Andijon davlat chet tillar instituti

References

1. 
   Jalolov J.J., Makhkamova G.T., Ashurov Sh.S. “English Language Teaching methodology” -T.: 2015
   
2. 
   Jalolov J.J. “Chet til o’qitish metodikasi.” - T.: 2012.
   
3. 
   Axmedova L.T., Normuratova V.I. “Teaching English practicum” / “Praktikum po metodike prepodavaniya angliyskogo yazika” - T.: 2011.
   
4. 
   Khoshimov O’, Yaqubov I. “Ingliz tli o’qitish metodikasi” – T.: 2003.
   

5.Aхмедова Л.Т. “Роль и место педагогических технологий в
профессиональной подготовке студентов”- T.: 2009.
6.Мильруд Р.П.“Методика преподавания английского языка.”English
language methodology: Учебное пособие для вузов. 2-изд. - Москва.
Дрофа, 2007.
7.Rogers and Richards. “Approaches and methods in Language Teaching.”
Cambridge University press.
8.Harmer Jeremy. “The practice of English language Teaching.” Cambridge,
2007.
9.Makhkamova G.T. “Innovative pedagogical Technologies in the
English Language Teaching.” Tashkent, 2017.


Lecture-10
Planning the foreign language teaching process.
Plan
1.Proper planning of the educational process.
2.Types of planning according to the term and content. Planning according to the term: one academic year or four terms; half academic year or two terms; one term plan; an hour plan.
3.Planning according to the content: calendar-thematic plan; daily plan.
4.Aims of the lesson. Checking up home task.
5.Types of the lesson.


Key words: learning process, features of EL lesson, language atmosphere, aims of the lesson, preparing language material, curriculum, selecting materials, calendar-thematic plan, daily plan,aims of the lesson.
.
An efficient working level of teaching is ensured by systematic and careful planning. The foreign language teacher plans all the kinds of work he is to do: he plans the essential course, the optional course (if any), and the extra-curricular work.
The important condition of effectiveness of ELT is planning of teachers and students activity for a lesson and a system of lessons. In the practice of teaching English language at the lesson, thematic and perspective planning are distinguished.
The aim of English language lesson planning is to define the content of the lesson and algorithm of operations and actions of the teacher and learners.
Thematic plan is enveloped as a serial number of lessons. As a rule, it is one of the themes of communication, which includes itself also vocabulary, grammar and country-study material.
Perspective planning defines the system of a teacher and students activity for the whole stage of English language teaching.
The first step in planning is to determine where each of his classes is in respect to achievements. It is easy for the teacher to start planning when he receives beginners.
Though the teacher does not know his pupils yet, his success will fully depend on his preparation for the lessons since pupils are usually eager to learn a foreign language in the first form. Planning is also relatively easy for the teacher who worked in these classes the previous year (or years) because he knows achievements of his pupils in each class. He is aware of what language skills they have acquired.
Planning is more difficult when the teacher receives a class (classes) from another teacher and he does not know the pupils, their proficiency in hearing, speaking, reading, and writing.
Well planned lesson and the beginning of the lesson influence on the efficiency of teaching. They say “good beginning leads to good ending”. That’s right if the teacher is able to organize language learning process the good results in teaching are guaranteed.
At present the teacher should avoid of old traditional ways of imparting knowledge and forming language skills. The traditional ways of organizing teaching is based on the information giving method. In this case learners believe that teacher’s information is the only correct one. And there is no desire in them to think, to discuss and to express their point of view on the material being presented. They are passive learners, there is lack of motivation and no creative thinking.
Here teaching process is oriented on the whole group in other words this is class oriented teaching. And the learner’s tasks is to listen, understand, repeat this information at home and tell it back again at the next lesson.
The innovative approach of organizing teaching process is different from this. In innovative approach from the very beginning of the lesson teacher should explain the aim of learning of the teaching material, tell the students expected results in teaching and motivate them to learning.
