Опис досвіду
“Tell
me and I forget, teach me and
I may remember, involve me and I learn…”
Benjamin Franklin
Teachers teach today’s
students, the tomorrow adult generation. Thus, the high-quality education is
certainly directed to the future. How should one organize the educational
process to train one’s students for using the foreign language in real life
situations and in the educational process for better understanding of the
social and cultural aspects of the country which language they are learning?
The main purpose of foreign language teaching is to form and develop the students’ communicative culture, to teach them practical mastering a foreign language. The main tasks of the teacher are to create conditions for practical language mastering by every student and to choose those teaching methods which let every student actively participate in communication.
Nowadays it is necessary to create the student communicative competence which is stipulated not only by the up-today education but by the adequate teaching methods and technologies. The interactive teaching methods are considered to be the most effective ways to the communicative approach in foreign language learning. The system use of the interactive teaching methods is very important for the up-today education and it is also the fundamental component in formation of a competent personality of a student as a democratic society citizen.
That's why I have studied the theme of "Formation of the student communicative competence by means of interactive technologies at English lessons". Surely, the interactive teaching methods allow using a maximum of receptors and make the educational process not only useful, but also joyful for students.
The choice of the theme is determined as follows:
- needs of up-today life for students’ successful communicative skills in foreign languages;
- fast updating of technologies in all spheres of life;
- dissemination of international socio-cultural relations.
The essence of
the experience shall be as follows: – the experience allows me to evaluate the potential
of interactive learning technology in
the view of its adequacy to the task of
developing the students’ communicative competence.
Object of the experience shall be formation of the students’ communicative competence.
Subject of the
experience shall be interactive English
learning technologies.
Problem
research methods are as follows: the method of observation, comparison,
analysis and introspection, synthesis of experience on the problem research and
the experience presentation.
Activity technology:
• application of innovative teaching methods and their introduction to the
educational process;
• organization of individual, pair, group and collective work;
• creation of problematic situations, introduction of novelty aspects,
surprises;
• use of various methods and techniques, tuning students to the workflow and discipline necessary to work with the class;
• use of the game like methods, non-standard forms of
teaching and educational process;
• use of individual control cards and self-rating cards.
Tasks of
experience are as follows:
1. To unveil potentialities of the interactive methods in forming of
students’ communicative competence while teaching English;
2. To substantiate and experimentally verify the effectiveness of the
interactive methods as a component of a competent personality formation.
While working on the problem, I was guided by the following ideas: students
should be all-round developed, effective language speakers; all activities
should be based on analysis and responsibility and, thanks to them, any lesson
would be creative, dynamic, rich, inspiring students to achieve new successes;
the teacher should be a leader, mentor, creator, team-mate in the educational
process. I based my practical activity
on the concept of Y. I. Passov, the well-known theorist of the communicative
methodology, who called:
"Remember while acting".
Implementation of
the pedagogical idea
Introduction of the interactive technologies enables to integrate speech activity of all types. The students shall master the basics of foreign language communication at such level which let them express their ideas without being afraid of making mistakes, enrich their knowledge, increase cognitive activity, develop their creativity. The speech-producing mechanism is complicated and the teacher has to differentiate techniques and methods that provide the result of this work. Therefore, I organize learning activity of my students so that it combines a practical and creative nature.
The lesson is a main form of the educational process. I have personally identified the basic requirements for the modern lesson:
• high level of curricular material mastering by
students;
• orientation to the practical skills;
• high density of communicative links between participants of the
educational process;
• communication based on friendliness and mutual respect;
• development of students’ personal qualities;
• arrangement of conditions for self-realization of
the child’s skills and needs
I create my lesson in such way that the speech mechanism
is following three stages:
Stage I - formation of lexical and grammatical skills of oral speaking;
Stage II – improving of lexical and grammatical skills of spoken language;
Stage III – development of
impromptu speaking skills
Introducing the interactive learning into the practice, I form speech and
language skills of my students, and I sort the tasks out so that any student
has to master the speech form at first, and later one will learn to express the
certain content by using the mastered form. At the beginning I practice the training
exercises. The system of training
exercises is of great importance, since the start of the speech mechanisms
is impossible without well-formed lexical and grammatical speaking skills. Owing
to these exercises, the vocabulary and correct grammatical relationships
between the words in the situational statements are fixed in the students’
memory.
I use the training exercises at the lessons of new material acquisition:
- selection of drawings for the exercises (Years 1-4);
- compliance determination (Years 5-9);
- search and analysis of new information in the text (Years 10-11) to develop
the speaking skills in education.
Training exercises should be situational, while doing them the students
perform practical tasks (prove, confirm, express, wonder, ask). Besides, it is
reasonably to give the substitution exercises to the students
on the basis of the substitution tables, which enable to intensify the use of
colloquial clichés in speech, to combine different speech patterns depending on
the communicative task.
Speech patterns are practiced with the students’ choir (mechanically), individually
(transformation, substitution.
At senior school the intensity of
the learning is done by means of transformational
exercises:
- extend the sentence by the sample;
- paraphrase the sentences by using the new words;
- unwrap the certain statements with
compulsory using of new words;
- make simultaneous interpretation of text.
As practice has shown, the atmosphere of the collective communication,
organized on the basis of communicative situations, is very favorable. Thus, we
are talking about the use of interactive technologies at English lessons, which
are quite frequent and familiar. In class of 10-15 students I may use such
types of class work as: working in pairs or in group of three to five students.
