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Работа № 94564


Курсовик Internet sites improving learning English


Тип работы: Курсовик. Добавлен: 15.2.2016. Сдан: 2014. Страниц: 27. Уникальность по antiplagiat.ru: < 30%

Описание (план):


1. New IT technologies in teaching English as a second language
1.1. Using the Internet in teaching auding, reading and writing
1.2. Internet as means of communication
2. Internet sites improving learning English
2.1. Web- sites developing knowledge of English language
2.2.Practical use of Internet resources at English lesson


For the recent years the issue of application of the new IT-technologies is more often brought up in secondary schools. It is not only applying new technical means but also new forms and new teaching methods, it is a new approach to teaching process. The main objective of foreign languages teaching is formation and development of communicative culture of pupils, teaching of how to manage a foreign language in its practical meaning.
The problem of the teacher consists in creating conditions for practical use of the language by each pupil and to choose the appropriate methods of training that would allow each pupil to reveal their activity and creativness. The challenge of the teacher is to stir up informative activity of the pupil in the course of learning a foreign language. The urgency of the paper is identified by the fact that modern teaching technologies such as learning in cooperation, projects technique, use of new information technologies, Internet resources help to realise the personality-focused approach in teaching, provide individualization and differentiation of learning taking into consideration abilities of children, their educational level, propensities and etc.
Forms of work with computer programs at foreign language lessons include:
- lexics studying;
- pronunciation training;
- dialogical and monologic speech;
- writing skills;
- grammatical structures.
Possibilities of using Internet resources are huge. The global network Internet creates conditions that allow pupils and teachers get any necessary information from any point of the globe: regional geographic material, news about life of youth, articles from newspapers and magazines, necessary literature and etc.
The aim of present course paper is to make a methodology of teaching English language at school in accordance with development of the modern IT-technologies. It is possible to solve a variety of didactic problems at English lessons by means of the Internet: to form skills and abilities of reading using materials of the global network, to improve pupils’ skills of writing, to widen vocabulary and to create a sustainable motivation in studying English language. Besides, this course paper is directed to studying of possibilities of Internet technologies for the expansions of an outlook to adjust and support contacts with the contemporaries from English-speaking countries. It defined the tasks of the search. They are to study the ways using Internet in teaching reading, speaking and writing analysing some informative web sites of the world wide web.
Pupils can take part in testing, in quizzes, competitions, the Olympic Games spent on a network of the Internet to correspond with their contemporaries from other countries to participate in chats, videoconferences and etc.

