Intensification of learning a foreign language using computer technology
Intensification
of learning a foreign language using computer technology
Introduction
lesson english language computer
National Compulsory Educational Standard of the
republic of Kazakhstan states as one of the primary goals of education «development
of the multilingual personality with the basic national and world cultural
values, ready for socio-cultural interaction and self-realization» along with
«building up communicative competence on the basis of state and other socially
important languages acquisition»., the schooling system faces the task of
presenting new approaches to learning, guiding children to such ways of
thinking and interacting, that would be useful in solving any problem arising
in front of them at any age. Acquisition of home and world culture
achievements; state, Russian and foreign languages acquisition are among
objectives of system of education in Kazakhstan.final qualitative result of
realization of the foreign language education content is defined as
intercultural communicative competence. The model of education belongs to
competence-building ones, which are oriented on the development of personality
that can be the subject of intercultural communication.theme of our research is
«Intensification of teaching English with the help of computer technologies». The
urgency of investigation in this sphere is connected with the fact that
today we have reached the stage where changes occur so rapidly that each of us
has continuously to work out a practical code of behavior for a better
adjustment. The nature and direction of changes taking place around the world,
and more precisely within the educational system, reinforce the need for a new
approach based mainly on the recent technologies of the century.to the fact,
that our society belongs to the age of computer technologies, we have an
opportunity to process data more efficiently. Moreover this opportunity allows
to process more information, than we were able to do before. Huge volume of
knowledge, which was storing by mankind during centuries, makes to look for
other ways of organization of teaching process.computer has brought a
revolution in education. Unlike most machines that are capable of only a few
tasks, computer can be programmed to perform a great number of tasks and thus
becomes a useful tool in the hand of teachers and learners helping them at any
stage of learning process: presentation, learning, and practice including
language use., even nowadays the influence of computerization affects
indirectly aims and content of high education devoted to foreign languages.
Teacher of new generation should be able to choose and use computer
technologies which suit content and purposes of teaching and which will help
pupils to succeed in harmonious way taking into consideration their
personalities. So, analysis of research studies shows us, that in spite of
considerable advancement in realization of different computer technologies,
their potential is used insufficient because of lack of information about
multimedia material, algorithm of its designing and methodological
recommendations how to use it., insufficient readiness of methodology in
teaching English with the help of computer technologies is the main reason of
choice this problem for our research. It consists in search and realization of
different types of computer technologies which will be able to improve level of
pupils’ knowledge on English.purpose of our work is theoretical
examination of major methods of using computer technologies and approbation one
of them in the process of teaching English.consistent with mentioned purpose,
the hypothesis of our research is based on supposition, that the process
of teaching English will run more successfully in the case of designing a model
using computer technologies which will take into account peculiarities of
teaching English and wear innovative trend at the same time.realization of
formulated aims we need to solve the following tasks:
· make a
research of theoretical literature (psychological, methodological etc.) which
deals with methods of teaching using computer technologies;
· substantiate
in theory and check in practice effectiveness of computer designed complex of
lessons;
· design
methodological recommendations which are based upon results of research.
The object of investigation is a process
of teaching English in high schoolsubject of our research is methods of
teaching the English lessons with the help of computer technologies.the
research, we have used the following methods:
· theoretical
(analysis of psychological, pedagogical, methodological literature);
· diagnostic
(questionnaire poll, testing, talk, written test);
· observational
(direct and indirect pedagogical observation);
· experimental
method (statement, formation and test);
· method of
statistical inference.is divided into 3 stages.first stage is a
search-theoretical. During this stage we study problems of usage of new
computer technologies in the process of teaching English, resting upon
literature on methodology, psychology, theory of pedagogics; we analyze
theoretical bases of personality-oriented education and method of projects,
their usage in the process of teaching English; we reveal new computer
technologies requirements, which provide development of linguistic and
communicative competence and rise in motivation of pupils.second stage refers
to research. We approbate a pedagogical experiment: research of results of the
usage of computer technologies during the process of teaching; analyze and
generalize this experience.third stage is making a conclusion. We finish
forming experiment, analyze our experience and summarize our results. The
theoretical part of our research is based on works and articles of Zimniya,
Kuklina, Mishina, Polat, Teplova, Nehorosheva, Bim, Turkina etc.significance
consists in theoretical substantiation of methodics of teaching English with
the help of computer technologies.importance of our research consists in work
out a complex of lessons and methodological recommendations for organization
lessons of foreign language, using computer method of projects.
1. Theoretical foundation devoted to the usage of new information
technologies in the teaching of the English language
1.1 Informational Computer Technologies as a mean of development
of cognitive activity of pupils according to the conditions of new context of
education
The beginning of the third millennium is
characterized as a transition to the «information society», having the new
structure, in which the decisive role is played by industries related to the
receipt, distribution and processing of information [1; 51]. This transition is
connected with the new «technological revolution», which is characterized by
generalized computerization and informatization of society.the dynamic
development of information society the development of human resources is
necessary that can meet the requirements of the information age through
education and lifelong learning to meet the growing demand for professionals in
the field of information technology [2; 86]. That’s why it’s necessary to pay
greater attention to basic education, acquired in secondary institutions.can’t
deny that information changes, which we face nowadays, are global. Moreover,
it’s obvious that there is a necessity of reconsideration of approaches to
education as a whole system.development of pedagogics, its freedom from
stereotypes and innovative orientation require creative integration of
up-to-date methods. Informatization of system of education is a process which
provides this field with theory and practice of usage of new computer
technologies. The matter is that they are oriented on realization of
psychological and pedagogical goals of teachinguse of new technologies in the
educational process not only improves the performance level of digestibility of
material by students, but also develops their knowledge of the potential of
emerging information technologies.of the most effective areas of usage of
information technologies are lessons of foreign languages.it, we can’t keep
from mentioning that citizens of Kazakhstan should know 3 languages. This is
dictated by the necessity and it was repeatedly told by the president of the
republic N. Nazarbaev. According to his words, it’s very difficult to speak
about genuine competitiveness of the nation if its representatives don’t know
English. He says that multilingualism is a norm for Europe and we should also
come to such norm. For example, one of the most important factors which led to
economic success of Japan, India, Singapore, Malaysia was widespread public
knowledge of English.main purpose of learning English is the formation and
development of the communicative culture of students, teaching practical
English language. In this sense, the main task of the teacher is selecting the
most effective teaching methods that permit the realization of individual and
differentiated approach to learning, taking into account the capacities of
children, their level of training, inclinations, etc. [3; 65].trends of
globalization, global integration in various fields of economic, technical,
cultural, social and personal life make great high demands of the practice of
English language [4; 47].of changes in the content of education, the priority
role in teaching and educational process belongs to information and
communication technologies. Usage of them gives us tremendous opportunities of
a computer as a tool for teaching. Computer training programs have many
advantages over traditional methods of teaching.allow you to train different
types of speech activity, and mix them in various combinations. They help to
understand the phenomenon of language, form the linguistic ability to create
communicative situations, to automate speech, and as well, they provide the
opportunity of leading of representative system, the realization of individual
approach and the intensification of independent work of pupils [5;
54].technologies have begun to play an increasingly important role in the
teaching of foreign languages. Its use in this context is supported by a
growing body of research that highlights the importance of the negotiation of
meaning and computer-based interaction in the process of teaching foreign
languages. Majority of methodologist point out the importance of computer
technology during the process of cognition. It allows pupils to acquire
language in meaningful contexts for specific purposes.
The usage of computer
during the process of teaching foreign languages influences greatly on
effectiveness of educational activities. Computer is a multifunctional
technical devise of teaching. It allows to save considerable volume of
linguistic material in its memory, to find information which we are interested
in and to show it on the screen in the most easy-to-use forms.are 2 fields of
application of computers during the process of teaching: computer support of
traditional education and education which is realized with the help of a
computer.
Personal computer can be
used by a teacher for solving some didactic tasks which he can face during the
lesson:) Presentation of information in different forms;
b) Formation
of common and special knowledge and skills on the subject;) Control,
rating and correction of results of teaching;) Organization of individual
teaching and group teaching;) Running of the process of teaching.
Computer can be used
during all stages of teaching: explanation of new material, its revision and
control.of the process of teaching influences greatly on all components of
modern educational system and surely, on the subject «Foreign languages» too:
its aims, tasks, content, methods, technology.foreign language with the help of
computer differs and has its own advantages:
· Pupils are
interested in the process of teaching and in result, it leads to high
motivation of learning;
· Pupils eagerly
«communicate» with computers and it increases not only computer but also
linguistic culture;
· Individualization
of teaching;
· Computer
doesn’t show negative emotions if a pupil repeats his mistakes;
· Objectivity of
marks.means that,
when we use computer technologies during the lesson of English, a teacher isn’t
only carrier and owner of information. It’s much more important to show his
creative approach to interpretation of computer programs.main task of pupils
isn’t just getting new knowledge but formation of skills which will allow to
work with information. We shouldn’t forget that traditional method of teaching
is good because of communicative aspect which is realized more effectively.
That’s why it’s necessary to combine computer technologies with traditional
teaching.computer is regarded as a tool to improve motivation, builds strong
language skills and improve the knowledge of English language. The computer
stirs up all three channels of perception: auditory, visual and kinesthetic
that allows to increase the volume and durability of learning new material, it
greatly improves the status of pupils in the teaching process, increases the
cognitive activity of them and supports the interest to the subject [6;
25].training programs for English language use different techniques to conduct
familiarization, training and supervision of knowledge and skills of pupils.
Usage of multimedia programs doesn’t exclude the traditional teaching methods,
it’s combined harmoniously with them at every stage of education [7; 47].of
computer allows a teacher not only to improve the effectiveness of learning,
but also encourage pupils to learn English in the future. These lessons include
interactive multimedia content, which allows a teacher to involve pupils in the
learning process promoting interest to the studied subject, and better
assimilation of the material.Computer programs allow to conduct classes at a
qualitatively new level. Visual richness of the educational material makes it
vivid, and convincing. Computer presentations allow pupils to focus attention
on important points of information and create a visual effect in the form of
illustrations, charts, diagrams, graphic compositions [8; 213].creating of
lessons, teacher needs to know at least basic knowledge of software
applications. According to the fact that lessons with multimedia applications
are not so developed in ready materials, a teacher should create missing
elements [9; 18]. The computer in this case will perform the following
functions:
. Сomputer as a simulator in the process of
formation of skills. In order to reach this aim the following programs are
used:
· The Microsoft
Word - for exercises of spelling of the studied words, building of sentences,
the transformation of the sentences and execution of exercises.
· The Microsoft
Power Point - using means of this program you can create good exercises for the
introduction of new vocabulary and grammar. For example: presentation (lexicon
and / or grammar) + a series of exercises (with the control right - wrong) +
sound + control test or exercise.
· The Microsoft
Excel - with the help of this program you can also create similar exercises
with an assessment of the testing, the number of errors made, the return to the
incorrect executed sentences.
· The Windows
Movie Maker - a program for creating / editing videos. It’s included in the
software of Microsoft Windows, beginning with Windows ME. With the help of this
program, it’s possible to make slide-shows, edit video, overlay soundtrack, add
titles and subtitles etc.
. Сomputer - as a visual aid for the teaching and
learning:
· The Microsoft
Power Point - the most convenient and simple program for people who do not know
programming. With the help of this program you can produce materials of
country-specific features, introduce new vocabulary, grammar rules etc.
· The Microsoft
Excel - used to show charts, graphs, summary tables.
. Сomputer - as a source of educational information:
· Program
Microsoft Word - is used for presentation of the texts in English, information
for discussion and debate.
