MOSCOW
MUNICIPAL UNIVERSITY OF PSYCHOLOGY AND PEDAGOGY
FACULTY
OF FOREIGN LANGUAGES
Course paper on a theme:
Development of creative abilities at English lessons
Performed by: the fourth-year student,
					







Faculty of foreign languages,
Group 4.2.2.
Kochetova S.A.
Scientific superviser: Znamenskaya A.V.
MOSCOW 2008


Contents:
Introduction
I. Chapter I. Development of
independent creative activity in the teaching process
1.1 
Teaching
of independent activity at foreign language lessons 
1.2 Formation and development
of skills of the independent creative activity with the usage of educational
game at the English language Lessons 
Chapter I Conclusion 
II. 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 
2.2 The forms of teaching
promoting development of skills of Independent activity of pupils at lessons 
Chapter II conclusion 
Conclusion
The List of the Used
Literature
Introduction
English as one
of the means of a dialogue and knowledge around the world takes a special place
in the system of modern education owing to the social, informative and
developing functions.
Teaching a
foreign language is connected with the development both thinking and emotions
and other spheres of a person. Importance and necessity of including of
motivational and emotional spheres of a person of a pupil is underlined in the
methodical literature of last years on teaching foreign languages. Mastering of
the language in artificial conditions, that is out of the surroundings where it
is spoken, demands creation of the imagined situations, being able to stimulate
a communicatoin in the language. Learnt is also connected with the development
of imigration.
Process of
studying a foreign language promotes the formation of creative independence as
there is a possibility of using creative tasks and exercises within the limits
of the given subject which demands independent work from pupils. They are
taught to use a language material for expression of their thoughts in a dialogical
and monologic speech.
Teaching
English can and should provide the achievement of practical, educational and
developing aims. Besides, the practical purpose theleading. The other purposes
are reached in the course of mastering English in the conditions of pupils’ active
informative of power of apprehension and activity. Pedagogics, guiding and
synthesising these aspects, defines vision of a problem from its specific point
of view.
The urgency of
the given term paper consists in insufficient research of methods and ways of
development of skills of independent creative activity in the course of teaching
a foreign language.
The object of the
course paper are methods and ways of process of teaching a foreign language.
The subject of
the given term paper is development of skills of independent creative activity
in the course of teaching a foreign language.
We shall deal
with the studying of methods and ways of development of skills of independent
creative activity in the course of teaching a foreign language which also
promotes the formation and development of intellectual abilities among pupils that
will raise the efficiency of teaching and educational process.
It will be
clear from what has been said above. The problems of the given course paper are:
1) To consider
concept — «independent creative activity in the course of teaching a foreign
language»;
2) To analyze the
notion “educational game” as means of formation and development of language
abilities;
3) To consider
practical application of methods and ways of development of independent creative
activity at the English lessons;
4) To consider
practical application of methods and the teaching forms, promoting development
of skills of independent activity of schoolchildren in the course of training;
Methods of
research of the given work is studying the scientific works connected with
revealing its psychological aspects, approaches to a technique of the
organisation of creative activity at school, criteria of an estimation of its
efficiency etc. providing success of formation and development of the person’s creative
abilities. Great attention of consideration of methodological aspects of a
problem of complex formation of creative abilities, formations of its creative
potential was paid to works of the famous scientists.
The structure of
our course paper consists of the introduction, two chapters, the conclusion,
the list of the used literature.


Chapter I.
Development of independent creative activity in the teaching process.
1.1    Teaching
of independent activity at foreign language lessons
The aspiration
to carry out the tasks demanding display great intellect, imagination, desire
to get knowledge, dream, — here are necessary conditions of occurrence of a
great interest in subjects. Independent work is considered to be the specific
form of the schoolpupils’ educational activity characterising by all its
features. As a matter of fact, it is the form of self-education connected with
educational activity of the pupil in a class. The concept of independent pupil’s
work of modern didactics is sure to correspond with the organizing a teacher’s
role.
Various kinds
of individual and collective pupil’s activity mean independent work. They are
carried out by them in class and extra activity at home according to the tasks
without direct teacher’s participation. Learning a foreign language at home and
somewhere else out of class, assumes as a basis of consideration of independent
pupils’ activity. It represents various kinds of activity with education and
bringing up of the pupil’s character himself, his independent work should be
realised as free for choice, internally motivated activity. It assumes
performance by the pupil of number of actions entering into it, the comprehension
of the purpose of the activity, acceptance of an educational problem, giving a
personal sense to it, submission of other interests to performance of this
problem and forms of employment of the pupil, self-organising in the
distribution of educational actions in time, self-checking in the course of
performance and some other actions.
