Методразработка кейса по словообразованию английского языка

Методразработка кейса по словообразованию английского языка

Автор: Усольцева Светлана Викторовна – преподаватель английского языка Московского академического художественного училища.

Вводная статья:

Метод case-study или метод конкретных ситуаций (от английского case – случай, ситуация) – это метод активного проблемно-ситуационного анализа, основанный на обучении путем решения конкретных задач–ситуаций (кейсов).

По степени воздействия основных источников кейсов выделяют практические кейсы, которые отражают абсолютно реальные жизненные ситуации; обучающие кейсы, основной задачей которых выступает обучение; научно-исследовательские кейсы, ориентированные на осуществление исследовательской деятельности.

При работе с кейсами учитель может применять три стратегии поведения:

Учитель задаёт наводящие вопросы, предлагает дополнительную информацию, «ведёт» к разгадке;

Учитель сам дает ответ (в некоторых случаях);

Учитель только организует работу обучающихся, (соблюдает режим молчания при обсуждении проблемы).

При анализе конкретных ситуаций особенно важно, чтобы сочеталась индивидуальная работа учащихся с проблемной ситуацией и групповое обсуждение предложений, подготовленных каждым членом группы.

В зарубежной методологии хорошо проработаны кейсы по медицине, юриспруденции и бизнесу. В России этот метод только начинает обретать популярность, и примеров готовых кейсов по обучению иностранному языку крайне мало. Большинство сводится к описанию организации дискуссии или проектной работы, не принимая во внимание необходимость выхода из реальной ситуации кейса на абстрактный/ теоретический/ гипотетический уровень. Кейсов, предметом рассмотрения которых был бы сам английский язык, я не встречала вообще.

Данная разработка кейса и методики проведения занятия по нему (45 минут) для студентов (15 человек в группе) или обучающихся старшей школы (уровень advanced). Знания и умения по теме Словообразование тестируются на ЕГЭ по английскому языку, поэтому тема актуальна для обучающихся.

Презентация/ Presentation материала (после предварительного домашнего задания – чтения статьи) организована как Guided Discovery (Управляемое Открытие) и включает кейс и вопросы к нему. Дополнительный материал (если останется время) предоставит возможность для Практики/ Practice. Домашнее задания потребует Создания/ Production списка однокоренных слов, с последующим анализом их образования, т.е. Практического повторения и закрепления. Урок организован как РРР в соответствии с требованиями коммуникативного подхода к преподаванию Английского языка.

Разбирая данный кейс, учащиеся развивают УУД «доказательство от противного», проверяя «ложность» всех способов словообразования для построения однокоренных слов на конкретной паре.

Обучающиеся работая самостоятельно – читают кейс, в парах – отвечают на первые четыре вопроса, в пяти группах по три человека, сформированных по цвету вопросов – отвечают на три вопроса; в трёх группах по пять человек, сформированных по номерам на раздаточных листах (пять человек с первым номером, пять человек с номером два и пять с номером три). На уроке созданы все возможности для развития беглости устной речи. Ниже приводится кейс учителя (с ответами) и образцы кейсов и рабочих материалов обучающихся.

Communicative method/ Case technology

Skills developing lesson (speaking for fluency) with word-building as a subject

Students were asked to read the article in Popular Linguistics magazine (Morphology: How are words formed?) online before the lesson as their homework!

This is what they have read before the lesson:

Morphology: How are words formed?

English often allows multiple bound morphemes within a single word by a process called affixation. Affixation is the addition of prefixes, suffixes, and infixes to a root morpheme Bound morphemes that follow the root are suffixes (things like –ful, -ly, -ness in words like hopeful, quickly, or weirdness), while morphemes that precede the root are prefixes (for example, mis- as in misunderstand).

