Презентация на тему Веб-квест у проектному навчанні іноземних мов

будь-якою темою (проблемою)
з використанням ресурсів інтернету

побудований на розподілі думок і фактів
Планування і проектування (Design

tasks) – розробка плану, проекту за вказаних умов
Творче завдання (Creative product tasks) – творча робота у певному жанрі: п’єса, вірш, пісня, відеоролик, …
Досягнення консенсусу (Consensus building tasks) – вироблення рішення щодо гострої проблеми
Переконання (Persuasion tasks) – схиляння на свій бік опонентів та/або нейтрально налаштованих осіб

представлення матеріалів з різних джерел у новому форматі: презентація,

постер, розповідь…
Компіляція (Compilation tasks) – трансформація формату інформації, здобутої з різних джерел: книга кулінарних рецептів, віртуальна виставка, часова капсула, культурна капсула, …
Детектив, головоломка, таємнича історія (Mistery tasks) – висновки на основі дослідження суперечливих фактів

завдання (Analytical tasks) – пошук і систематизація інформації
Оціночне судження

(Judgement tasks) – обґрунтування певної точки зору
Наукове дослідження (Scientific tasks) – вивчення різних явищ, відкриттів, фактів на основі унікальних он-лайн джерел

(Introduction) – короткий опис теми веб-квесту.
Завдання (Task) – сформульоване

проблемне завдання, визначений формат кінцевого продукту.
Покроковий порядок дій (Process) і всі необхідні ресурси – опис послідовності дій, ролей, ресурсів, необхідних для виконання завдання (посилання на інтернет-ресурси та ін. джерела інформації), допоміжні матеріали, інструменти (приклади, шаблони, таблиці, бланки, інструкції, …), які дозволяють ефективно організувати роботу над веб-квестом.
Оцінювання (Evaluation) – критерії та параметри оцінювання виконаного веб-квесту.
Висновки (Conclusion) – короткий опис очікуваних навчальних досягнень після виконання веб-квесту.
Використані матеріали (Credits) – посилання на ресурси, залучені для створення веб-квесту.
Коментар для викладача (Teacher Page) – методичні поради щодо організації роботи з веб-квестом.

the Flies (детектив): http://questgarden.com/16/50/2/060222203248/index.htm
The Capsule of Life in Egypt

(компіляція): http://questgarden.com/64/35/3/080413225156/index.htm
Will the REAL William Shakespeare Please Stand Up? (переконання): http://teacherweb.com/WQ/HighSchool/Shakespeare50/index.html

local radio station. Your boss, who grew up during

the “Golden Age” of radio, has decided to add new programming to the station. He has assigned you and your co-workers the task of writing and producing a new radio drama. Your boss expects you and your co-workers to research the history of radio drama and use this knowledge to create a script for a new radio mystery/suspense series. He wants the script to contain references to sound effects as well as the actors' dialogue. In addition to the script, you and your team are to present a recorded demo-version of the play, complete with sound effects, that will be recorded on audio CD.

_____ % /2 = _____/50
 
Group Grade:
Radio Play Performance _____

/4
Timeline _____ /4
_____ /8 = _____% /2 = _____/50

Final Grade:
Individual Grade _____/50
Group Grade _____/50

Total _____/100

Graham

English boarding school who crashed on a deserted island has rocked

the news world.  The probability that some or all of the survivors may have been responsible for the deaths and / or injury of their peers is even more disturbing.  Your team of investigators has been called in to examine the events on the island via the book Lord of the Flies by William Golding. You will be assigned one subject who was present on the island during the events covered in the book. You must formulate an hypothesis about your boy and determine its truth.

of a Government-appointed Committee of Inquiry.  It will be

your team's responsibility to present evidence of the events which occured on the island including the circumstances surrounding one particular boy assigned to your team.  You will formulate a hypothesis involving the events on the island and seek to prove or disprove it using the assigned roles listed below.
         Ralph          Jack          Piggy        
                  Simon          Roger        Sam-n-Eric
Each team will investigate that boy's culpability for the events on the island and / or his vulnerability.  Each team member will choose one of the following roles in the investigative process.  
-  Crime Scene Investigator:  Collect and record evidence that indicate your subject's culpability or innocence concerning the events on the island.
-  Topographer: Create a map of the island and record locations of significant events as they pertain to your subject.
-  Psychologist: Analyze the personality type of the boy being studied with possible  recommendations for future treatment or punishment of those involved.  Supervise a recreation of one significant event on the island as it affected your subject.  This can be on video, live action, or puppets.
-  Team leader: Create a timeline for the events on the island that are significant for your boy. Assemble information from your team members for a presentation (Power Point or other).

