Тиллар ўҚитиш методикаси ва таълим технологиялари

5. Learners’ time -on- task time
6. Teacher’s non­judgement
7.Learner- centered work

A lesson models the learning process. A lesson can provide for a step-by-step learning, or rush the learners from one activity to another, or make the learners think hard about an issue in question, or focus on automatic drills etc.
The effectiveness of the lesson depends much on whether the lesson recognizes the reality of cognitive processes in learners. There are the following major phases of any learning
• task encounter
• dealing with the task
• storing the experience
• transferring knew knowledge/skills and emotional expectations into a new situation
• modifying one's experience (knowledge/skills and emotional expectations)
A lesson experience modifies knowledge, experience and skills and this is how learning occurs (more can be found in Eyesenck, M. and M.Keane. 1997. Cognitive Psychology. Psychology Press. P. 7-12).
Exploratory task 1.2
Match the following activities with the results of learning and write your comments in the space provided. More than one “result” can be matched with some activities.

Activities	Results of Learning
	Knowledg^e	Skills	Emotions
Teacher’s Explanation
2. Chorus drill after the teacher
3.Opening the brackets in the grammar exercise
4.Acting out real world situations
5.Reciting a poem by heart
6. Retelling the text
7. Doing a multiple- choice test
8.Problem solving Activity
9. Guessing game activity

A lesson is an arena of learner interaction. The learners interact to combine the knowledge between themselves and to co-operate in producing ideas. They exchange and share knowledge between themselves. They can also mutually control each other and correct errors, as well as to coach each other for specific tasks and tests. For the purpose of interaction, the learners form pairs or small co¬operative groups. First the learners may fail to co-operate effectively but gradually they learn how to perform effectively in pairs and small groups (Wright, T. 1987 The Role of Teachers and Learners. OUP).

Exploratory task 1.3
Indicate in the space provided what on-line (spontaneous) changes can be done to the lesson as a result of classroom interaction

Lesson components	On-line changes and reasons
1. Syllabus
2. Method (principles of teaching)
3. Approach (theoretical basis)
4. Atmosphere
5. Input
6. Practice opportunities
7. Learner receptivity
8. Techniques
9. Materials

Lesson types can be described in a number of metaphors.

• variety show is a pleasing to watch lesson, which is designed to take stock or to make an impression on the visitors
• climbing a mountain is a challenge for the learners. This lesson needs investment of effort on the part of the learners and the teacher. The reward is successful achievement of the aim
• eating a meal is an essentially receptive and drilling lesson focused on receiving and reinforcing the input (After Ur, P. 1996. A Course in English Language Teaching. CUP. P. 223-224).
Feedback:
What information have you got from the seminar?
Name one methodological terminology which you have learnt during the lesson?
Assessment Warm up- 20%
Answer for the question -40%
Making lesson plan -40%
Hometask
To make lesson plan for primary school
Ending
That was all for today, next seminar we will discuss the given questions.
References and further reading
1. J.J.Jalolov, G.T.Makhkamova, SH.S.Ashurov, 2015
2. Scrivener, J. 1994. Learning Teaching. Heinemann.
3. Ur, P. 1996. A Course in English Language Teaching. CUP
4. Woods, D. 1996. Teacher Cognition in Language Teaching. CUP
5. Woodward, T. 1995. Ways of Training. Longman
6. Wright, T. 1987 The Role of Teachers and Learners. OUP


