etapele lectiei (1)

8/22/2019 etapele lectiei (1)

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Figura Nr. 32. Esena microproiectrii pedagogie a experienelor de nvare

Figura Nr.33. Schema general a oricrui proiect didactic bine gndit

Aadar, structura unui proiect pedagogic va apare, schematic, ca n fig.33, unde: O - obiectiv

operaional; CO - coninut esenial pentru realizarea obiectivului operaional; SO - strategie

(sarcin de lucru dat elevului, derivat din obiectiv i situaia de nvare adecvat astfel

nct elevul s poat rezolva sarcina conexa n minimum de timp, cu minimum de efort i

maximum de satisfacie a nvrii). I(O) - itemul testului de evaluare.

O R

O1

O2

O3

On

Co2

Co2

Co3

Con

So1

So2

So3

Son

I(o1)

I(o2)

I (o3)

I(on)


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Figura 3 4. Etapele proiectrii pedagogice

Fiecare dintre aceste etape va putea fi operaionalizat sub forma unor demersuri de tipul

step-by-step n felul urmtor:

I. PRECIZAREA OBIECTIVELOR 1.1. Identificai n program obiectivul

terminal sau competena specific!

1.2. Stabilii ce va ti sau va ti s fac elevul

la sfritul activitii folosind o taxonomie de

CE VOIFACE ?

CU CE VOIFACE ?

CUM VOIFACE ?

CUM VOI TI DACS-A REALIZAT CETREBUIA?

nainte de a face orice alceva precizai nmod clar OBIECTIVELE OPERRAIONALEderivndu-le corect din competenespeecifice sau obiective generale !

Analizai atent RESURSELE EDUCAIONALEde care dispunei pentru a realizaobiectivele !

Elaborai STRATEGII EDUCAIONALEfocalizate pe obiectivele operaionale !

Stabilii un SISTEM DE EVALUARE aperformanelor i a progreselor celor carenva !


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1.3. Precizai standardele de performan

acceptabile pe care trebuie s le ndeplineasc

elevii folosind procedura de operaionalizare!

1.4. Estimai dac obiectivele stabilite sunt

realizabile n timpul disponibil !1.1.Abandonai obiectivele neeseniale dac

timpul de care dispunei nu v permite

1.2. Stabilii standarde de performan

minimal acceptabil pentru fiecare obiectiv

operaional reinut !ANALIZA RESURSELOR 2.1.Stabilii cninuturile eseniale pentru

fiecare obiectiv n parte !2.2.Difereniai instruirea constituind

microgrupuri conform ritmurile de nvareale elevilor din clas la care vei preda!

ELABORAREA STRATEGIEI 3.1.Enunai sarcini de nvare cu int pe

fiecare obiectiv i difereniai instruirea

solicitnd progresiv standarde de

erforman este nivelul minimal acce tabil3.2.Elaborai situaii optime de nvare

asigurnd condiiile interne i condiiile

3.3. Asigurai-v c sunt respectate legea

efectului, legea econome de timp, legea

economiei de efort i c exist suficient

motivaie pentru realizarea fiecrei sarcini de

nvare !EVALUAREA 4.1.Elaborai un test docimologic construind

cel puin cte un item pentru fiecare obiectiv

urmrit !

Figura Nr.35. Operaiile proiectrii pedagogice a oricrei activiti didactice sau

experiene de nvare n clas

3.1.4 Raiunile demersului de proiectare i matricea de specificaie

3.1.4.1 Raiunile acestei sistematizri sunt urmatoarele:

necesitatea de a adapta exigenele generale ale tehnologiei educaiei la

specificul colii noastre, al procesului de nvmnt bazat pe clase i lecii;


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necesitatea de a gsi o convergen ntre spiritul pragmatic al tehnologiei

educaionale i modul specific romnesc de abordare a problematicii formrii tinerelor

generaii. n legtur cu aceast chestiune se poate invoca existena unei apropieri ntre

praxiologie i ceea ce s-ar putea numi spiritul practic al bunului gospodar romn. Se poate

sugera, aadar, cadrului didactic s adopte priceperea practic a acestuia, n principal

nelepciunea de a ntemeia activitile didactice pe proiecte gndite n termeni concrei. Nugsim nici o fisur grav ntr-o asemenea apropiere care ar putea considera c aceasta

constituie o cale lesnicioas cea de a armoniza tradiii viabile ale colii romneti cu

rezultate recente ale cercetrii tiinifice n modele de aciune practic eficient.

3.1.4.2 Eficiena practic se obine n acelai mod pe toate meridianele. Nu avem de-a face cu

o americanizare a colii romneti care i-ar sfida tradiiile. Este vorba doar de o

eficientizare a instruirii, n limitele bunului sim dar cu instrumente tiinifice i temeiuriraionale. Dincolo de acestea i se solicit educatorului capaciti hermeneutice i creative ct

mai nalte. Modelul nu inhib creativitatea pedagogic autentic ci o canalizeaz pe ci

drepte care ocolesc, cu obstinaie, hazardul, haosul i improvizaiile. Nu resimt frustrarea de

creativitate pedagogic dect acei educatori lipsii total de har pedagogic i de creativitate

educativ veritabil.

3.1.4.3 Prin urmare, proiectele pedagogice vor fi matrici de specificaie care pot fi realizate

ca n schema de mai jos:

Obiective

operaionale

Coninut

esenial

Capaciti de

nvare

disponibile

Strategii didactice

(sarcini i situaii de

nvare)

Itemii testului

de evaluare

La sfritul

activitii, toi

elevii vor ficapabili;

O1- s

identifice

predicatele

ntr-un text

dat,

subliniindu-lecu o linie;

obiectivul va fi

CO1-definiia

predicatului;

ntrebrile lacare rspunde.

G1 - (grupa

copiilor cu

ritm lent)L.I.

C.G.

M.A.

.

.

.

