ФОРМИРОВАНИЕ НАВЫКОВ ГОВОРЕНИЯ НА АНГЛИЙСКОМ ЯЗЫКЕ У УЧАЩИХСЯ СРЕДНЕГО ЗВЕНА ПОСРЕДСТВОМ ИНТЕРАКТИВНОГО МЕТОДА ОБУЧЕНИЯ

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МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН
ФИЛИАЛ АО «НАЦИОНАЛЬНЫЙ ЦЕНТР ПОВЫШЕНИЯ
КВАЛИФИКАЦИИ «ӨРЛЕУ»

ИНСТИТУТ ПОВЫШЕНИЯ КВАЛИФИКАЦИИ ПЕДАГОГИЧЕСКИХ
РАБОТНИКОВ ПО АКТЮБИНСКОЙ ОБЛАСТИ

ФОРМИРОВАНИЕ НАВЫКОВ ГОВОРЕНИЯ
НА АНГЛИЙСКОМ ЯЗЫКЕ У УЧАЩИХСЯ СРЕДНЕГО ЗВЕНА
ПОСРЕДСТВОМ ИНТЕРАКТИВНОГО МЕТОДА ОБУЧЕНИЯ

МЕТОДИЧЕСКОЕ ПОСОБИЕ

АКТОБЕ
2021

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УДК 371.3
ББК 74.268.1
А 37

Рецензенты :
Каплиева А.К.- к.п.н., доцент, заведущая кафедры филиала АО «НЦПК
«Өрлеу» ИПК ПР по Актюбинской области.
Уразбаганбетова А.Т. – учительница англ.языка СШ№35 г.Актобе.

А37 Айпеисова А.К. - ст. преподаватель кафедры филиала АО «НЦПК
«Өрлеу» ИПК ПР по Актюбинской области, Шайманова Б.К., Караева Н.С. -
учители английского языка школы-лицея №23 г.Актобе, - «Формирование
навыков говорения на английском языке у учащихся среднего звена
посредством интерактивного метода обучения» методическое пособие //
Ақтобе -2021 – 41 стр.

ISBN 978-601-7954-73-4

В методическом пособии освещены теоретические и практические
материалы об интерактивном методе обучения в школе. Практический
материал подготовлен старшим преподавателем кафедры филиала АО «НЦПК
«Өрлеу» ИПК ПР по Актюбинской области совместно с учителями СШГ№23 г.
Актобе.

Методическое пособие рекомендуется для учителей английского языка

УДК 371.3
ББК 74.268.1

ISBN 978-601-7954-73-4 © ИНСТИТУТ ПОВЫШЕНИЯ КВАЛИФИКАЦИИ

ПЕДАГОГИЧЕСКИХ РАБОТНИКОВ ПО АКТЮБИНСКОЙ ОБЛАСТИ, 2020

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СОДЕРЖАНИЕ TABLE OF CONTENTS

1. Introduction 5
2. Booking a holiday 6
3. Playing Devil’s advocate 9
4. Company policy 9
5. I have to do … 10
6. Brainstorming - elicit your best ideas 13
7. Jobs 15
8. Student presentations 20
9. “I know my role and i play it well” 21
10. Lifelike simulation 22
11. Student questions 25
12. Ice breakers 28
13. Useful language 30
14. Student acts: group 31
35
pair 37
individual 39
15. Links to the pictures used 40
16. Literature

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Английский язык сейчас очень важен. Все больше и больше людей
нуждаются в английском для обучения в университетах и колледжах, потому
что теперь у всех есть возможность получить высшее образование за границей.
Новые идеи в науке и медицине появляются так быстро, что невозможно все
перевести на разные языки. Международные отношения расширяются и
укрепляются за счет обмена научной, технической и культурной информацией.
В этой ситуации обучение иностранному языку становится делом
государственной важности. Учителя иностранных языков вносят свой вклад во
все аспекты обучения школьников. Есть несколько полезных принципов и
методов обучения иностранным языкам. Их роль в воспитании подрастающего
поколения трудно переоценить. Интерактивные методы обучения
иностранному языку - это не только новые или загадочные, новые техники, но и
новые формы, новые принципы, новые подходы, новые методы в учебном
процессе. Интерактивное обучение побуждает и дает учащимся создать
комфортные условия обучения, а также учащиеся ощущают свою успешность,
развивают творческие способности, интеллектуальные и коммуникативные
способности.

English is very important now. More and more people are in need of English to
study at universities and colleges, because now everyone has the opportunity to
pursue higher education abroad. New ideas in science and medicine appear so quickly
that it is impossible to translate everything into different languages. International
relations are expanding and strengthening through the exchange of scientific,
technical and cultural information. In this situation, teaching a foreign language
becomes a matter of national importance. Foreign language teachers contribute to all
aspects of student learning. There are several useful principles and methods for
teaching foreign languages. It is difficult to overestimate their role in the upbringing
of the younger generation. Interactive methods of teaching a foreign language are not
only new or mysterious, new techniques, but also new forms, new principles, new
approaches, new methods in the educational process. Interactive learning encourages
and allows students to create comfortable learning conditions, as well as students feel
their success, develop creativity, intellectual and communication skills.

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INTRODUCTION

Один из важнейших продуктивных навыков при обучении иностранному
языку - говорение. В основном, именно говорение определяет уровень
прогресса и эффективности в изучении языка. Но в то же время, именно при
обучению говорению преподаватель сталкивается со множеством трудностей.
Умение использовать иностранный язык в реальной ситуации - одна из них.

В настоящее время, основное назначение иностранного языка -
способность учащихся к общению на нем, то есть речь идет о формировании
коммуникативной компетенции учащихся, что является основной и ведущей
целью обучения. Один из эффективных методов достижения этой цели -
интерактивный. Интерактивные формы обучения подразумевают, что в
процессе обучения педагог и учащиеся вступают в коммуникацию между
собой, совместно осуществляют решение учебных задач и вопросов,
преодолевают конфликты, находят общие точку соприкосновения, идут на
компромиссы.

В методических рекомендациях вы можете найти ответы на вопросы,
касающиеся правильного использования интерактивных методов, сможете
организовать процесс обучения говорению на основе предложенного
лексического материала.

One of the most important productive skills in teaching a foreign language is
speaking. It is speaking that determines the level of progress and effectiveness in
language learning. But at the same time, it is precisely in teaching to speak that the
teacher faces many difficulties. The ability to use a foreign language in a real
situation is one of them.

Currently, the main purpose of a foreign language is the ability of students to
communicate in it, that is, we are talking about the formation of the communicative
competence of students, which is the main and leading goal of learning. One of the
most effective methods for achieving this goal is interactive. Interactive forms of
learning imply that in the learning process, the teacher and students enter into
communication with each other, jointly solve educational problems and issues,
overcome conflicts, find common points of contact, and make compromises.

In the methodological recommendations, you can find answers to questions
regarding the correct use of interactive methods, you can organize the process of
teaching speaking based on the proposed lexical material.

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ТЕМА УРОКА: BOOKING A HOLIDAY

Задачи:
1. практическая: развить речевые умения учащихся, умение аудирования,
чтения, совершенствовать лексические навыки в употреблении слов по теме
«Booking a holiday», активизация внимания, восприятия, памяти, воображения
реализация познавательного, эмоционального и поведенческого аспекта
имитируемой ситуации.
2. общеобразовательная: развить умение составлять беседу по теме
«Booking a holiday», развить навыки исследовательской и поисковой работы в
группе.
3. воспитательная: формировать активность, самостоятельность,
коллективизм, воспитывать интерес к слушанию и говорению на иностранном
языке.
4. развивающая: развить память, воображение, мышление, умение делать
выводы, давать оценку происходящему.

