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INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"BELGOROD STATE NATIONAL RESEARCH UNIVERSITY"

(National Research University "BelSU")

FACULTY OF PSYCHOLOGY

DEPARTMENT OF AGE AND SOCIAL PSYCHOLOGY

REPORT

about teaching practice

Belgorod 2014

Practice diary

		Psychologist's signature
	Acquaintance with the educational institution, its history, structure, study of the work system and curriculum. Acquaintance with the teaching staff and management staff of the school, drawing up an individual work plan to implement the tasks of teaching practice. Search and analysis of literature necessary for the successful implementation of tasks.
	Familiarization with the organization of the activities of a teacher-psychologist at school: goals, objectives and main directions, forms and methods of work and their direct implementation in practical psychological and pedagogical work, with the documentation of the psychologist of this institution;
	Familiarization with the work plan of an educational psychologist. Plan analysis. Drawing up an individual work plan for the duration of teaching practice.
	Development of a program aimed at reducing the level of school anxiety among ninth-graders (diagnostic, correctional and developmental, advisory, psychological and educational components).
	Choosing a classroom to study the level of pre-exam anxiety in ninth-graders, getting to know the class, preparatory work.
	Diagnostic work to identify the level of anxiety in ninth-graders.
	Processing the results and developing a correction program based on the results obtained.
	Implementation of the correctional and developmental component of the program aimed at reducing the level of anxiety in students.
	Repeated diagnostics in order to assess the effectiveness of the correctional and developmental measures taken.

	Speech at the teachers' meeting on the topic “Reducing anxiety in ninth-graders when preparing for the State Examination.”
	Speech at a parent meeting on the topic “Preparing for the State Examination is a task not only for the school, but also for the family.”
	Analysis of the results of teaching practice, summing up, preparation of reporting documentation.

Introduction

Practice at school is one of the stages of professional training of educational psychologists. This type of practice allows students to directly become involved in various types of professional activities of a teacher-psychologist and become directly acquainted with their specifics. Practice provides an opportunity to test the degree of one’s readiness for independent psychological and pedagogical activities, to evaluate oneself, one’s abilities, and professional qualities. The practice focuses students on professional and personal development in order to resolve their own internal problems and activate their personal resources, forming a professional position.

Goals and objectives of practice at school.

The purpose of the practice is to develop readiness for practical psychological and pedagogical activities, for the holistic performance of the functions of a future teacher-psychologist, to familiarize students with the main areas of activity of a teacher-psychologist at school.

Achieving the goal is carried out in the course of solving the most important tasks:

- familiarization with the system of organizing the work of a teacher-psychologist at school: goals, objectives and main directions, forms and methods of work;

- familiarizing students with the specifics of the content and organization of the educational process at school;

- developing the ability to use knowledge in psychological and pedagogical disciplines in various forms of educational and extracurricular activities and activities.

Place of internship

MBOU Secondary School No. 37, Belgorod from 04.04.13 to 12.04.13

During practice at school:

1) got acquainted with the organization of the activities of a teacher-psychologist at school: goals, objectives and main directions, forms and methods of work and their direct implementation in practical psychological and pedagogical work, with the documentation of the psychologist of this institution, analyzed the work plan of the teacher-psychologist;

2) got acquainted with the system of educational work of the educational institution, analyzed sections of educational work in relation to the age characteristics and development tasks of children;

3) was directly involved in the implementation of practical activities by the school psychologist teacher (diagnostic, correctional and developmental, advisory, psychological and educational work, etc.):

- helped the educational psychologist prepare stimulus material for psychodiagnostic studies and process the data obtained;

- attended consultations conducted by an educational psychologist;

- developed a program of correctional and developmental work with children and implemented it in an assigned class;

- developed an educational conversation for teachers, parents and spoke to them;

- developed an educational conversation for children according to the teacher’s educational work plan in an assigned class and spoke to them;

4) conducted a study of the child’s personality (individual psychological characteristics, cognitive sphere, emotional-volitional sphere, etc.) with the writing of a psychological report on developmental characteristics;

5) conducted a study of interpersonal relationships in an assigned class using sociometry;

6) attended lessons in an assigned class and participated in their psychological and pedagogical analysis.

Work plan of the teacher-psychologist MBOU "Secondary School No. 37" in Belgorod for the 2012 - 2013 academic year

Purpose of the work: providing psychological accompaniment and psychological support for the formation of the student’s personality, taking into account his individual, gender, age and other characteristics, promoting his self-development and self-determination, promoting the improvement of the psychological culture of teachers and parents through knowledge and application of the psychological aspects of constructing the educational process and relationships with students.

promoting the full personal and intellectual development of children at every age stage, promoting their ability to self-development, self-determination, and self-realization;

providing timely assistance on various issues, including issues of academic performance, eliminating difficulties in the learning process, and deviant behavior;

implementation of psychoprophylactic, diagnostic and corrective measures with children having various difficulties

formation of psychological readiness of senior schoolchildren for conscious choice and decision-making when choosing a profession and educational route;

providing timely psychological assistance to participants in the educational process on various issues, including issues of academic performance, eliminating difficulties in the learning process, deviant behavior, and interpersonal relationships; creating a favorable psychological climate for the implementation of the educational process

Priority areas of work: providing psychological assistance to students experiencing difficulties in social adaptation, psycho-pedagogical support for students during preparation for exams, psychological and pedagogical support of the educational process in the context of the introduction of federal state educational standards at the elementary level.

Types (directions) of activity:PSYCHODYAGNOSTICS
No.	Form of conduct/ Purpose of the study	Dates	Completion mark	Note
Students of grades 1-4
	Diagnostics of the level of adaptation of 1st grade students to school education.	October-November
		During the year
	In-depth psychodiagnostics of maladaptive 1st grade students
	Final diagnosis of the level of adaptation of 1st grade students to school education.	April-May
	Diagnostics of the level of learning motivation of 2nd grade students	September-October
	Diagnostics of the level of learning motivation, general educational and intellectual skills of 2nd grade students
	Monitoring of universal educational activities of 1st grade students
	Diagnostics of the level of learning motivation of 3rd grade students	September-October
	Diagnostics of the level of learning motivation, general educational and intellectual skills of 3rd grade students	March-April
	Diagnostics of the readiness of 4th grade students to study at the secondary level of school	April-May
Students of grades 5-9
	Diagnostics of the level of adaptation of 5th grade students to school education.	October-November
	In-depth psychodiagnostics of maladaptive 5th grade students
	Final diagnosis of the level of adaptation of 5th grade students to school education.	April-May
	Diagnostics of the level of learning motivation and intellectual development of students 6th grades and the psychological climate in groups
	Diagnostics of the level of learning motivation and primary professional preferences of 7th grade students
	Study of primary professional preferences and learning motivation of 8th grade students	September
	Studying the development of professional and life prospects and learning motivation of 9th grade students
	Monitoring the level of anxiety in students in grades 5-9	During the year
Students in grades 10-11
	Diagnostics of adaptation of 10th grade students	September-October
	Diagnostics of the formation of professional and life prospects and learning motivation of 11th grade students
	Monitoring the level of anxiety in students in grades 9-11	During the year
Students at risk
		During the year
	Diagnosis of professional preferences.
Students with disabilities health
	Diagnostics of intellectual and personal development.	During the year
	Diagnosis of professional preferences
Gifted children
	Diagnosis of intellectual and personal development, study of anxiety levels	During the year
Primary school teachers
	Diagnostics of knowledge of age characteristics of children of primary school age, psychological requirements for the lesson	September
	Monitoring professional difficulties	September, May
		October-November
	Expert assessments of the readiness of 4th grade students to study at the secondary level of school
	Expert assessment by the UUD teacher of 1st grade students	During the year
	Expert assessment by the UUD teacher of 2nd grade students	During the year
Subject teachers
		October-November
		September-October
Class teachers
	Expert assessments of the adaptation of 1st grade students to school education
	Expert assessments of 5th grade students’ adaptation to school education
	Expert assessments of 10th grade students’ adaptation to school education

	Expert assessments of the adaptation of 1st grade students to school education

	Expert assessments of 5th grade students’ adaptation to school education

	Expert assessments of 10th grade students’ adaptation to school education
Parents of “at-risk” students
		During the year
Parents of students with disabilities
	Diagnosis of family parenting style	During the year
CORRECTION AND DEVELOPMENT ACTIVITIES
No.		Dates	Completion mark	Note
Students of grades 1-4
	Adaptive correctional and developmental classes for 1st grade students	September-October
	Corrective and developmental classes with maladaptive 1st grade students	November-December
Students of grades 5-9
	Developmental activities for 5th grade students	September
	Corrective and developmental classes with maladaptive 5th grade students
	Developmental classes for 9th grade students to prepare for the State Examination Test	February-April
Students in grades 10-11
	Developmental classes for 11th grade students to prepare for the Unified State Exam	February-April
Students at risk
	Correctional and developmental classes for students at risk and children with health problems	2.3 quarter
Types (directions) of activityEDUCATION
No.	Form of conduct / Purpose of activity	Dates	Completion mark	Note
Students of grades 5-9
	Improving the psychological culture of students	During the year
	Conversations on the prevention of extremism among schoolchildren in grades 5-9	During the year
		During the year
		During the year
Students in grades 10-11
	Conversations on the prevention of extremism among schoolchildren in grades 10-11	During the year
	Conversations on the prevention of conflict situations and ways out of conflict situations	During the year
	Conversations developing lessons on ways out of conflict situations	During the year
	Placement of information about the children's helpline and reminders on the stand	During the year
Primary school teachers
	A permanent seminar to improve the psychological culture of primary school teachers with the introduction of the Federal State Educational Standards	During the year
Subject teachers
	Improving the psychological culture of teachers	Throughout the year, on request
	Class teachers
	Psychological characteristics of a teenager and a high school student
Parents of future first-graders
	Psychological and pedagogical features of children's readiness to study at school
Parents of primary school students
	Speeches at parent meetings on various topics	According to the school plan
Parents of middle school students
	Conditions for successful adaptation of children in middle school	According to the school plan
Parents of senior students
	Psychological preparation for exams	According to the school plan
Types (directions) of activityCONSULTING
Students of grades 5-9
		During the year
		During the year
	Consulting upon request	During the year
Students in grades 10-11
	Consulting on diagnostic results	During the year
	Consulting students as part of career guidance work	During the year
	Consulting students on issues of psychological preparation and passing exams	During the year
	Consulting upon request	During the year
Primary school teachers
	Individual consultations aimed at building the educational process in accordance with the individual characteristics and capabilities of schoolchildren	October-November
	Consulting teachers on diagnostic results	During the year
	Consulting upon request	During the year
Subject teachers
	Work on request	During the year
Class teachers
	Work on request	During the year
Parents of future first-graders, primary school students, middle and senior students, children with disabilities, gifted children
	Work on request	During the year
Types (directions) of activityEXPERT WORK
	Participation in school CPD
	Participation in GMPK meetings (student support)
	Attending classes
	work in expert groups for certification of teaching staff
Types (directions) of activityORGANIZATIONAL AND METHODOLOGICAL
	Attending GMO meetings	During the year
	Visiting the library	During the year
	Consultations with specialists	During the year
	Participation in a creative group	During the year
	Attending courses	During the year
	Collaboration with related specialists	During the year
	Work in pedagogical councils and meetings	During the year
	Preparation of documentation, office, stands	During the year

Analysis of the work plan of a teacher-psychologist

The work plan of the teacher-psychologist includes various diagnostics of students, covering all age categories, including gifted children and children at risk. The plan also includes work with parents and teachers in the form of individual consultations, conversations, and seminars. Educational work is being carried out both among students. The same is true among parents and teachers. The psychologist takes part in expert and methodological work - visiting teachers' councils, consulting with specialists, participating in creative groups, visiting libraries, and continuing education courses.

Conclusion based on the results of a study of the giftedness of students in grades 3-4 at MBOU Secondary School No. 37 in the 2012-2013 academic year. G.

Purpose: to study the level of giftedness of schoolchildren in grades 3-4;

Target group: students in grades 3-4 (total 104 people);

Diagnostic techniques: Group intelligence test (GIT).

Research results

We will conduct psychological testing on GIT for third and fourth grade students studying in different educational programs. The results of psychological testing of children according to GIT in primary school are as follows.

Table 1

Average values of the studied classes according to GIT

								Grand total
								62.59 - low
								74.88 is the norm
								88.43 is the norm
								80.91 is normal
								77.77-low
Average value	6,274 - average	4.306 - low	5.288 - low	20.912 - low	7.614 - low	11,786-low	20,742 - average	76.916-low

As can be seen from Table No. 1, only for subtest No. 1 and No. 6 the average values of the studied classes show an average level; for other subtests these indicators are low. At the same time, the overall result (its average value) for class 3a and 4b is at a low level (classes with traditional education), and in other classes it is within the normal range.

Table 2

Average values for GIT in the main and control groups

As can be seen from Table No. 2, the main group has higher average values for all subtests than the control group. Let's check the data of the main and control groups for the presence of significant differences between them using the Student's t-test. Student's t test

Arithmetic mean

Standard deviation

Standard error

Table 3.


	Main group
	Control group
	Main group
	Control group
	Main group
	Control group
	Main group
	Control group
	Main group
	Control group
	Main group
	Control group

Using the table, we find the t-table, which is equal to 1.98. Thus, for all classes of the main and control groups, there are significant differences in average values.

Thus, the study allows us to draw the following conclusions.

Gifted children have better developed abilities to analyze text.

Gifted children master programmatic knowledge in mathematics better and their ability to reason is better demonstrated.

Gifted children are characterized by high speech development: a high level of speech understanding and written language development.

Gifted children differ in their ability to compare concepts.

Gifted children are characterized by early development of logical thinking.

Gifted children differ in the level of development of analysis of conceptual relationships.

The level of development of voluntary activity in gifted children is higher.

Gifted children have a high level of development of mental operations.

· Study individual characteristics, behavioral characteristics gifted child.

· You must overcome the prevailing everyday idea of inflated self-esteem: not only destroy such self-esteem, but in cases of despair, instill in the child the awareness of his extraordinary capabilities.

· Improve the system of developing abilities, rather than the stock of knowledge.

· Pay due attention to individuality and differentiation of learning in lessons and outside of class time, reducing the load in the schedule and allocating more hours for group and individual work with gifted children. At the same time, there must be a principle of voluntary choice of extracurricular activities.

· Actively use the problem-based research method in the classroom and outside, developing cognitive and creativity students. It is known that active independent work of thought begins when a problem arises in front of a student. Education should not be reproductive, but creative.

· It is necessary to create applications to your programs in the form of a set of original tasks that develop the creativity, imagination, and imagination of students.

· Teach at a high level of difficulty so that students constantly rise to their “ceiling”, thereby raising their bar higher and higher. The orientation should be ahead of the already achieved level of abilities, positive motivation.

· To develop abilities, a teenager needs high cognitive activity, and not every activity develops abilities, but only emotionally pleasant ones. Therefore, classes should be held in a friendly environment. A situation of success must be created.

· Respect and discuss any of his ideas. Believe that this child is sometimes given the ability to understand and accomplish what seems incomprehensible to you.

· When preparing for classes with gifted children, remember the need for serious mental stress on the gifted child. Independent thinking, questions to the teacher, and then to oneself are essential components of successful lessons.

· Think about teaching methods. Gifted students require fundamentally different preparation, since they are distinguished by an extraordinary desire to double-check, to “understand for themselves,” and experiment.

· The central task of a teacher in working with a gifted child is to instill a taste for serious creative work.

· Develop your sense of humor. But it is necessary to remember that gifted children are very proud, vulnerable, with heightened sensitivity - and a not very successful joke can unsettle them for a long time.

· Try to create a favorable atmosphere for working with children. Be friendly, don't criticize. Gifted children are the most susceptible.

· Stimulate the student, praise, do not be afraid to give a higher grade, but not vice versa.

· Experiment in class. Don't be afraid to be funny and at the same time prove that you should be respected and not feared.

· Allow children to be free and ask questions. If a child is interested in something, it means he is thinking, and if he is thinking, it means the teacher has achieved something. After graduating from school, the student can achieve something, or simply become good person, and, therefore, the teacher fulfilled his duties.

