The ministry of higher and secondary special education of the republic of uzbekistan termiz state university the faculty of foreign philology the department of foreign language and literature course work theme

Brain activation that primes students for the main concepts they’re going to learn in this lesson. This is a great time to ask early questions, gauge students’ prior knowledge and clarify misconceptions students may have before diving in.
New information explained in a variety of ways, from assigned reading and teacher presentation to digital lessons. Teachers lead the way in this phase, helping students actively engage with the material.
A check for understanding that surfaces questions or challenges students have with the new information. This may follow an initial period of practice or sample problems completed as a class.
A review of new learning that gives students a chance to explore the concepts and information just taught in more depth, still guided by the teacher. The students and teachers work together to sort out areas of confusion or correct mistakes.
Practice that splits students into small groups or allows them to practice on their own. In this phase, teachers make sure students are prepared to use the new knowledge or skills on their own.
CONCLUSION
Listening skills are particularly difficult to teach and to master. Yet, a good material and methodology will immensely important to create an effective teaching and learning process. Throughout this article, a framework is proposed in selecting the proper website based on CALL and SLA theories; including technical usability, functionality in assisting language learning, and appropriateness judgement. This article is projected to help teachers to review the proper website-based listening materials for their particular learners, purposes and teaching methodology. Hence, teachers enable to facilitate an effective learning process, especially for listening skills.
Whatever the level of experience, it is important that all teachers take time to think through their lessons before they enter the classroom. One of the most important reasons to plan is that the teacher needs to identify his or her aims for the lesson. Teachers need to know what it is they want their students to be able to do at the end of the lesson that they couldn't do before. Here are some more reasons planning is important:

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  gives the teacher the opportunity to predict possible problems and therefore consider solutions
  

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  makes sure that lesson is balanced and appropriate for class
  

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  gives teacher confidence
  

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  planning is generally good practice and a sign of professionalism
  

Many teachers will find themselves having to use a course book. There are advantages and disadvantages to having a course book - but although they do provide a ready-made structure for teaching material, it is very unlikely the material was written for the teachers' particular students.
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