· The Microsoft
Excel - for the various charts, graphs, for the analysis and conclusions.
· The Microsoft
Power Point - is used to demonstrate new material. Effecting on all types of
memory (auditory, visual and kinesthetic), such presentation of information is
very effective. It can breathe new life into plans of old lessons and improve
pupils’ motivation because in contrast to simple text they may be added with
pictures, animations, sounds etc. The secret of this program consist in fact
that it’s based on rather effective and interesting classical method - method
of projects.to high level of interactivity, computer technologies create unique
informative environment, which can be used for solution of didactic tasks
during the process of teaching English (for example: cognitive, informational,
cultural). This is one of the most important advantage of computer
technologies. They enclose electronic informative environment, allowing to work
with a computer as with universal device for information processing.of its
novelty computers transform just ordinary task into an adventure, motivating
learners to learn a language because the teacher who uses that «genius tool» in
his class can use different and even more exciting modes than the course book
to present new materials with text, sound video and hypertext facilities
offering high-quality interactive feed back on vocabulary, grammar, language
answers, culture issues, etc., whenever the pupil feels he needs it.fact that
the acquisition process is related to the effort to convey or interpret
meanings and cannot flourish in activities which concentrate on forms has led
several commentators on computer-assisted learning to state that the computer
should be used for formal grammar drilling which favour learning, thus
releasing the teacher to run such forms of activity which will enhance
acquisition. This combination of teacher and computer sounds sensible. Teachers
are good at conveying and interpreting meanings. Computers are good at
processes which require patient repetition and attention to detail., we can’t
keep from underlining that cooperation of teachers and informational computer
technologies is quite effective during the process of teaching English.
1.2 Designed language teaching methodology in context of modern
computer learning aid
Analysis of material which is discussed on
international scientific conferences shows us that the purpose of education
isn’t just knowledge and skills, but also definite qualities of personality.
Post-industrial society is interested in ability to take decisions, adapt to
varying conditions of life, act on one’s own etc., according to the opinion of
E.S. Polat, who is the author of researches on teaching foreign languages,
including the method of projects, «solution of these tasks was rather difficult
because of absence of real conditions for carrying out, in consideration of
traditional approach to education which focuses on class-lessons system» [10; 13].
She supposes that the main task of school doesn’t consist in the content of
education, but in usage of new technologies of teaching.us take the concept of
«projecting» (latin «projectus» - thrown ahead). Speaking about it, we
should pay heed to the fact, that this isn’t a new word in pedagogical theory.
This definition appeared at the end of 70-s in the context of new program which
was offered by Royal college of Art in the Great Britain.on notions of
projecting and technologies of teaching, Polat considers methodology of
projects as a complex of reconnaissance, problem, creative methods which
develop imagination and at the same time they form personality of pupils [10;
67].we have a computer era here. And the function of projects is carried out by
many programs and one of them is Microsoft Power Point. This innovation devise
includes the best experience of the past and something completely new and
effective of our present. Sure, the advent of new technologies in learning
process is always exciting. They add new dimensions to the class and spark
students to higher level of motivation and achievement.of experimental
investigations in this sphere is evidence of conclusion that we need such
teaching material, that could take into account all peculiarities and problems
which we face during the process of teaching. Many authors (Carol A. Pope,
Jeffry N. Golub) find Power Point as a tool which is able to stimulate study of
the foreign languages and consider it as a key to the growth of achievements of
pupils [11; 2].. Bush criticizes this point of view. He says: «Regardless of
the cool transitions, laser-letter effects, and snappy backgrounds, a
PowerPoint presentation that passes on information is not much different than a
chalkboard and overhead lecture» [12; 1]. However we can’t agree with him. The
matter is that comprehension of grammatical and lexical units of foreign
language often causes some difficulties for pupils who study it.methodologists
supposed, that at first children don’t learn relation between a sign and a
meaning, but they learn connection between a word and a subject. It happens
automatically because of our conditional reflex and also because of just simple
contact between two irritants [13; 34].presentation is a workbook of teaching
material on definite themes. The biggest advantage of this program consists in,
that a teacher can use prepared presentation as a whole in part. It depends on
a teacher and purposes of a lesson.technology allows combine successfully
different forms of organization of educational process. It promotes better
interaction among pupils and also the role of a teacher takes another position.
Instead of supervisor he becomes an equal partner and adviser who is always
ready to help in the mastering foreign language.wide usage of illustrations and
Flash-animations in the presentations of this program allows present all
vocabulary of the lesson quite easy and understandably. The great advantage of
this mean is that we don’t need to translate all words in Russian. Foreign
words are associated with pictures and they stay in the memory for a long
time.of imposition of new words begins on the separate slide. Each unit of
vocabulary is processed phonetically with the help of wave files. It allows to
repeat difficult lexical units as many times as you need.to this program the
graphic of the word forms immediately with its sound image. Such mean of
entering new vocabulary takes into consideration personality of every pupil -
those who have aural memory and also whose memory is visual.that the meaning of
each lexical unit is opened and examples of its usage are given in the form of
word combinations and sentences. It will be the stage of explanation and use of
learned material on practice. In presentations of such kind we use the most
popular way of semantization of vocabulary - demonstration of a picture in the
case when we deal with the words that mean concrete subjects.of complicated
grammatical rules turns into exiting adventure which guaranties high level of
understanding. Also, perfect results can be reached because of cognitive
interest of pupils and their desire for all new. For example, real facts about
different animals from the Guinness World Records not only open one's mind but
also stimulate usage of knowledge on this theme.playback of educational
situation and interactive use of visual methods allow to realize the principal
of better digestion of knowledge. Usage of multimedia technologies favours rise
of motivation, reduction of bad marks and better knowledge of foreign languages.can’t
keep from mentioning technical advantage of auding with the help of Power
Point, which allows teacher to repeat the material as much as he need without
loss of time because audio file is always ready for replaying and you don’t
need rewind the tape again and again. Besides, a teacher isn’t obliged to put
all notes on the black-board. All preparation for auding and necessary material
can fit one slide in the form of controlling buttons, variety of effects of
animation and accompanying sound.which is presented as Power Point presentation
increases opportunities of ordinary text-books because of sound, video and
animation. During the work with a computer pupils use hearing and sight and
they allow to increase not only the volume of perceivable information but also
quality of memory.should be mentioned, that in the case if a teacher uses
designed language teaching methodology, he acquires another role and function
in the teaching process. Designed education, especially thanks to new computer
technologies, substitutes traditional paradigm of teaching foreign languages.
Thereby, projecting helps pupils to realize the role of knowledge on the life
and in the process of studying. Knowledge stops to be an aim, it becomes mean
of true education.pedagogical technologies such as teaching in cooperation,
project method, using new informational technologies, Internet resources help
to realize personal orientational approach in teaching, support
individualization and differentiation of teaching in calculation with students
abilities, their pre-higher educational preparation level, inclination and etc.
According to E. Polat, informational technologies contribute to increase
academic motivation of teaching foreign languages and advance pupils’
knowledge. Usage of computer during English lessons increase significantly
academic process intensivity. Computer teaching assimilates a large amount of
material, than it was acquired using traditional teaching conditions. Besides
material in using computer is acquired more substantially. Computer supplies
multisupporting, that is current, intermediate, total academic process control.
Computer supplies multisupporting control of academic process that is current
intermediate, total. Using the computer control of quality students’ knowledge
to achieve the large objectiveness of valuation. Besides, computer control
considerably economizes academic time, as it checks students’ knowledge
simultaneously.cooperation suggests control six methodically important summons
of pupil as personality context activity, personal experience, wish, interest,
inclination sphere, emotional perceptional sphere, worldview, pupil’s status in
the group. All these instigate pupils to learning.
1.3 Existing software for learning foreign languages
Also, nowadays, there is more versatile technical
means of teaching. They’re electronic interactive boards, for example SMART
Boards. Using them, we practice method of projects, which was already
mentioned by us. But they have more advantages over usage of application program
Microsoft Power Point. The matter is, that SMART Boards refer to the class of
software for learning foreign languages, which has more higher level than just
ordinary computer programs.we’ll give brief analysis of main computer
technologies used for teaching foreign languages which exist nowadays. Each of
these technologies is an inseparable symbiosis of hardware and software, that’s
why we should add short description of appropriate technical devises to our
analysis., for the first, let us come back to interactive SMART Boards. It’s a
very effective way of entering electronic content of teaching and multimedia
material in the process of schooling. Information which will be discussed on
the lesson is shown on the screen of such board and it aims every pupil at
fruitful activity. Prepared theme texts in English, exercises, colorful
pictures, audio and video materials serve for stirring up of lesson’s material,
revision, training of lexical units and grammatical structures, check,
self-testing of knowledge.Board allows to work without use of keyboard, «mouse»
and screen of a computer. All necessary actions can be made directly on the
board with the help of special marker or even a finger. A teacher isn’t
distracted from a lesson for making some manipulations at the computer. And it
has a favorable impact on presentation of teaching material.board goes with
special software SMART Notebook. This software allows to make notes which can
include different types of information (texts, videos, tables, signs, illustrations).
The software has the following facilities:
· During
explanation of grammatical material (for example: making different types of
sentences) we can use many-colored pencils in order to underline the most
important information.
· Also we can
imprint ideas, scheme of brainstorming in the screen. And if there is a
necessity, we can come back to the beginning and discuss some difficult points
again.
· The function
«drag and drop» allows to move pictures and words in the exercises such as
«Find a pair», «Make a match». This function differs SMART Board greatly from
Microsoft Power Point presentation, where all objects are on their own places
and their position can’t be changed.
· Several frames
can be on the same slide at the same time. It helps to follow the main idea of
a lesson.
· All material
can be saved and a teacher needn’t to create and write everything again.this
program includes a big collection of prepared theme pictures, which can be
useful during the lessons.next software which will be examined by us is
multimedia-lingaphone equipment RINEL-LINGO.main facility is voice
communication and visual communication of a teacher with all pupils or a group
of pupils (1-8 groups). Also voice communication and visual communication are available
for pupils which are united in a group.communication doesn’t influence on the
speed and quality of any software’s work, since software and hardware recourses
of computers aren’t used. New facilities of this equipment in aggregate with
multimedia capability of computers allow using absolutely different methods of
teaching, which weren’t accessible before.software and hardware which are
included in package of RINEL-LINGVO, allow carry out the following variants of
work:
· A teacher
makes an announcement in the classroom or says something and his speech is
broadcasted on telephones of all pupils and also it’ broadcasted through
speakerphone. Also transfer of image from the screen of teacher’s computer is
possible on the screens of pupils.
· A teacher, working
with pupil, carries out voice communication with him and also he sees his
screen on his screen. He can rule his keyboard, using his own keyboard. This
facility allows working with every pupil without leaving desk.
· A teacher can
work with a group of pupils. It differs from the first variant, because in this
case there isn’t relay with the help of speakerphone and work is carried out
not with all pupils, but with a definite group.
· A pupil tells
something to all his classmates and also broadcasts the content of his screen
on screens of others, and it makes an effect of separated virtual auditoriums.
There pupils can answer material simultaneously and solve tasks together, have
dialogues, read texts and etc. A teacher can make a connection to every of
these auditoriums and control work of pupils.this software includes
RINEL-SOUNDBOOK, which is intended for teaching foreign languages. It consists
of:
· Set of
multimedia computers RINEL JUNIOR.
· Package of
multimedia-lingaphone equipment RINEL-LINGO
· Software
RINEL-LINGO, RINEL-SOUNDBOOK
· Complete set
of special tables.
