How to conduct a lesson in an interesting way in elementary school. How to make an English lesson interesting and exciting

Municipal budget educational institution

"Chesmenskaya average comprehensive school

named after M.V. Gavrilov.”

Compiled by:

teacher in English

Pecheritsa Natalya Nikolaevna

2016-2017 academic year

“My original beginning of an English lesson”

This topic of the seminar is almost directly combined with my topic of self-education: “Speech exercises in an English lesson as one of the ways to teach spontaneous speech to students”. I chose this topic this academic year because I think it is relevant and very interesting to study and apply in practice.
In the last decade, the role and importance of the English language has increased significantly, since English is a means of international communication. In this regard, the teacher faces the task of making it more accessible and interesting for every student.
Psychologists, teachers and doctors define a foreign language as one of the most difficult subjects. On an 11-point scale for ranking academic subjects by degree of difficulty, a foreign language accounts for 10 points, i.e. it is the second most difficult subject after mathematics and mastering it requires significant effort from the highest nervous activity students, which leads to a decrease in active attention and increased psychological tension in students.
Based on this, the problem of overcoming the psychological tension of students in English lessons and, naturally, reducing motivation and interest becomes relevant. What to do?

Creating a favorable psychological climate in the classroom, an atmosphere of enthusiasm and children's self-confidence, in my opinion, is the first step to success in learning English.
In this sense, the unusual beginning of the lesson is of no small importance and is one of its most important stages, which lasts no more than 3-5 minutes and largely determines the success of the entire lesson. As the English say: “A good beginning makes a good ending.” (“A good beginning makes for a good ending.”)

The teacher’s task at this stage is to immediately introduce students to the atmosphere of a foreign language, replacing the formal organizational moment with speech exercises. At the beginning of the lesson, students’ foreign language speech constraint is usually noted. And it is important for the teacher to try to set up students for communication, to create working contact with as much as possible a large number students, that is, to carry out speech training in a natural way. This speech training is traditionally called “speech exercise” (warming-up activity). This stage includes two points:

1. motivating communication task;
2. familiarize students with the topics and objectives of the lesson.

Regular, targeted speech exercises without much effort and a lot of time allows:
- repeat and firmly grasp vocabulary related to the calendar, school life, weather, etc.
- consolidate in the memory of schoolchildren new grammatical structures and speech patterns that have not yet been sufficiently firmly mastered in the process of working with the textbook;
- It is better to master the skill of dialogue, the ability to ask general and specific questions, and answer them briefly and concisely.
Analyzing the responses of students at competitions at various levels, I come to the conclusion that our children experience natural difficulties in oral speech, in spontaneous conversation with each other and in dialogue with the teacher; they cannot always apply vocabulary knowledge in practice. This is natural, because they are constantly in a Russian-speaking environment, and this is where various types of speech warm-ups can be of great help. It is necessary to show students that language is not just an academic subject, but something living, interesting, calling to learn more.

How to avoid a pattern in speech exercises?
Of course, learning a foreign language involves repeated repetition of language material. However, speaking about speech exercises, I come to the conclusion that you should not repeat the same thing in every lesson throughout school year.
Seeing that students have firmly mastered a certain range of questions and answers, it is useful, depending on the class, level of preparation, environment and specific situation prompted by life itself, to introduce something new into the dialogue with students at all stages of learning.
Let me give you a few examples:
1. Let's say the weather has changed. Having asked traditional questions included in everyday dialogue, the teacher can ask: “Do you like the weather today?” Why (not)?”, “What do you usually do in good (bad) weather?”
2. At the first lesson at the beginning of the month (season), you can talk a little about this topic. Possible remarks and questions from the teacher: Spring has come to us at last. Do you like spring? Why? There are a lot of holidays in spring. Can you remember what they are?
3. At the last lesson of the week, students talk with pleasure about their upcoming vacation. Possible teacher questions: What are you going to do at the weekend? Will you stay at home or will you go to...? Etc.
At the first lesson of the week, you can ask the guys: “How did you spend last Sunday?”
On the eve of the holiday or after it, the teacher organizes a conversation in class, asking the following questions: Will you come to school tomorrow? Why won't you go to school? How will you spend your holiday? Etc.
Students love to talk about sports. After an important sporting event, you can start a conversation with the following questions: What sporting event took place yesterday (last week)? What teams compete in the game? Did your favorite athlete take part in the match? Etc.
From time to time, discussion of various aspects of school life can serve as verbal exercise.
How many lessons do you have today? What lessons do you have besides English? Which lessons do you like best of all? Why? What lesson was the most difficult? Was the English homework difficult? Who couldn’t do all the exercise? Let's check it. Who would like to begin?
4. At the senior stage, schoolchildren are interested in events in our country, cultural news, and important international events. You can start the conversation with the following questions: What is the latest home news? What is the most important world news? (The conversation usually takes place if the students were watching the News program on TV.)
5. Speech exercises can begin with the teacher reporting about some event in his life or about some problematic situation. For example: I had a wonderful time on Sunday. And what about you?

Before studying a new paragraph or section, I actively use it in high school. problematic situations. So, for example, in 11th grade, when introducing the topic “City versus Countryside,” I begin the lesson with a problem: “Yesterday, a friend of mine told me by phone that her children suggested that she move to live in the city. All my conscious life she lived in the countryside. She asked me for advice on what to do. What would you advise her in this situation?
Students give advice and ask questions in order to obtain more information.
Here, having connected the conversation started as part of the speech exercise with the topic of the lesson, I logically move on to the topic of the lesson and its teaching stage. This corresponds to the practical orientation of this stage of the lesson.

6. Good morning everyone! The memory of any person is unlimited. Do you know it? But we should train our brains. So, I suggest continuing statements of famous people. Condition: you don’t know these ones.

