АЖЛЫН ХЭСЭГ - mier.mn...2.1. Сурагчийн сурах арга барил, бүтээлийг оношлох аргачлал Сурагчдын теле хичээлийг

НҮБ-ын Хүүхдийн Сан, Боловсролын Төлөөх Дэлхий Нийтийн Түншлэл, Дэлхийн Банкны “Боловсролын чанарын шинэчлэл” төсөл, Азийн Хөгжлийн Банкны “Хөдөлмөр эрхлэх ур чадварыг дээшлүүлэх төсөл”-ийн дэмжлэгтэйгээр боловсруулж, хэвлүүлэв.

АЖЛЫН ХЭСЭГ

АНГЛИ ХЭЛ: Н.Ундармаа Боловсролын хүрээлэн ЭША. Боловсролын удирдахуйн

ухааны доктор (Ph.D) Б.Сарнай БМДИ-ийн арга зүйч. Магистр. Р.Ариунаа 84 дүгээр сургууль. Англи хэлний зөвлөх багш, үндэсний

сургагч. Ш.Өлзийхүү 23 дугаар сургууль. Англи хэлний багш, үндэсний сургагч,

тэргүүлэх зэрэгтэй.

РЕДАКТОР: Б.Баярмаа Боловсролын хүрээлэн, ЭШДА

Формат 60x84/8Офсет хэвлэл. Офсет хэвлэлийн цаас. 80гр/м2

Хэвлэлийн хуудас 10 x.x

“Содпресс” ХХК-д 3350 хувь хэвлэв.

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ГАРЧИГ

Удиртгал ..................................................................................................................2

Нэг. Сургалтыг үргэлжлүүлэх үйл ажиллагааны төлөвлөлт ......................................3

Хоёр. Теле хичээлийн үр дүнгийн оношилгоо, эргэх холбоо тогтоох аргачлал ........4

2.1. Сурагчийн сурах арга барил, бүтээлийг оношлох аргачлал ......................................... 4

2.2. Сурагчийн өөрийн үнэлгээний арга хэрэгсэл, шинжилгээ хийх аргачлал .................... 5

2.3. Сурагчийн мэдлэг, чадварыг оношлох, үр дүнд шинжилгээ хийх аргачлал ................. 6

2.3.1. Сурагчийн мэдлэг, чадварыг оношлох даалгавар .............................................. 67 дугаар ангийн оношлох даалгавар .......................................................................... 98 дугаар ангийн оношлох даалгавар .......................................................................... 109 дүгээр ангийн оношлох даалгавар ........................................................................... 1110 дугаар ангийн оношлох даалгавар ......................................................................... 1211 дүгээр ангийн оношлох даалгавар ......................................................................... 1512 дугаар ангийн оношлох даалгавар ......................................................................... 17

Гурав. Хичээлийг бататгах агуулга, арга зүй ...........................................................19

6 дугаар ангийн хичээлийг бататгах агуулга, арга зүй ....................................................... 216 дугаар ангийн бататгах хичээлийн агуулга, арга зүйн зөвлөмж ............................... 24



9 дүгээр ангийн хичээлийг бататгах агуулга, арга зүй ....................................................... 419 дүгээр ангийн бататгах хичээлийн агуулга, арга зүйн зөвлөмж ............................... 47

10 дугаар ангийн хичээлийг бататгах агуулга, арга зүй ..................................................... 4810 дугаар ангийн бататгах хичээлийн агуулга, арга зүйн зөвлөмж ............................. 54

11 дүгээр ангийн хичээлийг бататгах агуулга, арга зүй...................................................... 5611 дүгээр ангийн бататгах хичээлийн агуулга, арга зүйн зөвлөмж.............................. 65

12 дугаар ангийн хичээлийг бататгах агуулга, арга зүй ..................................................... 6712 дугаар ангийн бататгах хичээлийн агуулга, арга зүйн зөвлөмж ............................. 73

Дөрөв. Оношилгооны үр дүнг хичээлийн төлөвлөлтөд тусгаж хэрэгжүүлэх менежмент ..............................................................................................................77

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СУРГАЛТЫН ХӨТӨЛБӨРИЙН ХЭРЭГЖИЛТИЙГ ДЭМЖИХ АРГА ЗҮЙН ЗӨВЛӨМЖ

УДИРТГАЛ

Улсын онцгой комиссын 2020 оны 1 дүгээр сарын 24-ний өдрийн хуралдаанаар шинэ төрлийн коронавирусын дэгдэлт дэлхийн улс орнуудад хурдтай тархаж байгаатай холбогдуулан хүн амыг коронавирусын халдвараас урьдчилан сэргийлэх, хамгаалах чиглэлээр авах арга хэмжээний хүрээнд өмчийн хэлбэр харгалзахгүйгээр цэцэрлэг, ерөнхий боловсролын сургуулийн хичээл, сургалтын үйл ажиллагааг 2020 оны 3 дугаар сарын 2-ны өдрийг хүртэл түр хаах шийдвэр гарсан.

Монгол Улсын Засгийн газрын 2020 оны 2 дугаар сарын 19-ний өдрийн ээлжит хуралдаанаар гамшгаас хамгаалах бэлэн байдлын зэрэгт шилжүүлсэн хугацааг 2020 оны 3 дугаар сарын 30-ны өдрийг хүртэл, Улсын Онцгой комиссын 2020 оны 3 дугаар сарын 20-ны хуралдаанаар өндөржүүлсэн бэлэн байдлын зэрэг тогтоосон хугацааг 2020 оны 4 дүгээр сарын 30 хүртэл, Мөн 2020 оны 4 дүгээр сарын 14-ний хуралдаанаар, сургууль, цэцэрлэгийн танхимын сургалтыг 9 дүгээр сарын 1-нийг хүртэл зогсоох шийдвэр гаргасантай холбогдуулан сургалтын хөтөлбөрөөр эзэмших агуулгыг теле хичээлээр хүргэсэн билээ.

2019-2020 оны хичээлийн жилд ЕБС-ийн сурагчид 165 өдөр хичээллэхээс 85 өдөр танхимд хичээллэж, 75 өдрийн сургалтын хөтөлбөрийн агуулгыг теле хичээлээр үзэж судалсан.

Теле хичээлийн хүртээмжийн талаарх тандалт судалгааг эцэг эхчүүд (12,000) болон сурагчид (5,700)-аас авч үзэхэд, сурагчдын 46.8 хувь нь теле хичээлийг “тогтмол үзсэн”, 30.5 хувь нь “заримдаа үзсэн” гэж хариулсан байна. Энэ нь теле хичээлээр өгсөн агуулгыг бататгах, өмнөх ангийн агуулгын хоцрогдлыг арилгах хичээл, сургалтыг зохион байгуулах эрэлт хэрэгцээ байгааг харуулж байна.

2020-2021 оны хичээлийн жилийн 9 дүгээр сард англи хэлний хичээлийг бататгах, багшлах арга зүй (ээлжит хичээл)-д дэмжлэг үзүүлэх зорилгоор энэхүү зөвлөмжийг бэлтгэлээ. Зөвлөмжийн “Теле хичээлийн үр дүнгийн оношилгоо, эргэх холбоо тогтоох аргачлал” хэсэгт оношилгоо нь үнэлгээнээс ялгаатай болох, сурагчийн бүтээлийг үнэлэх рубрикийн арга, сурагчийн өөрийн үнэлгээний арга хэрэгсэл, оношлох даалгавар, шинжилгээ хийх аргачлалыг танилцуулсан. Нөхцөл боломжоос шалтгаалан теле хичээлд сурагч харилцан адилгүй хамрагдсан тул 1 дүгээр долоо хоногт хичээлийн эхний цагт сурагчдын дутуу, ташаа мэдлэг ойлголтыг оношилж, үр дүнд нь шинжилгээ хийнэ. Үүнд:

• Сурагчийн бүтээлийн шинжилгээ• Амжилт, гүйцэтгэлийн даалгавар• Сурагчийн өөрийн үнэлгээний хэрэгсэл гэсэн гурван аргаар явуулахыг зөвлөв.

Зөвлөмжийг боловсруулахдаа анги тус бүрээр теле хичээлийн үр дүнг оношлох, бататгах, үйл ажиллагааны төлөвлөлт түүний дагуу теле хичээлийг бататгах агуулга, арга зүй, оношилгоо даалгавар, рубрик, өөрийн үнэлгээний хэрэгслийг тусгасан.

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АНГЛИ ХЭЛ | VI-XII

Суурь, бүрэн дунд боловсролын теле хичээлийн агуулгыг бүлэг сэдвээр багцалж, агуулгыг бататгах хичээл, сургалтыг 2020 оны 9 дүгээр сард зохион байгуулна.

2020 оны 9 дүгээр сард англи хэлний хичээлээр өмнөх ангийн агуулгыг бататгах хичээл, сургалтын үйл ажиллагааны төлөвлөлт

Зорилго: Теле хичээлийн агуулга нөхөх

7 хоног I II III IV

Хичээл

I II III IV V VI VII VIII IX X XI XII

Оношлох хичээл Бататгах хичээл Чадваржуулах хичээл

ЗорилгоТеле хичээлийг үзэж судалсан байдлыг оношлох

Теле хичээлийн агуулгыг бататгах

Агуулгын хоцрогдлыг арилгах төлөвлөлтийн дагуу хичээл, сургалтыг зохион байгуулах

Хичээл, сургалтыг зохион байгуулах хэлбэр

Сурагчид теле хичээлийг үзэж судалсан байдлыг тодорхой арга, хэрэгсэл ашиглан илрүүлнэ.

Теле хичээлийн цөм агуулгыг бататгах хичээл, үйл ажиллагааг зохион байгуулна.

Оношилгоонд суурилсан хичээлийн төлөвлөлтийн дагуу арга зүйн санаануудыг хэрэгжүүлж, сургалтын үйл ажиллагааг үргэлжлүүлэн үр дүнг тооцох

Сурах арга барилТеле хичээл үзсэн байдалМэдлэг, чадвар

Оношилгооны үр дүнд үндэслэн сурагчдын агуулгын хоцрогдлыг арилгах хичээл, сургалтыг зохион байгуулах төлөвлөлт хийнэ.

Сурагчдын эзэмшсэн мэдлэг, чадварын түвшинг илрүүлнэ

Тайлбар: y Сурагчдын теле хичээлийг үзэж тэмдэглэсэн тэмдэглэл, бие дааж хийсэн дасгал

даалгавар, эцэг эх, асран хамгаалагчийн дэмжлэгтэйгээр хийсэн бүтээлийг багш, хамтран тодорхой шалгуурын дагуу боловсруулсан аргачлал бүхий хуудсаар оношилж дүн шинжилгээ хийнэ.

y Сурагчид теле хичээлийг үзэж судалсан туршлага, хүндрэл бэрхшээл, багшаас асуух асуулт, цаашид сурах арга барилдаа тусгах шинэ санаа зэргийг асуулга, хяналтын хуудас зэрэг хэрэгслийг ашиглан сурагчид өөрийн үнэлгээ хийнэ. Багш, сурагчдын өөрийн үнэлгээнд дүн шинжилгээ хийнэ.

y Теле хичээлийн цөм агуулга, сурагчдын зайлшгүй эзэмших чадварыг Блумын таксономын танин мэдэхүйн түвшний дасгал, даалгавраар илрүүлж, сурагчдын ташаа ойлголт, хоцрогдож буй агуулга, чадварыг бататгах хичээл, сургалтыг төлөвлөж хэрэгжүүлнэ.

НЭГ. СУРГАЛТЫГ ҮРГЭЛЖЛҮҮЛЭХ ҮЙЛ АЖИЛЛАГААНЫ ТӨЛӨВЛӨЛТ

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ХОЁР. ТЕЛЕ ХИЧЭЭЛИЙН ҮР ДҮНГИЙН ОНОШИЛГОО, ЭРГЭХ ХОЛБОО ТОГТООХ АРГАЧЛАЛ

2.1. Сурагчийн сурах арга барил, бүтээлийг оношлох аргачлалСурагчдын теле хичээлийг үзэж тэмдэглэсэн тэмдэглэл, бие дааж хийсэн дасгал даалгавар,

эцэг эх, асран хамгаалагчийн дэмжлэгтэйгээр хийсэн бүтээлийг багш, сурагчид хамтран тодорхой шалгуурын дагуу боловсруулсан аргачлал бүхий хуудсаар оношилж дүн шинжилгээ хийнэ.

Рубрик нь тухайн даалгавар эсвэл суралцахуйн үйл ажиллагааны гүйцэтгэлийг хэмжигдэхүйц байдлаар түвшинчилж илэрхийлсэн шалгууруудын багц хүснэгт юм.

Рубрикийг яагаад хэрэглэх хэрэгтэй вэ?

y Үнэлгээний шалгуур, түвшин тодорхой болсон байдаг. Өгсөн даалгаврын хэмжээнээс хамаарч ямар шалгуураар оношилж болохыг тодорхойлно. Сурагчдыг оношлох үзүүлэлтүүдийг урьдчилан тодорхойлох нь багшид цаг хугацааг хэмнэх төдийгүй үнэлгээг бодитой болгоход тусална.

y Өөрийн гүйцэтгэлийг бодитой үнэлэх боломж бүрдэнэ. 3-5 түвшний рубрикт түвшин, шалгуурын дагуу гүйцэтгэлийг тэмдэглэж ашиглах нь богино хугацаанд бодитой оношилгоо хийхэд тусална.

y Оношилгоо хийсэн үндэслэлээ тайлбарлах боломжтой. Рубрикийг ашигласнаар багш, сурагчид даалгаврыг хэрхэн гүйцэтгэх болон тухайн даалгаврыг гүйцэтгэснээр сурагчид ямар мэдлэг, чадвар эзэмших нь тодорхой болно.

y Сурагчдын идэвх, оролцоог нэмэгдүүлдэг. Үнэлгээ ил тод байх нь сурагчдад сурах хүсэл тэмүүллийг төрүүлнэ.

Сурагчдын идэвх, оролцоог нэмэгдүүлдэг. Үнэлгээ ил тод байх нь сурагчдад сурах хүсэл, тэмүүллийг төрүүлнэ.

Рубрикийг хэрхэн боловсруулах вэ?

y Даалгаврын зорилгыг тодорхойлох (ямар мэдлэг, чадвар, үнэт зүйлийг үнэлэх гэж байна вэ?) y Шалгуур үзүүлэлтүүдийг тодорхойлох y Гүйцэтгэлийг түвшинчилэх (4 байвал сайн) y Түвшин хоорондын ялгааг сайн тодорхойлох y Гүйцэтгэлийн түвшинд харгалзах оноог өгөх

Рубрикийг хүснэгтээр илэрхийлдэг бөгөөд хүснэгтийн баганад чанарын түвшинг, хүснэгтийн мөрийн дагуу шалгууруудыг харуулсан байдаг. Зарим тохиолдолд чанарын түвшинг мөрийн дагуу, шалгууруудыг баганад байрлуулсан байж болно. Чанарын түвшинг ихээс бага руу буюу зүүнээс баруун тал руу чиглүүлэн бичдэг нь ихэнх хүмүүс эхний баганад анхаарал хандуулдагтай холбоотой байдаг.

Рубрик боловсруулахдаа түвшин бүрт ямар шалгуур, хүлээгдэж буй үр дүнгийн даалгаврыг хэрхэн тодорхойлох вэ? гэдэг асуудал нэлээд бэрхшээлтэй байдаг. Жишээ нь 3*3*3 загварын рубрик боловсруулахдаа;

y Хүснэгтийн нүднүүд дэх 3 төрлийн баримт нотолгоо нь мэдлэг, чадвар, хандлагын холбоо хамаарлыг агуулсан байхаар төлөвлөж бүтээх эсвэл хэд хэдэн төрлийн мэдлэг, чадвар, хандлагыг илрүүлэх байдлаар тус тусад нь ч бүтээж болно.

y Хүснэгтийн эхний баганад хамгийн өндөр түвшнээ эхлэн 3 түвшин бичих y Хүснэгтийн зүүн талаас эхлэн түвшин бүрт тохирох тус бүр 3 шалгуур бичих. Ингэхдээ нэг

шалгуур нь оюун дүгнэлт хийсэн чанарын, нөгөө нь холбоо хамаарлыг илрүүлсэн, үлдсэн нэг нь тоон буюу тоочсон шинжтэй гэх мэт ялгаатай байхыг анхаарах хэрэгтэй.

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Сурагчийн дэвтрийн тэмдэглэлд оношилгоо хийх рубрик

Шалгуур Маш сайн Дунд зэрэг ХангалтгүйДэвтэр дэх тэмдэглэл

Англи хэлний бүх теле хичээлийн агуулгыг тэмдэглэсэн

Англи хэлний зарим теле хичээлийн агуулгыг тэмдэглэсэн

Англи хэлний теле хичээлийн агуулгыг тэмдэглээгүй

Дэвтрийн бичиглэл

Англи хэлний багшийн заасан хичээлийг ойлгомжтой бичиж тэмдэглэсэн

Англи хэлний теле хичээлийг дутуу, эмх замбараагүй тэмдэглэсэн

Англи хэлний теле хичээлийг тэмдэглэж чадаагүй.

Буруу ойлголттой байгааг харуулсан

2.2. Сурагчийн өөрийн үнэлгээний арга хэрэгсэл, шинжилгээ хийх аргачлал

Өөрийн үнэлгээний зорилго

Сурагчид өөрсдийн бүтээлийг үнэлэх, сайжруулах, хийсэн зүйлийн талаар эргэцүүлэн бодох, цаашид хөгжүүлэх зорилгоо тодорхойлох бодит шаардлагыг бий болгож, идэвхтэй суралцахуйг дэмжихэд оршино.

Өөрийн үнэлгээний арга хэрэгсэл

Сурагчийн өөрийгөө үнэлэх чадвар нь цаг хугацааны туршид улам хөгжиж, туршлагажиж байдаг учраас өөрийн үнэлгээг хөгжүүлэхийн тулд багш нар ямар ч үед хэрэглэж болохуйц өөрийн үнэлгээний арга, хэрэгслийг сонгох хэрэгцээ шаардлага гардаг. Бид сурагчийн ялгаатай байдалд тохируулан хэрэглэж болохуйц хэд хэдэн арга, хэрэгслийг зөвлөж байна. Багш өөрийн үнэлгээний хуудас, хэрэгслийг тараан өгч, сурагчдаар өөрийн үнэлгээ хийлгэнэ. Сурагчдын өөрийн үнэлгээнд дүн шинжилгээ хийж ажиллах талаар эцэг эх, сурагчдад зөвлөнө.

Сурагчийн өөрийн үнэлгээний хуудас

Хувийн мэдээллийн хэсэгОвог нэр: Хүйс: a) эрэгтэй б) эмэгтэйСуралцаж буй анги: a) 6 б)7 в) 8 г) 9 д) 10 е) 11 ж) 12Суралцаж буй сургуулийн өмчийн хэлбэр: a) Төрийн б) ХувийнСуралцаж буй сургуулийн байршил: a) Нийслэл б) Аймгийн төв в) Сумын төв г) БагСуралцаж буй сургуулийн нэр:

Үндсэн хэсэг

Та англи хэлний теле хичээлийг үзээд дараах шалгуур тус бүрийг хэрхэн гүйцэтгэсэн бэ? Өөрийн хариултыг харгалзах нүдэнд тэмдэглэнэ үү. Маш хангалтгүй 1Хангалтгүй 2Дундаж 3

Хангалттай 4Маш хангалттай 5

д/д Шалгуур тоо 1 2 3 4 5 Тайлбар

1 Англи хэлний теле хичээлийг үзсэн

2 Англи хэлний теле хичээлийн тэмдэглэл хөтөлсөн

3 Англи хэлний теле хичээлээр өгсөн даалгаврыг гүйцэтгэсэн

4 Англи хэлний теле хичээлийн даалгаврыг гүйцэтгэхэд гэрийнхнээсээ дэмжлэг авсан

5 Англи хэлний теле хичээлээр хийсэн туршилтын ажлуудыг ойлгосон

6


6 Англи хэлний теле хичээл миний сурах арга барилд дэмжлэг болсон

7 Англи хэлний теле хичээлээр үзүүлсэн видео, анимейшнийг үзээд ойлгосон

8 Англи хэлний теле хичээлийн агуулгыг бататгахад багшийн дэмжлэг хэрэгтэй байсан.

Тайлбар: Багш аль ангийн сурагчдаар өөрийн үнэлгээ хийлгэхээс хамаараад теле хичээл, гэрийн даалгавар зэргийн тоог “тоо” гэсэн баганад бичиж болно.

2.3. Сурагчийн мэдлэг, чадварыг оношлох, үр дүнд шинжилгээ хийх аргачлал

Зорилго

Оношлох үнэлгээ (Diagnostic) нь сурагчдын теле хичээл үзэж суралцах үйл ажиллагаанд гарсан бэрхшээлүүд, тэдгээрийн шалтгааныг тодорхойлох зорилготой. Оношилгоо хийхийн тулд зорилгод чиглэсэн даалгавар боловсруулна. Хэрэв сурагч теле хичээлээр суралцахуйн зорилт дахь мэдлэг, чадвараа эзэмшиж чадаагүй бол дараагийн ангийн хичээлийг судлах боломжгүй. Оношлох үнэлгээг хийснээр сурагчдын эзэмшилтийн түвшин, гаргаж байгаа алдаа дутагдлыг илрүүлж, улмаар сайжруулах арга замыг багш, сурагч хоёулаа олж мэднэ.

Сурагчдын теле хичээлээр эзэмшсэн мэдлэг, чадварыг оношлоход юуг анхаарах вэ?

Оношлох даалгаврыг төлөвлөнө. Зөвлөмжид тусгасан даалгавар боловсруулах блюпринтыг мөрдөнө. Хэрвээ багш өөрөө даалгавар боловсруулах тохиолдолд дараах зүйлийг анхаарна. Үүнд:

y Теле хичээлийн агуулга (суралцахуйн зорилт), сургалтын хөтөлбөрт тусгасан үнэлгээний зорилт, шалгуур, жинг баримтална.

y Ингэснээр тухайн ангийн судалсан агуулга (бүлэг сэдэв, суралцахуйн зорилт), даалгаврын танин мэдэхүйн түвшин, тэдгээр нь сургалтын хөтөлбөрийн үнэлгээний зорилт, шалгуурт нийцсэн байх, төлөвлөсөн харьцаанд оношлох боломж бүрдэнэ.

Зөвлөмжид тусгасан сурагчийн мэдлэг, чадварыг оношлох даалгаврыг сонгож хэрэглэнэ. Багшийн сонгох даалгавар дараах шаардлагад нийцсэн байхад анхаарна. Үүнд:

y Даалгавар нь тодорхой, хэмжигдэхүйц, үйл төвтэй, цаг хугацаандаа хэрэгжихүйц, үнэлж, дүгнэж болохуйц, найдварт чанарыг хангахуйц байна.

y Даалгаврын өгөгдөл сурагчдад ойлгомжтой, хариултын ямар нэг санааг агуулаагүй байна. y Даалгаврын хариултад илэрхий зөв эсвэл буруу хариулт оруулахгүй байх.

Даалгаврын гүйцэтгэлээр сурагчдыг оношлох, оношилгооны үр дүнд үндэслэн тэдэнд дэмжлэг үзүүлэх, цаашдын сургалтын үйл ажиллагааг төлөвлөж хэрэгжүүлэхэд анхаарна. Тухайлбал:

y Сонгосон даалгавраар сурагчдыг шалгах биш тэдний агуулга эзэмшилтийг илрүүлж оношлоход чиглэнэ гэдгийг анхаарна.

y Сурагчдын даалгаврын гүйцэтгэлийг рубрикийн шалгуур, түвшний дагуу шинжилж, оношилно. y Зөвхөн багш бус сурагч өөрийгөө, сурагчид бусдын даалгаврыг солилцож өөрийн болон

найз нөхдийн үнэлгээ хийж болохуйц рубрикийн хувилбарыг сонгоно. y Багш, сурагч нэг бүрийн өөрийн үнэлгээг нягталж, дараа дараагийн хичээлийн зорилт,

үйл ажиллагааг төлөвлөнө.

2.3.1. Сурагчийн мэдлэг, чадварыг оношлох даалгавар

Сурагчдын теле хичээлээр эзэмшсэн мэдлэг, чадварыг үнэлж оношлоход туслах зорилгоор дараах блюпринтын дагуу даалгавруудыг боловсруулав. Блюпринт нь оношилгоо, үнэлгээг бодитой хийх, сургалтын хөтөлбөрийн стандарт хэрэгжилтийг хангах, судлагдахууны агуулга ба сурагчийн танин мэдэхүйн түвшний зохистой харьцааг барихад чухал үүрэгтэй. Мөн үнэлгээний зорилт, шалгуур, даалгаврын чанар, тархац, багтаамжийг тохируулахад тустай.

