Communication in teaching English
Contents
Introduction
1. Theoretical basis of the communicative language teaching
1.1 Background of the communicative language teaching
1.2 Principles and features of the communicative approach
1.3 Communicative competence as a goal of the FLT
1.4 Methodological aspects of teaching communication
2. Typology of communicative language activities
2.1 Types of communicative activities and their arrangement
2.2 Techniques of communicative teaching
3. Approbation of technology in teaching communication
Conclusion
References
Appendix A
Appendix B
Introduction
Nowadays the English
language has got status of a global language due to globalization and general
computerization. Modern English language teaching aims to lingual and social
adaptation of pupils to contemporary life. A modern experience professional
should possess skills of expression of the thoughts in English, i. e. he should
possess communicative competence which includes speech, language and cultural
levels. Language learning, in turn, requires motivation. Getting motivation is
possible only due to transformation of each pupil from the passive contemplator
into the active and creative participant of learning process, i. e. pupils
should be involved into communication.aspect is reflected in the State Program
of Educational Development in 2011-2020: there is a task of formation of
intellectual, physically and spiritually mature citizen who would be able to
integrate in competitive environment [1; 3].
The pedagogical science is developing and leading
to increase new teaching methods and technologies. One of them is teaching
through communication, i. e. collaborative teaching, or teaching in
intercourse, or communicative teaching.
It will help to engage pupils to "social communication
in conditions of multilingual environment" [2; 9].
During the communicative teaching pupils possess
the active life position, creative abilities, language skills, their own
opinion, responsibility, the logic communications promoting understanding of
laws and world outlook ideas, etc.
There is no doubt, that
in learning a second language it is necessary for students to acquire, in
addition to phonological and vocabulary-grammatical knowledge, ways to
communicate with others using their target language.
Practical teaching of a foreign language
possesses a number of communication techniques which provide self-determination
and self-realization of the pupil as the language person in the course of
learning and developing language skills.
communication teaching english language
The educational system of Kazakhstan has changed
dramatically within a few last years. Especially the modifications are related
to the content and functions of foreign language teaching and learning caused
by changes in policy, economy and society. The growth of professional
requirements to foreign language knowledge has been observed under the
conditions of the fast developing intercultural integration and international
policy held by Kazakhstan. All these conditions led to the modernization and
intensification of of motivation of three languages policy as a new direction
in the state policy of education [3].the "Conception of Foreign Language
Education till 2015” it is stated that the necessity of Foreign language
teaching and learning has been realized together with its development and
intensification within the system of educational organizations [4].
The novelty of our diploma work is defined by
necessity of transition to the modern model of formation communicative pupils’
skills and high potential of the teaching.
The problem is in fact
that teaching communication has its difficulties in successful teaching and
should be thoroughly prepared and designed.
The object of investigation: the
process of the English language teaching and learning.
The subject is the methodological
process of teaching communication in English.
The hypothesis: if we teach
communication and develop communicative competence it will contribute to rising
teaching effectiveness.
The goal of the diploma work: to consider
effective ways in formation of communicative competence in the process of
English teaching and learning.following objectives are established:
- to study the
theoretical basis of communicative language teaching;
- to research
principles, aims and features of communicative teaching;
to reveal main
techniques of involving of pupils in communication activity;
to develop
lesson plans with using of communicative teaching techniques.
In our diploma work we use methods of
research:
· studying and
analyzing scientific literature;
· observation of
the process of teaching and learning foreign languages at school;
· descriptive
method
· contextual
method
· transformative
method
· generalization
of teachers' experience;
· lesson
modeling;
Scientific basis: this diploma work mainly
based upon studies of the following scientists and methodologists: R. Gower, D.
Philips, S. Walters, N. Chomsky, H. D. Brown, D. Nunan
<#"807694.files/image001.gif">
A response unit is a unit of speech
between two pauses. It may consist of more than one sentence. But the most
characteristic feature of a dialogue is that the lead-response units are
closely connected and dependent on each other. The lead is relatively free,
while the response depends on the first and does not exist without it.is the
book?
5. There, on the
shelf [32; 168].teaching dialogue one should use pattern dialogues as they
involve all features which characterize this form of speech.are three stages in
learning a dialogue:
· receptive;
· reproductive;
· constructive
(creative).
1. Pupils
"receive" the dialogue by ear first. They listen to the dialogue
recorded or reproduced by the teacher. The teacher helps pupils in
comprehension of the dialogue using a picture or pictures to illustrate its
contents. They listen to the dialogue a second time and then read it silently
for better understanding, paying attention to the intonation. They may listen.
to the dialogue and read it again, if necessary.
. Pupils enact the
pattern dialogue. We may distinguish three kinds of reproduction:
Immediate. Pupils
reproduce the dialogue in imitation of the speaker or the teacher while
listening to it or just after they have heard it. The teacher checks the
pupils’ pronunciation, and intonation in particular. The pupils are asked to
learn the dialogue by heart for homework.
Delayed. After pupils
have learned the dialogue at home, they enact the pattern dialogue, in persons.
Before calling on pupils it is recommended that they should listen to the
pattern dialogue recorded again to remind them of how it "sounds”.
Modified. Pupils enact
the dialogue with some modifications in its. Contents. They change some
elements in it. The more elements (main words and phrases) they change in the
pattern the better they assimilate the structure of the dialogue:
. Will you help
me, sonny?
7. What shall I do,
Mother?
. Will you bring
me a pail of water?
. Certainly I
will.
The use of pictures may
be helpful. Besides pupils use their own experience while selecting the words
for substitutions.work should not be done mechanically. Pupils should speak on
the situation. As a result of this work pupils master the structure of the
pattern dialogue (not only the contents), i. e., they can use it as a model for
making up dialogues of their own, that is why pattern dialogues should be
carefully selected.first two stages aim at storing up patterns in pupils’
memory for expressing themselves in different situations, of course within the
topics and linguistic material the syllabus sets for each. Form.
. Pupils make up
dialogues of their own. They are given a picture or a verbal situation to talk
about. This is possible provided pupils have a stock of patterns, a certain
number of phrases for starting a conversation, joining in, etc. They should use
those lead-response units they have learned in connection with the situation
suggested for a conversation.the third stage the choice of stimuli is of great
importance, as very often pupils cannot think what to say, though they know how
to say this or that. Therefore audio-visual aids should be extensively
utilized.teaching dialogue the teacher uses pattern dialogues and should be
sure that pupils go through the three stages from receptive through
reproductive to creative, supply them with the subject to talk about.teaching
speaking the problem is what form of speech to begin with, and what should be the
relationship between monologue and dialogue. This problem may be solved in
different ways. Some methodologists give preference to dialogic speech in
teaching beginners, and they suggest that pupils learn first how to ask and
answer questions which is mostly characteristic of a dialogue, and how to make
up a short dialogue following a model. Others prefer monologic speech as a
starting point. Pupils are taught how to make statements, how to combine
several sentences into one utterance in connection with an object or a
situation offered.approaches to the problem are reflected in school textbooks
now in use. Some prefer to begin with dialogic speech. They start by teaching
pupils how to ask various types of questions. For example:
The book is on the desk.
The book isn’t under the desk. Is the book on the desk? Yes, it is. (No, it
isn’t.) Is the book on the desk or under it? It’s on the desk. Where’s the
book? It’s on the desk [33; 129].to the relationship between monologue
and dialogue, it should vary from stage to stage in teaching speaking in
schools. In the junior stage (5-6 forms) dialogic speech, the one which allows
the teacher to introduce new material and consolidate it in conversation, must
prevail. In the intermediate stage (7-8 forms) dialogue and monologue must be
on an equal footing.the senior stage (9-10 forms) monologue speech must prevail
since pupils either take part in discussion and, therefore, express their
thoughts in connection with a problem or retell a text read or heard. To sum it
up both forms of speech (monologue and dialogue) should be developed side by
side with preference for the one which is more important for pupils’ progress
in learning a foreign language at a certain stage.’ speech in both forms may be
of two kinds: prepared and unprepared. It is considered prepared when the pupil
has been given time enough to think over its content and form. He can speak on
the subject following the plan made either independently at home or in class
under the teacher’s supervision. His speech will be more or less correct and
sufficiently fluent since plenty of preliminary exercises had been done
before.schools, however, pupils often have to speak on a topic when they are
not yet prepared for it. As a result only bright pupils can cope with the task.
In such a case the teacher trying to find a way out gives his pupils a text
which covers the topic. Pupils learn and recite it in class. They reproduce the
text either in the very form it was given or slightly transform it. Reciting,
though useful and necessary in language learning, has but little to do with
speech since speaking is a creative activity and is closely connected with
thinking, while reciting has to do only with memory. Of course, pupils should
memorize words, word combinations, phrases, sentence patterns, and texts to
"accumulate” the material and still it is only a prerequisite. The main
objective of the learner is to be able to use the linguistic material to
express his thoughts in the dialogue speech.
