Productive exercises in English lessons. Productive tasks as a means of implementing a systemic activity approach and developing communicative competence in English lessons

Sections: Foreign languages

When studying English at school, the main goal of student learning is the consistent and systematic development of speech activity, namely: speaking, writing, reading and listening. Speech activity is an active, purposeful process of transmitting and receiving messages, expressed through the language system and dependent on the communication situation.

The form of speech is divided into oral and written. Types of speech activity also differ in nature - productive/receptive.

Accordingly, there are 4 main types of speech activity:

speaking
listening
reading
letter

The main goal of teaching the subject "English" is the formation of communicative competence, which includes several components:

communication skills in speaking, listening, reading and writing;
linguistic knowledge and skills in mastering this linguistic building material for generating and recognizing information;
linguistic and regional knowledge to provide a socio-cultural background, without which the formation of communicative competence is impossible.

Schoolchildren master a foreign language as a means of communication and must be able to use it orally and in writing. Students must master four types of speech activities: receptive - listening and reading, productive - speaking and writing, and also, in addition, three aspects of language associated with them - vocabulary, phonetics and grammar. It is very important to master all forms of communication and all speech functions in order for a foreign language to become a means of interpersonal and international communication.

Listening

Listening is a receptive type of speech activity associated with the perception and understanding of oral communication. When selecting the material that the teacher himself will use in his oral speech during the lesson, one should take into account the goals he is pursuing:

firstly, the development of students’ ability to listen and understand foreign speech;
secondly, a certain expansion of students' passive vocabulary and the development of their guessing about the context in the listening process.

When using this or that form or expression, the teacher must take all measures to ensure that it is correctly understood by the students. To achieve this you need to keep the following in mind:

Having used one or another English expression, the teacher must adhere to the same form in subsequent lessons, without replacing it with either an equivalent in Russian or another similar expression in English.
The teacher must ensure that students understand not only the general meaning of the expression he used, but also the individual parts.
The accuracy of students' understanding of the teacher's speech should be systematically checked.
Each new expression must be repeated many times by the teacher, not only in the lesson in which it was used for the first time, but also in subsequent lessons.

The objectives of teaching listening can be defined as the following:

develop certain speech skills;
teach communication skills;
develop the necessary abilities;
remember speech material;
teach students to understand the meaning of the statement;
teach students to highlight the main thing in the flow of information;
develop auditory memory and auditory response.

When working with audio materials, students' abilities to simultaneously work on several speech skills develop.
Let's consider the interaction of the ability to listen to foreign language speech with the ability to speak, read and write in a foreign language.

Listening and speaking.

Listening comprehension is closely related to speaking - expressing thoughts using the language being studied. Speaking can be a reaction to someone else's speech.

Listening to foreign language speech and speaking are interconnected in the educational process: listening can serve as the basis for speaking, in turn, the quality of understanding of the material listened to is usually controlled by answering questions about the content of what was listened to or by retelling it.

Thus, listening prepares speaking, and speaking helps the formation of listening comprehension.

Listening and reading.

There is an interaction between listening and reading. Listening tasks are usually given in printed form, so part of the information necessary for listening, that is, for understanding the text, can be extracted from the printed task.

Listening and writing.

Very often, answers to a listening task must be given in writing. Therefore, these types of activities are also interconnected.
Being closely related to other types of speech activity, listening plays an important role in learning a foreign language and especially in communicative-oriented learning.

It makes it possible to master the sound side of the language being studied, its phonemic composition and intonation: rhythm, stress, melody. Through listening, the lexical composition of the language and its grammatical structure are mastered.

Speaking as a type of speech activity

Speaking is a productive type of speech activity through which oral verbal communication is performed. The content of speaking is the expression of thoughts verbally. Speaking is based on pronunciation, lexical and grammatical skills.

Purpose of training speaking in a foreign language lesson is the formation of such speech skills that would allow the student to use them in non-educational speech practice at the level of generally accepted everyday communication.

The implementation of this goal is associated with the development of the following communication skills in students:

A) understand and generate foreign language utterances in accordance with the specific communication situation, speech task and communicative intention;

b) realize your speech and non-speech behavior, taking into account the rules of communication and the national and cultural characteristics of the country of the language being studied;

V) use rational methods of mastering a foreign language, independently improving in it.

The most important teaching method is the communicative (speech) situation. Communication situation, as a method of teaching speaking, consists of four factors:

1) the circumstances of reality in which communication is carried out;

2) relations between communicants - official and informal communication;
3) speech prompting;

4) the implementation of the very act of communication, which creates a new situation and incentives for speech.

