Extracurricular work based on the subject technology solves the following: tasks.

Consolidation, generalization and expansion of knowledge and skills acquired by students in the process of teaching technology

Inclusion of students in creative activities based on production work

Expanding understanding of the basics of modern production

In-depth preparation for choosing a profession and mastering it at the initial skill level.

To the basic principles, taking into account ct. extracurricular activities are built, the following specific ones apply (in addition to general ones): principles:

Voluntary choice of students' forms and specific content of extracurricular activities, taking into account their personal interests

Reliance on student initiative in creating various clubs and conducting extracurricular activities. events

Socially useful orientation and creative nature of various types of extracurricular activities

Subordination of all extracurricular activities to general tasks in the educational work of the school

Planning extracurricular activities: all extracurricular activities must be planned at the beginning of the school year . The plan usually includes the following. questions:

List of clubs kt. are or will be created at the school and the names of their leaders

Providing clubs with equipment, materials and aids

Class schedule for each circle indicating its place of work

Schedule of mass extracurricular events

Composition of participants and those responsible for the preparation and conduct of each of these events

The main forms of extracurricular work in the subject “technology” include the following:

• Mass forms: excursions, exhibitions, meetings with enterprise representatives

  Labor associations of schoolchildren

  Theme evenings, discussion of interesting articles, books, films.

All circles are divided into three groups:

Subject

Physical and technical

Non-subject

18. Teacher’s methodology for professional self-determination of students

Each type of work has specific characteristics for its implementation. If labor. person likes , then he performs it arbitrarily, with the manifestation of initiative, therefore, when carrying out technological training, it is necessary to prepare every teenager for a conscious type of work activity, a future profession. Work according to prof. orientation has been going on for a long time; in modern schools there are already career guidance counselors who give prof. consultation - (recommendation on choosing a profession, taking into account the characteristics of the student and the requirements of modern society). It is the school that is designed to provide high level general education and create the basis for a conscious choice of profession.

Prof. orientation is a system of psychological and educational medical government measures that help a person scientifically and sustainably choose a profession, taking into account his interests, abilities and needs of society. In order for graduates to correctly and reasonably choose their future profession, it is necessary to familiarize them with education.

It is necessary to form the correct concepts of “profession and specialty”. Profession - a type of work activity that requires certain training. Speciality- a complex of acquired knowledge and practical skills that give him the opportunity to perform certain work in any branch of production. Work according to prof. orientation should be carried out by all school teachers. In this case, the following tasks are solved;

1) studying the formation and development of interests, inclinations and abilities of students, introducing them to the most common professions.

2) organizing work to in-depth familiarize students with professions that suit their interests.

The components on which the work should be based can be attributed;

educational - to cultivate respect for any work;

morally aesthetic - increasing the intellectual level of work, the ability to behave in a work team;

personal - taking into account the student’s abilities and interests (cards containing information about attitudes towards a particular type of activity);

regional - taking into account the economy and requirements of your area.

In the process of labor training, favorable conditions are created for the professional. orientation, in technology classes you can not just give students a superficial understanding, but also widely reveal all sides and even put some professions into practice. There are basic methods and forms of career guidance:

prof. orientation in lessons, the teacher introduces students to professions, the work of this

the profession that the students subsequently perform (when studying wood, the children learn about the professional carpenter, carpenter, turner, driller, etc. (in addition, they learn about the machine tool profession);

prof. orientation on excursions - visiting machine shops, studying groups, types of equipment, learning about prof. workers who service this equipment:

career guidance in club classes

meetings with innovators - the performance of leading leaders makes a great impression on students;

holding cultural and public events - competitions “Who knows more about the prof.”, “In the world of prof.”;

in-depth study of the prof., creation of a museum on one’s own, preparation of abstracts;

elective courses.

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The breadth and diversity of the content of extracurricular work also determines the richness of its forms.

Forms of extracurricular activities - these are the conditions in which its content is realized.

There are a huge number of forms of extracurricular work. This diversity creates difficulties in their classification, so there is no single classification. There are classifications according to the object of influence and according to the directions, tasks of training and education (Fig. 26).

Any form of extracurricular work, to one degree or another, contributes to solving problems of moral, mental, physical, environmental, economic, aesthetic, etc. training, education and development. In this regard, we will consider the classification of forms of extracurricular work according to the object of influence.

In the work, extracurricular work is divided into individual, group, unifying and mass, into individual and mass, highlighting frontal and collective in mass work (Fig. 26).

Rice. 26. Forms of extracurricular activities

Individual work - This is the independent activity of individual students, aimed at self-education, at fulfilling the teacher’s assignments and the instructions of the team that go beyond the scope of curricula.

Essence individual work consists in the socialization of the child, the formation of his need for self-improvement and self-education. The effectiveness of individual work depends not only on the exact choice of form in accordance with the goal, but also on the inclusion of the child in some type of activity. In individual extracurricular work, the general goal - providing pedagogical conditions for the full development of a specific personality - is achieved through the formation of a positive self-concept and the development of various aspects of the personality and individual potential.

Individual activities do not limit the communication needs of students and adolescents, but allow everyone to find their place in the common cause. It is a necessary component in the work of circles; the success of large mass affairs depends on the ability to establish it. Purposeful individual work of students is necessary so that each of them can fully reveal and develop their abilities and express their individuality. This activity requires educators to know the individual characteristics of students, study their interests and aspirations, their position in a group of peers, as well as the ability to build the educational process with the entire group of schoolchildren and individually with each of them.

In individual extracurricular work, along with the planned component, there is a spontaneous one, the so-called pedagogical situations, which are an indicator of the level of pedagogical professionalism. This could be, for example, answering student questions after lessons, helping students choose a home computer configuration or upgrading it, etc.

According to, another type of extracurricular activity is her mass forms. They can be divided into two large groups, which differ in the nature of students’ activities.

First group - frontal forms. Students’ activities are organized according to the “side by side” principle: they do not interact with each other, each carries out the same activities independently. The teacher influences each child at the same time. Feedback is provided to a limited number of students. Most general classes are organized according to this principle.

Second group Forms of organization of extracurricular activities are characterized by the “together” principle. To achieve a common goal, each participant plays his role and contributes to the overall result. The overall success depends on the actions of everyone. In the process of such organization, students are forced to interact closely with each other. Activities of this kind are called collective, and extracurricular work is called collective extracurricular work. The teacher influences not each individual, but their relationship, which contributes to better feedback between him and the students. According to the “together” principle, activities can be organized in pairs, in small groups, or in the classroom.

The first group is characterized by ease of organization for the teacher, but does little to develop collective interaction skills. The second group is indispensable for developing the skills to cooperate, help each other, and take responsibility. However, due to the age characteristics of younger schoolchildren (they do not see each other as an equal person, they do not know how to negotiate or communicate), the organization of collective forms requires a lot of time from the teacher and certain organizational skills. This is where it becomes difficult for a teacher. Each direction has its own advantages and limitations; they are interconnected and complement each other.

A feature of some forms of extracurricular work at school is that popular forms that come from television are often used: KVN, “What? Where? When?”, “Guess the melody”, “Field of Miracles”, “Spark”, etc.

When choosing a form of extracurricular work, you should evaluate its educational significance from the standpoint of goals, objectives, and functions.

Forms of mass extracurricular work allow the teacher to indirectly influence each student through the team. They contribute to the development of skills to understand others, interact in a team, and collaborate with peers and adults.

According to, in addition to individual, there are circle (group), uniting and mass forms of extracurricular work.

Club (group) extracurricular work helps to identify and develop the interests and creative abilities of students in certain areas of science, technology, art, sports, deepens their knowledge of program material, provides new information, and develops skills.

The circle is one of the main forms of extracurricular activities in computer science. The content of its work is determined mainly by the interests and training of students, although there are programs for some. Informatics clubs can have a different focus in accordance with the various capabilities of the computer: computer graphics, programming, computer modeling, etc. The clubs offer various types of classes. This could include reports, work on projects, excursions, production of visual aids and equipment for classrooms, laboratory classes, meetings with interesting people, virtual travel, etc.

The work of the circle is kept in a diary. The report can be held in the form of an evening, conference, exhibition, review. In some schools, the results of activities are summed up at school holidays, which are a review of the work done over the year, for example, during a school-wide computer science week.

TO unifying forms of work include clubs, school museums, societies, temporary groups, etc.

In the recent past, clubs were widespread - political, pioneer, Komsomol, international friendship, high school students, weekend clubs, interesting meetings, etc., operating on the basis of self-government, having names, emblems, charters and regulations.

The work of clubs can be revived on the basis of new information technologies. Thus, currently many schools maintain connections with foreign schools. On this basis, international friendship clubs can be revived, having sections for translators, history, geography, culture of the country in which the school is located, etc. In the work of clubs, the Internet can be widely used to collect information and carry out common projects, e-mail for correspondence, etc.

Students from a number of schools enjoy creating virtual (electronic, presented on the Internet) museums, exhibitions and galleries. This type of work can act as an independent form of activity, and as an auxiliary one for actually existing school museums, exhibitions and galleries, etc.

Forms mass work are among the most common in school. They are very diverse and, compared to other forms of extracurricular and extracurricular work, have the advantage that they are designed to simultaneously reach many students, they are characterized by such specific features as colorfulness, solemnity, brightness, and a great emotional impact on students.

In extracurricular activities, such forms of mass work as competitions, competitions, olympiads, and shows should be widely used. They stimulate activity, develop initiative, and strengthen the team. Mass work contains great opportunities to activate students, although the degree may vary. Thus, a competition, an Olympiad, a competition, a game require the direct activity of everyone. When conducting conversations and evenings, only a part of the students act as organizers and performers. And in events such as visiting a computer center, watching a movie, meeting interesting people, giving a lecture, all participants are spectators or listeners.

IN Lately Forms of in-depth training adjacent to extracurricular activities, such as youth schools of computer science, correspondence schools of physics and mathematics (CPMS), schools and classes with a focus on computer science, and summer computer science classes, are gaining increasing popularity among students who show increased interest and ability in the study of computer science. camps, etc.

A form of mass work with students carried out by a teacher - class teacher is a class hour. It is carried out within the time allotted in the schedule and is integral part systems of educational activities in the class team.

