Presentation of a modern English lesson in fgos. Presentation "modern English lesson in the framework of the implementation of the fgos". VIII. Generalization of learned material

Main purpose foreign language: shaping communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers. the formation of communicative competence, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.

Goals and objectives - development of foreign language communicative competence in the aggregate of its components: - speech competence - development of communicative skills in 4 main types of speech activity (speaking, reading, listening, writing) - language competence- mastery of new language means - sociocultural competence- introducing students to the culture and traditions of the countries of the language being studied - compensatory competence - developing the ability to get out of a situation in a deficit language tools- educational and cognitive competence - further development of general and special educational skills - development and education of students' understanding of the importance of learning a foreign language in modern world and the need to use it as a means of communication, knowledge, self-realization and social adaptation; education of the qualities of a citizen, patriot; the development of national self-consciousness, the desire for mutual understanding between people of different communities, a tolerant attitude towards manifestations of a different culture.

Types of speech activity The graduate will learn Skills (competencies of students) The graduate will have the opportunity to learn speaking Monologue speech * Make reports on the topic * Briefly convey the content of the information received * Talk about facts / events, giving arguments, drawing conclusions Dialogic speech* Make a request for information * Express your opinion on the topic under discussion make a message on given topic based on reading comment on the facts from the read / listened to the text, argue their attitude to the read / listened to; speak briefly without prior preparation on a given topic in accordance with the proposed communication situation; summarize the results of the work performed. listening * understand the main content of texts on the topic * selectively understand the necessary information to highlight the main idea in the text perceived by ear; to separate in the text, perceived by ear, the main facts from the secondary ones; use contextual or linguistic guessing when listening to texts containing unfamiliar words. reading * understand the main content of texts on the topic * selectively understand the necessary information * understand the text fully read and fully understand simple authentic texts, built mainly on the studied language material; guess the meaning of unfamiliar words by similarity with the Russian / native language, by word-formation elements, by context; use footnotes and a linguistic reference book. letter * make extracts from the text * write short congratulations * fill out the form * write a personal letter make short extracts from the text in order to use them in your own oral statements; draw up a plan / theses of an oral or written communication; summarize in writing the results of your project activities; write short written statements based on the sample.

Organization of independent activities of students 4. Development of communicative competence through the method of projects 1. Technology critical thinking in the classroom 2. Problem-based learning as a way to develop communicative competence 3. Differentiated learning as a way to develop communicative competence

Variants of exercises Use of non-verbal means of communication. Techniques for memorizing new words Word list exercises Chain work Techniques for activating oral speech Brainstorming Finding missing information picture gap text gap Pros and cons Matching tasks

Educational activitiesExtracurricular activities Lesson formsExtracurricular formsForms Discussion Role-playing and educational game Problem solving and discussion problem situations Mini-project Brainstorming Olympiad Quizzes Contests, KVN subject week, decade Scientific research activity Project Round table Interview Dramatization Theatrical performances Holidays, Festivals Circle, section Consultations with students of high and low learning opportunities Basic methods, forms and techniques of organizing educational and out learning activities in a foreign language and extracurricular activities in a foreign language

Incomplete sentence (I understand what it is…, I can explain why, why, how…) thesis cluster selection of aphorism or selection from the list of proposed assessment of “increment” of knowledge and achievement of goals (I didn’t know… - Now I know…) analysis subjective experience (I can explain, apply, organize ...) a poem (sinkwine), which helps to clarify the attitude to the problem under study, to connect old knowledge and meaningful new Effective techniques, forms of reflection

Student Language Portfolio This is a diary or folder: Colorful and brightly designed; Contains colorfully executed works and projects; Contains a list of assessment sheets, according to which the guys must assess their level of skills (for grades 5-8 in Russian, for grades 9-11 - in a foreign language)

1. I get better marks at school. 2. I can pass an examination in English. 3. I can travel to other countries. 4. I can speak to foreign people. 5. I can get a better job when I leave school. 6. I can learn about Britain. 7. I can learn about the USA 8. I can understand pop songs in English. 9. I can read English books in original. 10. I can understand technical instructions in English. 11. I can work on computer. 12. I can play computer games. 13. because my parents want me to learn English. 14. because I enjoy learning English. 15. because I want to be an English teacher. 16. because English is an important world language. 17. because I want to understand English films. Why do I learn English? Why do I study English?

