воскресенье, 19 апреля 2020 г.
Данетки
понедельник, 6 апреля 2020 г.
Twinkle, twinkle gang-gang-gang!
коронавирус
Если бы я мог следить за своим состоянием здоровья 24 часа в сутки, я узнал бы не только о том, стал ли я опасным для других, но и о том, какие привычки и как влияют на моё здоровье. И если бы я мог получить доступ и проанализировать надежные статистические данные о распространении коронавируса, я бы мог судить, говорит ли мне правительство правду и принимает ли оно правильную политику для борьбы с эпидемией. Всякий раз, когда люди говорят о слежке, помните, что одна и та же технология может быть использована не только правительствами для мониторинга отдельных лиц, но и отдельными лицами для мониторинга правительств.
Таким образом, эпидемия коронавируса является серьезной проверкой для всего института гражданства. В предстоящие дни каждый из нас должен сделать выбор в пользу научных данных и довериться специалистам в области здравоохранения вместо необоснованных теорий заговора и поддержке безответственных политиков. Если мы сделаем неправильный выбор, мы можем лишиться наших самых ценных свобод, под предлогом того, что авторитаризм – единственный способ защитить наше здоровье.
Нам нужен глобальный план
Второй важный выбор, с которым мы сталкиваемся, – это национальная изоляция и глобальная солидарность. И сама эпидемия, и экономический кризис в результате этого являются глобальными проблемами. Они могут быть эффективно разрешены только путем глобального сотрудничества.
Прежде всего, чтобы победить вирус, нам нужно обмениваться информацией во всем мире. Это большое преимущество людей перед вирусами.
Страны должны быть готовы обмениваться информацией открыто и смиренно обращаться за советом, а также доверять данным и полученным знаниям. Нам также необходимы глобальные усилия по производству и распространению медицинского оборудования, в частности, наборов для тестирования и дыхательных аппаратов. Вместо того, чтобы делать это локально по отдельности в каждой стране и накапливать какое бы то ни было оборудование, скоординированные усилия могли бы значительно ускорить производство и обеспечить более справедливое распределение спасательного оборудования.
Глобальное сотрудничество жизненно необходимо и на экономическом фронте. Учитывая глобальный характер экономики и цепочек поставок, если каждое правительство будет делать свое дело, полностью игнорируя других, результатом будет хаос и углубление кризиса. Нам нужен глобальный план действий, и он нужен нам быстро.
Еще одной необходимостью является достижение глобального соглашения о поездках. Приостановление всех международных поездок на месяцы вызовет огромные трудности и затруднит войну с коронавирусом. Странам необходимо сотрудничать, чтобы позволить пересекать границу, как минимум некоторым категориям людей – это ученые, врачи, журналисты, политики, бизнесмены. Это может быть достигнуто путем соглашения о предварительной проверке путешественников в их родной стране. Если вы знаете, что в самолет допускаются только тщательно проверенные пассажиры, вы бы охотнее приняли их в свою страну.
К сожалению, в настоящее время страны вряд ли делают что-либо из этого. Коллективный паралич охватил международное сообщество. В комнате, кажется, нет взрослых. Можно было ожидать, что уже несколько недель назад состоится экстренное совещание мировых лидеров, на котором будет выработан общий план действий. Лидерам G7 удалось организовать видеоконференцию только на этой неделе, и это не привело ни к какому такому плану.
Человечество должно сделать выбор. Пойдем ли мы по пути разобщенности или пойдем по пути глобальной солидарности? Если мы выберем разобщенность, это не только продлит кризис, но, вероятно, приведет к еще худшим катастрофам в будущем. Если мы выберем глобальную солидарность, это будет победой не только над коронавирусом, но и против всех будущих эпидемий и кризисов, которые могут поразить человечество в 21-м веке.
Москвич Иисус Воробьев гулял с собакой на Патриарших прудах
- салют
- тендер на 12 млрд по замене плитки
- арест Иисуса
воскресенье, 17 ноября 2019 г.
