ORGANIZATION AND CONDUCT OF SCENARIO LESSONS OF A FOREIGN LANGUAGE

1. The concept of a scripted foreign language lesson

The lesson was and remains the main link in the educational process. The most important problem What concerns all secondary school teachers is increasing the effectiveness of the lesson as the main form of teaching and educating students.

A teacher’s creative approach to preparing and conducting a lesson can positively change many things in students’ attitudes toward learning. Moreover, a creative approach is characteristic of every teacher if he shows imagination and ingenuity, involves each student in organizing and conducting a lesson, and makes students his co-authors in designing lessons. In this case, there is confidence that the teacher will achieve significant success in increasing the effectiveness of the lesson.

Various types of lessons are known in the methodology. They are used depending on the topic, the place of a given lesson in the educational process, determined by the teacher’s intention, etc. Conventionally, all lessons can be divided into traditional and non-traditional. It is the non-traditional approach to conducting a lesson that makes it possible to encourage students to intensify mental activity, to independent creativity, and to realize the capabilities of each student.

In such lessons, the creativity of students and the creativity of the teacher are embodied in a common cause. Lessons of this type give the teacher a fairly complete idea of ​​the level speech skills students, however, grades are not given in such lessons, which gives positive results, because Students do not feel afraid of making mistakes.

1. Begin work with extensive preliminary preparation: the lesson equipment is prepared, the students themselves are prepared, the necessary preliminary tasks are completed, the necessary educational materials are accumulated on behalf of the teacher.

2. It is imperative to include all students in preparing and conducting the lesson.

3. Take into account the actual level of preparedness of a particular class.

4. When analyzing a non-standard lesson, evaluate not only the degree of achievement of the set goals, but also the emotional tone that is established in the lesson, as well as the interest of students, their activity, collectivism, mutual assistance and other favorable conditions that positively influence the formation of the student’s personality.

In terms of structure, a non-traditional lesson may not contain conventional blocks and stages, but represents a holistic scenario on the topic. Such lessons are always lessons in the development of unprepared speech.

Before writing a script for a non-standard lesson, you should prepare a methodological justification. Here are some recommendations for writing a methodological justification for a non-standard lesson:

1. Justify why you choose this type of non-standard lesson to conduct in this class, on this topic, at this stage (describe the psychological and age characteristics of the students, the level of their language training, interest in this form of work, etc.).

2. Thoroughly study the chosen form of a non-standard lesson yourself and introduce it to the class students (indicate how you will do this).

3. Think over the goals and objectives of this lesson (it should be the logical conclusion of a particular topic).

4. Determine the main stages of preparing a non-standard lesson and think about how the roles will be distributed among the students in the class, what everyone will do and what the teacher’s position will be at each stage (consultant, informant, leader, assistant, employee, referee, etc.).

5. Select tasks and exercises for each stage and consider the required preparation time.

6. Consider the conditions for individual disclosure of each participant in this lesson.

7. Prepare a lesson script detailing what you expect from each student.

8. Specify the time for the presentation of a non-standard lesson, invite colleagues.

9. Specify how the discussion of the results of the lesson will take place.

2. Didactic possibilities of non-traditional lessons

Scenario lessons do not require changes to the program; they are the logical conclusion of a particular topic. But a positive result is achieved only if there is a system in the teacher’s work, if there is a desire to encourage students to prepare for these lessons in a way that brings them joy and satisfaction. Such lessons instill a sense of collectivism, empathy for a friend, responsibility to the whole group not to let you down, not to lag behind your classmates.

Lessons of this type can be created collectively, i.e. all teachers working at the school. A model and scenario for each lesson is developed. The lessons are then taught by one of the teachers. When conducting and preparing a lesson, the teacher’s art is revealed. The main thing in this matter is not experience, but original approach and an unconventional way of thinking.

Non-traditional lessons allow you to:

■ to form in students a holistic understanding of the topic being studied;

■ explain the most difficult issues of the topic being studied;

■ implement interdisciplinary connections in accordance with the requirements of the time;

■ to intensify the cognitive activity of students;

■ improve the quality of learning the material being studied;

■ create a creative atmosphere among students;

■ identify everyone’s abilities;

■ improve teacher-student contact;

■ to develop schoolchildren’s skills in working with additional literature;

■ teach students to compare, generalize, and experiment;

■ increase students’ interest in the subject “foreign language”.

3. The most common forms of non-standard lessons and methods of organizing and conducting them

Let's take a closer look at some of the most commonly used forms of non-standard lessons in school.

The lesson-debate (it is often called a debate) is interesting in its structure.

In our society, the power of speech is often not given enough attention. The ability to express oneself is taken for granted, and it is believed that with a good command of grammar and a rich reference stock, a person is capable of educated speech. School programs often do not contain an orientation toward the conscious development of an oral utterance.

Argument, with its long-established traditions, is a mechanism for conducting organized discussion on various topics. The two groups present their arguments and counter-arguments in order to try to convince the judge that they are right. points of view and rhetorical skills. Thus, learning debating techniques provides an excellent opportunity for students to take their speaking and communication skills to a much higher level.

Debate develops the ability to think logically and critically; the ability to organize your thoughts; speaking skills; rhetorical skills; confidence in own strength; ability to work in a group; the ability to focus on the essence of the problem; ability to behave in public.

Conducting debates in a foreign language provides invaluable assistance in the following: oral practice, conscious use of a foreign language for practical purposes; overcoming complexes. Overall, debating skills develop the skills necessary for students to be able to communicate effectively.

One of the most important skills shaped by debate is the ability to think critically. Having learned this mental process, people will be able to: 1) analyze strong and weaknesses opposing points of view and the ability to put oneself in other people’s shoes; 2) the awareness that feelings are a reaction to a situation; 3) awareness of the limits of one’s knowledge and tendency to prejudice; 4) communication and fair treatment of people who express unpopular ideas or beliefs; 5) mobilizing all the means available to them to solve the problem and find optimal solution; 6) the ability to welcome interesting questions as an opportunity to direct thoughts in a new direction; 7) develop observation skills and the ability to draw conclusions.

The number of debate participants can vary from 2 to 4 groups. In some types of disputes, participants can only make statements, while in others they are also given the opportunity to ask questions.

The following rules have been adopted for the conduct of debates: Participants: 1. Timekeeper - records the time spent by each participant. Gives a verbal warning 30 seconds before time expires and signals the need to end the performance. Tells how much time is spent on the performance. 2. Judge - makes a conclusion about which team won. The judge gives reasons for his decision, thereby helping the participants prepare for the next debate. 3. Teams, usually consisting of 4-5 participants. The team that defends the topic is called “affirming,” and the team that challenges it is called “denying.”

Memo “How to overcome uncertainty”:

1. Nervousness is natural. External nervousness will not lead to loss of points.

2.Your comrades will support you, because For many of them, this speech is also their first.

