A modern foreign language lesson. Analysis of a foreign language lesson

Fragment of a lesson outline for the introduction and primary consolidation of lexical units on the topic "Clothes".

Topic: Clothing.

Objectives: to acquaint with new vocabulary and consolidate in the situation: What is there o n the washing line?

Language material: (words).

1. Statement of the problem, challenge of needs and interest.

Teacher: Let's help our English friend Cliff hang up the laundry that his mom washed to dry. But before let's get ready for it.

2. Presentation of new words, their phonetic elaboration. (students are shown drawings depicting clothing items)

A shirt - shirt

A skirt - skirt

A blouse - blouse

Jeans - jeans

T-shirt - t-shirt

Shorts - shorts

Socks - socks

Tights - tights

A dress - dress

The teacher names objects 2-3 times, in difficult words he singles out sounds separately and works on them in the course of choral and individual pronunciation; invites students to say a word 4-5 times.

3. Asking students about what clothes are on the clothesline.

T: What is there on the washing line? Please, help me. Look and answer my questions, will you? Are there any socks on the washing line?

P: Yes, there are.

T: How many socks are there on Cliff ”s line?

P: There are two socks on the washing line.

T: Are there any tights there?

P: Yes, there are.

T: How many tights are there?

P: Two.

T: I see. And what about jeans? Are there any jeans on the washing line?

P: Yes, there are.

T: Is there a T-shirt on the washing line?

P: Yes, there is.

4. Student message on Cliff's clothesline: What is there on the washing line?

(description in a chain of 1-2 sentences, then one student at a time (strong-medium-weak).

T: Thank you for your help to Cliff.

Fragment of the outline of the lesson on teaching students the names of colors.

1.Introduction of color names based on the picture.

T: Dear friends! Dear friends. We invite you to a magical city. From a height, it looks like a beautiful large flower. Here is the circle. He's white. White. This is the center. And the streets converge to it with multi-colored petals. Here is a street where all the houses are red. Red. This is a red street. Red Street. But all the houses are yellow. Yellow Street. Here the house is blue - Blue Street. Azdeszelenye - Green Street. But - brown - brown. Brown Street. And on this street there are very austere houses made of black marble - museums, theaters - black. Black Street. On this street, the houses are gray - Gray Street. These are banks, offices. And on this one - pink - Pink Street. Let's choose a street to our liking and live there. But first, let's write in

transcription of the name to indicate color.

2. Recording in the dictionary of transcription of names for designating colors, their translation and choral practice.

[red], ,,,, [‘јelou] ,,,.

3. Drawing up a picture of your street.

T: Dear friends! Take your pencils. Friends! Take multi-colored pencils and draw a part of the street where we now live. You can outline the houses. To do this, write next to the picture. Which street who lives on. Watch me on the board now.

4. Frontal conversation of the teacher with the children.

T; Lena, where do you live?

P1; I live in Red Street.

T: Good. And you, Nick, where do you live?

P2: I live in Yellow Street. Etc.

While answering, the children show their drawings.

5. Playing out the "Meeting in a magical city" situation.

T: In a magical city, you meet an English schoolboy. When you greet each other, you ask each other about where you live and express joy when you meet.

Hi! How are you?

Fine. How are you?

I'm fine. Where do you live, Jane?

I live in Blue Street. And you?

I live in Green Street. Nice to meet you.

Nice to meet you. I'm very glad to meet you.

Thank you. I'm glad to meet you.

Preparations are made for the performance of the scene, and then the competition for the best dramatization in front of the class.

Developing a fragment of a lesson

Theme: "What Alice can do" Grade 2

Lesson type: Knowledge consolidation lesson / oral questioning.

Lesson objectives:

1. Educational:

• to repeat and consolidate the vocabulary on the topic “What can we do”;
• to form abilities and skills to apply the studied lexical and grammatical material in practice in such types of speech activity as: speaking (dialogue, monologue), listening.

1. Developing:

• develop memory, attention, imagination, logical thinking, linguistic guess.

1. Educational:

• instill interest in the subject under study;
• to help increase the level of motivation for learning English using a computer training program;
• to form the culture of the listener, the narrator and the polite interlocutor;
• to form the ability to work in groups, pairs, individually.

Characteristics of the main activities of students:

• ask the interlocutor and answer questions;
• learn to understand by ear a small text (story) based on an illustration;
• compose a story using illustrations;
• learn to complete assignments using a computer using a multimedia application;
• teach to give orders, make requests Please, write !;
• arrange the studied letters in alphabetical order;
• get to know the letter Kk.

Universal Learning Activities:

Personal:

Orientation in social roles and interpersonal relationships;

Social motivation for learning activities,meaning formation.

Cognitive:

Self-identification and formulation of a cognitive goal;

Search and extraction of the necessary information from the listened text, determination of the main and secondary information;

Consciously and voluntarily construct oral statements.

Communicative:

Be active in interaction to solve communicative and cognitive tasks;

Ask questions necessary to organize cooperation with a partner;

Listen to the interlocutor;

Build statements that are understandable for the partner.

Regulatory:

Organization of attention and self-control;

Skill anticipate opportunities to get a specific result when solving problems;

Use speech adequately to regulate your activities;

Perform educational activities in a loud speech and mental form;

Ability to assess activities based on their results (self-assessment).

Forms of work : frontal, individual, group.

Equipment:

• textbook English with pleasure for grade 2.

• interactive board;
• blackboard;
• handout printed material;
• split alphabet.

Lesson plan:

1. Organizing time.
2. Phonetic warm-up.
3. Speech warm-up.
4. Development of speaking skills. Organization of the task execution using a computer using a multimedia application.
5. Physical education.
6. Education
7. Familiarization with the new English letter Kk.
8. Homework. Complete exercises 2-4 on pages 10-11 in the workbook.
9. Summarizing.
10. Reflection.

During the classes

1. Organizational moment. Greetings.

• Good morning, boys and girls!
• Good morning, Marina Gennadievna!
• I'm glad to see you, children! Sit down, please. Let’s begin our lesson.

2. Motivation. Setting the goals of the lesson.

Today we’ll speak about different actions: what we can do and what we can’t do. We are going to listen, to play and to speak a lot today. Acquaintance with the teddy bear. Today a teddy bear Teddy Bear came to our school. Many of us love this cute cute teddy bear Teddy , but few people know about his birthday. The teddy bear has a specific birthday. In the USA, UK and Scandinavian countries.Teddy Bear (or Teddy Bear) Day is celebrated on October 27th.And it turns out that just recently he turned 107 years old - still quite a baby, right?

3. Phonetic warm-up.

Let's tell our bear what poem we learned in the last lesson and show what we can do.

Poem:

I can skip.

I can run.

I can swim.

It's fun.

4. Speech warm-up.

We organize the repetition of lexical units on the topic “What can we do” with the help of play activities. We show cards with words, students name the action in English.

We organize a group form of work - the task "Tangle". Students ask each other the questions "Can you ...?" In a chain, at the same time unwinding the ball (emphasis on courtesy ").

Students ask questions about “What can you do” to a classmate.

5. Development of speaking skills. Organization of the task execution using a computer using a multimedia application.

1) Phonetic tale.

We inform the children that today they will learn the story that recently happened with Alice. To do this, you need to open the tutorial on p. 23 (lesson 12 exercise 1) and look at the pictures.One warm summer morning, Alice was sitting on a park bench reading a book. The book was interesting, and Alice often said:[a:] - [a:] - [a:] - [a:]. When Alice read the book, she said, "OK!" and decided to walk along the paths of the park. She opened her umbrella and sang a merry song:--, --, --. Suddenly she heard[r] - [r] - [r]. Alice turned around and saw a white dog running after her. Alice ran, but the dog did not lag behind[r] - [r] - [r]. Alice ran to the river bank[h] - [h] - [h], opened an umbrella and flew. The wind whistled in her ears:--. She landed on the water "Fine!" and swam, the dog swam after her - [r] - [r]. Alice got to the shore, ran to the tree, jumped and climbed onto it. But the umbrella fell out of his hands. The dog grabbed an umbrella: "Well done!" and walked down the path humming--, --, --. Alice smiled--, seeing a dog with an umbrella.

2) Computer training program "Enjoy English" for grade 2. Unit 1 L12 Ex2. Listen and find the pictures Alice forgot to tell you about.

Alice can draw.

Alice can count.

Alice can write.

Alice can dance.

We invite students to look at the pictures again.(Look at the pictures!) and list what Alice does (read; walk, sing; run; jump, fly; swim; sit etc).

6. Physical education.

Children's song "What can you do?" designed for grade 2 students. Song helps children remember speech patterns“I can….”, as well as the verbs of movement:jump, swim, ride a bike, read, sing, play.Children perform the song along with the movements.

7. Training give orders, make requests.

Exercise execution 3. It aims to develop the ability to give orders and express approval of what others have done using
expressionsFine! Well done! OK! (using the exercise from CPC "Enjoy English")

