Тиллар ўқитиш методикаси ва та

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Курс иши режаси
Кириш
Асосий қисм
Хулоса
Адабиётлар
Иловалар
Расмийлаштириш
Текшириш
Ҳимоя
Топшириш

Раҳбар _________________



Contents

1. 
   Introduction………………………………………………………………….4
   
2. 
   Main body……………………………………………………………………7
   
   1. 
      Lesson planning and classroom management……………………………….7
      
   2. 
      Aims and principles of Foreign Language Teaching………………………12
      
   3. 
      Methods of teaching foreign languages………………………………….....15
      
3. 
   Conclusion………………………………………………………………….20
   
4. 
   Reference…………………………………………………………………...21
   

Introduction
Language is the wealth of society, it interacts with the members of society, all the events that take place in the material and spiritual life of man and summarizes and informs about events. In this sense, language has been formed and existed for centuries. As Ismailbek Gaspirali, the great enlightener of the Turkic world, said : “A nation has two foundations . This is their language and religion. If one of these two lives is taken away from the nation, it will be in decline.” Just as there is no river without water, there is no nation without language. A language that belongs to a nation lives with that nation and it will be prolonged. In our country, too, great attention is paid to the Uzbek language, our mother tongue and it is valued. In our country to the problems of language in the reforms in the field of spirituality, in particular. It is no coincidence that special attention is paid to the state language, as well as foreign languages it’s not. Foreign languages are just as important as our native language. Perfect learning of foreign languages ​​has risen to the level of public policy is a clear proof of this. President of the Republic of Uzbekistan 2012-2014“The system of learning foreign language son Improving Measures ”is a growing age all the conditions created for the generation, including the Internet connected reading rooms, electronic resources, literature of foreign countries, book-rich IRCs to make them high-potential people in the future helps. World languages ​​differ in their grammatical structure, vocabulary, and so on. But at the same time they are common to all languages develops according to the general rules of Language with time, with time changes synchronously. For example, world culture in the past the ancient Latin and Greek languages ​​spoken by the Romans, which contributed greatly to its development plays an important role in the development of the Italian language.
Nowadays it’s especially important to know foreign languages. Some people learn languages because they need them for their work, others travel abroad, for the third studying foreign languages is a hobby. Everyone, who knows foreign languages can speak to people from other countries, read foreign authors in the original, which makes your outlook wider. Our country has all the opportunities for young people to get an education, actively master information and communication technologies, learn modern professions and foreign languages. Today, our young people are effectively using such huge opportunities. In particular, as a result of large-scale reforms at all levels of the education system, hundreds of thousands of our boys and girls are studying foreign languages ​​while studying in certain specialties.
The resolution of President Islam Karimov “On measures to further improve the system of learning foreign languages” adopted on December 10, 2012, further expands the ranks of such young men and women, their interest in education at the international level. strengthening is becoming an important program in raising the level of knowledge of foreign languages. This document is aimed at radically improving the system of teaching the younger generation in foreign languages ​​through the introduction of advanced teaching methods using modern pedagogical and information and communication technologies in our country, training of specialists fluent in foreign languages, international cooperation in the field. and creates favorable conditions and opportunities for the development of communication”
There is a saying among our people: "A man who knows the language knows." That is why today anyone who wants to be aware of the achievements of modern science, to succeed in life, pays special attention to the study of foreign languages, - says the director of the 2nd academic lyceum at the Uzbek State University of World Languages, O. Feruza Rashidova, Chairwoman of the Association of English Teachers of Uzbekistan. - Learning foreign languages ​​is an important requirement today. The main reason for this is that thanks to independence, our country has opened a wide range of relations with foreign countries. On the other hand, the exchange of information is expanding, and our country is actively integrating into the process of globalization. The resolution of the President on further improving the system of learning foreign languages ​​pays special attention to these aspects and identifies important tasks in this regard.. English is very popular now. It’s the language of computers, science, business, sport and politics. English language is a wonderful language. It’s the language of the great literature. It’s the language of William Shakespeare, Charles Dickens and others. Half of the world’s scientific literature is in English. It’s the language of computer technology. Nearly half of all business deals in Europe are conducted in English. It is the language of sports and glamour: the official language of the Olympics and the Miss Universe Competition. English is the official voice of the air and the sea, and Christianity: it is the ecumenical language of the World Council of Churches. The largest broadcasting companies in the world (CBS, NBS, ABC, BBC) transmit in English to audiences that regularly exceed one hundred million. The great German poet Geotte once said, “He, who knows no foreign language, doesn’t know his own one”. That’s why in order to understand oneself and environment one has to learn foreign languages. Speaking a foreign language you can read papers, magazines and original books by great writers, watch satellite TV programs. If you like traveling you can go anywhere without being afraid that other people will not understand you. I think that to know English today is absolutely necessary for every educated man, for every good specialist. So, English has no equals.

