Мастер-класс «Языковой портфолио ученика»

Занятие 3: Из работ участников

,

учитель английского языка

МОУ «Гимназия № 6»

города Губкина Белгородской области

*****@***ru

I know, I can

(, МБОУ «Лицей № 3», Норильск)

Составлено по материалам раздела 2 “Reading? It’s great!”

(учебник New Millennium English для 6 класса, автор: )

*** very well

** well

*can’t

Listening

While listening to the texts about books I can extract the information I need

I can understand what my classmates think about books

I can understand what my teacher ask me about books

Spoken interaction

I can act out a conversation about books I prefer to read

I can act out a conversation and try to convince my friend to read the book I like

I can discuss with my friends the question about different kinds of books

Spoken Production

I can describe different kinds of books

I can speak about my favourite book

I can say what English and American writers I know

I can say what book I like and why

Reading

I can read the texts about books and extract the information I need and answer the questions

I can read the catalogue and find books in the catalogue

Writing

I can write a book review

I can write new words

I can write an ads about a book I’d like to swap

I know, I can

(, МОУ СОШ №7 г. Красноярск)

(составлено по материалам раздела «Учебника английского языка: Opportunities. Intermediate

Авторы: Michael Harris, David Mower, Anna Sikorzynska.)

НЕ нашли? Не то? Что вы ищете?

Unit 5

‘People’

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2

3

1

2

3

Date

Listening

While listening to the radio programme, the dialogue and the text about people’s appearance character and national stereotypes I can understand the information required and recognize people’s points of view

I can identify people on the photos while listening to the description of their appearance

I can understand my classmates’ attitude toward people’s behavior and interests

I can also …………………………………………………………………………………………...

……………………………………………………………………………………………………...

My favourite activity is…………………………………………………………………………….

1*

2

3

1

2

3

Date

Spoken Interaction

I can take part in the discussion whether people’s appearance influence on their character, justifying my opinion

I can act out a conversation with my classmates about possible future of the Earth, using “will” and “be going to”

I can act out a conversation about peoples interests

Spoken production

I can describe my friend’s appearance and character

I can give a report about famous person whom I admire

I can speak about Russian and English stereotypes

I can name qualities, advantages and disadvantages of being a fashion model

I can also …………………………………………………………………………………………...

……………………………………………………………………………………………………...

My favourite activity is…………………………………………………………………………….

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2

3

1

2

3

Date

Reading

I can read the magazine extract “The future and us” and find out what inventions of the 20th century changed people’s lives

I can read the story “Fist impressions” and answer the questions

I can produce an oral summary of the text

I can also …………………………………………………………………………………………...

……………………………………………………………………………………………………...

My favourite activity is…………………………………………………………………………….

1*

2

3

1

2

3

Date

Writing

I can make notes about the first time I met my friend

I can write a description of a person I know and like

I can write a personal letter describing a person who has influenced my life the most

I can also …………………………………………………………………………………………...

……………………………………………………………………………………………………...

My favourite activity is…………………………………………………………………………….

1*

2

3

1

2

3

Date

Grammar

I know how to use “will” and “be going to”

I can make predictions about what will, may, might, happen in future

I can speculate about people’s present and past with modal verbs: must, may, might, can’t, could

I can also …………………………………………………………………………………………...

……………………………………………………………………………………………………...

My favourite activity is…………………………………………………………………………….

I know, I can

(Бекмухаметова М. Н., МОУ СОШ №7 г. Красноярск)

(составлено по материалам раздела «Учебника английского языка:Millie для 3класса общеобразовательных школ

Авторы: , и др. .)

Unit 8

‘What’s in the shopping bag?’

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2

3

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2

3

Date

Listening

I can recognize the words we’ve got in the shopping bag and I know what they mean

I can understand when people are talking about buying some things in the shop

·  Spoken Interaction

I can say a rhyme “Pussy-cat, pussy-cat”

I can sing the song “Have you got any apples”

I can name some food and some clothes

I can say what things I would like to buy in the shop

I can count from 20 to 100

I can do sums with numbers up to 100

·  Spoken Production

I can ask questions about the things we’ve got in the shopping bag and about money we’ve got

I can take part in the conversation in the shop asking about the price of the things

·  Reading

I can read questions and find the answers to them

I can read the names of the food and some objects in the shopping bag

I can read the unscrambled dialogue and put it in order

I can read the story “Wendy’s piggy bank” and answer the questions

·  Writing

I can label some food and some objects in the picture

I can write the shopping list

I can write numbers from 20 to 100

I know, I can

(, МОУ «Частоостровкая средняя школа», Красноярский край)

(составлено по материалам раздела 10 “Welcome to Russia” учебникa “New Millennium English” для 7 класса, автор: )

Unit 10

“Welcome to Russia”

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2

3

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2

3

Date

Listening

While listening to the legend and texts about our country I can extract the information I need and answer the questions

I can understand what my classmates think about our area

I can understand what my teacher ask me about our country and our area

·  Spoken Interaction

I can act out a conversation about my country and our area

I can act out a conversation with my classmates and try to convince him/her to visit the place I like

I can discuss with my classmates the question about popular local celebrations and festivals in our area

·  Spoken Production

I can describe my area

I can speak about famous Russians

I can name the most famous places

I can describe my favourite festival

I can say what places I would like to visit and why

·  Reading

I can read the texts about my country and extract the information I need and answer the questions

I can read the magazine article and put the pictures in the right order

I can read the advert and answer the questions

I can read the letter and say what type of letter it is

·  Writing

I can make a leaflet about my area

I can write a story for a TV programme called I Want to Tell You About…

I can write a leaflet with a programme for our local festival

I can write an invitation letter to my friend

   

I know, I can

(, МБОУ «СОШ № 32» г. Норильск Красноярский край)

(составлено по материалам раздела «Учебника английского языка: Для VII класса общеобразовательных школ

Авторы: , и др.)

