Активизация речевого взаимодействия учащихся в процессе обучения иноязычному общению
9.Как распускать группы?
Лучше делать это в конце изучения темы-проблемы. Таким образом, можно дать
им возможность подвести итоги совместной деятельности в виде дискуссии,
«рекомендательных писем», коллажей, видеосюжетов и т.п.
10.Как много времени нужно уделять технологии обучения в сотрудничестве
и ей подобным в процессе обучения иностранному языку?
Никто не может дать точного ответа на этот вопрос. Как представляется, всё
зависит от желания учащихся сотрудничать друг с другом, а также от умения
учителя помогать им в процессе взаимодействия /30.С.13/.
В заключение заметим, что вышеперечисленные пути и приёмы активизации
взаимодействия учащихся не являются единственными в методике преподавания
иностранных языков. Наиболее подходящей в условиях классно-урочной системы нам
представляется комбинация из нескольких путей и приёмов для решения
коммуникативной задачи и достижения поставленной перед учащимися цели.
2.5. Методическая разработка по активизации речевого взаимодействия
учащихся II курса гимназии-колледжа № 24 в процессе
изучения темы-проблемы «Путешествия».
Наблюдения за учебным процессом в школе показывают, что одна из серьезных
причин неудач в обучении речевому общению заключается в недооценке
интерактивного аспекта общения. Действительно, интеракция, или взаимодействие,
имеет большое значение в обучении иностранному языку, поэтому данную
методическую разработку мы посвятили активизации устноречевого взаимодействия
учащихся на уроке ИЯ. Для составления разработки нами была выбрана
тема-проблема «Путешествия», поскольку на примере данной темы можно наиболее
полно показать, как у учащихся развивается коммуникативная компетенция в
единстве всех ее компонентов, а также потому, что она изучается на II курсе
колледжа в группах, где английский язык преподается в качестве второго
иностранного языка. На изучение темы-проблемы «Путешествия» было отведено 16
часов, или восемь занятий по учебному плану. С учетом данного факта, нами было
решено провести работу над темой в семь этапов, соотносившихся со следующими
ситуациями в рамках изучения темы-проблемы: Introduction of the situation(2ч.),
Reasoning(2ч.), Сhoosing Means of Transport(4ч.), Choosing
Places to Stay(2ч.), How to Spend Time in Spain(2ч.), Last
Preparations(2ч.), Presentation of the Project(2ч.).
В качестве основы для деятельности была взята проектная методика с
включением ряда приемов из коммуникативного, игрового, проблемного обучения и
обучения в сотрудничестве (мозговой атаки, интервью, ролевой игры, чтения по
принципу мозаичной головоломки (jigsaw-reading), информационного разрыва
(information gap), дискуссии и др.).
По классификации профессора Е.С.Полат /23.С.6/, данный проект является
ролево-игровым групповым долгосрочным монопроектом с открытой координацией.
Конечной целью работы была подготовка группами учащихся видео проектов, в
которых должны были быть представлены на изучаемом языке различные ситуации,
связанные с темой-проблемой «Путешествия».
При организации учебного взаимодействия учащихся друг с другом на уроках
иностранного языка были учтены следующие общие психологические характеристики
совместной учебной деятельности: направленность на личность, предшествующий
опыт, уровень интеллектуального и нравственного развития учащихся,
психологические особенности данного возраста и др. Также было уделено большое
внимание формированию у учащихся внутренней мотивации к учению вообще, и к
изучению данной темы в группах («семьях», согласно сценарию), в частности.
При формировании пар, групп и команд учитывались как общие требования
(гетерогенный состав, общность интересов и т.п.), так и пожелания отдельных
учащихся.
Учебная деятельность обучаемых основывалась на таких частнометодических
положениях, как:
учебное сотрудничество, дающее ученику право
обращаться за помощью либо к другим учащимся, либо к учителю, а также позволяющее
совместными усилиями в процессе взаимодействия ликвидировать пробелы в уровне
языковой подготовки учащихся;
автономизация учения с целью формирования у
учащихся способности самостоятельно управлять процессом усвоения знаний, и
овладения навыками и умениями;
стимулирование речемыслительной активности
учащихся в ходе взаимодействия на уроке иностранного языка;
взаимодействие всех видов РД.