Under the term typical communication situation is understood as a model of real contact in which the speech behavior of interlocutors is realized in their typical social and communicative roles.

Examples of a typical communicative situation include: a conversation between a buyer and a seller, a spectator with a theater cashier, a teacher with a student, etc.

Another important component of the speaking teaching method is type of communication. There are 3 types of communication: individual, group and public.

IN individual communication two people are involved. It is characterized by spontaneity and trust. Here, communication partners have equal rights in their share of participation in the overall speech “product.”

At group communication Several people participate in a single communication process (a conversation with friends, a training session, a meeting).

Public communication occurs in a relatively large number of individuals. For this reason, the communicative roles of participants in public communication are usually predetermined: speakers and listeners (cf. meetings, rallies, debates, etc.).

Speaking appears in monologue and dialogic forms.

When teaching dialogue, you should vary different forms of dialogues and forms of working with them: dialogue-conversation, dialogue-dramatization, conversation between students and with the teacher, pair and group form.

A monologue is characterized by expansion, coherence, logic, validity, semantic completeness, the presence of common constructions, and grammatical design.

The main difficulties in learning to speak include motivational problems, such as: students are embarrassed to speak foreign languages, afraid of making mistakes, being criticized; students do not have enough language and speech resources to solve the task; Students are not involved in a collective discussion of the subject of the lesson for one reason or another. Based on the listed problems in teaching speaking, the goal arises to eliminate these problems if possible. It is impossible to learn speaking without immersion in real situations, and not just by composing standard dialogues on a certain topic. An interactive approach to teaching implies the direct involvement of students in discussions, debates, discussion of problems, and therefore in dialogue.
It is also important to develop students’ general linguistic, intellectual, cognitive abilities, mental processes that underlie mastery of foreign language communication, as well as students’ emotions, feelings, their readiness to communicate, a culture of communication in various types of collective interaction.

Reading as a type of speech activity

Reading is a receptive type of speech activity associated with the perception and understanding of written text.

Understanding a foreign language text requires mastery of a set of phonetic, lexical and grammatical informative features that make the recognition process instantaneous.

Although in the real process of reading the processes of perception and comprehension occur simultaneously and are closely interconnected, the skills and abilities that ensure this process are usually divided into two groups:

a) related to the “technical” side of reading (perception of graphic signs and correlating them with certain meanings and

b) providing semantic processing of what is perceived - establishing semantic connections between linguistic units of different levels and thereby the content of the text, the author’s intention, etc.

As lexical units accumulate, many children need visual support because It is extremely difficult to perceive speech only by ear. This is especially true for those children whose visual memory is better developed than auditory memory. That's why reading is so important.

When learning to read at the initial stage, it is important to teach the student to read correctly, that is, to teach him to voice graphemes, extract thoughts, that is, to understand, evaluate, and use text information. These skills depend on the speed at which the child reads. By reading technique we mean not only the quick and accurate correlation of sounds and letters, but also the correlation of the sound-letter connection with the semantic meaning of what the child is reading. It is a high level of mastery of reading techniques that allows one to achieve the result of the reading process itself - quick and high-quality extraction of information.

It is possible to formulate pedagogical requirements for organizing the process of teaching reading in a foreign language.

1. Practical orientation of the learning process:

formulating specific communicatively motivated tasks and questions aimed at solving practical tasks and problems, allowing not only to master new knowledge and skills, but also to understand the content and meaning of what is being read;
obligatory highlighting of the loud-speech stage of reading in the system of teaching reading techniques in a foreign language, helping to consolidate the skills of articulation and intonation, phonetically correct speech and “inner hearing”.

2. Differentiated approach to training:

taking into account the age-related psychological characteristics of students, individual styles of their cognitive activity when communicating new knowledge and developing skills and abilities;
the use of analytical and synthetic exercises, tasks differentiated by degree of difficulty, depending on the individual abilities of students; choosing adequate methods for teaching reading aloud and silently.

3. Integrated and functional approach to training:

building reading instruction based on oral advance, i.e. children read texts containing language material that they have already acquired in oral speech; at the alphabetic stage, mastery of new letters, letter combinations, and reading rules is carried out in accordance with the sequence of introducing new lexical units and speech patterns in oral speech.

4. Taking into account the characteristics of the native language:

using the positive transfer of reading skills developed or already developed in the students’ native language;

5. Accessibility, feasibility and awareness of learning.

6. An integrated approach to the formation of motivation:

More attention in the lesson is paid to completing game tasks, acting in problematic situations of a communicative nature;
the use of various types of visual aids that stimulate comprehension of new material, the creation of associative connections, supports that promote better learning of reading rules, graphic images of words, intonation patterns of phrases.

