O‘zbekiston respublikasi оliy va o‘rta maxsus ta’lim vazirligi mirzo ulug‘bek nomidagi

The purpose of the work is to study the development of listening skills based on listened texts to B1 level of teaching English
To achieve this goal in the work, it is necessary to solve the following tasks: 1) to consider the notion of listening; 2)to identify the processes of B1 listening; 3) to consider the ways to develop it; 4) to clarify the main challenges 5) to present the importance of listening skill on B1 level
The object of research is analysis the importance of teaching listening in B1 level
The subject of research is the possible activities to be used by new generations of English teachers in order to facilitate a linguistic and cultural immersion essential for the acquisition of the English language.

CHAPTER I GENERAL OVERVIEW TO SUPPLEMENTARY MATERIALS IN THE TEACHING OF ENGLISH
1.1 The significance of extra materials in EFL classroom
Alternative teaching material can be any material used in the English classroom excluding course books. Usually the concept of course book includes not only textbook and workbook but also recordings and other material offered in a package from a publisher . Course books can also be placed in a category called ready-made material.
Alternative material is mainly referred to as ‘authentic’ or ‘real-life material’. Mitchell (1995:39) describes authentic material as material that was originally produced for native speakers.¹ According to this criterion authentic teaching material can for example consist of magazines, newspapers or recordings of real-life conversations. Little et al define authentic texts as follows: An authentic text is a text that was created to fulfil some social purpose in the language community in which it was produced. Thus novels, poems, newspaper and magazine articles, handbooks and manuals, recipes and telephone directories are all examples of authentic texts; and so too are radio and television broadcasts and computer programmers.
Obviously there is a wide range of texts to choose from when searching for alternative teaching material. In Kramsch’s view “the term ‘authentic’ has been used as a reaction against the prefabricated artificial language of textbooks and instructional dialogues; it refers to the way language is used in non-pedagogic, natural communication”. Moreover, Harmer contributes with an additional term for alternative teaching material: ‘home grown materials’. Primarily this is material made by teachers themselves, for example overhead transparencies, pictures, worksheets with exercises (grammar, vocabulary etc ). This ‘home- made’ material is often designed with the help of authentic texts such as articles from news- papers or magazines, books or the Internet1
Furthermore there is even an expression for teachers who prefer to create their own material to using course books: “do-it-yourself” teachers, who of course have their own “do-it-yourself” approach . In conclusion, alternative teaching material is authentic, often self-made by teachers, originally created for native speakers and mainly does not include
Harmer suggests a five-stage procedure when teachers make their own teaching material. Focus is put on the making of the material rather than the actual use of it. The first stage is planning and to begin with all the material obviously needs to be comprehensible and attractive to the students. In order for the material to achieve these criteria one can have Krashen’s Input Hypothesis in mind when deciding how challenging the material should be for the students. This hypothesis argues that: [an] important condition for language acquisition to occur is that the acquirer understand (via hearing or reading) input language that contains structure ‘a bit beyond’ his or her current level of competence... If an acquirer is at stage or level i, the input he or she understands should contain i + 1.
It is therefore important for the teacher who creates the material that he or she makes sure to present a language that the students can understand and that simultaneously challenges the students to make progress (ibid).
Furthermore, topics must be chosen and also what activities are required from the students (reading, speaking, writing, etc). Aims ought to be considered as well and are very important. Trialling is the next stage and refers to trying out the material before it is used in the classroom. In order to do this, colleagues, a friend or a student can be asked for their opinions about the newly produced material. In this way spelling mistakes or vague instructions can be discovered in time. The third stage is evaluating which contributes to improving the material for future use and also provides ideas about the production of other materials.
The following stage is classifying, (e.g. to categorize the material alphabetically) a useful process in order to access the material easily for future use. There could be as many ways of classifying as there are teachers. Lastly, there is record-keeping which reminds of classifying.
