Workshop. System approach

System approach -- is the procedure by which any system is considered as a set of interrelated elements.

The activity approach is an approach to the organization of training process, in which the problem of self-determination of the student in the learning process. Activity is always a purposeful system, aimed at the result.

Purpose of the activity approach is to nurture the personality of the child as the subject of life.

Be subject to - be master of its activity: set goals, - to solve problems, - be responsible for the results.

The main idea of the system-activity approach is that new knowledge is not given in the box. Children «open» them in the process of independent research activity. The teacher should organize the research work of children, that they think to solve the lesson and themselves have explained how to act in the new conditions.

The structure of the lessons of the introduction of new knowledge and the features of some of its stages in the system-activity approach are as follows (the names of the phases conditional):

1. Acquisition of initial experience and motivation.

2. To obtain the theoretical knowledge about the new way

(the algorithm) actions.

3. Training in the application of the set algorithm,

clarification of relationships, self-control and correction.

In the framework of the activity approach in foreign language lessons is expedient to use the steam room to work. Examples of methods steam room work:
1. The use of the method Ривина A.G. Each student gets the theme and works through it piece by piece in pairs removable compositions. Names of parts is written in the book. After working the full text of the students speaks on the topic.

2. The reverse technique Ривина A.G. can be used when compiling the or as a preparation for the recast text according to the plan.
Every student receives a detailed plan of your topic. His task is to plan to restore the content of the theme of the texts, which have different students.
3. Methods of transfer of those intended for the organization of studying the theoretical educational material on the basis of the work of students in pairs. 1 student pair repeats one rule 2 the student of the second rule. First 1 explains reminds teaches second, checks the level of his understanding. Then students change their roles.

Examples of methods of group work:
1. The method “cut information”. Teams of students, each of the students is only part of the information necessary for the performance of any of the learning task. Students had to take turns to teach each other and help each other.
2. The method of “learning together”. In heterogeneous groups of children are working on the theme or vocabulary. After this group compare results of their work.
3. The method of projects. Students looking for information they need to perform and presentation.

Aims: 

• expansion of students ' knowledge about the customs, traditions, history Hori Buryat;
• stimulating interest in learning English language and culture Hori Buryat;
• formation of positive motivation teachings, readiness to perceive the culture of his country.
Tasks:
• to develop skills of listening with the General understanding of what is heard;
• develop the skills of monologic statements on the basis of the read text;
• continue to work on developing students ' skills and abilities of self-expression in English.

Teacher (T) Good morning everybody! Take your seats, please. Let’ start.

Whom can you see in this picture?  Why is she surrounded by swans? Whom do you see in this picture?

Start your sentences using these phrases (учащиеся начинают свои предложения фразами на таблице: I think: ; As I see it:; I would say, that:; I guess:;

In my opinion; To my mind:; It seems to me:)

T: These all were your suggestion. Now let's find out what is on these pictures. Let us watch one video about these people and things

We have just listened to the text. Can we answer.  Whom can you see in this picture?  Why is she surrounded by swans? Whom do you see in this picture?

I'm sure, you know

T . Now let’s do some tasks to know how well you’ve understood the information about modern flags Hori

Task. Match the parts of the sentences.

1. Flag of Eravninsky aimag is made 2. The upper blue color symbolizes  3. On the flag we see a white swan 4. There existents symbol of  Hori 5. In the middle of the Kishinga flag stands Subarga "Dzharun Khashor", 6. The yellow color is. 7. The middle white

a) mother of Hori b) separates two worlds - top and bottom, and gives balance. c) the eternal blue sky. d) in the form of a five-color Hadak e) which was constructed only in our area, after Nepal. f) - swan. 11 yurts represent 11 genera of Hori. g) a golden sun

We have traveled on the Hori earth, learned brief account of its history, flags and coats of arms. And now, very briefly, we learn the spiritual world where live the modern Hori. How is Hori traditional culture reflected through the symbolism.

S1 – S2

S3 – S4

Read and retell your paragraph. Work in group. Student 1 tells the student 2 your paragraph. Student 2 ask questions. Student 2 tells the student 1 own paragraph.

Then the pupil 1 tells its own paragraph the student 3. and Vice versa

And now for you creative task illustrate the text using the key proposals. Presentation of the executed works. the group protects its work

Рефлексия

Dear colleagues! Now we are at the final stage of our workshop and I propose to evaluate the results of our joint activities.

(«Continue phrase...»)

As mentioned earlier, one of the most common receptions of reflection is синквейн. Let's summarize our today's work and make синквейн.

Depending on the content, character and results of operations, we used various types of reflection:

cognitive - that I realized, as I worked, what methods are used which have led to the result, what was wrong and why, I now have solved the problem...;

- social - as we worked in the group, as were the roles, how we dealt with them, what mistakes were made in the organization of work...;

- psychological - how I felt, did I work in a group, with the job, or not, why and how (with whom) I wish I was and why

Thus, the increased desire of students to an active, independent search for knowledge, to cooperation, dialogue, change the style and content of the interaction of the teacher and student in the side of the dialog, the active interaction. Activity technologies allow me to create conditions for personal growth in my students.