Samarkand state institute of foreign languages english faculty II course paper

2.2 Effective ways of organizing foreign language lessons
Teaching is a difficult and interesting process. The teacher's goal is to maximize the potential of each child. Indeed, this process requires more responsibility, creativity and energy from students to quickly become aware of their interests and desires.
Children today are so enthusiastic and sociable that teachers need to be aware that each child needs to be unique and to organize the educational process and create a lively atmosphere. there is.
Skilled teachers always try to agree with their students. Although they may encounter some problems related to adolescent behavior. At first glance, children these days are generally tough and demanding. Nevertheless, experienced teachers can work with them carefully.
The new way is a new attitude towards children. Modern teachers are not afraid of modern and talented students. A wise teacher will not interfere with your child's behavior or annoying habits. Therefore, teachers must remember that modern education involves both the body and the mind. So the child should be able to express himself and overcome shame teachers need to create an ideal learning environment. That means you aren't sitting passively waiting for the lesson to finish. The ideal learning environment is for students to see, hear, feel and act freely on their own. Therefore, animated videos and presentations are important elements of effective education. If teachers want their students to cover the topic, avoid common habits and words such as "this year will be great," "you learn everything," and "what we learned last year." is needed...". .. Instead of repeating common words and writing topics on the board, he can use real-life examples in his speech and the class can guess the topic himself.
Most methods of organising language are variations of four main types. The most familiar is grammatical organisation. This is supposed to be based on the description of the grammar of the native speaker of the language: an English speaker uses the 'Present Tense' so foreign students are taught the Present Tense. Situational organisation is also familiar. First the situations in which the student wants to use the foreign language are discovered and then the language is organised around the language that native speakers use in those situations: oar students smoke so they need to know how to buy cigarettes from a kiosk. A less obvious method of organisation is topical organisation. We find out what the students want to talk about and then establish how native speakers talk about those topics: a student may want to talk about football so we teach him the vocabulary and structures that native speakers use in connection with football. This type of organisation, while "A is used implicitly in much language teaching, is rarely used as the main method of organising language for the whole course. Finally there is functional/notional organisation. The student wants to use language tor particular purposes and to express particular things: we therefore teach him the language that native speakers use to carry out these functions and to express these ideas; if students want to persuade people or to express ideas of time, we teach them the language of persuasion and time. While this type of organisation has mot been used for very long, it is already popular, particularly among courses in English as a Foreign Language.
All of these types have certain failings. A general fault is that they are seldom based on reliable descriptions of native speakers. We have a fair idea of the grammar used by the native speaker perhaps, but we have little idea of how language varies from one situation to another, one topic to another, let alone how it connects with particular functions and notions. Grammatical organisation has the particular fault that it tends to emphasise form rather than meaning. The language becomes remote from real life and the teaching method is biassed towards mechanical techniques. Commonly also the grammar shows little relation to the types of grammar that have been used in linguistics in the past fifteen years or so, as a survey of American teaching materials bears out³ Situational organisation often becomes linked with a stimulus/response theory of language learning, the deficiencies of which are well-known. Functional organisation on the other hand, still lacks a thorough analysis of the functions for which students need the foreign language; partly also its advocates have been so intent on demonstrating that one function may be expressed through many grammatical forms that they have not seemed prepared to concede that the student may need to be able to produce only one of these grammatical forms per function, at least in the early stages. Notional organisation similarly lacks an adequate foundation; nobody really knows what the ideas are that a speaker wants to express. It also seems to imply that people have the same thoughts, whichever language they speak, and differ simply over which language they use to express them in; one may well have reservations about such a strong statement the relationship between language and thought and feel that one should allow for the possibility that people from different language backgrounds might want to express rather different ideas through language. Topical organisation can use some actual descriptions⁴, but it is not as yet clear what the choice of topic controls in language apart from some vocabulary.
Let us now compare these four types with some current assumptions about the aims of language teaching. It seems widely accepted that students learning a foreign language have two major needs: one is to function in an environment in which the language is used as an immigrant, as a tourist, or in some other role; the other is to use the language to further their professional career, as a businessman, as a translator, and so on. Both these needs may be combined: a foreign student at an English-speaking institution may need English both to function in the environment and as a tool for his profession. The common factor to both these needs is the emphasis on the social function of language: the student is assumed to need the language for active personal use rather than for its own sake as an academic discipline, or for developing his own personality, or for appreciating a foreign literature, all otherwise valid purposes. This factor stresses the creative aspect of language use: the student has to go out into the world beyond the classroom and hear and produce sentences he has never previously encountered; the teaching of a foreign language is successful to the extent that it allows the student the ability to function in the language. This aim can be summed up in Hymes' well-known phrase 'communicative competence', the ability to communicate⁵. The question we are concerned with is the effectiveness of these four types of organisation at fostering communicative competence.