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«Мастер-класс для учителей по английскому языку»
4
Мастер-класс
для учителей английского языка 9-11 классов Муниципального бюджетного общеобразовательного учреждения гимназии №12 имени М.А. Шолохова муниципального образования «город Донецк» (МБОУ гимназия №12 г. Донецк) и других общеобразовательных школ города Донецка
Some efficient ways to train our pupils to achieve preferable results in state exams and Olympiads.
To start with, it is necessary to mention that State exams in the English language consist of four stages, they are: Reading,Listening, Speaking and Writing. Each aspect of the exam has its own peculiarities that require much attention and serious attitude.
The first part of the exam is Reading and that is why it is worth speaking about it from the beginning. Reading at the State exam is divided into two parts: Firstly, the pupils are listened to their skills of Technical Reading and then they are given some texts on Analytical Reading.
Technical Reading is called Basic Level Test. And we must confess that technical Reading must be taught from the first years of English teaching that is in the primary school. To have skills of reading transcription signs in the primary school is a must for the beginners of English learning. One can say that it is the first condition to start teaching Technical Reading.
The second condition is to teach our pupils Natural English melody and intonation. While teaching English intonation we should teach them to make pauses in the right way and place in the sentence, to put phrasal stress. Our pupils must learn to use rising and descending tunes that make melody of the English language. They should be able themselves to draw the rising and descending tunes to understand them better.
And last but not least, the perfectness of Reading cannot be achieved without lessons of Listening CDs with native English speakers where learners are able to hear and listen to everything: long and short sounds, melody, intonation, natural tempo of speaking.
Task on Technical and Expressive Reading at the State exams is about 1-1.5 minute. During this time a pupil may read the text to himself and then read loudly trying to do it without mistakes in the words pronunciation, intonation and phonetics. The most frequent mistakes are in the pronunciation of the words with long and short sounds, e.g. ship – sheep fin-thin fit-feet etc).
The second part of Reading test is Analytical Reading where pupils must fulfil a number of tasks in completing sentences, putting text passages in the right order, choosing the most suitable variant to answer the given questions to the text. They also are to define if the given answers to the questions true or false, fill in the right part of the sentence to make it logically finished.
These skills also demand intensive practice and to start teaching them we must take into account Books for Reading so called “Reader Book”. In no case we must not ignore them but vice versa find not only time 15- 20 minutes of the lesson but devote the whole separate lessons to so-called “Home Reading” where you will train to analyze texts, techniques of reading, literary translation, usage of linking words and phrases and certainly logical thinking and usage of logic while writing. Right in the 4th forms it should be started to make our pupils be successful in the State exams on these kinds of tasks.
The next part of the exam is to put 5-6 questions to the pictures or photos offered to pupils. They must choose one of the pictures and put different kinds of questions orally with the interval of 20 seconds. For each question if it is put in the right way, a pupil will receive one point, and if all questions are correct, the pupil will get 5 points. The questions must be Direct and of different types.
For example. Direct question, General, that is the question to the Predicate. Do you go in for sports?
Direct question to the Subject. Who goes in for sports in your class?
3. Special question to any other part of the sentence. When (Where, How often, whom with) do you go in for sports?
4. Alternative question. Do you go in for sports or Martial Arts?
5. Disjunctive question. (Tag-question) You go in for sports, don’t you?
He works as a clerk, doesn’t he?
She couldn’t answer the question, could she?
Let’s go out, shall we?
You’ll let me borrow your car, won’t you?
Let him borrow your car, will you/ won’t you? (both variants are quite possible).
You have a car, haven’t you? (meaning of possession) but
You had dinner with Ann, didn’t you? (meaning is idiomatic, phrasal).
This (That) shop is very expensive, isn’t it?
Sorry, I am very late, aren’t I?
Don’t forget to post this letter, will you?
In the English language there is another type of Tag-question and it is called Echo-question.
e. g. She is a famous writer. Is she? E.g. She isn’t a doctor. Isn’t she?
In this type of questions you put a full stop in the end of the affirmative sentence. And a question is following in the same Grammar Pattern as the first one.
Another type of General questions is that in Russian it is translated as (Разве)
e.g. Aren’t you going to the cinema tonight?
Isn’t it cold today to go out? Etc.
6. Indirect or Reported question. The Reported questions start with linking phrases and have the Direct Word Order as in the affirmative sentence. Besides, the interrogative note is not put in the end of the sentence. There is a great variety of linkers in the Reported questions to start them. And we should teach our pupils to use them according to the style of writing or speaking.
e. g. I am interested in finding out the timetable of the Bus Route № 8, please.
I would like to know the timetable of the Bus Route № 8, please.
I would be grateful if could tell me the time table… .
Could you please tell me the timetable of the Bus Route № 8?
I would appreciate it if you could let me know the timetable… .
