Foreign language lesson and planning.
The lesson is the main form of organizing educational activities at school.
The lesson is the main section of the educational program, in which the teacher daily carries out the education, upbringing and comprehensive development of students (Sukhomlinsky).
A foreign language lesson is the main organizational form of mastering the communicative competence of the target language.
Principles of lesson construction:
General didactic: consciousness, scientific character, activity, visibility, accessibility and feasibility, strength, individualization and the principle of educational teaching.
Specific: the principle of communicative orientation of teaching, the principle of differentiation and integration and the principle of taking into account the native language.
Characteristics of a modern foreign language lesson:
*Person-oriented (development of language abilities).
*Develops memory, speech attention, thinking, phonemic hearing.
*Nurturing tolerance, sympathy, empathy.
*Communicative – (China-City lesson-communication) ability to communicate in a foreign language.
*Comprehensive - all types of speech activity, all aspects of language.
*Problematic – identifying problems that are being discussed.
*Educational – something new (every lesson).
*Logical - parts of the lesson must be connected to each other (from easy to more complex).
*Dynamic - lesson pace, change of activities during the lesson.
*Adequate to the stated goals (compliance with the stated goals).
*Collaborating – a lot of technology (work in groups, collages, pairs). Various technologies. It is important that a common decision is made. Depends on different forms of student-teacher, teacher-student interaction.
*Lesson based on modern teaching technologies
Lesson objectives:
Practical (educational) - the formation of communicative competence in all its components (linguistic, speech, sociocultural), compensatory, educational and cognitive.
Developmental - development of speech skills, memory, thinking, imagination.
Educational – the formation of a holistic understanding of the world, familiarization with other cultures, traditions, realities, comparison of one’s own and related cultures
Educational - nurturing the student’s personality on the basis of universal human values, ideological conviction, developing in schoolchildren a sense of civic responsibility and legal self-awareness, initiative, respect for others, tolerance for cultures, and the ability for successful self-realization.
1. Communication component:
*subject side of speech: sphere of communication topic, communication situation (in the cinema, in a store, in a cafe)
*types of speech activity
*aspects of language
*sociocultural aspect
2. Psychological and pedagogical component
*speech-thinking tasks
*motivation
3. Methodological component
Reception of training
Educational technologies (find out from Petya... who is faster... Game moments - guess, answer, etc.)
Provisions governing the sequence and structure of the lesson.
TRAINING should be built in stages and taking into account the formation of knowledge and skills at each stage.
Move from practicing individual actions to holistic activities.
Move from carrying out actions according to a model to acting without support.
Lesson structure
- Introduction (beginning) - greeting, organizational moment, speech exercise)
- The main part is checking homework, explaining new material, control, communication practice
- Conclusion (end of the lesson) - grading, assessment, summing up the lesson. What did we learn in the lesson? Has the goal been achieved?
Lesson Types:
- Structural criterion
*lesson presentation of educational material
*consolidation lesson
*speech, summarizing
2 . Criterion - language control
*language
Criterion - types of speech activity
*speaking
*combined
Criteria: form
presentations, lesson-conversation, debate, KVN, excursion, round table, conference, game, dramatization, teleconference, Internet lessons, lesson-competition
Lesson simulation
When modeling a lesson, it is taken into account
Speech dominant (speaking, writing, reading, listening)
Language dominant (phonetics, vocabulary, grammar, spelling)
Didactic dominant (introduction, explanation, consolidation, speech training, communication practice, control)
Methodological dominant (methodological techniques, technologies)
Structural dominant (composition and sequence of stages)
Instrumental dominant (Spanish UMK)
Educational aspect (sociocultural, interdisciplinary aspect)
Planning the educational process in a foreign language in general educational institutions. Types of plans. Features of planning foreign language lessons at various levels of education.
Thanks to planning, the correct rational organization of the educational process is achieved, the rational use of textbooks and teaching aids becomes possible; program requirements are taken into account; The teacher's authority grows.
Thanks to planning, it becomes possible to involve all students in the learning process; it becomes possible to anticipate and take into account the results of the work. The plan clearly provides for a set of skills in their sequence and development. Planning allows you to dose out educational material and distribute it chronologically.
It's best to talk to your old teacher before you start planning. Planning begins in August: from 15.08. until 25.08. Summarize the past year.
Types of plans:
Ø semi-annual;
Ø quarter;
Ø lesson.
An annual plan is rarely required. It allows you to determine the linguistic content of the educational process.
When drawing up plans, teachers take into account:
Ø a foreign language program for secondary school and a program for a given year of study;
Ø educational complex in a foreign language for a given year of study;
Ø training students in a foreign language, as well as the general level of their knowledge;
Ø prospects for work in the next lesson, and in the next quarter and next year;
Ø stages of education and age characteristics of students.
The calendar plan of work for the quarters is drawn up, for the most part, by teacher institutes and school method associations. A foreign language teacher receives it ready-made. The peculiarity and convenience of this plan is that it indicates the amount of work not only for each quarter, but also for each week of a given year of study (Table 1).
Table 1
Approximate schedule
date, week title of the text topic of oral speech new vocabulary grammar phonetics exercises independent reading total number of hours performance mark
new repeat new repeat class at home
Knowledge, abilities, skills
(lacase) I quarter II quarter III quarter IV quarter final requirements for the moment of transfer to another class
1) vocabulary
2) grammar
3) phonetics
4)reading
5) oral speech
6) written speech
The total number of lexical units and lexical concepts to be learned. All columns indicate new material;
4) § for synthetic and analytical reading are indicated;
5) The main types of work to acquire skills and abilities are indicated.
You cannot proceed to drawing up lesson plans only on the basis of a calendar plan. Books for teachers contain brief thematic plans indicating the material selected for a given section and the number of lessons on the topic. Planning the material is necessary, indeed mandatory, for all teachers, both young and experienced.
Thematic plan.
Includes a series of lessons. A thematic plan is created based on the origin of a topic. The main task is to determine the final goals as a result of working on a topic. It represents the role and place of each individual lesson in the origin of the topic, allows you to determine the specific tasks of an individual lesson and the entire topic.
What? Where? When?
It is imperative to indicate how many hours are allocated to work on this topic. Thematic plan for the textbook (author, page, title of topic) (Table 2).
table 2
Thematic plan
Lesson number lesson objectives language material types of speech activities
repetition new listening speaking reading writing
Lesson planning
Lesson outline.
Title: number, class, lesson No., topic, equipment (textbook, video, audio). Lesson goals: educational, general education, developmental (Table 3).
Table 3
Outline
Stages of the lesson teacher student class board d/z
8:00 – 8:05 teacher’s speech and actions what the teacher expects from the student what the class is doing what will be written on the board, handouts
Foreign language lesson
A foreign language lesson is a completed segment of teaching work, during which certain practical, general educational and educational goals are achieved. Achieving these goals is carried out by performing pre-planned individual and individual-group tasks based on the teaching tools and techniques used by the teacher. The essence of the lesson lies in its speech focus.
The success of the lesson largely depends on the organization of the lesson. In order to organize a lesson in accordance with the requirements of the program, a number of conditions must be met:
Ø implementation of the communicative orientation of training, i.e. organizing such training will prepare students for the real learning process.
Ø ensuring the activity of each student.
Ø lack of monotony in lesson organization.
Ø connection of new material with what has already been covered and constant development of skills and abilities of speaking, listening and reading.
Ø calm, attentive and friendly attitude towards students on the part of the teacher.
Øuse of visual aids, incl. technical.
Features of a foreign language lesson:
1. A lesson can only be complex; it intertwines different aspects of the language and different types of work.
2. Speech activity of students.
3. Reliance on RY, i.e. in French The language transfers the knowledge and skills that can be transferred to the Russian language. This saves time for speech training. In parallel with the transfer of knowledge, contrasts are carried out from the RL to the FL.
4. The predominance of training in the use of language material over the mastery of new ones.
Lesson system:
I. Lesson in developing primary skills.
II. Lesson on developing pre-speech skills.
III. Lesson on developing speech skills.
Speaking lesson.
A lesson in reviewing the material covered.
Review lesson.
Trial lesson.
and so on.
A lesson system is a set of lessons of different types, located in a certain hierarchy and subordinated to a common ultimate goal.
In the lesson system, a certain sequence of work on certain language material is observed, starting with its introduction and ending with its use in speech. The lesson system can be correlated with a textbook paragraph or a conversation topic.
As part of the lessons for developing primary skills, it is possible to repeat new material, explain new material, exercises for recognizing and reproducing language material. The number of lessons of this type depends on the complexity of the material and the stage of training.
Within the framework of lessons of type II, the work started earlier continues, and the main attention is paid to the automation of previously transformed primary skills. The goal is to turn primary skills into automated knowledge.
III type of lessons - the predominance of speech exercises of a receptive and productive nature: synthetic reading, dialogues, messages, retellings, etc.
The ratio of types of educational activities in the lesson, as well as the time duration, changes depending on the stage of training. Each lesson should have a certain structure. Structure is understood as the relationship of its various parts in their strict sequence and interrelation.
Lesson structure:
I. The beginning or organizational stage, on which the main course of the lesson depends. This stage of tuning into the language or phonetic exercise (repetition of sounds, syllables, chants, rhymes).
~ 2-3 minutes.
II. Stage of familiarization with new material.
~ 3-10 minutes.
It is necessary to set a goal for students, and at the end it is necessary to summarize.
III. The stage of training and learning new material. There must be control of understanding.
IV. Homework checking stage.
V. Final stage. It is given by d/z, which must always be written on the board, usually in the lower right corner. If the lesson contains exercises, it is necessary to show where it is located and how it is done.
Conclusion for chapter 1:
A foreign language lesson has its own specifics, which are determined by the very content of the subject, the practical orientation of learning and the fact that a foreign language acts not only as a goal, but also as a means of learning.
The basis for constructing a lesson is a set of scientific provisions that determine its features, structure, logic and methods of work. This totality is called the methodological content of the lesson.
Each lesson should ensure the achievement of practical, educational, educational and developmental goals through solving specific problems. Therefore, the first thing a teacher should start with is defining and formulating the objectives of the lesson, based on the teacher's book.
A lesson as an organizational unit of learning lasts 40–45 minutes. Its structure should be flexible. It is determined by the stage of learning, the place of the lesson in a series of lessons, and the nature of the tasks. The structure of the lesson should include invariant ones, i.e. stable and variable moments. The structure of any foreign language lesson includes: beginning, central part and completion.
Planning is an essential component of work. In the field of foreign language teaching, the goals of the program can only be achieved through regular work according to a strictly planned and thoughtful plan.
Thanks to planning, the correct rational organization of the educational process is achieved, the rational use of textbooks and teaching aids becomes possible; program requirements are taken into account; The teacher's authority grows.
Thanks to planning, it becomes possible to involve all students in the learning process; it becomes possible to anticipate and take into account the results of the work. The plan clearly provides for a set of skills in their sequence and development. Planning allows you to dose out educational material and distribute it chronologically.