3. You must be well prepared: prepare a good speech, while preparing, rehearse until you feel confident.

4. Before speaking, take a deep breath and make eye contact.

5. You should appear confident even if you don't feel confident.

6. Speak slowly, clearly, take your time, pause where necessary.

7. If necessary, repeat a single thought, but never start your speech over again.

8. Try to keep the entire audience in sight.

9. Use gestures to make your arguments more powerful.

Discussants must be able to correctly use: narration; description; explanation with examples; comparison or contrast; infer cause and effect; give definitions; skillfully use argumentation. The last two areas (i.e. definition and argumentation) are especially important from the point of view of the disputant. When learning how to conduct a discussion, you should remember the following concepts of rhetoric: definition (key concepts/terms should be accompanied by definitions so that their meanings are clear to all participants).

Definition types:

Logical definition (short, clear, objective);

Figurative definition (usually based on metaphor);

Extended definition (detailed, lengthy).

Definitions can be given: 1) by listing the characteristics of things; 2) listing their components; 3) by contrast or comparison; 4) providing examples; 5) indicating their purpose; 6) a combination of the above methods. Definitions are necessary to clarify statements or statements. The statements themselves are meaningless. Arguments are needed to justify them. However, arguments also need to be supported by evidence.

Arguments may follow from the definition; arise from the connection between cause and effect; be generated by a situation or circumstances; be based on analogy; proceed from the principle “even more so” (if humanity was able to send a person into space, then it should be able to feed all those in need); be based on evidence.

Ways to develop argumentation:

Induction (using facts and evidence to reach a general conclusion);

Deduction (movement from general to specific, use of syllogisms).

Students need to be taught how to prepare for discussions. The following research skills seem to be extremely necessary: ​​1) working in the library and with Internet sources; 2) use of directories, newspapers, magazines and periodicals; 3) goal analysis; 4) approaching the topic from different points of view; 5) record keeping; 6) proper documentation.

Here is the description possible sequence actions at the initial stage of preparing the discussion:

1. “The Meaning of a Word” is a communicative game that promotes increased awareness of the role of speech. For example, part of the group sees a picture hidden from others and retells its contents to their comrades, who reproduce the story on paper. Those describing the picture do not see what is being drawn from their words.

2. Demonstration of the dispute model in a video recording.

3. Students make a conclusion and the teacher explains the rules.

4. Analysis of the role of speakers.

5. Definitions.

6. Ways to develop argumentation.

7. Aspects of judicial activity.

8. Development of oratory skills in oral speech (articulation, voice modulation, use of facial expressions and gestures, etc.).

9. Practice speaking in public with a message on a topic.

10. Brainstorming.

11. Research work.

12. Classification and selection of evidence.

13. Writing the text of the speech.

14. Practice of judicial opinions.

15. Preparation for the competition.

The discussion is prepared using the entire course of previous work on the topic; individual techniques are practiced in the lessons of the topic. Students should understand the form of the scripted lesson you plan to teach.

Lessons-tournaments for primary school students are held in an interesting way. These lessons offer riddles, tongue twisters, crosswords, etc. Typically, such lessons are held at the end of the quarter during the final lesson. Solving puzzles, puzzles, and chainwords develops ingenuity and strengthens memory. First you need to enter the following words with a definition: puzzle - puzzle. It can be created using numbers, letters, pictures, or both. Chainword - chainword (chain of words). In Chinaword, the last letter of the previous word is the first letter of the next one. The words that need to be inserted into the Chinese word are encrypted with pictures, puzzles or key sentences. Crossword - crossword puzzle (crossing words). The words are encrypted in the same way as in Chinaword. Crossword puzzles must be prepared on separate sheets of paper so that they are clearly visible to all students or photocopied for each student. This should not be a new type of work for students in this lesson, because... in this case, it will take a lot of time to complete the task. Such tasks should be performed regularly in class.

Rebus - rebus or drawn riddle. In a rebus, the desired word or phrase is depicted by a combination of figures, letters, numbers, notes and other signs.

The game lesson is also mainly conducted for younger schoolchildren. One of the most important techniques when teaching a foreign language to children is play. Factors that accompany the game - interest, a sense of satisfaction, joy - facilitate learning. The game is specific and corresponds to the development of younger schoolchildren. The excitement caused by the game creates, as it were, a zone of inhibition for everything that is outside the game.

A teacher can widely use mobile, semi-moving and quiet games when explaining and mastering new educational material. Games can be used for various purposes: when introducing and consolidating vocabulary and models of a foreign language; for the formation of skills and abilities of oral speech; as a form of independent communication for children in a foreign language. By complicating the game during the learning process, we adhere to the principles of gradualism, consistency and accessibility in learning.

In lessons, you need to use both original games specific to children in the country of the language being studied, and games that are already familiar to children in content, but with a foreign text. The most commonly used analogues of television programs are: “What? Where? When?”, “Field of Miracles”, “Clever Men and Wise Women”, etc.

The scope of their application is mainly the repetition of certain topics. The competition consists of several competition stages. The final stage- summarizing.

Role-playing game is an educational model of interpersonal group communication, a specific organizational form of teaching oral communication based on the communicative principle. It fits easily into the lesson and gives students genuine pleasure.

Problems solved using role-playing games:

1. assimilation and consolidation of new material;

2. development of creative abilities;

3. formation of general educational skills;

4. development collective forms communication;

5. increased motivation.

Types and properties of role-playing games.

Role-playing (business in high school) game allows you to bring the environment of the educational process closer to real conditions generating the need for knowledge and its practical application, which ensures the personal cognitive activity of schoolchildren.

The role given to the student must take into account the learning objectives of the lesson, as well as the individual characteristics and needs of the students.

Role play features:

Educational (promotes the development of speech skills);

Motivational and incentive (causes the need to communicate in a foreign language);

Educational (conditions are created for instilling discipline, mutual assistance, activity, independence, the ability to defend one’s point of view, and showing initiative);

Orienting (focuses on planning the interlocutor’s own speech behavior, develops the ability to control one’s actions, and give an objective assessment of the actions of others);

Compensatory (realizes children's desire to communicate, even with a lack of linguistic means).

The teacher's position when conducting a role-playing game.

1. Manager – screenwriter, director.

2. Participant is the students’ partner in the game.

3. Observer – controller of the progress of the game.

4. "Absent."

Didactic opportunities of role-playing game:

– a favorable psychological climate is created in the classroom;

– students experience pleasure from playing the game, because any game has high motivation;

– the lesson is held at a high level emotional level;

– during the game, students imitate a certain activity, which develops skills and abilities based on the knowledge gained;

– post-game discussion helps to consolidate knowledge.

Negative points: high labor intensity of preparation for the teacher;

the teacher must be a good screenwriter, director and actor, otherwise it will be difficult for him to organize the game, which can lead to disappointment among students; difficulties in replacing game participants if someone is absent at the time of the game; some uncertainty and unpredictability of results; possible hidden resistance of individual participants.

