The progress in teaching with the use of case-study, role-play and simulations

Kurs ishi bajarishning kalendar rejasi

Haftalar Qismlar	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
Kurs ishi rejasi
Kirish
Asosiy qism
Xulosa
Adabiyotlar
Ilovalar
Rasmiylashtirish
Tekshirish
Himoya
Topshirish

Rahbar _________________________ (imzo)

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 asoslashga ;
   
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 (snoska) keltirish holatiga ;
    
11. 
    Ijodiy fikri mavjud bo`lsa ;
    
12. 
    Xorijiy manbadan foydalansa ;
    
13. 
    Plagiat (ko`chirmachilik) 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, 14 ta mezon bo`yicha ko`rsatkich natijalarining umumiy yig`indisi “55”. 55:13=4.24,2 yaxshilanadi, «4» bahoga baholanib, himoyaga tavsiya etiladi.


III. Himoya
(Har bir bandiga 5 baho)

1. 
   Nutq madaniyatiga ;
   
2. 
   Taqdimotiga _________;
   
3. 
   Savollarga to`g`ri javob bersa .
   

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


Kursishiningbahosi ;


Rahbar: ____________________________ ________________
(imzo)
A`zolar:____________________________ ________________
(imzo)
_____________________________ ________________
(imzo)
“_____” _______ 20_____ yil


THEME: The progress in teaching with the use of case-study, role-play and simulations.
Plan:
INTRODUCTION: …………………………………………………………5
MAIN PART

1. 
   Role plays and simulations ………………………………….………………. 7
   
2. 
   Advantages of role play technique in teaching speaking ……………………17
   
3. 
   Developing students’ speaking skills through role-play ………......……. ...21
   

CONCLUSION ………………………………………………………………….26
REFERENCES…………………………………………………………..............27

Introduction

We don’t usually see rich people. We do not take into account the fact that they worked day and night, day and night. Remember that no result can be achieved while lying at home! Sh.M.Mirziyoyev¹.

The topicality of the research: The students often find some problems in practicing English speaking. The problem frequently found is that their native language causes them difficult to use the foreign language. Other reason is because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation. Many factors can cause the problem of the students’ speaking skills namely the students’ interest, the material, and the media among others including the technique in teaching English. There are many ways that can be done by the students to develop their ability in speaking English. The appropriate technique used by the English teacher also supports their interested in practicing their speaking. One of the techniques that can be applied is role play.
The object of research:
The aim of the course paper is of all the four skills, speaking seems intuitively the most important: people who know a language referred to as “speakers” of that language, as if speaking included all other kinds of knowing; and many if not most foreign language learners are primarily interested in learning to speak. Classroom activities that develop learners’ ability to express themselves through speech would therefore seem an important component of a language course. Yet it is difficult to design and administer such activities; more so, in many ways, that to do so for listening, reading or writing. We shall come on to what the problems are presently, but first let us try to define what is meant by “an effective speaking activity”.
Role play is very important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles. In addition, it also allows students to be creative and to put themselves in another person is placed for a while. According to Stephen D. Hattings based on his observation in the conversation class, the role play would seem to be the ideal activity in which students could use their English creatively and it aims to stimulate a conversation situation in which students might find them-selves and give them an opportunity to practice and develop their communication skill.
Role-play is any speaking activity when you either put yourself into somebody else’s shoes, or when you stay in your own shoes but put yourself into an imaginary situation! Imaginary people – The joy of role-play is that students can ‘become’ anyone they like for a short time! The President, the Queen, a millionaire, a pop star ……... the choice is endless! Students can also take on the opinions of someone else. ‘For and Against’ debates can be used and the class can be split into those who are expressing views in favor and those who are against the theme. Imaginary situations – Functional language for a multitude of scenarios can be activated and practiced through role-play. ‘At the restaurant’, ‘Checking in at the airport’, ‘Looking for lost property’ are all possible.
Ladousse illustrated that when students assume a Role-play, they play a part (either their own or somebody else) in specific situation. Play means that is taken on in a safe environment in which students are as an inventive and playful as possible. According to Crookal, there is a little consensus on the terms used in the role playing and simulation literature. A few of the terms that often used interchangeably are, simulation, games, role play, simulation-game, role play simulation, and role playing game.

Role plays and simulations
What is role-play? Role-play can be a very successful tool in the teacher’s hands. As its prime goal is to boost students‟ interaction in the classroom, educators should not forget about incorporating such a speaking activity to reflect learners‟ theoretical knowledge of a language in practice.
Definition of role-play. For the reason that there is no one precise definition of role-play and various authors see it in a different way, the beginning of this chapter deals with three different explanations of this speaking exercise.
According to Porter-Ladousse (1987: 3), “role play activities range from highly controlled guided conversations at one end of the scale, to improvised drama activities at the other; from simple rehearsed dialogue performance, to highly complex simulated scenarios.” The author of these words puts a lot of emphasis on a wide scope of role-play activities. Such a speaking task may be a limited one and be supported by prepared cues, for example by dialogues; or, conversely, role-play might be an activity where students rather improvise than rely on the practiced dialogue. Porter-Ladousse also points out that role-play may differ in complexity, that is, some performances may be very short and simple, whereas some utterances may be very structured. The difficulty of the activity depends, therefore, on the language level.
Another definition is proposed by Scrivener:
In role-play, learners are usually given some information about a „role‟ (e.g. a person or a job title). These are often printed on „role cards‟. Learners take a little preparation time and then meet up with other students to act out small scenes using their own ideas, as well as any ideas and information from the role cards. A simple role card could do nothing more than name the role e.g. mother, detective or alternatively they could offer guidance as to what to do rather than the role itself, e.g. buy a train ticket to Brighton (Scrivener 2005: 155).
It is clearly stated that students are assigned particular roles to play. Scrivener also has it that role cards have an important function, thus, thanks to them learners are equipped with crucial information about their roles. Guidelines put on such cards help students in conveying important facts about their characters to be played and also make the speakers feel more secure, as basic clues are included on paper. The weaker learners may base their utterances only on a card, while the strong ones find role cards as prompts. A good set of role cards is frequently designed so that the participants may have different points of view and obvious disagreements (Scrivener 2005: 156). This author also inclines that students need an appropriate amount of time to prepare ideas and language before playing their roles. What is more, he says that learners not only use the ideas put on role cards, but also try to add any language they possess.
Golebiowska (1987: 13) indicates that in role-play learners are given a task to complete and in order to do it, they are told who they are, what their opinions are, and what they know that is unknown to the other students. She stresses the fact that students are told who they are, namely, that they play the role of somebody else. Being cast in a role of a different character may diminish the fear of speaking, as these are not the speakers who make mistakes, but the personalities played by them. The key feature of role-play is that learners can become anyone they want for a short time. Their task is to pretend a different person and it may be, for example, a doctor, a pop star, a parent, a millionaire, etc.
Simulation involves participating in a very real learning experience that closely resembles an actual setting. These actual settings may be replicated by either employing models or mannequins or in the case of role-play, the use of actors to bring the experience to life. However, while simulation is becoming more prevalent among other professions for increasing understanding and skill building, the general education community has not fully embraced this important learning strategy. The advantages of using simulation are numerous and include the ability to help learners make meaning of complex tasks, while also developing critical thinking and cultural skills required for the 21st century workplace. Simulation accomplishes this by incorporating active learning, emotions, and reflection, key components to creating lasting understanding.