Performance at the pedagogical council of the teacher-psychologist of the Municipal Budgetary Educational Institution “Secondary School No. 37 of Belgorod” on the topic: “Psychological and pedagogical support for gifted children”

Goal: development and education of teachers through obtaining information about the psychological developmental characteristics, characteristics, problems of gifted children to create the most favorable conditions for

Intellectual and emotional development of gifted children, both in the educational process and outside of school hours.

Target audience: school teachers

The most important priority for the development of any society is intelligence, and the most important reserve of human civilization is intellectual abilities. Consequently, gifted children in any society are now considered a national treasure and are entitled to special social rights.

Experts note that the number of gifted adults is several orders of magnitude lower than the number of gifted children. The moral costs for this lost interest are borne by those children who, without professional pedagogical and psychological support, grow into “lost” adults, and the material costs are borne by the state generation after generation. Gifted children are at the center of the school development program, since the greatest hopes for improving living conditions and the prosperity of the nation lie with gifted young people

Degree of giftedness

Genius is the highest degree of creative manifestations of personality, expressed in creativity that has outstanding significance for the life of society.

A genius, figuratively speaking, creates a new era in his field of activity

Talent is a high level of a person’s abilities and certain activities, their giftedness, when they reach the level of character traits.

Giftedness is a high level of a person’s abilities and certain activities, their giftedness when they reach the level of character traits.

Ability is the individual psychological characteristics of a person, which are a condition for the successful implementation of one or another productive activity.

The makings of a Teplov: innate anatomical and physiological characteristics of the nervous system and brain, which form the natural basis for the development of abilities

Rubinstein: characterize the speed with which a person generalizes

Today children are called gifted

With above average intelligence

With high level of creative abilities

with success in certain areas of activity(young musicians, artists, mathematicians, chess players)

with success in learning(academic talent)

with high leadership (management) abilities

with bright cognitive activity, originality of thinking and mental makeup

Distinctive characteristics of capable and gifted children

Capable

Gifted

Knows the answers

Interested

Attentive

Expresses sensible thoughts

Works hard

Answers questions

Takes first position

Listens with interest and learns easily

Needs to be repeated 6-8 times to memorize

Understands ideas

Enjoys interacting with peers

Captures the meaning

Completes tasks

Carefully copies

Enjoys school

Absorbs information

Satisfied with my own teaching

Asks questions

Very puzzled

Dedicates himself completely to work

Even stupid things are said

Idling around, but passing exams well.

Finds out all the details

Is outside the group of fellow practitioners

Needs to be repeated 1-2 times to memorize

Expresses his opinion, already knows

Constructs abstractions

Prefers the company of adults

Draws conclusions

Initiates projects execution

Creates a new design

Enjoys learning

Applies information

Inventor

Very self-critical

Possible problems of gifted children

Peculiarities of development and personality of gifted children

uneven development: intelligence develops ahead of schedule, but personal and social spheres correspond to age, and sometimes lag behind.

Psychological difficulties of gifted children

Causes of communication problems:

contradictions inherent in the norms of behavior prescribed by culture;

inflated expectations and demands of parents;

personality traits of the most gifted child

Feels bored by normal activities and shows impatience
waiting for the rest of the group

Peers perceive it as showing off (show off)

Perceived as stubbornness, willfulness, and non-cooperation

Displeased when interrupted, looks too serious

Reacts sharply to criticism addressed to him. Feels a high need for success and recognition

Uses humor to criticize others, thereby damaging interpersonal relationships

Extraordinary vulnerability

Intolerance and lack of understanding from peers, leading to rejection and possible isolation

It manifests itself in gifted adults who are engaged only in mental or physical activities, in gifted children who are passionate about intellectual activities or sports.

Danger of retardation in physical or mental development

Reluctance to play sports, choice of activities in which they can express themselves

Parents' requirements and expectations

It is adults who stimulate the formation of excessive competition

That’s why failures are so unusual for a child; he feels like a loser.

1.Take into account the individual abilities and behavioral characteristics of a gifted child.

2. Improve the system of developing abilities, not the stock of knowledge.

3. Pay due attention to individuality and differentiation of learning in lessons and outside of school hours, reducing the load in the schedule and allocating more hours for group and individual work with gifted children. At the same time, there must be a principle of voluntary choice of extracurricular activities.

4.In the classroom and outside, actively use the problem-based research method, developing the cognitive and creative abilities of students, because active independent work of thought begins when a problem arises in front of the student. Education should not be reproductive, but creative.

5. Offer students original tasks that develop students’ creative abilities, imagination, and imagination.

6.Teach at a high level of difficulty so that students constantly rise to their “ceiling”, thereby raising their bar higher and higher. The orientation should be ahead of the already achieved level of abilities, positive motivation (in additional classes)

7. Try to create a favorable atmosphere for working with children. Be friendly, don't criticize. Gifted children are the most receptive, they are very proud, vulnerable, with heightened sensitivity.

8. Respect and discuss any of his ideas. Stimulate the student, praise, don’t be afraid to give the grade a point higher, but not vice versa.

9. When preparing for classes with gifted children, remember the need for serious mental stress on the gifted child. Independent thinking, questions to the teacher, and then to oneself are essential components of successful lessons.

10.Think about your teaching methodology. Gifted students require fundamentally different preparation, since they are distinguished by an extraordinary desire to double-check, to “understand for themselves,” and experiment.

11. The central task of a teacher in working with a gifted child is to instill a taste for serious creative work.

12.Experiment in class. Allow children to be free and ask questions. If a child is interested in something, then he is thinking, and if he is thinking, then the teacher has achieved the desired result.

Program of correctional and developmental work “Lessons in the psychological development of junior schoolchildren”

Brief description of the developmental program “Lessons in Psychological Development”

Our approach to developing the basic principles and content of the development program is determined by two circumstances.

1. In relation to the development of the child’s psyche, the position is clearly formulated that the natural course of development of children’s cognitive activity begins with a globally diffuse reflection of reality and gradually moves to more and more dissected and differentiated forms of it (Ya.A. Komensky, E. Clapared, J. Piaget, N.I. Chuprikova, N.N. Effective overcoming of globality and undifferentiated™ of the child’s psyche is considered as a factor in the mental and, in particular, mental development of children. The method of dismembering their sensory impressions is the comprehensive development of analysis processes, by which we mean the identification of various aspects, properties, connections and relationships in an object, and the corresponding forms of synthesis.

2. Studying the psychological reasons for the difficulties of younger schoolchildren in mastering educational material in the Russian language, reading and mathematics, we found that about 70% of the difficulties in these subjects are due to deficiencies in the development of various types and forms of the process of analysis and synthesis (N.P. Lokalova, 1997, 2001). Since the processes of analysis and synthesis play a leading role in the assimilation of knowledge (S.L. Rubinshtein, D.N. Bogoyavlensky, N.A. Menchinskaya, 1959, 2003), their targeted development will eliminate a significant number of difficulties in learning and significantly increase communication with this is the quality of the knowledge acquisition process.

The internal logic of our program is built on the implementation of the principle of system differentiation, which determines the leading mechanism of mental development (N.I. Chuprikova, 1997, 2003). The goal of developmental work is the formation of psychological cognitive-personal structures in students through the targeted and comprehensive development of a system of current processes of analysis and synthesis, which creates the basis for independent systematization and structuring of the educational knowledge acquired by schoolchildren. This is fundamentally different from the “intellectual coaching” that often takes place in traditional schooling, in which the cognitive skills being formed are of a specific nature and can therefore be used only in fairly limited conditions. This approach allows us to move from the old paradigm schooling- “mastering of knowledge, skills and abilities” to a new paradigm - “cognitive and personal development by means of generalized knowledge, skills and abilities.”

Cognitive-personal structures that take shape as a result of the purposeful development of systems of analysis and synthesis processes based on the principle of system differentiation have internal development potential, since: 1) they have a multi-level and hierarchical organization, which allows them to represent knowledge from specific to generalized abstract (N. I. Chuprikova, 2003); 2) the formation of generalized knowledge about methods of intellectual action stimulates the need to use them to obtain new specific impressions, facts, and knowledge. The specific information received activates the process of their generalization, which in turn generates the need for new specific impressions. Specific knowledge about intellectual actions acquired in psychological development lessons, variable in form and content, but invariant in the main properties and relationships of objects identified by analysis, should lead, as they are practiced over a series of lessons, to generalization and consolidation in cognitive structures. This ensures an increase in their differentiation and complication of organization, i.e. development. Thus, from our point of view, cyclical self-stimulation manifests itself (N.N. Poddyakov, 1997) as a mechanism of self-development, potentially contained in cognitive structures.

When characterizing this program, it should be noted that it differs significantly from the work performed within the framework of cognitive training. The latter attach importance to the development of the cognitive procedures themselves, while moving away from knowledge itself and thus becoming “meaningless”: it is proposed to teach how to learn, but when teaching something, learning something (Cognitive learning, 1997). An important question is associated with cognitive learning: can cognitive skills, formed in a specially organized process, be spontaneously used in real situations of school practice in relation to educational material that differs from that which served as the basis for learning? Proponents of the cognitive approach answer it negatively, in any case limiting the conditions under which this transfer can be carried out, thereby making the entire process of cognitive learning very little useful. In the developmental program “Lessons in Psychological Development”, equal importance is attached to the formation of the cognitive skills themselves and the knowledge that can be obtained with their help, since effective development of the cognitive sphere is possible only as an “alloy” of interconnected and simultaneously occurring multi-level processes of analysis and synthesis when mastering content knowledge material.

That is why cognitive skills, developed on specific content material within the framework of this developmental program and representing essentially the psychological basis of learning, are quite effectively used by students in relation to various educational material, a general indicator of which is an increase in the average school performance score.

Teaching schoolchildren various cognitive skills on the basis of the comprehensive development of a system of analytical-synthetic processes allows not only to develop the intellectual potential of students, but also to lay the foundation for a logical-analytical attitude to reality as a component of the general orientation of human activity and behavior, i.e. his worldview.

Lesson notes on psychological development in 1st grade

Lesson 1

Lesson objectives:

· Development of the ability to accurately and correctly name objects.

· Development of auditory sensations.

Introductory part

We create a good mood: “Smile!”; “Say kind words to each other.”

Let’s compose the “ABC of Good Words”: remember kind, good words starting with the letter “A” (neat, appetizing, fragrant, angelic, authoritative, active, etc.).

We perform the brain gymnastics exercise “Cross movements” (activates the work of both hemispheres, prepares for the assimilation of knowledge).

To the music, children perform cross-coordinated movements: simultaneously with the right hand, the left leg moves. You can move forward in...

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course work, added 04/16/2014

Studying the essence of the methodological activity of a teacher - training, development, education of students, through the use of various forms, methods, means, technologies of the educational process. Management structure of methodological work in secondary schools.

Content

Introduction……………………………………………………………..…..………...3

1. Assessment of specific learning conditions in a given school…………………….6

2. Description of the educational work of the class teacher………………...8

3. Characteristics of the class team…………….……………………….10

4. Main directions and content of educational activities……..11

5.Participation in the work of the methodological association of class teachers...13

6. Conclusions and suggestions………………………………………………………14

4. Conclusion………………………………………………………………………………….…15

Introduction

“A teacher should be kind, but without weakness, demanding, but without pickiness, allow for jokes, but not turn a serious matter into a joke.”

K.D. Ushinsky

It was not in vain that I took as an epigraph the words of the great Russian teacher K.D. Ushinsky for my work; in practice, I became convinced of the correct meaning of these words. The words of K. D. Ushinsky make one think and recognize that upbringing and teaching is a very serious and responsible job that can make a person happy, and this is reflected in the words of the great psychologist A. S. Makarenko: “You cannot teach a person to be happy, but educate it’s possible to make him happy.”

In my teaching practice, I moved from the role of a student to the unusual role of a teacher. After all, a person can understand how difficult it is or, on the contrary, how accessible and easy it will be for him in a given area only when he tries himself in it. Pedagogical practice, in my opinion, helps the student understand all the subjects that he studied these four years and gives the opportunity to apply his knowledge.

One of the most important elements of teaching practice is familiarization with planning and mastery of the basic methods of organizing educational work in an educational institution. Acquiring skills in independently conducting educational work with students, taking into account their age and individual characteristics, – necessary condition professional development of the future teacher. Only through practical work can one develop the skills to build pedagogically correct relationships with students, their parents, and colleagues.

To successfully complete the internship, I set certain goals and objectives, which I tried to accomplish.

The goals of teaching practice are:

Introducing students to the pedagogical reality of the educational institution;

Change of social role (transition from the position of “student” to the position of “teacher”);

Direct participation in the educational process of the educational institution;

Verification of professional and theoretical knowledge acquired at a university.

Familiarization with the peculiarities of the work of a class teacher;

Mastering the content and methodology of educational work in the classroom;

Mastering the methodology for studying the personality of a teenager.

Practice objectives:

Get acquainted with the goals and objectives of the practice, the timing of its implementation.-When starting practice, familiarize yourself with the internal regulations of the lyceum. - obtaining practical skills in planning educational work in a group of students;

Gaining experience in the professional activities of a teacher in preparation for a cycle of educational activities;

Obtaining initial conducting skills cool hours in a group of students;

Studying the teaching experience of qualified teachers of an educational institution.

Based on the results of the practice, submit reporting documentation for testing.

The content of the activity includes:

Familiarization with the system of work of the class teacher (conversation with the class teacher, familiarization with his work plan; attending educational events, etc.);

Studying the experience of extracurricular educational activities in the subject;

Assisting the class teacher in carrying out educational work

Assisting class activists and self-government bodies in planning, organizing and conducting classroom educational activities;

Independent preparation and implementation of at least three separate forms of work with children;

Organization of assistance to students who are lagging behind in their studies;

Preparation and conduct of extracurricular educational activities in the subject;

Participation in the work of methodological associations, seminars at school;

Assisting the class teacher in preparing and conducting parent-teacher meetings

Mastering professional and pedagogical skills in organizing and conducting individual work with students, in determining specific educational tasks in one’s team, planning work and carrying it out independently;

Establishing friendly, respectful relationships with students;

Presenting specific requirements to students and monitoring their implementation;

Conducting work to unite the class team;

Analysis of your teaching activities, identification of achievements and shortcomings, setting specific tasks for further improvement;

Generalization of the experience of the class teacher in one of the areas of the educational work system (working with subject teachers, working with “difficult children”, with parents, organizing leisure time, etc.)

Assessment of specific learning conditions in a given school or class.

I completed my teaching practice at the Polevskoy Lyceum, Kursk district, Kursk region. The director of the lyceum is M.M. Shelekhov.

Location of the lyceum 305540, Kursk region, Kursk district, village of Polevaya.

I was left with a positive impression of what I saw during my internship. First of all, I would like to dwell on the assessment of the lyceum and teachers. As for the school, it can be noted that the condition is very good. The lyceum has undergone a major renovation, both floors look very modern, the equipment and furniture are completely new. The school also has many wide windows and is therefore very well lit, which is definitely a big plus. The layout of the offices is correctly and rationally thought out. Each floor is clean and tidy, and this is certainly pleasing to the eye. In addition, I paid attention to the equipment in the offices. This is the latest modern equipment: projectors, computers, interactive whiteboards, televisions and other aids, which undoubtedly helps teaching activities. Thus, the student will not be bored in class. I also noted the excellent selection of teachers. All of them are highly qualified and competent.

The head of my practice was Ilyuta Valentina Yakovlevna, teacher of Russian language and literature, deputy director for educational management. Valentina Yakovlevna productively uses research technologies, information and communication, design, interactive, health-saving technologies. Identifies and systematically develops students’ abilities for scientific (intellectual) and creative activities: in 2012, 2013. her student Belkina V. was the winner of the municipal essay competition “My Family”, studying Subbotina V. in 2013-2014. was the winner of the All-Russian distance subject Olympiad "Olympus" in the Russian language, in 2015 - the winner of the All-Russian distance Olympiad "FGOStest" in Russian language and literature. The level of quality of knowledge of students has a positive trend; over the past three years, the level of quality of knowledge of the Russian language of students in educational programs of basic general education has increased from 52% to 62%, in literature - from 63% to 71%.

