O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

4. Refinging the Model
A number of possible refinements to the model can be seen in the unit above. We can relate these points to the nucleus of the model to provide an extended model like this:



5. Materials and the Syllabus
Figure 31 illustrates in a simplified form how the unit model relates to the various syllabus underlying the course design. Note, however, that identifying features of the model with syllabus features does not mean that they only play a role in that position, nor that other factors are not involved in that position. The diagram aims to show the main focus of each element in the materials.

We have made wide use of models throughout this chapter. At this point it is useful to make a cautionary distinction between two types of model, since both are used in the materials design process:

a) Predictive. This kind of model provides the generative framework within which creativity can operate. The unit model (Figure 26) is of this kind. It is a model that enables the operator to select, organize and present data.

a) Evaluative. This kind of model acts as feedback device to tell you whether you have done what you intended. The syllabus/unit interface model (Figure 31) is of this kind. Typically it is used as a checklist. Materials are written with only outline reference to the S/UI. Then when enough material is available, the S/UI can be used to check coverage and appropriacy.

If the models are used inappropriately, the materials writers will almost certainly be so swamped with factors to consider that they will probably achieve little of worth.
6. Using The Model: A Case Study
There was a model of learning which has been presented before. In this section, this will show how to use that kind of model. But here, we found some difficulties, such as:
a. The text is mostly descriptive so that nothing students can do except reading and writing only.
b. The text contains specific vocabularies that only can be explained by realia. However it is not available in the ESP classroom.
c. Students don’t have general language that is used to connect to the specific vocabularies.
The further need analysis is conducted to fix the difficulties of the model. The results are:
a. The general technical topic should be explained to students in order to make students become able to connect to the specific subject.
b. The assumption of teacher if students know nothing or little about a specific matters, but they only know some general words about that specific matter.
c. Connecting the specific subject to another is useful. Teacher can connect the topic of a specific subject to another subject that is more general to make it easier to understand and to teach a new and specific knowledge.
After having the new results, for the revision of need analysis there’re some guidelines to use the model of learning well. The guidelines are:
a. Stage 1
Stage 1 is a stage to find the text. Here a good text to be a model is required to be occurred naturally, suit to the students’ need and interests, ad it generates some exercises and activities.
b. Stage 2
Stage 2 is a stage to assess the text. The purpose is to assess the potential of the text to be a classroom activity.
c. Stage 3
In stage 3 we have to go back to the syllabus and think about the match of the task. Is it a kind of activity that will useful for the learners?
d. Stage 4
Decide the language structure, vocabulary, and functions that appropriate to the task and useful for the learners. Here we identify name of parts, present active, etc.
e. Stage 5
Think about the exercises to practice the items you have identified. We should consider three things: transfer activity, reconstruction activity, and write other description.
f. Stage 6
In this stage, we should go back to the input. If possible, try what we have made to the students then ask to ourselves, can it be revised?
g. Stage 7
In this stage, we should go back from stage 1 until 6 with the revision we have. Analyze again from stage 1. The revision can bring good improvements, such as: having new task, the original task is useful too, having a number of exercises, having a good realistic setting to practice the material.
h. Stage 8
We need to check new material against syllabus and amend accordingly.
i. Stage 9
Here we try the material in the classroom.
j. Stage 10
In using the material in the classroom, we can revise it for the further development. There’s no such thing as a perfect material, a revision is always needed.