{"id":1181,"date":"2013-01-04T05:12:06","date_gmt":"2013-01-04T05:12:06","guid":{"rendered":"http:\/\/iteach.ro\/experientedidactice\/?p=1181"},"modified":"2013-01-03T08:13:17","modified_gmt":"2013-01-03T08:13:17","slug":"aplicatii-online-in-predarea-limbii-engleze","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/aplicatii-online-in-predarea-limbii-engleze","title":{"rendered":"Aplica\u021bii online folosite \u00een predarea limbii engleze"},"content":{"rendered":"

Limba englez\u0103 predat\u0103 ca a doua limb\u0103 de comunicare implic\u0103 strategii specifice care converg \u00een ultimul timp spre o abordare eclectic\u0103. Conceptul blended learning<\/em> este des \u00eent\u00e2lnit \u00een orientarea modern\u0103 a pred\u0103rii-\u00eenv\u0103\u0163\u0103rii-evalu\u0103rii, \u00een condi\u0163iile \u00een care studiile eviden\u0163iaz\u0103 necesitatea adapt\u0103rii procesului instructiv nevoilor nativilor digitali.
\nAcestea fiind premisele, \u00eenv\u0103\u0163area face-to-face<\/em>, \u00eembinat\u0103 cu cea pe care diferitele aplica\u0163ii online le ofer\u0103 profesorilor entuzia\u015fti \u0219i preocupa\u0163i de dezvoltarea lor profesional\u0103 continu\u0103, este o abordare dezirabil\u0103 pentru cre\u015fterea interesului \u0219i men\u0163inerea entuziasmului pentru \u00eenv\u0103\u0163are, dou\u0103 provoc\u0103ri majore ale educatorului contemporan.
\n
\nScenariu teoretic<\/strong>
\nDenumirea temei: LONDON IN OUR SIGHT
\nDisciplina: Limba englez\u0103<\/p>\n

Argumentarea alegerii temei \u00een contextul propunerii de proiect<\/em>
\nPrezentul scenariul are ca punct de pornire \u00eenv\u0103\u0163area activ-participativ\u0103 a unei structuri lingvistice abstracte precum fraza condi\u0163ional\u0103 \u0219i \u00eencearc\u0103 s\u0103 surmonteze anumite dificult\u0103\u0163i pe care elevii le pot \u00eent\u00e2mpina, asumat fiind decalajul existent \u00eentre programa de limba rom\u00e2n\u0103 si cea a limbii engleze.
\nScenariul didactic proiectat apeleaz\u0103 la aplica\u0163ii precum potcast pentru audi\u0163ia textelor autentice, prezentare prezi pentru partea teoretic\u0103, organizator grafic spicynodes pentru fixarea cuno\u015ftin\u0163elor, dar \u0219i la clasicele handouts pentru evaluare.<\/p>\n

Obiective de referin\u021b\u0103 (\u00een scenariile pentru \u00eenv\u0103\u021b\u0103m\u00e2nt primar)\/ Competen\u021be specifice vizate<\/em>
\n– Dezvoltarea abilitatilor de receptare a unui mesaj oral;
\n– Dezvoltarea abilitatilor de receptare a unui mesaj scris;
\n– Dezvoltarea abilitatilor de producere a unui mesaj oral;
\n– Dezvoltarea abilitatilor de producere a unui mesaj scris;<\/p>\n

