PROFESORA DRA JELENA BOBKINA 2 Use of English

PROFESORA DRA. JELENA BOBKINA

§ 2. Use of English § Rewrite the following sentences using the word in brackets, making any necessary changes and trying to keep the same meaning.

§ 1. His new hobby is swimming. (take) § 2. Exercise improves our health and enhances our appearance. (only) § 3. There were no volunteers for the school concert. (No one) § 4. The global interest in physical exercise has been a great boom to the leisure industry. (from) § 5. We can avoid serious injuries by wearing seat-belts in cars. (prevented) § 6. When I saw Jim it suddenly dawned on me how much he must have suffered. (home) § 7. Great powers of concentration are needed to play tennis professionally. (demands) § 8. An automatic gear box is a feature of the two different models of this car. (which)

§ 3. - Use of English § Choose the word which best completes each sentence.

§ 1. The small boat drifted helplessly …… the mercy of the wind and waves. A in B with C to D at § 2. He’ll never be able to come ………. with his failure to win the tournament. A down B round C to terms D up § 3. She has been taken to hospital suffering from a … disc. A torn B slipped C broken D sprained § 4. From time to time he … himself to a weekend in a five-star hotel. A craves B indulges C benefits D treats § 5. Do you know that old saying ‘a … stone gathers no moss’? A wet B new C rolling D rotating

§ 6. We welcome the new regulations, which become … on the first of next month. A effective B efficient C efficacious D effete § 7. In an act of defiance he raised a … fist at the speaker. A clenched B pressed C gripped D clasped § 8. That pop star … name is on everyone’s lips, is organizing an international charity concert. A which B whom C that D whose C paddle D ride § 9. He’s on his own now ―he’ll have to … his own canoe! A row B steer § 10. The performance was spoilt by the leading actor losing his train of thought and … over his words in the final scene. A stammering B stuttering C spluttering D stumbling

§ 4. -What are some possible ways Augmented Reality can be used in the classroom?

§ Augmented Reality (AR) is a growing field of technology where real life is modified and enhanced by computer-generated sights and sounds. § The most common use of AR can be seen through mobile apps. Point your device’s camera at something that the app recognizes, and it will generated a 3 D animation or video superimposed over whatever is on your camera’s screen. The effect makes the computer-generated item appear like it’s really there.

§ These are some ways AR can be used in the classroom: § Book Reviews: Students record themselves giving a brief review of a § § novel that they just finished, and then attach digital information to a book. Afterward, anyone can scan the cover of the book and instantly access the review. Classroom Tour: Make a class picture image trigger a virtual tour of a classroom. Faculty Photos: Display faculty photos where visitors can scan the image of an instructor and see it come to life with their background. Homework Mini-Lessons: Students scan homework to reveal information to help them solve a problem. Lab Safety: Put triggers around a science laboratory that students can scan to learn safety procedures.

§ Parent Involvement: Record parents encouraging their child and attach a § § trigger image to the child's desk. Requests: Trigger to a Google Form to request time with the teacher, librarian, or another professional. Sign Language Flashcards: Create flashcards that contain a video overlay showing how to sign a word or phrase. Word Walls: Students record themselves defining vocabulary words. Classmates scan them to get definitions and sentences using the word. Yearbooks: So many ways, just know AR will energize any yearbook. AR is the next great disruptive force in education. If your goal is to create lifelong learners

§ 5 - What is CLIL? Discuss its importance for language teaching and the way it works.

§ Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

§ With the expansion of the European Union, diversity of language and the need for communication are seen as central issues. § Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders. § With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language. § Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education § The European Commission has been looking into the state of bilingualism and language education since the 1990 s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.

§ The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners. § Knowledge of the language becomes the means of learning content § Language is integrated into the broad curriculum § Learning is improved through increased motivation and the study of natural § § § language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate CLIL is based on language acquisition rather than enforced learning Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning CLIL is long-term learning. Students become academically proficient in English after 5 -7 years in a good bilingual programme Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes Reading is the essential skill.

