Шымкент 28-29 апреля 2015г. 2 Kaztea 2015
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181 KazTEA 2015 crews get together to report their findings to the group members, who should decide on relevance and sufficiency of the solutions. Finally, the groups make presentations of their solutions in special simulation rooms, either the bridge or engine room, where they can use ship facilities to display the solutions. This time marine lecturers are invited to listen to the team presentations and later on present specialist solutions. The groups make evaluation of their findings themselves by comparing their ideas to the specialist solutions, they report on their strong points and weaknesses. Finally, the overall score for the assignment is drawn by the teacher, who evaluates the students’ language and team work, but solutions are evaluated by the students. Another good example of collaborative work is conducting job interviews, where each student takes up the roles of the interviewer and the interviewee. Usually, one vacancy is advertised fitting the students’ specialization, or two to fit two majors, then students draw up resumes, search for more information about the company they apply for, and write covering letters with due attachments. The applicants whose electronic covering letters are adequate, are invited to the interviews. Of course, prior to the interviews, the learners are supplemented with the interviewing question samples, shown a video with a sample job interview for a discussion and coming up with the interview tips. On the day of the interview, the students are divided to 2 groups by their specializations; they read the job announcement for the other type of the job and make a list of relevant questions for the interview. After 10-15 minutes, the interviewers conduct the interview with each applicant for about 5-7 minutes. Next, the groups swap their roles and the second interview rounds for another job vacancy take place. Next, after the interviews are over, groups by majors discuss the outcomes of the interviews and select the best candidate assessing him by his correspondence skills, personal qualities and academic achievements, and problem-solving skills. Finally, all students are normally requested to share their impressions of the activity, what they enjoyed and how they would be willing to improve. The teacher’s role is to scaffold the process and observe the students’ interactions. He praises student involvement, gives positive assessment for the performance, and provides language improvement tips. The process is more important in this type of activities, so teachers need to be generous with the grades, and emphasize the lessons learnt, the importance of such classroom practice for the future careers. As a result of such practices, the class productivity reaches its maximum (95- 97 per cent); all students are involved in the study process, language production increases by 50 per cent, the less confident students become more open to communication, more responsive to the study of the subject matter. The tasks given to students do not lead to memorization or retaining knowledge, but rather provoke necessity to think critically, collect and sort out information, process different approaches to a problem, compare and contrast ideas, and come up with group creative solutions. To sum up, student-centered teaching methodology, real-life, self-discovery tasks and student cooperative learning style result in raising every learner’s motivation to be an important thinking member of the community, as well as 182 KazTEA 2015 fostering his sense of responsibility for the success of the group work which is impossible without every student’s contribution. Reference: 1. Richard Paul and Linda Elder. The Miniature guide to critical thinking concepts and tools, Foundation for Critical Thinking Press, 2008. 2. Ghazi Ghaith, G. (2002). Using cooperative learning to facilitate alternative assessment. English Teaching Forum, 40(1), 26-31, 2002. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/02-40-3-h.pdf 3. Moghaddam and Faruji. Cooperative tasks and lexical development of EFL learners. TESL-EJ 17.2 August 2013. Retrieved from http://www.tesl-ej.org/pdf/ej66/a2.pdf 4. Gena Rhoades. Minimizing chaos through cooperative class management. English Teaching Forum. 3 November 2013, pp. 28-32. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/51_4_5_rhoades.pdf 5. Rick Rosenberg. Tools for activating materials and tasks in the English language classroom. English Teaching Forum. 