Strategie didactic\u0103 – motivare \u0219i descriere
\n<\/em>Strategia didactica are ca punct de plecare communicative approach \u2013 educabilii sunt angrena\u0163i in situa\u0163ii de \u00eenv\u0103\u0163are care au corespondent \u00een via\u0163a cotidian\u0103 \u0219i care \u00eei antreneaz\u0103 la g\u0103sirea de solu\u0163ii optime : problem solving, games, role play.
\nDinamismul \u0219i interactivitatea sunt asigurate de utilizarea unor aplica\u0163ii colaborative cum ar fi spicynode.com sau storybird.com care permit elevilor s\u0103-\u0219i exprime originalitatea \u00een elaborarea sarcinilor de lucru.
\nAudierea dialogului Podcast – Why the long face? Episode 7\u00a0 The English We Speak\u00a0 series<\/em>\u00a0– asigur\u0103 expunerea elevilor la accentul vorbitorilor nativi, cu toate componentele sale \u2013 reveniri asupra discursului, ezit\u0103ri, parafraz\u0103ri sau conota\u0163ii.
\nSecven\u0163a frontal\u0103 de \u00eembog\u0103\u0163ire a vocabularului \u2013 reinforce vocabulary \u2013 se adreseaz\u0103 tuturor elevilor \u00een func\u0163ie de tipul lor de \u00eenv\u0103\u0163are – auditiv, vizual sau chinestezic. Dialogul faciliteaz\u0103 receptarea informa\u0163iei pentru elevii cu \u00eenv\u0103\u0163are preponderent auditiv\u0103, imaginile prezentate favorizeaz\u0103 asimilarea informa\u0163iei pentru cei cu \u00eenv\u0103\u0163are vizual\u0103, iar dialogul frontal, schimbul de bro\u015furi publicitare se adreseaz\u0103 elevilor cu \u00eenv\u0103\u0163are chinestezic\u0103.
\nLucrul pe echipe sau pe grupe dezvolt\u0103 autonomia \u0219i competentele sociale- capacitatea de adaptare la cerin\u0163ele de grup, maleabilitate, colaborare \u0219i spirit de echip\u0103.
\nEvaluarea clasic\u0103 este \u00eenlocuit\u0103 de interevaluare \u0219i autoevaluare sau prin peer evaluation pentru aplica\u0163iile realizate online \u2013 storybird.com<\/a>.
\n\u00cen concluzie, de\u015fi punctul de plecare \u00een proiectarea didactic\u0103 este strategia comunicativ\u0103, din noile orient\u0103ri metodologice am selectat \u00een func\u0163ie de nivelul de \u00eenv\u0103\u0163are, particularit\u0103ti de v\u00e2rsta \u0219i \u00eendividuale, tematic\u0103 propus\u0103 \u0219i interesele educabililor, tehnici spefice CLIL si blended learning care favorizeaz\u0103 \u00eenv\u0103\u0163area prin descoperire, colaborare, animat\u0103 de entuziasm .<\/p>\n

Resurse utilizate, inclusiv tehnologice, dac\u0103 este cazul<\/em>
\nActivitatea didactic\u0103 propune activit\u0103\u0163i diverse care s\u0103 permit\u0103 elevilor angajarea activ\u0103 \u00een propria formare, o formare dirijat\u0103, monitorizat\u0103 \u0219i evaluat\u0103 constant de c\u0103tre profesor in vederea realiz\u0103rii obiectivelor propuse.
\nActivitatea se desf\u0103\u015foar\u0103 \u00een Cabinetul de documentare si informare.
\nWarm up \u2013 audierea unei postcast
\nWhy the long face? Episode 7, The English We Speak series
\n http:\/\/www.bbc.co.uk\/podcasts\/series\/tae#playepisode7<\/a>
\nLead in \u2013 fotografii cu cele mai importante puncte turistice londoneza (London landmarks)
\nPresentation: Prezi presentation \u2013 informa\u0163ii teoretice \u0219i fi\u0219\u0103 de completat (gaped exercise)<\/p>\n

Practice \u2013 fill in exercise and matching exercise \u2013 hand out
\nProduction: group work – Spicynodes\u00a0 – The seven wonders of the world
\n http:\/\/www.spicynodes.org\/a\/9dae1cdeb429991ede0bfefb1bb6d765<\/a>
\nHomework : pair work – Storybird.com –\u00a0 London in our sight \u2013 funny story
\nhttp:\/\/storybird.com\/books\/london-in-our-sight-funny-story-for-christmas\/<\/p>\n

