PROGRAMUL DE FORMARE

TREPTE ÎN FORMAREA CONTINUĂ A CADRELOR DIDACTICE

Program de pregătire pentru gradul didactic II,
PROFESORI - Limba engleză, PROFESORI - Limba şi literatura română

Furnizor de formare: Departamentul pentru Pregătirea Personalului Didactic,

Universitatea din Craiova

PORTOFOLIU DE EVALUARE FINALĂ

Cursant: POPESCU M. ELENA

Funcţia didactică: PROFESOR
Specialitatea: ISTORIE-LIMBA ENGLEZĂ
Unitatea de învăţământ, localitatea, judeţul: LICEUL TEORETIC MIRCEA
ELIADE LUPENI-ŞCOALA GIMNAZIALĂ NUMĂRUL 1 LUPENI,
LUPENI, JUDEŢUL HUNEDOARA

Perioada desfăşurării programului: 18.06.2018-02.07.2018

Seria I, Grupa 1
Locul desfăşurării: Sala 443B, Clădirea Centrală a Universităţii din
Craiova, Str. A.I. Cuza, nr. 13, Craiova, Dolj
Unitatea tematică 1: Pedagogie, curriculum, instruire

ESEU PEDAGOGIC ARGUMENTATIV

Tema: Importanţa învăţării limbii engleze

Dacă cunoşti o altă limbă, atunci eşti un alt om! Asta spune un vechi proverb
german care subliniază importanţa învăţării unei limbi străine. Să înveţi limbi străine a
fost întotdeauna privită ca o activitate folositoare şi importantă, iar astăzi să cunoşti limba
engleză a devenit ceva absolut necesar.
Cunoaşterea limbii engleze este o temă care stârneşte interesul elevilor, părinţilor,
cadrelor didactice, angajatorilor, mass-mediei şi este considerată o necesitate pentru
individul care trăieşte, studiază, lucrează în societatea zilelor noastre. Învăţarea limbii
engleze a devenit un subiect de mare interes deoarece toţi suntem conştienţi că trăim într-
o lume nouă, în care cunoaşterea limbii engleze ne este utilă dacă vrem să avem acces la
la informaţiile care ne sunt necesare şi care de cele mai multe ori ajung la noi în limba
engleză.
Învăţarea limbii engleze este considerată un element de eleganţă, un semn al unei
educaţii temeinice care reprezintă cheia spre intrarea într-un nivel superior al societăţii
noastre. Cei din mass-media deseori ironizează oamenii care în lipsa unei educaţii
corespunzătoare şi a cunoaşterii limbii engleze pretind să cunoască limba engleză într-o
încercare disperată de a părea superiori sau de a folosi limba engleză atunci când sunt
obligaţi să o facă din cauza funcţiei pe care o ocupă.
În trecut, familiile înstărite obişnuiau să angajeze dădace străine pentru a se asigura
că cei mici vor învăţa o limbă străină. Astăzi, mulţi părinţi îşi înscriu copiii la grădiniţe la
care se predă într-o limbă străină astfel încât cei mici să poată învăţa o limbă nouă la o
vârstă foarte fragedă, aproape ca pe o a doua limbă maternă. În acest fel, limba engleză
poate fi dobândită natural, cu o bună pronunţie şi bune deprindere lingvistice.
Să înveţi o limbă străină nu este o preocupare recentă a familiilor, dar să înveţi
limba engleză este de real interes în zilele noastre deoarece oamenii au devenit conştienţi
de rolul cunoaşterii limbii engleze în zilele noastre. Motivele învăţării limbii engleze sunt
diferite astăzi faţă de motivele învăţării limbii engleze acum 20 sau 30 de ani.
Rolul învăţării limbii engleze este strâns legat de dezvoltarea societăţii în care
trăim. Acum 30 de ani oamenii doreau să vorbească limba engleză din motive legate de
nevoia de a se educa ( ca să citească literatură sau ziare în limba engleză), din motive
sociale sau pentru a vizita locuri noi din străinătate. Astăzi, toţi trăim într-o lume care este
complet diferită de cea care exista acum 30 de ani, trăim într-o lume globalizată. Astăzi,
în secolul vitezei, un mijloc de transport rapid te poate duce oriunde în jurul lumii în
câteva ore, iar informaţia călătoreşte cu viteza luminii. Drept urmare, nu este de mirare că
afacerile, băncile, producţia au devenit globale: de exemplu, astăzi cele mai multe
companii mari produc şi îşi vând produsele peste tot în jurul lumii. Este esenţial ca o
lume globalizată să aibă la îndemână instrumente de unificare pentru a duce la bun sfârşit
sarcina pe care şi-a asumat-o. Limba engleză este unul din aceste instrumente ca şi
tehnologia informaţiei şi a calculatoarelor, sau existenţa unei monede unice.
 În lumea modernă omul nu poate lucra eficient dacă nu ştie să lucreze pe calculator
şi nu cunoaşte cel puţin o limbă străină, iar dacă aceasta este limba engleză cu atât mai
bine. Atunci când aplicăm să obţinem o bursă sau aplicăm să obţinem un loc de muncă
cunoaşterea limbii engleze este una din condiţiile de bază. Astăzi, când turismul a devenit
o sursă de venit uriaşă peste tot in jurul lumii, chiar şi locurile de muncă modeste
(vânzător la piaţă ) pot beneficia de abilitatea de a comunica. Dacă am reuşi să dezvoltăm
un sistem de turism rural, ca în Grecia de exemplu, toţi cei implicaţi ar putea beneficia de
veniturile rezultate din această activitate. Într-o asemenea situaţie învăţarea limbii
engleze a devenit o necesitate pentru individul din societatea zilelor noastre.
Sunt de acord că o societate globalizată nu are numai părţi bune şi că există riscul
să ne pierdem trăsăturile noastre naţionale atât de importante, cele care ne definesc.
Cunoaşterea limbii engleze nu este mai importantă decât cunoaşterea limbii române sau a
limbii franceze de exemplu, dar limba engleză este, vrem sau nu vrem, peste tot în jurul
nostru şi dacă vrem să avem acces la informaţii, la educaţie, la slujbe mai bine plătite este
indispensabil să învăţăm limba engleză deoarece este limba care dictează mersul
lucrurilor în cele mai multe domenii de activitate.
În concluzie, este indispensabil să învăţăm limba engleză pentru a face parte din
acel segment al societăţii sau al lumii în general în care întâlnim oameni educaţi, moderni
care fac parte din această lume globalizată în care nu îţi vei afla locul cu uşurinţă dacă nu
eşti cunoscător al limbii engleze. Această lume globalizată ne impune să cunoaştem limba
engleză pentru a cunoaşte oameni noi, pentru a stabili diferite contacte, pentru a călători
şi a cunoaşte noi culturi şi civilizaţii, pentru a ne bucura de toate oportunităţile pe care ni
le oferă o vacanţă în străinătate, pentru a profita la maxim de avantajele unei burse în
străinătate/schimb de experienţă sau pentru a avea un loc de muncă bine plătit în ţară sau
în străinătate.
Unitatea tematică 4: Metodica Limbii engleze