Brainstorming is a popular
tool that helps students to generate creative solutions to a problem. It is
particularly useful when there is a need to break out of stale, established
patterns of thinking, so that you can develop new ways of looking at things. It
also helps overcome many of the issues that can make group problem-solving a
sterile and unsatisfactory process. Used with the team, it helps bring the
diverse experience of all team members into play during problem solving. This
increases the richness of ideas explored, meaning that students can find better
solutions to the problems they face. What’s more, because brainstorming is fun,
it helps team members bond with one-another as they solve problems in a
positive, rewarding environment. Brainstorming provides a freewheeling
environment in which everyone is encouraged to participate. Quirky ideas are
welcomed, and many of the issues of group problem-solving are overcome. All
participants are asked to contribute fully and fairly, liberating people to
develop a rich array of creative solutions to the problems they’re facing.
Brainstorming combines a relaxed, informal approach to problem-solving with
lateral thinking. It asks that people come up with ideas and thoughts that can
at first seem to be a bit crazy. The idea here is that some of these ideas can
be crafted into original, creative solutions to the problem you’re trying to
solve, while others can spark still more ideas. This approach aims to get
people unstuck, by "jolting" them out of their normal ways of
thinking. During brainstorming sessions there should therefore be no criticism
of ideas: Students are trying to open up possibilities and break down wrong
assumptions about the limits of the problem. Judgments and analysis at this
stage stunt idea generation. Ideas should only be evaluated at the end of the
brainstorming session - this is the time to explore solutions further using
conventional approaches [34; 94].
Role play and dramatization are
modeling various situations for the educational aims of developing speaking
abilities. They reflect a principle of problematical character at its certain
organization and allows solving problem situations of a various degree of
complexity [35; 76]. It can be used independently as well as in a context of a
method of projects. Pupils apply the experience of the saved up knowledge,
results of research during work above the project in realization of socially
significant roles growing on the importance with passage of a cycle of
occupations. Such modeling of situations of professional - business intercultural
dialogue helps pupil to get used to various situations of the future activity
which he can face in a real life [36; 65]. Problematical character of role game
is realized through modeling of situations in which this or that problem can
find the certain decision.in a role, pupil solves problem situations, evidently
showing in full communicative competence the practical decision of a problem.
Certainly, such way of protection should be adequate to a researched problem.
Selection by that and problems for use of this or that method is a separate
research problem. Here it is important, that communicative competence was
formed in real acts of intercourse in which the English language is means of
formation and a formulation of idea [37; 49]. Thus, pupil, being based on the
skills generated with the help of a debatable method, it is capable to apply
and develop these skills in concrete situations of dialogue, carrying out
socially significant roles and skill to assert the position in problem
situations.can be one or several role play groups. If the whole class
represents one role play group, it is necessary to keep some minor roles which
can be taken away if there are less people in class than expected. If the
teacher runs out of roles, he/she can assign one role to two students, in which
one speaks secret thoughts of the other. With several role plays, when deciding
on their composition, both the abilities and the personalities of the students
should be taken into consideration. For example, a group consisting only of the
shyest students will not be a success. Very often, optimum interaction can be
reached by letting the students work in one group with their friends [38; 73].
Whether taking any part
in the role play or not, the role of the teacher is to be as unobtrusive as
possible. He or she is listening for students’ errors making notes. Mistakes
noted during the role play will provide the teacher with feedback for further
practice and revision. It is recommended that the instructor avoids intervening
in a role play with error corrections not to discourage the students.it is
difficult to distinguish between a role play and simulation. Both are forms of
games mirroring a slice of reality. As a rule simulations are more highly
structured and contain more diverse elements in their content and procedure.
Simulations are simplified patterns of human interactions or social processes
where the players participate in roles. Most simulations demand that the
participants are supplied with background information and materials to work
from both before and during the simulation. Accomplishing the task set in a
simulation has sometimes got to be done within a time limit, e. g. in writing
the front page of a newspaper, just as in reality. In contrast to simulations,
role plays often consist of short scenes, which can be realistic - as in acting
out a shopping situation - or pure fantasy - as in pretending to interview on
TV. Realistic role plays have been common features of situational language
teaching for a long time and are catered for by suitable dialogues in most
beginners’ textbooks.plays are quite demanding foreign language situations in
that the players have to use the foreign language correctly and adequately both
in terms of the foreign language itself and the particular role that is acted
out. Even very advanced learners of English are rarely able to speak
consciously in a particular style or register, which may be necessary for a
role. For these students the study of texts, or better, video tapes of
encounters where the foreign language is used at different levels of formality,
can be a valuable training in this skill prior to role play [39; 40].plays
improve the students’ oral performance generally, and simulations quite often
train all four skills. The complexity of simulations, which run over several
stages, prevents the teacher from exactly determining beforehand which
structures, words and language skills will be needed by the players. Therefore
simulations mainly constitute practice sessions where the participants draw on
everything they have learnt so far.
Debates (discussion) allow forming
the conscious attitude to consideration of problems, activity in its
discussion, speech culture, an orientation on revealing of the reasons of
arising problems and installation on their decision further. Here the principle
of formation of critical thinking is realized. Language, thus, is
simultaneously both the purpose and means of teaching. The technique of debates
helps pupils not only to seize all four kinds of speech activity, but to bring
a language situation on a background of a problem of social and cultural
sphere, to find out the reasons of the arisen situations and try to solve them.
Interest to the independent decision of a problem is the stimulus, driving
force of process of knowledge [40; 59]., application of discussion allows
making active cognitive activity of pupils, their independence, forms culture
of creative operative thinking, creates conditions for use of personal life
experience and received before knowledge for mastering new. As discussion and
the decision of problems occurs during controlled group dialogue at
participants skill to operate in interests of group is developed, there is an
interested respect for interlocutors and conducts to formation of collective.
Application of this method in aggregate with a method of projects allows
generating thinking and owning not only the English language, but also the
expert understanding in various problems, capable to be guided in quickly
varying information streams.are pros and cons of group discussion:
group discussions provide for greater
interaction between students,
- instructors maintain a greater control
over what is being taught because they are able to steer the discussion.
auditory learners find them appealing to
their learning style,
teachers can check on what students are
retaining through questions posed,
group discussion is comfortable for many
teachers because it is a modified form of lecture,
students have a tendency to stay focused
on the lesson because they might be called on to answer questions,
students may feel more comfortable
asking questions during group discussions.
But:
group discussions require setting up and
enforcing ground rules for students. If these rules are not enforced then there
is a possibility that the discussion could quickly go off-topic.
- students who are weak in note-taking
skills will have trouble understanding what they should remember from group
discussions. This is even more so than in lectures in many cases because not
only the teacher but fellow students are talking about the lesson,
some students may not feel comfortable
being put on the spot during a whole group discussion.
Thus, group
discussions are an excellent teaching method when used in conjunction with
other methods. Instruction should be varied from day to day to help reach the
most students possible. Teachers need to provide their students with note
taking skills before starting discussions. It is important that teachers be
good at managing and facilitating discussions. Questioning techniques are
effective for this. Two questioning techniques that teachers employ is to
increase their wait time after questions are asked and to only ask one question
at a time.
Many experienced textbook and methodology manuals
writers have argued that collaborative games are not just
time-filling activities but have a great educational value in communicative
teaching. W. R. Lee holds that most language games make learners use the
language instead of thinking about learning the correct forms. He also says
that games should be treated as central not peripheral to the foreign language
teaching programme [41; 43]. A similar opinion is expressed by Richard Amato,
who believes games to be fun but warns against overlooking their pedagogical
value, particularly in foreign language teaching [42; 26].interactive teaching
collaborative games are used. They are aimed to developing communicative
abilities, fluency in speaking, creative mind.are many advantages of using
games. They are highly motivating and entertaining, and they can give shy
students more opportunity to express their opinions and feelings. They also
enable learners to acquire new experiences within a foreign language which are
not always possible during a typical lesson. Furthermore, to quote Richard
Amato, they, "add diversion to the regular classroom activities,"
break the ice, " [but also] they are used to introduce new ideas”. [19,
c.56]. In the easy, relaxed atmosphere which is created by using games,
students remember things faster and better. Further support comes from A.
Zdybiewska, who believes games to be a good way of practicing language, for
they provide a model of what learners will use the language for in real life in
the future [43; 48].games encourage, entertain, teach, and promote fluency. If
not for any of these reasons, they should be used just because they help
students see beauty in a foreign language and not just problems.
Project is a set of educational
and cognitive modes which allow solve this or that problem as a result of
independent actions of pupils with obligatory presentation of results. With
reference to a lesson of foreign language, the project is specially organized
by the teacher and independently carried out by pupils, finished with creation
of a creative product.work with the projects teacher can realize in groups and
individually. It is necessary to note, that the method of projects helps
children to seize such competences as: to be ready to work in collective, to
accept the responsibility for a choice, to share the responsibility with
members of the team, to analyze results of activity [44; 24].a project work
students are put in the centre of the action, where they use the language and practice
communicative speech. The purpose of this method is to encourage the learners
to work things out for themselves. It is an extended language activity,
focusing on the topics, themes. The project work is a means of communication
and enjoyment. The learners can experiment with the language as something real.
