Komogorova M. , Tsehmeistruk
O.
Kiev National University
named after M. Dragomanova
Variety of teaching methods
Today, the main goal of the school is to promote the
mental, moral, emotional, and physical development of the individual using a
variety of teaching methods.
The aim of work:
to distinguish one the most effective method of teaching what can be used
in school, in class as multiculture enviroment – mini
project.
Multiculturalism refers to the "sharing of many
cultures." Each person is a part of at least one culture. So, each class
is multiculture environment. The first goal of a multicultural communication is
to assist children with recognizing differences, as well as similarities, among
all people. Allowing children to explore
varying cultures creates opportunities for them to see that even when people
have different customs and traditions, they often share some common traits,
too.
Children learn that people can be different and
unique, yet still have much in common.
Such realizations help young children learn to accept differences and
aid in eliminating prejudice and racism.
These realizations assist children with accepting and respecting people
from all cultures and backgrounds.
Variety of teaching methods
There are four main groups of methods of teaching which we can call Expository or Presentation,
Participatory, and Evaluatory or Application, Exploratory or Discovery.
GROUP 1: Expository
methods
These are methods when the teacher tells the learners
something or shows them something (demonstration). There are two main forms: the lecture (with or without visual aids) and the
demonstration.
GROUP 2: Participatory
methods
The learners
share their knowledge, experience and views. They work together to do something
as a joint enterprise; it is called a co-operative learning! (Example: group
discussion, role play). We would like to give an example [2].
Me as a famous person
Pupils divide into pairs. One partner is an
interviewer and the other one imagine himself or herself to be a famous actor \
singer ect. The journalist asks questions about his or her plans and hobbies on
each day of the week and write down short answers in the piece of paper shown
below.
(What are you
going to do on……..?)
(Who are you going to do that with?)
(At what time are you going to do that?)
After asking that , the journalist imagine himself or
herself to be a representer of a famous TV show about celebrities. Tell the
viewers about the person that was interviewed.
|
|
Morning |
Afternoon |
Evening |
|
Monday |
ice-skating with at |
with at |
with at |
|
Tuesday |
with at |
with at |
with at |
GROUP 3: Evaluatory or
application methods
At times we want to test, whether the learners have
really learned what we are teaching. (Example: tests, questions, exercises).
Look at the
1. Oil ..........on water.
A is floating  has been
floating Ñ has floated D floats
2. I ……………to Joe's flat once before.
A only go Ñ
have only been
 am only going D
have only been going
3.
She........................playing computer games.
A is loving Ñ
loves
 has loved D has been loving
GROUP 4: Discovery
methods
In this case the learners can find out the new
knowledge and understanding by themselves; they discover new ways of doing
things, they develop their own skills. There are two kinds of this methods:
reading and project. Lets speak about the last one.
Project work is characterized as one of the most
effective methods of teaching and learning a foreign language through research
and communication. Mini-projects help the pupils to develop their imagination
and creativity.
A project is a task set to the learners, which will
involve them to work (that is, reading, enquiring, collecting information or
making something) more or less on their own.
There are several stages here:
a) set the task very clearly so they can see it. Make
sure they understand what they need to do;
b) they collect the materials. It may be the things
needed to make the object they agreed to make or it may be the data they need
for answering the question posed;
c) they process the materials which they had collected.
They can make an object, prepare a meal, put together a report or in some other
way sort out the material;
d) they present it to the teacher. They can write a
brief paper, prepare an exhibition etc.
At the school level, project work encourages imagination
and creativity, self-discipline and responsibility, collaboration, research and
study skills.
Mini-projects
In project work, pupils work together in class to
achieve a common purpose, a concrete outcome (e.g., a brochure, a written
report, a bulletin board display, a video, an article for a school newspaper, etc.). Mini-projects
can be used for the lesson or part lesson. The most productive for
foreign language course.
Projects are often done in poster format, but students
can also use their imagination to experiment with the form. It encourages a
focus on fluency. Each project is the result of a lot of hard work. The authors
of the projects have found information about their topic, collected or drawn
pictures, written down their ideas, and then put all the parts together to form
a coherent presentation. Teacher must learn or remember with pupils a lot of words on this topic
before organizing project work. Students are given an example and then they
should prepare their own mini-project while the lesson. Look at the example [1]
.
Literature
2. Êîìîãîðîâà Ì.². Íàóêîâî – ìåòîäè÷íèé æóðíàë «Àíãë³éñüêà
ìîâà òà ë³òåðàòóðà» ¹ 16-18(422-424) ÷åðâåíü 2014ð. ñ. 8