Modern innovative teaching technologies in the classroom in English
The new trends of our time force us to respond to them with the modernization of school education. These trends give rise to new requirements for education, the main purpose of which is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent citizen. The effectiveness of the educational process should be ensured by the information and educational environment - a system of information and educational resources and tools that provide conditions for the implementation of the main educational program educational institution.
A foreign language teacher teaches children the ways of speech activity, so we are talking about communicative competence as one of the main goals of teaching foreign languages. According to E.I. Passov, the author of the communicative method, communicativeness implies a speech orientation of the educational process, which lies not so much in the fact that a practical speech goal is pursued, but in the fact that the path to this goal is the very practical use of the language. In order to form the necessary skills and abilities in students in one form or another of speech activity, as well as linguistic competence at the level determined by the program and standard, active oral practice is necessary for each student. To form communicative competence outside the language environment, it is not enough to saturate the lesson with conditionally communicative or communicative exercises that allow solving communicative tasks.
Modern innovative forms of education are characterized by a high communicative opportunity and active involvement of students in learning activities, activate the potential of knowledge, skills of speaking and listening, they effectively develop the communicative competence of schoolchildren. This contributes to adaptation to modern social conditions, since society needs people who quickly orient themselves in modern world, independent and proactive, succeeding in their activities. At the heart of any innovative activity is creativity. Creative activity involves the development of the emotional and intellectual spheres of the individual. This is one of the main tasks of the modern educational process. Educational activity at school requires the use of specific technologies that provide a solution to this problem. Such technologies are innovative forms of education: role-playing game, project method, dramatization, ICT, Skype technologies. The main task is to choose methods for stimulating active cognitive activity of students, realizing the creative potential of each participant in innovative activity. The goal of the teacher is to identify the possibilities of innovative forms of education, to increase the effectiveness of education, to develop the creative abilities of schoolchildren in foreign language lessons.
Innovation activity- this is one of the most accessible and effective forms of developing the skills of communicative competence among schoolchildren, creates conditions for the socialization of the individual and the development of his independence, creativity and activity. An important component is the creation of comfortable psychological conditions in which the student feels his success, intellectual viability.
Project technology is a technology that stimulates the interests of schoolchildren and develops a desire to learn, associated with the implementation of various kinds of projects. The use of this technology makes it possible to foresee all possible forms of work in the classroom: individual, group, collective, which stimulate the independence and creativity of children.
The implementation of project tasks allows students to see the practical benefits of learning a foreign language, which results in an increase in interest and motivation to study this subject. The activity of students in the classroom and outside of school hours is significantly activated. Even weak students show interest in the language while performing creative tasks. By completing the tasks of the project, students get the opportunity to practically apply knowledge of a foreign language. Schoolchildren themselves find the necessary information containing valuable regional, lexical, grammatical material, using for these purposes not only textbook material, but also other sources of information.
ICT - technologies. The traditional education system is giving way to new information and communication technologies (ICT). Today, knowledge of one or more foreign languages is one of the priorities of modern education. Knowledge of foreign languages, knowledge of modern information technologies to a large extent help to become an intellectual, highly educated member of society, so knowledge and mastery of ICT becomes mandatory for the younger generation and teachers - for the most effective organization educational process in mastering a foreign language culture.
The computer in the educational process becomes an indispensable tool for the development, education, formation of students' communicative abilities.
Currently, our students have been doing projects on the computer for several years using different programs. I would like to note that the projects of children have been improved by the fact that earlier they were just slides with information and pictures or photographs, and now these are real colorful and interesting films - videos. In presentations, students use animation effects, slide shows, their own videos, hyperlinks, and musical accompaniment. Parents of students also became interested in creating projects, and they also began to actively participate in this process.
When using a computer and other Internet resources, we pay all attention to the child, increase its cognitive, creative activity, develop speech activity, form communication skills. The use of the World Wide Web sites helps develop students' intercultural competence. The City Net site (http://www.city.net/) makes it possible to travel around different countries, visit parks, see monuments and any other attractions. Here you can find everything about the selected country - from photographs of monuments to a full report on natural resources and the art of the country being studied.
If you visit the MEDIA LINK page (http://www.mediainfo.com/emedia/) you can find out where and what newspapers are and turn the classroom into a news agency, and your students into first-class reporters. This type of activity is used in work with high school students, as it includes reading in large volumes. Almost all major newspapers in the world have their own web pages.
Mediasiteson theEnglishlanguage: THE WASHINGTON POST (http://www.washingtonpost.com/) CNN World News (http://cnn.com/world), ABC News (http://www.abcnews.go.com/index.html) , BBC World Service (http://www.bbc.co.uk/worldservice), The Washington Times (http://www.washtimes.com/) The New York Times (http://www.nytimes.com/ )
These sites provide an opportunity not only to read articles, but also to listen to news, in many languages; accompany their publications in addition to audio and video accompaniment.
To develop intercultural competence, you can use work with various educational sites, for example,Bilingua- a site offering various speech exercises and courses, organizing chats. The exercises are checked by native speakers. Students can also act as a teacher and check the exercises performed by foreigners in Russian.
In the classroom and extracurricular activities we use online tests to prepare for control work. Online tests help to check at what stage of mastering the grammatical or lexical material this or that student is.
Skype technologies. Recently, communication in the Skype program has become very popular, this service allows you to easily and quickly contact relatives and friends, exchange free video calls, and discuss news in a chat.
Skype conferences with students (teachers) from other countries are held in English, create authentic conditions for communication, contribute to the removal of the language barrier, and encourage the use of the language.
In the process of Skype - communication, students from different countries who study English as a foreign language (or as a native language), communicate with each other on various topics.
The use of Skype technologies for communication is widely known, but the use in the school is complicated by several factors. When organizing Skype conferences, both objective and subjective difficulties may arise.
In order for the Skype conference not to end with disappointment due to equipment problems, it is important to make a test call and determine the noise level and features of the organization of the conference: using a computer and displaying the image on a large screen or only a laptop screen. If the communication level allows, then display the image and sound, or only the sound when poor quality connections.
The placement of students during the conference should be organized in such a way that it is convenient to speak and it is easy for the speakers to change places, and the audience can hear and see both sides well.
As experience shows, it is better to start with beginners (who have never participated in Internet communication with foreign peers) when the topic has been worked out and the conference participants have prepared educational stories, they will start the conversation with less excitement.
The use of visuals helps students cope with stress, promotes calm communication.
Each participation in a Skype conference for a child is stressful, so students need to be psychologically prepared for the speech. Before starting work, read a short lecture on network etiquette, determine the range of universal topics that can be discussed with any Skype partners, questions that should not be asked: they relate to religious beliefs, income and marital status of another person.
One of the problems that needs to be solved in advance is the feeling of “false permissiveness” among students. Students often assume that Skype partners whom they see for the first time in their lives do not know the Russian language and will not be able to guess the meaning of Russian words and gestures. At the sight of the unusual appearance, clothing, environment of the conference participants, it can be difficult for our schoolchildren to refrain from exclamations or comments. A conversation about tolerance and a culture of communication before each event is aimed at developing endurance and calmness in communication.
