1.2 Formation and development of skills of the independent creative activity with the usage of educational game at the English language Lessons
As far as we can judge, the great value in the organisation of educational process promotes a played motivation of the doctrine. Thinking activization causes interest to this or that kind of task, to filfilment of this or that exercise. The ways of training satisfying requirement of children in novelty of the studied material and a variety of carried out exercises are the strongest motivating factor. Usage of various ways of teaching promotes fastening of the language phenomena in memory, create more proof visual and acoustical images, maintenance of interest and activity of pupils. The foreign language lesson is considered as the social phenomenon where the class audience is a certain social surroundings where educational process is an interaction of all present. Thus, the success in teaching is a result of collective use of all possibilities for teaching.
Great opportunities for formation and development of skills of independent creative activity are given by use of game in the course of teaching a foreign language.
Game makes active aspiration of pupils to contact with each other and with the teacher, creates equality conditions in speech partnership, destroys a traditional barrier between the teacher and the pupil. Game gives the chance the shy to break an uncertainty barrier. In it everyone receives a role and should be the active partner in speech dialogue. In games pupils seize such elements of a dialogue as ability to begin conversation, to support it, to interrupt the interlocutor, from time to time to agree with his opinion or to deny it, ability to listen to the interlocutor purposefully, to ask specifying questions etc. Language games help to acquire various aspects of language (phonetics, lexics, etc.) They devide on: phonetic, lexical, grammatical and stylistic.
The main objective of phonetic games is statement (correction) of a pronunciation, training in a pronunciation of sounds in words, phrases, working off intonation. They are used regularly, mostly at the initial stage of teaching a foreign language (an introductory-corrective course) by way of the illustration and exercises for working at the most difficult sounds for a pronunciation, intonation. In process of advancement forward phonetic games are realised at the level of words, offers, rhymings, tongue twisters, verses, songs. The experience got in games of this kind, can be used by pupils further on speaking foreign language.
Lexical games concentrate attention of pupils exclusively on a lexical material. They help to get the vocabulary and to increase it, to illustrate and fulfill the use of words in dialogue situations. There are various kinds of lexical games:
Grammatical games urged to provide ability of pupils practically to apply knowledge on grammar, to stir up their cogitative activity directed on the use of grammatical designs in natural situations of a dialogue.
Stylistic games pursue the aim of teaching pupils to distinguish official and informal styles of a dialogue, and also to apply each of them correctly in different situations.
Speech games teach the skill of using language means in the course of fulfilment of the speech act and make a start from a concrete situation in which speech actions are carried out.
Games for training urge to help reading and listening with the decision of the problems connected with data VRD. And in the basis they assume work of pupils with the text: coding and an illustration, guess, designing, paraphrase, compression/expansion etc.
Games are very important for forming pupils’ informative interests. They promote the realised development of a foreign language. They promote development of such qualities as independence, initiative; to educate the feeling of a collectivism. Pupils work actively, with enthusiasm, help each other, listen to the companions attentively; the teacher only operates educational activity. It is necessary to note efficiency a role game as a methodical way of training raises, if the teacher defines duration of speech dialogues correctly. Duration of optimum working capacity of pupils of elementary grades in a dialogue reaches five minutes. The expediency of use of role games, in 1-4 th forms is caused by the fact that children prefer the group form of study. For them joint activity and a dialogue get the personal importance, they aspire the development of new forms and ways of a dialogue, knowledge of other people of a dialogue, the organisation of mutual relations with contemporaries and adults.
At all variety of plots in games the same maintenance essentially is activity of the person and the relation of people in a society. Essential psychological feature of children's role game isn’t its utilitarian character defining appeal of the process of game. Participation in it is accompanied by the diverse and strong emotions connected about breakdown of own forces, self-affirmation. Role game is under construction on interpersonal relations which are realised in the course of a dialogue.
