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Աշխատանքային նախագիծ

  • 09:00-09:15 Առավոտյան ընդհանուր պարապմունք
  • 09:20-09:50 Լեզվագործունեություն.«Ողջույն, ես…»
  • 09:50-10:00 Մարզական դադար
  • 10:00-10:30 Նախաճաշ
  • 10:30-11:00 Երաժշտական գործունեություն. «Արևներ»«Ձիուկ»
  • 11:00-12:00 Տեխնոլոգիա. աշխատում ենք կավով. թեման՝ «Ես»
  • 12:00-12:30 Լող
  • 12:35-13:00 Ճաշ
  • 13:05-13:35 Լեզվագործունեություն.«Աքաղաղն ու կտուրը» բանաստեղծության խաղ-ուսուցում
  • 13:35-ից երկարացված օրվա կազմակերպում

03.09.2019

  • 09:00-09:15 Առավոտյան ընդհանուր պարապմունք
  • 09:20-09:50 Լեզվագործունեություն. «Աքաղաղն ու կտուրը» բանաստեղծության խաղ-ուսուցում
  • 09:50-10:00 Մարզական դադար
  • 10:00-10:30 Նախաճաշ
  • 10:30-11:00 Երաժշտական գործունեություն. «Արևներ»«Ձիուկ»
  • 11:00-12:00 Մաթեմատիկական գործունեություն. շատ-քիչ
  • 12:00-12:30 Լող
  • 12:35-13:00 Ճաշ
  • 13:05-13:35 «Բուլուլ», «Թամզարա» պարի ուսուցում
  • 13:35-ից երկարացված օրվա կազմակերպում

04.09.2019

  • 09:00-09:15 Առավոտյան ընդհանուր պարապմունք
  • 09:20-10:00 Կրթական շքերթի նախապատրաստական աշխատանքներ
  • 10:00-10:30 Նախաճաշ
  • 10:40-11:00  Շնչառական խաղեր
  • 11:00-12:00 Աշխատում ենք ջրաներկով
  • 12:00-12:30 Ուրախ օտար լեզու
  • 12:35-13:00 Ճաշ
  • 13:05-13:35 Լող
  • 13:35-ից երկարացված օրվա կազմակերպում

05.09.2019

  • 09:00-09:15 Առավոտյան ընդհանուր պարապմունք
  • 09:20-10:00 Բանավոր մաթեմատիկա. շատ-քիչ
  • 10:00-10:30 Նախաճաշ
  • 10:40-11:00 Նախապատրաստական աշխատանքներ
  • 11:00-11:10 Քայլք դեպի Մայր դպրոց
  • 11:15-11:45 Կրթական շքերթ
  • 11:45-12:00 Վերադարձ Քոլեջ
  • 12:00-12:30 Օրվա ամփոփում ռադիոլուրի տեսքով
  • 12:35-13:00 Ճաշ
  • 13:05-13:35 Հեծանվավարություն
  • 13:35-ից երկարացված օրվա կազմակերպում

06.09.2019

  • 09:00-09:15 Առավոտյան ընդհանուր պարապմունք
  • 09:20-10:00 Լեզվագործունեություն.«Ողջույն, ես…»
  • 10:00-10:30 Նախաճաշ
  • 10:40-11:00 Ուրախ օտար լեզու
  • 11:00-12:00 Տեխնոլոգիական գործունեություն. նավակներ
  • 12:00-12:30 Անվտանգության դասեր. թեման՝ «Անծանոթներ»
  • 12:35-13:00 Ճաշ
  • 13:05-13:35 Լող
  • 13:35-ից երկարացված օրվա կազմակերպում

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Teaching Kids How to Say, ” My name is…” in English

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PROJECT (Learn English Through Stories)

Time table: 2 weeks

Numbers of students: 10 students

Theme: Stories
Topic: Different kinds of stories

Final task: The student will invent their own stories and make a book in pairs. The purpose will be to encourage students to write and use the vocabulary as well as have fun and learn new stories.

Goal of achievement: during the whole unit students are expected to develop the ability and knowledge to:

Comprehend and produce new and recycled vocabulary.
Understand written and oral stories.
Understand and produce sentences according to a story format.
Express ideas

Process:

Day 1: Fantastic stories”Which One Is The Real Flower?”. The teacher will show some pictures of a story. Then, the students will listen to the story. The students will put the story in order and make a true or false?. Finally, the students will write some sentences so that they can describe the pictures of a fantastic story.