So, in a word like mistrustful we have a two bound morphemes, the prefix mis- and the suffix -ful, surrounding the root, trust:

mis-trust-ful

Or in a word like friendliness, we have a root followed by two suffixes:

friend-li-ness

An acronym is formed out of the first letter of each word of a phrase. It’s not uncommon to hear someone lol at a good joke (from LOL — laugh out loud) or exclaim WTF when something unexpected happens. Scuba (Self-Contained Underwater Breathing Apparatus) and radar (Radio Detection And Ranging) are examples of older acronyms that we don’t necessarily recognize as such anymore.

A backformation removes a part of the word that resembles a morpheme in order to coin a new word. For example, in the word burglar, English speakers misanalyzed the –r as an agentive suffix (a suffix that indicates someone does something), similar to the –r in writer. This process left us with the verb burgle, meaning ‘steal’. The Mitchell International Airport in Milwaukee has a lounge area just beyond security called the recombobulation area — formed by backformation from the word discombobulate where the dis- was mistakenly taken to be a prefix and then replaced with the common prefix re-. The “recombobulation area” is a place where you can get yourself organized: put your shoes back on, put your laptop back into your bag, and so on.

A blend combines two words to create a new word. Smog is a blend of smoke plus fog. Mockumentary combines mock and documentary. Jeggings are snug-fitting leggings that look like jeans. Recently, Sarah Palin inadvertently created the word refudiate by blending refute and repudiate.

Clipping is the reduction of a word into one of its component parts. The recently-coined word app meaning ‘application for a mobile device’ is clipped from application.

Compounding is the combining of two or more roots to make a new word, such as birdhouse or redneck (‘hillbilly’). A recently-formed compound is pumphead: a person who has lost mental acuity after being attached to a heart-lung machine during heart surgery.

Examples such as these illustrate the creative capacity of language. Our knowledge of morphology allows us to combine the pieces of old words to create something new.

THE CASE GIVEN AT THE LESSON (Teacher’s):

WHAT IS THE ROOT OF THE PROBLEM?

Once a caterpillar meets a cat and says “Hello, my dear relative!”

The cat was shocked but stayed calm and answered “Your remark is irrelevant I am not your relation, a pillar is your relative.”

The caterpillar didn’t give up. “Then you may be just a contraction of my beautiful name.”

The cat looked at the caterpillar in quite a catty way and replied “Do you mean if I make you three times shorter, you’ll become a cat?”

“I can only become a butterfly,” the caterpillar sighed. “And you are not my acronym either?”

“Which acronym?” the cat wondered.

“Caterpillars who Ate Trees!” explained the caterpillar eagerly.

“Have you tried to eat a tree?” the Cat asked.

“But there are so many cats around you must have relatives!” the caterpillar exclaimed.

“Let’s look at the root of the problem! They are just some more cats.

I am happy in my cattiness. That is you that have no relations. But cheer up, when you turn into a butterfly, you’ll find your family.”

Questions to test basic understanding (in pairs)

What is a caterpillar?

A small creature like a worm with legs, that develops into a butterfly.

What did the caterpillar want?

It wanted to prove that the cat is its relative.

How do we call members of one family?

Relatives or relations

Which word in the dialogue has the same root?

Irrelevant

The start of hypothetical questions to think critically about the examples of word-building given in the dialogue (3 students from the same colour group are to answer 3 questions and then the rest questions in groups of five students according to the numbers from 1 to 3 from each colour group)

Can you give the definition of the word contraction or clipping?

Clipping is the reduction of a word into one of its component parts.

What does the word acronym mean?

An acronym is formed out of the first letter of each word of a phrase.

What did the caterpillar think about the building of its name when called the cat its relative?

It thought the words have the same root. And the word caterpillar was derived from the word cat.

Why did the cat disagree?

There are no such suffixes as er+pillar, or er+pill+ar so the word wasn’t derived.

What way of word-building did the cat hint at saying that a pillar is caterpillar’s relative?

Compound of Cater+Pillar

Why the word Cat cannot be contractions of Caterpillar?

It has a different meaning.

What was wrong with the acronyms created by the caterpillar?

It had no meaning; there was a word in between.

Why other cats are not the cat’s relatives?

The word Cats is a grammar form (plural) of the word Cat.

