Use of internet resources in foreign language lessons - Студенческий научный форум

XI Международная студенческая научная конференция Студенческий научный форум - 2019

Use of internet resources in foreign language lessons

Рашатова Ж.Б. 1, Нуржанова Ж.Ж. 2
1Евразийский Национальный Университет имена Л.Н.Гумилева
2Евразийский национальный университет имени Гумилёва
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         Global education system of the XXI century is  particular with the use of the Internet.  Today,  the main aim of the modern technologies and the Internet in the teaching process is to create the most suitable materials and methods for teachers and students. Currently, goals and technology in education in Kazakhstan represent humanistic ideas in pedagogy and philosophy of education. Here, we are considering the formation of  personality development as the main component of this goal. For gaining these purposes we need to develop some activities such as various sources of information, different perspectives, encouraging students to think independently, to seek their own well-reasoned positions.

In the Address by the President of the Republic of Kazakhstan, N.A. Nazarbayev, “Strategy Kazakhstan-2050”: «New political course of the established state” it is ascertained that the education system of our country should be modernized and improved. He claimed in his speech: "We expect to implement modernization of teaching methods and actively develop online education systems, creating regional modern school centers. We should intensively introduce innovative methods, solutions and tools into the home, including the distance education and online education that is affordable for all...'' [1].

In recent years, the issue of the use of new information technologies in school has been increasingly raised. This is not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main purpose of teaching foreign languages is the formation and development of communicative culture of schoolchildren, teaching practical mastery of a foreign language.

To date, the updating of the content of education in the Republic of Kazakhstan has set a main goal: to improve the pedagogical skills of teachers in the context of updating the educational program and the introduction of a system of criteria-based assessment.

It is known that English is among the most difficult subjects of the school course. Therefore, one of the main tasks is considered to instill interest, as well as increase motivation for the subject, the desire to awaken in students creative and intellectual forces.

Knowledge of English in the modern world is a kind of window into the world. Knowing this language of international communication, you can achieve your goals with the help of new opportunities.

The task of the teacher is to create conditions for the practical mastery of the language for each student, to choose such teaching methods that would allow each student to show their activity, their creativity, as well as to enhance the cognitive activity of the student in the process of teaching foreign languages.

With the mastery of any new technology begins a new pedagogical thinking of the teacher: clarity, structure, clarity of methodical language, the emergence of a reasonable standard in the methodology.

Using new pedagogical technologies in the classroom, you can make sure that the process of learning English can be viewed from a new point of view and to master the psychological mechanisms of personality formation, achieving better results.

To improve the efficiency of the educational process during English lessons e such educational technologies as game, project method, pictogram, crafting, group work, forms of dialogue, as well as multi-touch writing, taking into account the age characteristics of children.

The idea of introducing Internet technologies in the course of theoretical and practical training in a foreign language, according to E. Y. Sokolova, is widespread among teachers and methodologists all over the world. Didactic aspects of e-learning was developed widely known scholars and teachers of E. G. Azimov, V. P. bespal'ko, B. S. Gershunsky, I. O. Loginov, E. I. Mashbits, R. P., Milrad, E. S. Polat, N. F. Talyzina, I. V. Robert, A. V. Khutorskoy and others [9]. The use of Internet resources in foreign language lessons and in extracurricular activities has a number of undeniable advantages, in particular, increases cognitive activity and motivation of students, provides a higher quality of the learning process and independent activity of students, as students spend a lot of time in the virtual world and are more willing to learn the information disseminated in social networks and mobile applications.

The purpose of the course work-to study the features and the need for the use of Internet resources in English lessons, as well as to identify the effectiveness of its application.

1The theoretical basis of the use of Internet resources in English lessons

Modern information technology as a means of learning English language

The task of teachers is to create the conditions of practical language learning for each student to choose such methods of training that would enable every student to show their activity, their creativity. The task of the teacher is to increase student’s cognitive activities in learning foreign languages. Modern educational technologies such as cooperative learning, project method, the use of new information technologies, the Internet help to implement student-centered approach to training, provide individualized and differentiated learning, taking intoaccountthe capacities of children, their level of training, inclinations, etc.

Forms of work with computer training programs for foreign language lessons include:

- learning vocabulary; - pronunciation; - training dialogical and monological speech;

- teaching writing;

- refinement of grammatical phenomena.

The possibilities of using the Internet resources are enormous. The Internet creates the conditions for obtaining all necessary information for students and teachers held anywhere in the world: cross-cultural material, news from the lives of young people, articles from newspapers and magazines, necessary literature, etc. In this paper, the goal is to bring the methodology of teaching foreign languages in schools according to the development of modern information technologies. At foreign language lessons using the Internet we can solve a number of teaching tasks: to form the skills and abilities of reading, using material from the global network to improve the skills of writing of the students; to improve the vocabulary of the students; to form schoolchildren’ s sustained motivation to the learning of English language. In addition, the aim of this work is to explore the possibilities of Internet technologies, to expand student’s horizons, to develop and maintain the business relationships and contacts with their peers of other countries.

Students may participate in testing, in quizzes, contests and competitions held over the Internet, to correspond with peers from other countries, participate in chat rooms, video conferencing and etc. Students can obtain the information on the issue, on which they work at this moment with their project. This may be the joint work of Kazakh schoolchildren and their foreign counterparts from one or more countries.

New information technologies in teaching foreign languages One of the most revolutionary advances in recent decades, which greatly influenced on the educational process throughout the world, was the creation of the global computer network known as the Internet, which literally means "international network"(England, international net).The use of cyberspace for training purposes is a totally new direction in general didactics and private methodic, because the changes affect all aspects of the educational process, from choosing the techniques and style of the work, ending with the changing of requirements to the academic level of students.

Comprehensive basis of mass computerization of education stems from the fact that the modern computer is an effective means of optimizing the conditions of intellectual work in general, in any form. Williams R. V. and Mackley C., in their article wrote: "There is one peculiarity of the computer, which is revealed when using it as a device to train others, and as an assistant in the acquisition of knowledge, it is his in animation. The machine can "friendly" chat with the user and in some moments “support” it, but it will never show the signs of irritability, and will not make feel that it was bored. In this meaning, the use of computers is perhaps the most useful for the individualization of certain aspects of teaching». [2, p. 38]

Communicating in real language environment provided by the Internet, students find themselves in real life long situations. Involved into the solution of a wide range of meaningful, realistic, interesting and achievable objectives, the students learn spontaneously and adequately respond to them, which stimulate the creation of original expressions, but not a manipulation of linguistic expressions.

Mastery of communicative and intercultural competence is impossible without the practice of communication and the use of Internet resources on foreign language lessons, it is simply irreplaceable: virtual environment Internet allows going beyond the temporal and spatial scope, giving its users the opportunity to authentic communication with real relevance to the interlocutors on both sides of the topic. Nowadays, the priority is given to communication, interactivity, authenticity of the communication, the study of language in cultural context, autonomy and humane of education. These principles make it possible to develop intercultural competence as a component of communicative ability. The final goal of learning foreign languages is the learning of free orientation in the foreign language environment and the ability to react in different situations, i.e. communication. New views on the results of learning contributed to the emergence of new technologies and refusal from outdated ones. Today, new methods of using Internet resources are opposed to the traditional foreign language instruction.

