Методическое пособие Групповой метод обучения на уроках английского языка
методическая разработка по английскому языку по теме

ДЕПАРТАМЕНТ ОБРАЗОВАНИЯ ГОРОДА МОСКВЫ

ВОСТОЧНОЕ ОКРУЖНОЕ УПРАВЛЕНИЕ ОБРАЗОВАНИЯ

ГОУ ГИМНАЗИЯ № 1512

Методическое пособие

 Групповой метод обучения на уроках английского языка

Москва 2011г.

Содержание

Ведение                                                                                                                       3

Разработки уроков иностранного языка с использованием группового метода обучения

1. Урок-защита проектов по английскому языку в 5 классе                             4

Тема: «Здоровый образ жизни»                                                                      

2. Урок-викторина по английскому языку в 6 классе                                       12

Тема: «Великобритания»                                                                                

3. Урок-лекция по английскому языку в 7 классе                                             19

Тема: «В. Шекспир – великий английский поэт и драматург»                  

4. Урок-дискуссия по английскому языку в 10 классе                                     28

Тема: «Дом моей мечты»                                                                              

5. Урок-викторина по латинскому языку в 10 классе                                       37

Тема: «Латынь – основа современных языков»                                          

Заключение                                                                                                                43

Список использованной литературы                                                                       45                  

Введение

  В свете Национальной образовательной инициативы «Наша новая школа»,  модернизации системы общего образования в центр всей образовательной системы ставится личность ученика, которая является не только субъектом, но и целью образовательной системы.

По мнению Президента Российской Федерации, Д.А. Медведева,           « Главные задачи современной школы - раскрытие способностей каждого ученика, воспитание порядочного и патриотичного человека, личности, готовой к жизни в высокотехнологичном, конкурентном мире. Задача учителя - помочь ребятам найти себя в будущем, стать самостоятельными, творческими и уверенными в себе людьми». Именно личностно - ориентированные технологии, одной из которых является технология обучения в сотрудничестве, имеют целью разностороннее, свободное и творческое развитие личности обучаемого, т.е. такое развитие, которое позволило бы ему легко адаптироваться к современным экономическим условиям, найти свое место в жизни. Личностно-ориентированные технологии более всего адаптированы к процессу обучения иностранному языку, поскольку ориентированы на организацию процесса обучения в малых группах, максимально обеспечивая индивидуальный подход к каждому ученику, а значит, способствуют реализации личностно-ориентированного подхода в обучении.

Исходя из этого, мы попытались в данном методическом пособии рассмотреть вопросы использования группового метода обучения в учебном процессе по иностранному языку, а также доказать целесообразность и необходимость применения данного метода учителями иностранного языка.

         Разработка включает в себя введение, теоретические основы вопроса использования группового метода, цикл уроков по иностранным языкам (английскому и латинскому) с использованием данного метода, заключение и список литературы.

Надеемся, что данное методическое пособие будет полезно учителям иностранных языков, студентам-практикантам в ходе организации процесса обучения иностранным языкам.

Разработки учебных занятий по иностранным языкам с использованием группового метода обучения.

1. Урок – защита проектов по английскому языку в 5 классе

Тема: «Здоровый образ жизни»

Цели:

Развивающий аспект:

1. развивать коммуникативные навыки учащихся;
2. учить детей делать краткие сообщения, презентации творческих проектов;
3. проводить интерактивный опрос;
4. обрабатывать полученные данные;

Воспитательный аспект:

1. воспитывать здоровые привычки;
2. показать учащимся важность здорового образа жизни.

Учебный аспект:

1. активизировать изученную лексику по теме “Здоровье”;
2. развивать умение в использовании модального глагола –should-;
3. развивать умение учащихся понимать на слух основное содержание несложного аудиотекста текста;
4. развивать у учащихся умение творчески использовать усвоенный материал в новых ситуациях общения.

Образовательный аспект:

     .    расширение знаний учащихся о здоровом образе жизни и способах сохранения здоровья.

Сопутствующие задачи:

1. скрытый контроль развития речевых умений;

Тип урока: комбинированный.

Форма проведения урока: урок - защита проектов.

Методы: словесный, наглядно – иллюстративный, тренировка, применение, контроль, метод проекта.

Оборудование и оснащение урока:

1. таблицы, график
2. дидактический раздаточный материал: карточки-задания;
3. ИКТ: проектор, экран, компьютер, презентации учителя и учащихся, доска.

(На подготовительном этапе урока учитель делит группу на малые группы, используя прием «4 угла», группы разнородны по своему составу, тем самым слабые учащиеся имеют возможность воспользоваться помощью сильных учеников при выполнении своего задания в рамках подготовки проекта.)

Ход урока

1. Организационный момент.

1.  Вступительное слово учителя, постановка цели и задач урока.(2мин.)

T: – Good morning, everybody! I’m very glad to see you. How are you?

P1: – I’m fine, thanks. And how are you?

T: – I’m fine too. Thank you. (2-3 students).

T: – Look at the screen and think what we are going to speak about. Yes, you are right. Today we’ll speak on the topic “Health and body care”. We are going to discuss our lifestyle and the ways of taking care about our healthy. At the lesson you are going to speak o lot, using lexical and grammar material; to listen to and discuss an audio text, to show your presentations and to check your knowledge on the topic. You are going to work in small groups. I wish you good luck.

б). Фонетическая зарядка.  You’ll agree that our health is in our own hands. Thousands years ago ancient Greeks said: The ‘first ‘wealth is health. “Health is the best wealth”. These words will be a motto of today’s lesson. But there are of lot of other proverbs about health. Look at the screen and finish the proverbs. (3мин.)

1. Health is……………. .
2. Wealth is……………. .
3. You are what……….. .
4. Early to bed and…….. .                          
5. Eat to live…………… .
6. An apple a day………. .
7. Don’t worry…………. .
8. The best wealth……… .  (Слайд № 2)                              

2. Основной этап урока.

1. Brain-storming. Актуализация лексико-грамматического материала по теме.

T: The question is that our life is so dynamic that sometimes we don’t have any time to have regular meals, to do exercises regularly, to sleep enough. As a result people have serious problems with their health. Let’s speak about our habits. What should or shouldn’t we do to be healthy?  (5 мин.)

2). Развитие навыков аудирования по теме.

          T: - Of course all people should follow healthy lifestyle. Now you are going to listen to the text about Max and his lifestyle.

На дотекстовом этапе учитель вводит незнакомые слова: get hungry=want to eat; cabbage; peas; rye bread; public places=places with a lot of people; to receive guests=to have guests at home. (Слайд № 3) Далее, на текстовом этапе, уч-ся слушают текст два раза, находят ответы на поставленные вопросы. На послетекстовом этапе проверяется правильность выполнения, проходит обсуждение текста. На экране дается правильный вариант ответов. (Слайд № 4) (7 мин.)