Ashley Smith
In the process of this webquest, you will

be taken back in time to collect information and create artifacts for a time capsule of life in Egypt.
Introduction
The land of Egypt is a fascinating one marked with sky-high pyramids, exotic clothing, and unique burial traditions. As a historian for your local museum, it is your job to collect the most valuable items to place in a time capsule that will be kept closed until the year 3000. This job is one of the most interesting and important ones in the world today and you should be proud to have the opportunity to make such an impact on future children! Good Luck!

put important things in from a specific time period

to be discovered by later generations. A time capsule for the United States during the year 2008 may include CDs by famous people, DVDs, pictures of the President or other significant people, maps of the land, a cell phone and other things that characterize our world today. This would be all put into a container and sealed for later people to see what our world was like.  Your task is to create a simple time capsule of ancient Egypt for later generations to see what their society was like. As the historian, your job is to find or create these objects and include them in the time capsule. You may work with other historians in your classroom to put together a great time capsule to be opened in the year 3000!

Ancient Egypt. You have created a time capsule and placed

the objects you have discovered inside.  You have helped future generations by sealing away objects from your discoveries in Ancient Egypt to be recovered and examined many years later.
Now think... 
If kids were to find your time capsule many years later, do you think that they would be able to understand what life was like in Ancient Egypt?  If you were to create a time capsule that represented your life in the year 2008, what kinds of things would you include?

Up?”

Arts addressed in this lesson are specifically:
Reading standard 2.1:

�Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.
Reading Standard 2.6: Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).
Writing 1.3: Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.
1.4 Enhance meaning by employing rhetorical devices.
Writing 2.4b: Analyze several historical records of a single event, examining critical relationships between elements of the research topic.

It’s a debate that has raged for over a

hundred years and it shows no sign of letting up! Let’s try to resolve this problem once and for all! Will the real Will Shakespeare please stand up? The purpose of this webquest is for students to investigate the Shakespeare authorship mystery, something that Shakespeare scholars and amateurs alike have grappled with since questions were first raised about the man from Stratford and his authorship of the plays in 1869 (Bethell, 1991). Since his plays appeared in print, many people have jumped to challenge William Shakespeare's authorship. Some of these ideas persist, even in 2008. During this webquest, you will be investigating the *real* William Shakespeare as well as some frequent challengers to his authorship in preparation for a meeting on a new biography being published. In that meeting, you will be arguing for whether a William Shakespeare was the author... or someone else.

Stratford-upon-Avon, students will read from several sources arguing for

or against Shakespeare’s authorship of the plays. Then, in groups, students will give a presentation and press release to a meeting of Shakespeare scholars about whether or not the Earl of Oxford is the true author of the Shakespeare plays. In this webquest, you will become an expert on what is known about Shakespeare as well as one figure that is reported to have *really* written the collection of plays and poems. You will be presenting an argument to the Shakespeare society in which you make an argument for the authorship of Shakespeare's plays.

William Shakespeare found on the Folger Library website at

http://www.folger.edu/index.cfm. Students record this information in the graphic organizer.
Step 2: Students will record information about Edward de Vere, the Earl of Oxford, in the same graphic organizer. Students will find the De Vere biography information at the following site: http://www.luminarium.org/renlit/deverebio.htm
Step 3: Students will be given the task to argue for or against the idea that Shakespeare was the author of the plays. Students will begin reading articles that argue for or against the Shakespeare authorship by the man from Stratford or Earl of Oxford. The links appear after the webquest information.
Step 4: Students will develop a press release using Microsoft Publisher that provides the main reasons why the group believes that their figure is the true author.
Step 5: Students will present their findings to the group in a seminar format. Distribute copies of your press release to each student.