On the first day, I independently familiarized myself with the work schedule of the Russian language and literature teacher. I was assigned to physics and mathematics 8 “B” class. Based on the teacher’s work schedule, as well as the schedule in the class assigned to me, I drew up a schedule of individual work for each of the subjects, which underwent minor adjustments during the internship. During the week I went to lessons in this class, from the class magazine I learned about the progress of each of the students, as well as about social assignments, interests and participation in clubs, sections and the health status of the students. I also liked working with the class teacher of grade 8 “B” Razumova Elena Nikolaevna. I attended several lessons from the class teacher, as well as classroom and information hours and school-wide events. The class team is quite organized, the discipline is good and the level of knowledge of the majority is high.

On my own initiative, I began to attend classes in a parallel class.As for him, this is a correctional class, the level of knowledge is low, the discipline is shaky, but the children are very good and I liked the atmosphere in this class more. Working with them, although difficult, was interesting, and we achieved certain results.

Educational work of the class teacher.

The class teacher is the closest and direct educator and mentor of the students. He organizes and directs the educational process in the classroom, unites the educational efforts of the teacher, parents and society, and is responsible for organizing educational work in his class. The activities of the class teacher organically combine ideological, educational, organizational and administrative functions. The class teacher cares about the all-round development of children, about collectivism, hard work, education, improving the quality of knowledge, strengthening discipline and order in the classroom.

The functions of the class teacher are determined by the need to create conditions for the child’s existence in a general education institution for his successful life, promoting the versatile creative development of the individual, spiritual formation, and comprehension of the meaning of life. The class teacher, receiving and processing information about his students, their psychophysical development, social environment, family circumstances, controls the progress of the holistic educational process, the process of developing the personality of each child, his moral qualities; analyzes the nature of the influences exerted on him; coordinates educational activities each pupil and the entire class team, self-determination, self-education and self-development of the student, the formation of a class team, the development of pupils’ creative abilities, relationships with other participants in the educational process. The class teacher performs several functions:

Organizational (carrying out work on all pedagogical aspects) - consists of actively promoting class self-government and the development of children's amateur performances.

Educational (formation of personality and team)

Communicative (organization of communication);

Coordination (coordination of all influences, establishment of interaction between all participants in the educational process);

Correctional (transformation, personality change);

Environmental (protecting the child from adverse influences);

Administrative (maintaining students’ personal files and other official documents).

The ideological and educational function manifests itself as an analytical and generalizing function. The need to establish interaction between four groups (students, teachers, parents, the public) emphasizes the importance of the coordination and information function. The importance of direct confidential contact with children in order to timely relieve mental stress makes the psychological function relevant.

Stimulating-inhibiting function - makes it possible to intensify socially valuable activities of children and suspend negative ones.

The improvisational and creative function provides the class teacher with increased contact, effective communication, and targeted interaction with children.

The most important functions (from the Latin functio - performance, duty) of the class teacher are the following: cognitive-diagnostic, organizational-stimulating, unifying-unifying, coordinating and personal development

Characteristics of the class team.

The class team was formed on September 1, 2012. Rusanova A.N. worked with students in an elementary school. In September 2011, two classes were created, and in September 2012, from these two classes, the excellent and good students were transferred to the physics and mathematics class. There are fairly smooth, conflict-free relationships between students; there are no outsiders in the class.

Most have good abilities, the children are kind and respectful. In general, students in the class are heterogeneous in terms of their individual abilities.

The main directions and content of educational activities.

The practice was carried out within the framework of an individual plan drawn up by me. There were no significant deviations from the plan; lessons and extracurricular activities were carried out on time.

In addition to the work I had planned, I assisted the lyceum in holding events. Together with a team of teachers, she went to an amateur art competition for employees of educational organizations in the region, dedicated to the 70th anniversary of Victory in the Great Patriotic War, and was awarded the Audience Choice Award. I was also invited to serve on the jury of a school-wide reading competition and a patriotic song competition, for which I wrote an article for the Selskaya Nov newspaper. At the moment I am helping in preparation for the competition of young specialists: I am writing a script in poetic form, selecting costumes for the presentation of the lyceum. Together with a young chemistry teacher, I will take part in holding an event for Victory Day in the Great Patriotic War as a presenter.

During the teacher’s absence, when she was on the course, I conducted literary circle classes in her place: I prepared students for the reading competition. The students of my class showed good results: Valeria Danilova took 1st place, and Lera Subbotina took 3rd place.

I carefully familiarized myself with the educational work of the class teacher of the 8th “B” class, Elena Nikolaevna Razumova. In terms of educational work, educational methods are aimed at the formation of consciousness, the organization of activities and the formation of experience of social behavior, stimulation of behavior and activity; Forms of organization of activities are also varied, mass, collective, group, individual. I believe that working according to this plan is very effective and useful. According to the plan, I held an erudite competition “Step into the Universe” and a class hour on the topic “Tolerance.” Before conducting these events, I consulted with the class teacher, who helped me choose the appropriate material. In addition to the planned events, I also held others: a conversation on career guidance “Choosing a profession - choosing the future”, a quiz “Entertaining Russian language”. Each event was conducted by herself in the presence of the class teacher and head teacher for educational work Lyudmila Anatolyevna Besedina.

The purpose of the event “Entertaining Russian Language”: to cultivate interest in the Russian language, develop children’s speech and creative abilities. The quiz was held among parallel classes. The event was entertaining and interesting, the children were able to open up, and everyone tried to show their knowledge, besides, a close-knit atmosphere immediately formed between the classes, because I organized mixed groups rather than having competition between classes. However, the poor development of the children from the correctional class was noticeable; their speech was not developed, they knew phraseological units poorly and this made them embarrassed to express their thoughts. At the end of the event, each class was tasked with writing a collective essay on a free topic using a large number of phraseological units. Then, we immediately went to the village library, and the students took phraseological dictionaries to complete this task. Children were also able to get acquainted with the book exhibition “Writer and Artist”, dedicated to the 90th anniversary of the birth of E.I. Nosov, and take books by a fellow countryman and other literature they liked. Exactly a week later we gathered again in the library, checked the essays, they turned out to be very interesting and funny. The level of knowledge has increased noticeably, and children have become more interested and willing to develop.

The class hour on the topic “Tolerance” was quite interesting; the children formed an idea of a tolerant attitude, deepened their understanding of its meaning, they learned to see and appreciate the interindividual differences of their peers; were able to make sure that, despite the fact that they are all very different, there can be a friendly, tolerant atmosphere in the class. The parents of the students were present at the event; they also took an active part in its conduct, which contributed to the creation of favorable communication among both children and adults and helped unite the class team.

It was interesting for me to attend the school-wide parent meeting, which took place on April twenty-fifth. The theme of this event is “Family Values”. The most exciting and important issues, parents and teachers observed tact, everyone could express their opinion and make suggestions. Afterwards, everyone went to their classes, where class parent meetings took place, I went to a meeting in the 8th “B” grade, watched the work of the class teacher with the parents, I liked Elena Nikolaevna’s manner of communication, she is friendly and welcoming, so there is an atmosphere of understanding in this team .

During my internship, I had to work with various school documentation. In my work I used “Thematic Planning”, “Plan of Educational Work”; filled out journals: wrote lesson topics, gave grades, noted absentees; I graded schoolchildren’s diaries and wrote comments.

Participation in the work of the methodological association of class teachers.

She took part in the work of the methodological association of class teachers and made a report on the topic “Education through works of art.” The meeting took place on April 25.

Conclusions and suggestions.

I have only positive impressions from the internship. All two classes in which I conducted extracurricular activities had excellent discipline, the children were very active and strived to show their best side. But of course there were some shortcomings. The students were not used to working with handouts, which seemed wrong to me. With the help of handouts you can work much faster. But for me it worked the other way around; they took a long time to navigate and got confused.

In the end, I would also like to note that it is necessary to take into account the characteristics of each student and create tasks of varying complexity. Students are divided into active and less active, and therefore it is necessary to ensure that everyone is involved in the lesson or event. There is also no need to raise your voice at students, often scold, or focus your attention on one student. All this will negatively affect the student’s future attitude towards the subject, towards the teacher and towards the educational process as a whole.

Conclusion.

During my internship, I became acquainted with the profile of the educational institution, its activities, as well as its leaders and teaching staff. Studied the main goals and objectives of organizing educational activities. I got acquainted with the main provisions of the Lyceum Charter, became acquainted with the types of local acts of the educational institution. Studied the basic techniques of organizing the educational process. Researched the level of development of the educational team, studied the characteristics of the student team. During my internship, I managed to develop and implement 4 educational activities.

During my practice, I acquired a lot of knowledge and useful information, which will certainly be very useful to me in the future.

In this work, all the objectives were achieved.

Stage 1: Study of the educational institution, class, students; formulation of the purpose of educational work.

From February 2 to March 22, she underwent teaching practice as an assistant class teacher and English teacher at the A.V. Koltsova with in-depth study of English in grade 5 “A”. I got acquainted with class and school documentation (class magazine, annual curriculum, school curriculum). I got acquainted with the class. At the first meeting, I conducted a self-presentation and survey in order to identify the children’s creative abilities, interests, motives, etc. According to the survey, I was able to collect the information necessary for further acquaintance and communication with the class. In my opinion, the following data turned out to be very important for me:

There are 22 children in the class, of which 11 are boys and 11 are girls. Most of the children were born in 1998. They have been studying together for 5 years. In general, children are raised in prosperous families. There are two excellent students in the class, 10 good students, and 10 C students. Most children go to music school and play several musical instruments. 1 boy attends the boxing section, the rest of the boys and girls take an active part in school Olympiads in physical education.

In the first week of teaching practice, I was not an active participant in the teaching process, but was just an observer. According to my observations, children are active in the lessons, but they do not always perceive the material to the extent that is required of them. This is explained by the fact that children do not know how to work together. According to testing to identify the level of school motivation, which I conducted with schoolchildren, it turned out that half of them did not develop it. This rather stems from the periodic failure of schoolchildren to attend classes due to illness. The English teacher constantly has to catch up with children who were sick, which creates the impression of monotony. In general, students know each other well, and relations between them are friendly. They are very active during breaks.

Class teacher Tatyana Alekseevna Zavalina is an experienced teacher and master of her craft, and enjoys unquestioned authority among students.

In general, according to sociometric data, the class structure is as follows: “Stars” (2), “Preferred” (7), “Neglected” (11), Isolated” (2). There are no “rejects” in the class.

As such, the groups are poorly expressed. Most students are united in their groups of 2-3 people.

After the first acquaintance with the class, I tried to use different communication styles in my work (authoritarian, democratic, liberal), but the most productive for this class, contingent and age of students turned out to be the authoritarian style of communication and only with some students the democratic one.

Based on the analysis of the results of observations, conversations with the class and the class teacher, I identified the following goals of educational work in this class:

1) Development of educational motivation in schoolchildren

2) Organization of productive interaction with the class

Based on the results of self-analysis, I came to the conclusion that the leading tactic for organizing productive interaction with the class would be dialogic communication on the part of an adult.

Stage 2 – search for content, forms, and types of pedagogical activities to achieve the goal.

To achieve productive interaction with students, I used a person-oriented approach in education, within which the subject-subject relationship between teacher and student prevailed. The focus of the person-oriented approach is the unique, holistic personality of a growing person, who strives for maximum realization of his capabilities (self-actualization), is open to the perception of new experiences, and is capable of making conscious and responsible choices in a variety of life situations. The key words of the person-oriented approach in education are “development”, “personality”, “individuality”, “freedom”, “independence”, “creativity”. It was towards them that I sought to direct the pedagogical process.

In her work at the English language lesson, she used individual (in the process of developing monologue speech - retelling texts in the lesson), group (development of dialogic speech) and collective forms of teaching (discussions on the topic of a healthy lifestyle). The educational complex, through which students learn the English language, allows the use of all of the above forms of education. The educational complex includes: Student's book (Textbook for 5th grade schools with in-depth study of the English language. Vereshchagina, Afanasyeva), Work book (workbook for the textbook), Reader (reading book), audio disc.

I consider my main task in the classroom as a teacher to be to help students master the current educational material in English as successfully as possible.

For the purpose of personality-oriented education, I tried to develop the cognitive interest of students, form logical and systematic thinking, and reflection.

To achieve the goals, I relied on the following principles:

Scientific principle ( tried to present the material in a logical sequence, as concisely and accessiblely as possible )

The principle of visibility. She encouraged the use of tables, charts, graphs, pictures in the English lesson, in her work she used multimedia presentations in the English lesson on the topic “Indirect Speech”, used presentations when semantizing new vocabulary, and during extracurricular activities.

The principle of systematic reflection . When working on mistakes, she invited students to analyze their own mistakes and answers in class.

The principle of targeted training in group work skills in joint activities, cooperation, partnership, dialogical communication from the position of an “Adult”. I tried to diversify the types of group work in the lesson for the most effective learning of the material. When working in collaboration, I tried to encourage children to jointly solve a problem, taking into account the opinion of each student, thereby developing school motivation, motivation in learning English; work in partnership was carried out in the development of dialogical speech (dialogues on everyday topics), where students acted as communication partners, playing different social roles. During dialogical communication from the position of an “Adult,” I established close emotional contact with students, observed their reactions, behavior, and habits.

On at this stage I tried to analyze my activities as a teacher and came to the following conclusions:

1) In the first week of teaching practice, I managed to convey the readiness for cooperation, but I was not able to organize it fully. As I described above the features of this class, the children are not used to working productively together. The children are accustomed to the authoritarian style of communication of their teacher, so the opinions of each other as a team or group do not play a role for them in their work, the leading role belongs to the teacher.

Communication from the position of an adult at first was a somewhat blurry idea for me, the parent’s position dominated to a greater extent, however, having studied each student more closely, I was able to find an approach to each one, more formally approaching the student not just as a child, but as a student-subject of pedagogical activity ,an active participant in the pedagogical process.

She achieved student activity in different ways: by striving for distance and rigor, on the one hand, on the other hand, she used various pedagogical methods. The method of communicative attack turned out to be the most successful when introducing new educational material. Students willingly answered questions asked of them and expressed their opinions on the topic healthy lifestyle.

Speech behavior had a huge impact on contact and cooperation with students. Questioning intonation, expressions of surprise, admiration, and indignation in the voice were reflected in different ways on the behavior of students. Along with speech behavior, various pedagogical techniques and incentives. Encouraging incentives, incentives of praise turned out to be the most effective in the process of pedagogy. During the lesson, I suggested that the student learn a dialogue and give 3 A's if he tells it in pairs with different students. He took this quite seriously and instead of one dialogue he learned 3, which is not at all and was not required. However, in some cases it was not possible to do without coercive stimuli. The rather complex grammatical material on the topic “Indirect Speech” required special attention on the part of the students, and on the part of the teacher, quite strict control over the implementation of exercises on this topic.

At this stage, I was planning to hold an event dedicated to the 65th anniversary of the victory in the Great Patriotic War. The form of this event is a class hour on the topic “Siege of Leningrad” in 5th grade.

Goals:

1. Getting to know the history of your country

Fostering patriotism, a sense of pride for your country, for your people.

Tasks:

1. Introduce the children to the concept of blockade;

2. Introduce us to a terrible period in the life of our country based on videos.

3. Awaken in children a sense of compassion and pride for the resilience of their people during the siege of Leningrad and throughout the Great Patriotic War Patriotic War by showing multimedia presentations with photographs on military topics.

The topic of the event turned out to be very relevant for students, since the school held a month dedicated to the 65th anniversary of the victory from February 1 to March 1. At the event, students showed interest in this topic. During the class hour, I used audio and video materials for clarity, where I presented most of the information on this topic. I tried to keep my speech to a minimum, making logical transitions from one video to another. The goal of my speech was to generalize as much as possible, to focus attention on the most important points, to encourage children to perceive this topic, relying more on the visual image. The tempo of speech and intonation are aimed at compassion for all victims of the siege of Leningrad, the vivid emotionality gives birth to memorable images of participants in the Great Patriotic War in the imagination of children.