Текст для аудирования

Hello. My name is Max. Not long ago I decided to lead healthy life. Let me tell you something about it. I don’t get up very early but I begin my day with exercises. I go out and run about my house twenty times. Then I get hungry and have breakfast. I have a big glass of orange juice and then a cup of tea. At about one I have my lunch. At lunch I eat a lot of vegetables: cabbage, carrots, peas, fresh cucumbers, a piece of rye bread and a cup of tea without sugar, of course. Sometimes I don’t have any lunch, but it is not healthy at all. It happens when I’m busy in the city. I don’t like to have meals in public places. I sometimes have dinner in the evening when I’m hungry or when I have guests at home. I don’t like to receive guests because we usually eat a lot of meat and fish and other heavy things which don’t help you to be fit. My motto is: “Eat to live, but not live to eat”.

Questions:

1. How many times does Max run around his house?
2. What does he eat to keep fit?
3. Where doesn’t Max like to eat?
4. Why doesn’t Max like to have guests at home?
5. What is Max’s motto? (девиз)                                                        

3). Релаксирующая пауза. Песня “If you’re happy and you know it…”.Учащиеся исполняют песню и делают ряд физических упражнений, о которых речь идет в песни. (1.5 мин)

4). Развитие навыков монологической речи по теме, умения делать презентацию творческих проектов.

А). «Интервью».

T: I think you will agree with me if a person wants to be healthy he should have healthy habits. I suppose it will be interesting to ask our guests about their health habits. Take question lists and interview the teachers, after that Ivilina and Sasha will combine the facts and make a report. (Учащийся опрашивает учителей, присутствующих на уроке)

Survey: “What is your lifestyle?

Instruction: Answer the questions.

(Слайд № 5)

T.:  While the girls are interviewing our guests, I think it will be interesting for you to learn our students’ attitude towards their health. Julia, tell us about our results. (Ученица делает выводы об отношении к здоровью учеников 5 класса).

P.: According to a survey the pupils of our form do not take enough care about their health. The majority of us skip breakfast. Skipping breakfast is bad for young people; is it easy only for one pupil to get up early. Majority of us has chaotic lifestyle; but there is a good thing. All pupils of our form do morning exercising in the school.

T.: And now it’s time to see what our results are. (Эксперты сообщают результаты анкетирования):

P.: According to a survey the teachers take care/do not take care about their health.

_____ teachers skip breakfast; _______ teachers do/do not do morning exercising; is it easy/difficult for______ teachers to get up early; Majority of you have chaotic/regular lifestyle. And you take care/do not take care about your health. You can/cannot be an example for your pupils. (5 мин.)                                       

 Б). Презентация творческих проектов.

T.: You see that it is very difficult to follow healthy lifestyle. But do not forget “Health is the best wealth”. And what can help you to be healthy? Of course, school. Only at school most of you do morning exercising, go in for sport three times a week, and have a balanced diet. Let’s listen to this group of students. (Ученики рассказывают о занятиях спортом в школе).

Презентация: Sports in our school.

P.: As for me, I want to tell you about sports in our school. We pay great attention to sports in the school. We have PT three times a week and we enjoy our lessons very much. The lessons are held in a small gym and in the sports ground. At the lessons we run, jump and play sport games. We are crazy about volleyball and basketball. Each student in the school knows ……... The girls are excellent runners. In my opinion every person should go in for sports because it helps people to be strong and healthy.

(Слайд № 6)

Далее учитель задает ряд вопросов учащимся, которые оставались на местах. T.: Do you go in for sports? Do you attend PT lessons? Do you like to swim in the school swimming pool? How often do you go to the gym? (5 мин.)

T.: But not only sport helps us to be healthy. A balanced diet is very important too. Let’s listen to the second group. (Ученики рассказывает о сбалансированном питании, о школьной столовой).

Презентация: Our school canteen.

P.: I d like to tell you about our school canteen. In order to stay healthy it is important to have a balanced diet. The balanced diet is food that contains something from each of the three main groups of food. These groups are protein, fat and carbohydrates. You find protein in lots of food: meat, fish, nuts, cheese and milk. It helps your body grow and be healthy and it gives you energy. Fat gives you energy too, but don’t eat a lot – it is bad for you. Carbohydrates gave you more than 70% of your energy. Bread, cereals, fruits and vegetables contain lots of carbohydrates. A school cook Anatoliy Nicolaevich takes care about our balanced diet. Many children of our school have dinner in our canteen. We like such dishes as borsch, salads, pancakes and tea with vitamins. (Слайд № 7) (3 мин.)

T.: I know that some students are ready to suggest healthy menu to us. (3 мин.)

(Группа учащихся предлагает подготовленное здоровое меню)

T.: Do you have lunch/ dinner in the school canteen? What dishes do you like most of all? Do you like sweets? What do you prefer: sweets or fruit and vegetables? Do you like cola? And what about fast food: hamburgers, cheeseburgers, chicken MC Nagis? I’d like to listen to your opinion about fast food restaurants.

        Презентация: Say “NO” to fast food!

      P1: We like to speak a few words about fart food. As we can see, a lot of people like fast food. Nowadays people are so busy, as they have no time to cook. Most of them prefer to have breakfast, lunch or supper in fast food restaurants. Children also like fast food very much. But nobody thinks that fast food is. It’s very bad for our health. This food is very fat, it has many calories, and there are no vitamins in it. People who often have meals in fast food restaurants are often overweight. We advise you not to eat fast food, if you want to be healthy and fit. Take care of yourselves. (Слайд № 8)

T.: Do you agree with their opinion? Do you like fast food? Is it tasty? How often do you visit Mc Donald’s, KFC? (3 мин.)                                                                

В).  Контроль усвоения материала по теме. (Feed-back)

T.: To make the conclusion of the lesson, you are to do the test “Rules to remember”.

 Учащиеся получают карточки с тестами. В течение 3 минут выполняют задание.

FINAL TEST

Task: Fill in the missing words.

Rules to Remember

1. ……..early and ……..early to keep fit.
2. Take regular ………… to keep fit.
3. Take a cool/cold ……….. to keep fit.
4. Eat …………. food to keep fit. 
5. Never ……. to keep ……. .
6. Clean your …….. every morning and every evening.
7. Wash your ……… before meals.
8. Too ……food makes you thin.
9. Too ……. food makes you fat.
10.  ……… food makes you ill.
11. Too many ………. are ….. for your teeth.
12. Never ……… breakfast.                                             

Далее ученики обмениваются тестами и проверяют ответы. На экране дается ключ. (Слайд № 9) Развивается навык взаимоконтроля. (3 мин.)

Ш. Заключительный этап урока.

Подведение итогов урока.

T: What new information have you learnt at our lesson?

Рефлексия.

T: What did you like most of all? What was difficult for you? What needs training?

Выставление оценок.

Домашнее задание

Дается дифференцированное домашнее задание:

Текст урока 17 в книге для чтения

На «5» – сравнить традиции чаепития в России и Британии.

На «4» - составить план текста.

На «3» - ответить на вопросы после текста. (4 мин.)

2. Урок-викторина по английскому языку в 6 классе

Тема:                        

«Соединенное Королевство Великобритании и Северной Ирландии»

Цель: - проверить приобретённые знания учащихся о культуре, истории, географии, литературе страны изучаемого языка, умение использовать их во всех видах речевой деятельности на английском языке.

