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Dear colleague! Teaching was once my favorite job. As in the famous saying, I received little money for my “hobby” and was happy. Just like my students. However, then “perestroika” began in the Russian education system and enthusiastic teachers were replaced by just teachers. Yes, the salary has increased, but for this money they began to demand from us not just to “teach children”, but to “control” them, and I’m tired! Yes, working in a system where every step you and your student take is under total control is not my thing! But for you, dear colleague, I publish my developments on this site, which now takes up all my time. Today we'll talk about How to make English lessons more interesting using textbook material?

Here are some tips that will help you make English lessons more interesting, using only textbook material (from personal experience).

These exercises contribute to the development of all types of activities, namely writing and speaking, listening and grammatical skills, and also develop independence in learning. And most importantly, your students will come to your aid!

How to make English lessons... MORE INTERESTING

Working on written speech: punctuation

Exercise 1. Punctuation marks

1. Type it, removing all commas, periods and, accordingly, capital letters.
2. Instruct students to copy the text into a notebook, using punctuation marks and capital letters.
3. Ask them to compare their version with the text in the textbook.
4. You can arrange a competition between two teams, each of which writes text on different halves of the board.

Development of linguistic conjecture

Exercise 2. Broken sentences

1. Take a short text from the textbook.
2. Print it, then cut a strip the width of a ruler and stick it in the center of the text.
3. Students should read the sentences, inserting possible words into the sentences as they go.

Note. As an option for pair work, you can ask students to simply cover the text with a vertical strip of paper and read the sentences one by one.

Development of listening skills and activation of vocabulary

Exercise 3. Listening to activate the covered topic
(it is advisable to ask homework to repeat the words on this topic)

Option 1.

1. Before listening, students must write down 5 words in their notebooks that they can hear in the text.
2. Then have them switch notebooks.
3. While listening, students cross out the words they hear.

Option 2.

1. Give students a list of 15 words on the topic(They will hear 10 of them in the recording, and 5 not).
2. Ask them to choose 5 words related to the topic.
3. While listening, students cross off the words they hear from the list.
4. If someone guesses all the words, then he wins (come up with an incentive).

Exercise 4: Use your best students

Texts for audio recordings (appendix to any textbook) are very valuable material. Be sure to use it!

1. Divide students into small groups (3-4 people).
2. Instead of an audio recording, have the best students read the text for the rest of the group to complete the listening task.
3. During the reading process, you are allowed to ask to repeat sentences in English (Can you repeat that, please?, etc.), but only 3 times.
4. Play the audio recording to review the exercise during your final listening session.

Note. This exercise should be practiced in cycles until everyone in the group acts as a speaker. The composition of the groups needs to be changed: for the second time, for example, you can unite strong children together.
Exercise 5. Repetition

1. For repetition, use texts that you have already listened to, but in a different form.
2. Type the text, but remove 10 words from it, leaving gaps.
3. While listening, students must write the words into the text.

Grammar

Exercise 6. Work in mini-groups with experts

After carrying out the verification work, you can organize work on errors in a similar way.

Tell students that you will need helpers for the next lesson. Those who want to be experts will help you review the grammatical topics you have covered and where you made mistakes. Also ask students who are not very knowledgeable about such topics to raise their hands.

1. In the next lesson, expert students give a short explanation (presentation of this section) in mini-groups.
2. Then weak students ask them questions and correct their mistakes.
3. You oversee the process, adjusting your assistants as needed.
4. In conclusion, you can suggest completing a short test (5 minutes) on this topic.

Note. For strong classes, you can ask experts to study any grammar section, which is given at the end of the textbook, usually in English or Russian (available on our website). They then explain the topic to their classmates in mini groups (about 10 minutes).

This practice is very motivating and engaging for children, and also contributes to the development of reflection in the child.

Exercise 7. Completing grammar tasks

Often, when doing exercises from a textbook, one student goes to the board and writes sentences, while the rest simply copy. Divide the board into two parts and call two people to the board. If they have different options, for example, translating a sentence or using verb tense, then the rest of the students will take an active part in the discussion. And brainstorming will help many people understand the topic!

