Buxoro davlat universiteti xorijiy tillar fakulteti "tasdiqlayman"

4.
Difficulty - 
Activities may be seen as easy and non-demanding or difficult, 
requiring Concentration and effort. 
5. Topic - 
Both the language teaching point and the (nonlinguistic) topic may 
change from one activity to another. 
6. Mood - 
Activities vary also in mood: light and fun-based versus serious and 
profound happy versus sad; tense versus relaxed. 
7. Stir-settle -
Some activities enliven and excite learners (such as controversial 
discussions or activities that involve physical movement); others, like dictations 
have the effect of calming them down (see Maclennan1987). 
8. Active-passive - 
Learners may be activated in a way that encourages their own 
initiative; or they may only be required to do as they are told. 
Task 5. Study the following hints for managing class with different age groups 
and add two more tips of your own.
HINTS FOR LESSON MANAGEMENT 
1. Prepare more than you need: it is advisable to have an easily presented light 
'reserve’ activity ready in case of extra time. 

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2. Similarly note in advance which component(s) of the lesson you will sacrifice if 
you find yourself with too little time for everything. 
3. Keep a watch or clock easily visible, make sure you are aware throughout how 
time is going relative to your programme. lt is difficult to judge intuitively how 
time is going when you are busy, and the smooth running of your lesson depends 
to some extent on proper timing. 
4. Do not leave the giving of homework to the last minute. At the end of the lesson 
learners’ attention is at a low ebb, and you may run out of time before you finish 
explaining. Explain it earlier on, and then give a quick reminder at the end. 
5. lf you have papers to distribute and a large class, do not try to give every paper 
yourself to every student! Give a number of papers to people at different points in 
the class, ask them to take one and pass the rest on. 
6. lf you are doing group work, give instructions and make sure these are 
understood before dividing into groups or even, if practicable handing out 
materials if you do it the other way round, students will be looking at each other 
and at the materials, and they are less likely to attend to what you have to say.