➯ Сучасні методи навчання
➯ Тематична лексика
➯ Презентації до уроків
➯ Роздатковий матеріал
➯ Електронні підручники
➯ On-line тести
➯ On-line курси
➥ СУЧАСНІ МЕТОДИ НАВЧАННЯ
"CASE STUDY"
A case study is about a person, group, or situation that has been studied over time. If the case study, for instance, is about a group, it describes the behavior of the group as a whole, not the behavior of each individual in the group.
Case studies can be produced by following a formal research method. These case studies are likely to appear in formal research venues, as journals and professional conferences, rather than popular works. The resulting body of 'case study research' has long had a prominent place in many disciplines and professions, ranging from psychology, anthropology, sociology, and political science to education, clinical science, social work, and administrative science.
In doing case study research, the "case" being studied may be an individual, organization, event, or action, existing in a specific time and place. For instance, clinical science has produced both well-known case studies of individuals and also case studies of clinical practices. However, when "case" is used in an abstract sense, as in a claim, a proposition, or an argument, such a case can be the subject of many research methods, not just case study research.
Thomas offers the following definition of case study:
"Case studies are analyses of persons, events, decisions, periods, projects, policies, institutions, or other systems that are studied holistically by one or more method. The case that is the subject of the inquiry will be an instance of a class of phenomena that provides an analytical frame — an object — within which the study is conducted and which the case illuminates and explicates."
THE NATURAL APPROACH METHOD
was developed
by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It aims
to foster naturalistic language acquisition in a classroom setting, and to this
end it emphasizes communication, and places decreased importance on conscious grammar study
and explicit correction of student errors. Efforts are also made to make the
learning environment as stress-free as possible. In the natural approach,
language output is not forced, but allowed to emerge spontaneously after
students have attended to large amounts of comprehensible language input.
The natural approach has become closely associated with
Krashen's monitor model, and it is often seen as an application of the theory
to language teaching. Despite this perception, there are some differences,
particularly Terrell's view that some degree of conscious grammar study can be
beneficial. The syllabus focuses on activities which Terrell sees as promoting
subconscious language acquisition. He divides these activities into four main
areas: content activities, such as learning a new subject in the target
language; activities which focus on personalizing language, such as students
sharing their favorite music; games; and problem-solving activities.
THE GRAMMAR-TRANSLATION METHOD
The grammar-translation
method is a method
of teaching foreign languages derived from the classical (sometimes called
traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating
sentences between the target language and their native language. Advanced students
may be required to translate whole texts word-for-word. The method has two main goals: to enable
students to read and translate literature written in the target language, and
to further students’ general intellectual development.
There are
two main goals to grammar-translation classes. One is to develop students’
reading ability to a level where they can read literature in the target
language. The other is to develop students’ general mental discipline.
The main
principles on which the grammar translation method is based are the following:
- Translation interprets the words and phrases of
the foreign languages in the best possible manner.
- The phraseology and the idioms of the target language can best be
assimilated in the process of interpretation.
- The structures of the foreign languages are best learned
when compared and contrast with those of first language.
⤆ THE GRAMMAR -PRESENTATION METHOD
➤ SOME INFORMATION ABOUT TPR
➤ THE PHYSICAL RESPONCE
➤ SOMETHING ABOUT USING
➤ TPR as NEW METHOD
➤ SOMETHING NEW
➤ AN INTRODXUCTION TO THE TEACHING APPROACH
➤ TPR
⇲ DIRECT METHOD (education)
⇲ DIRECT METHOD IN LEARNING ENGLISH (presentation)
⇲ DIRECT METHOD
⇲ SOME VIDEO ABOUT DIRECT METHOD
https://www.youtube.com/watch?v=MBF1Xs3EwtI
https://www.youtube.com/watch?v=KarBHbU2ULs
https://www.youtube.com/watch?v=84Ux5r6d0Ac
https://www.youtube.com/watch?v=Zk6HS8RlD98
https://www.youtube.com/watch?v=OEiLCSzmhBo
https://www.youtube.com/watch?v=exyq_T6b55Y
⇲ DIRECT METHODS: principles and techniques
TOTAL PHYSICAL RESPONCE
Total
physical response (TPR)
is a language-teaching method developed
by James Asher, a professor emeritus
of psychology at San José State University. It is based on the
coordination of language and physical movement. In TPR, instructors give
commands to students in the target language, and students respond with
whole-body actions.