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Англи хэлний хичээлийн үнэлгээ

Үнэлгээний зорилт Эзлэх хувь (%)Хэлний хэрэглээ Хэл зүй 40% 20%

Үгсийн сан 20%Үндсэн чадвар Сонсох чадвар 60% 15%

Унших чадвар 15%Ярих чадвар 15%Бичих чадвар 15%

Сурагчдын гүйцэтгэлд дүн шинжилгээ хийх аргачлал

Сурагчдыг оношлоод дараах алхмын дагуу үнэлж дүгнэн, бататгал хичээлийг явуулах агуулга, арга зүйгээ бодитой тодорхойлох жишиг арга зүйн санаануудыг энэ зөвлөмжид өгсөн. Сурагчдын ойлголт, дутуу ойлголт, гаргасан алдаа зэрэг нь ялгаатай, харилцан адилгүй байх тул бататгах агуулга, арга зүй ч өөр өөр байх нь тодорхой. А. Анхны өгөгдөл цуглуулах. Багш, сурагчдын даалгаврын гүйцэтгэл, гүйцэтгэлийн оноог

гаргахдаа дараах хүснэгтийн дагуу өгөгдлийг цуглуулах боломжтой. Энэ хүснэгтийг аль ч түвшний эцсийн үнэлгээнд хэрэглэхэд тохиромжтой.

№Сурагчдын

нэрс

Даалгаврын авсан онооАвсан оноо

Гүйцэтгэлийн хувьСонгох

хариултатБогино

хариултатБүтээх

хариултат1 2 ... 1 2а 2б а б в г

1

2

3

...

Гүйцэтгэлийн хувь

Энэ удаагийн оношилгоо нь теле хичээлийн бататгах агуулгыг илрүүлэх зорилготой тул сурагчийн алдаа, ташаа ойлголтыг илрүүлэх нь гол зорилт юм. Дараах жишиг хүснэгтээр оношилгооны өгөгдлийг цуглуулах боломжтой.

.........аймгийн .....................сургуулийн 7... бүлгийн сурагчдаас 6 дугаар ангийн англи хэлний теле хичээлийн агуулгаар хийсэн оношилгооны өгөгдөл

Сонгох хариулт (СХ) ба Богино хариулт (БХ)-ат даалгаврын өгөгдөлЖич: Чанарын хувьд буюу нийтлэг алдаа, ташаа ойлголтыг тэмдэглэнэ.

№ Сурагчдын нэрс

ДаалгаварСХ даалгаврын буруу хариулт,

алдааБХ даалгаврын буруу хариулт,

алдаа1 2 3 1 2

1

2

3

Гүйцэтгэлийн хувь

А хариулт сонгосон

Б хариулт сонгосон

В хариулт сонгосон

Г хариулт сонгосон

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Бүтээх хариултад даалгаврын өгөгдөл

№Сурагчдын

нэрс

Даалгавар

Бүтээх хариултат даалгаврын буруу хариулт, алдаа

1 2 3

1a 1b 2a 2b 2c ...

1

2

3

...

Б. Буруу хариулт, алдааны шалтгааныг оношлох, таамаглал дэвшүүлэх. Сурагчдын алдаа бүрийн ард буруу хариултыг сонгосон шалтгаан, ташаа ойлголтын талаар бичнэ.

В. Шийдвэрлэх арга замыг дэвшүүлэх. Даалгаврын гүйцэтгэл, сурагчдын нийтлэг гаргаж байгаа алдаа, ташаа ойлголтод тулгуурлан 9 дүгээр сард анги нийтэд бататгах (төлөвлөгөөний хэсгийг үзэх), мөн хэсэг бүлгээр бататгах, сурагч нэг бүрт эргэх холбоог өгөх хэрэгтэй.

Г. Бататгах хичээлийг төлөвлөх. Анги тус бүрийн жишиг төлөвлөлтийг өөрчлөх, нэмэлт хийх зэргээр ашиглана. Бататгал хичээлийг зөвлөмжийн дагуу явуулна.

Д. Хичээлээ сайжруулах. Оношилгооны үр дүн, хэрэгжилтээс хуримтлуулсан туршлагаасаа дараа дараагийн хичээлийг сайжруулах санааг тэмдэглэнэ.

Суурь боловсролын 7-9 дүгээр ангийн англи хэлний теле хичээлийн агуулгаар сурагчдын мэдлэг, чадварыг оношлох даалгаврын блюпринт

Хугацаа 40 мин

Ай Хэлний нэгж

Сонгох ЗадгайНийтМэдлэг

ойлголтЧадвар Хэрэглээ

Мэдлэг ойлголт

Чадвар Хэрэглээ

Оно

о

Даа

лгав

ары

н то

о

Оно

о

Даа

лгав

ары

н то

о

Оно

о

Даа

лгав

ары

н то

о

Оно

о

Даа

лгав

ары

н то

о

Оно

о

Даа

лгав

ары

н то

о

Оно

о

Даа

лгав

ары

н то

о

Оно

о

Даа

лгав

ары

н то

оUse of English(Хэлний хэрэглээ)

Grammar(Дүрмийн мэдлэг)

5 5

Vocabulary (Үгсийн сан)

10 5

SkillSpeaking/CommunicationХарилцааны англи хэл

8 4

ReadingУнших

2 2 10 5

WritingБичих

10 1

Нийт 5 5 2 2 20 10 18 5 45 22

% 23% 9% 45% 23% 100%

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7 дугаар ангийн оношлох даалгавар

Use of English (5 points)Choose the correct answer.1. Bold wanted to play basketball……he

forgot his ball.a. and b. but c. or

2. Tungaa cried……. She cut her finger.a. loud b. loudly c. louder

3. I don’t go to shopping everyday ……a. So do I b. Nor did I c. Nor do I

4. There is………. tea in cup.a. any b. some c. a

5. There is …… soup but there isn’t ………. milk.a. any/some b. a/an c. some/any

Vocabulary (10 points)Write 4 words for each column.

verbs food weekdays months vegetables… … … …. …… … … …. …

Communication (8 points)Match the questions with the answers.

1. Hello, Ann! How are you?

2. I like to walk my dog. 3. On weekdays I don’t

ride a bike. 4. Why are you late for

school?

a. So do I.b. Really? I do.c. I missed the bus.d. OK, thanks, Nick. And

you?

Reading (10 points)Read the text.

Our Toy ShopHi, my name is Amy. I am twelve years old. We have a small toy shop in our street. My father says Fridays are the busiest day in our toy shop. So, after school, my mom takes me there to help my dad. I like Fridays. Kids play with the toys when they are in the shop. My father told me to look after the toy. I need to watch and make sure nothing breaks. Many kids from my school and street also come to the shop to look at our new toys. It is always noisy here. Because it’s full of babies and small children. Little girls go for dolls, boys go for cars. Some just want to play with the toys, some want to buy them. I feel tired, but I like going to the shop and helping my father.

a. Choose the correct answer (1 points each)1. Which of the following questions you cannot answer?

a. Where is the toy shop?b. When is the busiest day at the toy shop?c. Why is the toy shop so noisy?d. What’s the name of the toy shop?

2.Which of the following questions is incorrect?a. Amy goes to school.b. Amy enjoys helping his father in the toy shop.c. Kids can play with the toys at the store without buying them.d. Amy’s mother works at the toy shop too.

b. Read again and answer the questions. 1. How old is Amy?2. What does her family have?3. Why does Amy help his father on Fridays?4. What does Amy do in the shop?5. What do kids do in the shop?

Answers: (Total points 45)Use of English (5 points) 1b 2b 3c 4b 5cCommunication (8 points) 1d 2a 3b 4cReading (10 points) 1d 2b

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Use of English (5 points)Choose the correct answer 1. Danyang-Kunshan is ………. bridge in the world. a. longer b. the longest c.longest 2. Uguudei is … than Unubold. a. fast b. fastest c. faster 3. I … my homework yesterday. a. am doing b. did c. do 4. A witch … Snow White a poisonous apple. a. gave b. give c. was 5. The train arrives … 4 o’clock. a. on b. in c. at

Vocabulary (10 points)Match the opposite words 1. cheap a. different2. small b. behind3. clean c. under4. save d. beautiful5. scary e. waste6. out f. after7. in front of g. big8. above h. polluted9. before i. in10. same j. expensive

Communication (8 points)Choose the correct response for each question from the answers in the box. Half of them are not necessary.It’s fifty pounds. a doctor. Is that Emma? There is a camera.What’s the address? Here it is. Do, please. Yes, please.

1. A: How much is the camera? B: ……………………2. A: What’s your job? B: I’m ……………………3. A: ……………………… B: No, it isn’t.4. A: Shall I read the text? B. ………………………

Writing (10points)Write about your favourite animal. (40-50 words)Start like this:My favourite animal is a/an ………………because ……………………It lives …………………………………It has got …………………………….

Reading (12 points)Read the text.

Pet storeGeorge is at the pet store, looking at what kind of pet he might want to get for his birthday. George asked if he could have a horse, but his parents said no because horses are too big.First, he sees dogs and cats and their puppies and kittens. George likes them because they are easy to take care of and can play a lot, but they will get bigger. George wants a small pet.Then George sees animals that must live in a cage. He sees rabbits, guinea pigs, and mice. Mice are what you call more than one mouse. He likes these animals because they are small. Birds live in cages too. George sees a parrot and a canary. He likes them all, but he doesn’t want to clean the cage.George sees the animals in tanks. The tanks full of water have fish and turtles in them. He thinks about a goldfish but decides he likes the turtles more. There are also tanks with rocks and sand that have snakes, spiders, and scorpions, but George is afraid of them. George likes the turtles best, but they won’t fit in the little fishbowls. Turtles need bigger tanks, so they can swim sometimes and hide sometimes.George decides he wants to get a turtle for his birthday. He buys a book on how to take care of a turtle and a list of what types of turtles the store has.

a. Choose the correct answer. (2 points each)1. Which of the following questions you cannot answer?

How old is George?What does he want to buy for his birthday?Why doesn’t George to buy a parrot and a canary?What is George afraid of?

2.Which of the followings is incorrect?George makes a choice for his birthday.Horses are too big to have.George wants bigger pets.Turtles need tanks for swimming and hiding.

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b. Answer the questions.1. Why doesn’t George want to buy puppies and kittens?2. What kind of pet does he want?3. What doesn’t George want to clean?4. Which does George like more goldfish or turtles?5. What does he buy for his birthday?

Answers: (Total points 45)Use of English (5 points)1b 2c 3a 4a 5cVocabulary (10 points) 1j cheap- expensive, 2g small- big, 3h clean- polluted, 4e save-waste, 5d scary-beautiful, 6i out in, 7b in front of- behind, 8c above-under, 9f before-after, 10a same-different Communication (8 points) 1. It’s fifty pounds, b. a doctor, 3. Is that Emma? 4. Yes, please.Reading (12 points) 1a 2c

9 дүгээр ангийн оношлох даалгавар

Use of English (5 points)Choose the correct answer.1. I ………need some money to go on a field trip. a. going to b. am going to c. am going

2. The Niagara Falls is a beautiful place to visit ……consists of three falls.

a. which b. who c. what

3. We should eat ………organic food. a. much b. many c. a few

4. The ancient buildings in the town are …………than the modern ones.

a. more interesting b. interesting c. the most interesting

5. The builders are wearing a helmet ……………… them.

a. protect b. protecting c. to protect

Vocabulary (10 points)Write 2 words for each category.Air transport: ……………………………….…..Landmark related words: ……………………Environment problems: ……………………… Materials: ………………………………………. Cooking verbs:.…………………………………

Communication (8 points)Match the conversations. A: Excuse me. How do I get to the bus station? B: __________________. A: _____________________. B: I have a headache, that’s all. 3. A: There’s an Internet café in Park Lane, next to

the bank. B: ____________________. 4. A: What about this jacket? B: __________________

a. No, it isn’t the right blue. b. Go out of the school and turn right.c. What’s the matter?d. Is that near here?

Reading (12 points) Read the text.

Summer JobHi, I am Evan. In summer, after schools are closed, I work at a theme park in a nearby coastal town. I love summertime and working at the park so I can't wait till the schools close for the summer. The amusement park where I work is big with lots of fun rides and restaurants. But what's best about it is that it is built on the beach. This is a beach town and there is a long boardwalk by the beach with many shops, food stores and stairs to the beach at several points. The main entrance to the park is also from the boardwalk. The park also has access to the beach so you can get to the beach by going through the park. I work there as a ride operator at one of the roller coasters which is the most fun. Three other workers work on the same ride with me. We welcome the riders, remind them of the safety procedures and operate the ride. I work here for about two months every summer and enjoy it very much. They organize several fun events over the summer with free food, ice-cream and games for the workers. The park access is free for the workers so I can ride the rides as much as I want. My family and friends love visiting me here because I can get them free admission to the park too. The only bad part about working here is that it gets too hot sometimes. But even then, I can just jump in the cool waters of the Atlantic Ocean and refresh.

12


a. Choose the correct answer. (1 point each)1. What does Evan like the most about the park?

a. It has many fun rides.b. The roller coaster.c. The park is on the beach.d. Free food and ice-cream.

2. Which of the followings is incorrect?a. Evan doesn't go to school in summerb. Evan operates a roller coaster by himselfc. Evan loves working at the parkd. Evan likes to cool off in the ocean when it gets

too hot

b. Answer the questions. (2 points each)1. Where does Evan work in summer?2. What job does he do?3. How long does he work at the park?4. Does he pay for rides?5. Why do Evan’s family and friends like to visit

the park?

Writing (10points)Write “where do you want to go and why you want there”. (50-60 words)Where …When…Why………What ……Why you want there

Answers: (Total points 45)Use of English (5 points) 1b 2a 3a 4a 5cCommunication (8 points) 1b 2c 3d 4aReading (12 points)1c, 2b


Use of English (5 points)Choose the correct answer.1. I told him ____ do it. a. to not b. to don't c. not to2. He asked us ……… show our passports. a.if b. to c. for3. He said he …… her before. a. didn't meet b. hadn't met c. wasn’t meet4. Sarnai seems to be a poor driver. She always

can’t stop the car……………. a. smoothly b. smooth c. more smooth5. How … is Otgontenger? It's more than 8000 m. a. long b. far c. high

Communication (8 points)Put the dialogue in the correct order. Happy New Year!a. Oh, thank you, sweetheart. I’m glad you called.b. The New Year is just around the corner now. May the coming year be a year of health, wealth, peace and happiness for our family.c. Hello, Mom. I’m calling to say, “Happy New Year and Merry Christmas to you and dad!”d. Yes, and a year of love and sunshine. May the New Year be filled with simple pleasures of life. And I wish all the difficulties and sadness end with this year too.

Vocabulary (10 points)Odd one out.

1. a. automobile2. a. badly3. a. little4. a. a life vest5. a. evil 6. a. firefighter7. a. interested in8. a. determined 9. a. nature10. a. groom

b. internetb. smoothlyb. farthestb. get lostb. fireworksb. policemanb. hateb. experiencedb. an avalancheb. a honeymoon

c. browserc. wellc. leastc. torchc. candlesc. protectivec. good atc. imaginativec. a floodc. a bride

d. personal computerd. betterd. worstd. first aid kitd. decorationsd. chefd. keen ond. creativityd. an earthquaked. a ceremony

13


Reading (12 points)Read the survival story.

On April 1, 1983, Sevigny and friend Richard Whitmire were climbing Delta form in the Canadian Rockies when an avalanche carried the pair almost 2,000 feet down the mountain. Sevigny eventually came around, but he had suffered from extensive injuries. His back was broken in two places, and he had torn the ligaments in both knees. One of his arms was fractured, and the other had severe nerve damage thanks to a broken scapula. Several of his ribs, some teeth, and nose were broken. He was bleeding internally.After discovering that Whitmire had been dead, Sevigny decided to lie down next to his friend and wait for death – when he heard a voice behind his right shoulder telling him not to give up. The voice continued to give the poor climber instructions on how to survive luckily, soon he was rescued by skiers. The Third Man factor is a strange phenomenon that has been compared to a guardian angel and described to fight in extreme situations.

a. Choose the correct answer. (1 point each)1. Which of the following questions you cannot answer?

a. Who were the climbers?b. What happened to Whitmire? c. Why did they go to the mountain?d. Why did they get injured?

2. Which of the following is incorrect?a. Delta form is a mountain.b. An avalanche is a natural disaster.c. Sevigny was harshly injured.d. Sevigny wasn’t rescued.

b. Answer the questions.a) How many climbers were at the mountain?b) What happened to the climbers?c) How badly Sevigny got injured?d) Did Whitmire stay alivee) Who rescued Sevigny?

Writing (10points) (50-60 words). Imagine that you are going to go to a deserted island. What will you take and what is your plan to do there?Answers: (Total points 45)Use of English (5 points) 1c 2b 3b 4a 5cCommunication (8 points) 1c 2a 3b 4dVocabulary (10 points) 1a 2d 3a 4b 5a 6c 7b 8d 9a 10dReading (12 points) 1c 2d

14


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15


11 дүгээр ангийн оношлох даалгавар

Vocabulary (7 points)a. Choose the correct answer.1. Another name of transports is …………… a. a car b. a carriage c. a vehicle

2. Horses race for 15-30 km ………… a. destination b. distance c. length

3. Ships, boats, yachts, and ferries are …………that float across the body of water.

a. vessels b. coaches c. marine

4. The verb “get in/ get out” is used with…… a. a bus, plane, train b. a car, taxi

c. a horse

5. Naadam takes place as a nationwide celebration honouring the victory of the People’s………….and forming the independent nation of Mongolia.

a. revolution b. decoration c. celebration

6. At ……………games men fire their arrows in the distance of 75m.

a. wrestling b. football c. archery

7. A disaster caused by a very dry climate is… a. flood b. drought c. avalanche

b. What is it? (2 points each) 1. a motor vehicle licensed to transport passengers in

return for payment of a fare and typically fitted with a taximeter.

………………………………………………………….2. a person who works for an organization without being

paid …………………………………………………………………c. Explain the idiom. (2 points) “Raining cats and dogs” means:

…………………………………………………………………

Use of English (12 points)a. Underline the correct word in each sentence. (2 points)1. Buses are less convenient/most convenient than cars.

b. Complete the verbs in the correct passive form. (2 points)

1. Animals in the wilderness ……(hunt) illegally.2. Lately many species of plants and animals ……

(disappeared) as a result of human’s negative activities.

c. Join the sentences using either of the correct pronouns: who, which, when, where (6 points)

1. This is the village. It has suffered from severe hurricanes.2. There is the hospital. I was born there.3. Sydney’s a place. I would like to go back next summer.

Communication (5 points)Complete the dialogue choosing the suitable sentences in the box.

Jerry: Let’s go for a walk.Lima: Have you got any ideas where we can go?Jerry: Yes, I have. (1) ……………………. Lima: Ok. Let's go.Waiter: Good evening. What can I do for you? (2) …………………… Jerry: (3) …………………………Waiter: Yes, we have.Jerry: Have you got any juice?Waiter: Apple juice, tomato juice and orange juice.Jerry: (4) ………………………. Have you got any ice-cream?Waiter: Yes, we have vanilla ice-cream, chocolate ice-cream and ice-cream with topping.Jerry: Give us one vanilla ice-cream and one chocolate ice-cream.Waiter: (5) ………………….Jerry: That’s all. Thank you.

a. Have you got mashed potatoes?b. Anything else?c. Let’s go to the restaurant.d. What would you like to order?e. Give us orange juice, please.

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Reading (4 points)Read the letter and choose the correct answer below.Hi Maggie, it's me, Larry!I thought about sending a postcard, but this is cool, no? I'm so tired today because we went to a party last night and I went to bed at three o'clock this morning. It was a great party! Anyway, let me tell you about the holiday so far.On Monday we were in Edinburgh. We drove there from London and I was next to William on the coach. Ten hours to get there, but it was worth it because it's an amazing city. The people are very friendly, and they all seem so happy. Some of the group tried traditional Scottish cooking, but William and I had a hamburger instead. I wanted to buy a kilt, but they cost a lot of money so instead I bought a large photograph of Edinburgh castle.The next day we went to Paris on the train. I sat next to Marcus and we listened to his hip-hop CD's. The journey was very long, so we had lunch on the train, but I don't like French food, so I had a hot dog. Paris is beautiful too and I bought some postcards which I'm going to send tomorrow.From there we went to Rome, again on the coach, and this time I sat next to John. We stopped for lunch in a service station on the motorway and I had a large steak and a mountain of chips - it was delicious. When we got to Rome, I bought a book as a souvenir so that I can read about it when I get home.Now I'm sitting next to Elisabeth on a train just outside Bavaria. We are eating asparagus and Elisabeth is playing the harmonica I bought. She's terrible, but she's also quite nice so I'm going to let her play it as much as she wants!Tomorrow we are flying to Helsinki in Finland. I'm going to sit next to Maria because she doesn't like flying and I want to help her relax. When we get there, I'm going to eat spaghetti - I know it's strange to eat spaghetti in Finland but our teacher was there some years ago and she said it was delicious. She also said that electronic goods are very cheap so I'm going to buy a computer - they are nearly half the price!Anyway, it's time to get off the train now so I'll say goodbye. Give a big kiss to mom and dad from me and I'll see you soon. Bye!Best wishes, Larry1. Why was Larry tired? He went…. a. long hours. b. to a party. c. to bed late. d. to Edinburgh from London.2. How many places has he been and will visit? a. 5 b. 6 c. 4 d. 33. With whom has he been on a trip? a. William b. Marcus c. Elisabeth d. classmates4. The computer will be

a. a little bit expensive b. cheaper than harmonica c. 50 per cent cheaper than in his place d. cheap as Maria said.

Writing (12 points)a. Write words in the correct order to make a sentence. (2 points each)1. by Air is smog caused pollution fumes car and2. are many of There transportation typesb. Complete the sentence with your own ideas. (2 points)A good citizen is the person who………………………….c. What question will you ask? (3 points)

Sorry, our card machine isn’t working.Cash only today. Cash machine 2 minutes’ walk, opposite the chemist.

Why did Jess write this message? (3 points)

Jim,I’ve just come back from the supermarket and I forgot to get butter! Could you go to the corner shop on your way home from work and pick some up? Thanks!Jess

Answers: (Total 43 points)Vocabulary (7 points)a) 1c 2b 3a 4b 5a 6c 7b b) 1.a taxi 2.a volunteer c) raining heavilyUse of English (12 points)a) less convenient b) 1. are hunt 2.are disappeared c) 1. which 2. where 3. whereCommunication (5 points) 1c 2d 3a 4e 5bReading (4 points) 1c 2b 3d 4cWriting (12 points) 1. Air pollution is caused by smog and car fumes. 2. There are many types of transportation.

17



Vocabulary (11 points)a. Fill in the blanks to complete each compound noun,

or with the one-word compound noun that fits best. (4 points)

1. Do you prefer peppermint or cinnamon flavoured …? a. cookies b. toothpaste c. applesauce

2. The full .... looked enormous as it rose over the horizon. a. moon b. sun c. sunset

3. I’m going to the barber for a ……… a. trim b. new style c. haircut

4. Sherrie is upset because she lost a/an ……a. input b. earring c. friendship

b. Choose the correct answer. (3 points)1. Animal ……………… is the relatively long-

distance movement of individual animals, usually on a seasonal basis.a. hibernation b. adaptation c. migration

2. Ferdinand Magellan was a famous … who explored the passage from the Atlantic to the Pacific.a. expedition b. inventor c. explorer

3. An animal or person that eats a variety of food of both plant and animal origin is called a/an…………

a. carnivore b. omnivore c. scavenger

c. What is it? (2 points each)1. the state of being grossly fat or overweight. ………………………………2. the natural home or environment of an animal, plant, or other organism. ……………………………………d. Label the words. (2 points)

The words: ability, concentration, team spirit, strength, motivation, balance, competitiveness, flexibility related to:………………………………………………………………………………

Use of English (12 points)a. Write the correct ACTIVE or PASSIVE form of the

verbs. (2 points)1. A prey is an animal ………………… (eat) by predators.b. Put the verbs into the correct form (past perfect

simple). (6 points)1. The storm destroyed the sandcastle that we…………….

(build). 2. He (not / be) ………………. to Cape Town before 1997. 3. When she went out to play, she (do / already)

……………. her homework. c. Change these statements into reported speech. (4 points)1. Johnny said to his mother, “I don’t know how to do

the exercise.”2. “We are waiting for the school bus”, said the children.

Communication (5 points)Match the exchanges to their meaning. 1. Pardon. 2. If I understand right… 3. What I mean is… 4. I’d also like to say… 5. Could you step aside…

a. you want to add somethingb. please…you need helpc. saying something another wayd. checking you have understood righte. asking someone to say something again

Reading (4points)Read the passage and choose the best answer below.Do you want to get home from work knowing you have made a real difference in someone’s life? If yes, don’t care about sex or age! Come and join us, then you’ll make it!Position: Volunteer Social Care Assistant(No Pay with Free Meals)Place: ManchesterHours: Part TimeWe are now looking for volunteers to support people with learning disabilities to live active lives! Only 4 days left. Don’t miss the chance of lending your warm hands to help others!Role:You will provide people with disabilities with all aspects of their lively lives. You will help them to develop new skills. You will help them to protect their rights and their safety. But your primary concern is to let them know they are valued.Skills and Experience Required: You will have the right values and great listening skills. You will be honest and patient. You will have the ability to drive a car and to communicate in fluent and spoken English since you’ll have to help those people with different learning disabilities. Previous care-related experience will be a great advantage for you.

