Часть дипломной работы на тему Тема 2 (Глава 2): Формирование и развитие грамматических навыков употребления условных предложений с использованием инновационных приемов и технологий при обучении учащихся старших классов средних общеобразовательных школ по стандартным программам изучения английского языкаFormation and Development of Grammatical Skills in the Use of Conditional Sentences Applying Innovative Techniques and Technologies in Teaching Senior Grades Pupils of Comprehensive Schools with Standard Programmes of Studying the English Language

Содержание:

INTRODUCTION 4

CHAPTER 1. THEORETICAL ASPECTS OF TEACHING GRAMMATICAL SKILLS OF USING CONDITIONAL SENTENCES 8

1.1 Peculiarities of English Grammar 8

1.2 The Structure of English Sentences 11

1.3 The Definition of Conditional Sentences in English 15

1.4 The Classification of English Conditional Sentences 18

1.5 The Use of Conditional Sentences 21

1.6 Principles of Teaching English Grammar 24

1.7 Peculiarities of Teaching English Conditional Sentences 28

1.8 Summary of Results 31

CHAPTER 2. METHODOLOGICAL APPROACHES TO THE FORMATION AND DEVELOPMENT OF GRAMMATICAL SKILLS OF USING CONDITIONAL SENTENCES 32

2.1 Principles of Teaching English Grammar to Senior Grades Pupils of Comprehensive Schools with Standard Programmes of Studying the English Language 32

2.2 Specifics of Teaching English Conditional Sentences to Senior Grades Pupils of Comprehensive Schools with Standard Programmes of Studying the English Language 35

2.3 Peculiarities of Teaching English Conditional Sentences based on Educational and Methodical Complex “Spotlight” 37

2.4 Specifics of Teaching English Conditional Sentences based on Educational and Methodical Complex “Rainbow English” 40

2.5 Peculiarities of Teaching English Conditional Sentences based on Educational and Methodical Complex “Enjoy English” 42

2.6 Results and Discussion 45

CHAPTER 3. PRACTICAL USAGE OF THE RESEARCH RESULTS IN THE EDUCATIONAL PROCESS 49

3.1 The Tasks of Finding Rational Approaches to Form Grammar Skills on the Example of Conditional Sentences 49

3.2 Series of Communicative Activities Developed for the Formation of the Grammatical Skills of Using Conditionals Sentences for Senior Grades Pupils of Comprehensive Schools with Standard Programmes of English 55

3.3 Results and Recommendations 62

CONCLUSION 64

REFERENCES 67

APPENDIX 74

Введение:

The theme of the present research is the formation and development of the grammatical skills in the use of the conditional sentences applying innovative techniques and technologies in teaching senior grades pupils of comprehensive schools with standard programmes of studying the English languages.

In the field of Russian education, as in the whole life of society, great changes are taking place at the moment. The Federal State Standard of General Education places high demands on the content, conditions and learning outcomes; it is impossible to achieve these requirements using only traditional teaching methods. One of the ways to resolve these contradictions is the introduction of interactive teaching methods into the educational process. Today, “interactive teaching methods” are widely used in the practice of teaching a foreign language. It is advisable to use these techniques when teaching English to high school students in order to activate the oral speech of students, since high school students are interested in using new, non-standard teaching methods. Therefore, the issue of using interactive techniques in English lessons with students to enhance oral speech is relevant.

Grammar is one of the main aspects in teaching a foreign language. It forms the framework of the language, on which lexical units are subsequently “strung”. The term «grammar» refers to one of the main sections of science and a set of rules on how to use certain grammatical phenomena. The problem of teaching foreign grammar was dealt with by such domestic and foreign scientists as Timofeeva V.G., Vilner A.B., Passov E.I., Skalkin V.P., Galperin P.Ya., Brunfit C.J., Johnson K., etc. The ability to change phrases depending on the purpose of the statement, to correctly combine words is one of the most important conditions for using the language as a means of communication. The timely formation of grammatical skills allows the student to easily distinguish one grammatical phenomenon from another and, in accordance with this, build his speech correctly. If a person is able to construct his statements using a minimum set of grammatical structures, this does not mean that other people will not use complex turns of speech. This fact can become a serious obstacle on the way to understanding the essence of the statement. If there is no full understanding, then there is no dialogue between people. An insufficient level of development of grammatical skills becomes an insurmountable barrier to understanding each other. Very often, little time is spent on teaching grammar in a foreign language lesson, which leads to misunderstanding of speech and errors in the communication process. Teachers use complex terminology, as well as explanations of the rules that are not appropriate for the age and psychological characteristics of the children. As a result, students do not always understand the practical significance of the work being done, do not learn the grammatical material.

The conditional mood is widely used in English, for example, when it is necessary to talk about actions or events that depend on certain factors, to describe real and unreal events and situations, to express a desire or give advice. However, the study of conditional sentences can present certain difficulties for students, since this topic is one of the most difficult grammatical topics and requires the assimilation of a significant amount of information in order to freely use all types of conditional sentences in speech. That is why the teacher needs to devote a lot of time in order to achieve a solid assimilation and the ability to reproduce all types of conditional sentences in speech.

