Адамян ВКР (3)

2.2 Комплекс упражнений

В данном параграфе мы рассмотрим 3 вида упражнений по обучению общению:

1). Тренировочные

2). Упражнения практической направленности

3). Упражнения коммуникативной направленности

Упражнения. Группа № 1 «Blogging: A Brief History and Overview»

1. Now, you are going to read a small extract about blog’s history.

The term “weblog” was created by Jorn Barger in 1997, though what is commonly understood as blogging began as early as 1996 with Dave Winer’s web site intended for use in the 24 Hours of Democracy project. The shortened term “blog” was coined by Peter Merholz in early 1999 when he announced he would pronounce it “we blog.” Blogging started to gain mainstream attention in 2001 when political blogs such as Jerome Armstrong’s MyDD and Andrew Sullivan’s AndrewSullivan.com gained large followings of Internet users. The tragic events of September 11th, 2001 encouraged the creation of numerous “warblogs,” which dealt with America’s reaction to terrorism around the world.

You’ve read a small extract about “blog”, it’s history and people who first created it. And now write a letter to Jorn Barger, Dave Winer or Peter Merholz, speaking about your personal attitude to blogs, and if you have some questions, please ask them.

2. Now, you are going to read a small extract and then you’ll find an exercise.

According to a 2004 survey done about blogging by the Pew Internet and American Life project, the average blogger is primarily an upper-middle class male under the age of 30 with high-speed Internet access who has been online for more than six years. However, a more demographically diverse group of people is becoming involved in blogging, mirroring the overall trends in Internet usage. Also, while blogs were once only the domain of those who were familiar with HTML, today a wide variety of user-friendly tools are available to allow even the most technologically inexperienced to blog. Many bloggers are young adults who use the Internet as a means of personal expression. Blogging sites such as LiveJournal.com are dominated by young people who use blogs to network with their peers and freely express themselves.

Can you say personally that you are in earnest about blogger/Можете ли вы отнести себя к блогеру. If so, please write 10 qualities which should have a real blogger./ Если да, то опишите 10 качеств которыми должен обладать настоящий блогер.

3. Please, write how does blog differs from an ordinary web site/ Напишите, чем по вашему мнению отличается блог от рядового(повседневного) вэб-сайта.

4. And now, you are going to read an article “How is a blog different from an ordinary web site?”

Blogs have several structural characteristics that distinguish them from traditional personal “home pages.” A blog site shows the most recent entries at the top of the page to allow readers to see the latest blog entry first. Blog entries also tend to incorporate hyperlinks to other blogs or web sites, allowing readers to easily click on and read the primary sources for themselves. A sidebar may feature links to other bloggers or favorite sites, allowing bloggers to elaborate on their interests. These links to other blogs are called “blogrolls”, and can either display links to other sites or in some cases can display the actual content of recent blog entries in a scrollable column. This process of syndication is accomplished by a protocol known as RSS and is an increasingly popular method of linking multiple blogs or other forms of content into an easily browsed interface.

The most interesting thing about blogging to many people is the interactivity it enables between a writer and her audience. Comments can be left on blog posts by readers, sometimes resulting in lengthy discussions of topics ranging from the mundane to the highly technical. Blogs can also feature “permalinks”, which create a permanent reference point for the entry so that it can be linked to indefinitely by other interested readers. A related technology is called “trackback”. Trackbacks use web technology to track when another web site links to a blog entry.. Permalinks, trackbacks and blog syndication via RSS allows for the creation of blog communities. The broad world of blogs is often referred to as the “blogosphere” because of this nested relationship that connects blogs. Recently, blogs have also begun featuring the ability to “tag” entries, which categorizes the entry and allows for Internet content aggregators to sort it into presentations about specific topics.

Now you know real differences blog from an ordinary web site. But your friend from “Spain” haven’s read this article yet. Please write a letter to him, accenting on differences.

5. Now, you are going to read a small extract.

One of the advantages to the single course blog is that it provides another place for students to ask questions, and those questions remain public. One alternative is to ask students to comment each week in the comments of the course blog. At first, this may seem as onerous as allowing them to post, but that is not necessarily the case. If you look for large-audience blogs outside of education, it is not unusual for some posts to attract hundreds of comments. If a large number of comments are expected, one of the various Slashdot-style plug-ins that allow viewers to rank up or down comments on the page can be an interesting and useful addition.

