Action research as new approach in teaching English in multilevel classes at school

Teacher. Divide into three groups and think about the end of some other tales. For example, "Three Pigs", "Cinderella", "Snow White" etc.

While working on fairy tales, students remember and use the necessary words, help each other.

5. Presentation of the endings of fairy tales.

6. Summing up.

2.2 Analysis of Using Role Game as an Action Method in Multilevel Class

The lesson was organized well, the goals are set for the lesson clearly. The role play was prepared in advance, so we note the close cooperation between the students and the teacher in this action research.

Active activities in the lesson are fully activated, as all the students took part, some in the scene, others in the discussion and in the brainstorming session according to their English level.

The lesson-presentation raises the psychological infusion of pupils, many pupils are eager to show their acting abilities and language skills. In preparation for the presentation, the participants practiced the pronunciation, as well as lexical and grammatical constructions.

Creating their own dialogues based on other fairy tales helped students use familiar and new lexical units, and also to repeat grammatical constructions in practice, sometimes spontaneously, thereby developing speech, intuitive use of vocabulary, helped to notice the mistakes of others. Thus, the use of role games and presentations greatly influences the dynamics of mastering lexical material, since in situations and memorizing whole phrases, stories, the use of learned lexical material is quickly recalled, the use of grammatical constructions looked natural, and not by any separate element of study, as proposed in the traditional approach to teaching English.

In general, the structure and methodology of the lesson fully corresponds to the aims of teaching English in a multilevel class. The lesson developed speaking, listening, the expansion of the vocabulary was of great importance, as well as the use of grammatical material learned in previous lessons.

The staging of a well-known work with an interesting ending also introduces students to the culture of a foreign language, enhances cultural competence, evokes the desire to participate in similar scenes in the future. Students with mixed abilities felt good enough as the used language as much as they could.

Carrying out role-plays in the English lesson is an action research in teaching students to speak, contributes to motivating the educational and cognitive activity of students, the development and use of visual aids by students (schemes, tables, collages, etc.) helps students to make logical and consistent foreign language statements. Hence, the game is an effective means of activating the educational, speech and cognitive activity of students in the acquisition of foreign language, which is very important in the teaching of all four language skills.

Of course, not all students speak at the same level, but such work forms the motivation for mastering a foreign language, supports interest in the subject, improves the quality of teaching and its effectiveness.

At the end of each role-playing game, it is desirable to summarize and do an analysis in which all participants in the process should be involved. The analysis can be conducted either immediately after the game, or after some short time, when some emotions will settle down. It is necessary to discuss the initial plan, what happened, the positive and negative aspects of the game.

The analysis promotes the accumulation of experience both sociocultural and communication. The analysis can be carried out in the form of a questionnaire survey of participants.

After the lesson, a questionnaire was taken for students of grade 7 to identify the achievement of the objectives of the lesson on the following issues:

The questionnaires were distributed to the students, and they were asked to answer questions with the help of "+" in the appropriate box "yes", "sometimes", "no". There were 14 students in the class

Table 1

Questionnaire on the action research in 7th grade «Little Red Riding Hood and the Wolf»

The investigation shows a great interest of students to the role-play as a form of action research. It can develop their language skills. All students can participate in the action and use their knowledge on their own level. They also can improve their skills, enrich vocabulary, use grammar patterns and try to reach out the strong students.

So, based on the analysis, we can conclude that action research in the English language classes of secondary school might be formed on the basis of theatrical productions, role games, debates, brainstorming and other teaching methods, which will also have a positive effect on general communicative skills, and cultural perception of the world.

Conclusion

The results of the research may suggest clarification of the programs or may lead to more questions. In any case, one of final tasks of a researcher is to exchange the results with others, both in informal and informal settings. The results can be transferred to other teachers both in the school and in other schools, or exchange information verbally, in presentations and conversations, and also teacher can write about his results. Writing can lead to further analysis, interpretation and a deeper understanding of the problem - and how to act on the conclusions.

As the name implies, the action research is action-oriented. The purpose of it is to influence the actions of teachers, their actions, beliefs and consequences especially in multilevel class; action research is aimed at both understanding and improving practice. Thus, at the last stage it is necessary to decide what steps need to be taken to change or improve the practice.

Action research is usually conducted to use the collected data to help educators understand or test new or necessary methods or paradigms for teaching or administrative management. A large research study focuses on evaluating new strategies or promising practices for their potential use in training. There are many ways to implement results of repeated search results in schools. For example, learning outcomes can be used in a classroom, school or district to improve learning, procedures, and learning outcomes and understanding the teacher's understanding of instructions, deportations and applications. Often, action research leads to new questions for learning, thus creating new forms of understanding and deeper ideas in practice. This is the practical nature of action research that contributes to most of the pedagogical improvement in schools.

As it was found out, with the help of the role game as an innovative approach to teaching English of action research, pronunciation is well worked out, lexical and grammatical material is activated, listening and speaking skills are developed in multilevel class. The game develops the creative, mental abilities of the student. It is supposed to make a decision: how to act, what to say, how to win. Teaching games help make the learning process of a foreign language interesting and fascinating. The sense of equality, the atmosphere of enthusiasm give the students the opportunity to overcome shyness, stiffness, get over the language barrier, fatigue. In any kind of activity in the lesson, teacher can bring in the element of the game, and then even the most boring occupation takes on an exciting form. It is the game is one of the strong motives for teaching a foreign language.

In conclusion we can say that we have reached the following tasks of the work:

? defined the action research as an innovative technique in teaching;

? considerated the problems in classes with mixed abilities;

? looked through the role games as an action research in teaching English;

? analysed the using role game as an action method in multilevel class Thus, we can conclude that the main aim of the course paper was achieved.

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