get that in order to intensify the process of teaching we need to use modern informational technologies equally with traditional methods.information technologies are auxiliary incentive-based tools in teaching, then their usage transforms the whole mental activity. It s the same as if they were work tools which modify the natural activity of organs [30; 34] .example, the usage of computer presentations in the educational process allows to intensify the process of teaching and hold classes at a qualitatively new level, using in stead of the classroom board, slide films which are shown on a computer s screen or on a large wall screen or on a personal computers of pupils.efficiency of educational material depends greatly on the level of illustrative material. The visual richness of educational material makes it clear, convincing and leads to the intensification of the process of its assimilation. Computer presentations allow students to focus on the important points and to create images in the form of illustrations, charts, diagrams, graphics, songs, etc. The presentation can influence on several types of memory: visual, aural, emotional and, in some cases, motoric memory.such peculiarity as interactivity, computer presentations can effectively adapt course material according to the features of pupils. The more interactive the process is, the more efficiency of perception of educational material.can use presentations in the teaching process at various stages of the lesson, but its main assignment as a presentation tool remains the same, it just changes its forms, depending on the assigned purpose of its use.software allows to make presentations without programming and in the short term and if necessary, even modify them. One of the most effective programs for creating computer presentations, as we have already outlined above is Microsoft Power Point.allows to create own presentations quickly and without any difficulties. When pupils make various tasks, using such type of software, they start the process of combination of practical and symbolic activity. Analyzing similar activities, we can come to conclusion, that a pupil, who memorize information with a help of supplement, building links differently than a child who memorize directly, because the child, who appeals to signs and auxiliary operations for memorizing information, requires not memory but the ability to create new connections, new structures, imagination, and sometimes well-developed thinking [31; 179] .anyway, in spite of all advantages of method of projects, mentioned above, we can see, that implementation of this method isn t so extensively as it deserves. This situation is due to the following contradiction: High efficacy of method of projects and the limitedness of usage of this method in practice.contradictions and aspects, mentioned above, underline the urgency of our research. During the process of teaching foreign languages, method of projects gives significant results. It allows to create a special atmosphere during the whole lesson, where every student is involved in a cognitive process on the basis of methods of cooperation [32; 46] .main idea of ??such approach to teaching foreign language is to transfer an accent from different types of exercises to mental activity of pupils which requires knowledge of some specific language tools [33; 49] .suppose that only method of projects in conjunction with modern information technologies can help to solve this problem and make lessons of English interesting and informative.
2.2 Diagnostics of initial level of pupils knowledge on the English language and level of their motivation
A theoretical study of our hypothesis shows a necessity to analyze this issue during the real educational process.implementation of our experiment, we form two groups on the basis of two classes - 8 «A» (12 pupils ) and 8 «B» (15 pupils) of secondary school №23, Kostanay. They become the control and experimental groups accordingly.the beginning of experiment, we have identified two goals.of all, to identify the initial level of motivation of learning English. For this purpose, we need to solve the following tasks:
. To determine what is the leading motive.
. To identify the conditions that favour the motivation of learning English.
. To find out how often teachers use information technologies during lessons of English.order to solve these tasks, we use the following methods:
educational observation;
analysis of English lessons, conducted by other teachers;
questionnaire poll of students and teachers.the primary stage of our experiment, we identify the real motive of pupils, and the conditions that enhance motivation to learn English. In order ...