· Equipment for
power wiring.
· Networking
equipment Ethernet.is one more software for learning foreign languages which
share the same principles.company «Multimedia systems» offers multimedia
networking training complex HiClass. It’s unique solution for
teachers and pupils who study foreign languages. The main idea of this software
is the same as in the RINEL-LINGO, but it doesn’t include so much equipment.
Pupils work with ordinary computers which are connected between each other with
the special cable which allows to demonstrate all necessary material in the
real time. Multimedia net combines discussion between a teacher and pupils,
learning new material etc.main advantages over other software of this class
are:
· Simplicity of
installation.
· Saving of
expense because of absence of hardware component.
· It’s rather
simple to use, that’s why we concentrate our attention on teaching of pupils
since it’s not necessary to study the system of this program.
· Simplicity of
usage.than 6000 schools and institutions all over the world use advantages of
the complex HiClass., we can see that usage of multimedia software and interactive
technologies really enriches the content of a lesson, speeds up its temp and,
that goes without saying, arouses the interest in learning language.
1.4 Usage of Internet recourses in the process of teaching
English
All these innovations became a great discovery in
the sphere of computer technologies, but one of the most revolutionary
achievements of last decades, which influenced considerably on educational
process all over the world, is creation of Internet. Usage of cyberspace for
teaching purposes is absolutely new trend of didactics and methodology. These
changes touch all areas of teaching process: from choice of means and style of
work to change of requirements of knowledge’s level.main purpose of learning
foreign language in high school is formation of communicative ability, all
other aims are put into effect during the process of carrying out that mean
purpose.approach implies teaching communication and formation ability to
cross-cultural interaction and it’s a base of Internet. It doesn’t have any
sense without communication, because Internet is an international society,
which lives only by electronic communication of millions of people. When we
enter Internet on the lesson of foreign language, we create a model of real
communication.provides true language environment, and pupils find themselves in
real true-to-life situations. They are involved in solution of important and
interesting tasks, pupils are taught spontaneously and it helps them to create unusual statements which differ from
clichés.of usage Internet-recourses are enormous. Global net creates
all conditions for getting any necessary information: country-specific
material, news of youth’s life, articles from newspapers and magazines and
others.’s possible to solve a lot of didactic tasks during the lessons of
English with the help of Internet: to form skills of reading, using materials
of Internet; to improve skills of writing; enrich vocabulary of pupils; to form
steady motivation to learning foreign languages.can take part in testing,
quizzes, competitions which can be found in Internet. Also they can communicate
with pupils of the same age from other countries and participate in charts and
video conferences., computer is loyal to variety of pupils’ answers: it doesn’t
accompany their work with eulogistic comments or criticism and this fact
creates favorable psychological atmosphere on a lesson.we should remember
mastering of communicative ability is impossible without practice of
communication, and usage of Internet-recourses on the lesson of foreign
language is irreplaceable in this sense: virtual environment of Internet allows
to go out of boards of time and place, giving users an ability of authentic
communication with real interlocutors. However, we shouldn’t forget, that
Internet is just educational supplement and in order to reach better results we
should integrate it correctly in the process of lesson.can be very helpful for
other purposes of teaching too. For example, let us observe use of Internet in
auding.site of company Lucent Technologies and its department Bell Labs allow
listening to pronunciation of any phrase in foreign language. Here can be found
speech synthesizer, which turns printed text into sound. It means, that we can
post-synch any phrase from the textbook or any other teaching material. On-line
textbooks are most suitable for these purposes. Also all data can be saved and
there will be no need to use Internet in order to listen to the extract
again.is a perfect mean of getting information from all over the world and
besides, we always will receive the latest news about what is going on.
Thereby, with the help of Internet we can turn a classroom into news agency and
pupils into reporters of first-class. Such way of activity during the lesson of
foreign language suits pupils of senior school, since in includes the great
volume of reading and art of interpretation, fluent speaking.all significant
newspapers have their own web pages. In order to find out where and what
newspapers exist, there is site MEDIA LINKS [14; 1] which contains links
to a great number of editions.a mean of knowledge’s acquirement, on-line
newspaper is a irreplaceable «helper». It allows to be absorbed in the thick of
things, and it takes place in current situation. Also it’s a great opportunity
to see what is going on from different points of view. The most valuable link
is «send us feedback», which carries out interaction of readers with
publishers. Also, pupils can pass an opinion concerning what they read and have
a talk with the author of the article. They can do it thanks to the section
«Today’s columnists».World News [15; 1],News [16; 1],World Service [17;
1],Washington Times [18; 1],New York Times [19; 1].links, mentioned above, have
very similar and quite convenient structure for users. Titles and number of
columns can vary, it depends on edition, however, all of them touch main
spheres of our life.the work of groups, which consist of 2-3 pupils, can be
offered. A teacher can do it in order they learn how to analyze an article
which tell us about all sides of our life: news, sport, weather, culture… The
main advantage of such mean consists in the fact, that all pupils are involved
in the process of learning foreign languages. And at the same time it solves
the problem of different knowledge’s level. Pupils, who know English well, can
analyze more difficult articles and reports about weather or something of
cultural life can be task who those, who know foreign language less.this case
we improve not only just skills of reading and speaking, we also enrich the
vocabulary of our pupils and improve their motivation to work with materials in
foreign language and not to be afraid of difficulties which can be met.the main
advantage of such work is the fact that pupils have an access to information at
first hand. They don’t deal with printed matter of week or even more ago. They
are involved in the thick of things and influence on them.is one more purpose
of teaching foreign language, which we didn’t mention before. It’s writing. We
might think that Internet can’t solve this task, but it would be just not true.
Internet can be and must
be used not only passively but actively also. Pupils can try themselves not
only in the role of consumers of information but also they can provide it. For
example, site THE YOUNG VOICES OF THE WORLD [20; 1]. It’s an open forum
which presents something like publishing house where everybody may publish his
works which will be become public, pass his opinion etc. All works are provided
with e-mail of their «creators» in order feedback can be possible.authors mark
great opportunities of Internet, especially its possibility to create bilingual
internet pages. It can provide optimal results of Internet’s integration in the
educational process for both sides who participate in this «creation», for
example, pupils who study English in Kazakhstan and pupils who study Kazakh or
Russian in the USA or England. Here are some possible themes for such
cooperation: review of books, articles, TV-programs, quotations, proverbs,
anecdotes, receipts, sport, culture and customs, school etc., pupils find it
interesting to create their own internet pages.
Also communication in virtual reality is carried
out by use of E-mail, which can be used on the lessons of foreign language. For
example we can offer to find pen-friends all over the world. It’s an universal
solution, because it’s possible to do in any age and having any level of
foreign language knowledge. Such communication isn’t only training writing.
With the help of letters, pupils can learn culture of the country. Besides, it
should be mentioned, that E-mail has a lot of advantages over ordinary letters:
it’s quicker, more convenient and cheaper.isn’t any problem to find pen-friends
in Internet. We could do it with the help of following instruction:
· We can send a
request to TESL-L [21; 1].
· We can use
list-server for international connection - Intercultural E-Mail Classroom
Connections [22; 1], which offer exchange of letters for realization of joint
projects, discussion of problems etc.
· Also we can
visit home page for ESL/L1NC [23; 1] It offers help and instructions which
touch use of E-mail, free access, it helps to find pen-friends and gives
opportunities to take part in pair or group projects [24; 56].of E-mail
projects is that they make communication in English possible and also, pupils
can have a talk with real partners. It’s very important for pupils to know that
these texts are designed not for a teacher, but for them and their partners.
They give rather good opportunities to discuss actual problems or share
interesting information. It leads to more responsible attitude to learning
English. Vocabulary of pupils includes more and more words, their linguistic
competence improves and surely, pupils have motivation during the process of
teaching.order to get better results, let us pay attention to some problems,
which can be faced during such way of teaching., who already use E-mail on the
lessons of foreign languages, are not satisfied with content of exchange of
letters, with its profundity. For the first time, pupils are very interested in
communication with their friends from all over the world, but this interest
goes away quite quickly and pupils find themselves in awkward situation because
they don’t know what to write further. In order to prevent this problem and
disappointment of pupils, it’s necessary to connect this activity with process
of teaching. For example, we can offer to ask their pen-friend some questions
which touch one theme, and then to make a report, based on their letters.all
letters are answered that leads to deep disappointment. In order to prevent
this problem, we can recommend having several pen-friends simultaneously.’ve
mentioned above that in order to improve effectiveness of E-mail use, this
process should be purposeful and the set of task may include the following
formulates:
· Insert an
advertisement that you’re looking for friends in different sites which deal
with such search.
· Right down
information about yourself.
· Send several
messages (for example 2-3 a week).
· In order to
get an answer, put questions which are interesting for you.
· Get not less
then 3 answers
· Give the
detailed report about what you did, what new information you got. Include all
letters and answers into your report.
1.5
Forms of work with computer tutorials during English lessons
Let us consider one more mean which is also
referred to the newest technologies, used in the process of teaching foreign
language.main types of work which can be used during lessons of English are
divided into 2 groups: usage of educational computer programs on CD and
creation of programs by a teacher and their further usage during lessons of
explanation of material or control of pupils’ knowledge.pupils learn English in
the form of play - is one of the best principals of educational system.
Diversity of multimedia games favours expantion of vocabulary, familiarizes
with grammar of English, teaches to understand speech of native speakers and
write correctly.opportunities allow to listen to speech in English adapting it
to own level of every pupil. Also, possibility to change speed of auding allows
to cut phrases into words. Thanks to it, pupils can suit pronunciation and
writing of English words. Usage of microphone and automatic control of
pronunciation allow to correct phonetic skills.program has its own tasks, and
willing to solve these tasks creates positive pupils’ motivation. It’s also
very important, that learning is possible without any influence from the
side.order to work with the whole class, we should use computer programs which
are based on cooperation of all pupils during the process of teaching. Teacher
just rules a process, using a keyboard and presenting material on the screen,
and pupils discuss this material and make all necessary tasks. Also, pupils can
be divided into groups., there are a great number of multimedia programs, such
as interactive courses «Tell me more», «English: a way to perfection»,
«Professor Higgins. English without accent», different encyclopedias for
children (for example - «Encyclopedia Britannica») etc. They’re designed for
improving skills of reading, writing, auding, speaking. Also they are rather
good helpers for explanation and revision of new grammatical material since
such programs include a lot of interesting exercises. They can be used on
different stages of teaching process because you can find there tasks of
different levels of sophistication. Let us stop on some of these programs.the
most successful of them we can underline «Triple Play Plus» or another title
for this program is Multimedia Teacher 3. It appeared in 1997 but still it’s
rather actual and well-spread. It helps to teach pupils to understand speech of
native speakers. Also there are special exercises for improving skills on
reading and grammar. First of all, it has 3 levels of complexity, this program
has a lot of auding material, besides a teacher is able to compare speech of
pupils with speech of native speakers, choosing male voice, female voice or
voice of a child.most popular part of this program is description of person’s
appearance. Pupils are offered to create a sketch of a definite person. With the
help of mouse or microphone pupils can make a portrait and at the same time it
will be good training for revision vocabulary on this themeorder to make
revision of theme more «deep» and effective, there are other interesting
variants of tasks and games. For example, when a pupil works with a picture
(puzzles, to be exact) on theme «Parts of body» it can be helpful for enriching
his vocabulary., discs of this program include a lot of material for
description of place where a pupil live. Such exercises touch not only a
variety of words but also we work with prepositions, which cause some problems
and misunderstandings., as we have already mentioned the program «Triple Play
Plus» include a lot of teaching material on many themes. Here are some of them:
«Food and Drink», «Numbers», «Home», «Office», «Places and Transportation»,
«People», «Activities» etc.young, but not less popular tutorial for teaching
English is program «Professor Higgins». This program has many rewards and is
recommended by Ministry of Education of Russian Federation. It’s designed for
individual work of pupils. «Professor Higgins» pays much attention to phonetics
and grammar. This program is used during the following types of work:
· Practicing of
phonetics (with a microphone) on initial stage of teaching;
· Training of
pronunciation of proverbs and drills (also with a microphone);
· Individual
test on grammar themes studied before. It has 3 levels of complexity that
allows to train the same material with different classes, in subject to their
preparedness.