FEDERAL AGENCY FOR EDUCATION

STATE EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
"CHELYABINSK STATE UNIVERSITY"

INSTITUTE OF PSYCHOLOGY AND PEDAGOGY

Department of Psychology

REPORT
ABOUT COMPLETING A TEACHING PRACTICE

Place of passage: State Educational Institution of Higher Professional Education "Chelyabinsk State University"
Passage period: 02/08/2010 – 03/10/2010.

Completed: Samoilova M.Yu.,

student gr. PP-401

Head of practice:

Ovchinnikova V.I.,

Candidate of Pedagogical Sciences

Chelyabinsk
2010
CONTENT

Introduction………………………………………………………………………	3
Chapter 1. Organization of teaching practice…………...	5
1.1. Teaching practice program………………….	5
1.2. Features of organizational behavior as a discipline………...	8
Chapter 2. Methodological development training sessions……………………...	9
2.1. Methodology for preparing and conducting lecture lesson No. 1………	9
2.2. Methodology for preparing and conducting lecture lesson No. 2………	11
2.3. Methodology for preparing and conducting a practical lesson…………	13
2.4. Technological maps of lectures and practical classes……...	16
2.4.1. Technological map of lecture lesson No. 1…………………...	16
2.4.2. Technological map of lecture lesson No. 2…………………...	17
2.4.1. Technological map of the practical lesson……………………..	18
Chapter 3. Analysis of lecture and practical classes…………………..	19
3.1. Analysis of the lecture by Dymova……………………………...	19
3.2. Analysis of the practical lesson Polushina A…………………………..	22
Conclusion…………………………………………………… ………………	26
List of references………………………………………………………..	27
Application…………………………………………………… …………….	28

INTRODUCTION

Professional pedagogical practice is an independent branch of pedagogical knowledge about the design, application and development of forms, means and methods of pedagogical activity in the formation of professional knowledge and skills of students. In the process of forming knowledge and skills, there is an interaction between the personality of the teacher as the bearer of techniques, methods and technologies of teaching and the personality of the student.
At the Institute of Psychology and teachers of Chelyabinsk State University, upon completion of their studies, students receive a diploma indicating that they can work as both a practical psychologist and a psychology teacher in higher education. Consequently, teaching practice is necessary for the further successful work of future specialists in the field of education and psychology.
The peculiarity of the practice is that the future psychologist-educator learns to work with educational material, techniques and methods for developing technical knowledge and professional skills.
So the main purpose This practice is to consolidate the knowledge acquired during the course “Teaching Methods”, as well as the formation of practical skills and teaching skills in the field of psychology, interest in teaching.
Based on the goal, we can highlight tasks teaching practice:

Consolidation and expansion by students of knowledge acquired in the process of studying pedagogical disciplines.

Formation of students' knowledge about teaching activities.

Formation of students' individual teaching style

Studying the personality of students and teachers.

Improving the ability to enhance the psychologization of the pedagogical process based on knowledge of general, developmental, pedagogical and other branches of psychology.

Place of internship: Chelyabinsk State University. Discipline: "Organizational Behavior." Teacher: Vedeneeva Ekaterina Vladimirovna. Group: students of the Institute of Psychology and Pedagogy, 4th year, management field. Passage period: from 02/08/2010. to 02/28/2010.

CHAPTER 1
ORGANIZATION OF TEACHING PRACTICE
1.1. Teaching internship program

Dates	Job	Content
08.02.10	Conducting an orientation lecture with a teacher	Clarification of the functional responsibilities of the student and the head of teaching practice. Familiarity with the nomenclature of reporting documentation on teaching practice and the requirements for its preparation.
8.02.10 – 12.02.10.	Attending classes in group PP-301 (management)	Meeting and getting to know the group. Studying the characteristics of the team. Specifics of student work. Observation of the work of a teacher with extensive experience in teaching.
15.02.10 – 17.02.10	Attendance at a lecture held by: Dymova D. (student PP-402) with 1st year IPiP students in the discipline “General Psychology”. Evnina K. and Demeshko S. (students of PP-401) with 3rd year students of IPiP in the discipline “Psychiatry”. Attendance at a seminar held by: Polushin A. (student PP-401) with 3rd year IPiP students in the discipline “Organizational Behavior”.	Strengthening the ability to analyze classes. Paying attention to the positive and negative aspects of conducting a lecture by colleagues who also do not have much experience in teaching, in order to further take these points into account in their own work.
10.02.10 – 11.02.10	Preparing lecture session number one	Study of educational and methodological materials, work programs in the discipline “Organizational Behavior”. Search and study of relevant literature. Development of lecture material in order to develop students’ holistic knowledge on this topic. Development of technological maps. Coordination of plans with the practice manager.
18.02.10 – 19.02.10	Preparing lecture session number two	Study of educational and methodological materials, work programs in the discipline “Organizational Behavior”. Search and study of relevant literature. Development of lecture material in order to develop students’ holistic knowledge on this topic. Development of technological maps. Coordination of plans with the practice manager.
19.02.10 – 20.02.10	Preparation of a practical lesson.	Deepen and consolidate knowledge on issues related to the design of the educational process, designing educational activities of various types.
01.03.10	Conducting a lecture on the topic “Organization as a system. Part one"
02.03.10	Conducting a lecture on the topic “Organization as a system. Part two"	Implementation of all the main tasks of completing teaching practice. Report necessary information on the stated topic to 4th year management students.
09.03.10.	Conducting a practical lesson on the topic “Organization as a system”	Implementation of all the main tasks of completing teaching practice. Deepen and consolidate students' knowledge on this topic, encouraging their independent work, motivating them.
---	Preparation of practice documentation	Formation of documentation skills.

1.2. Features of organizational behavior as a discipline
Purpose The course is for students to gain theoretical knowledge and acquire practical skills in managing the behavior of people in a company, which they can use in their future work. In the process of studying this course, students must master techniques and master the skills of assessing the internal state of a company from the point of view of human potential, learn to assess the level of conflict in an organization and find ways to resolve specific situations, gain the necessary knowledge in order to form efficient teams and correctly determine the required leadership style.
The objectives of the course are:
- consolidation of theoretical knowledge in the course “Organizational Behavior”;
- mastering various approaches to managing the human potential of an organization, mastering the principles of choosing the optimal leadership style;
- study of sources and ways of manifestation of organizational culture;
- acquiring practical skills in motivating staff, obtaining the necessary knowledge in order to correctly form work groups, taking into account the factors of group cohesion and psychological compatibility, and using typological personality profiles when forming teams;
- mastering conflict management skills;
- obtaining the knowledge necessary for a manager to work in a multinational team in a globalized environment.

CHAPTER 2. METHODOLOGICAL DEVELOPMENT OF TRAINING LESSONS
2.1. Methodology for preparing and conducting lecture lesson No. 1
Subject
Plan:

Types of organizations.

Life cycle of an organization

Basic units of knowledge
Lecture type:

Content: scientific.

Didactic purpose
Educational purpose
Developmental goal
Educational purpose
Form of the lesson: information and development.
Teaching methods:
Number of hours: 2 teaching hours.

Other-dominance

Intensification of training.

The topic of the lecture session is formulated correctly. A clear didactic goal was set and achieved at the end of the lesson. The lecture lesson plan is visually presented. Students are provided with materials containing tables and diagrams illustrating the lecture material. The integrity structure and logic of presentation of the material are observed. At the beginning of the lesson, students are given a list of references.

2.2. Methodology for preparing and conducting lectures No. 2
Subject: “Organization as a system.” Part 2.
Plan:

Enterprise Transformation Models

Types of organization for interaction with the external environment

External environment of the organization

Basic units of knowledge: organization, enterprise, external environment.
Lecture type:

By place in the curriculum: current.

By nature of presentation: informational.

Content: scientific.

Didactic purpose: To form in students a general understanding of the concept of organization as a system.
Educational purpose: To form an idea of the concept of an organization as a system.
Developmental goal: In the process of work, develop students' ability to think, as well as engage and develop intellectual skills.
Educational purpose: formation of a scientific worldview among students on the topic “Organization as a system.” Determining the importance of the acquired knowledge for further education and professional activities.
Form of the lesson: information and development.
Teaching methods:

Monologues (lecture, oral explanation);

Dialogue (conversation, discussion).

Number of hours: 2 teaching hours.
Training principles implemented:

Other-dominance

Information redundancy and sufficiency of knowledge;

Intensification of training.

The topic of the lecture is formulated correctly. A clear didactic goal was set and achieved at the end of the lesson. The lecture lesson plan is visually presented. Students are provided with materials containing tables and diagrams illustrating the lecture material. The integrity structure and logic of presentation of the material are observed. At the beginning of the lecture, a brief repetition of the material on this topic covered in the previous lesson.
All lecture materials are presented in the appendix.

2.3. Methodology for preparing and conducting a practical lesson
Subject: Organization as a system.
Plan:

Expand the concept of organization by analyzing the points of view of various authors on the problem.

Organization as an object of management.

Classification of organizational structures (various approaches).

A modern approach to organization management.

Characteristics of stages life stages organizations (various approaches).

Internal environment of the organization.

Practical exercise “Stages life cycle organizations", written survey.

Type of seminar: Didactic purpose: consolidate the acquired knowledge in students, develop the ability to apply it in practice, expand students’ knowledge on the topic “Organization as a system.”
Educational goal: Form an idea of the organization as a system.
Developmental goal: To promote the development of meaningful and voluntary memorization, the ability to collate, compare, analyze, identify cause-and-effect relationships, and summarize this information.
Educational purpose: Formation of students’ scientific worldview on this topic. Improving relationships between students in a team, through interaction, dividing into groups when working.
Basic units of knowledge: organization, system, internal environment, external environment, life cycle of an organization.
Teaching methods:

Monologues (explanation);

Dialogue (conversation, group discussion);

Visual (tables, diagrams)

Practical (exercises, practical tasks).

Number of hours: 2 teaching hours.
Principles of training, implemented in the process:

Other-dominance

Information redundancy and sufficiency of knowledge;

Intensification of training.

Relationship between theory and practice

The goal was clearly formulated and set, and as a result, this goal was achieved.
Students were given literature and a list of questions during the first lecture session. At the end of the seminar, a conclusion was drawn on the results obtained during the work of the group and the teacher, by testing the students' knowledge using a written survey and a practical exercise.
Seminar structure:

Organizational stage.

Organization of educational and cognitive work of students according to the lesson plan.

Summing up the lesson.

Functions of the practical lesson:

Formation of deep, flexible skills, application according to the model.

Mastering the methods of educational and practical activities.

Consolidation of knowledge and development of skills to apply it.

Quality control of knowledge acquisition and methods of educational activities.

Fastening techniques: repetition, questions to check learning and understanding. Summing up at the end of each question, as well as the entire lesson.
Thus, the didactic goal has been achieved.
The seminar materials are presented in the appendix.

2.4. Technological maps for training sessions

2.4.1. Technological map of lecture lesson No. 1

TOPIC	GOALS		TRAINING METHODS	LITERATURE	TASK TO YOURSELF. WORK
Organization as a system. Part 1	Didactic purpose Educational purpose Developmental goal Educational purpose	1.Explain the concept of organization, analyzing the points of view of various authors on the problem. 2.Organization as an object of management. 3. Classification of organizational structures (various approaches). 4.Modern approach to organization management. 5. Characteristics of the stages of life stages of the organization (various approaches). 6. Internal environment of the organization.		3. Newstrom, J. W. Organizational behavior. Human behavior in the workplace: trans. from English / J. W. Newstrom, K. Davis; edited by Yu. N. Kapturevsky. SPb. : Peter, 2000.	1. Prepare for an oral questioning on the material covered 2. Find and analyze other definitions of the concepts “organization” and “organizational behavior.”

2.4.2. Technological map of lecture lesson No. 2

TOPIC	GOALS	CONTENT OF TRAINING MATERIAL	TRAINING METHODS	LITERATURE	TASK TO YOURSELF. WORK
Organization as a system. Part 2	Didactic purpose: To form in students a general understanding of the concept of organization as a system. Educational purpose: To form an idea of the concept of an organization as a system. Developmental goal: In the process of work, develop students' ability to think, as well as engage and develop intellectual skills. Educational purpose: formation of a scientific worldview among students on the topic “Organization as a system.” Determining the importance of the acquired knowledge for further education and professional activities.	3. External environment of the organization	1. Monologues (lecture, oral explanation); 2. Dialogue (conversation, discussion).	1. Zaitsev, L. G. Organizational behavior: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2005. 2. Lutens, Fred. Organizational behavior: trans. from English / ed. R. S. Filonovich. M.: Infra-M, 1999. 3. Newstrom, J. W. Organizational behavior. Human behavior in the workplace: trans. from English / J. W. Newstrom, K. Davis; edited by Yu. N. Kapturevsky. SPb. : Peter, 2000. 4. Gibson, Doc. L. Organizations. Behavior. Structure. Processes / J. L. Gibson, J. Ivantsevich, J. H. Jr. Donnelly. M.: Infra-M, 2000. 5. Zaitsev, L. G. Strategic management: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2003. 6. Kochetova, A. I. Introduction to organizational behavior: textbook. allowance. M.: Delo, 2003.	1. Prepare for a written survey on the material covered 2. Prepare for the practical lesson using the questions provided in advance

2.4.3. Technological map of the practical lesson

TOPIC	GOALS	CONTENT OF TRAINING MATERIAL	TRAINING METHODS	LITERATURE	TASK TO YOURSELF. WORK
Organization as a system.	Didactic purpose: consolidate the acquired knowledge in students, develop the ability to apply it in practice, expand students’ knowledge on the topic “Organization as a system.” Educational purpose: Form an idea of the organization as a system. Developmental goal: To promote the development of meaningful and voluntary memorization, the ability to collate, compare, analyze, identify cause-and-effect relationships, and summarize this information. Educational purpose: Formation of students’ scientific worldview on this topic. Improving relationships between students in a team, through interaction, dividing into groups when working.	1.Enterprise transformation models 2. Types of organization for interaction with the external environment 3. External environment of the organization	1. Monologues (explanation); 2.Dialogue (conversation, group discussion); 3. Visual (tables, diagrams) 4. Practical (exercises, practical tasks).	1. Zaitsev, L. G. Organizational behavior: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2005. 2. Lutens, Fred. Organizational behavior: trans. from English / ed. R. S. Filonovich. M.: Infra-M, 1999. 3. Newstrom, J. W. Organizational behavior. Human behavior in the workplace: trans. from English / J. W. Newstrom, K. Davis; edited by Yu. N. Kapturevsky. SPb. : Peter, 2000. 4. Gibson, Doc. L. Organizations. Behavior. Structure. Processes / J. L. Gibson, J. Ivantsevich, J. H. Jr. Donnelly. M.: Infra-M, 2000. 5. Zaitsev, L. G. Strategic management: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2003. 6. Kochetova, A. I. Introduction to organizational behavior: textbook. allowance. M.: Delo, 2003.	Missing

3. ANALYSIS OF LECTURE AND PRACTICAL LESSONS

3.1 Analysis of the lecture session
Teacher: Dymova Daria, PP-402
Discipline: General psychology
Well: 1 course
Subject: History and current state of the psychology of motivational processes.
The topic of the lecture is formulated correctly and reflects the main content of the lecture.
Target: To form an idea of the history and current state of the psychology of motivational processes.
The purpose of the lecture corresponds to the topic and content. The goal is announced to the students, the objectives of the lesson are also explained, and the audience is motivated.
Lesson plan:
1. Concept and classification of needs in psychology.
2. The concept of motive and motivation.
3. Concepts of motivation.
4. System of motivational factors.
The lecture is clearly structured, the division into points of the plan is correct and understandable.
A list of references, as well as a plan, was provided on the board.
Lecture type:

By place in the curriculum - current.

The nature of the presentation is informational.

The content is scientific.