На заключительном этапе, в ходе презентации проекта, оценивались навыки и
умения осуществления учащимися полилогического общения на изучаемом языке по
теме-проблеме «Путешествия» (см. Приложение 3).
Занятие 1
Этап: Introduction of the Situation
Главная цель: Формирование навыков полилогической речи.
Образовательная цель: Активизация фоновых знаний учащихся по данной теме.
Продолжительность: 15 минут (в конце занятия).
Форма взаимодействия: команды по 4-5 человек.
Оснащение: доска.
Методический прием: мозговая атака.
Ход занятия.
…T.: And now, students, let’s talk about
your future project. To make it, you’ve got to work out the following
situation: Our Belarusian families have been invited on a three-week holiday.
They were also asked to decide which means of transport they’d use to get to
Spain, where and how they’d like to spend time. I suggest that we should try
to solve these problems right now. Well do it in the following way: the class
divides in two teams, 4-5 people in each: those who generate ideas and those
who criticize them. The first team is given 5 minutes to generate all
possible ideas concerning the above-mentioned problems. Can anyone come to
the blackboard to write all the ideas? (A student comes to the blackboard).
O’K. The other team is to read all the notes and say whether they like or
dislike this or that idea. Clear? Then let’s start.
(One team brainstorms all possible ideas
during 5 minutes. The ideas are written on the blackboard. Then “critics”
analyze the information on the blackboard and say whether they like it or
not.)
Продолжительность: 50 минут (первая половина занятия).
Форма взаимодействия: пары, группы по 3-4 человека.
Оснащение: раздаточный материал (список имен, упражнения, список слов,
карточки для формирования групп).
Методический прием: распределение ролей с помощью ролевых карточек.
Ход занятия.
…T.: Good afternoon, students. How are
you today? Is everything OK? (Students answer). Fine. Remember, last time you
were given a situation. Can anyone tell me what the situation was? (Students
answer). Perfectly right. Today we are continuing to work on this problem.
But to make your work more effective, you’ll need some additional vocabulary.
Before introducing the new words, I’d like you to do an exercise.
Guess which of the following words don’t
belong in the topic. Cross them out. Read the words that are left.
TIKET
HOLYDAYS
VOYAGE
AVENUE
BRIDGE
SUNBATHE
LUGGAGE
AIRPORT
PARK
FARE
FOREST
CHURCH
CAMP
INN
CAR
SUITCASE
RADIO
HOSTEL
LANDING
KIDDING
BAG
SOUTH
REM SLEEP
COMMUNITY
TRIP
HIRE
STREET
BOAT
JOURNEY
CANAL
DINNER
EQUATOR
HOTEL
SEA
ISLAND
LIBRARY
MOTEL
CINEMA
SLEEP
SEASIDE
PLANE
MIRROR
SPAIN
RESERVE
BAGGAGE
COAST
TENNIS
STATION
CRUISE
MIGRATION
VALLEY
STATION
HOSPITAL
HILL
HEMISPHERE
TRAIN
LEISURE C.
LAKE
NEWSAGENT’S
TENT
VAN
SHOP
FOOTBALL
PICTURE
BOOKING
COOKING
FANCY
WEST
ENJOY
RELAX
SLEEPWALK
CHARITY
Good. Now, let’s look at the blackboard.
There are many new words on it. Can you guess what they mean? (The students
answer. If the words are not known, the teacher explains their meaning.) And
now let’s do some exercises.
Ex 1. Find words with the same meaning
as “travel”.
Ex 2. Which words, do you think, mean
places you can stay at on holidays?
Ex: a hotel
Ex 3. Which words, do you think, may
mean things you can do on holidays?
Ex: to go swimming
Ex 4. Find on the blackboard all means
of transport.
Ex: an airplane
Ex 5. What kinds of sicknesses connected
with traveling, do you know?
Ex: seasickness
Ex 6. Give definitions to the following
words: passenger, travel agent, ticket clerk, baggage, to book, traveler,
ticket.