It is a highly adaptable methodology, it is useful as a means of generating
positive motivation, because it is very personal. The students tell about their
own lives, their own research into topics that interest them. This work helps
them to understand that they can use English to talk about their own world, it
improves their ability to think [45; 37].work allows students to consolidate
the language that they have learnt and encourages them to acquire new
vocabulary and expressions. In addition, it gives learners integrated skills
practice. Throughout project work students have extensive practice of the
skills of reading, writing, listening and speaking. Using projects with classes
provides excellent opportunities for cross - curricular work. The topics should
be carefully chosen and have to be presented in a lively and up-to-date manner.
It is important to present a new project in an enthusiastic way and encourage
the class activity in a discussion about the key topic [46; 54]. The more
students are engaged in to a project, the more likely that the project will be
a success. The teacher tries to encourage learners to think of their own ideas,
to produce something new of their own. Before setting up a project it is
essential to explain the final outcome, this will help them to understand what
they are doing and why. The teacher explains the students that at the end of
the project they will write or design a small leaflet on the topic, a wall
display, a poster…are some stages in presenting a project:
. Initial discussion of the idea.
2. Decide a form of the project.
. Practicing language skills.
. Collecting information.
. Displaying the result of the research
[46; 54]
Every project work finished in stage of
reflection. All errors are marked and corrected is a cooperative learning
technique that reduces racial conflict among school children, promotes better
learning, improves student motivation, and increases enjoyment of the learning
experience. The jigsaw technique was first developed in the early 1970s by
Elliot Aronson and his students at the University of Texas and the University
of California. Since then, hundreds of schools have used the jigsaw classroom
with great success [29; 43].technique learning allows students to be introduced
to material and yet maintain a high level of personal responsibility. The
purpose of Jigsaw is to develop teamwork and cooperative learning skills within
all students. In addition it helps develop a depth of knowledge not possible if
the students were to try and learn all of the material on their own. Finally,
because students are required to present their findings to the home group,
Jigsaw learning will often disclose a student’s own understanding of a concept
as well as reveal any misunderstandings.strategy involves students becoming
"experts" on one aspect of a topic, then sharing their expertise with
others. Divide a topic into a few constitutive parts ("puzzle pieces”).
Form subgroups of 3-5 and assign each subgroup a different "piece" of
the topic (or, if the class is large, assign two or more subgroups to each
subtopic). Each group’s task is to develop expertise on its particular subtopic
by brainstorming, developing ideas, and if time permits, researching. Once
students have become experts on a particular subtopic, shuffle the groups so
that the members of each new group have a different area of expertise. Students
then take turns sharing their expertise with the other group members, thereby
creating a completed "puzzle” of knowledge about the main topic. A
convenient way to assign different areas of expertise is to distribute handouts
of different colours. For the first stage of the group work, groups are
composed of students with the same colour of handout; for the second stage,
each member of the newly formed groups must have a different colour of
handout.jigsaw helps to avoid tiresome plenary sessions, because most of the
information is shared in small groups. This method can be expanded by having
students develop expertise about their subtopics first through independent
research outside of class. Then, when they meet with those who have the same
subtopic, they can clarify and expand on their expertise before moving to a new
group. One potential drawback is that students hear only one group’s expertise
on a particular topic and don’t benefit as much from the insight of the whole
class; to address this issue, you could collect a written record of each
group’s work and create a master document-a truly complete puzzle-on the
topic.its simplest form, the Jigsaw instructional strategy is when:
. Each student receives a portion of the
materials to be introduced;
. Students leave their "home” groups and
meet in "expert” groups;
. Expert groups discuss the material and
brainstorm ways in which to present their understandings to the other members
of their "home” group;
. The experts return to their "home” groups
to teach their portion of the materials and to learn from the other members of
their "home” group. [26, c.39]benefit of the jigsaw classroom is that it
is a remarkably efficient way to learn the material. But even more important,
the jigsaw process encourages listening, engagement, and empathy by giving each
member of the group an essential part to play in the academic activity. Group
members must work together as a team to accomplish a common goal; each person
depends on all the others. No student can succeed completely unless everyone
works well together as a team. This "cooperation by design” facilitates
interaction among all students in the class, leading them to value each other
as contributors to their common task.
Snowball Groups/Pyramids. This
technique involves progressive doubling: students first work alone, then in
pairs, then in fours, and so on. In most cases, after working in fours,
students come together for a plenary session in which their conclusions or
solutions are pooled. Provide a sequence of increasingly complex tasks so that
students do not become bored with repeated discussion at multiple stages. For example,
have students record a few questions that relate to the class topic. In pairs,
students try to answer one another’s questions. Pairs join together to make
fours and identify, depending on the topic, either unanswered questions or
areas of controversy or relevant principles based on their previous
discussions. Back in the large class group, one representative from each group
reports the group’s conclusions.
3.
Approbation of technology in teaching communication
We have developed and approbated 10 lessons using
the communicative activities for the 7th Form of the secondary school.was held
at Ushakovskaya school, Karasusky district, Kostanay region.
lessons were conducted.
Conditions of approbation:
There were computers for each pupil, interactive
board, tape-recorder, video-recorder, multimedia.were designed for the group of
14 pupils with middle and high level of the English language.
Procedure of approbation
Lesson 1
Topic:
"Environmental problems”Date: 8.10.2011
Aim: to develop communicative
competence.:dialogue skills,of listening skills with a support on the read
text,of ability to a logic statement of the text,of speech habits on the
situationof ecological thinking and conducting.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment
|
Teacher:
Good
afternoon dear children! Glad to see you. Today we are going to speak about
environmental problems. We’ll practice our skills in speaking, reading and
listening. I wish you to be calm and to work well.
|
2
min
|
|
|
2
|
Engage
|
Look
at the screen, please. Let’s see the first slide - the topic of the lesson
and the second slide - the inscription and try to translate it: "People
will be lost from inability to use forces of the nature and from ignorance of
the true world"-the inscription on a pyramid of Cheops.
|
2
min
|
1-2
slides of the presentation
|
|
3
|
Study
|
And
now, let’s speak about nature and environmental problems. But at the
beginning look at the blackboard and read the words which help us understand
the information from the text (see Appendix to the lesson 1)
|
3
min
|
words
|
|
4
|
Activate
|
Reading
the text. Using the words. "The Earth’s atmosphere" - see
Attachment to the lesson
|
7
min
|
Text
"The Earth’s atmosphere. ”
|
|
5
|
Activate
|
Answer
the questions: What is the ozone layer? How
is it being damaged? What harm does the damage bring to the Earth?
|
5
min
|
|
|
6
|
Activate
|
Find
the words in the text: Озоновый
слой; ежедневное использование; рак кожи; ослаблять иммунную систему;
загрязнять слой; разрушать; ультрафиолетовые лучи; озоновая дыра; проникать;
разрушительный
|
3
min
|
|
|
7
|
Activate
|
And
now we’ll speak about other environmental problems. Look at the screen
(presentation) Land, air and water are important for the life on the Earth.
But what is happening now? Water is polluted Land is polluted Air is
polluted
|
10
min
|
Presentation
|
|
8
|
Activate
|
Now
let’s play a game. Imagine that your neighbor is the alien. An alien has
arrived on our planet, to learn how we live and asks us about our
environmental problems. We are working in groups. These cards will help you
to make the dialogue.
|
7
min
|
Flashcards
|
|
9
|
Activate
|
Let’s
make a KWL-chart
|
4
min
|
|
|
10
|
Summary
|
You
were great. I like your working today. You were very active. As for your
marks, they are… Stand up please. The lesson is over. Hometask: Monologue
about environmental problems
|
2
min
|
|
|
to the lesson 1
"The Earth’s atmosphere"
High above the Earth’s atmosphere there is
a thin veil called the ozone layer, which protects the earth from the sun’s
destructive ultraviolet (UV) rays.protective layer is being damaged by
chemicals, which are released into the atmosphere by the daily use of
industrial and household product such as refrigerators, air conditioners,
cleaning chemicals, food packing, and etc. the chlorine attacks the ozone
molecules, thinning or even making a "hole” in the ozone layer. This
"hole’ allows more UV rays to penetrate to the Earth.to UV rays can
increase the risk of skin cancer, weaken the immune system, and damage the
retina.only humans are at risk, so are animals, plants, and the environment in
general.
Analysis of the lesson 1
1. The topic of my lesson
was "Environmental problems”
I have set a goal to develop communicative
competence.objectives of the lesson were:dialogue skills,of listening skills
with a support on the read text,of ability to a logic statement of the text,of
speech habits on the situationof ecological thinking and conducting.
I have used visual aids:
presentation PowerPoint, flashcards and communicative techniques of KWL-chart,
dialogues, a game.
2. Type of the lesson -
skill-oriented.
Methods: question -
answer, individual and group - work.material about environmental problems.
3. Structure and procedure of lesson phases were
justified, the transition from one phase to another is carried out in
accordance with the logic.the lesson communicative and productive skills of
speaking were formed, a new vocabulary was introduced and consolidated.
