Organizing and conducting scenario-based foreign language lessons. Student actors, or how to conduct a foreign language lesson with elements of dramatization

Scenario of the first lesson of the second foreign language

(French) in 6th grade.

Lesson topic: “First meeting with the French language!”

Purpose of the lesson: to form an idea of close relationship language and culture, introduction to language.

Lesson objectives:

Forming motivation to study the subject and a sense of tolerance towards the culture, traditions, realities and language of another country.

Development and education of schoolchildrenunderstanding the importance of learning a foreign language in modern world.

Development of communicative competence in some types of speech activity (speaking, listening, reading).

Mastery of aspects of language: lexical and phonetic.

Developing the ability to analyze one’s own activities, the work of classmates and teachers.

Development of skills to work individually, in groups and pairs.

Formation of the foundations of self-control and self-esteem.

Lesson type: lesson of initial presentation of new knowledge.

Material and technical equipment of the lesson: computer, speakers, video projector, textbook, audio supplement for the textbook, Handout(numbers, names of famous Frenchmen).

During the classes

Hello guys! From this year you begin to study new, important and interesting subject– French, for you it is a second foreign language. I hope we can gain a basic understanding of this beautiful language and enjoy its cultural treasures! I am sure you will be surprised by the French mentality, learn about outstanding people and events of this country, and also have the opportunity to show off your knowledge colloquial phrases this exotic language for our area! The purpose of the first lesson is to gain an understanding of the relationship between language and culture, as well as to become familiar with the French language in general. Can you guess what awaits you by the end of class today? What can you learn in the first 45 minutes of French in your life?

IIMain stage (32 minutes)

Teacher's speech:

Before moving on to practice in French, I would like to discuss with you the following questions: “Why do we need a foreign language?”, “Is it worth studying the culture of the country of the language being studied?” and “Is language linked to culture?”

(Slide No. 2).“A man is as many times a man as he knows the languages.” Pierre Brantome.

Discussion of the statement. The teacher motivates students to study foreign languages ​​and leads them to the idea that their study is an important necessity in the modern world. Language is a means of acquiring knowledge.

(Slide No. 3).“No person should travel until he has learned the language of the country he is visiting. Otherwise he voluntarily makes himself big kid- so helpless and so absurd.” Ralph Waldo Emerson.

Discussion of the statement. The teacher leads students to the idea that a foreign language is necessary as a means of communication with representatives of other nations, giving examples from personal experience travel.

(Slide No. 4).“To learn the customs of any people, try to first learn their language.” Pythagoras of Samos.

Discussion of the statement. The teacher leads students to the idea that culture is closely related to language; a reflection of the cultural values ​​of a people can be found in language. An example is the story about the Eskimos of Alaska, who have in their everyday speech over 40 lexemes denoting the concept of “snow,” which emphasizes their special treatment to snowfall. Such respect for snow is absent in the speech and cultural aspects of the Russian people, which also speaks of the diversity of cultures around the world.

Teacher's speech:

(Slide No. 5). In fact, you often use French words in your speech without even realizing that they are French. The word “l'étoile” is translated from French as “star”, the game “patience” is translated as “patience”, the theatrical prompter got its name from the French “souffler”, that is, “to breathe, exhale, prompt”, but the word “la fourchette" does not mean a buffet table at all, but a "fork", a scarf worn under a coat and covering the throat - "toAshne"(“le cache-nez”) literally translates from French as “hide your nose”, the well-known “sh”ezlong" ("une chaise longue")in the eyes of the French- nothing more than a “long chair”. An interesting example is that the word “tomato” comes from the French “pomme d’or” and is translated as “golden apple”! Can you give similar examples?

Group work . (Slide No. 6). For the next task, students are divided into 3 groups.

Teacher's speech:

I will ask you to highlight the features of the French language, firstly, aurally, by listening to an audio recording of a French conversation, and secondly, visually, by studying the slide (on it the same phrase is written in English, German, French).

After the groups have come to their conclusions and exchanged observations, the teacher, using slide No. 7, focuses on unvoiced features (among the features: melody of speech, stress in a word on the last syllable, diacritics, nasal vowels, “burr” sound and other).

