Fragments of a lesson in French grammar teaching. A fragment of a French lesson on the development of monologue speech using visual supports. The teacher gives the task to describe three pictures
Lesson Objectives. grammar material.
2) Educational: development communication skills.
3) Developing: development of creative activity of students.
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STATE BUDGET GENERAL EDUCATIONAL INSTITUTION
SECONDARY EDUCATIONAL SCHOOL №404
KOLPINSKY ADMINISTRATIVE DISTRICT
SAINT PETERSBURG
A fragment of a French lesson for grades 6-7.
« funny grammar»
Pedagogical Studio of Teachers of the Kolpinsky District
"The use of a system-activity approach in teaching and educating students"
Lesson goals. 1) Educational: repetition of previously learnedgrammar material. 2) Educational: developmentabilities of communicative activity. 3) Developing: development of creative activity of students.
French teacher
Pesnyak N.V. (School №404)
St. Petersburg
La grammaire amusante (“Fun Grammar” fun lesson)
Before the show introduction take two of its members.
La langue française est tres belle et précise. On peut exprimer n`importe quoi en français mais seulement non pas n`importe comment! (The French language is very beautiful and precise; you can express anything in it, but not just somehow, it requires a lot of respect.)
Tout une langue exige qu'on apprenne très bien sa grammaire pour que le langagesoit sans fautes, comprensible et belle! (Any language requires a serious attitude towards oneself from the one who studies it, so that the speech is literate, understandable and beautiful,)
And today our miniature is offered to your attention, in which we tried to comic form show a fragment of a French lesson.
On the stage there is a classroom in miniature: tables, chairs, notebooks, textbooks, grammar tables on the tables ... “Students” and “teacher” enter the “class” (on the stage). Two participants - guests in the form of the verbs “ETRE” and “AVOIR.” (all members in their respective costumes) The bell rings.
The “pupils” sit down at the tables and begin to whisper, the strict “teacher” tries to put things in order: she looks angrily, then picks up a bell and rings again. The girls stand up and greet the “teacher” and the entire audience. The lesson begins.
Scenario in poetic form.
P.(“professeur de français)- Bonjour, Mademoiselles, bonjour, mes cheries! Asseyez-vous s'il vous plait! (the girls sit down and talk quietly again) Mesdemoiselles, ne bavardez plus! Silence!
Nous commencons! Aujourd'hui nous continuons la leçon de grammaire,
C'est notre discussion d'hier. Rappelez-moi, s'il vous plaît, son sujet.
Mademoiselle, Cathie, je vous en prie!
1 . - Madame, peut-être, peut-être (pronounces with great doubt) ...
ce sont les adjectifs ou bien les propositions interrogatives…?
P.- Comment?! Les Adjectifs!? Les propositions interrogatives!?
(outraged) Non, M-lle, non! Aux leçons il faut être beaucoup plus attentive! … … ….Les propositions interrogatives!!! (continues to get angry)
2. - Madame! Madame! (one student raises her hand)
P. - S'il vous plaît, M-lle Olga.
2 .- C'est le système des articles, n'est-ce pas?
P. - Le système des articles?! (indignant again) Oh, Mon Dieu, aide-moi!
Est-ce que ma question est tres difficile?
2 .- Madame, alors je crois…(uncertainly) que c`est le sujet du nom, n`est-ce pas?
P.- Oh no! J'ai mal au cœur! (grabs his heart) Vous n`y êtes pas!
Mlle Claire, VOUS, VOUS devez le dire, bien sûr!
3 .- Bien sûr, M-me, bien sûr. Soyez en sûr! Hier nous avons parle du sujet des verbes.
P.- Merci beaucoup, ma chérie. (everyone sighs freely)
Chers amis!
La grammaire, c`est toujours difficile!
Mais il faut l'apprendre,
C`est tres utility!
1.
-D'accord! pas de langue sans grammaire,
C'est vrai.Il faut l'apprendre
Pour bien parler!
