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Опис досвіду роботи вчителя

 іноземних мов Деснянської гімназії  

 Козелецького району Чернігівської області

Петеліної Наталії Миколаївни

«Формування  граматичних навичок 
під час формування умінь письма»

У методиці навчання іноземної мови під граматикою розуміють предмет, за допомогою якого засвоюють правила будови мови.

    У навчанні граматики принципове значення має кінцева мета, яка ставиться перед учнями :знати граматику чи оволодіти нею, вивчити правила будови мови чи оволодіти ними.

    Для того, щоб знати граматику, досить звернутись до якогось авторитетного видання, прочитати його і по можливості запам'ятати, що там написано. Оволодіти ж граматикою означає навчитись застосовувати відповідні правила на практиці. Одних знань тут не досить. Володіння правилами передбачає практичну діяльність, оскільки лише через діяльність їх можна засвоїти.

    Основною метою навчання граматики іноземної мови у середній школі є формування в учнів мовленнєвих навичок. У зв'язку з цим істотне значення має питання відбору граматичного матеріалу, достатнього для реалізацій комунікативних цілей навчання в межах вимог, передбачених програмою.

Для реалізації проблеми я використовую наступні технологіі:

• технології навчальних/розвиваючих ігор
• технології модульно-розвиваючого навчання
• комп΄ютерні технології
• технології індивідуального та групового навчання
• технології проектного навчання
• технології проблемного навчання

  Роботу над формуванням граматичних навичок я починаю на початковому етапі .Для учнів 5-7 класів я застосовую граматичні ігри,які допомагають учням розуміти складні мовні явища англійської мови,та долати певні граматичні труднощі. Також граматичні ігри дають можливість створити природню ситуацію певного мовного зразка.

”Spot the differences”

Aim: To revise classroom objects and prepositions of place, structure there is/are

Interaction:Pairs.

Materials:One set of materials,A or B,per student.

Instruction:1)Hand out the material to each student and tell them not to show their partner.Make sure Ss  know what each object in the picture is.2)Student A says  one thing about their picture.Student B tells them if their picture is different.

e.g.:A: There is  a bin  under the board.            B :In my picture,there isn’t a bin under the board.There is a cupboard under the board.

”What are they doing?”

Aims:To practice Present continuous.

Interactions:Pairs.

 Materials:One set of materials,A or B,per student.

Instruction:1)Hand out the material to each student and tell them not to show their partner.2)Tell Ss they have a picture of the same place and the same people but that the people are doing or wearing different things.They have to try to find six differences between their pictures by describing the people in them and what they are doing,e.g.:A   The woman is wearing a dress.

                                   B   In my picture she is wearing jeans and a T-shirt.

3)Monitor and note any errors.4)Check the differences as a whole class.

”Island rules”

Aims:To practice modals of obligation and prohibition(must/mustn’t/can/can’t)

Interactions:Groups of 11/groups of 2 or 3.

Materials:One rule card per student,one island card per pair/group of 3.

Instructions: 1)Hand out the rules cards to each student and tell them not to show theirs to anyone else.

2)Students mingle in groups of 11 and tell each other their rules.Ss cannot write anything down,they must just listen and try to remember.

3)When Ss have spoken to everyone in their groups,they get into pairs or groups of 4.

4)Hand out the island cards.Ss work together to remember what all the rules were and to complete the gapped sentences.

5)When Ss have written all the rules, they take the letters with asterisks below them and use these to find the name of the island(elephant).

”Find out”

Aims:To practice Past Simple questions.

Interactions:Groups of up to 8.

Materials:One card per student.

Instructions:1)Ss look at the piece of information that they have and try to work out the questions they will need to ask to find out the rest of the information.

2)Ss stand up and mingle in their groups of 8 and ask and answer and fill in their information.e.g.:Where was this person born?

3)Ss ask and answer the 8 questions as a whole class.

”Consequences”

Aims:To practise past simple on the topic of explorers.

Interactions:Ss work alone or in pairs.Materials are passed around the class.

Materials:One set of materials per student or pair.

