CC BY
5References
1. Dyachkova S. Teaching in small groups using method of cooperation / S. Dyachkova. [Electronic resource]. URL: http: //www.urok123. org / book / export / html / 50./ (date of access: 18.12.2020).
2. Kuznetsova A.M. Small group training. Applying group learning to English lessons. [Electronic resource]. URL: http: //www.practice ducation.com. / (date of access: 18.12.2020).
3. Lvova P. New pedagogical and information technologies in the education system: Educational allowance. - Moscow: Publishing Center Academy, 1999.
ACTIVITIES ON WORKING WITH SMALL GROUPS Turgunova R.P.
Turgunova Ra 'no Pardabayevna - Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 2, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: All researchers of the problem of group learning think that collaborative type of activity yields positive results only in combination with traditional methods. It seems appropriate to use group forms and methods work in about 25% of the study time. In addition, it is necessary to remember and explain students that group work is not entertainment during school hours, but educational activities that enhance knowledge and develop skills teamwork, which will definitely come in handy in the future professional activities. It is worth recognizing that students, as a rule, actively support ideas group training.
Keywords: teamwork, small group, collective work, project, presentation.
There are various ways to organize work in small groups. Consider some of them.
"Brain storming". Each member offers as much as possible ideas on how to solve the problem, then there is a joint discussion of these methods and preparation of the group response. This form of work is appropriate as in the beginning of studying the material, mainly at the stage of proposing ideas for discussion, and when working in debate format, when students need to offer the maximum number of arguments or counterarguments on the topic under discussion. So, for example, at the beginning of studying the topic "Youth in the Contemporary World", students are proposed to outline the problems of young people in modern world. Then the moderators of the mini-groups acquaint the whole group with the compiled lists. As a result of collective discussion, those issues are highlighted the most significant viewpoint.
"Thematic map" (mind mapping). In contrast to "brainstorming", this view activity is productive at the final stage of consideration of the topic. During "brainstorming", students suggest ideas, on the basis of which they build a map that summarize information on the studied topic. So, continuing to study materials on the topic "Youth in the Contemporary World", students form groups of 4 and the group leader makes a bank of ideas of all participants, appoints a "presenter" on behalf of the group. The results of the work are usually are made in the form of a logical scheme. Hearing speeches involves answers on emerging questions. Such work helps to accomplish several tasks: systematize and generalize the studied material; eliminate possible gaps, develop a logical scheme that
allows you to quickly and efficiently reproduce material, for example, in preparation for a test or exam.
"Saw" or "American jigsaw". This form of work is used basically, at the stage of acquaintance with new, additional information. Teacher prepares the necessary materials in hard copy, dividing the information into more or less equal fragments. Each of the group members receives a fragment prepared material for review [1]. After allotting time for students from different groups who worked with the same material, form pairs or new groups and discuss what they have read, highlight the most important points and prepare to present the material to the rest of the students in their groups. At the end of such work, each student will receive information on the entire material. An example of using this form of work can be acquainted with the topic "Careers in Journalism". Fragments of text about different types of professional activities of a journalist with the same set of tasks: identify type of journalistic practice, determine the place of work of a specialist, and discover the most interesting facts about the activities of a journalist. After examining your piece of text and after exchanging information with their group mates, each student receives a as a result, the full amount of necessary information. This form of work allows you to significantly save time in class.
"World cafe" (world cafe). The appeal of an idea lies in the creation pleasant cafe atmosphere. Participants are seated at tables set "Tablecloth" (a sheet of Whatman paper). Each mini-group chooses the "owner" of the table. On tables "menu" was laid down (question / questions for discussion) and the time for discussion and fixation of proposals in writing on a sheet of Whatman paper. When the time expires, the "guests" move to a new table, the "host" introduces new "guests". In the course of the previous discussion, "guests" comment and make additions. The number of rounds depends on the number of tables (mini groups). The final stage- "Opening Day". "Tablecloths" are hung out for all to see; the "owners" of the tables give the necessary explanations. All participants ask questions and discuss what has been done [2].
Despite some organizational difficulties, this form of work is very animates the educational process and allows you to effectively summarize the material. For example, in time of the final session on "Journalist And His / Her Job" as points "Menu" students are invited to discuss questions about the character traits required professional journalist; skills and abilities required in the profession; about the level of education and education of the journalist. Each round of discussion lasts 15 minutes. A positive point that attracts students is that all work takes place in a relaxed atmosphere (for persuasiveness on the tables you can put cookies or sweets), while students have the opportunity to remember and organize the material studied. Small group practice is also acceptable when organizing independent work, in particular when creating a presentation or when working on a project as one of forms of final control. Students have the opportunity not only to demonstrate knowledge of the subject, the ability to work in a team and leadership qualities, but also the creative professional skills of future journalists.
References
1. Johnson D.W. Active learning: Cooperation in the college classroom / D.W. Johnson,
R.T. Johnson, K.A. Smith. - Edina, MN: Interaction Book Company, 1998.
2. Selevko G.K. Modern educational technologies: Textbook. pos. / G.K. Selevko. M.:
Public education, 1998.
