Teaching English is much more complex, but at the same time, an interesting process than is commonly believed. ? This question is asked by every young teacher, teacher of courses (language school) and a beginner English tutor. It is important to understand that the first lesson for the teacher is no less stressful than the first lesson at school for a first grader. And a lot depends on how successful everything goes. Many underestimate the role of the teacher, but it depends on him whether the student will fall in love with this subject, or whether he will think that he has no abilities; many continued to study English after school and moved to live abroad, only because at one time their school teacher instilled in them a love for languages.
How to conduct English lessons? Knowing the answer to this question, we will surely get a new generation of schoolchildren for whom English will not cause stress and who will be able to speak it normally when they are with their parents on vacation abroad, or with a foreign friend via the Internet. The problem for most Russian schoolchildren is that after many years of English at school (usually from the 5th grade), they cannot connect even a couple of words without hesitation! I believe that the roots of this problem go back to teachers who do not like their subject or do not even want to try to make it interesting.
Teaching English is never easy, whether you're teaching people who have English as their first language or teaching people who don't have English as their first language. English lessons begin with the audience. Ideally, if this is a permanent place that the teacher can arrange independently in accordance with their wishes. What can you advise for the design of an English class? Flags, coats of arms and maps of those countries where English is the official language. Since the list of such countries exceeds several dozen, you can stop at: Canada, Australia,. Clippings from newspapers and magazines in English will look stylish. A great option is a bookshelf with magazines, books and printouts in English that you can take home. If it is modern, interesting literature (even if it is fashion magazines or books for teenagers), your students will want to read them, and for this they will have to pick up a dictionary. There is interest - there will be progress! If you are an English tutor and your students come to your home, then this rule applies to you too. Tables with rules are the usual companions of the English classroom, but don't let them be the only decorations.
Another important aspect is textbooks and other additional materials on which your English lesson is built. Most of the school textbooks are not very interesting, but if the program in schools obliges the use of specific teaching aids, as in language schools, then the tutor has much more scope for activity! Again, no one will forbid you to use additional . When going to class, plan for more interactivity so that all students feel comfortable and can discuss various topics orally. Always keep in mind that when students participate in English lessons, then you are on the right track to become a successful English teacher.
Now let's look at some of the ways you can make your English lessons more meaningful for your class. Right teaching requires you to be friendly, be a friend to everyone. An angry, arrogant and always confident only in his rightness teacher will never become ideal, and even more so, popular. If you think that this is unrealistic, then you are deeply mistaken, I know many such teachers, they are loved and happy in their work. Surprisingly, almost all of them are men ...
If you are teaching people who already know English, then your main goal is to help them appreciate the beauty of the language and appreciate English literature. Literature will allow them to learn more beautiful, literate and sophisticated English, and unconsciously and without pressure. Reading people speak more beautifully and correctly, this is a fact. Grammar is also well absorbed and studied in the process of reading.
How to conduct English lessons. And if you teach those for whom English is still a completely unfamiliar language, then it depends on you whether they will love this language or not. Your main goal is to invest in them the knowledge necessary for basic conversational skills in this language. We'll have to start with the simplest words, and slowly but surely work our way up. Teaching English requires you to be unpredictable, constantly changing your strategies over and over again. However, it would be nice to have traditions - this unites both the family and the teacher with the students. Holidays and traditions to celebrate them are your key to success! Thematic lessons, tea parties, and performances are laborious, but the payoff is worth it. This will bring your lessons to life.
How to conduct English lessons? As a teacher, there are several things you can do to keep your class active and engaged. Games are the most effective, lots of different vocabulary, grammar and conversation games that can be adapted in the classroom. But make sure the games are fun and rewarding. Dialogues, impromptu scenes are more important than just boring grammar, from a practical point of view. Grammar, divorced from the ability to conduct a conversation, has little value. Interesting dialogues, texts, songs and much more can also be taken on the website of the English language learning service online -. I talked about this service in more detail.
Any subject implies a knowledge test: tests, control and verification. Give occasional easy tests in which you can be sure that the students will do well. This will give them confidence and they will actually look forward to more difficult tests (tests and quizzes).
Comprehension is the best way to test English. Written comprehension tests are fine, but if you also give audio or visual comprehension tests it will be much better. Listen, conduct dialogues, watch videos.