Lesson Plan
Lesson title: Present Perfect Continuos
Lesson focus: Teaching grammar
Level of proficiency: A2

Objectives:
By the end of the lesson, students will:
-be able to use correctly For and Since, How long
-have used Present Perfect Continuous in different types of exercises
-changed sentences from Past Simple into Present Perfect Continuous
-be able to ask and answer questions using Present Perfect Continuous

Class description: The class is made up of 23 students: 8 girls and 15 boys.

The class: 7th grade–5th year of study.
The lesson is about Present Perfect Continuous. The lesson is intended to
give the students the opportunity to use the things they know about Present
Perfect Continuous .
The students in this class are cooperative and enthusiastic and they like to
solve all kinds of tasks.

Anticipated problem : The students` textbook does not contain many

grammar exercises.
Possible solutions: I will use other sources to make sure that they can
practice the use of Present Perfect Continuous.

Personal aim: to use during the lesson the flip chart as well as the
blackboard

Methods and procedures: Elicitation, explanation, question-answer

Resources:
-worksheets
-cards with riddles
-chalk/marker, blackboard/whiteboard and the flip chart
Assumptions: the pupils know the forms of Present Perfect Continuous and
For, Since and How long

Skills and language focus: reading, writing, speaking, listening.

Rationale:

The Present Perfect Continuous is often confused with the present perfect.
Indeed there are many instances in which the present perfect continuous
can be used as well as the present perfect. For example:

I have worked here for 20 years. Or I have been working here for 20 years.

The main emphasis in the present perfect continuous is on expressing how

long the current activity has been happening. It is best to stress that the
present perfect continuous is used for shorter periods of time to express
how long that particular action has been taking place.

I have been writing for 30 minutes.

She has been studying since two o` clock.