My language passport My passport When I listen… First name__________________ Surname ___________________ Date of birth________________ Place of birth________________ My school _________________ My hometown_______________ My country_________________ I began to learn English________
I can say hello and goodbye. I can name some people, objects and places I can introduce myself, say my name, find out the name of my interlocutor I can name colors, animals, food I can answer the interlocutor's questions about where I live and what I like I can thank of my interlocutor I can ask simple questions I can ask my interlocutor to give me this or that object, to understand what is being asked of me I can answer simple questions in monosyllables I can count up to 100 I can talk about what I like and dislike I I know how to tell a poem I know how to talk about what I do I know how to communicate in a store, make purchases I know how When I talk, ...

Karaseva Elena Viktorovna
Job title: teacher in English
Educational institution: MBOU Boshinskaya secondary school
Locality: Bryansk region Karachevsky district Boshino village
Material name: methodical development lesson
Subject: Presentation of the English lesson according to the Federal State Educational Standard
Publication date: 16.02.2017
Chapter: secondary education

Presentation of the English lesson according to the Federal State Educational Standard

FULL NAME. Karaseva Elena Viktorovna

Subject: English (according to M.Z. Biboletova “Enjoy English”).

Grade: Grade 6

Lesson type: generalization of the studied material

Technological map of the study of the topic

Subject

Goals

Educational:

generalize

attractions

improve

lexical

skills on the topic "London", to activate oral speech skills on the topic "London", to develop the skill of listening.

To cultivate a culture of behavior in frontal work, group work. Maintain interest in learning

in English

Form UUD:

Personal UUD: independence, self-organization, value attitude to joint cognitive

activity, self-assessment.

Regulatory UUD: goal-setting, forecasting.

Communicative UUD: educational cooperation; construction of speech statements; listening skills and

cognitive

extension

horizons

students

linguistic and cultural

information.

Planned result

Subject:

Know the famous sights of London.

Be able to apply the studied vocabulary in English speech.

Personal: self-organization, value attitude to joint cognitive activity, self-esteem.

Metasubject:

Regulatory: goal setting, forecasting;

Communicative: ability (work in pairs, help each other), ability to express your thoughts in English

Cognitive: modeling, the ability to structure and generalize knowledge.

Basic concepts

Names of places of interest in London

Intersubject communications

Resources:

- basic

- additional

Map of London, textbooks, multimedia projector, student presentations

tokens for the game "Auction"

Space organization

Group work. Frontal work.

Carrying out technology

Activity

students

Activity

teachers

Assignments for students

the implementation of which

will lead to the achievement

planned

results

Planned results

subject

M o t i v a c i i

educational

activities

Goals: skill development

pronunciation

English

use

grammatical

designs have been /

Development

pronunciation

English

use

grammatical

designs have been /

tunes

students

Organizes

phonetic

"Tell

to your friend"

Organizational

moment.

Let's begin our lesson.

What date is it today?

T: How are you?

. Phonetic

Perfection

pronunciation

English

improvement

make up

offers with have

been / has been.

Communicative:

Personal:

expression

moods.

Cognitive:

Problems.

charger

you the English sounds

and you will name the

[ӕ] - wax, waxworks,

– statue, musician,

. speech

warm-up.

Now I want you to

play with me. I shall

s e n t e n c e s

Be careful, please!

"Tell

to your friend"

offers

students

listen

offers,

change

tell

to the park. (He

Formulation

Topics

u r o k a,

staging

goals (2

Organization

joint

discoveries

lesson topics.

Students

call

lesson topic.