Types of plans:
Ø annual (calendar). The most approximate spread of educational material;
Ø semi-annual;
Ø quarter;
Ø thematic (plan for a series of lessons on a given paragraph or topic);
Ø lesson.
Chapter II. Planning a foreign language lesson is an important condition for effective implementation of the lesson.
Lesson planning involves three main steps:
1. Determining the objectives of the lesson and preparing the material.
2. Planning the start of the lesson.
3. Planning the main part of the lesson and its conclusion.
The first stage of lesson planning involves a six-point procedure that corresponds to the points in the so-called “header” of the lesson plan.
The first point of this part of the lesson is to determine the name of the lesson, which distinguishes one lesson from another. The name is related to the material of the lesson, its content. The title of the lesson can be: a brief description of the plot or situation, a line from the dialogue, an address from the lesson character to the students, etc. Children like unusual names, for example, “Hi! I am Starkid", "ABC Party", "Let`s go to the market". At the end of the lesson, you can sometimes invite the children to give their own title for the lesson.
The second point in the “header” of the lesson plan is the topic: all the topics that are touched upon in communication during the lesson are indicated. In the communicative methodology, the development of topics is carried out cyclically or in a spiral, that is, the same topic is discussed at a certain point throughout the course of study, each time in more depth.
Monitoring the level of development of language and speech competencies of students. Functions, objects, types and forms of control. Requirements for monitoring knowledge, skills and abilities in a foreign language in general education institutions.
Control in foreign language lessons can pursue different goals, but in all cases it is not an end in itself and is of an educational nature: it allows you to improve the learning process, replace ineffective teaching techniques and methods with more effective ones, create more favorable conditions for improving practical language proficiency, for educating students using a foreign language.
In accordance with this, the following verification functions are called in the pedagogical literature:
1) Control and correction;
2) control and preventive;
3) control-stimulating;
4) control and training;
5) control and diagnostic;
6) control, educational and developmental;
7) control and generalization.
Let's take a closer look at some of these features.
The control and correction function consists of identifying the degree of mastery of certain groups of students (strong, average, weak) with new material, knowledge, skills and abilities in order to improve this mastery in improving the correction methodology, i.e. making changes to it in accordance with the characteristics of a given class, the level of training in specific types of speech activity in accordance with new data from methodological theory and best experience.
A preventative test makes it possible to draw students’ attention to what material, what skills and abilities are subject to testing, what requirements are set by the teacher, to determine the degree of students’ readiness for testing, and their level of proficiency in the material. It allows you to identify gaps in the assimilation of material and individual linguistic phenomena and eliminate them in a timely manner.
The control and generalization function consists of identifying the degree of proficiency in skills and abilities in part of the course of study (at the end of the topic, quarter, half-year, year). This check is of a general, comprehensive nature.
Conducting control of skills and abilities is subject to certain general pedagogical requirements, which include the following:
Regularly checking each student and monitoring his progress throughout the year. Regular control is important for instilling in students the need for systematic work on the language, without which the formation of practical skills and abilities is impossible. This allows the teacher to avoid randomness in choosing the object of control and ensures uniformity of control.
Comprehensive testing, which involves monitoring the level of proficiency of each student in all types of speech activity. Comprehensive control is possible only with regular checks of all students in the class, during which the teacher keeps records of their progress.
A differentiated approach to control, manifested in taking into account the difficulties of assimilation or mastering the material for a given category of students or an individual student, the choice of methods and forms of control that are adequate to its object.
Objectivity of control, which presupposes the presence of assessment criteria established and known to students, strict adherence by the teacher to these criteria, and minimizing subjectivity in the opinion of the student. The high demands of the teacher must be combined with an attentive attitude towards each student, with the need to encourage his first successes, strengthening his faith in his own strengths, in the ability to overcome difficulties.
Compliance with the educational impact of assessment. Assessing the knowledge, skills and abilities of students in points is a means of educating students, influencing the motivational factors of their educational activities, because it is an expression of recognition of their success (or lagging behind), the degree of compliance of knowledge, skills and abilities with the requirements of the program for a given school.
The object of control in a foreign language lesson is speech skills, i.e. degree of proficiency in various types of speech activity. For example, in speaking - the level of development of dialogical and monologue skills, in listening - volume, duration of sound, completeness and accuracy of understanding of monologue and dialogic speech during one-time perception in mechanical recording and in live communication, when reading - the ability to extract the necessary information of a readable text of a certain nature at the certain time.
The methodological literature identifies basic and additional criteria for assessing practical proficiency in various types of speech activity. The main criteria given below allow us to determine the minimum level of proficiency in this activity; additional indicators serve to determine a higher quality level.
Qualitative indicators of speaking: the degree of correspondence of students’ statements to the topic and the completeness of its disclosure; the level of speech creativity and, finally, the nature of the correct use of language material, i.e. compliance (or non-compliance) with the grammatical, phonetic and lexical norms of the language being studied.
A quantitative indicator of speaking is the volume of utterance, i.e. the number of speech units used in speech.
The following requirements are imposed on dialogical speech:
Qualitative indicators: the ability to take part in a conversation, combining the exchange of short remarks with more detailed statements.
Quantitative indicators: the volume of grammatically correct remarks from each interlocutor and their number should increase from class to class.
Requirements for monologue speech: the ability to independently formulate a statement in accordance with the situation without prior preparation, use a variety of lexical-semantic and syntactic structures, and also evaluate the ability to express one’s opinion on a statement. By 10th grade, the number of grammatically correct sentences = 10-15.
Qualitative indicators of listening: 1) the nature of the perceived speech (speech in a mechanical recording or live speech of the interlocutor), 2) degree of understanding: general understanding, complete understanding, accurate understanding (i.e. understanding of all the details of the text being listened to).
Quantitative indicators of listening: the volume of speech perceived by ear (sounding time, speech rate).
Qualitative indicators of reading: 1) the nature of understanding (general understanding, complete understanding of the content of the entire text, translatability or non-translation of understanding); 2) the nature of the language material of the text (containing only familiar language material, a certain amount of unfamiliar lexical material), the degree of adaptation (originality) of the text.
Quantitative reading indicators: speed, text volume.
Types of control. The following types of control are used in pedagogical practice:
a) current (monitoring) - the most common and most effective type of control when it comes to the systematic control and corrective function of verification.
b) thematic control. Due to the fact that the main principle of organizing material in a foreign language is thematic, this type of control occupies a prominent place. Thematic plans provide for testing students' assimilation and mastery of relevant skills as a result of studying the topic in the final lessons, sometimes provided by the authors of the textbooks.
c) periodic control is carried out, as a rule, with the aim of checking mastery of a large volume of material, for example, studied during an academic quarter or half a year. This type of assessment can reveal the overall performance status of students in the class.
d) final control of skills and abilities is carried out at the end of each year of study. In 11th grade there is a final exam in a foreign language.
Forms of control.
The main requirement for the choice of forms of control is that they be adequate to the types of speech activity that are being tested.
The following forms of control are known in the methodological literature: a) individual and frontal, b) oral and written, c) monolingual and bilingual.
Speaking. The most adequate form of control of speaking skills is the oral form, since it allows us to identify the most important qualities for a given type of speech activity: speech reaction, speech automatisms, the nature of stops, situational nature of speech. As for the content of the speech and its correctness, these aspects can also be verified using a written form of verification.
When checking orally, some difficulties may arise in recording the volume of statements and errors, which can be accidental due to the spontaneity of speech. Therefore, it is advisable to use sound recording equipment.
Oral control of speaking skills and abilities can be frontal, individual and group. Frontal oral testing is most convenient for ongoing monitoring and for identifying the degree of assimilation or automation of the material, identifying the overall picture of academic performance. This test is goal-directed, teacher-led, and is carried out in the form of a question-and-answer exercise in which the teacher plays the leading role, except in cases where dialogic skills in initiating and maintaining a dialogue are tested. With group control, a group of students is involved in the conversation.
To identify the level of proficiency in monologue speech by individual students, individual types of control are used, for example: 1) answers to communicative questions on supports, on the text; 2) monologue statement on the same supports. Individual forms of control are the only possible ones when testing monologue skills; however, it is necessary to combine individual forms of testing with frontal ones in order to avoid class passivity during prolonged questioning of individual students.
Written works of a speech nature can also serve as the object of speaking control. However, it should be borne in mind that written forms of assessment are more difficult for students than oral ones. In addition, these forms do not allow recording such important qualities of oral speech as the degree of spontaneity, speech reaction and speech rate.
All these forms of control are monolingual in nature.
Listening. Types and forms of listening control are divided according to the participation of the native language into mono- and bilingual, according to form - into oral and written, according to functions - into ascertaining, teaching, stimulating; with and without the use of TSO.
If we are talking about accurate understanding of a large text, the language material of which is difficult for subsequent active use, and presentation in one’s own words turns out to be too difficult a task for a student of this class, it is advisable to test using the native language. In all other cases, control is monolingual.
Monolingual forms of control are students' answers to the teacher's questions about the text they listened to, addressed to the class (frontal form of verification) or to individual students (individual form), as well as retelling close to the text or in their own words. It is also possible to use test tasks that help identify the degree of proficiency in receptive skills.
Checking the understanding of speech (dialogue and monologue) in mechanical recording is possible only with the use of auditing technical means. A frontal written test of understanding (in the native language) is possible, which most closely meets the objectives of periodic or final control.
Reading and writing: a) monolingual - oral speech (monologue and dialogic) and reading aloud, as well as sometimes visualization; b) bilingual – translation.
The use of oral speech, regardless of its type, as a means of control presupposes active mastery of the material to such an extent and in such a volume as to sufficiently fully and correctly convey the content of the read text. This type of control can be frontal and individual, depending on the purpose and conditions of control. Expressive reading aloud can also be an oral form of control.
In practice, written forms of frontal reading testing are also used, most often in the native language. At the initial stage, the most acceptable form is monolingual oral frontal forms of verification; at the middle stage, a written frontal translation of those parts of texts that the teacher doubts the correct understanding of by students is sometimes possible and advisable. At the senior stage, selective interpretation associated with the analysis of difficult passages may be used; written translation of individual parts of the text, as well as answers to questions and posing questions; retelling the content.
Writing control is carried out only in written form by performing various types of written speech work (dictations, exercises, copying, checking spelling skills).
As a rule, when checking written speech and conditional speech exercises, the content, as well as lexical and grammatical correctness, are taken into account first of all, since writing is only a means and not the goal of teaching a foreign language in secondary school.
22. Testing as an effective way of control in teaching foreign languages. The concepts of “test” and “test task”, test structure. Types and types of tests and methods of their use.
Control is a subsystem within the educational system as a whole, implementing its inherent functions, having its own object, its own methods.
One of the most effective means of control in teaching a foreign language is a test. In foreign literature on testing, a pedagogical or psychological test is often understood as a procedure designed to identify a specific pattern of behavior (in our case, speech), from which conclusions can be drawn about certain personality characteristics.
A test (from the English test - test, research) is a system of tasks, the completion of which allows you to characterize the level of language proficiency using a special scale of results. Tests are also widely used to determine aptitude, intelligence, and other personality characteristics.