.organizational moment successfully
"switch" for students to learning, the teacher talks to them in a
foreign language.lesson plan directs students to achieve practical and
educational purposes.
. Introducing of new material. Engaging includes
a new material in the form of communication. Visual aids were used in order to
motivate pupils and to introduce material effectively.
. In teaching communication I have used grammar
and vocabulary material. The technique of filling words were used.
. Language material (lexical) corresponded to the
age of students, their interests, level of education. To activate the
linguistic material in the speech of students I suggested a technique of
KWL-chart, a game in order to consolidate new lexical items.
. Lesson corresponds in its structure and
content. The aims and tasks of the lesson were realized.
Lesson 2
Topic: "Welcome to
Australia" Date: 12.10.2011
Aim: to develop communicative competence.
to develop intercultural
competence,develop the pupils speaking, listening, writing skills;revise the
knowledge of the theme "Australia";develop pupils’ motivation.
Equipment of the lesson: slides,
pictures, a map.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment.
|
Teacher:
Dear boys
and girls! I'm very glad to see you at our lesson today because we have an
unusual lesson - a competition. The class is divided into two teams. They
will show us their knowledge of Australia because our lesson is devoted to
this country. We'll speak about its landmarks, the capital of the country and
some interesting facts. We'll have several tasks at the lesson. I hope our
competition will be fun.
|
1
min
|
|
|
2
|
Engage
|
Phonetic
drill "I'm Australia" I'm a child of a dreamtime people,
Part of the land, like an old gum tree. I'm the river softly singing Chanting
our songs on the way to the sea. I awakened here when the earth was new,
There was emu, wombat, kangaroo. No other man of a different hue. I'm the
land and this land is me. I'm Australia!
|
3
min
|
poem
|
|
3
|
Activate
|
Teacher:
We'll also have the group of experts. They are English teachers. They will
assess your knowledge. Let's start our competition and introduce our teams to
each other. Students: The name of the first team is "The
Koala". The name of the second team is "The Kangaroo". Teacher:
The first task is the following: answer the questions ab6ut Australia. 1)
What is the capital of Australia? (Canberra) 2) What isapopular Australian
animal? (Koala, Kangaroo, Emu.) 3) Who discovered Australia? (Captain Cook)
4) Who are the Australian natives? (Aborigines) 5) What is the official
language in Australia? (English) 6) In which season do Australians celebrate
Christmas? (in summer) 3. Teacher: The second task is "Spot the
mistake". You will listen to a text about Australia. You know a lot of
facts about this wonderful continent. Now try to spot the mistakes made in
facts about Australia and correct them. Be attentive! The capital of
Australia is Sydney. Australia was discovered by Christopher Columbus.
Canberra is the home of Indian's government and embassies from around the
world. Australia is an Australian - speaking country. New Year is in the
middle of winter. Australia's national landmarks are located in Brisbane.
(The capital of Australia is Canberra. Australia was discovered by Captain
Cook. Canberra is the home of Australia's government and embassies from
around the world. Australia is an English - speaking country. New Year is in
the middle of summer. Australia's national landmarks are located in
Canberra.) rv. Jumbled letters. Write the correct sentences: 1)
million, Australia, eight, has, of, kilometers, an area, it, square, about.
(It has an area of about eight million square kilometers.) 2) birds, a land,
Australia, animals, is, of, other, of the, found, cannot, parts, world, be,
which, and, in. (Australia is a land of birds and animals which cannot be
found in other parts of the world.)
|
25
min
|
|
|
4
|
Engage
|
V.
Quiz: Have
you got acquainted with Australia? Teacher: This quiz has ten questions.
There are three answers to each question but only one of them is correct.
I'll give you 5 minutes to do it. 1. Australia is. a) a small country b) the
largest country in the world c) the sixth largest country in the world 2.
Which city is Australia's capital? a) Sydney b) Melbourne c) Canberra 3.
Australia's area is. a) 9.4 million sq. km. b) 8 million sq. km c) 268 700
sq. km 4. Australia's population is. a) 19 million people b) 58 million
people c) 3.5 million people 5. How many states are there in Australia? a) 50
b) 6 c) 10 6. The largest Australian state is. a) Tasmania b) Western
Australia c) New South Wales. 7. The longest Australia's river is. a) the
Murray b) the Darling c) the Murrumbidgee 8. The name of this animal is an
Aboriginal one for "no water" a) kangaroo b) koala c) kookaburra 9.
A domestic animal which outnumbers people in Australia. a) rabbit b) cow c)
sheep 10. When did Europeans settle in Australia? a) 1788 b) 1488 c) 1492 Key:
lc), 2c), 3b), 4a), 5b), 6b), 7b), 8b), 9c), 10a). VI. And
now you have the last task. You are to complete the crossword. 1) What is a popular Australian animal?
2) Which Australian city was its first capital? 3) Australia's oldest and
largest city. 4) Capital of Western Australia. 5) Capital of Australia. 6)
The longest Australia's river is. 7) Which is Australia's official language?
8) Australia is NOT a. 9) Capital of Australian island-state of Tasmania.
Key: /. Kangaroo.2. Melbourne.3. Sydney.4. Perth.5. Canberra.6. Darling.7.
English.8. city.9. Hobart.
|
15
min
|
quiz
|
|
5
|
Summary
|
Our
lesson is over, Now the group of experts will announce the result of the
competition lesson. Home task.
|
1
min
|
|
|
Analysis of the lesson 2
1. The topic of my lesson
was lesson "Welcome to Australia”
I have set a goal to develop communicative
competence.objectives of the lesson were:
to develop intercultural
competence,develop the pupils speaking, listening, writing skills;revise the
knowledge of the theme "Australia";develop pupils’ motivation.have used
visual aids: slides, pictures, a map and communicative techniques of group work
(competition).
2. Type of the lesson -
mixed (skill and language-oriented). Methods: group work, competition, quiz, poem. Vocabulary
material: about Australia.
3. Structure and procedure of lesson phases were
justified, the transition from one phase to another is carried out in
accordance with the logic.the lesson communicative and productive skills of
speaking were formed, a new vocabulary was introduced and consolidated.
.organizational moment successfully
"switch" for students to learning, the teacher talks to them in a
foreign language. The lesson plan directs students to achieve practical and
educational purposes.
. Introducing of new material. Engaging includes
a poem, a map, a new material in the form of communication. Visual aids were
used in order to motivate pupils and to introduce material effectively.
. In teaching communication I have used grammar
and vocabulary material. The technique of quiz and competition were used.
. Language material (lexical) corresponded to the
age of students, their interests, level of education. To activate the
linguistic material in the speech of students I suggested a technique of quiz,
a competition, a crossword.
. Lesson corresponds in its structure and
content. The aims and tasks of the lesson were realized.
Lesson 3
Theme: Sights of
London Date: 13.11.2011
Aim: to develop
communicative competence.
Form of the lesson: the
excursion.
Objectives:
to develop
intercultural competence,
- to develop
pupils listening, speaking skills,
- to develop
critical thinking.
Equipment of the lesson: cards,
pictures, an album, booklet.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
|
1
|
Organization
moment.
|
-
Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin
our lesson. The theme of our lesson is "Sights of London"
|
1
min
|
|
|
2
|
Engage
|
Warm-up.
T: Close your eyes and think of your dream vacation: What kind of places will
you visit? Who will you take with you? Pupils will speak about their dreams:
where they want to go and what they want to see and with whom they want to
go.
|
5
min
|
|
|
3
|
Activate
|
Teacher:
There are many ways to get to London. One of them is to get to London by bus.
So, we have an excursion by bus. So, our first stop is Tower of London. P1:
There are many famous ancient buildings within the city. The most striking of
them is St. Paul's Cathedral, sir Christopher Wren's masterpiece. It was
built in 1675-1710 to replace the 13th century cathedral which had
been destroyed by the Great Fire. T: The next a beautiful Gothic building is
Westminster Abbey. P2: Westminster Abbey is a beautiful Gothic building.
Henry III wanted brighter and bigger building. The building of
Westminster Abbey went on until the 18th century. Almost all the
monarchs since William the conqueror have been crowned there. There are
memorials of many statesmen, scientists and writers in Westminster.
Westminster is not a cathedral. It is a royal property. It is dependent
directly on the monarch. T: We shall continue our excursion about London. Do
you want to know who rules the country in Britain? P3: Another place which
can strike you most is Buckingham Palace. It is the residence of the Queen.
It is rather difficult to understand the British way of ruling the country.
In Britain the Queen is the Head of the state, but in fact, she doesn't rule
the country as she has no power. The real power in the country belongs to the
British Parliament and to the British Government. The Queen is a symbol of
the country and its traditions. T: The next is Queen Elizabeth Gate - Hyde
Park. P4: London is also famous for its beautiful parks. Hyde Park is the
most democratic place in the world; because anyone can say anything he likes
there Regent Park is the home of the London zoo. T: Our journey has come to
the end.
|
15
min
|
|
|
4
|
Engage
|
T.
Then let’s think and say. III. Ginguaine (critical thinking) l. noun 1
word 2. verb 2 words 3. adjective 3 words 4.1 sentence, 4 words 5. Synonym.
