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4words so that the reader can easily "look up" the word while still reading the text. An accompanying vocabulary guide can be provided for the text.
Incidental vocabulary learning occurs all of the time when our children read. While we may not know what a specific word means, many times we can determine its meaning based on what the rest of the sentence focuses on. Teachers should model this sort of incidental vocabulary learning for children to help them develop their own skills. Students with weak lexical skills are likely to view all new words as equally challenging and important, so it is imperative for the teacher to point out those words that are truly vital to a secondary student's academic vocabulary base.
Context skills are the strategies that a reader uses for incidental vocabulary learning. Texts are full of "clues" about the meanings of words [4]. Other words in a sentence or paragraph, captions, illustrations and titles provide readers with information about the text that they can use to determine the meanings of unfamiliar words. These features are often referred to as "context clues" because they are contained within the context of the piece of writing rather than outside it. Young readers should be taught to find and use context clues for learning new vocabulary words. Vocabulary learning, like most other learning, must be based on the learner's active engagement in constructing understanding, not simply on passive re-presenting of information from a text.
References
1. Simmons D. and Kame'enui E. What Reading Research Tells Us About Children With Diverse Learning Needs. Mahwah, NJ: Lawrence Erlbaum Associates, 1988. Pp. 219-238.
2. Stahl S.A. Vocabulary Development. Cambridge, MA: Brookline Books, 1999.
3. Nagy W. "Teaching Vocabulary to Improve Reading. Comprehension." Newark, DE: International Reading Association, 1988.
4. Graves M. and Graves B. Scaffolding Reading Experiences: Designs for Student Success. Norwood, MA.: Christopher Gordon, 1994.
THE ROLE OF PROJECTING IN TEACHING FOREIGN LANGUAGES
Rasulova N.B.
Rasulova Nadira Bakhadirovna - Teacher, DEPARTMENT OF FUNCTIONAL LEXIS OF THE ENGLISH LANGUAGE, PHILOLOGY FACULTY, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: let us remind the reader that to the methods and, accordingly, to the technologies of this approach, we include learning in collaboration, the method of projects and multilevel learning, reflecting the specifics of differentiation of learning. This does not mean that these technologies exhaust the concept of a learner-centered approach. We had the opportunity to show how we understand this approach and with the help of what methods and technologies the teaching process is usually implemented in the world pedagogical practice. We settled on these three technologies because of their rather organic adaptation to the classroom-lesson system of lessons, which in our school seems to be in no hurry to cancel, and also because of their fairly free integration into the practice of our schools.
Keywords: project, technologies, communicative exercises, buzzword project.
Today we will talk about the project method in teaching foreign languages. We think it will be useful to remind the reader what is meant by learning technologies. Recently, this term has become firmly established in both theoretical and practical methods and didactics. In this case, we are interested in the relationship of this term with the teaching method. In this context, we consider technologies as a set of techniques that allow, in a certain sequence dictated by the logic of cognitive activity and the characteristics of the method used, to implement this method in practice. Each subject has own specifics and, accordingly, the specifics of the use of certain methods,
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learning technologies. The project method has been gaining more and more supporters lately. However, as is often the case, such popularity is not encouraging. And that's why. There is confusion or even a substitution of concepts. The accepted concept of a project involves the development of an idea, idea, a detailed plan of a particular practical product, product, etc. This means the development of not only the main idea, but also the conditions for its implementation: estimates, materials, operating conditions. In recent years, almost any event, the creation of any object, even without a holistic and detailed study, has been called a project. There is no need to challenge this interpretation of the generally accepted term. It seems that this is why some school events (a week of English at school, the creation of a school-wide almanac, sports events) often began to be called the buzzword project. Sometimes this is justified if we are really talking about a project, in other cases a project is understood as ordinary work on a topic, group work, just an event. However, one should distinguish between the broad interpretation of the project as the concept and method of projects.
The project method is from the field of didactics, private methods, if it is used within a certain subject. Method is a didactic category. This is a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, a particular activity. Therefore, if we are talking about the method of projects, we mean precisely the way to achieve the didactic goal through the detailed development of the problem (technology), which should end with a completely real, tangible practical result, formalized in one way or another. Didactists and teachers turned to this method in order to solve their didactic tasks. The method of projects is based on the idea that constitutes the essence of the concept of "project", its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem [1]. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, to find and solve problems, using knowledge from different areas for this purpose, to be able to predict the results and possible consequences of different solutions.