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1. The text is meant to________________.a. Leave a noteb. Send an invitationc. Present a documentd. Carry an advertisement

2. What does the underlined part mean?a. You’ll make others’ lives more meaningful with this job.b. You’ll arrive home just in time from this job.c. You’ll earn a good salary from this job.d. You’ll succeed in getting this job.

3. The volunteers’ primary responsibility is to help the people with learning disabilities ________.a. To get some financial supportb. To properly protect themselvesc. To learn some new living skillsd. To realize their own importance

4. Which of the following can be first chosen as a volunteer?a. The one who can drive a car.b. The one who has done similar work before.c. The one who has patience to listen to others.d. The one who can use English to communicate.

Writing (12 points)a. Put the words in the correct form to make a sentence. (2 points each)

1. adaptation both of and me read my about friend camouflage and.2. answer of us could the teacher’s about question neither fungi.

b. Combine the ideas, using a clause of purpose and contrast. (Use either of although, even though, whereas, so that, in order to) (2 points)1. She locked the door. She didn’t want to be disturbed.

c. Read the notes. (2 points each)1. Read the note and write one question to get more information.2. Answer the question. What might Robert do? Write two sentences. 3. Ask the owner two questions for getting more information.

Hello Robert,Thanks for inviting me to dinner. I’d love to come. I don’t eat meat and I can’t eat food with milk in it because it makes me sick. I hope that’s not too much trouble!Kate

Our science comedy night is very popular.The show will now take place in room 4 of the west building, so that more people can see it.See you there!

Holiday House to rentSleeps 7 people, Three bedrooms, free wifi, Parking for 1 car, Garden with barbecue, picnic table and sea viewAvailable any month except July and October.Answers: Total points 44Vocabulary (11 points)

a) 1b 2a 3c 4b 5c 6c 7b c) 1. obesity 2. a habitat d) variety of team sports, aerobics etc.

Use of English (12 points)a) 1. is eaten b) 1.had built 2. hadn’t been 3. had already donec) 1. Johnny said to his mother (that) he didn’t know how to do the exercise. 2. The children said (that) they were waiting for the school bus.

Communication (5 points) 1e 2d 3c 4a 5bReading (4 points) 1d 2a 3d 4b Writing (12 points) a) 1. Both of me and my friend read about camouflage and adaptation.2. Neither of us could answer the teacher’s question about fungi.

19


ГУРАВ. ХИЧЭЭЛИЙГ БАТАТГАХ АГУУЛГА, АРГА ЗҮЙ

ЕБС-ийн 6-12 дүгээр ангийн англи хэлний теле хичээлээр заасан агуулгыг 2020-2021 оны хичээлийн жилийн эхний сард бататган судлах төлөвлөлтийг анги бүрээр өгч байна.

Өмнөх ангийн сургалтыг үргэлжлүүлэн бататгах хичээл нь оношлох, зайлшгүй бататгах, оношилгоонд үндэслэн бататгах гэсэн хэсгээс бүрдэнэ. Эхний 2 цагт теле хичээлээр сурагчдын эзэмшсэн мэдлэг, чадвар, сурах арга барилын өөрчлөлтийг оношлох, үр дүнг үндэслэн эргэх холбоо тогтоох хичээл байх бол дараагийн 6 цагийн хичээл нь теле хичээлээр заасан ч зайлшгүй бататгах шаардлагатай суралцахуйн зорилтыг хэрэгжүүлэх хичээл байна. Теле хичээлийг бүгдийг дахин заах, сэдэв бүрээр бататгах цаг хугацааны боломж хомс тул үндсэн суурь чадвараар нь багцалж, хийсэн оношилгоонд тулгуурлан сурагчдыг хөгжүүлэх боломжтой.

Revision and Reinforcement English lesson plan

Grade Lesson topics Objectives Method and lesson ideasThe 6th grade

Lesson 1Body parts numbers and

To recognize names of body parts with numbers

Game-based Learning Bingo game body parts with numbers and colours

Lesson 2Colours Draw monster

To draw parts of monsters’ body using colours

Game-based LearningMake monster game

Lesson 3Poem “My body”

To memorize poem by “My body” Memorizing poem technique of body parts

Lesson 4Song of "Head, Shoulders, Knees & Toes"

To learn to sing the "Head, Shoulders, Knees & Toes" song

Methods of Teaching Music and Dance

Lesson 5“If You’re Happy and You Know It”

To recognize names of body parts when following instructions for physical activity and sing songs.

Music-and-movement song for circle time

7th grade Lesson 1Unit 6Stories

To to develop creative Thinking skills through Story

Creative Thinking skills through Story

Lesson 2Unit 9Weather and seasons

To improve questions and answers of “Weather and Seasons” by practice activity students complete with ask and answer the questions with a partner in English class.

Subject -content integration lesson for developing speaking skills

Lesson 3My mom is the best

To provide suggestions on how to enhance students’ writing skills in the school-based English Language curriculum

Writing essay by Hamburger model

8th grade Lesson 1Unit 7Environment

-To improve and practice vocabulary: words connected to the environment - structure: ‘should’ and ‘shouldn’t’,- curricular work: environmental importance, issues,-integrated skills: listening, speaking, reading, writing

3W-Learning CycleCreative Thinking skills through reading materials

Lesson 2Unit 8Animal kingdom

To increase student’s animal vocabulary that using of riddles technique methodsTo use students thinking skills to choose the correct answer to a series of riddle questions

Teaching Vocabulary through Riddles Technique methods

20


9th grade

Lesson 1Unit 6Going places

To develop and integrate the use to related topic of Transportation the four language skills i.e. Reading, Listening, Speaking and Writing;

3W-Learning Cycle

Lesson 2Unit 8Saving the earth

To develop and integrate the use to related topic of “Saving the earth” the four language skills i.e. Reading, Listening, Speaking and Writing;

3W-Learning Cycle

Lesson 3Unit 10Food around the world

To develop and integrate the use to related topic of Food around the world and to improve four language skills i.e. Reading, Listening, Speaking and Writing;

3W-Learning Cycle

10th grade

Lesson 1Unit-6Inventions

To develop and integrate the use to related topic of great inventions in the 20th century and to improve four language skills i.e. Reading, Listening, Speaking and Writing;

KWL

Lesson 2Unit 8People and jobs

To understand the main points in people talks describing qualities they need to do their jobs

3W-Learning Cycle

Lesson 3Unit 10Making plans

To learn about the kinds of things you use for planning

3W-Learning CycleInquiry-based Learning

11th grade

Unit 7 Lesson 1Holidays

To recognize the opinion of speakers about their favourite holidays

Hamburger methods

Lesson 2Celebration

The following is an example of a task-based lesson having speaking development as one of its main purposes

Task-Based (TBL)English lesson Topic: Celebration(Focus on speaking skills)

Unit 8Lesson 3Climate and Environment

The students will learn about important environmental issues: recycling, saving water and pollution. A collaborative project asks students to prepare a presentation on pollution

Integrated Skills CLIL

12th grade

Lesson 1Why do we learn English?

To Promote Students’ Motivation to Learn EnglishTo develop speaking and reading skills

Inquiry-based Learning

Lesson 2Unit 10Wonders of Mongolia

To improve student’s useful vocabulary related to natural zones.Students will read articles related to topics and develop the reading, writing, speaking skills and mindset.

3W -Learning Cycle Model focus on developing reading SKILLs

Lesson 3Unit 10My native land

To develop Creative Thinking Skills through the Teaching of Poem ‘My native land”

Creative Thinking Skillsthrough the Teaching of Poem(Using Bloom's Taxonomy)

21


6 дугаар ангийн хичээлийг бататгах агуулга, арга зүй

Lesson plan - 6th grade

UnitIntegrated

lessonMath Art Literature Music Physical education

Body part

Lessonsub- topics

NumbersDrawing monsters with Colours

Poem of My Body

Song of Head and shoulders

Exercise and dance with song of “If You’re Happy and You Know It” (hands, feet and head)

Objectives To identify body parts and develop lesson plans by integrated other lesson and content

Recognize names of body parts with numbers

To draw parts of monsters’ body using colours

To create poem by parts of body

To learn to sing the "Head, Shoulders, Knees & Toes" song

To recognize names of body partswhen following instructions for physical activity

Skills

ListeningUnderstanding teachers and others saying parts of body with numbers, colours and listening music

Speaking Saying with numbers, colours with body parts (ask and answer) with numbers

Reading Saying numbers with body parts poem

Writing Writing numbers on body parts picture

Use of EnglishUse suitable words and phrases to describe body parts.To be verb is/are

Methods

Bingo game body parts with numbers

Bingo game body parts with colour

Memorizing poem technique of body parts

Singing with rhythm

Music-and-movement song for circle time

AssessmentRubric of students’ self-assessment and teacher formative assessment and bingo game winner

Lesson stages and activities

Lesson topics Activities Lesson content and materials Integration

Numbers

Activity 1Give each pair of students a printed copy of the body part and with numbers worksheetPractice saying numbers with students

- teach 1-100 numbers to students

- ask and answer questions How many …are there?There are… students.

Math

Numbers bingo

Activity 2Create a bingo game with numbers.

Numbers 1-26, 26-50

Play “Flashcard Exercises”

Get everyone sitting on the floor and facing the front of the class. Give out body flashcards so that each student has at least one card (even better is for each student to have two cards). Shout out a random flashcard word (e.g. “ears”) with an action (e.g. “ears – hands up!”). All students with the flashcards have to do that action. Continue with other words and different actions (e.g. jump up and down, run on the spot, turn around, stand up / sit down, wiggle, touch your toes, etc.).

head, face, eye, eyebrow, cheek, mouth, chin, forehead, nose, lip, ears, neck, shoulder, elbow, hip, forearm, chest, arm, hand, palm, wrist, thumb, finger, knee, leg, foot, toe, calf, ankle, heel. etc

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Body Part Bingo

Activity 3Create a game with body parts instead of numbers.-Online bingo card makers can help you create a complete set for the classroom. DLTK's Custom Bingo Cards include body parts bingo among the customization options.

Body part number game

Activity 4Give each pair of students a printed copy of the body part worksheetLooking only at the numbers, one student says a number, the other students says the body part. The student calling the numbers can check the responses by looking at the answers on the back.

Colours and Drawing monsters

Art

Activity 5To determine student understanding of the parts of the body and the related vocabulary, give each student a picture of a body outline.

head — yellowarms — redshoulders — orangeelbows — purplehands — blacklegs — blueknees — pinkfeet — brown

Draw A Monster

Activity 6Each student needs a piece of paper and a pencil, and the teacher needs one die (dice). Write the body parts vocabulary on the board or place the flashcards on the board. Then, for each body part word, roll the dice and write that number next to the word (or invite some students up to the front to roll the dice).Once you have a number next to each body part, it's time for the students to draw a monster. Tell students that they must draw a monster with the same number of body parts as is written on the board (i.e, 4 eyes with green colour, 6 ears with black colours, 2 heads with any colours, 1 arm, etc).Give students 10 minutes or so to complete their monster and then collect their pictures and show them to the class. Students absolutely love this game and will be falling off their chairs laughing when they see the funny monsters that their classmates drew.

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Sing the “Head, Shoulders, Knees & Toes” song

Activity 7Everyone stand up. As the song plays the teacher sings and does all the actions, touching each part of his/her body with two hands in time with the song. Make sure your students are following along. It’s easy and fun so your students will love doing this. Each verse gets faster so by the last verse it will be frantic but great fun.

Music

Lyrics for “Head, Shoulders, Knees & Toes”(Each verse gets faster and faster) https://www.youtube.com/watch?v=ZanHgPprl-0&feature=youtu.beVerse 1:Head, shoulders, knees and toes,Head, shoulders, knees and toes,Eyes and ears and mouth and nose,Head, shoulders, knees and toes.Verse 2:Head, shoulders, knees and toes,Head, shoulders, knees and toes,Eyes and ears and mouth and nose,Head, shoulders, knees and toes.

Mongolian song (Толгой мөр өвдөг ба хуруу | Head Shoulders Knees and Toes in Mongolian | Huuhdiin Duu https://goo.gl/DzoVHY)Толгой, мөр, өвдөг ба хуруу ба хуруу Толгой, мөр, өвдөг ба хуруу ба хуруу Тэгээд нүд ба чих бас ам хамар Толгой, мөр, өвдөг ба хуруу ба хуруу марш марш марш бүгдээрээ марш марш марш марш Эрч хүчээ сэлбэцгээе

Gestures for “Head, Shoulders, Knees & Toes”

Doing the gestures with this song is a must! They are very simple and the kids will pick them up really quickly as they follow you. Everyone needs to stand up. Simply touch the parts of your body with both hands in time with the song. The song starts off slowly with each verse getting progressively faster, making the gestures more frantic and therefore more fun

Activity 8Teacher will show them different kinds of easy poem for students, then students memorize these poems, it is possible say easy poem of your own For example:My Body10 fingers,10 toes,2 eyesAnd a little nose.

Literature

Play game “Monster Says”

This is the game ““Monster Says” but using the word “teacher”, or your name, and ‘Monster’ instead. Go straight into the game (no explanations necessary) by saying “Teacher says touch your (knees)”. Do the action and make sure everyone else follows along. Do a few more “touch your eyes, touch your toes”, etc. Then at some point give a command without the “Teacher says” part (e.g. “Touch your mouth”). First time round, everyone will touch their mouth, so make it very clear that they shouldn’t do this when you don’t say “Teacher says”. After a while your students will get the hang of it. Play the game faster and faster. When a student makes a mistake they have to sit the rest of the game out. The last student standing is the winner.

Physical- education

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Song with whole group

Activity 9Sing and dance along with If You’re Happy and You Know It (Clap your hands) by Alina …’It’s a perfect music-and-movement song for circle timesnap your fingers!pat your head!shout hooray!nod your head!turn around!slap your knees!

They can look for this song from google site and sing and dance together.

This song is great for teaching students about their emotions in a fun, musical way

Assessment Rubric, bingo game winner

Recommen-dation for teachers

Songs, poems, drawings will motivate and energize your students, and get them interested in learning language.Songs are great for teaching students about their emotions in a fun, musical way.

Rubric for students’ self- assessment

Language Skills can somewhat can’t

1. I can say number 1-100

2. I can say colour we had learnt

3. I can say our body part in English

4. I can draw part of monster body

5. I can learn by heart poem of my body

6. I can sing the song “Head, Shoulders, Knees & Toes”

7. I can sing and dance with my classmates the song “If You’re Happy and You Know It “

8. I won bingo game

6 дугаар ангийн бататгах хичээлийн агуулга, арга зүйн зөвлөмж

6 дугаар ангид бататгах хичээлийн хувьд “Body parts” бүлэг сэдвийг тоо (numbers for math lesson), өнгө заах (colours for art lesson), зураг зурах (drawing for art lesson), шүлэг унших (poem for literature lesson), дуу дуулах (song for music lesson), дуулангаа бүжиглэх (sing song when following instructions for physical activity for physical education lesson) гэх мэт агуулгын интеграци байдлаар хичээлийг төлөвлөсөн. Энэ интеграци хичээлийн арга зүйн санааг ашиглаад бусад сэдвүүдийг ийм байдлаар багцлан интеграцчилж, хичээл сургалтаа явуулахад санаа авч болно. Ямар ч сэдвийн хүрээнд энгийн дуу, шүлэг сонсох, дагаж дуулах, хэмнэлттэй унших, энгийн үг хэллэг, өгүүлбэрийг сонсоод асуултад хариулах, асуулт асуух, зөв тод дуудах, тоглоом тоглуулах гэх мэт олон төрлийн арга зүйг ашиглаж сурагчдын хэл сурах сонирхлыг төрүүлэх, идэвхжүүлэхэд дэмжээрэй.

Гадаад хэлийг өдөр тутам хэрэглэж, давтахгүй бол амархан мартагддагаараа бусад судлагдахуунаас онцлогтой учраас эхний хичээлийг орохдоо сурагчдыг идэвхжүүлэх, англи хэл сурах сэдэл төрүүлэх зорилгоор ‘Why we learn English?’ сэдвийн хүрээнд англи хэл сурах ач холбогдол, арга барил, англи хэл сурахын тулд ямар төлөвлөгөөг яаж гаргах вэ гэдэг талаар мэдээлэл өгөөрэй. Гадаад хэл сурахад юуг анхаарах, ямар давуу талтайг сурагчдад сайн ойлгуулах нь цаашид хичээлдээ идэвхтэй оролцох боломжийг бүрдүүлэх нэг нөхцөл болно. ‘Why we learn English?” хичээлийн арга зүйн санааг 12 дугаар ангийн хичээл төлөвлөлтөөр жишээ болгосныг

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багш, сурагчдынхаа түвшинд тохируулан хэрэглэх боломжтой. Хэрвээ шууд англиар ярихад сурагчид ойлгохгүй бол тухайн хичээлийн арга зүйгээс санаа авч, шаардлагатай үед монголоор тайлбарлаж өгч болно. Учир нь эхний хичээлд сургалтын уур амьсгалыг зөөлөн, эерэг (ice break) болгоод, дараа нь аажмаар англи хэлээр яриулж дасгах нь зүйтэй.

5 дугаар ангид үсэг заадаггүй учраас англи хэлний анхан шатны мэдлэг, чадвар хэлний хэрэглээнд тулгуурлан сонсох, ярих чадварыг түлхүү, унших бичих чадварыг тодорхой хүрээнд эзэмшин хэл сурах арга барил эзэмшүүлэх тал дээр анхаараарай.

Гадаад хэл сурах хандлагыг төрүүлэх хүрээнд сурагчдыг хосоор болон багаар хамтран ажиллах, идэвхтэй оролцоо бүтээлч байдал зэргийг харгалзаж урамшуулах замаар үнэлэх нь зүйтэй. Багш сурагчдынхаа хүсэл сонирхол, хэрэгцээ, давуу болон сул тал, ялгаатай байдлыг харгалзан сургалтын үйл ажиллагааг зохион байгуулаарай.

11-12 насанд хүүхэд дунд ангид дэвших, шилжилтийн насны эхэн үетэй холбоотойгоор түгших, дасан зохицох чадвар сул байх, зан төлөвийн хувьд тогтворгүй болох гэх мэт зан үйл ажиглагддаг тул багшийн зүгээс мэдрэмжтэй хандах, дасан зохицох чадварыг нь дэмжих үйлийг тогтмол анхаарч сурах арга барилыг олгоход дэмжих.

Хэлний чадварыг хөгжүүлэх зөвлөмж

Чадварууд Зөвлөмж

Сонсох чадвар

Тухайн сэдвийн хүрээнд энгийн зааварчилгааг ойлгож түүний дагуу дасгал даалгаврыг гүйцэтгэх чадварыг эзэмшүүлнэ. Жишээ нь: богино эхийн гол болон туслах санаа, энгийн хүүрнэл болон асуудлыг ойлгох, энгийн ярианы агуулгыг ойлгож тааварлах тал дээр илүү анхаарах хэрэгтэй.

Ярих чадвар

y Өөрийн тухай болон хүрээлэн байгаа эд юмсыг энгийн, богино өгүүлбэрийн хүрээнд илэрхийлж ярих, мөн асуулт асууж, хариулах

y Хосоор, бүлгээр, ангиар ажиллахад өөрийн хувь нэмрээ оруулах, хамтран ажиллах, ярилцах

y Энгийн богино өгүүлбэрээр ярьж, “бөгөөд, гэвч, учраас, боловч, миний бодлоор” гэх мэт холбоос хэрэглэсэн нийлмэл өгүүлбэрийг бараг хэрэглэхгүй байгааг анхаарч, санаагаа бүтэн өгүүлбэрээр илэрхийлэх, учир шалтгаанд нь дэлгэрэнгүй, оновчтой илэрхийлэхэд нь дэмжлэг үзүүлэх.

Унших чадвар y Сэдвийн хүрээнд танил үг хэллэг, өгүүлбэрийн утгыг уншиж ойлгох y Энгийн зурагт толь бичгийг ашиглан унших

Бичих чадвар y Сэдвийн хүрээнд судалсан хүн, газар орон, эд юмсыг заасан үгсийг бичих y Танил үг хэллэг, өгүүлбэрийг зөв бичих

Хэлний хэрэглээ

y Тодорхой сэдвийн хүрээнд нэр үгийн ганц ба олон тоо, нэр хавсрал, төлөөний үг, асуух үг, үйл үгийн энгийн цаг, зарим угтвар үгийг хэрэглэх чадварыг эзэмшүүлэхэд анхаарах нь зүйтэй.

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Lesson 1

Unit 6: Story of Nightingale

Time: 2 hours

Method Creative Thinking skills through Story

Aim y to develop critical thinking skills through story and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing;

y to revise and reinforce the Tele lesson

Objectives At the end of this lesson, students will be able to: y Write the paragraphs of the story in their own words y Write a short story in 150 words

Materials and preparation

The tale, pictures of taleOnce upon a time, there was a king. He lived in a beautiful palace. Behind the palace there was a forest. A nightingale lived there. The nightingale sang so sweetly.One day the king knew about the nightingale and sent a man to bring it to him. The man went to the forest and saw the bird then he brought it. At the palace the nightingale sang and the king loved him. But one day a Japanese king sent him a golden toy nightingale. The king listened to the nightingale and forgot about real nightingale.So the real nightingale flew badly and flew back to the forest. Every night the king listened to the toy bird singing. But one day it didn’t work. The king was sad and became sick. The real nightingale heard and came back to his palace again. The king was so happy and lived happily. His sweet music brought happiness to everyone in the palace forever.

Anticipation PhaseТаамаглах үе шат

The aim of this stage is to help the learners to have some background knowledge and relate to their own experiences and to develop their creative thinking skills.

Strategies: Structured overview,Predicting from Terms, T/P/S, K-W-L

Think-pair-share (T/P/S), K-W-L(Know-Want-Learned)

y gives list pictures of story about Nightingale y divides the class into different groups, pair and individual y select 8- 11 vocabulary from the text such as:

was, sang, knew, sent, went, brought, forget, flew, become, heart, feltpaste the chart paper which contains (K-W-L)

Know Want LearnedAnticipation Phase Building Knowledge Consolidation

was, sang, knew, sent, went, brought, forget, flew, become, heart, felt

king, nightingale, palace, so sweety, forest, bird, golden toy, real nightingale,

The king lived in a beautiful palace.

-ask students write the sentences with the help of the above given words about the pictures of choosing a story.For example: The king lived in a beautiful palace. y invites a few pairs to share their imagined stories y writes the title of the story on the white board and explains it

Building Knowledge Phase (30-35 Minutes)Мэдлэг бүтээх үе шат

The aim of this stage is to provide students with a more active approach and encourage them to check their comprehension.

Creative Thinking Games

The great tool for developing creative thinking skills is to play thinking games.

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Build a Story game Speaking and Writing skills

This game is about creative thinking and language development.

Build a Story game – Start by making up an introduction to a story and show the picture of story’s sequence:

– Once upon a time, there was a king. – Another student then adds a sentence to the story, thus changing the direction of the story:

– He lived in a beautiful palace (house….) – Then teacher may add a sentence and so the story continues:

Behind the palace there was a forest.Other students will write next …………This game usually ends in fits of laughter and a ridiculous story, but uses a lot of brainpower and imagination then shares reading.

Reading skills

Shared Reading

y Whole class reading a story –choral reading (with and without teacher reading) y Reading in groups y One child reading out to the group / whole class

Importance of vocabulary.

Students will understand the text they read if they know at least 90% of the words. If the story has a lot of unknown vocabulary, make sure that you can make it comprehensible before or during the storytelling.It helps if children know the most frequently used words

Rhyming Game Play this rhyming game by challenging students to think of words that rhyme with an easy word such as man or bird. This game is great for developing auditory perception.

ListeningWriting

Example:The teacher: I see a king.Student: I see a man.Second student: I see a forest.Next: I see a bird.

Games Counting words

Write down the words as they are said and count the total at the end. The students will be motivated to beat the total in the next round.

Creative Thinking game of writing poem

Write a small poem based on the story.Example:There was a kingThere was a nightingaleThe king went to forestThe man saw the birdAt the palace the nightingale sangThe king loved himThe king was so happyThe sweet music brought happiness to everyone

Consolidation phaseНэгтгэн дүгнэх үе шат

– This stage of activities presents students with effective tasks which help develop critical thinking skills.

Strategies: – T/P/S, value line, Quick reading and Quick- writing

What Really Happened?

This game works on imagination, creativity and thinking skills. Making up alternative ideas or ending of sentences. (Choose a story focused on students enjoy reading and knows it well). For example: Once upon a time, there was a king. He lived in a beautiful palace. Behind the palace there was a forest. A nightingale lived there.The alternative ways: Once upon a time, there was a little girl or Little Red Riding Hood etc.

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What happens next? y Encourage your student to think of solutions to problems encountered along the way and ideas for how the characters can deal with certain situations.

Did you find this story useful? Please pin to share with others

SpeakingCollaborative tasksgroup discussion

y Students telling a story y Student tell a story individually to the whole class or to a group y Student take turns and tell a story y Students ask questions to each other as they tell a story or after telling/ listening

to a story.