Instructions:1)Practise expanding sentences from cues so that Ss know what to do.Write on the board:Yesterday I/play tennis and elicit the full sentence((Yesterday I played tennis).

2)Hand out the material and tell students to read through all the sections to make sure they understand everything.

3)Elisit how to expand the words given into a grammatically correct form and then tell Ss to complete the first box only to fold over the paper so that what they have written is hidden.

4)Ss pass their paper to the student on their left and,without looking at what was written before,complete the second section and again fold over the paper.

5)Continue untill all sections have been completed and then Ss open out the paper to read the story.Allow students to read out any particularly funny stories to the whole class.

”Make a question”

Aims:To practise  question forms.

Interaction:Groups of three.

Materials:One copy of the resource,cut up,per group.

Instructions:1)Place the question words in a pile,face down on the desk in front of the Ss and tell them not to look at them.

2)Ss divide  the other cards equally between themselves.

3)One student in each group now picks up a question word from the pile and tries to put it with one of their endings to make a question.If this is possible,they lay the cards on the table and ask the questions to the other Ss in the group.If they can’t make a meaningful question,they put the question word at the bottom of the pile and the next student take a turn.

4)The game continues until one student has made questions from all five of their cards.

5)Monitor and correct question forms.

”Cross the river”

Aims:To practise present simple question forms.

Interaction:Small groups of three or four.

Materials:One set of the materials(and a dice)for each group.

Instructions:1)Tell Ss that they are going to try to get across a river by forming questions.

2)One student throws the dice.The number determines whether the question start with where,what etc.

3)The same student throws again to get the next word in the sentence (if they throw a 1 on the second throw ,they fall in the river and have to stop their turn).

4)The student continues until they have either a)completed a sentence-in wich case they write it down,or b)landed on a word that would make a sentence ungrammatical,e.g.When does your friends…then it is the turn of another student.

5)Continue until all theSs have had 4 or 5 turns.The winner is the student with the most questions written down.

6)After the activity,go over the question forms with the class.

  У подальшій роботі учні виконують  більш ускладнені завдання з використанням певних граматичних структур,а саме:

1)Написання текстового повідомлення на тему “About Me” (вживання дієслова to be)

2)Написання листівки “My holidays”(using Present Simple/Present Cont.)

    Task:Imagine you’re on holiday.Write a letter to a friend or yours answering the following questions:Where are you? What are you/your family doing? What is the weather like?

3)Написання і-мейлу.

4)Написання доповіді(a class survey)

 Task:write a report about your class preferences.Ss choose one of these topics and think of 5 questions using Present Simple.

·      Sport(sports/teams/players)

·      Music(styles/groups/singers)

·      Cinema(films/actors/actresses)

e.g.: Do you like dancing? What styles do you like? Do you go to dance classes?

Who are your favourite dancers?

Then Ss ask their classmates and write down their answers. After that Ss write a report  about preferences of the classmates.

На уроках 8-9 класів я також формую граматичні навички та навички письма використовуючи ігри.

”Find the answer”

Aims:To practise Present Simple and Present Continuous.

Interactions:Groups of 4 students.

Materials:One copy of the resource ,cut up,per group.

Instructions:1)Distribute the answer cards equally between the students in the group and place the question cards face down on the table.

2)One student picks up the 1-st question card and reads it to the group.Ss have to try to find the correct answer in their hand.

3)Ss repeat the process until all the questions and the answers have been matched.The winner is the first student to get rid of the cards.

4)Elicit all the questions and answers to make sure the groups have completed the activity correct.

”The XP3Z4”

Aims:To practise first conditional on the topic of technology.

Interactions:Groups of 3.

Materials:One copy of the resource per group.

Instructions:1)Hand out the resource to Ss.Tell them they are inventors and the XP3Z4 is their new invention.They must decide what it can do and can be as imaginative as they like.

2)When ready,Ss complete the sentences.Monitor and correct their use of the first conditional where necessary.

3)When finished,each group comes to the front of the class in turn and makes a sales presentation of their product.

4)Allow Ss to vote for the best idea.

”Consequences”

Aims:To practise Past Simple and infinitive of purpose.

Interactions:Individual.

Materials:One copy of the resource per student.

