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METHODS OF TEACHING

continued from No. 4

LET ME KNOW YOUR GOALS

At the end of their last school year, students usually have to pass several ﬁnal examinations. If a foreign language exam is a must, the desire to get their CSE (Certiﬁcate of Secondary Education) is motivation enough in itself. In most countries, the school leaving age is 17–18. The expected foreign language level is Intermediate

– Upper-Intermediate. In reality, as any teacher knows, we all have to deal with multi-level classes, as well as with at least one student who is, or seems to be, not motivated, or even not able, to grasp the required rules. Some of them seem to drift aimlessly, not caring whether they manage to pass their examinations or not. We try to do our best for all of them.

While the age group is the same, the students’ goals and their motivations may differ:

•a percentage of students simply wish to pass their exam, that is, not to fail; they do not envisage any use for this subject in their future lives;

•some students wish to continue their education at a university or college; they consider that a good grade in all the subjects, including the foreign language, is an advantage;

•there may be one or several students who are very bright; they have good grades in all the subjects, and work hard to preserve them;

•there are diligent hard-working students, whose perseverance allows them to achieve very good and even excellent results, regardless of whether they believe they “need” a subject for the future, or just wish to keep up

the good work.

It is my ﬁrm belief that today, ALL students need to know a foreign language, and to be able to use the ICT conﬁdently. In fact, one skill helps another: those students who achieve ﬂuency in English ﬁnd the Internet a powerful tool and an endless source of information. Those who are good with computers and surf the web conﬁdently, can raise their level of English by using numerous educational and informational sites. ICT is a huge help for EL teachers too.

I have had students who would begin their foreign language lessons with me in the second grade, aged 8, and happily continue until they ﬁnished school in the eleventh grade, aged 17. In such cases, naturally, I knew their goals long before they reached their last year at school.

Every year, I would also get new senior classes. A group of students would come to me for the last two or three years of school, at he age 15–17, bringing with them all the love or all the hate for the subject a former teacher instilled in them. Quite often, they would like the subject, yet make a number of mistakes which by this time would be extremely hard to eliminate. One very good teacher, whose lessons I visited, loved doing things “in a chorus”. Standing in front of her class, she would command: “Repeat after me, in a chorus: It aches to move”. And the students

would dutifully chorus. Sadly, many teachers seldom use a dictionary, once they have learned a meaning of a word. Amazing but true: it almost never occurs to the students to double check anything their teacher tells them, unless we teach them to do it. Where did that teacher pick up “it aches” instead of “it hurts”? I don’t know. But I do know that her former students continue using her incorrect version long after they had ﬁnished school.

At the beginning of every school year, when we get a new class, we get acquainted. The students learn our names, and the correct way to address us. We learn their names, their family circumstances if possible, look up their grades, conduct various tests to check their language skills. It pays to also learn every student’s goals. “Straight-A” students may be aiming for a university education, not necessarily connected with language studies. Solid “B” students may wish to preserve their status, but they are the ones who may also be striving to achieve a higher grade. “C” students may hope to pass an examination, or to become better. And the ones who have no idea what they want may gradually come to a realization that there are some goals, with our help. During one of the ﬁrst lessons, I inform my students, in the classroom and individually: unless they tell me their goals, I may not know what they are. Once they apprise me of the situation, we can work together.

When we conduct the ﬁrst grammar tests at the beginning of a school year, we may get what is known as a Gaussian curve, after the name of the German mathematician Karl Friedrich Gauss (1777–1855). In a class of 25, ﬁve students may get A’s, ﬁve students may fail, while the rest will get B’s and C’s. This is a normal result. It shows us that we need to devise some individual extra exercises for the ﬁve “A” students, so that they are not bored during the lessons. We need to continue working at a grammar theme or a lexical topic with “B” and “C” students, trying to help them overcome whatever difﬁculties they face. We also have to come up with some individual exercises for those few students who failed, to help them grasp a hard topic, and not feel hopeless. Last but not least, we should always remember that practice makes perfect. Training students of all levels for an examination is not a task which may be successfully fulﬁlled in a single lesson. We need to recycle the same exercises throughout the whole academic year, using diverse approaches, introducing variety into our lessons.

Achieving a good grade is a challenge for the students, but it is not a goal in itself. Achieving conﬁdence is.

