Working in pairs in an English lesson, article on English

Group work in English lessons.

English teacher at Municipal Budgetary Educational Institution “Secondary School No. 28”, Severodvinsk Olga Sergeevna Afanasyeva.

Group work is divided into two types: differentiated and unified. With unified work, all groups perform the same tasks. When differentiated, different groups perform different tasks within the framework of a common topic for all students. At the same time, differentiated work modifies individual and frontal work and helps to increase their effectiveness. Groups of students are formed by the teacher before the lesson, taking into account psychological compatibility.

Group members should be selected based on the following criteria:

• student level of learning;
• educational interests;
• pace of work;
• personal experience;
• communication skills;
• ability to perform relevant tasks;
• performance;
• emotionality;
• outside academic interests.

A successful group will be one where its members complement each other.
It is not recommended to create permanent groups. A group can work successfully only if there is an optimal distribution of functions among its members. Modern group work begins with frontal work, during which the teacher poses problems and gives tasks to the groups. One mark per group is given for completing the general task. The responsibility of each student increases. He is responsible to the members of his group and reports individually to the teacher.

Practice shows that studying together is not only easier and more interesting, but also much more effective.

The following general requirements apply to material for group work:

1. assignments should be problematic, promote the emergence of different opinions and be the basis for discussion;
2. tasks have a relatively high degree of difficulty;
3. The structure of the material should be such that it can be divided into relatively independent units, which can be worked on by different groups or individual students within the same group.

Group learning is appropriate to use not only in classes on the formation of lexical and grammatical skills, when working with text, when studying new material or when repeating and intensifying what has already been learned, but also when teaching dialogic speech and communication in the learned language.
Interview. A common feature of this group of techniques is the task of interviewing as many group members as possible in order to find out their opinion, judgment, and answers to the questions posed. To do this, students, working together, move freely around the classroom, choosing a student to whom they address their questions, recording the answers on a sheet, and then choosing another student, etc. The general results of the survey are discussed by everyone.

This technique has no age or topic restrictions. This technique is a means of intensive speech training, because if there are five students in a group, each of them forms his question four times and gives four answers to the questions addressed to him.

Tests are an interesting form of interview. Test questions (on cards) are distributed among students. Each student interviews the rest of the group and writes down their answers. Individual results are collected together and first communicated confidentially to each student, and then, with his consent, discussed in class. Tests like: “What do you think about friendship?”, “Are you a good friend yourself?” useful not only for the purposes of teaching foreign language communication, but also for solving developmental and educational problems.

Reception "4 corners". Class members are asked to choose a topic that interests them. The teacher writes out topics on the board in advance. Moreover, each topic corresponds to a specific color (for example: red, yellow, green, blue), which, in turn, corresponds to one of the corners of the classroom (a sheet of paper with one of the above-mentioned colors is placed on each of the four corners). Students, after reading the topics and choosing the option that is most suitable for them, move to the corner that corresponds to the topic. Thus, after voicing the topics, the students themselves are divided into groups.

Then each group discusses this topic. It is advisable that all students participate in the discussion. This stage lasts several minutes depending on the dynamics of the discussion in the group (you can initially limit the time). After the group discussion, students are ready to answer questions about their topic that are asked either by the teacher or by students from other groups.

It is possible that the teacher will invite students to talk about what they have learned from working together as a group. Then the group selects one participant, and he shares the information that was discussed.

For example, the teacher writes down the names of four famous writers from the country of the language being studied. Students choose the writer about whom they have the most information. In created groups, they exchange information and compose one general story about the life of a given writer.

It is possible to present this topic in the following way: the teacher invites students to talk about one writer, but breaks his biography into four parts. And then students of all groups must compose their story in such a way that all parts are logically connected with each other.

Complete the words. The class is divided into two groups. Each member is given 2 sentences from the poem with missing words. Time to complete the task is 5 minutes. After this, the children read their options first in their group, then representatives from each team read their option.

Poem:

1. Don't put your elbows on the ________
2. Don't stretch your out ______the table
3. Don't play with ______ and ______, they aren't toys;
4. Try to make little _____
5. Don't shovel food into your _______;
6. Don't sip ______ from a bowl.
7. Don't use a ______ for what
8. Can be eaten with a ________.
9. Cut meat into small _______,
10. Which can be _______ very easy?
11. Don't blow on the ______.
12. Don't talk with your ______full.
13. Don't forget to thank the hostess and say “______”
14. To the people sitting ______.

Correct version of the poem:

Don't put your elbows on the table Don't stretch your out under the table Don't play with knives and forks, they aren't toys; Try to make little noise Don't shovel food into your mouth; Don't sip soup from a bowl. Don't use a spoon for what Can be eaten with a fork. Cut meat into small pieces, Which can be chewed very easy? Don't blow on the food. Don't talk with your mouth full. Don't forget to thank the hostess and say “good-bye” To the people sitting nearby [2 p.19].

Work in sectors. It can be carried out in the form of an extracurricular activity, or can be used in lessons. The audience is divided into 4 sectors. Each has its own name: the first sector is called School Subjects; the second is People, the third is School Theatre, the fourth is Summer Holidays. Each of the sectors corresponds to a specific topic of tasks.

Tasks for each sector:

School Subjects. This sector contains tasks related to school subjects and timetables.

1. It's a subject where you study the rules of the language you speak in your country, write dictations and do exercises.
2. It's a subject where you read a lot, learn poems by heart and discuss the characters of the books.
3. At this subject you learn how to count, to multiply numbers and so on.
4. It's a subject where you learn the language and the culture of another country.
5. It's a very interesting subject. In Great Britain pupils sing songs, dance and act out plays. But in Russia we don't have such a lesson. What similar lesson do we have in Russia?
6. At this lesson you do gymnastics and play different sport games.
7. This is the name for Russian lessons of Chemistry and Biology.
8. You may learn a lot of interesting things about the world, other countries and continents.