Let us to speak about the next program. It’s
«Euro Talk» and it also has 3 levels: elementary, intermediate, advanced.most
interesting feature of this program is that pupils have an opportunity to get
«International certificate», since when they have definite amount of scores,
program «prints» a certificate with name and surname of a pupil and even with
signatures of team of Euro Talk According to experienced teachers, this program
is more suitable during the initial stage of teaching and it’s advisable to use
this program in the groups with the most «strong» knowledge.senior school, tutorial
«Learn to Speak English» can be offered since it serves for all-round
development.program consists of 30 lessons which include dialogues, exercises,
games and also videos about cities of the Unites States of America. Besides, a
teacher can demonstrate these films with English subtitles or without them at
all.a teacher is able to choose the most suitable and the most interesting
material and use it in the accessible way for pupils, it will lead to the
successful teaching process since in this case teacher and his pupils will
«win».more advantage of such multimedia programs is an availability of video
courses. They can be called a rather precious material since they include
sociocultural aspects such as: mimicry, gestures, clothes, and environment. Besides,
resting upon these video courses, a teacher is able to conduct various role
plays and make discussions in order to revise studied lexical material., usage
of such multimedia programs make it possible to create an atmosphere of
presence in the country of studying language. The matter is that such disks
provide texts and tasks for auding, songs, and exercises for improvement of
your pronunciation. And all recordings are made by professional sound
technicians and actors who are native speakers., majority of schools are
provided with modern computers, that’s why the usage of such programs isn’t a
problem at all since they don’t require special equipment.usage of educational
computer programs during the lessons of English language is one of the most
important attribute of beneficial effects which are connected with creative
activity. And that goes without saying that it leads to rise of motivation of
pupils [25; 8].should be taken into account that a teacher, who uses
educational computer programs during the lessons of English, should know that
any educational technology should correspond to following methodological
requirements:
· conceptuality: scientific
conception, which includes psychological and socio-pedagogical explanation of
achievement of educational goals;
· systemic: availability
of all system’s characteristics (logic of the process, interconnection of all
its parts, integrity;
· efficiency: guaranty of
results, which suit educational standards;
· suppleness: possibility
of variations in the content for guaranteeing of comfort and freedom of
cooperation between a teacher and pupils, with a glance of specific conditions
of pedagogical reality;
· dynamic: possibility
of development or reorganization of technologies which are used;
· reproducibility: possibility
of usage of technologies by other teachers in the same educational institution
or in others.of computer programs during the process of teaching English, by no
means doesn’t prevent to solve communicative tasks. On the contrary it
increases their efficiency since a teacher is able to make the most suitable
and effective lesson in order to achieve assigned educational goals. That goes
without saying that it’s much better to demonstrate a small fragment in stead
of showing an educational film which will take the whole lesson or even
more.teacher can make distinctive editing, using one or even several computer
educational programs. Besides, he is able to calculate it accurate within to
second. Such type of project allows taking into consideration all peculiarities
of each class and of every pupil separately.multimedia products allow to
display the definite extract on the big screen, to use necessary video or audio
during the lesson of English if there is a projector., creative approach to the
process of teaching allows a teacher to enrich his lessons and to make the,
more effective, using modern educational computer technologies., during such
lessons it becomes possible to develop skill of auding, which is a stay-put part
in the process of teaching foreign languages. Moreover, multimedia computer
programs can solve one more serious problem. The aim of teaching grammar isn’t
only to consolidate knowledge, but to teach pupils how to use complicated
grammatical structures while they’re speaking. That goes without saying that
this problem is often faced by many teachers.example, educational computer
programs «Reward» and «Professor Higgins» can be used on different levels from
elementary to advanced and they suit methodological requirements such as
systemic, efficiency and suppleness., it’s necessary to remember, that computer
educational programs are effective only in the case if they conform to
communicative tasks, aims and content of educational process.there are a lot of
firms and laboratories which are situated under institutes of higher education.
Majority of them work out multimedia products which will be helpful in the
process of teaching English. And it’s rather difficult to choose the most
suitable one among all their diversity.this material which is offered for usage
of teachers for convenience can be divided into 3 main groups:
1. Programs for material’s
presentation which widely use multimedia opportunities.
2. Programs -
interactive laboratories or research environments, which can be studied in the
local or network variants. It’s not advisable to use them for frontal work, but
they are intended for individual work with pupils, who have some skills of
computers usage. This view is a result of many years' experience of usage of
splendid environment «Living English».
3. Programs which
use compressed material and which attempt to organize revision of material in
the form of tests. As a rule, such programs use poorly animation, video, audio
and concentrate on selection of questions and tasks, solution of which promotes
development of thinking and it, in turn, establishes fundamental
knowledge.often hear that the program is created by a creative team of
psychologists, educators (it means they have never worked in a school), programmers,
designers and, as is stated in the annotation to the program, with the
involvement of practicing teachers.us again define the nature of the work of
teacher of any part of the educational system, and then appeal to analogy.
Teacher's work is a profoundly creative, highly individual in its style, in
some points theatrical process that requires an instant response to rapidly
changing external factors. In other words, teacher is an actor who must be
interesting; he is a source of knowledge. He should persuade in the necessity
of learning English not to deceive a pupil, putting in his head bright
knowledge without his will. Therefore, first of all, we should take into
consideration child psychology., the previously mentioned so-called creative
team isn’t a team which presents really effective specialists. It’s like a
group of people who are on the Earth and at the same time try to write a
program for a long journey for a captain of a spaceship. The captain must have
the experience and resources, and his intellectual potential is much more
powerful than the total potential of «earth» group.of Internet has also its
rather considerable disadvantages. Its usage in the mode of direct access in
the classroom, in most cases is not possible for the following reasons:
· low quality of
connection. In this case we can say that it’s a real problem since
disconnection or even 2-minute pause in the download of the site is a tragedy
for the lesson;
· inability to
make a qualitative description of the material because of plenty of useless
information on the site;
· inaccessibility
of Internet during the lesson because of high cost of daily connections since
majority of schools don’t use dedicated lines.theoretically all modern computer
technologies which can be used in the process of teaching English, we came to
conclusion that all of them have their own advantages and disadvantages.at the
same time, we understand the necessity of usage information technologies in the
educational process. The child grasps the information better when he realizes
the process of work with texts, sounds, images on the screen, and also their
correlations. Undoubtedly, usage of information technologies is one of the
factors which favours increasing motivation. In combination with traditional methods
innovation methods are focused on development of personality, forming
communication skills., taking into consideration all their peculiarities we
decided to consider the usage of one of these technologies in practice. For
this purpose, we have chosen the program Microsoft Power Point which includes,
to our mind, more advantages before other means which we have described before.
We suppose that it includes rather effective combination of characteristics:
it’s based on method of projects, which is admitted one of the best one, it
refers to modern computer technologies and also, in comparison with some other
modern technologies, Microsoft Power Point is rather easy for usage. That’s
why, this program is taken by us for our practical research.
2. Exploratory development on testing
computer program Power Point in use of teaching English
2.1 Psychological and pedagogical bases of use of designing
methods in the process of teaching foreign languages
Nowadays, in the educational system of our
country we notice a change of paradigm of school education which is connected
with the search for such methods of teaching that would be able to prepare the
young generation to modern life. We need a technology that would permit a
teacher to enter their students to the teaching process, to focus their search
on the knowledge that favours the further development of bilingual personality,
further development of communicative, sociocultural and intercultural
competence.of the prospective methods of teaching, in our opinion, which has a
deep potential for development, education and creating a full-educated person
in modern society is the method of projects, which has already shown itself to
advantage. We agree with E. Polat, who states, that the project method is not
only a creative, but also it encourages communication activities of project’s
participants [26; 31]. According to it, we can speak about availability of its
relation to learning foreign languages in a secondary school.is interpreted by
methodists and teachers in different ways. We adhere to the following
definition of this method: «Method of projects involves a set of educational
and cognitive techniques that allow us to solve a particular problem as a
result of independent actions of pupils with the obligatory presentation of
these results. If we speak about the method of projects as a method of teaching
technology, this technology involves the collection of research, problematic
methods which are creative by their nature» [27; 67].most logical is to examine
psychological and pedagogical bases of methodic of projects, taking into
consideration specific features of English language as a school subject.object
of study of English is a speech as the most important tool for cultural
interaction in general. According to I.L. Bim [28; 11], cross-cultural
interaction is possible only in the case when all components of communicative
competence are if a school will be formed all the components of communicative
competence are formed: language, speech, sociocultural etc.method of projects,
as a modern educational technology, ensures the successful formation of all
these components.popularity of the method of projects is the reason for the
fact that, thanks to its didactic nature, it can solve the tasks of developing
creative opportunities for pupils; improve their own skills and knowledge which
can be used for the cognitive and practical tasks; orientate itself in the
information space, analyze information, because at different moments in
cognitive, experimental or applied, creative activities, pupils use the whole
set of all the listed intellectual skills and abilities [29; 13].main purpose
of teaching foreign language is the formation of communicative competence,
which involves not only the practical knowledge of a foreign language, but also
the ability to work with information: printed, audio in various forms, i.e
proficiency in the skills of critical and creative thinking., we are talking
about a specific organization of the content of teaching, which would help to
acquire knowledge, intensify the process of teaching, give some tips which
could be useful for independent work of pupils and moreover we’re talking about
organization which would be able to form informational and communicative
competence.order to achieve the goals of modern educational system, the
pedagogies all over the world have chosen personal-oriented approach. In
comparison with some methods such as teaching in the groups, discussion,
role-plays of problem orientation, method of projects more fully reflects the fundamental
principles of personal-oriented approach which is based on humanistic
principles of psychology and pedagogy.to the characteristic of the methodology
of projects, mentioned above, it should be noted that it perfectly suites to
productive teaching methods of foreign languages, foreign cultures and
intercultural communication, the essence of which is developing,
personal-oriented teaching., we shouldn’t forget that in order to intensify the
process of teaching we need to use modern informational technologies equally
with traditional methods.information technologies are auxiliary incentive-based
tools in teaching, then their usage transforms the whole mental activity. It’s
the same as if they were work tools which modify the natural activity of organs
[30; 34].example, the usage of computer presentations in the educational
process allows to intensify the process of teaching and hold classes at a
qualitatively new level, using in stead of the classroom board, slide films
which are shown on a computer’s screen or on a large wall screen or on a
personal computers of pupils.efficiency of educational material depends greatly
on the level of illustrative material. The visual richness of educational
material makes it clear, convincing and leads to the intensification of the
process of its assimilation. Computer presentations allow students to focus on
the important points and to create images in the form of illustrations, charts,
diagrams, graphics, songs, etc. The presentation can influence on several types
of memory: visual, aural, emotional and, in some cases, motoric memory.such
peculiarity as interactivity, computer presentations can effectively adapt
course material according to the features of pupils. The more interactive the
process is, the more efficiency of perception of educational material.can use
presentations in the teaching process at various stages of the lesson, but its
main assignment as a presentation tool remains the same, it just changes its
forms, depending on the assigned purpose of its use.software allows to make
presentations without programming and in the short term and if necessary, even
modify them. One of the most effective programs for creating computer
presentations, as we have already outlined above is Microsoft Power
Point.allows to create own presentations quickly and without any difficulties.
