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approaches, educational institutions can equip teachers with the knowledge and skills needed to
navigate the complexities of digital learning environments. Furthermore, ongoing research and
evaluation are essential for identifying best practices and evidence-based strategies for optimizing the
use of IT in education, informing policy decisions and instructional design initiatives.
In conclusion, the integration of Information Technology (IT) in teaching methodologies offers
immense potential to enhance learning experiences and outcomes in modern educational settings. By
embracing innovative approaches such as blended learning, flipped classrooms, and personalized
learning experiences, educators can create dynamic and engaging learning environments that cater to
the diverse needs of students. However, addressing challenges such as the digital divide and ensuring
the quality of online education requires collaboration and investment from stakeholders across the
education ecosystem. With continued support for professional development and research, IT has the
power to transform teaching and learning processes, empowering students to thrive in the digital age.
REFERENCES:
1.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative
potential in higher education. Internet and Higher Education, 7(2), 95-105.
2.
Pellas, N., & Kazanidis, I. (2018). The use of Learning Management Systems in higher
education: A scoping review. Computers in Human Behavior, 87, 360-374.
3.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014).
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and
higher education: A meta-analysis. Computers & Education, 70, 29-40.
4.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class
every day. International Society for Technology in Education.
5.
Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about
whether, when and how. Routledge.
6.
Auerbach, J., & Schimming, L. M. (2018). Personalized learning: Lessons from the field.
RAND Corporation.
7.
U.S. Department of Education. (2010). National Education Technology Plan 2010:
Transforming American Education: Learning Powered by Technology.
8.
DiMaggio, P., Hargittai, E., Celeste, C., & Shafer, S. (2004). Digital inequality: From unequal
access to differentiated use. In K. Neckerman (Ed.), Social Inequality (pp. 355-400). Russell
Sage Foundation.
9.
Wladis, C., Conway, K. M., Hachey, A. C., & Pusic, M. V. (2019). The impact of cheating
on online exams: A descriptive analysis of student and instructor perceptions. Online
Learning, 23(2), 219-236.
CREATING POST- READING ACTIVITIES FOR SCHOOL CHILDREN ON THE
TOPIC “MARCO POLO LEFT CHINA IN 1292”
Nisanova Q.Q.
English teacher of school №48 named after T.Aybergenova
Kazakhstan, Almati
This article aims to provide educators with practical ideas for designing engaging and
interactive post-reading activities for school children on the topic of Marco Polo's departure from
China in 1292. By incorporating these activities into their lesson plans, teachers can enhance students'
comprehension, critical thinking skills, and overall enjoyment of the subject matter. The suggested
activities encourage students to delve deeper into Marco Polo's journey, explore cultural nuances, and
foster creativity. This comprehensive approach will not only deepen their understanding of history
but also promote a love for learning.
Teaching history to school children can be a challenging task, especially when it comes to
engaging them in the exploration of historical figures and events. Marco Polo, a renowned Venetian
merchant and explorer, offers an intriguing subject for young learners. This article presents a variety
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of post-reading activities that can be employed by educators to create an immersive learning
experience surrounding Marco Polo's departure from China in 1292.
1. Marco Polo's Journal
Encourage students to imagine themselves as Marco Polo and create a journal entry describing
his thoughts and emotions as he prepared to leave China[1]. This activity allows students to delve
into the historical context, express empathy, and develop their creative writing skills. They can
include details about the sights, sounds, and people he encountered, as well as his reflections on
leaving behind the wonders of the Far East.
Instructions:
1. Begin by discussing with the students the historical context of Marco Polo's departure from
China in 1292. Provide some background information about his journey, the cultural experiences he
encountered, and the significance of his departure.
2. Explain to the students that they will be stepping into the shoes of Marco Polo and creating
a journal entry capturing his thoughts and emotions during this pivotal moment in his life.
3. Encourage the students to imagine themselves as Marco Polo, fully immersing themselves in
his experiences and perspective.
4. Provide prompts or guiding questions to help students structure their journal entry. Some
examples include:
- How did Marco Polo feel about leaving China? Was he excited, sad, or conflicted?
- What were some of the sights, sounds, and people he encountered during his time in China
that he will miss the most?
- Did Marco Polo have any regrets about leaving China? Why or why not?
- What were some of the wonders of the Far East that left a lasting impression on him?
- How did Marco Polo reflect on his journey and the impact it would have on his future?
5. Give students time to brainstorm and jot down their ideas before they start writing their
journal entry.
6. Instruct students to write their journal entry, using descriptive language to paint a vivid
picture of Marco Polo's thoughts and emotions. Encourage them to include specific details about the
cultural experiences, landscapes, and people he encountered.
