Teaching english to pre-school children and children in a primary school

A participant of the conference: For R. Kent painting was a means of communication, a form of speech. He met understanding and friendship in our country. R. Kent said: “Art belongs to those who love it most, and I want the Soviet people to have all my life's work.”

A participant of the conference: Why has R. Kent not presented his paintings to the American people? Why didn't he ask an American museum to take his pictures?

A progressive American correspond-e n t: Several years ago he asked the Farnsworth Museum in Rockland to take his collection. The director of the museum said they would be glad to receive such a wonderful collection. But soon after that R. Kent was asked to Washington by the McCarthy Committee where he was questioned about his political views. He refused to answer the questions. Immediately after this event the museum refused to take his pictures.

Chairman: Why did the American museum refuse to take R. Kent's collection?

A reactionary American correspondent: I am a correspondent of the New York Times. I express the opinion of the ruling classes of our country. R. Kent visited the Soviet Union and found many friends there. He supported the communist ideology. He has presented many paintings to Soviet Russia. But who cares?

Chairman: A correspondent of the progressive magazine New World Review wants to answer your question, Mr. Green. .

The correspondent: The fact is that many people in America do care. People, who are tired of the cold war and who want peace and friendship, understand the purpose of R. Kent's gift and are happy about it. Extracts from his books were read and more illustrations projected.

A few words should be said about additional material to cover the topic. There are several points of view on the subject. Some teachers believe that extra-curricular work must only consolidate the linguistic material the pupils assimilate during classes and the task is to develop their speech habits on the material covered. So it is not necessary to give any additional material for the pupils to learn. There are some objections to this point of view. It is necessary that pupils should learn something new during non-class activities. Otherwise it will be difficult to stimulate their interest and make them active and anxious to do the work. Besides, it is difficult to make up natural situations to use the language as a means of communication within the material studied during the lesson. Everything must be done to provide favourable conditions for the pupils to speak, read, and write in a foreign language for their own needs. They need words and sentence patterns which they may use. And it is the teacher who should always be ready to help them. He shows the pupils how to apply their knowledge to the purpose. He presents some new words or structures which are necessary for this particular situation. The teacher need not be afraid of presenting some new material. Pupils will definitely memorize it, if the new material is connected with their activity, their interests, their emotions and feelings. Of course, the material presented must be limited in amount, carefully selected, and necessary for the given situations. Consequently some fresh material which is necessary to, express a certain situation must be presented to pupils. And they will be able to assimilate it, as it will be closely connected with their activities.

Others think that extra-curricular work requires special linguistic material which may or may not be connected with the material the syllabus involves. These teachers are mistaken, too. The success of extra-curricular work depends on many factors:

- the correlation of extra-curricular work with classwork;

- the vividness of situations in which the additional material is needed;

- the enthusiasm of the pupils when new material is introduced.

Therefore extra-curricular work must be based upon class-work. Some linguistic material should be added.

In conclusion it is necessary to say that little is done in selecting material suitable for the purpose in each form for conducting extra-curricular work successfully. However, there is a lot of material for the teacher to use for extra-curricular work and he can choose the one he needs.

Methods and techniques the teacher uses for conducting extra-curricular work must aim at developing pupils' initiative and creative power, on the one hand, and for providing language surroundings, natural situations, making pupils use the language for their practical needs, on the other. The role of the teacher is to set up a goal, to draw up a plan to supply his pupils with necessary material and help them whenever they are in difficulty. All the rest is done by the pupils themselves. The more they do themselves the better for them. It is necessary that the pupils of senior forms should help the pupils of junior forms. For example, a pupil is learning a poem by heart which he will recite at a pleasure party. The teacher asks one of his senior pupils to help the child. Or many boys are known to be fond of mechanical aids. Why not employ them in demonstrating a film slide or a film? Of course, first they must be taught how to do it.

To sum this up we must say:

1 - Extra-curricular work in a foreign language is an in separable part of educational work, proceeding from the aims the syllabus sets.

2 - Various forms of extra-curricular work should be developed in schools to involve as many pupils as possible.

3 - Technical aids should be extensively utilized to make the work interesting and effective.

4 - Study of progressive experience both in our schools and schools abroad is one of the main tasks for the further development of extra-curricular activities.

5 - Carrying out investigations dealing with the content and methods of extra-curricular work is one of the main problems to be solved.