By Nina M. Koptyug, Ph.D.,

Novosibirsk

to be continued

English

May 2013

English METHODS OF TEACHING

6 OLD TRADITIONS AND MODERN TENDENCIES

May 2013 in Pre-Service EFL Teacher Training System

The system of pre-service teacher training in Russia now combines profound theoretical studies in methodology and psychology that have always characterized traditional Russian school (L.S. Vygotskiy, I.R. Galperin, A.N. Leontyev, I.A. Zimnyaya) and modern tendencies in developing professional and linguistic competence of an EFL teacher. In this article we will mainly focus on these tendencies, though it is worth describing brieﬂy the structure of the present-day system that still keeps many of the good old traditions.

From September, 2011 all pedagogical universities, which are primarily responsible for training future EFL teachers in Russia, have a two-level structure of pre-service teacher training. After the ﬁrst four-ﬁve years of studies, students at the faculties of foreign languages get a Bachelor’s degree, having passed their ﬁnal exams successfully. The best graduates are given the chance to enter a two-year course in magistracy to get a Master’s degree. For those who wish to continue with scientiﬁc research, post-graduate programs are offered.

Most school teachers of English in Russia are university graduates either of state pedagogical universities or universities for the humanities. A few years ago we had young EFL teachers with three years of college-level professional education, which was more practice than theory oriented, but now foreign language teaching professions in colleges are closing because of a new two-level system in the universities mentioned above.

To become an EFL teacher and enter a university in Russia one has to successfully pass Uniﬁed Exams (EGE) at the end of the ﬁnal year in school. Usually exams are in English, Russian and History (it is decided on the federal level). Having all exam scores, a student may apply for any university in the country and on a competitive basis he/she will probably be enrolled in the course needed. If the exam scores are quite high, a student is very likely to get a professional education free of charge, as most future EFL teachers do in our university, as well as in other state (pedagogical) universities, thanks to federal funding.

Referring back to the modern tendencies of development of professional education, it is essential to point out several things. One of the most important tendencies in the system of pre-service teacher training is developing abilities for life-long education and continuing professional studies. The course of EFL methodology, that is the core discipline for pedagogical institutions, including ours, has a great potential for developing these abilities because it makes future EFL teachers think about education perspectives, reﬂect on their past language learning experience and realize that there are plenty of things in the language teaching area that need constant improvement.

We are fortunate nowadays to face changing attitudes towards teaching foreign languages in the way of understanding the necessity to stress a learner’s needs, interests and individual differences. And we should maintain this focus in the professional training of our learners, future EFL teachers, as well. Teaching should be all about a learner. Hopefully, our students in the pre-service teacher training system will acquire this idea from their own learning experience and will manage to modify their future teaching according to the simple but so powerful deﬁnition of good language teaching – that is “enabling someone to learn”or “enabling students to communicate in the target language” (Larsen-Freeman 2011: 122). The emphasis on communication as the main priority in language teaching and learning was made a long time ago by experts in ELT ﬁeld in Russia and overseas. The ﬁve leading principles of communicative language learning were thoroughly developed by E.Passov (1989)

and later supported by R.Millrood with the accent on authenticity of classroom communication (2000) in Russia.

Nowadays there are several main tendencies that should have an impact on the training of an EFL teacher. The ﬁrst one is connected with the role of the teacher in the language classroom. It is very important for prospective teachers to have the personal experience of being taught in a genuine student-cen- tered environment and have Snow’s (2007) model of a teacher who is more like a “guide” or a “consultant” for them. It is not at all easy to create a student-centered environment in the classroom as there is a temptation to just grab onto a “student centered” idea as a new “in” phrase in teaching without understanding the essence of it. Referencing this point, all interactive activities, writing to forums, video lessons, discussions and peer observation within the course of EFL methodology have been of great value for our students as they introduce many ways to focus on the learner, to accommodate his/her individual differences and learning styles in the classroom. Prospective EFL teachers are supposed to realize that their primary task in school will be not to teach their students language knowledge but rather help them in their language learning so that both, teachers and students, will beneﬁt from shared responsibility for the result.

