Project work at the English Lessons

at the

Content:

Rationale …………………………………………………………………4

The theory of project method

The history of this method…………………………………………… …………5

Definitions of the method of project work (by different authors)…… ………... 7

Types of the projects…………………………………………………………….8

Technology of project work……………………………………………………11

The main demands to the project method usage………………………………..14

Rational

The changes in our modern life such as Globalization, the rapid development of Hi – Tech and others determine the changes in educational process. The focus of it has moved from the notion “knowledge” to the notion “competent person”. It means that teachers shouldn’t just give the knowledge to students, but teach them how to get the knowledge themselves and how to deal with the problems and use what they’ve already learned. It is not as easy as it looks like and demands teachers to change not only the methods of teaching but first of all the way of thinking. This brochure is for those teachers who wants and is not afraid to change him/herself and improve the life at least within the school. Following the real life we can also see that what is taught in the classroom may in theory be useful but the usefulness doesn’t always extend to practice. And here we come across the problem of the most secondary schools that

The students can’t use their gained knowledge in real – life situations, have no abilities in decision – making and problem – solving.

They also have no opportunity to use English language in their real life as they don’t travel abroad and meet people from other countries.

Besides three or even two English lessons a week at secondary comprehensive schools are absolutely not enough to practice English as a unity of Speaking, Writing, Listening and Reading.

So, there was a question in front of us - the teachers of English, what methods and techniques to use to solve this problem. We think that one of the ways can be “project work”. It has been used in Europe and other parts of the world for many years already and is being widely promoted in Russian Educational system as it is an extended and flexible kind of work that motivates students, develops learners’ autonomy, integrates different skills and knowledge and provides the opportunity of practical usage of English language.

But unfortunately, according to our survey both teachers and students aren’t aware of the idea what the project is and how to work it out. They usually consider the project as a report and that’s all. While the project is the result of group work and its result must be real and practical. Besides to create the situations and the ideas of project works demands a lot of time. That’s why there’s a great need of some special ready – made material for teachers with: ideas, situations, comments and description of project working process.

So we got the idea – to collect some useful information about method of projects, to describe the real experiences of such work at some secondary schools and to put all this material in a brochure. The aim of this brochure is to help those teachers of English who want or have to realize the project work at their lessons and to provide them with all the necessary information, some ideas and the results of the current works.

From this brochure they will learn some facts from the history of method of project, the definitions and detailed descriptions of the technology of project work by different authors, some scales and evaluation sheets that will help to observe and assess the progress of students.

We also hope that every teacher will add to this brochure some new ideas from his/her own experience.

The theory of project method

1. The history of method of educational projects.

The method of project appeared in the second half of the XIX century at agricultural schools of the USA and was based on the theoretical concepts of “pragmatical pedagogics” of the American philosopher - idealist, the psychologist and teacher John Dewey (1859-1952). According to his views, the only valuable and true is that is useful for people that gives practical result only and is directed for the blessing of all society. Besides he believed the idea that the development of the child repeats the way of learning the world by mankind.

It was considered, that the way of spontaneous searches is characteristic and the most natural to the child, that cognitive activity, inquisitiveness of the child is enough for high-grade intellectual development and education. Experience and knowledge the child should get by "making", during research of the problem training environment, manufacturing of various models, circuits, experiments, finding answers to questions at issue and as a whole - sectioning from the particular to the general, i.e. using an inductive method of knowledge.

Training should pass mainly as labor and game activity in which taste of the child to self-training and self-improvement develops. During independent research it is necessary for child to open for themselves properties and laws of subjects and the phenomena, and the teacher only can reply to the questions if those will be, he should help in knowledge only that has spontaneously interested the child instead of to offer for studying something moreover.

In the compressed kind conceptual positions of the theory of John Dewey looked as follows:

the Child in his development repeats a way of mankind to knowledge;

getting knowledge is a spontaneous, unguided process;

the Child acquires a material, not simply by listening or perceiving sense organs, but due to the need arisen in him for knowledge, being the subject of the training.

The main points of success of training on Deweyare:

Problem standing ofa learning material;

Activity of the child;

Connection of training with life of the child, game, work.

Methodical techniques of creation of problem situations:

the Teacher brings children to the contradiction and offers them to find the decision;

Pushes together contradictions in practical activities;

States the various points of view on the same question;

Offers to consider the phenomenon from various positions;

Induces to make comparisons, generalizations, conclusions;

Puts concrete questions;

Puts problem tasks.

The ideas of Deweymade the big influence on an educational system of the XX century. The modern didactics uses presentation, practical and laboratory works, search and problem methods.

At the end of the XX century the interest to Dewey's ideas increased in connection with the development of active methods and the forms of training developing creative abilities of pupils. He specified necessity of "critical thinking » and developed principles and a technique of its formation for active and conscious mastering a learning material:

Possession of a multi valence, i.e. skill to transfer the contents of concepts and theories with the help of words, figures and mathematical expressions;

Skill to compress and generalize the information to create own economical structures, conceptual maps and circuits;

Skill to think abstractly, distracting from concrete;

Skill to find the main, conducting principles of any phenomenon.

The ideas of Dewey were widely realized in 1884-1916 in various educational institutions by his pupils and followers - American teachers E.Parherst (Dalton town) and V.Kilpatrick, new experimental schools were opened: school of E. Kollings (state of Missouri), skilled schools in Weneteck, elementary classes of Lincoln school at the Colombian university (New York), Margarita Nauberg's Nursery school then named as Walden schooland based on Maria Montessori's pedagogical ideas, Game school of Carolina Prattetc. One of the ways of introduction of Dewey's ideas was training on « a method of projects ». Children carried out "projects" - the concrete tasks connected to a learning material, but actually the volume of theoretical knowledge was narrowed.

In 1910th the American professor Kollings, the organizer of long experiment with one of rural schools in state of Missouri, offered the first-ever classification of educational projects. He allocated four groups of educational projects:

"PROJECTS of GAMES" - children's occupations which direct purpose is participation in group activity as that: various games, national dances, drama statements, a different sort of entertainment etc.

"EXCURSION PROJECTS" which assumed expedient studying the problems connected to environmental nature and public life.

"NARRATIVE PROJECTS", developing which, children had for an object "to take pleasure in the story in the diversified form" - oral, written, vocal (song), art (picture), musical (game on a grand piano) etc.

"CONSTRUCTIVE PROJECTS ", aimed at creation of a concrete, useful product: manufacturing of the rabbit trap, preparation of cocoa for school breakfast, construction of a stage for school theatre etc.

At the experimental school working under Kollings's managementon a method of projects, for the first year of training it was conceived, worked and finished by children: 58 of " excursion projects ", 54 of " the project of games ", 92 " constructive the project ", 396 of " narrative projects ". It is necessary to notice, that the head of all six hundred projects was the only teacher of this school. Only the next year the second teacher was employed.

William Kilpatrick assumed that stimulus of prompting of pupils to activity for achievement of a definite purpose and the necessity of purchase of new knowledge connected to « the reflex of the purpose » (by I.P. Pavlov). In his opinion, the teacher should put before himself the purpose to support and use love inherent in children to makingplans. The connection of the acquired knowledge with the new purpose - one of the most fruitful sources of new interests, it is especially interests of intellectual property. In this aspect the term "project" also was used. The project (by V. Kilpatrick) is any activity executed "with all my heart", with a high degree of independence group of children incorporated at present by the general (common) interest. V. Kilpatrick allocated four types of projects:

I the Embodiment of idea in the external form (statement of the play at school theatre).

II Reception of aesthetic pleasure (consideration and discussion of a picture).

III the Decision of a problem(task), the sanction of intellectual difficulty, a problem.

IV Reception of the new data, strengthening of a degree of knowledge, talent (development of any activity - e.g. letters).

And though the grandiose project of creation of the whole network of experimental schools was not completely realized, the resonance of all these ideas for development of national education in the USA is doubtless. The certain steps for generalization and distributions of the saved up operational experience of experimental schools were made (by a bureau of pedagogical experiments founded in New York in 1911). Attempts of coordination and organizational support of teachers working on this method were also undertaken.

«The Method of projects » and its variant "Dalton-plan"has got popularity in the various countries, including Russia where it was used in school and high school training in 20th years of the XX century. They were well known for S.T. Shatskiy (in 1905 he organized a small group of employees), V.N. Soroka-Rosinskiy, A.S. Makarenko etc. In 1930 “Наркомпрос”ratified programs for elementary school “ФЗС”which were constructed on the basis of complexes - projects.

The period of existence of this innovation was short as the American experience was transferred into the Soviet schoolsby introduction in practice of schools the complex - design programs considerably reducing volume of general educational knowledge on the basic subjects, leaving the big place for practical activities of pupils, among the projects were such, for example, as « we shall Help factory of plant to execute “the industrial financial plan”», « we shall learn to plant hens » etc. The authorized programs strengthened lacks and defects of complex programs. Working on complex - design programs, the school could not provide the pupil with the necessary volume of regular knowledge: finished school had no sufficient preparation for successful entering high schools, there was no the prepared pedagogical staff, capable to work with projects, the technique of design activity was poorly developed. Therefore these programs and connected with them « a method of projects » did not receive then wide application in practice of mass school. (Konstantinov N.A. etc. the History of pedagogic: the Textbook for students of pedagogical institutes. - M.: Education, 1982. - With 354). In 1931 the methods of projects was condemned by decision of ЦК ВКП, and since then until recently in Russia serious attempts to revive this method in school practice were not undertaken any more.

Today the method of projects experiences a rebirth. Certainly, in due course realization of a method of projects has undergone some evolution, but the essence of it remains the same. It has found wide application in many countries of the world mainly because organically allows to integrate knowledge of pupils from different areas at the decision of a problem, enables to put into practice the received knowledge, generating thus new ideas. The method of projects has been actively and successfully developed in USA, the Great Britain, Belgium, Israel, Finland, Germany, Italy, Brazil, Netherlands and many other countries where has got the big popularity owing to a rational combination theoretical knowledge and their practical application for the decision of concrete problems of environmental validity in joint activity of schoolboys.

2. The definitions of the method of projects

3. TYPES OF PROJECTS

Though similar in different ways, project work can take on diverse configurations. The most suitable format for a given context depends on a variety of factors including curricular objectives, course expectations, students’ proficiency levels, student interests, time constraints, and availability of materials. A review of different types of projects will demonstrate the scope, versatility, and adaptability of project work.

Project classification on the nature and sequence of project-related activities (by Henry, 1994):

Structured projects are determined, specified, and organized by the teacher in terms of topic, materials, methodology, and presentation;

Unstructured projects are defined largely by students themselves;

Semi-structured projects are defined and organized in part by the teacher and in part by students.

Project classification on the real-world situations (вy Fredricka L. Stoller, p.5):

Projects can be linked to real-world concerns (e.g. when Italian ESP [English for specific purposes] students designed a leaflet for foreign travel agencies outside of Europe describing the advantages of the European Community’s standardization of electrical systems as a step towards European unity or when general English students at an international school created a public bulletin board display – with photos and text based on extensive interviews with EFL [English foreign language] faculty – introducing new students to their EFL teachers).

Projects can also be linked to simulated real-world issues (e.g. when EAP [English for academic purposes] students staged a debate on the pros and cons of censorship as part of a content-based unit on censorship).

Projects can also be tired to student interests, with or without real-world significance (e.g. when general English students planned an elaborate field trip to an international airport where they conducted extensive interviews and videotaping of international travelers).

Project classification on data collection techniques and sources of information:

Research projects necessitate the gathering of information through library research and text projects involve encounters with “texts” (e.g. literature, reports, news media, video and audio material, or computer-based information) rather than people. Such project is structured like science research. It includes some grounds:

Topical choose of the theme

Task erection of research

Necessary hypothesis proposing and its next checking

Discussion and analyze of the got results

Making this project it will be better to use modern science methods: lab experiment, model making, socio questionnaire, etc.

Correspondence projects require communication with individuals (or businesses, governmental agencies, schools, or chambers of commence) to solicit information by means of letters, faxes, phone calls, or electronic mail. Such projects need well-structured system and possibility to make some corrections in the process of work.

Survey projects entail creating a survey instrument and then collecting and analyzing data from “informants”.

Encounter projects result in face-to-face contact with guest speakers or individuals outside the classroom.

Creative project is supposed to use maximally free and not traditional approach to its implementation and outcomes’ presentation. There may be almanacs, theatrical performances, sport games, fine or applied works, video films, etc.

Role project. The most difficult thing is to elaborate and realize this project. Taking part in this process the students as like as literature or historical persons, or invented characters are aimed to create social or business relationships through role-play situations. The result isn’t visible up to the final. What is the end of the trial court? Will the conflict be saluted and the contract concluded?

Project classification on the ways that information is “reported” as part of a culminating activity:

Production projects involve the creation of bulletin board displays, videos, radio programs, poster sessions, written reports, photo essays, letters, handbooks, brochures, banquet menus, travel itineraries, and so forth.

Performance projects can take shape as staged debates, oral presentations, theatrical performances, food fairs, or fashion shows.

Organizational projects entail the planning and formation of a club, conversation table, or conversation partner program.

Project classification on the contact complexity and character (by Polat E.S.):

There are two types of the project based on complexity (subject-based sphere):

Mono project is realized as a rule through one school subject or one sphere of knowledge, although the information can be used from the other spheres of knowledge and activities. The leader is the teacher of the selected subject, the consultant – the teacher of the other subject. Mono projects can be: literature-creative, natural science, ecological, linguistic, cultural, sport, historical, geographical, and musical. The integration is realized only at the stage of product preparation and presentation: e.g. PC version of the literature almanac or musical setting of the sport event/holiday. Such projects can be created in the classroom-lesson system.

Subject integrated projects can be realized only in the free time after lessons and the leaders are specialists from various knowledge spheres. The integration is deeply supported even already at the stage of problem stating. E.g. project on the theme “Problem of the person dignity in Russian society in XIX-XX centuries” demands simultaneously historical, literary, cultural, and psychological and social approaches.

Projects with open clear coordination (the coordinator of the project directs the work, organizes individual stages of work, activity of some participants).

Projects with hidden coordination (the coordinator is a participant of the project).

Projects based on contact characters are:

Inside classroom

Inside school

Regional (in one country)

International

Two last projects are telecommunicating because they need the coordination of students’ activity, their communication in Internet and usage of modern PC technologies.

Project classification on the lengthy:

Mini projects are fulfilled during one lesson or a part of the lesson. Its production is very useful for ELL [English language lessons] (e.g. project “Making of the ads module in English language”, the 11^th form. Project is created in groups, the lengthy is 20 minutes: preparation – 10 min, presentation of every group – 2 min).

Short-term projects need 4-6 lessons monthly used for coordination of participants’ activity. The main work such as gathering of information, product making and presentation preparing is done at the lessons and at home.

Week projects can be tired to group work. Its realization takes 30-40 hours and the project leader controls everything. While realizing the project the classroom forms (lectures, lab experiments) combine with extra-time work (excursions, natural video sessions, etc.). Thanks to the deep diving into the project makes the week project the most optimal form of project work organization.

Long-term (annual) projects can be designed in groups or individually. Some schools traditionally use this type of project for students’ societies and all work is realized in free time.

Individual and group projects.

There is no one point of view what organization of the process to choose. The system “The International Baccalaureate” agrees to only individual projects’ existence. E.S. Polat (Moscow) prefers to use group projects, as it is the most effective work technology.

Individual projects’ advantages:

The plan of the project work can be made and followed by maximally clear

The student becomes responsible because all stages of the project work depends on him/her

The student becomes skillful practicing all stages

The process of forming research/presentation/evaluation skills is enough managed

Group projects’ advantages:

Participants are involved in the communication.

The project can become the most deeply and many-sided made.

Every stage needs as a rule the situation leader: idea generator, researcher, designer of the outcome, director of presentation; every student depending on own strong side actively includes in the process.

In one group exists smaller groups who has own problem solving ways, ideas, hypothesis, points of view and the element of competition increases their motivation and influence positively on the quality of the project.

4. Technology of project work.

Project work, whether it is integrated into a content-based thematic unit or introduced as a special sequence of activities in a more traditional classroom, requires multiple stages of development to succeed. It’s an easy-to-follow multiple-step process that can guide teachers in developing and sequencing project work for their classrooms. Authors propose different variants of stages of project work.

O.V. Teslina makes 3 stages:

Revealing and formulation of latent problem by pupils themselves (problem

is prepared by the teacher).

Preparation (provides language and speech skills of learners).

Presentation and discussion of projects

M. Moar (Milton Chains, Great Britain) proposes 4 phases (PC project studying):

Storing up the corresponding material.

Planning, or plot making, in that the consistencies of the critical events of the presentation are shown in the form of pictures of the clue structures.

System constructing creates graphic, text and sound elements.

The return game phases where students look through and analyze own systems.

F. Staller proposes a ten-step sequence of activities for orchestrating project work in a classroom:

I stage: The teacher gives students an opportunity to form the project (e. g., using techniques “brainstorming”). Students select necessary information using background knowledge.

To set the stage, the instructor gives students an opportunity to shape the project and develop some sense of shared perspective and commitment. Even if the teacher has decided to pursue a structured project, for which most decisions are made by the instructor, students can be encouraged to fine-tune the project theme. While shaping the project together, students often find it useful to make reference to previous readings, videos, discussions, and classroom activities.

II stage: Pupils determine the final outcome.

Whereas the first stage of project work involves establishing a starting point, the second step entails defining an end point, or the final outcome. Students and instructor consider the nature of the project, its objectives, and the most appropriate means to culminate the project. They can choose from a variety of options including a written report, letter, poster or bulletin board display, debate, oral presentation, information packet, handbook, scrapbook, brochure, newspaper, or video.

III stage: Step of structurization of the project using questions:

What information is necessary?

How can we receive this information?

How can we group and analyze collected information?

Role and function of each participant of project work.

The time of project work.

After students have determined the starting and end points of the project, they need to structure the "body" of the project. Questions that students should consider are as follows: What information is needed to complete the project? How can that information be obtained (e.g., a library search, interviews, letters, faxes, e-mail, the World Wide Web, field trips, viewing of videos)? How will the information, once gathered, be compiled and analyzed? What role does each student play in the evolution of the project (i.e., Who does what?)? What time line will students follow to get from the starting point to the end point? The answers to many of these questions depend on the location of the language program and the types of information that are within easy reach (perhaps collected beforehand by the instructor) and those that must be solicited by "snail" mail, electronic mail, fax, or phone call.

IV stage: Very important preparatory stage for the language demands.

It is at this point that the instructor determines, perhaps in consultation with the students, the language demands of the information gathering stage (Step V). The instructor can then plan language instruction activities to prepare students for information gathering tasks. If, for example, students are going to collect information by means of interviews, the instructor might plan exercises on question formation, introduce conversational gambits, and set aside time for role-plays to provide feedback on pronunciation and to allow students to practice listening and note-taking or audio-taping. If, on the other hand, students are going to use a library to gather materials, the instructor might review steps for finding resources and practice skimming and note-taking with sample texts. The teacher may also help students devise a grid for organized data collection. If students will be writing letters to solicit information for their project, the teacher can introduce or review letter formatting conventions and audience considerations, including levels of formality and word choice. If students will be using the World Wide Web for information gathering, the instructor can review the efficient use of this technology.

V stage: Gathering the information, practice of all skills and strategy of gathering information.

Students, having practiced the language, skills, and strategies needed to gather information, are now ready to collect information and organize it so that others on their team can make sense of it. In the project highlighted here, students reread course readings in search for relevant materials, used the library to look for new support, wrote letters to political parties to determine their stand on the issue under consideration, looked into finding organizations supporting or opposing some aspect of their proposition (e.g., gun control groups) and solicited information that could possibly be used in the debate. During this data-gathering stage, the instructor, knowing the issues and propositions being researched, also brought in information that was potentially relevant, in the form of readings, videos, diction-comps, and teacher-generated lectures, for student consideration.

VI stage: Compiling and analyzing information. Students try to organize a material, to estimate, to analyze and to define interaction between ideas.

After successfully gathering information, students are then confronted with the challenges of organizing and synthesizing information that may have been collected from different sources and by different individuals. The instructor can prepare students for the demands of the compilation and analysis stage by setting up sessions in which students organize sets of materials, and then evaluate, analyze, and interpret them with an eye towards determining which are most appropriate for the supporters and opponents of a given proposition. Introducing students to graphic representations (e.g., grids and charts) that might highlight relationships among ideas is particularly useful at this point.

VII stage: The analysis of information important for the project.

With the assistance of a variety of organizational techniques (including graphic organizers), students compile and analyze information to identify data that are particularly relevant to the project. Student teams weigh the value of the collected data, discarding some, because of their inappropriacy for the project, and keeping the rest. Students determine which information represents primary "evidence" for the supporters and opponents of their proposition. It is at this point that topical teams divide themselves into two groups and begin to work separately to build the strongest case for the debate.

VIII stage: Preparation of the language base to make presentation (pronunciation of speech clichés, review).

At this point in the development of the project, instructors can bring in language improvement activities to help students succeed with the presentation of their final products. This might entail practicing oral presentation skills and receiving feedback on voice projection, pronunciation, organization of ideas, and eye contact. It may involve editing and revising written reports, letters, or bulletin board display text. Students practiced their oral presentations and tried to hypothesize the questions that they would be asked by opponents. They timed each other and gave each other feedback on content, word choice, persuasiveness, and intonation. Students also worked with the "artists" in their groups to finalize visual displays, to make sure they were grammatically correct and easily interpretable by the audience. Students also created a flyer announcing the debate, which served as an invitation to and reminder for audience members.

IX stage: Presentation of final product.

Students are now ready to present the final outcome of their projects. In the project, students staged in front of an audience, following the format previously agreed upon. Students could later review their performances and receive feedback from the instructor and their peers.

X stage: Evaluating the project (achievement or not).

Although students and instructors, alike, often view the presentation of the final product as the very last stage in the project work process, it is worthwhile to ask students to reflect on the experience as the last and final step. Students can reflect on the language that they mastered to complete the project, the content that they learned about the targeted theme, the steps that they followed to complete the project, and the effectiveness of their final product. Students can be asked how they might proceed differently the next time or what suggestions they have for future project work endeavors. Through these reflective activities, students realize how much they have learned and the teacher benefits from students' insights for future classroom projects.

5. The main demands to the project method usage:

The research creative plan should have a meaningful problem/ task that need the integrated knowledge and research quest for its solution. (e.g. research of demographic problem in different regions of the world; creation of the report series from the various parts of the Earth based on one problem; the problem of the acid rains influence on the environment, and so forth.)

Practical theoretical knowledge meaning of the supposed results (e.g. forest protection in different regions, the plan of the actions; joint newspaper issue or almanac one with reports from the places of the events; lecture in corresponding services on demographic situation of some regions, some factors influencing this condition, tendencies that are visible in this problem development, etc.)

Independent (individual, pair, group) students’ activity.

Structuring the content part of the project (pointing the stages’ results).

Research methods usage coordinates the definite activity follow ness:

Problem determining and following research tasks (using techniques

“brain storming”, “round table”)

Proposing hypothesis of its solution

Discussing the research methods (statistic methods, experimental

ones, observations, etc.)

Discussing the ways of forming the final outcomes (presentation,

defense, creative reports, review, etc.)

Gathering, systemizing and analyzing the got data

Summing outcomes, results forming and its presentation

Conclusion making and proposing new research problems

Thus, project is five “P-s”: problem-projecting (planning)-information gathering-product-presentation. The 6^th “P” of the project is its portfolio; it means the clear book keeps all the work material and also rough notebooks, daily plans, reports, and so forth.

At the presentation day the project group has to provide the jury with a portfolio. All members of the group take part in storing the portfolio. Students’ notes should be as short as possible in the form of sketches and annotations. Literately compiled project portfolio helps to:

Organize the work of every participant of project group

Create comfortable corrector of information and guide for project work

Objectively evaluate the course of the work on the completed project

Judge about individual achievements and development of every project participant

Shorten the time of information searching while making the other close (relative by the theme projects)

Project portfolio shaping.

Project portfolio consists of:

Project passport

Address:

The theme of the subjects’ educational-thematic plan

The aims: educational, pedagogical, developing

Educational-pedagogical tasks (of the class, group, every student)

The age of the students (class)

Time of the project work

Regime of work

Equipment:

Material-technical and educational-methodical equipment, informational equipment

Additional (participants, specialists, informational and material-technical resources)

Common studying skills necessary for students to work independently

Specific skills necessary for students to work on project

Work motivation

Supposed addition:

New content on every theme

New practical methods

The result of the project is aimed to get generalizing notions, ideas, knowledge

Skills developing:

Independent work with: information resources, instruments, technologies

Independent decision making

Communicability in: information exchange, role interaction

Mental activity while: project making, planning, syntheses making, structuring, etc.

Self-analyze and reflection

Upbringing of tolerant ness

Expansion of scope

The status of school project

The author

Skill of usage (approbation)

The level of spreading: school’s number

Plans of project making and its separate stages (for long term projects it can be week or month plans; for project week – everyday plans). There must be in the plans: individual tasks of every participant of project group on the forthcoming period of time, tasks of group as a whole thing, the form of the next stage way out.

Interval group reports.

All gathered information on the theme also Internet prints and Xerox copies.

Research and analyze results.

Notes of all ideas, hypothesis and decisions.

Reports about group’s meetings, discussions, “brain storming”, etc.

Brief description of all problems that participants had to meet and ways of its decisions.

Drafts, drawings, sketches of the final out come.

Materials to the presentation (scenario).

The other working materials and rough notebooks of the group.

Literately compiled project portfolio helps to:

Organize the work of every participant of project group

Create comfortable corrector of information and guide for project work

Objectively evaluate the course of the work on the completed project

Judge about individual achievements and development of every project participant

Shorten the time of information searching while making the other close (relative by the theme projects)

After looking through different publications it is clear those projects and the skill usage are not helpful. There are many questions you need answers (e.g.: What do my students learn? What do I need for the project work?). If you can’t find suitable project version project passport can help you to create own project.

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Diana L. Fried-Booth, “Project work”, Oxford University Press, 1996

Голуб Г.Б., Чуракова О.В. «Метод проектов как технология формирования ключевых компетенций учащихся», Самара, 2003

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Зимняя И.А. Психологические аспекты говорения на английском языке М.: Просвещение, 1991

Simon Haines “Projects for the EFL classroom” Resource material for teachers, Longman, 1996

T. Hutchinson “Introduction to Project work”, Oxford University Press, 1995

Intel «Обучение для будущего» (при поддержкеMicrosoft) учеб. Пособие – 2 изд., перераб. – М., «Русская Редакция», 2003

Канаев Б.И., Канаев Д.Б. Модуль «компетентности проектной деятельности»: Методическое пособие к школьной версии программно-технологического комплекса – Тольятти, 2004

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Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/45898-project-work-at-the-english-lessons