Teaching English to Pre-School Children and Children in a Primary School

    The material for reading about itself on the same theme is given in the text and, as a rule, contains also marks and models, which sound equivalents yet, are not entered in speaking. The part of this material is given in a sound recording.

    The material for the letter is a part of the material, before acquired in reading, and partly as well in speaking. The mastering of this material is provided with a series of exercises.

    Section is ended by control exercises.

    Within the limits of the section visual aids or instructions on them, lists of marks and models and in the visual aids or instructions on them, lists of marks and models and in visual aids or instructions on them, lists of marks and models and in visual aids or instructions on them, lists of marks and models are contained.

    The section of the textbook, as a rule, covers some school lessons (auditorial lessons).

    In summary we list some additional requirements, which should satisfy the school textbook of the foreign language:

    1. It is necessary to observe optimum of dose of the new language material and repeatability of old one. This dose should be established experimentally for different stages of the education.

    2. The work above all kinds of the communicative activity should conduct on the extent of the textbook, though the correlation between them will change.

    3. All language material of the textbook should on the contents be interesting to the schoolboy of the appropriate age and also whenever possible to have educational and general educational value.

    4. The registration of the textbook should be attractive. 

Control questions: 

1. What’s means of education?
2. What text-book and manuals are in teaching?

 
 

Recommended literature: 

1.Зимняя И.А. Психология обучения иностранным языкам в школе.-М., 1991.

2.Колкер Я.М., Устинова Е.С., Еналиева Г.М. Практическая  методика обучения иностранному  языку, М., 2000.

3.Пассов Е.И.  Основы коммуникативной методики  обучения иноязычному общению.  – М., 1989. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

     Lecture 14 

     The essence of the lesson and the requirement to the lesson

     of the foreign language. 

Plan: 

1. The essence of the lesson and the requirement to the lesson of the foreign language.
2. The purposefulness of a lesson.
3. The richness of contents of a lesson
4. Activity of the pupils at a lesson.

 

     The lesson is a dialectic phenomenon; it is a part of the educational process and simultaneously by its whole. As the part of the educational process it allows to decide the intermediate tasks; in this sense everyone the separately taken lesson is in a horizontal line of other lessons.

     In this series of lessons of a horizontal line dynamics of the educational process is carried out: that was the purpose of the previous lesson, becomes a means subsequent, that causes close interrelation of lessons natural of variative repeatability from a lesson in a lesson, ensuring forward movement to final educative purposes. For example, if at a lesson A the pupils have learned new words and have got skill of their use in small contexts, at the subsequent lessons B, С... They should use them in oral speech or reading. In turn, the lesson B determines the contents of the lesson, following it C; where proceeds the perfection of speech skills in new contexts and situations. Therefore concrete tasks of each lesson follow from tasks solved at the previous lesson with a sight on subsequent. This implies that at planning a separately taken lesson it is necessary to proceed from the thematic plan, which, in turn, is a part calendar of the plan, last is caused by the annual plan. Differently, at the planning in a field of sight of the teacher there should be all hierarchy of the plans. It does not mean that the teacher needs to make all kinds of the plans. The modern book for the teacher contains them. The teacher needs only to analyse them, bringing in the appropriate corrective amendments, proceeding from concrete conditions. It is natural, that the plan of a lesson is exposed to the greatest changes, when the teacher aspires to lead it on a basis of the personal orientation and to involve a urgent material.

     Let’s consider a lesson as completed whole, and to allocate it from a horizontal line. In this case lesson should represent the rather completed product constructed according to the certain requirements, following from the purposes, contents and technology of training to this subject at school. As these requirements determine strategy and tactics of the teacher by preparation for realization of a lesson, they also serve the starting moment for the analysis of the lessons and lessons of the colleagues at interattendances.

     The purposefulness of a lesson. Each lesson should provide achievement practical, educational and developing purposes through the decision of the concrete tasks. Hence, first, from what is begun with the teacher is the definition and formulation of tasks of a lesson, basing on the book for the teacher. In its practical tasks, as a rule, are formulated which can give concrete kind, having connected them with the certain language material, for example:

     -  to train the pupils in the use of new lexicon (the words);

     -  to teach to perceive on hearing of dialogical text (the text is underlined);

     -  to teach to conduct conversation on a theme (the theme is specified);

     -  to systematize the knowledge of the learning about pretexts (the pretexts are enumerated);

     -  to teach the pupils to read about themselves and to make the plan on read;

     -  to teach to express the opinion, using the following expressions (they are set),

     -  to teach to read the text ... with a support on a guess and so on.