-“Success doesn’t come to you…you … … … (go to it). Martha Collins.

-“Those who cannot change their minds cannot … … (change anything) Bernard Show.

7. Now, let's repeat what you know. I’ll begin different statements, or proverbs you should continue.

The more you know the larger the world is.

To every man there is a taste. ("To each his own")

Early to bed and early to rise makes a man healthy, wealthy and wise. (“Whoever goes to bed early and gets up early will gain health, wealth and intelligence”)

Good clothes open all doors. (“They meet you by their clothes”)

Judge not of men and things at first sight.

An apple a day keeps the doctor away. (“Eat an apple a day and you won’t need a doctor”)

Choose provers which are appropriate to the topic of our lesson.

8. Variety English phrases at any stage of the lesson expands and consolidates the student’s vocabulary. I suggest phrases for teachers at the beginning of an English lesson:

1. Greeting

Welcome, everybody!

Welcome to all of you.

I’d like to welcome you all to this course.

Good morning, everybody.

Good afternoon, everybody.

Hello, everyone!

Hello there, (Denis).

How are you getting on?

How are things with you, (Katya)?

Are you feeling better today, (Semyon)?

And what about you, Masha? How are you today?

Good morning, Andrey. How are you feeling today?

How are you getting on?

How are we all doing this morning?

How's everyone feeling today?

How's it going?

That's nice to hear.

I’m glad/ pleased/ happy/ sorry to hear that.

I hope you all had a good/ enjoyable/ relaxing holiday/ break.

I hope you are all feeling well/ fit.

I hope you’ve had/ you’re having a nice/ good day so far.

2. Start lesson

Let's begin our lesson now.

So we can begin today’s lesson.

Is everyone ready to start?

I hope you are all ready for your English lesson.

I think we can start our lesson.

What if the student is late? The whole idea and line of the organizational moment down the drain? You can use elements of theatricality in your practice. For example, even if 3-4 people were late at once. The main thing is to create positive attitude. “Oh, it’s so kind of you to attend English lesson!” Please...” I assign a “fine” - remember and tell any English proverb, even better a proverb on the topic, continue the phrase, or say the standard words of a late student. The main thing is not what you say, but how you do it and how quickly you resolve the situation. Usually, it is not the most successful students who are late, and such “execution” is less pleasant for them than the standard indignation of the teacher. The student copes on his own or with the help of other students and takes his workplace. As a result, you have already paid attention to a student who is not the strongest and worked with him, created a positive attitude towards the lesson, and at the same time you yourself remained calm and able to organize the children’s work.

What other non-traditional types of speech warm-up can be used to develop children’s motivation in learning English:

Interjections help make such communication real:

Wow (cool), Oops (oh), Yuppie (hurray), Yuk (ugh), Ouch (oh, it hurts).

Using quotes at the beginning of a lesson, in my opinion, is another interesting motivational technique. For example, you can cheer up children and increase their self-esteem with the following quote: “One famous teacher, Susan Norman, said: “If you ever say the phrase “I don’t speak English,” be sure to add “bye.”

In high school, these can be epigraphs for the lesson, statements of prominent people related to the topic of the lesson, etc.

In elementary grades and middle school, these can be rhymes, proverbs and sayings, as well as question-and-answer conversations: yes-no, true-false;

Here are a few rules for determining the content and choosing forms of speech exercise.

Rule 1. Develop a beginning to the lesson that makes students want to speak English.
Rule 2. Connect speech exercises with lesson objectives.
Rule 3. Connect speech exercises with all other stages of the lesson. Remember that speech exercises not supported by the subsequent course of the lesson, loses its meaning. It is necessary to ensure that speech exercises are not a “foreign body”, but become an introduction to the lesson.
Rule 4. Prepare (preferably, but not necessarily) several options for speech exercises. Choose the right option depending on the specific situation and the atmosphere you will encounter when entering the classroom. Students may be tired, passive, or, conversely, overly excited.

No English textbook can reflect current events. So what's the news last days, local and intra-school topics are excellent material for speech exercises. Such topics motivate students to active speech activity, independent statements, which, depending on the stage of learning, may include not only the opinions and judgments of students, but also reflect their moral value guidelines. It is important to help build a conversation using already studied lexical units and grammatical structures.

So, for a lesson to be effective, it is important to start it right. The power of motivation or involuntary attention priceless. It is precisely this that contributes to the assimilation of the lesson material and its active use in the next stages of learning a foreign language. You need to learn to surprise and interest. It is useful to reinforce the beginning of the lesson with unexpected or absurd objects or actions, phrases or tasks. Try to reveal new aspects of their personality in children, which can be useful both in the work of the teacher and for the child himself.

In conclusion, I would like to add that everything I have talked about is only part of this problem. Much still needs to be studied and put into practice, but I really like this topic of self-education, it allows me to improve myself and help children master orally.

MBOU Chesme Secondary School

named after M.V. Gavrilov

Methodological seminar

“My original beginning of the lesson”

English teacher

MBOU CHSOSH No. 2

Pecheritsa Natalya Nikolaevna

Do you want students to rush to your lessons and be ready to study your subject for days on end?

Then it’s worth taking into account the wonderful statement of Anatole France: “ Knowledge that is absorbed with appetite is better absorbed".

Now let's talk about how to put this advice into action.

Certainly, The best way- conduct non-standard lessons. But this method does not always work. Agree, it is difficult to find non-standard ways of explanation and reinforcement for absolutely every topic. And the methodology does not recommend getting carried away with non-standard lessons.

But there are several components that will help you diversify any lesson.

1. A spectacular start is the key to success. Always start the lesson in an unusual and interesting way. This is the moment when you can use non-standard methods "to the fullest." For example, instead of a boring homework survey, hold a blitz tournament, mini-test, organize a contest, competition. If the topic is new, then you can start the lesson with some intriguing messages, interesting facts on this topic.