Development of writing skills

Oh, how tired I am of these template letters to imaginary friends! And ask your students to write a letter to the authors of the textbook! By the way, the address is on the cover. Let them write in a letter what they think about the textbook, which section is the most interesting, which is the least interesting, what topics they would like to see in the next edition of the textbook. By the way, you can ask a few questions to the authors of the textbook.

Recently, on one forum, I came across a discussion among teachers about the problems of teaching English: “...We are deceiving both parents and students. In reality, under existing conditions, it is hardly possible to teach a foreign language. This largely explains the decline in interest in learning the language among the majority of students in high school... Indeed, it is difficult to love a subject that is impossible to learn. And all our conversations about some kind of communicative techniques, etc. remain just conversations..."

Criticism continued to develop in this direction. At the end, the teachers exchanged opinions on the teaching aids "Happy English", Starkov, etc. Most teachers complained that these aids were impractical. Yes, however, this is not the most optimal solution, so you can understand these teachers. But the main thing is that having discovered the shortcomings of one or another technique, do not stop there, but look for alternatives and approach your work with love and creativity.

From my own experience, I know that the problem is not only in textbooks, but also in teaching methods. You can start by formulating questions.

• Why is interest in learning a language falling among most students?
• Why are they so difficult to train?
• Why, unlike other subjects, do students have increasing difficulty with the English language (especially with pronunciation, speaking and remembering words)?

This is not a complete list of problems. You can probably guess what the reason is? Students lack incentive and motivation! As an experienced person, I know what these two things mean for students and students. Stimulus and motivation are very powerful tools in effective teaching of foreign languages, not only for children, but also for adults. Alas, we often forget about this important fact and begin to criticize all kinds of aids or students’ abilities.

How can we find a way out of this situation?

Many will immediately answer that it is necessary to undergo an internship abroad. Yes, this is the perfect solution. But what if your financial situation does not allow it? Then you need to choose the optimal path. Let's define the stages of this path.

1. Find out the student's goal. It is imperative to find out for what purpose he wants to learn the language. If the student has not yet decided on the answer to this question, you need to help him clarify his goal. It is this first step that greatly influences the learning outcomes. So, based on the specific intention and desire that the student strives for, it is necessary to effectively plan the training program and, accordingly, create powerful motivation. Weak and incapable beginning students especially need this.
2. Each person receives an individual creative approach, i.e. the right choice of methodology and aids. Some tutors, especially novice teachers or students giving lessons, work on the principle of “one manual and one method.” As a result, classes turn out to be routine and boring, and therefore ineffective. How to solve this difficult problem with a wide range of different textbooks these days? Based on my experience, I will try to help you with useful advice in choosing not only manuals, but also modern techniques and various resources on the Internet.

And to test their knowledge, I recommend to my students Nelson’s book English Language Tests. With this book it is very convenient to determine the initial level and direction of further advancement of students. These tests are especially effective when reviewing everything you have learned. I always use it. And, by the way, according to my method, knowledge testing occurs after every fifth lesson. This is much more effective than reviewing at the end of the course.

How can a novice tutor create his own methodology?

So, we have already chosen a textbook, and now let's find out how you can create a unique technique by creatively using simple textbooks and different programs. For example, how I do it.

1. I plan an interesting lesson in advance.
2. I successfully combine the topic that I chose for the lesson (for example, from Headway) with audio materials on the same topic, for example from the website.
3. We are not in a hurry to write down new words on paper right away. First I conduct a dialogue using these words. Thus, new words are memorized instantly and firmly in the student’s memory. And then he himself, without looking at the dictionary, writes down the words in his notebook. I strongly recommend that you do the same, and see for yourself the effectiveness of the technique.
4. Then, to fully consolidate the learned words, I test the student using the Lingvo Tutor program in ABBYY Lingvo 11. Using this program, I compile a dictionary of new words in advance.
5. After explaining the grammar, I write sentences in which I use fresh grammar, both in the correct form and with errors. And the student corrects mistakes and, as a result, clearly remembers the correct use of the rules.

How to successfully deal with a disobedient or incapable student?

