Features of self-esteem
Self-analysis of a lesson in the Federal State Educational Standard in English has a clear algorithm that the teacher uses to demonstrate the methods and pedagogical techniques that were used during the lesson.
According to the new federal standards, this stage is mandatory; it affects the assessment of the teacher’s professionalism during certification.
Analysis scheme
How is an English lesson analyzed according to the Federal State Educational Standard? A sample technological map that experts must fill out contains the following:
- Identifying the legitimacy of the formulation of objectives and the purpose of the lesson, their relevance in thematic planning for a given academic discipline.
- Analysis based on student responses, exercises of a productive and reproductive nature, and the effectiveness of the lesson.
- Determining the appropriateness of choosing questions and tasks to reinforce new material.
- Identification of the relationship between conditional speech tasks and exercises of substitution and transformation type and reproductive activity.
- Identification of the sequence of completing tasks, improving skills and abilities of schoolchildren.
- Identifying the rationality of allocating educational time for setting goals and objectives, considering new material, and numerous options for speech activity.
- Definition of the general logic of the lesson: dynamism, focus, coherence.
- The teacher takes into account the individual, personal characteristics of schoolchildren.
- Use of innovative pedagogical technologies in work, analysis of the adequacy of the use of certain types of activities.
- Assessing the personal qualities of a teacher: expressiveness, good manners, professionalism.
Open English lessons are assessed using different methods. The choice of scheme depends on various factors: type of lesson, class, teacher experience.
Example of self-analysis of an English lesson
Introspection #1
Lesson 1.
Subject:
“Do you like traveling?”
Subtopic:
What are your travel habits?
I. Analysis of the methodological structure and content of the lesson.
Lesson type – learning new material.
Goal: formation of lexical speaking skills. The lesson is the first in a series.
Related tasks:
- improving pronunciation skills
- development of reading and listening skills with the extraction of specific information
- development of speech skills (monologue form of speech: message).
The tasks are set legitimately, according to the purpose of the lesson.
2. Characteristics of language and speech material:
The number of selected language units for this lesson is 19:
Productive - abroad, to afford, a travel agency, as far as I know, to attract, a destination, nowadays, on one's own, a package holidays tour, to prefer, a reason, a resort, a seaside, various;
Receptive: accommodation, a coach, a habit, a holidaymaker, a travel agent.
The purpose of such a lesson is to learn new LE. The chosen topic corresponds to the material in the textbook “English. 8th grade" auto-comp. V.P.Kuzovlev.
Language difficulties in perceiving new lexical units were removed by the teacher by listening to them after the speaker.
The lesson included visual (texts) and auditory (audio) visual aids.
The lesson used a personal computer, an audio course for teaching materials and an interactive whiteboard.
3. Methodological structure of the lesson.
3.1. Lesson stages and their general characteristics.
- Preparing students for foreign language speech activities
Organizing time.
Setting the goals and objectives of the lesson. Motivation for students' learning activities.
- Familiarization with new lexical units.
Updating knowledge.
Primary assimilation of new knowledge.
- Practicing the introduced language material and mastering types of speech activity
Initial check of understanding
Primary consolidation.
- Final.
Information about homework, instructions on how to complete it
Reflection
3.2. Organization of the beginning of the lesson:
Students greet the teacher, answer his questions, engage in speech activity (concentrate, check for a textbook, workbook, pen, diary).
The teacher creates a problematic situation at the stage of formulating the topic of the lesson (speech exercise), which immediately intensified the activity of all students.
3.3. Main types of work in the lesson and their methodological characteristics:
In working on vocabulary, two stages can be distinguished: Stage 1 - creating the lexical foundations of different types of speech activity; Stage 2 - improving lexical foundations.
When semantizing lexical units, translation and non-translation methods were used.
forms of organizing students’ cognitive activity were used in the lesson:
: frontal and individual work. In the frontal form of work, students work side by side, but not together. During individual work, audio equipment and pre-prepared questions on the topic were used.
The lesson uses substitution, transformation and reproductive exercises (True\false; answer questions; opinions).
3.4. Methodological characteristics of exercises and techniques for performing them:
All exercises are selected according to the purpose of the lesson.
The teacher’s goals were clearly formed before performing the exercises;
To stimulate and control speech activity in exercises, the teacher regularly praised and encouraged the students, thereby increasing their motivation;
The exercises show a logical sequence:
Familiarization with new LE - automation of LE by performing substitution and transformation exercises - listening to a text in which new LE are found - composing a monologue statement based on the listened text.
The time allocated for all stages of the lesson was distributed rationally
3.5. Homework:
Homework is given at the end of the lesson. D.Z. done in the workbook. When choosing D.Z. and its volume, the recommendations of the author of the textbook were used.
3.6. Compliance with the methodological structure of the lesson, its purpose and learning conditions.
- Organizational, communicative, educational and educational activities of the teacher during the implementation of the lesson plan.
While working with the class, business relationships were established.