Another important aspect, sometimes the most important, is grades. There is one golden rule, do not scold a student in front of everyone. Ask him to stay and explain his shortcomings in private, public humiliation and insult is unacceptable! However, I think there is no need to explain that in general any humiliation, rude expressions and insults are unacceptable! As for praise, it is necessary to praise. But do not overdo it, highlighting pets, you harm both them and yourself. Especially if it is subjective likes and dislikes. It's difficult, but possible.
If you think about it, there is nothing difficult in becoming an ideal English teacher, and now you know exactly how to conduct English lessons. By following all these simple rules, you can be sure that your students will sincerely be able to say: I love English!
We used to think about how to make the lesson useful: how to plan it so that we can do everything? How to explain a new topic intelligibly? How to work it out effectively? But no less attention should be paid to making the lesson interesting. No matter how much useful material we prepare, the student will learn it much faster and better if he is involved.
Here are some strategies you can use to make any lesson and any topic interesting.
1) Warm up
Usually the beginning sets the tone for the entire lesson. Therefore, if you want your lesson to immediately involve the student, start with an interesting warm-up, for example, with a game.
2) Games
This is the most effective way to keep the student interested and at the same time practice new material. Games on any lexical or grammar topic can be found on ESL sites and in various collections, such as Grammar Games and Activities and Vocabulary games and activities. By the way, adult students love games in no way less than children.
A practical and interesting task that does not require additional materials - role-playing game. This task is more complex than just discussing the topic. It requires active participation, acting and creativity from the student, and, accordingly, full attention.
3) Songs
Music is great for learning a language. Rhythm-based words are remembered faster. In addition, the same grammatical tense is usually used in the song. Find out from the student what musical styles and bands he likes. Singing phrases from favorite songs, he will quietly learn new vocabulary and learn the necessary grammatical forms.
4) Stories
Present the student with a new grammar or vocabulary in the form of a story. For example, if you are studying the topic “Past Continuous/Past Simple”, you can start: “Yesterday, while I was going to work by the underground, a man came into the carriage and sat down opposite me. He had a monkey in his lap. The monkey was wearing jeans and a yellow jacket”(by the way, this is a true story). Such a presentation of the topic will be much more interesting for the student than: “Right, today we are going to study the difference between Past Continuous and Past Simple.” 
5) Communication
Include the Speaking element in any task, because for most students this is the most interesting aspect of learning a language. Even if you need to complete an exercise like fill in the gaps, discuss with the student the photo that comes with the exercise or the most interesting sentence in it. Any task can always be “diluted” with the help of communication. 
6) Change of tasks
Never turn a lesson into a lecture. Even students with a good concentration of attention will find it difficult to listen to a monologue in a foreign language for 20 minutes. In addition, modern students are accustomed to a quick change from one activity to another and to an interactive form of learning. Therefore, in order to make it interesting, alternate the type and duration of tasks. Also, always prepare assignments that involve communication and active student participation. Written exercises are best left for homework.
7) Creative homework
By the way, about homework. Of course, it should also be “useful”, but this does not prevent it from being interesting. Give the student creative homework that he wants to do. For example, if you are learning the past simple, ask him to prepare a summary of an episode of his favorite TV series. If you are studying food, ask him to create a menu for his own restaurant. Creative and interesting homework can be thought up for any grammatical or lexical topic. 
8) Flexible Lesson Plan
A plan is a necessary part of a lesson, and structure is the key to a good study result. At the same time, the lesson is much more interesting if the teacher knows how to adapt the plan to its course. Sometimes there comes a time when you need to deviate from the plan, for example, if a student asked a really interesting question about grammar or the text you are working with affected him and needs to be discussed.
9) Personalization
Any topic can be made interesting by connecting the student's personal experience, opinion or preferences to it. For example, if you are studying Present Perfect, ask the student about their travel or work experience (e.g. Which cities have you visited? Where have you worked?). The same can be done with any lexical topic. 
10) Update
In this paragraph, we will talk about how to make the lesson interesting for the teacher. Your lesson can be interesting for your student only if it is interesting for you. With new tasks, strategies and methods, the same topic can be taught differently each time.
An interesting lesson = your student's full attention = fast and efficient learning = progress and enjoyment of language learning.
Good luck and interesting lessons!
Grankina Svetlana Pavlovna,
English teacher,
GBOU gymnasium No. 49 of St. Petersburg
Beginning a lesson is the key to a successful lesson. It is necessary to start the English lesson correctly in order to interest children in the subject.
What is the best way to start an English lesson?
The classic beginning of the lesson is a dialogue with the teacher.
These are familiar questions from our childhood:
Are you ready for the lesson?
What's the date? The day of week?
What's the weather like today?
What was your homework?
