lte:Presentation techniques and introductory activi Presentation techniques ~ o'gituvchining biror yangi mavzuni 1-marta o quvchilarga tanishtirayotganda ularning e’tiborini o’sha yangi mavzu mazmuniga, uning ishlatilishiga va qanday tartibda yasalishiga torta olishiga Presentation techniques deyiladi. Introductory activities — darsni o’quvchilarga tanishtirish uchun o'gituvchi tomonidan foydalaniladigan activities. (Quyidag! jadvalda PPP va TBL metodlar yordamida 1 ta dars davomida countable-uncountable va food and drink fora birthday party degan mavzularini o'quvchilarga yetkazib berish uchun techniques va activities berilgan. Shuningdek, 2 xil metodlar yordamida darsning boshlanishi va ularning davom etishi ham ko’rsatilgan. Jadvalni alohida-alohida o'gib chiqqandan keyin farqinibilib, tushunib olish juda muhim.Presentation, Practice and Production (PPP) lesson Aim: for students to learn the difference between countable and uncountable nouns, and when to use a and some with them. Procedure: 1 Ask students what food and drinks they like at a birthday party. 2 Stick on the board magazine pictures of different Party foods (the pictures should be a mixture of sandwiches, cola, fruit, bananas, chicken legs, cake, a box of sweets). 3 Ask students the names of the food items and write the names on the board under each picture. 4 Say to the students ‘I'm having a birthday party this weekend. I'd like a box of sweets and [Link] for my party, And I'd like some ice cream, some cola and some fruit, some sandwiches, some bananas and some chicken legs’ 5 Say ‘I'd like a box of sweets’, ‘I'd like a cake’. I'd like some ice cream’, etc. and ask the students to repeat each sentence chorally. 6 Point out to the students that you can count ‘some nouns but you can’t count others, The ones countable and uncountable nouns, e.g. Ice cream, Task-based Learning (TBL) lesson Aim: for students to choose food and drink for a birthday patty. Procedure: 1 Hold a discussion with the students about when their birthdays are, what presents they would like, what good birthday parties they have been to, and what they like to eat and drink at birthday parties. 2 Put students into small groups and give them a worksheet with pictures, names and prices of food on it. 3 Tell the students to do this task: choose the food and drink they would like for a birthday party for ten friends, keeping within a price limit, e.g. $10. 4 The students do the task while the teacher goes round the class listening and answering any questions. 5 Each group tells the other groups what decisions they have made._ [Link] are called countable nouns and the ones you can’t count are called uncountable nouns. You use a with singular countable nouns and some with uncountable nouns or plural countable nouns. 7 Ask the students some concept questions, e.g. ‘Which of the food items on the board are countable/uncountable/singular/plural?™ 8 Students do a written gap-fill exercise, filling the gaps with @ or some. 9 Students work in pairs with a worksheet of pictures of food and drink items. One student ‘d like some/a ..., while the other student takes notes. Then they swap roles. tells the other what they'd like for theit party, e.g. 6 The students ask the teacher questions: about any language they needed for the task, and/or the teacher fells the students about any language she noticed they didn’t know as they were doing the task, e.g. the pronunciation of some words, when to use a and some. 7 Students write a note to their parents. saying what food and drink they would like at their birthday party.Yuqoridagi ikki ustundagi rejalarda 2 xil yangi tilning (mavzuning) oddiy va turli yo'llar yordamida o’quvchilarga yetkazib berish ko'rsatilgan. Ushbu jadvallarda bir-biridan ajralib turuvchi bir nechta farqlar keltirilgan. Jadvaldagi (PPP ustundagi) 1-bosqichda o'gituvchi o'quvchilarga situational presentation vositasida savol beryapti (situational presentation — yangi mavzuni yoki darsni o'quvchilarga oddiy hikoya yoki real vogelik asosida yetkazish) 2-3-bosqichda eliciting texnikasi yordamida ustoz o'quvchilardan o'tilajak mavzu hagida ularning nimani bilishi yoki qanday fikrda ekanligini tekshirib olyapti. (eliciting— mavzu hagida o'quvchilardan qanday ma’lumotga, fikrga ega ekanligini yoki nimalarni bilishini tekshirib ko'rish). 