1. I try to be creative with everyone and try a variety of fun and interesting ideas. Among them are my own and those that I take from different sites. Here is one of them.
   For tutors who are not yet familiar with this site, I highly recommend visiting it. There you will find a lot of useful and interesting things. I think it wouldn’t hurt you to learn about the interesting experiences of teachers and tutors from different countries.
2. I use different programs for teaching foreign languages. I don’t have a single lesson without a computer and, accordingly, without these programs. Moreover, I use programs both online and offline. There is one of my favorite American programs for teaching foreign languages ​​(I will talk about it in the next article), thanks to which I have noticeably improved the quality of my classes, and, accordingly, my financial situation. Since after using this special course, the students began to highly appreciate my work, for which I am very grateful to them.

Foreign language tutor

English lesson notes for primary school. Subject: Hello English! Hello English!

The lesson is intended for English teachers in primary schools, designed for children in grades 1-2 (the first year of learning English), it is possible to conduct the lesson as part of a class hour. Students receive new information through games and fairy tales, update existing knowledge, and apply it in practice.
Target: introduce students to the subject, practice new English words and sounds in oral speech, create conditions for the development of creative abilities.
Tasks:
develop speaking skills with new LE;
develop the ability to work in pairs, compose an etiquette dialogue-greeting;
develop the ability to work in groups, participate in games in an organized manner;
promote the formation of positive interest in learning English.
develop the ability to recognize and use words on the topic “Acquaintance”, recognize the teacher’s attitudes in English.
Equipment:
transcription icons; toys, mood cards for each child, pictures of cartoon characters.
Lesson type: Combined.

During the classes

1. Organizational moment
Hello, children. Hello children.
Sit down, please. Sit down please.
I "m Alina Yuryevna. What is your name? (children answer in Russian)

2. Setting the lesson goal
How many of you know why we have gathered today? Right. To learn English. Why do we need it? (children answer in Russian)
Where is English spoken? (children answer) Good. Fine.
Let's look at a cartoon character who speaks English and try to recognize him. (children are shown a picture of Mickey Mouse)
Well done! Well done!
Having learned English, you and I will be able to find friends from other countries, go on a trip and communicate freely, we will be able to write, read books in English, even watch cartoons!

3. Phonetic warm-up.
Have you noticed that English words are pronounced a little differently? In order for you and me to be understood, we must learn to hear English sounds.
Let's play a game. I will name the words. Every time I say an English word, quickly clap your hands and we will try to repeat this word.
Progress of the game: the teacher names the words after hearing English words, the children clap their hands, then repeat the new word in chorus several times.
Words:
Telephone;
ball;
doll;
a cat;
cat;
dog;
a dog;
teacher,
a teacher;
hello;
children.
Great! Great! So we learned how to greet you. Let's say hello in English “Hello, children”, the children answer “Hello, teacher” (we repeat several times)

4.Acquaintance with new sounds, updating previously familiar sounds. (Transcription icons)
Now I will tell you a very interesting tale about our tongue. But I will really need your help, we must repeat and show each sound.
Fairy tale:
Show me your tongue.
Where does the tongue live? In a warm, cozy house (point to cheeks, lips).
When the tongue is scared, it hides behind a strong fence (show teeth).
One day the tongue got bored and decided to meet with friends.
He met a goose [g], [g], [g], [g], [g].
Met a cow [m], [m], [m], [m], [m].
Met a hedgehog [f], [f], [f], [f], [f].
Met a dog [r], [r], [r], [r], [r].
Suddenly a strong wind blew, , , , ,
door slammed [w], [w], [w], [w], [w],
the rain began to patter [p], [p], [p], [p], [p].
The tongue ran home [t], [t], [t], [t], [t], lay down in the crib, stretched and snorted [h], [h], [h], [h], [h]. Let's not disturb the tongue from sleeping and say shh-sh-sh-sh-sh.

