Коммуникативная компетенция как цель обучения иностранным языкам в общеобразовательной школе

 

- Тестовое задание, при выполнении которого необходимо выбрать ответ из нескольких предлагаемых вариантов. При этом, как правило, лишь один из предложенных вариантов правильный. (Остальные – отвлекающие варианты.)

«You are going to read a magazine article about Florence Nightingale. For question 1 -5, choose the correct answer A, B or C. Mark your answers on the answer sheet.

Florence Nightingale

Florence Nightingale’s parents were rich English land owners. Florence was born in Florence, Italy on 12 May 1820. Her parents named her after the city where she was born. Victorian women didn’t usually go to school but Florence’s father believed that women should get an education so he taught Florence and her older sister at home. they learned Italian, Latin, Greek, history and maths.

As Florence grew up, she became interested in social problems. when she was twelve years old, she decided she wanted to do something useful with her life. She enjoyed visiting sick people in her neighbourhood.

Florence was extraordinary because most Victorian middle-class women didn’t have careers but Florence wanted to become a nurse. Her parents didn’t want her to become a nurse because nurses were usually working-class women. In fact, they didn’t want Florence to work at all, they wanted her to get married. However, her parents’  disapproval didn’t stop Florence doing what she wanted.

Florence went to Germany to learn about nursing. at that time nurses learned through experience, not through training. Florence looked after sick people, gave medicine out and helped during operations. She was very happy and she explained why: “we learned to think of our work, not ourselves.”

In 1854, Britain entered the Crimean war. Florence and a team of 38 nurses went to the Crimea to help the wounded soldiers. The military hospitals were dirty and badly organized. Florence made the hospitals clean and safe. The number of deaths in hospitals went down from 40% to 2%. Florence was kind and gentle with the soldiers. When she walked around the hospital at night she carried a lamp and that’s how she got the nickname “the Lady with the Lamp.”

After the war people from all over the world asked for her advice on designing hospitals. Florence thought nurses should learn through both experience and training. In 1860, she opened her training school for nurses. Today the Nightingale nurses still care for the sick and the poor.

1. What have you learnt about Florence’s parents?

A                     They were Italian citizens.

B                     They gave education to their children.

C                     They learned Italian, Latin, Greek, history and maths.

2. How was Florence different from most other women of her time?

A                     She wanted to be in work.

B                     Her parents didn’t allow her to work.

C                     She wanted to do something useful in her life.

3. How did Florence begin her career?

A                     She studied to be a nurse in Germany.

B                     She was working with her parents.

C                     She learned the nursing skills when she cared for the sick.

4. She gave medicine out in lines 15-16 means

A                     She brought medicine to a number of people.

B                     She took medicine out of the hospital.

C                     She made medicine for the sick.

5. How did Florence change hospitals?

A                     The number of patients went down.

B                     She set higher standards for hospitals.

C                     She put lamps everywhere in hospitals.»

 

- Восстановление пропущенных  элементов текста (в данном случае  – фраз), опираясь на логические  и грамматические связи внутри  текста.

«You are going to read an article about Royal family. Six paragraphs have been removed from the article. Choose from the paragraphs (A-H) the one which fits each gap (1-6). There is one extra paragraph which you do not need to use. There is an example at the beginning. (0).

Our Modern Royal Family

As a little girl, Elizabeth didn’t know that one day she would be queen. Her grandfather was King George V. But George and his wife Mary had six children. Their oldest son, the handsome and popular Edward, was the next in line to be king. Elizabeth's father, Albert, was only the second child, born in 1895.

(0)- H

Albert, or ‘Bertie’, was shy, and the family made this worse for him. He wrote naturally with his left hand, but he was told to use his right hand. He also had a speech problem.

(1)

The name of the royal family was now ‘Windsor’. They changed their name in 1917, during the First World War with Germany. Their family names at that time were German, and it was better to have an English one. So George chose the name 'Windsor'. Windsor Castle is one of the old palaces where the royal family often stay.

(2)

Finally, he fell in love with an American woman, Wallis Simpson. He wanted to marry her, but Wallis was divorced -twice. The royal family didn’t like her, but the problem was even more serious.

(3)

They called 1936 ‘The Year of the Three Kings’. George died in January. When they carried his body through the streets, a piece of the royal crown fell off into the road. “That’s very bad luck”, people said. “Something terrible is going to happen”. Then Edward became king. At first, he hoped that he could marry Wallis and also be king. He wanted the people of the country to accept this. But they didn’t. They didn’t want Wallis to be their queen.

