Intensification of learning a foreign language using computer technology

Also, usage of such multimedia programs make it possible to create an atmosphere of presence in the country of studying language. The matter is that such disks provide texts and tasks for auding, songs, and exercises for improvement of your pronunciation. And all recordings are made by professional sound technicians and actors who are native speakers.

Nowadays, majority of schools are provided with modern computers, that's why the usage of such programs isn't a problem at all since they don't require special equipment.

The usage of educational computer programs during the lessons of English language is one of the most important attribute of beneficial effects which are connected with creative activity. And that goes without saying that it leads to rise of motivation of pupils [25; 8].

It should be taken into account that a teacher, who uses educational computer programs during the lessons of English, should know that any educational technology should correspond to following methodological requirements:

· conceptuality: scientific conception, which includes psychological and socio-pedagogical explanation of achievement of educational goals;

· systemic: availability of all system's characteristics (logic of the process, interconnection of all its parts, integrity;

· efficiency: guaranty of results, which suit educational standards;

· suppleness: possibility of variations in the content for guaranteeing of comfort and freedom of cooperation between a teacher and pupils, with a glance of specific conditions of pedagogical reality;

· dynamic: possibility of development or reorganization of technologies which are used;

· reproducibility: possibility of usage of technologies by other teachers in the same educational institution or in others.

Usage of computer programs during the process of teaching English, by no means doesn't prevent to solve communicative tasks. On the contrary it increases their efficiency since a teacher is able to make the most suitable and effective lesson in order to achieve assigned educational goals. That goes without saying that it's much better to demonstrate a small fragment in stead of showing an educational film which will take the whole lesson or even more.

A teacher can make distinctive editing, using one or even several computer educational programs. Besides, he is able to calculate it accurate within to second. Such type of project allows taking into consideration all peculiarities of each class and of every pupil separately.

Modern multimedia products allow to display the definite extract on the big screen, to use necessary video or audio during the lesson of English if there is a projector.

Thereby, creative approach to the process of teaching allows a teacher to enrich his lessons and to make the, more effective, using modern educational computer technologies.

Besides, during such lessons it becomes possible to develop skill of auding, which is a stay-put part in the process of teaching foreign languages. Moreover, multimedia computer programs can solve one more serious problem. The aim of teaching grammar isn't only to consolidate knowledge, but to teach pupils how to use complicated grammatical structures while they're speaking. That goes without saying that this problem is often faced by many teachers.

For example, educational computer programs «Reward» and «Professor Higgins» can be used on different levels from elementary to advanced and they suit methodological requirements such as systemic, efficiency and suppleness.

However, it's necessary to remember, that computer educational programs are effective only in the case if they conform to communicative tasks, aims and content of educational process.

Nowadays there are a lot of firms and laboratories which are situated under institutes of higher education. Majority of them work out multimedia products which will be helpful in the process of teaching English. And it's rather difficult to choose the most suitable one among all their diversity.

All this material which is offered for usage of teachers for convenience can be divided into 3 main groups:

1. Programs for material's presentation which widely use multimedia opportunities.

2. Programs - interactive laboratories or research environments, which can be studied in the local or network variants. It's not advisable to use them for frontal work, but they are intended for individual work with pupils, who have some skills of computers usage. This view is a result of many years' experience of usage of splendid environment «Living English».

3. Programs which use compressed material and which attempt to organize revision of material in the form of tests. As a rule, such programs use poorly animation, video, audio and concentrate on selection of questions and tasks, solution of which promotes development of thinking and it, in turn, establishes fundamental knowledge.

We often hear that the program is created by a creative team of psychologists, educators (it means they have never worked in a school), programmers, designers and, as is stated in the annotation to the program, with the involvement of practicing teachers.

Let us again define the nature of the work of teacher of any part of the educational system, and then appeal to analogy. Teacher's work is a profoundly creative, highly individual in its style, in some points theatrical process that requires an instant response to rapidly changing external factors. In other words, teacher is an actor who must be interesting; he is a source of knowledge. He should persuade in the necessity of learning English not to deceive a pupil, putting in his head bright knowledge without his will. Therefore, first of all, we should take into consideration child psychology.

Thus, the previously mentioned so-called creative team isn't a team which presents really effective specialists. It's like a group of people who are on the Earth and at the same time try to write a program for a long journey for a captain of a spaceship. The captain must have the experience and resources, and his intellectual potential is much more powerful than the total potential of «earth» group.

Usage of Internet has also its rather considerable disadvantages. Its usage in the mode of direct access in the classroom, in most cases is not possible for the following reasons:

· low quality of connection. In this case we can say that it's a real problem since disconnection or even 2-minute pause in the download of the site is a tragedy for the lesson;

· inability to make a qualitative description of the material because of plenty of useless information on the site;

· inaccessibility of Internet during the lesson because of high cost of daily connections since majority of schools don't use dedicated lines.