2. Be sure to plan the lesson based on the individual characteristics of the students. Any task should be planned in such a way as to take into account different difficulty options. This way you will involve not only activists, but also lagging students who often simply yawn in class. Find something for everyone!

3. Use technology! Believe me, a presentation telling, for example, the biography of a writer or the properties of iron, will be remembered much better than a monotonous explanation.

4. Include game elements. Always and in any class! Even high school students enjoy joining the game.

5. Break stereotypes! Do not force lessons into the usual framework: lecture - survey. Try constructing the lesson differently. Students' lack of interest is often due to the fact that they know all the stages of the lesson in advance. Don't follow patterns.

6. Involve students in explaining a new topic. Searching for information on your own reinforces knowledge more than listening to a ready-made explanation. Let them work hard! This can be done at the preliminary stage by giving the task to find some information on a future new topic. Or during the lesson, turning to the life experience of the students themselves.

7. Behave outside the box! Are you used to explaining a topic while standing at the blackboard? Try giving a lecture while sitting on a chair in front of the class. If you always wear a business suit, try wearing a bright sweater next time.

You can give an example of one of the brightest teachers, a teacher of literature. For example, when there was a lecture on the works of Mayakovsky, the teacher came to class in a yellow jacket. By the end of the lesson, all the students remembered that the futurists loved shocking things. And this teacher came to a lesson on the biography of Gogol in a Ukrainian shirt. The effect was amazing. Such lessons are remembered for a lifetime!

8. Keep a few unusual, even shocking questions, comments, and riddles in stock. If you notice that during the lesson students are starting to get bored and distracted, it’s time to change the topic and take a break. An unexpected question will always help to activate attention.

And finally - replenish your methodological piggy bank. You can learn interesting techniques and methods from your colleagues. And the World Wide Web offers a lot of material for every subject, for every year of study. Believe me, the search for non-trivial solutions and methods is a fascinating thing.

Sheveleva E. G.,

Mathematic teacher

How to conduct a quality lesson.

1. The lesson objectives must be specific and observable during the lesson. The goal must permeate the entire course of the lesson from beginning to end..

1. The teacher must confidently (professionally) master the educational material:

1. use the conceptual apparatus freely, present educational material calmly and without tension;
2. present the material in an interesting and engaging manner;
3. don't shy away from answering questions difficult questions, stimulate their task.

1. The teacher must demonstrate correct, expressive, clear, precise, concise, appropriate speech.

1. It is not permissible for a teacher to interrupt a student in a lesson, show rejection, irritation, anger, or impose his point of view.

1. Establish and use connections with other objects.

1. Appropriate to use social experience(personal, family, other people, countries, peoples).

1. Use handouts: cards, study guides, illustrations, tables, diagrams, etc.

1. Use dynamic didactic materials: audio, video, computer demonstrations, instruments, etc.

1. When submitting homework, you can use assignments from three levels of education:

1. state standard (minimum level);
2. school;
3. individual component.

1. Encourage (with remarks or marks):

1. if students use facts from other areas of knowledge;
2. voluntary expression by students of their opinion about something.

1. Offer tasks that develop intuition, creative imagination, emotional and sensory perception.

1. Pay attention to the quality of students’ speech. Not only speech with errors should be celebrated, but also good examples of speech.

1. It is necessary to finish the lesson on time. After the bell rings, most students do not perceive the teacher’s information well.

Lesson Plan

Specific Lesson Plan- this is a personal matter for the teacher; he has the right to independently work out his own plan model, which is convenient and useful for him.

But five points must be reflected in the plan:

1. The goals and objectives of the lesson with specific instructions on what students should remember, understand, master, and what skills to develop.

1. The topic of the lesson and the plan for its presentation. This part of the plan is compiled arbitrarily, at the request of the teacher: in the form of plan points, theses, text of assignments, solutions to problems, formulas, etc.

1. Poll questions are essentially topic cues, the main thing that attracts students' attention. You can't rely on memory. Questions (tasks, assignments, cards) are prepared in advance and solutions and options are immediately attached.

1. Assignments for independent work and consolidation (questions, paragraphs of the textbook for reading, exercises, examples).

1. Homework assignments indicating how long it will take to complete them.

Lesson Plan - this is a plan for a particular section of the topic, therefore it is believed that the teacher can use the same, but adjusted plans. The requirement to draw up plans for each lesson in each class (even on the same topic), especially in duplicate, according to a single (often complicated) scheme only leads to overload of the teacher.

First of all, the teacher needs to effectively organize preparation for the lesson. If a teacher plans not individual lessons, but a whole topic, then in this case he significantly saves his time on preparation, improving its quality.

You can suggest the following technology for preparing the topic (according to A. Gin). You need to prepare as many sheets of paper as there are lessons in the topic. Plan all lessons in parallel in an overview.

Approximate sequence of actions:

1. Base sheet. A “Basic Control Sheet” is being prepared. In the graduating class, it is better to formulate basic questions in accordance with the programs for applicants to universities.
2. Props. Props are planned: visual aids, books, experiments, etc.
3. Student participation.How will active student participation be organized? For example, what reports will they prepare?
4. Organization of repetition of previously studied topics.In what lessons and in what form is repetition organized?
5. Control. In what lessons and in what form should control be organized?

The topic as a whole is planned. Inscriptions appeared on the sheets with the corresponding lessons. Now it’s time to plan individual lessons. Lesson steps can be implemented various techniques or a combination thereof.

Example of a “Lesson Designer” table:

Using the “Lesson Designer” table as a universal cheat sheet, the teacher, in accordance with his goals, creates a formula (diagram, structure) for a specific lesson. Each teacher can have his own constructor. Teacher creativity is the norm of a healthy society. Pedagogical techniques are a creative tool. The techniques listed above can be discussed in A. Gin’s book “Techniques of Pedagogical Techniques: Freedom of Choice. Openness. Activity, Feedback. Ideality".

