CC BY
63ADAPTING MATERIALS FOR DIFFERENT AGE GROUPS
Matlyuba Sotvoldiyevna Muxamedova
Uzbekistan State University of Physical Education and Sport
ABSTRACT
In this article we will look at how to adapt materials for mixed ability groups. This is the most common type of adaptation that teachers have to do. However, there are times when you may have to adapt materials because of the age of your students.
Key words: linguisticability, teenagers, adults, designed materials, support, activities and games, feel happy, relevant.
АННОТАЦИЯ
В этой статье мы рассмотрим, как адаптировать материалы для смешанных групп способностей. Это наиболее распространенный тип адаптации, который приходится делать учителям. Однако бывают случаи, когда вам может понадобиться адаптировать материалы из-за возраста ваших учеников.
Ключевые слова: языковые способности, подростки, взрослые, разработанные материалы, поддержка, занятия и игры, чувство счастья, актуальность.
ANNOTATSIYA
Ushbu maqolada biz aralash qobiliyat guruhlari uchun materiallarni qanday moslashtirishni ko'rib chiqamiz. Bu o'qituvchilar bajarishi kerak bo'lgan eng keng tarqalgan moslashuv turi. Ammo, ba'zida o'quvchilaringizning yoshiga qarab materiallarni moslashtirishga to'g'ri keladi.
Kalit so'zlar: til qobiliyatlari, o'smirlar, kattalar, ishlab chiqilgan materiallar, yordam, faoliyat va o'yinlar, baxt hissi, dolzarblik.
INTRODUCTION
Using materials aimed at older students with younger students. In the world of young learners we often find that students' linguistic ability is way beyond the typical course book that is designed for their age.
LITERATURE REVIEW AND METHODOLOGY
Therefore some adaptation is often necessary. To give an example, I am currently teaching a group of 11-15 year olds on a First Certificate
(upperintermediate) level course. We are using a course book designed for older teenagers and adults so adaptation is an important part of lesson planning.
The main thing to bear in mind when adapting tasks is to think about how you can make the task more real for the student. Last week we were writing formal letters, something which none of the students had ever done in their lifetime and therefore they needed a lot of support.
After looking at several models of formal letters we turned to the task in the book which was a letter to complain about the service received from a tour operator on a recent holiday. This was obviously something they would be very unlikely to do even in their own language.
However, I knew that some of the students had recently gone to a concert and had been disappointed by the performance. So, using those students, we adapted the task together. I asked the students what had been disappointing about the show and we made a list. These points became the content of the task.
The functional language of complaining was the same but the task became more alive as it was more personal and closer to the students' own experiences. Speaking activities may often need adapting too. The job interview could become the interview to get onto a summer course or to help at a scout camp.
Using materials aimed at younger students with older students if you find yourself using material that is aimed at younger students with older students you have to be careful. Teenagers especially can find it insulting to be presented with childish material when they believe they are ready for something more grown up. If you cannot find material that is more appropriate then use what you have as a starting point.
RESULTS AND DISCUSSION
Games and fun activities that work well with young learners often work equally well with older teenagers or adults. If you explain the reason for the game or activity and make it clear what the students are practicing by playing it, then most students tend to respond positively.
Older students will quickly suss you out if you're just killing time and there is no real point to the activity. I recently played word formation bingo with a group of adults and was amazed that they got really excited and competitive and were all trying to win so they could become 'Bingo King' or 'Bingo Queen' for the next round.
After a hard day at work I think they enjoyed the chance to revert to their childhood for twenty minutes! The main thing to bear in mind with any adaptation of
materials is how you can personalize the task and make it more relevant to the learner. If you are clear about why you are using certain material and what your objectives are then students should feel happy with the activity as they'll be able to see the point of it.
CONCLUSION
Take time to chat to your students and find out what they do in their free time and what they are interested in. By doing this you will be able to find more material based on topics they're interested in.
REFERENCES
1. Barr, R., &Dreeben, R. (1991). Grouping students for reading instruction. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 885-910). New York, NY: Longman.
2. Buly, M.R., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24(3), 219239.
3. Elbaum, B., Vaughn, S., Hughes, M., & Moody, S. W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399415.
4. Tulaganov, S. F. (2021). Indicators of the physique of handball players, taking into account their role in game. Eurasian Journal of Sport Science, 7(2), 165-171.
5. Ахмедова, Н., Пулатов, Ш., & Азаматов, А. (2020). Ёш теннисчиларда тана мувозанати тургунлигининг хдракатланаётган объектга реакция аниклигининг намоён этишдаги роли. Academic research in educational sciences, (4).