The second tendency is linked to the constructivism as a general and fundamental approach to teaching a target language. We have experienced many times with our students that they proceed and remember a new language point or term easier and better if they are not ‘spoon-fed’ the rule by the teacher as in the transmission approach, but, instead, discover its meaning and function themselves through guided context analysis. The related point here is the importance of students noticing themselves a new point, for example, a certain grammar structure before explaining it to students at grammar classes or a certain teaching technique before giving its deﬁnition and detailed explanation.It is useful to not be guided so much by one coursebook and let students be more active, take time and think, analyze illustrative examples, compare with their own experience and notice a new teaching technique or language point.

Moreover, it is essential for training future EFL teachers to incorporate another distinctive feature of constructivism – peer interaction and collaborative work in pairs or in groups that increase communicative value of the lessons and create a friendly atmosphere in the learning community. If we keep the focus on developing students’ real communicative ability in English, ﬂuency and interaction skills at classes within EFL methodology course, we will make our classes not only professionally useful, but more interesting and successful in terms of language acquisition by students.

The way to give instructions in the process of teacher training is also meaningful as students should get used to clear and brief explanations to imitate them in their own teaching career in the future. No more long, detailed and complicated explanations rather, short and clear instructions in English, better written down in the lesson plan beforehand to refer to and repeat when necessary. For the classes of EFL methodology to future teachers the use of metalanguage with its terminology accuracy is essential but it should not lead to student confusion and struggles about subtle terminology differences as what we want to achieve ﬁrst is their practical teaching skills, not just terminology mastery.

The theory input on teaching methods and principles is certainly necessary because it forms the basis for future reﬂection and experimenting in the professional ﬁeld. And it needs to be

extended by means of doing some autonomous learning of vital teaching issues by students themselves. Reading and analyzing many articles and electronic materials on one’s own, using the teacher’s questions/prompts, will help students make their choices about their own lesson plans and favourite tasks, plan their work for the day and manage their time better. The ideas of autonomous learning are shared by many Russian teachers of English and they have found their profound explanation in the works of Russian top-notch experts in this ﬁeld, such as E.Solovova (2008), N.Koryakovtseva (2002). Taking more responsibility for one’s own progress, becoming more independent, especially in the sphere of professional learning, is highly important for an EFL teacher in the pre-service teacher training system. Any prospective EFL teacher is expected to be able to provide choices of tasks for his/her students in the future, as well as choices of materials and resources to study with, make program requirements open to students, encourage peerand self-assessment, and behave as a “guide” rather than a “sage on the stage” (Snow 2007).

One more important tendency in the pre-service teacher training system is connected with the necessity to develop a habit of reﬂective teaching and learning. In the EFL methodology course, the habit in question can be formed in the process of micro-teaching and cooperative learning, both of which imply the need for self-reﬂection and peer observation. A better understanding of target teaching concepts is achieved through face-to-face or on-line discussions and comments. In any discussion a participant has to look deeper into the issue to pose a question or give a comment, so that he/she sees the problem/ challenge that has not been noticed before. It usually results in a better and clearer acquisition of professional knowledge and skills and develops a habit of reﬂective learning.

The last but not least tendency important to take into consideration in the process of EFL teachers training, is the necessity of good assessment on the basis of the system of criteria known to students from the very beginning of the course. In the EFL methodology course at our university we have introduced the assessment papers for students to put their points into for each of the two semesters of the course. Such assessment papers are given to all students at the ﬁrst lesson of the course in the semester, so that they have a clear idea of the requirements for credit or the exam.

Assessment paper for the 1st semester

№	Topics covered	Date of the	Points
	within the semester	task/test
1.	Aims of language teaching
2.	History of ELT methods
3.	Teaching vocabulary
	Assignment 1
	Test (1) on teaching vocabulary
4.	Teaching pronunciation
5–6.	Teaching grammar
	Assignment 2
	Test (2) on teaching pronunciation
	and grammar
7.	Teaching listening
	Assignment 3
8–9.	Teaching reading
	Assignment 3
	Test (3) on receptive skills

METHODS OF TEACHING English

May 2013

10–11. Teaching speaking

Assignment 4

12.Teaching writing

Assignment 5

Test (4) on productive skills

Assessment paper for the 2nd semester

№	Topics covered	Date of the	Points
	within the semester	task/test
1.	Learning target language and culture.
	Test (1) on teaching target language.
2.	Tasks for teaching culture in the
	coursebooks.
	Test (2) on teaching culture.
3.	Evaluation, assessment and testing.
4.	Testing language skills.
5.	National examination in Russia.
	Test (3) on assessment and testing.
6–7.	New technologies in ELT.
	Planning a lesson at the secondary
	school.
8.	English coursebooks for schools.
9.	Teaching English at language
	schools.
10.	The image of an EFL teacher
	nowadays.
11.	Planning a lesson at the primary
	school.
12–13.	Planning a lesson at the high school.