�Real� Author Read the following articles. Determine the strongest

facts to support your case. Write a one page press release that informs the listening public that Shakespeare is indeed the author of the texts. In your press release, refer to expert testimony from the articles.
Internet Links
Step 1: Students read the background information about William Shakespeare found on the Folger Library website. Students record this information in the graphic organizer. Shakespeare Biography- Folger Library Step 2: Students will record information about Edward de Vere, the Earl of Oxford, in the same graphic organizer. Students will find the De Vere biography information at the following site. Edward de Vere Biography Read JD Reed�s article from Smithsonian Institution of September 1987. Record Reed�s points that support the authorship of the man from Stratford. JD Reed's article from Smithsonian Institution Magazine of September 1987 Article about Shakespeare Mystery Read this article and collection of materials about the Shakespeare mystery. This is the companion website to the 1989 Frontline documentary on the Shakespeare mystery. Look at several of the letters written in response to the documentary. Frontline Documentary, The Shakespeare Mystery Read Irving Matus� article from the Atlantic Monthly called �The Case for Shakespeare� (1991) Irving Matus Article, The Case for Shakespeare Other Resources
There are additional texts about Shakespeare as well as information in the library and in the course textbook.

Oxford, was the Real Author Read the following articles.

Determine the strongest facts to support your case. Write a one page press release that informs the listening public that Oxford is the likely author of the texts. In your press release, refer to expert testimony from the articles. First look at these two websites and record the information about Shakespeare and Earl of Oxford in the graphic organizer.
Internet Links
Step 1: Read the background information about William Shakespeare found on the Folger Library website and record this information in the graphic organizer. Find information on Shakespeare Biography Step 2: Read and record information about Edward de Vere, the Earl of Oxford, in the same graphic organizer. Students will find the De Vere biography information at the following site: Edward de Vere, Earl of Oxford Background Information Read JD Reed�s article from Smithsonian Institution of September 1987. Record Reed�s points that support the authorship of the Earl of Oxford. Reed Article Read Tom Bethell�s article, The Case for Oxford, from the Atlantic Monthly. Bethell Article In 1989, the PBS program, Frontline, aired a documentary addressing the Shakespeare mystery. People wrote in response to the documentary. Review the following letters and record the points that add to your argument. Pay special attention to the letter written by Shakespeare scholar Ogburn and to the debate that went on in print. Newbingin Letter Charlton Ogburn, Harvard Magazine, An article casting doubt that the author was �The Man from Stratford� November 1974. Be sure to look at several of the response letters that the station received. Ogburn Article This website is dedicated to telling the story of who the Oxford people consider to be the true Bard, Earl of Oxford. What biases do you notice in their telling of the story? Is their work accurate? Explain. Shakespeare-Oxford Website

write a half-page reflection on who they believe is

the real Shakespeare author based on the arguments put forth in the articles and by their classmates in discussion. Students will need to acknowledge one point made by the opposing side in their debriefing paragraph. Students will also give one thing that they learned about Shakespeare that they didn’t learn in when they read Romeo and Juliet in 9th grade. Students will also answer the following questions following the presentation.
What was different about you group assignment than previous group assignments?
What is one thing that you learned about William Shakespeare that you didn't learn as a freshman reading "Romeo and Juliet“?
Do you believe that William Shakespeare was the author of his works? Why or why not?
How do you think your group did in the presentation? Explain.
Evaluate your own performance. How could you have done better? Explain.

were a part of the magic of Romeo and

Juliet's first meeting at the Capulet mansion? Think about how lucky you would be to witness the famous couple falling in love at first sight and to catch a glimpse of all the glamourous guests, gourmet food, ornate decorations, and music that the Renaissance brought to life! It is comparable to walking down the red carpet at the Oscars and seeing those movie stars that you just love...undoubtedly a remarkable experience that could only happen in your dreams right? Well, I beg to differ because you, yes you, have just been called upon by the rich and mighty Capulet to cater, decorate, entertain, and design costumes for his family and all of his guests that are coming to the Capulet Masquerade ball! When your job is finished, Capulet has even extended his invitation to you! "You're invited! Come and crush a cup of wine!"

to do a thorough investigation regarding the next planet

to be transformed for human existence. If your presentation is persuasive enough to convince the Government and NASA to extend our habitat to your chosen planet, you and your families will among the first inhabitants. This a tremendous opportunity to have a significant impact on life as we know it!

