title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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  “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning Pdf ko'rish
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  Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
  amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
  436
  Use email or the Canvas discussion board. Ask students to email you and the
  class with questions and ideas about course materials. Or have them post their
  thoughts on the Canvas discussion board. Ask students to reply to these emails and
  postings in order to contribute to an ongoing group discovery about the topic at
  hand.
  Being able to plan well is one of the key skills that a teacher needs to have.
  It involves being able to imagine what is going to happen in the classroom, and to
  make choices based on this imagined experience. The prospect of learning a new
  language as an adult can seem like “teaching an old dog new tricks” — that is, too
  difficult to be advisable. Despite the challenges pupils — as opposed to children —
  tend to face in learning a foreign language, however, it is possible and worthwhile.
  If you are tasked with teaching adults a foreign language, an awareness of
  prevailing theories regarding how pupils learn languages, along with more
  practical classroom advice, can make the effort more successful and enjoyable for
  all involved.
  Why, What and How? At the start of a course, we need to sit down and think
  about ‘What’ we intend to cover in the classroom, and ‘Why’. These two concepts
  go hand in hand; we will be able to decide ‘what’ to teach, when we know ‘why’
  we want to teach it, and this will depend on the group of learners that we have in
  front of us in the classroom. Even if we are teaching from a coursebook (as many
  of us will be), decisions still need to be made about ‘what’ is really important to
  cover. Once this is mapped out over a series of lessons, the learning journey starts
  to acquire the look of a road about it... or at least some kind of a reassuring track.
  Some schools and institutions will provide their teachers with a syllabus from the
  start of an academic year, which maps out exactly what they expect their teachers
  to cover. In those cases, this process of working out the ‘what’ and the ‘why’, has
  largely been done for the teacher (for good or for ill!). However there are many
  schools and institutions that will provide their teachers with a course text, and
  expect the teacher to make these kinds of decisions. In these situations, forward
  planning by the teacher at the start of the year, or start of each term, will be
  extremely helpful in ensuring that there is coherence and balance in the classroom,
  as well as direction (and good signposting).
  Teaching writing skills to non-native students is a very challenging task for
  teachers because developing this skill takes a long time to see the improvement. In
  addition, teaching separate writing approaches in the writing class may not fit in
  since the weaknesses of each writing approach tend to impede students’ writing
  development.
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