Lecture 11, 12

Optional course the aims of the optional course

Plan:

The aims of the optional course

The organization of the optional course

The content of the optional course

The importance of testing and evaluating pupils' achievement

Testing language skills and language knowledge

Evaluating pupils' achievement

In 1967 a new curriculum for ten-year schools was adopted. The curriculum includes both compulsory subjects and optional ones (or subjects of special interest field) for those pupils who show a great interest in learning some subjects. Each school leaver gets uniform education and at the same time has an opportunity to get a profound knowledge in the subject or subjects he is interested in. For example, if a learner displays a special interest in chemistry or in biology, or in mathematics, he may have additional lessons in the subject. If some of the pupils are fond of literature, or history, or a foreign language, they may join the group that will have extra hours for studying the subject they are interested in. The fact that the curriculum includes optional courses is of great importance. On the one hand, optional subjects will help teachers to see pupils' interests and gifts; on the other hand, they will ensure better achievements of graduates for entering a higher school. Indeed, if a pupil, for instance, wants to become a physicist, he joins a group which will have extra lessons in physics. Learning the subject in this way for three years running the pupil can get a profound knowledge of physics.

If a pupil is fond of a foreign language and he wants to have a good command of the language the optional course will help him to attain the goal.

THE ORGANIZATION OF THE OPTIONAL COURSE

The organization of the optional course in a foreign language differs greatly from that of other subjects since learning a foreign language is carried on in accordance with a uniform syllabus which includes both the essential and the optional courses, special groups of no less than 15 pupils being organized. This principle of organization of the optional course in a foreign language should be considered a most reasonable one since consistent and effective acquisition of knowledge and the development of speech habits on the part of the learners are ensured. Besides, it becomes possible to divide the class into two groups which is usually done for foreign language lessons. State expenditure on the optional course is within the school budget. For instance:

Forms	Amount of pupils	English Learning Groups	Periods
		essential	optional	essential	optional	in ordinary group	in optional group
8a 8b 8c 8d	40 40 40 40	20 25 23 21	20 15 17 19	1 1 1 1	1 1 1 1	2 2 2 2	4 4 4 4

In a case like this the school must p1ay for 24 class hours of the essential course and for 8 class hours of the optional course; that makes 24 class periods. This is the amount of class periods that should be covered by the school budget, as the majority of pupils in each class form a group for optional studies, the rest forming another group for essential-lessons only.

It is difficult to organize the optional course in the foreign language if there are few pupils in each group who are enrolled for learning a foreign language as an optional subject. For example:



Forms	Amount of pupils	English Learning Groups	Periods
		essential	optional	essential	optional	in ordinary group	in optional group
8a 8b 8c 8d	40 35 38 40	24 30 32 28	16 5 6 12	1 2 2 2	1 - - -	2 4 4 4	4 - - -
				7	1	14	4

In a case like this it is impossible to organize additional groups, as the rest of the pupils should be divided into two groups (30: 2; 32: 2, etc.). It is necessary that special optional courses should be organized for pupils who can attend them after classes.

Pupils who want to join the optional course in the foreign language may do so beginning with the 8th form, therefore, optional groups may be arranged in the 8, 9, 10th forms. If pupils join the optional course in the 8th form they learn a foreign language for three years. Those who join it in the 9th form learn it for two years and those who join it in the 10th form learn it as an optional subject for a year. In future pupils will be allowed to join the optional course for learning a second foreign language if they succeed in mastering the first one, and have a desire to know one more foreign language.

The optional course in a foreign language is undertaken voluntarily. It is desirable, however, that those enrolled should be well prepared for such a course. If a pupil makes slow progress in a foreign language in the essential course he must not join the optional group. The optional course in a foreign language should be recommended only to those who are not only interested in the subject but make good progress in it and have a certain aptitude for foreign languages. Pupils who wish to take the optional course in a foreign language should be enrolled at the end of the school year before they are dismissed for summer holidays. Having done this the staff forms groups and determines the teachers for these groups.

Since the optional course is not an essential one but a course taken voluntarily by the learners, it is necessary to dwell upon the conditions under which a desire to learn the language thoroughly might appear.

Firstly, such desire may develop when pupils make progress in the foreign language in the essential course, when they feel that learning the language is not a waste of time. They realize that if they had more time for learning the language they would read and speak it much better, though they do not display a special interest in it. For example, a boy is interested in electronics. He knows there is a lot of interesting English literature in the field. So he will try to do his best to enroll in order to be able to read what he wants.

Secondly, such desire may appear when a pupil is fond of the language, when it becomes his hobby. In this case he will look for any chance to learn a foreign language: essential, optional courses, reading with and without a dictionary, listening to the radio, watching TV, speaking to foreigners, etc.

Thirdly, such desire may appear when a pupil himself, or under the influence of his parents, decides to enter a special college, in other words, when he wants to make it his profession.

There are, of course, other motives which stimulate pupils' wish to learn the foreign language as an optional subject.

