Interesting techniques in English lessons. Techniques of critical thinking technology in English lessons. Lesson on the formation of grammatical skills according to Passov E.I.

Prepared by:
Bakina Olesya Nikolaevna,
English teacher
MBOU Oster Secondary School
Roslavl district, Smolensk region

Kato Lomb, a famous Hungarian translator, writer, one of the first simultaneous translators in the world, said that “the word is a “brick” in the construction of a building, where the building is the language, and the construction is the study.” (1993)

Just as a reliable and strong brick is important for a building, so for a language a word must be a reliable and understandable form of expression of thought.

To know a word means to know its forms, meaning and use. When talking about the forms of a word, we mean its sound form, without which it is impossible to correctly understand the word by ear and adequately voice it yourself, as well as its graphic form, without which the word will not be recognized when reading and cannot be written. If a word has any peculiarities in the formation of grammatical forms, then this should also be reported to students already at the familiarization stage in order to avoid errors in the subsequent use of this word. As for meaning, in English, as in any other language, words can have several meanings. The volume of polysemantic words in English is higher than in any other language. It is necessary to familiarize students with the most common of them. In addition to the meaning of the word, it is also necessary to show its connotation, i.e. those associations that this word evokes, its social connotation, which is associated with the use of the word, i.e. the ability to be combined with other words, thereby forming phrases.

Successful development of the ability to read, speak or understand by ear is impossible without solid knowledge and skills in the field of vocabulary, because with its help, information is received and transmitted. In this regard, in foreign language classes I pay serious attention to working on vocabulary.

To memorize vocabulary, the active participation of all types of memory is very important: visual, which is trained by reading and writing words; auditory, which develops during perception foreign language by ear and in the process of oral speech; motor, the participation of which is associated with the work of the speech organs and the act of writing down words, and, finally, logical, with the help of which a complete comprehension and comprehensive thinking through of the learned material occurs.

The great Russian teacher K.D. Ushinsky wrote that for lasting memorization of something it is necessary “for as many sense organs as possible - the eye, ear, voice, sense of muscular movements and even, if possible, smell and taste to take part in the act of memorization” . “With such friendly assistance from all organs in the act of assimilation,” Ushinsky pointed out, “you will defeat the laziest memory.”

Talking about different types memory, it is important to add that memorizing words and phrases is greatly influenced by personality type, abilities, previous memory training and motivation, that is, the mood for memorization. Accordingly, it is necessary to make adjustments for the characteristics of students’ perception of information—for example, kinesthetics are better remembered when students walk, write, or type during the process of memorizing. It is advisable for auditory learners to listen to audio and video recordings more often (even deliberately closing their eyes), and for visual learners it is advisable to study photo and picture dictionaries, use colored markers and draw visual diagrams.

You can ask students to take a test to determine which type of memory they have more developed in order to make the process of memorizing words more effective. (Auditory, visual, kinesthetic test. Diagnostics of the dominant perceptual modality by S. Efremtsev.)

My task is to teach the student the most effective techniques for mastering vocabulary, maximally mobilizing all types of memory.

1. Working with a dictionary.

Learning a new LE always starts with a dictionary. I suggest that my students use electronic dictionaries to work with new LEs, because... They not only significantly exceed book ones in volume, but also find the desired word or phrase in a few seconds; electronic dictionaries contain a larger number of neologisms, since language is a reflection of the real life of people, their culture. All new vocabulary cannot be adequately reflected in “paper” dictionaries for the simple reason that they take too long to develop. In fact, many dictionaries that were formed in the linguistic atmosphere of the mid-century are very outdated. They do not provide modern meanings of old words, and many new words are simply missing. This has become especially obvious in connection with the development of the Internet: most Web pages consist of English texts, written alive modern language using colloquial vocabulary and slang. This problem can only be solved by using electronic dictionaries. Massive software products, such as electronic dictionaries, are characterized by frequent changes of versions and constant feedback from thousands of users.

Electronic dictionaries not only contain transcriptions, but can also pronounce words.

The disadvantages of an electronic dictionary are:

• Internet addiction. It will be impossible to translate a word if the Internet goes out at the wrong moment.
• attachment to a personal computer and, therefore, limited accessibility.
• Many dictionaries require certain software tools, without which it is impossible to install the dictionary.
• It is not always worth trusting the word pronounced by an electronic dictionary without controlling the transcription. The synthesizer may place the accent incorrectly or even distort the pronunciation of the word.

The most common are ABBY Lingvo, Multilex, Multitran, Cambridge Dictionaries Online.

My students compose their own vocabulary, consisting of 4 columns: foreign word, transcription, Russian translation, phrases or sentences with studied words. The last column is of particular importance because... It is the use of words that poses the greatest difficulty for students.

From time to time, my students and I return to individual dictionaries to remember what has already been forgotten. For example, I take any noun that I have studied, and students select adjectives or verbs from the vocabulary that go with this noun. Another example is the compilation of memory maps, where students, using words from the vocabulary, make association schemes between the words they have studied. We will dwell on this technique below.

I would like to introduce you to the following site http://wordsteps.com, it allows you to do work similar to working with your dictionary (Vocabulary). Click on the “create a new dictionary” button, give it a name, enter words and translations into special fields, and the program creates exercises. There are several types of exercises, for example, multiple choice, forming a word from letters, and performance statistics. You can use thematic dictionaries already compiled by other people. There are word limits in the free version.

2. Flash cards

A flash card is a card with numbers, words, terms, formulas, pictures, which is designed to evoke an instant response from students at the moment when the teacher shows the card at a fast pace. Most often used when reading, arithmetic operations, and especially for consolidating and improving lexical skills.

• Cards should be easy to use. It is necessary to choose the right size for cards that will fit comfortably in the palm of your hand and that will be easy to transfer.
• Thick paper or cardboard is used for cards; you can laminate the cards for longer use.
• A word in a foreign language is placed on the front side of the card; it is possible to add a transcription and an example of using the word in a sentence. On the reverse side there is a picture or translation indicating the lexical meaning of the word.

Using flash cards is an effective method for:

• Studying the graphic form of words
• Remembering lexical meaning
• Rapid speech reproduction of a word (reading)
• The transition of words from passive vocabulary to active (use in speaking)
• Increasing motivation to learn a foreign language.

In the 70s of the 20th century, the German scientist and journalist Sebastian Leitner proposed a practical method for learning words (and in our case we are talking about foreign vocabulary) with less effort than the traditional method - the method of simply repeating flash cards, constantly turning over one after another.

In this method, so-called flash cards are sorted into groups based on how well the student has mastered the information on each card. For example, when learning a foreign language, a student tries to remember the meaning of a word written on a flash card. If he remembers it, then the card is moved to the next group. If not, then the card is returned to the first group. Each subsequent group is repeated at increasing intervals. This method can be used both for learning words of a foreign language and memorizing other information.

Example.

Cards are sorted into three groups: Group 1, Group 2 and Group 3.

Group 1 contains cards with new words and words that the student has learned poorly.

Group 3 contains cards with words that the student knows very well. The student can repeat words from Group 1 every day, words from Group 2 every 3 days, and words from Group 3 every 5 days.

If a student looks at a word from Group 1 and remembers its meaning, then the card is moved to Group 2. Using the same principle, cards from Group 2 are moved to Group 3.

If the student cannot remember the meaning of a word on a card from Group 2 or 3, then this card is returned to Group 1, and the process is repeated again until the information is firmly mastered.

Advantage of the method

So, according to Leitner's system, you repeat more often those words that are more difficult to remember, which allows you to save time on words that are remembered well. The result is a reduction in time spent on training.

I use an adapted method of the Leitner system - you need to take a stack of flash cards. If the word on the top card is known, then the card is moved to the end of the pile. If a word is unknown, then after viewing the translation it is moved to the middle of the pile (closer to the beginning) so that it appears earlier and more often than words already known. Thus, we achieve more frequent repetition of the necessary difficult vocabulary and its strong memorization.

Basically we made flash cards with phrasal verbs and idioms.

The website http://www.english-4kids.com/flashcards.html has a huge selection of ready-made colorful flash cards.

3. Memory cards

Mind maps (in the original Mind maps) are the development of Tony Buzan, a famous writer, lecturer and consultant on intelligence, the psychology of learning and thinking problems.

The Mind Map is an alternative to traditional methods of processing and transmitting information (notes, short notes, diagrams, etc.). This alternative is more productive, as it has a natural psychological basis, and most importantly, turns the student into an active creator of his own knowledge.

The psychological basis of the memory map method is associative thinking. The memory map itself, from the point of view of its creators, is a model of how our brain works.
It is enough to reproduce in memory one object of this information map, and in a chain it will pull along dozens of interconnected facts, events, and sensations. This is how multidimensional associative thinking arises, which allows you to see not just an object in the surrounding world by itself, but in connection with other objects.

This is the principle of operation of a memory card.

There are certain rules for creating mind maps developed by Tony Buzan, which are described in detail in his book “How to Mind Map”, namely:

1. The main idea, problem or word is located in the center. Buzan attaches almost the main importance to highlighting the keyword of the associative chain
2. To depict the central idea, you can use drawings and pictures.
3. Each main branch has its own color.
4. Only colored pencils, markers, etc. are used to create maps.
5. The main branches are connected to the central idea, and the branches of the second, third, etc. order are connected to the main branches.
6. The branches should be curved, not straight (like tree branches).
7. Only one keyword is written above each line-branch.
8. For better memorization and assimilation, it is advisable to use drawings, pictures, associations about each word.

The result of the work is an individual product of one person or one group. Expresses individual capabilities, creates space for the manifestation of creative abilities.

You can, of course, use special programs for creating a Mind Map, such as MindJet Mind Manager, ConceptDraw MINDMAP, MindMapper, etc., but I recommend creating mind maps with your hands - this good way take a break from the computer and train your thinking and imagination.

Benefits of Mind Maps

• easy to use
• show connections between phenomena, logic of thinking
• contribute to better memorization of information
• collect large amounts of data together
• develop creativity and thinking

Works very well when introducing new grammatical material. As for vocabulary, I use this technique in group work at the stage of consolidating the completed lexical material on a certain topic.

4. Secret words (Mirolyubov A.A.)

An interesting way to better memorize vocabulary is offered by A.A. Mirolyubov. Students are told several “secret words” with transcription and translation that they will need in the next lesson. Students must learn them at home in order to use them later in class. Students love secrets and therefore learning vocabulary turns into an exciting activity for them. Even the laziest will try to remember these words in order to be in an advantageous position in the next lesson (success situation). Sometimes I complicate the task a little: I give out sheets with secret words, but in some places, instead of transcription or translation, I draw blots or raindrops, as if a spoiled message. Children have to fill in the gaps on their own.