Задачи:

1. воспитание уважения к культуре страны изучаемого языка;
2. развитие умений общаться, используя различные виды речевой деятельности, умения работать в группе, нести ответственность за результат совместной деятельности;
3. развитие лингвистических способностей студентов: фонематического и интонационного слуха,  языковой и контекстуальной, догадки;
4.  развитие психических функций, связанных с речевой деятельностью (мышление, память, внимание, восприятие, воображение), развитие мотивации к дальнейшему овладению ИК.

Участники: ведущий, команды - участники.

Организация игры: игра состоит из четырех геймов.

Оборудование: карта Великобритании, картинки с видами Лондона, карточки с вопросами, кроссворд, портрет В. Шекспира, жетоны, лото.

Ход урока:

1. Организационный момент.

Teacher: Good morning. Our lesson is devoted to the United Kingdom of Great Britain and Northern Ireland. It's a far away country and surely each of you would like to visit it. At our previous lessons we tried to learn as much as possible about this country. And today we'll see how well you know the UK; we are going to sum up your knowledge about the geography, the climate, the political system of the UK, about London sights and the British. Our lesson will consist of  IV games. We'll have a kind of a competition. That's why you are divided into two teams. I wish you to be active. Let's start our competition.

         Teacher: During this game you are to answer the questions about the UK in turn. You will choose a question with the help of the roulette. You have a minute at your disposal to discuss the answer. For every correct answer each team will get a counter. And if the answer is wrong, another team has a right to answer the same question. (вопросы на разноцветных полосках бумаги)

(Используется прием организации групповой работы «4 угла»)

I. Game. 

 Фиолетовый - география Великобритании. (Работа с картой)

          1.  Where is the UK situated? What is its total area? (The UK is situated on the British Isles: two large islands - Great Britain and Ireland and about 5000 smaller ones. Their total area is over 244000 square km.)

        2.  Name the capitals of the four parts of the UK. (Scotland

1. Edinburgh, Wales - Cardiff, England - London, Ireland - Belfast).

       3. What separates the UK from the continent? (The North Sea and the English Channel)

  4. Name and show the deepest and the longest rivers in the UK. (The Thames is the deepest river and the Severn is the longest one)

       5. Name the emblems of Scotland, Wales, England and Northern Ireland. Match the emblems and the four parts of the UK. (Rose is the emblem of England; Thistle is the emblem of Scotland; Leek is the emblem of Wales; Shamrock - the Northern Ireland).

      Белый - климат Великобритании.

           1. What is the climate of the British Isles? (Maritime, with frequent rains,        strong winds and continuous fogs).

2. What are the three factors that chiefly determine the climate of the UK? (- the position of the UK in the temperate belt; winds blow chiefly from the west and south-west; - the warm current of the Gulf Stream).

3. When do all parts of the British Isles get a lot of rains? (All the year    round).

4.  Why is it hard to say that Britain has typical weather? (Because of sud    den changes of the weather)

          5.  In which climate zone are the British Isles situated? (In the temperate zone between -the parallels on which Moscow and Kiev are situated).

Оранжевый - Лондон. Достопримечательности.

         1.   When and by whom was London founded? (In 43 AD by the Romans).

         2.  What part of the capital is called "Docklands"? (The old port area).

         3.  What sights are situated in the City of London? (St. Paul's Cathedral,    the Tower of London).

         4.   What is the geographical centre of London? (Trafalgar Square).

         5.    What is the residence of the Queen? (Buckingham Palace).

    Желтый - Политическая система.

         1.   What does the term "constitutional monarchy" mean? (G.B. is governed by hereditary sovereign an elected House of Commons and party hereditary House of Lords).

         2.   What are the functions of the sovereign? (Dissolution of the Parliament and the formation of the Government when there is no clear majority).

        3.   Who are the members of the House of Lords? (Hereditary peers, spiritual peers and life peers and peeresses).

       4.    What are the functions of the Houses (the two chambers)? (The members of both of the Houses must approve new bills proposed by the cabinet of ministers).

       5.  What are the major political parties in the UK?

II. Game.

Teacher: Now I suggest you asking each other questions about Scotland. The topic of our discussion is not accidental. As you know Glasgow is one of the biggest cities of Scotland. It is a great industrial, cultural and educational centre. Glasgow is a twin city of Rostov-on-Don. They maintain business and friendly relations. The delegation from Glasgow came to Rostov in September to congratulate the city with its 250-th anniversary and took part in the celebrations. So, I think, it'll be interesting to see how well you know Scotland.

        You must have prepared your questions at home after working with some additional information about Scotland. For every correct answer a team gets a counter. You may discuss the answer for several seconds.

              Red Rose.

             1.  When did Edinburgh become the capital of Scotland? (Edinburgh has been the capital of Scotland since the 15th century).

             2.  Describe the flag of Scotland, (it represents two white stripes in the form of X against the blue background» It's called St. Andrew's Cross).

             3.  Where did the name Scotland come from? (It came from the Scotty, a Celtic tribe who migrated to Scotland from Ireland in 5th - 6th centuries).

             4.  Explain what a kilt is? (It's a traditional men's dress, resembling a skirt. It's made of a special woolen fabric - tartan - may have different patterns, each indicating belonging to a certain clan. The Clan System is typical for Highlands).

             5.  What do they call baggier? (It’s a Scottish traditional meal dish a kind of liver, pluck).

               White Rose.

             1.  What is the Scottish flavour manifested in? (in her national heroes Rob Roy, Robert the Bruce, in own flag and emblem, in her national dress(the kilt), drink(whisky) musical instruments(bagpiper), food (haggis), sport(golf), literature(Robert Bums, Walter Scot), dances.

            2.   Why do Scottish Surnames begin with Mac? (The clan system is typical for Highlands, everybody in it has a surname beginning with Mac = "son of')

            3.   What parts does Scotland consist of? (The Highlands, the Lowlands.   The Southern Uplands).

           4. What territory does Scotland cover? (It occupies one - third of the territory of the British Isles).

 5. Where is Glasgow the largest city situated? (On the river Clyde)

III. Game.

Teacher: It's a lightning tournament. You are to complete the sentences.  There will be10 sentences for each team. You must answer very fast. For every correct completed sentence a team gets a counter. So, the sentences for the first team...                                              

1-st team

            1.   The North of Scotland is mountainous and is called ... (the Highlands).

           2.   Lakes in Scotland are called... (Locks).

           3.  Southern Ireland is independent of the UK and called ... (Eire or the Irish Republic)

           4.   The Bank of England, the Stock Exchange and the Old Bailey are located in ... (the City of London).

           5.    St. Paul's Cathedral was built by... (Christopher Wren).

           6.    The West End is a symbol of... (Wealth and luxury).

           7.    Opposite the Nelson monument is ... (the National Gallery).

           8.    The national flag of the UK is called ... (Union Jack).

           9.    St. George is the patron of... (England).

          10.  The supreme legislative power is vested in... (The Parliament).

2-d team

         1.    British people say about the climate: (Other countries have a climate, in England we have weather).

          2.   The English people call the Thames ... (the Father of London).

          3.  Westminster Abbey is ... (the place where coronation of all kings and queens has taken place).

          4.   One of the busiest streets in the West End is ... (Oxford Street).

          5.    Hereditary inhabitants of the East End are called ... (cockneys).

          6.    In old times the Tower of London was used as ... (a fortress, a palace, a prison). In old times the Tower of London was used as ... (a fortress, a palace, a prison).