The concept of "traditional" is associated primarily with memorizing the rules and implementation of language exercises, i.e. "with talk about language instead of communication in language". Many teachers are still convinced that "the vocabulary+ useful structures = language", and it lies at the heart of the learning process. [3, p. 259-262] To teach communication

in a foreign language, you must create a real, real life situations (I e, what is called the principle of authenticity of communication), which will stimulate the study of material and develop adequate behavior. The new technologies, particularly the Internet is trying to correct this mistake.

The communicative approach - a strategy that models communication, aimed at creating a psychological and linguistic readiness to communicate on a conscious understanding of the material and methods of action with him, as well as on the awareness of the requirements for effectiveness of expression. For the user, the implementation of the communicative approach in the Internet is not particularly difficult. Communicative task must offer students a problem or question for discussion, and students do not just share information but also evaluate it. It is important that such task makes possible the flexible use of knowledge and skills of students. The basic criterion that allows distinguishing this approach from other types of training activities is that students choose their own language units to process their thoughts. They have the opportunity to express themselves and their experiences through language as a person, namely a person placed in the center of theories of education for the future. The communicative approach is largely aimed at the student, answering the basic criteria of modern didactics.

Using the Internet in the communicative approach is the best motivated: its aim is to interest students in learning a foreign language through the accumulation and expansion their knowledge and experience. The students should be prepared to use the language for real communication outside the classroom, for example, during visits to the country the language is spoken, during the reception of foreign guests at home, correspondence, the exchange of audio and video tapes, the results of assignments, etc. with schools or friends in the target language country. The term communication skills should not be understood narrowly pragmatic. We cannot disagree with Bim I.L. those communication skills "is not reducible only to the establishment by speaking of social contacts, to mastering the language of tourism. This is the communication of the individual to the spiritual values of other cultures - through personal contact and through reading. "This approach, implemented in the Internet, attracting students by focusing on topics that interest them and allowing them to choose texts and tasks to achieve the objectives of the program. Communicative ability of students is developed through the Internet namely, through their involvement in a wide range of meaningful, realistic, having the sense and achievable objectives, the successful completion of which gives satisfaction and enhances their self-confidence”.[4, p. 28-29]

Communicative language teaching through the Internet emphasizes the importance of development students' ability and their desire to use foreign language for effective communication. The primary importance is attached to understanding, to transfer of content and expression of meaning, and the study of structure and vocabulary of a foreign language serves this purpose. In addition to the communicative needs, the students need to master the technique of the Internet to be more responsible for their own learning[5, p.48]. They need to develop the ability to cope with a situation where their language resources are not adequate enough, to have good study skills, the ability to evaluate their own speech and successes, as well as the ability to identify and solve educational problems. The development of students independence through a global network is a gradual process that must be constantly encouraged. Perhaps the most important task facing language teachers is to find the best ways to lead students to a gradually increasing independence [6, p.11].

We need time to create the communication through Internet. It is necessary to maintain the socio-psychological atmosphere in which the student is involved, the confidence that he is respected as a person with his own views, interests, strengths and weaknesses, and preferred for Pego learning style. The atmosphere is characterized by this spirit of mutual assistance, in which foreign language learning through the Internet is a socially-conditioned experience.

Teaching of the original language, the Internet helps form the skills of speaking, as well as in teaching vocabulary and grammar, providing a genuine interest and, consequently, efficiency [7, p.48].

Moreover, the Internet develops skills that are important not only for foreign language. This is primarily due to the mental operations: analysis, synthesis, abstraction, identification, comparison, verbal and semantic prediction and pre-emption, etc. Thus, skills and abilities that are generated using Internet technologies are beyond the foreign language competence, even in the "language" aspect. Internet develops social and psychological characteristics of students: their self-confidence and their ability to work as a team, creating a favorable atmosphere for teaching speaking as a means of an interactive approach [8].

Interactivity does not simply create a real-life situation, but it also forces students to adequately respond to them through the foreign language. And when it starts to get, we can speak of language competence. Even in the presence of errors. The main skill spontaneously, harmoniously respond to the statements of others, expressing their feelings and emotions, we can consider interactivity as a way of self-development through the Internet: the ability to watch and copy the use of language, skills, behavior patterns of partners; retrieve the new values issues during their joint discussions.

1.2 The necessity of using the internet resources at the English lessons

In recent years, the issue of the importance and expediency of the use of Internet resources in foreign language education has been increasingly raised in the field of foreign language teaching, which involves not only the analysis of the use of new technical means, but also the study of the positive and negative aspects of the introduction of innovative forms and methods of teaching. Modern methods of teaching foreign languages are associated with the ongoing technological progress, as well as with the technological update of the learning process. Recent advances in high technology and the spread of the global Internet provide teachers of foreign languages, methodologists, as well as students themselves with great opportunities for further improvement of the educational process. The relevance of the use of Internet resources in teaching foreign languages, the study of their types and characteristics are due to both the productivity of their use for better assimilation of basic knowledge, and the convenience, cost-effectiveness of the use of certain means in the modern information society. The expediency of application of new information technologies is dictated by the needs of modern education in improving the efficiency of learning, in particular, the need to develop skills of independent learning, search activity, research, creative approach to learning, the formation of critical thinking of modern students [13]. The use of Internet technologies in teaching a foreign language is due not only to the desire to modernize the learning process, but also to the fact that on the basis of web technologies it becomes possible to implement a person-oriented approach to both the student and the entire learning process in General, which is the main direction of education in our time [12].

The latest multimedia and Internet technologies help to quickly and effectively master the perception of oral speech, put the correct pronunciation, learn grammar rules, master fluent reading and a deep understanding of authentic texts, create real situations of communication, remove psychological barriers and increase interest in the language. All this is the most important task of learning a foreign language to improve the skills already acquired and the development of new ones. At the moment, the Internet provides exceptional opportunities for learning a foreign language, as it provides an opportunity for live communication in the target language, provides access to all kinds of authentic materials and a huge number of learning resources in text, audio and video formats. In the context of language education, this allows creating a technological learning language environment for the formation of foreign language competences of students [9]. Internet resources provide teachers and students with special foreign language training programs, country study material, economic and political news, culture, the necessary authentic literature, the selection of which the teacher can conduct independently and adapt to specific educational goals. Students, in turn, with the right choice of material, programs, resources have the opportunity to participate in online conferences, webinars, competitions, create multimedia presentations in the process of working on projects. Thus, students are in constant contact with a foreign language both at school and in the preparation of homework via the Internet. Moreover, the use of Internet resources both in school activities and in self-study of students makes it possible to develop all types of speech activity. For example, oral speech is developed through the use of video conferences using a webcam or appropriate web resources (Skype, Live Messenger) [10]. Written language is improved with the use of social networks (Facebook, Twitter), where students have the opportunity to practice written communication skills with classmates, as well as with the native speakers of the studied language. Thus, communication is not limited to the topics specified in the school, which makes it possible to create a real situation of interaction in a foreign language, where students unconsciously work out grammatical structures and train their active vocabulary. Therefore, it can be concluded that distance learning contributes to the solution of one of the pressing problems of interpersonal and intercultural communication, when the student is removed from the teacher geographically.

