Нұрсейітқызы Ә, Абдыхалыкова А.М.

Евразийский национальный университет, Астана

Projects as one of the effective technologies in English classes

Today, we face with an acute problem of active creative perception of knowledge, so we need to make the learning process more fun and interesting to reveal the value received in the school of knowledge and its practical application in my life. Solving these problems requires new pedagogical approaches and technologies in universities. Each university subject has its own specifics and therefore the specifics of the use of certain methods, innovative learning technologies.

One of the technologies that provide student-oriented education and training is a method of projects, since it practically absorbs and other modern technologies, such as cooperative learning [1].

Project method appeared in 1919 in America. The basis of this method is based on the ideas of Karl Dewey, Lai, Thorndike and other American scientists.

Project- is the creative activity of students corresponding to its physiological and intellectual capacities, taking into account the requirements of the state standard.

The main idea of the project technology:

1. Students perform an activity with great enthusiasm that is chosen by them;

2. Activity is based sometimes not in line with the academic subject.

3. The slogan of this activity: "All from life, all for life."

Objectives:

- promote formation of a system of knowledge and skills embodied in the final intellectual product;

- assist in independence;

- assist in developing logical thinking skills;

- assist in developing of ability to see problems and make decisions;

- assist development of skills to obtain and use the information to engage in planning,

- develope literacy;

- assist in activation of thought processes;

- assist in development of the ability to work in a group, to acquire collaboration skills.

By the number of participants in the projects we clarify rather it is personal, paired or group project. Now, I am working on a group project. In this case, from a methodological point of view, teacher should organize the activities of the project participants in the group of disciples and the role of the teacher-coordinator is highly important.

Group projects method is based on the rules and principles:

- no team leaders. All team members are equal.

- teams are not competing.

- all team members should communicate with each other with pleasure, because they perform the task together.

- all must be active and bring in his own contribution to the common good.

- all members of the team are responsibile for the final result.

- groups are formed taking into account the psychological compatibility, while there is a strong student, medium, weak in each group. The group chooses one task, but everyone chooses performing roles. Each student receives a separate area of work in the project [2:62]. During the project, students have come to the conclusion that the success of each depends on the success of the whole project, so each participant consists in the active search for new information in the "extraction" of knowledge. Working on a project, the students learn to work in a team, take responsibility for the implementation of its section of the work, to assess the results of their work and the work of their colleagues. And this is a huge boost to the active assimilation of knowledge. The teacher acts as a consultant, an assistant observer, a source of information, the coordinator. The main task of the teacher is not to transfer specific knowledge. For the ways of working algorithms are developed for the following tasks:

- highlighting problems

- searching for approach to solving problems

- work with the information sources

- critical analysis of the text, the description of the results of operations. Separately should be said about the coordination of projects and the organization of an external evaluation, since it is well known that the best improvisation is one that is well prepared. Therefore, if the teacher has decided to use in the study of a section, the issue of the draft program method, it should all be carefully considered. Teachers usually fill this form because it is convenient to prepare for a lesson on project technology.

The stages of creating a project. When the teacher starts a new project with the students, he usually asks himself: Where to start? I want to bring the order of steps as one of the samples.

I stage. Starting or goal setting, preparation.

Students’ activities.	· Identify the problem. · Discuss the task. · Check the information
Teachers’ activities.	· Explains the purpose of the project · motivate students · Observe

II stage. Planning.

Students’ activities.	· Form a task. · Check the information. · Select and justify their success criteria.
Teachers’ activities.	· Help · Observe

III stage. Making a decision (Selection methods of checking made decisions.)

Students’ activities.	· Work with information · Do a research
Teachers’ activities.	· Observing · Consulting

IV stage. Performance.

Students’ activities.	· Decorate the project. · Perform research. · Work on the project.
Teachers’ activities.	· Directs the process, if necessary. · Observing

V stage. Evaluation of the results.

Students’ activities.	· Participating in the collective self-analysis and self-assessment.
Teachers’ activities.	· Directs the process, if necessary. · Observing

VI stage. Defend of project.

Students’ activities.	· Defending a project · Participate in a collective assessment of the project results.
Teachers’ activities.	· Participate in a collective assessment of the project results

Conclusion.

Thus, the project form of work is one of the important technologies that allow students to apply the acquired knowledge on the subject. Students broaden their horizons, the boundaries of language proficiency, gaining experience from its practical use, study foreign language listen to it and hear, to understand each other in the protection project. Students work with reference books, dictionaries, computer, thus creates the possibility of direct contact with authentic language, which does not give learning a language only using the textbook in the classroom in the classroom.

Working on the project - is a creative process. The student independently or under the supervision of the teacher is looking for solutions to some problems, this requires not only knowledge of the language but also the possession of a large volume of subject knowledge, knowledge of creative, communicative and intellectual skills. The foreign language course project method can be used in the framework of the program material on virtually any topic. Work on the project develops the imagination, imagination, creative thinking, self-reliance and other personal qualities. Truth mined by his own strenuous efforts, is of great educational value.

Literature:

1. Использование проектной технологии на уроках английского языка, Шумская Е.М.

2. Проектная технология на уроке английского языка, Куркова С.В., “Инновационные проекты и программы в образовании 2010/4”

3. http://ped-kopilka.ru/blogs/andrianova-tatjana-anatolevna/ispolzovanie-proektnoi-tehnologi-na-urokah-angliiskogo-jazyka.html