Under these conditions, the organization and holding of Skype conferences will bring only positive emotions.
Thus, the use of the Skype program in the educational process helps to create conditions for real communication of students in English, contributes to the formation of communicative competence, readiness to carry out effective foreign language interpersonal and intercultural communication.
Today the focus is on the student, his personality, his unique inner world. Therefore, the main goal of the modern teacher is to choose the methods and forms of organization learning activities students, optimally corresponding to the goal - personal development. Innovative forms of education contribute to the organization and activation of the educational activities of schoolchildren, increase the effectiveness of learning, create a favorable microclimate in English lessons.
The concept of modernization of Russian education for the period up to 2010 defines the social requirements for the school education system as follows: "A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting possible consequences, capable of cooperation, are distinguished by mobility , dynamism, constructiveness, have a developed sense of responsibility for the fate of the country.
In this light, the most important task of the school is the formation of full-fledged citizens of their country. And the solution to this problem largely determines what the matured schoolchildren will do, what profession they will choose, and where they will work.
School cannot give a person a store of knowledge for life. But it is able to give the student the basic basic guidelines for basic knowledge. The school can and should develop the cognitive interests and abilities of the student, instill in him the key competencies necessary for further self-education.
Modernization of the content of education in Russia at the present stage of development of society is not least associated with innovative processes in the organization of teaching foreign languages.
The priority direction in the development of the modern school has become the humanistic orientation of education, in which the leading place is occupied by personal potential (principle). It involves taking into account the needs and interests of the student, the implementation of a differentiated approach to learning.
Today the focus is on the student, his personality, unique inner world. Therefore, the main goal of a modern teacher is to choose methods and forms of organization of students' educational activities that optimally correspond to the goal of personality development.
IN last years the question of the use of new information technologies in school is increasingly being raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the formation and development of the communicative culture of schoolchildren, teaching the practical mastery of a foreign language.
The task of the teacher is to create conditions for the practical acquisition of the language for each student, to choose such teaching methods that would allow each student to show their activity, their creativity. The task of the teacher is to activate the cognitive activity of the student in the process of teaching foreign languages. Modern pedagogical technologies such as collaborative learning, project methodology, the use of new information technologies, Internet resources help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of children, their level of learning.
Forms of work with computer training programs in foreign language lessons include: learning vocabulary; practicing pronunciation; teaching dialogic and monologue speech; learning to write; development of grammatical phenomena.
The possibilities of using Internet resources are enormous. The global Internet creates the conditions for obtaining any information necessary for students and teachers located anywhere in the world: country studies material, news from the life of young people, articles from newspapers and magazines, etc.
In English lessons using the Internet, you can solve a number of didactic tasks: to form reading skills and abilities using the materials of the global network; improve the writing skills of schoolchildren; replenish students' vocabulary; to form students' motivation to learn English. In addition, the work is aimed at studying the possibilities of Internet technologies for expanding the horizons of schoolchildren, establishing and maintaining business ties and contacts with their peers in English-speaking countries.
Students can take part in testing, in quizzes, competitions, olympiads held on the Internet, correspond with peers from other countries, participate in chats, video conferences, etc.
Students can receive information about the problem they are currently working on as part of the project.
The substantive basis of mass computerization is related to the fact that a modern computer is an effective means of optimizing the conditions of mental work, in general, in any of its manifestations. There is one feature of the computer which is revealed in its use as a device for teaching others and as an aid in the acquisition of knowledge, and that is its inanimateness. The machine can "friendly" communicate with the user and at some point "support" him, but he will never show signs of irritability and will not let him feel that he has become bored. In this sense, the use of computers is perhaps most useful in individualizing certain aspects of teaching.
The main goal of learning a foreign language at school is the formation of communicative competence, all other goals (educational, educational, developmental) are realized in the process of implementing this main goal. The communicative approach implies learning to communicate and building the ability for intercultural interaction, which is the basis for the functioning of the Internet. Outside of communication, the Internet makes no sense - it is an international multinational, cross-cultural society, whose life activity is based on the electronic communication of millions of people around the world speaking at the same time - the most gigantic in size and number of participants in a conversation that has ever taken place. Involving in it at a foreign language lesson, we create a model of real communication.
Currently, priority is given to communication, interactivity, authenticity of communication, language learning in a cultural context, autonomy and humanization of learning. These principles make it possible to develop intercultural competence as a component of communicative ability. The ultimate goal of teaching foreign languages is to teach free orientation in a foreign language environment and the ability to respond adequately in various situations, i.e. communication. Today, new methods using Internet resources are opposed to traditional teaching of foreign languages. To teach communication in a foreign language, you need to create real, real life situations (i.e., what is called the principle of authenticity of communication), which will stimulate the study of the material and develop adequate behavior. New technologies, in particular the Internet, are trying to correct this mistake.
The communicative approach is a strategy that models communication, aimed at creating a psychological and linguistic readiness for communication, at a conscious understanding of the material and methods of action with it. For the user, the implementation of a communicative approach on the Internet is not particularly difficult. The communicative task should offer students a problem or question for discussion, and students not only share information, but also evaluate it. The main criterion that distinguishes this approach from other types of learning activities is that students independently choose language units to shape their thoughts. The use of the Internet in the communicative approach is perfectly motivated: its goal is to interest students in learning a foreign language by accumulating and expanding their knowledge and experience.
One of the main requirements for teaching foreign languages using Internet resources is the creation of interaction in the classroom, which is commonly called interactivity in the methodology. Interactivity is "the unification, coordination and complementarity of the efforts of the communicative goal and the result by speech means." By teaching authentic language, the Internet helps in the formation of speaking skills, as well as in the teaching of vocabulary and grammar, providing genuine interest and, therefore, effectiveness. Interactivity not only creates real situations from life, but also makes students adequately respond to them through a foreign language.
One of the technologies that provides student-centered learning is the method of projects, as a way of developing creativity, cognitive activity, and independence. The typology of projects is varied. According to M. E. Breigina, projects can be divided into mono-projects, collective, oral-speech, visual, written and Internet projects. Although in real practice one often has to deal with mixed projects that have signs of research, creative, practice-oriented and informational. Project work is a multi-level approach to language learning, covering reading, listening, speaking and grammar. The project method contributes to the development of active independent thinking of students and orients them towards joint research work. In my opinion, project-based learning is relevant because it teaches children to cooperate, and learning to cooperate brings up such moral values as mutual assistance and the ability to empathize, forms creative abilities and activates students. In general, in the process of project-based learning, the inseparability of education and upbringing can be traced.
The project method forms students' communication skills, a culture of communication, the ability to briefly and easily formulate thoughts, tolerantly treat the opinion of communication partners, develop the ability to obtain information from various sources, process it using modern computer technologies, creates a language environment that contributes to the emergence of a natural need in communication in a foreign language.