G2 - (elevi curitm mediu de

nvare)

SO1 - Subliniai n

textul de mai jos:

G1 - cel puin 7predicate

G2 cel puin 10

predicate

G3 - toate predicatele

existente

Sit. tip de nvare:

rezolvare deprobleme i

descoperire;

I(O1) -

Identificai cel

puin 7predicate n

textul de mai

jos:


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considerat

atins dac vor

fi subliniate 7

din cele 12

predicate i nu

va fi subliniat

vreun cuvnt

care nu este

predicat.

G3 - (elevi cu

ritm rapid de

nvare)

motivaie ludic

(concurs ntre grupe:

cine gsete mai

multe etc.)


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Figura Nr. 47. Derivarea evenimentelor instrucionale din succesiunea

evenimentelor motivaionale ntr-o activitate uman ( Negre i Jinga, 1983 )

Mai nti cteva lmuriri de principiu.

Determi-naniiimpulsului

Stri deimpuls

Cutareascopului

Atingereascopului

Reducereaimpulsului

Efectealereduceriiimpulsului

Cunoaterearezultatelorscontate

Atitudini,anxietate,stress

Captareaateniei

Enunulobiective-lor

Actuali-zarea

ancore-lor

Sarcinide

nva-re

Dirijarea

nvrii

Obine-reaperfor-mane-lor

Asigurareafeed-back-ului

Intensi-ficareareten-iei

Asigura-reatransfe-rului

Evaluarea

Evenimentele instrucionale nu trebuie confundate cu momentele

leciei tradiionale (chiar dac intervin n asemenea momente). Altfel

spus cele zece evenimente instrucionale propuse de autorul citat nu sunt

zece pri de lecie, ci mai degrab fenomene motivaionale care, o dat

declanate de ctre educator, trebuie s-i pstreze efectul pn cel puin lasfritul leciei; succesiunea evenimentelor instrucionale trebuie s asigure

un cumul progresiv de motivaie a nvrii (care se va repercuta pozitiv

asupra vitezei asimilrii, dac admitem c ritmul nvrii este dependent,


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3 Convertirea competenelor n obiective i a obiectivelor n competene

Competena a nu se confunda cu metafora competen-cheie folosit de Parlamentul

European este o suma articulat de capaciti de a face un anumit lucru n mod miestrit;

la rndul lor capacitaile sunt compositio elementorum, adic articulri de abiliti, skills-

uri, abiliti, priceperi i cunotine strict specializate pentru realizarea unui job, a uneiprofesii utile, a unei profesii artistice etc.

Prin urmare competenele, i mai ales componentele lor capacitile i abilitile, pot fi

convertite cu uurin n obiective operaionale i invers. nsi operaionalizare obiectivelor

pedagogice implic o atare raiune. Este suficient s enunm corect un obiectiv pedagogic

folosid o procedur standard precum cea propus de Gilbert de Landsheere pentru a ne da

seama de acest lucru.

Iat un exemplu oarecare.La sritul activitii didactice toi elevii vor deveni capabili s aplice regula de trei simpl

rezolvnd probleme dintr-o fi dat; obiectivul va fi considerat atins cnd:

a) vor fi rezolvate cel puin 5 dintre cele 10 probleme date;

b) nu vor exista nici un fel de greeli de aplicare a regulii de 3 s;

c) sunt permise maximum 3 greeli de calcul

Expresia subliniat mai sus indic precis la capacitatea de a ndeplini ceva. Este limpede c

obiectivele i competenele reclam acelai unic registru paideutic i c pretinsele

incompatibiliti dintre ele sunt doar impresii ale unor persoane care nu au o cultur psiho-

pedagogic prea solid.

Cum se tie, este uor s definim obiective pedagogice n termeni de comportament al

educatorului, ntruct prin aceasta se stabileau conduite controlate direct de ctre educatorul

nsui. ntrebat cu cinci minute nainte de a intra la lecie ce obiective pedagogice urmrete,

un educator poate da rspunsuri de felul: vreau s stimulez creativitatea; vreau s predau

tema X; vreau s dezvolt spiritul critic etc. Dar aceste obiective exprim comportamente

ale educatorului. Or, o tehnologie riguroas, solicit definirea obiectivelor pedagogice n

termeni de comportament al elevului, ceea ce este mai ntotdeauna dificil. Dar msura acestei

dificulti este direct proporional cu complexitatea proceselor educative; cci, dup cte

cunoatem, indiferent ct de multe procese i fenomene complexe s-au identificat n Univers,

niciunul dintre acestea nu depete n complexitate procesul formrii umane. Educaia este,

probabil, cel mai complex fenomen din Univers. A considera drept exagerat aceast

afirmaie nseamn, pur i simplu, a ignora natura uman. Faptul ca atare poate rmne fr

implicaii atunci cnd abordm speculativ chestiunea. ns educaia este i un proces

eminamente practic.


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Dup cum se tie, ntr-un sistem de nvmnt organizat, obiectivele pedagogice sunt

structurate dup cel puin trei niveluri de complexitate, n felul urmtor:

Putem conveni s definim aceste categorii de obiective n felul urmtor:

5.1 Cteva proiecte didactice bine gndite i scenariile de implementare aacestora n clas

5.1.1 Proiecte i scenarii pentru instruirea de tip mastery learning la limba romn

PROIECT PEDAGOGICpentru desfurarea activitii didactice cu tem ADVERBUL ora I, clasa a V-aAutor: student Eliza Staicovici( sub ndrumarea prof. dr. Ion Negre-Dobridor )

OBIECTIVEOPERAIO-NALE

CONINUTULESENIAL

CAPACITIDE NVARE

STRATEGII DIDACTICE EVALUAREAFORMATIV

SARCINI DENVARE

SITUAII DENVARE

La sfritulactivitiididactice toielevii vor ficapabili:O1: sdefineascadverbul ca

parte devorbire

neflexibilcaredetermin unverb,unadjectiv sauun alt adverbi care aratcaracteristicaunei aciuni,stri sau auneinsuiri;obiectivul va fi

consideratatins dacfiecare elevva definicomplet,fradausuri fromisiuni, sauinversiuni.

