Education of the republic of uzbekistan denau institute of entrepreneurdhip and pedagogy

Descriptor: A learner can Read the text Find adverbs make up sentence or phrases C level. Read the blog entry, make up dialogue about Nurlan`s hobby.Use adverbs Descriptor: A learner can Read the text make up a dialogue Assessment: students evaluate each other with comments by using descriptor Activity 3 9.5.3.1 Write a blog entry.(120-150 words) about your favourite hobby. Use the plan below and the blog entry as a model. Use appropriate adverbs. 1.State the blog brief description 2.How often you do it, with, whom ,where 3.What you need to do it 4. Why you like it? Descriptor: A learner can use the plan use appropriate adverbs write a blog entry Assessment: The class votes for the most interesting hobby	Students` book Excel 9 Ex. 1 page 15 [Handout 1] Students` book Excel 9 Ex 2 p 15 Students` book Excel 9 Ex 3 p 15
End 37-40min	Concluding the lesson. Reflection Giving homework: Write an essay “Interesting Facts about hobby”					Worksheets
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Health and safety check
Less able students: Text about Nurlan’s hobby and teacher’s tip about adverbs More able students: Challenged by making dialogue with adverbs			Groups swap their worksheet and assess, provide feedback. Also students evaluate each other with comments by using descriptor. The class votes for the most interesting hobby.		Respect for the hobby and games CD disk of Excel for 9^th grade

