Методичний порадник

Вимоги до уроку

Принципи іншомовного навчання

Сучасні технології у вивченні іноземної мови

Цілі навчання

Позивна мотивація — відчуття успіху

· Вчить дитину  тому, що вчити і вчитися—це діяльність, яка приносить радість і вчителеві і учневі.

· Говоріть зрозуміло, голосно і з ентузіазмом. Тоді і дитина вбиратиме ваш ентузіазм, як гумка воду.

· Робіть все невимушено і радісно, без напруги. Адже напруга—це результат поганої самоорганізації.

· Всіляко та якнайчастіше демонструйте , що ви вірите у здібності дитини.

· Постійно давайте нову інформацію.  Не будьте нудні,  не повторюйте надто часто одне й те саме.

· Навчайте дитину цілеспрямовано й організовано. Успіх безпосередньо пов'язаний з вашою здатністю до самоорганізації.

· Разом з вербальним використовуйте якнай-

             більше яскравого наочного матеріалу.

· Підносьте знання як подарунок.

· Не перевіряйте дитину надто часто; робіть перевірку непомітно для учнів, стимулюйте дітей до самоперевірки.

Урок іноземної мови

Найкраща мотивація учня—усвідомлення того, що

· «Я можу»,

· «Я знаю як»,

· «Я навчився»

Практична ціль уроку: “Формування вмінь діалогічного мовлення на основі діалогічної єдності”

Супроводжувальні  завдання:

· Формування вмінь аудіювання

· Удосконалення вмінь читання

Вправи:

· Дайте відповідь на запитання

· Зреагуйте на висловлення

· Доберіть ініціативну репліку до даної реакції

· Побудуйте діалог за структурної схемою і завданням

Правила методики навчання іноземної мови:

· Співвідношення вправ і поставленої цілі уроку

· Усі вправи на уроці повинні відповідати  певному етапу формування уміння чи навички

Етапи формування уміння чи навички

· Орієнтовно-підготовчий: імітативні вправи, вправи за аналогією питально-відповідних

· Стереотипізуючий

· Варіативно-ситуативний: творчи вправи—демонстрація вмінь самостійно конструювати усні\письмові висловлювання

Slogans and Mottoes

· Success comes in cans not can’ts

· Whether you think you can or you think you can’t, you are right

· Your most valuable asset in life is a positive attitude

· The only failure in life is the failure to try

· If you’re not asking questions, you’re probably not learning

· If you believe in yourself, you can and will succeed

· A goal shared with someone else is a more powerful motivator than the one you keep to yourself

· The dictionary is the only place where effort comes after achievement

· If at first you don’t succeed—try, try and try again, but only after you have thought about it.

Activities:

· Choose one that you would like for yourself, or write one of your own.

· Design a T-shirt with your own slogan for success on it.

Вправи для розвитку навичок    говоріння

Конкурс “Цицерон”. Якомога довго говорити на визначену тему з наведенням прикладів та апелюванням до слухачів.

“Заборонені слова”. Не вживати, наприклад, “yes” та “ no” в розмові.

Коментування пантоміми.

“Казка-переказка”. Переробити або продовжити відому казку з уведенням нових персонажів.

ТV-шоу на випадкову тему.

“Незвична подорож”. Екскурсія містом за незвичним маршрутом або темою, за якою ніколи не проводили екскурсій.

“Конгрес тварин”. Тварини світу, які ніколи не бачили одна іншу, зустрічаються на міжнародному конгресі, знайомляться, розпитують про звички та життя, потім роблять короткий телерепортаж новин.

Вправи для розвитку навичок    читання

Вгадати зміст тексту за заголовком.

Прочитати останній абзац та вгадати попередній зміст.

Скоротити текст за рахунок подробиць

Оцінити значення епізоду для розвитку сюжету.

Визначити основні сюжетні лінії

Ways to Praise a Child

* Excellent *  Great  * *Well done *

* I knew you could do it *

* You’re on top of it *

* That’s incredible *

* Remarkable job * Marvelous *

* Good for you *

* What a good listener *

* You brighten my day *

* You’re a winner *

* Terrific * Super *

* I am proud of you *

P.S. Remember, a smile is worth 1000 words!

Remember ,please.

* Fill in the class register in time and keep order in it.

* Be well prepared for the lesson and make it interesting.

* Be punctual! Don’t be late for the lesson.

* Entering the classroom, don’t forget to smile to your students.

* Students have the right to relax: don’t keep them after the bell for a break.

* Don’t be afraid of difficulties and innovations.

* Feel a part of a team: share your experience with your colleagues.

* Use professional magazines, be always in search for something new.

* Working with the students feel yourself always young.

Інтерактивні технології  навчання

І. Інтерактивні технології кооперативного навчання

* Робота в парах.

* Ротаційні трійки.

* Карусель.

* Робота в малих групах.

* Акваріум.

ІІ. Технології колективно-трудового навчання

* Мікрофон

* Незакінчені речення.

* Мозковий штурм

* Навчаючи-навчаюсь.

* Аналіз ситуації

* Коло обговорень.

ІІІ. Технології опрацювання дискусійних питань

* Займи позицію.

* Шкала думок.

* Дискусія.

* Дебати.

