Namangan davlat universiteti ingliz filologiyasi fakulteti amaliy ingliz tili kafedrasi



Download 3,76 Mb.
bet115/115
Sana11.03.2022
Hajmi3,76 Mb.
#490867
1   ...   107   108   109   110   111   112   113   114   115
Bog'liq
ЧТЎИК мажмуа 2 курс 2020

Classroom activities
Language practice materials designed for the global market are often criticised for being too general, not relevant to individual learning groups and unnatural.

How often do you....

very often

often 

sometimes

rarely 

never 

laugh






get angry






argue with your parents






make mistakes






forget things






change your mind






really enjoy yourself





Teachers are encouraged to adapt materials to suit local needs. EQ development requires that teachers also adapt materials to enable learners to find out about each other’s interests, habits, preferences and characters, both to stimulate discussion and to strengthen intra-group relationships. Some standard activities already encourage learners to reveal something about themselves (If I found a wallet in the street I’d.....), but many are impersonal, ‘closed’, in that follow-up questions are not required, or tend to produce unnatural responses. A good example is the kind of questions often used to practise frequency adverbs. Questions such as ‘How often do you watch television / play football with your friends / play computer games / go shopping?’ are unlikely to produce responses which are revealing, unpredictable or interesting enough to follow up. 


The questions in the above table require responses which say something about the speaker and provide opportunities for further questions and for the teacher to feed in some extra useful language. In this case, students fill in the table before asking and answering questions, allowing time to think of ‘real’ responses and recall actual incidents from their own lives. ‘Personalised grammar’ promotes meaningful interaction.
Conclusion
Developing EQ and good communicative language teaching go hand in hand, however the group dynamics necessary for meaningful interaction in the classroom do not occur automatically, but need to be fostered through techniques which build confidence, create a positive classroom atmosphere and encourage co-operation. Personalised language practice is affective in that it encourages learners to talk about themselves and their feelings while making the use of the language relevant, interesting and therefore memorable.




Download 3,76 Mb.

Do'stlaringiz bilan baham:
1   ...   107   108   109   110   111   112   113   114   115




Ma'lumotlar bazasi mualliflik huquqi bilan himoyalangan ©hozir.org 2024
ma'muriyatiga murojaat qiling

kiriting | ro'yxatdan o'tish
    Bosh sahifa
юртда тантана
Боғда битган
Бугун юртда
Эшитганлар жилманглар
Эшитмадим деманглар
битган бодомлар
Yangiariq tumani
qitish marakazi
Raqamli texnologiyalar
ilishida muhokamadan
tasdiqqa tavsiya
tavsiya etilgan
iqtisodiyot kafedrasi
steiermarkischen landesregierung
asarlaringizni yuboring
o'zingizning asarlaringizni
Iltimos faqat
faqat o'zingizning
steierm rkischen
landesregierung fachabteilung
rkischen landesregierung
hamshira loyihasi
loyihasi mavsum
faolyatining oqibatlari
asosiy adabiyotlar
fakulteti ahborot
ahborot havfsizligi
havfsizligi kafedrasi
fanidan bo’yicha
fakulteti iqtisodiyot
boshqaruv fakulteti
chiqarishda boshqaruv
ishlab chiqarishda
iqtisodiyot fakultet
multiservis tarmoqlari
fanidan asosiy
Uzbek fanidan
mavzulari potok
asosidagi multiservis
'aliyyil a'ziym
billahil 'aliyyil
illaa billahil
quvvata illaa
falah' deganida
Kompyuter savodxonligi
bo’yicha mustaqil
'alal falah'
Hayya 'alal
'alas soloh
Hayya 'alas
mavsum boyicha


yuklab olish