Karshi state university

Actuality of the work:Nowadays English is an international language. For this reason,it is important to use several methods while teaching process.
The aim of course work: to give clear information about the model that is used for teaching students who are learning a language as a second language.Fully describe the challenges of language learners and give possible solutions.
Task of the work:
To supply with information
-to inform about issues in teaching foreign language.
-to make a research about problems which students come across while being taught main features of .not native language.
-to give some solutions and methods for teachers while instructing students.
Theoretical and practical value of the work: The results of this work can be used to provide learners with important feedbacks during their courses. In addition. Bryan, W. L. and N. Harter and especially Ackerman worked on value of these works.
The structure of the course work: The course work contains an introduction, two chapters, conclusion and bibliography. It includes 33 pages
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CHAPTER 1. THE SIGNIFICANCE OF SDM LESSSON PLAN FOR TEACHING TARGET LANGUAGE.
The Sigmatech Measurement, Analysis and Reporting Tool (SMART) is a central tool for optimizing productivity and efficiency. Created more than a decade ago for government agencies, it is still used in several existing contracts and task orders. SMART provides instant visibility and transparency through a program-wide data-rich dashboard to drive accountability, quality assurance, and a continuous improvement program.¹ SMART performs trend analysis to support proactive, not just reactive, decisions. SMART can be used in almost every industry for performance based on near-real-time performance data. Dashboard-based metrics and trend analysis add value and facilitate continuous improvement. In this regard, the Spanish government's Recovery, Transformation and Resilience Plan details Spain's strategy for channeling EU funds to compensate for the damage caused by the pandemic, emphasizing technological reforms and investments to build a more sustainable future. One of the main challenges in this area is to increase the sharing of information, mainly in the sectors that have the greatest impact on society, such as health and tourism. To this end, intelligent data models play a key role. But what exactly are they?
What are Smart Data Models?
A traditional data model is the elements of a data set and their relationships and interconnections. Smart Data models go one step further. They are common and compatible data models, whose purpose is to support the digital market of intelligent solutions that are interoperable and replicable in several sectors, thus homogenizing the availability of data in certain domains.
These models offer an overview that provides a technical framework for unlocking innovation.
A technical representation of a model that defines data and their relationships using JSON structures.A description or manual with functional descriptions of each element in the model. In addition to its public nature and free use, it has a license that allows users to make changes as they see fit, as well as to share those changes with other users. For this purpose, the workflow is defined according to the stages of the life cycle of data models, which presents three stages: Official: data models have already been adopted and are fully available to users with the three elements described above. In sync: the models have already been accepted, but the elements are still being added. In incubation: models are being developed and supported by the organization to reach the official model.Through this initiative, the sharing of data models at all levels will become more dynamic. Currently, models are used in smart cities, agri-food sector, water treatment, energy, environment, sensor technology, robotics, aeronautics, tourism, health and manufacturing industries, as well as some transversal industries. homogenized. such as social media or event monitoring, although not all to the same extent, as shown in the figure below with the number of models included in each domain.It is undoubtedly an initiative that facilitates the path to data-driven transformation of products and services, providing open models as a technical framework based on the adoption of a reference architecture. If you want to go deeper, the SDM itself has a Learning Zone section to facilitate learning about the initiative and encourage its use, including self-explanatory videos.There is a whole series of tools for non-expert users to create data models, even if they are experts in their field. Under the Tools menu item, there are services that allow users to create a draft data model with an example, a helpful online data model editor, options to create examples from existing data models, and input options to link to linked data. solutions. Global initiatives such as SDM are of great importance in agreeing criteria for optimizing citizen services. They constitute the next step in achieving common data spaces, providing conflicting data models. This milestone is the main accelerator of its transcendence, even at the European level, with major initiatives such as GAIA-X.​​​​

.1.1 SETTING LESSON PLANS AND ENGAGE STAGE.