4 November, 2009. Retrieved from http://staff.neu.edu.tr/~cise.cavusoglu/Documents/EDS%20305/EJ923460.pdf 183 KazTEA 2015 UDC 37.013.32 USING ENGLISH MUSIC VIDEOS FOR TEACHING ENGLISH THROUGH CRITICAL THINKING Teacher in TEFL, A.Zhamanova University Bolashak, Karagandy, Kazakhstan Түйін Егер оқытушы шет тілі сабағында музыкалық бейне клиптер арқылы оқушының сыни (критикалық) ойлау қабілетінің дамуын ескерсе, оның маңызы одан әрі тиімді болады. Осы мақсатты іске асыру үшін мағынасы терең музыкалық бейне клиптер таңдалып алынуы керек. Сондай-ақ, ән арқылы тек тілді ғана емес, сонымен қатар тіл болмысын және қауымдастығын толығымен айқындауға болады. Резюме Использование музыкальных видеоклипов на уроке иностранного языка особенно оправдано при условии, если учитель интегрирует видеоклип с развитием критического мышления у учащихся. Для этой цели следует выбирать качественные музыкальные видеоклипы с глубоким содержанием. Также, песни отражают реалии данного языка и общности в целом, и могут обучать не столько языку, сколько тому, что стоит за ним. Today in the era of high technology and Internet children get used to entertaining themselves with visual media. It is reflected in ways of teaching, namely teaching a foreign language. Alongside with the new demands placed on language teachers with modern people’s needs, there have appeared more opportunities for teachers to diversify classes on learning foreign languages. And one of the ways is to use music videos. It is very reasonable to use them because: 1. Music is an effective tool in itself; 2. Learning through images (video) is enjoyable as well as stimulating. Music is a manifestation of culture and of the human need to communicate. Because it is inextricably associated with language, using music in foreign language teaching is a good way of promoting speaking and of encouraging students to create mental fantasies. Undoubtedly, there is an urgent need for careful selection of the music material. The choice will be dependent on such factors as: a) Students’ interests which are connected with their age and sometimes gender; b) Students’ competence in the target foreign language (lyrics can be easy as well as complicated); c) The language material students are learning at the moment (an optional point). Music selection determines the aims and objectives set by the teacher which can vary: a) To increase learner’s interest to the foreign language; b) To consolidate the grammar material; c) To consolidate the vocabulary; d) To encourage speaking activity; 184 KazTEA 2015 e) To help shy students, etc. “Despite the rich potential of songs as authentic and stimulating texts, when it comes to designing a listening activity for a song, teachers tend to rely upon the Gap Fill as the sole activity: “Listen and fill in the blanks … listen again … check and move on to the next activity” is almost a mantra. Yet songs can be utilized in more variable and stimulating ways to challenge students to learn and think about language, and songs can provide opportunities for integrated skills practice as well as cultural and intercultural analysis.” [1] A music video clip can be considered as a short film or a mini-film with a certain plot and some characters. It is reasonable to use music videos as “the extended context, interesting content, rich visual imagery, and often exaggerated actions and gestures of film provide students with multi-sensory input that is close to what they would find in real-life communication. Such visual input is engaging and motivating to learners, and because of film’s many contextual clues, helps students’ comprehension of the language used in the film.” [2] I found that meaningful songs or even better music videos, can be used to develop critical thinkers in your students. Here, you do not just teach English but you teach something new, you teach how to think critically through the English language. But what is “critical thinking” which is getting popularized now more and more. “Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. People who think critically, consistently attempt to live rationally, reasonably, empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. [3] “Teach people to make good decisions and you equip them to improve their own futures and become contributing members of society, rather than burdens on society. Becoming educated and practicing good judgment does not absolutely guarantee a life of happiness, virtue, or economic success, but it surely offers a better chance at those things.” [4] “Critical thinking employed by an informed citizenry is a necessary condition for the success of democratic institutions and for competitive free-market economic enterprise. These values are so important that it is in the national interest that we should try to educate all citizens so that they can learn to think critically. Not just for their personal good, but for the good of the rest of us too.” [5] “Effective use of … [any video material] …, requires careful planning and appropriate teacher guidance of pre-viewing, viewing and post-viewing activities. … Whereas pre-viewing and viewing activities center on understanding input, post- viewing activities focus on output practice.” [6] During the pre-viewing stage students are to be prepared for watching and listening to the video with