When planning the lesson, I relied on the following principles:
- The principle of communicative orientation (to involve students in oral communication (listening, speaking) based on authentic audio and printed material)
- The principle of consciousness (selection of material that is meaningful and valuable for teaching, ensuring the development of students’ cognitive abilities)
- The principle of activity (each student must be involved in speech activity)
- The principle of clarity (auditory clarity - cassette; visual clarity - diagram on the board)
- The principle of accessibility and feasibility
forms of organizing students’ cognitive activity were used in the lesson:
: frontal and individual work.
To maintain motivation in the lesson, various teaching methods were used:
- Reproductive (teaches students to apply knowledge and skills in a familiar learning situation, to act according to a model)
- Partial search (designed to introduce schoolchildren to creative activity; teaches them to independently carry out individual steps in the holistic process of educational cognition. This method is used when relying on the knowledge and skills students already have, acquired in previous topics and in other subjects)
During the lesson, the teacher monitored the students’ speech activity and corrected mistakes in pronunciation and translation using the non-translation teaching method. At the same time, he attracted their attention to independent work on themselves.
The teacher tried to create a friendly atmosphere in the lesson, while maintaining discipline.
Monitoring the assimilation of knowledge, skills and abilities of students is organized at the stages: primary consolidation, independent work with self-test according to the standard.
I monitored the assimilation of knowledge throughout the entire lesson by correcting errors.
Sh. Conclusions based on the lesson results.
In my opinion, the structure of the lesson corresponded to the intent of its implementation. The guys were active, the psychological climate in the lesson was good, which had a positive effect on the final result of the lesson. The students showed a high level of mastery of vocabulary on the topic, good knowledge of regional information, good dialogical speech skills, the ability to summarize information and formulate conclusions. I believe that the lesson was fruitful, educational, and developmental.
Introspection #2
Lesson
6
Topic :
Do you like traveling?
Subtopic:
Do you like traveling?
ENGLISH LESSON ANALYSIS SCHEME
I. Analysis of the methodological structure and content of the lesson.
Type of lesson – combined (improving speech skills). Sixth lesson in cycle 3.
Related tasks: improving listening, reading, writing skills,
The tasks were set correctly. Using material from the previous lesson.
2. Characteristics of language and speech material:
Number of selected language units for this lesson – 4
lexical and grammatical material from previous lessons;
receptive: lexical - to be satisfied with, to bother, to miss, a stay-at-home.
One way to learn and improve your knowledge of the English language is to visit English-speaking countries. Travel is, first of all, a change of terrain, the environment in which other people live, with their own traditions and views. The text and exercises were meaningful and corresponded to age interests.
During the lesson, children learned to think critically and have a positive attitude towards the opinions of other people.
In the foreign language lesson, linguistic (communicative-speech visualization) and non-linguistic (handouts, presentation) visualization were used;
During the lesson, a computer, a projector, and an application on electronic media were used as technical means.
3. Methodological structure of the lesson.
3.1. Lesson stages and their general characteristics.
Preparing students for foreign language speech activities.
Practicing previously introduced lexical units and mastering types of speech activity
Final
3.2. Organization of the beginning of the lesson:
Students greet the teacher, answer his questions, engage in speech activity (concentrate, check for a textbook, workbook, pen, diary).
The teacher creates a problematic situation at the stage of formulating the topic of the lesson (speech exercise), which immediately intensified the activity of all students.
Using the example questions:
And what about you? Do you like to travel? Have you ever been abroad? Would you like to visit foreign countries? What country would like to visit?
3.3. Main types of work in the lesson and their methodological characteristics:
Regarding the ratio of exercises, multi-level exercises predominated.
During the lesson, the students completed the following exercises: exercises designed to help the student identify the main idea of the text, semantic connections, logic of construction and which lead students to understand the text as an example of a statement.
This was followed by exercises, the purpose of which was to stimulate students to express their attitude to the text and the problem reflected in it, to characterize the characters of the text and to express an assessment of their actions. And finally, exercises of the 3rd type, which contributed to the students’ use of the text material in relation to themselves and their loved ones. All exercises worked to improve vocabulary skills on the topic of the lesson. The sequence of exercises corresponds to the stages of formation of skills and abilities.
3.4. Methodological characteristics of exercises and techniques for performing them:
The teacher rationally distributed time during the lesson. At the end of the lesson, the teacher summed up the results and asked the students what they liked and what new they learned. The reflection stage was important. The teacher assigned homework, graded students, and thanked them for participating in the discussion.
The teacher gave clear instructions for completing all the exercises. He was able to keep all the students busy and appreciate each one. The teacher used different methods of correcting errors: leading questions, cards, diagrams, LSS.
3.5. Homework:
As homework, an exercise was assigned in a workbook and a reading book. When choosing D.Z. and its volume, the recommendations of the author of the textbook were used.
3.6. Compliance with the methodological structure of the lesson, its purpose and learning conditions.
The achievement of the learning goal can be judged by the last exercise. Students had to discuss their attitudes towards travel. Students answered this final question using LSS, visualization, new vocabulary, and vocabulary for revision. Thus, it can be judged that the learning goal was achieved.