Would you be so kind to tell me the way to the station?
I wonder if you could tell me the way to the station. Etc.
Rather often these types of tasks, where pupils must put Reported questions, are offered to pupils when they are presented with all kinds of advertisements. And pupils should express interest in receiving some additional information that is omitted.
The next task for pupils is Language Usage where they have to cope with the description of a picture or a photo. Usually three pictures are given to choose for oral description. Mostly they are coloured and the themes are familiar to pupils to describe. Only 1.5 minutes are at the pupils’ disposal to think over their description to themselves and then start speaking. They must say no less than 15-18 sentences without any stoppings or pauses.
Teaching this kind of speaking we must remember that photos may content different kinds of people’s representations. They may be in action or just portrayals, or simple imprints of their images. So, if people are in this or that kind of action in the photo we must use Present Progressive Tense and not Present Simple as it has become a common mistake with our pupils. And another rather important detail while describing pictures. We must not forget that we are not sure in the people’s actions in the photo. We may only suppose what they are doing or what they are going to do.
There are a lot of ways to teach our pupils to describe pictures. And to motivate schoolchildren to describe them is to show them some coloured interesting video and to stop video at the fragments the pupils have got interested in. The compulsory condition while teaching this kind of speaking is that photos and pictures should be multicoloured and the themes close to their oral program themes on the study. Before giving these tasks the teacher should provide pupils with a number of linkers with the supposition meanings, so that the pupils could have an opportunity to use some of them without being repeated.
e.g. to list and add points:
Firstly/ In the first place/To start with/To begin with…;
Secondly/ In addition/Furthermore/ Moreover/ Besides…
Thirdly/ Finally/Last/Last but not least…
To introduce or list advantages:
The first/main/most important advantage of…
One/Another/An additional advantage of…;
One point of view in favour of…; It is often suggested…;
Believed/argued that…;
Some/Many people suggest/feel/argue that… etc
To introduce or list the disadvantages:
The main/most important disadvantage/drawback of…;
For example/instance; such as; like; in particular; therefore;
For this reason; because; as; since; as a result;
To show contrast:
On the other hand; However; still; but; Nonetheless;
Nevertheless; Although; Even though; Despite + V (-ing)/In spite of; the fact that;
To introduce a conclusion:
In conclusion, To conclude/to sum up, All in all, Finally; Last;
All things considered; Taking everything into account; consideration etc.
To express your own opinion is worth using such adverbs and phrases of supposition as: I think; I believe; I guess, I suppose; I consider; to my mind; In my opinion; as for me; as far as I am concerned, Perhaps, Probably, May be and many others may be available to express your own point of view and point of our pupils.
While writing letters or full written statements with expression of their own opinion, a teacher should remember that these written tests are estimated in three criteria, they are: 1. Content, where the communicative tasks must be solved; 2. Text organization, where passages of Introduction, Main body and Conclusion must be observed. Moreover they must have linking sentences and phrases so that logic of writing shouldn’t be broken. 3. Language forming, where the English language also should be properly used.
During teaching writing letters or some kind of composition there is no need to demand something extraordinary. It is quite enough for pupils to know the main principles of writing, containing the necessary number of linkers, Grammar Patterns and letter writing rules. There is a standard form of letter writing. For example,
Dear, ---------,
Thank very much for your letter. It’s always nice to hear from you.
I’ll be happy to answer your questions.-------------------------------------------------------
That’s all for now. I’ll be waiting for your next letter.
Bye.
Yours ever -----.
The pupils shouldn’t write far too long introductions. They must consist of 3-4 sentences, no more.
As for the Main Body, it may have even two passages. In the first passage of the Main Body they preferably answer their friend’s questions and in the second one it is reasonably to put questions of their own. The stated questions mustn’t be in a great number, because the pupils are sure to be limited in the number of words for the letter writing. It would be right to add that to answer the stated questions pupils should in the order the questions were given by a person who wrote a letter or in the order that was put in the task. It will help not to miss any question that was given. Here, the Reported questions are quite to the point.
In the written tasks it is obligatory to observe typical and strict Word Order, to use universal Grammar Constructions such as: There is, there are, I have to, because they may be used in any context with different styles. And last but not least, while putting questions in letters, the pupils may use questions of one and the same type. The most important thing is that they should be put grammatically correct. Here we must train pupils to put the questions in the right way at least in the group of Simple Tenses.
By the end of their writing we must teach our pupils to reread their writing in order to correct everything they have written, to find themselves their mistakes in Grammar, in Words usage and in observing logical connections between the parts of writing and passages. In this way we are sure to form habits of critical estimation of their work, a very attentive attitude to the aspects of communicative solvation of the task and their written text forming.
Дата: «02» ноября 2017 г.
Учитель английского языка
МБОУ гимназии №12 г. Донецка __________________ Чумакова Е.Е.
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