Методическая разработка урока по английскому языку для разноуровневых групп

Mobile Phones

Step One: pre-reading
As a preparation for reading, T asks the Ss to work in pairs and discuss together some of the advantages and disadvantages of mobile phone. T provides creative tasks that students can do at their own level, T moves around the class offering help where necessary. For weaker students (Mary, Natasha and Lera) T can offer some ideas:

Keep in touch with….-связаться с кем-либо

You can listen to music…..- вы можете слушать музыку

You don't miss important calls….- вы не пропустите важные звонки

You can surf the Internet – вы можете войти в Интернет

Mobile phone can damage for…- мобильный телефон может нанести вред….

Mobile phone can limit real communication – ограничиваетреальноеобщение

It can be expensive – Телефон может быть дорогим

When they have finished, asks some students to write advantages and others disadvantages on the board.
For example:

Advantages of Mobile Phones:

Disadvantages of Mobile Phones:

Keep in touch with friends and family You don't miss important calls If you are lost, you can call for directions. If you are in an accident, you can call the police or ambulance - and if the phone has a camera, you can take pictures of the accident. You can listen to music, text, play games when you're bored. Most mobile phones have a calculator and a phone book. Phones have internet connection They have cameras You can check your emails

Mobile phones can be expensive They can damage your health Sometimes the reception is poor in some areas, limiting your connectivity (you can't talk underground or on planes). People use the phone while they are driving, and this can cause problems. They can limit your face to face time with friends and family Can be hard for older people to use. Because of their smaller size, they can be easy to lose.

T divides the students into groups according to ability (1 group – the weaker students (Mary, Natasha, Lera, Anton)( 2 group – the stronger students (Polina, Kate, Ann, Vadim, Sergey). T gives each group of students the word lists that previously created. Ss work within their groups and T asks them to discuss the meaning and use of the words.For the weaker students T should write the meaning and students try to understand and translate these words. Ss may use a dictionary or ask T for help. When they have finished, clarify the vocabulary together as a class.

Mobile Phones Vocabulary for weaker students

Word	Meaning
conducted verb	Carried out with control
definitive adj	complete; well understood
device noun	a thing that people use for a specific purpose
err on the side of caution idiom	take the necessary precaution due to a possible risk
funded verb	paid or partially paid for
Gamingconsoles noun	electronic devices that allow people to play video games
hazardous adjective	dangerous; could cause injury or health problems
illustrate verb	show
logical adj	Makes sense
longtermexposure noun	the use or close proximity to something over a long period of time
mobilephone noun	a wireless phone that can be carried with you out of the home and office
potential noun	Good possibility
radiation noun	a type of energy that is transmitted as waves or rays
tissue noun	group of cells in the body that work together
tobacco noun	dried leaves found in cigarettes

Mobile Phones Vocabulary for stronger students

Word	Meaning
conducted verb
definitive adj
device noun
err on the side of caution idiom
funded verb
Gamingconsoles noun
hazardous adjective
illustrate verb
logical adj
longtermexposure noun
mobilephone noun
potential noun
radiation noun
tissue noun
tobacco noun

Step Two: Reading (I tried to use Jigsaw technology) Put the students into three mixed ability groups, and distribute copies of the reading strips.

Group students with the same letter text together so they can preview and read the text together. That is, put students with paragraph A together, students with paragraph B together, students with paragraph C together

C Kate

C Lera C Mary

B Vadim B Ann

B Anton

A Sergey

A Polina A Natasha

Students now read their text, T allows students to consult together as they work. They should also answer the comprehension questions.

Mobile Phones Text

A

Is talking on a mobile phone hazardous to your health? It is difficult to know for sure. Some research suggests that heavy users of mobile phones are at a greater risk of developing brain tumours. However, many other studies suggest there are no links between cancer and mobile phone use.

The main problem with the current research is that mobile phones have only been popular since the 1990s. As a result, it is impossible to study the long term exposure of mobile phone use. This concerns many health professionals who point out that many cancers take at least ten years to develop. Another concern about these studies is that many have been funded by those who benefit financially from the mobile phone industry.

Reading comprehension

1. According to the text, do mobile phones lead to brain tumours?                  

2. The text mentions the 1990s because this was when …? 

B Many cancers take ten years to develop.

Over three billion people use mobile phones on a daily basis, and many talk for more than an hour a day. Mobile phone antennas are similar to microwave ovens. While both rely on electromagnetic radiation, the radio waves in mobile phones are lower in radio frequency (RF). Microwave ovens have enough RF to cook food and are therefore known to be dangerous to human tissues. However, the concern is that the lower frequency radio waves that mobile phones rely on may also be dangerous. It seems logical that holding a heat source near your brain for a long period of time is a potential health hazard.