- Organizational, communicative, educational and educational activities of the teacher during the implementation of the lesson plan.
While working with the class, business relationships were established.
With the help of personality-oriented guiding questions and problem-solving tasks, the internal (mental) activity of students was stimulated;
The search activity was carried out at the beginning of the lesson, when students had to connect a word and its description.
With the help of answers to questions, leading questions, in exercises where students selected the correct answer options, equivalents and exchanged opinions, the external (speech) activity of students was stimulated; The teacher used opportunities to stimulate speech and thinking activity. To provide insurance against mistakes, the teacher reminded the sequence of tasks and instilled confidence in the students. The teacher also used supports (pictures), diagrams and statements on the topic.
During the lesson, paired modes of work were used: discuss the characters of the text in pairs, express your opinion. Individual mode of work: the teacher paid attention to students with different levels of performance. Thus, each student contributed to the organization of the lesson. The teacher gave instructions for completing the exercises, and the children completed the tasks, both individually and in pairs.
The teacher encouraged the students if they were embarrassed to answer and stimulated their activity. The teacher also used words of encouragement: Well done, Very good, Thank you, Yes, you are right, Good job, Good for you; The lesson created conditions for intellectual tension, but students were provided with the means to relieve it with the help of keys and supports (pictures, diagrams, LSS). Performance assessment included mutual and self-assessment, showing the success of completing tasks. The teacher took into account personal, subjective and individual properties.
The teacher used the presentation to explain and involve all students in the work process, handouts.
In the last exercise (reproductive URU), students had to express their opinions about the journeys in their lives. In their statements, they used supports, LSS and new words that the children became acquainted with in the lesson.
Sh. Conclusions based on the lesson results.
Judging by the results, the learning goal was achieved.
Through the monologue of students, through the monologue of the teacher and students, with the help of pair and group work, an atmosphere of communication was maintained in the lesson. The schoolchildren completed a set of exercises and shared their opinions about travel in their lives.
The students improved their lexical skills on the topic: “Do you like traveling?”, improved their reading and writing skills, and also developed voluntary attention, auditory memory, logical thinking, observation and guessing.
Introspection #3
Lesson 5.
Subject:
Do you like traveling?
Subtopic:
Have you ever traveled to London?
I. Analysis of the methodological structure and content of the lesson.
Type of lesson - introduction to new material. The purpose of the lesson is to develop listening skills in order to understand the main content of what is heard and in order to extract specific information;
related tasks:
- developing the ability to take short notes on an audit basis
- the ability to read aloud a short text of a popular science nature.
This lesson is the fifth lesson in the series. The goals and objectives set correspond to the given topic of the lesson and fit perfectly into the cycle on the topic.
2. Characteristics of language and speech material:
The number of selected language units for this lesson is -1.
Lexical and grammatical material from previous lessons;
receptive: lexical - a seat belt.
Language difficulties in perceiving new lexical units were removed by the teacher by listening to them after the speaker.
Educational task
- promote the formation of a positive attitude towards the facts of foreign culture, accept its decisions, and develop the ability to cooperate.
The lesson included visual (texts) and auditory (audio) visual aids.
The lesson used a personal computer, an audio course for teaching materials and an interactive whiteboard.
After the teacher announced the topic of the lesson, the students were introduced to the objectives of the lessons. The formulations of the goals were legitimate and the children accepted them. The set of exercises is adequate to the stated purpose of the lesson.
3. Methodological structure of the lesson.
3.1. Lesson stages and their general characteristics.
Preparing students for foreign language teaching
Greetings. Motivating students for learning activities. Setting the goals and objectives of the lesson.
Practicing previously introduced language material and mastering types of speech activity.
Students are encouraged to work with the text using previously studied LE.
Students develop listening skills because... the text is presented with auditory support.
Each student has a handout with tests. Listening to the text occurs for the following purposes:
- understanding the general content of what was heard and in order to extract specific information.
- extract specific information
- detailed understanding
Final part.
The teacher offers homework to the students.
Organizational completion of the lesson
3.2. Organization of the beginning of the lesson:
The lesson begins with a greeting from the teacher, which sets the students up for the working atmosphere. Speech exercises are aimed at consolidating developed speech skills. Students answer the teacher’s questions, in which the LE of past lessons is used.
3.3. Main types of work in the lesson and their methodological characteristics:
a) ways and techniques of semantization of new (lexical and grammatical) material;
b) an exercise to develop skills and abilities at various stages of the lesson;
3.4. Methodological characteristics of exercises and techniques for performing them:
a) the correct selection of exercises according to the stated purpose of the lesson;
b) clarity of the teacher’s goals before performing the exercises;
c) ways to stimulate and control speech activity in exercises;
d) coverage of students with the exercises performed;
e) the relationship of exercises and the logical sequence of their implementation;
f) time spent on performing certain types of work and exercises.
3.5. Homework:
a) content and volume of homework;
b) preparing students for its implementation;
c) timely assignment of homework.