5. Physical education minute.
Hands up, (we raise our hands up)
Hands down, (we lower our hands down)
Hands on hips, (hands on hips)
sit down! (sat down)
Stand up, (stood up)
hands to the sides (hands to the sides)
Bend left, (bent to the left)
bend right. (leaned to the right)

6. Training in the use of studied samples and vocabulary in dialogical speech.

Now we know how to pronounce sounds in English. Let's try to get acquainted. I "m Alina Yuryevna. And you? (children say their name)
Now let’s choose a toy for ourselves and play (With the help of toys, children make up a greeting dialogue and introduce themselves).

7. End of lesson. Reflection.
I'm always very happy when the guys do so well. Did you like the lesson? What have we learned today, what have we learned? What was difficult/easy? Let's choose a card with a mood and tell us how we felt during the lesson. Why?

Teaching English is a much more complex, but at the same time interesting process than is commonly believed. ? This is the question asked by every young teacher, course teacher (language school) and beginning English tutor. It is important to understand that teaching the first lesson is no less stressful for a teacher than the first lesson at school for a first-grader. And sometimes a lot depends on how successfully everything goes. Many people underestimate the role of the teacher, but it depends on him whether the student will love this subject, or will think that he has no abilities; many continued to study English after school and moved to live abroad, only because their school teacher instilled in them a love of languages.

How to conduct English lessons? Knowing the answer to this question, we will certainly get a new generation of schoolchildren for whom English will not cause stress and who will be able to speak it normally while on vacation with their parents abroad, or with a foreign friend via the Internet. The problem for most Russian schoolchildren is that after many years of English at school (usually from the 5th grade), they cannot speak even a couple of words without hesitation! I believe that the roots of this problem go back to teachers who don't like their subject or don't even want to try to teach it in an interesting way.

Teaching English is never easy, whether you're teaching native English speakers or teaching non-native English speakers. English lessons begin in the classroom. Ideally, this is a permanent place that the teacher can independently arrange in accordance with his wishes. What can you recommend for designing an English class? Flags, coats of arms and maps of countries where English is the official language. Since the list of such countries exceeds several dozen, you can stop at: Canada, Australia,. Cuttings from newspapers and magazines in English will look stylish. A great option is a bookshelf with magazines, books and printouts in English that you can take home. If it is modern literature with interesting content (even fashion magazines or books for teenagers), your students will want to read them, and for this they will have to pick up a dictionary. If there is interest, there will be progress! If you are an English tutor and your students come to your home, then this rule applies to you too. Tables with rules are common companions in the English classroom, but let them not be the only decorations.

Another important aspect is the textbooks and other additional materials on which your English lesson is based. Most school textbooks are not very interesting, but if the school curriculum requires the use of specific teaching aids, as in language schools, then the tutor has much more scope for activity! Again, no one will forbid you to use additional ones. When going to class, plan for more interactivity so that all students feel comfortable and can discuss different topics orally. Always keep in mind that when students participate in English lessons, then you are on the right track to become a successful English teacher.

Now let's look at some points on how you can make your English lessons more meaningful for your class. Proper teaching requires you to be friendly, be everyone's friend. An angry, arrogant teacher who is always confident that he is right will never become ideal, much less popular. If you think that this is unrealistic, then you are deeply mistaken, I know many such teachers, they are loved and happy in their work. Surprisingly, almost all of them are men...

If you are teaching people who already know English, then your main goal is to help them appreciate the beauty of the language and appreciate English literature. Literature will allow them to learn more beautiful, competent and refined English, unconsciously and without pressure. People who read speak more beautifully and correctly, that’s a fact. Grammar is also well absorbed and learned through reading.

How to conduct English lessons.

And if you teach those for whom English is still a completely unfamiliar language, then it depends on you whether they will love this language or not. Your main goal is to instill in them the knowledge necessary to have basic speaking skills in that language. You'll have to start with the simplest words and slowly but surely work your way up. Teaching English requires you to be unpredictable, constantly changing your strategies over and over again. However, it would be nice to have traditions - it unites both the family and the teacher with the students. Holidays and traditions of celebrating them are your key to success! Thematic lessons, tea parties, and performances are labor intensive, but the payoff is worth it. This will bring your lessons to life.