When pupils make various tasks, using such type of software, they start the
process of combination of practical and symbolic activity. Analyzing similar
activities, we can come to conclusion, that a pupil, who memorize information
with a help of supplement, building links differently than a child who memorize
directly, because the child, who appeals to signs and auxiliary operations for
memorizing information, requires not memory but the ability to create new
connections, new structures, imagination, and sometimes well-developed thinking
[31; 179].anyway, in spite of all advantages of method of projects, mentioned
above, we can see, that implementation of this method isn’t so extensively as
it deserves. This situation is due to the following contradiction: High
efficacy of method of projects and the limitedness of usage of this method in
practice.contradictions and aspects, mentioned above, underline the urgency of
our research. During the process of teaching foreign languages, method of
projects gives significant results. It allows to create a special atmosphere
during the whole lesson, where every student is involved in a cognitive process
on the basis of methods of cooperation [32; 46].main idea of such approach to
teaching foreign language is to transfer an accent from different types of
exercises to mental activity of pupils which requires knowledge of some
specific language tools [33; 49].suppose that only method of projects in
conjunction with modern information technologies can help to solve this problem
and make lessons of English interesting and informative.
2.2 Diagnostics of initial level of pupils’ knowledge on the
English language and level of their motivation
A theoretical study of our hypothesis shows a
necessity to analyze this issue during the real educational
process.implementation of our experiment, we form two groups on the basis of
two classes - 8 «A» (12 pupils) and 8 «B» (15 pupils) of secondary school №23,
Kostanay. They become the control and experimental groups accordingly.the
beginning of experiment, we have identified two goals.of all, to identify the
initial level of motivation of learning English. For this purpose, we need to
solve the following tasks:
. To determine what is the leading motive.
. To identify the conditions that favour the
motivation of learning English.
. To find out how often teachers use information
technologies during lessons of English.order to solve these tasks, we use the
following methods:
• educational observation;
• analysis of English lessons, conducted by other
teachers;
• questionnaire poll of students and teachers.the
primary stage of our experiment, we identify the real motive of pupils, and the
conditions that enhance motivation to learn English. In order to do it we
analyze about 12 lessons of 6 teachers. Analysis is based on the following
criteria:
• Usage of various pedagogical techniques during
the lesson of English.
• Psychological climate of the lesson, pupils’
style of communication.
• Techniques which allow to keep up interest of
pupils.with observation we use the interview to find out opinions of teachers
on the following questions:
1. What educational
technologies do you use during the lessons of English? What of them dominate?
2. What means are
useful for making the process of teaching English more interesting?
3. Can you use a
computer?
4. How often do
you use a computer at lessons?to the analysis of the results of observations
and teachers' answers, we can affirm that the traditional educational
technology is prevalent. It’s indicated by 66% of teachers. Plays are conducted
by 17% of teachers and the same situation with usage of informational computer
technologies can be noted, 17%., the analysis of answers reveals that 40% of
teachers are dissatisfied with common educational technologies, since they
aren’t always effective for realization of lesson’s goals.to answers on the
second question we can speak about absolutely different opinions. 50% of
teachers believe that a variety of hardware such as educational films,
presentations, training programs, Internet, new computer technologies in
educational process, can really increase the interest of pupils. And the same
amount of teachers 50%, are sure, that authentic or new textbooks lead to
increasing of interest during the process of teaching English.to the third and
fourth questions are necessary to clarify how widely new information
technologies are used. It becomes clear that a great number of teachers can’t
use a computer at all 50%, 33% of teacher can use a computer but they aren’t
able to apply it in the teaching process, and only 12% of teachers say that
they can use it in the process of teaching English.order to study the initial
level of motivation of pupilss in the control and experimental groups, we use
conversations with pupils about the leading motive of visiting English
lessons.can divided into three main groups: firstly, some pupils need knowledge
of English languages for higher education; secondly, some pupils have negative
motivations such as fear of punishment if they will miss lessons and thirdly,
some pupils don’t attend English lessons regularly. Schematically, the results
can be represented as diagrams 1 and 2.
Diagram 1 Motivation of learning English (control
group 8 «А»)
2 Motivation of learning English
(experimental group 8 «B»)
The second purpose of our research is to
determine the effectiveness of teaching. It is estimated by us according to 3
indicators: linguistic competence, activity in communication process and during
the whole lesson and preparedness with home task. Below we put criteria for these indicators:
1. Linguistic competence.
High level: fluent knowledge (corresponding to
the level of the 8th form) of grammatical components of language, correct
pronunciation of words, vocabulary allows to express their thoughts rather
freely.level: In the grammatical, phonetic and lexical components of language
minority of mistakes are acceptable, but only when the material is new or has
higher level of complexity for pupils at this age.level: A great number of
mistakes in the material, which has been previously studied, the usage of
incorrect grammatical structures, poor vocabulary, frequency of incorrect
pronunciation of words.
2. Activity in communication
process and during the whole lesson
High level: A pupil participates during the
lesson, using as much knowledge of English, as possible. He is able to
improvise, pays attention to speech of other in order to take part in all
discussions.level: A pupil is involved in the work during the lesson, but
rather often he can’t continue to be active all the time because of
misunderstanding of some phrases and as a result his level of activity
gradually goes down.: A pupil can hardly understand teacher and his classmates,
he doesn’t follow the situation and that’s why it leads to the minimum of
activity and participation during the lesson.
3. Preparedness with
hometask.
High level: Pupils are always ready with their
hometasks, which are made perfectly, without any mistakes. Moreover, creative
works contain more volume, than it’s obligatory.: Pupils do hometask regularly,
but from time to time mistakes can be found. Creative works suit obligatory
volume.level: Pupils are not ready with their hometasks very often or they make
more easy exercises in stead of. Creative works contain poor vocabulary; texts
for reading or translation aren’t done.definition of the effective criteria for
pupils, we indentify levels on each criteria for both groups, using the method
of observation and poll. The results are shown in tables 1 and 2.
1. Control group
Levels/Rates
|
High
|
Average
|
Low
|
Linguistic
competence
|
0
(0%)
|
4
(33%)
|
8
(67%)
|
Activity
|
2
(17%)
|
4
(33%)
|
6
(50%)
|
Preparedness
|
0
(0%)
|
5
(42%)
|
7
(58%)
|
Table 2. Experimental
group
Levels/Rates
|
High
|
Average
|
Low
|
Linguistic
competence
|
0
(0%)
|
3
(20%)
|
12
(80%)
|
Activity
|
1
(7%)
|
8
(53%)
|
6
(40%)
|
Preparedness
|
3
(20%)
|
7
(47%)
|
5
(33%)
|
to the analysis of the facts which we have
obtained during the primary stage, we can make the following conclusions:
) initial level of learning motivation of pupils
is low and requires to be increased;
) making a conclusion of teachers’ answers, we
can notice that among the factors that can change the attitude of pupils to
English lessons there are requirement of usage on modern computer technologies
in order to increase pupils' interest. That means our experiment has a suitable
field of implementation;
) efficiency of pupils' knowledge is not
characterized by high rates and it leads to non-attendances of lessons of English
because of fear to get a bad mark or be ridiculed by classmates. Consequently,
the effectiveness of knowledge is entirely related to the motivation of pupils.
2.3 Usage of design method with the help of Power Point
Theoretical basis of project development of complex of English
lessons on the theme «What a wonderful world!»
After primary stage of the experiment we have
conducted formative stage, during which we use special projects, made with the
help of computer profram Microsoft Power Point. This project is used only for
the experimental group of 8 «А». In the control group, lessons are conducted,
using only traditional methods of teaching.
The theme of the project: «What a
wonderful world!». This theme is closely linked with the theme of the unit «The
world around us» (textbook T.D Kuznetsova and P. Kozlov for the 8 th grade).
Type of project: innovative
with elements of research and creative activity. The practical result of the
project has to be presentation of pupils on the theme «Global education as a
way to Earth's safe». We suppose that outcome of their works will show results
of our research, because, first of all, such task is connected with independent
research of pupils, it shows how effective our methods are and also identify
major environmental, economic and social problems in modern world.
The aim of the project: to test the
effectiveness of method of projects, using the program Microsoft Power Point in
the process of teaching English., we should prove that:
) projects enhance the level of language
knowledge;
) usage of innovative computer technology
provides increased level of internal motivation of pupils to learn
English.orientation of the project: cognitive.
Duration of experiment: 5 weeks (10
lessons)
Age: 8-th form (14-15
years).the experiment is taken place: school №23, Kostanay.
Equipment and materials: computer,
projector, Internet resource containing information data, illustrative
material, computer software - Microsoft Power Point, Paint is used to prepare
materials for lessons, the organization of work in the classroom, textbook on
English by T.D. Kuznetsova and P. Kozlov for the 8-th grade.
The list of lessons which are included
into the project:
Lesson 1 - I’m a citizen of the world. Sequences
of Tenses.2 - Future in the Past (grammatical and lexical theme).3 - The world
around you.4 - My planet is my home.5 - The Environment and you. Negative
adjective prefixes.6 - The Earth in danger.7 - I’m an environment-educated
person. Real condition.8 - Subjunctive Mood. Type 1. Many wonderful things to
see - belong to you, belong to me.9 - Subjunctive Mood Type 2-nd and 3 rd type.
The threatening word «Industrialization».10 - Defence of projects.
The model independent projects of pupils: the project
is based on the material on the topic «Ecology» and focused on the expansion
and enrichment of knowledge on this topic through the use of reference
materials. It can be made with the help of computer presentation, or just with
traditional materials for projects.
Content and implementation of project «What a wonderful world!»
As we have already mentioned, our project
consists of 10 lessons according to technology of the usage of method of
projects during the process of teaching English.lessons, we use such programs
as Microsoft Power Point, Paint, Exсel and Word.
Microsoft Power Point is used for
demonstration of grammar material (Future in the Past, Sequence of Tenses,
Negative adjective prefixes, Subjunctive Mood of 1-st and 2-nd type). Also,
with the help of this program we make different types such as:
· Dialogue with
the screen. The main concept of such work consists in the process when pupils
give answers on questions, which are shown on the screen, using lexical and
grammatical structures which are in the questions.
· Dialogue with
prepared answer. The computer by itself offers a multiple choice of answers and
the task of pupils to choose right one.
· Exercises on
filling gasps. Computer offers a text or a set of sentences with gasps. Pupils
should fill gasps, using tips which are given in the form of Russian words.
Pupils need just to translate them in English and use these words in the
correct forms. Or, another activity can be offered. For example, there are
prepared word and word combinations in English and the task is to fill gasps
with them correctly.
· Exercises for
control or self-control. Computer offers some words for translation; it offers
to correlate 2 lists of words (in Russian and in English), to find their
equivalent pairs in the both languages; computer offers to correlate 2 lists of
words in order to suit synonyms and antonyms; or it gives a list of English
words and definitions them which should be connected [34; 19].
Microsoft Excel allows to
make tables and cards for individual filling by pupils or for control of their
knowledge.
Microsoft Word is used for many purposes.