Teacher

p o d v o d i t

students

opening

lesson topics.

Guys,

re going

p o g o v o r and t,

I propose

guess... Look at

the card. What is the

shows students

map of London).

T.: Yes, you are right!

Ability to respond to

Regulatory

goal setting

forecasting.

Personal

communicative

d e m e

to express

Examination

homework

Generalization organization

received

on one's own.

students

present

work

(presentation

"Attraction

of London")

using

multimedia

projector.

corrects

students.

London. And now we

your works, please.

Communicative

d e m e

listen

express

cognitive

d e m e

generalize

received

A to t i v i z a c i i

auditory skills and

regional studies

material

Organization

auditions

descriptions

known

attraction

th London

U u s h i e s i

with s u s h a y t

story, guess about

attractions

London is in question.

offers

listen to

stories

attraction

and London

read the stories about

some places of interest

in the capital of Great

and try to guess what

place I will describe.

Physical education minute

Well, but now we

have a rest. stand up,

please. Let's do

Hand up! clap! clap!

Hand down! Shake!

Activation

listening

cognitive

Job

information.

Communicative

d e m e

listen

express

Hands on hips! Jump!

Hop! Hop! Hop! stand

Very good! sit down,

V. Improvement

lexical skills

Organization

compiling

s o p e r s

English

using

learned vocabulary.

students

read out

words

translate

s o t a v l i u t

offers

"Auction").

organizes

performance

p.82 from the textbook. At

implementation

offers

conduct

game "Auction"

Let's read the task of

combinations and then

For every right

translated

word combination

drawn up

offer,

students

receive

token. At the end of the game

students

are counting

reveal

winner.

apply

learned vocabulary.

cognitive

d e m e

structure

Communicative

: ability to listen and

express

R e g u l a t i v n e

UUD: reflection

Training

skills

oral

speeches

topic

"London" (7

min).

Organization

monologue speech.

work

groups of 4 people. IN

for 3 minutes each

group

must

recall

nouns,

g l a g o l o v

adjectives

descriptions of London. Then

k a w a i

group

organizes

work in groups.

Now we shall work in

task for you is to think

of 5 nouns, 5 verbs and

5 adjectives to describe

London. You will have

listen to your variants.

Decrease

description

english

Communicative

: ability to work in

mind

listen

express

cognitive

d e m e

read out

structure

R e f e x i s

educational

activities

at the lesson(3 min)

Organization of understanding

values

completed

activities.

students

fill

blanks

evaluating

activities in the lesson.

organizes

student reflection.

Personal:

its activities.

IX. Homework.

Development

independence

students

s a d a y t

in o n and k sh and e

questions on d.z.

o b i c n i e t

Workbook p.39, ex.7.

Personal:

independence

Prepared by the English teacher MBOU secondary school No. 43 Ralko M.S.

A modern English lesson as part of the implementation of the Federal State Educational Standard

The lesson is the main organizational form of education at school.

Teaching a foreign language pursues the implementation of the following tasks:

Educational

Developmental

educational

practical

The main types of a foreign language lesson

combined

lesson learning new

consolidation lesson

Iterative-summarizing lessons

Control, or accounting, lessons

Lesson Planning

For what? For what? (The purpose of training)

What? About what? (learning content)

How? (methods, technologies)

Lesson structure Beginning of the lesson.

Its purpose is to prepare students for classes, to formulate a goal, to give an orientation. The beginning of the lesson can be a greeting from the teacher, writing on the board the date and topic of the lesson. The teacher's greeting often turns into a conversation with the class about some event, weather, etc.
The introductory conversation (it is also called speech exercises) is designed to create an atmosphere of communication in the lesson and prepare the transition to its main part. In the conclusion, the purpose of the lesson is formulated, the installation on it is given.

