Andijon davlat chet tillari instituti ingliz tili nazariy aspektlari kafedrasi chet tillarni o

Presentation Skills 

Eye contact, clear language, speech rate, use of 
space, enthusiasm, interest, “wait time” 
Rapport w/ Students 

Student participation, open-ended questions, 
connecting w/ students, flexibility, use of 
humour, acceptance of various views 
Clarity 

Directions, questions, explanations 
Impact on Learning 

Development of problem-solving, critical 
thinking skills
 

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33 
Sample of interview 
Context:
Teacher in the classroom and students in the background busy working on posters.
Interviewer:What are your students doing now?
Teacher
: As you see, they are all busy at the moment (about the students) … working on the final version of 
their posters.
Interviewer:Can you tell me something about the group?
Teacher:
I am teaching them for the second year. They’re very interesting and I even started a journal last 
academic year in which I have put all interesting things that happened during our classes. They’re all future 
irrigation engineers. English is not very important for them. May be only for those who intend to study abroad.
Interviewer:So what kinds of problem do you have with the group?
Teacher:
My biggest problem with them was that they ‘visited’ my classes only to get marks in order not to 
fail the subject. They had no genuine interest in English. I believed something should be done about it. After 
all, I have always been so enthusiastic about learning a foreign language myself that I thought I could spark 
anyone with my enthusiasm. To spark this group was a real challenge.
Interviewer:I can understand that. So how did you go about it?
Teacher:
Well, traditional exercises seemed to annoy them although they did them obediently for the sake of 
getting a mark. I decided to try out some new activities and see if it would make any difference. So, one day 
they came for the next assignment and were completely surprised when I said there wasn’t one. Instead, I 
asked them to help me to do a crossword. I made enough copies for everyone and we managed to finish the 
puzzle successfully with a certain degree of interest. I observed the students’ behaviour during the activity and 
saw that some of them were more involved than others. Then I decided to start a discussion about the 
educational usefulness of crosswords. During this discussion I noticed that those not very interested before got 
involved this time. They commented about ‘wasting time on childish activities, instead of doing grammar 
exercises from the textbook’. I wrote in my journal that day: how to balance ‘interesting’ and ‘serious’ so that 
everyone feels the need to be in my lesson not only ‘physically’ but ‘mentally’ as well?