C O1:DefiniiaadverbuluiAdverbul este

partea de vorbireneflexibil caredetermin unverb,un adjectivsau un alt adverbi care aratcaracteristica

unei aciuni,strisau a uneinsuiri.

Clasa estealctuit din treigrupe de elevi curitmuri de lucrudiferite.G1:grupa elevilorcu ritm lent denvare.G2:grupa elevilorcu ritm mediu de

nvare.G3:grupa elevilorcu ritm rapid denvare.Grupa unudispune decapacitilenecesarerealizriiobiectivelor unui doi.

SO1Identificaiadverbele din

propoziiileurmtoare iartai ce pride vorbiredetermin:-Atunci Mihai-Viteazul a

hotrt s-latace ndat peSinan-Paa.-El a fost destulde mndru deizbnda sa.-Domnul s-agndit aproapetotdeauna launire.

nvarea denoiuni;explicaia;conversaia.

I(O1)Completeaz:Adverbul este....................care arat..............................sau a unei....... .


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O2:srecunoascadverbelecare aratlocul, timpuli felul ncare sedesfoaraciunea, ntr-

un textdat;obiectivulva ficonsideratatins dacfiecare elevva recunoatecel puin treiadverbedintre celease utilizatei nu vasublinia

niciun cuvntcare nu esteadverb.

C O2:Atunci am

plecat departe delocurile acelea.Trisem bineacolo,dar le-am

prsitlesne,imediat cese ivise ocazia.

S O2Trece n tabelcel puin treiadverbe dintextul dat :de loc.........de mod.......de timp........

Descoperirea;rezolvarea de

probleme,conver-saia.

I(O2)Completeaz cel

puin treipropoziii cuadverbele caretrebuie:1.Am fost lacoal.2.m-am

ntlnit cu colegiipe care nu-i maivzusem.3.De.ne-amntors..acas.4.N-am fost..lamare.

O3: s creezepropoziii ncare sfoloseascdiferite feluride adverbe;obiectivul vafi consideratatins dacfiecare elev

va reui screeze cel

puin cincipropoziii.

C O3:Adverbele:afar,ieri,deodat,cndva,agale,repede,uor,imediat,

bine, altminteri,mine,mereu,ncolo,

aiurea,niciodat.

S O3Construiete cel

puin 5propoziii cufiecare dintrecele adverbeledate.G1-5;G2-7;G3-10.

Explicaia,exerciiul,dialogul,nvarea denoiuni..

(I O3) Compuneiun text de 5-8rnduri cu titlul n

parc,folosindadverbe de mod,de timp i de loc.

Scenariul desfurrii activitiiEVENIMENTUL

INSTRUCIONALACTIVITATEA DE NVARE DURATA

Captarea ateniei Le reamintesc elevilor prile de vorbirestudiate:verb,substantiv,articol,adjectiv,pronume,numeral.

2

Enunul obiectivelor Obiectivele sunt trecute n proiectul didactic 2


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Prezentarea sarcinilorde nvare i dirijareanvrii;obinerea

performanei

S(O1). Identificai adverbele din propoziiile urmtoarei artai ce pri de vorbire determin:-Atunci Mihai-Viteazul a hotrt s-l atace ndat peSinan-Paa.-El a fost destul de mndru de izbnda sa.-Domnul s-a gndit aproape totdeauna la unireS(O2) Trece n tabel cel puin trei adverbe din textuldat:de loc.de mod, de timp...

S(O3) Construiete cel puin 5 propoziii cu fiecare dintreadverbele date: afar,ieri, deodat, cndvaagale,repede,uor,imediat,bine, altminteri, mine, mereu,ncolo, aiurea,niciodat.G1-5;G2-7;G3-10

Evaluarea performanei Prezentarea i rezolvarea individual a testului formativ:a)Completarea definiiei lacunare a adverbului.

b)Completeaz cel puin trei propoziii cu adverbele caretrebuie:.1.Am fost la coal.2.m-am ntlnit cu colegii pe care nu-i maivzusem.

3.Dene-am ntors.acas.4.N-am fostla mare.c)Compunei un text de 5-8 rnduri folosind adverbe demod , de timp i de loc.

20

Asigurarea reteniei Comentm mpreun eventualele erori aprute la testulformativ.

3

Asigurarea transferului Tema pentru acas:Ex.5/46 si 10/23 care cer elevilor srecunoasc adverbele i s corecteze propoziiile n careadverbele sunt incorect folosite.

3

PROIECT DIDACTIC

de realizare a lectiei cu tema:Verbele auxiliareObiectiveoperationalecognitive

Analiza resurseloreducationale

Strategii didactice

EvaluareformativaConti-

nutesenial

Capacitati deinvatare

Sarcini deinvatare

Situatii deinvatare

La sfarsitul lectiei,98 % dintre eleviiclasei a V-a vor ficapabili:O1:sa identificeverbele la perfectcompus din textulcitit.Obiectivul va ficonsiderat atinsdaca elevii voridentifica toateverbele existente.

Aalunecat,aridicat,a

prins,asarutat,achiuit

G1:grupulelevilor cu ritmlent de invatare;G2:grupulelevilor cu ritmmediu deinvatare;G3:grupulelevilor cu ritmrapid de invatare.

S(O1):Cititicu atentietextul siidentificativerbele la

perfectcompus.

S(O1):conditiiexterne:Elevii vor avea ladispozitie textuldin manual.Conditiiinterne:invatareade principii

I(O1):Subliniaticu o linie verbelela perfect compusdin urmatoarele

propozitii.

O2: sa recunoascain textul cititpredicatul exprimatdoar prin verbul aavea.

,,Ammulteideigrozave.

S(O2):Gasitiin textul cititpredicatulexprimat doar

prin

S(O2):conditiiexterne:Elevii vor avea ladispozitie textuldin manual.