The optional course in a foreign language is possible provided there is a highly qualified teacher who can arouse his pupils' interest, foster a desire to learn, and encourage his pupils' love of independent work at the language.

Unfortunately, a foreign language as an optional subject is not popular among pupils. This proves that pupils see little value in their class and home work in the foreign language. The main reason is lack of highly qualified teachers who can teach a foreign language effectively.

THE CONTENT OF THE OPTIONAL COURSE

The content of the optional course should be hearing, speaking, and reading. Spoken language should be used for enriching pupils' vocabulary and grammar knowledge and as a means of communication in a foreign language. This approach to the problem determines the organization and methods of teaching.

1. Various oral exercises for consolidation and assimilation of linguistic material must be extensively used.

2. Every pupil should be an active participant of the lesson.

3. The reasonable distribution of time within the class period between the teacher and pupils should be observed.

4. The use of various stimuli: visual and audio and their combinations to stimulate pupils' speech activity are a must.

Reading, as well as spoken language, should be extensively used both as a means of teaching and as a means of getting information. Reading must be the essence of pupils' independent work at home and during the lesson. In order to develop the skill of reading, one ingredient is important - interest. “Where there is interest, there can be speed, accuracy and improvement in reading efficiency; without it all will suffer. Indeed, without interest, success perhaps is unobtainable. Interest is all-important because understanding and imagining are more active where there is true interest. In fact, they become fully active when interest is aroused.”

It is the teacher who can arouse interest in reading; he can recommend texts suitable to the tastes and abilities of every pupil. That is why it is desirable that texts for reading should be of two kinds: essential for the whole group and optional for individuals depending on their interest and aptitude. The reading of texts essential for the whole group should be closely connected with development of speaking skills. Various tasks may be given to direct pupils' speech on the one hand, and to make pupils use the words, phraseological groups, and grammar items the teacher chooses, on the other hand. This will help pupils assimilate the vocabulary and enrich it. Questions on the text should not be connected with the contents of the text, such as who, what, when, and where-questions. If everyone has read the text such questions are nonsensical. Questions should draw pupils' attention to something they would be unable to grasp for themselves or might interpret differently, and make them express their opinion on the subject. These are why-, what for-, what would you do if you were-questions.

Pupils should be taught (a) to annotate what they read (e. g., they read an article from a newspaper; the task is to write an annotation, that is to furnish it with notes explaining the contents of the article and giving opinions of their own); (b) to give a short summary of the text they have read (e. g., pupils read a text of 2-3 pages and give a summary of 8-10 lines in writing or in a few sentences orally); (c) write an essay (e. g., pupils read 2-3 texts about space flights, they are told to write an essay on the subject).

Individual reading should be conducted differently. This kind of reading allows the teacher to develop various types of read in detailed reading, reading for pleasure (F. French) and in the direction pupils' desire or pupils need. Individual reading may also be used for developing speech, namely, for developing hearing. A pupil tells his classmates what he has read about. The information pupils get may be used as a stimulus for a talk between Pupil and Class, and for discussion.

To teach reading successfully the following rules should be observed:

1. The teacher must be well acquainted with the class to be able to select texts both for the whole class and for individual reading.

2. He must stimulate wide reading through the School Library, or by working up a small Form Library.

3. He must prepare assignments to direct pupils' reading.

4. The teacher must determine what and how much pupils should read (obligatory and of their own choice).

5. The teacher must think over the methods and techniques he will use while working at the text: what should be read in class and what at home.

6. He should think over the tests for checking pupils' reading.

As to the methods and techniques of teaching vocabulary, grammar, and phonetics, as well as speaking, hearing, reading, and writing, they are similar to those used in the teaching of a foreign language as an obligatory subject.

Since 1970 a foreign language has become an optional subject in evening schools. There is a special syllabus and textbooks for the purpose.

TESTING AND EVALUATING PUPILS' ACHIEMENT

The importance of testing and evaluating pupils' achievement

Properly organized testing of pupils' achievements gives the teacher an opportunity to get a clear idea of his pupils' progress in foreign language learning. Analyzing the results of testing, the teacher will see his shortcomings both in methods and techniques applied and in the progress of each pupil. It allows him to improve his own work. In this connection P.Oliva writes, “A test measures not only the student's performance but also the effectiveness of the teacher's instruction. Tests serve a diagnostic function. They show where students have difficulties. They provide information which should lead the teacher to modify his instruction.”