3.6. Compliance with the methodological structure of the lesson, its purpose and learning conditions.
- Organizational, communicative, educational and educational activities of the teacher during the implementation of the lesson plan.
1. Establishing business contact with the class.
2. Orientation (communication of the purpose and objectives of the lesson) and mobilization of students to implement the lesson plan. Techniques for attracting attention and maintaining students’ interest in certain types of work in the lesson.
3. Organization of frontal and individual forms of student work and their relationship at various stages of the lesson.
4. Teaching students how to independently work on the language.
5. Methodological focus and effectiveness of using visual aids in the classroom.
6. Organizing recording and monitoring of students’ work, identifying and correcting errors in their speech.
7. Objectivity and educational orientation of grades for the lesson.
8. The teacher’s attention to the emotional state of students during the lesson and the teacher’s ability to foresee and promptly eliminate unfavorable conditions that could cause disruption in the lesson or weaken interest in the content of the lesson.
9. Pedagogical tact of the teacher.
10. Correctness, emotional expressiveness and coloration of the teacher’s speech when conducting a lesson in a foreign language, his ability to adapt his foreign language speech experience taking into account the speech capabilities of the students and the set learning goal.
11. Observation and promptness of the teacher’s reaction to circumstances arising during the lesson, the ability to adapt in connection with the circumstances.
Sh. Conclusions based on the lesson results.
1. Achieving set goals in the lesson.
2. Proposals to eliminate the shortcomings of the lesson (plan and methodology for its implementation).
3. Prospects for planning the next lesson (what should be taken into account).
Analysis tasks
How is the analysis of an English lesson according to the Federal State Educational Standard different? The sample offered below demonstrates the main difference between the new scheme and the classical form used in the traditional Soviet school. The second generation standards involve assessing the teacher’s ability to build individual educational trajectories for schoolchildren.
What should an analysis of an English lesson according to the Federal State Educational Standard include? A sample form to be completed by assessors contains a reflection assessment. At this stage, the children must independently evaluate their activities during the training session and identify the degree of independent work in the lesson.
The purpose of the analysis is not to expose the teacher to methodological errors, but to help eliminate those problems that were identified by experts.
Self-analysis of an English lesson in 5th grade on the topic “Pets”
Bibliographic description:
Kudryakova, E. V. Self-analysis of an English lesson in the 5th grade on the topic “Pets” / E. V. Kudryakova. — Text: direct // School pedagogy. — 2020. — No. 1 (11). — P. 11-17. — URL: https://moluch.ru/th/2/archive/82/3204/ (access date: 10.10.2020).
Based on the educational program and thematic planning: this is the third lesson on the topic of the 7th section of the Rainbow English textbook.
The lesson contributed to the achievement of the following planned learning outcomes:
Personal:
‒ formation of a responsible attitude towards learning;
‒ formation of self-esteem and self-organization;
‒ formation of a friendly attitude towards the animal world and ecological culture in general
Subject results:
‒ ability to apply the topic “Pets” in speech based on the Present simple tense;
‒ the ability to act according to a model when performing exercises.
Metasubject:
Cognitive: extract the necessary information from listened texts of various genres; highlight and formulate the problem of the text; make up a whole from parts, independently completing the construction, filling the missing components; establish cause-and-effect relationships; analyze the object, identifying essential and non-essential features.
Regulatory: highlight and realize what has already been learned and what still needs to be learned, realize the quality and level of assimilation; draw up a plan and determine the sequence of actions; conduct dialogue on the basis of equal relations and mutual respect; navigate the peculiarities of social relationships and interactions; determine the sequence of intermediate goals taking into account the final result.
Communicative: able (or developing the ability) to obtain missing information using questions; learn to translate a conflict situation into a logical plan and resolve it as a task through analysis of conditions; adequately use verbal means to discuss and argue their position.
‒ in speaking: improving speaking skills
‒ in listening: improving listening skills using texts based on the linguistic and speech material of the topic being studied:
‒ in reading: improve reading technique and teach expressive reading:
‒ in grammar: improving grammatical skills in a communicative context.
The lesson I am presenting was conducted in grade 5 “B”. When planning a lesson, I take into account the individual characteristics of the study group. In this group, the majority of students have good, solid knowledge, skills, and abilities, although, of course, there are those who have reduced cognitive interest; three out of 15 people in the subgroup have large gaps in actual knowledge and skills, but at the same time they have good make contact with classmates during group work, feeling their importance in activities that are feasible for them. And at the same time, the rest of the guys can be classified as very motivated to learn a foreign language; they know how to work in class at a high pace. Therefore, in the lesson, I try to use more tasks for working in groups and pairs in order to create a situation of success for all students in the class, using a personality-oriented approach so that each student succeeds in at least some task in the lesson. Only such thoughtfulness will allow you to dynamically conduct the lesson and implement all the assigned tasks.