1. Lesson Planning and Classroom Management

Planning is often viewed as a key aspect of teaching a successful lesson. During the planning phase, the teacher makes decisions about goals, activities, resources, timing, grouping, and other features.
Ever though a lesson may have already been planned, a teacher will still need to make decisions that relate to the needs of his or her specific class, adapting the lesson from the book in different ways to make it better suit the class.
This process of planning and adaption is a crucial dimension of teaching because during this process the teacher makes many decisions that are essential for a successful lesson. Planning can be regarded as a process of transformation during which the teacher creates ideas for a lesson based on understanding of learners’ needs, problems, and interests, and on the content of the lesson itself. This does not necessarily result in a detailed, written lesson plan. Many teachers teach successful lessons based on mental plans or on brief lesson notes. What is important is not the extent and detail of the teacher’s plan but the extent to which the teacher has developed ideas for turning a potential lesson (such as a textbook lesson) into the basis for an engaging and effective lesson.
Lesson planning involves decisions about the pedagogical dimensions of the lesson. But another important aspect of a lesson concerns the management of learners during the lesson. This includes eliciting students’ attention, maintaining their engagement in the lesson, and organizing them into pairs or groups. If these aspects of a lesson are not well handled by a teacher, much of the time available for teaching can be lost in nonproductive activity. Classroom management refers to the ways in which teachers manage a class in order to make it maximally productive for language learning.
At the planning stage, teachers need to think about questions such as what the objective(s) of the lesson will be, what materials and activities will be used, what type of interaction will be encouraged, and how the learning monitored. At the implementation stage, the teacher’s job is not simply to carry out the lesson as previously planned. During the lesson, interactive and evaluative decision will often to be made in response to the dynamics of the class. It may be necessary for teachers to adjust or even change the original plan when the lesson is not going well. Having implement the lesson, the teacher must evaluate the success or failure of the lesson. This phase is important as it provides an opportunity for the teacher to reflect on what has gone on in the lesson vis-a’-vis the objectives of the lesson. Important questions to ask at this phase include what the pupils learned in the lesson, which tasks were successful, whether the material was appropriate , whether the pace of the lesson was right , and what changes need to be made in the future lesson. Farrell concludes by saying that carefully thought-out lesson plans are likely to result in more efficient use of instructional time and more fruitful teaching and learning opportunities.
Teachers may wonder “which way they out to go” before they inter classroom. This usually mans that teachers need to plan what they want to do in their classrooms. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning.¹ Yearly and term planning usually involve listing the objectives for a particular program. A unit is a series of related lessons around a specific themes such as “The Health”. Planning daily lessons is the result of a complex planning process that includes the yearly, term, and unit plans. A daily is a written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning.
Language teachers may ask themselves why they should bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning in their minds.
Some teachers say they write daily lesson plans only because the authorities require them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson. Lesson plans help the teacher think about the lesson in advance to “resolve problems and difficulties, to provide a structure for a lesson, to provide a “map” for the teacher to follow, and to provide a record of what has been taught”[²1998. P.103]
There are also internal and external reasons for planning lessons[³1980.P.4-23.]. Teachers plan for internal reasons in order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one. Lesson planning is especially important for pre-service teachers because they may feel more of a need to be in control before the lesson begins.
Daily lesson planning can benefit English teachers in the following ways:

• 
  A plan can help the teacher think about content, materials, sequencing, timing, and activities.
  