The method is an example of the comprehension approach to
language teaching. Listening serves a dual purpose; it is both a means of
understanding messages in the language being learned, and a means of learning
the structure of the language itself. Grammar is not taught explicitly, but is
induced from the language input.
Asher developed TPR as a result of his experiences observing young
children learning their first language. He noticed that interactions between
parents and children often took the form of speech from the parent followed by
a physical response from the child. Asher made three hypotheses based on his
observations: first, that language is learned primarily by listening; second,
that language learning must engage the right hemisphere of the brain; and
third, that learning language should not involve any stress.
➤ THE PHYSICAL RESPONCE
➤ SOMETHING ABOUT USING
➤ TPR as NEW METHOD
➤ SOMETHING NEW
➤ AN INTRODXUCTION TO THE TEACHING APPROACH
➤ TPR
THE DIRECT METHOD
The direct
method of teaching,
sometimes called the natural method. Not limited to but often used in teaching
foreign languages, the method refrains from using the learners' native language
and uses only the target language. It was established in Germany and France
around 1900.
Characteristic features of the direct method are:
- teaching concepts and vocabulary through
pantomiming, real-life objects and other visual materials
- teaching grammar by using an inductive approach
(i.e. having learners find out rules through the presentation of adequate
linguistic forms in the target language)
- centrality of spoken language (including a
native-like pronunciation)
- focus on question-answer patterns.
Priciples:
- Classroom instructions are conducted exclusively
in the target language.
- Only everyday vocabulary and sentences are taught
during the initial phase; grammar, reading and writing are introduced in
intermediate phase.
- Oral communication skills are built up in a
carefully graded progression organized around question-and-answer
exchanges between teachers and students in small, intensive classes.
- Grammar
is taught inductively.
- New teaching points are introduced orally.
- Concrete vocabulary is taught through
demonstration, objects, and pictures; abstract vocabulary is taught by
association of ideas.
- Both speech and listening comprehensions are
taught.
- Correct pronunciation and grammar are emphasized.
- Student should be speaking approximately 80% of
the time during the lesson.
- Students are taught from inception to ask
questions as well as answer them.
⇲ DIRECT METHOD IN LEARNING ENGLISH (presentation)
⇲ DIRECT METHOD
⇲ SOME VIDEO ABOUT DIRECT METHOD
https://www.youtube.com/watch?v=MBF1Xs3EwtI
https://www.youtube.com/watch?v=KarBHbU2ULs
https://www.youtube.com/watch?v=84Ux5r6d0Ac
https://www.youtube.com/watch?v=Zk6HS8RlD98
https://www.youtube.com/watch?v=OEiLCSzmhBo
https://www.youtube.com/watch?v=exyq_T6b55Y
⇲ DIRECT METHODS: principles and techniques
SUGGESTOPEDIA
Suggestopedia (USA English) or Suggestopaedia (UK
English) is a teaching method developed by the Bulgarian
psychotherapist Georgi Lozanov. It is used in different fields, but mostly
in the field of foreign language learning. Lozanov has claimed that by using
this method a teacher's students can learn a language approximately three to
five times as quickly as through conventional teaching methods.
Suggestopedia has been called a "pseudo-science". It
strongly depends on the trust that students develop towards the method by
simply believing that it works.
