Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Lessonl: Working on a grammar material and skimming reading.
Lesson 3: Active working on speech (dialogues, conversation, and retelling; making analogous text; creating a text on the basis of several texts).
Lesson4: Lesson for revision - transmission into writing, summarizing the lesson, writing a composition as a homework.
Thus the goal of the lesson determines the character of homework, because well formulated goal of the lesson is the result and the homework proposes only what we teach during the lesson. The goal also determines the selection of tasks and activities. Exercises are built on the principle «from simplicity to complicity». Besides the lesson content should be realized on the basis of the interrelation principle with the different subject matters.
A successful lesson depends on the kinds of interactions a teacher creates during the lesson. This can include opportunities for interactions between the teacher and the class as well as interactions among the students themselves. There are four possible ways to arrange a class, with each offering different learning potentials: whole-class teaching, individual work, group work, and pair work. A lesson may begin with a whole-class activity and then move to pair, group, or individual work. When planning a teacher needs to consider when the whole-class teaching is appropriate and when the teacher should make the transition to other types of learning in order to promote student-to-student interaction and allow students to work on tasks at their own pace.
Whole-class teaching. This mode of teaching involves teaching all the students together. Arrangement of a lesson for whole-class teaching depends on the type of a lesson a teacher is teaching and on the particular stage of the lesson. Whole-class, teacher-fronted teaching can serve to focus students’ attention quickly on a learning task. When carefully carried out, it can lead to the quick and effective achievement of lesson objectives, since time management is maximally under the
teacher’s control.
Individual work. It is necessaiy to point out at a lesson where students can best work individually, such as when they are reading or listening to a text, or completing written exercises in a textbook or workbook. Individual work allows students to work at their own pace and to work on activities suited to their proficiency level or interests; having learners work on their own also allows a teacher to provide them with individual support and/or assistance. In planning individual work, a teacher needs to consider how well students understand what is expected of them and whether the task provides adequate challenge,support, and motivation to sustain their interests. ,
Pair work. Pair work provides opportunities for sustained interaction and has long been recommended as a key means of promoting both accuracy and fluency in language use. Grouping students in pairs can take into consideration their ability level, language and cultural background, and other factors that will facilitate a positive approach to learning. Students who are not familiar with this learning arrangement may need careful orientation and preparation for pair-work activities.
Group work. Group-based learning is widely used in all forms of teaching and significantly changes the interactional dynamics of the classroom. In language classes, it increases students’ talking time, helps promote self-esteem, and can increase student motivation by providing a risk-free environment for language practice.
Pedagogical mastering is seen in the careful and hard preparation to the lesson and deep self-analysis of his/her activity, study and summarizing of teaching experience and implementation the progressive experience into practice of ELT. For this the teacher needs a guider and assessor which helps him/her evaluate own and others’ lessons. That’s why the above requirements can be put into the scheme of the analysis of the EL lesson.