Formation of communicative skills in English lessons. Methodological development in English on the topic: From the experience of an English teacher "Development of communication skills in English lessons"
SKILLS AND SKILLS
IN ENGLISH LESSONS
AT modern world It's hard to imagine life without communication. The need for communication is a vital necessity. It is in a foreign language lesson that a teacher can and should form and develop the communicative competence of students, that is, the readiness of students to communicate, to achieve mutual understanding in communication. The development of students' ability to communicate in a foreign language is one of the main goals of teaching foreign languages at school.
In foreign language lessons, students learn to request and report information. So, in the 5th grade, children are happy to ask each other about the interests and hobbies of themselves and their families. In the 10th grade, while working on the text "In the international camp", the students represented "their" countries: Britain, Canada, Australia, New Zealand, the USA and Russia and answered the questions of their friends. The questions required not short answers “yes”, “no”, but complete ones, based on knowledge of the culture, education system, politics and economics, geography and sights of these countries.
Communication skills are formed during the joint activities of students. This can be done more successfully when using design technology. While working on a group project, there is a need for communication, the ability to distribute responsibilities, and to organize assistance to each other. All group members are united common goal- prepare a project and present it to the class.
It is very important to teach children to correctly evaluate the work of their classmates, starting with positive moments, with what they liked. I teach the guys to reward their friends with applause for the presentation.
Communicative competence involves the ability of students to express their opinions, agreement and disagreement / I think you are right; I think the same; I don't quite agree with you; I do not think so; I'm afraid you're wrong, etc. / give an assessment, express your feelings and emotions. The teacher, together with the students, realizes this value-oriented function with the help of emotional reactions: “Oh! Yes! Cool!
Studying English, students get acquainted with the culture of the country, with its speech etiquette. They know that when making a request to a stranger, it is necessary to say: “Excuse me, could you tell me…? “ “Excuse me, could you help me….?” etc. Thanks to this work, students try to transfer the beauty of the English language to similar situations of communication in their native language.
In order to realize these functions of communication by means of a foreign language, it is necessary to master these means, to be able to use them in their main forms. speech activity(listening, reading, speaking and writing), to know the features of verbal and non-verbal behavior, to be able to master this knowledge, skills and abilities.
When planning each lesson, I proceed from the main methodological principle of teaching foreign language- the principle of communication, involving children in the real process of communication.
I offer some techniques from my practice for the formation of communication skills.
Group work.
Purpose of admission:
to form the ability to formulate and defend one's opinion;
take into account the different opinions and interests of partners and justify their own position;
build clear statements for partners;
use speech to regulate their speech behavior;
build a monologue statement, own a dialogic form of speech.
Lesson type: (KU); (UP and OZ)
Lesson stage: generalization, repetition, systematization of knowledge.
Description of the reception.
The composition of the group can be either multi-level or single-level, depending on the goal that the teacher sets for himself. Children of each group discuss and complete tasks together. After discussion, the group instructs one member of the group to report on the results of the work, but any member of the group has the right to supplement or amend.
When organizing group interaction:
At the lesson, a certain emotional mood is created, in which the student is not afraid to express his thoughts on the topic and even about something unfamiliar, unknown;
Students more successfully master even speech skills that are difficult for them precisely in cooperation with peers;
Students come to understand their importance for the successful completion of the task of the whole group. At the same time, the child develops the skills and abilities of communication and cooperation, which undoubtedly develops the motivation to learn the language.
By cooperating in a group, students learn to take into account the opinions of group members and plan their speech behavior.
Own experience.
Lesson in the 10th grade "Australia - a country of mysteries", in which students not only exchanged impressions of amazing facts but also asked each other questions about this country.
In the 5th grade, at the lesson - the competition "In the world of animals" one team had to create a map "The animal world of our region", and the second - "The animal world of Russia". A prerequisite for the task is the performance of each team member (2-3 sentences).
The name of the reception is "Good - bad?"
Purpose of admission:
the formation of students' ideas about a holistic multilingual world,
the need to learn English as a means of communication and cognition;
development of skills of interaction with others, performing various social functions;
development of skills to transfer lexical and grammatical skills and abilities to a new situation, a situation of communication;
development of skills to plan their speech behavior.
Lesson type: (KU); (UP and OZ);
Lesson stage: generalization, systematization of knowledge, skills.
Description of the reception.
Students are presented with a problem related to the topic they have studied. The first task is to find and name the advantages of the problem, the second is to find and name the shortcomings. At the same time, students try to convince their opponents of the correctness of their judgments or express disagreement with their ideas. When using this technique, it is better to organize work in groups.
Own experience.
In the 11th grade, on the topic "Globalization", a lesson was held "Globalization is on trial." (lesson - role play)
The class was divided into three groups. The first group - "accusers", the second group - "defenders", the third - "trial by jury." Directed the work at the lesson "judge", whose role was performed by the most prepared student of the class. When forming groups, of course, the desire of students is taken into account, but it should be remembered that groups should be approximately the same language level.
Reception "Before - After"
Purpose of admission:
development of skills for predicting the content of the text on the proposed topic;
development of mental activity;
developing the ability to listen and understand interlocutors;
developing the ability to express their assumptions;
developing the ability to compare one's own assumptions and the assumptions of interlocutors with the information obtained from reading the text;
Lesson type: "UUNZ", "KU"
Lesson stage: actualization, goal-setting, primary consolidation of knowledge.
Description of the reception.
After determining the topic of the lesson, the teacher invites students to express their thoughts on the topic and content of the text with which they plan to work in the lesson. The teacher asks students to listen carefully to the statements of classmates in order to be able to determine, after reading the text, those statements that were closest or coincided with the information in the text.
Own experience .
In the 8th grade, when studying the topic "English in the modern world", students were offered a situation for reflection: what needs to be done to know English well. Students actively suggested their right and wrong ways. After that, they were offered a text. Working with the text, students analyzed and compared the correctness of their statements, named those classmates who gave more correct answers. Based on the text and suggestions of students, the most effective recommendations were selected. Throughout the lesson, work is underway to develop communication skills.
Speech workout.
Purpose of admission:
development of the ability to plan one's speech behavior;
development of the ability to organize speech cooperation on the basis of the proposed language material;
development of the ability to enter into a dialogue, observing the rules of speech etiquette.
Lesson type: (KU); (UP); (UP and OZ);
Lesson stage: primary consolidation of knowledge, systematization of knowledge.
Description of the reception.
At the beginning of the lesson, students are offered a dialogue in a certain situation, but the sentences are given in a chaotic mess. The task of the students (work in pairs) is to line up the sentences in a logical chain to make a dialogue. Read the dialogue and act it out.
Your experience.
In the 5th grade, at the beginning of the lesson on the topic "Weekends", I offer students the following situation: on Saturday you want to invite a friend or girlfriend to spend free time together.
The board offers two chaotic sets of phrases from which you need to build a dialogue.
Sounds great!
Nothing really. But why? No thanks. I "m busy / I"m very tired.
Hello! What are you doing this afternoon? see you.
Why don't we go jogging in the park?
See you at 4 pm then.
How about going for a coffee?
Dialogue created by students.
Oh, Kate, hello!What are you doing this afternoon?
Nothing really. But why?
Why don't we go jogging in the park?
I'm sorry, I'm tired.
How about going for a coffee?
Sounds great!
See you at 4 pm then.
Ok, see you.
Reception "Web" (vocabulary and speech)
Target:
development of the ability to choose the right lexical units to express one's thoughts
development of the ability to predict the content of the conversation by keywords;
development of the ability to restore missing words in context and establish semantic correspondences when constructing an utterance;
Lesson type: (KU); (UUNZ); (UZIM).
Lesson stage: the study of new material, the consolidation of the introduced material, the consolidation of the studied.
Description of the reception.
When a new topic is introduced, students are asked to complete a task to independently determine the topic and content of the lesson. Students are offered a "blind" text, which they can translate only when they fill in the gaps by choosing the appropriate word from the proposed group of words.
A prerequisite is to make assumptions about the correctness of the choice, i.e. use phrases: it seems to me, I think, in my opinion, if I'm not mistaken, etc.
Thus, by performing a lexical task, we form the speech skills of students.
Own experience.
Starting to work on the topic "Canada" in the 10th grade, I invited the students to complete the exercise. Before reading the text (students do not know that this is a text about Canada), they must choose from the proposed groups those words that are suitable in meaning to fill in the gaps in the "blind" text.
Job example.
Choose the name of the country we will talk about today:
RUSSIA, GREAT BRITAIN, CANADA, THE USA.
Choose the words that are appropriate in meaning to fill in the gaps in the text:
Large, the largest, the smallest, the second largest;
Government, dominion, territory, independence.
Delete the word that does not fit the content of the text:
Oil, timber, snow, lead;
Rivers, lakes, citizen, waterfalls;
........
........
Example text.
Is a huge country. It is ........ country in the world. Its ...... is equal to the whole of Europe. It is rich in natural resources, such as .... , ..... and ..... . The size of its ..... , ..... and ...... empresses everybody who comes here.Etc.
Role-playing game.
The purpose of the lesson:
development of the ability to listen to the interlocutor, extracting information of interest;
development of the ability to conduct a conversation with an interlocutor using speech etiquette;
formation of communication skills in cooperation.
Lesson type: (UUNZ); (KU); (UPiOZ).
Lesson stage: primary consolidation of knowledge, control of knowledge, generalization of knowledge.
Description of the reception.
The teacher's opening speech is aimed at actively involving all students in a conversation based on the introduced verb Be proud of.We are proud of our country Russia, aren't we? -Yes, we are. Who are you proud of.....? - I'm proud of our President.
Then work begins in the "P-P" mode I "m proud of ....., and you?Who are you proud of?
Further teacher sets class new question"Who are English people proud of?"
Students give different answers. After the answer of one of the students "English people are proud of their Queen", the teacher introduces the class to the "British Queen", the role of which is played by one of the students. She talks about herself.
The students' task is to understand her story and ask questions about what was not mentioned. When asking a question, students must follow the rules of speech etiquette.