Content and Language Integrated Learning
Thinking on the negatives though, I always wonder what happens when we reduce world languages to only a controlling, dominant few? What happens to diversity? What happens to culture? What happens to identity? I don't there are simple outcomes.
I'll keep teaching English and inevitably, through my actions, will push this conundrum forward because , despite the drawbacks, I that coalescing our communication around a dominant language is also inevitable as globalization accelerates.
среда, 13 ноября 2019 г.
Summer
вторник, 12 ноября 2019 г.
Task Based Learning
Cutting across this underlying set of local educational expectations and assumptions, language teaching in the 20th century saw the introduction of ‘modern’ methods, seen as universally applicable and acceptable, such as the ‘communicative approach’, or ‘task based learning’ (Richards & Rogers, 2001).
These methods have achieved considerable impact, again partly because of wider social change, rather than necessarily any intrinsic ‘scientific’ superiority over older methods. They are well adapted to a number of broad shifts in language education goals:
The rise in economic prosperity and therefore in universal schooling during the 20th century, which has seen language teaching spread far beyond a small elite;
A shift in views of the underlying purposes of education, away from the transmission of high culture (which for languages, meant giving priority in schools to grammar and to literature), toward more utilitarian goals;
A ‘standards based’ philosophy of education, which views educational success as the achievement of measurable and pre-determined learning outcomes
Increased emphasis on the development of communication skills, and of oral fluency in particular.
When is an activity not a task?
Task-based teaching is about creating opportunities for meaning-focused language use.
In other words, learners doing tasks will not just be
- speaking to practise a new structure e.g. doing a drill or enacting a dialogue or asking and answering questions using the ‘new' patterns;
- or writing to display their control of certain language items,
These are primarily form-focused activities, designed to practise language items that have been presented earlier. There is a place for form-focused activities in task-based learning (TBL), but activities such as these are not tasks.
Learners doing tasks (i.e. focusing on meanings) will be making free use of whatever English they can recall to express the things that they really want to say or write in the process of achieving the task goal.
What kind of activity is a task?
Willis and Willis (2007:12-14) offer the following criteria in the form of questions.
‘The more confidently you can answer yes to each of these questions, the more task-like the activity.
- Will the activity engage learners' interest?
- Is there a primary focus on meaning?
- Is there a goal or an outcome?
- Is success judged in terms of outcome?
- Is completion a priority?
- Does the activity relate to real world activities?'
Let us consider the task ‘Planning a class night out' in the light of these criteria.
- I think the lesson would certainly engage my learners' interest, especially if they knew they would actually be going on the chosen night out, so a) is Yes.
- Learners have strong preferences about nights out and would definitely be meaning what they say, so Yes to b).
- The first outcome for each pair is their finished plan for the night out, (which must be complete before they tell the class about it so the class can vote on the best plan) and a second outcome might be the real-world night out, so a confident Yes to c), d), e) and f).
Work in pairs. Talk about your grandparents.
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Adding a goal or outcome to make a task
For the ‘Grandparents' activity we need to add a goal to give the activity a purpose and make the outcome more specific so that learners know when they have completed the task. Some sample outcomes follow here and you could add one of these sets of instructions, depending on which outcome you think would best engage the learners in your class.
- Try to find out three things that your grandparents' and your partner's grandparents' lives had in common. What was the biggest difference between them? Or
- Decide which one of your partner's grandparents was / is the most interesting person and give two reasons why you think so. Then tell the class about him/her and vote to decide on the three most interesting grandparents in the class. Or
- Describe two early memories you have of one particular grandparent. Tell your group. Take notes when listening to each other.
- Compare your memories - whose were the most interesting, most vivid, most amusing, saddest or strangest? And/Or:
- Compare your groups' memories and try to find ways to classify them (e.g. to do with food or meal-times? games? outings? being ill? negative / positive things?) Then report your categories to the class, with examples. Did you all have similar ways of classifying?
