Microsoft Word kasbga yo`naltirilgan ingliz tili o`qitish magistr 1 bosqich

Compare and contrast 
Relocation of head office to a new site 
London 
 
Midlands 
Prestigious 
space to expand 
close to Heathrow airport 
some loss of personnel 
traffic congestion 
more flexible layout 
more expensive 
good road their 
communication 
 
short term re- location 
 
Advantages and disadvantages 
Production process 
Advantages
 
Disadvantages
 
 
 
 
 
 
 
 
 
 
Framework materials supplement rather than replace more traditional materials. They may be 
used at a practice stage after specific language input or as a starting point for deep- end 
approach. Some frameworks are designed to be completed by an individual while others require 
two or more people. The frameworks can also be used for specific language practice. With a 
flow diagram the grammatical structures used with “before”, “after, “while”, “when” can be 
introduced and practiced, as can the active and passive; by using an old, current or a future 

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process, different verb tenses can be worked on the comparative. Framework materials are 
enjoyed most by people with right- brained learning styles because they use visual 
representation. With groups where learning styles are mixed, they complement the more left- 
brained materials and provide a more balanced mix. Learners, who have only experienced 
traditional, teacher- centered education, may need help and time to adjust to the concept of 
framework materials. In keeping with our earlier discussion materials, we recommend first using 
published frameworks devised and tested by others. When modifying or devising additional 
frameworks, the golden rule would be “Keep it simple”. The visual variables within the 
frameworks are: 
·
Shape; 
·
Size; 
·
Color; 
·
Relative position; 
·
Connections; 
Creativity and learner involvement is also possible using traditional materials through adopting a 
non- traditional approach to some of the activities. It has been traditional for teachers to ask all 
the questions. In ESP situations, teachers may not know what the most appropriate questions are 
while their learners may. 
Text comprehension:
working with a partner, learners prepare comprehension questions on a 
text. They exchange with another pair and answer the questions they are given. This can be 
extended to language work around the wording or phrasing of the questions. A further class 
activity is to compare all the questions and discuss which they are best. The discussion usually 
helps to distinguish main points form minor issues. The group can select best ones and then there 
is set of questions the teacher can use for another group. 
Note taking/ information transfer.
Similarly, learners can devise information transfer activities 
for their peers to complete. 
Vocabulary development:
learners can generate their own sets or word partnership; they can 
devise matching and grouping activities and try them out on each other.