A lesson-excursion (travel) can be carried out in various ways. In order for this lesson to truly benefit students, to develop their cognitive interests and deepen their knowledge, before conducting such a lesson, students can be divided into groups and each of them can be given a task or several questions that they must answer. Each group, having received the task, goes its own route, during which it collects the necessary information. After the excursion, the group solves the tasks assigned to it using the data obtained.

You can conduct such a lesson in the form of an excursion or a trip with stops, i.e. in the form of a game. At stops, students are asked certain questions (it is advisable that they are thematically related to the excursion itself). Those who are able to answer these questions are part of the journey and can answer the subsequent question at the next stop. The one who successfully answers all the questions wins.

A fashion show lesson is used to reinforce vocabulary on the topic of clothing. The teacher draws up a lesson plan in advance with a group of students, distributing roles. It is also necessary to prepare presenters (they can also act as fashion designers or fashion consultants) who will talk about newest directions fashion. Fashion magazines should be brought to class for students to read. They will probably have questions for the fashion designers. Questions should not remain unanswered. Also, such a lesson can be taught by high school students to middle school students: talk to them about the ability to dress beautifully, comb their hair, use makeup correctly, and demonstrate beautiful clothes. Nowadays, many girls dream of becoming a fashion model, so such a lesson will be quite interesting in any school.

A teleconference lesson is usually held for high school students on a specific topic. The class is divided into two groups. This lesson is preceded by a lot of preparation, because... students have to discuss not only the topic they have covered, but also use additional material. Such a lesson expands and deepens students' knowledge on a particular topic.

The auction lesson can be taught in any classroom. A prerequisite is that students must be able to talk about the item being sold and present all its positive aspects. The lesson is conducted as follows: the auctioneer and his assistant are at the demonstration table. The auctioneer has a small gavel. The assistant writes down the names of those who bought some things. Students offer their items for sale, describing in detail all their advantages. If “customers” have questions about things, they ask them. The auctioneer then proceeds with the sale.

A press conference lesson is good for reviewing a topic or discussing an interesting problem. He prepares in advance. At the press conference there are “scientists” from different countries, or “musicians” of famous groups, or “famous athletes”, etc. The rest of the students are “journalists.” They have badges and represent certain newspapers. Journalists prepare in advance the questions they want answered on a given topic. Questions can also be asked during a press conference, but the teacher must be sure that all journalists will participate in the survey. Some questions can also be submitted in writing.

A quiz lesson or competition lesson is held after studying a topic or after studying a section of this topic. The winner is the one who answers all the questions faster and more correctly.

Students facing the most complex cases the use of grammatical combinations in literature and colloquial speech, one combination is often confused with another. Repeated listening and reproduction of rhymes makes it easier to remember the studied speech patterns, facilitates their further use in speech, and contributes to the development of a stable and error-free skill in using them in adequate speech situations. It is necessary that all rhymes be written on cards and available to students so that if they make mistakes, they can repeat them. Similar lessons can be carried out with any grammatical material.

Lesson-reflection, lesson-discussion, lesson-round table, lesson-conversation - are similar in structure. The teacher chooses a specific topic and develops a lesson plan. The topic of such a lesson and those questions for which it would be desirable to prepare answers are announced in advance. The topic must be chosen to be relevant so that its discussion makes students want to talk. As the lesson progresses, students will have their own questions that they would like to discuss with their classmates. Such an initiative should be encouraged. However, it is necessary to distribute certain material to some students in the class because... such a lesson requires careful preparation and you should not expect that all stages of the lesson will take place spontaneously. You can prepare not the strongest students in advance, because... for them this will be a chance to prove themselves and this approach will give some of them the opportunity to believe in themselves.

Lesson-analysis and lesson-problem have a similar structure. For an analysis lesson, a current situation is selected and analyzed with students. The topic must certainly interest everyone and evoke a desire not only to talk, but also to really analyze the situation.

A poetry lesson is necessary for secondary school students, because... it provides an opportunity to introduce them to the beautiful poetry of the authors of the country whose language they are studying. It is not possible to study poetry in a regular lesson, so this can be successfully done in a non-traditional lesson. Many students write their own poetry; they need to be involved in translating the poems of the author that will be discussed in the lesson.

A dream lesson can be held in any class, depending on the chosen topic. Schoolchildren dream of many things. It is important for the teacher to find out their dream and build a lesson based on it. The appropriate language material is selected, the studied structures are used, texts are used, based on what? which the lesson will be based on. Don't forget about the lesson design. If necessary, it is worth bringing colorful pictures of postcards; they will make the lesson more interesting and memorable.

A research lesson is a lesson in which students can explore themselves and find answers to some important questions. They are offered some tests (in a foreign language) of a psychological or cognitive nature, which they perform during the lesson. At the end of execution, a key is necessarily given. The results of the study are discussed at the end of the lesson.

Currently, the legal profession is a very relevant specialty. Typically, students in law classes study advanced topics. They are rarely offered professional-oriented vocabulary. Lessons such as investigation lessons are a kind of professional orientation towards future profession. But such a lesson can also be taught in a regular school, because... Many schoolchildren are interested in such problems.

This is not a complete list of forms of scenario lessons. With interest and creativity, you can prepare and teach many different forms of non-traditional lessons.

In this chapter we will talk about the types of scenario lessons, as well as their methodology.

carrying out. Before we talk about each type of scenario lessons in

separately, it is advisable to analyze common features such lessons.

Firstly, scenario forms of an English lesson are implemented as

usually, after studying a topic or several topics, doing

educational control functions. Such lessons take place in an unusual,

unconventional setting. Such a change in the usual environment

is appropriate because it creates a festive atmosphere when summing up

results of the work done, removes the mental barrier that arises in

traditional conditions for fear of making a mistake. Non-traditional

forms of foreign language lessons are carried out with mandatory participation

all students of the group/class, and are also implemented with the indispensable

using auditory and visual aids. In such lessons

manages to achieve a variety of methodological, pedagogical and

psychological nature, which can be summarized as follows:

The knowledge, skills and abilities of students are monitored

a specific topic;

Provides a businesslike, working atmosphere and a serious attitude

students for the lesson;

There is minimal teacher participation in the lesson.

Secondly, scenario lessons have 3 main basic stages:

1) It is a prerequisite for the formation and development of the motivational sphere

students: problems are posed, the degree of readiness to solve them is determined,

finding ways to achieve lesson goals. Situations are outlined, participation in

which will allow you to solve cognitive, developmental and educational

tasks. The development of the motivational sphere is carried out more effectively the more

the preparatory period was carried out more effectively: quality of execution

students' preliminary assignments affects their interest in the upcoming

work. When conducting a lesson, the teacher takes into account the students’ attitude towards

original form of the lesson; their level of preparedness; age and

psychological characteristics.

