Samarkand state institute of foreign languages english faculty I course paper

MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN


SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES
ENGLISH FACULTY I
COURSE PAPER
Theme: Designing and teaching courses for learners


Group: 305 (uzbek)
Student: Mavutova Shahlo
Scientific supervisor: Mavlonova Nargiza


S amarkand – 2023

INTRODUCTION……………………………………………………………..		3
Chapter I. COURSE DESIGN CONSIDERATIONS DESIGNING AND TEACHING COURSES FOR LEARNERS………….		5
	1.1. Considering different language levels of learners…………….............	5
	1.2. Designing effective english teaching materials………………………..	14
Chapter II. STRATEGIC WAYS OF FORMING COURSES ……………		22
	2.1. Identifying appropriate instructional strategies and managing students.	22
	2.2. Criterias of livening up an english lesson………………………………	25
CONCLUSION ……………………………………………………………….		32
THE LIST OF USED LITERATURE ………………………………………		34

INTRODUCTION
In recent years, there is a great attention in the sphere of learning foreign languages. The cause is that learning a foreign language gives a chance to work internationally, to learn other countries, often developed ones practice and exchanging experience with them. So President of Uzbekistan is paying his much attention to education and foreign languages and signing rules and decisions. For instance, one of them is signed in May 19, 2021 “On measures to bring quality to a new level of promotion of foreign language learning activities in the republic of Uzbekistan”. The main purpose from this document is to develop the sphere of education, especially language learning. In this way, almost all educational institutions have mentioned their aims, goals and responsibilities, and doing them one by one.
When creating a course, instructors should think about their aims and objectives before choosing the instructional techniques that will best help them be accomplished. They should also take into account the demographics of the student body because various instructional strategies are more effective with various learning populations. It's crucial to evaluate students' learning outcomes and modify the course appropriately. It's crucial to develop a thorough syllabus that explains the subjects, resources, and organizational principles of the course. When you select information to teach in your lessons, you need to think about what level the students are at and how well your lesson fits into what they already know and what they need to know. Most courses have a basic syllabus that acts as a road map. An EFL syllabus lists the major areas of grammar, vocabulary and functions (what you can do with particular expressions) a course covers. Most EFL course books have a list within the first few pages. Even if you’re working from your own materials, it makes sense to set specific course goals including which words and grammar you definitely want to cover.However, when you begin teaching it can be quite difficult to know what students are likely to comprehend at each level and few EFL teachers follow the same students from beginner to advanced level. So to give you a guide, the next sections offer a basic run down of what you may expect to teach students at the different levels. Unlike many other courses people enrol on, EFL courses can be for adults or children and include students with an incredibly wide range of interests and goals. However, their basic needs in learning are similar. For example, all students want to learn how to speak about the past, present and future in English. Additionaly, we need to consider the different instructional activities we will use to engage students with the material and help them achieve the goals after choosing the learning objectives and evaluations for the course.