PRACTICAL LESSON 9. ORGANIZATION OF THE MODERN ENGLISH TEACHING PROCESS
Lesson planning II: pre-, while- and post- in a storytelling lesson
Learning Outcomes
By the end of the session participants will have:
 discussed and practised identifying stages of a lesson plan
 experienced a story telling lesson
 discussed the role of storytelling in language teaching
Key Learning Points
 Planning a lesson helps identifying the stages of the lesson.
 Clear understanding of pre-, while- and post-stage learning outcomes helps
teachers achieve lesson objectives.
 Storytelling is a powerful tool in learning a language.
Preparation: For demo lesson prepare Handout 1, cards with pictures, masks and a card with Freddy’s father’s words.
1. Previous Day Review
Objective: to help participants to reflect on the previous day
Time: 10 minutes
Materials: none
Interaction: plenary
Procedure:
 Ask participants to recall previous day sessions. Ask the following questions:
1. What sessions did we have yesterday?
2. What have you learnt?
3. What was the focus of Lesson Planning I session?
Say that today’s session is the continuation of Lesson Planning I. Say
that in this session they will analyse a story telling lesson to explore its structure and main stages.
2. Lead in
Objective: to reflect on lesson planning and establish learning outcomes of the session
Time: 10 minutes
Materials: none
Interaction: plenary
Procedure:
 Remind participants about Session 13 Lesson planning I. Ask them to look at the questions from the session again:
o Do you plan your lessons? Why?
o Why is planning a lesson important?
o What does your lesson plan include?
o What is the most difficult to formulate in the lesson plan?
 Have a brief discussion and say that in this session they will look at the structure of a CLT lesson. Tell them that they will experience a story telling lesson as learners and analyse it as teachers afterwards.
 Ask the following questions:
1. Do you like listening to stories?
2. Do you think your pupils like stories? What stories do they like?
3. Do you use story telling in your lessons? Why? Why not?

3. Story telling lesson

Objective: to give participants opportunity to experience a story telling lesson
Time: 30 minutes
Materials: Handout 1
Interaction: pair work, whole class
Procedure:
 Say that you will run a story telling lesson. Ask them to imagine that they are pupils.
 Say that you will tell them a story about Freddy the Frog and show his mask. Say that you will need six pupils who will help you to tell the story.
 Give the masks to the participants or ask them to choose. Pupil 1: Freddy the Frog, Pupil 2: Daisy the cow, Pupil 3: Ferdinand the bull, Pupil 4: Harry the horse, Pupil 5: Lolly the sheep.
 Ask: What sounds do they make?
Possible answer:
Freddy the Frog – “crock, crock”; Daisy the cow – “m-o-o-o”, Ferdinand the bull – “b-o-o-o”, Harry the horse- “n-e-i-g-h”, Lolly the sheep – “b-e-e-e. Ask them to say their sounds every time they hear their name.
 Show a card “If you don’t succeed at first, try, try and try again!” and say that Freddy’s father should say the words when Freddy the Frog will remember his father’s words.
 Give cards with pictures of a pond, a window, a five-bar gate, a field, a bowl and a lump to any volunteers. Ask them to show their card when they hear their word.
 Say that they should listen to the story and answer the questions:
1. Where did Freddy the Frog go?
2. Why did he jump into the window?
3. What helped Freddy the Frog to survive?
 Check all know what to do. Start telling or reading a story.
 When you finish telling/reading the story check the answers.
 Show Handout 1 and say that they should draw Freddy’s route in pairs.
 Check the instruction and distribute Handouts.
 After five minutes ask participants to listen to the story again and check their answer.
Discussion
 Remind that they are still pupils and ask the following question:
o Do you think that Freddy’s father’s words: “If you don’t succeed at first, try, try and try again!” can help us also? How?
 Elicit some answers.
4. Story telling lesson analysis
Objective: to give participants opportunity to discuss and analyse the lesson
Time: 20 minutes
Materials: Three cards with definitions
Interaction: individual work, plenary
Preparation: Prepare three cards big enough for all to see.
Take learners beyond the text and talk about own ideas, feelings and experience about the topic. They may also ask learners to do something with the information they get from the text.
Prepare for main activity; stimulate learner’s interest
Help pupils to understand main ideas, draw pupils’ attention to structure or details of a text
Procedure:
 Say that they will analyse the lesson as teachers. Draw a table on the board and ask them to copy it into their copy books.
 Ask them to think of the lesson and fill in the table.
 Give an example. Ask what the first thing they did together was. (questions about story telling.)
 Give them 10 minutes. Check the instruction. Monitor.
 Elicit answers in plenary.
Answer Keys:
Activity Purpose
1 Asking questions about story telling.
To prepare for the lesson
To arouse participants interest
2 Pre-teaching:
a) characters and words from the story
b) sounds the characters make
To prepare for listening a story
To pre-teach unknown words
3 Listen and answer the questions.
To listen for main ideas
4 Listen and draw Freddy’s route To listen for detail
5 Answer the question. To enable pupils to talk about own experience
 Ask the following questions:
1. How many main stages were in the lesson?
2. How are they called?
Answer Keys: 1) three main stages 2) pre-, while- and post-
 Ask participants to identify activities for each stage.
Answer Keys: Pre - Activity 1 and 2; While - Activity 3 and 4; Post – Activity 5
 Put three cards with definitions for pre-, while and post activities on the board. Ask teachers to match the definitions with pre-, while-, and post stages.
Answer Keys:
Pre- activities – prepare for main activity; stimulate learner’s interest
While-activities – help pupils to understand main ideas, draw pupils’ attention to structure or details of a text
Post-activities – take learners beyond the text and talk about own ideas, feelings and experience about the topic. They may also ask learners to do something with the information they get from the text. Ask participants the following questions:
1) Does this structure with three main stages work only in story telling lessons?
2) In what lessons can the structure work?
Answer Keys:
1) No.
2) The structure can work in all CLT lessons: reading, listening, speaking or writing lessons.
5. Possible activities for each stage
Objective: to give participants opportunity to discuss possible activities for each stage
Time: 10 minutes
Interaction: pair work, plenary
Procedure:
 Ask participants to work in pairs and write a list of activities for each stage.
 Give them 10 minutes. Check the instruction. Monitor and help if necessary.
 Elicit ideas in plenary.
Possible Answers:
Pre – asking questions, brainstorm, matching pictures and sentences, pre-teaching new words, guessing the topic by looking at the picture/s, true/false; etc
While – answer the questions, check your answers, draw something, put in order, true/false – checking guesses, write a plan, write key words, guess the words from context, complete the table/diagram, etc
Post – talk about own experience/ feelings/opinions, do something connected with the text information, create own story/leaflet/poster, etc
 Establish that there are lots of possible activities for pre-, while and post stages. Teachers should know the purpose of each activity and plan their lessons keeping in mind the structure of a whole lesson and its main parts and the purpose of each activity they plan.

