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Rehearsal: getting students to have a free discussion gives them a chance to rehearse having discussion in project work
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1. Rehearsal: getting students to have a free discussion gives them a chance to rehearse having discussion in project work.
2. Feedback: speaking tasks where students are trying to use all and any language they know provides feedback for both teacher and students. Teacher can see how well their class is doing and what language problems they are having (that is a good reason for project lessons); students can also see how easy they find a particular kind of speaking and what they need to improve.
3. Engagement: good speaking activities can and should be highly motivating. Many speaking tasks (role-playing, discussion, problem-solving) can be used in the project work [6, 88]
There are four types of speaking activity:
information- gap
survey
discussion
role-play
One popular information-gap activity is called “Describe and Draw”. It has many of the elements of an ideal speaking activity.
One way of provoking conversation and opinion exchange is to get students to conduct questionnaires and surveys. If the students plan these questionnaires themselves, the activity becomes even more useful.
Role-play activities are those where students are asked to imagine that they are in different situations and act accordingly. Teachers can organise discussion sessions in their classroom, too.
Writing is a basic language skill, just as important as speaking, listening, and reading. Students need to know how to write letters, how to put written reports together, how to reply to advertisement – and increasingly, how to write using electronic media. Part of teacher’s job is to give students that skill.
There are four writing sequences:
postcard
altering dictation
newspaper headlines/articles
report writing [6,81-83]
Another factor which can determine teacher’s choice of writing task is the students’ interests. Teacher’s decisions, though, will be based on how much language the students know, what their interests are, and what teacher thinks will not only be useful for them but also motivate them as well.
To sum up it is possible to say that while project work all language skills should be trained. So, speaking activities may well form one part of a much longer sequence which includes reading or listening and, after the activity, study work. The teaching of reading is intimately bound up with the teaching of writing: the one provides the model for the other. Writing is a basic language skill, just as important as speaking, listening and reading. Listening is a skill and any help teachers can give students in performing that skill will help them to be better listeners.
Practical Use of the Project Work “My Body”
The aim of the practical application of the project work “My Body” was to investigate the possibility to increase the student’s interest in learning the English language, to develop all language skills and improve knowledge of young learners.
This part of the work passed through certain stages:
questionnaire to study the students’ types of the intelligence;
selection tasks and activities for project work “My Body”;
practical implementation of the project material;
analysis of the results obtained.
The practical application of the material was carried out from 1st October 2003 till 17th October 2003. It was realized in Jēkabpils Secondary School No2 with 4-th formers, three hours of the English language a week. The group consisted of 23 students.
4.1 The Results of the Questionnaire
To study the types of the students’ intelligences in the class, according to the first stage, the investigation was carried out. In order to do that the students were asked to answer the questions. (Appendix 2)
Figure 1. Types of the Intelligences in Form 4
Figure 1 shows the result of the questionnaire where the vertical axis reflects the percentage of the students’ intelligences in 4-d class.
It turned out that the most part of the learners had linguistic, visual and socialiser intelligences. So, refering to the Gardner’s table of intelligences (see Chapter 2) it is possible to conclude that 6 learners like to read, write and tell stories; 2 learners like to do experiments, ask questions; 5 learners like to draw, look at pictures; 2 learners like to sing, listen to music; 3 learners are good at physical activities; 4 learners like to join groups; 1 learner is the best by having own space.
It was also interesting to find out what the students felt concerning their abilities to speak and read in English. The respondents were to choose the statement according to their feeling:
Speaking in English:
I speak as much as possible
I should speak more
I want to speak but I am afraid
Reading in English:
I can understand the main idea
I understand partly, I need help
I understand very little
So, 14 respondents out of 23 confessed that they were afraid to speak in English and 10 respondents out of 23 understood very little while reading in English.
Having generalized the results of the questionnaire and interviews with the students the following conclusion can be drawn. The teacher can use project work for developing all language skills. So, the next step to make was to complete a set of activities and tasks for the theme “My Body” according to the students’ types of intelligence.
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