Writing skillsAnd Use

Students will write a short story Students will be able to write a creative short story 150 words using the following criteria:

y Must be creative (using their own original, thought-provoking ideas). y Must have at least 2 characters with introductions of at least 2 sentences each. y Grammar and spelling must be at least 70% correct.

Assessment Rubric

Recommendation for teachers

Students will be required to make comments about frustrations with writing and ask questions about any misunderstandings so the teacher can help resolve issues.

Student’s self-assessment

Language Skills yes no somewhat

This story enhanced reading skills

This story was one of the main resources of vocabulary acquisition

This story enriched critical thinking skills

This story strengthened writing skills

This story improved speaking skills

This story developed social/communication skills

This story sharpened listening skills

Lesson 2

UnitIntegrate lesson

DaysWeather and

seasonsMonths and year Clothes

Topic: Weather and seasons

Lesson sub- topics

What is the weather like today?

What is your favourite month(s)/ season(s)?

What season is May in?

What do you wear when it is snowy?

Aim: To develop lesson plans by subject content integration using question- forms focus on improving speaking skills

To learn vocabulary for talking about the weather with day

To learn about time with weather and seasons

To learn to identify the weather and seasons of the year and month

To recognize names of clothes

Objectives To improve questions and answers of “Weather and Seasons” by practice activity students complete with ask and answer the questions with a partner in English class.Activities Lesson content and materials Time: 2 hours


Give each pair of students a printed copy of the days, time, months and year, clothes and numbers and song of the weather worksheet. Practice saying days with students

Vocabulary lists for all lesson

Days Weather and Seasons

Months Clothes

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Bonding Icebreaker

Monday Tuesday etcToday TomorrowOn weekend etc

cloudy, hot,windy, snowy, foggy, cold,cold, rainy

MonthsYears

Dress, jacket, a T shirt, shoes, coat, hoodie, socks, shorts, jeans, boots, gloves, scarf, shirt, trousers, skirt, raincoat

Password Game This is a speaking activity which helps students review vocabulary and practice an important skill: describing something they don’t know the word for. It’s the perfect way to help keep some old words fresh in your students’ minds.

A simple example. Maybe you’re teaching vocabulary for weather. The secret word is “snow.” Students can use other words they know like, “cold, white, not rain, ice rain, winter” in order to describe it. That’s a lot of vocabulary covered right there!

Variation You could also have some pictures prepared on the PowerPoint and then play the same way. For example, jobs, animals or clothes, etc. Flash the picture up on the screen, and then the team has to give hints about it.

Ball game This is an entertaining game that helps students practice asking and answering questions.

Question- preparations

Class Inflate your beach ball and write questions all over it! The questions we wrote on our ball are listed below

Instructions -Have your class sit in a circle. -Allow them to toss the ball around the circle (emphasis on toss, not spike). When someone catches the ball, they have to read and answer the question closest to their thumb on their right hand.

On the ball, teacher will write the following questions

Days What’s the date today?What is the weather like today?What was the weather like on Monday, Tuesday, in summer …etc?What is your favourite day?What is the weather like in the afternoon, evening, summer?

Today is Monday, Tuesday, Wednesday….It is snowy, windy, rainy, sunny, cold …etcIt was hot in summerMy favourite day is Sunday, my birthday, etcIt is sunny in the evening, on the weekend, on Sunday, in summer.

Months and numbersWhen is your birthday? your best friend’s, dad’s birthday etc?What is your favourite month(s)/ season(s)?How many months are there in winter, summer, autumn, spring?What is the weather like in summer, winter, autumn, spring etc? What kind of weather do you like? Why ?

My birthday is on the seventh of December. My dad’s friend is on the tenth of May.My favourite month(s) is/are June (January). etcMy favourite season is winter because….It is sunny in summer.I like sunny days.

What do you wear when it is rainy?What do you wear when it is sunny?What do you wear when it is windy?What do you wear when it is rainy?What do you wear when it is sunny?What do you wear when it is snowy?

I usually wear a coat, gloves and a scarfStudents can use following words of clothes: dress, jacket, a T shirt, shoes, coat, hoodie, socks, shorts, jeans, boots, gloves, scarf, shirt, trousers, skirt, raincoat


This helps students practice asking and answering questions.

Why this activity is cool

y The movement of the ball keeps students interested. Everyone wants to catch the ball. y This activity can be a good way to end your class if your lesson ends early. y It can make a less chatty class a little chattier. y The questions can be altered to best fit your classroom.

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Lesson 3

My mom is the best Time: 2 Hours

Methods Writing an essay by Hamburger model 3W-Learning Cycle Model

Aim To provide suggestions on how to enhance students’ writing skills in the school-based English Language curriculum at the secondary school level

Objectives – To introduce the concept of writing composition by Hamburger model – To explore the design of writing composition and teaching activities that develop students’ writing skills and composition

– Students will create a plan for writing composition based on Hamburger model about my mother


– Hamburger composition model pictures (make before lesson) – Class set of Hamburger model picture for students to write in (staple multiple pieces of paper together)

Context Writing selected one family members

3W- Model Content and classroom activities Method and Skills

Warm Up

Pre-Writing activities Speaking skills

Brainstorming Ask questions about “What does your mom do best?”Write down a list of the mother’s best things on the board.

CookiesHelp when I cryLunch boxesPrepare costumesClean clothesGoes to workDrivesPretty

Look at the following reasons: lists “my mom is best” then circle three reasons put in different words. Pause for students put down their reasons

Working in small groups with hamburger method graphic chart paper is a good way for students to practice putting their reasons into different words.

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Prepare students by showing pictures or drawings of hamburger method photos. To introduce students about hamburger method composition

While-Writing activities Writing skills

Work Up

1. Write a topic sentence as the "top bun" of your hamburger. The topic sentence should tell you what the paragraph is about. For example, "My mother is the best mum”

2. Add a detail as your tomato. The tomato is going to be a detail. "She is always there for me, no matter what."

3. Layer on another detail as the meat. The meat is going to be another detail that connects with the topic sentence. An example is; "First reason is she gives me lunch box notes. My mom makes my lunch for school, and every day she puts in a note that says “ I love you”.

4. Add another sentence as your burger. The burger is just another detail that connects with the topic sentence. An example is: "My second reason is she helps me when I am crying. Mom hugs me. She says just the right thing to get me to stop crying.

5. Add the lettuce, another detail that connects with the topic sentence. An example is: "The third reason is she goes to work."

6. Offer up the onions. The onions will be the last detail that connects with the topic sentence. An example is: "She says she needs to work for our life."

7. Finish up with the bottom bun. It will wrap up the whole paragraph. An example is: "You can see my mother is the best"

Show a sample of hamburger paragraph organized composition to students for giving ideas.

Sentences are organized to make it easy for the reader to understand.

Wrap up

Post- Writing activities

Checking for Understanding Listening and Reading skills

Students will use their own written composition about their mother to talk other students in their own words. They will also read their written paragraph. Discuss how their mother may be similar or different.

Make time for students to share their composition /explanation pairs.

Assessment After writing the composition students will use rubrics to measure the student’s oral reports, as well as the written ones.

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Teacher’s advice The hamburger paragraph technique is easy to remember and easy to use; it offers a “recipe” for writing full and “meaty” paragraphs.

References Abraham, P. (2000) Skilled Reading: Top-Down, Bottom-Up, Field Notes, Vol. 10, No. 2 (Fall 2000). Publisher: SABES/World Education, Boston, MA, Copyright 2000. Retrieved from http://www.sabes.org/sites/sabes.org/files/resources/fn102.pdf on August, 18 2017.Anderson,R.C., Hiebert,E.H., Scott,J.A., & Wilkinson,I.A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, D.C.: National Institute of Education.Chambers, F. and Brigham, A. 1989. Summary writing: a short cut to success. English Teaching Forum 27, 1: 43–45.


7дугаар ангид сурагчдад англи хэлний хичээлийн бататгах мэдлэг олгохдоо сонсох, ярих, унших, бичих чадвар болон хэлний хэрэглээг хөгжүүлэхэд анхаарна уу.

Гадаад хэлийг өдөр тутам хэрэглэж, давтахгүй бол амархан мартагддагаараа бусад судлагдахуунаас онцлогтой учраас эхний хичээлийг орохдоо сурагчдыг идэвхжүүлэх, англи хэл сурах сэдэл төрүүлэх зорилгоор ‘Why we learn English?’ сэдвийн хүрээнд англи хэл сурах ач холбогдол, арга барил, англи хэл сурахын тулд ямар төлөвлөгөөг яаж гаргах вэ гэдэг талаар мэдээлэл өгөөрэй. Гадаад хэл сурахад юуг анхаарах, ямар давуу талтайг сурагчдад сайн ойлгуулах нь цаашид хичээлдээ идэвхтэй оролцох боломжийг бүрдүүлэх нэг нөхцөл болно. ‘Why we learn English?” хичээлийн арга зүйн санааг 12 дугаар ангийн хичээл төлөвлөлтөөр жишээ болгосныг багш, сурагчдынхаа түвшинд тохируулан хэрэглэх боломжтой. Хэрвээ шууд англиар ярихад сурагчид ойлгохгүй бол тухайн хичээлийн арга зүйгээс санаа авч, шаардлагатай үед монголоор тайлбарлаж өгч болно. Учир нь эхний хичээлд сургалтын уур амьсгалыг зөөлөн, эерэг (ice break) болгоод, дараа нь аажмаар англи хэлээр яриулж дасгах нь зүйтэй.

11-12 насанд хүүхэд дунд ангид дэвших, шилжилтийн насны эхэн үетэй холбоотойгоор түгших, дасан зохицох чадвар сул байх, зан төлөвийн хувьд тогтворгүй болох гэх мэт зан үйл

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ажиглагддаг тул багшийн зүгээс мэдрэмжтэй хандах, дасан зохицох чадварыг нь дэмжих үйлийг тогтмол анхаарч сурах арга барилыг олгоход дэмжих.

Lesson 1: Story of Nightingalе: 6 дугаар ангид богино хэмжээний үлгэр заах хичээлийг бүтээлч сэтгэлгээ хөгжүүлэх Build a Story game аргаар тухайн сэдвээс өөр төрлийн үлгэр болгож өөрчилж бичих, сурагчдын түвшинд тохируулан тухайн үлгэрээс жижиг хэмжээний шүлэг бүтээх, мөн давтамжийн аргаар үгсийн санг нэмэгдүүлэх “Rhyming Game” арга зүйг ашиглах нь бүтээлч сэтгэлгээг хөгжүүлэхэд үр өгөөжтэй байдаг. Жишээ нь: Багш үлгэрээс “I see a king” гэж эхлэхэд сурагчид үргэлжлүүлнэ.

y The teacher: I see a king. y Student 1: I see a man. y Student 2: I see a forest. y Student 3: I see a bird …..

Энэ хичээлийн арга зүйн санаагаар өөр төрлийн ямар ч эх дээр ашиглаж сурах, сурагчдын бүтээлч сэтгэлгээг хөгжүүлэнгээ англи хэлний унших, бичих, ярих чадвар болон англи хэлийг хэрэглээ болгож хэвшүүлж сургахад дэмжлэг болно.

Lesson 2: Weather and seasons бүлэг сэдвийг ‘Days’’, Weather and seasons’’, “Months and year” and “Clothes” сэдвүүдийн хүрээнд интеграцчилж, англи хэлний ярианы чадварыг түлхүү хөгжүүлэх хичээлийн төлөвлөлт хийсэн. Энэ интеграци хичээлийн арга зүйн санааг ашиглаад бусад сэдвүүдийг ийм байдлаар багцлан интеграцчилж, хичээл сургалтаа явуулахад санаа авч болно. Аливаа нэг сэдвийн хүрээнд энгийн дуу, шүлэг сонсох, дагаж дуулах, хэмнэлттэй унших, энгийн үг хэллэг, өгүүлбэрийг сонсоод асуултад хариулах, асуулт асуух, зөв тод дуудах, тоглоом тоглуулах гэх мэт олон янзын арга зүйг ашиглаж хэл сурах сонирхолыг төрүүлэх тал дээр идэвхжүүлэх нь чухал.

Lesson 3: Writing an essay “My mom is the best” by Hamburger modelГамбургерийн аргаар эсээ бичих энэ хичээлийн арга зүйн санаагаар сурагчдын бичих

чадварыг хөгжүүлэх, параграфыг зөв хуваарилах, эхлэл, төгсгөлийг зөв гаргаж, дүгнэж бичих чадварыг эзэмшүүлэхэд илүү чиглэсэн. Энэ хялбар, энгийн аргаар эсээ бичих техникийг сурагчдад сайтар эзэмшүүлсэн байхад дараагийн хичээлүүдийн ямар ч сэдвээр эсээ бичиж чадах, мөн багш өөрөө бусад хичээлүүдэд дэлгэрүүлэн ашиглаж болно. Жишээ нь: дээрх сэдвийг “My teacher is the best” гэх мэтээр богино хэмжээний эсээ бичих замаар тухайн заасан сэдвийн хүрээнд өөрчлөөд ашиглаж болно. Багш, сурагчдынхаа хүсэл сонирхол, хэрэгцээ, давуу болон сул тал, ялгаатай байдлыг харгалзан сургалтын үйл ажиллагааг зохион байгуулаарай.

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Lesson 1

Unit 8 Animal kingdom Time: 2 hours

MethodTeaching Vocabulary through Riddles Technique methods

– Focus on using riddles technique to increase a student's vocabulary and creative thinking skills

Aim of lesson

– To focus on using of riddles technique to increase student’s vocabulary – to develop and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing;

– to revise and reinforce the Tele lesson

Objectives – To increase student’s animal vocabulary that using of riddles technique – To use students thinking skills to choose the correct answer to a series of riddle questions


Animal pictures, Bingo game card

3W- Model Stages Activities

Warm Up

Race to Solve the Riddle

Before class, prepare a list of riddles. You can start with simple riddles first, then add more challenging ones later in the activity if you really want to get your students thinking

Names of animals

Penguin, Lion, Giraffe, Monkey, Snake, Parrot, Snail, Bee, Reindeer, Camel, Bear ,Hippo, Chameleon, Flamingo, Whale, Butterfly, Spider, Beetle, Centipede, Grasshopper, Lady bird, Worm ,Tyrannosaurus, Supersaurus, Oviraptors

Pictures of animals

Work Up

Activity 1Guessing riddles gameHigh thinking skills

Who am I? Begin the activity by dividing the class into small groups, then give each group a worksheet with the riddles you selected. The groups must race against each other to answer all of the riddles correctly.When a group thinks they’ve successfully answered all the riddles, have them raise their hand so you can check their work. The first group to answer all riddles correctly wins the exercise.Like the previous exercise, you’ll begin this activity by dividing the class into small groups. Hand out your riddle sheets to each group, instructing them to start once every group has received a worksheet.

Activity 2Groups with the most votes win the game.

When finished, have each group write their answers to the riddles on the board. Instead of determining the right and wrong answers like you did in the previous activity, let your students vote on what answers they think are the best or most likely to be right. Then, have each group explain why they chose that answer.

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Creative thinking skillS,W skills

Activity 3Create Your Own Riddles

Creative students will love this activity!For this exercise, learners must write their own riddles and then try to stump their classmates.

Wrap up

Riddles Bingo game

Choose 24 riddles from the animal riddles,For teacher use: write the riddles and their answers on index cards, one riddle and answer per card.For student use: write the 24 answers only on the board or a sheet of chart paper; write the answers in no particular order.Provide each student with a BINGO card.

Students must figure out which riddle answer on their BINGO cards matches the riddle question. When they figure out the answer that matches the question, they must draw an X through that answer on their cards

BINGO card

Penguin Lion Giraffe Monkey Snake

Parrot Snail Bee Reindeer A Camel

Bear Hippo A chameleon flamingo Whale

Butterfly Spider Beetles A centipede Grasshoppers

A Lady bird A worm Tyrannosaurus Supersaurus Oviraptors


Riddles are one of the effective techniques in teaching language, including the teaching of English. Riddle can help both of the teacher and the students in creating a more interactive classroom atmosphere in which they will generate active responses. Riddle's technique requires more ingenuity and critical thinking to solve it. Besides, riddles also foster a sense of excitement about words and motivate students to be interested in playing while learning. Dealing with teaching vocabulary, it is proper that the teacher selects the riddle for presenting new vocabulary, there are some criteria in selecting good riddles in the classroom activities as follows: a. Riddle must be suitable with the teaching purpose. b. Riddle must be simple. Riddles do not only give an opportunity to the learners to

learn the language but also to play with it.c. Riddles games also have rules that must be followed by every player. You can use them as warmers and icebreakers, as part of a larger lesson on a

specific topic or as your closing activity.d. Riddles encourage students to think critically and work as a team, where they

must practice their English together in order to communicate their ideas, theories and solutions.

AssessmentThe first student to five riddle answers in a row is the winner. You might continue to play in order to determine second- and third-place finishers.Students self-evaluation what riddles was difficult for them and others.

Riddles with answers Who am I?

1. Penguin 2. Lion 3. Giraffe 4. Monkey 6. Snake

My wings are used as flippersSo in water I can flowSometimes when on land I slideOn my belly in the snow

I am known as a kingThe jungle’s where I reignIt is hard to tame meAnd I have a large mane

I like to use my long tongueTo eat leaves from tops of treesI don’t have to climb up thoughWith my long neck it’s a breeze

Swinging through the jungle’s treesIs something at which I’m greatI like to eat bananasAnd I’m a type of primate

Some types slither on the groundAnd some can live up in the treesAdders, vipers and cobras

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7. Parrot 8. Snail 9. Bee 10. Reindeer 11. A Camel

I’m colourful but I’m not a rainbowI have two legs but I’m not an ostrichI can talk but I’m not a personI can fly but I’m not an airplane

If a man would carry my burden-He would break his backI am not richBut leave silver in my track

My antlers tower above my head.Where I live it’s cold all year.I can pull a sled or pack a load.You call me a …?

I am a type of animalSome say that I have a long faceI’m very good at running fastSo people ride me in a race

I live in the desert. I have one hump or two. What am I?

12. Bear 13. Hippo 14. A chameleon 15. Flamingo 16. WhaleI can walk for miles.I’m big with thick, brown hair.I live up in the forest.

I am river horseI live in rivers with deep water and grasslandsI am an excellent swimmer.

I usually green and sometimes colourfulI have a long tailWhen I get angry or scaredI change colour

I have downy feathers and a straight bill. I am a large colourful bird in South America and Africa.

I am large animal that live in oceans and seas all over the worldI can swim as fast as 30 miles per hour

17. Butterfly 18. Spider 19. Beetles 20. A centipede 21. GrasshoppersI am a type of insectYou might see flutter byI have wings so colourful

In the center of a webAre several trapped little fliesHeading in to eat them allIs this creature with bulging eyes

I have a head and tailBut it is not moneyI am a flying insectI help to make honey

I am an arthropod with many legsWe are may be 8,000 species in the world

I prefer to eat grasses, leaves and cereal cropsI usually hop or crawl, but most kinds can fly.

22. A Lady bird 23. A worm 24. Tyrannosaurus 25. Supersaurus 26. Oviraptors

The farmers love me because I eat aphids and other plant-eating pests. I have no arms, legs or eye

I am kind of dinosaursI am 13 meters longI am meat-eaters

I am one of the longest land animalI have 42 meters tall with a 12 metres long neckMy legs have elephant-like

I lived in the Mongolian GobiI was about 6 to 8 feet long and weighed 27 to 32 kilogramsI had five- fingers and three toes

I am the most famous dinosaur from a group of dinosaurI was large and heavyI am plant eater and lived in North America

Self-check Sheet

Student-Author:_____________________________ Date:___________

The riddle was …………..for me.

Riddles name difficult somewhat hard easy1. Penguin

2. Lion

3. Giraffe

4. Monkey

6. Snake

7. Parrot

8. Snail

9. Bee

10. Reindeer

11. A Camel

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12. Bear

13. Hippo

14. A chameleon

15. Flamingo

16. Whale

17. Butterfly

18. Spider

19. Beetles

20. A centipede

21. Grasshoppers

22. A Lady bird

23. A worm

24. Tyrannosaurus

25. Supersaurus

26. Oviraptors

Lesson 2

Unit 7: Environment

Time: 2 hours

Aim To develop and practice Tele lesson about Environment

Objectives

y To improve and practice vocabulary: words connected to the environment y structure: ‘should’ and ‘shouldn’t’ y curricular work: environmental importance, issues y integrated skills: listening, speaking, reading, writing

Materials TV, Student book, blackboard, notebook, laptop, CD, DVD E content-TV lesson

Warm Up

Introduce the topic-Draw or show a picture of Environment on the boardCan you talk about the environment and environmental problems in English?Look at the vocabulary list in the box. Explain the words with a partner.Why are the words divided into groups – those in normal text and those in bold?Wild animal-birds- snailForest-mountains-desertThe ocean- a lake-waterfallPollution -deforestation -climate changeRecycling- renewable energy- public transport

Work Up

Jigsaw reading cards: – Rainforest, Antarctica, Water, World environmental Day, Trees, Snails, Pollution and Recycling

– Divide the students 8 groups and give the different kinds of reading cards to each of group

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Rainforest AntarcticaRain forest is an ecosystem located around the earth’s equatorial zone. They are warm and wet places. The most rainforests get over 100 inches of rain every year. Moreover, temperatures in a rainforest are warm year-round. These forests cover less than 7% of the earth’s surface. They are home to about 50% of all living things on earth. The largest rainforest is in the Amazon rainforest. It produces more than 20% of the world’s oxygen supply.

Antarctica is the fifth largest continent after Asia, Africa, North America, and South America. It is 14 million square kilometres big. It is the coldest, driest, and windiest continent. The temperature in Antarctica can reach 89C. About 98% of Antarctica is covered by ice that makes up 90% of the world’s ice. It represents 70% of the freshwater in the world. Antarctica is the only land on our planet that is not owned by any country.

Water World environmental DayWater is very important for life. We need water to drink, wash hands, cook, grow and progress food and many other things. It keeps us and the environment healthy. Water covers 70,9% of the earth’s surface. It exists in many places and forms: mostly in oceans and polar ice caps, but also as clouds, rain, water, rivers or freshwaters. 95,5% of water exists in the form of saltwater in oceans. Only 2,5% of water is fresh. We all need not to waste it and be careful when we use it.

We share our planet with animals and plants. Unfortunately, we don’t care of it much. We do lots of things to destroy it more and more. We cut down trees, throw garbage into the rivers, and pollute air. Each year on June 5 many countries around the world celebrate the event widely celebrated in more than 100 countries. It is a day to do something positive for the environment and promote caring for our planet Earth.

Trees Snails

Trees are an important part of our daily lives. They keep our supply clean, reduce noise pollution, improve water quality, help prevent erosion, provide food and building materials, create shade, and help make our landscapes look beautiful. They give us oxygen to breathe and reduce the amount of carbon dioxide in the atmosphere. Like many plants, a tree begins from a seed. A tree is the biggest plant that grows. Trees can live for a very long time, and they are alive all year long. Some trees can grow to around 100 metres (328 feet) in height. Planning trees can help prevent erosion. Wood from trees can be used in a number of different ways including as a building material and energy source.

There are 43000 species of snails living in the sea or land. The first snails lived 550 million years ago on the seafloor. Then, around 286 million years ago, some moved onto land. Now they live everywhere; from deserts to tropics, from sea level to mountains, and in all parts of the world except Antarctica. Snails can live up to 5 to 10 years. Some of them live up to 15 years. The largest snail named Gee Geronimo was found in 1976. It weighed about 900 g and measured 39,3 centimetres. Snails do not like hot and dry conditions. They like it moist or humid and not too bright. Snails live in woodlands, ponds, and flower and vegetable gardens. They stay under leaves and rocks.

Pollution Recycling

Air pollution and climate change are closely linked. Often it is the same gases that create the poor air quality in cities especially which can cause serious health problems for people living in urban areas. Water pollution is a huge problem and unclean water is a major threat to human health. Water pollution happens when dangerous chemicals from factories, farming and other industries are allowed into rivers, lakes and oceans and into our water systems. Plastic waste is also a big problem. Soil pollution is also a big problem. The use of fertilizer and pesticides can contaminate land and threaten food security.

Recycling is the processing of used objects and materials so that they can be used again. About 60% of rubbish from homes and factories contain materials that could be recycled. Recycling saves energy and also reduces damage to the countryside. Glass, paper and aluminium cans can all be recycled very easily. Many towns have special bins where people can leave their empty bottles and cans for recycling. A lot of paper bags, writing paper and greeting cards are now produced on recycled paper. Even more effective than recycling is choosing products that use a minimum of plastic and paper packaging.

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Word search activity

Students read and circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings. Then writing down all of the new words from text. Change partners often and share your findings.

Write down new words

Group 1Rainforestecosystemequatorial zone………………

Group 2Antarcticawindiest continent………….

Group 3Waterpolar ice caps…………

Group 4World environmental Daycut down treesthrow garbage…………………

Group 5Trees…………

Group 6Snail………..

Group 7Pollution………

Group 8Recycling………….