5. Lexical exercises

Psychologists have found that mastering new words is achieved only after students use them in various exercises at least six to eight times. Therefore, exercises should be varied and promote the use lexical meanings in students' speech practice.

Among the variety of lexical exercises presented in textbooks and additional textbooks, everyone will find those that correspond to specific speech tasks.

I will dwell in more detail on some vocabulary exercises that are in particular demand among my students.

Dictation

• Dictation is an effective form of working with large groups of students.

The teacher can give dictation to students one on one, but unlike most forms of work, dictation is feasible when working with groups of 20, 60 or 200 people. There are many similar examples in world practice.

• Dictation is one of the few approaches to language teaching and language learning in a large group that has the ability to involve students in the active use of language.
• Dictation can be used to reach groups with different language abilities/skills (differentiated learning)

The text chosen is quite simple for most students. They complete the dictation without any help. Beginners receive a text with 10-15 words written in their hands. Their task, while others are writing from dictation, is to listen carefully, try to understand the main meaning and insert the missing words. The level of complexity of the text and the number of omissions may vary depending on the goals. Such exercises help the teacher not only to reach the entire group, but also to effectively develop language skills.

• Dictation gives access to interesting texts.

Many teachers come across texts that might interest the student. A teacher skilled in a variety of dictation techniques will be able to use these texts to connect learning needs with students' abilities.

Types of dictations

To form auditory associations and establish a stable connection between an object or concept and the phonetic form of the word denoting it, I use various dictations

Text dictation

The teacher dictates a text that was worked out with students in class, or an unfamiliar text with developed vocabulary. Students write down the text as accurately as possible. After the text, you can offer additional lexical or grammatical tasks

Transfer dictation quiz

Students write down phrases or coherent text in English, which the teacher dictates in Russian. The text should be known to students. In advanced groups, you can give an unfamiliar text containing learned speech patterns.

Selective dictation

The teacher reads the sentence, the students listen attentively. The sentence is read again, and at this time students write out words (or phrases) with new vocabulary from it

Graphic dictation

The teacher reads questions that can be answered yes/no. Students answer questions by drawing a ^ instead of “yes,” and a ― instead of “no.” It turns out a line
^-^-^----^-^--^- Such tasks are checked very quickly, and the check can be entrusted to students of any class.

Dictation "be careful"

This method of work develops auditory memory, and without it it is impossible to develop speech skills. The teacher reads the text in its entirety, then one sentence at a time (each sentence is said once) and then pauses to write down the sentence. Students write down what they remember. After writing down the entire text, they exchange notebooks and count each other how many words in the sentence they managed to remember. Spelling and punctuation errors are corrected.

Creative dictation

The teacher dictates words and phrases on the topic studied. Students write down words and make sentences with them. Dictate the words for the students to write down. option 1: come up with and tell a story so that the words are used in the dictated order; option 2: write down the story and read it. The stories are often unexpected, funny, and the vocabulary is easy to remember. 3: writing a short text (preferably a joke) in Russian with the inclusion of words in English, suitable for weak students.

• http://a4esl.org/ - vocabulary tests of varying levels of difficulty.
• http://englishteststore.net - in the Vocabulary games section you can find games with pictures, synonyms, antonyms, etc.
• http://www.agendaweb.org/vocabulary-exercises - online games, game tasks that can be downloaded and printed.

6. Lexical games

They are situational and variable exercises in which an opportunity is created for repeated repetition of a speech pattern in conditions close to real speech communication with its inherent characteristics - emotionality, spontaneity and targeted impact.

Lexical games focus students' attention on lexical material, aiming to help them acquire and expand their vocabulary, illustrate and practice the use of words in communication situations.

Lexically focused exercises in the form of a game contribute to the development of students’ attention, their cognitive interest, and help create a favorable psychological climate in the lesson.

Memory game

Progress of the game:

The teacher writes on the board words or phrases that need to be reinforced. The teacher asks you to turn away or close your eyes and erases one LE. Students must guess which LE is missing and write it down correctly on the board.

Champion Game

Progress of the game:

When starting the game, the teacher says the first word. Each subsequent student must name all the previous words in the order in which they were included in the game and say a new word. If someone forgets a word or mixes up the order, he is out of the game.

"Mousetrap"

Players A and B go to the center of the playing field. The remaining participants in the game, in the role of mice, line up behind one of the starting lines. Then you declare a lexical category, say "Clothes!". Players A and B quietly agree among themselves about which word on this topic will be forbidden, for example “dress”. After this, they stand facing each other and hold hands, pretending to be a mousetrap. Next, Player C approaches the “mousetrap” and names a word from a given category, for example: “Scarf!” Players A and B raise their hands and pass Player C under them to the other side of the field. Then Player D, approaching the “mousetrap”, pronounces his word on the agreed topic, etc. If all the “mice” have safely moved to the opposite side of the field, then they return back in the same way and in the same order, etc. required number of times. If, suppose, Player F names a “forbidden” word, then Players A and B first raise their hands up as usual. But as soon as Player F is between their hands, they go down, "slamming the mousetrap." Then Player F chooses which of the two players (A or B) he will play a mousetrap with in the next round, where you set a different lexical category, etc. The game continues until each participant has played the role of a mousetrap at least once.

"Chain of Words"

In class, start a chain by saying, for example, the following phrase: “an old house.” Then have the first student replace the adjective, for example: "a beautiful house." Next, ask the second student to replace the noun in the new phrase, for example: “a beautiful girl,” etc. A student who does not find a suitable word is eliminated from the game, and the next participant continues the chain. The task continues until there is only one winner left.

Roll and Play

Throwing dice introduces an element of luck into the game, making it more exciting and therefore more interesting: you never know whether you will get a lucky number, whether you will be able to move one more step towards victory and overtake your opponents. The chips clearly demonstrate the progress of a particular group on the game board and create dynamics: the faster and further you go, the better! This is why children love board games with chips and cubes: thanks to them, they are immersed in the gameplay. Well-designed rules ensure that students not only have to rely on chance, but also think quite a lot. After all, victory depends not only on the values ​​rolled on the dice, but also on the correct answers.

From time to time I compose similar games to reinforce the studied LEs, I also take ready-made playing fields with numbers, but for each number I come up with lexical tasks that can either be printed or presented in the form of a Power Point presentation. The website http://www.eslgamesplus.com/crocodile-games presents games in this format that can be played online.

SLIDES AND LADDERS

Goal: To review and consolidate knowledge of cardinal numbers.

Description: Students in groups take turns placing their figures on the board and throwing dice. Then they move their piece by the number of cells they have drawn. Depending on their abilities, they can (1) say out loud the number they rolled and/or (2) their destination and/or (3) out loud add the number they rolled to the number of the square they were previously on. For example, 5 + 7 = 12. In this case, the player gets on the stairs, rises to square number 50 and on his next turn continues to play from this place. If the player hits the slide (for example, 28), he slides down it ( to cell 7) and continues the game from this point. The winner is the one who reaches 100 first or is ahead by the time the allotted time for the game expires.

"Present"

To prepare for the game, cut an A4 sheet of paper into sixteen pieces.

During class, give one card to each player and ask them to write their date of birth on it. Then collect the cards, shuffle them well and distribute them again with the clean side up. Now invite the game participants to write on them what everyone would like to receive as a gift for their birthday. When everyone is ready, Player A turns over his card and asks, for example: “Whose birthday is on the twenty-fourth of September?” The player who wrote this date replies: “This is mine!” Then Player A hands him a card, for example with the following words: “I”m giving you a bike!” After this, the “happy owner of the motorcycle” turns over the card that he received during the second distribution, etc. The exercise may stall if Player A will get his card back before everyone else gets rid of theirs. Then you give the floor to the next participant who has not yet played. The game continues until all participants have “received their gifts.” It is advisable to play this game at the end of the lesson, because It usually causes a heated discussion among children about who gave what to whom!

Crossword and word search

A crossword in English is a puzzle presented in the form of a grid of words intersecting each other horizontally and vertically. By answering questions or descriptive definitions in a crossword puzzle, students are given words to write on the grid. According to the rules, only nouns in the nominative case and singular can be answers. But nowadays you can find any innovations in this game with words. The website http://a4esl.org/ has crossword puzzles of any complexity with hints.

I would like to introduce you to a program in which you can create your own “find the word” puzzles - http://www.word-search-world.griddler.co.uk/Word-Search-Generator.aspx.
Now let's look at the sites where you can find different games for training and consolidation of lexical material. http://www.english-4kids.com/games.html a huge selection of online games and printable games.

7. Rhymes, poems, songs

A task with gaps can be used when working with poems or song lyrics. The study of lexical units takes place in a playful way, which contributes to the students’ comfortable state in the lesson. Children usually have unstable attention. Therefore, it is imperative that the lesson plan includes types of work that relieve stress, redirect children’s attention, and evoke a positive emotional mood. Learning rhymes and poems corresponds to the age and psychological characteristics of children. They are easy to learn and have such characteristics as rhythm and sound repetition. Learning poetry is fun for children. And what is experienced emotionally positively remains in the memory for a long time, leaving a mark in the child’s mind. Thanks to rhyme, lexical and grammatical structures are easily activated in oral speech.

The fundamental point here is the use of an authentic speech sample, and here songs and poems have many advantages over prose material. They are easy to introduce, easy to remember, and can be sung in chorus, which takes the psychological pressure off students who lack self-confidence. In genuine song material, there are often whole phrases and individual lexical units that are characteristic specifically of colloquial speech.

http://www.agendaweb.org/songs-exercises a huge selection of song material in video format for both small and older schoolchildren, nursery rhymes, pop music, of particular interest is the Learn English songs-exercises section, where while listening to a song the task is executed and the result is immediately displayed.

At the end of my speech, I will quote the words of M.V. Lomonosov, who said that it is impossible to “overburden students and create too easy conditions for them.”

Literature:

1. Buzan T. Think effectively. - Mn.: Potpourri, 2009. - 96 s.
2. Galskova, N.D., Gez, N.I. The theory of teaching foreign languages. Linguistics and methodology - M.: Academy, 2004.
3. Davydova, E.M. Game as a method of teaching foreign languages ​​/ Davydova E.M. // Foreign language at school. - 2010. - No. 6. - pp. 34-38.
4. Lomb Kato. How I learn languages. - M.: Argamak, 1993. - 273 p.
5. Marchan, N.B. On some techniques for increasing the effectiveness of vocabulary learning / Marchan N.B. // Foreign language at school. - 2004. - No. 5
6. Maslyko E.A. Handbook for a foreign language teacher: reference book. allowance. - Mn: Higher. school, 1992. - 445 s.
7. Methods of teaching foreign languages ​​in secondary school: Textbook/N.I. Gez, G.V. Likhovitsky, A.A. Mirolyubov and others - M.: Higher school, 1982. - 373p
8. Solovova E.N. Methods of teaching foreign languages: a basic course of lectures. - M.: Education, 2002. - 239 p.
9. Stronin, M.F. Educational games in English lessons: (From work experience). A manual for teachers./M.F. Stronin. 2nd ed. -M.: Education, 1984. - 112 p.
10. Ushinsky K.D. Pedagogical works: In 6 volumes. T. 5/Compiled. S.F. Egorov. - M.: Pedagogy, 1990. - 528 p.
11. Fetiskin N.P., Kozlov V.V., Manuilov G.M. Socio-psychological diagnostics of personality development and small groups. - M., 2002. P.237-238.

