The ministry of higher and secondary specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

Table 1. Forms of interaction

Whole-class teaching. This mode of teaching involves teaching all the students together. Arrangement of a lesson for whole-class teaching depends on the type of a lesson a teacher is teaching and on the particular stage of the lesson. Whole-class, teacher-fronted teaching can serve to focus students’ attention quickly on a learning task. When carefully carried out, it can lead to the quick and effective achievement of lesson objectives, since time manage­ment is maximally under the teacher’s control.

Individual work. It is necessary to point out at a lesson where students can best work individu­ally, such as when they are reading or listening to a text, or completing written exercises in a textbook or workbook. Individual work allows students to work at their own pace and to work on activities suited to their proficiency level or interests; having learners work on their own also allows a teacher to provide them with individual support and/or assistance. In planning individual work, a teacher needs to consider how well students understand what is expected of them and whether the task provides adequate challenge, support, and motivation to sustain their interests.

Pair work. Pair work provides opportunities for sustained interaction and has long been recommended as a key means of promoting both accuracy and fluency in lan­guage use. Grouping students in pairs can take into consideration their ability level, language and cultural background, and other factors that will facilitate a positive approach to learning. Students who are not familiar with this learning arrange­ment may need careful orientation and preparation for pair-work activities.

Group work. Group-based learning is widely used in all forms of teaching and significantly changes the interactional dynamics of the classroom. In language classes, it increases students’ talking time, helps promote self-esteem, and can increase student motivation by providing a risk-free environment for language practice.

The modern requirements to the EL lesson are shown in the Table 2.