Test each otherLook at the words below. With your partner, try to recall how they were used in the text:

Writing skills

Write five GOOD questions and Good True or False sentences from texts in the table. Do this in pairs. Each student must write the questions on his / her own paper.

Text Questions True or False Write five GOOD

questions from that textWrite 5 sentences True or false from that text

Rainforest

What did you think when you read the headline?

The rainforest cover less than 7% of the Earth’s surface T

Antarctica Water World environmental Day Trees Snail Pollution Recycling

Speaking skillsCHAT

When you have finished, ask your partner / group your questions and small interview other students. Write down their questions. Show your work to your classmates. Your partner(s) will answer your questions.

Use of English

Students will give GOOD advice from all texts (using should/shouldn’t).Example:We should protect animals.We shouldn’t hunt animals.

Wrap up

Make mini-presentationsIn pairs / groups, talk about the articles. What will the article say about them? Then make mini-presentations to other groups on your findings.

Assessment Peer assessment and self-assessment

I can…. or My partner…

Very well well Not well

use the words related to environmental issues use should/shouldn’t ask 5 questions write 5 True or false sentences put mini -presentation

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8 дугаар ангид сурагчдад англи хэлний хичээлийн бататгах мэдлэг олгохдоо сонсох, ярих, унших, бичих чадвар болон хэлний хэрэглээг хөгжүүлэхэд анхаараарай.


“Animal kingdom” хичээлийг оньсого таах аргаар амьтдын нэрийг англи хэлээр нэрлэж сурах, шинэ мэдлэгээ шалгахын тулд “Bingo game” тоглоомын аргыг хэрэглэж заах сонирхолтой хичээлийн арга зүйн санааг төлөвлөсөн. Энэ бүлэг сэдвээр нийтдээ 26 амьтан англи хэлний сурах бичиг дотор багтсан амьтан тус бүрээр оньсого зохион түүнийгээ таахын тулд “Who am I?” тоглоомын аргыг ашиглаж бүтээлч сэтгэлгээг хөгжүүлэх хичээлийн арга зүйн санааг тусгасан. Энэ хичээлийн санааг өөр сэдэв дээр дэлгэрүүлэн ашиглаж болно.

“Environment” бүлэг сэдвийн хүрээнд эхийг уншаад шинэ үгсийн утгыг өөрсдөө олох, асуулт зохиох, зөв бурууг ялгах өгүүлбэр бүтээх, олж авсан мэдлэгийнхээ хүрээн богино хэмжээний илтгэл тавих гэх мэт сурагчдын бүтээлч сэтгэлгээг хөгжүүлж, бие даан ажиллах арга барилыг түлхүү хөгжүүлэх хичээлийн арга зүйн санааг төлөвлөсөн. Энэ бүлэг сэдвээр үзэх бүх унших материалыг 8 бүлгээр сэдэвчлэн багцалж, сурагчдыг бүлгээр ажиллуулж, багш зөвхөн зөвлөх, чиглүүлэх, алдааг нь засч өгөх замаар оролцоно. Энэ хичээлийн арга зүйн санааг дараагийн сэдэв болон ямар ч шинжлэх ухааны эх, унших материал дээр дэлгэрүүлэн ашиглах боломжтой.

Гадаад хэл сурах хандлагыг төрүүлэх хүрээнд сурагчдыг хосоор болон багаар хамтран ажиллах, идэвхтэй оролцоо бүтээлч байдал зэргийг харгалзаж урамшуулах замаар үнэлэх нь зүйтэй. Багш сурагчдынхаа хүсэл сонирхол, хэрэгцээ, давуу болон сул тал, ялгаатай байдлыг харгалзан сургалтын үйл ажиллагааг зохион байгуулаарай.

Хувь хүний өрсөлдөөнийг дэмжихээс зайлсхийх, бусад хүүхдэд бусдаас дутуу, юу ч чаддаггүй гэх зэргээр өөрийгөө үнэлэхээс урьдчилан сэргийлэхэд багш анхаараарай.

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9 дүгээр ангийн хичээлийг бататгах агуулга, арга зүй

Lesson 1

Unit 6Going places

Time: 2 hours

Aim y to develop and integrate the use of the four language skills i.e. Reading, Listening,

Speaking and Writing; y to revise and reinforce the Tele lesson

Objectives

Listening students will be able to listen transport situationslistening to a short dialogue on asking and giving direction

Speaking discussing about different transport

Reading students will be able to read a story

Writing write a description for signs and noticewriting about the first school journey

Use of English comparative and superlative adjectives future form to be going to


Student’s book, printed pictures of transports and school bus sign, print school bus sign descriptions and sign names

3W- Model Content and classroom activities

Warm Up

Teachers’ activities (5%) Students’ activities (20%)

The teacher can use the riddles of the lesson.

People call me when they need help. I have flashing lights. I carry people to the hospital.What am I? I can fly for hours and hours and I carry passengers. I landed at the airport. What am I?

Guess the riddles.I can carry lots of people and things.I may be long and short. My wheels roll only on rails. What am I? I am used to it every day. I take people to work and school. You can see me everywhere in the city. What am I? I am very big. I carry lots of people. I sail on the sea. What am I?

Work Up

Teacher’s activities (10%) Students’ activities (40%)

Give a minute to write transport names. After writing the names of transport, let them open books and study the words in ex-1b.Ask students

– Which type of transport is the most popular? -Why?

– Which one is cheaper, taxi or bus?

Ss will work in groups of 5-6 and write the transport names and the group which can write the most names will win.Complete the chart using the words in the box. They can write more names they know.Answer the questions with their own words.

Grammar RevisionRemind them how to use comparatives and superlatives of adjectives. When we form comparative and superlative:

adjectivesregular irregular

With one syllable

With two or more syllables

7 adjectives

Hot-hotter- hottestTall- taller- tallestExpensive- more expensive- most expensive

Khanbogd is the hottest place in Mongolia.My brother is taller than me.An airplane is the most expensive transport.He is the best in our class.

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The activity is for speaking with enjoyment. Motivate students to talk free and for pleasure. Provide enough time to complete the table.

In group, ask 3 students;-What type of transport do you prefer?-Why?

Type of transport S-1 S-2 S-3Air transportRoad transportWater transportRailway transport

Write sentences using the table.Ask -Have you ever heard of a school bus?What colour is the school bus?In exercise-3, teachers can use chain games. Give students a piece of paper with a number 1-6/description of sign and a letter/a picture and a paper with words of ex-3b.

-Yes, I’ve.-No, I haven’t.I think it is usually yellow. Read the school bus sign description and match them to the picture and names. When the teacher reads the description, the student, who gets a paper with a letter and a sign name, will come out. Others will check if they can do it right or wrong.

Wrap up


Ask them -to draw a map of the place they know the best. What is the best way to come to school?How long does it take? -to write 4 riddles about transports.

I go straight, across the road and turn right. It is closer but more dangerous. It takes 6 minutes to walk. Write 4 riddles about transports. Example;I am very big and I have 10 big wheels. I move on the road. I carry a lot of goods from far away. What am I?

Assessment Students’ self-assessment


Tick ( ) the columns.

I can … Very well Well Not welluse comparative and superlative of adjectives

talk about types of transports

listen and understand situational dialogues

read and understand sign descriptions

write descriptions for sign

Lesson 2

Unit 8: Saving the earth Time: 2 hoursAims y to develop interest in and appreciation of English lesson

y to develop and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing;

y to revise and reinforce the Tele lessonsObjectives Listening listen to environmental problems

Speaking discussing environmental problems and their solutions

Reading reading environmental problems and solutions

Writing making a project work

Use of English Quantifiers: much/many/a few/a little/a lot of

Materials Student’s book, sheets of paper (A4), coloured pencils

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Warm Up


Making word and picture chain activity

Teacher will give two pieces of papers with words of ex-1a and a picture of ex-2. When the teacher counts the number, the student, who has the paper with that number, will come out.

The student who was given a word with a number will come out. Then the next student will complete the phrases and next one will come out with a picture related to the phrase.They will place the paper on the board in order.

Work Up

Divide into 5 or 6 groups.Ask them some questions.

– Which problem do you have in your country?

– Which one is the most serious?

– What can you do to solve this problem.

Answer the questions.Maybe they can answer thatAir pollution is a problem in my country especially in the winter. Water shortage is becoming the most serious problem in the world. I can plant many trees and save the water.

Write the answers – the most serious problem – what they can do to solve

Look at the board. There are some problems and choose one of them and make project work as a group.

Grammar Revision Using quantifiersWe use much/a little with uncountable nouns, many/a few with countable nouns and a lot of with countable and uncountable nouns.

We have much money.Her friend gave me a little sugar. I read many books in a week. She has a few friends. We have a lot of money. I read a lot of books in a week.

The project work progresses under the guidance and monitoring of the teacher.

Choose 5 or 6 activities from the answers. Allow them to explore the topic and create their project. After explaining the idea for the project, the teacher will ask Ss to propose a scheme of work.During the project work the teacher goes around class and gives advice and help if necessary. Assign a role for each member of groups. Encourage their creativity. They can draw or use other creativity methods.

Ss will start group work. They set the goal and make plans and design an activity.plan the project-define the purpose discuss the thing they want to do -name the project name the project depending on activity-brainstorm ideas What they want to include in the projectProduce as many ideas as possible that relate to the task assigned-create storyboard What form it will take Storyboard or road map for how students will/should complete project work.Should include content and a strong direction for each component-build a project work Who will be responsible for what Students team work independently without direct instruction, reviewing their storyboard and assigning completion task-presentationIndividual team members share their learning.

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Wrap up


When they finish, call out groups or individual team members to present project work.

Groups or individual team members will present their project work. After listening to the other group’s project work, have a discussion.What is the solution to the problem?How many solutions can they find?Can they solve the problems?


– Project work is a series of activities that allows the students to study, to do research and act by themselves using their abilities, interests, personal experience and aptitudes.

– If a teacher uses a group work assessment, you will set criteria with your students. – If they can’t finish, complete it as homework.

Assessment Student’s self-assessment


Tick ( ) the columns.

I can … Very well Well Not welluse quantifiers

talk about environmental problems around us

listen and understand other groups project work

read and understand different type of text

write paragraph about problems and solutions

Lesson 3

Unit 10:Food around the world

Time: 2 hours

Objectives – students will be able to learn on food topic to develop and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing;

– to revise and reinforce the Tele lesson


Student’s book, PPT, pictures with names of foods /sushi, goulash, hamburger, pizza, fish and chips/ and new words.


Warm Up


Teachers will start the lesson with 5-4-3-2-1 vocabulary warm up activity and note the students who can pass the task. (1p)Ex:

5 names kimbap, …4 verbs to fry, …3 adjectives bland, yummy ..2 types sugary drinks, ..1 dish pizza, …Teacher will ask Ss -What is your favourite food?-Is it healthy or unhealthy.

5-4-3-2-1 vocabulary warm upStudents will work in pairs/threes to brainstorm.Ss will write or tell -five names of food-four verbs to describe how to cook-three adjectives to describe food-two types of unhealthy food-one dish which you are good at cookingStudents will answer the teacher’s questions and have a talk about food.Maybe Ss’ answer will be -My favourite food is ….-I think it is healthy/unhealthy.

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Work Up


Let students open their books on page 137 ex-1a and match the food to their names and ask and answer the questions. During Ss’ discussion, the teacher will go around the class and make sure that they are talking.The teacher will check for understanding by moving around the groups and asking specific questions about certain foods and what they are made of and are they healthy or unhealthy.

Students will open their book on P-137, ex-1a match the pictures to their names, work in pairs and discuss the following questions. (ex-1c)-Which food do you like to eat in hotter/colder months?-I would like to eat khorkhog in winter, but Mongolians usually make it in summer outside. During the hotter season I would like to have dairy products.-Why?-What are the advantages/disadvantages of choosing special food in hotter/colder months?-In my opinion, we should eat more food with high protein like meat in winter.

Teacher will show PPT with pictures and new words for food and pronunciation.

verbs nouns adjectivesto drainto baketo strainto grateto chopto roast

a nutmega guilda clovea traderprotein

chewy yummyjuicyacidbitter bland

Teacher will help to review some grammars.V+adjectiveV+like+noun

Ss will write new words using pictures. (1) After learning new words (ex-12b match the cooking activities to the descriptions and (ex-12c) label the pictures with their actions.1-a

Ss will write four sentences using the structures.V+adjective Ex: The salad looks healthy.V+like+nounMy friend looks like an athlete. The teacher will note the students who can make sentences.

Teacher will ask if they can think of any more international food and then displays or give a picture of food for every group (sushi, goulash, hamburger, pizza, fish and chips)Teacher will give a picture of food to every group and they will collect some information about it and write recipes. Then a member of the group will present information and recipes.

Group 1 sushi Japanese

Group 2 goulash Hungary

Group 3 hamburger USA

Group 4 pizza Italy

Group 5 fish and chips England

Students will work in groups of five and write about and the recipe of food that is in the picture.Ex: we are going to introduce to you about hamburgers. Hamburger is from the USA. I hope some of you can cook it. You only need a handful of seasonings and some good ground beef. The beef you use for burgers makes all the difference. If you would like to have juicy flavourful burgers, you really need the fat meat. Now, I will tell you the recipe for the hamburger.

Trust me! Once you taste it, you would never want to give up.Like that all groups will share the information they have collected. Others will listen and make some notes.

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Teacher will direct Ss – to work in group – answer the questions

If we don’t eat vegetables or fruit, what will happen?Teacher will pay attention to the first conditional and revise the structure. If I have time, I will help you. If I ……….., … will …….. .

In groups students will read the story and answer the questions. page-140, ex-6bWhich good thing did Luram do?Why should people eat vegetables or fruit?If we don’t eat vegetables or fruit, what will happen?Did Luram become a king of vegetables kingdom?

Teacher will let Ss do p-148, ex-5. Write on board conversations.

– Do you go out to eat with your friends?

– When did you go out last? – How was it? – What time did you have your dinner yesterday?

– Is it healthy to eat so late in the evening?

Ss will continue to make a conversation in present, past and simple tenses and answer on their own, maybe their answer will be like that.

– Yes, I go out to eat with my friends/No, I don’t. – Last Sunday I met my friends and ate out. – It was wonderful, especially the food was really nice.

At 9 pm.Of course, eating so late is not good for my health.

Teacher will explain how to work ex-6.Have you ever eaten Mexican food?

Have you ever tried spicy food? I have never been to this cafй. It’s the first time.Have you ever been to the international food restaurant?He has never tried. He said that “It was so hot”.

Ss will find mistakes and correct them. If there are correct sentences, tick ( ) them.Have you ever eat Mexican food?Have you ever tried spicy food?I has never been to this cafй. It’s the first time.Have you ever be to the international food restaurant?He have never tried. He said that “It was so hot”.

Wrap up


Encourage them to be active. Correct mistakes if necessary.

The groups will present their group work. In the presentation they can use the words related to food. They are able to share their ideas and discuss.Students will place their work on the wall.

Assessment Students’ self-assessment

Rate your learning

I can …

I’m an Expert.

I understand and teach a friend.

I’m a Practitioner.

I understand and can do it on my own.

I’m an apprentice.

I understand if I get help or look at an example.

I’m a Novice.

I don’t understand. I need more practice.

use words related to foods and cooking actionsuse the questions Have you ever …?talk about different foods and their recipeslisten and understand stories and dialogue

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read and understand factual informationwrite food recipes using cooking action verbs

9 дүгээр ангийн бататгах хичээлийн агуулга, арга зүйн зөвлөмж

9 дүгээр ангид сурагчдад англи хэлний хичээлийн бататгах мэдлэг олгохдоо сонсох, ярих, унших, бичих чадвар болон хэлний хэрэглээг хөгжүүлэхэд анхаараарай.

Гадаад хэл бол бусад судлагдахуунаас онцлогтой. Тухайн суралцагч өдөр тутам хэрэглэж, байнга давтахгүй бол амархан мартагддаг. Иймээс эхлээд шууд англи хэлний хичээл орохоосоо илүүтэйгээр эхний хичээлийг сурагчдыг идэвхжүүлэх, англи хэл сурах сэдэл төрүүлэх зорилгоор ‘Why we learn English?’ сэдвийн хүрээнд англи хэл сурах ач холбогдол, арга барил, англи хэл сурахын тулд ямар төлөвлөгөөг яаж гаргах вэ гэдэг талаар мэдээлэл өгөх хичээл заах хэрэгтэй. Сурагчдад Хэл сурахад юуг анхаарах вэ? Гадаад хэл сурахад юуг анхаарах, ямар давуу талтайг сурагчдад сайн ойлгуулах нь цаашид хичээлдээ идэвхтэй оролцох боломжийг бүрдүүлнэ. ‘Why we learn English?” хичээлийн арга зүйн санааг 12 дугаар ангийн хичээл төлөвлөлтөд жишээ байдлаар өгсөн. Үүнээс багш сурагчдынхаа түвшинд тохируулан хэрэглэх боломжтой. Хэрвээ англиар ярихад сурагчид шууд ойлгохгүй бол тухайн хичээлийн арга зүйгээс санаа авч шаардлагатай үед монголоор тайлбарлаж өгч болно. Учир нь эхний хичээлд сургалтын уур амьсгалыг зөөлөн эерэг (ice break) болгоод, дараа нь аажмаар англи хэлээр яриулж дасгах нь зүйтэй.

Теле хичээлээс агуулгын давхцлаас нь “Food around the world” сэдвийг сонгож, хичээл төлөвлөсөн. Багаар ажиллах нь аливаа асуудлыг олон өнцгөөс харах, бие биенээсээ суралцах, хамтын шийдвэр гаргах, илүү үр дүнтэй бөгөөд багш сурагчдын бүтээлч хандлагыг идэвхжүүлэхийн тулд сэдэлжүүлж, дэмжиж, урамшуулж байх нь зүйтэй. Энэ сэдвийн хүрээнд сурагчид өөрийн болон бусад орны хоолны талаар мэдээлэл цуглуулж, ярилцаж, мэдлэгээ бусадтай хуваалцаж, англи хэлний ярих, бичих чадварыг түлхүү хөгжүүлж, хэлний хэрэглээгээ сайжруулах боломжтой.

Unit-9 “What are things made of” сэдвийн Self-check 9 дүгээр дасгалыг хосоор болон багаар ажиллаж, мэдээлэл солилцох харилцан ярилцаж ярих чадварыг хөгжүүлээрэй. Бичих чадварыг хөгжүүлэхийн тулд тухайн сэдвийн хүрээнд мэдээлэл цуглуулан энгийн болон ниймэл өгүүлбэрийн бүтцийг ашиглан тодорхой загварын дагуу өөрийн санааг бодлыг энгийн хэлбэрээр бичих замаар хөгжүүлнэ. Жишээ нь: Unit 8 “Saving the earth” сэдвийн хүрээнд сурагчид багаараа хамтран төсөл бичиж, өөрийн санаагаа бусадтай хуваалцах үйлийг энэ бүлэг сэдэвт тусгасан.

Гадаад хэл сурах хандлагыг төрүүлэх хүрээнд сурагчдыг хосоор болон багаар хамтран ажиллах, идэвхтэй оролцоо бүтээлч байдал зэргийг харгалзаж урамшуулах замаар үнэлэх нь зүйтэй. Хувь хүний өрсөлдөөнийг дэмжихээс зайлсхийх, бусад хүүхдэд бусдаас дутуу, юу ч чаддаггүй гэх зэргээр өөрийгөө үнэлэхээс урьдчилан сэргийлэхэд анхаараарай.

Багш сурагчдынхаа хүсэл сонирхол, хэрэгцээ, давуу болон сул тал, ялгаатай байдлыг харгалзан сургалтын үйл ажиллагааг зохион байгуулаарай.

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Lesson 1

Unit-6: Inventions Time: 2 hours

Aim

●to develop interest in and appreciation of English lesson●to develop and integrate the use of the four language skills i.e. Reading, Listening,

Speaking and Writing;●to revise and reinforce the Tele lesson learnt

Objectives

Listening – Listening to great inventions in the 20th century

Speaking – Talking about the 20th century inventions and gadgets/technology

Reading – Reading about communication devices

Writing – Writing an imaginary dialogue

Use of English

– Passive forms and by+agent

Materials Student’s book


Warm Up


Guessing from questions.Teacher will show his/her own cell phone and ask Ss.

– What is it and what do you know about it?

– When and where was it invented?

– What do you use it for?

Students will answer teacher’s questions and have a talk about cell phones. They can answer that It’s a mobile phone. I know a lot. It was invented 1973, in Manhattan.I use it for sending and receiving calls, text messages, e-mails, taking photos, listening to music…

Work Up

Teacher’s activities (10%) Students’ activities (40%)Teacher let them read the text about inventions and create interest in the text and activate Ss’ background knowledge on the topic. It is possible to use KWL charts. Before reading:KNOWAsk them to think about the topic.

– What do you know about inventions?

– What do you expect it to be about?

During the reading: WONDER

– Guide them to read text quickly to get the overall idea.

– Focus on the words that you don’t know and try to understand unknown words from the context first.

Pay attention to bold words.Most people would be lost today without mobile phones. Cell phones and other mobile devices are often the main ways that people keep in contact with each other, at any time and over any distance. Before the 1800s people communicated only by letters, which often would get lost. There were other forms of communication such as smoke signals and signal fires to send messages quickly from a distance. During the 1800s, a remarkable machine appeared that would revolutionize the world by making communication almost instantaneous. This machine was called telegraph. The telegraph was the predecessor to the telephone.The signals from this device would create dashes or dots, and could either be printed off or interpreted by ear. From this system of dots and dashes, the famous Morse code came about and was used to make meaningful interpretations that telegraph produced. The telegraph remained the prominent form of communication until the end of the 1800s when the telephone was invented.

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After reading: LEARNEDFinally allow Ss to react to what they’ve just read and known. It would be a good idea to talk about this new information with pairs.

It was one of those moments when the world changed forever. On March 10, 1876, Thomas Watson was staring at a strange piece of mechanical apparatus when he heard it speak the words that make history: ”Mr. Watson! Come here! I want to see you!” Those three short exclamations marked the moment when the telephone properly came into being, thanks to Watson’s colleague Alexander Graham Bell (1847-1922). Since that moment, a little over a century ago, the telephone has become one of the most commonplace inventions in the world.

Grammar RevisionAsk Ss to pay attention to the sentences with bold words. Explain the use of passive voice.We use passive voice when the most important thing or person becomes the subject of the sentence.

Ss pay attention to the sentences of the text.This machine was called telegraph. (Someone called this machine telegraph).The famous Morse code came about and was used to make meaningful interpretations that telegraph produced.The telegraph remained the prominent form of communication until the end of the 1800s when the telephone was invented.

Ask Ss – What is the text about? – What else do you know about inventions?

Let them write active and passive sentences using the table. Alexander Graham Bell invented the first telephone in 1876.The first telephone was invented in 1876.If we want to say who or what performs the action while using the passive voice, we use the preposition by.

It’s about mobile phones, and its development or how people communicated…Write the names of inventions and talk about it.

Who? What? When?

Alexander Graham Bell telephone 1876

Alexander Fleming antibiotics 1928

Who did- activeAlexander Fleming invented antibiotics.What was invented?Antibiotic was invented by Alexander Fleming.

Wrap up

Teacher’s activities (5%) Students’ activities (20%) – Which one is the greatest/most important invention?

– What would you like to invent?

– Why? – Is a new invention helping you/make your life easier?

Students can work in pairs or groups. Ask and answer questions then have a discussion about inventions and share to their classWrite the sentences from their conversation about old and new inventions using passive voice.

Recommenda-tion for teachers

Let ensure that your students are the ones that pick up authentic text outside the classroom, making them more effective learners.

Assessment Students’ self-assessment.

How can you do these things? Tick ( ) the columns.

I can … Very well Well Not wellname devices we use everyday

understand the main idea from the text

talk about inventions

use passive voice

describe an imaginary product

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Lesson 2

Unit 8: People and jobs Time: 2 hours

Aim

y to understand the main points in people talks describing qualities they need to do their jobs to develop and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing;

y to revise and reinforce the Tele lesson learnt y to understand the main points in people’s talks, describing qualities they need to do

their jobs

Objectives

Listening

y to listen to people, describing their jobs y to understand the main points in people talks

describing qualities they need to do their jobs y to understand short conversations about jobs.

Speaking y to talk about jobs and qualities y to give aopinions at sentences level to talk about

jobsReading y to read about people love what they do

Writing y to write about personal feelings and opinions

about jobs y to write longer sentences to make questions

Use of English y to use should/shouldn’t for advice y to use prepositions after the adjectives


Student’s book, PPT or flashcards with names of jobs, printed pictureы of a policeman, a shop assistant, a chef, a pilot/, papers and the recording of ex-2 a


Warm Up

Teacher’s activities (5%) Students’ activities (20%)Ask them:Someone who explores outer space. What does this person do?Someone who catches criminals.What does this person do? Someone who performs in movies.What does this person do?Someone who puts out fires. What does this person do?

Students can work in groups or in pairs.Play a game.“Who wants to be a winner”? Ss will work in groups and answer the questions. The group that can answer questions, will be the winner.

