Formation of communication skills in English lessons. Development and control of students' communicative skills in English lessons. highest qualification category
Formation of communicative universal learning activities in the classroom in English
"The great goal of education is not knowledge, but action"
Herbert Spencer
The main purpose of a foreign language is to form communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers. In addition, the study of a foreign language should ensure that students become familiar with the culture of the countries of the language being studied, a better understanding of the culture of their own country, the ability to present it by means of a foreign language, and the inclusion of schoolchildren in the dialogue of cultures. V modern conditions a person who is fluent in a foreign language is in demand.
I would like to single out a number of the most effective, in my opinion, approaches that contribute to the development of the communicative competence of students in the context of the implementation of the new standard:
creating a real opportunity for communication in each lesson;
conducting non-standard lessons;
creation and protection of projects using information and communication technologies, and the creation of situations that imitate the language environment;
inclusion of students in gaming activity leads to natural desire speak the language;
a combination of independent individual work with group and collective work, an independent search for the necessary information by students;
development of creativity, ability to work with various sources of information;
introduction of authentic material in the classroom;
conducting extracurricular activities in the subject as a step towards the development of creative, communicative abilities of students.
The important principles of teaching a foreign language in a modern school, which I follow in my work, are:
1 Communicative orientation in teaching a foreign language
Teaching students to communicate in a foreign language in the context of the educational process is a rather difficult task. After all, natural speech is stimulated not by necessity, but by the need for real communication. Foreign language lessons - communication lessons. But in the absence of a language environment, the learning conditions are in conflict with the essence of the subject, which is a huge difficulty for teachers of a foreign language. In my lessons, I try to create natural conditions for communication, as far as possible: tasks of role-playing games, creating game situations, the use of entertaining material, physical education minutes.
All this brings the speech activity of schoolchildren closer to natural norms, activates the previously studied material.
2 Compliance with the activity nature of the educational process.
An important requirement of the modern learning process is the activation of students' activities, which contributes to the formation of their active life position, independence, interest in the subject, improving the quality of knowledge, skills and abilities.
The activity nature of the subject "Foreign language" corresponds to the nature of the student who perceives the world holistically, emotionally and actively. This allows you to include foreign language speech activity in other activities characteristic of a child of this age - play, cognitive, aesthetic. This makes it possible to make various connections with the subjects studied at school and to form meta-subject general educational skills and abilities. It is important to create conditions when children learn to listen to each other, are able to adequately assess their answer, and want to learn new things.
It is no coincidence that in the new GEF formation universal learning activities that provide students with the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience is considered the most important key task modern system education.
This principle is manifested in role-playing games and project activities. I use different forms of work in the classroom: individual, pair, group The use of games and game situations in the classroom reveals the abilities of children, their individuality, increases students' motivation to learn English, and helps to create a friendly atmosphere in the classroom. Games allow for an individual approach to students. Collective games develop the ability to work in a group, find the necessary forms of cooperation. By the nature of the game methodology, games are divided into:
Subject;
plot;
role-playing;
D spruce;
simulation;
Dramatization games. In my lessons in elementary school, I use various types of games, but subject, plot, role-playing, games - dramatization (slide No. 1) are highly preferred.
When teaching self-control and self-esteem, students develop regulatory and communicative UUD. Along with the five-point scoring system, other methods can be used. So, I suggest that the guys use circles of different colors (“green” - I succeeded; “yellow” - I managed to complete the task, but with errors; “red” - SOS, I could not complete the task). Showing a particular circle is accompanied by a verbal explanation of why that particular color was chosen. When teaching to evaluate the oral answers of classmates, you can invite the children to express their opinion about what they heard (first in Russian with a gradual transition to English). As a result of organizing such activities, children learn to listen carefully to their classmates, to objectively evaluate their response. It is also advisable to introduce such a form of work as mutual evaluation of written works.
The stage of reflection in the lesson, with its proper organization, contributes to the formation of the ability to analyze one's activities in the lesson. It is also very important to reflect the mood and emotional state children, reflection of the mood and emotional state of children. You can conduct reflection not only on the basis of the results of one lesson, but also on the basis of a quarter, half a year, after studying a topic.
Reflective map in English for the 1st half of a student of the _ class (slide No. 2).
The use of communication technologies in high school.
Creation of presentations by students on the topic "Travel". The main purpose of this type of work is the process of communication. So students 9 b,d classes prepared and presented the following works:
- "Journey through St. Petersburg";
- "Sunny Bulgaria";
- "Spain Flamenco";
- "Greece".
Students use musical accompaniment in their work. show interesting places inviting to travel. They ask questions .... How to choose a hotel, about the weather, customs, culture, people, etc.