Studied theoretically all modern computer technologies which can be used in the process of teaching English, we came to conclusion that all of them have their own advantages and disadvantages.

But at the same time, we understand the necessity of usage information technologies in the educational process. The child grasps the information better when he realizes the process of work with texts, sounds, images on the screen, and also their correlations. Undoubtedly, usage of information technologies is one of the factors which favours increasing motivation. In combination with traditional methods innovation methods are focused on development of personality, forming communication skills.

And, taking into consideration all their peculiarities we decided to consider the usage of one of these technologies in practice. For this purpose, we have chosen the program Microsoft Power Point which includes, to our mind, more advantages before other means which we have described before. We suppose that it includes rather effective combination of characteristics: it's based on method of projects, which is admitted one of the best one, it refers to modern computer technologies and also, in comparison with some other modern technologies, Microsoft Power Point is rather easy for usage. That's why, this program is taken by us for our practical research.

2. Exploratory development on testing computer program Power Point in use of teaching English

2.1 Psychological and pedagogical bases of use of designing methods in the process of teaching foreign languages

Nowadays, in the educational system of our country we notice a change of paradigm of school education which is connected with the search for such methods of teaching that would be able to prepare the young generation to modern life. We need a technology that would permit a teacher to enter their students to the teaching process, to focus their search on the knowledge that favours the further development of bilingual personality, further development of communicative, sociocultural and intercultural competence.

One of the prospective methods of teaching, in our opinion, which has a deep potential for development, education and creating a full-educated person in modern society is the method of projects, which has already shown itself to advantage. We agree with E. Polat, who states, that the project method is not only a creative, but also it encourages communication activities of project's participants [26; 31]. According to it, we can speak about availability of its relation to learning foreign languages in a secondary school.

It is interpreted by methodists and teachers in different ways. We adhere to the following definition of this method: «Method of projects involves a set of educational and cognitive techniques that allow us to solve a particular problem as a result of independent actions of pupils with the obligatory presentation of these results. If we speak about the method of projects as a method of teaching technology, this technology involves the collection of research, problematic methods which are creative by their nature» [27; 67].

The most logical is to examine psychological and pedagogical bases of methodic of projects, taking into consideration specific features of English language as a school subject.

The object of study of English is a speech as the most important tool for cultural interaction in general. According to I.L. Bim [28; 11], cross-cultural interaction is possible only in the case when all components of communicative competence are if a school will be formed all the components of communicative competence are formed: language, speech, sociocultural etc.

The method of projects, as a modern educational technology, ensures the successful formation of all these components.

The popularity of the method of projects is the reason for the fact that, thanks to its didactic nature, it can solve the tasks of developing creative opportunities for pupils; improve their own skills and knowledge which can be used for the cognitive and practical tasks; orientate itself in the information space, analyze information, because at different moments in cognitive, experimental or applied, creative activities, pupils use the whole set of all the listed intellectual skills and abilities [29; 13].

The main purpose of teaching foreign language is the formation of communicative competence, which involves not only the practical knowledge of a foreign language, but also the ability to work with information: printed, audio in various forms, i.e proficiency in the skills of critical and creative thinking.

Therefore, we are talking about a specific organization of the content of teaching, which would help to acquire knowledge, intensify the process of teaching, give some tips which could be useful for independent work of pupils and moreover we're talking about organization which would be able to form informational and communicative competence.

In order to achieve the goals of modern educational system, the pedagogies all over the world have chosen personal-oriented approach. In comparison with some methods such as teaching in the groups, discussion, role-plays of problem orientation, method of projects more fully reflects the fundamental principles of personal-oriented approach which is based on humanistic principles of psychology and pedagogy.

According to the characteristic of the methodology of projects, mentioned above, it should be noted that it perfectly suites to productive teaching methods of foreign languages, foreign cultures and intercultural communication, the essence of which is developing, personal-oriented teaching.

However, we shouldn't forget that in order to intensify the process of teaching we need to use modern informational technologies equally with traditional methods.

If information technologies are auxiliary incentive-based tools in teaching, then their usage transforms the whole mental activity. It's the same as if they were work tools which modify the natural activity of organs [30; 34].

For example, the usage of computer presentations in the educational process allows to intensify the process of teaching and hold classes at a qualitatively new level, using in stead of the classroom board, slide films which are shown on a computer's screen or on a large wall screen or on a personal computers of pupils.

The efficiency of educational material depends greatly on the level of illustrative material. The visual richness of educational material makes it clear, convincing and leads to the intensification of the process of its assimilation. Computer presentations allow students to focus on the important points and to create images in the form of illustrations, charts, diagrams, graphics, songs, etc. The presentation can influence on several types of memory: visual, aural, emotional and, in some cases, motoric memory.