(4)

Bertie decided to take a new name - George, like his father - and so he became King George VI. He had no sons, so his oldest daughter, Elizabeth, was now the next in line. She was ten, and her sister, Margaret, was six.

(5)

It was a sad story, and in some ways a romantic one. But Edward was a weak man who wanted power and money. And Wallis was a difficult woman who ruled Edward's life.

(6)

The ‘royals’ have to work very hard at their duties; it is difficult for them to have a private life. But Elizabeth Bowes-Lyon was a happy, strong-minded girl. When she agreed to marry him, she accepted the ‘job’ gladly. Later, after her husband’s death, she became the Queen Mother.

A. Before he was king, they lived in a large house on Piccadilly, a famous street in the centre of London. It wasn’t a palace, but it was big enough. It had twenty-five bedrooms, a library, and a room for dances and parties.

B. Edward married Wallis Simpson, and they lived in Paris for most of their lives. They were never friendly with the royal family again. Edward was very angry about what happened.

C. He couldn't always say the words that he wanted to say. His father only laughed at his son. Later, he had help from a special teacher, but all his life it was hard for Bertie to make speeches.

D. Old King George died in 1936. Now Edward was ready to take his place as King Edward VIII. Most people in the country liked Edward, and they wanted him to be king. But they didn’t know much about his private life. Even his father was worried about Edward before he died. Edward loved a good time. He enjoyed women, drank a lot, spent money, and didn’t think about other people or his duties to the country.

E. So on 10 December 1936, Edward signed the official papers which ended his rule as king. He made a speech to the nation on the radio. And on 11 December, his younger brother, Bertie, took his place.

F. The year 1936 wasn't easy for Britain, but at the end of it the country got a popular and a sensible king. They also had a fine queen, and two beautiful little princesses. King George VI’s wife was a Scottish woman, Lady Elizabeth Bowes-Lyon. When he fell in love with her, she didn’t accept him at first. Even in those days, she knew that a life in the royal family is not all magic and fun.

G. The British king also had to be the head of the Church of England, and the Church did not accept divorce. How could Edward marry a divorced woman and still be king?

H. When they were boys, Edward and Albert were often unhappy. The children only saw their parents for an hour every day. Their nurse was a hard woman and often hurt Edward. George V was a good king, but not a very kind father. "I was frightened of my father, and my children are going to be frightened of me!' he said.»

 

Приёмы  по обучения лексике и грамматике

- Вставь в предложения слова из скобок в Past Simple или Present Perfect Continious. (e.g. John ____(be) a good pupil, but yesterday he____(miss) his classes. He____(prefer) to visit a car exhibition.  He____(dream) about a sport car, but he____(can, buy) it because of his young age.)

- Соотнеси начало и конец предложений в правой и левой колонках.

- Переведите следующие предложения, обращая внимание на различные значения глагола to have. 
1. I have no pencil. 2. You have no other way out. 3. His face had that small subtle smile that was characteristic of him. There were two saucers only. And all the rest to match: seven large brown teapots, of which five had broken spouts. I won't have you all starve, simply because I've thrown myself at your head. 6. He came to her swiftly, and in a moment had her in his arms. 7. Oh, to have this happen when he was right at the point of a declaration.

- Переведите нижеследующие предложения на английский язык. Выделенные слова и словосочетания переведите наречием образа действия. 
1. Джейн с несчастным видом кивнула головой. 2. Лиз со злостью ущипнула ее за руку. 3. Обычно они работали в этой комнате. 4. Как ни странно (curiously), именно эта речь Джеймса и сблизила их (to bring together). 5. Какое-то мгновение она, казалось, готова была ударить его, но сдержалась. 6. Он возмущенно поднялся с места. 7. Он подчеркнуто (emphatically) предупредил, что беспорядков быть не должно. Прочитай письмо, заменяя картинки словами в соответствующей форме, выражающей действия.

- Раскройте скобки. Поставьте прилагательные в сравнительную или превосходную степень.

1. He is   (good) student in the Moscow State Univesity
2. The food which my mom cook is really   (healthy) than that one.
3. The    (clever) you are, the    (good) job you get.
4. That is    (bad) recipe book I`ve ever read.

- Упражнение для 10 класса, которое я использовала во время своей практики:

Please, open your text books on page 102, let`s do ex. 1. (Which of the following items are fruits?Vegetables? What colour is each?).

grape, apple, broccoli, carrot, corn, lettuce, orange, tomato, cherry, raisin, lemon, celery, melon, strawberry, blueberry, aubergine, pea, pineapple, peach, pear, raspberry, plum, watermelon, banana, pumpkin, fig, lime, cabbage

-Which of these words are countable/uncountable?