2
.
-Le sujet des verbes
N'est pas facile, il faut travailler
Pour reussir!
3.
-Dans la langue française
Il y a beaucoup de temps:
Le future, le present, le passé compose
Et le plus-que-parfait… … …
4.
-D'accord.Moi, je peux ajouter encore
Les temps immediats: le passé et le futur
Et ce n'est pas tout,
Je vous assure!
5. -Oui, c`est ça! Je crois qu'il y en a plus que ça!
“Prof. de fr.” -Mes amis!
Attention au passé compose!
Nous en avons beaucoup parle!
Qui peut nous presenter
Sa formation et ses difficult?
Olga, Claire, Marie ou peut-être Cathie?
3.
-S'il vous plaît! Si vous voulez:
Le passé compose se forme facilement
Avec le verbe "ETRE" et le verbe "AVOIR".
Ils sont auxiliers et je les connais bien,
Je les connais bien
Et j`en suis tres fière!
2.
-Le verbe auxilier, nous mettons au present,
Et le conjugue prend la forme speciale,
Cette forme s`appelle PARTICIPE PASSE,
Je pense que vous la connaissez.
“Prof. de fr.” - Aujourd`hui, nous avons invité le verbe "ETRE" chez nous,
Si nous prenions son interview?
E . -Bonjours mes amis!
Je suis "ETRE", le verbe auxilier.
Il y a quinze verbes que je prefere.
6
. -Pourquoi quinze(15) verbes,Mr,pourquoi?
E . -Ils se conjuguent avec moi!
6 . -Quand, M-r, quand? S'il vous plaît, dites-moi!
E. -Au passé compose et au plus-que-parfait.
Ils faut les connaître!
6. -Quel est le premier verbe?
E. -Le premier verbe c'est "NAITRE"!
6. - Et le deuxieme? E . -Le deuxieme est "SORTIR"!
Le troisieme est le verbe "ALLER"!
6. M-r, continuez!
E. -Ensuite “VENIR” and “ARRIVER”,
“ENTRER”, “RESTER”, “DESCENDRE”, “PARTIR”,
"TOMBER" et DEVENIR".
Puis viennent "RENTRER et REVENIR".
Et le dernier - le verbe "MOURIR".
6. -Vous préferez seulement quinze (15) verbes?
E. -Oui, M-lle.Voulez- vous repeter
Cette liste des verbes avec moi?
6
. -Bien sûr, M-r, aidez-moi!
Le premier c`est “NAITRE”, le deuxième – “SORTIR”,
Le troisieme - "ALLER".
Ensuite - "VENIR and ARRIVER",
"DESCENDRE, PARTIR, TOMBER and DEVENIR"!
Puis viennent “RENTRER et REVENIR”
E. - M-lle, où est le verbe "MOURIR"?
6 . -Non, non, M-r! Ce verbe ne me plaît pas!
E. -Et tout de même, il se conjugue avec moi!
M-lle, je serais bien content: conjuguez “être”
S'il vous plaît au présent!
6.
- Avec plaisir, "mon Sire":
Je suis, tu es, il est, elle est,
Nous sommes, vous êtes,
Ils sont, elles sont.
Ces forms, nous les connaissons!
E. - M–lle, vous êtes Anasthacie?
6. -Oui, M-r, oui.
E . - Vous êtes charmante et je vous remercie.
6
. - Vous êtes aimable, votre compliment est très agréable
Puis je vous poser une question maintenant?
E. - Je vous ecoute attention.
6.
- Dites - moi, s'il vous plaît:
Contactez-vous avec le verbe "AVOIR"?
Je veux le savoir.
E. - Oh, M-lle, c'est mon vrai ami
Dans la grammaire et dans ma vie.
Aujourd'hui, il est venu de Paris.
A. -Bonjours, mes amis! Bien content de vous voir!
Je suis le verbe "AVOIR"
J'ai un grand pouvoir
Et j'ai beaucoup de devoirs.