Thus, the relevance of this work is determined by the difficulty of the topic “conditional sentences” for school children and to necessity to present some interactive exercises related to the formation of grammatical skills in use of conditional sentences.

The objective of this work is to analyze the formation and development of grammatical skills of using conditional sentences applying innovative techniques and technologies in teaching senior grades pupils of comprehensive schools with standard programmes of studying the English language.

The main tasks of the research are the following:

— to study the peculiarities of English grammar;

— to determine the structure of English sentences;

— to define the definition of conditional sentences in English;

— to analyze the classification of English conditional sentences;

— to consider the use of conditional sentences;

— to analyze the principles of teaching English grammar;

— to analyze the peculiarities of teaching English conditional sentences;

— to present methodological approaches to the formation and development of grammatical skills of using conditional sentences;

— to present the practical application of the obtained results in the education process.

The object of this work is grammatical skills of using conditional sentences.

The subject of the work is the formation and development of grammatical skills in the use of conditional sentences using innovative techniques and technologies in teaching high school students.

In accordance with the objectives of this work, the following research methods were used:

— method of linguistic description,

— analytical method,

— descriptive method,

— observation method,

— method of classification.

Theoretical significance. The study of the conditional sentences can be used in such disciplines as theoretical and practical grammar, stylistics, and the history of language.

The practical significance of the study lies in the approbation exercises for studying the conditional sentences in English lessons language, development of practical recommendations.

The work consists of an introduction, three chapters, a conclusion, a list of references and appendix.

The introduction defines the subject, object, tasks and objective of the study, as well as the relevance, practical and theoretical significance and methodology of the study.

The first chapter analyzes the structure of English sentences, the definition of conditional sentences in English, the classification of English conditional sentences, the use of conditional sentences, the principles of teaching English grammar, peculiarities of teaching English conditional sentences.

The second chapter discusses the methodological approaches to the formation and development of grammatical skills of using conditional sentences.

The third chapter presents the practical relevance of the obtained results.

In conclusion, the results of the study are presented.

References include 70 sources in Russian and English.

The work was tested in a group project at the department of theory and practice of teaching foreign languages under the direction of senior teacher M. B. Rudzeevskaya.

Фрагмент текста работы:

CHAPTER 1. Theoretical Aspects of Teaching Grammatical Skills of Using Conditional Sentences

1.1 Peculiarities of English Grammar

Modern English is the result of a long history of development. All changes in its sound, grammar and lexical composition are due to the internal laws of its development and to external influences determined by the history of the English people. But even the current state of language is not final, for mankind will not stand still. Language will evolve in tandem with human development.

The study of grammar in any language history provides valuable material, not only for gaining a perfect insight into the origins and history of language, but also for assessing and understanding the particularities of the formation and development of literary norms in various social and professional languages. The study of grammatical rules and their characteristics offers the opportunity to study the formation and development of the meaning of words.

Britain is not a single country. It includes: England, Scotland, Wales and Northern Ireland. The historical destinies of these principalities or kingdoms are different. The Anglo-Saxon conquerors brought their language from the north of the continent in the fifth and sixth centuries AD and succeeded in introducing it to the native Celtic peoples of modern England, lower Scotland, Northern Ireland and eastern Wales. From the many conquering dialects (English, Saxon, Jutish and Frisian) modern literary English (based on the London dialect) and its dialectal variants, such as Scottish English, Welsh English and Irish English, emerged, as Anglo-Saxon was greatly influenced in these areas and the influence of local Celtic languages became a cause for further divergence.

CHAPTER 1. Theoretical Aspects of Teaching Grammatical Skills of Using Conditional Sentences

1.1 Peculiarities of English Grammar

Modern English is the result of a long history of development. All changes in its sound, grammar and lexical composition are due to the internal laws of its development and to external influences determined by the history of the English people. But even the current state of language is not final, for mankind will not stand still. Language will evolve in tandem with human development.

The study of grammar in any language history provides valuable material, not only for gaining a perfect insight into the origins and history of language, but also for assessing and understanding the particularities of the formation and development of literary norms in various social and professional languages. The study of grammatical rules and their characteristics offers the opportunity to study the formation and development of the meaning of words.

Britain is not a single country. It includes: England, Scotland, Wales and Northern Ireland. The historical destinies of these principalities or kingdoms are different. The Anglo-Saxon conquerors brought their language from the north of the continent in the fifth and sixth centuries AD and succeeded in introducing it to the native Celtic peoples of modern England, lower Scotland, Northern Ireland and eastern Wales. From the many conquering dialects (English, Saxon, Jutish and Frisian) modern literary English (based on the London dialect) and its dialectal variants, such as Scottish English, Welsh English and Irish English, emerged, as Anglo-Saxon was greatly influenced in these areas and the influence of local Celtic languages became a cause for further divergence.