"Recommended to defense" Republican Scientific-practical Center of developing the innovational methods for teaching foreign languages Director-vice rector Z. Sh

THE MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF UZBEKISTAN REPUBLICAN SCIENTIFIC-PRACTICAL CENTER OF DEVELOPING THE INNOVATIONAL METHODS FOR TEACHING FOREIGN LANGUAGES UNDER THE UZBEKISTAN STATE UNIVERSITY OF WORLD LANGUAGES
“Recommended to defense” Republican Scientific-practical Center of developing the innovational methods for teaching foreign languages _________________________________________ Director-vice rector Z.Sh.Nosirov “____________________” “_______” 2020 Graduation Project Work (in the form of micro-teaching) Graduation Project Work Title: ANALYZING AUTHENTIC DIALOGUES TO TEACH COOPERATIVE PRINCIPLES Written by: Shaxobiddinova S. Scientific supervisor: Polvonova M.F. Tashkent-2020 Annotation: The presented Graduation Project Work focuses on the deep understanding of CLT approach in the field of English Language Teaching. The paper presents the views, analysis of teaching based on the experiences of the author. The project work consists of 20 homework tasks that come from the course book “Reconceptualising Language Teaching: an In-service Teacher Education Course in Uzbekistan” written in collaboration with Uzbek and American educators. The content of the paper follows the order of the given homework tasks that illustrate the understanding of the author about the implementation of CLT in teacher’s context. Besides that the Graduation Project Work deals with the authentic teaching materials used for improving cooperative principles of foreign language knowledge, analyses the way of effectiveness of them in comparison with the other traditional teaching materials. Аннотация: Ушбу Битирув Лойиҳа иши инглиз тилини ўрганувчи талабалар учун инглиз тилини ўқитиш соҳасида коммуникатив ёндашувининг моҳиятини кенг доирада тушунтиришга қаратилган. Лойиҳа ишида муаллифнинг тажрибаларига таянган ҳолда ушбу замонавий ёндашув ҳақидаги тушунчалари 20 машқда акс эттирилган. Битирув лойиҳа иши ўзбек ва америка мутахассислари томонидан ёзилган “Reconceptualizng Language Teaching: an In-service Teacher Education Course in Uzbekistan” дарслигида берилган топшириқ ва вазифалар асосида ёзилган. Лойиҳа ишининг мазмуни Ўзбекистонда чет тилларни ўқитишда коммуникатив ёндашувнинг қанчалик даражада фойдаланилаётганидан дарак беради ва муаллифнинг ўз муносабатини ифодалайди. Бундан ташқари ушбу Битирув Лойиҳа ишида чет тилини ўқитишда асл материаллардан талабалар қўшма тамойилларини ривожлантиришда самарали фойдаланиш масаласи ўрганилиб чиқилганб ҳамда уларнинг фарқи аньанавий ўқитиш материаллари билан солиштирган ҳолда таҳлил қилинган. Аннотация: Данная дипломная работа представляет глубокое понимание коммуникативного подхода к обучению иностранного языка. Работа представляет взгляды и анализы учебных материалов на основе опыта автора. Работа проекта состоит из 20 домашних заданий, которые взяты из учебника “Reconceptualizng Language Teaching: an In-service Teacher Education Coursein Uzbekistan”, написанного в сотрудничестве с узбекскими и американскими преподавателями. Содержание статьи следует порядку заданных домашних заданий, иллюстрирующих понимание автором реализации CLT в контексте преподавания английскому языку. По мимо этого в данной дипломной работе разбираются эффективность аутентичного учебного материала используемых для развития коммуникативных совместных норм студентов, а также анализируется в сопоставлении с традиционными учебными материалами.

CONTENTS: Introduction………………………………………….....…………………......... 4 Chapter I. Language and communicative competence 1.1 Principles of communicative competence and its practical reflection. 1.1.1. Homework 1 ………………………………………………… 8 1.1.2. Homework 2 …………………………………………………. 10 1.1.3. Homework 3 …………………………………………………. 11 1.1.4. Homework 4 …………………………………………………. 13 1.1.5. Homework 5 …………………………………………………. 14 Chapter II. Language teaching 2.1 Approaches and methods of language teaching. 2.1.1. Homework 6 ……………………………………………….… 16 2.1.2. Homework 7 ……………………………………………….… 18 2.1.3. Homework 8 ……………………………………………….… 22 2.1.4. Homework 9 ……………………………………………….… 23 2.1.5. Homework 10 ………………………………………………... 26 Chapter III. Language assessment and testing. 3.1. Using different types of assessment in language teaching. 3.1.1. Homework 11 ……………………………………………….. 29 3.1.2. Homework 12 ……………………………………………….. 30 3.1.3. Homework 13 ……………………………………………….. 31 3.1.4. Homework 14 ………………….............................................. 34 Chapter IV. From syllabus design to lesson planning. 4.1.1. Homework 15 ……………………………………………….. 36 4.1.2. Homework 16 ……………………………………………….. 37 4.1.3. Homework 17 ……………………………………………..… 39 4.2. Practice teaching………………………………………………..42 4.3.1. Homework 19 ………………………………………………...43 4.3.2. Homework 20 ……………………………………………….. 44 Chapter V. Micro-teaching topic: “Analyzing authentic dialogues to teach cooperative principles” Used literature Appendix Introduction

Nowadays providing the youth with qualitative and affordable education largely determines the development of society and its future. In this sense,a great deal of attention paid to develop to this process. The first president of the Republic of the Uzbekistan I. A. Karimov speaking about the future of Uzbekistan underlined that “Harmonious generation is the future guarantee of prosperity”. “It is our task, to prepare teach professionally component and energetic personal real patriots to see them in the world depository of science and culture. In this plan the national program about training personal was worked out on the formation of new generation of specialists with the high common and professionally culture, creative and social activity, with the ability to orientate in the social and political life independently, capable to raise and solve the problems to the perspective”. As the president of our country Sh.M.Mirziyoyev says, “Children are formed as individuals, unifying in a team in high school classes, during this period they should not be excommunicated from an adapted, habitual for them environment. This can negatively affect the psychology of youth, their attendance at school, and ultimately – on the level of education and upbringing. Therefore, it is necessary to ensure the continuity of the educational process, improve training programs”. In foreign language learning, vocabulary is one of the important language components that make its basis. Possessing worth vocabulary helps learners to well understand spoken and written discourse. One cannot communicate a foreign language without having sufficient amount of words. However, learners may face various problems when encountering unfamiliar words, especially when it comes to remembering, they tend to forget almost new words if they are presented merely verbally and in non-motivated situations. As a matter of a fact, teachers should be aware of this issue in the classroom and try to create a favorable classroom environment, so that learners feel interested and involved. In this respect, the integration of audio-visual aids as a teaching technique proved its effectiveness in the context of foreign language learning. Learners need to study in a relaxed classroom atmosphere “to one which included interest in how the actions of learners might affect their acquisition of language”. Researches on the importance of educational audio-visual materials reveal that these devices are beneficial to effectively achieve higher objectives. Besides their role in providing real life situations in classroom, audio-visual aids also meet all learners’ styles and lower their affective variables. Eventually, these materials can minimize the amount of challenges that face both teachers and learners in the teaching/learning process. When learners meet new words, they start getting to know their meanings, forms and uses, and then they try to memorize them. This process takes a considerable effort and time from the teachers’ as well as learners’ side. Throughout time, it becomes a bored task, and then, learners begin to lose interest in. As an educating and entertaining proposed solution, teachers should involve audio-visual equipment that drive the classroom activity to be more dynamic and motivated. Moreover, having the clear auditory and visual image of a new word facilitates the task of understanding and recalling it later on when necessary. The present project work deals with focusing on flexibility when teaching mixed-ability classes which present a certain interest both for the theoretical investigation and its implementation in practice. The topicality of the work is to experiment some innovative techniques that may help to develop communicative skills of B2 level learners. The aim of the paper is to discuss some features of teaching vocabulary in ESP classes and the link between the teaching aids and vocabulary teaching/learning In order to get to this aim we put some objectives forward as: to become familiar with different tips to teach communicative skills of B2 level learners; to understand how this guide can be used to help learners enhance their vocabulary; to foster communication; to develop thinking skills; to make logical and persuasive arguments; to reflect on the student’s ideas and re-evaluate them in providing and receiving feedback. Theoretical and practical significance of the project work is teachers and students of higher educational establishments, teachers of lyceums and colleges, teachers of secondary schools can use this project work as a guide in organizing their writing classes using articles as tools. As well as, students who want to do their research works can use information given in the theoretical part of this project work as a source for their work. The given project work consists of an introduction, theoretical part, micro-teaching and the list of used literature. Chapter I. Language and communicative competence 1.1.Principles of communicative competence and its practical reflection. 1.1.1.HOMEWORK 1 Please choose one English language class (e.g., speaking class or vocabulary class), which you have already taught, and which you will use for your homework tasks in this book. This class could be one you feel has been very successful, mediocre, or not successful. When you choose an English language class, please write a short description about it (e.g., who are the students, language levels, content area, etc.) and explain the challenges you have in making this class communicative. Then, please choose one lesson from your English language class you described above. Please give a brief overview (1 paragraph) of the lesson. You will use this lesson throughout the book and you will have different versions of the same plan with different foci.