La plupart des verbes français,
Au temps passe
Me demanding de l'aide,
Et je les aide, je les aide toujours,
Chaque minute, chaque heure et chaque jour:
Le lundi, le mardi, le mercredi, le jeudi,
Le vendredi et meme le samedi
1.2.3.4…..- Et le dimanche???(tous ensemble)
A. - Et le dimanche aussi, mes amis, aussi!
Du matin au soir et dans la nuit
Sous la neige, sous la pluie, sous le soleil
Je travaille comme une abeille!
Je travaille, travaille. "And I don't play the fool!
I always help everyone!
“Prof. de fr.” - Notre conversation est venue à sa fin.
Je voudrais encore ajouter de moi-même:
Il faut apprendre la grammaire
Pour parler bien une langue étrangere!
nous finissons notre discussion
Merci beaucoup pour votre attention!
FIN .(lesson participants bow and leave the stage)
3. A fragment of a French lesson on the development of monologue speech using visual supports
The next chapter of this term paper we will devote to the practical application of the theoretical material and compose a fragment of the lesson for 20 minutes on development oral speech based on visual representation.
The development of this fragment is carried out on the basis of the textbook by D.S. Vadyushina "French Language" tutorial for grade 10.
However, before proceeding directly to the description of the stages of development of monologue speech using visualization, it is necessary to refer to the school curriculum in order to determine what knowledge and skills students should have at the senior stage of education.
In accordance with the program, from the position of a monologue statement, grade 10 students should be able to convey information, describe, compare, talk about what they saw, heard, read, express their thoughts in connection with this, and also use simple and complex sentences and combined sentences in their statement. grammatical structures. Students should develop the ability to discuss. As for the type of monologue statement, this is a description with an emotional assessment and expression of relationships, narration, reflection, story. The approximate volume of the statement is 10–12 phrases.
To develop the lesson fragment, we will use the picture "Les ados et les adultes" Unité III. A work with this illustrative image can be suggested on the topic "Les jeunes et la société".
PURPOSE: to teach to describe and analyze the situation and identify the problem, to participate in an elementary discussion, to speak logically and coherently on the problem of relationships between adults and adolescents, using both already known language material and introduced in the course of work.
Based on the theoretical material of this work, we will consider the stages of development of monologue speech based on the selected picture.
Stage III. Interpreter
The students give their opinion on the following questions: Est-ce que tu trouves l'image claire et parlante?
1. Est-ce que l'image te fait penser à un problème?
2. D'après vous, quel est le rôle de l'école dans la vie des jeunes? L'école, ça sert a quoi?
3. Qu'est-ce qui est important pour les jeunes?
4. A cause de qui et de quoi il se produit des conflits entre les ados et les adultes?
5. Qu'est-ce qu'on peut faire pour arranger un conflit, pour éviter des conflits?
Possible linguistic material: ne pas avoir de l'attention, trouver de l'incompréhension, manquer de respect, s'entendre bien / mal, autoritaire, sévère, apprendre à vivre dans la société, former des opinions, gagner de l'argent, sport, musique, ne pas être important, cultiver, faire des reproches.
Stage IV. Apprecier
Dire si c'est une image réussie / intéressante / forte / parlante / amusante / difficile à comprendre et si elle vous plaît et pourquoi.
Stage V. Developer le sujet
Students are encouraged to formulate and express their opinion on the topic "Les jeunes et la société" based on their own experience.
