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29ИСПОЛЬЗОВАНИЕ МОДЕЛИРОВАНИЯ НА РАЗНЫХ ЭТАПАХ ПРОЦЕССА ОБУЧЕНИЯ
В данной статье речь идет об использование моделирования для обобщения, повторения и закрепления учебного материала.
Ключевые слова: Моделирование, наглядность, система, процесс, модель, средство, обучение, повторение, закрепление.
USE OF SIMULATION AT DIFFERENT STAGES OF THE LEARNING PROCESS
This article discusses the use of modeling to generalize, repeat, and consolidate learning material.
Keywords: modeling, visualization, system, process, model, tool, training, repetition, consolidation.
Сведение об авторе:
Файзуллоев Абдуллоджон Мансурджонович — старший преподаватель кафедры информационные и коммуникационные технологии Таджикского государственного педагогического университета имени Садриддина Айни. E-mail: faizulloev. 79@mail.ru Тел: (+992) 988800334
About the autor:
Fayzulloev Abdullojon Mansurjonovich - Senior Lecturer, department of information and communication technologies, Tajik State Pedagogical University named after Sadriddin Aini. Email: faizulloev. 79@mul.ru Phone: (+992) 988800334
ROLE OF TEACHERS FOR TEACHING ENGLISH LANGUAGE IN THE CLASSROOM
Pohanmal Ahmad Fawad Fayez
Faryab University,Islamic Republic of Afghanistan
Teacher use many metaphors to describe what they do. Sometimes they say they are like actors because 'we are always on the stage.' Others think they are like orchestral conductors 'because I direct conversation and set the pace and tone'. Yet others feel like gardeners, 'because we plant the seeds and then watch them grow'. The range of images_ these and others _ that teachers use about their profession.
Dictionaries also give a variety of massages about teaching. According to the Cambridge international Dictionary of English, 'teaching' means to give (someone) knowledge or to instruct or train (someone) ', whereas the Longman Dictionary of Contemporary English suggests that it means to ' show somebody how to do something' or to 'change somebody's ideas.
It is because view are somewhat mixed as to what teachers are, and because different functions are ascribed to teaching, that we need to examine the teacher's role not only in education generally, but in the classroom itself
a- Teachers and learners
Many trainers are fond of quoting from a work called The Prophet by Kahlil Gibran. 'If (the teacher) is indeed wise, he does not bid you enter the house of his wisdom, but teacher leads you to the threshold of your own mind.
Such humanist sentiments expose a dilemma in the minds of many trainers and trainees. Is teaching about the 'transmission' of knowledge from teacher to student, or is it about creating conditions in which, somehow, students learn from themselves? To put it another way, if you were to walk into a classroom, where would you expect to see the teacher standing at the front controlling affairs, or moving around the classroom quietly helping the students only when needed?[8, c.34].
In recent years, under the influence of humanistic and communicative theories great emphasis has been placed on 'learner-centered' teaching, that is teaching which makes the learners' learner experience central to the educational process. In this framework, it is the students' needs, which should drive the syllabus, not some imposed list; it is the students' learning experiences and their responses to them, which should be at the heart of a language course. The measure of a good lesson is the student activity-taking place, not the performance of the teacher.
The physical manifestation of this trend is to be found in classroom where learners are given tasks to work on and where, in the process of performing these (with the teacher's help), real learning takes place. In these situations, the teacher is no longer the giver of knowledge, the controller, and the authority, but rather a facilitator and a resource for the students to draw on. One writer has suggested that teachers in such learner-center classroom need special qualities including maturity, intuition, educational skills (to develop students' awareness of language and learning) , an openness to students input, and a greater tolerance of uncertainty. These qualities he suggest, are in marked contrast to more traditional teacher behavior Yet they are precisely the characteristic most people would expect of any teacher, traditional or modern, who has their learners' best interest at heart.
Not all methodologists find it easy to accept learner-centeredness uncritically, however. Robert O'Neill, an influential materials writer and trainer, wrote an article whose title clearly expressed his disquiet since he called it "The plausible myth of learner-centeredness. He worried that letting student's do the learning on their own with teachers only intervening when and if needed. Might amount to a form of neglect. It could be tantamount to an
abdication by the teacher of the knowledge-giving role. What is wrong with old-fashioned 'teacher-fronting' he wondered? It seems to work; it has always worked, and many students feel more comfortable with it [7, c.207-210].
It also seems to be the case that there are many occasions when the teacher will want to be at the front of the class to motivate, instruct, or explain something to the whole class. But there are also many activities where encouraging students to solve their own problems on their own or in pairs or groups, will have enormously beneficial effects both on learning, and on the dynamics and atmosphere in the classroom. It is not an 'either... .or' situation, in other words. Instead our behavior will depend on how we feel about teaching and on who the students are and how they feel about what we are asking them to do. b- Deciding What to Teach
When you select information to teach in your lessons, you need to think about what level the students are at and how well you are lesson flits into what they already know and what need to know.
Most courses have a basic syllabus that acts as a road map. An EFL. Syllabus lists the major areas of grammar. Vocabulary and functions (what you can do with particular expressions) a course covers. Most EFL. Course books have a list within the first few pages. Even if you are working form your own materials id makes sense to set specific course goals including which words and grammar you definitely want to cover.
However, when you begin teaching it can be quite difficult to know what students are likely to comprehend at each level and few EFL. Teachers follow the same students from beginner to advanced level.
So to give you a guide, the next section offer a basic run down of what you may export to teach students at the different levels. I include a list of gram-mar and vocabulary students should cover during the course. along with examples.
Unlike many other courses people enroll on, EFL. Courses can be for adults or children and include students with an incredibly wide range of interests and goals. However, their basic needs in learning are similar. For example, all students want to learn how to speak about the past, present and future in English. c- Beginner
Beginner-level students aren't necessarily children .Many people discover a need or desire to study English later in life. Students at beginner level can't speak or write accurately in the present simple and present continuous tenses. Those who know some words in English but aren't ready to join elementary level are called false Beginners. When there's no distinct beginner s class. Beginner level is absorbed within the first 15-20 hours of an elementary course this is a difficult level to teach as you have so few words to work with when explaining things but it's also very rewarding because every new word marks significant progress for the class [5, c.197-199] Grammar to cover includes: S The subject pronouns: I, you, he, she and so on. S Demonstrative pronouns: this, that, these, those S Question words: what, who, where and how S Possessive adjectives: my, your, his and hers. Singular and plural nouns:
S Expletives (not the naughty ones): there is, there are.
S The verb to be in positive, negative and question form: I am, aim not, am I?
Vocabulary to cover includes:
S The alphabet.
S Numbers 1to100.
S Jobs: doctor, teacher, taxi driver.
S Countries and nationalities: He is from the UK. He's British
S Basic food: fruit, vegetables, meat.
S Days of the week.
S Everyday objects, bag, pen, telephone
S Immediate family: mother, son, husband.
S Rooms in the house: living room, bathroom, kitchen [6,176].
d- Elementary
At elementary level, student learn to use many more verbs instead of only to be (I am ,you are, it is). This is because with other verbs you have to use to do' as an auxiliary verb, which is rather strange for them and quite different from other languages (Do you like apples? No, I don't). At this level students learn to talk and ask about matters related to daily routines. They also begin to refer to past and future time. Grammar to cover includes:
S Basic verbs in the present simple positive, negative and question forms: I live ,I don't I live, live?
S simple adverbs of frequency .usually , sometimes S Quantities: How much, how many? Some. any S Showing ability: using can/can't. S the past simple tense with to be : was /were
S Future simple tense: I will go. S past simple tense with regular verbs : I looked , I listened Vocabulary to cover includes: S Simple adj ectives: opposites, colures. S Language for telling the time: hat time is it: it is half past three. S Language for shopping: types of shops, asking for what you want. S Asking for directions: straight ahead, turn left/right. S Months and years.
S Weather: what is the weather like? It is raining.
S comparative adjectives: bigger, nicer, and so on (superlatives wait until the next level) [4, c.205]. e- Pre intermediate
At pre-intermediate level students learn to discuss their experiences and future plans. They learn vocabulary related to travelling in addition they are able to discuss leisure active and explain their preferences. Grammar to cover includes:
S Modal verbs: these give more meaning to the main verb in a sentence.
Two examples are: can/can't and must /mustn't./can't wait any more
because I must get to the shops.
S Possessive pronouns: mine, yours and so on.
S To be going to: this isn't a tense but you use this structure to talk about
plant. I am going to study medicine at university.
S Present perfect tense: I've eaten.
S Past simple tense with irregular verb: I ate, I thought.
S past continuous tense: I was eating
S Adverb: slowly, well.