Tests are an integral part of testing - a research method that involves the subject performing special tasks. Such tasks are called tests. They are offered either in an open form (the test taker must complete the main text to obtain a true statement) or in a closed form (the test taker must select the desired answer from several options, one of which is correct and the rest are wrong).
The main difference between traditional control tasks and test tasks is that the latter always involve measurement using a special scale (matrix). Therefore, the assessment given based on the test results is more objective and independent of the possible subjectivity of the teacher. The standard form of tasks ensures efficiency in work and ease of calculating results.
Types of tests
(according to the method of completing tasks):
According to the theory, tasks in the test form can be divided into two groups:
for training;
for control.
In this regard, there are 5 types of test tasks:
1) tasks with choosing the correct answer;
2) open form tasks (you must write the answer yourself);
3) tasks to establish the correct correspondence (elements of a given set need to be matched with elements of another set);
4) tasks to establish the correct sequence (it is necessary to establish the correct sequence of actions, operations);
5) multi-level test.
Multilevel testing.
The main goal of this method is to test not only the knowledge of students, but also to instill in them the skills of self-analysis, self-esteem, and awareness of the level of their preparation.
A system of multi-level questions is drawn up for a topic or section of the course, and each question is scored.
Students answer these questions within a certain time (a duplicate of the student’s answer is given to the teacher).
The teacher, together with the students, determines the correctness of the answers, each student counts the number of points earned.
By determining the average level of scores for a given group of students, the spread in one direction and the other is determined, a scale is constructed, and the class result is discussed.
A scale of requirements imposed by the program (standards) on students’ knowledge is constructed. The average level here is taken to be 65% - this corresponds to a “three”, 80% to a “four” and 95% to a “five”.
Students self-reflect and determine their level of preparation on a given topic in class according to program and institutional requirements.
Development of test control includes the following stages
1. defining testing goals(prognostic - related to the profile orientation of students, diagnostic - related to level differentiation of learning, focused on feedback);
2. selection and ordering of tasks;
3. arrangement of tests into blocks;
5. carrying out test tests.
Therefore, certain requirements are imposed on tests: validity, certainty, reliability, practicality, ease of use, predictive value. When choosing criteria for assessing tests, the thinking skills that students must acquire during the learning process are also taken into account:
information skills (learns, remembers);
understanding (explains, shows);
application (demonstrates);
analysis (thinks, reasons);
synthesis (combines, models);
comparative assessment (compares by parameters).
This allows you to determine the difficulty level of the test.
Rating scales
Quantitative: absolute and relative.
The advantage of quantitative scales is their simplicity and certainty. When testing, relative and rating scales are most often used.
When compiling tests, the following requirements must be taken into account:
1. strict compliance with the sources of information used by students;
2. simplicity - each task should require the test subject to answer only one question,
3. unambiguity - the formulation of the task must comprehensively explain the task assigned to the test subject, and the language and terms of designations, graphic images and illustrations of the task and the answers to it must be unconditionally and unambiguously understandable to students.
Modern technologies for teaching foreign languages in general educational institutions. Project-based methodology for teaching foreign language speech. Typology of projects, their methodological features, stages of implementation; project as an effective type of extracurricular work in a primary school.
In the pedagogical and psychological literature, the concept of “technology” is often found, which came to us along with the development of computer technology and the introduction of new computer technologies. A special direction has appeared in pedagogical science - pedagogical technology. This trend originated in the 60s of the last century in the USA and England and has now spread to almost all countries of the world. The appearance of this term and direction of research in pedagogy is not accidental.
The concept of “educational technology” can be considered in three aspects:
· scientific - as a part of pedagogical science, studying and developing the goals, content and methods of teaching and designing pedagogical processes;
· procedural - as a description (algorithm) of the process, a set of goals, content, methods and means of achieving the planned learning outcomes;
· activity-based - the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Like any technology, educational technology is a process in which a qualitative change in the impact on the student occurs. Pedagogical technology can be represented by the following formula:
PT = goals + objectives + content + methods (techniques, means) + forms of training
Compared to method-based training, teaching technology has serious advantages.
· The basis of technology is a clear definition of the final goal. In traditional pedagogy, the problem of goals is not the leading one; the degree of achievement is determined inaccurately, “by eye.” In technology, the goal is considered as a central component, which makes it possible to determine the degree of its achievement more accurately.
· Technology in which the goal (final and intermediate) is defined very precisely (diagnostically) allows the development of objective methods for monitoring its achievement.
· Technology makes it possible to minimize situations when a teacher is faced with a choice and is forced to move on to pedagogical improvisation in search of an acceptable option.
In contrast to previously used methodological lesson developments focused on the teacher and his activities, the technology offers a design of the educational process that determines the structure and content of students’ educational and cognitive activities. Methodological lesson development is perceived differently by each teacher, therefore, the activities of students are organized differently. Designing students' learning activities leads to higher stability of success for almost any number of students.
The leading direction in the development of world pedagogy - developmental education - could not but find its reflection in the development of the domestic educational system. In this regard, the goals of education are also changing: the social order of modern society is expressed in the intellectual development of a person.
The main features of developmental education are:
· turning the student into a subject of cognitive activity through the formation of thinking mechanisms, rather than the exploitation of memory;
· priority of the deductive method of cognition;
· dominance of independent activity of students in the learning process.
In the 20th century, the development of the concept of problem-based learning is associated primarily with the American psychologist and educator J. Dewey (1859-1952). His pedagogical theory was called instrumental pedagogy or “learning by doing” and was that the child should gain experience and knowledge in the process of independent research, making various models and diagrams, conducting experiments, finding answers to controversial questions, and so on. Dewey believed that for full intellectual development and education, the child’s initial cognitive activity and curiosity are quite sufficient (based on the fact that humanity had enough of it), therefore, in the learning process, the teacher should help the child in learning only what the child himself requires. As a result of such radicalism, Dewey's theory did not take root for long even in American pedagogy itself. However, many other, more balanced, ideas of his are recognized as fair and relevant to this day. Thus, J. Dewey declared the importance of using game and problem-based methods in the pedagogical process, developed principles and methods for the formation of critical thinking that promotes the active and conscious assimilation of educational material, and also developed the basic rules of a new specific teaching method, called research, in which teaching reproduces the course real events that took place in science and technology.
In our country, research in the field of problem-based learning began in full in the 60s of the 20th century as an alternative to mass normative education, which is explained by a certain weakening of ideological pressure during that period. The concept of problem-based learning, like developmental learning, was initially based on the tendency to strengthen the role of the student in education and an understanding of the need for personal development of students. Many scientists and practitioners have been developing certain aspects of problem-based learning and problem-based learning as a concept in general since that time and are engaged today: M.N. Skatkin, I.Ya. Lerner, V. Okon, N.A. Menchinskaya, M. A. Danilov, Yu. K. Babansky, M. I. Makhmutov, A. M. Matyushkin, A. V. Khutorskoy, E. V. Kovalevskaya, V.F. Aitov and many others. etc.
Problem-based learning is a learning process determined by a system of problem situations, which is based on a special type of interaction between teacher and students, characterized by systematic independent educational and cognitive activity of students to acquire new knowledge and methods of action by solving educational problems(M.I. Makhmutov).
The problem-based type of learning ensures not only the achievement of a result (mastering a knowledge system), but also the students’ mastery of the process of obtaining this result (mastering methods of activity to acquire knowledge).
Due to the wide variety of pedagogical technologies and concepts, there are various classifications of them according to one or another characteristic feature. For determining essence of problem-based learning and establishing its characteristic features, we will consider some of the most common approaches to the classification of pedagogical technologies and determine the place of problem-based learning in them.
Thus, at present, there are several basic scientific concepts of the learning process, representing theories of constructing a system of mental activity, in particular the process of memorizing and reproducing information, the formation of skills and abilities: associative-reflex, behaviorist, Gestalt technologies, interiorization, as well as less common technologies of neurolinguistic programming and suggestopedia. They are based on various features of thinking and the psyche, for example, according to the associative-reflex concept (I.M. Sechenov, I.P. Pavlov, Yu.A. Samarin, etc.), knowledge is acquired as a result of the formation in the student’s mind of associations of a different nature, according to suggestopedic (V.N. Myasishchev, G.K. Lozanov, etc.) - as a result of emotional suggestion, according to Gestalt technology (M. Wertheimer, G. Muller, K. Koffka, etc.) - as a result of imprinting the structure and the meaning of information blocks-gestalts. The concept of problem-based learning is based on the development, rather than the assimilation of knowledge, at the same time, it contains the idea of greater strength of knowledge when it is independently achieved by the student.
According to the target orientation, pedagogical technologies are divided into several groups: those aimed at the formation of knowledge, abilities and skills, at the formation of methods of mental action, at the formation of aesthetic and moral relations, at the formation of self-governing personality mechanisms (self-development technologies), at the formation of an effective practical sphere and at the development of creative abilities. The need for each of these goals is recognized, as a rule, by any pedagogical technology. At the same time, each pedagogical technology places emphasis in its own way in the hierarchy of learning goals, be it the formation of knowledge, skills, personal development of students, etc. Thus, in the traditional approach to learning, priority is given to transferring to students the maximum amount of knowledge, skills and abilities, which ultimately should lead to personal development and the formation of a basis for self-development. Priority is given to knowledge, skills and abilities by many more or less modern pedagogical concepts, such as programmed learning (P.Ya. Galperin, N.F. Talyzina, etc.), technology for enlarging didactic units (P.M. Erdniev, B. P. Erdniev), etc., representing an improvement in teaching methods and structure of educational material. Technologies of developmental education also involve the transfer to students of a significant amount of knowledge, skills and abilities, but at the same time they have shifted educational emphasis: knowledge is not an end in itself, but a means of developing theoretical thinking (V.V. Davydov, D.B. Elkonin, etc.), or the comprehensive development of the student (L.V. Zankov and others). Problem-based learning currently has several varieties, depending on what goal is identified by the teacher as the main one. So, this may be the assimilation by students of knowledge, skills and abilities, then the teacher leads and directs the process of resolving problem situations, and by increasing independence and personalization of the acquired knowledge, they are absorbed by students to a greater extent than with explanatory, illustrative and reproductive methods, and The educational process is activated due to greater interest on the part of students - problem-based learning turns into an improvement in teaching methods and the structure of educational material. The main goal can be the creative development of students, then the teacher uses mostly problem situations that initially do not have a clear answer, encourages creativity in students, gives them the educational initiative - problem-based learning turns into a completely different type of learning. A.V. Khutorskoy identifies this approach as the concept of heuristic learning. Problem-based learning can also be close to developmental learning if its goal is to develop students’ intellect - by increasing students’ independence in resolving problem situations, active cognitive activity is formed, freedom and organicity in the use of methods of mental action is achieved. In theory, all these goals are recognized in problem-based learning, but in practice, the teacher independently builds one or another hierarchy when structuring educational material, developing methods and implementing the educational process .