Voivode E. V. emphasizes the importance of the use of such resources in the preparation of students for the state exams. Thus, students have the opportunity of continuous contact with the teacher, as well as develop the necessary skills of self-control in solving electronic versions of examination papers. The introduction of web technologies in preparation for state exams allows to teach graduates to work independently, to control their level of knowledge of lexical units, grammatical material, the ability to work with printed and audio text. For example, The British Embassy website offers users material on all types of speech activities in accordance with the European scale of foreign language proficiency. Students have the opportunity to determine their level of preparedness for a particular exam, as well as for them to open a large number of test materials, where students practice different types of speech activity, as well as control the readiness for the final certification. All this allows graduates to prepare for exams in a foreign language in a continuous mode, combining work at school and at home [10]. Scientists believe that the feasibility of using the Internet is due to the fact that information technology provides a time-and financial-saving method of learning a foreign language that meets the needs of students in the information society. Web resources provide an opportunity for foreign language learners to stay in constant contact with native speakers, up to 24 hours a day, thereby introducing the student to the constant process of active use of a foreign language, as well as allowing him to choose the time and place of training, its options, types and even teachers, native speakers, depending on the needs of a student. The well-known American scientist David crystal in his publication "Language and Internet" defines several reasons for the expediency of using the Internet in teaching foreign languages [15]. He argues that one reason is that the linguistic nature of online communication is necessary to improve language learning.

Another reason for the effectiveness of the use of the Internet in teaching foreign languages, according to the scientist, is that web resources create favorable conditions for teaching writing, as network resources provide an audience for written communication. The next reason, put forward by David Crystal, is that online communication several times increases the motivation of students to learn a live language, and also has a positive effect on the large amount of time spent by students on the Internet [15]. Considering different opinions about the benefits of using Internet resources in teaching foreign languages, we appeal to the opinions of foreign researchers. For example, In the recommendations for teachers at Cambridge University, M. warshauer States that the Internet is one of the factors that make a significant contribution to the promotion of the use of computers for language education [19]. According to the scientist, with the advent of the Internet, foreign language learners have an excellent opportunity to communicate with minimal cost and time with other students or native speakers of the studied language around the world. In addition, M. warshauer highlights one of the advantages of using computers and the Internet in the practice of teaching and learning languages for teachers, arguing that the Internet and live language communication have now become a single process, constantly accessible to the target audience of foreign language learners [19]. As a result, one of the main advantages of the introduction of web technologies is to provide the teacher with a huge variety of learning resources, materials, technologies through the Internet. It is through the Internet that teachers now have the opportunity to easily obtain various materials for teaching students, as well as discover all the most modern methods of teaching a foreign language used both in Russia and in the countries of the studied language. After analyzing the popularity of Internet resources in teaching a foreign language, we come to the conclusion that it is necessary to classify and structure the possibility of using the Internet in teaching a foreign language, as they really ensure the effectiveness and interest of students in mastering a foreign language. The use of ICT in teaching a foreign language has an impact on the professional growth of teachers, on their ability to "keep up with the times", which in turn affects a significant improvement in the quality of education of students and their knowledge of a foreign language [16].

There are several types of Internet services that can be used for independent work of students:

1. Hotlist (list on the topic) - is a kind of list of sites with texts on the topic under study. If the user wants to create it, he needs to enter a keyword in the search engine.

2. Multimedia scrapbook (multimedia draft) – appears as a system of multimedia resources, where in addition to links to text sites, there are also a large number of multimedia materials, including tables, photos, audio files and video clips, graphic information, animation virtual tours. These files can be easily downloaded by both teachers and students and can be used as a visual demonstration material when studying a specific topic. 3. Treasure hunt (treasure hunt) – is a web resource where in addition to links to various sites you can find questions on the content of each site. With the help of these questions the teacher can control the cognitive activity of students. At the end of the search can be asked one more General question on a comprehensive understanding of the topic. This request will receive a detailed response, which will include answers to more detailed questions on each of the sites. 4. Sample subject is a site that occupies the next level of complexity compared to the previous resource. It also contains links to text and multimedia materials on the Internet. As part of the work with this resource, the user should not just get acquainted with the material, but also to Express and argue their opinion on the issue under study. 5. WebQuest (Internet project)-is the most complex type of online learning resources. This resource includes the scenario of the organization of project activities on the topic chosen by the teacher using the Internet resources [12]. Summarizing the information obtained during the study of these services, we can note that using the Internet in educational activities, the teacher needs to clearly understand the feasibility of its application at a certain stage of training, all the positive and negative aspects of the introduction of web technologies. The use of web resources in school classes and in self-preparation of students, taking into account the age, psychological, individual characteristics of students of any age, will successfully assimilate language information and develop speech skills, make the educational process more interesting, bright, informative, affect all kinds of memory and all ways of perception of language material, thereby facilitating the process of learning a foreign language for both teachers and students. In conclusion, it should be noted that the use of Internet resources and multimedia gives teachers an excellent opportunity to improve learning management, increase the efficiency and objectivity of the educational process, save time of the teacher, increase the motivation of students to acquire knowledge, interest them in learning foreign languages, instill a strong desire for self-control and self-improvement, which will have a positive impact on learning outcomes. Moreover, using web resources, teachers greatly simplify the process of communication of students with each other and with native speakers, as students are able to communicate both in writing and orally through video conferences or social networks, not only on school topics, and discovering the situation of daily communication, as close to communication in real conditions.

1.3 Forms of work with computer training programs in English lessons

The main purpose of foreign language teaching is the formation and the development of the communicative culture of schoolchildren learning the practical mastering a foreign language. The teacher's task is to create appropriate conditions for practical language acquisition, selection of training methods that would allow each student to show their activity, their creativity. The task of the teacher-student learning increased in learning foreign languages. Modern teaching technologies such as collaboration, project methodology, the use of new information technologies, Internet resources help you implement student-oriented approach in teaching, provide individualization and differentiation of the learning abilities of children, taking into account their level of teaching, dispositions, etc.

Forms of work with computer training programs in English lessons include:


-development of pronunciation;

-training of Dialogic and monologue speech;

-training letter;

-development of grammatical phenomena.

Ability to use Internet resources is enormous. The global network of the Internet creates new conditions for the students and teachers of any required information from anywhere in the world: regional geography’s material news from the life of the young, articles from newspapers and magazines, literature, etc. There is a need to bring the teaching of English at the school in line with the development of modern information technology. English language lessons with the help of the Internet, you can solve a number of didactic objectives: build reading skills, using materials of the global network; improve the writing skills of students; enrich vocabulary students; create sustainable motivation for students learning English.

Students can take part in the testing, quizzes, competitions, Olympiads, held by the Internet, communicate with peers from other countries, participate in chat rooms, video conferencing, etc., students can get information on the problem, on which work is currently in the project. This may be the joint work of Kazakh schoolchildren and their foreign peers from one or more countries.

