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There is no official training. In order to do this, teachers should provide
students with opportunities. In today's digital world, the exchange of
information between institutions and universities further enhances their
effectiveness.
References:
1. Decree of the President of the Republic of Uzbekistan of December 10,
2012 № 1875 "On measures to further improve the system of learning
foreign languages".
2. J. Jalolov ,, Methods of Teaching Foreign Languages ”, Tashkent-2012,
99-100.
3. ,, Innovating Pedagogy 2020 ”magazine.
4. G. Rogova. Methods of teaching English.
Zulfizar Javloniy, Student of UzSWLU 430
th
group,
WHAT ARE SOME EFFECTIVE WAYS TO TEACH ENGLISH SPEAKING SKILLS
FOR LARGE CLASSES?
Z. Javloniy
Abstract: The article deals with giving information about some effective
ways to teach English speaking skills for large classes. Through the article
you can learn, what is large class, how you can do your best in large classes,
what kind of techniques and activities can involve the students in large
classes, which strategies are most helpful and what can you achieve teaching
in large classes.
Keywords: large class, challenges, possible solution, strategy,
advantages, activities.
What we label a ‘large class’ depends mostly on context and
expectations. Teachers working in private language schools in Europe may
expect classes of 10 to 15; for them 20 is often seen as too large. Yet for many
primary and secondary teachers around the world who teach 30 or 40
pupils, a class of 20 would be a welcome relief. Not surprisingly, therefore,
different writers have different opinions about how large is large, although
recent definitions range from about 30 to about 50 students.
Large classes are not unique to low-income countries. They can be found
in almost any country in the world, from free English lessons for immigrants
in the USA, to classes for children in refugee camps in the Middle East. And
in most countries, students in university lectures can find themselves
learning with many more than 40 classmates.
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As an advantage side of working in a large class I can say that, when
there are many children in a class they can share many different ideas and
interesting life experiences. This stimulates the children and enlivens those
parts of your lesson where children can discuss and learn from each other.
Besides that during project work, children can learn to share responsibility
and help each other. This also brings variety and speeds up the work.
The challenges of working in large classes
We can divide the challenges into two general areas:
1. The challenges of Teaching Large Classes in general (TLC challenges)
2. The challenges specific to (English) language teaching in large classes
(TELC challenges)
TLC challenges include the following:
1.
Classroom management: This includes the general challenges of
organising the learning and the learners. Giving instructions, maintaining
control and discipline, and organising group work can all take more time and
energy in a large class.
2.
Whole-class teaching: This refers to when you are addressing the
whole class together, for example when you are explaining a new concept,
asking for answers to reading comprehension questions, or drilling new
vocabulary. In a large class, it can be difficult to make sure that all learners
can hear you, read your board work and feel involved.
3.
Working with mixed abilities: We often find a wide range of abilities
in large classes, from learners who learn quickly to those who need more
help. This brings challenges, for example when one or two of the faster
learners dominate group work, or get bored when we explain something
they already know. Conversely, weaker learners may sometimes feel
humiliated if they can’t answer a question, and sometimes misbehave out of
frustration.
4.
Exam time: Most teachers find preparing learners for exams, and
conducting and marking the exams, hard work. But carrying out these tasks
is even more work when classes are large – especially in terms of ensuring
every student is ready, and marking all the exam papers.
5.
(Often) limited resources: Because large classes are often found in
low-income countries, many teachers of large classes also face this
additional challenge. For example, they may not have enough textbooks, or
other materials to make lessons more interesting.
While TLC challenges are shared with teachers of all subjects (including
English language), TELC challenges relate specifically to teaching and
learning languages. They can be divided into two groups:
1.
Practising language skills: We all know that to learn a language, we
need to use it. However, in large classes, it can be a real challenge just getting
learners to speak English.
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2.
Providing feedback to learners: To improve and learn from their
mistakes, language learners need feedback, and this becomes more
challenging in large classes.
Examples of possible solutions for teaching English in large classes
What follows are a few ideas from different fields that may help you
teach English in large classes effectively. They are given as examples to
inspire your creativity rather than offer definitive solutions. They include an
approach, a strategy and an activity.
A local solution: activity-based learning
Activity-based learning (ABL) was first developed in large classes in
India, where it continues to be used in some states today, making it a
context-specific solution to the challenge of working with large classes.
Within activity-based learning, each child learns at their own speed through
units of a syllabus, completing specific activities and then a self-assessment
task (supported by the teacher) at the end of each unit.
A strategy for whole-class teaching: think, pair, share
While learner-centred approaches such as ABL have dominated
attempts to improve learning in large classes over the last 30 years, we
should also remember that carefully structured, teacher-fronted lessons can
also be effective, both in mainstream education, and language teaching,
where research into large classes emphasises the importance of students
being ‘mentally engaged’.
One whole-class teaching strategy often used by effective mainstream
teachers, but not so well known in ELT is called ‘think, pair, share’. It can be
useful when checking comprehension of reading and listening texts, and also
when checking understanding of new vocabulary or grammatical concepts.
An activity for writing practice: back translation
Although translation activities were ignored in Western teaching
methodology for much of the 20th century, they have often been used in
large classes in many parts of the world. Today they are once more enjoying
a revival in popularity in the West.
Many teachers of large classes often speak their learners’ first language.
This means they can use translation not only for checking understanding,
but also for language practice, writing and even speaking.
Advantages of Teaching Large Classes
High Energy: Classes with many students may be noisy, but they are
also fun and exciting.
Timing: Classes go by quickly in a large class, and you will rarely catch
yourself looking at the clock. You will regularly find yourself with extra
activities that you did not complete that you can save and use in your next
class.
