O'zbekiston respublikasi

O‘z - o‘zini baholashda:

• 
  o‘zining til bilish darajasini umume’tirof etilgan xalqaro me’yorlar (CEFR) ga muvofiq baholash;
  

Maqsadlarni to‘g‘ri qo‘yishda:

• 
  SMART maqsadlar;
  
• 
  chet tilini o‘rganishdan maqsadni to‘g‘ri belgilash
  

Refleksiya:

• 
  ta’lim muassasasi va undan tashqarida vaqtdan unumli foydalanish;
  
• 
  stress (ruhiy zo‘riqish) ga qarshi kurashish;
  

Vazifalar ustida ishlash jarayonida:

• 
  vazifalarni aniqlash va personalizatsiya qilish;
  
• 
  kutubxonalardan unumli foydalanish;
  
• 
  internetdan maqsadli va samarali foydalanish;
  
• 
  plagiat (ko‘chirmakashlik) ga yo‘l qo‘ymaslik;
  
• 
  xotirani yaxshilash;
  
• 
  imtihon va testga tayyorgarlik ko‘rish;
  
• 
  ta’lim ko‘nikmalarini bosqichma-bosqich egallab borish;
  
• 
  amaliy vazifalarni bajarish;
  
• 
  mustaqil o‘qish;
  
• 
  dolzarb mavzular muhokamasi;
  
• 
  matnlar /maqolalar/video materiallarni tanqidiy muhokama qilish;
  
• 
  talaba portfoliosiga alohida ahamiyat beriladi.
  

Dasturning informatsion – metodik ta’minoti
Mazkur dasturda har bir modul mazmunidan so‘ng mashg‘ulotlarni samarali tashkil etish va mavzularni o‘qitish texnologiyalari keltirilgan.
Amaliy mashg‘ulotlarda aqliy hujum, klaster, blits-so‘rov, kichik guruhlarda
ishlash, insert, prezentatsiya, keys stadi kabi usullardan keng foydalaniladi.
Mustaqil ta’lim uchun tavsiya etiladigan mavzular:
1. How to train starter teachers
2. Roles of the teacher
3. Developing four skills
4. Teaching vocabulary
5. Developing reading skills
6. Teaching Reading
7. Developing listening skills
8. Teaching Listening
9. Developing speaking skills
10. Strategies in language learning
11. Teaching Speaking
12. Teaching Writing
13. Teaching Grammar
14. Teaching Phonology
15. Teaching Lexis
16. What is function in teaching
17. Motivation
18. Exposure and focus on form
19. The role of error
20. Learner characteristics
21. Approaches to language teaching
22. Presentation techniques and introductory activities
23. Practice activities and tasks for language and skills development
24. Assessment types and tasks
25. Mixed Ability Classes
26. Asking Questions and Eliciting
27. English for Specific Purposes
28. Testing Receptive Skills
29. Formative and Summative assessing
30. Assessing Speaking
31. Portfolio in teaching
32. Motivating learners
33. English for special purposes
34. Teaching different level students
35. Choosing and using teaching resources
36. Language Learning and Learners’ Needs
37. Information Gap
38. Authenticity
39. Observation for Developmental Purposes
40. Classroom Research
41. Working with Newspapers
42. Learner-centred Approaches to Teaching
43. Task Based Learning
44. Total Physical Response
45. Cultural Awareness in English Classes
46. Identifying and selecting aims
47. Identifying the different components of a lesson plan
48. Planning an individual lesson or a sequence of lessons
49. Choosing assessment activities
50. Critical evaluation of ready-made lesson plans from Internet
51. Planning for mixed-ability classes
52. Identifying and selecting aims of the lesson
53. Identifying the different components of a lesson plan
54. Planning an individual lesson or a sequence of lessons
55. Choosing assessment activities
56. Consulting reference resources to help in lesson preparation
57. Learning styles and classroom interaction
58. Selection and use of supplementary materials and activities
59. Selection and use of teaching aids
60. Learning styles.
61. Designing data-collecting tools
62. Classroom observation
63. A Good Language Learner: Developing Learning Strategies
64. Interaction patterns
65. Large class and minimal resources
66. Giving (in oral and written form) and receiving feedback
67. Learner Autonomy
68. Adapting and Supplementing Materials
69. Dealing with mistakes
70. Selecting and analyzing course books.
71. Evaluating and Selecting course books
72. Use of Video in the Classroom
73. Working with Newspapers
74. Assessment
75. Error correction