Языковой материал:
новый: 1. НЛЕ по теме «Booking a holiday».
для повторения:
1. Глоссарий по теме «Booking a holiday».
Оснащение урока: технические средства обучения.
Используемые методы: демонстрация, упражнение, объяснение, ролевая
игра.
Средства обучения: ТСО - фонограмма, учебники, раздаточный
материал.
Педагогические приемы: беседа по вопросам, диалогическая речь,
элементы научно-исследовательской работы.

Ход урока.
I. Подготовка учащихся к речевой деятельности на иностранном
языке.
1. Приветствие
Good - afternoon! How are you today? Sit down, please!
2. Сообщение целей и задач урока.
Students look at the picture and say their associations: summer, beach, holiday.
Today we talk about holidays. And our lesson objectives are to read for specific
information, to act out a conversation.
3. Фонетическая зарядка Warming up.
1) ОЗ учителя:
What do you know about holidays?
Set a 5 minute time limit and in groups have students think up and write down as
many facts as they can about holidays.
2) Составление предложений об отпуске.

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Ok, you have done it very well. And now, please, say the sentences that help us
to book a holiday.

Учащиеся называют их: I want to buy a ticket. I need to buy a ticket.
4) Задания на сопоставление вопросов и ответов, которые относятся к
отпуску или поездке.
Устное упражнение.1) Can I help you? 2) When would you like to leave? 3)
How much is the trip? 4) How would you like to pay?
A) Yes, I’d like to book a trip to Bath for me and my son. B) Saturday, please. C)
Well, it’s $180 pre person. D) Cash, please.
Предполагаемые ответы: Can I help you? Yes, I’d like to book a trip to Bath
for me and my son. When would you like to leave? Saturday, please. How much is the
trip? Well, it’s $180 pre person. How would you like to pay? Cash, please.

II. Проверка домашнего задания.
1. ОЗ учителя:
At home you had to think about where you can have a holiday at different times
of the year. Let’s see your ideas.
Учащимся предлагается высказать свои идеи. В ходе высказывания
повторяются времена года и температура, изученные места и
достопримечательности.

Предполагаемые ответы учащихся:
I can go to the sea in summer. I can go to the forest in spring, summer and
autumn.
When it is hot my family always goes to the beach. When it’s cold we go to the
mountains.

III. Введение новых лексических единиц.
1. ОЗ учителя:
Let’s repeat the material of the lesson together. (Повторение материала
лекции).
2. Демонстрируются слайды на интерактивной доске, отражающие
диалог между путешественником и кассиром на вокзале. Этот диалог
остается на доске в течение урока в качестве примера для учеников.
Повторение ЛЕ производится в хоровом режиме.

IV. Применение новых лексических единиц.
1. ОЗ учителя:
You know the material of the lecture very well now. I hope you will be able to
act it out.
2. Паре студентов предлагается разыграть диалог.
(Т → Р1, Р2). Let’s talk about your eating habits.
1. Travel agent: Good afternoon. Can I help you?
P1: I’d like to book a trip to Bath for me and my son.
TA: Wonderful. When would you like to leave?

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P1: Saturday, please.
TA: Right. There is a bus leaving our offices at 8:30 a.m. on Saturday. It arrives
in Bath at 11 a.m.
P1: Okay. What’s the itinerary for the weekend?
TA: Well, on Saturday there is a tour of the city, from 12 p.m. - 5 p.m. Then,
there is dinner at Smith’s restaurant, at 7 p.m. Your hotel is in the centre. On Sunday
there is some free time for shopping. The bus leaves Bath at 3 p.m. and arrives back
in London at 5:30 p.m.
P1: I’d like to book it now. How much is the trip?
TA: It’s $180 per person. How would you like to pay?
P1: Cash, please.
TA: Okay. Here you are.
P1: Thank you.
TA: You are welcome. Have a nice day.

V. Физкультминутка

VI. Диалогическая речь учеников.
1. ОЗ учителя: Thank you. Now, think about your trip. Where would you go?
2. Выступление пар учеников с диалогом.
VII. Чтение.
1. ОЗ учителя: Well, thank you for your work. We can now use all this
information in order to book a ticket for a holiday.
Ученики смотрят презентацию: tips for planning and booking a holiday.
2. Well, express your opinion about these tips. Учащиеся высказывают свое
мнение о подсказках.
Примерное высказывание.
I agree that travelling alone can be dangerous.
I don’t like the idea of spending lots of money on a holiday.
I think it is easy to lose your documents while travelling and the copy idea is
nice.

VIII. Логическая речь.
1. ОЗ учителя: Well, I asк you now to discuss these tips with your partner.
2. Ученики составляют диалог по опорной схеме, используя подсказки из
презентации.

IX. Подведение итогов, информация о домашнем задании.
Well, following these tips you can have a wonderful holiday. Booking a holiday
or buying a ticket you can use the phrases from this lesson. Your homework for the
next lesson is p.44. ex. 1 (Workbook).

X. Организованный конец урока.

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PLAYING DEVIL’S ADVOCATE
Language Focus: Giving opinions, agreeing and disagreeing.
‘Playing devil’s advocate’ means supporting the indefensible, arguing for
something we don’t actually believe. Doing so stretches us mentally, morally and
intellectually. Many learners will, at some point in their lives, be required to consider
opposing views, whether in an exam task or when discussing topics with a person
who doesn’t share their opinion. Find a list of controversial statements, such as ‘All
drugs should be legalised’. Ask them to decide if they agree or disagree with these
statements. Look at their answers and then tell them they have to disagree with your
views. This is great for practising fixed and semi fixed phrases, such as ‘On the one
hand’ or informal but frequently used utterances such as ‘You must be joking’.

COMPANY POLICY
Language Focus: Modals for permission, obligation, prohibition etc.
A company policy is a document that establishes the rules of conduct within an
organisation. Most companies and institutions have company policies. When we
create a common policy, we use modal verbs of obligation (must), permission (may),
advice and suggested actions (should) as well as a series of phrases such as ‘allowed
to’ or ‘forbidden to’. In this activity, you work with your learner to create a company
policy. You could create a company with your learner and develop a policy for your
imaginary business. With other learners, you could create a policy for the classroom
‘The teacher must not chew gum in class’ or you could choose a role they have in real
life (maybe they are a dancer, a singer, a sportsman, a boyfriend) and ask them to
create a policy outlining the rules and regulations in the relationships they have with
other people. A fun way of doing this is by creating a prenuptial agreement (a

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contract couples create before they get married). You could also create a code of
conduct for citizens of their country or city.

I have to do ...

Teacher looks at his watch: “It’s ………... o’clock. I have to start the lesson
now. I leave my house at 7:15 every day. - I have to get up at 6.15.”

Teacher pretends to have a toothache: “Ouch, my tooth hurts. I have to go to the
dentist today.”

Teacher pretends that a telephone is ringing: ''Oh, sorry, I have to answer the
phone” What does have to mean?”

Learners deduce meaning.
Teacher presents a dialogue. He reads it stressing have to.
Two readers role read the dialogue:
Bob: Hi! What are you doing?
Kate: Waiting for a friend to call. What are you doing?
B: Thinking about a birthday gift for Jason.
K: You haven't got one?
B: No.
K: What time is the party?
B: 4:00
K: But isn't it 12:15 in Boston now.
B: Yes. Oh, no! I have to go.
K: Me, too. My mother is calling me for dinner.
B: I'm really late!
K: Why? The party isn't until 4!
B: I know, but I have to go shopping and then get ready for the party!
K: Now my sister is calling me! I have to set the table.
B: Can you be online next Saturday around 4 p.m. your time?
K: I think so. Good luck with the gift and have fun at the party!

Students recall the dialogue after the teacher. It’s better to close books. When
they say have to students should clap their hands:

Teacher: Repeat after me (from Oh, no. I have to go till I have to set the table) I
know, but I have to go shopping…

Now learners can read the sentences backwards: table the set to have I - I have
to set the table.

