В настоящее время объектом активного изучения лингводидактики стало

 
 
Activities: 
 
1. Think about pros and cons to the given information. 
Untraditional lessons don’t demand changing the program they 
logically complete the things being learned. Such lessons give good 
effect if the learners feel themselves happy and get satisfaction. 
Besides such lessons form the feelings of collective work, empathy 
and responsibility in the learners, create interest, motivation for 
learning and cognitive comprehensive activity. But it should be 
stressed that it is ineffective to have untraditional lessons all the 
time. It is better to have them once in a month or at the completion 
of each theme.
2. Discuss in the group the following topics:
- the role of teacher and learners within innovative approach; 
- which of the interactive patterns are often used in your 
classroom; 

---

37 
- disadvantages of the group work in the classrooms; 
- advantages of innovative approach. 
3. Most pair or group activities have three stages: 
1) Introduction to the activity. The teacher introduces the 
activity and makes sure that learners understand what to do. 
2) The activity itself. During this stage, learners are working 
independently in their pairs or groups. The teacher moves from 
group to group, listening and giving help where necessary. 
3) A round-up stage. The teacher asks learners from different 
pairs or groups what answers they have given, or, after a discussion 
activity what conclusions they have come to. Design the fragment of 
the lesson taking into consideration these stages. 
4. Read recommendations for effective organizing untraditional 
lesson and write your own instructions for using innovative 
methods in practice of ELT. 
* A good preparatory work should precede the organizing 
untraditional lesson. It includes preparation the means of organizing 
lesson, psychological preparation of the learners for the lesson, tasks 
of theme and etc. 
* It is important to involve all the learners into preparatory work 
of the lesson.
* Take into consideration the degree of knowledge of the pupils 
for effective comprehension the original form of the lesson focus 
your attention on effective learning the teaching material by the 
students. 
* The analysis of traditional and untraditional lessons includes 
not only the achievement of the lesson but also the emotional side of 
the learners during the lesson, their interest, activity collective work 
i.e. working in pairs and groups, learners` empathy and other 
favorable conditions which positively influence on the efficiency of 
the lesson. 
Untraditional methods according to their structure and aim may 
be different: 
Debate lessons, excursion lessons, TV-bridge, auction 
demonstrating mode and press conference round table, project 
lessons and etc.

---

38 
Demonstrating mode of the lesson aimed to learn lexical 
material on the theme “Clothes”. 
In excursion “traveling” lessons the learners work in groups. 
Teacher gives questions to each group and the learners working in 
the groups work out their own route and collect information they 
need. Then one representative from each group introduces the 
learners with the places if interest that they have seen during their 
travel. Such lessons involve all students into active work. 
TV-bridge lesson is aimed for the pupils if advanced stage. Two 
groups are formed and each group presents one country. For 
example students of the first group present the sites “London” and 
“Tashkent”. 
Such lessons will help students to deepen their knowledge on 
Great Britain and Uzbekistan. While working the learners use 
different pictures, maps of the country they present. 
5. Most pair or group activities have three stages: 
1) Introduction to the activity. The teacher introduces the 
activity and makes sure that learners understand what to do. 
2) The activity itself. During this stage, learners are working 
independently in their pairs or groups. The teacher moves from 
group to group, listening and giving help where necessary. 
3) A round-up stage. The teacher asks learners from different 
pairs or groups what answers they have given, or, after a discussion 
activity what conclusions they have come to. 
Design the fragment of the lesson taking into consideration 
these stages. 
6. Brown (1994:77) aptly describes the "march" towards 
Communicative language teaching. Read the information and 
analyse a practical lesson at your university in the aspect of using 
Communicative language teaching. 

---

39 
Beyond 
grammatical 
discourse 
elements 
in 
communication, we are probing the nature of social, 
cultural, and pragmatic features of language. We are 
exploring pedagogical means for 'real-life' communication 
in the classroom. We are trying to get our learners to 
develop linguistic fluency, not just the accuracy. We are 
equipping our students with tools for generating 
unrehearsed language performance 'out there' when they 
leave the womb of our classrooms. We are concerned with 
how to facilitate lifelong language learning among our 
students, not just with the immediate classroom task. 
Within this approach students use the language a great 
deal through communicative activities such as game, role 
play, problem-solving, information gap and others. In real 
communication, the speaker has a choice of what she/he 
will say and how she/he will say. If communicative 
activity is tightly controlled the students could only say 
something in one way, because the speaker hadn’t choice. 
 
7. Find the additional material about innovative methods in 
FLT. Prepare the written form of presentation “Advantages and 
disadvantages of the innovative methods in ELT” on the material of 
one of the lessons which you like.