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Список литературы
1. Абдулхайров М.Х. Методы исследования текстов произведений Алишера Навои / М.Х. Абдулхайров // Вестник Челябинского государственного университета, 2012. № 12 (266). С. 134-137.
2. AbdulkhayrovM.H., 2012. "Methods of a research of texts of works of Alisher Navoiy". Messenger of the Chelyabinsk state university, № 12 (266). Р. 134-137.
3. Антология узбекской педагогики. Т. 1 / под ред. У. Алеуова. Ташкент: Укитувчи, 1995. 478 с.
4. Назарова Р.М. Идея национальной независимости / Р.М. Назарова. Ташкент: Молия, 2007. 156 с.
TEACHING RECEPTIVE LANGUAGE SKILLS IN MIXED LEVEL
CLASSES Sadikova G.I.
Sadikova Gulkhayo Ibrokhimjon qizi - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: setting goals for each class for the whole term will help to focus the students. The goal can be different for each single student and it depends on their level. Teachers try to realize the goals and give the sense of achievement to all learners in the class. In some cases teachers cannot manage to gain the targets since there are mixed level classes to teach. Keywords: receptive skills, pre-teaching vocabulary, mixed level classes.
During teaching process teachers conduct different classes belonging to a certain level or sometimes they have to teachclasses which contain students who are clearly of different levels. They may have several starting levels of English or they may learn at very different speeds - for any number of reasons.Firstly, we'll give time to talk about receptive skills such as reading and listening. There are some ways for teachers to deal with this situation if one is delivering reading module with mixed level students. One of the effective ways is to divide the class into different groups. These groups could be of mixed levels or similar ones. You may consider dividing your class into groups by level for the whole lesson, enabling you to give a different level or number of tasks to each group. In case teacher selects stronger students in one group, she/he will provide them with extension activities containing more complicated tasks. There are some ideas offered by majority of teachers how you can support your weaker students and offer extension activities for your stronger students whilst using the same materials as the starting point for the class. This way the preparation time involved for the teacher isn't drastically higher, and the group can still work together for most of the class.
It's obvious that students face with unknown words while reading passages [1]. So that pre-teaching difficult vocabulary and leaving them written on the board for students is also considered as a helpful factor to support weaker students. Teachers should use visuals if it is possible to introduce unknown words. Asking early finishers to write new vocabulary on the board with definitions is another way to hold the mixed level classes in more stable position.
To comprehend the meaning of the selected passage is also problem for weaker students, so that brainstorming the concepts within the passage can help students who have lower language level in understanding overall meaning of the text. In most cases teachers make students draw their attention to the title, pictures and set the scene beforehand so their mind is on track for the topic.
The next point that is set as a helpful tip is breaking the text into chunks and gives the option of only reading some part of the text and retell it to stronger students to check their understanding and those students who listen them discuss it in a deeper form [3].
Adapting materials for mixed ability classes can take different forms and it will help both level students namely stronger and weaker ones to have a fruitful lesson. One way to adapt materials is to rewrite reading texts and grade the language accordingly for different levels. In an ideal world where a teacher has all the time in the world to prepare their classes this may be the perfect solution. However, the reality is that this sort of adaptation is extremely time consuming and not many teachers can actually go to this length to adapt materials for mixed level groups. Another problem that can arise with this sort of adaptation is that it can be awkward to give out different texts to different students. There's a danger that they will instantly realize that they have been labelled as a weak or strong student and, in the case of the weaker students, this will no doubt effect their motivation.
Listening is one of the receptive skills that learners should master in learning process. However, there is a problem when a teacher has to deliver listening activities with mixed level students. In this case to divide students into pairs containing higher ad lower level students help them to accept the listening track as it is and to do activities based on it [2]. Due to the fact that the communicative approach is increasingly used in EFL situation, we, therefore, stress the importance of students' communicative competence. Unfortunately, the teaching of listening skills is still neglected in the English language teaching process. Learners discuss the listened material together and lower levelled students may get help to obtain the target. On the other hand, when a pair work is a regular structure of the listening classes, weaker students don't feel independent since they all the time try to copy the answers of the tasks from his bright fellow. That's why it is advisable to give out the tape script and encourage students to look up tricky words or expressions in a dictionary. It is good when higher level students explain to the group the meaning of the words and their usage as they finish the task earlier. This is called pre-teaching vocabulary before listening the tracks and if it is appropriate, visual prompts are used. Teaching a mixed level class demands teacher to be more creative providing a variety of tasks which are suitable for different levels and develop more positive and collaborative working atmosphere in the class.
References
1. Bowler B. andParminter S., 2005. "Mixed level tasks". Issue 15. April, 2000. Bulgaria.
2. Ur P., 1996. A Course in Language Teaching: Theory and Practice, Camb. University Press.
3. [Electronic resource]. URL: http://www. Etroprofessional.com/articles/mixedability.pdf
-01-11-2008/ (date of acces: 26.04.2018).
FEATURES OF PRONUNCIATION IN THE ENGLISH LANGUAGE
Musayeva Z.M.
Musayeva Zebo Muzaffarovna - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: recent discussion of this research based on the teaching and learning of pronunciation. As well as the author will focus on contrasts between the sound systems of a language spoken and a language being learned; the importance of accent, stress, intonation, and rhythm in the comprehensibility of the speech of nonnative speakers. Furthermore, the effect of motivation and exposure in the development of native-like pronunciation is revealed.
Keywords: pronunciation, accent, stress, intonation, and rhythm.
