At the end of our experiment we came to the following results: majority of pupils demonstrated high interest in project and it favoured the rise of motivation during the process of learning English. Pupils maintained discipline, were active during the lessons and made all tasks almost without any difficulties. It favoured the high concentration of attention, activization of speech and cognitive activities.

Resultant defence of projects in the aggregate results of each lesson allow to underline the following: method of projects, based on modern computer technologies, is an effective innovation mean which provides:

· considerable rise of level of speaking as one of the main types of speech activity;

· rise of level of pupils' motivation;

· increasing of pupils' mentality.

So, we can say, that the project «What a wonderful world» influenced greatly on ability of pupils to speak, it helped to enrich their vocabulary, developed their skills of speaking and intercultural competence.

In talking to pupils, we discovered them to be very enthusiastic about the integration of computer technology into the classroom experience; some even requested that we design more such projects in which they could participate.

Thanks to our research, we came to the conclusion that all presentations, which were made by us, can be divided into 2 types; informative (as a rule, they wear culturological character, for example «Place where I live - place that I love») and educational which introduce grammatical structures (presentations on Sequence of Tenses, Subjunctive Mood).

Also we tried to generalize our experience of making of presentations. During our research we faced some challenges which weren't connected directly the process of teaching, but influenced on it indirectly. They touch organizational, technical and supporting sides of the process of teaching English.

· firstly, all presentations should be united by the same communicative situation;

· they should take into account the same level of difficulty (equal tasks);

· presentations should include and texts, and pictures;

· the background should be the same for all slides and wear «calm» character;

· characters and objects, which are used in the presentations, should belong to the same style;

· all presentations should include effects of the same type;

· each presentation should have rather simple navigation and be easy to use;

· replacement of slides should be done by click;

· amount of slides in «grammatical» presentation shouldn't be more than 10.

As the final stage of the project, we asked pupil to make their own project on theme «Ecology». In general, we were very pleased with the results: many pupils spoke English freely even without notes. Most pupils went beyond discussing the mere content of their chosen themes, and even brought in supplemental materials.

Some pupils, of course, were less inventive, but even these presentations were engaging and well-prepared; in addition, each student wrote new vocabulary items of importance on the board and explained them to the class, thus ensuring the other pupils' comprehension of his report.

We suppose that such wonderful results were reached because in the beginning of the experiment we understood that it was necessary to involve all pupils, giving each of them those tasks which met a demand of their level of knowledge.

Experience of our research proved that when we're speaking about drawing attention and interest to learning English, we can't just rely on the content of studied material. If pupils are not interested in the process of learning, even the most factful material just brings only contemplative interest to the process of learning and it wouldn't be effective.

After the end of our experiment, we conducted repeat polls and conversations with the pupils of control and experimental group in order to see or not to see effectiveness of our work. Let us to remember that we had 2 main goals during our research: to raise motivation of pupils and to raise efficiency of pupils' knowledge. Results are given in diagrams 3, 4 and 5:

Diagram 3 Motivation of learning English (control group 8)

Diagram 4 Motivation of learning English (experimental group)

As we can see, in the control group the level of motivation stayed the same. We predict such result since the period of experiment was only 5 weeks and it's rather difficult to speak about any changes without involving something new. But on the other hand 5 weeks were enough for noticing great results in an experimental group. They are shown in the diagram 5 below

Diagram 5 Changes in motivation of learning English (experimental group)

The most important achievement is that after our project all pupils attend English lessons, although in the beginning of our experiment there were 2 pupils who missed lessons systematically. It proves efficiency of our work and shows that non-traditional methods, especially when they are connected with modern computer technologies are able to draw attention of even those, who weren't interested in the process of learning at all.

And now let us to address to results of effectiveness of teaching.

It was estimated by us according to 3 indicators: linguistic competence, activity in communication process and during the whole lesson and preparedness with home task.

After experiment, we analyzed the work of pupils according to these indicators again. Results are shown in the table 3 and table 4

Table 3. Control group

Table 4. Experimental group

So, as we can see, the only change in the control group is that one of the pupils who had high level of activity moved to average level of activity. The rest indicators stayed the same.

Thus, we observe increase of average level of linguistic competence in experimental group on 33%. Here can be also noticed decrease of low level, on 40%.

Indicators of activity also show positive results. For example, its high level increased on 20%.

Rates of preparedness give the following dynamics: almost half of the group shows high level of it. It's a very positive result since in comparison with the beginning of our research we saw that 34% of pupils had low level of preparedness. By the end of research, this figure has fallen down to 14%.