The teacher asks questions:
1. Selon vous, quels sont les principaux problemes des jeunes?
2. Le chômage, ça vous dit quelque chose?
3. Quels sont vos espoirs, vos projets?
4. Que voulez vous changer?
Canvas is given:
A mon avis, le principal problem des ados et des adultes est…
Et moi, d'habitude je…, mais…
Pour moi, le chômage c’est premièrement…, deuxièmement…, finalement…
Je me sens…, en plus…, mais…
Pupils (3-4 people each) are involved in a discussion on each of the questions using speech clichés:
Je suis pour ton idée / contre ton opinion / d'accord avec / Je pense comme / autrement / J'ai une autre idée / opinion / Je n'ai aucune idée à ce sujet / Je ne sais pas quoi dire
Thus, the implementation of this work contributes to the formation of the ability to compose and argue a statement on the language material worked out in advance or introduced in the course of work, the development of debating skills, and allows us to discuss the significance and role of society in the life of young people. Also, the above material and tasks meet the requirements school curriculum for 10th grade students.
Conclusion
After analyzing the above data, we can conclude that in the course of writing this work, the relevance of the topic was established, which is determined by the theoretical and practical importance of problems related to the role of using visual supports for the development of oral speech of students in high school.
In the first two chapters, we revealed the concepts contained in the title of the topic of this course work. Namely, we considered the process of speaking as a form of oral communication and, in particular, the place of monologue in the system of oral speech. We determined that teaching speaking provides a solution to the educational, cognitive and communicative tasks of forming students' knowledge and value orientations. At the senior stage of learning the French language, students' statements are characterized by subject-semantic content and grammatical formality. The ability to speak involves the development of skills to express one's thoughts communicatively meaningfully and grammatically normatively. In the process of teaching monologue speech, students master the main functional types of speech for oral expression, such as monologue-description, monologue-narration, monologue-reasoning.
In the second chapter, we revealed the originality of the use of visual images and determined the status of visual supports used for the development of speaking. Depending on the stage, the units of learning are: a description of the paintings, a statement based on a new topic based on a picture. Drawing up stories based on illustrations requires students to be able to make an assumption about its content, express agreement (disagreement, express a hypothesis).
The third chapter was devoted to the practical aspect. On the basis of theoretical material, we tried to trace the development of oral speech based on visualization.
Based on the study, we can consider the purpose of this work, as well as the tasks arising from it, achieved. Since, in accordance with the first task, we have determined the specifics of the use of a monologue statement, which acts as one of the types of oral speech.
As a result of solving the second task, we revealed the originality of visual supports, which lies in the fact that the use of visual images makes it possible to solve communicative tasks in a complex, since the same picture allows us to state, inform, describe, characterize, tell, argue, exchange opinions.
In accordance with the third task, we found that the individual-age characteristics of students in high school occupy an important place in the development of oral speech, since the success of teaching speaking largely depends on them.
Based on the theoretical material, we found that visualization provides a stronger memorization of foreign language material, makes it easier for students to understand, and also increases interest in the subject. This fact was confirmed in practice, during the study of the development of monologue speech using visualization as a support. This allowed us to solve the last problem of this work.
Thus, having briefly stated our questions, we have indicated and described the main features of the problem raised.
List of used literature
1. Babinskaya P.K., Leontieva T.P., Andreasyan I.M. and etc. Practical course methods of teaching foreign languages. - Minsk: Tetra Systems, 2003. - p. 92.
2. Vadyushina D.S. French (textbook for grade 10). - Mn.: high school, 2004. - p. 78.
3. Galskova N.D., Gez N.I. Theory of teaching foreign languages. - M.: Academy, 2004. - p. 169, 190, 198.205, 215.
4. Galskova N.D. Modern technique teaching foreign languages. - M., 2000. - p. 197; 203.
5. Gez N.I. Methods of teaching foreign languages in high school. - M .: Higher School, 1982. - p. 252.
6. Grigoryeva E. Features of teaching speaking and discussion in French lessons in grades VIII–IX. // Foreign languages at school with the application Methodological mosaic. - 2007. - No. 5. - from. 34-38.
7. Grigorieva E.Ya. French (a collection of exercises for a French textbook for grades 10-11). - M.: Enlightenment, 2001. - p. 42.