Students fill in the skeleton text:
B: Hi! _______________________
K: Waiting for a friend to call. What are you doing?
B: Thinking about a birthday gift for Jason.
K: _______________________
B: No.

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K: What time is the party?
B: 4:00
K: _______________________.
B: Yes. Oh, no! _______________________.
K: Me, too. My mother is calling me for dinner.
B: I'm really late!
K: Why? _______________________
B: I know, but _______________________ and then get ready for the party!
K: Now my sister is calling me! _______________________.
B: Can you be online next Saturday around 4 p.m. your time?
K: _______________________. Good luck with the gift and have fun at the
party!

Teacher: Match the following questions and answers.

Students do matching:

1 Why does Bob have to go? a set the table

2 Why does Kate have to go? b He has to get a gift for Jason

3 What does Bob have to do? c go shopping

4 What does Kate have to do? d It’s time for dinner

Teacher: Tell me please what Bob and Kate have to do?!.

Students reply using the scheme:

Bob he

has to ……… because ………...

Kate she

Bob has to go because he has to get read for a party.

Teacher: And now feel like a superstar. Interview your partner, please.
Students use the interview guideline to gather information about their partner
and take notes.

Interview guideline Every day

Do you have to do chores?

What do you have to do every day?

How often? Every week

Do you like it?

Sometimes

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Then students present the information they gathered about their partner: Kanat
has to get up at 7 o’clock. He has to go to school five times a week. He has to go
swimming thrice a week. He doesn’t like it.

Teacher: Now we play a board game. Look what do we need to do?
Bob: Oh, n.! I h… t. g.
Kate: M., t... M. m….. i. c…… m. f.. d…….
Bob: I'. r….. l…!
Kate: Why? T.. p…. i..'. u…. 4!
Bob: I k…, b.. I h… t. g. s……. a… t… g.. r…. f.. t.. p….!
Kate: Now m. s….. i. c…… m.! I h… t. s.. t.. t…..
Learners: We have to fill in the gaps!
Teacher organizes groups of four reads the structures (e.g. I have to get up at 6
o’clock. Which picture does that sentence go with?) sets the task: look at the pictures
and tell your partner what you have and don’t have to do.
Learners in groups of four decide which picture matches the action. Then they
say what they have to do and what they don’t have to do: I have to mow the lawn
every monday. / I have to wash my clothes every day. / I don’t have to go shopping
with my mum. / I don’t have to sweep the floors.

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BRAINSTORMING - ELICIT YOUR BEST IDEAS

Group Concept Mapping
Для этого нужны большие плакаты. Для каждой группы учащихся дается
своя подтема. Каждой группе дана информация. Учащиеся, сначала, собирают
информацию по своей подтеме, а затем участники перемещаются по комнате,
добавляя информацию к каждому плакату, пока они не заполнятся.
This requires large posters. Each group of students has its own subtopic.
Information is given to each group. Students first gather information on their sub-
topic, and then participants move around the room adding information to the poster
until they are complete.

Affinity Grouping
Каждый ученик записывает одну
идею на стикер, составляя свою
собственную стопку. Затем учащиеся
помещают заметки на доску, пытаясь
сгруппировать похожие идеи рядом друг
с другом.
Each student writes one idea on a
sticky note, making up their own stack.
Students then place notes on the whiteboard,
trying to group similar ideas next to each
other.

Chalk Talk
Ask students to go to multiple boards around the room to brainstorm answers to
a prompt/assignment, but disallow all talking. Can also be done in groups.
Попросите учащихся пройти к доске, чтобы ответить на вопрос / задание,
записав все идеи на доске (провести мозговой штурм), но всем учащимся
запрещено разговаривать. Также можно делать в группах.

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Round Robin
Группы записывают 3 основных ответа
на проблему / вопрос в циклическом формате.
Учащиеся записывают все ответы, а затем
обсуждают, как сократить / изменить
категории ответов. Группы голосуют за
тройку лучших, представят результаты,
обсуждают и снова голосуют.
The groups write down the 3 main answers
to the problem / question in a circular format.
Students write down all the answers and then
discuss how to shorten / change the answer
categories. Groups will vote for the top 3, present the results, discuss and vote again.

Brainstorming on the Board
Students call out concepts and terms related to a topic about to be introduced;
the instructor writes them on the board. If possible, group them into categories as you
record the responses. Works to gauge pre-existing knowledge and focus attention on
the subject.
Учащиеся называют понятия и термины, относящиеся к теме, которая
будет представлена; учитель записывает их на доске. Если возможно,
сгруппируйте их по категориям по мере записи ответов. Это можно
использовать, чтобы оценить уже имеющиеся знания и сосредоточить внимание
на предмете.

Brainstorming Tree
While brainstorming on the board, circle the major concepts and perform sub-
brainstorms on those specific words; the result will look like a tree blooming
outward.
Во время мозгового штурма на доске обведите основные понятия и
проведите промежуточные мозговые штурмы по этим конкретным словам;
результат будет похож на распускающееся наружу дерево.

Brainstorming in a Circle
Group students to discuss an issue together, and then
spend a few minutes jotting down individual notes. One
person starts a brainstorming list and passes it to the
student to the right, who then adds to the list and passes it
along again.
Сгруппируйте учащихся, чтобы вместе обсудить
проблему, а затем потратьте несколько минут на то,
чтобы записать отдельные идеи. Один человек
запускает список “мозгового штурма” и передает его
ученику справа, который затем добавляет его в список
и передает его снова.

15

JOBS

Lesson goals:
● To review the use of present continuous tense and prepositions of place;
● To practise the language for comparing and contrasting different jobs;
● To develop an understanding of the assessment criteria for Speaking.
Lead in: Teacher asks learners to imagine that they are at the beach. Then he
elicits what they would see around them on the seaside (i.e. people, sky, boats,
seagulls, palms, sea, sand, etc.).
The teacher gives students sheets of paper and asks them to draw a basic scene
consisting of beach, sea and sky.
He dictates the sentences from Resource 1 and asks learners to draw what they
hear:

Resource 1: Background scene for students to draw on paper:
There are three birds flying in the sky, they are flying next to each other. They
are at the top of the picture, in the middle of the sky.
There are three towels, next to each other, on the bottom right of the picture.
There is a sandcastle on the bottom left of the picture.
There is a volleyball net in the middle of the beach. Two people are playing with
a ball.
There is a kite flying in the sky on the left hand side.
Then students can compare their pictures in pairs.
A student can come forward and with the help of the class redraw the scene on
the board. Reveal complete sentences using present continuous tense and prepositions
of place.
Now the teacher tells the students that they are going to watch people on the
beach doing different activities. He tells students they should watch the people and
write down in full sentences what they see happening or feedback orally. They should
not forget about prepositions.
The teacher can select students to come to the front of the classroom and mime
the activities given to them on a slip. The other learners guess the action using the
present continuous correctly. The teacher could also ask students to write their own
ideas for beach activities to mime to the class.
Activities for students to mime to the class:
Write in names and cut into slips before the activity.

…………… and ………………… are sitting on the towels and eating ice-cream.

…………………… is flying a kite.

…………………… is fishing.

…………………… and …………………… are playing with a ball.
…………………… is losing!

…………………… is building a sandcastle.

16

…………………… is sunbathing.

Main activities:
The teacher tells students that now they will be asked about two pictures. They
are required to speak for one minute, not just describing but also comparing images
and expressing their opinions about what they can see.
Display the first two pictures from Resource 2 on the board. Ask students to
think about their answers to the questions in Resource 2 and to think about what other
information they could include in order to speak for one minute. Use other pictures
for practicing. Examples include job similarities and differences, appropriate
adjectives for job descriptions, personal likes and dislikes, location information, and
relevant past experiences. Write the key words on the board so students can use them.

Resource 2: Look at two photographs.