The domestic school has accumulated extensive experience in using all forms of extracurricular activities. However, it must be borne in mind that the form in itself does not determine the success of the business. It is important that it is filled with useful content. It is also crucial pedagogical skill teachers.

Extracurricular activities are means of teaching, education and development, the choice of which is determined by the content and forms of extracurricular activities.

The following tools can be used in extracurricular activities: classroom design; musical accompaniment, game attributes, video materials, books, software.

Features of extracurricular activities

Having considered the essence of extracurricular work through its capabilities, goals, objectives, content, forms and means, we can determine its features:

1. Extracurricular work is a combination of various types of activities of students, the organization of which, together with the educational influence carried out during training, forms the personal qualities of students.

2. Delay in time. Extracurricular work is, first of all, a combination of large and small activities, the results of which are distant in time and are not always observed by the teacher.

3. Lack of strict regulations. The teacher has much greater freedom to choose the content, forms, means, and methods of extracurricular work than when conducting a lesson. On the one hand, this makes it possible to act in accordance with one’s own views and beliefs. On the other hand, the teacher’s personal responsibility for the choice made increases. In addition, the absence of strict regulations requires the teacher to take initiative.

4. Lack of control over the results of extracurricular activities. If a mandatory element of the lesson is control over the process of students mastering educational material, then in extracurricular activities there is no such control. It cannot exist due to the delay of results. The results of educational work are determined empirically through observation of students in various situations. A school psychologist can more objectively evaluate the results of this work using special tools. As a rule, overall results and the level of development of individual qualities are assessed. The effectiveness of a specific form is very difficult and sometimes impossible to determine. This feature, which is also recognized by students, gives the teacher advantages: a more natural environment, informality of communication and the absence of stress for students associated with evaluating results.

5. Extracurricular work is carried out during breaks, after classes, on holidays, weekends, vacations, i.e. during extracurricular hours.

6. Extracurricular activities have ample opportunities to attract the social experience of parents and other adults.

One of the conditions for the success of extracurricular work is a special mental state that arises when there is a unity of the motive for the activity (the need for it) and the corresponding situation, called an attitude.

Experimental studies conducted by D.N. Uznadze and others have shown that having a clear attitude towards an activity significantly increases its effectiveness. In relation to extracurricular work, such an attitude helps to activate attention and memory, accurately perceive content, helps highlight the main idea in the text, develops the ability to creatively perceive the information received, etc., i.e. promotes the development of skills and abilities for independent acquisition of new knowledge. Therefore, the purposefulness of students’ extracurricular work and the presence of strong motivation (matching cognitive interests and activities) largely determine the effectiveness of this important type of activity.

Planning extracurricular activities

Extracurricular activities at the school are carried out by the entire teaching staff: the director, his deputies, class teachers, teachers, as well as the parent committee. Students act both as participants and as organizers of their extracurricular activities.

The class teacher plans and directs extracurricular activities in his class. Extracurricular work of the class is included in the system of planning educational activities of the entire school, which provides for the organization of activities of clubs, scientific societies, the school library, holding major public events and holidays, public useful work schoolchildren, development of school printing. The class teacher plans educational activities taking into account the work of subject teachers. Each teacher who leads one or another area of ​​extracurricular activities in a subject also draws up a plan, which is approved by the school administration.

The drawing up of plans for extracurricular activities should be preceded by an analysis of the results of educational activities over the past year. It is important to identify its strengths and weaknesses and, based on the achieved level of student upbringing, outline those specific educational problems that the teaching staff will solve in the coming school year. An analysis of the work done and the school’s goals for the future should form the introduction to the plan. In many schools, schedules of extracurricular activities are also drawn up for a short period of time in chronological order, since in general school plans, which reflect educational activities for six months or even a year, it is difficult to provide for all activities in detail.

The planning process contains great opportunities to unite the school community and develop useful skills in students. Therefore, it is necessary to identify and take into account the requests and wishes of students, discuss plans with them, jointly determine deadlines and schedule performers. To do this, you should conduct conversations with schoolchildren, surveys, and use materials from their written works.

Plans will be more effective and interesting if they are created through the creative efforts of a wide range of people. It is important to involve students’ parents in this work.

Control over the implementation of plans for extracurricular educational activities is carried out by the director and his deputies. They attend extracurricular activities, analyze them with teachers, and also raise questions about the state and quality of extracurricular work with students. pedagogical advice, production meetings, methodological commissions.

In pedagogical circles there is currently a great interest in organizing extracurricular activities based on the principles of the scientific organization of pedagogical work. This means, first of all, the use of data from the theory of pedagogy and psychology in practical activities teachers. The efforts of many teaching staff and scientists are aimed at finding ways to achieve maximum efficiency of a teacher’s work, at solving the issue of rational use of his time, including through scientific planning of his extracurricular educational activities.

Clear management of extracurricular activities and its rational planning are one of the main conditions for the successful implementation of these activities in school.

Features of organizing extracurricular activities in computer science

It is necessary to distinguish between two types of extracurricular work in computer science: work with students who lag behind others in studying program material (additional extracurricular activities); work with students who show increased interest and abilities in studying computer science compared to others (actually extracurricular work in the traditional sense of the meaning of this term).

Speaking about the first area of ​​extracurricular work, we note the following. This type of extracurricular work with students in computer science currently takes place in every school. At the same time, increasing the efficiency of computer science teaching should lead to a decrease in the importance of additional educational work with lagging behind. Ideally, the first type of extracurricular work should have a pronounced individual character and appear only in exceptional cases (for example, in the case of a long-term illness of a student, transfer from a different type of school, etc.). However, at present, this work still requires significant attention from the computer science teacher. Its main goal is the timely elimination (and prevention) of students’ existing gaps in knowledge and skills in the computer science course.

The best experience of computer science teachers testifies to the effectiveness of the following provisions related to the organization and conduct of extracurricular work with lagging behind.

1. It is advisable to conduct additional (extracurricular) computer science classes with small groups of lagging behind (3-4 people in each); These groups of students should be fairly homogeneous both in terms of the students' knowledge gaps and in terms of learning abilities.

2. These classes should be individualized as much as possible (for example, offering each of these students a pre-prepared individual task and providing specific assistance to each in the process of completing it).

3. It is advisable to conduct classes with students who are lagging behind at school no more than once a week, combining this form of classes with homework students according to an individual plan.

4. After re-studying a particular section of computer science in additional classes, it is necessary to conduct a final control with a grade on the topic.

5. Additional classes in computer science, as a rule, should be educational in nature; When conducting classes, it is useful to use appropriate options for independent or test work from didactic materials, as well as teaching aids (and assignments) of a programmed type.

6. A computer science teacher needs to constantly analyze the reasons for the lag of individual students in their study of computer science, study typical mistakes allowed by students when studying a particular topic. This makes additional computer science classes more effective.

The second of the above-mentioned areas of extracurricular work in computer science - classes with students who show increased interest in studying it - meets the following main goals:

1. Awakening and development of sustainable interest in computer science.

2. Expanding and deepening knowledge of program material.

3. Optimal development of students’ abilities and instilling in them certain skills
of a scientific research nature.

4. Fostering a culture of thinking.

5. Developing students’ ability to independently and creatively work with educational and popular science literature.

6. Expanding and deepening students’ understanding of the practical significance of computer science in the life of society.

7. Expanding and deepening students’ understanding of the cultural and historical value of computer science, the role of computer science in world science.

8. Fostering in students a sense of collectivism and the ability to combine individual work with collective work.

9. Establishing closer business contacts between the computer science teacher and students and, on this basis, a deeper study of the cognitive interests and requests of schoolchildren.

10. Creation of an asset capable of assisting a computer science teacher in organizing effective computer science training for the entire class (assistance in the production of visual aids, classes with lagging students, and in promoting computer science knowledge among other students).

It is assumed that the implementation of these goals is partially carried out in the classroom. However, in the course of classroom lessons, limited by the boundaries of teaching time and program, this cannot be done with sufficient completeness. Therefore, the final and complete implementation of these goals is transferred to extracurricular activities of this type.

At the same time, there is a close relationship between the educational work carried out in the classroom and extracurricular work: educational activities, developing students’ interest in knowledge, contribute to the development of extracurricular work, and, conversely, extracurricular activities that allow students to apply knowledge in practice, expanding and deepening this knowledge, increase students' performance and their interest in learning. However, extracurricular work should not duplicate academic work, otherwise it will turn into ordinary additional activities.

Speaking about the content of extracurricular work with students interested in computer science, we note the following. The traditional topics of extracurricular activities were usually limited to the consideration of issues that, although beyond the scope of the official program, had many points of contact with the issues discussed in it. For example, historical information, advanced programming problems, elements of mathematical logic, number systems, etc. were traditionally considered in extracurricular computer science classes.

In recent years, new directions have emerged in computer science that have practical significance and great educational interest - computer technologies for information processing, in particular, multimedia, hypertext, and the Internet. These issues have already been reflected in the computer science program, however, practice shows that the number of hours allocated is clearly insufficient, and therefore extracurricular work can be a serious help in improving the quality of students’ training in computer science.

The ongoing renewal of the content of the computer science course has led to a tendency to update the content of extracurricular activities in computer science, but this does not mean that one should abandon certain traditional issues that hitherto constituted the content of extracurricular activities and arouse constant interest among students.

Some types of extracurricular activities

Evening of computer science- this is a unique form of summing up the work of a class or circle for the year. Together with the teacher, students think through in detail the program of the evening, types of activities and entertainment, select material for the evening: joke problems, intelligence tasks, historical information, puzzles, sophisms, charades, crosswords, questions for quizzes; prepare the necessary models, posters, slogans, and decorate the classroom. The event has an important educational value: firstly, students fight together for the honor of their class; secondly, this competition develops in schoolchildren endurance, calmness and perseverance in achieving victory.

Computer Science Quiz is a kind of game. It is best to conduct a quiz either in a circle class, or in the form of a competition between individual classes (outside school hours). Quiz tasks should have easily visible content, not cumbersome, not requiring notes, and most of them can be solved mentally. Typical problems, usually solved in class, are not interesting for a quiz. In addition to tasks, the quiz can also include various types of computer science questions. The quiz also includes joke problems. Quizzes can be entirely dedicated to one topic, but it is best to offer combined quizzes.