Another important classification of pedagogical technologies is currently their division according to the approach to the student, to determine his place in the educational system. This division of technologies according to the freedom of subjective choice of the student and the volume of control influences in the theory of pedagogy has played an important role for many centuries. The task in this case is to avoid harmful extremes and choose the golden mean, the most adequate ratio of student independence and teacher influence. By giving the child complete freedom of action and arbitrarily varying the content of his educational activities, we risk turning the student into an intellectual dependent, incapable of intense and productive intellectual work. Within this classification, three main groups are distinguished: authoritarian technologies (assuming the unconditional submission of the student to the teacher, the latter’s complete control of the educational process, suppression of initiative and independence), didactocentric or technocratic technologies (assuming the priority of teaching over upbringing; didactic means are recognized as the main factor in the formation of personality) and person-oriented technologies. The latter are gaining increasingly stronger positions: in modern pedagogy, the student as a subject of activity comes to the fore, and the main pedagogical efforts are directed towards his cognitive and personal development. As in the previous case, the classification of problem-based learning depends on the meaning that is given to this concept, on the main goals set by the teacher. If the goal is to diversify and improve the learning process by activating students, then problem-based learning can be classified as a didactocentric concept. If problem-based learning methods are used to help students develop creative thinking and intelligence, then problem-based learning can be classified as a student-oriented concept. Problem-based learning also has certain similarities with subtypes of student-oriented technologies: technologies of free education (development of independence, nurturing self-motivation of students), humane-personal technologies (respect for the child, optimistic faith in his potential, comprehensive support for personal development), technologies of cooperation (partnership, equality, cooperation and co-creativity between teacher and student when creating high-level problem situations).
Thus, at present, problem-based learning is not so much a pedagogical technology as a methodology or even an approach to teaching, and depending on the level of one or another of its components, it can serve different purposes and be organically applied in various existing pedagogical technologies.
Problem-based learning provides opportunities for creative participation of students in the process of mastering new knowledge, the formation of cognitive interests and creative thinking, a high degree of organic assimilation of knowledge and motivation of students.
In fact, the basis for this is the simulation of a real creative process by creating a problem situation and managing the search for a solution to the problem. At the same time, awareness, acceptance and resolution of these problematic situations occur with optimal independence of students, but under the general guiding guidance of the teacher during joint interaction.
The last aspect is extremely important, since it, in fact, is the main difference between problem-based learning and heuristic learning, which assumes that learning occurs in the “ignorance” of not only the student, but also the teacher.
Basic goals problem-based learning:
· meaningful assimilation by students of a system of knowledge and methods of mental and practical activity;
· development of cognitive independence and creative abilities of students;
· formation of a scientific worldview based on independently verified evidence of scientific concepts and provisions.
The problem-based learning process is divided into stages, the sequence of which is predetermined by the peculiarities of the thought process, the starting point of which is the problem situation.
In terms of learning theory, we can say that problematic situation is a special type of interaction between a subject and an object, in which a clearly or vaguely realized difficulty arises, the ways to overcome which require the search for new knowledge and methods of action. It is in these kinds of problematic situations that the thinking process begins. It begins with an analysis of this problematic situation. As a result of its analysis, a problem arises and is formulated. Problem- this is the element of the problem situation that caused the difficulty, in other words, this is the difficulty accepted by the subject for a solution. Thus, every problem contains a problem situation, but not every problem situation is a problem.
Regardless of the choice of method for presenting the material and organizing the educational process, problem-based learning is based on the consistent and purposeful creation of problem situations that mobilize the attention and activity of students. The form of presentation of problem situations is similar to that used in traditional teaching: these are educational tasks and questions. At the same time, if in traditional teaching these tools are used to consolidate educational material and acquire skills, then in problem-based learning they serve as a prerequisite for cognition.
In this regard, the same task may or may not be problematic, depending, first of all, on the level of development of students. A task becomes problematic if it is cognitive rather than reinforcing or training in nature. All this determines the nature of problem-based learning as developmental. If we use the terminology of L.S. Vygotsky, a problematic situation may be located in the “zone of proximal development,” when a student can resolve it only at the limit of his capabilities, with maximum activation of his intellectual, creative and motivational potential.
M.I. Makhmutov defines a problematic situation as a person’s intellectual difficulty that arises in a case when he does not know how to explain an emerging phenomenon, fact, process of reality, cannot achieve a goal in a way known to him, which prompts a person to look for a new way of explanation or method of action.
Therefore, a situation can be called problematic when a student cannot explain to himself an objectively arising contradiction, cannot give answers to objectively arising questions, since neither the existing knowledge nor the information contained in the problem situation contains answers to them and does not contain methods for finding them. From a psychological point of view, this serves as a prerequisite for the emergence of mental activity to identify and solve problems. At the same time, as already noted, a problematic situation will have a didactic character only if it is in the zone of proximal development, that is, while creating significant difficulties, it can still be objectively resolved by students.
Problem situations are usually classified according to various criteria: by their focus on searching for new knowledge or methods of action, identifying the possibility of applying known knowledge and methods in new conditions, etc.; according to the level of problem, depending on how acute the contradictions are; in disciplines and subjects in which the use of certain problem situations is permissible, and so on.
The most functional and widespread classification is the division of problem situations according to the nature of the substantive side of the contradictions into four types, which, according to M.I. Makhmutov, are common to all academic subjects:
1. Insufficiency of students’ previous knowledge to explain a new fact, previous skills to solve a new problem;
2. The need to use previously acquired knowledge and (or) skills in fundamentally new practical conditions;
3. The presence of a contradiction between a theoretically possible way to solve the problem and the practical impracticability of the chosen method;
4. The presence of a contradiction between the practically achieved result of completing an educational task and the students’ lack of knowledge for its theoretical justification.
John Dewey, considered the founder of American pedagogy and one of the ideologists of the popularization of problem-based learning, proposed various ways of creating problem situations: bringing children to a contradiction and inviting them to find a solution themselves; clash of contradictions in practical activities; presentation of different points of view on the same issue; a proposal to consider the phenomenon from different positions; encouragement to make comparisons, generalizations, conclusions.
The modern theory of problem-based learning identifies ten didactic ways of creating problem situations, which can be taken by a teacher as the basis for creating a variable problem-based learning program:
1. Encouraging students to provide a theoretical explanation of phenomena, facts, and external inconsistencies between them.
2. The use of situations that arise when students perform educational tasks, as well as in the process of their normal life activities, that is, those problematic situations that arise in practice.
3. Search for new ways of practical application by students of one or another studied phenomenon, fact, element of knowledge, skill or ability.
4. Encouraging students to analyze facts and phenomena of reality that give rise to contradictions between everyday (everyday) ideas and scientific concepts about them.
5. Making assumptions (hypotheses), formulating conclusions and testing them experimentally.
6. Encouraging students to compare, contrast and contrast facts, phenomena, theories that give rise to problem situations.
7. Encouraging students to preliminary generalize new facts based on existing knowledge, which helps to illustrate the insufficiency of the latter to explain all the features of the facts being generalized.
“Foreign language lesson: structure, features, types” Contents 1. Introduction……………………………………………………………3 2. Typology of lessons………… ………………………………………………………….4 3. Structure of a foreign language lesson……………………………….7 4. Features of a foreign language lesson…… ……………………………13 5. Lesson structure according to the Federal State Educational Standard…………………………………………………………..14 Conclusion………………………… …………………………………………….17 References…………………………………………………………………………………18
Introduction The lesson, as a form of organizing educational work, has existed since the seventeenth century, that is, more than 350 years. This pedagogical invention turned out to be so viable that today the lesson remains the most common organizational form of the educational process in school. The main provisions characterizing the lesson were laid down in the 17th and 19th centuries in the works of Ya.A. Komensky, I.F. Herbart, A. Disterweg, K.D. Ushinsky. The classroom system was developed and described by John Amos Comenius in his book “The Great Didactics”. 2
Nowadays, specialists in the field of didactics, pedagogy, psychology, and methodology begin to explore the “new” lesson, while simultaneously creating the theory and practice of a modern lesson. Teaching a foreign language as a means of communication and familiarization with the spiritual heritage of the countries and peoples being studied has acquired priority importance. Today, the classroom system still occupies a leading place in the process of subject teaching in secondary school. A foreign language lesson is an integral part of the school educational process. Many teachers and methodologists, in particular N.I., paid attention to the importance of using various types of lessons in the process of learning foreign languages. Gez, E.I. Passov, V.L. Skalkin, I.A. Zimnyaya and other scientists who dealt with the problem of teaching foreign languages. However, modernity places more and more new demands on the organization and conduct of foreign language lessons, which necessitates the development of new forms and types, and the study of the possibility of using the most modern technologies in lessons. Thus, the purpose of the work is to study existing types of foreign language lessons, as well as new types of lessons that can be effectively used in the process of teaching foreign languages in a modern school. 2. Typology of lessons Typology of lessons is a classification of lessons depending on the stage of formation of speech skills and the leading type of speech activity. 3
According to I.L. Kolesnikova and O.A. Dolgina “The type of lesson, the model of constructing a foreign language lesson is a certain set and typical sequence of teaching actions of the teacher and educational actions of students in the lesson in the process of mastering foreign language skills and abilities.” In today’s methodology, the typology of E.I.’s lessons is generally accepted. Passov, proposed by him in his work “Foreign Language Lesson” (M., 2010). E.I. Passov gives the following definition: “the typology of lessons is a set of dynamic, flexible, i.e. forms, changing depending on the conditions, into which the main provisions of some teaching concept are “cast” and embodied in the material.” In the process of learning foreign language speech activity, the material is always absorbed in certain doses. The mastery of each such dose must be brought to the level of skill. To reach this level you need to go through certain stages of mastering the material. The mastery process cannot be completed in one lesson; as a rule, it takes at least 3-5 lessons, i.e. whole cycle. Consequently, in each of the lessons one or another stage takes place. Since the cycles of mastering a dose of material are periodically repeated, the stages are also repeated. Considering that each stage is specific in its purpose, the criterion for identifying types of lessons can be considered the purpose of this stage in the development of speech skills. 3. Structure of a foreign language lesson The structure of a lesson is understood as the logical arrangement and connection of its elements, ensuring the integrity of the lesson. 4
First of all, it is necessary to understand what types of modern lessons in the Federal State Educational Standard exist at the moment. There is still no clear definition of how many types of lessons there are and what exactly they will be called. Domestic didactician M.A. Danilov said that “...in the endless stream of many lessons, you can notice a certain repetition and turn off the lesson structures that occur more often than others.” According to the main didactic goal, the following types of lessons are distinguished (the place of lessons in their general system, proposed in some modifications by B.P. Esipov, N.I. Boldyrev, G.I. Shchukina, V.A. Onishchuk and other didactics): familiarization lesson with new material; lesson to consolidate what has been learned; lesson in applying knowledge and skills; lesson of generalization and systematization of knowledge; lesson of testing and correction of knowledge and skills; combined lesson. Lesson structure - introduction to new material The type of lesson - introduction to new material is rare in teachers' practice, but nevertheless it exists. Such lessons happen, for example, when children come back from summer vacation. We don't ask them for homework, we move on to a new topic. The main didactic goal of the lesson is to familiarize yourself with new material. Study and primary awareness of new educational material, understanding the connections and relationships in the objects of study. Type of training sessions Lecture, excursion, research laboratory work, educational and labor workshop. Stages of the lesson: familiarization with new material on the Federal State Educational Standard. First stage. Organizational stage 5