1. 1. Foreign language lesson Lesson is the main form of the organization of the educational process. A foreign language lesson is a complete segment of educational work, during which specific practical, general educational and educational goals are achieved by performing pre-planned individual and individual-group exercises based on the teacher's use of teaching tools and techniques. The essence of a foreign language lesson is foreign language speech activity, which includes target and executive components. The target aspect of teaching and educational activity is expressed in the fact that in the lesson the nearest learning goals are solved: communicating educational and educational information to students, the formation of foreign language skills and abilities in them. Of particular importance are the means to achieve these goals, i.e. foreign language learning activity itself. As you know, learning activity is the relationship between the activities of the teacher (teaching) and the activities of students (teaching). When conducting FL lessons, the decisive factor is to ensure the interaction of these activities. For its occurrence, certain conditions are necessary. They are associated primarily with the professional and personal qualities of the teacher. L.N. Tolstoy wrote: “If a teacher only has love for a student, like a mother, a father, he will be better than the teacher who has read all the books, but has no love either for the work or for the students. If a teacher combines love for work and for students, he is a perfect teacher. " The basis of the teacher's pedagogical skill is not only his professional training, but also a constant creative search aimed at improving the teaching of foreign languages. The study of new works in methodology and related sciences, independent observations and findings stimulate the teacher's desire to inform students something new, check the effectiveness of modern techniques and ways of learning. Such creative aspirations of the teacher always arouse a reciprocal interest among students, sharply increase the quality of assimilation of all the material being studied. The second side of the educational process is the activity of students. The main requirement for successful learning is that students should show interest in the subject being studied, strive to master the FL as a means of communication. So, the essence of the lesson consists in organizing the interaction between the activities of the teacher and students to solve the educational tasks of the lesson. In other words, pedagogical communication should be carried out in the lesson. The specific form of manifestation of this essence is educational actions, i.e. exercises. Each exercise represents the unity of the nearest 1
2. 2. goals and actions (teachers and students) to achieve them. It is in the system of exercises that the essence of the lesson appears in its real form. The essence of the lesson is revealed in its content, which includes two components - exercises and activities of the teacher and students. "The methodological content of a FL lesson is a set of scientific provisions that determine its features, structure, logic, types and methods of work" (EI Passov) Features of a modern FL lesson * Speech orientation of the lesson by creating an atmosphere of foreign language communication, which is achieved by the correctness of the teacher the authenticity of the material. ∗ Specific objectives for each lesson. ∗ Adequacy of the exercise for the intended purpose. ∗ Sequence and relationship of exercises. ∗ All exercises are aimed at building and improving the skills and abilities of students. ∗ The complexity of the FL lesson (the relationship of all types of RD). * Intensification of the lesson through the use of TCO, through the rapid pace of the lesson, through a combination of frontal, individual, pair and group forms of work. * Use of various forms of control. * Repetition is constantly present in the lesson, although it may not stand out as a separate stage of the lesson. ∗ Each foreign language lesson is a link in the methodological cycle of lessons. ∗ Speech (communication) is the means and purpose of learning. The logic of the FL lesson is: 1) Purposefulness - the correlation of all components of the lesson with its main goal; 2) Integrity - communication with a common goal on the one hand, subordination with each other on the other; 3) Dynamics - the sequence of performing exercises in accordance with the stages of mastering speech material; 4) Connectivity - meaningful unity and consistency of the material. The structure of a lesson is understood as the ratio of various parts (components) of training sessions in their strict sequence and interconnection. The main components of the lesson structure are: the beginning of the lesson (organizational moment); phonetic / speech charging; checking homework; explanation of new material; the formation of language and speech skills, the development of speech skills, physical training pause; home assignment; end of the lesson. Some of these components are constant, others are variables. The constant stages of any lesson are: the beginning of the lesson, its end and the homework assignment. The rest of the lesson changes depending on the type of lesson. 2
3. 3. Each element (stage) of the lesson is an integral unit of the lesson, the content of which is made up of exercises, etc. pedagogical or management models. As for the exercises, it should be emphasized that not transferable, but uninterrupted (monolingual) exercises occupy a central place in the teaching of foreign languages ​​in the secondary school. As for the pedagogical models, their correct choice, the total number and their combination at various stages of assimilation leads to the rationalization of the lesson, increasing its efficiency and quality. Models can be: T-Cl, T-Gr, T-P, P-Cl, P1-P2, P2-P1, etc. Typology of lessons Typology of lessons - classification of lessons depending on the stage of formation of speech skills and the leading type of speech activity. Lesson type is a series of lessons that has a number of stable features that correspond to the goal of a particular stage in the formation of speech skills. Each lesson is a stepping stone to the summit to be conquered. Consequently, each lesson has some kind of its own, only one goal inherent in it. “Every lesson” does not literally mean every one of, say, 140 lessons in grade 5, but every type of lesson. At certain intervals, each type of lesson is repeated, more often in the same form, sometimes in a slightly modified form, which depends on the language material. This creates a cycle of lessons. At school, such a cycle is united by a colloquial topic. What are the criteria for the definition and patterns of construction of each type of lesson? This is what we have to determine. Let's decipher the phrase "one goal". “One” should not be understood as “the only”, because in the lessons of certain types there will be some side related tasks. To determine the types of lessons, you should take into account the stages of work on the material and determine the criteria for choosing the goals of the lesson. There are four main stages in the study of the material: I. Pretext stage. Its tasks include the formation of lexical, grammatical and pronunciation skills before the presentation of the text. This happens mainly orally, on the basis of exercises, micro-texts, situations, other in content than the text (the principle of novelty). II. Text stage. Its task is to teach the combination of material, its reproduction. III. Post-text stage. Productive use of the studied material of this topic (paragraph) in new situations. IV. Creative stage. It takes place after two or three topics. Its task is to develop unprepared speech, which uses material from previously studied topics. As you know, the goal of teaching foreign language in secondary schools is the development of various speech skills (speaking, reading, listening, writing). Each of these complex skills is based on automatisms, skills. For example, speaking skills are based on a variety of lexical, grammatical, and pronunciation skills. At 3
4. 4.Each lesson, on the basis of a certain volume of material (from a few words to several structures), a particular goal is achieved - the formation of lexical skills, the formation of grammatical skills, the development of speech skills, the development of reading skills, etc. To correctly determine the purpose of each lesson, it is necessary to clearly distinguish between the concepts of "skill" and "skill" and their types. The main types of lessons are: 1. A lesson in the formation of skills (lexical or grammatical, moreover, one of them may be absent). 2. A lesson in improving skills (based on a spoken text, work on a prepared monologue speech). 3. Lesson in the development of the skills of dialogic and monologue speech (unprepared speech). Lesson type - a lesson that stands out within the type in accordance with the aspect of the language and the types of speech activity to be learned in this particular case. The following types of lessons are distinguished: 1) a lesson in the formation of lexical / grammatical skills; 2) a lesson in improving speech skills; 3) a lesson in the development of monologue and dialogical speech; 4) a lesson in the development of reading skills; 5) combined lesson. In the modern methodology, standard and non-standard lessons are distinguished. A standard lesson is a regular template lesson that follows a specific pattern. A non-standard lesson is usually a final non-standard lesson: a project lesson, a discussion lesson, a discussion lesson, role-playing games and other scenario lessons. Now we will correlate the stages of working out the material and the levels of formation of skills and abilities. At the first (pre-text) stage, lessons of three types of the first type are used. Type I Type 1 Lesson topic: ……. The purpose of the lesson: the formation of lexical skills. Accompanying task: the formation of pronunciation and spelling skills. Lesson progress: 1. Organization of the class and phonetic / speech exercises (5 min.) 2. Semantization of lexical units (25 min.): A) explanation of the meaning of new lexical units; b) primary automation of the use of LE (in oral exercises); c) writing samples or microtext; * d) reading microtext * 3. Primary automation of the use of LE in speech. (15 min.) Simulation and substitution exercises. 4
5. 5. 4. Homework: learn recorded samples, oral and written substitution exercises, come up with and write down your sentences by analogy, compose situations with samples. View 2 Lesson topic: Lesson goal: Formation of grammatical skills. Accompanying task: the formation of pronunciation and spelling skills Lesson progress: 1. Organization of the class and speech exercises 2. Checking homework. 3. Presentation and primary automation of the use of a new grammatical structure in speech: a) presentation of the structure in speech; b) explanation-instruction; c) intonation processing and sample recording; d) automation of the use of the structure. 4. Exercises for the formation of grammatical skills (imitative, substitution communication exercises) 5. Homework: come up with examples similar to those written in the class, perform exercises with substitution tables, paraphrase and reproduction. View 3 Lesson topic:… .. The purpose of the lesson: the formation of lexical and grammatical skills of a receptive nature. (As linguistic material, grammatical structures and LUs are used, which are not included in the material for use in speech) Lesson flow: 1. Organization of the class and checking homework. 2. Semantization and assimilation of new lexical units: a) learning to understand words by analyzing them; b) demonstration of the polysemy of words and the peculiarities of their use, essential for understanding the meaning; c) exercises for the formation of receptive lexical skills. 3. Presentation of the grammatical structure and its assimilation on the basis of microtexts. 4. Reading a text or part of it. 5. Homework: reading the text, repeating the text with additional lexical and grammatical tasks. Type II Type 1 Lesson topic: ……. The purpose of the lesson: further improvement of lexical, grammatical and pronunciation skills 5
6. 6. Accompanying task: teaching to read Lesson progress: 1. Organizing the class and checking homework 2. Speech preparation - activating the use of the main language material of the previous lessons. 3. Working on the text a) reading to oneself; b) checking understanding; c) exercises for transforming the text. 4. Homework: retelling the text with a change in the person from whom the narration is conducted, written presentation in the form of a letter to a friend, expressive reading, etc. View 2 Lesson topic: Lesson goal: further improvement of grammatical and lexical skills. Associated task: teaching to read. Lesson progress: 1. Organization of the class and checking homework (10 min.) 2. Work on the text (35 min.) A) an explanation of the language difficulties of the text; b) selective reading with certain tasks (assessment of actions and characterization of actors, dividing the text into complete semantic passages, etc.; c) learning to retell the content in your own words (transformation of complex sentences into simple ones, adaptation, abbreviations, etc. d ) statements in connection with the entire text. Homework: describe the place of action of the text, give a description of the characters, retell the text, changing the face from which the story is told. Type III Type 1 Lesson topic: The purpose of the lesson: the development of speech skills (monologue speech). Accompanying task: developing the ability to understand speech by ear (listening) Lesson flow: 1. Organization of the class and checking homework 2. Speech preparation - repetition of samples. 3. Exercises in the development of monologue speech: work with a picture, filmstrip; adaptation, reduction or expansion of the text (by ear), writing a story plan, etc. Homework: a written presentation on the topic, a description of a situational picture or any events, making a statement, etc. View 2 Lesson topic: 6
7. 7. The purpose of the lesson: the development of speech skills (dialogical speech). As linguistic material, exemplary microdialogues (compiled by the teacher), dialogical unity, and clichés are used. Lesson progress: 1. Organization of the class and speech exercises; phonetic charging is possible; intonation training of speech samples. 2. Exercises in the development of dialogical speech: a) the assimilation of dialogical unity, cliches; b) work with microdialogues; c) compilation of microdialogs by analogy. 3. Collective drawing up of a dialogue with a record of its beginning. Homework: finish the dialogue and learn it by heart Reading is an independent and specific skill. Therefore, lessons are needed, the main goal of which is the ability to read. We will refer to these as Type IIIa), firstly, to maintain consistency in the numbering of lesson types, and secondly, because these lessons are usually conducted before lessons devoted to the development of creative, unprepared speech. Type IIIa) Type 1 Lesson topic: Lesson goal: development of reading skills (class synthetic reading); Accompanying task: the development of speech skills. Lesson progress: 1. Organization of the class and checking homework. 2. Work on the text: a) preparation for reading (reading real-life words, proper names, exercises in a language guess); b) introductory conversation; c) reading the text to yourself; d) developing the ability to navigate the text and checking the understanding of the text. 3. Exercises for the development of oral speech based on the material of the text. Homework: Assignments in connection with the reading (in writing), exercises in reading technique. If students read the text at home (home synthetic reading), then in the classroom the lesson takes the following form. Type 2 Lesson topic: Lesson goal: developing the ability to read Lesson flow: 1. Checking homework: a) control of comprehension of the text read at home; b) linguistic and semantic commentary on the text; c) expressive reading of a passage from the text. 7
8. 8. 2. Speech exercises that contribute to the development of reading skills: reading additional passages from the text, listening based on the language material of the text, speaking based on the language material on the topic. Homework: writing assignment in connection with the reading Type 3 Lesson topic: Lesson goal: developing the ability to read (using elements of analysis and translation) The text should contain a complex syntactic structure that is not included in the material for active use. Lesson progress: 1. Organization of the class and checking homework. 2. Working on the text: a) reading the text to oneself in order to understand the main content; b) checking the understanding of the general meaning of the text; c) selective analysis of the text; d) translation with a dictionary (orally or in writing). Homework: literary translation of the text (in writing), vocabulary exercises A few words about type IV lessons (in modern classification - non-standard lessons). They must carry out the task of developing an unprepared, creative speech on the material of several topics. These lessons can take the form of a movie lesson, an excursion lesson (real or imaginary), a press conference lesson, a discussion lesson, etc. The main purpose of the excursion lesson and the film lesson is to develop the ability to understand speech by ear, and the accompanying task is to teach dialogic and monologue speech. The construction of the lessons of the development of unprepared speech is extremely diverse. Therefore, it is impossible to give a ready-made plan for such a lesson. The main thing is to understand that a creative lesson requires careful preparation. You should start with the selection of linguistic material - words, phrases, expressions, speech cliches, phrases, speech patterns - everything that seems necessary to you to be able to express some thoughts on a topic. Remember that this should include the bare minimum. In this way, you will determine the means that need to be activated, repeated to the student, and it is these LUs and grammatical structures that will be included in the exercises and texts. Then it is advisable to compose (for yourself, not for the students) exemplary statements or situations on the topic in order to imagine what you want to hear from the students as a result of working with them. After that, start preparing a set of exercises and distributing them among lessons. A very important point is the choice of the form of conducting a non-standard lesson. The alternation of lessons of different forms is important not only because the change of forms diversifies the work, but also because one form is more suitable for the development of a monologue (for example, a lesson-excursion, a movie lesson), and the other - for the development of a dialogical rhea (lesson -press-conference, lesson-conversation). eight
9. 9. It is necessary to select additional material, for example, to develop the ability to understand speech by ear on the topic under study. It is necessary to select illustrative material: film, paintings, postcards, etc. Methodological analysis of a foreign language lesson Methodological skill of a foreign language teacher Whatever a person does, he always earns the respect of people, if he is a master of his craft. “There is no person on earth who would not have responded to skill,” wrote E.N. Ilyin. And this is true not only because it is always pleasant to look at how a person works beautifully. It's not about showiness, but about the efficiency of labor. “By experience I have come to the conviction,” we read from A.S. Makarenko, “that the question of mastery, based on skill, on qualifications, solves the problem”. A teacher who does not possess methodological skills, an unqualified teacher is the trouble of not just any collective, this is the trouble of the whole society. Therefore, it is necessary to find out what constituents make up the concept of "methodological mastery of a foreign language teacher." Unfortunately, there are three prejudices that hinder the realization of the importance of MM.  Firstly, there is an opinion that a good command of a foreign language by a teacher automatically provides him with a good quality of teaching. This opinion is supported by the fact that in assessing the work of a foreign language teacher, the level of language proficiency is considered the decisive factor.  The second prejudice is the opinion that teaching is an art and not a science, therefore, it is impossible to teach this art.  The third prejudice is the opinion prevailing among some part of teachers that the methodology is me. All of the above, undoubtedly, confirms the relevance of the conversation about MM. Recently, the goal of training has begun to be formulated not as teaching FL and not even as teaching foreign language speech activity, but as teaching communication. It is quite clear that this goal requires a different teacher, whose MM will be different in its content than before. In this regard, it seems important to define, at least in general terms, what is the MM of a foreign language teacher in its modern interpretation, how it is composed and what components it consists of. nine
10. 10. The diagram shows that the first element of MC is knowledge about all components of the learning process. But it is not enough to know, you still need to master the techniques of your professional activity based on the skills that make up work experience (the second element of MK). But the development of any culture (including methodological) is inconceivable only on the basis of reproduction of what has been mastered, therefore, the third element of MK is distinguished - creativity, based on the transformation and transfer of teaching methods to different conditions, i.e. products are new in learning. It so happens that a specialist knows, knows how to do, is able to create, but does not want to. This means that he has not developed an experience of an emotional attitude (positive, of course) to his professional activity. This is the fourth element of MK. Such experience appears only when the acquisition of knowledge, and the mastery of techniques, and their creative use are directed to the system of values ​​of the given person. Mastering the elements of MK, the teacher rises to the appropriate levels of his professionalism. The acquisition of methodological knowledge ensures the level of literacy. Having mastered the experience of implementing the techniques of professional activity, a person rises to the level of a craft, which is a system of methodological skills. The transition to the level of mastery is possible only after mastering such an element of MK as creativity. Teacher personality Methodological culture Levels of professionalism Methodological skills Personal properties 1. Knowledge about all components of the learning process: goals, means, object, results, teaching methods, about oneself as a teacher 1. Literacy level is a system of methodological knowledge about all components of the learning process (potential basis of craft) Individual style of activity 2. Experience in the implementation of techniques of professional activity (reproduction of culture) 2. The level of craft - a system of methodological skills for the implementation of training actions (potential basis of mastery) Abilities 3. Creativity as a transformation and transfer of training techniques (new products in training) 3 The level of mastery is a system of methodological skills that ensure the performance of professional functions. Perceptual Design Adaptive Communicative Character Traits 4. Experience of emotional attitude to professional activity addressed to the personal value system 4. The level of art as the highest manifestation of mastery Organizational Cognitive Auxiliary 10
