Requirements for a Modern English Lesson
in the Context of the Introduction of State Educational Standards.
Zherebchenko
N.G.
“If we teach today the way we taught yesterday, we will steal from children
tomorrow”
/John Dewey/
Аннотация.
Вступление
в силу новых государственных образовательных стандартов возлагает новые
требования на учителей английского языка для успешного достижения главных целей
образования в современном обществе. Поэтому появилась необходимость рассмотреть
урок с позиции требований стандарта нового поколения, проанализировать путь от
традиционного к современному уроку. Авторы статьи раскрывают требования к
современному уроку и предлагают наиболее рациональные методы, приемы и средства
обучения, стимулирующие развитие интереса к предмету, подлинной увлеченности и
формированию творческого сознания, предлагают способы формирования
универсальных учебных действий, которые являются основой для развития
способности обучающихся к дальнейшему самосовершенствованию и самообразованию. В
работе даны рекомендации по моделированию современного урока, созданию условий для
успешной учебы и повышения мотивации обучающихся к активной учебно-познавательной
деятельности.
Ключевые
слова:
современный урок, современное общество, универсальные учебные действия, главные
цели, государственные образовательные стандарты, новые требования, мотивация,
саморазвитие и самообразование.
Annotation. The entry into
force of new state educational standards imposes new requirements on teachers
of English Language to successfully achieve the main goals of education in
modern society. Therefore, it became necessary to consider the lesson from the
perspective of the requirements of the new generation standards, to analyze the
path from the traditional to the modern lesson. The authors of the article
reveal the requirements for a modern lesson and offer the most rational
methods, techniques and means of teaching that stimulate the development of
interest in the subject, genuine passion and the formation of creative
consciousness, offer ways to form universal educational actions that are the
basis for the development of students’ ability to further self-development and
self-learning. The paper provides recommendations on modeling a modern
lesson, creating conditions for successful study and increasing students’
motivation for active educational and cognitive activity.
Key words: modern lesson,
modern society, universal educational actions, main goals, state educational
standards, new requirements, motivation, self-learning, self-development.
Introduction. The State Educational
Standard of secondary general education is based on the principles of
system-activity, personality-oriented and competence-oriented approaches. The
process of preparing for the lesson is based on the stages known to each
teacher: the definition of goals and objectives, the selection of the content
of educational and homework materials, methods and techniques of teaching, the
organization of activities in the classroom, the definition of control methods
and others. However, now the teacher must be critical of each stage of his
work, as the nature of the teacher’s and student’s activities in the classroom
changes. Today the student is the main character at the lesson. In the new
educational process, the teacher organizes the activities of students in an
innovative educational environment, where he carries out a conscious and
independent search, analysis, selection, systematization and presentation of
information. In order to achieve the results that are the basis of the Standard,
it is necessary to reorient the educational process to active interaction and
cooperation between the teacher and the student.
Review of
Literature. The
main provisions characterizing the lesson were laid down in the 17th-18th
centuries in the works of J. A. Komensky, A. Disterweg, K.D. Ushinsky and J.F.
Herbart. The Czech thinker J.A. Komensky in his book “The Great Didactics”
described the classroom-lesson system developed by him. He highly valued the
position of a teacher in society. The position of a teacher is honorable and
responsible like no other, “above which nothing can be under the sun.” The
further development of the classical teaching about the lesson was carried out
by K.D. Ushinsky. He scientifically substantiated the advantages of the
classroom-lesson system and developed a typology of lessons. A. Disterweg, a
German democratic teacher, justified the need to take into account the age
abilities of students. He also wrote, reffering to the teacher: “...he is only
able to actually educate as long as he works on his own upbringing and
education”. The work of the classic of Russian pedagogy A.S. Makarenko
“Pedagogical Poem” remains relevant regardless of time. Witty, accurate
reflections have been inspiring for many generations. The author reflects on
the eternal questions of education: how to instill in children kindness,
respect for elders, self-esteem, love for the Motherland. Centuries have
passed, and still the school bell calls children to class for a lesson, and
teachers are in a hurry to ”…sow reasonable, good, eternal.”