         7.  The executive power of the Crown is exercised by... (The Cabinet headed by the Prime Minister).

         8.   The Prime Minister of the UK is ... .

         9.   The 3-d long-established party of the UK is ... (the Liberal Party).

        10.  The British are considered to be... (Cold, reserved, aristocratic, and lazy).

IV. Game

Teacher: Do you like guessing crosswords? Now guess the crossword "Britain at a Glance". You'll have 5 minutes at your disposal to do it.

(каждая команда получает листок с кроссвордом).

Teacher: Well, your time is up. Let's read your variants in turn. For every correct sentence each team gets a counter. Т.: And now tell me please, what the central word in your crossword is? St. 1: Shakespeare.

Т.: William Shakespeare. Let us speak about this person.

2. What do you know about this celebrity? - Why are we

speaking about him?

3. What do you know about his life: when and where was he born? (23-d of April in Stratford-on-Avon, 1582 he married Ann 1599)
4. How many tragedies and comedies did he write? Name the most popular of them. ( Hamlet, King Lear. Othello, Macbeth, All's Well, that Ends Well, the 12th night, Romeo and Juliet, etc.).
5. What was his greatest achievement as a poet? (154 sonnets)

What is a sonnet? (It’s a poem consisting of 14 lines with a moral at the end).

-How can you characterize Shakespeare's sonnets? What themes do his sonnets deal with? (Love, friendship, death, change, immortality).

At our lessons we learned some of his sonnets. May be some of you would like to recite his sonnets. And a team will get an additional counter for it.

(студенты читают сонеты Шекспира, дают перевод на русский язык).

Т.: Thank you very much. You've done it perfectly well.

(Команды поучают дополнительные жетоны).      

            Заключительный этап урока:

 Teacher: Well, my dear. It goes without saying that Great Britain is a very interesting country, and we can speak about it for hours. But I think, it's high time to see who's won in our competition. I ask the captains to help me to count the "total score» (капитаны подсчитают количество жетонов).

Подведение итогов урока, награждение победителей.

Рефлексия, домашнее задание.

3.Урок – лекция по английскому языку в 7 классе

Тема: «В. Шекспир – великий английский поэт и драматург»

Цель: формирование межкультурной грамотности, развитие умения ценить прекрасное в поэзии.

Задачи:

- Развивать навыки говорения и аудирования в процессе творческого общения учащихся друг с другом и с учителем.

- Развивать интерес у учащихся к культурному наследию Великобритании, расширять их кругозор.

- Развивать умение работать в сотрудничестве, в группе, воспитание ответственности за результат совместной деятельности.

Форма проведения: лекция с элементами творческого проекта.

Оборудование: ИКТ оборудование: проектор, экран, компьютер, презентации учащихся.

На подготовительном этапе урока учитель, используя такой прием организации групповой работы, как «Пустой стул», делит учащихся на микро группы, каждая группа выбирает тему для подготовки определенной части лекции в форме творческого проекта.

Ход урока

1. Организационный момент

Введение в тему урока, определение цели и задач урока.

 Introduction

St. 1. Good afternoon, Ladies and Gentlemen. We are happy to greet you at our party, dedicated to W. Shakespeare.

St. 3. The English Renaissance gave birth to a galaxy of great writers but W. Shakespeare outshines them all. We may say that Shakespeare was "for all time" because he was very much "of an age", of his own age.

St. 1. Shakespeare was a marvelous poet, but not the only one; a great dramatist, but not the only one; he was a learned man, but many of his contemporaries were much more educated than he. What makes him the greatest of the poet?

St. 2. We hope that at this party we'll find answers to these questions.

St. 3. Many periods in Shakespeare's life remain unknown to us. People began to collect information about his biography only about a hundred years after his death. So many facts gathered are doubtful.

2. Основная часть урока.

a). Лекция о жизни и творчестве поэта в форме презентации творческих проектов учащихся.

1.  Early life

William Shakespeare was born in 1564 in the town of Stratford-on- Avon. He was christened in Holy Trinity Church in Stratford on April 26. As it was customary to christen children on the third day after their birth we may suppose that he was born on April 23. This date provides a convenient symmetry because Shakespeare died on the same day in 1616.

His father John Shakespeare was a prominent citizen, a successful tradesman, who became an alderman (a member of a city council). Shakespeare's mother Mary Arden was a daughter of the gentry.

In his childhood Shakespeare probably attended the Stratford Grammar School, where he could have learned Latin. Later he satirized the school education in his comedies "Love's Labour's Lost" and "The Merry Wives of Windsor. Shakespeare didn't go to the University. Instead he married. In 1582 at the age of 18 W. Shakespeare married Ann Hathaway. His wife was 9 years older than he. Shakespeare's first child Susannah was christened on May 26,1583. Twin children, a son Hamnet and a daughter, Judith, were christened on February 2, 1585. Hamnet died in 1596.

After the birth of the twins we know absolutely nothing about Shakespeare's life for the next seven years. In 1592 Robert Green published a pamphlet in which he made some remarks about Shakespeare. So we can conclude that by that year Shakespeare had arrived in London.

2.  London and theatrical career

When Shakespeare appeared in London he came to a play house, which was called "The Theatre". Probably "The Comedy of Errors, Romeo and Juliet" were performed for the first time on this stage.

Later the actors had to build a new theatre, which was called the globe. In shape the building was polygonal on the outside circular within.

A public theatre of that time the pit was open to the sky, so that the performance depended entirely upon the weather. Flags were hoisted when a play was to be given. In the afternoon

The globe was opened to the public in 1599. It was the golden age of the theatre in England. All the members of the company were most famous actors of the time.

Most Shakespeare's plays after 1599 were first performed in the Globe.

In summer of 1613 the globe caught fire during the performance and was burnt to the ground.

The new globe was built soon. It was said to be the most beautiful theatre that had ever been built in England. But Shakespeare had little to do with the new Globe. Some of the best actors died.

3.  Later years

During the last years of his life Shakespeare wrote less and less.

He retired to Stratford and seems to have stopped writing. We may suppose that by then he was a very ill man. On April 23, 1616 he died and was buried in the same Holy Trinity Church in Stratford where he was christened.

Shakespeare's funerary monument.

It was commissioned by his son-in-law and wife in 1623. He was granted the honour of buried in the church not on the account of fame as a playwright but for buying a share for a considerable sum of money - 440 £ He is believed to have written the epitaph on his tombstone:

Good friend, for Jesus' sake forbear,

 To dig the dust enclosed here.

