Главная страница | Контакты | Случайная страница Автомобили Астрономия Биология География Дом и сад Другие языки Другое Информатика История Культура Литература Логика Математика Медицина Металлургия Механика Образование Охрана труда Педагогика Политика Право Психология Религия Риторика Социология Спорт Строительство Технология Туризм Физика Философия Финансы Химия Черчение Экология Экономика Электроника

The Outline of Theme One Project Activities

Step I Students and their teacher brainstorm the theme for the projects through individual articulation of textbook experiences.

In the first stage students do the following:

1. Stimulated by the pointed questions of the teacher (which ask for the learners’ opinions or interpretations and ask them to formulate the grounds of their reasoning or to explain the procedure by which they arrived at the answers), students talk about their experiences, both positive and negative, of using textbooks as language learners and student teachers.
2. In consequence of the discussion they identify topics for research in such areas as:
1. Teachability of Current Course-book Materials. Materials as Support; Materials as Constraint.
2. Teachers’ Interpretations of Materials Adaptation and Supplementation.
3. Teaching Materials in the Ukrainian Setting. Managing Change through the Materials.
3. Participants form small subgroups (3-4 persons in each) to do their own research on one of the identified topics.
4. Each subgroup is provided with the Materials Checklist and the consultations’ schedule for analyzed work in progress.

The Materials Test Lists are numerous. The offered is just one of them. It can be used as a starting point to work out the subgroups’ own checklist. Any textbook evaluation has two phases:

• recording the data
• evaluating them

Recording falls into two parts: survey (skimming to get s general impression); analysis (listing the contents of the pupil’s textbook and the teacher’s manual).

Evaluation or judgement requires the completion of the checklist proper (one version for the pupil’s textbook, another for the teacher’s manual) and the writing of ‘comments and suggestions for improvement’ (1:119-125, 306-326, 2:52-61)

Notes:

1) See “Encyclopedic Dictionary of Applied Linguistics” Ed. by K.Johnson and H.Johnson. Blackwell Publishers, 1999.

2) See “Power Pedagogy and Practice”. Editors T.Hedge, N.Whitney. OUP, 1997.

Step II through Step XII with adaptations and creativity are to be carried out according to Project Work Guide Appendix pp. 214-216; 217-227 in Curriculum for EL Development in Universities and Institutes (Draft 2), Kyiv, 2001.

Theme 2: The Language and Style of Emotive Literature Theme

‘The Readers’ Theatre of the 9^th Semester Outside Reading Book’

A central feature of the project is to foster undergraduates’ creative interactions with the book by allowing them to respond to the text in a way that makes the text meaningful to them. Participants of the project should be allowed to explore their own ideas as well as to share the responses of others and to discuss all responses in the light of the text itself. We can nurture the gift of imagination and creative critical thinking by letting students know that many interpretations are possible (1:18-28).

Undergraduates read the outside reading book individually during the 9^th semester. By November 29 they are recommended to complete reading the book, form the readers’ theatre groups and start carrying out the project along the lines of Readers’ Theatre project worked out by Prof. Tony Mana on the basis of the article “English Through Drama” by Richard A. Via (2:152-163).

Notes:

1) See “Literature and the Child”. Second Edition. Bernice E.Cullinam. Harcourt Brace Jovanovich Publishers, 1989.

2) See “Plays for Reading”. Revised Edition by Th.Kral, 1994.

READERS’ THEATRE PROJECT