Креативные технологии в обучении иностранным языкам

At this point, answers will be very highly stereotypical.

Step 2- make analogies.

If (Fritz, Paco, Pierre) were a (plant/animal/machine/hat), what kind would he be?

Write down suggestions. Fritz, for example, could be a telescope, a robot, a tank. The class will vote on the strangest/most creative one.

Reuse the step1.

You are a…(whatever the class voted for in step 2, for example telescope).

How do you look/feel?

The group or teacher would record answers, such as (for telescope): all-seeing, helpful, steady, precise, technical, adaptable, long, polished, bored strong, distant, and impersonal.

Compressed conflict.

See if two items on the list can form an oxymoron (almost opposite)- in this case, distant precise, helpful impersonal, or steady adaptable might work- or take really good word off the list, and put its opposite with it. Then have the class choose its favourite.

Reuse step 2.

What type of plant (animal/food) is “helpful impersonal”?

Answers might be a tree (its shade is helpful), an aloe (its sap is helpful), a corn plant (there are so many in each field).

Finish.

Give the students the assignment: using this last analogy, or another they found during the synectics exercise, they are to write a creative composition on what a topic from Step 1(king/cloud/German) is.

You will get a variety of papers, something with startling insights into whatever you asked them to investigate (in this case, the German national character).

Game activity “Diamante”.

Form: 7

Level:pre-intermediate (B1)

You can make students write a poem called “diamante”.

Procedure.

In the first line, they use a noun;

In the second, 2 adjectives to describe this concept;

In the third, 3 processes connected to it (participles);

In the fourth, 2 nouns related to it, followed by 2 for line 7;

In the fifth, 3 processes related to line 7;

In the sixth, 2 adjectives describing line 7;

In the seventh, a word meaning the opposite of line 1.

Example:

Noise

Loud             Uncivilized

Smashing        Shrieking        Booming

Bang         Crash        Chord          Note

Moving     Flowing     Singing

Fluid      Beautiful

Music

The poem has the shape of diamante, and it is easy to see that the words from the poem are easily drawn from the brainstorming using synectics: if you are noise, how do you feel?

“Diamante” can be written as a class, in teams as a group, or, in an advanced class familiar with synectics, as an individual, with a team/share afterward for feedback.

This is easier to do in English, and then make it a vocabulary-learning activity as the students look up the words which is the best translate their lists of words.

 

 

 

 

 

 

 

 

 

 

 

CONCLUSION

In this paper creative techniques of teaching a foreign language were considered. Having studied literatures and Internet resources, I emphasized the main aspects of use creative techniques in learning of foreign languages at basic school.

Creative methods of teaching is a set of ways and the receptions causing high-quality and changes, occurring in thought processes in connection with age and also specially organized educational and training influences and own experience of the child.

Creative methods’ roles still remain leading means in achievement of  the main goal of teaching a foreign language – ICC, which means formations of the communicative personality, capable to ask questions, to express the opinion, to tell about events in last, real or future, in other words, to the personality capable to communication.

Such methods, as brainstorming and synectics were examined as techniques of foreign language teaching. I have learned about purposes of these methods, which consist of making pupils active participants of educational process, to increase their motivation, to interest them in a studied subject. As practice has shown, all this leads to increase level of mastering a foreign language, that is especially important nowadays, in connection with the increased requirements of society.

Also the techniques of creative training is such organization of educational process at which nonparticipation is impossible: each pupil has a certain role task in which he has to report publicly, or quality of performance of the informative task set for group depends on its activity.

In addition these techniques stimulate informative activity, involve everyone in cogitative and behavioural activity.

Advantages of all creative techniques are obvious. Reasonable and expedient usage of these methods considerably increases developing effect of training, creates the atmosphere of intense search, causes in pupils and the teacher positive emotions and experiences.

I have discovered that usage of creative techniques, undoubtedly, is positive in teaching a foreign language. Children do not only study language, but at the same time there is also a formation of the liberated, self-assured personality, capable to leave any current situation. I consider that creative techniques of teaching can widely be applied in teaching school subjects.

 

 

The list of literature:

1. Лебедев О. Е. Формирование потребности в знаниях у учащихся. Л., Знание, 1973. С.
2. ru.wikipedia.org/wiki/Методики_креативности
3. en.wikipedia.org/wiki/Brainstorming
4. Thucydides.  History of the Peloponnesian War. 
5. Osborn A.F. Applied imagination: Principles and procedures of creative problem solving (Third Revised Edition). New York, NY: Charles Scribner’s Sons. 1953.
6. Sh. A. Hamid Soliman. Systems and creative thinking.  Ciaro.2005.
7. Osborn A.F. Unlocking Your Creative Power. New York, NY: Charles Scribner’s Sons. 1948.
8. W. J. J. Gordon. Synectics: The Development of Creative Capacity. New York: Harper and Row Publishers, 1961.
9. W.J.J. Gordon. The Metaphorical Way. . New York: Harper and Row Publishers. 1971.
10. Dean L. Gitter, W. J. J. Gordon, and George M. Prince. The Operational Mechanism of Synectics. Davis Publications. 1964.
11. Е. Синицын. Теория творчества. Структурный анализ мышления. Теория интегрированного обучения. НГАХА. 2001.
12. Parnes, Sidney J.  Creative Behavior Guidebook. Charles Scribner's Sons.1967.
13. Аничков И.Е., Саакянц В.Н. Methods of Teaching English in Secondary Schools. Просвещение. 1966.
14. D. Blaz. Teaching Foreign Languages in the Block. Eye On Education, Inc. 1998.