 Blest be the man that spares these stones,

 But cursed be he that moves my bones.

4.  Works

A number of Shakespeare's plays have the reputation of being among the greatest in the English language and in western literature. He wrote tragedies, histories, comedies, and romances, which have been translated into every major living language, in addition to being continually performed around the world.

As was normal in the period, Shakespeare based many of his plays on the work of other playwrights and rework earlier stories and historical material. For example Hamlet (1601) is probably a reworked of an old, play (the so- called Ur-Hamlet), and King Lear an adaptation of an earlier play, King Lear.For plays on historical subject, Shakespeare relied heavily on two principal texts. Most of the Roman and Greek plays are based on Plutarch's Parallel lives (from the 1579 English translation by Sir Thomas), and the English history plays are indebted to Raphael Holinsted's 1587 Chronicles.

 Shakespeare's plays tend to be placed into three main stylistic groups: his early, his middle period (which includes his most famous tragedies, (Hhello, Macbeth, Hamlet and King Lear), and his later romances (such as The Winter's Tale and Tempest). The earlier plays range from broad comedy to historical nostalgia, while the middle-period plays tend to be grander in terms of theme, addressing such issues as betrayal, murder, power, and ambition. By contrast, his late romances feature redemptive plotlines with ambiguous endings and the use of magic and other fantastical elements. However, the borders between these genres are never clear.

b). Контроль усвоения материала лекции.

           Shakespeare game

St. 2. So, we'll start our game, dedicated to the greatest playwright in the world literature: W. Shakespeare

St. 3. We are happy to present two teams that are going to complete and find out who knows more about W. Shakespeare

True/False

St. 1. We'd like you to agree or disagree with the statements about some facts from William Shakespeare's life. After a signal you are to raise the card if you agree with the statement and if you disagree.

St. 2. Remember that you score a point for each correct answer. So, let’s start:

6. William Shakespeare was born in the 17th century (False. In the 16th century).
7. W. Shakespeare married late. His wife was younger than he was (False. I [e married when he was 18, his wife was 9 years older).

St. 3. - W. Shakespeare got a good education in London (False. He got his limited education in the local grammar school in Stratford)

8. W. Shakespeare had three children: a daughter Susanna and twins Judith and Hamnet. (True).

St. 4. - W. Shakespeare never acted on the stage (False).

9. W. Shakespeare wrote 47 plays, 154 sonnets and 2 poems (False. He wrote 37 plays).

Choose the right answer

       Why do we celebrate Shakespeare's birth on the 23" of April?

 1) There is a medical record of his birthday on that day.

 2) The exact day of his birth is unknown but he was baptized on 26th April (in those days children soon after birth). He died on the 23ld of April and it has been found convenient to make that his birthday as well.

 3) The fact is mentioned in the memoirs of his contemporaries.            

        How do we know what William Shakespeare's looked like?

1) There is a famous self-portrait.

2) There are many portraits painted during his lifetime.

3) Two portraits may be regarded as authenticated: the bust in Stratford Church and the frontispiece to the folio of 1623 (The First Folio is the first collected edition of single plays).

       We learn the main facts of Shakespeare's life from:

1) Miscellaneous documents: the parish register, play lists, deeds, his will, etc.

2 His autobiography written during the last year of his retirement in Stratford.

3) The diary which Shakespeare kept from his youth.

        In the Elizabethan Age English spelling was not standardized. How was the poet's family name spelled at that time?

1) Shakopee.

2) Shakspeare.

3) Shakespeare.

        Why have there been numerous attempts to prove that someone else wrote W. Shakespeare's plays?

1) Very little is known about Shakespeare.

2) Many people confuse genius without learning and Shakespeare was not a university man.

3) Because of social snobbery some people assign his writings to Lord Bacon or the Earl of Oxford or the Queen herself.

         Which play opens with three witches?

           1) Othello.

2) Hamlet.

3) Macbeth.

        Complete these titles:

          1) The Merry Wives of. a) Verona.

2) The Two Gentlemen of. b) Windsor.

3) The Merchant of.        c) Venice.

Tragedies/comedies

As you know, in London Shakespeare became an actor of the Globe Theatre and began to write plays for it. He wrote tragedies and comedies. I'm sure that you know them well. So your next task is to divide his plays into tragedies and comedies.

5.  King Lear.
6. The Taming of the Shrew.
7. Macbeth.
8. All Is Well that Ends Well.
9. Much Ado about Nothing.
10. Antony and Cleopatra.
11. Julius Caesar.
12. Hamlet, Prince of Denmark.
13. The Comedy of Errors.
14. Othello.
15. Twelfth Night.
16. The Merry Wives of Windsor.
17. Romeo and Juliet.
18. A Midsummer Night's Dream.

St. 1. Shakespeare was far ahead of his time. His works are truly immortal a writer is a true classic, if every new generation finds new aspects of his works; such is the case with Shakespeare.

St. 2. His popularity grows from year to year. Productions of Shakespeare, translations of Shakespeare, critical works Shakespeare are an indicator of (he cultural level of any given nation.

St. 3. We invite everybody to take part in our Quiz. You have a chance I о win our prize.

Don't cry the answer out. Just hold up your hand and wait till you are

asked.

 Quiz

1. When and where was Shakespeare born? (156,4).
2. When did he die? (23rd of April, 1616).
3. Who were his parents? (John Shakespeare and Mary Arden).
4. Who was his wife? (Ann Hathaway).
5. What education did he get? (he is supposed to attend Grammar school).
6. How many children did Shakespeare have? (3).

          -  What theatre were most of Shakespeare's plays staged on? (The Globe)

7. Where did he spend the last year of life? (in Stratford).

-  Who was Shakespeare's favourite actress? (He never saw an actress, all roles were played by men).

8. Why did all plays take part in the afternoon at 3 o'clock? (Because the open-air structure depended on natural lighting).
9. How did Londoners learn that a certain play was to be held in a theatre? (A flag was raised on the top of the theatre).
10. In what comedies did Shakespeare satirize the school education of his time? ("Love's labour lost", "The merry wives of Windsor").

19. Who was the most jealous character who even killed his wife'? (Othello).
20. Where is the Globe Theatre located? (In London).
21. What were the surnames of the two fighting families in the play "Romeo and Juliet"? (Montague, Capulet).
22. Who were the most famous Russian translators of Shakespeare's plays? (S. Marshak, B. Pasternak, A. Ostrovski).
23. By whom were Shakespeare's works collected and published? (by his fellow-actors John Heminge and Henry Condell).

 Drama

St. 1. In conclusion we'd like to state that our party is coming to the end.

We've had a great pleasure to learn and see lot of interesting things about W. Shakespeare. Shakespeare's plays are still popular. We laugh and cry with Shakespeare's characters. So the best ending of our party will be three scenes from Shakespeare's plays: "Othello"; "Hamlet";"Antony and Cleopatra".

       3.Подведение итогов урока.

          Рефлексия.

          Домашнее задание.

4. Урок-дискуссия по английскому языку в  10 классе

Тема: «Дом моей мечты».