The project form of work is one of the relevant technologies that allow students to apply the accumulated knowledge of the subject. Students expand their horizons, the boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech and hear, understand each other when defending projects. Children work with reference literature, dictionaries, a computer, thereby creating the possibility of direct contact with the authentic language, which is not possible with learning the language only with the help of a textbook in the classroom.
Project work is a creative process. A student independently or under the guidance of a teacher is looking for a solution to a problem, this requires not only knowledge of the language, but also possession of a large amount of subject knowledge, possession of creative, communicative and intellectual skills. In a foreign language course, the project method can be used as part of the program material on almost any topic. Working on projects develops imagination, fantasy, creative thinking, independence and other personal qualities.
The technology of cooperation also belongs to modern technologies. The main idea is to create conditions for the active joint activity of students in different learning situations. Children are united in groups of 3-4 people, they are given one task, while the role of each is stipulated. Each student is responsible not only for the result of his work, but also for the result of the whole group. Therefore, weak students try to find out from the strong what they do not understand, and strong students strive for the weak to thoroughly understand the task. And the whole class benefits from this, because gaps are jointly eliminated.
The introduction of information technology in education significantly diversifies the process of perception and processing of information. Thanks to the computer, the Internet and multimedia, students are given a unique opportunity to master a large amount of information with its subsequent analysis and sorting. The motivational basis of educational activity is also expanding significantly. In the context of using multimedia, students receive information from newspapers, television, interview themselves and conduct teleconferences.
As for the language portfolio, it is based on the correlation of Russian requirements for the level of mastering a foreign language with common European systems, which, in turn, is the starting point for creating a single educational space. The main criterion for assessing the level of foreign language proficiency in the language portfolio technology is testing. The priority of this technology is the reorientation of the educational process from the teacher to the student. The learner, in turn, is consciously responsible for the results of his cognitive activity. The above technology leads to the gradual formation of students' skills of self-mastery of information. In general, the language portfolio is multifunctional and contributes to the development of multilingualism.
Finally, modular learning gets its name from the term “module”, which means “functional unit”. The essence of modular education is reduced to the independent mastery of certain skills and abilities by students in educational and cognitive activities. Modular learning involves a clear structuring of the learning content. It ensures the development of the motivational sphere of schoolchildren, intelligence, independence, collectivism, self-management skills through their cognitive activity. The module creates positive motives for learning, as a rule, due to its entertainment, emotional content, educational search and reliance on life experience. The main means of modular training are training modules.
I, as a teacher of a foreign language, developed and tested a whole series of modules for introducing a whole block of topics into the English language course aimed at civic-patriotic education of schoolchildren, since this aspect is extremely relevant today and is the least studied.
As practice shows, it is ignorance of one's own own history, culture and traditions, and not the history of the country of the language being studied, causes significant difficulties in communicating in the language.
The elements of the modular block are completed within 45 minutes after the preliminary study or repetition of the main material within the framework of the elective course once a week from the 2nd to the 11th grade both in the classroom and outside of school hours.
Koroleva Larisa Dmitrievna, teacher of English, MAOU "Gymnasium No. 2", Perm [email protected]
Kulikova Yulia Vladimirovna, English teacher, MAOU "Gymnasium No. 2", Perm [email protected]
Innovations in teaching English in a modern educational institution
Annotation. In modern Russian society, there is a growing need for people who think outside the box, creative, active, able to solve tasks and formulate new, promising goals. Under these conditions, the support, development and socialization of gifted children, undoubtedly, becomes one of the priorities of the education system, since the education of gifted children today is a model for the education of all children tomorrow.
Keywords: English language, Internet technologies, international exams, Internet competition, gifted children
If you want to get what you never had, do what you never did!
The American psychologist J. Renzulli proposed the following definition of giftedness: "giftedness is the result of a combination of three characteristics: intellectual abilities that exceed the average level; creativity and perseverance." Many researchers note that one of the characteristics of gifted children is a high level of cognitive motivation. There is no doubt that a gifted child is not satisfied with traditional teaching methods, since he does not have the opportunity to express himself, realize himself and, therefore, he is overcome by boredom, monotony, and sometimes detachment from everything that happens in the lesson. The task of the teacher is to provide conditions for the manifestation of abilities and the identification of the hidden inclinations of the child, therefore the main direction of our methodological work is to create unified system work with gifted children as a condition for the development of key competencies of the child. In our opinion, the system of work with gifted children can be divided into three parts:
lesson activitiesextracurricular activitiessystem additional education
In this paper, the authors will share their experience of introducing students to learning English through the organization of extracurricular work on the subject, as well as the results of working with students who are highly motivated to learn English. The authors believe that the developed elective courses and creative projects allow us to talk about the creation of a system of additional education aimed at profiling gifted students. We were interested in the idea of distance learning, since distance learning, as a form of additional education, makes it possible to implement the basic principles of modern education: "learning for all" and "learning throughout life" and is becoming more and more popular. Distance learning is a way of organizing the learning process based on the use of modern ICT, which allows learning at a distance without direct contact between the teacher and the student, which is the main advantage. When working with this course, we use the method of asynchronous distance learning. The student and teacher can work autonomously, in a mode convenient for themselves. It should be noted that this increases the independence, initiative and responsibility of students. For us, it is also important that distance learning technologies allow us to solve a number of significant pedagogical tasks: thinking, tolerance, willingness to constructively discuss different points of view. This is how the idea of creating a distance elective course "English for Olympians" was born to prepare for participation in olympiads and competitions. The distance course is intended for students of the 5th grade of secondary schools who show a particular interest in learning English. It is known that Olympiad tasks are always tasks of an advanced level, which are not easy to complete with a standard stock of school knowledge. The participation of schoolchildren in various Olympiads makes it possible to select those students whose creative potential is combined with language abilities, and knowledge of the necessary language rules, phenomena and realities - with the ability to apply them in practice. An elective course program was written as a methodological support for the course and a review was received. The purpose of the program is to develop the individuality of schoolchildren, provide an opportunity to create their own educational trajectory, prepare for participation in the All-Russian, International distance and full-time Olympiads for schoolchildren in English. This program should be considered as a system for using English language in the development of the student's individuality, which is aimed at the social and cultural development of the student's personality, his creative self-realization. During this course, students will get acquainted with the format of the Olympiads and will practice in performing interactive Olympiad tasks. The necessity of the course lies in the fact that its study will help the student to assess his potential from the point of view of an educational perspective. The main educational task of the course is determined, on the one hand, by the requirements of the foreign language standard, and, on the other hand, by the need for specialized preparation for participation in foreign language olympiads. A distinctive feature of the proposed course is the variety practical work to consolidate the acquired knowledge and develop the skills and abilities necessary for successful participation in the Olympiads. The program provides for the establishment of the degree of achievement of the final results through the control system in the form of testing students in the format of the Olympiad. The distance course was posted on the official website of the school, which made it possible to implement distance learning. http://englympic.zz.mu/ The results of the interactive exercises are tracked using an electronic rating table, which is available to the teacher-curator. A technomap is placed on the site in the public domain, allowing students to follow the work schedule. The course has a practical part, performing training interactive exercises, in-person solving Olympiad tasks, as well as participating in various levels of full-time and correspondence olympiads. Thanks to the remote organization of work, English language teaching is built within the framework of a personality-oriented paradigm learning. At the center of the entire educational process is the student with their needs, experience, knowledge, goals and personal characteristics. The student is an active subject and a full participant in the educational process, and not an object whose main task would be the mechanical perception of new information. Unlike traditional learning, distance learning uses a competency-based approach. Really,