11. 11. The process of becoming a mastery level depends on two factors: a) the level of literacy (the higher the literacy, the sooner the craft turns into mastery); b) certain qualities of the teacher as an individual. There are personal properties, abilities or character traits that are most favorable for mastering the elements of MC and, ultimately, for the formation and development of certain methodological skills; there are also personal properties or character traits that are completely contraindicated to the teacher, inhibiting the formation of MC, such as irritability, rancor, incontinence, pessimism, etc. So, E.I. Passov believes that methodological mastery is the generalized ability of a teacher to optimally carry out motivational activities for a given goal of given conditions, which manifests itself as a result of the integration of elements of methodical culture and personality traits. The diagram shows that another level of professionalism stands out - the level of art as the highest manifestation of mastery. To teach at the level of art is to teach so masterfully that mastery is not visible. Talented people who teach at the art level are extremely rare, just as rare as other natural talents. Talent can be developed, improved, but it is impossible to teach it. There are seven groups of skills that make up MM. 1. Perceptual skills: a) the ability to understand the state of the student, to penetrate into his inner world; a) the ability to see everyone and everyone (distribution of attention, peripheral vision); b) the ability to distinguish current information about the student from his stable characteristics; c) the ability to perceive the situation of communication in the context of the activity (see the status of the student in the team, recognize interpersonal relationships in the classroom; d) the ability to distribute attention between the various components of the learning process; e) the ability to distinguish and evaluate positive and negative in the activity (including speech) of students; f) the ability to see what kind of help the student needs at the moment. All these skills form the basis of the teacher's social competence. Its importance for the teacher was recognized by many. Sukhomlinsky V.A. wrote: "The most important feature of pedagogical culture should be the feeling of the spiritual world of every child." If this is not the case, there is mental deafness and blindness, in fact, professional disqualification. It was found that with a stable-positive style, the student's isolation index is lower, the reciprocity coefficient and satisfaction in communication are higher, the circle of desired communication is wider. 2. Design skills: a) the ability to plan different types of lessons; b) the ability to anticipate the results of planning; eleven
12. 12. c) the ability to select the material necessary for the lesson; d) the ability to predict the behavior of the learning speech partner; e) the ability to analyze the learning situation and choose the right solution; f) the ability to make logical transitions in the stages of the lesson, in the stages of work on the topic; g) ability to distribute educational material; h) the ability to determine the necessary dose of theory in the practice of teaching various aspects of communication; i) the ability to anticipate and prevent fatigue or decline in the assimilation of educational material; j) the ability to improvise in unexpected learning situations. In connection with this group of skills, two points should be especially noted. The first is the development of a sense of rhythm, which is one of the facets of teaching skills. The ability to feel the rhythm of the lesson, to master the dynamics as an aspect of the logic of the lesson has much in common with the director's ability to set the required length of any episode. The second is the development of the ability to improvise, without which MM is unthinkable. 3. Adaptation skills: a) the ability to choose teaching techniques (exercises, tasks) adequate to a particular goal; b) the ability to use work techniques, material, etc. according to the student's personality; c) the ability to adapt his speech depending on the class and the level of his preparedness; d) the ability to approach the solution of methodological issues depending on the learning conditions; e) the ability to control without breaking the speech partnership. 4. Communication skills: a) the ability to establish speech relationships (speech atmosphere); b) the ability to be sociable; c) the ability to tune in to the lesson, according to its content and character; d) ability to customize learners accordingly; e) the ability to express everything necessary with the help of speech, facial expressions, pantomime; f) ability to speak expressively and emotionally; g) the ability to speak impromptu. 5. Organizational skills: a) the ability to organize work in pairs; b) ability to organize work in a group; c) the ability to organize collective communication; d) the ability to organize a class when one student (couple) is responsible; e) the ability to quickly distribute tasks (taking into account the conditions, individual characteristics of students); f) the ability to organize individual independent work in the classroom; 12
13. 13. g) ability to organize students' independent work at home; h) ability to find helpers among students; a) ability to demand; b) the ability to organize extracurricular educational work. 6. Cognitive skills: a) the ability to analyze the activities of colleagues; b) the ability to analyze their own activities; c) the ability to prepare a scientific report on the problems of teaching foreign languages; d) the ability to perceive new in the methodology and implement methodological recommendations; e) the ability to conduct scientific work, participate in research; f) ability to work on self-education and self-improvement. 7. Supporting skills: a) the ability to draw; b) the ability to play musical instruments; c) it is good to do something with your own hands; d) collecting (any other hobby). There are other qualities that are immutable for a teacher: love for children, professional interest, dedication, striving for self-improvement, intelligence and, most importantly, optimism. A.A. Kumanev wrote: "A master teacher must first of all instill in a student the confidence that he has all the data for good, successful study." And how can a teacher, himself subject to pessimism and unbelief, do this? Methodological analysis of a foreign language lesson The ability to analyze a lesson is the most important factor in mastering methodological skills. Methodological analysis of a lesson is a type of analysis focused on assessing the structure and content of a lesson, the technology of its conduct, the effectiveness of solving educational and methodological problems. Teaching technology (according to G.V. Rogova) - knowledge of how to teach: the selection of adequate teaching methods, the correct use of TCO, handouts, the optimal combination of various forms of student work (individual, group, pair, frontal), rational use of time. Scheme of analysis and evaluation of a foreign language lesson (according to P.K.Babinskaya) 1. Define the goals of the lesson (practical, developmental, educational, educational). 2. Determine the type of lesson (whether it is aimed at the formation or improvement of skills (phonetic, grammatical, lexical) or the development of speech skills (dialogic or monologue speech, listening, reading or writing); analyze its integrity, dynamics, coherence; how is this lesson fits into the cycle of lessons on the topic.
14. 14. 3. Analyze how the methods, teaching techniques, exercises and teaching aids used in the lesson contributed to the achievement of the main goal and objectives of the lesson. 4. Reveal the ratio of exercises: between exercises in the type of activity developed in the lesson with other types of RD; linguistic, conditional speech, programmed and traditional, direct and translated, oral and written. 5. Determine the degree of optimality of management of the educational process: a) work mode (frontal, individual, pair, group); b) distribution of time; c) the availability of means that contribute to the intensification of the lesson: phonograms, video materials, handouts, computer programs, etc. 6. Establish how the teacher individualized the learning process. 7. Analyze how the teacher owns the technology of the lesson (the ability to give a clear instruction, use adequate techniques for correcting mistakes). 8. Determine the means and methods of accounting, control and assessment of students' possession of foreign language material (testing, self- and mutual control. 9. Evaluate the psychological climate in the lesson and the teacher as a speech partner (his ability to communicate, speak adaptively, use a variety of authentic means of foreign language pedagogical communication , the ratio of foreign and native languages ​​in the lesson.) 10. Evaluate the final stage of the lesson (the way of presenting homework, assessing the work of students and setting marks). lesson objectives: introduction, consolidation, activation of foreign language material, final control work 2. Subject matter of the content of educational materials: text, oral topic, exercises, situations, methodological techniques, language material 3. Lesson equipment: TCO, visualization, didactic materials, including the components of the educational and methodological complex used 4. Place of the lesson in the study of the topic (the lesson is opened t, continues, completes the training topic). 5. Target setting: focus on the formation, development of skills, skills of foreign language speech activity (listening, speaking - monologue, dialogical speech, reading, writing; focus on mastering by students aspects of the language (pronunciation, vocabulary, grammar); complex goals of the lesson. 6. Educational goals of the lesson; moral, aesthetic education, education of the culture of thinking, communication, feelings and behavior. 7. General educational goals of the lesson: cognitive, regional, linguistic and cultural. 14
15. 15. 8. Correspondence of the objectives of the lesson to its place in the study of the academic topic, the requirements of the training program of the foreign language and the curriculum for this class. 9. Preparation of the classroom (study room) for the lesson. 10. Preparing students for the lesson, equipping their workplaces. 11. Learning atmosphere in the classroom: switching students to the subject of "foreign language"; use of materials telling about the country of the target language; reproduction during a break in a sound recording of a foreign language speech; using other means of creating a language environment; chalkboard design; use of tables, visual clarity for the lesson. 12. Organizational moment: the effectiveness of switching students to the subject of "foreign language"; a conversation between a teacher and students in a foreign language; questions of the teacher to the class about readiness for work; message about the nature (plan) of work in this lesson; orientation of students to achieve practical (communicative, cognitive), educational, general educational goals; speech exercises, establishing contact between the teacher and students, using a micro-conversation between the teacher and students; the use of other pedagogical and methodological techniques to create a creative, business-like, friendly atmosphere in the classroom; use during the speech warm-up of materials on the educational topic of the lesson and orientation of the speech warm-up to solve the problems of the lesson. 13. Phonetic charging: focus on achieving the main practical goals of the lesson; preparing students to work with new language material; development of phonetic skills. 14. Homework: checking the assignment in the classroom, controlling it in the course of work on new teaching material; quality of homework; fixing cases of non-fulfillment of the task before the start of its verification; commenting by the teacher on the performance of the assignment, the use of various forms of its verification; ways to compensate for deficiencies in the current (next) lesson; ensuring the formation of skills and abilities; taking into account the difficulties encountered by students when doing homework; generalization of typical mistakes; an explanation of the reasons causing these errors; using an effective way to overcome them; error correction; atmosphere of correctness and goodwill during the homework check. 15. Introduction of new material: form of introduction of new material; the use of an inductive (deductive) method; use of the board, TCO, textbook material; the use of subject, pictorial visibility, interpretation, definition, commentary, transfer, context, situation for the semantization of new material; correspondence of the level of teaching to the nature of linguistic units, the difficulty of the introduced material, the purpose of its assimilation; ensuring the mastery by students of an indicative basis of actions, assimilation of knowledge when explaining new linguistic material; control of understanding of new linguistic units; students' use of language units in the context of sentences. 16. Ensuring the assimilation of new language material: the use of language, URU and RU for various types of RD; observance of the rational 15
16. 16. the ratio of different types of exercises (language, URU, RU), oral and written, programmed and non-programmed, problematic and non-problematic; the use of TCO, visual clarity. 17. Teaching listening: the techniques used by the teacher to achieve the goal; methodological substantiation of the stages of work with audiotext; organization of preparation for the perception of the text (removal of language difficulties, teaching a language guess, setting a target task that stimulates interest in perception); using a tape recorder; rational use of listening; the use of visual, pictorial visibility, linguistic and semantic supports; result of work. 18. Teaching speaking: selection of speech material, speech situations, sample dialogue, text, use of visualization, TCO, organization of assistance to students and management of the construction of dialogical, monologic statements; the use of various types of supports (plan, logical-syntactic scheme, keywords, beginning and ending); the effectiveness of playing techniques and problematic tasks used by the teacher. 19. Teaching to read: the formation of skills in reading techniques and the ability to understand what is being read; the use of a variety of techniques, tasks and exercises at the pre-text, text and post-text stages; the correctness of solving the problem of each stage of work on the text; the use of rational methodological techniques to control understanding (tasks to find the correct answer to a question from a set of data, reproduce the context based on keywords, heading paragraphs, etc.); the use of the context as a basis for the development of oral speech, the appropriateness of such a use of the text at this stage of education; the effectiveness of exercise. 20 Learning to write: the correct use of techniques and tasks, in accordance with the purpose of training (written retelling, composition, expanding replicas in dialogue, writing a letter, annotation, translation, drawing up a plan followed by summarizing, choosing the most significant sentences, drawing up notes in the process of reading on based on the plan, theses, keywords and phrases). 21. Using various forms of work in the classroom: the ratio of frontal and group work, work in pairs and individual work, the rationality of using various forms of assignments, forms of educational interaction: student - teacher, student - student, student - book, etc. 22. Means of accounting, control and assessment: the degree of mastering by students of foreign language material, skills and abilities of foreign language speech; the effectiveness of question-answer work, performing exercises, assignments, testing, working with drawings, handouts. 23. Assignment for the next lesson: control of understanding of the assignment; recommendations for its implementation, partial implementation of it in the classroom with students; inclusion of different types of speech activity; the correct relationship between formal, receptive, reproductive and productive types of tasks; consolidation of the learned material; preparing students for the next lesson. 16
17. 17. 24. The final stage of the lesson: a reflexive conversation between the teacher and the students, a detailed verbal assessment of the work of each student, marking. 25. Compliance with general didactic principles: consciousness, practical orientation, transition from simple to complex, from the known to the unknown, from the concrete to the abstract. Implementation of methodological principles: communicative orientation, oral lead, functionality, etc. 26. Individualization of teaching in the classroom: the use of several types of presentation of educational material at the same time, taking into account personal interests in the choice of tasks, different levels of training and different speed of assimilation of new material when choosing tasks for different groups of learners; stimulation of discussion, discussion; the use of differentiated forms of encouragement and censure, depending on the personal characteristics of students. 27. Teacher and class: general atmosphere of the lesson (optimistic, active, businesslike, friendly); contact of the teacher with the class; the level of professional training of the teacher, knowledge of the methodology of teaching foreign languages; personal qualities of a teacher as a teacher; expressiveness of the teacher's speech, tone, stylistic correctness, absence / presence of language errors, timbre of voice. 28. Understanding by the class / group of the goals of the educational activities; students' initiative in communicating with the teacher, with fellow practitioners; the spontaneous nature of the questions, proposals for the choice of educational activities, the proposal of their solutions; expressing your opinions; the desire to use the language being studied; lack of fear of making a mistake; assessment by students of the student as a specialist, sympathy for the teacher; high appreciation of the teacher's opinion; willingness to complete educational tasks. 29. The use of the native language in the speech of the teacher and students: the teacher's use of the native language to explain the instructions to the students, when, in his opinion, the students do not know certain words and phrases, and their use is justified by the situation; duplication in the native language of their most difficult-to-understand statements; constant use of a foreign language as a means of communication with students; the use of the native language as the basis of students' mental activity in order to encourage students to speak only a foreign language; the use of the native language for the purpose of economical semantization, for the explanation of the most difficult material, the interpretation of realities, illustrations and a more accessible understanding of the stylistic, phraseological features of the language, the solution of complex psychological and pedagogical problems, assistance to students in the preparation of independent statements, the comparison of errors in foreign language speech, its influence on comprehension in communication with a similar error in native speech; use of the native language by students (constantly or only when they lack the necessary language means). 17
18. 18. 30. Rational use of time in the lesson: speaking time of the teacher and students in minutes; time spent on the organizational moment, homework control, presentation of new material, its correction, training tasks, final control, explanation of homework, the final part of the lesson; time of speaking in foreign and native languages; correspondence of the distribution of time in the lesson to the lesson plan. The methodological analysis of the lesson is carried out in the following aspects: 1) methodological, 2) didactic, 3) psychological, 4) linguo-methodological. When analyzing the lesson, the first word is given to the student-trainee who gave the lesson, then the floor is given to the students who were present at the lesson, then the methodologist speaks. In addition, you will need to write an analysis of the teacher's lesson. Methodological aspect: 1) the nature of the tasks solved in the lesson, their correspondence to the place of the lesson in the cycle of lessons; the requirements of the program and speech training of students; 2) implementation of a communicative approach in the classroom; 3) the degree of effectiveness of phonetic and speech charging; 4) clear targets; 5) the level of the teacher's methodological skill; 6) the ability to restructure the course of the lesson; 7) the expediency of the structure of the lesson, the consistency of the transition from one stage to another, clarity in the structure of the lesson; 8) the correct choice of methods, techniques, forms of training; 9) the effectiveness of control of language skills and speech skills of students; 10) the effectiveness of explaining homework; 11) correct summing up of the results of the lesson and assessment of students; 12) rational use of time; 13) implementation of the intended lesson plan. Didactic aspect: 1) distribution of the teacher's attention in the lesson; 2) mastery of the class, the ability to quickly and correctly respond to changes in the psychological state of students during the lesson; 3) demeanor in front of the class; 4) the level of documentation for the lesson; 5) the presence of effective feedback from students; 6) the educational value of the teacher's personality. Psychological aspect; 1) the implementation of a differentiated approach to mastering students of foreign language (forms of work: individual, frontal, group); 2) types of work in the lesson to improve various types of memory, phonetic and intonational hearing, stimulating interest, developing language guesses, developing skills and abilities of independent work, 3) objectivity in assessing students' activities. Linguo-methodological aspect: 1) the degree of mastery of expressions of class use; 2) clarity and clarity of targets; eighteen
19. 19. 3) normativity of speech (language competence, level of oral speech proficiency); 4) clear diction; 5) the ability to adapt your speech in the lesson; 6) linguistic and regional knowledge and the effectiveness of familiarizing students with them; 7) the nature of the error correction. 19

