Education of the republic of uzbekistan samarkand state institute of foreign languages

The aim of this course is to highlight information about the types of lessons and forms of interaction in teaching English language process.
The actuality of the theme. The present work shows the analysis of possible usage of active interactions.
The tasks of the work. I put following tasks forward:
-to learn the possible ways of using interactions in the classroom
-To highlight description of work and writing ways.
The theoretical value of the work is to allow the opportunity to search, find and use various resources in writing this coursework.
The practical value of the work. The information given in this coursework can come in handy for students who are interested in teaching English (TESOL).
Structure of the course work: It consists of an introduction, main part, conclusion and references. The total volume of the work is 30 pages.

DIFFERENT TYPES OF LESSONS IN ENGLISH LANGUAGE CLASSROOM

1. 
   Types of lessons used in classroom
   

A sort, in an item situated framework, sums up the normal elements of a bunch of articles with similar qualities. It is in line with the idea of an abstract data type. It has two sections: the implementation (or implementations) and the interface. Users of the type can only see the interface, while the type designer can only see the object's implementation. The point of interaction comprises of a rundown of tasks along with their marks (i.e., the kind of the information boundaries and the sort of the outcome).
The sort execution comprises of an information part and an activity part. The data's internal structure is described in the data section. Contingent upon the force of the framework, the construction of this information part can be pretty much perplexing. Procedures that carry out the interface part's operations make up the operation part.
Types are instruments used in programming languages to guarantee program correctness, which in turn increases programmer productivity. The system uses this typing data to determine whether programs are correct by requiring the user to declare the types of the variables and expressions they manipulate. The system can perform type checking at compile time if the type system is carefully designed; otherwise, some of it may need to be deferred at compile time. As a result, types are mostly used to verify the correctness of programs at compile time. A type is generally not a first-class citizen in type-based systems, has a special status, and cannot be changed at runtime.
The concept of type is distinct from the concept of class. It has the same specification as a type, but it is more of a run-time concept. There are two aspects to it: a warehouse for objects and a factory for objects. By performing the operation new on the class, or by cloning a prototype object that is representative of the class, the object factory can be used to create new objects. The object warehouse indicates that the set of objects that are instances of the class are attached to the class. By using operations on all of the class's components, the user can manipulate the warehouse. Classes are used to create and manipulate objects, not to verify a program's correctness. Classes are first-class citizens in most systems that use the class mechanism. As a result, they can be changed at runtime by being updated or passed as parameters. While this generally makes compile-time type checking impossible, it does give the system more flexibility and uniformity.
Naturally, classes and types share a lot in common, the names have been used for both purposes, and the differences can be subtle in some systems.
We do not believe that we should select one of these two approaches; rather, we believe that the system designer should make the decision between the two. However, we demand that the system provide a data structuring mechanism of some kind, such as classes or types. As a result, the concept of a set of classes or types will take the place of the traditional database schema.
However, we do not consider it necessary for the system to automatically maintain the extent of a type—that is, the collection of objects belonging to a particular type in the database—or, if the extent of a type is maintained, for the system to make it user-accessible. Take, for instance, the rectangle type, which can be used by multiple users across multiple databases. Talking about the system's entire set of rectangles or performing operations on them makes no sense. We believe that requiring each user to manage their own set of rectangles is more realistic. In contrast, it might be beneficial for the system to maintain the employee extent automatically in the case of a type like an employee.