Could you tell us, please.......?
Thank you very much.
Literature: Lebedev O. E. Competence-based approach in education St. Petersburg 2001.
Babinskaya P.K., Leontieva T.P. Practical course teaching foreign languages - Minsk, TetraSystems 2003
L.S. Nigay Use of ICT for the formation of communicative competence in English lessons.
Using international best practices in teaching a foreign language
In the period of development of socio-cultural, industrial, trade relations, in the age of space technologies and the highest scientific and technological progress, highly qualified, competent, qualified specialists are required. The role of foreign languages in the modern world cannot be overestimated. Therefore, teaching a foreign language should be holistic, competent, meeting international standards. At the same time, it is necessary to flexibly use international best practices. In support of this, I would like to cite the words of V.V. Putin: “In the modern, rapidly developing world, a person must learn all his life. Educators know this best because they are constantly doing it themselves. We need to promote domestic educational services and technologies to the markets of foreign countries. We must more actively send Russian youth for study and internships in various countries of the world.”
Contradictions in education identified on the basis of the analysis of its problems
An analysis of the problems of education in the world made it possible to identify several contradictions.
1. The contradiction between the general and the particular.
The trends of globalization are fraught with the loss of individuality both for individuals and for national cultures. The ability to establish a connection between traditions and new trends, the preservation of one's roots and principles is achieved with an appropriate level of education.
2. The contradiction between the growth of information and the ability of a person to assimilate it.
Development pace information technologies, the amount of new information is so great that it becomes impossible to cover and assimilate everything new. Practice shows that the overload of curricula, the inclusion of new subjects leads to the fact that young people are not able to master them at the level without damage to health. In this regard, there is a need to prioritize basic education. This implies the creation of programs on the principle of succession.
3. Contradiction between market economy and socially-oriented market society.
In most countries, the market dominates the life of society. Concern for the welfare of man goes by the wayside.
Components of communicative competence
A characteristic feature of the modern stage of education is the requirement and integration of goals to achieve the five basic competencies.
In the European documents that define the essence of learning and the levels of foreign language proficiency, the following components of communicative competence are distinguished.
1. Socio-political competence, or willingness to solve problems.
No teacher is able to prepare his students to solve all problems, but he can model problematic tasks, use activity algorithms, for example, on such issues:
Help in preparing for exams;
Help choose a course or educational institution;
Compile a bibliography, etc.
Help in the preparation of a research paper, project.
2. Information competence.
The essence of this competence can be defined as a combination of the ability to work with modern sources of information, as well as a set of skills:
1. find the information you need, including multimedia tools;
2. determine the degree of its reliability, novelty, importance;
3. process it in accordance with the situation and tasks;
4. archive and save;
5. use to solve a range of problems.
But the processes of information processing are more complex, complex skills that not all students possess to a sufficient extent. The task of the teacher is to purposefully form, direct, starting from elementary school.
3. Communicative competence.
V.V. Safonova defined communicative competence as a combination of linguistic, speech and sociocultural components. Any specialist should have enough high level this competence in oral and writing.
4. Sociocultural competence.
Sociocultural competence is a component of communicative competence, but recently it has been considered as an independent goal of education, associated with the readiness and ability to live in the modern political and cultural world. This competency is based on:
Ability to distinguish common and different in different countries;
Willingness to represent your country;
Recognition of the norms of life, beliefs;
Willingness to defend their own positions.
5. Readiness for education throughout life.
This competence follows from the realization of all the goals of education. Summarizing the above, the following conclusions can be drawn:
1. Communicative competence can rightfully be considered as a leading and pivotal one, since it underlies all other competencies, namely:
informational;
Socio-political;
sociocultural;
Readiness for education.
2. Communicative competence must be formed and developed in close connection with educational and informational skills. The development of communication skills at the present stage of education is considered not just as a goal, but also as a means of successfully mastering any subject knowledge and skills.
This scheme reflects the features of the five competencies.
Traditional understanding of the content of teaching a foreign language
Let me quote from the book of Galina Vladimirovna Rogova: “The role of the teacher is great in revealing the educational function of a foreign language. He himself must love the language he teaches and be able to kindle love for him in students.
Linguistic;
Psychological;
Methodological.
1. The linguistic component of the content of teaching a foreign language involves the selection of the necessary material:
Linguistic (lexical, grammatical, phonetic);
Speech;
Sociocultural.
2. The psychological component of the content of teaching a foreign language is designed to determine those skills and abilities that should be formed at this particular stage in specific conditions.
Skills - speech operations, the implementation of which has been brought to a degree of perfection. Skills suggest creative activity associated with the use of imagination, emotions, thinking. Speech skills are always inextricably linked with the personality of the speaker, his ability to correctly assess speech situation adequately use various methods of argumentation and persuasion.
3. The methodological component of the learning content is that in the learning process the teacher not only explains new material, but also offers students certain algorithms for completing tasks, teaches methods of independent work. Since teaching a foreign language is aimed at the formation of communicative competence, the concept of the methodological component includes teaching various aspects of the language, learning how to work with vocabulary, grammar, phonetics, dictionaries, reference books, as well as how to work with text, including your own.
The following components of the content of education can be distinguished.
- Knowledge.
- Ability to work with new information (text).
- Ability to create own information (in the form of texts, projects).
1. Knowledge includes various rules, dates, facts, events, terms.
2. The ability to work with new information implies: the ability to determine the subject, genre of the text, find the necessary information in various sources, work with reference literature. It is necessary to define an idea, a theme; record information in the form of notes, abstracts, key words, plan, abstract. Determining your attitude to what you read, arguing judgments, establishing cause-and-effect relationships - the success of working with new information.
The ability to create your own information in the form of texts, projects means the ability to:
name;
Archive information;
Create text on a computer using tables and visualization;
Structure the text (page numbering, use of links, tables of contents);
Observe the rules of written etiquette;
Understand and be able to express the speech task of your text;
Argument your position;
Give examples;
Write essays, reviews.
Summarizing all of the above, it should be noted that the methodological content of a modern lesson should be communication, which is determined by five main provisions: individualization, speech orientation, situationality, functionality, novelty.
1. Individualization.
Continuing to quote an excerpt from the book by Galina Vladimirovna Rogova: “One of the most important problems of teaching technology is the search for ways to make greater use of the individual capabilities of students,” I want to emphasize that individualization in teaching helps to increase the independence and initiative of each student, the development of his individual creative capabilities. And Vladimir Petrovich Kuzovlev notes: "Ignoring personal individualization, we do not use the richest internal reserves of the individual." So what are these reserves?
These are the following 6 reserves of a person's personality:
worldview;
Life experience;
Context of activity;
Interests and inclinations;
Emotions and feelings;
The status of the individual in the team.
How to realize these reserves? Vladimir Petrovich insists that it is necessary to study the students of the class well, their interests, characters, relationships, i.e. be a good psychologist in the organization of the lesson. For example, pair work will be of no use if students do not have sympathy for each other. It is unreasonable to push the phlegmatic, you should not give a sociable student who is ready to work in a group individual tasks.
2. Speech orientation means the practical orientation of the lesson.
It also means the speech character of all exercises:
Motivation of the statement;
The communicative value of phrases;
The speech nature of the lesson.
Thus, I am guided by the following provisions:
The absolute means of forming and developing the ability to communicate are the communicative skills of students;
I build all exercises on a speech basis;
I try to make any speech action motivated;
I believe that any lesson should be communicative both in concept and in organization and execution.
3. Situation - a system of relationships between interlocutors.
Situation is a component of the lesson and is a necessary condition for the development of speech skills.
4. Functionality.
This provision involves the solution of the following tasks: - inform; - explain; - approve; - discuss; - to convince.
5. Novelty.
In my lessons I use the media: the Internet, materials from newspapers, magazines, radio. This is absolutely correct, because. no textbook can keep pace with modernity. And modernity is an obligatory component of informativeness, novelty of the lesson. The informativeness of the material is one of the important prerequisites for the communicative orientation and effectiveness of the lesson. The organization of mental activity underlies the educational process. According to Skatkin M.N., “it is necessary to start the development of creative thinking as early as possible”. It is for this that the principle of novelty stands up, on which competence-based learning is based. Hence the main task is to observe the communicative basis in its entirety.
Formation of communicative skills in the context of the implementation of regional studies and linguistic and regional components in English lessons
V.P. Kuzovlev emphasizes that his textbooks are built on preparing children for going abroad. Particular attention is paid to cultural values. A foreign language culture is what a child is able to master in the process of foreign language education.
Vladimir Petrovich notes that when children travel abroad, mistakes often occur - sociocultural, grammatical. There is a mutual misunderstanding. Nevertheless, native speakers forgive grammatical errors, but do not forgive sociocultural ones, because they turn into a semantic barrier. Exercises of textbooks V.P. Kuzovlev are built on the facts of culture, they are aimed at developing the ability to master a foreign language. In order to acquaint students with the achievement of the country's culture, I use the country-specific and linguo-cultural components in the lessons. This contributes to the education of students in the context of a dialogue of cultures, introduces them to universal values.
I believe that learning to communicate involves mastering socio-cultural knowledge on the main topics of the national culture of English-speaking countries (history, geography, education, sports).
When teaching communication, I set the task of teaching students:
Understand oral and written communications by topic;
Express ones opinion;
Defend your point of view and make your own decisions;
Carry out projects and conduct research;
Work independently and in groups.
The quality of teaching largely depends on the teacher's ability to select regional and linguistic materials.
In the lessons I use various presentations, videos, tables, photographs, postcards, books containing information about English-speaking countries. Visualization is educational in nature and is a good addition to textbooks.
When working with a text of linguistic and regional content, an important link is the control of what has been read. I use traditional and non-traditional forms of control. The traditional forms are:
Answers on questions;
Location on the map of geographical names.
Non-traditional forms:
Choose the correct answer from the four proposed;
Whether the statements are correct or incorrect;
Add suggestions.
Working with pictures contributes to the development of communication skills:
Vocabulary and grammar are enriched and consolidated;
Skills of analysis and synthesis are developed;
There is a visual assimilation of elements of culture.
