Communication in teaching English

Contents


Introduction

1. Theoretical basis of the communicative language teaching

1.1 Background of the communicative language teaching

1.2 Principles and features of the communicative approach

1.3 Communicative competence as a goal of the FLT

1.4 Methodological aspects of teaching communication

2. Typology of communicative language activities

2.1 Types of communicative activities and their arrangement

2.2 Techniques of communicative teaching

3. Approbation of technology in teaching communication

Conclusion

References

Appendix A

Appendix B

Introduction


Nowadays the English language has got status of a global language due to globalization and general computerization. Modern English language teaching aims to lingual and social adaptation of pupils to contemporary life. A modern experience professional should possess skills of expression of the thoughts in English, i. e. he should possess communicative competence which includes speech, language and cultural levels. Language learning, in turn, requires motivation. Getting motivation is possible only due to transformation of each pupil from the passive contemplator into the active and creative participant of learning process, i. e. pupils should be involved into communication.aspect is reflected in the State Program of Educational Development in 2011-2020: there is a task of formation of intellectual, physically and spiritually mature citizen who would be able to integrate in competitive environment [1; 3].

The pedagogical science is developing and leading to increase new teaching methods and technologies. One of them is teaching through communication, i. e. collaborative teaching, or teaching in intercourse, or communicative teaching.

It will help to engage pupils to "social communication in conditions of multilingual environment" [2; 9].

During the communicative teaching pupils possess the active life position, creative abilities, language skills, their own opinion, responsibility, the logic communications promoting understanding of laws and world outlook ideas, etc.

There is no doubt, that in learning a second language it is necessary for students to acquire, in addition to phonological and vocabulary-grammatical knowledge, ways to communicate with others using their target language.

Practical teaching of a foreign language possesses a number of communication techniques which provide self-determination and self-realization of the pupil as the language person in the course of learning and developing language skills.

communication teaching english language

The educational system of Kazakhstan has changed dramatically within a few last years. Especially the modifications are related to the content and functions of foreign language teaching and learning caused by changes in policy, economy and society. The growth of professional requirements to foreign language knowledge has been observed under the conditions of the fast developing intercultural integration and international policy held by Kazakhstan. All these conditions led to the modernization and intensification of of motivation of three languages policy as a new direction in the state policy of education [3].the "Conception of Foreign Language Education till 2015 it is stated that the necessity of Foreign language teaching and learning has been realized together with its development and intensification within the system of educational organizations [4].

The novelty of our diploma work is defined by necessity of transition to the modern model of formation communicative pupils skills and high potential of the teaching.

The problem is in fact that teaching communication has its difficulties in successful teaching and should be thoroughly prepared and designed.

The object of investigation: the process of the English language teaching and learning.

The subject is the methodological process of teaching communication in English.

The hypothesis: if we teach communication and develop communicative competence it will contribute to rising teaching effectiveness.

The goal of the diploma work: to consider effective ways in formation of communicative competence in the process of English teaching and learning.following objectives are established:

-to study the theoretical basis of communicative language teaching;

-to research principles, aims and features of communicative teaching;

to reveal main techniques of involving of pupils in communication activity;

to develop lesson plans with using of communicative teaching techniques.

In our diploma work we use methods of research:

·studying and analyzing scientific literature;

·observation of the process of teaching and learning foreign languages at school;

·descriptive method

·contextual method

·transformative method

·generalization of teachers' experience;

·lesson modeling;

Scientific basis: this diploma work mainly based upon studies of the following scientists and methodologists: R. Gower, D. Philips, S. Walters, N. Chomsky, H. D. Brown, D. Nunan <#"justify">Structurally research consists of:

·Introduction

·Theoretical basis of the communicative language teaching

·Typology of teaching activities

·Approbation

·Conclusion

·References

·Appendices

In the introduction we set such points as the relevance of the topic, subject and object, advanced the hypothesis, the main goal and the objectives, indicated research methods, which we used in our investigation, scientific bases and practical value of our research.

In the first chapter we consider communicative competence as a main goal of FLT, background of teaching communication, principles and features of the communicative approach.

The second chapter is devoted to working out technology of the teaching communication, i. e. methodical aspects of teaching communication, types of group work, techniques of communicative teaching

The approbation describes the implication of the research materials to the process of English teaching and learning, its analyses and interpretation of the results.

In the conclusion we summarize results of our investigation and give proof of the theoretical and practical value of the work and make conclusion.

Appendices contain the additional material to the theoretical and practical parts.

The spheres of approbation are the school lessons and extracurricular activities; teachers professional development seminars.

The practical value: the materials can be used in language teaching methodology.


1. Theoretical basis of the communicative language teaching


1.1 Background of the communicative language teaching


Communicative language teaching (CLT) is an approach to the teaching <#"justify">1.Classroom goals are focused on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence. Goals therefore must intertwine the organizational aspects of language with the pragmatic.

2.Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.organizational language forms are not the central focus, but rather aspects of language that enable the learner to accomplish those purposes.

.Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

.Students in a communicative class ultimately have to use the language, productively and receptively, in unrehearsed contexts outside the classroom. Classroom tasks must therefore equip students with the skills necessary for communication in those contexts.

.Students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.

.The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge. Students are therefore encouraged to construct meaning through genuine linguistic interaction with others [10; 43].

The communicative approach was developed mainly in the context of English Second Language (ESL) teaching. The question must be asked, however, how universal can its application be? A. Malamah-Thomas points out that "one can relatively easily reach a fair level of communication in English, which has a relatively simple morphology (e. g. simple plurals with s, no adjectival agreement, no gender markers, etc). Neither is mastery of the highly irregular orthography of English a priority in an oral communication approach [11; 76]. French, for example, requires mastery of an enormously greater number of elements to reach a similar first year communicative level (different articles in front of nouns, gender, adjectival agreement, numerous verbal forms etc.). It is fatal for the progression and motivation of the learner to ignore this complexity.


1.2 Principles and features of the communicative approach


CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features. One of the most recognized of these lists is David Nunan <#"justify">1.An emphasis on learning to communicate through interaction in the target language.

2.The introduction of authentic texts into the learning situation.

3.The provision of opportunities for learners to focus, not only on language but also on the Learning Management <#"justify">1.Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.

2.Engagement: students are most engaged by content they have created themselves

3.Dialogic processes: learning is social and dialogic, where knowledge is co-constructed

4.Scaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills

5.Emergence: language and grammar emerge from the learning process. This is seen as distinct from the acquisition of language.

6.Affordances: the teachers role is to optimize language learning affordances through directing attention to emergent language.

7.Voice: the learners voice is given recognition along with the learners beliefs and knowledge.

8.Empowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks.

9.Relevance: materials (e. g. texts, audios and videos) should have relevance for the learners.

10.Critical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases [14; 83]

Today, we see our primary aim as teaching the practical use of English for communication with native speakers and others.is seen as central to language learning within the communicative approach framework, because it is the fundamental and universal form of language and so is considered to be language at work. Since real life conversation is more interactional than it is transactional, this approach places more value on communication that promotes social interaction.communicative approach also places more emphasis on a discourse-level (rather than sentence-level) approach to language, as it is considered to better prepare learners for real-life communication, where the entire conversation is more relevant than the analysis of specific utterances [15; 91].approach considers that the learning of a skill is co-constructed within the interaction between the learner and the teacher. In this sense, teaching is a conversation between the two parties.

1.3 Communicative competence as a goal of the FLT


Communicative competence is a main objective in communicative teaching.

Communicative competence is a term in linguistics <#"justify">·Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?

·Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?

·Discourse competence is knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?

·Strategic competence is knowing how to recognize and repair communication breakdowns, how to work around gaps in ones knowledge of the language, and how to learn more about the language and in the context. Strategic competence asks: How do I know when Ive misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I dont know the name of something or the right verb form to use? [18; 103]

Thus, we can see that the modules in this section identify eight aspects of communicative competence. They are grouped together in two groups of four:

ØLinguistic aspects:

-Phonology and orthography

-Grammar

-Vocabulary

-Discourse (textual)

ØPragmatic aspects:

-Functional aspect

-Sociolinguistic aspect)

-Interactional skills

-Cultural framework [19]

Linguistic aspects

The linguistics aspects of communicative competence are those that have to do with achieving an internalized functional knowledge of the elements and structures of the language.

Phonological competence is the ability to recognize and produce the distinctive meaningful sounds of a language, including:

·consonants

·vowels

·tone patterns

·intonation patterns

·rhythm patterns

·stress patterns

·any other suprasegental features that carry meaning [20].

Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication.competence as defined by Noam Chomsky would include phonological competence.of French need to learn to understand the different time references of sets of words such as je partais, je parte, je parterai, and to be able to make appropriate time reference when speaking or writing.

Lexical competence is the ability to recognize and use words in a language in the way that speakers of the language use them. Lexical competence includes understanding the different relationships among families of words and the common collocations of words.learning English need to be able to recognize the concept of chair and what makes it different from a stool, a sofa, or a bench. They also need to know that a chair is a piece of furniture, and that there are various kinds of chairs, including easy chairs, deck chairs, office chairs, rocking chairs and so on. They also need to understand how chair is now used in an extended sense for what used to be termed a chairman, especially when referring to a woman, as in Julie Wright is the chair of the committee [21].

Discourse competence is used to refer to two related, but distinct abilities. Textual discourse competence refers to the ability to understand and construct monologues or written texts of different genres, such as narratives, procedural texts, expository texts, persuasive (hortatory) texts, descriptions and others. These discourse genres have different characteristics, but in each genre there are some elements that help make the text coherent, and other elements which are used to make important points distinctive or prominent.a language involves learning how to relate these different types of discourse in such a way that hearers or readers can understand what is going on and see what is important. Likewise it involves being able to relate information in a way that is coherent to the readers and hearers.the following short discourse in English:

Once upon a time there was an old woman named Mother Hubbard, who had a dearly-loved dog named Bowser. Mother Hubbard was very poor and didnt _racti have enough food for herself and her pet.day Bowser came running up and barked hopefully to show his mistress how hungry he was. Mother Hubbard went to the cupboard to get her poor doggie a bone, because she felt sorry for him. But when she got to the cupboard it was bare, and so poor Bowser went hungry.

This story starts with the phrase Once upon a time, which tells us that it is a fairy tale. The first paragraph goes on to introduce the two characters: Mother Hubbard and Bowser. It also tells us the background information we need to know about Mother Hubbard. Even though this is such a short story we need to keep track of the two participants and the props: the cupboard and the bone. Note the words used to refer to Mother Hubbard: an old woman, herself, his mistress, she and those used to refer to Bowser: a dearly-loved dog, her pet, her poor doggie, him, poor Bowser.second paragraph starts with the words One day, which introduce an event we expect to be important. (In fact, it is the only episode in our story!) This episode has three main events:

·Bowser ran up and barked hopefully

·Mother Hubbard went to the cupboard

·The cupboard was bare

There is also some further information in subordinate clauses, which are linked to the main clauses by words that show the relationship between them:

·to show his mistress how hungry he was tells us the purpose for which Bowser barked.

·because she felt sorry for him tells us the reason why Mother Hubbard went to the cupboard.

·to get her poor doggie a bone tells us the purpose of going to the cupboard.

·and so poor Bowser went hungry tells us the result of the cupboard being bare.