As a rule, for making cards and illustrative materials.we use
Internet-recourses for search of interesting information which touches theme of
our project.should be noticed that we don’t use a computer during the whole
lesson. It takes only 20-25 minutes.lesson includes the following stages:
1. Introduction.
2. The development of phonetic skills
of pupils.
. Checking of home task.
. Revision of material studied
before, training new material etc. (depends on type of the lesson).
. Home task.
Now, let us to observe the content of our project
in details.
Lesson 1
The theme: I’m a citizen of the world. Sequences
of Tenses.structure:
· Introduction.
The lesson begins with a brief introduction. We
greet all pupils and tell them about project. In addition we give some main
notion which touch theme of the project, describe briefly the structure of our
lessons etc. Then, we come to the theme of 1-st lesson. The theme of the lesson
is shown on the 1-st slide.
· The
development of phonetic skills of pupils.
In order to continue our work we proceed to
another stage. We ask questions about the weather in order to activate speech
of pupils. Also it gives us information about linguistic competence and
activity level of pupil.
· Checking of
home task.
Before we come up to new grammatical and lexical
material we need to check pupils’ home task in order to estimate the level of
their preparedness.
· Actualization
of knowledge.
First of all we begin to speak about our country,
about travelling, Pupils share their ideas about their position in life, about
their aims, about their dreams. Pictures which touch this theme appeared on the
screen to stimulate speech of pupils. Then we proceed to the quotation of
Socrates and after words «He said that he was a citizen not of Athens or
Greece, but of the world, we come to grammatical theme «Sequences of tenses».
The title of this theme is shown on the screen. We explain that sequence is the
order in which things or events follow one another and if the main clause
(sentence) is in the Past simple the verb on the Subordinate Clause will be in
one of the Past Sentences. Some examples are shown on the screen of a computer.
Then we make a conclusion that if we want to tell somebody about the
conversation with another person, we should use the sequences of tenses. Slide
with keywords appears on the screen:
he said,
she thinks,
I hoped,
They will know, etc
She says, he is cute.work with illustrative
theoretical material of presentation, we offer some pupils to make exercises
according to new theme. They are given, as well, in the form of slides which
provide some tips.this activity, we begin to work with exercises from the
textbook., pupils are offered reflection which help them to summarize new
grammatical material and use it
· Home task
We give pupils a test which includes the same
type of exercises which were shown in presentation during the lesson. Also,
it’s required to be able to explain why they have chosen this or that
variant.the beginning of the project we lead a table of achievements, which
will hang in the class, where all successful results will be shown. On the last
lesson of defense of projects, all points will be sum up and pupils with high
achievement will be awarded with special kits of «Global education» which were sent
from the United States of America.
Activity of teacher during the lesson:
· Organization
of introduction into the complex of lessons, setting educational tasks,
purposes;
· Entering new
grammatical material Sequence of Tenses;
· Organization
of discussion «I’m a citizen of the world»;
· Motivation of
pupils with the help of table of achievements; explanation project’s purposes;
· Recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· Acquaintance
with new grammatical theme, and recording its summary to the exercise-book;
· Work with
exercises from the presentation and textbook;
· Participation
in the discussion «I’m a citizen of the world».
Results of the lesson:
· pupils got
acquainted with new grammatical structures;
· they activated
their vocabulary during the discussion and other speech activities;
· pupils used
their new knowledge during the work with exercises.
Lesson 2
The theme: Future in the Past (grammatical and
lexical theme).structure:
· Introduction.
In the beginning of the lesson there is a brief
introduction of goals ant the tasks which should be solved during this lesson.
Small talk about weather etc. And then come to the theme of the lesson which is
shown on the 1-st slide of our presentation.
· The
development of phonetic skills of pupils.
In order to continue our work we proceed to the
next stage. According to the fact that the main theme of our project is ecology
we offer to start the lesson with short poem which is also shown on the screen.
It’s very suitable for all pupils, since it suits both groups: those, who have
aural memory prevail and those who get information more freely with the help of
visual memory.
· Checking of
home task.
Before we come up to new grammatical and lexical
material we need to check pupils’ home task in order to estimate the level of
their preparedness. They were given test, which included tasks of the same type
as had been given on previous lesson. Correct answers are shown on the screen
in the form of colorful sad and merry faces. Results of all pupils are entered
in list of achievements.
· Actualization
of previous material.
After checking of home task, we offer the
following type of activity. Pupils are given a situation that they met their
friend Charlie yesterday and he told you something about himself and their task
is to tell their common friend about him using sequence of tenses. The picture
of Charlie and all his phrases are given on the screen in order to give an
opportunity for every pupil to imagine this situation Here are some of these
phrases:
1. My father
isn’t very well.
2. Sharon and
Paul are getting married next month.
3. Margaret has a
baby.
4. I don’t know
what Fred is doing.
5. I saw Helen at
a party in June and she seemed fine.
6. I haven’t seen
Diane recently etc.
· Introduction of new material
We explain not only Present Times transfer into
Past Times in the Sequence of Tenses, but also Future Tenses gets its «past»
form - would. This rule and all its examples are shown on the slide of
presentation. Then, we address to the textbook in order to make exercises on
this theme. When pupils finish them, we offer to look at the theme of the
lesson from the other side (not in grammatical, but in lexical way). It means
that we begin to discuss the problems of ecology and negative consequences
which we might face in the future. In order to concentrate pupils’ attention on
this theme, slides with suitable pictures appear on the screen.
· Home task
For home task we offer a dialogue which is given
in the textbook. The task of pupils is to transform that conversation into
connected sentences using sequences of tenses. And also we give the poem which
was read during the process of development of phonetic skills of pupils and for
learning it by heart.
Activity of teacher during the lesson:
· Introduction
and explanation of new grammatical material with the help of visual methods;
· Revision of
grammatical material Sequence of Tenses, which was studied during the previous
lesson;
· Organization
of role play «Charlie’s friends»;
· Motivation of
pupils with the help of table of achievements;
· Recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· Acquaintance
with new grammatical theme, and recording its summary to the exercise-book;
· Revision of
previous grammatical material;
· Participation
in the role play «Charlie’s friends»;
· Work with
exercises from the textbook;
· Development of
skills of pronunciation.
Results of the lesson:
· pupils got
acquainted with new grammatical structures;
· they activated
their vocabulary during the discussion and other speech activities;
· pupils used
their new knowledge of grammatical structure during the work with exercises and
during the role play.
Lesson 3
The theme: My home is my planet.structure:
· Introduction.
The lesson begins with a brief introduction. We
say that we will discuss many important problems which are connected with the
topic of the lesson. Some words about how dangerous the ecological situation of
our Earth is etc. Also we announce goals and tasks in order to give a notion of
content of the lesson.
· The
development of phonetic skills of pupils.
This stage of lesson connects with the checking
of home task since for development of phonetic skills of pupils we use a poem,
which was given for learning by heart. We turn on the slide of presentation
which contains this poem and start with reading of in line by line. Then we
turn off the slide and ask some pupils to read this poem by heart.
· Checking of
home task.
According to the fact that one half of home task
is already worked, we just check exercise in the form of dialogue.
· Introduction
of new lexical material.
First of all we give definition to the word
«ecology», tell that this word came from the Greek «oikos» which means «home».
This idea of «home» includes the whole planet of ours; it’s population, the
nature, animals, birds, fish, all other living beings and even the atmosphere
around our planet [35; 13]. During our telling we show new words on this theme.
Each word is accompanied with illustrations. After that we show the slide with
statement for discussion:
1. House is made
by men, home is made by women.
2. East or West,
home is best!
3. Our planet is
our Home!
4. There exist
concrete kids in a concrete house.
5. What is the
main difference between the words «house» and «home»?discussion we give the
information about the original meaning of the word «home» in English and many
other Indo-European languages, that it has meaning of «safe dwelling place» and
it doesn’t matter what home is: a village, a room or even the world. All this
information is shown on the screen with illustrations.
· Home task
At home pupils have to learn new words by heart
and also they should be able to explain these words in English. In addition we
give a text for reading and translation from the textbook.
Activity of teacher during the lesson:
· organization
of introduction into the complex of lessons, setting educational tasks,
purposes;
· entering new
lexical material on theme «Ecology»;
· organization
of discussion with the help of statements on the theme of notions of «Home» and
«House»;
· Recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· acquaintance
with new lexical material, and recording it to the exercise-book;
· work with
exercises;
· participation
in the discussion on statements on notions of «Home» and «House».
Results of the lesson:
· pupils got
acquainted with new words on theme «Ecology»;
· they activated
their vocabulary during the discussion and other speech activities;
· pupils used
their new knowledge during the work with exercises.
Lesson 4
The theme: The world around you.structure:
· Introduction.
The lesson begins with a brief introduction. We
greet all pupils and tell them about project. In addition we give some main
notion which touch theme of the project, describe briefly the structure of our
lessons etc. Then, we come to the theme of 1-st lesson. The theme of the lesson
is shown on the 1-st slide. We continue to speak on the topic «Ecology». We
tell that many years ago people lived in great harmony with nature because
industry was not much developed. Today the situation is quite different.
Nowadays industrially developed states can’t ignore the problem of
environmental protection. Pictures of negative results of industry and beauty
of nature appear on the screen.
· The
development of phonetic skills of pupils.
In order to continue our work we proceed to
another stage. We offer pupils to discuss some statements which are given on
the slide, their task is to agree or disagree with them.
. We want our planet to be clean.
. It’s nice to see dirty seas.
. People must care about the Earth.
. Kids must leave cans in the park.
. It’s nice to care about rivers and forests.
. It’s healthy to drink dirty water.
· Checking of
home task.
Making a conclusion we say that there are a lot
of problems connected with ecology. And then we check the text which was given
for translation as a home task, since it includes much information on the theme
of the lesson. We check the level of understanding of pupils and show the most
important sentences on the slide which are given for translation.
· Revision of
previous material.
First of all we revise new words. For this
purpose we use illustrations on the slide and some exercises from presentation.
According to the fact that our purpose isn’t to check knowledge of every pupil,
we try to involve all pupils to this process. And then pupils are offered to
answer some questions, using as much new lexical units as possible.
. What do you think when you say the words «The
world around us»?
. Do you agree with the statement that water is a
source of life?
. Why do many people think that there is little
water on the Earth?
. Do you think that with every year the problem
of water is becoming more and more important ant difficult?
. What does a lot of harm to environment?
. Do you agree that the Earth is in danger?
· Home task
By the 4-th lesson pupils have studied enough
material and that’s why we advise to be ready for test and word dictation on
the next lesson. We remind the pupils that scores for activity on the lessons
and mark of such works influence greatly on results in the end of the project.
We offer a list of themes of material which should be revised for test and word
dictation. All points are shown on the slide.
Activity of teacher during the lesson:
· organization
of introduction into the complex of lessons, setting educational tasks,
purposes;
· revising
lexical material;
· development of
speech activity of pupils;
· recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· self-control
of knowledge on the theme «The world around you»;
· development of
their skills of pronunciation;
· participation
in the discussions.
Results of the lesson:
· pupils checked
themselves with the help of exercises of presentation;
· they activated
their vocabulary during the discussion and other speech activities.
Lesson 5
The theme: The Environment and you. Negative
adjective prefixes.structure:
· Introduction.
The lesson begins with a brief introduction. We
greet all pupils, tell about goals and tasks. The structure of the lesson is
shown on the slide in order to draw attention of pupils to the main stages of
the lesson. It contributes to concentration of attention of pupils. They have a
notion of what they should do and they don’t do outside matters.
· The
development of phonetic skills of pupils.