For example: Keys: 1. sights 2. attracts people 3. Interesting, attractive,
beautiful. 4. Beautiful building in London. 5. Places of interest.
|
10
min
|
|
|
5
|
Activate
|
T.
Now let’s think about what is ideal country to live. Before beginning our
task I'll divide you into two groups. Each group will have the motto -
proverb. The first group's motto is "East or West Home is Best" The
second group's motto is "There is no place like home" Two groups
tell their monologues about ideal country for living. Then let’s make a test.
Test for two groups. British Customs. Test your knowledge on the
British way of life. Mark the following as true (T) or false (F) 1. Britain
is ruled by a queen. 2. British people don't like to queue. 3. If you say
"please" and "thank you", people will usually help you.
4. Britons like coffee more than tea. 5. Hours of work in offices are 08: 00
to 16: 00. 6. Most Britons speak more than one language. 7. Tennis is the
national sport. 8. British people often talk about the weather. 9. House
decorating and gardening are very popular things to do. 10. Few British
people drink lots of alcohol at weekends. 1 l. You should offer an old person
your seat on bus. 12. British pop music is well known in the world. 13. There
are a great number of cars on British roads. 14. Most working people take 2
hours for lunch.
|
13
min
|
test
|
|
6
|
Summary
|
Our
lesson is over. At home compose a test about customs, symbols, places of
interest in Kazakhstan.
|
1
min
|
|
|
|
|
|
|
|
|
|
|
Analysis of the lesson 3
1. The topic of my lesson
was lesson "Sights of London”
I have set a goal to develop communicative
competence.objectives of the lesson were:
- to develop
intercultural competence,
- to develop
pupils listening, speaking skills,
to develop
critical thinking.
I have used visual aids: cards, pictures, an
album, booklet
2. Type of the lesson -
mixed (skill and language-oriented).
Methods: group work,
excursion.material: about London.
3. Structure and procedure of lesson phases were
justified, the transition from one phase to another is carried out in
accordance with the logic.the lesson communicative and productive skills of
speaking were formed, a new vocabulary was introduced and consolidated.
.organizational moment successfully
"switch" for students to learning, the teacher talks to them in a
foreign language.lesson plan directs students to achieve practical and
educational purposes.
. Introducing of new material. Engaging includes
a critical thinking, new material in the form of excursion. Visual aids were
used in order to motivate pupils and to introduce material effectively.
. In teaching communication I have used grammar
and vocabulary material. The technique of testing was used.
. Language material (lexical) corresponded to the
age of students, their interests, level of education. To activate the
linguistic material in the speech of students I suggested a technique of
excursion, group work.
. Lesson corresponds in its structure and
content. The aims and tasks of the lesson were realized.
Lesson 4
Theme: Land of
English Date: 17.11.2011
Aim: to develop
communicative competence.
Form of the lesson: games,
drama, the competition.
Objectives:
to develop
intercultural competence,
- to develop
students' skills in dialogues, poems, acting in drama;
to develop the
students' speaking, listening and writing skills,
to evoke
interests in the English songs and fairy tales.
Equipment of the lesson: slides,
cards, pictures, decorations.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment.
|
-
Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin
our lesson. The theme of our lesson is "Land of English"
|
1
min
|
|
|
2
|
Engage
|
Warm-up.
I. Warming up: Teacher: Welcome to the land of English. Today we have
invited the guests. We hope you will enjoy the English songs, rhymes and
dramas we are going to present in our "Land of English". P1: My
name is. P2: My name is. And we shall assist you to go through the
land of English. I will ask you to solve puzzles and you will be able to say
what songs, rhymes or dramas are used in our Land of English. P1: I
am made up of trees and many animals live in me. ' What am I? PP: Is it
forest? P1: Yes, of course, you are right (children attach a picture
of a forest to the board). P2: And I have the following puzzle for
you: I am a small girl who lived in a mining town. I have got a splinter in
my foot. Who am I? PP: Clementine.
|
15
min
|
|
|
3
|
Activate
|
P2:
Of course
you are right, let's listen to the song "Clementine" performed by
one of the pupils. In a canyon in a cavern Excavating for a mine Dwelt a
miner forty niner And his daughter Clementine Oh, my darling, oh my darling
Clementine. Though art lost and gone forever Dreadful sorry, Clementine.
Light she was and like a fairy And her shoes were number nine Herring boxes
without topses Sandals were for Clementine. Drove she duckling to the water
Every morning just at nine Straight her foot against splinter Fell into the
foaming brine. P1: I am a large plant that has many
"fingers" called leaves. Birds make their homes on me. What am I?
PP: That is a tree. P1: Right you are, and here it is. (children
attach the trees around the forest). P2: So the following puzzle is connected
with animals. I am a large brown animal that lives in the forest and sleeps
all winter long. What am I? PP: Bear. P2: Of course it is a bear.
Let's listen to one of the pupils and her rhyme about little bears. Once two
little brown bears Found a pea-tree full of pears But they could not climb up
there For the trunk was smooth and bare. "If I only had a chair",
Said the elder brown bear, "I would get the biggest pear That is hanging
in the air". "If you do not soil my hair", Said the younger
little bear, "I will serve you as a chair And you can get the biggest
pear". P1: Thank you, I have only one more puzzle left. People
eat and sleep in me. They make me warm in the winter so they can keep warm.
What am I? PP: It's home. P1: All of us have homes and houses, (pupils attach
a house of a grandmother). P2: Let's guess what a very famous ship
sank in the 1900s. A famous movie was made about it. What is it? PP: The
Titanic. P2: You are right. Two girls will sing a song from the movie
"Titanic". "My heart will go on". P1: Thank you
very much.1 have one more puzzle and I want you to solve it. I am a beautiful
and delicate plant that comes out in the spring. What am 1? Pupils: Flower,
(children throw the flowers on the floor). P2: And I have one last
puzzle: It is a little girl, who has red clothes and she always helps her
mother and grandmother. Who is she? PP: It's Red Riding Hood! Isn't it
so? P2: Yes, you are right. Here you can see a scene from "Red Riding
Hood".
|
28
min
|
song
|
|
4
|
Summary
|
Our
lesson is over. We assisted you during our travel to the "Land of
English". Thank you and good bye! Conclusion. Giving awards. Home task.
|
1
min
|
|
|
Analysis of the lesson 4
1. The topic of my lesson
was lesson "Land of English”
I have set a goal to develop communicative
competence.objectives of the lesson were:
- to develop
intercultural competence,
- to develop
students' skills in dialogues, poems, acting in drama;
to develop the
students' speaking, listening and writing skills,
to evoke
interests in the English songs and fairy tales.
I have used visual aids: cards, pictures,
decorations.
2. Type of the lesson -
mixed (skill and language-oriented).
Methods: games, drama,
the competition.material: about London.
3. Structure and procedure of lesson phases were
justified, the transition from one phase to another is carried out in
accordance with the logic.the lesson communicative and productive skills of
speaking were formed, a new vocabulary was introduced and consolidated.
.organizational moment successfully
"switch" for students to learning, the teacher talks to them in a
foreign language.lesson plan directs students to achieve practical and
educational purposes.
. Introducing of new material. Engaging includes
a poem. Visual aids were used in order to motivate pupils and to introduce
material effectively.
. In teaching communication I have used grammar
and vocabulary material. The technique of dialogue was used.
. Language material (lexical) corresponded to the
age of students, their interests, level of education. To activate the
linguistic material in the speech of students I suggested a technique of
dramatization.
. Lesson corresponds in its structure and
content. The aims and tasks of the lesson were realized.
Lesson 5
Theme: It’s a
wonderful world of English
Aim: to develop
communicative competence.
Form of the lesson: brainstorm,
competition, contest.
Objectives:
to develop
intercultural competence,
- to enrich
students' knowledge about British and American history;
to develop
communicative skills;
Equipment of the lesson: slides,
cards, pictures, decorations.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment.
|
-
Good morning, students. I am glad to see you! Today we have an unusual
lesson. We shall have a competition. Two teams will take part in our
competition. At the lesson you will answer the questions, make up sentences
of the given words and find the rhyming twins. I hope the lesson will be
interesting for you and you will enjoy it. Let me introduce our teams and our
jury. There are two teams here today. Well, teams, you have some time to
choose the captain and decide how to present your team. The first team is
called. and its captain is. The second one is called., and its captain is.
The members of our jury are:. Now listen to the rules of our competition. Our
competition consists of six rounds.
|
2
min
|
|
|
2
|
Activate
|
Competition
The first round is "Brainstorming". We have questions to our
captains. Each captain is given six questions. Конкурс
капитанов. The task is to answer the
questions. Listen
carefully. Вопросы первому капитану: 1. Who discovered America?
(Columbus) 2. What is the national symbol of America? (The bald eagle) 3. Who
was the first man on the moon? (N. Armstrong) 4. Who lives in Buckingham
Palace? (The Queen) 5. Who can you see on the top of the column on Trafalgar
Square in London? (Admiral Nelson) 6. What country gave the Statue of Liberty
to the USA? (France) Вопросы второму капитану: 1. What is the capital of the U. S. A?