This is the fifth lesson on the topic of the 5th section of the textbook “Pets”. It was prepared by previous material: the vocabulary of the previous sections, as well as the vocabulary of the first four lessons on the topic “Pets”, namely: names of pets , their habitats, characteristics of life, external characteristics (for a list of vocabulary, see the appendix) and grammatical structures ( What pet are you going to have? Why do you want this pet? What name will you give it? What color will it be? What food will you give to your pet?) This lesson was aimed at developing oral speech skills based on previously studied lexical units, as well as to consolidate grammatical skills.
The lesson used elements of game and project methods, health-saving technology and cooperation technology, problem-dialogical technology and productive reading technology, interactive teaching methods, visualization and such forms of work as individual, pair, group and choral imitation.
For the purpose of visual stimulation and transmission of visual information, I used a chalkboard with a poster on Pets, as well as a laptop and a multimedia projector. The use of ICT technologies and educational games in the classroom made it possible to intensify the process of repetition and consolidation of the studied language material, as well as stimulate imaginative thinking, influence feelings, therefore, along with the transfer of certain information, it has an impact on the positive emotions of children and their figurative and artistic memory.
Relaxation pauses made it possible to relieve tension after productive group and pair work and at the same time served the task of repeating lexical units and grammatical structures on the topic.
The lesson was related to such primary school subjects as the world around us, technology, fine arts, and literary reading.
Lesson type - generalization of material
Based on the characteristics of the class and the topic of the lesson, I broadly formulated the educational aspect of the triune goal of the lesson:
‒ in speaking: improving speaking skills (monologue speech)
‒ in listening: improving listening skills using texts based on the linguistic and speech material of the topic being studied
‒ in reading: improve reading technique and teach expressive reading
‒ in grammar: improving grammatical skills in a communicative context (in dialogical speech)
What pet are you going to have?
Why do you want this pet?
What name will you give it?
What color will it be?
What food will you give to your pet?
The developmental aspect was implemented with the following goals:
- develop phonemic hearing, memory, thinking, guessing, ability to work in different modes (pairs, groups);
‒ develop students’ horizons and their knowledge of the culture of English-speaking countries.
The educational aspect is to cultivate a sense of tolerance and politeness when working in pairs and groups;
To effectively implement the above goals, the structure of the lesson looked like this.
- The initial stage , including an organizational moment aimed at fostering a culture of educational work, speech exercises, goal setting and phonetic exercises, which was the motivational actualization of the lesson.
speech exercises (Warm up) in the form of micro-conversations and mini-dialogues based on the question How are you today ? , which I first asked three students, and then they themselves asked this question to each other and answered using different options for answering this question: I'm OK; I'm fine too; I'm happy, thereby immersing myself in the language environment. By summing up the students' answers, I also report my mood and explain why. From here smoothly flows the goal-setting stage, where the theme and communicative purpose of the lesson are clearly demonstrated and formulated by the students themselves: I read a letter to the guys with riddles, where the children guess them. At the same time, work was underway to improve listening skills.
The phonetic warm-up in this lesson was related to vocabulary on this topic and invited students to practice pronouncing sounds [æ] [ð] [ r ] that are often found in words in the section being studied and cause difficulties for students. Here we used choral work, individual reading in a chain of both individual words and lines of the poem, based on the images of the corresponding slide. This stage also provided an opportunity to check the assimilation of what was covered; elimination of gaps was implemented through the reproductive teaching method, which helped test the development of the ability to coherently answer questions from the teacher and classmates, repeat words and grammatical structures based on presentation slides.
UUD: regulatory - defining and formulating the goals of the activity; cognitive - determining the necessary knowledge to solve educational problems, extracting and processing information, developing ICT competence; communicative - mastery of monologue and dialogic speech techniques.
- The main stage is the journey itself , which includes work in groups using cards, mini-messages, mini-dialogues, dynamic pause, listening, reading.
Before going on a pet journey, the guys must get houses: they choose pictures of pets, and say “I have got a ...” where each group member writes the name of the animal. When answering, speaking according to the model was used. Each student was involved in writing and voicing answers, and therefore in active cognitive activity. I try to use similar exciting speaking exercises with the use of reference cards in every lesson, which contribute to the formation of speech competence. Students learn to express their thoughts using English and solve communicative problems that are close to real life situations within the framework of the topic being studied.
After receiving answers, we began to describe the animals. To maintain interest in the performances, the children were faced with the task of guessing the animal being described, which primes the children for attentive listening. Students perform a spider gram. What can they say about their pet?
The next stage - the teacher gives sentences on a piece of paper, where students must find an error... Students look for errors from the sentences and comment on their answer. Perform multi-level tasks.
Thus, at the main stage, all types of speech activity were involved: reading), writing when filling out files, listening (listening to a poem, homework messages) and speaking: monologue speech (a story about your favorite animal, prepared in advance at home; at the same time, homework was being checked task, which in this lesson was not allocated as a separate stage, but seemed to be interspersed at various moments in the lesson) and dialogical speech when answering questions. Here, a partial search method was used, which made it possible to repeat the studied lexical material, test the ability to apply the acquired knowledge in practice, promoting the development of the ability to compare and analyze, develop linguistic conjecture, as well as the reproductive method.