FOREIGN LANGUAGE LESSON

Plan:

1. Educational potential of a foreign language lesson.

2. Methodological content of a foreign language lesson.

3. The logic of a foreign language lesson.

4. Types and types of foreign language lessons.

1. Educational potential of a foreign language lesson

Foreign language lesson- this is a complete segment of educational work, during which the achievement of specific practical, educational, developmental and educational goals is carried out by performing pre-planned exercises of an individual and individual-group nature on the basis of the teacher's use of teaching tools and techniques.

Today, in relation to teaching the subject "foreign language" instead of the term"Learning language" the term is used more and more actively"Foreign language education".A foreign language is viewed as an integral component of culture, its accumulator, carrier and exponent.

The educational potential of a foreign language lesson includes several aspects: cognitive, developmental, educational, educational.

Cognitive aspectmanifests itself through the creation of an atmosphere of foreign language communication in the lesson. It's necessary,since in the lesson there is a knowledge of the culture of the people through knowledge about the system, about the patterns of development and functions of language as a means of communication, through knowledge of the norms of speech etiquette of the country of the target language (verbal and non-verbal), awareness of the status and role of the English language in the world. The cognitive aspect is realized in the foreign language lesson, first of all, through the communication of students with the teacher as a repeater and interpreter of the culture of another people. In addition, it is supposed to use:

- educational authentic texts that demonstrate and help to understand the mentality of the people of the country of the target language;

- reference and encyclopedic and scientific literature;

- comments on the facts of culture;

- objects of reality used in the country of the target language (photographs, slides, TV programs, product labels, posters, paintings, symbols, travel guides, etc.);

- fiction as a source of cultural information about the traditions, customs, way of life of the people;

- mass media (tele- and radio broadcasts, newspapers, magazines) as a source of up-to-date operational information.

Developmental aspectmanifests itself in the fact that the lesson is developing the ability to master and implement speech activity, communication, educational and other types of human activity.However, the developing potential of a FL lesson can only be realized when the student seespersonal meaning in mastering the foreign language... For this to happen, a number of conditions must be met. First, the teacher and student must becomespeech partners; secondly, when planning a lesson, the teacher shouldtake into account the individual characteristics of studentsthis class; thirdly, students should have motive to the study of foreign languages ​​and foreign language culture, interest in the discovery of new cultural values, direct access to which gives the study of foreign languages; fourthly, entering the world of foreign culture contributes todevelopment of the student's personality as a subject of the native culture,since the formation of a spiritual person takes place in the dialogue of cultures. In addition, in the process of studying FL,thinking, memory, attention, mental functions.Student assignments contribute toa culture of mental work,develop such specific skills as the ability to work with dictionaries and reference literature, phonogram and computer program. Students gain skillsindependent work, which creates the prerequisites for the development of the need for self-education.

Educational the potential of the FL lesson can hardly be overestimated, sincein the process of comprehending a foreign language culture, the formation of moral qualities occursspiritual man, such as humanism, internationalism, patriotism, moral and aesthetic culture. As is known,learning activity is the relationship of the teacher's activities(teaching) and student activities (teaching).When conducting FL lessons, the decisive factor is to ensure the interaction of these activities. For its occurrence, certain conditions are necessary. They are associated primarily with the professional and personal qualities of the teacher. remember, thatpersonality can only educate personality.

L.N. Tolstoy wrote: “If a teacher only has love for a student, like a mother, a father, he will be better than the teacher who has read all the books, but has no love either for the work or for the students. If a teacher combines love for work and for students, he is a perfect teacher "[ 9, 42 ] ... The basis of the teacher's pedagogical skill is not only his professional training, but also a constant creative search aimed at improving the teaching of foreign languages, studying new works in methodology and related sciences. Independent observations and findings stimulate the teacher's desire to inform students something new, to check the effectiveness of modern techniques and methods of teaching. Such creative aspirations of the teacher always arouse a reciprocal interest among students, sharply increase the quality of assimilation of all the material being studied. The second side of the educational process is the activity of students. The main requirement for successful learning is that students should show interest in the subject being studied, strive to master the FL as a means of communication.

So, the essence of the lesson consists in organizing the interaction between the activities of the teacher and students to solve educational problems lesson ... In other words, “in the lesson,pedagogical communication " [ 2, 21 ] . The specific form of manifestation of this essence is educational actions, i.e.... exercises. Each exercise is a unity of the immediate goal and actions (teacher and students) to achieve them. It is in the system of exercises that the essence of the lesson appears in its real form.

Educational aspect assumes mastering the skills of RD (speaking, reading, listening, writing) in a foreign language lesson asa means of communication, as well as the very ability to communicate. In addition, another group of skills is included in the educational aspect - ability to learn. The teacher must supply the students memo as a means of developing the ability to learn.

2. Methodological content of a foreign language lesson

"Methodological content of a lesson in foreign language -it is a set of scientific provisions that determine its features, structure, logic, types and methods of work " [ 6, 51 ] .

A foreign language lesson as a unit of the educational process should have the basic properties of this process, in our case, the processcommunicative foreign language education,that is, based on the same principles. There are six such principles. Let's consider them in more detail.

1. The principle of communicationassumes the organization of the educational process as a model of the communication process.

First, the lesson should be organizedpedagogical communication.Teacher and student must becomespeech partners.The initiative here belongs, of course, to the teacher, who is, according to G.A.

c) a model of moral and ethical norms of behavior, d) a model of future speech activity, e) an organizer of the psychological climate,

f) the head of interpersonal relations "[ 3, 34 ] ... To be a speech partner, a teacher needs certaincommunicative skills.

Perceptual communication skills:

1) identify and understand the mental state of the student;

2) identify and understand the mood of the class (group);

3) see everyone at the same time and each separately;

4) to distribute attention between various components of the learning process;

5) see what kind of help a student needs;

6) predict the behavior of the student as a speech partner;

7) hear and see errors in the student's communicative behavior:

8) instantly assess the communication situation;

9) determine the approximate level of proficiency in speech skills without special testing.

Productive communication skills:

1) create a communicative environment;

2) establish speech contact with the student (students);

3) complete voice contact;

4) establish and maintain an atmosphere of communication in the classroom;

5) regulate the behavior of the student as a speech partner;

6) change the functional state of students in the right direction;

7) be adequate in any communication situation;

8) own paralinguistic means of communication;

9) own extralinguistic means of communication;

10) own kinesic means of communication;

11) possess proxemic means of communication;

12) master the nuances of emotional and evaluative relationships;

13) deliberately apply the effect of fascination;

14) adequately for all levels of learning to "serve" all types of work in a speech relation, i.e.e. to be able to teach a lesson in a foreign language so that it is, on the one hand, a truly authentic language, and on the other– understandable to students.

Secondly, the beginning of the lesson should fulfill its main function: to introduce students toatmosphere of foreign language communication.The type of work used for this is calledspeech charging.

Third, the teacher's use during the lessoncommunicative attitudes and instructions,encouraging students to perform educational activities. At the initial stage, instructions must be supported without fail.samples (models)execution, at an advanced stage, their share is reduced.

Fourthly, the principle of communication is providedexemplary speech of the teacher, which means not only its unconditional linguistic correctness, but also expressiveness, emotionality, accessibility.

2. The principle of individualizationshould be understood as the correlation of teaching methods withpersonal, subjective and individual properties of each student.

The nature of individuality is made up of temperament, inclinations, and organic needs of a person. When mastering a foreign language speech activity, the role of inclinations is manifested in the fact that some students turn out to be more capable of performing some actions, while others - others. The teacher must be able tomeasure, take into account and develop these abilities.

The subject properties of students are understood as methods of learning activity, methods of mastering knowledge, and individual learning strategy. The teacher's task- show students the best techniques and methods of teaching.

Personal properties are included in the individuality of a person as the most important component and constitute his essence.Personal individualization takes into account:

a) the context of the student's activity;

b) the life experience of students (their experience as readers, athletes, travelers, etc.);

c) the sphere of interests, desires, inclinations, spiritual needs;

d) worldview (outlook on life);

e) the emotional and sensory sphere (when "provoking" students to speak in defense of their favorite team, actor, book, profession);

f) the status of the individual in the team: the popularity of the student among his comrades, mutual sympathy for finding speech partners, the appointment of a leader in speech groups, etc.

To implement the principle of individualization in the classroom, the following organizational methods of the teacher's work can be proposed.

1. Targeted assistance at the "critical points" of the lesson, depending on the presence or level of a particular ability.For example: a) during phonetic exercises, all students work collectively (and in chorus), but the teacher conducts individual work only with a group of those who have poorly developed abilities for perception and imitation; b) when presenting new grammatical material, the rule for the formation and use of this structure is first of all (of course, under the guidance of a teacher) deduced by students with a weak ability to generalize the formal and functional features of a grammatical phenomenon.

2. Purposeful use of supports of various types: semantic and meaningful, verbal, illustrative and schematic.Correctly selected support will help a student with a low level of functionally adequate perception of grammatical structures to understand their purpose faster and more correctly, when mastering words it will help students with a weak guessing ability, while developing the ability to express themselves - help for those who have a low ability to highlight the subject of speaking , to a logical and consistent presentation of thoughts.