In the pedagogical
literature of recent years Yu. A. Konarzhevsky defines the term “modern lesson”.
In his opinion, a modern lesson is, first of all, a lesson in which a
teacher skillfully uses all opportunities for the development of a student’s
personality, his active mental growth, deep and meaningful assimilation of knowledge,
for the formation of his moral foundations.
The purpose of
school education is not to transfer unified informational baggage. The great
pedagogue and scientist V.A. Sukhomlinsky urged teachers not to bring
down an avalanche of knowledge on a child under the threat of losing his
curiosity. “Leave something unsaid so the child can return to what he
learned again and again. The famous trilogy “I give my heart to
children”, “Letters to my son” and “The birth of a citizen” has gained great
fame and should become a reference for all teachers and educators. No
teacher can predict what knowledge a student will need in adulthood. But he can
teach him to learn so that the acquired knowledge becomes a skill.
Great
hopes for fundamental changes in the educational process are pinned on the new
updated State Standard. The principal difference of the modern approach is the
orientation to the results of the development of educational programs. Results
mean not only subject knowledge, but also the ability to apply this knowledge
in practice. Great demands are placed on the modern lesson. In accordance with
the new standards, it is necessary, first of all, to strengthen the motivation
to know the world around us, to search for useful information and its
application in real life. Modern society needs educated, moral, enterprising
people who can analyze their actions, make decisions independently, have a
sense of responsibility for the fate of the country, its socio-economic
prosperity. The Great demands are placed on the teacher. The teacher and his
attitude to the educational process, his creativity and professionalism, his
desire to reveal the abilities of each student – this is all the main resource,
without which it is impossible to implement new standards of school education.
Objectives. The purpose of
this work is to consider the lesson from the perspective of the requirements of
the new generation standard, to analyze the changes in the activities of the
teacher and student in the preparation of a modern lesson, to focus on the
formation of universal educational activities and the organization of favorable
conditions for successful activity at work.
Content. A modern lesson is
a time-limited period of the daily life of a teacher and a student, which is
filled with hard work and creative searches, routine work and the joy of
success. Each lesson should be a step forward for schoolchildren, give them a
sense of the need to know the lesson material well. The emergence of a feeling
of constant movement forward stimulates the learning activities of students.
And in such
circumstances, the search for effective approaches to teaching foreign
languages aimed at solving specific professional problems has become relevant.
An effective motivational factor of the English lesson is creating a relaxed,
supportive atmosphere, a classroom psychological environment which stimulates
facilitative relationship between teacher and students. Different kinds of
activities, language games, songs, jokes, puzzles, movement games can be of
help in maintaining a favourable classroom atmosphere which can increase
students’ motivation and interest to language learning.
First of all, let
us consider the number of requirements imposed on a modern foreign language
lesson in the light of new state standards.
1. Before preparing a
lesson plan, the teacher must correctly identify all the didactic tasks, and
also set the goals that he wants to achieve with his students.
2. The teacher should
take into account the knowledge and skills the students have already received
earlier, at the previous lessons.
3. Separate stages of
the lesson should be interconnected with each other, one follows from the other.
4. It is necessary to
carefully select the methods and means of training not forgetting about the
individual physical capabilities of his students,
5. To control
mastering of a new material, the teacher should think how knowledge will be
tested. It is very important to cover as many students as possible.
6. Homework should be
thought out according to students abilities and capabilities. The teacher must
explain to the students the algorithm for completing tasks.
7. It is necessary to
create such conditions so that students can independently acquire knowledge.
8. During the lesson
the teacher should be a kind of guide to the world of knowledge, and not just a
simple speaker.
9. In the classroom,
the teacher should develop the ability of the children to work in a team, to
defend their point of view, to be an active participant of the lesson.
10. At the end of the
lesson, students conduct self-analyses and self-assessment of their activity in
the lesson. The teacher initiate the reflection of students’ work in order to
accustom them to self-control and self-regulation, the development of their
critical thinking.
