Navoi state pedagogical institute the faculty of english language and literature

The aim of this course paper is to present different methods and techniques of teaching English in accordance with integrated skills for the students of higher education who are studying English as a foreign language during their lessons and following the appropriate principles and guidelines during their usage.
When working on this mini research we put the following tasks forward:

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  to be aware of a new trend in teaching English
  
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  to present new approaches and methods of teaching and learning English on the basis of integrated skills
  

Theoretical value of the course paper can be identified by the presented firsthand information about instructing English in higher education especially with the help of Power Point Presentation
Practical value of the course paper is that this mini research can be very helpful for both teachers and students as it provides them with a range of interactive methods and approaches such as together with the assistance of Power Point Presentation in order to raise students’ motivation and enthusiasm.
The structure of the work. The present course work consists of the following parts: introduction, three chapters, conclusion and used literature.

CHAPTER I THE IMPORTANCE OF THE ENGLISH LANGUAGE IN TEACHING ESL STUDENTS.
1.1.THE EFFECTIVENESS OF TEACHING ENGLISH AS A SECOND LANGUAGE.
There is no doubt that today almost every field requires specialists who know the English language, and English teachers have many choices in terms of teaching materials and techniques. When choosing them, we must bear in mind that we must not focus students' attention only on vocabulary and grammatical structures, but prepare them for real communication where knowledge of culture is sometimes crucial. So using genuine materials can help solve this problem. Most scholars define authentic material as material designed for native speakers; they are real texts, not meant for language learners, but for speakers of the language. ¹It is also the language of international communication, media and the Internet, so learning English is important for socializing and entertainment as well as for work. English as a Second Language (ESL), also known as English as a Foreign Language (EFL), is an English study program for non-native speakers.
Most ESL programs have small class sizes so that students receive individual attention from their teachers. Students learn English and also participate in the cultural and social activities of the school and the community where they study. The goal of an ESL program is to improve students' level of English. ESL courses teach different language skills depending on students' English proficiency, interests and needs. All programs teach the following: Conversational English, Grammar, Reading, Listening, Writing and Vocabulary. To achieve good results in teaching ESL students, the ESL curriculum (curriculum) should be given due consideration above all else. The document provides useful knowledge for teaching English learners using the ESL curriculum. This course paper is intended to serve as a curriculum for ESL teachers as well as a resource for content educators. The implementation of the curriculum is to ensure that ESL students receive instruction based on their language ability or grade level. Students receive instruction in an extractable or inclusive classroom environment. Language teaching has reflected a seemingly bewildering array of influences and directions in recent history, some centered around curriculum issues, others around new trends or methodological propositions, and still others around learning goals. This paper attempts to answer these questions by examining the assumptions and practices behind various curriculum design strategies. The goals of the ESL curriculum are to provide a broad, whole-school approach to supporting the education of linguistically and culturally diverse students so that they can take full advantage of their educational experience. Every school community should be prepared to help English language learners become productive individuals through a comprehensive, challenging and enriching educational program in learning environment. The ESL program should enable non-English speaking students to achieve long-term personal, social and academic success in learning English. Non-English speaking students arrive speaking English countries are often separated by all that is familiar: family, friends, school, home, culture and the use of one's language in the larger community. The second language curriculum is designed to provide instruction in a low fear and sympathetic environment which is crucial to all culture shock. The ESL program takes responsibility for students who do not speak English at the
end of the ESL education period. With the help of ESL teachers, classroom teachers provide understandable input while students are in a regular classroom. Teachers are trained to differentiate education and customized materials are provided for all aspiring ESL students. Develop English-speaking learners' command of English in the four basic skills of
listening, speaking, reading and writing so that they can function in the normal classroom. Success is measured by several criteria. A student is considered successful when she can compete with native English speakers in the classroom during content instruction. To facilitate the transition of new English learners from one culture to another. Ensure that new English learners receive tuition each year. Plan effective English instruction for new English learners as part of a comprehensive, district-wide effort that will help them meet curriculum content standards.
Continuing professional development for teachers in the area of ​​second language learning, different cultures and understanding the heightened expectations of standardized testing for new learners of English
Helping class teachers modify lessons and assignments for New English
Language learners during the hours they spend in the regular classroom. This includes purchasing modified resources. ²To help classroom teachers prepare new English learners for the meeting Curriculum content standards. Content media customizations and content-based ESL instruction help students transition from the ESL curriculum to the regular  classroom. Communicate with ESL teachers about student progress and assessment, including receiving entrance test results.
Develop an understanding and appreciation of the school community
linguistic and cultural diversity of our student body.
Continue to develop the exchange of cultural information between home and the community, which can enrich the teaching activities of the ordinary student population. The teaching of English as a second language is an in-demand subject that continues to grow in schools across the country. As children from overseas continue to immigrate to the United States and enroll in schools here, the number of students whose native language is not English continues to grow. For example, many schools have programs for English Language Learners (ELL), also known as English as a Second Language (ESL) and English for Speakers of Other Languages ​​(ESOL). As the primary language spoken in a country with a rich history of immigration and cultural diversity, English and its fluency are an important part of educational development. ESL is offered to people of all ages, although it is not part of the standard public school curriculum as it is not essential for all students.
ESL is a supplemental and comprehensive English language program for students seeking to learn the language to function better in American society. Although ESL is supplemental, ESL teachers can still be employed by the public school system. Many schools, especially in urban areas, have programs where students spend part of their normal school day learning the English language in a small group under the close supervision of an ESL teacher. Other ESL teachers may be hired by private institutions to provide English tutoring for speakers of other languages.