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Презентация – это способ подачи материала, в котором присутствуют рисунки, графики,
фотографии, звук. Правильно сделанные презентации имеют четкую структуру для удобного
восприятия информации. Презентация, созданная для поддержки проекта, как правило, не
содержит текста (за исключением каких-то цитат, дефиниций и др. на что автору проекта
хотелось бы акцентировать внимание), так как текст проговаривается ведущим, и служит для
наглядного представления его слов.
Представляем примеры проектной работы.
Project “World problems”
1. Suitability: 2nd year students
2. End product: presentation (the material displayed on the board)
3. Stages:
Main activities
Outcome
1. Group discussion
Plans/ aspects of the project.
Choosing the title for the future project.
2. Individual work
Searching and choosing the proper information
3. Individual work
Choosing the suitable way of presentation
4. Displaying the material
Making the display
5. Group discussion
Conclusions
4. Resources: computers, display board, markers
5. Location: stages 1,4,5 – lecture room; stages 2,3 – home
6. Description:
Stage 1: a) the teacher gives the students the idea of the work they are going to do: “We’ve
spoken a lot about world problems. In order to summarise the obtained information you are going to
make a project work”; b) the teacher asks the students to think what aspects they consider the most
interesting and important for being represented; c) the students should think of the titles of their
projects and choose the aspects they’d like to work at.
The titles of the projects:
"Air pollution"; "Water pollution"; "Soil contamination", "The destruction of rain forests",
"The depletion of the ozone layer", "Endangered species", "Famine", "Global warming", "AIDS",
"Drug trafficking", "Poverty", "Overpopulation".
Stage 2 (at home): the students work individually. They are looking for the proper information
in the Internet trying to get thesis, definitions as well as pictures, schemes, photos, etc. concerning
their problem.
Stage 3 (at home): the next step of students’ work is to choose the best material and to arrange
it in the proper way. Note: the students should not only describe the problem but also give their own
way of solution of the problem.
Stage 4: each student displays his presentation on the board and speaks on the theme of the
project.
Stage 5 (group discussion): the students characterize the work they’ve done (including what
presentation they like most of all, what was the most difficult for them to do, what mistakes they’ve
made and how to correct them in their further work, whether they would like to work on projects
again or not and why, etc.).
Project "Corruption widespread all over the world"
1. Suitability: 3rd year students
2. End product: The material displayed on a wall - newspaper or the students may choose
variant of the computer presentation . The material contains completed questionnaires (statistics) and
suggestions how to fight corruption.
3. Stages:
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S
tages
Main Activities
Outcome
1
Class discussion
Idea of scope of the project
2
Group discussion
Plans/aspects of the project
3
Writing
Suggestions made on cards
4
Interviewing
Collection of data
5
Processing of information
Reporting/discussion
Summaries of data collected
Conclusions, survey
4. Description:
Stage 1: the students are divided in pairs. a) task: find collocates, other meanings, synonyms
for the words ‘rich’ and ‘poor’; make questions using the words you found; ask your partner your
questions; b) discuss the next topics, make notes for every topic (corruption / watchdogs /
transparency / rich countries / world countries / poverty / misery / theft / lip service / accountability/
Kazakhstan); c) the teacher: What are the causes of poverty? What people do you normally associate
with corruption? What are the causes of corruption in your country? Make a display board with all
your ideas and suggestions.
Stage 2: the students are divided in groups: a) the students choose the "English captain" seeing
that everybody speaks only English; b) the teacher offers the situation students can discuss in their
groups. Poverty stricken: You have suddenly become poverty stricken. In groups students talk to other
“poverty stricken” students about their plight; c) students are offered different types of corruption (
bribery extortion nepotism embezzlement conflict of interest fraud illegal monetary contributions to
political parties) to discuss and to choose the aspects they'd like to work at.
Stage 3 (at home): students write their suggestions, find illustrations and photos from the
Internet or newspapers. Students can find articles concerning the chosen type of corruption.
Stage 4: the teacher explains that the students can give not only their points of view but the
opinions of their group- and institute mates as well. The teacher offer some potential questions: Do
you think you are corruptible or incorruptible? If you were in a position of great power, would you be
tempted to illegally direct money into your bank account? What kinds of corruption exist in your
country? What’s the biggest corruption scandal you can remember? Students make questionnaires
(about 5 questions) concerning the aspects of different types of corruption and interview other
students of the institute making notes of the answers.
Stage 5: a) the students work in groups making summary of the data they've collected; b) the
groups display the material on the board and present their projects; c) group discussions of the work
they've done: what they liked best, what was the most difficult, what mistakes they’ve made and how
to correct them in their further work, whether they would like to work on projects again or not and
why, etc.
Литература
1. Копылова В.В. Методика проектной работы на уроках английского языка. –
Москва: Просвещение, 2003. – 317с.
2. Полат Е.С. «Метод проектов». http: // www. ioso. Ru / distant /projec t/ meth%20
project / method % 20 pro.htm
3. Сергеев И.С. Как организовать проектную деятельность учащихся. – Москва:
Просвещение, 2004. – 142 с.