Ex 7. Translate from Russian into English the following word combinations:
поездка по Испании, остановиться в отеле, пойти в горы, сойти на берег,
замечательное путешествие, лететь на самолете, спокойное море, дорогие
билеты, позвонить в туристическое бюро, заказывать билеты заранее, прибыть в
город, уехать из города, провести каникулы за городом, загорать на пляже,
поехать на морское побережье.
O’K. To go with your work, you’ll have
to form groups of three. We’ll do it with the help of these cards. (Each
students takes a card, then they form groups in the following way: Spain –
Madrid – Spanish, Belarus – Minsk – Belarusian, Great Britain – London –
English.)
Fine. From now on you are to work in
these groups, which are called “families”.
One of you will be a father, the second
– a mother, the third – a child. But each person of a family should have
his/her own name, otherwise how will you address each other? There are three
cards on the table. On each card there are three names. Choose any. (One
person from each “family” chooses a card. Then they distribute the roles and
names in their “families”.)
And now in “families” try to find
reasons why you’d like to travel to Spain. (The “families” discuss why they’d
like to go to Spain. Then one member of each group presents their reasons)…
Занятие 3-4
Этап: Choosing Means of Transport
Главная цель: Cовершенствование навыков говорения.
Good afternoon, students. Nice to
see you. The weather is terrible today, isn’t it? What can you say about
today’s weather? Is it suitable for traveling? (Students answers).
O’K. And now let’s talk about traveling
by air, by sea and by train, because while traveling to Spain you are to use
different means of transport. We’ve got three “families” haven’t we? So, you
are to work in “families”. Don’t forget about your new names! Now look at the
blackboard. You see three phrases written there. These are the three methods
of traveling: by air, by sea and by train. You should choose one aspect for
your “family” (The students make their choice). You are going to work with
this aspect during two classes in order to become experts. Now I’m going to
give you dialogues: one dialogue for each “family”. You are read the dialogue
twice carefully to catch all the information from it. (Students read the
dialogues).
(Example)
At the station
Good Morning. Can I help you?
Yes, I’d like to book/buy a ticket to
London, please.
Single or return?
Return, please.
That will be ₤ 18.
When does the train leave?
At twelve thirty from platform five.
And what time will I arrive in London?
If you take this train, you’ll get to
London at 15.45.
Could you tell me when the next train
is?
At two thirty from platform three.
Thank you.
You are welcome.
Ready? Good. Now let’s do some
exercises.
Exercises
Say whether the following sentences are
True or False according to the information from the dialogue.
The passenger wants to buy a single
ticket.
He wants to get to London.
The ticket costs ₤ 19.
The train leaves at 12.40.
The ticket clerk says that the train
leaves from platform five.
According to the clerk’s words, the
train leaves for London at 15.35.
The next train leaves at 2.30 from
platform five.
Answer the following questions using the
information from the dialogue.
What would the passenger like to do?
Does he want a single or return ticket?
How much does a ticket to London cost?
What other information does the
passenger get from the ticket clerk?
What does the clerk say to the
passenger’s “Thank you”?
Put the phrases from the dialogue in the
correct order. Read the dialogue in pairs/groups of three.
That will be ₤ 18.
Put the Return, please.
And want time will I arrive in London?
Good morning. Can I help you?
When does the train leave?
If you take this train, you’ll get to
London at 15.45.
Thank you.
Single or return?
At two thirty from platform three.
You are welcome.
Yes, I’d like to book/buy a ticket to
London, please.
Could you tell me when the next train
is?
At twelve thirty from platform five.
Make up a dialogue/polylogue by analogy
with the one you’ve worked with. Be ready to reproduce it in pairs/groups of
three.
Situation: “Buying Tickets at the
Railway station”.
Roles:
Passenger 1: You are going to Spain and
you are to reserve/buy tickets at the Railway station.
Passenger 2: (if necessary)
Ticket clerk: You are to sell the
tickets and give the passenger(s) all the information they need.
Very good. Now let’s work with the
texts. Each “family” gets a text describing the advantages of their means of
transport. But the text is divided into three pieces. Each member of a
“family” will get one piece and study it. Then all the members of the
“family” will tell each other the information they’ve got and together they
will reconstruct the order of the passages of the text.
