При организации учебного взаимодействия учащихся друг с другом на уроках иностранного языка были учтены следующие общие психологические характеристики совместной учебной деятельности: направленность на личность, предшествующий опыт, уровень интеллектуального и нравственного развития учащихся, психологические особенности данного возраста и др. Также было уделено большое внимание формированию у учащихся внутренней мотивации к учению вообще, и к изучению данной темы в группах («семьях», согласно сценарию), в частности.
При формировании пар, групп и команд учитывались как общие требования (гетерогенный состав, общность интересов и т.п.), так и пожелания отдельных учащихся.
Учебная деятельность обучаемых основывалась на таких частнометодических положениях, как:
- учебное сотрудничество, дающее ученику право обращаться за помощью либо к другим учащимся, либо к учителю, а также позволяющее совместными усилиями в процессе взаимодействия ликвидировать пробелы в уровне языковой подготовки учащихся;
- автономизация учения с целью формирования у учащихся способности самостоятельно управлять процессом усвоения знаний, и овладения навыками и умениями;
- стимулирование речемыслительной активности учащихся в ходе взаимодействия на уроке иностранного языка;
- взаимодействие всех видов РД.
На заключительном этапе, в ходе презентации проекта, оценивались навыки и умения осуществления учащимися полилогического общения на изучаемом языке по теме-проблеме «Путешествия» (см. Приложение 3).
Занятие 1
Этап: Introduction of the Situation
Главная цель: Формирование навыков полилогической речи.
Образовательная цель: Активизация фоновых знаний учащихся по данной теме.
Продолжительность: 15 минут (в конце занятия).
Форма взаимодействия: команды по 4-5 человек.
Оснащение: доска.
Методический прием: мозговая атака.
| Ход занятия. |
| …T.: And now, students, let’s talk about your future project. To make it, you’ve got to work out the following situation: Our Belarusian families have been invited on a three-week holiday. They were also asked to decide which means of transport they’d use to get to Spain, where and how they’d like to spend time. I suggest that we should try to solve these problems right now. Well do it in the following way: the class divides in two teams, 4-5 people in each: those who generate ideas and those who criticize them. The first team is given 5 minutes to generate all possible ideas concerning the above-mentioned problems. Can anyone come to the blackboard to write all the ideas? (A student comes to the blackboard). O’K. The other team is to read all the notes and say whether they like or dislike this or that idea. Clear? Then let’s start. (One team brainstorms all possible ideas during 5 minutes. The ideas are written on the blackboard. Then “critics” analyze the information on the blackboard and say whether they like it or not.) |
Занятие 2
Этап: Reasoning
Главная цель: Формирование лексических навыков.
Сопутствующие задачи: Совершенствование навыков диалогической речи.
Продолжительность: 50 минут (первая половина занятия).
Форма взаимодействия: пары, группы по 3-4 человека.
Оснащение: раздаточный материал (список имен, упражнения, список слов, карточки для формирования групп).
Методический прием: распределение ролей с помощью ролевых карточек.
| Ход занятия. |
| …T.: Good afternoon, students. How are you today? Is everything OK? (Students answer). Fine. Remember, last time you were given a situation. Can anyone tell me what the situation was? (Students answer). Perfectly right. Today we are continuing to work on this problem. But to make your work more effective, you’ll need some additional vocabulary. Before introducing the new words, I’d like you to do an exercise. Guess which of the following words don’t belong in the topic. Cross them out. Read the words that are left. |
Good. Now, let’s look at the blackboard. There are many new words on it. Can you guess what they mean? (The students answer. If the words are not known, the teacher explains their meaning.) And now let’s do some exercises.
Ex 1. Find words with the same meaning as “travel”.
Ex 2. Which words, do you think, mean places you can stay at on holidays?
Ex: a hotel
Ex 3. Which words, do you think, may mean things you can do on holidays?
Ex: to go swimming
Ex 4. Find on the blackboard all means of transport.
Ex: an airplane
Ex 5. What kinds of sicknesses connected with traveling, do you know?
Ex: seasickness
Ex 6. Give definitions to the following words: passenger, travel agent, ticket clerk, baggage, to book, traveler, ticket.
Ex 7. Translate from Russian into English the following word combinations: поездка по Испании, остановиться в отеле, пойти в горы, сойти на берег, замечательное путешествие, лететь на самолете, спокойное море, дорогие билеты, позвонить в туристическое бюро, заказывать билеты заранее, прибыть в город, уехать из города, провести каникулы за городом, загорать на пляже, поехать на морское побережье.
O’K. To go with your work, you’ll have to form groups of three. We’ll do it with the help of these cards. (Each students takes a card, then they form groups in the following way: Spain – Madrid – Spanish, Belarus – Minsk – Belarusian, Great Britain – London – English.)
Fine. From now on you are to work in these groups, which are called “families”.
One of you will be a father, the second – a mother, the third – a child. But each person of a family should have his/her own name, otherwise how will you address each other? There are three cards on the table. On each card there are three names. Choose any. (One person from each “family” chooses a card. Then they distribute the roles and names in their “families”.)