8. Gromova O.A. Audio-visual method and practice of its application. - M .: Higher School, 1977.
9. Elukhina N.V. Oral communication in the classroom, means and methods of its organization. // Foreign languages at school. - 1993. - No. 2. - from. 27–29.
10. Zaremskaya S.I., Slobodchikov A.A. Development of initiative speech of students. - M., 1983. - p. 17–25.
11. Zimnyaya I.A. Psychological aspects of teaching speaking in a foreign language. - M .: Education, 1987.
12. Komkov I.F. Methods of teaching foreign languages. - Minsk: Higher School, 1979. - p. 121.
13. Kulagina I.Yu. Age-related psychology. - M.: Creative center, 2004. - p. 203.
14. Maslyko E.A., Babinskaya P.K. Teacher's handbook foreign language. - Minsk: Higher School, 1996. - p. 76, 283, 342.
15. Passov E.I. Communicative method of teaching foreign language speaking. - M .: Education, 1991. - p. 6, 130.
16. Passov E.I. Foreign language lesson in high school. - M.: Enlightenment, 1998. - p. 111, 142.
17. Passov E.I., Antyushina M.O. Vocabulary? No problem (tutorial). - M.: Foreign language, 2001. - p. 83, 89.
18. Passov E.I., Kobzeva L.A. etc. The art of communication (textbook). - M.: Foreign language, 2001. - p. 118, 128, 132, 134.
19. Programs for institutions providing general secondary education with the Russian language of instruction. – Minsk: National Institute education, 2004. - p. 73, 78.
... (to organize the discussion), expressing one's own opinion on the problem; writing a script based on a story heard and staging it in the classroom, etc. CONCLUSION So, in our work, we examined how technical teaching aids affect the effectiveness of learning a foreign language in primary school age. As a result of the work carried out, we came to the conclusion that the main ...
Otherwise, and therefore, to consolidate the skills of this type of reading, exercises similar to those indicated above are also necessary. In addition to the general principles that determine all the teaching of a foreign language in secondary school, when teaching reading, one should also take into account a number of more specific provisions due to the specifics of this type of speech activity. 1. Learning to read should...
And any other) language is the problem of a clear, intelligible and meaningful analysis of the English lesson. The solution to this problem will make it possible to significantly raise the level of teaching English, especially in secondary schools, where, as a rule, the basics of English-language communication are studied and the foundation is laid for further improvement of students' knowledge of the English language. Consider...
Plan-summary of the lesson in French.
Grade: 7
Lesson topic : Qu'est-ce qu'on mange aujourd'hui?
Place of the lesson in the topic: 3
Lesson type: combined
Place and time of the lesson:7th grade, second quarter.
Lesson Objectives:
Formation of communicative competence of students
Practical:
Development of skills of perception and understanding of foreign speech by ear (the speech of the teacher and students in the lesson);
Development of dialogic and monologue speech skills (within the topic of the lesson);
Development of listening skills (within the topic of the lesson);
Developing:
- development of memory and thinking (within the theme of the lesson);
Development of attention, logic and language conjecture of students (within the topic of the lesson);
Development of skills of collective activity (within the theme of the lesson);
Educational:
Development of skills of collective activity (correlation of texts and pictures).
General education:
Expanding the horizons of students (within the topic of the lesson);
Lesson objectives:
Improving intonation and pronunciation skills (within the topic of the lesson);
The introduction of new lexical material and the formation of skills for its use in speech activity (within the framework of the topic of the lesson);
Improving reading skills (reading text).
Lesson equipment:
- Selivanova N.A. “L’oiseau bleu”, méthode de français, French textbook for the 6th grade of educational institutions.
- Blackboard, chalk, handouts, visual aids, computer.
Language material:
Lexical units:
Nouns: pique-nique (m), sandwich (m), menu (m),huître (f), fois gras (m), vinaigre (m),herbe (f), huile (f), morceau (m).
Verbs: preparer, melanger, verser.
The form class work:
Frontal survey, group work, individual work.