"Traveling and Tourism" Mini-projects in groups or pairs. Students act as organizers of an educational trip to England. They are given initial data (season, number of days, number of travelers) and are invited to develop a travel itinerary, visit attractions, cultural events. Students are encouraged to use the vocabulary worked out in the lesson and etiquette forms of expressing agreement / disagreement. All group members must agree on the final travel option and present it to other groups. After the presentations different options groups vote for the most successful. You can't vote for your group. This type of task may involve working with a computer, using Internet resources, drawing posters, etc.
In the standard of the new generation, great importance is also given to the independent work of the student. In this regard, in my lesson activities, I use such technologies as the project method, critical thinking technology, problem-based learning as a way to develop communicative competence, differentiated learning, etc. These technologies are aimed at developing active thinking in students and teaching them not just memorize and reproduce knowledge, and be able to apply it in practice.
One of the main incentives for learning is the game. After all, in combination with discussions and debates, games, in particular, role-playing games in English lessons are the most informative and effective teaching methods in terms of perception. During the game, the student overcomes his stiffness and anxiety.
In a normal discussion, an insecure student can keep silent, and in the process of playing, everyone gets a role and becomes a partner, and what is very important, the training material is worked out well. The game itself causes the need for communication, stimulates interest in participating in communication in English ... For example, when studying the topic "Conflicts" in grade 9
I devote the first lessons of the section to the introduction and activation of lexical units on the topic proposed by the author of the textbook, in order to develop the skill of dialogic / monologue speech in the form of a debate, round table, conference, conversation, etc.
Fluency in vocabulary allows you to:
- to form the communicative competence of students (confidence in communication and understanding of the listened text in English);
- develop the skills of situational real communication (one of the questions of the ticket for foreign language on the GIA - to act out an unprepared dialogue with the teacher on the situation);
– solve practical, social and personally significant problems;
- analyze their own activities, the work of classmates and teachers in the target language.
The result of the lessons on the topic are role-playing games in various situations Role-playing game assumes the presence of a certain number of characters, as well as a game problem situation, in which the participants of the game act. Each participant during the game organizes his behavior depending on the behavior of his partners and his communicative goal. The result of the game should be the resolution of the conflict (slide No. 3,4).
Work according to the project methodology requires students to have a high degree of independence of search activity, coordination of their actions, active research, performing and communicative interaction. The main idea of the project method is to shift the emphasis from different kind exercises for active mental activity of students in the course of joint creative work. The role of the teacher is to prepare the students for the project, to choose a topic, to assist the students in planning the work, to supervise and advise the students during the course of the project as an accomplice.
Sociocultural orientation of the process of teaching a foreign language
Teaching English gives the teacher ample opportunity to educate citizenship and patriotism. This is facilitated by the communicative orientation of the subject, its appeal to the study of life, customs, traditions and language of another people. account, true love for the Fatherland. Moral and historical beginnings are inseparable. Consequently, while shaping historical consciousness, we simultaneously strengthen moral ideals, patriotic feelings of students and love for our Motherland. In my lessons, I try to create an atmosphere, select material that would give knowledge about the history, traditions of our Motherland, great compatriots, I teach children to compare and draw conclusions. In UMK Biboletova M.Z. "Enjoy English" for grades 2-11 contains a large regional study material on Russia. In addition to it, I use other sources, as well as audio materials and videos, which, in my opinion, increase the interest of students
Studying the course St. Petersburg (slide number 5).
The purpose of the course is the education of patriotic feelings through the education of love for the small motherland.
Main tasks:
(except for teaching): expanding horizons, getting to know history and sights native land, development of creative abilities of students, education of a sense of citizenship and love for their homeland. To achieve the goal of this course, I consider it appropriate to use the project method, i.e. the project method is integrated into the traditional system of teaching The use of ICT in the classroom helps to make it interesting and memorable for students. Presentations, including photographs, pictures, tables, accompany the lesson at its various stages (this includes Listening, Speaking, and conducting test tasks). Here I want to note that schoolchildren like project work, because it gives them an additional opportunity to express themselves, allows them to choose the form of activity that they like. It unites the guys, since most often they work in groups, helping each other, while choosing and discussing the project topic, selecting literature and materials, drawing up a project plan, designing, writing a paper, creating presentations. Students themselves choose the topic of their research work (abstracts or presentations), work in a group or individually. For example, while working on the St. Petersburg course, students' mastery of universal educational activities creates the possibility of independent successful assimilation of new knowledge. Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal of school education is to develop the student's ability to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements, in other words, the ability to learn. And this involves the search for new forms and methods of teaching, updating the content of education.
The first type of social activity that occurs in a child as part of his mental development is communication. Full communication is possible only when the child masters communication skills. Thanks to these skills, a junior student has the opportunity not only to fully communicate with peers, but to receive the information necessary for development.