The theory applied positive suggestion in teaching
when it was developed in the 1970s. However, as the method improved, it has
focused more on “desuggestive learning” and now is often called
“desuggestopedia.” Suggestopedia is a portmanteau of the words “suggestion” and
“pedagogy". A common misconception is to link "suggestion" to
"hypnosis". However, Lozanov intended it in the sense of offering or
proposing, emphasising student choice.
Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that students develop towards the method by simply believing that it works.
The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on “desuggestive learning” and now is often called “desuggestopedia.” Suggestopedia is a portmanteau of the words “suggestion” and “pedagogy". A common misconception is to link "suggestion" to "hypnosis". However, Lozanov intended it in the sense of offering or proposing, emphasising student choice.
⧪ KEY ELEMENTS OF METHOD
⧪ SOME INFORMATION
⧪ PRESENTATION about SUGGESTOPEDIA
⧪ METHODOLOGIES and APPROACHES
COMMUNICATIVE LANGUAGE TEACHING
CLT is usually characterized as a broad approach to
teaching, rather than as a teaching method with a clearly defined set of
classroom practices. As such, it is most often defined as a list of general
principles or features. One of the most recognized of these lists is David
Nunan’s (1991) five features of CLT:
- An emphasis on learning to communicate through
interaction in the target language.
- The introduction of authentic texts into the
learning situation.
- The provision of opportunities for learners to
focus, not only on language but also on the learning process itself.
- An enhancement of the learner’s own personal
experiences as important contributing elements to classroom learning.
- An attempt to link classroom language learning
with language activities outside the classroom.
These five features are claimed by practitioners of CLT to show that
they are very interested in the needs and desires of their learners as well as
the connection between the language as it is taught in their class and as it
used outside the classroom. Under this broad umbrella definition, any teaching
practice that helps students develop their communicative competence in an
authentic context is deemed an acceptable and beneficial form of instruction.
Thus, in the classroom CLT often takes the form of pair and group work
requiring negotiation and cooperation between learners, fluency-based activities
that encourage learners to develop their confidence, role-plays in which
students practise and develop language functions, as well as judicious use of
grammar and pronunciation focused activities. In the mid 1990s the Dogma
95 manifesto influenced language teaching through the Dogme language teaching
movement, who proposed that published materials can stifle the communicative
approach. As such the aim of the Dogme approach to language teaching is to
focus on real conversations about real subjects so that communication is the
engine of learning. This communication may lead to explanation, but that this
in turn will lead to further communication.
➯ INTRODUCTION of CLT
➯ ABOUT THIS METHOD
➯ CLT today
https://www.youtube.com/watch?v=k6h8ulAT_98
https://www.youtube.com/watch?v=ySrYYpZAsXE
https://www.youtube.com/watch?v=fFKKkLkBcn0
https://www.youtube.com/watch?v=TW-MP9zQtSQ
https://www.youtube.com/watch?v=BSUXUqt5XPc
THE AUDIO-LINGUAL METHOD
The audio-lingual
method, Army Method, or New Key, is a style of
teaching used in teaching foreign languages. It is based
on behaviorist theory, which professes that certain traits of living
things, and in this case humans, could be trained through a system of
reinforcement—correct use of a trait would receive positive feedback while
incorrect use of that trait would receive negative feedback.
This approach to language learning was similar to another, earlier method
called the direct method. Like the direct method, the audio-lingual method
advised that students be taught a language directly, without using the
students' native language to explain new words or grammar in the target
language. However, unlike the direct method, the audio-lingual method didn’t
focus on teaching vocabulary. Rather, the teacher drilled students in the use of
grammar.
Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback.
Applied to language instruction, and often within the context of the language lab, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback.
http://www.slideserve.com/axl/audio-lingual-methodhttps://rus.atlants.lv/prezentacija/audio-lingual method/566684/
https://prezi.com/ag-tu374savt/audio-lingual-method/
THE SILENT WAY
The Silent
Way is a language-teaching method created by Caleb Gattegno that makes
extensive use of silence as a teaching technique. It is not usually considered
a mainstream method in language education. It was first introduced in
Gattegno's book Teaching Foreign Languages in Schools: The Silent Way in 1963.