UUD: regulatory - work according to the proposed plan, the ability to evaluate the success of one’s activities;
cognitive - obtain and process information to obtain the necessary result and to create a new product, compare information from other sources, mastery of productive reading techniques, presenting the result in different forms;
communicative - convey your position to others, independently organize activities in a group, understand the position of others.
- The final stage of the lesson:
- summing up, where students are asked to remember what new they learned in the lesson, what tasks they completed, whether we achieved the goal of the trip, i.e., to summarize the material covered.
‒explanation of homework, which is related to the description of pets. This stage is prepared by all the previous stages of the lesson and the previous homework: the children must actively use vocabulary on the topic and grammatical structures on the topic. Thus, such a task not only develops creativity, but is also a strong motivational factor for students’ own initiative statements. It should be noted that these statements are truly communicative, since they are not created artificially, but are generated by natural conditions that make students want to speak out, share their successes in English and even brag (look how I did it!).
‒ assessment of students’ activities and reflection. Reflection is carried out using a picture with a cat and two bowls near the pet. The students took the fish and glued the fish onto bowls, where on one bowl it was written “I liked the lesson / I understood everything well and can move on,” and on the other - “I understood a lot, but I didn’t succeed in everything today in the lesson and I need repeat everything again.”
‒ The guys are asked the question: were there any difficulties when completing tasks, addressing specific students, if there were, then why and what they should pay attention to. When children get used to this mode of work, they become attentive and observant even at the beginning of the lesson. And at the end of the lesson, the guys receive positive marks and gifts from their pets for active and productive work in the lesson, which is a positive emotional moment.
UUD: regulatory - determining the goals of the activity, working according to the plan, assessing one’s achievements.
For the lesson, I tried to choose a variety of tasks: filling out a spider gram, solving riddles, filling out files that had different settings, but boiled down to realizing the triune goal of the lesson. The tasks were feasible and interesting for the students, as they were of a playful nature. The development of sociocultural competence was also carried out, combining sociolinguistic and sociocultural knowledge, promoting the comprehensive development of students’ personality, strengthening the sense of national identity, enriching the communicative experience with contact with another culture, forming a tolerant attitude towards cultural diversity and creating the basis for fruitful interaction with representatives of other cultures through the studied language , carry out a dialogue of cultures, compare and contrast these cultures.
The tasks of educating the staff of this class were carried out through the creation of a friendly creative atmosphere of the lesson, friendly relations between the teacher and students; through the organization of group and paired forms of work and the creation of a friendly working environment in these micro-teams, strengthening a sense of tolerance towards English culture.
At the beginning of the lesson, updating (motivational and content) was organized. During the lesson, frontal, pair, group and individual forms of work were used, their balance corresponded to the stages of working with the material.
The activity-based nature of learning was evident in the lesson. Students mastered language tools while solving specific communicative tasks. Each stage of the lesson was preceded by clear goals and wording of tasks that looked like learning tasks for students. The students were described a sample of the activities that they would practice during the training session.
During the lesson, I used all types of speech activities, and although speaking predominated both at the level of one sentence and a small statement. Compiling a logically organized text of 6-7 sentences is a homework task, and its completion will indirectly indicate the student’s ability to make a short monologue; preparation for this was carried out throughout the lesson. The content of homework logically followed from the content of the learning situation of the lesson, was communicatively conditioned and prepared linguistically. Possible difficulties were eliminated by preparing the files in class and having a sample of the assignment.
Thus, I believe that the lesson is a holistic system. The goals set during the lesson were achieved; Each student had the opportunity to show their individuality and creativity and received a positive assessment and positive emotions for the lesson. Our lesson took place in a friendly atmosphere.
Key terms
(automatically generated)
: lesson, homework, student, dialogic speech, task, improving listening skills, ability, student, English language, communicative context.
Specifics of the analysis
A technological map for the English language is compiled by the teacher for each lesson. Depending on the type of lesson, experts use different schemes for assessing its effectiveness.
How to analyze an English lesson according to the Federal State Educational Standard? A sample form used to evaluate the professionalism of a teacher can be found in the guidelines. For example, when attending a lesson in the formation of lexical skills in oral speech, special attention is paid to the use of functional and semantic tables.
The number of vocabulary units at different stages of the lesson and the adequacy of the choice of semantization techniques to the students’ level of English proficiency are taken into account. Experts analyze the combination of new lexical units with those that were previously acquired by students. Their task also includes checking the adequacy of the teacher’s use of exercises for self-assessment.
Self-analysis of the lesson in accordance with the requirements of the Federal State Educational Standard
Self-analysis of the lesson in accordance with the requirements of the Federal State Educational Standard
Self-analysis of an English lesson conducted by English teacher E.N. Lesnaya.
An English lesson was held in grade 6-A on February 19, 2016.
Lesson topic:
"Appearance description".
Lesson type:
a combined type lesson is devoted to the development of reproductive speech skills and takes an intermediate place in the study of the topic “Description of appearance”, connecting the stage of formation (receptive) and the stage of activation (reproductive) of speech skills.