Lesson requirements

The lesson should be emotional;
Generate interest in learning;
Raise the need for knowledge;
Tempo and rhythm must be optimal;
The actions of the teacher and students are completed;
Full control is needed in the interaction between the teacher and students in the lesson;
Pedagogical so

Teacher Requirements

Formulate tasks clearly and precisely
Do not give new knowledge in finished form
Do not repeat the task 2 times
Do not comment on the answers of the students and do not correct them, but invite the students to do it themselves
Don't repeat what the students have already said
Anticipate the difficulties of students and change the task during the lesson if the children could not complete it the first time
Select complex tasks

The effectiveness of the lesson largely depends on the professionalism of the teacher. He must be able to:

correctly plan the time of the lesson (explanation - consolidation - practice - control)

clearly and purposefully explain the material

guide students in the right direction

use TCO and visual aids

use material that is interesting and accessible to students

use the techniques of individual, group, choral, pair work

encourage students to be active in the classroom

Lessons in developing the skill itself

Reading, writing, listening and speaking are covered adequately and fully meet the program requirements
Methods of educational processing of skills are interesting for students
A variety of tasks for the development of dialogic and monologue speech

Lesson project

UMC provides a variety of topics for students to create projects
Skill Development design work And creativity students
Consolidation of lexical and grammatical material
This type of lesson helps to form and develop communication skills students

Planning a foreign language lesson as a component of the professional competence of a foreign language teacher

Planning is “an activity aimed at determining the goals and objectives of organizing a lesson” [Azimov, 1999: 243]
It is possible to achieve success in planning (according to V.P. Simonov in the work “Pedagogical Management”), subject to three main conditions:

¾ a clear idea of the level to which work should be raised before the end of the planning period

¾ selection of effective ways and means of the planned activity

¾ knowledge of the level at which the team is at the beginning of planning

Combined or combined lesson. On lessons of this type several didactic tasks are solved: repeating what has been passed and checking homework, studying and consolidating new knowledge. Combined lessons are especially widespread in the lower grades of the school.

homework check

preparation for the assimilation of new knowledge

explanation of new material

consolidation of the studied material

homework

In the lesson of the combined type, its components are -

repetition or verification

study and consolidation of new

A Lesson in Learning New

homework

checking students' understanding of the studied material and its primary consolidation

learning new material

message about the topic and purpose of the lesson

repetition of the material necessary for the conscious assimilation of new knowledge

A lesson in consolidating, improving and developing knowledge, skills and abilities

communication of the purpose of the forthcoming work

reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks

students performing various exercises, tasks

verification of work performed

homework

Iterative-summarizing lessons

introductory speech of the teacher, in which he emphasizes the importance of the studied topic or topics, informs the purpose and plan of the lesson

performance by students individually and collectively of various kinds of oral and written tasks of a generalizing and systematizing nature

verification of work performance and filling in gaps

summarizing

Control, or accounting, lessons

written verification

tests, test papers and so on.

oral check

dialogue, monologue

FOREIGN LANGUAGE LESSON IN ACCORDANCE WITH GEF Prepared by: G.A. Vladimirova MKOU secondary school No. 4

Methods of teaching a foreign language within the framework of the Federal State Educational Standard Personality development through the formation of UUD: "Tell me - and I will forget, show me - and I will remember, involve me - and I will learn" (Chinese wisdom). Student Teacher Active activity Guiding activity Collaboration

System activity approach 1. The development of foreign language communicative competence in the aggregate of its components: speech, language, sociocultural, compensatory, educational and cognitive competence. 2. Personal development of students. 3. Formation and development of universal educational activities (UUD). 4. Prediction of learning outcomes.

Requirements of the new generation standard 1. Results educational process 2. Socialization 3. Expansion of the general linguistic outlook, development of the cognitive, emotional and volitional spheres; 4. Mastering the rules of speech behavior and linguistic representations necessary for mastering oral speech in a foreign language, expanding the linguistic horizons; 5. Formation of a friendly attitude and tolerance towards native speakers of another language on the basis of acquaintance with the life of their peers in other countries, with children's folklore.