2) Communication of new material, formation of students’ knowledge in various

“non-standard” forms of organizing their mental activity.

3) It is dedicated to the formation of skills and abilities. Control is usually not

stands out in time, and “dissolves” in each of the previous stages.

During the period of analysis of these lessons, it is advisable to evaluate them as learning outcomes,

education, development of students, and the picture of communication - emotional tone

lesson: not only in the communication of the teacher with students, but also in the communication of students

each other, as well as individual working groups.

As noted earlier, we will dwell in more detail on the following

scenario lessons: lesson-discussion, lesson-brainstorming, lesson-role-playing,

lesson-project, lesson-performance.

Lesson-discussion

This type involves the creation of solution situations

communicative and cognitive tasks. Communication interaction and

cooperation is always a comprehensive discussion of what is common to all

subject of cognitive activity. To the totality of communicative-

cognitive tasks include a wide range of situation modeling

within the framework of simulation, debates, disputes and conferences, various

interview. When preparing such situations, the teacher determines topics

creates tasks for students to independently prepare materials

future discussions, is its organizer. The participants in the discussion (then

there are students) should not only be able to formulate their point of view and

justify it, but first of all they must be able to listen and understand judgments

partners, see similarities and differences in opinions, must be able to formulate

questions to clarify the content of statements. When organizing a discussion

The teacher monitors not only the correct speech of the speakers, but also

lexical and grammatical richness, but also for correct understanding

opportunity for students to express a variety of points of view,

paying attention to contradictory and alternative statements on

about one thing general subject. The teacher also summarizes and demonstrates

general results discussions. Discussion topics must be relevant

life and cognitive interests of students, as, indeed, all

According to R.S. Appatova, group discussion is one of the more

productive ways to organize communication in the classroom. In the process

discussions, students analyze the information received and accept

a single, informed decision. "Discussion as a way of consistent

solving communicative problems makes a significant contribution to the activation

oral speech interaction of students, in teaching polylogical

communication." And if you combine discussion with role-playing game, then this

will allow students to remove communication barriers in communication, increase

the volume of their speech practice will help everyone plan their

statement, and will unite everyone together with a plot, organizational

forms, rules, etc.

The ability to conduct a discussion includes many

linguistic, intellectual and social skills and abilities.

Discussion, with its long-established traditions, is a mechanism for

organized discussion of various topics. Discussants outline

their arguments and counter-arguments, convincing each other of the correctness of their point

vision and rhetorical skills. Thus, the study of management methods

discussions provide students with an excellent opportunity to raise their

ability to speak and communicate at a much higher level.

Discussion develops the ability to think logically and critically, the ability

organize your thoughts; speaking skills, rhetorical skills,

ability to work in a group, ability to focus on the essence

problems, ability to behave in public.

Conducting a discussion in a foreign language provides invaluable assistance

in the following: oral practice, conscious use of foreign

language for practical purposes; overcoming complexes. Overall, the ability to lead

conversation helps develop the skills needed to

students were able to communicate effectively and think critically.

By learning this mental process, people will be able to:

1) Analysis of the strengths and weaknesses of opposing points of view and skill

put yourself in the place of others.

2) Awareness that feelings are a reaction to a situation, and

that they would be different if their attitude to the situation was different.

3) Communication and fair treatment of people.

4) Mobilizing all the means available to them to solve the problem and

searching for the optimal solution.

5) The ability to welcome interesting questions as an opportunity to guide

thought in a new direction.

6) Develop observations and conclusions.

7) Distinguish between facts that are and are not related to the topic.

Discussants must be able to correctly use: narrative,

description, explanation with examples, comparison or

contrast, deduce cause and effect, give definitions,

skillfully use argumentation. The last two directions ( definition

and argumentation) are especially important from the point of view of the participants in the discussion. At

When teaching how to conduct a discussion, you should remember the concepts of rhetoric:

definition (key concepts, definitions, terms should

accompanied by definitions so that their meanings are clear to everyone

participants)

Definition types:

* Logical (short, clear, objective)

* Figurative (usually based on metaphor)

* Extended (detailed, long)

Definitions are necessary to clarify statements and assertions. Themselves by

self-statements make no sense. Arguments are needed to justify them.

However, arguments need to be supported by evidence

Arguments may follow from the definition; come from the connection between

cause and effect; be generated by a situation or circumstances;

be based on analogy; be based on evidence.

Ways to develop argumentation:

* induction - the use of facts and evidence to derive generalities

conclusions.

* deduction - movement from the general to the specific, typical use

syllogisms.

Students need to be taught how to prepare for discussions.

The following research skills appear to be essential:

1) Work in the library

2) Use of directories, newspapers, magazines, etc.

3) Goal analysis

4) Approach the topic from different points of view

5) Record keeping

6) Proper documentation

The essence of a discussion course is the ongoing

disputes However, other activities are also necessary for

students’ understanding of all facets of discussion. These types

activities include speech and text analysis, language exercises

awareness, communication games, exercises in rhetoric, joint

work throughout the entire process - from preparation to performances.

Discussion is complex look activities, and thus very

It is important to avoid the desire to explain and teach students everything at once.

1) it is worth announcing in advance the topic of the discussion lesson and the questions that will be

be discussed.

2) rational preparation and distribution of roles in the discussion, provision

certain material for students, because such a lesson requires careful

preparation.

3) drawing up a lesson-discussion plan taking into account the element of spontaneity.

4) preparation of visual aids, audiovisual materials, supports that

will form the basis for the discussion.

5) you can prepare not the strongest students in advance, because for them it is

will have a chance to prove themselves, and this approach will give them the opportunity to believe in their

6) preparation of a system for analysis, evaluation and encouragement of students. It's important here

take into account not only whether the main goals have been achieved, but also to what extent

the students are in the mood at the end of the lesson-discussion. After all, positive

mood is a powerful impetus to further success and interest

students in learning a foreign language.

Brainstorm lesson

The method and term "brainstorming" or "brain attack" are proposed

American scientist A.F. Osborne (based on a version of the heuristic

dialogue of Socrates). The inventor noted that collectively

generate ideas more effectively than individually. Under normal conditions

a person’s creative activity is often restrained, both explicitly and implicitly

existing barriers (psychological, social,

pedagogical, etc.). It is convenient to express this situation using the model

"gateway". Human creative activity is most often potentially

held back like water by a sluice. Therefore, we need to open the "gateway"

to free her. Tough leadership style, fear of mistakes and criticism,

purely professional and too serious approach to business, pressure

positive emotions - all this plays the role of a “gateway”. Dialogue in conditions

"brainstorming" acts as a means to remove the "gateway",

release the creative energy of participants in solving a creative problem.

The principle of “soft competition”

When training, you need to use soft competition, as it

promotes the active involvement of children in the educational process.

