Methodology course paper on the theme

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)


CONTENTS
INTRODUCTION……………………………..……….4
CHAPTER I. Debate and Group discussion

1. Difference Between Debate and Group Discussion…….....7

2. Developing Students’ English Oral Presentation Skills.…13

CHAPTER II. Developing speaking skill through debate

2. 1. Debate as a pedagogical tool for developing speaking skills in second language education………………….……..21

2.2. The ways of developing skills for oral presentation group discussion………………………………………………….24

CONCLUSION.……………………………………......27
REFERENCE……………………………………..…..30

INTRODUCTION
Education today moves with the times and a modern foreign language lesson is a complex entity, preparation and carrying out of which requires teacher’s efforts, energy and creativity. Teaching a foreign language itself corresponds to the current level of technological progress, so the effectiveness of interactive learning technologies in the classroom is obvious. Scientists note that the greater the perception of the systems involved in the training, the better and stronger the material to assimilate. Active implementation of the interactive learning technology multiplies didactic capabilities, ensuring visibility, audio and video support, and control, which generally contributes to the teaching level. For example, computer application today relates to the mandatory introduction in learning activities in the study of a foreign language. That is why in recent years, the issue of the use of interactive technologies in an educational institution at any level has increasingly risen. It is not only new facilities but also new forms and methods of teaching, new approaches to learning. This is due to the fact that it is the computerization and the use of interactive technologies that create opportunities to help create a new education system. The aim of this study is to examine the use of technical means when learning a foreign language so, in this connection, it is important to identify the specifics of internationalization and cooperation in the field of teaching foreign languages with the help of technology, as well as the design of elective courses as a factor in student-centered and adaptive learning. ¹
The acceleration of progress in science and technology based on the introduction in the production of flexible automated systems, microprocessors, software controls and machining centers charges the modern pedagogical science with the important task to educate and train the younger generation that can be actively involved in a new stage of development of modern society associated with foreign language proficiency through the use of informational resources. The solution to the abovementioned problem fundamentally depends on the technical equipment of schools and on the willingness of students to perceive the ever-increasing flow of information, most of which is usually in a foreign language.
The widespread use of interactive technology is such an educational resource serving as the intellectual basis for teaching creativity in the younger generation. For this reason, there is actual development of methodological approaches to the use of interactive learning technologies for realization of the ideas of personality-oriented and adaptive training for the purpose of development of the student’s personality. In particular, for the development of the creative potential of the individual, forming his ability to forecast the results of his operations, we need to develop a strategy to find ways and methods to solve problems, both instructional and practical. Hence, the relevance of teachers training for teaching a foreign language through the use of interactive learning technologies depends not only on the social order, but also on the needs of the individual to self-determination and self-expression in the modern development of intercultural relations. ²
Of particular attention is the use of different resources in the teaching of a foreign language, such as: mobile devices to learn and teach languages; the trend applied to school practice and the study of languages; applying new textbooks for language learning; learning platform and training in a virtual environment; virtual reality and augmented reality for language learning; video games as a learning environment for language learning; production and reception of digital devices for the study of languages, video, digital panel, etc. This helps ensure the prerequisites for the intensification of the educational process, as well as creation of methods focused on student’s personality development. All this, in turn, creates the following possibilities: immediate feedback between students and the teacher; computer visualization of educational information about the language as such and English-speaking countries; archiving sufficiently large volumes of language information with the possibility of transmission, as well as easy access and handling of students to the central data bank; automation of processes of selfactivity, and monitoring of these activities with the ability to adjust and improve; automation of processes of information and methodological support of the educational process and control of the results of knowledge and skills assimilation of speaking in a foreign language. Foreign language teaching is no longer based on the traditional methods, where the passive way of acquiring knowledge predominates. Now what is encouraged is more informative search and deliberate evaluation of students' own results. It is training with the use of computer that gives the opportunity to organize independent actions of each student.

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