I(O2):Alcatuiti opropozitie in careverbul a avea safie predicativ.


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Obiectivul va ficonsiderat atinsdaca toti elevii voridentifica verbul.

verbul a avea. Conditiiinterne:invatareade principii

O3:sa identifice intext verbele formatecu ajutorulauxiliarelor a avea/a

vrea /a fi,precizandsi modul acestora.Obiectivul va ficonsiderat atinsdaca vor fiidentificate 2 dincele trei existente,

Asdresa-conditional-

optativVor citi-indicativSa fiinvatat-conjunctiv perfect

S(O3):Identificati in textulcitit verbeleformate cu

ajutorulauxiliarelor aavea/a vrea /afi.La ce modsunt acestea?

I(O3):Ce statut auverbul a avea, avrea, a fi inurmatoarele

enunturi?

O4: sa precizezeconditiile in careverbul a fi este

predicativ,dand si

exemple.Obiectivul va ficonsiderat atinsdaca toti elevii voridentifica conditiile.

-candraspundelaintrebare

aunde/cand?-cand aresensul dea exista,ase afla, aseintampla

S(O4):In cesituatii verbula fi este

predicativ?

S(O4):conditiiexterne:Elevii vor avea ladispozitie

intrebarileajutatoare ale

propunatoarei.Conditiiinterne:rezolvarea problemelor.

I(O4):Alcatuiti unscurt dialog(5-6replici) in careverbul a fi

predicativ saapara de trei ori.

Scenariul desfasurarii activitatii:Evenimentul instructional Durata Activitatea de invatare

Captarea atentiei 2 Discutie despre ultima vizita la circ,pentru a se putea facetrecerea la textul din manual-,,Carte de citire,carte deiubire(Nichita Stanescu,Gheorghe Tomozei)

Enuntul obiectivelor 30 Se vor enunta obiectivele: O1,O2,O3,O4.

Conducerea noii invatari 22 S(O1):Cu ajutorul intrebarilor ajutatoare ale propunatoarei,eleviivor identifica verbele la perfect compus din textul citit.S(O2):Folosind cunostintele dobandite,elevii vor identifica

predicatul exprimat doar prin verbul a avea.S(O3):Recitind textul din manual,elevii vor identifica verbele

formate cu ajutorul auxiliarelor a avea, a vrea, a fi.S(O4):Cu ajutorul indicatiilor propunatoarei,elevii vor precizasituatiile in care verbul a fi este predicativ.

Dirijarea proceselor deinvatare

Obtinerea performantei

Asigurarea feed-backului 8 Se va realiza prin schema lectiei:VERBELE:-predicative(formeaza singure predicat)

-nepredicative(auxiliare)A AVEA=auxiliar cand ajuta la formarea perfectului compus dela indicativ si a modului conditional-optativA VREA=auxiliar cand participa la formarea viitorului

A FI=auxiliar cand ajuta la formarea modului conjunctiv,timpulperfect si a modului conditional optativ,timpul perfect.Verbul A FI este predicativ cand are sensul de a exista, a se aflaintr-un anumit loc,a se intampla si raspunde la intrebarileunde/cand? .


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Evaluarea 12 Se va da testul formativ si se va corecta in clasa folosind un elev.

Asigurarea retentiei 30 Tema pentru acasa:exercitiile 1 si 2 din manual,pagina 119.

PROIECT DIDACTICpentru realizarea lectiei cu tema:Verbele auxiliareObiective

operationa-lecognitive

Analiza resurselor

educationale

Strategii didactice

Evaluare formativa

Continut Capacitatide invatare

Sarcini deinvatare

Situatii deinvatare

La sfarsitullectiei, 98 %dintre elevii claseia V-a vor ficapabili:O1:sa identificeverbele la perfect

compus din textulcitit.Obiectivul vafi considerat atinsdaca elevii voridentifica toateverbele existente.

A alunecat, aridicat,a

prins,asarutat,achiuit

G1:grupulelevilor curitm lent deinvatare;G2:grupulelevilor curitm mediu

de invatare;G3:grupulelevilor curitm rapidde invatare.

S(O1):Cititi cuatentie textul siidentificativerbele la

perfect compus.

S(O1):conditiiexterne:Elevii vor avea ladispozitie textuldin manual.Conditiiinterne:invatarea

de principii

I(O1):Subliniati cu olinie verbele la

perfect compus dinurmatoarele

propozitii.

O2: sa recunoascain textul citit

predicatulexprimat doar prinverbul a avea.Obiectivul va ficonsiderat atinsdaca toti eleviivor identificaverbul.

,,Am multeideigrozave.

S(O2):Gasiti intextul citit

predicatulexprimat doar

prinverbul a avea.

S(O2):conditiiexterne:Elevii vor avea ladispozitie textuldin manual.Conditiiinterne:invatareade principii

I(O2):Alcatuiti opropozitie in careverbul a avea sa fie

predicativ.

O3:sa identifice intext verbeleformate cuajutorulauxiliarelor aavea/a vrea /afi,precizand si

modul acestora.Obiectivul va ficonsiderat atinsdaca vor fiidentificate 2 dincele trei existente,

As dresa-conditional-optativVor citi-indicativSa fi invatat-conjunctiv

perfect

S(O3):Identificati in textul cititverbele formatecu ajutorulauxiliarelor aavea/a vrea /afi.

La ce mod suntacestea?

I(O3):Ce statut auverbul a avea, a vrea,a fi in urmatoareleenunturi?

O4: sa precizezeconditiile in careverbul a fi este

predicativ,dand siexemple.Obiectivul va fi

considerat atinsdaca toti eleviivor identificaconditiile.

-candraspunde laintrebareaunde/cand?-cand aresensul de a

exista,a seafla, a seintampla etc.

S(O4):In cesituatii verbul afi este

predicativ?

S(O4):conditiiexterne:Elevii vor avea ladispozitieintrebarileajutatoare ale

propunatoarei.Conditiiinterne:rezolvarea

problemelor.

