The lesson is the main component of the learning process, which solves certain practical tasks that are pursuing developing and educational purposes. A lesson is a form of organization of the educational process.

The main features of the lesson Iya:

1. Atmosphere of communication. This is the leading trait, because The goal is to communicate. It is impossible to completely turn into real communication. These techniques are inappropriate, because Real communication is the element, and all the educational process is, first of all, the learning process, i.e. Specially organized.

2. Educational, Developing and Cognitive Potential. Home value Ia is B. 3 sides of the lesson: 1) the content of the materials used; 2) methodological training system; 3) the identity of the teacher and his behavior. The lesson is discussed by a huge number of topics and at the same time communication is tested.

3. Essence of the nature of the lesson. Mastering speech skills (speaking, reading, letter, listening) as means of foreign language communication and skills on which these skills are based. As a goal, a certain skill, skill, their levels and quality can be used (for example, the formation of lexical speaking skills or reading, etc.). Despite the fact that the purpose of the lesson is the formation of skills and the development of skills, this does not mean that knowledge (rules) is not needed. Knowledge is necessary, although they are not end result. They perform the role of auxiliary factor that contributes to the assimilation of the material to the skill level. Those. If the student knows all the words and rules, but does not own this material in speech activity, then the purpose of the lesson cannot be considered achieved. In addition to the general purpose of the lesson, the teacher needs to determine the didactic tasks of the lesson (educational, developing and educational).

4. Adequacy of exercise the purpose of the lesson. This is the potential ability of the exercise to serve as the most effective means of achieving a particular goal. Exercises must comply with the character of the formable skill, each of which is specific.

5. Sequence of exercise. The process of forming the skills and development of skills is characterized by the presence of certain stages and stages.

6. The complexity of the lesson. Interconnectedness and interactiveness of all types of RD in the lesson at the leading role of one of them. Parallel coexistence of types of RD - not yet complexity. The main thing is their mutual influence.

7. Analyzing speech as a goal and a learning tool. Speech clarity is implemented: 1) by constant speech activity of students; 2) Thanks to the speech of the teacher in the lesson and outside it. Teacher's speech should be affordable, but an unattainable sample for students, it should not take more than 10% of the study time.

8. Lesson control without control. At the lesson, IHA should not carry out open control for the sake of control, i.e. It is not distinguished in a separate stage. To control you need to use similar exercises.

9. Repetition lesson without repetition. Repeated material must be constantly included in the lesson every time in a new context, situations.

10. Lesson Iya - not an independent unit of the educational process, and the link in the cycle of lessons (for example, a thematic plan is needed).

11. The active position of the student at the lesson, his work and independence. This is facilitated by: games, clarity, emotionality and expressiveness of speech, originality, a lively tempo of lesson, as well as cognitive interest - this is the main motor of the hard activity.

LESSON STRUCTURE:

1. Start Lesson (3-5 min. in a fast pace): - Greeting the teacher, -Organization moment, - the message of the task of the lesson, - speech charging. Tasks: 1) creating a positive emotional background; 2) setting the goal and its motivation; 3) The formation of the estimated framework of the lesson (choosing a strategy for holding a lesson).

2. central part lesson: explanation of the new material, the formation of knowledge, the development of skills.

3. Completion Lesson: Summing up, estimation student works, d / s.

At the same time, 1) and 3) - permanent components, and 2) - varies.

Planning lessons. The plan envisages consistently distributed in time to the assimilation of the student of the material, taking into account the main dialectical, psychological and methodological patterns (the principles of accessibility and accuracy, strength, consciousness).

Types of planning:

Calendar plan - an exemplary work plan for a teacher for a year, providing for the number of hours, the subjectual thematic content of communication, v language material, an approximate level of development of speech n and u.

Thematic plan - Plan of cycle lessons on one topic problem that determines the purpose of each lesson, the sequence of the formation of H and y, the optimal ratio between the classroom and homework, the equipment of the lesson by technical and visual learning means.

Plan-abstract lesson - a plan that defines the goals and objectives of one lesson, its content, organizational forms of work, ways to control and self-control.

Role of planning

- correctly distribute time on certain types of RD;

- correctly distribute time on one or another material, certain types of work in the classroom and at home;

- systematically organize the repetition of the previously studied material;

- Combine types, types and options for lessons in the cycle depending on the purpose of work, speech material and training conditions;

- systematically organize the individualization of learning.

Typology of lessons.

Kazantsev: Criteria: 1. Purpose of classes

3. Methods of work teacher

4. Age of students

Mikhailov: According to the didactic purpose:

1. Lesson-explanation

2. Lesson on the development of H and

3. Lesson-repetition of the material passed

4. Lesson for taking into account and control zunov

5. Lesson for analyzing typical errors

6. Panoramic lesson

Lempert: According to the didactic goal:

1. Speech lessons

2. Combined speech lessons

Types of lessons:

1. Lesson-formation of speech and linguistic skills

2. Lesson-improvement of speech and linguistic skills

3. Lesson-Development of speech skills

1. Structure of the lesson and its organization.

2. The lesson as the main form of the organization OMI in the OMI.

3. Features of the use of various modes of operation (frontal, group, pair, individual).

The lesson is not only a unit, he and form of organizationeducational process.

There is no doubt that the didactic relationship and interdependence of the content and form will manifest itself in the lesson, as in any other object. Therefore, the communicative content of the lesson as a unit of the educational process cannot but affect the main features of the lesson as a form of its organization.

Such damn lesson foreign language quite a bit of. They can be divided into two categories: Some have only inherent lessons in a foreign language, others - lessons in general, but for foreign language lessons have greater importance, because they are somewhat different.

The atmosphere of communication.The atmosphere of communication is a leading feature of the modern lesson of a foreign language. If the goal is set to communicate, and it is possible to successfully teach any activity only in adequate conditions, then the creation of an atmosphere of communication is a pressing necessity.

The atmosphere of communication is needed in order to create conditions adequate, similar to real: otherwise it turns out that we teach communication out of communication.

The importance of speech partnership is also confirmed by the fact that only in its terms it is possible to effectively implement educational impact on students. Good relationships are the only channel for which good thoughts and good feelings are moving from the teacher to the student.

Educational lesson potential. The main value of a foreign language lies in its educational potential. It is possible without exaggeration to say that it is unlikely that any of the training items may be compared with a foreign language in this regard.

Educational capabilities of our subject are concluded in three sides of the lesson. First of all, in the content of the materials used; secondly, in the methodological system of learning; Thirdly, in the personality of the teacher and his behavior.

Educational potential is laid in the learning system. It all depends on what principles this system is based, what kind of work techniques it implies. In this regard, communicative training opens up great opportunities.

The nature of the objective of the lesson. It is fundamentally important to reveal the content of some goals used in training.

To be used as a goal of the lessons of a foreign language should: one or another skill, or another skill, their levels or quality. In this case, the following wording will be correct in principle: "The formation of lexical skills of speaking (reading, listening)", "Formation of grammatical skills of reading (auditing, speaking)", "Formation of pronunciation skills", "Development of reading techniques", "Development of the ability to speak (monologic, dialogic speech) "etc.