Having such peculiarity as interactivity, computer presentations can effectively adapt course material according to the features of pupils. The more interactive the process is, the more efficiency of perception of educational material.

We can use presentations in the teaching process at various stages of the lesson, but its main assignment as a presentation tool remains the same, it just changes its forms, depending on the assigned purpose of its use.

Existing software allows to make presentations without programming and in the short term and if necessary, even modify them. One of the most effective programs for creating computer presentations, as we have already outlined above is Microsoft Power Point.

It allows to create own presentations quickly and without any difficulties. When pupils make various tasks, using such type of software, they start the process of combination of practical and symbolic activity. Analyzing similar activities, we can come to conclusion, that a pupil, who memorize information with a help of supplement, building links differently than a child who memorize directly, because the child, who appeals to signs and auxiliary operations for memorizing information, requires not memory but the ability to create new connections, new structures, imagination, and sometimes well-developed thinking [31; 179].

But anyway, in spite of all advantages of method of projects, mentioned above, we can see, that implementation of this method isn't so extensively as it deserves. This situation is due to the following contradiction: High efficacy of method of projects and the limitedness of usage of this method in practice.

Ascertained contradictions and aspects, mentioned above, underline the urgency of our research. During the process of teaching foreign languages, method of projects gives significant results. It allows to create a special atmosphere during the whole lesson, where every student is involved in a cognitive process on the basis of methods of cooperation [32; 46].

The main idea of such approach to teaching foreign language is to transfer an accent from different types of exercises to mental activity of pupils which requires knowledge of some specific language tools [33; 49].

We suppose that only method of projects in conjunction with modern information technologies can help to solve this problem and make lessons of English interesting and informative.

2.2 Diagnostics of initial level of pupils' knowledge on the English language and level of their motivation

A theoretical study of our hypothesis shows a necessity to analyze this issue during the real educational process.

For implementation of our experiment, we form two groups on the basis of two classes - 8 «A» (12 pupils) and 8 «B» (15 pupils) of secondary school ¹23, Kostanay. They become the control and experimental groups accordingly.

In the beginning of experiment, we have identified two goals.

First of all, to identify the initial level of motivation of learning English. For this purpose, we need to solve the following tasks:

1. To determine what is the leading motive.

2. To identify the conditions that favour the motivation of learning English.

3. To find out how often teachers use information technologies during lessons of English.

In order to solve these tasks, we use the following methods:

* educational observation;

* analysis of English lessons, conducted by other teachers;

* questionnaire poll of students and teachers.

During the primary stage of our experiment, we identify the real motive of pupils, and the conditions that enhance motivation to learn English. In order to do it we analyze about 12 lessons of 6 teachers. Analysis is based on the following criteria:

* Usage of various pedagogical techniques during the lesson of English.

* Psychological climate of the lesson, pupils' style of communication.

* Techniques which allow to keep up interest of pupils.

Alongside with observation we use the interview to find out opinions of teachers on the following questions:

1. What educational technologies do you use during the lessons of English? What of them dominate?

2. What means are useful for making the process of teaching English more interesting?

3. Can you use a computer?

4. How often do you use a computer at lessons?

Thanks to the analysis of the results of observations and teachers' answers, we can affirm that the traditional educational technology is prevalent. It's indicated by 66% of teachers. Plays are conducted by 17% of teachers and the same situation with usage of informational computer technologies can be noted, 17%.

However, the analysis of answers reveals that 40% of teachers are dissatisfied with common educational technologies, since they aren't always effective for realization of lesson's goals.

According to answers on the second question we can speak about absolutely different opinions. 50% of teachers believe that a variety of hardware such as educational films, presentations, training programs, Internet, new computer technologies in educational process, can really increase the interest of pupils. And the same amount of teachers 50%, are sure, that authentic or new textbooks lead to increasing of interest during the process of teaching English.

Answers to the third and fourth questions are necessary to clarify how widely new information technologies are used. It becomes clear that a great number of teachers can't use a computer at all 50%, 33% of teacher can use a computer but they aren't able to apply it in the teaching process, and only 12% of teachers say that they can use it in the process of teaching English.

In order to study the initial level of motivation of pupilss in the control and experimental groups, we use conversations with pupils about the leading motive of visiting English lessons.

Answers can divided into three main groups: firstly, some pupils need knowledge of English languages for higher education; secondly, some pupils have negative motivations such as fear of punishment if they will miss lessons and thirdly, some pupils don't attend English lessons regularly. Schematically, the results can be represented as diagrams 1 and 2.