I(O4):Alcatuiti unscurt dialog(5-6replici) in care verbula fi predicativ saapara de trei ori.


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Scenariul desfasurarii activitatii:Evenimentul instructional Durata Activitatea de invatare

Captarea atentiei tuturorelevilor pn la sfr itul activit ii

2 Discutie despre ultima vizita la circ,pentru a se putea face trecereala textul din manual-,,Carte de citire,carte de iubire(NichitaStanescu,Gheorghe Tomozei)

Enuntul obiectivelor pen elesul elevilor 30 Se vor enunta obiectivele: O1,O2,O3,O4.

Conducerea noii invatari 22 S(O1):Cu ajutorul intrebarilor ajutatoare ale propunatoarei,eleviivor identifica verbele la perfect compus din textul citit.S(O2):Folosind cunostintele dobandite,elevii vor identifica

predicatul exprimat doar prin verbul a avea.S(O3):Recitind textul din manual,elevii vor identifica verbeleformate cu ajutorul auxiliarelor a avea, a vrea, a fi.S(O4):Cu ajutorul indicatiilor propunatoarei,elevii vor precizasituatiile in care verbul a fi este predicativ.

Dirijarea proceselor deinvatare

Obtinerea performantei

Asigurarea feed-backului 8 Se va realiza prin schema lectiei:

VERBELE:-predicative(formeaza singure predicat)-nepredicative(auxiliare)A AVEA=auxiliar cand ajuta la formarea perfectului compus de laindicativ si a modului conditional-optativA VREA=auxiliar cand participa la formarea viitoruluiA FI=auxiliar cand ajuta la formarea modului conjunctiv,timpul

perfect si a modului conditional optativ,timpul perfect.Verbul A FI este predicativ cand are sensul de a exista, a se aflaintr-un anumit loc,a se intampla si raspunde la intrebarileunde/cand? .

Evaluarea 12 Se va da testul formativ si se va corecta in clasa folosind un elev.

Asigurarea retentiei 30 Tema pentru acasa:exercitiile 1 si 2 din manual,pagina 119.

5.1.2 Proiecte pentru activiti mastery learning de limba francez

PROJET PDAGOGIQUELeon dacquisition des connaissances de grammaire avec le sujet Le pass: Limparfait(I)AUTEUR: tudiant la Facult des Lettres Florin Mihail Stavrescusous la direction de Prof. dr. Ion Negre -Dobridor

OBJECTIFSOPRATIO-NNELS

LECONTENUESSEN-CIEL

LESCAPACITS

DENSEIGNE-MENT

LES STRATEGIESDIDACTIQUES

LEVALUAT-IONFORMATIVELES

TCHESLESSITUATIONSDENSEIGNEMENT

la fin de la classe,les lves serontcapables de :O1: reconnatre dans

un texte authentiqueles verbes limparfait.Lobjectif seraaccompli si chaque

La classe estcompose de troisgroupes dlves avecdes rythmes de travail

diffrentes. Le group1 a les capacitsncessaires pourraliser les objectifs 1et 2.

SO1:Indi-quez lesverbes limparf-

ait quiapparai-ssent dansle texte.

La conversationdorientation;La rcitation;La lecture par

rles;Lexplication.

I(O1)Souligniez lesverbes limparfait dans le

texte donn.


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lve soulignera aumoins trois de sixverbes limparfaitet sil ne souligneraun verbe qui nest

pas limparfait.

O2: utiliser dans desexercices et dans laconversation desverbes aux tempstudis.Lobjectif seraaccompli si chaquelve va crer aumoins cinq

propositions.

CO2:Avoir, tre,manger,laver, penser.

SO2:Construisez au moins5

propositi-ons avecchacun desverbes limpar-fait.Gr.1 5;Gr.2 7;Gr.3 10.

Lexplication.Lexercice crit.Lexercice oral.

I(O2)Ralisez un textedans lequel vousallez utiliser

beaucoup desverbes limparfait. Letexte doit avoir aumoins cinq

propositions.

O3: dialoguer, enemployant desverbes donns dansdiffrentescontextes. Lobjectifsera accompli sichaque lve vaemployer au moinscinq verbes limparfait.

CO3:Donner,

parler, crer,vouloir,devoir.

SO3:Notezdans voscahiers aumoinstrois decinqverbes quevous avezdcouvrit.

Lexercice oral.Lexercice crit,structural ettransforma-tionnel.

I(O3)Ralisez etutilisez dans laconversation etdans lcrit lesmots quidsignent lesactivitscourantes .

LE SCNARIO DE LA CLASSE

Les vnements de la classe Lactivit denseignement La dure

La captation de lattention deslves

Le professeur pose quelques questions ses lves :Vous tes prpars pour notre classe? Vous aimez lesclasses de franais ?

2

Lnonciation des objectifs Les objectifs se trouvent dans le projet pdagogique. 2

La vrification desconnaissances antrieures

Le prof demande aux lves douvrir les manuels, lescahiers de devoirs.Le contrle et la correction du devoir.

5

La prsentation des tchesdenseignement.Lacquisition des connaissances.Lobtention de la performance.

SO1:Indiquez les verbes limparfait qui apparaissentdans le texte.SO2:Construisez au moins 5 propositions avec chacun desverbes limparfait.Gr.1 5;Gr.2 7;Gr.3 10.SO3:

Notez dans vos cahiers au moins trois de cinq verbesque vous avez dcouvrit.

25

Lvaluation de la performance. La prsentation et la rsolution individuelle du testeformatif.I(O1)Souligniez les verbes limparfait dans le texte donn.

10


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I(O2)Ralisez un texte dans lequel vous allez utiliser

beaucoup des verbes limparfait. Le texte doit avoir aumoins cinq propositions.I(O3)Ralisez et utilisez dans la conversation et dans lcritles mots qui dsignent les activits courantes.

La fixation des connaissancesacquises

Lvaluation de lactivit collective : par des remarquessur le travail des lves (sur les fautes inhrentes).L valuation de lactivit individuelle : par des notesqui rcompensent les meilleures rponses.