An example of a picture description. Look at the picture. What's happening? What can be seen in the foreground (background)?
1.Tick the sentences that match the picture.
2. Imagine that you are the participants in the conversation of the people in the picture.
3. Answer the questions.
4. Make a plan for describing the picture.
V.P. Kuzovlev notes that when working with the text, there is no need to retell the entire text, but you need to talk about what the guys learned from it.
Textbooks V.P. Kuzovlev are interesting in that they present a project methodology that stimulates students to creative activity, independence, and critical thinking.
Educational and methodological complexes for secondary school students involve the implementation of all competencies, namely: communicative, which is the leading one, since it underlies other competencies - informational, socio-cultural, socio-political, and, which goes without saying, readiness for education and self-development.
The introduction of innovative technologies into the modern school education system is very important in the context of the implementation of the Federal State Educational Standard. It is very important to organize the educational process in such a way that the acquisition of knowledge by students occurs not through a simple transmission of knowledge from teacher to student, but conditions are created for the active acquisition of knowledge in the educational communication of students with each other. Forming communication skills in schoolchildren, I often resort to a technique, the essence of which is that they conduct an integrated survey on the topic under study in the form of a “Carousel”. The advantages of this approach:
At the same time, all students speak, performing a communicative learning task (involvement of everyone in the learning process);
Change of partners - change of impressions, meeting with students who will help you or whom you will help (correct mistakes, fill in diagrams, tables);
Work of all with all (social skills); creating your own text, project, research.
The guys like this communication, because they work in tandem with a new partner, with new information. The lessons use situations, problem questions and other tasks that create conditions for effective communicative communication. There is an atmosphere of mutual support, a positive assessment of the activities of students by the teacher. The practical goal is to form and develop communication skills. This type of activity contributes to the evaluation of their results, comparing them with the successes of fellow students, the implementation of self-control.
I believe that the organization of learning a foreign language in close connection with the national culture of the people who speak this language, the linguocultural coloring of education will help strengthen the communicative and cognitive motivation of students, will diversify the methods and forms of work, appeal to the intellect and emotional sphere of schoolchildren.
Some methods of practical implementation of the communicative approach to the development of skills and abilities of foreign language communication
Foreign researchers offer methods for the practical implementation of a communicative approach to the development of skills and abilities of foreign language communication.
I. The technique of deliberately creating differences in the amount of information among partners in foreign language communication(induced information gap). This technique is based on the uneven distribution of certain information between communication partners, which they must exchange in a foreign language, which is an incentive for communication.
Example 1 Students working in pairs are asked to fill in the missing information in the tables by communicating with each other in the target language (and not showing the tables to each other). For example, students A and B in each of the pairs could be given the following tables:
Student A
| Italy | Cuba | |
| location | Southern Europe | |
| area | 110,000 sq. km | |
| Population | 59 mln | |
| Main industries | car manufacturing, fishing | |
| Capital | Rome |
Student B
| Italy | Cuba | |
| location | Not far from Central America | |
| area | 301 338 sq. km | |
| Population | 11 mln | |
| Main industries | sugar, tobacco, tourism | |
| Capital | Havana |
Thus, both tables, taken together, contain all the information necessary to complete the proposed task, but each of the students has in his table only part of this information (missing from the other). When using this technique, students communicate in a foreign language, prompted by a psychologically real motive - the need to exchange the information necessary for each of them to complete the task set by the teacher - filling in the gaps in the table.
On the basis of the described technique, the following type of communicative learning activity can be organized.
After giving each of the students working in pairs the corresponding tables, the teacher invites them together (by asking each other questions) to complete (true-false) the test:
- Italy and Cuba are located not far from each other.
- Italy is a little bigger than Cuba.
- The population of Cuba is about half that of Italy. etc.
To determine whether these statements are true or false, students must exchange the available information, combine it and make appropriate decisions.
Based on the same tables, students can be asked to make small monologues about each of the countries and exchange similar information about their own country in parallel.
Example 2 Each student is given a diary page, divided into seven columns according to the number of days of the week. The teacher offers to choose four days of the week and write down what the student is going to do on these days and at what time, focusing on their real and imaginary plans.
Then the students, working in pairs, are invited to spend three free evenings together. Accepting and rejecting proposals, they must check their diary entries and, in case of refusal, indicate the reason and propose another day. At the same time, the corresponding speech samples can be written on the board:
1. Invite: Would you like to... + time and place.
2. Refuse: I'm sorry. I'm afraid I can't...+ reason.
3. Invite again: Could you ... instead?
4. Accept: Yes, thanks. Only... + change time.
As you can see, in contrast to the first example of the described methodological technique, in the second example an attempt was made not only to create conditions for the exchange of information, but also to make communication personality-oriented.
II. The technique of using differences in points of view(option gap). In accordance with this technique, the stimulus for foreign language communication is natural differences in points of view on the problems discussed by students in the learning process.
Example 1 Each student is given a list of unfinished sentences (the so-called sentence-stem sheet) and is asked to supplement them with information that corresponds to his life experience, for example:
1. The first thing I do when I come home is ...
2. Just before I go to sleep, I ...
3. Just before guests arrive, I ...
4. As soon as I realize someone is angry with me, I ...
5. The moment I hear the bell ring, I...
The teacher then divides the students into groups of three and asks students B and C in each group to guess what student A does in the situations represented by the incomplete sentences. Students have to guess until they get closer to the answer that is true. Student A either confirms or rejects the proposals made by his comrades and, in conclusion, reports the version he wrote down. Then, similarly, students A and C, A and B try to guess what students B and C are doing in the given situations. Such a seemingly simple technique generates an active and interested exchange of views between them.
Example 2 The communicative language game “My View of You”.
Each student is given a piece of paper on which is written the name of one of his comrades and several unfinished sentences, and he must complete these sentences, reflecting in them his opinion about the comrade:
| He/she always ... | He often... |
| He never... | He usually... |
| He seldom... | He hardly ever... |
Then the students pair up with those they wrote about. Couples speak their sentences about what their partner is doing, thinking, feeling. The technique described here contributes to the implementation of the principle of communicative orientation of training.
III. Reception of information transfer (information transfer). The technique is based on the transfer of information from one form to another, for example, from graphic to verbal and vice versa.
Example 1 Students working in pairs are given drawings that they do not show to each other. They are invited to describe the content of the drawings with such accuracy that the partner can reproduce the drawing according to its description.
Example 2 One of the students is offered a text in which there is missing information, and the other is given a table in the columns of which it is necessary to present the information available in the text. It stimulates communicative communication and exploratory reading.
Student A
Elizabeth Smith is a secondary school teacher. She is ... years old. She was born in Dundee, where she lives now in ... . She is married and has two sons: one is eight and the other is two years old.
Student B
Personnel Survey Sheet Number of children:
Present address: 8, Park Lane
IV. Ranking technique(ranking). It is based on differences in points of view when ranking information offered to students for discussion.
V. Adoption of a joint solution by partners of the tasks proposed to them(problem solving).
VI. Reception role play (role play). This technique gives tangible results as a means of developing communicative skills, if used in combination with supports that allow you to stimulate extended statements.
Buying Shoes:
salesman: Shopper: Greet and ask what the shopper wants. Greet. reply. Ask about size. reply. Ask about the colour. Reply negatively. Offer another colour. reject. Offer another style. Agree. Ask about price. reply. End the conversation politely.
VII. Acceptance of the use of questionnaires(questionnaires). Questionnaires are an effective way to stimulate students' oral expressions at all stages of learning. They are easily projected onto any topic and meet all the principles of communicative learning: speech individualization, functionality, situationality, novelty.
| Name | Chess | Guitar | Dance | Skate | swim | Knit |
| Nick | - | + | + | - | + | - |
| Ann | - | - | + | + | - | + |
| Steve | + | - | - | + | + | - |
The class asks questions to the students to find out what they can do.
After making notes in the table, students comment on the contents of the table:
Nick cannot play chess, but he can dance, swim and play the guitar.
With the help of this simple technique, goal-oriented training exercises turn into communicative ones.
EXAMPLE 2. Exercise with the questionnaire “Find Someone Who...”:
1) plays the guitar;
2) often goes to the cinema;
3) has three brothers;
4) went to bed late last night;
5) was born in December.
The teacher invites students to move freely around the class and ask each other questions like Do you often go to the cinema?, Did you go to bed late last night? When they receive affirmative answers, they enter the names of their comrades and the questionnaires issued to them. The work ends when one of the students collects the answers to all the questions.
VIII. Reception of the use of language games, quizzes(language games, quizzes). Such games occupy a significant place in teaching a foreign language within the framework of a communicative approach.
Thus, at the disposal of a creatively working teacher there are great reserves for stimulating students' interest in mastering a foreign language and for developing communication skills.
Conclusion
The foregoing allows us to state the fact that the main directions of the search for English language teachers are in line with modern trends in methodology - such as increasing the educational and developmental impact on students by means of the subject - the English language; strengthening the communicative orientation of education, stimulating the speech and thinking activity of students, taking into account the interests and capabilities of each student. Active communication with each other and with the teacher will captivate many and will find its worthy embodiment in English lessons.
Literature
- Kuzovlev V.P., The structure of the student's individuality as the basis for the individualization of teaching speech activity. // Foreign languages at school, 1979, No. 1.
- Mezenin S., Professor Galina Vladimirovna Rogova. // Foreign languages at school, 1998, No. 3.
- Nosenko E.L., Ways of implementing a communicative approach to development
- foreign language skills, IYaSh, No. 2, 1990
- Passov E.I. Foreign language lesson in high school. - Moscow, Enlightenment, 1998
- Rogova GV, Methods of teaching foreign languages at school. - Moscow, Enlightenment, 1991
- Solovova E.N., Apalkov V.G. Development and control of communication skills: traditions and prospects. – Moscow, Pedagogical University, “First of September”, 2006
Khusainova Inna Rafikovna
City (town):
Sterlitamak
Teaching a foreign language in modern conditions implies the need for its communicative orientation. Opening of borders, free entry and exit abroad, the possibility of communication in global network The Internet creates the need to revise the traditional methods of teaching a foreign language, there is a need for a communicative approach to learning, learning to communicate in a foreign language.
