Integrated course of teaching foreign languages

Observer Signature Date

____________________________ _____________________________

Questionnaire for teachers

N	QUESTIONS	YES	NO
1	Has a good relationship with the students and teachers
2	I present new topics to the class
3	I explicitly state learning goals
4	I work with individual students
5	Students make a product that will be used by someone else
6	At the beginning of the lesson I present a short summary of the previous lesson
7	Students evaluate and reflect upon their own work
8	Students work in small groups to come up with a joint solution to a problem
9	I administer a test or quiz to assess student learning
10	Students work on projects that require at least one week to complete
11	I lose quite a lot of time because of students interrupting the lesson

Interview ( for students)

Q:Can you tell me a little bit about yourself?

A:My name is Pokiza. I am 22 yaers old. I recently graduated with a English Philology from this University . In my final year, I am searching a good job. I am the oldest in our family. That is all.

Q:Describe yourself in three words

A: Adaptable- I enjoy learning new skills and working in different environments.

Interesting- The person who walks with me never gets bored. I always walk laughing and cheerful

Demanding- I always demanding of myself. I am working on my goal.

Q:What is your greatest strength ( and weaknesses)?

A: I get quite nervous presenting or speaking in large groups, but from doing a lot of presentations at university this year, it’s starting to feel a lot less daunting.

Q:Why do you want to study this subject?

A: I choose this direction for my interest

Q: What are you reading at the moment?

A: Lately, I have been reading more fiction books in Russian than usual.

Q: How would your friends describe you?

A:My friends often rate me as rude. And they often emphasize you are outgoing and cheerful girl

Q: What do you like to do in your spare time?

A: I like to go fitness club. But that is not case now. I also really like to go movies and theaters, bowling with my friends.

Q: Are you good at working on your own?

A: I am very demanding about working on myself . But sometimes I get lazy for a while when something unexpected happens to me.

Q: Where do you see yourself in 5 years’ time?

A: I will have my own teaching center, I work here. And I will imagine my dream family, children and others.

Analyzing data

The purpose of the study is to analyze punctuation errors of students encounter in using punctuation marks. It attempts to investigate the difficulties pertaining to punctuation. The study also aimed at investigating the effect of negligence of punctuation exercises (unpunctuated sentences/texts). The study also aims to investigate the insufficient explanation of punctuation which affects students' understanding and causes errors among the uses of punctuation marks.

The present study provided a general description of punctuation and characteristics. Research on punctuation as presented in the literature review revealed that they are difficult to be used. Researches that deal with punctuation errors revealed that students lack the conventional uses of punctuation marks which were seen as a result of their negligence in the syllabus.

This study was conducted using both qualitative and quantitative method. The quantitative method that was based on an attitudinal questionnaire which investigated Uzbekistan State World Language University students’ attitude towards teaching vocabulary to pupils in general and want kind of methods are useful in particular. The qualitative part was consisted of student’s interview and classroom observation checklist.

Questionnaire (Appendix 1)

The first data collecting tool in this study was eleven-item questionnaire. The quantitative method that was based on an attitudinal questionnaire which investigated Uzbekistan State World Language University students’ attitude towards teaching punctuation to pupils in general and want kind of methods are useful in particular.

The second section included 10 statements divided into 2 constructs. Statements (1, 4, and 5) investigated difficulties of students to work with pupils. The others (2, 3, 6, 7, 8, 9, 10) are about diverse methods and strategies. In this way students give their new ideas to work with pupils.

Interview and Observation (Appendix 2)

Interview is about student’s future profession. This interview was taken from UzSWLU student to investigate her aims, plans and professions. And also observation was prepared with observing a teacher’s lesson in a school. The teacher provided us some further guidance on how to observe the lesson.

The first hypothesis stated that there are various types of errors made by students due to the wrong use of punctuation. It was supported and confirmed by the results of the various errors made by students' in the test. The second hypothesis stated the weakness of students' standard due to the lack of punctuation teaching provided by teachers. This hypothesis was strongly supported by the English teachers as seen their responses to the questionnaire's questions.

III.DEVELOPING

STAGE

• 
  Pre test
  
• 
  Lesson plan+ microteaching (with disk)
  
• 
  Post test
  

Pre test activity

TEKS Based Lesson Plan

North East Independent School District

Subject: 5th Grade Writing Weeks: First Nine Weeks Group 1

Unit of Study: Capitalization and Punctuation

Essential Questions:

1. How do punctuation and/or capitalization affect the meaning of what we write?

2. How do you know what punctuation is appropriate to use in different situations?

3. How does the proper use of punctuation and capitalization effect communicating clearly and

effectively?

TEKS/Essence Statements:

5.21) Students write legibly and use appropriate capitalization and punctuation conventions in their

compositions.

Critical Skills/Postsecondary Goals:

This section needs to be completed based on the students in your class.

Instruction/Classroom Activities:

Small Group Instruction:

The teacher will start the lesson by introducing the concept of punctuation. The teacher will have all

punctuations written on the board.

“Punctuation marks are very small and sometimes we don’t quite know what to do with them. But, as you can

see, they can make a big difference to the meaning of a sentence. Here are some of the punctuation marks we

are going to learn about today. Let me introduce them to you.”

This is the period (.) it is also called the full stop. We use it at the end of a sentence.

Here is the comma (,) it is used to separate two clauses, a list of nouns, or adjectives, and also before

conjunctions such as and, but, and or.

Have you met the question mark? You’ll find it at the end of any question.

Oh look! Here is the exclamation mark (!) It is used to show surprise or after an instruction. Don’t use it too

often though!

This little mark has a big name. It’s called an apostrophe (’). We use it for contractions: it is = it’s, do not =

don’t. We also use it to show possession. Danny’s favorite punctuation mark is an apostrophe.

And last of all, here are the quotation marks (“”). They show us when someone is speaking. Diane says,

“Punctuation is very important.”

“Capitalization is also very important. We use capitalization to make proper names more special. We also use

capitalization at the beginning of our sentences. Let me show you. mary becomes Mary and the ball is red

becomes The ball is red.

The teacher will have the following sentences on the board. As a group the students will select the correct

punctuation.

TEKS Based Lesson Plan

North East Independent School District

Fill in the missing punctuation and capitalization.

1. hey

2. what are you doing

3. Ii would like ham cheese lettuce tomatoes and mayo on my sandwich.

4. dad said clean your room before you leave

5. thats stephanies backpack

6. please help yourself

7.i dont want to go to school today

8. may I help you with your homework

9. that isnt very nice

10. my friend said stacey can you come to my house to play

Stations/Centers:

Writing Station: the students can practice writing in journals on specific topics and practice

punctuation.

Computer Station: The student will practice typing personal narratives using correct punctuation

and capitalization

Newspaper/Magazine Station: Students can look through various texts and highlight proper

punctuation and capitalization to reinforce the lesson.

Individualized Communication Planning: This section needs to be completed based on the

individualized communication needs of the students in your class.

Differentiated Tasks:

Level 3 Level 2 Level 1

The student will generate a text

with proper punctuation and

capitalization.

The student will identify by

pointing or placing correct

punctuation on to pre-made

sentences.

The student will respond by

smiling, frowning, vocalizing

etc. when introduced to

punctuations and capitalization.

Materials/Resources:

Pre-made sentences. Examples of punctuations.

Assessment Strategies: This section needs to be completed based on the strategies appropriate for the

students in your class.

IEP Connections: This section needs to be completed based on the IEPs documented in the students’

ARDs in your class.