I taught a second-year students at SamSIFL. My subject was “Integrated skills: reading and writing”. As the students were future teachers the subject is considered to be the most important one. The theme of the lesson was “Computers”. The lesson was held with the group № 211. The group consisted of 16 students: 9 females and 7 males. All were present at the lesson. The level of their knowledge were approximately the same. According to the level of knowledge the group could be divided into two parts: Several girls had excellent knowledge of English (C1 level) and were appropriate candidates for red diplomas. The knowledge of the rest in the group was approximately the same (B1+ and B2 levels). The atmosphere in the class was very friendly. One of the factors influenced it is that the learners were about the same age with a little difference (19, 20 and 21 years old). The group was a multilingual. According to the nationality they were Uzbek, Tadjik and Russian ones. They were studying English as a foreign language, second language for them was Uzbek and Russian was being taught as a native language. In everyday life they used either Russian or Uzbek (very rarely Tadjik) for communication with one another. The reason of their studying English was different: some of them wanted to continue their study abroad, some wanted to set their own business in the future (either their business was connected with English or not), some of them wanted to be an English teacher, some were planning to do their Master’s Degree. As the lesson was practical and it was devoted to the implementation of computers in different spheres of the life. Students were to prepare presentations for having a warming-up activity. They were to discuss the matters and questions on the topic with their group-mates. Before they start a short classification of the advantages of the usage of computers was conducted in order to revise the previous knowledge of the students. And the students were asked to find out real life situations which we cannot imagine without the usage of computers. Some facts from the history of invention of IT technologies were recited by the students while the presentations. Then the main part of the lesson began with the activities. They conduct 5-10 minutes activity in the class devoted to develop reading skills of the learners. The lesson was successful as it was full of important analysis and information for the future profession of the learners. In addition it gave them an opportunity to have a short practice and get to know the weak points of their own in learning English. The lesson was based on CLT approach and it was a student-centered. The teacher was a guide during the lesson. Despite the goal of the lesson was reached I don’t think the lesson lacks of deficiencies. Now I can say that no attention was paid to the communicative competence of teaching material as they were not analyzed from the point of view of four areas: linguistic, sociolinguistic, pragmatic and strategic. The lesson was not organized in terms of four these competences. 1.1.2. HOMEWORK 2 Please refer to the lesson you chose for Homework Task One. In a one-page report please do the following: First, explain how you understand linguistic competence in general (i.e., what does linguistic competence mean to you); Second, explain how the lesson you chose for Homework Task One can be transformed to have linguistic competence as the focus.
In general, at the linguistic competence we learn language through its form/structure and meanings/semantics and use conceptualization of the language drawn on the Form-Meaning-Use of Celce-Mursia and Larsen-Freeman in 1999. It deals also with the differences and bond between the signified concept (meaning) and signifier (form) of the word. It explains the distinction between the form/meaning and the usage of the lexical units of foreign language. As I mentioned in Hometask I, described an effective lesson where the students dealt with the great deal of teaching activities. Unfortunately none of them paid attention to the linguistic competence. Now being aware of the core of linguistic competence I would facilitate the lesson quite differently from what I already did. After discussing the students how linguistic competence is tied to form, meaning and use I would ask them to pay attention to it while preparing an activity or while choosing lexical content for the activity. One of the most important indicator for having an excellent mark for the prepared teaching activity would be the ability of correct usage of linguistic competence facilitators in teaching process. Different examples of such kind of activities to improve and develop language competence would be given to them beforehand: matching activities and jigsaw-reading technic to catch main idea of the context. This focus will help the learners to demonstrate their linguistic knowledge or competence. As a result, there would be an opportunity for a teacher to observe and see who is better in grammar in the group.
1.1.3. HOMEWORK 3 Please refer to the lesson you chose for Homework Task One. In a one-page report or less, please do the following: First, explain briefly how you understand pragmatic competence (i.e., what does pragmatic competence mean to you); Second, explain how the lesson you chose for Homework Task One can be organized so that pragmatic competence is the focus.
Pragmatic competence is a fundamental aspect of a more general communicative competence. It means knowledge of the appropriate contextual use of the language’s linguistic resources. It shows that the communication depends on the language-in-use which is not limited to form/structure and meaning/semantics. Sometimes a lexical unit can mean one thing at the level of form and semantics, but it can be interpreted in the use by another way. Sometimes the lexical unit of foreign language can mean one definite meaning according to the dictionary of the language, but for the learners related to another society and environment can have another meaning according to their national traditions and mentality. Pragmatic competence is the ability to use language affectively in order to achieve a specific purpose and to comprehend the language in context. Pragmatics is an ability to interpret the meaning in social context where interaction occurs as well as the intention of the language user. Pragmatics also discusses the matter about what is said and written in order to identify the interpretation of the user’s intended meaning. As I mentioned in home task I, I taught the subject of Methods of teaching English to the final group students where they tried to apply different teaching methods with the activities they prepared for teaching foreign language for the Primary School learners. At our lessons we discussed a lot reading materials based on different topics. It is very difficult for students to catch the main idea according to their knowledge of grammar. Every sentence were translated as neutral ones. No attention was paid to the pragmatic competence and its sections. It should have interpreted according to the social context. Appropriate text which consists of needed content of words and phrases should have been chosen in this case. Different activities with the choice of words could have been fulfilled by the students, too. Different tasks with the usage of dialogues related to the language use and social context or cooperative principles of this section could have been used as a teaching material. Interactive teaching activities based on filling in the gaps by choosing appropriate words and then reading the dialogues dividing into different roles or acting them could have been a useful teaching material for explaining pragmatic competence and its sections to the learners. Example: Man: Can you give me a lift to the work? Woman: Yes, but I am not very good at driving. I am just practicing. Man: Ok, I can go on foot then. Woman: I can, come on. Man: It’s OK, I want to have a walk! Watching a short video and then discuss it from one point of view, after some time giving another interpretation of the same situation to the learners for showing the matter of pragmatics in example. If we teach language according to pragmatic competences students would be able to comprehend the main contextual meaning of the given materials. It is important to raise learner’s pragmatic awareness too. It helps the learners to get necessary linguistic skills and teachers also should have the necessary teaching skills enabling their students to adapt different teaching strategies. 1.1.4. HOMEWORK 4 Please refer to the lesson you chose for Homework Task One. In a one-page report or less, please do the following: First, explain briefly how you understand sociolinguistic competence (i.e., what does sociolinguistic competence mean to you); Second, explain how the lesson you chose for Homework Task One can be organized so that sociolinguistic competence is the focus.
Sociolinguistic competence refers to the ability to use language that is appropriate to social context according to culture specific contexts that include the norms, values, beliefs, social rules, practices, ideologies and behavioral patterns of a culture. For example, thanking a friend in a formal speech is different from how it’s done over a meal. Sociolinguistic competence also refers to the ability of select topics that are appropriate for a communicative event. Instructional materials should reflect how English is used in both international and local contexts. Sociolinguistic competence has been an integral part of communicative competence in that it comprises learning pragmatic and sociolinguistic knowledge about how to use language linguistically and socially appropriately. We can see that learners may not be able to communicate through language till they do not find out what to say, whom to say, when to say, how to say? One situation which according to our culture is polite or positive case may occur rude and not accepted in another culture. Example: In our culture if somebody sneezes it is accepted to say “Sog’ bo’l (bless you)” to what the first person replies “Thanks”. But in England the person who sneezes says “Sorry” to what the others say “Don’t mention” or “It’s OK”. “Bless you” means something like “Xudo yarlaqasin (May God helps you!)”. The one more example I can bring here is that in many cases students of our country hesitate to express their own opinion on this or that matter if they are opposite to teachers’. It sounds like student does not respect the teacher. However this is only a debate and any kind of ideas can survive. In European countries it is a normal situation. Furthermore this type of actions I mean when students express their own ideas and they are active while debates are supported by teachers. After retraining courses I am going to develop my students’ socio-linguistic competence by doing special activities referring to their specialty.