Work Up

Teacher’s activities (10%) Students’ activities (40%)Ask them to look at pictures and write the jobs and its definitions. The revision of grammarThe professional words in English commonly end in the suffix -er. There are also some other common suffixes related to professions. -or, -ist, -ianNote: This rule doesn’t always hold true. -er -ist cooker journalist teacher florist forester dentist-or -ian actor electrician director librarian translator musicianA forester is skilled in planting, managing and caring for trees.

Ss will look at the pictures and name and read jobs. Ask the teacher/use a dictionary learning the meaning of unknown words. Then volunteers from each group will give correct answers and check it together as a class.

a. a. firefighter 8b. a nurse 4c. a lawyer 11d. a pilot 3e. a waiter 14f. a police officer 2g. an accountant 13h. a doctor 9i. a secretary 1j. a journalist 7k. a chef 10l. an actor 12m. a manager 6n. a business person 5

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Recall names of job using “White board” game for checking the new vocabularies. Teacher will display/show a picture of jobs one by one.

Every student will be active and name the jobs that teacher will show.The group which can name the most will be the winner.

Teacher will give every group a paper to find the most common jobs that students want to be. Set a time limit. After time is up, call out a volunVteer from groups to present their findings. Teacher can give an example.

name of jobs quality

teacher -kindness-flexibility-leadership-calm demeanor-classroom management

Groups will divide the paper into two columns and write the jobs that they want to be on the first column and write qualities of their jobs on the next column. Then talk about the profession that they want to be in the future and discuss the qualities for the job and write.Students will ask each other:-How many jobs can they write? In order to answer these questions Ss ask each other “What would you like to be?” and write the answers down.After writing the jobs they will be able to find the answer to the next question.-Which one is the most common in your group?

Prepare the recording before the lesson. Teacher will give them a picture. (a policeman, a shop assistant, a chef, a pilot) Before playing the recording, set out the goals for students to find which one is describing the job the group has.During the listening they should make a short note.Teacher will remind them to listen carefully to get the main ideas for the first listening and play the recording 2-3 times according to the students’ listening ability.

Listen to the recordings and find which one is about the picture they have.Ss will listen and match the jobs to the qualities. Students will keep their attention on the task during the listening.

A policeman A shop assistant A chefA pilot

a. reliable and responsibleb. strong and determinedc. experienced and helpfuld. imaginative and sincereSs will share their opinion on “Why do these people like their jobs?”.

Teacher will ask some questions.- How old was she when she graduated from her school?- What did her father tell her? - Why does she love her job?- How long has she been working at the Opera House?Teacher will write the following questions with some underlined words. ex-5

Answer the teacher’s questions.There are given concept questions to help students to understand some adjectives. - What are you good at?- What qualities should firefighters have?- What is he keen on?- Does teacher need to be good with children, polite to parents but how about a policeman?

Teacher will explain how to use -adjective+prepositiongood at/withkeen onpolite to angry with someoneangry about something…-should/shouldn’t for advice

- What should/shouldn’t you do to get your dream? -What subject should you select to be …?

should/shouldn’t for adviceYou should get more information about it.You shouldn’t waste your time.

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Help them to reinforce new words and if possible, tell them some words. different from/to, bad at, angry with/about

Ss will choose right prepositions after the adjectives.good at, excited about, nice to, be keen on, be proud of, be interested in, pleased with, afraid of, famous for

Encourage pairs to keep interaction by asking and answering questions. During the activity teacher will go around the class and encourage them to keep interaction by asking and answering questions. It’s possible to use as an assessment of speaking and writing skills.

Ss will have discussions on the topic:-“What are the top most in-demand jobs in the class/in Mongolia/ the world?”, -“What will you do for yourself/your country?”The teacher will share their ideas with the students and advise them what they should/ shouldn’t do to be a good one, how to choose a profession and which is correct to follow their interest, talent, social needs or the salary…

Wrap up


Encourage students to write an essay related to the topic of the lesson. Help them and correct the mistakes if they have.

Write a short essay about yourself and what you would like to be.


This lesson is focused on improving speaking skills. If they make mistakes, when they share their ideas, don’t interrupt them. This is independent from the grammar and vocabulary we use in real life, so should be kept separate from pure language input in the language classroom.

Assessment

Student’s self-assessmentUse rubrics to measure four skills and using EnglishTeacher’s assessmentAt the end of the lesson teacher will test students with a few tasks.1. Answer the questions.

-What should you do to get your dream job?-Why are you proud of your friend?-What is your country famous for?

2. Write 5 names of jobs and 2 or more qualities for each job.3. Write 2 sentences using “adjective+preposition”


I can … Very well Well Not well

listen and understand people’s jobs and qualities

talk about jobs with friends

describe a person’s characters and behaviours

write an essay about job

use should/shouldn’t for advice

use prepositions after the adjectives

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Lesson 3

Unit 10: Making plans Time: 2 Hours

Aim y to develop and integrate the use of the four language skills i.e. Reading, Listening,

Speaking and Writing; y to revise and reinforce the Tele lesson

Objectives

Listening Listening to different people talking about how do they plan things

Speaking Talking about the kinds of things you use for planning

Reading Reading about different ideas for project

Writing Writing a plan

Use of English

To be going to

Materials Student’s book, a paper, coloured pencils or marker


Warm Up


Ask the questions – What are you going to do next weekend?

– Have you ever made a plan for your activity?

– What do you usually use for your plan?

Answer teacher’s questions and have a talk about the activities they are going to do.

– I’m going to visit my grandparents and help to plant trees.

– Yes, I’ve/No, I haven’t. – I use a calendar.


Work Up

Allow them to work in pairs. Let them do exercise 2 and 4.-Which one is the best thing to make a plan? -Why?When they connect the words, ask them.-What will you do?-What are you going to do next weekend?

Before matching the words to the pictures, students will put the pictures in order, from the most important. Connect the words then make sentences.I will plant trees next weekend. I plant trees every spring. I’m going to organize a fundraising event next weekend, to improve the situation of the elderly.

Grammar RevisionWe usually use Future tense/to be going to/ present continuous tense when we talk about plans.Future simple refers to a time later than now and expresses facts or certainty.To be going to We use it to talk about future plans and intentions. Usually the decision about the future plans has already been made.Present continuousWe usually use it for arrangements.

Future simpleEx: My friend will come tomorrow.It will rain in two days. To be going toI am going to buy some books next week.My hands are dirty. I am going to wash them. Present continuousI am going to the dentist on Monday.His classmates are having a party next weekend.

Ask them to take a note while asking questions to their partners.

Ask each other their plan and write down the activities.

You Your partnerto see a movie with friends to feed the birdsto bake cookies and cakes … to go hiking with my

family …

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Making a plan for weekend activities

Tell them -What should they do to make a plan?

-What would you like to do?For example:Our group chose to plant trees. Planting trees decreases air pollution and produces oxygen. We can plant them in the yard of our school. Some of us will bring shovels, dig holes, water them and others will help. Every month we will take care and water them. …

Work in groups.Students will be able to choose an activity from exercise 5a or they can do on their own. Choose an activityTalk as a group which activity is important?The reasonWhy are you choosing it?Place for activityIs the activity indoor or outdoor?The role of activityWho will be able to do what?The resultCan contribute to reducing air pollution.The presentationEach group will introduce their plan for the weekend.

Encourage them to use creative methods and be active. Help them with vocabulary if necessary

They can write, draw or use other creative methods to make weekend plans.

Wrap up


Ask some questions. If there is any mistake, the teacher will correct it.

Each group presents their weekend plan. Have a discussion and share their own ideas.

Assessment Student’s self-assessment


I can … Very well Well Not well

listen for understanding main and detailed information

talk about my future pans

read and understand other’s plan

write my holiday plans

use different future forms


y 10 дугаар ангид сурагчдад англи хэлний хичээлийн бататгах мэдлэг олгохдоо сонсох, ярих, унших, бичих чадвар болон хэлний хэрэглээг хөгжүүлэхэд анхаарна уу.

y Гадаад хэлийг өдөр тутам хэрэглэж, давтахгүй бол амархан мартагддагаараа бусад судлагдахуунаас онцлогтой учраас эхний хичээлийг орохдоо сурагчдыг идэвхжүүлэх, англи хэл сурах сэдэл төрүүлэх зорилгоор ‘Why we learn English?’ сэдвийн хүрээнд англи хэл сурах ач холбогдол, арга барил, англи хэл сурахын тулд ямар төлөвлөгөөг яаж гаргах вэ гэдэг талаар мэдээлэл өгөөрэй. Гадаад хэл сурахад юуг анхаарах, ямар давуу талтайг сурагчдад сайн ойлгуулах нь цаашид хичээлдээ идэвхтэй оролцох боломжийг бүрдүүлэх нэг нөхцөл болно. ‘Why we learn English?” хичээлийн арга зүйн санааг 12 дугаар ангийн хичээл төлөвлөлтөөр жишээ болгосныг багш, сурагчдынхаа түвшинд тохируулан хэрэглэх боломжтой. Хэрвээ шууд англиар ярихад сурагчид ойлгохгүй бол тухайн хичээлийн арга

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зүйгээс санаа авч, шаардлагатай үед монголоор тайлбарлаж өгч болно. Учир нь эхний хичээлд сургалтын уур амьсгалыг зөөлөн, эерэг (ice break) болгоод, дараа нь аажмаар англи хэлээр яриулж дасгах нь зүйтэй.

y “People and jobs” бүлэг сэдвийн хүрээнд ярих чадварыг сайжруулах зорилгоор сурагчдын хэрэгцээ, сонирхолд нийцүүлэн, 20/80-ын зарчимд тулгуурлан сурагч төвтэй сургалтын аргаар хичээлийг төлөвлөсөн. 10 дугаар ангийн сурагчдын хувьд ирээдүйд эзэмших мэргэжлийнхээ талаар мэдээлэл олж авах боломжийг энэ сэдвээр дамжуулан өгөхийг зорилоо. Багш хичээлийн явцад сурагчдын санал бодлоо чөлөөтэй илэрхийлэх боломжийг бүрдүүлж өгөх нь чухал.

y “White board” тоглоомын аргыг багш ямар ч хичээл дээр хувиргаад ашиглах боломжтой. Тодорхой зорилгоор бичих зүйлээ төлөвлөж, бичиж, засан сайжруулах замаар өөрийн санааг бичгээр илэрхийлж, бичих чадварыг хөгжүүлнэ. Жишээ нь: “Making plans” сэдвийн 5 дугаар дасгалаар сурагчид багаараа ажлын төлөвлөгөө гаргаж, хамтдаа бичиж, бусадтай хуваалцах замаар хөгжүүлэх боломжтойг зөвлөж байна.

y Гадаад хэл сурах хандлагыг төрүүлэх хүрээнд сурагчдыг хосоор болон багаар хамтран ажиллах, идэвхтэй оролцоо бүтээлч байдал зэргийг харгалзаж урамшуулах замаар үнэлэх нь зүйтэй. Багш сурагчдынхаа хүсэл сонирхол, хэрэгцээ, давуу болон сул тал, ялгаатай байдлыг харгалзан сургалтын үйл ажиллагааг зохион байгуулаарай.

y Мэдээллийг дотоод мөн чанар, учир шалтгаанд нь сэтгэж харьцуулан ойлгох чадвар хангалтгүй байгаа учир асуудал дэвшүүлэн шийдвэрлэх хэд хэдэн аргатай дасгал даалгавар өгч ажиллуулаарай.

y Багш сурагчдынхаа хүсэл сонирхол, хэрэгцээ, давуу болон сул тал, ялгаатай байдлыг харгалзан сургалтын үйл ажиллагааг зохион байгуулаарай.

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11 дүгээр ангийн хичээлийг бататгах агуулга, арга зүй

Lesson 1

Unit 7 Holidays Time: 2 Hours

Objectives – to develop and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing and talking about different holidays around the world.

– to revise and reinforce the Tele lesson learnt

Materials Pictures of celebrations and holiday, student’s book, Tv, Tele -lessons of E-content

Content and classroom activities and Methods

Students’ activities Teacher’s activities

Context3W- Model

Warm Up

1. When the teacher sings a song suddenly in class, maybe the students will be surprised. It will warm up for students.2. Students answer the teacher questions and ask each other. Students get ready to work in groups.For example: New year is popular in the world.

Pai

r w

ork

and

dis

cuss

ing,

min

d m

appin

g 1. The teacher sing song about “happy birthday to you”

2. The teacher will ask following questions from students (Page 105)

3. What holidays and celebrations are popular in the world? 2, 3, 4

The students will put the phrases under pictures.

The teacher will show pictures of holiday and celebration

ContentHappy anniversary! Thanks for coming. It’s lovely, thank you very much. Happy birthday! Congratulations! I hope you'll be very happy! Good luck! Best of luck for the new year! Trick or treat! Happy Halloween, Tsagaan Sar! Children dayValentine’s day,Tsagaan Sar/ White Moon, International women’s dayEaster day, Naadam, Birthday

y Where is your brother’s wedding ceremony taking place? y When do your friends celebrate Halloween parties? y What was your special birthday present ever? y Who do you go to a fancy ball with? y How would you feel if you celebrated New Year's party in Africa? y Why do you wish good things to each other on Tsagaan Sar?

Work Up

Student will fill in mind mapping gaps the following questions: When, where, what, how do people celebrate? Use mind mapping activity work in group and brainstorm ideas.ListeningStudents will listen, check and repeat. (3a).Read three plans and answer. What do these plans have in common?Read again and complete the chart. (3b)Write sentences using prompts. (4b, page 106)

Read the 3a and complete the chart 3b and answer the questions.What are they celebrating?Where are they celebrating?Who are they celebrating with?When are they celebrating?

Gro

up w

ork

, pai

r w

ork

, w

ritin

g e

ssay

s by ha

mbur

ger

met

hod. Mind mapping. (focusing on speaking skills,

students centered)Divide the students into 4 teams. Drive a mind mapping diagram.For example: Mind of holidayGive guiding questions such as;What holidays are going to be held soon?Do you know how to celebrate Halloween?Give the students some materials about each holiday and ask them to find out suitable and useful information to answer the given questions.The teacher has an observation on the sheet and uses certain criteria to check the performance.

Teacher gives feedback for the activity by using an oral assessment. The teacher will explain about how to use present continuous in sentences. 4a and the same as, different from, (not) as…as

y New year’s day is as important as the birthday.

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ListeningListen to the radio programme. What celebration are they discussing? And tick the country and activities.Students write sentences using prompts. My brother is taking the exam next week.Exercise 4bStudy the sentences and match(1-3 to a,b,or c.)

SpeakingIn pairs, tell each other how to celebrate your birthday.Tell differences and similarities about your last birthdays. Think about.guests- gift-food- activities you have doneFor example: This year my birthday was a little bit different from last year’s A birthday cake this year was not as big as last year’s. Food was the same as last year’s

y Japanese birthdays are different from Mongolian birthdays.

Use of English

Fill in who, what, where, why and how. Then answer.1…………… do you celebrate your birthday?2……………. do you celebrate Valentine’s day?3…………….is Tsagaan Sar an important holiday in Mongolia?4……………. do Mongolians celebrate Naadam?5………….. do people celebrate the Tulip festival?6…………… do people do it on New year’s Eve?

Wrap up

WritingIntroduction: When and where did you celebrate it?Paragraph 1: What did you do before the birthday party?Paragraph 2: What did you do during the birthday party?Paragraph 3: What differences and similarities were between this and last year’s birthday?Conclusion: How did you feel about the birthday party?Begin with I usually celebrate my birthdays at home with my family and friends…

Ham

bur

ger

met

hod

The teacher will show the vocabulary mind mapping to the students.Wear birthday hat-DPlay gamesDecorate the houseMake/buy a birthday cakeWrite invitationsDance and listen to musicOpen presentsBlow out candles on the cakeSay best wishesPrepare foodTeacher will explain how to write 3 paragraphs short essays using the hamburger method.

Home work

Write a description of the Halloween party you ever attended by hamburger method. Introduction: What celebration was it?Paragraph 1: When and where it took place?Paragraph 2: What activities were done?Conclusion: How were your feelings?Begin with I have participated in the Halloween party…….

AssessmentWill use rubrics to measure four skills and using EnglishStudents self-assessment and teacher’s assessment.

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Lesson 2

Topic: Celebration Time: 2 hours

Method Task-Based (TBL)English lesson Focus on speaking skills)

AimThe following is an example of a task-based lesson having speakingdevelopment as one of its main purposes

Task sequenceTask-based speakingThis is a speaking lesson on the theme of organizing a celebration. Students, in groups, will plan a celebration.

Pre-task

Introduction to topic and tasks (10 min)

AimTo introduce the topic of celebrations and to give the class exposure to language related to them. It is important to highlight new words and phrases

PrimingShow students the pictures of a celebration. For example, photographs of the family celebrating Christmas or someone’s birthday.

Tell how the celebration went. Use the pictures to provide as many details as possible.

When you finish sharing your personal experience, distribute a card with the following questions and have students answer them:

y When was your last family celebration? y Which are some of the special occasions you celebrate with family

or friends? y What is your favourite celebration with friends or family? y What was the last celebration you had with your family or friends?

How was it? y What details make a celebration a success? y Do you remember an especially happy celebration with friends or

family? What happened?

While-task and Task cycle

Task (10 min)Planning (40 min. Keep in mind the task involves writing) Tasks may take longer to prepare

Report (8 min. per group)

In group Group work

Tell students, in groups of four, that they will plan a celebration including all aspects around it like invitation cards and/or a newspaper article to report all the facts about the celebration. Give some minutes to think it over. The groups discuss possibilities for a celebration, brainstorm vocabulary (e.g. kinds of celebrations, objects used for certain celebrations). Give rubrics at this point so students know how they will be assessed (for rubrics on this lesson). Teacher monitors and answers questions.

Students in groups plan the chosen celebration. For example, Christmas, Halloween, birthday, or 4th of July. Students prepare to report. It is advisable to check how roles and assignments are distributed within the group. Everybody needs to be involved. Accuracy is important, so the teacher stands by and provides feedback to each one of the groups. Homework is to be ready to report to the next class.

The classroom is divided. Each group is assigned a place in the classroom to decorate and provide the environment for their celebration. Students present, classmates listen and participate in their celebration. They can ask after the presentation. Teacher gives feedback on the content and quickly comments. Students vote and choose the best celebration.

Task with Processes and Requirements

IntroductionDo you like celebrations? What is your favourite celebration? How do people around the world celebrate major holidays? Now it is time to organize your own celebration for the class

TaskIn groups you are going to organize your own celebration. Decide what you want to celebrate and invite your classmates to attend this magnificent event.

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Procedure

In groups decide the celebration you want to have (wedding, anniversary, Mother’s Day, Father’s Day, Saint Valentine’s, New Year’s, etc.). Organize all the aspects to consider in order to make this celebration a success. The following is a list you need to bear in mind when planning: a. Write an invitation. b. Write a newspaper article about the details. c. Organize an activity to do during the celebration. d. Bring and explain some dйcor and food. For example: Thanksgiving: Turkey and orange colours.

ConclusionVote for the best celebrationMake a chart comparing and contrasting all the different celebrations.

Language focus

Analysis (10 min) Practice

Write sentences given by students on the board. Highlight language you want to address. Students review phrases in context and take notes of the language they need.

Option A (in the classroom). Exit card: in pairs. Each student asks two questions about one of the celebrations. Option B (at home). Teacher assigns homework to practice new words or structures.

Evaluation

1.Students complete the Task Evaluation Form 2. The evaluation form considers previous stages and desired outcome. 3. Teacher uses a rubric to evaluate students’ outcome.


A TBL (Task-Based Learning) framework focuses on language acquisition and learning through different tasks that pursue a goal. When carrying out the tasks, learners do not concentrate on language features, but on reaching their goal. Learners are engaged in each one of the tasks since life experiences and previous knowledge support learning. Language is used in everyday life and accounts for students’ interests.

Students are autonomous and teachers monitor and facilitate learning or language acquisition. Learners are given clear guidelines and make decisions on roles and how to present the final result. After the task completion, language should be analyzed. This analysis is done by using examples from the tasks performed. Students will be required to do some kind of practice in or outside the classroom. Since there are many kinds of tasks, classes are varied, which increases students’ motivation. Finally, language is used for communication.

However, the difficulties of following a Task-Based Learning approach lay in teachers’ and students’ attitudes. Practitioners need to be prepared to use language as a means not as an end. Also, teachers have to differentiate real tasks from mere class activities. This differentiation may take time, especially if one considers the fact that many class activities look like tasks; for instance, role plays.

A role play is a task only if students have a clear goal and during the interaction there is a kind of negotiation of meaning. A role play is not a task if students only recite a part of a conversation. There is only language learning if students are using language to reach their communicative purposes. The last criticism of a Task Based approach is the apparent lack of focus on grammar. As has been stated and seen in the lesson plan provided, there is a focus on form; it is just not the main point and it is influenced by the students’ needs. Task-Based Learning is a new style of having students perform goal-oriented activities which demand real purpose, sequence and grading. Task-Based Learning (TBL) is a new way of having students use the language according to their communication needs.

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Read the following sentences and check (√) yes, no or sometimes.

Aspect Yes No Sometimes1. Goala. I reach the task outcome __________________b. I provide information about________________c. I know all the aspects around_______________d. I ask and answer about____________________e. I understand all the information about a ______2. Task performanceDuring the task cycle:a. I had problems with vocabularyb. I had difficulties understanding what my classmate was sayingc. I had difficulty expressing my thoughtsd. I forgot expressions related to _______e. I was relaxed3. Interactiona. I liked working in groupsb. I prefer working individually4. Language focusa. I used new vocabularyb. I used the grammar I neededc. My classmates provided language support when neededd. My teacher provided language support when needede. I learned new grammar, vocabulary and/or expressionsf. I had the right amount of time to do my task5. In the futurea. I would like to be assigned similar tasksb. I would like to do a task having the same topic but differentoutcomec. I want to place emphasis on:Writing Speaking Vocabulary Reading Listening

Rubrics for a Lesson about CelebrationsName ______________________________________ Date ___________________

Beginning 0-1 Developing 2 Accomplished 3 Exemplary 4

Visual - art Sloppy, used pencil/ pen. Hard to see and/or read. Not very creative or appealing.

Project is somewhat neat, but needs work. Words are not easily read and more colour is needed to catch the eye of the reader.

Project is very neat, but the organization is not as good as it could be. Words were readable and neat. Project is mostly creative and appealing.

The project is neat and orderly. There are many visuals and an excellent text for cards and newspaper articles. The information is easy to read. Everything is creative and appealing.

Task design Students did not plan any celebration.

Students are still planning their celebration

Students planned most of the aspects of the celebration.

Students planned the celebration.

Coverage of topic (invitation card, newspaper article, party decor)

Includes few or none of the required aspects

Includes many of the required aspects

Includes most of the required aspects

Includes all required aspects

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Class time Did not use time to focus on the project or often distracted

Used some of the time well. There was some focus but occasionally distracted.

Used time well. Usually focused on projects and never distracted.

Used time well. Always focused on a project. Never asked to get to work.

Participation and preparation

There is not any activity prepared.

Only a few members of the group participated. It was somewhat prepared, organized and creative.

Most of the students were involved. It was very organized, creative and prepared.

Everybody was involved in the activity. It was very organized, creative and prepared.

Task-Based lesson plan framework

A framework for designing task-based lessons (Ellis, 2003)

Pre-task Framing the activity (e.g. establishing the outcome of the task) Regulating planning time Doing a similar task

Introduction to topic and tasks Teacher explores the topic with the class, highlighting useful words and phrases. Learners may be exposed to examples

During task Time pressure Regulating topic

Task Planning Reporting

Students do the task in pairs or small groups. Teacher monitors; mistakes do not matter.

Students prepare to report. Accuracy is important, so the teacher stands by and gives advice.

Students exchange or present reports. Teacher listens and then comments.

Language focus

Analysis Practice

Students examine then discuss. Teacher conducts practice of new words.

Post-task (Focused communication activities)

Number of participants Learner report Repeat task Reflection

Assessment stage 1. Students complete the Task Evaluation Form 2. The evaluation form considers previous stages and desired outcome. 3. Teacher uses a rubric to evaluate students’ outcome.

Lesson 3

Unit 9: Climate and environment Time: 3 hours

Method Integrated Skills CLIL

Aim to revise and reinforce the Tele lesson “Climate and environment”

Objectives

– to teach about important environmental issues: recycling, saving water and pollution. A collaborative project asks students to prepare a presentation on pollution.

– to develop students content knowledge about environment to foster four skills – to increase environmental awareness of natural realm around us

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Teaching objectives Learning outcomes

Content y The environmental issues and climate

Content y Students acquire the

vocabulary related to the environment issues

y Students become acquaintance with pollution

Cognition (functions)Put your ideas about recycling, energy or water into a diagram like this, and use the text below as a model to prepare presentation

Cognition y Students will be able to

describe the environmental issues and climate.

y Make a presentation on how these places can become more environmentally friendly.

