Language teaching methodology

Levels of competency-based curriculum
CBC is divided into three levels as illustrated in the figure below
Early Years Education
Middle School Education
Senior School
What is Different in the new curriculum?
Class are now called Grade.
ECD has two levels only (Pre-Primary 1 and 2) that is PP1 and PP2
Subject areas are now re offered to as learning areas.
Topics/sub-topics are now known as strands/sub-strands.
Learning outcomes is the new term that replaces lesson objectives.
Learning resources are used instead of teaching aids.

4-MAVZU. MURAKKAB MAVZULARNI O‘QITISH
SAMARADORLIGINI OSHIRISH YO‘LLARI
Factors to improve the effectiveness of teaching complex topics in English
The most famous of modern technologies, which are aimed at organizing the personally motivated cognitive activity of students, based on dialogic communication, is an interactive teaching technology. The term «interactivity» comes from the English words «Inter” and «act” and means «interaction». Interactivity in learning is understood by modern researchers as being in constant, active interaction, in dialogue mode, the common action of all participants in the learning process. [2] Interactive technologies are based on the direct interaction of students with the learning environment. The learning environment acts as a reality in which the student finds himself as an area of mastered experience, and it is not just about connecting his observations, life experiences as an auxiliary material or illustrative addition.
The learner's experience is the central activator of educational knowledge. The role of the teacher changes dramatically when using interactive forms. The teacher performs in interactive technologies in several main roles. In each of them, he organizes the interaction of students with an area of the information environment. In the role of an expert informant, the teacher sets out textual material, demonstrates a video sequence, answers questions from students, provides competent instruction, monitors the results of the process, etc. In the role of organizer, he establishes the interaction of children with the social and physical environment (breaks down into subgroups, encourages them to independently collect data, coordinates the execution of tasks, preparation of mini-presentations, creates a “communication field”, etc.).
The teacher can apply not only the existing interactive forms and methods, but also develop new ones depending on the purpose of the lesson, i.e. actively participate in the process of improvement, modernization of the educational process. For example, communication in English in high and high school is realized in acting out situations of real communication in the form of role-playing games. By participating in such games, educators can see the practical value of learning English. This becomes their motive for activities based on dialogic communication. The essence of interactive learning is that the educational process is organized in such a way that all students are involved in the process of learning, mastering the learning material, each makes his own individual contribution, there is an exchange of knowledge, ideas, ways of working. The objectives of interactive forms of learning are to awaken students' interest, effective learning of educational material, independent search by students of ways and solutions to the educational task.
In addition, learning to work in a team, be tolerant of any point of view, respect the right of everyone to freedom of speech, respect their dignity, formation life and professional skills, reaching a level of conscious student competence. The factors for choosing interactive forms and techniques in a certain group (class) are as follows: age characteristics of students, the psychological climate of the group (class), individual characteristics of students, their level of preparation; the goals and objectives that the teacher sets for himself in the lesson in order to achieve the desired result.
As practice has shown, studying in the game is liked not only by younger students. Therefore, the application of game techniques and methods remains one of the main ones in our pedagogical activity. Well, games, especially role-playing, imitation involve interactive between participants. As a result of the application of gaming training technologies, the following learning objectives are achieved: – motivation to study the subject is increasing – cognitive activity is stimulated – mental activity intensifies – information is spontaneously remembered – associative memorization is formed – communicative competence is being formed.
The difficulty that one may encounter is the assessment of students in this type of activity. Therefore, often it is necessary to develop additional criteria for assessment, so that students can conduct self-assessment and mutual assessment. Another method that has tremendous opportunities for developing motivation for cognitive activity of students in the lesson, creating a positive attitude in learning a foreign language and subsequent interaction, cooperation, mutual assistance, communication of its participants, is the project method. This is achieved by transferring the training center from the teacher to the student, the implementation of project tasks allows students to see the practical benefits of learning a foreign language, resulting in an increase in interest in this subject, in addition to the fact that children learn in activity, they also learn this or that other activities.
Project activities can be organized at any stage of training but considering the age characteristics of students. It is better to start a project with simple projects, gradually increasing their degree of complexity. Independent implementation of projects consists of the following stages: motivational, organizational, indicative, executive, supervisory, and presentation. Work on the project is a creative activity.
Students actively interact with each other, carry out search activities on personally significant problems. Such work requires them to independently transfer knowledge, skills, and abilities into a new context of activity. Thus, students develop creative competence, which is associated with intellectual abilities. Performing creative tasks, each student can show their own initiative, imagination, creativity, activity and independence in solving the problem.


No matter what the “key learning points” are, an effective grammar mini-lesson plan is likely to have at least five (5) steps or stages: 1) Presentation with Recognition, 2) Demonstrating Comprehension, 3) Grammar Explanation, 4) Practice Exercises, and 5) Communicative Expression.