1.1.5. HOMEWORK 5 Please refer to the lesson you chose for Homework Task One. In a one-page report or less, please do the following: First, explain briefly how you understand strategic competence (i.e., what does strategic competence mean to you); Second, explain how you can include strategic competence in the lesson for Homework Task One.
I think that strategic competence is knowledge how to use the language to communicate intended meaning. Communicative competence has four components. They are grammatical competence, pragmatic competence, socio-linguistic competence and strategic competence. Students can improve their competence in each of these four areas at various rates, but all of them are important in improving communicative competence. Communicative activities should address both the learners’ overall skills in successfully conveying information and their ability to use communication strategies when the process of conveying information meets a problem. Teachers can encourage students to use these strategies by providing both opportunities for practice and actual instruction in their use. Instructions can be direct or indirect and should be based on classroom activities. When we teach English we come across with some problems. Any person who is not a native speaker or a true bilingual must rely on some incomplete and imperfect competence. We said that strategic competence is the ability to cope with unexpected problems when no readymade solutions are available. If we meet a problem, we have two basic choices to solve i.e. can avoid the problem by adopting a reduction strategy. On the other hand, we solve it by achievement strategy. We take the risk and expand our communicative resources. Besides reduction strategies, there are repair strategies an uneasy situation, generalization strategy extended paraphrases and compensation. In order to develop our student’s strategic competence, we should teach language patterns to help prevent and repair breakdowns. We can develop their strategic competence showing them TV interviews and talk shows. Through them they can identify strategies to compensate communicative problems. It is very important to teach students the strategic competences and its components in order to make them more confident for communicating in the target language. If they know that they will be able to express their ideas on this or that definite topic they may begin to speak about any topic while the conversation to support the communication. Cause they know that even though they come across with expressing any word the translation of which they may not know they will be able to explain it with the help of other words or just give the definition of it. Anyway the hearer will be able to understand him/her. Thus this kind of skill should be trained firstly to develop the self-confidence of students in communicating in English. Different interactive games can be played in order to develop the strategic competence. If I would have the described lesson once more I would try to spend more time on developing the strategic competence of the students. For that I would implement interactive games to the teaching process. One of them is “Understand me”. This is a group work. The class should be divided into small groups. The member from each group takes a word which is written in small papers in from the box and they should explain this word to the other members of his group but without using this word. The time should be limited. The group which was able to find out more word than others is the winners. The same game can be played but by verbal and non-verbal method. Bothe of them are going to be great fun for students. The next activity is to create such situation, where the student should communicate with his partner about the topic which is not familiar to hum. What is important here is what kind of question the student is going to ask his partner for getting to know as much information as possible from his partner. The teacher guides the situation and can make little hints while the conversation. Chapter II. Language teaching 2.1 Approaches and methods of language teaching. 2.1.1. HOMEWORK 6 The goal of Homework Task Six is for you to compose your own language teaching statement and use one or more of the 12 principles to support what you do in your language classroom. Look at your Homework Task One lesson plan and then discern your teaching principles from that lesson. To accomplish Homework Task Six, you may do the following two steps: Step 1: Read the teaching statement by Dr. David L. Chiesa below as an example. Step 2: Please write your own teaching statement (2 pages maximum). You may take your answers from the three action tasks in the section as a guiding framework. PRINCIPLES LANGUAGE TEACHING As an educator I am going to begin my words about education. According to Nelson Mandela “Education is the most powerful weapon which you can use to change the world”. How can we change the world? Of course, we can’t change it without learning languages. I have been an English teacher since 2018. After graduating the university I got my Master’s Degree. After graduating I started my teaching career at the same institute and since then I have been teaching students of SamSIFL. My 2 years of teaching experience shows passion and love to the career of the English language teaching. According to Ludwig Wittgenstein: “If we spoke a different language we would perceive a somewhat different world”. Now our government pays much attention to learning foreign languages. As Rumi said: “Speak a new language so that the world will be a new world”. As a passionate language educator my mission includes different concerns. Being perfect language teacher requires to learn principles of ELT and be aware of teaching language better .These principles might help language teachers gain an “all significant capability to comprehend when to use a technique ,with whom it will work, how to design for your students or how to judge its effectiveness. As we can see from Reconceptulizing, I have found twelve principles of ELT teachers. They are grouped as three including Cognitive principle, Affective principle, Linguistic principle. Teaching is the process of combining learner’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given. The most important aspect in a productive teaching is what to teach according to learners’ demands, how to teach, how to structure a lesson, manage classes and so on. While teaching to employ some necessary principles can help to find ourselves in that particular area where we are as teachers. There are a number of important principles that guide language learning as well as principles that illuminate language teaching. For this case, I am going to choose three principles in order to achieve my students’ proficiency and fluency during my lessons. Self-Confidence. When teaching a language the most important aspect is to teachself-confidence due to the fact that every learner has fear of making mistakes in grammar, wrong pronunciation, not remembering the right word and so on. Here we should evoke learners’ strategic competence to communicate successfully when they face such problems. Learners should understand that the main goal is not speaking like using beautiful complex structures, but to explain their ideas so that the next person or a listener is able to understand. When one is sure that even gestures or short dialogues, even one word can help to transfer our intention, he/she will be self-confident to use the language in public and it will be the first step of successful teaching. From my experience I well remember that while performing role-play activities, very few students go to the board, when the others usually ask me to act it from their seat. Thus, provoking self-confidence plays the significant role in teaching. Communicative competence. Knowledge and competence to choose an appropriate language in right circumstances taking into consideration culture, traditions, norms of behavior leads to the use of that language which is sayable and understandable. So, in teaching process using reliable sources of data collection, such as recording of natural conversations (dialogues in cafes, bars, libraries etc.) or field observation of natural conversations (podcasts, documentaries, interviews etc.) helps learners to feel the language in real-life situations. So, in order to develop learners’ competence on communication the best way is to put them in that very atmosphere. I am sure this principle will be the right choice in my teaching process. Intrinsic motivation. As the next principle I am going to choose intrinsic motivation, because human being always needs encouragement which leads to inspiration inside each learner. If one has this power, it helps them to develop and increase their knowledge day by day. The role of teacher is to be able to evoke this power like being an instructor, motivator, coach, mentor and etc. It also involves that teachers should be careful and attentive to guide learners in an appropriate way. It should be mentioned that in one group we have students with different levels, so grouping them with mixed level and praising that they will be able to their best also a great deal in teaching. 2.1.2. HOMEWORK 7 Look at the lesson plan from Homework Task One. Identify principles and features of Communicative Language Teaching in the lesson and then write a rationale (1 page) about it. Communicative language teaching Teaching vocabulary in communicative language teaching Communicative Language Teaching has a rich, if somewhat eclectic, theoretical base. According to Richards and Rodgers Communicative Language teaching approach based on the communicative view of language. Communicative Language teaching is an approach to the teaching of foreign languages that emphasis interactive as both the means and the basic real of learning languages. It is also referred to as communicative approach CLT has been a response to the audio-lingual and as extension of the National-Functional syllabus. CLT is not a method .It is a guided idea. The purpose of Communicative Language Teaching is to help students produce authentic language and communicate with others. To produce authentic language does mean developing speaking skills only .CLT integrates multiple skills, such as listening and writing. To help students communicate, the teacher need to provide rich and authentic input. There can be many approaches to achieve Communicative Language Teaching. Task-based teaching is the most common teaching approach. Teachers set up a goal, give students real-life language tasks, and students respond in a meaning way. In this process, students are motivated to use the language to serve the purpose of communication. In CLT, meaning exceeds forms, but it does not mean that grammar is not important. Teachers should teach grammar within contexts and through communicative tasks. In this way, grammar is not presented as a list of rigid rules, but natural patterns that students acquire in the learning. Uzbek vignette of this section reminds me about one of our colleagues, the teacher prefers to utilize old traditional method (GTM) in her classes because of not liking CLT, yet it is not clear for us why this teacher does not like this one. CLT is considered to be ineffectual ,inadequate and useless to teach language in Uzbek classes. She gives some points that searching new authentic materials for each classes makes us to surf internet every day, but it is impossible to find high speed internet in our city. I absolutely disagree her points. By contrast , I use CLT in my classes to help students utilize the target language in a variety of contexts and learn language functions; provide opportunities for them to experiment and try out what they know; develop both accuracy and fluency; let students induce or discover