-Which vegetables/ fruit do you like?

          -Лексико-грамматическое задание.  Вставьте фразовые глаголы в  правильно временной форме.

Complete the second sentence so that it has a similar meaning to the first sentence, using an appropriate form of the words in the box. There is one extra verb.

get on well with            get around to    get off              get on

get out get ready          get to               get together      get up

1. The next morning he rose early. The next morning he ________ early.

2. She spends a lot of time preparing for the party. She spends a lot of time ___________ for the party.

3. They don’t interact in a friendly way with each other. They don’t ________________________ each other.

4. She couldn’t find time to start her homework until eight o’clock. She couldn’t _______ doing homework until eight o’clock.

5. When can we have a party and dance? When can we _______________ for a dance?

6. The door locked and I couldn’t leave the room. The door locked and I couldn’t __________ of the room.

7. The talk stopped when they reached that point. The talk stopped when they __________ that point.

8. Excuse me, I have to leave the bus at the next stop. Excuse me, I have to ________________ at the next stop.

 

- Прочитайте приведённый ниже текст. Преобразуйте слова, данные справа после номеров (1- 9) так, чтобы они грамматически и лексически соответствовали содержанию текста. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы (1-9).

Night Watch is a (1) ________ attempt to make a Hollywood-like blockbuster. To film something like Matrix. As for the visuals, they have (2) ________ succeeded. I’m (3) _______ impressed __________with visuals, storyline and (4) _____________. Overall, the movie is dark and (5) __________. It is based on three (6) _________ books, which means it has a fine script and idea to offer, but it also means that the movie has to explain the (7) _________problems behind the book here and there, which sometimes makes it a bit slower than an average (8) _______ blockbuster. The movie is not dumb, and it is not (9)________, though it is not a non-stop action either. If you like to see good visuals in movies, and have nothing against stories about people that have (10) _________ powers, witches, vampires and so on, I'd recommend you to see this movie, there's no reason for you not to like it!        

(1) RUSSIA (2) ABSOLUTE (3) REAL (4) ACT (5) REAL (6) FAME (7) PHILOSOPHY (8) AMERICA (9) BORE (10) NATURE

 

Приемы обучения говорению

 

-Answer the following questions and make up stories based on the answers.

a) 1. When was your last outing?

    2. The weather forecast promised a dry, sunny day, didn't it?

    3. Would you have started out if it had said "occasional rain"?

    4. Would you have put off the outing if they had forecast unsettled weather?

b) 1. Is camping your (your friend's) hobby?

    2. How long has it been your (your friend's) hobby?

    3. Did it start with an occasional outing or did you go camping regularly?

    4. Camping is a healthy occupation, isn't it?

 

- Answer these questions.

1. Do you usually book a hotel room in advance when you go away on business? 

2. In what way can one book a railway ticket {a seat in the theatre)?

3. Can we book a return ticket when we go to the Caucasus?

4. Why is it advisable to book a return ticket?

 

-Make up dialogues, using the words and expressions given below; use disjunctive questions and the expressions so do I, neither do I.

1. At Home

to pack, to have a lot to do, to have ... at one's disposal, to forget, to book, an upper berth, a lower berth, anything will do, don't bother, to order a taxi, to miss the train, to mind, to go by bus

2. At the Booking-office

can I have a ticket to ..., what's the fare, a first-class sleeper, a second-class sleeper, a through train, to change, you will have to ..., a fast train, a slow train, no vacant seats, there is nothing to be done, a dining-car, I think so

3. At the Station

here we are, to see off, to see to the luggage, the left-luggage, the enquiry office, to look up the time-table, to collect one's luggage, a carriage, a compartment, a seat, to come along, the train, to start,, to get on the train, to say goodbye, a pleasant journey.

 

-Make an oral translation, using the active vocabulary of the lesson.

Диалог 1.

- Вы ведь видели новый  спектакль в нашем театре, да? Как он вам понравился?

- По-моему,  это прекрасный  спектакль.  Собственно говоря, содержание  было мне знакомо, но тем не менее (but ... just the same) мне понравился весь спектакль от, начала до конца. Артисты подобраны прекрасно, ведущую 
роль исполняла Николаева.

- Правда? Я предпочитаю  Петрову в этой роли.

Диалог 2.

- Вы видели последние  картины этого художника? Они  демонстрируются (показываются) в  главном выставочном зале.

- Нет еще, я был очень  занят последнее время. Но эту  выставку все хвалят, и я хочу  посмотреть ее.