Critical thinking is the ability to pose questions, develop a variety of arguments, and make independent, thoughtful decisions. Therefore, the main idea of ​​​​using technology for me is to create such an atmosphere of learning through game techniques, in which students, together with the teacher, actively communicate, consciously reflect on the learning process, track, confirm, refute or expand knowledge, new ideas, feelings or opinions about the world around them . And, of course, they do it quite fluently in English.

In this article, I tried to systematize my experience and the experience of my colleagues in using critical thinking techniques in modern English lessons.

Technology for the development of critical thinking (TRKM) was proposed in the 90s of the 20th century by American scientists K. Meredith, C. Temple, J. Steele as a special teaching method that answers the question: how to teach thinking? Various techniques related to working with information, organizing work in a class or group, proposed by the authors of the project - these are “key words”, working with various types of questions, active reading, graphic ways of organizing material.

The basis of the technology is the three-phase structure of the lesson: challenge, comprehension, reflection. Each phase has its own goals and objectives, as well as a set of characteristic techniques aimed first at activating research and creative activity, and then at comprehending and generalizing the acquired knowledge.

The first stage is “challenge” , during which students’ previously existing knowledge is activated, interest in the topic is awakened, and the goals of studying the upcoming educational material are determined. Students’ activities at this stage: the student “remembers” what he knows about the issue being studied (makes assumptions), systematizes information before studying it, asks questions to which he would like to receive an answer.

Possible techniques and methods:

– compiling a list of “known information”, a story-assumption, using keywords;

– systematization of material (graphic): clusters, tables;

– true and false statements;

– mixed up logical chains, etc.

Thus, the information received at the first stage is listened to, recorded, discussed, work is carried out individually - in pairs - in groups.

At this stage, I successfully use the following gaming techniques:

"Clean slate" technique

It is carried out when repeating the material covered. Before the start of the lesson, the teacher attaches pieces of paper in the form of white blots on which questions are written at different ends of the school board. At the beginning of the lesson, he asks the students to “clean” the board from the tricks of the “evil chalk,” whose image is also attached to the board. Students take turns going to the board, removing the ink and answering the questions written on them. The one who collected the most blots gets a score.

Technique for creating a cluster

The meaning of this technique is an attempt to systematize existing knowledge on a particular problem.

A cluster is a graphic organization of material that shows the semantic fields of a particular concept. The word cluster means “bundle, constellation”. Clustering allows students to think freely and openly about a topic.

Students write down the key concept in the center of the sheet, and from it draw arrows - rays in different directions that connect this word with others, from which the rays diverge further and further.

The cluster can be used at a variety of stages of the lesson. At the challenge stage - to stimulate mental activity. At the stage of comprehension - for structuring the educational material. At the reflection stage - when summarizing what students have learned. The cluster can also be used to organize individual and group work in the classroom and at home.

Pictogram

Picture writing used as a methodological means of indirect memorization. The general appearance of a pictogram is a set of graphic images used for the purpose of effective memorization and subsequent reproduction of events, dates, and concepts.

Can be used when explaining new material and checking homework.

The second stage is “comprehension” “- meaningful, during which the student directly works with the text, and the work is directed and meaningful. The reading process is always accompanied by student activities (labeling, making tables, keeping a diary), which allow you to track your own understanding. At the same time, the concept of “text” is interpreted very broadly: it includes a written text, a teacher’s speech, and video material.

The teacher’s activities at this stage: maintaining interest in the topic while directly working with new information, gradual advancement from knowledge of the “old” to the “new”.

Student activity: the student reads (listens) to the text, using active reading methods suggested by the teacher, makes notes in the margins or takes notes as he comprehends new information.

Possible techniques and methods: active reading methods:

– marking using the icons “v”, “+”, “-”, “?” (as you read, they are placed in the margin on the right);

– maintaining various records such as double diaries, logbooks;

– searching for answers to the questions posed in the first part of the lesson, etc.

There is direct contact with new information (text, film, lecture, paragraph material), work is carried out individually or in pairs.

At this stage I use:

Logbook reception was developed within the framework of the technology for the development of critical thinking (TRKMChP). It allows not only to obtain an adequate picture of the degree to which students have mastered the material, but also helps students develop the ability to record information using graphical methods, learn to evaluate their strengths and weak sides, makes it possible to visualize a given problem.

Fishbone method or Ishikawa diagram

One of the teaching techniques that can be used in groups is the Fishbone technique. It is literally translated from English as “Fish bone” or “Fish skeleton” and is aimed at developing students’ critical thinking in a visual and meaningful form. The essence of this methodological technique is to establish cause-and-effect relationships between the object of analysis and the factors influencing it, and to make an informed choice. Additionally, the method allows you to develop skills in working with information and the ability to pose and solve problems. What is a fishbone?

Fishbone is based on a schematic diagram in the shape of a fish skeleton. In the world, this diagram is widely known under the name of Ishikawa (Ishikawa), a Japanese professor who invented the method of structural analysis of cause-and-effect relationships. The Fishbone diagram is a graphical representation that allows you to clearly demonstrate the causes of specific events, phenomena, problems determined during the analysis process and the corresponding conclusions or results of the discussion.

Fishbone schemes make it possible to:

– organize the work of participants in pairs or groups;

– develop critical thinking;

– visualize the relationships between causes and effects;

– rank factors according to their degree of importance.

With the help of a diagram, you can find a solution to any complex situation under consideration, and new ideas arise each time. Its use during Brainstorming will be effective.

Drawing up a Fishbone diagram

The Fishbone pattern can be drawn up in advance. Using technical means it can be done in color. In their absence, use ordinary Whatman paper or the teacher's daily tool - colored chalk.

Depending on the age category of the students, the wishes and imagination of the teacher, the diagram can have a horizontal or vertical appearance. The essence of the Fishbone technique does not change the shape of the circuit, so it doesn’t really matter. For the younger one school age A more natural shape of the fish - horizontal - is suitable. Upon completion of filling it out, together with the children, you can draw a figure along the skeleton and make a wish that the goldfish will continue to help solve any life problem .

The third stage is the stage of “reflection” – reflections. At this stage, the student forms a personal attitude towards the text and fixes it either with the help of his own text or his position in the discussion. It is here that an active rethinking of one’s own ideas takes place, taking into account newly acquired knowledge.

Teacher's activities: return students to the original notes - proposals, make changes, additions, give creative, research or practical tasks based on the information studied.

Student activity: students relate “new” information to “old” information, using the knowledge acquired at the comprehension stage.

Possible techniques and methods:

– filling out clusters, tables, establishing cause-and-effect relationships between blocks of information;

– return to key words, true and false statements;

– answers to the questions asked;

– organization of oral and written round tables;

– organization various types discussions;

– writing creative works (pentamentals, syncwines, essays).

Conclusion: creative processing, analysis, interpretation, etc. information studied; Work is carried out individually - in pairs - in groups.

Gaming activities can be carried out through:

Technique of “writing syncwine”

The most popular technique used at the reflection stage is syncwine. Cinquain is a poem that is a synthesis of information in a laconic form, which allows you to describe the essence of a concept or carry out reflection based on acquired knowledge.

The rules for writing this poem are a certain number of words per line and the purpose of each line:

1st line – title of the poem, theme (usually a noun);

2nd line – description of the topic (two adjectives);

3rd line – action (usually three verbs related to the topic);

4th line – feeling (a phrase of four words expressing the author’s attitude to the topic);

Line 5 is a repetition of the essence, a synonym for the first line (usually a noun).

Students learn to write similar poems in pairs, reminding each other of the rules of writing and selecting vocabulary. Then the syncwine is written individually. The purpose of writing such a poem may be to practice concepts and reflectively evaluate what has been learned.

Sinkwine can help organize final repetition, summarize the information received, assess students’ conceptual knowledge, and teach how to express complex feelings and ideas in a concise form.

Game "Palms"

Can be used at the reflection stage to consolidate the basic skills of students. On the teaching table in front of the students are the contours of the palms. On each finger of the model are written the skills that needed to be consolidated in this lesson. Children squeeze their right palm and take a model of the palm in their left hand. They read the skills on the model and extend as many fingers as they have learned in the lesson, and raise their right palm up.

Another technique, " true or false statements" For example, statements may be suggested at the beginning of the lesson.

Then ask students to determine whether these statements are true by justifying their answer. After getting acquainted with the basic information (the text of the paragraph, a lecture on this topic), we return to these statements and ask students to evaluate their reliability using the information received in the lesson.

Another technique of this technology that is often used is marking the text as it is read “Insert”.

I – interactive

N – noting self-activating “V” - already knew

S – system system marking “+” - new

E – effectivt for effective “-” - thought differently

R – reading and reading and thinking “?” - I don’t understand, I have questions

While reading the text, you need to ask students to make notes in the margins, and after reading the text, fill out the table, where the icons will become the headings of the table columns. The table briefly contains information from the text.

Graphic forms of organizing material can become a leading technique at the semantic stage, for example, diaries and “flight magazines”.

Logbooks– a general name for various teaching writing techniques, according to which students write down their thoughts while studying a topic. When the logbook is used in its simplest form, students write down answers to the following questions before reading or otherwise studying the material.

Having met in the text key points, students record them in their logbook. When reading, during pauses and stops, students fill out the columns of the logbook, connecting the topic being studied with their vision of the world, with their personal experience. When carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that the students can then take advantage of it.

Question tables

Great importance in the technology of developing critical thinking is given to techniques that form the ability to work with questions. While traditional teaching is based on ready-made “answers” ​​that are presented to students, the technology for developing critical thinking is focused on questions, as the main one driving force thinking. Endless knowledge, facts that need to be remembered and repeated - all this is reminiscent of marking time in a transport that, unfortunately, is no longer moving. Instead, students need to be drawn to their own intellectual energy. Thought remains alive only if the answers stimulate further questions. Only students who have questions truly think and strive for knowledge. Let's start with simple techniques.

