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Метод (от греч. methodos - путь исследования / познания) – это способ достижения цели,
определенным образом упорядоченная деятельность, направленная на достижение цели.

общеметодологическое общедидактическое значение частноидактическое

значение значение
метод как средство познания, Классификация методов основанная на метод как направление
способ изучения деятельностном подходе к обучению: в обучении,
действительности, явлений  методы, обеспечивающие овладение определяющее
природы и общества: учебным предметом (словесные, стратегию учебной
 сравнение; наглядные, практические, деятельности
 анализ; репродуктивные, проблемно-поисковые, преподавателя;
 синтез; индуктивные, дедуктивные); отражает специфику
 моделирование …  методы, стимулирующие и конкретного учебного
мотивирующие учебную деятельность предмета или группы
(ролевые игры, учебные дискуссии, предметов.
метод проектов);  идея;
 методы контроля и самоконтроля  цель;
учебной деятельности (опрос, зачет,  теоретическая база;
экзамен и др.).  независимость от
условий и этапа

Метод обучения ИЯ – это обобщенная модель обучения, основанная на одном из

направлений и опирающаяся на конкретные подходы, типичные для данного направления.
(И.Л.Колесникова, О.А.Долгина)

2: Lexical Approach – Лексический метод

Ex.1. Read the poem “Brown Eyed Girl” By Van Morrison.

Hey where did we go, Whatever happened to

Days when the rains came Tuesday and so slow
Down in the hollow, Going down the old mine
Playin' a new game, With a transistor radio
Laughing and a running hey, hey Standing in the sunlight laughing,
Skipping and a jumping Hiding behind a rainbow's wall,
In the misty morning fog with Slipping and sliding
Our hearts a thumpin' and you All along the waterfall, with you
My brown eyed girl, My brown eyed girl,
You my brown eyed girl. You my brown eyed girl.

Ex.2. Find the following collocations and Ex.3. Find the following collocations and expressions.
expressions. 1. A four-word question about a past habit.
1. A question about where you went with 2. A noun plus noun collocation for a type of weather
someone. 3. A noun plus verb collocation for a physical response to
2. A question about what became of something excitement
that existed in the past. 4. A collocation to describe someone‟s physical
3. A collocation to describe someone‟s physical appearance.
appearance. 5. A question about what became of something that existed
4. An expression for where something is that in the past.
cannot be seen.
3: Grammar-Translation – Грамматико-переводной метод

1. Прочитайте стихотворение и 2. Изучите грамматические правила.

переведите его на русский язык.
Существительные женского рода в испанском языке
MARIPOSA  Существительные, оканчивающиеся на -а - женского рода:
Garcia Lorca la silla - стул
  la lámpara – лампа
Mariposa del aire, 
qué hermosa eres,  Род прилагательных в испанском языке
mariposa del aire   Прилагательные согласуются с существительными в роде и
dorada y verde.  числе.
Luz de candil,   Если прилагательное оканчивается на -o, то оно мужского рода,
mariposa del aire, в женском роде оно будет оканчиваться на -a:
¡quédate ahí, ahí, ahí!...  мужской род: el papel blanco - белая бумага
No te quieres parar,  женский род: la mesa blanca - белый стол
pararte no quieres.   Если прилагательные оканчиваются на гласную (кроме -o) или
Mariposa del aire на любую согласную, это прилагательные одного окончания:
dorada y verde.  мужской род: el papel verde - зеленая бумага
Luz de candil,  женский род: la mesa verde - зеленый стол
mariposa del aire,
¡quédate ahí, ahí, ahí!... 
¡Quédate ahí! 
Mariposa, ¿estás ahí?

3. Выполните упражнения.
Используйте правильное окончание в прилагательных.
 Mariposa del aire,  qué hermos___ eres,  mariposa del aire  dorad___ y verde….. 
Переведите данное предложение с русского языка на испанский язык.
 Бабочка воздушная, как же ты красива,
Бабочка воздушная, в наряде золота и малахита.

1: Have students read aloud. Then have them translate the sentences into L1.
Meine Familie ist sehr groß. Ich habe drei Schwestern und vier Brüder. Meine älteste Schwester heißt Claudia, und
die zwei jüngeren Schwestern, Christiane und Nadine, sind Zwillinge. Mein Vater arbeitet bei einer großen Firma.
2: Grammar explanation: personal pronouns (accusative). On chalkboard:
mein (meine, meinen) unser (unsere, unseren)
dein (deine, deinen) euer (euere, eueren)
sein (seine, seinen) ihr (ihre, ihren)
ihr (ihre, ihren) Ihr (Ihre, Ihren)
sein (seine, seinen)
Explain (in English) the use of these pronouns, and point out any discrepancies between L1 and L2.
3: Do exercise: students should fill in the blanks with the appropriate pronoun.
1) ……… Familie ist sehr groß.
2) ……… älteste Schwester heißt Claudia.
3) ……… Vater arbeitet bei einer großen Firma.
4. Have students translate the sentences L1 → L2.