The words But when she got there introduce the climax of the story: She expected the bone to be there, but it wasnt so poor Bowser went hungry., even in a short story such as this, we can identify cohesive and prominence elements in an English narrative text. Children learn intuitively as they are learning English, but adult learners may be helped by conscious attention to such elements.

Pragmatic aspects

The pragmatic aspects of communicative competence are those that have to do with how language is used in communication situations to achieve the speakers purposes.

Functional aspect of communicative competence refers to the ability to accomplish communication purposes in a language. Language fulfils the interactional function. It serves to ensure social maintenance, referring to the communicative contact between and among human beings that simply allows them to establish social contact and to keep channels of communication open. Successful interactional communication requires knowledge of slang, jargon, jokes, folklore, cultural mores, politeness and formality expectations and other keys to social exchange [22; 142]. There are a number of different kinds of purposes for which people commonly use language, e. g. g

reeting people is one purpose for which we use language. What we actually say in English could be Good morning, Hi, How ya doin, or Yo, depending on who we are and who we are talking to.

Sociolinguistic aspect of the communicative competence is the ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate social meaning for the communication situation, e. g. when greeting someone in a very formal situation an American might say, Hello, how are you? Or Nice to see you again, but if he were meeting a friend in an informal situation it would be much more appropriate to say Hi, or Hey, whatcha been doing?

Interactional competence involves knowing and using the mostly-unwritten rules for interaction in various communication situations within a given speech community and culture. It includes, among other things, knowing how to initiate and manage conversations and negotiate meaning with other people. It also includes knowing what sorts of body language, eye contact, and proximity to other people are appropriate, and acting accordingly, e. g.conversation with a checker at the check-out line in a grocery store in the US or England shouldnt be very personal or protracted, as the purpose of the conversation is mainly a business transaction and it would be considered inappropriate to make the people further back in the queue wait while a customer and the checker have a social conversation. Other cultures have different rules of interaction in a market transaction.

Cultural competence is the ability to understand behavior from the standpoint of the members of a culture and to behave in a way that would be understood by the members of the culture in the intended way. Cultural competence therefore involves understanding all aspects of a culture, but particularly the social structure, the values and beliefs of the people, and the way things are assumed to be done, e. g. it is impossible to speak Korean or Japanese correctly without understanding the social structure of the respective societies, because that structure is reflected in the endings of words and the terms of address and reference that must be used when speaking to or about other people.


1.4 Methodological aspects of teaching communication


The technology of communicative language teaching is based on using of various methodical techniques of _ractice situations of real interaction and the organization of pupils group activity (in steams, in small groups) for the purpose of the joint decision of communicative problems.

In its purest form, a communicative activity is an activity in which there is:

·a desire to communicate

·a communicative purpose

·a focus on language content not language forms

·a variety of language used

·no teacher intervention

·no control or simplification of the material [23; 95].

Lets examine each characteristic in turn.

1.A desire to communicate. In a communicative activity there must be a reason to communicate. When someone asks a question, the person must wish to get some information or some other form of result. There must be either an information gap or an opinion gap or some other reason to communicate.

2.A communicative purpose. When we ask students to describe their bedroom furniture to their partners, we are creating an artificial communicative purpose and making the activity more artificial by asking them to do it in English. We also create artificial information gaps by giving different information to pairs of students so that they can have a reason to exchange information.

3.A focus on language content not language forms. In real life, we do not ask about our friends family in order to _ractice have got forms. We ask the question because we are interested in the information. That is to say, we are interested in the language content and not in the language forms.

4.A variety of language is used. In normal communication, we do not repeatedly use the same language forms. In fact, we usually try to avoid repetition. In many classroom activities we often try to create situations in which students will repeatedly use a limited number of language patterns. This is also artificial.

5.No teacher intervention. When you are buying a ticket for The Lion King at the theatre, your teacher is not usually beside you to help or correct your English. Teacher intervention in classroom communicative activities adds to the artificiality.

6.No control or simplification of the material. In the classroom, we often use graded or simplified materials as prompts for communicative activities. These will not be available in the real world.

The main activity form in which communication is realized presents in the group work.

The goals of group work. The following description of the goals of group work focuses on the spoken use of language. There are several reasons for this focus. Firstly, group work is most commonly used to get learners talking to each other. Secondly, much research on group work in language learning has studied spoken activity, partly because this is the most easily observed and recorded. Thirdly, most teachers use speaking activities in unprincipled ways.such activities can be used and adapted to achieve goals in language-learning classes? Group work can help learning in the following ways.

. Negotiation of input: Group work provides an opportunity for learners to get exposure to language that they can understand (negotiate comprehensible input) and which contains unknown items for them to learn. There has been considerable research on the possible sources of this input and the processes of negotiation, with the general recommendation that group work properly handled is one of the most valuable sources. [24; 79]

2. New language items: Group work gives learners exposure to a range of language items and language functions. This will often require pre-teaching of the needed language items. Group work provides more opportunities for use of the new items compared to the opportunities in teacher-led classes. Group work may also improve the quality of these opportunities in terms of individualization, motivation, depth of processing, and affective climate.

. Fluency: Group work allows learners to develop fluency in the use of language features that they have already learned. The arguments supporting group work for learning new items also apply to developing proficiency in the use of these items.

4.communication strategies: Group work gives learners the opportunity to learn communication strategies. These strategies include negotiation strategies to control input (seeking clarification, seeking confirmation, checking comprehension, repetition), strategies to keep a conversation going, strategies to make up for a lack of language items or a lack of fluency in the use of such items, and strategies for managing long turns in speaking.

. Content: Particularly where English is taught through the curriculum, a goal of group work may be the mastery of the content of the curriculum subject the learners are studying. For example, a communicative task based on the water cycle may have as one of its goals the learning of the processes involved in the water cycle and the development of an awareness of how the water cycle affects our lives. In addition, the teacher may expect the learners to achieve one or more of the language-learning goals [25; 69].

Thus, we can state that group work is one of the traditional ways of organizing teaching foreign language and this form is developing. It is realized according to principles of the cooperative and communicative teaching and has its main goal to teach spoken language.on theoretical part:

.The value of communicative teaching has been recognized throughout human history.organizing individuals to work in support of one another and putting the interests of the group ahead of ones own are abilities that have characterized some of the most successful people of our time.

2.Communicative methodology includes a number of different (and perhaps interconnecting) principles:

-the primary aim of foreign language learning is communication with users of the foreign language,

-students study the foreign language as a system of communication,

students learn and _ractice the foreign language through communicative activities.

3.Cooperation of the teacher and the pupil assumes knowledge and ability of the teacher to dose out and direct the pupils independence which finally leads to autonomous and creative cognitive activity as a basis of personal formation and development. In the course of foreign language teaching the most qualitative perception and teaching material mastering occurs as a result of interpersonal informative dialogue and interaction of all subjects.

4.Theoretical aspects of communicative competence has important implications for understanding a communicative approach to foreign language teaching.

2. Typology of communicative language activities


2.1 Types of communicative activities and their arrangement


Different scholars define some different types of communicative activities. D. Gross states, that there are three general types of communicative activities: informal learning groups, formal learning groups, and study teams [26; 483].

Informal learning groups are ad hoc temporary clusterings of students within a single class session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have posed. You can also form groups of three to five to solve a problem or pose a question. You can organize informal groups at any time in a class of any size to check on students understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace.

Formal learning groups are teams established to complete a specific task, such as perform a lab experiment, write a report, carry out a project, or prepare a position paper. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their project is graded.

Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments. Study teams also inform their members about lectures and assignments when someone has missed a session. The larger the class and the more complex the subject matter, the more valuable study teams can be.Nation have developed types of arrangement of communicative activities. He assumes that a useful way of classifying arrangement of these activities is to look at the distribution of the information needed to do the activity. In many activities learners have equal access to the same material or information and cooperate to do the task. Thus, P. Nation lists them:

the cooperating arrangement where learners have equal access to the same material or information and cooperate to do the task,

-the superior-interior arrangement where one member of the group has information that all the others need,

the combining arrangement where each learner has a different piece of information that all the others need,

the individual arrangement where each learner has access to the same information but must perform or deal with a different part of it [27; 167].

These four different types of communicative activities achieve different learning goals, they are best suited to different kinds of tasks, require different kinds of seating arrangement, and draw on or encourage different kinds of social relationships. In order for group work to be successful, each type of group work must have its most suitable choice of other factors.us now look at each type in turn to see how the principle of communicative work applies and arranged.

The combining arrangement is the ideal arrangement for communicative work because it ensures interest and participation. It may be noticed that ways of making other arrangements more effective often involve adding an element of combining. The essential feature of a combining arrangement is that each learner has unique, essential information. This means that each learner has a piece of information that the others do not have, and each piece of information is needed to complete the task. Here is an example involving a group of three learners: Each learner has a map of an island. However, on one learners map only some of the towns are named and only some of the roads are indicated. On the second learners map some of the other towns are named, the railway system is given, and the airport is shown. On the third learners map the remaining roads and-towns are shown, the central mountain is named, and the forest is indicated. Each learners map is therefore incomplete, and each learner has information that the other two do not have. By combining this information each learner can make a complete map. They do this by keeping their map hidden from the others and by describing what is on their map for the others to draw on theirs.best seating arrangement of the members of the group during this activity supports the essential features of the arrangement. Each learner needs to have equal access to the others to get the essential information while preserving the uniqueness of their own information. This means that when working in pairs the learners should face each other, because that allows good communication while hiding their written or pictorial information. When working in a group, it is best if the learners sit in a circle, so that each learner is an equal distance from any other learner. Equal access to each other is the most important element in the seating arrangement of combining-arrangement groups.social relationship amongst the members of a combining group needs to be one of equality. For this reason it is usually unwise for the teacher to become a member of a group unless the learners are prepared to treat the teacher as an equal and the teacher is willing to take a non-dominant role. Some teachers find this difficult to do. In addition, various status relationships among learners may upset the activity. Research by Philips with the Warm Springs Indians found that the way in which the local communitys group activities were organized had a strong effect on learners participation in classroom activities [28; 370]. Just as social relationships can affect the group activity, participation in the group activity can have effects on the social relationships of learners. Aronson et al. found that working in combining arrangements increased the liking that members of the group had for each other, and resulted in a relationship of equality [29; 43].

Research on the combining arrangement as a means of achieving learning goals has focused on acquiring language through negotiating comprehensible input and mastering content. Long and Porter call combining-arrangement activities "two-way tasks" to distinguish them from superior-inferior activities ("one-way tasks). This research indicates a superiority for combining arrangement activities over teacher-fronted activities and "one-way tasks" [30; 208].

The most suitable tasks for combining-arrangement group work include:

.completion, e. g., completing a picture by exchanging information, completing a story by pooling ideas;

. providing directions, e. g., describing a picture for someone to draw, telling someone how to make something;

. matching, classifying, distinguishing, e. g., deciding if your partners drawing is the same as yours, arranging pictures in the same order as your partners unseen pictures;

. ordering, e. g., putting the sentences or pictures of a story in order.arrangement activities do not usually present problems for the teacher. Group size is not a restricting factor. Strip-story exercises involving the ordering of pictures or sentences can be done with groups of 15 or more as long as learners can sit in a large circle or move about to have easy access to each other. One difficulty that may occur is maintaining the uniqueness of each learners information. This can be done by getting learners to memorize their information at the beginning of the task, or, in pair work, setting up a physical barrier between learners. This physical barrier may be a cardboard screen about 30 centimeters high.combining groups be made up of learners with mixed proficiency or with roughly similar proficiency? In assessing the spread of participation in the activity, P. Nation found that learners in a homogeneous, low-proficiency group had more equal spoken participation than learners in mixed groups [27; 89]. Johnson, D. W. found that most negotiation of meaning occurred when learners were of different language backgrounds and of different proficiency levels. Clearly, different goals will require different group membership [31; 49].