Diagram 1 Motivation of learning English (control group 8 «À»)

Diagram 2 Motivation of learning English (experimental group 8 «B»)

The second purpose of our research is to determine the effectiveness of teaching. It is estimated by us according to 3 indicators: linguistic competence, activity in communication process and during the whole lesson and preparedness with home task. Below we put criteria for these indicators:

1. Linguistic competence.

High level: fluent knowledge (corresponding to the level of the 8th form) of grammatical components of language, correct pronunciation of words, vocabulary allows to express their thoughts rather freely.

Average level: In the grammatical, phonetic and lexical components of language minority of mistakes are acceptable, but only when the material is new or has higher level of complexity for pupils at this age.

Low level: A great number of mistakes in the material, which has been previously studied, the usage of incorrect grammatical structures, poor vocabulary, frequency of incorrect pronunciation of words.

2. Activity in communication process and during the whole lesson

High level: A pupil participates during the lesson, using as much knowledge of English, as possible. He is able to improvise, pays attention to speech of other in order to take part in all discussions.

Average level: A pupil is involved in the work during the lesson, but rather often he can't continue to be active all the time because of misunderstanding of some phrases and as a result his level of activity gradually goes down.

Low: A pupil can hardly understand teacher and his classmates, he doesn't follow the situation and that's why it leads to the minimum of activity and participation during the lesson.

3. Preparedness with hometask.

High level: Pupils are always ready with their hometasks, which are made perfectly, without any mistakes. Moreover, creative works contain more volume, than it's obligatory.

Average: Pupils do hometask regularly, but from time to time mistakes can be found. Creative works suit obligatory volume.

Low level: Pupils are not ready with their hometasks very often or they make more easy exercises in stead of. Creative works contain poor vocabulary; texts for reading or translation aren't done.

After definition of the effective criteria for pupils, we indentify levels on each criteria for both groups, using the method of observation and poll. The results are shown in tables 1 and 2.

Table 1. Control group

Levels/Rates	High	Average	Low
Linguistic competence	0 (0%)	4 (33%)	8 (67%)
Activity	2 (17%)	4 (33%)	6 (50%)
Preparedness	0 (0%)	5 (42%)	7 (58%)

Table 2. Experimental group

Levels/Rates	High	Average	Low
Linguistic competence	0 (0%)	3 (20%)	12 (80%)
Activity	1 (7%)	8 (53%)	6 (40%)
Preparedness	3 (20%)	7 (47%)	5 (33%)

According to the analysis of the facts which we have obtained during the primary stage, we can make the following conclusions:

1) initial level of learning motivation of pupils is low and requires to be increased;

2) making a conclusion of teachers' answers, we can notice that among the factors that can change the attitude of pupils to English lessons there are requirement of usage on modern computer technologies in order to increase pupils' interest. That means our experiment has a suitable field of implementation;

3) efficiency of pupils' knowledge is not characterized by high rates and it leads to non-attendances of lessons of English because of fear to get a bad mark or be ridiculed by classmates. Consequently, the effectiveness of knowledge is entirely related to the motivation of pupils.

2.3 Usage of design method with the help of Power Point

Theoretical basis of project development of complex of English lessons on the theme «What a wonderful world!»

After primary stage of the experiment we have conducted formative stage, during which we use special projects, made with the help of computer profram Microsoft Power Point. This project is used only for the experimental group of 8 «À». In the control group, lessons are conducted, using only traditional methods of teaching.

The theme of the project: «What a wonderful world!». This theme is closely linked with the theme of the unit «The world around us» (textbook T.D Kuznetsova and P. Kozlov for the 8 th grade).

Type of project: innovative with elements of research and creative activity. The practical result of the project has to be presentation of pupils on the theme «Global education as a way to Earth's safe». We suppose that outcome of their works will show results of our research, because, first of all, such task is connected with independent research of pupils, it shows how effective our methods are and also identify major environmental, economic and social problems in modern world.

The aim of the project: to test the effectiveness of method of projects, using the program Microsoft Power Point in the process of teaching English.

So, we should prove that:

1) projects enhance the level of language knowledge;

2) usage of innovative computer technology provides increased level of internal motivation of pupils to learn English.

Ideological orientation of the project: cognitive.

Duration of experiment: 5 weeks (10 lessons)

Age: 8-th form (14-15 years).

Where the experiment is taken place: school ¹23, Kostanay.

Equipment and materials: computer, projector, Internet resource containing information data, illustrative material, computer software - Microsoft Power Point, Paint is used to prepare materials for lessons, the organization of work in the classroom, textbook on English by T.D. Kuznetsova and P. Kozlov for the 8-th grade.

The list of lessons which are included into the project:

Lesson 1 - I'm a citizen of the world. Sequences of Tenses.

Lesson 2 - Future in the Past (grammatical and lexical theme).

Lesson 3 - The world around you.

Lesson 4 - My planet is my home.

Lesson 5 - The Environment and you. Negative adjective prefixes.