Depending on the degree of penetration into the content of the text and depending on communicative needs, there are viewing, searching (viewing-search), introductory and studying reading.

Introductory reading involves extracting basic information from the text, obtaining a general idea of the main content, and understanding the main idea of the text.

Study reading is characterized by an accurate and complete understanding of the content of the text, reproduction of the information received in a retelling, abstract, etc.

Reading is one of the most important types of communicative and cognitive activity of students. This activity is aimed at extracting information from written text. Reading performs various functions: it serves for practical mastery of a foreign language, is a means of studying language and culture, a means of information and educational activities, and a means of self-education.

Writing as a means of teaching a foreign language

Writing is a productive type of speech activity that provides the expression of thoughts in graphic form. In the methodology of teaching a foreign language, writing and writing are both the means of teaching and the goal of teaching a foreign language. Writing is the technical component of written language. Written speech, together with speaking, is a productive type of speech activity, and it is expressed in recording any content through graphic signs.

Writing is very closely related to reading, because... their system has one graphical language system. When writing with the help of graphic symbols, a thought is encoded; when reading, graphic symbols are decoded.

If you correctly identify the goals of teaching writing and written speech, taking into account the role of writing in the development of other skills, use exercises that fully correspond to the goals, and perform them at a certain stage of training, then oral speech is gradually enriched and becomes more logical.

Writing helps to develop grammatical skills when written tasks are given for basic copying or tasks that require creativity, and all this creates certain conditions for memorization. Without written work, it is very difficult for students to memorize lexical and grammatical material.

Objectives of teaching writing

To develop students’ skills and abilities:

use sentences in written expressions that correspond to the models of the target language
build language models in accordance with lexical, spelling and grammatical norms
use a set of speech cliches, formulas typical for one or another form of written communication
give expansion, accuracy and certainty to the statement
use techniques of linguistic and semantic text compression
express a written statement logically and consistently

What’s great is that when learning English calligraphy, students focus on the spelling features of English writing. Calligraphic skill at the first stage is a skill through consistent work on mastering and consolidating written letter forms.

The next stage is when calligraphy becomes a skill that is constantly reinforced by written practice. The teacher’s task is to maintain the path from calligraphy-skill to calligraphy-skill and thoroughly consolidate this skill. Writing can become an effective means of learning only when students reach a certain level of spelling skills and abilities.

At the middle stage of learning, the most complex type of verbal communication is used, such as reasoning, which requires students to have knowledge, an extensive vocabulary of words and expressions that would help express their thoughts in writing.

The tasks solved when teaching written speech include the formation in students of the necessary graphic automatisms, speech-thinking skills and the ability to formulate thoughts according to the written style, broadening their horizons and knowledge, mastering the cultural and intellectual readiness to create the content of a written work of speech, the formation of authentic ideas about the subject content , speech style and graphic form of written text.

Written speech is considered as a creative communication skill, understood as the ability to express one’s thoughts in writing. To do this, you need to have spelling and calligraphy skills, the ability to compositionally construct and arrange a written speech work composed in inner speech, as well as the ability to select adequate lexical and grammatical units.
Recently, writing has been viewed as an assistant in increasing the effectiveness of teaching a foreign language. It is impossible not to take into account the practical significance of written speech communication in the light of modern means of communication, such as e-mail, the Internet, etc. The role of written communication in the modern world is extremely great. But one should distinguish between writing activity and written speech. Written speech activity is the purposeful and creative execution of thoughts in the written word, and written speech is a way of forming and formulating thoughts in written linguistic signs.

It is the productive side of writing that is still little taught in foreign language lessons. Students' written skills often lag significantly behind their level of training in other types of speech activities. The letter is characterized by a three-part structure: incentive-motivational, analytical-synthetic and executive.

The goal of teaching writing is to develop students' written communicative competence, which includes mastery of written signs, content and form of written speech. The tasks solved when teaching writing are related to creating conditions for mastering the content of teaching writing.

To specify the tasks of teaching writing, it is necessary to take into account the skills that are provided by the program: the ability to write a friendly letter to a foreign correspondent, compose an annotation, essay, note in a wall newspaper, write a resume, a summary of the text heard and read, an essay, etc.

However, the success of the final stage largely depends on how well writing skills were developed in the previous stages of training.

Learning to write closely interacts with learning to read. Writing and reading are based on a single graphic system, and it is this provision that determines the requirements for teaching graphics in general, and at the initial stage in particular.

