CC BY
37for free improvisation in working with language and speech material.
The role of the teacher is changing: I do not control and direct each subsequent step of the student's work, but I pay more attention to the process of motivating learning. The student turns into an interlocutor, a partner who helps to jointly identify effective ways to achieve results. I teach children to set realistic goals and achieve results.
I can't say that the first projects were very successful, but I realized that this is one of the most successful forms of control that arouses great interest and healthy excitement among students. Students are happy to take part in the preparation of the next project, as the collective form of work makes it possible to find application for their abilities, needs, interests and talents.
The children are happy to participate in creating projects on the topics: "Guide to the country of the language being studied", "Family Tree", "House of my dreams", "My future profession" and others. I think the most important thing is to give students the impression that English is a journey, a color, an activity, a pleasure.
Conclusion
It must be said that with the introduction of the project method in the educational process, significant changes are taking place: students increase their reading speed, the quality of translation improves, the content of which corresponds to the topics of projects, their oral and written speech skills, computer processing skills of text information,
The horizons of students are expanding, the development of communication skills, the ability to conduct a discussion in English are noted. And most importantly - the guys become more confident in themselves.
The use of innovative technologies in teaching not only fuels the motivation of children, not only makes the lessons more varied and interesting, but also contributes to self-development.
References
1. Belova S. A. Technology of research activity in a foreign language in teaching students - http://im-age.websib.ru/05/
2. Borisova N.V. Educational technologies as an object of pedagogical choice: Proc. Benefit. - M., 2012.
3. Dzhuzhuk I.I. Method of projects in the context of student-centered education. Materials for didactic research. - Rostov n / a., 2016.
4. Kopylova, V.V. Methods of project work in English lessons: Methodological guide. [Text] / V. V. Kopylova - M. Drofa, 2013. - 96 p.
5. Lakotsenina T.P. Modern lesson. - Rostov n / a: Teacher, 2015.
6. Novikova T. Design technologies in the classroom and in extracurricular activities. // Public Education, No. 7, 2017, pp. 151-157
7. Features of the organization of research work with high school students in a foreign language -http://www.tgl.net.ru/wiki
8. Polat E.S. Project method in foreign language lessons; 2015.
9. Polat E.S. Project method in foreign language lessons / Foreign languages at school - No. 2, 3 - 2017
10. Polat E.S. New pedagogical and information technologies in the education system - M., 2017
11. Project activity as a way of organizing educational space [Electronic resource] URL: https://stud-files.net/preview/5764802/ (date of access: 05/05/19).
12. Sakhnovskaya E.M. Techniques for the formation of linguistic and cultural competence and the development of positive learning motivation: collection "Modernization of the content and methods of foreign language teaching as a priority in the context of continuous language education." - Volgograd: Change, 2016.
13. Sergeev I.S. How to organize student project activities. - M., 2005.
USE OF BUSINESS GAME IN ENGLISH LESSONS
Kulmagambetova S.,
Candidate of Pedagogical Sciences, associate professor Makhambet Utemisov West Kazakhstan University
Kazakhstan, Uralsk Uteshova A.
Master student of Makhambet Utemisov West Kazakhstan University
Kazakhstan, Uralsk
ABSTRACT
This article "Use of business game in English lessons" is devoted to the business game which is the effective methods of conducting practical English classes in general educational school. Unlike other traditional teaching methods, the business game allows you to fully reproduce practical activities, identify problems and their causes, develop solutions to problems, evaluate each solution to the problem, make a decision and determine the mechanism of its implementation.
The advantages of business game are learning to identify, analyze and solve specific tasks in English lessons, self-organization of students' activities, the development of personal qualities such as personal responsibility, the development of mutual understanding between students. And this determines the purpose of using business game in English lessons.
Such functions of the business game as informational and cognitive, organizational and managerial, emotional and educational, professional and adaptive are defined.Several stages of business game are being considered, which will be organized in English lessons.
Business game forms professionally important skills in school students, activates creative qualities of a person and in the future can act as a preparation for students who easily master any profession.
Keywords: business game, school students, method, education, developing, English lesson, acquisition, activities, increase, requirement.
Introduction
One of the most important tasks of modern education is the development of active educational activities of schoolchildren. Traditional teaching methods alone cannot solve this problem. Active and interactive teaching methods and forms should be used. The leading and general form of general school education and upbringing, the central component of all teacher activity is the lesson. It is during the lesson that all the efforts of the teacher are coordinated and integrated. The educational process begins with the lesson, and it ends with the lesson. Each new lesson is a step of new knowledge and development of the school student, a new contribution to the formation of his mental and moral culture. Personality development cannot occur outside of the development of its activity - cognitive, communicative activity. One of the didactic means aimed at developing the activity of school students and ensuring their involvement in interpersonal communication and interest in the results of the educational process are business games [1]. A business game that allows the school student to immerse himself in the real life situation of some professional activity.