Communication is not a simple exchange of information aimed at achieving a specific goal, but the active interaction of the participants in this process, the goal of which most often has a "non-linguistic" character. At the same time, the language acts as a means of implementing this interaction [Galskova: 127]
Passov E. I. considers communication as an initial methodological category that has a methodological status. This category determines the need to build the process of foreign language education as a model of the communication process.
Characteristics of communication:
1) Motivation of any action and any activity of students
2) Purposeful action
3) Personal meaning in all student work
4) Speech and thought activity, i.e. constant involvement in solving communication problems
5) The attitude of personal interest, which involves the expression of a personal attitude to problems and subjects of discussion
6) The connection of communication with various forms of activity - educational, cognitive, social, labor, sports, artistic household
7) The interaction of those who communicate, i.e. coordination of actions, mutual assistance
8) Contact: emotional, semantic, personal Situation, expressed in the fact that the communication of students with a teacher and students among themselves in the process of mastering speech material can be characterized as a system of relationships generated by the situational positions of those communicating
9) Functionality, meaning that the process of mastering speech material always occurs in the presence of speech functions
10) Heuristic, as the organization of the material and the process of its assimilation, excluding arbitrary memorization
12) Problematic as a way of organizing and presenting educational materials
13) Expressiveness and use of verbal and non-verbal means of communication [Passov: 98-99]
Communicative competence (from Latin communico - I make common, connect, communicate and competens (competentis) - capable) - a special quality of a speech personality acquired in the process of natural communication or specially organized training.
Communicative competence creates linguistic and regional competence, which is understood as a holistic system of ideas about national customs, traditions and realities of the country of the language being studied, which allows extracting approximately the same information from the vocabulary of this language as its native speakers, and thereby achieving full communication [Efremova: 79]
According to E. N. Solovova, the main goal of teaching a foreign language is the formation of communicative competence. At the same time, several of its components are distinguished: 1) linguistic competence, 2) sociolinguistic competence, 3) sociocultural competence, 4) strategic competence, 5) discursive competence, 6) social competence.
Linguistic competence involves mastering a certain amount of formal knowledge and their corresponding skills related to various aspects of the language: vocabulary, phonetics, grammar.
Of course, words, grammatical constructions, intotonemes are studied with the aim of transforming them into meaningful statements, i.e. have a clear speech orientation.
Thus, we can say that the emphasis of teaching is not on language as a system, but on speech. But speech is always situational, and the situation, in turn, is determined by place and time, the characteristics of the audience, communication partners, the purpose of communication, etc. In order to adequately solve communication problems in each specific case, in addition to linguistic competence, we need sociolinguistic competence, those. the ability to select language forms, use them and transform them in accordance with the context. To learn this, it is important to know the semantic features of words and expressions, how they change depending on the style and nature of communication, what effect they can have on the interlocutor.
Language reflects the characteristics of people's lives. By studying the variety of expression plans, you can understand and learn a lot about the culture of different countries of the language being studied. And this brings us to the need to form sociocultural competence. Today, speaking about the fact that the goal of learning is communication in a foreign language, we mean not just a dialogue at the level of individuals, but the readiness and ability to conduct a dialogue of cultures.
The dialogue of cultures implies knowledge of one's own culture and the culture of the country or countries of the language being studied. By culture, we understand everything that determines the style of life that has developed over the centuries and the nature of thinking, the national mentality.
Sociocultural competence is a tool for educating an internationally oriented personality who is aware of the interconnection and integrity of the world, the need for intercultural cooperation and the solution of global problems of mankind.
In order to competently solve the problems of communication and achieve the desired results, it is not enough only knowledge of a cultural nature. It is necessary to have certain skills in organizing speech, to be able to build it logically, consistently and convincingly, to set tasks and achieve the goal, and this is a new level of communicative competence, which is called in the materials of the Council of Europe strategic and discursive communicative competences.
The essence of which lies in the ability to build communication in such a way as to achieve the goal, to know and master various methods of receiving and transmitting information both in oral and written communication, compensatory skills. The formation of these components of communicative competence cannot be carried out in isolation from speech functions, which determine both the strategy of communication itself and the selection of language tools for solving communication problems.
The last of the components of communicative competence, but by no means the least in importance, is social competence. It implies a willingness and desire to interact with others, self-confidence, as well as the ability to put oneself in the place of another and the ability to cope with the situation. It is very important here to form a sense of tolerance for a point of view that is different from yours. [Solovova:6-10]
MZ Biboletova understands the communicative competence of students as their ability and willingness to communicate in English within the limits determined by the federal component of the state standard in English.
This goal means:
Development of students' communication skills in speaking, reading, listening and writing in English
The development and education of students by means of the English language, namely: a) their awareness of the phenomena of reality occurring in English-speaking countries, through knowledge of the culture, history and traditions of these countries, b) awareness of the role of their native language and native culture in comparison with the culture of other peoples, c) understanding the importance of learning English as a means of achieving mutual understanding between people, d) developing their cognitive abilities, interest in learning.
The priority of the communicative goal in teaching English, understood as the focus on achieving a minimum sufficient level of communicative competence by schoolchildren, should ensure the readiness and ability to communicate in English in oral and written forms [Biboletova: 6-7]
Biboletova M.Z. offers the following component composition of communicative competence:
1. Speech competence - students' skills in speaking (dialogical and monologue speech, role-playing game, discussion), listening (taking notes, summarizing the content of the text, developing language guesses), reading (viewing, searching, familiarizing, formulating one's own opinion, understanding main idea text) and writing (filling out forms, writing descriptions, supplementing missing information).
The purpose of this competence is to teach the use of the language, not to communicate knowledge about it. In communicative training, all exercises should be speech in nature, i.e. communication exercises.
To achieve this goal, when teaching English in secondary school, the use of a variety of teaching aids is provided. those material benefits that assist in the organization and conduct of the educational process. For the development of speech competence, it is necessary to use the following teaching aids:
a) a textbook, which is the main learning tool and contains material for teaching all types of speech activity;
b) a book for reading, which is at the disposal of the student and helps him in mastering reading in English. Reading additional texts on various topics, among other things, makes it possible to achieve practical, educational, educational and developmental goals,
in) study guides for individual and independent work of trainees, practical classes, research work. These manuals can be fully or partially developed by teachers of the educational institutions themselves;
d) audio and video recordings play a very important role in teaching English. They enable children to hear genuine speech in English, are a role model, which has a beneficial effect on the quality of their pronunciation, as well as on the formation of the ability to understand speech by ear;
e) computer programs and the Internet are necessary to ensure the functional computer literacy of students, as well as the possibility of independent or distance learning. These programs are especially effective for developing written communication skills.
2. Language competence - possession of the pronunciation, lexical and grammatical aspects of speech, as well as possession of graphics and spelling.
For the most effective development of language competence, the following teaching aids are used:
a) a workbook, which is necessary for independent work of students at home and allows them to master the graphics and spelling of the English language, learn lexical and grammatical material in the course of completing assignments for each lesson.,
b) tables, diagrams, Handout, illustrations make it possible to maximally individualize and activate the process of formation and development of skills and abilities of all types of speech activity, as well as the process of accumulating units of language and speech in the memory of students;
c) textbook;
d) audio material;
e) computer programs, multimedia equipment and the Internet
3. Sociocultural competence - possession of a certain set of sociocultural knowledge about the countries of the language being studied and the ability to use them in the process of foreign language communication, as well as the ability to represent one's country and its culture.
An important learning skill that should be developed in students already in primary school, is an abundant reading.
For the most effective development of sociocultural competence outside the language environment, the following teaching aids are used:
a) adapted books - containing authentic materials about people who actually exist and situations taken from life. Reading is an important learning skill that should be developed in elementary school students.
b) audio and video materials recorded in real situations of foreign language communication or read by native speakers are a kind of cultural portraits of the country.
c) The Internet is a very effective means of developing the socio-cultural competence of students along with other computer technologies,
d) staying in the country of the language being studied is, of course, the most effective means of developing socio-cultural competence.
4. Compensatory competence - the ability to get out of a situation in a deficit language tools when receiving and transmitting information;
This type of competence is developed by such means as:
a) a textbook
b) Internet;
c) stay in the country of the language being studied.
5. Educational and cognitive competence - general and special educational skills, methods and techniques for independent study of languages and cultures, including the use of new information technologies. Students perform problem tasks that develop thinking: games, puzzles, quizzes.
The means that develop educational and cognitive competence include the following:
a) a variety of dictionaries (English-Russian, Russian-English, explanatory), where the student will find explanations of words, their combinations with other words, examples of use. This will help to complete the exercises and satisfy the curiosity of students who have an increased interest in the language,
b) textbook;
c) a book to read;
d) teaching aids;
e) computer programs and the Internet.
Exercises for the formation of communicative competence:
1) The Bashkortostan Guider project (students create a guide to their native land, in which each page talks about a certain sight) Each student defends his page of the guide, makes a report in English, then he is asked questions by both the teacher and students
2) The game "Fashion Clothes" (students work in groups, they have a doll and various types of clothes, you need to come up with and write down a story about the doll) Here, students can help questions:
What is her name?
What does she like to do?
What clothes does she like to wear?
What is her style (sport, posh etc.)?
Then each group talks about their doll.
3) Students are invited to listen to the fairy tale "Little Red Hen" read by a native speaker:
Listen to the fairy tale and answer the questions (you will hear the recording twice):
1) What animals are there in the fairy tale?
2) Did they help the hen? Why (your opinion)?
3) What is the fairy tale about (your opinion)?
4) The game "Snowball" (one calls the word, the other repeats his word, adds his own, etc. along the chain)
5) Compiling a story using keywords (there is a picture and related words on the board, you need to compose a story)
6) Drawing up a story about the subject (from the picture on the board you need to tell about the subject, person or animal, describe it)
7) An extra word (can be carried out by ear or by written words). It is necessary to name an extra word in the chain (a word with a different sound, with a different meaning, with a different vowel in the root, etc.)