You can teach students writing from the very first lessons. Working on writing techniques involves developing skills in calligraphy, graphics, and spelling. Graphic skills are associated with students’ mastery of a set of basic graphic properties of the language being studied (letters, letter combinations, diacritics). Spelling skills are based on the system of ways of writing words adopted in a particular language.

From the first lessons of learning to write, back in school, a lot of time is devoted to developing the ability to copy a word from the board, a textbook, or specially made cards, while it is important to teach students to copy a word as a whole, and not by letters and words. From working on words, one must gradually move on to working on small sentences; at the same time, it is necessary to consolidate the structure of a French phrase in the children’s minds. Gradually, a transition is made to writing words under dictation.

Then the transition is made to writing sentences under dictation. The middle stage includes both special and non-special exercises. Non-special exercises, that is, all written lexical, grammatical and lexico-grammatical exercises given in textbooks, develop and strengthen students’ spelling skills.

Special exercises at this stage of training include such as choosing a word from a list, substituting missing letters into words, forming new words, writing words from memory, etc.

Teaching a foreign language to students is aimed at developing a communicative culture and their sociocultural education, developing the ability to represent their native country and culture, people’s way of life, and familiarizing students with the technologies of self-control and self-assessment.
Difficulties in teaching written speech in a foreign language arise in connection with the formation of skills that ensure both mastery of the graphic-spelling system of the language being studied and the construction of an internal statement.

To develop methods for teaching written foreign language speech, it is necessary to take into account the complex nature of this skill, as well as the fact that the skills that ensure written expression are based on the skills of mastering the graphic-spelling system of the language.

Basic approaches to teaching foreign written speech:

Directive (formal-linguistic) approach. The need to improve the lexical and grammatical skills of students at any level of language training makes this approach relevant not only at the initial stage of education.
Linguistic (formal-structural) approach. The main features that characterize this approach are “rigid” control of the process of teaching written language and a large number of exercises of a receptive-reproductive nature.
Activity (communicative, content-semantic) approach. In this approach, the activity of writing and the writer are at the center of the learning process. Writing is seen as a creative, non-linear process through which ideas are realized and formulated.

Principles on which spelling systems may be based:

Phonetic (the letter corresponds to the sound);
Grammatical (morphological), spelling is determined by the rules of grammar, regardless of phonetic deviations in the pronunciation of the same letter;
Historical (traditional).

The first two principles are leading. But it is also possible to add other specific principles in different languages.

So, teaching writing is inextricably linked with teaching other types of speech activities, including speaking and reading. Written speech allows you to preserve linguistic and factual knowledge, serves as a reliable thinking tool, and stimulates speaking, listening and reading in a foreign language.

We believe that only properly organized cheating, students’ knowledge of certain rules, patterns in the spelling of words in the target language, the habit of establishing associative connections in the spelling of words, and performing visual dictations can create the necessary conditions for mastering spelling and, consequently, for updating one of the content components teaching writing as a means of recording spoken speech.

Rational use of writing in the study of a foreign language helps the student in mastering the material, accumulating knowledge about the language and acquired through the language, due to its close connection with all types of speech activity.

Thus, when speaking, students must be able to communicate or explain information, approve or condemn, convince, prove. Writing requires the ability of schoolchildren to quickly record their own and others’ thoughts; write down from what you read, processing the material; write down the outline or talking points of the speech; write a letter. In reading, it is important for students to be able to quickly read newspaper and magazine articles and works of art of average complexity. Listening requires the ability to understand speech at a normal pace during live communication, as well as the meaning of television/radio broadcasts.

List of used literature

Vaisburd M.L., Blokhina S.A. Learning to understand a foreign language text when reading as a search activity//Foreign language. at school.1997№1-2. p.33-38.
Galskova N.D. Modern methods of teaching foreign languages: a manual for teachers. - 2nd ed., revised. and additional - M.: ARKTI, 2003. - 192 p.
Kolkova M.K. Traditions and innovations in methods of teaching foreign languages / Ed. M.K. Kolkova. – St. Petersburg: KARO, 2007. – 288 p.
Kuzmenko O. D., Rogova G. V. Educational reading, its content and forms / Kuzmenko O. D., G. V. Rogova // General methods of teaching foreign languages: Reader / [Comp. A. A. Leontyev]. - M.: Rus. language, 1991. - 360 p.
Klychnikova, Z.I. Psychological features of teaching reading in a foreign language: a manual for teachers / Z.I. Klychnikov. – 2nd ed., rev. – Moscow: Education, 1983. – 207 p.
Maslyko E.A. Handbook for a foreign language teacher / Maslyko E.A., Babinskaya P.K., Budko A.F., Petrova S.I. -3rd ed.-Minsk: Higher School, 1997. – 522 p.
Mirolyubov A.A. General methods of teaching foreign languages in secondary school / A.A. Mirolyubov, I.V. Rakhmanov, V.S. Tsetlin. M., 1967. - 503 p.
Solovova E.N. Methods of teaching foreign languages. Advanced course: textbook. allowance / E. N. Solovova. - 2nd ed. - M.: AST: Astrel, 2010. - 271 p.