Communication is of great importance for the formation of the human psyche, the development and formation of a culture of behavior.
The communication process provides the younger student with extensive opportunities in gaining knowledge, exchanging life experience, etc., thereby forming the child's personality.
The concept of a communicative personality
Definition 1
Communication skills are the ability of a person to interact with other people, adequately interpreting the information received, as well as correctly transmitting it.
The main component of the personality is its communicative qualities. Communication plays a big role in the life of every person. A full-fledged existence of a person is impossible without the presence of communication in his life.
A person is one of those creatures who, for mental development, needs communication with others, contacts with other people through communication.
Mastering communication skills is an important condition for a person's life and professional success. Without communication, it is impossible to carry out high-quality joint actions between people.
By the time they enter school, each child has a number of communication skills and abilities that are constantly improved in the learning process.
Unlike kindergarten, schools have stricter requirements for speech and general communication skills. During the answers in the lessons, the teacher monitors not only the correctness of the answer, but also the correctness of its submission.
In the process of learning, the child's vocabulary expands significantly, he learns many new terms, learns to use them in his speech. Along with new words, the child learns new rules in communication. If in kindergarten it is permissible to address adults by name (in view of the age of the child and sometimes the imperfection of his speech), then at school children are taught that all adults must be addressed strictly by their first name and patronymic and “You”.
New knowledge in the field of communication acquired by a child at school must be constantly reinforced, improved and developed. All this is the main task of the teacher. primary school.
To date it is elementary School is the first step, the purpose of which is to develop the communication skills and competencies of young children school age.
Possibilities of English lessons in the formation of communication skills in younger students
According to the Federal State Educational Standard, the main goal of foreign language lessons in primary school, is the development of elementary communication skills and competencies of students.
Elementary communication skills are understood as the readiness and ability of the child to interpersonal communication with others in oral and written form.
Based on the goal, the following tasks are formulated:
- Formation of skills of understanding foreign language speech. The child should not just know individual words, but understand and capture the essence of what is said (written) in English.
- Generate foreign language statements based on the situation of communication and the speech task. The child should be able to keep up the conversation, answer the question, if necessary, ask clarifying questions.
- To teach the child to carry out his communicative behavior in accordance with the established rules and norms of communication. The process of communication with native English speakers should take place in accordance with the communication standards established in their homeland.
- Compliance with national communication rules. It is necessary not only to teach the child to put words into sentences, but to do it according to the rules for posing sentences in compliance with gender, number, etc.
The main methodological content of an English lesson should be aimed at the development and formation of communication skills in a natural language environment. That is, the teacher must create such conditions so that children do not “cram” the English language, but learn natural communication in an easy and accessible way.
Thus, English lessons are of great importance for the formation of communication skills and the assimilation of communication norms.
The main forms of educational communication in English lessons in elementary school
There are the following forms of development of communication skills in younger students in English lessons:
- Monologic form (speech of one student in front of others).
- Dialogic form (communication between two or more students).
- Speeches (report, abstract, etc.).
- Educational conversation (answers to questions, conversation on the topic of the lesson, etc.)
- Story (a story prepared in advance and voiced by the student on a given topic).
- Retelling (the most commonly used form, the student retells the read text)
- Group educational conversation (discussion of the task, solution of the set learning task etc.)
- Message (pre-prepared by the student, on a specific topic, a message for 2-3 minutes)
- Role-playing game (use of gaming pedagogical technologies)
- Blitz Tournament
- Defense of the project (a short speech about the prepared abstract, research, etc.)
The most effective form of work with children of primary school age is group or pair work of students, using game pedagogical technologies. This is due to the fact that children of primary school age retain interest in the game.
Working in pairs or groups, children do not feel as embarrassed as when answering in front of the whole class. The child is liberated and shows speech independence. Even if one child corrects another, it is not perceived as sharply as if he was corrected in front of the whole class. In case of difficulty, one child can help another in the correct form.
Remark 1
Thus, English lessons not only have a positive effect on the development of the mental functions of primary school students, facilitate the process of their entry into the universal culture through communication in a new language for them, but also form communication skills.
Project: Methods and techniques for the formation of communication skills in English lessons First of all, we considered it necessary to study theoretical basis problems of development of communication skills, having analyzed the works of various authors on this issue in the process of learning English.
- First of all, we considered it necessary to study the theoretical foundations of the problem of developing communication skills by analyzing the work of various authors on this issue in the process of learning English.
- The main issue that worries psychologists is the role of communication with peers in the life of a child and his personal development.
- Many scientists argue that communication is a decisive factor in the overall personal development child.
- Communication, or in other words communication, its features and mechanisms have been the subject of study by philosophers and sociologists, psycholinguists and psychologists.
