УДК 37

РОЛЬ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫХ ТЕХНОЛОГИЙ В УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА

Подольская Олеся Александровна1, Пищулина Наталья Викторовна2
1Елецкий государственный университет им. И.А. Бунина, преподаватель кафедры дошкольной и коррекционной педагогики
2МБОУ СОШ с. Талица Елецкий район, филиал СОШ с. Голиково, учитель английского языка

Аннотация
В статье рассматривается применение информационно-коммуникационных технологий на уроках английского языка. Предлагается фрагмент урока с использованием ИКТ.

Ключевые слова: иностранный язык, информационно-коммуникационные технологии, школьник


ROLE OF INFORMATIVELY-COMMUNICATION TECHNOLOGIES IN EDUCATIONAL ACTIVITY ON THE LESSONS OF ENGLISH

Podolskay Olesya Aleksandrovna1, Pishchulina Nataliya Victorovna2
1Yelets State Ivan Bunin University, lecturer, department of preschool pedagogy and correctional
2MBEI secondary school c. Talitsa Eletskiy region, branch secondary school c.Golikovo, English teacher

Abstract
In the article application of informatively-communication technologies is examined on the lessons of English. The fragment of lesson is offered with the use of informatively-communication technologies.

Keywords: foreign language, informatively-communication technologies, schoolchildren


Библиографическая ссылка на статью:
Подольская О.А., Пищулина Н.В. Role of informatively-communication technologies in educational activity on the lessons of English // Современная педагогика. 2014. № 5 [Электронный ресурс]. URL: http://pedagogika.snauka.ru/2014/05/2351 (дата обращения: 01.06.2017).

In  “The conception of modernisation of Russian education for the period till 2015″ it is underlined that education and formation of rising generation must be oriented to personality able to change itself due to development of intellectual, creative resources and social health [1].

Society produces more high requirements to educating to practical foreign language proficiency in everyday communication and professional sphere. In modern terms the use of information technologies is necessary in educational process. V.I. Varchenko, V.V. Davidov, A.A. Kuznetsov, S.P. Pervin and others were engaged in this problem.

In the process of application of informatively-communication technologies for children the ability to operate is formed, not only according to exsample but also independently, to analyse, to propose hypotheses, to experiment, to draw conclusions.

The use of informatively-communication technologies on the lessons of English allows to strengthen the efficiency of educational process, motivation of studies, to regulate producing of tasks on the degree of difficulty, assists the increase of literacy of students, development of abilities of the use of language as facilities  of cross-cultural communication, perfection of language competense. As a result students in a bright, interesting form seize the basic methods of communication : talking, reading, listening comprehension, writing.

The use of informatively-communication technologies on lessons allows to increase the closeness of working activity on a lesson, to operate the large amount of educational material, increases the stake of independent work of every student, provides individualization and differentiation of educating.

Nowadays greater meaningfulness in an educational process is acquired by lessons with the use of computer technologies, that activate educational-cognitive activity, develop creative potential of student, allow to organize group and independent work on a lesson effectively, assist perfection of students’ practical abilities and skills.

The fragment of lesson of English offered below on a theme: “Don’ t dust my computer, please”! allows us to make sure in the necessity of expediency of application of informatively-communication technologies.

Tasks:

- to acquaint students with a grammatical structure “Negative imperative  mood”;

- to form the skill of the use of grammatical structure ” Negative imperative mood in speech”;

- to develop the ability of students of listening comprehension;

- to develop memory; to form ability to carry out the analysis of objects with extraction of substantial and unimportant features;

- to bring up interest in a language as part of everyday life.

Equipment: musical center and disk, interactive board (presentation), pictures (verbs) and magnets, distributing material (3 fragments from songs, test).

The course of the lesson

1. Organizational moment.

2. Speech charging.

What date is today?

What day of the week is today?

What season is it?

What is the weather like today?

Do you like winter?

