The ministry of higher and secondary specialised education of uzbekistan

Questions:
1. What features of EL lesson can you say about?
2. What do we mean by the cycle of lessons?
3. What are requirements claimed to the FL lesson organization?
4. Name the forms of interaction. What forms of interaction are more successful in communicative language learning?
5. Does the lesson plan help you to organize effectively teaching process?
6. How much better will be your lesson if you use visual aids?
7. Define and describe the modern lesson objectives lesson.
8. Expand the content requirements of the modern primary language lesson.
9. What are the structural elements is a lesson? Describe each of them.
10. What are the main lessons of the typology of language and describe each of them.
LECTURE 30. THE ORGANIZATION OF COMPULSORY COURSES AND EXTRA-CURRICULAR ACTIVITIES
Lecture outline:
1. Learning a foreign language in the modernization of education
2. The structure and content of the required course the primary language.
3. Learning a foreign language in the modernization of education
4. Extracurricular Activities.


Key words: The educational process, class work, extracurricular activities, Formation and development of creativity, increased public, mandatory, heterogeneity of knowledge, extra-curricular activities, forms of control, issues, learning objective, competences, language skills, language skills and knowledge, socio-cultural knowledge and skills, structure and content, compulsory course the primary language, obligatory training, phases, stages of high schools and colleges

Modernization of education involves first update the structure, content and educational technology learning foreign languages.

Modern learning objective FL- forming foreign language communicative competence (ICC), including language, speech, social-cultural, educational and compensatory and cognitive competence. This integrative learning objective with a clear practical orientation. The focus is on the socio-cultural component of the ICC, on the inclusion of students in the dialogue of cultures. Schematically it looks like this:
Required minimum of basic education programs is presented in the form of a set of subject topics (teaching units) included in the compulsory basic education programs in the (state standards of general education). Sample programs for schools, high schools and colleges are based on the national standard of general education:

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  Substantive content of the speech;
  
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  Speaking skills;
  
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  Language skills and knowledge (practical assimilation);
  
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  Socio-cultural knowledge and skills
  
• 
  Structure and content
  
• 
  Compulsory course the primary language