Chapter I. The importance of language teaching

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CONTENT 
INTRODUCTION……………………………………………………………..….2 
CHAPTER I. THE IMPORTANCE OF LANGUAGE TEACHING 
1.1. Teaching language teaching through Role-Play…………….………………….5 
1.2. Benefits of Teaching through Role-Play………………………………..…….12 
CHAPTER II.USING VARIOUS WAYS LEARNING SKILLS
2.1. Language Proficiency………………………………………...………………22 
2.2.Improving of language teaching……………………………………………....28 
CHAPTER III. LESSON PLAN OF THE USE OF ROLE-PLAYING IN 
LANGUAGE TEACHING……………………………………..……………….37 
CONCLUSION ……………………………………………………………..…...39 
BIBLIOGRAPHY…………………………………………………………..……41 

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INTRODUCTION 
The actuality of course paper. However, today's world requires that the goal 
of teaching speaking should improve students' communicative skills, because, only 
in that way, students can express themselves and learn how to follow the social and 
cultural rules appropriate in each communicative circumstance, there for, recent 
pedagogical research on teaching students conversation has provided some 
parameters for developing objectives and techniques.
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Speaking English is the main goal of many adult learners. Their personalities 
play a large role in determining how quickly and how correctly they will accomplish 
this goal. Those who are risk-takers unafraid of making mistakes will generally be 
more talkative, but with many errors that could become hard to break habits. 
Conservative, shy students may take a long time to speak confidently, but when they 
do, their English often contains fewer errors and they will be proud of their English 
ability. It's a matter of quantity vs. quality, and neither approach is wrong so how 
shall we prioritize the two clearly important speaker goals of accurate clear, 
articulate, grammatically and phonologically correct)language and fluent flowing, 
natural language? However, if the aim of speaking is communication and that does 
not require perfect English, then it makes sense to encourage quantity in your 
classroom. Break the silence and get students communicating with whatever English 
they can use, correct or not, , and selectively address errors. 
Speaking lessons often tie in pronunciation and grammar which are necessary 
for effective oral communication. Or a grammar or reading lesson may incorporate 
a speaking activity. Either way, your students will need some preparation before the 
speaking task. This includes introducing the topic and providing a model of the 
speech they are to produce. A model may not apply to discussion-type activities, in 
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"The Art of Teaching Speaking: Research and Pedagogy for the ESL/EFL Classroom" edited by Keith 
S. Folse et , 2015,p- 34 

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which case students will need clear and specific instructions about the task to be 
accomplished. Then the students will practice with the actual speaking activity.