Communication Language of learning

Topic specific essential vocabulary and grammar y Should/shouldn’t y Must/mustn’t y Who/that

Lesson stages Content and Classroom activities Methods

Reading skills Students activities Teacher’s activities

Pictures

Pre-reading stage and Brain-storming

y In groups, the students work together to make sense of the pictures and guess what the text will be about.

y The representative of each group takes turns presenting their ideas

y The teacher provides pictures related to the topic of the text.

y The student gets secretly the first word or concept from the teacher.

y The student draws a picture representing the term or concept.

y When their group correctly identifies the word or concept within the time limit, they get a point

y To prepare students for the topic and vocabulary of the reading activity, the teacher may use the Pictionary activity

y The teacher creates a list of vocabulary terms or concepts relevant to the current topic related to weather.

y The teacher asks one student from each group to come to the board.

PictionaryDraws a picture

Cloud of words

y Then, the teacher provides a cloud of scattered words (relevant and irrelevant words to the text)

y They try to identify which ones of these words the learners will find in the text (they may use their dictionary).

y To prepare students for the topic of the text and the vocabulary they are going to encounter.

y The teacher provides the title of the text and learners work together in groups to make guesses about the topic.

Guessing game

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drizzle, hurricane, breeze, hail, sleet, frost, bluster, shower, downpour, blizzard, gale, thunder

... ... ...

... ... ...

... ... ...

... ... ...

While- reading activities

Ski

mm

ing a

ctiv

ity

-Students read only the first paragraph and the last paragraph of the article. They then work in pairs to discuss the guessed-at contents of the piece. Read the text. Is the text about….? A. Types of weather B. Types of rainThere are several ways of describing the weather. You need to describe the amount of sun, the strength of the wind and the temperature. There are also possibly one or two other aspects to think about.The first thing many people describe is the sun. They say if the weather is sunny or not. When there are a lot of clouds the sun’s light is stopped from reaching the surface of the Earth. When this happens it is said to be dull.Next people think about precipitation. This is the amount of rain, hail, sleet or snow. Very light rain is called drizzle while very heavy rain is a downpour. If it is raining a lot of people say they get soaked, which means very wet. Precipitation does not need to be liquid water. It could be solid ice and fall as hail or as ice crystals and fall as snow. Sleet is rain that has not fully turned into snow. The wind would be described as either a breeze, which is a weak wind, or a gale, which is a very strong wind. Then the amount of sun and wind affects the temperature. If it is dull it will be cooler than if it was sunny. If there is a strong wind it will feel colder than if there was no wind. A cold temperature would then influence the precipitation: if it is below zero degrees Celsius the rain will freeze and become snow.The final types of common weather are mist and smog, both of which form in the air and stop people from seeing very far. Smog is caused by pollution, while fog is due to water vapor being in the air.

Sca

nnin

g a

ctiv

ity

-Several content-specific questions are written on the board before students receive the text. Students read through the text and answer the True or False (p122, Ex-3b)Example:

y The sun, precipitation, wind and the temperature are main. T F

y When sunlight can’t reach the earth, the weather will be sunny. T F

True or False

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Post-Reading

Spea

king

ac

tivity

In pairs, take turns to ask and answer the questions. – What’s the forecast for tomorrow? – How much do you trust the weather forecast? How often is it wrong?

– Have you ever experienced extreme weather? – Have you ever had your holidays ruined because of bad weather?

In pairs

List

enin

gListen to the radio reporter. Is she talking about A. Climate changes or B. weather forecast? Then complete the chart.

Country Weather Clothes.

Mongolia…. ……… ……….

………. …………. ………..

……… boiling …………….

Spea

king

Present the weather forecast as a TV reporter.Ex: I am Undraa and welcome to the weather forecast…..

Group work and presentation

Spea

king

– Do you think the weather is changing? If so, why do you think so?

– Do you think that climate change can affect the economy in a country?

– How much do you know about the environmental problems that face the world or your country today?

– How will our future be affected by environmental problems?

In pair work and discussing

Vocabulary builder

Now match each of these words to its definition. Can you write the translation of the word?1.climate 2. deforestation 3. Greenhouse effect 4. Greenhouse gases 5. global warming 6. acid rain 7. soil erosion 8. Pollution

English words Mongolian translationa) Rain contains acids that form in the

atmosphere when industrial gas emissions combine with water.

b) the damage to soil, water, or the air by harmful substances such as bacteria, chemicals and waste

c) When the soil is overused

d) A gradual rising of earth’s temperature caused by greenhouse effect

e) Gases in the air that trap energy from sun

f) Changing temperature, rainfall, and wind over a long time which causes drought or flooding

g) Warming of earth’s surface and the air above it.

h) The cutting, clearing, removing of forest for farming or building

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Collaborative projects

Work in groups of three. Make a presentation on how these places can become more environmentally friendly.One of you will talk about recycling, one about saving energy, and one about saving water. Share your ideas to complete the table

Presentation method

Recycling Saving energy Saving waterSchool Papers,

cans, bottlesTurning off lights Turn off

tapsHotelSport centerSupermarketForest

Put your ideas about recycling, energy or water into a diagram like this, and use the text below as a model to prepare your presentation.

For example: This is a presentation about pollution. We must reduce pollution if we all work together. Schools should provide a school bus so that people must not use their cars, and can provide organic food in the canteen. Hotels shouldn’t wash towels that guests haven’t used, and they can provide a bus to collect people from the airport, so that they will take fewer taxis. Sports centre’s can make sure that they use environmentally-friendly detergents. Supermarkets should provide recycled shopping bags. Offices can take old computers to be properly and safely disposed of. You must not fire in the forest.

AssessmentPeer testing Put the presentation and change each other’s work. Comment on your partner’s paper

11 дүгээр ангийн бататгах хичээлийн агуулга, арга зүйн зөвлөмж

11 дүгээр ангид сурагчдад англи хэлний хичээлийн бататгах мэдлэг олгохдоо сонсох, ярих, унших, бичих чадвар болон хэлний хэрэглээг хөгжүүлэхэд анхаарна уу.

Гадаад хэлийг өдөр тутам хэрэглэж, давтахгүй бол амархан мартагддагаараа бусад судлагдахуунаас онцлогтой учраас эхний хичээлийг орохдоо сурагчдыг идэвхжүүлэх, англи хэл

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сурах сэдэл төрүүлэх зорилгоор ‘Why we learn English?’ сэдвийн хүрээнд англи хэл сурах ач холбогдол, арга барил, англи хэл сурахын тулд ямар төлөвлөгөөг яаж гаргах вэ гэдэг талаар мэдээлэл өгөөрэй. Гадаад хэл сурахад юуг анхаарах, ямар давуу талтайг сурагчдад сайн ойлгуулах нь цаашид хичээлдээ идэвхтэй оролцох боломжийг бүрдүүлэх нэг нөхцөл болно. ‘Why we learn English?” хичээлийн арга зүйн санааг 12 дугаар ангийн хичээл төлөвлөлтөөр жишээ болгосныг багш, сурагчдынхаа түвшинд тохируулан хэрэглэх боломжтой. Хэрвээ шууд англиар ярихад сурагчид ойлгохгүй бол тухайн хичээлийн арга зүйгээс санаа авч, шаардлагатай үед монголоор тайлбарлаж өгч болно. Учир нь эхний хичээлд сургалтын уур амьсгалыг зөөлөн, эерэг (ice break) болгоод, дараа нь аажмаар англи хэлээр яриулж дасгах нь зүйтэй.

“Celebration” “Task-Based (TBL)” болон Lesson 3 “Climate and Environment“ бүлэг сэдвийн хүрээнд (Integrated Skills CLIL) сууриласан хичээлээр англи хэлний ярианы болон унших чадварыг түлхүү хөгжүүлэхэд чиглэж, ахлах ангийн сурагчдад шинжлэх ухаанч арга барилаар хандаж мэдээлэлтэй харилцах, гадаад хэлний мэдлэгээ бүтээлчээр хэрэглэх арга барилд суралцах чадварыг эзэмшүүлэх хичээлийн арга зүйн санааг төлөвлөсөн. Энэ хичээлийн санааг өөр сэдэв дээр дэлгэрүүлэн ашиглахыг зөвлөж байна. Гадаад хэл сурах хандлагыг төрүүлэх хүрээнд сурагчдыг хосоороо болон багаараа хамтран ажиллах, идэвхтэй оролцоо бүтээлч байдал зэргийг харгалзан үзэж багш суралцагчдыг урамшуулах замаар үнэлэх нь зүйтэй. Багш сурагчдынхаа хүсэл сонирхол, хэрэгцээ, давуу болон сул тал, ялгаатай байдлыг харгалзан сургалтын үйл ажиллагааг зохион байгуулаарай.

Гадаад хэлний судлагдахуунаар ухагдахуун, ойлголтыг ижил төстэй шинжээр нь ангилах, гол шинжийг нь олох, ухагдахуун нэр томьёог тодорхойлох, логик чадварыг төлөвшүүлэх даалгавар хийлгэх

Санаагаа илэрхийлэх тухайд, өөрийн үгээр оновчтой ярих үйлд чиглүүлэх, шинжлэх ухааны нэр томьёо, мэргэжлийн үг хэллэг ашиглан тодорхой дэс дараалалтайгаар санаагаа илэрхийлэх, “ба, бөгөөд, гэвч, учир” гэх мэт холбоос бүхий нийлмэл өгүүлбэр хэрэглэн ярьж тайлбарлуулах үйлийг хийлгэх

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Lesson 1

Lesson topic Why we need to learn English? Time: 2 hours

Aim and Objectives To Promote Students’ Motivation to Learn EnglishTo develop speaking and reading skills

Stage 1 Why we learn English?

Communicate the World y 400 million people around the world as a first language the official

language of 53 countries

Open up opportunities for you y Chances of getting a good job y The world’s best universities y Travelling overseas and others culture

Opens up your world to knowledge y Get the world’s biggest news fast and step up ahead people y Read world’s greatest literature and get information y Improves your memory then can protect your brain as you get older

English is used everywhere, it has become the LANGUAGE of international communication

English is used in y Politics, international relations (politicians, diplomats) y Trade (business, businessmen) y Science (scientist) y Olympic game, sport/sportsmen y Tourism (tourist, guides) y Internet (computer programmer and, web developer)

The mind map Discuss in pairs: why a lot of people all over the world learn English and why English has taken the position of the world language.

Stage 2 What are the best ways of learning English nowadays?

y First you need to make English studies plan in your own y To work with your learning style y To put yourself in situations where you have to use English y To choose English course or self-study English

Before start you have to set your English learning goals

Set specific goals at least for one year y Pass TOEFL/ IELTS exam and Academic English y Set a realistic long-term goal.

For example: y One year or within six months, I want to be able to speak with my English

teacher or native speakers.Set short-term goalsFor example:

y To learn 100 new words per week y To practice speaking with a native once a week etc

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Whatever your goal is, once you set it you need to stick to it!

-Both short term and long-term goals by SMART must be madeShort term goals are goals that can be reached in 1-2 weeks.For example:

y Learn 50 new words in English. y Learn to say and write the parts of the body y Learn to write a complete paragraph with 5 sentences. y Learn to say and write the days of the week or months of the years.

Set learn study SMART goals by students

Whenever you set an English goal, you should make it SMARTWork with group or pair and set their learning English goals

A goal without a plan is just a wish

SMART Broad goal – I am going to America Specific (Зорилго нь тодорхой)– I will use role plays to improve my situational conversation skills in English

Measurable (Хэмжигдэж болохуйц) – I will use my phone to record practice dialogues of myself and a partner speaking in English

Achievable – (Хүрч болохуйц) We will record one dialogue per month to give us time to meet and prepare

Relevant – (Бодит нөхцөлийг хангасан) I will choose 12 common situations in English to base the role plays

Timely (Цаг нь тодорхой болсон) – I will set a deadline of one year before my plans to before going to America.

Summarize Summarize all new facts you have learnt about the English language.

SMART Goals sample for a week by choosing topics

SMART specific measurable attainable relevant time-bound

I will improve…my … skills

Зорилго нь тодорхой

Хэмжигдэж болохуйц

Хүрч болохуйц Бодит нөхцөлийг хангасан

Цаг нь товлогдсон

Listening skills

I will understand when the teacher talks about the range of the topic “Environment” without difficulty.

I will listen 5 conversation about the range of topic “Environment”

I will listen one dialogue everyday about the range of topic “Environment”

I will listen one dialogue everyday about the range of topic “Environment” from ‘One minute listen site’

I will understand when teacher talk about the range of topic “Environment” without difficulty after one week

Speaking skills

I want to talk with teacher or/ native speakers without difficulty(the range of topic ““Environment”” without any other help

I will learn by heart five dialogues about the range of topic ““Environment””

Be able to put a two-minute presentation the range of topic ““Environment”” in my English class/

“I want to speak little faster when I meet native speaker(the range of topic “Environment”)

“I want to speak faster when I meet native speaker after one week(the range of topic “Environment”)

Reading skills

“I want to be able to read at 300 words per minute.(range of topic Environment)

I will read a one text in English every day by counting words (the range of topic “Environment”)

I will give to read a 3 text in English to my friend (the range of topic “Environment”)

“I want to read faster in class without difficulty.(the range of topic “Environment”)

“I want to be able to read at 300 words per minute after a week.(range of topic ““Environment”)

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Writing skills

-Write email in English to my teacher without any help (range of topic “Environment”)

I will write five sentences in English every day(the range of topic “Environment”)

Learn to write an English small essay including 100 words (the range of topic “Environment”)

I will read someone’s email from internet(the range of topic “Environment”)

-Write email in English to my teacher without any help after a week(range of topic “Environment”)

Vocabulary “I will be able to write compound sentences using for”, “and”, “nor”,” but”, “or”, “yet” and “so “

“I will learn 5-10 new words every day(the range of topic “Environment”)

I aim to add 10 new words to a vocabulary list every week

I want to have enough vocabulary related to be able to talk and write email to someone

Learn 50 English new words in one week(the range of topic “Environment”)

Grammar “I will be able to write compound sentences using “for”, “and”, “nor”,” but”, “or”, “yet” and “so

Study English grammar for 30 minutes every day

Learn one English grammar point each week

I am going to pass grammar test in past simple tense

Learn three 2 grammar every day from February to April

Lesson 2

Aim:Time: 2 hours

Write informative/explanatory text to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content.

Objectives:

y To improve student’s useful vocabulary related to natural zones. y Students will read articles about topics related to topics and develop the reading,

writing, speaking skills and mindset.Students have opportunities to share their opinions on reading text

Lesson stage Content and Classroom activities Methods

Warm-up

Pre-reading stage and Brainstorming "Wonders of Mongolia"

Pictures – The teacher provides pictures related to the topic of the text.

– In groups, the students work together to make sense of the pictures and guess what the text will be about.

– The representative of each group takes turns presenting their ideas.

Pictionary To prepare students for the topic and vocabulary of the reading activity, the teacher may use the Pictionary activity:

– The teacher creates a list of vocabulary terms or concepts relevant to the current topic related to natural zones.

– The teacher asks one student from each group to come to the board.

– The student gets secretly the first word or concept from the teacher.

– The student draws a picture representing the term or concept.

– When their group correctly identifies the word or concept within the time limit, they get a point

Draws a picture

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Cloud of words

To prepare students for the topic of the text and the vocabulary they are going to encounter.

– The teacher provides the title of the text and learners work together in groups to make guesses about the topic.

– Then, the teacher provides a cloud of scattered words (relevant and irrelevant words to the text)

– They try to identify which ones of these words the learners will find in the text (they may use their dictionary).

Guessing game

Speaking In pairs, ask and answer the questions.Have you ever travelled to these places?What is unique about those zones?Can you name some of the countryside they locate?What animals are in those zones?

Group work and discussion

While reading activities

Work up

Skimming -Students read only the paragraphs of the article. They then work in pairs to discuss the guessed-at contents of the piece. To guide the discussion, the teacher can provide questions on the board, such as: -A Taiga forest zone-Steppe zone-Desert zone-Wetland-Mountain zone-High mountain zone-Gobi desert zone

In pairs to discuss the guessed

Scanning – Several content-specific questions are written on the board before students receive the text. Students read through the text and find those sentences in text.

– Key vocabulary words are written on the board before students receive the text. Students read through the text and circle the words, then read the sentence for each word for context.

– The zones with wind – Two zone with a wild flower Edelweiss – The zone in which a lot of gazelles live. – The zone which has high altitude – The zone which is located near the border with China

Listening skills

– Students will listen and answer. – Is this information about

A. Wonders of MongoliaB. Natural Zones in MongoliaListen again and fill in the information in the table.Place name Location Feature1. Khuvsgul …………. …………….2.……….. between north Mongolia …………….3.……………. ……………. variety of ecosystems4. Orkhon valley …………………………………..

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Post-reading activities

Wrap up

Think-Pair-Share

In pairs / groups, talk about these topics or words from the article. Students will do teamwork and create questions from the text and ask each other.For example:

y How many natural zones are there in Mongolia? y What animals are there in the taiga zone?

In pairs / groups

y One student will become a travel information worker and give information about Wonders of Mongolia for travelers.

y Make a short brochure for travelling.

-Role play and-Creation work

Peer testing y Students have to prepare questions about the text they have just read. The members of each pair or each group will have to answer.

y Write about Wonders of Mongolia. Comment on your partner’s paper

Discussion

References: Abraham, P. (2000) Skilled Reading: Top-Down, Bottom-Up, Field Notes, Vol. 10, No. 2 (Fall 2000) Publisher: SABES/World Education, Boston, MA, Copyright 2000. Retrieved from http://www.sabes.org/sites/sabes.org/files/resources/fn102.pdf on August, 18 2017.Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, D.C.: National Institute of Education.Chambers, F. and Brigham, A. 1989. Summary writing: a short cut to success. English Teaching Forum 27, 1: 43–45.

Lesson 3

My native land Creative Thinking Skills through the Teaching of Poem

Using Bloom's Taxonomy

Grade 12th Time: 2 hours

Aim – to revise and reinforce the Tele lesson learnt the topic of My native land – To develop the students creative thinking skills through the teaching of poem by using Bloom's Taxonomy

Objectives – to develop and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing;

– to learn about a poem ‘My native land”

Cognitive objectives

What students need to do Students’ activities

Level 1Knowledge

– At this level, student will read about a poem ‘My native land” (Page 155, exercise 5a)

Students will complete word searches and make puzzles. (You can make your own puzzles at puzzle fast.com) Listen to the poem and repeat after it.

– In pairs, ask and answer the questions. – Who is the author of the poem? – Do you know the poem in Mongolia? – Can you name some more poems about Mongolia and its spectacular nature?

– What are they?

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Level 2Comprehension

Once students have learned about ‘My native land’, they will demonstrate an understanding.

– Explain the reasons “My native land” was written. – Summarize the “My native land” – Write any poem in their own words. – Draw pictures to illustrate the events leading up to about “My native land”

Level 3Application

At this level, students will apply the information they have learned to new situations.

– Explain the reasons behind the poem of “My native land”

– Construct an interview with a significant person involved in the “My native land” (maybe writer)

Write a list of questions to ask about the poem of “My native land”Create a poem about ‘My native land’

Level 4Analysis

In this level, students will learn to identify the separate qualities of a topic and compare, contrast, and classify them.

-Examine the reasons for the poem of ‘My native land’Create a questionnaire on the poem.Writing skillsWrite an essay explaining how they are similar to and different from other country

Level 5Synthesis

Students at this level will combine ideas from the lesson and from other sources. Speaking skillsWriting skills

– Imagine what it would be like to participate in the discussions about the ‘My native land’

– Imagine what the author of the poem would be like if he lived today.

– Write a newspaper article about your native country.

Level 6Evaluation

In this level, students evaluate events and people using specific criteria. Speaking skillsWriting skills

– Explain why they agree or disagree with the poem of ‘My native land’

– Make a comment on the ideas of the poem, supporting their opinion with reasons.

– Draw a conclusion about the ideas of the poem and write an essay supporting that conclusion.


Levels I can Very well Well Not well

Level 1Knowledge

Listen the poem and answer teacher’s questions

Level 2Comprehension

Explain the reasons ‘My native land’ was written

Level 3Application

Create and write a poem about ‘My native land’ in own ideas

Level 4Analysis

Write an essay about ‘my native land’ explaining how are similar to and different from other country

Level 5Synthesis

Write a short newspaper article about your native country.

Level 6Evaluation

Make a comment on the ideas of the poem

All total

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Recommendation for Teachers

LevelsCognitive objectives

What students need to do To develop higher-order thinking skills

1 Knowledge search, identify, label To help students link aspects of existing knowledge or relevant information to the task ahead.

2 Comprehension explain, summarize draw, explain, translate

To help students to process their existing knowledge

3 Application Apply to new content, demonstrate, predict, employ, solve, use,

To help students use their knowledge to solve new problem or apply it to a new situation

4 Analysis Analyze, infer, relate, support, break down, differentiate, explore

To help students use the process of inquiry to break down what they know and reassemble it

5 Synthesis Design, create, compose, reorganize, combine

To help students combine and select from available knowledge in the order to respond to unfamiliar situations.

6 Evaluation Assess, evaluate, appraise, defend, justified

To help students compare and contrast knowledge gained from different perspectives as they construct and reflect upon their own viewpoint.


12 дугаар ангид сурагчдад англи хэлний хичээлийн бататгах мэдлэг олгохдоо сонсох, ярих, унших, бичих чадвар болон хэлний хэрэглээний хөгжилд дэмжлэг үзүүлэх.


“Wonders of Mongolia” бүлэг сэдвийн хүрээнд унших чадварыг түлхүү хөгжүүлэх хичээлийн арга зүйн санааг төлөвлөв. Reading skills буюу унших чадварыг хөгжүүлэхэд Pre -Reading stage (уншихаас өмнө), While-Reading stage (унших явцад), Post-Reading Stage (уншсаны дараа) гэсэн шат дараалсан цогц үйлээр, системтэйгээр хичээлийн арга зүйн санааг төлөвлөсөн.

Энгийн буюу шинжлэх ухааны техт дээр ажиллахад уншсан мэдээлэлтэйгээ холбож ухаарах, мэдлэг олгох, таамаглах, үгийн салаа утгыг ялган ойлгох, хэлний мэдлэгээ ашиглан төрөл бүрийн аргачлалыг хэрэглэж турших гээд идэвхтэй үйлээр сургалтаа явуулах нь үр дүнтэй. Мөн “My native land” буюу Д.Нацагдоржийн “Миний нутаг” сэдвийг заахдаа (Creative Thinking Skills through the Teaching of Poem) шүлгээр дамжуулан бүтээлч сэтгэлгээг хөгжүүлэн (Using Bloom’s Taxonomy) Блумын аргачлалыг ашиглан хичээлийн арга зүйн санаа төлөвлөсөн. Энэ хичээлийн санааг өөр сэдэв дээр дэлгэрүүлэн ашиглахыг зөвлөж байна.

Гадаад хэл сурах хандлагыг төрүүлэх хүрээнд сурагчдыг хосоороо болон багаараа хамтран ажиллах, идэвхтэй оролцоо бүтээлч байдал зэргийг харгалзан үзэж багш суралцагчдыг урамшуулах замаар үнэлэх нь зүйтэй. Багш сурагчдынхаа хүсэл сонирхол, хэрэгцээ, давуу болон сул тал, ялгаатай байдлыг харгалзан сургалтын үйл ажиллагааг зохион байгуулаарай.

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Ерөнхий зөвлөмж

Англи хэл сурах арга барилыг сурагчдад эзэмшүүлэхэд дараах зарчимуудыг анхаарах хэрэгтэй. Үүнд:

y Гадаад хэлний чадвар хөгжүүлэх, мөн сурагч төвтэй арга зүйн тулгуур зарчмуудын нэг болох сурагчдыг багшаас хараат бус бие даан сурах чадвартай болгох

y Хэлний даалгаврын онцлог нь хичээлийн зорилго, сурагчийн сурах хэв маягт нийцсэн байх

y Сурах арга барилыг эзэмшүүлэх сургалтыг хэлний сургалттай интеграцчилсан, тасралтгүй хэлбэрээр зохион байгуулах

y Хичээл сургалтаа янз бүрийн арга барилаар явуулах, сурагчдын сурах идэвх, нөхцлийг бүрдүүлэх

y Хэлний хэрэглээний бодит материалд тулгуурласан олон төрлийн даалгавар хийлгэх y Сурагч өөрийн сурах үйл ажиллагааг тасралтгүй хянах, үнэлдэх, мөн сайжруулж байх

механизмыг бүрдүүлэх гэх мэтээр багш чиглүүлж ажиллах нь хэрэгтэй. y Англи хэлний үндсэн дөрвөн чадварыг хөгжүүлэхэд дараах үйлийг баримталж сургалтыг

зохион байгуулах нь сурагчдад цэгцтэй мэдлэг олгоход дөхөм болно. y 11-12 насанд хүүхэд дунд ангид дэвших, шилжилтийн насны эхэн үетэй холбоотойгоор

түгших, дасан зохицох чадвар сул байх, зан төлөвийн хувьд тогтворгүй болох гэх мэт зан үйл ажиглагддаг тул багшийн зүгээс мэдрэмжтэй хандах, дасан зохицох чадварыг нь дэмжих үйлийг тогтмол анхаарч сурах арга барилыг олгоход дэмжих.

y Ахлах ангийн сурагчдын хувьд нарийн агуулгатай мэдээллийг богино хугацаанд тогтоох чадвар сул байдаг учир мэдээллийг гүйлгэн уншиж утга агуулгыг нь тогтоох үйлийг олон давталттайгаар хийлгэх тал дээр анхаараарай.

y Мэдээллийн утга санааг ойлгохдоо нийтлэг шинжээр нь харьцуулах чадвар нь хангалтгүй байгаа учир утгачлан тогтоох чадварыг нь түлхүү дэмжих.

y Мэдээллийг дотоод мөн чанар, учир шалтгаанд нь сэтгэж харьцуулан ойлгох чадвар хангалтгүй байгаа учир асуудал дэвшүүлэн шийдвэрлэх хэд хэдэн аргатай дасгал даалгавар өгч ажиллуулаарай.

y Санаагаа илэрхийлэх тухайд, гүйцэд, өөрийн үгээр оновчтой ярих үйлд чиглүүлэх, шинжлэх ухааны нэр томьёо, мэргэжлийн үг хэллэг ашиглан тодорхой дэс дараалалтайгаар санаагаа илэрхийлэх, ба, бөгөөд, гэвч, учир гэх мэт холбоос бүхий нийлмэл өгүүлбэр хэрэглэн ярьж тайлбарлуулах үйлийг хийлгээрэй.