grammar rules. I usually bring activities including authentic materials in order to link the different skills such as speaking ,reading, and listening together for helping my learners. Teaching and learning vocabulary is very crucial to communicate in English. Being aware of only linguistic competence is not enough to satisfy the need of communicating, so below I am going to write some tips about teaching vocabulary in communicative language teaching. Teaching vocabulary is: an integral part of communication; an expanded focus of pronunciation; meaningful practice link between listening and pronouncing /speaking; a focus on sound /spelling relationships. The beginning should be made with expressions concretely intelligible: formulas of greeting, short sentences about objects in the classroom, and actions that can be performed while naming them. As the work goes on to connected narrative and descriptive texts, this method must be continued. The texts, must at first be confined to very simple discourse about concretely illustrable matters. Pictures are here of great use. An emphasis on speech awareness and self-monitoring. Teacher is the facilitator-coach and organizer of instructional activities. Here there is the need for patience and support of learners who, as they are engaged in developing their L2 pronunciation skills, may go through a period of deteriorating performance as they give up old ways and have not yet become fluent with new ways. A focus on meaningful practice. Special speech-activity experiences suited to the communication styles and needs of the learners’ real-life situations. A focus on the development of the whole range of vocabulary skills. The teacher should find ways to help students work on all four kinds of vocabulary skills: productive, receptive, sociocultural and linguistic. What does it mean to know and learn new vocabulary? Vocabulary is a necessary ingredient for all communication. A large vocabulary is needed for overall language success as a language teacher, one of our main tasks is to help students develop a rich and useful vocabulary inventory. Knowing a word involves a whole lot more (pronunciations, meanings, contexts, collocations, spellings, etc.). Knowledge of vocabulary involves receptive and productive skills We learn vocabulary implicitly and explicitly o Learning vocabulary is a cumulative process and it must be actively taught, learned, and recycled Important first steps in L2 vocabulary teaching! • Have a communicative purpose (a reason to learn the words) • Provide Comprehensible input and good models • Organize effective practice (lots of repetition, recognition and recall) • Start with input-work to output (receptive to productive skills) • Teach vocabulary within context accompanied by some type of visual or aural aid • Enhance learning with culturally authentic visuals/illustrations • Practice vocabulary in various contexts in order to remember it and to develop an understanding of the range of usage of a given word • Frequent and effective practice (engagement), 8 -12 encounters are needed • Have learners manipulate new vocabulary in different ways (receptive and productive skills) • A combination of speaking and writing activities must be used • The more engagement learners have with a word, the better it will be retained. • Help students learn and use effective strategies I learned some Principles of Communicative Approach: Language learning is learning to communicate using the target language. The language used to communicate must be appropriate to the situation, the roles of the speakers, the setting and the register. The learner needs to differentiate between a formal and an informal style. Communicative activities are essential. Activities should be presented in a situation or context and have a communicative purpose. Typical activities of this approach are: games, problem-solving tasks, and role-play. There should be information gap, choice and feedback involved in the activities. Learners must have constant interaction with and exposure to the target language. Development of the four macro-skills — speaking, listening, reading and writing — is integrated from the beginning, since communication integrates the different skills. The topics are selected and graded regarding age, needs, level, and students’ interest. Motivation is central. Teachers should raise students’ interest from the beginning of the lesson. The role of the teacher is that of a guide, a facilitator or an instructor. Trial and error is considered part of the learning process. Evaluation concerns not only the learners’ accuracy but also their fluency. 2.1.3. HOMEWORK 8 As explained in the key concepts section there are four main characteristics that constitute a task: (1)meaning is primary; (2) there is a goal which needs to be worked towards; (3) task completion has some priority; and (4) there is a real-world relationship. Using the lesson from Homework Task One, explain if you use a true ‘task’ in the lesson. Thus, how does the task you identify use the four main characteristics? If not, please create a task that can be used for your Homework Task One and explain how it is a task using the four main characteristics. Task-based language teaching Teaching with vocabulary Task-Based learning offers an alternative for language teachers .In a task-based lesson the teacher does not pre-determine what language will be studied, the lesson is based around the completion of central task and the language studied is determined by what happens as the students complete it. It is a branch of CLT There are different idea of tasks ,Long suggests that “ tasks are the real –world activities people think of when planning, conducting or recalling their day including brushing teeth, preparing breakfast, reading a newspaper and watching TV program .”Candlin` points that tasks should contain inputs, roles, settings, actions, monitoring, outcomes and feedback. The TBLT educational framework focuses on including four main characteristics of tasks-meaningful tasks, need a goal to be worked towards, completion of task and having real life situation . When tasks can not involve all of characteristics above, we are not able to call it Task-based method .. Additionally, The Task-Cycle of TBLT lesson follows the following format such as pre-task ,task cycle and language focus stage. In pre-task stage teacher introduces the topic and explains, during the send stage of task cycle the learners complete the task and report it either in written or oral form, in the last stage teacher together with learners analyze and do more practice on some points. If we look at teacher`s role of TBLT lesson ,teacher or we call them facilitator becomes a monitor ,language advisor, chairperson. As a monitor they stand close to learners and just observing carefully, as an advisor teacher goes around to correct some errors selectively, as a chairperson they navigate students how to introduce presentation, set up a purpose ,sum up their tasks. The procedure of this approach is not complex and any teacher adapt it on their classes. “ Flora and fauna” is my micro-teaching topic as well as I will use this TBLT in my lesson plan. The first I search an interesting task that covering four characteristics ,follow all stages of task cycle in turn then ,I will a monitor, chairperson, navigator in class. After my lessons, I believe that this technique will help my students how to speak in real life situation when they go to zoo or garden, forest in English speaking country ,they will be able to interact each person who faces with them. 2.1.4. HOMEWORK 9 Watch the following video from YouTube about Post-method Language Teaching: https://www.youtube.com/watch?v=iy2P4zUdzXo. Using the lesson plan from Homework Task One, explain how your lesson identifies the concepts of particularity, practicality, and possibility; or, the 10 macro strategies. Elaborate on the principles or strategies which do not fit (or may be not so much necessary) for your lesson. POST-METHOD ERA
The demise of method is consistent with the widely held view that we are now in a 'post-method' era. Thus, as long ago as 1983, Stern declared that 'several developments indicate a shift in language pedagogy away from the single method concept as the main approach to language teaching'. One such development was the failure, on the part of researchers, to find any significant advantage in one method over another. As Richards (1990) noted, 'studies of the effectiveness of specific methods have had a hard time demonstrating that the method itself, rather than other factors, such as the teacher’s enthusiasm, or the novelty of the new method, was the crucial variable'. Moreover, recognition of the huge range of variables that impact on second language learning fuelled a general disenchantment with the notion of a 'quick fix', or what, in the social sciences, is sometimes called the 'technical-rational approach', i.e. the notion that social change and improvement can be effected through the strict application of scientific method. This had very much been the mind-set that impelled the spread of audiolingualism, founded as it was on (now largely discredited) research into animal behaviour. The last decades of the last century, however, witnessed a challenge to 'scientism' in the social sciences, a challenge associated with the advent of postmodernism, and its rejection of the idea of universalist, objective knowledge. Accordingly, Pennycook argued that methods are never 'disinterested', but serve the dominant power structures in society, leading to 'a de-skilling of the role of teachers, and greater institutional control over classroom practice'. The postmethod era. At around the same time, Kumaravadivelu identified what he called the 'post method condition', a result of 'the widespread dissatisfaction with the conventional concept of method' . Rather than subscribe to a single set of procedures, postmethod teachers adapt their approach in accordance with local, contextual factors, while at the same time being guided by a number of 'macro strategies'. Two such macro strategies are 'Maximise learning opportunities' and 'Promote learner autonomy'. There is no one method, but that individual teachers fashion an approach that accords uniquely with their 'sense of plausibility.' Nevertheless, and in spite of the claims of the post methodists, the notion of method does not seem to have gone away completely. In fact, it seems to be doggedly persistent, even if the term itself is often replaced by its synonyms. In the on-line advertising for language courses, for example, we find the following: 'Methods, however the term is defined, are not dead. Teachers seem to be aware of both the usefulness of methods and the need to go beyond them.' 