The content of the lecture clearly corresponds to the topic “History and current state of the psychology of motivational processes” and the lesson plan.
Daria voiced the basic concepts before moving on to explain the material.
The lecture corresponds to the modern level of scientific development. The history of the issue is covered.
The lecture is characterized by clarity and logic in the presentation of the material.
The presentation of the lecture corresponds to the time allocated for the lesson - 2 hours.
New terms and concepts explained. At the end of each question in the plan, as well as the entire lesson, the teacher draws a conclusion. Consolidation techniques were used: questions about the material. Supporting materials were used: lesson notes.
The topic of the lecture, plan and list of references are visually provided. There are no other visual materials, since they are not needed in this matter.
The pace, repetition of material and explanation contributed to the students’ easy note-taking.
The following teaching methods were used:
1. Monologues (explanation, oral presentation). Daria explained the material, citing interesting and memorable examples, and dictated the main points of the lecture.
2. Dialogical (conversation, discussion). Giving her examples, Daria also invited students to think and offer their options. At one point, a discussion began between the teacher and students on the topic “Is this example suitable?” The students actively proved their point of view, and the teacher his. As a result, students understood the material better and developed their constructive discussion skills.
The following teaching principles were used:

Systematic (the lesson is clearly structured and corresponds to the lecture plan);

Accessibility (the material was accessible, understandable, all new terms were explained);

Other-dominance (there was an orientation of teachers towards students);

Information redundancy (examples provided, both from scientific literature and from personal experience).

At the end of each point of the plan and lesson, the teacher asked if the students had any questions. She explained unclear points with ease and in accessible language.
Obviously, the teacher knows his subject, knows how to present information, knows how to speak clearly, at a measured pace, changing the intonation and volume of his voice at the right moments. From the very beginning until the last minute of the lecture, the established contact between the teacher and the audience was visible. The teacher expressed himself in accessible and cultural language.
The lecture brought great information value to the students.
At the end of the lecture, thanks to a short survey, it was proven that the students had mastered the material. Thus, the goal of the lecture was achieved: an idea of the history and current state of the psychology of motivational processes among first-year IP&P students was formed.

3.2 Analysis of the practical lesson
Teacher: Polushin Anton, PP-401
Discipline: Organizational Behavior
Well: 3rd year, psychology of management.
Subject: The concept and essence of organizational behavior.
The topic of the practical lesson is formulated correctly.
Target: not announced
Seminar lesson plan:

Concept of organizational behavior

The relationship between organizational behavior and other areas of scientific knowledge.

Describe the subjects of organizational behavior.

The emergence and history of the development of organizational behavior as a science.

The seminar session is clearly structured.
Type of seminar:

For didactic purposes: overview (summarizing) seminar;

According to the method and nature of the conduct: reproductive (traditional) seminar.

A list of references is provided along with the lesson plan in advance in paper and electronic forms.
The content of the lesson clearly corresponds to the topic “The Concept and Essence of Organizational Behavior” and the lesson plan.
Since the basic concepts were presented by Anton in lectures, they were not present at the seminar lesson.
At the beginning of the lesson, the teacher motivated the students for further successful work by discussing the objectives of the seminar with them.
At the end of each question, the teacher asked the respondent to draw a conclusion; if the student was unable to do this, or the answer was incomplete, Anton added his thoughts on this topic. He also asked the respondent questions or asked the group about it.
Students' motivation continued during the lesson itself, with the help of grades and positive feedback from the teacher.
The seminar followed a clear structure:

Organizational stage;

Organization of educational and cognitive work of students according to the lesson plan;

Summing up the lesson.

The following teaching methods were used during the lesson:

Monological methods (instruction). Anton clearly and specifically explained the tasks he provided to students.

Dialogue (conversation, discussion). Anton discussed questions both with those answering and with the entire group. Introduced the group into discussions between themselves and the respondents.

Visual (table, diagram). During the lecture, Anton provided the students with tables and diagrams that they could use both to prepare for the practical lesson and when answering the teacher’s questions.

Practical (practical independent task). In addition to oral questions, Anton offered the group a written task - “Subjects of Organizational Behavior.” The teacher also used a short written survey.

The following teaching principles were used:

Scientificity (scientific terminology, reliability of scientific knowledge, reference to famous psychologists who have studied the problem);

Consistency (the lesson is clearly structured and corresponds to the seminar plan).

Accessibility (the material was accessible, understandable, there were no unknown terms);

Visuals (Anton provided students with tables and diagrams related to the topic of the seminar);

Other-dominance (there was a teacher’s orientation towards students).

The connection between theory and practice (theoretical questions were supplemented with a practical task - “Subjects of organizational behavior.”);

The material of the seminar lesson corresponds to the modern level of development of science. The history of the issue is covered.
The time spent on the seminar corresponds to the time allocated for the lesson - 2 hours.
At the end of each question, as well as the entire lesson, the teacher draws a conclusion. Consolidation techniques were used: questions about the material. Supporting materials were used: students wrote down the main points of each question
The topic of the lesson, a plan of questions, a list of references and a practical task, as well as tables and diagrams are visually provided.
Techniques for maintaining attention were also noticeable: rhetorical questions, jokes, “vocal smiles.”
The teacher answered all the students' questions easily and clearly, which indicated how well he mastered the material.
Obviously, the teacher knows his subject, knows how to present information, and also regulates the delivery of information by the students themselves. From the very beginning until the last minute of the lesson, the established contact between the teacher and the audience was visible. The teacher expressed himself in accessible and cultural language.
The practical lesson brought great information value to the students.
At the end of the lecture, a short written survey confirmed that the students had mastered the material. Thus, we can assume that the purpose of the seminar session was the following: to form an understanding of the concept and essence of organizational behavior among third-year students of the specialty “management psychology” of IP&P. In this case, the goal was achieved.

CONCLUSION
Professional pedagogical practice is the most important part of the training of teachers and psychologists.
The practice contributed to consolidating the knowledge acquired during the “Teaching Methods” course, as well as the formation of practical skills and teaching skills in the field of psychology, and interest in teaching.
During practice, students:

Consolidated and expanded the knowledge gained in the process of studying pedagogical disciplines.

Developed knowledge about teaching activities.

We formed an individual style of teaching.

We studied the personalities of students and teachers.

They improved their skills to enhance the psychologization of the pedagogical process based on knowledge of general, developmental, pedagogical and other branches of psychology.

Thus, all the tasks set at the beginning of the practice were completed, therefore, the main goal of this practice was achieved - to consolidate the knowledge acquired during the course “Teaching Methods”, as well as to develop practical skills and teaching skills in the field of psychology, interest in teaching.

REFERENCES

Badmaev B.Ts. Methods of teaching psychology: Educational method. manual for teachers. and graduate students of universities. – M.: Humanite. ed. VLADOS center, 1999. – 304 p.

Bulanova – Toporkova M.V. Pedagogy and psychology of higher education: textbook. – Rostov-on-Don: Phoenix, 2002.-544 p.

Zaitsev, L. G. Organizational behavior: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2005.

Zankovsky A.N. Organizational psychology. Textbook manual for universities. – M.: 2000.

Karandashev V.N. Methods of teaching psychology: Textbook. – St. Petersburg: Peter, 2005.-250 p.

Karpov A.V. Psychology of management: textbook. - M. Gardarika, 2005.

Lutens, Fred. Organizational behavior: trans. from English / ed. R. S. Filonovich. M.: Infra-M, 1999.

Lyaudis V.Ya. Methods of teaching psychology: Textbook. 3rd ed., rev. and additional – M.: Publishing house URAO, 2000. – 128 p.

Psychology of management: textbook / ed. Professor G.S. Nikiforov. SP. 2004.

Revskaya N. E. Psychology of management. Lecture notes, 2001.

APPLICATION
Appendix 1
Lecture No. 1
Subject: “Organization as a system.” Part 1.
Plan:

The concept of organization, its characteristics.

Types of organizations.

Classification of organizational structures.

Life cycle of an organization

Basic units of knowledge: organization, system, organizational structure.
1. The concept of organization. Signs of an organization.
Organization- This:
1) an artificial system created by man according to a specific plan (project);
2) an active, relatively independent element of the social system, through which the interests of the individual and society are refracted.
etc.............

Report on teaching practice

Students of LNU named after Taras Shevchenko

Faculty of Foreign Languages

Specialties "Translation"

Aleshina Alina Borisovna

Introduction

I did an internship at specialized school No. 5 of the I-III levels in the city of Lugansk.

All conditions were created for the internship. The entire school staff tried to help whenever possible, passing on skills in this area.

I was assigned as a class teacher to Anna Valentinovna Savkina, the class teacher of grade 10-A, and an English teacher to Lina Ivanovna Opryshko, an English teacher of grade 10-A. They both turned out to be wonderful specialists. Our joint work was fruitful, since we combined life and professional experience, extensive practical experience and theoretical knowledge, as well as my desire to adopt this experience.

School No. 5 is a school specialized in many subjects. The school provides students with the opportunity to receive a high-quality secondary education in specialized classes with in-depth study:

Foreign language;

Physicists and mathematicians;

Chemistry and biology;

Social and humanitarian disciplines;

Ecology;

Economics.

In classes with in-depth study of a foreign language, children begin to learn English from grade 1, so the school has special linguistic rooms equipped teaching materials, which makes working with children much easier and more interesting. The language knowledge of children in grade 10-A is very high, which I fully expected, and this fact only expanded the range of pedagogical materials, ways of presenting information and topics covered during practice.

During my internship, I regularly consulted with the methodologist on emerging issues. With the help of a psychologist and class teacher, I found constructive solutions to all difficult questions and situations. The class teacher and subject teacher always happily responded to requests for help in organizing students for work, in equipping an office for training, class hours and English lessons, gave professional recommendations on the preparation of documentation, recommended literature and shared their best practices.

During the internship period, I tried myself as an English teacher. I taught 8 lessons, during which I fully experienced the hard work of teaching, all the difficulties that arise when working with children, but also the joy of interaction and the opportunity to influence and teach schoolchildren. I also played the role of a class teacher, conducting a class hour and an educational event in the Chinese language. The main topic of my educational work was the choice of a future profession, since I believe that this problem is one of the main problems troubling students in final and pre-graduation classes and their parents.

Having tried myself as a teacher, I was once again convinced that theory and practice must be closely connected. And material that is not always clear in theory is easy to put into practice. My work with teenagers made me see my shortcomings in communicating with children. Very often, when I lost control over the behavior of the group, I wanted to behave like an authoritative, strict teacher, although this style of communication is not inherent to me. In the course of the work, more effective techniques were discovered. Arousing interest in children with the help of educational and curious information, attracting attention with unexpected facts and details once again reminded me of how important it is to make the lesson not only informative, but also as interesting as possible for students. Dry information will not be perceived by them and will most likely fall on deaf ears without leaving any trace. The teacher must be able to find an approach to the facts in order to present them in the most lively manner, diluting the theory with vivid examples familiar to the children. The teacher’s speech must be adapted to the perception of schoolchildren. It is necessary to take into account the age and level of development of the students, because otherwise a barrier will simply arise between the teacher and the class, and, accordingly, fruitful interaction will not work.

At first it was difficult for me to adapt to a teenage environment; I noticed some stiffness in relationships. Due to the small age difference between me and the students, at first they did not take me seriously, treating me more like a friend than a teacher. But then their friendship turned into respect when I shared my life experiences and when I showed them that they had something to learn from me.

In the process of completing certain practical tasks, I consolidated the theoretical knowledge acquired during the training process, and also improved my professional skills in building constructive interaction with teenagers, writing practical materials and conducting training sessions.

Teacher lesson analysis

To analyze the teacher’s lesson, I chose one of the English lessons from the 10th grade teacher, Lina Ivanovna Opryshko. The topic of the lesson was “Busy Days” based on the English textbook “Click On” (Unit 1). The lesson was of a combined type. This lesson combined control, formation of knowledge, consolidation and improvement of knowledge, formation of skills, summing up learning results, and determining homework. The structure of the lesson included the following stages: organizational stage, checking homework, goal setting, updating knowledge, introducing knowledge, generalizing and systematizing knowledge, performing standard and creative tasks, summing up learning, defining homework and instructions on how to complete it.

The lesson was very well organized. Both the children and the teacher were well prepared. Of course, there were times when students did not know the answer to a question, but overall the class was very well prepared.

To test students' knowledge, the teacher used different approaches, such as, for example, asking direct questions to specific students, or asking questions to the class as a whole. She checked their readiness to work with the material and complete their homework. The class was very active. True, several students were mostly silent and answered only when asked, without being active themselves. But this was compensated for by the rest of the students, who themselves volunteered to answer and even shouted from their seats without asking, for which they were reprimanded more than once. To activate the students' attention, the teacher used different techniques. She asked a lot of questions, set interesting tasks, and encouraged the children's activity in every possible way. At the knowledge testing stage, the teacher used an individual approach.

As for the presentation of new material, it was conveyed to the students in a very accessible, logical and consistent manner. Lina Ivanovna presented herself clearly and clearly, without allowing any inaccuracies or mistakes and trying to choose the most understandable words and expressions for children when explaining.

To consolidate new knowledge, students were asked to perform a variety of exercises that contributed to better assimilation of knowledge.

Homework was given to the students at the very end of the lesson. It included doing exercises from textbooks, studying lesson vocabulary, and working with text. The task was given to all students, without taking into account any of their individual characteristics, since in the class all children are at almost the same level of knowledge.

During the lesson, Lina Ivanovna showed her skills as a teacher. She skillfully interacted with children and used different approaches to present and test knowledge. She had good self-control, was attentive and observant.

Drawing a conclusion, we can say that the English lesson held in class 10-A was very successful and productive.

Psychological and pedagogical portrait of a teacher

The teacher whose experience and work I assessed, Opryshko Lina Ivanovna, teaches English at school No. 5. I attended 16 of her lessons and I can say that she conducts them with great skill, the principles of teaching are observed, the logic of presentation of the educational material is observed, the content of the educational material does not contain factual errors, and corresponds to the development of modern scientific knowledge. In the process of presentation, the teacher does not bypass scientific problems and controversial issues, the prospects for the development of scientific knowledge are highlighted, the teacher’s demands do not cause a negative reaction among students, positive feelings and emotions dominate and develop during the lesson, and the educational and cognitive activities of students are effectively organized at all stages of the lesson.

Lina Ivanovna Opryshko is most characterized by a mental state of calm, a little condescension towards students, but goodwill.

Her facial expressions are very expressive and it is clearly noticeable when she is angry and rejoices at the students’ answers and their good behavior. But at the same time, the teacher is trying to control her facial expressions, restrain her mood, and control her gestures.

The teacher has excellent self-control. I was amazed at how she managed, in situations in which I would have simply lost my temper in her place, to remain calm and calm the children, not by shouting or intimidating them, but by using a calm sternness in her voice, which brought excellent results. The children calmed down and listened to the teacher. Her authority and respect for her in the class are very noticeable.

As for Lina Ivanovna’s attention and observation, it is also worth saying here that the teacher is excellent at communicating and always listens to the children. She is familiar with them, since she has been teaching class 10A for three years, which undoubtedly helps her get closer to the children. Lina Ivanovna always pays attention to her students, without singling out anyone in particular and, at the same time, without making anyone feel left out.

Also, during general work with the class, the teacher is able to mobilize the attention of students in various ways, such as direct requirement; connecting the material being studied to the lives of schoolchildren; through the use of entertaining information and problem situations. She knows how to support and develop attention through a clear organization of the lesson, its pace, dynamics, variety of types of work, independent mental activity of students and their encouragement. The teacher is sensitive to changes in the mood of the class and changes the tactics of teaching the material accordingly.

The teacher improvises a lot and is always relaxed. Schoolchildren are attracted by the feeling of creative search and decision made by the teacher in front of the class and with the participation of the class. Improvisation requires the teacher to have extreme contact and response from the audience. The teacher is fluent in the subject and knows his subject very well. It is clear that behind the level of professional training there are years of spiritual internal preparation. The entire content of the life lived is put into classes with students.

Lina Ivanovna is fluent in modern literary language, using all its rich possibilities, phrases, and styles. She combines the obligatory accuracy and thoroughness of evidence in her stories, expresses her thoughts professionally and at the same time figuratively. Her speech is leisurely, figurative, and uses many shades and intonations.