Gattegno was skeptical of the mainstream language education of the time, and
conceived of the method as a special case of his general theories of education.
The method emphasises the autonomy of the learner;
the teacher's role is to monitor the students' efforts, and the students are
encouraged to have an active role in learning the language. Pronunciation is
seen as fundamental; beginning students start their study with pronunciation,
and much time is spent practising it each lesson. The Silent Way uses a
structural syllabus, and structures are constantly reviewed and recycled. The
choice of vocabulary is important, with functional and versatile words seen as
the best. Translation and rote repetition are avoided and the language is
usually practiced in meaningful contexts. Evaluation is carried out by
observation, and the teacher may never set a formal test.
➥ ТЕМАТИЧНА ЛЕКСИКА
➠ http://inpleno.com.ua/ru/product/66520-Angliyska-mova-Dovidnik-gramatikaleksikaorfografiya.html
➠ https://www.booklya.ua/book/angl-yska-leksika-ntensivniy-kurs-popovnennya-slovnikovogo-zapasu-123642/
➠ http://www.megakniga.com.ua/catalog/knigi/inozemni-movi/angl-mova-insha/page9/
➠ http://knigovan.com/elektronnyj-konstruktor-uroka/nachalnaya-shkola/elektronnyj-konstruktor-uroka-anglijskij-yazyk-4-klass
➠ http://petrovkabook.zakupka.com/p/1798885-bikonya-o-p-dilova-angliyska-mova-navchalniy-posibnik/
➠ http://halinbook.com/books/english/grammar-and-vocabulary/grammar-practice.html
➠ http://kulik.prom.ua/p45175513-angljska-mova-dovdnik.html
➠ http://halinbook.com/books/english/grammar-and-vocabulary/vocabulary/in-use-series/english-idioms-in-use+.html
➠ http://kulik.prom.ua/p73147436-angljska-dlya-pochatkovogo.html
➠ http://santosdownloadfreeenglishbooks.blogspot.com.br/2017/01/oxford-dictionary-of-english-grammar.html
➠ https://vk.com/doc806777_437557738?hash=f4052e5ddd6542f04a&dl=bc79dd1118d78d8b29
➠ https://drive.google.com/file/d/0Bz95CKXE1PSkNXNOcEF6UXhtY1k/view
➠ https://drive.google.com/file/d/0Bz95CKXE1PSkdUxzOEpMU0hSd1U/view
➠ http://www.englishlearnsite.com/general/english-grammar-pdf-materials/
➠ https://englishstudent.net/?utm_source=anna.smm.fb&utm_campaign=conv&utm_medium=cpm&utm_content=conv1
➠ https://psv4.userapi.com/c812737/u347213911/docs/844ed21f2aa7/W_by_W_Picture_Dic.pdf?extra=6OekN9vEJQj-AlOMtQpgNOxCsGfRd_XDLCA8iMC2ve9AgTxzdc_UJw2dC1f6HsvLXg2AlAQI_uTlQS_RXffEYO4El5GDEbKKVx4YXe9m_l0WDub82rIq0-z1Ig
➠ https://vk.com/doc806777_439455038?hash=769c817b6dce3940e6&dl=a9bc537ae39a2c8b08
➠ https://opentalk.org.ua/grammartag/380
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➠ http://www.englishlearnsite.com/vocabulary/transitional-words-and-phrases/
➥ ПРЕЗЕНТАЦІЇ ДО УРОКІВ
➤ EUROPE
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ LANGUAGES of the WORLD
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ HEALTHY LIFESTYLE
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ EXTREME KINDS OF SPORTS
