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“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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| bet | 400/539 | | Sana | 27.06.2024 | | Hajmi | 6,55 Mb. | | #265996 |
Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
436
Use email or the Canvas discussion board. Ask students to email you and the
class with questions and ideas about course materials. Or have them post their
thoughts on the Canvas discussion board. Ask students to reply to these emails and
postings in order to contribute to an ongoing group discovery about the topic at
hand.
Being able to plan well is one of the key skills that a teacher needs to have.
It involves being able to imagine what is going to happen in the classroom, and to
make choices based on this imagined experience. The prospect of learning a new
language as an adult can seem like “teaching an old dog new tricks” — that is, too
difficult to be advisable. Despite the challenges pupils — as opposed to children —
tend to face in learning a foreign language, however, it is possible and worthwhile.
If you are tasked with teaching adults a foreign language, an awareness of
prevailing theories regarding how pupils learn languages, along with more
practical classroom advice, can make the effort more successful and enjoyable for
all involved.
Why, What and How? At the start of a course, we need to sit down and think
about ‘What’ we intend to cover in the classroom, and ‘Why’. These two concepts
go hand in hand; we will be able to decide ‘what’ to teach, when we know ‘why’
we want to teach it, and this will depend on the group of learners that we have in
front of us in the classroom. Even if we are teaching from a coursebook (as many
of us will be), decisions still need to be made about ‘what’ is really important to
cover. Once this is mapped out over a series of lessons, the learning journey starts
to acquire the look of a road about it... or at least some kind of a reassuring track.
Some schools and institutions will provide their teachers with a syllabus from the
start of an academic year, which maps out exactly what they expect their teachers
to cover. In those cases, this process of working out the ‘what’ and the ‘why’, has
largely been done for the teacher (for good or for ill!). However there are many
schools and institutions that will provide their teachers with a course text, and
expect the teacher to make these kinds of decisions. In these situations, forward
planning by the teacher at the start of the year, or start of each term, will be
extremely helpful in ensuring that there is coherence and balance in the classroom,
as well as direction (and good signposting).
Teaching writing skills to non-native students is a very challenging task for
teachers because developing this skill takes a long time to see the improvement. In
addition, teaching separate writing approaches in the writing class may not fit in
since the weaknesses of each writing approach tend to impede students’ writing
development.
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