Mobile phones get hot when they are used for a long period of time.

Some researchers believe that other types of wireless technology may also be dangerous to human health, including laptops, cordless phones, and gaming consoles. Organizations that are concerned about the effects of Electromagnetic Radiation (EMR) suggest replacing all cordless devices with wired ones. They say that many cordless phones emit dangerous levels of EMR even when they are not in use. They even suggest keeping electronic devices, such as computers and alarm clocks out of bedrooms, or at least six feet from your pillow.

Reading comprehension

3. Why does the article mention microwave ovens?                   

4. Which of the following is NOT mentioned in the article?                            

C Other wireless technology may also be hazardous to our health.

A growing number of health professionals worldwide are recommending that mobile phone users err on the side of caution until more definitive studies can be conducted. They recommend that adults use head sets or speaker phones and that children and teens, whose brain tissue are still developing, use mobile phones only for emergencies. Concerned medical experts use the example of tobacco to illustrate the potential risks. Many years ago, people smoked freely and were not concerned about the effects of cigarettes on their health. Today, people know that cigarettes cause lung cancer, though it is still unknown exactly how or why. Some doctors fear that the same thing will happen with devices such as mobile phones.

Reading comprehension

5.How is mobile phone used compared toa tobacco use in this article?

Teacher prepared the chart, that included all three paragraphs and would be appropriate for the content. T distributes copies of the chart to the students.

	Paragraph A	Paragraph B	Paragraph C
Main ideas
Details

Students should fill in the main idea and details in the column of their chart that corresponds to their paragraph (i.e. students with paragraph A fill in column A). The Ss should be responsible for both vocabulary and content, each member of the group understands their parts of the material and that they will be able to teach it to others in their group.

Groups should come to a consensus as to the main idea and details of their paragraph.

Next regroup the class into three new groups so that each new group has a student who has read each paragraph. So, Group 1 should have A, B and C and so forth.

A

B C

A

B C

A

B C

Students should elicit information from each other and share the main idea and details from each of the paragraphs. Each member of the group now teaches the rest of the group about the section they just read about.They fill out the table as each group member shares the main ideas and details of their paragraph. When groups have completed their tables, they come back together as a class to recap and share information.

Step Three: Follow up T groups weaker and stronger students separated from each other and gives them different tasks.
So the stronger and quicker students work with more complicated tasks, whereas the weaker students deal with a simpler task.

For the weaker student (Mary, Natasha, Lera) Vocabulary quiz with multiple choices:

Началоформы

1. Another word for dangerous is  

   A logical B hazardous C potential D definitive                   

2. The device used for playing video games is a gaming  

A mobile B radiator C console D exposure                    

3. The term "funded" means   

A helped pay for B underpaid C on sale D expensive

4. Microwaves are a type of                       

A tissue B radiation C mobile D mobile phone

5. A synonym for "to show" is  

A to conduct B to illustrate C to devise D to fund

For the stronger and intermediate students (Vadim, Polina, Kate, Ann, Sergey, Anton) Vocabulary quiz, filling missing words:

1. Another word for dangerous is….

2. The device used for playing video games is a gaming ….

3. Theterm "funded" means…

4. Microwaves are a type of….

5. A synonym for "to show" is……

   