Do you really think that learning English using blogs can compete with a traditional education process? Please write your ideas about that point.

6. Read an article “Pupils lead the way with blogging”(Приложение 1). Изменила ли эта статья ваше отношение к обучению английскому языку с использованием блогов. Если да, то в какую сторону, если нет, то назовите какими, на ваш взгляд, обладает обучение с помощью блогов.

Упражнения. Группа № 2

7. Read an article about Hollywood, and then find unknown words, translate them and make sentences in Present Simple and Continuous with them.

Many of today's Hollywood stars don't live in Hollywood, or Beverly Hills or any of the other neighboring areas. Some live up in Malibu, or down in Orange County, but many others have homes thousands of miles from Los Angeles. The ones who do have homes treasure their privacy, often erecting tall fences and planting dense hedges to shield their homes from prying eyes, and you can't really blame them. Who wants some paparazzi, or even a tourist from Iowa taking their picture when they're trying to relax?

To satisfy visitors' curiosity, tour operators and map-makers may highlight the places where a star used to live or in some cases, they either make things up or rely on unsubstantiated "facts." I've even heard a tour guide claim that Beverly Hills' fire hydrants are platinum-plated!

Given that you are unlikely to see a real stars' home and even less likely to see the stars themselves, we think most of the Hollywood movie star tours are a waste of your hard-earned money. Nevertheless, we also realize that at least some of you won't listen to us, so we've outlined the ways you can see the stars' homes and we've listed one tour that we can recommend.

If there is one landmark that says "Hollywood" to the world - literally! - it is the famous Hollywood Sign, perched high atop Mount Lee, the tallest peak in L.A.

The Sign measures 450 feet long, its mammoth letters are 45 feet high, and it's visible from all parts of Hollywood. Erected in 1923 as an advertising sign for a real estate development in Beachwood Canyon, the Sign originally read "Hollywoodland." The last four letters were removed in 1945, after Hollywood had become the world's movie capital, and the Sign had already become a well-known landmark. (In fact, it's been officially declared "Los Angeles Cultural-Historical Monument #111.")

In 1932, during the Great Depression, one despondent young actress, Peg Entwistle, even jumped to her death from the Sign's giant letter "H."

The original sign contained thousands of light bulbs, which were changed daily by a caretaker who lived in a small house behind one of the Sign's giant "L's."

And in the 1998 Disney remake of "Mighty Joe Young," the oversized ape climbs the Hollywood Sign and perches in one of its giant letter "O."s

Unfortunately, there is no easy way to reach the Sign itself, which is located atop an undeveloped hillside, far from roads. And if you did manage to reach the area, you would discover that the Sign has been fenced in to keep out the curious, and that a new high-tech alarm system has recently been installed. I recommend that you settle for just looking at the Sign from a safe distance.

The best way to see the Hollywood Sign is to drive up Beachwood Drive (north of Hollywood Boulevard). The Sign is clearly visible most the way up Beachwood, although the hills begin to obscure the view of the Sign near the top of the drive.

If you don't want to drive up Beachwood, here are a few of the other obvious places where you can easily spot the Hollywood Sign on a clear day:

8. Read an article about “The Janes House” and then continue the story, using complex sentences, gerund and a great number of adjectives, image what you want.

The Janes House is a Victorian cottage on busy Hollywood Boulevard, just a few blocks east of the Chinese Theatre.

It was built back in 1903, when similar Victorian homes lined the boulevard (which was then called Prospect Avenue). But Janes House is now the last remaining residential house along this heavily-commercialized street.

It's a beautiful, little two-story Queen Anne/Dutch Colonial Revival home, with shingled gables and fanciful turrets.

Beginning in 1911, Janes House was a family-run school, "The Misses Janes School of Hollywood," and its broad front yard was filled with the children of film industry VIP's. Mary Ruth Janes and her three daughters ran the well-respected school, which offered education from kindergarten through eighth grade. Classes were often taught in the home's shady back yard. The school attracted the children of early Hollywood celebrities such as Charlie Chaplin, Douglas Fairbanks, Cecil B. DeMille, Noah Beery, Jesse Lasky, and the Chandler Family (who own the Los Angeles Times).

But in 1926, hard times fell on the Janes sisters, and they were forced to close their school. As Hollywood Boulevard grew up (and eventually decayed) around the charming little home, the proud sisters were forced to rent their large front yard as a parking lot, and to lease space there to a flower vendor. The home eventually fell into disrepair, along with the rest of old Hollywood Boulevard. The last of the Janes sisters, Carrie Belle, died in 1982. Fortunately, through the efforts of Guy Miller (a young man whom the sisters had taken in during the 1970's), their home was saved and restored to its former glory.