Students memorize answers fairly quickly. The next stage is the ability to ask other guys. You can work in pairs, then ask one pair at the board. You can type questions with missing words, for example:
Whatistheweather____ today?
The student reconstructs the question and then answers it. In a strong class, you can add one new word every lesson (meaning exactly the beginning of the lesson). For example, you can learn to use not only "like" but also verbs such as "tobefondof, enjoy, adore, takedelightin, ..."
I propose to move away from tradition and introduce an element of novelty. There must be a constructive dialogue so that students and listeners become direct participants in what is happening. You can start the lesson on a friendly note, asking how the students spent the weekend or what their plans are for the coming day. Many students will open up on the other side. You will learn about their hobbies and passions.
Checking homework and consolidating the material covered is a mandatory part of any lesson. How to diversify them? It depends on the topic. If the topic is “Weather”, you can play meteorologists, if the topics are “House”, “Family”, “Appearance”, you can connect your imagination and ask one of the guys to tell about their vision of the future. All advice and recommendations must be given in English.
The key to the lesson is the speech warm-up. It is designed to create a special foreign-language atmosphere in the classroom, for the so-called "entering the lesson".
Thus, for a teacher, a speech warm-up is, firstly, a way to interest, attract the attention of students; secondly, it is a unique language teaching tool in all aspects (language - vocabulary, grammar, phonetics, sociocultural, etc.). All this at the same time and in just five minutes.
We implement the main principle of teaching English - personalization, which consists in the fact that only what is directly related to a person is well absorbed and remembered.
More examples of speech warm-up:
1. Asking “How are feeling today?” (“How do you feel?”) students have several answers and we introduce one new word, thereby expanding the vocabulary, training the statements.
2. News. A review of the news was given to students to do in the previous lesson. Various kinds of news are heard: political, criminal, musical, sports, etc. Some of the guys were too lazy and did not do their homework, and therefore they take news from their mobile phone on the go. It's okay, let them practice in translation.
3. Horoscopes are of great interest.
4. Tongue twisters can be used for these purposes.
Pansies purple, poppies red,
Primrose pale with golden head. (p)
Lovely colors gleaming brightly
Laughing water lapping lightly. (l)
William Winter and Walter Wilkins always wash the walls between the windows white with water. (w)
5. Chants, songs
Chants are good because they are easy to remember, which means that vocabulary and grammar rules are remembered.
Work with chant: one student reads the left side, the rest answer in chorus (right side).
Banker's Wife Blues
Where does John live?
He lives near the bank.
When does he work?
He works all day and he works all night
At the bank, at the bank, at the big, grate bank.
Where does he study?
He studies at the bank.
Where does he sleep?
He sleeps at the bank.
Why does he spend all day, all night, day, all night
At the bank, at the bank, at the big, grate bank?
Because he loves his bank more than his wife
And he loves his money more than his life.
Practice questions and answers in simple present tense.
An experienced teacher can come up with his own chant with the current vocabulary.
Songs are a source of new vocabulary, but more importantly, they help students relax, learn proper pronunciation, and feel capable of learning English.
Songs need to be changed more often, but sometimes return to the studied ones. Song lyrics can be changed.
If there are pictures associated with the song, then you can stop singing and devote 2-3 minutes to describing the pictures.
6. Idioms, proverbs
Once a week, the idiom or proverb that students talk about changes - they explain the meaning, use it in a short story, dialogue, talk about the origin, describe a funny picture, select a Russian equivalent. By the end of the week, the idiom becomes "native" and is actively absorbed.
The main thing is that the teacher should not forget it later and use it more often in oral speech. If the teacher often uses "toplayhooky" (nottogotoschool), then the children not only remember the idiom, but also use it instead of "beabsent", "missclasses".
Students can be asked to draw a picture to explain the idiom. Drawings are very successful and are used for more than one year.
Proverbs can be studied very intensively - one in two lessons, you can come up with stories that end with a proverb.
For younger students, these are simple verses that almost everyone in the group should learn. It is desirable to associate the poem with the topic being studied "Food", "Animals", etc. You can recite in chorus, line by line, even read, but the text must be with missing words.
You can pick up an idiom or proverb for a poem, which we explain when everyone (or almost everyone) has learned the poem. You can change the poem, moreover, with the active participation of children. For example, consider the following poem:
Fly, little bird, fly!
Fly into the sky!
1, 2, 3, you are free!
The students were able to creatively rework the poem:
Run, little rabbit, run!