Lesson 6 - The Earth in danger.

Lesson 7 - I'm an environment-educated person. Real condition.

Lesson 8 - Subjunctive Mood. Type 1. Many wonderful things to see - belong to you, belong to me.

Lesson 9 - Subjunctive Mood Type 2-nd and 3 rd type. The threatening word «Industrialization».

Lesson 10 - Defence of projects.

The model independent projects of pupils: the project is based on the material on the topic «Ecology» and focused on the expansion and enrichment of knowledge on this topic through the use of reference materials. It can be made with the help of computer presentation, or just with traditional materials for projects.

Content and implementation of project «What a wonderful world!»

As we have already mentioned, our project consists of 10 lessons according to technology of the usage of method of projects during the process of teaching English.

For lessons, we use such programs as Microsoft Power Point, Paint, Exñel and Word.

Microsoft Power Point is used for demonstration of grammar material (Future in the Past, Sequence of Tenses, Negative adjective prefixes, Subjunctive Mood of 1-st and 2-nd type). Also, with the help of this program we make different types such as:

· Dialogue with the screen. The main concept of such work consists in the process when pupils give answers on questions, which are shown on the screen, using lexical and grammatical structures which are in the questions.

· Dialogue with prepared answer. The computer by itself offers a multiple choice of answers and the task of pupils to choose right one.

· Exercises on filling gasps. Computer offers a text or a set of sentences with gasps. Pupils should fill gasps, using tips which are given in the form of Russian words. Pupils need just to translate them in English and use these words in the correct forms. Or, another activity can be offered. For example, there are prepared word and word combinations in English and the task is to fill gasps with them correctly.

· Exercises for control or self-control. Computer offers some words for translation; it offers to correlate 2 lists of words (in Russian and in English), to find their equivalent pairs in the both languages; computer offers to correlate 2 lists of words in order to suit synonyms and antonyms; or it gives a list of English words and definitions them which should be connected [34; 19].

Microsoft Excel allows to make tables and cards for individual filling by pupils or for control of their knowledge.

Microsoft Word is used for many purposes. As a rule, for making cards and illustrative materials.

Also we use Internet-recourses for search of interesting information which touches theme of our project.

It should be noticed that we don't use a computer during the whole lesson. It takes only 20-25 minutes.

Each lesson includes the following stages:

1. Introduction.

2. The development of phonetic skills of pupils.

3. Checking of home task.

4. Revision of material studied before, training new material etc. (depends on type of the lesson).

5. Home task.

Now, let us to observe the content of our project in details.

Lesson 1

The theme: I'm a citizen of the world. Sequences of Tenses.

The structure:

· Introduction.

The lesson begins with a brief introduction. We greet all pupils and tell them about project. In addition we give some main notion which touch theme of the project, describe briefly the structure of our lessons etc. Then, we come to the theme of 1-st lesson. The theme of the lesson is shown on the 1-st slide.

· The development of phonetic skills of pupils.

In order to continue our work we proceed to another stage. We ask questions about the weather in order to activate speech of pupils. Also it gives us information about linguistic competence and activity level of pupil.

· Checking of home task.

Before we come up to new grammatical and lexical material we need to check pupils' home task in order to estimate the level of their preparedness.

· Actualization of knowledge.

First of all we begin to speak about our country, about travelling, Pupils share their ideas about their position in life, about their aims, about their dreams. Pictures which touch this theme appeared on the screen to stimulate speech of pupils. Then we proceed to the quotation of Socrates and after words «He said that he was a citizen not of Athens or Greece, but of the world, we come to grammatical theme «Sequences of tenses». The title of this theme is shown on the screen. We explain that sequence is the order in which things or events follow one another and if the main clause (sentence) is in the Past simple the verb on the Subordinate Clause will be in one of the Past Sentences. Some examples are shown on the screen of a computer. Then we make a conclusion that if we want to tell somebody about the conversation with another person, we should use the sequences of tenses. Slide with keywords appears on the screen:

- he said,

- she thinks,

- I hoped,

- They will know, etc

- She says, he is cute.

After work with illustrative theoretical material of presentation, we offer some pupils to make exercises according to new theme. They are given, as well, in the form of slides which provide some tips.

After this activity, we begin to work with exercises from the textbook.

Then, pupils are offered reflection which help them to summarize new grammatical material and use it

· Home task

We give pupils a test which includes the same type of exercises which were shown in presentation during the lesson. Also, it's required to be able to explain why they have chosen this or that variant.

From the beginning of the project we lead a table of achievements, which will hang in the class, where all successful results will be shown. On the last lesson of defense of projects, all points will be sum up and pupils with high achievement will be awarded with special kits of «Global education» which were sent from the United States of America.

