ups are composed of students with the same colour of handout; for the second stage, each member of the newly formed groups must have a different colour of handout.jigsaw helps to avoid tiresome plenary sessions, because most of the information is shared in small groups. This method can be expanded by having students develop expertise about their subtopics first through independent research outside of class. Then, when they meet with those who have the same subtopic, they can clarify and expand on their expertise before moving to a new group. One potential drawback is that students hear only one group s expertise on a particular topic and don t benefit as much from the insight of the whole class; to address this issue, you could collect a written record of each group s work and create a master document-a truly complete puzzle-on the topic.its simplest form, the Jigsaw instructional strategy is when:
. Each student receives a portion of the materials to be introduced;
. Students leave their home groups and meet in expert groups;
. Expert groups discuss the material and brainstorm ways in which to present their understandings to the other members of their" home group;
. The experts return to their home groups to teach their portion of the materials and to learn from the other members of their home group. [26, c.39] benefit of the jigsaw classroom is that it is a remarkably efficient way to learn the material. But even more important, the jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. This" cooperation by design facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.
Snowball Groups/Pyramids . This technique involves progressive doubling: students first work alone, then in pairs, then in fours, and so on. In most cases, after working in fours, students come together for a plenary session in which their conclusions or solutions are pooled. Provide a sequence of increasingly complex tasks so that students do not become bored with repeated discussion at multiple stages. For example, have students record a few questions that relate to the class topic. In pairs, students try to answer one another s questions. Pairs join together to make fours and identify, depending on the topic, either unanswered questions or areas of controversy or relevant principles based on their previous discussions. Back in the large class group, one representative from each group reports the group s conclusions.
3. Approbation of technology in teaching communication
We have developed and approbated 10 lessons using the communicative activities for the 7th Form of the secondary school.was held at Ushakovskaya school, Karasusky district, Kostanay region.
lessons were conducted.
Conditions of approbation:
There were computers for each pupil, interactive board, tape-recorder, video-recorder, multimedia.were designed for the group of 14 pupils with middle and high level of the English language.
Procedure of approbation
Lesson 1
Topic:" Environmental problems Date: 8.10.2011
Aim: to develop communicative competence.: dialogue skills, of listening skills with a support on the read text, of ability to a logic statement of the text, of speech habits on the situationof ecological thinking and conducting.
# Stage (ESA) ProcedureTimeMaterialsNote1Organization moment Teacher: Good afternoon dear children! Glad to see you. Today we are going to speak about environmental problems. We ll practice our skills in speaking, reading and listening. I wish you to be calm and to work well. 2 min2 EngageLook at the screen, please. Let s see the first slide - the topic of the lesson and the second slide - the inscription and try to translate it: People will be lost from inability to use forces of the nature and from ignorance of the true world -the inscription on a pyramid of Cheops. 2 min 1-2 slides of the presentation 3 StudyAnd now, let s speak about nature and environmental problems. But at the beginning look at the blackboard and read the words which help us understand the information from the text (see Appendix to the lesson 1) 3 minwords 4ActivateReading the text. Using the words. T...