There is constant, active interaction between the students. It is interesting
to note that every student is already involved in the teamwork from the
beginning of the lesson. It is very important in this regard to focus students
on the area of discussion, to give them an opportunity to listen carefully to
each other and simultaneously think about how they would answer these questions
themselves. At classes I use the warming up of different types.
1.
Phrase-stimulus. It creates such situations that
help students with starting a lesson.
T. Hi! Nice to see
you! How are you?
Cl. Fine, thanks
and you?
T. I’m not well.
I have a terrible headache. I can’t begin the lesson. Would you mind helping
me? Who wants to do it?
Students gladly take the role of the teacher upon themselves. They can call
students on duty and ask them questions, have a talk with the class, drill
thematic vocabulary.
2.
Phrase-discussion.
While studying the topic " The Days of Week."
T. It is Monday today. Do
you like Monday, Olha?
Olha: No, I don’t.
T. Why don’t you like
Monday?
Olha: I don`t like
Monday, because I must get up very
early. I live far from school.
3. A talk about
thematic picture with an unwrapped situation.
4.
The life facts of a specific
class or
student.
Such situational speaking helps to master a certain material, structures
and clichés on a particular topic. While in primary school the students’
communication is mostly based on visibility, I offer a synopsis of the communicative lesson in Year
2 on “Appearance” as an example of such
a lesson, in medium and
especially in senior school, I am gradually removing visual aids and offer
my students to discuss the different situation (lesson-discussion)
"Generation Gap".
The use of game situations, role-playing games at class intensifies the
emotional perception of the material. During the game students get speaking
experience. Thus, such techniques and tips will help students to learn certain
vocabulary and grammar on a particular topic. For example, studying the topic
"Theatre", "Cinema", the students act out in pairs the
following situations: "How to buy a ticket?", "How to invite a
friend to the show?" Students learn to share their impressions after
watching the movie.
P1:
I am so impressed and excited. The
film was wonderful and I was in suspense from the beginning to the end. I was
impressed by the play of the actors.
P2: I fully agree with you. The film is unforgettable.
I enjoyed every minute. The actors were brilliant.
Fairytale lessons, travel lessons, training lessons and presentation
lessons always at the teacher’s hand.
In Year 8 I conducted the
lesson-presentation "Travelling to Different Countries”. At this lesson
the children shared their collected information, compared some facts from the
history of different countries, cultural values and way of life. While studying the topic "Professions" children choose professions and talk about them.
They like to be in the role of adults and to dream a little about the future. I
very successfully use play education at primary school. The children are happy to
play, because the game is a world in which they live. While playing they do not
notice how they have learned material. The game stimulates the process of
cognition and learning, as well as teaches to good work. During the game,
children develop concentration skills, independent thinking, train attention
and discipline. The introduction of games or game elements in the lesson makes
learning more interesting. The created
atmosphere of high emotional rise greatly facilitates the overcoming of
difficulties in learning. I use the "Interpreter" game during
consolidation of lexical items or
"Hear the odd word and clap your hands", or playing "Word in Word"
or "Domino".
While studying the topics of "Great
Britain " or "Ukraine
Effectiveness
Summing up the work over experience, I consider being important the fact
that the mentioned forms of work have already had the following results: a
significant increase in the motivation of English language learning,
intensification of students’ educational activity, increase of academic
achievement levels. The monitoring, conducted by the Ministry of Education of Ukraine
Students correctly used grammatical structures while describing the
pictures, retelling the text content, discussing
the thematic material. It is the main
thing that students have learned to grade their activity themselves, to see the
prospects of further improvement of their English language skills. The annual winners of regional English contest
confirm the effectiveness of these methods. The school graduates successfully
passed the EIT and enter the higher educational institutions.
Conclusions
Each teaching methods has certain advantages and disadvantages. On
analyzing the scientific methodological literature and my own experience I can
note the following: there is no universal English teaching method at the
moment, because the efficiency of any method depends on many factors. At the
present days all teaching methods are integrated. One could say that the complex method is created. It involves the best elements of different methods.
Every teacher personally decides which method will be used in teaching on
grounds of one’s own experience and students’ progress in English learning in order to maximize the effectiveness of the
teaching process. Interactive,
informational-communicative technologies and
the rate learning method give the
new opportunities for effective interaction between a teacher and a student,
improve the teaching quality. Students learn to think critically, to solve complex problems by analyzing
situations and relevant information, make decisions, to discuss the problems,
to express their opinions reasonably.
The use of the above-mentioned technologies increase the productivity of
the lesson, make for organization of project activities of students, their
perceptions of a computer as a universal communicative device in the
informative space. Such teaching methods develop students' communicative
skills, provide the educational goal, teach to work in team, relieve nervous
tension, fear and stress.
References:
1. http//mes- english.com
2. Fliud L.S. Active forms of conducting lessons in the
senior school and learning Dialogic speech.- English language at school.-№5,
February
3. Bliznyuk E. I., Panov S. L. Using
games in foreign language teaching. - Kyiv "Education" 1997.
4. West M. Language in Education,
Express Publishing, 1995
5. Foreign Language Teaching Methods
in Secondary Schools.-K., Linvit,1999
6. Alueva M. Modern approaches to
the foreign language teaching // the Source.-2002.-No. 13-14
7. Kornienko M. A. Modern
pedagogical technologies // English language and literature. – 2008.-No. 28. –
S. 9-12
8. Passov E. S. Communicative method
of teaching. – M., Prosveshchenie.- 1991.- p. 222
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