9. Now you are going to read a real ending of the story, written above. And then rewrite the sentences, where it’s possible, in passive.

Today, the cottage is stuck in the back of a modest, modern mini-mall called (appropriately enough) Janes Square - but at least it's been spared the wrecking ball. The gray & white shopping center is designed to imitate the shingled Victorian look of the Janes House itself. But the center's retail spaces house only a tiresome mix of electronic stores, gift shops, and the like (as well as a spot to book a seat on the Starline Tour bus).

Fortunately, the Janes House itself has been preserved intact, and has been beautifully restored. The owners hoped to make it a museum one day. It is not a museum today, however, and there isn't even a plaque to tell the history of the venerable home. But the public was free to walk in the front door. Janes House became the home to the official Visitors Information Center for Hollywood.

But in 2006 (following an earlier renovation of the courtyard), the 102-year-old Janes House reopened as a somewhat pricey restaurant named Memphis. It's a Southern/Cajun restaurant, but they stuck with a glitzy Victorian interior, complete wuith red silk and chandeliers. There's a bar and lounge on the ground floor, and the dining room is upstairs. They even plan to project old movies on the walls outside the restaurant's windows. They serve dinner after 6 p.m. and a Sunday brunch.

10. Now you are going to read sentences from an article. Find synonyms, antonym and Russian equivalents to underlined words. Make noun, adjectives, verb and gerund from them, where it’s possible.

There are so many beautiful mansions in Beverly Hills that it's hard to keep track of them.

The yellow walls of the house slope precariously, giving the impression of imminent collapse.

An eccentric picket fence surrounds the property, made of wavy, warped wooden pickets.

Even the landscaping in the front yard is purposefully bizarre, with gnarled, twisted trees, a wooden bridge crossing a moat, a miniature old mill and a sign (hanging from a lantern) which reads: "Witch's Landing."

Also, there is a new intricate garden wall which accurately reflects the textures of the original building... an addition which looks as if it had always been there.

Make a small dialogue wit underlined words, and sends it to your friend.

11. Read and rewrite two or three small sentences to a complex one in Past tense.

Disneyland is located a good 30 miles away from Tinseltown. It is included in a website about Hollywood

As the Disney people see it, Disneyland is just one giant "show". The customers get to mingle with the performers "on stage."

According to the company philosophy, Disneyland is not just an amusement park. They say that it is a "show". Sometimes that show takes place "onstage" in what amounts to a series of three-dimensional movie-style sets, called "lands."

We sometimes forget just how many of the attractions at Disneyland are based on Walt's classic films. The number of films beginning with the tiny Main Street Cinema. In addition to that you can watch the original 1928, black & white cartoon of "Steamboat Willie,"

The Tarzan Treehouse actually started out as the Swiss Family Treehouse in Adventureland. They say that it is a copy of the elaborate treetop dwelling portrayed in Disney's 1960 adventure film "Swiss Family Robinson."

12. Now you are going to read a story about Disneyland (Приложение 3), and then ask the following questions in two-three sentences. You can use words from the text.

1. Where is Disneyland located?

2. Does Disneyland have its own language?

3. Is it true that Disneyland is the first theme park built around the motion picture experience?

4. How many of the attractions at Disneyland are based on?

5. What is the name of the first black & white cartoon?

Упражнения. Группа № 3

13. You have already read an article about Disneyland, pleas now write a small topic or advice to our government about building our Russian Disneyland. And why it is important to have such a park in Russia. The topic should be for 15-20 sentences.

14. Read an article about Marco Polo and Christopher Columbus (Приложение 4), translate unknown words, and then image that you live in America, write about this continent, people and how they can sail there as far as possible.

15. Write a letter to your friend in Chukotka about Marco Polo or Christopher Columbus. The letter must be for 20-25 sentences, use words which you found unknown.

Итак, мы создали комплекс заданий по обучению письменному иноязычному общению на основе блогов, состоящий из 15 упражнений, которые направлены на развитие практических и творческих умений. Важно строить упражнения на увлекательном материале реальной действительности, мобилизуя также фантазию учащихся. У учителя должен накапливаться «банк фактов», своего рода коллекция удивительных случаев, которые могут быть превращены в такие задания, которые повышают тонус общения, стимулируя творчество. К тому же использование информационно-коммуникативных технологий способно повысить интерес учащегося к изучению языка в разы, что подтверждено на практике.

