Дифференцированное обучение предполагает разный уровень усвоения учебного материала, при котором глубина и сложность одного и того же учебного материала различна: от владения базовым уровнем знаний в соответствии с требованиями образовательного Стандарта до углубленного, расширенного усвоения данного учебного материала.
С целью реализации дифференцированного подхода в обучении английскому языку используются технология дифференцированного обучения (т.е. разноуровневого обучения) с последующим разноуровневым контролем усвоения учебного материала.
Дифференцированный подход в обучении английскому языку – это организация учебного процесса, при котором индивидуальные особенности каждого школьника учитываются во время организации учебной деятельности на уроке в конкретном классе, т.е. учащиеся разного уровня обученности специально объединяются в учебные группы « A», «B», «C» по следующим индивидуальным признакам:
- в группу «А» отбираются высокомотивированные учащиеся, одаренные дети, легко справляющиеся с заданиями, отвечающими Стандарту образования (высокий уровень обученности).
- в группу «В» отбираются мотивированные учащиеся, хорошо успевающие по предмету, но у которых все-таки иногда возникают трудности в выполнении того или иного задания контрольной работы, отвечающих Стандарту образования (повышенный уровень обученности)
-в группу «С» отбираются «слабомотивированные» учащиеся, которые не редко либо плохо успевают по предмету либо вообще не успевают.
Критериями отбора учащихся на тот или иной уровень (группы « A», «B», «C») будут служить результаты тестирования, основанного на материале, заданиях и требованиях базового уровня владения английским языком на каждой ступени обучения.
Учет желания учащихся обязателен, если он хочет из группы «С» (по распределению учителя, основанного на результатах теста) перейти в группу «В», но не наоборот.
Необходимо предоставлять нашим ученикам возможность взять на себя ответственность за самостоятельный выбор уровня усвоения и сложности учебного материала в зависимости от индивидуальных потребностей учащихся, но, ни в коем случае не допускать преднамеренного занижения своих способностей, т.к. такое предложение позитивно сказывается на мотивации изучения английского языка.
Не следует забывать, что стандарт образования обязывает всех учителей английского языка дать своим подопечным среднее образование, т.е. усвоение базового уровня, при этом количество часов, отводимое на изучение той или иной темы, остается без изменений для всех учащихся данного класса.
Таким образом, используя дифференцированный подход к контролю усвоения учебного материала по английскому языку, мы гибко подошли к личностно-ориентированному обучению, при котором максимально раскрываются индивидуальные способности каждого ученика, имеющего возможность самостоятельно выбрать его доступный уровень и получить оценку по выбранному именно им уровню, а также реально помогающее ему добиваться новых, более высоких результатов.
Следовательно, дифференцированный подход в обучении английскому языку – это современная необходимость и актуальность нашего времени, времени – информационно-компьютерных технологий и инновационных методов обучения в образовательной среде.
А теперь я хочу привести вариант дифференцированного контроля аудирования для седьмого класса общеобразовательных школ по английскому языку (3часа в неделю) и занимающихся по учебнику М.З. Бибалетовой Enjoy English.
Цель: проверить уровень сформированности навыков аудирования у всех групп учащихся (level A, level B, level C).
7 form
Listening
“Mr. Holland’s dream”.
I shall read you the text three times by intervals. And after that the pupils of the first group (level A) have to put the sentences in a logical order according to the text. The pupils of the second group (level B) have to answer the questions according to the text. And the pupils of the third group (level C) have to circle the correct answer in your papers.
When Mr. Holland was a young man, he played a lot of football, and he had always been thin and very strong. But then he worked in an office for many years, and he drove to work in a car, so when he was forty, he was fat and very soft, and he didn’t wish to get fatter and softer every year.
One day one of his friends said to him: Would you like to be thinner, Fred”?
“Of course I would”, Mr. Holland answered.
“Well”, his friend said, “stop going to your office by car, and get a bicycle”.
Mr. Holland had not ridden a bicycle for many years. “It’s very hard to learn to ride a bicycle again at your age”, his wife said.
But it was not too hard for Mr. Holland to do. He usually sat in his living room and read the newspaper in the evening, but he bought a bicycle for his birthday and practiced riding that every evening instead. He hoped that it would help him to get thinner, and he got a lot of pleasure from it.
He found little roads which were not really very narrow, but were too narrow for cars, and there he got away from the nasty noises of the city, which were becoming too much for him. They were not really very loud, but they were too loud for Mr. Holland.
