Qualifications of pedagogues under bukhara state university

Communicative drills
Another type of information gap activity is a communicative drill, that is, "one in which the type of response is controlled but the student provides his or her own content or information" (Richard, Platt, and Platt 1992:223). In communicative drills the teacher controls the learners' speech primarily by ensuring that they produce short utterances. Here are three suggestions:
1. Practical situations Students can practice requesting and providing information in situations such as asking for directions in a city and ordering meals in a restaurant. For example, after mechanically drilling the question- answer pattern "Where is…? It is…." and prepositions of location, students work in pairs, with one asking for directions to a specific location and the other giving directions according to a map:
Student 1: Excuse me, where is the bank?
Student 2: It's opposite the post office.
Student 1: Excuse me, where is the book store?
Student 2: It's next to the theater.
2. Guessing games Students can do guessing activities in pairs or groups. There are many variations. For example, one student chooses a famous person, and the others ask yes-no questions until the identity of the person is determined. Or, one student draws a picture of a fruit or object and turns it over on the desk; the partner guesses what the item is by asking, "Do you have a…?" until the correct answer is found. Another variation is for the teacher to provide a short, incomplete story plot for students to discuss and guess the way it ends
. For example: A man has been found dead in a phone box. There is blood. We know that he was speaking to someone on the phone just before he died because the receiver is off the hook. How did the man die?
The teacher reveals the answer to only one student; the rest of the class must guess the answer by asking that student questions about the plot that can be answered only with yes, no, or irrelevant.
3. True answers Unlike typical substitution drills, these questions are related to the student's life.
For example, after modeling a sentence, such as "My father is a doctor," the teacher asks students to construct similar sentences, in this case, truthfully stating the occupation of someone in their family. If the class is noisy, the teacher can ask: "What are you talking about?", "Why are you not listening?", or "What are you laughing at?"
Communicative activities
According to Littlewood (1981), the communicative process consists of stages, with learners starting in a structural period and progressing to a social interaction period. At the final stage, students should be able to speak the target language appropriately in specific social situations. The drills suggested above are communicative drills with limited responses. In communicative activities, however, learners have opportunities to produce sustained speech with more variation in possible responses. Here are three examples of communicative activities that provide practice speaking in a social context:
1. A Role-play involves the teacher giving role cards to students for pair work. In the following role-play, paired students are asked to provide sustained speech for the specific purpose of persuading each other without causing offense.
Student A: You like dancing and going to discos. Suggest to your partner that you go out this evening. Try to persuade him/her to go where you prefer.
Student B: You don't like dancing and going to discos. You prefer going to the cinema or to a concert. Try to persuade your partner to go where you prefer. (White 1982:21)
2. An Opinion gap activity involves identifying and articulating a personal preference, feeling, or attitude. The activity may require using factual information, formulating arguments, and justifying one's opinions. For some topics, there may be no right or wrong responses and no reason to expect the same answers or responses from different individuals or different groups. For example, the teacher divides the class into several groups that will discuss or describe a common object from different perspectives. After all groups finish, the teacher asks the groups to report to the rest of the class. Example: Describe a television set from one of the following points of view:
Group 1: prehistoric people
Group 2: modern people
Group 3: people from the future
Group 4: people from another planet
3. A Reasoning gap activity involves deriving some new information from given information through the process of inference or deduction and the perception of relationships or patterns. The activities necessarily involve comprehending and conveying information. Here is an ancient puzzle as an example: A man is standing by a river with a wolf, a sheep, and some vegetables. He wants to get everything across the river, but he has a small boat that cannot carry all three things at one time.
The wolf will eat the sheep if the man goes away, and the sheep will eat the vegetables if the man goes away. Discuss how the man can get across the river without losing any of his belongings.
Information gap activities to give students opportunities to use English appropriately inside and outside the classroom. Unlike teacher-initiated display questions, which do not reflect real life language use, information gap activities have genuine communicative value. When structural drills are necessary, after pattern practice at the mechanical level, teachers can use the structure in communicative drills and activities that rely on referential questions and establish a communicative need in the English classroom.