In addition to the general purpose of the lesson, the teacher needs to determine "Didactic tasksthe lesson, the consistent decision of which will lead to the achievement of all goals "2. It is important to note that, depending on the learning step, the nomenclature of goals (especially developing) will change. The number of tasks is also not fixed hard. Ideally, it may be one task, more often - two; More than three tasks (training) in one lesson are useless, for it is impossible to solve them in such a short time. The exception may only be the lesson of the initial period of study. Of course, the tasks may have different significance to achieve an educational goal: some are associated directly, others are more indirectly, but all "work" to goal. That is why the lesson needs a leading goal. It gives the lesson a logical rod, turns it into a solid well-coordinated mechanism, provides the logic of the lesson. This goal should be the main lesson time - at least 35 minutes.

Adequacy of exercises of the goal. The most important feature Foreign language lesson is a strict dependence of exercises from the goal. As is known, the goal is determined by the means, so exercises as the means of learning should be adequate to the goal.

The adequacy of exercises is their potential ability due to certain nature and qualities, to serve as the most effective means of achieving a specific goal. The adequacy of exercises, thus, means, above all, their compliance with the type of speech activity, which develops in this lesson. Adequacy There is also a compliance with the nature of the formed skill - lexical, grammatical, utter, spelling, etc. Each of them is specific, it means that in each case, those exercises that take into account the specifics of the skill should form actions that constitute the skill.

Sequence of exercise. A feature of a foreign language lesson is the strictest sequence of exercise performed.

Of course, depending on the learning conditions, it is permissible to combine the arrow stages or the withdrawal of one of them. But in principle, their strict compliance is necessary.

The complexity of the lesson. If you briefly determine the complexity, it should be understood as interconnectedness and interactiveness of all types of speech activities in the lesson at the lead role of one of them. This premise defines in the lesson technique (and in its structure, and in its technology) is a lot. Different people have a different type of memory: some better remember the heard, others are read or recorded. But if a person reads the material, and hear, and will write down, and will say, the probability of assimilation will increase significantly.

But it should not be thought that a comprehensive lesson is the one in which a little speaking, a little reading, a little audience and a little letter. Parallel coexistence of speech activities - not yet complexity. The main thing is to ensure their mutual influence on each other when the role of any one of them alternately at different stages of the learning process. In this case, all other activities "work" every time on the one that is determined by the main leading for this type of lesson.

Speech as a goal and as a means of learning. The peculiarity of the lesson of a foreign language lies in the fact that the input language also serves the goal and the learning means at the same time. If the adequacy of the exercises and their sequence are the first criteria for estimating the lesson, the cost and distribution of time speech practice is due to the importance of them. The fact that a foreign language is not only a goal, but also a means of learning, obliges to build a lesson (and all learning) so that this tool is constantly in the go.

Control lesson without control. At the lesson of a foreign language, open control should not be conducted for the sake of control. It is necessary to teach schoolchildren to the idea that they perform the tasks not to report or get an assessment, but because such a condition for successful participation in the overall work in the lesson.

Repetition lesson without repetition. Apparently, no item requires such a artfully organized repetition, as a foreign language. Such is the nature of mastering speech activities that constant repeat is necessary.

The material already studied is studied only in order to be used in speech activities. Only constantly placed in operation, it will be kept in our memory. Therefore, the repetition, more precisely the repeated material, should be constantly included in the fabric of the lesson.

Lesson as a link in the chain of lessons. The peculiarity of the lesson of a foreign language is that it is not an independent unit of the educational process, and the link in the cycle of lessons. What is this due?

Knowledge obtained in separate lessons in other subjects often have an independent value. They can be used out of connection with other knowledge on the same subject. Special skills of foreign speaking, reading, etc., if they even manage to form them on single lessons, cannot be used, since speech activity is a whole skill system. As for the skills, bringing even a small dose of speech material to the level of skill requires a cycle of lessons.

No matter how perfectly was planned a lesson, no matter how beautiful it was conducted, it is really possible to evaluate it only when it is clearly defined its place among other lessons. In the lesson, everything is determined not only by the purpose of this lesson, but also the general system of work in the cycle of lessons.

It is important to realize that for proper planning it is necessary to the themed plan-cycle of lessons on the topic. By the way, to resort to thematic planning is often caused by the circumstances when it falls, for example, for various reasons to reincubate the textbook material.

The thematic plan allows the teacher to present a clear perspective of work on the topic, since all the material is distributed in advance the entire cycle of lessons, helps to determine the role and place of each lesson in the cycle. To properly solve these issues and to create continuity between lessons, it is necessary to take into account a lot:

a) the complexity of the topic (at the discretion of the teacher, material from two paragraphs can be combined or, on the contrary, one large paragraph can be broken into two cycles);

b) speech material (it can shrink or supplemented, depending on the training conditions);

c) placement of exercises in the desired sequence;

d) the exclusion of some exercises and the performance of others
effective for this class;

e) the relationship of various types of speech activities;

e) systematic inclusion of material for repetition, depending on the success of assimilation in this class;

g) dosage of new material;

h) job task.

Thematic plan cannot replace the abstract lesson, for needs to be specified. But it allows you to see the cycle of lessons on the topic as a whole and therefore it is necessary to schedule more efficient paths and means of achieving intermediate learning purposes.

Student's position in class. You can call "Three China", on which, according to students, should hold the "Earth" of training - activity, creativity, independence. The modern lesson really should characterize the constantly high activity of all students. It is necessary to ensure the intensification of a read-off activity, which supports the student a constant motivational readiness to express its attitude towards the phenomena of real reality, to know something new. If there is a constant domestic readiness, the student "exercises" in speaking even when he is silent, because there is an internal progress.

Internal activity is ensured: setting a clear and specific purpose of the lesson and each task; the presence of speech material of the proper intellectual level; variety (but not a kaleidoscope) teaching techniques, including gaming; relevant and correct use of technical training; Attractive clarity; non-sabroval construction of lessons; a living pace of lesson; Emotionality and expressiveness of the teacher's speech.

But the main stimulant of the real activity is the most important task, and the main "engine" is cognitive interest. That is why it is important to plan the lessons so that the student is active, acted independently and showed his work. Specialists in independent work advise for this distinguish between four varieties of independent cognitive activity:

1) the purpose of setting and planning the task is through the teacher;

2) The goal helps to put the teacher, the students themselves are planning;

3) students and put a goal, and plan work (as part of the task of the teacher);

4) The work is carried out by the student on his own initiative: it determines the purpose, content, the plan and perfect.

Levelsindependence student:

--- the student copies the sample action;

The student reproduces the actions, storage material;

The student himself applies his knowledge, skills, skills to solve problems by analogy with exemplary;

The student itself solves new tasks.

Build and spend a lesson possessing all the covered features, of course, is not easy. But there is no other way on the communicative direction.

Lecture 19.Logic lesson

1. The influence of "Logic lesson". Communication of the logic of the lesson with the lesson structure.

2. Home Aspects of the lesson logic.

3. Header, monocharacterity target.

4. Single, optimal proportionality of lesson elements.

5. Dynamics, sequence of wagons-exercises.

6. Obstability, the type of subject-mean connectedness.

The logic of the lesson is not a new concept (E.I. Passs). Teachers always strove to ensure that the lesson was logical, intuitively feeling and realizing the need for this. However, the lack of accurate definition that there is a lesson logic, of which it develops, does not allow to implement it to the fullest. The logic of the lesson is associated with its structure, i.e., constitutes the inner essence of the lesson, which is why it is an essential concept representing a practical interest for a foreign language teacher.