The table of “Thick” and “Thin” questions can be used at any of the three phases of the lesson: at the challenge stage - these are questions before studying the topic, at the comprehension stage - a way to actively record questions during reading, listening, during reflection - a demonstration of understanding of what has been covered.

Table of “thick” and “thin” questions

At the reflection stage, all of the above techniques “work.” Tables and diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc. But it is also possible to use the techniques separately, for example, after studying the material or topic, we ask students to create clusters (systematize the material).

Thus, there are many ways to organize material graphically. Among them, the most common are tables. These techniques can be considered as techniques of the reflection stage, but to a greater extent they are strategies for conducting a lesson as a whole.

Reception "Concept Table" especially useful when three or more aspects or issues are being compared. The table is constructed as follows: horizontally there is what is to be compared, and vertically there are various features and properties by which this comparison occurs.

Students receive the following algorithm for working on the text (the text of the paragraph is divided into 5 passages according to the number of students in the group):

– Reading the text.

– Highlighting the main thing, retelling.

– Discussion of information in a group.

– Identification of comparison lines and recording them on separate sheets (cards).

(You can use the questions suggested at the challenge stage).

On the stage reflections groups are invited to present “their” lines of comparison.

The presentation is followed by a discussion of the question: What important information was not included in the table?

For homework, students are asked to choose one of the well-known graphic forms of organizing material (tables, diagrams), or come up with their own task that they would like to complete.

In this lesson, the “Conceptual Table” technique was used at the reflection stage, but this technique can be used at other stages of the lesson.

It is important that this technology fits well with traditional forms of teaching.

No less significant is the fact that the determining factor when planning is the content of the lesson, and not just the attractiveness of individual techniques and strategies.

In general, technologies for the development of critical thinking meet the goals of education at the present stage, form the intellectual qualities of an individual, equip students and teachers with ways to work with information, methods of organizing learning, self-education, designing their own educational route, and remove communication barriers

In conclusion, I will dwell on the benefits of using game techniques based on critical thinking

Students acquire the ability to:

– work with an increasing and constantly updated information flow in different fields of knowledge;

– express your thoughts (orally and in writing) clearly, confidently and correctly in relation to others;

– develop your own opinion based on understanding various experiences, ideas and perceptions;

- solve problems; the ability to independently engage in one’s studies (academic mobility);

– collaborate and work in a group; the ability to build constructive relationships with other people.

– work effectively with other people; express your thoughts clearly, confidently and correctly in relation to others.

As a teacher, I would like to note that student activity is increasing at all stages training session and their responsibility for the quality of their own education.

Speech at the school of foreign language teachers.

Methods, techniques, technologies, forms of work and types of lessons used by the teacher in modern foreign language lessons in the context of the implementation of the Federal State Educational Standard.

Kislova Anastasia Evgenevna

English teacher

Municipal educational institution No. 22

This article is devoted to the problem of using methods, techniques, and technologies that a modern teacher uses in his lessons. The author presents forms of work and types of foreign language lessons. The article also describes four groups of universal educational actions.

The problem of implementing Federal State Educational Standards (FSES LLC) Lately, is certainly one of the discussed issues in our society. With the introduction of the Federal State Educational Standard, the guidelines of the modern school are fundamentally changing, the main task of which today is to transfer the student to a mode of self-development.

The fundamental difference modern approach is the orientation of the standards on the results of mastering basic educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities.

Modern society needs educated, moral, enterprising people who can:

• analyze your actions;
• make decisions independently, predicting their possible consequences;
• be distinguished by mobility;
• be capable of cooperation;
• have a sense of responsibility for the fate of the country, its socio-economic prosperity.

New requirements for the results of educational activities dictate new requirements for the lesson as the main form of organizing the educational process.

So, the new educational standard assumes that the main content of education becomes personal development. Personal development in the general education system ensures, first of all, the formation of universal educational actions.

The UUD concept takes into account experiencecompetence-basedan approach that aims to achieve students' ability to effectively use acquired knowledge and skills in practice.

Pedagogical techniques for developing UUD.

Project activities combined with computer work make lessons interesting and modern. The teacher not only teaches children, but also learns a lot from them.

The changes taking place in modern society are reflected in the modern standard of education, which pays great attention to student learning outcomes. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities. This means that an important task for the teacher becomes the formation of a system of universal learning activities for students. The logic of the development of universal educational actions, which helps the student to almost literally embrace the immensity, is built according to the formula: from action to thought.

Students' mastery of universal learning activities creates the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. ability to learn.

Scientists identify 4 groups of universal educational actions:

• personal (the ability to independently make YOUR CHOICE in the world of thoughts, feelings and VALUES and be responsible for this choice)
• regulatory (the ability to ORGANIZE one’s activities)
• cognitive (ability to THINK effectively and work with INFORMATION in the modern world)
• communicative (ability to COMMUNICATE, interact with people)

The formation of educational learning using information technology is a powerful factor in enriching the intellectual, moral, aesthetic development of a child, and therefore introducing him to the world of information culture. The formation of ICT competence of students occurs within the framework of a system-activity approach. The goal is the formation and subsequent development of universal educational actions of students. A teacher can use digital educational resources when learning new material, consolidating it and monitoring knowledge. They are sources of additional knowledge for the student, allow them to formulate creative tasks, and can also serve as training tools.

Listening, speaking, reading and writing

in foreign language lessons.

• In real communication we often encounter with listening, but in a lesson it is impossible to form only one speech skill and therefore teaching listening is one of the practical tasks of teaching a foreign language.
• When learning to read should be taught various technologies extracting information from the text (studying, viewing, searching, introductory reading). In foreign methods, there are similar types or skills of reading (Skimming, scanning, readingindetail).
• In teaching foreign language oral communication, speaking plays a primary role. Speaking skills are not formed by themselves, because... For their development, special exercises and tasks are required.
• As a lifelong learner, each person begins his own search for information. Letter helps the individual analyze and synthesize information. Nowadays, writing skills are in high demand becauseformation of speech skillsimpossible without the use of writing skills.

So, let's consider what methods, techniques, technologies, forms of work and types of lessons a teacher can use in modern foreign language lessons in the context of the implementation of the Federal State Educational Standard.

Methods of teaching a foreign language

Teaching method (from ancient Greek μέθοδος - path) - the process of interaction between the teacher and students, as a result of which the transfer and assimilation of knowledge, skills and abilities provided for by the content of training occurs.

According to the established tradition in domestic pedagogy, METHODS of teaching are divided into three groups:

- Methods of organizationand implementation of educational and cognitive activities:

1. Verbal, visual, practical (according to the source of presentation of educational material).

2 . Reproductive, explanatory and illustrative, search, research, problem, etc. (according to the nature of educational and cognitive activity).

3. Inductive and deductive (according to the logic of presentation and perception of educational material);

Control methods for the effectiveness of educational and cognitive activities: oral, written checking and self-testing the effectiveness of mastering knowledge, skills and abilities;

- Stimulation methodseducational and cognitive activity: Certain incentives in the formation of motivation, a sense of responsibility, obligation, interests in mastering knowledge, skills and abilities.

In teaching practice, there are other approaches to determining teaching methods that are based on the degree of awareness of the perception of educational material: passive, active, interactive, heuristic and others. These definitions require further clarification, because the learning process cannot be passive and is not always a discovery (eureka) for students.

Passive method - this is a form of interaction between students and the teacher, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent, tests, tests, etc. From the point of view of modernpedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is considered the most ineffective, but despite this, it also has some advantages. This is a relatively easy preparation for the lesson on the part of the teacher and an opportunity to present a relatively larger amount of educational material in the limited time frame of the lesson. Given these advantages, many teachers prefer the passive method to other methods. It must be said that in some cases this approach works successfully in the hands of an experienced teacher, especially if students have clear goals aimed at thoroughly studying the subject. Lecture is the most common type of passive lesson. This type of lesson is widespread in universities, where adults, fully formed people, who have clear goals to deeply study the subject, study.

Active method - this is a form of interaction between students and the teacher, in which the teacher and students interact with each other during the lesson and students here are not passive listeners, but active participants in the lesson. If in a passive lesson the main character and manager of the lesson was the teacher, then here the teacher and students are on equal rights. If passive methods involvedauthoritarian style interactions, then active ones more suggest a democratic style. Many equate active and interactive methods; however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

Interactive method . Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The teacher's place in interactive lessons comes down to directing the students' activities to achieve the lesson's goals. The teacher also develops a lesson plan (usuallyinteractive exercises and assignments , during which the student studies the material). Therefore, the main components of interactive lessons are interactive exercises and tasks that students complete. An important difference between interactive exercises and assignments and ordinary ones is that by completing them, students not only and not so much consolidate the material they have already learned, but rather learn new ones.

All these teaching methods can be divided into three groups: individual, group and frontal.

Individual methodslearning are active in the nature of the actions performed by the student: he independently controls the process of appropriating knowledge, extracts the necessary information from available sources, divides it into separate blocks, distributes it in a certain sequence, while moving forward in a mode convenient for him (using a computer).

Group teaching methods- work of students in groups, analysis of specific situations, discussion, brainstorming, implementation of projects and mini-projects most closely correspond to the concept of “interactivity”, since they consist of the exchange of messages, as a result of which new educational information. This information can be either objectively new, that is, created for the first time, or subjectively new, that is, previously unknown to students, but known to the teacher.

Frontal methods training , that is, those that are aimed at working with the whole class, require synchronization of the actions of the student and teacher to achieve a specific educational goal.

• Project method
• Case method
• Collaboration method
• Interactive method
• Communicative method
• Game teaching method
• Integrated learning method

Types of lessons and forms of training.

So, let's look at it in detailtypes of lessons and forms of trainingtaking into account the specifics of foreign language classes.

A lesson in learning new material.

At this stage, students are taught new material: be it grammatical rules, pronunciation norms, vocabulary. Students will learn new words, principles of composing sentences in oral and written speech of a foreign language. To make the task easier for themselves and their students, teachers use teaching aids, visual materials, as well as all the richness of multimedia capabilities: sound, images, video, presentations. Classes can be held in various formats: lectures, virtual excursions or watching videos, conversation and even independent research and “living contemplation”, when students discuss sensory perceived information with the teacher and among themselves. Teachers say: the more interesting the material is presented, the better students will learn the information, and this pattern is independent of the student’s age.

Skills and skills training lesson.

Here it is important to train students not just to automatically apply the rules, but also to teach them to independently model real situations and their linguistic behavior in them. One of the main techniques here is to organize a situation of success for each student individually - to set the person up for results and show that it is possible. Both textbooks and illustrated books are used as aids for children, and, for example, English-language printed media for adult students. During the classes, it is also possible to watch films in a foreign language, during which students collectively translate lines, conduct seminars, and stage everyday scenes.

A lesson in the practical application of knowledge.