* Рольова гра

The ABC of a Great Teacher

AROUSEs CURIOSITY

BROADENs OUTLOOK

CONSEDERs ALL THE CIRCUMSTANCES

ELEVATEs /EXALTs

FOCUSes ON EACH STUDENT

GENERATEs THE BURNING DESIRE OF LEARNING

HELPs THE STUDENTS

INSPIREs

JAGs THE HEARTS

KNOWS PERFECTLY THE SUBJECT

LOVEs

MOTIVATEs THE STUDENTS TO BE THE BEST

ENNOBLEs

OPENs THE HEART TO THE STUDENTS

PENETRATES INTO THE MINDS AND SOULS

QUESTIONs

REALISEs THE GOALS

SETs AN EXAMPLE IN EVERYTHING

TEACHEs SINCERELY

UNDERSTANDs

VISUALISEs THE SUCCESS

WORKs HARD

YIELDs THE RESULTS

IS ZEALOUS AS  MUCH AS CAN

Speaking at the lesson

Definitions lists

This activity is good for activating existing vocabulary or revising vocabulary studied in previous lessons.

Procedure:

• Choose a vocabulary topic (this can be vocabulary you have recently studied or a topic you want to introduce). Tell students to write a list of 10 words they associate with this topic. To make the activity shorter, reduce the number of words.

• Pre-teach / revise structures for definitions e.g. It’s a thing which / that.... You use it for... You find this in.... It’s an animal / object / place... It’s the opposite of... etc.

• Tell students to look at their lists and give them time to think of how they can define these words (3 -5 mins).

• Now students work in pairs (or groups of 3) to define their words. Their partner must guess the word they are defining.

A faster moving, fun alternative to this activity is a team game.

• Change the vocabulary to lists of famous people / books / films / objects.

• Each team writes a list for another team (students can also 3 or 4 words each on strips of paper to draw out of a hat)

• Pre-teach / revise structures for definitions e.g. It’s a thing which / that.... You use it for... It’s a film / book / object.... He/ She’s an actor / a politician.... He’s British / American / Spanish...

• Each team nominates one person to define the words to their team.

• Each team has 1 minute to define as many words as possible. 

What were you doing...? (What are you going to do....?)

This activity can be adapted to revise a range of tenses (present simple, past simple, continuous, future tenses) by changing the time prompts.

Procedure:

• Write a selection of time prompts on the board e.g. yesterday at 6 o´clock, this time last year, on September 11th 2001 etc

• Tell students to choose some of the prompts and think of what they were doing at these times. Tell students that they are going to tell a partner / small group.

• Give students time 5 minutes to plan what they are going to say and ask for any vocabulary they need.

• Students tell their partner / small group. Encourage students to ask for more information. E.g. –I was watching TV yesterday at 6. -What were you watching?

• After speaking, students feedback and tell the class what they learnt. E.g. Marie was watching TV at 6 o´clock yesterday. She loves chat shows!

Adjectives

This is a variation on the above activity and is great for practising adjectives. Students personalise the discussion by talking about experiences and feelings.

Procedure:

• Write a selection of adjectives relating to feelings on the board.

• Tell students to choose several adjectives (increase or decrease the number depending on how long you want the activity to take). Tell them to think of a time when they felt this way, and that they are going to tell their partner / small group about their experience.

• Give students time to plan what they are going to say. They can make notes and ask for vocabulary if they want to.

• Students tell their stories.

• Feedback to the class.

Cartoons, cartoon stories and unusual pictures

There are many copyright-free comic strips, cartoons and unusual images available online; you can also find cartoon stories in many EFL resource books. These can be used in class in a number of ways.

Information gap activity: Order the story

Information gap and jigsaw tasks have been shown to be beneficial task types in terms of promoting obligatory, as opposed to optional information exchange and as a way of promoting collaborative dialogue in the classroom. In this activity, students work in pairs and the information, i.e. the pictures are divided equally between them. Students must work collaboratively to put the story together in the right order. Suitable for strong Pre-intermediate students and above.

Procedure:

• Before the class, find a cartoon with at least 4 vignettes. The cartoon can be with or without dialogue. The more vignettes and more elements in the story, the more difficult the task.

• Print the cartoon and cut up the vignettes. Divide the vignettes equally between student A and student B.

• Give students time to think about how to describe their pictures and ask for any vocabulary they need.

• Pre-teach any difficult vocabulary that has not come up as well as phrases for talking about pictures and sequencing: e.g. In my picture there is... I can see... I think this is the first / second / last picture... Then.... After that....

• Tell students to work together to put the story in the correct order.

• Optional extension: Tell students to write the story.

Write the dialogue

Procedure:

• Take a comic strip, a cartoon, or unusual image in which there are several people or characters. If there is dialogue or captions, blank it out.

• Display the comic / cartoon / image and elicit ideas from students about what is happening in it. Who are the people / characters? What are they doing? What happens next? What are they saying to each other?

• Put students in pair or small groups. Tell them to work together and write the dialogue and /or captions for the comic, cartoon or image.

• Students practice their dialogues and read their version out to the class.

What’s the question?

This activity is good for practicing questions and for fluency practice on a range of topics.

Procedure:

• Write a list of questions (one per student in your class) relating to your chosen topic. For example, if your topic is music, you could think of questions like: Who is your favourite singer? What is your favourite music to dance to? What’s the best concert you have ever been to? Who is a singer / group you hate? etc. Adapt the questions to the level of your class.

• Give each student a question. Tell students to write the answer to their question (not the question itself) on a piece of paper or a sticky label. Tell them not to show anyone their answer yet.

• Tell the class the topic (e.g. music). Give students 5 minutes with a partner to brainstorm possible questions related to this topic.

• Now tell students to stand up and stick their label on their chest or hold their paper with their answer in front of them. Students move around the room and ask each other questions to try to discover the questions that the other students were originally asked.

• Encourage students to ask follow up questions and try to have a conversation. -What’s the best concert you’ve ever been to? -Michael Jackson -When was the concert? -Why was it good?

• Feedback and ask students what they found out.