3. The order of the survey.Weak learners win when they receive a sample– correct answer for strong and average students. However, the sequence "strong- medium - weak ”is not given once and for all. For example, in the lesson of the formation of lexical skills, the weak receive cards with ready-made microtext, where the key phrase is underlined; when checking the understanding of the listened microtext (before recording it), you can first turn to them, and then to a strong student: "What do you think?"

4. Varying the time to prepare a response.The weak usually get a triple portion of the time: they have time to sort out the individualized handout given to them, think over the answer, speak (read) what is needed. However, you cannot "pamper" them all the time.

5. Using leading individualized assignments.For example, in a lesson on the development of monologue speech, a student with a weak level of preparation and the lack of some abilities for 4 – 6 minutes will not be able to prepare a coherent statement about a writer, actor, film, etc. Therefore, he is offered a special card in advance, according to which he only refreshes what he has prepared in the lesson.

6. Using tasks of different difficulty levels. They are n used mainly for homework. For example, after a skill improvement lesson, weak learners should complete an assignment based on spoken text, medium learners based on experience but with support, and strong learners- without supports.

7. Use of additional extra-curricular entertaining material(for the strong).

8. Helping the weak from the strong.

9. More frequent interviews with students with reduced ability.This activates the students, develops their abilities, teaches them to work the whole lesson.

10. Completion of additional exercises by students with a low level of development of certain abilities.It is generally believed that the so-called "weak" should (because they can) do less. But this is not true. Abilities develop, and success comes only in activity. If the student sees the benefits of the exercises that you additionally gave him, he will work uncomplainingly. Exercises for this purpose must be selected not generally good, but those that directly help the student to better prepare for the next lesson and be "no worse than others." And everyone wants this.

3. Principle speech-thinking activity.

The specificity of the subject of foreign language is that foreign language speech activity cannot be taught, it can only be learned. Therefore, a foreign language lesson should be characterized by a constantly high activity of all students. The main stimulant of speech-thinking activity isspeech-thinking task,and the main engine is cognitive interest. It is necessary to constantly evoke the speech-thinking (external and internal) activity of students with the help of communicative tasks of verbal communication.“The practice completely rejects the arguments that the student's brain can be overloaded. He can only be overworked. And you can overwork and underload. Idleness is also a source of overwork. " You can add - and "thoughtlessness" too. Not by chance

K. D. Ushinsky said that teaching has always been and remains labor, butlabor full of thoughts."The real lesson does not begin with a bell, but from the moment when a child's thought flares up."[11, 215 - 216] ... That is why it is important to plan lessons in such a way that the student is active, acts independently and shows his creativity.

What is the manifestation of speech-thinking activity in the foreign language lesson?

First, in constantspeech practice.Speech (communication) is the means and purpose of learning. Secondly, all exercises should be"Nutty". Third, in speech (communicative) value of the material.To make speech material communicatively valuable, you should make it problematic.

What has been said about speech-thinking activity allows us to formulate the following provisions, which should be guided by the teacher:

– constant speech practice of students in communication should be recognized as an absolute means of forming and developing the ability to communicate;

– all exercises in the lesson should be speech to one degree or another;

– all the student's work in the lesson should be related to the goal that the student understood and accepted as his goal;

– any speech action of the student in the lesson should be purposeful in terms of influencing the interlocutor;

– any speech action of the student must be motivated;

– the use of a particular phrase cannot be justified by any considerations if they are devoid of communicative value;

– any lesson should be speech both in design and in organization and execution.

4. The principle of functionalityas a component of the methodological content of the lesson, FL can be formulated as follows: "... master what functions in oral and written communication, and master the way it functions"[ 8, 23 ] .

Functionality presupposes the highlighting of the function of the speech unit, and this function is not divorced from the linguistic side, but is the leading one; It is at the function that the consciousness of the student is mainly directed, while the form is assimilated mainly involuntarily.Lessons based on material alone can be grammatical or ilexical, but in spirit they should be verbal.

To ensure functionality, all those speech tasks that are used in communication must be used in the exercise settings. What are these tasks?

1) inform (notify, report, notify, report, announce, inform);

2) explain (clarify, concretize, characterize, show, highlight, sharpen attention);

O judge (criticize, refute, object, deny, accuse, protest);

Have misfortune (prove, substantiate, assure, induce, inspire, persuade, inspire, insist, persuade, etc.).

5. The principle of situationality

"The situation is such a dynamic system of interrelations of communicators, which, thanks to its reflection in consciousness, generates a personal need for purposeful activity and feeds this activity"[ 6, 130 ] .

The situation isthe basis of the educational process according to IYa. In psychology there are 4 types of relationships: status, role, activity, moral. Consequently, the situations of verbal communication in the lesson will be of 4 types.

1. Situations of social status relationships.

Foreign languages ​​play an important role in our life. However, not everyone realizes this. For example, one of the graduates of our school said: “Why do I need a foreign language. I'm not going to be a translator.

I will be an engineer". How do you feel about his words?

2. Situations of role relationships.Here's an example setup for such a situation:

Your friend is a fashionista. She devotes all her time to reading fashion magazines, talking about makeup, clothes, etc. Convince her that appearance is not the most important thing in life.

3. Situations of the relationship of joint activities.Such an installation is possible.

Your friend knows how to do everything around the house, because her mom is busy at work. You decided to follow her example. Call her for advice on what to cook for lunch.

4. Situations of moral relationships. For example,

They say that the truth is better than the lie. Is this saying always true? What if a person dies?

The situational principle has various manifestations.

The situation isthe basis for the selection and organization of speech material.

The situation is used in the lesson asway of presenting the material.

The situation serves a condition for the formation of skills and the development of skills.

6. The principle of novelty.

D to develop interest pupils to mastering speech skills, it is necessary to constantly introduce novelty into all elements of the educational process."Knowledge, assimilated without interest, not colored by one's own positive attitudes, does not become an active property of a person."[ 1, 6 ] .

So, what the teacher should remember in connection with novelty as a mandatory characteristic of the methodological content of the lesson:

– with the development of speech skills, a constant variation of speech situations is necessary, associated with the speech-thinking activity of students;

– speech material should be memorized involuntarily, in the process of performing speech-thinking tasks;

– repetition of speech material is carried out due to its constant inclusion in the tissue of the lesson;

– exercises should ensure constant combination, transformation and rephrasing of speech material;

– the content of educational materials should arouse the interest of students primarily by its information content;

– requires constant novelty of all elements of the educational process:

1) first of all, it is the novelty of the content of the material, the constant change of discussion problems, objects, views, etc.;

2) the novelty of the form of lessons: the use of lessons-discussions, lessons-press conferences, lessons-excursions, etc .; avoiding standards in the usual forms of lessons;

3) the novelty of the types of work. There are two plans here: a reasonable change of already known types of work and the introduction of new ones;

4) the novelty of methods of work (exercises);

5) the novelty of speech partners: the exchange of students from different classes, the change of partners within the class (shuffling pairs, the formation of new groups);

6) the novelty of the forms of work: extracurricular, circle, optional;

7) the novelty of technical means and illustrative clarity.

To the features of a modern foreign language lessonit can also be attributed to the fact that each lesson of FIL isa link in the methodological cycle of lessons,however, it has its own specific tasks.

The FL lesson is characterized by complexity ... Complexity means that each dose of speech material is “passed through 4 main types of RD, i.e. students perceive the same speech material by ear, read, use in speech and write down "[ 6, 174 ] .

In the FL lesson, various forms of control are used. Moreover, "control of the assimilation of language material by students in a foreign language lesson should be carried out by the teacher in the process of training exercises without allocating special time for this"[ 12, 38 ] .

Intensification of the lesson occurs due to the use of TCO, the fast pace of the lesson, a combination of frontal, individual, pair and group forms of work.

Under lesson structurethe ratio of various parts (components) of training sessions in their strict sequence and interconnection is understood.

The main components of the lesson structure are: the beginning of the lesson (organizational moment); phonetic / speech charging; checking homework; explanation of new material; the formation of language and speech skills, the development of speech skills, physical training pause; home assignment; end of the lesson. Some of these components are constant, others are variables. The constant stages of any lesson are: the beginning of the lesson, its end and the homework assignment. The rest of the lesson changes depending on lesson type.

Each element (stage) of the lesson is an integral unit of the lesson, the content of which is made up of exercises, etc. pedagogical or management models.

As for the exercises, it should be emphasized that not transferable, but uninterrupted (monolingual) exercises occupy a central place in teaching foreign languages ​​in secondary schools.

As for the pedagogical models, their correct choice, the total number and their combination at various stages of assimilation leads to the rationalization of the lesson, an increase in its effectiveness and quality. Models can be: T - Cl, T - Gr, T - P, P - Cl, P 1 - P 2, P 2 - P 1, etc.

Foreign language lesson logic

The logic of a foreign language lesson make up:

1) purposefulness -the correlation of all components of the lesson with the leading goal;

2) integrity - the proportionality of all components of the lesson, their subordination to each other;

3) dynamics - the sequence of the exercises in accordance with the stages of mastering the speech material;

4) connectivity - substantial unity and consistency of the material.

Let's consider each aspect in more detail.

Clarity and definiteness of the goal, its mono-character is the primary prerequisitepurposefulness lesson.

H To evaluate a lesson from the point of view of its purposefulness, it is necessary to determine:

- within the framework of what type of speech activity (speaking, reading, listening, writing) teaching is carried out (to determine the educational goal of the lesson);

- what is the nature of the students' activity and whether it is adequate to the set goal;

- whether all exercises and types of work in the lesson work for the set goal (directly or indirectly);

- how much time is planned to implement the goal of the lesson.

The structural unit or component of the lesson should be considered an exercise. Integrity lesson there is such a ratio, such proportionality of its components (exercises), which is optimal for achieving the goals of the lesson.

Here is a list of questions to help the teacher evaluate the planned lesson in terms of its integrity:

- What blocks of exercises are presented in the lesson? Do they correlate with the stages of mastering the material necessary for a given type (type) of lesson?

- Are there enough exercises in each block? Do the exercises included in one block serve the implementation of a single task (are the actions of the same type that are required to be performed by students in these exercises)?

- Does the sequence of blocks of exercises contribute to the mastery of the material at an ever higher level?

- What is the proportionality in the lesson: the invariants of the lesson, blocks of exercises, basic and auxiliary actions, exercises in different types of speech activity, the time spent on the implementation of the tasks of the lesson?

The dynamics of the lesson depends, mainly, from the correct sequence of components (exercises). But at the same time it is important to take into account two points: firstly, the correspondence of the exercises to the stages of the process of skills formation and development of skills, and secondly, the correspondence of the exercises to the level of students

WITH there are conditionalstages of formation of skills and stages of development of skills.These stages will not be the same for different skills and abilities.

So, by the stages of formationgrammar skills are:

1. Pupils' perception of speech segments presenting both the form and the function of the learned phenomenon (presentation).

2. Imitation, or imitative use of phrases containing an assimilated phenomenon.

3. Substitution, or partial replacement by the student of some element of the learned phenomenon.

4. Transformation, or change of the perceived form to the one that is assimilated.

5. Reproduction itself, or independent isolated reproduction of an assimilated phenomenon for the expression of some kind of speech task.

6. Combination, or collision of the assimilatedphenomena with those with whom it interferes or is often used in speaking.

Lexical skillsusually go through the following stages:

1. Perception of the word in context.

2. Awareness of the meaning of the word.

3. Imitative use of a word in a phrase.

4. Designation, or independent use of a word in a limited context to name (designate) an object.

5. Combination, or use of a given word v combinations with others.

6. Use in an unlimited context.

For pronunciation skillssignificant mainly four stages:

The perception of sound in words, phrases and isolated to create a sound image.

Imitation.

Differentiation, or awareness of the features of sound and its differences from others.

Reproduction itself, or independent use of sound in a phrase.

The situation is more complicated with the definitionstages for the development of skills.There are three such stages:

At the first stage, the students' speaking is limited in content by the text, prepared by its nature, its independence is not great: verbal supports are used.

At the second stage, the nature of speaking changes: it is not prepared, there is no direct support on the text, the content expands due to the involvement of material learned in other topics, the independence of students increases: only illustrative supports are possible.

At the third stage, unprepared, interthematic, independent (without any support) speaking takes place.

Lesson dynamics (as noted above)It also depends on the ability to choose exercises for a particular stage that correspond to the capabilities of the class, on the ability to catch the moment of transition from one component of the lesson to another. This skill, which is determined by the ability not to tighten any exercise, not to allow repetitions, comes to the teacher with experience. It is only important to note here that it is precisely because of the dynamics (as well as the logic of the lesson as a whole) that students sometimes do not notice the time, the lesson takes place as if in one breath.

And this is an important factor in motivating learning.

How did you create there is connectivity lesson? There are several such tools:

Speech material. The cohesion provided by speech material is especially characteristic of skill building lessons. It manifests itself in the fact that new lexical units or a new grammatical phenomenon are contained in all exercises without exception. This is how the components of the lesson communicate with each other. The student may not be aware, but he intuitively feels the logical connection of the elements, and this involves him in the process of assimilating the material. Such a coherence of the lesson, apparently, can be calledlinguistic connectivity.