What did the cat mean when suggested looking at the root of the problem?

The cat wanted to explain the reason why the word cats is just a grammar form of cat.

Are the words roots of a plant and roots of a problem the same root family?

They are different meanings of the same word.

Can you give an example of the same root word of the word root?

Enrooted

How was it built?

It was derived with the help of a prefix.

Which root words of Cat were mentioned in the dialogue?

Catty and Cattiness

Is the word routine the same root word of root? Why?

No, they have different roots which sound similar but have different spelling and meaning.

What is the root of the problem in the dialogue?

Although the words Cat and Caterpillar sound like having the same root, they are different root words and no word building technique can unite them in one family.

C. Questions Further Afield to Discuss word building techniques (T-Ss)

T: What other word building techniques do you remember? How else can we build words?

Ss: 1) Blending: mockument (mock+ document)

2) Conversion:

EXTRA ACTIVITY FOR PRACTICE:

T: Listen to the dialogue and decide what makes it funny? (2 Ss read)

"Mother", said Johnny, "is it correct to say you 'water a horse' when he's thirsty?"

"Yes, quite correct."

"Then", (picking up a saucer) "I'm going to milk the cat."

T: What makes the joke? What does the verb to milk mean? (There is a mistake as to milk means to get milk, for example, from a cow.)

HW: Write down the list of potential caterpillar’s relatives – the root words of the word BUTTERFLY (as many as you can).

Worksheets for students (1):

WHAT IS THE ROOT OF THE PROBLEM?

Once a caterpillar meets a cat and says “Hello, my dear relative!”

The cat was shocked but stayed calm and answered “Your remark is irrelevant I am not your relation, a pillar is your relative.”

The caterpillar didn’t give up. “Then you may be just a contraction of my beautiful name.”

The cat looked at the caterpillar in quite a catty way and replied “Do you mean if I make you three times shorter, you’ll become a cat?”

“I can only become a butterfly,” the caterpillar sighed. “And you are not my acronym either?”

“Which acronym?” the cat wondered.

“Caterpillars who Ate Trees!” explained the caterpillar eagerly.

“Have you tried to eat a tree?” the Cat asked.

“But there are so many cats around you must have relatives!” the caterpillar exclaimed.

“Let’s look at the root of the problem! They are just some more cats.

I am happy in my cattiness. That is you that have no relations. But cheer up, when you turn into a butterfly, you’ll find your family.”

Questions to test basic understanding (Work in pairs and write down the answers.)

What is a caterpillar?

____________________________________________________________________

What did the caterpillar want?

____________________________________________________________________

How do we call members of one family?

____________________________________________________________________

Which word in the dialogue has the same root?

____________________________________________________________________

The start of hypothetical questions to think critically about the examples of word-building given in the dialogue(3 students from the same colour group are to answer 3 questions and then the rest questions in groups of five students according to the numbers from 1 to 3 from each colour group)

Can you give the definition of the word contraction or clipping?

What does the word acronym mean?

What did the caterpillar think about the building of its name when called the cat its relative?

Why did the cat disagree?

What way of word-building did the cat hint at saying that a pillar is caterpillar’s relative?

Why the word Cat cannot be contractions of Caterpillar?

What was wrong with the acronyms created by the caterpillar?

Why other cats are not the cat’s relatives?

What did the cat mean when suggested looking at the root of the problem?

Are the words roots of a plant and roots of a problem the same root family?

Can you give an example of the same root word of the word root?

How was it built?

Which root words of Cat were mentioned in the dialogue?

Is the word routine the same root word of root? Why?

What is the root of the problem in the dialogue?

C. Questions Further Afield to Discuss word building techniques (T-SS)

T: What other word building techniques do you remember? How else can we build words?

DIALOGUE:

"Mother", said Johnny, "is it correct to say you 'water a horse' when he's thirsty?"

"Yes, quite correct."

"Then", (picking up a saucer) "I'm going to milk the cat."

Worksheets for students (2):

WHAT IS THE ROOT OF THE PROBLEM?