She is original. She has a clear sense of self. A teacher always has discoveries - psychological, pedagogical, methodological and others. She includes them in the content of the lesson and gives a personal assessment of the events presented.

The teacher pays special attention to the development of creative material. She designs lessons so that children can realize their maximum potential and so that they correspond to the cognitive interests of the students.

In my opinion, Lina Ivanovna Opryshko is an exemplary teacher. Children love and respect her, and at the same time a teacher-student distance is maintained, which ensures fruitful work.

Psychological analysis of the lesson

For a psychological analysis of the lesson, I chose a regular English lesson for class 10-A. The type of lesson taught was combined. This lesson combined control, knowledge formation, consolidation and improvement of knowledge, formation of skills, summing up learning results, and determining homework. The structure of the lesson included the following stages: organizational stage, checking homework, goal setting, updating knowledge, introducing knowledge, generalizing and systematizing knowledge, performing standard and creative tasks, summing up learning, defining homework and instructions on how to complete it.

The children's preparation was good, although many prepared for the lesson right at recess, before the lesson itself, which, of course, had a negative impact on the students' knowledge.

The purpose of the lesson was to consolidate the material covered and introduce new material. The students accepted this goal and worked fruitfully throughout the lesson, although they showed greater interest in communicating on some abstract topics and deviating from standard exercises in their learning.

The lesson used various types of work: group, pair, individual. Preference was given to the reproductive form of education. Students completed both oral and written exercises. Also, in order to give them the opportunity to show creativity and resourcefulness, as well as to better master vocabulary and improve freedom of communication in a foreign language, the children were given the opportunity to come up with situational dialogues themselves and act them out in front of the class.

As for the emotional and psychological climate established between me and the students, it can be noted that during the lesson there was an atmosphere of respect and trust towards each other. Due to the small age difference between me and the students, the tenth graders saw me more as a friend than as a teacher. But, having gotten to know me better, appreciating my life experience and knowledge, they recognized my authority, and their attitude became more respectful, although they did not lose any special trust and interest.

The lesson was very successful. All set goals were achieved, tasks were realized. The work can be assessed as very productive. The children behaved actively during the lesson, listened to new material with interest and completed assignments. The small difference in age even helped more than it hindered, since they felt quite free in my presence, were not embarrassed or afraid, but did not cross the permitted line. At the same time, I felt confident and relaxed. I tried to change the formal and boring atmosphere of the lesson to a more playful and interesting one, which the students really liked. They took a more active part in the process than usual. All this, I think, made my lesson more interesting, and the new material I taught more memorable. A relationship of cooperation and mutual understanding has developed between me and the children. Overall, I consider the lesson to be very successful.

Reflective self-analysis (conducted training on personal development of adolescents) grade 6-A

The training was compiled on the basis of a conversation with the guys, training on eliminating the aggressive behavior of adolescents. The training included exercises to address those problems that were identified by the children themselves (they were noted in the self-analysis of the correctional work carried out to remove the aggressive behavior of adolescents).

Work with students was divided into 3 days.

Harmonization of personality contradictions.

The guys got involved in the work very quickly, since we already knew each other and already had experience in establishing contact; moreover, these trainings were compiled at their request.

The exercises that were most successful for the children were: “Self-portrait”, “I love you - I don’t love you”, “All people are different”, “Smile in a circle”.

The students did not hesitate to name their negative qualities, but some were still embarrassed to read them out.

Some difficulties arose with the tasks “Guess the Emotion”, “Magic Bazaar Game” and the relaxation complex “House of My Soul”. In the first two tasks, difficulties arose with verbalizing the emotions that they and their comrades experienced. In this regard, the children were given the task for the next task to prepare a set of expressions, words, comparisons that could be used to describe their emotional state. By the end of the lesson, the children were so involved in the work that their emotional stress did not allow them to sufficiently engage in the “House of My Soul” relaxation complex. In the next training, the relaxation complexes were preceded by less moving exercises, but associated with the experience of violent emotions. At the first stage, the guys felt some tension, as it later turned out, it was due to the fact that they could not accurately determine the emotions associated with their moods during work.

Students find it difficult to accept other people's qualities that they considered negative.

I had a feeling that feedback was not being established, which only disappeared towards the end of the lesson. Although, according to the guys, everything went well and they did not experience any discomfort.

Removing hostility and aggressiveness.

This training was repeated and conducted a second time, so it was expanded and changed, in my opinion, more

Analysis of group correctional and preventive work

Training “Against smoking - for healthy image life"

The training in 6-A class was successful. The set goals and objectives were achieved. The exercises and tasks used corresponded to them.

Class 6-A consists of 29 people. The guys were carried away by the topic of the task, it was not very difficult to find contact with them.

The rules of the training group were proposed by me to the guys for discussion, and were accepted only with their consent. All the rules were accepted, and during the lesson everyone tried to adhere to them. The children's attitude was positive and respectful.

Exercise “Symposium” was partially completed. Only one girl prepared a message, although the whole class was warned and familiarized with this task in advance. This is the disadvantage of this training (the presence of homework) because... Children are very overloaded with activities at school and at home.

The most effective exercise turned out to be the “Health Model”. After the model was destroyed, everyone could not understand for a long time how it happened, and why we did it this way, because we created it through joint efforts and knowledge. The moment that what was destroyed cannot be restored to its original form was imprinted in the memory of the students.

Analyzing the problems of the situation, all training participants answered categorically “no” to smoking. One guy said that everything in life needs to be tried, and this too, but he is not going to continue smoking. Some wrote down “no-strategies” for themselves. All the guys thanked us for the interesting lesson and said that the material was convincing.

Material for parent meeting

"Take the Teenager's Side"

You, as parents, of course, have noticed that once affectionate, calm and obedient children, with the transition to adolescence turn into snotty, uncontrollable, rude. And even if the child clearly does not show these qualities, this does not mean that everything is going smoothly for him and he does not require help and special treatment during this difficult period for him. Perhaps it is rudeness that hurts and offends parents the most. But before we start fighting this evil, let's try to understand the reasons for its occurrence.

Characteristics of 6-A grade student Sergei Zaprudsky based on a diagnostic study

According to the projective methodology, the following results were obtained:

Egocentrism and interest in “I” information are inherent;

The importance of others’ opinions about oneself, sensuality;

The attitude towards one’s own “I” is neutral;

There is a manifestation of emotional immaturity;

Lack of creativity.

After diagnosing frustration reactions, we obtained the following results:

High conflict, we can say that the child is poorly adapted to his social environment;

It is also assumed that the child makes increased demands on the environment and this may serve as a sign of inadequate self-esteem;

There is a sign of an adequate response, an indicator of the degree to which the child can resolve frustrated situations.

After conducting diagnostics to study the child’s attitude towards various individuals and problems, the following indicators were obtained:

Attitude towards family is neutral;

About school - negative (anxious);

Towards people in general - neutral;

Tendency to inflate self-esteem.

Developing the child’s skills to overcome conflicts in communication, teaching effective ways of behavior and response in conflict situations; inclusion of the child in group psychocorrection;

Individual psychocorrection.

The exercise takes place in the form of a game. So, the children made a snow woman in the yard. You need to ask the child to portray her. At night, a cold, cold wind blew and our woman began to freeze. First her head froze (ask the child to tense her head and neck), then her shoulders (the child strains to cry), then her torso. And now the wind is blowing even stronger and wants to destroy the snow woman. The snow woman rested her feet (the child strains his legs) and the wind failed to destroy the snow woman. The sun began to heat up and our woman began to melt. First the head, then cry, arms, torso, legs (the child relaxes the named parts of the body one by one). The child first sits down and then lies down on the floor, the sun warms, the snow woman melts, turns into a puddle spreading across the ground.

Psychological and pedagogical characteristics of the classroom team

Class 10-A has 29 people. There are 14 boys and 15 girls in the class. The class was not reformed. The children studied together from the first grade, which undoubtedly influenced the atmosphere that reigns in the class. The guys are very friendly with each other. They communicate freely with each other.

The class performance is good. The best performance in English, regional studies, literature, and history. The level of development is high. There are very gifted children, but among them there are also those who cannot keep up with the team.

There is mutual assistance in the learning process, which is manifested in prompting respondents and helping them with homework. Successful students happily explain lesson materials to their peers, which bears fruit, since peer explanations are much clearer than teachers’ explanations.

The class is integral. There are no groups or isolated students. Even new children who came to class recently have already made friends with the staff and feel completely free. But there are still several leaders in the class: Dmitry Boychuk and Dmitry Mikhailik. Their authority is based on external attractiveness, charm, sociability and activity. The rest of the team treats the leaders with respect, listens to them, strives to be in their company, but, nevertheless, does not imitate them, but maintains its own point of view and its position.

The attitude towards newcomers in the class is very good. In fact, it is not so easy to single out newcomers from other children. They are not shy and do not feel “cut off” from the team.

Discipline in the class is quite good. During interesting lessons they are attentive. But if the subject of study does not interest them, they allow themselves to do other things, not listen to the teacher, and talk during the lesson.

The level of civic maturity of the class is quite high due to their understanding of many aspects of life. There are moral and aesthetic values. A clear idea of good and bad, a formed concept of friendship and mutual assistance. Children are already thinking about their future, about entering college and about what profession to choose. They are well-rounded and interested in many things.

The emotional atmosphere of the team is very stable. Children treat each other in a friendly manner. Small conflicts occur, but they are minor and quickly fade away.

At certain moments, the class is especially capable of mobilizing physical and spiritual strength. For example, during school-wide competitions. When it comes to school-wide class authority, children combine all their capabilities and do everything to achieve the best results.

Children are greatly influenced by parents on the one hand, teachers on the other, and their environment on the third. The mood of the classroom is set by teachers or leaders. But the general internal psychological state of the child, of course, first of all depends on the atmosphere in his family. Children do not tolerate direct self-criticism well, but if they themselves come to realize their mistakes and shortcomings, they try to change and become better.

In general, working with the class left a pleasant impression. Children easily make contact, are not afraid to open their inner world, for the most part they are relaxed and sociable.

I conducted 8 English lessons, several educational events, including a Chinese language event and a class hour. It was possible to influence some of their ideas about certain things, to think about their behavior and their shortcomings. Many people thought about further studying the Chinese language; they were interested in Eastern culture and the opportunities that could open up for them when studying this language.

I had the best impressions of the class. I believe that for their age these children are very well developed and well read. They know a lot, and their own life experience allows them to independently evaluate many things and form their own opinions regarding almost everything that surrounds them.

Educational event in English

Subject: Schooling in Great Britain.

Target: familiarizing students with the education system in Great Britain.

Tasks:

Generalization and systematization of students’ knowledge about the education system in Great Britain;

Obtaining new knowledge and forming correct ideas about the modern world;

Introducing new words;

Expanding the horizons of students.

Equipment: UK map, photographs, posters, drawings, tables.

State Schools

English children must go to school when they are five, first to infant schools where they learn the first steps in reading, writing and using numbers. Young children are divided into two groups according to their mental abilities. The curriculum for “strong” and “weak” groups is different, which is the beginning of future education contrasts.

When children leave infant school at the age of seven, they go to junior schools until they are about eleven years of age. Their school subjects include English, arithmetic, history, geography, nature study, swimming, music, art, religious instruction and organized games.

The junior classroom often looks rather like a workshop, especially when the pupils are working in groups making models or doing other practical work.

When pupils come to the junior school for the first time, they are still often divided into three “streams” - A, B and C - on the basis of their infant-school marks or sometimes after a special test. The brightest children go to the A-stream and the least gifted to the C-stream.

Towards the end of their fourth year in the junior school, a certain percentage of English schoolchildren still have to write their Eleven Plus Examinations, on the results of which they will go the following September to a secondary school of a certain type. Usually these examinations should reveal not so much what a child has learned at school, but his mental ability.

About 5% of elementary school - leavers in Britain go to secondary modern schools. Modern schools do not provide complete secondary education. As the pupils are considered to be interested in “practical” knowledge only, study programs are rather limited in comparison with other secondary schools. Some modern schools do not teach foreign languages. In modern schools pupils are also streamed according to their “intelligence”.

The secondary technical school, in spite of its name, is not a specialized school. It teaches many general subjects. Boys and girls in technical schools study such practical subjects as woodwork, metalwork, needlework, shorthand (stenography) and typing. Not more than two percent of schoolchildren in Britain go to technical schools.

The grammar school is a secondary school taking about 3% of children offering a full theoretical secondary education including foreign languages, and students can choose which subjects and languages they wish to study. In most of them there are food, chemistry and physics laboratories. The majority (80 or 85%) of grammar school students, mainly children of poorer families, leave the school after taking a five-year course. Then they may take the General Certificate of Secondary Education at the ordinary level. The others continue their studies for another two or three years to obtain the General Certificate of Secondary Education at the advanced level, which allows them to enter university.

The comprehensive school combines in one school the courses of all three types of secondary schools; so the pupils can study any subject which is taught in these schools. Their number is growing; there are more than two thousand of them now. They are of different types; all of them preserve some form of streaming, but pupils may be moved from one stream to another. Comprehensive schools take over 90% of schoolchildren in Great Britain.

The comprehensive school is the most popular type of school, for it provides education for children from all strata.

Private Schools

There are many schools in Britain which are not controlled financially by the state. They are private schools, separate for boys and girls, and the biggest and most important of them are public schools charging high fees and training young people for political, diplomatic, military and religious service.

The doors of Oxford and Cambridge, the best English universities, are open to the public school - leavers.

Other non-state schools which charge fees are independent and preparatory schools. Many of the independent schools belong to the churches. Schools of this type prepare their pupils for public schools.

Some Aspects of British University Life

Of the full-time students now attending English Universities three quarters are men and one quarter women. Nearly half of them are engaged in the study of arts subjects such as history, languages, economics or law, the others are studying pure or applied sciences such as medicine, dentistry, technology, or agriculture.

The University of London, for instance, includes internal and external students, the latter coming to London only to sit for their examinations. Actually most external students at London University are living in London. The colleges in the University of London are essentially teaching institutions, providing instruction chiefly by means of lectures, which are attended mainly by day students. The colleges of Oxford and Cambridge, however, are essentially residential institutions and they mainly use a tutorial method which brings the tutor into close and personal contact with the student. These colleges, being residential, are necessarily far smaller than most of the colleges of the University of London.

Education of University standard is also given in other institutions such as colleges of technology and agricultural colleges, which prepare their students for degrees or diplomas in their own fields.

The three terms into which the British University year is divided are approximately eight to ten weeks. Each term is crowded with activity, and the vacations between the terms - a month at Christmas, a month at Easter, and three or four months in summer - are mainly periods of intellectual digestion and private study.

A person studying for a degree at a British University is called a graduate.

B. A. or B. Sс. stands for Bachelor of Arts or of Science, the first degree. M. A. or M. Sс. denotes Master of Arts or of Science. One can become a B. A. after three years of hard study and an M. A. at the end of five years.

Conclusion:

As a result of an educational event in English on the topic “Schooling in Great Britain”, students learned a lot about the education system in Great Britain, and also became familiar with new vocabulary. All tasks set at the beginning of the lesson were completed. The students listened with pleasure to the prepared material and actively asked questions that interested them. Overall, the lesson can be called very successful.

English lesson plan

Topic: Professions

Target: improving skills, oral speech skills, mastering new vocabulary, becoming familiar with new grammatical material.

Tasks:

Generalization and systematization of knowledge and ability to speak vocabulary related to professions;

Further automation of the studied language material;

Development of pronunciation skills;

Getting to know and mastering new grammatical rules of the English language;

Development of students' cognitive interests;

Formation of a linguistic attitude to the word;

Expanding students' horizons.

Lesson format- combined.

Equipment: textbooks Click On (students book), Click On (work book), additional materials on vocabulary related to the topic of profession, photography and magazine clippings.

Brief lesson plan

Introducing students to the purpose and course of the lesson, setting objectives.
Checking homework, strengthening the material covered.
Introducing new grammatical material to students (Relative Clause).
Doing exercises, making proposals, systematizing knowledge.
Working with Click On textbooks, learning new vocabulary, talking about professions.
Definition of homework, instructions on how to complete it.