The organizational stage, very short-term, determines the entire psychological mood of the lesson. Psychological orientation is carried out to create a favorable working environment in the classroom, so that students understand that they are welcome and expected. Second phase. Setting the goals and objectives of the lesson. Motivating students' learning activities This is a mandatory stage of the lesson according to the Federal State Educational Standard. At this stage, the teacher needs to create a problem situation so that the students themselves name the purpose of the lesson, as well as the topic itself. The effectiveness of the educational process and the state of cognitive activity depend on the student’s awareness of the purpose of the activity. As D.G. Leites noted, this goal cannot arise in the student automatically, as soon as the bell rings; it must be cultivated and realized by the student with the help of the teacher. In this case, the teacher’s activities should be aimed at creating conditions for the formation of active goal-setting in the lesson. Practical techniques: supporting diagrams, dialogue, brainstorming, brainstorming, posing problematic questions, game moments, revealing the practical significance of the topic, using music and other aesthetic means. Third stage. Updating. Primary assimilation of new knowledge “Updating is not only the reproduction of previously acquired knowledge, but also its application often in a new situation and stimulating cognitive activity, students and teacher control,” wrote pedagogue theorist M.I. Makhmutov. At this stage of the lesson, it is necessary to update the students’ knowledge necessary to study a new topic, that is, to create conditions for understanding a block of new educational information. The objectives of the stage are to give students specific ideas about the main topic of the material being studied and to ensure the correct organization of perception, understanding and reproduction of the text. 6
Working methods: independent reading, listening, conversation after listening or reading, identifying primary perception. Fourth stage. Primary check of understanding The purpose of the stage: students’ assimilation of new knowledge and methods of action. Objectives of the stage: - teach to recognize and comprehend the facts and main ideas of the material being studied; - learn to master methods of researching the material being studied; - teach students to systematize knowledge and skills and apply them in practice; - master the technique of reproducing acquired knowledge. Techniques: research, heuristic, dialogical, algorithmic, stimulating, motivating, search. The technique of checking the understanding of knowledge begins with the reproduction and awareness of a fact, phenomenon, event, rule. Then the logical operations of comparison, juxtaposition, analogy, and explanation lead to understanding and comprehension of the essence of new knowledge. Generalization of individual properties, characteristics, features makes it possible to systematize knowledge. Fifth stage. Primary consolidation The purpose of the stage: the formation of skills to comprehend, recreate, reproduce, etc. and so on. Objectives of the stage: - consolidate in the students’ memory the knowledge and skills that they need for independent work; - work on developing creativity and research skills; - create conditions for nurturing self-confidence in students, awaken their imagination, and strengthen creative freedom. 7
Sixth stage. Information about homework, instructions on how to complete it. Purpose of the stage: to expand and deepen the knowledge and skills acquired in the lesson. Objectives of the stage: - explain to students the methodology for completing homework; - generalize and systematize knowledge; - promote the application of knowledge, skills and abilities in different conditions; - apply a differentiated approach. Homework can be: oral or written; regular or programmed; long-term or short-term; require different thought efforts from students (reproductive, constructive, creative). Seventh stage. Reflection (summarizing the lesson) Reflection is introspection and self-assessment of one’s activities. If we talk about reflection as a stage of a lesson, then it is an assessment of one’s state, emotions, and the results of one’s activities in class. Forms of work: individual, group, collective. Structure of a lesson on the integrated application of knowledge and skills (consolidation lesson) Note: More information about the structure of a lesson on the complex application of knowledge and skills (consolidation lesson) can be found here. A lesson in the integrated application of knowledge and skills (a lesson in consolidation) involves students completing complex, complex tasks covering material from several sections or topics of the curriculum. The main didactic goal of the lesson is the implementation of learned concepts and theories in the intellectual or practical activities of students. Type of training sessions Role-playing and business games, workshops, project defense lessons, travel, expedition, debate, game (KVN, Lucky Case, Field of Miracles, competition, 8
quiz), theatrical lesson (lesson court), improvement lesson, final conference, final excursion, consultation lesson, test analysis lesson. Stages of a lesson on the integrated application of knowledge and skills (consolidation lesson) according to the Federal State Educational Standard First stage. Organizational stage The organizational stage, very short-term, determines the entire psychological mood of the lesson. Psychological orientation is carried out to create a favorable working environment in the classroom, so that students understand that they are welcome and expected. Second phase. Checking homework, reproducing and correcting students’ basic knowledge. Identify gaps in students’ knowledge and methods of activity. Third stage. Setting the goals and objectives of the lesson. Motivating students' learning activities This is a mandatory stage of the lesson according to the Federal State Educational Standard. At this stage, the teacher needs to create a problem situation so that the students themselves name the purpose of the lesson, as well as the topic itself. The effectiveness of the educational process and the state of cognitive activity depend on the student’s awareness of the purpose of the activity. As D.G. Leites noted, this goal cannot arise in the student automatically, as soon as the bell rings; it must be cultivated and realized by the student with the help of the teacher. In this case, the teacher’s activities should be aimed at creating conditions for the formation of active goal-setting in the lesson. Practical techniques: supporting diagrams, dialogue, brainstorming, brainstorming, posing problematic questions, game moments, revealing the practical significance of the topic, using music and other aesthetic means. Fourth stage. Primary consolidation in a familiar situation 9
Fifth stage. Creative application and acquisition of knowledge in a new situation (problem tasks) Sixth stage. Information about homework, instructions on how to complete it. Purpose of the stage: to expand and deepen the knowledge and skills acquired in the lesson. Objectives of the stage: - explain to students the methodology for completing homework; - generalize and systematize knowledge; - promote the application of knowledge, skills and abilities in different conditions; - apply a differentiated approach. Homework can be: oral or written; regular or programmed; long-term or short-term; require different thought efforts from students (reproductive, constructive, creative). Seventh stage. Reflection (summarizing the lesson) Reflection is introspection and self-assessment of one’s activities. If we talk about reflection as a stage of a lesson, then it is an assessment of one’s state, emotions, and the results of one’s activities in class. Structure of a lesson on systematization and generalization of knowledge and skills Systematization and generalization of knowledge is one of the most important vectors for the development of self-education. Within the framework of the Federal State Educational Standard, it is proposed to conduct separate lessons devoted to systematization and generalization of new knowledge on the topic. Often teachers conduct such lessons using old techniques and technologies. But it is important to understand one thing here: the Federal State Educational Standard proposes to move away from the usual scheme of comprehending knowledge “Heard - remembered - retold” to a fundamentally new algorithm in which the main role is given to students. That is, now the systematization of knowledge should be carried out according to the scheme: “on your own (or together with a teacher, classmates) found - comprehended - remembered - formalized your thought - applied knowledge in practice.” 10
In contrast to traditional lessons of generalization and consolidation, lessons of systematization and generalization of knowledge (sometimes they are also called lessons of a general methodological orientation) are built not on the basis of an information-explanatory form of teaching, but on the principles of activity-based, developmental learning. Hence the abundance of new forms, methods and techniques that are recommended for use in lessons of this type. 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Generalization and systematization of knowledge. Preparing students for generalized activities. Reproduction at a new level (reformulated questions). 4) Application of knowledge and skills in a new situation. 5) Control of assimilation, discussion of mistakes made and their correction. 6) Reflection (summarizing the lesson). Analysis and content of the work results, drawing conclusions based on the studied material. Structure of a lesson on monitoring knowledge and skills Lessons on monitoring and assessment enable the teacher to take a more objective approach to assessing the results of the educational activities of younger schoolchildren. The main objective of control and assessment lessons: identifying the level of correctness, volume, depth and reality of knowledge acquired by students, obtaining information about the nature of cognitive activity, the level of independence and activity of students in the educational process, developing in students the ability to evaluate their results, compare them with standard ones, see your achievements and mistakes, plan possible ways to improve and overcome it. determining the effectiveness of the methods, forms and methods of educational activities used. eleven
Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed. Structure of a lesson for correcting knowledge, skills and abilities Control and correction are carried out at each lesson, however, after studying large sections of the program, the teacher conducts special lessons of control and correction in order to identify the level of student mastery of the material. 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Results of monitoring knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills. Depending on the control results, the teacher plans collective, group and individual teaching methods. 4) Information about homework, instructions on how to complete it 5) Reflection (summarizing the lesson) Structure of a combined lesson The stages of a combined lesson can be combined in any sequence, which makes the lesson flexible and provides an opportunity to achieve various educational goals In addition, the stages of a combined lesson are consistent with the laws of the learning process and the dynamics of students’ mental performance. In school practice, the share of such classes is approximately 80% of the total number of lessons. But in a combined lesson, the teacher does not have enough time not only to organize the acquisition of new knowledge, but also for all other types of cognitive activity. A combined lesson as a combination of structural elements of lessons of different types involves the achievement of two or more didactic goals. 12
For example, a combined lesson that combines testing previously learned material and mastering new knowledge (two didactic goals). 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Primary assimilation of new knowledge. 4) Primary check of understanding 5) Primary consolidation 6) Control of assimilation, discussion of mistakes made and their correction. 7) Information about homework, instructions on how to complete it 8) Reflection (summarizing the lesson) 4. Features of a foreign language lesson A foreign language lesson develops various cognitive and mental abilities in students, who, in turn, master various skills, laws, methods , which contributes to their mental development. Having studied a large amount of literature, we can come to the conclusion that a foreign language lesson has special specifics that a foreign language teacher cannot fail to take into account, since foreign language communication is based on the theory of speech activity. Therefore, communicative teaching of a foreign language is activity-based in nature, since verbal communication is carried out through “speech activity”, which, in turn, 13
serves to solve problems of productive human activity in conditions of “social interaction” of communicating people. Language acquisition is carried out primarily in the classroom. A modern foreign language lesson is a complex education. Preparing and conducting it requires a lot of creative effort from the teacher. Stages of the lesson Motivating for educational activities Updating knowledge Goal setting, problem statement Finding ways to solve the problem Solving the problem 5. Structure of the lesson according to the Federal State Educational Standard Summary, actions of students Creating a favorable atmosphere of the lesson, focus on work Repetition of what has been learned, completing assignments. Mutual testing and mutual evaluation Then students receive a task for which their existing skills are not sufficient. In joint work, the causes of the difficulty are identified, the problem is clarified. Students independently formulate the topic and goal. Planning ways to achieve the intended goal. Carrying out training activities according to plan. Individual or group work to solve practical problems Complete the task, 14 Teacher’s actions Sets up students for successful work Consults Leads students to determine the boundaries of knowledge and ignorance, understand the topic, goals and objectives of the lesson. Consults Consults
Correction Independent work using acquired knowledge Systematization of knowledge Explanation of homework Assessment Reflection of educational activities Helps, advises, consults Consults, guides which at first turned out to be too difficult to solve Check the solution, determine whether everyone has coped with the task, formulate difficulties Performing exercises on a new topic, self-test according to the standard Consults Work to identify the connection between the topic studied in class and previously studied material, connections with life. Students should have the opportunity to choose homework in accordance with their preferences. It is necessary to have assignments of different levels of complexity. Students independently evaluate the work (self-assessment, mutual evaluation of the results of classmates’ work). Students name the topic of the lesson, its stages, list the types of activities at each stage, and determine the subject content. Share opinions about their work in the lesson Explain, offer tasks to choose from Consult, justify grades Thank students for the lesson Conclusion 15
Consideration of the structure of lessons of different types indicates that the structure of the lesson is created in close connection with the setting of the main didactic goal. It is always expedient, it can never and should not be constant, turning into a pattern. From the above we can conclude that a foreign language lesson plays an important role in the educational process of a primary school. This development proves that it is very important at all stages of teaching a foreign language to interest students, to make their learning activities interesting and entertaining. To do this, it is necessary to conduct as many combined, repetitive, non-standard lessons as possible, in which it is necessary to use various types of games and game situations, during which it is important to explain new material to the student, test the acquired knowledge, developed skills. 16
References 1. Passov E.I., Kuzovleva N.E. Foreign language lesson. – M., 2010. – 640 p. 2. Konarzhevsky Yu.A. Lesson analysis / Yu.A. Konarzhevsky. – Publishing house “Center “Pedagogical Search”, 2013. – 240 p. 3. Leites N.S. Ability and giftedness in childhood. – M., 1984. Experience of teachers of State Budgetary Educational Institution Secondary School No. 1056. 4. Svetacheva A.M., Modern foreign language lesson. – M., 2008. 5. Skalkin V.L. Pluralism of opinions and the problem of developing a unified concept of the educational subject "Foreign Language" // Foreign. language at school, 2003. No. 4. 6. Churakova R.G. Analysis of a lesson in elementary school / R.G. Churakova. – 2nd ed. – M.: Akademkniga/Textbook, 2013. – 120 p. 17
“If we teach today the way we taught yesterday, we will rob the children of tomorrow.”