● What might people enjoy about these different jobs?
● What might people find difficult about these different jobs?
You can use the language below to compare, contrast and organise your
contribution.

Expressions of suggestion: Comparing, contrasting expressions:

● He/she is probably……… ● …more interesting than….

● I guess/I imagine/I think ● …is harder than….

● She/he looks ● …is better paid than….

● My impression is ● …is more…. than…..

● Perhaps/maybe ● …is the most…. job because…

● I am fairly sure that…..because… ● …is (not) as ……as the ……..

● They are both…..

● Neither …….

Qualities: Organisation of contribution:

● Satisfying, demanding, stressful, ● In the first/second picture
On the other hand
interesting, skilled, frustrating, boring, ● The first/other main difference
Also
interesting, tiring, well‐ paid ● Furthermore
For example
● And
Anyway
● So

●

●

●

●

17

Student A. Photo 1. Student B. Photo 1.
Student A. Photo 2 Student B. Photo 2.

The teacher introduces students to the self‐assessment sheet. At this stage it can
be shown on an interactive whiteboard. Talk through the areas that are being assessed
during the speaking assessment.

Grammar and vocabulary Resource 3:

I’m doing I need practice
well with this this more

● Able to use a different grammatical structures
when speaking, in particular comparative forms,
accurate use of tenses;
● Uses a range of appropriate vocabulary to give
and exchange views .

Fluency and Organisation

● Speak fluently with very little pausing before
starting to speak;
● Contributions are relevant and there is a clear
organisation of ideas ;
● Uses words such as also, furthermore, for
example and anyway, so.

Pronunciation

● Clearly understood;
● Voice goes up and down appropriately;
● Sentence and word stress is correct;

18

● Individual sounds are spoken clearly.

Interactive Communication

● Starts and responds appropriately to questions;
● Able to link their responses to the contributions
of other speakers.

The teacher puts students into pairs to practise describing and comparing their
two photos with their partner’s. He encourages students to speak for one minute using
the useful expressions the teacher has written on the board. He also encourages them
to tick off any phrases they use from Resource 2. At the end, the teacher asks each
learner in the pair to think of a question to ask their partner to find out more about
their opinions/preferences regarding the jobs they have talked about.

The teacher conducts feedback to elicit and check students’ answers. He elicits
examples of questions and answers given at the end. Ask learners to reflect on their
performance in relation to the assessment criteria. What could be done better next
time?

Next students can swap partners and practise speaking for one minute each
about the second set of pictures.

The teacher can conduct feedback again, answering any questions and checking
use of prompt language.

The teacher can give student A the Part 2 photographs and give the other
photographs to student B; hand out a copy of Resource 3 to each student. He should
remind them that they must compare the photos and also to fully answer the question
written at the top of the page. Write the questions on the board that they will need to
ask their partner at the end of their one minute speaking turn:

● Student B asks A: Do you enjoy celebrating with your friends?
● Student A asks B: Do you enjoy spending time in the city?

The teacher should monitor as students complete the task, making a note of any
errors in language used that would be useful for the class to correct afterwards.

He asks students to refer back to the criteria listed in the self‐ assessment grid
(Resource 3) and reflect on their successes and areas for improvement. Students can
then start writing their action plan on areas they need to improve on before the
assessment. This can be agreed and signed by the teacher

Extension activity:
The teacher asks two confident students to come to the front and give each of
them a word from the pairs of words in Resource 4. In front of the class, they need to
argue why their item is better than their partner’s item. A timer can be set or the
learners are to continue until their ideas dry up. The class can then vote on which

19

item they were persuaded was most important. The teacher should remind students to
use comparative language and organisational phrases as much as possible.

This can be conducted for a whole class activity, selecting pairs of students to
come to the front. Alternatively you can separate students into smaller groups of 4‐8
to continue the activity.

Cats vs dogs Resource 4: Comparing Game
Pens vs pencils Museum vs art gallery
London vs Nur-Sultan Train vs bus
Water vs milk Fruit vs vegetables
Houses vs flats Swimming vs gym
City vs country Summer vs winter
English vs Kazakh Beach vs theme park
Pizza vs burgers TV vs radio
Car vs motorbike Diet vs exercise
Horse vs camel Cycling vs walking
Book vs newspaper Photography vs painting
Shower vs bath Studying vs working
A night in vs a night out

20

STUDENT PRESENTATIONS

Fishbowl
The student expounds his ideas and thoughts on a
topic to others who take notes and then write a
response. Don’t ask questions. Option: Two students
discuss in front of the class, while others take notes
and write the answer.
Студент излагает свои идеи и мысли по теме
перед остальными учащимися, которые делают
заметки, а затем пишут ответ. Избегайте вопросов.
Вариант: два ученика обсуждают тему перед
классом, в то время как другие делают заметки и пишут ответ.

Forced Rhyming
As students present individual elements of the group presentation, they may be
asked to accept artificial constraints in order to engage their creativity. For example,
one member must rhyme each line in couplets, while the other must speak only nouns
or adjectives.
По мере того, как учащиеся презентуют отдельные элементы общей
презентации, им можно задать ограничения, чтобы задействовать их творческие
способности. Например, один учащийся должен рифмовать каждую строчку, а
другой должен говорить только существительными или прилагательными.

Impromptu Speeches
Students come up with keywords, toss them in
the hat, and choose speakers to talk on each topic for
30 seconds.
Учащиеся придумывают ключевые слова,
бросают их в шляпу и самостоятельно выбирают
докладчиков, которые будут выступать по каждой
теме в течение 30 секунд.

Anonymous Peer Feedback
For student presentations or group projects, encourage
fair feedback from observing students by asking them to
write comments on a sticker or a piece of sheet to each
presenter. There are several ways to “coerce” certain types
of comments (i.g, two compliments and two instances of
constructive feedback are required). Then ask students to
create a stack of comments for student A, another stack for
student B, and so on.
Для студенческих презентаций или групповых проектов поощряйте
справедливую обратную связь от наблюдающих студентов, прося их писать
комментарии на стикере или листе для каждого докладчика. Есть несколько

21

способов «принуждения» к определенным типам комментариев (например,
требуются два комплимента и два случая конструктивной обратной связи).
Затем попросите студентов создать стопку комментариев для учащегося A,
другую стопку для учащегося B и так далее.

“I KNOW MY ROLE AND I PLAY IT WELL”
Lil Wayne

Role-Playing

Assign roles, students explore

their parts as a hometask and act out

in class. Observers criticize and ask

questions. Can be performed with

one or more students in a role-play

game.

Распределите роли; учащиеся

учат свои реплики в качестве

домашнего задания и

разыгрывают сценку в классе.

Наблюдатели критикуют и задают

вопросы. Может быть выполнено с участием одного или нескольких студентов.

Role Reversal
The teacher plays the role of the student by asking questions about the content.
Students together are teachers and must answer questions. Works well as a review or
preparation to the test.
Учитель играет роль ученика, задавая вопросы по теме. Студенты вместе
являются учителями и должны отвечать на вопросы. Хорошо работает как
повторение материала / подготовка к тесту.

Jury
Divide the class into different roles (including witness, jury, judge, lawyer,
defendant, prosecution, audience) to discuss the issue.
Распределите роли между учащимися (включая свидетеля, присяжных,
судью, адвоката, обвиняемого, обвинение, аудиторию), чтобы обсудить
проблему.
Press conference (invited speaker)
Invite a guest speaker (a teacher, a student or a special guest) and conduct the
class as a press conference by making a few prepared comments and then answering
questions from the audience.
Пригласите приглашенного докладчика и проведите класс как пресс-
конференцию, сделав несколько подготовленных замечаний, а затем отвечая на
вопросы аудитории.

