Module teaching and integrating language skills lesson 1

Asosiy va qo‘shimcha adabiyotlar, hamda axborot manbaalari
Asosiy adabiyotlar:

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  1. Lightbrown , P.M, Spada N (2006) How language are learned, Oxford, UK: Oxford University Press.
  
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  2. J. Jalolov. Chet tilo’qitishmetodikasi -Тошкент 2012 й.
  
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  3. J. Jalolov., G.T. Makhkamova, Sh.S. Ashurov English Language Teaching Methodology. Tashkent 2015
  
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  4. Brown, D.P. &Nacino-Brown (1990) Effective Teaching Practice. Cheltenham: Nelson Thornes Ltd
  

  		24. Project-based learning	2
  		25. Review	2
  	Auditoriyada o‘qituvchi nutqi	26. Teacher’s physical presence in class	2
  		27. Teacher’s voice	2
  		28. Teacher’s tone in the classroom	2
  		29. Using English in the classroom	2
  2.
  		30. Creating an English environment	2
  		31. Classroom language	2
  		32. Questioning in English	2
  		33. Giving English instructions I. Giving comments in English	2
  		34. Final assessment	2
  		Jami	68

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  “Chet tillarni o‘qitishning integrallashgan kursi” fanidan ishchi o‘quv dastur
  
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  (3-kurs, 6 - semester)
  

  #	Modullar		Mavzular				Soatlar taqsimoti
  							Amaliy mashg‘ulot
  	Darsni rejalashtirish		1. Understanding and working with syllabi used in schools, lyceums and colleges.				2
  			2. What goes into lesson planning and lesson plans.				2
  3			3. Setting aims, objectives and learning outcomes of a lesson or sequences of lessons				2
  			4. Considering activities for different stages of a lesson. Selecting frameworks for lesson planning (Presentation, Practice, Use)				2
  			5. Teacher based learning (TBL)				2
  			6. Receptive skills pre-, while-,post- reading activities				2
  		7. Activities for different stages in the lesson						2
  		8. Starting the lesson (ice break activities, different activities for beginning the lesson)						2
  		9. Concluding the lesson (Summarizing)						2
  		10. Linking activities within a lesson. Timing activities within a lesson						2
  		11. Setting homework						2
  		12. Making use of available materials and resources (e.g. pictures, songs, video, blackboard, physical setting of a classroom)						2
  		13. Anticipating problems (including ways of dealing with disruptive behaviour)						2
  		14. Flexibility in teaching and planning						2
  		15. Planning for mixed-ability classes						2
  		16. Reflection on the taught lesson. Designing a lesson plan. Review						2
  	Auditoriyani o’rganish (tadqiq etish)	17. Stages of classroom investigation. (Teacher problem identification and formulating a realistic research question. Action planning,(Choosing appropriate data collection method. Data analysis))						2
  		18. Designing data-collecting tools and understanding their advantages and disadvantages.						2
  		19. Data-collecting tools: observation (be peer or using video recording)						2
  		20. Data-collecting tools: interview (structured, semi­structures and unstructured						2
  		21. Questionnaire to students and teachers. Diary						2
  		22. Case study, Field notes						2
  		23. Observation procedure. Stages of observation						2
  		24. Giving (in oral and written form) and receiving feedback						2
  		25. Review						2
  	Укув материалларини	26. Teaching material as a tool to represent educational standards and national values. Suitability of teaching materials and teaching syllabus						2
  5	янгиларини яратиш	27. Choosing teaching materials e.g, students’ book, teachers’ book, CDs, books for independent learning						2
  	Модули	28. Analysis and critical evaluation of teaching materials for foreign language classes.						2
  		29. Internet sites, sources for assessing language skills. Sources for young language learners						2
  		30. Choosing authentic materials and creating tasks using						2
  newspapers, magazines, TV, radio materials.
  31. Creating visual aids and handouts				2
  32 Ethical issues in material e.g. human rights, traditional customs, etc;
  33 Creating handouts and preparing visual aids fo^ micro lesson
  34 Presentation of micro-lessons. Final assessment
  JAM1				68

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  Amaliy mashg’ulotlar multimedia qurilmalari bilan jihozlangan auditotiyada har bir akadem guruhga alohida o’tiladi. Mashg’ulotlar faol va interfaol usullar yordamida o’tiladi. Keys-stadi texnologiyasi ishlatiladi. Keyslar mazmuni o’qituvchi tomonidan belgilanadi. Ko’rgazmali materiallar va axborotlar multimedia qurilmalari yordamida uzatiladi.
  

