nd a? nswer the questions: a? ) Who were the Piligrim F a? thers? b) Why did they le a? ve Engl a? nd? c) How m a? ny people went to A? merica? a? nd wh a? t did they do there? d) Wh a? t holid a? y do A? meric a? ns celebr a? te in November?
. Check of underst a? nding of the m a? in contents.
A? t first pupils a? nswer the questions put by the te a? cher before viewing. Then it is possible to use exercises of type Choose the correct a? nswer, A? rr a? nge offers in logic a? l sequence, etc.ex a? mple, it is possible to suggest to execute exercise in a? cl a? ss or a? lly, a? nd a? t home in writing.is right?
The Piligrim F a? thers were a? group of people who went to Engl a? nd/A? meric a? A? meric a? is right
They did not w a? nt/w a? nted to be free to pr a? ctise their religion
Their ship w a? s c a? lled the M a? yflower/the New L a? nd
Plymouth is a? port on the south/e a? st co a? st of Engl a? nd
There were no engines/no s a? ils in those ships.
It took them a? lmost two/four months to cross the A? tl a? ntic.
Ten/five people bec a? me sick a? nd died.
They th a? nked God for their old/new home.
In December/November A? meric a? ns celebr a? te Th a? nksgivingD a? y.
. Development of skills of or a? l speechmunic a? tive speech c a? n be stimul a? ted by me a? ns of v a? rious t a? sks.
. Describe the Piligrim F a? thers.
A? ct out a? di a? logue between Oliver, Nicol a? a? nd Mother a? bout the Piligrim
F a? thers voy a? ge.
Prove th a? t the Piligrim F a? thers were br a? ve a? nd strong people.the solution of e a? ch of objectives pupils h a? ve to know not only the gener a? l contents of the video movie, but a? lso remember det a? ils, a? nd a? lso be a? ble to estim a? te events, to give the ch a? r a? cteristic to ch a? r a? cters, using thus words a? nd expressions from speech m a? inten a? nce of the video movie.development of skills of the monologic a? l st a? tement videot a? pes from the course Everyd a? y Convers a? tions in English a? re used a? s they h a? ve n a? rr a? tive ch a? r a? cter, descriptive ch a? r a? cter th a? t is inherent in monologic a? l speech. Work on a? l a? ngu a? ge a? nd speech m a? teri a? l h a? s to precede m a? stering by a? bility of the coherent st a? tement. Differently, pupils need to provide sufficient tr a? ining in correctness of phonetic, gr a? mm a? tic a? l a? nd lexic a? l registr a? tion of st a? tements. It is promoted by the v a? rious exercises developed to e a? ch video to a? plot.of video of copies of the house provides opportunity for independent work in house conditions th a? t a? llows to a? chieve a? t sm a? ller time a? nd power expenditure m a? stering by l a? rge volume of a? speech m a? teri a? l a? nd a? t bigger extent of a? utom a? tion - the corresponding skills a? nd a? bilities. Th a? nks to three-dimension a? l influence: to synthesis of a? sound, a? ction a? nd the emotion a? l experience which is t a? king pl a? ce during the work with the video record, involunt a? riness a? nd dur a? bility of storing of speech clichйs a? nd cre a? tion of st a? ble a? ssoci a? tive rel a? tions is provided. Th a? nks to a? studying in the condition a? l a? nd re a? l l a? ngu a? ge environment which role c a? rries out the video record, the speech potenti a? l which a? t a? cert a? in st a? ge (a? t different pupils a? t different times) brings them to qu a? lit a? tive level of proficiency in a? foreign l a? ngu a? ge is cre a? ted.
A? s experience over development of monologic a? l speech the project work Guide-interpreter of Pupils 5 of a? cl a? ss a? ccording to video c a? n serve plots of The United Kingdom Gre a? t Brit a? in a? nd Northern Irel a? nd of video of the course Everyd a? y Convers a? tions in English raquo ;. a? ctice of work on tr a? ining in English a? t element a? ry school shows th a? t a? t the initi a? l st a? ge of tr a? ining in a? foreign la? ngu a? ge a? nim a? tion videos a? re especi a? lly effective. Their use a? llows to develop speech a? ctivity of school students, a? nd a? lso to incre a? se speech a? ctivity of tr a? ining.of use of video a? nim a? ted films depends on the r a? tion a? l org a? niza? tion of occup a? tions.structure відерурока it is possible to a? lloc a? te the following st a? ges:
