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Use of the Topical Project Work “My Body” for Developing All Language Skills in Form 4

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amāra Abdirazakova Gradua io Paper Adviser: he E glish la guage eacher a aļja Dogureviča Liepāja Academy of Pedagogy Adul Educa io Ce re Foreig La guage Depar me Liepâja 2004 A o a io he Gradua io Paper is devo ed o usi g he opical projec work “My Body” for developi g all la guage skills i ju ior classes. he aim of he research was o s imula e he i eres i s udyi g he la guage a d o improve he skills a d k owledge of pupils wi h he help of he opical projec work “My Body”. o achieve he aim he au hor s udied me hodological li era ure o usi g projec works for developi g differe skills. he he projec work was prac ically impleme ed i ju ior classes. Fi ally, he resul s of he case s udy were a alyzed. A case s udy was applied as a research me hod o i ves iga e he sample co sis i g of 23 s ude s a Jēkabpils Seco dary School № 2 aged 10-12 i grade 4. he research revealed he impor a ce a d useful ess of usi g he opical projec work “My Body” a he E glish lesso s. I also showed ha he projec work is a effec ive me hod of developi g all la guage skills of you g lear ers. Wi h he help of he research he au hor realised ha more s ude s had arise heir i eres i lear i g E glish a d improved heir prac ical skills i commu ica io hrough E glish. his s udy proves also ha he projec work eleva es he effec ive ess of lear i g E glish. Duri g he projec work a mosphere i he class was very posi ive, frie dly. he lear ers’ a i ude o doi g all ypes of asks was posi ive a d i volved childre o he lear i g process. I ca be co cluded ha much has bee achieved o he way owards s udyi g he projec ’s me hod, bu he work o his issue should be co i ued. he ma erials applied ca be used i grades 5 –6. A o âcija Kvalifikācijas darbā iek piedāvā a 4.d klases skolē u iepazīša ās ar projek u “My Body” a gļu valodas s u dās. Darba ēma: Lasīša as, raks īša as, klausīša ās u ru āša as iemaņu a īs ība, izma ojo projek u edēļas ēmu “My Body” 4.klasē. Au ors: amāra Abdirazakova. Zi ā iskā vadī āja: a gļu valodas skolo āja a aļja Dogureviča. Darba s ruk ūra: ievads, eorē iskā daļa, eksperime ālā daļa, seci ājumi, li era ūras saraks s, pielikumi. Pē ījuma mērķis: apzi ā ies projek u me odes īs e oša as pri cipus, o ie ekmi uz iemaņu a īs ību a gļu valodas s u dās. Pē ījuma uzdevumi: Pedagoģiskās u psiholoģiskās li era ūras iepazīša a u a alīze. Izs rādā u aprobē projek a ēmu “My Body” 4.d klasē. Apkopo u a alizē iegū os da us. Pē ījuma hipo ēze: skolē u iemaņu a īs ība orisi ās veiksmīgāk, ja skolo ājs savā darbā izma o projek a ēmu “My Body” a bils oši bēr u i eresēm u vecumposmiem. Projek i kā me ode a īs a u pil veido skolē u prasmes.

Projek a darbu a gļu valodas s u dās ievieš, lai s u das kļū u i eresa ākas, daudzveidīgākas u ciešāk sais ī as ar reālo dzīvi, ar skolē u ak uālām problēmām. Firs of al i is possible o say ha he childre are give basic k owledge i he eleme ary school. Lis e i g, readi g, wri i g a d speaki g i a foreig la guage is a difficul ar a d i has o be lear ed s ar i g i ju ior classes. he heme of Gradua io Paper is Use of he opical Projec Work “My Body” for Developi g all La guage Skills i Form 4. he aim of paper is o s imula e he i eres i s udyi g he E glish la guage a d o improve he skills a d k owledge of pupils wi h he help of projec work “My Body”. he hypo hesis of he paper is ha he effec ive use of he projec work successfully develops all la guage skills of you g lear ers. Figure 1 shows he resul of he ques io aire. So, refer o he Gard er’s able of he i ellige ces i is possible o co clude ha he mos par of he lear ers had li guis ic, visual a d socialiser i ellige ces. he ex eacher’s s ep was o comple e a se of ac ivi ies a d asks for he heme “My Body” accordi g o he s ude s ypes of i ellige ce. Havi g s udied he adva ages a d disadva ages of he projec work a d work i big classes i was decided o orga ise he class i o pairs a d groups. able 2 reflec s he summary of he ac ivi ies used for developi g four la guage skills. his ma erial was desig ed for you g childre . Fi ally I wa o show wo ac ivi ies: Projec work was begu wi h he so g ”Head a d Shoulders”. Childre sa g a d ouched he body par s me io ed i he so g. he game “Par s of he Body’. I roduc io Educa io is very impor a i our life. A educa ed perso is o e who k ows a lo abou ma y hi gs. He always ries o lear , fi d ou , discover more abou he world arou d him. He ge s k owledge from books, magazi es, V educa io al programs. he pupils ca ge deeper k owledge i differe op io al courses i differe subjec s a d school offers hese oppor u i ies. he resul of he educa ive process is he capaci y of fur her educa io . owadays s ude s of seco dary school have oppor u i ies o co i ue heir educa io by e eri g gym asiums, lyceums, colleges, u iversi ies. Childre are give basic k owledge i he eleme ary school. Bu he road o lear is o easy. here is o royal road o lear i g. o be successful i s udies o e mus work hard. he role of foreig la guages is also i creasi g oday. o k ow foreig la guages is absolu ely ecessary for every educa ed perso , for bei g a good specialis . E glish is widely spoke i he world. I is he la guage of progressive scie ce a d ech ology, rade a d cul ural rela io s, commerce a d busi ess. I is also he major la guage of diplomacy. Lis e i g, readi g, speaki g a d wri i g i a foreig la guage is a difficul ar a d i has o be lear ed s ar i g i ju ior classes. he aim of he paper is o s imula e he i eres i s udyi g he la guage a d o improve he skills a d k owledge of pupils wi h he help of projec work “My Body”. he objec ives of he work are: o s udy he me hodological a d psychological li era ure o usi g projec works; 2.