the help of questions, and key words for instance. The viewing/while-viewing stage should include watching the video at least twice and be accompanied with some writing task, such as: filling in gaps with omitted words, for example. At the post-viewing stage students are asked some follow-up questions or/and do a written assignment. Here are the recommendations for using the music 185 KazTEA 2015 video for the song “Wings by Macklemore and Ryan Lewis, instrucions for the teacher and hand-outs for students. Conclusion Using music video clips for teaching a foreign language is justified especially if the teacher integrates it with critical thinking development. For this purpose only meaningful and good quality music videos have to be selected. Also, songs reflect the realia of the language, community and society as a whole and can teach not only the language but everything behind it. Sample activity Song and video for – Wings by Mackleberry and Ryan Lewis Time required – 50 min. Equipment: a DVD-player or a computer, speakers and a screen with a projector Level: upper-intermediate/advanced Pre-viewing: The teacher (T) asks the following questions and generates discussion: a) Which generation consumes more goods, especially clothes – today’s or the previous one? Why do you think so? b) What’s your favourite label? What labels are considered cool among teenagers? c) What do today’s children and youths think of happiness and satisfaction? What things make them happy? Why do you think so? Rate each category in the Happiness diagramme. d) What must be the real source of happiness and satisfaction with one’s life? (Make a list) After discussing the C question T hands out Happiness/Satisfaction Diagramme and asks students to rate each category according to their own opinion. They also can reason their answers. Also, before watching the video clip students have to be prepared for some difficult vocabulary units from the song – American slang words and sports related words. (It is also a good idea to use this song for teaching sport and clothes). For this T has to pre-teach and explain the following words and phrases: Air-bubble (an invention of Nike for better amortization), Swoosh (Nike’s logo) Other Labels: Max, Pro Wings, Adidas Parts of shoes: tongue, laces, tread, stripes, Velcro Commodity – product Verbs: crease (here spoil the shoes by pressing them too much), stick out, clown for (be laughed at), flaunt – show off, trick – cheat, murder - kill Slang words and phrases: Not tight – not cool Kicks – shoes 186 KazTEA 2015 Dope - super cool My parachute – my success Proper Names: Fours – Nike Air Jordan 4 (Model of Nike sneakers) Mike – Michael Jordan, a famous American basketball player Phil Knight – the founder of Nike Company While-viewing: Stage 1 For the first time students watch the first part of the video (Verse 1) but are asked to answer some questions: How old was he when he was bought his first sneakers? Was he really happy? Why? What was he bought next? What happened to his brother Carlos? Who did he want to be? Why? What did his classmates wear? Stage 2 Then students are handed out the chorus with missing words that they will have to fill in by listening to the song. First they have to predict the words discussing it in twos and threes. Then after checking the words, students have to answer the question: “Is it possible to buy a dream?” Stage 3 Students are asked to finish the phrase: We are what we __________. If they have guessed this correctly they are asked: “What does this slogan make people do?” Then students listen to Verse 2 with lyrics and answer the question: How did Phil Knight trick people? Explain this phrase: “It consumed my thoughts.” Stage 4 Students listen to Verse 3 with lyrics given after which they have to explain the phrase: “Consumption is in my veins”. Post-viewing: The T gets students answer the following questions: a) What did the boy realize in the end? b) Which is more possible – to sell or to buy a dream? Why? Students are asked to analyze their rated diagrammes and see if their opinion to what has been discussed changed. Follow-up: Students may be asked to do the additional writing task – write an essay about Consumerism/Materialism and its effect on people. References 1. Beyond the Gap Fill: Dynamic Song Activities for Song in the EFL Classroom English Teaching Forum 2014 Volume 52 No1, p.14; 187 KazTEA 2015 2. Chapple, L., & Curtis, A. (2000). Content-based instruction in Hong Kong: Student responses to film. System; 3. http://www.criticalthinking.org/pages/defining-critical-thinking/766 4. Facione, PA, “Critical Thinking: What It is and Why it Counts” www.insightassessment.com , p. 2; 5. Facione, PA, “Critical Thinking: What It is and Why it Counts” www.insightassessment.com , p.25; 6. Paul Davies, Eric Pearse, Success in English Teaching, Oxford University Press, 2002 p.163. 