Instructions:1)Hand out the resource to each student and tell them                   to look at the first section.Ss should make up a name and,if they like,draw a very simple sketch showing what the person looks  like.

2)When finished,Ss fold over the paper so that the first section is completely hidden.Ss pass the paper to the student on the left.Without looking at the hidden section,Ss complete the sentence in the second section.Remind Ss that the character can be a male or a female and to choose the correct pronoun.

3)Ss fpld over the paper again and pass the paper to the left.Repeat the process until all the sections of the story have been completed.

4)Ss now find the story which they started and read it to themselves.

5)Ask Ss if they have any interesting or funny stories and allow those  Ss to read them out to the class.

6)Collect the papers in and note errors which can be looked at during this lesson.   

 У подальшій роботі для формування граматичних навичок учнів  8-9 класів  я застосовую такі форми роботи:

1)To write a personal letter to a friend using a Writing Help (it’s a section which gives examples and help in terms of layout, useful vocabulary, linking  and grammar checking).Students should follow the plan:

 Introduction (some latest news,Past Simple/Present Perfect)

Main paragraph (what you’re doing in your free time-Present Cont.)

Reason to finish (modals “must/have to”)

Sign off.

As it’s an informal style of a letter they use informal linkers and contractions (Anyway/Well/By the way/Another thing; I’m sorry)

2) To write a story about a rescue for a magazine .Begin the story with Past Cont.e.g.:One Friday evening I was walking home from school).Write the story using Past Simple.

3)A description of a house.

Task: Design or describe your perfect house or flat. Use the construction “there is/are “ ,have/has got,would/wouldn’t.

4)Writing of a diary or a blog(using Past Simple)

Task:To write one’s own diary or a blog for three days of last week.

Step 1:Make notes about 3 days last week.

·      What did you do with your family?

·      What did you do at school?

·      What did you do with your friends?

Step 2: Write a blog using the notes and the following linking words:after/before/during/later/suddenly/when.

5)Writing of a personal e-mail to your friend about your plans for weekends(arrangements/intentions) using Pr.Continuous/be going to.

Навчання граматики учнів 10-11 класів полягає в написанні текстів,активно вживаючи слова-зв’язки і певні граматичні структури.Велика увага приділяється побудові тексту,використанню тематичного вокабуляру,пунктуації.Учні старших класів мають вміти написати:

1)a formal/informal letter

2)a discursive essay

3)a book/a film review

4)a description of an event

Task:To write a discursive (for and against )essay on the topic “Banning Smoking”

         Use Second Conditional while listing arguments “for and against”banning smoking,e.g.If they banned smoking,the government would loose a lot of money from taxes on cigarettes.

Граматичні ігри:

“Mixed-up stories”

Interactions:3 groups.

Aims:To practise Past Simple and Past Continuous.

Materials:One copy of the materials,cut up,per student.

Instructions:1)Put the students into three groups and name the groups A,B,C.Give the Ss the verbs and the first part of their story.The SSs work together to decide which verbs go into the spaces in the story and in what form(Past Simple or Past Continuous)and then work together to guess what happened next.

2)Now change the groups so that Ss are in groups of three with one student from each of the original groups in each of the new groups.Give each group the remaining part of the stories,placed face down on the desk in a pile.

3)One student picks up the first card and reads it out to the others in their group.Whoever thinks it is a part of their story takes the card.

4)repeat the process until all the story parts have been collected.

5)Ss now work alone to order their story and write their verbs in the spaces in the correct form.

6)Elicit the three stories and correct where necessary.

“Kidnap”

Interactions:Pairs.

Aims:To practise First Conditional.

Materials:One copy of the material per student.

Instructions:1)Pre-teach kidnap(taking a person for money) and ransom(the money paid to get a kidnap victim back).

2)Hand out the question card to each pair and allow them five minutes to think of the ideas.Tell Ss they don’t have to be too serious,amusing ideas may be better than more realistic ones.

3)When ready,hand out the ransom note to each pair.They must complete it using the words given and their own ideas.

4)When finished,display the notes for other Ssto read or ask Ss to read them out.

5)Note any errors in forming conditionals,especially using unless.