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ OLYMPIC GAMES
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ SPORT IN BRITAIN
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ LIFESTYLES
 |
| https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ NATURE IS IN DANGER
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ NATIONAL BRITISH FOOD
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ FOOD
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ MEXICAN FOOD
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ UKRAINIAN CUISINE
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ SCIENTISTS AND INVENTIONS
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ WORLD FAMOUS ACTORS
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ FAMOUS UKRAINIAN ARTISTS
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ ST.VALENTINE'S DAY
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ THE MOST POPULAR PROFESSIONS IN UKRAINE
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ THE MOST PRESTIGIOUS JOBS IN AMERICA
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ THE MAIN RULES
 |
https://drive.google.com/drive/folders/0B-wCHBtUaN3mUFc2NkVvanNwN1U |
➤ SOME OTHER INTERESTING PRESENTATIONS
➘ http://ksenstar.com.ua/index.php?Itemid=180&id=143&option=com_content&view=category
➘ http://www.ksenstar.com.ua/index.php?Itemid=181&id=144&option=com_content&view=category
➘ http://prezentaz.ru/%D0%BF%D1%80%D0%B5%D0%B7%D0%B5%D0%BD%D1%82%D0%B0%D1%86%D1%96%D1%97-%D0%B7-%D0%B0%D0%BD%D0%B3%D0%BB%D1%96%D0%B9%D1%81%D1%8C%D0%BA%D0%BE%D1%97-%D0%BC%D0%BE%D0%B2%D0%B8/
➘ http://gdzenko.com/load/anglijska_mova/2
➘ http://institute.com.ua/searchdirect.php?ID=1248717
➘ http://www.teachua.com/add/english
➘ http://gdz4you.com/prezentacii/prezentacii-angl/
➥ РОЗДАТКОВИЙ МАТЕРІАЛ
➤ CARDS
➤ CROSSWORDS
 |
https://drive.google.com/drive/folders /0B-wCHBtUaN3mLVZUVnhxa1FmbE0 |
➤ LISTERNING
 |
https://drive.google.com/drive/folders /0B-wCHBtUaN3mdzdvUWJhSEc1em8 |
➤ TESTS
 |
https://drive.google.com/drive/folders /0B-wCHBtUaN3mMnpMMlBQWEdQT1U |
➥ ЕЛЕКТРОННІ ПІДРУЧНИКИ
 |
| Електронні підручники |
 |
 |
| ➤ УКРАЇНА SPEAKING |
 |
| ➤ PORTFEL.UA |
 |
| ➤ PIDRUCHYC.COM |
 |
| ➤ SHKOLA.YCCAT.COM |
 |
| ➤ TEACHER.IN.UA |
 |
| ➤ ERUDYT.NET |
 |
| ➤ НАВЧАЛЬНІ МАТЕРІАЛИ |
 |
| ➤ TEACHENG.INFO |
 |
| ➤ EASY. ENGLISH.COM |
 |
| ➤ MOVI.COM.UA |
 |
| ➤ ENGLISH BOOKS |
 |
| ➤ FREE BOOKS FOR LEANING |
 |
| ➤ ENGLISH AND BOOKS |
 |
| ➤ ENGLISH BOOKS |
 |
| ➤ USEFUL ENGLISH BOOKS |
 |
| ➤ ENGLISH FL BOOKS |
 |
| ➤ BOOKS AND MAGAZINES IN ENGLISH |
 |
| ENGLISH BOOKS |
 |
| ➤ ENGLISH BOOKS DAILY |
 |
| ➤ MAGAZINES, NEWSPAPERS AND E-BOOKS |
 |
| ➤ ENGLISH BOOKS |
 |
| ➤ BOOKS IN ENGLISH |
➥ ON-LINE TESTS
➤ English On-line
➤ ENGLISH online
➤ Easy ENGLISH online tests
➤ Test Your English. Cambridge ENGLISH
➤ ONLINE Test Pad
➤ Different tests
➤ Oxford Online Placement TEST
➤ PERFECT ENGLISH
