Teacher's books for English and their work

The international march of English is one of the leading sociolinguistic phenomenon of our time. At the end of the 20th century English has established an unprecedentedly powerful position, which has even grown stronger since the more circumspect evaluation of its position by McCrum et al. 1986. The extent of its quantitative and qualitative domination of international geopolitics, science, commerce, communications, technology, politics, and consumer culture is evident in journals like English Today, World English, and English WorldWide [6].

With the purpose of integration to the world community, the organizational legislative measures on reformation of foreign languages training system at all levels of education were carried out.

Thus, in the terms of realization the Law of the Republic of Uzbekistan “About Education” and “National program on personnel’s training” the complex system of teaching foreign languages, being directed to formation harmonic developed high skilled, modern thinking, growing up generation, was worked out in our country with the purpose of improvement the system of training the youth and children the Decree of President of the Republic of Uzbekistan “On further improvement of system for training and certification” (June,24.2012, № 4456) and Resolution of President of the Republic of Uzbekistan “ The Measures on further improvement of foreign languages teaching system” (December,10 2012) and other standard legislative acts [1].

There are a lot of necessary equipment to teach English language as foreign languages: a computer, a desk, a CD, a DVD, different multimedia tools, books, textbooks and so on. We think that a book is the more important for a teacher.

The teacher’s books are very necessary and useful course books for the job in education sphere. I think that it is like a talisman for any teacher. They describe the knowledge and abilities that are very necessary to possess. TB (teachers book)’s help to raise students’ awareness of discourse features for texts in the given discipline, “train students to investigate the practice of the subjects (for example, to use citation of sources as evidence” [2], and so on.

Lewis Lans for considers that TBs are written for EAP teachers (English for Academic Purposes). He divides the TBs into 3 parts by their functions: “a life ring”, resource and teacher’s education.

The TBs work like “a life ring” for drowning people. Young teachers can use TBs to keep their heads above the waterline just enough to breathe, and to feel themselves in safety on the shore [5]. But more experienced teachers can be happy to use and elaborate them too.

The TBs as a resource book can be used, when many classes are run at least with some preparation. In this case a good teacher’s guide gives optional activities and additional tasks. And here the TBs are equally useful to both the new teachers and to highly experienced ones. Any teachers appreciates the feeling of confidence by having optional resources that have keys and audio and video material for good teaching.

The TBs as teacher’s education have much information that provides background notes, and explains main concepts that some teachers may not be familiar. They help to find the way and teach with some confidence. The TBs also present the lesson plans and demonstrate the effective lessons for the job with students.

Being English teacher in medicine I join the colleagues who thinks that medicine is ideal for the students, studying from upper-intermediate to advanced level. They use English in work situations. It is also suitable for doctors and other health professionals who plans to work in English speaking countries. Medicine develops the vocabulary language and skills that students can use in reading and understanding medical texts. It is also can be successful in medicine exams, effectively communication with the patients and colleagues.

The TBs have authentic and up-to date information, clear structure, learning outcomes and checklist with “can do” tick boxes, where English teachers can teach students to practice the language skills that need for the job in real work situations.

To facilitate the learning English the teacher can be humanistic, democratic and his teaching aims at student-centered classroom must act as organizer, encourager and guide. Rogers (2008) argued that learning combines intelligence and affection and it would promote the whole person development. He regarded himself as a facilitator and he asserted that significant learning can be facilitated by establishing interpersonal relationship between the facilitator and the learner. Teachers should treat their learners as individuals with specific needs to be met, and, provide them with trust and emphatic understanding, though it can have much distinction in comparison with what they did before.

The teachers must give the priority for motivation to the students. They get motivational needs (handouts, audio and video material) and so on for their future medical professions that requires teacher’s large amount of time and energy contributed to make good arrangement of group. It doesn’t only develop student’s academic skills but also stimulates their inner motivation.

According to Gage and Berliner the feelings are as important as facts. They also consider that motivation is very crucial in teaching. It provides primary impetus to initiate learning the foreign language. Therefore the teacher should give the priority to motivation. Students will learn English from their experience and use medicine to develop their full potential in their study and in practice.

Nevertheless despite all important features of TB, it has some disadvantages too. For instant, any books can give pronunciation of the word, the sentences and whole languages and so on. Secondly, it can’t show necessary mimics, pantomimic and different emotions, that play certain role during process of memorize of new information that has been studied. That is why we consider that any book must consist of multimedia as a CD or DVD.

Creating of TB’s is not easy activity. In order to develop skills of creating TB last year a lot of teachers from High Schools of our country were invited to the special training named as “ESP Material Design Partnership Project” devoted to creating TB.

In this project English Language Specialist Dee Broughton taught us different aspects of creating TBs. One of them deals with conformity of text to the student’s level of language.

In conclusion, we can say that TBs are the most important facility for the work of training teachers.