     The tasks of educational and developing are determined by teacher. They not always can particularly be formulated to each lesson, as they depend on group, class; from a level of learning and education of a class; from events occurring in the given time in group, class, school, city (village), country; from the person of the teacher, his intelligence, ingenuity, sense of humour, skill to communicate and, at last, from stimulus going from the material. Large potential contains in this sense in the texts about the great people, about significant historical events, about struggle for the world, about preservation of a nature and so on. As educational and developing purposes are carried out through foreign language, only practical mastering by it makes possible realization of these purposes. So, for example, mastering speech of etiquette in the foreign language: acquaintance, greeting, expression of gratitude and so on and it renders the educational influence on the guys, teaches to their politeness and tactfulness. The mastering by receptions of operation by the help of literature (grammatical directory, dictionary) promotes the decision not only practical task, but also develops the schoolboy, renders salutary influence on skills of intellectual work, his organization and realization. The reading of the foreign texts illuminating the different parties of the validity of the country (countries) of the investigated language provides expansion of an outlook of the pupils and by that achievement of the educational purpose. The work above the political text in the foreign language at a lesson allows forming their outlook. At a modern line to teach the learners is important, to lead up to them tasks of a lesson, for they should be by the pupils are accepted.                        

     The tasks of a lesson are necessary be “to translate” to the language of the pupils. For this purpose, first, it is necessary to attract their attention that is connected to use of language in speech activity. For example, “Today we find out, how each of you spend your Sunday” or “Today we esteem the story of very popular English (German, French, Spanish)writer”, secondly, is necessary is to give the formulation with a concrete kind: “We learn how to express the consent and disagreement in English (in German, in French)”; thirdly, it is necessary to take into account the age features of the pupils and give a task in the form imposing to their age: “Today we shall play in a lotto on a theme about an animal” (5^th class); “Today we shall try to write the summary on clause... from the newspaper...” (9^th class). Tasks connected to mastering of a language material; there is no necessity to inform to the pupil in the beginning of a lesson. It is known, that in the long term the work above mastering of the grammatical forms and words it is not enough at whom can call pleasure. To overcome dislike for such occupation it is possible only in the event that the pupil tests necessity in them for accumulation and expansion of the speech experience. Therefore everything that is connected with a language material is necessary to subordinate to tasks of dialogue. Hence, the teacher needs well to think over tasks of a lesson and their submission to the schoolboys.

     The purposefulness of a lesson assumes also allocation of “tops” of a lesson, its culminations. They can be from 1 up to 3 by amount of tasks connected to speech.

     The teacher should not suppose monotony. It is important to conduct a lesson in the different registers. Preparatory work (work above a language material and above the prepared speech) is on more “low”, and above actually speech is on the “top” register, creating psychological and communicative tops of a lesson. At this moment the pupils should understand, that they have risen on new stage, that the tasks put in the beginning of a lesson, are successfully decided.

     The atmosphere around of the culmination can be created by a various image. For example, “I see, you are ready to see film... and to discuss it”, “Now we can play a game. Let’s distribute the roles”, “Now we shall write down the plan - program of our performance on a theme”, “At last we can read article... and to express the attitude to it (or to write the summary)”.

     It is noticed, that though such culminations represent, as a rule, most difficult kind of activity, they remove weariness, as serve to realization of communicative tasks, have for the pupil obvious intellectual sense and release of the educational process from monotony of draft work at a lesson.

     The responsible moment of a purposeful lesson is its end. The pupils should see, feel, that they have learned at a lesson to give an estimation of activity, psychologically and actually to be prepared for the independent work outside of a lesson. Thus it is unessential to give to the end of a lesson the convex organizational form of a type: “So, what we today did at a lesson?”. In the answer the pupils sometimes count up quantity of words acquired at a lesson, or name the grammatical form, above which worked. Such “inventory” poorly demonstrates their actual progress in mastering by language at the given lesson and pushes the pupils on that formal “the report”. It is necessary also to remember, that the pupils by the end of a lesson get tired, therefore summarizing needs to give the form removing weariness. It is represented to us, that as the best way of summarizing it is necessary to consider the inclusion of the acquired knowledge, skills in game activity such as language game, for example to guess a word, to pick up a rhyme to the acquired words; to play a pantomime, that the pupils have described that they see, using grammatical structure (modelling phrase, speech sample); game in the teacher: the teacher - schoolboy interrogates the pupils in volume of the material, acquired at a lesson, and “exposes estimations”. In this case pupils will leave from a lesson with sensation of the progress in mastering language and with a sufficient stock of positive emotions, that is important for the further doctrine.

     The richness of contents of a lesson. The requirements and the richness of contents of a lesson cover the following moments: first, importance of the material, with which operate at a lesson (the dominant of the richness of the contents); secondly, adequacy of receptions and exercises to tasks of a lesson; thirdly, optimum correlation of the education of the pupils in mastering a material and its use in speech.

     The examples, used at a lesson, are fragments of dialogue, therefore they should be connected to the person trained and teacher, that, unfortunately, is not always observed. Even such themes, as “Family”, “Biography”, “Travel”, “School”, “Sports”, are studied in a separation from reality connected to life of the schoolboy, class, school. Samples and examples used at a lesson, should be valuable in the educational attitude. For this purpose it is necessary, that the teacher had certain stock of poems, songs, proverbs, sayings, aphorisms, jokes, embodying national wisdom and wisdom of the great people, and that he could use love of youth to the winged words. Such material should be ordered by the teacher and is connected to the certain language facts and to be included in the educational process as required.