At this stage, the method of immersion in the language environment is often used. Real communication situations are often simulated, and not only the teacher and student, but also the entire group are involved in the process in order to create conditions for applying knowledge that are as close as possible to real ones. After all, the goal of learning for almost everyone who comes to an English school is to communicate while working, studying abroad or traveling. Forms of training are varied: from briefings and laboratory work to multimedia lessons and travel classes.

Lesson of generalization and consolidation of acquired knowledge and skills.

In such classes, the depth of knowledge assimilation reaches a maximum, and a kind of summary of the study of any major topic or part of the training course is summed up. Often in general lessons, the teacher integrates information from related disciplines into the main topic of study: for example, in the form of multimedia or a real excursion, the teacher talks about the culture and history of Great Britain (naturally, in English). Forms such as debate, conference (this format is convenient for online learning), and consultation (popular in individual classes) can also be used.

Lesson of control and testing of knowledge.

At the verification stage, the degree of knowledge acquisition is assessed. Forms of self- and mutual control and testing can be used, but most often in foreign language schools they conduct testing, and sometimes on the model of the test that the student will have to take when receiving a certificate (IELTS, for example).

Combined lesson.

Such a lesson can combine all stages of the educational process that, at first glance, are not logically connected with each other. Thus, within one lesson there may be elements of presenting new knowledge, generalizing what has already been acquired, self-control, and developing skills. The amount of information in a combined lesson is small; more attention is paid to the practical application of knowledge and its assessment. This format is quite effective, especially if students are studying not at the initial level, but at Pre-Intermediate or Intermediate.

Forms

When designing a modern lesson important stage is the use of such forms of cognitive activity that would facilitate the interaction of the teacher and students in achieving the planned goals and objectives of the lesson. Form - This is a special design of the learning process. The nature of this design is determined by the content of the learning process, methods, techniques, means, and types of activities of students. This design of teaching represents the internal organization of content, which in real pedagogical reality is the process of interaction, communication between the teacher and students when working on certain educational material. This content is the basis for the development of the learning process itself, the way of its existence, has its own movement and contains the possibilities of unlimited development, which determines its leading role in the development of learning.

In theory and practice, four main forms of organizing students’ activities in the classroom are known: frontal, individual, collective, group as various ways training with their own specific characteristics. Within the framework of a lesson, the use of various forms of organizing students’ activities contributes to the achievement of the goals and objectives set by the teacher, affects the relationship not only between students and the teacher, but also on the relationship between the students themselves. The use of a system of different means of involving students in active activities contributes to the effectiveness of learning.

Unfortunately, not every teacher is ready to make a choice and move to a new level of activity. The teacher himself needs to become an organizer, director, accomplice, and, in general, a professional manager of the learning process, from a translator of ready-made knowledge, to help the student become a manager own activities and teach him to plan his work in the lesson, organize it, implement it, exercise self-control and self-assessment.

Frontal formorganization of cognitive activity in foreign language lessons.

Frontal work involves the activities of class students under the guidance of a teacher. It provides few opportunities for students to compare their own and others’ activities, their own and others’ results. The frontal form of organizing students’ activities contains both collective (side by side, but not together) and individual components (each individual perceives the teacher’s explanation, individually does everything that each student does in the class, individually approaches the goal). But, working individually, a student in a lesson can verify the correctness of his decision if the teacher organizes a check, or vice versa, understand the reason for the error, compare his train of thought with the answers of other students assessed by the teacher. When working frontally, the teacher organizes the cognitive activity of all students in the class simultaneously to achieve the goals and objectives of the lesson. With this form of lesson organization, the teacher explains, talks, reads, asks questions, and the students listen, answer, and write. Do everything the teacher asks. The activities of students in this case are anonymous: what the student thinks, how he thinks, no one knows. The student answers only with the permission of the teacher. Students adapt to the teacher, their attention weakens, work causes boredom, and most students lose interest in learning. The use of this form of organizing students’ cognitive activity in the classroom excludes the possibility of their interaction, cooperation, mutual assistance, and does not contribute to the creation of positive emotions in learning. As for the teacher, using the frontal form of organizing students’ work in the lesson, he gets the opportunity to freely influence the entire class staff, present educational material to the whole class, and achieve a certain rhythm in the activities of schoolchildren based on taking into account their individual characteristics. All these are undoubted advantages of the frontal form of organizing students' educational work in the classroom. That is why, in conditions of mass education, this form of organizing students’ educational work is irreplaceable and the most common in the work of a modern school.

Examples of frontal work in foreign language lessons:

Conversation, discussion, story, dictation.

Collective formorganization of cognitive activity in foreign language lessons.

Collective activity is simultaneous, but distributed among team members, work aimed at achieving a common result.

Group workcan be considered as a type of collective. Working in a group and team helps to regulate the behavior of students, bring them closer together, and improve personal relationships. When organizing such interaction, the teacher acts as a professional manager, and the student acts as the teacher’s partner, assistant, consultant, as a student, i.e. teaching oneself under the skillful guidance of a teacher.

The collective form of organizing the cognitive activity of students in the lesson involves the simultaneous completion of a task by a team together, distributing work areas among themselves on the basis of mutual assistance, while exercising mutual control in the team, aimed at achieving a common goal. As a result, when one teaches many and many teach one, students communicate with each other in turns. It is in the group that everyone gets involved in the matter as a common one, and learns to act together to achieve the goal. Group work attracts students with its business focus and communication. Group work can be organized for a specific part of the lesson, can last the entire lesson or cover several lessons. For the teacher, this requires a lot of preparation, appropriate conditions in the classroom, and his role in the lesson is less noticeable, since the children perform tasks in a group, the teacher in this case acts as a curator, adviser, controller.

But also, the group form also carries a number of disadvantages. Among them, the most significant are: difficulties in recruiting groups and organizing work in them; Students in groups are not always able to independently understand complex educational material and choose the most economical way to study it. As a result, weak students have difficulty mastering the material, while strong students need more difficult, original assignments and tasks. Only in combination with other forms of student learning in the classroom - frontal and individual - does the group form of organizing student work bring positive results. The combination of these forms, the choice of the most optimal option this combination is determined by the teacher depending on the educational tasks being solved in the lesson, on academic subject, the specifics of the content, its volume and complexity, from the specifics of the class and individual students, the level of their learning capabilities and, of course, from the style of relations between the teacher and students, the relationships of students among themselves, from the trusting atmosphere that has been established in the class, and the constant readiness to provide helping each other.

Customized formorganization of cognitive activity in foreign language lessons.

The individual form of organizing cognitive activity in the lesson involves students completing individual tasks at the level of their learning capabilities and abilities, at their own pace. In the course of such work, collaboration with other students in the class and comparison of oneself with others is excluded, but it presupposes active interaction with the teacher. For a teacher, using an individual form of work, as well as a group one, requires a lot of effort and time, and complicates the teacher’s preparation for the lesson. It is advisable to carry out individual work at all stages of the lesson, when solving various didactic problems; for assimilation of new knowledge and its consolidation, for the formation and consolidation of skills and abilities, for generalization and repetition of what has been learned, for control, for mastering research experience, etc. Of course, the easiest way is to use this form of organizing schoolchildren’s educational work when consolidating, repeating, organizing various exercises. However, it is no less effective when studying new material on your own, especially when you study it at home first.

Examples of individual forms of organizing cognitive activity: working on cards, working at the blackboard, filling out a table, writing a report, working with a textbook.

In foreign language lessons, it is not recommended to use separate forms of organizing cognitive activity. They are determined depending on the goals and objectives of the lesson, as well as depending on the age of the students. All forms must be selected by the teacher depending on the interests of the students, their level of preparedness, as well as the abilities of the students. Only the combination of all these forms brings positive expected results. Frontal work with the class is more convenient for the teacher, but less interesting for the students. The success of working in groups depends on the teacher’s ability to complete groups, organize work in them, distribute their attention so that each group and each of its participants feel the teacher’s interest in their success, in normal and fruitful interpersonal relationships. Individual work is best used when consolidating, repeating, and organizing various exercises.

Methods of teaching a foreign language.

Teaching technique (teaching technique)- short-term interaction between the teacher and students, aimed at the transfer and assimilation of specific knowledge, skills, abilities.

Some methodological techniques that can be most successfully used by a teacher in the classroom:

Reception “basket of ideas” (concepts, names...)

This is a method of organizing individual and group work of students on initial stage lesson, when they are updating their existing experience and knowledge. ABOUT n allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied. Information exchange is carried out according to the following procedure:

1. A direct question is asked about what students know about a particular problem.

2. First, each student remembers and writes down in a notebook everything he knows about a particular problem (strictly individual work, duration 1–2 minutes).

3. Then information is exchanged in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out where their existing ideas coincide and where disagreements arose.

5. All information is briefly written down in the form of abstracts by the teacher in a “basket” of ideas (without comments), even if they are erroneous. You can “dump” facts, opinions, names, problems, concepts related to the topic of the lesson into the idea basket. Further, during the lesson, these facts or opinions, problems or concepts, scattered in the child’s mind, can be connected into logical chains.

Technique “forming a cluster”

The meaning of this technique is an attempt to systematize existing knowledge on a particular problem. It is associated with the “basket” technique, since the contents of the “basket” are most often subject to systematization.

Cluster is a graphic organization of material showing the semantic fields of a particular concept. Word cluster translated means “bundle, constellation.” Clustering allows students to think freely and openly about a topic. The student writes down the key concept in the center of the sheet, and from it draws arrows-rays in different directions, which connect this word with others, from which in turn the rays diverge further and further.

The cluster can be used at a variety of stages of the lesson. At the challenge stage - to stimulate mental activity. At the stage of comprehension - for structuring the educational material. At the reflection stage - when summarizing what students have learned. The cluster can also be used to organize individual and group work both in the classroom and at home.

Reception of “marking in the margins”

Critical thinking technology offers a technique known as insert . This technique is a means of allowing the student to track his understanding of the text he has read. Technically it is quite simple. Students should be introduced to a number of markings and asked to mark them in pencil in the margins of a specially selected and printed text as they read. Individual paragraphs or sentences in the text should be marked.

The notes should be as follows:

A checkmark (v) indicates information in the text that is already known to the student. He had met her earlier. In this case, the source of information and the degree of its reliability do not matter.

The plus sign (+) marks new knowledge, new information. The student puts this sign only if he encounters the text he has read for the first time. The minus sign (–) indicates something that goes against the student’s existing ideas, something he thought differently about.

The “question” sign (?) marks something that remains incomprehensible to the student and requires additional information, causing a desire to learn more.

This technique requires the student not to read the usual passively, but actively and attentively. It obliges you not just to read, but to read into the text, to monitor your own understanding in the process of reading the text or perceiving any other information. In practice, students simply skip what they do not understand. And in this case, the “question” mark obliges them to be attentive and note what is unclear. The use of labels allows you to correlate new information with existing ideas.

