Course paper on the theme «Tools for learning: technology and teaching strategies» Done by: Sodiqova Iroda

Курс иши бажаришнинг календарь режаси

Ҳафталар Қисмлар	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
Курс иши режаси
Кириш
Асосий қисм
Хулоса
Адабиётлар
Иловалар
Расмийлаштириш
Текшириш
Ҳимоя
Топшириш

Раҳбар _________________
TERMIZ DAVLAT UNIVERSITETI
___________________________________ FAKULTETI

________________________________________________ ta’lim yo`nalishi ______ kurs “_____” guruh talabasi____________________________________________________ning

______________________________________________________________________fanidan ___________________________________________________________________________________________________________________________________________________mavzusidagi kurs ishi himoyasi komissiyasining
BAHOLASH MEZONI
(har bir bandiga maksimal 5 baho)

1. 
   Hajmiga______;
   
2. 
   So`zlarni xatosiz yozganiga ;
   
3. 
   Mavzu dolzarbligini asoslashiga ;
   
4. 
   Adabiyotlar tahliliga ;
   
5. 
   Xulosa mavjudligiga ;
   
6. 
   Mundarijada adabiyotlar to`g`ri havola etilsa .
   
7. 
   Reja mavzuga mos bo`lsa ;
   
8. 
   Savol mazmuni to`liq ochilsa ;
   
9. 
   Manbalardan foydalanish mahoratiga ;
   
10. 
    Iqtibos keltirish holatiga ;
    
11. 
    Ijodiy fikri mavjud bo`lsa ;
    
12. 
    Xorijiy manbadan foydalansa ;
    
13. 
    Plagiat mavjud bo`lmasa______.
    

Izoh:jami umumiy yig`indi belgilangan 13 ta mezon bo`yicha ko`rsatkich natijalarining o`rtacha bahosi hisoblanib, himoyaga tavsiya etiladi.
Masalan,13 ta mezon bo`yicha ko`rsatkich natijalarining umumiy yig`indisi “55”. 55:14=3.9 3,9 yaxlitlanadi, «4» bahoga baholanib, himoyaga tavsiya etiladi.

III. Himoya

(har bir bandiga 5 baho)

1. 
   Nitq madaniyatiga ;
   
2. 
   Taqdimotiga _________;
   
3. 
   Savollarga to`g`ri javoblar bersa .
   

Izoh: jami umumiy yig`indi belgilangan 3 ta mezon bo`yicha ko`rsatkich natijalarining o`rtacha bahosi hisoblanib, kurs ishi baholanadi.
Masalan,3 ta mezon bo`yicha ko`rsatkich natijalarining umumiy yig`indisi “13”.
13:3=4.34.3 yaxlitlanib, «4» bahoga baholanadi.

Kurs ishining bahosi ;

Rahbar: ____________________________ ________________
(imzo)
A’zolar:____________________________ ________________
(imzo)
_____________________________ ________________
(imzo)
“_____” _______ 20_____ yil
Contents
I. INTRODUCTION……………………………………………………………….4
II. MAIN PART:

1. What Is Task-Based Teaching Strategies?.......................................6

2. A Task-based approach……………………………...…………...12

3. 
   Using the Technology in Task-Based Foreign Language Teaching………………………………………………………….16
   

III. CONCLUSION…………………………………………………..…………...21
IV. REFERENCES………………..………………………………………………28
INTRODUCTION

Task-based Learning (TBL) is a TESOL approach that has roots in the Communicative Language Teaching method, where the teaching process is done entirely through communicative tasks. In order to fully acquire language, it must have real meaning by being used in natural contexts. With Task-based Learning, teachers ask students to complete purposeful tasks that elicit the use of the target language. Assessment centers around the general outcome of the task, rather than meticulously picking apart each element of speech. In doing this, you celebrate the successful, appropriate completion of a task, which in turn boosts student confidence immensely. ¹

Relevant tasks

Task-based Learning tasks can be categorized by the type of mental processes used in the activity, such as listing, comparing, problem-solving, creative thinking, and sharing personal experiences.²
Object of the research – process of developing Using the Technology in Task-Based Foreign Language Teaching.
Subject of the research – Using the Technology in Task-Based Foreign Language Teaching.
Aim of the research – to another aim of the planning phase is to achieve fluency, accuracy and language development. Whereas the task-phase gives a chance to experiment with and communicate in the target language, the planning-phase forces the studentes to start dealing with form because they have to discuss how they will present their results.
Tasks of the research – With Task-based Learning, teachers ask students to complete purposeful tasks that elicit the use of the target language. Assessment centers around the general outcome of the task, rather than meticulously picking apart each element of speech.³
Methods of the research – Task-based Learning (TBL) is a TESOL approach that has roots in the Communicative Language Teaching method, where the teaching process is done entirely through communicative tasks. In order to fully acquire language, it must have real meaning by being used in natural contexts.
Theoretical value of the research – to help students interact with texts in active and purposeful ways. Reading comprehension is an active cognitive process which involves reasoning to construct meaning from a written text and understanding it effectively and comprehensively. Enabling EFL learners to deeply and adequately understand the written language, necessitate teaching them the reading comprehension skills that comprises reading proficiency.⁴
Practical value of the research – Working out the solution to a practical problem, such as planning an upcoming trip or gathering missing information, like working out who started a rumor at school.
The novelty of the research – The good news is that you chose a topic, context and materials that really connected with them — congratulations! Bad news is, it got in the way of the task.
Structure of the research – Task-based learning uses a lesson structure that incorporates different activities to solve a task. The task can span the length of an entire lesson or, if it’s project-based learning, it can take up several lessons to complete.

What Is Task-Based Learning? A Guide to the Popular Teaching Method

As global language teachers who want to stay up to date with recent developments in education (and also stay competitive when it comes to getting that dream job), we have to constantly evolve as educators and include modern ways of teaching in our lesson planning and our teaching methods. One such method that all ESL teachers should know about is task-based learning (TBL), also referred to as task-based language teaching. What is task-based learning? Read on if you’re interested in learning about this rewarding and fun teaching method!

Why is task-based learning important?

• 
  During task-based learning, students solve tasks that are relevant and interesting to them. In order to solve the task, they need to use the target language they’re learning to communicate with their peers. They use authentic language instead of answering grammar or vocabulary questions about the language. Students — especially younger learners — don’t actually feel that they’re studying a language at that moment because they’re engrossed in the task they’re working on.
  
• 
  Task-based learning is especially conducive to group learning. Learning a language as a group is also a very important contributor to effective retention. Collaborating with others and becoming confident with the language within a group is a key step in acquiring that language. Also, receiving positive feedback from peers and teachers increases confidence and motivation to learn and to communicate with others.
  
• 
  Students’ understanding of the language also deepens because the realistic context in which they’re learning the language is relevant to their personal lives. It’s a good idea to ask your students about their hobbies and preferences at the beginning of a course so that you can include their interests in the tasks you set.
  
• 
  In addition to the benefits for students, solid knowledge of this method will also increase your job prospects as a teacher. Some job ads, like this one from online ESL company Voxy, specifically ask for task-based language teaching experience!