A third area is that of homework. If you set the whole class the same homework task
irrespective of level, then you will have to expect very mixed results. As with progress tests, the
purpose of homework should be to consolidate class work. To this end, giving weaker students less
demanding tasks can help both to motivate them and to give them further practice in areas of the
language which they have not yet mastered. Assigning more challenging tasks to the stronger
students in the group should ensure that they remain motivated and continue to make progress. It is
more work for the teacher but, ultimately, it should produce results.
Literature review
1. Shank C. and Terril L, : Teaching multilevel adults in ESL classes” (2005)
2. Callahan C.M. 1999, “ motivating students’ teachers’ challenge”
3. McCabe , P.P, and Margolis 2003. “ a key to improving motivation of learners
4. Johnsen H, McCabe 2005, “ Adopting instruction with heterogenous group”
5.According to Richmond Publishing(Šimanová, 2010): ups . gifted child today “
6.“Why learn to manage mixed ability classes?” by Bremner (2008.) Tomlinson, 2006 April, “ An alternative to ability
grouping. Principal le Vacca R. (2006) “ they can because they think they can”
“ХХI АСРДА ИЛМ-ФАН ТАРАҚҚИЁТИНИНГ РИВОЖЛАНИШ ИСТИҚБОЛЛАРИ ВА УЛАРДА ИННОВАЦИЯЛАРНИНГ
ТУТГАН ЎРНИ” МАВЗУСИДАГИ РЕСПУБЛИКА ИЛМИЙ-ONLINE КОНФЕРЕНЦИЯСИ МАТЕРИАЛЛАРИ
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THE PHONETIC NATURE OF ROMAN-GERMAN LANGUAGES
Ruzimurodova Zarina, SamSIFL student,
Uralova Charos, SamSIFL student
Annotation. This article highlights Word stress,Vowels in Germanic languages.In addition
to, The first consonant shift J. Grimm’s Law, K. Verner’s Law are given.Process of rhotacism
Linguistic Features of Germanic Languages.
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