8) The game "Dunno" (Dunno wrote a letter with errors, correct them)
Literature
1. Galskova N.D. Modern methods of teaching foreign languages:
A guide for the teacher. - 2nd ed., revised. and additional - M.: ARKTI, 2003. - 192 p.
2.E.I. Passov - Communicative foreign language education. Minsk Lexis 2003.
3. Pedagogical speech science. Dictionary reference. - M.: Flint, Science. Ed. T. A. Ladyzhenskaya and A. K. Mikhalskaya. 1998.
4. Efremova G. G., Safarova R. Z. Formation of linguistic and cultural competence in the lessons of foreign languages // Teacher of Bashkortostan 9 (895) 2010
State educational institution of additional
professional education "Advanced training" of specialists
"Kuzbass Regional Institute for Advanced Studies
and retraining of educators”
Faculty of advanced training
Department of Public Disciplines
Teaching speech and communication skills
in English lessons
(essay)
Executor:
Khrycheva Elena Alexandrovna,
English teacher
MBOU secondary school №54
Consultant:
Morozova Lyubov Yurievna,
methodologist of the Department of GiHED
Kemerovo, 2013
Introduction
1. Theoretical foundations for the development of communication skills in the process of learning a foreign language
1.1 The importance of communication skills in shaping the personality of younger students
1.2 Possibilities of English lessons in the formation of communication skills in younger students
1.3 Methodological tools for the formation of communication skills
2. Conclusion
List of sources used
Introduction
The changes taking place today in social relations, means of communication require an increase in the communicative competence of schoolchildren, the improvement of their philological training, therefore, the study of English as a means of communication and generalization of the spiritual heritage of the countries of the studied language and peoples has become a priority. Foreign language teachers are faced with the task of forming a personality that will be able to participate in intercultural communication.
As you know, the number of foreign language teachers who have special training to work with kids is small. At the same time, the ability to competently teach communication in a foreign language to younger students who do not yet fully master communication skills in their native language is a very difficult and responsible task. Therefore, they often show an insufficient level of proficiency in communication skills. Therefore, teachers need to improve their qualifications from time to time for the successful formation of communication skills in English lessons.
Thus, we can talk about the relevance of the topic.
1. Theoretical foundations of the problem of developing communication skills in the process of learning English
1.1 The importance of communication skills in shaping the personality of younger students
First of all, we considered it necessary to study the theoretical foundations of the problem of developing communication skills.
The main issue of concern to psychologists from different countries 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 of a child in a younger age. school age. The influence of communication can also help to correct the difficulties that arise in children with improper upbringing. The vast majority of authors believe that age-appropriate interaction between children is necessary for the development of the child in general and the formation of his personality in particular.
Communication, or in other words communication, its features and mechanisms have been the subject of study by philosophers and sociologists, psycholinguists and psychologists.
However various researchers put different meanings into the concept of communication. So, 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 in modern science there is a huge number of mismatched definitions of communications; V.M. Filatov defines communication as "communication, the transfer of information from person to person in the process of activity."
So, 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". To consider the importance of communication skills in shaping the personality of younger students, it is necessary to define the concept of "skills". By the term "skills" we mean automated ways of performing actions. And communication skills, in our opinion, are identified with communication skills.
Mastering communication skills involves mastering foreign language communication in the unity of its functions: informational, regulatory, emotional-evaluative, etiquette.
Scientists identify four main stages in the formation of a communication skill:
1. Introductory
2. Preparatory (analytical)
3. Standardizing (synthetic)
4. Variable (situational)
The process of mastering communication skills is a repeated performance of foreign language actions aimed at automation in various types of speech activity and communication in a foreign language.
Let's start with the content of teaching a foreign language in high school. It implements the main goals aimed at developing a culture of communication among schoolchildren in the process of developing communication skills.
These skills involve the formation of both purely linguistic skills (lexical, phonetic, grammatical) and their normative use in oral and written speech. Various topics, texts, problems, speech tasks are focused on the formation different types speech activity, the development of socio-cultural skills and abilities, which ensures the use of a foreign language as a means of communication.
When studying a foreign language in basic school (grades 5-10), the focus is on the consistent and systematic development of schoolchildren's communication skills in the process of mastering various strategies for speaking, reading, listening and writing.
Teaching a foreign language is aimed at studying it as a means of international communication through:
– Formation and development of basic communication skills and abilities in the main types of speech activity;
- Socio-cultural development of schoolchildren in the context of European and world culture with the help of country studies, cultural studies and linguistic - cultural studies material;
Communication skills are formed on the basis of:
a) language knowledge and skills;
b) linguistic and regional knowledge.
Communication skills include the following key skills:
- verbally communicate in standard situations of educational, labor, cultural, everyday spheres;
- verbally briefly talk about yourself, the environment, retell, express an opinion, an assessment.
- the ability to write and convey elementary information (letter).
This is how the minimum level of communication skills is determined in the state educational standard for foreign languages.
In the process of verbal communication, people use the means of language - its vocabulary and grammar - to build statements that would be understandable to the addressee. However, knowing only the dictionary and grammar is not enough for communication in a given language to be successful: you also need to know the conditions for using certain language units and their combinations. In other words, in addition to grammar itself, a native speaker must learn "situational grammar", which prescribes the use of the language not only in accordance with the meaning of lexical units and the rules for their combination in a sentence, but also depending on the nature of the relationship between the speaker and the addressee, on the purpose of communication and from other factors, the knowledge of which, together with the actual language knowledge, constitutes the level of communication skills of a native speaker.
The nature of the communication skills that are part of the communicative competence and differ from the knowledge of the language itself can be illustrated by the example of the so-called indirect speech acts. Indirect is such a speech act, the form of which does not correspond to its real meaning in a given situation. For example, if a neighbor at the dinner table addresses you with the following words: - Could you pass the salt to me? if you understand this request as a question and answer: - I can, without taking the appropriate action and waiting for the interlocutor to really directly ask you to pass salt to him, the communication process will be disrupted: you will not act as the speaker expected and how it is customary to react to similar questions - requests in similar situations.
Also in the process of communication there is an orientation to social characteristics. speech partner: his status, position, situational role, which is manifested in the choice of alternative speech means with stratifications and speech limiters.
Thus, both grammatical and lexical skills and abilities represent the center of language competence, on which speech skills and abilities are based.
Communication forms a person as a person, gives him the opportunity to acquire certain character traits, interests, habits, inclinations, learn the norms and forms of moral behavior, determine the goals of life and choose the means of their implementation.
In our opinion, communication is the most important phase in the formation of the personality of a junior schoolchild.
Under the identity of S.L. Rubenstein understands the totality of developed habits and preferences, sociocultural experience and acquired knowledge that determine everyday behavior ...
When organizing the communication process, an important role is played by taking into account the personal and age characteristics of younger students. Primary school age is extremely favorable for mastering communication skills in English lessons. Love for the subject at this age is very closely related to the feeling of psychological comfort, joy, need and readiness for communication that the teacher creates in the classroom.
Primary school age (6–10 years) is characterized by readiness for schooling, which is based on interest in new activities, which are a source of learning motivation. A child's readiness for school is determined by his possession of a sufficient amount of knowledge from the field of everyday communication, culture and behavior, the ability to cooperate, and the desire to learn. These qualities are formed in the family, in the pre-preschool years, and the child's entry into school life, his attitude to school and the success of his studies largely depend on the level of their formation.
Researchers note a number of difficulties that younger students face: a new mode of life, the need to work systematically to acquire knowledge, to accept the authority of a teacher.
Many methodologists consider the early start of foreign language classes to be preferable to achieve a basic level of mastery of communication skills.
So, junior school age is the most optimal in learning a foreign language. In this case, the task remains in the field of view, which is intended to be solved by the initial teaching of this subject, namely the development of communication skills. This implies that schoolchildren have not only practical skills, but also certain personality traits: sociability, looseness, desire to make contact, the ability to interact in a team, and so on. Of course, we are not talking about developing children at the expense of knowledge, but about developing communication skills specifically aimed at developing the personality of younger students.
1.2 Possibilities of English lessons in the formation of communication skills in younger students
The possibilities of English lessons in the formation of communication skills in younger students are extremely wide. First of all, let's formulate the goal of teaching a foreign language to younger students.
The main goal of teaching foreign languages at school is to develop the student's ability to communicate in a foreign language. The implementation of this goal is associated with the formation of a number of communication skills in students: to understand and generate foreign language statements in accordance with a specific communication situation, speech task and communicative intention; to carry out their communicative behavior in accordance with the rules of communication and the national and cultural characteristics of the country of the language being studied.
At the first stage of education (in grades II–IV) following goals:
- to contribute to the earlier familiarization of younger students with a new language world for them at an age when children do not yet experience psychological barriers in using a foreign language as a means of communication; to form in children a readiness to communicate in a foreign language and a positive attitude towards its further study;
- to form elementary communication skills in four types of speech activity (speaking, listening, reading, writing), taking into account the speech capabilities and needs of younger students;
- to acquaint younger schoolchildren with the world of foreign peers, with foreign song, poetic and fairy-tale folklore and with samples of children's fiction available to children in the foreign language being studied;
- introduce children to a new social experience using a foreign language by expanding the range of playable social roles in game situations typical for family, everyday, educational communication, to form ideas about the most common features of speech interaction in native and foreign languages, about the mores and customs of the countries of the studied language that meet the interest of younger students;
- to form some universal linguistic concepts observed in native and foreign languages, thereby developing the intellectual, speech and cognitive abilities of students.
The new basic curriculum provides for the compulsory study of a foreign language from grades II to IV in elementary school with 2 hours per week.
Updating the content of teaching English is manifested in the fact that the selection of topics and problems of foreign language communication is focused on the real interests and needs of modern schoolchildren, taking into account different age groups, on strengthening the active nature of education in general.