A.A. Verbitskiy gives the following definition of a business game: «Business game (BG) is a form of recreating the subject and social content of the professional activity, modelling systems of relations characteristic of a given kind of work» [5]. In this way, a simulation is made of the professional environment in which the trainees simultaneously perform educational and professional tasks.
In the business game, the activity of the teacher changes significantly, such functions as the organization of school students' activities, constant monitoring of the progress of problem solving, counseling, and creating an emotional mood come to the fore [9].
Research methods and materials
Highlight the merits of business game as an active learning method [2; 3]:
• addressing a specific problem in a time-consuming environment (compression of the process);
• training in the identification, analysis and management of specific professional problems;
• transition from the organization of the activities of the trainees to the self-organization of the activities of the trainees;
• working as a group in the preparation and adoption of management decisions;
• updating the creative potential of the individual, developing personal qualities such as discipline, responsibility and a sense of duty;
• development of mutual understanding between players in the business game.
Thus, it is possible to define the objectives of using the business game in different lessons [3; 4]:
• formation of cognitive and professional motivations and interests;
• development of the school student's moral and leadership skills;
• shaping a holistic understanding not only of nature and society, but also of oneself, of one's place in the world;
• transmission of a holistic view of the professional activity and its large parts, taking into account the emotional and personal perception;
• training in collective thinking and practice, social interaction and communication skills, individual and shared decision-making skills;
• fostering responsible attitudes, respect for social values and attitudes of the community and society at large.
The following objectives can be achieved by using a business game:
Educational:
• consolidation and reinforcement of pupils' knowledge of the material they have passed;
• the creation of certain knowledge through the introduction of each pupil into the real process of solving a given problem;
• in a playful form, identify theoretical and practical knowledge and skills of students.
Developing:
• developing logical thinking;
• strengthening of pupils' thinking;
• acquisition of the right skills in the given situation, ability to quickly solve the problem with the greatest success;
• development of the emotional feelings and qualities of students, by reproducing a life situation in a professional activity;
• the formation of an active, creative personality.
Educational:
• education in the process of play of business activities and personality qualities, increased attention;
• developing sustainable interests in a profession and activity through a simulated situation;
• development of professionally important qualities: creativity, discipline, need for constant improvement of professional knowledge and skills.
Psychologists (A.N. Leontiev, N. V. Koroleva, etc.) claim that "business game is especially sensitive to the sphere of activity of people and the relations between them." In their opinion, the business game contains a hidden rule, and the development goes from games with a detailed game situation and hidden rules to games with open rules and roles hidden behind them. L. S. Vygotsky also claimed that in a business game, "a child cries like a patient and rejoices like a player" and that "every minute in the game there is a rejection of fleeting desires in favor of fulfilling the role assumed".
All these facts speak with sufficient conviction that in the business game there is a significant restructuring of the school student's behavior - it becomes arbitrary. In this case, arbitrary behavior is understood as behavior carried out in accordance with a sample (regardless of whether it is given in the form of another person's action or in the form of an already distinguished rule) and controlled by comparison with this sample as a standard. This means that in a business game, the student does not feel the tension that he can feel with a normal answer, he is more liberated and free.
Results and discussion
With the help of a business game, you can most accurately and easily reproduce the model of foreign language communication. In such an organizational form of learning as a business game, individual, paired and group forms are optimally combined in the lesson. A business game must necessarily be one of the structural components of a foreign language lesson [7].
In order to obtain the greatest efficiency from conducting business games, a number of methodological requirements are imposed on their organization.
The first requirement is that the game meets the learning objectives. The teacher should have a good idea of what he wants to teach students in a particular lesson and what can be achieved with the help of this game.
The second requirement is that the game should have a possible similarity with the real conditions in which the participants of the game will have to work or communicate. the realism of the game lies in the selection of typical situations, but at the same time it should represent some novelty for the players, a problem that requires resolution.
The third requirement presupposes the intellectual and emotional readiness of the participants for the game and the creation of an atmosphere of non-need and search. a clear system of preparation for the game and qualified control is needed.
The essence of the following requirement is that the content of the game corresponds to the level of preparedness of its participants. the less knowledge and experience they have, the simpler the chosen games should be. However, if the game is too simplified, it does not stimulate the activity of the participants.
The functions of the business game are noted: informational-cognitive, organizational-managerial, emotional-educational, professional-adaptive.
There are the following stages in the business game:
1) informational, which is associated with the assimilation, memorization, updating of the finished sum of professional knowledge, skills, skills;
2) problematic, in which theoretical knowledge is translated into the language of practical actions;
3) behavioral, providing decision-making and action programs in a specific situation based on its deep theoretical understanding;
4) evaluative, allowing you to choose and justify the optimal solution of the behavioral program.
School students should carefully prepare for such a lesson, look up the necessary vocabulary in the
dictionary, analyze the grammatical structure of each utterance in a calm home environment. Directly at the lesson, school students are invited to demonstrate their level of proficiency in customs terminology, consolidate the knowledge acquired earlier.