A technological map can be defined as a form of planning by a teacher of an educational process that combines traditional thematic planning with lesson. Its essential characteristic is the presentation of the educational process at the level of technology - at the level of design and construction, including a description of the actions of the teacher and students. Description of the educational process at this level allows us to consider the technological map as the basis for managing the educational and cognitive activities of students both by the teacher and the students themselves.

Planning control using a map that is drawn up for the entire topic, and even before starting to study the topic, the teacher compiles the texts of test papers. The teacher identifies all educational units (terms, facts, concepts, rules, laws), then determines at what level each of the educational units will be studied.

Each educational unit is subject to control.

If students are identified who have difficulty mastering knowledge at the standard level, the teacher will organize help for them right here in the lesson.

Based on the technological map, the nature of interaction between the school leader and the teacher changes. To do this, the head of the school together with the teacher carry out structuring educational material, develop a variety of options for students to learn educational topic, determine control lessons at which the head of the school may be present. If necessary, using a technological map, the school head can provide methodological assistance to the teacher and identify the reasons for the teacher’s low performance.

The technological map provides for planning the acquisition of knowledge by students, the formation and development of their special and general skills at a certain level.

There are several examples of maps.

Example 1

Technological map No. n Class

On topic: (section topic)

Example 2.

1. Approximate form of a technological map

(according to T.I. Shamova, T.M. Davydenko)

Example 3.

The choice and use of a technological map is the right of each teacher at his own discretion.

To summarize, we can highlight the following:

1. The technological map allows you to plan the educational process in the system.
2. Allows you to create a general lesson structure, and applications can take into account the characteristics of each class, and even each student individually.
3. The technological map is a mobile lesson and thematic planning.
4. In the form of a technological map, you can draw up “Thematic lesson planning”

Groups of lesson objectives.

The birth of any lesson begins with an awareness of its goals. They determine the teacher’s system of actions in the upcoming lesson. The main logic of the lesson and its key points are thought out in advance as a way to achieve the goals.

Generally speaking, the goals of a lesson are understood as those results that the teacher expects to achieve in the process of joint activities with students during their training, education and development.

When preparing a lesson, it is necessary to determine the objectives of the lesson:

1. subject goals are assigned to a specific lesson,
2. goals focused on the development of the child’s personalityare assigned to an entire topic or section.

Subject goals may start with:

1. Create conditions for...
2. Provide conditions for...
3. Help in assimilation (consolidation) ...
4. Assist in the assimilation of...

Development-oriented goals

Child's personality:

1. Goals focused on the development of personal and semantic attitudes towards the academic subject:

1. To actualize students’ personal meaning in studying the topic;
2. Help students become aware of the social, practical and personal significance educational material;

2. Development-oriented goals value relations students to the surrounding reality:

1. To promote students' awareness of the value of the subject being studied;
2. Help students realize the value of collaborative activities;

3. Goals related to ensuring the development of intellectual culture among schoolchildren:

1. Create meaningful and organizational conditions for the development of schoolchildren’s skills to analyze a cognitive object (text, definition of a concept, task, etc.);
2. Ensure the development of schoolchildren’s skills to compare cognitive objects;
3. To promote the development in schoolchildren of the ability to highlight the main thing in a cognitive object(definition of a concept, rule, law, etc.);
4. To ensure the development of schoolchildren’s skills to classify cognitive objects, etc.

4. Goals aimed at developing a research culture among schoolchildren:

1. To promote the development in schoolchildren of the ability to use scientific methods knowledge (observation, hypothesis, experiment);
2. Create conditions for schoolchildren to develop the ability to formulate problems and propose ways to solve them.

5. Goals related to the development of an organizational and activity culture among schoolchildren (a culture of self-management in learning):

1. Ensure that schoolchildren develop the ability to set goals and plan their activities;
2. Create conditions for the development of schoolchildren’s ability to work in time;
3. To promote the development of children's skills in self-control, self-esteem and self-correction educational activities.

6. Goals related to the development of students’ information culture:

1. Create conditions for the development of schoolchildren’s ability to structure information;
2. Ensure that schoolchildren develop the ability to draw up simple and complex plans.

7. Goals related to the development of students’ communicative culture:

1. Promote the development of children's communication skills;
2. Ensure the development of monologue and dialogic speech in schoolchildren.

8. Goals aimed at developing the reflective culture of schoolchildren:

1. Create conditions for schoolchildren to develop the ability to “suspend” their activities;
2. To ensure that schoolchildren develop the ability to identify the key moments of their own or someone else’s activity as a whole;
3. To promote the development in children of the ability to step back, to take any of the possible positions in relation to their reality, the situation of interaction;
4. To ensure that schoolchildren develop the ability to objectify activities, i.e. translate from the language of immediate impressions and ideas into language general provisions, principles, schemes, etc.

Learning activity and its connection

With other forms of training

Reminder for maintaining discipline in the classroom

1. Come to the office a little before the bell rings. Make sure everything is ready for the lesson, whether the furniture is beautifully arranged, whether the board is clean, whether visual aids are prepared, TSO. Be the last one to enter the classroom. Make sure that all students greet you in an orderly manner. Look around the class, be sure to look at the undisciplined children. Try to show students the beauty and attractiveness of the organizational beginning of the lesson, but strive to ensure that it takes less and less time each time.

1. Don't waste time searching for your subject's page in the class magazine. You can prepare it during recess; train the duty officers to leave a note on the teacher’s desk with the names of absent students.

1. Start the lesson with energy. Do not ask students the question: who did not complete homework? This teaches you the idea that failure to complete a lesson is inevitable. It is necessary to conduct the lesson in such a way that each student is busy from the beginning to the end of the lesson. Remember: pauses, slowness, idleness are the scourge of discipline.