The cooperating arrangement is the most common kind of group work. Its essential feature is that all learners have equal access to the same information and have equal access to each others view of it. This is because the purpose of a cooperating activity is for learners to share their understanding of the solutions to the task or of the material involved. Here is an example:learners are shown a picture and have several questions to answer about it, such as: If you had to write a one-word title for this picture, what would it be? What happened before the event in this picture? What are the characters feelings towards each other? The learners discuss their answers to the questions.best seating arrangement for the members of the group is to sit in a horseshoe with the material in the open end of the horseshoe, or in a circle if there is no material to look at. Similarly, in a pair the learners should sit facing the same direction with the material in front of them. As much as possible, all the learners in a group should be the same distance from the material and the same distance from each other. If the information is a text or a picture, then it is best not to give each learner a copy, because this would encourage individual rather than cooperative activity.requires some degree of equality between learners, particularly a rough equality of skill. Research shows that group performance is often inferior to the best individuals performance if there is an exceptional individual in the group. Thus, for cooperating activities it is best to put exceptional learners in one group rather than to spread them across groups. The considerable amount of research on cooperating activities with native speakers shows the good effects that such work has on improving social relationships among learners, including learners from different ethnic backgrounds. The most suitable tasks for cooperating-arrangement group work include:

. ranking, ordering, choosing, e. g., choosing the best candidate for a job, ranking a list of items needed for survival or a list of actions open to you;

. finding implications, causes, or uses, e. g., brainstorming the uses of a paper clip on a desert island, interpreting a picture;

. solving problems, e. g., answering letters, solving logical puzzles, simulations;

. producing material, e. g., making a radio program, preparing for a debate or play.

The major problem with cooperating arrangements is encouraging each learner to play an active part in the group. Because all learners have equal access to the same information, no individual is essential to the activity as occurs in the combining arrangement. Various stratagems have been used to deal with nonparticipation. One way is to introduce elements of the combining arrangement by giving each learner in the group a different job to do. For example, one acts as the secretary to keep a record of decisions. One has the job of encouraging each learner to offer an opinion. One controls the various steps in the discussion procedure. Another way is to have a reward structure that gives the group responsibility for each individuals learning by rewarding the winning group rather than any individual in the group. A third way to deal with non-participation is to change group size or the people in the groups to provide the optimum climate in each group for participation to occur.

The superior-inferior arrangement in group work is a parallel to traditional class teaching. The essential feature of the arrangement is that one or more learners have all the information that the others in the group need. Here are two examples.learner has a complete text. The other learners have some important words from the text. By asking yes/no questions using those words as clues, the learners try to reconstruct the text.learner has a dictation text that she dictates to the others in the group. They write the dictation.best seating arrangement of the members of the group is with the person in the superior position facing the others. All the others should be an equal distance from the person with the information. Notice that this arrangement has parallels with the combining arrangement. The combining arrangement may be viewed as a set of superior-inferior arrangements with every learner in the group having the chance to be in the superior position-that is, having information that others need and do not have.social relationship amongst the members of a superior-inferior group is one of inequality. The person with the information is in a superior position. This person may gain status from being in this position or may need to be a person with such status.on peer teaching with native speakers shows that the superior-inferior arrangement can result in a lot of useful learning, particularly in pair work.most suitable tasks for superior-inferior group work include:

. data gathering, e. g., interviews, questioning;

. providing directions, e. g., telling how to get to a place on the map, providing instructions about how to arrange parts to make a complete item;

.completion.

The individual arrangement of the group-work means that each learner has the same information but must perform individually with a part of that information. The Say It! Exercise is a good example of this:


All the learners in a group can see a grid:

123AWhat animals are helped by the tree? What animals help the tree? What animals hurt the tree? ВName five parts of a tree. Explain why the tree is like a small world. Explain what a twig is. СWhat is your favorite part of a tree? Why? What is the biggest tree near us? Near your home? How do trees help? section of the grid has a different task. The learners take turns to name a section of the grid, e. g., B l, and the next learner in the group has to carry out the task. The exercise is based on an article called "The World of a Tree. The learners would read it before doing the exercise.the superior-inferior arrangement and combining arrangement, no learner has information that the others do not have. Unlike the cooperating arrangement, each learner makes an individual performance which is not necessarily helped by the others in the group. The major effects of the individual arrangement are to increase the time each learner can spend on a task, and to ensure that each learner participates.learners in the group need to have equal access to the material and be in sight of each other. Sitting in a circle is usually the most convenient.most suitable tasks for the individual arrangement in group work include:

. solving problems, e. g., role play activities where each individual must perform in a certain way;

. repetition, e. g., a chain story where learners retell the story to each other and see the changes that occur in retelling;

.completion, e. g., each learner has to add a part to complete a story.work like any other class activity, can quickly become a routine. Once students are used to it and have regular working partners, it can be organized quickly and easily (by saying "Now get into your groups). The first new times that teachers try to make group work are very important - they need to give more careful instructions and know exactly how they will divide the class.teaching practices were developed in organizing class into groups. Some types of class dividing are shown in the picture (see Appendix B, pic.1)., we can state that types of group work are: formal learning groups, informal learning groups, study teams.of group work arrangement are: the cooperating arrangement, the superior-interior arrangement, the combining arrangement and the individual arrangement.


2.2 Techniques of communicative teaching


According to R. Gower, D. Philips, S. Walters, "The aim of communication activities is to encourage purposeful and meaningful interaction between students.communicative tasks are designed so that students have a reason or a purpose for speaking: they are bridging an information or opinion gap; they are asking for or giving real information or finding out about the opinions of their fellow students. Not only are these activities motivating in the classroom, but they offer a challenge which mirrors real-life interaction" [14; 108].

Communicative teaching suggests pair work and group work activities. Pair work is sometimes referred to as open or closed depending on whether just one pair is speaking, usually across the class, to provide some sort of model for the others (open) or whether the whole class is divided into pairs and working simultaneously (closed). Frequently a closed pair activity is preceded by a small amount of open pair practice to get it going.type of communicative activity is the mingle activity in which all the students stand up and move around talking in turn to the other students - so that pairs and small groups are being continually formed and re-formed.these communicative activities:the students more valuable talking time. It gives them more of the time they require to practice the language than is possible when you are dealing with the class as a whole;you to withdraw and monitor individual performances;rapport between students;an opportunity for the students to co-operate with one another and learn to become independent of the teacher;the students to invest much more of themselves in the lesson;an opportunity for shy or unconfident students to participate whereas they would be reticent about contributing in front of the whole class;a change in pace;variety to a lesson.way the teacher use pair work and group work can depend on such factors as the experience and expectations of the students, their level, and whether they are in a monolingual or multilingual group.is important to remember that not all students are used to interactive activities in class. The teacher may have to introduce pair work and group work activities gradually, making sure the tasks are clearly defined, and pointing out the rationale and advantages of the approach. In a monolingual group it may be useful to discuss the purpose of such activities and to set up the first one or two in the mother tongue.lower levels tasks need to be limited, more structured and generally shorter than at higher levels. However, although lower levels will need more controlled practice than advanced students they will still need opportunities to express themselves freely, just as advanced levels will need some controlled practice.

This type of activity has a place in most types of lesson. Every opportunity should be taken for the students to talk to each other - when asking about unknown words, comparing their answers to tasks, correcting each others work as well as in activities set up especially with pairs and groups in mind - practice dialogues, information gap activities, role plays, discussions and games, etc., communicative teaching possesses techniques of intercourse activity (dialogue, brainstorming role plays and dramatization, debates, games, debates, projects, etc.).

Dialogue. A dialogue consists of a series of lead-response units. The significant feature of a lead-response unit is that the response part may, and usually does, serve in its own turn as a fresh inducement leading to further verbal exchanges, i. е.:



A response unit is a unit of speech between two pauses. It may consist of more than one sentence. But the most characteristic feature of a dialogue is that the lead-response units are closely connected and dependent on each other. The lead is relatively free, while the response depends on the first and does not exist without it.is the book?

5.There, on the shelf [32; 168].teaching dialogue one should use pattern dialogues as they involve all features which characterize this form of speech.are three stages in learning a dialogue:

·receptive;

·reproductive;

·constructive (creative).

1. Pupils "receive" the dialogue by ear first. They listen to the dialogue recorded or reproduced by the teacher. The teacher helps pupils in comprehension of the dialogue using a picture or pictures to illustrate its contents. They listen to the dialogue a second time and then read it silently for better understanding, paying attention to the intonation. They may listen. to the dialogue and read it again, if necessary.

. Pupils enact the pattern dialogue. We may distinguish three kinds of reproduction:

Immediate. Pupils reproduce the dialogue in imitation of the speaker or the teacher while listening to it or just after they have heard it. The teacher checks the pupils pronunciation, and intonation in particular. The pupils are asked to learn the dialogue by heart for homework.

Delayed. After pupils have learned the dialogue at home, they enact the pattern dialogue, in persons. Before calling on pupils it is recommended that they should listen to the pattern dialogue recorded again to remind them of how it "sounds.

Modified. Pupils enact the dialogue with some modifications in its. Contents. They change some elements in it. The more elements (main words and phrases) they change in the pattern the better they assimilate the structure of the dialogue:

.Will you help me, sonny?

7.What shall I do, Mother?

.Will you bring me a pail of water?

.Certainly I will.

The use of pictures may be helpful. Besides pupils use their own experience while selecting the words for substitutions.work should not be done mechanically. Pupils should speak on the situation. As a result of this work pupils master the structure of the pattern dialogue (not only the contents), i. e., they can use it as a model for making up dialogues of their own, that is why pattern dialogues should be carefully selected.first two stages aim at storing up patterns in pupils memory for expressing themselves in different situations, of course within the topics and linguistic material the syllabus sets for each. Form.