Teacher's speech:

Since we managed to find out how French is fundamentally different from our native language and from English/German, I suggest you practice mastering your first words and phrases! Pay attention to those pronunciation features that you previously highlighted.

Ouvrez vos livres sur la page 8. Leç on1. (Accompanying words with actions)

Development of reading skills. Working on pronunciation.

Rely on experience in their first foreign language (explaining that many French consonants are pronounced the same as in their first foreign language). Introduction of rules for reading letter combinationsou [ u] Andom, on[õ]. Introduction of rules for reading consonantst, sand voweleat the end of the word (not readable). Practicing reading in chorus and individually. Visual material from the textbook and notes on the board are used.

Speech teachers :

Ecoutez et répétez les phrases après le speaker.(Listening to the greeting dialogue, the class repeats phrases from the exercise after the speaker.)

Work in pairs. Students read the dialogue role-playing.

Work in pairs + physical education minute . Students draw out a card with numbers and look for a new speech partner with the same number (move around the class, change seats, etc.) Students practice composing a similar greeting-farewell dialogue, replacing the names of the characters with their own names and greet each other . Then the students draw out sheets of paper with the names of famous French people and act out an acquaintance dialogue, introducing themselves with someone else’s name.

IIIFinal stage (7 minutes)

Homework. Explaining the execution strategy.

Homework:

As the first homework, students find information about the person whose name they introduced themselves to and prepare a brief summary of information about him (years of life, profession, significance for France), and also practice reading skills in previously read sentences.

Assessment of work in the lesson.

Introduction of the “Two Weekly Report” methodology. At the first lesson, the teacher needs to explain the technique of working with this technique and the purpose of such reports. They will fill out such a questionnaire for the first time next week, since curriculum lesson 2FL – 1 hour per week.

The essence of this formative assessment technique: Students need to answer three questions in writing: “What have I learned in these two weeks?”, “What remains unclear to me?”, “What questions would I ask students if I were a teacher to check , did they understand the material?

Summing up the lesson. Discussing the achieved goal, setting plans for future classes. Thanks to the class for the lesson. Parting.

List of sources and literature used:

Beregovskaya E. M. French. Book for teachers. 2015.

Beregovskaya E. M. French language. Textbook for 5th grade. 2015.

Kobrinets O.S. French in 15 minutes. First stage. 2015.

Pinskaya M. A. Assessment in the context of the introduction of the requirements of the new Federal State educational standard. 2013.

Shchepilova A. V. Theory and methodology of teaching French as a second foreign language. 2005.

The lesson was and remains the main link in the educational process. Consequently, ways, means and techniques for increasing the effectiveness of a lesson are a problem that is in the field of view of both scientists and practicing teachers.

In pedagogical literature, lessons are divided into traditional and non-traditional.

Traditional or direct methods and techniques of educational and pedagogical influence of a teacher on students are based on methods such as advice, hints, orders, requirements, reminders, etc. With constant use, these methods lead to the disappearance of creativity in the educational process, reduce the internal motivation of learning, since they focus on instructions, coercion, and control and evaluation activities.

A generalization of the experience of innovative teachers showed that a new teaching strategy, formulated in the works of L.S., has appeared in school practice. Vygotsky, A.N. Leontyeva, Sh.A. Amonashvili, one of the provisions of which is the approval of the pedagogy of cooperation, which involves a new style of communication between teachers and students, and students among themselves. The works of these scientists indicate that pedagogical communication should not be reduced only to the transmission and reception of information and the exchange of knowledge, it should include relationships between teacher and students, built on the basis of cooperation and partnership, creativity, invention and ingenuity. The new style of educational communication is focused on indirect pedagogical interaction, on turning students into equal participants in educational communication. The teacher guides, helps the educational activities of students, discusses possible areas of work, advises what educational materials can be used, acts as a speech partner, adviser, senior friend, consultant. This approach allows for an indirect pedagogical impact based on game, problem-based, intensive, project-based and other teaching methods. They are considered as a reserve for intensifying learning and belong to non-traditional or non-standard types of educational activities.