1. Engage students with interesting content and mental tension, control the pace of the lesson, and help the weak believe in themselves. Keep the entire class in sight. Pay special attention to those whose attention is unstable and who are distracted. Prevent attempts to disrupt work order.

1. Make requests and questions a little more often to those who can do something else during the lesson.

1. When motivating knowledge assessments, make your words business-like and interested. Give the student instructions on what he should work on and check the completion of this task. This will teach you to disciplined work. The student will get used to the fact that the teacher’s instructions must be followed.

1. Objectively evaluate the student's knowledge, use marks for behavior and diligence to evaluate behavior.

1. End the lesson with an overall assessment of the class and individual students' work. Let students feel a sense of satisfaction from the results of their work in the lesson. Try to notice the positive in the work of unruly guys, but don't do it too often and with little effort.

1. Stop the lesson with the bell. Remind about the duties of the duty officer.

1. Refrain from making unnecessary comments.

1. Get by without the help of others. Remember: establishing discipline may be the only area teaching practice, where help in the lesson is not helpful.Ask the students themselves for help. An offender who is not supported by the class is easier to deal with.

1. Remember: where there are doubts about the rightness of the teacher, not to mention those cases when his guilt is undeniable, the conflict should be unleashed in favor of the students.

1. Remember the words of N.A. Dobrolyubova:

“A just teacher is a teacher whose actions are justified in the eyes of his students.”

Sample diagram of lesson self-analysis

1. What is the place of the lesson in the topic, section, course? How is this lesson related to the previous ones, how does it “work” for subsequent lessons? What type of lesson?

1. What are the characteristics of real educational opportunities students in this class? What student characteristics were taken into account when planning this lesson?

1. What tasks were solved in the lesson: educational, educational, developmental? Was their relationship ensured? What were the main tasks? How are the characteristics of the class and individual groups of students taken into account in the tasks?

1. Was time rationally distributed at all stages of the lesson for questioning, learning new material, consolidation, analysis of homework (if the lesson is combined)? Logical connection between the stages of the lesson.

1. What content (concepts, ideas, positions, facts) is the main focus of the lesson and why? Is the most important thing highlighted in the lesson?

1. What combination of teaching methods was chosen to reveal new material? Justification for the choice of teaching methods (required!).

1. What combination of teaching forms was chosen to reveal new material and why? Is a differentiated approach to students necessary? What is the basis for differentiation? What was differentiated: only the volume or only the content, or the degree of assistance provided to students, or all together?

1. How was control over the acquisition of knowledge, skills and abilities organized? In what forms and by what methods was it carried out?

1. How were the classroom and teaching aids used in the lesson?

1. What ensured the high performance of schoolchildren in the classroom throughout the lesson?

1. How was a good psychological atmosphere maintained in the lesson, how exactly was the culture of communication between the teacher and the group of students, the class? How does a teacher behave in critical situations? How was the educational influence of the teacher’s personality implemented?

1. How and through what was provided in the lesson (and in homework) rational use of time, preventing student overload?

1. Were other methodological options for conducting the lesson provided? Which?

1. Have you been able to fully achieve all of your goals? If it failed - why?

Indicators for assessing the quality and effectiveness of educational

Classes

(based on materials from T.I. Shamova and V.P. Simonov)

1. PEDAGOGICAL ASPECT

2. ANALYSIS OF A TRAINING ACTIVITY

3. (based on materials from S.V. Kulnevich, T.P. Lakotsenina)

The pedagogical aspect of the lesson can be considered through the following components:

1. Lesson location in a lesson system on a topic or subtopic.
2. The correctness of setting the lesson goal
3. Lesson organization:

1. Lesson type;
2. Structure, sequence of stages and dosage over time;
3. Compliance of the lesson structure with its content and purpose;
4. Preparedness of the class for the lesson;
5. Forms of organizing student work: frontal, group, individual, etc.;

1. Lesson content:

1. Scientific nature of the material;
2. Correct selection of material and activities for different stages of the lesson
3. Connection of the material being studied with previously studied material. Repetition techniques;
4. Disclosure of the practical significance of the material being studied;
5. Interdisciplinary connections;
6. Teacher's speech: literacy, emotionality, lexical richness, scientific speech;

1. Lesson methodology:

1. Methods and techniques used by the teacher at each stage of the lesson;
2. Compliance of the methods used with the content and goals of the lesson, age and level of preparedness of students;
3. Setting the goal of the lesson for students and involving them in summing up the lesson;
4. Working with lagging students and students showing increased interest in the subject;
5. Knowledge assessment system;

1. Communication in class: tone, style of relationship, manner of communicating with the class and individual children.
2. Student work and behavior in class:

1. Activity of the class and individual students;
2. Students' interest in the materials being studied;
3. Attitude towards the teacher;
4. Discipline, organization
5. Students’ speech: literacy, emotionality, lexical richness, scientific speech, the ability to express and defend their point of view, the ability to ask questions.

METHODOLOGICAL ASPECT

ANALYSIS OF A TRAINING ACTIVITY

Main learning goal of the lesson:

The goal is formulated by the teacher in general view or in the actions of students;

Achieving the goal in the lesson: at various stages, at the level of familiarization and comprehension, at the level of reproduction, etc. ;

Achieving the subject goal in the lesson;

Achieving a developmental goal in the lesson.

1. Methodological logic of the lesson

The structure of the lesson, its validity;

The expediency of time distribution, lesson timing;

The feasibility and nature of checking homework;

The nature of the teacher’s presentation of new material;

The nature of students’ perception of new material, the degree of their independence;

Development of general educational and special skills in students;

Teacher's assessment activities and students' self-assessment;

The nature of homework, ways of informing about homework;

Lesson effectiveness.