. Pupils make up dialogues of their own. They are given a picture or a verbal situation to talk about. This is possible provided pupils have a stock of patterns, a certain number of phrases for starting a conversation, joining in, etc. They should use those lead-response units they have learned in connection with the situation suggested for a conversation.the third stage the choice of stimuli is of great importance, as very often pupils cannot think what to say, though they know how to say this or that. Therefore audio-visual aids should be extensively utilized.teaching dialogue the teacher uses pattern dialogues and should be sure that pupils go through the three stages from receptive through reproductive to creative, supply them with the subject to talk about.teaching speaking the problem is what form of speech to begin with, and what should be the relationship between monologue and dialogue. This problem may be solved in different ways. Some methodologists give preference to dialogic speech in teaching beginners, and they suggest that pupils learn first how to ask and answer questions which is mostly characteristic of a dialogue, and how to make up a short dialogue following a model. Others prefer monologic speech as a starting point. Pupils are taught how to make statements, how to combine several sentences into one utterance in connection with an object or a situation offered.approaches to the problem are reflected in school textbooks now in use. Some prefer to begin with dialogic speech. They start by teaching pupils how to ask various types of questions. For example:

The book is on the desk. The book isnt under the desk. Is the book on the desk? Yes, it is. (No, it isnt.) Is the book on the desk or under it? Its on the desk. Wheres the book? Its on the desk [33; 129].to the relationship between monologue and dialogue, it should vary from stage to stage in teaching speaking in schools. In the junior stage (5-6 forms) dialogic speech, the one which allows the teacher to introduce new material and consolidate it in conversation, must prevail. In the intermediate stage (7-8 forms) dialogue and monologue must be on an equal footing.the senior stage (9-10 forms) monologue speech must prevail since pupils either take part in discussion and, therefore, express their thoughts in connection with a problem or retell a text read or heard. To sum it up both forms of speech (monologue and dialogue) should be developed side by side with preference for the one which is more important for pupils progress in learning a foreign language at a certain stage. speech in both forms may be of two kinds: prepared and unprepared. It is considered prepared when the pupil has been given time enough to think over its content and form. He can speak on the subject following the plan made either independently at home or in class under the teachers supervision. His speech will be more or less correct and sufficiently fluent since plenty of preliminary exercises had been done before.schools, however, pupils often have to speak on a topic when they are not yet prepared for it. As a result only bright pupils can cope with the task. In such a case the teacher trying to find a way out gives his pupils a text which covers the topic. Pupils learn and recite it in class. They reproduce the text either in the very form it was given or slightly transform it. Reciting, though useful and necessary in language learning, has but little to do with speech since speaking is a creative activity and is closely connected with thinking, while reciting has to do only with memory. Of course, pupils should memorize words, word combinations, phrases, sentence patterns, and texts to "accumulate the material and still it is only a prerequisite. The main objective of the learner is to be able to use the linguistic material to express his thoughts in the dialogue speech.

Brainstorming is a popular tool that helps students to generate creative solutions to a problem. It is particularly useful when there is a need to break out of stale, established patterns of thinking, so that you can develop new ways of looking at things. It also helps overcome many of the issues that can make group problem-solving a sterile and unsatisfactory process. Used with the team, it helps bring the diverse experience of all team members into play during problem solving. This increases the richness of ideas explored, meaning that students can find better solutions to the problems they face. Whats more, because brainstorming is fun, it helps team members bond with one-another as they solve problems in a positive, rewarding environment. Brainstorming provides a freewheeling environment in which everyone is encouraged to participate. Quirky ideas are welcomed, and many of the issues of group problem-solving are overcome. All participants are asked to contribute fully and fairly, liberating people to develop a rich array of creative solutions to the problems theyre facing. Brainstorming combines a relaxed, informal approach to problem-solving with lateral thinking. It asks that people come up with ideas and thoughts that can at first seem to be a bit crazy. The idea here is that some of these ideas can be crafted into original, creative solutions to the problem youre trying to solve, while others can spark still more ideas. This approach aims to get people unstuck, by "jolting" them out of their normal ways of thinking. During brainstorming sessions there should therefore be no criticism of ideas: Students are trying to open up possibilities and break down wrong assumptions about the limits of the problem. Judgments and analysis at this stage stunt idea generation. Ideas should only be evaluated at the end of the brainstorming session - this is the time to explore solutions further using conventional approaches [34; 94].

Role play and dramatization are modeling various situations for the educational aims of developing speaking abilities. They reflect a principle of problematical character at its certain organization and allows solving problem situations of a various degree of complexity [35; 76]. It can be used independently as well as in a context of a method of projects. Pupils apply the experience of the saved up knowledge, results of research during work above the project in realization of socially significant roles growing on the importance with passage of a cycle of occupations. Such modeling of situations of professional - business intercultural dialogue helps pupil to get used to various situations of the future activity which he can face in a real life [36; 65]. Problematical character of role game is realized through modeling of situations in which this or that problem can find the certain decision.in a role, pupil solves problem situations, evidently showing in full communicative competence the practical decision of a problem. Certainly, such way of protection should be adequate to a researched problem. Selection by that and problems for use of this or that method is a separate research problem. Here it is important, that communicative competence was formed in real acts of intercourse in which the English language is means of formation and a formulation of idea [37; 49]. Thus, pupil, being based on the skills generated with the help of a debatable method, it is capable to apply and develop these skills in concrete situations of dialogue, carrying out socially significant roles and skill to assert the position in problem situations.can be one or several role play groups. If the whole class represents one role play group, it is necessary to keep some minor roles which can be taken away if there are less people in class than expected. If the teacher runs out of roles, he/she can assign one role to two students, in which one speaks secret thoughts of the other. With several role plays, when deciding on their composition, both the abilities and the personalities of the students should be taken into consideration. For example, a group consisting only of the shyest students will not be a success. Very often, optimum interaction can be reached by letting the students work in one group with their friends [38; 73].

Whether taking any part in the role play or not, the role of the teacher is to be as unobtrusive as possible. He or she is listening for students errors making notes. Mistakes noted during the role play will provide the teacher with feedback for further practice and revision. It is recommended that the instructor avoids intervening in a role play with error corrections not to discourage the students.it is difficult to distinguish between a role play and simulation. Both are forms of games mirroring a slice of reality. As a rule simulations are more highly structured and contain more diverse elements in their content and procedure. Simulations are simplified patterns of human interactions or social processes where the players participate in roles. Most simulations demand that the participants are supplied with background information and materials to work from both before and during the simulation. Accomplishing the task set in a simulation has sometimes got to be done within a time limit, e. g. in writing the front page of a newspaper, just as in reality. In contrast to simulations, role plays often consist of short scenes, which can be realistic - as in acting out a shopping situation - or pure fantasy - as in pretending to interview on TV. Realistic role plays have been common features of situational language teaching for a long time and are catered for by suitable dialogues in most beginners textbooks.plays are quite demanding foreign language situations in that the players have to use the foreign language correctly and adequately both in terms of the foreign language itself and the particular role that is acted out. Even very advanced learners of English are rarely able to speak consciously in a particular style or register, which may be necessary for a role. For these students the study of texts, or better, video tapes of encounters where the foreign language is used at different levels of formality, can be a valuable training in this skill prior to role play [39; 40].plays improve the students oral performance generally, and simulations quite often train all four skills. The complexity of simulations, which run over several stages, prevents the teacher from exactly determining beforehand which structures, words and language skills will be needed by the players. Therefore simulations mainly constitute practice sessions where the participants draw on everything they have learnt so far.

Debates (discussion) allow forming the conscious attitude to consideration of problems, activity in its discussion, speech culture, an orientation on revealing of the reasons of arising problems and installation on their decision further. Here the principle of formation of critical thinking is realized. Language, thus, is simultaneously both the purpose and means of teaching. The technique of debates helps pupils not only to seize all four kinds of speech activity, but to bring a language situation on a background of a problem of social and cultural sphere, to find out the reasons of the arisen situations and try to solve them. Interest to the independent decision of a problem is the stimulus, driving force of process of knowledge [40; 59]., application of discussion allows making active cognitive activity of pupils, their independence, forms culture of creative operative thinking, creates conditions for use of personal life experience and received before knowledge for mastering new. As discussion and the decision of problems occurs during controlled group dialogue at participants skill to operate in interests of group is developed, there is an interested respect for interlocutors and conducts to formation of collective. Application of this method in aggregate with a method of projects allows generating thinking and owning not only the English language, but also the expert understanding in various problems, capable to be guided in quickly varying information streams.are pros and cons of group discussion:

group discussions provide for greater interaction between students,

-instructors maintain a greater control over what is being taught because they are able to steer the discussion.

auditory learners find them appealing to their learning style,

teachers can check on what students are retaining through questions posed,

group discussion is comfortable for many teachers because it is a modified form of lecture,

students have a tendency to stay focused on the lesson because they might be called on to answer questions,

students may feel more comfortable asking questions during group discussions.

But:

group discussions require setting up and enforcing ground rules for students. If these rules are not enforced then there is a possibility that the discussion could quickly go off-topic.

-students who are weak in note-taking skills will have trouble understanding what they should remember from group discussions. This is even more so than in lectures in many cases because not only the teacher but fellow students are talking about the lesson,

some students may not feel comfortable being put on the spot during a whole group discussion.

Thus, group discussions are an excellent teaching method when used in conjunction with other methods. Instruction should be varied from day to day to help reach the most students possible. Teachers need to provide their students with note taking skills before starting discussions. It is important that teachers be good at managing and facilitating discussions. Questioning techniques are effective for this. Two questioning techniques that teachers employ is to increase their wait time after questions are asked and to only ask one question at a time.

Many experienced textbook and methodology manuals writers have argued that collaborative games are not just time-filling activities but have a great educational value in communicative teaching. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms. He also says that games should be treated as central not peripheral to the foreign language teaching programme [41; 43]. A similar opinion is expressed by Richard Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching [42; 26].interactive teaching collaborative games are used. They are aimed to developing communicative abilities, fluency in speaking, creative mind.are many advantages of using games. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard Amato, they, "add diversion to the regular classroom activities," break the ice, " [but also] they are used to introduce new ideas. [19, c.56]. In the easy, relaxed atmosphere which is created by using games, students remember things faster and better. Further support comes from A. Zdybiewska, who believes games to be a good way of practicing language, for they provide a model of what learners will use the language for in real life in the future [43; 48].games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems.

Project is a set of educational and cognitive modes which allow solve this or that problem as a result of independent actions of pupils with obligatory presentation of results. With reference to a lesson of foreign language, the project is specially organized by the teacher and independently carried out by pupils, finished with creation of a creative product.work with the projects teacher can realize in groups and individually. It is necessary to note, that the method of projects helps children to seize such competences as: to be ready to work in collective, to accept the responsibility for a choice, to share the responsibility with members of the team, to analyze results of activity [44; 24].a project work students are put in the centre of the action, where they use the language and practice communicative speech. The purpose of this method is to encourage the learners to work things out for themselves. It is an extended language activity, focusing on the topics, themes. The project work is a means of communication and enjoyment. The learners can experiment with the language as something real. It is a highly adaptable methodology, it is useful as a means of generating positive motivation, because it is very personal. The students tell about their own lives, their own research into topics that interest them. This work helps them to understand that they can use English to talk about their own world, it improves their ability to think [45; 37].work allows students to consolidate the language that they have learnt and encourages them to acquire new vocabulary and expressions. In addition, it gives learners integrated skills practice. Throughout project work students have extensive practice of the skills of reading, writing, listening and speaking. Using projects with classes provides excellent opportunities for cross - curricular work. The topics should be carefully chosen and have to be presented in a lively and up-to-date manner. It is important to present a new project in an enthusiastic way and encourage the class activity in a discussion about the key topic [46; 54]. The more students are engaged in to a project, the more likely that the project will be a success. The teacher tries to encourage learners to think of their own ideas, to produce something new of their own. Before setting up a project it is essential to explain the final outcome, this will help them to understand what they are doing and why. The teacher explains the students that at the end of the project they will write or design a small leaflet on the topic, a wall display, a poster…are some stages in presenting a project:

.Initial discussion of the idea.

2.Decide a form of the project.

.Practicing language skills.

.Collecting information.