The lesson phenomenon is extremely complex and multifaceted, and the logic of the lesson cannot not touch the many of its sides. E.I. Pasi names four aspects:

1) the correlation of all components of the lesson with the leading goal, or focusing;

2) the proportionality of all components of the lesson, their coodes of each other, or integritylesson;

3) Movement in the stages of the absorption of speech material, or dynamicslesson;

4) unity and sequence of material content, or connectivitylesson.

Consider each aspect in more detail and show how it is implemented in the lesson.

Focusing lesson

The focus is the correlation of all the lesson components with the leading goal when everything that is being done in the lesson, one way or another subordinates this goal, helps to achieve it. The clarity and certainty of the target, its monocharacterity is the first background of the lesson focus.

The integrity of the lesson

The integrity of the lesson is defined as the proportionality of all its components, their coodes of each other, their ordering. It is clear from here that integrity can be evaluated only if we establish that it is its components and how they are connected, that is, what is the structure of the lesson.

It is usually assumed that the lesson is divided into steps. Among them in different works are called such as an organization, the end of the lesson, homework, phonetic charging, the explanation (introduction) of the new, repetition, fixation, etc. To decide whether these stages are the components of the lesson, you need to find out what we will Understand under the component in general. Obviously, the component of the lesson can be considered such a part that, first, contains the main signs of the educational process as such, that is, it has a focus on some actions, and there is a certain (albeit a small) result of these actions. The essential characteristic of the component (as well as the whole lesson) is the commissioning of training actions included in the component themselves, and not a teacher; secondly, the component can be considered not any, but only the minimum part of the lesson; Thirdly, the component is what the whole lesson consists of, and not some part of it. In short, the component has a structural unit of lesson.

The orgmoment and the end of the lesson are only organizational actions, and the actions of the teacher. They are not stages of mastering material leading to the main goal. This does not mean that organizational actions are not needed in the lesson. But the essence of the lesson, the essence of the exercise is not in these actions, they are, although mandatory, but only concomitant. After all, if you follow the logic of the allocation of such stages, it is necessary to consider any other organizational action of the teacher, let's say, explain the technique of doing some exercise.

The peculiarity of the lesson of a foreign language arising from the specifics of the subject is also the fact that the lesson cannot have such special stages as repetition and control. "Control of learning of language material in a foreign language lesson should be carried out by a teacher in the process of training exercises without allocation for this special time."

The specificity of a foreign language makes it refuse from the stage of introducing a new one. A new one, of course, is absorbed at each lesson, rather, at each lesson, the skills of possession of new (and not only new) are being performed, a speech skill is developing as a whole, or some of its qualities. At the same time, the student should actively master the material (it is the student and it is actively!), Send yourself, although under the guidance of the teacher. And the term "introduction of the new" involves the activity of the teacher. By the way, the criterion for the allocation of traditional stages of the lesson - an orgmant, a survey, an explanation, etc., is the fact that speech actions at these stages are performed by the teacher. However, the lesson components should by name (not to mention the content) reflect the essence of work in the lesson, and the essence of this work are the actions of students performed by them in various exercises. It seems unlawful also to classify homework to the lesson elements. It can be safely taken out of the lesson (especially on the middle and older learning steps) - to give in writing (on the board, on the leaflet, in the textbook), and not explain the technology of performing a particular task every time. Many teachers do this, unloading lesson.

A certain dose of speech material, which must be learned in the lesson should pass through all the components of the lesson. This is the prerequisite for mastering this material: on each subsequent segment of the lesson, the same material is mastered at a higher level.

Based on all the above, structural unit or lesson component, in our opinion, should be considered the exercise,for it is inherent on all the main signs of the educational process: it always has a task, it takes a number of expedient actions, these are controlled, as a result there is a certain promotion in mastering material. At the same time, the exercise is the smallest segment of the lesson having an independent value.

But one exercise is quite often unable to promote students to the next step of assimilation. Then the same type (the same type of students' actions and under the conditions of their commission) exercises are combined into what can be called a block of exercises. Let's say two simulation-level exercises form a block for simulative mastering material, three substitution exercises - a block for mastering the substitution, the block for the development of the reading speed may consist of two to three exercises of the same character, etc.

The criterion for the separation of components (exercises or their blocks) is either the transition to each new stage of mastering material, or the transition to another work.

Thus, the lesson consists of the components that are exercises and their blocks. Exercises and blocks are correlated with the stages of mastering the material - the stages of the formation of skills and the stages of the development of skills: on each of the steps to achieve any particular, subordinate task uses an exercise unit; Each block consists, as a rule, from several exercises, but may consist of one. If the lesson is directed to the goal, the block is a task, and the exercise is an installation.

Having revealed those components in which the structure of the lesson is embodied, it is possible to go to the structure itself. The structure is the most important thing that you need to know about any object, for it determines the functioning of this object. Often under the structure understand a certain sequence of components. Based on this, for example, the structure of the lesson consider a certain sequence of stages, types of work. As we will see later, the structure, of course, is embodied, "materializes" in the lesson components, but they are not reduced to them and their sequences, but is a set of patterns that these components are selected and organized in the lesson.

The teacher is very important to remember that the structure is an abstract concept, otherwise the identification and definition of the lesson structure can lead to the establishment of specific plans, to the template in the construction of the lesson. If the structure is comprehended as the sum of the patterns of construction, relationship, proportionality, orderliness, then it will give the opportunity to diversify the construction of lessons, while maintaining their main characteristic features.

When the integrity is disturbed, we are witnessing lessons compiled from numerous and diverse types of work, but little similar to serious classes. At such lessons, teachers seek to "take" students and explain this desire to raise the interest of students to the subject (especially at the initial stage). But in this case, in this case, if it arises, it quickly disappears, because it is directed not to that object - not for knowledge and assimilation, but on the methods of organization of the lesson, which naturally bored. Students, from the very beginning, we are learning from a serious attitude to learning how to extract knowledge. Meanwhile, the structure of the lesson cannot only be calculated on the effect. Variety should not be an end in itself. To achieve the necessary logical harness, the integrity of the lesson, it is important to know that when generally, so to speak, replacement, the variations of the lesson components in it should be something permanent, compulsory, invariant.

Invariants are the creation of an atmosphere of foreign language communication (from the point of view of the student - entry into this atmosphere), which is necessary in the lessons of any type and view. Create an atmosphere of foreign language communication means to configure students to an invalid way, enter into the subject of conversation, cause their speech interest, to provide a speech partnership.

Recall the lesson that the lesson should be a consistent promotion in mastering the material at the stage of assimilation until the main goal is to achieve. These objectives of the lesson can be different: the grammatical skill is not similar to the lexical, but, let's say, the ability to read is to speak the ability. To achieve different purposes, it is necessary to master unequal actions and, of course, not in the same sequence: the stage of formation of skills not only differ from the development stages of the skill, but also from each other. It is clear that all this leads to different exercises and to their different blocks.

But in all cases there will be constant two points: the show of how to act, and (this is the main thing!) Training in mastering activities.

Thus, in the structure of a foreign language lesson, three mandatory, invariant components are revealed. From the standpoint of the student and the teacher, they will look somewhat different (see Table 1).

