The purpose and psychology-pedagogical aspects of out-of-class work on a foreign language

From here can be defined both development cycles and project carrying out (its structure):

1. The purposes of the project with definition of knowledge, abilities, skills which schoolboys as a result of work on the project should get.

2. The presentation of the situations, allowing to reveal one or several problems on discussed subjects.

3. Promotion of hypotheses of the decision of the revealed problem (brain storm). Discussion and a substantiation of each of hypotheses.

4. Discussion of methods of check from the accepted hypotheses in small groups (in each group on a hypothesis), discussions of possible sources of the information for check of the put forward hypothesis.

5. Discussion of registration of results.

6. Work in groups over search of the facts, the arguments confirming or denying a hypothesis.

7. Protection of projects (hypotheses of a solution of a problem) each of groups with оппонированием from all present.

Promotion of new problems.

It is important to pay attention of teachers to the fact of an exclusive role of the international telecommunication projects for mastering by a foreign language.

At work with the computer activity of pupils has character of individual activity is more often, especially, if the pupil works not in a school media library, and at home, behind own house computer.

In a media library behind one computer some pupils often work, and work in common. That really one of them carries out information search in a network, isn't so the important fact. The main thing that they in common discuss a problem and possible ways of search of the necessary information. To expect that this discussion occurs in a foreign language - naivety top, certainly, in a native language. But the information necessary for them for those or other purposes of the project should be in a foreign language or it is supposed to use it in the task in a foreign language.

 

 

2. Used out-of-class activities during my practical work

Bad Fruit: A Shoppers' Nightmare

Level: Easy to Medium

This is an oral communication activity appropriate for EFL learners in elementary/primary school. (It's optimal for grades 3-6). This game is designed for practicing "shopping" dialogues and vocabulary.

Materials: "produce" and play money.

Object of Game: To accumulate as many products as possible.

Students are divided into clerks and shoppers. 
 
The clerks set up "stands" to allow easy access for all shoppers (e.g. around the outsides of the room with their backs to the wall).  
 
The shoppers are given a set amount of money* (e.g. dollars, euros, pounds, etc.) and begin at a stand where there is an open space.  
 
Students shop, trying to accumulate as many items as possible (each item is 1 unit of currency).  
 
Periodically, the instructor will say "stop" (a bell or other device may be needed to attract attention in some cultural and classroom contexts) and call out a name of one of the products. Students with that product must then put ALL their products in a basket at the front of the room. The remaining students continue shopping. Students who had to dump their products must begin again from scratch (with fewer units of currency).  
 
The student with the most products at the end wins.  
 
Students then switch roles.

*It is recommended giving students as much money as possible since students who run out can no longer participate.

Alternative play for more advanced students: Clerks set the price of items. Shoppers have the option of negotiating the price. There are two winners in this version: The shopper who accumulates the most products and the clerk who makes the most money.

 

What's the Question?

Level: Any Level  
 
Type of Activity: listening and speaking 
 
Purpose: review question forms previously studied in class  
 
Procedure: 
Form two teams (three will work, but two seems to add just the right amount of competitive tension).

Explain the game, with a few examples of answers in search of questions. Ask, 'What's the question?', and get students to correctly say the corresponding questions for your answer.

Have two players--one from each team--come to the front. Style it like a game show if you like, with the students standing side-by-side. If you have access to bells or buzzers, it's even more fun.

Next, read an answer to a question and say, 'What's the question?' The fastest player to respond wins a point for her/his team. New contestants come to the front for a new round.

Rationale: This game forces the students to think backwards a little, so they must provide a grammatically perfect question. All too often, they are used to answering rather than asking questions, so this is challenging and useful as review.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Toilet Paper Icebreaker

Level: Any Level

This activity is used as a "getting to know you", icebreaker on the first day of class.

1. Teacher takes the toilet paper roll and takes several squares of toilet paper, then hands the roll of toilet paper to a student. The teacher tells the student to take some, more than three.
2. After everybody in the class has some paper, we count the squares we have, then we have to tell that many things about ourselves, in English.

This activity works well with substitute teachers also.

The toilet paper is such an attention getter.

 

Chain Spelling (Shiri-tori)

Level: Easy to Medium

The teacher gives a word and asks a student to spell it, and then a second student should say a word beginning with the last letter of the word given. The game continues until someone makes a mistake, that is, to pronounce the word incorrectly, misspell it or come up with a word that has been said already, then he/she is out. The last one remaining in the game is the winner.