Выводы по Главе 2

Во второй главе мы выяснили, что в ходе работы над блогами студенты приобретают навыки учебной автономии и управления своим обучением; благодаря публикации собственных рассуждений они совершенствуют навыки критического мышления и коммуникативные умения.

Так же разделили все существующие блоги на три типа выделим 3 типа блогов, используемых в преподавании языковых дисциплин (http://www.teachingenglish.org/ ) :

1. The tutor blog управляется преподавателем класса.

2. The class blog - это пространство, в котором как преподаватели, так и студенты имеют возможность размещать информацию для основной аудитории.

3. The learner blog - третий тип блога, который требует огромного количества времени и усилия от преподавателей, но это самое эффективное средство в преподавании языковых дисциплин.

Развитие общества не стоит на месте, и исходя из этого можно выявить ряд причин, по которым следует ввести блог в учебный процесс:

Блоги стоит внедрять в учебный процесс:

1. чтобы обеспечить дополнительную практику письма и чтения для студентов;

2. чтобы познакомить студентов с сетевыми ресурсами, предлагающими много интересной информации по изучаемой теме.

3. чтобы увеличить чувство сплочённости в классе.

4. чтобы привлечь застенчивых студентов к участию в данной работе

5. чтобы стимулировать обсуждение во внеурочное время.

6. чтобы выявить пользу письма.

7. чтобы помогать строить более близкие отношения между студентами больших групп.

Заключение

Итак, цель исследования, заключавшаяся в теоретическом обосновании и практической разработке методики обучения письменному общению на основе блогов была достигнута. Для ее достижения мы решили следующие задачи: мы рассмотрели понятие «информационно-коммуникативные технологии», «блог» и пришли к выводу, что блог – это вебсайт, основное содержание которого – это регулярно добавляемые записи, статьи или иные формы данных, которые публикуются в открытом доступе и к которым можно оставить комментарий.

С помощью блога, человек не только способен опубликовать личное мнение, но и принять участие в общение или внести вклад в разговор, а так же получить интересующую информацию и проверить уровень своих знаний.

Веблоги, или блоги - это веб-страницы, содержащие личные дневники пользователей. Производные от термина "блог": "блоггер" - тот, кто ведет такой интернет-дневник, и "блогосфера"- "интеллектуальное киберпространство", которое занимают блоггеры (этот термин предложил W.Quick в 2001 г)

Мы также рассмотрели и проанализировали виды блогов, цели. Использование блогов является неотъемлемой чертой современного общество. Пожалую сложно представить современного человека не использующего в повседневной жизни компьютеры, мобильные телефоны, транспорт. Так и блоги, с каждым днем завоевывают популярность, как свободная зона общения без цензуры. Мы уточнили особенности методики обучения письменному общению.

Для достижения цели нашего исследования мы создали комплекс заданий по обучению письменному иноязычному общению на основе блогов. Для этого мы сначала рассмотрели понятие «блоги» это веб-страницы, содержащие личные дневники пользователей. Проанализировали различные виды учебных ситуаций и пришли к выводу, что учебная ситуация призвана обеспечивать потребности учащихся в письменном общении и должна представлять собой совокупность жизненных условий, побуждающих к выражению мыслей и использованию при этом определенного набора знаний и умений. Мы рассмотрели 3 вида упражнений по обучению общению:

1). Тренировочные

2). Упражнения практической направленности

3). Упражнения коммуникативной направленности

и создали комплекс заданий по обучению коммуникативному общению на основе блогов.

Мы также провели апробацию комплекса заданий, которая показала, что ученики (10б класса МОУ гимназия №5) были намного более увлечены заданиями, в которых использовались информационно-коммуникативные технологии, Интернет, фотографии, страноведческий материал, чего сравнительно мало на стандартных уроках английского языка. Из этого можно сделать вывод, что использование блогов привлекают учеников, поэтому информационно-коммуникативные технологии в частности блоги нужно использовать в качестве средства обучения письменному иноязычному общению.