One of the most revolutionary advances over the past decade, which significantly influenced the educational process in the world, was the creation of the world computer network known as the Internet, which literally means "international network"

The use of cyberspace for training purposes is absolutely a new direction of General didactics and private methods, because the changes affect all aspects of the educational process, from choosing the methods and style of work, to the changing requirements of the academic level of students.

The substantial base of mass computerization of education, of course, is that modern computer is an effective tool for optimizing the terms of mental work at all, in any of its manifestations.

The main objective of foreign language study in high school-formation of communicative competence, all other purpose (educational, pedagogical, and developmental) are in the process of implementing this goal. The communicative approach involves learning to communicate and the ability to cross cultural interaction, which is the basis of the functioning of the Internet. Out of communication the Internet is meaningless-it is an international, multicultural, cross-cultural society whose livelihood is based on the electronic communications of millions of people around the world, speaking at the same time-the most gigantic in size and number of participants in the conversation ever took place. Joining him in the foreign language classroom, we are creating a model for real communication.

Communicating in the true language environment provided by the Internet, students find themselves in these situations. Involved in a wide range of meaningful, realistic and achievable targets of interest, students learn spontaneously and adequately respond to them, that stimulate the creation of original utterances, not template manipulation language formulas. [20]

The focus is on understanding the transfer of content and expression of meaning that motivates the study of the structure and vocabulary of a foreign language, which serve this purpose. Thus, the students focused on the use of shapes, rather than themselves, and teaching grammar is indirect, direct communication, excluding pure study of grammatical rules.

Development of education these days is organically linked with higher levels of its information potential. This characteristic determines the direction of the evolution of both education and the future of society as a whole. For the most successful orienteering in the global information space must provide students information culture, as well as computer-screen-based culture as a priority in the search for more and more information is given to the Internet.

How information system, the Internet offers its users a variety of information and resources. The basic services can include custom:

-electronic mail (e-mail);

-newsgroup (Usenet);

-video conferencing;

-possibility to publish your own information, create your own

Homepage (homepage) and posting it on a Web server;

-access to information resources:

-reference directories (Yahoo!, InfoSeek/Ultra Smart, Look Smart, Galaxy);

-search engines (Alta Vista, Hot Bob, Open Text, WebCrawler


-conversation (Chat).

These resources can be actively used in the lesson.

The Internet is an excellent tool for getting information on the latest developments in the world. Thus, you can use the Internet to transform a room into a news agency, and their students in the first class of reporters. This activity is suitable for the senior class, because includes voluminous reading and the art of interpretation, fluent speech.

In terms of mastery of intercultural competence is an online newspaper is an indispensable assistant. It will allow students to plunge into the thick of world events taking place almost in the moment, to see things from different points of view. Especially valuable for classroom work is link-send us feedback, interaction between reader and Publisher. Give your opinion about read and personally talk to the author of a specific article in the section "today's journalists" ("today's Columnists"), where the choice of a family name will link you to them directly. Sometimes you may receive extra-relationship with the main character article.

You can ask students to work in twos or threes, explore article covering all aspects of life: editorials, sports, weather, culture ... The advantage of this work lies in the full involvement of the entire class in conjunction with the differentiation of tasks: strong students may do research more difficult articles, while weaker could report on weather conditions or something from the field of culture [21].

In addition to work on the skills of reading and listening, you can add to your vocabulary. For this purpose it is necessary to invite students to a dictionary article, relying on the read information. You can buy the new grammar skills, examples of which met in the articles.

The result of such work would be to create your page on one specific event, where you should try to give a neutral view of the problem, based on the analysis of the information provided by various news agencies. Here you must specify hyperlinks to sources. For the development of intercultural competence research articles on a particular topic, only one of the news outlets over a long period of time also has its benefits: thoroughly studied problem, students will be able to not only determine the position of the country to study the problem, and to identify the reasons for this view and, accordingly, will be able to predict the development of events. After the work requires discussion or teleconference, where the work of each student or group will be a separate sector of the overall problem.[ Kochergina, I.G. Improving cognitive abilities of students through the use of information and communication technologies in teaching English/language I.G. Kochergina//foreign languages in school. -2009. -N 3.] Thus, sharing the results of their work and putting them into a coherent whole, students will be given a multifaceted picture of the events, which will allow them to understand what is happening and, most likely, would turn them on to find the optimal solution for understanding, determination of cause-effect relationships is the only proper basis for a solution to the conflict.

The main advantage of such work is that students get first-hand information, not a weekly or more limitations of print, and are caught up in the thick of world events, personally giving it effect.

Communication in virtual reality using email for acquisition of intercultural competence can be used as follows:

1. Establishing a friendly correspondence.

International exchange of letters can be in any form and at any level of proficiency. In addition to the targeted language, establish friendly contacts and studying the way culture, electronic correspondence has advantages in comparison with paper: it's faster, more comfortable and cheaper.

2. The establishment of joint training projects.

Students don't just share information with partners from different parts of the globe, and are working together on a project: choose a theme, developed methods of research, creates its own booth, where and are the results. Theme of the project, you can choose from already proposed by someone on the list server or put there and wait for the response. Project Home Page Email page proposes to study the following issues: drugs, stress, food, power, influence of advertisements on human health, the comparison of prices of goods in different regions, traditional medicine and many others.

The ultimate goal of foreign language teaching is learning free orientation in a foreign language environment and ability to respond appropriately to different situations, that is communication. New views on the result of learning have facilitated new technologies and non-obsolete. Today new methods of using Internet resources, contrasts the traditional teaching foreign languages. The traditional concept is associated primarily with the learning rules and language exercises that is "talking about the language instead of the language". Many teachers still believe that "vocabulary + the necessary framework = language", and this is at the heart of the learning process. But language is not mathematics (though the language structure is nothing less than a formula for memorization) and not just intellectual substance. Intel will not enter into action without some motivation and rarely operates without an emotion, namely these components often lack the guidance material.

As you know, everything that is the man he seeks to use in upcoming activities. It is also known that the use of the knowledge, skills, abilities based on migration and migration depends primarily on the extent to which adequate learning environment the environment in which these knowledge, skills, abilities to use. Therefore, prepare the student to participate in the process of foreign language communication in foreign language communication needs to be created in the classroom. This defines the essence of communicative teaching, which is that the learning process is a model of communication.

The use of the Internet in the communicative approach is motivated by: its purpose is to interest students in learning a foreign language through accumulation and increasing their knowledge and experience. Students should be prepared to use the language for real communication outside the classroom, for example, during visits to the country studied language, during the reception of foreign guests, in correspondence, exchanging audio and videocassettes, jobs, etc. with schools or friends in an area where the language is spoken. The term communication should not be construed narrowly, purely on a pragmatic basis. "Communication-Bim is bringing personality to the spiritual values of other cultures through personal contact and through the reading. This approach, implemented in the Internet attracts learners by focusing on topics of interest to them and giving them a choice of texts and tasks to achieve the goals of the program. The communicative ability of the learners is developed through the Internet by involving them in a wide range of meaningful, realistic, meaningful and achievable targets, successful completion of which is gratifying and boosts their confidence.

