Subject: T. I. S instructor

ACTION RESEARCH


SUBJECT: T.I.S
INSTRUCTOR: Tursunova Gulchehra
GROUP: 1912
STUDENT: Sharipov Shahzod
Action research presentations for mid term
Criteria on evaluation of the task
MICROTEACHING on action research with PORTFOLIO submitting
Total score: 50

Gained score:
Task response

The planning stage (10 p)
1. Identifying and limiting the topic (2p)
2. Gathering information (2p)
3. Reviewing the related literature(2p)
4. Developing a research plan(4p)
The acting stage (15p)
5. Implementing the plan and collecting data
observation list(3p)
questionnaire for students(3p)
interview from teachers and students(3p)
6. Analyzing the data
the results of collected data(6p)
The developing stage (15 p)
7. Developing an action plan
CASE STUDY
PRE TEST(2.5p)
LESSON PLAN 1 + MICROTEACHING(WITH DISK)(5p)
LESSON PLAN 2+ MICROTEACHING(WITH DISK) (5p)
POST TEST(2.5p)
The reflecting stage(10 p)
8. Reflecting on the process
reflective essay on the whole process of action research by giving the compared results of case study(written and oral)

I.Planning stage


Topic : The verb “to be”

GATHERING INFORMATION
Syllabus
Teachers’ manuals
Research books on the topic
Internet sources
Videos on the topic
Talk with teachers
Reviewing the related literature
Nelson Mandale
Everyone can rise above their circumstances and achieve success if they are dedicated to and passionate about what they do.” “It always seems impossible, until it is done.” “Lead from the back – and let others believe they are in front.” “What counts in life is not the mere fact that we have lived.

RESEARCH PLAN:
1. What difficulties do the teachers face in teaching grammar for intermediate students?
2. How effective is to use innovative ways of teaching grammar in integrating language and development of intermediate students?


Developing research plan
Warm - up:
Quick questions
1.Write a list of two or three questions on the board which introduce the theme of the lesson. For example, if you are going to talk about books, you could write: What’s your favourite book? What was the last book you read? What kind of books do you prefer? etc. Give the students 5-10 minutes to discuss the questions and then have students report back to the class.

2.Make the most words
Write a topical vocabulary item on the board. In twos or threes, students make as many new words from it as they can. Use longish seed words such as apologise, dictionary or September. Score teams a point per word and award a bonus point for the longest.

3.Make the longest words
Write a topical target word vertically down the board, for example, WINTER. In twos or threes, students attempt to come up with the longest word that begins with each letter. Give teams a point per word and a bonus point for the longest. Waterfall, Industrious, Nausea, Terrified, Empty, Retailer

4.Mixed-up question
It’s always good to start the class with a question. Write a good one on the board but mix up the word order, then challenge students to reconstruct the question and then discuss it in pairs or small groups. For example: most item you have the ever expensive what’s bought?
2.Introduce new vocabulary

- Use pictures of new vocabulary words to introduce them to your students.For example : flash cards, magazine images, online pictures, picture dictionaries or photographs
- Using real objects to introduce new vocabulary will aid your students in remembering the new words.It is a chance to make a physical connection with a lexical concept. Show your class an object, say the word, write it on the board, and then pass the object around and have each of your students say the word out loud.

3.Introduce verb "Tobe".
- Show students how to make sentences such as “I am pupil.. You are kind. Jenny is cleaver.” Ensure that students understand how the subject and forms of the verb are paired. You can practice this before introducing the full sentence structure you would like students to learn.
- Call on students to make sentences choosing a subject, verb, and adjective from columns on the board. Without introducing the question form “Is she sad?” you can use such questions to test comprehension and students should understand what you are asking. Have them answer by saying “Yes, she is sad.” so that they continue to practice saying the target structure.
- Use worksheets for practice. Have students complete a fill in the blank exercise where they must choose am, is, or are to complete sentences to ensure that they understand which form of the verb agrees with certain subjects. You can also have students match sentences with images or with translations for practice and to test comprehension. As a class check the answers before continuing on.
- Divide the students into pairs and encourage them to practice asking and answering questions using the target structure. Calculate students's score check each students' participation.
Practice the Verb “To Be”:
- Using worksheets, have students fill in the blanks with “am, is, or are” to complete sentences to ensure that they understand which form of the verb agrees with certain subjects.
- Working in pairs with a worksheet, students match a phrase from the first row (E.g. I, He is, She, I am, You, etc.) with the suitable one from the second row (E.g. am glad,are good, is beautiful, teacher, etc.)
-Turn by turn each student come to the blackbord and initially, make a short sentence then make it more complex using learned adjectives in the lesson. And put them to 3 structure namely, positive, negative as well as question form.


