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4-CEKCIYA. SHET TILIN ARNAWLI MAQSETLERDE OQITIWDA JÁHÁN
TEXNOLOGIYALARIN MASLASTIRIWǴA NÁTIYJELI JANTASIW
SECTION-4. EFFECTIVE APPROACHES TO ADAPTING WORLD TECHNOLOGIES
IN TEACHING FOREIGN LANGUAGES FOR SPECIAL PURPOSES
FROM THE EXPERIENCE OF USING VIDEOS IN ENGLISH CLASSES
Abdrazakova Klara-teacher of school № 31
Shymkent, Kazakhstan
In this thesis I am going to write about the use of a video in English classes. According to the
syllabus the students were learning the theme “Education” from their textbook. For this reason we
suggested to the target group of students to work with an authentic movie named “The English
teacher”, which lasts for 21 minutes and it was taken from You Tube.
Using videos in the classroom allows the learners access to more information when listening.
That is, the learners can now see what is happening as well as listen to the text. Nonverbal behavior
or paralinguistic features of the spoken text are now available to the learners, so learners can develop
their listening skills in a richer language context.
Many language learners watch movies outside of class time, but few of them consider
this as an opportunity to develop their listening skills. Going to a movie is considered as entertainment
and often "doesn’t count" in terms of learning. We can, however, in the language classroom, sensitize
our learners to how they can make use of movies to help them develop not only knowledge of English
but also their language skills, such as listening, reading, writing, speaking, as well as creativity.
We devoted three lessons to this authentic video. In the first lesson we worked with new words
and phrases, students may have difficulty while watching the film, that’s why it is essential to work
with unknown words in order students not be challenged while watching. The tasks were designed
for learning the spelling of words, for pronunciation, for learning the structure of words (word
formation), for learning the meaning of word by matching words with explanations, by guessing
meaning through context and by translating them into their native language. While learning the words
students did tasks which developed their creativity. They used these words in new situations, created
situations where they can use these words and phrases, changed the words with synonyms, antonyms.
In the next step we asked learners in what films they can meet these words and what kind of film they
are going to watch. We did prediction activity in order to motivate students to watch the film.
In our second lesson we organized watching the video. For students we suggested the following
during-class activity:
Stage 1. First -Watching Activity. First students listen the first part of the video without
watching the movie. After listening the conversation between the characters they do the task. These
tasks help to develop students’ imagination, prediction skills. They learn to react to voices, to listen
carefully to every noise. They develop their analyzing skills.
Stage 2: While-Watching Task. In this stage the students first watch the second part of the video
with sounds and visuals. The teacher stops the video several times and ask students the meaning of
some phrases, identify the flow of actions, and check their comprehension. And also they are asked
to do some tasks, while watching the film.
Then the students to watch the third part of the video without the sound and predict the speech
the characters said. This gives them opportunity to combine sentences, develop prediction skills,
critical thinking skills as well as creativity. After watching the third part students answer the questions
in order to check their comprehension.
In the third lesson we used 2 activities
Activity 1. “Asking and Answering Questions”.
I asked students to write as many questions as they could in 15 minutes about Robert, his life,
about Jin Yeng and about events happened in the movie anything they wanted. After students were
done with the questions, each one of them had to come up front and sit in a chair while the other
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classmates asked them the questions they wrote. This exercise proved to be very beneficial because
students could learn the structures of questions in the English language. The class was very active
since all students participated and they asked each one of their peers interesting questions which
enabled students to be more prepared for interviews in the future.
Activity 2. The second activity is called “Circles of Life”. In order to listen to what students
have to say and share I proposed a very interesting activity that enabled me to get excellent results. I
asked students to draw three big circles. In the circles, they had to write about the most significant
aspect of their lives. For example in Circle 1, they had to write the people who are dear to them; in
Circle 2, the most happiest events they have; in Circle 3, the most difficult periods of their life.
Students were told to stand up and walk around the classroom sharing every circle with the other
students. As a hometask I asked them to do Reflective writing. Students should write a reflection
about the video they have watched.
It is very important to design tasks for the video with right stages. The listening part should
involve the lead-in, the pre-teaching of vocabulary, a gist task and a more specific information task.
The whole listening and viewing process in turn acts as a lead-in and contextualization for the
teaching of the topic, where students got through similar stages and were guided to do some creative
tasks. Through this arrangement, students are well activated as they are given lots of opportunities to
make use of their knowledge to develop their creativity both before and after watching the video.
REFERENCE
1.Widdowson, J. (1984). Video in Language Teaching. Cambridge: CambridgeUniversity
Press.
2. Wing, J. (2008). Using Authentic Video in the Language Classroom. UK: Cambridge
University Press.
https://www.youtube.com/watch?v=fMpjENF1VDc
THEORETICAL ASPECTS OF USING PROJECT WORK IN TEACHING ENGLISH
Abdullaev Maksud.Alimbaevich-dots.
Karakalpakstan
Institute of agriculture and agro-technology
According to the Buck Institute for Education (BIE), project-based learning has its roots in
experiential education and the philosophy of John Dewey. The method of project-based learning
emerged due to developments in learning theory in the past 25 years. The BIE suggests, “Research in
neuroscience and psychology has extended cognitive and behavioral models of learning — which
support traditional direct instruction — to show that knowledge, thinking, doing, and the contexts for
learning are inextricably tied.” Because learning is a social activity, teaching methods can scaffold
on students’ prior experiences and include a focus on community and culture. Furthermore, because
we live in an increasingly more technological and global society, teachers realize that they must
prepare students not only to think about new information, but they also must engage them in tasks
that prepare them for this global citizenship. Based on the developments in cognitive research and the
changing modern educational environment in the latter part of the 20th Century, project-based
learning has gained popularity.
To meet these communication needs, more and more individuals have highly specific academic
and professional reasons for seeking to improve their language skills.
Project work is characterized as one of the most effective methods of teaching and learning a
foreign language through research and communication, different types of this method allow us to use
it in all the spheres of the educational process. Project work is not a new methodology.
Project work seems to match this English teaching and learning need. Project work is simply
defined as “an instructional approach that contextualizes learning by presenting learners with
problems to solve or products to develop” [1;1]. PBL is different from traditional instruction because