Testing and evaluating pupils' achievements in language learning is of great importance. Pupils get used to working systematically at the target language. The latter ensures favourable conditions for learning words, phrases, grammatical structures, and developing habits and skills in using all these while hearing, speaking, reading, and writing. Thus the problem of learning is not so much how to get things into the mind (in our case vocabulary, grammar, etc.), as it is how to get them out again when they are needed for aural comprehension, speaking, reading, and writing. “The problem is les one of storage than it is of ready access.” Through testing every pupil can show he can use what he learns, that is his “ready access” to the knowledge he receives.

Although tests are used for measuring the achievement of the objectives in language learning, they fulfil educational functions as well, namely, each test makes pupils concentrate their attention on certain language material and language skill and thereby mastering it successfully. Since testing is accompanied by the evaluation of the achievement of every pupil this stimulates pupils' desire to learn. Evaluation is an integral part of teaching; it is a process of determining the extent to which objectives have been achieved.

Testing language skills and language knowledge

The teacher tests the pupil's command of the target language, that is, his ability to use it in its two forms, oral and written. Therefore, the items of testing should fully correspond to the aims and objectives. They are: (1) aural comprehension, (2) speaking (monologue and dialogue), (3) reading (oral and silent), (4) writing (words, sentences, dictations, written reproductions, etc.).

We distinguish regular testing when the teacher administers frequent, short tests to measure his pupils' achievement and assigns marks for their work at a given lesson (unit) or a topic; and final testing or examination at the end of the course. The teacher administers tests in two forms: oral and written.

In our schools oral testing often takes the form of questioning the class or some individuals. The manner in which each pupil reacts to the teacher's questions shows his readiness for the lesson and his achievement in learning some particular material. This often results in assigning marks to several pupils. Since there are many items of testing as well as pupils in the class the teacher needs special tests, objective and easy to administer, to measure his pupils' achievement. At present the following tests are available: teacher-made tests, ready-made tests (for example, in the Teacher's Book), and standardized tests Made by the Department of Education). Naturally, teacher-made tests are the best because he knows the material his pupils have covered better than anyone else, that is why he can administer a test which will correspond to his pupils' capacities. However, in administering tests he should always keep in mind the items of testing, that is, the syllabus requirements for this particular form.

Some possible approaches to testing are described herewith.

The testing of listening comprehension may be administered in two ways depending on pupils' reaction to the material they hear.

1. A text is presented either by the teacher or on tape. Each pupil is given a set of pictures (3-4) one of which corresponds to the item that he hears. The pupil listens attentively to the text and identifies the picture correctly by raising it (immediate testing) or by putting a mark (a number) in a special place provided for it (delayed testing).

2. A text is presented, preferably on tape. The class or each pupil is given a definite task before being invited to listen to the text. Pupils listen to the text and then they are asked to react to the material according to the given assignments. These may be answering yes-no-questions, choosing answers from multiple-choice items on cards distributed beforehand, etc.

The testing of speaking is the most difficult as the teacher will want to test pronunciation, information, stress, sustained speaking, use of vocabulary and grammatical structures. The best way to measure achievement in speaking is by testing each pupil individually. But this is very time-consuming and, although the teacher does his best to question as many pupils as he possibly can, he fails to cover all the individuals on a given topic, and as a result this leading language skill is often not controlled in any way whatsoever. Instead the teacher tests knowledge of words, structures; ability to ask and answer questions in written form; ability to write about a situation or topic suggested. In order to avoid the following testing technique may be proposed. Each pupil gives his response on tape. The teacher plays back the tape as he has time and evaluates each pupil's performance. Contemporary teaching aids make this available.

It has been calculated that it takes a pupil 1-1,5 minutes to make a response containing 3-4 sentences. The test must be constructed in such a way that the pupil need not give a lengthy answer but his response must show his ability to pronounce and intone, use of certain vocabulary and grammatical structures, and whether his speech is sustained or not. It will not take the teacher more than half an hour to evaluate the achievement of all his pupils in a given form and get a clear picture of each individual on a given topic. Regular oral tests will increase pupils' sense of responsibility and desire to master the spoken language.

The testing of reading deals with comprehension and speed. The former is more important than the latter. Testing reading may be administered aloud or silently. Each pupil gets a passage, accompanied by a set of questions on cards which can be true-and-false type, multiple-choice, or a type that requires a statement for an answer. In case of reading aloud the test may be administered in the language laboratory with each pupil reading on tape. Subsequent evaluation is carried out in the manner described above for measuring speaking skills. If pupils read silently the teacher collects cards and evaluates comprehension by every pupil from the answers.

The testing of vocabulary and grammar is carried out indirectly or directly. All the above-mentioned tests imply the testing of vocabulary and grammar since the pupil cannot give a satisfactory answer to any test if he does not know the words and grammar items required. This is indirect testing. However the teacher may administer direct testing when he proposes a vocabulary test or grammar test.