In this game, school students use dialogue speech, learn to express their thoughts through a foreign language. At the same time, the logic of constructing school students' statements, their ability to express their thoughts in a foreign language is evaluated. Weaker school students take part in the game on a paar with stronger ones, but they do not feel disadvantaged, as they are given time to prepare. They realize that they have a chance to express their opinion on an equal basis with others. Weaker students begin to believe in their abilities, which increases motivation to learn a foreign language.
The business game should be chosen for the implementation of the following pedagogical functions:
- formation of future customs officers' ideas about professional activity in its dynamics;
- acquisition of both subject-professional and social experience, including making individual and joint decisions;
- development of professional theoretical and practical thinking;
- formation of cognitive motivation, provision of conditions for the emergence of professional motivation.
Business game as a learning method allows you to simulate a certain situation, to study it in direct action.
The business game will be successful in those classes in which school students are accustomed to pair and group work. For classes that are constantly working under the guidance of a teacher, the inclusion of business games in the repertoire of educational activities will be a relatively difficult process [8].
There are eight basic qualities that are formed in a business game:
1. The ability to communicate on a formal and informal basis and to interact effectively as equals.
2. The ability to show leadership.
3. The ability to navigate and resolve conflict situations.
4. The ability to receive, process, evaluate, compare and assimilate information.
5. The ability to make decisions in uncertain situations.
6. The ability to manage your time, distribute work among others, promptly make organizational decisions.
7. The ability to show business qualities: set promising goals, use favorable opportunities.
8. The ability to critically assess the likely consequences of their decisions, learn from their mistakes.
Conclusion
Business game forms professionally important skills and abilities in schoolchildren, activates creative qualities of a person and can act as a means of training collectives and groups that will easily master any professions in the future, acquiring the necessary knowledge, and not individual specialists. Business game are used when it is necessary to convey to
children the processes of functioning of any systems [6].
Thus, a business game is a whole, multi-stage process in which several cognitive and educational tasks are solved. A number of well-thought-out, interlocking game technics affect the individual's readiness for concrete practical activities. Based on the characteristics and aims of foreign language teaching in general educational school, the place and role of business game in the system of education is determined.
References
1. Borlukova M.N. Business game as a type of game technology. [Electronic resource] / M.N. Borlukova, N.V. Grogol. Access mode. https:/urok.1sept.ru/articles/510870. 18.04.2020.
2. Yemelyanova T.V. Game Technologies in Education: Electronic Teaching Aid / T.V. Yemelyanova, G.A. Medyanik. - Tolyatti: TSU Publishing House, 2015. Access mode: https://dspace.tltsu.ru/han-dle/123456789/6227. Date of call 10.07.2021.
3. Makarenko I.V. Business Game as Active Learning Method «Topical Problems of Business Education», 8-9 April 2010, Minsk.
ЭФФЕКТИВНОСТЬ ИСПОЛЬЗОВАНИЯ АУДИО И ВИДЕО БЛОГОВ В ОБУЧЕНИИ
АНГЛИЙСКОМУ ЯЗЫКУ
Кисметова Г.Н.
Кандидат педагогических наук, доцент ЗКУ им. М. Утемисова
Шынболатова Н. Т.
Магистрант ЗКУ им. М. Утемисова
Уральск
THE EFFECTIVENESS OF USING AUDIO AND VIDEO BLOGS IN TEACHING ENGLISH
Kismetova G.,
Candidate of Pedagogic Sciences, Associate Professor M. Utemisov WKU
Shynbolatova N.
Master student of M. Utemisov WKU
Uralsk
АННОТАЦИЯ
Всестороннего сравнения различных университетов и их использования видеолекций найти не удалось. Наиболее существенным выводом при изучении использования аудио и видео блогов многими университетами стало то, что во многих случаях их использование является рутинной деятельностью. После изучения доступных и приемлемых технологий мы решили выбрать аудио и видео блоги, которые помогут студентам в изучении английского языка. Целью данной статьи является изучение эффективности использования аудио и видео блогов в обучении английского языка. Объектом является процесс использования аудио и видео блогов.
ABSTRACT
A comprehensive comparison of various universities and their use of video lectures could not be found. The most significant conclusion when studying the use of audio and video blogs by many universities was that in many cases their use is a routine activity. After studying the available and acceptable technologies, we decided to choose audio and video blogs that will help students learn English. The purpose of this article is to study the effectiveness of using audio and video blogs in teaching English. The object is the process of using audio and video blogs.
Ключевые слова: аудио блоги, видео блоги, английский язык, методика, процесс, перспектива.
Keywords: audio blogs, video blogs, English, methodology, process, perspective.
Дистанционное обучение английскому языку в аудитории находится в разных физических местах. режиме асинхронного метода чаще всего предпола- Мотивацией к этому может быть то, что в одном гают работу через аудио и видеоблоги, когда часть
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