6. Кариева, Р. Р. (2021). Методика планирования нагрузок скоростно-силовой направленности в подготовительном периоде гандболисток групп спортивного совершенствования. Проблемы науки, (3 (62)), 53-55.
7. Солиев, И. Р., Смурыгина, Л. В., Олимов, М. С., Расулова, Т. Р., Иванова-Тюрина, В. В., & Каримов, Ф. М. (2021). Урта масофага югурувчиларни мусобакаларга тайёрлаш технологияси. Central Asian Research Journal for Interdisciplinary Studies (CARJIS), 1(2), 100-109.
8. Adilov, S. Q., Berdiyev, F. O., Jumaqulov, A. B., & Anarbayev, T. R. (2021). Erkin kurashchilarini mashg 'ulot jarayonlarida modellashtirishni asosiy tarkibiy qismlarini o'rganish. Academic research in educational sciences, 2(4), 1717-1722.
9. Xolmatov, A. I., Tashnazarov, D. Y., & Kurganov, O. N. (2021). Yunon-rim kurashchilariga texnik usullarni o „rgatishda modellashtirish usulining samaradorligi. Academic research in educational sciences, 2(4), 1708-1716.
10. Исламов, И. С. (2021). Влияние тренировки на иммунитет пловца. Academic research in educational sciences, 2(6), 1451-1461.
11. Islamov, I. S., & Ikramov, B. F. (2021). Starting actions of rowers on kayak and canoe. Academic research in educational sciences, 2(6), 1442-1450.
12. Ikramov, F. T., & Azimov, Z. N. (2021). Features of use rowing pool. Academic research in educational sciences, 2(6), 1154-1159.
13. Каримов, Х. А. (2021). Бошлангич тайёргарлик боскичидаги гимнастикачиларни махсус харакат тайёргарлиги ошириш. Academic research in educational sciences, 2(10), 1210-1218.
14. Багадирова, С. К. (2019). Структурная модель самореализации спортсмена в условиях профессионализации в дзюдо. Ученые записки университета им. ПФ Лесгафта, (12 (178)).
15. Musaev, I. S. (2021). Ways to achieve quality and efficiency through the organization of the pedagogical process on the subject" use of the uzbek language in the field". Экономика и социум, (7), 94-98.
16. Boltayeva, I. T., Musayev, I. S., & Rakhimova, V. O. (2021). Literary success-a product of combination with confirmation and denial. Journal of American Studies, 1816-1825.
17. ДАБИБЖОНОВА, X. M., & АЗИМ^УЛОВ, Б. А. (2021). Ёш гандболчиларни техник хдракатларга ургатиш усулларининг самарадорлигини аниклаш ва тайёргарлик даражасини назорат килиш. Фан-спортга илмий-назарий журнал, 40-42.
18. Юсупова, З. Э., & Азимкулов, Б. А. (2020). Ёш гандболчиларнинг мусабока олди уйин таёргарлигни назорат килиш. "Олимпия спортида замонавий илм-фан"Халцаро илмий-амалий онлайн анжуман, 433-436.
19. Павлов, Ш. К., & Хдбибжонова, Х. М. (2020). Тайёрлов даврида ёш гандболчиларнинг жисмоний тайёргарлигини назорат килиш. "Олимпия спортида замонавий илм-фан" Халцаро илмий-амалий онлайн анжуман, 303305.
20. ИСРОИЛОВ, Р. И. (2021). Тайёрлов даврида ёш гандболчиларнинг тезкорчидамкорлигини ривожлантириш восита ва усулларининг самарадорлигини тадкик этиш. Фан-спортга илмий-назарий журнал, 15-17.
21. Tadjibayevna, B. I. (2021). On the peculiarities of succession in Uzbek literature.
22. Oktamovna, S. Z., & Nasriyevich, G. N. (2021). Terminology as a structural element of the language. Asian Journal of Multidimensional Research, 10(9), 724731.
23. GAZIEV, S. (2020). Improving the speed-strength preparedness of sambo wrestlers at the stage of sports improvement. Фан-Спортга, (1), 56-60.
24. ИЛОВ, А. (2020). Шаркона яккакураш спорт турлари билан шугулланувчиларда меъёрлаштирилган махсус машкларни бажариш тезлиги ва унинг гипоксик киймати (каратэ мисолида). Фан-Спортга, (1), 65-68.
25. Tashkenbayevna, S. K., Rozikovich, S. I., Vladimirovna, L. L., Sotivoldiyevich, O. M., Mukhammadjonovich, B. A., Omonboyevich, A. B., & Valikhojayevich, S. Z. (2020). Pedagogical technologies and interactive methods as a factor of increasing special knowledge of students. Journal of Critical Reviews, 7(6), 42-46.