The Internet can be used as effective applications for the development of the grammatical, lexical skills knowledge test. This includes all sorts of training lexical, grammatical, phonetic exercises, reading, grammar, tests, IQ tests, etc., Teachers or pupils themselves can find such sites.

The biggest advantage of using Internet resources is the development of intercultural competence, i.e., getting to know different cultures, identify ways they interact and overlap each other, the formation of cultural universals, necessary to achieve mutual understanding and fruitful cooperation with the direct communication.

The Internet has tremendous potential as a tool for teaching and learning EFL. Network-based technology can contribute significantly to

1.     Experiential Learning: The World Wide Web makes it possible for students to tackle a huge amount of human experience. In such a way, they can learn by doing things themselves. They become the creators not just the receivers of knowledge. Information is presented in a non-linear way and users develop more flexible thinking skills and choose what to explore.

2.     Motivation: Computers are most popular among students as they are often associated with fun and games. Student motivation is therefore increased, especially whenever a variety of activities are offered. This in turn makes students feel more independent.

3.     Enhanced student achievement: Network-based instruction can help pupils strengthen their linguistic skills by positively affecting their attitude towards learning and by helping them build self-instruction strategies and promote their self-confidence.

4.     Authentic materials for study: All students can use various resources of authentic reading materials either at school or from their home. Those materials can be accessed 24 hours a day at a relatively low cost.

5.     Individualization:  Shy or inhibited students can be greatly benefited by individualized, student-centered collaborative learning. High fliers can also realize their full potential without preventing their peers from working at their own pace.

6.     Independence from a single source of information: Although students can still use their books, they are presented with opportunities to escape from canned knowledge and discover thousands of information sources. As a result, their education fulfils the need for interdisciplinary learning in a multicultural world.

7.     Global Understanding: A foreign language is studied in a cultural context. In a world where the use of the Internet becomes more and more widespread, an English Language teacher's duty is to facilitate students' access to the web and make them feel like citizens of a global classroom, practicing communication on a global level. 

8.     Greater Interaction: Random access to Web pages breaks the linear flow of instruction. By sending E-mail and joining newsgroups, EFL students can communicate with people they have never met. They can also interact with their own classmates. Furthermore, some Internet activities give students positive and negative feedback by automatically correcting their on-line exercises.

As a professional teacher you can bring a lot of exercises on a situational basis, as well as on the Internet provide us with graphics (static or dynamic) and sound information. Here on these opportunities on the Internet and we will calculate the analysis of possible ways to use resources and network services in the foreign language lessons and in extra-curricular activities of students. The rest should solve technology training.

We list these features:

       if your computer has a sound card, then we can write (with certain specifications), audio information (speech of political and public figures, interesting presentations on various topics of native speakers on various issues), reducing it to the desired limits on your recorder;

       held in cooperation discussion groups for the discussing a problem with the information obtained from the Internet network resources, and then arrange a general discussion of the entire class;

       conduct linguistic analysis of certain oral or written statements of speakers containing idioms, realities, idioms, proverbs, sayings, neologisms that reflect the specifics of the functioning of the target language in the culture of the people;

       use at least fragmentary artistic works of authors studied the language of the country, resulting in the virtual library. This is especially beneficial material for all kinds of projects, discussions;

       use of electronic grammar reference materials offered in these exercises, and vocabulary guides, dictionaries, directories regional geographic nature, materials of distance learning courses available in the public domain to be included in the lesson.

We made experiment among students of 9th grade of the gymnasium #67 of Astana city to determine the features of Internet resources in the learning process of Foreign Languages and develop their all language learning skills. Our experiments lasted for about 5 months (II and III semester). Finally, we have got such amazing  results:

         Table 1. Indicators of academic progress of the English language by marks taken from the tests (II semester):


9 а

9 b

9 c

















« unsatisfied»





         Table 2. Indicators of academic progress of the English language by marks taken from the tests (III semester):


9 a

9 b

9 c






















         This experiment was held during II and III academic semesters in 2015. According to the 9th grade study plan most of all lessons were given by help of school materials. In comparison with the result of III semester we can mention great differences in their results. In III semester students used to work with Internet-resources and easily improved their language learning skills such as listening, reading, vocabulary, grammar and speaking. They could develop their critical thinking abilities and easily manage all difficulties that they faced to during the III semester. We see from the diagram that in the III semester the number of excellent and good levelled students increased.

         Perhaps one of the most essential achievement according to the experiment result is the study of language in a cultural context. In my opinion,  language and culture are inextricable and interdependent from each other. Understanding the culture of the target language means understanding of the language. Our experiment showed the Internet is a valuable resource to both language teachers and learners. For example, the Internet could create natural environment in order to  develop cultural and general knowledge of the English language. Our students could obtain geographical, historical, social, economic, and political information from the countries in which the target language is spoken. For instance,  e-mail, Facebook and Skype on the Internet allowed students to communicate with native speakers. In this manner, the Internet facilitated the use of the specific language in an authentic setting. Also, students could read web versions of daily newspapers and same-day news reports from sources. 

         Finally, the Internet provided supplemental language activities, which include reading, listening and grammar tests, comprehension questions, grammar, vocabulary and pronunciation exercises. Students could search the Web for such sites that served as the best method  for experiencing and presenting creative works. They could use different Internet sources as a platform for their own work such as essays, poetry, or stories.

         In conclusion, the Internet cannot replace the language classroom or the interaction between the language teacher and student, but  it can offer a vast amount of information and lends itself to communication possibilities that can greatly enhance the language learning experience.

2 Effectiveness of the use of the Internet in teaching foreign languages

Features of the use of Internet resources in English lessons at school

The Internet creates unique opportunities for learning a foreign language, it creates a natural language environment. First, let us recall the features of the subject "foreign language". The main goal is the formation of communicative competence, which provides for the formation of the ability to intercultural interaction. In our time, this is the goal most in demand among students. One should keep in mind one more feature of the subject "foreign language". To teach speech activity is possible only in communication, live communication. In preparing for the next lesson, it is important for the teacher to keep in mind the didactic properties and functions of each of the selected training aids, clearly imagining that for some methodological task this or that teaching tool can be most effective. Using the information resources of the Internet, you can integrate them into the learning process, more effectively solve a number of didactic tasks in the lesson:

Improve the ability to listen on the basis of authentic sound texts on the Internet; Replenish the vocabulary, both active and passive vocabulary of the modern language; To form a stable motivation for foreign-language activity. Inclusion of the network materials in the content of the lesson allows students to better understand life on our planet, participate in joint research, scientific and creative projects, develop curiosity and skill. The method of projects is gaining more and more supporters lately. It is aimed at developing the active independent thinking of the child and teaching him not only to memorize and reproduce the knowledge that the school gives him, but also to be able to apply them in practice. The project methodology is characterized by the cooperative nature of the tasks performed when working on the project, the activities that are carried out are, in essence, creative and learner-centered. It assumes a high level of individual and collective responsibility for the fulfillment of each task for the development of the project. The joint work of a group of students on the project is inseparable from the active communicative interaction of students. Project methodology is one of the forms of organization of research cognitive activity, in which students take an active subjective position.