5: Guided discovery – Метод «Направляемых открытий»

Ex.1. Read the poem “April rain song” by Langston Hughes.
Let the rain kiss you
Let the rain beat upon your head with silver liquid drops
Let the rain sing you a lullaby
The rain makes still pools on the sidewalk
The rain makes running pools in the gutter
The rain plays a little sleep song on our roof at night
And I love the rain.

Ex.2. Consider the following sentences:

The rain makes still pools on the sidewalk Are these sentences about the present, the past or the future? 
The rain makes running pools in the gutter  Are they about an action/activity the rain does once or
The rain plays a little sleep song on our regularly?
roof at night  Are they about an action/activity the rain does generally or
that it is doing now (at the moment)? 

Ex.3. Rewrite the sentence using "Birds" instead of "The rain":

"Birds  …. a little sleep song on our roof at night.

Ex.4. Complete the rule using the following words: reapeated, generally, usually, habits
We use the present simple tense for: actions, events and situations that happen … or …….that are … ; ….. or
unchanging situations or facts.

Ex.5. Complete the following sentences using the verbs given in the brackets:
 The rain …… you (kiss).
 The birds …... you a lullaby (sing)

6: Communicative approach – Коммуникативный метод

You are a waiter in a café “Fish Fingers”. You feel awful. In the morning you suffered from
Today is the day when your boss promises to pay you indigestion and you are also exhausted at work.
two times more for each ordered portion of Fish Fingers. You have chosen this café to relax and to be on your
It is high time you convinced the visitors to order Fish own for some time.
Fingers as often as possible. Order a cup of green tea and work out a plan how to
If you don’t have enough money for today, you can’t cope with your insane boss.
pick up the pay and will be homeless.
You and your family have the most wonderful dog who You are a GP. Your neighbors are a nice couple – Peter
you adore and love so much that your wife, Molly, and Molly. You meet your neighbour who is so much
named it after her. And you call it only “my Molly”. concerned about Molly’s health. Be attentive to the
But recently you have noticed that your dog Molly is ill. neighbour’s talk, ask about the symptoms and be helpful
(Think over the symptoms (e.g.: it vomits and it is to give any kind of advice as a doctor.
fatigue …) and also its beheviour when you want to
examine it (e.g.: it barks and roars, bites and …)). You
are so much concerned about your Molly’s health
You meet a neighbour who is a vet. Tell him about your
Molly’s health, symptoms and behaviour and ask for a
piece of advice how to help your Molly.
Food preferences and healthful eating
 Students will be able to read a story about teenagers going to a restaurant, ordering food and discussing the
health values of the foods ordered.
 Students will be able to discuss food preferences.
 Students will be able to discuss which kinds of foods are healthy, which should be part of a daily diet and which
should be eaten only on occasion or even avoided.
Setting the Stage (1-2 minutes)
The teacher has prepared a visual - a set of pictures - that show the faces of three young people. The students
decide on names for these youngsters and where these youngsters live.
Input (20 minutes)
The teacher tells the students that they will be reading a story about these three youngsters and their excursion
to a restaurant. The teacher asks the students to volunteer various predictions:
 To what kind of restaurant will the youngsters go?
 What types of food and drink will they order?
 What will they talk about?
 How much will the food cost?
First, the students read the story silently. Then, the teacher divides the class into groups of three. Each
student takes the role of one of the three youngsters in the story.
The three youngsters meet in front of the restaurant. They greet one another and then read the menu which is
posted near the front entrance of the restaurant. They discuss various choices. #1 says that he/she doesn't drink
coffee, even though the coffee from XXX is really an excellent coffee. #2 states that he/she doesn't drink coffee
either because of his/her concern for good health. #2 states that he/she prefers fresh fruit juices to maintain good
health. The three youngsters enter the restaurant.
Once seated, the waiter brings a menu and the three discuss their choices. They order dishes that are good for
health. They discuss the types of sports they participate in and the types of activities they do for good health: fitness
exercises, lifting weights, jogging, walking their dog, doing yard work, playing soccer, swimming, and hiking.
The waiter returns to their table with the bill and the three youngsters discuss how much money they each
have. One of the youngsters realizes that he/she has forgotten his/her wallet. The three discuss how they will pay
the bill, since they don't have quite enough money. Another customer in the restaurant overhears their conversation
and offers to give them enough money to help them pay. The three youngsters tell the customer how thankful they
are and accept the offer. They pay their bill and leave the restaurant. Outside the restaurant, the three youngsters
discuss various possibilities for continuing their evening together: go to a soccer match, go to the movies, or visit
another friend. They decide to go to the local discotheque and dance, saying that dancing is very good for their
Guided Practice (10 minutes)
Students, in their trios, collaborate to complete a Pyramid of the Story graphic organizer: Name of the main
character; Two words that describe the main character; Three words that describe a scene in the story; Four words
that describe a problem in the story; Five words that describe an event in the story; Six words that describe the
resolution of the problem.
Independent Practice (20 minutes)
Students will create a crossword puzzle, ten words down and ten words across, using words from the today's theme.

