Foreign languages faculty

Listening skills
The process of comprehension plays an excessive role, while listening, whichmakes necessary changes by conversion of verbal data into visible one. Listening is more effective when the listener is focused on a purpose and engaged in following it. The way of transforming information is not the simple task for the students as they have different individual mental abilities. Some kinds of listeners have problems with identification of phonetic sounds or mixing the correct sequence of words or phrases in the text they heard. Some students do not listen to the audio text attentively.
To succeed in creating images while listening, a person can take some steps on prediction of the text and creation of visual images. At first, listen to the beginning of the text and try to guess the development of events; listen to the first part of the text and offer your own versions of closing the text; define the family of events etc. Besides, to develop listening skills students are supposed to complete definite stages.
Firstly, teacher should evaluate students’ knowledge, then provide them with
tasks. The most important thing on the pre-listening stage is to give appropriate
instructions to the students, organize their activity according to the listening
assignments, and introduce pre-teaching vocabulary. Motivate them to work.
At the stage of actual listening, it is meaningful to concentrate student’s
attention on the process of listening whether it is a whole text or separate blocks of
information. According to K. McCaughey, active listening will definitely increase
the effectiveness of listening skills. Active listening includes: applying events or
ideas, places and persons; paying attention to uncertain and obscure words and
collocations; listening “between the lines”, drawing conclusions concerning the
information and express own judgments as to the received information.
Post-Listening stage is the final phase of text manipulation. On this stage,
students are evaluated of understanding of taking place with the help of diversified
activities. It is relevant to study the information in depth, implement audio
message in different kinds of activities and be ready to present their own creative
vision of the suggested problem.
At the stage of listening and performing tasks students were to activate
background information (definition of the idea, characterization of personalities,
individual impression of the audio text) and build some new knowledge about
people’s ability to see in the picture using such technology, they were proposed to unite in micro groups (4–6 persons) and focus on the reason of choosing the picture
for the project, performing all the accompanying tasks, practicing their “for” and
“against”. Then show and point to visual support to assist the demonstration.
According to W. Kilpatrick’s classification of projects, students were
proposed to make up a problematic project, which was supposed to reflect their
own experiences of Internet addiction and the FOMO syndrome.
The project method used in development of listening, reading, speaking and
writing skills of USPU students proved to be an efficient tool in language
production. It helped to raise students’ activity and interest to language learning,
willingness to complete tasks of the project and achieve the academic result.
Project method proved to be an effective learning technique which can be
successfully applied to develop students’ writing skills. This method broke the
stereotype about writing as a tedious activity which should be done at home and
consume plenty of time. On the contrary, project method incorporated all
communicative competences while developing a written project and made writing
bright, and exciting. It ran from discussion and active group interaction to an
individual or group analysis of the published resources, interviews, and critical
research into an interesting problem.

CONCLUSION

Project teaching methodology is a system, which meets the requirements of credit system and modern objectives. The main idea of project teaching method is an opportunity for the students to self-study, to show their knowledge,
and their scientific practical abilities. It plays a crucial role in forming the competitive person, which answers all requirements of modern society.
The philosophical, human, psychological peculiarities of project teaching method are really directed to develop the student’s personality. The student doing all kinds of project individually creates “his own way of searching
knowledge” and this way will start the long life learning of the student.
The methodological and scientific-theoretical basis of project teaching technology is a guarantee of increasing the quality of knowledge. Because when the teaching technologies are based on principles and rules they reach good
results.
Students become a subject of their creative, educational and informative activities in the result of these project works. So project teaching technology is like the anthropological paradigm “subject and subjectivism” plays an
important role of personal development of the students.
On the basis of project teaching technology the teaching process becomes the complete system of pedagogical process, which is based on educational, informative, and upbringing development of the students. According to
project teaching method system students increase their interests, their responsibility, activities, reaching their goals and objectives, problem solving skills, thinking creativeness and dream.
Project teaching methods results in good knowledge gaining; it gives opportunities to form informative, problem solving, communicative, cultural competencies, as well as social-cultural competencies of the students.
In general the basis of credit teaching system is directed to organize the students’ self-educating activities, to develop and establish their searching abilities and skills. And it is clear that the project teaching technologies are
also based on self-study, so they complete each other. The complex activities of the teacher and the student are determined according to the main idea of the project: project work complex includes seven periods (preparation, planning, researching, analyzing, making conclusion, giving reports, result evaluating). That proves the great effectiveness of using the project teaching technology.

SUMMARY
In summary all given information and ideas are useful and common for the practical lessons in the theoretical use of project methods in teaching productive for us. My course work embraces introduction, two chapters, conclusion, summary and list literature.

Introduction of the work includes aims, objectives, subject, structure and theoretical, practical values of the course paper.
The first chapter includes two items. This chapter is about theoretical viewpoints for project methods in teaching English. The first item deals with the historical and international development of project methodology. The second item investigates types and principles of project methods.
The second chapter deals with the essence of project methodology in teaching English. The first item analyzes the effectiveness of using project methods.
The second one is dedicated to practical implementation of project methods in teaching process.
In part of conclusion was explicated the results of course work, and was given main conclusions. The end of research work consists of the lists of used literature.
USED LITERATURE

1. 
   Karimov I.A. Harmoniously Developed Generation is the basis of Progress of Uzbekistan. T. “Sharq” 1998. p. 9
   
2. 
   Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison-Wesley.
   
3. 
   Green T. L. 1965, The Teaching Biology in Tropical Secondary Schools, Oxford University Press, London, p. 35-62.
   
4. 
   Hansen, E. The Fabled Flatbreads of Uzbekistan [Electronic resource] / Eric Hansen//AramcoWorld–online: http://archive.aramcoworld.com/issue/201504/the.fabled.
   flatbreads.of.uzbekistan.htm.
   
5. 
   How Learning Works: Seven Research-Based Principles for Smart Teaching 1st Edition by Susan A. Ambrose (Author), Michael W. Bridges (Author), Michele DiPietro (Author),
   
6. 
   Marsha C. Lovett (Author), Marie K. Norman (Author), Richard E. Mayer, p. 258.
   
7. 
   Kilpatrick W. H. 1918, The Project Method, Teachers College Record, Columbia, p.319-335.
   
8. 
   Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19, pp. 319–335.
   
9. 
   Larmer, J. Gold Standard PBL: Essential Project Design Elements [Electronicresource]/JohnLarmer–online: http://www.bie.org/blog/gold_standard_pbl_essential_project_ design_elements
   
10. 
    Rawat S. C. 2002, Essentials of Educational Technology, R.Lall Book Depot, Meerut, p.197-206. 
    
11. 
    Simmons, J. Capital of Baklava [Electronic resource] / Gail Simmons /
    
12. 
    Sood J. K. 1989, New Directions in Science Teaching, Kohli Publishers, Chandigarh, p. 146-149.
    
13. 
    Stix A., Hrbek F. Teachers as Classroom Coaches: How to Motivate Students Across the Content Areas [Electronic resource] /Andi Stix, Frank Hrbek – online: http://www.ascd.org/publications/books/106031/chapters/The_Nine_Steps_of_ProjectBased_Learning.aspx
    

11 Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19, pp. 319–335.
2 Woodward, C. M. (1887): The manual training school, comprising a full statement of its
aims, methods, and results. Boston: D. C. Heath & co. [Electronic resource]/ Calvin Milton
Woodward - online: https://archive.org/details/manualtrainingsc00woodrich
3 Richards C. R. (1900). The function of handwork in the school. Teachers’ College Record, 1,
pp. 249–25