Table 1. Invariants lesson

All three invariants are embodied in a lesson in different components: creating an atmosphere of foreign language communication - in speech charging, speech preparation, installation on a lesson, installations in the process of work, in the presentation of the grammatical phenomenon (auditive, visual, model, etc.), Semantization of lexical units different ways, in the sample statement, etc.; Training and managing it - in convention and speech and speech exercises and the corresponding actions of the teacher.

The structure of the lesson is just the patterns for which three main invariants and all the components in which they are embodied are organized (in accordance with the aim).

The main thing is that the necessary links remain: the main goal - with all the tasks, all the components between themselves, so that each exercise (block) prepares the execution of the following, raising the student to a higher level of mastering the required action, i.e., approaching it to achieving the main goal. Therefore, the logic of the lesson is also the logic of phased mastering by speech material.

It should not be thought that the specified sequence of invariants dictates a clear demarcation of the lesson into three stages: created the atmosphere, showed the sample, organized training. Creating an atmosphere can start a lesson and piercing it further, displaying and regulations, instructions also take place periodically, as needed. Components may seem to "crusher", but the lesson should not lose its synthetic. The need for crushing creates some difficulties in achieving the integrity of the lesson, but only in the case when we operate the traditional stages of the lesson. If the unit is considered a component in the proposed understanding, it can be said that the integrity of the lesson is such a ratio, such a proportionality of its components, which is optimal to achieve the objective of the lesson. This takes into account proportionality:

a) exercises in different types of speech activities (different skills);

b) these three lesson invariants;

c) auxiliary and basic (for each given task) actions of students.

It should also be noted that the proportionality of the components depends on the type of lesson and on the conditions primarily from the learning step.

table 2

Stage of learning

Kind of activity

initial middle senior

Speaking 25 30 20

Audition 8-10 4-6 10-12

Reading 2 3-4 8-10

Letter 6-8 5-6 2-3

Integrity is not easily achieved, it requires thinking of different sides of the lesson. But it is she who together with the focus and other qualities of the lesson creates its logic.

Dynamics of lesson

The lesson dynamics depends mainly on the correct sequence of components (exercises). But it is important to take into account two points: first, the matching of the exercise by the stages of the process of forming the skills and development of skills, secondly, the exercise is the level of trainees. Consequently, the dynamics in the lesson will be felt only when the teacher determines the necessary sequence of exercises; Correctly appreciate the suitability of individual exercises for this class; On time triggers the moment of transition from one exercise to another.

Let's express some considerations regarding the sequence of exercises.

It is possible to determine the necessary sequence of exercises only clearly imaging the stage of learning material, types and types of exercises. We will proceed from the fact that there are conditional stages of the formation of skills and the development stage of the skill. For different skills and skills, these stages will be unequal.

So, the formation stages grammatical skillsare:

1. Perception by students of speech segments that make both the form and the function of the digestible phenomenon (presentation).

2. Imitation, or imitative use of phrases containing a digestible phenomenon.

3. Substitution, or partial replacement with a student of some element of the digestible phenomenon.

4. Transformation, or a change in the perceived form on the one that is absorbed.

5. Actually reproduction, or independent isolated playback of the digestible phenomenon to express some kind of speech task.

6. Combining, or encounter a digestible phenomenon with those with which it interfers or is often used in speaking.

Lexical skillstypically pass the following stages:

1. The perception of the word in the context.

2. Awareness of the word value.

3. Simultative use of the word in the phrase.

4. Designation, or independent use of the word in a limited context for the name (designation) of some object.

5. Combination, or the use of this word in combinations with others.

6. Use in an unlimited context.

For pronunciation skillsmostly four stages are significant:

1. Sound perception in words, phrases and isolation to create a sound image.
2. Imitation.
3. Differentiation, or awareness of the characteristics of the sound and its differences from others.

4. Actually reproduction, or independent use of sound in the phrase. It is important to note that the designated stages are not a procrusteo bed, which, by all means, the components of rock should be laid. Some stages can be combined, for example, substitution and transformation in grammatical skills, perception and awareness - lexical, etc. Sometimes for various reasons (stage of assimilation, learning stage, digestible material, audience, etc.) Some stages may descend, Let's say perception and imitation for some grammatical skills on the older learning step. It is more difficult to be the definition of stages for the development of skills, such stages can be distinguished three:

1. At the first stage, the speech of students in content is limited by text, according to the nature, its independence is small: verbal supports are used.

2. In the second stage, the character of speaking is changing: it is not prepared, there is no direct support for text, the content expands due to the attraction of the material learned in other topics, the independence of the students is increasing: the supports are only illustrative.

3. In the third stage, there is an unprepared, interconnected, independent (without any supports) speaking.

The last stages of formation of lexical and grammatical skills are the first stage of development of the skill form a transitional stage in work. The same stages are three. Pictures it on the table.

Table 3.

The dynamics of the lesson also depends on the ability to pick up for a particular stage of the exercise corresponding to the class capabilities, from the ability to catch the moment of transition from one lesson component to another. This is the ability that is determined by the ability to not delay any exercise, prevent repeats, comes to the teacher with experience. It is important here only to notice that it is thanks to the dynamics (as well as the logic of the lesson as a whole), students sometimes do not notice the time, the lesson passes as if on a single breath. And this is an important factor in the motivation of the exercise.

Lesson connectivity

This aspect will be briefed, the teacher sufficiently assimilate how and what means is connected in the lesson. There are several such funds.

1. Speech material.Connectivity provided by speech material is especially characteristic of skills formation lessons. It manifests itself in the fact that new lexical units or a new grammatical phenomenon are contained in all exercises without exception. "GAK The lesson components are associated with each other. The student may not be aware, but it intuitively feels the logical connection of the elements, and which involves it in the process of assimilating the material. Such a tension of the lesson, apparently, can be called linguistic connections.

2. Subject lesson. Connectivity that occurs on this basis is peculiar mainly to skill improvement lessons (they are almost always built on the basis of colloquial text) or the lessons for the development of the ability to read. In these cases, the discussion content (purpose of extracting information) will be some subject: an event, a hero act, etc. Such a connection can be called an objective and substantive connectedness. Its compliance requires to be filled with the same content (different grades) all the components of the lesson right up to speech charging.

A variety of subject-mean connectedness is a connectivity thematic when all components combines one topic. This is characteristic of the lessons of the development of speech skills.

3. Common idea. It may concern, firstly, the external form of a lesson (formal connectivity), such as an excursion lesson, a lecturer is a press conference, etc., and, secondly, the internal content of the lesson, the rod is a purely psychological plan. In the second case, the installation at the beginning of the lesson creates some psychological stress, which is removed at the end of the lesson, when the promise is performed, as a result of which the lesson turns out to be as if struts associated with a peculiar "psychological arc" (psychological connected).

4. Verbal (verbal) bundles. These are bundles of the type: "Let's first do, and then ..." or "To be able to tell about, you need to learn ...", etc. The connectedness provided by them, let's call the verbal connectedness of the lesson.

It is impossible to say that the verbal connectivity is useless, it will certainly be used in the work. But by itself, it cannot give the true logical connectedness to the whole lesson. Therefore, it should be considered an auxiliary for any of the types of connected species described above. It is quite possible to connect in the lesson of all or almost all types of connectedness.

Thus, we reviewed four aspects of the logic of a foreign language lesson. In conclusion, you need to add the following: None of the aspects - focus, integrity, dynamics, connectivity - in the separation of others does not provide real logic of the lesson. Only the presence of all four aspects makes a logical lesson. Moreover, the logic is not the amount of the considered aspects, but such a new quality lesson, which arises on the basis of integration of focus, integrity, dynamics and connectedness.