3

Devoir la maison Le prof donne le devoir crit: lexercice no. 5 la page101 : Mets les verbes limparfaitLe professeur donne aux lves toutes les informationsncessaires pour rsoudre correctement les exercices.

3

5.1.3 Proiecte pentru activiti mastery learning de limba englez

LESSON PROJECTStudent teacher: Dobre Ctlina-Elena (directed by Professor Dr. Ion Negre-Dobridor)

Date: April 8th, 2011Grade: V BObject: EnglishTitle of the lesson: Youve got a lot to learn!Type of lesson: integrated skills (speaking, listening, reading and writing).Textbook: Welcome 3Length: 45Aims:

To the end of the lesson, all children must: revise and reinforce grammar concerning the Present Perfect Simple; develop their listening- comprehension abilities; their reading and speaking skills. read a text for specific information write a reportDidactic strategy: Didactic methods: The conversation, the exercise, the explication, the discovery. Forms of organisation the pupils activity: Individual activity and team work. Resources: The normal capacities of learning and the previous knowledge. Visual and audio aids:

the textbooks CD; textbook; workbook(vocabulary and grammar practice); worksheets; blackboard; chalk.

Bibiography: Gray, Elizabeth, Virginia Evans. Welcome 3. Express Publishing, 2001. Gray, Elizabeth, Virginia Evans. Welcome 3-Workbook.Express Publishing, 2001. Dooley, Jenny, Virginia Evans. Grammarway. vol.4, Express Publishing, 1999.

AIMS ESSENTIALCONTENTS

CAPACITIESOF

LEARNING

DIDACTIC STRATEGIES EVALUATION

Tasks of learning Situations oflearning

To the end of the lesson,all children must:

The revision of agrammar lesson.

Gr.1- with aslow rhythm oflearning

Teacher invitesstudents togive some

-ExerciseExercise 9and 10from page


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O1- revise and reinforcegrammar concerning thePresent Perfect Simple.The aim will be touchedwhen each pupil will beable to give someexamples of sentencesin which they use the

Present Perfect Simple.

Gr.2 -with amedium rhythmof learning

Gr. 3- with a fastrhythm of learning

examples of sentences inwhich they usethe PresentPerfect Simple.

72 and aworksheet.

O2- develop their listening-comprehension abilities;their reading andspeaking The aim will

be touched when eachpupil will be able tounderstand the messagefrom an audio tape, thecontent of a lesson and

he will be able to have aconversation with hisdeskmate.

Listening, writing,comprehension,communicationskills.

Gr.1- with aslow rhythm oflearningGr.2 -with amedium rhythmof learningGr. 3- with a fastrhythm of learning

Teacher plays thetape and studentshave to listen thetext and match the

pictures with thedescriptions.Teacher plays thetape again andnow, studentscorrect their

answers. Teacherasks students topresent theiranswers in orderto correct themtogether.

-The conversation-the exercise-the explication- the discovery.

Exercise 11from page73.

O3-read a text for specific informationThe aim will be touchedwhen each pupil will beable to the content of a

lesson and the unknownwords from the lesson.

Reading, writing,speaking skills.

Gr.1- with aslow rhythm oflearning

Gr.2 -with a

medium rhythmof learning

Gr. 3- with a fastrhythm of learning

Students have toread the textloudly and fill inthe gapswith thesuitable words.

Teacher gives themeaning of newwords or refreshestheir memory incase they alreadyknew the wordsand he uses the

blackboard tonote them. Then,students have todo ex.13. Thisexercise asks

them to answerthe questionsabout the text.Teacher asksthem to read theiranswers andcorrects themwhen is needed.

-The conversation-the exercise

Exercise12, 13 from

page 73.

O4-write a report

The aim will be touchedwhen each pupil will beable to understand anduse the conventions ofwriting a report.

Reading,

writing,speaking skills.Revision of vocabularyknowledge

Gr.1- with a

slow rhythm oflearningGr.2 -with amedium rhythm

-The

conversation-the exercise-the explication

Exercise

7from page37.


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of learning

Gr. 3- with afast rhythm oflearning

Teacher requestsone of the students

to read the exerciseand the modelgiven then sheexplains studentswhat do they haveto do. Then,students startworking on theirassignment.

Didactic scenario

THE EVENTS OF THE LESSON THE ACTIVITY OFLEARNING TIMEMaxim Minim

1. Captatio benevolentiae/ Warm-upThe teacher asks the students whattheir homework was and studentsanswer.They had to do B from page43. SS come to their teachers deskand they do their homeworkscorrection with the help of theirteacher. This happens for 3-5students.-Students read the homework

-The teacher corrects the possibleerrors with the help of the students

8 minutes 5 minutes

2. The enunciation of aims Teacher asks students: When do weuse the Present Perfect Simple?Then, teacher invites students togive some examples of sentences inwhich they use the Present PerfectSimple. Teacher gives them aworksheet.

4 minutes 2 minutes

3. The core of the lesson. They have to revise Present Perfect

Simple.

4 minutes 2 minutes

4.The presentation of the tasks. Teacher explains what the exercise 9is about and allows SS two minutesto do it. Students have to work in

pairs in order to solve exercise 10.(2) They present their dialoguesorally.Then, the students receive aworksheet with five exercises. Theyhave to do the first two exercisesfrom the worksheet in five minutesand then, they correct their answerswith the help of their teacher. Theywill solve the exercise 3 in twominutes and the exercises 4 and 5 infive minutes. After each exercise,teacher asks them about the result of

10 minutes 8 minutes


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their work and they correct theanswer together.

5. The feedback Teacher plays the tape and studentshave to listen the text and match the

pictures with the descriptions.( 4)Teacher plays the tape again andnow, students correct their answers.

Teacher asks students to presenttheir answers in order to correctthem together.