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  A plan provides security (in the form of a map) in the sometimes unpredictable atmosphere of a classroom.
  
• 
  A plan is a log of what has been taught.
  
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  A plan can help a substitute to smoothly take over a class when the teacher cannot teach[⁴ 1991. P.419-431 ].
  

Daily planning of lessons also benefits students because it takes into account the different backgrounds, interests, learning, styles, and abilities of the students in one class.
There are different kinds of ways of making lesson planning. As usual a good and working lesson plan starts with detailed and thoroughly written objectives. An
objective is a description of a learning out come. Objectives describe the destination we want our students to reach. Clear well-written objectives are the first step in daily lesson planning. These objective help state precisely what we want our students to learn help guide the selection of appropriate activities, and help provide overall lesson focus and direction. They also give teachers a way to evaluate what their students have learned at the end of the lesson. Clearly written objectives can also be used to focus the students.
For English language lessons effective objective ‘’describe what students will be able to do in terms of observable behavior and when using the foreign language’’[⁵1994.P .48]. Hence, the language a teacher uses for stating objectives is important. After writing the lesson objectives and procedures they will use to unsure the successful attainment of these objectives. Planning at this stage means thinking through the purposes and structures of the activities.
There are five phases of the generic lesson plan:
1. Perspective or opening. The teacher asks the students (himself or herself) the following questions: What was the previous activity (what was previous learned)? What concepts they learned? The teacher then gives a preview of the new lesson.
2. Stimulation. The teacher (a) poses a question to get the students thinking about the coming activity; (b) helps the students to relate the activity to their lives; (c) begins with an attention grabber: an anecdote, a little scene acted out by peer teachers or lay assistants, a picture, or a song, and (d) uses it (the response to the attention grabber) as a lead into the activity.
3. Instruction/participation. The teacher presents the activity, checks for student understanding, and encourages active student involvement. Teachers can get students to interact by the use of pair work and/or group work.
4. Closure. For this phase the teacher checks what the students have learned by asking questions such as “What did you learn?” and “How did you feel about these activities?” The teacher then gives a preview about the possibilities for future lesson.
5. Follow-up. The last phase of the lesson has the teacher using other activities to reinforce some concepts and even to introduce some new ones. The teacher gives the students opportunities to do independent work and can set certain activities or tasks taken from the lesson as homework. Of course, teachers can have variations on this generic model. English language teachers should also realize that language lessons may be different from other content lessons because the same concepts may need to be reinforced time and again using different methods. The following questions may be useful for language teachers to answer before planning their lessons:

• 
  What do you want the students to learn and why?
  
• 
  Are all the tasks necessary – worth doing and at the right level?
  
• 
  What materials, aids, and so on, will you use and why?
  
• 
  What instructions will you have to give and how will you give the, (written, oral, etc.)? What questions will you ask?
  
• 
  How will you monitor student understanding during the different stages of the lesson?
  

The lesson plan should not be seen as a prescription or “how to” because each teaching context will be different. After writing the plan, the next step is to implement it by teaching the class.
When the lesson plan is not succeeding, teachers should make immediate adjustments to the original plan. This is difficult for beginning teachers because they may not have the necessary experience to recognize that things are going badly. They may also lack sufficient knowledge to develop contingency plans to substitute in such cases. No teacher’s guide can anticipate what problems might occur during a lesson however, they must be dealt with quickly. Teachers can build up this professional knowledge with experience.
Activities should also be chosen according to the level of difficulty, some easy and others more demanding. The activities should be interesting not only for the teacher but for the students also.