Then he began to go to his office on a bicycle. Sometimes all the cars stopped at a red light, and he went pass them to the front, because his bicycle was narrow. Then he was very happy.
Yesterday he stopped at a red light, and a man came up behind him on another bicycle. He stopped too and said to Mr. Holland, “Have the police taken your driving licence away too”?
7 form
Listening
“Mr. Holland’s dream”.
Level A
Put the sentences in the correct order:
1. Then he began to go to his office on his bicycle.
2. He usually sat in his living room and read the newspaper.
3. It was not too hard for Mr. Holland to ride a bicycle.
4. He found little roads which were not really very narrow.
5. When Mr. Holland was a young man, he played a lot of football.
6. When he was forty, he was fat and very soft.
7. Mr. Holland hadn’t ridden a bicycle for many years.
8. He didn’t wish to get fatter and softer every year.
9. When all the cars stopped at a red light Mr. Holland went past them, because his bicycle was narrow.
10. Another man stopped too and said to Mr. Holland “Have the police taken your licence away too”?
7 form
Listening
“Mr. Holland’s dream”.
Level B
Answer the following questions:
- What is Mr. Holland’s dream?
- When did he play a lot of football?
- Why had he always been thin and very strong?
- Why did he become fat and very soft?
- What was the advice of one of his friends?
- Was it easy to follow this advice? Why?
- What did he usually Mr. Holland do in the evening?
- What would help him to get thinner?
- Where did Mr. Holland practice?
- Did he stop at the red light?
- Why did a man behind him ask “Have the police taken the driving licence away too”?
7 form
Listening
“Mr. Holland’s dream”.
Level C
Circle the correct answer in your papers.
- Was Mr. Holland fat or thin when he was young?
A) He was slim. B) He was thin. C) He was thick. D) He was fat.
2. Was he fat, or thin, when he was forty?
A) He was fat. B) He was thin. C) He was thick. D) He was slim.
3. Who told him to get a bicycle?
A) His son did. B) His wife did. C) His mother did. D) A friend did.
4. Was it hard for him to learn to ride a bicycle again?
A) Sometimes it was very hard. B) Yes, it was very easy.
C) Yes, it was very hard. D) No, it wasn’t.
5. When did he practice?
A) In the evening. B) In the morning. C) On his birthday. D) At weekends.
6. Did he enjoy riding his bicycle?
A) Yes, he did. B) Fifty-fifty. C) No, he didn’t. D) Sometimes he did.
7. Why did he like narrow roads?
A) Because they were crowded. B) Because they were very clean.
C) Because they were noisier. D) Because they were less noisy.
8. Why could he pass cars at red lights?
A) Because he didn’t have to stop at them.
B) Because he was very ambitious.
C) Because he didn’t know traffic rules.
D) Because his bicycle was narrower than the cars.
9. Had the police taken Mr. Holland’s driving licence away?
A) No, they hadn’t. B) Just checked it. C) Yes, they had. D) He left it at home.
10. Had they taken the other man’s away?
A) No, they hadn’t. B) Just checked it. C) He left it at home. D) Yes, they had.
Keys to the exercises:
Level A: 5; 6; 8; 7; 3; 2; 4; 1; 9; 10.
Level B:
1) His wish was not to become fatter and softer.
2) He played a lot of football, when he was a young man.
3) Because he played a lot of football.
4) He became fat and very soft, because he drove to work in a car and he usually sat a lot.
5) He advised him to stop going to his work by car and get a bicycle.
6) No, it wasn’t. Because he thought that it would help him to get thinner and he also got a lot of pleasure from it.
7) He usually sat in his living room and read the newspaper.
8) He thought that riding a bicycle would help him to get thinner.
9) He practiced in narrow streets.
10) No, he didn’t.
11) Because he has broken the rules and taken away his driving licence.
Level C: 1B; 2A; 3D; 4D; 5A; 6A; 7D; 8D; 9A; 10D.
Критерии оценки при дифференцированном контроле навыков аудирования.
Level A:
без ошибок – отлично (5)
1-2 ошибки – хорошо (4)
3-4 ошибки – удовлетворительно (3)
5 и более 5ти ошибок – неудовлетворительно (2)
Level B:
без ошибок – отлично (5)
1-2 ошибки – хорошо (4)
3-4 ошибки – удовлетворительно (3)
5 и более 5ти ошибок – неудовлетворительно (2)
Level C:
без ошибок – отлично (5)
1 ошибка – хорошо (4)
2 ошибки – удовлетворительно (3)
3 и более 3х ошибок – неудовлетворительно (2)