1. Usage various means training:

Tasks of various nature, instructions, algorithms, supports (diagrams, models, illustrations, etc.);

Adequacy of the means used to the main goal of the lesson;

Efficiency of use of funds in a given class;

Proper use and combination of various teaching aids.

1. Using various methodological techniques:

The adequacy of this technique to the purpose and objectives of the lesson;

The validity of using this technique;

The effectiveness of using these techniques.

1. Using various organizational forms of training:

Individual,

Group,

Steam room,

Frontal,

Differentiated forms of work

Prevention of academic failure

1. An important condition Prevention of failure in mathematics is the systematic, consistent study of program material by each student in the class:

1. establish connections between new material and previously studied material;
2. teach to perform independent work according to the model;
3. provide timely assistance to students.

2. The next condition is that each student masters the necessary techniques for independent work.

Techniques for organizing students' educational activities

1. Methods of working with a mathematics textbook.

Well-organized and systematically conducted work in the textbook is one of the decisive conditions for students to acquire knowledge and skills in mathematics.

Reading mathematics textbooks must be specially taught.

1. Reading rules, definitions, statements of theorems after the teacher’s explanation.
2. Reading other texts after the teacher explains them.
3. Analysis of textbook examples after their explanation by the teacher.
4. Reading textbooks aloud by the teacher, highlighting the main and essential.
5. Reading the text by students and breaking it down into meaningful paragraphs.
6. Reading a textbook paragraph, drawing up a plan independently and students answering according to the plan.

It is necessary to teach how to use not only the text and illustrations of the textbook, but also its table of contents, notes and tables placed on the endpapers, annotations, and a subject index. Proper use of this textbook aid significantly speeds up the search for the required material in the textbook.

2. General method of working with the textbook.

1. Find the task by table of contents.

2. Think about the title. Those. answer the questions:

1. What will we talk about?
2. What do I have to learn?
3. What do I already know about this.

4. Highlight all incomprehensible words and expressions, find out their meaning (in a textbook, reference book, from a teacher, parents, friends).

5. Ask questions as you read. For example:

1. What are we talking about here?
2. What do I already know about this?
3. What should this not be confused with?
4. What should come of this?
5. Why is this being done?
6. What can this be applied to?
7. When and how to use?

And answer them.

6. Highlight (write out, underline) the main concepts.

7. Highlight the main properties of these concepts (rules, theorems, formulas).

8. Study the definitions of concepts.

9. Study their basic properties (rules, theorems, drawing).

10. Disassemble and understand illustrations (drawing, diagram, drawing).

11. Analyze examples in the text and come up with your own.

12. Conduct independent substantiation of the properties of concepts (derivation of a formula or rule, proof of a theorem).

13. Make diagrams, drawings, drawings, tables, etc., using your notations.

14. Remember the material using memorization techniques (retelling according to a plan, drawing or diagram, retelling difficult passages, mnemonic rules).

15. Answer specific questions in the text.

16. Come up with and ask yourself such questions.

17. If everything is not clear, note what is unclear and contact the teacher (parents, friends).

3. General organization of homework.

1. Understand the purposes of homework and their importance.

2. Familiarize yourself with the tasks, determine in what sequence it is best to complete them (alternating oral and written, easy and difficult).

3. Remember what you studied in class, look at the notes in your notebooks.

5. Complete written assignments.

4. What you need to know about the theory.

1. Basic provisions of the theory.
2. Experienced facts that served as the basis for the development of the theory.
3. Mathematical apparatus of the theory (basic equation).
4. The range of phenomena explained by this theory.
5. Phenomena and properties predicted by theory.

5. Algorithm for solving the problem.

1. Understand the content of the problem, establish what is unknown and what is given and what the condition is.

2. Draw a diagrammatic representation of the content of the task, breaking it down into parts according to its meaning.

3. Establish the relationship between these quantities and the required ones.

4. Express the numerical data of all unknown quantities in terms of known and designated quantities based on the patterns established between these quantities.

5. Based on the compared values, create an equation or system of solutions.

6. Check the solution to the problem in a way known to you (by creating an inverse problem, solving this problem in a different way, etc.)

6. How to solve a geometry problem.

1. Read the task conditions carefully.
2. Reading the condition a second time, establish a relationship between the numeric data.
3. Make a drawing according to the numerical data of the problem.
4. Write down the condition of the problem to the right of the drawing.
5. If necessary, perform additional constructions.
6. Think about what is needed to answer the question posed.
7. Using the conditions of the problem, the drawing and previously studied material, find the necessary elements.
8. Then determine the elements you are looking for.
9. When you have a general plan for solving a problem, write it down.
10. Accompany each action with brief explanations.
11. Do not write intermediate names.
12. See if the solution found satisfies the conditions of the problem.
13. write down the answer to the problem.
14. Think about whether the problem can be solved in another way.
15. Decide geometric problems from the main question.

7. How to prove the theorem.

To prove a statement means to move from its conditions to the conclusion using logical reasoning.

