Teaching of independent activity at foreign language lessons
Formation and development of skills of the independent creative activity with the usage of educational game at the English language Lessons
Development of skills of independent creative activity in the course of teaching a foreign language
Now each of you is to make 7 questions on the topic «The Future». When everybody is ready, we’ll compose a general puzzle
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Now each of you is to make 7 questions on the topic «The Future». When everybody is ready, we’ll compose a general puzzle
Development of creative abilities at English lessons
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6. Now each of you is to make 7 questions on the topic «The Future». When everybody is ready, we’ll compose a general puzzle.
7. Consolidation of the material learnt before.
Let’s remember the Future Indefinite. What can we say about this tense?
Copy out the table.
Future Indefinite
| Is formed: | Example: |
| Will* + V | I will see you tomorrow. |
| It is used: | Example: |
| 1) An action or a number of actions, which will happen in future | I will go to the doctor tomorrow. |
| The interrogative sentence is made by means of the auxiliary verb | Example: |
| Will | Will you see him tomorrow? |
| The negative sentence is made by means of auxiliary verb and a negative particle | Example: |
| Won't | He won't go to the cinema tomorrow. |
8. Results of the lesson (time limit– 3 min.):
- Well, what can you say about our lesson? What have we done?
9. Home task (time limit– 2 min.):
- Write down your Home assignments:
1) to make your own text, dialogue about Ancient Rome;
2) to learn by heart the new words.
- The lesson is over. Good bye.
All of us want, that our pupils have achieved success in life, have shown the talents and improved them. Nevertheless, we often meet talented, creative people who couldn’t high-grade to use the possibilities, and people with average abilities, but with a huge self-confidence and the high working capacity, who are a great success.
We are solidary with those who considers that the teacher or surrounding culture do not create the person. They do not give rise in it to ability to love or be curious, to philosophise or create. Most likely, they give the chance, favour, induce, help that exists in a germ, to become real and actual. The last in our forces, and we should help to the growing person to open, develop the abilities in every possible way.
The qualities necessary for personal self-realisation, in our opinion, are necessary for developing in a complex. We understand as these qualities: 1) creative thinking; 2) initiative; 3) ability to well-founded risk; 4) a self-trust; 5) an adequate self-estimation; 6) ability to co-operate with partners; 7) motivation of achievement; 8) high working capacity.
2.2 The forms of teaching promoting development of skills of Independent activity of pupils at lessons
Prompt changes in all spheres of life of a society have put acute the system of education’ problems on which to solve these problems means to preserve and increase the cultural potential of the counyry. It depends on opportunities of an education system. One of such problems is the problem of development of independent activity of children in the course of training which is an integral part of wider problem of realisation of creative potential of the person. The major external conditions of development of research (creative) activity of children are the enriched developing surroundings meeting, special informative requirements and pupils’ possibilities, their personal features, and also a recognition of value of creativity of the child important for (teachers, parents). Developing of independent activity of children of school age will be provided in the event that the mode of study will be constructed on the basis of psychological laws and development principles, and to correspond to informative requirements and possibilities of children, their personal originality. On the basis of a conceptual mode of study of pupils of high schools the system and technology of support and development of the general abilities of children and teenagers in the conditions of the school training, providing integrity and a continuity of development of children is developped from the moment of their receipt in school and before its leaving.
The many-sided sense of a global theme of each academic year reveals by means of sequence of interdisciplinary generalisations, that is such ideas which are fair in relation to variety of areas of knowledge. Interdisciplinary generalisation demands from the child of a high level abstraction that expands the possibilities of the decision of challenges. Besides, it allows to connect the general thread various school subjects (which quantity as avalanche increases in process of a growing of the child), providing with that integrity in the maintenance of training and development in schoolchildren complete, system outlook. Thus it is important that subjects do not disappear, do not lose the independence and specificity. They bring special "contribution" to opening and the proof of interdisciplinary idea, on the one hand, and are substantially enriched and as much as possible "adapt" to level of informative requirements and possibilities of children which study them with another.
The aspiration independently and creatively to seize knowledge, to carry out the tasks demanding display of criticality of mind, imagination, dream, - here are the main conditions for great interest for school subjects. The system of development of children in the conditions of the school training, developed on the basis of the offered model of creative training is the significant positive factor of cognitive and personal development of pupils at all stages of school training. It provides achievement of good results of development of intellectual and creative abilities at the majority of schoolchildren, promotes formation of a research position of the person, its creative self-realisation in various spheres of activity in an adult life. In the greatest measure it meets requirements and possibilities of children, different informative requirements, high requirement for intellectual loading and judgement of the world, persistence in purpose achievement, high intellectual and creative abilities. At the same time, it makes positive impact on intellectual and personal development of a considerable part of children with indicators of intellectual and creative abilities slightly exceeding an average level, but with high motivation to the doctrine.