Frontal survey- one of the traditional, hackneyed methods. The downside is the loss of precious time, the negative emotions of students. Plus - it keeps the class on its toes.
Plush survey— the teacher needs to bring a soft toy with him. A type of frontal survey, but it is perceived more emotionally by children. The teacher, pronouncing a word on the topic, throws the toy to one of the students, who must return it, saying the translation. You can use a ball instead of a toy.
Dictation— it won’t take much time if everything is thought out. It will allow you to quickly identify gaps in spelling and problems with memorizing new vocabulary. The essence of the exercise: the teacher reads words in a foreign language to the students, the students must write them down correctly. You can also give words in Russian, and students will have to write down their translation.
Tests- a more serious type of control. Tests may be alternative, multiple choice or matching. Read.
Computer tests and online services- are well suited for creating tests and monitoring the understanding of acquired vocabulary. For example, a test may contain tasks for multiple choice, matching, sequencing, filling in the blanks, and a crossword puzzle. Students need a computer to complete these assignments. The teacher can immediately monitor the completion of assignments, evaluate the work, and identify those points that turned out to be the most problematic for students.

Vocabulary relay race- one participant from two teams runs out to the board, writes a word on it in a foreign language on a certain topic, and passes the chalk to the next one. The game lasts for several minutes, it can also be used in class instead of regular exercises. The team that writes the most words wins. You can hide team entries from each other, for example, so that they write them on different sides of the board. The vocabulary relay will also test the spelling of words.
The last word- a competition between two teams, where team representatives take turns naming words on a topic. It is similar to the previous method, but here the teams call out the words at a calm pace, rather than running out to the board.
Chamomile- the teacher prepares a chamomile on the topic in advance: in the center he writes down the topic of the lesson, and on the petals, at the bottom, words in Russian or a foreign language. Students take turns tearing off a petal, turning it over, reading it, and saying the translation of the word. You can make disposable daisies, or you can attach the petals with tape, then the daisy can be used in several classes.
Tic Tac Toe- you can draw a field for the game on the board each time, or you can make a reusable one on whatman paper, stock up on cards with crosses and toes on them. The cards are attached to whatman paper using tape. The class is divided into two teams. The teams take turns saying words on the topic; representatives from the teams attach their team’s badge (a cross or a zero) in the field.
Domino- each domino piece consists of two parts - on one there is a word in a foreign language, on the other there is a translation of the next word (or a picture). For example: a cat / dog, a dog / cow, a cow / horse, etc.
Lotto- There are many design options. Here's one of them. Students are given cards with numbered fields filled with words in Russian (or pictures). The presenter takes the kegs out of the bag and names the numbers. The one whose number is spoken names his word in Russian and its translation in a foreign language.
Mosaic- Made on two sheets. On one there is a picture printed, on the back there is a table, in the cells of which there are words in Russian. On another sheet a table is printed with translations of words into a foreign language. Both tables and the picture must be exactly the same size. The sheet with the picture and the table is cut into parts along the boundaries of the table fields. Children are given parts of the picture, they must read the word on the back and put it on top of the cell with the correct translation. If all translations are given correctly, then the children will see a correctly assembled picture.