For students, the most appropriate option for completing this work with the text is an oral discussion. Usually, students easily note that they encountered something known to them in what they read, and with particular pleasure they report that they learned something new and unexpected for themselves from this or that text. At the same time, it is important that students directly read the text and refer to it.

Technique "writing syncwine"

Translated from French the word " syncwine " means a poem consisting of five lines, which is written according to certain rules. What is the point of this methodological technique? Compiling a syncwine requires the student to briefly summarize the educational material and information, which allows him to reflect on any issue;

This is a form of free creativity, but according to certain rules. The rules for writing syncwine are as follows:

On the first line it is written one word - noun.This is the theme of syncwine.

On the second line you need to writetwo adjectives, revealing the theme of syncwine.

On the third line they write three verbs , describing actions related to the topic of syncwine.

On the fourth line there is a wholephrase, sentence, consisting of several words, with the help of which the student expressesyour attitude to the topic. This could be a catchphrase, a quote, or a phrase composed by the student in the context of the topic.

The last line is a summary word that gives new interpretation of the theme, allows you to express to itpersonal attitude. It is clear that the theme of syncwine should be as emotional as possible.

Acquaintance with syncwine is carried out according to the following procedure:

1. The rules for writing syncwine are explained.

2. Several syncwines are given as an example.

3. The theme of the syncwine is set.

4. The time for this type of work is fixed.

5. Options for syncwines are heard at the request of the students.

Technique "educational brainstorming"

The main goal of “training brainstorming” is the development of a creative type of thinking. Consequently, the choice of topic for its implementation directly depends on the number of possible options for solving a particular problem.

Training brainstorming is usually carried out in groups of 5-7 people.

The first stage is the creation of a bank of ideas and possible solutions to the problem. Any suggestions are accepted and recorded on the board or poster. Criticism and comments are not allowed. Time limit: up to 15 minutes.

The second stage is a collective discussion of ideas and proposals. At this stage, the main thing is to find the rational in any of the proposals and try to combine them into a whole.

The third stage is the selection of the most promising solutions from the point of view of currently available resources. This stage can even be delayed in time and carried out in the next lesson.

Essay writing technique

The meaning of this technique can be expressed in the following words: “I write in order to understand what I think.” This is a free letter on a given topic, in which independence, manifestation of individuality, discussion, originality of problem solving, and argumentation are valued. Usually the essay is written directly in class after discussing the problem and takes no more than 5 minutes.

Technique “lecture with feet”

The lecture is a familiar and frequently used pedagogical technique. The peculiarity of its use in critical thinking technology is that it is readable dosed . After each semantic part, a stop is required. During the “stop,” there is a discussion of either a problematic issue, or a collective search for an answer to the main question of the topic, or some kind of task is given, which is performed in groups or individually.

All the techniques that the teacher knows can be used in the lesson. There is no preference to any method. All techniques are good for nurturing the student’s active creative personality.

Technologies used in foreign language lessons

• health-saving
• informational
• information and communication
• computer
• gaming
• critical thinking technology
• design technologies

Concept "health-saving educational technology"(ZOT)appeared in the pedagogical lexicon in the last few years and is still perceived by many teachers as an analogue of sanitary and hygienic measures. This indicates a distorted understanding of the term “health-saving educational technologies”, primitive ideas about the content of the work that a school should carry out to achieve its most important task - preserving and strengthening the health of students. Health-saving educational technologies are programs and methods that are aimed at nurturing in students a culture of health, personal qualities that contribute to its preservation and strengthening, the formation of an idea of ​​health as a value, and motivation to maintain healthy image life.

There are several types of health-saving technologies:

• health-preserving (preventive vaccinations, ensuring physical activity, vitamin supplementation, organizing a healthy diet);
• wellness (physical training, physiotherapy, aromatherapy, hardening, gymnastics, massage, herbal medicine, art therapy);
• health education technologies (inclusion of relevant topics in general education subjects);
• fostering a culture of health ( extracurricular activities for the development of students’ personality, extracurricular and extracurricular activities, festivals, competitions.)

Information technologies in teaching English

Currently, new information technologies have begun to be intensively introduced into the educational process, such as the use of Internet resources, educational computer programs, etc.

Computers have rapidly entered our lives and the process of teaching English, somewhat displacing traditional methods and forcing foreign language teachers to solve problems that not a single linguist even suspected existed several decades ago. It is not surprising that not all teachers were ready for the widespread introduction of computers into such a non-traditional field as teaching foreign languages.

The education system, according to many researchers, cannot be independent of the social and political structure of the state; it has always responded to social orders. It is precisely because of this that state policy has recently been aimed at introducing information technology into schools and universities, transforming a spontaneous process, as it has been for the most part for a number of years, into a managed and controlled one, and attracting specialists to work on new educational materials in subject areas, to encourage computer companies to create electronic educational products for Russian schoolchildren and students.

It is necessary that every teacher understands a simple idea: a computer in the educational process is not a mechanical teacher, not a substitute or an analogue of a teacher, but a tool in teaching children that enhances and expands the possibilities of his teaching activities. What the teacher wants to get from using the machine must be programmed into it.

Thus, the computer takes on the lion's share of the teacher's routine work, freeing up time for creative activities, which at the current level of technological development cannot be given to the computer.

Use of information and communication technologies.

I consider information and communication technologies to be one of the leading technologies in organizing the educational process in the classroom and outside of school hours. The use of ICT at all stages of the lesson allows me to optimize the educational process and use time effectively. When explaining new material for clarity, I use computer presentations in Microsoft Power Point, videos from the site www.Youtube.com, educational films, video clips, excerpts from animated films and feature films, and electronic applications to the teaching materials. At the stage of consolidating vocabulary, as well as during generalization and repetition - interactive tasks, during control - interactive tests, when defending projects - computer presentations.

The use of information and communication technologies and multimedia tools, conducting lessons on the basis of a modern media library allows me to intensify the cognitive activity of students, increase motivation to study my subject, and create additional conditions for the formation and development of communication skills and language skills of students. The use of this technology helps to make the transition from reproductive forms to independent, creative types of work.

As a result, multimedia presentations for lessons, presentations for scientific papers, and projects were created.

Computer techologies.

Computers significantly expand the capabilities of teachers to individualize learning and enhance students’ cognitive activity in teaching English, and allow them to maximally adapt the learning process to the individual characteristics of students. Each student gets the opportunity to work at his own rhythm, i.e. choosing for yourself the optimal volume and speed of assimilation of the material. A modern English teacher has at his disposal software, hardware, technical means and devices that provide collection, accumulation, storage, processing of information and provide access to information resources of computer networks. The main thing is to distinguish truly high-quality and easy-to-use information products that allow you to track the effectiveness of their use. Now teachers have at their disposal many educational programs on CDs with simulators, modeling and control tests, and training exercises. Students show genuine and keen interest in working on computers with such educational disks, which is advisable to use in the educational process. Introducing an element of novelty helps to enhance the external and intrinsic motivation teaching schoolchildren, allows those who, having mastered computer technology at the level of an advanced user, to prove themselves to be indifferent to a foreign language. Organizational models of educational interaction between the student and the teacher are also changing. In terms of informatization, they are as follows:

• ·Classroom-lesson model.
• ·Project-group model.
• ·Model of individual activity.

Communication in education is an emerging field of study that includes interpersonal, personal, group, and cultural modes of communication in classrooms. She studies both verbal and nonverbal communication in the classroom. Attention is also paid to such communication difficulties between students as communicative understanding, lack of listening skills and problems of self-expression.

The use of computers in English lessons significantly increases the intensity of the educational process. With computer training, a much larger amount of material is absorbed than was done in the same time under traditional training conditions. In addition, the material is absorbed more firmly when using a computer.

The computer also provides comprehensive (current, milestone, final) control of the educational process. Control, as is known, is an integral part of the educational process and serves as feedback between the student and the teacher. When using a computer to control the quality of students' knowledge, greater objectivity in the assessment is achieved. In addition, computer control can significantly save study time, since the knowledge of all students is simultaneously tested. This allows the teacher to pay more attention to the creative aspects of working with students.

Gaming technologies

The role of games in foreign language lessons is enormous, as it makes the learning process attractive and interesting for every child. When using gaming technologies in lessons, the following conditions must be met:

1) compliance of the game with the educational goals of the lesson;

2) accessibility for students of a given age;

3) moderation in the use of games in the classroom.

A game is a type of social practice, an effective reproduction of life phenomena outside of a real practical setting. Game activities in a foreign language lesson not only organize the communication process, but also bring it as close as possible to natural communication. The task of the teacher, according to the statement of Anatole France, is “to awaken the curiosity of students in order to satisfy it in the future.” Games must correspond to the level of preparation of students and be necessary for passing certain grammatical or lexical material. With the help of the game, pronunciation is well practiced, lexical and grammatical material is activated, and listening and speaking skills are developed. With its help you can relieve psychological fatigue; it can be used to mobilize the mental efforts of students, to develop their organizational skills, instill self-discipline skills, and create an atmosphere of joy in the classroom. The goals of game-based learning for schoolchildren are: - development of thinking using a foreign language; - increasing motivation to study the subject; - ensuring personal growth of each participant in the game; -contributing to the improvement of skills to actively and kindly interact with each other.

Technology of critical thinking.

Critical thinking is understood as the ability to analyze information from the perspective of logic and a personal-psychological approach in order to apply the results obtained in a variety of communication situations. The main feature of the technology is the “construction” of one’s own knowledge within the framework of one’s own search activity.

Critical thinking technology gives the student:

• Ability to work collaboratively with others
• Ability to take responsibility for one’s own education
• Increasing the efficiency of information perception
• Increasing interest both in the material being studied and in the learning process itself
• The desire and ability to become a lifelong learner.

Critical thinking technology gives the teacher the opportunity to:

• Create an atmosphere of openness and responsible collaboration in the classroom
• Use a system of effective techniques that promote the development of independence
• To help students become both practitioners and analysts who at the same time can competently analyze their activities
• Become a source of valuable information for colleagues.

Using technology of project-based learning and research activities.

I consider the project method to be one of the leading methods in developing students’ speech competencies and the ability to use a foreign language as a tool for intercultural communication and interaction. Therefore, I consider one of the main tasks to be the development of project skills in students. Working in a project group, students are included in an active dialogue between cultures, using knowledge and skills in English in new, non-standard situations. My students come out with research work to school scientific and practical conferences, I have experience of participating in a city conference.

