CC BY
8
UDK 81-13
Obidova A. teacher
Bukhara academic Lyceum of the Ministry of Internal affairs of the Republic of Uzbekistan
Uzbekistan, Bukhara city SIMULATION MODELING IN ENGLISH CLASSES
Annotation: The article presents the characteristics of the main ways of effective use of computer technology in English classes. The involvement of information technologies helps to create a more realistic language situation and increase the level of interactivity of the lesson.
Key words: lesson modeling, virtual travel, computer technologies in education.
At the beginning of the XXI century in education there is a clear trend away from the traditional forms of foreign language classes in favor of active and interactive methods involving the use of information technologies. However, for the active implementation of computer technology is necessary and new thinking, which should be brought up and formed through the use of information technology not only for the assessment of knowledge, but also in the process of building classes.
The undoubted advantages of information technologies in teaching a foreign language is the fact that they contribute to the creation of a favorable psychological climate and make classes interactive. With the help of a computer, you can translate, use grammar and spelling checker. In addition, the principle of clarity of learning is implemented, which allows you to turn the lesson into a completely new type of interactive interaction - a virtual journey.
Lesson-journey with the use of information technology - is an activity for which the script is already written in advance. The teacher, using electronic presentations, audio and video materials, ensures the correct "deployment" of this scenario, while students feel complete freedom, as it seems that the course of the lesson depends entirely on them and their decisions (for example, the choice of the country for travel, meals, etc.). The students are to correctly fill in the missing slots of the script during the deployment classes; in doing so, they receive both:
1) specific strategic assignments aimed at training their ability to Express their ideas through certain grammatical constructions (e.g., dreams and plans, using Conditional Sentences, Type II), in which they need to follow the teacher's instructions.
2) the creative task is to Express their opinions and offer their ideas, prepared to share additional material, etc. The scenario is quite flexible, and the direction of implementation of many elements depends on the group decisions of students (for example, in a virtual journey it is students who choose the country, place, transport, etc.).
Virtual travel requires an electronic presentation, interactive whiteboard, electronic map, individual maps for each student. Simulation of virtual travel in the
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English lesson allows, first of all, to solve the methodological problem of overcoming the language barrier, immersing students in the language (albeit artificial) environment in which it is necessary to Express themselves on the given topics, discuss the process with classmates, make decisions, work in a team and Express their opinion. It is worth noting that the scenario of such classes covers all students, gives the opportunity to speak to everyone, regardless of the depth of his knowledge. For example, at the time, as the students can in a few sentences to Express their ideas about the direction selection /caterer/ decorations/ transportation, etc., advanced students can Express more detailed opinions and even discuss a solution in the form of discussion and dialogue; in this case, the script is pretty flexible and pushes them to such types of work).
The educational value of the lesson, built on computer modeling, is that a certain scenario takes into account not only the training of new material, but also calls from memory already passed vocabulary and grammatical structures. It is also worth noting one of the main advantages of modeling classes using an interactive whiteboard is visibility; students have the same access to materials (map, examples on the screen), which allows for both individual and group work. Creating a scenario lesson with the help of information technologies focuses on the applied use of knowledge in real conditions (For example, during a virtual journey, students of logistics learn to collectively describe the process of delivery of products from one country to another, seeing a map, images of the products themselves, the necessary terms of logistics.)
It allows to activate cognitive and mental activity of pupils, use of knowledge for future profession. Modeling the lesson in the form of a virtual journey, the teacher acts as a Director. Collective types of work, which are also based on the already prepared scenario, allow students to make joint decisions and present using the language means that they seem most suitable for this situation. Of course, the teacher corrects mistakes, but in this type of work, even mistakes are not perceived as failure, but only as an incentive to work on. As mentioned above, the teacher models only the outline of the lesson, allowing students to use stereotypical constructions to create their own sentences, texts, monologues and dialogues. The main feature of this artificially created language environment is that it is suitable for both collective and individual forms of learning. This combines the functions of computer learning using multimedia and communication itself, which gives the following opportunities:
1) to teach students the skills of competent speaking, spelling, and design of the results of the work with subsequent publication;
2) creates the ground for the development of creative thinking;
3) turns the learning process into a social collective process;
4) focuses the attention of all participants in the interaction on the information itself, and not on the external personal attributes;
5) computer simulation of the lesson in the form of a virtual journey expands the possibilities of group and project training. The use of interactive whiteboard, electronic presentation, electronic maps in the classroom allows students to focus
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on a specific material presented. This creates a real atmosphere of travel, activates creative thinking (for example, logistics students come up with different ways of delivery, see the way of movement and can adjust them). The purpose of using the resource support, of course, is to create a language environment in which every student wants to be a part of what is happening, and therefore speak in English. The effectiveness of the interactive whiteboard is as follows:
1) active commenting of the material: selection, clarification, adding additional information through electronic markers with the ability to change the color and thickness of the line;
2) full-fledged work on the translation of the text and individual sentences with the links and relationships between words;
3) set through a virtual keyboard of any text in any application and its demonstration in real time;
4) not only familiarity with the test tasks in the view mode, but also indicative testing of an individual student or group of students for the entire audience, if the school does not have a computer class or it cannot be provided to the teacher at the moment;
5) save the results in a separate file in the form of images or in HTML the use of an interactive whiteboard helps to organize the student's permanent work in electronic form. This saves time, stimulates the development of mental and creative activity, includes all students in the classroom. In turn, the possibility of using electronic presentation and electronic cards allow you to successfully use video and game programs for training, contributing to the development of creative activity, enthusiasm for the subject, creating the best conditions for mastering the skills of listening and speaking, which ultimately ensures the effectiveness of mastering the material in foreign language lessons. The use of information educational technologies in computer modeling of the lesson helps to allocate additional time to weak students for practice, understanding of educational material, elimination of problem areas, and strong students will help to accelerate progress in learning, to complicate the material, to make the learning process elements of creativity, in accordance with the goals and objectives of training, as well as taking into account the characteristics of cognitive activity. The impact of information and communication technologies on the content of English language teaching has three aspects:
A) allows to expand the content, make it more capacious;
B) to adjust the content, revise its structure and components;
C) to enrich the methodology of learning foreign languages in General with new forms and examples, to make it more effective by solving new problems using a computer. Of course, the use of information technology not only facilitates the process of presenting the material to students, but also makes the lesson more "alive", interesting and allows you to combine individual, collective and independent work of students.
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References:
1. Шаходжаев, М. А., Бегматов, Э. М., Хамдамов, Н. Н., & Нумонжонов, Ш. Д. У. (2019). ИСПОЛЬЗОВАНИЕ ИННОВАЦИОННЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ В РАЗВИТИИ ТВОРЧЕСКИХ СПОСОБНОСТЕЙ СТУДЕНТОВ. Проблемы современной науки и образования, (12-2 (145)).
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In Инновационные тенденции, социально-экономические и правовые проблемы взаимодействия в международном пространстве (pp. 58-61).
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