Meetings with interesting people are an important means of shaping the younger generation. Such meetings can be class or school-wide, independent in nature, or part of other forms of extracurricular activities. Meetings can be organized with representatives of the “computer” professions; with representatives of other professions who use computers; with school graduates who have chosen the appropriate professions, etc.

In the introductory speech, the teacher needs to tell students about the life and activities of the guests, arouse their interest in what is happening, and in the final speech, summarize all the speeches and thank those present.

Business games- an active teaching method that uses imitation of a real object or situation being studied to create in students the most complete sense of real activity in the role of a decision maker. They are aimed at solving so-called instrumental problems: building real activities, achieving specific goals, structuring the system of business relations between participants. Business games with children usually have a simple plot and can take place in the form of an organizational seminar. The main features of business games by V.Ya. Platov believes:

1. Availability of an object model;

2. Availability of roles;

3. Difference in role goals when making decisions;

4. Interaction of participants performing certain roles;

5. The presence of a common goal for the entire gaming team;

6. Collective development of solutions by the game participants;

7. Implementation of a “chain of decisions” during the game;

8. Multiple solutions;

9. Managing emotional stress;

10. An extensive system of individual or group assessment of teacher activities
stnikov of the game.

In business games, students plan their immediate and distant future, but the entire action as a whole has a certain game structure, which is monitored by the presenters from stage to stage. This may also include collective creative activities, in which schoolchildren, while playing, plan and carry out real social activities.

Business games are quite difficult for schoolchildren, since they do not have a clear storyline, there is no externally defined emotional background of the relationship. It is necessary to create motivation for participants and maintain it during the event. Firstly, the participants are interested in doing real, serious, adult work. Secondly, the work should be organized in creative groups created according to interests. Thirdly, they must see the real results of their work: an algorithm for solving a problem, an event plan, etc.

Business games in extracurricular activities are a promising direction. Such games teach students how to organize their activities, establish business cooperation with peers, and enter into collegial relationships with adults. Particularly valuable are joint business games schoolchildren and adults - teachers, parents.

Business games should be developed specifically for a certain age, taking into account the psychophysiological characteristics of students. There are four types of business games that can be used in extracurricular activities:

Large-scale (several classes) and long-term (several months) business games;

Games based on the analysis of factual information;

Short-term business games that involve the whole class;

Board business games.

Dispute on computer science- This is a kind of question and answer game between classes. During a debate, the more difficult questions are asked first. The question of the material of the dispute is very important. This issue is resolved depending on the goals that can be set for the dispute. The most important among these goals is the repetition of educational material from previous years of study. In this case, students are given the task of repeating computer science material over a certain period of time in order to know definitions, properties, rules, be able to solve problems and perform certain actions on this material. Minimum requirement, which is presented for each debate, is a good, complete and accurate knowledge by students of the material directly indicated in the textbooks, knowledge and understanding of the wording. Only after this and on the basis of this can it be built creative work students on educational material.

It is better to conduct debates between parallel classes. Disputes in computer science reveal deficiencies in students' knowledge and correct the teacher's work. What is valuable in the debate is that for such an important pedagogical moment as repetition, an extracurricular form of work with students is used. Discussions between classes for repetition provide something that no other can give cool uniform repetition of computer science.

Great importance in extracurricular activities, students work with additional literature.

The school is faced with the task of increasing the overall level of development of students, preparing them for further education, self-education and practical creative activity in any specialty. To solve these problems, a computer science teacher needs not only to provide a certain amount of knowledge for schoolchildren, but also to develop the ability to obtain this knowledge, develop the desire and ability to independently acquire new knowledge.

Among the various sources of new knowledge in computer science, one of the first places is occupied by the book. All literature that introduces schoolchildren to the basics of computer science and their application can be divided into educational (stable textbooks, didactic materials, collections of problems, reference books) and additional (popular science books and articles, collections of Olympiad problems, encyclopedias, reference books, dictionaries, books with extra-program material).

In the process of learning computer science, students very widely use basic educational literature, but few read additional literature on computer science, and this reading is not of an organized nature. Meanwhile, the educational and developmental significance of students’ work with additional literature on computer science is very great, since it is this work that contributes not only to improving the quality of students’ knowledge, but also to developing their sustainable interest in computer science.

Work experience with educational literature insufficient for successful work with additional literature. Therefore, the skills and abilities of schoolchildren to work with literature on computer science must be purposefully and systematically developed. This is facilitated, in particular, by:

1) the fullest possible correspondence of the literature being studied to the areas of cognitive interests of schoolchildren;

2) systematic use of additional literature by the teacher and students in the process of teaching computer science (in class lessons, in home and extracurricular work of students);

3) purposeful activities of the teacher to teach students general techniques for working with literature;

4) setting special tasks that require the use of additional literature on computer science and monitoring their implementation;

5) constant use of additional literature in elective classes.

The effectiveness of students’ independent work with educational or additional literature in general (and in computer science in particular) also depends on some psychological factors (attitude, interest, volitional effort, independence, hard work, etc.).

The main components that determine the development of skills and abilities for students to effectively work with scientific literature in computer science include:

1) the ability to logically (structurally) comprehend the text;

3) the ability to highlight and remember the main thing;

4) the ability to focus one’s attention on one or another main idea expressed in
text;

5) the ability to creatively process information (including “read between the lines”);

6) the ability to draw up a plan, a summary of a topic, and make extracts from it;

7) independence and criticality of perception;

8) willpower to force yourself to work even if difficulties arise and not
clarity;

9) persistence in overcoming difficulties.

The list of these conditions contains a unique program of educational activities for a computer science teacher when organizing students’ independent work with a book.

To form and develop the skills and abilities discussed above, it is useful to use a certain system of special educational tasks.

1. Tasks that formulate and develop the ability to selectively read additional literature on computer science. Such tasks are usually expressed in the form of questions, the answers to which are explicitly or implicitly contained in the additional literature given for study.

2. Tasks that formulate the ability to compare new knowledge obtained from reading additional literature with already acquired knowledge.

3. Tasks that develop the ability to apply new knowledge gained from reading additional literature. For example, when learning a new software tool, students are asked to use it to solve practical problems.

4. Tasks that develop the ability to combine what you read into a certain holistic system. These are, for example, tasks: prepare a report on what you read; review this book (book chapter); make some kind of table (diagram, diagram) based on what you read, etc.

Another type of work with popular science literature is preparing cards for a file cabinet of articles. Each student receives a magazine, looks through it and selects the material they like, after which they fill out an annotation card. At the same time, students develop and develop a professional interest in popular science and specialized literature.

As part of this type of work, students can be trained to purposefully search for information on the Internet, the information volume of which is almost limitless.

Class hour. Often the computer science teacher is class teacher, which leaves an imprint on all educational work in the classroom. The practice of conducting classroom hours is very diverse. Experience shows that they can be used to solve educational and organizational issues (class meeting, discussion of current team affairs, summing up work, oral journals, reports, lectures). Here, students are given the opportunity to communicate with the computer science teacher - the class teacher - and with each other in a free, relaxed atmosphere.

Club activities is aimed at attracting students of all age groups to active creative activities, developing cross-subject knowledge and skills, and mastering cultural values. The main activity of the club, as a rule, is aimed at organizing work on various projects related to the professional, scientific or personal interests of its leader.

• Specialty of the Higher Attestation Commission of the Russian Federation13.00.02
• Number of pages 192

CHAPTER 1. THEORETICAL FOUNDATIONS OF ORGANIZING EXTRA-CLASSROOM ACTIVITY IN THE PRIMARY CLASSES OF A GENERAL EDUCATION SCHOOL.

1.1. psychological and pedagogical foundations for selecting the content and forms of extracurricular activities.

1.2. methodological foundations of the content and forms of extracurricular activities.

CHAPTER II. BASICS OF METHODS FOR ORGANIZING AND CONDUCTING EXTRA-CLASSROOM ACTIVITIES IN PRIMARY CLASSES OF GENERAL EDUCATION SCHOOL.

2.1. the basics of methods for organizing and conducting extracurricular activities with the whole class and with individual students.

2.2. methods of conducting various types of extracurricular activities.

CHAPTER III. EXPERIMENTAL STUDY OF THE INFLUENCE OF EXTRA-CLASS WORK ON IMPROVING MATHEMATICAL KNOWLEDGE OF JUNIOR SCHOOL CHILDREN.

3.1. Stages of the experiment and the process of its organization.

3.2. Comparative analysis of students' mathematical knowledge in control and experimental classes.

Recommended list of dissertations

• System of speech development for primary school students in a Dagestan school during extracurricular Russian language classes 2012, candidate of pedagogical sciences Nasrulaeva, Shamsigat Alimirzaevna

• Using local history material as a means of forming elements of mathematical culture for younger schoolchildren when teaching mathematics 2004, candidate of pedagogical sciences Urtenova, Albina Umbarovna

• Technology of extracurricular work in mathematics in grades V - VI based on a personality-oriented approach 2005, Candidate of Pedagogical Sciences Sokolova, Irina Vladimirovna

• Didactic foundations for the formation of elementary knowledge in natural disciplines among primary school students 2010, Candidate of Pedagogical Sciences Begimov, Khusen Khudoyarovich

• Development of logical thinking of junior schoolchildren in extracurricular mathematics classes using a computer 2001, candidate of pedagogical sciences Esipova, Nadezhda Dmitrievna

Introduction of the dissertation (part of the abstract) on the topic “Extracurricular activities as a means of improving mathematical knowledge of primary school students”

Relevance of the topic. The most important task of the school is to give the younger generation deep and solid knowledge of the fundamentals of science, to develop skills and abilities, and to apply them in practice. In this regard, we need such an organization of education that would involve children in work. Much depends on the teacher: how he organizes the work, including taking into account the level of preparedness of the class, their interests, the individual and age characteristics of each student, highlighting the feasibility of one or another form of extracurricular work. If you take into account all these points, then you can organize extracurricular work in such a way that it is easy to achieve high results.

School reform requires strengthening the connection between teaching, upbringing and development of children. The interconnected classroom and extracurricular work of students in various subjects, in particular mathematics, has great potential for solving the problem.

Extracurricular work is defined as an integral part of the educational work of the school, as one of the forms of organizing students’ leisure time. It can be varied in content and forms. Extracurricular work in mathematics is educational in content.