2.2.Summary description
It is natural while learning a foreign language that pupils make mistakes. They make mistakes in auding when they misunderstand something in a text. They make mistakes in speaking when pupils mispronounce a word, violate the order of words in a sentence, misuse a preposition, an article, use wrong intonation, etc. The teacher's main aim is to prevent pupils' errors. There is a good rule: "Correct mistakes before they occur." In other words, careful teaching results in correct English, i. e., pupils make very few mistakes. However, they make them, and the problem is how to correct pupils’ errors.
If a pupil misunderstands something when auding, the teacher should do his best to ensure comprehension. He suggests that the pupil should either listen to the sentence again; if he does not understand it properly the teacher or the classmates help him to paraphrase the sentence or translate" it, or see it written. The latter often helps if pupils do not get used to hearing, if they are eye-learners. As far as speaking is concerned it is the teacher who corrects pupils' mistakes. It is a bad habit of some teachers to ask pupils to notice mistakes when their classmate is called in front of the class to speak.
This is due to the following reasons. Firstly, pupils' attention is drawn, not to what the classmate says, but to how he says it, i. e., not to the content, but to the form. If we admit that the form may not always be correct, then why should we concentrate pupils' attention on the form? Moreover, when pupils' attention is centered on errors, they often do not grasp what the classmate says, and that is why they cannot ask questions or continue the story he has told them.
Secondly, the pupil who speaks thinks more about how to say something instead of what to say. No speaking is possible when the speaker has to concentrate on the form. He makes more errors under this condition. More than that, he often refuses to speak when he sees the classmates raise their hands after he has uttered his first sentence. This does not encourage the learner to speak.
Accordingly when a pupil is called to the front of the class to speak, the class is invited to follow what he says so that they may be able to ask questions or to go on with the story when he stops.
There is a great variety of techniques at the teacher's disposal. He selects the one that is most suitable for the occasion.
1. If a pupil makes a mistake in something which is familiar to him, it is preferable to correct it at once. But in order not to confuse the pupil and stop his narration the teacher helps the child with the correct version.
Pupil: My mother gets up at 7 o'clock.
Teacher: I see, your mother gets up earlier than you.
Pupil: Yes, my mother gets up at 7.
2. If a pupil makes a mistake in something which he has not learned yet the teacher corrects his mistakes after he has finished speaking.
Pupil: She first visited us in 1960.
She is a good friend of ours since.
The teacher gives the correct sentence: She has been a good friend of ours since.
If many pupils make the same mistakes, for instance, in prepositions (go in instead of go to), articles (the Moscow instead of Moscow, or Volga instead of the Volga), in tense forms (the Present Continuous instead of the Present Indefinite) the teacher makes note of them and gets the pupils to perform drill exercises after answering questions. [3, 40]
The teacher should not emphasize incorrect forms in any way or they will be memorized along with the correct ones, for instance: Books is. Do you say "books is"? You shouldn't say "books is". What should you say?
Short survey on the history of the communicative approach
With the rapid development of politics, economics, science & technology, direct contact among nations has become more and more frequent, people are forced to seek perfection, simplicity and practicality in learning. The coming of information era has shifted people’s attention to language function from language structure in a way that language is a communicative vehicle to convey information. Studies on FLT methodology must focus on the social and vocational or academic needs of adult learners of foreign languages, rather than on the psychological procedure of learning or simply on language structures or forms. Most researchers in FLT methodology concentrated their studies from social-linguistic perspective upon the Social features of language and social needs for language learning. This ideological trend in theory is the seed out of which the communicative Approach grew. The goal of learning a language is to help learners master the communicative competence but not merely get high marks in exams. In modern times, it is well-known that a foreign language is playing an important and passive role in international exchange. In order to develop economics, cooperate and compete with others, every country must first be able to share its ideas, information material quickly with one another. Naturally, it has an urgent need for its personnel to get rid of language barriers and to master a commonly –used foreign language. English is just the very representative that best suits the situation. Thus, the communicative approach was first used in its teaching. This method appeared in Western Europe in the 1970’s, which helps learners improve the capacity of communication. During the process of its coming into being, it had some other nicknames. Because it laid emphasis on the social function of language learning, it was once called the Functional Approach. Moreover, it advocated using notion to organize teaching, which was named the Notional Approach. As time went by, especially, language was using to communicate with each other, function and notion were in harmony. Therefore, it was called the Functional-Notional Approach. For instance, where is the post office? The inquiry is function, and the location of this post office is notion. Like any scientific invention history, the communicative approach has experienced a long history of maturity and it had been surveyed by many people before it was formally known to the world. From the appearance and historical facts mentioned above, to some extents we do know that to learn a foreign language is to acquire a vehicle to communicate. Emphasis should be laid on its practical use, learning must meet the needs of pupils, who are led to learn in use or for application and that verbal actions of language can’t be divorced from situations and situations stay with social and cultural lives .The rise of the communicative approach benefits from the development of modern social psychology, morphology, sociology and linguistics. That is to say, their experimental research becomes the firm and solid theoretical foundation