Activity of teacher during the lesson:

· Organization of introduction into the complex of lessons, setting educational tasks, purposes;

· Entering new grammatical material Sequence of Tenses;

· Organization of discussion «I'm a citizen of the world»;

· Motivation of pupils with the help of table of achievements; explanation project's purposes;

· Recording of the results of lesson in the table of achievements.

Activity of pupils during the lesson:

· Acquaintance with new grammatical theme, and recording its summary to the exercise-book;

· Work with exercises from the presentation and textbook;

· Participation in the discussion «I'm a citizen of the world».

Results of the lesson:

· pupils got acquainted with new grammatical structures;

· they activated their vocabulary during the discussion and other speech activities;

· pupils used their new knowledge during the work with exercises.

Lesson 2

The theme: Future in the Past (grammatical and lexical theme).

The structure:

· Introduction.

In the beginning of the lesson there is a brief introduction of goals ant the tasks which should be solved during this lesson. Small talk about weather etc. And then come to the theme of the lesson which is shown on the 1-st slide of our presentation.

· The development of phonetic skills of pupils.

In order to continue our work we proceed to the next stage. According to the fact that the main theme of our project is ecology we offer to start the lesson with short poem which is also shown on the screen. It's very suitable for all pupils, since it suits both groups: those, who have aural memory prevail and those who get information more freely with the help of visual memory.

· Checking of home task.

Before we come up to new grammatical and lexical material we need to check pupils' home task in order to estimate the level of their preparedness. They were given test, which included tasks of the same type as had been given on previous lesson. Correct answers are shown on the screen in the form of colorful sad and merry faces. Results of all pupils are entered in list of achievements.

· Actualization of previous material.

After checking of home task, we offer the following type of activity. Pupils are given a situation that they met their friend Charlie yesterday and he told you something about himself and their task is to tell their common friend about him using sequence of tenses. The picture of Charlie and all his phrases are given on the screen in order to give an opportunity for every pupil to imagine this situation Here are some of these phrases:

1. My father isn't very well.

2. Sharon and Paul are getting married next month.

3. Margaret has a baby.

4. I don't know what Fred is doing.

5. I saw Helen at a party in June and she seemed fine.

6. I haven't seen Diane recently etc.

· Introduction of new material

We explain not only Present Times transfer into Past Times in the Sequence of Tenses, but also Future Tenses gets its «past» form - would. This rule and all its examples are shown on the slide of presentation. Then, we address to the textbook in order to make exercises on this theme. When pupils finish them, we offer to look at the theme of the lesson from the other side (not in grammatical, but in lexical way). It means that we begin to discuss the problems of ecology and negative consequences which we might face in the future. In order to concentrate pupils' attention on this theme, slides with suitable pictures appear on the screen.

· Home task

For home task we offer a dialogue which is given in the textbook. The task of pupils is to transform that conversation into connected sentences using sequences of tenses. And also we give the poem which was read during the process of development of phonetic skills of pupils and for learning it by heart.

Activity of teacher during the lesson:

· Introduction and explanation of new grammatical material with the help of visual methods;

· Revision of grammatical material Sequence of Tenses, which was studied during the previous lesson;

· Organization of role play «Charlie's friends»;

· Motivation of pupils with the help of table of achievements;

· Recording of the results of lesson in the table of achievements.

Activity of pupils during the lesson:

· Acquaintance with new grammatical theme, and recording its summary to the exercise-book;

· Revision of previous grammatical material;

· Participation in the role play «Charlie's friends»;

· Work with exercises from the textbook;

· Development of skills of pronunciation.

Results of the lesson:

· pupils got acquainted with new grammatical structures;

· they activated their vocabulary during the discussion and other speech activities;

· pupils used their new knowledge of grammatical structure during the work with exercises and during the role play.

Lesson 3

The theme: My home is my planet.

The structure:

· Introduction.

The lesson begins with a brief introduction. We say that we will discuss many important problems which are connected with the topic of the lesson. Some words about how dangerous the ecological situation of our Earth is etc. Also we announce goals and tasks in order to give a notion of content of the lesson.

· The development of phonetic skills of pupils.

This stage of lesson connects with the checking of home task since for development of phonetic skills of pupils we use a poem, which was given for learning by heart. We turn on the slide of presentation which contains this poem and start with reading of in line by line. Then we turn off the slide and ask some pupils to read this poem by heart.

· Checking of home task.

According to the fact that one half of home task is already worked, we just check exercise in the form of dialogue.

· Introduction of new lexical material.

