Creating handouts and preparing visual aids for micro lesson

Classes with language equipment
As you know, classes with language equipment are very effective in consolidating the studied lexical material, as well as in working on pronunciation and intonation. / Appendix 1 /
The objectives of the lessons using the language phone are as follows: creating a creative atmosphere; a differentiated approach to teaching schoolchildren with different academic performance, the formation of skills for independent work with the assignments received. In doing so, the following tasks are solved:
 practicing pronunciation and intonation of English speech with teacher control and self-control;
 control of the level of knowledge of students;
 teaching children to work in a dialogue mode;
 consolidation of the passed lexical material;
 repetition and checking of grammatical material;
 teaching children to independently complete tasks and evaluate them;
 practicing intonation while reading poetry.
It should be noted the special role of the language phone in teaching independent work to children who are not yet able to read and write. The methodology for conducting lessons with such children is usually based on the completion of tasks by all at the same time. Students play the same game together, either memorize words, expressions and poems in chorus, or listen to the answer of one and help him.
Practically only when doing work with individual handouts, the child is left alone with the task. The student also finds himself in similar conditions in the language laboratory. The design of the desks also helps with this: the children are separated from each other by partitions. If the task is interesting and corresponds to the level of knowledge of the student, his attention is concentrated, there is a desire to complete the task as best as possible. The effectiveness of such exercises increases. In addition, the language phone provides an opportunity to differentiate work with children by giving them various tasks that correspond to the level of language training. The teacher in the language laboratory can check the children in turn and help them, without interfering with the rest of the tasks. / 6 /
Tasks can be very different. So, kids of grades 1 and 2 solve the riddles of aliens about their planets. According to the text sounding in the headphones, students must color the drawings in the correct colors, write the number of animals living on the planet, and circle things and products in the drawings. Students can be divided into two or three groups and given tasks of varying difficulty. Sheets with tasks of the same degree of complexity are marked with circles of the same color in the left corner, for example, green. This is the color of the planet from which the signals will be received.
An example of such a lesson. Before boarding the spacecraft, each astronaut receives a sheet of paper with six animals, four types of vegetables and fruits, and a set of felt-tip pens. So, for example, well-known animals, vegetables and fruits are depicted on sheets with green circles; those with yellow circles are rarer, and those with red circles are the most exotic. The children take their places. Those less prepared sit in the front desks so that the teacher can follow their work. After takeoff (the noise of rocket engines sounds in the headphones), the astronauts are given the task: to indicate the number of animals living on the planet, color the vegetables and fruits growing there and connect them with lines with those animals that eat these vegetables and fruits. From two tape recorders, the following information begins to come into the headphones of the guys from the first two groups: “There are brown hares on this yellow planet.” In this case, the children should take a brown felt-tip pen and color the bunny. Further, the number of these bunnies sounds in English, and the student writes the number next to the picture. It should be noted that the tasks for the two groups are written differently. So, for well-performing children, each phrase is pronounced with a time interval for drawing only twice. For average students, the text is read more slowly, and each phrase is heard three times. Next, the speaker asks questions about the drawing. After a pause, during which the student must independently answer the question, the correct answer sounds for self-control. And here the tasks for the two groups differ in the speed of the speaker's speech and the number of questions.
One of the intensive features of the language phone is the organization of pair work. Students reproduce dialogues from the textbook or their own, and the teacher has the ability to control them by connecting to each pair in turn.
An interesting task is listening to the text, followed by pair work on it. First, the children listen to the text. Then the pair work begins. Beforehand, each child receives a piece of paper with a few questions and a key in English. Then one of the students asks a question, and his friend answers. In this case, the student who asked the question checks the correctness of the answer by the key and, if necessary. Corrects his interlocutor. Then the children switch roles. They really like to act as a teacher.
Classes in the language laboratory are held quite rarely, approximately twice a month, so it is advisable to maintain a game situation in them all the time, making these lessons unusual and attractive. Thanks to this, even traditional classroom tasks are performed here with greater efficiency./ 6/
Thus, the special environment of the language lab, talking through headphones with a teacher or only with your friend in pair work, the ability to differentiate tasks, an interesting game situation - all this allows you to individualize learning and increase its effectiveness. However, in order to conduct such useful English classes in the language laboratory, the teacher needs a continuous search for new high-quality records, the creation of original game situations and a thorough study of tasks.