EVALUATING PUPILS' ACHIEVEMENT

All the suggested tests are easy to evaluate and the marks that the teacher assigns are objective because tests measure exactly what the pupil has learnt. Marks are assigned on the basis of the work done in a particular class.

In schools we have a five-mark grading system. There are a good many teachers who are not satisfied with the five-mark system, they extend it to a fifteen- mark grading system when they give “five with a minus”, “four with a plus”, etc., though this is not supported by the authorities. The teacher must strictly follow the five-mark grading system.

It is responsibility of the teacher progress to parents. It is easy to give a pupil a good mark particularly if it is higher than he really expected. But there are more occasions when marks bring more disappointment than pleasure. The disappointment may be of two kinds. We may call them “outer” and “inner”. By the first we mean the disappointment of a pupil when he receives a lower mark than he expected and expresses his feelings somehow. By the second we mean the disappointment of a pupil who receives a good mark in the foreign language, but feels that he does not deserve it, that there is something wrong with the evaluation of his achievement. He knows there are many “fours” and “fives” in class though he cannot say all his schoolmates have a good command of English. This is sometimes the case in our schools. There is a paradox in measuring the achievement of pupils. The less experienced and qualified the teacher is the more pupils have good marks. Therefore, “…teacher's marks…are partly fact and partly fancy”.

To serve effectively the purpose of stimulating, directing, and rewarding pupils' efforts to learn, marks must be valid. The highest marks must go to those pupils who have earned them. “Marks must be based on sufficient evidence. They must report the degree of achievement as precisely as possible under the circumstances. If marks are assigned on the basis of trivial, incidental, or irrelevant achievements or if they are assigned carelessly, their long-run effects on the educational efforts of students cannot be good”.

The shortcomings in marks are twofold:

1 - the lack clearly defined. Generally accepted definitions of what the various marks should mean, as a result the meanings of marks tend to vary from teacher to teacher, from school to school, which reduces the validity of the marks;

2 - the lack of sufficiently relevant objective as a basis for assigning marks. The result is marks tend to be unreliable.

Many investigators found wide differences on what various marks should mean and the standards that should be followed in assigning them, among them V.P.Bespalko.

The department of FL of APS made an attempt to give a definition of what the various marks (5, 4, 3, 2, 1) should mean and what the standards are in assigning each of them. The complexity of the problem, however and the lack of profound scientific research in the field did not allow the authors to give a reliable solution to the problem. It still wants its investigators to work out a system of objective foreign language tests for every level of instruction and language skill. Such a system of tests will make valid marking possible. At the present time the procedures for assigning marks are about as good or as weak as the teachers who apply them. Since there is no objective approach to measuring the achievement of pupils, the teacher relief upon his intuition, the traditions that are observed in school, his personal experience, and other chance factors.

Lecture 13

Means of education

Plan:

Means of education

The text-book and manuals

To means, through which the education (or self-education) of foreign language is carried out, concern: the teacher; the schoolboy and manuals - text and sound; means of education (technical means of education - TME).

The presence of ТME is desirable in the systems of education to language and obligatory at self-training to oral kinds of communicative activity.

The teacher

The teacher of foreign language, besides general educational and pedagogical preparation, should have the following professional quality:

1. To own the main kinds of communicative activity in the foreign language at the level, on many parameters coming nearer to the level of the social sufficiency.

2. To own the most rational receptions of the education of communicative activity in the foreign language for the given native language and age of the pupils, including use ТME.

3. To have sufficient knowledge of the general theory of the language communications, the theory of the foreign language and native language of the pupils, and also about the country and people - carrier of the investigated language.

Unfortunately, it is impossible to say, that the majority of the teachers and the teachers of the foreign languages now satisfy to these requirements, faster on the contrary. The reason of the insufficient preparation of many teachers of the foreign languages is incorporated basically in the defective statement of the education in the special language higher the educational institutions suffering from the theory and bad organization of the practical course of the language communications. The course of the practical technique should arm the future teacher the most effective receptions of the education to all main types of the language phenomena and even to the concrete phenomena, in view of the native language trained, in the main kinds of communicative activity. In the field of the theoretical and linguistic preparation it is necessary to note unsufficient knowledge of the theory of the native language of the pupils, importance quite often is underestimated.

It is obvious, that the problem of the education to the languages should be decided simultaneously in all its aspects and that the essential improvement of school teaching of the foreign languages demands simultaneous improvement of the education in the special pedagogical institutes, and basic line of modernization of the education to the languages in different educational institutions is the reduction of the education in the conformity with laws of the language communications.