Mastering a
foreign language is connected with the formation of pupils’ pronounciation,
lexical, grammatical, spelling and other skills. This is the basis of abilities
to understand oral speech, to improve speaking, reading and writing. As far as it
is known, skills are developed only during regular performance of certain actions
of a teaching material, i.e. such actions which allow to listen, say, read and
write repeatedly in studied language.
Oral speech
and first of all speaking practice is carried out directly in the presence of
the interlocutors which role at school is carried out by the teacher and
schoolmates. However teaching speaking is supposed to have certain stages for
which independent work is the most adequate form.
It is also necessary
to include certain links of work on a language material in independent work –
acquaintance to it and partially training in its usage. As to reading, this
kind of activity is made by the reader mainly alone with itself, hence,
independent work quite corresponds to it. Attentive listening to English speech
takes place now not only in a class, without preparation, in the presence of
the teacher, from its voice or in phonorecord, but there are also audiotexts
for independent pupils’ work, and this form of work is quite applicable to the
given kind of speech activity. Training of writting also assumes certain stages.
Speaking of independent work and pupils’ work in a class the first one is of
more significance.
The
lesson-performance is effective and productive mode of study. Usage of works of
art of the foreign literature at foreign language lessons improves pupils’ pronounciation
skills, provides creation of communicative, informative and aesthetic motivation.
Performance preparation is a creative work which promotes the development of
skills of children’s language dialogue and disclosing of their individual
creative abilities.
Such kind of
work stirs up pupils’cogitative and speech activity, develops their interest to
the literature, serves the best mastering of culture of the country of studied
language, and also extends of language. Thus there is a process of storing of
vocabilary. At the same time formation of the school children’s vocabilary
leads to the so-called passive-potential vocabulary. It is important that
pupils are satisfied with such kind of work.
The modern
approach to studying of English language assumes not only getting of any sum of
knowledge in a subject, but also development of own position, own relation to
the reading: mutual wondering, empathy, interfaces and author’s «I».
The dictionary
of short terms treats the concept «essay» as a sketch version in
which the leading role is played both by fact of reproduction and the image of
impressions, meditations, associations.
At the English
lessons pupils analyze the selected problem, defend their position. Pupils
should be able to estimate the read works critically, to state thoughts in
written form according to the put problem, to learn to defend their point of
view and to make their own decision in an understanding way in a class. Such
form of a lesson develops mental pupils’ functions, logic and analytical
thinking and that is important, ability to think in a foreign language.
The lesson in
the form of a musical play promotes development socio-cultural competence and
acquaintance with the cultures of the English-speaking countries. Methodical
advantages of song creativity in teaching a foreign language are obvious. It promotes
aesthetic and moral education of schoolchildren, opens creative abilities of
each pupil more fully. Thanks to musical singing at a lesson the favorable
psychological climate is created, the weariness decreases, language activity is
stirred up. In many cases’ it serves also as a discharge reducing pressure and
restors pupils’ working capacity.
Recently the
method of projects gets more and more supporters. It is directed to develop child’s
active independent thinking and to teach him to remember and reproduce
knowledge which are given to him by school, and to be able to put them into
practice.
The design
technique at work differs by a co-operative character on the project. Activity carried
out is creative in its essence and focused on the person of the pupil. It
assumes a high level of individual and collective responsibility for
performance of each task on project working out. Teamwork of the group of
pupils over the project is inseparable from active communicative interaction of
pupils. The design technique is one of forms of the organisation of research
informative activity in which pupils take an active subjective position. Theme
of the project can be connected with one subject sphere or have a
interdisciplined character. At selection of a theme of the project the teacher
should be guided by interests and requirements of pupils, their possibilities
and the personal importance of the forthcoming work, the practical importance
of the result of work on the project. The executed project can be presented in
the most different forms: an article, recommendations, an album, a collage and
many other things. Forms of presentation of the project are also various: a
report, a conference, a competition, a holiday, a performance. The main result
of work on the project will be actualisation of available and getting new
knowledge, skills and abilities and their creative application in new
conditions. Work on the project is carried out in some stages and usually is
beyond educational activity at lessons: a choice of a theme or a project
problem; formation of group of executors; working out of the plan of work on
the project, definition of terms; distribution of tasks among pupils;
fulfilment of the tasks, discussion the results of fulfilment of each task in a
group; registration of joint result; the report under the project; an
estimation of performance of the project.
Work by a
design technique demands from pupils a high degree of independence of search
activity, coordination of their actions, active research, performing and
communicative interaction. The role of the teacher consists in preparation of
pupils for work on the project, choice of a theme, in rendering assistance by
the pupil at scheduling, in the current control and consultation of pupils on a
course of performance of the project with function of participator.
So, the basic
idea of a method of projects consists in transferring accent from a various
kind of exercises on active cogitative activity of pupils during joint creative
work.
