O’rta maktablarda o’quvchilarga nemis tili fonetikasini o’rgatish

1.2 Appropriate methods and techniques for teaching action verbs to A2 level learners at secondary school
One of the several factors that makes pupils successful in learning language is determined by the methods and techniques utilized by the English teachers in English language teaching. Of course the methods and the techniques applied by the teachers in the classroom vary from one teacher to another teacher. In addition, the methods and techniques utilized rely on the language skills and objectives of teaching and learning designed, pupils’ English proficiency levels as well as the teachers’ knowledge and experience in implementing the methods and techniques utilized when teaching and learning gets place in the classroom.
Learners in the modern language classroom often learn through techniques drawn from a variety of methods/approaches in what has been labeled an ‘eclectic approach'. Teachers select techniques from various approaches according to the different needs, level and interest of their learners. There are a lot of methods and techniques for teaching action verbs. But the aim of this research is choosing the appropriate way of teaching action verbs to A2 level learners. As the coin has, two sides the methods and techniques for A2 level learners’ also have advantage and disadvantage points.¹⁰
One of the effectual methods for teaching action verbs is the method
Cluster. The method cluster is one particular pedagogic and didactic form that helps learners to think and investigate free according to the given topic. It demands to support the communication and chain between different ideas. The method Cluster is considered as the form that is not directed to the clear object. In this method, the ability of integrating the ideas works with the human brain process.
The aim of the method is teaching and learning language by connection and chain of notions in one sphere. For using this method the teacher write the key
word for example, the action verb “go” in the middle of the A4 format paper or on the blackboard. Then the teacher explains the rule of the method that pupils should write the action verbs which has the close meaning with the verb “go” such as “move”, “travel”, “leave”, “reach”, and others. Then, the teacher investigates all the verbs’ connection with the key word “go”.



to go
To move

The hint for this method is that it should be applied before learning and teaching the particular topic completely in order to investigate the weak and strong points.

The advantage of this method is that while learning the theme by this method, pupils learn how to bind, how to make a chain between the notions in the sphere of this topic. The next favourable point of this Cluster method for pupils is it will not be paid attention to the grammar and spelling mistakes as well as the pupils who write incorrect notion are not punished or not criticized.
The disadvantage of this method in working with groups not all pupils can participate and give an idea. Time is limited in this method.
The next appropriate method for teaching action verbs to A2 level learners is ¾ method. This method helps pupils to learn not only language but also any notion effectually by approving with examples from their background knowledge.
The pupils are divided into four groups and all groups are given a sheet of paper written four different action verbs for each group. The group members should approve their given verbs by answering three questions such as “what does
this word mean in Uzbek?” “In what situations do we utilize this verb?” “How many synonyms of this word can we find?” The group members should work together at first then, one presenter is chosen by themselves and he should present and approve the group’s ideas.
The aim of this method is to improve pupils’ critical thinking by answering the questions.
The advantage of this method is that the pupils learn language by analyzing the given concern or word by translating, learning the usage of that word and finding synonyms for the given word.
The disadvantage of this method is it does not demand every individual to work on him or herself to learn something because even though he/she does not know the answer for the question, other group members give a hand.
Next method for improving the teaching process of action verbs to A2 level learners is “T-shape” method. This method is aimed for using in the situations that two different notions should be make a distinction d. For this method, all pupils are divided into two (no matter about their numbers). Teacher draws a big T shape on the blackboard and explains the process. The first group writes action verbs they know in the right side of the form and second group writes the state verbs on the left side of the T. After the given time, teacher checks the lists of both groups and explains the differences between two types of verbs.
The aim of this method is teaching pupils effectually by differentiating and comparing two or more notions and rules.
The advantage of this method is that pupils learn words together with their opposite notion.
The disadvantage of this method is that it cannot cover all the background knowledge of pupils about one particular topic because of having limited time and place. The next optional method is Black Box. This method is useful for improving activity of pupils. The tools needed for applying this method are a black small box and sheets of paper written some action verbs on it. The pupils without looking inside of the box get on the paper. Reading the written verb inside, the volunteer pupil should show and explain the verb to his classmates. Other pupils guess which action verb it is. For example, after taking a sheet of paper from the black box and reading the action verb “swim” inside, the pupil should act himself like swimming with his hands and body. Pupils find the action verb and write it in their notebooks with Uzbek translation.
The advantage of this method is, it helps pupils to remember the action verbs with actions they act as most of the A2 level learners are visual learners. They remember the things that they see.
The disadvantage of this method is that the pupils who are not energetic do not find this motivating.
As the producing technologies are developing day by day, in order to apply to the world standards, in education system also it demands to utilize effectual and level-matched pedagogical technologies by teachers. First of all the pedagogical technologies are the system of regular actions that prepared beforehand in order to get good outcome s.
The technology “Small Essay” can be easily utilized in the process of teaching action verbs to A2 level learners. It is outlined for individual mode of interaction. For this technology teacher write ten or more action verbs on the blackboard and asks pupils to write small essay maybe just a small tale with the help of written action verbs. The pupil who utilized all the verbs is winner and gets excellent mark.
The aim of this technology is teaching language or even the word in a context.
By this technology, pupils can learn how to utilize the action verbs in context. After writing their essays teacher allows them to utilize self-correction and then she checks.
The advantage of this technology is that it gives pupils opportunity to share and write their ideas free and independently.
The disadvantage of this technology, the pupils who do not know the structure of the sentence and do not have good vocabulary basement come across with complications in organizing essay.
The next optional technology in teaching action verbs is Water Wheel technology. This technology allows pupils to memorize the topic, to think independently of the task, to give self-evaluation and asses their knowledge.
The aim of the technology: During the lesson, pupils are able to have logical thinking, self-expression, self-esteem, working individually and working in a group, respect the opinion of others and choose the best of ideas. Technology usage: it is designed to assess, revise and strengthen students’ ability to start a course or to conclude the topic at the end of the lesson. This technology can be organized individually, in small groups during the lesson.
Tools for the technology: small colourful sheets of paper and two colours pencils.
For the technology the pupils will be divided into two groups and to the first group teacher gives a sheet of paper with red pencil, the second group gets another colour sheet of paper with green pencil. They are given two minutes to write action verbs in their papers. After the given time is left, the sheets of papers of both groups are exchanged with each other and both groups check the lists of action verbs of the opponent group. Coming to the blackboard two presenters from both groups approve why the claim this verb is true or false.
The advantage of this technology is pupils learn checking each other together with writing themselves. They learn listen to others and respect their approvals.
The disadvantage of this method it may lead to some discussing and arguing situations because of checking wrong. That is why in this technology teacher plays great role in motivating pupils.