It is necessary, that the knowledge in the field of the general linguistics, the theory of the foreign and native language are necessary to the teacher not care of their pupil and not that “to be able to answer questions of the pupils”, and first of all for more rational organization of the educational process. Even at the presence of the perfect textbook, which will contain all necessary materials for auditorial and independent work learning, including visual aids of a different sort, in which the methodical instructions on all aspects lessons will be given, for the teacher there is a sufficient field of the independent action, though on the organization individual work would write down the lagging behind or most capable schoolboys.

The textbook and manuals

The new epoch in pedagogics differs from old first of all by that the correlation between roles of the teacher and textbook changes during training. If earlier, in epoch ascending to the Middle Ages, the essence in teaching belonging to the individual skill and talents of the teacher, which used the bad textbooks, the modern lines in pedagogics (in particular in pedagogics to the adults) are reduced to constant increase of a role of self-training through the highly effective textbooks, when the teacher all less carries out functions of the trainee and more and more functions of the organizer of the education of the adviser. Certainly, at school any textbook can not replace the tutor - teacher, but nevertheless it is possible to approve, that the main lever of rationalization of the process of the education now is a sharp improvement of the quality of the textbooks. It especially is fair that the level of the preparation of the teachers also in many respects is determined by quality of the textbooks used in a higher school.

The textbook is a basic means of the realization of the program of the education. Any reorganization of the education even basing on the most sensible principles can not be carried out without the adequate textbook, which creation demands the large efforts of the whole collective of the experts. Many attempts of the “reorganization” of the education to the foreign languages suffered crash just because did not base on the scientifically developed textbooks.

On the other hand, the rational textbook can not be constructed without preliminary drawing up of the program of the education and definition of its structure. As we know, the drawing up of the high-grade program of the education to the language should be preceded by the whole series linguistic and lingvostatistics researches on the revealing and arrangement of marks, models and communicative parameters. For creation of the effective textbook it is required, besides a number of psycholinguistic and methodical experiments on revealing the optimum contents and volume of different kind's class of the independent exercises and their optimal combination. From said it should be clear, what serious and responsible business is the creation of the scientifically proved and highly effective textbook of foreign language.

Neither program of the education, nor the rational textbook of the foreign language can not be developed without the account of properties of the native language of the pupils in comparison to properties of the investigated language, for this factor essentially influences a sequence of introduction of a language material, on densities of exercises on the improvement of the separate language phenomena (elements, marks, models) and on presence or absence of the explanatories and comments.

The rational textbook of the foreign language of any purpose can not be “universal”, intended for the pupils with any native language, and if the textbook applies for “universality”, he is for certain irrational, so it no a peak efficiency.

However, what of efforts the creation of the rational textbooks has required, this task should be decided. If though the small part of conducted now isolated researches on separate and is far from being always urgent linguistic, psycholinguistic and methodical problems was replaced by the coordinated work above a cycle of the listed above tasks, in some years we would receive required system of the textbooks of different purpose.

The perfect textbook of the foreign language represents a complex consisting of the following components:

1. Language material (sound and written) as narrations, dialogues, fragments of narrations and dialogues separate offers and sintagms and their fragments, word formations, models in various presentation, elements (phonemes and graphemes) and their groups intended for class and the independent exercises of a different sort. The sound material is preferably given in a sound recording . The part of a written material is submitted by an equivalent sound recording. All sound material is given as well as a written equivalent.

2. Instruction for the pupil on use of an educational language material in class and independent work.

3. Visual aids (pictures, slides, circuit, table, diafilms, films etc.) three types: intended for the imitation of the real communicative conditions; describing life and creativity of the people - carrier of the investigated language; illustrating the separate phenomena and groups of the phenomena in the structure of the investigated language. 4. The explanatories and the comments (in the foreign and the native languages) are two types: the descriptions of the phenomena and groups of the phenomena of the communications in the investigated language, partially in comparison to the native language of the pupil; the comment concerning the phenomena from life of the people - carrier of the investigated language (feature of a life, state device, cultures, facts from a history and so on), displayed in the semantic party of the language material of the textbook.

5. The help part containing of the lists of the marks and the models, the translation of marks on the native language of the pupils, summary list of the models etc.

6. The variant of the textbook intended for the teacher should contain, besides the general methodical instructions on its use and detailed methodical development for each section of the textbook are.

The set forth above structural components of the textbook, certainly, do not form the independent sections, and are packed in a single unit. It concerns and to the help part, which is present at known volume in each section: at any stage of work not only teacher, but also the pupils should precisely know, which marks and the models and in what kinds of communicative activity are subject to mastering. It is necessary also to provide accumulation sign types in the process of mastering separate sign units (the phenomena of polysemia, synonyms, antonyms, jacks of words, semantic fields etc.) mean.