Subject content of the lesson.The connectivity that arises on this basis is inherent in, mainly, lessons to improve skills (these are almost always based on spoken text); or lessons to develop reading skills. In these cases, the content of the discussion (the purpose of extracting information) will be some subject: an event, an act of the hero, etc.n. Such a connection can be calledsubject-meaningful connectivity.Its observance requires filling with the same content (its different facets) all the components of the lesson up to speech charging.

A kind of subject-content connectivity is thematic connectivity, when all exercises are united by one topic, but the perspective of its consideration in the exercises is different each time. This is typical for lessons in the development of speech skills.

3. General concept. It can relate, firstly, to the external form of the lesson.(formal connectivity), for example, a field trip lesson, a press conference lesson, etc.and, secondly, the inner content of the lesson, the core of a purely psychological plan.

In the second case, we are talking about the so-called "psychological arc" of the lesson, by which we mean the dynamics of changes in psycho-emotional stress created by the material, the form of the lesson, the nature of the activities performed in the lesson, etc.e. Psycho-emotional dynamics can take various forms, depending on the course of solving the problem of the lesson.In this way,psychological lesson coherence

4. Verbal (verbal) ligaments. Meaning those statements of the teacher that serve as connecting "bridges" between exercises, blocks of exercises, and are directly related to the subject content (the problem of the lesson and the subjects of discussion) and the form of the lesson.

For example, if in one of the exercises it was about what (what books and magazines) the guys like to read, then as a link you can use the phrase: “Now I know about your reading tastes. And, I wonder what your parents like to read and what is the reason for their choice? " This link not only serves as a kind of result of what was discussed, but also logically leads the students to the next exercise.

Thus, we have considered four aspects of the logic of a foreign language lesson. In conclusion, you need to b Avid the following: none of the aspects– purposefulness, integrity, dynamics, coherence - in isolation from others does not provide the real logic of the lesson. Only the presence of all four aspects makes the lesson logical. And the logic– not the sum of the aspects considered, but such a new quality of the lesson that arises on the basis of the integration of purposefulness, integrity, dynamics and coherence.

Typology of foreign language lessons

Lesson typology- classification of lessons depending on the stage of formation of speech skills and the leading type of speech activity.

Lesson type - a series of lessons with a number of stable features that correspond to the goal of a specific stage in the development of speech skills.

Each lesson is a stepping stone to the summit to be conquered. Consequently, each lesson has its own, only one goal inherent in it. "Every lesson" does not mean literally every one of, say, 140 lessons in grade 5, but every lesson type ... At certain intervals, each type of lesson is repeated, more often in the same form, sometimes in a slightly modified form, which depends on the language material. This creates a cycle of lessons. At school, such a cycle is united by a colloquial topic.

What are the criteria for the definition and patterns of construction of each type of lesson? This is what we have to determine.

Let's decipher the phrase "one goal". “One” should not be understood as “the only one”, because in the lessons of certain types there will be some side, accompanying tasks.

To determine the types of lessons, you should consider the stages of work on the material and determine the criteria for choosing the goals of the lesson.

There are four main stages in the development of the material.

Pretext stage... Its tasks include the formation of lexical, grammatical and pronunciation skills before the presentation of the text. This happens mainly orally, on the basis of exercises, micro-texts, situations, other in content than the text (the principle of novelty).

Text stage ... Its task is to teach the combination of material, its reproduction.

Post-text stage... Productive use of the studied material of this topic (paragraph) in new situations.

Creative stage ... It takes place after two or three topics. Its task is to develop unprepared speech, which uses material from previously studied topics.

As you know, the goal of teaching foreign language in secondary schools is the development of various speech skills (speaking, reading, listening, writing). Each of these complex skills is skill-based, automated. For example, speaking skills are based on a variety of lexical, grammatical, and pronunciation skills. At each lesson, using material of a certain volume (from a few words to several structures), a particular goal is achieved, for example, the formation of lexical skills, the formation of grammatical skills, the development of speech skills, the development of reading skills, etc. To correctly determine the purpose of each lesson , it is necessary to clearly distinguish between the concepts of "skill" and "skill" and their types.

The main types of lessons are:

1. Skills formation lesson(lexical or grammatical, and one of them may be missing).

2. Skills improvement lesson(is based on a spoken text, work on a prepared monologue speech).

3. A lesson in the development of dialogic and monologue speech skills(unprepared speech).

Lesson type - a lesson that stands out within a type in accordance with the aspect of the language and the types of speech activity to be learned in this particular case. The following types of lessons are distinguished:

a lesson in the formation of lexical / grammatical skills;

a lesson in improving speech skills;

a lesson in the development of skills in monologue and dialogical speech;

a lesson in the development of dialogic speech skills;

reading skills lesson;

In the modern methodology, standard and non-standard lessons (traditional and non-traditional) are distinguished.

A standard lesson is a regular template lesson that follows a specific pattern. A non-standard lesson is usually a final non-standard lesson: a project lesson, a discussion lesson, a discussion lesson, role-playing games and other scenario lessons.

A few words about the lessons IV type (in modern classification - non-standard lessons). They must carry out the task of developing an unprepared, creative speech on the material of several topics. These lessons can take the form of a movie lesson, a field trip lesson (real or imagined), a press conference lesson, a discussion lesson, etc. The main goal of the excursion lesson and the film lesson is to develop the ability to understand speech by ear, and the accompanying task is to teach dialogical and monologue speech. The construction of the lessons of the development of unprepared speech is extremely diverse. Therefore, it is impossible to give a ready-made plan for such a lesson. The main thing is to understand that a creative lesson requires careful preparation.

You should start with the selection of linguistic material - words, phrases, expressions, speech cliches, phrases, speech patterns - everything that seems necessary to you to be able to express some thoughts on a topic. Remember that this should include the bare minimum. In this way, you will determine the means that need to be activated, repeated to the student, and it is these LUs and grammatical structures that will be included in the exercises and texts.

Then it is advisable to compose (for yourself, not for the students) exemplary statements or situations on the topic in order to imagine what you want to hear from the students as a result of working with them.

After that, start preparing a set of exercises and distributing them among lessons.

A very important point is the choice of the form of conducting a non-standard lesson. The alternation of lessons of different forms is important not only because the change of forms diversifies the work, but also because one form is more suitable for the development of a monologue (for example, a lesson-excursion, a movie lesson), and the other - for the development of dialogical speech (lesson -press-conference, lesson-conversation).

Additional material should be selected, for example, to develop the ability to understand speech by ear on the topic under study. It is necessary to select illustrative material: film, paintings, postcards, etc.

Control questions and tasks:

1. What aspects are included in the educational potential of a foreign language lesson?

2. Name 6 principles of the methodological content of a foreign language lesson.

3. What are the components of the lesson structure?

4. Name the features of the modern foreign language lesson.

5. What are the components that make up the logic of the FL lesson?

6. What are the types and types of lessons? What are the main types and types of lessons.

7. How is the choice of the type and type of lesson related to the process of mastering speech material?

8. What lessons are called non-traditional? What are the features of their preparation and conduct?

1. Bondarenko, SM Lesson - the teacher's creativity / SM Bondarenko. - M .: Education, 1974 .-- 148 p.

2. Zankov, L. V. Conversations with teachers / L. V. Zankov. - M .: Education, 1970 .-- 187 p.

3. Kitaygorodskaya, GA Methods of intensive teaching of foreign languages ​​/ GA Kitaygorodskaya. - M .: Education, 1982 .-- 208 p.

4. Kumanev, A. A. Reflections on the future / A. A. Kumanev. - M., 1981 .-- 197 p.

5. Leont'ev, AA Pedagogical communication / AA Leont'ev. - Moscow .: Education, 1980 .-- 197 p.

6. Passov, E. I. Communicative foreign language education: preparing for a dialogue of cultures: NS special for teachers of institutions providing general secondary education / E. I. Passov. - Minsk: Leksis, 2003 .-- 184 p.

7. Passov, EI Foreign language lesson / EI Passov, NE Kuzovleva. - Rostov n / a: Phoenix; M .: Glossa-Press, 2010 .-- 640 p.

8. Starkov, A. P. Teaching English in high school /

A.P. Starkov. - M .: Pedagogika, 1998 .-- 387 p.

9. Tolstoy, LN General remarks for the teacher / LN Tolstoy. - M .: Education, 1948 .-- 174 p.

10. Shukina, GI Topical issues of the formation of interest in learning / GI Shchukina. - M .: Pedagogy, 1984 .-- 213 p.

11. Ushinsky, K. D. Sobr. cit .: in 11 volumes / K. D. Ushinsky. - M .: Education, 1948 .-- T. 2., S. 73.

12. Yakushina, LZ Methods for constructing a foreign language lesson / LZ Yakushina. - M .: Pedagogika, 1974 .-- 159 p.

The lesson is the main organizational link of the learning process, on which the solution of specific practical, educational, educational and developmental tasks is carried out, ensuring the achievement of final goals. The lesson, being an independent unit of the educational process, is a link in the chain of lessons, where, along with tactical tasks, tasks of a strategic plan are solved.

The chapter attempts to show a foreign language lesson as a place of organized purposeful communication, supported by more and more new language material, which carries a certain charge of motivation in itself.

The chapter will show how to use different modes of work to intensify communication in the lesson, implying different divisions of the team. (it is known that communication always takes place in a pair, a group), how to teach in a team and through a team in connection with various types of speech, what specific requirements are imposed on the lesson at the present stage, the knowledge of which will help the teacher in planning, conducting and subsequent assessment of the lesson.

§ 1. The essence of the lesson and requirements for a foreign language lesson

The lesson is a dialectical phenomenon; it is part of the educational process and at the same time its whole. As part of the educational process, it allows you to solve intermediate problems; in this sense, each individual lesson is in a horizontal row of other lessons.

In this series of lessons of the horizontal row, the dynamics of the educational process is carried out: what was the goal of the previous lesson becomes a means of the next one, which determines a close relationship of lessons, a natural variable repetition from lesson to lesson, which ensures progressive movement towards the final educational goals. For example, if in lesson A students learned new words and acquired the skill of using them in small contexts, then in subsequent lessons B, C ... they should use them in oral speech and / or reading. In turn, lesson B determines the content of the next lesson C; where the improvement of speech skills in new contexts and situations continues. Therefore, the specific tasks of each lesson follow from the tasks solved in the previous lesson with an eye to the next. It follows from this that when planning a single lesson, it is necessary to proceed from the thematic plan, which, in turn, is part of the quarterly calendar plan, the latter being determined by the annual plan. In other words, when planning, the entire hierarchy of plans should be in the teacher's field of vision. This does not mean that the teacher has to make all kinds of plans. The modern teacher's book contains them. The teacher only needs to analyze them, making appropriate adjustments based on specific conditions. Naturally, the lesson plan undergoes the greatest changes when the teacher seeks to conduct it on the basis of personal orientation and attract relevant material.

Consider the lesson as a complete whole, that is, select it from the horizontal row. In this case, the lesson should be a relatively complete work, built in accordance with certain requirements arising from the goals, content and technology of teaching this subject at school. Since these requirements determine the strategy and tactics of the teacher in preparing for the lesson, they also serve as a starting point for analyzing their lessons and those of colleagues when they visit.

Purposefulness of the lesson. Each lesson should ensure the achievement of practical, educational, educational and developmental goals through the solution of specific problems. Therefore, the first thing a teacher starts with is with the definition and formulation of lesson objectives, based on the teacher's book. In it, as a rule, practical tasks are formulated, which can easily be given a specific look by linking them with certain linguistic material, for example:

Train students in the use of new vocabulary (words are indicated),

To learn to perceive by ear a dialogical text (the text is indicated),

To teach to conduct a conversation on the topic (the topic is indicated),

Systematize students' knowledge of prepositions (prepositions are listed),

Learn to express your opinion using the following expressions (they are given),

Educational, educational and developmental tasks are determined by the teacher himself. They cannot always be specifically formulated for each lesson, since they depend on the group, class; on the level of training and education of the class; from events taking place at a given time in a group, classroom, school, city (village), country; from the personality of the teacher himself, his intelligence, ingenuity, resourcefulness, sense of humor, sociability and, finally, from the stimuli coming from the material itself. In this sense, great potential is contained in texts about great people, about significant historical events, about the struggle for peace, about the preservation of nature, etc. these goals. So, for example, the assimilation of speech etiquette in a foreign language: acquaintance, greeting, expression of gratitude, etc., has an educational effect on children, teaches them politeness and tact. Mastering the techniques of handling reference literature (grammar reference book, dictionary) contributes to solving not only a practical problem, but also develops the student, has a beneficial effect on the skills of intellectual work, its organization and implementation. Reading foreign language texts that illuminate different aspects of the reality of the country (countries) of the target language, provides an expansion of the horizons of students and thereby the achievement of the educational goal. Working on a socio-political text in a foreign language in the classroom allows you to form a materialistic worldview.