11. The teacher
should not only teach and develop his students but also bring them up love our
land, the nature of our country, the world around us, moral qualities of a
person.
The
peculiarity of a foreign language lesson is that it is not an independent unit
of the educational process, but a link in the chain of lessons. In this series
of lessons the dynamics of the educational process are carried out. The close
interconnection of the lessons provides a progressive movement towards the
final educational goal. It is well known that the methodology of teaching a
foreign language is based on a system-activity approach. Outside of the
activity in pedagogy, it is impossible to solve any problem of training,
education and development. Educational activity becomes a source of inner
development of the student, forming his creative abilities and personal
qualities. The task of the school today is not to give a volume of knowledge,
but to teach to learn. The words of the famous German mathematician A.
Disterweg read: “a real teacher shows his student not a ready-made task, on
which thousands of years of work are put, but leads him to the development of
building material, erects a building with him, teaches construction.”
Based
on the requirements of the time, the approach to the modern lesson is changing.
A modern lesson should reflect the possession of the classical structure of the
lesson against the background of the active use of their own creative ideas,
both in terms of its construction and in the selection of educational material,
technology of its presentation and training.
Following
the requirements of the state standard of the second generation, it is
necessary to systematically form universal educational actions among students,
design their educational activities for a quarter, half a year, a year through
the transition from lesson planning to topic design, implement
interdisciplinary connections in practice, diagnose the achievement of planned
results by students at each stage of mastering the topic.
The
main stages of mastering the topic:
1.
Self-determination
in activity. Stimulating interest in the study of the topic.
2. Educational and cognitive activity:
a) mastering
educational information at the “skill” level;
b) presentation of
the results of mastering educational information.
3. Intellectual and
transformative activity.
4. Reflexive activity
Simulation of a training session
Table 2
|
R.N.
|
Lesson stages
|
Activity
at the lesson stages
|
|
1
|
Organizational
stage
|
Greeting, checking the readiness
of the class, organizing attention, fixing absentees, warming up.
|
|
2
|
Checking homework
|
Establish
the correctness and completeness of homework, eliminate the detected
problems.
|
|
3
|
Preparation
of students for the main stage
|
Provide
motivation for students. The introduction of the topic and aim of the lesson
in the form of a problem question, a riddle, etc.
|
|
4
|
The stage of assimilation of new
knowledge
|
Ensure the
perception, comprehension and primary memorization of the studied material.
|
|
5
|
Primary
verification of the understanding of the material studied
|
Establish
the correctness and awareness of the studied material, identify gaps, make
correction.
|
|
|
|
|
|
|
|
|
|
6
|
The stage
of consolidation of new knowledge
|
To provide
an increase in the level of comprehension of the topic, the depth of its
understanding.
|
|
7
|
Application of
knowledge
|
Ensuring
the assimilation of knowledge and their application in different situations.
|
|
8
|
Generalization
and systematization of the acquired knowledge
|
Ensuring the formation of the integral
knowledge system. Establishment of intrasubject and intersubject connections
|
|
9
|
Control
and self-control of students’ knowledge
|
Identification
of the quality and level of knowledge on the topic of the lesson
|
|
10
|
Correction of
knowledge
|
Correction
and elimination of knowledge gaps
|
|
11
|
Homework information
|
To ensure
that students understand the purpose, content and ways of doing homework
|
|
12
|
Summing
up the lesson
|
Giving
a qualitative assessment of the students’ work in class
|
|
13
|
Reflection
|
To
provide students with an understanding of the assimilation of new material,
the motivation of their activities, their emotional state about interaction
with the teacher and the class.
|
The
success of a modern lesson depends on the personality of the teacher, his
professionalism, the modernity of the methods used by him, an individual
approach to students, the use of various ICT tools. An accessible form of
presentation of the material, a friendly atmosphere in the classroom, creating a
situation of success – all this helps students to better assimilate new
material for them.