Unit 8

‘How do you spend your free time’

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3

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Date

·  Listening

While listening to the poem and texts about hobbies and pastimes I can extract the information I need and answer the questions.

I can understand my classmates’ opinions about their hobbies and pastimes

I can understand my classmates’ plans for the summer

·  Spoken Interaction

I can discuss with my classmates whether I prefer relaxing in my free time to doing something

I can act out a conversation with my classmates and try to convince him/her that having hobby is the best way not to waste time

·  Spoken Production

I can explain what I like doing and why in my free time

I can speak about different events connected with my hobby

I can name the most popular hobbies and explain their popularity

I can give a report about my plans for the summer

I can suggest doing something

I can accept or refuse a suggestion

·  Reading

I can read free time surveys

I can read newspaper articles about free time activities and answer the questions

I can read children’s opinions about their leisure activities

I can read and understand notices about activities for children

·  Writing

I can make my own questionnaire for my classmates to find out their favorite pastimes

I can write a survey about my classmates leisure activities

I can fill in Identity card about my hobbies and interests

I can write about my hobbies and free time activities

I can write about my plans for the summer

·  Grammar

I know the meaning of the words with the suffixes - ing and - ed

I can read and guess the meaning of the words with the suffixed –ing and - ed

I can use different ways of expressing a future meaning (Present Progressive, to be going to, Future Simple)

I know, I can

(, МОУ СОШ№ 000 г. Фокино Приморского края)

Работая с оценочными таблицами, я не детализирую их содержание по темам. Я использую стандартные дескрипторы Европейского языкового портфеля, но через всю совместную деятельность учителя и учащегося. Что это значит?

2  Планирование урока с постановкой задач по реализации определённых дескрипторов в зависимости от деятельности на уроке. (В начале урока я объявляю те дескрипторы, которые мы будем отрабатывать на уроке).

3  Учащиеся планируют отработку своих дескрипторов при выполнении домашней работы в зависимости от их языкового уровня.

4  Итоговая работа по теме (проект, диалог, монолог и т. д.)обязательно включает в себя озвучивание тех дескрипторов, которые учащиеся реализуют.

(This project helps me to realize such descriptors as.....)

5  После каждой четверти ( полугодия, года) учащиеся пишут сочинение “I can, I can't”, в котором описывают положительные и отрицательные стороны своей языковой деятельности за даннный промежуток времени.

6  В 11-м классе я провожу потом групповую работу, посвящённую устному обсуждению отрабатываемых дескрипторов. (Учащиеся собираются в группы по схожести дескрипторов и делают на уроке устную презентацию-защиту своих полученных языковых навыков).

После такой работы ученик может проанализировать свои языковые умения и навыки в конце года и решить, может ли он перейти на другой языковой уровень или нет.

Положительно отношусь к тематически-сложенным оценочным таблицам и думаю, что для 5-7-ых классов это подходит хорошо. Иногда нам не хватает сформулированных дескрипторов и мы вместе добавляем свои для разных видов деятельности

Teaching Portfolio Table of Contents

(, МБОУ «СОШ № 32» г. Норильск Красноярский край)

Curriculum Vitae Statement of Teaching Strategies and Goals

3.  Teaching Responsibilities

Representative Syllabi Representative Assignments Evidence of Teaching Effectiveness Colleague evaluations and observations Samples of Student Work Future Teaching Goals Professional Development

Teaching Portfolio Table of Contents

(, МОУ СОШ №7 г. Красноярск)

Curriculum Vitae Statements of Teaching Responsibilities Teaching Strategies and Methods Description of Teaching Revisions and Developments to Improve Teaching Evidence of Teaching Effectiveness Peer Evaluation of Teaching Evidence of student learning Samples of Student Work Samples of Grading and Feedback Provided on Student Work Future Teaching Goals

Teaching Portfolio Table of Contents

(, МБОУ «Лицей № 3», Норильск)

1.  Future Teaching goals

2.  Teaching methods, strategies, objectives

3.  Evidence of Teaching Effectiveness

4.  Examples of Course Materials

5.  Teaching Awards

6.  Samples of Student Work

Teaching Portfolio Table of Contents

(, МОУ «Частоостровкая средняя школа», Красноярский край)

1. Curriculum Vitae

2. Teaching methods, strategies, objectives

3. Representative Syllabi

4. Representative Assignments

5. Colleague evaluations and observations

6. Professional Development

7. Future Teaching Goals

8. Evidence of Teaching Effectiveness

9. Teaching Awards

10. Samples of Student Work

Teaching Portfolio Table of Contents

(, МОУ СОШ№ 000 г. Фокино Приморского края)

1. Teaching Philosophy

2. Description of Teaching Methods

3. Description of Teaching Revisions and Developments to Improve Teaching

4. Professional Development

5. Video Tapes of Teaching

6. Evidence of student learning

7. Samples of Student Work

8. Teaching awards

9. Photos and funny cards of students