John Dewey, American educator
It is no secret that modern children are significantly different from those for whom the current education system was created.
First of all, the social situation in the development of children of this century has changed:
- Children's awareness has increased dramatically;
- modern children read relatively little, especially classic fiction;
- unformed voluntary behavior, motivational sphere, different types of thinking;
- limited communication with peers.
And currently, the teacher is solving very difficult problems of rethinking his teaching experience, looking for an answer to the question “How to teach in new conditions?”
As you know, one of the leading competencies of a teacher is knowledge of the typology and structure of lessons.
The structure of an educational lesson is understood as the logical arrangement and connection of its elements, ensuring the integrity of the lesson.
First of all, it is necessary to understand what types of modern lessons in the Federal State Educational Standard exist at the moment. There is still no clear definition of how many types of lessons there are and what exactly they will be called.
Domestic didactician M.A. Danilov said that “... in the endless stream of many lessons, you can notice a certain repetition and turn off the lesson structures that occur more often than others.”
According to the main didactic goal, the following types of lessons are distinguished (the place of lessons in their general system, proposed in some modifications by B.P. Esipov, N.I. Boldyrev, G.I. Shchukina, V.A. Onishchuk and other didactics):
- lesson on introducing new material;
- lesson to consolidate what has been learned;
- lesson in applying knowledge and skills;
- lesson of generalization and systematization of knowledge;
- lesson of testing and correction of knowledge and skills;
- combined lesson.
Lesson structure: introduction to new material
1) Organizational stage.
4) Initial check of understanding.
5) Primary consolidation.
Structure of a lesson on the integrated application of knowledge and skills (consolidation lesson)
1) Organizational stage.
2) Checking homework, reproducing and correcting students’ basic knowledge.
3) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
4) Primary consolidation in a familiar situation.
5) Creative application and acquisition of knowledge in a new situation (problem tasks).
6) Information about homework, instructions on how to complete it.
7) Reflection (summarizing the lesson).
Structure of a lesson on systematization and generalization of knowledge and skills
Systematization and generalization of knowledge is one of the most important vectors for the development of self-education. Within the framework of the Federal State Educational Standard, it is proposed to conduct separate lessons devoted to systematization and generalization of new knowledge on the topic. Often teachers conduct such lessons using old techniques and technologies. But it is important to understand one thing here: the Federal State Educational Standard proposes to move away from the usual scheme of comprehending knowledge “Heard - remembered - retold” to a fundamentally new algorithm in which the main role is assigned to students. That is, now the systematization of knowledge should be carried out according to the scheme: “on your own (or together with a teacher, classmates) found - comprehended - remembered - formalized your thought - applied knowledge in practice.”
In contrast to traditional lessons of generalization and consolidation, lessons of systematization and generalization of knowledge (sometimes they are also called lessons of a general methodological orientation) are built not on the basis of an information-explanatory form of teaching, but on the principles of activity-based, developmental learning. Hence the abundance of new forms, methods and techniques that are recommended for use in lessons of this type.
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Generalization and systematization of knowledge. Preparing students for generalized activities. Reproduction at a new level (reformulated questions).
4) Application of knowledge and skills in a new situation.
5) Control of assimilation, discussion of mistakes made and their correction.
6) Reflection (summarizing the lesson). Analysis and content of the work results, drawing conclusions based on the studied material.
Structure of a lesson on testing knowledge and skills
Control and assessment lessons enable the teacher to take a more objective approach to assessing the results of the educational activities of younger schoolchildren.
The main objective of control and assessment lessons:
- identifying the level of correctness, volume, depth and reality of knowledge acquired by students,
- obtaining information about the nature of cognitive activity, the level of independence and activity of students in the educational process,
- developing in schoolchildren the ability to evaluate their results, compare them with standard ones, see their achievements and mistakes, plan possible ways to improve and overcome them.
- determining the effectiveness of the methods, forms and methods of educational activities used.
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Identification of knowledge, skills and abilities, checking the level of development of students’ speech skills. (Tasks in terms of volume or degree of difficulty must correspond to the program and be feasible for each student)
Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed.
4) Reflection (summarizing the lesson).
Structure of a lesson on correcting knowledge, skills and abilities
Control and correction are carried out at each lesson, however, after studying large sections of the program, the teacher conducts special lessons of control and correction in order to identify the level of student mastery of the material.
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Results of monitoring knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.
Depending on the control results, the teacher plans collective, group and individual teaching methods.
4) Information about homework, instructions on how to complete it
5) Reflection (summarizing the lesson)
Structure of a combined lesson
The stages of a combined lesson can be combined in any sequence, which makes the lesson flexible and provides an opportunity to achieve various educational goals. In addition, the stages of a combined lesson are consistent with the laws of the learning process and the dynamics of students' mental performance. In school practice, the share of such classes is approximately 80% of the total number of lessons. But in a combined lesson, the teacher does not have enough time not only to organize the acquisition of new knowledge, but also for all other types of cognitive activity.
A combined lesson as a combination of structural elements of lessons of different types involves the achievement of two or more didactic goals. For example, a combined lesson that combines testing previously learned material and mastering new knowledge (two didactic goals).
1) Organizational stage.
2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.
3) Primary assimilation of new knowledge.
4) Initial check of understanding
5) Primary consolidation
6) Control of assimilation, discussion of mistakes made and their correction.
7) Information about homework, instructions on how to complete it
8) Reflection (summarizing the lesson)
Lesson structure according to Federal State Educational Standards
| Lesson steps | Summary, student actions | Teacher's actions |
| Motivation for educational activities | Creating a favorable lesson atmosphere and focus on work | Sets students up for success |
| Updating knowledge | Repetition of what has been covered, completion of tasks. Peer review and evaluation Then students receive a task for which their existing skills are not sufficient |
Consults |
| Goal setting, problem statement | In joint work, the causes of the difficulty are identified and the problem is clarified. Students independently formulate the topic and purpose | Leads students to defining the boundaries of knowledge and ignorance, understanding the topic, goals and objectives of the lesson. |
| Finding ways to solve the problem | Planning ways to achieve the intended goal. Carrying out training activities according to plan. Individual or group work to solve practical problems | Consults |
| Solution | Perform a task that at first turned out to be too difficult to solve | Consults |
| Correction | They check the solution, determine whether everyone has completed the task, and formulate difficulties | Helps, advises, advises |
| Independent work using acquired knowledge | Performing exercises on a new topic, self-test according to the standard | Consults |
| Systematization of knowledge | Work to identify the connection between the topic studied in class and previously studied material, connections with life | Consults, guides |
| Homework explanation | Students should have the opportunity to choose homework according to their preferences. It is necessary to have tasks of different difficulty levels | Explains, offers tasks to choose from |
| Assessment | Students independently evaluate their work (self-assessment, mutual assessment of classmates’ work results) | Consults, substantiates assessments |
| Reflection on learning activities | Students name the topic of the lesson, its stages, list the types of activities at each stage, and determine the subject content. Share opinions about their work in class | Thanks students for the lesson |
Characteristics of changes in the activities of a teacher working according to the Federal State Educational Standard
As you know, the most common type of lesson is combined. Let's consider it from the perspective of basic didactic requirements, and also reveal the essence of the changes associated with conducting a modern lesson.
| Lesson requirements | Traditional lesson | Modern type lesson |
| Announcing the topic of the lesson | The teacher tells the students | Formulated by the students themselves (the teacher guides the students to understand the topic) |
| Communicating goals and objectives | The teacher formulates and tells students what they should learn | Students themselves formulate, defining the boundaries of knowledge and ignorance (the teacher leads students to an awareness of goals and objectives) |
| Planning | The teacher tells the students what work they must do to achieve the goal | Students planning ways to achieve the intended goal (the teacher helps, advises) |
| Practical activities of students | Under the guidance of the teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used) | Students carry out educational activities according to the planned plan (group and individual methods are used), the teacher advises |
| Exercising control | The teacher monitors students' performance of practical work | Students exercise control (forms of self-control and mutual control are used), the teacher advises |
| Implementation of correction | The teacher makes corrections during the implementation and based on the results of the work completed by the students. | Students formulate difficulties and carry out corrections independently, the teacher advises, advises, helps |
| Student assessment | The teacher evaluates students' work in class | Students evaluate activities based on their results (self-assessment, assessment of the results of the activities of comrades), the teacher advises |
| Lesson summary | The teacher asks the students what they remember | Reflection is taking place |
| Homework | The teacher announces and comments (more often the task is the same for everyone) | Students can choose a task from those proposed by the teacher, taking into account individual capabilities |
Currently, most teachers still gravitate towards the traditional lesson. This is due to many reasons: the habit of traditional forms of learning and fear of the new; lack of understanding of the huge number of innovations.
Each lesson, no matter what type or type it belongs to, has its own specific structure. The structure of a foreign language lesson is understood as the relationship and sequential arrangement of the various stages of the lesson. The main parts of the lesson structure are as follows:
1. Start lesson or Organizing time(3-10 min.) solves three main problems:
Creating prerequisites for a successful lesson;
Setting lesson objectives and communicating its purpose;
Involving students in foreign language practice.