During this stage, we don’t stop to talk about
ecology and environment problems. That’s why we give one more poem which
contains this theme:along feeling free.the earth here with me.I love her, she
loves me.hug the Earth, the Earth hugs me.poem is also shown on the screen. As
we have already mentioned it’s very suitable for all pupils, since it suits both
groups: those, who have aural memory prevail and those who get information more
freely with the help of visual memory.
· Checking of
home task.
In stead of home task, on the previous lesson we
asked pupils to be ready for test and word dictation. According to the fact
that we can’t give all pupils the same variant, we can’t use Microsoft Power
Point on this stage of the lesson, since we need printed material which
contains different on content, but the same on difficulty level material. For
the word dictation, it’s conducted wh the help of illustration, shown on the
screen.
· Introduction
of new grammatical material.
At this lesson we enter new grammatical material
which touches prefixes. All material appear on the screen where it’s shown that
there are two main difficulties in the use of prefixes. The first is choosing
between the prefixes that are similar in meaning, spelling and pronunciation.
The second difficulty is where to use a hyphen between the prefix and the root
of the word. At this lesson we discuss prefixes with meaning «not», prefixes
«un», «in», «im», «ir» and «il».prefixes and their examples are given on the
slide for rewriting them to exercise-books. After work with these words, we
offer to fill gasps in the exercise which is places on the slide of
presentation.
. Don't go into my bedroom. It's really_________.
. I can't do maths. For me, it's an
_______subject.
. I don't ________fish. I just prefer meat.
. It's very ________ to ask someone how much they
earn.
. When we arrived at the hotel, we________our
suitcases.
. I was for________ two years. Then I got a job
in an office.
. Perhaps I’m mistaken, but I think learning
languages is stupid. I________. I think it's a good idea.
. The thief stole my bag, ran into the crowd
and_____ I never saw him again.
. You should know: cannabis is an_______ drug in
many countries. Be careful!
. You gave her more money than me! That's
________!
Words: pack, possible, agree,
tidy, fair, like, appear, employed, legal, polite.
· Home task.
For revision of new grammatical material we give
exercises on negative adjective prefixes from the textbook.
Activity of teacher during the lesson:
· entering new
grammatical material «Negative adjective prefixes»;
· holding of
test and word dictation;
· recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· acquaintance
with new grammatical theme, and recording its summary to the exercise-book;
· execution of
test and word dictation;
· work with
exercises from the presentation.
Results of the lesson:
· pupils got
acquainted with new grammatical structures;
· they activated
their vocabulary during the discussion and other speech activities;
· pupils used
their new knowledge during the work with exercises.
Lesson 6
The theme: The Earth in danger.structure:
· Introduction.
This lesson is one of the conclusion lessons and
that’s why the main concept of it is exchanging of opinions about ecological
problems. Pupils have to answer if they are friends of the Planet and how they
are going to protect it, how to prevent pollution, what urgent and necessary
measures to undertake etc. The lesson begins with a brief introduction of goals
and tasks.
· The development
of phonetic skills of pupils.
In order to continue our work we proceed to
another stage. For development of phonetic skills of pupils we use two poems
which we have learnt before. Thanks to the fact that Microsoft Power Point is
able to save as many slides as possible, we don’t need to make remember every
word, since both of these poems are in the presentation.
Before we come up to new grammatical and lexical
material we need to check pupils’ home task in order to estimate the level of
their preparedness. They were given exercises from the textbook. Correct
answers are shown on the screen in the form of colorful sad and merry faces.
Results of all pupils are entered in list of achievements.
· Brainstorming.
In order to activate pupils’ knowledge, we
address to this type of activity. Pupils are offered to name ideas which come
up to their minds when they hear the word «nature». All ideas are fixed on the
slide and shown on the screen of projector.
· Development of
skills of dialogue
For this activity all class is divided into
pairs. We offer a role situation, the main purpose of which is to find out what
people should do to keep fit.
Student A: Say to your friend that
you had an ecology class yesterday and you discussed what people should do to
keep life on our planet.
Student B: You are interested in
the topic and ask your friend about this information and tell him (her) what
know about this problem.
· Home task.
According to the fact that this lesson is some
kind of conclusion lesson, we offer to make a composition on the theme «I’m the
friend of my Planet».
Activity of teacher during the lesson:
· organization
of introduction into the structure of lesson, identification of its goals and
tasks;
· entering such
activity as brainstorming for stimulating of cognitive activity;
· organization
of a role situation which helps to develop skills of dialogue;
· recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· revision of
lexical material on the theme «Ecology»;
· work in pairs;
· participation
in the brainstorming.
Results of the lesson:
· pupils
memorized all material on the theme «Ecology»;
· they activated
their vocabulary during the discussion and brainstorming;
· majority of
pupils were very active.
Lesson 7
The theme: I’m an environment-educated person.
Real condition.structure:
· Introduction.
The lesson begins with a brief introduction of
goals and tasks. The structure of the lesson is shown on the slide in order to
draw attention of pupils to the main stages of the lesson. It contributes to
concentration of attention of pupils. It’s very important, since this lesson is
a lesson if introduction of new material. That’s, it’s advisable for pupils to
have a notion of what they should do and they don’t do outside matters and will
be able to understand new material better.
· The
development of phonetic skills of pupils.
In order to continue our work we proceed to
another stage. We ask questions which touch previous theme «Ecology» in order
to activate speech of pupils. Also it gives us information about linguistic
competence and activity level of pupils.
· Checking of
home task.
Consists only in taking exercise-books with
compositions.
· Introduction
of new grammatical theme.
We begin explanation of new grammatical theme
with the phrase about the weather: «What nasty weather we are having today! If
the weather is bad tomorrow, I won’t go to the country». We say this in order
to attract attention to the grammatical stricture of this statement. It’s built
with the help of Real condition, that is the theme of the lesson. This phrase
appears on the screen and its structure is underlined by red colour in order to
draw attention. We explain that, the first part of this sentence is started
with «if» and in the 2-nd part we use the verb «will». Such kind of sentences
is called Real condition.
F.e If I work hard I’ll
pass all my exams.’ll buy a new dress if she has enough money.
All explanations and examples are accompanied
with illustrationstraining new grammatical material pupils are offered to fill
gasps in the sentences on theme «Ecology».
If we protect environment we’ll live longer.’ll
live longer, if we protect environment.
· Home task
In order to practice new grammatical material, we
offer to make exercise from the textbook and make up 5 own sentences using
structures of Real condition.
Activity of teacher during the lesson:
· explanation of
the theory on theme Real condition with the help of Microsoft Power Point;
· organization
of pupils’ work;
· recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· acquaintance
with new grammatical theme Real condition with the help of Microsoft Power
Point;
· making
exercises which include new grammatical structures
Results of the lesson:
· pupils got
acquainted with new grammatical material;
· they know how
to use it in their speech;
· pupils use new
structures while speaking on theme «Ecology».
Lesson 8
The theme: Subjunctive Mood. Type 1. Many
wonderful things to see - belong to you, belong to me.structure:
· Introduction.
The lesson begins with a brief introduction. The
theme of the lesson is shown on the 1-st slide of presentation. So, pupils have
notion of content of the lesson. There they are able to see the main
definitions and structures that concentrate pupils’ attention. According to the
fact, that this lesson is a continuation of previous one, majority of notions
are clear for pupils.
· The
development of phonetic skills of pupils.
In stead of ordinary activity, we immediately
come to new grammatical structures. Pupils, one by one, makes sentences which
include structures of Real condition.
· Checking of
home task.
Before we continue we need to check pupils’ home
task in order to estimate the level of their preparedness. They were given
exercise on Real condition. All correct answers are shown on the screen in the
form of colorful sad and merry faces. Results of all pupils are entered in list
of achievements.
· Actualization
of speech.
In order to practice grammar structures, pupils
are offered to answer the following questions, which are shown on the screen:
. What will we do if they forecast a rainstorm on
Sunday?
. What will we do if they forecast a bright, warm
day?
. What will you do if the grove near your village
is piled with rubbish?
. What will you do if the river nearby is in a
mess?
. What will you do if the schoolyard is full of
bits of glass, paper and plastic?, we offer activity for the whole class.
Pupils should imagine the situation that the granny of one of their friend is
going to Scotland and she can’t decide how it will be more convenient to get
there. Children need to help her and make sentences using Subjunctive Mood of
1-st type. And after that, class is divided into 2 groups. The 1-st group makes
up a dialog between a travel agent and that lovely old woman and the 2-nd group
makes sentences about what things this woman needs depending on different ways
of traveling.
· Home task.
Consists in making exercises on Subjunctive Mood
of the 1-st type from the textbook.
Activity of teacher during the lesson:
· organization
of introduction into the complex of lessons, setting educational tasks,
purposes;
· organization
of such type of activity, that allow widely to use new grammatical structures;
· recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· revision of
grammatical theme, studied on the previous lesson;
· work with
exercises from the presentation and textbook;
· participation
in role plays.
Results of the lesson:
· pupils revised
grammatical structures Subjunctive Mood of the 1-st type;
· they activated
their vocabulary during the role situation and other speech activities;
· pupils used
their new knowledge during the work with exercises.
Lesson 9
The theme: Subjunctive Mood Type 2-nd and 3 rd
type. The threatening word «Industrialization».structure:
· Introduction.
The lesson begins with a brief introduction. It’s
the last lesson before defence of projects, and it makes it very important. We
remind pupils that they have the last chance to get scores.
· The
development of phonetic skills of pupils.
In order to continue our work we proceed to
another stage. We ask questions what they know about industrialization. This
activity is conducted in order to activate speech of pupils. Also it gives us
information about linguistic competence and activity level of pupils.
· Checking of
home task.
Before we come up to new grammatical material we
need to check pupils’ home task in order to estimate the level of their
preparedness.
· Introduction
of new grammatical theme.
During the previous 2 lesson we were dealing with
the 1-st type of Subjunctive Mood. At this lesson we need to finish its rest
types. Both of them are shown on the screen with underlined grammatical
structures and examples. Both these types are unreal. But the 2-nd type refers
to present. It’s like a wish or a dream, and the 3-rd type is unreal because
it’s connected with the past and it means that we can change nothing.
f.e. Dan likes fast cars
but he hasn’t got one. He doesn’t have enough money.he had the money, he would
buy fast car.
· Training of
new knowledge.
For this purpose pupils are offered exercise from
presentation which include different types of tasks.
· Home task.
Be prepared for defence of projects
Activity of teacher during the lesson:
· organization
of checking of home task into the complex of lessons, setting educational
tasks, purposes;
· explanation of
new material referred to the 2-nd and the 3-rd types of Subjunctive Mood, using
Microsoft Power Point;
· organization
of pupils’ work: fulfillment of exercises;
· organization
of home task. Division of pupils for creating project on theme «Ecology»;
· Recording of
the results of lesson in the table of achievements.
Activity of pupils during the lesson:
· acquaintance
with new grammatical theme, and recording its summary to the exercise-book;
· work with
exercises from the presentation and textbook.
Results of the lesson:
· pupils know
how to make conditional sentences;
· they activated
their vocabulary during the discussion and other speech activities;
· pupils used
their new knowledge during the work with exercises.
Lesson 10
The theme: Defence of projects.lesson is a
so-called result of our research. For preparation, pupils were given 2 weeks,
although they knew about this task in the beginning of our experiment. That
goes without saying, that projects of pupils were consisted of several stages
which should be mentioned here.
I. The stage of preparation includes the
following:
А. Expressions for presentation
1. Today I'm
going to talk about…
2. As you can see
in this photo…
3. Well, first
I'd like to talk about…
4. What about the
history of…?