3. Introduction to the theme of the lesson.

Misha’s mother left a message on the fridge for her son. “Do not open a window! Do not take my things! Do not go far”!

Look at the message and think what topic is today. Think, what we will study today.

The topic of the lesson is “Don’t dust my computer, please!”  Today at the lesson we will learn a new rule.

4. Phonetic charging.

You see the words. They will help you to understand the new rule. Listen and repeat. (Audio recording).

to help, to dust, to open, to come, to look, to take, homework, to close, rule, tick

5. Revision of lexical units.

Look at the blackboard, please. You see 10 pictures – 10 words. These are verbs: to sleep, to eat, to phone, to go, to run, to skate, to play football, to smoke, to swim, to drink. Translate them into English, please. (On the right of every picture a student writes the English verb. Then gradually a teacher is closing the words and the pictures.)

Now train your memory and name the words once again. Well done!

6. Explanation of new material and primary revising.

What grammatical phenomenon did we meet with on previous lessons? (Imperative mood.) What does it express? (Requests, orders.) Requests, orders can be not only positive but also negative. Negative requests and orders are formed by means of the verb do + negative particle not.

Briefly – Don’t. For example:

Do not walk.    (On a sliding seat) Don’t + picture with the image of go;

Do not sleep.        (On a sliding seat) Don’t + picture with the image of sleep.

(Then examples are made by children, they type of Don’t and different verbs on the computer.)

7. Revision of grammatical rule.

Readingand text translation.

Misha has got some rules of his room. Do you want to know them? First listen to the speaker and notice the pronunciation (audio recording).

8. Physical exercises.

Stand up!

Read the text!

Phone your friend!

Write the text!

Wash your hands!

Go to school!

Open the window!

Close the window!

Clap your hands!

Touch your knees!

Sit down!

9. Listening comprehension.

Negative imperative mood is widespread, widely-used phenomenon in English speech. People use it very often. For example it is used in songs. (Children get distributing material – 3 fragments from songs:

1) Don’t speak

I know just what you’re saying

So please stop explaing

Don’t tell me ’cause it hurts

Don’t speak

I know what you’re thinking

I don’t need your reasons

Don’t tell me ’cause it hurts

2) Don’t worry be happy now
don’t worry be happy
don’t worry be happy
don’t worry be happy
don’t worry be happy
3) Don’t stop me now I’m having such a good time
I’m having a ball
Don’t stop me now
If you wanna have a good time just give me a call
Don’t stop me now (‘Cause I’m having a good time)
Don’t stop me now (Yes I’m havin’ a good time)
I don’t want to stop at all )

Now listen to the songs. (Audio recording) Find the examples of the new grammar rule and underline them.

10. Test

I hope you understand the rule now. Let’s do a little test.

a) Don’t stop         b) Don’t run      c) Don’t take

a) Don’t smoke      b) Don’t run       c) Don’t play

a) Don’t come        b) Don’t go        c) Don’t drink

a) Don’t swim        b) Don’t clap       c) Don’t phone

a)Don’t roller-skate      b)Don’t go      c) Don’t run

a) Don’t ride a bike      b)Don’t run       c) Don’t swim

a) Don’t take pictures     b) Don’t dust        c) Don’t sit

a)Don’t open         b) Don’t close        c) Don’t go

a) Don’t sleep       b) Don’t read        c) Don’t touch

a) Don’t  look        b) Don’t take         c) Don’t make a fire

a) Don’t  help       b) Don’t smoke         c) Don’t close

a) Don’t  help      b) Don’t smoke        c) Don’t close

a) Don’t skate      b) Don’t  play         c) Don’t eat

a) Don’t go          b) Don’t  help         c) Don’t  dust

11. Agame “Snowball”.

The first student pronounces any example of negative imperative mood, the second student must pronounce the previous example and his own, the next student pronounces two previous examples and so on.

12. Result of lesson, homework.


References
  1. The conception of modernisation of Russian education, 2015.


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