(Example)
Traveling by Train
I think I must say a word or two for
trains. Speed, comfort and pleasure are all combined here. From the
comfortable seat of a railway carriage you have a wonderful view of the
countryside. If you want to eat, you can have a meal in the dining car; and
if the journey is long you can have a bed in a sleeping car. And – which is
more important – you get acquainted with other people. Meeting new people,
talking on different topics, singing and having a good time is the most
interesting aspect of traveling by train. You are sure to enjoy it!
O’K. And now let’s do the following
activity: from groups of three (“mothers”, “fathers”, “children”) and tell
the other people in these groups about your method of traveling. This kind of
activity is called jigsaw-reading.
Ready? Then come back to your own
“families” and discuss disadvantages of the other’s means of transport…
Finished? Now I suggest that you should
discuss all together which transport to choose. Imagine that all the three
“families” meet, let’s say, in a café or in somebody’s house and
discuss all Pros and Cons of your methods of traveling.
Now imagine that you are back home
after that meeting. Have you changed your mind, or do you still think that
your means of transport is the best? (One member of each “Family” gives
answer).
I see. Now that you’ve made up your
mind about which means of transport you are going to use, the only thing left
for you is to reserve or buy tickets for your future journey.
Hello, students. Glad to see you. How
are you today? Did you have a nice weekend? What did you do? ( Students give
answers)
Nice. Now look at the blackboard. As
you can see the subtopic of our today’s class is “Choosing places to stay”.
That means that today you are going to choose places you’ll stay at in Spain,
and also to book a holiday. In your exercise-book, you’ve got all necessary
words, but they are mixed up with the other vocabulary. Can you guess which
words we are going to work with today? (Students in families guess).
To check your guesses and your
vocabulary, we’ll do an exercise. You’ve got a box with some words, and some
sentences with gaps. Your task is to fill in the gaps with these words.
Hotel
inn self-catering
Bed and breakfast
motel camping site
Holiday camp youth
hostel guest house
1. If you have a tent, you can stay at a
_________________________.
2 The “Belarus” is one of the most
comfortable ________________ in Minsk.
3. A _______________ is specially built
for motorists, with a place to park your car or bike.
4. In Britain, you can stay at a
___________________ place. You can spend a night and have a morning meal
here.
5. Many people when they go abroad stay
at a _______________________ cottage or flat. Here, they have to cook
themselves.
6. Many young people and those on
walking or cycling holidays stay at a ___________________. This is usually
very cheap, and you often have to sleep in the same room as others.
7. An ___________________ is a pub where
you can stay for the night, usually in the countryside.
8. A ____________________ is a place
where large numbers of people, especially families, stay. The cost of all the
food, accommodation and entertainment is included in the price.
9. A ____________________ is a private
home where you can pay to stay and have meals. These are very popular at the
seaside.
Now in “families” decide which of
these places you’d like to stay at.
Ready? Then form groups of three
(“mothers”, “fathers” and “children”) and in these groups discuss your
choice. Maybe, you’ll change your mind.
Finished? Now come back to your
“families” and make a final decision about which place you’d like to stay at.
Don’t forget about the reasons of your choice…
Fine. Now look at the dialogue. It
is divided into 2 parts. The lines of the first one are mixed up. Put the
lines in the right order and read the whole dialogue in pairs within each
group…
Mother ↔father ↔child↔
Mother
BOOKING A
HOLIDAY
- Yes. I’d like to book a holiday at a
guest house. In Spain.
- Two weeks, if possible.
- June or July.
- Good morning. Can I help you?
- Andalusia…. I see. And for how long?
- In Andalusia.
- Two weeks? Right. We have such
holidays in Andalusia on June 3rd, June 18th, July 5th
and July 20th.
- I see. Well, June, the 3rd
sounds good. I’ll take that.
- June, the 3rd. Yes, we have
one. How many of you will there be?
- My family and I. Three people, on the
whole.
- Right. Now could I have some details
from you…
- Thank for calling. Good bye.
- Good-bye.
O’K. Now that you know where you’d like
to stay on holidays and have got information about how to book a holiday, you
should try to phone a travel agency and to book a holiday at the chosen
place. One person of each “Family” will be a travel agent for another family.
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