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Приложение 1 Blogging: A Brief History and Overview

Ryan Lange, Michigan State University

A Brief History of Blogging

Bloggers have gradually gained more power to bring events to the attention of the traditional media, such as controversial comments made by Trent Lott at a birthday party for Strom Thurmond. A more recent example of bloggers challenging the traditional media came when bloggers discredited a news story on 60 Minutes that used forged documents to attempt to damage President Bush’s military service record. The popularity of blogs is steadily increasing: according to a 2005 study, over a quarter of U.S. Internet users say they are blog readers, while a little under ten percent of U.S. Internet users are blog authors.

Who are bloggers?

How is a blog different from an ordinary web site?

Приложение 2 Blogging for Large Classes

Alex Halavais, Quinnipiac University

In this short article, I hope to provide some examples of failures and successes in managing blogging in large classes, and some indication of where this might go in the future. Like many people, I started blogging in small senior-level seminars. This was in 1999, and at the time there were not really blogging systems available, and like many other people, I had to write my own. What I saw as a very simple way to replace email lists and bulletin board (forum) systems turned out to be an extraordinarily effective way to encourage conversation among students, and I have used blogs in most of my classes in the years since. Today, blogging in a small class is a fairly easy way to get started for both students and teachers.

How blogging can be used in large classes is not as immediately obvious. Many assume that once the class is large enough to exclude, for example, written term papers, it also means blogs are out. By that definition, a "large class" might be as few as thirty or forty students, depending on the composition of your university. My experience of using blogs in larger classes includes classes ranging in size from about fifty students to those that include nearly four hundred students.

The single course blog

Just as with smaller classes, there are a number of ways in which blogs may be deployed to help with the learning process in a large class. The most obvious example is the single teaching blog, something of a replacement for other forms of course management software. In this form, the blog acts as the central communications organ of the course, with links to the syllabus and schedule, and posts for assignments, handouts, news items, and course discussions.

This is, naturally, a fairly "low-intensity" use of blogging in a course. For small courses, instructors often make the students authors of the blog as well. This can work for large courses, but it can lead to a bit of a mess if you have students writing on a regular basis. If only a subset of the students write posts each week (and the remainder post comments), then things become a bit more manageable, but this sort of participation may lead to more administrative overhead than it is worth.

One of the advantages to the single course blog is that it provides another place for students to ask questions, and those questions remain public. One alternative is to ask students to comment each week in the comments of the course blog. At first, this may seem as onerous as allowing them to post, but that is not necessarily the case. If you look for large-audience blogs outside of education, it is not unusual for some posts to attract hundreds of comments. If a large number of comments are expected, one of the various Slashdot-style plugins that allow viewers to rank up or down comments on the page can be an interesting and useful addition.

Everybody blog!

The other alternative is to set up either blogs for small groups of people or individual blogs. In my experience, working with group blogs carries with it many of the logistical difficulties of working with groups in a large class, with the additional difficulty of managing the blogs. For that reason, even in very large classes, I usually have students set up blogs individually.

The same sorts of questions apply when choosing a blogging platform for large classes as do when looking at small classes. The grouping functions of Livejournal can be helpful, although for especially large classes they may not scale well. Other free blog hosts: Blogger, Wordpress, Edublogs, among others, are all good choices. I have tried mixed-blog classes, requiring only that students use a blogging system that provides RSS feeds, but in terms of support for new users this can become difficult.

It is helpful to aggregate blogs for small classes, and vital for large classes. Unfortunately, there is not a single, easily used solution for creating an aggregator for a large class. It is a good idea to plan for some time to collect the urls of students blogs, along with their true names. I have done this over email, set up a special web form to collect the data, and even integrated this with a Lylina aggregator that was altered to allow anyone to add their information. There are some early tools that can help with this, but generally it may be easier, if time consuming, to collect these via email or on paper and enter them manually into an aggregator (and your grade book).

The biggest barrier to large-scale blogging? Every blogging class has a small contingent of students who have a great deal of difficulty understanding how to blog, and of course this group grows proportionately with the size of the class. There are several strategies that can be used to mitigate this. First, choose a single platform, and one that already has helpful resources and tutorials you can provide to students. A quick search will turn up tutorials for a number of platforms. Second, seek out your most experienced bloggers in the class who are willing to help the neophytes. The culture of blogging often attracts those who are willing to help others get a handle on things. Finally, plan for this hurdle. Once cleared, students are usually off and running, but instructors often overestimate students' exposure to blogging and facility with computing generally.