With the current tendency to teach students to learn, it is important to convey to them the objectives of the lesson, for they must be accepted by the students. This raises the question of how best to do this in order to generate interest in their implementation. Let us recall the bright words of Anatole France that "the art of teaching is nothing more than the art of awakening the curiosity of young souls and then satisfying it ...". It is necessary to abandon the vicious practice of informing the students of the tasks of the lesson, as they are formulated by the teacher for himself in "methodological language." The teacher often begins the lesson by listing the tasks as they appear in his plan: “Today we will repeat the words on the topic“ Sport ”; we will also work on grammar (structure group ..., model phrase ..., speech pattern ...); we will develop oral speech on the topic ... and at the end of the lesson we will read the text ... ".

It is unlikely that tasks presented in this form can interest students and make learning motivated. Lesson objectives must be "translated" into the language of the students. To do this, firstly, you need to draw their attention to what is associated with the use of language in speech activity. For example, “Today we will find out how each of you spent Sunday” or “Today we read the story of a very popular English (German, French, Spanish) writer”, secondly, the wording should be given a specific form: “We will learn how to express agreement and disagreement in English (German, French, Spanish) ”; thirdly, it is necessary to take into account the age characteristics of students and to clothe the task in a form that appeals to their age: “Today we will play a lotto on the topic of animals” (5th grade); "Today we will try to write an annotation on an article ... from a newspaper ..." (9th grade). Tasks related to the assimilation of language material do not need to be communicated to students at the beginning of the lesson. It is known that in the future, work on the assimilation of grammatical forms and words can bring joy to few people. It is possible to overcome the dislike for this kind of occupation only if the student feels the need for them to accumulate and expand his speech experience. Therefore, everything related to linguistic material should be subordinated to the tasks of communication. This can be done directly during the lesson in the form of hidden or open targets. Here's an example of an open mindset: “You already know how to express a desire to do something yourself. And now you will learn to express a desire that prompts another to act - I want Sasha to help me. " Then situations are created that encourage students to use this structure. And here is an example of a hidden installation. Without breaking the communicative atmosphere in the lesson, relying on involuntary attention in relation to the material, the teacher includes the structure I want you to help me in the communicative context. He asks individual students to do something: hang a poster on the board, erase it from the board, water the flowers, etc.

Therefore, the teacher needs to think carefully about the tasks of the lesson and their presentation to schoolchildren.

The purposefulness of the lesson also presupposes the allocation of the "tops" of the lesson, its culminations. There can be from 1 to 3 of them according to the number of tasks related to speech.

The teacher should not be monotonous. It is important to conduct the lesson in different registers. Preparatory work (work on the linguistic material and on the prepared speech) at a "lower" register, and on the actual speech - at the "upper" register, creating psychological and communicative tops of the lesson. It is at this moment that students must understand that they have risen to a new step, that the tasks set at the beginning of the lesson are being successfully solved.

The atmosphere around the climax can be created in various ways, preferably in a major tone. For example, “I see you are ready to watch the movie ... and discuss it,” “Now we can act out a scene. Let's assign the roles "," Now we will write a plan-program of our speech on the topic "," Finally we can read the article ... and express our attitude towards it (or write an annotation). "

It is noticed that although this kind of culmination is, as a rule, the most difficult type of activity, they relieve fatigue, since they serve the implementation of communicative tasks, have a clear intellectual meaning for students and free the educational process from the monotony of rough work in the lesson.

The crucial moment of a purposeful lesson is its completion. Students should see, feel what they have learned in the lesson, evaluate the activity, psychologically and actually prepare for independent work outside the lesson. At the same time, it is not necessary to give the end of the lesson a convex organizational form like: “So, what did we do in the lesson today?”. In response, students sometimes count the number of words learned in the lesson, or name the grammatical form they worked on. Such an "inventory" weakly demonstrates their actual progress in mastering the language in a given lesson and pushes students to a formal "report". It should also be remembered that students get tired by the end of the lesson, so summing up should be given a form that relieves fatigue. It seems to us that the best way to summarize should be considered the inclusion of acquired knowledge, skills in play activities such as a language game, for example, guess a word, choose a rhyme to the learned words; act out a pantomime so that students describe what they see using grammatical structure (model phrase, speech pattern); playing the teacher: the teacher-student asks students in the amount of material learned in the lesson and "gives marks." In this case, students will leave the lesson with a feeling of progress in mastering the language and with a sufficient supply of positive emotions, which is important for further learning.

The content of the lesson... Requirements for the content of the lesson cover the following points: first, the significance of the material itself, which is operated in the lesson (the dominant of the content); secondly, the adequacy of techniques and exercises to the tasks of the lesson; 3) third, the optimal ratio of training students in the assimilation of the material and its use in speech. Let us dwell on each of these points.

Samples and examples given by the teacher and the authors of the textbooks should be situational and communicatively marked, that is, they should be fragments of the communicative context. For example, German Perfekt students will correctly perceive in dialogical unity such as:

Hast du dieses Buch gelesen?

Und ob (seit langem). Leider noch nicht.

Or a German indefinitely personal construction with man "Man spricht in diesem Kabinett (Fachraum) nur deutsch".

In English, the present continuous fits well into situations like:

What are you doing here?

Waiting for Nina. We go home together.

In French lefuturimmediat- to the situation "Nos projets pour le dimanche":

Dimanche, je vais faire du ski.

Et moi, je vais jouer au hockey, et le soir, je vais lire "Les trois mousquetaires".

The examples used in the lesson are fragments of communication, so they should be related to the personality of the learners and the teacher himself, which, unfortunately, is not always observed. Even topics such as "Family", "Biography", "Travel", "School", "Sport" are worked out in isolation from the reality associated with the life of a student, class, school. At the same time, the inclusion of the life experience of students in communication significantly motivates the assimilation-communication in the lesson. It seems to us that any topic can be correlated with the personality of those communicating in the lesson. For example, the topic "Animals" is learned with great success if the teacher builds on it, having found out in advance what kind of animals the children have at home; the biography of these animals, the daily routine arouses great interest in children to talk about this, and this makes the lesson as a whole attractive in the eyes of the students.

The lesson on the topic "Sport" is significantly toned up by a conversation organized around the sports favorites of a given class, school, their country and the country of the target language, the most recent sports competitions.

The samples and examples used in the lesson should be educationally valuable and educationally significant. For this, it is necessary that the teacher has a certain stock of poems, songs, proverbs, sayings, aphorisms, jokes that embody the folk wisdom and wisdom of great people, and so that he can use the love of young people for winged words. Such material should be ordered by the teacher, that is, associated with certain linguistic facts and included in the educational process as needed. For example, Socrates' aphorism can be successfully used to assimilate the use of the German verb wissen:, Ich weiß, daß ich nichts weiß. "(" I only know that I know nothing. ")

There are many proverbs and rhymes in English that make it easier to memorize language material and emotionally affect students.

A friend in need is a friend indeed.

Rain, rain, go away,

Come again another day,

Little Tommy wants to play. -

The French language is rich in proverbs and rhymes. Students love to teach them. They sound so beautiful in this language.

Tout est bien qui finit bien.

Rira bien qui rira le dernier.

Paris ne s "est pas fait en un jour.

Vouloir c "est pouvoir.

C "est le temps des violons.

C "est le temps des violettes.

Le printemps joue au ballon.

Les enfants lui font fete.

Thus, the dominant content should reign in the lesson. This is what creates tension and ensures that students respect the subject.

The content of the lesson is also determined by the selection of techniques and exercises that exactly correspond to the tasks set. By compliance with the tasks, we mean, for oral speech, educational situations of communication, for reading - the nature of the text material. An educational situation is understood as specially created conditions, circumstances, a system of relationships between interlocutors for the purpose of educational and educational influence on students when performing speech actions in a foreign language.

The educational situation, as far as possible, should be adequate to the real communication situation in which the mastered linguistic phenomenon is used.

The learning situation should be very clear to the students. This means: the task is clearly defined (what to ask, what to learn from the interlocutor, what to tell, what needs to be proved, clarified, refuted, etc.). Students know what is required of them, what they can do, since the task is provided with specific language (words, phrases, structures) and speech (ready-made speech cliches) material, assimilated or assimilated. If the student is unfamiliar with the necessary word or he has forgotten it, the teacher or comrades will come to his aid; they know how to complete the task, what tools are needed to complete it; they know that communication will take place in favorable conditions with a benevolent attitude of partners to each other; they know what they will learn by completing the assignment.

The educational situation should contribute to the formation of such qualities in schoolchildren as responsibility for completing the assignment (I am not acting alone, you need to remember not to let down your comrades), accuracy and conscientiousness.

The educational situation should help to instill in schoolchildren an attentive attitude towards classmates, "interlocutors in communication", a sense of collectivism, initiative.

The learning situation should stimulate the motivation of learning, arouse students' interest in the task and the desire to complete it.

Naturally, this is far from a complete list of requirements for an educational situation and the organization of its implementation.

So, the content of the lesson in terms of the development of oral speech is determined by situations that are precisely selected in accordance with the tasks of the lesson and the characteristics of the students, and, of course, the linguistic and speech material in this case becomes motivated and its use becomes natural. However, the creation of such situations presupposes a comprehensive knowledge of the class, its interests and the life of the school as a whole, knowledge of the language capabilities of students. When designing a situation, the teacher should take into account the "coverage" of the student's language means and at the same time expand these means. You should not suggest a situation if there are not sufficient means of expression in the speech experience of students. Let's give a negative example, which is, unfortunately, very common. In 5th grade, for example, a student is asked to describe someone in the class so that the class can guess who they are talking about. However, in the speech experience of students there are only means for describing a stereotype, and there are no means for highlighting something specific. Consequently, the reception turns out to be incorrect under the given conditions.

The adequacy of the techniques extends to reading as well. In this case, we mean both the texts themselves, their content-semantic side, and the tasks for them, highlighting the meaning of the text. Currently, one can note certain successes in the selection of texts within the teaching materials and in the development of tasks for them, which allows you to create and stimulate an atmosphere of research search of varying degrees of depth in the lesson. The purpose of this search is to expand knowledge about reality, to obtain information related to life. However, the way to this goal in the lessons of a foreign language, in contrast to the native language, lies through the observation of foreign language material, by the means that were used to convey the content. Students need to learn to see how a language form signals a specific meaning. They need to acquire the ability to see reality behind linguistic (linguistic) information. Thus, reading is an intellectual process in which the subject of the search is content through the assimilation of a linguistic form.

In the lesson, students' work on reading should be accompanied by feasible tasks. The foregoing leads to the idea that students should learn not just to read, but to read into a foreign language text, which will combine the plan of expression (as said) and the plan of content (what is said). Here are some examples of reading-oriented tasks.

Read the text and prove that one person is acting in it.

Read the text and prove that part of the action takes place in the past, and another part is assumed in the future.

Read the text and tell me why the words ... are in quotation marks.

Read the text and tell me why there are (so many) paragraphs in it.

It should be noted, since reading takes place in the lesson at a given (limited) time, the task can be given the character of a competition and some excitement.

The meaningfulness of the lesson also determines the optimal ratio of training students in the assimilation of language material, in the formation of skills on its basis and its application in solving speech problems. The solution to any task of the lesson should contribute to the enrichment of the student's speech experience and his understanding of the need for awareness of intensive training, an obligatory prerequisite for the use of the assimilated material in speech. In practice, unfortunately, there is often a separation of training from what it is for. Students are either guided towards application, without providing them with proper training in mastering the material necessary for solving a speech problem, or only training constitutes the content of the lesson, and schoolchildren do not reach speech practice. In the first case, it leads to erroneous speech and creates uncertainty; in the second, the interest of students decreases, and all together adversely affects the expression of thoughts.

Along with the fulfillment of training exercises based on a sample, as a rule, situations, a communicative context are necessary, providing for the use of the learned educational material to solve speech problems in oral speech or to extract meaningful and semantic information from the text, as mentioned above. It should be emphasized that when learning a foreign language, training is very important. It creates the necessary stereotype, releases consciousness, absorbed by the assimilation of the form, for meaningful work of thought. Thus, the technique a, b, c, d, e (I.L.Bim), an algorithm for working with a structural group (A.P. Starkov), model phrases (V.A. I. Passov) - these are all examples of communication-oriented training, the most important stage on the path of mastering speech. However, training is not the last resort. If you are content with creating a stereotype, this whole trained education, then the result is nothing more than a model of formalism in teaching. To avoid this, it is necessary to optimally combine the stereotype with novelty, repeated with variable, automated form with deliberate content, in fact, we are talking about overcoming the contradiction, which consists in the fact that a stereotype needs to be developed, and then it is also necessary to overcome it by changing the situational conditions. which is achieved by the timely connection of practice in speech, which presupposes the placement of the developed stereotype in a communicative context, reliance on personal orientation. Thus, training in relation to application should be open-minded.

Here is an example of including a developed stereotype by working in a chain. a b c d into a communicative context (5th grade, German):

Oma(sucht nach ihrer ...): Lutz, ist das ein Teller?

Lutz: Nein, Oma, das ist kein Teller.

Oma: Was ist das?

Lutz: Das ist eine Tasse, Oma.