Once a caterpillar meets a cat and says “Hello, my dear relative!”

The cat was shocked but stayed calm and answered “Your remark is irrelevant I am not your relation, a pillar is your relative.”

The caterpillar didn’t give up. “Then you may be just a contraction of my beautiful name.”

The cat looked at the caterpillar in quite a catty way and replied “Do you mean if I make you three times shorter, you’ll become a cat?”

“I can only become a butterfly,” the caterpillar sighed. “And you are not my acronym either?”

“Which acronym?” the cat wondered.

“Caterpillars who Ate Trees!” explained the caterpillar eagerly.

“Have you tried to eat a tree?” the Cat asked.

“But there are so many cats around you must have relatives!” the caterpillar exclaimed.

“Let’s look at the root of the problem! They are just some more cats.

I am happy in my cattiness. That is you that have no relations. But cheer up, when you turn into a butterfly, you’ll find your family.”

Questions to test basic understanding (Work in pairs and write down the answers.)

What is a caterpillar?

____________________________________________________________________

What did the caterpillar want?

____________________________________________________________________

How do we call members of one family?

____________________________________________________________________

Which word in the dialogue has the same root?

____________________________________________________________________

The start of hypothetical questions to think critically about the examples of word-building given in the dialogue. (3 students from the same colour group are to answer 3 questions and then the rest questions in groups of five students according to the numbers from 1 to 3 from each colour group)

Can you give the definition of the word contraction or clipping?

What does the word acronym mean?

What did the caterpillar think about the building of its name when called the cat its relative?

Why did the cat disagree?

What way of word-building did the cat hint at saying that a pillar is caterpillar’s relative?

Why the word Cat cannot be contractions of Caterpillar?

What was wrong with the acronyms created by the caterpillar?

Why other cats are not the cat’s relatives?

What did the cat mean when suggested looking at the root of the problem?

Are the words roots of a plant and roots of a problem the same root family?

Can you give an example of the same root word of the word root?

How was it built?

Which root words of Cat were mentioned in the dialogue?

Is the word routine the same root word of root? Why?

What is the root of the problem in the dialogue?

C. Questions Further Afield to Discuss word building techniques (T-SS)

T: What other word building techniques do you remember? How else can we build words?

DIALOGUE:

"Mother", said Johnny, "is it correct to say you 'water a horse' when he's thirsty?"

"Yes, quite correct."

"Then", (picking up a saucer) "I'm going to milk the cat."

Worksheets for students (3):

WHAT IS THE ROOT OF THE PROBLEM?

Once a caterpillar meets a cat and says “Hello, my dear relative!”

The cat was shocked but stayed calm and answered “Your remark is irrelevant I am not your relation, a pillar is your relative.”

The caterpillar didn’t give up. “Then you may be just a contraction of my beautiful name.”

The cat looked at the caterpillar in quite a catty way and replied “Do you mean if I make you three times shorter, you’ll become a cat?”

“I can only become a butterfly,” the caterpillar sighed. “And you are not my acronym either?”

“Which acronym?” the cat wondered.

“Caterpillars who Ate Trees!” explained the caterpillar eagerly.

“Have you tried to eat a tree?” the Cat asked.

“But there are so many cats around you must have relatives!” the caterpillar exclaimed.

“Let’s look at the root of the problem! They are just some more cats.

I am happy in my cattiness. That is you that have no relations. But cheer up, when you turn into a butterfly, you’ll find your family.”

Questions to test basic understanding (Work in pairs and write down the answers.)

What is a caterpillar?

____________________________________________________________________

What did the caterpillar want?

____________________________________________________________________

How do we call members of one family?

____________________________________________________________________

Which word in the dialogue has the same root?

____________________________________________________________________

The start of hypothetical questions to think critically about the examples of word-building given in the dialogue. (3 students from the same colour group are to answer 3 questions and then the rest questions in groups of five students according to the numbers from 1 to 3 from each colour group)

Can you give the definition of the word contraction or clipping?

What does the word acronym mean?