понедельник, 11 ноября 2019 г.
Strategies for teaching Reading
10 EFFECTIVE WAYS OF IMPROVING READING COMPREHENSION IN YOUR LEARNERS
1. DISCUSS READING COMPREHENSION
Writing a one-page handout detailing your ideas about reading comprehension and why it’s important can be helpful. You can include your ideas about subjects such as taking notes, setting goals, and asking questions. Additionally, connect the importance of improving reading comprehension to something practical and relevant to them like texting, emails, and blogs. Share these written thoughts with your learners and use the handout as a reminder throughout the school year.
2. DISCUSS EACH ASSIGNMENT
Prior to each reading assignment, you should tell students what you want them to learn from the text. Ask them a few questions and tell them you want to discuss the answers in the next class. They should also write down your questions and use them in group discussions of their own.
3. DISCUSS EACH ASSIGNMENT
Prior to each reading assignment, you should tell students what you want them to learn from the text. Ask them a few questions and tell them you want to discuss the answers in the next class. They should also write down your questions and use them in group discussions of their own.
4. URGE THINKING BEFORE READING
Students should read your questions and/or the book’s questions before they begin reading. This should help them know when to focus on text and when to skim it. In other words, thinking before reading can help them be selective instead of trying to comprehend every sentence. The questions can also help them formulate their own questions before they begin reading.
5. TEACH GOAL SETTING
Teaching students to set goals before they read is also a good idea. Initially, the goal might be to answer your questions. Eventually, they should be able to set their own goals such as “I want to understand why the Civil War started.” “Before reading, good readers tend to set goals for their reading,” reports the article “What Research Tells Us About Reading, Comprehension, and Comprehension Instruction.” “They are likely to focus more of their attention on the parts of the text that are most closely tied to their reading goals.”
6. URGE THINKING WHILE READING
Perhaps the most important tip you can give learners about how to read is that their reading comprehension is most likely to improve when they stop reading. Students should be thinking while they’re reading rather than reading continuously. Thus, they should be taught to stop when they are confused or have a question or thought about what they have just read. Teaching students to stop and think might lead them to reread what they have just read or seek the answers to their questions in the material that they haven’t read yet.
7. URGE NOTE TAKING
It's likely most of your high school classmates did not take notes while they did their schoolwork. In college, though, everyone took notes in their textbooks. Your students should know that college students regularly highlight important material via underlining, circles, and notes in margins. They can take notes too, in notebooks rather than textbooks. Students should be encouraged to stop reading after they have read something important and write down that fact, point, or argument. They should also be writing the answers to your pre-reading assignment questions.
8. TELL THEM TO PLAN AHEAD
Reading doesn’t accomplish much in and of itself. Reading assignments should be connected to future class discussions, oral presentations, tests, or reports. Thus, you should urge students to stop reading when they think of a point they want to make for a class discussion, oral presentation, test, or report. They should write down their points. Emphasize that they can prepare for a test while reading. There is nothing wrong with giving students an idea about questions on tests. You want them to practice improving their skills so they’re ready when they’re being graded.
9. RECOMMEND VISUALIZING
“Some good readers may also create mental images, or visualize a setting, event, or character to help them understand a passage in a text,” the Texas Education Agency wrote. Are students more apt to recall what happened at the Yalta Conference if they can visualize U.S. leader Franklin D. Roosevelt, United Kingdom leader Winston Churchill, and Soviet Union leader Joseph Stalin talking about what to do after World War II ended? Some will. It’s a good idea to mention to students, who could also learn better by studying the text’s photos and captions.
10. ASSIGN SUMMARIES
Asking students to write summaries of what they have read sounds like you're requiring them to do a lot of work , but you can emphasize that these summaries can reduce how much time they spend studying, or cramming, for a test. Essentially, these summaries can be homework. They can also help students prepare for class discussions and oral presentations.