Various methods
and forms of work, pedagogy of cooperation should be present in the modern
lesson. The educational process is a two-way process – “teacher and student.”
If the teacher wants to teach and the student wants to learn, then success is
guaranteed. The teacher in the classroom is only a partner in communication, an
assistant, a consultant, not a dictator. The style of communication with
students is democratic. The role of the teacher is very important for creating
the motivation of the subject learning. The teacher is a source of knowledge
able to teach students to explore and find the answers themselves. The
atmosphere in the classroom should be comfortable, benevolent, we should never
laugh at each other’s mistakes, talk about them correctly, without offending a
speaker. The teacher is a person the pupils imitate or want to be similar. N.D.
Levitov allocates the following basic pedagogical abilities, which are
necessary to each teacher. They are:
·
Ability
to transfer knowledge to children in the short and interesting form;
·
Ability
to understand pupils, based on observation;
·
An
independent and creative way of thinking;
·
Resource
or fast and exact orientation in any situation.
A.K.
Markova identifies three main aspects of the teacher’s work: the pedagogical
activity proper, the pedagogical communication and the teacher’s personality.
To important professional qualities, A.K. Markova includes: pedagogical
erudition, pedagogical goal setting, practical and diagnostic thinking,
resourcefulness, improvisation, optimism, foresight and reflection.
Universal Educational
Activities are an integral part of the new State Standard. The
implementation of the program for the formation of Universal Educational
Activities is the key task of introducing a new State Standard. This is
a whole system of student actions that provides cultural identity, social
competence, tolerance, the ability to independently acquire knowledge and
skills, including the organization of independent learning activities. The
program of formation of Universal Educational Actions presents their four
types: personal, regulatory, cognitive and communicative educational actions.
Personal Universal
Educational Actions
are a system of students’ value orientations, their attitude to various spheres
of the surrounding world. They are expressed by the formulas “I and
other people”, “I and cognition”, “I and society”, “I and I”. This allows
students to perform different social roles: “citizen”, “classmate,”
“interlocutor”, “student,” “pedestrian,” and others.
Regulatory
Universal Educational Actions reflect the ability to build educational and cognitive
activity, taking into account all its components: goal, motive forecast, means,
control, evaluation.
Cognitive
Universal Actions are a system of ways of cognition of the surrounding world,
the process of independent search, research, systematization, generalization
and use of the information received.
Communicative
Universal Educational Actions reflect the ability to participate in an
educational dialogue, to build a monologue and dialogical statement, to be
able to write compositions, essays, reports using information from various
sources with the requirements of speech etiquette, to use expressive means of
language, to keep the logic of narration and so on.
Universal Learning
Activities
can
be formed only in the course of a certain learning activity. It is important to
create conditions for such activities. To do this, you need to change the
educational process itself: to master new forms of organization of the new
educational process, new educational technologies, to create a new educational
environment.
Designing a lesson from the perspective of
the formation of universal learning activities
Table 1
|
Lesson requirements
|
Traditional lesson
|
A lesson of the modern type
|
|
Announcement of the lesson topic
|
The teacher informs the topic of
the lesson
|
The topic of the lesson is formed
by the students themselves
|
|
The message of the tasks and
objectives of the lesson
|
The teacher tells the students
what they should learn
|
The students formulate it
themselves. The teacher brings students to the realization of the goals and
objectives of the lesson.
|
|
Planning
|
The teacher tells them what kind
of work they have to do to achieve the goal
|
Students’ planning of ways to
achieve the goal, taking into account the help and advice of the teacher
|
|
Practical activities of students
|
A number of practical works are
planned under the guidance of the teacher
|
Group, individual, interactive
methods of work are used.
The teacher acts as a consultant
|
|
Implementation of control
|
The teacher monitors the
implementation of practical work
|
Students exercise control
(self-control, mutual control) The teacher consults
|
|
Correction implementation
|
The teacher makes correction
based on the results of the work performed
|
Students formulate difficulties
and carry out correction on their own. The teacher helps,
advises and consults
|
|
Assessment in the lesson
|
The teacher evaluates the work in
the lesson
|
Students give an assessment of
the activity based on its results (self-assessment, assessment of comrades).