When selecting the content of teaching foreign languages, special attention is paid to sociocultural skills and abilities that allow adequately representing the culture of one's country in the process of foreign language communication.
What do we understand by the term "communicative competence"? This is the ability to flexibly and effectively use a foreign language within the limits of understanding and transmitting information. Since the elementary school is the first link in the general system of school education, its task is to lay the foundations of communicative competence, which allows foreign language communication and interaction of children of primary school age.
Communicative competence is the leading goal of an English lesson and determines the structure of the lesson.
In pedagogy, the "structure of the lesson" is defined as "the totality of various options for the relationship between the elements of the lesson, ensuring its purposeful effectiveness."
The structure of the lesson should be learning activities student, which should correspond to the structure of activity as such. So, Galperin P.Ya. Allocates three components in the activity structure:
1. Goal-setting, realized in the sequence: need, motive, goal, task 1.2 ...
2. Execution, realized in actions, consisting of operations. The number of actions is determined by the number of tasks.
3. Analysis, which involves determining the compliance of the achieved result with the goal.
“The structure of a foreign language lesson is determined by the stage of learning, the place of the lesson in a series of lessons, and the nature of the tasks set. As an integral work, the structure of the lesson includes: the beginning, the central part and the end. Each of these parts performs its inherent function, reflecting the specifics of the subject.
As for the logic of the lesson, according to E.I. Passova it is connected with the structure of the lesson, making up its inner essence. Logic is a complex, multifaceted concept. So, Passov identifies four aspects of the logic of the lesson:
1. Purposefulness (correlation of all components of the lesson with the leading goal).
2. Integrity (proportionality of all components of the lesson, their subordination to each other).
3. Dynamics (movement through the stages of assimilation of speech material).
4. Connectivity (unity and consistency of the material in terms of content).
Considering the results of more than forty years of research in the field of early education, which were conducted in our country in parallel with extensive experiential learning, it can be argued that the benefits of English lessons in the formation of communication skills in younger students have been repeatedly proven. Briefly summarizing the advantages of systematically teaching children a foreign language at primary school age, we can note the possibilities of English lessons:
Undisputed positive influence on the development of the mental functions of the child: his memory, attention, thinking, perception, imagination, etc.;
Stimulating effect on the general speech abilities of the child;
Early learning a foreign language has a great practical effect in terms of improving the quality of the first foreign language, creates a basis for continuing its study in the main school, and also opens up opportunities for teaching a second (third) foreign language, the need for which is becoming more and more obvious;
The educational and informative value of early learning a foreign language is undeniable, which manifests itself in the earlier entry of a child into universal culture through communication in a new language for him. At the same time, constant appeal to the experience of the child, taking into account his mentality, his perception of reality allows children to better understand the phenomena of their own national culture in comparison with the culture of the countries of the language being studied.
Early learning of foreign languages provides students with the opportunity to develop the following communication skills:
- correctly pronounce and distinguish sounds, words, phrases and sentences of a foreign language by ear; observe the intonation of the main types of sentences;
– master the most commonly used vocabulary within the framework of the topics of the initial stage, master a productive lexical minimum in the amount of at least 500 lexical units. The total volume of vocabulary, including the receptive lexical minimum, is at least 600 lexical units;
- get an idea of the main grammatical categories of the language being studied, to recognize the studied vocabulary and grammar when reading and listening and to use them in oral communication;
- to understand by ear the speech of the teacher, classmates, the main content of lightweight texts based on visual clarity and linguistic guess;
- participate in dialogical communication: conduct an etiquette dialogue and an elementary two-way dialogue-questioning in a limited range of situations of everyday communication;
- speak briefly on topics selected for elementary school, reproduce by heart familiar rhymed works of children's folklore;
- write a short congratulation and a personal letter (based on a sample), fill out a simple questionnaire about yourself;
- to master elementary information about the country of the language being studied.
Thus, it is important that the children be liberated, together with the teacher, "create" a lesson, not only and not so much the knowledge and possession of students of language and speech material determine the effectiveness of the formation of communication skills of younger students, but the readiness and desire of children to participate in intercultural communication in English language. This is possible if the main form of learning activity of schoolchildren is not listening, speaking, reading or writing in a foreign language, but live and active communication with the teacher and with each other.
1.3 Methodological tools for the formation of communication skills
Since the beginning of the new century, numerous methods have appeared in the world theory and practice of teaching foreign languages, aimed at the formation of communication skills.
Along with the change in methods, the very concept of teaching method. At present, this concept does not have a strictly unambiguous terminological designation in the countries of the world, including Russia. So, the Russian term method in modern foreign literature may correspond to the terms denoting the approach. In the domestic methodology of a foreign language, the term method can denote individual elements of the system (a method of teaching vocabulary or phonetics, and others), which often corresponds to the term techniques in the literature of other countries.
Leading experts in the field of linguistic education consider the most effective method of teaching foreign languages communicative technique (The Communicative Approach) teaching.
The communicative technique is based on the following principles:
1. Speech orientation of learning, which means that speech activity is not only a means of learning, but also its goal. This circumstance suggests:
a) the communicative behavior of the teacher, which involves students in common activities and thereby influences the communication process;
b) the use of exercises that maximally recreate situations of communication;
c) the focus of students' attention on the purpose and content of the statement.
2. Accounting individually psychological characteristics student with the leading role of his personal aspect:
a) the ability to learn the language (type of memory, the level of phonemic hearing, the ability to generalize, and others.);
b) the ability to perform certain types of activities, that is, the ability to learn;
c) personal properties according to interests, worldview, position in the team of students;
d) general intellectual abilities (inherited and acquired);
e) his inherent preferences when collecting information (visual, auditory, motor, and some others);
f) for the communicative method, individualization of learning based on the characteristics of the student's personality is the main means of creating motivation for learning and activating the student during classes.
3. Speech-cogitative activity as the constant involvement of students in the process of communication in a direct (verbal) or indirect (mental) form.
4. Functional approach to selection educational material at all levels: lexical, grammatical situational, thematic. This means that any unit of the language is assigned some speech function in the process of learning activity. The disadvantage of traditional learning is the memorization of words and grammar in isolation from speech functions.
5. The situational nature of the learning process, considered both as a way of speech stimulation, and as a condition for the development of speech skills.
6. Problematic as a way of organizing and presenting educational material. In accordance with this principle, the learning material should be of interest to students, correspond to their age and serve as the basis for solving speech-thinking tasks by involving students in a discussion of the content of texts and communication problems.
The success of teaching and the attitude of students to the subject largely depends on how interesting and emotionally the teacher conducts the lessons. To solve the learning problem, it is not enough to engage in class only imitation of life situations. Additional training is required, work aimed at mastering both linguistic and informative material, the formation of certain communicative and cognitive actions, and so on. In other words, we need exercises that, on the one hand, would provide appropriate communicative training, and on the other hand, would preserve the “authenticity” (authenticity) of the use of a foreign language.
The methods of communicative methodology are used, as a rule, in communicative games, during which students solve communicative and cognitive tasks by means of the foreign language being studied. Therefore, the main purpose of communicative games is the organization of foreign language communication in the course of solving a set communicative task or problem.
The basis of teaching children oral communication in a foreign language in elementary school is a game that, according to I.A. Winter, is a psychological justification for switching to a new language of instruction. Using the game as a way to form communication skills in elementary school allows the teacher to formulate such speech tasks that have a motive and purpose of speech action and which dictate the use of the necessary communication patterns (E.I. Negnevitskaya).
For example, in the second grade, to organize the training of children in using the communication model “My (cat) can (jump)”, you can offer the following speech task: “ Evil wizard bewitched our beloved animals. To disenchant them (this is a game motive), you need to say what they can do (this is the goal of this speech action). Following the teacher, who gives an example of solving a communicative problem, each student talks about his animal:
Teacher: My dog can run.
P1: My frog can jump.
P2: My parrot can fly.
The more game techniques the teacher uses, the more interesting the lessons are, the more firmly the material is absorbed. In methodological terms, a communicative game is an educational task that includes language, communicative and activity tasks. For example, the game "IN THE STORE"
On the counter of the store laid out various items clothes or food to buy. Students go to the store, buy what they need.
P1: Good morning!
P2: Good morning!
P 1: Have you a red blouse?
P 2: Yes, I have. Here it is.
P1: Thank you very much.
P2: Not at all.
P 1: Have you a warm scarf?
P 2: Sorry, but I haven't.
Thus, we consider the game as a situational-variative exercise, where the opportunity for repeated repetition is created. speech sample in conditions as close as possible to real-speech communication with its inherent features - emotionality, purposefulness, speech impact.
Games contribute to the implementation of the following methodological tasks:
- creation of psychological readiness of children for verbal communication;
- ensuring the natural need for repeated repetition of linguistic material by them.
- training students in choosing the right speech option;
The American psychologist D. Mead saw in the game a generalized model of the formation of what psychologists call "independence" - a person - the collection of one's "I". The game is the sphere of self-expression, self-determination, self-examination, self-realization.
There is a branch of medicine and psychology - game therapy. The game can diagnose, to know the child. The game can encourage and approve the child. With the help of the game, you can correct, improve, develop important psychological properties in children.
Methodological tools for the formation of communication skills include functional-communicative tasks, which include restoring a logical sequence in a series of photographs or text fragments, detecting missing elements in images and texts, formulating precise instructions to a partner for the successful completion of a task, searching for answers to a question by connecting together all the factors known to the rest of the participants and more. For example, the functional-communicative task " Collect the proverb The host reads the beginning of the proverb, the teams must finish it. If the answer is correct, the team gets a point.
For example:
A FRIEND IN NEED……
IS A FRIEND INDEED.
The methodological toolkit for the formation of communication skills in English lessons includes the method of deliberately creating differences in the amount of information among partners in foreign language communication. It is based on the uneven distribution between communication partners of certain information that they must exchange in a foreign language, which is an incentive for communication. For example, students working in pairs are asked to fill in the tables with the missing information in them, communicating with each other in a foreign language (without showing the tables to each other). Both tables, taken together, contain all the information necessary to complete the proposed task, but each of the students has only part of this information in his table, due to which differences in the amount of information are created between them.