New forms educational process, entrenched in school practice, are improvised learning activities that have an unconventional structure and make it possible to change the traditional roles of the teacher and students in the lesson. Cooperation is built on the basis of dialogue between teacher and student; it fosters and forms in students self-reliance, “independence” from the teacher, and the ability to take responsibility for the results of their own learning.

Lessons that have a non-standard form

Arouse interest in learning,

Increases students' creative independence,

Increases the effectiveness of learning material,

Create a friendly atmosphere of communication,

Activate speech activity by increasing the proportion of unprepared speech,

Develop skills to work in a team,

Develop personal responsibility to the group for the results of joint activities,

Increase class cohesion

Enables students to acquire important social skills,

They develop the ability to build their behavior taking into account the position of others,

Reduce discipline difficulties.

To properly organize and conduct a non-standard lesson, the teacher must:

Start with a big one preliminary preparation(students must prepare the equipment for the lesson, perform preliminary assignments, and accumulate educational material);

It is imperative to include all students in the preparation and delivery of the lesson;

Take into account the actual level of preparedness of the group, the ability to cope with the task,

When analyzing the results, evaluate not only the achievement of the goal, but also the interest, initiative, mutual assistance, and friendliness of students in the process of work and when presenting the result.

Exist different kinds non-traditional lessons.

One of the most common forms of a non-standard lesson is discussion– detailed discussion in the form of dialogue of a problematic issue,

on which there are different points of view, with the goal of finding its solution not simply through a clash of opinions, but also in the process of logically consistent argumentation and counterargumentation. The use of the discussion method at the senior level of education involves managing the discussion, developing discussion skills, and teaching the ability to argue. The purpose of this work is to complicate the student’s mental activity, which entails the formation of unprepared speech and enrichment vocabulary. You should connect the main topic of the conversation with previously mastered topics, transfer communication into

cross-thematic plan.

Discussion is most typical for this type of lesson as "lesson-round table". Such lessons are carried out at the final stage of work on oral topic. It is necessary to make a round table from desks in the classroom, at which the teacher and students sit. The main requirement for a round table conversation is the real, factual content of students’ statements. The success of the “round table” is determined by a clear statement of the problem and the solution of a complex of related tasks. Such a lesson provides speech practice for schoolchildren in dialogical and monologue forms, and in listening. Educational and developmental tasks are determined by the specifics and content of a particular topic.

Such a lesson may include entertaining moments: quizzes, competitions, presentation of friendly cartoons. The appearance of “guests,” for example, an “English schoolgirl,” especially enlivens the conversation. However, the conversation should not turn into an ordinary montage, when those present know in advance who will speak and when. You should not familiarize students with the lesson scenario in advance, much less arrange rehearsals; exceptions are justified for low-performing students. Interesting conversations taking place in a calm, friendly atmosphere allow students to see a foreign language as a real means of communication, which has a beneficial effect on their attitude towards lessons and the study of the subject in general.

For middle-level students who do not yet have sufficient knowledge of a foreign language, we can offer creativity lessons, in which they are divided into small groups. Each group is given a specific task: to create a crossword puzzle on a certain topic so that others can decipher it; write a script plan based on the text you read so that others can act it out; make up riddles for others to guess. No more than 10 minutes are offered to prepare the task, and the rest of the time is allocated to solving the tasks.

Conducting an excursion lesson effectively. This lesson can also be taught in the classroom. In order for it to really benefit students, to develop their cognitive interest and deepen their knowledge, before conducting a lesson, it is advisable to divide the class into groups and offer each their own task or several questions, the answers to which they must find on their own. Each group goes its own way, and then reports on the work done and answers questions from its comrades. For example, visitors to an excursion to the “Science Museum listen to messages from museum staff on the topics “ Scientific progress and us", "Great Scientists", "Wonders of the World".

Particular attention in methodological literature is given game forms training. ( See the relevant workshop materials for game and project assignments)

24. Methods of using phonological materials and linguistic workshop in a foreign language lesson

The teacher has at his disposal various material means designed to help him in organizing and conducting the teaching and educational process in a foreign language. It can be argued that success in teaching foreign languages ​​is largely determined by the teacher’s ability to use them with maximum efficiency.