the teacher does not claim to have a monopoly of knowledge, he takes the position of an organizer, a consultant. Only organizes (regulates,
guides) process. The position of the student in traditional education is subordinate, irresponsible, the object of pedagogical influences. In the competence-based approach, the student is responsible for his own progress, he is the subject of his own development, in the learning process. We believe that the student in the process of passing distance learning should not learn something, but learn something. In the process of learning, the child must gain personal experience. The proposed practical tasks in the sections "Listening", "Reading", "Practice", "Writing" were created to gain such experience, which is typical for the activity approach. We continue to work with gifted children at the middle level of education, namely in 78 classes, but work is ongoing in the other direction. At this stage of training, we introduce students to the basics of doing research. We have developed and tested the program of the elective course "Research activity of middle school students". The purpose of the course is to improve the meta-subject knowledge, skills and abilities of students, teaching the methodology of conducting scientific research, creating a secondary author's text based on the information obtained during the study, acquiring the skills of public defense of one's work. Proposed elective course designed for those students who are interested in the English language and wish to deepen and expand their knowledge of this subject. The course develops general subject skills, such as: determine a plan for organizing research work, draw up search results, analyze and evaluate the results, choose a way to present the material . The course provides interdisciplinary connections, where the English language acts as a means to achieve the set goals of conducting research work. and argumentation systems. Thus, this course helps to meet the educational needs of students and organize the educational process based on the individualization of students' educational activities. The relevance of the proposed course lies in the full involvement of the student in educational activities due to his interest in the result, in the possibility of searching and summarizing information, presenting work at a scientific and practical conference, participating in projects of various levels. The novelty of the program lies in the combination of basic, additional and individual education with the practical and research activities of students. In our opinion, the organization of research activities of students contributes to the formation of independent thinking of students, the development of mental operations (analysis, synthesis, etc.), the search for optimal solutions to problem situations. The course has a practical part
present the results of their work in a form that is easy to understand. The assessment of students' knowledge and skills takes place in the form of defending a research work or project. Intended forms of project implementation are a role-playing expedition (excursion), game travel, research conferences, release of an album / almanac, project presentation, systematization of reference material and creation of a card file, creation of additional educational materials .When working with the course, the principle of transition from collective to individual work was observed. The choice of this principle is due, firstly, to the fact that collective classroom work is most familiar to the student and teacher for introducing material, teaching new technological approaches and methods; secondly, the fact that the skills of individual work on assignments for the project must be sufficiently formed for each student. Therefore, in the learning process, a gradual transition from collective to individual and independent work is important. The result of the work on the course was a test paper, in which the students presented their research papers to the jury. Every year, the municipal project "Expanding the practice of independent assessment of the level of English proficiency in accordance with international standards" is held in Perm. In 2013, we decided to take part in the project, as an increasing number of our students have passed, are taking and are going to take international exams. We have developed a project of the FlywithCambridgeExams urban Internet competition, which aims to familiarize with the structure of the international exam through distance technologies to attract a wide range of students, mastering English in accordance with international standards through the integration of classroom and extracurricular activities, developing the professionalism of English teachers and certifying the level of professional competencies of teachers. The aim of the project is to create conditions for the successful preparation of students for passing international exams through the use of distance technologies in teaching English. The international exam provides an opportunity for an independent assessment of the level of language proficiency and is a means of additional motivation for further study of the English language. The exam material, covering all types of speech activity, is based on the realities of modern life, typical communicative situations and serves to build confidence in the practical use of a foreign language as a means of communication and effective intercultural interaction in situations of learning and recreation. Exam results do not have a statute of limitations, they are recognized as average and higher educational institutions, employers, governments around the world, and contribute to the development of teenagers' motivation in mastering a foreign language. We analyzed the expected results: For students: Improving the quality of language training for students in the gymnasium, providing optimal conditions for self-realization of students in the process of teaching English, mastering the format of international testing tasks with the subsequent passing of international exams. For the parent community Ensuring the fulfillment of the social order of the parents of schoolchildren to prepare students in English at the required level for continuing education in accordance with the chosen profession. For the pedagogical community Ensuring the possibility of high-quality fulfillment of the social order of gymnasium students and their parents. Improving the professional and psychological-pedagogical skills of English language teachers of the MAOU "Gymnasium No. 2" and creating conditions for expanding the network cooperation of the gymnasium with organizations of additional education and universities. For the education system of the district and city linguistic education can really increase the effectiveness of language training in the field of English and assist in the profile orientation of students. Possible outcomes of the project implementation contribute to familiarization with the format of international exams and the possibility of obtaining an independent assessment of the level of English proficiency in pan-European scale foreign language competencies. In October, our online competition "Fly with Cambridge Exams", in which 71 students of 710 grades of the city of Perm took part, was posted on the website of the gymnasium http://englympic.zz.mu/?view=test&test=20,. The second stage of the competition is under development. At the end of the second stage, the winner will be announced, who will become the proud owner of a certificate giving the right to take an international exam for free. The system of additional education described above allowed us to form specialized classes at the senior level of education. High school students require more teacher attention, and working with gifted children has taken the form of a theater project that we have been able to bring to life through collaboration with LewisSchoolofEnglish and director Jessica Holloway. The project lasted two weeks, during which the children learned the roles, wrote the script, came up with stage design, sewed costumes, got acquainted with the secrets of acting and learned to move and speak on stage. The premiere of the play “The WishList” was a huge success with parents, teachers and students of the gymnasium. Participation in theatrical productions is rightfully considered an important component in teaching English. Creating a situation of success helps students overcome the "language barrier", which is a psychological obstacle to communicating in a foreign language in real life. Theatrical performances this is exactly the form of organizing work with students that meets the requirements of a student-centered approach in education and contributes to the formation of a person, the development of his creative potential and individuality. A distinctive feature of theater projects is the creation of conditions for the creative self-realization of students through the development of their abilities. a unique opportunity to acquaint schoolchildren with the culture of their native country, as well as with the customs and traditions of the country of the language being studied, encourages self-development and self-improvement. English in this case becomes a means of expressing thoughts, feelings and emotions for practical communication and contributes to the formation and development of foreign language speech competence. Mastering a foreign language means not only linguistic, cultural and intellectual enrichment, but also enrichment of experiences. Appeal to theatrical pedagogy helps the student to better orient himself in the world around him, to pass social adaptation. Students develop in themselves such skills and abilities that they can then apply in real everyday life: use new information technologies, be ready for interpersonal cooperation, which is fully consistent with the principles