First of all we give definition to the word «ecology», tell that this word came from the Greek «oikos» which means «home». This idea of «home» includes the whole planet of ours; it's population, the nature, animals, birds, fish, all other living beings and even the atmosphere around our planet [35; 13]. During our telling we show new words on this theme. Each word is accompanied with illustrations. After that we show the slide with statement for discussion:

1. House is made by men, home is made by women.

2. East or West, home is best!

3. Our planet is our Home!

4. There exist concrete kids in a concrete house.

5. What is the main difference between the words «house» and «home»?

After discussion we give the information about the original meaning of the word «home» in English and many other Indo-European languages, that it has meaning of «safe dwelling place» and it doesn't matter what home is: a village, a room or even the world. All this information is shown on the screen with illustrations.

· Home task

At home pupils have to learn new words by heart and also they should be able to explain these words in English. In addition we give a text for reading and translation from the textbook.

Activity of teacher during the lesson:

· organization of introduction into the complex of lessons, setting educational tasks, purposes;

· entering new lexical material on theme «Ecology»;

· organization of discussion with the help of statements on the theme of notions of «Home» and «House»;

· Recording of the results of lesson in the table of achievements.

Activity of pupils during the lesson:

· acquaintance with new lexical material, and recording it to the exercise-book;

· work with exercises;

· participation in the discussion on statements on notions of «Home» and «House».

Results of the lesson:

· pupils got acquainted with new words on theme «Ecology»;

· they activated their vocabulary during the discussion and other speech activities;

· pupils used their new knowledge during the work with exercises.

Lesson 4

The theme: The world around you.

The structure:

· Introduction.

The lesson begins with a brief introduction. We greet all pupils and tell them about project. In addition we give some main notion which touch theme of the project, describe briefly the structure of our lessons etc. Then, we come to the theme of 1-st lesson. The theme of the lesson is shown on the 1-st slide. We continue to speak on the topic «Ecology». We tell that many years ago people lived in great harmony with nature because industry was not much developed. Today the situation is quite different. Nowadays industrially developed states can't ignore the problem of environmental protection. Pictures of negative results of industry and beauty of nature appear on the screen.

· The development of phonetic skills of pupils.

In order to continue our work we proceed to another stage. We offer pupils to discuss some statements which are given on the slide, their task is to agree or disagree with them.

1. We want our planet to be clean.

2. It's nice to see dirty seas.

3. People must care about the Earth.

4. Kids must leave cans in the park.

5. It's nice to care about rivers and forests.

6. It's healthy to drink dirty water.

· Checking of home task.

Making a conclusion we say that there are a lot of problems connected with ecology. And then we check the text which was given for translation as a home task, since it includes much information on the theme of the lesson. We check the level of understanding of pupils and show the most important sentences on the slide which are given for translation.

· Revision of previous material.

First of all we revise new words. For this purpose we use illustrations on the slide and some exercises from presentation. According to the fact that our purpose isn't to check knowledge of every pupil, we try to involve all pupils to this process. And then pupils are offered to answer some questions, using as much new lexical units as possible.

1. What do you think when you say the words «The world around us»?

2. Do you agree with the statement that water is a source of life?

3. Why do many people think that there is little water on the Earth?

4. Do you think that with every year the problem of water is becoming more and more important ant difficult?

5. What does a lot of harm to environment?

6. Do you agree that the Earth is in danger?

· Home task

By the 4-th lesson pupils have studied enough material and that's why we advise to be ready for test and word dictation on the next lesson. We remind the pupils that scores for activity on the lessons and mark of such works influence greatly on results in the end of the project. We offer a list of themes of material which should be revised for test and word dictation. All points are shown on the slide.

Activity of teacher during the lesson:

· organization of introduction into the complex of lessons, setting educational tasks, purposes;

· revising lexical material;

· development of speech activity of pupils;

· recording of the results of lesson in the table of achievements.

Activity of pupils during the lesson:

· self-control of knowledge on the theme «The world around you»;

· development of their skills of pronunciation;

· participation in the discussions.

Results of the lesson:

· pupils checked themselves with the help of exercises of presentation;

· they activated their vocabulary during the discussion and other speech activities.

Lesson 5

The theme: The Environment and you. Negative adjective prefixes.

The structure:

· Introduction.

The lesson begins with a brief introduction. We greet all pupils, tell about goals and tasks. The structure of the lesson is shown on the slide in order to draw attention of pupils to the main stages of the lesson. It contributes to concentration of attention of pupils. They have a notion of what they should do and they don't do outside matters.

· The development of phonetic skills of pupils.

During this stage, we don't stop to talk about ecology and environment problems. That's why we give one more poem which contains this theme:

Walking along feeling free.

Feeling the earth here with me.

And I love her, she loves me.

I hug the Earth, the Earth hugs me.

This poem is also shown on the screen. As we have already mentioned it's very suitable for all pupils, since it suits both groups: those, who have aural memory prevail and those who get information more freely with the help of visual memory.

· Checking of home task.

