Organizing the lessons of 6th grade based on non-traditional approaches

Organizing the lessons of 6th grade based on non-traditional approaches

Plan

• Introduction
• Alternative approaches to foreign language teaching
• Traditional and non-traditional methods of teaching English to EFL 6th grade learners
• Organizing the lessons of 6th grade based on non-traditional approaches
• Conclusion and recommendations

Introduction

• The problems were how to make the lessons interesting, not scaring for the pupils, in what way to organize the testing of the knowledge and the skills acquired by the pupils during a short period of time. In what way to create such a psychological climate at the lesson to make pupils feel at ease and show the acquired knowledge? How to make the tasks feasible for the pupils but at the same time created with higher motivation? Free possession of English suggest that a pupil should spontaneously react upon different situations of real life which means that the final goal of the educational process at school is the development of the pupil’s ability to have an unprepared talk in English both monologue and dialogue.
• Today there have been developed a great variety of non-traditional lessons which give full answers to the questions raised above. These are the following new types of lessons: The club of merry and cute, lesson excursion, lesson revue, linguistic express, the round table, integrated lessons, music lessons and many others. Non-traditional forms of the lessons attract the attention of the pupils, raise their interest in learning English and as a result they motivate their better adoption of the material learnt.

Alternative approaches to foreign language teaching

• There exist such types of alternative approaches like Inquiry-based learning, Collaborative learning, and Service learning, and many others including cooperative learning. But we decided to put into the spot the three selected approaches, because of their most importance.
• So, first we will dig into the Inquiry-based learning. Because the word inquiry itself is defined as a seeking for truth, information or knowledge - seeking information by questioning. Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. Children create a mental representation of language and do it at an age when they have difficulty grasping abstract concepts, yet language is probably the most abstract piece of knowledge they will ever possess.

As the pupils are given a task to find solutions to some particular thing, in most of cases they need to work in peers or in a group. And here we must make conditions to it, and we call this type of approach as Group work-based Collaborative learning.

• As the pupils are given a task to find solutions to some particular thing, in most of cases they need to work in peers or in a group. And here we must make conditions to it, and we call this type of approach as Group work-based Collaborative learning.
• So, because of the faster life style of the information age that have spurred changes in traditional educational approaches, which had become unsuitable due to extensive curriculums, teachers simply do not find enough time to explain all the materials, to solve case studies on the blackboard and to teach students skills, such as oral and written communication, critical and creative thinking, group work, and a usage of new learning technologies.
• Collaborative learning is a method of teaching and learning in which pupils team together to explore a significant question or create a meaningful project. A successful discussion doesn’t just happen; it requires planning and organization on the part of both the leader and the participants. In addition to being well organized, a discussion leader can rely on several different strategies to help the discussion move along. A group of pupils discussing a lecture or pupils from different schools working together over the internet on a shared assignment are both examples of collaborative learning.

Traditional and non-traditional methods of teaching English to EFL 6th grade learners

• Teachers of English as a foreign language (EFL) who want to develop successful lessons face numerous challenges, including large class sizes and inadequate instructional materials and technological support. Another problem is unmotivated students who refuse to participate in class activities. Uncooperative and unmotivated students are a serious problem and can easily disrupt the instructional process.
• Often, routine activities structured around whole class lectures and drills can contribute to the lack of motivation, especially when the students are children or adolescents. As many teachers know, project-based tasks alleviate this problem by allowing students to use their imagination and creativity and actively express themselves in a variety of interesting and enjoyable tasks. As teachers, we continue to search and explore new ways to design and deliver instruction in order for our students to reach their learning potential, starting them from where they are and moving them forward on a learning continuum. But for many of students, the traditional approaches to learning seem limiting and many of them feel frustrated and discouraged.

Organizing the lessons of 6th grade based on non-traditional approaches

• THE USE OF THE LESSON EXCURSION
• At a time when the links between different countries and peoples develop more and more widely, acquaintance with the Kazakh national culture becomes an essential element of the process of learning a foreign language. The pupil should be able to tour around the city, tell foreign visitors about the identity of Kazakh culture, etc. The principle of dialogue of cultures involves the use of cultural knowledge about his native country, which allows you to develop a culture submission of his native country, as well as generate ideas about the culture of the target language.
• Teachers, aware of the stimulating effect of the regional geographic and cultural motivation, seek to develop the students' educational needs through unconventional Lesson. And for the example we can use the lesson written below.
• Overview. Students gain an understanding of how the railroad (any types of road) impacted many facets of American life. Did you know that before the invention and popular use of the railroad, Americans told time by the position of the sun in the sky? After the development of the railway system, consistent, accurate time became necessary. In 1883, Standard Railway Time was adopted, and Pacific daylight - were adopted. Who knew that an invention in transportation could drastically alter how Americans told time?
• Teachers should call ahead before they go, make research online for maps and information about the railroad and its location.

Conclusion and recommendations

• So, among the large number of non-traditional lessons of 6th grade pupils including: lessons - business or role-playing games, lesson - press conference, lessons, competitions, lessons - games, lessons, holidays, lessons - KVN, etc. It is not necessarily the whole lesson should be unconventional, possibly embedded in a separate elements, which are aimed at enhanced learning. The purpose of non-traditional lessons: testing of new methods, forms, methods and means of instruction that leads to the realization of the basic law of pedagogy-law on active learning.
• Of course we do not work only with excellent pupils in class, our communities are composed of varies backgrounds and cultures, which include pupils of different learning styles and abilities, so in order to involve all the pupils into the educational process we must be very careful, tolerant but at the same time persistent so that none of the pupils should remain unheeded. At these non-traditional lessons we give them a good chance to reveal their may be other scanty knowledge of the subject and to feel comfortable. The practical application of such lessons shows that all the pupils are waiting for them both the industrious and the lazy bones.

Thanks for your attention

Thanks for your attention