The topic of the project may be related to one subject area or be of an interdisciplinary nature. When choosing the topic of the project, the teacher should be guided by the interests and needs of the students, their possibilities and personal significance of the forthcoming work, the practical significance of the result of the work on the project. The completed project can be presented in a variety of forms: an article, recommendations, an album, a collage and many others. Various forms of the presentation of the project are diverse: a report, a conference, a contest, a holiday, a play. The main result of the work on the project will be the actualization of existing and acquisition of new knowledge, skills and abilities and their creative application in new conditions. Work on the project is carried out in several stages and usually goes beyond the scope of the training activities in the classroom: the choice of the topic or problem of the project; formation of a group of performers; working out of the plan of work on the project, definition of terms; distribution of tasks among students; execution of tasks, discussion in the group of the results of each task; registration of the joint result; project report; evaluation of project implementation. Work on the project methodology requires students to a high degree of independence of search activity, coordination of their actions, active research, implementation and communication.

The role of the teacher is to prepare students for work on the project, to select the topic, to help students in planning work, in monitoring and counseling students during the project as an accomplice. So, the main idea of the project method is to shift the emphasis from various types of exercises to the active mental activity of students in the course of joint creative work. Use the video tutorial. To master communicative competence in English, not being in the country of the language being studied, the matter is very difficult. Therefore, an important task of the teacher is to create real and imaginary situations of communication in a foreign language lesson using different methods of work. Equally important is the introduction of schoolchildren to the cultural values of the native speaker of the language. Authentic materials, including video films, are of great importance for this purpose. Their use contributes to the realization of the most important requirement of the communicative methodology - to present the process of mastering the language as a comprehension of a living culture that is foreign to another culture; individualization of teaching and development and motivation of students' speech activity.

Another advantage of the video is its emotional impact on students. Therefore, attention should be directed to the formation of the schoolchildren's personal relationship to what they saw. The use of the video helps also the development of various aspects of the mental activity of students, especially attention and memory. During the viewing in the classroom there is an atmosphere of joint cognitive activity. In these conditions, even the inattentive student becomes attentive. In order to understand the content of the film, students need to make some efforts. Thus, involuntary attention becomes arbitrary, its intensity influences the memorization process.

The use of various information input channels (auditory, visual, motor perception) positively influences the strength of the recording of regional and linguistic material. Thus, the psychological characteristics of the impact of educational videos on students contribute to the intensification of the learning process and creates favorable conditions for the formation of communicative competence of students. Use of the lesson-excursion. In our time, when the ties between different countries and peoples are developing more and more widely, acquaintance with Russian national culture becomes an indispensable element of the learning process of a foreign language. The student should be able to conduct a tour of the city, tell foreign guests about the identity of Russian culture, etc. The principle of dialogue of cultures involves the use of cultural material about his native country, which allows to develop a culture of representation of his native country, as well as to form ideas about the culture of the countries of the studied language. Teachers, conscious of the stimulating power of regional and cultural motivation, strive to develop cognitive needs for students through non-traditional conduct of the lesson.

Application of the lesson-performance. A productive and productive form of education is a lesson-performance. The use of works of foreign literature in foreign language lessons improves the pronunciation skills of students, ensures the creation of communicative, cognitive and aesthetic motivation. Preparation of the play is a creative work that contributes to the development of the language skills of children and the disclosure of their individual creative abilities. This type of work activates the students' thinking and speech activity, develops their interest in literature, serves to better assimilate the culture of the country of the studied language, and also deepens the knowledge of the language, as this process of memorizing vocabulary takes place. Along with the formation of an active vocabulary of schoolchildren, a so-called passive-potential dictionary is formed. And it is important that students get satisfaction from this kind of work.

Use of the lesson-holiday and lesson-interview. A very interesting and fruitful form of conducting lessons is a lesson-holiday. This form of the lesson expands the knowledge of students about the traditions and customs existing in English-speaking countries, and develops the ability of students to communicate in other languages, allowing them to participate in various situations of intercultural communication. Depending on the objectives, the topic of the lesson may include separate subtopics. For example, "Free time", "Plans for the future", "Biography", etc. Students independently work on the assignment on the country-specific literature recommended by the teacher, prepare questions for which they want answers. Preparing and conducting a lesson of this type stimulates students to further study a foreign language, contributes to the deepening of knowledge as a result of working with various sources, and also broadens the horizon. It can be concluded that the effectiveness of the educational process depends to a large extent on the teacher's ability to organize a lesson correctly and choose the right form of the training. Unconventional forms of conducting lessons provide an opportunity not only to raise students' interest in the subject, but also to develop their creative independence, to train them to work with various sources of knowledge. Such forms of conducting classes "take off" the tradition of the lesson, enliven the idea.

However, it should be noted that too often resorting to such forms of organization of the educational process is inexpedient, since the non-traditional can quickly become traditional, which, in the final analysis, will lead to a drop in the interest of students in the subject. The potential of non-traditional forms of the lesson can be characterized by defining the following learning objectives: Formation of students' interest and respect for the culture of the country of the studied language; Education of the culture of communication and the need for practical use of the language in various fields of activity; Development of linguistic, intellectual and cognitive abilities, development of value orientations, feelings and emotions of the student. As we have already said, the goal of teaching a foreign language at school is to create intercultural competence of students, which is realized in the ability to communicate with each other. The key to successful speech activity of students is non traditional forms of English language lessons, during which students become familiar with the culture of the countries of the studied language, and also expand knowledge about the cultural heritage of their native country, which allows students to take an active part in the dialogue of cultures.

2.2 The practice of using the Internet in English lessons at school

The purpose of the formative experiment was the testing of it in the educational process

The main tasks were

Developing English language lessons with the use of new information technologies

To achieve the goals and objectives of the formative experiment, a system of lessons was developed based on the use of information technology in the educational process.

The formative experiment consisted of 2 stages; preparatory and basic. The purpose of the first - preparatory-stage was to create favorable conditions for the use of information technology. The need for this stage is due to the lack of knowledge of some students to use the computer. At this stage, the basic skills are laid. Components of the Foundation for further work. A conversation was held with the teacher of Informatics to identify the knowledge and skills of students in Informatics.

At the main stage, a number of lessons were given, which we have developed ourselves in relation to the pedagogical conditions of rural schools.

Thus, during the experiment, a lesson was held with students of the 7th grade on the topic "Voices in defense of planet Earth" "Voice for the Earth".

The lesson was held in the computer class of the school.

Lesson topic: "Voices in defense of planet Earth ""Voice for the Earth".

The purpose of this lesson:

Development of cognitive and communicative activities of students via the Internet. Training introductory type of reading with a summary of the content of the text, training in the preparation of stories on a given topic.