Most methodologists include the main advantages of using TSO in the educational process

1 – creation of an artificial language environment through the sounding speech of native speakers, supported by an extralinguistic background;

2 – strengthening the visibility of foreign language teaching (auditory and visual clarity, sociocultural component);

3 – expanding the range of listening to foreign language speech, increasing time for studying a foreign language (listening/watching outside the lesson);

4 – introduction of individualization elements;

5 – introduction of new forms of classes: video lesson, laboratory classes, independent work with TSO;

6 - increasing the number of information sources, ensuring consistency of sound and exemplary speech;

7 – creating opportunities for optimal organization and management of students’ independent work on the language during and outside the lesson.

Foreign language teachers should immediately be warned against using TSO without sufficient motivation, simply to decorate the lesson, to make it “modern.” TSOs are auxiliary teaching aids; they should help in conducting the lesson, and not decorate it. TSO should be used in strictly defined cases, only when it is impossible to do without them. Namely:

1. For additions educational activities of the teacher during repeated repetition of speech samples, performance of songs, demonstration of samples of dialogic and monologue speech of native speakers.
2. For full or partial replacements teacher during a lesson or when students perform independent work during after school hours(laboratory work, sound room, oral speech laboratory).
3. For intensification educational process in order to increase the time of language and speech practice of each student.
4. For control language skills and oral speech skills of students (laboratory work, recording student speech on film).

In the educational process, TSOs are classified according to the channel of information:

visual, auditory, visual-auditory.

Educational materials demonstrated using technical means can be divided into three groups: (1) photograms (strips, slides, unsound films), demonstrated using projection equipment and direct the studied material only through the visual channel of the students’ sensory system; (2) phonograms are presented using audio equipment and send educational speech information only through the auditory canal of the student’s sensory system; (3) video soundtracks or educational films of all types are demonstrated using sound devices and synchronously send both linguistic and extralinguistic information along the auditory and visual channels of the students’ sensory system.

The scope of application of a particular technical means varies depending on the purpose and stage of training and on those specific methodological tasks that are solved by each independent fragment of the educational process. So, when teaching phonetics and listening, in any case, the phonogram should play a decisive role, while when teaching oral speech, video technologies will come first.

The experience of using auditory technical means in teaching a foreign language allows us to highlight the following: methodological principles , reflecting the patterns of successful assimilation educational material:

1. The principle of anticipatory listening.

2. The principle of repeated repetition.

3. The principle of dividing and pausing the speech flow.

4. The principle of imitation of a speech sample.

5. The principle of controlling speech activity using instructions.

Auditory TSOs include three functional groups background materials.

1. Phonograms (F1 →), which are used in a purely receptive manner. They “give” information to the listener without requiring an immediate response from him. They are used for the purpose of traditional listening to excerpts of dialogic and monologue speech. Some teachers mistakenly believe that they can do without such phonograms. However, it is not.

The phonogram can invariably be repeated any number of times.

You can record the text and set it to music, which will provide an emotional impact on students.

The phonogram can be paused without disturbing the communicative orientation of the material (which is important for initial stage training).

Phonograms of this type teach students oral speech indirectly, thanks to internal speech. Inner speech performs two functions under these conditions:

1 - provides silent repetition of what was heard (in collapsed or expanded form), which is a kind of training in speaking.

2 - performs corrective and regulatory functions, as it acts as feedback (the key is a model).

These materials are of great importance for “auditory type” students.

The general structure of this group of phonograms is simple: except instructions, in which it is placed target and the listening procedure is explained, the phonogram has the main part, that is source foreign language information. Special tasks for the listening material and the presence of feedback are not mandatory in all cases.

Thus, this group of phonomaterials is characterized by the fact that the processing of speech information occurs in a purely receptive manner, and its use is carried out, as a rule, at a delayed time.

Phonograms of the second type (F2↔) involve active processing by students of listened information. To check the correctness of speech or educational activities feedback is used. Phonograms of this type not only convey information to the listener, but also require them to respond and provide verification of the correctness of the answer. The phonogram contains a set of tasks that are performed in pauses, and verification is carried out using keys of different types.