'The concept of method has not been replaced by the concept of post method but rather by an era of textbook-defined practice. What the majority of teachers teach and how they teach... are now determined by textbooks'. Finally, the types of 'activities, techniques and procedures to use' draw on a range of methodological approaches (but scarcely ever involve translation, or encourage the use of, or any reference to, the learners’ L1). The influence of the communicative approach appears to be strong, with most courses including information-gap tasks, and texts that, if not authentic, attempt to simulate the same. There is a strong skills focus, and the distribution of the material is weighted more towards skills-based activities than language-focused ones. The dominant model for representing English is a native-speaker one, and both the topics and the design of the materials reflect an 'aspirational culture' of travel, consumerism and popular culture. Here, then, are the ingredients of a method, enshrined in a método. Teachers who claim not to be following a method, but who are using a course-book, are as much method-bound as the Direct Method practitioners of Berlitz’s day, or the Audiolingualists of Lado’s. Of course, teachers will argue that they use course-books selectively, in accordance with their own principles as well as the needs of the learners. Fair enough, but however selective a teacher is, he or she is still tied to a theory of language, embodied in the way that the course selects and describes language, and to a theory of learning, as manifested in the way the course prioritises certain types of activity over others. Kumaravadivelu introduced the term of post-method condition, which signaled the beginning of the “Post-Method Era” in the early 1990`s.In this era teacher`s decisions are based on post-method pedagogy, which has three main parameters: particularity, practicality, and possibility. Additionally, he developed ten macro strategies which follow three principles of the post-method pedagogy. Kumaravadivelu` macro strategies : Maximize learning opportunities, minimize perceptual mismatches, facilitate negotiated interaction, promote learner autonomy, foster language awareness, activate intuitive heuristics, contextualize linguistic input, integrate language skills, ensure social relevance, raise cultural consciousness. I used to follow some macro stragies of Kumaravadivelu including maximize learning opportunities for creating chance for learning in class; facilitate negotiated interaction to let students to share and interact with one another; promote learner autonomy by self-study and self-control strategies; integrate language skills by covering four skills; contextualize linguistic input by teaching context in my classes. 2.1.5. HOMEWORK 10 Write a page report about how you can extend the lesson from Homework Task One outside of the classroom. Learning outside the classroom Out-of-class learning is a method of learning that positions students in a context that motivates them to learn. This learning method is defined as an organized and structured program or activity that is conducted outside the classroom. This activity is student-cantered and purports to reinforce the implementation of curriculum of a particular learning subject in a progressive learning environment. Out-of-class learning comprises of three domains; knowledge, attitude and skill. These three domains intend to achieve the following objectives: first, to reinforce student understanding of concepts taught in class; second, to provide learning experiences in real-life situations; third, to make learning more meaningful and enjoyable; fourth, to enable students to think and master knowledge though contextualized experiences; fifth, to increase student interest and attitudes to learn; sixth, to expand teamwork and social skills; seventh, to develop skills in the collection, processing and analysis of data and information; and eighth, to cultivate wholesome values among the students themselves. Learning outside the classroom activities are often authentic, hands-on , interactive and build on classroom learning The purpose of outside the classroom is to prepare students for life beyond class. Today's society has a higher demand for self-awareness and more specialized skills. One of the easiest ways to help advance students is by incorporating learning experiences outside the classroom. Learning outside the classroom can help enrich a student's educational experience by showing them real-life applications of theories they’re learning at school. Learning outside the classroom is the use of places other than the school for teaching and learning. It is about getting students out and about, providing them with challenging, exciting and different experiences to help them learn. Places may refer to a location, activity or workshop, but regardless of where learning outside the classroom takes place, the purpose is the same - to give students a real-world learning experience that will set them up for success in life beyond school. Learning outside the classroom experiences differ from those that arise through conventional teaching methods as students may be encouraged to engage a broader range of soft skills such as teamwork, leadership and compromise in their learning environment. Conventional teaching focuses on repetition and memorization to educate students and is beneficial for sharing new knowledge and teaching students who learn best by listening. However, conventional teaching doesn't encourage students to develop critical thinking, problem-solving and decision-making skills, which learning outside the classroom can. Not only can learning outside the classroom lead to a deeper understanding of challenging concepts, but it can also provide a context for learning in many areas. Learning outside the classroom can help teachers create enthusiasm for learning, provide a real-world context and expose students to a range of STEM careers. Students who experience learning outside the classroom benefit from increased self-esteem and become more engaged in their education. Evidence suggests learning outside the classroom can help raise achievement, improve classroom behavior and improve the engagement of students, including those who are hard to engage in the classroom environment. As my lesson which was described in hometask I was devoted on developing the teaching skill of the students of the final course the lesson could be passed not in the class (the groupmates played the role of the learners) but at schools while the real pupils could be the learners. The advantage of this lesson would be that being only observers the rest students would have much more opportunity to investigate the whole teaching process and make classroom observation. Furthermore, the student in the role of teacher could have the real auditory for teaching. Classroom means any place outside of a learner’s usual learning environment. This may include cafes, local shops, museum, art gallery and so on. These places offer the opportunity to explore the idea that global issues can be investigated within our own locality. They found opportunities for students to make connections between themselves, the collections and other places, whilst developing learners’ sense of self, critical thinking skills, communication skills and so on. Learning outside the classroom also means using technical applications, such as different websites, internet communications and so on. Here learners are able to contact and write their opinions on every topic; teachers should support their ideas not concentrating on their mistakes but ideas. It is like providing learners with challenging, exciting and different experiences to help them learn. A dialogue journal is one of the productive means of organizing learning outside class. A dialogue journal is an informal written conversation between two or more people (student-student or student-teacher) about topics of mutual interest. Dialogue journals provide students with a meaningful writing activity that is engaging because it involves other students. These written conversations reinforce learning while forming bonds between students that can provide a foundation for later cooperative learning activities. Learning outside the classroom has its benefits rather than drawbacks. It helps our teaching process motivating, interesting, challenging and attractive by involving all learners into learning. Chapter III. Language assessment and testing. 3.1. Using different types of assessment in language teaching. 3.1.1. HOMEWORK 11 Based on what you have learned in this section, develop or choose an available diagnostic assessment tool that will measure the concepts you want to teach in the lesson plan that you chose for Homework Task One. Thus, explain the brief diagnostic assessment you will use to measure the constructs before the class. Finally, explain how you will use the information to make informed decisions about your lesson plan. (2 pages total.) The process of implementing the diagnostic assessment As an EFL teacher I teach mainly teaching Integrated skills to the students, and I also teach them to be an EL teachers in the future. As an EL teachers they will have to develop all four skills of their learners simultaneously. For this reason all my homework tasks are based on developing skills. So before starting the course I would probably do diagnostic assessment. First we should identify what diagnostic assessment is and its importance in teaching and learning process. What is Diagnostic Assessment? Imagine being a teacher in a new classroom. You begin teaching a lesson only to be met with stares of confusion from your students. When you ask the students if they understand what you are teaching, they reply that they have no idea what you're talking about. Now imagine teaching that the same class after conducting a pretest to determine what the students already know about the topic. Which scenario sounds preferable? Which would result in a better experience for both the teacher and the students? Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning. When we asses students’ skills and competences in learning languages, we should follow the diagnostic assessment. It is an act of gathering information which helps us to identify students’ strong and weak points according to course content. Diagnostic assessments are often used before teaching process. They support a teacher’s decisions about content that should be taught as well as the approach of assessing that content. Gathering information helps us to modify the method which we teach, influence the decisions that we made prevents from the wrong focus and waste of time. At the same time we should know what we need to look for when diagnosing and most importantly what to do the collected information. We have to be able to communicate the results to the students’ administration in the appropriate way. 3.1.2. HOMEWORK 12 Please refer to the Diagnostic Assessment Tool you chose for Homework Task Eleven. In a page, please explain how you will use the information you learn to make informed decisions about your lesson plan during the lesson. For instance, are there key areas you are interested in that might cause some confusion for your students? A variety of assessment tasks that are used to determine students’ level of knowledge, skills, and understandings at the beginning of a course, grade level, unit and/or lesson. They test the students on what they already know. These tests allow the instructor to adjust the curriculum to meet the needs of the students. Diagnostic assessment plays a crucial role in assessing students’ skills and competences in learning languages. It is an act of gathering information which helps us to identify students’ strong and weak points according to course content. As diagnostic assessment support a teacher’s decisions about content that should be taught as well as the approach of assessing that content, they are used before teaching process. Gathering information helps us to modify the method which we teach, influence the decisions that we made, and prevents from the wrong focus and waste of time. At the same time we should know what we need to look for when diagnosing and most importantly what to do with the collected information. We have to be able to communicate the results to the students’ administration in the appropriate way. Information about students’ language abilities should be collected before or during the teaching process. It helps us to get information our students’ skills and knowledge. These data are important for our intension and focus. Sometimes, understanding students’ skills and knowledge during interaction (the oral or written form) between a learner and a teacher. Sometimes watching the video of any lesson then discussing the advantages and disadvantages of the lesson with the students orally gives opportunity to identify the level of them. When I compete my lesson plan I pay attention to the students’ abilities, skills and perspectives according to the results of diagnostic assessment. Taking into consideration all collected data I choose relevant materials for syllabus which is more efficient for assessing students. If we choose materials beyond their knowledge it may cause some confusion for our students. When students can’t do the task, teachers should encourage them giving different additional materials about previous lesson or repeat the main points of previous lesson and do that homework partially for being sure that students will be able to do themselves at home. 3.1.3. HOMEWORK 13 Imagine you have completed (i.e., taught) the lesson you chose for Homework Task One and you want to make a short quiz (10 min) that will measure what you taught in the class. For this homework task, please write the answers to the seven questions that will help you make test specifications for the test. We have pasted the questions again here: What is the purpose of the test? What sort of learners will be taking the test? What language skills should be tested (reading, writing, speaking and/or listening)? What language elements should be tested (grammar, vocabulary, pronunciation, speech acts, etc.)