22

LIFELIKE SIMULATION

Language Skill: Speaking skill
● Fluency and confidence level.
Method: direct method
Audio/ Visual Aids: Charts, flash cards, whiteboard, pictures
Class Formation: Divide whole class in Pairs or Groups
Aims and objectives: The goal of teaching speaking skills is to improve
communicative efficiency. By learning these skills the students will be able to:
- Avoid confusion in the message due to grammar, vocabulary, pronunciation.
- Observe the social and cultural rules that apply in each situation of
communication.
- Clarify their meaning or ask for confirmation of their own understanding.
- Practice using all of the language they know in situations that resemble real
settings.
- Develop their sociolinguistic competence.
- The syllabus is based on situations or topics, not usually on linguistic
structures.
Procedure:
Warm up and brainstorm: in this session the teacher will first give a listening
exercise to the students by making them attentive to hear a dialogue and a pattern of
speaking between two or three persons. By listening to all this, students will come to
know how they have to act and do role plays with their fellow students. Furthermore
the teacher will ask about the experiences of learners while communicating with
others in the specific situation. Meanwhile the teacher will also distribute the flash
cards on which instructions and cues are given.
Presentation: After listening to the dialogue, students will pay attention to the
flashcards on which they are given instructions related to the role play. Students will
mentally write complete sentences. Students will make their fellow students listen to
their dialogues. The teacher will give instructions on the vocabulary needed to
complete the assignment further.
Practice: Now the students can imagine themselves as they are actors according
to different roles. With the help of instructions written on the card, the students start
practicing the dialogues with each other. This activity is very helpful for learners to
communicate fluently and confidently. In this way, they can improve their way of
communication and speaking skills.

Activity 1
Shopping for jeans
Shop assistant: Can I help you?
Customer: Yes, I'm looking for jeans.
SA: What size are you?
C: I'm an extra large.
SA: How about these ones?
C: Yes, these are nice. Can I try them on?
SA: Certainly, there's a changing room over there.

23

C: Thank you.
SA: How do they fit?
C: They’re too large. Do you have smaller ones?
SA: Yes, here you are.
C: Thank you. I'll take them.
SA: OK, how would you like to pay?
C: Do you take credit cards?
SA: Yes, we do. Visa and MasterCard too.
C: OK, here's my Visa
SA: Thank you. Have a nice day!
C: Thank you, goodbye.

Activity 2
Health problem
Doctor: Good afternoon.
Patient: Good Afternoon.
D: What’s the problem?
P: Problem?
D: Yes. Do you have pain?
P: I have . . . a pain in my backbone.
D: How old are you?
P: I’m thirty-four . . . thirty-five.
D: Thirty . . . five?
P: Five.
D: So you have a pain in your backbone and ….
P: Yes, and it makes me a problem when I . . . sit or stand.
D: How long have you had it?
P: Since yesterday morning.
D: I’ll write a prescription. And after treatment you will be able to sit, stand, and
walk and even run.
P: Good bye.

Activity 3
John Smith: Excuse me. Is there any shopping centre near here?
Kathe Meier: Shopping centre…...errrrr…...Yes there are two shopping centers
situated near here.
JS: How can I get there?
KM: At the traffic signals, take the first right and go straight on. It's on the right.
JS: Is it far?
KM: No. Not at all. 7 minutes away from here.
JS: Thank you.
KM: Don't mention it.

Activity 4
Searching for a house
Manager: Hello. How are you sir? Can I help you?
Sameer: Hello. I am fine. Yes please, I want to rent a house.
M: Would you like a single story house, or a double story house?

24

S: A single story is all right. How much is it?
M: It's 30,000 per month.
S: Can I pay by credit card?
M: Certainly. We take Visa and MasterCard. Could you fill in this form, please?
S: Do you need my ID number?
M: No, just your recent address and your signature.
S (fills in the form): Here you are.
M: Here's your key. Your house is at Blumen street 114B.
S: Thank you.
M: Thank you. If you need help you can contact me on my number…..this is my
card.

Activity 5
Certain keywords are given to students to speak up by using these words.
Key Vocabulary: Can I see a menu? / Here you are. / Enjoy your meal! / Would
you like ... / Can I get you anything else? / I'd like the cheque, please. / That'll be
2500 tenge. / Have a good day!
Ordering a Meal
Waiter: Good afternoon. Here’s a menu please.
Joseph: Hello. Thank you. What’s today’s special?
W: Fried rice and Chicken.
J: That sounds good. I'll have that.
W: Would you like something to drink?
J: Yes, I'd like a coke.
W: Thank you. (returning with the food) Here you are. Enjoy your meal!
J: Thank you.
W: Can I get you anything else?
J: No thanks. I'd like the cheque, please.
W: That'll be 2500 tenge.
J: Here you are. Keep the change!
W: Thank you! Have a good day!
J: Goodbye.

Activity 6
Key Vocabulary: ElectriCity company (ECC)/ account number / overcharged for
the last month / sorry about misunderstanding / Thank you for your help in clearing
this up…
On the phone
Customer Service Representative: Hello, ElectriCity company. How can I
help you?
Mr. Rolling: I'm calling you concerning my electricity bill.
CSR: May I have your account number?
Mr. R: Certainly, it's 4392107.
CSR: Thank you, is this Mr. Rolling?
Mr. R: Yes, It’s me.
CSR: What can I help you with?
Mr. R: I think I've been overcharged for the last month.

25

CSR: I'm sorry to hear that. Why do you think we charged you too much?
Mr. R: The bill is 300% higher than last month.
Customer Service Representative: I'm sorry. Let me ask you a few questions
and then I'll see what I can do.
Mr. R: OK.
CSR: How much do you usually pay for your electricity?
Mr. R: I usually pay about $10 a month.
CSR: And how much did we charge you according to the last bill?
Mr. R: $100. I can't understand why.
CSR: All right, Mr. Rolling. Was your usage different in some way last month?
Mr. R: No, it was average. As always.
CSR: I'm sorry there certainly seems to be a mistake.
Mr. R: Well, I'm happy you agree with me.
CSR: I'll contact a service representative to come out and check your meter.
What's your address Mr. Rolling?
Mr. R: 114 street no 4.
CSR: And what's your phone number?
Mr. R: 408-533-0875
CSR: I'm terribly sorry about this misunderstanding. We'll do our best to change
this as quickly as possible.
Mr. R: Thank you for your help. Good bye.
CSR: Good bye

STUDENT QUESTIONS

Student-Generated Test Questions Students come up with probable
командах: они опрашивают друг друга. questions and simulate answers. Option:
the same activity, but with students in
teams participating in each other's
quizzes.

Тестовые вопросы, создаваемые
студентами - учащиеся создают
возможные вопросы по теме и
отвечают на них. Вариант: то же
занятие, но со студентами в

Minute Paper Shuffle
Ask students to write an appropriate question on the material in less than a
minute, and collect them all. Shuffle and distribute, asking each student to answer
their new question. You can continue the second or third round with the same
questions

26

Попросите учащихся записать подходящий вопрос по теме менее чем за
минуту; соберите вопросы. Перемешайте и распределите между учащимися,
чтобы они ответили на этот вопрос. Можно продолжить второй или третий
раунд с теми же вопросами.

Jeopardy
Jeopardy - Play with your students like in a TV show. First, answers are given
and participants ask questions. Three contestants compete in six categories (it might
be the previous topics) and three rounds. Requires a fair amount of preparation. Can
also be used for icebreakers (e.g. finding out what participants already know about
your subject, your university, etc.).
Играйте со своими учениками, как в телешоу. Сначала даются ответы, и
участники задают вопросы. Три участника соревнуются в шести номинациях
(это могут быть предыдущие темы) и трех турах. Требуется изрядная
подготовка. Может также использоваться для разминок (например, выяснение
того, что участники уже знают по данной теме).