How to conduct English lessons? As a teacher, there are several things you can do to keep your class active and engaged. Games are the most effective, with many different vocabulary, grammar and speaking skills games that can be adapted into the classroom. But make sure that the games will be interesting and useful. Dialogues and improvised skits are more important than just boring grammar, if you look at it from a practical point of view. Grammar, divorced from conversational skills, has little value. Interesting dialogues, texts, songs and much more can also be found on the website of the online English language learning service -. I told you more about this service.

Any subject involves testing knowledge: tests, quizzes and assessments. Give occasional easy tests that you can be sure students will do well. This will give them confidence and they will actually look forward to more difficult challenges (tests and quizzes).

Comprehension is the best way to test English. Written comprehension tests are good, but if you also give audio or visual comprehension tests, it will be much better. Listen, conduct dialogues, watch videos.

Another important aspect, sometimes the most important, is grades. There is one golden rule: do not scold a student in front of everyone. Ask him to stay and explain his shortcomings face to face, public humiliation and insult are unacceptable! However, I think there is no need to explain that in general any humiliation, rude expressions and insults are unacceptable! As for praise, it is necessary to praise. But don’t overdo it by singling out favorites; you harm both them and yourself. Especially if these are subjective likes and dislikes. It's difficult, but possible.

If you think about it, there is nothing difficult about becoming an ideal English teacher, and now you know exactly how to teach English lessons. By following all these simple rules, you can be sure that your students will sincerely be able to say: I love English!

Gubanova Alla Sergeevna

MKOU "Nikolskaya Secondary School"

Anninsky district,

Voronezh region

English teacher

Time changes, we change. We are moving from traditional forms and methods in pedagogy to innovative ones. One of the proverbs says: “The right start is half the battle.” Indeed, the beginning of the lesson is the key to a successful lesson. How to start an English lesson correctly to interest children?

The classic beginning of a lesson is a dialogue with the teacher.

These are questions familiar to us from our childhood:

How are you?

What day is it today?

What's the weather like today?

Whatisyour homework?

Students remember the answers quite quickly. The next stage is the ability to ask other guys. The role-playing game “I am a teacher” is especially popular with my students. You can also invite those on duty to write questions with missing words in advance, for example:

How_____ you?

What is ___weather____ today?

The student reconstructs the question and then answers it. In the future, you can gradually add a new lexical unit. For example, you can learn to use not only “like”, but also verbs such as “to be fond of, enjoy, …”

When implementing the Federal State Educational Standard, I consider it appropriate to have a constructive dialogue so that students and listeners become direct participants in what is happening. You can start the lesson on a friendly note by asking how the students are feeling, how they spent the weekend or what their plans are for tomorrow, what they are going to do after school. This allows the guys to open up from a different side, to learn about their hobbies and interests.

How to diversify such mandatory parts of the lesson as checking homework and consolidating the material covered? It largely depends on the topic. If the topic is “Weather”, you can play meteorologists; if the topics are “Home”, “Family”, “Appearance”, you can use your imagination and ask one of the children to tell about their vision of the future. All advice and recommendations must be given in English. Favorite forms of vocabulary repetition are crosswords, playing lotto, and flip-flops.

Speech warm-up. It is designed to create a special foreign language atmosphere in the lesson, for the so-called “entry into the lesson”. For a teacher, speech warm-up is, firstly, a way to help students enter the language environment after they come to an English lesson after studying other school subjects; secondly, get ready to communicate in English; thirdly, a positive attitude for the entire further lesson. All this at the same time and in just 1-2 minutes.

Personalization is the main principle of teaching English, which is that only what is directly related to a person is well learned and remembered.

Here are some examples of speech warm-ups:

1. Digital conversation

Students are given any topic to discuss, but when discussing this topic they must say five different numbers: date, price, phone numbers, time, sizes, etc.

2. News. Students were given a news review in the previous lesson. There is news of various types: political, criminal, music, sports, etc. Some of the guys were lazy and did not complete their homework, and therefore take news from their mobile phone on the go. It's okay, let them practice translating.

3. Monitor the response

The purpose of this warm-up is to learn how to ask and answer questions correctly. This warm-up is suitable for consolidating any grammatical structures. You can prepare questions for students in advance, or invite them to create questions themselves. Participants stand in a circle, but questions are asked not to the neighbor, but to the one standing behind him. Anyone who gets confused or answers the wrong question is eliminated from the game.