The purpose of the lesson:
consolidate the acquired skills and abilities on the topic “Description of appearance”.
Tasks:
— Educational: to activate the skills of reading monologue and dialogic speech.
— Developmental: develop speech abilities and psychological functions associated with speech activity (memory, thinking, ability to think logically, ability to analyze).
— Educational: cultivate a respectful attitude towards each other, develop the ability to listen to a friend.
— Personally-oriented: promote the development of the ability to compare facts, develop research and creative skills, create conditions for the development of communication skills and joint activities.
In accordance with the topic of the lesson, purpose and objectives, forms of organizing educational work were chosen:
individual, frontal and group.
Planned result:
(subject) students should be able to: - use vocabulary to describe appearance
- use affirmative, negative and interrogative forms of sentences in different tenses
- express your point of view in the form of a monologue
- build a dialogue, lead a discussion
During the classes
The lesson was held in 6-A class. There are 13 students in the group, 8 of them are boys; 5 – girls. Two students are low achievers. It should be noted that the level of learning of students in my English class group is above average. The average score is 4.31, the quality of knowledge is 67.92% (according to the results of the 2nd trimester).
Students in this group are highly motivated to learn a foreign language with good speech and language abilities.
The following principles were implemented in the lesson:
— the principle of focusing training on complex problem solving;
— the principle of accessibility of training.
Each type of visualization was used for a more accessible perception of the teacher’s speech and the development of monologue speaking skills.
The principle of a systematic sequence in the formation of knowledge, skills and abilities was observed correctly, there was a correct transition from simple to complex tasks.
The activity and independence of students was achieved with the help of leading questions; the guidance of schoolchildren’s learning was carried out using the following schemes: teacher - student; student - student.
The development of students in the lesson was carried out, all students were fully involved, including low-achieving ones.
The predominant nature of cognitive activity is creative.
The structure of the lesson fully corresponds to the logic of the stated type of lesson, since my main organizational task was to create conditions for summarizing previously studied material on the topic. In my opinion, such conditions were created during the lesson.
The selected content of the lesson, the equipment of the lesson, the organization of active mental activity of students at all stages of the lesson, individual, group and frontal forms of organizing the educational activities of schoolchildren, the use of verbal, visual methods, work with the textbook, contributed to the achievement of the educational goals of the lesson, stimulated the cognitive interests of students.
I assess the level of independent thinking of schoolchildren, their cognitive activity, the level of assimilation and use of material as good. In my opinion, this lesson will serve as a support for further cognitive activity of students.
A special aspect of the lesson had a health-saving effect: I tried to create a situation of psychological comfort for the children, when each child could not only do exercises, but also choose the type of exercise, and also act as a teacher.
The students in the lesson were active, attentive, and efficient. I believe that the chosen form of organizing the educational activities of schoolchildren was quite effective. On my part, the norms of pedagogical ethics and tact, the culture of communication “teacher-student” were observed.
The organizational moment of the lesson began with phonetic exercises, which included practicing those sounds that were necessary.
The lesson was conducted within the framework of health-saving technologies, and a physical education session was held.
The well-developed memory of students led to the inclusion of such a type of speech activity in the lesson content as dialogic speech according to the “student-student” scheme.
In this lesson, the assigned tasks were largely solved.
There was no overload of students, both physical and mental, due to the change in types of activities and forms of work.
All stages of the lesson have been completed. The lesson time frame has been met. I believe that each of the lesson goals was achieved, which was reported to the children as positive marks at the end of the lesson.
Important aspects
If the outline of an English lesson according to the Federal State Educational Standard is intended for a combined lesson, when checking the professionalism of the teacher, experts evaluate the identification of an extralinguistic object, work with functional and semantic tables, and the use of lexical elements for students to express their thoughts.
The English lesson plan according to the Federal State Educational Standard is compiled by the teacher in the form of a table so that it is convenient to conduct self-analysis of one’s activities. In addition to the goals and objectives that are set for a specific educational lesson, the activities of students and the teacher, formed by the UUN, are indicated in detail.
Features of analysis of different types of lessons
Analysis of such English language training sessions involves a detailed assessment of the rationality of the distribution of teaching time between presentation and practice of grammatical phenomena. They determine the clarity of the formulation of the educational rule, the preliminary preparation of schoolchildren to perceive a new grammatical phenomenon, and the correctness of performing speech exercises.
When evaluating a lesson in the development of speech skills, special attention is paid to the teacher’s compliance with the sequence of speech exercises. The range of tasks posed in speech exercises is assessed, as well as the quality of the formulation of basic guidelines.
In a lesson devoted to teaching reading, experts pay attention to the composition, content, and language difficulties that schoolchildren encounter while working on the text.
Self-analysis of the pedagogical activity of an English teacher
Self-analysis of the pedagogical activity of an English teacher
MAOU "Secondary School No. 112" Ponomareva Ilsia Raisovna.