It is very useful for long-term planning to have documentation of material and evaluations, especially if it is to be used in different classes (Harmer 2001:151).²
The question of effective language teaching has always been the concern of applied linguists. Supplementary texts have recently achieved a great status in language teaching circles. The main texts and the accompanying supplementary texts have proved highly lenient for being culture-based. In Iranian high schools, the deployment of different types of genres as supplementary materials alongside the national textbooks have been under suspicion for years but recently, they have got drastic attention and attraction. The paper has tried to show how historical, news, and literary texts are viewed as supplementary teaching materials with a reference to English language skills' learning and cultural conceptualization phenomena accompanying them. This paper via a qualitative and quantitative study approach has tried a true experimental design and research. The paper through questionnaire and open-ended questions' analyses as well as cross comparison of the means of the experimental and control groups' scores using SPSS and Max QDA analyzed the data. The paper revealed the the merits and demerits it may have culturally, namely participation, social interaction, group cooperation, and cultural conceptualization regarding these groups' assertions on this genre-orientated supplementary materials. It also showed the effectiveness of the supplementary materials over the performance of the students on summative achievement tests and their impact on cultural conceptualization. It clearly showed the superiority of literary materials over the others. Finally, it revealed the better performance of girls on final tests in comparison with the boys. Generally, supplementary materials had a positive impact on the learners' language learning and cultural conceptualization. They help the learners to understand the culture loaded aspect of language learning and language materials. Hence, the deployment of supplementary materials and above all literary ones is strongly recommended. The introduction of cultural elements of the materials which are best crystalized in literary materials is suggested.
Learning materials in teaching are crucial to the success of student achievement. That is, the instructional components of lesson planning in teaching depend on the selection of teaching materials. "Teaching materials" is a generic term used to describe the resources teachers use to deliver instruction. Teaching materials can support student learning and increase student success. Ideally, the teaching materials will be tailored to the content in which they're being used, to the students in whose class they are being used, and the teacher. Teaching materials come in many shapes and sizes, but they all have in common the ability to support student learning.
As Patil (1994) remarks, jokes are based on the exploitation of shared background knowledge and values and are used to make the listener feel 'at ease' (p. 142). ³A speaker can communicate a joke meaningfully only if the hearer shares a common context of understandings, practices and norms, and a common consensus.
Understanding of the joke depends on a successful interplay of the speaker's intention and the hearer's interpretation of the joke. The first condition for the comprehension of a joke is that the hearer should be able to understand its basic meaning. Generally, jokes have two parts the first few utterances form the set up and the final utterance functions as the punch, which contains an element of surprise. It is this surprise relationship between the set up and the punch that produces humour and makes the listener laugh. In fact, the understanding of a joke depends upon our ability to relate to the punch line. Also, to use Sherzer's (1985) remark, 'speech play' and 'verbal art' are the source of pleasure in jokes (p. 219). ⁴The recognition of a joke consists in relating the ‘said’ to the ‘unsaid’. This exercise of reading between the lines, as McRae and Boardman (1997) remark, deepens and enriches our thinking and feeling which results in more effective personal expression (p. vii).⁵ And this is what we want to achieve by using jokes in our language classes. But before we do that, let us look at the following two jokes: 1). A refugee couple arrived in the United States several years ago with one dreamto become citizens. Through much red tape and years of study, they were patient and hopeful. Then one day, the husband rushed into the kitchen with the long-awaited good news.
"Anna! Anna!" he shouted. "At last! We are Americans!"
"Fine," replied the wife, tying her apron around him.
"Now you wash the dishes." (From J. M. Braude, 1999, Braude's Treasury of Wit and Humour, p. 37. New Delhi: Jaico Publishing House.) ⁶ 2). An American tourist on a crowded British train noticed a large tweedy woman whose large tweedy dog was occupying a seat. Politely he asked if the woman would mind moving the dog to the floor. "Leave the dog alone!" the woman snapped.
The American left the compartment, walked the length of the train, but failing to find a seat returned and pleaded with the dog owner again. "I told you to leave the dog alone," she said. Angry and frustrated the American reached over, opened the window, tossed the dog out, and sat down in the seat next to the woman. There was stunned silence; then an elderly Englishman across the aisle looked up over his Times. "You Americans amuse me very much, "he said." In the first place, you eat with the fork in the wrong hand. You drive your cars on the wrong side of the road; and now, by Jove, you have thrown the wrong bitch out of the window." (From A Trainload of Jokes and Anecdotes, p. 12. New Delhi: UBSPD. Compiled and edited by K. R. Vaidyanathan)⁷
Examples: Teaching materials can refer to a number of teacher resources; however, the term usually refers to concrete examples, such as worksheets or manipulatives. Learning tools or games help students develop new knowledge. As students develop new learning skills, they practice with new learning tools. Teaching materials are different from teaching resources, the latter including more theoretical and intangible elements, such as essays, support from other educators, and/or places to find teaching materials.
Instructional materials make learning more interesting, practical, realistic and appealing. They also enable both the teachers and students to participate actively and effectively in lesson sessions. They give room for acquisition of skills and knowledge and development of self- confidence and self- actualization.