It follows from the foregoing that the requirements for the content of the lesson imply awareness of the material and actions with it, so that students see the meaning in completing tasks in the language being studied. Student activity in the lesson. The activity of students in the lesson should be manifested in their speech-thinking activity, and this, in turn, is associated with the education of their speech initiative. In the practice of teaching a foreign language, unfortunately, the initiative of students is poorly stimulated. Alas, the teacher is really active in the classroom. This creates a clear bias in the distribution of the activity of the trainer and the students. The teacher still dominates the lesson, turning students into passive objects of their influence. The viciousness of this situation lies not only in the fact that the lesson time between the teacher and the students is spent unevenly and unequally, but, most importantly, the law of communication, which presupposes the equality of its partners, is violated; students cannot perceive the teacher as a partner if the initiative of communication is only in his hands. Most of the time in the lesson is distributed in this way: the teacher asks questions, and the students answer them. No matter how varied these questions are (questions within the framework of speech charging, questions on the topic, text, questions related to the organization of the lesson, and others), the students get the impression of monotonous control: throughout the lesson the teacher asks them. This atmosphere of overwhelming control is in blatant contradiction with the atmosphere of communication, which stimulates the active participation of everyone in the act of communication.

In accordance with the modern trend in pedagogy - with the concept of reflective learning - the teacher's activity should be mediated and consist in organizing the activities of students, involving them in active learning, in turning them into true subjects of speech activity. True speech appears when the student himself controls the semantics of his utterance (A. K. Markova). As a result, lessons with predominantly teacher activity turn into lessons with student activity, which is the meaning of the teaching.

When we talk about the speech-thinking activity of students, we mean both internal and external activity. Internal activity correlates with mental, external activity - with speech. It is clear that such a division is conditional and is carried out only for a closer examination. For inner activity, the content of the lesson, which was mentioned above, is very important. Students should be encouraged to search, recognize thoughts in the process of listening and reading, putting them in front of appropriate tasks such as: "Explain why ...?", "What are the signs of time in ...?" able to stimulate internal activity in receptive activities.

A guided search for linguistic information stimulates internal activity, thanks to which the student reveals the meaning of foreign language linguistic phenomena and through it comes to meaning. For example: “Pay attention to international words in the text, they will help you in understanding it”, “In this text there are three constructions with passiv, isolate them, define the actor. This will help you understand what you are reading. " In their own utterances (when speaking, writing), that is, in productive activities, students must also mobilize internal activity, planning the content and selecting the appropriate means.

Internal and at the same time external activity is conditioned by the development of students' question-posing skills. Above it was said about the excessive activity of the teacher, in particular, manifested in the fact that he "throws" questions at the students. Therefore, it is necessary to change this situation, since the ability to pose a question is a manifestation of internal activity and indicates the student's speech initiative. There is a well-known statement by I.P. Pavlov about the primordial nature of the reflex - what is it? 3. I. Klychnikova classifies the exercise in posing questions of students to the text as exercises that stimulate understanding of the text. Therefore, it hardly makes sense to put the student in the position of answering questions, but you should teach him to do it himself, using all the types of questions known to him in a foreign language, subordinating them to meaning. The formed skill of posing a question will also unleash the speech initiative of students, make them equal, active participants in communication, when both stimulating and reactive remarks (statements) will come from students.

The development of internal activity is also facilitated by the independent work of students in the assimilation of language material during the development of speech; leading questions, reminders, supports that control it, successfully stimulate the inner work of thought. (See chapter VII.)

Its external manifestation - the sounding speech of students - is inseparably connected with internal activity. Each student should speak up in the lesson. In the conditions of a mass general education school, to provide such an opportunity to everyone means the mobilization of all existing forms of work. A special effect in this sense: it gives a combination of individual forms with collective ones. Each teacher should embody the motto - to teach in a team and through a team (G. A. Kitaygorodskaya). The collective form, in addition to the fact that it allows everyone to increase the active time to participate in learning-communication in the classroom, corresponds to the conditions of the functioning of speech, which, as you know, is a social phenomenon - people communicate with each other. In addition, our observations show that the collective form has a beneficial effect on the motivation of learning.

The very concept of "collective form" is capacious. It embraces the mass form in which the whole group performs one task, as a rule, of a speech receptive (listen, read) character; choral form, when the whole group verbally performs the work of the training plan; work in small groups (subgroups) with different occupancy: two, three, four, five participants. The methodology adopted the conventions of such subgroups: dyad (two participants), triad (three participants), tapestries (four or more participants), an asterisk (five participants). The use of each is determined by the situation. For example, in a dyad, two comrades discuss their hobbies; in the triad - "parents" and "child"; in the asterisk - "librarian" and "readers" choose books, magazines; the tapestry is used, as a rule, for the situational use of speech units - students line up in two lines, exchange remarks, then one line is shifted by one person (for example, at the expense of a teacher who leaves the game), as a result, a change of partners occurs. So, with the help of a tapestry, you can well master speech cliches like This is Mike. Everyone says this phrase many times, but referring to different participants. As you can see, the work of students in small groups can be both training and speech in nature. (See page 48.)

These collective forms of organization of teaching increase the active time of students in the lesson, their communication with each other, however, they are possible provided that it is clearly organized by the teacher. First of all, it is important to think over how to help students in completing the assignment in order to stimulate their activity, reduce the state of anxiety, overcome fear of mistakes, and ensure the completeness and correctness of statements. This can be achieved, firstly, by means of preliminary exercises that recall the material needed to complete the assignments; secondly, with the help of handouts; thirdly, an indication of the passed text. With regard to fear of error, the teacher needs to do everything possible to ensure that students are not afraid to make mistakes when they speak. It is believed that mistakes are a means and a condition for the successful mastering of communicative competence. Their presence does not indicate failure. On the contrary, they prove that the educational process is proceeding normally, students take an active part in it (M.N. Vyatyutnev).

Motivational lesson security... Motivation in the lesson is provided primarily by the students' awareness of the success of learning a foreign language, a sense of progress in learning. Only in this case the lesson will make sense for the student, he willingly goes to it. A large role in the motivational support of the lesson; "belongs to the availability and feasibility of the proposed tasks at each" point "of the lesson. The student easily and willingly completes the task if it contains surmountable difficulty for him; an easy task is not interesting.It is necessary that the task is performed with a certain tension.This is achieved by building the exercises strictly progressively (graduated); the student is helped in the form of a vivid example of performance, the necessary supports, keys and means of reinforcement.For example, a conversation about favorite writers is offered The teacher first removes the difficulties associated with the pronunciation of the authors' names in the target language, how they sound correctly in English (German, French, Spanish) in order to avoid their Russification, for example, Heine instead of Heine, Twain instead of Twain, Hugo instead of Hugo The teacher begins by calling his favorite writer and the idea that he likes best, that for the students acts as a model for constructing their utterance.

Supports are possible in the form of the beginning of a statement, for example:

English: My favorite writer is ....

German: Icn habe Heine sehr gern.

fr .: Mon ecrivain prefere est ...

ucn .: Mi escritor preferido es ....

The proposed plan of the statement, illustrations (portrait of the author, book (s) for which the writer became famous) can serve as a support.

Evaluation, mutual evaluation and self-esteem are also important for the awareness of success and learning-communication. This manifestation of feedback unambiguously indicates the student's progress in "language acquisition. When we talk about assessment, we mean not only the grade in the form of a score. and non-verbal approvals, such as: smile, gesture, intonation.Evaluation can also come from students, participants in the tasks performed, when they have a standard of performance, when they use special cliché phrases like: you are right, you are wrong, you are wrong etc. These are all means of external feedback, which are of an objective nature - an external assessment.

Internal, subjective feedback, that is, self-esteem, is no less important for realizing the success of the teaching. The student's completion of the task at a normal pace in accordance with the situation signals to him that he is coping with it. This creates a sense of satisfaction and motivates further learning.

The content of the material used in the lesson can also create conditions for the motivational provision of the lesson. It is important that the material is personalized. At the same time, we understand the expression “personally oriented” broadly: it should not only touch the student himself, but also everything that is involved with him, his tastes and affections. One should not be afraid of including in the lesson fashionable modern songs, aphorisms, poems that perform, in addition to practical, educational, educational and motivating functions.

However, no matter how attractive the material in the lesson may be, by itself it still cannot ensure complete success in terms of motivation, we fully share the statement of J. Piaget: “... without influencing the object and transforming it, the subject cannot understand it nature and remains at the level of simple descriptions ”68. In other words: the techniques of working with the material, assignments for exercises, which put the student in the position of the subject of learning and communication, are important. These are the above-mentioned collective forms of work in the lesson, language and speech games. Role-playing also helps motivate the lesson (see Chapter V, p. 136). Children of the initial stage of learning "like playing pantomime, when one student silently performs actions, and the class calls them (this technique is shown in the film" A Foreign Language Lesson in Grade V "- a fragment in French, in which a model phrase is practiced:" He does ... myself").

Reading and the tasks associated with it also provide great opportunities for the intellectual development of students and increase motivation. When working on reading in the lesson, the teacher creates conditions for a meaningful search by posing problematic questions (see Chapter V). Finally, the very organization of the lesson can also contribute to motivation if lessons are “held in a major tone with respect for the climax. Students should be taught to save time and to accept the pace set in the lesson there should be no unjustified pauses that distract the attention of students. , then pauses are necessary here so that everyone can concentrate on completing the task.

A musical background, musical screensavers have a beneficial effect. The tonic role of music in the classroom is emphasized in modern psychological and methodological research and is proved by the experience of teaching foreign languages ​​in intensive courses. Music helps to relieve fatigue, relaxation and helps to better assimilate the material. At the early stage, work techniques should be correlated with the time of the lesson, providing for the last third of the lesson exercises that relieve fatigue and, thus, prevent the decline in motivation.

The variety of incentives used in the lesson. The social function of language allows it to enter into different areas of reality. With its help, you can describe all the phenomena of nature and society, the sensual and abstract world; language is a universal means of knowledge and communication. The foreign language being studied is also called upon to fulfill this function. To successfully master it, it is important in the lesson to represent the "segments" of reality that are necessary for the reproduction and understanding of statements. In other words, the lesson should be life itself in reality or a fantastic version or its model. The model, in turn, can be represented by a verbal or visual situation that sets the appropriate stimulus. The verbal stimulus, as a rule, appeals to the students' imagination. For example: “A trainer brought a circus tiger with a toothache to the vet. What will be the dialogue between the veterinarian and the trainer and how will the veterinarian “communicate” with the tiger? " Of course, verbal stimuli should be correlated with the age and psychological characteristics of students and their speech experience. Verbal stimuli are inherent in learning to read, when these are tasks of a problematic nature that precede reading (see Chapter V, § 4).

In addition to verbal stimuli, the lesson should use visual stimuli that do not require and require technical means (see Chapter III, § 3). With their help, the multidimensional reality itself comes into the lesson. This is not to say that teachers underestimate visual aids, but sometimes they are not used to the proper extent to stimulate speech. For example, a plot picture is posted only in order to name an object in a foreign language, while it is advisable to use it to stimulate a coherent statement, a conversation on it.

Observations show that repeated reference to a picture with the same task: "describe the picture" weakens its stimulating power. In this case, the visual aid looks like an unused decoration. While the picture, a simple accessible means, is designed to stimulate speech, both prepared and unprepared, monologue and dialogical. Working with a picture can be the culmination of a lesson. lesson:

It can be simply described;

To say what is depicted on it;

Restore the missing element in the picture;

Find and point out the absurdity;

Correlate the image in the picture with your life experience;

Using the imagination, conjecture the prehistory, posthistory, subtext;

Dramatize what is depicted in the picture, transforming into its characters;

Express your attitude to the picture, to the one depicted on it.

Such tasks individualize the speech of students, awaken their imagination and thought, and significantly expand the stimulating effect of the picture.

An even greater stimulating opportunity lies in filmstrips, films, videos, as well as in a series of drawings such as Bidstrup or Eiffel, as they represent the plot in development. Techniques for working with such visual materials will fundamentally differ little from each other, although their stimulating effect can be enhanced by sound. Sounding speech in itself is an effective stimulus for the development of oral speech, both speaking and listening. A modern foreign language lesson is inconceivable without the use of sound recording (records, tape). The stimulating effect of sound recording is manifested in the fact that it creates a standard of sounding speech, encourages imitation, expands the associative base, and strengthens the auditory-motor skills. It would be a mistake to believe that sound recording only affects pronunciation. Its stimulating effect extends to speech in general. It stimulates speech and thought activity and has an emotional impact on students.

In a lesson, sound recording can act as a source of meaningful information: this is a story, a poem, a song. It includes music screensavers that help assimilation and reduce fatigue, as mentioned above.

The effectiveness of these incentives, their aggregate use is very high, if you observe the measure, at what point in the lesson, for what purpose and what exactly in this group of students will be most influential. Observations show that the requirement we are considering for a modern lesson is far from always being met. There is a one-sided use of one stimulus, most often a verbal one, from a teacher's mouth, or, conversely, an unjustifiably excessive use of various verbal and visual stimuli that disperse the attention of students. Avoid using a stimulus that is not conditioned by the objectives of the lesson when it does not fit into the content of the lesson, for example, showing a film strip for entertainment purposes only. It is also not necessary to replace one stimulus with another, for example, instead of listening to a sound recording to develop an understanding of the sounding speech, the teacher reads the text himself, there is no need to duplicate stimuli: the same story should be given in the recording and from the teacher's voice. Such "distortions" do not enrich the educational process and are to some extent responsible for the decline in interest in learning.