I, Ilsia Raisovna Ponomareva, have been working as an English teacher at the municipal autonomous educational institution “Secondary School No. 112” in Perm since August 15, 2008.
Currently I teach English in grades 2, 4, 6-9.
The tasks of my teaching activity are multifunctional, but special attention is paid to:
1. Increasing motivation to learn.
2. Development of creative thinking and coherent speech of students.
3. Creating optimal conditions in the classroom for the development of each student.
In connection with this goal, I am implementing the following tasks: to provide each student with a basic level of knowledge in the subject through the introduction of modern technologies; ensure the individual development of children through differentiated education; build pedagogical activities, taking into account the level of training, education and personal development of students through the method of stream-group learning; teach how to collect, systematize and summarize the necessary information, meaningfully work with selected material and reference tools; help students master independent work skills.
Technologies and techniques used in teaching activities.
Stream-group teaching method
Thus, within the framework of the MMOSH “Basic School - Space of Choice”, the teaching of subjects in a stream-group method was organized in grades 7-8. Threading _
in 2012 – 2013 academic year.
G .
(
portfolio section 2.1 “ Multi-level teaching of English using a stream-group method within the framework of the city project”MMOSH”Basic school - space of choice”
)
Health-saving and gaming technologies
Nowadays, the problem of schoolchildren's health has become a priority, because... more than 60% of students constantly or often experience educational stress, which leads to a deterioration in the mental and physical health of students; Academic performance decreases and anxiety increases. Overload of students in the lesson, which causes an increase in the level of fatigue, depends not so much on the quantity as on the quality of work. If the process of acquiring knowledge is interesting and motivated, then mastering the material will not create an overload effect. The lesson requires frequent changes in types of activities, the inclusion of gaming activities, stimulation of a creative attitude to the topic of the lesson, and the presence of competitive moments. All this increases mental performance, cognitive activity, and motivation to learn the language. ( portfolio section 2.2 “ Teaching English in special education classes,” “Rules for filling out postcards in English-speaking countries.”
Information and communication technology.
The computer plays the role of a source of information in the lesson, acts as a means of assessing, recording and recording students’ knowledge. In my lessons I use multimedia equipment and interactive teaching aids; I use presentations, especially when introducing a new topic containing vocabulary. There is an element of bright, colorful clarity involved here. I also use the Internet –
resources.
This allows me to increase the interest of schoolchildren in the subject, the quality of knowledge . (portfolio section 2.2 “ Open lesson on the topic “Appearance” 6th grade”, portfolio section 4.1 “Congratulations to mothers on March 8”, presentation)
Technology of critical thinking.
The technology of critical thinking presupposes equal partnerships, both in terms of communication and in terms of constructing knowledge generated in the learning process. Working in the mode of critical thinking technology, the teacher ceases to be the main source of information, and, using technology techniques, turns learning into a joint and interesting search. ( portfolio section 2.2. “ Development of critical thinking in English lessons”)
Project activities
The project methodology has a great practical orientation and allows you to combine independent individual work with group and collective work; provides an outlet for speech activity into other types of activity: labor, aesthetic; stimulates students’ independent search for the necessary information; requires the development of creative imagination in order to advantageously organize the information found and present it to others. The project method activates all aspects of the student’s personality: his intellectual sphere, his characteristics and character traits: determination, perseverance, curiosity, hard work, his communication skills, feelings and emotions. ( portfolio section 2.1 “ Problem group” Multi-level teaching of English in a stream-group method within the framework of the city project “MMOSH” Basic school - space of choice”, portfolio section 3.1 “Project” Halloween”, social and educational initiative “My Safety”, “Project "We are together")
Creative tasks.
A continuation of lesson activities is well-thought-out extracurricular activities.
by subject.
It consists of preparing students for various creative and research competitions, and conducting extracurricular activities that help improve and deepen students’ knowledge. As a result, my students successfully participate in the international English language competition “All-Russian School Olympiad “Olympus”, “Spring Drops”, “Battle of the Choirs”, “Cheshire Cat”, “International Distance Olympiad of the Infourok Project ”. (portfolio sections 5.2, 5.3, 5.4)
Thus, we can conclude that it is necessary to use all the above methods and technologies in combination. In this case, results in learning are achieved, speech skills are formed and children’s interest in the subject English develops. A comparative analysis of educational achievements in the classes in which I work showed that at the end of the year the percentage of quality in some classes remains stable. This can be seen in portfolio section 5.1.1.
Of course, one of the most important factors for a child’s success at school is the caring attitude of his parents to everything that happens to him at school and beyond. When working with parents, I am always open to dialogue, ready to cooperate, have a friendly attitude, and try to find an approach to everyone. Parents, in turn, try to be active participants in the educational and educational process . (portfolio section 7.1)
Psychological aspect
In addition to checking the appropriateness of using methodological techniques and methods at different stages of the lesson, experts also pay attention to psychological aspects. They analyze the degree of development of students’ speech and thinking, the predominance of creative or reproductive thinking. Experts assess the motivation of children to master a foreign language, the techniques that the teacher used for this.