Цель: Систематизировать знания учащихся по теме.

Задачи:

- активизация лексики по теме «Вопрос вкуса»;

- активизация использования в речи грамматического материала: исчисляемые, неисчисляемые существительные, предложения I wish…;

- развитие умений работать в сотрудничестве, навыков самостоятельной работы; способности к рефлексии;

- формирование критического мышления через презентацию собственного мнения;

- формирование эстетической культуры, чувства прекрасного через организацию проектной деятельности учащихся.

Тип урока: урок развития речевых умений.

Форма урока: дискуссия с использованием проектной технологии

Оборудование:

     -раздаточный дидактический материал (тексты, речевые ситуации, карточки);

    -ТСО: мультимедиа экран, презентации;

    - CD плейер

Ход урока

 I. Начало урока

1) Организационный момент. Целевая установка.

T: Good afternoon, my dear. I hope today’s lesson will be very interesting and I want you to be active. The topic of our lesson is «The best house to live in». The aim of the lesson is to discuss some interesting problems, connected with houses and decoration, using the active vocabulary of the topic «A question of taste». Grammar models we are training today are I wish… sentences, countable and uncountable nouns. Besides the students are going to present their projects on the topic «The house of my dream».

2) Фонетическая зарядка.

T: First of all let’s revise some adjectives describing houses and decoration. The task is to find synonyms for the following words:

old and valuable    antique                    

antiquated  old-fashioned

fashionable  modern

convenient  comfortable

depersonalized  impersonal                                            

slack  relaxing

warm and comfortable  cozy

having a certain style  stylish

having taste  tasteful

unusual  original

efficient  practical

splendid  luxurious

T: Let’s pronounce them all together.

3) Речевая зарядка.

 T: What can we describe by means of these adjectives? Try to find suitable words and describe something using them.

eg. antique furniture , modern design, old-fashioned sofa, cozy room,  impersonal room, stylish decoration (ornaments), original design, practical furniture, well-designed cupboard.

 II. Работа по развитию речевых умений.

1) Вопросник по теме.

T: As we are going to speak about houses and decoration let’s do the «House» quiz to revise the active vocabulary on the topic.

1. What do you call……?

a) a tall building which has a lot of people living there.

b) a house which is not joined to any other houses.

c) a house which is joined to other houses on either side.

2. Name something in the house which…

a) can make a room warmer.

b) you use when you wash up by hand.

c) you use to keep your clothes

3. What do you call the thing which you..?

a) try changing when a lamp doesn’t work.

b) ring when you get to someone’s house.

c) turn off when a bath is full of water.

4. What’s the difference between….?

a) a fireplace and a chimney.

b) a roof and a ceiling.

c) a door and a front door.

d) clear the table and lay the table.

e) antique furniture and old-fashioned furniture.

5. Which adjectives could you use to describe…?

a) a living room with an open fire.

b) A bathroom with a Jacuzzi.

c) Scandinavian furniture.

d) a room in a five-star hotel.

e) a hospital ward

2) Совершенствование грамматических навыков говорения.

T: The English say «My home is my castle». Why is it so? How do you understand this proverb? Can you dwell on it?

      I hope that your home is really a castle for each of you, where you feel cozy. But I know that some of you would like to change something in decoration of your houses. So you are suggested speaking about it using I wish… sentences.

eg. I wish I lived in a big house

(about the present situation)

      I wish we hadn’t cut down all the trees in our garden.

      (about the past action or situation)

      I wish I would have a comfortable sofa in my room.

      (when you’re annoyed).

(Supplement I)

Аудирование текста:

I’d like you to listen to the text about houses in London and in many large cities. You are to listen and after all to answer the questions:

Are houses really castles for people living in blocks of high-rise flats? What do psychologists think about such people? What do they suffer from?

3) Работа с речевой ситуацией в группах.

T: To sum up I can see that all of you would like to make your houses cosier, more comfortable. Of course it’s not very easy but I hope it’s possible. Now, I’d like you to think over, to suggest and comment (dwell) upon at least 10 ways in which you can make your rooms more comfortable. After a few minutes you will share your items on your list with the other members of your group.    

4) Групповая работа с текстом (jigsaw reading).

T: Would you like to know about the living conditions of British students who study at Dollar Academy and Clayesmore College? Then I suggest you reading texts in groups. Jigsaw reading. So, every student is responsible for one part of the story and after having read them, each of you should deliver the main idea of it and some details to the rest of the group. The whole group is to be ready to discuss the story. Your time limit is two minutes to read, three minutes to exchange the information. So five minutes all in all to get ready for discussion. (используется такой прием организации групповой работы, как «Мозаика»)

Now Answer the questions:

Dollar Academy

1. Where is it located?
2. What kind of young people does it produce?
3. What kind of superb facilities are there at the students’ disposal?
4. In what kind of sports and leisure activities are students encouraged to take part?
5. By what events has its international awareness been strengthened.

(Supplement II)

Clayesmore School

1. What are the real opportunities for every individual?
2. What does the bonus of prep and senior schools mean?
3. What does boarding life resemble?
4. What are exciting activities in which students are involved?
5. What wonderful facilities are there at this college that greatly attracts students?

T: So to sum up I want you to say whether you like all the conditions that the British students have at their disposal? Do you think it’s possible to do the same in our country, in our college?

(Supplement III)

1. Презентация группового проекта «The House of my dream»

(Используется такой прием организации групповой работы, как «Банк информации»)

T: Thank you very much. You were very expressive. The project you’ve done is valuable and your issues are interesting indeed. I like you to answer my questions.

1. Was it difficult for you to do the project?

2. How long have you worked on it?

3. Where did you get the information?

III. Подведение итогов урока, рефлексия, оценка работы учащихся.

IV. Домашнее задание.

Supplement I

Flats in the Clouds

Blocks of «high-rise» flats have been erected in large numbers in London and in many other big cities. Just after the Second World War these immense twenty-to-thirty storey buildings, hundreds of feet in height, were thought to be the ideal solution to the dual problem of acute housing shortage and lack of space in urban areas. At first, the ultramodern apartments were much sought after by city-dwellers, and hundreds of the vast blocks had been built before anyone began to doubt that they were suitable places for people, children especially, to live in. A well known British architect, who personally designed many of these buildings, now believes that they may well have inflicted a great deal of suffering on those people who have been housed in them, and evidence has been amassed by sociologists which suggests that severe loneliness and deep depression are brought about by life within these  great towers. Some psychologists even maintain that an unduly large proportion of their inhabitants suffer from mental disorders and develop criminal tendencies.

 As a result of the recent queries, plans for new high-rise blocks are being scrapped. They are going to be replaced by so-called «low-rise» blocks.

Supplement II

Dollar Academy

       Dollar Academy the oldest co-education boarding school in Britain, boasts a magnificent campus nestling beneath the Chill Hills within the beautiful countryside of central Scotland just half an hour from Edinburgh and 40 minutes from Glasgow. Since its foundation in 1818 Dollar has produced mature secure young men and women.