.Displaying the result of the research [46; 54]

Every project work finished in stage of reflection. All errors are marked and corrected is a cooperative learning technique that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience. The jigsaw technique was first developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since then, hundreds of schools have used the jigsaw classroom with great success [29; 43].technique learning allows students to be introduced to material and yet maintain a high level of personal responsibility. The purpose of Jigsaw is to develop teamwork and cooperative learning skills within all students. In addition it helps develop a depth of knowledge not possible if the students were to try and learn all of the material on their own. Finally, because students are required to present their findings to the home group, Jigsaw learning will often disclose a students own understanding of a concept as well as reveal any misunderstandings.strategy involves students becoming "experts" on one aspect of a topic, then sharing their expertise with others. Divide a topic into a few constitutive parts ("puzzle pieces). Form subgroups of 3-5 and assign each subgroup a different "piece" of the topic (or, if the class is large, assign two or more subgroups to each subtopic). Each groups task is to develop expertise on its particular subtopic by brainstorming, developing ideas, and if time permits, researching. Once students have become experts on a particular subtopic, shuffle the groups so that the members of each new group have a different area of expertise. Students then take turns sharing their expertise with the other group members, thereby creating a completed "puzzle of knowledge about the main topic. A convenient way to assign different areas of expertise is to distribute handouts of different colours. For the first stage of the group work, groups are composed of students with the same colour of handout; for the second stage, each member of the newly formed groups must have a different colour of handout.jigsaw helps to avoid tiresome plenary sessions, because most of the information is shared in small groups. This method can be expanded by having students develop expertise about their subtopics first through independent research outside of class. Then, when they meet with those who have the same subtopic, they can clarify and expand on their expertise before moving to a new group. One potential drawback is that students hear only one groups expertise on a particular topic and dont benefit as much from the insight of the whole class; to address this issue, you could collect a written record of each groups work and create a master document-a truly complete puzzle-on the topic.its simplest form, the Jigsaw instructional strategy is when:

. Each student receives a portion of the materials to be introduced;

. Students leave their "home groups and meet in "expert groups;

. Expert groups discuss the material and brainstorm ways in which to present their understandings to the other members of their "home group;

. The experts return to their "home groups to teach their portion of the materials and to learn from the other members of their "home group. [26, c.39]benefit of the jigsaw classroom is that it is a remarkably efficient way to learn the material. But even more important, the jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. This "cooperation by design facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.

Snowball Groups/Pyramids. This technique involves progressive doubling: students first work alone, then in pairs, then in fours, and so on. In most cases, after working in fours, students come together for a plenary session in which their conclusions or solutions are pooled. Provide a sequence of increasingly complex tasks so that students do not become bored with repeated discussion at multiple stages. For example, have students record a few questions that relate to the class topic. In pairs, students try to answer one anothers questions. Pairs join together to make fours and identify, depending on the topic, either unanswered questions or areas of controversy or relevant principles based on their previous discussions. Back in the large class group, one representative from each group reports the groups conclusions.


3. Approbation of technology in teaching communication


We have developed and approbated 10 lessons using the communicative activities for the 7th Form of the secondary school.was held at Ushakovskaya school, Karasusky district, Kostanay region.

lessons were conducted.

Conditions of approbation:

There were computers for each pupil, interactive board, tape-recorder, video-recorder, multimedia.were designed for the group of 14 pupils with middle and high level of the English language.

Procedure of approbation

Lesson 1

Topic: "Environmental problemsDate: 8.10.2011

Aim: to develop communicative competence.:dialogue skills,of listening skills with a support on the read text,of ability to a logic statement of the text,of speech habits on the situationof ecological thinking and conducting.


#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment Teacher: Good afternoon dear children! Glad to see you. Today we are going to speak about environmental problems. Well practice our skills in speaking, reading and listening. I wish you to be calm and to work well. 2 min2 EngageLook at the screen, please. Lets see the first slide - the topic of the lesson and the second slide - the inscription and try to translate it: "People will be lost from inability to use forces of the nature and from ignorance of the true world"-the inscription on a pyramid of Cheops. 2 min 1-2 slides of the presentation 3 StudyAnd now, lets speak about nature and environmental problems. But at the beginning look at the blackboard and read the words which help us understand the information from the text (see Appendix to the lesson 1) 3 minwords 4ActivateReading the text. Using the words. "The Earths atmosphere" - see Attachment to the lesson 7 minText "The Earths atmosphere. 5ActivateAnswer the questions: What is the ozone layer? How is it being damaged? What harm does the damage bring to the Earth? 5 min6ActivateFind the words in the text: Озоновый слой; ежедневное использование; рак кожи; ослаблять иммунную систему; загрязнять слой; разрушать; ультрафиолетовые лучи; озоновая дыра; проникать; разрушительный3 min7ActivateAnd now well speak about other environmental problems. Look at the screen (presentation) Land, air and water are important for the life on the Earth. But what is happening now? Water is polluted Land is polluted Air is polluted10 minPresentation8ActivateNow lets play a game. Imagine that your neighbor is the alien. An alien has arrived on our planet, to learn how we live and asks us about our environmental problems. We are working in groups. These cards will help you to make the dialogue. 7 min Flashcards 9ActivateLets make a KWL-chart4 min10SummaryYou were great. I like your working today. You were very active. As for your marks, they are… Stand up please. The lesson is over. Hometask: Monologue about environmental problems2 minto the lesson 1

"The Earths atmosphere"

High above the Earths atmosphere there is a thin veil called the ozone layer, which protects the earth from the suns destructive ultraviolet (UV) rays.protective layer is being damaged by chemicals, which are released into the atmosphere by the daily use of industrial and household product such as refrigerators, air conditioners, cleaning chemicals, food packing, and etc. the chlorine attacks the ozone molecules, thinning or even making a "hole in the ozone layer. This "hole allows more UV rays to penetrate to the Earth.to UV rays can increase the risk of skin cancer, weaken the immune system, and damage the retina.only humans are at risk, so are animals, plants, and the environment in general.

Analysis of the lesson 1

1. The topic of my lesson was "Environmental problems

I have set a goal to develop communicative competence.objectives of the lesson were:dialogue skills,of listening skills with a support on the read text,of ability to a logic statement of the text,of speech habits on the situationof ecological thinking and conducting.

I have used visual aids: presentation PowerPoint, flashcards and communicative techniques of KWL-chart, dialogues, a game.

2. Type of the lesson - skill-oriented.

Methods: question - answer, individual and group - work.material about environmental problems.

3. Structure and procedure of lesson phases were justified, the transition from one phase to another is carried out in accordance with the logic.the lesson communicative and productive skills of speaking were formed, a new vocabulary was introduced and consolidated.

.organizational moment successfully "switch" for students to learning, the teacher talks to them in a foreign language.lesson plan directs students to achieve practical and educational purposes.

. Introducing of new material. Engaging includes a new material in the form of communication. Visual aids were used in order to motivate pupils and to introduce material effectively.

. In teaching communication I have used grammar and vocabulary material. The technique of filling words were used.

. Language material (lexical) corresponded to the age of students, their interests, level of education. To activate the linguistic material in the speech of students I suggested a technique of KWL-chart, a game in order to consolidate new lexical items.

. Lesson corresponds in its structure and content. The aims and tasks of the lesson were realized.

Lesson 2

Topic: "Welcome to Australia" Date: 12.10.2011

Aim: to develop communicative competence.

to develop intercultural competence,develop the pupils speaking, listening, writing skills;revise the knowledge of the theme "Australia";develop pupils motivation.

Equipment of the lesson: slides, pictures, a map.


#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. Teacher: Dear boys and girls! I'm very glad to see you at our lesson today because we have an unusual lesson - a competition. The class is divided into two teams. They will show us their knowledge of Australia because our lesson is devoted to this country. We'll speak about its landmarks, the capital of the country and some interesting facts. We'll have several tasks at the lesson. I hope our competition will be fun. 1 min2EngagePhonetic drill "I'm Australia" I'm a child of a dreamtime people, Part of the land, like an old gum tree. I'm the river softly singing Chanting our songs on the way to the sea. I awakened here when the earth was new, There was emu, wombat, kangaroo. No other man of a different hue. I'm the land and this land is me. I'm Australia! 3 minpoem3ActivateTeacher: We'll also have the group of experts. They are English teachers. They will assess your knowledge. Let's start our competition and introduce our teams to each other. Students: The name of the first team is "The Koala". The name of the second team is "The Kangaroo". Teacher: The first task is the following: answer the questions ab6ut Australia. 1) What is the capital of Australia? (Canberra) 2) What isapopular Australian animal? (Koala, Kangaroo, Emu.) 3) Who discovered Australia? (Captain Cook) 4) Who are the Australian natives? (Aborigines) 5) What is the official language in Australia? (English) 6) In which season do Australians celebrate Christmas? (in summer) 3. Teacher: The second task is "Spot the mistake". You will listen to a text about Australia. You know a lot of facts about this wonderful continent. Now try to spot the mistakes made in facts about Australia and correct them. Be attentive! The capital of Australia is Sydney. Australia was discovered by Christopher Columbus. Canberra is the home of Indian's government and embassies from around the world. Australia is an Australian - speaking country. New Year is in the middle of winter. Australia's national landmarks are located in Brisbane. (The capital of Australia is Canberra. Australia was discovered by Captain Cook. Canberra is the home of Australia's government and embassies from around the world. Australia is an English - speaking country. New Year is in the middle of summer. Australia's national landmarks are located in Canberra.) rv. Jumbled letters. Write the correct sentences: 1) million, Australia, eight, has, of, kilometers, an area, it, square, about. (It has an area of about eight million square kilometers.) 2) birds, a land, Australia, animals, is, of, other, of the, found, cannot, parts, world, be, which, and, in. (Australia is a land of birds and animals which cannot be found in other parts of the world.) 25 min 4 EngageV. Quiz: Have you got acquainted with Australia? Teacher: This quiz has ten questions. There are three answers to each question but only one of them is correct. I'll give you 5 minutes to do it. 1. Australia is. a) a small country b) the largest country in the world c) the sixth largest country in the world 2. Which city is Australia's capital? a) Sydney b) Melbourne c) Canberra 3. Australia's area is. a) 9.4 million sq. km. b) 8 million sq. km c) 268 700 sq. km 4. Australia's population is. a) 19 million people b) 58 million people c) 3.5 million people 5. How many states are there in Australia? a) 50 b) 6 c) 10 6. The largest Australian state is. a) Tasmania b) Western Australia c) New South Wales. 7. The longest Australia's river is. a) the Murray b) the Darling c) the Murrumbidgee 8. The name of this animal is an Aboriginal one for "no water" a) kangaroo b) koala c) kookaburra 9. A domestic animal which outnumbers people in Australia. a) rabbit b) cow c) sheep 10. When did Europeans settle in Australia? a) 1788 b) 1488 c) 1492 Key: lc), 2c), 3b), 4a), 5b), 6b), 7b), 8b), 9c), 10a). VI. And now you have the last task. You are to complete the crossword. 1) What is a popular Australian animal? 2) Which Australian city was its first capital? 3) Australia's oldest and largest city. 4) Capital of Western Australia. 5) Capital of Australia. 6) The longest Australia's river is. 7) Which is Australia's official language? 8) Australia is NOT a. 9) Capital of Australian island-state of Tasmania. Key: /. Kangaroo.2. Melbourne.3. Sydney.4. Perth.5. Canberra.6. Darling.7. English.8. city.9. Hobart. 15 minquiz5 SummaryOur lesson is over, Now the group of experts will announce the result of the competition lesson. Home task. 1 min

Analysis of the lesson 2

1. The topic of my lesson was lesson "Welcome to Australia

I have set a goal to develop communicative competence.objectives of the lesson were:

to develop intercultural competence,develop the pupils speaking, listening, writing skills;revise the knowledge of the theme "Australia";develop pupils motivation.have used visual aids: slides, pictures, a map and communicative techniques of group work (competition).