Vocabulary to cover includes:
S Types of films: comedy, western, thriller.
S Clothes: trousers, shirt, coat.
S Hobbies and interests: jogging, eating out, reading.
S Language for booking hotels and restaurants: Can I book a single room
please?
S Landscape words: mountain, river, field. S Parts of the body: shoulder, knee. S Superlative: the best, the most wonderful [3, c. 122-123]. f- Intermediate
At this level students tend to lose their initial enthusiasm for learning English. They already know how to make sentences that refer to the past, present and future and they have a basic vocabulary for everyday situations. However, at this level the language you teach adds sophistication and fluency, instead of basic communication it becomes harder for students to measure their progress so you need to work hard at maintaining interest by using topic they really enjoy.
Grammar to cover includes:
S More model verbs: (should, may. might). Too many model verbs exist to teach at once so you teach a few at a time.
S Zero conditional: if it rains, I use my umbrella. S First conditional: if it rains, I'll use my umbrella. S Second conditional: if it rained, I'd use my umbrella.
S Non defining relative clauses: the man, who I thought looked great, was at the office.
S Gerunds and infinitives: going and to go.
S the verb will for spontaneous decisions: I'll pay;
S Present perfect continuous tense: I have been singing, he has been
dancing.
S Past perfect tense: they had seen it, you had not watched it. Vocabulary to cover includes: S Comparing and contrasting: both, neither, whereas. S Polite forms: would you mind? I'm afraid I can't. S Expressions for generalizing: on the whole, in general. S Stages of life: infancy, childhood.
S Reviewing films, books and so on: describing the plot, characters. Strengths and weaknesses.
g- Upper -intermediate
At this level students can speak and write with reasonable fluency using a range of tense and expressions for linking ideas. They can use appropriate language in a variety of situations demonstrating and understanding of formal and informal language. Grammar to cover includes:
S To have something done: students used to speaking about actions they do themselves. with this grammatical structure they can express the idea of paying or instructing other people to do things. For example, I had my house painted.
S Third conditional: if I had known, I wouldn't done it. S Reported speech: she said that she..
S Defining relative clauses: the man who is standing over there is nervous. S Modal verbs in the past: I could have come. S Passive verb forms: the room was cleaned.
S the verb to wish: I wish I could go, you wish you were me(after wish you use a verb in one of the past tense , so students have to learn this verb separately)
S To be used to /to get used to: I'm used to used to London now but I'm still getting used to my new job. Students easily confuse tense two grammatical structures for familiar activities that are becoming familiar. S Past perfect continuous tense: I had been working. S Future perfect: I will have written it. Vocabulary to cover includes: S Adj ectives of personality: generous, manipulative. S Medical problems: ache. Bruise, sprain. S Crime words: to arrest, fraud, mugging. S Feelings: hurt, fascinated, relieved. S Science and technology words: software, appliance. S Media and communications words: broadcasting, the press [1, c.56-58]. h- Advanced
Students at this level are able to communicate with native speakers without much difficulty they get the gist of most texts and conversations and have sufficient vocabulary to express themselves on a wide variety of topic. The grammar and vocabulary they use is similar to that of native speakers even when it's not strictly necessary to be understood, Question tags, which I show in the following grammar list, provide a good example of this. Grammar to cover includes: S Prefixes and suffixes: unlike, likeable. S Compound nouns: tooth + paste=toothpaste. S Ellipsis and substitution (words you can leave out or replace with
something else): this one is bigger; one represents another noun so it's a substitution .something's you leave words out completely because the meaning is clear. For example: this one is bigger (than the other thing). When I leave out the words in brackets it's and example of ellipsis. S Question tags: you like that, don't you?
S Active and stative verbs (action and conditions): she bought (active) motorbike and also owns (stative)a car. S Future perfect continuous tense: I will have been working. S Detailed rules on phrasal verbs: phrasal verbs consist of a verb and
preposition or two that together make a new meaning. For example: to get on with someone, to put up with something.
Vocabulary to cover includes:
S General idioms. An idiom is a phrase that a meaning quite different from the individual words within it. is+a+pain+in+the+neck. However they
Will not get the point unless you explain what the whole expression means.
S Newspaper headlines. There are a number of words that are favorites for newspapers but hardly used elsewhere, for example Minister Rapped after Expenses probe. Journalists also like to be very playful with the language they use nicknames, rhymes, and slang and students want to be in on the joke so that they can understand the press for themselves. However, it sometimes takes a great deal of explaining and a detailed analysis of the language for students to get the point.