? What target language situation is envisaged for the test, and is this to be simulated in some way in the test content and method? (For instance, is this a test of academic French? Of English for international TAs? Of Japanese for hotel workers?) What text types should be chosen as stimulus materials -- written and/or spoken? What sort of tasks are required -- discrete point, integrative, simulated ‘authentic’, objectively assessable? (That is, what will the test-takers do?) What is the purpose of the test? The purpose of the test is to find clear aspects in learners’ knowledge and skills, giving them chance of choice what they have learnt during the academic year or every lesson. What sort of learners will be taking the test? All sorts of learners can take the test but not all of them are successful. Visual learners and auditory learners are more successful as they have more attention on seeing and understanding during the lectures of the subject. Furthermore during seminars and lessons they were able to implement their theoretical knowledge into practice. What language elements should be tested (grammar, vocabulary, pronunciation, speech acts, etc.)? In the beginning of communicative practice, we should be aware of grammar for accuracy, pronunciation for phonetics and vocabulary for words choosing. That is why grammar and vocabulary should be tested more than the others. Pronunciation or speech acts testing are also important as for the future teachers the correct intonation is very important. The learners should practice the correct intonation for giving the instructions. Furthermore they should be able to pronounce words correctly and clearly. What target language situation is envisaged for the test, and is this to be simulated in some way in the test content and method? (For instance, is this a test of academic French? Of English for international TAs? Of Japanese for hotel workers?) When I have a test with my students I use language teaching situations. They are based on the content and methods which are used during the lesson. I give them authentic materials to test their skills and abilities. It can be a short video from any lesson which was held in our country or in USA or in UK, and the students should discuss the teaching methods used during the lesson and the teacher’s presence, teacher and student interaction, student and student interaction and so on. Then there will be a debate on the use of authenticity in language classrooms in terms of language, tasks and situation. What text types should be chosen as stimulus materials-written and/or spoken? Reading text should contain any problem in studying process, it can be connected either to the school life or students’ life. The next testing activity will be a debate or writing a short report (lesson to the director, administration) on the solving/complaining of this problem. If this is a writing letter task, then the structure of formal and informal writing letter will be included. What sort of tasks are required-discrete points, integrative, simulated ‘authentic’, objectively assessable? (That is, what will the test-takers do?) Different types of tasks can be organized at this point of teaching, tasks can be written or oral. If written tasks they can be writing letter to the director or administration, it can be writing a short letter to the parents of the students, it can be finding solution to any problem which is connected with the teaching process, it can be writing a report. If this is an oral task it can be acting out a role of teacher who gives clear instructions, it can be conducting a part of the lesson (warming up, explaining the new topic, strengthening) on the given definite theme (definite grammar rule to the definite level learners through definite teaching method). Also the task which compares the same situation from the different social point of views. The situation can be given like a video or like a text.

3.1.4. HOMEWORK 14 You now have gone through five sections in the chapter and learnt the salient aspects in language assessment and testing. By this time, you should have developed ideas regarding what changes you can make in your teaching and assessment practices. Based on what you have learnt in this chapter and discussions at classes, write an action plan (minimum 1 page) describing the problematic areas which you are planning to address after you complete this in-service education course, provide details of: Why you think it is a significant issue; How you are going to address it; and, What is the expected result? Before jotting down regarding issue that I face in my teaching and assessment practices. There are given brief what I have learnt from this section. Subjective scoring is a powerful tool we can use to add assessment items that are not easily scored .A subjective test is evaluated by giving an opinion .It can be compared with an objective test, which has right or wrong answers and so can be marked objectively. Subjective tests are more challenging and more expensive to prepare, administer and evaluate correctly, but they can be more valid. Tests of writing ability are often subjective because they require an examiner to give an opinion on the level of the writing. Learners preparing for a subjective writing test. For example a letter of complaint, need to think about their target audience, since they are asked to produce a whole text. Teachers can help them by emphasizing the importance of analysing the question and identifying the key points of content, register, and format. As well as ,language teachers should create assessment criteria One of the challenges facing language teachers is how to provide students with opportunities to show what they can do with the target language. Assessments must align with the curriculum and with classroom practice. Assessment tasks must generate language samples with enough depth and breadth so that teachers can make judgments as to how students are doing and provide them with meaningful feedback on their performance. Contextualized The language learner is provided with a meaningful context for real language use. Tasks are organized around one theme, to ground the student in the context. The test taker knows what role s/he is to play, and with whom to interact. Each task is designed so that the next task logically follows, allowing students to build on the information they’ve already given. Authentic Tasks are designed to present test takers with a real communicative purpose for a real audience. Task-based Test takers must carry out a well-defined task designed to elicit specific use of the target language. Learner-centered Tasks are realistic for students learning the target language, in terms of age, cultural background, level of cognitive and linguistic maturity, etc. Students are expected to make responses based on their actual circumstances, background, and interests. Performance-based assessment helps students to understand the development of their ability to use language effectively. It allows students to create personal meaning, and one instrument can be appropriate for every student in a classroom. If I am teaching a class where I have reason to suspect that the students already have some knowledge of the topic, I may conduct a quick quiz so that I can work out a baseline of where the class is up to so that I do not waste everyone’s time covering stuff they know already, but after that the sequence is 1. Explain a topic. 2. Do a formative test of some type 3. Use the results of that to help the students identify any weaknesses or misconceptions they may have, and address them. More explanations from them if it seems needed. 4. Do a summative assessment. 5. Move on to the next topic. Chapter IV. From syllabus design to lesson planning. 4.1.1. HOMEWORK 15 Please explain in a page how the Homework Task One lesson fits into the syllabus of the course, the curriculum, and the national standards. I started my lesson focusing on students’ attention to the vocabulary tasks according to their competence which was called CEFR of language. English language teaching specialists conducted a baseline study to research the teaching of English for English for Specific Purposes (ESP) within higher educational institutions throughout Uzbekistan. One striking finding was the confusion that university language teachers have towards curriculum and syllabus. For example, most have trouble discussing the differences between these terms, because Uzbekistan language teachers often view each as the same thing. Additionally, a syllabi analysis conducted by English language teaching specialists using content analysis methodology revealed there are many mismatches between the curriculum of the institution and course syllabi. These findings, and the ones listed below, cause great concern. Findings: i) Syllabus developers use different terms, such as a Curriculum, Schedule, and Calendar Plan for the same type of document. Majority of syllabi were derived from the mandated books (i.e., syllabus developers take the book prescribed by the ministry and copy topics from the book and thus convert the book into syllabus). Therefore, the syllabus reflects the book. While designing a syllabus developers must think of two important things: “a starting point of what is and an ending point of what is desired” (Graves, 2014, p. 56). The journey from the starting point towards the desired finish demands making decisions on the content and activities. The process is not linear: all sections connect, affect, and complement each other. Essential information Course title, number, time, days, and location; URL for course Web page, if applicable Name and contact information of instructor(s) and, if applicable Prerequisites Topics outline Texts, materials, and supplies Assignments and exams Additional course requirements, such as field trips, seminars, groups Grading scale and policies Additional policies, such as those on attendance, academic integrity, and late work Recommended Information Caveat, such as “this syllabus is subject to change; students who miss class are responsible for learning about any changes to the syllabus” Course goals Subsection information, if applicable Supplementary materials, such as study hints, safety guidelines, and online resources 4.1.2. HOMEWORK 16 Write clearly (and finalize) the cognitive, performance, and affective goals and the objectives for your lesson for Homework Task One. Make sure each goal is MEASURABLE – you can justify with data that learning has happened. Goals and objectives of syllabus design to lesson planning.