of the system-activity approach, which is methodological basis new GEF. In 2013, students of the profile group for the study of English got acquainted with new form work, namely with the webquest “WhyShouldWeLearnBodyCommunication?” (www.gum2.jimdo.com) This is a kind of group collaboration that can result in a project or role play. Translated from English, this is a long-term targeted search, for which information resources of the Internet are used. Students receive a task in the form of hyperlinks, following which they go to real-life sites. Thus, they analyze and select material on a given topic with a further presentation of the result of their work. Purpose of this web quest: Formation of sociocultural knowledge on the example of differences in non-verbal communication among representatives of different countries and nationalities to increase intercultural awareness. The work is carried out in small groups. Students must clearly understand what needs to be done in order to arrive at the final product, so the procedure for completing tasks is clearly prescribed and the time for completing each task is indicated. Tasks are built on the principle "from simple to complex". At the first stage, students work with vocabulary on the topic "Non-verbal communication", get acquainted with new words, make entries in the dictionary and perform online exercises to check vocabulary on the topic. The work at this stage is organized in such a way as to prepare students for the answer to the question asked. The second stage involves working with texts posted on authentic sites, analyzing textual information, discussing in a group and answering a question. The last task of the second stage includes an audio comprehension test and solving a quiz on the topic. The third stage contains hints that help people understand sign language in real life from representatives of various countries, and ends with an online quiz. The fourth stage prepares students to answer the question about the need to understand sign language and helps students to use the acquired knowledge in practice. In conclusion, after completing all the tasks in stages, students can watch a documentary film about the secrets of non-verbal communication. It should be noted that the work with this webquest has a practical focus: in addition to practicing speaking, reading, listening and writing skills, students gain knowledge about the culture of the language being studied. The last page of the webquest contains detailed criteria for evaluating the work and gives you the opportunity to reflect and predict your mark. The result of working with the webquest is the publication of works. The work of small groups is organized in the mode of network interaction. Students publish the results of their research on the Google pages of the group, there are also reports on the work done. The final lesson is devoted to oral defense of the results and presentation in PREZI or GLOG format. The students successfully completed the assigned tasks. Therefore, after analyzing the above facts, we can conclude that the system of additional education opens up new opportunities for involving students in learning English and achieving high results. The fact that students are familiar with the basic principles of conducting research work makes it possible to hold annual research conferences as part of the profile flow of students studying English at an advanced level. It should be noted that this work requires changes in the teacher's activities. That is why we continued to work on finding interesting and effective forms and methods for presenting material and forming UUD and developed the project “Media Educational Technologies as a Means of Preparing for Passing Exams in the USE format in English.” It is no secret to anyone that at present it is already there is a generation of schoolchildren and students for whom the perception of audiovisual information is more familiar, it is not without reason that in the English-language literature it is called GenerationDotCom. Knowledge of how the media function, how we interact with them and how we can use them to the maximum benefit, is becoming a necessary component of the competence of a modern person. their interest in learning, which cannot but have a beneficial effect on the results of the final certification. Acquaintance of students with media culture and audiovisual texts allows using authentic texts in the process of learning and preparing for exams, modern vocabulary, combines various aspects of the act of speech interaction and has a high informative, educational, educational and developmental value.
And again, we are faced with the fact that traditional teaching methods using a formal approach and routine monotonous work limit the freedom to express one's point of view, eliminate students' independence, and reduce motivation. While the integration of media education in the teaching of foreign languages is promising, because it develops the individuality of students, independent thinking, forms a creative personality, which helps to create a situation of success when passing exams. The further goal of working in this direction is to use media educational resources to create methodical complex training exercises in the USE format. We must not forget about summer holidays which make up a significant part of students' free time. It is this time that is favorable for organizing summer specialized camps. According to the authors, classes in the summer camp, of course, expand the opportunities for creative development, socialization and career guidance. The summer camp as a specially organized educational space helps to involve children in the creative process in an atmosphere of psychological comfort. Therefore, students of the profile group get the opportunity to continue to study English in depth in June. We consider the result of the work of the school summer camp to be an increased motivation to learn English, the integration of various educational competencies that become over-subject and will be in demand not only at school, but also in the family, among friends, and in future industrial relations. The main objective of the specialized camp is the acquisition of communication skills in English by children. We strive to make classes in the camp exciting and as effective as possible, because we are not indifferent to the mood with which our students return to school in September. their communicative competence.
Innovative technologies in teaching a foreign language in elementary school.
"Every new age, giving us new knowledge, gives us new eyes." These words of G. Heine correspond to what is happening today in domestic education. The second generation standards (Federal State Educational Standard) can be called the “new eyes” of education, since it is in the format of the standard that the requirements of the state and society for the goals of education are fixed. The key goals of the implementation of the Federal State Educational Standard are directly related to the study of foreign languages. Therefore, knowledge of a foreign language is becoming one of the most important competencies of a modern person. Modernization of the content of education in Russia at the present stage of development of society is not least associated with innovation processes in the organization of teaching foreign languages.
Modernization of the content of education in Russia at the present stage of development of society is not least associated with innovative processes in the organization of teaching foreign languages.
Modular learning technology.
The main tasks of the school are: teaching self-selection and use of the necessary information. One of the learning tools that can solve these problems is modular training. Its essence lies in the fact that the student independently achieves the goals of educational and cognitive activity in the process of working on a module that combines learning goals, educational material with instructions for tasks, recommendations for completing these tasks. A module is a target functional unit that combines learning content and methods of learning activities to master this content.
The modular lesson allows students to work independently, communicate and help each other, evaluate their own work and the work of their friend. It is necessary for each student to understand the purpose of the lesson, what to study and what to focus on. The role of the teacher in modular learning is reduced to managing the work of students. With this organization of work, I have the opportunity to communicate with almost every student, help the weak and encourage strong students. The possibilities of modular learning technology are enormous, because, thanks to it, the central place in the "teacher-student" system is occupied by the student, and the teacher manages his teaching - motivates, organizes, advises, controls.
Technologies for the development of critical thinking.
The modern model of the educational process is oriented, as is known, to the transition from the "school of knowledge" to the "school of thinking", which requires, among other things, mastering the strategies of cognitive activity.Critical thinking is the ability to analyze information withpositions of logic and personal-psychological approach in order toapply the results obtained to both standard and non-standardsituations, questions, problems. The development of critical thinking is "... an approach to learning focused on the development of an independent creatively thinking personality, on the self-realization of the student's "I", on the development of the student's creative potential so that he can apply the acquired knowledge inlater life and easily adapt to the surrounding world.
In my classes, I use the following types of work:
Basket of ideas, concepts. names or cluster.
ZUH mechanism (filling in the table at the end of the lessonI know, I know, I want to know).
Marginal notes ("v" I thought so, "?" is not very clear, "+" new information).
Sincwine.
Inverted logic circuits.
Technology of electronic-interactive learning.
The essence of interactive learning is the organization of the educational process, in which almost all students are involved in the learning process. Interactive activity in my lessons involves the organization and development of dialogue communication, which leads to interaction, mutual understanding, to the joint solution of common, but significant tasks for each participant. Interactive excludes the dominance of both one speaker and one opinion over others.
