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Реализация формирующей индивидуализации обучения монологической речи учащихся старших классов лицеев

Категория: Лингвистика

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b) Discuss with your classmates the «results» and their possible implications for learning.

Hometask: Look through the recomendations as for your learning style. Make the list of activities useful for you.

Для повышения мотивации обучения учащимся необходимо осознавать для чего они хотят изучать иностранный язык анализ собственных целей изученияИМ будет более эффективным, если учащиеся будут определять их из списка, предложенного учителем, а по собственному опыту однако не следует ожидать от учеников детального анализа целей изучения ИЯ в начале курса.

Задание 4. For effective studying, it is a good idea to think about what you need or what English for. You could analyse your needs like this

a) listen to the interview of foreign students studying English. Do you have the same needs as anyone of them?

(для слабых учащихся подаются карты с ключевыми словами и виризамы).

b) decide on your main purpose for learning English e. g. for future work or study.

c) make a list of the specific situations where you need to useEnglish e. g. speaking on the telephone, answering enquiries, giving information, writing business letters, reporting on the conference, telling anecdotes.

decide which skills you need for each situation: extending vocabulary, dealing with grammar, listening, speaking, reading or writing.

You should then have a better idea about ahichskills you need to work on and be able to establish your priorities.

Here is an example of how one learner analysed his needs. Stig is the Swedish Youth Hostel warden who needs English for his work. He filled in the following chart. Here is a blank chart, which you could use to analyse your own needs.

Situations Skills

Vocabulary

(() Grammar

(() Listening

(() Speaking

(() Reading

(() Writing

(()

YouthHostel

Reception desk

welcoming new guests

giving yh information

explaining regulations

answering enquiries

putting up notices

(

(

(

(

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