Here learners acquire knowledge actively with interest and can ask questions or express their ideas on the material being presented. And the teacher keeps their activity by motivating, inspiring them and using activising method and technical aids. Teacher gives the chance for the learners creates atmosphere for discussion and expressing their ideas freely without hesitation and thread of making errors.
It is then feasible to adjust teaching procedures to the language learners, taking account their age, ability, needs and interests. A qualified teacher can guide and assist the learners in the process of language learning and provide them with feedback about their progress.
The teacher begins his planning before school opens and during the first week. He should establish the achievement level of his classes. There is a variety of ways in which this may be done. The teacher asks the previous teacher to tell him about each of the pupils. He may also look through in pupils’ test-books and the register to find out what mark entail of his pupils had the previous year.
The teacher may administer pre-tests, either formally or informally, to see how pupils do with them. He may also conduct an informal quizzing, asking pupils questions in the foreign language to know if they can understand them and respond properly, or he has a conversation within the topics of the previous year.
After the teacher has determined the achievement level of his classes, he sketches out an outline of the year’s work. In making up his yearly outline the teacher consults the syllabus, Teacher’s Book, Pupil’s Book, and other teaching materials and sets what seems to him to be realistic limits to the content to be covered during the course of the year. In sketching out an outline of the term’s work the teacher makes a careful study of Teacher’s Book, Pupil’s Book, teaching aids and teaching materials available for this particular form. Taking into consideration the achievements of his class, he compiles a calendar plan in accordance with the time-table of a given form.
Lesson plans are prior decisions about the instructional process to be conducted in a given educational situation. It is said that even the learners can learn using a properly prepared lesson plan provided that they are given clear objectives. Without such proper lesson plans there is little guarantee that the instructional process will succeed.
When a teacher plans a lesson, he/she has good prior knowledge about the content, the learner the procedure, and the materials to be employed in the teaching learning process. Since he/she has prior readiness and psychological strength, the teacher has good ground to present the lesson successfully. Several scholars agree that a teacher who is not ready to teach, or who has not planned to teach becomes restless and emotional.
There is a saying which states that well planned is half done. Planning is the initial step in teaching learning process in which the teacher designs his and that of his learner's activities, prepares and decides methods and materials that would be employed in the interaction with his/her students.
One of the most important elements in good teaching is good lesson planning. Lesson planning is the mental readiness of the teacher to present an effective and valid lesson. A teacher who is not well prepared or well planned becomes deficient and targetless in the presentation of a given content. It was also stated that however much a teacher is experienced, he/she could do little of teaching without prior planning.
As supervisors report, there is a belief in our teachers that lesson plans are of little value in guiding their activities in the classroom, and therefore, they enter the classroom without lesson plans.
According to Romiszoweski there are many teachers who put in quite creditable performances in the classroom with very little formal, written preparation . On the same page, however, he said that teachers do not give very effective lessons with even scanty preparation.
The belief that teachers give effective lesson without formally written or prepared lesson plans is quite controversial and questionable. These teachers might have accumulated a good knowledge of the content through long years of experience. Unless they decide what sort of content and points to present, method and materials to be employ, it is very difficult for them to make wise use of the allocated time, ensuring the understanding of content on the part of the learner. Methods and materials that used to be employed in previous years may not work at present.
Psychological and physical conditions may interfere with the attention of the teacher to present a lesson effectively. Many reasons can be mentioned why planning is more powerful than experience.
According to Aggarwal, prior planning:

• 
  avoids needless repetition
  
• 
  delimits the scope of the activity to be done in the learning situation
  
• 
  saves time
  
• 
  indicates objectives to be achieved by the learner
  
• 
  indicates methods and materials appropriate to the content and the learner
  
• 
  gives the teacher the confidence to face the class
  
• 
  enables the teacher to link prior and new knowledge
  

In sum, lesson plans indicate the overall process in the learning situation. Lesson plans should indicate not only the activities to be done but also solutions or alternatives for possible problems and failures to carry out the activities as planned.
Regarding the importance of a lesson plan, several scholars had said almost the same thing in different terms. Clark and Starr stated that every lesson should be planned. The reason they gave to this opinion was that careful planning ensures that one is familiar with the content. According to them it gives the confidence that comes from knowing what one is doing.
The teacher should indicate the objectives, methods and materials in his/ her lesson plan. The choice of objective relevant contents methods and materials is based on a good knowledge of the content of the lesson. Unless the teacher knows the content carefully, he/she won’t be able to choose the methods and materials that are relevant.
Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized, on track while teaching, thus allowing them to teach more, help students reach objectives more easily, and manage less. The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson.
Lesson planning:
- provides a coherent framework for smooth efficient teaching;
- helps the teacher to be more organized;
- gives a sense of direction in relation to the syllabus;
- helps the teacher to be more confident when delivering the lesson;
- provides a useful basis for future planning;
- helps the teacher to plan lessons which cater for different students;
- Is a proof that the teacher has taken a considerable amount of effort in his/her teaching.
Decisions involved in planning lessons. Planning is imagining the lesson before it happens. This involves prediction, anticipation, sequencing, organizing and simplifying. When teachers plan a lesson, they have to make different types of decisions, which are related to the following items:
- the aims to be achieved;
- the content to be taught;
- the group to be taught: their background, previous knowledge, age, interests, etc.
- the lessons in the book to be included or skipped;
- the tasks to be presented;
- the resources needed, etc.
The decisions and results depend on the teaching situation, the learners’ level, needs, interests and the teacher’s understanding of how learners learn best, the time and resources available.
A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.
Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components:
1)Objectives for student learning;
2)Teaching/learning activities;
3)Strategies to check student understanding.
Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished.
Here we want to discuss about Unit planning. The teacher needs two kinds of plans to work successes fully: the plan of a series of class-periods for a lesson or \ unit of the textbook or a unit plan, and the daily plan or the lesson plan for a particular class-period.
The unit plan, therefore, involves everything the teacher needs for the detailed planning of a lesson (class-period), namely: the objective (objectives) of each lesson, the material to work at, and the exercises which should be done both during the class-period and at home to develop pupils’ habits and skills in the target language.
All this should be done by the teacher if there are no teacher’s books (guides) to the textbooks, for example, if he works in a specialized or an evening school. If there are such books, the teacher’s planning should deal with (1) the study of the author’s recommendations and tabling the material so that he can see how hearing, speaking, reading, and writing should be developed, and (2) the development of these recommendations according to his pupils’ abilities.
The teacher starts by studying the authors’ recommendations. He takes the textbook and the teacher’s guide and table the material. Let us take Lesson 22, Fifth Form English by S.K. Folomkina and E.I. Kaar for illustration.
The unit plan includes nine columns:
1. The number of class-periods. The authors plan four periods for Lesson 22.
2. The objectives of each period.
3. Language material. By language material we mean words, word combinations, phrases, and sentence patterns. In Lesson 22 there are six new words (April, May, June, speak, learn), four word combinations(in the evening, that’s right, that’s not right, go swimming),and the following sentence patterns: Where do you go ...? Where does he (she) go ...? When do you go? When docs he (she) go ...? What do you do? What does he (she) do ...? I can’tread English. I can’t (don’t) skate either.
4—7. Language skills. In developing each language skill the authors observe the main didactic principles. For instance, they develop pupils’ speaking (monologue) gradually, starting with the sentence level (1st period), then passing to the utterance level (2nd period), and finally, to the speech level both prepared (3rd period) and unprepared (4th period) within the material covered. Pupils develop writing habits and skills independently at home. They write only once in class; it is a dictation drill.
8. Accessories. While working at Lesson 22 the authors propose to use records twice (2nd and 3rd periods) for developing listening comprehension.
9. Homework. The authors plan pupils’ independent work at home after every class-period. It is connected mainly with copying and writing. (By the latter we mean creative work on the part of the learner as in exercise 5: What you/ friend does at the English lesson? Write five sentences.) Besides, pupils read what they have read in class.
If we fill in all the columns of the table, we can see that Lesson 22 was well compiled. This allows the teacher to enrich pupils’ knowledge and develop habits and skills in the target language. It also shows that recommendations given in the teacher’s guide can ensure the gradual development of pupils’ skills in speaking and reading and, therefore, their progress in language learning.
Here we want to give information about planning a class-period. The unit plan completed the teacher may move into planning a class-period or a daily plan which, in addition to what has been determined by the unit plan, indicates the ways the teacher will follow to organize his class to work during the lesson. Therefore the daily plan includes:
1) What should be achieved during this particular lesson;
2) What material is used for achieving the objectives;
3) How the objectives should be achieved.
The teacher should write his daily plans if he strives for effective and reasonable use of time allotted to his pupils’ learning a foreign language. However some teachers, including novice teachers, do not prepare written plans. They claim that they can teach “off the top of their heads”, and they really can, but their teaching usually results in poor pupils’ language skills because in this case we have “teacher dominated” classes when the teacher works hard during the lesson while his pupils remain mere “observers” of the procedure.
Indeed, when the teacher is standing in front of pupils he does not have much time to think how to organize his pupils’ activity. This should be done before the lesson for the teacher to be able to stimulate and direct pupils’ learning the language. We may state that the effectiveness of pupils’ desired learning is fully dependent on the teacher’s preparation for the lessons.
If the teacher is talking, reading, and writing a great deal himself during the lesson, he is not ready for it. If the teacher gets his pupils to talk or read with communicative assignments while he listens, or to write while he moves about the class, giving a helping hand to everyone who needs it, he has thoroughly thought over the plan of the lesson beforehand. To provide necessary conditions for pupils’ learning a foreign language, the teacher should thoroughly plan their work during the lesson which is possible if he writes his daily plan in advance.