When conducting a soft competition, the following must be observed:

1. organize group competitions more often than individual ones;

2. competitive activity should not be related to

remuneration, grades in the magazine, etc.;

3. The composition of the team must constantly change.

Soft Competition Score:

By the number of ideas put forward by the team;

By the number of original ideas (these are those ideas that others

commands are not offered).

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Introduction

A thematic competition, which coincides with the celebration of the Day of Teachers and All Preschool Workers (September 27) and Teacher’s Day (October 5), prompted me to create my own script for an English lesson with game moments on the theme “Teacher/Educator Day”.

But it was not only the competition that prompted this, it served as a launching pad. Each teacher/educator wants and strives to ensure that his lesson is different from all others, and each one is individual and not similar to the previous ones. This is greatly facilitated by holidays and events, the idea of ​​which can be transferred to a lesson/activity, thereby diversifying them. From year to year, the scripts are repeated and taken from the Internet. Due to the large amount of work teachers do, few people decide to develop their own script. After all, it’s really easier to take a ready-made one.

But I, as a young specialist, want to contribute to the development of the lesson. And maybe my script will be useful to someone.

Lesson script

Section 1. “Two capitals”. The topic of the lesson is “Famous people of Russia”

Typelesson: excursion.

Setting a goal:

Today I propose to start our lesson by answering the question : « WhatdidourcountryGREAT?»

- What makes our country GREAT?

“It is not our first question today.

Questions will help us to come to the end of the lesson. Questions it’s places of stops in our excursion.” - ( This is not our first question today. Questions will help us reach the end of the lesson. Questions about stopping places on our excursion).

Today we will remember the creative figures of our country and talk about their importance in the development and culture of Russia. Let's draw a parallel between British and Russian literature.

Target: Introduce children to famous personalities our country. Writers and creative figures. Remember their famous works. Talk about the significance of their work for society. Talk about writers in Britain. Introduce one of the important English literature poetic forms – limericks

To achieve the goal, the technology of the activity-based teaching method is used, the peculiarity of which is that children independently “discover” knowledge in the process of independent research activities. The teacher only directs this activity and finally sums it up, giving a precise formulation of these concepts.

Regulatory UUD, formed at this stage, is to determine and formulate the goal of the activity with the help of the teacher.

Tasks:

• cognitive: to teach each child independence in acquiring knowledge; lay down skills, that is, precise actions that are repeated many times until automaticity is developed; to form skills, that is, a combination of skills and knowledge; teach schoolchildren what was discussed in the lesson.
• developmental: development of speech, development of thinking and development of movement, that is, the motor sphere.
• educational: nurturing the child’s personality and moral qualities. Development of a sense of beauty and the ability to appreciate creative work and the talent of the people.

Leading Educational Technology: activity method technology.

This technology dramatically changes the role of the student in the classroom: now he is not a listener, a contemplator, but a researcher, an organizer of his activities.

The use of this learning technology allows students to take one more step in learning a foreign language:

• learn to study (“I know how to teach and organize myself);
• develop cognitive activity (“I love learning, everything is interesting”);
• maintain internal motivation (“I understand why I’m studying”)

improve basic reflexive qualities (“I can accept a teacher’s assessment, I evaluate my own activities”).

Methods and techniques: heuristic conversation; techniques for activating mental activity, modeling, design, self-assessment techniques, collaboration technology techniques.

Equipment and materials for the lesson: interactive board for demonstrating a multimedia presentation, educational complex “RAINBOW ENGLISH” O.V.Afanasyeva, I.V.Mikheeva-6th grade

Fundamental educational objects in the direction of which students’ activities are planned: “ Limerick", works of Russian and British writers.

Form of the lesson:Lesson-excursion (travel)

A lesson in the form of an excursion can be conducted in various ways. To develop cognitive interests and deepen the knowledge of students, before conducting such a lesson, students can be divided into subgroups or pairs, and each of them can be offered a task or several questions that they must answer. Each group, having received the task, goes its own route, during which it collects the necessary information.

You can conduct such a lesson in the form of an excursion or a trip with stops, i.e. in the form of a game. At stops, students are asked certain questions. Those who are able to answer these questions are part of the journey and can answer the subsequent question at the next stop. The one who successfully answers all the questions wins.

Forms of work: steam room, individual.

Creating conditions in the classroom for students to demonstrate cognitive activity is achieved through:

• encouraging students to express their own opinions;
• assessments (not only the final result is assessed, but also the process of activity);

encouraging the student’s desire to find his own way of solving and analyze the answers (his own and his classmates’). Mutual encouragement in the teacher à student à classmate scheme.

Main (central) questionslesson:

1) Why do people work on cultural development? Why do create different literary works? (Why do people work on cultural development? Do they create various literary works?)

2) What is LIMERICKS? (What are limericks?)

Stages and types of student activities with an approximate breakdown of time by minutes (which UUDs do they belong to?).

I. Organizational stage 2 minutes

II. Update background knowledge

Conversation. Checking progress homework. 5 minutes

Communicative: establish working relationships, collaborate effectively, and promote productive cooperation.

Cognitive UUD: find answers to questions in the text, dictionary, illustrations

III. Motivation for learning activities.

Setting the lesson goal. 3 minutes

IV. Learning new material. 25 minutes

Completing tasks. Writing down the definition. Reading works. Preparation of reporting with intonation. Translation.

V. Generalization, systematization and control of students' knowledge and skills. 5 minutes

VI.Reflection. Summing up the lesson. Writing down homework. 5 minutes

The lesson is built on the principle of educational dialogue (dialogic nature of the educational process). The teacher is focused on a democratic style of relationships, because he gives the child the right to make mistakes, his own opinion, the choice of an educational task and an activity partner.

Formulation of tasks for students at each stage of the lesson.

1) Collaborative work between students and teacher.

There is our first question -What do you remember of literature Russian famous figures? (which Russian famous literary figures do you remember?)

There is a second question-And in British literature? Do you know anybody? (And in British literature? Do you know anyone?)

The textbook provides information about Leo Tolstoy and Ilya Tchaikovsky. Reading and translation.

Let's remember their famous the works. (Let's remember their famous works)

Leo Tolstoy writes “War and Peace” and “Anna Karenina” (Leo Tolstoy wrote “War and Peace” and “Anna Karenina”.

Ilych Tchaikovsky made world-popular work’s are the ballet “Swan Lake” and “Sleeping Beauty”.

There is the third question - “Are you know or hear anything about LIMERICKS?”

Introducing students to the limericks genre. Writing down the definition.

2) Work in pairs

Reading a limerick genre piece on expressive reading by groups, i.e. Students are divided into groups of two and recite the piece one by one, line by line.

3) Independent work in pairs

Students translate the work in groups.

4) Analysis of the work done

There is fourth question - What is the meaning of the limericks? (What does this limerick mean?)

