My problem
Development of communication skills of students through the use of interactive technologies at English lessons
«Tell me and I forget,
Teach me and I may remember,
Involve me and I learn”
Benjamin Franklin
I am a teacher
of V. Lubianky school. I was graduated from Volyn pedagogical university in
2009, but I started my teacher’s career earlier in 2005. During my practice I
realized a lot of things, but the most important is that I like children and
many ideas and experience are borrowed from my students. The problem I am
working on is ‘Development of communication skills of students through the use
of interactive technologies at English lessons’ I am trying to develop
communication skills of my students. I make my lessons interesting and useful.
Today a new school is creating where the student lives fully, projects his
future, his way, taking into account his own capabilities, setting himself the
task of self-perfection and self-education. An important role plays pupil’s
creativity, his ability to creative and non-standard thinking, the ability to
solve complex problems effectively. Such qualities can be formed during
specially organized pedagogical influence in the system of education through
the using of the modern innovative technologies for achieving a goal.
Now teachers are disturbed by the pupils’ passivity. The admiration for
computer games reduces the interest in gaining knowledge, reducing the activity
of pupils in class and after school activities.
In order to activate the cognitive activity of pupils in the mastering of
knowledge I was looking for more effective forms, methods and means of
learning. Great meaning in the organization and improvement of the educational
process at foreign language lessons ranks the introduction of the interactive
methods of studying. Increasing the effectiveness of education depends on the
feasibility of using various and the most adequate methods of teaching, as well
as the activation of the whole educational process.
In practice, it is difficult to define clear boundaries between different
teaching methods: they intersect, complement each other, form into the system
of methods by which the teacher and students realize the goals.
The choice of teaching methods is caused by:
v The aims of teaching
v The content of the teaching material and specificity of the
subject area
v The rate and term of the learning process
v The learning style and the level of teacher pedagogical skills
v Didactic and material and technical provision in the process
of education
v The level of training of pupils
Each of teaching methods has certain advantages and disadvantages.
Effectiveness of their use is determined by specificity of a particular
learning process.
At my lessons I takes into account the student audience with a view to
maximize the effectiveness of the learning process.
During planning my lessons, I take into consideration that any teaching
method should provide:
v The active participation of pupils in the learning process
v Establishment feedback in the system "teacher -
student"
v The ability to use acquired skills and knowledge in the real
life
v The development of the target skills of behavior (independent
creative activity)
v The motivation of the pupils to increase their performance in
the classroom and in real situations
v The ability to get knowledge in the group and individual
levels
v During studying it’s necessary to use the most appropriate
methods in which:
v The pupils wish to develop creative, productive work
v Pupils aspire to active actions, achieve success and motivate
their own behavior
v Work out the behaviour models necessary for successful
professional or business activity.
Interactive learning methods include frontal work and pupils work in small
groups. The most effective results can be obtained during the organization of
the pupils work in small groups.
In organizing interactive training one should follow such rules:
v All the pupils should be involved into the work
v Pupils’ active participation in the work should be encouraged
v Pupils should develop and perform their own work rules in the
small groups
v The class must be prepared to work in small groups
Practice has shown that using interactive teaching methods at the lessons
pupils memorize the material almost completely. The memorization of the
material not only improves, but also its identification and the usage in
everyday life. Using interactive methods of teaching in small groups promotes
the development of sociability, cooperation, ability to defend their point of
view, to compromise etc. Interactive teaching methods at the English
lessons educate a person and prepare it to real life.
The aim of this work is to study the possibilities of using ICT in teaching
English. The aim of the work is concretized through the following tasks:
v to work out methodological, professional literature.
v to justify the use of information technology in the
educational process;
v to analyze the possibility of using computer programs,
multimedia presentations and materials of the Internet in teaching English;
v to organize and summarize findings
The subject of my research is the issue of the use of information
technologies at the English lessons.
The object of my research is computer information technologies.
The hypothesis of my work: the use of ICT impact on the effectiveness of
training and the development of cognitive abilities of pupils.
The use of information and computer technologies ensures the creation of a
natural language environment at all stages of English classes, helps to realize
the principle of visuality and formation skills of all kinds of speech
activity.
Thus, the use of ICT can increase number of pupils who learn the course
material consciously, create favorable conditions for the development of
thinking, communication skills etc. Children take an active position in
learning.
Educational opportunities of information and computer technologies are
actively investigated in methods of teaching foreign languages.
At my lessons, I use different methods of learning to focus attention and
increase the success during learning the material.
Warm up strategies
for the classroom are excellent teaching tool. I know that starting the lesson
with a good hook activity sets me up for a better chance of success. It
captivates my students and involves them into the process of the lesson, giving
me the opportunity to conduct the lesson successfully. This strategy stimulates
my students to think about the topic in and generates their interest.
Alternative
ending is a warm-up
activity that helps my students to express their ideas. I read any kind of text
from the book. When I stop reading the text, the students should complete the
story in some minutes in different variations. This kind of task forces them to
draw from their imaginations and experiences the end of the story.
When using the "brainstorming" participants
generate creative ideas and solutions through intensive and freewheeling group
discussion. Every participant is encouraged to think aloud and suggest as many
ideas as possible, no matter seemingly how outlandish or bizarre. Analysis,
discussion, or criticism of the aired ideas is allowed only when the
brainstorming session is over and evaluation session begins. Also
disappears fear of being "ridiculous" speak badly, creativity and
creative thought are released.
An “ice breaker” is an activity, game, or event that is
used to welcome and warm up the conversation among participants in a meeting,
training class, team, or other event. Any event that requires pupils to
comfortably interact with each other and a facilitator is an opportunity to use
an ice breaker.