Requirements for a modern lesson under the conditions of the second generation standard are good organized lesson a well-equipped office should have a good beginning and end; the teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, objectives of the lesson; the lesson should be problematic and developing: the teacher himself aims at cooperation with students and knows how to direct them to cooperate with the teacher and classmates; the teacher organizes problem and search situations, activates the activity of students; the conclusion is made by the students themselves; a minimum of reproduction and a maximum of creativity and co-creation; health saving; the focus of the lesson is the students; taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, the mood of children; feedback planning.

Formation of universal educational actions "Teach to learn" - self-development and self-improvement through the conscious and active appropriation of new social experience; - a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire new knowledge and skills, including the organization of this process.

Types of lessons Lessons for learning new things educational material; lessons on improving knowledge, skills and abilities; lessons of generalization and systematization; combined lessons; lessons of control and correction of knowledge, skills and abilities.

The structure of the modern lesson within the framework of GEF 1. Organizing time topic, goal, educational, developmental, educational tasks motivation for their adoption planned results: knowledge, skills, personality-forming orientation of the lesson 2. Checking homework (if it was asked) 3. Preparation for active learning activities of each student at the main stage lesson staging learning task actualization of knowledge 4. Communication of new material solution of the educational problem mastering new knowledge primary verification of students' understanding of new educational material ( current control with the test) 5. Consolidation of the studied material generalization and systematization of knowledge control and self-examination of knowledge (independent work, final control with the test) 6. Summing up the diagnostics of the results of the lesson reflection of the achievement of the goal 7. Homework instruction on its implementation

Scenario plan of the lesson in accordance with the FSES of the II generation Theme of the lesson The purpose of the lesson The planned learning outcome, incl. formation of UUD (cognitive, communicative, personal, regulatory) Basic concepts Interdisciplinary connections Resources Stages of the lesson Formed UUD Activity of the teacher Activity of the student (setting a learning task) 5. Building a project for getting out of a difficulty (“discovery” of new knowledge by students) 6. Project implementation 7. Primary consolidation in external speech 8. Independent work with self-examination according to the standard 9. Inclusion in the knowledge system and repetition

Types of reflection - reflection of activity - reflection of the content of educational material - reflection aimed at identifying the mood and emotional state of students

Reflection techniques 1. Self-assessment of activity at each stage of the lesson 2. "Ladder of success." If the teacher teaches a lesson in a traditional way, then the stages of activity can be identified and written on the board. At the end of the lesson, invite students to evaluate their work at each stage in the form of steps leading to success. 3. "Keywords". The teacher selects 45 key words from the text and writes them on the board. 4. "I did!". At one of the stages of the lesson, the teacher invites students to analyze their work and exchange opinions with a partner about the knowledge, skills and abilities that they have learned or shown in the course of performing a certain exercise, task, type of activity. For example, Say what you have just done and how you've done it I` (ve) have just: *practised phonetics; *practised the words; *practised grammar; *read the text "........."; *retold the text ”……”; *asked and answered the questions; etc...

Techniques of reflection (introspection) of the lesson 1. Acceptance of an unfinished sentence: “I think that the lesson was useful to me because ...”, “I think I succeeded ...” 2. Reception of reflection in the form of a syncwine. 3. Reception of reflection "summing up". Each student formulates the results of the lesson using a diagram where he connects and summarizes his impressions, knowledge, and skills. Finish the sentences: Now I know how to speak about can understand the information explain the problem say my opinion on give arguments find necessary information express my attitude to today`s lesson I have got acquainted with found out learned remembered

Reflection techniques (key words) 1. “Choose the drawing that reflects your spirits”. 2. Reception "Bouquet of mood". 3. At the middle and senior levels of education, the following supports can be offered to students: What emotions do you feel? I feel Positive emotions Negative emotions Satisfaction Dissatisfaction Happiness Irritation Joy Boredom Success Sadness Admiration Anxiety Proud Fear WHY? Because I… Was not bored, worked hard, didn’t relax, answered properly, was active, was emotional, fulfilled the task, received a reward (a good mark).