This game can be made difficult by limiting the words to a certain category, e.g.. food, tools, or nouns, verbs, etc.

 

Bang Bang

Level: Easy

Divide the group into two teams. Explain that they are cowboys and they are involved in a duel. One student from each team comes to the front. Get them to pretend to draw their pistols. Say "how do you say..." and a word in their mother tongue. The first child to give the answer and then "bang bang", pretending to shoot his opponent is the winner. He remains standing and the other one sits down. I give 1 point for the right answer and 5 extra points if they manage to "kill" 4 opponents in a row.

Editor's Note: Instead of saying the word in the students' mother tongue, it would be possible to use a picture or to say a definition ("What do you call the large gray animal with a long nose?")

 

 

 

 

Battle Ships - A Vocabulary Game

Level: Easy to Medium

Preparation: 
Divide the students in to groups of four or five. Then ask the student to make the name for their ships for example with the names of animals, cities, movie stars or let them find their own favourite names.

Ask them to choose the Captain and the Shooter. The captain's duty is to memorize his ship's name, so he can reply if somebody call his ship's name. The shooter's duty is to memorize the names of the ships of 'their enemies', so he can shoot them by calling their ship's name.

Activity: 
Arrange all the captains in a circle, the ships' crews must line up behind their captains. The shooter is the last crew member in line.

The teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend their ships from the attacks. Every students (except the shooters) must find their own words. The lexical area for example, "Four Legged Animals". Give the students 1-2 minutes to find as many possible words as they can and memorize them.

Start the game by calling a ship's name, for example the ship name is "THE CALIFORNIAN". The captain of THE CALIFORNIAN must reply with a word from the lexical area given, for example he says "TIGER" followed by his crews behind him one by one, "COW"; "SHEEP" until it  is the shooter turns and he calls out the name of another ship and the captain of the ship called must reply and his crews must do the same thing. No word can be repeated.

If the captain is late to reply (more than 2 seconds) or his crew can not say the words or a word repeated or the shooter shoots the wrong ship (his own ship or the ship that has already been sunk) the ship is sunk, and the crew members can join the crew of another ship.

The teacher can change the lexical area for the next round.

In the last round there will be two big groups battling to be the winner.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE CONCLUSION

 

 

Summing up, it is possible to tell that in foreign language teaching out-of-class work takes an important place and is spent according to specificity of a subject. She solves two main tasks: first, interest development, deepening of knowledge, perfection of skills "and" abilities "in the given subject; secondly, the organization of free time of pupils for the purpose of their general development, moral and esthetic education.

After-hour and out-of-school work on a foreign language solves these problems means of a foreign language and according to the practical, general educational both educational purposes and problems of training to it at school.

It promotes development and deepening of interest of pupils to a foreign language, perfection of their practical skills and abilities in it, to expansion of their cultural outlook and general educational level.

Distinguish mass, group and individual forms of out-of-class work.

Mass forms of work concern; 1) incidental and periodic mass actions; 2) constant mass forms of work.

The basic differences of out-of-class work from educational are:  

1. A voluntary nature of participation of pupils in out-of-class work unlike compulsion of educational activity

2. After-hour character of employment which is expressed, first, in absence of strictly fixed regulation, concerning to time, places, forms of their carrying out.

3. The big independence and initiative of pupils in performance of after-hour commissions.

Presently a huge role in out-of-class employment on English language use of the newest computer technologies, such so plays the Internet.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE USED LITERATURE

 

1. M.V.Ljahovitsky, A.A.Miroljubov - the Technique of training to foreign languages at high school, M: the Higher school, 1982

2. L.Z.Yakushin of a lesson and after-hour work on a foreign language, M: the Higher school, 1990

3. J.M.Kolker, E.S.Ustinova, T.M.Enalieva - the Practical technique of training to a foreign language, M: Publishing center "Academy", 2001

4. Z.M.Tsvetkova - Features of facultative employment for senior pupils

5. V.I.Shepeleva. Principles of the organization of out-of-class work

6. www.alleng.ru/edu/educ.htm

7. ru.wikipedia.org

8. www.gubkin.ru/links/scientific

9. pochemu4ka.ru/index/obrazovatelnye.