Навигация
4.3 Analysis of the Results
When all these numerous tasks and activities were successfully performed, the author of the case study summarised the results of the students’ opinion about them.
TABLE 3. Self-assessment
| Lessons | I like activities at the lesson | I partly like the lesson | I did not like the activities |
| 1- lesson | 10 | 7 | 6 |
| 2- lesson | 15 | 4 | 4 |
| 3- lesson | 16 | 5 | 2 |
| 4- lesson | 16 | 4 | 3 |
| 5- lesson | 18 | 5 | 0 |
| 6- lesson | 20 | 3 | 0 |
Table 3 shows that 20 students out of 23 liked the activities, 3 students out of 23 partly liked the activities at the project lessons. It proves that activities at the project lessons were used successfully.
In order to observe a progress of the students’ knowledge an achievement test was suggested, which consisted of 3 exercises.(Appendix 10)
In those tasks the students had to demonstrate their knowledge of the new vocabulary which were used in the topic “My Body”.
Figure 2. The Result of the Achievment Test
Figure 2 shows the results of the test, where the vertical axis reflects the percentage of development of the students’ skills. According to the final test 15 students out of 23 are good listeners, 18 students out of 23 are good readers, 10 students out of 23 are good writers.
Finally, at the end of the project work the respondents were to choose the statment 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
So, only 7 respondents out of 23 confessed that they were afraid to speak in English. (see Chapter 4.1)
To compare the results of the first questionnaire with the final test the following conclusion can be drawn out that significant progress in training all language skills has been made. The results of the project work “My Body” showed that the pupils self-activity and potencial self-realization were grown.
Conclusion
Needless to say that the English language has become very popular today. About 350 million people speak English as its first language. It is an official language in 44 countries. It is the dominant language of the medicine, electronics and space technology. A foreign language is not just a subject learnt in the classrooms. It is something which is used in real life situations. Project work is one of the teaching methods teachers can use for teaching the English language during learning process.
The aim of the Paper was to stimulate the interest in studyng the English language and to improve the skills and knowledge of pupils with the help of project work “My Body”.
The objectives of the Paper have been completed:
metodological literature on teaching English through project works has been studied;
the case study has been carried out;
the results of the case study have been analyzed.
The research that was carried out based on the analysis of the theoretical literature and completed tasks and activities for the project work “My Body”, allowed the author to ascertain that the hypothesis of the Paper has been proved, that the effective use of the project work successfully develops all language skills of young learners. The study proved also that the project work elevated the effectiveness of learning English.
Project work includes a lot of practical activities through which learners develop all skills and knowledge even in different school subjects. Project work is an example of the co-operative learning. In big classes it is possible to organise dynamic and creative teaching with the help of such teaching/learning organization forms as pair and group work.
Bibliography
1. Cooper, J.O., & Edge, D. Parenty “Strategies and Educational Methods” Columbus, Ohio: Charles E. Merrill, - 1981,- 250 p.
2. Edge, Julian. “Cooperative Development”. Longman, - 1992,- 106 p.
3. Janet Ever “Cross –curricular Topics in Teaching English to Young Learners RaKa, 2002
4. Feldman, G.G. “Speech and Language Service” Reston,VA: 1997, - 376 p.
5. Jill Hadfield “Elementary Vocabulary Games”. Longman, - 1998.
6. Jemery Harmer “How to Teach English”. Addison Wesley Longman, !998, - p.87-96 . – p.115-119
7. Haines, Simon.” Projects for the EFL Classroom”. Edinburgh: Nelson, 1989, -108 p.
8. Hutchinson, Tom, Project English 2, Teachers Book. Oxford, University Press,, 1986, - 120 p.
9. Longman Dictionary of English Language and Culture. Longman Group UK Limited, -1982, GB, -1528 p.
10.Legutke, Michael & Thomas, Howard. Process and Experience in the Language Classroom. London & New York: Longman Group UK Limited, -1991, -331 p.