The teacher consults
|
|
The summary of the lesson
|
The teacher finds out what the
students remembered
|
Reflection is carried out
|
|
Homework
|
The teacher announces the
homework and comments on it. Basically, the task is the same for everyone
|
Students choose the tasks
proposed by the teacher taking into account individual capabilities
|
The problem of
interest is the main one in the school training. It is though interest that the
process of obtaining knowledge becomes the driving force of the intellectual,
moral and emotional development of the individual. That is why non-standard and
“non-traditional” forms of lessons are used in school practice. There’s a lot
of different types of non-standard lessons: lesson-lecture,
lesson-presentation, protection of projects, lesson-journey, lesson-concert,
lesson-play, round table discussion, conference, quiz, Club of Merry and Cute, “What?
Where? When?”, The Field of Wonders, etc. Non-traditional lesson forms of
organizing a lesson are usually used after studying one or several topics. They
create the atmosphere of a holiday, increase motivation for studying a
language, they require participation of all students of the class, the use of
different visual aids.
Their aim is:
·
to
assess students’ knowledge;
·
to
provide interest in the language;
·
to
minimize teacher’s involvement in the lesson.
Only a previously
carefully prepared lesson becomes a real source of information and useful
knowledge for modern schoolchildren. Only a teacher who truly loves his pupils
and his work can prepare and conduct unforgettable activities, where the time
for the children will pass completely unnoticed, and valuable and necessary
information will be put off in the heads. The example of a non-traditional
lesson is presented in Appendix.
Appendix
“He,
who doesn’t know a foreign language,
doesn’t know his own one”
/Johan Wolfgang Von Goethe/
Тема
урока: «Подростки
и современные технологии»
Класс: 9
Spotlight.
Module
4 – Technology
Цель
урока:
обучение навыкам аргументированного высказывания «за» и «против» современных
технологий.
Познавательная
задача:
обобщение преимуществ и недостатков в использовании современных технологий.
Развивающие
задачи:
1) Развитие
критического мышления.
2) Развитие
связной речи, языковой догадки, слуховой и зрительной памяти, внимания,
логического мышления, развитие способностей к узнаванию и сопоставлению нового
и ранее изученного.
3) Развитие логики
высказывания, умения систематизировать свои знания, высказывать свое мнение и
обосновывать свою точку зрения.
Воспитательные
задачи:
1) Воспитание
чувства ответственности за совместную групповую работу.
2) Воспитание
уважения к точке зрения собеседника.
Учебные
задачи:
1) Повторение и
расширение лексического запаса по теме.
2)
Развитие навыков говорения, чтения и аудирования, навыки проектной работы.
Ожидаемый результат: развивают
монологическую и диалогическую виды речи, навыки аудирования. Интегрируют
знания по английскому языку и информатике. Осознают ценность совместной
деятельности. Умеют структурировать информацию в форме проектов.
Тип урока: урок
комбинированного типа посвящен развитию репродуктивных речевых навыков и
занимает промежуточное место в изучении темы «Компьютерные технологии»,
связывая этап формирования (рецептивный) и этап активизации (репродуктивный)
речевых навыков.
Технологии: здоровье-сберегающие, игровые,
развивающего обучения, информационно-коммуникативные, проектные.
Методы обучения: творческий, наглядный,
частично-поисковый, рефлексивный.
Форма и виды работы: Индивидуальная,
фронтальная, парная, групповая.
Оснащение
урока:
компьютер, телевизор, видео, учебная презентация, презентации учащихся,
раздаточный материал.
Структура
урока (45
мин.)
1. Организационный
момент. (1 мин.)
2. Актуализация
опорных знаний, умений и представлений обучающихся и подготовка к восприятию
новой темы. (4 мин.)
3. Мотивация
учебной деятельности. (5 мин.)
4. Оглашение
темы, представление ее содержания и ожидаемых результатов. (1мин.)