In stead of home task, on the previous lesson we asked pupils to be ready for test and word dictation. According to the fact that we can't give all pupils the same variant, we can't use Microsoft Power Point on this stage of the lesson, since we need printed material which contains different on content, but the same on difficulty level material. For the word dictation, it's conducted wh the help of illustration, shown on the screen.

· Introduction of new grammatical material.

At this lesson we enter new grammatical material which touches prefixes. All material appear on the screen where it's shown that there are two main difficulties in the use of prefixes. The first is choosing between the prefixes that are similar in meaning, spelling and pronunciation. The second difficulty is where to use a hyphen between the prefix and the root of the word. At this lesson we discuss prefixes with meaning «not», prefixes «un», «in», «im», «ir» and «il».

All prefixes and their examples are given on the slide for rewriting them to exercise-books. After work with these words, we offer to fill gasps in the exercise which is places on the slide of presentation.

1. Don't go into my bedroom. It's really_________.

2. I can't do maths. For me, it's an _______subject.

3. I don't ________fish. I just prefer meat.

4. It's very ________ to ask someone how much they earn.

5. When we arrived at the hotel, we________our suitcases.

6. I was for________ two years. Then I got a job in an office.

7. Perhaps I'm mistaken, but I think learning languages is stupid. I________. I think it's a good idea.

8. The thief stole my bag, ran into the crowd and_____ I never saw him again.

9. You should know: cannabis is an_______ drug in many countries. Be careful!

10. You gave her more money than me! That's ________!

Words: pack, possible, agree, tidy, fair, like, appear, employed, legal, polite.

· Home task.

For revision of new grammatical material we give exercises on negative adjective prefixes from the textbook.

Activity of teacher during the lesson:

· entering new grammatical material «Negative adjective prefixes»;

· holding of test and word dictation;

· recording of the results of lesson in the table of achievements.

Activity of pupils during the lesson:

· acquaintance with new grammatical theme, and recording its summary to the exercise-book;

· execution of test and word dictation;

· work with exercises from the presentation.

Results of the lesson:

· pupils got acquainted with new grammatical structures;

· they activated their vocabulary during the discussion and other speech activities;

· pupils used their new knowledge during the work with exercises.

Lesson 6

The theme: The Earth in danger.

The structure:

· Introduction.

This lesson is one of the conclusion lessons and that's why the main concept of it is exchanging of opinions about ecological problems. Pupils have to answer if they are friends of the Planet and how they are going to protect it, how to prevent pollution, what urgent and necessary measures to undertake etc. The lesson begins with a brief introduction of goals and tasks.

· The development of phonetic skills of pupils.

In order to continue our work we proceed to another stage. For development of phonetic skills of pupils we use two poems which we have learnt before. Thanks to the fact that Microsoft Power Point is able to save as many slides as possible, we don't need to make remember every word, since both of these poems are in the presentation.

· Checking of home task.

Before we come up to new grammatical and lexical material we need to check pupils' home task in order to estimate the level of their preparedness. They were given exercises from the textbook. Correct answers are shown on the screen in the form of colorful sad and merry faces. Results of all pupils are entered in list of achievements.

· Brainstorming.

In order to activate pupils' knowledge, we address to this type of activity. Pupils are offered to name ideas which come up to their minds when they hear the word «nature». All ideas are fixed on the slide and shown on the screen of projector.

· Development of skills of dialogue

For this activity all class is divided into pairs. We offer a role situation, the main purpose of which is to find out what people should do to keep fit.

Student A: Say to your friend that you had an ecology class yesterday and you discussed what people should do to keep life on our planet.

Student B: You are interested in the topic and ask your friend about this information and tell him (her) what know about this problem.

· Home task.

According to the fact that this lesson is some kind of conclusion lesson, we offer to make a composition on the theme «I'm the friend of my Planet».

Activity of teacher during the lesson:

· organization of introduction into the structure of lesson, identification of its goals and tasks;

· entering such activity as brainstorming for stimulating of cognitive activity;

· organization of a role situation which helps to develop skills of dialogue;

· recording of the results of lesson in the table of achievements.

Activity of pupils during the lesson:

· revision of lexical material on the theme «Ecology»;

· work in pairs;

· participation in the brainstorming.

Results of the lesson:

· pupils memorized all material on the theme «Ecology»;

· they activated their vocabulary during the discussion and brainstorming;

· majority of pupils were very active.

Lesson 7

The theme: I'm an environment-educated person. Real condition.

The structure:

· Introduction.

The lesson begins with a brief introduction of goals and tasks. The structure of the lesson is shown on the slide in order to draw attention of pupils to the main stages of the lesson. It contributes to concentration of attention of pupils. It's very important, since this lesson is a lesson if introduction of new material. That's, it's advisable for pupils to have a notion of what they should do and they don't do outside matters and will be able to understand new material better.