Chapter I. Theoritical justification of the technology of distance learning of a foreign language

CHAPTER III.
EXPERIMENTAL AND PEDAGOGICAL WORK ON TEACHING CHILDREN THE GRAMATICAL SIDE OF SPEECH IN ENGLISH LESSONS IN THE CONDITIONS OF DISTANCE LEARNING.
3.1 The methodology of work to identify the effectiveness of the system of exercises for teaching children the grammatical side of speech in an English lesson in the conditions of distance learning at the middle stage
The pilot training was conducted on the basis of two schools: the Municipal General Education Institution of the St. George General Education School and the Municipal General Education Institution of the Ivanovo Basic General Education School. As part of the pedagogical pre-graduate practice, experimental training was organized and conducted in the seventh grades.
There are five students in the seventh grade of the St. George OOSH MOE: two girls and three boys. Students are responsible for the learning process, although not all of them can boast of good results in the field of learning English. The bulk of the class's students perceive grammatical material quite easily, although there are students with whom they have to work additionally, providing individual consultations for them. In the seventh grade of the MOE Georgievskaya OOSH, lessons were held in full-time mode. Teaching grammatical material was based on the teaching material in the textbook, the teacher's explanations in the classroom.
There are five students in the seventh grade of the Ivanovo OOSH MOE: one girl and four boys. It should be noted that the students, at the beginning of the experimental training, did not show activity in teaching English. This can be explained by some factors:
- abrupt change of teacher;
- the school's access to distance learning in connection with an emergency situation at the school.
There was a certain adaptation of students to the new learning conditions, which did not last long. Students began to be actively involved in the learning process from the third lesson. Seventh grade students are inquisitive, active, do not hesitate to contact the teacher on-line, boldly ask questions to the teacher if the material did not seem clear to them to the end. The study of grammatical material did not seem easy to all students, although there are guys who easily assimilated almost all the grammatical material. English language classes in the 7th grade of the Ivanovo Secondary School were held remotely and were based on the educational material in the textbook, the teacher's explanations on audio communication in the Viber messenger, in a group created for all 7th grade students and teachers. Also, training sessions with explanations of grammatical material were conducted through online broadcasts on the VKontakte social network, in a specially created community "Learning English". Each student of the 7th grade has a gadget with Internet access. It should be noted that teaching English grammar included the use of ready-made video lessons and additional material for practicing grammatical skills on an educational platform "Uchi.ru ", where the teacher developed and prepared cards for students to perform independently.
English language training in the MOU of the Georgievskaya OOSH and the MOU of the Ivanovo OOSH takes place on the basis of the educational and methodological complex "English" grade 7, the authors of which are Yu. A. Komarova, I. V. Larionova, K. Macbeth. Teaching grammatical material is structured according to the spiral method, which allowed us to conduct an entrance test for knowledge of grammatical material studied last year and given in this academic year for a deeper and more detailed study. The spiral method of presenting educational material is good especially when studying grammatical material of a foreign language. Every academic year, the grammatical material, starting from the 5th grade, is repeated, deepened, studied in more detail by the 9th grade. A good moment was the fact that the teaching material is the same in two different schools and this allowed us to conduct an experimental training, revealing transparent, fair results.
In the process of experimental training in English lessons, the following grammatical topics were studied, provided for by the working program in English for the 7th grade:
Unit 7:
- “Will / Won`t in affirmative, negative, general questions and short answers”;
- “First conditional”;
Unit 8:
- “Be going to… in affirmative, negative, general questions and short answers”;
- “Would like to / wouldn`t like to in affirmative, negative, general questions and short answers”;
As part of the pre-graduate practice and experimental training, we included tasks for repeating and consolidating grammatical knowledge on the above topics of English grammar.
When teaching English to students of the seventh grade of the Ivanovo Secondary School in the distance form, we relied on the concept of distance learning proposed by G. V. Mozhaeva in the scientific article "The educational process in the distance education system".
The first stage of the organization of the educational process in the distance form was the design of the learning process, which includes a preparatory component.
First of all, we found out what technical means we will need when organizing and conducting distance learning (computer, smartphone or tablet, e-mail, printer, Internet access). Secondly, we found out whether seventh grade students have a computer, smartphone or tablet. Do students have access to the Internet. It turned out that all students have a gadget with Internet access. In the third place, we have compiled a letter for parents and students, in which explanations are given in what form English language training will take place in the seventh grade and the teacher's contacts are given. Further, we asked the parents of the students to freely write a parental consent in which the parents agree to conduct English lessons in distance learning and with the teacher's right to use the students' phone numbers (for individual consultations and registration, if necessary, in groups and on educational platforms) and their email address.
The next step was to determine with the technological basis of distance learning, that is, how exactly the learning process is planned to be carried out. The most convenient way of interaction between a teacher and students, in our opinion, is training, in which information is transmitted using modern technical means and the Internet. Educational materials were transmitted to and from students by e-mail. Students could ask questions about the material to the teacher using chats in the Viber group or the VKontakte social network, where the community "Learning English remotely" was also created. This is a closed community, which included only seventh grade students, a teacher and parents of students.
The next point, without which the learning process in the distance learning form is impossible, is the selection and structuring of educational material. As part of the pre-graduate practice, five grammatical topics included in the program of the educational and methodological complex for the seventh grade were considered.
It is worth noting that a block system of distance learning has been adopted in the Nerchinsk-Zavodsky district in case schools have to switch to a distance learning format. A block system is a way of transmitting information from a teacher to a student, which involves combining several lessons into one block with the inclusion of several types of educational work in it. Based on all of the above, within the framework of pre-graduate practice and experiential learning, we have developed five grammatical blocks, each of which included:
- lecture material;
- grammar tasks from the textbook and workbook;
-additional material, including tasks for the development of grammatical skills;
-tasks for self-control;
-control tasks;
-instructions for completing grammar tasks.
The lecture material consists of grammatical rules, cases of using these rules in English speech, examples of usage. It is appropriate to provide lecture material to students in such a way that the student can understand the theoretical material independently. To do this, each student is given a lecture in the form of a document (for example, Word), an electronic presentation. If possible, you can record a video or audio explanation of the teacher with examples.
Further, students are recommended to get acquainted with the material in the textbook: read the rules, consider tables and examples, perform exercises given in the textbook and workbook.
Also, the teacher offers additional material for students to study grammatical material in practice. The exercises are presented in the form of a document or in the form of cards on educational portals on the Internet (we used the platform Uchi.ru ). Cards can be placed in a group or community on a social network (we used the VKontakte social network). Task cards posted on the web can be decorated with pictures, add interesting facts from the life of the British, riddles. This will allow the teacher to keep the students interested in learning. It should be noted that only the completed grammatical task is evaluated, and for guessing a riddle, for example, the student receives a bonus in the form of a gift-a picture on the student's page. This method allows you to motivate the student.
Tasks for self-control are provided to the student in the form of an electronic test, after which the student can look at the correct answers and see his mistakes. The electronic test may contain explanations to the answers, which gives the student the opportunity to repeat the grammatical rule. To develop an electronic test on the Internet, there are a large number of test designers. In this case, students are provided with a website link and instructions for finding a test on the website. We used the website infourok.ru.
Control tasks are available at the end of each section of the textbook. But we are faced with a problem that is associated with students cheating on work located on the Internet (Completed homework). There are a lot of similar sites on the Internet, and therefore we developed control tasks ourselves in order to obtain plausible research results.
After each completed and verified block, the teacher compiled methodological recommendations, which were sent to students by e-mail on an individual basis.