Evaluation

Naturally, the reason most teachers forgo blogging in large classrooms is that reading and grading and responding to hundreds of blog posts every week seems impossibly time consuming and counterproductive. Students are accustomed to the idea that their written assignments are graded on a timely basis, and despite the size of the course, may expect that if they spend the time writing, they should be getting a response.

One of the reasons that blogging is pedagogically such a nice tool is that it takes the focus off of the instructor, and your evaluation policy should reflect this. Like all writers, students want feedback on their work, and indeed, that sort of feedback is often what motivates bloggers outside of the class context. In each of my courses, I require students to comment on each others blogs as well as write in their own. This might appear to only increase the amount of grading left to the teacher, but in practice it provides students with the opportunity to have a different kind of audience—and audience of their peers. It also encourages conversations, which is at the root of the blogging experience. A good aggregator—preferably one that presents all posts sequentially (sometimes called a "river of news" format)—provides students with a way of locating interesting posts to comment on.

As a practical matter, then, grading can take several forms. Generally, I let students know that they will be formally evaluated (i.e., graded) not on each post they make, but only several times during the semester. I often scan the entire class during the first few weeks of each semester, to make certain that everyone is getting the hang of things. I then set up groups of students I monitor on a weekly basis, cycling through several of these groups and not so much grading as making comments and responding.

In a large class, you will not be able to do much about the mechanics of writing or details in the way that students present their arguments. Generally, if I see something that is a common error, I will make a short posting on the course blog. Like other forms of low-stakes writing, the idea here is to encourage students to express themselves, to get in the habit of writing, and to find other writers in the class to model themselves after.

In many of my courses, I have attempted to integrate popularity of blogs, or "buzz," as part of the course evaluation. This has met with varying degrees of success. An attempt, for example, to develop a karma system like that found on Slashdot, and to attach a grade to karma, led to the formation of blocks of students who promised to rank each other highly. Rather than quantifying buzz, I now let students know that their objective is to engage in a distributed conversation, and that therefore comments from other students and from those outside the class provides an indication of their success in blogging.

There are other approaches to evaluation, many borrowed from other forms of journal writing, that are also effective. Students may choose at the end of the semester, for example, to be evaluated on several posts that they feel best represent their efforts, or an instructor may choose posts at random to evaluate. At its root, however, the idea is that the activity of writing itself is beneficial to the student, and provides an opportunity to open up a dialogue among students that is rarely possible in a large classroom.

Приложение 3

Pupils lead the way with blogging

Pupils from a primary school in East Dunbartonshire are at the forefront of a new digital learning phenomenon.

Children in the pilot group at Woodhill Primary School in Bishopbriggs are using blogs to communicate with schools across the UK and Europe and making podcasts on a range of subjects, including French language.

Recordings of their voices can be heard on MP3 files, speaking French with accents which have astounded experts across all educational sectors.

The children can download the audio files at home and listen again to their work.

«Younger pupils write about the adventures of a French bear»

They also download worksheets at home and use these to write out answers as homework.

Their writing in French is confident and structured, and the pupils are easily able to explain their work to visiting adults.

This is a long way from the days of rote learning.

As members of the only school in Scotland currently involved in blogging for language learning, the pupils have become accustomed to demonstrating to visiting adults the ways that they use their blogs. No wonder that the the staff and pupils at the school were nominated for two awards at a Learning and Teaching Scotland ceremony in Glasgow's City Halls.

As winners of the International Schools award, Woodhill Primary School fulfilled selection criteria which demanded that they prepared their pupils for 'international citizenship'.

Other innovative uses of blogging in the school are the 'healthy passport' blogs in which the children write about ideas for maintaining a healthy lifestyle.

«Pupils are motivated to log on and read posts on the blog»

Depute head teacher Aileen Spence explained that the project would not have been possible without the financial support of the British Council.

Permission from the local education authority has allowed the teachers to innovate in their use of electronic communication methods.

Ms Spence said that East Dunbartonshire Council have been responsive to her requests for solutions to problems such as the monitoring of posts to the blogs.

She praised the education authority's flexible responses to the school's demands for permissions and their help in creating solutions to the security problems posed by blogging for minors.

Ms Spence said: "We are trail-blazing and we come up with ideas to which the authority responds with permissions and solutions."

«Pupils work on laptops in special areas of the school»

She added: "We are finding new ways of working all the time. Video bloggingwould open up so many more doors and although there are currently many barriers to this, we will do it!"

The enabling of password-protection for blog entries has been one solution, as has the design of a system of moderation of posts.

