Тиллар ўҚитиш методикаси ва таълим технологиялари

Explaining the new material - a key structural element of the lesson. It is intended, first, to disclose the essential features of the phenomena, and secondly, to train students ability to apply this knowledge in practice. At this stage, different methods are used: the message the teacher and independent analysis of the students the appropriate material tutorial - it’s explanatory methods. Search methods are the talk (based on the material to see) and an independent analysis of student material for observation.
Formation of abilities and skills as a structural element of the lesson has the following functions: consolidating the knowledge and mastery of language and speech skills. Work on any training exercise consists of the following (components) of the elements: setting a goal of the exercise, identifying ways to solve the problem rulings; samples implementation; exercises students; verification performance.
In addition to these steps, the structural elements of the lesson are the result of the lesson and task. The purpose of the first - determination of the degree of conscious assimilation of new material to be used as a question? Why? And so on, they do not reveal awareness in children assimilated.
The purpose of the second - the skills of independent work of students. Usually homework is offered at the end of the lesson (2-3 min.), The teacher should explain the nature of the work , the way of its implementation .
Special mention should also highlight the comment count: the teacher should be sure to bring to the attention of students that staged assessment, why is this, and not another.
The method of “Detectives”
Work in pairs. Two students are facing each other, remembering the look of each other for 1 minute. Then get back to each other and to describe each other.
The features of the EL lesson
A lesson is a unit of a teaching process and the main form of organization of the teaching process. Conducting a lesson is shaped as a collective interrelated activity. The goal of each lesson is an important part of the final goal. Understanding of a lesson goal should be relied on the main important particularities:
1) teaching speech activities as a real process of communication and
2) complexness.
Only one goal makes the lesson logical. Besides of a leading goal the lesson has accompanied tasks. It is not appropriate to define a goal of some lesson irrelatively with the whole system of lessons. For example, the task of a cycle of lessons can be developing speaking, listening and reading skills on a certain theme, language and speech material. The theme cannot be changed during the series of lessons. But a language material and type of speech activity can be a new one. That’s why the goal of each lesson is defined with new skills, which are being formed or developed within a concrete lesson, or within a system of lessons. The whole teaching process is built on the basis of speech themes. Exactly the theme in accordance with the content-communicative principle defines the cycle of lessons. A material is distributed in accordance with the stages of forming/developing the necessary skills. Such planning allows a teacher to realize perspectives for the further work. The result of such a cycle working is a qualitatively new stage in developing communicative skills.
It is necessary to realize the capacity of teaching/learning material in the frame of a cycle. Given the above purpose we should 1) define words and structures, which must be learned within a quantum of time for developing required skills; 2) select situations and patterns, following the necessary grammar and vocabulary units, which are typical, meaningful and frequently used within this theme; 3) select a material for practice and production (tasks and activities, their sequence) for forming/developing communicative skills.
The modern requirements to the EL lesson are shown in the Table 2.