Методические принципы коммуникативного метода обучения:

1. Речевая направленность обучения.
2. Учет индивидуально-психологических особенностей учащегося.
3. Речемыслительная активность
4. Функциональный подход к отбору и представлению учебного материала.
5. Ситуативность процесса обучения.
6. Проблемность как способ организации и представления учебного материала.

7: Task-based learning - Метод коммуникативных заданий

Presentation, Practice and Production (PPP) lesson Task-based Learning
(TBL) lesson

Aim: for students to learn the difference between countable and Aim: for students to choose food and drink
uncountable nouns, and when to use a and some with them. for a birthday party.

Procedure: Procedure:
1. Ask students what food and drinks they like at a birthday 1. Hold a discussion with the students about
party. when their birthdays are, what presents
2. Stick on the board magazine pictures of different party foods they would like, what good birthday
(the pictures should be a mixture of countable and parties they have been to, and what they
uncountable nouns, e.g. ice cream, sandwiches, cola, fruit, like to eat and drink at birthday parties.
bananas, chicken legs, cake, a box of sweets). 2. Put students into small groups and give
3. Ask students the names of the food items and write the them a worksheet with pictures, names
names on the board under each picture. and prices of food on it.
4. Say to the students ‘I’m having a birthday party this 3. Tell the students to do this task: choose
weekend. I’d like a box of sweets and a cake for my party. the food and drink they would like for a
And I’d like some ice cream, some cola and some fruit, some birthday party for ten friends, keeping
sandwiches, some bananas and some chicken legs.’ within a price limit, e.g. $io.
5. Say ‘I’d like a box of sweets’, ‘I’d like a cake’, I’d like some 4. The students do the task while the
ice cream’, etc. and ask the students to repeat each sentence teacher goes round the class listening and
chorally. answering any questions.
6. Point out to the students that you can count some nouns but 5. Each group tells the other groups what
you can’t count others. The ones you can count are called decisions they have made
countable nouns and the ones you can’t count are called 6. The students ask the teacher questions
uncountable nouns. You use a with singular countable nouns about any language they needed for the
and some with uncountable nouns or plural countable nouns. task, and/or the teacher tells the students
7. Ask the students some concept questions, e.g. ‘Which of the about any language she noticed they
food items on the board are didn’t know as they were doing the task,
countable/uncountable/singular/plural?’ e.g. the pronunciation of some words,
8. Students do a written gap-fill exercise, filling the gaps with when to use a and some.
a or some. 7. Students write a note to their parents
9. Students work in pairs with a worksheet of pictures of food saying what food and drink they would
and drink items. One student tells the other what they’d like like at their birthday party.
for their party, e.g. ‘I’d like some/a ...’, while the other
student takes notes. Then they swap roles.

8: Content-based learning - Предметно-интегрированное обучение


10: Computer assisted language learning - Обучение с помощью компьютера

Виды компьютерных Информационно-коммуникативные технологии
программ: (ИКТ)
 Тренировочные Все виды синхронной коммуникации:
 Скайп
 Текстовые  Чаты
 Тестовые Все виды асинхронной коммуникации
 Игровые  Блоги
 Подкасты
 Базы данных
 Вики

Современные методы обучения ИЯ:

№ Метод Видение языка Видение того, Примечания
КАК изучать язык
1 РРР (presentation,
practice, production) –
«Три П»
2 Lexical Аpproach –
Лексический метод

3 Grammar-Translation
Apprach – Грамматико-
переводной метод
4 Total Physical Response
(TPR) – Метод опоры
на физические действия
5 Guided Discovery
Approach – Метод
6 Communicative
Аpproach –
7 Task-based learning –
8 Content-based learning
– Предметно-
9 Content and Language
Integrated Learning
(CLIL) – Предметно-
10 Computer assisted
language learning -
Обучение с помощью

Ex. 1: For questions 1-6, look at the approaches and the three statements listed A, В
and C. Two of the statements match the approach. One does NOT.
Choose the letter (A, В or C) of the statement which does NOT match the approach.

1. Total Physical Response (TPR)

A Students hear dialogues then repeat them.
В Students focus on understanding before speaking.
C Students move round the classroom to carry out instructions.

2. Content and Language Integrated Learning (CLIL)

A The teacher focuses on developing learners’ cognitive skills.
В Students often do activities that focus on language accuracy.
C Language is used to communicate about school subjects.

3. Lexical Approach
A Grammar is less important than vocabulary.
В Each vocabulary item must be learnt by heart.
C Students need to become aware of chunks of vocabulary.

4. Presentation, Practice and Production (PPP)

A Teachers need to focus learners’ attention on new target language.
В Students need opportunities to get language right before they experiment.
C Students always start learning a new piece of language by doing a task.

5. Grammar-Translation method
A Language must be analysed in order to learn it.
В Drills and pattern practice help us learn structures.
C Exercises help us understand rules.

6. Task-based Learning (TBL)

A Tasks must be done after students have practised target language.
В The teacher does not control the language that students use in tasks.
C Tasks aim to show students what language they need to learn

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