FREDDY THE FROG

Freddy the Frog had grown up in a pond next to Buttercup field. One day Freddy the Frog decided to have a look at the world. He hopped out of his pond across the Buttercup field, past Ferdinand the bull (beeerrrr), went under the gate, past Lulu the sheep (baaaaa), past Harry the horse (neeeeigh), past the cattle shed with Daisy the cow (moooooo) and went into the farmyard. Here he heard another sound, a very beautiful sound. It was the sound of the farmer’s wife singing (la, la, la) and it was coming from the open window of the farmhouse kitchen. Freddy hopped under the window.
The farmer’s wife in her kitchen was happy. The fresh milk was in a bowl on the table by the window. Soon she would make butter, lovely rich yellow butter for her family, but for the moment she was busy with other jobs.
Freddy listened to the beautiful song outside in the courtyard. He wanted to get closer and jumped through the kitchen window “Plop” right into the bowl of milk. At first Freddy thought to himself, “Oh My God, this is warm sticky water! It’s more difficult to swim in, than the water in my home pond. But it’s nice, cosy and interesting.” And he swam round and round.
After a while he began to get tired and thought to himself “Well…I think I’ll get out now”. So he scrabbled at the side of the bowl, but the sides were steep and slippery and he could not get out. So he swam on and scrabbled again and swam and scrabbled but still he could not get out. And now he was frightened and thought to himself “Oh My God, I’m drowning”. But then he remembered what his daddy had told him. His father had said, “Son, if at first you don’t succeed try, try and try again”. So he swam and he scrabbled, and he swam and he scrabbled, and he swam and he scrabbled and every time he wanted to give up he remembered his father’s words “Son, if at first you don’t succeed try, try and try again”, until he began to notice that a strange thing was happening. Parts of the water were clearer and less sticky to swim in parts seemed to be getting yellower and lumpier. He swam and scrabbled with renewed energy until eventually there in the middle of the bowl there was a big solid yellow lump and the “water” surrounding it was easy to swim in.
So Freddy hopped on the lump, hopped out of the bowl, jumped back through the window, hopped through the farmyard, past the cattle shed with Daisy the cow (moooooo), past Harry the horse (neeeeigh), past Lulu the sheep (baaaaa), went under the five-bar gate into Buttercup field, past Ferdinand the bull (beeerrrr) and back to the comfort of his very sweet pond.
And the farmer’s wife? Well, she never found out who made the butter!!!
The author: Malderez A. & M.Wedell. 2007 Teaching Teachers: Processes and Practices.
London: Continuum.