Traditionally, such a phonogram consists of instructions, listening material with tasks, pauses for answers and a key for feedback. Sometimes a fourth component is added to the record structure - second pause for students to repeat the key. The most useful instructions are those that “lead” students from one stage of the task to another, warning them against possible errors, giving the necessary explanations and comments along the way at a lower volume level, that is, through the sound of the educational material.

Some methodologists consider such tasks to be purely mechanical training, which is ineffective since it does not require active mental activity from students, but is reduced only to repetition after sample. There is no reason to overestimate the importance of such exercises, but their importance increases when the need arises for self-monitoring of the results of mastering a small amount of language and speech material. The monotony and lack of information content of such exercises can be reduced due to variety. traditional key. It could be:

The speaker repeats the correct answer,

The speaker's hint, “pushing” to the correct answer (one word, phrase, grammatical form, etc.),

Use of printed materials,

Use of drawings, diagrams, pictures.

Not in all cases the key is mandatory element background exercises, since the more creative task, the less predictable the answer.

It is important to structure the phonological exercise in such a way that the student not only reacts to the speaker’s remarks, but also is an proactive speech partner.

Educational and methodological support: Click On 2, Virginia Evans – Neil O’Sullivan

Lesson time: 45 minutes

1. Environment: Microsoft presentation software Power Point, Microsoft Word text editor;
2. Presentation: 30 slides (Power Point, Microsoft Word)
3. Presentation structure:

1. Title page.
2. Lesson topic.
3. Lesson objectives.
4. What is this?
5. Theme parks: Legoland, Disneyland, Asterix Park.
6. Legoland Park.
7. Types of the park: St. George and the dragon.
8. Types of park: metro.
9. Types of the park: Trio.
10. Types of park: My City.
11. Types of the park: Big Ben.
12. Types of the park: Miniland country.
13. Park Asterix.
14. Cartoon character Asterix.
15. Types of the park: Zeus attraction.
16. Types of the park: Gallic village.
17. Types of the park: roller coasters.
18. Types of the park: the Transdemonium horror room.
19. Types of park: street.
20. Disneyland Park in Paris.
21. Types of the park: Sleeping Beauty Castle.
22. Types of the park: attraction “Space Mission”.
23. Types of the park: attraction “Journey through the Film Studio”.
24. Types of the park: attraction “Pirates of the Caribbean”.
25. Types of the park: attraction “Stunt Show”
26. Types of the park: Dragon Cave.
27. Cartoon character Minnie Mouse.
28. Theme park information.
29. How to express your opinion: speech patterns.
30. If you want to learn more about theme parks, visit the following sites:

www.themeparkreview.com/europe2005/

The feasibility of using a media product in the classroom:

1. insufficient amount of information material in existing teaching aids (textbooks do not have certain illustrations, diagrams, etc.);
2. increasing the efficiency of mastering educational material by simultaneously presenting the necessary information by the teacher and showing demonstration fragments;
3. formation of information culture and competence of schoolchildren (search, selection, processing, organization of information)

Lesson objectives:

Educational - introduce students to various theme parks, teach them to express their opinions on the proposed topic.

Developmental – develop the ability to analyze text, select the necessary information.

Educational – to develop communication skills, to cultivate respect for the opinion of another person.

Necessary equipment and materials for the lesson: computer, projector.

Lesson plan:

Progress of the lesson:

Diagram of the relationship between presentation frames.

1. Listen and decide if the sentences are true (T) or false (F).

a) At Legoland there is something for all the family.
b) At Asterix Park you can travel back in time through ten centuries.
c) You can try a fantastic Dragon Ride at Disneyland Paris.

2. Read the text. Fill in the table the information about the theme parks:

3. Write your own opinion about these parks.

The very word “dramatization” brings to mind the theater, something sublime. Despite the apparent complexity, it can be said that most teachers have repeatedly used this method in their lessons. The elements of dramatization include dialogues and dramatizations which students most often develop in pairs.

The concept of dramatization is somewhat broader: it includes not only dialogical speech, but also monological statements and collective performances. The dramatization method allows you to carry out collective work in an unusual, friendly manner, aimed at developing the language and communication skills and creative abilities of students.