     Thus, the dominant of the contents should reign at a lesson. It creates intensity and provides respect of the pupils for a subject.

     The educational situation should be whenever possible adequate to a real situation of the dialogue, in which the mastered language phenomenon is used.

     The educational situation should be extreme clear to the pupil. It means: the task (about what is precisely determined to ask what to learn from the interlocutor, about what to tell, that it is necessary to prove, to specify, to deny and so on). The pupils know that from them is required, that they can make, as the performance of the task is supplied concrete language (word, word collocation, structure) and speech (ready speech clichés) with a material acquired or acquired. In a case if the necessary word is unfamiliar to the schoolboy or he has forgotten it, the teacher or the comrades will come to him to the aid; they know, how it is necessary to execute the task, what means are necessary for him, they know, that the dialogue will pass in favorable conditions at the benevolent relation of the partners to each other; they know, that will learn, having executed the task.

     The educational situation should help to bring up at the schoolboys the attentive attitude to the classmates, “the interlocutors in dialogue”, feeling of initiative.

     The educational situation should stimulate motivation of the doctrine, cause in the pupil interest to the task and desire him to execute.

     Activity of the pupils at a lesson. The activity of the pupils at a lesson should be shown to them in speech and thinking activity, and it, in turn, is connected to the education of their speech initiative. In practice of the education to the foreign language, unfortunately, initiative of the pupils is poorly stimulated. The teacher is rather active at a lesson. It creates an obvious skew in the distribution of activity of the teacher and pupils. The teacher still dominates at a lesson, transforming learning in passive objects of the influence. The depravity of such situation consists not only that non-uniformly the time of a lesson between the teacher and pupils is spent, but, the main thus the law of dialogue supposing equality of his partners is broken; the pupils can not perceive the teacher as partner, if the initiative of dialogue only in his hands. The most part of time at a lesson is allocated thus: the teacher sets questions, and the pupils answer them. As though various these were these questions (questions within the framework of speech exercises, questions on a theme, text, questions connected to organization of a lesson and others), the pupil has an impression of the monotonous control: during all lesson the teacher asks them. Such atmosphere of the prevailing control is in the contradiction with an atmosphere of dialogue stimulating active participation everyone in the act of dialogue.

     According to a modern line in pedagogics (with the concept of the reflexive education) the activity of the teacher should consist in the organization of activity of the pupils, involving them in the active education process, in transformation them in the true subjects of speech activity.

     When we speak about speech and thinking activity of the pupils, it means both internal and external activity. The internal activity correlates with thinking, external activity correlates with speech. For the internal activity is very important richness of contents of a lesson. The pupils should be induced to search.

     Stimulates internal activity controlled search of the linguistic information, due to which by the pupil reveals the meaning of foreign of the language phenomena and through it comes to sense.

      The development of internal activity is promoted also by independent work of the pupils in mastering a language material at the development of speech; leading questions, notes, the support managing it, successfully stimulate internal work think.

     It is indissolubly connected with the internal activity its external display - sounding speech of the pupils. Each schoolboy should express at a lesson. In conditions of a mass comprehensive school to give such opportunity to everyone means the mobilization of all existing forms of work.

     Motivational provision of a lesson. The motivation at a lesson is provided first of all with the comprehension by the pupils the success of study of foreign language, the sensation of the educational progress. Only in this case lesson will make sense for the schoolboy, he willingly on it goes. The large role in the motivational maintenance of a lesson belongs to availability of the offered tasks in each “point” of a lesson. The pupil is easy and with desire carries out the task, if it contains the getting over difficulty for him; the easy task is not interesting. It is necessary, that the task was carried out with the certain pressure. It is achieved with the building of exercises is strictly forward (gradation); to the schoolboy is assisted as a bright sample of the performance necessary support, keys and means of a reinforcement.

     For the comprehension of success, the estimation and self-estimation is important also. When we speak about the estimation, we mean not only estimation as a ball. Use of a wide scale of the approval is represented by more important to us with which can and the teacher along with verbal and not verbal of the approval, as should have: a smile, gesture, intonation. The estimation can proceed also from the schoolboys, participants of the carried out tasks, when they have standard of performance, when they use special phrases - clichés of a type: you are right, you are not right, you are mistaken also others. It is all means, external feedback carrying objective character and the estimation from the side.

     The contents of the material used at a lesson, also can create conditions for the motivational providing of a lesson. It is important, that the material was personal focused. 

Control questions: 

1. What’s essence of the lesson and the requirement to the lesson of the foreign language?
2. What’s purposefulness of a lesson?
3. What’s richness of contents of a lesson?
4. What activity of the pupils at a lesson do you know?

 

Recommended literature: 

1.Пассов Е.И.  Основы коммуникативной методики  обучения иноязычному общению.  – М., 1989.

2.Поляков О.Г.  Профильно-ориентированное обучение  английскому языку//ИЯШ. № 2 –  2004.стр.6

3. Гальковская  Н.Д., Никитенко З.Н. Теория и  практика обучения ИЯ. Начальная школа. Методическое пособие. М., 2004.