Abstract: Using interactive methods in the English classroom can be very effective. Interactive methods or student-based teaching methodology make the learning process fun. They help the students feel free, open, and organized. Working in pairs, small groups, open-class activities, shy students learn from each other and feel safe. This article deals with practicing vocabulary using interactive methods in the English classroom. Different interactive activities used in the classroom to practice vocabulary help the students develop their language competency, communication and presentations skills and use them in life situations effectively, and express his/her opinion orally and in written form. Key words: interactive methods, pair-work, small group activities, run to board activity, jeopardy, role plays, situations. Аннотация: Англис тил сабактарында интерактивдүү ыкмаларды колдонуу аябай эффективдүү болушу мүмкүн. Алар студенттерге өздөрүн эркин сезүүгө, ачык болууга жана өздөрүн уюштурууга жардам берет. Интерактивдүү ыкмалар же студенттерге багытталган ыкмалар, тил үйрөнүү процессинин кызыктуу болуусун камсыздайт. Эки-экиден иштөө, кичинекей тайпаларда иштөө, класстагы ар түрдүү ыкмаларда иштөө тартынчаак студенттерге бири-биринен үйрөнүү менен бирге өздөрүн коопсуз сезүүгө жардам берет. Бул макалада англис тил сабактарында өтүлгөн сөздөрдү бышыктоодо жана колдонууда интерактивдүү ыкмаларды колдонуу каралат. Өтүлгөн сөздөрдү ар түрдүү интерактивдүү ыкмалар аркылуу бышыктоо, студенттерге өздөрүнүн тил билиминдеги ишенимин өстүрүүгө, бири бири менен сүйлөшүүдө, өзүн презентациялоого жана аларды күндөлүк турмушта жазуу жана ооз эки колдонууга жардам берет. Түйүндүү сөздөр: интерактивдүү ыкмалар, эки-экиден иштөө, кичи тайпаларда иштөө, доскада иштөө, ролдоштурулган оюндар жана ситуациялар. Аннотация: Использование интерактивных методов на занятиях английского языка может быть очень эффективным. Они помогают студентам чувствовать себя свободно, быть открытыми и организованными. Интерактивные методы, или методы преподавания ориентированных на студентов делают учебный процесс интересным. Работая в парах, в малых группах, участвуя в играх, проводимых на занятиях, стеснительные студенты учатся друг у друга и чувствуют себя безопасно. Эта статья рассматривает закрепление и применение лексики через интерактивные методы на занятиях английского языка. Различные интерактивные работы, которые используются при закреплении лексики, способствуют развитию у студентов языковой компетентности, навыков общения, презентации себя, и эффективному применению их в жизненных ситуациях, устно и письменно выражать свое мнение. Ключевые слова: интерактивные методы, работа в парах, работа в малых группах, работа у доски, ролевые игры и ситуации.

This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices.

In a wafer fabrication manufacturing facility, thousands of wafers are being processed daily. To manufacture the product, the wafers need to go thru hundreds of steps according to the technologies required. The cycle time to complete a standard product ranges from few weeks to few months, depends on the complexity of the technologies. Due to the difficulty and the complexity of the product, Computer Integrated Manufacturing system (CIM), is widely used as a manufacturing platform. As such, all the processes, equipment and wafers are fully integrated. Nevertheless, not all processes could be processed automatically. In the situation of the halfway processes wafer due to equipment or facility interruption, the wafer, need to be processed manually. Engineers or technicians will manually process the affected wafer according to the specification. The problem arises when; there is a human involvement that ends up with wafers misprocess. The potential revenue lost due to wafer misprocess is vast. Hence, this paper aims to discuss issues related to human error in manufacturing, specifically in Wafer Fabrication Manufacturing Facility. The paper presents partial input for the Canonical Action Research (CAR) that presently being exercised in order to minimize human error by developing a Small Group Activities (SGA) in the manufacturing facility.