- Researchers put different meanings into the concept of communication. For example:
- N.M. Shchelovanov and N.M. Aksarin called the affectionate speech of an adult addressed to a baby as communication;
- M.S. Kagan spoke about the communication of man with nature and himself.
- A.N. Leontiev believed that modern science there is a huge number of different definitions of communication;
- V.M. Filatov defines communication as "communication, the transfer of information from person to person in the process of activity"
- Communication is an act and a process of establishing contacts between the subjects of interaction through the development of a common meaning of transmitted and perceived information.
- In a broader philosophical sense, communication is seen as "a social process associated either with communication, the exchange of thoughts, information, ideas, and so on, or with the transfer of content from one consciousness to another through sign systems"
- Mastering communication skills involves mastering foreign language communication in the unity of its functions: informational, regulatory, emotional-evaluative, etiquette.
- When studying a foreign language in a primary school, the focus is on the consistent and systematic development of communication skills in schoolchildren in the process of mastering various strategies for speaking, reading, listening and writing.
- Tell me how you feel when you interact with your classmates.
- Use expressions:
- “I feel like…”, “I am happy… I am glad... It’s nice to work with you… that you are my friend….”
- You can ask to continue the phrase with an explanation “because you are so …”
- "Typewriter"
- Participants are given a word or phrase. The letters that make up the text are distributed among the members of the group. Then the phrase should be said as quickly as possible, with everyone calling their letter, and in the intervals between words, everyone clap their hands.
- Exercise "Negotiation"
- Decide whether you really disagree with the interlocutor. State your own position and emphasize respect for the opinions of others. Ask the interlocutor what he thinks about the problem. Listen carefully to his answer. Think about what is positive in his opinion Offer a compromise that takes into account the opinions and feelings of both parties. Example situations: decide which movie to watch on TV
- role-playing game “Dating Bureau”
- encourages students to describe the character, hobbies, and appearance of the person they would like to meet.
- matching exercises
- Develop students' ability to distinguish between opposing units. In addition to developing reading, writing, expanding vocabulary, they develop the ability to analyze. open dialogues; selection of rhyming words, phrases or restoration of a cut verse; matching the beginning (proverb, superstition, story) with his/her ending.
- Pictures and stories in pictures
- stimulate the transfer of information and engage the imagination of students. finding differences in pictures; description of the room/apartment according to the plan-scheme execution of drawings according to the partners' instructions treasure hunt (orientation in a fantastic city) using the plan-scheme and the partner's instructions.
“A great mind will show its strength not only in
ability to think, but also in the ability to speak
Ralph Emerson
In accordance with the concept of modernization Russian education the issues of communicative teaching of the English language are of particular importance, since communicative competence acts as an integrative one, focused on achieving a practical result in mastering the English language, as well as on the education, upbringing and development of the student's personality. The changes taking place today in social relations, means of communication (the use of new information technologies) require an increase in the communicative competence of schoolchildren.
Formation and improvement of foreign language communicative competence in the aggregate of all its components:
1. speech competence
- improving communication skills in four main types speech activity(speaking, listening, reading and writing);
- the ability to plan one's verbal and non-verbal behavior;
2. language competence
- systematization of previously studied material;
- mastering new language means in accordance with the selected topics and areas of communication: increasing the volume of used lexical units;
- development of skills in operating with language units for communicative purposes;
3. compensatory competence - further development the ability to get out of the situation in the conditions of a lack of language means when receiving and transmitting foreign language information;
4. educational and cognitive competence- development of general and special learning skills, allowing to improve educational activities in mastering the English language, to satisfy with its help cognitive interests in other areas of knowledge.
My pedagogical credo"To teach, creating conditions for the self-realization of each student in accordance with his interests and abilities, to maximize the satisfaction of his intellectual needs."
In the process of teaching a foreign language in a rural school, problems arose: the lack of a natural language environment; the reluctance of the majority of students to master the language as a means of communication. I wanted to get the guys interested. various forms and methods of work in the classroom, which would allow for the effective formation of communicative competence.
The purpose of my work was to search for modern pedagogical technologies and the selection of games, game exercises, the creation of presentation material accompanying the lessons to organize an effective process of forming communicative competence in English lessons.
Leading idea: the use of the game in English lessons, which contributes to the purposeful formation and development of the communicative competence of students, and is able to focus on achieving practical results in mastering the English language, as well as on the education, upbringing and development of the student's personality.
I have set myself the following tasks:
- create conditions for self-development of the student in the classroom.
- to teach students the ability to navigate in the modern information space,
- use the acquired communication skills in practical activities and Everyday life.
- promote the development of computer literacy of students.
- develop design and student skills through creative tasks.
- create conditions for successful self-realization of students.
In my work I use monologic forms of speech activity:
- to make a speech prepared in advance;
- ask and ask questions;
- retell;
- anwser the questions.