Teaching and support staff have the ability to publish entries which have been written by pupils in the classroom or emailed from home computers.

The children create sound files using MP3 players, and staff upload the files onto the website.

This has created extra demands on staff time, but seeing the positive results for the children has been a motivation to all involved.

Dorothy Rae, one of three teachers of French at Woodhill Primary, said: "I have overheard pupils saying that they "cheated" before sitting class tests by going online and looking at the French vocabulary at home.

"The children look forward to the project time, they enjoy being out of the classroom environment. She added: "It is extremely effective way of teaching and we are starting to introduce these methods into our normal language lessons."

Both teachers and parents say they have seen a huge improvement in their vocabulary, confidence in speaking and their accents since they started the blogs in January.

The depute head teacher said that the children are a credit to the school: "We have people from the private sector singing the praises of their work."

Links with several schools are being fostered, and staff exchanges are helping sort out technical problems which hinder some of the other schools in their communications.

Emails have been exchanged with classes in Trinidad and Tobago as well as in China, swapping experiences of life in the childrens' home countries.

The ability to answer questions and communicate with teachers and pupils in France and in Coventry is a motivation for pupils to log on regularly.

They enjoy reading emails from their international friends in the 'e-twinning' link with a school in Nancy.

Primary seven pupils on a trip to Paris updated their blog from hotel rooms, adding pictures and sending electronic postcards to classmates at home.

Local secondary schools have been working with Woodhill Primary, learning from their innovation and preparing for an influx of pupils who are confident in communicating at a level well beyond their peer group.

Приложение 4

Disneyland is located a good 30 miles away from Tinseltown, so why is it included in a website about Hollywood? Well, the fact is that Disneyland is pure Hollywood.

Think about it. Walt Disney's unique theme park is based upon the animated and live action films of Disney Studios, some of the most popular motion pictures of all time.

As the Disney people see it, Disneyland is just one giant "show," where the customers get to mingle with the performers "on stage."

Disneyland has a unique viewpoint of the park and its employees, complete with its own language, which you could call "Disney-speak." According to the company philosophy, Disneyland is not just an amusement park, it is a "show" that takes place "onstage" in what amounts to a series of three-dimensional movie-style sets, called "lands." Those who help put on this "show" aren't called "employees," they are called "cast members," who "audition for roles," and wear "costumes" instead of uniforms. Visitors to the park are the "audience," and the public sections of the park where these "guests" stroll are considered "on stage" by the "cast members" (as opposed to the "backstage" areas, which are off-limits to the "guests").

Many people tend to think of Universal Studios Hollywood as a Hollywood-themed "movie park," and Disneyland as a more generic theme park. But the truth is that Disneyland was letting people "ride the movies" long before Universal got into the act. It was, in reality, the first theme park built around the motion picture experience.

We sometimes forget just how many of the attractions at Disneyland are based on Walt's classic films, beginning with the tiny Main Street Cinema, where you can watch the original 1928, black & white cartoon of "Steamboat Willie," the first cartoon with a sound track (made shortly after "The Jazz Singer"), and the movie that first put Disney on the map.

The Tarzan Treehouse actually started out as the Swiss Family Treehouse in Adventureland is a copy of the elaborate treetop dwelling portrayed in Disney's 1960 adventure film "Swiss Family Robinson." It was re-themed in 1999 to match their more recent animated film, "Tarzan."

Right next door is the Indiana Jones adventure, based on "Raiders of the Lost Ark." And those Jungle Cruise boats nearby owe more than a little to "The African Queen" for inspiration.

In Frontierland, both the Mike Fink Keel Boats and the Davy Crockett canoes are borrowed from Disney's hit TV series "Davy Crockett."

In Critter Country, Splash Mountain is a page taken right out of Disney's 1947 musical "Song of the South," where you plunge into a briar patch with "Brer Rabbit."

In Tomorrowland, two of the attractions actually were movie theatres: the 360-degree Circlevision Theatre, and "The Magic Eye Theatre" with its 3-D Michael Jackson movie, "Captain Eo." (The recent renovation of Tomorrowland has eliminated CircleVision, but Captain Eo has been replaced by another 3-D movie: "Honey, I Shrunk the Audience.") Nearby, Star Tours is based on the popular "Star Wars" series of movies; the robots R2D2 & CP3O welcome you aboard the ride - which is more or less a movie itself (with a ride simulator).

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