Build a logical lesson is difficult, but this is the guarantee of the effectiveness of our work.

Lecture 20. Analysis lesson

1. General schemeanalysis lesson Ia.

2. Options for analyzing lessons of various types.

3.Shole-pedagogical angle analysis of the ya lesson.

4. Goaling lesson yia.

Analysis of the lesson is one of the most important cases of the teacher. Analysis of the lesson is very complex. It requires and comprehensive, knowledge of the lesson, and special skills to analyze, open what is not always lying on the surface. The level of analysis always determines the theoretical and practical competence of the teacher. Praphrazing the famous saying, you can say so: Show me how you analyze the lesson, and I will tell you what kind of teacher you are. The complexity of the analysis lies not only in the multiplicity of the lesson, in its multi-factor, but also in the specifics of individual species and types.

This analysis requires a preview of a specific lesson conducted by a specific teacher in a particular class. An analysis of the lesson is science, therefore, it should be based on the principles and provisions on which it should be. Analysis of the lesson is creativity, but as in every creativity, there are some mandatory algorithmic components in it.

Total lesson analysis scheme(E.I. Passs)

1. First, determine the legitimacy of the formulation of goals (educational, educational, educational) and the task of the lesson, how much they fit into the cycle of lessons on the topic.

2. Set the last exercise, as well as on the responses of students in the exercises of reproductive and productive nature, how reached the training goal and are related to the task.

3. Determine the measure of the adequacy of exercises, which will reveal the root cause of that, the lesson tasks are solved or not resolved.

The following three points of analysis are indicated for other reasons for success (failure).

4. Reflect the ratio of exercises: between the exercises in the developed form of activities and others, between the conditionally speech exercises in the lessons I and II type, between the exercises of a simulation and wildcard, on the one hand, and exercises transformational and reproductive, on the other, between the exercises with Supports and without them.

5. Install whether the sequence of the exercise corresponds to the stages of the skill formation and the development stages of the skill.

6. Calculate how time is distributed in the lesson: to the main goal, on the development of a particular type of speech activity, at the time of the speaking of the teacher and students, on this or that lesson task. To do this, when an lesson is noted, take the first graph of the analysis scheme for fixing the consumption of time.

7. Determine the overall logic of the lesson (its focus, integrity, dynamism, connectivity), the meaning of the lesson, its educational value (as far as the educational potential of the lesson).

8. Install how the teacher implemented the individualization of the educational process, as taught personal, subject and individual properties of students.

9. Analyze how the teacher of the lesson technology owns: the ability to give a clear installation, use various supports and organizational forms of work in their adequacy to the goals and objectives of the lesson, the ability to take the work of all, to evaluate the work of students, to carry out certain types of work, use error correction techniques and other .

Depending on the type of lesson, paragraphs 7-10 can be analyzed in another sequence. In addition, the content of the analysis of various types of lesson will be different.

Similar information.

Every lesson to what kind of type and mind he did not relate, has his own structure.Under the structure of the lesson, the relationship and consistent arrangement of various stages of the lesson are understood. The main parts of the lesson structure are the following:

1. Start lesson or organizing time (3-10 minutes) solves three main tasks:

Creating prerequisites for a successful lesson;

Setting the tasks of the lesson and the message of his goal;

Involving students in foreign language practice.

Performing these requirements is achieved by various ways:

From the lesson in the lesson there is a gradual complication of speech units, which are used by students, from a simple greeting to the reporting report, and from him to the deployed conversation on the topic proposed by the teacher or the situation;

Each lesson should introduce new elements. It may be questions about the cause of lack of new facts from class and school. With long use of the same reception in the same form, it loses the learning effect.

Updating the beginning of the lesson goes in terms of changing communication models: the teacher addresses the question / questions to the class - oral or written responses are required (T-C); Two student at the board lead a dialogue

(P-P); The questioned student asks questions to the whole class (P-C); The class asks questions to one student (C-P); From the group, the representative reports the results of the task execution, etc.

We must systematically change forms of work: repetition by choir poem or songs; Listening to the story; Recording answers to questions on a blackboard or in notebooks.

The organizational point is completed by the formulation of teacher of tasks, which combine individual liking links into a single whole.

With all the variety of exercises of this stage, their main function is to switch students to the foreign language base base, to the perception of a foreign language material for foreign language speech activities.

2. Stage of administration (explanations) of a new language material (up to 10 min.). At the beginning of the lesson, students are not yet tired, their attention has not yet burned, they are able to better understand and remember. The amount of new material is determined by the calendar and thematic plan. Any introduction of a new material should end in the control of understanding.

The explanation is subject to phonetic, grammatical and lexical phenomena. Depending on the complexity of the material, the explanation can be conducted both on foreign and in the native language. It makes it possible to use various means of visibility.

3. Stage training - The formation, the development of language skills is used by the teacher to correctly reproduce language phenomena (differentiating (to choose from new phenomena by analogy and contrasting) and imitation exercises (traditional, programmed and contrasting). DF and the exercises them are most often carried out in the form of phonetic and speech charging. Modern Technical learning tools make it possible to carry out such work with an exemplary imitation. Then exercises are offered for a combination (combination) of already studied and new language units, i.e. wildcard exercises. The number of training exercises is determined by the tasks that are solved at this study level. The substitution is used. With complete combination, with selective combination, substitution, requiring changes in the initial proposal or in the sample substrate. As it is possible to use conditionally speech exercises, having a conditional communicative task to give the properties to language skills Practice communication.

4. Stage of speech practice Makes the basis of the lesson (from 15 to 30 minutes). The content and nature of the work at this stage is not amenable to strict regulation. This stage may include a variety of tasks and types of work, to work out the learned linguistic material in all types of speech activities. At this stage, students acquire the ability to understand and build speech transactions in accordance with the goal and the situation of communication. IN oral speech The main way to solve the tasks is to combine speech units at the reproductive, reproductive and productive and productive level.

When working with the text, the emphasis is placed on understanding and interpreting text information with varying degrees of depth and completeness of penetration into the content readable.

5. An important stage of the lesson is technique organization homework. The teacher should not only call the task, but also give the necessary explanations about the receptions of its execution, and sometimes to perform one or two sentences and record for an example in a notebook.

6 . At the final stage are summarized rESULTSreflecting the achieved lesson. You need to evaluate the work as much as possible students. A student-trainee is advisable to make a table that should be filled with estimates in the course of the lesson as the tasks are fulfilled by each student. A total estimate for the lesson is exhibited based on all types of student's work, which he performed in the lesson.

The process of assessments and teacher's comments itself is advisable to use to teach audit.

Of all the listed stages of the lesson the introduction step (2) and the training stage (3) are variable and are present only in the lesson of the introduction and lesson of training or forming language skills. All other stages are constant and are present on all types and types of lessons.

The second aspect of the lesson structure is the relationship between its stages, that is logic lessonwhich manifests itself in the following four components.

Focusing lessonor the correlation of all stages of the lesson with the leading goal when everything that is being done in the lesson, one way or another subordinates this purpose, helps to achieve it. Such an understanding of focus assumes that the lesson is designed to solve one practical goal. As the purpose of the lesson, the yia can be only one or another language skill, a particular speech skill, their levels and quality. The following are the following wording:

Formation of grammatical spelling skills (reading, auditing).