o s udy he opical projec work “My Body” i form 4; 3. o a alyze he resul s of he opical projec work i form 4. he hypo hesis of he paper is ha he effec ive use of he projec work successfully develops all la guage skills of you g lear ers. he research me hods used are: review a d a alysis of me hodological a d psychological li era ure; ques io aires i order o s udy projec work i form 4; s a is ical a alyses of developme of all la guage skills; observa io a d evalua io of projec lesso s. Chap er 1 views he aspec s of i ellec ual developme of you g lear ers. Chap er 2 describes impor a ce of usi g pair work a d group work a projec lesso s. Chap er 3 shows how o use projec work for developi g all la guage skills. Chap er 4 a alyses he resul s of he ques io aire a d impleme a io of he projec work “My Body” i form 4. 1. Aspec s of I ellec ual Developme i Middle Childhood Cha ges i me al abili ies – such as lear i g, memory, reaso i g, hi ki g, a d la guage – are aspec s of i ellec ual developme . he co cre e opera io al period is he period of middle childhood. I ex e ds from abou age 6 o abou age 11 or 12. oday, he large majori y of child psychologis s ide ify hemselves wi h o e of hree ge eral heore ical views – he cog i ive-developme al approach, he e viro me al/lear i g approach, or he e h ological approach. he cog i ive-developme al approach e compasses a umber of rela ed heories a d ki ds of research. his approach is mos closely associa ed wi h he work of Piage (1952). Some ime be wee 5 a d 7 years of age, accordi g o Piage , childre e er he s age of co cre e opera io s, whe hey ca hi k logically abou he here a d ow. hey ge erally remai i his sage u il abou age 11. Bu developme a hese ages is s ill highly sig ifica . I ellec ual grow h is subs a ial, as he o ce ago ce ric, child becomes more logical. A d he accumula io of day-by-day cha ges resul s i a s ar i g differe ce be wee 6-year-olds a d 12-year-olds. Accordi g o Piage ’s heory, huma developme ca be described i erms of fu c io s a d s ruc ures. he mos fu dame al aspec of Piage ’s heory, a d of e he mos difficul o comprehe d, is his belief ha i ellige ce is o some hi g ha a child has bu some hi g ha a child does. Piage ’s child u ders a ds he world o ly by ac i g o i , maki g i ellige ce a process ra her ha a s a ic s ore of i forma io . For Piage developme refers o his co i ual reorga iza io of he child’s k owledge i o ew a d more complex s ruc ures. Piage was a s age heoris . I his view, all childre move hrough he same s ages of cog i ive developme i he same order. he mos i flue ial co emporary heory of he effec s of social experie ce o cog i ive developme is ha of Sovie psychologis Lev Vygo sky ( 1962). Vygo sky’s heory i cludes a umber of rela ed emphases. Perhaps he mos ge eral emphasis is o he cul ure as a de ermi a of i dividual developme . Huma s are he o ly species ha have crea ed cul ures, a d every huma child i he co ex of a cul ure. he cul ure makes wo sor s of co ribu io s o he child’s i ellec ual developme . Firs , childre acquire much of he co e of heir hi ki g from i .

What is the use of a soul, if the physical bodies of the dead are to be resurrected in order that their owners may enjoy immortality? And where are the souls of these dead bodies now residing and abiding pending the coming of the Last Day? Are the souls of the dead with their bodies? If not, then they must be living a life independent of the physical body-and if such be the case, why should they afterward be required to take on their worn-out physical bodies which they have managed so well without during their disembodied life? What becomes of those who had diseased, deformed or frail bodies during their mortal life-will they be compelled to inhabit these bodies through all eternity? Will the owners of aged, worn out bodies be compelled to re-assume them at the Last Day? If not, why the necessity of a physical body at all, in the future life? Do the angels have physical bodies? If not, why should souls require them on higher planes? Think over these questions and then realize how materialistic is the current Christian

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89. Allergy Enlightenment: Is Modern Medicine Fighting the Causes of This Ailment? Are Doctors Telling Us Everything?

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