The words goal and objective are often confused with each other. They both describe things that a person may want to achieve or attain but in relative terms may mean different things. Both are desired outcomes of work done by a person but what sets them apart is the time frame, attributes they're set for and the effect they inflict. The goal should be long-term, broad, and achievable but not necessarily measurable. The goal helps to keep instruction focus on the targeted content. On the other hand, course objectives inform specific learning outcomes and are derived from the course goal. All the objectives should be measurable. The goal is defined as: The purpose toward which an endeavor is directed. The result or achievement toward which effort is directed or aimed. An objective has a similar definition but is supposed to be more clear and measurable target. Every lesson should have cognitive (what students will know), performance (what students will do), affective (how students will feel). In previous time I had a lesson about "Methods of teaching FL to different age groups". According to this title I should have to put the goal and objectives of the lesson. The cognitive goal of the lesson: to give general explanation and to teach how to distinguish the teaching methods from each other. The performance goal of the lesson: the learners are given a certain group of learners and definite topic/grammar rule which they should prepare on their own and conduct within 5-10 minutes in the classroom. The affective goal of the lesson: to help the learners to gain self-confidence as teachers (while practicing they work out the abilities of giving instructions, monitor the classroom, work out the correct intonation). The objectives of the lesson: - to give short definitions of teaching methods with examples; - to show in short examples how do the teaching methods work; - to give feedbacks to the students tasks; - to analyze the teachers’ behavior and presence while conducting the lesson. According to Richards objectives have 3 characteristics: Precise feasible and they describe a learning outcomes. Objectives are more specific steps that learners will do to achieve the goal, but they must be realistic and measurable. Goals are not the same as standards. Often standards are not appropriate for learners and thus become unrealistic and unachievable. 4.1.3. HOMEWORK 17 Formally write a complete (and revised) lesson plan from Homework Task One [approximately 80 minutes]. Make sure you are able to answer the following questions about it: Chapter 1: What kind of competencies are you trying to address in the lesson plan (i.e., linguistic, sociolinguistic, pragmatic, strategic, and/or all the competencies)? The answer to this question will support your lesson plan from a theoretical language perspective. Chapter 2: Which methodological approach and/or language teaching principles are you trying to achieve? The answer to this question will support your lesson plan from a language teaching methodological perspective. Chapter 3: How will you assess what you are trying to measure (i.e., Assessment-for-Learning and/or Assessment-of-Learning)? The answer to this question will support the connection you see among teaching-learning-assessing. Chapter 4: Will you be teaching a competency through speaking, reading, writing, reading (or) all the above? Will an activity that you had learned from Chapter 4 be included in your lesson plan? This answer can support some techniques you may use in your classroom to support the answers above. Chapter 5: Please keep in mind how the lesson plan you create will fit into the syllabus of the course and the overarching national standards. More specifically, what are the specific goals (i.e., cognitive, performative and affective) that you want to achieve; or, are the goals/objectives of your lesson being created from a backwards design perspective? 1. In my lesson I tried to show how to teach FL to different age groups, I tried to show how the teaching methods work really. Mostly Sociolinguistic competence existed in the lesson. During the conversation, and discussions different views to the same teaching methods and situations, or different expecting answers from different learners were analyzed and discussed. The next Strategic competence was also discussed with the explanation of teaching methods based on the definitions of the words. It was followed especially while looking through the lexical meaning of the words from dictionary and their additional meaning in the speech. Thus the discussion included the Linguistic competence into itself while analyzing the difference between the structure and meaning of the words. 2. I used Communicative approach in my lesson. So this approach is a leaner centered approach which makes the learners more responsible as they become the autonomic learners in this case. This approach gives the learner not only grammatical competence but also a social skill as to what to say, how to say, when to say and where in order to satisfy his daily needs as a larger aim. The atmosphere of the teaching process cannot be silent while usage this approach, as the noise of the learners speech, discussions can be heard all the time. In this approach, apart from fluency, accuracy and appropriateness are equally important. Thus an effective use of language needs to produce grammatically well formed. This approach tries to develop both the accuracy and fluency from the very beginning of language learning. In this approach the role of a teacher is that of a co-participant not that of an authoritarian master. Teacher should provide all the necessary resources for communication to be effective in every context. Communicative approach stresses the purpose of writing and audience of it. So teachers when using this approach have extended the readership. Teachers specify readers outside the classroom. 3. As the lesson consists of theoretical (looking through the definitions of teaching methods) and practical (conducting a short lesson to the learners) parts the assessment objects should be different in either of parts. Assessment for Learning can be conducted while giving the lecture to the group like a testing (writing task) or brainstorming (oral discussion). Tests can include into itself questions on the history and theory of teaching methods. Brainstorming can be done in the way of discussing teaching and learning situations. Assessment of Learning of course is done after the learning process in order to identify the level of the knowledge of the learners and to mark them in an appropriate way. This is done with the help of task-based teaching method. In this case the students are given definite theme and level of the learners. Their task is to choose appropriate teaching method, prepare compulsory tasks and activities for the class to teach and explain this definite topic using CLT approach. The student who is acted in the role of teacher is given a feedback by the teacher and his/her group-mates. The behavior of the teacher-student, his/her ability of giving correct instructions, the tasks based on the teacher-student and student-student interaction is more important rather than some grammar rules or little mistakes in the speech of them. 4. The integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for communication. Moreover, this approach stresses that English is not just an object of academic interest or merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people. This approach allows teachers to track students' progress in multiple skills at the same time. Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, the integrated-skill approach, whether found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds. 5. There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains are cognitive (thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic). Each domain on this page has a taxonomy associated with it. Taxonomy is simply a word for a classification. All of the taxonomies below are arranged so that they proceed from the simplest to more complex levels. When planning learning activities, you should consider the types of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate effective learning in the course. Learning activities should be directly related to the learning objectives of the course, and provide experiences that will enable students to engage in, practice, and gain feedback on specific progress towards those objectives. 4.2. Practice teaching. HOMEWORK 18 There are two parts to Homework Task Eighteen: First, address the issues in your lesson plan according to the feedback you received from your three colleagues throughout the workshop. Second, choose one section of the lesson plan that you want to use for your microteaching. The one section should be approximately 15-20 minutes long. Explain in one page why you chose the section to use for your microteaching assessment. As the theme of my project work is “ANALYZING AUTHENTIC DIALOGUES TO TEACH COOPERATIVE PRINCIPLES” I had a microteaching on the topic "Relationships". Besides enlarging the students' vocabulary and teach how to use them in sentences, the main goal of my lesson is to work with dialogues in real-life situations. In my lessons I used strategic approach to explain the usage of new vocabulary in practice. After the microteaching I got feedback from my colleagues. Azzamova Nigora's feedback: In the lesson there were a lot of interesting activities which were belonged to develop strategic competence. After a warming activity which included into itself the dialogues on the real-life situations we ourselves tried to fulfil the tasks. We worked cooperatively and developed our integrated skills. The rules were given correctly and the teacher was an advisor for the students". Mamayoqubova Shakhlo's feedback: "We have learned different words relating to relationship, some facts were really very useful. We did a useful activities that will enlarge our vocabulary. Besides, I should mention that teacher gives very clear instructions during the lesson. She explains the task with easy words and only then distributes the hand-outs what makes the activities and the tasks to be fulfilled with no further explanations. The intonation of the teacher while giving the instructions was very good.” Nasrullayeva Mohigul's feedback: "The teacher organised the lesson successfully. She made her speech sensible with eye-contact to the students. She should use more academic words when giving instructions. She tried to work with all the students. She tried to follow the time management.” The feedback was incredibly useful for me. My colleagues gave me positive feedbacks. The main points of the feedbacks were: Positives: The atmosphere in the lesson was good. The students were enthusiastic. They tried to work cooperatively and developed their vocabulary and integrated skills. Areas to improve: I should use more interesting activities to improve student’s linguistic competences and their communicative skills, use different techniques during the lessons. 