Conclusion: During the English lesson, various forms of work with students were involved. The goals and objectives set at the beginning of the lesson were completed. The students worked actively and productively during the lesson. Overall, we can say that the lesson was very successful.

Subject:Adverbs of frequency

Target: Introducing students to new grammatical material

Tasks:

1. Formation of grammatical skills.

2. Improving vocabulary, speaking and writing skills.

3.Increasing interest in the subject being studied.

Lesson format- combined.

Equipment: textbooks Click On (students book), Click On (work book), table “Adverbs of frequency”, handout cards.

When we want to say how often something happens, it is common to use frequency adverbs. It is possible to use them when referring to the past, present or future:

We often went camping when we were children.

I usually go to the gym at lunchtime.

I will always love you.

The following list shows the most common adverbs of frequency, with the one that refers to things that happen most often at the top, and least often at the bottom:

I always brush my teeth before I go to bed. (=every night)

I usually have toast for breakfast. (=happens most days)

I frequently watch the news before dinner. (=it"s common)

I often go to the park with my dog. (=many times)

I sometimes see him down at the shops. (=at particular occasions but not all the time)

I visit the capital occasionally. (=not happening often or regularly)

I rarely smoke cigars. (=it is not common)

I rarely have a chance to go to the theater. (=almost never)

I hardly ever travel abroad. (=almost never)

I never work on the weekend. (=not at any time or not on any occasion)

Adverbs of frequency can occupy different positions in the sentence. With most verbs, the normal position is between the subject and the verb. With the verb "to be", the adverb normally comes after the verb:

Pedro occasionally visits us on Sundays.

She is often ill in winter.

Conclusion: As a result of the lesson, the students successfully mastered new grammatical material and learned to use Adverbs of frequency in sentences. During the lesson they worked actively and took part in various exercises. All lesson objectives have been completed. The lesson can be considered quite successful.

English lesson notes

Lesson 1. “USA”

Topic: United States of America

Goal: improving skills, oral speech skills.

Generalization and systematization of factual material on regional studies.

Further automation of the studied language material.

Development of pronunciation skills.

Building respect for the United States of America.

Development of students' cognitive interests.

Formation of linguistic attitude to the word.

Expanding students' horizons.

The form of the lesson is role-playing game.

The roles of students in the lesson: a guide, two competing teams of experts on various issues of US regional studies (5-6 people each) and a group of fans-tourists.

Equipment: US map; photographs of attractions; objects (models or images) invented in the USA.

Lesson progress

Teacher: Good afternoon, everyone. Today we are traveling through the United States of America. We have two teams of experts who will help us during our journey and at the end we"ll see which team is the best. The people in this team are not experts so we will call them tourists. Here we have our judges. They are pupils of the eleventh form, so they are worthy of respect. And here is our guide.

Guide: Ladies and gentlemen! Welcome to the United States of America. I"m pleased to meet you. The weather is wonderful, and I hope that our journey will be too. Let me introduce myself. My name is… I am your guide and group leader. I shall accompany you everywhere. I"ll show you everything. You"ll travel through the country. You"ll visit cities and historical places, museums and theaters. There are a lot of interesting things to see. You"ll get to know the country and its capital. You"ll meet people and make friends. I hope that we"ll become friends.

Teacher: Before our journey let's listen to our experts. They are authorities in their fields of Geography and Economics.

Team representatives make messages using a map of the United States.

Team 1: The USA is located in the central part of the North American continent. Its western coast is washed by the Pacific Ocean and its eastern coast by the Atlantic Ocean. The area of the USA is over nine million square kilometers. The continental part of the USA consists of two highland regions and two lowland regions. The highland regions are the Appalachian Mountains in the east, and the Cordillera and the Rocky Mountains in the west. The highest peak in the Appalachian Mountains is 2,037 meters high. The highest peak of the Cordillera in the USA is 4,418 meters. Between the Rocky Mountains and the Appalachian Mountains are the central lowlands, which are called the prairie and the eastern lowlands, called the Mississippi valley. The five Great Lakes, between the USA and Canada, are joined together by short rivers or canals, and the Saint Lawrence River joins then to the Atlantic Ocean. In the west of the USA there is another lake called the Great Salt Lake. The main rivers of the USA are Mississippi, which flows into the Gulf of Mexico, the Colorado and the Columbia which flows into the Pacific Ocean, the Saint Lawrence River and the Hudson River, which flows into the Atlantic Ocean. The USA is a very large country, so it has several different climatic regions. The coldest regions are in the north and north-east where much snow falls in winder. The south has a subtropical climate. Hot winds blowing from the Gulf of Mexico often bring typhoons. The climate along the Pacific coast is much warmer than that of the Atlantic coast. The region around the Great Lakes is known for its changeable weather.

Team 2: The USA is a highly developed industrial country, and its agriculture is highly mechanized. Coal is found in many parts of the country: in the Cordillera Mountains, in the state of Kansas, in the east near Birmingham and Pittsburgh. The state of Illinois is especially rich in coal. Iron is mined near the Great Lakes and in other areas. The USA has rich oil-fields in California, Texas, Alaska and other regions. It holds first place in the capitalist world for production of coal, iron, oil and natural gas. The heavy industries are for the most past in the Middle West, in the region of the Great Lakes, around Detroit and Chicago, in the north-eastern states and near Birmingham. The automobile industry and all kinds of machine-building are highly developed especially in and near Detroit, in California and in the areas of heavy industry. Ship-building is developed along the Atlantic coast and also in San Francisco and Seattle on the Pacific coal. The textile industry is concentrated in the north-east, in Boston and other cities; but it is especially well developed in the South, where much cotton is grown, in the Mississippi valley. The USA has a highly developed railway system. It also has the best system of roads in the capitalist world. The Great Lakes and the rivers, especially the Saint Lawrence River and the Mississippi, are used for transport. American agriculture produces more food products than any other capitalist country. Much of then are exported. In the Middle West very much grain is grown. Fresh fruits and vegetables come all the year round from the southern regions, especially Florida, from California and south-western states. The highlands in the west of the country are famous for their cattle-farming. Poultry-farming and vegetable growing are concentrated in the countryside near all the big cities.

Teacher: Now our experts are ready for the journey. And what about our tourists? Let"s give them this crossword puzzle. Try to guess the words during the journey. If everyone is ready, let"s start.

Guide: We are beginning our journey in the most ancient English town in the USA. It is located on the Atlantic coast. It was founded in 1620. Do you know its name?

(It is New Plymouth.)

Now we are on the American continent.

Teacher: The American continent differs very much from Europe. There are a lot of animals in America, which you can't find in Europe. I am sure that you know about them. Let our experts give you some riddles about these animals.

Team representatives take turns asking tourist fans questions.

A big bird living in North America (bald eagle),

A large animal of the cat family having a golden fur with black spots (jaguar),

An American snake (rattle-snake),

The bison of North America (buffalo),

A small brightly colored bird (humming-bird),

A bear with large head and body and brown or gray fur (grizzly-bear),

A toothless animal eats ants (anteater),

A small animal having brownish gray fur and black mask like markings (raccoon),

An animal of the dog family (coyote),

An animal having an armor like shell of plates (armadillo).

Teacher: But it is not only animals that are different. When the first Europeans came to America they saw many strange plants and they took some of them to Europe. Tourists, do you know which ones they were?

(Potato, tomato, tobacco, cocoa, maize, etc.)

Guide: Now along the Atlantic coast we are going to the city, which has played a very important part in the American history. I am sure you know this city very well.

Teacher: The USA is not an old country but it has a very interesting history. There are some dates on the blackboard. What do they mean to the Americans? Let's ask our experts.

In 1492 Christopher Columbus discovered the American continent.

In 1620 the first Englishmen came to America on the “Mayflower”.

If I am not mistaken, in 1773 an incident named the Boston Tea Party took place.

From 1775 to 1783 the war for independence of American colonies from British rule lasted.

In 1776 the Declaration of Independence was written by Thomas Jefferson and some other people and adopted in Philadelphia.

As far as I remember, the US Constitution was adopted in 1788.

In 1801 Washington, the capital of the United States was built in District of Columbia.

As far as I know, in 1848 the gold rush in California took place.

President Lincoln freed the Negro staves in 1863.

From 1861 to 1865 the Civil War between the states lasted in America.

In 1867 the United States bought Alaska from Russia, if I am not mistaken, for a little more than seven million dollars.

In 1969 Neil Armstrong became the first person to walk on the Moon.

Guide: You know that the United States of America is a very large country. So let's take a plane to get to the Pacific coast.

Teacher: Let our guide tell us the nicknames of the states we are flying over now. I think we can guess their real names. Will you show us the route on the map?

Guide (shows the place on the map after tourists name the state correctly):

the Keystone State (Pennsylvania),

the Lake State (Michigan),

the Land of Lincoln (Illinois),

the Central State (Kansas),

the Blackwater State (Nebraska),

the Equality State (Wyoming),

the Salt Lake State (Utah),

the Golden State (California).

Guide: There are two great places of interest here, near Los Angeles. What are they?

(They are Hollywood and Disneyland.)

Teacher: California is the land of everlasting holiday. But there are of course a number of national holidays in the country. What can our experts tell us about them?

Holiday dates are written on the board.

On the first of January, New Year’s Day, all banks, stores, factories and schools are closed. People do not go to bed until after midnight on December 31. They like to see “the old year out and the new year in”. Many people give parties on New Year’s Eve.

The fourteenth of February is St. Valentine's Day. It is a day of love and friendship. It is widely celebrated among persons of all ages by the exchange of special greeting-cards, valentines. Flowers and candy are favorite presents which friends and family give each other.

On the second Sunday of May, Mother's Day, Americans honor their mothers. They send their mothers a card or a gift, present flowers, prepare dinner for them.

The last Monday in May is Memorial Day, or Decoration Day. It is dedicated to those who fell in the War of Independence, in World War I or as anti-fascist fighters in World War II. On this day, patriotic songs are also sung on the radio and TV.

The Fourth of July is Independence Day. It is the biggest national holiday of the USA. The Declaration of Independence was proclaimed in Philadelphia on July 4, 1776, when the American colonies were fighting for independence against England.

On October 12, 1492, Columbus discovered the first island in America. The first celebration of the discovery, Columbus Day, was held in New York City in 1792.

Halloween is celebrated on October 31. It is a holiday for young people and children. They make lanterns out of pumpkins. Some people make parties and dress up like ghosts and witches.

Another holiday is Veterans’ Day on November 11. During the Day there are usually parades and ceremonies held in honor of those who fell in the two World Wars.

Thanksgiving Day comes on the fourth Thursday in November. In the autumn of 1621, the Pilgrim Fathers celebrated their first harvest festival in America and called it Thanksgiving Day. Since that time Thanksgiving Day has been celebrated every year.

Christmas is celebrated on December 25. It is a religious holiday. Just before Christmas day people send Christmas and New Year greetings to their friends and relatives. Stores, post-offices, banks and business places close for this day, schools and colleges close between Christmas and New Year’s Day. People usually stay at home at Christmas-time, and spend the day with their families.

Teacher: But the Americans don"t just have holidays. They also work, and they work a lot. New inventions are appearing every day. Many of them are made in the USA. Here are some things which were invented in America. What can do you tell us about them?

They bring out a tray with objects invented in the USA. Team representatives take turns taking objects, showing and talking about them.

The telephone was invented in 1876 by Alexander Bell.

The electric light bulb was invented in 1879 by Thomas Edison.

The steamboat was invented in 1807 by Robert Fulton.

The nylon was invented in 1927.

The transistor was invented in 1947.

The structure of the DNA was invented by Watson in 1962.

Guide: Now we are going to visit the largest city of the USA. It is the industrial and cultural center of the country. What city is it?

(It is New York.)

For many people New York is the symbol of the USA. First it was inhabited by the Dutch, then by the English but people from all over the world live here now.

Teacher: Yes, that "s true. Descendants of people from all over the world live iv the USA. Now they have a common history, culture and language. What language do the Americans speak?

Yes, English. But it is not the same language as the English people speak. There is a difference in the spelling of some words. Here are the words written the American way. Please, can two tourists come up to the blackboard and give the British spellings of the words. American British

catalog catalog

program program

traveler traveler

Some things have different names in America to Great Britain. Please, take the cards with the British words and give their American equivalents. British American

minister secretary

biscuits cookies

Guide: Next we"ll visit the capital of the USA, Washington. It is not a large city. There is no industry in it, just administrative buildings and places of interest. What are they?

(The Capitol Building, the White House, the Lincoln Memorial, Fort Washington, the Smithsonian Institution and others)

Teacher: Now let's talk about some other places of interest in America. Maybe our experts can tell us about them.

Team representatives describe photographs of US landmarks.

The Statue of Liberty on the Manhattan Island meets people coming to America.

A bridge over the Niagara River connects the two states - Canada to the Left and the USA to the right.

Here you can see Disneyland built by Walt Disney Los Angeles.

This is San Francisco, the capital of the state of California.

The Rocky Mountains are in the west of the USA. In the Rockies there are several peaks about five thousand meters high.

This is Columbia University in New York.

In this picture you can see the Pentagon.

And this is the Capitol, the seat of the Congress.

The Washington Monument is also called the Pencil. It is 5 hundred and fifty five feet high.

This is the Golden Gate Bridge in San Francisco. It is located on the Pacific coast.

This is the Grand Canyon.

Manhattan is an island, which forms the heart of New York.

Boston is known for its universities. Here is one of them.

Here you can see the United Nations building in New York.

The White House is the President’s residence.

The National Gallery of Art is also located in Washington.

Teacher: And what about the crossword? Have you worked out all the answers? Our judges will check it.

The completed crossword puzzle is handed over to the jury.

I think that our journey is coming to an end. Let the experts ask their final questions to the opposing team. Two questions each, please.

What is the former name of New York? (New Amsterdam)

What is the real name of O. Henry? (William Porter)

Who was the first president of the USA? (George Washington)

How many states signed the Declaration of Independence? (13)

Who wrote the first detective stories? (Edgar Poe)

What river joins the Great Lakes to the Atlantic Ocean? (the St. Lawrence River)

Which is the largest state? (Alaska)

What is the region where wheat and maize are grown? (Corn Belt)

What river flows through Washington, D.C.? (Potomac)

What is the flag of the USA called? (Stars and Stripes)

What is the highest building in Washington? (the Capitol)

What is the name of the parliament? (Congress)

How many senators are there in the Congress?

What are the most popular team sports in the USA? (baseball, basketball, football)

What is the first state of the USA?

What is the oldest college of the USA? (Harvard)

What is the longest river? (the Mississippi)

In what country was the Statue of Liberty made? (France)

What is the real name of Mark Twain? (Samuel Clemens)

What is the former capital of the USA? (Philadelphia)

Guide: At the end of our journey we are going to visit one more city. It is located in the Mississippi valley. It is a cultural center and the birthplace of jazz. Which city is it?

(It is New Orleans.)

Teacher: Now we are in a cultural center and our tourists are going to show us an amateur performance. It is an act from one of the most famous American musicals "My Fair Lady" by Alan Lerner. The action takes place at Ascot, in Mrs Higgins's box. Professor Higgins is going to introduce Eliza Doolittle to his mother and her guests.

Let our judges tell us the final score.

The lesson is over.

Lesson 2.“ Halloween"

Design and equipment:

Drawings depicting the moon, bat, witches, ghosts, pumpkins; candles, curtains on the windows; chairs; musical arrangement.

Unconventional lesson “Halloween”

Goal: To introduce students to the holiday “Halloween”.

Cognitive: introduce students to the traditions and culture of the country of the language being studied based on the Halloween holiday.

Developmental: develop students’ interest in learning the traditions of the country of the target language.

Educational: instill interest in learning English.

Lesson progress

I. Organizational start of the lesson:

Good morning, children. Sit down, please. Today we will have an unusual esson. Today we will have known about Halloween.

(The lesson begins with the windows covered, candles burning and music playing).

II. New topic:

As I already told you, today we will learn about the holiday “Halloween”.