These are the latest headlines appearing in the paper

referring to a reported attack on a surfer. Fact or Fiction? You must investigate the report after you have studied the habitat, senses, and diet of the great white shark. You may choose the role to play as the victim, biologist, sheriff, or shark. Get ready to go, but beware, people are the greatest predator of sharks while sharks instill the greatest fear in people...Watch out, remember to stay in character as you discover new realms of information.

four people:
Car Dealer-main duties are to find a car,

gas prices and mileage.
Trip Planner-map out trip, find state capitals.
Driving-find the exact mileage from city to city. Buy gas.
Banker-calculate total cost of car, gas, hotel, food. Your mission is to travel to the capital of California by traveling through state capitals only.
After you have completed your research, your group will design a collage poster of your trip that includes:
Map of travel route.
Breakdown of cost for trip.
Picture of car.
Answers to questions located under "questions" icon.
The group that can make it to California the quickest wins bonus points!

consist of 4 experts.
Needs Analysis Team
Exercise Physiologist - You

are to research about the physical demands of the sport. For example: Is it anaerobic, aerobic, both? What energy systems are used? What kind of exercises would they do? Do all the athletes on the team have the same physical demands/do they vary position to position?
Special Needs Nutritionist - You are to research about the special needs of athletes. Examples may be athletes who are diabetic, have food allergies, may be vegetarians, have celiac disease, lactose intolerant, are overweight/underweight etc.
Scientific Nutritionist - You need to gather information about athletes caloric requirements, the nutritional information on the foods you will use to feed your team (calories, food labels/carbs, protein, fat, fiber, water, vitamins, minerals...), and special needs of those athletes who need to lose weight/gain weight.
Marketing Department/Publicist - You have 3 main jobs to do. First, you are to design and distribute information brochures to hand out to your athletes. Second, you also will design poster boards to hang up in the cafeteria that contain useful dietary information. Finally, you will design individual nutrition tracking cards (include daily & weekly)for the athletes to keep track of and evaluate their meal choices with the nutrition staff.
After you have completed your needs analysis, your group will design a meal plan for your sports team.
Design a multimedia presentation to give to your sports team.
Design an 1- off-season & in-season meal plan; 2- pre-contest nutritional program; 3- sample menus for your athletes for their meals.
Design both a resource guide and an educational pamphlet for your team.
Design evaluation tools to improve the program.

don't understand? Huh... What?
STEP1. The first thing you will

need to do in your group is decide which role each person is going to take.
STEP2. Once this is decided, go to your individual role pages to get further instructions and web pages for your role. You will have to keep a journal of all the information you gather in your role that will be turned in at the end with your itinerary.
STEP3. Once everyone has compiled their information, you will gather back together as a group and discuss what exactly your money will be spent on. You need to make sure you have a mode of transportation to your destination, a place to stay, money for food, and things to do (activities). You cannot go over your assigned budget, so some tough choices may need to be made.
STEP4. After you have decided what exactly you will spend your money on, you will need to write up an itinerary. This must include all the things in step three. Make sure to have the prices listed and a grand total for your trip.
STEP5. You will then need to develop a presentation to give the Mom and Dad (as well as the class). It can be whatever you want, some examples are a power point presentation, a commercial, persuasive speech, etc.

the following bullet points:
Find your group and decide

on roles for each of you. The roles are: Specialist, Poet Specialist, Playwright Specialist, Contemporary Critic, Literary Historian.
When you have defined your roles, begin researching about your literary period’s time frame as a group.
Start your time period research. Remember to help one another research your roles. Since it is a group grade, the more information everyone knows, the better the group can do.
Research more. Even more. Don’t stop researching yet….
When you’re done with gathering data, separate it according to roles, and analyze it individually according to your role within the group.
Write out your part of the presentation. Use guidelines found in the Role descriptions to get an idea of what needs to be included.
Present to the class (use props, film, posters, any visual effects to make the presentation more entertaining).
Hand in researched data and individual write ups.
Test on all literary periods will be given on the following Monday.