Objectives of foreign language lessons using dramatization

In lessons using dramatization, all important goals are involved:

• Educational purpose. At the preparation stage, students work through material devoted to a specific topic, necessarily in some aspect related to the language being studied. The work of creating a script in a foreign language is aimed at developing and improving the language skills of students. At the same time, lexical units, morphological and syntactic features of the language being studied are consolidated.
• Developmental goal. Preparation for rehearsals and directly for the performance develops imagination, memory, attention, emotional sphere students, as well as interpersonal communication skills.
• Communication goal. Dramatization creates the effect of immersion in the language environment. During the performance, communication takes place only in a foreign language.
• Educational purpose. Dramatization allows children to develop their creative abilities, instills interest in theatrical art, and fosters respect for all participants, a sense of support and mutual assistance.

What should you consider when preparing for a dramatization lesson?

Practical teachers who introduce elements of dramatization in foreign language lessons often stop at staging dialogues given in textbooks. Unfortunately, on the part of the students, this usually amounts to rote learning of lines, and speaking in front of the class is not fun. How to avoid such boring, monotonous performances? There are some important factors to consider.

• Dramatization is appropriate only at a high level of student knowledge. The student must have a fairly good understanding of lexical topics, clearly understand the structure of sentences in the language being studied, and be able to construct the most commonly used constructions.
• Elements of dramatization should be introduced gradually. You shouldn’t ask the kids to stage Shakespeare’s plays the first time. Simple dialogues or dramatizations with the participation of several people can also be offered to primary school students.
• To make lessons with dramatization interesting, the teacher must choose the right topic for dramatization. With a trusting and friendly relationship with children, this will not be difficult.

Lesson topics using dramatization

The topics of the lessons may vary. The teacher can focus on the curriculum, choosing from it the most interesting and useful topics for students. It is possible to rely on events of modern reality, current events in the native country, the country of the language being studied, or in the world as a whole. Addressing the topic of holidays and traditions can also be received with enthusiasm by students. Below are some examples of foreign language lesson topics using dramatization.

• "Journey to London (Washington, Berlin, Paris)." The topic is quite broad, so you can either break it down into several and conduct theatrical mini-sketches with the participation of a small number of people (2-3), or involve the whole group and present different situations related to traveling to the country of the language being studied in one performance.

This topic is fruitful in the sense that the performance can be filled with both regional studies material (for example, the internal monologue of the main character, his thoughts about the city upon arrival; mini-excursions, etc.), and phrases necessary for communication at the airport, public transport, hotel, cafe, etc.

Educational series in a foreign language, for example, “Extra. German with pleasure!”, similar films are also available in other languages. From here you can take examples of plots and situations. A good option would be to preview the episode and then have a discussion with students about choosing a topic to dramatize. In addition, the performance of the film's actors will show the children what emotions their hero can express, how he behaves, how he behaves with other characters, etc.

• “Meeting at the company, or meeting new employees.” Such a lesson will allow all students to engage and reinforce vocabulary on the topic “Professions.” The idea of ​​the staging is simple: during the meeting, the director of the company introduces new employees to the team and talks about the activities of the company. The rest of the participants also actively support the conversation: answer questions about themselves, ask questions that interest them.
• "Options for holding New Year's holidays" You can take New Year's celebrations in Russia or Christmas abroad as a basis. A dramatization with the participation of Russian Father Frost and American Santa Claus will look funny.
• “International competitions or Olympiads.” Many children enthusiastically follow the events of music festivals and sports competitions. Why not try organizing your own Eurovision or Olympics? You will need a lot of participants: presenters, journalists, athletes, artists. There can be any number of options for the development of events in a dramatization - it all depends on the imagination of the teacher and the class.

Features of preparing for a dramatization lesson

For achievement good results, it is necessary to approach lesson preparation responsibly. It is advisable that the teacher choose a strategy of cooperation with students rather than giving direct instructions. Preparing for a lesson with dramatization will take a lot of time, so you should not teach such lessons too often. 1-2 lessons per six months will be enough. Preparation includes the following stages:

• Selecting a topic. This should be a choice, and not only of the teacher, but also of the students.
• Selection of materials. Initially, materials can be in both Russian and a foreign language.
• Preparing a script in a foreign language.
• Distribution of roles taking into account the preferences and individual characteristics of students.
• Work on the role of each participant. Identifying possible mistakes, establishing the character of the hero.
• A selection of scenery, costumes and musical accompaniment.
• Conducting rehearsals.

