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

ICT as an Effective Tool in English Classroom
The Conventional classroom teaching can be replaced by various Electronic gadgets and technology. ICT is of immense use in teaching and learning of English language that caters to students of all walks of life. It provides teachers and students lots of creative and practical ideas to create a learner-friendly environment.
Use of ICT in a Class room
- Provides highly motivational activities for students
- Computer based activities can provide stimulus to creative learning
- More opportunities for student teacher interaction
- Provides an easy access to information
-The Teacher a facilitator:
Modern Technology allows the teacher to do the role of a facilitator and a guide, while the students take responsibility of learning on their own. A teacher can use technological sources such as videos, PPT’s and Interactive virtual Labs etc in a classroom. The teacher should also learn to make best use of the modern tools.
ICT and English Language Teaching
Power Point Presentation:
This is a useful and powerful tool that is now being used in English classrooms extensively and effectively. PPT can be used to teach new ideas and concepts to students. It also helps students in enhancing their speaking and listening skills. Assignments and projects can be given in the form of PPTs to stimulate the interest of the students.
LCD Projectors
Use of LCD Projector in a classroom is beneficial for both teachers and students. Chalk boards have become a thing of the past with the advent of Projectors in the classroom. It enables teachers to create bulleted PPT’s notes for the class. It is also helpful in teaching language through images.
The World Wide Web
World Wide Web has become inevitable in the modern era of technology. There are a number of websites on English language teaching and learning which may be used in a class room. They help in improving one’s speaking and listening skills at the click of a mouse. Articles, Journals and newsletters are available on these websites.

A classroom has been grouped when the one large group of students assigned to that classroom is divided into a set of smaller groups for some portion of the time they are in the classroom. While in operation, each small group is recognized and treated as a separate and distinct social entity by the teacher and the students in the classroom. To be considered instructional, the activities carried out by students in a small group must include learning of educational material.

what types of instructional groups are used by teachers?
Teachers place different configurations of students in classroom instructional groups, assign the groups different sorts of learning goals and tasks, evaluate student performance in different ways and maintain group membership for different periods of time. Several types of groups result. More effective teachers use more that one type of group.
learning cycle groups
- Students with similar learning needs are brought together for a short time.
- Students are assigned to groups based on need for additional help, time and practice in order to master the content and skills covered in a particular unit or lesson the teacher already has taught to the entire classroom group.
- Students who have mastered the specific content and skills engage in enrichment activities.
COOPERATIVE GROUPS
Cooperative groups require students with diverse ability and characteristics to work together and learn from one another to accomplish assigned learning goals or tasks. Recent research has focused on three types of cooperative groups.
GROUP INVESTIGATION

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  A small group of four to six diverse students is assigned a topic of study.
  
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  Different students are assigned subparts of the work to be done.
  
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  Completion of assigned tasks requires each student's work to be combined with that of other students to produce a group effort.
  
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  Students may be assigned to play different roles in the group process.
  
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  Task completion is contingent on cooperation.
  
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  The group's collective product is evaluated. Each student's performance is judged based on this evaluation and, in addition, may include an individual score for the subtask completed by the student.
  
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  Group membership changes for different assignments.
  
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  Generally, there is no inter-group competition.
  

PEER TUTORING

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  A small group of four to six students with a cross section of characteristics is formed to teach information and skills.
  
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  Tasks assigned to groups emphasize material previously taught to the entire class by the teacher.
  
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  Peer tutoring approaches include:
  

1. TEAM ASSISTED INDIVIDUALIZATION
Each student receives an individual assignment based on learning needs.
The team goal is to help one another complete assigned tasks successfully and to improve each student's performance on a quiz measuring skills and content covered in the student's individual assignment.
Students receive individual scores.
The team receives recognition based on amount each student's score exceeds average or past performance on skills and content covered in individual assignment.

2. 
   TEAMS AND GAMES
   

After studying content and skills in learning teams (see above), students are combined into tournament groups based on ability.
Individual student's performance in tournaments contributes to individual and learning team scores. Tournament groups are temporary for particular skill or content area.
Learning teams are stable.

2. 
   JIG-SAW
   

Material to be learned is broken into sections.
Each student is to learn a section and then teach it to other team members.
Each student is tested and graded individually on entire set of material.
Teams are temporary based on material to be learned.

2. 
   LEARNING TOGETHER
   

A small group is given one assignment sheet. The group completes and hands in this single assignment.
Evaluation is based on how well students work together to complete the assignment sheet and performance on completed sheet.
Concept development

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  Small groups of four to six students are formed. Generally the students in each group have diverse characteristics.
  
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  Tasks assigned to groups are complex, e.g., tasks with more than one answer or way to solve a problem.
  
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  Groups engage in learning activities such as reenactment of historical events; dramatizations; instructional games; and development of fictional events, countries or governments, and so forth.
  
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  Students plan what to do and assign subtasks, if any, to students based on group plans.
  
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  Evaluation frequently includes qualitative as well as quantitative rating of final products.
  
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  Teams are temporary.
  

LONG-TERM ABILITY GROUPS

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  Students are assigned to groups based on academic ability.
  
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  Changes in group assignments occur only when a student's academic performance changes.
  

о Assignments seldom change. For the most part, a student's assignment to an ability group level in kindergarten will be maintained through grade three and beyond. о Most changes are based on factors other than achievement, e.g., social behavior and neatness, and are to a lower rather than higher ability group.

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  Learning in small group is teacher-directed.
  
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  Instruction may be provided in a "pull-out" situation in which students are taught by a different teacher from the one who teaches the class. Group instruction may take place in a setting outside the regular classroom.
  
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  Students are evaluated individually.