These requirements can be met in various ways:
From lesson to lesson, there is a gradual complication of the speech units used by students, from a simple greeting to the report of the duty officer, and from this to a detailed conversation on the topic or situation proposed by the teacher;
New elements should be introduced at each lesson. These could be questions about the reason for absence, about new facts from the life of the class and school. When using the same technique in the same form for a long time, it loses its learning effect.
The beginning of the lesson is being updated in terms of changing communication models: the teacher asks a question/questions to the class - oral or written answers are required (t-c); two students at the blackboard are having a dialogue with each other
(p-p); the called student asks questions to the whole class (p-c); the class asks questions to one student (c-p); A representative from the group reports the results of the task, etc.
The forms of work should be systematically changed: repetition of a poem or song in chorus; listening to a story; writing down answers to questions on the board or in notebooks.
The organizational moment ends with the teacher setting tasks that combine the individual parts of the lesson into a single whole.
With all the variety of exercises at this stage, their main function is to switch students to a foreign language language base, to the perception of foreign language material and to foreign language speech activity.
2. Introduction stage(explanations) of new language material (up to 10 minutes). At the beginning of the lesson, students are not yet tired, their attention has not yet dulled, they are able to better understand and remember. The amount of new material is determined by the calendar and thematic plan. Any introduction of new material should end with a check of understanding.
Phonetic, grammatical and lexical phenomena are subject to explanation. Depending on the complexity of the material, the explanation can be conducted in both a foreign and native language. In this case, it is possible to use various visual aids.
3. Training stage – formation, development of language skills is used by the teacher for the correct reproduction of linguistic phenomena (differentiation (to choose new phenomena by analogy and contrast) and imitation exercises (traditional, programmed and contrasting). DF and IM exercises are most often carried out in the form of phonetic and speech exercises. Modern technical teaching aids make it possible to carry out such work with an exemplary standard to follow. Then exercises are offered to combine (combine) already learned and new language units, i.e. substitution exercises. The number of training exercises is determined by the tasks that are solved at a given stage of training. Substitution is used with complete compatibility, with selective compatibility, substitution that requires changes in the original sentence or in the substituted sample. Whenever possible, conditional speech exercises should be used that have a conditional communicative task to give language skills the properties of natural communication.
4. Speech practice stage forms the basis of the lesson (from 15 to 30 minutes). The content and nature of the work at this stage cannot be strictly regulated. This stage can include a variety of tasks and types of work to practice acquired language material in all types of speech activity. At this stage, students acquire the ability to understand and construct speech messages in accordance with the purpose and situation of communication. In oral speech, the main way to solve problems is to combine speech units at the reproductive, reproductive-productive and productive levels.
When working with text, the emphasis is on understanding and interpreting text information with varying degrees of depth and completeness of penetration into the content of what is being read.
5. An important step in the lesson is method of organizing homework. The teacher must not only name the task, but also give the necessary explanations about the methods for completing it, and sometimes complete one or two sentences and write them down in a notebook as an example.
6 . At the final stage they sum up results, reflecting what has been achieved in the lesson. It is necessary to evaluate the work of as many students as possible. It is advisable for the student trainee to create a table that should be filled in with grades during the lesson as each student completes tasks. The overall grade for the lesson is based on all types of work the student performed during the lesson.
It is advisable to use the process of grading and the teacher’s comments for teaching listening.
Of all the listed stages of the lesson the introduction stage (2) and the training stage (3) are variables and are present only during the introduction lesson and the language skills training or development lesson. All other stages are constant and are present in all types and types of lessons.
The second aspect of the lesson structure is the connection between its stages, that is lesson logic, which manifests itself in the following four components.
Lesson focus or the correlation of all stages of the lesson with the leading goal, when everything that is done in the lesson is in one way or another subordinated to this goal and helps to achieve it. This understanding of purposefulness assumes that the lesson is designed to solve one practical goal. The goal of a foreign language lesson can only be one or another language skill, one or another speech skill, their levels and qualities. The following formulations are correct:
Formation of grammatical speaking skills (reading, listening).
Formation of pronunciation skills
Formation of lexical skills of speaking (reading and listening).
Development of reading aloud technique.
Expanding students' active vocabulary.
Introduction and initial consolidation of vocabulary on the topic...
The name of the goal is legitimate only when indicating specific language material that must be mastered to the specified level.
The top of the lesson plan should include:
The purpose of the lesson: formation of grammatical speaking skills.
Speech material: grammatical structure of "Future Simple".
The purpose of the lesson: formation of lexical speaking skills.
Speech material: words... (only new words are indicated).
An indication of the material, and its exact quantity and composition is necessary to remove the reproach of the limitlessness, volume of the goal. Since the same goal, e.g. , Development (improvement) of skills... is set periodically, it must be clarified each time. Objectives may be repetitive, but precise definition of the material will ensure clarity of purpose, which is an important prerequisite for proper lesson planning and delivery. When determining the goals of specific lessons, you should also take into account what particular skills and abilities are formed in this lesson.
For example, in the field of oral speech this could be:
- the ability to retell a text according to a plan (diagram, logical-semantic map, keywords);
- ability to describe a drawing (series of pictures);
- ability to make a report about….
- comment on the text (video film).
In the field of writing, these may be skills:
- make a plan (of varying degrees of length) of the text you heard or read;
- prepare an abstract, annotation of the text;
- write a review about….
- write a business (welcome, personal) letter.
- write down facts (provisions of the text) that illustrate (characterize, explain)… .
The works of G.V. Rogova provide examples of such formulations of practical lesson goals:
- train students in the use of Past Indefinite verbs “read, wrote, drew, began, thought” in monologue speech (when conducting dialogues on the topic...).
- compose monologue statements on the topic ... from 3-4 logically related phrases.
- familiarization with the words “film, interesting, cinema” based on guesses and training in their use at the sentence level in monologue statements.
- training of replica reactions in dialogic speech stimulated verbally (description of situations by the teacher or on cards).
It should always be remembered that the practical goal is the focus around which the entire lesson is organized. In addition to the general practical goal of the lesson, the teacher has to decide smaller tasks. Their number is not strictly limited, but it is useless to set more than three educational tasks in one lesson, because it is impossible to solve them in one lesson. An exception may be a lesson in the very initial period of training. Objectives may be related to the main goal in different ways, but must work towards that goal. For only the goal gives the lesson a logical core and ensures the logic of the lesson. At least 35 minutes of the lesson should be allocated to this goal.
When determining educational and developmental It is more logical to achieve goals from linguistic and speech material than vice versa. If it is ever impossible to formulate them, it is better not to do so. Examples of educational and developmental lesson goals may be the following:
Instill respect for work.
Instill respect for the country of the language being studied (the people of the country of the language being studied; the culture of the people of the country of the language being studied).
To cultivate hard work (honesty, courage) through the example of outstanding people.
Develop literary (artistic, musical taste).
Develop attention to the interlocutor during a conversation.
Learn to independently compose written supports for a monologue statement (text plan).
Learn to use a dictionary (grammar reference book).
Learn to perform exercises with functional supports.
The “header” of a lesson plan can have the following goals:
Lesson objectives:
practical: formation of lexical speaking skills on the topic
educational: instilling respect for the country of the language being studied.
developing: teach to use verbal supports in the form of a plan (keywords).
Speech material: microdialogues on the topic “City” (how to get through? how to start a conversation with a passerby? how to clarify? how to respond to a refusal (clarification, counter-request).
The formulation of the goal should be clear and understandable, and most importantly, specific. It is the goal that determines the nature of the homework, because a well-formulated goal of the lesson is its planned result, and for homework you can only assign what was taught in the lesson.
When setting a lesson goal, it should be taken into account that the teacher and students see goals from different angles. The following examples of goal statements are intended for the teacher. , for students they need to be reformulated and made clear.
If the goal of the lesson is to develop lexical speaking skills on the topic “City,” students can be informed that today in the lesson we will learn to tell foreigners about our city using the following words….
If the goal of the lesson is to develop monologue speech skills on the topic “City,” students can be told that we often hear stories about different cities; it’s good when a person talks logically and coherently. Today our goal is to learn to speak logically, and for this we should be able to draw up a story plan so as not to miss anything important.
LLC Training Center
"PROFESSIONAL"
Abstract on the discipline:
"English: linguistics and intercultural communications"
on this topic:
“Foreign language lesson: structure, features, types.”
Executor:
Davletshina Liliya Mannurovna
Content
p.
Introduction. 3
Methodological content of a foreign language lesson. 4
Types of lessons. 5
Lesson structure. 7
Specifics of a foreign language lesson 13
Conclusion. 14
List of used literature. 15
Introduction.
A lesson is a mandatory main form of educational work in an educational institution; a system of actions of a teacher and student aimed at solving specific educational tasks.
Foreign language lessondiffers in purpose and content - this is training in communicative speech activity,is complex in nature (while working on speech activity, the teacher also works on language material, i.e. language and speech in combination),
the use of visual aids (accompanying aids, they perform an auxiliary function: revealing the meanings of words).A foreign language lesson as a unit of the educational process must have the basic properties of this process. The basis for constructing a lesson is a set of scientific provisions that determine the characteristics of the lesson, its structure, logic and methods of work. The methodological content of a modern lesson should be communication. It means comparing the learning process and the communication process according to the followingsigns:
1. The purposeful nature of speech activity, when a person strives with his statement to somehow influence the interlocutor or learn something new.2. The motivated nature of speech activity, when a person speaks or reads because something personal motivates him.3. The presence of any relationship with the interlocutor that forms a communication situation.4. The use of those speech means that function in the real process of communication.
5. Use topics of discussion that are truly important to a given group of students.
The purpose of this work: to consider the structure, features, types of a modern foreign language lesson.
Methodological content of a foreign language lesson.
From the point of view of communicationmethodicallesson contentis determined by the following basic provisions:
1. Individualization - consists of taking into account the individual characteristics of students. Communicative learning presupposes, first of all, personal individualization, which comes to the fore in the educational process. It is necessary to take into account all the individual properties of students and their individual development (character, memory, rate of speech, etc.). This accounting is implemented in a differentiated approach to students.
2. Speech orientation means the practical orientation of the lesson. Foreign language speech activity is the main factor in learning. Lessons in language, not about language, are legitimate. Every student learns a language for a purpose. If it is not there, then you should help find it and do everything to achieve this goal. Speech activity is purposeful, as is the system of speech exercises. Speech activity is: an absolute means of forming and developing the ability to communicate (constant speech practice of students in communication is necessary); all exercises must be speech-oriented; all student work in the lesson should be related to the goal that the student understands; any speech action of the student must be motivated; the use of a particular phrase or topic should carry communicative value; any lesson should be verbal, both in concept, organization and execution
3. Situationalism - the correlation of phrases with the relationships in which the interlocutors find themselves. Thus, a communication situation can be created if it is based on the relationships of the students. Each phrase should be situational. Situational awareness is necessary not only during development, but also during the formation of speech skills.