In the forest have fun!
one, two, three, four,
Do you want to run more?
cat sleep anywhere
Any table, any chair,
Top of piano, window ledge,
In the middle, on the edge,
Open drawer, empty shoe,
Anybody's lap will do,
Fitted in a cupboard box,
In the cupboard with your frocks
Anywhere! They don't care!
Cats sleep anywhere.
It is advisable to choose a picture to describe the poem. But that's the next step.
8. Pictures
It is better to use student drawings and real photos.
It's good when the textbook has a good picture on the current topic.
Then you can give homework - describe it, but in the class you must add your question, a new word, an expression that you must remember in the next lesson.
If a large stock of pictures is collected, then there are problems with phrases:
will not. But there can be a lot of pictures and you need to train often. Modern textbooks for elementary school are good, but for older students (especially those who are lagging behind), additional pictures should be used.
Learning new vocabulary can turn into an exciting game for toddlers
- “Isitunderthe____?”
Younger students are very fond of another game "Hiddenpictures", with the help of which they also practice new words, as well as new phrases. For example:
I have got a pie. My pie is red.
If there are 10 words hidden in the picture, then you can give 3-4 words and collect pictures that are not signed, so the next time the pie can get green.
What not to do at the beginning of the lesson.
A) Delay the beginning of the lesson for more than 5 minutes
B) Ask the same students
B) put twos
D) Giving too difficult a task
D) be too predictable
E) Start with a test
The beginning of the lesson occupies an important place for creating a foreign-language atmosphere in the lesson and the so-called "entering the lesson", this is a way to interest students and attract their attention.
Literature
1. V. Rogovskaya, article “Atthebeginningofthelesson”, magazine “Foreign Languages at School”.
(2.3 MB)
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Back forward
Target: Approbation of the competency-based technology "business game", development of professional competencies: organization, planning, conducting English lessons by students of additional training, the formation of introspection skills, promotion of professional activities.
Conduct form: business game.
Equipment: audiovisual technical means, demonstration material, toys, game design (graphic, artistic).
Members: students of the 5th year of additional specialization - teachers of English in elementary school, students of 201 gr. - elementary school students.
Game progress
1. Lead.
We called our meeting a festival of methodical ideas. Festival means a holiday, a celebration, a victorious procession.
I present to you the participants: students of additional training in the field of a foreign language: Sutula Anna, Moskalenko Svetlana, Dudchenko Maria. They act as English teachers in elementary school. Students of group 201 are elementary school students.
2. Requirements for an English lesson in elementary school. Sutula A.
Stored in the memory of students
- 20% of what they heard
- 30% - what they saw
- 50% - what they saw and heard,
- 70% - what they themselves repeated and retold,
- 90% of what they themselves did.
An English lesson in elementary school must meet a number of requirements:
- be planned taking into account the communicative orientation that should permeate it in the course of implementing the practical goal of training;
- ensure the comprehensive implementation of educational, educational, developmental goals;
- have a favorable psychological climate for students;
- cause students to be motivated to learn English by involving everyone in an active, speech-thinking activity;
- be equipped with the necessary tools that allow you to create a learning situation;
- include a variety of educational games to relieve fatigue and stress;
- the lesson should be dynamic and be conducted at a good pace.
3. The structure of the English lesson and phonetic exercises.
Moskalenko S.
In each foreign language lesson in elementary grades, constant and variable elements can be distinguished. To permanent include: class organization, phonetic exercises, speech exercises, homework, lesson summary, organized end of the lesson.
Variables elements are determined by a set and sequence of tasks to enrich students with new language material and develop skills in listening, speaking, and reading.
The lesson should begin with a greeting and organization of the class. From the very first lessons, the teacher greets the children in English.
good morning. My name is Svetlana Vladimirovna.
I am glad to see you. Now let's begin!
Good morning, good morning Good morning, good morning
good morning to you. I am glad to see you.
Sit down, please. I'll be you teacher today.
The second stage of the lesson is the repetition of the sounds of the English language i.e. phonetic charging. Phonetic exercises allow students to focus on phonetic difficulties by working out sounds in isolation and in words, phrases, sentences, as well as in rhymes and songs. The most important thing in phonetic exercises is the improvement of pronunciation skills in general and each one individually. In elementary lessons we use presentation. (Presentation 1)
Let's remember the sounds of the English language, the monkey, our Monkey, will help us with this.
Our monkey cleans up the house. She cleans the windows first. Breathe on them [h], [h], [h].
Now repeat after me "hello, house, home".
