Non-traditional english language lessons - Курсовая работа

Contents Introduction 1. Theoretical basis of non-traditional English language lessons 1.1 Alternative approaches to foreign language teaching 1.2 Classification of non-traditional lessons for teaching vocabulary 1.3 Methodology for such lessons and their types 1.3.1 The use of the Lessons of the type The Club of Merry and cute 1.3.2 The use of lesson Linguistic Express 1.3.3 The use of the Lesson Excursion 1.3.4 The use of theLesson Revue 1.3.5 The use of the lesson Sing out English songs 1.3.6 Lesson Interview 1.3.7 The use of the Lessons of the type The Round Table 1.3.8 The use of the Lessons of the type Project work 1.3.9 The use of the Game lessons 1.3.10 Lesson-Essay 2. Practical application of non-traditional lessons 2.1 Advantages of non-traditional lessons of English language 2.2 The use of non-traditional English language lessons Conclusion Bibliography Introduction Topicality This work is devoted to the non-traditional types of lessons which we can use in English classes. The English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practiced, in various adaptations, in language classrooms all around the world for centuries. As will become evident in this qualification work, there are some milestones in the development of this tradition, which we will touch upon, in an attempt to reveal the importance of research in the selection and implementation of the optimal methods and techniques for language teaching and learning. In the Western world back in the 17th - 19th centuries, foreign language learning was associated with the learning of Latin and Greek, both supposed to promote their speakers’ intellectuality. At that time, it was of vital importance to focus on grammatical rules, syntactic structures, along with rote memorization of vocabulary and translation of literary texts. There was no provision for the oral use of the language under study; after all, both Latin and Greek were not being taught for oral communication but for the sake of their speakers’ becoming scholarly or creating an illusion of erudition. Late in the nineteenth century, the Classical Method came to be known as the Grammar Translation Method, which offered very little beyond an insight into the grammatical rules attending the process of translating from the second to the native language. And it is widely recognized that the Grammar Translation Method is still one of the most popular and favorite models of language teaching, which has been rather stalwart and impervious to educational reforms, remaining a standard and sine qua non methodology [40]. With hindsight, we could say that its contribution to language learning has been lamentably limited, since it has shifted the focus from the real language to a dissected body of nouns, adjectives, and prepositions, doing nothing to enhance a student’s communicative ability in the foreign language. As the increase of the level of general preparation of the pupils in many aspects depends on the rational organization of the methods of teaching and the further improvement of the process of education, the most important task in mastering the educational process at schools still remains the task - in what way the teacher should raise the cognitive activity of the pupils in learning how to use in his work different forms and means of teaching English at the lesson. For many years the teachers of English have been looking for new ways to improve the teaching of the English language, especially it concerned the control and generalization lessons. The problems were how to make the lessons interesting, not scaring for the pupils, in what way to organize the testing of the knowledge and the skills acquired by the pupils during a short period of time. In what way to create such a psychological climate at the lesson to make pupils feel at ease and show the acquired knowledge? How to make the tasks feasible for the pupils but at the same time created with higher motivation? Free possession of English suggest that a pupil should spontaneously react upon different situations of real life which means that the final goal of the educational process at school is the development of the pupil’s ability to have an unprepared talk in English both monologue and dialogue. Today there have been developed a great variety of non-traditional lessons which give full answers to the questions raised above. These are the following new types of lessons: The club of merry and cute, lesson excursion, lesson revue, linguistic express, the round table, integrated lessons, music lessons and many others. Non-traditional forms of the lessons attract the attention of the pupils, raise their interest in learning English and as a result they motivate their better adoption of the material learnt. The theme of our research paper is Non-traditional English language lessons. The aims of investigation are