4-bosqichda ustoz o’quvchilarga yangi mavzu yuzasidan og'zaki gaplar tuzib beryapti, o’quvchilar hozircha fagat tinglashyapti. 5-bosgichda o'quvchilar choral drill yordamida ustoz 4-bosgichda aytgan jumlalarni gaytarishadi. (choral drill — butun sinf birgalikda jo’r bo'lib ustozning ortidan biror tilni qaytarishi). Qaytarish jarayoni juda ham controlled / restricted practice bo'ladi. (controlled / restricted practice — e’tibor faqatgina yangi mavzuga / tilga qaratilgan, ‘o'quvchilarning xato qilishiga jiddiy qaraladigan texnika turi). 6-bosqichga kelibgina ustoz yangi mavzuning nima ekanligini 4-bosgichdagi jumlalar bilan tushuntirib beryapti.7-bosqichda ustoz o'quvchilardan concept questions so'rayapti. (concept questions o'quvchilarning yangi mavzuni tushungan yoki tushunmaganini tekshirib ko'riladigan texnika). 8-bosqichda o'quychilar yangi mavzuning yasalishi yuzasidan yana controlled practice qilishyapti, keyingi (9-) bosaich ham yangi mavzuni mustahkamlash doirasida davom etyapti. Jadvalda ko'ringanidek, o'gituvchi 4- va 7-bosqichlarni yangi mavzuni tanishtirishga va u haqida ma'lumotlar berishga qaratyapti. Buni context texnikasi yordamida amalga oshiryapt, keyin models dan foydalanyapti (mavzuga olib boruvchi texnika, mavzuning nima ekanligini ko rsatib beruvchi texnika). 4- va 7-oralig'ida (5- bosqichda) concept checking texnikasidan foydalanyapti (concept checking — o’quvchilarning darsni tushungan yoki tushunmaganini tekshirib ko'rish texnikasi, bunda iloji boricha ko'prog narsalar so’raladi). Jadvaldagi TBL ustunda avvalo task ning bajarilishiga urg’u berilyapti. Butun jarayon shunga qaratilyapti. L-bosgichda o'gituvchi o’quvchilarga murojaat qilishda contextualising technique dan foydalanyapti. (contextualising technique - o'quychilarga yangi mavzuni tushuntirishdan avval ularni o’sha o'tilajak mavzuga alogador tarixga yo'naltirish. Masalan, deylik, sport mavzusi o'tilmoqchi. O'quychilar oxirgi marta qachon sport bilan shug ullanganliklarini aytib berishagi yoki qachon sport zalga borishganini hikoya qilib berishadi, albatta L2 da). Umuman, eski bilimlarni esga oldirish.O'gituvchi 3-, 4- va 5-bosgichlarda o'quvchilarga bajargani task lar beryapti. Metod ham aslida shu bo'yicha edi, task-based. 6-bosgichda ustoz va o'quvchilar birgalikda task bajarish jarayonida til ishlatish (grammatika, lug‘at, talaffuz va hk.) bilan bog'liq qanday giyinchiliklarga duch kelishganini muhokama qilishyapti. Va nihoyat, 7-bosqichda yangi mavzu bo'yicha consolidate the language qilishyapti. (consolidate the language odatda darsning so'nggida bo lib o'tadigan, o'tilgan mavzuni takrorlash va mustahkamlashga garatilgan texnika) Realia technique ~ darsni hayotga va real vogeliklarga bog liq ravishda olib borishga qaratilgan texnika. Bu texnikada iloji boricha ko'prog hayotly / real predmetlardan darsda ko' prog foydalaniladi. Masalan, meva yoki savzavotlar mavzusini o'tilayotgan bo'linsa, o"quvchilar ushbu 2 tasiga alogador so"zlarni yodlab golishi uchun ularga teginishi, hidlab ko'rishi, ko’rishi jude muhim hisoblanadi.