Through the window she saw a baby elephant and teases him,
[η], [η], [η]. Let's sing a song. Are you sleeping/2times
Brother James? /2 times
Morning bells are ringing/2 times
Ding-ding-dong /2 times
Now the monkey is sweeping the floor with a broom [w], [w], [w].
Why do you cry, Willy? Why Willy, Why Willy, Why Willy
Why do you cry? Why?
Now our monkey is knocking out the doormat [t], [t], [t].
Tick-tock, tick-tock Tick-tock, tick-tock
Ticks Tommy's clock Ticks and ticks his clock.
Now she knocks out the sofa [d], [d], [d].
Dickory-dickory dock The Mouse ran up the clock
The clock struck one and down he ran
Dickory-dickory dock.
Let's sing a song
The more we get together, together, together
The more we get together the happier well be
For your friends are my friends
And my friends are your friends
The more we get together the happier we'll be.
Thank you very much.
4. speechcharger. Dudchenko M.
Speech charging- this is a short conversation with students, always in English, to introduce them to the atmosphere of the language. At the initial stage, this is an elementary conversation, but gradually it becomes more complex and varied. It is necessary that children perceive this conversation as real: it can also reflect the thematic material on which work has been or is being carried out. For example, about the season, about relatives, about your favorite pet, etc. In addition, it can be a conversation to extract information about some events in the classroom, at school. For example, the guys went to the circus, you can ask about it, the holidays have passed, there was a holiday in the class, the conversation can be on this topic.
1) In the 2nd grade, the topic is studied: "Family", so the questions are appropriate.
Now, answer my questions.
What is your name? How old are you?
Where do you live?
Use the following in your answers:
No, I haven't
Do you have a sister (a brother)?
How old is your sister?
Where does she live?
2) In grade 3, the topic “Products” is studied (showing pictures or on a Smart board).
Let's remember the words on topic “Food”. Repeat after me!
To fix the theme of the products, the games "Snowball", "Deaf Phone", "Guess" are used.
Let's play a game "Snowball".
I like sweets … … .
I like sweets and bananas etc.
That's all right.
We also use presentation. (Presentation 2)
3) In the 4th grade, the vocabulary is larger. Speech charging can be in the nature of unprepared speech. An interview game is being played. Not only the teacher asks questions, but the guys ask each other questions.
Let's choose a "new pupil".
Now ask him questions, please.
What is you name?
Can you ride a bike?
How old are you?
Can you play tennis?
Do you have a dog?
5. Playing in English lessons in elementary school. Sutula A.
The game serves as a means of teaching the language, developing students' speech skills and abilities. The game in the lesson acts as a method of consolidating knowledge and a way of training.
Like any other type of activity, the game begins with a motivating reason (motive), pursues a specific goal, has a specific content understandable to the child and an executive part - game actions.
There is a need to say something in the game. It is dictated by the inner desire of the child to take part in communication, in play action.
There are six main goals for using games in foreign language lessons:
- the formation of certain skills;
- development of certain speech skills;
- learning to communicate;
- development of the necessary abilities and mental functions;
- cognition (in the sphere of the formation of one's own language);
- memorization of speech material.
Based on these goals, there are several groups of games that develop the intelligence, cognitive activity of the child.
- Grammar games
- Lexical games
- Phonetic games
- Spelling games
- Creative games
In 2nd grade we have alphabet games. For example, the game "Collect everything in order." Imagine that you are in an autumn forest, the wind has mixed all the leaves with letters. You need to collect the leaves in alphabetical order. Let's repeat the letters.
Let's sing "ABC" song.
Game with numbers from 1 to 10 “Foot-prints” (Traces).
Let's repeat the numbers with you. I place them on the floor. Your task is to follow the tracks and call the numbers in order. The wind blew and mixed up all the tracks. Now you need to call the number that you see on the tracks.
The next game is called “Try to guess”. I have a magic bag. There are many toys. Try to guess what toy I have. Is it a fox?
Next game is it a bear? "What is missing?" called "What's gone?". I'll hide one toy and you have to guess what's gone. Let's begin. Close your eyes. It's a tiger.
6. Physical Minute. Dudchenko M.
- Physical minutes are a necessary part of the lesson. Age characteristics and the fact that the level of physical activity in the classroom is low are taken into account. The goal is to relieve mental stress, give a little rest, evoke positive emotions, which leads to better assimilation of the material. Types of relaxation can be various kinds of movement.
Let's have a rest. stand up!
Repeat after me.