In this manner I help students understand that that the present perfect
continuous is used to express the length of a current action. Compare this
to cumulative length for which we tend to use the present perfect although
we can use present perfect continuous, too.

Introducing the present perfect continuous

You can start by speaking about the length of current actions

I could introduce the present perfect continuous by asking students how

long they have been studying on the current class on that day. I could
extend this to other activities. It is a good idea to use a magazine with
photos and ask questions about how long the person in the photo has been
doing a particular activity.( For this particular lesson I have decided to use a
short text about summer.)
Length of current activity

Here is an interesting photo! What is the person doing? How long has the
person been doing…? What about this one? He looks like he has been
getting ready for a party. I wonder if you can tell me how long he has been
getting ready for the party. (During the lesson I will try to make the students
use How long to ask and answer questions.)

Result of activity

Another important use of present perfect continuous is to explain what has

been happening that has caused a present result. Stating results and asking
questions are effective in teaching this use of the form.

His hands are dirty! What has he been doing?

You are all wet! What have you been doing?
He is tired! Has he been studying for a long time?

Practicing the present perfect continuous

Explaining the present perfect continuous on the board

I can use a timeline to illustrate the two main uses of the present perfect
continuous. With such a long string of helping verbs the present perfect
continuous can be a bit confusing. I make sure the students understand the
construction by providing a structural chart like the one below:

Subject +has or have + been +verb + ing

He has been working for three hours.

We have not been studying for long.

Repeat for the negative and interrogative forms as well. I make sure the
students understand the verb to have is conjugated. I point out that
questions are formed with How long… for length of activity .
How long have you been sitting here?
What have you been eating?

Challenges with the present perfect continuous

The main challenge students will face with the present perfect continuous is
understanding that this form is used to focus on shorter lengths of time. I
find it is a good idea to use a common verb such as teach to illustrate the
difference:

I have taught English for many years. Today I have been teaching for 2
hours.

Students may still have difficulties with the use of for and since as time
expressions with this tense so I also need to review them, too.
Stage Timing ACTIVITY SKILLS PROCEDURE INTERACTION PATTERNS -TEACHER`S ROLE
AIDS
1.Warm-up 10 min Homework check Speaking First we check the homework: exercise 2 from Language check. After we do that I will TEACHER-CLASS- MOTIVATOR
ask the students to read a text about summer: ORGANISER
and Reading Reading
This is summer time, the weather is nice but the wind is blowing. Three children have been
Handouts, flip sailing near the shore. They are having a good time. Three little girls are playing near the
chart house. They have been having a meal and now they are clearing the table. An old lady is
entering the house, she has been working in the garden and picking apples. In front of the
house, a man and a woman are talking, the man is a farmer, he has been working in his
field , look he is carrying a rake. On the right a little boy is sitting by the water, he has been
fishing for a while but I do not know if he has caught anything.
2. Elicitation 5 min Speaking TEACHER-CLASS-ORGANISER
Practice I ask the students to tell me that for is used for a period of time and Since for the start of a GG -MONITOR
For and Since writing
period. From this point forward I will make the class a contest between 4 groups of
Flipchart students and their first task will be to decide what is correct to use For or Since for the
following:

Five days
An hour
Sunday
A week
2 o` clock
A month
Seven years
May
Half an hour
2017
Twenty minutes
Three hours
Christmas
Ten weeks
Eight months
Easter
A long time
Ages
3. Practice 5 min Put the verbs in Reading I ask each team to put the verbs in the Continuous Present Perfect. There will be a TEACHER-CLASS-ORGANISER
sentence for each team: GG -MONITOR
the Continuous Writing
Present Perfect 1. We (do)…this exercise for ten minutes.
Blackboard and 2. He (watch)…television since this morning.
flipchart 3. It (play)… for a long time.
4. I (talk)… to the doctor for five minutes.

4. Practice 5 min Change the Reading I ask each team to change a sentence using Present Perfect Continuous and For. I will TEACHER-CLASS-PROMPTER
Accurate provide a model: GG -MONITOR
sentences Writing
reproduction
Blackboard and Model:
flipchart He started repairing the car an hour ago.
He has been repairing the car for an hour.

1. I started doing my homework half an hour ago.

2. They started playing football two hours ago.
3. We started studying English five years ago.
4. He started saving money ten months ago.

5. Practice 5 min Ask questions Reading The students are given a statement and they have to ask questions using How long: TEACHER-CLASS-ORGANISER
GG -MONITOR
Blackboard and flip Speaking
Model:
chart A: I speak English
B: How long have you been speaking English?