Dialogical forms of speech activity:
- study conversation in pairs;
- educational conversation in groups;
- role-playing game;
- discussion;
- blitz tournament;
- project protection.
The concept of the development of school communication has three stages, so at the first stage I work out:
- the ability of students to participate in classroom communication;
- the ability to answer questions, while giving an exhaustive answer;
- the ability to ask questions, following the content of work on a problem or topic;
- ability to comment on questions or answers;
- communication skills;
- ability to speak logically and consistently.
The development of school communication at the second stage is
- simplicity and clarity of speech;
- the ability to express one's thoughts figuratively, vividly and briefly;
- developing the ability to make one's statement understandable to everyone;
- ability to use rhetorical questions;
- the ability to make contact with a partner and interlocutor;
At the third stage, I work out:
- the ability to conduct a conversation in a pair, in a group;
- the ability to maintain a conversation;
- the ability to conduct a constructive dialogue;
- the ability to build a discussion;
- ability to participate in conferences, games and tournaments.
It is possible to achieve the formation of communicative competence by consistently and systematically moving in the following areas. First of all, each person should be able to declare himself: introduce himself, report certain information about himself orally, and this is carried out in the form of a monologue “Tell me about yourself”, “Share your thoughts on the topic ...”, and also conduct a dialogue . Children themselves determine social roles and engage in dialogue on various topics. Very popular among them are household “At the table” (guest-owner), “In the store” (seller-buyer), “On the streets of the city” (local resident-visitor, policeman-passerby), etc. In addition to the fact that this type of task perfectly practices oral speech in general and speech clichés of a sociocultural orientation in particular, it also allows children to show creativity in thinking and contributes to the formation of compensatory competence - the ability to get out of a situation in a lack of language means, when receiving and transmitting information.
To form the communicative competence of students, it is necessary to create an emotionally favorable situation in the lesson using game techniques. I conditionally divide the games used into several groups: games of a communicative orientation; word games; games and game exercises, in explaining and consolidating grammatical material, role-playing games.
So games of a communicative orientation include games that allow you to work out the phrases used in the dialogue-questions. Practicing speech constructions, I use the game "Guess the animal". One of the students thinks of an animal, others ask the question “Is it a cat (dog, frog, …)? - No, it is not / Yes it is. I use the same game to practice the use of the following constructions: “Have you got ....? - Yes, I have. / No, I have not "or" Do you want ...? - Yes, I do. / No, I don "t." etc. I also use the same games to reinforce thematic vocabulary.When I get acquainted with the names of colors, I practice a series of games: "Guess, What Color Is It?".There are multi-colored paper flags on the board.One of the students goes to the board, pointing to a certain color. Another student stands at this time with his back to the board. After the first student indicates the color, the second student turns and tries to guess the color: "Guess the Fruit." The teacher holds a picture of a fruit or berry behind his back. The children need to guess what is in the hands of the teacher, asking questions: "Is it sweet? Is it red? Is it big?".
To reinforce the thematic vocabulary, I use games from the previous section “Games of a communicative orientation”: “Who (what) do you have?”, “What do you want?”, “What do you like?”, “What can you do?” “There is….” Game progress: The group is divided into two teams. I put items in a box whose names are known to schoolchildren. After that, team members take turns calling these items in English. For example: P1: There is a book in the box. P2: There is a pencil in the box. etc. The team that names the most items wins.
When mastering grammar, younger students, as a rule, experience difficulties. They are caused both by the difference in the grammatical structure of the Russian and English languages, and by the lack of theoretical knowledge of students in the field of their native language. One of the principles of working with younger students who, due to their age, are not yet able to understand complex grammatical phenomena, is simplification. So, for example, when getting acquainted with the verb to be and its forms (is, am, are), I resort to telling a fairy tale: “Once upon a time there was the most important verb in the world to be and he had three sons - the youngest am, the middle is and senior are. Himself younger son the father allowed to work only with the pronoun I, the middle one with she, he, it, and the eldest got the most difficult work - these are the plural pronouns you, we, they. Game: I show pictures, and the student calls in English what is shown on it and selects a word for this word that rhymes with it: cat - hat, ball - wall, bus - plus, lamp - map, rose - nose. In addition, in my work I use tasks aimed at developing creative abilities and creative imagination.
When working on the topic “Environment”, I suggest that the guys prepare a short message on this topic at home. In class, I form groups of two to three people, give 4-5 minutes to prepare, and then one of the students in the group talks about why he likes or dislikes this or that in environment. I offer the children a set of words and expressions on environmental topics. On the screen phrases: to water flowers, trees; to grow plants; to take care of; to keep our parks, rivers clean, etc. Then the children talk about how they take care of nature: “I like to water flowers”, “It's nice to water a tree”, “We take care of flowers and our river " etc. I offer students separate sentences and ask them to develop further the thought contained in them. We must not make a fire in the forest, because…, We must not kill birds. We must not damage trees. The trees help us.., They clean….