1) Hands up! |
2) Hands up! Clap, clap, clap hands down shake, Shake, shake Hand on hips Jump, jump, jump Hop, hop, hop Stop! |
| 3) Nick and Andy sugar and candy I say “Jump” (run, fly, swim, dance, sit down) |
4) Let's sing and dance One, two, three on the tiptoes/2 times One, two, three turn around Clap, clap, clap and step aside |
7, Songs, rhymes. Moskalenko S.
One of the teaching methods in elementary school is the use of music and songs in foreign language lessons. The importance of this work cannot be overestimated.
Firstly, this is the material that children love, which is interesting to them, and, therefore, the value of working with it is positively emotionally colored for the student, makes children happy.
Secondly, songs are excellent material for practicing the rhythm, intonation of foreign speech, and improving pronunciation.
Thirdly, when working with a song, we solve the problem of repeated repetition of statements. Repetition occurs at the subconscious level. With the help of songs, one can facilitate the understanding of new grammatical material, helps to assimilate complex constructional sentences. There are songs that can be used at different stages of the lesson, i.e. at the time of the introduction of vocabulary or grammatical structure, during the period of training and application in speech. A vivid presentation of the material allows you to mobilize various intellectual resources (attention, imaginative thinking) and remains in memory for a long time.
For example, this rhyming is used for better assimilation of color.
I see green, I see yellow
I see that funny fellow
I see red, I see blue
I see you, and you, and you.
I see black, I see brown
I stand up and sit down.
And here is a song that also helps students learn the name of the color. A song is performed to the melody of the familiar song "We are not afraid of the gray wolf." Initially, the teacher sings the song himself, then changes the order of the colored stripes, and the children offer their own version of the song.
white and pink and gray and red
Gray and red, gray and red
white and pink and gray and red
Brown and black and yellow.
With the help of the song that will sound now, you can imagine and then learn the parts of the body, as well as the modal verb “can” - I can, I can.
Let's sing a song.
My eyes can see
My ears can hear
My nose can smell
My mouth can talk
My head can nod
My arms can hold
My legs can walk
And walk and walk.
When the guys learn this song, they can use the song-game “Alluette”, where the role of the leader is played first by the teacher, and then the guys take turns.
Alluette, little Alluette
Alluette, play the game with me
Put your finger on your nose/ 2 times
On your nose, on your nose
Don't forget, Alluette.
The children of the 3rd grade are happy to sing a song with movements in order to remember the words on the topic “My day”. It alternates very difficult sounds [w][ð] i.e. labial and interdental. “This is the way…”
This is the way
We wash our hands
We wash our face
Brush our teeth
Comb our hair
Drink our milk
Go to school
Every day in the morning.
In grade 3, students take the topic "Products". The song helps to better remember vocabulary and structure: “I like…” (I like…). And the melody is known to everyone, we sing to the motive of the song “A Christmas tree was born in the forest”. Pictures help to remember the words at the introduction stage, we gradually remove them.
I like to eat some cucumbers
I like to eat some cheese
I like to eat some oranges
And what do you like to eat?
I like to drink some apple juice
I like to drink some tea
I like to drink some lemonade
And what do you like to drink?
In grade 2, students study the topic "My favorite toys." This song can be used to better remember the vocabulary and structure of “I have”
I have, I have a tiger,
I have, I have a tiger,
I have, I have a tiger.
A tiger and a cat
Have you a tiger? Have you a tiger?
Yes, I have a tiger
Have you a cat? Have you a cat?
No, we have not.
Pairs of toys can be changed, and you get a new song.
The song “A girl from London” is interesting for the guys for many reasons. Firstly, the content of the song is 3 verses, arranged in the form of questions and answers, and they contain the most important questions about your name, where you live, how old are you. Secondly, the melody of the song is reminiscent of the sound of Big Ben, the clock installed on the Houses of Parliament in the British capital London.
8. The result of the lesson.
An obligatory element of the lesson is summing up the lesson. The teacher should emphasize achievements, student successes more than failures. Based on the purpose of the lesson, the teacher draws conclusions about the achievements.
The end of the lesson is a bright dot or an exclamation point. The song "London Girl" could be that point. The lesson should end in an organized way:
stand up!
Raise your head
jump up high
wave your hand
And say: Good buy!
9. Lead. Final word.
Our festival has come to an end, but there is no end to creativity, let there be new ideas, methodological finds in your piggy banks, read, look for new items, put into practice, then English lessons in elementary school will be interesting and useful for children. Now I will ask the participants to express their opinion.