Pastoral care

       The March 2000 and 2002 HMI Reports on Dollar boarding praised the four Houses. Each has fewer than 30 pupils, which boarders are introduced into from the age of nine onwards, with many arriving during senior school years. McNabb House for the senior boys has just undergone a major £500.000 refurbishment. Every Dollar boarder receives support, understanding and care, and yet the personal space of each boy and girl is respected.

The curriculum

        The curriculum at the Academy is both traditional and modern, and remains remarkably flexible – encouraging pupils to learn, enjoy learning and exceed predetermined learning targets. Dollar is at the forefront of curriculum development in Scotland – with recent strengths in biotechnology and information technology/economics, in addition to the conventional subjects. The best features of Scottish education are seen at Dollar.

       This approach begins in the Prep School and is carried through the Junior and Senior Schools, with almost 100% of senior pupils going on to degree courses.

Academic and leisure facilities

          Dollar’s commitment to excellence is supported by superb facilities, including modern science laboratories, a specialist Business Education Centre with over 100 computers, and a state-of-the-art music building. In the past few years, the School has invested significant amounts in new facilities, and further developments are at the planning stage.

          Pupils are encouraged to take part in a wide range of sports and leisure activities, suited to their skills and interests. Although Dollar Academy’s rugby, cricket and hockey teams have gained worldwide renown over the years, other sports and leisure pursuits such as skiing, fencing and golf, have added to Dollar’s growing reputation. International awareness has been strengthened by recent rugby and pipe band tours to Japan and Indonesia.

Philosophy

          Dollar’s philosophy and understanding ensure pupils leave the Academy with a sense of pride in their achievements and confidence in their abilities.

Supplement III

          Clayesmore is a truly beautiful place where pupils are encouraged, motivated and inspired to shine in the broadest sense. There are real opportunities here for every individual to achieve success in academic, sporting and cultural fields, and the bonus of prep school and senior school on the same campus means that the whole family can be educated in one place. Yet still more striking, however, is the atmosphere at Clayesmore, which is brimming with an almost tangible energy and enthusiasm. This, teamed with the School’s special mix of positive and caring staff and a fundamental work ethic, ensures that Clayesmore can deliver its principal aim of discovering and developing the unique gifts of every girl and boy.

Flourishing boarding

Boarding life closely resembles a family home environment. There is an overwhelming sense of comfort and security in the boarding houses, which also come under the caring concern of dedicated house parents. In the Senior School our teenage boarders are given a sense of personal space and freedom, but with it come responsibility for living and working alongside each other in a closely knit community atmosphere.

Exciting activities

The boarding houses in both the Prep and Senior Schools are teeming with activities and excitement. There is so much to be involved in, from weekend excursions, specialist hobbies and clubs, to informal six-a-side kick football after supper. All such events are co-ordinated by a staff body, including highly qualified house tutors, house parents and matrons, which is devoted to ensuring that each pupil gets the most out of their boarding experience.

Wonderful facilities

For a relatively small school Clayesmore is exceptionally well equipped Both Senior and prep benefit from magnificent sports pitches, a floodlit all-weather surface, a dedicated Sports Centre with swimming pool, a purpose built Theatre and a fully networked computer system with Internet and Email facilities. The Senior School has, in recent years, opened an Art School including pottery and sculpture rooms plus a gallery. A brand new academic building for Science. It and Learning Support will open from September 2002.  

5.Урок-викторина по латинскому языку в 10 классе

Тема:  «Латынь – основа современных языков».

Цель: Обобщить знания учащихся по курсу латинского языка.

Задачи:

      1.  Обобщение знаний по курсу посредством воспроизведения всего изученного материала;

      2.  Развитие памяти, речи учащихся, умения выделять сходные явления в русском и английском языках;

3. Формирование отношений сотрудничества через организацию групповой работы учащихся.

Оборудование: ИКТ оборудование, раздаточный материал для команд.

На предварительном этапе урока учитель делит класс на микро группы с помощью приема организации групповой работы «Мозаика»

Ход занятия:

I. Организационный момент: вступительное слово преподавателя, сообщение темы, задач, правил игры.

II. Основная часть занятия:

I тур – блицтурнир по теме: «Возникновение и развитие латыни»

Инструкция: командам задаются вопросы, ответ необходимо дать сразу, время на обсуждение не дается.

Оценивается: умение правильно сформулировать ответ, быстрота реакции.

Вопросы для первой команды:

1. К какой ветви индоевропейской семьи языков принадлежит латинский язык?
2. Какие языки, родственные латинскому, существовали в Древней Италии, но были им вытеснены?
3. К какому периоду относятся первые контакты римлян, а, следовательно, и латинского языка с населением Британии?
4. В чем наиболее наглядно прослеживается общность романских языков?
5. Как иначе называется период классической латыни?
6. Какими именами знаменита ораторская и историческая проза классического периода?
7. До какого века латынь оставалась языком дипломатии и международным языком науки?

Вопросы для второй команды:

1. Какие наиболее древние памятники периода архаической латыни вы знаете?
2. В течение какого периода в Риме правили этрусские цари?
3. Кто из римлян совершил первый поход на Британские острова?
4. Какую область населяли римляне в нижнем течение реки Тибр?
5. Как называлось одно из племен древней Италии, говорившее на латинском языке?
6. Кто перевел Одиссею Гомера на латинский язык?
7. Сколько этапов прошла латынь в своем историческом развитии? Какие?

Вопросы для третьей команды:

1. Какие первые христианские произведения на латинском языке вы знаете?
2. Когда появились эти произведения?
3. Как проходила романизация завоеванных территорий?
4. Что является наиболее древними следами латинского языка в Британии?
5. Как называется первый документ в истории русско-китайских отношений составленный на латыни?
6. Какие языки принадлежат к романским языкам?
7. Представители какого течения писали свои произведения на латыни в эпоху Возрождения?

II тур – Теоретический ринг

Инструкция: команды поочередно отвечают на вопросы из разных разделов курса. Время обсуждения ответа – 30 секунд.

Оценивается: умение грамотно сформулировать ответ, найти сходные явления в современных языках, привести примеры. Команды могут дополнить ответ соперников.

1. Раздел «Фонетика латинского языка»

1. Сколько гласных фонем в классической латыни?
2. Сколько дифтонгов в классической латыни, какие из них монофтонгизировались в I в. н.э.?
3. В каких позициях в слове «С» читается как [K] и [ts]?
4. Как читается сочетание «ti» после звуков [s], [t], [ks]?
5. Какой слог называют закрытым/открытым?
6. В какой позиции в слове «s» читается как [z]?
7. Чем характеризуется ударение в латинском языке?
8. Куда падает ударение в многосложных латинских словах? А в английских словах?

Какую функцию выполняют количественные противопоставления в системе латинских гласных? В английском языке?

 II. Раздел «Система латинского спряжения»

1. Какие времена входят в группу времен несовершенного вида (систему инфекта)?
2. Какие времена входят в группу времен совершенного вида (систему перфекта)?
3. Из скольких форм состоит словарная запись любого латинского глагола?
4. Сколько типов спряжения глаголов в латинском языке, на какие гласные оканчиваются основы инфекта каждого спряжения?
5. Что такое супин?
6. Что является признаком личной формы глагола?

