Intensification of learning a foreign language using computer technology

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Intensification of learning a foreign language using computer technology

Intensification of learning a foreign language using computer technology


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 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 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 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 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, 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 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 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 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 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 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 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 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


·        Complete set of special tables.

·        Equipment for power wiring.

·        Networking equipment one more software for learning foreign languages which share the same «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 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 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 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.

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 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 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 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 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 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 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 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





Linguistic competence

0 (0%)

4 (33%)

8 (67%)


2 (17%)

4 (33%)

6 (50%)


0 (0%)

5 (42%)

7 (58%)

Table 2. Experimental group





Linguistic competence

0 (0%)

3 (20%)

12 (80%)


1 (7%)

8 (53%)

6 (40%)


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 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 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 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





Linguistic competence

0 (0%)

5 (42%)

7 (58%)


1 (6%)

5 (42%)

6 (50%)


0 (0%)

5 (42%)

7 (58%)

Table 4. Experimental group





Linguistic competence

1 (7%)

8 (53%)

6 (40%)


4 (27%)

7 (46%)

4 (27%)


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.


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 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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