Releases and an Individual Reflection. See the teacher if

you have any questions. GOOD LUCK and HAVE FUN!
EXPECTATIONS & SCORING RUBRIC
Press Releases must contain:
1) An outside source relevant to their assigned stance. SCORING: 3 POINTS. The outside source must be plausible for your specific role.
2) Introduction and conclusion paragraphs, supported by at least THREE (3) specific points. (It should be between 3-5 paragraphs). SCORING: 10 POINTS. This is the body of the statement. It should be clear and be between 3-5 paragraphs.
3) The release should have very few spelling mistakes. SCORING: 5 POINTS. One point marked off for every spelling mistake.
4) Properly cited sources. SCORING: 2 POINTS.
5) The press release shall be typed, 12 point font, and have one inch margins. SCORING: 5 POINTS, for including all three criteria.
25 POINTS TOTAL for the Press Release.
Individual Reflections must:
1) Be between 1-2 pages in length and have your name at the top. SCORING: 5 Points. Easiest 5 points available.
2) Have your opinion on the issue, and why. SCORING: 15 POINTS. Body and most important part of the Reflection. Points will be based on the strength and clarity of your opinion. 15 pts=excellent, 14-11=quality, Under 10=lacking important ideas and concepts.
3) Cite outside sources properly. SCORING: 3 POINTS.
4) Should use at least 2 valid outsides sources. SCORING: 2 POINTS. One point for each.
5) Include a paragraph explaining how your group worked together, and your feelings on the Web Quest. SCORING: 10 Points. Must answer both parts clearly for all the points.
6) Have very few spelling mistakes. SCORING: 10 POINTS. One point marked off for every spelling mistake.
7) The press release shall be typed, 12 point font, and have one inch margins. SCORING: 5 POINTS, for including all three criteria.
50 POINTS TOTAL for the Individual Reflection.
75 POINTS TOTAL FOR THE ENTIRE ASSIGNMENT.

has put much deserved trust into the creation of

a very informational brochure that can ensure that the town folk are informed of the important facts about tornados. The mayor is very pleased. Don't forget to make sure your journal has what you believe to be the most important facts about your particular area and why. Self-reflection is important, so make sure to journal and reflect on how you performed and how well you believe the group performed and how you felt about this assignment.

Food Guide Pyramid and how it is used to

make intelligent food choices. Whether you are eating at a fast food restaurant or at home the Food Guide Pyramid is a useful tool. You now have the knowledge to make better food choices to ensure good nutritional habits. If you would life to expand the work you have completed with this webquest, you may choose on of the following projects:
Design the interior of the restaurant you created.
Establish the prices for the menu in the restaurant.
Create a food pyramid for pregnant females.
Create a food pyramid for older adults.

of New Hampshire WebQuest
Fact Finder
Visit the sites below to

learn important facts about the regions of New Hampshire. 50 States.com About New Hampshire 50 States.com New Hampshire Facts New Hampshire Gov. NH Gov. Fast Facts

http://teacherweb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/index.html
American Literary Periods Webquest: http://teacherweb.com/CA/SaintMarysCollege/AmericanLiteraryPeriodsWQ/index.html
Billy's Anti-Bullying Journey: http://teacherweb.com/WQ/ElementarySchool/Bullying2/index.html
NEW YORK

VACATION: http://teacherweb.com/NY/CayugaHeightsElementary/nyvacationwebquest/index.html
Regions of New Hampshire WebQuest: http://teacherweb.com/NH/ThorntonsFerry/RegionsofNewHampshireWebQuest/index.html
Rich in Tradition WebQuest: http://teacherweb.com/WI/MapleAvenue/RichinTradition/index.html
Mrs. Chumley's Shark WebQuest, Fact or Fiction?: http://teacherweb.com/TX/UH/GreatWhiteSharkAttack-FactorFiction/index.html
Censorship WebQuest: http://teacherweb.com/MN/UofM/CensorshipWebQuest/index.html
Amanda Chambers' Nutrition and Foods WebQuest: http://teacherweb.com/TN/TTU/nutritionwebquest/index.html
Mr. Saravis' Web Quest of Knowledge and Power: http://teacherweb.com/NY/MassapequaHighSchool-AmesCampus/YouAreWhatYouEat/index.html
Mr. Reling's Beach Weather: http://teacherweb.com/NY/PioneerCentralSchool/BeachWeatherWebQuest/index.html
Tornado Webquest: http://teacherweb.com/IN/PurdueUniversityNorthCentral/NaturalDisasters/index.html
Solar System WebQuest: http://teacherweb.com/CA/USD/Space/index.html
Mr. Miano & Mr. Burruano Civil War Webquest: http://teacherweb.com/NY/TonawandaMiddleSchool/CivilWarWebquest/index.html

Night is a British tradition which is celebrated every

year on 5 November. It is also known as Guy Fawkes Night. We’ll be learning more about this tradition but before we begin take a look at these words – do you know what they mean? Work in pairs or small groups. You can use an online dictionary to help you, for example www.macmillandictionary.com.
barrels
basement
blow up
bonfire
cellars
effigy
execution
fireworks
gunpowder
parliament
plot
treason

event to celebrate the anniversary of a famous event

in British history. Visit this website: www.bbc.co.uk/newsround/15351828.
Then, answer the questions below:
1. What do people burn on their bonfires today?
2. What did Guy Fawkes plan to do?
3. Why did Guy Fawkes and his group put gunpowder in the parliament?
4. How did people find out about the gunpowder plot?
5. What happened to Guy Fawkes and his group?
6. What was the reason behind the gunpowder plot?
When you have finished, compare what you found out in small groups.