An effective ice breaker will warm up the conversation in training class or
meeting, reinforce the topic of the lesson, and ensure that participants
enjoy their interaction and the lesson. When participants don’t know
each other, the ice breaker will help them introduce themselves to the
other participants.
During my lessons I use such interactive
technology as "microphone", which gives everyone the
opportunity to say something quickly, taking turns, answering the
questions or expressing their opinion or suggestion. The
work is organized in this way. First I put the questions to
the class. For example, to the topic “Music”.
- “Life without music would be a mistake”. Do you agree with this
statement? Why? I give the pupil a microphone, which
expresses his opinion and passes a microphone to another pupil.
One pupil has the right to say who has the microphone.
Technology is
an ever-increasing part of the English language arts classroom. Today's
teachers are developing new and exciting means of integrating language,
writing, and literature with innovative technologies. I find the use of
technology in the classroom amazing. It offers great visual aids as well as
listening and reading inputs through power point presentations, for instance. I
use a computer on my lessons. It is
a great resource. It offers me the possibility of playing audio and video
files, showing images, recording voice for pronunciation practice and internet
site contents to add relevance to the class. I sometimes have my English
lessons in Computer Study. My students work with computers. I give some activities that I hope my students will be
able to use autonomously to practice and develop their English. I and my
students use the latest educational devices like Power Point presentation, the
programme Publisher, Microsoft Word. I use such computer educational
programmes. There are various tasks for developing students’ skills of writing,
reading, speaking and listening.
One more form of interactive learning which I use at my
lessons is project work. The aim of my work is to
provide a simple introduction to project work and to show the effectiveness of
this method. I always try to explain my students what this project is about,
the main aims and how to represent it in the classroom. I explain my students
that projects are the result of hard work. The authors of the projects have to
make the plan, find information about given topic, write main ideas, find or
draw pictures and at the end of the work present it. My pupils choose the way
of presentation by themselves. It can be a poster, a wallpaper, a book, a
magazine or slide show. My students have done a great deal of projects from
mini individual projects to big projects which were presented. In these
projects they had the opportunity to use the knowledge they had gained at other
lessons in the English class. Project work gives my students an opportunity to
bring their know-ledge, feelings, ideas, experience and intelligence of their
world into the school.
I also use a
variety of methods to teach English. They are: language immersion (in a language immersion class, I speak nothing but English, using
visual aids and facial expressions to help mystudents understand what I am saying. This technique can work well
with very young children), games(they can increase English knowledge while kee-ping
students interested in the class. Working young students, І practice active games
such as throwing an object to hit a vocabulary card and having them use
that word in a sentence. І can also use quieter games, such as Bingo or word puzzles), visual aids (
flash cards can help pupils to build vocabulary quickly. For example, I may go
through a stack of flash cards to teach new words, than use those words in a
game. Without the cards, students may not know what I am talking about. I also
use visual aids such as English movies or TV shows to help the students learn
about American or English cultures), role-playing (conversational practice is key to improving students'
English abilities. Set the students up in different scenarios-such as ordering
at a restaurant or going to see a doctor about a health problem-and have the
students role-play the conversation. I could have students practice with me or
with one another). I also use pair and group work which
inspire my students to a creative work, arise their interest in communicating
English.
These
are some of the effective ways
which I use to teach grammar: deductive method(using this method, I start with rules and definitions
after that I apply them to particular examples and clarify the underlying ideas
and implications of the formula and rules); inductive
method (this follows the reverse process. I proceed from the particular to
general. I
present several examples to the students. After the examples I lay down the rules. The advantages
of this method are:in
this method the students become an active partner in the classroom. They become
the discoverer of rules and usage of grammar structures. The students get an
opportunity to apply their
brain
and intelligence. It instills self confidence and sense of participation in the
students mind),teaching
grammar
through games(to teach grammar in an effective way
and to make the students to involve actively, it can be taught through games),teaching grammar through technology post – modern age connects a big link between
language and technology. Technology plays a vital role in teaching all the
subjects. I use modern
teaching methodology of PowerPoint
presentation with animation
which
motivates the students to learn grammar with ease. These are some of the
effective ways of
teaching
grammar.
After classes
activities also take an integral part in the school life, as pupils want to
know more information about English speaking countries. So, when children show
the awareness on some definite topics we prepare different parties and they, as
well as me, have much fun ever.
I teach my
students not only language but also the way to communicate through it, to lead
a letter style of life, to love each other, to be devoted to their country,
school, friends, parents, teachers, to be open-hearted with them.
I always take
part in professional development seminars where we discuss new methodological
approaches, curriculam development, new studying skills. There are materials
which enable my students to improve their study skills and to mastery of their
English language.
Conclusions and results
ICT allow to train different types of speech activity and combine them in
different combinations, to help understand linguistic phenomena, to form
linguistic abilities, create communicative language situations to automate
actions and ensure the realization of individual approach and increase
independent work of the pupils.
During interactive learning, students learn to think critically, solve
complex problems by analyzing situations and relevant information to make
thoughtful decisions, participate in discussions, communicate with other
people.
It should be noted that interactive learning technologies include clearly
planned, expected learning outcomes, some interactive methods and techniques
that stimulate learning process, and training and mental conditions and
procedures by which the planned results reach. Interactive and
project learning technologies help me as a teacher not only to develop pupils'
language skills and ability, but form their intellectual and speech abilities.
Special attention to the development of a culture of communication,
enriching the pupils understanding of the country, whose language is studied,
deepening their knowledge.
Thus I conduct active work aimed at upbringing positive attitude to foreign
language and culture, a constant comparison of elements of the culture occurs
and life of their country and countries the language of which is studied.
The concept of the role of a language as part of the culture of the people
and the need of using it as an important means of intercultural communication
is formed.
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