Chapter II conclusion
In researches of sociologists the most "required" abilities in the modern world is ability for creative development and self-development, ability to make a creative decision in the course of a dialogue. Therefore it is necessary to give special attention to development not only intellectual, but also creative abilities of trainees. creative game english independence student
Practice has shown that positive transformations of a society cannot be reached within the limits of traditional model of training. For realisation of the purposes of the formation which have been put forward at the given stage, change of fundamental bases of training, working out of effective teaching methods are necessary. It is especially actual, when many educational institutions prefer traditional methods of training, disregarding the way out which has outlined today on humanistic relations, personal dialogue and interaction of participants of complete pedagogical process. Creation of psychohology-pedagogical conditions for development of research activity of the child, represents the central problem at all age stages of its training at school. The major such condition is the enriched, developing environment meeting special informative requirements and possibilities of exceptional children and teenagers, the peculiarities of their personality. The recognition of value of creativity of the child concerns a number of the major external conditions of the development of the activity of the pupil. All these factors are very important for grown-ups. Development of a research position of the person of the child occurs in the conditions of co-operating influences of features of system of school training, the person of the teacher, and also family education. Significant positive factors of development of a research position are:
1) System of development of independence of children and its realisation in technology of creative teaching;
2) The person of the teacher capable to self-development, creativity recognising value and highly appreciating value of the pupils’ research position.
3) The Features of family education connected with representation of parents about the purposes, the maintenance and ways of training of children, realisation of creative model of training by them. Absence of support or ignoring of creative displays of the child from outside parents aversion them of creative model of training can "move" all positive influences of specially organised training.
Conclusion
Teaching a foreign language promotes development of children. However in order to carry out more effective development of pupils during training to any subject, it is necessary to include pupils in such kinds of activity which develop at them touch perceptions, impellent, intellectual, strong-willed, emotional and motivational spheres. So, it is underlined that for intensive development of thinking it is necessary to provide teaching at a high level of difficulty in fast time, comprehension by the pupil of the educational actions. Development is connected not only with thinking, but also with emotions and other spheres of a person.
In the methodical literature of last years on teaching foreign languages importance and necessity of inclusion of motivational and emotional spheres of the person of the pupil is underlined at studying of a foreign language. This forms pupils’ more attentive attitude towards the expression of thought both a foreign, and in a native language. It is possible to observe and the opposite phenomenon. English language teaching influences the development of cogitative and speech pupils’ abilities.While teaching them other humanitarian subject. And first of all it concerns teaching a mother tongue. Foreign language studying speeds up work of acoustical, visual, speech mooving, motor analyzers and brings the powerful contribution to the development of memory, imagination, representations.
The list of the used literature
1. Akimova M.K. «Individuality of the pupil and an individual approach» - М: Knowledge, 2002.
2. Altshuller G.S. «Development of creative imagination» – 1997.
3. Antropov M.V. «Differentiated training: a pedagogical and physiological estimation Pedagogics». - 1999.
4. Arijan M.A. «UМК on English language//Foreign languages at school». - 2000.
5. Arijan M.A. «The personally-focused approach and teaching foreign languages in classes, with dissimilar structure of pupils//Foreign languages at school». – 2007.
6. Barannikov А.В. «About the organisation of teaching a foreign language in IV form of the educational institutions participating in the experiment on perfection of structure and the maintenance of the general education//Foreign languages at school». - 2005.
7. Bogoroditsky V.N. «Teaching English language in VI form of educational institutions//Foreign languages at school».-2005.
8. Bogojavlensky D.N. «Ways of mental activity and their formation at children’s psychology problem». – 1999.
9. Vanin Etc., Evdokimov M. S, Shleev G.M. «Tests on English». – М: Sheet, 2003.
10. Vitin ZH.L. «modern methods of teaching and studying of foreign languages». – S-pb.: 1997.
11. Vjatjutnev M. N. «Teaching a foreign language in an elementary school//Foreign languages at school». – 2000.
12. Gallic N.D. «Modern methods of teaching foreign languages»– М: the Arkti-gloss, 2004.
13. Zadorozhnaja N.V. «Improvement of preparation of students in teacher training Universities//Foreign languages at school». - 2007.
14. Kirsanov A.A. «individualization of educational activity of schoolboys». - Kazan, 2000.
15. Klementeva T.B., Shennon «Happy English 2». – Obninsk: the Title, 2003.
16. Kuzmenkova JU.B. «Possibilities of planning English lessons». - 2006.
17. Mishneva Е.К. About one of development ways of school abilities of pupils in a course of mastering a foreign language at an average grade level//Foreign languages at school. - 2005.
18. Rabunsky E.S. «Individual approach in the course of training of pupils» - М: Pedagogics, 2000.
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