Tarqatma materiallar -Handouts


LESSON 3 SLIDES




THE FLYING BOAT
Interviewer: I know you've travelled by flying boat. When was this?
Mrs Carrel: I went by flying boat to Singapore in October 1946. At six in the morning on Wednesday we left Poole Harbour, on the south coast, and we arrived in Singapore at four o'clock in the afternoon on the Saturday. I believe now they do it in about fifteen hours flying time. Of course, it was much more comfortable the way I did it.
Interviewer: Yes, I've heard there was a lot of room in the flying boats. And these days in aeroplanes there isn't.
Mrs Carrel: That's right. It was without doubt the most comfortable journey I've made by air in my life. There was also the advantage of slowly getting used to the change in temperature. It was mid- October when I left England, and it was beginning to get cold. At the other end it was very hot, but we were able to get used to the change very gradually.
Interviewer: Yes, that's a major problem these days with air travel ...
Mrs Carrel: Yes, particularly in the winter. You fly out from here and fifteen hours later you're suddenly hot and uncomfortable. But I remember flying over France we were really hot. They had heating in the plane, you see. And outside, I knew it was freezing because I could see ice on the wings. The only time we were really cold was between Rangoon and Singapore. The heating was off and we were all wrapped up in blankets.
Types of Listening
DISCRIMINATIVE LISTENING – It involves identifying the difference between various sounds. It also enables one to differentiate between familiar and unfamiliar language.
COMPREHENSION LISTENING – It involves attaching meaning to what is being listened to. It may also include comprehending the non verbal messages being conveyed by the speaker.
EVALUATIVE LISTENING – It involves evaluating and analyzing the message being received. It involves judging the acceptability of what is said depending on how logical one finds it to be.
ATTENTIVE LISTENING – It involves paying attention to the words that are being spoken.
PRETENCE LISTENING – It involves more hearing than listening. It means pretending through facial expressions that one is listening when actually one is not.
SELECTIVE LISTENING – It involves selecting the desired part of the message and ignoring the undesired part of the message.
INTUITIVE LISTENING – It means listening through the intuitive mind by silencing the other forms of internal dialogues going on simultaneously.






TYPES OF DISCUSSION TASKS
1. GUIDED DISCUSSION TASK
The goal of guided or directed discussion tasks is to give students a chance to develop critical thinking, clear oral expression, as well as experience in posing and responding to questions.
Stage 1: The teacher poses a discussion question to the whole class. Guidelines are given on discussion etiquette and criteria for evaluation. Each student contributes an original answer in response to the discussion question.
Stage 2: Students offer responses or questions to each other's contributions as a means of broadening the discussion's scope.
Stage 3: Students present their views or the views of their groups, either orally or in writing at the end of the guided discussion task.

INQUIRY-BASED DISCUSSION TASK
This task guides students through a series of questions to discover some relationship or principle, and to help students acquire reasoning skills to analyze new information. The beginning stages are similar to those in the guided discussion task, but in an inquiry-based discussion task, students are further required to bring in information and issues from outside the textbook or classroom for discussion.
Stage 4: The teacher poses a discussion issue that requires argumentative reasoning and elaboration. Students are required to go beyond the textbook to evaluate this discussion issue.
Stage 5: Students identify and highlight main issues relevant to the discussion. In doing so, they appraise the new information they have acquired for its validity and relevance as well as test their ideas against insights and perspectives provided by their peers.
Stage 6: Students summarize the discussion in light of other discussants' reactions and interpretations. This helps them to synthesize supporting and opposing ideas that are relevant to the issue.

REFLECTIVE DISCUSSION TASK
Teachers use this task to help students become more aware of the learning process and to enable them to derive meaningful insights from their learning experiences.
Stage 7: The teacher asks students to prepare a self-analysis of their roles and contributions to the discussion process.
Stage 8: Students analyze "how they learn" and think about what will help them be more effective in future discussions. They respond to introspective questions that help them to reflect on conditions that facilitated or hindered their learning processes.