The concept of meaning and humorous zest of the work.

There is fifth question - How to trace the rhyme in the limerick? (How is rhyme traced in a limerick?)

Each subsequent line rhymes with the previous one, and the fifth does not rhyme with more than one, or duplicates the ending of the first line.

Expected results of students completing assignments

Expected Result– active use English vocabulary in oral and written speech, creating a creative atmosphere and the desire to become a participant in the Excursion project.

Reflection

Let's summarize our work. What interesting and useful things did you learn from the lesson today? Which task did you find difficult? Why? What should you pay attention to? Which of you will take part in the “Excursion” project of creating a limerick? I look forward to seeing everyone at the next lesson with the completed assignment!

“See you soon!” - See you soon

The lesson is aimed at achieving such personal results as understanding the importance of creative and cultural development and how it affects the development of the country.

One must clearly come to the realization that a traditional limerick consists of five lines with a rhyme scheme, that each subsequent line rhymes with the previous one, and the final parts of the first and last lines are the same. The composition of a limerick is subject to strict rules:

• the first line names the character and his place of origin (as a rule, a geographical name or the name of an object is used);
• the second tells what this character did, what happened to him or what his peculiarity is;
• further presentation tells about the consequences of its actions or properties.

It is impossible not to take this literary genre seriously. Although it contains humorous content, you need to understand the purpose of such works. The principle of methodological value is important in that not every poetic text can be used in a lesson to develop any type of speech activity or the formation of language skills.

The value principle is important because limericks can be used as a playful literary form for group and individual entertainment and to hone literary skills and one's own wit.

Foreign poems allow students to get acquainted with modern foreign poetry, culture and customs of the country of the language being studied, which always arouses great interest.

Homework assignment

1) Understand and explain the meaning of the translated limerick.

2) Learn the tongue twister - “She sells seashells on the seashore”

3) Try to create your own English limerick (work in pairs)

Conclusion

The more the teacher puts his energy into the lesson, the more return he receives from the children. Children are interested in new forms of lessons. They are interested in performing non-trivial tasks, joking and playing. While a child is at school, he remains a child, no matter how old he is: 8, 12 or 18. They are children and they need a variety of activities in the lesson so that they do not get bored and are involved in the learning process with pleasure.

LIMERICKS is a rather difficult topic, especially for the 6th grade, but planning and building a lesson in a playful way showed that children are able to master and understand this topic. It was interesting and fun for them to translate a work of this genre, think about its meaning and draw conclusions. They were also keen on working in pairs and having discussions with each other, and coming to one common conclusion to present an answer.

Lesson type: mastering new knowledge.

Lesson objectives:

Educational:

word formation;

Educational:

logical thinking;

Develop linguistic conjecture;

Educational:

To orient children towards a respectful attitude towards different professions, to respect their work and that of their parents;

View document contents
“Scenario plan for an open lesson in English on the topic: “Professions””

Municipal budgetary educational institution “Lyceum No. 6 named after M.A. Bulatov"

Scenario plan open lesson

in English language

on this topic: "Professions»

E.Sh. Peregudova and others.

Publishing house: “Enlightenment”, Moscow

English teacher

Gordienko Irina Valerievna

Kursk-2016

Scenario lesson plan in English on the topic “Professions»,

6th grade

The purpose of the lesson: development of the ability to synthesize and analyze material according to

given topic.

Lesson type: mastering new knowledge.

Forms of the educational process: frontal, steam room, individual.

Lesson objectives:

Educational:

Introduce students to basic strategies

word formation;

Expand the scope of vocabulary on the topic “Professions”;

Form lexical speaking skills;

Develop dialogical speech skills;

specific information and general understanding.

Educational:

Develop memory, attention, thinking, imagination,

logical thinking;

Develop linguistic conjecture;

Learn to analyze, generalize, group.

Educational:

Encourage children to respect different people
professions, respect your work and that of your parents;

To develop students' interest in language.

Planned results:

Students:

Update vocabulary on the topic “Professions” and verbs in speech

in Present Simple, 3 l. singular, forms of the verb to be;

Train general and special questions in Present Simple

(What does he do? What is he? What is his job? Does he like his
job? Where does he work?) in dialogical speech;

Get to know the most typical suffixes for
education of professions, hobbies, activities on the topic
“Word formation”: er, or, ist, ian;

Continue to improve the skills of the untrained
speeches;

Show initiative and Creative skills;

Will be able to use the acquired skills in everyday life
life, in the process of communication.

Universal educational activities (UAL), the formation of which is aimed at educational process.

Communication	Personal	Cognitive	Regulatory	brain teaser
Use communicative primarily speech, means for solving communication problems Build understandable for partner of the statement; Exercise mutual control and mutual assistance when working in pairs; Strive to coordinate positions when working in pairs.	Shape educational and cognitive interest in new things educational material, motivation to learning a foreign language language, positive attitude towards foreign language lesson; Develop the ability to self-test; Show initiative and independence.	Search and highlighting the necessary information, Be able to structure knowledge; Develop semantic reading; Be able to consciously construct a speech statement in oral and written forms; Expanding the general linguistic horizons of schoolchildren; Analyze, compare, group various objects and phenomena, build logical reasoning; Draw conclusions independently, process information, present information based on tables.	Determine the purpose of educational activities with the help of a teacher; Plan your actions to implement tasks; Accept and save the learning task; Be able to adequately evaluate the results of your own activities; Adequately perceive the assessment of the teacher and classmates; Regulate your behavior in accordance with recognized moral standards.	Develop the ability to analyze information, compare, summarize, group. Develop memory, attention, thinking.

Pedagogical technologies:

Technology of communicative teaching of foreign languages
culture;

ICT – technologies;

Technology of cooperation;

Personally - oriented learning;

Elements of health-saving technologies.

Equipment, technical means:

Computer, projector, multimedia presentation,
handouts (individual sheets with
tasks for working in pairs), recording a song

"When I was a soldier";

Listening texts;

Pictures on the topic: “Profession”, “emoticons”, tables
for the reflection stage.

Interdisciplinary connections: history, Russian language.

Literature:

1. Teaching and learning complex “English language. 6th grade”/ V.P. Kuzovlev, N.M. Lapa, E.Sh. Peregudova and others - M.: Education.

2. Educational complex “New opportunities”, Elementary / Michael Harris, David Mower, Anna Sikorzynska, etc. - Pearson Longman.