(Washington D. C.) 2. What money is used in the USA? (Dollar) 3. What's the
color of double-deckers in London? (Red) 4. What is the name of the Queen of
England? (Elizabeth II) 5. How do people call the flag of Great Britain?
(Union Jack) 6. What was the famous tradition of Native Americans? (Smoking
of a peace pipe)
|
10
min
|
|
|
3
|
Activate
|
The
second round Contest of proverbs The next round is to find the same Russian and Kazakh
proverbs. The teacher gives cards with English proverbs and idioms; you try
to find the equivalent in Russian in Kazakh. Better late than never, My home
is my castle, Live and learn, All's well that ends well, As hungry as a
hunter, A friend in need is a friend indeed, Business before pleasure делу, Tastes differ, There is no place like
home. The 3rd round is "The best erudite". Answer the
questions using your knowledge. Quiz: "Do you know Britain?"
1. What are the colours of the British flag? a) Blue, red and white b) blue
and red c) blue and white 2. How many pence are there in one pound? a) 100 b)
90 c) 10 3. What do the English often put in their tea? a) jam b) milk c)
lemon 4. Which holiday is on December 25? a) St. Valentine's Day b) Easter c)
Christmas 5. Where can you always see ravens in London? a) Near the Thames b)
near the Houses of Parliament с)
near the Tower of London 6. In what city were the famous "Beatles"
born? a) London b) Glasgow c) Liverpool Quiz "Do you know the
USA?" 1. How many states are there in the USA? a) 50 b) 52 c) 49 2. Who
was the first President of the USA? a) George Washington b) Abraham Lincoln
c) John Kennedy 3. What is the biggest state in the USA? a) Texas b) Alaska
c) California 4. What city is the Statue of Liberty in? a) Miami b)
Washington D. C. c) New York 5. What American holiday is on the fourth of
July? a) Halloween b) Independence Day c) Thanksgiving Day 6. What is a very
famous amusement park near Los Angeles? a) Marine World b) Malibu c)
Disneyland
|
15
min
|
|
|
|
|
The
4th round is to make compound words. The task is to make up one word out of
two. You have 30 seconds for thinking. Grand work Milk port Foot noon
Down side Sports son Sea stairs After ball Time table Home ground Air man
|
3
min
|
|
|
|
|
The
5th round is to find the rhyming twins. You have limited time for this task. Fast tree Peg bought Silk egg
Parrot foot Could fish Eat milk Thought meat Dish carrot Street last See
sweet
|
3
min
|
3
min
|
|
|
4
|
Summary
|
Conclusion.
That's all
for today. You were active. Thank you for your work. The lesson is over. I
hope you liked our lesson. Both teams were good. But the team. is the winner.
Let's congratulate them. Home task. Good-bye, everybody!
|
1
min
|
|
|
Lesson 6
Theme:
"Describing places and directions" Date: 25.11.2011
Aim: to develop
communicative competence.
Form of the lesson: game,
interactive.
Objectives:
to form
intercultural competence, to revise knowledge of the theme,
- to enrich the
pupils' knowledge of new words,
to improve
pronunciation,
to teach the
pupils to share their opinions.
Equipment of the lesson: pictures,
cards, computers.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment.
|
-
Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin
our lesson. The theme of our lesson is "Describing places and
directions"
|
1
min
|
|
|
2
|
Engage
|
Phonetic
drill. "Pussy-cat"
Pussy-cat, pussy-cat, where have you been? I've been to London to look at the
Queen. Pussy-cat, pussy-cat, what did you do there? I frightened a little
mouse under a chair.
|
5
min
|
|
|
3
|
Engage
|
Checking
- up the homework. To write the topic about "Places of interest". Pre-reading
task. Have you been to Astana? Have you been to Almaty? Have you been to
Korkyt-Ata monument? Have you seen Korkyt Ata monument's museum? And what do
you like?
|
7
min
|
|
|
4
|
Study
|
New
theme: Work
with electronic books. 1. Text (a) Astana The capital of Kazakhstan is
Astana City with the population of 290.000 persons. The area of Astana is
710.2 square kilometers. Places of interest: The monument "Astana -
Baiterek", "Duman" centre, circus, central mosque "Nur -
Astana", "Cinema city", "Arsenal" cinema, Palace of
Peace and Harmony. Astana is a young, modern, and beautiful city. Text (b) London
London is one of the largest cities in the world. About seven million people
live there. London is more than two thousand years old. London's most famous
sights are Tower Bridge, Big Ben and the Houses of Parliament, Trafalgar
Square and St. Paul's Cathedral. You can see all these places and much more
of London from a red double-decker.
|
12
min
|
|
|
5
|
Activate
|
Game:
"Goldfish". (There are 5 cards, 4 cards with questions and one
of them is a gold fish). a) 1. What can you say about the population of
London? 2. Find the places to relax. b) 1. What can you say about the
population of Astana? 2. Find the places to relax. 4.complete the sentences:
London's most famous sights are. (Towerbridge, Big Ben, Houses of Parliament,
Trafalgar square, St. Paul's Cathedral). Places of interest of Astana: (The
monument "Astana-Baiterek", "Duman" centre, circus central
mosque "Nur-Astana", "Cinema city", "Arsenal"
cinema, Palace of Peace and Harmony). 5. Vocabulary work Find the odd word in
the group a) book, crowded, beautiful b) ancient, castle, a carpet c)
country, museum, sofa. d) Fridge, city, region
|
10
min
|
|
|
6
|
Activate
|
Consolidation of the lesson.
a) What kind of adjectives do you know about describing places? Write 5
adjectives in your note-book. b) Talk to your partner about a good place for
a holiday. Example: I think a historic city is a good place for a holiday. с) Compare Astana and London.complete the
Venn diagram
|
9
min
|
|
|
7
|
Summary
|
Conclusion.
That's all
for today. You were active. Thank you for your work. I hope you liked our
lesson. The lesson is over. Home task. Good-bye, everybody!
|
1
min
|
|
|
7
Theme: "Almaty
and its nature reserves" Date: 9.12.2011
Aim: to develop
communicative competence.
Form of the lesson: interactive,
test
Objectives:
to form
intercultural competence,
- tо make the students be
able to guess the riddle, to understand the text for listening,
to develop
communicative skills,
to encourage
students' interest to the history and geography of Kazakhstan.
Equipment of the lesson: Interactive
board, slides' presentation of Almaty sightseeing and nature reserves.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment.
|
-
Good morning, pupils! Who
is on duty? Who is absent? Now, pupils,
let's begin our lesson. The theme of our lesson is "Almaty and its
nature reserves"
|
1
min
|
|
|
2
|
Engage
|
Warm
up (is
held by PCV) A L M A T Y M is at the middle A is used twice L is between A
and M T is between the second A and Y Y is at the end. Brainstorming
activity. 1. Why is Almaty an unusual city? 2. What sights of Almaty do
you know? 3. What museums are located in Almaty? 4. The nature of Almaty is
very picturesque, isn't it? 5. What nature reserves do you know?
|
7
min
|
|
|
3
|
Engage
|
Teacher's
introductory words: The city Almaty has got a unique history. And I hope that some
facts about the history of the city enlarge your general scope and encourage
your interest's development to the history of your Motherland as well. That's
why I want you to listen to a brief story about it. But before listening to a
story pay attention to the helpful words. Presentation 1. Pre-Listening
activity (Vocabulary for help is given on the interactive board, PCV
introduces them) 1. Turkic and Mongolian nomads-тюркские и монгольские кочевники 2. fortify - военное укрепление 3. announce - объявлять 4. admit - принимать, допускать 5. wind round - обвивать 6. fortress - крепость
|
11
min
|
|
|
4
|
Study
|
Listening
activity. (PCVreads the text)"A brief story about the history of
Almaty" The first settlement of Turkic and Mongolian nomads was found in
1854 and called Almaty. A little later the fortify Zailiyskoye was founded in
that place. Then the fortress was renamed into Vernoye and existed from 1867
till 1921. In the middle of the 19! h century many Russian
settlers arrived to Verny. The fortress grew in its size and developed
quickly thanks to migration. The town Verny was announced to be the centre of
Seven Rivers region and the emblem was admitted on the 11th of
April in 1867. The town emblem represents a sword winded round with apple
branches. It is divided into 3 parts. The fortress is shown at the top, the
cross is on the left and the half-moon is on the right. In 1921 the town
Verny was renamed into Almaty.
|
15
min
|
|
|
5
|
Activate
|
Post
- Listening activity.comprehension Check. (The teacher asks questions) 1.
How was the first settlement called? 2. When did the fortress develop
quickly? 3. When did Verny become the centre of Seven Rivers region? 4. When
was Verny renamed in Almaty?
|
5
min
|
|
|
6
|
Engage
|
Slides'
Demonstration (The teacher invites the students to make an excursion over
Almaty and see its sightseeing and nature surrounding) Slides about Almaty
|
|
|
|
7
|
Activate
|
IV.