4 minutes 2 minutes

6. The knowledge assurance. Students have to read the text loudlyand fill in the gapswith the suitablewords. Teacher gives the meaning ofnew words or refreshes theirmemory in case they already knewthe words and he uses the

blackboard to note them. Then,students have to do ex.13. Thisexercise asks them to answer thequestions about the text. Teacherasks them to read their answers andcorrects them when is needed. (10)

10 minutes 6 minutes

7.The evaluation and the transfer.Teacher requests one of the studentsto read the exercise and the modelgiven then she explains studentswhat do they have to do. Then,students start working on theirassignment.The teacher assigns homework to thestudents:(ex. 14 from page 73.).Teacher explains students that theseexercises (12, 7) will help them todo their homework

5 minutes 3 minutes

PRESENT PERFECT SIMPLE1. Put the verbs in brackets into the Present Perfect Simple:

Martha...........................(find) a new job. She is starting next week. He....................................(write) five letters. My mother............................(cook) dinner. I...........................................(lose) my key. They...................never............(be) in Australia. We.......................................(buy) a new bed. I............................................(not work) today. ..........................................(speak) he to his boss? My friends.............................(go) to a restaurant for lunch. Tom.........................never.................(feel) like this before. Your sister...........................................(already /buy) the tickets.

2. Correct the mistakes: I have see this film before. Linda have already bought a new dress for the party. Have you ever tastes Japanese food? Joe has been in Paris last week. She has went to the shops. I have broke my leg. You have bought a book two days ago. They has eaten a soup.

3.Give the past participle ( the III rd form of the verb) for the following verbs:


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eat- meet- read- send- write- break- look- travel- drink- do- go- have- drive- feel- fly- give-

4. Complete the table in Present Perfect Simple.positive negative question

He has written a letter.

They have not stopped.

Have wedanced?

She has worked.

Andy has not slept.

5. Write sentences in present perfect simple.1. they / ask / a question -2. he / speak / English -3. I / be / in my room -4. we / not / wash / the car -5. Annie / not / forget / her homework -

LESSON PROJECT

Student teacher: student Dobre Ctlina-Elena (directed by Professor Ion Negret-Dobridor)

Date: April 8th, 2011School:No. 309Grade: IV BType of lesson: integrated skills (speaking, listening, reading and writing).Title of the lesson: Where were you?Textbook: Set sail 4Length: 45

Aims: to revise and reinforce grammar concerning the Past Tense Simple; to develop the pupils listening- comprehension abilities to make the pupils use the days of the week in their conversations; to develop the pupils reading and speaking skills; to introduce or revise vocabulary related to time expressions and ordinal numbers.

Visual and audio aids: the textbooks CD; textbook; workbook(vocabulary and grammar practice); worksheets; blackboard; chalk.

Bibiography: Dooley, Jenny, Virginia Evans. Set sail 4. Express Publishing, 2005. Dooley, Jenny, Virginia Evans. Set sail 4-Vocabulary and grammar practice. ExpressPublishing, 2005. Dooley, Jenny, Virginia Evans. Grammarway. vol.4, Express Publishing, 1999.


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THE EVENTS OF THE LESSON1.Captatio benevolentiae/ Warm-up( 5-8)Aims: to draw the pupils attention and to introduce the new lesson.Interaction: T-S.Skills: speaking, reading.

Activities: greetings, homework checking, introduction of the next lesson.1st Activity: Greetings(


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Pocedure: Teacher plays the tape and students have to listen the text and fill in the gaps with thesuitable words.( 4) Teacher plays the tape again and now, students correct their answers. Teacherasks students to present their answers in order to correct them together.

3rd Activity:ex. 8, 9 from page 61 (10)Aims: to develop the pupils reading and speaking skillsInteraction: T-S, S-S.Skills: reading, writing, speaking skillsPocedure: Students have to read the text loudly and fill in the gaps. Teacher gives the meaning of new

words or refreshes their memory in case they already knew the words and he uses the blackboard tonote them.Then, he asks students to describe the extra picture. Then, they will play a game in whichthey have to think of a place they were last night with a famous person.(10)

4th Activity: ex.10 from page 62 (5)Aims:- to introduce or revise vocabulary related to time expressions to revise the Past SimpleInteraction: T-SSkills: reading, writing, speaking skillsProcedure: Teacher requests one of the students to read the exercise and the model given then sheexplains students what do they have to do. Then, students start working on their assignment. T: Ifyou have any questions please ask me, as I have said before Ill be pleased to help you. Students

have to solve this exercise in five minutes. Four of the students read their answers and the teachercorrects errors.

5th Activity:ex. 6 from page 60 and ex. 11 from page 62.(1-2)Aims: to repeat the newly learn words in a fun way.Interaction: T-SSkills: listening, reading, singing.Procedure: Teacher plays the tape once and then asks the children to repeat along with the tape. She

plays the tape twice and the students and she repeat the tape.

3.The end of the lesson(2)The teacher assigns homework to the students:(ex.4 from the worksheet in negative and interrogativeform). The teacher dismisses the class.

Important!!! Whenever students dont understand the teachers questions and affirmations she willtranslate them into Romanian. Each of the unknown word is translated by the teacher, when possible with students help,and then written by the teacher on the blackboard as notes.

RevisionPast Tense Simple. The days of the week. Ordinal numbers.

1. Fill in the gaps with the Past Tense Simple of the verb to be:example: I.....was.... a student last month. Where.......... you yesterday? He...........not a student last year.

It .............. on the 26th of March, two weeks ago. My parents ............. very busy three days ago. Sarah ................... at the zoo last weekend; she was at cinema.

My friends.............. on holiday inItaly.

2. Put the following sentences to thePast Tense Simple:

businessmeeting concert

cinemaEnglish

course

Italian

restaurant

at the

shops

Mon Tue Wed Thu Fri Sat Sun

businessmeeting concert


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Example: We are in the classroom. .......We..were in the classroom.... Is he a teacher............................................ teacher? .................................................................. They arent students. ............................................................. Are they at home? ............................................................. ............................... It is not winter. ................................................................ ................................ Tom and Mary are in the park. .................................................... ....................... My aunt is very happy. ...................................................... .......................................