This holiday is accompanied by fun and ancient rituals. On Halloween night, people light lanterns to ward off evil spirits. Children carve faces on pumpkins and insert candles inside. This pumpkin is called “Jack the Lamplighter”.

Guys, do you know where this name comes from? No? Now I will tell you: This name is borrowed from Irish history. There lived a man named Jack. He was so stingy that even after death, he went not to heaven, but to the devil. The devil threw him a piece of burning coal with the words: “Put it in the turnip that you are eating. This will be your lantern.” That's how this name came about.

Do you know that there is another custom: people dance around the fire and then run shouting “Get away, devil.” Families also march to the fields with lit torches. This protects the fields from witches and other spirits. Each family tries to light the biggest fire on the field. Sometimes family members wear creepy masks.

Halloween is celebrated in all countries, and each country has its own distinctive feature in celebrating this holiday. For example, in Wales this holiday is not so fun, because... it reminds of death. Each person receives a white stone and throws it into the fire. Then everyone walks around the fire and prays. If someone does not find his stone in the fire, then, according to legend, he will soon die. Poor people go home on this holiday. They sing songs and beg for alms. But in France, bell ringers walk the streets and before midnight announce that everyone needs to go into the house, because spirits are wandering around. And in Mexico they bake bread in the shape of skulls. Children buy toys: crypts, skulls and coffins. They eat sweets in the shape of funeral wreaths. In America, children wear masks and colorful costumes. They go door to door shouting “Trick or treat?” People decorate their homes in traditional Halloween colors: orange and black.

Do you know how Halloween used to be celebrated in Russia? This holiday was called

“Spirit Day” and celebrated it on the first Monday after Trinity. This holiday was also a masquerade: one dressed up as a goat, another as a horse, and a third as a pig. This whole costumed procession was accompanied by the music of accordionists and balalaika players. They walked to the field, fired a few shots from a gun, then threw the horse's head into a hole until next year - it was farewell to spring.

So, here I told you about this wonderful holiday. In all countries of the world this holiday is accompanied by its own rituals.

Guys, what is Halloween? What can you tell us about him? How was it celebrated, on what date? Who is Jack the Lamplighter?

Let's find out what children are treated to on this holiday?

Open your books on p 10 f ex 1 (1) let’s read and translabe.[ u: ]

cucumbers bubble gum sugar

fruit plums puddings

You and I know that in America, if you don’t give a meal to someone who asks, he will play a joke on you. Let's find out how people make fun

Open your books on p 101 ex 1 (3)

Let's read and translabe.

pull down fences

put on spooky faces

jump and run around a house

cut pumpkin faces.

put on calm costumes.

Now let us sing a song about Halloween.

Halloween, Halloween, magic night

We are glad and very right.

We all dance and sing and recite,

Welcome! Welcome! Halloween night. (Taught in advance).

You are well done!

Now let us do ex 2 on p 102.

Let’s put the sentences in the right order to find out how to make a Jack o’ Lantern.

Put the candle inside the pumpkin.

Cut a nose and a mouth.

Take a huge yellow pumpkin.

Light the candle.

Put the pumpkin near or in the house.

Boys and girls. Be attentive! Let’s watch a TV program “Good morning” about Halloween.

I. Good morning dear friends

II. This TV program is “Good morning”! And This is Koshenov Alexander.

I. This is Ignatovich Tamara. Let's start our program.

II. What date is it today, Kostja?

I. Today is the 31st of October.

II. oh, today is Halloween!

I. Yes, gou are right.

And now we will hear about this holiday from our guests.

II. Our guests are Grebenuk Helen and Lazarenko Nick.

Helen: Good morning! I want to tell you about Halloween. This is holiday for children. They celebrate Halloween on the 31st of October. They walk from house to house and ask “Trick or treat”?

Nick: People eat cucumbers, fruits, juices, bubble gum, plums, nuts, sugar and puddings.

II. What tricks do children do to people?

Helen: Pull down fences, put on spooky faces.

Nick: Jump and run round a house, dig up pumpkins, cut pumpkin faces.

Helen: Play loud music, put on spooky costumes.

I. Thank you! And our next guest is Vergola Alina.

Alina: Good morning, dear friends. I want to tell you how to make Jack - o - Lantern. Take yellow pumpkin; cut eyes, a nose and a mouse; put the candle inside the pumpkin; light the candle; put the pumpkin near or in the house.

II. Thank you very much! And our program is over.

I. Thank you for your attention, good bye!

Well, Now let’s listen to record. We will sing a song about Halloween.

I hope that our lesson was very interesting and useful for you. Thank you for attention. Our lesson is over, good bye!

Lesson 3. "Scotland the Beautiful"

Lesson objectives:

educational: update students’ existing knowledge on the topic, develop unprepared speech skills.

developing: to develop the imagination and attention of students.

educational: to cultivate respect for the culture of another people, to broaden one’s horizons.

Lesson progress

The board is decorated for the lesson (map of Great Britain, flag of Scotland, emblem of Scotland, topic of the lesson in colorful letters).

Teacher: Let's speak about Scotland. It’s a wonderful country beautiful scenery, green valleys, high mountains and remarkable historical past. It’s the birthplace of R. Burns(a famous poet), Sir Walter Scott (a famous writer), Alexander Bell (the inventor of telephone) and James Watt (a famous engineer). Today we’ll try to sum up all we know and learn new facts about this wonderful land.

Who can show on the map, where Scotland is situated?

People of what nationality live in Scotland?

Who knows how this kind of cloth is called?

Tartans were different and Scottish each clan wore its own tartan.

(The teacher prepares 2 types of plaid fabric for the lesson - tartan, from which he cuts out rectangular scarves. Students take them apart, pin them to their clothes, and thus are divided into 2 teams, 2 clans for the next stage of the lesson).

Now you are representatives of 2 Scottish clans - McDonald and McKenzies. Let’s have a short fight and SU who knows Scotland better.

a) questions about Scotland. (Where is Scotland situated. What’s its paitron saint symbol? Capital? What river flows through Scotland? Where is industry concentrated? What is a military tattoo? Etc.)

b) a representative from each team speaks on given topic

(1. Two great centers of Scotland.

2. Places of interest in Edinburgh)

c) listen to the text “A tradition of independence”

textbook “In Britain”

Michael Vaughan - Recs

Title 1999

Put T(true) or F(false) near the following statements:

1. Scotland has always been a part of the UK.

2. In 1707 Scotland became part of the UK.

3. About 25% of Scottish people want Scotland to be completely independent.

Let's have an imaginary trip to the Scotland.

Listen to different sounds, imagine you’re in some place of Scotland and Describe it (in 3-4 sentences).

A cassette with various sound effects is used:

a) military music;

c) natural sounds.

There are a lot of films about Scotland and its people. W are going to watch a short episode from a famous film “Highlander”.

Your task is to watch it and then to name at least three reasons, facts which prove that people we see are the Scotts.

3. their names - McLaud.)

Duncan McLaud is an imaginary character. Now we’ll see a person who really lived and fought for Scotland and its independence with the English. Hid name is William Wallace. See a part from the film “The Brave Heart” and describe William Wallace (appearance, character). Uses the words: brave, honest, independent, a good soldier, noble face, tall, strong, long fair hair).

Every country has got its mystery. Scotland has Loch Ness monster.

One of the students plays the role of Sherlock Holmes, who has just returned from Scotland, where he tried to unravel the mystery of Loch Ness. The students question him.

So you believe the monster really lives in the lake? Can you show us any pictures of it?

Were there any expeditions to the lake to find the monster?

What do people know about Nessie?

The 25th of January is a special day in Scotland.

Pupils: It’s Burn’s birthday?

Teacher: How do they call this festival?

Pupils: Burn's Night.

Teacher: Let’s have the festival just now.

a) Some of the pupils recites a poem “My Hearts in the Highland”.

b) Pupils sing a famous song “My Bonnie lies over the ocean”.

Summing up the lesson.

Lesson 4. "Pets and other animals"

Purpose of the lesson: development of students' communication skills.

Lesson objectives:

Educational:

Introduce new vocabulary on the micro-topic "Body",

Teach reading with extraction of basic information,

Intensify the use of previously learned vocabulary in students’ speech.

Educational:

Develop spelling skills,

Develop communication skills.

Educational:

To cultivate students' interest in learning a foreign language through means of communication.

Technologies used:

communication-oriented training,

intensification of educational activities,

development of cognitive interests.

Lesson format:

visibility: pictures, board design,

tape recorder, cassette,

Lesson progress

Good morning, children! (Children answer). I am glad to see you. Sit down, please. How are you? (Children answer). Let's start our lesson.

Today we"ll revise numbers, learn new words and of course we will read and write. Are you ready? (Children answer). So, let"s start our lesson.

1. Speech exercise

(work in T-P1; T-P2 ... mode).

Now, look at me and answer my questions:

Have you got a pet at home?

What pet have you got?

What is his name?

What color is your pet?

Is your pet big or little?

Do you like to play with your pet?

Do you take your pet for a walk?

2. Phonetic exercise

(words are written on the board).

Look at the blackboard. Here there are rhyming twins. At first, listen to me and then I will ask you to read. So, listen:

these - please; bear - hair;

head - red; rose - nose;

mouth - house; buy - eye.

3. Development of communication skills

Open your books, p.171, ex.1. Look at these pictures, name all the animals you see and say:

Which animal is the first (second)?

Which animal has got a long (short) tail?

Which animal has got a long (short) neck?

4. Physical education minute

Hands up, hands down,

Hands on hips, sit down.

Stand up, hands to the sides,

Bend left, bend right,

Hands on hips, one, two, three, hop,

One, two, three, stop. Stand still.

5. Repetition of ordinal and cardinal numbers

(The numbers from 13 to 100 are written on the board.)

And now we are going to revise numbers. Look at the blackboard, name these numbers. Listen to me and say as I do it:

20 twenty - (the) twentieth

20, 30, 40, 50, 60, 70, 80, 90, 100,

65, 32, 48, 56, 69, 73, 92, 27, 99.

6. Development of spelling skills

Open your exercise-books, write down the date. Today we write a short dictation. Listen and write:

twenty, seventy, fifty, sixty, eighty, the seventieth, the twentieth, the eightieth.

Having finished writing a dictation, students hand over their notebooks to the teacher.

7. Familiarization and training in the use of vocabulary on the micro-topic "Body"

Children, open your books p.172, ex.4. Look at this picture. Listen and repeat after me: [e], , , . (After practicing the sounds, students listen to the tape recorder and repeat new words.) Be careful, listen to the tape-recorder and repeat new words. And now answer my questions:

What color is your hair?

Is your hair long (short)?

What color are your eyes?

Is your nose long (short)?

8. Physical education minute

Stand up and look around.

Shake your head and turn around,

Stamp your feet upon the ground.

Clap hands, and then sit down.

Stand up and look around.

Make a bow and turn around.

Stamp your feet upon the ground,

Clap hands and then sit down.

9. Teaching reading with extracting basic information

(Text “At The Zoo”). So, now it is time to read. Open your books p.174, ex.8. (Ask all students). After reading the text, students are asked to answer the questions. Let's answer some questions on the text:

Where did Mr. Smith and his son went last week?

What animals did they see there?

What did monkeys do at the Zoo?

Who looked after animals at the Zoo?

Children, look at the picture in your text-books, find and read. Aloud the sentences to illustrate it.

10. Homework

(written on the board).

Open your day-books and write down your homework for tomorrow. I want to explain you the task. In ex.12, p.176 you must draw a picture of a boy or a girl. In ex.13, p.176 you must learn to write new words.

11. Summing up the lesson

I would like to thank you for good work at the lesson. I give you marks. (Required commenting on ratings.) The lesson is over. You may go. Good bye.

Lesson 5. "Shops and Shopping"

Goals and objectives:

Practical - systematize and summarize Unite 7 grammatical and lexical material

Educational

Learn to extract information from non-verbal sources,

Develop reading skills by extracting the necessary information,

Learn to predict the content of the text from the title and illustrations,

To develop polylogue skills,

Learn to understand classmates and respond to their remarks.

Developmental

Development of language skills,

Development of cognitive, mental activity. Educational - to cultivate maximum performance,

Encourage creativity. The level of knowledge acquisition is creative

Lesson type: systematization and generalization of grammatical and lexical material

Methods and techniques

according to information sources: verbal, visual, practical.

according to the degree of interaction: independent work, conversation,

By the nature of cognitive activity it is problem-based, partly search-based, role-playing game.

depending on the specific didactic task, application in practice

Lesson progress

Teacher: Good afternoon. We finish working with Adjectives. Today I want you to show everything you know about Adjectives. I GRAMMAR Teacher:

How many groups of Adjectives are there in English Grammar?

What steps of Comparison do you know?

How do one and two syllable adjectives forms Comparative and Superlative?

How to do multi-syllable adjectives form Comparative and Superlative?

What Irregular Adjectives do you know?

Now I want to check you up.

II WRITING PTACTICE (cards)

I. Use POSITIVE, COMPARATIVE or SUPERLATIVE forms of adjectives

1 Autumn is... season (bad)

2 As for me, English is... Russian (difficult)

3 As for me, Literature is... History(interesting)

4 My grandmother is ...in my family. (old)

6 My birthday is... day in my life. (happy)

7 Kashchey is... Karabas Barabas.(ugly)

8 Mercedes is... car. (expensive)

9. BMV is Volvo. (popular)

10. Znika is...Neznika. (good)

II Write down steps of comparison of adjectives

III PHONETICS DRILLS

Teacher: Listen to the tape recorder. Read line by line.

I know somebody or may be something

Listen attentively: it is exciting.

It"s neither a boy nor a girl,

It"s neither tall nor small,

It's neither silver nor gold,

It"s neither young nor old

It"s neither thin nor fat,

It's neither good nor bad,

It's neither clever nor stupid.

Can you guess? What is it?

Don"t be angry! Don"t excite!

This is the hell with a bow aside!

Please, ask each other questions using the structure neither ...nor.

Teacher: The next task of our lesson is reading. But first of all, let's solve a problem. When is a woman happy? (When she is rich, healthy, has a good husband and children, when she has got nice things). The text is SHOPS AND SHOPPING. What is this text about? And now, please, look at the picture! Is the woman happy or unhappy? We don't know the reason may be she is ill, may be she has some problems but she is? sad and unhappy.

And now? Is she happy or unhappy? Read the text, please and find the answers for the questions:

A wife and a husband live friendly. But the wife is unhappy when she has not got a new thing. She likes to do shopping. So they go shopping very often. Today the wife is especially sad. So the husband says:

Let's go shopping,

The wife is glad. At first they visit women's department. She tries three dresses on: one is for business, the second is for rest and the third is for the evening party. She likes them very much.

Then they go to the haberdashery and she buys a pair of gloves. They are made of leather.

In the footwear she buys a nice pair of shoes. The shoes suit her clothes very much.

In the outfitter"s she likes a coat. She asks her husband and he buys the coat. The wife is very happy. She has so many new things.

The husband is angry. He wants a new tie, but he has no money.

What departments are there in the shop?

What things has the woman got?

Teacher: What other shops and departments do you know?

What can we buy in the outfitter's (haberdashery, leatherwear).?

Where can we buy buttons, thread, needles, pins?(exercises, pens, sharpeners, rulers, pencils)

Do you like to do shopping?

What shops do you like?

What can we hear in the shop? Let's listen to your dialogues

IV SPEAKING (dialogues)

—IN THE OUTFITTER"S

—IN THE LEA THEREWEAR

—IN THE FOOTWEAR.

—IN THE ELECTRICAL GOODS

Now I want you to watch a part of a cartoon and describe the main characters of the cartoon using Positive, Comparative and

Superlative forms of Adjectives.

Describe CINDERELLA, her step-mother and step-sisters

Submitting your good work to the knowledge base is easy. Use the form below

Diagnostic techniques: Group intelligence test (GIT).

Research results

We will conduct psychological testing on GIT for third and fourth grade students studying in different educational programs. The results of psychological testing of children according to GIT in primary school are as follows.

Table 1

Average values ​​of the studied classes according to GIT

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Average values of the studied classes according to GIT