Презентация, доклад для учителей английского языка Педагогический артистизм в преподавании иностранных языков

to student’s motivation and achievement

Артистизм педагога как условие эффективного преподавания иностранных языков

Автор презентации:
Ваганова Жанна Валентиновна,
учитель английского языка МАОУ АСОШ

controlling voice volume; adjusting voice quality. Volume: become louder with the emphasized word, or dramatically softer (to convey emotion). Vowel length: draw out the vowel of the emphasized word. Pause before. (If it becomes very long, it becomes “the dramatic pause”). Enunciate the consonants.

techniques by repeating
the entire sentence, but emphasizing one element. The context is provided to contrast the key word with a contrary thought, as if the listener misunderstood:
didn’t asked not steal not just one
I | t o l d | y o u | t o b u y | m e | a b u n c h | o f r o s e s .

not Ann not Jay not John not petunias

the de-emphasized words. Correct breathing. Maintaining good acoustics; audibility (but without shouting). Find the best seating arrangements for a class: circle, horseshoe, orderly rows, separate tables, pairs, opposing teams, etc.

pauses; Slowing down the articulation of the most important word or phrase; Speaking the most important words at a markedly lower pitch; Using rising inflection to signal the climactic point; or speaking in a noticeably quieter tone to make the students listen more closely.

the back of the classroom; try entering the students’ physical space - sit next to them, lean on their chairs, walk slowly between desks). Make a class less teacher-dominated! Remember about sight lines.

seated at various points in the classroom. Break away from the podium, desk or chalkboard. Use space to emphasize important points, establish a desired relationship with students, and hold students’ attention.

important to have a pre-arranged plan, being spontaneous and flexible creates a vibrant lesson. Before class begins: During the lesson: need good preparation! for variety within a secure setting.

without lurching into either monotony or anarchy.
Bring appropriate humor and jokes into the classroom: do not forget about its impact on teaching and possible benefits for students.

activity. Make a clear start (like the rise of a theatre curtain). To re-focus the students’ attention during the lesson: clap your hands, raise your hand. When a lesson is finished, give students a summary of what has happened.

material more intriguing for students. Try developing an “anticipatory set” at the beginning of class: a question which you will answer by the end of the lesson.

dramatic entrance and memorable exit. Do not forget about opening and closing remarks. End on a high note, giving a feeling of completeness. Classroom management (the ability to control and inspire a class; maintaining discipline). Find attention-getters!

or sit Establishing or relinquishing authority Gathering and holding students’ attention Critical moments (dealing with unexpected problems) Use of silence

gauge what students are feeling. Elicit honest feedback from students. Really listen to your students! Develop a firm warmth or a warm firmness.

games, music, discussions, stimulating pictures, dramatic stories, amusing anecdotes, etc. Study: focus on language (grammar, vocabulary, etc) Activate: exercises designed to get students using language as freely and communicatively as they can (role-play)

The lesson sequence:
Engage Study Activate

in different situations and act accordingly. Acting out dialogues: way of encouraging quiet students to speak more freely. Developing drama in English: the route to improve English.

games involving movement and imagination (“Be someone else”) Guided or prepared improvisation Acting play scripts (short sketches or scenes)

it simulates reality and develops self expression. The school of the future will, perhaps, not be a school as we understand it—with benches, blackboards, and a teacher’s platform—it may be a theatre, a library, a museum, or a conversation. —Leo Tolstoy

the language they learn, to motivate them. 2. To help students know how and when (and when not) to adapt to the world they live in. 3. To help students gain knowledge and satisfaction from the medium of drama.

(humorous) U (unexpected) M (motivating) A (active and artistic) N (natural) Whatever their personal style, all teachers are performers and the classroom is their stage. But success can depend on the kind of show they put on.

Now the curtain comes down.

glad you are to see them. Never show anger. Don't be a punisher. Never lose your cool. All things will pass. Things in your classroom will happen. This goes hand in hand with being professional. Being always nervous is a sure way to shorten your career.  

use positive statements when commenting on students' work). Accept every student no matter what. It’s time to get ready for the next lesson…