Finish the Lesson
- Give a appropriate game or simple puzzle as homework where the students practice the verb “To Be” and enjoy learning as well.
- Since it is the first verb students study, it is crucial to get them to understand that the form of the verb is affected by the subject of the sentence. Therefore, I tell them to make sentences and make short text ( such as about theirselves, family, school favourite thing e.t.c) as homework.

II The acting stage.

Interview (from teachers)

1.What role does discipline play in teaching and what is your approach?
believe that a teacher can't be effective without the right disciplinary approach. I prefer to explain what's expected of my students, so they're set up for success. Without discipline, there won't be respect, and keeping students accountable may be difficult. After researching several methods, I’ve found that a rewards system is the best method for avoiding bad behavior. While there are certainly still cases that need to be addressed with the school’s behavior program, using rewards enforces positive behavior and gives children a goal to strive for.”

2.What makes you a good fit for this school?
“I am inspired by this school’s reputation for educational excellence and for encouraging creativity through its renowned arts program. I note there has been a dip in the AP test scores in recent years, so I am extremely motivated to introduce my teaching strategies. I feel confident that I could help students improve their scores and opportunities for success.”

3.How does a teacher's personality affect their success?
Teachers need to have flexibility, compassion, self-discipline, drive and patience to reach their students. Teachers also need to consider state and local testing objectives when devising lesson plans and making sure students understand the materials on which they'll be tested. Teachers must be able to alter their styles so that every one of their students can learn effectively.”
4What do you believe is the place for technology in the classroom?
I think that technology in the classroom can be a valuable tool in helping students learn. That being said, technology can also be distracting, so setting expectations for appropriately using tech is critical. Students should be able to use the technology for learning as well as to learn basic skills, so I give them assignments that require advanced use of the technology to complete the work. For example, I may include formatting requirements with their writing assignments, so they're progressively learning to format throughout the year. This allows the students to become more comfortable with different platforms and sets them up for success in their future workplace.”

5.What qualities make a great teacher?
Well, I think, some qualities of a good teacher include skills in communication, listening, collaboration, adaptability, empathy and patience. Other characteristics of effective teaching include an engaging classroom presence, value in real-world learning, exchange of best practices and a lifelong love of learning.

Interview (from student)
1.What is your major? What degree are you pursuing?
"I'm pursuing a Bachelor's Degree in Marketing, and my major is marketing and public relations. I'm currently involved in a class project that is teaching me essential skills like planning a campaign, using data and analytics to develop strategies and how to use different digital marketing approaches."

2.What has been your biggest academic achievement?
My biggest academic achievement was my recent practicum. I completed my junior year practicum teaching third graders, and my supervisor evaluated my performance at a highly effective rating. This is huge for me because I've worked long hours to develop my ability to deliver engaging lessons and create unique approaches to working with gifted students and students with learning disabilities."

3.How do you manage your priorities to meet deadlines?
I usually start by making a square grid to list each task I have to complete in order of relevance and priority. Then I complete the most time-consuming tasks first, so I can take my time focusing on getting each element right, depending on the topic of the assignment. If it's a large assignment, such as a research project, this method helps me get the bulk of the project done so I can focus on the little things last."

4.What aspects of your studies do you enjoy most?
"I love my architectural design course. Since my major is architectural engineering, I favor my current design courses that challenge me to create innovative approaches to developing plans for building structures. I love the planning and designing stages as working on a design team and sharing ideas inspires and motivates me to keep improving my skills."
5.Can you describe a time when you contributed to a team to complete a class assignment?
Most of my classes require students to work in collaborative assignments. Because of this, I've had the opportunity to work with a diverse group of people. My favorite project was a research project on the effects of parent involvement in the schools. My team and I wanted to prove that parental involvement in elementary students' academics led to higher achievements, and with our joint efforts were able to increase parents' involvement in their children's school community."