Constant work on vocabulary helps to expand the vocabulary of students. Additional texts, completing tasks while working with them, compiling micro-dialogues enable children to learn how to express their thoughts on this topic. The result of such a great work is the messages of individual students or groups on a given topic. An important task for me in the classroom is to activate the activity of students. I believe that the use of various forms of lessons is one of the main conditions for the development of communicative competencies, the disclosure of the creative abilities of children. Non-traditional lessons: project lesson, quiz lesson, excursion lesson, travel, are one of the means of increasing motivation, and this is an important condition for. Interest increases the desire to learn and learn, and therefore ensures the strength of knowledge. I pay great attention to the use of non-standard forms of language learning, which is based on the principle of communication-oriented learning. This extracurricular work. Together with children, we spend Halloween, Valentine's Day, English language weeks. I lead an English language club, which is attended by students in grades 5-7 with pleasure. I use staging of fairy tales, songs, games, contests. When students play, sing songs, recite poems, participate in competitions, all this gives them great aesthetic pleasure and contributes to the deepening of language knowledge, creates that motivation, without which there is no learning a foreign language. Outside the language environment, it is not enough to saturate the lesson with a variety of exercises, it is important to provide students with the opportunity to think, solve any problems that give rise to thoughts, and discuss possible ways to solve these problems. The method of projects allows me to solve all these didactic tasks.
Project method- one of the interactive methods of modern education, which is combined with any teaching materials, makes it possible for students to effectively master foreign language communicative competence. The project can be divided into the following stages, corresponding to learning activities: motivational; planning - preparatory; information and operational; reflective-evaluative.
In general, the project method allows students to:
- show knowledge in the field of the language system within the program minimum, skills in operating this knowledge;
- demonstrate possession of the norm of speech behavior in all types of speech activity;
- choose the right linguistic form, method of expression, depending on the communicative goal and intention of the speaker;
- get to know more deeply the national and cultural specifics of the speech behavior of native speakers.
I use this method in a general lesson on a specific topic.
To make the process of mastering a foreign language more successful, I try to look for new methodological techniques that develop cognitive interest to learning and form a stable positive motivation for the subject. One of these techniques is the use of new information technologies in the lessons, which are the process of preparing and transmitting information to the student, the means of implementation, which is a computer.
In my work, I use computer technologies in several areas:
- use of ready-made computer training programs;
- creating your own computer presentations;
The use of ready-made computer training programs is the most common in the field of teaching foreign languages using ICT. All of them are based on the use of ready-made multimedia training courses that offer exercises to consolidate the studied phonetic, grammatical and lexical materials.
The material of these educational "manuals" is presented in the form of interactive exercises and often consists of a theoretical and practical section on various aspects included in the mandatory minimum content of education in foreign languages. I use this part of the program as additional work at the lesson.
Creating your own presentations created for the lesson allows you to quickly and effectively solve the problem of visibility in the lesson. Creating tables, text is just a small list of what can be included in the presentation. Animation of objects allows you to visually highlight the most significant components, which will allow students to additionally focus on them. Presentations can be used at any stage of the lesson. When studying new lexical units, I use pictures and photographs that allow for a non-translational method of presenting vocabulary. When studying grammar, I use animated highlighting of the most complex or important information for example, the way in which nouns are pluralized, or the verb to be. To consolidate the studied material, I use pre-created exercises, for example, with omissions of the auxiliary verb in all tense forms. I use presentations when getting acquainted with the English alphabet, when studying grammatical material, when meeting and repeating the rules of reading, to stimulate speech activity, and in order to control knowledge. information and communication technologies, activate the attention of the whole class, maintain cognitive interest, increase motivation, increase the perception and memorization of new educational material, save study time.
During the work on the topics, the following forms of using ICT in English lessons have developed:
- Work in: presentations;
- Work in Word: tests, tests, didactic handouts;
In the formation of communicative competence, the methods of communicative methodology help, where the most common types of work are: pair work, work in small groups, general discussions, discussions, exchange of impressions, use of role-playing games. When working in pairs and groups, students learn together what they can then work on individually. There are many forms of work in groups - this is the "Saw" (Jigsaw) technique, team training methods. The main advantages of working in groups are: developmental face-to-face interaction, where students explain the material to each other, teaching each other what they know; individual accountability, personal responsibility. The activity of each student is evaluated by the teacher with the help of tests.