Extracurricular activities in mathematics in primary school may be of different types. According to methodologists Baytova M.A., Beltyukova G.V. - these are “hours of entertaining mathematics” with the whole class (19).

The restructuring of primary mathematics education and school reform are associated with new educational goals, where the basic school becomes the main link in education. New learning goals cause changes in the content, methods and forms of learning. But the process of restructuring methods, forms and means of teaching is more difficult and slower than restructuring the content of training. In our opinion, extracurricular work in mathematics in the primary grades, one of the forms of organizing the education of younger schoolchildren, is being restructured especially slowly.

Scientific research teachers emphasize the versatility and complexity of solving issues related to extracurricular work at school.

V. M. Medvedev studied the relationship between classroom and extracurricular activities in high school (104). A.K. Shirkevich defined this relationship as a means of improving the quality of knowledge and overall development of students primary classes (182).

An analysis of the state of the organization of extracurricular work shows that most researchers consider and reveal certain aspects of the organization and methodology of conducting extracurricular work in mathematics (B.A. Kordemsky, I.I. Dyrchenko, V.S. Krolevets, G.D. Balk, E.A. Akopyan and others) (77, 51, 82, 1) and the relationship between classroom and extracurricular activities in mathematics in middle and high schools (Z.O. Shvartsman, E. Bazarova, etc.) (171, 17). The results of these researchers cannot be directly applied in the practice of teaching primary schoolchildren due to the specific content initial course mathematics and age characteristics of students. The dissertation research of B. Tashmuradov (170) examines the issues of organizing extracurricular work with primary schoolchildren in mathematics, based on the use of experimental textbooks “Mathematics in Primary Schools”, Part I, I, III, ed. A.I. Markushevich. B. Tashmuradov limits himself to describing the work of mathematical circles, which mainly consider original extracurricular material. This approach cannot ensure the mass scale of extracurricular work in mathematics in primary grades and the inclusion of “weak” and “average” students (170).

Dissertation research by Dudko L.N. (50) is devoted to the theoretical aspects of organizing extracurricular work as a means of improving the quality of knowledge and skills of junior schoolchildren. Dudko JI. N. gives theoretical analysis approaches to improving the methodology of extracurricular work in mathematics, based on the one developed by A.M. Puffed up the general concept of teaching methods. There are no specific methods for organizing and conducting extracurricular work in mathematics and guidelines for their use in organizing various forms of extracurricular work to improve the quality of knowledge and skills of junior schoolchildren.

Modern ideas for organizing mass extracurricular work in mathematics are expressed in the works of A.M. Pyshkalo (148, 160). They were partially reflected and concretized in the works of N.A. Yankovskaya (192) and S.I. Seldyukova (156). But even in them, the problem of extracurricular work was not the main one and was not studied specifically, purposefully.

Until now, extracurricular work in mathematics was most often based on the principles of fun and entertainment, and some of the best students were involved in it. We judge this on the basis of a long-term (since 1991) study of the state of the organization of various forms of extracurricular work in mathematics. Some teachers even reject the need to conduct extracurricular activities in primary classes.

A study of the state of school practice convinces that extracurricular work with junior schoolchildren is carried out mainly not systematically, spontaneously, one might say, “according to the red dates of the calendar.” Teachers are not focused on organizing extracurricular work in mathematics, which may be of interest to “low” and “average” students. The methodology for conducting extracurricular activities is not sufficiently developed, so the effectiveness of extracurricular activities is very low.

The need for mass extracurricular work in mathematics with primary school students is due to the fact that our society expects from schools a comprehensive preparation of the younger generation in life. Without developing interest in mathematics, without education and upbringing of students using mathematics, starting from the youngest school age, without the relationship between classroom and extracurricular work, the school will not be able to adequately fulfill this order of society. Extracurricular work in mathematics should be considered as one of the important means of improving mathematical knowledge in the primary grades of secondary schools.

In the studies of a number of psychologists, for example, V. Davydov and his colleagues, the quality of knowledge is considered as the main, essential property of schoolchildren’s educational preparation, as an integral indicator of mastering the content of training (45).

The qualities of knowledge serve as criteria for assessing the results of mastering educational material when comparing the requirements for knowledge and skills of students established by the program with the achieved learning results. Basically, the necessary set of knowledge qualities, reflected in the curriculum, is formed during the teaching of mathematics in the classroom. Extracurricular work can influence the quality of knowledge directly through the content of assignments, in particular, as a result of maintaining interest in the subject.

Extracurricular work in mathematics creates additional opportunities for primary school teachers to implement a differentiated approach to “average” and “weak” students to achieve planned learning outcomes. In this case, it can help improve mathematical knowledge and skills. However, extracurricular work in mathematics in the primary grades is not provided, both theoretically and practically. There are catastrophically few methodological aids for conducting extracurricular work in mathematics in the primary grades; we can say with confidence that they do not exist. In the textbook M.A. Baitova, G.V. Beltyukova “Methods of teaching mathematics in primary grades” is given a brief description of extracurricular work and its forms (19). Other sources (articles, theses) contain general instructions for conducting extracurricular activities. Future primary school teachers do not receive sufficient training in universities to carry out this work. A contradiction arose between the need to conduct extracurricular work with primary schoolchildren and the insufficient level of development of methodological issues of its organization and implementation. This explains the relevance of the problem of methods for conducting extracurricular work in mathematics in the primary grades of secondary schools. In this regard, for the study we chose the topic “Extracurricular activities as a means of improving mathematical knowledge in the primary grades of secondary schools.”

The purpose of the study is to develop a methodology for organizing and conducting extracurricular work in mathematics, namely, extracurricular activities both with the whole class and with individual students.

The object of the study is extracurricular work in mathematics in the primary grades of a comprehensive school.

The subject of the research is the process of improving mathematical knowledge through the implementation of various forms of extracurricular activities in mathematics.

The purpose, object and subject, as well as the objectives of the study, allowed us to put forward the following hypothesis: if extracurricular activities are organized on the basis of the methodology we developed, taking into account group and individual forms of organization, then this will contribute to: a) increasing children’s interest in learning; b) improving the mathematical knowledge of younger schoolchildren.

To achieve the set goal and test the research hypothesis, it was necessary to solve a number of problems.

Analysis of the state of the problem (the concept of extracurricular work in mathematics, its tasks, principles, organization);

Determine the main methodological conditions for the effective impact of extracurricular activities on improving the mathematical knowledge of all students;

Prove the impact of the use of extracurricular activities on the final results of all extracurricular work in mathematics;

Develop requirements for the organization and methodology of conducting various types of extracurricular activities;

Determine the types of extracurricular activities and develop material for extracurricular activities in mathematics by topic and year of study in accordance with their purpose and the content of the program material being studied;

To experimentally test the developed methodology for organizing and conducting extracurricular activities with the whole class and with individual students and methodological recommendations for their implementation with primary schoolchildren.

To solve the problems, the following methods were used:

Analysis of methodological and psychological-pedagogical literature on the topic of the dissertation, study of existing textbooks and programs for primary grades, pedagogical universities and colleges;

Sociometric - survey, interviewing and questioning of teachers, primary schoolchildren and their parents;

Studying students with different academic performance and interests throughout their participation in extracurricular activities;

Analysis of the state and organization of extracurricular activities in mathematics in primary school;

Study and observation of extracurricular activities - ascertaining and search experiments.

The study was carried out over 9 years in stages. At the first stage (1991 - 1994), the state of the theory and practice of extracurricular work in mathematics in primary grades was studied.

At the second stage (1994 - 1997), based on a generalization of the results, the initial theoretical principles were determined, methodological recommendations and materials for extracurricular activities in mathematics with primary school students were compiled, and a textbook was published under the stamp of the Ministry of General and Professional Education “Extracurricular Work in Mathematics.”

At the third stage (1997 - 2000), the developed recommendations and detailed plans - notes of extracurricular activities in five schools in Karachaevsk, seven schools in Cherkessk and ten schools in the Malokarachaevsky district were checked.

Scientific novelty is as follows:

A methodology for organizing and conducting extracurricular activities in primary grades has been developed and methodological recommendations have been proposed for conducting extracurricular activities with the entire class and with individual students.

The theoretical significance of the study is determined by the fact that the proposed methodology for organizing and conducting extracurricular activities, covering all primary school students, expands and deepens the understanding of the ways in which mathematics teaching influences the overall development and development of individual abilities of junior schoolchildren.

Practical significance is determined by the fact that the proposed methodology for organizing and conducting extracurricular activities with the whole class and with individual students, methodological recommendations and development of extracurricular activities enable the teacher, relying on them, to use them correctly, thereby ensuring the optimal development of students.

The reliability and validity of the study is ensured;

The variety, volume and completeness of what has been studied factual material;

The choice of research methods that correspond to the assigned tasks;

Based on the results of fundamental psychological and pedagogical research;

The results of experimental verification of the main provisions and recommendations. (The pedagogical experiment involved more than 250 primary school teachers in Karachaevsk, Cherkessk and Malokarachaevsky district and 980 primary schoolchildren);

The results of using the developed methodology for conducting extracurricular activities, methodological recommendations and developments of extracurricular activities in the mass practice of primary school teachers in Karachaevsk, Cherkessk, Malokarachaevsky district.

The following is submitted for defense:

1. Methodology for organizing and conducting extracurricular activities, aimed at improving the mathematical knowledge of primary schoolchildren, allowing for a combination of group, individual and mass forms of work.

Testing and implementation of research results.

The main results of the study were presented at meetings of the Department of Mathematics and Methods of Teaching of the Karachay-Cherkess State Pedagogical University, at meetings of the sections of Mathematics and Methods of Teaching of the Circassian Pedagogical College and Kabardino-Balkarian Pedagogical College, Nevinnomyssk Institute of Continuing Professional Education, at city and regional seminars for primary school teachers Karachaevsk, Cherkessk and Malokarachaevsky district, Kislovodsk, at advanced training courses for primary school teachers at the Institute for Advanced Study of Teachers in Cherkessk, at scientific conferences in Karachaevsk, Nalchik, Kislovodsk.