Lesson structure:
Organizational moment - 2 min
Voice exercise - 5 min
Checking homework - 4 min
Introduction of new lexical units - 5 min
Pre-text stage - 5 min
Text stage - 10 min
listening to the text with a tape recorder - 2 min
Discussing the text - 5 min
After the text stage:
Text comprehension control -17 min
Summing up - 1 min
Homework - 2 min
Grading - 1min
During the classes:
Organizing time:
P: Bonjour, les eleves.
El: Bonjour, mademoiselle.
P: Asseyez-vous, s'il vous plait!
El: Mercy
Voice Charging:
P: Comment ça va ?
El: Ca va bien.
P: Qui est absent aujourd'hui ?
El: Answer.
P: Quelle date sommes-nous aujourd'hui ?
P: En quelle saison sommes-nous maintenant?
Él: Nous sommes à l'automne.
P: Bon, aujourd'hui, nous allons apprendre les mots nouveaux, lire le texte, discuter un peu et faire quelques exercices.
P: Les enfants quel est le theme de notre leçon?
El: Qu'est -ce qu'on mange aujourd'hui!
P: D'accord. Et qu'est-ce que vous aimez le plus? Moi, par exemple, j’aime beaucoup le fromage, le chocolat, le gâteau, le sandwich, les salades differantes etc.
Introduction of new lexical units:
P: Bon, regardez l'exercice No. 1. Le titre de ce texte est "Le déjeuner sur l'herbe". Mais avant tous je vous propose de regardez le tableau, vous voyez les nouveaux lexiques (new words are written on the board). Ces mots vous aideront à bien comprendre le sens général du texte. Je lis les mots et vous repetez après moi.
El: Read and repeat.
Pre-text stage:
P: Faites vos propositions avec ces mots. Vous pouvez utiliser un mot ou quelques mots. Par exempl, j'aime beaucoup le sandwiche. Maintenant, c'est votre tour. Dites-moi vos propositions, s'il vous plaît.
El: The students say their sentences.
Text stage:
P: Bon, écoutez ce texte attentivement et repondez aux questions.
El: ecotent.
Less questions:
- Combien de personages principaux il y a t-il dans ce texte? (4)
- Ils s'appelent comment?
- Trouvez le mot dans le texte, qui peut remplacer l'expression "Le déjeuner sur l'herbe".
El: Font l'exercice.
P: Est-ce que tout est clair?
El: Oui.
After the text stage: control of text comprehension:
P: Maintenant je vous vous donne le texte, qui est divisé en quelques parties, composer le, s'il vous plait. Je vous donne 2 minutes.
P: Pour comprendre, comment vous avez compris le texte je vous propose de faire le petit teste. (the teacher distributes a test to each).
El: Font le teste.
P: Tres bien. Regardez le tableau et trouvez les produits, que les enfants ont choisits pour le pique-nique: du pain, du sel , du sucre, de l'eau, des bonbons, des huîtres, de la viande, du poulet des fruits, des tomatoes, de la confiture, des oeufs, du saucisson, du foie gras, de la salade, du fromage, du chocolat, du café, de l'huile, du vinaigre . (the names of the products are written on the board, and pictures are hung).
El: (go to the blackboard and match pictures and words).
P: Faisons l'exercice No. 4.
Donnez la reponse: vrai ou faux!
- Les parents ont des invités jeudi. (C'est vrai).
- Les enfants restent jeudi à la maison. (C'est faux).
- Catherine commence à pleurer. (C'est faux).
- Hubert propose de faire un pique-nique. (C'est vrai).
- Les filles s'occupent du menu. (C'est vrai).
- Jacques adore les sandwiches. (C'est faux).
- Hubert a propose de prendre du poulet froid. (C'est vrai).
(Students work with the task).
P: Bravo me enfants! Maintenant, dites moi s'il vous plaît est-ce que vous aimez le pique-nique?