Formation of sponge skill

The formation of lexical spelling skills (reading audience).

Development of technology reading out loud.

Expansion of the active vocabulary stock of students.

Introduction and primary consolidation of vocabulary on the topic ...

The target name is legitimate only when specifying a specific language material, which must be absorbed to the specified level.

At the top of the avenous plan should be indicated:

The purpose of the lesson: Formation of grammatical spelling skills.

Speech material: The grammatical structure "Future Simple".

The purpose of the lesson: The formation of lexical spelling skills.

Speech material: Words ... (only new words are indicated).

Indication on the material, and the exact amount and composition is necessary to remove the reproach in infinity, the volume volume. Since the same goal, for example , Development (improvement) of skills ...it is raised periodically, it must be refined every time. Goals can be repeated, but precise definition The material will provide clarity target, and this is an important prerequisite for the correct planning and conduct of the lesson. Identifying the goals of specific lessons, it should also be considered which private skills and skills are formed at this lesson.

For example, in the oral speech area, this may be:

- skill retell text according to plan (scheme, logic-semantiem card, keywords);

- the ability to describe the picture (series of pictures);

- The ability to make a message about ....

- Comment on the text (video).

In the field of writing speech, it may be skills:

- make a plan (varying degrees of length) of the heard or read text;

- prepare an abstract, text annotation;

- Write a review about ....

- Write a business (welcome, personal) letter.

- Disposable facts (positions of text) illustrating (characterizing explaining) ....

In the works of G.V.Rogova, examples of such formulations of the practical purposes of the lesson are given:

- training students in use Past Indefinite verbs "Read, Wrote, Drew, Began, Thought" in monologic speech (when conducting dialogues on the topic ...).

- make monologue statements on the topic ... from 3-4 logically related phrases.

- Acquaintance with the words "Film, Interesting, Cinema" based on guesses and training of their use at the level of supply in monologue statements.

- training of replica reactions in a dialogical speech, stimulated verbally (description of the situations by a teacher or on cards).

It should always be remembered that a practical goal is a focus, around which the entire lesson is organized. In addition to the general practical purpose of the lesson, the teacher has to decide and smaller tasks. Their number is not tightly limited, but more than three task In one lesson, it is useless to put it, for it is impossible to solve them in one lesson. An exception can be a lesson for the initial period of study. Tasks can be related differently to the main goal, but should work on this purpose. For only the goal gives a lesson a logical rod and provides the logic of the lesson. This goal should be allocated at least 35 minutes lesson.

When determining educational and developing Goals are logical to go from language and speech material than the opposite. If ever it is impossible to formulate, it is better not to do. Examples of educational and developing purposes of the lesson can be the following:

Sweep respect for work.

We instill respect for the country of the language under study (to the people of the country under study; to the culture of the people of the country under study).

Educating hard work (honesty, courage) on the example of outstanding people.

Develop a literary (artistic, musical taste).

Develop attention to the interlocutor during a conversation.

Learning to independently draw up written supports for monologic statement (text plan).

Learning to use the dictionary (grammatical reference book).

Learning to perform exercises with functional supports.

The "cap" of the avenous plan may have the following goals:

Objectives lesson:

practical: Formation of lexical speaking skills on the topic

educational: Increasing respect for the country under study.

developing: Learning to use verbal supports in the form of a plan (keywords).

Speech material:microdials on the topic "City" (how to pass? How to start a conversation with passersby? How to clarify? How to respond to failure (clarification, counter request).

The wording should be clear and understandable, and most importantly - specific. It is the purpose that determines the nature of the homework, because the well-formulated target of the lesson is its planned result, and on the house you can only ask what they have taught in the lesson.

When setting the purpose of the lesson, it should be borne in mind that the teacher and students see the goals at different angles of view. The above examples of the objectives are intended for the teacher For students They need to be reformulated and made understandable.

If the purpose of the lesson is the formation of lexical speaking skills on the topic "City", students can be reported that today we will learn to tell foreigners about our city, using the following words ....

If the target of the lesson is the development of monologue skills on the topic "city", students can be said that we often hear stories about different cities, well, when a person tells logical and connected. Today, our goal is to learn to speak logically, and for this you should be able to draw up a story plan so that nothing important is missing.

Lesson Ia. Requirements for the modern lesson.

Foreign language lesson and its planning.

The lesson is the main form of the organization OHP in school.

The lesson is the main plot of OHP, on which the teacher makes education daily, education and comprehensive student development (Sukhomlinsky).

The lesson is the main organizational form of mastering the communicative competence of the language under study.

Principles for building a lesson:

General-actual: consciousness, scientific, activity, visibility, availability and accuracy, strength, individualization and the principle of raising learning.

Specific: The principle of communicative training, the principle of differentiation and integration and the principle of taking into account the native language.

Characteristics of the modern lesson Ia:

* Personally oriented (development of abilities to language).

* Developing memory, speech attention, thinking, phonderatic hearing.

* Raising tolerance, sympathy, sympathy.

* Communicative - (China-City Lesson-Communication) Ability to communicate on Iia.

* Complex - all types of speech activity, all aspects of the language.

* Problem - identification of problems that are discussed.

* Cognitive - something new (every lesson).

* Logical - parts of the lesson must be interconnected (from light to more complex).

* Dynamic - rate of lesson, changing activities in the lesson.

* Adequate declared goals (compliance with the declared goals).

* Collaborating - many technologies (work in groups, collages, pairs). Different technologies. It is important to be taken common decision. Depends on different forms of interaction of the teacher's student, teacher student.

* Lesson built on modern learning technologies

Objectives lesson:

Practical (training) is the formation of communicative competence in all its components (linguistic, speech, socio-cultural), compensatory, educational and informative.

Developing - development of speech skills, memory, thinking, imagination.

Educational - the formation of a holistic understanding of the world, an introduction to other cultures, traditions, realities, comparison of their and related cultures

Educational - the education of the student on the basis of universal ownership, ideological conviction, the formation of schoolchildren of civil liability and legal self-consciousness, initiatives, respect for other, tolerance to cultures, the ability to successful self-realization.

1 . Communicative component:

* Speech side: Communication sphere Theme, communication situation (in cinema, in the store, in a cafe)

* Types of speech activity

* Aspects of language

* Socio-cultural aspect

2. Psychological and pedagogical component

* Recognitive tasks

*motivation

3. Methodical component

Reception of training

Training technologies (find out in Petit ... who are faster ... game moments - guess, answer, etc.)

Regulations governing the sequence and structure of the lesson.

Training should be built in stages and taking into account the formation of knowledge, skills skills at each stage.

To go from the development of individual actions to integral activities.

To go from the implementation of a sample action to action without support.

Structure lesson

1. Introduction (Start) - greeting, organizational moment, speech charging)
2. Main part - Checking homework, explanation of the new material, control, communication practice
3. Conclusion (end of the lesson) - setting estimates, d / s, summing up the lesson. What did we learn in the lesson? Is the target achieved?