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Abstract and Figures
This mixed-methods study investigated the use of supplementary materials by EFL teachers in Ecuadorian secondary schools. Via the use of teacher interviews (n=12) it was found that teachers believe the use of supplementary materials increases the motivation of the students, which in-turn improves the learning possibilities of the students. The quantitative sample (n=695) showed the students’ preferences for supplementary materials and confirmed our results that the use of certain supplementary materials does in fact increase the motivation, understanding and participation of the students in their English language classes.⁸ Four variables were considered to do this research; motivation of students when any material was used, whether students’ participation increased or not when using supplementary material, the third one focused on whether the students felt as though their understanding had increased in class as a result of the use of the material. The final variable aimed to measure whether the student felt their performance in class had improved as a result of the use of the material in question. The results showed that more dynamic and interactive classes are created when teachers use any supplementary material.

1.2 Advantages and disadvantages of using extra materials in EFL classroom

Using teacher-made materials and authentic materials as the basis for the course.
There are a number of advantages to using institutionally derived or teacher derived materials for a course: Relevance: Materials can be produced that are directly relevant to students’ and institutional needs and that reflect local content, issues, and concerns. Develop expertise: Developing materials can help develop expertise among staff, giving them a greater understanding of the characteristics of effective materials.
Reputation: Institutionally prepared materials may enhance the reputation of the institution by demonstrating its commitment to providing materials specifically for its students.
Flexibility: Materials produced within the institution can be revised or adapted as needed, giving them greater flexibility than a commercial course book.
However there are also potential disadvantages:
Cost: Quality materials take time to produce and adequate staff time as well as resources need to be allocated.
Quality: Teacher-made materials will not normally have the same standard of design and production as commercial materials and hence may not present the same image as commercial materials.
Training: To prepare teachers for materials writing projects, adequate training is necessary. Materials writing is a specialized skill and not all teachers area capable of writing good materials. In many situations textbooks form the basis of the curriculum in language programs. Provided there is a good degree of fit between the textbook and the teaching context teachers use textbooks to provide the major source of input and direction to their teaching. Thus does not necessarily mean that the teacher plays a secondary role in the teaching process since teachers normally improvise around their teaching materials, moving back and forth between book-based input and teacher-initiated input. Hence even though a teacher may teach the same lesson from a textbook many times, each time he or she teaches it becomes a different lesson due to the improvisations the teacher initiates during teaching. These may result from on-the-spot decisions relating to timing, affective factors, and responses to learner difficulties. Experienced teachers hence use textbooks flexibly as a teaching resource.⁹
Sometimes however adaptation may be required to reflect the needs of a specific teaching context. Various forms of adaptation are possible:
Adding material to address an examination requirement: sometimes supplementary material may need to be added to address the requirements of a specific institutional or other exam. For example the reading component of an institutional text may make use of multiple-choice questions rather than the kinds of comprehension tasks found in a course book, so extra material to practice using multiple-choice questions may be needed.
Extending to provide additional practice: a book unit has a limited number of pages and at times the teacher may feel additional practice of grammar, vocabulary or skills is required and sources additional materials to supplement the book.
Localizing: an activity in the book may be more effective if it is modified to reflect local issues and content rather than the content that is discussed in the course book Localization also involves adapting or supplementing an activity to address the specific needs of a group of learners. For example pronunciation problems might reflect interference form the students’ first language and these might not be covered in the book. Additional activities can be added to address problems specific to the learners .
Nowadays it is very important to know at least one foreign language. Technical university students study English as a Foreign Language (EFL) and we should not only rouse their learning interest but also give sound knowledge in the subject. This research emphasises pros and cons of authentic materials in classrooms and provides some practical advice.
There is no doubt that today English teachers have a lot of choices in terms of teaching materials. Choosing them we are to keep in mind that we should focus students’ attention not only on vocabulary and grammar structures but prepare them for real communication where the knowledge of culture is sometimes crucial. Thus the use of authentic materials can help solve this problem. The majority of scholars define authentic materials as materials which are designed for native speakers; they are real texts, designed not for language students, but for the speakers of the language. Basically, authentic materials provide the following benefits:
1.motivation to learning;
2. authentic cultural information;
3. real language resentation
Recently, there are many English course books for the students of vocational high schools. Some books that are often used by English teacher are Global Access, English for Vocational High School, Interchange, and Get Along. Each of them promotes different approach and also interesting topic and display. Although there are many course books published with different kinds of approach offered, language practitioners should choose the best and standard books based on the students‟ need. According to Cunnings worth there are several guidelines for standardize course books used in the classroom. First, course books should correspond to learners‟ needs. Second, course books should reflect the uses (present or future) which learners will make of the language.