Rebuses- the task of coming up with your own puzzles can be given as homework. And at the next lesson, ask the guys to exchange works and solve the puzzles they received. To avoid misunderstandings, it is better for the teacher to check and correct the tasks created by the students.
Crosswords- you can give a task to come up with. The simplest option is that the task contains just a word in Russian or a picture meaning the hidden word. A more complex option (suitable for high school students with a high level of language proficiency) - you come up with the wording of the tasks yourself. During the lesson - sharing crossword puzzles, solving them.
Disappeared letters- a written task to test the memorization of a graphic image of the words studied. The student must fill in the missing letters. For example: h__lth (health), sw_m_ing p__l (swimming pool). The same task can be given to students as oral warm-up work in the form of a presentation.
A comment— the teacher prepares cards with images on the topic. Students write words on cards (or in notebooks according to card numbers). A simple level - students write translations and associations, a complex level - they give a comment from one or several sentences.
Find a match- task on cards. The words are divided into two columns. It is necessary to connect the word and its translation with lines. The same activity can be done with the class together, demonstrating either an interactive presentation, a textbook supplement, or an educational CD.
Treasure chest- it can be a decorated box, or a box made in the form of a pirate chest (will interest children). The treasures are pieces of paper rolled into a tube with words written on them in Russian. The student takes out the “treasure” and names the corresponding word in a foreign language.
Confusion- make up a word from mixed up letters, a task to test the memorization of a graphic image of vocabulary. For example: tsdtien (dentist), geurson (surgeon).
Make up a word- the teacher gives a long word or sets of syllables, from which the children will have to create a maximum of other words in a certain time. This task can be given at home.
Guess what!— the presenter thinks of a word on the topic. Players guess it by the first letter. And also an option like "Field of Dreams". It can also be carried out as an interactive game.
Control cheating from the board/textbook is aimed at a primary test of memorizing a graphic image of new vocabulary. You can make the task more difficult by limiting the time it takes to complete.
Disappeared words— given sentences in a foreign language with gaps and a list of words mixed together. Students must read the sentences and fill in the words from the list in the blanks. For example: If you have a toothache you should visit the ______ (dentist).
Corrector— find and correct spelling errors in the source text or list of words. For example: He leaves in a small village. You should cross out the “ea” in the word leaves and change it to “i”.
Third wheel- find the odd one in a number of words and cross it out. For example: river, mountain, sea (mountain is extra).
Word Search- a field, usually in the form of a square, filled with letters. “Hidden” words on a topic can be searched horizontally, vertically, diagonally, they can also be connected by a broken line. An example of a row from such a field pigrbwkcow (the words pig, cow are hidden). Read.
Cards with words on the topic are distributed to the participants. The presenter’s task is to find out which word each player got: “Have you got a...?” Leaders may change. Participants are allowed to give hints (in a foreign language).
Wrong picture- when showing a picture, the teacher (or presenter) deliberately gives the wrong name to the depicted object. The participants' task is to recognize the error and give the correct answer.
Circle- students, standing in a circle, receive cards with pictures that mean words on the topic. Teacher says a few words. For example: “a house - a flat”. Whose words were spoken change places.
Chairs— . There is one chair at the board for “correct answers” and another for “wrong” ones. The teacher shows a picture and says a word. If it matches the picture presented, representatives from both teams must sit on the chair for the correct answers (who is first). If the named word does not match the picture, opponents rush to the chair for incorrect answers.
Computer games, interactive presentations- the simplest interactive game can be made using the Microsoft Power Point program, using and. See also .

Types of control and types of tasks for testing vocabulary

When and how the described types of tasks can be used to control the acquisition of vocabulary in foreign language lessons, is presented in the table.

Types of control

Preliminary

(diagnostic)

Current

Intermediate (thematic)

Final

by function

according to form

Individual

Tests, Dictation.

Computer game, Puzzles, Crosswords,

Tests, dictation,

Disappearing letters, Comment,

Find a match

Confusion,

Control write-off

Disappeared words

Corrector,

Third wheel,

Word search.

Computer game, Puzzles,

Crosswords,

Tests, Dictation,

Disappearing letters

In modern conditions, the general education school is faced with the task of active comprehensive perception of knowledge by students, therefore it is necessary to make the educational process more exciting and interesting, to reveal the meaning of the knowledge acquired at school and its practical application in life. Solving these problems requires the use of new pedagogical approaches and technologies in a modern secondary school.

In the context of solving these strategic problems, the most important personality qualities are initiative, the ability to think creatively and find innovative solutions, the ability to choose a professional path, and the willingness to learn throughout life. With the development and implementation of the federal educational standard of the new generation, the opportunity to educate such a person has become possible.

As part of the implementation of the Federal State Educational Standard (FSES) of the new generation, it should be noted that the new standard is aimed at implementing student-oriented, activity-based and competency-based approaches to teaching a foreign language.

Each academic subject has its own specifics and, accordingly, the specifics of using certain methods and innovative teaching technologies.

The most effective technology for teaching a foreign language is the formation of universal learning actions, i.e. such an organization of learning in which students acquire knowledge through the creative process of planning and independent performance of practical tasks. This method in school education is considered as a kind of alternative to the classroom-lesson system.

UUD in a broad sense is the ability to learn, the ability to self-improvement and self-development. In a narrower sense, these are generalized methods of action that open up the possibility of broad orientation of students, both in various subject areas and in the structure of the educational activity itself, including students’ awareness of its goals, value-semantic and operational characteristics.

The second generation Federal State Educational Standard formulates the results of education in English at three levels: personal, meta-subject and subject .