Objectives of the lesson:

Introduction to the materials of the international telecommunication project "Voices "of the Japanese website "VOTE" Familiarity with the stories of foreign peers. Participation in the project "Voices"

Materials used in preparing for the lesson

Internet resources of the website "VOTE"


- information about the project

* - stories of project participants

Lesson equipment and materials used in the lesson:

Computer class with Internet access. CD-ROM "Speaking Oxford dictionary and unique system of learning new words", separate pages and printed material of the "VOTE" website

Writing on the Board:Voice For The Earth - VOTE

Message subjects:

1. Most impressive event or person of the 20th century.

2. Lookingtowardsthe 21st century

- what I can do for the world and future

- what I hope the world can be in the future

- what I expect the adults to do for the world and future

3. Introductiontomycountry



Time-1 minute

Message to students about the goals and objectives of the lessonGood morning, dear children! We have an extraordinary lesson today. I'd like to call your attention to some information, and to suggest you to take part in a worldwide kids communication project named Voice for the Earth or Vote. You'll learn something about this project, read the messages written by children from other countries, retell them, write your own stories and send them to Japan via E-mail. You will work in groups (2-3 pupils).

2. The main part of the lesson time-40 minutes

2.1 "VOTE" websiteReview (5 minutes)

Using a demonstration computer connected to the Internet, the teacher makes a brief overview of the site "Voices". If there are no conditions for access to the Internet in the classroom, the teacher can use the information printed earlier in preparation for the lesson.

VOTE is a project that enables children from all over the world to reflect their ideas and opinions to the summit, which will be held in Okinawa, Japan. Each country has a specified period of time to input messages. You have about two weeks to submit your message. Schedule of message input - Jan. 25 - Feb.3 Eastern Europe, Nordic, Balkans. Pleasecheckthescheduleandtopics.


1. Most impressive event or person of the 20th century.

2. Looking towards the 21st century.

what I can do for the world and future

what I hope the world can be in the future

what I expect the adults to do for the world and future

3. Introductiontomycountry.

Ход урока

11. Organizationalmoment. Time-1 minute

Message to students about the goals and objectives of the lesson

Good morning, dear children! We have an extraordinary lesson today. I'd like to call your attention to some information, and to suggest you to take part in a worldwide kids communication project named Voice for the Earth or Vote. You'll learn something about this project, read the messages written by children from other countries, retell them, write your own stories and send them to Japan via E-mail. You will work in groups (2-3 pupils).

1. The main part of the lesson time-40 minutes

* 2.1 "VOTE" websiteReview (5 minutes)

Using a demonstration computer connected to the Internet, the teacher makes a brief overview of the site "Voices". If there are no conditions for access to the Internet in the classroom, the teacher can use the information printed earlier in preparation for the lesson.

VOTE is a project that enables children from all over the world to reflect their ideas and opinions to the summit, which will be held in Okinawa, Japan. Each country has a specified period of time to input messages. You have about two weeks to submit your message. Schedule of message input - Jan. 25 - Feb.3 Eastern Europe, Nordic, Balkans. Pleasecheckthescheduleandtopics.


1. Most impressive event or person of the 20th century.

2. Looking towards the 21st century.

what I can do for the world and future

what I hope the world can be in the future

what I expect the adults to do for the world and future

3. Introductiontomycountry.

After the end of VOTE Message Relay Marathon the posted messages will be presented to the International Symposium on the Internet and Education held in May. Selected messages will be published as a book. Schools and participants will be notified about the book when their messages are selected for publication. If you have questions, ask them, please.

Student questions: How long will this project last? - It'll last till May 2000.

Can we really get a book? - Yes, certainly. If we send our messages to Japan and if they publish our messages on the VOTE site.

2.2 Reading stories of foreign peers. (5 minutes)

There are 6 computers in the classroom, behind each of them there is a group of students (2-3 students). The computers are equipped with an electronic Oxford dictionary, which students can use while reading the text. The task of each group is to understand the content of the story written by students from other countries on one of the proposed topics of the project "Voices", discuss it and share information with students from other groups.

Task:We have some messages written by children from other countries. These messages are published on the VOTE site. It is interesting to know how the children in different countries express their thoughts. Please, get a message, read it, use the electronic Oxford dictionary, discuss it in groups, prepare a short retelling of your message. One person of your group will tell us about your message. You may ask questions each other.

Students work in groups, the teacher approaches each group, helps with translation and paraphrasing, if necessary.

2.3 Oral statements of students about the read texts. (10 minutes)

One student from each group briefly talks about the content of the letter, who wrote it, from what country, what topic this letter is dedicated to. Other members of the group complete the statement or answer questions from students in other groups.

An example of one of the stories of students.We have read the message written by two boys from Turkey. They are 16. They think that the most impressive event of the 20th century is the cloning of a sheep Dolly. This is the most important development of science. They made a copy of the sheep. How did they make it? They put the sheep cell's nucleus into another sheep cell. It is very interesting and wonderfull invention, but, if people use it in a wrong way, it can cause disaster. We like this story very much. The new words in this story are cell and nucleus. They meenклетка, зародыш.

Вопрос: Did you hear or read about this invention earlier? - Yes, we did.

2.4 the Choice of topic and preparation of their messages. (11-12 minutes)

The teacher suggests to choose a subject for the message and to make the short story, to print it on the computer.

Task:You have read different stories of the pupils from different countries. Each of them is very interesting. One boy from Indonesia thinks that the most impressive persons in the 20th century are his parents. Many children wont to live in harmony and peace and hope that people in the 21st centure will stop fighting senseless wars. And what can you suggest the people to save our planet, what can you tell about your life, about the place where you live, what event or person do you admire? Please, choose the subject of your message, discuss it and type it. Work in groups. If you are ready, we will send your message to the VOTE site.

The teacher then asks what topic each group has chosen for their message. What subject of your message have you chosen? Students decided to write about Russia, about the city of Odintsovo, about Moscow, about environmental protection, about amazing inventions of the 20th century - computer and Internet.

2.5 control of stories and sending them to the VOTE website by e-mail. (10 minutes)

Two high school students help the teacher to check the written texts, ready-made stories are sent to the “VOTE " website” E-mail

3. The final part of the lesson. Time: 2-3 minutes

3.2 Results of the English lesson with the use of Internet resources


Students should continue to work on the stories at home and bring them in hard copy or on a diskette for the next lesson, prepare a short statement on their topic. Work in groups will continue.

Dear children, you haven't much time to finish writing your messages at our lesson today. That's why it will be your home task. Think about your topic, which you have chosen, and write the text better at home. When you have got a computer, type it at home and bring the text on the diskette. You will tell us about your message next lesson.

Summing up the lesson.

Letters of the participants of the project "VOTE"Name: OZGE and SERAP (16) School name: Samsun Ataturk Anatolion High School

Country: SAMSUN, Turkey

We think that the most impressive event of the 20th century is the cloning of a sheep, Dolly. This is the most important development of science. They made a copy of the sheep by putting the sheep cell's nucleus into another sheep cell. And it's a really interesting thing that they have the same physical appearance. In our opinion, it's a wonderful invention, but, if humans use it in a wrong way, it can cause disaster.

Name: Charlene (16) School name: Kaohsiung Girls' High School

Country: Taiwan (China)

With the coming of the new millennium, the people are anticipating improvements made on this planet. And we, the people who stand on the island of Taiwan, are also eager to discover what the future has in store. If I have some money, I will donate it to charities to help victims suffering the Earthquake since September 21. The adults, I suppose, could simply be honest to the government and pay their share of tax. By doing so, they help add money to our national treasury and allow our government more budget for public facilities, and better welfare programs.