A textbook published by the author under the stamp of the Ministry of General and Professional Education “Extracurricular work in mathematics” and the development of extracurricular activities by topic and class have been tested and used in the educational process of students of the Karachay-Cherkess State Pedagogical University, the Circassian Pedagogical College, the Kabardino-Balkarian Pedagogical College, the Kabardino-Cherkessian Pedagogical College. Balkarsky state university,

Nevinnomyssk Institute of Continuing Professional Education, Stavropol State Pedagogical University and in the practice of primary school teachers in Moscow,

Karachay-Cherkess Republic, Stavropol Territory, Kabardino-Balkarian Republic and other regions of Russia.

The author developed and taught a special course (46 hours) on the topic “Extracurricular activities as a means of improving mathematical knowledge in primary school” at the full-time and correspondence departments of the Faculty of Pedagogy and Methods of Primary Education and supervised the theses of students of the in-patient department of the Karachay-Cherkess State Pedagogical University.

The results of the study are reflected in eight publications.

Similar dissertations in the specialty “Theory and Methods of Teaching and Education (by areas and levels of education)”, 13.00.02 code HAC

• Using the ideas and experience of Karachay folk pedagogy in the mental upbringing and education of younger schoolchildren 2003, candidate of pedagogical sciences Karakotova, Svetlana Abugalievna

• Karachay-Balkarian song folklore as a means of developing the musical and aesthetic interest of adolescents 2005, candidate of pedagogical sciences Baichorova, Aminat Nurchukovna

• Education of citizenship in children of primary school age in the pedagogy of the Karachay people 2004, candidate of pedagogical sciences Khubieva, Zariat Magometovna

• Continuity in teaching the Russian language in the primary education system in conditions of national-Russian bilingualism: Based on the material of extracurricular activities 2004, candidate of pedagogical sciences Khakuasheva, Rita Georgievna

• Musical and aesthetic education of junior schoolchildren in the process of implementing the national-regional component of education: Based on the material of the Karachay-Cherkess Republic 2004, Candidate of Pedagogical Sciences Reutskaya, Irina Nikolaevna

Conclusion of the dissertation on the topic “Theory and methodology of training and education (by areas and levels of education)”, Bayramukova, Parduz Umarovna

CONCLUSION

In connection with the increasing requirements for the effectiveness of teaching, a radical improvement in the preparation of young people for independent life, extracurricular work in mathematics in the primary grades is of particular relevance.

Our study of the theory and practice of extracurricular activities and the experimentally tested methodology for its implementation in primary grades allows us to draw the following conclusions:

It has been repeatedly noted in the press, and our research confirms, that the gap between teaching and upbringing is expressed in the lack of unity between classroom and extracurricular work. Meanwhile, both are organic parts of a single process of formation of a young man’s personality. In this regard, extracurricular activities in primary grades should be connected with classroom ones. By achieving unity of classwork and extracurricular work in primary grades, teachers improve students' mathematical knowledge, develop their cognitive interest, and broaden their horizons.

A study of the main manuals for teachers and students shows that individual general instructions and examples of extracurricular activities in mathematics with primary school students are not sufficient to implement mass extracurricular activities in practice. It is necessary that textbooks and teaching aids For pedagogical institutes, pedagogical universities, pedagogical colleges and for primary school teachers, the issues of organization and methodology for conducting extracurricular work in mathematics in primary classes were deeply and meaningfully revealed.

Our research has shown that extracurricular work in mathematics in primary grades in many schools in Karachay-Cherkessia is random and unsystematic. One of the main reasons for this phenomenon is the insufficient preparation of students for extracurricular work with younger students. This preparation must be carried out in the system and simultaneously with their mathematical and methodological preparation and be used in the process of teaching practice at school.

When organizing extracurricular activities in schools in a village or city, we must take care of its diverse forms. Only diverse extracurricular activities can satisfy the increasing needs of modern children and develop their rich creative abilities.

It has been established that mass extracurricular work in mathematics in primary grades can be successfully carried out, having a positive impact on improving students’ mathematical knowledge, subject to certain conditions:

In various forms, it should be carried out with all students systematically with constant reference to the individual characteristics of younger schoolchildren;

The use of various forms, methods and means of teaching in extracurricular activities should be determined by the purpose of the classes, be focused on the further development of students, on preparing them for studying in middle and high schools;

Continuity and systematic inclusion of all primary school students in various types of extracurricular work in mathematics is mandatory.

We have determined the content of extracurricular work in mathematics in the primary grades. The forms, methods and means of organizing extracurricular activities have been clarified. Methodological recommendations and developments of extracurricular activities in mathematics for primary school teachers and students of pedagogical universities have been compiled. These guidelines and developments have been experimentally tested.

The requirements for different types of extracurricular activities, based on an appropriate combination of mass, group and individual forms of involving students in work, are specified.

The effectiveness of teaching mathematics at school was tested and compared:

In the absence of extracurricular work in mathematics in primary school;

According to the usual methodology for conducting extracurricular work in mathematics;

With systematic mass coverage of all students with various forms of extracurricular activities using experimental methods.

A comparison was made of the quality of knowledge, the degree of development of interest in mathematics, and the activity of students in mathematics lessons and extracurricular activities achieved under these conditions. The results obtained during testing of the experimental methodology confirmed its advantage in improving the mathematical knowledge of primary schoolchildren.

Evidence of the usefulness of our research is that the methodology we developed for organizing and conducting extracurricular activities, developing extracurricular activities and methodological recommendations for their organization were met with enthusiasm and interest by primary school teachers of the Karachay-Cherkess Republic, Kislovodsk, Nevinnomyssk, Pyatigorsk.

Our research allowed us to formulate the principle of constructing the content of extracurricular work:

1) the material must be presented in such a way as to reveal to the child the presenters, general properties this area of ​​reality, subject to further study;

2) practical skills must be built on the basis of relevant theoretical information;

4) when selecting material, it is necessary to take into account the individual developmental characteristics of younger schoolchildren.

With this structure of the educational process, the cognitive activity of younger schoolchildren takes on a different character than with conventional education; they develop the ability of theoretical thinking, which helps improve mathematical knowledge, skills and abilities.

In our study, we studied the main aspects of the methodology for conducting extracurricular work in mathematics in primary grades. At the same time, the need for a more in-depth study of the problem of improving the preparation of future teachers for organizing extracurricular work in mathematics in primary grades has been established.

The material of the dissertation guides such further research.

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PAGE 17

INTRODUCTION

A foreign language is one of the subjects that students master in the process of active speech activity (speaking, writing, reading, listening), during which motivational factors interact that are associated with a person’s need for communication and provide preparation for communication. One of the main problems facing a foreign language teacher is the lack of student interest in the subject being studied, which leads to a decrease in learning results.

In order to activate the potential of students, achieve the development of creative abilities, and for the need for communication to arise in the process of educational activity, appropriate conditions are needed under which situations are created that are close to reality and capable of motivating the speech activity of students. It is also necessary to improve the types and forms of educational activities. This can be achieved with the help of learning tools, with the use of which the learning process becomes accessible, visual, and manageable. Such means are extracurricular and elective work on foreign language. It is designed to ensure the achievement of the main goal of education at the present stage - the development of students' communication skills.

Relevance The topic of this study is ensured by the need to improve English language teaching in order to implement the state project “Trinity of Languages”, in which English is presented as the language of successful integration into the global economy.

Target research: studying the forms and methods of extracurricular and extracurricular work as modern means training.

Object of study: extracurricular and elective work in English.

Subject of study: forms and methods of extracurricular and elective work in English.

Hypothesis research: if in extracurricular and elective work in a foreign language we use a variety of different shapes and methods, this will lead to increased motivation for learning a foreign language and achieving learning goals.

Research objectives:

• reveal the concept, goals, objectives, principles and content of optional and extracurricular work in a foreign language,
• outline the role of extracurricular and extracurricular work as a means of learning and increasing learning motivation,
• study methods and forms of organizing extracurricular and extracurricular work, develop their classification,
• explore the similarities and differences between extracurricular and extracurricular work,
• develop requirements for extracurricular activities and a methodology for conducting several forms, as well as a rough plan for the work of an elective for the academic year in the 8th grade.

Methods research: study of theoretical and practical sources on the research problem, comparative analysis material, synthesis of information, generalization of the experience of English teachers and teaching practice.

1 Pedagogical foundations of extracurricular and extracurricular work

1.1 Concept, goals and objectives

Extracurricular and optional workin a foreign language is a set of educational extracurricular activities that are heterogeneous in content, purpose, methodology and forms, going beyond the compulsory curriculum, but united with them by common goals and objectives.

There is enormous potential in extracurricular and extracurricular activities. It contributes to the development and maintenance of students’ motivation to learn a foreign language, increasing the level of their practical linguistic skills; educating students, expanding their horizons, developing their creative abilities, regional knowledge, aesthetic taste, imagination, memory and attention; to develop their independence, organization, accuracy and accuracy in performing assigned tasks.

The process of organizing extracurricular and elective work in a foreign language is a pedagogical system in which each level of education (junior, middle, senior) corresponds to certain forms that fully reflect the content of the training program. It can be divided into substantive and organizational aspects. The substantive aspect of extracurricular work consists of those forms that should be carried out at school (mass, group and individual). The organizational aspect of the system of extracurricular work in a foreign language in secondary school involves the distribution of available forms of work across levels of education and classes.

In the creation of any pedagogical system, there is a dependence between the goals, content, forms and methods of the educational process.

Ultimate goals extracurricular and elective work in a foreign language are divided into

• educational,
• developing,
• educational.

Educational goalsare aimed at expanding and deepening knowledge of a foreign language, mastering and activating language skills and speech skills, vocabulary, grammar, phonetics, and regional knowledge.

Developmental goalsare aimed at stimulating the comprehensive development of students’ personality, their horizons, thinking, and mastering general educational skills.

Educational goalsare aimed at strengthening motivation for learning a foreign language, mastering communicative activities, and the ability to work in a team.

The goals of extracurricular work in a foreign language guide children’s activities if they coincide with their personal goals: “I want to learn to speak a foreign language”, “I want to learn to read in a foreign language”, “I want to learn more about the country of the language I am learning”, “ I want to use a foreign language in my future specialty,” “I want to understand the lyrics of songs in the language I’m learning.”

If the goals of extracurricular work in a foreign language at a specific stage do not coincide with the goals of the student, and the student lacks motives for activity, the entire system turns out to be formal, since it is not accepted by children and does not influence them. The voluntary nature of extracurricular work in a foreign language, the difficulties in its preparation and implementation determine the need to develop measures of complex motivation of the individual, compliance with all requirements for content, forms and methods.