5. Изучение
нового материала. (10 мин.)
6. Осмысление
знаний и умений. (9 мин.)
7. Систематизация
и обобщение новых знаний и умений на преобразовательном и творческом уровнях.
(8 мин.)
8. Рефлексия.
Самоконтроль и самооценивание. (4 мин.)
9. Инструктаж
к выполнению разноуровневого домашнего задания.
(2 мин.)
ХОД
УРОКА
I Greeting. (Slide 1,2)
The motto of the lesson “To live is
to learn and learning helps to live”
·
Aiming.
To be – active,
helpful.
To work – in
cooperation
To practice – language
skills
·
Introducing
the topic
Do you agree with
the statement?
“If technology
changes, life always changes too” (Folk wisdom) (Slide 3)
II Warm up
a) Video “Then and
now”
b) From the past
through the present to the future (Slide 4)
·
What
tools were used for counting / mailing / telephoning /printing in the past?
(Slide 5)
·
Are
they used now? Why not? (Slide 6)
·
What
device(s) do(es) it all now? (Slide 7,8)
III The main
body
1. Group work.
Interview your partners. (Slide 8)
1. What gadgets do
you use?
2. What do you use
them for?
3. How often do you
need them?
4. The main device
for us is a computer, isn’t it? (Slide 9)
it can …
it does …
it helps …
2. Reading and
acting out the dialogue
But sometimes
there may be some problems in its work. Let’s read and find out
the problem
(Slide 10)
“Computer problems”
ex. 4 p.60
3. Listening.
Doing the quiz (Slide 11)
·
a) SOME INTERESTING
FACTS ABOUT THE INTERNET
Sharon: Good morning, this
is Sharon Travers with our weekly show “Tech Info”. We have two special guests
here with us today, Bob and Sam Sutton, who are going to give us some useful
information about the Internet. Good morning, Bob.
Good morning, Sam.
Bob & Sam: Good morning,
Sharon.
Sharon: Bob, I think
everyone listening to us has used or at least heard about the Web, but could
you give us some specifics? First of all, what is the Internet exactly?
Bob: Well, Sharon, the
Internet is a worldwide system of computer networks whose main aim is to
provide the user with information. There are millions of web sites you can go
to, as you know.
Sharon: Yes, and when we
type in www. at the beginning of many websites we want to look at, what
does this actually stand for, Sam?
Sam: It means World
Wide Web. This was created by Tim Berners-Lee in 1989, but it has grown a lot
since then. In 1993, there were about 600 websites on the Web, but by 2006
there were over 100 million!
Sharon: That’s incredible,
isn’t it? So, which country has the highest number of Internet users, Bob?
Bob: Sweden has the
highest number of Internet users – about 75% – but there are millions of users
all over the world and these numbers are increasing all the time.
Sam: All people really need a computer,
of course, and an Internet Service Provider too, which is the company you use
to get access to the Web. The average Internet user now visits around 1,000
websites each month and 17,000 new websites are added to the Internet daily.
Sharon: Interesting stuff
... well, Bob and Sam, thank you for being on “Tech Info” today.
Bob
& Sam: Thank
you, Sharon
·
b) Quiz “The
Internet” ex.1 p.64
R E L A X A T I O
N “Eye training”
4.Modern
technology. Pro & Cons (Slide 12)
“Teenagers and
technology” ex.3 p.66
5.Speaking.
“Different people – different views”. Making conclusion
John
You
can do so many things online these days. I buy nearly all my gifts from
shopping websites now, for example, and I always book tickets for concerts and
transport on the web. I can’t believe I used to spend hours trying to get
through on a phone line or standing in a long queue! My parents use the web a
lot now too. They read online newspapers every day and check their bank
accounts. Sometimes they even do their supermarket shopping online!
Mike
Computers
are supposed to make our lives easier, but sometimes it takes so long to do
simple things on them. The other day, for instance, I was doing some research
for my school Geography project, but I had to visit about twenty websites
before I found anything useful. Sometimes, as well, I spend ages just surfing
the Net or
chatting
online when I suppose I could be spending time with my family or doing sport.