Types of lesson:

1. Structural criterion

* Lesson presentation of educational material

* Lesson fixing

* speech, generalizing

2 . Criteria - Language Control

*language

*speech

3. Criterion- species speech activity

* speaking

*combined

4. Criteria: Form

Presentations, Talk Leir, Dispute, KVN, Excursion, Round Table, Conference, Game, Dramatic, Telemost, Internet Lessons, Lesson-Competition

Modeling lesson

When modeling the lesson takes into account

Speech dominant (speaking, letter, reading, listening)

Language dominant (phonetics, vocabulary, grammar, spelling)

Didactic Dominant (Introduction, Explanation, Fixing, Speech Training, Communication Practice, Control)

Methodological dominant (methodical techniques, technologies)

Structural dominant (composition and sequence of stages)

Instrumental dominant (UMC. UMK)

Educational aspect (sociocultural, interdisciplinary aspect)

Training Center LLC

"PROFESSIONAL"

Abstract for discipline:

"English: Linguistics and Intercultural Communications"

on this topic:

"Foreign lesson: structure, features, types".

Executor:

Davletos Lilius Mannurovna

Content

p.

Introduction 3.

Methodical content of a foreign language lesson. four

Types of lessons. five

Structure of lessons. 7.

Specificity of a foreign language lesson 13

Conclusion. fourteen

List of used literature. fifteen

Introduction

The lesson is a mandatory basic form of academic work in an educational institution; The system of actions of the teacher and the student aimed at solving specific educational, educational tasks.
Foreign language lessonit is distinguished by the goal and content is the training of communicative speech activities,it is a comprehensive character (working on speech activities The teacher also works on the language material, i.e. language and speech in the complex), the use of visual benefits (related tools, they perform auxiliary function: disclosure of words).A foreign language lesson as a unit of educational process must have the main properties of this process. The basis for building a lesson is a set of scientific provisions that determine the characteristics of the lesson, its structure, logic and techniques of work. The methodological content of the modern lesson should be communicativeness. It means the likelihood of the learning process and the communication process on the followingsigns:
1. The targeted nature of speech activity, when a person strives for his statement somehow affect the interlocutor or learn something new.2. Motivated character of speech activity, when a person speaks or reads because he encourages something personal.3. The presence of any relationship with the interlocutor, which forms the situation of communication.4. The use of those speech tools that function in the real communication process.
5. Use of those subjects that are really important for this group of students.

The purpose of this work is to consider the structure, features, the types of a modern language lesson.

Methodical content of a foreign language lesson.

From the standpoint of communicativenessmethodicaldesign of lesson Determined by the following basic provisions:
1. Individualization is accounting for individual characteristics of students. Communicative training implies primarily personal individualization, which speaks to the first plan in the process of the educational process. It is necessary to take into account all the individual properties of students and their individual development (character, memory, the tempo of speech, etc.). This account is implemented in a differential approach to students.
2. Speech orientation means practical orientation of the lesson. Initial speech activity - the main training factor. Lessons are legitimate in language, not about the language. Each student studies language with some kind of purpose. If not, then you should help find it, do everything to achieve this goal. Speech activities are targeted as a system of speech exercises. Speech activities are: the absolute means of forming and developing the ability to communicate (the constant speech practice of students in communication is necessary; All exercises should be speech targeted; All the work of students in the lesson should relate to the goal that the student understood; Any speech effect of the student must be motivated; The use of a phrase, themes must carry a communicative value in themselves; Any lesson should be speech as an intention, so on the organization and by execution
3. Sitizality - correlation of phrases with those relationships in which there are interlocutors. Thus, the situation of communication can be created in the event that it is based on the relationships of students. Each phrase should be situational. Sitizality is necessary not only in development, but also in the formation of speech skills.
4. Novelty - when forming speech skills, it is necessary to constantly vary the speech situation; The repetition of the speech material is carried out due to its continuous inclusion in the lesson material; The content of educational materials should cause interest to students with their informativeness; Novelty should manifest itself in the organization of all elements of the lesson.

Types of lessons.

The following five types of lessons are allocated:

lessons studying a new educational material;

lessons to improve knowledge, skills and skills;

generalization and systematization lessons;

combined lessons;

lessons of control and correction of knowledge, skills and skills.

Modeling lesson,the modern teacher should follow the following rules:- Specifically, determine the topic, goals, type of lesson and its place in the reversal of the curriculum. The birth of any lesson needs to be started with awareness and correct, clear definition of its ultimate goal - which the teacher wants to achieve; Then to establish the means - what will help the teacher in achieving the goal, and then then the definition of the method - as a teacher will act that the goal is achieved.- Select the training material (determine its content, volume, establish a connection with the previously studied, additional material for differentiated operation and homework). When planning practical activities, students in the lesson should take into account the differentiation of students on the level of preparation and by the papers of work. It is necessary to choose such tasks so that a success situation is created for any student. It is also necessary to consider the forms of organizing the work of students in the lesson. If a frontal work was used in the traditional lesson, then an individual, steaming and group work prevails in the modern type. Work in pairs and groups is necessary in order to train students with educational cooperation, interaction, the ability to distribute roles, that is, students are formed by communicative skills. Group work is good to use when creating a different kind of projects.- Select the most effective methods and techniques of learning in this class, a variety of activities of students and teachers at all stages of the lesson. A modern lesson today is also impossible to build without the use of technical means using both traditional and innovative pedagogical technologies. When using modern technologies, students are formed by the ability to independently produce new knowledge, collect the necessary information, draw conclusions, conclusions, i.e. Develop the skills and skills of independence and self-development.- Determine the forms of control over the academic activities of students.

The requirements of the GEF suggest a mandatory independent assessment of students in their work done.When learning self-control and self-esteem, regulatory and communicative Wood form students. When training, classmates can be asked to assess the oral answers to express their opinion on what he heard (first in Russian with a gradual transition to English). As a result of the organization of such activities, children are taught to listen carefully to their classmates, objectively assess their response. It is also advisable to introduce such a form of work as interconnection of written works.- Think over the optimal rate of lesson, that is, to calculate the time for each of its stages. - Think out the form of summary output. The reflection of the mood and emotional state of students is also very important. This stage in the lesson, with its correct organization, contributes to the formation of the ability to analyze its activities in the lesson.

Modern lesson will be effective if

At the departure stage, the student is occupied by an active position.

A variety of forms, methods and teaching techniques that increase the degree of activity of students and their motivation to learning activities are used.

The teacher effectively combines the reproductive and problematic form of training, teaches children to work according to rule and creatively.

The teacher seeks to understand the educational material by all students.

The teacher applies a differentiated approach in learning.

The teacher teaches children to reflexes its activities.

The teacher seeks to assess the results of each student, encourages and supports even small successes.

The atmosphere of cooperation between the teacher and students is dominated at the lesson.

"Higher pilot" in the conduct of a lesson and the ideal embodiment of new standards in practice will be a lesson on which the teacher, only directing students, provides recommendations during the lesson. Therefore, students feel that they are led by a lesson.

Structure of lessons.

Structure lesson - This is a combination of various interaction options between the lesson elements arising in the learning process and ensuring its targeted effectiveness.

Structure of the lesson study of the new material:

 primary introduction of material taking into account the patterns of the process

knowledge with high mental activity of students;

 the indication that students must remember;

 memorization motivation and long-term storage in memory;

 message or actualization of memorization technician (work with reference

for memory materials, meaning group, etc.);

 primary consolidation under the guidance of a teacher through direct

repeats, partial conclusions;

 monitoring the results of primary memorization;

 regular systematizing repetition through short and then more

long intervals in combination with different

reproduction requirements, including differentiated

tasks;

 internal repetition and continuous use of the knowledge gained and

skills for the acquisition of new;

 frequent inclusion of reference material for memorization in control

knowledge, regular evaluation of memorization results and applications.

