Ағылшын сабақтарында инновациялық технологияларды қолдану

"THE USE OF INNOVATIVE TECHNOLOGIES IN ENGLISH LESSONS."

Anessova Danagul Nabenkyzy

Atyrau higher multidisciplinary college" Bolashak"

English language teacher

The development of education in the 21st century encourages the introduction of innovative technologies.

The word "innovation" means any innovation. Today, innovative processes at school are not a tribute to fashion, but an urgent necessity.

Modern pedagogical technologies involve changing the educational situation in such a way that the teacher from “indisputable authority” becomes an attentive and interested interlocutor and participant in the learning process.

In elementary school, the focus is on gaming technologies that help overcome the “language barrier". Lexical, grammatical, phonetic, spelling, creative games, the use of songs, poems help to make the process of learning a foreign language interesting and productive.

For example, during the “World of the Living" class in the 3rd grade, the game “Find an animal" is offered. Students in groups make up micromonologues, describing a favorite pet or wild animal. The groups must understand and find the correct picture based on the description of the animal. When performing this game, speaking and listening skills are formed.

T: The class is divided into two groups. The first group describes wild animals. The second group depicts pets. The task of the groups is to guess them.

GROUP 1: This animal loves honey and fish. It's brown. It sleeps in winter.This wild animal can swim and climb.

GROUP 2: Is that a bear?

GROUP 1: Yes, that's him.

GROUP 2: This animal lives on a farm. She also gives us milk and butter. That's very kind of you.

GROUP 2: Is it a cow?

GROUP 1: Yes, it is a cow (etc.).

During the consolidation of grammatical material (Present Continuous), the grammatical game “Pantomime" is used. Students from different teams show actions with gestures according to the cards. The others should guess.

P1: Are you cleaning the room?

P2: No, I am not.

P1: Are you washing up?

P2: Yes, I am.

I use the techniques of the author's method of G. A. Kitaygorodskaya "Activating the reserve capabilities of the individual and the team." It cannot be called new, as it was developed over 35 years ago, but it is considered exceptionally innovative and has already become a classic in the field of intensive education. The way a person learns a foreign language, according to the Kitaygorodsky system, is very similar to the way a child learns his native language. Role-playing is the leading role here during the activation of students' speech activity. You can be a "tourist", a "guide", a "company president" from any country. During the training, students can communicate with each other in certain situations that are as close as possible to situations in real life. Role distribution is quite important in this method of learning. I use role cards in my lessons, for example:

1) You’ve lost your sister in the supermarket. She is only 5 years old. Explain the situation and ask the police to help you.2) You are a stranger in London. Suddenly you’ve lost your way. Ask the residents of London to show you the way to the station.3) In a Tourist’s Agency you ask an advice and recommendations about visiting the sights of London.4) You are a doctor. You examine a patient and give him some recommendations. What will you recommend him to do in order to recover as quickly as possible?5) You are a school-leaver. You have a doubt about your future profession. Ask your friends to advise you some modern professions.

I choose the necessary situations-illustrations and situations-problems based on specific material, prepare didactic material: (task cards for each; select groups of students who assign roles, set a task for which students should express their point of view, think through the intended answers and replicas. During the role-playing game, I do not interrupt the speech of the students, I do not correct mistakes. After the game, I analyze its progress, mark the most successful and unsuccessful moments, and work on typical mistakes.

Repeatedly encountering difficulties in constructing an utterance in a foreign language, the student often loses interest in the subject. Therefore, I also pay great attention to the communicative orientation of teaching grammar and vocabulary in my lessons. A student who has a good command of lexical and grammatical material is faster than others to navigate the composition of dialogues.

During the formation of lexical and grammatical speaking skills, I use conditional speech substitution exercises. The student goes from conscious imitation to independent reproduction of the grammatical form.

Wildcard tables are also used during the creation of dialogues. For example, in 5th grade, while studying the topic “Clothes. Shopping” the following wildcard exercise is suggested.

In the next stage, students perform the role of buyer and seller without relying on the table. The use of role-playing, situational play in my lessons provides ample opportunities for activating the educational process.