11. Piaget J. (1952) “The Origins of Intelligence in children” New-York.
12. Skinner B. F. (1953) “Science and human behaviour” New-York.
13. Stephens, T.M. “ Teaching skills to children with learning and behaviour disorders” Columbus, Ohio: Charles E. Merrill, -1977, -640 p.
14. Ross Vasta “Child Psychology the Modern Science”. J. Wiley& sons,. INC. –1992, - 665p.
15. J. V. Thill, Coutland L. Bover. “Excellent in Business Communication” United States – Case Studies, -1991, -600 p.
16. Vigotsky L. S. (1962) “Though and Language” Cambridge, MA: MIT Press
17. Diana E. Papalia. “Human Development”. Mc Graw-Hill, INC- 1992 - 230 p.
18. Underwood, Mary, Effective Class Management. London: Longman,- - 1987, -96 p.
19. J. Wills “Prevention of Child Maltreatment” A Wiley – Inter science Publication – 1992, - 436 p.
20. William L. “Exceptional Children”. Heward /Michael D. Columbus, Ohio: -1984, -265 p.
21. Wallace, G. “Teaching Children with Learning Problems”. Columbus, Ohio: -1984, - 473 p.
22. Project Work/Ideas for Communicative Language Teaching// An Introductory Booklet for Teachers of English, -2002, p.26-28.
23. http://www.smartown.com. Project –Basic.
24. http://www.cal.projbase.Project - Based Learning for Adult English Language Learners.
Appendix
TABLE 2. Activities for the Topic “My Body”
| Description of activity | Teacher’s Language | Language Skills Focus |
| 1.Sing song and do the actions | Nose, head, shoulders, etc. | Listening, speaking skills |
| 2.Drawing the parts of the body | “Show me…” “What is it?” | Speaking, writing, listening skills |
| 3.To listen to the dialogue | Helping with difficult words | Listening and speaking skills |
| 4. Mime-show | Introduce new words | Speaking, writing, reading, listening skills |
| 5. Measuring your body | Giving instructions | Speaking, listening, reading, writing skills |
| 6. English food | Giving key words. “What is different about English food?” | Reading, listening, speaking skills |
| 7. Game “Healthy Food for Healthy Body” | Questions about the text | Speaking, listening, writing |
| 9.“Table Manners” | Helping with new and difficult words | Reading, speaking, writing, listening |
| 10. Test | Read the first task | Listening, writing, reading, skills |
Figure 1. Types of the Intelligences in Form 4
Похожие работы
... questions and answers. A much better kind of practice is to ask them to make their own sentences using the words correctly if they make some mistakes. The main aim of the pupils is to perform some kind of talk about towns and places of interest. There are different kinds of speaking activities from puzzle – like tasks to more involved role-playing. One type of speaking activity involves the ...
... Intelligences, The American Prospect no.29 (November- December 1996): p. 69-75 68.Hoerr, Thomas R. How our school Applied Multiple Intelligences Theory. Educational Leadership, October, 1992, 67-768. 69.Smagorinsky, Peter. Expressions:Multiple Intelligences in the English Class. - Urbana. IL:National Council of teachers of English,1991. – 240 p. 70.Wahl, Mark. ...
... CLT: "Beyond grammatical discourse elements in communication, we are probing the nature of social, cultural, and pragmatic features of language. We are exploring pedagogical means for 'real-life' communication in the classroom. We are trying to get our learners to develop linguistic fluency, not just the accuracy that has so consumed our historical journey. We are equipping our students with ...
of promoting a morpheme is its repetition. Both root and affixational morphemes can be emphasized through repetition. Especially vividly it is observed in the repetition of affixational morphemes which normally carry the main weight of the structural and not of the denotational significance. When repeated, they come into the focus of attention and stress either their logical meaning (e.g. that of ...
0 комментариев