Name: Tini (18) School name: Youth Red Cross of Senior High School 19

Country: West Jakarta, Indonesia

The most impressed event in 20th century is when I join with Youth Red Cross member of Senior High School 19 West Jakarta-Indonesia.The most impressed persons in 20th century for me are my parents.

Name: Nikita (16) School name: Heinrich-Boell-Gesamtschule

Country: Cologne, Germany

Albert Einstein (1879-1955) Albert Einstein was born on March 14, near Ulm, Germany. He studied Physics in Zurich. He worked in many different cities in Germany, Austria and Belgium. In 1933 he went to America to be a guest speaker in a few American Universities. He didn't return, fearing the Nazis and World War II. In the same year he became a professor at Princeton University. He worked at Princeton until he died on April 18, 1955. Einstein is said to be one of the most important scientists in history. He enhanced Newton's laws and he found the first proof of the spin of an electron. His most famous work is the relativity theory. He came up with this theory in the years 1905 to 1915.

Name: Christina (15) School name: HLW Spittal/Drau

Country: Carinthai, Spittal/Drau, Austria

I hope, in the 21st century people will stop fighting senseless wars based on religious beliefs. Every person should have the opportunity to believe what she thinks is right. Besides, even the environment suffers from it. Each of us should also start living more environmentally conscious, otherwise humanity wonґt survive the 21st century. Another aspect which concerns me is that many people still fear people who look different. they value people according to their outer appearance. Every human being should be treated equally by law as well as in reality no matter if he or she is white or black, if he or she is healthy or diabled. I also hope a cure for Aids will be found soon. This is where we need progress. I donґt think we need robots who do every little thing for us humans. Adults should accept their responsibility to provide children a nurturing environment so the problem of orphans and kids living in the streets can be solved. I have many hopes for the future. It will also be my responsibility

II. Samples of letters of school students posted on the website "VOTE"


I live in Kokshetau. Our town is not big, but inhabitants devote much attention to it. Kokshetau is a green town and there are many flowers. Our ecology is good. It is clean. It isn't allowed to build plants in our town. In our region are very beautiful forests. We must protect our planet from littering, air pollution, water pollution and etc. Atomic bombs, nuclear tests, accidents on the atomic power station is cause for death of many people. Many people died from radiation some years ago in Semipalatinsk.

I suggest presidents of all the world support movement of Green (example Greenpeace). English writer John Galsworthy said: “If you don't think about the future, you will not have it.” I lovemytownandmyworld.

Alexander To my peer 21 century: Is it going to be the last? As far back as in ancient manuscripts it was said about the End of the world Apocalypse. The End is coming. We are voluntarily going to this horrible end.

The devil weapon. Chemical wastes. Careless attitude to environment. It is killing the Planet! And doing dirty we are destroying our souls. In ancient time people were in harmony with Nature. But the Man was not spiritually clear! He must live not only for the sake of wealth, but inner world. Avidity and cruelty - it is alwaysa Fatal way of the Man! These things bring about everlasting conflicts and causes cataclysms. Yes! We are sinful. But is it the only disaster?!

We do not want to realize what we did. We do not want to repent. As a matter of fact from time to time we are asking ourselves: "Why did I do so?". But it is not for long, that we are racked with looking for the truth, consoling ourselves: "We got away with it:" My peer! We have some time yet to stop and think, and choose the Life way. And God like our Planet will forgive us!

Analysis of the lesson "Voices in defense of planet Earth "" Voice for the Earth"

The purpose of the lesson is achieved: students were taught to read with a summary of what they read and made stories on a given topic. The tasks of the lesson are completed: students got acquainted with the materials of the international telecommunication project "VOTE" and began to participate in the project. The lesson was built methodically correctly, all stages of the lesson are closely interrelated, the activity of students is high. The lesson used all kinds of speech activities: listening, reading, speaking and writing. A new, unusual topic of the lesson aroused great interest among students and a desire to participate in this project. This lesson was the first in a series of lessons on this topic and not all students were able to write their stories for the lesson, so the homework involved the completion of stories. At the following lessons the work on reading and collective discussion of stories of participants of the project was continued. Students of other classes (7-11) were involved in the project "Voices". The best works were posted on the Japanese website "VOTE" ahhh!

Other joint projects are possible:

Talking Heads (Talking heads). This task was designed specifically for the two classes to help identify similarities and differences in each other's cultures. During the creation of the page, both parties need to scan a photo of the class, and convert it so that the head of each student will be linked with a link to his question about the culture of the country of the language being studied and the e-mail address to which he can be contacted. By hovering the mouse cursor over an image, students can read the question and answer it with the help of e-mail. As students receive questions that satisfy them, they can change the questions and the answers become a topic of discussion in the classroom.

Virtual Fashion Show (Virtual fashion show). You can create a page where students are depicted in different clothes. Their partners are invited to guess when and in what situation these outfits would be appropriate, and then through e-mail to discuss the cultural differences of fashion with their carriers.

Burning Issues (current issues). The concerns of people in one country may not be relevant to members of another community. Very often they can be solved only by looking at them, through the eyes of other cultures. In any case, students will find it very interesting, firstly, to fully investigate the problem themselves, taking into account the opinions of defenders and opponents, and secondly, to hear feedback from the outside. The results of the study are placed on a separate page with links to the relevant information on the Internet and their address for feedback, after which it is possible to discuss together by e-mail.


The use of innovative methods allow for a differentiated approach to students, to involve each student in the work, taking into account his interests, inclination, level of language training. Interactive methods enrich students with new experiences, activate the dictionary, perform developmental function, relieve fatigue.

Thus, the use of new information technologies in the teaching of English is an integral part of the teaching methods in the current conditions of modernization of education, as with the use of modern technologies the learning process becomes more effective and personality – oriented.In General, there are several General positive aspects in the use of Internet resources in teaching. Thus, ICT in a foreign language lesson allow:

to provide a stable motivation to learn a foreign language;

to create a comfortable atmosphere in the classroom;

to provide a high degree of personalized learning;

to increase the amount of work performed and to increase the knowledge and skills acquired in the classroom;

to improve the quality control of knowledge of students;

efficiently plan and organize the learning process, thereby to increase the effectiveness of the lesson;

to form communicative competence of students through authentic materials;

to provide students with access to different dictionaries, help systems, electronic libraries, repositories and other information resources [8].

In modern methods of teaching foreign languages for a long time allocated the most common resources that have proven effective in the practice of teaching English. These online resources contain a variety of language material, including text, audio and visual on a variety of subjects in the target language. Internet search engines allow the teacher to use authentic materials, such as audio, video and texts, to get acquainted with the works of fiction of authors from the country of the studied language, to join a foreign language culture, to develop Outlook and to type vocabulary into their active vocabulary [6].

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Bim I. L. Method of foreign language teaching. London: Longman, 2004 p. 28-29.

Gower R.; Philips D.; Walters S. Teaching practice. Handbook for teachers in training. Macmillan, 2007 p.113-117.

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