Mixed ability groups in the classroom

Студент и его личные особенности	Уровень	Словарный запас	Грамматика	Чтение	Аудирование	Письмо	Разговорная речь
Polina – well organized, very practical, never does anything stupid	Intermediate	Good - uses conventional social language	Good – present, past, future simple Weak Conditional sentences Passive Voice	can read articles and reports, understand long and complex texts	listens to natural speech and conversation, and understand detail	is able to write letters, both formal and informal	can discuss current topics, express her feelings
Mary -passive, she doesn’t like to speak in front of the whole class	Elementary (or Beginner)	A very limited vocabulary	can use Past simple, can’t make future plans	can understand very familiar and simple texts	can recognize familiar words if people speak slowly and clear	can write short simple postcard	can introduce herself and describe others and can ask and answer simple questions but she doesn’t like speaking
Kate- hard-working, always tries to do her job well	Intermediate	uses formal and informal English in appropriate social situations	can use Simple and Continuous Tenses Weak –talk about past habits (used to)	can read and understand complex articles, specific information	can listen to natural speech and conversation, and understand what is being said	can write clear texts on a wide range of subjects, but sometimes makes mistakes	uses appropriate speech in a wide range of social situations
Natasha –shy, feels nervous and uncomfortable if people are criticizing her	Elementary	is still greatly limited	Good – Future and Past Simple Weak- Questions, Present Simple	understands simple sentences, can read short texts	can recognize familiar words if people speak slowly and clear	does simple writing tasks such as taking or leaving a message	can give simple information about herself
Vadim- self-confident, a born leader, talks too much and interrupts	Pre-Intermediate	uses formal and informal English in appropriate social situations	Good – talk about the present, past and future	can read authentic texts such as newspapers and magazines and understand the general meaning	listens to natural speech and conversation and begin to understand detailed information, doesn’t like listening	can write simple letters and be able to link ideas together	participates in discussions and be able to interrupt politely, and take turns in communicating
Sergey-quite broad-minded butdifficulty staying on task or paying attention	Pre-Intermediate	uses conventional social language	uses the Simple and Continuous Tenses. Weak –Perfect, Reported Speech	reads most complex texts and be able to understand them	listens to natural speech and conversation, and understand detail	Writes letters to friends	can deal with most everyday situations
Anton - easy-going, has a good sense of humour, has difficulty remaining seated	Pre - Intermediate	limited but rapidly improving.	Good – present, past, future simple Weak- Conditional sentences	can read authentic texts such as newspapers and magazines and understand the general meaning	listens to natural speech and conversation, and understand the gist of what is being said	writes letters, both formal and informal, makes mistakes	Participates in discussions
Anna - has a well-developed imagination, remember a great deal of information	Pre-Intermediate	is still greatly improving	uses all the main structures and tenses in English	can understand texts that contain everyday or professional language	can understand the main points of TV and radio programs	can write personal letters, simple connected texts on topics which are familiar	can express their feelings, desires,  hopes & ambitions and briefly give reasons and explanations for opinions and plans
Lera– very sensitive and unsociable(reserved)	Elementary	is limited	makes a lot of grammar mistakes	is able to read simple articles	can recognize familiar words and very basic phrases	does simple writing tasks, makes a lot of mistakes	communicates in simple terms in everyday places

Сегодня много говорится о личностно-ориентированном образовании, индивидуальных образовательных траекториях и т.д. Многие преподаватели, слыша об этом, говорят: "Это невозможно, когда у тебя в кабинете 20 или 30 человек сидит. " Ни для кого не секрет, что большинство уроков происходит по схеме - повторение домашнего задания, объяснение преподавателем новой темы, вопросы на закрепление. И совершенно естественно, что направлена эта схема на большинство обучающихся в группе - середнячков. А вот более сильным это кажется скучным, их вопросы остаются без внимания, возможности высказаться они не получают; а более слабые - не успевают усваивать материал. В итоге и те, и другие, начинают заниматься своими делами на уроке, интерес к предмету пропадает. Как угодить всем? Выход есть - дифференцированное (разноуровневое) обучение!

Педтехнология разноуровневого обучения позволяет создать педагогические условия для включения каждого студента в деятельность, соответствующую зоне его развития. Необходимость применения этой технологии обусловлена тем, что в профессиональное образование приходят студенты с разным уровнем обученности. В образовательном процессе преподаватель имеет дело с индивидуальностями, имеющими различные склонности, интересы, потребности и мотивы, особенности темперамента, свойства мышления и памяти

Ключевой методический прием работы в разноуровневыхгруппах -прозрачность.

Все обучающиеся, включая слабых, должны понимать, что происходит на уроке и зачем.

Одним из способов достижения прозрачности на уроке является предварительный просмотр (previewing). Каждую тему или раздел можно начинать с обмена информацией. Whatdoyouknowabout…….? Этот прием дает возможность каждому обучающемуся внести свой вклад в урок, заинтересовать их, продемонстрировать свои знания, обнадежить слабых. Ту же информацию можно запросить: Whatdon’tyouknowabout…..? Подобная формулировка вопроса усложняет задачу, делает ее более избирательной (каждый студент, включая сильных, хоть что-нибудь да не знает).

Предварительное знакомство с материалом урока. Например, наследующемурокемыбудемсмотретьвидеосюжетна тему «Умный дом».Можно попросить ребят ознакомиться с данной темой на русском языке, используя дополнительную литературу.

Варьирование темпа урока. В большинстве случаев урок проходит в том темпе, в котором его ведет преподаватель. Обучающиеся должны знать, сколько времени они могут выполнять задание. Задания открытого и закрытого типа требуют применения различных навыков и разного темпа. Студентам нужно предоставить право выбора упражнения, соответствующего его интересам и определенный темп. Обучающиеся должны сами выбирать режим работы (в паре, в группе, индивидуально).

Разноуровневые задания. Подбирая задания к аудио, видео и печатному тексту, важно сделать их соревновательными, интересными, разнообразными по форме и содержанию, использовать опоры, подсказки, иллюстрации для снижения трудностей.