2nd year students acting as elementary school students. “It is interesting to participate in such lessons, we learned a lot, it was entertaining, the lesson passed quickly, we are sorry that our lessons in elementary school were not like that - with dramatizations, games, physical exercises, songs.”
5th year students acting as English teachers.
Sveta. “We were well prepared in the lessons of methodology - we know a lot of poems, rhymes, songs and are happy to learn them with the guys in the practice of trial lessons. They better remember words, grammar in songs. It is a great reward for us when students continue to sing in English during breaks, wait for us before classes, try to speak to us in English.”
Anya. " We know from psychology that for younger students the game is not the most important activity, and, nevertheless, in games, the guys remember the material better, situations can be more natural. Preparing for the lessons, we not only use the already developed games, but also come up with our own.”
Masha. " We consider it very important to maintain positive motivation in learning English. Therefore, we, future teachers, like the concept of the activity approach, the communicative orientation of all types of work.”
Further, the teachers present at the lesson asked the students a number of questions on the topic of the lesson, about the degree of formation of their professional competencies. The answers caused satisfaction both with the level of students' preparation and the level of knowledge of the material.
Business game materials can be used in advanced training courses for teachers of English in elementary school, in methodological associations of teachers, in lessons of teaching English in elementary school.
Literature:
- Hamamjyan Sh.G. Play, learn! English in pictures for preschool children. M.: Enlightenment.
- Dzyuina E.V. Lesson developments. – M.: Vako, 2005.
OPTIMIZING YOUR ENGLISH LESSON OR 10 WAYS TO START A LESSON
Zharkikh E.V.
English teacher of the 1st category
MBU gymnasium No. 39 "classical"
In modern methodological literature, a new term has appeared that describes modern adolescents: now they are not just teenagers (from English - teenager - teenager) , and screeners (from English screen - screen). Spending most of their time on the Internet, modern teenagers have learned to perceive a large amount of information from a computer or mobile phone screen. Sometimes it seems to them that they know and can do absolutely everything, and that there is nothing to surprise them with. Alas, modern technologies are not yet always available in the lessons at school, and the material studied in the lessons can be difficult, boring, and far from teenage reality. Therefore, the issue of student motivation for learning activities is very acute. So what is left for a teacher to do in such a situation, how to attract attention, arouse the interest of modern teenagers in English lessons?
For ourselves, we found the answer to this question - the key to success is a speech warm-up at the very beginning of the lesson. From the course of psychology, and from life experience, we know that the first impression, although it can be deceptive, is nevertheless very important and memorable. And an old Russian proverb says: "what a mood - such a cut." Thus, we attach great importance to the speech warm-up at the beginning of the lesson.
In the traditional method of teaching foreign languages, speech warm-up at the beginning of the lesson has always played an important role. It was called upon to create a special foreign-language atmosphere in the lesson, a certain mood, switching students from one lesson to another, for the so-called "entry" into the lesson. In modern textbooks by foreign authors, speech warm-up is also given great importance: work on any type of speech activity, whether it be listening, writing, speaking, or simply introducing new grammatical material, is not complete without “warm-up activities”, i.e. speech workout. The same type of activity is included in the oral part of the state examination of the GIA and the Unified State Exam, is a prerequisite for the student's oral monologue statement. And here its functions are to relieve tension, set up the subject for speaking, establish contact between him and the examiner. Thus, for us, speech warm-up is, firstly, a way to interest, attract the attention of students. And secondly, this is a unique tool for teaching the language in all its aspects (language aspect - vocabulary, grammar, phonetics; socio-cultural aspect, etc.) at the same time and in just 5 minutes at the beginning of the lesson.
The modern British methodologist, author of many textbooks and manuals for teaching English, Mario Rinvolukri, in his articles, books and lectures, always says that any lesson should begin with an anecdote, or with a description of a real life situation. But not just any situation, but with one that is directly related to the student. Thus, we implement the main principle of teaching a foreign language - personalization, which lies in the fact that only that which is directly related to the person himself is well absorbed and remembered. In our lessons at school, we still do not risk starting lessons with anecdotes, but the fact that each time the speech warm-up in one way or another relates to the student's personal life is a fact. And that's what makes it interesting and effective.
So, speech warm-up number 1: “ How are you feeling today ? or "How do you feel." From the very first lessons of the first year of study, students learn the question " How are you? ” and several answers. But we don't stop there. We offer students at least 30 answers to this question, for example, exhausted, lovestruck, embarrassed etc . Only one word is introduced per lesson. The main idea of this warm-up is for the student to explain when, under what circumstances, he feels this way, when he felt this way for the last time, why, etc. Thus, we expand the student's vocabulary, train his ability to monologue, and also teach him to express his feelings and be able to explain their reason, which is undoubtedly a good educational moment.