So, on the basis of the site "Odnoklassniki" we created an Internet group "funnyEnglish"Students primary school are also members of this group. The guys really like to communicate, create photo albums on given topics, participate in the discussion of various issues. While working in an online group, students learn to think critically, solve complex problems based on the analysis of circumstances and relevant information, weigh alternative opinions make thoughtful decisions, participate in discussions, communicate with other people.
Distance learning. IN e-quest technology.
Distance learning -This is a complex process that requires considerable effort, both on the part of the teacher and the students. Therefore, for novice teachers, I would advise the web quest technology. "Quest" translated from English -prolonged purposeful seeking, which may be related to adventure or play . An educational web quest is a site on the Internet that students work with while completing a particular educational task. The web quest was first used in 1995 by Bernie Dodge. A web quest is a web project in which all materials presented to students originate from the Internet. The design of the web quest involves rational planning of students' time, focused not on finding information, but on using it. The main difference between a web quest and a simple information search is as follows:
having a problem
search for information on the problem is carried out on the Internet
the problem is solved by the whole group
Working on a web quest at the initial stage develops such skills as the ability to compare, analyze, classify, think abstractly. Students do not just collect information, but also transform it to complete the task.
I am working on the web quest in stages:
1st stage - preliminary preparation. I determine for myself the type of web quest - for short-term (1-3 lessons) or long-term work (quarter, academic year, six months); how the web quest will be performed - individually or in groups; what will be the end result. At the same stage, I select the resources of the Internet.
2nd stage - I design a web quest, adhering to a certain structure that has developed during its existence: introduction, task, work process, information resources, assessment.
Project technology.
Based on the concepts of teaching and design technology, we consider the project methodology as a set of search, problem methods, creative in their very essence, which are a didactic means of enhancing cognitive activity, developing creativity and, at the same time, forming certain personal qualities students in the process of creating a particular product.
Organization of work on the project involves the following steps:
Preparatory
presentation of situations that allow identifying one or more problems on the topic under discussion;
putting forward hypotheses, solving the problem posed (“brainstorming”), discussing and substantiating each of the hypotheses;
discussion of methods for testing accepted hypotheses in small groups (one hypothesis in each group), possible sources of information for testing the hypothesis put forward; presentation of results;
Basic:
work in groups on the search for facts, arguments, confirming or refuting the hypothesis;
current analysis of project implementation, results achieved (successes and failures);
Final:
defense of projects (presentation of results);
evaluation of results, identification of new problems;
The stage of practical use of the results of work on the project (as visual aids, reports at other lessons, exhibitions, etc.).
In the process of performing project work at the initial stage of training, the principle of "success" is implemented, which implies the orientation of the entire educational process to the student: to his interests, life experience and individual abilities.
Gaming technologies
Game technologies - and remain "innovative" in the system Russian education. Elkonin, a psychologist, analyzing the phenomenon of play, comes to the conclusion that play is an activity in which social relations between people outside the conditions of directly utilitarian activity.
Health saving technologies.
The state of health of the younger generation is the most important indicator of the well-being of society and the state, not only reflecting the current situation, but also giving a forecast for the future.Deteriorating children's health school age in Russia became not only a medical, but also a serious pedagogical problem.One of the most traumatic factors for the health of younger schoolchildren is the general stressful system of organizing the educational process and conducting lessons.
In my lessons, I use the methods of positive psychological support for the student in the classroom, taking into account the individual characteristics of the student and a differentiated approach to children with different abilities, maintaining cognitive interest in learning English, and also the principle of physical activity in the lesson.The lesson is a zone of psychological comfort.To make the atmosphere in the classroom more conducive to learning and to interpersonal communication, I usemethods of emotional buildup, meditative relaxation exercises, exercises for reflection, visualization and relaxation . Individual and differentiated approach in my lessons is carried out through taking into account the personal interests and characteristics of the student and the opportunity to choose your level and scope of the task.Motor activity of students in an English lesson, it contributes to a better mastery of language materials, relieving fatigue and increasing motivation for learning.
Case - technologies.
We are talking about a teaching method known as a case method (Case study) - a method of analyzing situations (interactive technologies). Its essence is that students are offered to comprehend a real life situation, the description of which at the same time reflects not only some practical problem, but also actualizes a certain set of knowledge that needs to be learned when solving this problem. At the same time, the problem itself does not have unambiguous solutions. The method was first applied at Harvard Business School in 1924.
Examples of case topics:
One ordinary family dinner.
1. Make a menu for dinner.
2. Discuss the list of products that you need to buy for dinner.
3. Prepare a festive dish for dinner. Specify ingredients.
These tasks are usually accompanied by the so-called language support boxes, which contain useful words and expressions on the topic.
In fact, the case method can be used in the form of a whole lesson and at one of its stages. For example, at the stage of activation of new lexical material in English lessons, that is, at the end of the lesson.
Station training technology.
It meets the main principles of student-centered learning. The station teaching methodology is especially effective in preparing and conducting lessons for consolidating the material covered, practical lessons, as well as learning control lessons. new topic. I realized from my practice that this is a great way to conduct an integrated lesson, especially Russian-English is ideally projected onto this technique.
When conducting a lesson according to the method of station training, three stages should be distinguished:
1) preparatory;
2) procedural;
3) reflective.
At the preparatory stage, the teacher chooses a learning topic that should correspond to government programs defines the objectives of the lesson. The teacher considers how many stations should be included in the lesson. What is a station? This is a specific place in the classroom where the student can complete the task of this station. An important point in the preparatory stage is the development of an accompanying sheet or route map or route sheet. A route map is a sheet with numbers and names of stations, fields for answers at each station. The procedural stage is the lesson itself, in which students, moving from station to station, perform tasks. The reflective stage involves self-control and self-esteem.
A modern teacher is, first of all, a bright creative person who retains the ability for constant self-knowledge and self-development. When teaching children of different nationalities, the teacher must certainly take into account their various regional and ethno-cultural characteristics, and be methodically mobile. Here, modern pedagogical technologies or innovative technologies come to our aid. But after all, in the matter of teaching and educating schoolchildren, ideal methods do not exist. And this once again proves that the use of only one, even the best and most modern methodology, leads to one-sidedness in teaching any subject. And only a combination of various technologies, techniques and methods can give us the result we need. Accordingly, the more technologies the teacher knows and applies, the better.
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Innovative technologies in teaching English
The modern world requires us to be sufficiently developed in various fields of activity. Therefore, in order to be comprehensively developed, humanity has entered the stage of innovative development.
The term "innovation" comes from English word innovation, which means "the introduction of innovations". The term originated in cultural anthropology, where it meant the transfer of the achievements of one culture to another in the process of trade and exchange. From anthropology, this term penetrated into the economy, and then into pedagogy, where they began to study various changes in the system of education and upbringing, teaching methods, development and functioning of educational institutions.
