Роль модели учебной программы в обучении английскому языку

Аннотация

Ключевые слова: Эта статья посвящена использованию модели учебной модель учебной программы в обучении английскому языку. В нем программы, анализируется роль модели учебной программы в ролевые игры, образовании. тематическое исследование, ESP, процедура, процесс, учащиеся. The curriculum model can be a combination of “procedure” and “process”. At the beginning of the situation simulation, the student’s own activity is critical to learning, but the tasks must be chosen by the teacher, thus Skehan talks about the procedure of the learning process [20]. For example, at the beginning of a game, such as the famous people game described by Ladousse, students can be put into a simple role-play situation [15]. In this simple guessing game, the student takes on the role of a well-known person. The students in the group ask this student questions to guess the name of the person the student represents. The games that follow this simple RPG include more challenges. Simulation of game situations that occurs over several periods of learning allows students to control the nature of interactions [20]. This can be done, for example, through a “project competition” [15]. In this role play, students simulate situations that are directly related to them. They decide what situation to role-play, what question to choose as part of the activity to study, how to define the roles of participants, etc. Learning activities. The method of simulation, role-playing (especially when a convergent model is used) meets the following four criteria of Skehan: for task-based learning, meaning is primary; there is a goal in the direction towards which you need to move; activities are evaluated when specific results are achieved; there are real relationships. Activity in the classroom therefore does not focus on the language itself, but focuses on goals and actions that can be defined by the teacher or students [20]. Sadow gives an interesting example of the activity of students and teachers in a simple role-playing game [17]. The teacher tells a group of students that they are aliens making first contact with terrestrial objects such as toothbrushes, watches, light bulbs and keys. Without referring to human civilization, participants must draw conclusions about the functions of these objects. This role play or similar creative activities will encourage students to use their imagination and engage in a process of reflection and communication in a foreign language. In more complex role-plays, the teacher’s activities may be more detailed and the students’ activities may be more specific. The teacher can, for example, bring handouts or have students read the Case Study, give a clear definition of the role play situation, hand out cards that describe the role the student is to play. Such situation modeling can be applied to language teaching in many areas such as technical English, English for business and industry, English for tourism, service and international relations. Moreover, role- playing/simulation should be included in the professional training programs for teachers of foreign languages. 516 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 02 (2022) / ISSN 2181-1415 The role of students Traditionally, learner roles have been specifically defined using the role-playing, simulation, either through verbal directions or using role-playing output cards. Nevertheless, Kaplan speaks against role-playing games that focus solely on given themes using specific areas of vocabulary, due to the fact that such games do not promote spontaneous movement conversation [14]. Possibly the best model for the student role when using the role-playing / simulation method, this is the so-called “tapestry approach” [19]. Students according to this approach should be active and control the process of their learning. Students must help teachers to select topics and tasks and provide teachers with detailed information about course of study. In a role play/simulation it is can be achieved through the “project competition” mentioned above, or similar divergent simulations. Students get some new features in role play/simulation such features, to which they may not be accustomed [10]. Burns and Gentry recommend teachers understand the level of knowledge that students have and pay close attention the introduction of empirical exercises to encourage the activities of students. This advice seems even more relevant to students, who are accustomed to the dominant role of the teacher in the classroom, and who may have gaps in knowledge that makes use ofrole-playing method is complex and problematic. The role of the teacher The teacher defines the overall structure role-playing game, but, as a rule, does not accept her active participation after the structure games defined. According to Jones, “the teacher becomes the traffic controller and controls the game in the same way that the traffic controller traffic, helping transport flow to avoi