Project activities are widely used in English lessons in high school. Project activities are aimed at solving communicative problems, focused on the student’s personality, and develop the motivation and creative potential of the teacher and students. In the process of working on the project, there is an integrated development of all types of speech activity and a combination of collective, pair and group work.

Project activities are of particular interest to high school students, because They can and know a lot, and working on projects helps them realize their knowledge, skills and abilities. It begins at the stage of formation of speech skills and ends at the stage of skill development with the presentation of the project and its defense. The work consists of the following steps:

1. Definition of the topic.
2. Definition of the final result.
3. Discussion and preparation of a project plan.
4. Collection of information.
5. Data processing.
6. Project design.
7. Project presentation.
8. Project evaluation.

Information sources

1. Albrecht K.N. The use of ICT in English lessons // Electronic scientific journal “Information and communication technologies in pedagogical education”. – 2010.
2. Galskova N.D. Modern technique teaching foreign languages ​​M., 2000.

Using interactive methods and techniques to

modern English lesson.

Essential characteristics of interactive learning. Description of the possibility of using some innovative interactive methods and techniques

in an English lesson.

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Using interactive methods and techniques to

modern English lesson

At the present stage of development of domestic methodological thought, the main

the structural unit of the educational process in a foreign language - a lesson / lesson is considered as a complex act of communication, the main goal and content of which is practice in solving problems of interaction between subjects of the pedagogical process, and the main way to achieve the goal and master the content are motivated communicative tasks of varying degrees of complexity.

It is generally accepted that communication in the process of teaching a foreign language can be “one-sided” and “multilateral”. In the first case, we mean the organization of the educational process with a predominance of frontal forms of work, when the teacher asks / encourages the student to perform speech activity - the student answers.

As for “multilateral” communication, typical forms of work for it are group and collective, in which each student has the opportunity to prove himself as an independent and full participant in a certain activity.

It is when organizing “multilateral” communication in a foreign language lesson that interaction between all participants in the educational process occurs and opportunities are created to reveal the personal potential of each student. Mutual express surveys and interviews in a study group, exchange of information, finding your partner, making group decisions, coordinating joint actions, discussion “by the rules” and other tasks allow you to teach schoolchildren to practically use a foreign language.

As our own experience of teaching a foreign language and the experience of numerous practicing teachers shows, it is not always possible to organize verbal interaction in the classroom using traditional methods and forms of work. The main methodological innovations today are associated with the use of interactive methods and techniques for teaching a foreign language. Interactive methods - methods that allow you to learn to interact with each other; and interactive learning is learning based on the interaction of all students, including the teacher. However, in the latter case, the nature of interaction changes: the activity of the teacher gives way to the activity of the students.

The essence of interactive learning is a special organization of the educational process, when everything

students become involved in the learning process. The joint activity of students in the process of mastering educational material means that everyone makes their own special individual contribution, knowledge, ideas, and methods of activity are exchanged. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to gain new knowledge, but also transfers cognitive activity to higher forms of cooperation and collaboration.

The purpose of using interactive methods and techniques in teaching foreign languages ​​is the social interaction of students, interpersonal communication, the most important feature of which is the ability of a person to “accept the role of another,” to imagine how his communication partner perceives him, to interpret the situation and to construct his own actions.

As part of a foreign language lesson, teachers use the following interactive methods and techniques:

Work in small groups, in pairs, rotating threes, “two, four,

together";

Carousel method / “idea” carousel;

Aquarium; - brainstorming / brainstorming / “brainstorming”;

- “openwork saw”;

Brownian motion;

- “decision tree”;

Technique for drawing up a mental (intellectual) map;

Conferences/discussions;

Role-playing / business games;

Debate.

This list can be expanded, because... every teacher is able to come up with and introduce into the educational process effective techniques and methods for organizing students’ verbal interaction in a foreign language lesson.

“Carousel” is an interactive method of work, during which two rings are formed: internal and external. The inner ring is formed by students sitting motionless, and in the outer ring the students change every 30 seconds. Thus, they manage to talk through several topics in a few minutes and try to convince their interlocutor that they are right. Usage this method allows you to effectively practice etiquette dialogues. The implementation of the “ideological carousel” technique involves the following operating algorithm:

1. Each member of the microgroup (4-5 people) is given a blank sheet

paper and everyone is asked the same question. Without a verbal exchange of opinions, all participants write down spontaneous wording of responses to it on their pieces of paper.

2. Sheets with notes in the time-poor mode are passed around in a clockwise circle to neighbors in the microgroup. Upon receiving a sheet of notes, each participant must make a new entry without repeating existing ones. The work ends when everyone gets their piece of paper back. At this stage, records are not analyzed or evaluated.

3. In microgroups, the answers and proposals formulated by the participants are discussed and the most important and relevant ones are highlighted in the final list.

4. Exchange of results of microgroups’ work. All microgroups take turns offering their wording from the final list. If the wording does not meet with objections from other groups, it is included in the final general list.

The “Aquarium” technique is a “performance” where the audience acts as observers, experts, critics and analysts. Several students act out the situation in a circle, while the rest observe and analyze it. So, for example, studying the topic “How do Teens Express Their Individuality?” in 10th grade. You can propose an “aquarium dialogue”: the text of the dialogue can be anything, for example, a conversation between representatives of several youth subcultures. The task of the actors is to convey the relevant features, characteristics of a particular subculture, and the task

viewers - to determine what subculture the speakers presented. Roles can be suggested by the teacher himself, naturally, secretly from the audience, or the students themselves can choose the subculture whose views they share and want to present/discuss.

The method of “brainstorming” (brainstorming, “brainstorming”) is an operational method of solving a problem based on stimulating creative activity. Participants in the discussion are asked to express as many possible solutions as possible; from the total number of ideas expressed, the most successful ones are selected that can be used in practice. Options for using this method in a foreign language lesson can be the following:

1. Start the lesson with brainstorming as a speech exercise - Warming Up, asking students questions: What are your associations with...? What do you associate with…? What immediately comes into your mind when you hear...?

2. Invite students to relax, tune in to the topic of reflection, take pens and write down the thoughts that come to their minds on a particular topic/problem.

3. Brainstorming as an interactive technique for organizing group discussion at the pre-text stage. The use of this technique involves step-by-step implementation. Step 1 - warm up (lasts 3 minutes). Over the course of several lessons, the topic “Is It Easy To Be Young?” is studied. The teacher offers to conduct brainstorming with the participation of all students in the group and name as many ideas as possible that they associate with this topic. A mental map (cluster) is drawn up, and “Teenage Problems” appears among the ideas. Step 2 – uniting students into mini-groups. Step 3 – work in mini groups for 7 minutes. The teacher clearly states the problem or issue that needs to be addressed. So, for example, you can offer to conduct brainstorming in mini-groups on the problem of the text that students will read “Young People - Old Problems”. The students’ task is to express and write down as many ideas as possible (even the most absurd ones), and then, after reading the text, draw a conclusion about what problems are common to teenagers all over the world, and what problems concern only Russian teenagers.

Method of drawing up a “mental map” (intellectual map, knowledge map, “Mind Map”, “mind map”, “intelligence map”, “ideational grid”, “memory map”, “mental map”. Such maps are diagrams, diagrams , visually representing different ideas, tasks, theses, related to each other and united by some common problem. The map allows you to cover the entire situation as a whole, and also to hold a large amount of information in your mind at the same time in order to find connections between individual areas, missing elements, remember information and be able to reproduce it even after a long period of time. An example of compiling a “mental map” on the topic “Teenage Problems” can be seen in the figure.

A variant of the mental map is “Fishbone”. The “head” of this skeleton indicates the problem that is discussed in the text. The skeleton itself has upper and lower bones. On the top, students note the reasons for the problem being studied. Opposite the upper bones are the lower ones, on which students, as they read, write down facts that reflect the essence of the problem. The fact gives the problem clarity and real outlines, allows us to talk not about an abstract, but about a concrete solution to this problem.

The “Brownian movement” technique involves students moving around the class in order to collect information on the proposed topic, while simultaneously practicing the studied grammatical structures. Each participant receives a sheet with a list of questions and tasks: “Interview your group-mates what subculture they belong to or share ideas with” or “Who can help teenagers cope with their problems?” The teacher helps formulate questions and answers and ensures that interactions are conducted in English.

Jigsaw technique (“openwork saw”). Students are united in groups of 4-6 people to work on educational material, which is divided into logical and semantic blocks. The whole team can work on the same material, but each member of the group gets a topic that they develop with particular care and become an expert on. Meetings of experts from different groups are held, and then everyone reports to their group on the work done.

Students are interested in their peers completing their task conscientiously; this may be reflected in the overall final grade. Each student individually and the entire team as a whole reports on the entire topic. On final stage The teacher can ask any student in the group a question about the topic. Questions can be asked not only by the teacher, but also by members of other groups. Pupils of one group have the right to supplement the answer of their friend. At the end of the cycle, all students can undergo individual control in the form of a control section. In this case, the results are summarized. The team with the most points is awarded. Such

work in foreign language lessons is organized at the stage of creative application of language material. The work using this method can be schematically represented as follows:

1) Home groups: A – B – C – D; A – B – C – D; A – B – C – D

2) Expert groups: AAA; BBB; CCC; DDD

3) Home groups: A – B – C – D; A – B – C – D; A – B – C – D

At the final stage, you can ask students to take a test. The results are summed up and a score is given to the entire group, or the best group is named. Usage

This technique is also possible when working with vocabulary or educational text.

In conclusion, it should be noted that all interactive methods and techniques develop communication skills, help establish emotional contacts between students, teach them to work in a team, listen to the opinions of their friends, and establish closer contact between students and the teacher. Practice shows that the use of interactive methods and techniques in a foreign language lesson relieves nervous tension in schoolchildren, makes it possible to change forms of activity, and shift attention to key issues of the lesson topic.

Ultimately, the quality of presentation of the material and the efficiency of its assimilation, and, consequently, the motivation to learn a foreign language on the part of schoolchildren are significantly increased.

Methodical piggy bank of English teacher N.S. Kuruleva.

“Interactive teaching techniques in English lessons”

I. Roots - the class is divided into 3 or 4 groups with the same number of students. Each group discusses the issue and makes notes on its “tree” (on a sheet), then the groups change places and make notes on their neighbors’ trees - their ideas.

III. GEP-pair form of work; Students are offered the same text with missing sentences, phrases and words. Each option has its own sentences missing. When interacting with each other, using synonyms, definitions and other methods of semantization, students reproduce the text in full.

IV. Pyramid - pair/group forms of work. Students receive a list of new words at the beginning of the topic. First, each student individually marks the words he/she knows. Then students work in pairs, learning from each other the meanings of unfamiliar words. After that, they do the same in mini-groups, groups, and learn the meanings of the remaining words from the teacher.