2. Type of the lesson - mixed (skill and language-oriented). Methods: group work, competition, quiz, poem. Vocabulary material: about Australia.

3. Structure and procedure of lesson phases were justified, the transition from one phase to another is carried out in accordance with the logic.the lesson communicative and productive skills of speaking were formed, a new vocabulary was introduced and consolidated.

.organizational moment successfully "switch" for students to learning, the teacher talks to them in a foreign language. The lesson plan directs students to achieve practical and educational purposes.

. Introducing of new material. Engaging includes a poem, a map, a new material in the form of communication. Visual aids were used in order to motivate pupils and to introduce material effectively.

. In teaching communication I have used grammar and vocabulary material. The technique of quiz and competition were used.

. Language material (lexical) corresponded to the age of students, their interests, level of education. To activate the linguistic material in the speech of students I suggested a technique of quiz, a competition, a crossword.

. Lesson corresponds in its structure and content. The aims and tasks of the lesson were realized.

Lesson 3

Theme: Sights of London Date: 13.11.2011

Aim: to develop communicative competence.

Form of the lesson: the excursion.

Objectives:

to develop intercultural competence,

-to develop pupils listening, speaking skills,

-to develop critical thinking.


Equipment of the lesson: cards, pictures, an album, booklet.

#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. - Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin our lesson. The theme of our lesson is "Sights of London"1 min2EngageWarm-up. T: Close your eyes and think of your dream vacation: What kind of places will you visit? Who will you take with you? Pupils will speak about their dreams: where they want to go and what they want to see and with whom they want to go. 5 min3ActivateTeacher: There are many ways to get to London. One of them is to get to London by bus. So, we have an excursion by bus. So, our first stop is Tower of London. P1: There are many famous ancient buildings within the city. The most striking of them is St. Paul's Cathedral, sir Christopher Wren's masterpiece. It was built in 1675-1710 to replace the 13th century cathedral which had been destroyed by the Great Fire. T: The next a beautiful Gothic building is Westminster Abbey. P2: Westminster Abbey is a beautiful Gothic building. Henry III wanted brighter and bigger building. The building of Westminster Abbey went on until the 18th century. Almost all the monarchs since William the conqueror have been crowned there. There are memorials of many statesmen, scientists and writers in Westminster. Westminster is not a cathedral. It is a royal property. It is dependent directly on the monarch. T: We shall continue our excursion about London. Do you want to know who rules the country in Britain? P3: Another place which can strike you most is Buckingham Palace. It is the residence of the Queen. It is rather difficult to understand the British way of ruling the country. In Britain the Queen is the Head of the state, but in fact, she doesn't rule the country as she has no power. The real power in the country belongs to the British Parliament and to the British Government. The Queen is a symbol of the country and its traditions. T: The next is Queen Elizabeth Gate - Hyde Park. P4: London is also famous for its beautiful parks. Hyde Park is the most democratic place in the world; because anyone can say anything he likes there Regent Park is the home of the London zoo. T: Our journey has come to the end. 15 min4 EngageT. Then lets think and say. III. Ginguaine (critical thinking) l. noun 1 word 2. verb 2 words 3. adjective 3 words 4.1 sentence, 4 words 5. Synonym. For example: Keys: 1. sights 2. attracts people 3. Interesting, attractive, beautiful. 4. Beautiful building in London. 5. Places of interest. 10 min5 ActivateT. Now lets think about what is ideal country to live. Before beginning our task I'll divide you into two groups. Each group will have the motto - proverb. The first group's motto is "East or West Home is Best" The second group's motto is "There is no place like home" Two groups tell their monologues about ideal country for living. Then lets make a test. Test for two groups. British Customs. Test your knowledge on the British way of life. Mark the following as true (T) or false (F) 1. Britain is ruled by a queen. 2. British people don't like to queue. 3. If you say "please" and "thank you", people will usually help you. 4. Britons like coffee more than tea. 5. Hours of work in offices are 08: 00 to 16: 00. 6. Most Britons speak more than one language. 7. Tennis is the national sport. 8. British people often talk about the weather. 9. House decorating and gardening are very popular things to do. 10. Few British people drink lots of alcohol at weekends. 1 l. You should offer an old person your seat on bus. 12. British pop music is well known in the world. 13. There are a great number of cars on British roads. 14. Most working people take 2 hours for lunch. 13 mintest6 SummaryOur lesson is over. At home compose a test about customs, symbols, places of interest in Kazakhstan. 1 minAnalysis of the lesson 3

1. The topic of my lesson was lesson "Sights of London

I have set a goal to develop communicative competence.objectives of the lesson were:

-to develop intercultural competence,

-to develop pupils listening, speaking skills,

to develop critical thinking.

I have used visual aids: cards, pictures, an album, booklet

2. Type of the lesson - mixed (skill and language-oriented).

Methods: group work, excursion.material: about London.

3. Structure and procedure of lesson phases were justified, the transition from one phase to another is carried out in accordance with the logic.the lesson communicative and productive skills of speaking were formed, a new vocabulary was introduced and consolidated.

.organizational moment successfully "switch" for students to learning, the teacher talks to them in a foreign language.lesson plan directs students to achieve practical and educational purposes.

. Introducing of new material. Engaging includes a critical thinking, new material in the form of excursion. Visual aids were used in order to motivate pupils and to introduce material effectively.

. In teaching communication I have used grammar and vocabulary material. The technique of testing was used.

. Language material (lexical) corresponded to the age of students, their interests, level of education. To activate the linguistic material in the speech of students I suggested a technique of excursion, group work.

. Lesson corresponds in its structure and content. The aims and tasks of the lesson were realized.

Lesson 4

Theme: Land of English Date: 17.11.2011

Aim: to develop communicative competence.

Form of the lesson: games, drama, the competition.

Objectives:

to develop intercultural competence,

-to develop students' skills in dialogues, poems, acting in drama;

to develop the students' speaking, listening and writing skills,

to evoke interests in the English songs and fairy tales.


Equipment of the lesson: slides, cards, pictures, decorations.

#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. - Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin our lesson. The theme of our lesson is "Land of English"1 min2EngageWarm-up. I. Warming up: Teacher: Welcome to the land of English. Today we have invited the guests. We hope you will enjoy the English songs, rhymes and dramas we are going to present in our "Land of English". P1: My name is. P2: My name is. And we shall assist you to go through the land of English. I will ask you to solve puzzles and you will be able to say what songs, rhymes or dramas are used in our Land of English. P1: I am made up of trees and many animals live in me. ' What am I? PP: Is it forest? P1: Yes, of course, you are right (children attach a picture of a forest to the board). P2: And I have the following puzzle for you: I am a small girl who lived in a mining town. I have got a splinter in my foot. Who am I? PP: Clementine. 15 min 3ActivateP2: Of course you are right, let's listen to the song "Clementine" performed by one of the pupils. In a canyon in a cavern Excavating for a mine Dwelt a miner forty niner And his daughter Clementine Oh, my darling, oh my darling Clementine. Though art lost and gone forever Dreadful sorry, Clementine. Light she was and like a fairy And her shoes were number nine Herring boxes without topses Sandals were for Clementine. Drove she duckling to the water Every morning just at nine Straight her foot against splinter Fell into the foaming brine. P1: I am a large plant that has many "fingers" called leaves. Birds make their homes on me. What am I? PP: That is a tree. P1: Right you are, and here it is. (children attach the trees around the forest). P2: So the following puzzle is connected with animals. I am a large brown animal that lives in the forest and sleeps all winter long. What am I? PP: Bear. P2: Of course it is a bear. Let's listen to one of the pupils and her rhyme about little bears. Once two little brown bears Found a pea-tree full of pears But they could not climb up there For the trunk was smooth and bare. "If I only had a chair", Said the elder brown bear, "I would get the biggest pear That is hanging in the air". "If you do not soil my hair", Said the younger little bear, "I will serve you as a chair And you can get the biggest pear". P1: Thank you, I have only one more puzzle left. People eat and sleep in me. They make me warm in the winter so they can keep warm. What am I? PP: It's home. P1: All of us have homes and houses, (pupils attach a house of a grandmother). P2: Let's guess what a very famous ship sank in the 1900s. A famous movie was made about it. What is it? PP: The Titanic. P2: You are right. Two girls will sing a song from the movie "Titanic". "My heart will go on". P1: Thank you very much.1 have one more puzzle and I want you to solve it. I am a beautiful and delicate plant that comes out in the spring. What am 1? Pupils: Flower, (children throw the flowers on the floor). P2: And I have one last puzzle: It is a little girl, who has red clothes and she always helps her mother and grandmother. Who is she? PP: It's Red Riding Hood! Isn't it so? P2: Yes, you are right. Here you can see a scene from "Red Riding Hood". 28 minsong4SummaryOur lesson is over. We assisted you during our travel to the "Land of English". Thank you and good bye! Conclusion. Giving awards. Home task. 1 min


Analysis of the lesson 4

1. The topic of my lesson was lesson "Land of English

I have set a goal to develop communicative competence.objectives of the lesson were:

-to develop intercultural competence,

-to develop students' skills in dialogues, poems, acting in drama;

to develop the students' speaking, listening and writing skills,

to evoke interests in the English songs and fairy tales.

I have used visual aids: cards, pictures, decorations.

2. Type of the lesson - mixed (skill and language-oriented).

Methods: games, drama, the competition.material: about London.

3. Structure and procedure of lesson phases were justified, the transition from one phase to another is carried out in accordance with the logic.the lesson communicative and productive skills of speaking were formed, a new vocabulary was introduced and consolidated.

.organizational moment successfully "switch" for students to learning, the teacher talks to them in a foreign language.lesson plan directs students to achieve practical and educational purposes.

. Introducing of new material. Engaging includes a poem. Visual aids were used in order to motivate pupils and to introduce material effectively.

. In teaching communication I have used grammar and vocabulary material. The technique of dialogue was used.

. Language material (lexical) corresponded to the age of students, their interests, level of education. To activate the linguistic material in the speech of students I suggested a technique of dramatization.

. Lesson corresponds in its structure and content. The aims and tasks of the lesson were realized.

Lesson 5

Theme: Its a wonderful world of English

Aim: to develop communicative competence.

Form of the lesson: brainstorm, competition, contest.

Objectives:

to develop intercultural competence,

-to enrich students' knowledge about British and American history;

to develop communicative skills;


Equipment of the lesson: slides, cards, pictures, decorations.