2. - Use of English USE OF ENGLISH. ONE WORD FITS ALL. For questions 1 -12, think of ONE word only which can be used appropriately in all three sentences.

1. -He threw a _____ on the ground and it exploded. The newsboy wore a warm _____ on his head I lost the _____ for my pen 2. -He shot the _____ in the final seconds of the game. She bought a formal dress for the Christmas_____. He knitted the _____ of wool into a cap and mittens. 3. -The packing materials are _____, and move during shipping. There is _____ talk going around about you two. I don't believe a word of it. That girl is so _____. Half the basketball team has had sex with her.

4. -I intend to _____ this matter seriously. We have a _____ for the kids after dinner. She doesn’t _____ him like he deserves. 5. -The party ended at the _____ of midnight. The swimmer had a powerful _____ that propelled him forward. The golfer's _____ could be improved upon 6. -The _____ of yellow paint in the middle of the road is not a motorcycle lane! _____ the baby and bathe him. I sometimes _____ old furniture and then paint it.

7. - We need to buy some tins of blue _____. That door needs another coat of _____. To celebrate their win, the whole football team went out to _____ the town red. 8. - The trunk of a redwood is extremely _____ at the base. The foreigner had a _____ accent. They promised each other _____ and thin when they got married.

3. -READING § 3. 1. - Read the interview with Julia Donaldson, a popular children writer, and complete the gaps with the following words: rhythmic enjoy nonsense proud enthusiastic tool essential literacy recite digestible

rhythmic enjoy nonsense proud enthusiastic tool essential literacy recite digestible § Julia Donaldson, MBE, doesn’t rest on her laurels. The award-winning children’s book writer has written over 184 works, including The Gruffalo, Room on the Broom and Stick Man. This year alone Julia published The Scarecrows Wedding, The Further Adventures of the Owl and the Pussy-Cat and The Flying Bath. ________ about the written word, we sat down with the 2011– 2013 Children's Laureate to find out her thoughts on learning to read, loving books and why parents mustn’t forget about their local libraries. § Why is it ________to introduce books to your child from a young age? § It’s important to remember that ________is all about enjoyment. With reading, you can immerse yourself in new worlds and in stories which capture your imagination. Sharing a book with mum, dad, granny, granddad or anyone really, is a bonding experience, it’s fun, and it’s educational too. Enjoy having that closeness, sit with your child, give them your full attention and have fun diving into a story together. If your child has a short attention span or is wriggly, then opt for short books with things to engage them. You don't want to put them off or take the fun out of reading. Also don't get caught up thinking your child 'ought' to be at a certain level or able to read a particular book.

rhythmic enjoy nonsense proud enthusiastic tool essential literacy recite digestible § Why are you such a fan of picture books? § Picture books really are a versatile form of literature and they help the story to come alive for the child who is reading it. I am particularly ________ of my collaboration Nick Sharatt – his illustration style is so bold and full of lovely, bright colours and obvious shapes, so there's lots to visually engage little readers. For pre-schoolers, it's important they start learning to read with books that have only a few easy to understand words on a page. This helps it to be easily ________and more memorable, especially if there's a simple rhyme scheme within the book. § Is that why you often choose to write your books in a rhyming metre? § Yes - children absorb ________words surprisingly quickly and easily and they enjoy being able to know what comes next. Poetry is very beneficial to help with literacy, as often poems have a very clear rhyme scheme (internal and ending rhymes) and the musicality appeals to children. It was incredibly fun to write a follow up to Edward Lear’s famous poem The Owl and the Pussycat because it has such an interesting and complex rhyme scheme. It’s an enduring poem that was first published in 1871 and it’s still popular today. I just hope that readers ________ my The Further Adventures of the Owl and the Pussycat as much as I’ve enjoyed Edward’s poem over the years.