S Words with different connotations. Old and elderly have basically the same meaning. However, elderly is more polite than old when referring
to people, so the connotation (attitude behind the word) is different. When students understand that words have similar meaning they also need to know the subtle but important differences between them.
S Metaphors and similes. You use metaphors when you say that one thing is another because they are somehow similar. There was a storm of protest storm is a word that describes violent weather conditions but here it means a violent outburst.
i- Proficiency
It's pretty difficult to come up with a syllabus for proficiency level as many of the questions are more like Alevel English for native speakers. Proficiency has more exercises based on inference (reading between the lines).
Keeping things Relevant not only do you teach according to the students level a concept called grading you also teach what is relevant and useful to them. [2, с.56-57].
REFERENCE
1. 1-Brown, Douglas, 2007 by Pearson Educational, Principle of Language Learning and Teaching , Fifth Edition.
2. 2-Johnson, Karen, Understanding Language Teaching Reasoning in Action, the Pennsylvania Staite University.
3. 3-Harmer, Jeremy, 2001 Pearson Education Limited, The Practice Of English Language Teaching, third Edition.
4. 4-Maxom, Michelle, 2009, Teaching English as a Foreign Language For Dummies, Published by JohnWliey and Sons Lid.
5. 5-Nunan, David, First published1996, Furth Printing 2000, The Self-directed Teacher Managing the Learning Process, Cambridge University press.
6. 6-Nunan, David, 1976,Second Language Teaching and Learning , United States Copying.
7. 7-Richads, Jack , First published 1996, 19th Printing2011,Reflective Teaching in Second Language Classroom , Cambridge University press.
8. 8-Richads, Jack, 1996, New Ways in Teaching Youth Children. U.S. A, I.N.C,
АНАЛИЗ РОЛИ УЧИТЕЛЕЙ В ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ В КЛАССЕ
Статья посвящена категории обучения речевым навыкам на занятиях. Автор статьи исследовал различные роли обучения говорению, грамматике и лексике в языковом классе, в своем исследовании автор использовал английскую литературу.
Ключевыге слова: Начальный, Элементарный, Ниже среднего, Средний, Выше-средний, Продвинутый, Уровень владения.
ANALYSIS OF ROLE OF TEACHERS FOR TEACHING ENGLISH LANGUAGE IN THE CLASSROOM
The article is devoted to speaking skills category of teaching in the classroom. The author article researched different roles of teaching speaking, Grammar and vocabulary roles in the language classroom, the author used English literature in his research.
Keywords: Beginner, Elementary, Pre intermediate, Intermediate, Upper -intermediate, Advanced, Proficiency.
Сведения об авторе:
Ахмад Фавад Файёз - Афганистан - Фарьяб. Университет Фарьяб, факультет литературы и гуманитарных наук, член английского отделения, E-mail: fawadfayez2001@gmail.com Тел: (+992) 919835983
About the author:
Ahmad Fawad Fayez - Afghanistan - Faryab. Faryab University, Literature andHumanities Faculty, English Deportment member. Email:_ fawadfayez2001@gmail.com Tel: (+992) 919835983, Address: Faryab University, Karte General Abdul Rashid Dostum Maymana City Faryab Afghanistan.
DEVELOPING USES OF TECHNOLOGY IN LANGUAGE TEACHING AND LEARNING
Ahmad J. Sh
Faryab University,Islamic Republic of Afghanistan
There are two main ways to think about technology for language learning: technology as providing teaching resources and technology as providing enhanced learning experiences. On the one hand, if we think of technology as providing resources, then it is clear that technology has long been associated with language teaching. For years, the technology may have only been chalk and a blackboard. Later, film strips, audio, and video recording and play back equipment were additions to the technological tools available to many teachers. These days, of course, there are digital technological resources that teachers can draw on. The Internet, which connects millions of computers around the world, makes it possible to communicate from one computer to another. As a result, the World Wide Web (www or the web), a way of accessing information over the Internet, has enabled teachers to find authentic written, audio, and visual texts on most any topic imaginable. There is a breadth and depth of material available for those who know how to surf the web, i.e. use online research tools known as 'search engines' to find it. Computers also provide the means to access online dictionaries, grammar and style checkers, and concordances (which we will
