A avloniy nomidagi xalq ta’limi muammolarini
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- Bu səhifədəki naviqasiya:
- The general concept and content of CLIL. 2. The main purpose of CLIL. 3. The ways of designing Lesson Plan.
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A.AVLONIY NOMIDAGI XALQ TA’LIMI MUAMMOLARINI O‘RGANISH VA ISTIQBOLLARINI BELGILASH ILMIY-TADQIQOT INSTITUTI “Uzluksiz kasbiy rivojlantirish – 2022” loyihasi Fandagi yangiliklar, fanni o‘qitishning dolzarb masalalari modulining “Til ko‘nikmalarini rivojlantirishning ilg‘or zamonaviy texnologiyalari” o‘quv kursining “Mazmun va tilni integrallashgan holda o‘rgatish. (Content and Language Integrated Learning-CLIL)” mavzusidan ma’ruza matni Ma’ruzachi: Abdullayeva Maxprat Nurmatovna Toshkent 2022 Topic 3. Content and Language Integrated Learning-CLIL 1-Mavzu. Mazmun va tilni integrallashgan holda o‘rgatish. Plan: 1. The general concept and content of CLIL. 2. The main purpose of CLIL. 3. The ways of designing Lesson Plan. 4. Model of Lesson Plan based on CLIL. Content and Language Integrated Learning (CLIL) plays an increasingly important role in language education, both as a feature of foreign language teaching and learning, and as an element of bilingual education. Bilingual education is not just for bilingual communities. The research that conducted in this field show learning a second language has benefits for just about everyone, schools all over the world are looking for ways to bring these benefits to their students. One growing teaching trend within bilingual education is CLIL methodology. What does CLIL exactly stand for? To take advantages of this integrative approach, teachers and school administrations need a thorough understanding of the theories behind it as well as proper training through professional development courses or workshops on how to apply those theories in concrete ways within their EFL classes. The label CLIL stands for classrooms where a foreign language (English) is used as a foreign or second language in content subjects. This topic provides general notes and review analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The review shows how CLIL classroom interaction is strongly shaped by its context, which in turn conditions the ways in which students experience, use and learn the target language. The research results presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners’ appropriation of a foreign language as a medium of learning. Yüklə 58,38 Kb. Dostları ilə paylaş:
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