Lesson stages, forms of work.	Duration		UUDs being formed at this stage.	Main types of educational activities
I. Stage of motivation for educational activities
1. Organizational moment		T. Good morning, boys and girls! I am glad to see you.	Personal: adequate motivation for educational activities; formation of motivation to learn a foreign language; formation of a positive attitude towards a foreign language lesson.	Listening comprehension of greetings, speeches of the teacher and classmates, answers according to the communication situation.
2. Speech warm-up. Interactive Forms working with students		T. You go to school and it is your job, isn’t it? What do you do at school? (students answer the question one by one) Sample answers: I do projects, do the sums and calculate. I learn poems, study Maths. I write dictations and read interesting books.	Regulatory: self-assessment of readiness for the lesson.	Practice verbs in Present Simple.
3. Emotional reflection of educational activities at the beginning of the lesson		T. Are you in a good mood? What smile do you choose? Red, green, yellow? - Ok. Nice.		Students answer the teacher’s questions and choose “emoticons” that match their mood.
4. Introducing the topic of the lesson, communicating the objectives of the lesson. (work with class)		T. Look at the spidergram. Guess the word that units the words around. Pictures can help you. Right you are, it is “jobs”. Is it interesting for you? Yes. So we are going to build, practice and learn many words about different professions and jobs and speak, read about them.	Regulatory: determining the purpose of educational activities with the help of a teacher; planning your actions to implement tasks; acceptance and retention of the learning task. (goal setting)	Students guess the words themselves and determine the topic.
5. Phonetic exercise(choral speaking)		Reading the poem: “A sailor went to sea, sea, sea To see what he could see, see, see. And all that he could see, see, see Was the blue, blue sea, sea, sea!		Listening to rhymes, repeating them with English intonation, maintaining rhythm and correct pronunciation.
II. The stage of updating basic knowledge and recording difficulties in activities
1. Listening to dialogues in order to extract special information (individual work)		T. Open your students books, ex 1, p 116. Listen to the dialogues. What do the children’s parents do? Find out the meaning of the highlighted words.	Cognitive: identification of necessary information, ability to structure knowledge. Personal Regulatory: the ability to adequately evaluate the results of one’s own activities.	Perceive aurally and visually the content of texts with some new words and speech structures. Understand the content and extract the necessary information.
2. Self-test. (pair work)		What have you learned about Bill’s and Molly’s parents work? (perform exercise 2 p. 116)	brain teaser: develop memory, attention.	Work with the table, read out messages, observe the rules of pronunciation, stress, intonation.
3. Assignment for dialogues. (identification of new speech structures)		T. What questions are asked in dialogues? Read them out: What does he do? Where does he work? Does he like his job?		Train interrogative sentences and practice active speech structures. General and special questions: What’s your father’s job? What does your father do? What is your father?
4. Homework control. Lexical exercise (front work)		T. People have different jobs and work in different places. (v.2, p.117)		Activation of new lexical material on the topic: “Professions”, reading words aloud in compliance with the norms of pronunciation and stress. Correlate the sound and letter composition of a word.
III. The stage of introducing new material (“discovery” of new knowledge by teachers)
1. Introduction of new material “Word Formation” in the form of a presentation		Learning strategies 1) to design + er = designer 2) piano + ist = pianist 3) fire + man = fireman 4) life + guard = lifeguard	Cognitive: skills to analyze, group phenomena, build logical reasoning.	Students independently determine the most typical suffixes in the formation of professions, occupations, hobbies: er, or, ist, ian, addition of other words. Their findings are accompanied by visual support.
IV. Project construction stage
1. Dialogue speech according to the model (pair work)		T. Ask each other questions about your parents’ jobs.	Cognitive: the ability to consciously construct a speech utterance in oral form with support. Interaction with the interlocutor. Development of imagination. Communication: formalizing your thoughts in oral speech, taking into account educational situations, using speech means to solve a communicative problem. Provide mutual assistance.	Conduct a dialogue and answer questions adequately. Act out dialogues based on the example. Be able to ask general and specific questions and be able to answer them. Reproduce and use the studied lexical units in speech.
2. Pause in educational activities (reading in chorus, performing actions)		This is my house This is the door The windows are clean And so is the flour This is my chimney As high as can be The smoke goes out Tongue twister: she sells sea shells On the sea shore		Expressively reproduce phonetic poems, observing pronunciation, stress, and rhythm. Do physical exercise.
3. Reading in order to extract basic and specialized information. (work in pairs)		Students receive sheets with text and a task: fill out a table about the hero’s field of activity, the corresponding profession and indicate the suffix used in each specific word. (see Appendix No. 1) Read the texts about Leonardo Da Vinci, Michael Lomonosov,Winston Churchill and fill in the charts. Find the words for the jobs. What do we call the people who work in these areas, write the suffixes.	Communication: participation in pair work, planning your work, providing mutual assistance, mutual control. Cognitive: the ability to compare and select information from the text, analyze, group facts, build logical reasoning, develop semantic reading, highlight the main facts, omitting the secondary ones; expanding the general linguistic horizons of schoolchildren. Regulatory: the ability to set goals for oneself cognitive activity and hold it. Personal: formation of educational and cognitive interest in new educational material.	Work in pairs and extract the necessary information from the text. Compare and analyze information. Work with the table. Apply the learned rules of word formation. Write words spelling correctly based on the text. Use linguistic guesswork.
V. Stage of verification of the implementation of the constructed project
Checking projects (tables) Individual project “Robotics”		Students read the highlighted information. The teacher collects completed assignments (tables) and assigns grades.	Personal: the ability to develop the ability to self-test. brain teaser: develop memory, attention. Cognitive: ability to structure knowledge.	Reinforce the studied grammatical and lexical material.
2. Musical break		I think it is high time to relax. Sing a good song. "When I was a soldier"		Perceive by ear the general content of the song, catch its melody, sing along.
VI. Reflection stage of educational activities in the lesson
Summarizing: 1.Game: “Memorizing vocabulary in a circle” (based on the “snow ball” principle)		Students form groups of 4 people. P1: I am a banker P2: He is a banker, I am a farmer. P3: He is a banker. She is a farmer. I am an accountant. Then groups 2,3; do not repeat the profession.		Generalization of the studied lexical material. In statements, use trained lexical units, use the verb to be in the Present Simple.
2.Emotional reflection (at the end of the lesson)		Are you in a good mood at the end of the lesson? What smile do you choose? Red, green, yellow? What have we done at the lesson? Students recall the stages of the lesson. The teacher draws rays. The song “Here comes the sun” by the Beatles is playing.	Regulatory: the ability to control one’s activities based on results, the ability to adequately perceive the assessment of a teacher and classmates.	Students answer the teacher’s questions and choose “emoticons” that correspond to their mood at the end of the lesson. Master forms of personal reflection.
3.Reflection		Fill out the reflection cards (Appendix No. 2) Which exercise do you find interesting, boring, difficult, easy. What have you learned at the lesson?	Personal: the ability to develop the ability to evaluate one’s actions, show initiative and independence.	Students fill out the table and express their opinions about the exercises performed and answer the teacher’s questions.
4.Homework		Complete 4, page 118 (my parents’ jobs) according to the sample in writing; AB u1.2 str102		Students write down their homework.
5.End of lesson		Thank you for your work Your marks are...