The textbook should cover all period of the education to the language, irrespective of its duration and communicative purposes. Certainly, the school textbook should consist of a number of volumes, according to years of the classes. It is important to emphasize necessity of complete solidity of the textbook for time: the continuity of all vertical lines of the education to all of its components should be supplied during all period of the education.

Since the certain phase of the education, the volume of the material for reading will exceed the for certain allowable sizes of the textbook, the part of this material should be made out separately, as the application to the textbook. However in conditions of the school the education to the language all kinds, demanding peak efficiency, of the educational work, this application should be considered as the organic part of the textbook both concerning a sequence of the language material, and the exercises, contained in its, and explanatories. For the senior course of the special language of higher educational institution the application is replaced with the list of the obligatory and recommended literature for reading.

The most part of visual aids also is the application to the textbook.

The internal structure of the textbook in many respects is determined by the accepted structure of the education, program purposes of the education, and also convenience of usage by the textbook. The greatest difficulties are represented by the configuration of the educational material on the separate part and to their groups, which can be carried out in different variants.

For some systems of the education, for example for language and not language higher educational institutions, the separate registration of parts of the textbook devoted to the education for oral and written, or else, division of the textbook on “the textbook of oral speech” (mainly sound) and “the textbook of reading - letter” (mainly text) will be expedient. First will have the text application, and second - sound.

The textbook for high school hardly probable is expedient for dismembering by such principle valid, first, of more integrated structure of the school the education to the language, secondly, owing to the limited opportunities of application of the sound techniques in the conditions of school. However the educational material, written down on a film, should be considered not as the facultative application to the textbook, and as its organic part.

In a basis of the structural partitioning of the textbook the thematic principle is put. The main structural unit of the textbook is the section covering study of one theme on the given grade level (later the same theme can undergo to wider and profound communicative treatment in other section). The section can be divided on the subsection according to the possible division of the theme on the subthemes. Each section should have a precise communicative educational task on improvement of the certain marks and models in certain part.

The material acquired in hearing and speaking, moves in the beginning as fragments of dialogues and brief statements. Further follow of the training exercise and in summary - coherent dialogue used as base for synthetic exercises. All this material should be submitted both in the text, and in a sound recording. The material studied only in hearing, but not in speaking, is given also in a sound and in the text and is supplied appropriate marks.

The material for reading about itself on the same theme is given in the text and, as a rule, contains also marks and models, which sound equivalents yet, are not entered in speaking. The part of this material is given in a sound recording.

The material for the letter is a part of the material, before acquired in reading, and partly as well in speaking. The mastering of this material is provided with a series of exercises.

Section is ended by control exercises.

Within the limits of the section visual aids or instructions on them, lists of marks and models and in the visual aids or instructions on them, lists of marks and models and in visual aids or instructions on them, lists of marks and models and in visual aids or instructions on them, lists of marks and models are contained.

The section of the textbook, as a rule, covers some school lessons (auditorial lessons).

In summary we list some additional requirements, which should satisfy the school textbook of the foreign language:

1. It is necessary to observe optimum of dose of the new language material and repeatability of old one. This dose should be established experimentally for different stages of the education.

2. The work above all kinds of the communicative activity should conduct on the extent of the textbook, though the correlation between them will change.

3. All language material of the textbook should on the contents be interesting to the schoolboy of the appropriate age and also whenever possible to have educational and general educational value.

4. The registration of the textbook should be attractive.

Lecture 14

The essence of the lesson and the requirement to the lesson of the foreign language

Plan:

The essence of the lesson and the requirement to the lesson of the foreign language.

The purposefulness of a lesson

The richness of contents of a lesson

Activity of the pupils at a lesson

The lesson is a dialectic phenomenon; it is a part of the educational process and simultaneously by its whole. As the part of the educational process it allows to decide the intermediate tasks; in this sense everyone the separately taken lesson is in a horizontal line of other lessons.