It is important to write down SMART (Specific, Measurable, Attainable, Realistic, Timed) goals for your lessons. After setting your goals, you need to think about the context or situations in which the language will be used. These are the contexts and situations used in the "Learning" phase of introducing a new language. If the context is clear, it shows students when and how the new language will be used. The context can be from a listening or reading text, it can come from the students themselves, or it can be provided by the teacher.² After the initial planning phase is complete, it's time to consider how to engage students. Every lesson has a beginning. And like the beginning of a book or movie, if it doesn't engage the reader, the viewer, or in our case, the student, it may not be successful. The teacher should try to interest the students from the beginning of the lesson. A good way to do this is with exercises called warm-ups or ice creams.
Introducing a new language (learning phase)
For example, when planning to introduce a new language form, the teacher should provide:
What the shape really means.
When the form is actually used.
How it was created.
its pronunciation and how it is spelled.How are negatives and questions formed? When these ideas are clear for the teacher, he should think of ways to convey knowledge to students. Just telling students what something means and how it is used is not usually a good way for students to learn.There is a wide range of fun activities, techniques and materials to introduce a new language. Most involve introducing students to the language through written texts and dialogues.Some commonly used methods for introducing a new language are:
Real objects.
Audio files.
Songs.
Stories.
Video clips
Pictures.
Drawing.
Using different approaches to introducing a new language helps create the variety that is so important:
Get students interested in the lesson.
Adapts to different learning styles of students.
Allow the learning to emerge and solidify in the students' minds for a long time.
Achieve effective classroom management.
Operation (Activation Phase)
Once students are introduced to a new language, they should have the opportunity to familiarize themselves with it and try it out to learn their language and their brains. There are two main types of practice Finish the lesso You must finish the lesson as you started it. A good ending to a lesson is just as important as a good beginning.Important to complete the lesson:Make a good impression on students so that they look forward to the next lesson.Give them a sense of accomplishment. Some teachers like to repeat the day's lesson, emphasizing the main points and objectives achieved - either directly or by definition. This is a good way to reinforce language concepts and give students a clear idea of what they have achieved.
In addition, it is common for teachers to end the sessions with activities similar to warm-ups. The goal here is not to warm up the students, but to end the lesson with an interesting game or activity.The goal of a classroom management plan is to hold students accountable for misbehavior—without yelling, scolding, or lecturing.When used correctly, a classroom management plan eliminates the need for these and other stressful, ineffective methods.This allows you to demand impeccable behavior without causing friction and resentment.
This frees you up to build meaningful and impactful relationships with your students. To create a classroom management plan, you must first develop a set of rules that will cover any misbehavior or disruption that may occur in your classroom.
I recommend the following four rules:
- Listen and follow instructions.
- Raise your hand before speaking or leaving your seat.
- Keep your hands and feet to yourself.
-Respect your classmates and your teacher.
Note: Click here for our middle school classroom management plan.
These rules work because they make sense to students, they are completely enforceable, and they cover all the bases. Also, because of the refreshing lack of ambiguity, they avoid arguing, complaining, and pointing fingers. As they are. You either break them or you don't. Next, you'll need a set of consequences to give your rules the muscle they need to effectively manage and control your classroom—because without consequences, rules are just suggestions that fall on deaf ears. The best consequences are those that don't disrupt the flow of your classroom, are quick and easy to implement, and completely deter students from misbehavior.
I recommend the following three outcomes:
Consequence 1: Warning
2nd outcome: time-out
Third result: a letter home
Note: When a student hits a third result, they also go back to time out. Every time they do something wrong, they go back to timeout.Print both your rules and consequences on a large poster board and display them prominently in your classroom. You refer to your classroom management plan often, and so your students need to see them wherever they sit.Set aside a table or two for time-out. The desk does not have to be in the corner or away from the rest of the classroom. It should only be separated to a certain extent.The symbolic separation from the rest of the class and the emotions it evokes make time-out effective. This is not a humiliating or dismal punishment. It's a reflection, a personal disappointment, and a hope to quickly return to a classroom they enjoy being a part of. Create a simple form letter to send home to parents when students complete the third and final result. Keep it short and to the point. Avoid giving your opinion or adding an angry comment at the bottom. Just give the facts. The consequences of this play out for a day. When students come to school the next day, the lessons have been learned, there are no grudges, and it's all a fresh start—another chance to succeed, grow, and be better than the day before. For a classroom management plan to be effective, it must be followed faithfully and implemented in a specific manner. This is key because there is no magic in the plan itself. It's just a set of instructions drawn on paper.³How you use it gives power to the plan.From how to issue warnings to sending home letters to parents, everything you need to know to follow your classroom management plan can be found on this website.I recommend reading the articles in the Rules and Results and Timeout categories of the archive. Together, they explain how to implement your plan in a way that encourages all students to follow your rules.
By using this simple plan, you'll never again have to rely on the complicated, frustrating, and demoralizing methods and strategies that so many teachers find themselves tied to. .Begin the lesson by writing down one goal for the students. Make sure you don't give them any parameters. After students write down their goals, show them some exciting statistics. According to US News, 80% of New Year's resolutions fail by February! Give students a moment to think about why this is so. Then, explain the power behind implementing S.M.A.R.T. goals. Discussion points and examples can be found in this article, S.M.A.R.T. Goals: How to achieve your goals. Emphasize to your students that S.M.A.R.T. goals allow you to clarify your ideas, focus your efforts, use your time wisely, and increase the change in what you want to achieve. All students stand up. As you review each letter of the S.M.A.R.T. short for objectives, make students sit out if the objective does not meet specific criteria. Start with S (special). Ask the students if their goal is clear. Is it well tuned and do they really understand what they are trying to achieve? Use running as an example. Setting a goal to become a better runner is vague, but setting a goal to run a mile in a certain amount of time is unique. Ask students to sit down if the purpose of their writing is unclear. Go to M (measurable). Let students know that their goals must be measured. How will they know they have achieved their goals? Are there any pointers along the way that they can hit? For example, running a faster mile is specific but not measurable. A shift to faster mile figures can mean times reduced in ten-second increments. Allow students to sit out if their goals are not measurable. Another letter in the S.M.A.R.T. Abbreviation of objectives A (Achievable). ⁴An achievable goal is something that can be achieved with existing skills and abilities. Continue using the running goal as an example. If the goal setter is not currently capable of running a full mile, improving the mile time is not an unattainable goal. Another great example of this is the goal of becoming a professional athlete. Although a realistic dream or ambition, it is not a S.M.A.R.T. The goal is because the student does not currently have the skills and abilities needed to become a professional athlete. If the goal is unattainable, ask students to sit down. The R in S.M.A.R.T. means goals are relevant. If the goal is relevant, it is meaningful and important. Back to the running goal example. Why is it important for a runner to improve their mile time by twenty seconds? Maybe they're trying to make the track team or get better grades in gym. Either way, the goal is important. Ask students to sit down if their goal is not meaningful.