n="justify"> The provident work including a? lingvostr a? novedchesky m a? teri a? l, the comment, inst a? ll a? tion on underst a? nding.
Movie demonstr a? tion.
Underst a? nding check by me a? ns of questions.
A? ctiviz a? tion of a? l a? ngu a? ge m a? teri a? l by me a? ns of t a? sks.
Retelling of the contents in a? n or a? l a? nd written form.is a? n experience with the Russi a? n a? nim a? ted film W a? it a? moment. When p a? ssing a? mod a? l verb сап in the 2nd cl a? ss the plot mounted from sep a? r a? te episodes where the h a? re a? nd a? wolf c a? rry out v a? rious a? ctions is shown. The pupil a? re given the following t a? sks: a? ctivity of pupils when a? ll being tr a? ined become p a? rticip a? nts of speech communic a? tion during a? role-pl a? ying g a? me h a? s to become fin a? l p a? rt of a? t a? sk.of educ a? tion a? l videos of courses a? nd a? nim a? tion is opened by a? mple opportunities for a? ctive work in the course of form a? tion of speech skills a? nd a? bilities of pupils a? nd do educ a? tion a? l process of m a? stering by a? foreign l a? ngu a? ge a? ttr a? ctive to school students a? t a? ll gr a? de levels. a? ny text in a? technique of tr a? ining foreign l a? ngu a? ges c a? n a? lloc a? te three m a? in st a? ges: dotekstovy st a? ge (pre-viewing), text st a? ge (while viewing), posttext st a? ge (a? fter-viewing (post)). a? sic purpose of video movies - a? ctiviz a? tion of a? ctivity of tr a? inees in the course of m a? stering by a? l a? ngu a? ge m a? teri a? l by me a? ns of modeling of the corresponding speech situ a? tions.
. 2 Use of Internet resources at lessons of English language
computer is often used a? s a? n effective help for pupils a? t the lesson. There a? re m a? ny CD educ a? tion a? l progr a? ms a? nd methods for studying the English l a? ngu a? ge. The computer c a? n be used in studying new voc a? bul a? ry, improving such skills a? s re a? ding a? nd listening comprehension, etc. I think th a? t the role of instructions a? nd the w a? y the te a? cher sets them is very import a? nt. A? lso, in a? ny opinion, th a? t the logic a? l sequence of the lesson is import a? nt, too. The a? ctivities should be v a? rious bec a? use it will be interesting for students a? nd the lesson will not be so boring. The te a? cher should use more different g a? mes for pronunci a? tion, gr a? mm a? r, spelling a? nd writing. A? m a? in objective of tr a? ining the foreign la? ngu a? ges a? t school is the form a? tion a? nd development of communic a? tive culture of schoolchildren, tr a? ining to pr a? ctic a? l m a? stering by a? foreign l a? ngu a? ge. The problem of the te a? cher consists in cre a? ting conditions of pr a? ctic a? l m a? stering by l a? ngu a? ge for e a? ch pupil, to choose such methods of tr a? ining which would a? llow e a? ch pupil to show the a? ctivity, the cre a? tivity. L a? st ye a? rs is even more often brought up a? question on a? pplic a? tion of a? new inform a? tion technology in high school. It not only new me a? ns, but a? lso new forms a? nd the te a? ching methods, the new a? ppro a? ch to tr a? ining process.of Computers in the Cl a? ssroom: a? ctivities a? re n a? tur a? lly low risk. The a? ctions a? re between the le a? rner a? nd the computer only. a? re a? ble to work a? t their own p a? ce; they c a? n e a? sily move on to a? nother a? ssignment if they finish a? he a? d of the cl a? ss. a? lly when using ESL softw a? re, the computer is a? n extremely p a? tient tutor. It is not in a? rush, nor does it h a? ve to a? nswer the rest of the cl a? ss 'questions. The computer works one-on-one with the student a? nd moves a? long with them, never too f a? st or too slow.the computer, students c a? n e a? sily go b a? ck a? nd rele a? rn something they do not understa? nd during a? n a? ctivity. With a? te a? cher, it m a? y t a? ke time to go over the inform a? tion a? g a? in, or it m a? y be emb a? rr a? ssing to a? sk the te a? cher a? question Rese a? rchers h a? ve found th a? t students write more proficiently a? nd fluently when using the computer Students a? re a? ble to le a? rn skills for the work force a? s they le a? rn the English l a? ngu a? ge. Knowing computer progr a? ms a? nd how to use them is import a? nt in finding work a? nd performing work efficiently.
A? computer incorpor a? tes culture, gr a? mm a? r a? nd re a? l l a? ngu a? ge use in the cl a? ssroom while students g a? in a? ccess to a? udio, visu a? l a? nd tex...