Game use in class allows to form and develop pupils at trained skills and abilities to find out the necessary information, to transform it, to develop on its basis plans and decisions, both in stereotypic and unstereotypic situations. It means that educational game can act as the means of pedagogical science. Most active educational game is used on fulfilment in foreign languages that speaking features of the given subject overall an objective – teaching language as a dialogue means. Game helps to provide a mutual dialogue of all participants and motivates participants’ active speech. It is necessary for formation of creative independent initiative thinking:
1) to create the external and internal conditions providing a high emotional inclusiveness (by principles of good, fascinating games) through:
- Children’s creation and understanding a freedom in choosing the ways and means of achievement of the purpose at lessons;
- Understanding of possibility of "loss" at wasteful actions and the overestimated claims;
- Comprehension of dependence of "prizes" from own knowledge, skills, from ability of risking, which is well-grouned;
2) the teacher shouldn’t be in a position of «the senior companion» or the partner equal in rights, and the commentator and the leader of game-lesson, the adviser;
3) to give pupils independence in their actions, to create conditions at which they should not count on the help of the teacher. Such lessons combine with lessons-consultations. Children, besides, have the additional information materials facilitating fulfilment of a problem;
4) in every possible way to encourage originality, a non-standard, efficiency of thinking.
Conclusion on chapter I
In this light, we will underline that fact that formation of creative activity – the activization of suprime aim, but it is impossible to ignore its lower steps. Drawing up and a presentation of the tasks intensifying learning-informative and (wtat is more important) creative process at a foreign language lessons represent a content matter. Its other side is the organisation of the made active study. Value of this method is great enough, but increasing efficiency is necessary to combine it with other forms. Tasks for face-to-face work can be directed on activization:
1) memory process;
2) process of logic thinking on the basis of available skills and knowledge;
3) creative activity and search of new knowledge. Specificity of a foreign language consists on the one hand on, mastering by speech activity. Speaking another language represents rather labour-consuming intellectual process demanding mobilisation of their attention from pupils, memory, purposefulness, will, and with another – process of mastering a foreign language stimulates the further knowledge of the world and cultural wealth of the people of other countries, their psychology, a way of life.
Any subject of a school course does not demand such constant, regular work of pupils as a foreign language, which mastering demands abilities, not much knowledge. The fewer meetings of schoolchildren with the teacher in a class, at the lessons the more especially necessety of significancy for formation of learning-informative motivation. There is a purposeful independent work of pupils during free time at school and at home.
Chapter II. Practical application of methods and ways of development of independent creative activity of pupils at lessons at an average comprehensive school
2.1 Development of skills of independent creative activity in the course of teaching a foreign language
Work of the teacher is always a very difficult process. And presently, when prestige of a trade falls everything complicates greatly. In the sphere of art the circle of the problems facing the teacher, is especially wide, from here there is special complexity of our trade. All our activity assumes the creative approach to work. Maybe, it is the basic of difficulty.You cannot learn to be a creative person, but it is possible to learn, to work creatively. For this purpose we also aspire to form in pupils character, will, persistence in mastering of knowledge, love to work. All these qualities help to bring up a professionally competent teacher. To teach the pupil to approach creatively to employment, the teacher should aspire, not present all in an open kind, and always to give "food" for reflexion in homework. Pupils should be able to listen and hear, observe and do the pupil selection. In the conditions of globalisation and information of a modern society new demands are made to XXI-st century formation. According to researches of sociologists the most "required" abilities in the modern world is ability to creative development and self-development, ability to acceptance of the creative decision in the course of a dialogue. Therefore it is necessary to give special attention to development not only intellectual, but also creative abilities of trainees.
According to our research the creative activity, gives pupils of comprehensive schools opportunities for display of own individuality. Direct, active participation of schoolchildren in the given activity, at the level of complexity, opens the big prospects in business of complex development and formation of creative potential of the person. Besides, comprehending secrets of English language, schoolchildren get acquainted with private world of the western person, with its outlook etc.
Creative level of independent work is connected with formation of skills and abilities to carry out search at the decision of more difficult communicative problems, both in oral speech, and at reading, for example, to operate according to offered circumstances and the role taken on, to prepare the message on a certain theme, to hear the message and to express the relation to its maintenance; to read the story, and to answer problem questions in connection with the substantial-semantic plan of the text, to interpret the main idea of the text, to stimulate formation of learning-informative motives.