4.3.1. HOMEWORK 19 With a partner in your in-service teacher education program at the Innovation Center, please look over each other’s lesson plans and discern what you would like to observe and how you think you would observe the lesson. Then, find 5-10 colleagues to participate in the micro-teaching practice and video record it. Observe each other and take field notes. Finally, write-up an observation report of your colleague’s micro-teaching. I decided to write an observation report for Azzamova Nigora's microteaching. She had a microteaching on the November, 21 with the teachers in innovation centre workshop on the topic “Making polite requests”. Her lesson was well-organized. She used a projector, a computer and a white-board for having her lesson. She prepared hand-outs for activities. She herself and the students in the workshop were in a good mood. She began her lesson with a warm-up activity. She used blitz questions, such as “What kind of requests do you know?” Then she explained "The forms of requests ". She gave all the information about it. Her lesson was focused on improving students’ critical thinking and strategic and sociolinguistic competences. Different kind of activities with colourful pictures and a video of authentic teaching absolutely improved students' remembering skills according to strategic approach. After that she divided the group into three subgroups and gave a card to each of them where to do a role play. The groups did a role-play. It was very effective. Students developed their speaking skills through funny activities. Warming and welcoming learning atmosphere helped her to organise successful lesson. Lesson was well-resourced and supported learning. Lesson plan was detailed and precise. Lesson was all cross curricular and clearly into the topic. Students were relaxed and confident. There was a confident and competent use of technology. N.Azzamova achieved the main aim (objective) of the lesson and was able to teach not only vocabulary related to the medicine, but using other different activities, provoked interest in her subject. The lesson was held successfully. I think the lesson was thoughtful, motivating and clearly appreciated by everyone. All activities were well planned and distinct. The instructions were clear and to the point of every case. 4.3.2. HOMEWORK 20 Write a one-page reflection about the class you taught. What were some positives and negatives of your experience, and, how will you continue to move forward in your career to pursue professional development? I decided to write a post-observation conference with my colleague Azzamova Nigora. She said to me about positive and negative situations of my lesson. According to her words I should have to improve my students’ integrated skills through communicative language teaching approaches. As I am an ESP teacher I should have to pay attention to the improvement of student’s vocabulary reserve and their integrated skills like listening, reading, writing and speaking. She said that with the improving of student’s vocabulary range related to their field of study, I could have solved the problem of students' critical thinking and communicative competence. In my microteaching lesson I tried to implement linguistic, strategic and pragmatic approach. Having read and got acquainted with the materials of the boon “Reconceptualising language teaching: an In-Service Teacher Education Course in Uzbekistan” I learnt much about teaching. I identified my weak points in teaching. I learnt much information about Communicative Language teaching, its approaches and how to teach these competences in context, focusing on that language never stays still, it is always on the move, so I firmly relied on four sources of data collection: Intuition; (asking to imagine a situation); Discourse or role-plays; Recording of natural conversation; (in a café, restaurants, libraries…) Field observation of natural conversation. (documentaries, podcasts,) Based on these data collection I chose a reliable source “Recording of natural conversation”, so during the microteaching lesson, the students watched a video which takes place in a classroom atmosphere, a dialogue between a teacher and a student (a teacher and students)and paying attention to the use of collocations, I also explained three factors that can affect our grammar. They are: Social status; Distance; Intensity. Azzamova Nigora thinks that I used linguistic competence when my goal was teaching collocations, after watching a video we also discussed three factors that can be seen in a dialogue between a teacher and a student where I tried to use pragmatic competence. In the final point asked the students to make up their own conversation paying particular attention to the use of collocations and those three factors that requires strategic competence from the learners. In the future I am going to use sociolinguistic approach during my lessons in order to develop students’ awareness of cultural and social norms of behaviour and get rid of their weak points. I discussed possible problems my students’ face and how we could prevent these from happening owning the future lessons. My colleague said that through doing activities based on with strategic approach I can get rid of students’ communicative problems. The activities I chose in microteaching with the students allowed them to focus on the movement themselves, without worrying about the others around them as well as getting experience in word combinations that usually go together. Having been in training workshop I learnt what linguistic, sociolinguistic, pragmatic and strategic competences are and the importance of implementing them during the lessons. LESSON PLAN Teacher’s name Kushatova Nargiza Context Practical English Theme Family relationship Level B1+ Time 80 minute Materials Projector, computer, worksheets, posters, pictures, cards Aims: to raise students’ awareness of understanding and using authentic dialogues. Objectives: 1)Provide students’ awareness of the use of different word combinations in different social spheres. 2) to explore new words and expressions. 3)to raise students’ awareness of how collocations are used in real-life situations. 4) to draw students’ attention to the conversation between different relations. 5) to check how students have acquired the use of different word combinations in different social spheres in real-life situations. Tasks: Educational question: What kind of relationships do you know? Upbringing question: What is the role of dialogues in real life communication? Expected results/Outcomes: By the end of the lesson learners will be aware of: (knowledge and awareness) 1) Expression different word combinations that usually go together 2) Using words in effective way in real-life situations. 3) Identifying effective words and word combinations for expressing ideas outside the classroom. By the end of the lesson learners will understand: (skills) 1) Effective ways use collocations in different spheres. 2) Practicing word combinations in real life. Authentic material in appropriate way. Procedure and steps: Steps Procedure Method Time Materials Step 1 Students are asked to look at the pictures and discuss what is described there. Then they are asked to guess the topic of the lesson. They are given some questions: - Do y Warm up activity Group work 5 minutes Handout 1. Picture anecdote Step 2 Cards with the definitions of some relationships are stuck on the blackboard. Learners are divided into 4 small groups. Members of each group come up to the blackboard and stand in a line. After the time is fixed they began to guess the word by the definition and give the turn to the next learner. In the end the correct answers of the each group are counted. Group work 10 minutes Cards on the blackboard Step 3 The new words and expressions, some abbreviations are written on the blackboard. The pairs are given the lists of definitions. They should match the words with the definitions. Pair work ☺☺ 5 minutes Handout 2. Step 4 With the help of presentation the list of MUST HAVEs of the labels of medicine are shown. The learners are given the authentic teaching materials (situational pictures). They should think of the dialogue according to what is happening in the picture. Individual work☺ 10 minutes Handout 3. Step 5 The learners are divided into small groups and they are given dialogues for discourse communicative teaching (DCT). They are to fill in the blanks with an appropriate answers or questions. Then the answers and the dialogue is discussed from different cultural points of view. Group work 10 minutes Handout 4. Step 6 Ask the learners to listen to the recorded dialogues and fill in the blanks with the missed words. The record is listened twice. The answers are checked. Individual work ☺ 10 minutes Computer, projector Listening. Handout 5. Step 7 Some vocabulary sorting exercise is given to the learners. They should sort out the given words into four columns of relationships. The firts three learners who fulfills the task correct and fast are given special presents. Individual work 10 minutes Handout 6. Step 8 Learners are divided into four groups. And both are given a real situations for role playing a funny real-life situations. Group work ☺☺ 15 minutes Handout 7. Step 9 Closure. Teacher assesses students and asks them to give a feedback of the lesson Individual work ☺ 5 minutes PPT presentations Appendix Handout 1. Handout 2. Handout 3. perform (line 6)_________ word processor (line 13)___________ online (line 16)__________ download (line 18)__________ built-in (line 21)___________ digital (line 25)___________ store (line 27)___________ financial (line 29)__________ monitor (line 42)__________ Handout 2. Handout 2. Handout 3. Handout 4. ASK DOCTOR FOR FAMILY Mrs. Lee: Can I speak to Dr. Johnson, please? Dr. Johnson: Yes. This is Dr. Johnson speaking. What can I do for you? Mrs. Lee: Oh. This is Mrs. Lee. Please help me, Dr. Johnson. Dr. Johnson: What's the matter with you, Mrs. Lee? Mrs. Lee: Oh, no, it's not me. My son Bill is sick. Dr. Johnson: What's wrong with Bill? Mrs. Lee: He has red spots on his arms, on his shoulders... Dr. Johnson: Does he have red spots all over his body? Mrs. Lee: Yes, he does. Dr. Johnson: Does he have a fever? Mrs. Lee: Yes, he does. This morning his temperature was 39 degrees in centigrade. Dr. Johnson: Well, that's too bad. Mrs. Lee: What's wrong with Bill? He cried all day long. I just can't stop him. Dr. Johnson: He has the measles. Mrs. Lee: Measles? Oh, dear. Can you come and see him now? Dr. Johnson: I' m going to have an operation this morning. But I can come this afternoon. Mrs. Lee: Thank you, Dr. Johnson. Dr. Johnson: Remember, you must keep him from scratching the spots. Mrs. Lee: No, no. I won't let him do that. See you then, doctor. Dr. Johnson: Goodbye. Handout 5. Presentation List of used literature: I. A. Karimov. The concept of further deepening the democratic reforms and establishing civil society in the country, Uzbekistan, 2012 I. A. Karimov`s decree “On measures to further improvement of foreign language learning system”. December 10, 2012 Sh.Mirziyoyev. Youth education is one the most important issues. 16.06.2017 David L. Chiesa, Ph.D. (Ed.), Ulugbek Azizov, Ph.D., Svetlana Khan, Klara Nazmutdinova, Komila Tangirova. Reconceptualizing language teaching: an in-service teacher education courses in Uzbekistan. 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