The specified
forms of work are comprehensible in all classes. It is natural that its volume
and character of management of it on the part of the teachers differ.
In the methods
it is accepted to allocate following levels of independent work:
—        Reproducing
(copying);
—        The
semicreative;
—        The
creative.
Reproducing
level of independent work is very important at learning a foreign language as
it underlies its other levels, and it is responsible for formation of pronouncing
-lexical and grammatical base, for creation of samples in the pupil’s memory.
Independence
is treated in pedagogy, as one of the person’s properties. This property is
characterised by two factors. The first factor includes set of means –
knowledge, abilities, skills which the person possesses. The second factor –
the relation of the person to activity process, its result and conditions of
the realisation, and also communications developing in the course of activity
with other people.
One of
significant problems in pedagogy is the problem of forming – self-dependence
means to make, to organize, to generate. We hold that opinion that formation is
a process in the course of which there is a creation of something new on the
basis of available qualities of the person as genesis character, and acquired.
In works of scientists on problems of informative independence, depending on the
aspect of research, the definition of concept of informative independence is
revealed a condition, methods, structure of development of pupils’ creative
abilities through independent kinds of activity.
Independent
work can be carried out in various organizational forms: individually, in pairs,
in small groups and the whole class.
Each of the
named forms urged to create and develop organizational, information,
informative and communicative abilities of pupils. These abilities will provide
advancement of pupils in language mastering in the unity with the development
of their methods.
One of the main
tasks formulated within the limits of the concept of modernisation of a Russian
education for the period till 2010, a role of independent work of pupils and
strengthening of responsibility of teachers increase the development of skills
of independent work, education of their creative activity and the initiative.
Independent
work at the present stage is an obligatory part of the curriculum and one of
the major components of the educational process the result of which is
development of subject knowledge, the skills, considered as the integrated
characteristic of readiness for the decision of problems. Independent pupils’
work should be devoted to mastering the ways of informative activity by pupils.
At the same time independent work, its planning, organizational forms and
methods, and also system of tracing of results are not investigated in the
pedagogical theory in a full way of an education modernisation context.
The problem of
the organisation of independent work is especially significant at foreign
language studying. Moreover, at the present moment development communicative
language can be seen in the majority of pupils. In this connection it’s
necessary to change the way of organizing of independent work. The effect from
independent work can be received only in that case when it will be organised
and realised in teaching and educational process as the complete system
penetrating in to all grade levels. At the present stage such system should
include information computer support. Introduction of means of an information
technology allows to solve such actual methods of teaching of problem foreign
languages as: a problem of the control, an individualization and comfort of
teaching foreign languages; nonlinear giving of the information, the account of
different types of perception in teaching foreign languages; absence of the
language surroundings.
Use of means
of an information technology allows to provide learning of foreign languages at
an individual rate, to raise independence and responsibility of the children,
to build teaching according to the interests and the purposes of each child, to
enter an intercultural component into training process.
Independent
work in turn should be considered as the specific form of educational activity
of the pupil, characterised by all its features. It is the higher form of its
educational activity. As a matter of fact it is the form of self-education
connected with educational activity of the pupil in a class.
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.
I ring – rang –
rung
В «Спартак» банк
It run – ran –
run
По степям
и по горам
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 to desire 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 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 – Ничто не доставляло ему удовольствия
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 – рассердиться на
to decide – решить
to hide (hid,
hidden) – спрятать
to throw – бросить
in two days
time – через два дня
— 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.
Future Indefinite


















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.
— The lesson
is over. Good bye.
All of us
want, that our pupils have achieved success in life, have shown the talents and
improved them. Nevertheless, we often meet talented, creative people who couldn’t
high-grade to use the possibilities, and people with average abilities, but
with a huge self-confidence and the high working capacity, who are a great
success.
We are
solidary with those who considers that the teacher or surrounding culture do
not create the person. They do not give rise in it to ability to love or be
curious, to philosophise or create. Most likely, they give the chance, favour,
induce, help that exists in a germ, to become real and actual. The last in our
forces, and we should help to the growing person to open, develop the abilities
in every possible way.
The qualities
necessary for personal self-realisation, in our opinion, are necessary for
developing in a complex. We understand as these qualities: 1) creative
thinking; 2) initiative; 3) ability to well-founded risk; 4) a self-trust; 5)
an adequate self-estimation; 6) ability to co-operate with partners; 7)
motivation of achievement; 8) high working capacity.
2.2 The
forms of teaching promoting development of skills of Independent activity of
pupils at lessons
Prompt changes
in all spheres of life of a society have put acute the system of education’
problems on which to solve these problems means to preserve and increase the
cultural potential of the counyry. It depends on opportunities of an education
system. One of such problems is the problem of development of independent
activity of children in the course of training which is an integral part of
wider problem of realisation of creative potential of the person. The major
external conditions of development of research (creative) activity of children
are the enriched developing surroundings meeting, special informative
requirements and pupils’ possibilities, their personal features, and also a
recognition of value of creativity of the child important for (teachers, parents).