V. Mystical object - each student receives a card with a new word and must fill out the table within 2 minutes, answering the questions: “What is this object? ", "Why is it used? ", "What does he look like?". Students then go around and collect their classmates' ideas by asking them the same questions. After students have talked to everyone, they present their subject, naming those ideas that, in their opinion, are closest to the truth. The teacher explains the word or clarifies its meaning if the student was wrong.

VI. Practice and presentation - The teacher distributes a table with questions in the grammatical design of which there is a new grammatical phenomenon. Students work in pairs, asking and answering questions of each other. Then the teacher asks the students to determine the meaning of the new grammatical phenomenon and then gives an explanation.

VII. Information gap is a paired form of work. One of the speech partners has access to certain information that the other does not have. The task of the second participant in communication is to obtain the missing information in order to successfully complete the task.

VIII. What will I do with the gift? - for this game, a “bag of gifts” and thick mittens are prepared in advance. The student receives mittens, which he puts on, and only then puts his hands into the bag. His task is to determine by touch what he comes across

(you can put symbolic things in the bag: candy, tangerine, pen, postcard) and then say what he will do with the gift next year.

Interactive teaching methods and techniques

Brainstorming, “brain attack” (Delphi method) is a method in which any student answer to a given question is accepted. It is important not to immediately evaluate the points of view expressed, but to accept everything and write down everyone’s opinion on the board or piece of paper. Participants should be aware that they are not required to provide reasons or explanations for their answers.

Brainstorming is used when it is necessary to find out the awareness and/or attitude of participants towards a certain issue. You can use this form of work to receive feedback. Algorithm:

1. ask participants a specific topic or question for discussion;

2. invite you to express your thoughts on this matter;

3. write down all the statements made (accept them all without objection). It is allowed to clarify statements if they seem unclear to you (in any case, write down the idea as it sounded from the participant’s lips);

4. when all ideas and judgments have been expressed, you need to repeat what task was given and list everything that you wrote down from the words of the participants;

5. conclude the work by asking the participants what conclusions they think can be drawn from the results.

The association method is the first and main method of memory development, which must be mastered, since it is not only functional in itself, but is also an integral part of most methods of effective memorization. Associations must be unusual, non-standard, incredible. The association method is especially convenient for memorizing logically unrelated information.

Quick questioning - The first student asks a short question to the second, the second to the third, etc. until the last student. The time to answer is a few seconds; the teacher has the right to remove a question that does not correspond to the topic or is not correct enough. As an option, you can arrange a competition between the rows against the clock (which group, without breaking the chain, will answer the questions correctly and faster than others.) In this case, you need to choose a referee who controls the correctness of the answers and the time for which the students will complete the task.

Apple tree of expectations:

Goal: students independently formulate their expectations from the lesson, learn about the expectations of other students. Throughout the lesson they see their progress forward.

Structure of the work: the teacher hangs whatman paper with a picture of a tree on the board, students are given templates of apples. Students write their expectations for the lesson on the apples and take turns placing them on the tree. There may be several expectations.

As the wishes begin to come true, that is, the apples begin to “ripen,” they need to be collected and placed in a common basket. This method clearly demonstrates to each student his progress.

I don’t see - one of the students is blindfolded. The student sits in the corner of the classroom. Then the arrangement of furniture in the classroom changes (the classroom becomes like a labyrinth). A prize (candy, coin, etc.) is placed in another corner of the classroom. The student must reach the prize without touching objects in the classroom. The other students must guide the blindfolded student around the room. (The student has “3 lives”, i.e. he/she can touch the furniture 3 times)
Language: direction, imperative
This task encourages trust among group members.

Carousel is a method whose purpose is:

Training students in the use of vocabulary in situations close to natural settings;

Activation of students’ speech and thinking activity;

Development of students' speech reactions.

Students form two rings: internal and external. The inner ring consists of students sitting motionless, and the outer ring consists of students who change every 30 seconds. Thus, they manage to talk about several topics in a few minutes and try to convince their interlocutor that they are right.

Snowball. The method of educational cooperation is based on joint activity, the search for various types of interaction: work in pairs, small groups, teams. In the course of such assistance, children are encouraged to collectively solve problems and engage in active dialogue. Classroom activities are organized to stimulate and encourage interaction between students.

The purpose of this method is to organize joint educational work of students; At the same time, the teacher receives additional motivational tools to involve children in the learning content; the opportunity to combine teaching and education in the classroom; build human and business relationships with children.

This method is often used in English lessons. Using it, you can learn words or even texts.

The essence of the game is as follows:

Student 1 says a word. Student 2 repeats the word of student 1 and says his word. Student 3 repeats the words of students 1 and 2 and says his word. Student 4 repeats the words of students 1, 2, 3 and says the layer word, etc. It is better to ask students randomly so as not to relax. It is important that they remember the sequence of words.

This exercise is very effective - it allows you to learn a fairly large number of words in a short time.

Aquarium is a role-playing game in which 2-3 people take part, and the rest act as observers, which allows some to “live” the situation, while others analyze the situation from the outside and “empathize” with it.

Advantages of the method:

• effective when it is necessary to demonstrate a skill, ability, emotion, state when there is a shortage of time; (compensatory competence)
• students can act as experts and analysts;
• encourages participants to do practical work.

Role-playing is the act out by group members of a skit with pre-assigned roles in the interests of mastering a certain behavioral or emotional side of life situations. Role-playing is carried out in small groups (3-5 participants). Participants receive a task on cards (on a board, sheets of paper, etc.), assign roles, play out the situation and present (show) it to the whole group. The teacher can assign roles himself, taking into account the characters of the children.

The advantage of this method is that each of the participants can imagine themselves in the proposed situation, feel certain states more realistically, feel the consequences of certain actions and make a decision.

This form of work is used to model the behavior and emotional reactions of people in certain situations by constructing a game situation in which such behavior is predetermined by given conditions.

Challenge - two students are called to the board, and the teacher offers them a topic, for example, “Youareatschool”; you need to spontaneously act out a dialogue.

Debate. To conduct a debate, you need to form two teams of three people each. One team, the so-called team A, gives arguments in favor of a controversial issue, and team B is its opponent, and its arguments are against the controversial issue. The rest of the students serve as debate judges. Their task is to listen carefully and evaluate the success of each team according to the following criteria:

1. presentation of the situation and argumentation;
2. persuasiveness and evidence of arguments;
3. organization of team work;
4. speaker's speech: clear, easy to understand

One student is also needed to keep track of time, since one of the conditions is a limited time for performances. Usually take one or two minutes for each team member to speak and one minute to discuss subsequent arguments.

Discussion is a special form of collective cooperation that promotes active, intense mental activity.

The discussion presupposes, first of all, a good moral atmosphere of understanding, which in foreign language lessons can be achieved through the development and careful observance of the following rules applicable to students' statements in English:

1. any thought can be expressed without fear (students are not afraid that their statement will be criticized, considered insufficiently deep, and most importantly, that they will make mistakes in English speech);

2. the number of proposed ideas should be as large as possible;

3. the ideas expressed are allowed to be combined as desired, as well as modified, i.e. improve ideas put forward by other group members or other students.

Communication spinner - this technique allows students to communicate and listen to several students in a short period of time. Students are given specific passages on a given topic. The teacher forms two circles: internal (static) and external (dynamic). Students communicate simultaneously and when the teacher claps, the outer circle begins to move to the right.

Bingo - one student comes out to tell the proposed situation, at this time the rest of the students must enter 6 or 9 words into the table that, in their opinion, the student at the board will use in speech, anticipate LE. Whoever fills out the table with words first shouts “Bingo.”

Balloon debate - each student chooses a celebrity. All participants travel in a hot air balloon. Suddenly the ball begins to lose altitude. Someone must jump down for the ball to rise. Each student has 2 minutes to explain why he/she is important to the world.
Variation: Instead of famous people, you can choose professions.

Quick thinking class is divided into mini groups. Each group receives two sets of cards: questions and active words. Students take turns answering questions using active words.

Explain your action - students receive cards with some situation (preferably extraordinary). Their task is to come up with a plausible explanation using as many active words as possible.

A story for special listeners - students compose monologue statements on the same topic, with the same new vocabulary, but with different communicative targeting (for children, for the deaf, etc.)

Smart secretary - students are divided into two teams. Each team selects a secretary - a person who writes quickly and correctly. There is a text on the chairs in front of the board for each team. At the teacher’s signal, the first student runs to the chair, tries to remember as much information as possible from the text, returns to his team and dictates to the secretary what he was able to remember. The next student runs to the board...and so on until the text is completed. At the end of the dictation, both content and spelling are assessed.

1. Lines - the teacher divides students into 2 groups (a group of teachers and a group of students), equal in number, but different in level. Students line up in two lines opposite teachers. At a signal, teachers must teach students as many new words as possible within 1-2 minutes. At the teacher's signal, the students move one person at a time, and the last one moves to the first teacher. The activity continues until students have visited all students.
2. Words on the wall - The teacher pastes new vocabulary items on various objects in the classroom. Students go around the room making sentences using the new word and the name of the object it is labeled on. The teacher then removes the words from the objects and the students recall the sentences they made.
3. Grammar marathon - The teacher lays out cards with grammatical phenomena (verbs with prepositions, adverbs, verbs in a certain tense form) around the class. Students follow the route, making up a story using a grammatical phenomenon.
4. Fruitbasket - students sit in a circle. The teacher stands in the center of the circle and gives the instruction: “Switch places if you are wearing jeans.” Students who match the description must switch places. The teacher also tries to take an empty seat. The student who does not have enough chair stands in the center of the circle.
   Language: conditional sentences, clothes, colors, appearance.
5. Don’t get lost - the student goes to the board and begins a monologue on the proposed topic. The task of other students is to ask questions not related to the topic of the statement. The student must answer the questions without getting lost and continue his story.

PRES (pointofview - points of view, reason - reason, example - example, summary - result). The goal is to develop students’ skills in competently formulating their point of view, positions in discussions, and improving the system of argumentation.

Microphone - an object that plays the role of a microphone is transmitted to each other. Only the one holding the microphone is allowed to speak; the others listen attentively. When one student has finished speaking, the microphone goes to another person who wants to speak or the teacher passes it on. This simple method fosters respect for your peers and the thoughts they express.

Task: ask a question on your topic for another group, but one that has not yet been asked today.

In someone else's shoes - students choose famous person with whom you would like to interview. Make up questions together. Then a person is chosen who takes a central place in front of the whole group and answers questions. During the interview, several people may change the celebrity.

ClassSurvey - Students receive a card with a question. Their task is to find out the opinions of all classmates.

Role-plays - pair or group form of work. For example, a visit to a fortune teller (to practice the future tense), a visit to a travel agency (to practice the use of articles with geographical names)