Personal universal learning activities contribute to the development of the child’s personal qualities and abilities.

Regulatory universal learning activities ensure that students organize and regulate their learning activities.

Logical UUDs are designed to develop logical thinking in a child using supports (texts, grammatical material, linguistic material, etc.).

Communicative, universal learning activities promote productive interaction and collaboration with peers and adults. Students must be able to listen to others and participate in collective discussion of problems.

The activities of students should be aimed at striving for self-learning and self-improvement through active methods of action, namely, the formation of universal educational actions. In English lessons, they can be implemented within the framework of program material on almost any topic, since the selection of topics is carried out taking into account practical significance for the student (“Travel”, “Environmental Protection”, “Family and Friends”, etc.). Universal learning activities can be correlated with a specific topic of oral speech according to the curriculum. The basis for the implementation of universal educational activities is the problem-based method. To implement it, students will need not only knowledge of the language, but also possession of a large amount of diverse subject knowledge. Children must master certain universal educational actions, in the formation of which they become active participants in the educational process.

Based on the goal of the developmental aspect (to develop what plays the most important role for the processes of cognition, education and learning), as well as on the essence of the human development process, it would be logical to believe that the objects of development should be abilities that would allow more successful functioning of cognitive, emotional-evaluative and activity-transforming spheres of the student. Why abilities? Because it is abilities that can develop from the individual’s existing inclinations, and they can only develop through activity. Because personal development is the discovery and realization of abilities. The development of abilities in educational activity will have a beneficial effect not only on itself, but will also lay the foundation for a person’s self-education and his subsequent life activity in general.

The development of a system of universal educational activities is the only mechanism that ensures the independence of a student’s educational activities when mastering a foreign language as a means of intercultural communication and interaction. The basis for the continuity of different levels of the educational system is the orientation towards the key strategic priority of lifelong education - the formation of the ability to learn.

Exercise on the formation of personal UUD

Task 1. “Evaluate the behavior of the other.”

Target: development of linguistic and speech-thinking abilities, adequate perception of the use of grammatical phenomena in speech ,

Age: 11-15 years old.

Task completion form:

Materials: Textbook and workbook “Enjoy English 9”.

Task 2. “Fill out the form for admission to the international travelers club”

Target: the formation of personal reflection aimed at making teenagers aware of their motives, needs, desires, and aspirations.

Age: 10-15 years.

Execution form: individual.

Task description: filling out an application form for admission to the international travelers club.

Materials: task cards.

Instructions: Students are given cards on which they must write down information about themselves. Students then talk about themselves using the information on the card.

International Explorers'Club




Languages you speak
Favorite subjects

Countries you would like to visit

Exercises on the formation of regulatory control systems

Task No. 1.“Read the beginning of the story, come up with a continuation and title.”

Target: development of thinking, memory, imagination, formation of rational skills in mastering the English language, ability to self-learn, instilling skills of independent work in mastering the language, development of linguistic and speech-thinking abilities, adequate perception of the use of grammatical phenomena in speech.

Age: 11-15 years.

Form of assignment: individual and group work.

Materials: card with text, sheet of paper.

Once a rich Englishwoman called Mrs Johnson decided to have a birthday party. She invited a lot of guests and a singer. The singer was poor, but he had a very good voice.
The singer got to Mrs Johnson’s house at exactly six o’clock, but when he went in, he saw through a door that the dining-room was already full of guests, who were sitting round a big table in the middle of the room. The guests were eating, joking, laughing, and talking loudly. Mrs Johnson came out to him, and he thought she was going to ask him to join them, when she said, “We’re glad, sir, that you have come. You will be singing after dinner, I’ll call you as soon as we’re ready to listen to you. Now will you go into the kitchen and have dinner too, please.”

The singer was very angry, but said nothing. At first he wanted to leave Mrs Johnson’s house at once, but then he changed his mind and decided to stay and teach her and her rich guests a good lesson. When the singer went into the kitchen, the servants were having dinner, too. He joined them. After dinner, the singer thanked everyone and said, “Well, now I’m going to sing to you, my good friends.” And he sang them some of hissongs.

Soon Mrs Johnson called the siger.

“Well, sir, we are ready.”

"Ready?" asked the singer. "What are you ready for?"

“To listen to you,” said Mrs Johnson in an angry voice…

Evaluation criteria:

Originality of the text,

No errors.

There is one more option for this task.

Goal: development of thinking, memory, imagination, formation of rational skills in mastering the English language, ability to self-learn, instilling skills of independent work in mastering the language, development of linguistic and speech-thinking abilities, adequate perception of the use of grammatical phenomena in speech.