Developing of independent activity of children of school age will be provided
in the event that the mode of study will be constructed on the basis of
psychological laws and development principles, and to correspond to informative
requirements and possibilities of children, their personal originality. On the
basis of a conceptual mode of study of pupils of high schools the system and
technology of support and development of the general abilities of children and
teenagers in the conditions of the school training, providing integrity and a
continuity of development of children is developped from the moment of their
receipt in school and before its leaving.
The many-sided
sense of a global theme of each academic year reveals by means of sequence of
interdisciplinary generalisations, that is such ideas which are fair in relation
to variety of areas of knowledge. Interdisciplinary generalisation demands from
the child of a high level abstraction that expands the possibilities of the
decision of challenges. Besides, it allows to connect the general thread various
school subjects (which quantity as avalanche increases in process of a growing
of the child), providing with that integrity in the maintenance of training and
development in schoolchildren complete, system outlook. Thus it is important
that subjects do not disappear, do not lose the independence and specificity.
They bring special «contribution» to opening and the proof of
interdisciplinary idea, on the one hand, and are substantially enriched and as
much as possible «adapt» to level of informative requirements and
possibilities of children which study them with another.
The aspiration
independently and creatively to seize knowledge, to carry out the tasks
demanding display of criticality of mind, imagination, dream, — here are the
main conditions for great interest for school subjects. The system of
development of children in the conditions of the school training, developed on
the basis of the offered model of creative training is the significant positive
factor of cognitive and personal development of pupils at all stages of school
training. It provides achievement of good results of development of
intellectual and creative abilities at the majority of schoolchildren, promotes
formation of a research position of the person, its creative self-realisation
in various spheres of activity in an adult life. In the greatest measure it
meets requirements and possibilities of children, different informative
requirements, high requirement for intellectual loading and judgement of the
world, persistence in purpose achievement, high intellectual and creative
abilities. At the same time, it makes positive impact on intellectual and
personal development of a considerable part of children with indicators of
intellectual and creative abilities slightly exceeding an average level, but
with high motivation to the doctrine.
Chapter II
conclusion
In researches
of sociologists the most «required» abilities in the modern world is ability
for creative development and self-development, ability to make a 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. creative game english independence student
Practice has
shown that positive transformations of a 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 teaching methods are necessary. It
is especially actual, when many educational institutions prefer traditional
methods of training, disregarding the way out which has outlined today on
humanistic relations, personal dialogue and interaction of participants of
complete pedagogical process. Creation of psychohology-pedagogical conditions
for development of research activity of the child, represents the central
problem at all age stages of its training at school. The major such condition
is the enriched, developing environment meeting special informative
requirements and possibilities of exceptional children and teenagers, the
peculiarities of their personality. The recognition of value of creativity of
the child concerns a number of the major external conditions of the development
of the activity of the pupil. All these factors are very important for
grown-ups. Development of a research position of the person of the child occurs
in the conditions of co-operating influences of features of system of school
training, the person of the teacher, and also family education. Significant
positive factors of development of a research position are:
1) System of
development of independence of children and its realisation in technology of
creative teaching;
2) The person
of the teacher capable to self-development, creativity recognising value and
highly appreciating value of the pupils’ research position.
3) The
Features of family education connected with representation of parents about the
purposes, the maintenance and ways of training of children, realisation of
creative model of training by them. Absence of support or ignoring of creative
displays of the child from outside parents aversion them of creative model of
training can «move» all positive influences of specially organised training.


Conclusion
Teaching a
foreign language promotes development of children. However in order to carry
out more effective development of pupils during training to any subject, it is
necessary to include pupils in such kinds of activity which develop at them
touch perceptions, impellent, intellectual, strong-willed, emotional and
motivational spheres. So, it is underlined that for intensive development of
thinking it is necessary to provide teaching at a high level of difficulty in fast
time, comprehension by the pupil of the educational actions. Development is
connected not only with thinking, but also with emotions and other spheres of a
person.
In the
methodical literature of last years on teaching foreign languages importance
and necessity of inclusion of motivational and emotional spheres of the person
of the pupil is underlined at studying of a foreign language. This forms
pupils’ more attentive attitude towards the expression of thought both a
foreign, and in a native language. It is possible to observe and the opposite
phenomenon. English language teaching influences the development of cogitative
and speech pupils’ abilities.While teaching them other humanitarian subject.
And first of all it concerns teaching a mother tongue. Foreign language
studying speeds up work of acoustical, visual, speech mooving, motor analyzers
and brings the powerful contribution to the development of memory, imagination,
representations.


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