1. New IT technologies in teaching English as a second language.

One of the most revolutionary achievements for last decades that has considerably affected educational process all over the world became the creation of the world computer network which have received the name the Internet that literally “the international network” (English international net) means. Use of cybernetic space (cyberspace) in the educational purposes is absolutely new direction of the general didactics and a private technique as the occurring changes mention all parties of educational process beginning from a choice of receptions and style of work, finishing change of requirements to the academic level of the pupils.
The internet is seen by many as one of the most powerful innovations ever invented, and with good reason. The internet figures increasingly in our lives that practically no aspect is untouched by it. One such area that the internet has had phenomenal impact is on education. Because it enables people to reach out across cultures, the possibilities it opens up for the teaching profession has become boundless.
The potential of the internet as a teaching tool is a relatively new concept but more and more people realize that it can indeed foster a dynamic learning environment. It is particularly beneficial as a teaching aid in English language learning.
The possibility of eliminating boundaries is one reason it can be effective in teaching English. Proximity is no longer an issue as it connects people located in different parts of the globe. Also, a teacher can facilitate learning by using materials that reflect the experiences and culture of his students. The internet makes this possible as there are now numerous studies on how different cultures look at education: how they respond to teachers, what kind of learning environment they have been exposed to, how they behave when interacting with each other.
The internets authenticity is also a factor. It enables students to gain access to real information and real-life experiences. They are no longer limited to using textbooks as their source of information as the internet offers an assortment of resources on a variety of topics.
The internet also makes learning practical. Students are empowered by the Net because it enables them to study independently. They have access to information round the clock and they can choose which information to take in. This promotes learning because students are active participants, learning how to do things themselves. They dont really need to wait for the teacher to give them the go signal as they can even access the internet when they are at home.
Interaction is enhanced considerably when using the internet for teaching. It enables students and teachers belonging to different parts of the world to talk to each other and it allows students to talk to other students from different countries. It can also promote interaction within the classroom. Since the internet is such an interesting tool students are willing to participate more in class thus providing positive mental stimulation.
Its entertainment value motivates students to learn. Computers and the internet have become so popular among children over the years, and since student interest is already there, all the teacher has to do is make sure they are exposed to an array of stimulating activities.
As you can see, the internet is an empowering tool both for the teacher and his students. If used effectively and in accordance with learning goals, there is no reason it shouldnt continue to be a powerful educating tool. As for students, their learning is no longer passive because the internet really does offer numerous activities for them to apply what they have been taught.
Substantial basis of a mass computerisation of formation is certainly connected by the fact that a modern computer represents effective remedy of optimisation of conditions of brainwork in general and in any of its displays. R.Williams and K.Makli in the article “Computers at school” write: “There is one feature of the computer which reveals at its use as devices for teaching of others, and as assistant in acquisition of knowledge, it is its inanimateness. The machine can “friendly” communicate with the user and “support” him at any moment, however it never will show signs of irritability and will not let the user know that it has became bored. In this sense the use of computers is, probably, the most useful at an individualization of certain aspects teaching ”.
Main objective of studying of a foreign language in secondary school is formation of the communicative competence, all other purposes (educational, teaching, developing) are realised in the process of realisation of this overall objective. The communicative approach means training to dialogue and formation of ability to the intercultural to interaction that is a basis of functioning of the Internet. Out of dialogue the Internet is not meaningful as it is an international multinational, cross-cultural society and its ability to live it is based on the digital dialogue of millions of people all over the world, speaking simultaneously. This is the most huge in the sizes and quantity of participants conversation which ever occurred. Joining to this dialogue at the lesson of a foreign language we create a model of the real dialogue.
Communicating in the true language environment, provided by the Internet, pupils appear in the present life situations. Involved in the decision of the wide circle of significant, realistic, interesting and achievable problems, pupils are taught spontaneously and adequately to react on these situations. All of this stimulates creation of original statements, instead of sample manipulation with the language formulas.
Paramount value is given to understanding, transfer of the maintenance and to sense expression that motivates studying of structure and the vocabulary of foreign
language which serves this purpose. Thus, attention of pupils being taught concentrates on the use of forms, rather than on the forms themselves and on grammar that is carried out indirectly, in direct dialogue, excepting pure studying of grammatical rules.
The computer is loyal to a variety of students’ answers: it does not accompanies work of pupils with laudatory or negative comments that develops their independence and creates favorable social and psychological atmosphere at the lesson, giving to them a self-trust that is the important factor for development of their individuality.
The development of education is organically connected today with level of its information potential. This characteristic line in many respects defines both a direction of evolution of the formation, and the future of all society. For the most successful orientation in the world information field it is necessary that the pupils receive both information and computer-screen culture and the priority in information search is more given to the Internet.
As the information system, the Internet offers the users a great variety of the information and resources. The base set of services can include the following:
- e-mail;
- teleconferences (usenet);
- videoconferences;
- possibility of the publication of own information, creation of own homepage and its placing on a Web-server;
- access to information resources:
- help catalogues (Yahoo!, InfoSeek/UltraSmart, LookSmart,
- search systems (Alta Vista, HotBob, Open Text, WebCrawler,
- conversation in a network (Chat).
These resources can be actively used at a lesson.
Learning communicative and intercultural competence is impossible without dialogue practice, and use of the Internet resources at English lesson in this sense is simply irreplaceable: the virtual environment of the Internet allows to leave the time and spatial frameworks giving to its users a possibility of authentic dialogue with real interlocutors on the actual for both parties theme. However, it is impossible to forget that the Internet is only auxiliary mean of teaching, and for achievement of the optimum results it is necessary to integrate its use into the lesson process competently.
Two aspects of the use of the Internet in English teaching deserve special attention: student
communication and cooperation and on-line language learning research.
I. Student Communication and Cooperation may assume two forms:
A. Interaction Within a Single Class, subdivided into:
1. Teacher-Student Interaction
a) Informal Consultation via e-mail, allows opportunities for authentic
communication regarding personal matters such as non-attendance, minor questions
about assignments, homework submission. More importantly, there can be
communication about the students’ language learning strategies.
b) Student-Teacher Dialogue Journals represent a more systematic exchange. A
weekly diary submitted by a student is responded to by the teacher with comments,
questions and answers.
c) Writing Conferences have been stimulated by the idea of the importance of writing
as a process not just as a product. In guiding the students through planning,
discussing and revising writing, the teacher fulfils the role of an interested and
informed reader, not that of a judge. (see Warschauer, Shetzer, Meloni 2002: 34),
helping to clarify specific points rather than to produce global changes.
2. Class Interaction via the Internet allows the teacher’s use of his time in
communicating with many students simultaneously and the students’ interaction among
a) In-class Discussion means written conversation, resulting in writing fluency and
simultaneous participation, vocabulary enrichment, grammaring and control over the
production time.
b) Out-of-Class Discussion may help devising questions, answers to questions,

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