Методико -практическая работа по теме самообразования

Учитель английского языка

УО « Тамос Эдьюкейшн Физико-Математической Школы»

Кан Эльмира Юрьевна.

Педагогический стаж: 26 лет

Категория: высшая

Теоретически -практическая разработка уроков по теме самообразования

«Обучение лексике и грамматике посредством диалогической речи».

Methodically - practical development (разработка) of three lessons on one unit.

My theme of self-education «Teaching vocabulary and grammar by means of the dialogic speech».

The problem of speaking is the key thing in the organization of a modern process of English language teaching. This problem is becoming the object of English teachers’ special methodical research, in my work I follow up the demands to the practical realization of the problem of speaking. The communicative purposefulness of English language teaching proposes the teaching which would let students orient themselves in the communicative situations. But there are some difficulties learners face:

- vocabulary acquisition

- sentence structure and syntax

- motivation

- accuracy

- organizations of ideas

My work on the self-education theme “Teaching vocabulary and grammar by means of the dialogic speech” helps my students overcome these problems step-by-step and gradually develop students’ fluency, build confidence and make lessons more interesting.

I’m teaching the students of 6th form with New Challenges (PEARSON). Each unit consists of grammar and vocabulary on the basis of rich texts that help me create the lessons to realize the objectives to them. I’ll stop on the Module 5 “On the Move”, Unit 13“TV Traveller”. The grammar material of the unit is Present Perfect tense for past events with present consequences and the adverbs ever, never, already, yet and the vocabulary on the topics “Transport” (with particles by or on) and “Jobs”. (three academic hours for this unit 13)

Lesson 1. Step 1: Working on the picture p.49 I’m introducing the new words on the topic “Transport”: eg. Go by: campervan, canoe, dingy, jet ski, yacht, mountain bike, helicopter etc.; go on: foot, horseback.

After working off the pronunciation of these words the students are practising using them in oral speech: 1. educational talking T- Сl: ( for practising the particles by and on)

-Which type of transport do you use?

- Which do you use every day? Which do you go to school by?

- Which do you like travelling by?

- Which would you like to travel by? Do you like travelling on foot?

Step 2. Listening - comprehension: ex 4 p.49. The task 1: Listen to four people.

Speaker 1. I really love bikes and I got my first mountain bike when I was 12. I’m in a club and we go cycling in the country every weekend. Its great fun, but it can be dangerous. Once we were going down a hill and I fell off and hit a rock. I always wear a helmet, so I was okay. Sometimes we take part in competitions, but I don’t take them too seriously. For me, mountain biking is just good fun.

Speaker 2: My mum and dad took me skiing for the first time in Austria when I was 3 and I loved it. We went every year in February, and I also went with my school once. My boyfriend is into skiing, too, so we went skiing last year in France. It was great but very expensive. You can go skiing here in Scotland but it’s not as good as in Europe.

Speaker 3: I got my motorbike two years ago. My girlfriend likes motorbikes, too and we go out at weekends with friends. We avoid motorways because they’re boring. I know some people think bikers are dangerous, but that’s not true. Car drivers are more dangerous! I had an accident last month because this man in a car didn’t look where he was going. I came off my bike, but I was okay.

Speaker 4: A lot of people think flying small planes is dangerous. You get accidents, but you’re okay if you are careful. My brother and I are in a local club. We started two years ago. We sometimes stay up for two or three hours. There are competitions and I sometimes take part in local ones but I never win! Last year me and my brother took part in a special event with our club to raise money for charity. We raised about two thousand pounds.

Task 2: Say who:

1. had an accident?

2. takes part in competitions?

3. shares their interest with their boyfriend/girlfriend?

4. does their hobby at weekends?

5. started it two years ago?

Step 3: Educational talking T-Cl: Do you agree with the statements?:

- People in my town drive too fast.

- Young people on motorbikes are dangerous.

- Extreme sports fans are crazy!