Possible mistakes of the teacher and students

Most often, errors occur during the preparation stage.

• When developing a script, a teacher may get carried away by the overly informative component. Thus, when addressing regional studies topics, one should use the most Interesting Facts, avoid complex geographical descriptions, dates, numbers.
• Distribution of roles without taking into account the wishes and abilities of students.
• Rote learning of cues by students.
• Often students only learn their roles well, which can lead to confusion during performances. It is necessary that all participants are free to navigate the plot as a whole.

A fascinating and unusual form of presenting material during dramatization will create conditions not only for learning, but also for creativity, therefore, despite some difficulties, this method of working in the classroom is worth a try.

In such lessons, the teacher’s dream comes true: the speech activity all students (of course, at different levels), and the teacher himself manages the dynamics of the lesson, controls the students in the form of unobtrusive correction.

The organization of students’ educational activities allows us to move from the “heard-saw-studied” scheme to the “learned and consolidated in activity” scheme.

It is worth mentioning this type of lesson-competition as a creativity lesson. Its peculiarity and advantageous difference is that the tasks given to students are exclusively creative in nature. For example, here a crossword puzzle for one of the creative groups is not solved, but a crossword puzzle is compiled, riddles are not solved, but riddles are invented that members of other groups will guess, a script plan is written based on the text read, so that classmates can read and act it out. No more than 10 minutes are given to complete each task, since the rest of the time is allocated to solving those tasks that are proposed by groups.

"round table"

The round table lesson form has been widely used. The very concept of “round table” denotes a form of discussion. Discussion is a special form dialogical speech. It covers a huge range from everyday conversation between two people to a discussion of a report or abstract with a large number of participants. Every real discussion is an attempt, through joint discussion and reflection on the true state of affairs, to arrive at a possible solution to the problem.

Thus, the round table lesson is a lesson in communication, which is so important when teaching a foreign language.

Such lessons are usually held as a final lesson on a specific topic. To bring educational communication closer to real life, teachers try to connect the main topic of the conversation with previously mastered topics and transfer communication to an inter-topic plan.

The success of the round table is determined by the clear formulation and solution of a set of problems. These lessons broaden the horizons of schoolchildren, develop their interests, thinking and communication skills, strengthen the sense of camaraderie and cooperation between the teacher and students.

The main requirement for a round table conversation is the real, factual content of students' statements. But one should also take into account the fact that such a conversation should not turn into an ordinary montage, where those present know in advance who will say what and when. You should not familiarize the children with the lesson scenario in advance, much less arrange rehearsals, which is very typical for schools, especially the day before open lessons. Such lessons are open and demonstrative. Students do not receive new knowledge, because... there is no necessary tension and expectation of something new. Exceptions are justified for low-performing students: the teacher can work with them on an individually defined range of issues on which they will be asked to speak, but their statements should still be spontaneous.

To conduct a lesson it is necessary to: arrange workplaces so that the round table participants can see each other, develop a system of questions that they must answer, use technical means training (if necessary), as well as the “free microphone” principle, agree on the rules.

Options for the round table plan:

Option "A":

· brief introductory word presenter;

· hearing short messages round table participants;

· formulation by the round table presenter of questions received from the audience;

· development of discussion;

· development of agreed positions on the subject of discussion.

Option "B":

· a blitz survey of those present in the audience in order to agree on the topic and order of work (for example, using questionnaires and their computer processing);

· collective development of answers to the essence of the questions posed;

· listening to the opinions of speakers;

· development of a consensus opinion during the discussion.

Option "B":

· presentation of the problem (film, video, poster, etc.);

· introducing the round table participants, listening to their opinions on the presented situation;

· connecting a “free microphone” in order to find out the opinions of those present;

· discussion;

· finding “points of contact” and developing an agreed position.

When choosing any of the options for holding a round table, you must remember the rules of the discussion. We need to introduce the kids to the culture of argument: listening carefully to others