New in the lesson in the implementation of the second generation of the Federal State Educational Standard Planning the educational function of the lesson. Integrated planning of lesson tasks Helping children to reveal the personal meaning of the material being studied. Reliance on interdisciplinary connections in order to use them to form a holistic view of the knowledge system among students. Practical orientation of the educational process. Inclusion of creative exercises in the content of the lesson. Choosing the optimal combination and ratio of teaching methods. A combination of class-wide forms of work with group and individual. Implementation of a differentiated approach to students. Creating conditions for the manifestation of independence of students Rational use teaching aids (textbooks, manuals, TCO) Differentiation of homework. Knowledge and application of health-saving and health-developing technologies. Communication is a combination of exactingness and respect for the personality of the student. The ratio of rational and emotional in working with children.

THANKS FOR YOUR ATTENTION THANKS FOR YOUR ATTENTION

Requirements for a modern lesson in English in the context of the introduction of the Federal State Educational Standard new generation

Solving problems in life

The structure of the traditional

lesson

Modern lesson in the context of the introduction of the Federal State Educational Standard

The fundamental difference from the traditional one is the focus on results development of the main educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practice.

The essence of the changes in the lesson in the context of the introduction of the Federal State Educational Standard

Subject of change

Traditional lesson

Preparing for the lesson

modern type

The main goal of the teacher in the lesson

Be able to complete everything that is planned in the lesson

Organize the activities of the student: on the search and processing of information; on the generalization of methods of action; on setting a learning task

Subject of change

Traditional lesson

Form of work in the lesson

modern type

Predominantly frontal

Reproductive form of education

Activity in the lesson:

Predominantly group and/or individual

Topic communication, lesson goal setting, planning
Practical activities of students

Formulated by the teacher

Combines reproductive and problem-based learning

They formulate themselves, defining the boundaries of knowledge and ignorance

Students perform a number of practical tasks (front.)

According to the planned plan (groups, individually)

Subject of change

Traditional lesson

Task formulation

modern type

compare,

find, write...

The teacher asks questions

Implementation of control and correction

Analyze, prove, compare, create a scheme, model, generalize, choose a solution, change ...

Students pose and address questions

Supervises work performance and corrects

Self or mutual contact

the role of students, they themselves formulate difficult

and carry out correction

Subject of change

Traditional lesson

Student Assessment

modern type

Basic teacher assessment

Lesson summary
Homework

Give your own assessment

The teacher finds out what the students remember

Conducted reflection

The teacher announces and comments (often one for all) the task

Students choose a task from those proposed by the teacher

Subject of change

Traditional lesson

Learning Outcomes

modern type

Subject Results

Subject, personal, meta-subject

Positive assessments of students on the results of examinations are important

Accounting for the dynamics of learning outcomes relative to themselves. Assessment of intermediate learning outcomes.

No portfolio

Portfolio creation

Methods and forms modern lesson

Project method
Information-

communication technologies

Health saving technologies
Portfolio

Main types of lessons

1. A lesson in learning new things.

Traditional (combined), lecture, excursion, research, educational and labor workshop. It aims to study and primary consolidation of new knowledge

2. Lesson to consolidate knowledge.

Workshop, excursion, interview, consultation. It aims to develop skills for the application of knowledge.

3. A lesson in the complex application of knowledge.

Workshop, seminar, etc. It aims to develop skills to independently apply knowledge in a complex, in new conditions.

4. Lesson of generalization and systematization of knowledge.

Seminar, conference, round table etc. It aims to generalize individual knowledge into a system.

5. Lesson of control, assessment and correction of knowledge.

Examination, test, colloquium, review of knowledge, etc. It aims to determine the level of mastery of knowledge, skills and abilities.

Learning situation- a unit of the educational process in which children, with the help of a teacher, discover the object of their action, explore it, transform it, offer their description, and partially remember it.