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INTEGRATED OTSM-TRIZ ENGLISH COURSE > Text Technology
(c) Alexander Sokol, Riga, 2000, contacts@thinking-approach.org |
TEXT TECHNOLOGY • Preliminary Points
• Texts Samples
• Students' Responses
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Here you can get acquainted with some students' opinions submitted after a year's experience of learning English upon the experimental OTSM-TRIZ English Curriculum. All students have finished the 10thform of Riga Herder School, Latvia. They have formally studied English for 3 years, two of which included traditional language instruction centred around the textbook. The questions below do not comprise the whole of the questionnaire offered to students. Some questions were rather specific and bound to the context of our lessons. The selection below is aimed at giving a general overview of students' responses. QUESTIONNAIRES(excerpts from students' responses)• Are you satisfied with your progress in English during this year?Christina Smetanina (Form 10) - CS1
Diana Ledkova (Form 10) - DA
Mary Dobrovolska (Form 10) - MD
Vlada Trapeznikova (Form 10) - VT
Anna Kozorovitska (Form 10) - AK
Renata Kazaka (Form 10) - RK
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• Do you think it is a good idea to develop thinking skills in addition to mastering language skills at your English lessons? Why?Christina Smetanina (Form 10) - CS
Liya Arbuzova (Form 10) - LA
Diana Ledkova (Form 10) - DA
Mary Dobrovolska (Form 10) - MD
Vlada Trapeznikova (Form 10) - VT
Anna Kozorovitska (Form 10) - AK
Renata Kazaka (Form 10) - RK
• Evaluate the tasks you have done this term giving a mark out of 10 upon the following criteria (add your comments to the marks at the end of the questionnaire if you have any):
• Evaluate the material you have used for learning English this term giving a mark out of 10. Add your comments if you have any.The Little Prince by Antoine de Sent Exupery
8 (DA) 10 (MD) - it gave me a lot because I liked it a lot! 10 (VT) - interesting. Not only the text, but also the tasks. 10 (AK) - this was the first book (not 'one-page' text) which I'd read in English. It showed me that I can read an original English book, well… maybe the translation into English. 9 (RK) A Secret Slob (an excerpt from The Catcher in the Rye by J D Salinger)
10 (DA) 10 (MD) - I was interested in using it especially because I know the whole book by Salinger and it's one of my favourite ones. 8-9 (VT) 9 (AK) - it isn't connected with English, but 'Secret Slob' was the first step. After it I read the whole book. (In the Russian variant, though) 9 (RK) - it was interesting to work with translation-adaptation We are free…? (Part 2) (an excerpt from Illusions by Richard Bach)
10 (DA) 10 (VT) - interesting. Not only the text, but also the tasks. 7 (AK) - the text was interesting but it didn't give me something very useful for learning English. 9 (RK) - I liked the extra task most of all. How to be a messiah? - (an excerpt from Illusions by Richard Bach)
7 (DA) 7-8 (VT) 9 (AK) - I liked the task concerning 'Golden rules' because I had to work with my memories, knowledge of words, etc. 7 (RK) Psycho - a film by Alfred Hitchcock
10 (DA) 10 (MD) - I liked the film a lot. 8 (VT) 10 (AK) - the film was very useful not for learning English, but for learning watching films (especially, such as Hitchcock's films). Sure it was useful for learning English, too. 7 (RK) - it was really hard for me to find problems of the director and solve them in 2 evenings. He must have spent much more time on that. Vertigo - a film by Alfred Hitchcock
8-9 (MD) - I had problems with the search for the main idea of the film and that made my enthusiasm decrease. 8 (VT) 8 (AK) - I liked this film much more than Psycho but it gave me less than the previous one. I think it is because we didn't have enough time for Vertigo, and also because I watched Psycho myself and stopped every time when I saw something interesting or didn't understand something. I watched Vertigo only once (with the whole our group). • Anything else you want to say to your English teacher?Mary Dobrovolska (Form 10) - MD
Anna Kozorovitska (Form 10) - AK
1 Here and further in the text initials are given instead of full names. 2 Types of tasks students were asked to evaluate coincide with training activities. 3 In this task we develop not only the English, but also the Russian language. It's very good for us - modern students - who forget their native tongue. 4 Our English lessons are almost the only ones where we earn to think. I like this very much. 5 It's always interesting to work with translations but it's very difficult for me, therefore I give the mark 9. 6 The development of the language depends on who performs the written part of the task in the group. 7 It depends on the material we write the script to. 8 It depends on whose problem I solve and if these problems are connected with my life. |
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