All tendencies mentioned above contribute to the development of autonomous professional learning of future EFL teachers and enhance the habit of life-long education that is inseparable from the profession of an EFL teacher nowadays.

Bibliography

1.Harmer, J. The practice of English Language Teaching. –

London & N.Y.: Longman, 1996. – 296 p.

2.Haycraft, J. An Introduction to English language Teaching.

–London: Longman, 1993. – 139 p.

3.Larsen-Freeman, D., Anderson, M. Techniques & Principles in Language Teaching. – Oxford: OUP, 2011. – 252 p.

4.Littlewood, W. Communicative Language Teaching. –

Cambridge: CUP, 2002. – 107 р.

5.Scrivener, J. Learning Teaching. – London: Macmillan Heinemann English Language Teaching, 1998. – 218 р.

6.Snow, Don. From Language Learner to Language Teacher.

–TESOL, 2007.

7.Коряковцева Н.Ф. Современная методика организации самостоятельной работы изучающих иностранный язык: Пособие для учителей. – М.: Аркти, 2002. – 176 с.

8.Мильруд Р.П., Максимова И.Р. Современные концеп-

туальные принципы коммуникативного обучения иностранным языкам//Иностранные языки в школе. – 2000. – № 4–5, с.35–38.

9.Пассов Е.И. Основы коммуникативной методики обучения иноязычному общению. – М.: Русский язык, 1989.

–276 с.

10.Соловова Е.Н. Методика обучения иностранным языкам: продвинутый курс: пособие для студентов пед.

вузов и учителей. – М.: АСТ: Астрель, 2008. – 272 с.

By Irina Shchukina,

Tula State Lev Tolstoy Pedagogical University

English METHODS OF TEACHING

8 КАРТИНКИ, ИГРЫ, СКАЗКИ…

May 2013

Особенности преподавания в начальной школе

Неустойчивость внимания детей младшего школьного возраста, объясняющаяся слабостью процесса торможения в центральной нервной системе и впечатлительностью, усиливается в условиях малоподвижных занятий. Ввиду этого на начальной стадии возникает необходимость живого, динамичного и увлекательного обучения как необходимого условия формирования у детей не только знаний, умений и навыков, но и внимания. Не деятельность, а ее однообразие и односторонность вызывают быструю утомляемость, поэтому при планировании обучающего материала следует прибегать к частой смене видов деятельности и чередовать различные приемы обучения.

У детей младшего возраста наглядно-образная память доминируетнадлогической. Лучшевсегоонизапоминаютконкретные предметы, цвета, события, лица, факты. Таким образом, необходимым условием усвоения языкового материала на данном этапе является ассоциация слов с конкретными предметами.

Характерная особенность психологии детей младшего школьного возраста, проявляющаяся в конкретности их мышления, восприимчивости к мобильным, колоритным предметам, требует яркого и доходчивого преподавания. Поэтому при обучении детей данного возраста яркость, красочность, наглядность являются хорошими помощниками. Ребенок гораздо быстрее усваивает слово на иностранном языке, если оно связано непосредственно с предметом, картинкой, которые он видит, или действием, которое он выполняет сам.

В процессе обучения детей английскому языку можно использовать следующие приемы: хоровое повторение за учителем, индивидуальное повторение, хоровое и индивидуальное пение, декламация, организация игр с элементами соревнования, чередование подвижных и спокойных игр.

Для активизации речи ребенка полезно использовать рисунки с последовательным изображением действий людей и животных: мальчик бежит (сидит, играет в мяч, прыгает, спит); кошка лежит (прыгает, бежит) и т.д. При завершении работы над темой можно использовать большую тематическую картинку, не перегруженную изображением людей, животных и предметов. Но поскольку каждая картинка статична

иограничивает ответ ребенка, следует иметь картинки на одну

иту же тему с различными вариантами как предметов, так и людей и занятий этих людей. Это дает возможность об одном

итом же лице или предмете, изображенном на картинках, сказать несколько фраз. Например, по теме “My family”:

1.Mother plays with her daughter.