Tony
I’m
not sure how I would survive if I didn’t have a computer! I use my laptop every
single day. I mainly use it to do my homework on and to watch DVDs or listen to
music in the evenings. Also, we recently moved house, so I write a lot of
emails to all my old friends. I definitely wouldn’t be able to keep in touch
with them as well if I didn’t have my own computer.
Steve
I’m
thinking of joining a class to learn more about how to use a computer. I can
see that computers are really useful for so many things, but to tell you the
truth, I don’t know very much. I mean, I know how to use the Internet and send
an email, but that’s about all. I think it would help me a lot if I knew a
little more.
Ann
I
really enjoy anything to do with computers and I’ve taught myself a lot of
things that most people don’t know. Actually, my friends are always phoning me
to ask me how to solve problems that they have!
A. I’m good with
computers.
B. Computers can take
up a lot of my time.
C. I couldn’t live
without my computer.
D. The Internet has
changed the way my family and myself live our lives.
E. I only know the
basics.
6.
Students’ presentations
- Teens &
Gadgets. Pro & Cons
- Life in the
future
- Technology
7. Project work
in groups
A. New devices and
their uses
B. Round the clock
C. Pro and cons
8. Summing up
(Slide15)
1.
Can
virtual dogs replace real dogs in the future? Why?
2.
Will
computers replace teachers in the future? Why?
3. Can you do anything
without your gadgets?
4. Can they replace
communication with friends and family?
IV Reflection.
Cinquain (Slides 16, 17)
1. Computer
Modern, advanced
Types, prints,
stores
Helps in many ways
Device
2. Mobile
Smart,
multi-tasking
Calls, answers,
communicates
“Alter ego” craft
Telephone
3. The Internet
Useful, global
Connects,
transfers, shares
Embraces the whole
word
Invention
V Self
assessing
Our achievements
We did all the
best! Excellent!
We tried as much
as we could. Rather good.
We should learn
English better!
VI Home
assignment by choice
a) How to be a
reasonable gadget user?
b) Pie chart “Teens
in social nets”
c) New Year’s wishes
and resolutions about gadgets.
The conclusion and
prospects for further research. The modern lesson is a constant search,
incessant dialogue, joint collective work based on trust and goodwill. Lively
and kind communication with the teacher is what warms the heart and soul of our
students.
A modern lesson is
a real pedagogical work, in which the teacher contributes his creativity, his
methodological handwriting, love for his subject and his students.
Our further
research will be related to the development of a series of modern non-standard
English lessons for high school students, taking into account the requirements
of the updated State Standard of Education.
We want to end our article with the
wonderful words of the famous American writer William Arthur Ward, who inspires
us in our difficult but noble work.
“A mediocre teacher expounds. A good teacher
explains. An outstanding teacher shows. A great teacher inspires.”
References.
1. Disterweg
A. A guide to the education of German teachers // Selected pedagogical essays/
A. Disterweg. – M.: Uchpedgiz,1956. - 136-203 p.
2. Lebedev
O.E. Objectives of the lesson: competence approach//National education/O.E.
Lebedev. – M.: School Technologies, 2011. - № 6. – 10-17 p.
3. Leontiev
A.A. Language, speech, speech activity/A.A. Leontiev. - M.: Prosvescheniye,
1969. - 214 p.
4. Levitov
N.D. Children’s and Educational Psychology/N. D. Levitov. –
M.:
Prosvescheniye, 1964. – 478 p.
5. Markova
A.K. Psychology of Professionalism/A.K. Markova. - M.: International
Humanitarian Fund “Knowledge”, 1996.- 49-54 p.
6.
Mitina
L.M. The Teacher as a Person and a Professional (psychological problems)/L.M.
Mitina. - M.: Делo, 1994. - 215 p.
7. Federal
State Standards of General Education/Ministry of Education and Science of the
Russian Federation. - M.: Prosvescheniye, 2010
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