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Participation: There is always someone who is willing to answer
questions even if they are just guessing. Make sure to take answers from a
variety of students.
Fillers: Teachers have less need for fillers since core activities and
lessons take longer to complete.
Challenges of Teaching Large Classes
Intimacy: Remembering student's names can take a while. Teachers
may feel that they do not get to know their students as well as they would
like to.
Anxiety: Some teachers feel anxious being so outnumbered by the
students. In addition, some students are afraid to ask questions or
participate in a large class.
Student needs: Meeting individual needs can be difficult or impossible
when class size is very large.
Marking: Grading assignments and tests can be very time consuming,
and your pay will generally be the same for a smaller class.
Distractions: There are more distractions for teachers in large classes,
such as latecomers and people chatting while you are teaching.
Monitoring students: Teachers may find it difficult to keep students on
task as they monitor pair and group work.
Strategies for Coping with Large Classes
Spread out: Find another space that your class can use for energetic
whole group activities. Find a lobby or spare classroom in the building that
your students can spread out into when they are preparing a project or
performance. Take students outside if there is no indoor space available.
Encourage competition: Establish a fun and competitive atmosphere
within the class, by dividing the class into teams. You may change the teams
once in a while or leave them the same throughout a semester.
Establish trust: Learn unique ways to remember names and do your
best to get to know something about each of your students.
Reduce marking and preparation time: Design quizzes and tests in a
way so that you can reduce the amount of marking. Use peer evaluations
when possible.
Activities to Use in Large Classes
Small group discussions: Use topics related to a theme, or ask students
to submit topic suggestions.
Who Am I?: Tape the name of a famous person to the back of each
student. Students go around the room asking questions and trying to
identify themselves. Once they guess who they are they can place their
nametag on the front and continue helping other students identify
themselves.
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Team spelling contests: Each student who gets the spelling correct gets
a point for their team.
Balderdash: Large class can be split into teams. Teacher calls out a
word and students have to write down the part of speech and definition.
Each student to get both correct gets a point for her team.
Write the question: Large class can be split into teams. The teacher
calls out an answer and the students have to write the question. (ex. "Lynn")
Each student to write the correct question gets a point. (ex. answer: What's
your middle name?")
Questionnaires: Students circulate around the room asking each other
questions. Students can create their own questions on a given topic or
theme, or you can provide the questionnaire handout. Follow up by asking
each student to report the most interesting answer they received.
Categories: The teacher calls out a category, such as fruit, and each
student has to name a fruit when it is his turn. If a student hesitates for more
than five seconds, he or she has to choose a new category and sit out the rest
of the game. The last person to get out wins.
The key to teaching large groups speaking skills is to maximize speaking
time in the classroom, as well as making use of extracurricular practice time.
The class can be divided into smaller groups and the students in each group
can be given different topics. Then each group can talk together on the topic
and then share it with other groups.
The key of success in learning speaking is a direct experience through
performance. group work, pair work or discussion groups are some of the
suitable form of management to accommodate this. engaging learners in a
group may develop their skill since the use the target language technically
as a means of communication. additionally, in a large class it would be easy
for you to monitor your students if they are divided into groups.
In my classes, I have tried to divide the students in to groups (5 or 6
students) in each group. One of the students is the leader. She asks some
questions from the members of the group about the topic that they have
studied before and prepared for the class. The members of each group sit
together. I walk among them and try to listen to their discussion. Sometimes
I go to each group and sit beside them and try to take part in their discussion.
In this way all of the students are active in my class. Another strategy is role
playing. One of the students play a role (for example a famous soccer player)
and other students ask some questions and she answers.
While I agree with the idea of increasing student talk time by utilizing
pair and small group tasks, there is still more to consider. In a large class, it
is difficult for the teacher to monitor all of the students closely. Thus, it may
not simply be a case of dividing them into groups and giving them a topic.
The instructor needs to frame the discussion, to make the connection to the
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rest of the class and course. They also need to give the students enough
individual preparation time before the discussion. This allows them to
consider the topic and look up any needed vocabulary. You can also support
the students by modelling the activity and by providing materials like role
cards or realia. Next, one needs to make the instructions clear and more
importantly to state the desired outcomes. Finally, the task should have a
clear “end game”.
The ability to measure the effectiveness of the speaking activity is
closely tied to the specificity of the desired outcomes. If the students
understand what they need to achieve during the activity, then it becomes
their responsibility to produce. It is up to the instructor to “connect” this
output to another instructional activity, like a presentation, writing
assignment, web page creation, plays, or videos/audios.
https://www.teachingenglish.org.uk/article/teaching-large-classes
2.
https://www.englishclub.com/teaching-tips/teaching-large-
3. researchgate.net/post/
4. britishcouncil.org/voices-magazine/
5. englishclub.com/teaching-tips/teaching-large-classes.htm
6. teachingenglish.org.uk/article/teaching-large-classes
Feruza Khayitova, Teacher of Termez State University,
Faculty of Foreign languages,
PRINCIPLES OF TOPONYMS (PLACE NAMES)
F. Khayitova
Abstract: Toponyms (place names) represent language units denoting
elements of topographic environment. The relevance of the study is caused
by the need to develop the theory of toponymy and to systematize all the
existing toponymic classifications. Place names have a complicated
(multidimensional) nature, which should be taken into account while
classifying them.
Keywords: toponym, place name, toponymy, classification, principle,
nickname
This research is an attempt to highlight various principles according to
which it is possible to group the place names. The research is based on
15000 British and 17000 American toponyms, received from toponymic
