“Tálim sistemasında elektron tálim ortalıǵında islewdegi mashqalalar hám sheshimler”

The list of used literature: 
1. Coelho, E. 1992. Jigsaw: integrated language and content. 
2. Johnson, D., R. Johnson, and E. Holubec. 1994. Cooperative learning in the classroom. 
3. McGroarty, M. 1989. The benefits of cooperative learning arrangements in second language 
instruction. NABE Journal 13(2) 
4. Olsen, R., and S. Kagan. 1992. About cooperative learning. 
 
 
 
DEMAND IN ENGLISH LANGUAGE TEACHING 
 
Eshchanova Gulzira Endirovna - Regional center of retraining and qualification 
upgrading of public education staff Department of Teaching Languages and Literatures 
Ernazarova Indira Baxtiyarovna - an English teacher of school number 1 in Kegeyli 
region. 
Our president is paying so much attention to teaching foreign language at kindergartens, 
secondary schools, higher education institutions and as well as for the teachers. For example 
the decree 5117 which was adopted on May, 2020 was great motivation for all foreign 
language teachers. According to the Presidential decree the foreign language teacher who has 
international certification as IELTS, TOEFL, CEFR C1 level will get 50 percent monthly 
salary bonuses. This decree made a huge impact on foreign language teachers and most of the 
teachers started improve their language proficiency levels and grow professionally. The 
requirements for the English teachers are getting high and high. English language teaching 

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Qaraqalpaqstan 
Respublikası xalıq bılımlendiriw xızmetkerlerin 
qayta tayarlaw hám olardıń qánigeligin arttırıw aymaqlıq orayı
227 
“Tálim sistemasında elektron tálim ortalıǵında 
islewdegi mashqalalar hám sheshimler”
system is completely changed compared to previous nine years. Nine years ago most of the 
classes were teacher centered lessons: teacher was in the centre of the attention as a lecturer 
and the pupil’s task was to listen to the teacher and do the highly controlled tasks. As a result 
pupils could not use the language they learnt outside the classroom. However today the 
requirements are different, teachers’ tasks are different. Today most classes are changing into 
Student centered lessons, where the teacher’s task is to monitor and pupils do all the tasks 
themselves, they do free practice activities. This type of lessons helps students to speak and 
use English language in everyday life. A lot of projects are organized for the foreign 
teacher to help them to grow professionally. One of them is ESN STT English speaking nation 
secondary teacher training program is organized by Ministry of public education MoPE and 
American Council AC. Program participants Core trainers (CT) and Regional Peer mentors 
(RPM) will go through TESOL Core certificate program TCCP and get International TESOL 
certificate. During TCCP teacher will learn a lot of new method and techniques to help student 
to interact and motivate. The main aim of the program is to change the English lessons from 
teacher centered into Student centered lessons. As a Core trainer of this program I can say 
that I leant a lot during the program. I learnt how to make our lessons more engaging and 
meaningful with the help of activities like jigsaw, think pair share and jazz chants. In the early 
years of my teaching experience I only used grammar translation and audio lingual method 
in lessons. Speaking was very challenging for my students, because I mostly focused of the 
grammar and accuracy of the pupils. Years passed by and my pupils did not speak at all, so I 
realized that I need to change the method I use. TESOL Core Certificate program TCCP 
helped me a lot. After learning in this course I stared to use TPR Total Physical Response, 
CLT Communicative language Teaching and TBL Task based learning. We should focus on 
mainly communication and fluency in our lessons; only in this way our pupils will be able to 
speak to use the learnt language. We should admit that sometimes we have limited resources 
to conduct our lessons perfectly. Sometimes our classes can be larger than we expected and 
to have good productive lessons for those kind of cases can be challenging for teachers. 
However I was so impressed and inspired by the article “Experience speaks: Overcoming 
Overcrowded and Under-Resourced EFL classes by Martina Mbayu Nana. She is an English 
teacher in Africa and she had 150 students in her class. She wrote about her experience how 
to deal with overcrowded classes and how to conduct a productive lesson even if you have 
limited resources and textbooks. She suggests dividing the class into 10 groups and giving 
each group different tasks such as creating puzzle, do a role play, read the passage. In that 
case all the students will be involved. She states that teacher’s imagination is a great tool to 
create resources. After reaching this article I was sure that we can make a change in our 
classes, because we have minimum 15 and maximum 25 students in our class and this the 
perfect size to do any activity. To my way of thinking the main tool of the teacher is not 
textbooks or computers but teacher’s creativity.