The named goals determine tasks extracurricular and extracurricular work:

It is advisable to connect the topic of work with the country of the language being studied;

Extracurricular work should be based on the program material and preparation received by students in class.

To do this you need:

a) activate the vocabulary and grammatical forms already studied by students during competitive vocabulary and grammar games, riddles, crosswords, etc.;

b) create additional natural practice for listening while listening to artistic independence numbers;

c) be accessible to the majority of those participating and present for understanding;

d) give the joy of learning new things;

e) be extremely massive in terms of the participation of schoolchildren in the preparation and conduct of the event;

f) cultivate interest and respect for the mentality, history, art and culture of the countries of the language being studied, strengthen the feeling of patriotism and love for one’s homeland.

Thus, extracurricular and extracurricular work is one of the significant factors contributing to the successful learning of a foreign language. It is known that the language material studied in class, as a rule, does not find frequent use in the life practice of schoolchildren, and it is extracurricular and extracurricular work that can become an addition to academic work, help consolidate and apply the knowledge acquired by students, and become a means of increasing motivation in learning a foreign language .


1.2 Principles

The functioning of the system of extracurricular and extracurricular work in any subject is based on a number of principles and particular requirements that determine the content, forms, methods, direction of pedagogical influence on the individual, and the nature of the connection between individual elements of the system.

Let us consider the basic principles on which the entire system of extracurricular and elective work in a foreign language should be built.

1. Principle of relevanceThe implementation of this principle makes it possible to ensure a close connection between extracurricular and elective work in a foreign language with the student’s living conditions and activities. The main conditions for the implementation of this principle are as follows:

Firstly, systematically familiarize students with current events in public life your country and foreign countries reading newspapers, discussing political and other news of a vital nature, publishing newspapers, radio, television programs, preparing and holding theme evenings, conferences, festivals for anniversaries, etc.

Secondly, the widespread use of regional studies and local history material in revealing such possible topics of extracurricular work in a foreign language, organizing excursions in the target language to museums, memorable places of the city, etc.

Thirdly, meeting with people who use a foreign language in their professional activities, getting acquainted with materials that require proficiency in a foreign language, reading and listening to texts about the use of foreign languages ​​by outstanding people of the past, as well as our contemporaries.

Fourth, the inclusion of materials in a foreign language in school-wide activities. For example, performing sports songs and marches at sports festivals, staging school-wide performances, concerts, preparing and holding festivals for the entire school staff. The close interaction of these areas with the entire educational process of the school gives viability to the entire system of extracurricular work in a foreign language.

2. The principle of communicative activity.Communication in extracurricular activities is somewhat different from communication in a foreign language lesson, which is due to the difference in goals and activity conditions. A prerequisite for higher communicative activity of students in extracurricular activities is the opportunity to choose the most interesting and accessible type of activity: correspondence with foreign friends, reading books in the target language, developing skills and abilities oral speech in drama classes, etc.

Not only the variety of activities, but also its content is of great importance for stimulating communicative activity. The use of new materials unknown to students, their cognitive value and entertainment, creates a need for communication and increases its quality level.

Observing the principle of communicative activity, it is necessary to remember that for students in grades 5-6 it is supported mainly by the novelty of the subject, the pleasure of participating in various activities, assessment and encouragement. They pay little attention to the content of their statements, while students in grades 7 and 8 are already quite critical of the forced primitiveness and artificiality of their foreign language speech. They are not satisfied with communication in a psychologically false situation, characterized by limited topics, regulation, discrepancy between the usual range of speech in their native and foreign languages, and low information content. Teenagers are disappointed by the lack of personal experiences, the inability to fully express intentions and thoughts, the unnaturalness of exchanges, etc.

3. The principle of taking into account the level of language preparedness of students and continuity with foreign language lessons.In extracurricular work, as well as in the classroom, it is necessary to achieve the conscious application of knowledge, skills and abilities. The formation of a child’s interest in foreign language activities largely depends on understanding the content of the material used and the students’ readiness to include it in speech activity.

Constant reference to the dictionary in the process of reading or preparing messages, too difficult speech structures in dramatizations and performances, an abundance of unfamiliar words and grammatical phenomena in listening texts do not contribute to the development of students’ interest in the work being done, reduce its educational and educational value, and tire children. Even such an attractive type of extracurricular activity as learning songs in the target language becomes a painful and tedious task if the knowledge, skills and abilities of the students are not taken into account in the selection of songs. Language overload can be avoided by observing the continuity of class and extracurricular work, which means taking into account and maximizing the use of those opportunities that were created at the previous stage of teaching a foreign language, planning and conducting extra-curricular activities based on program topics following their study, observing the speech activity of students in the classroom. and outside of school hours and its correction.

4. The principle of taking into account the age characteristics of students.The effectiveness of extracurricular and elective work in a foreign language is largely determined by its compliance with the psychophysiological characteristics of students. Younger ages are characterized by involuntary attention, so students of this age are not able to withstand strong and long-lasting monotonous stimuli. Ways to manage attention for them are the organization of various kinds of games, especially outdoor games at the end of classes and physical education breaks when signs of fatigue occur, frequent changes in activities, the use of visual, objective and kinetic visualization, and audiovisual aids.

Average age characterized by students’ desire for independence, adulthood and insufficient opportunities (small horizons, imperfect cognitive and practical skills, undeveloped ability to critically assess their strengths). The leading needs at this age are communication needs, the need for competition, to increase one’s status in the class, the need to increase self-esteem, etc. Role-playing games, quizzes, competitions, KVN, quizzes based on competition, ratings, etc. are most suitable for this age.

High school age people are characterized by the need to maintain self-esteem, a sense of self-worth, to find a profession, their place in life, etc. Business games, meetings, conferences, excursions, meeting native speakers, organizing clubs, evenings, etc. would be appropriate here.

5. The principle of combining collective, group and individual forms of work.Collective forms of work, regardless of the age of their participants, influence the formation of personality and determine the development of the team itself. United by common interests and communication activities, students react sensitively to the demands made by the team and the communication situation, overcome psychological constraint, and demonstrate their inclinations and abilities. Under the influence of the value orientations of the team and its requirements, self-esteem of the activity and the activity itself are formed.

Preparation of collective events includes group and individual forms of work with students. Groups, united by common interests and aspirations, mutual sympathies, experience of joint activities, responsible assignments, prepare decorations, concert numbers, publish wall newspapers, radio broadcasts and bulletins, participate in the selection of materials on any topic, learn songs, dramatizations. United into teams, they participate in competitive games, competitions and KVNs. When organizing group activities in extracurricular activities, it is necessary to take into account the individual characteristics of schoolchildren, their personal preferences, their characteristics and abilities, inclinations and inclinations.

Individual, group and collective activities should be organically combined with each other. In this regard, the most favorable is the inclusion at a certain stage of individual and group activity in collective activity, as a result of which personal motives and experiences are combined with the motives and experiences of the collective.

6. The principle of interdisciplinary connections in the preparation and conduct of extracurricular work in a foreign language.In the implementation of interdisciplinary connections, one of the requirements is realized systematic approach to the ongoing work on training and education of the younger generation. Taking into account this requirement, extracurricular work in a foreign language should not be carried out in isolation, but in close connection with other academic subjects. The use of interesting materials on geography, history, literature and other subjects in the work of circles, clubs of experts in the country of the language being studied, sections enriches extracurricular work in a foreign language, helps to increase students’ interest in it and the quality of its implementation.

In addition to the above principles, there are also conditions under which extracurricular and extracurricular work will be more effective: voluntary participation, student independence, clear organization and preparation of events, novelty of content, forms and methods of work, aesthetic expressiveness, stimulation of student activity.


2 Organization of extracurricular and extracurricular activities

2.1 Forms and methods of extracurricular work

If we consider the forms of extracurricular and extracurricular work in various aspects, then we can distinguish three main criteria by which they can be classified:time, content and quantity criteria.

According to the time criterion, the forms of extracurricular work are divided into permanent and temporary (episodic), according to quantitative collective (group, mass) and individual, according to the content aspect into competitive, cultural-mass, political-mass, scientific-cognitive, informative. They can be represented in a diagram (see Appendix A, Fig. 1)

Let's consider the main forms of work. Permanently operating ones involve the systematic conduct of classes over a more or less long period of time (electives, clubs, clubs). Episodic events act as one-time events (evenings, holidays, KVN, competitions, quizzes, etc.).

The second criterion is based on the number of students. However, such a division, in our opinion, is not enough. It reflects only the external side of the work and does not take into account its content. The quantitative composition of participants, as the criterion underlying the grouping, does not yet determine the specifics of a particular group as a whole, since within each of them completely different forms are distinguished (for example, mass forms include: evening, competition, Olympiad, wall newspaper, etc.). d.). In addition, the number of participants depends on the capabilities of the school and the desire of the teacher in each particular case. (To conduct the same event, one teacher will have the opportunity to attract many students, while another, for various reasons, only a few.) A group form of work is a circle or elective, which assumes a limited number of participants in the classes, greater homogeneity of their interests and the teacher’s attention to the personal needs of each of them.

Individual work of students outside of school hours is mainly related to certain assignments and forms part of the overall effort to prepare and conduct a particular event.

Let's consider the forms of extracurricular and optional work depending on the content.

1. Competitive forms of work - competitions, games, KVN, Olympiads, quizzes, tournaments, quizzes.

2. Informative - wall newspapers, stands, newsletters, exhibition-quiz, announcements, radio center (if there is one at the school), maintaining a website on the Internet, etc.

3. Culturalforms of work - evenings of different directions and forms, performances, production of fairy tales, performances of vocal groups or choirs, folk dances, holidays, matinees. These forms of extracurricular work are the most accessible and popular. In the preparation and conduct of such events, 4 stages can be distinguished:

Stage 1 - preparation of programs, determination of time and place.

Stage 2 - drawing up a plan and selecting material, drawing up a script, selecting performers, making costumes and props, drawing up sketches of the room design, preparing sound design, selecting awards for the winners. At the second stage, the program is worked out, and the school is notified of the upcoming event. Rehearsals are underway.

Stage 3 - the actual holding of the matinee (evening), summing up the results, awarding the winners.

