
The best food is ....... , because ........ . atd.
Zastupcovia jednotlivych skupin prezentuju svoje vysledky pred triedou.
4 FLUENCY ACTIVITY - GUIDED ROLE PLAY: AN INVITATION TO A PARTY
Organizacia: dvojice
Priprava: a flow chart
Postup
- Ziakov rozdelime do dvojic.
- Rozdame schemy.
- Ziaci vytvaraju rozhovory podla schemy.
- Prezentacia dialogov pred triedou, oprava chyb na konci aktivity spolu so ziakmi.
Flow chart: An invitation to a party (a telephone call between two friends).
|
Pupil A |
Pupil B |
|
1 Say hello and your name. |
2 Reply and ask how the caller is. |
|
Invite B to your birthday party - next Saturday, 3 pm. |
4 Accept or make an excuse. |
|
5 Arrange a time or say you are sorry. |
6 Say goodbye |
|
7 Say goodbye. |
|
Pomocky - frazy:
INVITING: Would you like to...? Do you want to ...?
ACCEPTING: Yes, please. I 'd love to. Yes, of course. That's great.
MAKING AN EXCUSE: No, thank you. I 'm not sure. I 'm sorry, I can 't. I 'm busy.
5 FLUENCY ACTIVITY - MORE FUNCTIONAL ROLE PLAY: SHOPPING
Organizacia: dvojice
Priprava: rolove karticky (role cards), obrazky roznych druhov mafin s cenami
Postup:
- Ziakov rozdelime do dvojic.
- Rozdame rolove karticky.
- Ziaci maju 3 minuty na oboznamenie sa s obsahom svojej ulohy.
- Poziadame ziakov, aby vytvarali dialogy a dosli k vzajomnej dohode.
- Prezentacia dialogov pred triedou, oprava chyb na konci aktivity spolu so ziakmi.
|
Role card A: You are a customer in a Muffin shop. You want to buy your favourite coconut muffins for your party. |
|
Role card B: You are a shop assistant in a Muffin shop. You have many kinds of muffins, but not coconut ones, they are sold out. Persuade the customer to buy other kinds. |
6 FLUENCY ACTIVITY - ROLE PLAY - SMALL TALK : HELP! I AM THIRSTY.
Organizacia: dvojice
Priprava: rolove karticky (role cards), obrazky ovocia
Postup:
- Ziakov rozdelime do dvojic.
- Rozdame rolove karticky.
- Ziaci maju 3 minuty na oboznamenie sa s obsahom svojej ulohy.
- Poziadame ziakov, aby karticky otocili textom smerom k lavici a vytvarali dialogy.
- Prezentacia dialogov pred triedou, oprava chyb na konci aktivity spolu so ziakmi.
|
Role card A: You are having a birthday party at home. You are thirsty, but there is not any orange juice in the fridge. Ask your sister / brother to help you to make fruit smoothie. |
|
Role card B: You are at home. Your sister / brother is having a birthday party. They are thirsty, but there is not any orange juice in the fridge. He / She asks you for help to make fruit smoothie. You agree and offer him / her several kinds of fruit. You make and drink a delicious smoothie together. |
Zdroje: http://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelav... , navstivena 22.06.2018, s. 44