Hutchinson and Waters defined that ESP is an approach to language learning which is based on learners need which means that all contents and methods are based on the needs of the students. Strevens in Richards argued that the content of ESP course is determined by the basic skills due to the learners‟ purpose; the grammatical selection including the vocabulary and grammatical pattern and the language functions; topics and themes related to the learners„ purpose, and the needs of communication. By doing the observation and informal talk with the English teacher, it was found that in this school only used one book which designed by LP2IP Yogyakarta for all skill programs. The book is “English for Vocational Schools” which has three levels; novice, elementary, and intermediate. The novice level was designed for first grade, elementary level for second grade, and intermediate level for third grade. This book has a series, book A and B for every level. Each series designed for one semester. But the teacher only used one series in all classes, included nursing class, because every book has many materials which should be learn, but the students cannot reach them all in two semesters. Based on analysis on this book, it is found that the input text and language context has not matched with the nursing skill program, the content used English in general topics and the language are very high for the students‟ level of English in grade X of English for nursing class in SMK Citra Semesta Indonesia Yogyakarta. The teacher finds some difficulties in using the book, so they make focus learning material and drilling vocabulary in the first meeting. It becomes the reason why the students of nursing skill program, especially in English for nursing class need additional specific English learning material in more simple content which can guide the students to improve their English.
Based on deep interview with English teacher of nursing skill at SMK Citra Semesta Indonesia Yogyakarta, vocational high school students need a good competence in English, because this competence is much needed for them in the work field. The students of grade X in ESP class have high motivation in learning English, and they need specific learning material in English based on their needs and need more emphasizing in integrated English skills especially speaking skill. Speaking skill must become the priority in nursing program, because in the work field, they will take care the patients and help them to explain the doctor’s prescriptions.
ESP class has an English syllabus from English teacher community or Indonesian teachers usually called Musyawarah Guru Mata Pelajaran (MGMP) and LP2IP Yogyakarta. The teacher should choose an appropriate method in order to make the students achieve adequate competence in learning English in the classroom. One of them is Project-based Learning (PBL). Project-based Learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. Project-based Learning functions as a bridge between using English in class and using English in real life situations outside class.
According to Cunnings worth where material is lacking in a particular area or deals with the area in an unsuitable way, the options are to find supplementary material from other published sources or to produce your own material. Based on the description above, it is necessary for the researcher to propose possible solution which may bridge the gap between the general English curriculum offered in vocational high school and the needs of students for their future careers. Therefore, the researcher is going to develop a supplementary English material based on Project-based Learning for nursing students of medical department of SMK Citra Semesta Indonesia Yogyakarta to compile a set of materials that is relevant to students‟ needs. ¹⁰
The researcher observes some previous studies before conducting the research in order to know how far the PBL method and R&D research are used in language teaching. There are several researchers who have conducted the research used PBL approach and R&D. Those are carried out by Roza “Project Based Learning in the Algerian Secondary School (An Investigation and Evaluation of Syllabuses and Textbooks)”. This research, aims to evaluate the extent to which the secondary school syllabuses and textbooks of English favor the integration of project pedagogy into ELT, Novitasari “Developing ESP Textbook for Culinary Skills Program of Vocational High School Using Task-based Language Teaching”. The aim of this research is developing English for Specific Purposes (ESP) textbook to fulfill the students‟ need toward the material at vocational high school using Task-based Language Teaching (TBLT). It was conducted to investigate the quality of the existing course book used in vocational high school and the development of the ESP textbook using TBLT at SMKN Pacitan, and Syaifudin “Developing Supplementary Reading Materials for Seventh Grade Students of SMP Negeri in Surakarta based on Curriculum 2013”.
The aims of this research are to investigate the quality of “When English Rings A Bells” as the existing course book to teach reading for the seventh grade of Junior High School in Surakarta and to describe the development of supplementary reading materials for the seventh grade of Junior High School in Surakarta based on curriculum 2013. In this current research, the researcher tries to investigate the quality of “English for Vocational Schools” as the existing course book and to develop a supplementary English material for tenth grade students of vocational school in nursing program. The supplementary English material guides the students to make some individual or group projects using PBL method in real situation based on the topic given. The supplementary English material will be developed based on the concept in integrated skills, English for Specific Purpose procedures, PBL, and supplementary material. It can accompany the other learning materials for students to have independent learning and make a compilation between students and the teacher.¹¹
The Benefits of Using Supplemental Resources in the Online Classroom
When you plan or design an online course, it’s crucial that your assessments, objectives, and instructional materials align with each other. However, creating a coherent structure isn’t just for your own benefit. It also helps your students and other instructors comprehend why each course component is presented in conjunction with one another.¹²
Sometimes you may inherit a previously designed course and are unsure of how much flexibility is granted in the design based on student performance, prior knowledge, and preferences. Supplemental materials can provide instructors a way to fill in perceived gaps within the prescribed instructional materials and can offer instructors additional approaches to motivate students. Complementary supplemental learning materials can also aid instructors with meeting the diverse needs of all learners. What do students desire to be aware of in addition to the given topic?