And now in “families” try to find reasons why you’d like to travel to Spain. (The “families” discuss why they’d like to go to Spain. Then one member of each group presents their reasons)…
| Ход работы |
| Good afternoon, students. Nice to see you. The weather is terrible today, isn’t it? What can you say about today’s weather? Is it suitable for traveling? (Students answers). O’K. And now let’s talk about traveling by air, by sea and by train, because while traveling to Spain you are to use different means of transport. We’ve got three “families” haven’t we? So, you are to work in “families”. Don’t forget about your new names! Now look at the blackboard. You see three phrases written there. These are the three methods of traveling: by air, by sea and by train. You should choose one aspect for your “family” (The students make their choice). You are going to work with this aspect during two classes in order to become experts. Now I’m going to give you dialogues: one dialogue for each “family”. You are read the dialogue twice carefully to catch all the information from it. (Students read the dialogues). (Example) At the station Good Morning. Can I help you? Yes, I’d like to book/buy a ticket to London, please. Single or return? Return, please. That will be ₤ 18. When does the train leave? At twelve thirty from platform five. And what time will I arrive in London? If you take this train, you’ll get to London at 15.45. Could you tell me when the next train is? At two thirty from platform three. Thank you. You are welcome. Ready? Good. Now let’s do some exercises. Exercises Say whether the following sentences are True or False according to the information from the dialogue. The passenger wants to buy a single ticket. He wants to get to London. The ticket costs ₤ 19. The train leaves at 12.40. The ticket clerk says that the train leaves from platform five. According to the clerk’s words, the train leaves for London at 15.35. The next train leaves at 2.30 from platform five. Answer the following questions using the information from the dialogue. What would the passenger like to do? Does he want a single or return ticket? How much does a ticket to London cost? What other information does the passenger get from the ticket clerk? What does the clerk say to the passenger’s “Thank you”? Put the phrases from the dialogue in the correct order. Read the dialogue in pairs/groups of three. That will be ₤ 18. Put the Return, please. And want time will I arrive in London? Good morning. Can I help you? When does the train leave? If you take this train, you’ll get to London at 15.45. Thank you. Single or return? At two thirty from platform three. You are welcome. Yes, I’d like to book/buy a ticket to London, please. Could you tell me when the next train is? At twelve thirty from platform five. Make up a dialogue/polylogue by analogy with the one you’ve worked with. Be ready to reproduce it in pairs/groups of three. Situation: “Buying Tickets at the Railway station”. Roles: Passenger 1: You are going to Spain and you are to reserve/buy tickets at the Railway station. Passenger 2: (if necessary) Ticket clerk: You are to sell the tickets and give the passenger(s) all the information they need. Very good. Now let’s work with the texts. Each “family” gets a text describing the advantages of their means of transport. But the text is divided into three pieces. Each member of a “family” will get one piece and study it. Then all the members of the “family” will tell each other the information they’ve got and together they will reconstruct the order of the passages of the text. (Example) Traveling by Train I think I must say a word or two for trains. Speed, comfort and pleasure are all combined here. From the comfortable seat of a railway carriage you have a wonderful view of the countryside. If you want to eat, you can have a meal in the dining car; and if the journey is long you can have a bed in a sleeping car. And – which is more important – you get acquainted with other people. Meeting new people, talking on different topics, singing and having a good time is the most interesting aspect of traveling by train. You are sure to enjoy it! O’K. And now let’s do the following activity: from groups of three (“mothers”, “fathers”, “children”) and tell the other people in these groups about your method of traveling. This kind of activity is called jigsaw-reading. Ready? Then come back to your own “families” and discuss disadvantages of the other’s means of transport… Finished? Now I suggest that you should discuss all together which transport to choose. Imagine that all the three “families” meet, let’s say, in a café or in somebody’s house and discuss all Pros and Cons of your methods of traveling. Now imagine that you are back home after that meeting. Have you changed your mind, or do you still think that your means of transport is the best? (One member of each “Family” gives answer). I see. Now that you’ve made up your mind about which means of transport you are going to use, the only thing left for you is to reserve or buy tickets for your future journey. |
Занятие 5
Этап: Choosing places to stay
Главная цель: Развитие умений диалогической речи.
Сопутствующие задачи: Совершенствование лексических навыков. Совершенствование навыков аудирования.
Продолжительность: 60 минут.
Форма взаимодействия: группы по 3 человека
Оснащение: раздаточный материал (упражнение на усвоение лексики и на контроль навыков аудирования.
Методический приём: дискуссия, спутанный диалог(jumbled dialogue).
| Ход занятия |
| Hello, students. Glad to see you. How are you today? Did you have a nice weekend? What did you do? ( Students give answers) Nice. Now look at the blackboard. As you can see the subtopic of our today’s class is “Choosing places to stay”. That means that today you are going to choose places you’ll stay at in Spain, and also to book a holiday. In your exercise-book, you’ve got all necessary words, but they are mixed up with the other vocabulary. Can you guess which words we are going to work with today? (Students in families guess). To check your guesses and your vocabulary, we’ll do an exercise. You’ve got a box with some words, and some sentences with gaps. Your task is to fill in the gaps with these words. |
1. If you have a tent, you can stay at a _________________________.
2 The “Belarus” is one of the most comfortable ________________ in Minsk.
3. A _______________ is specially built for motorists, with a place to park your car or bike.
4. In Britain, you can stay at a ___________________ place. You can spend a night and have a morning meal here.
5. Many people when they go abroad stay at a _______________________ cottage or flat. Here, they have to cook themselves.
6. Many young people and those on walking or cycling holidays stay at a ___________________. This is usually very cheap, and you often have to sleep in the same room as others.
7. An ___________________ is a pub where you can stay for the night, usually in the countryside.
8. A ____________________ is a place where large numbers of people, especially families, stay. The cost of all the food, accommodation and entertainment is included in the price.
9. A ____________________ is a private home where you can pay to stay and have meals. These are very popular at the seaside.
Now in “families” decide which of these places you’d like to stay at.