For this:

1. It is necessary first of all to know what the condition is and what the conclusion of the theorem is.
2. When starting the proof, highlight all points of the conditions and conclusions of the theorem and use the conditions of the theorem in full in your reasoning.
3. Replace each term with its definition.
4. Transform the conditions and conclusion of the theorem so that it is easier to prove.
5. Use analogies with proofs of well-known theorems.
6. Find other methods of proof.

tests

1. Tests are carried out to identify the levels of formation of the system of student knowledge qualities.
2. Test topics are determined in accordance with the leading ideas academic subject, course.
3. After choosing a topic, it is necessary to determine the basic concepts, facts, laws that form the essence of a particular theory, the quality of assimilation of which must be tested.
4. When selecting content test work It should be taken into account that in order to obtain objective information about the final result, it is necessary to test knowledge at the final stage of its assimilation.
5. When compiling assignments, you should proceed from the principle “from simple to complex.” Each previous task should help complete the subsequent one, and the subsequent one should prepare for the perception of new tasks and reinforce the previous one.
6. The following sequence of tasks is required:

1. A task to reproduce the definition of a concept or the formulation of a rule, law, theorem with the requirement to indicate all quantities included in the definition, law, etc.;
2. A task that requires students to apply knowledge according to a model based on the first task (tasks to solve problems using the formula, law, etc. reproduced in the first task);
3. A task of a constructive nature, during which the student has to use several algorithms, formulas, theorems, if they are given explicitly. When starting to complete such a task, the student must analyze possible general ways to solve problems and look for characteristic features cognitive object, i.e. see a pattern in a changed situation;
4. A task of a creative nature, during which the student needs to find a way out of a non-standard situation.

The test can take 30-45 minutes

Bibliography:

1. “Preventing and overcoming indiscipline as a cause of schoolchildren’s lag in learning”, Rostov-on-Don, 1972

1. “Organization of work with young specialists” (Methodological recommendations), comp. Belova V.A., Banina K.S., Moscow, 1984

1. Shamova T.I., Davidenko T.M. Managing the process of forming a system of student knowledge qualities. M., 1990

1. Yu.A. Konarzhevsky “Lesson Analysis”, M.: Center “Pedagogical Search”, 2000

1. Magazine "Zavuch" No. 3 - 2004

1. Sevruk A.I., Yunina E.A. “Monitoring the quality of teaching at school: Tutorial.- M.: Pedagogical Society of Russia, 2004

1. M.L. Portnov. “Lessons of a beginning teacher”, M.: Education, 1993

1. “Initiative, creativity, search” - Information Bulletin, issue No. 14. compiled by Povalyaeva L.Yu., Belgorod 2002

1. T.I. Shamova, T.M. Davydenko Management educational process in an adaptive school./ M.: Center “Pedagogical Search”, 2001

1. Zavelsky Yu.V. How to analyze your own lesson, / magazine No. 4 – 2000, pp. 92-93

1. Zavelsky Yu.V. How to prepare a modern lesson (to help a beginning teacher), / magazine No. 4 – 2000, pp. 94-97

1. Gin A.A. Techniques of pedagogical technology: Freedom of choice. Openness. Activity. Feedback. Ideality: A Manual for Teachers. – 4th ed. – M.: Vita-Press, 2002

1. T.I. Shamova, V.A. Antipov, T.M. Davydenko, N.A. Rogacheva

"Control educational process at school based technological maps teachers", ( guidelines for school leaders and teachers), Moscow, 1994

1. Shamova T.I., Tretyakov P.I., Kapustin N.P. “Management of educational systems”: A textbook for students. higher textbook institutions / Ed. T.I.Shamova.- M.: Humanit. ed. VLADOS center, 2002.

1. Episheva O.B. Technology of teaching mathematics based on the activity approach: Book for teachers / O.B.Episheva. – M.: Education, 2003 (Teacher’s Library)

16. Manvelov S.G. Construction modern lesson mathematics. Book for the teacher / S.G. Manvelov. M.: Education, 2002 – (Teacher’s Library)

Many novice teachers and student trainees at pedagogical universities experience fear of the student audience, uncertainty in their communication capabilities and doubts in their ability to establish contact with the class and position themselves as a teacher. If to a young teacher you will not be able to mobilize and gather your courage, even a methodically correctly compiled lesson may be in danger of failure. And students can interpret the teacher’s timidity and indecisiveness as insufficient professionalism and lack of necessary competence.

It is necessary to prepare for the first lesson from the first day of school. pedagogical university. Psychological preparation is very important; it is necessary to participate in a variety of scientific conferences, where students can observe and practice techniques for working with an audience. To deal with fear public speaking, it is useful to participate in student amateur performances, KVN, competitions, and even just ask questions to the teacher during a lecture.

Lesson preparation

Confidence is usually boosted by the presence of the following components of a good lesson:

1. Irreproachable appearance, which naturally begins with the bathroom and hygiene procedures. This point should not be underestimated, because... Students always evaluate the teacher’s appearance and are quite critical of existing shortcomings. Some error, an awkward detail can become the reason for the teacher to have a nickname and a reason for ridicule. The optimal suit for a man is a classic business suit with a tie; for a woman - a formal suit with a skirt or trousers.
2. Knowledge of your subject (or, in extreme cases, good knowledge of the topic of the lesson). According to research, a teacher’s erudition and deep knowledge of his subject are more important for students than his personal characteristics. Students respect teachers who are well versed in their subject, and prefer strict and demanding teachers who have a broad outlook and supplement the material from the textbook with interesting facts.
3. A well thought out and memorized lesson plan. While experienced teachers may be able to give general outlines of the lesson flow, beginning teachers are encouraged to think through all the steps of the lesson (including expected student responses) and the time allotted for each step. It's useful to have a few extra ones on hand. game exercises on the topic of the lesson in case the tasks provided for in the outline plan are completed long before the end of the lesson.
4. Good diction. All the previous points will be of little use if the teacher does not control his voice and speaks too quietly, indistinctly, slowly or quickly. Increasing or decreasing the volume of speech, pausing, and emotionality helps to draw attention to important moments of the lesson, awaken the interest of students, create an appropriate mood, establish discipline, etc. Don’t be lazy to rehearse all or some aspects of the lesson in front of a mirror or a fellow student.

So, you have put yourself in order, repeated the topic of the lesson again, read additional literature, thought through and prepared an excellent lesson plan, rehearsed everything and are standing on the threshold of the classroom, armed with knowledge, enthusiasm and a pointer. What to do next, how to behave, what to pay attention to?