➤ INTERACTIVE TEST OF ENGLISH LEVEL
➤ PUZZLE ENGLISH
➤ English is EASY
➤ ENGLISHTAG
➤ PREMIER ENGLISH TEST
➤ ENGLISH testnet
➤ ENGLISH TESTSTORE
➤ ENGLISH SCHOOL TESTS
➤ LANGUAGE LINK
➤ MARLINS English Tests on-line
➤ FREE ONLINE ENGLISH GRAMMAR TESTS
➤ ELEMENTARY TEST
➤ ELEMENTARY LEVEL TESTS
➤ TEST PRE-INTERMEDIATE
➤ TEST INTERMEDIATE
➤ TESTS INTERMEDIATE LEVEL
➤ TEST UPPER-INTERMEDIATE
➤ TESTS OF INTERNATIONAL EXAMS
➤ TESTS ADVANCED LEVEL
➤ TEST Your ENGLISH
➤ CATCHENGLISH TEST
➤ TESTS
➤ ANGLOVED TEST
➤ ENGLISH ONLINE LESSONS
➤ IELTS TEST
➤ ENGLISHART TEST
➤ ENGLISH TESTS ONLINE
➥ ON-LINE КУРСИ
➤
 |
| CLICK HERE ➡ http://lingva.ua/ |
ВИКЛАДАЧІ ЗАПРОШУЮТЬ УСІХ БАЖАЮЧИХ ДОЛУЧИТИСЯ ДО ВСЕУКРАЇНСЬКОГО ОСВІТНЬОГО ОНЛАЙН ПРОСТОРУ ДЛЯ ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ ! –http://mon.gov.ua/…/volodimir-kovtunecz-%C2%ABzaluchennya-…/
Завдяки зручній платформі LingvaSkills пропонується:
– Гнучкий графік занять (кожний користувач сам обирає, коли виконувати вправи);
– Можливість навчання з нульового рівня (навчання адаптоване для різного рівня знань);
– Немає обмежень у кількості;
– Зворотній зв’язок (цілодобовий контакт із користувачем завдяки онлайн чату, який передбачено даною технікою);
– Достатньо лише 15-30 хвилин на день для помітного результату вже через 30 днів;
– Навчання безкоштовне.
Зараз на базі даної платформи розроблена концепція змішаного навчання (BLENDED LEARNING), яка допоможе навчати дорослих, студентів або школярів граматиці онлайн , а під час занять в аудиторіях відпрацювати комунікативні навички.
На даний момент за 4 місяці існування проекту на платформі зареєстровано і активно навчаються понад 20000 осіб, серед яких державні службовці з понад 40 державних органів виконавчої влади центрального рівня, обласних державних адміністрацій, безробітні громадяни, тимчасові переселені особи, ветерани АТО та члени їх сімей, та багато соціальних категорій,які не мають змоги платити за навчання англійської мови, але вкрай потребують цих знань.
Також вже є понад 2 млн. заявок, що надає право стверджувати, що Соціальний проект вивчення англійської мови «LingvaSkills» є наймасштабнішим онлайн освітнім проектом України.
Ми радимо Вам зайти і подивитися, як виглядає платформа із середини. http://www.lingva.ua/ Ваш логін – це Ваша електронна адреса, яку вказуєте при реєстрації. Пароль – це те, що до значка @ у Вашій електронній адресі.
(наприклад, логін – olga.makarenko@ukr.net, пароль – olga.makarenko)
Для повноцінного доступу до платформи потрібно бути зареєстрованим від організації, яку Ви представляєте. Для цього викладачі англійської мови ХПК НУ «Львівська політехніка» радять всім бажаючим навчатися на даній платформі подати свою власну заявку на навчання одному із викладачів англійської мови (Ваше ПІБ, рік народження та електронну адресу) для формування колективної заявки до кінця листопада.
Вивчай мови – будь у тренді! Україна заговорить англійською!