Thus, the use of group work technologies, the project method, gaming technology, the introduction of ICT in teaching a foreign language contributes to the achievement of the main goal of modernizing education: improving the quality of education, increasing the accessibility of education, ensuring the harmonious development of a person who is oriented in the information space, attached to information and communication opportunities modern technologies and possessing an information culture, which is due to the social order of modern society.
In order to track the results of the work carried out, generalized characteristics of the possession of communicative competence were identified in the speaking section in English lessons. On this basis, the dynamics of students' mastering the skills of constructing a dialogical and monologue utterance over two years, a qualitative analysis of academic performance and diagnostics of students' attitudes towards the subject of the English language are analyzed.
The results allow us to draw the following conclusions:
- over the year, the number of children who are able to build monologue and dialogic unity in the right amount with strict adherence to grammar has increased by 3% (for an “excellent” rating);
- the number of children making one or two grammatical errors remained practically unchanged (“good”) - a difference of 5%; the number of students making more than two grammatical errors with a limited vocabulary decreased by 2%.
The quality of knowledge tends to increase 2010-11ch. city - 48%; 2011-2012 academic year city - 48%; 2012-2013 academic year city - 49.5%; 1st half of 2013-2014 academic year g. - 52%.
The use of the Internet opens up an excellent opportunity for students to take part in the All-Russian Olympiads in English, which are held by various organizations. My students also take part in them. The result was a victory - III place in the All-Russian Olympiad of a 5th grade student on the Internet portal 45 minutes, as well as IV place in the regional ranking in the All-Russian open competition in English "Open World" of a 10th grade student. For participation in All-Russian Olympiads"Olympus" and "Youth Movement" received a certificate of participation.
I post my tutorials and extracurricular activities on sites. I am an active participant in the regional MO of foreign languages: I make presentations and share my work experience. In 2013, she spoke at the August conference from her work experience on the topic of self-education. Analyzing my work, I concluded that work on the topic of self-education helps me to analyze, systematize, and later program my activities. This contributes to the ability to choose those pedagogical techniques that productively influence the achievement of learning goals, help to evaluate oneself as a teacher.
Lessons are held in the English classroom. The office is adequately equipped with wall stands and handouts. For conducting lessons with the use of educational presentations, a computer and a multimedia projector are used.
For the conduct of classes, educational electronic aids are used:
- CD Learning together. English language grades 6-11 (topics with translation, theoretical course, practical tasks, dictionaries). ed. "Teacher"
- CD Trainer of English. language bridge. (language learning by immersion) ed. House "Equilibrium"
- CD Didactic and handout material. English language grades 5-6 (base of differentiated tasks, the formation of multi-level cards, multi-variant test work) ed. "Teacher"
- CD Fascinating English (games, presentations, scripts) ed. "Teacher"
- CD Professor Higgins. English without an accent (phonetics and grammar) is recommended by the Institute of Informatization of Education of the Russian Academy of Education.
- Electronic supplement to the newspaper on September 1. Additional material.
- Songs for children in English. Iris Press, 2008
- Educational computer program. Multimedia application Enjoy Listening and Playing for the textbook "Enjoy English" for grades 2-4.
- MP3 English. Electronic supplement to the textbook with an audio course from grades 5 to 11, ed. "Education"
Let very few of my graduates have connected their lives with the language. The main thing is that everything they learned in my lessons will help them in everyday life. I believe that if my student can understand foreign speech and have basic communication skills in English, he will be confident in his future life.
There is a kind of "explosion" in modern education pedagogical ideas, finds, solutions to the most difficult problems of personality education. The fact that the focus of the teacher's attention was on the student, his inner world, requires a high level from each teacher. pedagogical excellence, because "the lack of a child is his dignity, not disclosed by the teacher." Any pedagogical technology should be rethought by the teacher and colored with a creative and emotional attitude to their work and sincere love to children. "That teacher is good, whose words do not disagree with the deed," said Cato.
Literature:
- Dzyuina E.V. Game lessons and extra-curricular activities in English: grades 10-11. - M.: Vako, 2007. - 176s - (teacher's workshop).
- Dzyuina E.V. Game lessons and extra-curricular activities in English: 5-9 grades. - M.: Vako, 2007. - 144s - (teacher's workshop).
- Passov E.I. Communicative method of teaching foreign speaking: A guide for teachers of foreign languages. - M.: Enlightenment, 1985. - 208s.
- Polat, E.S. New pedagogical and Information Technology in the education system. Textbook / E.S. Polat - M .: Academy, 2003 - 272s.
- Safonova, V. V. Communicative competence: modern approaches to multi-level description for methodological purposes / Safonova. V.V. - M., 2004
- Selevko, G.K. Modern educational technologies / G.K. Selevko - M.: public education, 1998.
- Stronin M.F. Educational games in English lessons: (from work experience). A guide for the teacher. - M. - Enlightenment, 1981. - 112p.