When using this technique, students communicate in a foreign language, prompted by the need to exchange information necessary for each of them to complete the task set by the teacher - filling in the gaps in the table.
One of the important elements that make up the methodological tools for the formation of communication skills in an English lesson is an educational and methodological complex (EMC).
Each teacher-experimenter, based on his characteristics and the capabilities of his students, will take a creative approach to the learning process, but he must create within the CMD, without violating its principles.
There are currently special educational and methodical complexes in English language. All of them include not only a textbook, but also a book for the teacher, a workbook, audio cassettes for work in the classroom and at home, and handouts.
UMK "Enjoy English 1" (authors M.Z. Biboletova, N.V. Dobrynina, E.A. Lenskaya) and "Enjoy English 2" (authors M.Z. Biboletova, N.V. Dobrynina, O.A. Denisenko, N.N. Trubanyova) are designed to teach English to students in grades 1–1V, II–IV in a secondary school. This EMC is recommended to be used with a curriculum that provides for at least 2 hours of a foreign language per week.
The authors see the main goal of teaching English in elementary school in the formation of elementary communication skills in children, based on their speech needs and capabilities.
The entire series of teaching materials "Enjoy English" is built in line with a single communicative-cognitive concept, covers primary and secondary schools, ensuring continuity between the various stages of teaching a foreign language. "Enjoy English 1" and "Enjoy English 2", addressed to primary school students, are the first two parts of the English course "Enjoy English".
Each of the textbooks in the Enjoy English series has its own plot. According to the plot of "Enjoy English 1", students are the actors of the itinerant theater, which allows them to repeatedly play pink typical situations of communication, such as "Introduction", "Greeting", "Spending free time with family and friends", etc. The training in this textbook ends with the staging of one of the performances, the scripts of which are given in the Teacher's Book. Enjoy English 2 invites students into the fascinating world of English fairy tales, where they meet new and familiar characters.
EMC "Enjoy English 1.2" offers technologies for teaching pronunciation, lexical and grammatical aspects of speech, which are described in detail in books for teachers.
Each of the teaching materials for elementary school of the “Enjoy English” series includes the following components:
1. A book for the student.
2. Methodological guide for the teacher on the use of the textbook (Book for the teacher), which describes the author's concept of the course and contains recommendations for teaching the main types of speech activity, and also provides a general thematic planning, a table of lesson distribution of material, sample notes of classes and scenarios of performances that were successfully staged and acted out by children learning English in the “Enjoy English” series.
3. Workbook.
4. Reading book included in the textbook "Enjoy English 2" as an appendix.
5. Audio cassette.
6. A collection of songs "Game - Songs" with an audio cassette, which contains more than forty authentic songs and games in English. The proposed songs and games are related to the content of textbooks and can be used both in the classroom and in the preparation of extracurricular activities.
Taking into account the age characteristics of younger schoolchildren and the specifics of work in elementary school, the teaching material "Enjoy English 1" provides for the presentation of material by lesson. students followed modern methods.
So, the methodological toolkit for the formation of communication skills of younger students in English lessons includes various means of teaching the language: communicative games, teaching methods, functional-communicative tasks, educational and methodological complexes, which are an integral part of the organization of teaching English in elementary school.
Summarizing all the above, we can draw the following conclusions:
The mental development of a child begins with communication. This is the first type of social activity that occurs in the process of mastering communication skills and thanks to which the younger student receives the information necessary for his individual development. Communication is of great importance in the formation of the human psyche, its development and the formation of reasonable, cultural behavior. Through communication, the junior schoolchild, thanks to the wide opportunities for learning, acquires all his highest productive abilities and qualities. Through active communication with developed personalities, he himself turns into a personality.
- English lessons not only have a positive effect on the development of mental functions of primary school students, their entry into the universal culture through communication in a new language for them, but also form communication skills in younger students.
- The methods of work used contribute to the development of dialogic speech, broadening the horizons of students, maintaining interest in learning English.
After the English lessons, a conversation was held with the students about their impressions after studying the topic, about their progress in English, we were interested in their opinions about the lesson. Most of the students are interested in the subject and actively participate in the lesson. The students were offered questionnaires in order to identify their attitude to the English language.
| Student responses (%) |
|
| 1. What subjects do you like to study and what do you dislike? | 86% (opined in favor of English) |
| 2. What types of tasks do you like in the lesson? | 72% (voted in favor of communicative tasks) |
| 3. What forms of work in the lesson do you like? | 84% (for communication games) |
| 4. As a result of which exercises, new words are best remembered? | 95% (exercises in dialogical speech) |
The greatest interest among students was caused by communicative tasks related to foreign language communication. Students remember words better if they have to use them in speech. Dialogue in an English lesson serves as a motive for them to learn new words.
The results show that communicative techniques are the favorite activity of students in the classroom.
Thus, we can talk about the effectiveness of using communicative exercises and tasks in an English lesson in elementary school, since the development of communicative skills in a lesson is one of the most important tasks of any teacher.
As a result, students have an emotional upsurge, a positive attitude, and a desire to learn English.
Conclusion
In this regard, we can say that in the methodology of teaching a foreign language on the problem of developing communicative skills in English lessons, using various methods of teaching verbal communication, we can conclude that at present the task remains in sight, which primary education is designed to solve. subject, namely the development of communication skills. This implies that schoolchildren have not only practical skills, but also certain personality traits: sociability, looseness, desire to make contact, the ability to interact in a team, and so on. English lessons ensure that children enter the universal culture through communication in a new language for them, form communication skills in younger students.
The methods of work used contribute to the development of dialogic speech, broadening the horizons of students, maintaining interest in learning English.
In theoretical terms, it is shown that the modern theory and practice of teaching a foreign language has a pronounced communicative orientation, which contributes to the comprehensive development of the individual, the development of students' spiritual values. The communicative approach corresponds to these modern trends in the methodology, namely, it involves:
1. Speech orientation of training.
2. Accounting for the individual - psychological characteristics of the student with the leading role of his personal aspect.
3. Speech-thinking activity as the constant involvement of students in the process of communication in a direct (verbal) or indirect (mental) form.
4. Functional approach to the selection of educational material.
The use of various methods and techniques for organizing the educational process is an effective means of developing communication skills aimed at practical implementation in conditions of natural communication, and the existing set of exercises can serve as a practical guide used to develop the communicative side of speech at the initial stage of training.
List of sources used
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4. Barbar M.P. Development of communication skills in English lessons. M.: Publishing House of Enlightenment, 1992. 12 p.
5. Biboletova M.Z. UMK "Enjoy English", 2004. 35 p.
6. Galskova N.D. Theory and practice of teaching foreign languages in elementary school. M.: Publishing House of Enlightenment, 2006.59 p.
7. State standard in foreign languages. 2006.18 p.
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27. Philosophical encyclopedic dictionary. M.: Phoenix Publishing House, 1983.68 p.)
Dear colleagues! I suggest you read an interesting article on this topic - a lot of useful information.
At each stage of historical development, education performed the same task: the preservation of accumulated knowledge and the preparation of the younger generation for life in a particular society.
Pedagogical tasks solved by school education at the present stage:
- Formation of the worldview
- Formation of thinking
- Preparation for work and further self-education
- Successful socialization, etc.
To solve life problems, a person, in addition to abilities and personal qualities, needs various skills. It is the skills, first of all, that the teacher develops, working with students on a certain subject content.
Traditionally, the teacher paid attention to the subject content and subject skills. At the same time, in life we rarely encounter tasks similar to the subject ones. On the contrary, most often life tasks require oversubject skills, which in school practice are called general educational skills.
The special formation of skills of this type was not given the necessary attention, their mastery was not singled out as a separate component of the requirements for learning outcomes, and therefore was not actually controlled and evaluated by the teacher. Today, when the idea of the goals and values of education is changing, when not specific knowledge becomes more important, but the ability to acquire it, such practice-oriented skills are becoming more and more relevant.
Definition and classification of general educational skills and abilities (what to teach?).
General educational skills and abilities are universal for many school subjects ways of obtaining and applying knowledge, in contrast to subject skills that are specific to a particular academic discipline.
In the scientific literature there is no unambiguous definition of the content and structure of general educational skills and abilities. I propose to adopt the following classification as a basis:
1. Educational and organizational general educational skills and abilities provide planning, organization, control, regulation and analysis of students' own educational activities. These include:
- definition of individual and collective learning objectives;
- selection of the most rational sequence of actions to perform learning task;
- comparison of the obtained results with the learning task;
- possession of various forms of self-control;
- assessment of their own learning activities and learning activities of classmates;
- identifying the problems of their own learning activities and establishing their causes;
- setting the goal of self-educational activity;
- determination of the most rational sequence of actions for the implementation of self-educational activities.
2. Educational and informational general educational skills and abilities provide the student with finding, processing and using information to solve educational problems. These include:
- work with the main components of the textbook;
- use of reference and additional literature;
- distinction and correct use of different literary styles;
- selection and grouping of materials on a specific topic;
- drawing up plans various kinds;
- creation of texts of various types;
- possession of different forms of presentation of the text;
- drawing up tables, diagrams, graphs based on the text;
- writing abstracts, note-taking;
- preparation of a review;
- proficiency in quoting and various types of comments;
- preparation of a report, abstract;
- the use of various types of surveillance;
- qualitative and quantitative description of the object under study;
- conducting an experiment;
- use of different types of modeling.
3. Educational and intellectual general educational skills and abilities provide a clear structure for the content of the process of setting and solving educational problems. These include:
- definition of objects of analysis and synthesis and their components;
- identification of essential features of the object;
- determination of the ratio of the components of the object;
- carrying out different types of comparison;
- establishment of causal relationships;
- operating with concepts, judgments;
- information classification;
- possession of evidence components;
- formulating the problem and determining ways to solve it.