Conducting a lesson

1. Entering the classroom, first impression. This point is very important; excessive fussiness and haste will not add weight to you in the eyes of students. Enter with feeling self-esteem, place the magazine and bag on the teacher's desk and chair and get the students' attention (by clearing their throat, lightly tapping the table, etc.). Use a nod or a glance to indicate to students that they should stand and greet you. Do not neglect this moment and perceive this ceremony as a due and indispensable sign of respect. Moreover, it puts you in a working mood and helps establish the necessary subordination.
2. Acquaintance. If this is your first meeting with the class, introduce yourself (last, first and middle names), write your first and middle names on the board. To relieve tension, first tell us about your requirements, rules for working in class, grading criteria, touch on organizational issues. For the first time, in order to quickly remember your students, ask them to write their names on cards (it is better to prepare them in advance so that the students do not have to tear out sheets of paper from their notebooks, and you do not have to waste time at this moment) and place them in front of you on the desk. Students love it when the teacher calls them by name. You can get creative and prepare exercises to break the ice and get to know each other better.
3. Working style. Do not try to immediately become friends with your students; for many teachers, this not only prevents them from objectively assessing the knowledge of their “best friends,” but in some cases can lead to disruption of the lesson. You should not be liberal, “flirt” with students, or promise rewards for good behavior and excellent studies: these are the students’ responsibilities, and the reward is a mark. Avoid familiarity and familiarity in your relationships with children.
4. Under no circumstances try to gain authority by intimidating and humiliating students, suppressing them with your authority and know-it-all attitude. Do not try to “catch” students on trifles and do not abuse unsatisfactory grades (the grades you give first of all to yourself as a teacher) - this is a sign of inexperience and incompetence.
5. When taking a break from work to give students a break from work, do not tell jokes under any circumstances; it is better to prepare an educational story or an easy game in advance, provided that you can return discipline to the class after the game. If you are not sure, then it is better to conduct a traditional physical education session.
6. When marking, comment, first be sure to praise for the effort, and then briefly express your comments.
7. When finishing a lesson, do not shout homework after the children: they must wait for your permission before leaving the class.
8. Be sure to fill out the log, according to regulatory requirements, write down the date of the lesson, topic, and homework. As experienced teachers joke, you may not give a lesson, but you must write it down!

We are used to thinking about how to make a lesson useful: how to plan it so that everything is done in time? How to explain clearly new topic? How to work it out effectively? But no less attention should be paid to making the lesson interesting. No matter how much useful material we prepare, the student will learn it much faster and better if he is involved.
Here are some strategies you can use to make any lesson and any topic interesting.

1) Warm-up

The beginning usually sets the tone for the entire lesson. So if you want your lesson to immediately engage your student, start with an interesting warm-up, such as a game.

2) Games

This is the most effective method interest the student, and at the same time work new material. Games on any lexical or grammatical topic can be found on ESL sites and in various collections, such as Grammar Games and Activities And Vocabulary games and activities. By the way, adult students love games no less than children.
A practical and interesting task that does not require additional materials- role-playing game . This task is more complex than just discussing the topic. It requires active participation, acting and creativity from the student, and therefore full attention.

3) Songs

Music is great for language learning. Words set to a rhythm are remembered faster. In addition, the song usually uses the same grammatical tense. Find out from the student what musical styles and groups he likes. By singing phrases from his favorite songs, he will quietly learn new vocabulary and master the necessary grammatical forms.

4) Stories

Present new grammar or vocabulary to the student in story form. For example, if you are studying the topic “Past Continuous/Past Simple”, you could start: “Yesterday, while I was going to work by the underground, a man came into the carriage and sat down opposite me. He had a monkey in his lap. The monkey was wearing jeans and a yellow jacket”(by the way, this is true story). Such a presentation of the topic will be much more interesting for the student than: “Right, today we are going to study the difference between Past Continuous and Past Simple.”

5) Communication

In any task, include an element of Speaking, because for most students this is the most interesting aspect of learning a language. Even if you need to do an exercise like fill in the gaps, discuss with the student the photo that goes with the exercise or the most interesting sentence in it. Any task can always be “diluted” with the help of communication.

6) Changing tasks

Never turn a lesson into a lecture. Even students with good concentration will find it difficult to listen to a monologue for 20 minutes. foreign language. In addition, modern students are accustomed to quickly changing from one type of activity to another and to an interactive form of learning. Therefore, to keep it interesting, alternate the type and duration of tasks. Also, always prepare tasks that involve communication and active participation of the student. It is better to leave written exercises for homework.

7) Creative homework

By the way, about homework. Of course, it also has to be “useful,” but that doesn’t stop it from being interesting. Give your student creative homework assignments that he or she will want to do. For example, if you are studying the past simple, ask him to prepare a summary of an episode of his favorite TV series. If you are studying the topic “Food”, ask him to create a menu for his own restaurant. Creative and interesting homework can be created for any grammar or vocabulary topic.

8) Flexible lesson plan

A plan is a necessary part of the lesson, and structure is the key to good results in your studies. At the same time, the lesson is much more interesting if the teacher knows how to adapt the plan to its course. Sometimes there comes a time when you need to deviate from the plan, for example, if a student has asked a really interesting question about grammar or the text you are working with has affected him and requires discussion.

9) Personalization

Any topic can be made interesting if you connect to it the student’s personal experience, opinion or preferences. For example, if you are studying the Present Perfect topic, ask the student about his or her travel or work experience (e.g. Which cities have you visited? Where have you worked?). The same can be done with any lexical topic.

10) Update

At this point we will talk about how to make the lesson interesting for the teacher. Your lesson can only be interesting for your student if it is interesting for you yourself. With the help of new activities, strategies and methods, the same topic can be taught differently each time.

Interesting lesson = full attention of your student = quick and effective learning of the material = progress and pleasure from learning the language.

Good luck and interesting lessons!