Task-based FL learning, Slides of English Language

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TASK-BASED FL

LEARNING

Course Paper

Performed by Diatchenko Daryna

Course paper composition

 (^) Context

 (^) Introduction

 (^) Unit 1

 (^) The purpose of communicative competence

 (^) 1.1. " Learning in cooperation"

 (^) 1.2. "Project method"

 (^) 1.3. "Game technologies"

 (^) 1.4. "Student Portfolio"

 (^) 1.5. "Technology of problem-based learning"

 (^) 1.6. "Interactive technologies"

 (^) Conclusions

 (^) USED LITERATURE

Course paper tasks:

develop the ability to carry out productive language activities

develop the ability to carry out productive language activities

develop students' ability to guess, the ability to use responsible for this particular inheritance variant of expression

develop students' ability to guess, the ability to use responsible for this particular inheritance variant of expression

conscious use of communicative patternconscious use of communicative pattern

Types of exercises

Responsive exercises

Responsive exercises (^) Situative

Situative Reproductive exercises

Reproductive exercises

Descriptive exercises

Descriptive exercises Discussion exercises

Discussion exercises Compositional exercises

Compositional exercises

Initiative exercises

Initiative exercises

“Project Method”

in teaching foreign languages

production projects

production projects

the activities of the participants of such a project are focused on the social interests of the participants themselves and have specific practical results in the form of written documents or materials made by students: written reports, exhibitions, videos, wallpapers

the activities of the participants of such a project are focused on the social interests of the participants themselves and have specific practical results in the form of written documents or materials made by students: written reports, exhibitions, videos, wallpapers

Information research

Information research

students, working independently or in small groups, must find the necessary information; the search results must be presented in the form of written reports, exhibitions, oral presentations

students, working independently or in small groups, must find the necessary information; the search results must be presented in the form of written reports, exhibitions, oral presentations

projects - surveys

projects - surveys

students prepare questionnaire questions, distribute it to a certain number of people and then collect questionnaires and analyze the results

students prepare questionnaire questions, distribute it to a certain number of people and then collect questionnaires and analyze the results

organizational - game projects

organizational - game projects

participants take on different roles due to the nature and content of a particular project - literary characters, fictional characters or real

participants take on different roles due to the nature and content of a particular project - literary characters, fictional characters or real participants in real events

1) the choice of the problem and the formulation of a specific project topic;

2) definition of groups and roles of participants;

3) collection and processing of information;

4) summarizing and presenting the finished project.

Stages of Project activity

"Student Portfolio""Student Portfolio"

• portfolio of external achievements
• portfolio of external achievements

rating portfolio and diagnostic sections of subjects, rating table to record student achievement portfolio of documents (folder with information about the success of educational and cognitive activities of the student), portfolio of creative works (contains student essays, competitions, works, author's materials, accompanied by author's comment)

portfolio of personal development

portfolio of personal development

a set of socially significant characteristics, qualities, the change of which is studied in the dynamics of development and formation of each student as a person.

"Technology of problem-based

learning"

"Technology of problem-based

learning"

a) collision of students with life phenomena, facts that require theoretical justification; b) the use of educational and life situations; c) setting research tasks for students; d) encouraging students to analyze the facts and phenomena of reality by their encounters with life ideas and scientific concepts about these facts. ; e) making hypotheses and organizing their research. For example, physics lessons investigate whether an electric current can be obtained by magnetic action on a conductor; e) encouraging students to compare, contrast, contrast facts, phenomena, rules, actions, as a result of which problem situations arise;

a) collision of students with life phenomena, facts that require theoretical justification; b) the use of educational and life situations; c) setting research tasks for students; d) encouraging students to analyze the facts and phenomena of reality by their encounters with life ideas and scientific concepts about these facts. ; e) making hypotheses and organizing their research. For example, physics lessons investigate whether an electric current can be obtained by magnetic action on a conductor; e) encouraging students to compare, contrast, contrast facts, phenomena, rules, actions, as a result of which problem situations arise;

Conclusions

The development of communicative skills is impossible

without mastering the language means of realization of

oral and written speech.

However, knowledge of lexical and grammatical material

does not yet ensure the formation of communicative skills.

The teacher should select such types of exercises and

tasks and use such types of educational activities that

would be correlated with the factors mentioned above.

All exercises and tasks should be communicative-oriented,

and students' learning activities should be clearly

motivated.

teaching, it should be said that working on a project is a

creative activity.

Students actively interact with each other, carry out

search activities on a personally significant problem.

The " student portfolio " is considered as a tool for self-

assessment of the student's own cognitive, creative work.

Problem-based learning is an important means of

developing students' mental strength, their independence

and activity, creative thinking.

It provides a strong acquisition of knowledge, makes

learning activities exciting, as it teaches to overcome

difficulties.

The use of game elements creates a favorable

psychological climate in the classroom, brings the learning

process closer to the real conditions of communication,

helps students to unleash their intellectual potential.