2.Mother is at the table with her daughter.

3.The girl has some toys on her table. She plays with them with

her mother.

Глаголto have можнотакжеотрабатывать, используякартинки, на которых изображены люди в разной одежде. Дается задание определить различия в одежде. Дети задают вопросы:

Have you got a picture of a boy or a girl? Has she got a skirt and a blouse on? Has she got a dress on?

Has she got a blue dress on? Has she got black shoes on?

Для работы над структурами: What time is it by your watch? Is it a quarter to ten/past ten/half past ten by your watch? – детям можно раздать картинки с циферблатами часов, на которых изображено различное время.

При разучивании стишка, считалочки или песенки дети легко запоминают рифмованный текст, несмотря на большое содержание в нем новых слов и предложений. Разучивание рифмованных текстов также представляет собой полезное фонетическое упражнение, потому что в стишке ребенок особенно четко проговаривает английские звуки. Рифмовка является отличным материалом для запоминания слов.

Однако без предварительного знакомства с новыми словами и их особой дополнительной отработки лексика не переходит в активный запас ребенка, что помешает ему оперировать ей в новой ситуации. Стишок запоминается ребенку только как красивое созвучие, а не как совокупность определенного запаса слов. Поэтому те слова, которые нужно включать в активный словарь, а также грамматические конструкции, необходимые для активного владения речью, следует закреплять с помощью специальных упражнений и игр вне контекста стишка.

Малышиоченьлюбятслушатьрассказы, стихи, сказки. После прослушивания рассказа им очень нравится изображать героев этогорассказаиразыгрыватьсценки. Такоеобыгрываниерассказаилипьесыподруководствомучителяоживляетзанятиеидает возможностьпрочнозакрепитьзнаниелексикииграмматических структур, необходимых для развития навыков устной речи.

Одним из приемов повышения внимания и интереса учащихся к уроку является игра, которая позволяет овладевать речевыми навыками в естественной ситуации – в процессе общения во время игры. Факторы, сопровождающие процесс игры: интерес, чувство удовлетворения, радость, – облегчают обучение. При введении и усвоении нового учебного материала учитель может широко использовать и подвижные, и спокойные игры. Игры могут применяться с различными целями: для закрепления новой лексики и моделей английского языка; для формирования умений и навыков устной речи; для обучения детей самостоятельному общению на английском языке. Усложняя игру, мы соблюдаем принципы постепенности, последовательности и доступности обучения.

При разучивании сценок, в которых героями становятся поочередно все дети, достигается прочное усвоение лексики. Дети с большим удовольствием играют роли животных, могут сами придумывать новые ситуации и диалоги, уточняя характер животного и его возможные действия (зайчики у детей непременно хорошие, волк всегда злой). Нельзя забывать, что сказочные звери живут и действуют в представлении детей как люди, поэтому самой объемной по количеству материала является тема “Животные”.

При изучении глаголов хорошо использовать подвижные игры, в которых усвоению материала помогают действия и жесты самих детей. К таким играм относится игра “Команды”. В первом, наиболее простом варианте, учитель дает команды к действию одним глаголом в повелительной форме второго лица: Go! Run! Dance! Sit down! etc. Вследующемвариантедети говорят о том, что они делают: Go! – We go. Run! – We run. etc.

Втретьемвариантеигрыкомандадаетсястоящему(сидящему) справа, и ребенок говорит, что он делает: Run! – I run (ребенок имитирует бег) и т.д. Эта игра помогает детям без особого труда запомнить глаголы в повелительном наклонении и в личной форме, а также самостоятельно строить предложения.

Особо помогает активизировать речь ребенка на английском языке работа с живыми картинками. Этот вид работы дает значительную мобильность изображения, а следовательно, позволяет повторить довольно большое количество слов за небольшой промежуток времени. Двое-трое детей по заданию учителя производят одно действие за другим. Все действия производятся без слов.