Independent Practice (PCV gives the students tests to summarize the students'
knowledge of the theme) Test about Almaty (The teacher shows the correct
answers on the interactive board, students exchange their papers, compare the
results with key and put the marks)
|
5
min
|
|
|
7
|
Summary
|
T:
Today we reviewed everything what you had learned before. So your home task
is to prepare a project or a poster of any Almaty sight and to prove that it
is the best place to visit. The lesson is over. Good-bye, everybody!
|
1
min
|
|
|
Lesson 8
Theme: "Great
Britain and Kazakhstan" 13.12.2011
Aim: to develop
communicative competence.
Form of the lesson: interactive,
consolidation
Objectives:
to form
intercultural competence,
- to master new
lexics and its use in speech,
to revise
already studied material on the theme "Geography",
to develop
students skills in monologue (dialogue) speech through asking (answering)
questions, making up of different conversations.
Equipment of the lesson: cards,
posters, pictures on the theme "Kazakhstan", "Great
Britain", interactive board.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment.
|
-
Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin
our lesson. The theme of our lesson is "Great Britain and
Kazakhstan"
|
1
min
|
|
|
2
|
Engage
|
Phonetic
and speech drill. New words and transcription Central Asia, Caspian Sea, Siberia,
Altai Mountains, situated, etc.
|
5
min
|
|
|
3
|
Engage
|
Reading.
Today we'll
work in groups. The first team is "Kazakhstan". The second team is
"the UK". Each group must read the text and give the translation,
do the tasks. 1st group: Kazakhstan 2nd group: Great Britain
|
8
min
|
|
|
4
|
Activate
|
Post-reading - true and false
questions. (see
Appendix 1 to the lesson)
|
5
min
|
|
|
5
|
Activate
|
Finish
sentences (see Appendix 2 to the lesson)
|
5
min
|
|
|
6
|
Activate
|
Complete
the sentence. 1.
The Republic of Kazakhstan is____in the Central Asia. 2. Its population
is_______. 3. Kazakh is the_______of the country. 4. The flora and
fauna_____on the climate of the area. 5. Rain usually______in spring and
autumn. 6. The area of the UK is some_______square kilometers. 7. The
population of Great Britain is over_______. 8. Coal and oil are the most
natural____of Great Britain. 9. The Gulf Stream____the English climate
greatly. 10. _____takes an important sector in the economy of the country. We'll
consolidate our lesson with a competitions between two teams. Questions for
team "The UK". 1. What's the foil name of the country of your
opponents? (The Republic of Kazakhstan). 2. What's the capital
of Kazakhstan? (Astana) 3. How many regions in are there in
Kazakhstan? (14regions) 4. What are countries are border Kazakhstan? (China,
Russia, Turkmenistan, Uzbekistan, Kirgizia) 5. Who is the head of
Kazakhstan? (Nazarbaev N. A) Questions for team
"Kazakhstan". 1. What's the foil name of the country of your
opponents? (The United Kingdom of Great Britain and Northern Ireland) 2.
What's the capital of the UK? (London) 3. Where is the UK situated? (in
Europe) 4. How many countries are there in in the UK? (4countries) 5. Who
is the formal head of the UK9 (Queen Elizabeth If)
|
20
min
|
|
|
7
|
Summary
|
Conclusion.
That's all
for today. You were active. Thank you for your work. I hope you liked our
lesson.
|
1
min
|
|
|
Appendix 1 to the lesson. Post-reading -
true and false questions.
Statements
|
T
|
F
|
1.
The UK is washed by the Atlantic Ocean. 2. Edinburgh - is the capital of
Wales. 3. The two main islands are Great Britain and Ireland. 4. The UK
consists of four parts. 5. There are some 5500 islands. 6. Great Britain is
rich in natural resources. 7. Kazakhstan is situated in the Central Asia. 8.
Its population is about 18 million. 9. The largest cities are Almaty,
Karaganda, Pavlodar and Astana.10. The climate of the country is mild. 11.
Astana is the capital of the Republic. 12. Kazakhstan borders China, Russia,
Turkmenistan, Uzbekistan and Kirgizia.
|
|
|
2 to the lessonfinish the
sentence.
Group 1
The
United Kingdom of Great Britain and Northern Ireland.
|
. it
is composed of some 5500 islands, large and small.
|
The
UK is one of the world's smaller countries.
|
. is
the official name of the state.
|
The
UK is an island state.
|
.
the English Channel and Strait of Dover.
|
The
United Kingdom of Great Britain and Northern Ireland.
|
. it
is twice smaller than France and Spain.
|
The
UK is separated from the European continent by.
|
. is
washed by the Atlantic Ocean.
|
Group
2
|
The
Republic of Kazakhstan is situated.
|
. national flag and anthem.
|
There
is a long border coast line.
|
. in the Central Asia.
|
Kazakhstan
has its own.
|
. of
water in the country.
|
The
four rivers are the main resources.
|
.
the Caspian sea in the Southwest.
|
Kazakhstan
borders.
|
China,
Russia, Turkmenistan, Uzbekistan and Kirgizia.
|
Lesson 9
Theme: "Life
in Great Britain and Kazakhstan" 17.12.2011
Aim: to develop
communicative competence.
Form of the lesson: role play,
consolidation
Objectives:
to develop
intercultural competence,
- to enrich
pupils' knowledge about life in Britain and in Kazakhstan,
to review the
new words
to develop
pupils' speaking, reading and writing skills,
to develop
pupils' abilities in reading for understanding,
to enlarge
pupils' interest in learning the foreign language.
Equipment of the lesson: interactive
board, a tape-recorder, a table.
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment.
|
-
Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin
our lesson. The theme of our lesson is "Life in Great Britain and
Kazakhstan"
|
1
min
|
|
|
2
|
Engage
|
Warm-up:
T: What season is it now? P: It is winter now. T: Do you like winter? P: Yes,
I like winter. T: Please pay attention to the activeboard. It is winter. It
is so beautiful. It is white. The weather is so cold, but the air is clear
and fresh. Do you like it? Please describe this picture, (one of the
students) T: Look at the activeboard again. You see a poem. I will read it
and you must listen attentively. After me you will read as you can. Get to
know the laws of life, Let your soul be full of Ugh t. One of you could be a
poet, One will take a science road, You will serve for motherland Spreading
love for all. Айналайын
дарын бол, Сонбейтурын жалын бол. К, атардан ащан ак,ын бол,. Не болмаса
ралым бол, Халцыц уш'ш к^ызмет к,ыл, Тэмэм журтца мэл'ш бол.
|
7
min
|
|
|
3
|
Engage
|
Introduction
of the new material. T: I will divide you into 2 groups: group A and group B.
You will compete today in showing how well you know English. Good luck to
you! The theme of the lesson: "Life in Britain and in Kazakhstan".
T: At first let's review the new words. Pay attention to the active board.
One hour a day, three times a week, weekend, bowling, burger, restaurant,
cereal, every day, go cycling, go to the cinema, meal, orange juice, pasta,
quiz show, toast, vegetables, walk. T: Now let's review Present Simple
grammar material. Look at the activeboard. Here you see the verbs: Make -
makes Write - writes Take - takes Read - reads, etc
|
6
min
|
|
|
4
|
Activate
|
Listen
and answer the questions. My name is John and I'm from Britain. I watch TV
for an hour and a half every day. My favourite program is "Dancing with
the stars". I also like cartoons. I don't like sports programs. I don't
have a big breakfast. I just have orange juice and cereal. My favorite food
is spaghetti and vegetable soup. I don't like fish or hot dogs. My favourite
sport is volleyball and I also like running and swimming. I don't like
football, at the weekend I meet my friends and we go cycling or swimming. 1)
How long does John watch TV? (About an hour and a half.) 2) What is his favourite
program? ("Dancing with the stars".) 3) Does he like sports
programs? (No, he doesn't.) 4) What is his favourite food? (Spaghetti and
vegetable soup.) 5) What is his favourite sport? (Volleyball.) 6) What does
John do at the weekend? (He goes cycling or swimming with her friends.)
|
15
min
|
|
|
5
|
Activate
|
Speaking.
Ask and answer these questions. Write notes. Don't show them to your
classmate. 1) One hour a day. 2) My favorite TV program is music (cartoons,
etc.). 3) I have bread, tea and a cup of milk. 4) My favorite food is pizza,
hamburgers. 5) My favorite sport is football. 6) I play volleyball (I go
swimming, etc.). 7) I play computer games (I go to the cinema, etc.). 4.
Writing. a) Think about someone you know - your brother, sister, best friend,
etc. Make notes under these headings: (see Appendix to the lesson)
|
7
min
|
|
|
6
|
Activate
|
5. Look at the activeboard.
Here you see a text about Peter. What must you do? At first you will read,
then write your own sentences like this. But be careful! Here you must write
about your family, for example, your brother or sister, your friend. Peter watches
TV for 2 hours a day. His favorite TV program is Teen Titans. His favorite
food is pizza and his favorite sport is basketball. He goes swimming. At the
weekend he plays with his friends in the park and goes to the cinema. He
likes bowling but he doesn't like walking in the country. "Fun sport.