Super password
It is great to check learnt vocabulary and also for concepts and terms; one
student tries to convince his partner to pronounce a key term with details and is
unable to pronounce any of the "forbidden words" on a prepared card.

27

Хорошая игра для повторения изученных слов, а также понятий и
терминов; один студент пытается убедить своего партнера произнести
ключевое слово с подробностями и не может произнести ни одного из
«запрещенных слов» на подготовленной карточке.

Guess the password
Guess the password. The teacher takes turns opening a list of words (especially
nouns) and in each place asks students to guess which key topic / term they refer to.
The hints are getting more specific to make the answer clearer.
Преподаватель по очереди открывает список слов (особенно
существительных) и в каждом месте просит студентов угадать, к какому
ключевому термину они относятся. Подсказки становятся все более
конкретными, чтобы сделать ответ более ясным.

Twenty questions
Assign each student a personality, theory, concept, event, etc. And ask your
partner to ask yes / no questions to guess what the concept is. Also works at a general
level, with one student answering questions for the whole class.
Предложите каждому учащемуся личность, теорию, концепцию, событие и
т. д. И попросите партнера задать вопросы «да / нет», чтобы угадать, в чем
заключается концепция. Также работает на уровне класса, когда один ученик
отвечает на вопросы всего класса.

Who am I?
Paste a term or name on the back of each student, out of sight. Each student then
wanders around the room asking yes / no questions to other students, trying to guess
the term on their own.
Приклейте термин или имя на обратной стороне каждого учащегося, вне
поля зрения. Затем каждый ученик бродит по комнате, задавая вопросы «да /
нет» другим ученикам, пытаясь угадать термин или имя самостоятельно.

Ticket out the door
At the end of the lesson, ask students to summarize today's topic or present one
new personal meaningful learning outcome
(3-5 sentences) and give their answer to the
teacher to get a ticket out (a question can be
written or asked by a teacher).
В конце урока попросите студентов
подвести итоги сегодняшней темы или
представить один новый личный
значимый результат обучения (в 3-5
предложениях) и дать свой ответ
преподавателю, чтобы получить билет на
выход (вопрос может быть написан или
задан учителем).

28

ICE BREAKERS

Building a Company
In groups, students list their strengths, talents, and skills on one sheet. They then
invent a company / business that uses at least one item from everyone in the group.
Share with class.
В группах учащиеся перечисляют свои сильные стороны, таланты и
навыки на одном листе. Затем они изобретают компанию / бизнес, в которой
используется хотя бы один предмет от всех в группе. Поделитесь с классом.

Name game
Students form circles in groups of 8-10 and take turns calling their name with an
alliterative action: "I'm jumping James!" or “I’m baking Boris!”. Ideally, they should
also perform an action. They move in a circle, calling names and performing actions,
adding names one at a time, until the last person in the circle has to say the name of
each and complete all the actions.
Учащиеся формируют круг в группах по 8-10 человек и по очереди
называют свое имя с определенным действием: "I'm jumping James!" или “I’m
baking Boris!”. Они также должны выполнять действие. Они движутся по кругу,
называя имена и выполняя действия, добавляя имена по одному, пока
последний человек в круге не должен будет произнести имя каждого и
выполнить все действия.

Two truths and a lie
Walk around the room and ask each class member to share two true statements
and one false statement about themselves, without revealing what is false. Other
students define which is true / false.
Обойдите комнату и попросите каждого ученика поделиться двумя
верными утверждениями и одним ложным утверждением о себе, не раскрывая,
что является ложным. Другие студенты определяют, что верно / неверно.

Speed skating
Speed skating is like an Olympic sport that moves quickly in a circle, line up the
students in a circle and step forward one at a time to make a quick personal statement
(I'm Belgian, I'm allergic to peanuts, I love classical music) and then return to the
starting position.
Speed skating похож на олимпийский вид спорта, который быстро движется
по кругу; встаньте в круг и, шагнув вперед по очереди, скажите быстрое

29

предложение (I'm Belgian, I'm allergic to peanuts, I love classical music), а затем
вернитесь в исходное положение.

Answer any three
Write 5 questions on the chalkboard and have students stand (or pair up) and
answer any 3 of the 5 questions. Some typical questions might include: “I have
always wanted to ……. The person I admire the most is…. The two most important
job responsibilities I have are ________ and ________., I am an amateur…. One
reason why I entered. My area ... What few people know about me ... ”. Content
questions can also be used to validate the submitted material.
Напишите на доске 5 вопросов и попросите учащихся встать (или
разделиться по парам) и ответить на любые 3 из 5 заданных вопросов.
Некоторые типовые вопросы могут включать: “I have always wanted to ……. The
person I admire the most is…. The two most important job responsibilities I have are
________ and ________., I am an amateur…. One reason why I entered. My area ...
What few people know about me ... ”. Вопросы, связанные с темой, также могут
использоваться для проверки пройденного материала.

Wheel in a wheel
Ask half of the class to form an outward circle. Then ask the other half of the
class to form a circle around these students, facing inward, so that they are looking at
one of the students in the inner circle. The inner circle remains seated throughout the
exercise, while the outer circle rotates to the right, one person at a time. With each
new pair, you ask a discussion topic / question that will help students drill questions
and get to know each other. Make sure both partners have time to share. Here are
some examples of topics: Where do you go on holidays? Films of what genres do you
watch? What do you like most about doing sports?
Попросите половину класса образовать круг, обращенный наружу. Затем
попросите другую половину класса образовать круг вокруг этих учеников,
лицом внутрь, так, чтобы они смотрели на одного из учеников внутреннего
круга. Внутренний круг остается сидящим на протяжении всего упражнения, в
то время как внешний круг вращается вправо, по одному человеку за раз. С
каждой новой парой вы задаете тему / вопрос для обсуждения, которые помогут
студентам поупражняться в составлении вопроса, а также узнать друг друга
получше. Убедитесь, что у обоих партнеров есть время поделиться. Вот

30

несколько примеров тем: Where do you go on holidays? Films of what genres do
you watch? What do you like most about doing sports?

Scavenger hunt
Ask students to walk around the room and find classmates who fit certain
categories (ie, children only, live abroad, speak two or more languages, one specialty,
etc.). You can also include statements that relate to class content.

USEFUL LANGUAGE
Automatic Exclamations

Language Focus: Exclamations
Much of the language we use in everyday interactions is formulaic. We use
fixed or semi fixed phrases automatically.
- How are you?
- Fine thanks. And you?
Learners often over analyze these phrases. Instead of processing them as a single
linguistic chunk, they try to remember them as a grammatical formula. As these
phrases generally have between 2 and 7 words, there is no need for our learners to do
this. Far better for them to process them as chunks.
We generally use these short phrases in response to what another person has said
to us. We can show we are listening, surprised , interested, disinterested, etc. These
exclamations include:

Right

OK Hmm..typical.

No problem I told you so.

Cheers That’s so funny.

You’re welcome Go on.

Really?! He did what??

You must be joking. No way

I can’t believe it.

Find a list of these phrases and write them on pieces of paper or post it. Explore

their meaning with your learner (if you know their first language, you might even

consider translating them). Then, create a series of mini dialogues in which the first

person says something that results in the second person responding with one of the

phrases in the list.

For example: Thanks for helping me with my luggage. You’re welcome.

Finally, put the pieces of paper with the phrases face down on the desk. Take it

in turns to pick one up and say something so that the other person responds with the

word on the paper.

And the Oscar goes to….

Language Focus: Agreeing and disagreeing, presenting views and opinions

31

We spend half our life making decisions: where to eat, what to eat, what to
watch on TV, which YouTube video to watch, where to go on holiday. When making
decisions, many of us draw up a short list and then look at the pros and cons of each
option. Finally, we make our decisions based on logical argument and emotional
preferences.

Prize­ giving activities are the flipside of balloon debates. Whereas balloon
debates are about choosing the least deserving candidates, prize ­giving committees
decide upon the most deserving candidates.

