4. Reflection and action plan Objectives: to help participants to reflect on the activities they practised; to help participants to deciding on the goals for development
Time: 10 minutes
Materials: none
Interaction: individual, pair work, plenary
Procedure:
Summarise the session by establishing that teachers should plan practising grammar from controlled to free practice.
Ask participants to reflect on and complete the sentences individually.
1) One thing that I found very interesting in the session is …
2) One thing that I’ll try out is …
Ask participants to share their ideas in pairs.
Elicit some responses in plenary
Feedback What information have you got for the seminar?
Well in today’s seminar we have learned Approaches to learning and teaching speaking and analyze speaking activities in Fly High books.
Assessment:Learner’s knowledge on grammar, types of grammar, students’ exercises on grammar -50%
Answering the questions-30%
Active participation in discussions-20%
Home task:Teaching English grammar at lyceums and colleges
Ending:That was all for today, next seminar we will discuss the given questions.
Reference
1.Jalolov J., Makhamova G., Ashurov Sh. English language teaching methodology. “Fan va texnologiya” nashriyoti, Tashkent 2015
2.Yoqubov I. Comparative Methods of teaching English at schools, lyceums and colleges. “Bayoz” nashriyoti, Tashkent 2014
3.Ahmedova L. Normuratova V. Teaching English Practicum. Printed in UWED.
Tashkent 2011
4.Professional Development for Uzbekistan English Teachers Training Toolkit Module
1,2. Тошкент – 20
PRACTICAL LESSON 3 TEACHING LISTENING TO A1 LEVEL LEARNERS Groups:
Date:
Time: 80 min
Aims:
Practical aim: to discuss the objectives of teaching the listening comprehension,
the content of teaching listening comprehension and teaching listening comprehension
in English at school.
Educational aim: to widen students’ outlook on the importance of correctly setting
and achieving set aims during the lessons.
Educative aim: appearance of the teacher in creating classroom environment tolerance.
Equipment: handouts, standart , presidential decrees.
Lesson Outline
1. Beginning stage (1-2 min)
- Greetings!
- Aims and tasks of the seminar
Warm up. (5 min)
You are going to play a well-known game “Chinese Whispers”. Put students in 2 groups and ask them to stand in two lines.
Ask students standing first in the line to come up to you. Read quietly or whisper (donot show the written version) a statement (it can be a proverb or saying), for example,
Make hay while the sun shines. Ask them to go back and whisper this statement to the next participant. Each participant should pass the statement he or she has heard on I
next participant in a whisper. Note that the statement should only be whispered once
each time.
Samples of statements
1. Make hay while the sun shines.
2. Don’t make a mountain out of a mole hill.
3. It’s no use crying over spilt milk.
Ask the last participants in the lines to say the statement out loud in order to check whether they got the correct statement.
Ask participants the following questions:
~ What was important in this game?
~ Was it difficult to listen to each other? Why/why not?
III. Main part
1. Theory
1. What are difficulties in teaching listening skills?
2. Tell about mechanism of listening process?
3. Does practice listening in the language lab help you to develop English skill?
4. How does it promote your learning?
5. What kind of exercises are used for forming listening skills?
2. Practical
Activity Designing listening activities
Objective: to give participants an opportunity to design listening activities Time: 35 min
Materials: CD player, CD recording, handout 4 Procedure:
-Put participants in groups of 5 and tell them that they will have to design a listening activity suitable for their students based on the recording. Distribute either handout 4 (suitable for pre-intermediate and intermediate levels) or handout 5 (suitable for intermediate and above levels). Play the recording. Ask groups to design a listening activity (this should be placed into the Portfolio, entry 3) based on the recording.
-Tell participants that they can record themselves or their peers to produce their own listening material.
-Ask groups to present or teach their activities to their peers.
-Time for brief peer feedback to each group.
Summary
Students should always be prepared before listening (predicting the content, discussions).
While designing a listening task it is important to consider your objectives: developing
listening skills (listening for the gist, for specific information, etc).
After listening students can be assigned other tasks develop other skills.
IV.Feedback
What information have you got from the lesson?
V. Assessment
Teacher puts marks for students who participated during the lesson according to the following criteria: Learner’s knowledge for selection of the grammar material and the minimum in the English grammar in the secondary schools -50 %
Answering the questions -30 %
Active participation in discussions -20%
VI. Hometask
1. Ways and stages of forming and developing listening skills
2. Characteristic features of teaching listening
VII. Ending
This was all for today, next seminar we will discuss the given questions.
Reference
1.Jalolov J., Makhamova G., Ashurov Sh. English language teaching methodology. “Fan va texnologiya” nashriyoti, Tashkent 2015
2.Yoqubov I. Comparative Methods of teaching English at schools, lyceums and colleges. “Bayoz” nashriyoti, Tashkent 2014
3.Ahmedova L. Normuratova V. Teaching English Practicum. Printed in UWED. Tashkent 2011
4.Professional Development for Uzbekistan English Teachers Training Toolkit Module
1, 2. Тошкент - 2009