EXPLORATORY DISCUSSION TASK
This task assists students by honing their analytical skills to arrive at alternative explanations in a variety of real-world scenarios. Here, students are compelled to first examine their personal opinions, suppositions or assumptions and then visualize alternatives to these assumptions.
Stage 9: The teacher poses a real-world problem that requires students to consider- in context - the premises or ideas they have been discussing.
Stage 10: Students assess their beliefs or opinions and evaluate how alternatives to these beliefs and opinions apply in a variety of real-world situations.
Handout 1. Reading as an interactive process
“The reader interacts with the text to create meaning as the reader's mental processes work together at different levels” (Bernhardt, 1986; Carrell, Devine & Eskey, 1988; Rumelhart, 1977).
“… reading is an interactive process between what a reader already knows about a given topic or subject and what the writer writes. It is not simply a matter of applying decoding conventions and grammatical knowledge to the text. Good readers are able to relate the text and their own background knowledge efficiently." David Nunan (1989)
The level of reader comprehension of the text is determined by how well the reader variables (interest level in the text, purpose for reading the text, knowledge of the topic, foreign language abilities, awareness of the reading process, and level of willingness to take risks) interact with the text variables (text type, structure, syntax, and vocabulary) (Hosenfeld, 1979).
Reading is an interactive process between the reader, the text and the context in which the text is presented. The most important component here is the reader. The reader gives meaning to the text, not the other way around. The reader's prior knowledge determines what meaning he will derive from his interaction with the text. But here, the context plays a big role as well since it sets the purpose or instruction for reading. The purpose for reading should be built on what the reader already knows, and then relate it to something that he needs to find out in the text.

Handout 2. Stages and strategies of reading
When we ask students to read texts it is a good idea to give them a task with the text. Reading tasks should aim to do 2 things: make sure students practise a reading sub-skill and make sure students understand the text. Which skills students practice and how much detail they need to understand will depend on the kind of text students are reading and whether they are reading the text for the first, second or third time.
Reading strategies:
- using titles and illustrations to understand a passage,
- skimming,
- scanning,
- summarizing,
- guessing word meanings,
- becoming aware of the reading process, and
- taking risks. All of these strategies can be targeted for use with foreign language materials.
Another step in effectively teaching students how to read materials written in a second language is helping the individual reader to identify effective reading strategies based on text variables. One important part of this step is alerting the readers to significant aspects of text variables that will affect second language reading. For example, pointing out the differences between a fairy tale and a newspaper article helps the reader to recognize the different text types and to prepare for the uncomplicated sentence structure, high-frequency vocabulary, and, in most cases, happy ending that typically characterize a fairy tale. On the other hand, the same reader would need to prepare very differently to read a newspaper article about the technicalities involved in negotiating a disarmament treaty. In this case, the vocabulary would be very specialized and the sentence structure more complicated.
The stages and strategies of reading that teachers should promote for their students are :
- pre-reading
- while reading
- post-reading stages
They are very important when teaching any reading text. Each of these stages has its own characteristics, although they are related to one another. That is, the pre-reading stage leads to the while-reading stage and finally to the post-reading one. These stages make the student understand and comprehend text.
Pre-reading strategies:
Teachers in order to enable their students to understand a reading text, without their looking up every single word, teachers, should employ the pre-reading stage, as it is important in building confidence and creating security within the students before they approach a reading text.
This stage includes some activities for example:

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  Activate prior knowledge
  
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  Set a purpose/focus
  
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  Identify authers purpose/audience
  
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  Preview (formulate hypothesis about the context, use titles, illustrations, headings)
  
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  Pose questions
  
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  Make predictions
  
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  Get an idea of texts' organization/ genre
  
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  Vocabulary review
  
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  Mind mapping
  
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  Skim/ scan
  
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  Brainstorm
  

During- reading stages:-
The reading activities of while-reading stage help to encourage critical thinking of students and increase comprehension and easy retention.
This stage includes some activities for example:

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  Read silently
  
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  Re-read
  
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  Read aloud
  
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  Check predictions
  
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  Clarify/verify comprehension
  
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  Monitor/Adjust comprehension
  
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  Analyze
  
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  Guess
  
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  Find answers
  
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  Word associations and grouping
  
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  Use context clues: semantic, syntactic, picture
  
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  Use phonetic cues: sound patterns, affixes, word roots, word chunk, word division
  
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  Dictionary use
  

Post reading strategies
To check the students’ comprehension and retention of the information of a text that they have already tackled, teachers should employ the last stage-the post-reading.
This stage includes some activities for example:

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  Summarize/ paraphrase
  
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  Reflect on what has been learned
  
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  Find relationships/mapping
  
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  Associate new information with old
  
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  Seek feedback
  
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  Interpret text
  
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  Make connections
  
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  Confirm predictions
  
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  Journals
  
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  Reading logs
  
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  Note-taking
  

Handout 3.
The way we process incoming language can affect the way we understand information. In our first language we use both processing models and sometimes in tandem. We do this automatically in response to the kind of text we are listening to.
• When we use top-down processing, we tend to use “bigger picture” information such as the context, the gist of the message, the tone of speakers’ voices to make sense of what we are hearing.
• When we use bottom-up processing, we listen for the individual “blocks”

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  When we read in our first language, we read in different ways. When students start reading in a second language they need to re-learn different ways of reading. Teachers need to know about these different reading skills so they can develop them in the classroom.
  

HANDOUTS
Handout 1a

Discuss in small groups:
-What methods do you prefer to use to learn something?
- Do you like moving around/touching things/reading aloud while learning?
- Do you feel like having a rest while you are studying a lot?

Handout 1b

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Handout 2. Listen to the students talking about how they learn and decide
whether the statements are True or False.
1. Diagrams, pictures help Sevara to learn easily.
2. Sevara should write down things several times to remember them best.
3. Dildora learns best while she moves around during the lesson, having little breaks.
4. Dildora prefers listening to the news on the radio than reading it on the newspaper.
5. Laylo cannot sit too long during the lessons.
6. Laylo can remember things when she see, touches them.


Handout 3.

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Handout 4. Put the verbs in the correct form.
a) Auditory type people prefer listening to the speech and they can
memorize it best.
b) Stephanie should keep___________(write) the things several
times to remember them.
c) Dildora likes ___________(touch) things and____________(move) around in the class.
d) To remember scientific lectures Lily should start_____________(read) them aloud.
e) Stephanie enjoys ______________(read) the news on a newspaper.
Talking about people doing things
Handout 5a. Look at the pictures. Using the words in the box write down what
you like and do not like doing.

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Handout 5b. Look and match the pictures



HANDOUT 6a.

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HANDOUT 6b. Read the statement and define the learning style. Put V- for visual, A- for auditory, k- for kinesthetic
1. can remember best about a subject by listening to a lecture.
2. requires explanations of diagrams, graphs, or visual directions.
3. can easily understand and follow directions on a map.
4. learns to spell better by repeating words out loud.
5. can remember best by writing things down several times.
6. follows oral directions better than written ones.
7. feels very comfortable touching others, hugging, handshaking.
8. good at working and solving jigsaw puzzles and mazes
9. play with coins or keys in his/her pocket.

“CHET TILLARNI O’QITISHNING INTEGRALLASHGAN KURSI”

Fan bo’yicha talabalar bilimini baholash va nazorat qilish mezonlari
5-6-semestr

Baholash usullari

Testlar, yozma ishlar, og’zaki so’rov

Baholash mezonlari

4,46-5 baxogacha “a’lo” Fanga oid nazariy va uslubiy tushunchalarni to’la o’zlastira olishi; Mavzularni ijodiy fikrlay olishi; Bilimlarini amalda qo’llay olishi; mavzular bo’yicha bilim va ko’nikmaga ega bo’lishi; mashg’ulotlarda faol ishtirok etishi; 3,46-4,45 baxogacha “yaxshi” mavzular bo’yicha bilim va ko’nikmaga ega bo’lishi; mustaqil fikrlay olishi; bilimlarini amalda qo’llay olishi; mashg`ulotlar jarayonida mavzular bo’icha berilgan matnlarni tahlil qila olishi; 3-3,45 baxogacha “qoniqarli” mavzular bo’yicha bilim va tasavvurga ega bo’lishi; mavzularni aytib bera olishi; mustaqil fikrlashga harakat qila olishi; savollarga javob bera olishi; 0-2 ,99 baxogacha “qoniqarsiz” o’tilgan fanni nazariy va uslubiy asoslarini bilmaslik; mavzularni tahlil qilish bo’yicha tasavvurga ega bo’lmaslik;

Assessment Profile
Semesters 5 and 6

Continuous Assessment Analyzing an activity on developing language skills