We make positive decisions every day of our lives: which country to visit on
holiday, which film to watch, what to eat tonight, who to invite to dinner, which
political party to vote for, which car to buy etc. The list is endless. Think about the
kinds of decisions your learner has to make in their life and create suitable scenarios
based around their real life needs.

Create a committee of 2 and challenge your learner to justify their choices.

Not now honey. I’m on the phone
Language Focus: Formulaic phrases to use on the phone, Numbers and letters.
Speaking on the phone in your second language can be far more challenging
than speaking face to face for one main reason: paralinguistic factors, such as facial
expressions and physical gestures, which we use to convey emotion, check
understanding and reinforce our message, are invisible to the listener. Interestingly,
we still use these paralinguistic signals when speaking on the phone, which suggest
we use them for our own benefit as much as for the listener.
Telephone simulations are an excellent way to provide useful and authentic
practice for your learner and all you have to do to simulate real phone conversations
is to turn your chairs around so you sit back to back.
Phone Call simulations are easy to set up. Learners might need to speak on the
phone if they need English for business, you could pretend to be a client seeking
information. If they are thinking of moving to the UK, you could simulate calling a
landlord about renting a flat or applying for a job.
Finally, remember even high level learners can find it difficult to write down
phone numbers or names and addresses in real time. Most students learn numbers,
letters and dates early on in their English language learning experience (at
Elementary level) but don’t recycle this incredibly useful language on a regular basis.

STUDENT ACTION: GROUPS
Jigsaw (group experts)

Give each group a different theme. Shuffle groups with one planted “expert” on
each topic, who must now train his new group. It is also helpful for them to teach
each other sections of the curriculum.
Дайте каждой группе отдельную тему. Перемешайте группы с одним
«экспертом» по каждой теме, который теперь должен обучать свою новую

32

группу. Также полезно, чтобы учащиеся преподавали друг другу материал
программы.

Single jigsaw
Split the class into two parts. After splitting speed sharing or a similar action,
each person finds a partner from the other group to conduct a lengthy debriefing.
Разделите класс на две части. После разделения и быстрого обмена
информацией, каждый ученик находит партнера из другой группы, чтобы
провести длительный разбор темы.

World cafe
Small groups tackle the same driving issue; plenary discussion, then everyone
except the table hosts find a new table (new groups) for the second discussion
question. The facilitator leads discussions, taking notes for the stickers on the board.
Небольшие группы решают один и тот же актуальный вопрос; проводится
пленарное обсуждение, а затем все, кроме “хозяев столов”, находят новую
группу для обсуждения второго вопроса. Ведущий проводит обсуждения, делая
заметки на стикерах на доске.

Mystery numbers
Mysterious numbers. Each student in
the group is assigned a unique number (eg 1-
5), but the teacher does not announce until
AFTER the discussion period which person
(number) is going to report to the whole
class. This will convince everyone to
participate fully.
Каждый ученик в группе получает
уникальный номер (например, 1-5), но
учитель не объявляет до ОКОНЧАНИЯ
периода обсуждения, какой человек
(номер) собирается презентовать идею
всему классу. В этом задании все
принимают полноценное участие.

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With a creative twist
When assigning group presentations on different topics, each group also gets a
random task (for example, some lines should be presented as limericks, some should
be presented as a karaoke song, etc.)
При назначении групповых презентаций по разным темам каждая группа
также получает случайную «изюминку» (например, некоторые строки должны
быть представлены в виде лимериков, часть должна быть представлена в виде
песни караоке и т. д.)

Pick a winner
Divide the class into groups, have all groups work on the same problem, and
write the answer / strategy on paper. Then ask the groups to switch to the nearest
group and rate their response. After a few minutes, allow each set of groups to come
together and ask them to choose the best answer out of the two to be presented to the
whole class.
Разделите класс на группы, пусть все группы работают над одной и той же
проблемой, и запишите ответ / стратегию на бумаге. Затем попросите группы
переключиться на ближайшую группу и оценить их ответ. Через несколько
минут позвольте каждой группе объединиться и попросите их выбрать лучший
ответ из двух вариантов, который будет представлен всему классу.

Lecture reaction
After reading or presenting new materials, divide the class into four groups:
askers (should ask two questions related to the material), example givers (provide
attachments), divergent thinkers (should disagree with some points of the lecture) and
agreers (explain which points, with whom they agreed or found it helpful). After
discussion, brief the whole class.
После прочтения или представления новых материалов разделите класс на
четыре группы: askers (должны задать два вопроса, относящихся к материалу),
example givers (предоставить примеры), divergent thinkers (должны не
согласиться с некоторыми пунктами лекции) и agreers (объяснить, какие точки,
с которыми они согласились или сочли полезными). После обсуждения
подведите итоги.

TV commercial
In groups, students create a 30-second TV commercial on a topic discussed in
class. Option: ask them to play out their commercial. It’s better to give it as a home
task.
В группах учащиеся создают 30-секундный рекламный ролик на тему,
обсуждаемую в классе. Вариант: попросите их разыграть свою рекламу. Лучше
дать это как домашнее задание.

Blender
Students silently write a definition or discuss an idea for a few minutes on paper.
Then they come together in groups, and two of them read their ideas and combine the

34

elements of each of them. The third student reads it, and again integrates with the
previous two, until finally everyone in the group is integrated (or tries to integrate).

Учащиеся молча пишут определение или обсуждают идею в течение
нескольких минут на бумаге. Затем они собираются в группы, и двое из них
читают свои идеи и объединяют элементы каждой из них. Третий ученик
читает его и снова объединяется с двумя предыдущими, пока, наконец, все в
группе не объединятся (или не попытаются объединиться).

Human Tableau or Class Modeling
Groups create live scenes (including inanimate objects) that relate to concepts or
classroom discussions.
Группы создают живые сцены (в том числе неодушевленные предметы),
которые связаны с концепциями или обсуждениями в классе.

Sticky Note Discussions
Divide students into collaborative groups and invite them to read individually.
Ask them to use sticky notes to mark the places they want to talk about in the text.
Then invite them to reread everything together and discuss the parts they have
marked.
Разделите студентов на группы и предложите им прочитать индивидуально
текст. Попросите их использовать стикеры, чтобы отмечать в тексте места, о
которых они хотят поговорить. Затем предложите им перечитать все вместе и
обсудить отмеченные ими части.

Pinwheel discussion
Students are divided into groups. All groups, except one, are assigned to certain
topics, and the fourth group is designated as a group of "provocateurs". Each group
selects a speaker, and the speakers sit facing each other, while the rest of the group
fan out behind them. Speakers discuss their positions (or provoke further discussion,
if in the group of "provocateurs"), and every few minutes new speakers appear and
continue the discussion.

35

Студенты разделены на группы. Все группы, кроме одной, закреплены за
определенными темами, а четвертая группа обозначена как группа
«провокаторов». Каждая группа выбирает спикера, и спикеры сидят лицом друг
к другу, в то время как остальная часть группы разворачивается позади них.
Спикеры обсуждают свои позиции (или провоцируют дальнейшее обсуждение,
если в группе «провокаторов»), и каждые несколько минут появляются новые
спикеры и продолжают обсуждение.

Snowball discussion
Students pair up and answer discussion questions as asked by the instructor.
After a few seconds, the couples form groups of 4 and share their ideas. The groups
of 4 then come together to form groups of 8, and so on, until the whole class is
involved in the discussion.
Студенты объединяются в пары и отвечают на вопросы для обсуждения,
задаваемые инструктором. Через несколько секунд пары объединяются в
группы по 4 человека и делятся своими идеями. Затем группы по 4 человека
объединяются в группы по 8 человек и так далее, пока весь класс не будет
вовлечен в обсуждение.

