22. Using Interactive Board in flt

An interactive whiteboard is simply a surface onto which a computer screen can be displayed, via a projector. It is touch-sensitive and lets you use a pen on it (or in some cases, a finger) to act like a mouse, controlling the computer from the board itself. Changes made to information projected onto the whiteboard are transferred to the computer and can be saved and used in future lessons. Everything that can be displayed on a computer can be projected onto the whiteboard and, if the computer is linked to speakers and a DVD or video player, multimedia resources can be incorporated too. If the board is connected to the Internet, teachers can have immediate access to appropriate websites to enhance work in the lesson.

There are two main types of interactive whiteboard. Hard boards have a hard magnetic surface behind the screen and need special pens to write on them. Soft boards have a tough membrane on the surface which can be written on with a finger or a special pen. Most interactive whiteboards are supplied with specific software tools to exploit the potential of the board.

Why use an interactive whiteboard?

-it can be used for all ages across the (cooperation, curriculum, acquisition );

-it increases teaching time by allowing teachers to (present, prepare, produce) web-based and other resources more efficiently;

-it provides more opportunities for (interference, intonation, interaction) and discussion in the classroom;

-it (increases, decreases, destroys) enjoyment of lessons for both students and teachers;

-it allows teachers to (show, share, shine) and re-use materials, reducing workloads;

-it inspires teachers to change their pedagogy and use more ICT, encouraging professional (display, progress, development);

-students are able to cope with more complex concepts as a result of clearer, more (effective, effortless, efficient) and more dynamic presentation.

23. The importance of planning. Types of plans. Items included in a daily plan

A lesson plan is a working document that helps the teacher to keep to the objectives of the lesson, follow the stages of the lesson in relation to the time available. Plan is a result of an individual work of a teacher. Experienced teachers write a short outline. New teachers usually write a detailed plan. The foreign language teacher needs three kinds of plans: calendar (for a year), unit (for a series of lessons), daily (for a particular lesson). In making up an outline of the year's work the teacher consults the syllabus, teacher's book, student's book and other teaching materials.

In compiling a unit plan the teacher determines the difficulties of the lesson: phonetic, grammar, vocabulary and distributes these difficulties evenly over the number of class periods. The teacher selects and distributes exercises for class and homework, teaching aids and materials. The unit plan helps to compile a daily plan.

Items of a daily plan

The items that are included in a daily plan are: theme, objectives, procedure, activities, aids and materials, anticipated problems.

-Theme- the name of the topic studied at the lesson

-Objectives- aims of the lesson. They must be specific and concrete. The teacher determines three kinds of objectives for each lesson: teaching, developing, educational.

Objectives should be stated as precisely as possible. For example: teaching objectives are stated in such a way:

Students will be able to (SWBAT) write a story using all the new words of the lesson; Students will be able to ask and answer questions in the Present Perfect and make up dialogs following the models...;

Students will be able to understand the following words when hearing and use them in the sentences orally;

The verbs in the objectives should indicate what students will be able to do. For example: recite, write, describe, participate, demonstrate, define, compare, solve...

Developing objectives:

SWBAT compare, analyze, differentiate, guess, develop memory and attention...

Educational objectives:

SWBAT be responsible, tolerant, conscientious, disciplined, patriotic...

-Remember: objectives must:

-Be measurable;

-Be realistic for the class;

-Be something the students can accomplish;

-Cover no more than one class period;

-Be specific and concrete.

Bloom’s Taxonomy of the cognitive Domain can be a useful tool for the teachers. In 1956 Benjamin Bloom outlined six levels of cognitive function: knowledge, comprehension, application, analysis, synthesis and evaluation. His taxonomy has been taught to and used by educators ever since. When developing curriculum and determining instruction teachers look at these six levels and think of them in terns of action verbs .

-Procedure- The teacher indicates in his plan what will be done at each stage of the lesson, the

approximate time, perhaps some details of any complex instructions.

-Activities- For each stage of the lesson the teacher thinks of the activities he is going to use. Activities are indicated in the procedure part of the lesson. Sometimes in the plan in the margin the teacher includes a note of the groupings and interaction at each stage. Activities should match the objectives.

-Aids and materials- the teacher thinks of materials and aids

-Anticipated problems- the teacher should be flexible in class and be able to adapt the lesson according to circumstances that can occur in terms of language or management. For example, the teacher can anticipate what students will find difficult in a particular language item.