Plot
Now, go to this website and find out more

about the people who were involved in the plot to blow up the Houses of Parliament:
www.parliament.uk/about/living-heritage/evolutionofparliament/parliamentaryauthority/the-gunpowder-plot-of-1605/overview/people-behind-the-plot
Student A: Read and choose three things you want to tell your group about Robert Catesby and Thomas Percy.
Student B: Read and choose three things you want to tell your group about Francis Tresham and Guy Fawkes.
Student C: Read and choose three things you want to tell your group about John and Christopher Wright.
When you have finished, spend a few minutes in a group of three explaining what information you found out about the people involved in the Gunpowder Plot.

www.bonfirenight.net/bonfire.php
Student A: Read the first three paragraphs and answer these

questions:
1.  How soon did Bonfire Night celebrations begin after the Gunpowder Plot?
2.  How did the bonfire night rituals change in the years after 1605?
3.  Effigies of which famous people were placed on the fire?
4.  How do people prepare for Bonfire Night?
Student B: Read the last three paragraphs and answer these questions:
1.  Apart from a Guy Fawkes effigy, what else do people typically light on Bonfire night?
2.  Where is Lewes and why does it attract visitors?
3.  Which place gave Bonfire Night an alternative name?  What was the name?
4.  Where else is the tradition of Bonfire Night celebrated?
When you have finished, discuss the questions which you worked on in pairs or small groups.
Discussion:  Discuss a significant festival in your country – do you know how long it has been celebrated and why it became important?

read the recipes for two traditional foods which people

eat on Bonfire Night.
Student A: Visit this page and find out about Parkin cake: www.learnenglish.de/recipe/parkin.html
1. What are the main ingredients?
2. How is it prepared?
3. How long does it take?
Student B: Visit this page and find out about toffee apples: www.bbcgoodfood.com/recipes/13599/homemade-toffee-apples
1. What are the main ingredients?
2. How is it prepared?
3. How long does it take?
Student C: Visit this page and find out about baked potatoes: www.bbcgoodfood.com/recipes/1759659/bonfire-night-baked-potatoes
1. What are the main ingredients?
2. How is it prepared?
3. How long does it take?
When you are finished, work in groups of three. Explain to each other what your recipe is, what ingredients are needed, how to prepare the food and how long you need.
Discussion:  Do you eat these dishes, or something similar, in your country? What do people typically eat on a cold night?

from the paragraph which begins ‘New laws were introduced

to control the use of fireworks in 2004 …’.  When you have finished, answer these questions:
1. How old must people be to use fireworks?
2. Do you need a special license to hold a public firework display?
3. At what time of night can people normally not use fireworks?
4. What are the exceptions?
5. What are people not allowed to do with fireworks?

can play an interactive game to check what you

can remember about the Gunpowder Plot and Guy Fawkes:
www.bbc.co.uk/history/interactive/games/gunpowder/index_embed.shtml.

you know about William Shakespeare? Discuss your ideas with

a partner.

life
Read the biography on Shakespeare below and try to

complete the missing information. Then, visit www.bbc.co.uk/timelines/z8k2p39 to find the correct information and complete the short biography. Shakespeare is England’s most famous playwright and _____________________. His plays are known throughout the world and he introduced up to 300 _____________________ and dozens of _____________________ into the English language.
He was born in _____________________ -_____________________ -_____________________ in the year __________________. He probably went to the local _____________________ school, King Edward VI’s School, where he learnt Greek and _____________________ . He didn’t go to _____________________ .
In 1582, he married _____________________ _____________________ , who was three months _____________________ . In total, they had _____________________ children.
He left Stratford to go and live in _____________________ , working as a playwright and actor. He performed many times for Queen _____________________ _____________________ .
Shakespeare’s group built their own theatre called the _____________________ . By now, Shakespeare was very rich. He bought the _____________________ _____________________ house in Stratford and many other properties as investments. He had a good head for business.
He died in _____________________ , probably of _____________________ . In his will, he left his _____________________ _____________________ bed to his wife. Nobody knows for certain why he did this. He is buried in Stratford.

the statements about Shakespeare’s classic tragedy Romeo and Juliet.

