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Pirkt
Identifikators:564621
Autors:
Vērtējums:
Publicēts: 18.10.2005.
Valoda: Angļu
Līmenis: Augstskolas
Literatūras saraksts: 15 vienības
Atsauces: Ir
SatursAizvērt
Nr. Sadaļas nosaukums  Lpp.
  INTRODUCTION    1
2.1.  THE PRINCIPLES OF TEACHING VOCABULARY    4
2.2.  THE IMPORTANCE OF PICTURES IN TEACHING PROCESS    5
2.3.  THE CHARACTERISTICS OF YOUNG LANGUAGE LEARNERS    7
2.4.  DIFFERENT TYPES OF PICTURES    10
2.4.1.  Wall pictures and wall charts    10
2.4.2.  Sequence pictures    10
2.4.3.  Flash cards    11
2.4.4.  Work cards    12
2.5.  THE USE OF PICTURES IN THE CLASSROOM    12
2.5.1.  Pictures and class organisation    12
2.5.2.  SOURCES OF PICTURES    14
2.5.3.  CRITERIA OF CHOOSING PICTURES    15
3.1.  METHODOLOGY    18
3.2.  EXPERIMENT SET-UP    19
3.3.  DATA    24
3.4.  RESULTS AND ANALYSES    28
  CONCLUSION    33
  THESES    34
  ANOTĀCIJA    36
Darba fragmentsAizvērt

CONCLUSION
This research paper examine the methods and surmounts the difficulties of the use of pictures in English language classes. This field of investigation is chosen because of my interest to use visual aids at English language teaching classes at primary level, particulary pictures. Since the teaching of communicative language has become the essential at English language classes, the usage of pictures helps to improve and strengthen vocabulary and to make the new word meaning clear.I am sure that an extensive vocabulary has a great mean of interaction among the students during English lessons.
The investigation paper reflects the present day theory of different authors in order to be more acquinted with methods how to organize students work in the classroom with the pictures and consider different tupes of pictures. The theory has enriched my knowledge and collaborated my understanding about the necessity to use these methods for organizing the class.
The information obtained in the theoretical part has found its practical usage by carrying out an experiment at Žīguri Basic School with primary level students of form 3. The ways and the steps for the work with pictures and choosing visual aids are based on the methods discussed by the authors in the theoretical part. The experiments shows the process and reflects the gained results in order to illustrate the benefits of the work. The experiment work is interesting and useful for me as I have perfected my knowledge how to organize the work with usage of pictures and how to choose the best types of pictures for each lesson in order to stimulate more successful acquiring of the new vocabulary.

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