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23roles that they do not play in real life, such as dentist, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as customer at a restaurant.
In the conclusion we want to say that through the games teacher can make the lesson more interesting, easy to understand, fun and also it will help students feel free with their group mates. Students can learn more words and it will help them to start speaking well in English.
References
1. Jacobs G.M. & Kline Liu K. (1996). Integrating language functions and collaborative skills in the second language classroom. TESL Reporter.
2. Lee W.R. (1979). Language teaching games and contests. Oxford: Oxford University Press.
TEACHING ESP WITH THE REALIA Ruzieva N.Z.
Ruzieva Nafisa Zarifovna - Teacher of English language, DEPARTMENT FOREIGN LANGUAGES, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to the usage of Realia in ESP classes. We have full basis to state that some scholars have contributed the study of Realia in teaching a foreign language. We are interested in methods of teaching English focusing on the real object in the classroom for developing of language skills.
Keywords: real objects, classroom, illustrations, artwork, flashcards, picture, models.
If you're thinking the word 'realia' sounds vaguely Latin, then you'd be correct. In the ESP classroom, the word realia means using real items found in everyday life as an aid to teaching English. Using realia helps to make English lessons memorable by creating a link between the objects and the word or phrase they represent. Realia are objects from real life used in classroom instruction by educators to improve students' understanding of other cultures and real life situations [1, p. 98].
Realia is a term for any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge. Realia gives students the opportunity to use all of their sense to learn about a given subject, and it is appropriate for any grade or skill level. When the real object is not available or impractical, teacher can use models or semi-concrete objects, such as photograph, illustrations, and artwork. It makes students more interesting and easy to understand the lesson [2, p. 140].
Realia is actual objects and items which are brought into the classroom as examples or as aids to be talked or written about and used in teaching.
To bring real life into the classroom we may teach a subject with flashcards or picture. However, if we bring realia students will be surprised and thrilled and will never forget this lesson. This is what the use of realia in the classroom is all about: the use of real life objects that students can touch, feel, and even smell to effectively teach ESL components [1, p. 105]. Actually, realia is appropriate for any level of students, for beginner until advanced. This might be attributed to the fact that at this level, most students master a wide range of vocabulary in the target language and all of the structures. They also note that at lower levels, the use of authentic materials may cause students to feel de-motivated and frustrated since they lack many lexical items and structures used in the target language.
Here are some examples the usage of realia in the classroom:
1) To illustrate and teach young learners vocabulary for animals, clothing, and fruit for example, using actual objects or facsimiles there of (pieces of clothing, toy animals, and plastic fruit). For transition period, it's a very useful tool in making the abstract concrete.
2) Bring in a number of objects from everyday life, such as fruit, utensils or articles of clothing. Sitting in a circle, pass one of the objects to the student on your left, saying the name of the object (for example: "tomato" or "sock") and then have the student pass on the object to the next one, speaking the word as well. Have students keep passing on the object, repeating its name, until it comes full circle back to teacher. Teacher may use photos of the objects instead of the actual objects themselves.
3) Use an object, such as a ball, to teach prepositions of place like "on, under, above." Place the ball on the table, and ask where it is. Elicit the reply "It's on the table," and so on.
4) Write or print out recipes for work on the imperative. Read out the step by step recipe instructions and have the students mime them as you read them out.
From the explanation above, we analyzed that the implementation of
realia is useful for students; it makes them enjoy to learn. Realia is one of authentic material that can be used to teach students in any topic of lesson, from some examples above, it can use to teach vocabulary, grammar like preposition and imperative sentence and realia also can be used to teach all four abilities.
By presenting information through authentic materials, realia helps to make English language input as comprehensible as possible and to build "an associative bridge between the classroom and the world". Realia can be used to teach specific grammar points, drills and speaking. There are several uses of real objects, as follows:
1. Uses for presenting vocabulary.
2. Uses for presenting new structures.
3. To the students get into character when acting out dialogue doing role play.
4. As props for dialogues and role play.
5. Aids for various games.
Using realia stimulates the mind, and is one way of encouraging creativity by involving the senses. Realia saves time, as recognition of an object is immediate and so cuts out the need for lengthy explanations and drawing funny pictures on the board. That is why the students' elicitation becomes much easier
While using realia in the classroom is not always possible, it is usually the best choice if the student is to learn all they can about the topic. Realia allows the students to see, feel, hear and smell the object being explored.
References
1. Berwald Jean-Pierre, 1987. Teaching Foreign Languages with Realia and other
Authentic Materials. Eric. Center for applied linguistics. Washington. Autumn, 2004.
2. Harmer Jeremy. The Practice of English Language Teaching. UK, 2002.