Supplemental resources are the non required educational materials in an online course. When used effectively, these assets can inspire and transform learning, enhance motivation, and even supply additional assistance for online students who need it
Selecting Supplemental Resources
As with all the pieces of an online course, you must carefully select supplemental resources that are in alignment with your instruction. First, consider the context of your course, know the students you have, the sequence of the course in the program, and other unique identifying factors for your course. Having this in mind, ask yourself these questions:
What learning preferences do my students’ exhibit?
How will the content in this course prepare my students for future courses?
What are my students interested in?
Your objectives, assessments, and instructional materials are the main ingredients of your course, therefore, the materials you select for your course are important. Supplemental resources can augment these elements of your course and can also add value to the design of your course. For example, if you are aware of your students’ interests you can embed supplemental resources such as, real-world scenarios or case studies. These enriching activities encourage learning, practical application, and critical thinking skills that are uniquely tailored to your students. Additional supplemental resources that can be added to your course can be learning activities or instructional videos that support the content. These resources add value to the course because students can interact with the content as many times as they need to, providing additional opportunities for reinforcement of the learning objectives.¹³
Using Supplemental Resources to Encourage Learning and Provide Support
Supplemental resources are an added benefit for your students. It can enhance their motivation about a given topic. In this regard, it helps students stay up to date in their field. Supplemental resources are not exclusive to encouraging exploratory or additional learning. Instructors can include supplemental resources to help those students who may need remediation to help them be successful. There are two areas of support you can provide to your students: proactive support and reactive support. In proactive support, you select the resources that you anticipate will be the greatest challenge for your students. In reactive support, you send your students supplemental resources where you notice that students are not meeting the learning objectives.
Supplemental resources are a powerful learning tool in your online course. When used effectively, they can help engage, motivate, and support students with making connections with the content of your course. Including these supplemental resources can add value to your course and provide meaningful learning opportunities to be successful in your course.
Diana Rosenberg
One of the fundamental requirements of all educational systems is the adequate provision of relevant and appropriate reading and other instructional and learning materials for use by teachers and their pupils. Such provision entails the authorship and publication of the materials. But also essential to the process is their distribution into the hands of the users, either directly or indirectly, via storage, organization, control and dissemination by an information centre. Whereas course textbooks can be distributed through retail outlets and individual purchase, reference and general reading materials require some form of organization for shared use. Books are too expensive for any but those which are compulsory reading to be purchased. It is not feasible to expect an individual to buy a book for reference or for once-only reading.¹⁴
It is the aim of this study to examine some of the modalities through which the school population in Africa gain access to supplementary reading materials and to reach some conclusions on which are the most effective.
What are the disadvantages of instructional materials?
The disadvantages of instructional materials are teachers don’t know how to use them to maximum effect. A good teacher knows the curriculum of their subject and grade level, the required standards of their subject, and what to expect on the EOG’s or End of Grade required testing if it applies to their subject.
What are the effects of instructional materials?
1.Instructional materials have a significant effect on the academic performance of students in social studies in secondary schools.
2.The use of instructional materials facilitates and enhances effective teaching and learning of social studies in secondary schools.
Findings obtained from the analysis of the data collected; show that the problems of using instructional materials are the shortage of materials, laziness amongst the teachers, lack of fund for the purchase of instructional materials, and time
What are some disadvantages of the use of the electronic materials in teaching? List of the Disadvantages of Technology in Education It can be distracting to students.
It can disconnect students from face-to-face relationships.
It can make it easier to cheat.
It could put some students at a disadvantage.
It could cause students to use unreliable resources for learning.
What are the advantages of instructional strategies?
Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed.
What is the purpose of multiple intelligences?
Multiple intelligences refers to a theory describing the different ways students learn and acquire information. These multiple intelligences range from the use of words, numbers, pictures and music, to the importance of social interactions, introspection, physical movement and being in tune with nature.