Thus, we can affirm that in the experimental group we observe positive dynamics of increasing of efficiency of teaching in comparison with control group that is a result of the usage computer program Microsoft Power Point during the lessons of English.

Results of our research give us an opportunity to suppose, that usage of the method of project together with this program influenced positively on the quality of formed skills.

Thus, results of practical part of our research can be admitted as a confirmation of hypothesis, which we have suggested before since we've got the proof of efficiency of the usage of this technology in practice.

Conclusion

So, we can say that thanks to our research which touches the problem of the usage of computer technologies during the process of teaching English, we came to the conclusion the ability of teachers to organize lessons and correctly choose one of the means of modern computer technologies leads to a large efficiency of the educational process.

The computer plays an increasing role in modern education. The use of computers in teaching and overtime work is an effective way to improve motivation and individualization of instruction. Integration of usual lesson with a computer allows the teacher to shift part of their work on the computer, while the learning process becomes more interesting and intense. The computer does not replace the teacher, but only complements it. The use of computer technology makes the lesson more exciting and allows to make an informed choice for best training

While analyzing theoretical scientific and methodological literature which deals with this problem, we made a conclusion that the usage of method of projects in the aggregate with innovational technologies can be correlated with main tasks of modern education.

Among a great number of computer technologies, which are so widely spread nowadays, we have chosen usage of computer program Microsoft Power Point, since we have made the hypothesis that it's the most suitable technology for the process of teaching English, because it's rather effective, easy to use and it's based on the method of projects which gets only positive opinions. Also we suggested that it would affect upon process of teaching in the best way and we were not mistaken.

Practical experience of our research has shown that even those students, who during the standard lesson felt hesitant or didn't want to participate in educational process, were pleased to do the same work if computer programs were used. Their interest of learning English has increased, the percent of home task which were made right became much more higher than in comparison with beginning of integration this complex of lessons in practice.

It proves the importance of the usage this computer program by teacher of foreign languages.

Pupils and teachers do not represent two opposing sides, they work together, side by side, moving towards achieving the common goal of getting knowledge. You can also use computer graphics capabilities. This is particularly important when for entering new vocabulary, as well as the image on the monitor allows you to associate words in a foreign language directly from the action, rather than with words in their native language.

From all mentioned above it follows that the results of the usage of such computer program as Microsoft Power Point are individualization of teaching, raise of motivation of pupils during the process of learning English, gain feedback pupil-teacher, facilitating the collection of statistics, identification of gaps in knowledge and differentiation of instruction.

Thus, the usage of computer technology Microsoft Power Point reveals new opportunities for learning English and allows to switch to a new level of quality in teaching.

Results, which we have got after our experiment show that usage of Microsoft Power Point helps to integrate new methods of teaching English and creates all conditions for work in teams. Thanks to this experience, pupils are involved in the world of forms and knowledge. It explains the importance of projects which require abilities to analyze knowledge, interpret them, and results of their own work. The usage of Microsoft Power Point, taking into account its «strong» and «weak» sides, can breathe new life into traditional plans of lessons. However, the usage of Microsoft Power Point can increase motivation of pupils only if a teacher knows how to use its recourses in accordance with plan of teaching.

Thus, urgency of our research, its theoretical significance and practical importance in the modern educational process contributed to solution of tasks, which we formulated in the beginning of our research.

1. We gave description of some computer technologies which can be used during the process of teaching English. Also we made theoretical substantiation of method of projects and its psychological and pedagogical bases in the process of teaching foreign languages

2. We worked out and tested the complex of lessons, using Microsoft Power Point. Also we analyzed our experience of the usage of this program during the process of teaching English. The object of our analysis was a project which included lessons on theme «What a wonderful world!», which was held for 8-th form of school №23, Kostanay. Results of our research showed advantages of this technology over traditional methods of teaching English such as:

· cultural development of pupils;

· lessons become more interesting, and pass smoothly;

· there is no need to waste time on making illustrations, materials, schemes. All is given on the screen and it draws even more attention than just ordinary printed cards and tables. Besides, presentations are more esthetic and beautiful than just ordinary pictures, since not all teachers have a talent of artist;

· authority of a teacher rises when he uses modern technologies. It means that he keeps abreast of the times and this fact inspires respect of pupils.

In conclusion we can say that usage of computer technologies is very effective, it increases level of knowledge of material and also it rises motivation of pupils.

Thus, we consider that we have reached the purpose of our research and proved our hypothesis in practice.

The project which was worked out by us and its didactic application in the form of presentation can be used by teachers for increasing the quality of teaching English; for working out other project with the usage of computer technologies; for assessing the quality of computer technology of education.

Bibliography

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