The structure of the lesson consolidation and development of knowledge, skills, skills:

 message of students to the goal of the coming work;

 reproduction of knowledge learning, skills and skills that

will be required to fulfill the proposed tasks;

 execution of students from various tasks, tasks, exercises;

 checking work;

 discussion of mistakes admitted and their correction;

 task for the house (if necessary).

Structure of the lesson of the formation of skills and skills :

 setting the purpose of the lesson;

 repetition of formed skills and skills that are support;

 conducting test exercises;

 familiarization with new skills, showing a sample formation;

 exercises for their development;

 exercises for their fixation;

 training exercises on the sample, algorithm, instructions;

 exercises for transfer to a similar situation;

 exercises of a creative nature;

 the outcome of the lesson;

 task at home.

Structure of the reference lesson:

 organization of the beginning of the lesson;

 formulation of educational, educational, developing tasks;

 checking homework aimed at repeating the main

concepts, conclusions, fundamental knowledge, skills, ways

activities (practical and mental); In the previous lesson, knowing

about the upcoming repetition, you need to choose the corresponding homemade

the task;

 summing up the repetition, checking the results of academic work

at the lesson;

 task at home.

Knowledge verification lesson structure:

 organization of the beginning of the lesson: here you need to create a calm, business

atmosphere; Students should not be afraid of test and control

work or overly worry, as the teacher checks them

readiness to further study the material;

 setting the task of the lesson:

The teacher reports to students, what material it will check or

control;

Asks for children to remember the relevant rules and enjoyed

as they work;

Reminds that students will definitely checked work;

 presentation of the content of the control or verification (tasks,

examples, dictation, essay or answers to questions, etc.), while

it should be remembered that the tasks in volume and the degree of difficulty should

comply with the program and be sat for each student;

 summing up the lesson: the teacher chooses good student works,

analyzes mistakes in other works and organizes work

above the errors (sometimes the following lesson is due to this);

 definition of typical errors and gaps in knowledge and skills as well

ways to eliminate and improving knowledge and skills.

Structure of the lesson application of knowledge, skills and skills :

 organization of the beginning of the lesson ( psychological setting students);

 message Topics lesson and its tasks;

 study of new knowledge necessary for the formation of skills;

 formation, fixing the primary skills and the use of them in

standard situations - analogies;

 exercises in the application of knowledge and skills in the changed conditions;

 creative application of knowledge and skills;

 exercise on skills;

 homework;

 the result of the lesson with the evaluation of the work done by students

Structure of a repeated generalizing lesson:

 organizing time;

 the introductory word of the teacher in which he emphasizes the importance

the material studied theme or topics, the objective of the lesson reports;

 execution of students individually and collectively various kinds

oral and written tasks of generalizing and systematizing

characters generating generalized conceptual knowledge based on

generalizations of facts, phenomena;

 checking work, adjustment (if necessary);

 formulation of conclusions according to the studied material;

 evaluation of the lesson's results;

 summarizing;

 task for the house (not always).

The structure of the combined lesson:

 organization of the beginning of the lesson;

 checking homework, setting the purpose of the lesson;

 preparation of students for the perception of a new educational material, i.e.

actualization of knowledge and practical and mental skills;

 studying a new material, incl. and an explanation;

 fastening the material studied at this lesson and previously passed,

associated with the new;

 generalization and systematization of knowledge and skills, the connection of new since earlier

obtained and formed;

 summing up the results and results of the lesson;

 home task;

 preparation (preliminary work) required by students for

studies new topic (not always).

Specificity of the lesson of a foreign language.

Foreign language lesson feature it is that the input speech also serves the goal and the learning means at the same time. Planning a lesson, the first place is the activity, creativity and independence of students. The modern lesson should be characterized by the constantly high activity of all students. The student in the lesson should turn from the learning object in the subject of educational activities. It is hardly the basic requirement of modern didactics. Then the student will learn, not to be trained. All this is also necessary because this requires the specificity of the subject: there is no way to teach foreign-speaking speech activity, it can only learn. K.D. Ushinsky wrote:"A real lesson begins not from the call, but from the moment the child's thought flashes." That is why it is important to plan a lesson so that the student is active, acted independently and showed his creativity.

Features of the lesson of a foreign language at different stages of the secondary school.

The initial stage. The basics of ownership of a foreign language are laid: phonetic skills are formed, the main lexical, grammatical and speech material is approved, the skills of reading, graphics and spelling techniques are formed, elementary skills of auditing, speaking, reading are developing. For durable learning materials, the teacher's skills clearly demonstrate the functioning language Means With the help of visual visibility, actions, organize workout with a sample support, create play situations, use poems, rhymes, songs.

Average step.The educational and developing value of the subject increases, the awareness of the study of a foreign language is equalized, the awareness of the study of a foreign language increases, the role of independent work increases, the content of texts for reading and listening and speech students is complicated, the systematization of grammatical phenomena begins.

Older step. The main task is to train the mature reading of authentic texts of different typology, the ability to audience is improved, the active and recipe dictionary is expanding, regular repetition of the previously studied material is ensured, the grammar material is generalized and systematized, the content of students' speech becomes more argued, problematic, their professional interests are taken into account occupies independent work.

Conclusion. A modern lesson is a lesson-knowledge, discovery, activity, contradiction, development, growth, step to knowledge, self-knowledge, self-realization, motivation, interest, professionalism, choice, initiative, confidence, need for new knowledge, discoveries.

To implement a modern lesson, the following elements should be included in it: Planning educational function lesson. Complex planning of lesson tasks. Help students in the disclosure of the personal meaning of the material being studied. Support for interdisciplinary ties to use them for the formation of a holistic idea of \u200b\u200bthe knowledge system. The practical direction of the educational process. Inclusion in the content lesson of creative exercises. The choice of optimal combination and the ratio of learning methods. The combination of general-class forms of working with group and individual. The implementation of the differentiated approach to students. Creating conditions for manifestation of independence of students. Rational use of training tools (textbooks, benefits, TSO). Differentiation of homework. Knowledge and application of health-saving and healthy technologies. Communication is a combination of demanding and respect for the student's personality. The ratio of rational and emotional in working with children.

New standardBy presenting new requirements for learning outcomes, it makes it possible to take a fresh look at the lesson, embody new creative ideas. But this does not mean that traditional techniques and methods of work should be rejected. They can be used in a new vein, along with modern technologies.

List of references:

1. ITELSON E.I. Conditions for the effectiveness of methodical techniques // w. "Iyash" number 6, 2012, p.26

2. Rogova G.V., Rozhkova F.M. Training to a connected statement // w. "Iyash" №6,2012, p.31

3. Shamov A.N. Training activities In the lessons of a foreign language and its specificity // w. "Iyash" № 9, 2012., p.9

4. Kazicheva A.E. Development of the skills of a meta-delta nature in the process of learning English in the transitional stage from elementary school to the main // w. "Iyash" number 9, 2012, p. 65.

5. Solomatina A.G. Development of the skills of speaking and listening through training subcuses // F. "Iyash" number 9, 2012, p. 7.

6. Social network of employeeseducationnSportal.ru. .