For students, a foreign language should become a reliable means of introducing scientific and technological progress, a means of satisfying various, including educational interests. Therefore, it is obligatory for students to expand and deepen the subject at the expense of regional studies, general humanitarian or technical material, oriented towards the future specialty of students. Acquaintance with the elements of career guidance and retraining in the country of the language being studied, familiarization with the features of the chosen profession and the role of a foreign language in mastering professional skills should be provided.
In recent years, the question of the use of new information technologies in teaching English has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the development and formation of a communicative culture of students, teaching practical mastery of a foreign language.
The task of the teacher is to create conditions for the practical acquisition of the language for each student, to choose such teaching methods that would give each student a chance to show their activity and creativity. The task of the teacher is to activate the cognitive activity of the student in the process of teaching foreign languages. foreign language teaching computer
Modern pedagogical technologies such as collaborative learning, project methodology, the use of new information technologies, Internet resources help to implement a completely new approach to learning, which provides individualization and differentiation of learning, taking into account the abilities of each student, their level of learning, inclinations, and the like.
Forms of work with computer training programs in foreign language lessons include:
1. learning vocabulary;
2. practicing pronunciation;
3. teaching dialogic and monologue speech;
4. learning to write;
5. working out of grammatical phenomena.
The possibilities of using Internet resources are enormous. The global network creates the conditions for obtaining any necessary information, both for students and teachers, located anywhere in the world: country studies material, news from the life of young people, articles from newspapers and magazines, necessary literature and much more.
In English lessons using the Internet, you can solve a number of didactic tasks: to form reading skills and abilities using the materials of the global network; improve students' writing skills; replenish students' vocabulary; to form in students a stable motivation for learning English. In addition, the work is aimed at exploring the possibilities of Internet technologies to expand the horizons of students, to establish and maintain business ties and contacts with their peers in English-speaking countries.
Students will be able to take part in testing, quizzes, contests, olympiads that take place on the Internet, communicate with peers from other countries, take part in chats, video conferences, and so on. Students can receive information about the problem they are currently working on as part of the project. It could be a collaboration Russian students and their foreign peers from one or more countries.
Those who study English enter an open world where you can communicate with partners from different countries, access foreign scientific, information, training centers. Project participants can distribute responsibilities among themselves and collect information around the world, from time to time exchanging ideas, of course, in English, entering into a discussion on certain issues, etc. The exchange of information is carried out by e-mail, but from time to time it is possible to arrange discussions in a teleconference in real time (on-line), if the project participants agree on the time of such a conference.
We are talking about creating a language environment and creating conditions for the formation of the need to use the English language as a means of real communication in the process of intercultural interaction.
International exchange of letters is carried out in any class and at any level of language proficiency. In addition to the purposeful use of the language being studied, establishing friendly contacts and thus studying the culture, electronic correspondence has its advantages compared to paper correspondence: it is faster, more convenient and cheaper.
Primary importance is given to understanding, conveying content and expressing meaning, which motivates the study of the structure and vocabulary of a foreign language that serve this purpose. Thus, the attention of students is concentrated on the use of forms, rather than on themselves, and grammar is taught indirectly, in direct communication, excluding the pure study of grammatical rules. As an information system, the Internet offers its users a variety of information and resources. The basic set of services may include: e-mail (e-mail); teleconferences (usenet); videoconferencing; the possibility of publishing your own information, creating your own home page (homepage) and placing it on a Web server; access to information resources: reference directories (Yahoo!, InfoSeek/UltraSmart, LookSmart, Galaxy); search engines(Alta Vista, HotBob, Open Text, WebCrawler, Excite); conversation on the network (Chat).
The creation of an artificial foreign language environment in the process of teaching foreign languages is one of the important problematic issues of modern methodology. First of all, it is connected with the implementation of mass education in two of the four main types of speech activity: listening and speaking. Modern stage development of technology is characterized by the transition to the creation of multifunctional educational complexes and computer-based automated learning systems. Such complexes and systems have universal didactic capabilities: they allow teaching in an interactive mode, taking into account the individual capabilities of students, providing distance learning using modern technologies. In the process of teaching foreign languages in a modern secondary school, lighting and sound engineering means are used. Lighting equipment is video recorders, televisions, graphic projectors (overhead projectors), multimedia projectors, computers. They provide visual information that can perform a variety of functions during learning:
1) serve as a support for understanding the speech structure;
2) to be a link between the semantic and sound side of the word and thus facilitate memorization;
3) project to the screen various situations for learning to speak;
4) play the role of feedback in the form of keys;
Sound technical means (tape recorders, players, audio passive and audio active devices of language laboratories) allow for all types of sound visualization when teaching pronunciation, have the ability to present educational information in a natural speech form when teaching listening and speaking, and contribute to the intensification of the educational process.
Information technology of education is a pedagogical technology that uses special methods, software and hardware (audio and video, computers, telecommunications networks, cinema) to work with information. New information technologies of education are also designated by the term "computer learning technologies" (CTO). However, I.G. Zakharova does not agree with this, because she believes that ITO "can use a computer as one of the possible means, while not excluding the use of audio and video equipment, projectors and other technical teaching aids." Computer technologies develop the ideas of programmed learning, opening up new technological learning options associated with the unique capabilities of computers and telecommunications. One of the areas of information technology is the use of audio and video (TSO). Therefore, along with computer technologies, they talk about audiovisual learning technologies, in which a significant part of the control of students' cognitive activity is carried out with the help of specially designed audiovisual educational materials. The content of education, enriched by the use of information and communication technologies, will become deeper, make possible increase the quality of education, increase its accessibility, meet the needs of the harmonious development of the individual and the information society as a whole. Works on this issue a large number of scientists.
But, of course, the use of the Internet in teaching is not an alternative to traditional textbooks. The computer has become technical means learning and can complement the traditional occupation. The use of the most advanced computer technologies will never be able to replace an English teacher for a number of reasons, the main of which are the following: - none of the existing computer technologies can imitate all the multifaceted educational activities of a teacher; - it is impossible to replace the multi-aspect emotional interaction (conducting a classroom lesson) with computer teaching aids. One of the goals of learning in the modern communicative approach to teaching languages is to develop the ability of foreign language communication as a form of intercultural interaction, the reproduction of which in full within the framework of human-computer interaction is impossible. Thus, computer technologies, becoming an integral part of the educational process, remain technologies that assume the key role of the teacher in teaching students a foreign language.
The specificity of Internet technologies lies in the fact that they provide both teachers and students with enormous opportunities to choose the sources of information needed in the educational process:
Basic information posted on the Web and FTP servers of the network (English File Transfer Protocol - “file transfer protocol”, a technology for transferring files of arbitrary format over a network);
Operational information systematically sent to the customer by e-mail in accordance with the selected mailing list;
Various databases of leading libraries, information, scientific and educational centers, museums;
Information about books and magazines distributed via Internet-shops.
This creates real conditions for broadening one's horizons, self-education, and advanced training. So, I.G. Zakharova proposes the creation of an Internet library designed to organize independent, search and research work, with a visually structured presentation of information, which will also require the development of specialized software that makes it easier for teachers and students to search the Internet. She notes that “for the effective operation of such a library, it is essential to prepare auxiliary pages containing overviews and teaching materials, lists of the most valuable sources of information (Internet links) in a given subject area.