Age: 11-15 years old.

Task completion form: individual and group work.

Task description: write a story knowing only the last sentence.

Materials: suggestion card.

Instructions: the teacher says a sentence that can serve as the end of a short story. Students come up with their own stories. The winner is the one who brings the story to its conclusion most logically.

Here are some possible closing phrases:

- And I never answered the telephone again.

- I could go neither home nor to school.

Task No. 2. "My favorite TV show"

Target: formation of rational skills in mastering the English language, the ability to self-learn, instilling skills of independent work in mastering the language, development of linguistic and speech-thinking abilities, adequate perception of the use of grammatical phenomena in speech, development of functions associated with speech activity: thinking, memory, perception, imagination.

Age: 11-15 years old.

Task completion form: individual.

Task description: The children are invited to name their favorite TV show and write a short essay about it. Also make a short presentation for your essay, which may contain photographs from the filming and even a short excerpt. Present your creation to your class, be ready to answer your classmates’ questions, and also prepare questions for the audience to check how attentive the audience was to the student’s performance.

Materials: assessment sheets, task cards.

Instructions: Make a presentation of your favorite show. The presentation must contain: an essay on the program, photographs of filming, excerpts from the program. Questions about your presentation.

Evaluation criteria:

Creativity,

The originality of the presentation of the work,

Absence of lexical and grammatical errors in the essay,

Phonetically correct reading of the essay.

Exercises to develop cognitive learning skills

Task 1. “Honeycombs”.

Target:

Age: 10-15 years.

Task completion form: group work.

Task description: Students are given the opportunity to create as many words as possible from what is written on the board.

Instructions: The class is divided into two or three teams. Depending on the number of teams on the board, a long word is written two or three times. For example:

Team representatives take turns running up to the board and writing words starting with the letters that make up the word exercise vertically. Each person writes one word, and the words should not be repeated. After some time, the board will look something like this:

E X E R C I S E E X E R C I S E E X E R C I S E

Evaluation criteria:

Speed and accuracy of task completion.

Exercise2. "Findwords»/ « Halloween Word Search"

Target: Generalization of linguistic material on the topic. Improving the skills of practical knowledge of the English language, instilling the skills of independent work in mastering the language, developing linguistic and verbal abilities.

Age: 10-15 years.

Execution form: group.

Description: students need to find as many words as possible on a given topic.

Materials: cards with words

Instructions: the teacher distributes sheets of work to the teams (a lesson on the Halloween holiday, students are divided into teams and after reading the text they complete tasks), on which they need to find 11 words on the topic of the lesson. The team that completes the task correctly the fastest wins.

Exercises to develop communicative learning skills

Task 1. “Dialogue on the topic “My favorite food”.”

Target: development of memory, communication skills, listening and hearing each other, adequate use of speech means, satisfaction of personal cognitive interests.

Age: 11-15 years old.

Task completion form: group work.

Task description: Students are given the opportunity to compose a dialogue in English, which will be used later as a model when studying a new topic.

Instructions: create a dialogue on a specific topic.

What is your favorite food?

My favorite food is…

Who cooks it for you?

Task 2. “Answer the question.”

EXAMPLES OF RECEPtive, REPRODUCTIVE AND PRODUCTIVE TYPES OF EXERCISES

Completed by: Nikolaeva Oksana Nikolaevna

28.03.-15.04.16

Simferopol

Receptive exercises

Task 1. Think and Complete the sentences with for or since.

I "ve lived in Washington _____ 1997.

Ben has studied English _____ three years.

They haven't visited their grandparents _____ months.

Julie"s ill. She"s been in bed _____ Tuesday.

My dad has had his car____ sixteen.

It"s been ten years____ we moved to Oxford.

Task 2. Analyze and choose the extra word on the topic “Weather"in each group?

foggy, misty, smoggy, windy, cloudy

hot, sunny, dry, bright, chilly

foggy, cold, chilly, nippy, frosty

rain, drizzle, breeze, pour, shower

blizzard, snow, drought, frost, cold

thunder, shower, lightning, freezing

Exercise 3. Analyze and say interrogative sentences in the correct order

Did, happen, when, the accident

Do, the boys, do, what, housework

Machines, what, you, can, use

Does, Molly, what, do, her, room, in

You, do, like, film, this

Reproductive exercises

Exercise 1. Analyze and name the plural form of the nouns below.

month, horse, flower, potato, book, plan, bridge, match, nose, bus, box, army, carrot, watch, onion, shop, address, day, fly, hotel, lady, key, gate, clock, office, city.

Task 2. Analyze the actions of the children in the picture and say what the children are doing.