In this series of lessons of a horizontal line dynamics of the educational process is carried out: that was the purpose of the previous lesson, becomes a means subsequent, that causes close interrelation of lessons natural of variative repeatability from a lesson in a lesson, ensuring forward movement to final educative purposes. For example, if at a lesson A the pupils have learned new words and have got skill of their use in small contexts, at the subsequent lessons B, С... They should use them in oral speech or reading. In turn, the lesson B determines the contents of the lesson, following it C; where proceeds the perfection of speech skills in new contexts and situations. Therefore concrete tasks of each lesson follow from tasks solved at the previous lesson with a sight on subsequent. This implies that at planning a separately taken lesson it is necessary to proceed from the thematic plan, which, in turn, is a part calendar of the plan, last is caused by the annual plan. Differently, at the planning in a field of sight of the teacher there should be all hierarchy of the plans. It does not mean that the teacher needs to make all kinds of the plans. The modern book for the teacher contains them. The teacher needs only to analyse them, bringing in the appropriate corrective amendments, proceeding from concrete conditions. It is natural, that the plan of a lesson is exposed to the greatest changes, when the teacher aspires to lead it on a basis of the personal orientation and to involve a urgent material.

Let's consider a lesson as completed whole, and to allocate it from a horizontal line. In this case lesson should represent the rather completed product constructed according to the certain requirements, following from the purposes, contents and technology of training to this subject at school. As these requirements determine strategy and tactics of the teacher by preparation for realization of a lesson, they also serve the starting moment for the analysis of the lessons and lessons of the colleagues at interattendances.

The purposefulness of a lesson. Each lesson should provide achievement practical, educational and developing purposes through the decision of the concrete tasks. Hence, first, from what is begun with the teacher is the definition and formulation of tasks of a lesson, basing on the book for the teacher. In its practical tasks, as a rule, are formulated which can give concrete kind, having connected them with the certain language material, for example:

- to train the pupils in the use of new lexicon (the words);

- to teach to perceive on hearing of dialogical text (the text is underlined);

- to teach to conduct conversation on a theme (the theme is specified);

- to systematize the knowledge of the learning about pretexts (the pretexts are enumerated);

- to teach the pupils to read about themselves and to make the plan on read;

- to teach to express the opinion, using the following expressions (they are set),

- to teach to read the text ... with a support on a guess and so on.

The tasks of educational and developing are determined by teacher. They not always can particularly be formulated to each lesson, as they depend on group, class; from a level of learning and education of a class; from events occurring in the given time in group, class, school, city (village), country; from the person of the teacher, his intelligence, ingenuity, sense of humour, skill to communicate and, at last, from stimulus going from the material. Large potential contains in this sense in the texts about the great people, about significant historical events, about struggle for the world, about preservation of a nature and so on. As educational and developing purposes are carried out through foreign language, only practical mastering by it makes possible realization of these purposes. So, for example, mastering speech of etiquette in the foreign language: acquaintance, greeting, expression of gratitude and so on and it renders the educational influence on the guys, teaches to their politeness and tactfulness. The mastering by receptions of operation by the help of literature (grammatical directory, dictionary) promotes the decision not only practical task, but also develops the schoolboy, renders salutary influence on skills of intellectual work, his organization and realization. The reading of the foreign texts illuminating the different parties of the validity of the country (countries) of the investigated language provides expansion of an outlook of the pupils and by that achievement of the educational purpose. The work above the political text in the foreign language at a lesson allows forming their outlook. At a modern line to teach the learners is important, to lead up to them tasks of a lesson, for they should be by the pupils are accepted.

The tasks of a lesson are necessary be “to translate” to the language of the pupils. For this purpose, first, it is necessary to attract their attention that is connected to use of language in speech activity. For example, “Today we find out, how each of you spend your Sunday” or “Today we esteem the story of very popular English (German, French, Spanish)writer”, secondly, is necessary is to give the formulation with a concrete kind: “We learn how to express the consent and disagreement in English (in German, in French)”; thirdly, it is necessary to take into account the age features of the pupils and give a task in the form imposing to their age: “Today we shall play in a lotto on a theme about an animal” (5th class); “Today we shall try to write the summary on clause... from the newspaper...” (9th class). Tasks connected to mastering of a language material; there is no necessity to inform to the pupil in the beginning of a lesson. It is known, that in the long term the work above mastering of the grammatical forms and words it is not enough at whom can call pleasure. To overcome dislike for such occupation it is possible only in the event that the pupil tests necessity in them for accumulation and expansion of the speech experience. Therefore everything that is connected with a language material is necessary to subordinate to tasks of dialogue. Hence, the teacher needs well to think over tasks of a lesson and their submission to the schoolboys.

The purposefulness of a lesson assumes also allocation of “tops” of a lesson, its culminations. They can be from 1 up to 3 by amount of tasks connected to speech.

The teacher should not suppose monotony. It is important to conduct a lesson in the different registers. Preparatory work (work above a language material and above the prepared speech) is on more “low”, and above actually speech is on the “top” register, creating psychological and communicative tops of a lesson. At this moment the pupils should understand, that they have risen on new stage, that the tasks put in the beginning of a lesson, are successfully decided.