of this method. After World War II, some super national groups were formed for economic reasons, such as European Economic Community (EEC), council for mutual Economic Assistance (CMEA), Association of Southeast Asian Nations (ASEAN) and so forth, kinds of people with professional skills are in great demand. At the urgent time, most schools adjusted their syllabus and pedagogy. The communicative approach is characterized by such facts that language teaching is based on communication and opposed to systematization and gradation, texts are well constructed and can meet the needs of different pupils, i.e. English for Special Purpose (ESP). The teacher’s leading role is to prepare teaching materials so as to instruct pupils to communicate in practice consciously and create some language situations to practice language freely. This means considers the pupils’ mistakes in grammar to be normal. They are like inter-language when we began to learn our native language, which marks the levels of language learning. Thus, when we find the pupils made mistakes in language learning, we don’t have to point them out hastily or hurriedly so as not to bother their attention. In actual fact, the final and essential purpose of learning a foreign language is to communicate with others. Maybe some people want to ask if it is necessary to explain grammar in high schools. As an effective & reasonable approach, grammatical explanation is unavoidable, including mother tongue and translation.
The procedure of communicative teaching method can be divided into three steps: contact, imitation & drill and free expression. The Communicative Approach is composed of may elements, such as the social, cultural, psychological elements and that of daily life. Most of them do not belong to the category of language itself.
Teaching English should follow the principles of English language teaching. From the viewpoint of dialectical materialism, the principle of English teaching, which highly reflects the methodological theory and the norm concerned must agree with the objective laws existing in English teaching activities, and be looked on as a generally acknowledged truth.
The system of English teaching principles involves at least five aspects.
①Educational tenets;
②The general teaching principles;
③The teaching principles of foreign languages;
④The principles of English teaching ;
⑤The principles of teaching English knowledge and skills.
In short, we should try to create various situational dialogues to arouse pupils’ interest and desire to speak out so as to develop a good communicative ability in an all-round way, morally, intellectually and physically. Frankly speaking, the communicative ability should include five abilities, listening, speaking, reading, writing and translating. Listening and speaking are important methods for training the pupils’ abilities to listen and speak as well as the means of consolidating their booklore and improving their abilities to read and write. Oral reading and narrating including questions and answers and other oral drills are mainly for listening practice. The teacher speaks while showing pictures, slides, or performing an action, the pupils listen while watching and imitating the action or recognizing the corresponding pictures, then, the teacher speaks only, the pupils listen while making corresponding action or holding up the relevant pictures, tell the pupils silently to recall the English language. When some pupils miss a whole sentence or fail to repeat more details about your listening material, the teacher should remind them to put down some key words on a piece of paper. When they are requested to express the similar meaning, they have to use their own words. In this way, they can improve and maintain the communicative competence. In addition, some games and dictation can be involved in listening, speaking, while reading the dictation material, the teacher should repeat several times rather than slow the speed excessively or read over again ad again word by word and sentence by sentence. In class, the teacher may organize some games to practice English. The whole class can be divided into several groups. Every member is given a specific role to play. Role –playing can help pupils not only master certain expressions but also explore his/her intelligence. Of course, kinds of out –of –class activities also play a significant part in English learning. Soliloquy, narration, dialogues and report are other effective ways of practicing listening, speaking. In the Middle school, no separate reading course is set up. It does not matter where the reading material comes from as long as the difficulty degree is in degree is in agreement with pupils’ reading knowledge. The teacher should introduce some excellent methods of reading to them, such as scanning skimming, extensive or intensive reading and the like. When the pupils find some new words in their papers, the teacher should teach them how to guess their meanings through the context. This method works very often. Every week, a proper period for reading is needed, which is a good chance for timed reading. This is also prime time to enlarge the quantities of new words. So, the teacher shows some essays written by people from English-speaking countries to them. The presentation helps them to master more communicative skills as well as deep understanding of the context and English culture. Writing and translating should be based on reading and speaking lessons. From basic sentences to composing essays, writing is a long process. The teacher is supposed to work from simple to complex, such as using given phrases to make sentences then link the sentences into paragraphs. The pupils must remember some important structures and own some amount of vocabulary, especially, the usage of five kinds of simple sentence. In the beginning, the teacher may advise the pupils to imitate, retell or rewrite some learned materials. In another way, the sentence translation is necessary, the pupils may write an essay on a given situation or on a certain topic when we find some versions useful, we can ask the pupils to recite some fabulous expressions. Each week, the teacher may get them to accomplish a composition and give them a detailed evolution, particularly error –correction .In fact, the pupils who are experienced at writing and translating are also good at grammar and language. The Communicative Approach is becoming popular. Whereas, there are still many obstacles to the implementation of it .The popularity of this approach must result in the improvement of the English teacher’s quality. An English teacher must have standard oral English, rich knowledge of linguistics and terrific experience in the use of teaching methods or aids. What’s more, the redaction of a suitable textbook is necessary. Nowadays, this is the turning point from exam-oriented education to quality-oriented education. The concept and policy for education should be transformed without any delay.