3.Write the days of the week:Example: U S Y T E A D: Tuesday

A F R Y I D: .................................................................................................................................U A N Y D S : ................................ ..............................................................................................A Y W D E D E N S: .......................... ........................................................................................

N A D Y O M: ...................................... ...........................................................................................T S A R U Y A D: ............................. .........................................................................................R H U D A T S Y: .............................. .............................................................................................S E Y U T D A: ................................... ................................................................................................

4. Have a look at Tom's diary and answer the questions in complete sentences.1. When was his English course? His English course was on Thursday.2. When was his business meeting? ...................................................3. When was he to the Italian restaurant? ...................................

4. When was he at the concert? ....................................................5. When was he at the cinema?....................................................6. When was Tom at the shops?....................................................5. Give an ordinal number for the following:1. the first; 2-............................................; 5-.......................................23-..............................................................30-.............................................................41-.............................................................17-.............................................................

LESSON PROJECTStudent teacher: Dobre Ctlina-Elena

Date: April 8th, 2011School:No. 309Grade: IV CType of lesson: integrated skills (speaking, listening, reading and writing).Title of the lesson: Where were you?Textbook: Set sail 4Length: 45

Aims: to revise and reinforce grammar concerning the Past Tense Simple; to develop the pupils listening- comprehension abilities

to make the pupils use the days of the week in their conversations; to develop the pupils reading and speaking skills; to introduce or revise vocabulary related to time expressions and ordinal numbers.Visual and audio aids: the textbooks CD;


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textbook; workbook(vocabulary and grammar practice); worksheets; blackboard; chalk.

Bibiography: Dooley, Jenny, Virginia Evans. Set sail 4. Express Publishing, 2005.

Dooley, Jenny, Virginia Evans. Set sail 4-Vocabulary and grammar practice. ExpressPublishing, 2005. Dooley, Jenny, Virginia Evans. Grammarway. vol.4, Express Publishing, 1999.

THE EVENTS OF THE LESSON1. Captatio benevolentiae/ Warm-up( 5-8)Aims: to draw the pupils attention and to introduce the new lesson.Interaction: T-S.Skills: speaking, reading.Activities: greetings, homework checking, introduction of the next lesson.

1st Activity: Greetings(


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2nd Activity: ex. 7 from page 60 (4)Aims: -to develop the pupils listening- comprehension abilities-to make the pupils use the days of the week in their conversationsInteraction: T-S, S-S.Skills: listening, writing, comprehension, communication skills.Pocedure: Teacher plays the tape and students have to listen the text and fill in the gaps with thesuitable words.( 4) Teacher plays the tape again and now, students correct their answers. Teacherasks students to present their answers in order to correct them together.

3rd Activity:ex. 8, 9 from page 61 (10)Aims: to develop the pupils reading and speaking skillsInteraction: T-S, S-S.Skills: reading, writing, speaking skillsPocedure: Students have to read the text loudly and fill in the gaps. Teacher gives the meaning of newwords or refreshes their memory in case they already knew the words and he uses the blackboard tonote them.Then, he asks students to describe the extra picture. Then, they will play a game in whichthey have to think of a place they were last night with a famous person.(10)

4th Activity: ex.10 from page 62 (5)Aims:- to introduce or revise vocabulary related to time expressions to revise the Past Simple

Interaction: T-SSkills: reading, writing, speaking skillsProcedure: Teacher requests one of the students to read the exercise and the model given then sheexplains students what do they have to do. Then, students start working on their assignment. T: Ifyou have any questions please ask me, as I have said before Ill be pleased to help you. Studentshave to solve this exercise in five minutes. Four of the students read their answers and the teachercorrects errors.

5th Activity:ex. 6 from page 60 and ex. 11 from page 62.(1-2)Aims: to repeat the newly learn words in a fun way.Interaction: T-SSkills: listening, reading, singing.

Procedure: Teacher plays the tape once and then asks the children to repeat along with the tape. Sheplays the tape twice and the students and she repeat the tape.3. The end of the lesson(2)The teacher assigns homework to the students:(ex. D from page 45.). The teacher dismisses the class.Important!!! Whenever students dont understand the teachers questions and affirmations she willtranslate them into Romanian. Each of the unknown word is translated by the teacher, when possible with students help,and then written by the teacher on the blackboard as notes.

Revision

Past Tense Simple. The days of the week. Ordinal numbers.3. Fill in the gaps with the Past Tense Simple of the verb to be:example: I.....was.... a student last month. Where.......... you yesterday? He...........not a student last year.

It .............. on the 26th of March, two weeks ago. My parents ............. very busy three days ago. Sarah ................... at the zoo last weekend; she was at cinema. My friends.............. on holiday in Italy.4. Put the following sentences to the Past Tense Simple:

Mon Tue Wed Thu Fri Sat Sun


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Example: We are in the classroom. .......We..were in the classroom....

Is he a teacher? .................................................................. They arent students. ............................................................. Are they at home? ............................................................. It is not winter. ................................................................ Tom and Mary are in the park. .................................................... My aunt is very happy. ......................................................

3.Write the days of the week:Example: U S Y T E A D: TuesdayA F R Y I D: ................................U A N Y D S : ................................A Y W D E D E N S: ..........................

N A D Y O M: ......................................T S A R U Y A D: .............................R H U D A T S Y: ..............................S E Y U T D A: ...................................4.Have a look at Tom's diary and answer the questions in complete sentences.7. When was his English course? His English course was on Thursday.8. When was his business meeting? ...................................................9. When was he to the Italian restaurant? ...................................10. When was he at the concert? ....................................................11. When was he at the cinema?....................................................12. When was Tom at the shops?....................................................5. Give an ordinal number for the following:

2. the first; 2-............................................; 5-.......................................23-..............................................................30-.............................................................41-.............................................................17-.............................................................

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