" T: Guess the sport. Match the sports to the pictures. 1 -
Skateboarding; 2 - Bowling; 3 - Volleyball; 4 - Swimming; 5 - Tennis; 6 -
Cycling; 7 - Football; 8 - Basketball; 9 - Running. 10 Homework.
|
8
min
|
|
|
7
|
Summary
|
Conclusion.
That's all
for today. You were active. Thank you for your work. I hope you liked our
lesson. The lesson is over. Home task…
|
1
min
|
|
|
Appendix to the lesson
Television
|
Food
|
Sport
|
At
the weekend
|
2
hours
|
pizza
|
basketball
|
Play
with the friend
|
comedy
|
beshbarmak
|
|
Go
to the cinema
|
Lesson 10
Theme:
"Christmas" and "New Year” 24.12.2011
Aim: to develop
communicative competence.
Form of the lesson: game,
holiday
Objectives:
to form
intercultural competence,
- to master new
lexics and its use in speech
Equipment of the lesson: cards with
songs, tape-recorder, pictures
#
|
Stage
(ESA)
|
Procedure
|
Time
|
Materials
|
Note
|
1
|
Organization
moment.
|
-
Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin
our lesson. The theme of our lesson is "Christmas" and "New
Year”
|
1
min
|
|
|
2
|
Engage
|
-
Hello, my dear friends! There are many holidays in our country and
English-speaking countries. But the holidays we like most of all are New
year's Day and Christmas Day. People prepare for these holidays beforehand:
they send greeting cards, buy presents, make fancy dresses and decorate their
houses. And when the holiday comes they congratulate each other singing songs
and reciting the poems. Now we can see what holidays about Christmas and New
Year you have learned.
|
3
min
|
|
|
3
|
Engage
|
Football
is a national British game. In Great Britain people who are fond of sport
like to play football on New Year's Day and Christmas Day. Now we shall play
football at our gymnasia. We have two teams today. I hope you are ready to
start. At first we shall sing a song "Jingle, Bells" and then we
shall start to play football.
|
8
min
|
|
|
4
|
Activate
|
There
are 11 players in a football team. So each team has 1 goal-keeper, 4 backs, 4
half-backs, and 2 forwards. Now the pupils will have their tasks and in 5 minutes
we shall start the game. Put the missed words in the text: Another,
presents, coloured, important, consists, called, breakfast, cheaply, snowy,
eat, a lot of, holiday. Text - see the Appendix to the lesson
|
10
min
|
|
|
5
|
Activate
|
Write
the end of the story. It was the 31st of December. The weather was fine.
Everybody was preparing for the New year's Day.
|
11
min
|
|
|
6
|
Activate
|
Write
as many words as you can on the topics "New Year's Day" and
"Christmas Day". Tree, Santa Claus, December, winter, presents, poems, socks,
fireplace, cards, games, snow, sweets, decorate, songs, church, Father Frost,
Music, holly, snowman, deer, turkey, bells, pudding. Draw a funny snowman
|
11
min
|
|
|
7
|
Summary
|
Conclusion.
The lesson is over. Home task… I wish you a merry Christmas and a happy New
Year! Let us sing a song "We Wish You a Merry Christmas".
|
1
min
|
|
|
Appendix to the lesson
Songs and poems about Christmas:
Father Frost or Santa
Claus, please, this way!Hare, with your paws come to play!are pretty
decorations in the hall.have sent the invitations to you all., please, your
mask or cloak with joy.'ll dance and sing, and joke to enjoy.Claus likes to be
present at the ball.gives his gifts and presents to us all.the time we are
having fun - there is no pause.here everyone and Santa Claus!, Merry Christmas
Is likely to come., Merry Christmas, You are welcome!in the window, Much
confetti.blue, red and yellow Lights on the tree.eyes and faces, Sweet music in
the hall.think someone places Happiness here for all., Merry Christmas Is
likely to come., Merry Christmas You are welcome!
Christmas DayDay is a
public (1). Families usually spend the day opening their (2). which are often
under the Christmas tree decorated with (3). toys. The most (4). meal is
Christmas dinner. The typical meal (5). of turkey with potatoes and other
vegetables. (6). traditional food in Britain is Christmas cake.make special
biscuits called Christmas cookies which they (7). over the Christmas season.Britain,
the day after Christmas is (8). Boxing Day and is also a public holiday. (9).
sports take place on Boxing Day. In the US there are many special sales, where
things can be bought (10)., on the day after Christmas.:
1 - holiday; 2 -
presents; 3 - coloured: 4 - important; 5 - consists; 6 - another; 7 - eat; 8 -
called; 9 - a lot of; 10 - cheaply.
Conclusion
The goal of the diploma work is reached, the
hypothesis is proved.
Communicative Language
Teaching is best considered an approach rather than a method. It has been
developed in the 1960s as a replacement to the earlier structural method,
called "Situational Language Teaching”.Language Teaching was no longer
felt to reflect a methodology appropriate for the seventies and beyond. CLT
appealed to those who sought a more humanistic approach to teaching, one in
which the interactive processes of communication received priority. The rapid
adoption and implementation of the communicative approach also resulted from
the fact that it received the sanction and support of leading British applied
linguists, language specialists, publishers, as well as institutions, such as
the British Council.features of CLT is the emphasis on learning to communicate
through interaction in the target language, the introduction of authentic texts
into the learning situation, etc.main aim of CLT is developing communicative
competence, which includes
linguistic, sociolinguistic, discourse and
strategic competence.research has shown that CLT methods techniques are as
follows: pair and group work, project work, debates, brainstorming, jigsaw,
games, role play, etc.has shown that all these methods and techniques promote
students’ learning and academic achievement, increase students’ retention,
enhance students’ satisfaction with their learning experience, help students
develop skills in oral communication, develop students' social skills, promote
student self-esteem, help to promote positive intercultural relations.these
techniques involve students in the learning process and are based on the
intercourse between objects of interaction.plays are modeling various
situations for the educational aims of developing speaking abilities. They
reflect a principle of problematical character at its certain organization and
allow solving problem situations of a various degree of complexity. Debates allow
forming the conscious attitude to consideration of problems, activity in its
discussion, speech culture, an orientation on revealing of the reasons of
arising problems and installation on their decision further. Here the principle
of formation of critical thinking is realized.educational games are highly
motivating and entertaining, they can give shy students more opportunity to
express their opinions and feelings. They also enable learners to acquire new
experiences within a foreign language which are not always possible during a
typical lesson. Project is a set of educational and cognitive modes which allow
solve the problem as a result of independent actions of pupils with obligatory
presentation of results. In a project work students are put in the centre of
the interaction, where they use the language and practice communicative speech.
Jigsaw is a cooperative technique that promotes better learning, improves
student motivation and interaction. Multimedia teaching is a modern teaching
method which is based on the interaction between pupils or pupils and a
computer. All these techniques may be combined.
References
1. Государственная
Программа развития образования Республики Казахстан на 2011-2020 годы. Принята
07.12.2010.
2. Стратегия
развития образования в Республике Казахстан (2010-2030). - Алматы, 2010.
. Концепция
иноязычного образования в РК до 2015 года.
. Кунанбаева
С.С. Современное иноязычное образование: методология и теория. - Алматы, 2005.
5. Littlewood W. T.communicative approach to language
teaching methodology. - Dublin: Dublin University, Trinity College, Centre for
Language and Communication Studies, 2005. - 265 p.
. Chomsky N. The Logical Structure of Linguistic Theory. -
New York: Prentice Hall, 1975. - 285 p.
7. Hymes, D. H. (1971). On communicative competence.
Philadelphia: University of Pennsylvania Press.
8. Ecroyd D. H. Speech in the Classroom. - New Jersey:
Prentice Hall, 2003. - 180 p.
. Krashen, S. & Terrell, T. D. (1983), The Natural
Approach, Pergamon
. Brown H. D. Principles of Language learning and teaching.
- New York: Prentice Hall, 2009. - 285 p.
. Malamah-Thomas A. Classroom Interaction. - Oxford: Oxford
University Press, 2003. - 310 p.
. Nunan D.communicative Language Teaching. - New York:
Longman, 2006. - 384 p.
. Dolle, D., & Willems, G. M. (1984). The communicative
approach to foreign language teaching: The teacher's case. "European
Journal of Teacher Education," 7 (2), 145-54.
. Gower R., Philips D., Walters S. Teaching Practice: A
handbook for teachers in training. - Oxford: Macmillan, 2010. - 215 p.
. Ur P. A Course in Language Teaching. Practice and theory.
- Cambridge: Cambridge University Press, 1996. - 375 p.
16. Hymes, D. H. (1966)"Two types of linguistic
relativity." In W. Bright (ed) Sociolinguistics pp.114-158. The
Hague: Mouton.
17. Lado R. Language teaching. A scientific approach. - New
York: McGraw-Hill, 1998. - 239 p.
. Doff A. Teach English. - Cambridge: Cambridge University
Press, 2005. - 286 p.
. #"807694.files/image005.gif">
Appendix
B
Pic.1
Seating possibilities in a standard classroom