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Lesson plan:
• The message of knowledge on phonetics, grammar, word formation, vocabulary, style, spelling,
• Development of oral and written language learners: the enrichment of vocabulary, grammatical structure of the formation of their speech, learning the construction of the text, etc.
• building skills in writing, spelling, reading, and a pronunciation, grammatical analysis and other types of linguistic analysis, etc.
• Education of students, fostering interest in the subject of “Foreign Language”.
Lesson Requirements primary language derived from the common tasks that society puts in front of school: to arm students conscious, deep and lasting knowledge that create the foundation of education, formation of a worldview, forming student strong skills of speech, reading, writing , etc. that prepare them for active participation in the productive, social activities, to educate and mold the students in the classroom personality traits - activity, the ability to overcome difficulties, to achieve the purpose, integrity, honesty, hard work, etc., to develop students intellectually, to wake educational interests, creativity, initiative, independence, learning to apply knowledge and skills in practice; shape motifs teaching, the need for knowledge, the use of visualization and TCO, a variety of methods and techniques of training, etc; primary language lesson at school must necessarily have a communicative focus, which involves communication between teacher and student, between students themselves, teachers and students.
Did you get a lesson on his appointment? Will he be able to influence the mind and heart of a child? This largely depends on the teacher, who must be a good teacher, and a skilled educator, mentor and sensitive. This should help humanely - personal approach to children, respect for the individual student , the ability to be over it, and next to it , the ability to become his business partner, hopes and aspirations, ability to excite his desire to do what is still a very difficult and not readily available. All this is called pedagogy of cooperation.
The structural elements of the lesson are 3 components:
• Representation of knowledge and skills of speech on certain aspects of language (phonology, vocabulary, word formation, grammar, spelling and punctuation, etc.)
• work to analyze the content of a coherent text;
• Formation and development of the skills and abilities of independent (productive) connected speech and writing students.
Often these components are intertwined, mutually penetrate each other.
The lesson is designed primarily to solve educational problems, so its theme is the name of the tutorial sections. In addition, the lesson may be reference work or work on the bugs.
Theme of the lesson determines its specific objectives, didactic same material - the textbook exercises, intra-school life, as well as events in the life of the country, the world, the city (village), etc.
The lesson of the educational process as a unit made up of a number of relatively independent cooperative activities teachers and students that make up its special structural elements: beginning, checking homework, the explanation of the new material, the formation of skills, summarizing the lesson, asking homework. Each of them performs a specific function and has its content.
Class time is divided between the structural elements in accordance with their functions and content. The practice of conducting primary language lessons identified following time ratio:
• checking homework - 9-10 min.
• an explanation of the new material - up to 15 minutes.
• building skills - up to 15 minutes.
• the remaining structural elements - 2-3 min.
Compliance with these temporary proportions, developed the practice provides a clear rhythm in the work, the awareness and uptake of new material in class the majority of students.
Organizing moment is designed to create in students a working mood. The teacher should strive for rapid inclusion of children in the work.
Checking homework includes a survey of students and check writing assignment. Its main function is to determine the degree of conscious assimilation pursued and validation exercise.
Checking absorbing knowledge of the language (the survey), primarily involves the clarification of the degree of awareness of students of the studied material, which is expressed in the ability to identify the nature of the phenomenon, the ability to see the location of the studied linguistic phenomenon among other phenomena, similar or different, in the ability to detect causal relationships between events in the understanding of the role of various phenomena of language.
To test students’ knowledge of mastering the language of the following ways:
• Answers to questions requiring justification to express provisions
For these issues using language that begin with question words what, when, why, etc.
For example, what words are called synonyms? Give examples. What simple sentences are called single-composition? Why? Give examples.
• Application of learned knowledge to these examples
The teacher writes on the board or overhead projector is projecting through the screen of the studied examples of linguistic phenomena: the words in certain forms (with gaps and without them) , phrases and sentences (with missing punctuation or not) . Students should answer the following questions: In what form are these words? How do you define it? Prove that the proposal should not have a second main member, etc.
• drafting tables and populate them with appropriate examples
Test your knowledge can be oral or written.
Currently, the school uses a system of Uzbekistan rating control of knowledge, skills and abilities of students in all subjects , including , and primary language. This system includes three types of control: current, mid-term, and final (respectively, -50, 30, 20 points).
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