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POST ACTIVITIES
3. Say the warnings and their possible results.
Example:
1 Look out! There's a low beam in front of you.
You could injure your head.
4. Work in pairs. How many safety hazards can you see? Make a list.
5. Complete the inspector's report. Describe all the hazards in the workshop.
6. Work in small groups. Write at least ten safety rules for the workshop in 4.
Put away all tools after work.
Do not bring food or drink into the workshop.
No eating or drinking in the workshop.
Always ....
Never....
Staff must/must not....
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CONCLUSION
Although vocabulary teaching/learning has
been neglected in foreign
language teaching for a number of years, its importance is now widely recognized.
It is described as a very complex process. If this process is successful, ESP
students will have no problem participating in both social and academic tasks.
Vocabulary is an essential component of any curriculum and should be taught not
only in a well-organized way, but also on a regular basis. It is very important that
ESP teachers choose the vocabulary to teach according to the needs of the students
and the level of language proficiency. Both teachers and students should be aware
of the fact that words cannot be
learned instantly, but can be repeated with repeated
exposure to them.
In
recent decades, the teaching of a foreign language has received much
more attention in most countries of the world. As a result, the search for suitable
and effective teaching materials has a huge place in the minds of teachers. The goal
of learning a foreign language is to benefit
from its use in the real world, in real
situations. Thus, most foreign language teachers think whether it is enough to learn
the language with the help of tasks from textbooks, which are considered artificial,
since they are only for teaching purposes, or whether they should use authentic and
translated materials to support student learning,
process in general and the
development of reading skills in particular. Therefore,
when teachers are
concerned about helping their students develop reading skills, they must think
about the teaching methods used and the materials that are taught to students.
Reading tasks should provide students with a high
level of independence when
reading in a foreign language in the context of real life, which, in turn, means the
use of real authentic materials.
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