Учитель задает детям-зрителям вопросы по живой картинке, дети отвечают. Учитель проверяет понимание произведенных действий и, соответственно, знание определенной лексики. Дети всегда внимательно следят за действиями и стараются ответить на все вопросы. Каждая картинка вызывает неподдельный интерес. Сценку можно повторять несколько раз. Смена “актеров” воспринимается как новая картинка, повторение вопросов не утомляет детей.

Татьяна Александровна Зарипова, МОСШ № 25, г. Нижневартовск, ХМАО

	METHODS OF TEACHING	English
КРЕАТИВНЫЙ ПОДХОД	continued from No. 4	9
	continued from No. 4

К ОБУЧЕНИЮ АНГЛИЙСКОЙ ГРАММАТИКЕ		May 2013
(на примере The Past Simple Tense)

Казино/Сasino

Учащиеся читают предложения в Past Simple и отмечают галочкой в соответствующем квадрати-

ке, верное оно или нет (если предложение неверное, они должны исправить его). При этом каждый игрок самостоятельно делает ставки (в начале игры у каждого есть по 100 рублей). В ходе проверки выполнения задания (возможна фронтальная работа или взаимоконтроль в парах по ключам) учащиеся плюсу-

ют сумму ставки к 100 рублям, если их выбор был правильный, или отнимают эту сумму, если допу-

стили ошибку. Побеждает игрок, которому удастся выиграть большую сумму денег.

Образец задания:

Right Not right Bet

He comed to the casino yesterday.

– _____________________________

_______________________________

total

They was go with their friends to the library.

– _____________________________

_______________________________

total

He bought a hamburger and a soda.

– _____________________________

_______________________________

total

Do Liza and Sam watch a new ﬁlm last week?

– _____________________________

_______________________________

total

That was a hard test.

total

The chairs was in the living room 2 hours ago.

– _____________________________

_______________________________

total

My mother made a cake for my last birthday.

– _____________________________

_______________________________

total

His father ﬂew to China on business last month.

– _____________________________

_______________________________

total

Were the tickets expensive?

– _____________________________

_______________________________

total

Mark was not went to the library three days ago.

– _____________________________

_______________________________

total

Один день моей жизни/A Day in My Life

Учащиеся делятся на две команды.

Каждая группа выбирает игрока, который покидает класс.

В его отсутствие группа пытается вообразить

предыдущий день удаленного игрока с 8 часов утра до 8 часов вечера и описывает, где он был, что делал, с кем встречался, о чем разговаривал.

Удаленные игроки входят в класс и возвращаются к своим командам.

Задавая общие и специальные вопросы чле-

нам своей группы, покидавший класс ученик ста-

рается угадать день, который придумали одноклассники.

После того, как ранее удаленный игрок отгадает свой день, группа задает ему вопросы, выясняя, каким

был его день в реальности.

Коммуникативные упражнения/Communication

Ex. 1. Look at Sue’s agenda for yesterday and make up sentences (they may be positive or negative)

Friday, 12th
8.00 a.m.	walk children to school
8.45 a.m.	wash dishes
9.30 a.m.	visit granny
10.30 a.m.	go shopping
11.30 a.m.	tidy house and cook lunch
1.30 p.m.	pick up children from school
3.00 p.m.	help Andy with homework
5.00 p.m.	book table at Gino’s for Jim’s birthday
6.15 p.m.	watch a video
8.30 p.m.	look through newspapers

Ex. 2. Some people are telling lies. Read what they say, then use the prompts to correct the false statements.

1.Bill: I was at home all evening long.

2.Sue: I drove to the supermarket.

3.Bob and Mary: We spent our holidays in Malta.

4.Ann: I borrowed 100 pounds.

5.Mr. Smith: I sold my car.

6.Eva: I went to the cinema yesterday evening.

e.g.

1.out – No, he wasn’t at home. He was out with his friends all evening long.

2.club

3.Sicily

4.1000 pounds

5.motorbike

6.gym

English METHODS OF TEACHING

May 2013

Ex. 3. Positive and negative. Bella and her husband Dick never do the same things on the same day. For example, yesterday Bella listened to the radio. Dick didn’t listen to the radio. What else happened (or didn’t happen) yesterday?

1.Dick didn’t have a bath in the morning.

Bella ________________________________________

2.Bella went to the shops for some fruit.