Some are true and others are false. With a partner, predict whether you think they are true or false, then visit en.wikipedia.org/wiki/Romeo_and_Juliet to check your answers and correct the false statements. Introduction 1. The plot of Romeo and Juliet is based on a French tale. 2. Shakespeare created the supporting characters Mercutio and Paris. 3. The play is believed to have been written between 1581 and 1585. Synopsis 4. The play is set in Venice, Italy. 5. It begins with a street fight between the Montague and Capulet servants. 6. Romeo first sees Juliet at a ball in the Montague house. 7. With the help of Benvolio, they are secretly married the next day. 8. Romeo kills Juliet’s cousin, Tybalt, in revenge for his killing Romeo’s close friend and ally, Mercutio. 9. For the execution, Romeo is exiled from Verona. 10. Before he leaves, he secretly spends the night with Juliet. 11. Juliet’s mother offers her a drug that will put her into a coma for ’two and forty hours’ on the night before her planned wedding to Paris. 12. When she is found, she is believed to be dead. 13. Romeo buys a gun to kill himself when he hears the news. 14. At the crypt where Juliet’s body has been laid, Romeo is met by Paris. 15. He kills him before drinking the poison. 16. When Juliet awakens from her deep sleep, she realizes Romeo is dead and, panicking, she runs away.

players by reading the ‘Boys in adult companies’ section.

Then, answer the questions below. 1. When did it become permissible for women to perform in the theatre? 2 Why were pre-pubescent boys used to play female roles? 3. Did boys also play the complex lead female roles? 4. What kinds of roles did actor John Honyman play? 5. What did audiences think of the boy players?

pairs, you are going to find out the meaning

of the phrases created by Shakespeare. Decide who is Student 1 and who is Student 2. Find out the meaning of the expressions and teach the phrases to your partner. Student 1: Find the following phrases from Hamlet. http://www.phrases.org.uk/meanings/phrases-coined-by-shakespeare-in-hamlet.html 1. in my mind’s eye 2. make your hair stand on end 3. woe is me Student 2: Find the following from phrases from Macbeth. http://www.phrases.org.uk/meanings/phrases-coined-by-shakespeare-in-macbeth.html 4. a charmed life 5. a sorry sight 6. be all and end all b. Now, choose your favourite expression from the main list: http://www.phrases.org.uk/meanings/phrases-sayings-shakespeare.html Once you’ve chosen your favourite expression, perform and teach it to the whole class.

програмне забезпечення, покрокові інструкції, …)
http://questgarden.com (база веб-квестів, можливість створювати

власні веб-квести безкоштовно протягом 30 днів)
http://teacherweb.com/tweb/WebQuests.aspx (база веб-квестів)
http://zunal.com (база веб-квестів, можливість створити та опублікувати один веб-квест безкоштовно)
http://www.teach-nology.com/web_tools/web_quest (безкоштовна платформа для створення веб-квестів та ін. інтернет-ресурсів)
http://www.aula21.net/Wqfacil/intro.htm (безкоштовна платформа для створення веб-квестів)
https://createwebquest.comhttps://createwebquest.com (безкоштовна платформа для створення веб-квестів)
https://sites.google.com/site/studentwebquesttemplate (безкоштовний сайт-шаблон для створення веб-квесту)
https://www.jimdo.comhttps://www.jimdo.com або https://ru.wordpress.com (безкоштовне створення сайту з вибором шаблону)

list of the main features that Zunal WebQuest Maker

offers to its users:
It is free
It is easy to use
It has a user friendly interface
It allows users to create their own webquests
It provides more than 100 templates pre made
It lets users attach unlimited files, Youtube and Google Videos
You can preview your quest before publishing it
It offers some very nice interactive models
It lets you add unlimited pages
You can add table/ rubric
Users can also create quizzes and add a photo gallery
You can also add maps using Google Maps services
You can share your WbQuest with others via email, Facebook, Twitter 
You can also export your quests in PDF, Word, or Excel format

(рос.мовою): https://utemov.wikispaces.com/file/view/zagotovka8(ict).pdf