- Выставку действительно  стоит посмотреть. Н. считается   прекрасным  пейзажистом  (a  landscape  painter). Но некоторые из его картин  довольно необычны. Я советую  вам посмотреть его биографию,  прежде чем вы пойдете на  выставку. Это поможет вам понять  художника.

 

-Activate the following words and word combinations.

occasional, occasionally, an occasion, on (for) this (that), occasion, on the occasion of a) Translate.

1. Occasional exercise will do you good.

2. I'm so sorry we only have an occasional exchange of opinions.

3. A famous actress was to arrive jri the town, and posters were put up everywhere on the occasion.

 

-Устно раскройте тему «My eating habbits» за 3 минуты.

- Составьте диалог со  своим товарищем на тему «What your mom cooks at home?».

- Придумайте небольшую  историю с новой лекскикой урока.

 

Заключение

 

Каждая наука рассматривает  то или иное явление со своих позиций  и описывает своим языком. Поэтому  в психологии, лингвистике, социологии и смежных с ними областях существуют свои описания коммуникативной компетенции и её состава как объекта исследования. Однако сфера образования имеет дело не с объектами, которые нужно описывать, а с человеком, которому средствами существующей культуры помогают развивать свои способности и освоить умения, позволяющие ему жить в данном обществе. Подобный смысл образования не является общеупотребительным. Основным результатом образования в нашей массовой школе считается совокупность предметных знаний или, иначе, сведений, усвоенных учащимися. Причём, как правило, подобные знания ученик не использует в практических ситуациях своей жизни и деятельности. Логика компетентностного подхода, наоборот, предполагает формирование таких умений и развитие на их основе таких способностей, которые позволяют человеку максимально реализовать себя в данном обществе.

Таким образом, коммуникативная  компетенция, с одной стороны, является характеристикой личности человека, его способностью, которая, с другой стороны, проявляется в его поведении, деятельности, позволяя ему разрешать  жизненные, практические ситуации (в  том числе и коммуникативные). Часто в трактовках коммуникативной  компетенции эти две стороны  развиваются и противопоставляются  друг другу.

В отличие от отдельного умения или навыка, которые можно  тренировать каждое само по себе, развитие компетенции требует включения  всего комплекса способностей и  умений сразу. Нельзя обучиться отдельным  умениям, получить конкретные навыки, приобрести некоторые знания, потом  всё сложить и получить компетенцию. Любая компетенция приобретается  в процессе реализации, какой либо осмысленной деятельности, где надо ставить цели и определять результаты, решать проблемы, а не задачи, искать способы решения, а не получать их в готовом виде и т.д. Причём, если мы говорим о коммуникативной  компетенции, нужно иметь в виду, что коммуникация всегда встроена в  какую-либо деятельность и обусловлена  ею.

 

 

 

 

 

Список использованных источников

 

1. Биболетова М.З., Грачева Н.П., Соколова Е.Н., Трубанева Н.Н. Примерные программы среднего общего образования. Иностранные языки. – М.: Просвещение,2005.
2. Рогова Г.В., Верещагина И.Н. Методика обучения английскому языку на начальном этапе в общеобразовательных учреждениях. – М.: Просвещение, 2004.
3. Сафонова В.В. Коммуникативная компетенция: современные подходы к многоуровневому описанию в методических целях. – М.: НИЦ “Еврошкола”, 2004.
4. Левитан, К.М. О содержании понятия "коммуникативная компетентность". Перевод и межкультурная коммуникация. / К.М. Левитан. Екатеринбург.: Издательство АБМ, 2001. вып.2.89-91с.
5. Хуторской, А.В. Технология проектирования ключевых и предметных компетенций // Интернет-журнал "Эйдос". - 2005. - 12 декабря. http://www.eidos.ru/journal/2005/1212. htm.
6. Пассов, Е.И. Коммуникативный метод обучения иноязычному говорению. - М., 1991.
7. Левитан, К.М. О содержании понятия "коммуникативная компетентность". Перевод и межкультурная коммуникация. / К.М. Левитан. Екатеринбург.: Издательство АБМ, 2001. вып.2.89-91с.
8. Соловова Е.Н. Современные требования к научно-методическому и учебно-методическому обеспечению учебного процесса в языковом образовании. // Иностранные языки в школе. 2004, № 4.
9. Сысоев П.В. Языковое поликультурное образование: что это такое?// Иностранные языки в школе. 2006, № 4.
10. Презентация Гальсковой Н.Д. «Цель обучения ИЯ»
11. Аполлова М. А. Specific English (Грамматические трудности перевода).
12. «Spotlight (Английский в фокусе) 10 класс», Быкова Н.И., Издательство: Просвещение
13. http://nsportal.ru
14. http://sahvatkin.narod.ru