P: D'accord, est-ce que vous organizez souvent les piques-niques?
P: Bon, dites moi la place, où vous avez organisé votre pique-nique la dernière fois?
El: Dans la foret.
P: Est-ce que vous voulez organisez le pique-nique encore une fois?
El: Oui, bien syr.
P: Tres bien. Alors, imaginez-vous que vous avez l'idée d'aller au pique-nique. D'accord?
P: Maintenat je vous propose de faire le menu, quels produitsprendrez-vous pour votre pique-nique selon le modele: Moi, par example, je prends du fromage, de la pizza. Et vous?
El: Repondent selon example. (each student stands up and says what he takes with him).
P: D'accord. Mais les enfants j'ai une question, comment nous allons faire du feu sans allumettes? Je pense qu'il faut réfléchir quels objets nous devons prendre au pique-nique! D'accord?
P: Maintenant, pour comprendre comment vous mémorisez le nouveau lexique, je vous propose de jouer. Je vous dit le mot en russe, et vous le traduisez en francais, et à l'envers. D'accord?
El: D'accord. (play).
Summarizing:
P: bien, merci. Aimez-vous notre leçon d'aujourd'hui ?
Homework:
P: Bravo! Regardez le tableau, votre devoir à domicile est écriver une petite composition, "Mon sac de pique-nique, utilisant l'expression"Je prends". D'accord?
P: Je vous remercie pour votre travail, pour votre attention. Au revoir.
3. A fragment of a French lesson on the development of monologue speech using visual supports
We will devote the next chapter of this course work to the practical application of theoretical material and compose a fragment of a lesson for 20 minutes on the development of oral speech based on a visual image.
The development of this fragment is carried out on the basis of the textbook by D.S. Vadyushina "French" textbook for grade 10.
However, before proceeding directly to the description of the stages of development of monologue speech using visualization, it is necessary to refer to the school curriculum in order to determine what knowledge and skills students should have at the senior stage of education.
In accordance with the program, from the position of a monologue statement, grade 10 students should be able to convey information, describe, compare, talk about what they saw, heard, read, express their thoughts in connection with this, and also use simple and complex sentences and combined sentences in their statement. grammatical structures. Students should develop the ability to discuss. As for the type of monologue statement, this is a description with an emotional assessment and expression of relationships, narration, reflection, story. The approximate volume of the statement is 10-12 phrases.
To develop a fragment of the lesson, we will use the picture "Les ados et les adultes" Unit III. Work with this illustrative image can be offered on the topic "Les jeunes et la société".
PURPOSE: to teach to describe and analyze the situation and identify the problem, to participate in an elementary discussion, to speak logically and coherently on the problem of relationships between adults and adolescents, using both already known language material and introduced in the course of work.
Based on the theoretical material of this work, we will consider the stages of development of monologue speech based on the selected picture.
Stage III. Interpreter
The students give their opinion on the following questions: Est-ce que tu trouves limage claire et parlante?
1. Est-ce que limage te fait penser a un problime?
3. Quest-ce qui est important pour les jeunes?
4. A cause de qui et de quoi il se produit des conflits entre les ados et les adultes?
5. Quest-ce quon peut faire pour arranger un conflit, pour éviter des conflits?
Possible linguistic material: ne pas avoir de lattention, trouver de lincompréhension, manquer de respect, sentendre bien / mal, autoritaire, sévère, apprendre a vivre dans la société, former des opinions, gagner de largent, sport, musique, ne pas ktre important , cultiver, faire des reproches.
Stage IV. Apprécier
Dire si cest une image rüussie / intéressante / forte / parlante / amusante / difficile a comprendre et si elle vous plaot et pourquoi.
Stage V. Développer le sujet
Pupils are invited to formulate and express their opinion on the topic "Les jeunes et la société", based on their own experience.