Student Action: Pairs

Think-Pair-Share
Students share and compare possible answers to a question with a partner before
reaching out to a class.
Студенты делятся идеями и сравнивают возможные ответы на вопрос с
партнером, прежде чем презентовать идеи классу.

Teach OK
The teacher briefly explains a grammar item. Then the teacher says "teach!" And
the students answer "OK!" Students then pair up and take turns teaching each other
grammar items.
Учитель кратко объясняет грамматический элемент. Тогда учитель говорит
teach!» И студенты отвечают «ОК!» Затем ученики объединяются в пары и по
очереди преподают друг другу грамматический элемент.

Storytelling gaps
One partner tells a story that summarizes what they learned in a chapter, but
omits important information (such as dates or names to remember). The partner
listens and records dates on paper as the story unfolds, and then updates the
information in the first person.

36

Один из партнеров рассказывает историю, которая суммирует полученные
знания в главе, но упускает важную информацию (например, даты или имена,
которые следовало бы запомнить). Партнер слушает и записывает свидания на
бумаге по мере развития сюжета, а затем обновляет информацию от первого
лица.

Forced debate
Students argue in pairs, defending either their preferred position or the opposite
of their preferred position. Option: half of the class occupies one position, half the
other. The two halves line up, look at each other and argue. Each student can only
speak once so that all students on both sides can raise the issue.
Учащиеся спорят в парах, защищая либо свою позицию, либо
противоположную позицию. Вариант: половина класса занимает одну позицию,
вторая половина - другую. Две половинки выстраиваются в линию, смотрят
друг на друга и спорят. Каждый студент может говорить только один раз,
чтобы все студенты с обеих сторон могли затронуть проблему.

Optimist / Pessimist
In pairs, students accept opposite sides of the conversation. This method can
also be applied to case studies and problem solving.
В парах ученики принимают противоположные стороны разговора. Этот
метод также может быть применен к тематическим исследованиям и решению
проблем.

My Christmas gift
Students mentally select one of their recent gifts as related to or symbolic of a
concept / grammar / topic given in the class and should tell their partners how the gift
relates to the concept. The one with the closer connection wins.
Учащиеся мысленно выбирают один из своих недавних подарков как
связанный с концепцией / грамматикой / темой обсуждаемой в классе, и
должны рассказать своим партнерам, как этот подарок соотносится с
концепцией. Побеждает тот, чей пример правильнее.

Psychoanalysis
Students pair up and talk to each other about a recent unit. However, the focus is
on material analysis, not rote memorization. Sample interview questions: Can you
describe to me a topic that you would like to analyze today? What were your views /

37

beliefs prior to this topic? How have your views / beliefs changed after studying this
topic? How will your actions / decisions change / change based on your study of this
topic? How has your perception of others / events changed?

Студенты разбиваются на пары и беседуют друг с другом о недавнем
учебном разделе. Однако основное внимание уделяется анализу материала, а не
механическому запоминанию. Примеры вопросов для собеседования: Can you
describe to me a topic that you would like to analyze today? What were your views /
beliefs prior to this topic? How have your views / beliefs changed after studying this
topic? How will your actions / decisions change / change based on your study of this
topic? How has your perception of others / events changed?

Student Action: Individual
(many of these can be used as partner work or group work instead; or may

escalate to that after some individual effort)

Gallery walk
Displays are scattered around the
classroom, and students walk to each station
individually or in groups, completing an
assignment or answering a prompt at each
station.
Выставки разбросаны по комнате, и
учащиеся идут к каждой индивидуально или
группами, выполняя задание или отвечая на
вопрос на каждой выставке.

Haiku
Students write a haiku (a three-
line poem: 5 syllables, then 7, then
5) about a given topic or concept
and then share it with others.
Учащиеся пишут хайку
(стихотворение из трех строк: 5
слогов, затем 7, затем 5) на
заданную тему или концепцию, а
затем делятся им с другими.

Whip around
Ask a question. Give the students a few seconds to think about their answer to
the question, then move through the class, each giving a different (one word) answer.
Deny repeated replies (but allow "pass" if necessary).
Задайте вопрос. Дайте учащимся несколько секунд подумать над своим
ответом на вопрос, затем переходите по классу, каждый ученик дает свой ответ
(одно слово). Можно запретить повторные ответы (но разрешить “pass”, если
необходимо).

38

Rotating chair
One volunteer “picks up the microphone” at a time, then calls in the next
volunteer. Each subsequent speaker should summarize the points of the previous one
(or, if preferred, ALL speakers so far) before adding original ideas.
Один доброволец «берет микрофон», затем вызывает следующего
добровольца. Каждый последующий докладчик должен суммировать пункты
предыдущего или предыдущих (или, желательно, ВСЕ выступавшие на данный
момент), прежде чем добавлять свои оригинальные
идеи.

Video-selfie
Ask students to take a video of their homework as
they will take it more seriously and are more likely to
avoid mistakes.
Попросите учащихся снять на видео свою
домашнюю работу: они будут относиться к ней более
серьезно и с большей вероятностью постараются
избежать ошибок.

One-Sentence Summary
Summarize the topic in one sentence that creatively unites all who / what / when
/ where / why / how.
Обобщите тему в одно предложение, творчески объединяющее всех, кто /
что / когда / где / почему / как.

Word journal
First, summarize the entire topic on paper in one word. Then use a paragraph to
tell about your choice of words to the class.
Во-первых, учащиеся резюмируют всю тему на бумаге одним словом.
Затем используют подсказку в виде абзаца, чтобы рассказать классу о выборе
слов.

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LINKS TO THE PICTURES USED:

https://kbondale.wordpress.com/2014/03/16/do-you-have-an-affinity-for-
affinity-grouping/

http://education.simcat.ru/school72/about/221/
https://unsplash.com/photos/O5EMzfdxedg?utm_source=unsplash&utm_mediu
m=referral&utm_content=creditShareLink
https://elements.envato.com/ru/male-high-school-tutor-with-pupils-sitting-at-
tabl-6BKZRA2
https://www.myspeechclass.com/impromptu-speech-topics.html
http://www.ajeforum.com/passing-notes-in-class-using-note-writing-to-build-
compassionate-student-teacher-relationships-by-kathryn-fishman-weaver/
https://www.slideshare.net/BobbyMason/classroom-jeopardy-rules
https://ru.freepik.com/premium-vector/kids-discuss-homework_5564477.html
https://www.readingrockets.org/strategies/jigsaw
http://kzschool.ru/main/sobitija/1254-otkrytyy-urok-angliyskogo-yazyka.html
http://schoolturan.kz/13256/
https://www.semanticscholar.org/paper/Using-The-Think-Pair-Share-(TPS)-
Strategy-to-of-The-Apriani/706c60467a87baa9179072083ce6226d1e7bfb90/figure/0
http://howtodifferentiate.weebly.com/strategies/gallery-walk
https://www.cbc.ca/kidscbc2/the-feed/how-do-you-haiku...and-what-is-it-
anyway
https://www.fiverr.com/king4design/create-funny-selfie-video-animation
https://www.thestar.com/vancouver/2019/11/27/inside-bcs-high-school-debate-
scene-where-money-and-prestige-rule-the-podium.html
https://practicemakesperfect.cambridge.org/uploads/plans/37457d672d18a91ed7
1ec98de395c6d2e68c1ec89085.pdf
https://ultrawishes.com/question-quotes-wise-sayings-and-funny-question-
quotes/
https://www.livelib.ru/selection/926058-metodika-prepodavaniya-anglijskogo-
yazyka-2020

40

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Айпеисова А.К., Шайманова Б.К., Караева Н.С.

ФОРМИРОВАНИЕ НАВЫКОВ ГОВОРЕНИЯ НА
АНГЛИЙСКОМ ЯЗЫКЕ У УЧАЩИХСЯ СРЕДНЕГО ЗВЕНА
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