Modern realities pose the task of using new advanced technologies for higher education teachers. educational technologies, teaching methods. The potential of educational blogs, in our opinion, should be used more effectively. The pedagogical task is to make the blog a working tool for teachers and include this tool in teaching practice.
By teaching authentic language, the Internet helps in the formation of speaking skills, as well as in the teaching of vocabulary and grammar, providing genuine interest and, therefore, effectiveness. Moreover, the Internet develops skills that are important not only for a foreign language. First of all, it is connected with mental operations: analysis, synthesis, abstraction, identification, comparison, comparison, verbal and semantic forecasting, etc. Thus, the skills and abilities formed with the help of Internet technologies go beyond the limits of foreign language competence even within the framework of the "language" aspect. The Internet develops social and psychological qualities learners: their self-confidence and their ability to work in a team; creates a favorable atmosphere for learning, acting as a means of an interactive approach. When working with computer technologies, the role of the teacher also changes, whose main task is to support and guide the development of the personality of students, their creative search. Relations with students are built on the principles of cooperation and joint creativity. Under these conditions, a revision of the organizational forms of educational work that have developed today is inevitable: an increase in independent individual and group work of students, a departure from the traditional lesson with a predominance of the explanatory-illustrative teaching method, an increase in the volume of practical and creative works search and research character.
Cyberspace contains a huge cultural and didactic potential, which is already being used in education all over the world. However, for the optimal and efficient use of cybernetic network resources for educational purposes, a huge scientific research work is required, the results of which make it possible to determine general and particular principles of work, criteria for selecting network resources, sites and materials, as well as significantly update the arsenal of methodological tools and teaching methods.
The purpose of teaching a foreign language is the communicative activity of students, i.e. practical knowledge of a foreign language. The task of the teacher is to activate the activity of each student, to create situations for them. creative activity in the learning process. The use of new information technologies not only enlivens and diversifies the educational process, but also opens up great opportunities for expanding the educational framework, undoubtedly carries a huge motivational potential and contributes to the principles of individualization of learning.
Working with an online newspaper provides unique opportunities for intercultural communication. In addition to receiving information about current events in the world, students can comment on what they have read and take part in the discussion of issues that interest them. In addition, The Guardian newspaper features the Talk column, where you can both interactively and offline ask questions to famous British politicians, writers, journalists, etc., as well as participate in the discussion of topics proposed by the editors which, of course, is of great value for intercultural communication.
The most popular publications are electronic versions of newspapers. Almost all major newspapers in the world have their own web pages. To obtain the necessary information about existing newspapers and the placement of their web-pages, the author Verevkina-Rakhalskaya Yu.N. invites you to visit the MEDIA LINKS page (http://www.mediainfo.com/emedia), which has links to many publications. Among the newspapers in English you can find:
The Times (http://www.the-times.co.uk);
The Guardian (http://www.guardian.co.uk);
The Washington Post (http://www.washingtonpost.com).
I.V. Kholodkova rightly points to one of the negative aspects of computer testing. Not all tests show which questions were answered incorrectly. And, moreover, not all tests make it possible to see the correct solution of tasks. And these results are necessary for the student to introspect his work and self-evaluate his knowledge. She notes that these shortcomings are eliminated in the Interact test system. Immediately after passing the test, statistics appear: the time of testing, the number of attempts, the number of points scored from among the possible ones. The quiz can be configured to show correct answers or feedback. Feedback can be a link to educational material or problem solving. This system testing provides great opportunities for collecting and displaying statistical information: for each student and for all students in general. Reviewing test results allows you to analyze both the test and your teaching activities.
Hypertext (eng. Hypertext - supertext), or a hypertext system, is a collection of various information that can be located not only in different files, but also on different computers. “The main feature of hypertexts is the ability to follow the so-called hyperlinks, presented either in the form of a specially designed text or a specific graphic image. Along with graphics and text, you can hyperlink and multimedia information, including sound, video, animation. In this case, the term hypermedia is used for such systems. The spread of this technology served as an impetus for the creation and replication of electronic textbooks, encyclopedias, and dictionaries on CDs.
For independent work students can first of all be recommended the unique Internet site bbclearningenglish.net, which is successfully used in teaching English. So, when working with this site of students of the Department of Journalism of the Faculty of Philology, the teacher now has no problem finding modern authentic material on the required topic. The site offers all kinds of educational and methodological materials and allows the student to test his knowledge. Distance and time are no longer obstacles: the student has access to information around the clock, can choose what and at what time to study. Personal interest contributes to the achievement of the common goal of the student and teacher. The site offers a "Words in the News" section containing the latest world news in the form of short reports. Students have the opportunity not only to read, but also to listen to the report and practice vocabulary on the topic. In the section "Related BBC Links" you can see a story from the BBC TV news on this topic. The Read More, Related Stories, and Related Internet Links sections provide additional information that broadens the student's horizons. Students have the opportunity to choose reports on a variety of topics from the "Latest Reports" section. Of particular value are "Video Stories", when the student not only hears, but also sees the story. First, the announcer announces the topic of the video and reads out a list of active vocabulary. In this case, students have the opportunity to read the definition of each word. Then the announcer reads the report against the background of the video sequence. After that, the student is invited to listen to the report again and see the active vocabulary on the screen as it appears in the text.
The section of the site “Keep up your news English” also deserves the attention of future journalists. The fact is that the interpretation of the vocabulary used in news reports can be very specific. By accessing this site, students can verify this and replenish their vocabulary. The section contains excerpts from reports from English-language news agencies, translated into Russian by BBC producers. And, finally, one cannot fail to mention another section of the bbclearningenglish website, which is very popular among students. This is a video course about English idioms. The video course "The Teacher" introduces those who learn modern English to frequently used idiomatic expressions. A professional British actor talks about them. The video course consists of 32 lessons.
Here are a few sites that can be recommended to students. This is, for example, www.italki.com, where you can meet people from different countries and share your experience of learning a foreign language with them, or www.palabea.net, which provides the opportunity to participate in group classes. Worthy of attention is the site www.livemocha.com, where you can not only communicate with representatives of different countries, but also practice grammar with the help of various exercises.
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The concept of pedagogical innovation. The essence of the method of projects, the ideology of learning in cooperation and game learning. The goals of modular and distance forms of teaching foreign languages. Benefits of learning based on computer telecommunications.
presentation, added 10/11/2014
The study of the requirements for the control of language skills and speech skills in high school, as well as its role in learning. Analysis of educational and methodical sets in English. Development of a modular rating system for assessing students' speech activity.
thesis, added 12/12/2011
Ascertaining test of motivation and level of communication of students in English. A model for the formation of translation and communicative competencies with their projection on the professional environment within the framework of an additional education program.
article, added 04/05/2012
Didactic foundations and psychological features use of technical and information means in the learning process. Classification of pedagogical software. Forms of work with computer training programs at foreign language lessons.