Prezentare succint\u0103 a scenariului didactic propriu-zis<\/em><\/p>\n

1. Warm up<\/strong>
\nListening activity \u2013 ice breaking activity
\nAim: Ss get\u00a0 ready for the English class.
\nT-Ss interaction
\nTime\u00a0 3 min.
\nTeacher elicits the gapped information.
\nPodcast – Why the long face? Episode 7\u00a0 The English We Speak\u00a0 series
\nhttp:\/\/www.bbc.co.uk\/podcasts\/series\/tae#playepisode7
\nTeacher asks the Ss to listen to the podcast and fill in the joke:
\nA horse walks into a bar.
\nThe barman says \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026
\nActivitatea \u00ee\u015fi propune s\u0103 ofere elevilor cadrul propice de \u00eenv\u0103\u0163are, printr-un exerci\u0163iu de spargere a ghe\u0163ii care s\u0103 le capteze aten\u0163ia. Cerin\u0163a este s\u0103 identifice \u0219i s\u0103 completeze cu o replic\u0103 a dialogului audiat ( listening for gap information). Activitatea este frontal\u0103 \u0219i se desf\u0103\u0219oar\u0103 \u00een trei minute. Profesorul ofer\u0103 feed-back imediat pentru realizarea cerin\u0163ei.<\/p>\n

2. Lead in<\/strong>
\nSpeaking activity
\nAim:\u00a0 to reinforce the vocabulary about London
\nTeacher (T) shows students (Ss) some pictures of London landmarks asking them to recognize them. SS practise their speaking skill using T-Ss interaction
\nTime 7 min.
\nExample:
\nT: Look\u00a0 at this marvellous building. You can see wonderful exhibits inside. Can you name it?
\nSs: British Museum.
\nT:\u00a0 If I go to London I might visit \u2026\u2026\u2026
\nActivitatea \u00ee\u015fi propune s\u0103 re\u00eemprosp\u0103teze vocabularul referitor la obiectivele turistice londoneze, folosind o structura condi\u0163ional\u0103. Elevii folosesc structura lingvistic\u0103 empiric, plec\u00e2nd de la un model oferit \u0219i folosind un set de fotografii expuse. Activitatea este pe grupe \u0219i se desf\u0103\u0219oar\u0103 \u00een \u015fapte minute. Clasa este \u00eemp\u0103r\u0163it\u0103 \u00een trei grupe: grupa V, grupa A, grupa C. Membrii grupelor V(izual) si C(hinestezic) dialogheaz\u0103 folosind imaginile, iar grupele A(uditiv) evalueaz\u0103 activitatea.
\nProfesorul ofer\u0103 feed-back pozitiv general pentru realizarea cerin\u0163ei.<\/p>\n

3. Presentation<\/strong>
\nReading activity \u2013 to explain First Conditional to Ss and the rules which must be followed.
\nPrezi presentation.
\nT reads the explanation and gives more information and explanation where necessary.
\nSs read the examples. T elicits 5 to 10 Ss.
\n http:\/\/prezi.com\/ro93m3krcijp\/copy-of-co\/<\/a>
\nInteraction: T-Ss interaction
\nTime \u2013 10 min.
\nActivitatea \u00ee\u015fi propune s\u0103 explice gramatical structurile posibile \u00een fraza condi\u0163ional\u0103 de tipul I. Structura teoretic\u0103 are ca baz\u0103 activitatea anterioar\u0103 pentru accesibilizarea informa\u0163iei. Activitatea este frontal\u0103 \u0219i se desf\u0103\u0219oar\u0103 \u00een zece minute.<\/p>\n

4. Practice<\/strong>
\nWriting activity \u2013 to practise the language structure in a semi controlled activity.
\nHand out \u2013 fill in exercise and matching exercise.
\nActivitatea are drept obiectiv internalizarea prin lucru individual a regulilor de utilizare a frazei condi\u0163ionale de tipul I. Evaluarea se realizeaz\u0103 in pereche (interevaluare) pentru dezvoltarea autonomiei si a spiritului autocritic.
\nActivitatea este individuala si se desf\u0103\u0219oar\u0103 in zece minute.<\/p>\n