1. I make plans for my holiday.

2. We talk about the weather
3. You read the newspaper
4. We have fun at the party
6. Free practice 5 min Ask and answer Speaking The students will send a pair of students from each group to ask and answer a question: TEACHER-CLASS-ORGANISER
Immediate STUDENT-STUDENT-ASSESSOR
Blackboard and
creativity Model:
flipchart How long have you been driving the car?
I have been driving the car for an hour.

1. you – driving a car – one hour

2. you – working on a farm – three years
3. you – waiting for me – ten minutes
4. you – studying for the exams – two weeks
7. Practice 5 min Matching effects Reading The students are asked to match the effects of some actions with their causes. TEACHER-CLASS-MONITOR
GG
with causes Writing
Flip chart

8. Practice 5 min Guess the famous Listening The teams are asked to send a person in front of the classroom and he or she will read a TEACHER-CLASS-RESOURCE
Close activity riddle and the team will guess the famous person. GG
person Speaking
Cards
9. Follow on 5 min Homework Reading Exercise 3 Language Check. TEACHER-CLASS-ORGANISER
Writing
I. READ THE TEXT:

This is summer time, the weather is nice but the wind is blowing. Three
children have been sailing near the shore. They are having a good time.
Three little girls are playing near the house. They have been having a
meal and now they are clearing the table. An old lady is entering the
house, she has been working in the garden and picking apples. In front
of the house, a man and a woman are talking, the man is a farmer, he
has been working in his field , look he is carrying a rake. On the right a
little boy is sitting by the water, he has been fishing for a while but I do
not know if he has caught anything.

II. FOR or SINCE?

………five days
………an hour
………Sunday
………a week
………2 o` clock
……..a month
………seven years
………May
……..half an hour
………2017
………twenty minutes
………three hours
………Christmas
………ten weeks
………eight months
………Easter
……..a long time
……...ages

III. Put the verbs in the Continuous Present Perfect:

1. We (do)……………………………………………..this exercise for ten minutes.

2. He (watch)…………………………………………television since this morning.
3. It (play)………………………………………………for a long time.
4. I (talk)………………………………………………..to the doctor for five minutes.
IV. Change the sentences using Present Perfect Continuous and For:

Model:
He started repairing the car an hour ago.
He has been repairing the car for an hour.

1. I started doing my homework half an hour ago.

2. They started playing football two hours ago.
3. We started studying English five years ago.
4. He started saving money ten months ago..

V. Ask questions using How long:

Model:
A: I speak English
B: How long have you been speaking English?

1. I make plans for my holiday

2. We talk about the weather
3. You read the newspaper
4. We have fun at the party

VI. Ask and answer:

Model:
How long have you been driving the car?
I have been driving the car for an hour.

1. you – driving a car – one hour

2. you – working on a farm – three years
3. you – waiting for me – ten minutes
4. you – studying for the exams – two weeks
VII. Match the effects with the results:

A.I HAVE BROKEN MY LEG 1.I HAVE BEEN WORKING HARD

B.I HAVE CUT MYSELF 2.I HAVE BEEN FIGHTING WITH TOM
C.I HAVE BURNT MY HAND 3.I HAVE BEEN RUNNING AFTER MY DOG
D.I HAVE A BLACK EYE 4.I HAVE BEEN WASHING MY HAIR
E.MY HAIR IS WET 5.I HAVE BEEN CUTTING POTATOES
F.I AM VERY TIRED 6.I HAVE BEEN WORKING IN THE GARDEN
G.MY HOUSE LOOKS GREAT 7.I HAVE BEEN COOKING
H.MY HANDS ARE DIRTY 8.I HAVE BEEN CLEANING IT ALL DAY
HOMEWORK

EXERCISE 2:Choose the correct form of the verbs in

brackets.
1. They`ve (mended/been mending) that road for
months!
2. I`ve (read/been reading) that book but I didn`t like it
very much.
3. It`s late. Have you (eaten/been eating) lunch?
4. I`ve (known/been knowing) him since I was at
kindergarten.
5. Dave`s doing his homework. He`s (studied/been
studying) a lot recently.
6. Joan`s (played/been playing) the piano since
breakfast. Can you tell her to stop?
7. The London train hasn`t (stopped/been stopping) at
this station since 1945.
8. She hasn`t (felt/been feeling) well since this
morning.
9. I`ve (had/been having) a skateboard for a year.
10. I`ve (practiced/been practicing) with it every day.