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

Questions: 
·
What are the purposes of materials?
·
Speak about writers or providers of materials
·
What is the specific feature of selecting materials? 
·
What are the possible modifications for selecting materials?
·
What is process for preparing new materials? 
·
Speak about the variety in the micro- skills. 
·
What are the learner generated materials? 
·
What are specific factors of framework and creative materials? 

---

47 
LECTURE 10. Classroom practice and beyond 
Plan: 
·
The aims of the lecture. 
·
Learners` specialist knowledge. 
·
Case studies. 
·
Class size. 
·
Beyond the classroom. 
The aims of the lecture. 
In this lecture we will discuss the influence of these four features and 
their impact on ESP classroom practice. In considering which approach to take, it is most 
important to remember that there is no best way; all techniques and methods are a response to a 
particular situation. One of the skills ESP teachers need is the ability to assess a situation from a 
variety of viewpoints and then to select and adapt their methodology to match the learners` 
needs. Flexibility and willingness to take risks are the name of the game. The classroom is the 
only place in which learning takes place and so will also look more autonomous ways of 
learning. Increasingly, developments in technology, such as computers, word processors, CD-
ROM and interactive video are influencing when, where and how we learn.
·
Learners` specialist knowledge. 
ESP learners bring to language learning some knowledge of their own specialist field and the 
communication within it. Those who are still students to the specialist field bring less than those 
who are already experienced and practicing specialists. One aspect of the ESP teacher’s job may 
be to develop a conscious awareness so that control is gained, whether over language, rhetorical 
structure or communication skills.
Content knowledge: 
Teaching ESP is different from teaching EFL because learners have 
knowledge that they need to use. Business people do not expect a business English teacher to 
know how to run a business; they expect knowledge of how language is used in business.
 
In EFL 
the carrier content is selected from a stock of shared knowledge and concepts. In ESP it is also 
necessary to include more specialized carrier content. One of the skills an ESP practitioner has to 
acquire is the ability to balance content level and language level and to see the real content. 
Roles and relationships: 
One effect is on the kind of relationship that is appropriate between teachers and ESP learners. 
The ESP teachers must acknowledge and use the learners` greater knowledge of the carrier 
content. An appropriate diagrammatic representation of many ESP situations would be figure 
10.1 not figure 10.2 
ESP teacher ↔ ESP learner ESP teacher
ESP learner 
Exactly how this role is developed depends on the learners` experience, cultural expectations and 
what status a teacher has and how status is awarded.