Content introduction chapter I. Theoretical foundations for teaching educational cooperation in english lessons

2.3 Teaching learning cooperation
We will show by example how communicative supports allow you to smoothly move from training to speech practice.
The purpose of the lesson: Improving the skills of using the simple future tense in affirmative and negative sentences.
Wording goals For students : It's natural to wonder what our future will be like. Some things are hard to guess, others are very easy to foresee. Today you will learn to express your ideas about the future and to show how one event can lead to another.
1. Listen to som e ideas expressed by futurologist. Raise your red cards if the idea seems optimistic and your blue cards if the idea is pessimistic. We shall all live in skyscrapers. There won't be any cars in the streets. We shall use helicopters instead of cars. We shan't have to walk much. We shall be able to control the weather.
The first task is reduced only to the perception of individual sentences by ear, but each sentence must be weighed and evaluated by the listeners, depending on their own opinion.
2. Read, look up and say. It is `natural to be `interested in the future. We may `have to `face a `lot of im`portant problems.
The second task is of a formal nature, but prepares the conditions for communicative tasks, since the sentences for processing pronunciation and rhythm are arranged not only according to the increase in phonetic difficulties, but also in a logical sequence, forming a coherent statement.
3. Now look throught the list of the ideas you have just heard and join some of them using "and", 'but", "besides" or "because".Eg: People will live much longer because many dangerous diseases will disappear, and, no one will die from hunger.
. Enumerate the real danger that people will have to face in the centuries to come. Begin with the most obvious one. The worst danger is that there will be many people in the cities. Besides, we may have to cut down all our forests.
In the third and fourth tasks, students are severely limited in the use of grammatical structures, but are free to choose and combine ready-made blocks.
5. Read the text. It's not complete. But you are given several versions of the final sentences. Choose one of them and supply the missing sentences to express your own viewpoint.
People talk much about ecological problems. They say it will soon be difficult to breathe without a gas mask on. Many people are afraid that soon there will be no more fish in the rivers. Scientists warn us about the green house effect. It means that the temperature will keep rising and the polar ice will start m elting ...
6. It's difficult to foresee the future. We can only suppose that something may happen. So try to give several hypotheses about the things that will or may happen if:
...dangerous diseases disappear;
...the polar ice melt;
...we leave all our problems to computers. .g.: If dangerous diseases disappear, people will live much longer.
In these tasks, students are allowed to formulate individual parts of the statement in their own way, although those who are weaker may be satisfied with a combination of phrases from previous tasks.
7. General discussion:
- Do you think the people of tomorrow will be happier than we are?
- What advice can you give to future generations?
- "We do not own the Earth: we have borrowed the planet from the future generations". What does this statement mean? explain.
The seventh task is not training, but truly speech, but the previous training makes it easier for weak students to participate in the discussion: even if they build their statement only from the blocks offered as supports, they will be able to express their point of view on an equal basis with the rest.
Thus, communicative supports tell students what can be said in this or that case and how to formulate a thought. The effectiveness of such work is due to the fact that the freedom of creativity of either a strong or a weak student is not limited. So, the following task teaches to evaluate the objectivity and appropriateness of the characteristics, taking into account the official tone of communication and information that may be of interest to the addressee: Choose from these phrases those that could be included in the written recommendation that the boss gives to the subordinate. Rank them in order of importance:[ 272 p].
He is not a bad chap. He is serious and quiet. He is a sense of responsibility. He is a rather good-looking, in a way. He is absolutely honest ...etc.
Communication supports are also used in the formation of communication skills. One cannot but agree with I.L. Beam that communication "is not reducible only to establishing social contacts with the help of speech, but this is the familiarization of the individual with the spiritual values of other peoples - through personal communication and through reading."
The process of formation of skills is influenced by no less number of circumstances than the process of formation of skills. So, for example, a communicative situation, about which they write and talk a lot, without always revealing what is behind it, actually involves taking into account many factors that make up two large groups: the conditions of communication and the characteristics of the participants in communication.[ 105 – 111p].
Communication terms include:
limited or unlimited in time;
direct or indirect way of communication;
formal or informal nature of communication.
Characteristics of communication participants include:
their social status;
mood;
relationship to each other;
attitude to the object of the statement;