"Communicative Approach" has been quite popular recently. "Communicative Approach" sounds perfect in theory, but it will have some problems after being put into practice. From the literal meaning, we can know that the main emphasis of "Communicative Approach" is "communication". So the main task of teachers is to teach pupils how to communicate in English efficiently. Under this precondition, "communication" is divided into several kinds of "functions", such as asking directions, ordering dishes at restaurants, buying airline tickets or chatting on the Internet. Each one is regarded as a function. When introducing one function, teachers give pupils some key words, sentences or phrases and design some activities for pupils to practice what they learn. The purpose is to train pupils to ask directions, order dishes at restaurants in English by themselves.
However, there is a big problem here. "Communicative Approach" is conditioned to ESL (English as a Second Language). There is a condition of this approach: there should be an environment of ESL. That is, pupils have to use English to order dishes at restaurants so that they can get enough practice. However, the environment is different, and it is an environment of EFL (English as a Foreign Language). Nobody orders dishes in English. If we do not take this difference into consideration and still imitate the western style to teach pupils to order dishes in English at the local classrooms, pupils will lose many opportunities of practicing repeatedly.
The way to solve this problem is to rearrange the orders of language functions according to the local environment. For example, how can you do when a foreigner ask you directions? How to chat with foreigners at pubs? How to ask your superior for a raise of salary in a foreign company? In other words, teachers should teach pupils the functions that they can use immediately after learning in native environment. Besides, teachers can also make good use of classroom environment to provide pupils with communicative learning activities. For instance, teachers can use "paired practice", "group work", "problem-solving and information-gap activities", "role-playing and dramatization", "playing games", "singing songs" and so on. There are so many activities for teachers to choose from. If those activities can be really exercised in classrooms, pupils surely will like learning English.
Another problem is how to correct pupils' mistakes in pronunciation, grammar and so on. Many pupils are too concerned about their mistakes in pronunciation and grammar when speaking English. In order to break this mental barrier of many pupils and encourage them to speak English, many teachers encourage pupils to put grammar and pronunciation aside first and speak English. Then teachers would gradually correct pupils' mistakes. This kind of encouragement is also one of the basic points of "Communicative Approach." The spirit of encouragement sounds ideal, but it may result in some problems. The toughest one is how and when to correct pupils' mistakes. How long can teachers allow pupils to speak incorrect English? What mistakes should be corrected? When to correct pupils' pronunciation and grammar? How to solve all these problems depends upon teachers' judgments and choices. To sum up, a well-trained and experienced teacher plays an important role in "Communicative Approach." When pupils play activities like "paired practice", "group work" or "role-playing", a good teacher knows how and when to move around, provide immediate help and collect pupils' mistakes to discuss late after the activities are over.
Moreover, another problem of "Communicative Approach" is that teachers may have difficulty in evaluating pupils' performance. Usually at schools, pupils' grades mainly come from the results of written tests. However, as long as "Communicative Approach" is put into practice, pupils' performance of listening, speaking, reading and writing should all be taken into consideration. Otherwise, the evaluation of pupils' performance will not be that fair. However, we all know that it is not quite easy for teachers to evaluate pupils' performance of speaking and listening. There is a method to solve this problem.
"Communicative Approach" is aimed at training pupils' listening and speaking, so it relatively ignores the training of reading and writing. The ability of writing and reading is quite important for an intellectual to enter universities, study abroad, read plenty of original books, hoop up into the international webs looking for information, write papers or dissertations in English, etc. All these cannot be acquired merely from "Communicative Approach". Therefore, "extensive reading" can compensate for the fault of "Communicative Approach" and the two can work side by side. Let's take vocabulary for example. According to the spirit of extensive reading, teachers provide pupils with reading materials that they are interested in. The vocabulary of the reading materials should be arranged according to the frequency and difficulty. Teachers can ask pupils not to check the dictionary for every new word, and encourage them to comprehend from the context. The main principle of extensive reading is speed, quantity and consistency. It is unnecessary for pupils to understand every word. So is the same with "Communicative Approach." If you order dishes at restaurants in America, you may hear something you do not understand. But you do not check the dictionary. As long as you understand the main idea of what you hear, the communicative function is achieved. So is the same with extensive reading. What teachers should do is to find reading materials suitable for pupils and encourage them to read consistently.
The communicative approach (Communicative Language Technique or CLT) emphasizes communication as the means and goal of foreign language learning.
The communicative approach aims to help pupils use the target language in a variety of contexts. Its primary focus is to help learners create meaning rather than help them develop perfect grammar or acquire native-like pronunciation. This means that successfully learning a foreign language is assessed in terms of how learners have developed their communicative competence.
The communicative approach is usually characterized as a broad approach to teaching, rather than as a teaching method. As such, it is most often defined as a list of general principles.
One of the most recognized of these lists is David Nunan’s (1991) five features of CLT:

1. 
   An emphasis on learning to communicate through interaction in the target language.
   
2. 
   The introduction of authentic texts into the learning situation.
   
3. 
   The provision of opportunities for learners to focus, not only on language, but also on the Learning Management process.
   
4. 
   An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
   
5. 
   An attempt to link classroom language learning with language activities outside the classroom.
   

These five principles show that the communicative approach is focused on the needs and desires of their learners.
Under this broad umbrella definition, any teaching practice that helps pupils develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction. Therefore, in the classroom the communicative approach often takes the form of pair work and group work requiring negotiation and co-operation between learners, fluency based activities that encourage learners to develop their confidence, role plays in which pupils practice and develop language functions, as well as discreet use of grammar and pronunciation activities.
Classroom activities used in the communicative approach:

• 
  Information Gap
  
• 
  Role Play
  
• 
  Interviews
  
• 
  Games
  
• 
  Language exchanges
  
• 
  Surveys
  
• 
  Pair work
  
• 
  Learning by teaching
  

Criticisms of the communicative approach:

• 
  Paying insufficient attention to the context in which teaching and learning occurs.
  

The teacher may understand the pupil, but this may be because of first language influence rather than correct communication of the target language.

• 
  Task Based Learning
  

Task based learning is a language learning method popularized by N. Prabhu while working in Bangalore, India. Prabhu figured out that his pupils could learn language just as easily with non-linguistic problems as when they were concentrating on linguistic questions. Task based learning is widely used for language learning.

• 
  Information Gap Activities
  

Information Gap activities usually split the information needed to complete an activity between a pair or group. Therefore, the pupils must communicate with each other in order to find all the necessary information to complete the activity. There are many different levels of info gap activity. Some can be very structured, with the pupils using specific vocabulary and grammar to communicate information. Others can be totally unstructured with pupils free to draw on all or any knowledge they have of English. Structured info gap activities are easy to apply to almost any situation. Unstructured (which is my favourite) is best used with pupils who already have an intermediate level of English.
There are loads of benefits to using information gap activities. The main one being that it forces pupils to communicate in “real” English in order to complete the task. Also, the puzzle solving component can be motivating and fun for many pupils. We find that usually the curriculum is very tight and there is very little time at school for revision. Everyday we seem to be introducing new vocabulary and grammar to the pupils. With unstructured info gap, the pupils are able to practice their existing English knowledge. This can be satisfying as they can see the end result of putting all their English together.
There are not too many drawbacks to structured info gap, however, the more structured the activity, the more you move away from “real” communication.
As for unstructured info gap goes, one drawback is that pupils must have some English knowledge to draw from. Also, finding time in the curriculum to do unstructured info gap can be challenging.
To take a step further than info gap, ideally the pupils would not only exchange closed information, but also their own opinions in activities. However, this requires a lot more time and a very open class. It may just hamper the flow of the class and the English Communicative aims.
We are under no illusion that these techniques alone are the answer to successful foreign language teaching. A lot depends on the school, class, teacher, teaching partner, etc… However, some of these techniques at times have proven very useful for us. We hope some of them may be of use to you!