Practice has shown that positive transformations of society cannot be reached within the limits of traditional model of training. For realisation of the purposes of the formation which have been put forward at the given stage, change of fundamental bases of training, working out of effective training technologies is necessary. It is especially actual, when many educational institutions prefer, disregarding the exit which has outlined today on humanistic relations, personal dialogue and interaction of participants of complete pedagogical process to traditional methods of training. In a modern psychology-pedagogical science there is variety of the researches devoted to features and laws of personal development of pupils.
Let's give an example individual creative work in«The creative work directed on studying of three times of English verbs». The teacher gives some examples on which basis pupils should think up the rhymings. For example:
1. It is necessary money pay – paid – paid
Чтоб купить вкусненьких конфет.
Iring – rang – rung
В «Спартак» банк
It run – ran – run
Постепямипогорам
It is a lot of read – read – read
Наш любимый старый дед
Example 2:Working at school, I conducted a lesson devoted to pupils’ independent creative activity in learning English.
The theme of the lesson: «The future».
Purposes:
Educational: Revision and consolidatoin of the grammatical material making the vocabulary more active, learnt by pupils on the theme learning the new lexics forming the habits of work at exercises. Bringing up: forming labour and school habits, forming the self respect.
Plan of the lesson:
1. Organising moment (time limit– 3 min.):
- Good morning, pupils. I’m glad to see you. Sit down, please. Tell me please, who is absent today?
2. Checking up homework (time limit– 3 min.);
3. Task for developing of oral speech composing short stories (time limit– 5 min.):
- «What do you think about imigination? Let’s speak about it».
4. Work for consolidation of the material (time limit– 4 min.):
-Look at the blackboard. Here you can see a text. But it has some mistakes. Correct them.
Text 1.
My plans for the future
When you leave school you understand that the time to choose your future profession has come. It’s not an easy task to make the right choice of a job. I have known for a long time that leaving school is the begining of my independent life, the beginning of a far more serious examination of my abilities and character.
I have asked myself a lot of times: «What do I want todesirewhen I leave school? ». A few years ago it was difficult for me to give a definite answer. As the years passed I changed my mind a lot of times about which science or field of industry to specialize in. It was difficult to make up my mind and choose one of the hundreds jobs to which I might have desire to be well-pre pared better studied.
Correct variant:
My plans for the future
When you leave school you understand that the time to choose your future profession has come. It’s not an easy task to make the right choice of a job. I have known for a long time that leaving school is the beginning of my independent life, the beginning of a far more serious examination of my abilities and character.
I have asked myself a lot of times: «What do I want to be when I leave school?». A few years ago it was difficult for me to give a definite answer. As the years passed I changed my mind a lot of times about which science or field of industry to specialize in. It was difficult to make up my mind and choose one of the hundreds of jobs to which I might have desire to be well-prepared.
Learning the new lexics (time limit– 5 min.):
- Look at the blackboard again. There are new words. Let’s read them together.
ruby – рубин
to laugh – смеяться
Nothing could please him – Ничтонедоставлялоемуудовольствия
to call over – подозвать
cheerful – жизнерадостный
sadness – грусть
crossly – сурово
to prove – доказать
beggar – нищий
to steal (stole, stolen) – украсть
to escape – избежать
to be angry with – рассердитьсяна
to decide – решить
to hide (hid, hidden) – спрятать
to throw – бросить
in two days time – черездвадня
- Write them down.
6. Now each of you is to make 7 questions on the topic «The Future». When everybody is ready, we’ll compose a general puzzle.
7. Consolidation of the material learnt before.
Let’s remember the Future Indefinite. What can we say about this tense?
Copy out the table.
| Is formed: | Example: |
| Will* + V | I will see you tomorrow. |
| It is used: | Example: |
| 1) An action or a number of actions, which will happen in future | I will go to the doctor tomorrow. |
| The interrogative sentence is made by means of the auxiliary verb | Example: |
| Will | Will you see him tomorrow? |
| The negative sentence is made by means of auxiliary verb and a negative particle | Example: |
| Won't | He won't go to the cinema tomorrow. |
8. Results of the lesson (time limit– 3 min.):
- Well, what can you say about our lesson? What have we done?
9. Home task (time limit– 2 min.):
- Write down your Home assignments:
1) to make your own text, dialogue about Ancient Rome;
2) to learn by heart the new words.