The method of projects arose at the beginning of the century, when the minds of teachers, philosophers were aimed at finding ways, ways of developing active independent thinking of a child, in order to teach him not only to memorize and reproduce the knowledge that school gives them, but to be able to apply this knowledge to practice. That is why American educators and others turned to active cognitive and creative joint activity of children in solving one common problem [1, p. 23]. Solving such a problem required knowledge from various fields. That is why this method was originally called problematic. The problem was usually purely pragmatic. Its solution made it possible to really see the results. Polat, a well-known teacher, also considered it necessary to teach children to apply the knowledge they received in solving practical problems. Everything that a child learns theoretically, he should be able to apply in practice to solve problems concerning his life. He must know where and how he can apply his knowledge in practice, if not now, then in the future. Much attention was paid to the problem method in domestic didactics [2].
Pedagogical technologies do not at all imply a rigid algorithmization of actions. In order to form students' necessary skills and abilities in one form or another of speech activity, to form linguistic competence at the level determined by the program and standard, active oral practice is required for each student of the group. In order to form students' communicative competence outside the linguistic environment, it is not enough to saturate the lesson with conditional-communicative or communicative exercises that allow solving communication problems. It is important to provide them with the opportunity to think, to solve some problems that give rise to thoughts, to discuss possible ways to solve these problems so that students focus on the content of their statement, so that the focus is on thought, and language acts in its direct function - shaping and articulating these thoughts.
References
1. Borisova N.V. Educational technologies as an object of pedagogical choice: Textbook-Benefit. M., 2002.
2. Polat E.S. The method of projects in foreign language lessons // Foreign languages at school, 2000. № 3 P. 3-9.
ЛИТЕРАТУРНАЯ ВИКТОРИНА ПО СКАЗКАМ А.С. ПУШКИНА
Ефремова И.Н.
Ефремова Ирина Николаевна - воспитатель, Муниципальное бюджетное дошкольное образовательное учреждение Детский сад № 134 «Жемчужинка», г. Чебоксары
Аннотация: в статье предлагается конспект занятия по ознакомлению с творчеством Александра Сергеевича Пушкина в подготовительной группе. Ключевые слова: игра, воспитание, творчество.
Цель: воспитывать любовь к книге; приобщать детей к искусству.
Задачи:
Образовательные:
- учить решать кроссворды;
- закрепить знания детей о сказках А.С. Пушкина;
Развивающие:
- учить правильно и полностью отвечать на вопросы воспитателя; слушать и понимать заданный вопрос; учить выразительно рассказывать стихи;
- развивать восприятие, внимание, быстроту реакции;
Воспитательные
- формировать дружеские взаимоотношения между детьми;
- создать условия для проявления эмоциональных реакций в ролевом взаимодействии;
- воспитывать интерес к поэзии;
Предварительная работа: знакомство с творчеством А.С. Пушкина для детей, рассматривание иллюстраций к сказкам А.С. Пушкина, решение кроссвордов.
Оборудование и материал:
- оборудование для компьютерной презентации
- презентация для викторины
- иллюстрации к сказкам: «Сказка о царе Салтане», «Сказка о попе и работнике его Балде», «Сказка о рыбаке и рыбке», «Сказка о золотом петушке», «Сказка о мёртвой царевне и семи богатырях»,
- портрет А.С.Пушкина,
- макет моря, рыбки с номером задания, две удочки,
- кроссворды, ручки,
- жетоны для фиксации ответов,
- «Волшебный сундучок» (зеркальце, орешки, яблоко, белка, рыбка, петушок),
- призы для участников викторины.
ХОД
Дети заходят в группу и становятся полукругом.
Педагог: Ребята, скажите, пожалуйста, а вы любите сказки? А знаете ли сказки? Сказки - это произведения большого искусства. Каждая сказка имеет зачин (начало). Назовите, какие зачины вы знаете? (Жили-были..., в некотором царстве, в некотором государстве...) И все сказки имеют своеобразные концовки. Какие концовки вы знаете? (Живут, поживают и добра наживают., и я там был мёд, пиво пил, по усам текло, а в рот не попало).
Все сказки можно разделить на три группы. Давайте вместе подумаем, как мы их разделили бы. Какие герои встречаются в сказках чаще всего? (Животные). Так вот, к 1-й группе мы отнесём сказки о животных. Ко 2-й группе относятся сказки, которые называют
