The ministry of higher and secondary specialized education of the republic of uzbekistan

2.2 CLASSROOM OBSERVATION, FEEDBACK, AND LANGUAGE TEACHING

2.2.1 CLASSROOM OBSERVATION, PROVIDING FEEDBACK

I observed the microteaching conducted by one of my groupmate here Shorahimov Shoaziz. He had microteaching in the topic DISEASES. Theme was Teaching medical terminology. The main aim of the lesson was to teach vocabulary through interesting and interactive activities like matching acting a dialogue and many others.

He used linguistic and sociolinguistic competencies in his demo lesson. Linguistically, he taught learners how to pronounce new words and made them to use in their sentences,. Furthermore, they learnt about provide the first aid in real life. Covering pragmatic and sociolinguistic competence.

Task-based language teaching has been widely used for language classroom. Using tasks as main activities, task-based materials was developed particularly for speaking class. Because TBLT allows the language learners to learn something focusing on both, process-oriented and product oriented. The language learners were also given a chance to discuss their work later after the tasks done. This was very interesting for the participants because they could also work with their peers and discuss their tasks at the end of the lesson.

The chosen topic “DISEASES” fully suits syllabus of the course and the national standards. Specific goals were as follows:

Cognitive: to teach related vocabulary and enlarging learners’ word box.

a) Listen to the teacher explain the denotation and connotation of these words; and

b) Match the words with their definitions

Performance: read the text and try to understand new words.

Affective: feel confident and motivated to use the learned vocabulary with their peers.

a) Participants got feedback from each other and the teacher about their task.

In the lesson the teacher used a lot of interesting activities which were belonged to develop linguistic and sociolinguistic competence. Learners worked cooperatively and developed their integrated skills. The role of a teacher was a facilitator. The lesson was quite interesting and they felt enthusiastic about their tasks. The teacher organised the lesson very well. He used CLT approach successfully. We learned how to pronounce different diseases and got idea what to do when it is needed first aid through TBLT. I have discovered new things for me.