III. Раздел «Система латинского склонения»

1. Сколько и какие падежи представлены в системе латинского склонения?
2. К чему сводится распределение имен по типам склонения?
3. На какие группы делятся прилагательные III гласного склонения?
4. Какие существительные принадлежат к V склонению, что для них характерно?
5. Какими способами латинские прилагательные образуют степени сравнения?
6. Какие прилагательные образуют степени сравнения описательным способом?

IV. Раздел «Синтаксис»

1. Как можно охарактеризовать порядок слов в латинском предложении?
2. Какое место занимает прямое или косвенное дополнение в латинском предложении?
3. Обязательно ли использовать личные местоимения и глагол –esse- при построении латинского предложения? В английском языке?

III тур – Практический поединок

Инструкция: командам предлагается в течение 5 минут выполнить практическое задание.

Оценивается: умение применять теоретические знания на практике, решать поставленные дидактические задачи через сотрудничество.

1. Расставить знаки ударения, прочитать слова: beata, natura, monstrare, scientia, superant, defendant, humanus, disciplina, discipulus, insula, capiunt, amicus, epistula, dominus.
2. Определить по форме инфинитива, к какому типу спряжения принадлежат глаголы, определить основу, форму 1 л., ед. числа настоящего времени.

amare, senture, audire, errare, tenere, clamare, finire, condere, legere, credere, movere, debere, parare.

3. Образовать сравнительную и превосходную степени сравнения прилагательных.

Longus, a, um

celer, eris, ere

humilis, e

brevis, e

bonus, a, um                                                        

liber, era, erum

necessarius, a, um                                  

magnus, a, um

similes, e

IV тур «Ты – мне, я – тебе» (творческий)

Инструкция: команды обмениваются кроссвордами (кроссворды составлялись командами заранее), в течение 5 минут разгадывают их.

Оценивается: умение быстро найти правильный ответ, работать в коллективе, совместно решать поставленную задачу.

III. Подведение итогов. Команды подсчитывают полученные жетоны, каждый ученик заносит свой результат в «карту успешности». Ведущий награждает грамотами участников.

Заключение

Мы рассмотрели наиболее распространенные формы групповой работы, с помощью которых можно организовать речевое взаимодействие обучаемых на занятиях по иностранному языку. Итак, необходимо сделать некоторые выводы.

 В результате систематической и целенаправленной работы в группах удается значительно увеличить время устной и речевой практики каждого обучаемого, дать шанс каждому сформировать в своем сознании систему изучаемого языка, а значит индивидуализировать процесс обучения.

Несомненно, что в условиях реализации перечисленных выше приемов активизируется мыслительная деятельность всех обучаемых, повышается мотивация говорения и общий «тонус» занятия по иностранному языку, развивается способность к общению, укрепляются межличностные отношения, обеспечивается обмен знаниями, повышается статус популярности и деловой статус ученика в коллективе.

В ходе организации групповой формы работы по иностранному языку учителю необходимо учитывать преимущества группового метода обучения.

1. глубокий уровень усвоения информации;
2. выработка умения слушать и слышать другого;
3. к некоторым выводам ученик приходит сам, либо после обсуждения в группе;
4. обучение через обмен опытом;
5. взаимодействие, активизация мыслительной деятельности;
6. личностный рост;
7. активность и участие каждого члена группы;
8. множество путей достигнуть желаемого результата с помощью товарищей;
9. возможность обмениваться опытом и размышлениями;
10. высокая эффективность рассмотрения предлагаемого материала;
11. возможность в непринужденной форме приобретать определенный языковой опыт;
12. желание приобрести знания с тем, чтобы поделиться ими с остальными участниками группы;
13. нежелание быть отстающим, чтобы не подвести товарищей;
14. развитие индивидуальных способностей и, тем самым, стимулирование к более активной деятельности.

         Следует иметь отметить, что использование группового метода обучения сопряжено и с некоторыми трудностями. Например, как показала практика использования данного метода, есть риск столкновения личностных амбиций и различных особенностей поведения учащихся (особенно в старших классах), т.е. есть риск возникновения конфликтных ситуаций, а также требует очень большого мастерства и ответственности учителя.

Несмотря на указанные трудности, следует помнить, что групповой метод обучения помогает разнообразить урок и сделать его более интересным. В результате учащиеся учатся не только работать самостоятельно, но и помогать другим ребятам овладевать необходимыми знаниями. А так как групповая форма работы основывается на обучении в общении, то, естественно, она способствует реализации методического принципа коммуникативной направленности обучения иностранному языку.

Список использованной литературы

1. Арефьев Г.И. Групповая форма работы на уроках английского языка // ИЯШ. – 1994. - № 5. – с. 23 – 27.
2. Артемов В.А. Психология обучения иностранным языком. – М.: Просвещение, 1996. – 348 с.
3. Брейгина М.Е. Проектная методика на уроках испанского языка // ИЯШ. – 2004 - № 2. – с. 28 – 32.
4. Дьяченко В.С. Сотрудничество в обучении. – М.: Просвещение, 199. – 198 с.
5. Донцов И.А., Дубовская Е.М., Улановская И.М. Разработка критериев анализа совместной деятельности// Вопросы психологии. – 1998.- № 2. – с. 61-68.
6. Есипов Б.П. Самостоятельная работа учащихся на уроках. – М.: Знание, 1991. – 315 с.
7. Загуменов Б.Л. Личностно-ориентированная педагогика Дальтон. – Минск, 1998. – 97 с.
8. Ильина Т.А. Проблемное обучение // Вестник высшей школы. – М., 1976. - № 2. – с. 25 – 29.
9. Ильницкая И.А. Проблемные ситуации и пути их создания на уроке. – М.: Знание, 1993. – 187 с.
10. Конышева А.В. Психологические особенности обучения иностранному языку: Методическое пособие. – Новополоцк: ПГУ, 200. – 102 с.
11. Конышева А.В. Групповой метод обучения при организации самостоятельной работы студентов по методике // Новые технологии в современном  процессе обучения. – Новополоцк, 2003. – с. 324 – 329.
12. Конышева А.В. Организация самостоятельной работы учащихся по иностранному языку. – СПб.: КАРО, Мн.: Четыре четверти, 2005. – 208 с.
13. Куклина С.С. Коллективная учебная деятельность в группе на этапе совершенствования навыков иноязычного общения // ИЯШ. – 2000. - № 9. – с. 11 – 16.
14. Лийметс Н.И. Групповая работа на уроке. – М.: Просвещение, 1975. – 175 с.
15. Маствилиспер П. Индивидуальный стиль общения в совместной игровой и предметной деятельности // Вопросы психологии. – 1989. - № 3. – с. 63-70.
16. Пассов Е.И. Коммуникативный метод обучения иноязычному говорению: пособие для учителей иностранных языков. – М.: Просвещение, 1985. – 208 с.
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