* Mime/miming technique - ma’non' ifodalash, yetkazib berish uchun so’zlarni mutlago ishlatmasdan, faqatgina tana harakatlari orgali ko'rsatish texnikasi. © Lead-intechnique — har doim darsning boshlang’ich qismida bo'lib o'tadigan, odatda maksimum 5 daqiqa davom etadigan, o'quvchilarni English-mode rejimiga o'tkazadigan, o"quvchilarda “ufff, yana ingliz tilimi?” deyishga yo'l qo'ymaydigan texnika. Buni warm-up ga o'xshatsak ham to'g'ri bo'ladi. Masalan, mavzu The Present Perfect, grammatika, O'quvchi aniq qiynaladi bu mavzuda. Buning oldini olish uchun SIZ yagindagina, bugungina bo lib o'tgan qiziq vogealardan ingliz tilida aytib berishingiz, hikoya qilib berishingiz (present perfectni ishlatgan holda) lead-in technique deyiladi. Darsni turli qiziqarlio’yinlar yoki yangiliklar, xabarlar bilan boshlab olish. Bir mavzuni o tishdan avval unga doir qizigarli va o'quvchilarning e'tiborini darsga qaratishda yordam beradigan texnika. ‘* Warmers, warming-up technique — lead-in ga o'xshab darsning awalida bo ladigan, o'quvchilarninge’tiborini darsga qaratidigan texnika. Fagat bunda darsga aloqador bo"Imagan mavzularda savol-javob o'tkazish (quiz), ma'lumotlar yetkazish, o'yinlar o'ynash bo'lishi mumkin, * Pre-teaching technique — o'quvchilarga yangi tilni / mavzuni ular kontekstda, matnda uchratishlaridan aval 'rgatish. Masalan, matnda uchraydigan so’zlar tarjimasini yozib berish.+ Ice-breaker activity — o’quychilarning bir-birilarinibilib olishga garatilgan, o'zlarini dars jarayonida qulay his ailishliklari uchun yordam beradigan activity turi. Bu activity dan maqsad o'quvchilar orasidagi o'zaro “devorni” buzishga yordam berish, bir-birini yaxshi tanimaslikka va bilmaslikka chek go’yish turadi. Masalan, bir-biridan gizigarli ma'lumotlar so'rash (yigiting bormi?, kuniga necha marta yolg'on gapirasan?, umringda necha marta pulo’g irlagansan?, yoshligingda siyib go 'yganmisan?)) va h.k.). Ice-breaker activity turlariga mingling-survey kiradi (0 zgalardan hobbilari va qiziqishlari haqida bilish uchun savollar berish), two truths and a lie (aytganlarimdan men hagimdagisi2 to'g ri, biri xato), 10 things in common, tall tales (bir kishi boshlagan to'gima hikoyani boshgalar navbat bilan timer asosida ulab ketishi) va h.k. * Personalised technique — darsni o’quychining hayoti va qizigishlariga bog lanadigan texnika. * Focus on meaning — FonF ga o'xshab ketadigan, lekin asosiy urg'u grammatikani tushunishga emas, berilayotgan kontekstni tushunishga, uning mazmuni nima ekanligini bilib olishga urg'u beriladigan metod.TKT practice task 16 (See page 245 for answers) For questions 1-6, look at the terms about presentation techniques and introductory activities and the three possible examples listed A, B and C. Choose the example (A, B or G) which matches the term. 4 concept questions A The teacher asks the students to repeat the target questions after her. B The teacher asks the students Am / talking about something definite or something possible? © The teacher puts quiz questions on the board and asks the students to answer them in pairs.a situational presentation A The teacher tells the students about something that happened to her one day at school. B The teacher asks the students to present their group's ideas to the class. © The teacher plays a recording then the students do a comprehension task on it: modelling A Two students demonstrate to the rest of the class how their design works. B The students copy the target language from their exercise books into their vocabulary records. © The students listen to the target language on the recording then say it themselves. alead-in A The teacher starts the class by doing some revision before teaching some new language. B The teacher chats to the class about what they did last weekend before playing them a song to listen to and then sing. © The class describe pictures of capital cities before listening to a recording on visiting different cities. focus on form A The teacher explains the meaning of the new vocabulary by using synonyms. B The teacher elicits the spelling of some new words then writes them on the board. © The teacher mimes something she can do and something she can’t do. contextualisation A The teacher gives the students a history quiz then uses this to introduce the past tense. B The teacher explains to students that you use should to give someone advice. © The teacher asks the students to discuss their favourite sport then corrects their mistakes.