Stage 4 - release of an information sheet dedicated to this event.

A typical program plan for matinees or evenings includes a number of permanent components that may vary depending on the topic and age characteristics of the participants. The permanent components of the program include: presentation by the presenter;

Messages on the topic;

Quiz;

Artistic part (concert);

Competitions;

Outdoor games different countries;

Winner's reward ceremony.

4. Political-grassrootsforms of work - solidarity actions, forums, " round tables", rallies, press conferences, festivals.

5. Scientific and educational- NOU, subject KVN, subject clubs, elective courses in the subject, electives in the subject, publication of a school magazine or almanac in a foreign language, maintaining a school chronicle, Olympiads, decades, foreign language months, etc. When conducting a month of foreign languages, the following forms of extracurricular work are included in the plan: matinees (for younger schoolchildren), game relay races (for students in grades 4-5), contests, newspaper competitions (grades 5-7), quizzes on regional studies (8 -11 grades), watching videos (grades 8-11), publishing newspapers on various topics, foreign language olympiads (grades 9-11), evenings, shows, amateur concerts (choirs, vocal groups, songs and dances of the peoples of the world), staging fairy tales, dramatizations, press conferences, festivals, etc.

All these forms of extracurricular and extracurricular work develop various personality traits, knowledge, abilities and skills, which can also be presented in the table. (See Appendix B, Fig. 2).

2.2 Optional work

Extracurricular work should be given special importance in learning a foreign language. The importance of this form of work is explained by the insufficient number of classroom hours allocated to foreign language classes, as well as the need to motivate learning a foreign language, maintaining students’ interest in a foreign language, and their desire to speak it better.

Elective courses form a single whole with the main course; their task is to deepen the content of the main course. At the same time, much attention is paid to speaking practice and mastering sociocultural information, for the presentation of which insufficient time is allocated in classroom lessons.

The goals and objectives of conducting an optional foreign language course are determined by the state educational program.

The purpose of the elective course is to provide schoolchildren with a higher level of proficiency in productive and receptive types of speech activity, and stronger independent work skills than those provided for in the compulsory program.

Educational and educational tasks of teaching are solved in the process of practical mastery of the target language based on the material used for teaching.

The objectives of the elective course include: when teaching speaking development and improvement of skills that ensure foreign language communication both with one interlocutor and with the whole group; in this case, the speech reaction of the partners can be in the nature of an extended monologue utterance.

When teaching listening, students develop the ability to listen and understand the content and meaning of foreign language statements (literary and colloquial speech), as well as simple stories ( literary speech), built on the material of the main and elective courses.

When learning to read, mastering two types of reading: 1) reading texts to cover their main content and 2) reading texts to extract complete information.

Language material is not allocated to a special section in the program. There is no provision for students to learn new grammatical material in the elective course. During the learning process, students improve their practical pronunciation skills and the ability to use grammatical phenomena in speech, defined by the main course program.

Teaching a foreign language in elective classes is of a specially organized nature educational purposes various types of communication in a foreign language in oral and written forms. The basis of training is exercises of a communicative nature, which are situationally conditioned and involve the expression of the speakers’ personal attitude to the information received.

The organizational forms of conducting an elective course are regular classes, which are provided for by a special schedule and are held before or after lessons. Classes are conducted in parallel with the study of the main foreign language course. The optional group is made up of students from the same or parallel classes, studying with different teachers of a given school.

The basic principles of conducting extracurricular activities are as follows:

• principle of continuity. The program of elective classes must correspond to the main course of study, not advance or lag behind it, but serve as a supplement,
• principle of systematicity. Optional classes should not be conducted periodically, but should be conducted according to plan, without interruption. This will ensure that they are meaningful to students,
• the principle of visibility and diversity. Much more attention can be paid to the use of audiovisual means to motivate oral-speech activities (TSO, information technology, etc.). Texts should be varied in content and motivated, interesting and informative, at the same time educational and general educational,
• principle of independence. It provides the ability to use relevant reference and auxiliary literature (grammar reference books, dictionaries, phrase books, textbooks), overcome language difficulties,
• the principle of motivation and voluntariness. Currently, elective classes are used by teachers to “bring up” lagging students, while the principle of voluntariness and attendance at extracurricular activities is violated, and this leads to a violation of the principle of motivation for learning a foreign language.

2.3 General and special features of extracurricular and extracurricular work

Extracurricular and elective work in a foreign language has both general and special characteristic features.

Both extracurricular and elective work motivate students to learn a foreign language, allow them to use the knowledge, skills and abilities gained from studying various disciplines to achieve the goal set by an extracurricular activity or elective activity, develop the student’s imagination and fantasy, and form the ability to interact in a team, cultivate responsibility for the assigned work, independence, initiative, a sense of collectivism, camaraderie and empathy, tolerance for a different mentality, culture, customs and traditions. They pursue common goals to provide students with a higher level of practical knowledge of a foreign language than is provided for in the compulsory course program, are based on general principles independence, accessibility, relevance, continuity, voluntariness, systematicity, etc. They are built on a much larger volume of language material than the main course of study.

The common thing is that both jobs require careful planning in order to achieve greater efficiency. Both forms are an important part of the educational process.

But there are also differences between extracurricular work and elective work. Sometimes an elective is not voluntary, but compulsory for some students, especially those who fall behind. At the same time, elective classes can be organized for those students who plan to make a foreign language their profession in the future (translators, teachers, etc.). IN in this case There is greater motivation for electives than for extracurricular work.

In elective classes they use different kinds exercises, so they are closer to the main lessons; homework can also be given for them. The forms and methods of extracurricular work are more entertaining in nature than elective classes, which are educational in nature, although holidays, competitions, KVN, etc. can be organized at both.

Extracurricular work is also characterized by greater mass participation, parental participation in events, greater student initiative, teamwork, independence, and a variety of forms and methods.

Optional work is designed for individual, independent studies, more in-depth study of a foreign language.

The above-mentioned features of extracurricular and optional work are reflected in the methodological requirements:

1. Organic connection between classroom and extracurricular work. This communication can be two-way. Extracurricular work builds on classroom work. Extracurricular foreign language classes are based on the mastery of skills and abilities created in foreign language lessons, therefore it is important that students use these skills and abilities as fully as possible, while simultaneously improving and developing them in accordance with the conditions and characteristics of extracurricular work. Extracurricular activities can thus have a positive impact on students' learning activities in a foreign language.

Extracurricular communication in a foreign language by students comes to some extent closer to the naturally motivated use of it; it can serve as an important means of motivation, so necessary for speech practice and language acquisition. The most complete implementation of this methodological requirement is possible if a number of conditions are met.

Thus, the topic and sequence of studying educational language material should facilitate its use not only in lessons, but also in extracurricular activities. Textbooks in foreign languages ​​allow you to develop, combine and integrate educational topics in new communication situations and in new topics during extracurricular activities, mainly within the limits of the studied language material.

On this basis it is possible to hold mass school events in a foreign language.

Another condition for the implementation of an organic connection between academic and extracurricular work is the interest of students, the informativeness of the content, and the attractiveness of the forms of extracurricular work.

The material used in extracurricular activities in the preparation of public events should be interesting, educational, and developmental. It must take into account the individuality, inclinations and level of language training of students.

A variety of techniques and forms of work, taking into account the conditions of classes (place, time, etc.), the age of students, the specifics of extracurricular and extracurricular work, is one of the important means of increasing student interest.

2. The obligation for students to fulfill voluntarily undertaken extracurricular assignments in relevant types of work (for example, in clubs, public events). Without this, it is impossible to fulfill the next (third) requirement.

3. Purposefulness and regularity of extracurricular activities in accordance with the characteristics of the types of extracurricular work: weekly, daily, monthly, once every six months, a year (see more about this below).

4. Mass coverage of various types of extracurricular activities is one of the means of enhancing its impact on students.

3 Practical study of forms and methods

extracurricular and extracurricular work

3.1 Holding the holiday “ Christmas"

The holiday is one of the mass entertainment forms of extracurricular activities, during which the knowledge acquired in the main classes is improved.

Goals: generalization of the studied material on the topics “Holidays” and “Christmas”; updating lexical and grammatical skills; maintaining interest in learning English.

Equipment: pictures on the themes “Winter” and “Christmas”, snowflakes for room decoration; attributes and costumes for the scene “Old Woman, Close the Door!”; Winter costumes and winter months; 40 snowflakes; cotton wool snowballs.

Progress of the event

Leading 1. Good morning, our dear friends! I am glad to see you here.

Leading 2. Good morning, my dear classmates! Let's begin our English party. It is about friendship, winter, December, Christmas and at last about New Year!

Leading 1. First listen to the poems about friendship. They are wonderful.

If I were a builder

I"d make big bridges,

Bridges to far-away lands

To Asia, Africa, South America,

Bridges to Europe, Iceland, I rag.

I"d walk around the world

To visit the people,

And when we shook hands,

We"d make little bridges.

Leading 2. Now listen to a nice poem about twelve months of the year.

In January falls the snow,

In February cold winds blow,

In March peep out the early flowers,

And April comes with sunny showers.

In May the roses bloom so gay,

In June the farmer mows his way;

In July brightly shines the sun,

In August harvest is begun.

September turns the green leaves brown,

October winds then shake them down,

November days are bleak and dry,

December comes and ends the year.

Leading 1. We have some guests today. Let's invite them to our party.

A girl in a winter costume and 3 boys in costumes for the winter months enter December, January, February.

Winter . I am winter. It is very cold. The ground is covered with snow. There is ice on the river. When I come, all rivers and lakes are frozen. The sun rises later and sets earlier than in summer.

December This is the season

When mornings are dark.

And the birds do not sing

In the woods and the park.

I am December, the first winter month. December comes with white snow and cold winds begin to blow.

January This is the season

When children ski

And Grandfather Frost

Brings the New Year Tree.

I am January. I am the second month of winter and the first month of the year. The weather is cold. There is snow on the ground. Boys and girls like to skate and ski!

February In winter time we go

Walking in the fields of snow,

Where there is no grass at all,

Where the top of every wall,

Every fence and every tree,

Is as white as white can be.

I am February. I am the third winter month. It is cold and windy. The 23 d of February is Army day.