What did the caterpillar think about the building of its name when called the cat its relative?

Why did the cat disagree?

What way of word-building did the cat hint at saying that a pillar is caterpillar’s relative?

Why the word Cat cannot be contractions of Caterpillar?

What was wrong with the acronyms created by the caterpillar?

Why other cats are not the cat’s relatives?

What did the cat mean when suggested looking at the root of the problem?

Are the words roots of a plant and roots of a problem the same root family?

Can you give an example of the same root word of the word root?

How was it built?

Which root words of Cat were mentioned in the dialogue?

Is the word routine the same root word of root? Why?

What is the root of the problem in the dialogue?

C. Questions Further Afield to Discuss word building techniques (T-SS)

T: What other word building techniques do you remember? How else can we build words?

DIALOGUE:

"Mother", said Johnny, "is it correct to say you 'water a horse' when he's thirsty?"

"Yes, quite correct."

"Then", (picking up a saucer) "I'm going to milk the cat."

Worksheets for students (1):

WHAT IS THE ROOT OF THE PROBLEM?

Once a caterpillar meets a cat and says “Hello, my dear relative!”

The cat was shocked but stayed calm and answered “Your remark is irrelevant I am not your relation, a pillar is your relative.”

The caterpillar didn’t give up. “Then you may be just a contraction of my beautiful name.”

The cat looked at the caterpillar in quite a catty way and replied “Do you mean if I make you three times shorter, you’ll become a cat?”

“I can only become a butterfly,” the caterpillar sighed. “And you are not my acronym either?”

“Which acronym?” the cat wondered.

“Caterpillars who Ate Trees!” explained the caterpillar eagerly.

“Have you tried to eat a tree?” the Cat asked.

“But there are so many cats around you must have relatives!” the caterpillar exclaimed.

“Let’s look at the root of the problem! They are just some more cats.

I am happy in my cattiness. That is you that have no relations. But cheer up, when you turn into a butterfly, you’ll find your family.”

Questions to test basic understanding (Work in pairs and write down the answers.)

What is a caterpillar?

____________________________________________________________________

What did the caterpillar want?

____________________________________________________________________

How do we call members of one family?

____________________________________________________________________

Which word in the dialogue has the same root?

____________________________________________________________________

The start of hypothetical questions to think critically about the examples of word-building given in the dialogue. (3 students from the same colour group are to answer 3 questions and then the rest questions in groups of five students according to the numbers from 1 to 3 from each colour group)

Can you give the definition of the word contraction or clipping?

What does the word acronym mean?

What did the caterpillar think about the building of its name when called the cat its relative?

Why did the cat disagree?

What way of word-building did the cat hint at saying that a pillar is caterpillar’s relative?

Why the word Cat cannot be contractions of Caterpillar?

What was wrong with the acronyms created by the caterpillar?

Why other cats are not the cat’s relatives?

What did the cat mean when suggested looking at the root of the problem?

Are the words roots of a plant and roots of a problem the same root family?

Can you give an example of the same root word of the word root?

How was it built?

Which root words of Cat were mentioned in the dialogue?

Is the word routine the same root word of root? Why?

What is the root of the problem in the dialogue?

C. Questions Further Afield to Discuss word building techniques (T-SS)

T: What other word building techniques do you remember? How else can we build words?

DIALOGUE:

"Mother", said Johnny, "is it correct to say you 'water a horse' when he's thirsty?"

"Yes, quite correct."

"Then", (picking up a saucer) "I'm going to milk the cat." (Etc.)

Список литературы (источники):

infourok.ru/webinar/74.html ;

Popular Linguistics magazine (Morphology: How are words formed?)

Заключение:

Кейс технология предоставляет возможности строить урок в соответствии со всеми требованиями ФГОС нового поколения, развивая все необходимые компетенции и УУД, но методически проработанных кейсов по английскому языку крайне мало. Надеюсь, мой пример вдохновит на создание новых, разных по типу кейсов, что обогатит и разнообразит методический аппарат отечественной лингвистики.