rhythmic enjoy nonsense proud enthusiastic tool essential literacy recite digestible § You most recently wrote The Scarecrow’s Wedding. How do you come up with your ideas? § Children love ________and silly things and they also love to laugh. The Scarecrow’s Wedding follows the tale of two scarecrows, Betty O'Barley and Harry O'Hay, who are in love and are planning the perfect wedding, which almost gets ruined by wicked scarecrow Reginald Rake. It was great fun to write and I hope it is to read. § How would you encourage children to fall in love with books and reading? § Children who are read to frequently can often ________ their favourite stories and this is a great tool which is not only beneficial to their literacy skills, but it also expands the language they use and their gives their brain and memory a work out. When they do start learning to read, let your child get their favourite books from the bookshelf, even if they know it off by heart because they can then decode the written words and match the aural word to its written form. That's a great ________ when learning to read. Take your child to the library - make books fun and give them the opportunity to try different books out, so they can find out which ones they like. There are so many to choose from and it's such a great resource for pre-school literacy which people often forget about.

§ 3. 2 -Provide definitions for the following words: § Attention span § Wriggle § Scarecrow § By heart

§ 4. -Discuss one of the most popular Julia Donaldson´s book, “Room on the broom” and provide ideas on how this book could be used in CLIL programs. http: //www. dps. k 12. oh. us/content/documents/roomon-the-broom. pdf

§ Teaching Ideas and Resources: § English § Investigate the rhyming in the books. Which words rhyme? Can you think of other words that rhyme with those? § The story uses lots of different types of punctuation. Look at each type of punctuation and explain why it has been used. § Create another page for the book, on which a new animal finds something else that the witch has dropped. § The 'horrible beast' that rises from the ditch makes lots of strange noises. Can you think of other animal noises? Can you find other examples of onomatopoeia? § Turn the story into a play, using the correct layout. Perform for others. § Add speech bubbles to the illustrations shown in the book. § Watch the animated version of the book and explain which you prefer. § Write the letter from the witch to the animals. § Write an extra section of the story.

§ Math § Measure a broom and investigate what different objects could fit along its length. § Science § Investigate the strength of the wind and how we can protect ourselves from it. § Find out different ways of repairing a broken broom. Which materials would be the best? § Computing § Use Switchzoo to create a new creature (like the 'horrible beast') by combining other animals. § Could you make your own stop-motion animation based on the book, like this one?

§ Art and crafts § Draw or paint a picture of the witch and her animals, or the dragon that they encounter. § Read the description of the 'horrible beast' that rises from the ditch and use it to draw the creature. § Design a new hat, bow and stick for the witch that won’t blow away. § Design a new broom for the witch and the animals § Music § Could you record the story, with music and sound effects, like this one? § Geography § Look at how the weather changes throughout the story. § Find out about how wind strength is measured. § Draw a map showing where the witch and the animals travelled to. § Look at the different types of landscape the witch flies over. Can you find similar landscapes near your local area using a map or an atlas?

§ 5. - Discuss the major differences between Content Based Instruction (CBI) and Content and Language Integrated Learning (CLIL).

§ There are some differences between CBI and CLIL, although they are normally used as synonyms. According to Richards and Rodgers (2014) the first difference between both approaches lies in the fact that CBI has its origin in North America, more precisely Canada, where educators had to look for a solution to solve the situation of French speaking learners involved in English speaking schools and vice versa. However, CLIL was being designed by a group of experts of the European Commission around 1976, trying to find a methodology that would help students to fluently communicate in English. §

§ Both CBI and CLIL focus on content but they approach it differently because in CBI there are normally two teachers working together, a language teacher and a content teacher, whereas CLIL requires just a teacher who is able to teach a given subject not in English but through English. In any case, we can find more similarities than differing elements in both approaches:

§ Together with CBI, and TBLT, CLIL is a communicative approach that has received both praise and criticism. It has been gaining more and more importance because learners acquire a foreign language in a natural way, just like they acquired their mother tongue, but it has been criticized as well because CLIL specific materials are scarce and teachers need CLIL education in order achieve good results following this approach.