Creating handouts and preparing visual aids for micro lesson

Situational pictures in foreign language lessons
It is known that for the development of students' speech in foreign language lessons, teachers productively use the situational organization of learning, which implies great opportunities for creating natural communication among students. The technique of using two pictures to determine the differences between them is one means of ensuring such communication. What are these pictures? At first glance, the two pictures are almost identical, but there are 4-5 or more differences between them that need to be understood during the conversation and then told about them. / 4 /
When using images like this:
- multiple repetition of certain structures is provided if students are expected to be trained in their use;
- a speech problem is solved: some students name the differences, others listen;
- there is a natural situation for communication.
It is important that in such a situation, students speak and listen not because they are obliged to do this, they are interested in solving detailed speech problems using the stock of existing knowledge and skills.
Pictures can be used in the educational process when working with exercises to consolidate certain grammatical structures and practice their use. These are turns with the verb to be (There is / are) /Appendix 23/. These are the structures in Present Indefinite Tense; structures with complex addition; prepositions, as well as lexical units on various topics. / Appendix 3, 4 /
The technique of working with pictures may also include the solution of speech problematic tasks in free speech. Pictures are given to two students. In the course of their conversation, the rest of the students, having carefully listened to their comrades, talk about what differences there are between the pictures, as well as what they have in common. Then the pictures are shown to all the guys in the group so that they can make sure that their answers are correct.
You can organize pair work with pictures for the whole group. Each pair of students in the lesson finds out the differences in the course of the conversation from their pictures, and then one of the students makes a message to the whole group. And the group, looking at the picture and listening to a friend, can judge the correctness of his statement.
It is important that this type of work be limited by time frames: this will better organize and activate the children in the lesson. / 4 /
With the help of a picture, you can semantize a word, consolidate lexical and grammatical material, organize a monologue and dialogic statement, check the understanding of a message perceived by ear. You can use pictures - clippings from illustrated children's magazines. It is desirable that the teacher himself could draw. /
So, working with pictures stimulates children not only for speaking, but also for listening. All students in the group are involved. Practice shows that in such lessons they never remain indifferent and work actively, with great desire, which plays an important role.