The teacher asks questions:
1. Selon vous, quels sont les principaux problimes des jeunes?
2. Le chömage, for vous dit quelque chose?
3. Quels sont vos espoirs, vos projets?
4. Que voulez vous changer?
Canvas is given:
A mon avis, le principal problime des ados et des adultes est…
Et moi, dhabitude je…, mais…
Pour moi, le chömage cest premièrement…, deuximement…, finalement…
Je me sens…, en plus…, mais…
Pupils (3-4 people each) are involved in a discussion on each of the questions using speech clichés:
Je suis pour ton idé / contre ton opinion / daccord avec / Je pense comme / autrement / Jai une autre idé / opinion / Je nai aucune idé a ce sujet / Je ne sais pas quoi dire
Thus, the implementation of this work contributes to the formation of the ability to compose and argue a statement on the language material worked out in advance or introduced in the course of work, the development of debating skills, and allows us to discuss the significance and role of society in the life of young people. Also, the above material and assignments meet the requirements of the school curriculum for grade 10 students.
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Teaching secondary school students oral monologue speech using supports
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The main ways of semantization of lexical units. Carry out a methodical analysis of new lexical units of one of the lessons of a foreign language textbook. What is the greatest difficulty when working with these lexical units: form, meaning or use? What methods of semantization of lexical units do the authors of the textbook offer?
The main task of getting acquainted with new lexical material is its semantization (disclosure of meaning).
When forming a lexical skill, a system of connections is formed. There are several types of communication:
-Denotative(connection of a lexical unit with an object of reality)
-situational(connection of a lexical unit with the situation of its use)
- Iconic(relationship between a lexical unit and its equivalent in the native language. In the learning process, false sign relationships may occur due to lexical interference)
-Semantic(the connection of a lexical unit with a concept, for example, the concept of "table" is one, but there are many specific incarnations of it)
-Background(association of national-cultural character)
semantization can be complete when the entire system of connections is formed and partial, when only denotative, symbolic or situational connection is emphasized.
The choice of the method of semantization depends on: the word itself, the stage of learning, the level of exposure of students, and the competence of the teacher. Distinguish transferable And non-transferable semantization methods.
Non-transferable:
Visualization (object, image, action, sound)
Using synonyms, antonyms, word formation rules, guessing through context.
Transferable:
Translation into native language
Translation of interpretation (especially for non-equivalent vocabulary and vocabulary with a certain background value)
Independent acquaintance with the dictionary
In the educational process, there is often a combination of several ways of semantization.
Fragment of a French lesson. Lexical skill.
A lexical skill is the ability to automatically recall a lexical item from long-term memory in accordance with a communicative task.
When working with new vocabulary, students may have some difficulties associated with the form of the word, with the meaning of the word or with its use. Let's take a look at one of the textbooks as an example. To analyze lexical units, I took the textbook "Blue Bird" for the 5th grade, the first year of study, by the author Beregovskaya. In this textbook, the author provides in each lesson a section where new lexical units "Notre vocabulaire en images" are introduced. For analysis, I chose lesson 2 “La cloche sonne’. Here, on page 66-67, new lexical units are introduced. Let us consider 3 of them in terms of form, meaning and use.
1 is a specific word. For its semantization, the author uses graphic visualization (drawing). Difficulty in students can be caused by both the graphic and sound form of the word. To avoid these difficulties, you need to write the word on the board and say it in chorus with the students several times.
2-For the semantization of this lexical unit, visualization is also used. Difficulties for students are likely to be caused by a graphic form (aksan grav), although it will also not hurt to focus on pronunciation
3 Non-translatable semantization with the help of an antonym. Difficulties can be caused by both graphic (2m) and sound (nasal) forms, as well as use, since this is a verb and in order for students to use it, they will have to explain the conjugation to them.
The author provides a number of exercises for training the new given vocabulary. Exercise 6 page 67 (Pair the words from the right and left columns that are opposite in meaning). Then exercise 8 on page 68 (Which words from our picture dictionary should be inserted to complete this text?).