5. Production<\/strong>
\nProduction\u00a0 group work exercise\u00a0 – Spicynodes\u00a0 – The seven wonders of the world \u2013 to practise the structure in a free controlled activity
\n http:\/\/www.spicynodes.org\/a\/9dae1cdeb429991ede0bfefb1bb6d765<\/a>
\nSS\u00a0 design a spicynodes according to the example provided about the seven wonders of the world;
\nSS interaction
\nTime – 17 minutes
\nActivitatea are drept obiectiv proiectarea sub forma unui organizator grafic a unei reclame despre cele \u015fapte minuni ale lumii. Obiectivele CLIL sunt atinse prin aceasta activitate, elevii vehicul\u00e2nd pe l\u00e2ng\u0103 structura lingvistica \u00eenv\u0103\u0163at\u0103, cuno\u015ftin\u0163e geografice, istorice, cultur\u0103 \u0219i civiliza\u0163ie.
\nActivitatea se desf\u0103\u015foar\u0103 pe grupe de c\u00e2te cinci elevi. Evaluarea se realizeaz\u0103 printr-un sondaj de opinie dup\u0103 turul galeriilor.<\/p>\n

6. Homework<\/strong>
\nPair work – Storybird.com –\u00a0 London in our sight \u2013 funny story \u2013 to design a funny story using conditional clause type I.
\nActivitatea ofer\u0103 posibilitatea valorific\u0103rii imagina\u0163iei elevilor printr-un exerci\u0163iu creativ folosind o structura gramatical\u0103 impus\u0103.
\nEvaluarea se realizeaz\u0103 prin peer evaluation \u2013 vizualizarea public\u0103 a povestii de catre colegi de clas\u0103, de \u015fcoala, prieteni.
\nActivitatea este realizat\u0103 pe echipe, colaborativ, folosind astfel \u0219i \u00eenv\u0103\u0163area on line ( blended learning).
\n http:\/\/storybird.com\/books\/london-in-our-sight-funny-story-for-christmas\/<\/a>
\nAutoevaluarea scenariului propus: men\u021bionarea a 1-2 puncte forte \u0219i a eventualelor limite ale scenariului propus (max. 250 de cuvinte)<\/p>\n

Puncte forte:<\/em>
\n– implicarea elevilor \u00een realizarea activit\u0103\u0163ilor de grup prin valorificarea abilita\u0163ilor individuale;
\n– \u00eenv\u0103\u0163area activ-participativa \u0219i colaborativ\u0103.
\n– oportunitatea abord\u0103rii interdisciplinare.<\/p>\n

Limite:<\/em>
\n– densitatea lec\u0163iei;
\n– apari\u0163ia unui lider prea autoritar care sa nu valorifice to\u0163i membrii grupei;
\n– managementul timpului.<\/p>\n","protected":false},"excerpt":{"rendered":"

Limba englez\u0103 predat\u0103 ca a doua limb\u0103 de comunicare implic\u0103 strategii specifice care converg \u00een ultimul timp spre o abordare eclectic\u0103. Conceptul blended learning este des \u00eent\u00e2lnit \u00een orientarea modern\u0103 a pred\u0103rii-\u00eenv\u0103\u0163\u0103rii-evalu\u0103rii, \u00een condi\u0163iile \u00een care studiile eviden\u0163iaz\u0103 necesitatea adapt\u0103rii … Cite\u0219te continuarea →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[36],"class_list":["post-1181","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-camelia-timofte"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/1181","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=1181"}],"version-history":[{"count":3,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/1181\/revisions"}],"predecessor-version":[{"id":1191,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/1181\/revisions\/1191"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=1181"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=1181"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=1181"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}