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ADVANTAGES OF USING BRAINSTORMERS AT ENGLISH CLASSES Sayitova K.H.
Sayitova Komila Hasanovna - Senior Teacher, DEPARTMENT OF THE ENGLISH LANGUAGE, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article states about the importance of using brainstormers at English classes. Here is said that entertaining activities make students' time in the classroom informative, enjoyable, and entertaining. The author confirms that fun involvement in a teaching process is a wonderful way to achieve classroom goals and improve language arts skills at the same time. Keywords: state standards, learning assessments, competency evaluation, research, critical thinking, brainstormer, ready-to-use games and activities.
One of the main requirements of the modern pedagogics is that any teacher must have such qualities that make language learning not only interesting, but also funny.
Lately, teachers have been bombarded with educational terminology such as "The State Standards," "Learning Assessments," "Academic Intervention Services," and "Competency Evaluation." The new standards are probably necessary for some students for a number of reasons. Yes, students who are not performing up to a specific standard should be given remediation. Few would argue against either. Yet, through all of these assessments and evaluations, many teachers confess that the joy of teaching, the "fun in the classroom," has been slowly disappearing. Instead, pressure and stress for both teachers and students have appeared. You hear, or even say it yourself, "There is little time for anything other than preparing my students for all these assessments!". In a nutshell, we need to make learning fun again—both for ourselves as teachers and, more importantly, for our students as learners. Plain and simple: Students love fun activities. Because of the many and varied skills that we are asked to teach our students each day, the classroom is an ideal place to incorporate fun activities to introduce and review the various language arts skills including grammar, mechanics, word development, vocabulary, research, critical thinking, and creative writing, to name just a few. Fun involvement—what a wonderful way to achieve classroom goals and improve language arts skills at the same time! Will our students' test scores suffer if we include some games and other enjoyable and worthwhile activities in our curriculum? No! Studies support the fact that students retain more when they are actively involved or have "hands on" in the learning process. Through such activities, students will certainly get more information as they learn, review, and retain concepts in our classroom. Plus, they will be enjoying themselves at the same time.
The entertaining activities make students' time in the classroom informative, enjoyable, and entertaining. Students will look forward to these creative, ready-to-use, classroom-tested activities. These learning activities can function as introductions, reinforcements, or homework assignments. They can be used as individual, group, or whole-class activities. Formatted as crosswords, word finds, riddles, magic squares, word generators, jumbles, and more, these learning activities will motivate students to think more astutely and want to do their best in the process.
Brainstormers can be designed to review and reinforce parts of speech, verbals, phrases, clauses, sentences, spelling, diction, syntax, mechanics, and plurals. Besides they can include activities dealing with vocabulary, prefixes, roots, suffixes, word construction, synonyms, antonyms, word and phrase etymologies and others. Doing such tasks students become more word curious, word wise and more confident in their everyday writing and speech [1, 66-80].
Ready-to-Use games and activities help students become more versatile and intelligent learners and test-takers. Students also perform tasks similar to those found on typical standardized tests.
Brainstormers can also be used at teaching students to writing and discussion. Here students work on activities that include poetry interpretation, literary and character analysis, creative thinking, idioms, expository writing, creative story writing, and discussion. Students also compare their views on many interesting topics and issues [2, 54].
Effective results can be gained by applying brainstormers at developing students' critical-thinking skills. Here they do exercises involving word origins, word play, spoonerisms, imagination, logic application, character analysis, examining evidence, associative thinking, creative thinking, and other interesting real-world applications.
With the help of ready-to-use activities we can direct students to researching and remembering. At this students enjoy games and activities grouping pieces of biographical, literary, historical, or geographical information, researching elements of the English language, comparing and contrasting different literary genres, working with quotations, finding information about famous people, and assessing a literary situation. By doing such tasks students learn to write reports and deliver speeches on various topics.
In conclusion I want to remember William Butler's words, "Education is not filling a pail, but lighting a fire." We will light that fire, and our students will be filled with enthusiasm as they do these activities.
References
1. Umstatter Jack. English Brainstormers. USA. John Wiley & Sons, 2002. P. 66-80.
2. Galskova N.D. Modern methods of teaching foreign languages. M. ARKTI, 2003. P. 54.
THE AWARENESS OF AUTONOMY LEARNERS Kuvandikova K.B.
Kuvandikova Khadicha Bazarovna - Senior Teacher, DEPARTMENT OF THE ENGLISH LANGUAGE, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses features characterizing the autonomy learner, strategies which can be used by learners, approaches and procedures for optimal learning. It also deals with important points of autonomous learning. The author pays attention to the characteristics of "an autonomous learner".
Keywords: autonomous learner, self-directed learning, personality of autonomy learner, self-access, self education.
The development of technology put forward new demands to all members of society and sped up their education so that they were not bemused by the speed of events and newness happening in our life. Most young people are engaged in self-education trying not to fail to keep pace with life. In such situations we can observe the ability of learners to take charge of their learning. Many scientists gave definition to this process as 'autonomous learner'. The term "The autonomous learner" became frequent in our country also and we are happy that number of people learning languages doubled. Of course this term is used respectively to all learners regardless of what they are learning but I'm as a teacher of English as a foreign language want to stress autonomy language learners. During my long experience of teaching English I observed different learners of various ages trying to motivate them to learn independently. As each leaner is individual it demanded great efforts to reveal their