#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. - Good morning, students. I am glad to see you! Today we have an unusual lesson. We shall have a competition. Two teams will take part in our competition. At the lesson you will answer the questions, make up sentences of the given words and find the rhyming twins. I hope the lesson will be interesting for you and you will enjoy it. Let me introduce our teams and our jury. There are two teams here today. Well, teams, you have some time to choose the captain and decide how to present your team. The first team is called. and its captain is. The second one is called., and its captain is. The members of our jury are:. Now listen to the rules of our competition. Our competition consists of six rounds.2 min2ActivateCompetition The first round is "Brainstorming". We have questions to our captains. Each captain is given six questions. Конкурс капитанов. The task is to answer the questions. Listen carefully. Вопросы первому капитану: 1. Who discovered America? (Columbus) 2. What is the national symbol of America? (The bald eagle) 3. Who was the first man on the moon? (N. Armstrong) 4. Who lives in Buckingham Palace? (The Queen) 5. Who can you see on the top of the column on Trafalgar Square in London? (Admiral Nelson) 6. What country gave the Statue of Liberty to the USA? (France) Вопросы второму капитану: 1. What is the capital of the U. S. A? (Washington D. C.) 2. What money is used in the USA? (Dollar) 3. What's the color of double-deckers in London? (Red) 4. What is the name of the Queen of England? (Elizabeth II) 5. How do people call the flag of Great Britain? (Union Jack) 6. What was the famous tradition of Native Americans? (Smoking of a peace pipe) 10 min3ActivateThe second round Contest of proverbs The next round is to find the same Russian and Kazakh proverbs. The teacher gives cards with English proverbs and idioms; you try to find the equivalent in Russian in Kazakh. Better late than never, My home is my castle, Live and learn, All's well that ends well, As hungry as a hunter, A friend in need is a friend indeed, Business before pleasure делу, Tastes differ, There is no place like home. The 3rd round is "The best erudite". Answer the questions using your knowledge. Quiz: "Do you know Britain?" 1. What are the colours of the British flag? a) Blue, red and white b) blue and red c) blue and white 2. How many pence are there in one pound? a) 100 b) 90 c) 10 3. What do the English often put in their tea? a) jam b) milk c) lemon 4. Which holiday is on December 25? a) St. Valentine's Day b) Easter c) Christmas 5. Where can you always see ravens in London? a) Near the Thames b) near the Houses of Parliament с) near the Tower of London 6. In what city were the famous "Beatles" born? a) London b) Glasgow c) Liverpool Quiz "Do you know the USA?" 1. How many states are there in the USA? a) 50 b) 52 c) 49 2. Who was the first President of the USA? a) George Washington b) Abraham Lincoln c) John Kennedy 3. What is the biggest state in the USA? a) Texas b) Alaska c) California 4. What city is the Statue of Liberty in? a) Miami b) Washington D. C. c) New York 5. What American holiday is on the fourth of July? a) Halloween b) Independence Day c) Thanksgiving Day 6. What is a very famous amusement park near Los Angeles? a) Marine World b) Malibu c) Disneyland15 min The 4th round is to make compound words. The task is to make up one word out of two. You have 30 seconds for thinking. Grand work Milk port Foot noon Down side Sports son Sea stairs After ball Time table Home ground Air man3 minThe 5th round is to find the rhyming twins. You have limited time for this task. Fast tree Peg bought Silk egg Parrot foot Could fish Eat milk Thought meat Dish carrot Street last See sweet3 minThe 6th round is to make up sentences of the given words: English, the, appeared, America, in, settlements, first, the, seventeenth, in, century. harvest, the, year, that, rich, was. God, together, thanked, they. danger, land, full, was, new, of, the. 3 min4 Summary Conclusion. That's all for today. You were active. Thank you for your work. The lesson is over. I hope you liked our lesson. Both teams were good. But the team. is the winner. Let's congratulate them. Home task. Good-bye, everybody! 1 min


Lesson 6

Theme: "Describing places and directions" Date: 25.11.2011

Aim: to develop communicative competence.

Form of the lesson: game, interactive.

Objectives:

to form intercultural competence, to revise knowledge of the theme,

-to enrich the pupils' knowledge of new words,

to improve pronunciation,

to teach the pupils to share their opinions.


Equipment of the lesson: pictures, cards, computers.

#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. - Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin our lesson. The theme of our lesson is "Describing places and directions"1 min2EngagePhonetic drill. "Pussy-cat" Pussy-cat, pussy-cat, where have you been? I've been to London to look at the Queen. Pussy-cat, pussy-cat, what did you do there? I frightened a little mouse under a chair. 5 min3EngageChecking - up the homework. To write the topic about "Places of interest". Pre-reading task. Have you been to Astana? Have you been to Almaty? Have you been to Korkyt-Ata monument? Have you seen Korkyt Ata monument's museum? And what do you like? 7 min4Study New theme: Work with electronic books. 1. Text (a) Astana The capital of Kazakhstan is Astana City with the population of 290.000 persons. The area of Astana is 710.2 square kilometers. Places of interest: The monument "Astana - Baiterek", "Duman" centre, circus, central mosque "Nur - Astana", "Cinema city", "Arsenal" cinema, Palace of Peace and Harmony. Astana is a young, modern, and beautiful city. Text (b) London London is one of the largest cities in the world. About seven million people live there. London is more than two thousand years old. London's most famous sights are Tower Bridge, Big Ben and the Houses of Parliament, Trafalgar Square and St. Paul's Cathedral. You can see all these places and much more of London from a red double-decker. 12 min5Activate Game: "Goldfish". (There are 5 cards, 4 cards with questions and one of them is a gold fish). a) 1. What can you say about the population of London? 2. Find the places to relax. b) 1. What can you say about the population of Astana? 2. Find the places to relax. 4.complete the sentences: London's most famous sights are. (Towerbridge, Big Ben, Houses of Parliament, Trafalgar square, St. Paul's Cathedral). Places of interest of Astana: (The monument "Astana-Baiterek", "Duman" centre, circus central mosque "Nur-Astana", "Cinema city", "Arsenal" cinema, Palace of Peace and Harmony). 5. Vocabulary work Find the odd word in the group a) book, crowded, beautiful b) ancient, castle, a carpet c) country, museum, sofa. d) Fridge, city, region 10 min6Activate Consolidation of the lesson. a) What kind of adjectives do you know about describing places? Write 5 adjectives in your note-book. b) Talk to your partner about a good place for a holiday. Example: I think a historic city is a good place for a holiday. с) Compare Astana and London.complete the Venn diagram 9 min7Summary Conclusion. That's all for today. You were active. Thank you for your work. I hope you liked our lesson. The lesson is over. Home task. Good-bye, everybody! 1 min7

Theme: "Almaty and its nature reserves" Date: 9.12.2011

Aim: to develop communicative competence.

Form of the lesson: interactive, test

Objectives:

to form intercultural competence,

-tо make the students be able to guess the riddle, to understand the text for listening,

to develop communicative skills,

to encourage students' interest to the history and geography of Kazakhstan.


Equipment of the lesson: Interactive board, slides' presentation of Almaty sightseeing and nature reserves.

#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. - Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin our lesson. The theme of our lesson is "Almaty and its nature reserves"1 min2EngageWarm up (is held by PCV) A L M A T Y M is at the middle A is used twice L is between A and M T is between the second A and Y Y is at the end. Brainstorming activity. 1. Why is Almaty an unusual city? 2. What sights of Almaty do you know? 3. What museums are located in Almaty? 4. The nature of Almaty is very picturesque, isn't it? 5. What nature reserves do you know? 7 min3EngageTeacher's introductory words: The city Almaty has got a unique history. And I hope that some facts about the history of the city enlarge your general scope and encourage your interest's development to the history of your Motherland as well. That's why I want you to listen to a brief story about it. But before listening to a story pay attention to the helpful words. Presentation 1. Pre-Listening activity (Vocabulary for help is given on the interactive board, PCV introduces them) 1. Turkic and Mongolian nomads-тюркские и монгольские кочевники 2. fortify - военное укрепление 3. announce - объявлять 4. admit - принимать, допускать 5. wind round - обвивать 6. fortress - крепость11 min4Study Listening activity. (PCVreads the text)"A brief story about the history of Almaty" The first settlement of Turkic and Mongolian nomads was found in 1854 and called Almaty. A little later the fortify Zailiyskoye was founded in that place. Then the fortress was renamed into Vernoye and existed from 1867 till 1921. In the middle of the 19! h century many Russian settlers arrived to Verny. The fortress grew in its size and developed quickly thanks to migration. The town Verny was announced to be the centre of Seven Rivers region and the emblem was admitted on the 11th of April in 1867. The town emblem represents a sword winded round with apple branches. It is divided into 3 parts. The fortress is shown at the top, the cross is on the left and the half-moon is on the right. In 1921 the town Verny was renamed into Almaty. 15 min5Activate Post - Listening activity.comprehension Check. (The teacher asks questions) 1. How was the first settlement called? 2. When did the fortress develop quickly? 3. When did Verny become the centre of Seven Rivers region? 4. When was Verny renamed in Almaty? 5 min6EngageSlides' Demonstration (The teacher invites the students to make an excursion over Almaty and see its sightseeing and nature surrounding) Slides about Almaty 7ActivateIV. Independent Practice (PCV gives the students tests to summarize the students' knowledge of the theme) Test about Almaty (The teacher shows the correct answers on the interactive board, students exchange their papers, compare the results with key and put the marks) 5 min7SummaryT: Today we reviewed everything what you had learned before. So your home task is to prepare a project or a poster of any Almaty sight and to prove that it is the best place to visit. The lesson is over. Good-bye, everybody! 1 minLesson 8

Theme: "Great Britain and Kazakhstan" 13.12.2011

Aim: to develop communicative competence.

Form of the lesson: interactive, consolidation

Objectives:

to form intercultural competence,

-to master new lexics and its use in speech,

to revise already studied material on the theme "Geography",

to develop students skills in monologue (dialogue) speech through asking (answering) questions, making up of different conversations.


Equipment of the lesson: cards, posters, pictures on the theme "Kazakhstan", "Great Britain", interactive board.

#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. - Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin our lesson. The theme of our lesson is "Great Britain and Kazakhstan"1 min2EngagePhonetic and speech drill. New words and transcription Central Asia, Caspian Sea, Siberia, Altai Mountains, situated, etc. 5 min3EngageReading. Today we'll work in groups. The first team is "Kazakhstan". The second team is "the UK". Each group must read the text and give the translation, do the tasks. 1st group: Kazakhstan 2nd group: Great Britain8 min4Activate Post-reading - true and false questions. (see Appendix 1 to the lesson) 5 min5Activate Finish sentences (see Appendix 2 to the lesson) 5 min6Activate Complete the sentence. 1. The Republic of Kazakhstan is____in the Central Asia. 2. Its population is_______. 3. Kazakh is the_______of the country. 4. The flora and fauna_____on the climate of the area. 5. Rain usually______in spring and autumn. 6. The area of the UK is some_______square kilometers. 7. The population of Great Britain is over_______. 8. Coal and oil are the most natural____of Great Britain. 9. The Gulf Stream____the English climate greatly. 10. _____takes an important sector in the economy of the country. We'll consolidate our lesson with a competitions between two teams. Questions for team "The UK". 1. What's the foil name of the country of your opponents? (The Republic of Kazakhstan). 2. What's the capital of Kazakhstan? (Astana) 3. How many regions in are there in Kazakhstan? (14regions) 4. What are countries are border Kazakhstan? (China, Russia, Turkmenistan, Uzbekistan, Kirgizia) 5. Who is the head of Kazakhstan? (Nazarbaev N. A) Questions for team "Kazakhstan". 1. What's the foil name of the country of your opponents? (The United Kingdom of Great Britain and Northern Ireland) 2. What's the capital of the UK? (London) 3. Where is the UK situated? (in Europe) 4. How many countries are there in in the UK? (4countries) 5. Who is the formal head of the UK9 (Queen Elizabeth If) 20 min 7Summary Conclusion. That's all for today. You were active. Thank you for your work. I hope you liked our lesson. 1 min

Appendix 1 to the lesson. Post-reading - true and false questions.