7. After completing their journal entries, allow students to share their writing with the class.
This can be done through reading aloud or by displaying their entries on a bulletin board.
8. Facilitate a discussion about the different perspectives and insights students gained from this
activity. Encourage them to reflect on the challenges Marco Polo faced and how his experiences
shaped his character and future endeavors.
2. Cultural Exchange Collage
Marco Polo's journey was not only significant for trade and exploration but also for fostering
cultural exchange[2]. Divide students into small groups and assign each group a different culture or
civilization encountered by Marco Polo during his travels. Instruct them to create a collage
representing the cultural elements they find most fascinating. They can include images, symbols, and
brief descriptions to showcase the diversity of these cultures and their impact on Marco Polo's
worldview.
3. Mapping Marco Polo's Route
Provide students with a map outlining Marco Polo's journey from China to Venice[3]. Instruct
them to trace his route and mark significant landmarks along the way. This activity helps students
visualize the vast distance traveled by Marco Polo and understand the geographical challenges he
faced. They can also research and add annotations about the cities, landscapes, and historical events
associated with each location.
4. Marco Polo's Legacy
Engage students in a discussion about Marco Polo's lasting legacy and influence on global
exploration and trade[4]. Ask them to brainstorm and present ideas on how Marco Polo's experiences
and discoveries have shaped the world we live in today. This activity encourages critical thinking and
highlights the enduring impact of historical figures like Marco Polo.
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By incorporating these post-reading activities into their lesson plans, educators can create a
dynamic and multi-dimensional learning experience for school children studying Marco Polo's
departure from China in 1292. These activities promote comprehension, critical thinking, creativity,
and an appreciation for historical exploration. By delving deeper into Marco Polo's journey and its
cultural significance, students will develop a richer understanding of history and cultivate a passion
for learning.
REFERENCES:
1.
Polo, M., & Rustichello of Pisa. (n.d.). «The Travels of Marco Polo».
2.
World History Encyclopedia. (2021). «Marco Polo».
3.
National Geographic Society. (n.d.). «Marco Polo».
4.
History.com Editors. (2019, April 11). «Marco Polo».
THE STRATEGIES FOR DESIGNING LISTENING ACTIVITIES
Z. Nurillaeva -4th year student, NSPI named after Ajiniyaz,
English language and literature
Z.Elmuratova -teacher NSPI named after Ajiniyaz,
English language and literature
The listening skill has a crucial role in language acquisition. In studies dealing with learning a
foreign language or a second language, it has been concluded that the role of the listening skill is very
crucial in the comprehension process [6:12] since the act of listening helps the individual start
learning the new language by listening. The listening skill is divided in two groups as reciprocal and
non-reciprocal listening. Reciprocal listening gives the listener the opportunity to communicate with
the speaker during the communication process. Non-reciprocal listening, on the other hand, is the act
of listening in which a unilateral interaction exists, as in listening to a radio program or an official
class. Based on this distinction, Anderson and Lynch claim that the listener must have the following
skills simultaneously: Identifying the signals from the speaker among the sounds/noise in the
environment; focusing on the flow of speaking process in words; comprehending the discourse of a
sentence and formulating a suitable reaction for it [1:24]. These four basic skills have a crucial role
in the realization of a successful listening process. These skills suggest that the active listener is in an
intense process of comprehension. Hence, the active listener tries to create a configuration process by
relating the content of a speech to his/her internal knowledge [1:25]. In order to reach the aim and
fulfill tasks put forward before education every teacher, every researcher in the field of methodology
should think of finding the effective ways of teaching children [4].
A listening activity in which the listener is an active participant consists of five interrelated
important stages. These stages are hearing, understanding, remembering, evaluating, and responding.
Underwood states that the cognitive functions of listening skill should be increased and it should
focus on the basic skills of predicting, testing and interpreting, which are thought to motivate students
more efficiently. Hence, it is emphasized that the exercises in a listening process should not be
restricted to only understanding and testing as these skills work in micro- (sentential) and macro-
(discourse) levels so the exercises chosen should reflect this basic reality. In accordance with this
wide scope, the tasks of exercises in a listening process range from ticking, circling, marking,
ordering, drawing, labeling, selecting, form-filling, making a list, spotting mistakes, table-completing
to predicting [2:69]. Richards handles the concept of listening from two perspectives. Listening and
comprehension, which are used to substitute one another, is a traditional way where the nature of
listening is considered [3:32]. Thus, it focuses on the strategies used in the listening education
process. These strategies are handled in two categories as cognitive and metacognitive. Cognitive
strategies are examined in three stages which are comprehension processes, storing and memory
processes and using retrieval processes. Metacognitive strategies are examined in four stages which
are assessing the situation, monitoring, self-evaluating and self-testing.
