20. The role and aim of non- traditional lessons in teaching foreign languages. Examples of non-traditional lessons

Non-traditional forms of organizing a lesson are usually used after studying one or several topics. They create the atmosphere of a holiday, increase motivation for studying a language. They require participation of all students of a class, the use of different visual aids. The aims of such lessons are: to assess students knowledge, to provide interest in the language, to minimize teacher’s involvement in the lesson

Some examples of non-traditional lessons are:

Internet lessons. Internet can be used for the following purposes: to include materials of the net into the lesson, for independent work of students at home, for getting rid of gaps in the knowledge.

Video lesson. Watching a film students perceive information about other culture, form their own point of view, develop their attention and memory.

Lesson-excursion. After studying one or several lessons, for example on the topic "Town", students make an excursion about the town, tell the "foreign guests" about the places of interest.

Lesson-performance. Preparation for the performance develops students' speech, creative abilities, promotes better understanding of the language and culture.

Lesson-interview. It is a form of a dialog on extracting information. Topics for the interview might be: biography, spare time, plans for the future.

Lesson-discussion. Students have a discussion on a certain problem or topic

Lesson-project. The main aim of such lessons is to teach students to put the acquired knowledge into practice, to work in cooperation with other students, to do research. The project may be done in different ways: article, recommendations, poster, album, brochure.

Lesson-game. "What? Where? When?"; "The field of wonders"; "Linguistic express" and many other games can be used at the lesson.

Integrated lesson. English can be integrated with such subjects as: History, Literature, Computer studies. Such lessons form students' aesthetic taste, teach them to guess, analyze, make conclusions.

21. The role of the teacher in the language classroom. Classroom management

The current learner-centered approach determines the greater role of the teacher. The main roles of the teacher at the lesson are:

Manager- the teacher gives instructions for students to get into groups

Model- the teacher asks students to repeat a sentence after her for pronunciation practice.

Monitor- the teacher goes round listening to pairs practicing a dialog.

Counselor- the teacher advises students how best to approach a task

Informant- the teacher explains when we use the present perfect for recently completed actions.

Facilitator- the teacher provides material and guidance to enable students to work on their own.

Social worker- the teacher stays behind after class and discusses one of the student's personal problems which is affecting his/her work.

Friend- the teacher chats with students over coffee or arranges a cinema visit with a class.

Classroom management.

There are many things in the classroom that are important to the dynamics of the lesson. They are usually described under the heading of "classroom management".

1. space

desks should be arranged in a way that encourages students to listen to each other; to see the board and the visual materials the teacher may be holding up. The teacher doesn't always sit, he moves around the room depending on the activity.

2. time

it's not necessary to plan too much in the lesson. It's necessary: to tell students how much time they have for a particular activity; warn the class 1-2 minutes before the activity is due to finish; at the end of the lesson to summarize what has the lesson been about; give "slower" students enough time to answer the question; build up a sense of rhythm in the lesson, varying relaxing and intensive activities.

3. using students' names

using names makes for better rapport with the students and involves them directly and rapidly.

4. eye contact

the teacher looks at the class while speaking; allowing his gaze to travel round the class without staring at any one student.

5. voice

the teacher varies the loudness and tone of the voice depending on the stage of the lesson.

6. teacher talk and student talk

the balance between teacher talking time(TTT) and student talking time(STT) depends on the type of the lesson and the activity.

7. eliciting

eliciting is when the teacher brings out student knowledge, suggestions and ideas. By eliciting the teacher can lessen TTT and increase STT.

8. giving instructions

for giving instructions the teacher uses simple and short expressions. He may use visual or written clues or demonstrate if necessary.

9. establishing rapport and maintaining discipline

the teacher is positive; he keeps an eye on what the students are doing. He responds and reacts to what students say; he encourages good group dynamics, so that learning can occur in an open non- threatening environment (as Krashen says the teacher lowers "the affective filter").

10. getting organized

before the teacher starts the lesson he runs through the lesson plan and makes sure he has all the necessary aids and equipment listed in the plan; checks that the board is clean; makes sure the seating is arranged the way he wants to.

11. learning styles

The teacher prepares lessons that address all learners:

Visual learners- they learn through seeing. They prefer looking at pictures time lines, using handouts, writing assignments on the board.

Auditory learners- they learn better through listening. The best for them: repeating difficult words aloud, taking part in debates, listening to books on tapes.

Kinesthetic or tactile learners- they learn through moving, touching, and doing. They can't sit still for a long time. They prefer having excursions, making projects.