І кожен з нас також!!!!
На виконання Указу Президента України П.Порошенка від 16 листопада 2016 р. № 641/2015 «Про оголошення 2016 року Роком англійської мови в Україні», у рамках реалізації меморандуму про співпрацю щодо проекту «Lingva. Skills» між МОН та Асоціацією інноваційної та цифрової освіти, соціальний проект «Lingva.Skills» був розроблений волонтерською групою, що знайшла підтримку на державному рівні, і був створений для вивчення англійської мови для менеджменту освіти, педагогічних працівників та студентів www.lingva.ua.
LingvaSkills – це єдина в Україні національна безкоштовна інноваційна онлайн-система, яка дозволяє якісно та професійно вивчати англійську мову у відповідності до міжнародних стандартів знання мови (3 різновиди вправ, включаючи аудіювання).
Зауважте, що платформа працює у напів-тестовому режимі, але за 4 місяці роботи її вже активно використовують понад 20 тис. осіб і кожного дня вона доопрацьовується функціонально і по контенту.
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| CLICK HERE ➡ Цей курс заснований на багаторічному досвіді Британської Ради в підготовці вчителів в усьому світі.
Професійні практики для викладання англійської - безкоштовний онлайн курс для викладачів англійської мови по всьому світу. Це допоможе вам розвинути теоретичні і практичні, необхідні для безперервного професійного розвитку.
Курс корисний для викладачів англійської мови в початкових, середніх або високих рівнях.
Щотижня, курс розглядає інший професійної практики, яка допомагає зробити успішний вчитель.
Щотижня теми включають:
Короткі відео-інтерв'ю з досвідченими викладачами в поєднанні з фільмами з усього світу, щоб проілюструвати основні моменти.
Цей комплексний курс триває протягом шести тижнів, але в той же час він є дуже гнучким, оскільки займає до двох годин вашого часу на тиждень, тому ви можете вчитися в зручний для вас час.
«Prometheus» – громадський проект масових відкритих онлайн-курсів (МВОК). У співпраці з викладачами кращих ВНЗ України ми створюємо та розміщуємо МВОК на власній онлайн-платформі та надаємо безкоштовну можливість університетам, організаціям та провідним компаніям публікувати та розповсюджувати курси на цій платформі. Ми відкриваємо безкоштовний онлайн-доступ до найкращих навчальних курсів університетського рівня всім охочим в Україні.
   ➤  Долучайтеся до наших безкоштовних онлайн-курсів (MООС), щоб покращити свою англійську, поліпшити свої знання з цілого ряду різних предметів і спілкуватися з студентами з усього світу. Дізнайтеся, що таке MООС і як вони працюють, та зареєструйтеся на наші майбутні курси. Що таке MООС і як це працює? Детальніше про MOOCs від Британської Ради, на які ви можете підписатися:   ➤ 
Пропонуємо Вам переглянути нашу добірку безкоштовних онлайн-матеріалів Британської Ради для вивчення англійської мови.
Інтерактивні вправи англійською мовоюВи можете вивчати англійську онлайн на спеціально розробленому веб-сайті Британської Ради. Сайт містить сотні сторінок аудіо, тексту, відео і більш ніж 2000 інтерактивних вправ. Ви можете зареєструватися на сайті і додавати власні матеріали, спілкуватися з іншими користувачами й завантажувати безкоштовні ресурси.   ➤      ➤ |
на самом деле множество учебников, и додатковых материалов, которые нужно не просто листать , но много чего можно позаимствовать)) на самом деле чем учить язык самостоятельно, его все же лучше изучать в группе таких же как и вы сами, а именно тех кто по каким либо причинам хочет выучить английский. Так и я в свое время записался на курс https://englishpapa.ru/ именно потому что понял что один я в этом океане информации буду изучать его очень долго, а здесь мне дали ту необходимую базу знаний, которой я пользуюсь сейчас.
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