Answers: Russian Language, Literature, Maths, Foreign Language, Drama, Music lesson, Drawing, Physical Training, Science, Geography.
People. This sector contains tasks related to people.

1. It's a person who teaches you at school.
2. It's a person who studies at school.
3. It's the head of the school.
4. This is the teacher who is the main teacher of your class.
5. This is a person who studies history very carefully.
6. These are famous persons in different sciences.
7. This is the greatest Russian poet and writer who wrote “Ruslan and Lyudmila”.
8. This is the greatest Russian chemist.

Answers: teacher, pupil, headmaster, class teacher, historian, scientist, Pushkin, Mendeleyev.
School Theater This sector contains creative tasks

1. Imagine that you are a teacher. Show some activities which your teacher does.
2. You are a naughty boy. Show how you would behave at school.
3. You are an obedient pupil. Show how you would behave at school.
4. Show some activities pupils do during the break.
5. Show how you usually behave when you can answer the question.
6. Imagine that you are not ready for the lesson.
7. You are at the Physical Training. What are you doing?
8. You are late for the lesson.

Summer Holidays. This sector contains questions regarding summer holidays.

1. Name at least three activities you did during your summer holidays.
2. How is called a house in a village?
3. Children live there without parents with other children.
4. When it's hot in summer you go to the river and do this.
5. In summer many children visit their _____who live in the country.
6. Name all summer months.
7. What is the last day of your summer holidays?
8. In summer you may go to the forest and look for_________.

Answers: dacha, summer camp, swimming, grandparents, June, July, August, the 31st of August, berries and mushrooms [3 p.34].
Literature 1. Galskova N.D. Theory and practice of teaching foreign languages. Toolkit. – M.: Iris-press, 2004.- 240 p. 2. Dzyuina E.V. Game lessons and extracurricular activities in English: grades 5-9. - M.: VAKO, 2007.-144p. 3. Trofimova M.A. Extracurricular activities in English for students in grades 5-8. – M.: Globus, 2008.- 217 p.

English lesson on the topic: “School days. Work in pairs and groups” in 5th grade

All-Russian professional competition of pedagogical excellence “Lesson-2020”

MBOU "Secondary school No. 12" in Cheboksary, Chuvash Republic

English lesson

on the topic: “School days. Work in pairs and groups"

in 5th grade

English teacher

Zabotina Lyudmila Alekseevna

Cheboksary 2013

Explanatory note

The English lesson in grade 5 is based on the teaching materials “English in Focus” (Spotlight) by Yu.E. Vaulina, D. Dooley, O.E. Podolyako, V. Evans.

This topic of the lesson is the most relevant at the present time, since in the light of modern trends, teaching foreign languages ​​involves the process of not only developing the skills of foreign language speech communication, but also solving problems of an educational, cultural, and intercultural nature. Due to the relevance of this lesson, the following goal and objectives are formed.

The purpose of the lesson:

– mastering the studied lexical and grammatical material

in new situations on the topic “School”;

Tasks:

-expand students’ vocabulary;

- to activate dialogic speech skills;

-develop listening skills;

- to form a respectful attitude towards the opinion of your peer, the ability to hear your classmate.

Expected results:

The student must know:

— the main meanings of the studied lexical units on the topic of work in a group under the school section;

- basic norms of speech etiquette;

-start, conduct and maintain a conversation;

-question the interlocutor and answer his questions, express his opinion;

TECHNOLOGICAL MAP OF A LESSON IN 5TH CLASS IN ENGLISH

On the topic: “School days. Work in pairs and groups"

Lesson - combined

Lesson topic: “School days. Work in pairs and groups"

Lesson type: practicing skills and reflection;

Purpose of the lesson: mastering the studied lexical and grammatical material

in new situations on the topic “School. Work in pairs and groups."

Tasks:

Educational:

— formation of lexical skills;

- repetition of vocabulary on the topic: “School supplies”

- providing students with the opportunity to use language while working in pairs and groups.

Educational:

— broadening the horizons of students;

-development of linguistic conjecture;

-development of interest in language;

-sociocultural development.

Educational:

-train the use of new lexical units in dialogical speech;

- teach to be attentive, listen to others, read texts with full understanding and subsequently work with it.

Equipment: screen, ICT, audio recording, picture, letter cards.

Form of delivery: lesson-conversation.

English lesson flow chart

Start of lesson: 10 min.

-organizational moment (Stand up!)

-greeting (“Good morning”, “Sit down, please!”)

- announcement of the purpose of the lesson (We are going to learn the new words)

- phonetic exercise (“School objects”)

- checking homework

Main part of the lesson: 30 min.

— introduction and practice of new lexical units

-speech exercises

- listening. Consolidating new vocabulary

- reading. Training in reading new words.

— physical education minute

- group work training.

- letter. Activating new vocabulary in writing

Completion of lesson: 5 min.

- summing up the lesson. Grading.

-homework.

English lesson progress

Annex 1

Picture for listening in an English lesson

Appendix 2

Cards with beeches

Use the letters to form verbs.

Correct answer options:

1. ask, 2.share, 3.say, 4.look, 5.listen.

List of used literature:

English language. 5th grade: textbook. for general education organizations from attachment to email. carrier / [Yu.E. Vaulina, D. Dulin, O.E. Podolyako, V. Evans]. – 3rd ed. — . :Express Publishing: Education, 2013. – 164 p. :il. (English in focus).

English language. Work programs. Subject line of textbooks “English in Focus” grades 5-9: a manual for teachers of general education institutions / V.G. Apalkov. – M.: Education, 2012. – 87 p.