188 KazTEA 2015 UDC 811.111’23:37.16]:003.6 INTERACTIVE ASSESSMENT FOR 10 MINUTES AT A LESSON Cand. of Pedag.Sc., Ass.Ph. R.Zhussupova, Ph.Master Sh.Suleimenova L.N. Gumilyov Eurasian National University, Astana, Kazakhstan Түйін Бағалау - ағылшын тілін оқытудағы орны ерекше және көптеген мағынасы бар терминдердің бірі. Бағалау кей кезде бағдарлау сөзімен шатастырылуы мүмкін, алайда екі концепт мүлдем екі түрлі. Бағалау студенттің білімі, іскерлігі мен дағдысының деңгейін анықтауға бағытталса, бағдарлау курс немесе бағдарламаның сапасын анықтауда қолданылады. Мақалада екі бағдарламада қолданылатын, қазіргі таңда ең қолайлы болып келетін бағалаудың түрлері қарастырылады. Резюме Оценивание является одним из многообразных терминов в преподавании иностранных языков и в тоже время имеет много значений, однако, оценивание часто путают с термином оценка, хотя эти два термина имеют разные значения. Оценивание - это термин для определения того, что знает и может обучающийся, оценка является термином для определения курса или программы по изучаемой теме. Данная статья включает описание использования интерактивных программ Programme iSpring Quiz Maker и b.socrative.com на уроках иностранных языков, которые идеальны для проверки и контроля знаний студентов, а также экономичны во времени и затратах при подготовке. Assessment is one of those terms in ELT that can mean many various things. Assessment is often equated and confused with evaluation, but the two concepts are different. Assessment is used to determine what a student knows or can do, while evaluation is used to determine the worth or value of a course or program. Assessment data effects student advancement, placement, and grades, as well as decisions about instructional strategies and curriculum (Herman & Knuth, 1991) [1,23]. Evaluations often utilize assessment data along with other resources to make decisions about revising, adopting, or rejecting a course or program. The demands of the today's world require students learn many skills. A knowledge-based, highly technological economy requires that students need to master higher-order thinking skills and that they are able to see the relationships among seemingly diverse concepts. These abilities - recall, analysis, comparison, inference, and evaluation - will be the skills of a literate twenty-first-century citizen. Mostly we discuss formative and summative assessment, peer and self-assessment, portfolios, setting learning targets, and methods of alternative assessment.And yet, in Kazakhstan and other countries around the world, pen and paper exams still carry the most weight. In reality, the portfolios, ‘on the spot’ checks, and discussions with learners form only a small fraction of the final mark, if they are done at all. All too often, an entire course of learning, communicating, and exploring language all boils down to a set time limit and an ability to recall information under exam conditions. 189 KazTEA 2015 Testing forms the bedrock of educational assessment and represents a commitment to high academic standards and school accountability. Now we can come to one of the popular interactive testing assessment – Programme iSpring Quiz Maker . This type of testing gives a quick check and have the certain and steady values of the parameters characterizing its quality. Except the established estimations of parameter of difficulty and parameter of differentiating ability. Its purpose is to control through introduction of tests and other alternati ves forms of assessment for formation of pupils’ speech abilities in successful language learning. ISpring Quiz Maker program is the programme for creating profiles (without evaluation) and tests (with estimation). ISpring Quiz Maker offers a wide variety of issues: jobs, along with closed- type. The programme allow the teachers to create a variety of tasks and assignments form with graphic objects. Both will be valuable to e-textbooks. Ultimately, ISpring QuizMaker tests can be used as 1. A stand-alone electronic textbook designed to test control 2. For introducing an ISpring Pro (Presenter) - get a full electronic textbook 3. Flash SCORM or can be incorporated into the system of distance learning, such as Moodle. Among other things, ISpring QuizMaker can design tasks with different testing strategies, including with the choice of a certain random number of questions proposed. In the screencast is shown more tuning tests ISpring QuizMaker. Types of questions ISpring QuizMaker gated: • True / False • A single choice, multiple choice (with a choice of one or more correct answers) • Given answers (optional presentation tasks, single selection) • Compliance (formation of conformity) • Procedure (establishing of the correct sequence) • The Bank of words (the tasks option on single selection). Types of questions iSpringQuizMaker open type: • Input line, enter the number (job additions) • Gaps (optional, job additions) The active region in ISpring QuizMaker - job based on the graphic. |