4. Educational and communicative general educational skills and abilities allow the student to organize cooperation with elders and peers, achieve mutual understanding with them, organize joint activities with different people. These skills include:
- listening to the opinions of others;
- possession of various forms of oral public speaking;
- evaluation of different points of view;
- possession of rhetoric techniques;
- organization of joint activities;
- possession of a culture of speech;
- conducting a discussion.
At the same time, we understand that in solving specific life problems, skills from different groups are simultaneously used.
At the present stage of development of society, ICT-competences are considered one of the most important. Therefore, some researchers add to the above the fifth group (one of the possible variants of the name “educational and technological skills”), which includes the following skills:
- typing in a text editor environment;
- perform basic operations on text in a text editor environment;
- save information on disk, load it from disk, print;
- build images in a graphics editor;
- create a database in a DBMS environment;
- make changes to the database in the DBMS environment
- organize sorting and searching for information in the database in the DBMS environment;
- create a spreadsheet in a spreadsheet environment;
- edit the contents of the calculation table in the spreadsheet environment;
- work with hypertext, sound, graphics in the environment of multimedia programs, etc.
How to develop general educational skills (how to teach?)
Students, growing up and moving from class to class, to one degree or another expand the range of theoretical knowledge and practical skills, become more developed with any teaching methods. But if the process of developing general educational abilities becomes purposeful and manageable, then better results will be achieved in a shorter period of time.
Many skills of each of the five groups are complex in composition and include a number of simple skills and abilities, the formation of which must be done in stages.
In what sequence to develop general educational skills: sequentially, one after another, or in parallel, i.e. in each lesson to develop all the most important skills for a given age at once? Experience shows that the following recommendations should be followed:
It is better if the teacher in each period of time agrees with the children what general educational skill they will develop. At the same time, students understand what they are learning at the moment. The student acts as the subject of his educational activity, the performance of tasks is more conscious, and the result is much higher compared to the case when the teacher does not focus on the formed over-subject skills.
For the formation of certain general educational skills, the teacher should select the subject content that most effectively contributes to the development of these skills. on the same topics curriculum, for example, it is most expedient to develop educational and intellectual skills, on others - educational and communicative.
What forms and methods are most suitable for the development of super-subject skills and abilities?
|
educational and organizational |
Primary School |
A problem-dialogical technology for mastering new knowledge, where the teacher is the “director” of the educational process, and the students, together with him, set and solve the educational subject problem (task), while the children use these skills in the classroom. |
|
Main school |
Problem-dialogical technology Project activity (provides for both collective and individual work on a self-selected topic). The solution of vitally practical (often interdisciplinary) tasks (problems), during which students use the algorithm assigned by them to formulate and solve the problem. The teacher is a consultant. |
|
|
Research activity in the chosen field, which is carried out in parallel with the traditional forms of work. Teacher - consultant (scientific adviser). |
||
|
educational and intellectual |
Primary School |
Explanatory and illustrative methods reproductive Partial search |
|
Main school |
Partial search methods |
|
|
Old school |
Research Methods |
|
|
educational and communicative |
Primary School |
|
|
Main school |
Technology of forming the type of correct reading activity Independent use by students of the system of receptions of oral and written text Group form of organization of educational activities of students |
|
|
Old school |
Technology of developing cooperation Debate Lessons Protection of abstracts and research papers |
|
|
educational and information |
Primary School |
Making a simple plan retelling Working with textbooks, encyclopedias, dictionaries Extraction of information presented in different forms (text, table, diagram, illustration, etc.) Representation of information in the form of text, tables, diagrams. |
|
Main school |
Presenting texts in different ways Drawing up complex and abstract plans Formulation of problem questions Qualitative and quantitative description of the object Preparation of reports, abstracts Drawing up tables, diagrams, graphs based on the text Creating a model of the object under study Using, based on the learning task, various types of modeling Search for information in literature and the Internet |
|
|
Old school |
Independent selection of information sources for solving educational and life problems Comparison, selection and verification of information obtained from various sources, including the media Converting information from one form to another Presentation of information in the optimal form depending on the addressee |
I suggest you get acquainted with one of the possible approaches to the formation and development of general educational skills of students:
Planning.
In accordance with the age characteristics in each topic, the development of over-subject skills is determined, the development of which is most advantageous, expedient:
Diagnostics
At the beginning of a certain period (for example, at the beginning of the school year), the teacher, filling out the appropriate table, assesses the level of formation of general educational skills and abilities of each student and the class as a whole.
Correction of plans. In accordance with the identified features of each class, the teacher makes a change in thematic planning in terms of the development of general educational skills and abilities, paying special attention to those skills that for some reason do not meet age standards.
Re-diagnosis at the end of the control period in order to adjust further actions to develop super-subject skills and abilities.
Features of the formation and development of general educational skills and abilities in English lessons
What are the mechanisms for the formation of general educational skills at the initial stages of education?
At the stage of formation lexical and grammatical skills it is required to provide oral practice to each student and at the same time provide feedback so that the student, completing the tasks, knows whether he is doing it correctly, and if not, why and how to do it correctly. The most adequate models of educational interaction at this stage are pair work or work in small groups. This model involves pronunciation, explanation, argumentation and consolidation of their knowledge by each student. With this type of interaction, as a rule, the “weak” student begins to perform the task under the control of the “strong” student. At the stage of formation of lexical and grammatical skills, the “Leader” model of educational interaction is also applicable, which is characterized by clearly defined leadership. The consultant "leader" is at the center of the group, his activity is distinguished by the variety of connections with other members of the group. He organizes the work in the group, is responsible for the successful completion of the task.
Stage skill improvement involves the organization of training for the purpose of reproductive and receptive mastery of speech units. This is the development of monologue and dialogic speech skills (compiling statements on supports, retelling the read text using keywords, compiling a mini-dialogue on response remarks, etc.) At the stage of preparing for an independent dialogic and monologue statement, students have the opportunity to independently apply the studied language material and perform the necessary actions and operations with it. So, in the third grade, students can talk about their school subjects, hobbies, their favorite animal, their home, and their free time activities.
At the stage creative use of material a methodological task is posed, which is characterized by an increase in the number of contacts between students, the presence of close interaction between them. The bottom line is that each member of the group receives separate part tasks that the whole group is working on. For example, when studying the topic “My Home”, each student is given the task to describe one room of a large house, as well as what surrounds it - a flower garden, a garden, etc. At the end of the lesson, each student will have an idea of what it is the house, how many floors it has, what is nearby and around it. In addition, everyone has the opportunity to evaluate the work of his comrade, point out shortcomings and listen to comments addressed to him.
At mastery of grammar English language younger students, as a rule, experience difficulties. One of the principles of working with young children who, due to their age, are not yet able to understand complex grammatical phenomena, is simplification. In the early stages of learning, it is very beneficial to use the imaginative thinking of children through role-playing. A game used in the educational process and containing a learning problem or a problem situation helps to achieve a certain goal.
Games are grouped according to:
- purposes of use - vocabulary, grammar, translation, etc.;
- functional significance - what speech skills are being worked out;
- service line.
The educational game has three main characteristics:
- goal, i.e., gain;
- a set of criteria for determining winners and losers;
- rules for players.
For teachers, the main structural components of a learning role-play are:
- gaming and practical educational and developmental goals;
- the content of the role-playing game based on the material of the current conversational topic;
- a set of social and interpersonal roles through which children realize a significant part of a particular role in the game;
- communicative and linguistic conditions;
- props.
In terms of time parameters, games are small (up to 5 minutes) and large (10-12 minutes). Benefits of using role play in the classroom:
- activity - the interest of students;
- speech partners are chosen by children independently;
- students can switch roles.
Let's look at this with an example.
When fixing the Present Simple, we remember everything that is necessary about this verb tense and start the game. A large picture of several people appears on the board. I chose a picture showing a family of seven:
T: Look at the picture. This is a family. There are 7 people in this family: a father, a mother, two daughters, a grandfather, an aunt and a baby. Today is Sunday. It's their usual Sunday. What do they do on Sundays? Make sentences. One by one, team by team. The last is the best.
Of course, the formation of general educational skills among students is impossible without painstaking work on language skills and abilities. However, testing of language knowledge, skills and abilities is the object of regular current and intermediate monitoring, based on the results of which it is possible to make adjustments to the learning process, organize additional training for students. It must be remembered that the control of the level of education of primary school students is aimed at identifying their achievements. Control makes sense if its results motivate younger students to further study the English language, develop a desire to demonstrate their abilities.
We must not forget that at the first, primary stage of education, the formation of the personality of a younger student, the identification and development of his abilities, the formation of the ability and desire to learn. Among the necessary skills and abilities formed in elementary school, in addition to the skills of educational activities, the mastery of elements of the culture of speech and behavior of the child is mentioned.
Let us consider the features of the formation and development of general educational skills at the middle and senior stages of education in English lessons.
Educational and technological. With the development of the skills of this group, everything is quite simple and clear, it is provided by the educational line “Applied Technologies”.
Educational and informational. The development of the skills of this group is provided primarily by such topics as “Mass media”, “International language of communication. In addition, the development of an individual or group project using MS Word or MS PowerPoint or a web page involves the search and selection of information, which contributes to the development of educational and information skills.
Educational and intellectual. The most effective development of these skills is on topics such as “Modeling”, “Design, creation and editing of databases”, almost all topics of the educational line.
Educational and organizational. The development of such skills is possible in almost any lesson. But especially good results can be achieved during the performance of independent practical work and the development and implementation of an individual or group project, when it is especially important not only to plan work correctly and rationally allocate time for the implementation of individual stages, but also to be able to organize yourself, regulate your activities in accordance with conceived.
Educational and communicative. There is an opportunity, or rather the need to develop educational and communicative skills in English lessons. There are a number of topics in the study of which discussions and discussions are quite appropriate. For example, “What qualities should a politician have”, “The place of the English language in a person's life”. Especially successful are the lessons using the technology of developing cooperation (author - T.F. Akbashev), when three “hares” are “killed” at once - a new topic is studied, educational and communication skills are developed, and students’ creativity is developed. Of course, we should not forget the group projects we mentioned, which require constructive interaction regarding the implementation of the training task.