Strategies for developing language skills

Listening strategies

Англи хэлээр сонсох үйл нь ихэвчлэн богино хугацаанд болж өнгөрдөг үйл учраас сурагчдаас үгсийн сангийн, хэл зүйн мэдлэг чадвар, цаашилбал ерөнхий мэдлэг илүүтэйгээр шаардагдана. Зарим тохиолдолд сонсож буй эхийн бүх үгийг мэдээд байдаг хирнээ санааг бүрэн ойлгодоггүй нь далд санааг ялгаж ойлгохтой холбоотой байдаг. Англи хэлний сонсох чадварыг хөгжүүлэхийн тулд дараах үйлийг хийвэл зохино. Үүнд:

Pre- Listening stage буюу Сонсохоос өмнө y Багш сэдэлжүүлэх зорилгоор юу сонсгох талаар ямар нэг зураглал, дүрслэл санаа өгч

болно. Эсвэл түлхүүр үгийг самбарт бичнэ. y Таамаглахын нь тухайн хүний ерөнхий мэдлэг, мэдлэгийн ерөнхий цар хүрээтэй холбоотой. y Далд санааг ойлгож сонсох-сонсож буй зүйлийн талаар хэдий чинээ их мэднэ, мэддэгээ

эрэгцүүлэн ашиглаж чадна, төдий чинээ далд санааг ухаж ойлгоно.While- Listening stage буюу Сонсох явцад y Үгийн утгыг хам сэдвээс нь тааварлах. Жишээ нь: үгийн утгыг үг зүйн, өгүүлбэр зүйн,

үгийн сангийн болон соёлын хам сэдвээс тааварлаж болох ч мэдэхгүй бол чухал үүрэгтэй

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болж буй зарим үг хэллэг хэд хэдэн удаа давтагддагийг анзаарч тэмдэглэх, тогтоох, эсвэл шинэ үг хэллэгтэй хамт хэрэглэгдэж буй мэддэг үг хэллэгээс тааварлах

y Бодит харилцаанаас тааварлах- аман харилцаанд орж байгаа тохиолдолд нүүрний хувирал, сэтгэл хөдлөл, дууны өнгө зэргээс тааварлах

Post-Listening Stage буюу Сонссоны дараа y Санал бодлоо солилцох, сонсож ойлгосноо шалгах дасгал ажиллах y Санаагаа нэгтгэн дүгнэж бичих, ярих y Ойлгосон санаагаа улам дэлгэрүүлэн өөрийн санаагаа нэмж хэлэх гэх мэтээр сонсох

чадварыг хөгжүүлэх нь зүйтэй.

Speaking strategies

Ярих нь бусдын санаа бодлыг ойлгох, мөн өөрийн санаа бодлыг тодорхой сэдвийн хүрээнд бусдад ойлгомжтой, цэгцтэй илэрхийлэх бүтээлч чадвар юм.

Pre-Speaking stage буюу Ярихаас өмнө y Ярихаас өмнө багш богино, дохио хариултыг самбарт өгч болно. y Эсвэл тухайн ярих сэдвийн талаар сонсгож, унших материал өгөх, зураг, дүрслэлийг өгч

сэдэлжүүлнэ.While-Speaking stage буюу Ярих явцад y Тухайн сэдвийн хүрээнд ярих, өөрийн санаа бодлоо дэлгэрүүлэн хэлэх y Үг хэллэгээ оновчтой хэрэглэх

Post-Speaking Stage буюу Ярьсаны дарааХарилцааны явцад ойлгоогүй зүйлээ дахин нягталж асуух, ярианы явцад дэмжих, хүлээн

зөвшөөрөх, урамшуулах, алдааг засахад хэлний орчинг бүрэлдүүлнэ.

Reading strategies

Pre-Reading stage буюу Уншихаас өмнө y Унших зорилгоо оновчтой тодорхойлох y Тухайн эхийг яагаад, ямар учраас уншиж байгаа, эсвэл унших сэдвийн талаар сэдэл

төрүүлэх, y Унших сэдвийг гүйлгэн харж юуны тухай болохыг тодорхойлох, дагалдах зураг схем,

график зэргийг үзэх y Таамаглал дэвшүүлэх y Уншихын өмнө тухайн эхэд юуны тухай өгүүлж болох талаар асуулт тавих, зохиох гэх мэт

үйлийг хийнэ.While-Reading stage буюу Унших явцад y Түлхүүр үгс, чухал санааг олох, тэмдэглэх y Дэвшүүлсэн таамаглал зөв эсэх талаар мэдээлэл, нотолгоо цуглуулах y Эхэд гарч буй санааг өмнөх мэдлэг, туршлагатайгаа холбож эргэцүүлэх y Асуултад хариулах y Зөв, бурууг дугуйлах y Ил далд утгыг олж ялгах y Эргэцүүлэх, тоймлох y Шинэ үг хэллэгийн утга санааг олох гэх мэт үйлийг сурагчдаар хийлгэнэ

Post-Reading Stage буюу Уншсаны дараа y Уншиж ойлгосон санаа, үзэл бодол, асуудлын талаар хэлэлцэх, өөрийн үзэл бодлоо

илэрхийлэх y Хэрхэн ойлгосноо лавшруулах, тодотгох үүднээс санаануудаа бичгээр илэрхийлэх, томьёолох y Нэгтгэн дүгнэх, өөрийн санаагаа бичих y Эхийн мэдээлэлийг график дүрслэлд оруулах y Өөрийн үгээр дүгнэж ярих, илтгэл тавих гэх мэт үйлийг хийж унших чадварыг сайжруулна

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Writing strategies

Бичих нь аливаа сурагч тодорхой сэдвийн хүрээнд өөрийн санаа бодлыг бичгээр ойлгомжтой, цэгцтэй илэрхийлэх бүтээлч чадвар юм.

y Хэлний мэдлэг, чадварыг бататгах y Үгийн санг нэмэгдүүлэх, ой тогтоолтыг сайжруулах y Сурагчдын өөр өөр сурах маяг, хандлагыг тооцож мэдлэг, чадварыг хөгжүүлэх (тухайлбал,

тайван орчинд ганцаарчлан ярих, толинд харж ярих, бодох, эргэцүүлэх зэргээр хугацаа илүүтэйгээр шаардагддаг сурагчдад маш тохиромжтой) зэрэгт чухал ач холбогдолтой.

Writing Pre-Writing stage буюу Бичихээс өмнө y Тухайн бичих сэдвийн талаар бүхийг санааг эрэгцүүлэн бодож жагсаах y Жагсааж бичсэн санаагаа бусдад танилцуулах, санаа бодлыг сонсох (нэмж дэлгэрүүлэх,

хураангуйлах) y Нэмэлт мэдээлэл цуглуулна y Цуглуулсан мэдээлэлээ цэгцлэж, ангилах y Эхний ноорог гаргах

While-Writing stage буюу Бичих явцад y Санаануудаа схемчлэх y Хэллэг үг хэллэгээ оновчтой болгох y Санаагаа нэмэн дэлгэрүүлэх, гүнзгийрүүлэх (жишээ, нотолгоо, ишлэл зэргээр баяжуулах) y Нэмэлт мэдээлэл цуглуулах, цуглуулсан мэдээллээ зохион байгуулах, цэгцлэх y Санаагаа бүлэглэх, логик холбоогоор нь ангилах y Хэл найруулагаа зөв сонгох y Эхний ноорог гаргах

Post-Writing Stage буюу Бичсэний дараа y Засан сайжруулах y Бусдаар хянуулах, y Зөв бичих дүрмийн алдаа, үг хэллэгийн сонголт зэргийг харах зэргээр сургалтыг явуулбал

илүү үр дүнтэй бөгөөд системтэй болно.Англи хэл сурах арга барил эзэмшүүлэхэд сурагчдын бүтээлч, бие даасан үйл ажиллагааг

дэмжсэн асуудал шийдвэрлэх, задлан шинжлэх, нэгтгэн дүгнэх чадварыг хөгжүүлэх арга зүйг түлхүү хэрэглээрэй. Ингэснээс сурагчдад хэл сурах үйл явцад өөрийгөө хөгжүүлэх бүтээлч сэтгэлгээ төлөвшинө.

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ДӨРӨВ. ОНОШИЛГООНЫ ҮР ДҮНГ ХИЧЭЭЛИЙН ТӨЛӨВЛӨЛТӨД ТУСГАЖ ХЭРЭГЖҮҮЛЭХ МЕНЕЖМЕНТ

Сургалтын хөтөлбөрийн хэрэгжилтийн нэг тулгуур нь орон нутгийн болон сургуулийн хөгжилтэй уялдсан өөрийн онцлог бүхий менежмент юм.

Зорилго: Сурагчдын оношилгооны үр дүнд үндэслэн 9 дүгээр сарын сүүлийн 7 хоногт зохион байгуулах хичээл сургалтын агуулгыг тогтоох, цаашид сургалтын тасралтгүй үйл ажиллагааг сургуулийн менежментээр дэмжих чиглэлийг энэхүү хэсэгт тусгав.

Судлагдахууны агуулга, арга зүйг бататгах менежмент

Судлагдахуун бүрийн онцлогийг тусгасан агуулга, арга зүйн зөвлөвжийг багш нар хэрэгжүүлэхэд нэг сурагчид үүсэж болзошгүй ачааллыг тооцох ажлын менжмент зайлшгүй хэрэгтэй болж байна. Үүний тулд сургалтын менежер, ЗАН хамтран багш болон бага, дунд, ахлах ангийн нэгж сурагчид үүсэх ачааллын төлөв-ийг гаргана. Үүний тулд:

Оношлогоо хийх, оношилгооны үр дүнд дүн шинжилгээ хийхЗөвлөмжид тусгасан агуулга, арга зүйн дагуу хичээл, сургалтыг зохион байгуулахОношилгооны үр дүнд үндэслэн сургууль, багш хамтран хичээл, сургалтыг цаашид төлөвлөн

хэрэгжүүлэх агуулга, арга зүйн чиглэлийг авч үзэх хэрэгцээтэй болж байна.

Нэг.Оношлогоо хийх, оношилгооны үр дүнд дүн шинжилгээ хийх

Сурагчийн оношилгоо нь теле хичээлийн тэмдэглэл, даалгавар гүйцэтгэсэн байдал, теле хичээлээр эзэмшсэн мэдлэг, чадвар, хандлага, сурах арга барилыг авч үзэх талаар бид зөвлөмжид тусгасан.

Сургалтын менежер, багшийн анхаарах зүйлс

1. Зөвлөмжийг сургуулийн онцлог, багшийн нөөц, сурагчийн онцлог зэргийг харгалзан төлөвлөлт, хэрэгжилт, үр дүнг тооцохдоо уян хатан, бүтээлчээр хэрэгжүүлнэ.

2. Хичээл бүрийн төлөвлөлт, бэлтгэлийг бүрэн хангасан байх ёстой.3. Сурагчдын хоцрогдлыг гэрийн даалгавраар нөхөхгүй. Харин бататгах хичээлийн агуулга,

арга зүй нь танхимын хичээлд ногдох цагт нягт төлөвлөгдөн, хэрэгжинэ.

Хоёр. Зөвлөмжид тусгасан агуулга, арга зүйн дагуу хичээл, сургалтыг зохион байгуулах

ЗАН, мэргэжлийн багш нар зөвлөмжийг сургалтын хөтөлбөртэй уялдуулж уншиж судална.Бага, дунд, ахлах ангийн багш нар сургалтын менежертэй хамтарч зөвлөмжийг хэрэгжүүлэх

талаар хэлэлцүүлэг хийнэ. Хэлэлцүүлэгт дараах зүйлсийг харгалзана. Үүнд: y Сургуулийн ээлжийн байдал y Нэг багшид ногдох сурагчийн дундаж тоо y Анги, кабинет, лабораторийн хүртээмж y Сургалтын хэрэглэгдэхүүний хүртээмж, хангалт y Мэргэжлийн багшийн нөөц, хамтын ажиллагаа зэрэг болно.

Теле хичээл нь багш төвтэй явагдсан тул багш зөвлөмжид тусгасан агуулга, арга зүйгээр танхимын хичээлийг сурагч төвтэй зохион байгуулах бэлтгэлийг сайтар хангана.

Сургуулийн удирдлага өмнөх ангийн хичээлийн агуулгыг бататгах хугацаа (9 дүгээр сар)-нд сургалтыг танхимд төдийгүй танхимын бус хэлбэрээр зохион байгуулах нөхцөл боломжийг бүрдүүлнэ.

Мэргэжлийн багш нар хамтарч хичээл сургалтыг зохион байгуулахад дэмжлэг үзүүлнэ.Сургалтын менежер онцгой нөхцөл байдал үүссэнтэй холбоотойгоор зөвлөмжийг

хэрэгжүүлэхүйц түр хугацааны хичээлийн хуваарийг мөрдөж болно.

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Гурав. Оншилгооны үр дүнд үндэслэн сургууль, багш хамтран хичээл, сургалтыг цаашид төлөвлөн хэрэгжүүлэх агуулга, арга зүй

Үүнд: y Сурагч бүрийг хэл сурах үйл ажиллагаанд идэвхтэй оролцуулж, тэдний бүтээлч үйлийг

дэмжихүйцээр сургалтын үйл ажиллагааг зохион байгуулах; y Сурагчид шинээр судалж буй аливаа зүйлийн утга, ач холбогдлыг сайтар ойлгон

харилцааны танил нөхцөлд хэрэглэж дадах, цаашилбал, танил бус нөхцөлд хэлний мэдлэгээ бүтээлчээр хэрэглэх чадвартай болоход нь дэмжлэг үзүүлэх;

y Сурагчдад шинээр судалж, мэдсэн зүйлээ өмнөх мэдлэгтэйгээ холбож хэрэглэх боломж олгох.

y Сурагчийн сурах хэв шинж, нас, сэтгэхүй, зан чанарын онцлогийг харгалзан тэднийг өөрийн гэсэн хэл сурах арга барилтай болгоход сургалтын арга, техникийг зөв сонгох, хослуулах, зохион байгуулах, үр дүнг тооцох;

y Сурагчдаа судалж буй гадаад хэлээр харилцах чадвартай болгохын тулд үгийн нөөц, хэл зүйн дүрмийг аман болон бичгийн харилцааны тодорхой нөхцөлд оновчтой хэрэглэх боломж олгох;

y Сурагчдыг хэл сурах үйлээ төлөвлөх, зохион байгуулах, дүгнэх зэрэг сурах арга барилтай болгоход зөвлөн туслах, чиглүүлэх;

y Хэлний болон хэлний бус дохиог ашиглан уншиж, сонсож ойлгох, амаар харилцах, найруулан бичих зэргээр хэлэхүйн үндсэн чадваруудыг интеграцчилсан байдлаар хөгжүүлэх

y Хэл сурах, сургах коммуникатив аргаар хэлний цогц чадамжийг сурагчдад төлөвшүүлэх, хөгжүүлэх зорилготой бөгөөд сурагчдад хам сэдвээс салангид үг хэллэг, хэлзүйн дүрэм, бүтцийг цээжлүүлэхээс татгалзан, харилцааны зорилго, хэрэгцээнд тулгуурлан, түүнд тохирсон дасгал, даалгаврын төрлийг сонгон хэрэглэж, сургалтын явцад багш зөвлөх, чиглүүлэх, хянах, зохион байгуулах, үнэлэх үүрэгтэй оролцоно.

y Англи хэлний хичээлээр судалж буй сэдвийн хүрээнд хэрэглэгдэх үг хэллэгийг жагсаан бичих, тэдгээрийг ангилах (ижил болон төстэй утгаар нь ялгах, эрэмбэлэх г.м.), харьцуулах, өөрийн санаа бодол, туршлагаа хуваалцах зэргээр бүтээлч дасгал даалгавар, төсөлт ажил гүйцэтгэнэ. Тухайн арга зүйгээр хичээлийг зохион байгуулахдаа хэлэхүйн үндсэн чадваруудыг хөгжүүлэх, сурагчдын гүйцэтгэх цаг хугацааг зөв тооцох, тэдний ялгаатай байдлыг харгалзан, тохирох даалгаврыг сонгон хийлгэх, даалгавар гүйцэтгэхэд шаардлагатай эх сурвалж, хэрэглэгдэхүүнийг боловсруулна.

y Сурагчийн бодит хэрэгцээ, амьдралын туршлага, сонирхолд тулгуурлан, хэлэхүйн үндсэн чадваруудыг хослуулан эзэмшүүлэхэд тэдний идэвхтэй, бүтээлч оролцоог дэмжсэн арга зүйгээр сургалтыг зохион байгуулна. Сурагч өөрийн сурах үйлд үнэлгээ дүгнэлт хийж, бие даан суралцахад багш чиглүүлж, дэмжин ажиллах нь зүйтэй.

Тусгай хэрэгцээт боловсрол шаардлагатай сурагч (хөгжлийн бэрхшээлтэй хүүхэд, суралцахуйн бэрхшээл, зан төлөвийн өөрчлөлт, анхаарлын хэт идэвхжилттэй хүүхэд) суралцдаг бол тухайн суралцагчийн хөгжлийн (өөртөө үйлчлэх чадвар, хэл яриа-танин мэдэхүй, бие бялдар-хөдөлгөөн, харилцаа-нийгэмшлийн чадвар) түвшний оношилгоо хийнэ. Оношлогооны үр дүнд үндэслэн тухайн сурагч ЕБС-ийн сургалтын хөтөлбөр ба ганцаарчилсан сургалтын төлөвлөгөө (БСШУС-ын сайдын 2018 оны А/155) -р суралцах эсэхийг шийдвэрлэнэ.

Хэл соёлын ялгаатай хүүхэд (өөр хэлээр ярьдаг, гадаад улс оронд суралцаж байгаад шилжиж ирсэн) суралцдаг бол тэдэнд анхаарал хандуулж даалгаврын утга, агуулгыг ойлгож буй эсэхийг тодруулж, дэмжлэг үзүүлнэ.

Сургуулийн удирдлага, багш нарын хамтын ажиллагаанд анхаарах зүйлс

y Сурагчдын оношилгоог багш нар хамтран хийх менежментийг хэрэгжүүлэх; y Оношилгооны мэдээллийн сан бүрдүүлэх, үр дүнд шинжилгээ хийхэд хамтарч, цаг

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ашиглах боломжийг бүрдүүлэх (оношилгоонд зориулсан сурагчдын нэрсийг дахин давтан шивэхгүй байх);

y Багш нар боломжтой цагаараа (цонхтой цаг) бусад багшийн хичээл, сургалтад дэмжлэг үзүүлэх менежментийг хэрэгжүүлэх;

y Сургалтын хэрэглэгдэхүүнийг хамтран бэлтгэх, хэрэглэгдэхүүний нэгдсэн сан бүрдүүлэх менежментийг хэрэгжүүлэх;

y Бүлэг сэдвийн үнэлгээний даалгаврын сан бүрдүүлэхэд багш нар хамтран ажиллах нөхцөл бүрдүүлэх,

y Теле хичээл үзэж чадаагүй, хөдөө мал дээр байсан сурагчдад зориулсан дэмжлэгийг хичээлийн жилийн туршид тусгайлан хэрэгжүүлэхдээ дотуур байрын багш болон эцэг эхчүүдтэй хамтран ажиллах,

y Дотуур байранд амьдардаг сурагчдад зориулсан хөгжүүлэх үйл ажиллагаанд багш нарыг татан оролцуулах менежментийг хэрэгжүүлэх,

y Багш, эцэг эхчүүдийн хамтын ажиллагааг үүссэн нөхцөл байдалтай холбоотойгоор тусгайлан авч үзэж, зөвлөмжид тусгасан чиглэлийг хэрэгжүүлэх нөхцөлийг бүрдүүлэх зэрэг болно.

Багш нар, эцэг эхийн хамтын үйл ажиллагаанд анхаарах зүйлс

2019- 2020 оны хичээлийн жилийн сүүлийн хагас жилийн агуулгыг теле хичээлээр хүргэхэд эцэг эх, асран хамгаалагч хүүхдийн сурах, хөгжих үйл ажиллагааг дэмжиж ирсэн. Эцэг эх, асран хамгаалагчийн энэхүү эерэг туршлагыг судалж, цаашид хүүхдийн сурах арга барил, мэдлэг, чадвар эзэмших үйл ажиллагаанд гэр бүл, олон нийтийн оролцоо, сургууль, багш нартай хамтран ажиллах боломжийг бүрдүүлж ажиллана.

Цар тахлын нөхцөл нь эцэг эхчүүдэд хүүхдийнхээ боловсрол, хөгжлийг дэмжих, сургууль багш нартай харилцах зэрэгт шинэ сорилт бий болсон. Эцэг эхчүүд хүүхдийнхээ боловсрол, хөгжлийг гэр бүлийн орчинд дэмжих чадвар хэр байгаадаа дүгнэлт хийсэн. Мөн сургалтын агуулга, арга зүйг ихээхэн анхаарч, хүүхэд нь тухайн хичээлээр юу мэдэж, чаддаг болсон талаар мэдээлэлтэй болсон ч тэдэнд тодорхой хэмжээгээр ачаалал үүссэнийг тооцож, цаашид хүүхдийнхээ хөгжил, боловсролыг өдөр тутам дэмжих мэдээлэл, арга зүйгээр хангахад багш нарын үүрэг тод болсон энэ үед бид хамтын ажиллагааг мэргэжлийн түвшинд хэрэгжүүлэх шаардлагатай боллоо. Үүний тулд:

Сурагчдын оношилгоог хэрхэн хийсэн, суурь чадвар, мэдлэг, чадварын түвшин, сурах арга барилын онцлог ямар байгаа талаар мэдээллээр хангах,

Оношилгооны үр дүнтэй холбоотой хүүхдэдээ эцэг эхчүүд гэр бүлийн нөхцөлд ямар дэмжлэг үзүүлэх талаар багш нар хамтран зөвлөгөө өгөх,

Оношилгооны үр дүнд тулгуурлан хичээл сургалт өмнө хэрэгждэг байснаас ямар онцлогтой хэрэгжих (сурагч, багшийн аль алинийх нь ачаалал зохих хэмжээгээр нэмэгдсэн) талаар мэдээллийг хүргүүлж, эцэг эхээс дэмжлэг авах,

Эцэг эхийн хурлыг хичээлийн жил эхэлмэгц, оношилгооны үр дүнг гарсны дараа хийх, мөн сарын дараа сурагчийн хөгжилд ямар ахиц гаргасан талаар мэдээлэл өгөх хурлыг дахин хийх хэрэгтэй.

ТЭМДЭГЛЭЛ

НҮБ-ын Хүүхдийн Сан, Боловсролын Төлөөх Дэлхий Нийтийн Түншлэл, Дэлхийн Банкны “Боловсролын чанарын шинэчлэл” төсөл, Азийн Хөгжлийн Банкны “Хөдөлмөр эрхлэх ур чадварыг дээшлүүлэх төсөл”-ийн дэмжлэгтэйгээр боловсруулж, хэвлүүлэв.

АЖЛЫН ХЭСЭГ

АНГЛИ ХЭЛ: Н.Ундармаа Боловсролын хүрээлэн ЭША. Боловсролын удирдахуйн

ухааны доктор (Ph.D) Б.Сарнай БМДИ-ийн арга зүйч. Магистр. Р.Ариунаа 84 дүгээр сургууль. Англи хэлний зөвлөх багш, үндэсний

сургагч. Ш.Өлзийхүү 23 дугаар сургууль. Англи хэлний багш, үндэсний сургагч,

тэргүүлэх зэрэгтэй.

РЕДАКТОР: Б.Баярмаа Боловсролын хүрээлэн, ЭШДА

Формат 60x84/8Офсет хэвлэл. Офсет хэвлэлийн цаас. 80гр/м2

Хэвлэлийн хуудас 10 x.x

“Содпресс” ХХК-д 3350 хувь хэвлэв.

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