Day2: Amusing stories. The teacher will present some characters and objects of a story. The students will match the pictures to the names. The teacher will give them a story in order to be completed.
Finally, they will have to create a fantastic story in groups taking into account characters and setting.

Day 3: Tragic story. The students will see a video clip about Titanic so that they can predict the story. The teacher will give them the Titanic´s story and the students should put the missing parts of the story in the correct place.Then, the teacher is going to give them an outline. The students have to read and tell the story as if they were passengers of the Titanic.

Day 4: Test. During the first hour the student will do the test. Next hour, they will invent and write their stories in pairs. The students have to hand the stories in so that the teacher can correct them.

Day 5: Final task. During the first hour the student will put their ideas about their stories and the teacher’s corrections in order. They have to make their books and during the next hour, they are going to deliver a short presentation about their stories.

Evaluation:

The student will be evaluated during all the process. There will be a formal test; however the student will get two marks, one for the final task, and one for daily work and participation.
The evaluation instruments will be: teacher’s observation, tasks’ development, students’ self assessment and feedback form, and students’ production.

Posted in Անգլերեն լեզվով գրքեր

Jane Eyre

When I picked up Jane Eyre, by Charlotte Bronte, for the first time, I had no idea how much I would fall in love with this classic novel.  I think that Jane Eyre novel by Charlotte Bronte is worth reading. The story about Jane’s moral and spiritual development made it a classical piece of literature. A reader won’t want to put this book down, because there are so many unexpected events in the plot.

“Friends always forget those whom fortune forsakes.”

I hope that every student has an opportunity to read this novel because it is extremely important to the young, developing person. 

Posted in Անգլերեն լեզվով գրքեր

The Little Prince

“The Little Prince” by Antoine de Saint-Exupéry is a classic that has been passed down from generation to generation since it was published in 1943. This children’s tale is more than a book for kids; “The Little Prince” is a lesson for life. I read this book my freshman year of high school for summer reading. I can’t believe it took me that long to read it. These are my reasons why I think everyone should read Saint-Exupéry’s unforgettable story.

“It is much more difficult to judge oneself than to judge others. If you succeed in judging yourself rightly, then you are indeed a man of true wisdom.”

“The Little Prince” is a timeless tale because it touches upon childhood, imagination and the inevitability of growing up. The pilot in this story loses touch with that part of himself. It takes a plane-crash, a stay in the desert and some time with the little prince to find it again. While reading this story as a high school student, I never felt that it was written purely for kids. In fact, I reread it often and take away more messages each time.

“The most beautiful things in the world cannot be seen or touched, they are felt with the heart.”

One part of the book that sticks out to me is the piece with the rose. The little prince cares as best as he can for this very demanding rose. But he learns a bigger lesson than the few things he did to take care of her. He learns: “It is the time you have wasted for your rose that makes your rose so important.” I can’t help but apply that same concept to various parts of my life, especially when I feel like I’ve lost something I cared about.

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Scatter-gories

This fun game will encourage students to think ‘outside-the-box’ and draw on a range of subject knowledge.

Resources: pieces of paper, pens/pencils and a list of subject-specific categories e.g. Earth and Space (topic): rocks, landforms, weather, and solar system (categories).

Game: Split students into small groups and ask them to note down the categories on their pieces of paper. Choose a letter (A-Z) at random and give students 1-2 minutes (depending on how many categories) to think of a word for each category, beginning with that letter. Once the time is up, allocate points for unique answers, i.e. if two teams write down the same word for a category then neither get any points. Repeat the game with different letters.

Example: Letter M – Topic: Earth and Space
Rocks: Metamorphic
Landforms: Mountain
Weather: Mist
Solar System: Mars

Alternative: If your class only has a small number of students then they could fill in the categories individually, rather than working in teams.

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BEST TEACHING PRACTICES

Charades


This simple but classic game is a great way to encourage student to get out of their seats and participate in the lesson.

Resources: a list of people, actions or concepts related to the subject you are teaching.

Game: Select a student to stand at the front of the room and act out a word from your list (no speaking allowed). The rest of the class must then guess what the student is attempting to portray. Other students can shout out their guesses or put their hands up – depending on our teaching preference! Whoever guesses correctly can act out the next word.