Faculty of filology department of foreign languages and literature course work

DENAU INSTITUTE OF ENTREPRENEURSHIP AND PEDAGOGY

FACULTY OF FILOLOGY
DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURE
COURSE WORK
ON THE SUBJECT OF LANGUAGE TEACHING METHODS AND TECHNOLOGIES
THEME: Teaching speaking on the topic Environmental issues (climate change, pollution, the Aral sea crisis) for the intermediate level pupils
Group№ 309 Done by: Choriyev Bobobek
Checked by: Soatov Ibrohimbek
Denau 2023
CONTENTS:

1. 
   INTRODUCTION
   

CHAPTER I.
1.1.Crisis of the Aral Sea
1.2.Environmental issues
1.3.The Use of Think-Pair-Share

CHAPTER II.

1. 
   Lesson plan related to the topic
   

2.2 Exercises, activities related to the topic

2. 
   CONCLUSION
   
3. 
   GLOSSARY
   
4. 
   BIBLIOGRAPHY
   

INTRODUCTION
Talking is one of the critical abilities which is exceptionally critical for a person's proficient development. Everybody needs this aptitude to be a victory in one's scholarly and interests. Anything the callings, an build, a commerce official, a researcher, a educator or a understudy, he or she needs viable talking abilities in arrange to require an dynamic portion within the verbal communicative prepare. Agreeing to Goh (2007:
4-5) to talk successfully learners got to have a sensible command of the essential linguistic use of the target dialect and working lexicon, but dialect alone is adequate. They must too create a extend of aptitudes in four keys areas of talking competence such as phonological aptitudes, discourse work aptitudes, interaction administration abilities, and extended talk organization expertise. Phonological aptitude is to memorize how to express and blend vowels and consonants. Discourse capacities ability is to memorize social and transactional exchange (e.g. to welcome, to concur, to complain, etc.). connections administration aptitude is to memorize to start, support and conclusion the interaction (e.g. discussion, talk). Amplified talk expertise is to memorize in creating long extends of dialect in different circumstances in and out of the lesson.
In expansion, the understudies of moment and outside dialect are considered fruitful in case they can communicate successfully within the target dialect (Nunan, 2004). By having the talking accomplishment, the understudies can express and share their thoughts, taking part in social interaction and having explanatory and creative capacity. Concurring to Richard (2006), the dominance of speaking achievement in English is a priority for EFL understudies. Understudies thus frequently assess their victory in learning as well as the adequacy of their English lesson on the premise of how well they feel and make strides in their talked capability. Therefore, it is imperative to memorize to talk since talking may be a essential mode of communication and a individual who has the ability to talk well would be able to communicate viably with others.
As a matter of truth, Indonesian learners commonly had not accomplished a great level of verbal capability. A few researchers showed this issue, for illustration. Kusmaryanti (2009) found out that understudies have a extraordinary number of errors in talking such as in elocution, syntactic precision, lexicon, familiarity, and intuitively communication. In expansion, Tutyandary (2005) expressed that a few of the understudies kept quiet in talking lesson and it happened since of the weight of talking errands which require them to display separately and suddenly in restricted time. She said that the understudies kept quiet since of a need of self-confidence, inspiration, learning intrigued, earlier information, and destitute teacher-learner relationship.
Applebaum (2007) claims that English instructing in Indonesia has been for the most part educator centered. Numerous instructors still proceed to center primarily on language structure and interpretation, and to utilize Indonesian as the medium of instruction when planning educational modules and instructing lessons. As a result, understudies proceed to persevere drill and course reading language structure works out with memorization of verb conjugation and language structure rules, falling flat to develop an fitting degree of communicative competence in both verbal or composed. Besides, Yuwono (2005) states that outside dialect instruction in Indonesia, especially the instructing of English, appears to be continuously risky, some time recently and after the decentralization time. The continually-revised educational programs does not appear to require into genuine contemplations variables such as appropriate capabilities for instructors, time accessibility, numbers of understudies, or available assets and offices, nor does it give startegies and options ought to issues related to English language instruction happen. What truly happens in English classrooms within the less privilege school these days isn't adressed either within the educational modules rules. The circumstance over moreover happened in SMA Methodist 2 Palembang. As well much accentuation is put on the learning of linguistic use and language structure. Educating and learning of English still proceed to center essentially on educating linguistic use and interpretation. It is generally overwhelmed showing a run the show of language structure run the show and giving a few works out to hone that run the show of the grammar. Incredible consideration to accurate mastery of linguistic use was focused from the exceptionally starting stages of dialect learning and it neglects to educate and move forward students' speaking skill. The instructors and the understudies don't spend sufficient time and exertion on really learning how to speak English as it is talked in nations where it is the primary dialect. As a result, most of the understudies in spite of the fact that when they have graduated from SMA Methodist 2 Palembang they still fail to create their communicative competence. The capability level of students' talking skill was still destitute. Additionally, classroom interaction is additionally fundamental and valuable as an instructive methodology to upgrade talking aptitudes. The role of interaction in a classroom context in upgrading talking abilities comes from the understanding of its main sorts:
teacher-learner interaction and learner-learner interaction, where transaction of meaning and the arrangement of input are highlighted. Following, interaction is additionally considered a by which students can create way better mindfulness counting the environment.