4. Novelty - when developing speech skills, it is necessary to constantly vary the speech situation; repetition of speech material is carried out due to its constant inclusion in the lesson material; the content of educational materials should arouse the interest of students by being informative; novelty should be manifested in the organization of all elements of the lesson.
Types of lessons.
The following five types of lessons are distinguished:
lessons on learning new educational material;
lessons to improve knowledge, skills and abilities;
lessons of generalization and systematization;
combined lessons;
lessons of control and correction of knowledge, skills and abilities.
Modeling a lessonA modern teacher should adhere to the following rules:- specifically determine the topic, goals, type of lesson and its place in the curriculum. The birth of any lesson must begin with awareness and a correct, clear definition of its ultimate goal - what the teacher wants to achieve; then establishing the means - what will help the teacher achieve the goal, and then determining the method - how the teacher will act so that the goal is achieved.- select educational material (determine its content, volume, establish connections with previously studied, additional material for differentiated work and homework). When planning students' practical activities in the classroom, the differentiation of students by level of preparation and pace of work should be taken into account. It is necessary to select such tasks so that a situation of success is created for any student. It is also necessary to think through the forms of organizing students’ work in the classroom. If in a traditional lesson frontal work was more often used, then in a modern lesson individual, pair and group work predominates. Work in pairs and groups is necessary in order to teach students educational cooperation, interaction, and the ability to distribute roles, that is, students develop communication skills. Group work is good to use when creating various types of projects.- choose the most effective methods and techniques of teaching in a given class, various types of activities of students and teachers at all stages of the lesson. It is also impossible to build a modern lesson today without the use of technical means using both traditional and innovative pedagogical technologies. When using modern technologies, students develop the ability to independently obtain new knowledge, collect the necessary information, draw conclusions, conclusions, i.e. skills and abilities of independence and self-development are developed.- determine forms of control over students’ educational activities.
The requirements of the Federal State Educational Standard require students to independently evaluate their work.When teaching self-control and self-esteem, students develop regulatory and communicative learning skills. When learning to evaluate the oral responses of classmates, you can invite the children to express their opinions about what they heard (first in Russian with a gradual transition to English). As a result of organizing such activities, children learn to listen carefully to their classmates and objectively evaluate their answer. It is also advisable to introduce such a form of work as mutual assessment of written work.- think over the optimal pace of the lesson, that is, calculate the time for each stage. - think over the form of summing up the lesson. Reflection on the mood and emotional state of students is also very important. This stage in the lesson, when properly organized, contributes to the formation of the ability to analyze one’s activities in the lesson.
A modern lesson will be effective if
At the goal-setting stage, the student takes an active position.
A variety of forms, methods and techniques of teaching are used to increase the degree of activity of students and their motivation for learning activities.
The teacher effectively combines reproductive and problem-based forms of education, teaches children to work according to the rules and creatively.
The teacher ensures that all students understand the educational material.
The teacher uses a differentiated approach to teaching.
The teacher teaches children to reflect on their activities.
The teacher strives to evaluate the results of each student, encourages and supports even small successes.
The atmosphere of cooperation between teacher and students prevails in the lesson.
“Aerobatics” in conducting a lesson and the ideal embodiment of new standards in practice will be a lesson in which the teacher, only guiding the students, gives recommendations during the lesson. Therefore, students feel that they are teaching the lesson themselves.
Lesson structure.
Lesson structure - this is a set of different options for interactions between the elements of a lesson that arise in the learning process and ensure its purposeful effectiveness.
Lesson structure for learning new material:
initial introduction of material taking into account the laws of the process
cognition with high mental activity of students;
indicating what students should remember;
motivation for memorization and long-term retention in memory;
communication or updating of memorization techniques (working with reference
for memory materials, semantic grouping, etc.);
primary consolidation under the guidance of a teacher through direct
repetitions, partial conclusions;
monitoring the results of primary memorization;
regular systematic repetition through short and then more
long periods of time combined with various
requirements for reproduction, including with differentiated
assignments;
internal repetition and constant application of acquired knowledge and
skills to acquire new ones;
frequent inclusion of supporting material for memorization in control
knowledge, regular assessment of the results of memorization and application.
The structure of the lesson to consolidate and develop knowledge, skills and abilities:
telling students the purpose of the upcoming work;
reproduction by students of knowledge, skills and abilities that
will be required to complete the proposed tasks;
students completing various assignments, tasks, exercises;
checking the completion of work;
discussion of mistakes made and their correction;
homework assignment (if necessary).
Lesson structure for developing skills and abilities :
setting the lesson goal;
repetition of formed skills and abilities that are a support;
conducting testing exercises;
familiarization with new skills, showing a sample of formation;
exercises to master them;
exercises to consolidate them;
training exercises based on a model, algorithm, instructions;
transference exercises to a similar situation;
creative exercises;
lesson summary;
homework assignment.
Review lesson structure:
organization of the beginning of the lesson;
setting educational, educational, developmental goals;
checking homework aimed at repeating basic
concepts, conclusions, fundamental knowledge, skills, methods
activity (practical and mental); in the previous lesson, knowing
about the upcoming repetition, you need to choose the appropriate homework
exercise;
summarizing the results of repetition, checking the results of educational work
at the lesson;
homework assignment.
Structure of a knowledge test lesson:
organization of the beginning of the lesson: here it is necessary to create a calm, businesslike
environment; Students should not be afraid of tests and quizzes
work or worry excessively as the teacher tests them
readiness to further study the material;
Statement of the lesson objective:
The teacher tells the students what material he will be testing or
control;
Asks children to remember the relevant rules and use
them at work;
Reminds students to check their work themselves;
statement of the content of the test or test work (tasks,
examples, dictation, essay or answers to questions, etc.), while
It should be remembered that tasks in terms of volume and degree of difficulty should
comply with the program and be feasible for each student;
summing up the lesson: the teacher selects good student work,
analyzes mistakes made in other works and organizes the work
work on mistakes (sometimes this takes the next lesson);
identifying common mistakes and gaps in knowledge and skills, as well as
ways to eliminate them and improve knowledge and skills.
Structure of a lesson on applying knowledge, skills and abilities :
organization of the beginning of the lesson (psychological mood of students);
message about the topic of the lesson and its objectives;
learning new knowledge necessary to develop skills;
formation, consolidation of primary skills and their application in
standard situations - analogies;
exercises in applying knowledge and skills in changed conditions;
creative application of knowledge and skills;
skills exercise;
homework;
summary of the lesson with assessment of the work done by students
Structure of a repeating and generalizing lesson:
Organizing time;
introductory speech by the teacher, in which he emphasizes the importance
the material of the topic or topics studied, communicates the purpose and plan of the lesson;
performance by students individually and collectively of various types
oral and written tasks summarizing and systematizing
character, developing generalized conceptual knowledge based on
generalizations of facts and phenomena;
checking the progress of work, making adjustments (if necessary);
formulating conclusions based on the studied material;
assessment of lesson results;
summarizing;
homework (not always).
Structure of a combined lesson:
organization of the beginning of the lesson;
checking homework, setting lesson goals;
preparing students to perceive new educational material, i.e.
updating knowledge and practical and mental skills;
studying new material, incl. and explanation;
consolidation of the material studied in this lesson and previously covered,
associated with the new;
generalization and systematization of knowledge and skills, connection of new ones with previous ones
received and formed;
summarizing the results of the lesson;
homework assignment;
preparation (preliminary work) necessary for students to
studying a new topic (not always).
Specifics of a foreign language lesson.
Features of a foreign language lesson lies in the fact that foreign language speech serves as both a goal and a means of learning at the same time. When planning a lesson, the activity, creativity and independence of students are put in first place. A modern lesson should be characterized by constantly high activity of all students. The student in the lesson must turn from an object of learning into a subject of educational activity. This is perhaps the main requirement of modern didactics. Then the student will learn and not be taught. All this is also necessary because the specifics of the subject require it: foreign language speech activity cannot be taught, it can only be learned. K.D. Ushinsky wrote:“The real lesson begins not with the bell, but with the moment when a child’s thought flashes.” That is why it is important to plan the lesson so that the student is active, acts independently and shows his creativity.
Features of a foreign language lesson at different levels of secondary school.
The initial stage. The foundations of foreign language proficiency are laid: phonetic skills are formed, basic lexical, grammatical and speech material is mastered, reading, graphics and spelling skills are formed, basic listening, speaking, and reading skills are developed. For a strong assimilation of educational material, it is important that the teacher’s ability to clearly demonstrate the functioning of language means with the help of visuals and actions, to organize training based on a model, to create game situations, to use poetry, rhymes, and songs.
Middle stage.The educational and developmental value of the subject increases, the goals of teaching oral communication and silent reading are balanced, the awareness of learning a foreign language increases, the role of independent work increases, the content of texts for reading and listening and student speech becomes more complex, and the systematization of grammatical phenomena begins.
Senior level. The main task is to teach mature reading of authentic texts of different typologies, listening skills are improved, active and receptive vocabulary is expanded, regular repetition of previously studied material is ensured, grammatical material is generalized and systematized, the content of students’ speech becomes more reasoned, problematic, their professional interests are taken into account, a large place independent work takes place.
Conclusion. A modern lesson is a lesson of knowledge, discovery, activity, contradiction, development, growth, a step to knowledge, self-knowledge, self-realization, motivation, interest, professionalism, choice, initiative, confidence, the need for new knowledge, discoveries.
To implement a modern lesson, it must include the following elements: Planning the educational function of the lesson. Comprehensive planning of lesson objectives. Helping students discover the personal meaning of the material being studied. Reliance on interdisciplinary connections with the aim of using them to form in students a holistic view of the knowledge system. Practical orientation of the educational process. Inclusion of creative exercises into the lesson content. Selection of the optimal combination and ratio of teaching methods. A combination of general class forms of work with group and individual ones. Implementation of a differentiated approach to students. Creating conditions for students to demonstrate independence. Rational use of teaching aids (textbooks, manuals, technical aids). Differentiation of homework. Knowledge and application of health-saving and health-developing technologies. Communication is a combination of demandingness and respect for the student’s personality. The relationship between the rational and the emotional in working with children.
The new standard, by presenting new requirements for learning outcomes, makes it possible to take a fresh look at the lesson and implement new creative ideas. But this does not mean that traditional methods and methods of work should be rejected. They can be used in a new way, along with modern technologies.
List of used literature:
1. Itelson E.I. Conditions for the effectiveness of methodological techniques // Zh. "YaSh" No. 6, 2012, p. 26
2. Rogova G.V., Rozhkova F.M. Teaching coherent utterances // f. "YaSh" No. 6, 2012, p. 31
3. Shamov A.N. Educational activity in foreign language lessons and its specificity // Zh. “YaSh” No. 9, 2012, p.9
4. Kazicheva A.E. Development of skills of a meta-subject nature in the process of teaching English at the transition stage from primary school to basic school // Zh. "YaSh" No. 9, 2012, p. 65
5. Solomatina A.G. Development of speaking and listening skills through training sessions // Zh. "YaSh" No. 9, 2012, p. 7
6. Social network of workerseducationnsportal.ru .