Winter . Children like winter very much. Sometimes the weather is frosty and cold but pupils ski, skate, play snowballs and sledge. Lets sing a song "On a Cold and Frosty Morning".

This is a way we ski and skate,

Ski and skate, ski and skate,

This is the way we ski and skate,

Dance on the ice, dance on the ice,

This is the way we dance on the ice,

On a cold and frosty morning.

Leading 1. Two guests would like to take part in our party. Now we shall watch a play called "Shut the Door!".

Old Man. There is some firewood. I"ll put the cattle on.

W i f e. Now cut the pie, and we"ll have tea.

Old Man. And you shut the door.

Wife. No, why? You must shut the door.

Old Man. Why? Can't you shut the door while I cut the pie?

Wife. 1 can, but I won't. You must. You came in last. You must shut the door.

Old Man. No, I won't, and that's that.

Wife. Well, and 1 won't. You go and shut it.

Old Man. Look here, wife. Let us sit down. The one who speaks first will shut the door.

Wife. I won't speak, I won't move, you may be sure.

Old Man. And I won't.

(The old man and the old woman sit silently for 1-2 minutes. Enters stranger.)

Stranger. The door is open. Good evening! ( The old man and the old woman are silent.)Can"t you hear me? They look so strange! Perhaps they don"t see and hear me. So I can take something for my wife. Oh, what a nice coat!(The stranger takes the old woman's coat and examines it.) I like it very much. I will take it.

(The old woman runs up to the stranger and takes his coat.)

Wife. Oh no! It's my coat!

Old man. You must shut the door.

Leading 2. Do you like Christmas? What Christmas songs do you know?

(The following song is sung by all students.)

We wish you a merry Christmas,

We wish you a merry Christmas

And a happy New Year.

Leading 1. Now it is time to play. Let's divide into two teams. The first game is "Snowflakes Pairs".

Students are divided into two teams. Each team receives 20 snowflakes, including 4 identical pairs. In 2 minutes, teams must find paired snowflakes. The team that completes the task correctly and quickly wins. While completing the task, you can turn on music (English songs).

Teacher . We send warm New Year "s greetings and best wishes to our friends. We greet you, dear friends, on the joyful New Year holiday and wish you good health, happiness and great success in your life and study. A happy New Year and Merry Christmas to you!

3.2 Grammar ring “Verb tenses”

This form of work can be carried out during elective classes in grades 5-6.

Goals: generalization of material on the topic “English verb tenses” (present indefinite tense, past indefinite tense, future indefinite tense); consolidation of lexical and phonetic skills; training of monologue and dialogic speech.

Equipment: ball; grammar tasks on cards for four teams; picture of a dragon with 5 heads ( who, when, what, where, why).

Progress of the event

I . Organizing time

Good morning, boys and girls! I am glad to see you. (We are glad to see you too.)

Say: "Hello!" And clap your hands! Don't say: "No!" And, please, say: "Yes!"

How are you, children? (We are OK, thank you.) The teacher greets the children, recites a greeting poem with them and tells the children the purpose of the lesson. Teachers They are divided into 4 teams of 3-5 people in each team.

Today we shall remember the Present Indefinite, Future Indefinite and the Past Indefinite Tenses. We shall play different games, recite poems and sing songs. You will divide into four teams. There will be 3-5 pupils in each team.

P . Conducting the competition

Exercise 1

- It's time to begin our competition. The first task for the teams is the test. We shall find out if you know the English tenses well.

Teams are asked to do the following test on cards. Students are given 4 minutes to complete the task.

Example cards:

1. I usually...my Granny on Saturday

a) visits; b) visited; c) visit; d) will visit

2. There ... 30 pupils in our class last year, a) were; b) was; c) are; d) is

3. I can ... English very well.

a) spoke; b) speaks; c) speak; d) will speak

4. ...they go to the Zoo with us next week? a)shall; b) will; c)do; d) did

5. I ... to my friend "s place yesterday, a) went; b) went; c) goes; d) will go

6. He will not ... his holidays in America, a) spent; b) spent; c) spends; d) spend

7. My pencil... on the table yesterday. My mother... it's in the box.

a) was not, put; b) are not, put; c) were not, put; d) was not, puts

8. Do you like ... to school? Yes, I....

a) to go, did; b) go, do; c) to go, do; d) to go, don't

9. He... tag on the playground tomorrow.

a) shall play; b) will play; c) played; d) play

10. She wanted to ... us about her brother, a) will tell; b) told; c) tells; d)tell

Keys: 1 - c), 2 - a ), 3 - c), 4 - b ), 5 - b ), 6 - d ), 7 - a ), 8 - c ), 9 - b ), 10 - d ).

Task 2

- It's time to ask and answer the questions. Look at the picture, please. You will ask the special questions now.

The teacher hangs a picture of a dragon with 5 heads on the board. Each dragon's head has a special question word written on it. English language.

The teacher recalls with the students the word order of a special question in English.

Each group receives a card with a proposal to which the children must ask specific questions and write them down on the card.

Card 1: 1 went to the park with my brother yesterday.

Card 2: He met his friends last week.

Card 3: She helped her mother the day before yesterday.

Task 3

- Let's play the game "Guess and Repeat". Be careful and guess who said the sentence.

One of the students (one member from each team in turn) comes to the board and turns his back to the class. Students take turns saying sentences on a topic (“School”, “Animals”, “Family”, “Products”), and the leader tries to guess who said the sentence and repeats it.

S a s h a. I like Literature.

Presenter. Sasha likes Literature.

Marina. I go to the seaside every summer.

Leading . Marina goes to the seaside every summer.

Nick. I shall visit my Granny next winter.

Leading . Nick will visit his Granny next winter.

Kate. I don't wear uniform at school.

Leading . Kate doesn't wear uniform at school. Etc.

Task 4

- Now I want you to look at the blackboard. You will put the sentences in the logical order and write them down on the sheets of paper.

The teacher draws the children's attention to the words on the board and explains the task to the teams. Students must put the words in a logical order and write them down on pieces of paper. The team that completes the task correctly and without errors wins this competition.

Put the words in the logical order:

1. Friend, drinks, juice, apple, my.(My friend drinks apple juice.) 1.A wolf, was, as, hungry, as, he.(He was as hungry as a wolf.)

3. Next, Moscow, will, you, to, go, month? (Will you go to Moscow next month?)

4. Did, yesterday, learn, we, poem, that, not. (We did not learn that poem yesterday.)

Task 5

Students read the words in chorus and individually, and then distribute them into three groups depending on the option of reading the ending.

Write on the board:

Helped, listened, walked, invited, played, finished, stopped, decided, counted, asked, created, cleaned, climbed, [t] helped, walked, finished, stopped, asked, [d] - listened, played, cleaned, climbed, - decided, invited, counted, created.

Section II . Thematic game scenarios

Task 6. Game “Question and answer”

The teacher hangs a picture on the board. Teams take turns asking each other questions about what is shown in the picture. The teacher encourages children to ask different types of questions in the present indefinite tense. The winner is the team that asked more competent questions and gave more competent answers to the questions of the other team.

Example:

- What is the man in the picture?(He is a teacher.)

- The teacher is in the classroom, isn't he? (Yes, he is. He is in the classroom.)

- Are these children doctors or pupils?(They are pupils.)

- How many children can you see in the picture? ( We can see ten children.)

- Is the teacher's book on the chair?(No, it is not. It is on the table.) Etc.

III. Summarizing

That's all for today. You have worked during the lesson very well. Now you can have a rest.

Two little eyes to look around,

Two little eyes to hear any sound,

Two little hands to hold hands tight,

Two little feet to walk left or right;

Two little lips to say BEWARE!

One little child to cross the roads with care!

The teacher repeats the farewell poem with the students, congratulates the winning team and sums up the results. - Good-bye, my dear children!

CONCLUSION

Extracurricular and elective work in English is an important part of the educational process, which allows you to greatly increase its effectiveness and increase motivation for learning a foreign language.

It represents work carried out outside training sessions, and includes working in clubs, participating in recreational evenings, excursions, visiting exhibitions and museums, watching films and performances, and meeting interesting people. It is a significant learning reserve and a means of achieving learning goals.

Extracurricular and extracurricular work contributes to a more solid assimilation of language material, develops creative activity, independence, fosters interest in learning English, and provides an outlet for creative energy, imagination and initiative of students. Effectively organized extracurricular and extracurricular work in various forms should become a logical continuation of academic work. Any extracurricular activity- this is a test to test erudition, knowledge of language, attention and other abilities.

Extracurricular and extracurricular work pursue specific goals and objectives, are based on basic pedagogical principles, and have common and different features. In such classes, students’ phonetic skills are improved, active and passive vocabulary is increased, communication skills and spontaneous speech skills are developed, horizons are broadened, knowledge in various subjects is deepened, and the need to use one’s knowledge and skills in a new life situation is acquired.

Extracurricular and extracurricular work can take place in various forms, and a variety of methods are used.

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APPENDIX A

Rice. 1

Forms of extracurricular and optional work

APPENDIX B

Rice. 2

Features of forms of extracurricular and optional work

Forms of work

Predominantly developed personality traits

Competitive forms of work (competitions, quizzes, KVN, Olympiads). Informative (release of wall newspapers, websites, TV shows). Mass cultural forms (evenings). Political mass forms of work (rallies). Scientific and educationalforms of work (clubs, subject educational institutions, electives).

1.Feeling of camaraderie, collectivism. 2. The ability to subordinate personal interests to the interests of the team 3. Mutual assistance, mutual assistance. 4.Attention, intelligence, observation, sense of conjecture, memory. 1. Hard work, focus on business, patience. 2. The ability to select material on the topic. The ability to distinguish between the main and the secondary. 3.Abstract and logical thinking. 4. Artistic taste and abilities. 5. Imagination. 1. Broadening your horizons. 2. Responsibility for the assigned work. 3.Dramatic and musical abilities. 4. Activity. 5. Memory and speech mechanisms. 6. Perception 1. Activity and ideological conviction, citizenship. 2. A sense of community. 3. Integrity. 4. The ability to influence an interlocutor with the persuasiveness of arguments and arguments. 1. The desire to learn more than according to the program, the thirst for knowledge. 2. The ability to obtain the necessary information and process it from the right perspective. 3. Research work. 4. The ability to scientifically influence an interlocutor with the support of facts. 5. Broadening your horizons.