Speech warm-up number 2: " Life Instructions ". In our methodical piggy bank there is, indeed, a valuable little book in which short rules are spelled out on how to live in order to be happy. For example, 1. Watch a sunrise at least once a year. 2. Complement three people every day. 3. Remember other people's birthdays.etc. The lesson begins with the students reading the “instruction” written on the board, translating it, and then expressing their attitude to this rule: do they do this in life or not, under what circumstances, when was the last time they did it, etc. d. And again, we are expanding the student's vocabulary, because. these instructions contain many new words, but the brevity and conciseness of the statement contribute to their very quick memorization. We train the speech skill of a monologue statement, namely, we teach to express our opinion, attitude, to be able to explain the reason, which, undoubtedly, is a good educational moment. Subsequently, students begin to invent and propose their own Life instructions.
Speech warm-up #3: List 5 things you did before you left your flat/house. A very unexpected task, but really causing genuine interest and the desire to speak out. In this case, we directly follow the principle of personalization: the student talks about himself, and not about someone or something abstract. He talks about his daily routine, and thus he feels a sense of success when he realizes that he can express himself in a foreign language in an accessible way, talking about simple everyday things. In addition, in this case, we not only expand the vocabulary, but also train the grammatical structure of the past tense.
Speech warm-up number 4: News. The lesson begins with a brief overview of the news. As a rule, this task is given at home in the previous lesson. News can be of a completely different plan, both political, criminal, musical, and news of the latest episode of a series. The choice is up to the student. But, of course, there are students who live here and now and do not understand the meaning of homework, and therefore never do it. There are such students in every class, but they also take an active part in the news report, and mobile phones come to their aid. The task turns into a role-playing game: the first news from the Internet must be translated into English. Thus, they try on the role of interpreters, which gives them great pleasure. And here again we expand the vocabulary, work out grammatical structures, especially the passive voice is well suited to this case.
Speech warm-up number 5: Horoscope. Already at the initial level, when students do not yet have a rich vocabulary, you can use this speech warm-up. There are several options, for example, the repetition of the days of the week. To make it easier to remember the days of the week and their spelling, students can point out the fact that each day of the week refers to a specific planet in the solar system, for example,Sunday - The Sun, Monday - the Moon, Saturday - The Saturnetc. And that a person born on a certain day of the week has certain qualities. The amount of information you enter depends on the level of the students. In this case, the development in the speech of students are such phrases as “I was born on Monday” or “My birthday is on the …..”and so on. There is a repetition of the days of the week, the names of the months, the seasons, numerals, prepositions, character traits, vocabulary on the topic of hobbies, etc.
Speech warm-up number 6: the use of proverbs and sayings.
Speech warm-up number 7: tongue twisters. Speech warm-up number 8: songs and nursery rhymes. Speech warm-up number 9: riddles on various topics. Speech warm-up No. 10: blitz - polls on a variety of unexpected topics, etc.
I would like to note that speech warm-ups No. 7, 8, 9,10 are used in lessons not only in the middle and senior levels, but to a greater extent in elementary school. The difference lies, of course, in the level of complexity of the material presented. One thing unites all these speech warm-ups - strict adherence to time - no more than 5 minutes. Of course, having a large number of students in the classroom, not all of them can directly participate, for example, in a discussion. In this case, the order of speakers should be noted and students should be given the opportunity to speak in subsequent lessons. In general, most of the presented speech warm-ups are designed for the whole class to work in unison: tongue twisters, songs, poems.
Work experience shows that by conducting a speech warm-up at each lesson, the students' vocabulary increases significantly, and the vocabulary used in the speech warm-up passes more easily and quickly into the students' active vocabulary.
Used Books:
- Handbook of a foreign language teacher. Reference manual. / E.A. Maslyko, P.K. Babinskaya, A.F. Budko, S.I. Petrov. - Minsk: Higher School, 1997. - 525 p.
- Passov E.I. Fundamentals of methods of teaching foreign languages. – M.: Enlightenment, 1977. – 208 p.
- Rinvolucri, M. Grammar Games (Cognitive, affective and drama activities for EFL students), 1995.-138p.
4. Rinvolucri, M. and Navis, P. More Grammar Games (Cognitive, affective and movement activities for EFL students), 1997-176p.