Step4: Introducing the words on the topic “Jobs”: film maker, flight attendant, politician, police officer, travel writer, TV presenter, photographer. For practising them Ss are saying, eg: Flight attendants have to travel a lot. Police officers don’t have to travel a lot., etc.

Then the Ss are reading the text “ A TV presenter Clara Saruhashi” to themselves. To control the understanding of the text they are doing ex.4 with the task if the sentences are true, false or there is no information.

The home task is for consolidating the new vocabulary in workbook: ex 1,2,3 p.47, ex 1 p.48.

Lesson 2: Step 5: After checking the home task on the new vocabulary I control skills of Ss’ listening - comprehension, where the students are listening to three speakers with using the new vocabulary. The task is: Answer the question: Which type of transport are they describing?

Tom: I’ve been on a plane a lot of times but this was really different. It landed really close to us in a field and it was really noisy. There was space for only six passengers and we flew close to the ground. The view was amazing. The pilot flew slowly so that we could take photos. I got some great pictures of the scenery and put them on my holiday blog. (Helicopter)

Elena: I was on holiday with my family when I saw one for the first time. We were relaxing by the lake when suddenly we heard a really loud noise. All the birds and animals disappeared. Then two teenagers went across the water. They were moving really fast and shouting and laughing. It looked like a fun activity but not in a quiet area. The water park is really for small boats and dinghies. (Jet ski)

Max: I couldn’t believe it when I saw it. My brother and his friend bought it on the Internet and it was in terrible condition. But they spent six months repairing it and now it looks brilliant. They’re going travelling round Europe in it. And the best thing is that it’s really comfortable. Sure, it’s small but there’s a kitchen, a place to sit and an area for sleeping. A bit like a house on wheels! (Campervan)

Step 6: Work on the grammar material on this unit Present Perfect.

The ex-s on p.51. are given to practise the grammar tense with Past event and Present consequence, the adverbs ever, never, already, yet. And also exercises in workbooks 2,3 p.48

Home task: Workbook p.49 ex-s 4,5,6.

Lesson 3: to control the fulfillment of the home task I take the Ss’ workbooks for checking them at the beginning of the lesson.

Step 7: The main practical fragment for checking Ss’ skills of the vocabulary and grammar acquisition on the Unit. ( on my theme of self-education)

Speaking: (there are two variants of the dialogues: T-Ss, S-S)

(I’m giving the students the cards where there are the dialogues in Russian , they have 10 minutes to be ready for the speaking. While they are preparing they may use all the sources they need. In 10 minutes they have to take away everything they have on their desks apart from the sheets with the dialogues in Russian. One of the students is “ a teacher”, they may be changed to be “ a teacher”)

“Teacher”: Вы когда-нибудь плыли по реке Амазонка на каноэ?

Student : Нет, я никогда не плавал на каноэ по реке Амазонка. Моя мама плавала на каноэ. Она телевизионный ведущий.

«Teacher”: S 2, ты когда-нибудь хотел быть стюардом?

Student: Нет, я никогда не хотел быть стюардом. Моя сестра стюардесса, она всегда хотела быть стюардессой.

“Teacher” : Она путешествовала на верблюде по пустыне Сахара?

Student: Нет, она ещё не путешествовала по пустыне Сахара, но она уже ходила по Великой Китайской Стене.

“Teacher”: S 3, я знаю, что твоя мама туристический гид, а папа политик. Они вместе ездили по миру?

Student: Нет, моя мама никогда не хотела иметь безопасную работу, а папа никогда не любил путешествовать.

“Teacher”: Твоя мама уже побывала в Амазонских джунглях?

Student: Нет, она ещё не была там. Но она плавала в Атлантическом океане с дельфинами.

“Teacher”: S 4, твой брат знаменитый писатель-путешественник. Он много путешествовал по миру. Где он ещё не был?

Student: Он ещё не был в Антарктиде, но хотел побывать там. Он всегда любил холод.

Thus, the students have practised the vocabulary and the grammar of the unit. I can evaluate their knowledge of this educational material using the rating system with the help of the table:

I would like to share this method of teaching with English teachers.