StatementsTF1. The UK is washed by the Atlantic Ocean. 2. Edinburgh - is the capital of Wales. 3. The two main islands are Great Britain and Ireland. 4. The UK consists of four parts. 5. There are some 5500 islands. 6. Great Britain is rich in natural resources. 7. Kazakhstan is situated in the Central Asia. 8. Its population is about 18 million. 9. The largest cities are Almaty, Karaganda, Pavlodar and Astana.10. The climate of the country is mild. 11. Astana is the capital of the Republic. 12. Kazakhstan borders China, Russia, Turkmenistan, Uzbekistan and Kirgizia. 2 to the lessonfinish the sentence.


Group 1

The United Kingdom of Great Britain and Northern Ireland. . it is composed of some 5500 islands, large and small. The UK is one of the world's smaller countries. . is the official name of the state. The UK is an island state. . the English Channel and Strait of Dover. The United Kingdom of Great Britain and Northern Ireland. . it is twice smaller than France and Spain. The UK is separated from the European continent by. . is washed by the Atlantic Ocean. Group 2The Republic of Kazakhstan is situated. . national flag and anthem. There is a long border coast line. . in the Central Asia. Kazakhstan has its own. . of water in the country. The four rivers are the main resources. . the Caspian sea in the Southwest. Kazakhstan borders. China, Russia, Turkmenistan, Uzbekistan and Kirgizia.

Lesson 9

Theme: "Life in Great Britain and Kazakhstan" 17.12.2011

Aim: to develop communicative competence.

Form of the lesson: role play, consolidation

Objectives:

to develop intercultural competence,

-to enrich pupils' knowledge about life in Britain and in Kazakhstan,

to review the new words

to develop pupils' speaking, reading and writing skills,

to develop pupils' abilities in reading for understanding,

to enlarge pupils' interest in learning the foreign language.


Equipment of the lesson: interactive board, a tape-recorder, a table.

#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. - Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin our lesson. The theme of our lesson is "Life in Great Britain and Kazakhstan"1 min2EngageWarm-up: T: What season is it now? P: It is winter now. T: Do you like winter? P: Yes, I like winter. T: Please pay attention to the activeboard. It is winter. It is so beautiful. It is white. The weather is so cold, but the air is clear and fresh. Do you like it? Please describe this picture, (one of the students) T: Look at the activeboard again. You see a poem. I will read it and you must listen attentively. After me you will read as you can. Get to know the laws of life, Let your soul be full of Ugh t. One of you could be a poet, One will take a science road, You will serve for motherland Spreading love for all. Айналайын дарын бол, Сонбейтурын жалын бол. К, атардан ащан ак,ын бол,. Не болмаса ралым бол, Халцыц уш'ш к^ызмет к,ыл, Тэмэм журтца мэл'ш бол. 7 min3Engage Introduction of the new material. T: I will divide you into 2 groups: group A and group B. You will compete today in showing how well you know English. Good luck to you! The theme of the lesson: "Life in Britain and in Kazakhstan". T: At first let's review the new words. Pay attention to the active board. One hour a day, three times a week, weekend, bowling, burger, restaurant, cereal, every day, go cycling, go to the cinema, meal, orange juice, pasta, quiz show, toast, vegetables, walk. T: Now let's review Present Simple grammar material. Look at the activeboard. Here you see the verbs: Make - makes Write - writes Take - takes Read - reads, etc6 min4Activate Listen and answer the questions. My name is John and I'm from Britain. I watch TV for an hour and a half every day. My favourite program is "Dancing with the stars". I also like cartoons. I don't like sports programs. I don't have a big breakfast. I just have orange juice and cereal. My favorite food is spaghetti and vegetable soup. I don't like fish or hot dogs. My favourite sport is volleyball and I also like running and swimming. I don't like football, at the weekend I meet my friends and we go cycling or swimming. 1) How long does John watch TV? (About an hour and a half.) 2) What is his favourite program? ("Dancing with the stars".) 3) Does he like sports programs? (No, he doesn't.) 4) What is his favourite food? (Spaghetti and vegetable soup.) 5) What is his favourite sport? (Volleyball.) 6) What does John do at the weekend? (He goes cycling or swimming with her friends.) 15 min5Activate Speaking. Ask and answer these questions. Write notes. Don't show them to your classmate. 1) One hour a day. 2) My favorite TV program is music (cartoons, etc.). 3) I have bread, tea and a cup of milk. 4) My favorite food is pizza, hamburgers. 5) My favorite sport is football. 6) I play volleyball (I go swimming, etc.). 7) I play computer games (I go to the cinema, etc.). 4. Writing. a) Think about someone you know - your brother, sister, best friend, etc. Make notes under these headings: (see Appendix to the lesson) 7 min6Activate 5. Look at the activeboard. Here you see a text about Peter. What must you do? At first you will read, then write your own sentences like this. But be careful! Here you must write about your family, for example, your brother or sister, your friend. Peter watches TV for 2 hours a day. His favorite TV program is Teen Titans. His favorite food is pizza and his favorite sport is basketball. He goes swimming. At the weekend he plays with his friends in the park and goes to the cinema. He likes bowling but he doesn't like walking in the country. "Fun sport. " T: Guess the sport. Match the sports to the pictures. 1 - Skateboarding; 2 - Bowling; 3 - Volleyball; 4 - Swimming; 5 - Tennis; 6 - Cycling; 7 - Football; 8 - Basketball; 9 - Running. 10 Homework. 8 min7Summary Conclusion. That's all for today. You were active. Thank you for your work. I hope you liked our lesson. The lesson is over. Home task…1 min

Appendix to the lesson

TelevisionFoodSportAt the weekend2 hourspizzabasketballPlay with the friendcomedybeshbarmakGo to the cinema

Lesson 10

Theme: "Christmas" and "New Year 24.12.2011

Aim: to develop communicative competence.

Form of the lesson: game, holiday

Objectives:

to form intercultural competence,

-to master new lexics and its use in speech


Equipment of the lesson: cards with songs, tape-recorder, pictures

#Stage (ESA) ProcedureTimeMaterialsNote1Organization moment. - Good morning, pupils! Who is on duty? Who is absent? Now, pupils, let's begin our lesson. The theme of our lesson is "Christmas" and "New Year1 min2Engage - Hello, my dear friends! There are many holidays in our country and English-speaking countries. But the holidays we like most of all are New year's Day and Christmas Day. People prepare for these holidays beforehand: they send greeting cards, buy presents, make fancy dresses and decorate their houses. And when the holiday comes they congratulate each other singing songs and reciting the poems. Now we can see what holidays about Christmas and New Year you have learned. 3 min3Engage Football is a national British game. In Great Britain people who are fond of sport like to play football on New Year's Day and Christmas Day. Now we shall play football at our gymnasia. We have two teams today. I hope you are ready to start. At first we shall sing a song "Jingle, Bells" and then we shall start to play football. 8 min4ActivateThere are 11 players in a football team. So each team has 1 goal-keeper, 4 backs, 4 half-backs, and 2 forwards. Now the pupils will have their tasks and in 5 minutes we shall start the game. Put the missed words in the text: Another, presents, coloured, important, consists, called, breakfast, cheaply, snowy, eat, a lot of, holiday. Text - see the Appendix to the lesson10 min5ActivateWrite the end of the story. It was the 31st of December. The weather was fine. Everybody was preparing for the New year's Day. 11 min6Activate Write as many words as you can on the topics "New Year's Day" and "Christmas Day". Tree, Santa Claus, December, winter, presents, poems, socks, fireplace, cards, games, snow, sweets, decorate, songs, church, Father Frost, Music, holly, snowman, deer, turkey, bells, pudding. Draw a funny snowman11 min7SummaryConclusion. The lesson is over. Home task… I wish you a merry Christmas and a happy New Year! Let us sing a song "We Wish You a Merry Christmas". 1 min


Appendix to the lesson

Songs and poems about Christmas:

Father Frost or Santa Claus, please, this way!Hare, with your paws come to play!are pretty decorations in the hall.have sent the invitations to you all., please, your mask or cloak with joy.'ll dance and sing, and joke to enjoy.Claus likes to be present at the ball.gives his gifts and presents to us all.the time we are having fun - there is no pause.here everyone and Santa Claus!, Merry Christmas Is likely to come., Merry Christmas, You are welcome!in the window, Much confetti.blue, red and yellow Lights on the tree.eyes and faces, Sweet music in the hall.think someone places Happiness here for all., Merry Christmas Is likely to come., Merry Christmas You are welcome!

Christmas DayDay is a public (1). Families usually spend the day opening their (2). which are often under the Christmas tree decorated with (3). toys. The most (4). meal is Christmas dinner. The typical meal (5). of turkey with potatoes and other vegetables. (6). traditional food in Britain is Christmas cake.make special biscuits called Christmas cookies which they (7). over the Christmas season.Britain, the day after Christmas is (8). Boxing Day and is also a public holiday. (9). sports take place on Boxing Day. In the US there are many special sales, where things can be bought (10)., on the day after Christmas.:

1 - holiday; 2 - presents; 3 - coloured: 4 - important; 5 - consists; 6 - another; 7 - eat; 8 - called; 9 - a lot of; 10 - cheaply.


Conclusion


The goal of the diploma work is reached, the hypothesis is proved.

Communicative Language Teaching is best considered an approach rather than a method. It has been developed in the 1960s as a replacement to the earlier structural method, called "Situational Language Teaching.Language Teaching was no longer felt to reflect a methodology appropriate for the seventies and beyond. CLT appealed to those who sought a more humanistic approach to teaching, one in which the interactive processes of communication received priority. The rapid adoption and implementation of the communicative approach also resulted from the fact that it received the sanction and support of leading British applied linguists, language specialists, publishers, as well as institutions, such as the British Council.features of CLT is the emphasis on learning to communicate through interaction in the target language, the introduction of authentic texts into the learning situation, etc.main aim of CLT is developing communicative competence, which includes

linguistic, sociolinguistic, discourse and strategic competence.research has shown that CLT methods techniques are as follows: pair and group work, project work, debates, brainstorming, jigsaw, games, role play, etc.has shown that all these methods and techniques promote students learning and academic achievement, increase students retention, enhance students satisfaction with their learning experience, help students develop skills in oral communication, develop students' social skills, promote student self-esteem, help to promote positive intercultural relations.these techniques involve students in the learning process and are based on the intercourse between objects of interaction.plays are modeling various situations for the educational aims of developing speaking abilities. They reflect a principle of problematical character at its certain organization and allow solving problem situations of a various degree of complexity. Debates allow forming the conscious attitude to consideration of problems, activity in its discussion, speech culture, an orientation on revealing of the reasons of arising problems and installation on their decision further. Here the principle of formation of critical thinking is realized.educational games are highly motivating and entertaining, they can give shy students more opportunity to express their opinions and feelings. They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Project is a set of educational and cognitive modes which allow solve the problem as a result of independent actions of pupils with obligatory presentation of results. In a project work students are put in the centre of the interaction, where they use the language and practice communicative speech. Jigsaw is a cooperative technique that promotes better learning, improves student motivation and interaction. Multimedia teaching is a modern teaching method which is based on the interaction between pupils or pupils and a computer. All these techniques may be combined.

References


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44.Бухаркина М.Ю. Метод проекта в обучении английскому языку // ИЯШ. - 2005. - №3. - с.24-28

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Appendix A


Fig.1COMPETENCE SUBCATEGORIES


Appendix B


Pic.1

Seating possibilities in a standard classroom


Теги: Communication in teaching English  Курсовая работа (теория)  Английский
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