4. Tongue twisters can be used for these purposes.

Pansies purple, poppies red,

Primrose pale with golden head. (p)

Lovely colors glaming brightly,

Laughing water lapping lightly. (l)

William Winter and Walter Wilkins always wash the walls between the windows white with water.(w)

5. Chants, songs

Chants are good because they are easy to remember, which means vocabulary and grammatical rules are remembered.

Working with a chant: one student reads the left side, the rest answer in chorus (right side).

Example:

Banker's Wife Blues

Where does John live?

He lives near the bank.

When does he work?

He works all day and he works all night

At the bank, at the bank, at the big, great bank.

Where does he study?

He studies at the bank.

Where does he sleep?

He sleeps at the bank.

Why does he spend all day, all night, day, all night

At the bank, at the bank, at the big, great bank?

Because he loves his bank more than his wife

And he loves his money more than his life.

Practice questions and answers in the simple present tense.

An experienced teacher can come up with his own chant with current vocabulary.

Songs are a source of new vocabulary, but more importantly, they help students relax, learn correct pronunciation and feel capable of learning English.

Songs need to be changed more often, but sometimes return to those that have been learned. The lyrics of the song can be changed.

If there are pictures associated with the song, then you can interrupt the singing and devote 2-3 minutes to describing the pictures.

6. Idioms, proverbs

Once a week, an idiom or proverb changes, which students talk about - explain the meaning, use it in a short story, dialogue, talk about its origin, describe a funny picture, select a Russian equivalent. By the end of the week, the idiom becomes “native” and is actively absorbed.

Students can be asked to draw a picture to explain the idiom. The drawings are very successful and have been used for many years.

Proverbs can be studied very intensively - one in two lessons, you can come up with stories that end with a proverb.

7. Poems

For younger schoolchildren, these are simple poems that almost everyone can easily learn in a playful way. It is advisable to connect the poem with the topic being studied. You can recite in chorus, line by line, even read, but the text must contain missing words.

You can choose an idiom or proverb for the poem, which we explain when everyone (or almost everyone) has learned the poem. You can change the poem, and with the active participation of children. For example, we studied the poem:

Fly, little bird, fly!

Fly into the sky!

1, 2, 3, you are free!

The students were able to creatively rework the poem:

Run, little rabbit, run!

In the forest have fun!

One, two, three, four,

Do you want to run more?

Some poems can be read very quickly and they turn into tongue twisters. For example:

Cats

By E. Farjeon.

Cats sleep anywhere

Any table, any chair,

Top of piano, window-ledge,

In the middle, on the edge,

Open drawer, empty shoe,

Anybody's lap will do,

Fitted in a cupboard box,

In the cupboard with your frocks –

Anywhere! They don't care!

Cats sleep anywhere.

It is advisable to choose a picture to describe the poem. But this is the next step.

8. Pictures

It is better to use student drawings and real photographs.

It's good when the textbook has a good picture on the current topic.

Then you can give homework - describe it, but in class you must add your own question, a new word, an expression, which you must remember in the next lesson.

If you have collected a large stock of pictures, then there are problems with phrases:

He is reading.

She is eating.

will not be. But there can be a lot of pictures and you need to practice often. Modern textbooks for elementary school are good, but for older students (especially those who are lagging behind), additional pictures should be used.

Learning new vocabulary can turn into a fun game for kids

Younger schoolchildren are very fond of another game “Hidden pictures”, with the help of which they also practice new words, as well as new phrases. For example:

I have got a pie. My pie is red.

If there are 10 words hidden in the picture, then you can give 3-4 words and collect the pictures that are not signed, so next time the pie can be green.

The beginning of the lesson plays an important role in creating a foreign language atmosphere in the lesson and the so-called “entry into the lesson”, this is a way to interest students and attract their attention. There are many methods for creating a productive mood, and each teacher creates his own “piggy bank.” It is important not to use them often in the same class, to modify them and to understand that the choice of means should depend on the mood of the class and each child individually.