- New state standards in a foreign language: grades 2-11: Education in documents and comments. - M.: AST; Astrel, 2004.
- Shtarina A.G. English: competency-based approach to teaching: technologies, lesson development / ed. - comp. A.G. Starina. - Volgograd: Teacher, 2008. - 191s.
"The development of communication skills and
skills in English lessons.
Completed by the English teacher Arzhikeeva A.B.
The main goal of teaching English in a modern school isdevelopment of the student's personality, able to use English as a means of communication.
I believe that the result of learning English is achieved in the process of personal-communicative learning.
The principle of communication is the main principle of teaching English, in which speech skills and abilities are formed, i.e. competencies that are necessary to communicate in English within a certain topic.
Communicative competence includes both the development of communicative phenomena (the ability to read and understand what is read, to carry out dialogical communication, the ability to make short monologue messages, the ability to convey information in writing), and the development of general educational skills (work with a textbook, dictionary, reference book, etc.)
The communicative method is intended primarily for teaching speaking.
The condition of communicative competence is the formation of motivation. Practice shows that motivation is facilitated by visibility, discussion, project activity students, games, especially role-playing at the senior level of education, etc.
Students express their point of view more easily using the studied vocabulary with the help of visual supports. Visual aids, which are informative in nature, evoke the need to express one's thoughts and perceive the oral messages of comrades.
For example, in the 6th grade, I use a toy to introduce prepositions of place. By its location, children guess about the translation of prepositions. After that, we fix these prepositions in phrases and sentences, describe the pictures.
When explaining the material, I place cards with new words on the board, and next to them are the corresponding pictures. Students read the words and guess their meaning from the picture.
Problem-based learning also contributes to the development of communicative competence. I.S. Kon believes that “the only way to evoke a deep emotional response in a teenager is to put him in front of a problem that is close to him, forcing him to think and formulate a conclusion on his own.” The problem question helps students to realize the purpose of educational activity, which in turn affects the formation of its positive motives.
Purpose: the formation and activation of the skills and abilities of question-answer interaction using statements such as sentences, reporting opinions, etc.
Everyone receives one or two sentences written on a card, using which they can answer the questions: “What will happen if ...?”.Whatwillhappenif…. All players answer the question in a chain.
I consider group work to be the most effective form of organizing the educational activities of students in solving research problems. In this case, speech skills and abilities are improved in the process of interpersonal communication. Group work ensures the individual development of each child, the formation of interpersonal intelligence, and this, in turn, means a high development of communication skills. It is clear that the ability to master the English language in children is different. Some easily master the material and the corresponding speech skills. Others, despite great efforts on their part, fail to achieve the same results, no matter how hard they try.. Therefore, in group work, it is possible to implement a multi-level approach and provide students with different abilities with multi-level tasks.
To express my own thoughts, develop creative abilities, develop the ability to think outside the box, imagination, fantasy and independence, I use the method of projects. It is very important that when using this method in teaching, the student himself (or a group of students) decides what the project will contain and how he will present it. When choosing tasks, I rely on the fact that they correspond to the level at which the student is located. The student feels in a different capacity, he knows that he can express his thoughts, and this, in turn, increases the motivation for learning, the growth of communicative competence.
In the English language course after the completion of each topic the creation of project work.I use this method extensively in grades 6-9. Pupils do design work and protect. In the 6th grade, the guys create mini-projects " Description of my friend ”, “Description of my friend”” My country ”-“ My country ”, etc., in grades 7-8“ how to keep fit »,” The important times in my life ”, in 9 grades -“ why do people learn English "etc.
In order for a person to be comfortable in life situations, he needs to be able to model communication situations. For this purpose, I use the game in the lessons.
Especially in the 6th grade I give a big role to the game. During the game, students develop skills, develop speech skills, they learn to communicate, remember speech material.
In class I use different types games, for example, "snowball", games for memory, thinking, speech development, speaking "boaster competition", "the best pupil of the year", etc.
In a normal discussion, an insecure student can keep silent, and in the process of playing, everyone gets a role and becomes a partner, and what is very important, the training material is worked out well. The game itself causes the need for communication, stimulates interest in participating in communication in English.
Role play also motivates speech activity.
The role-playing game allows you to simulate situations of real communication and is distinguished, first of all, by the freedom and spontaneity of the speech and non-verbal behavior of the characters. A role-playing game assumes the presence of a certain number of characters, as well as a game problem situation in which the participants of the game act. Each participant during the game organizes his behavior depending on the behavior of his partners and his communicative goal. The outcome of the game should be the resolution of the conflict. In high school, I use role-playing games like "What are the differences"Brushupyourmind» …
In general, communicative competence includes both the development of communicative phenomena and the development of general educational skills.