The project method as a pedagogical technology- this is a set of research, search, problem methods, creative in their very essence, which presupposes a certain set of educational and cognitive techniques that solve the problem posed as a result independent actions with mandatory presentation of the result (product).

The main goal of teaching foreign languages – the formation of communicative competence, which involves not only practical knowledge of a foreign language, but also the ability to work with information: printed, audio on different media, i.e. mastery of critical and creative thinking. All this is achieved with personal guidance. approach, and the project method most fully reflects the basic principles of a person-oriented approach, based on the principles of the humanistic direction in psychology and pedagogy.

Today the project method is one of most popular in the world, since it allows you to rationally combine theoretical knowledge and their practical application to solve specific problems of the surrounding reality in joint activities schoolchildren. Teacher's task to intensify the activity of each student, to create situations for their creative activity in the learning process. Project activities allow students to act as authors, creators, increase creativity, expand not only their general horizons, but also contribute to the expansion of language knowledge.

Project. tech-i allows: 1– develop students’ creative capabilities,
2. develop learning skills : - independently construct your knowledge and apply it to solve cognitive and practical problems, - navigate the information space - analyze the information received.

In relation to a foreign language lesson, project - This is a set of actions specially organized by the teacher and independently performed by students, culminating in the creation of a creative product.

The project methodology is characterized by high communicativeness and involves students expressing their own opinions, feelings, active involvement in real activities, and taking personal responsibility for progress in learning.

Main goals introducing the project method into school practice:

1. Show the ability of an individual student or group of students to use the research experience acquired at school.

2. Realize your interest in the subject of research, increase knowledge about it.
3. Demonstrate the level of training in a foreign language.

4. Rise to a higher level of education, development, social maturity.

5 And also: expand children's vocabulary, consolidate the studied lexical and grammatical material, create a festive atmosphere in the lesson and decorate the foreign language classroom with colorful works of children.

Distinctive feature design methodology – special shape organizations. When organizing work on a project, it is important to observe several conditions:

1 Thematic and can be connected both with the country of the language being studied and with the country of residence, students are focused on comparing and contrasting events, phenomena, facts from the history and lives of people in different countries.

2. Problem, offered to students, is formulated in such a way as to guide students to attract facts from related fields of knowledge and various sources of information.

3. It is necessary to involve in the work everyone students in the class by suggesting each task taking into account the level of his language training

In order to awaken active activity in schoolchildren, they need to be offered an interesting and significant problem. The project method allows schoolchildren to move from mastering ready-made knowledge to their conscious acquisition.

The design methodology uses: 1. Diversity 2.Problematic 3.Studying with pleasure. 4.Ego factor, (the opportunity to talk about what students are thinking about, about their plans).5. Novelty

In a foreign language course, the project method can be used within program material on almost any topic

The design methodology uses a very fruitful idea. Along with verbal means Students also widely use other means of expression: not only multimedia presentations, but also drawings, collages, pictures, plans, maps, diagrams, questionnaires, graphs and charts. Thus, the development of communication skills is reliably supported by a variety of means that convey this or that information. .

Design stages

1. Preparation for the project

Getting started creating educational project, a number of conditions must be met:
– pre-study individual abilities, interests, life experience every student;
– choose a project topic, formulate a problem, offer students an idea, discuss it with students.

2. Organization of project participants

First, groups of students are formed, where each has their own task. When distributing responsibilities, students’ inclinations to reason logically, to form conclusions, and to formulate project work. When forming a group, they include schoolchildren of different genders, different academic achievements, and different social groups.

3. Project execution

This step is associated with searching for new, additional information, discussing this information and documenting it, choosing ways to implement the project (this could be drawings, crafts, posters, drawings, quizzes, etc.). Some projects are designed independently at home, while others that require teacher assistance are created in the classroom. The main thing is not to suppress the initiative of the guys, treat any idea with respect, and create a situation of “success”.

4. Project presentation

All completed and completed material must be presented to your classmates and your project defended. Important here ways execution and presentation of the project. So, schoolchildren may have a special notebook only for projects. Projects can be carried out on separate sheets and fastened together to form an exhibition or installation. Groups can compete with each other. Project assignments are carefully graded so that students can complete them in English. The draft version is encouraged first, and then the clean version.

5. Summing up the project work.

The number of steps – stages from the acceptance of the project idea to its presentation depends on its complexity.

Start project activities schoolchildren are usually very simple - something that is of immediate importance to each of them.

4. Scenario lessons. Types of the lessons, planning and management.

Script Lessons – non-standard lessons, i.e. lessons of a non-standard form, with great motivation. An organic combination of education, development and upbringing.

Scenario - a prescribed system of actions in a specific situation, which is characterized by the fact that it allows you to choose an option for the situation and determine adequate actions.

Lessons are given after studying the topic. Perform a control function.

Lessons in a non-traditional setting.

A festive atmosphere is typical.

Everyone must participate.

Mandatory use of auditory and visual aids.

Minimal teacher involvement.

Kinds:

Lesson-discussion.

Brainstorming lesson.

Role-play lesson.

Lesson talk show.

Lesson project.

Lesson-excursion.

Lesson-competition (quiz).

Simulation lesson.

Scenario lessons: brainstorming lesson. Recommendations for organizing a lesson.

Its essence is as follows: one willing student comes out to answer in front of the class - he is the object of the attack - “attacked”, everyone else asks him questions on the topic. The student asking the question – the “attacker” – must formulate it clearly, concisely, so that the answer is not monosyllabic. Accordingly, the “attacker” himself must know the answer to the question being asked. If the “attacked” does not know the answer to the question posed, the “attacker” must give the answer himself. (This is one of the most effective types of work, as it allows you to involve the whole class in the work, teaches you to clearly formulate questions and arrange answers in accordance with them, accustoms you to active speech activity, which is currently the most important component of language learning; students also learn to be correct interlocutors and listeners. In addition, this type of work allows you to evaluate the activity of 5-6 students. After conducting a brainstorming session, you must ask the students to comment and evaluate the answers of the “attacked” person, not only emotionally, but also critically, while developing the ability to give a reasoned assessment of the answer. comrade. Such tasks help the development of students’ logical thinking, strengthen memory, and create the prerequisites for the development of integrity.)

Stage 1: Students are asked to think and write down everything they know or think they know about the topic;

1. Strict time limit at the 1st stage of 5-7 minutes;

2. During the discussion, ideas are not criticized, but disagreements are recorded;

3. Prompt recording of proposals made.

Individual, pair and group forms of work are possible. As a rule, they are carried out sequentially one after the other, although each can be separate in an independent way organization of activities. Note: Paired brainstorming is very helpful for students who find it difficult to express their opinions in front of a large audience. Having exchanged opinions with a friend, such a student more easily comes into contact with the entire group. Of course, working in pairs allows many more students to speak.