5. Right, now let's
look at…
6. Another area
of great interest…
7. So what is the
future of…
8. To sum up,…
9. That's all.
Thank you.
B. Strategies for monologue
First, make sure you understand the subject and
have collected enough information.
To prepare, choose the most interesting
information. Then write notes about what you want to say. Do not write out your
presentation.
Find visual aids to help you: slides, photos,
diagrams, etc.
Practise giving your presentation to yourself. Go
through it again just before you give it.
If you get very nervous beforehand, breathe in
and out deeply a few times.
At the start, state clearly what you are going to
talk about.
If you make a mistake or forget something.
C. Volume of the project (30 sentences).
D. Slides of presentation Microsoft Power
Point (it’s not obligatory)
II. The stage of research work includes:
. Work with informative recourses.
. Observation, analysis and systematization of
material.of search method allows to create all conditions for independent work
of pupils. During this process their creative activity rises. Implementation of
such projects make pupils to think, analyze, pay attention even to trifles.
During the search of necessary information different types of activity are used
such as: reading, writing, speaking. Also, here we can speak about improvement
of skills of computer usage, while decorating chosen material.
III. Final stage is a stage of public
presentation.
1. Public presentation.
. Exchange of views.of people suppose, that it’s
the most important ant interesting stage of work. Here, pupils can show the
following ability: an ability to appear before an audience, overcome one’s
shyness [36; 20].
Activity of teacher during the lesson:
· organization
of discussion and commenting of classmates’ works;
· sizing up of
project.
Activity of pupils during the lesson:
· presentation
of projects;
· commenting of
classmates’ works;
· reflection.
Results of the lesson:
· implementation
of projects, using studied lexical and grammatical units;
· making
conclusions on the project «What a wonderful world!».
2.4 Revelation of results and their interpretation
the end of our experiment we came to the
following results: majority of pupils demonstrated high interest in project and
it favoured the rise of motivation during the process of learning English.
Pupils maintained discipline, were active during the lessons and made all tasks
almost without any difficulties. It favoured the high concentration of
attention, activization of speech and cognitive activities.defence of projects
in the aggregate results of each lesson allow to underline the following:
method of projects, based on modern computer technologies, is an effective
innovation mean which provides:
· considerable
rise of level of speaking as one of the main types of speech activity;
· rise of level
of pupils’ motivation;
· increasing of
pupils’ mentality., we can say, that the project «What a wonderful world»
influenced greatly on ability of pupils to speak, it helped to enrich their
vocabulary, developed their skills of speaking and intercultural
competence.talking to pupils, we discovered them to be very enthusiastic about
the integration of computer technology into the classroom experience; some even
requested that we design more such projects in which they could participate.to
our research, we came to the conclusion that all presentations, which were made
by us, can be divided into 2 types; informative (as a rule, they wear
culturological character, for example «Place where I live - place that I love»)
and educational which introduce grammatical structures (presentations on
Sequence of Tenses, Subjunctive Mood).we tried to generalize our experience of
making of presentations. During our research we faced some challenges which
weren’t connected directly the process of teaching, but influenced on it
indirectly. They touch organizational, technical and supporting sides of the
process of teaching English.
· firstly, all
presentations should be united by the same communicative situation;
· they should
take into account the same level of difficulty (equal tasks);
· presentations
should include and texts, and pictures;
· the background
should be the same for all slides and wear «calm» character;
· characters and
objects, which are used in the presentations, should belong to the same style;
· all
presentations should include effects of the same type;
· each
presentation should have rather simple navigation and be easy to use;
· replacement of
slides should be done by click;
· amount of
slides in «grammatical» presentation shouldn’t be more than 10.the final stage
of the project, we asked pupil to make their own project on theme «Ecology». In
general, we were very pleased with the results: many pupils spoke English
freely even without notes. Most pupils went beyond discussing the mere content
of their chosen themes, and even brought in supplemental materials.pupils, of
course, were less inventive, but even these presentations were engaging and
well-prepared; in addition, each student wrote new vocabulary items of
importance on the board and explained them to the class, thus ensuring the
other pupils’ comprehension of his report.suppose that such wonderful results
were reached because in the beginning of the experiment we understood that it
was necessary to involve all pupils, giving each of them those tasks which met
a demand of their level of knowledge.of our research proved that when we’re
speaking about drawing attention and interest to learning English, we can’t
just rely on the content of studied material. If pupils are not interested in
the process of learning, even the most factful material just brings only
contemplative interest to the process of learning and it wouldn’t be
effective.the end of our experiment, we conducted repeat polls and conversations
with the pupils of control and experimental group in order to see or not to see
effectiveness of our work. Let us to remember that we had 2 main goals during
our research: to raise motivation of pupils and to raise efficiency of pupils’
knowledge. Results are given in diagrams 3, 4 and 5:
3 Motivation of learning English (control group
8)
Diagram 4 Motivation of learning English
(experimental group)
we can see, in the control group the level
of motivation stayed the same. We predict such result since the period of
experiment was only 5 weeks and it’s rather difficult to speak about any
changes without involving something new. But on the other hand 5 weeks were
enough for noticing great results in an experimental group. They are shown in
the diagram 5 below
Diagram 5 Changes in motivation of
learning English (experimental group)
The most important achievement is that
after our project all pupils attend English lessons, although in the beginning
of our experiment there were 2 pupils who missed lessons systematically. It
proves efficiency of our work and shows that non-traditional methods,
especially when they are connected with modern computer technologies are able
to draw attention of even those, who weren’t interested in the process of
learning at all.now let us to address to results of effectiveness of
teaching.was estimated by us according to 3 indicators: linguistic competence,
activity in communication process and during the whole lesson and preparedness
with home task.experiment, we analyzed the work of pupils according to these
indicators again. Results are shown in the table 3 and table 4
Table 3. Control group
Levels/Rates
|
High
|
Average
|
Low
|
Linguistic
competence
|
0
(0%)
|
5
(42%)
|
7
(58%)
|
Activity
|
1
(6%)
|
5
(42%)
|
6
(50%)
|
Preparedness
|
0
(0%)
|
5
(42%)
|
7
(58%)
|
Table 4. Experimental group
Levels/Rates
|
High
|
Average
|
Low
|
Linguistic
competence
|
1
(7%)
|
8
(53%)
|
6
(40%)
|
Activity
|
4
(27%)
|
7
(46%)
|
4
(27%)
|
Preparedness
|
7
(46%)
|
6
(40%)
|
2
(14%)
|
, as we can see, the only change in the control
group is that one of the pupils who had high level of activity moved to average
level of activity. The rest indicators stayed the same., we observe increase of
average level of linguistic competence in experimental group on 33%. Here can
be also noticed decrease of low level, on 40%.of activity also show positive
results. For example, its high level increased on 20%.of preparedness give the
following dynamics: almost half of the group shows high level of it. It’s a
very positive result since in comparison with the beginning of our research we
saw that 34% of pupils had low level of preparedness. By the end of research,
this figure has fallen down to 14%., we can affirm that in the experimental
group we observe positive dynamics of increasing of efficiency of teaching in
comparison with control group that is a result of the usage computer program
Microsoft Power Point during the lessons of English.of our research give us an
opportunity to suppose, that usage of the method of project together with this
program influenced positively on the quality of formed skills., results of
practical part of our research can be admitted as a confirmation of hypothesis,
which we have suggested before since we’ve got the proof of efficiency of the
usage of this technology in practice.
Conclusion
So, we can say that thanks to our research which
touches the problem of the usage of computer technologies during the process of
teaching English, we came to the conclusion the ability of teachers to organize
lessons and correctly choose one of the means of modern computer technologies
leads to a large efficiency of the educational process.computer plays an
increasing role in modern education. The use of computers in teaching and
overtime work is an effective way to improve motivation and individualization of
instruction. Integration of usual lesson with a computer allows the teacher to
shift part of their work on the computer, while the learning process becomes
more interesting and intense. The computer does not replace the teacher, but
only complements it. The use of computer technology makes the lesson more
exciting and allows to make an informed choice for best traininganalyzing
theoretical scientific and methodological literature which deals with this
problem, we made a conclusion that the usage of method of projects in the
aggregate with innovational technologies can be correlated with main tasks of
modern education.a great number of computer technologies, which are so widely
spread nowadays, we have chosen usage of computer program Microsoft Power Point,
since we have made the hypothesis that it’s the most suitable technology for
the process of teaching English, because it’s rather effective, easy to use and
it’s based on the method of projects which gets only positive opinions. Also we
suggested that it would affect upon process of teaching in the best way and we
were not mistaken.experience of our research has shown that even those
students, who during the standard lesson felt hesitant or didn’t want to
participate in educational process, were pleased to do the same work if
computer programs were used. Their interest of learning English has increased,
the percent of home task which were made right became much more higher than in
comparison with beginning of integration this complex of lessons in practice.proves
the importance of the usage this computer program by teacher of foreign
languages.and teachers do not represent two opposing sides, they work together,
side by side, moving towards achieving the common goal of getting knowledge.
You can also use computer graphics capabilities. This is particularly important
when for entering new vocabulary, as well as the image on the monitor allows
you to associate words in a foreign language directly from the action, rather
than with words in their native language.all mentioned above it follows that
the results of the usage of such computer program as Microsoft Power Point are
individualization of teaching, raise of motivation of pupils during the process
of learning English, gain feedback pupil-teacher, facilitating the collection
of statistics, identification of gaps in knowledge and differentiation of
instruction., the usage of computer technology Microsoft Power Point reveals
new opportunities for learning English and allows to switch to a new level of
quality in teaching., which we have got after our experiment show that usage of
Microsoft Power Point helps to integrate new methods of teaching English and
creates all conditions for work in teams. Thanks to this experience, pupils are
involved in the world of forms and knowledge. It explains the importance of
projects which require abilities to analyze knowledge, interpret them, and
results of their own work. The usage of Microsoft Power Point, taking into
account its «strong» and «weak» sides, can breathe new life into traditional
plans of lessons. However, the usage of Microsoft Power Point can increase
motivation of pupils only if a teacher knows how to use its recourses in
accordance with plan of teaching., urgency of our research, its theoretical
significance and practical importance in the modern educational process
contributed to solution of tasks, which we formulated in the beginning of our
research.
. We gave description of some computer
technologies which can be used during the process of teaching English. Also we
made theoretical substantiation of method of projects and its psychological and
pedagogical bases in the process of teaching foreign languages
. We worked out and tested the complex of
lessons, using Microsoft Power Point. Also we analyzed our experience of the
usage of this program during the process of teaching English. The object of our
analysis was a project which included lessons on theme «What a wonderful
world!», which was held for 8-th form of school №23, Kostanay. Results of our
research showed advantages of this technology over traditional methods of
teaching English such as:
· cultural
development of pupils;
· lessons become
more interesting, and pass smoothly;
· there is no
need to waste time on making illustrations, materials, schemes. All is given on
the screen and it draws even more attention than just ordinary printed cards
and tables. Besides, presentations are more esthetic and beautiful than just
ordinary pictures, since not all teachers have a talent of artist;
· authority of a
teacher rises when he uses modern technologies. It means that he keeps abreast
of the times and this fact inspires respect of pupils.conclusion we can say
that usage of computer technologies is very effective, it increases level of
knowledge of material and also it rises motivation of pupils., we consider that
we have reached the purpose of our research and proved our hypothesis in
practice.project which was worked out by us and its didactic application in the
form of presentation can be used by teachers for increasing the quality of
teaching English; for working out other project with the usage of computer
technologies; for assessing the quality of computer technology of education.
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