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Закончила филфак, преподаю там английский с 1998 года. Готовлю к экзаменам В2-С2 Cambridge и IELTS c
1996 г. (более 300 успешно сдавших). Преподаю онлайн с марта 2020 года. С июля 2019 постоянно учусь
онлайн на курсах Жанны Петросян, Марины Бочаровой, Юлии Болдыревой и др.
С 2016 провела летних 6 курсов "Чтения в оригинале с подростками". 86 школьников и МНОГО студентов
прочли со мной свою первую книгу в оригинале
Сейчас на курсе Марины Бочаровой разрабатываю многосерийную ролевую игру по Домашнему чтению.
ТЕМА:
Как начать читать со студентами в оригинале, или Reading in the Тimes of COVID19
Как организуем процесс чтения, какие задания составим, какие навыки прокачаем
the crucial ability of books to transport us to another world has never been more important, and so,
current sales of print books aside, there appears to be a reading boom whilst people struggle with their
new restricted reality.
According to new research from the UK literacy charity The Reading Agency, almost
According to The Reading Agency research, fiction is dominating readers’ book choices, particularly
classics and crime novels, while in the week leading up to lockdown (21 March)
1.09 million fiction books were sold in the UK according to Nielsen BookScan, dwarfing the number of
non-fiction books sold by 17%. This unexpected surge bucked a long-held trend: it was the first time
fiction sales had been higher than non-fiction sales since July 2018.
(The books that could flourish in this pandemic era By Heloise Wood, 7 May 2020 )
https://www.bbc.com/culture/article/20200506-the-books-that-might-flourish-in-this-time-of-crisis?
ocid=global_culture_rss&xtor=ES-213-[BBC News Newsletter]-2020May6-[culture
TO BE USED !!!
Being flexible
motivation
self awareness
people skills
veronika.maltby@gmail.com,
Zzakk@inbox.ru,
varya.kurylova@yandex.ru,
ajubondar@gmail.com,
sotolal@gmail.com,
svetlana70271@yandex.ru
As we celebrate the 450th anniversary of Shakespeare's birth this year, English tutor and resource
writer Genevieve White responds to some of the common problems teaching Shakespeare in the
English language classroom.
I can still vividly remember the crushing boredom I experienced reading The Merchant of Venice as a
fifteen-year-old high-school student. My classmates and I took it in turns to read aloud in a mumbled
monotone, while our teacher dozed in her chair (occasionally waking up to summarise in simplified
English). It was an uninspiring introduction to Shakespeare’s work. Sadly, I suspect it was not an unusual
one.
Why on earth would we want to bring the Bard into the classroom? Most English language teachers I
speak to admit that they have never considered teaching Shakespeare, while some are openly appalled at
the notion.
Teachers cite numerous reasons for giving Shakespeare a wide berth. Here are some of the most common
and why I disagree with them.
I just don’t see what Shakespeare’s got to do with the lives of my students
The playwright Ben Jonson (1572-1637) said of Shakespeare: 'He was not of an age but for all time', an
appraisal I wholeheartedly agree with. If we want our learners to engage with Shakespeare’s work, we
need to show them how relevant it is to our own lives.
Who hasn’t, like Juliet, fallen in love with the wrong person or, like King Lear, hurt the one they love the
most? Open any newspaper and you’ll find proof of Shakespeare’s contemporary relevance.
In our world today, people do terrible things to achieve their ambition (as did Macbeth). Murders are
committed (see the tragedies) and prejudice and inequality continue to thrive as they did in the lives of
Othello, Katherine and Shylock.
Simply identifying commonality between Shakespeare’s times and our own isn’t all our learners can gain
from studying the Bard’s work. Shakespeare can offer practical assistance in our everyday lives. Take
Lady Macbeth, for example. How does she get that nice husband of hers to kill King Duncan? By using
every rhetorical trick in the book, that’s how. Flattery and reassurance are Lady Macbeth’s favourite
persuasive tools – and isn’t the art of persuasion one we would all like to master?
Teaching rhetorical devices through Shakespeare’s plays not only provides an introduction to the most
compelling characters and plots in English literature, but also equips learners with the skills they will
need to handle a range of everyday situations, from negotiating time off work to asking a favour of a
friend.
It takes me a long time to decipher Shakespeare. How can we expect our students to cope?
When I read Shakespeare I need glossaries and footnotes to help me understand unfamiliar words and
historical references. How then, can we expect our learners to decode his works? In fact, there are a
number of ways to make the language of Shakespeare more accessible to learners of English.
Keep exposure to Shakespeare’s language short and sweet, locating simpler passages for use in
class whenever possible.
Use mix-and-match exercises where a line in Shakespearean English corresponds with a
translation in modern English. A great site to help you with this is No Fear Shakespeare .
Focus on the similarities between Shakespearean and contemporary English rather than the
differences. Shakespeare coined many idioms still in use today, for example: 'good riddance to
bad rubbish' and 'all’s well that ends well'. See this video for inspiration.
Lower-level learners can still enjoy Shakespeare’s work if it is packaged in a more accessible
format. Check out this tabloid report on Romeo and Juliet , for example.
Although this may sound like an alarming amount of work for a busy English teacher, the good
news is that you can find a range of ready-made Shakespeare resources on our Teaching English
site.
Sorry, but there are way more interesting things to read with your students. I’ve always found
Shakespeare pretty dull.
Shakespeare certainly can be dull and boring if his work is taught in a dull and boring way. If, however,
English learners experience a challenging, lively and rewarding introduction to Shakespeare, it is highly
likely they will want more!
Think of your favourite English teaching activity. Do five-minute speed debates work well with
your learners? Then why not discuss an issue central to a Shakespeare play? Focus on Macbeth
and debate the motion: 'Too much ambition can be dangerous', for example.
Alternatively, try a Shakespearean balloon debate. Find a list of the top ten Shakespearean villains
, give each learner a villain card with character information and get them to prepare a case for why
they should be released during an amnesty (in which only eight villains can go free).
The drama technique of 'hot seating' is a fantastic way to promote speaking and allows learners to
get under the skin of the most intriguing characters in Shakespeare. Divide learners into groups
and give each group a set of character cards from a play. Each learner should have some character
information: not too much, but enough to give them an initial picture. The rest of the group then
asks questions, for example, 'What did you have for breakfast? What do you do on a typical
Saturday? Do you love your wife/husband?' The learner in the hot seat should answer all questions
in character.
Far too much sex and violence – a lot of Shakespeare is simply inappropriate for classroom use.
Teachers generally know their learners well enough to decide what is and what is not appropriate for
classroom use. Shakespeare’s work can be shocking at times, but doesn’t this also provide welcome
respite from the safe and anodyne world of the course book?
Don’t be frightened to bring the Bard ('Boldness be my friend!) into your classroom. Some of the most
enjoyable and rewarding lessons I have experienced in my sixteen years of teaching have been courtesy
of the Bard. Preparing lessons needn’t be a chore. The web is awash with ready-made Shakespeare
resources, teaching ideas and video clips.
Theatre is an interactive medium, and a truly engaging lesson on Shakespeare should also allow plenty of
opportunity for learner interaction, role-play and discussion. Bear this in mind, and Shakespeare’s work is
(as the Bard himself might have it) your oyster.