Xorijiy til

Lexical resource: The writer uses a wide range of vocabulary to describe

change, including adjectives and adverbs such as limited, substantial and

particularly sharp, and verbs such as doubled, slipped andemerged.

Grammatical range and accuracy: The model answer is free from

grammatical errors. Sentence forms are complex and include relative clauses

and linking words such as with. The candidate makes use of past, present and

future tenses. Punctuation is also used carefully and accurately throughout.

Unit 6. Observation and reflection

LESSON ONE: BECOMING A REFLECTIVE LEARNER

Affirmation for you and for your students:
At the end of the lesson they:

Dialogue: Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples.
Monologue: Can relate the plot of a book or film and describe his/her

reactions. Can describe dreams, hopes and ambitions. Can develop an

argument well enough to be followed without difficulty most of the time. Can

briefly give reasons and explanations for opinions, plans and actions.

Can develop a clear argument, expanding and supporting his/her points of

view at some length with subsidiary points and relevant examples.

Can construct a chain of reasoned argument:

Can explain a viewpoint on a topical issue giving the advantages and

disadvantages of various options.

Can give a clear, prepared presentation, giving reasons in support of or

against a particular point of view and giving the advantages and disadvantages

of various options.

Can take a series of follow up questions with a degree of fluency and

spontaneity which poses no strain for either him/herself or the audience.

Reading: Can understand clearly written, straightforward instructions for a

piece of equipment.

• Study skills: Speaking for academic purpose.

• Reading for information and argument; Grammatical areas:

• Revision of going to + infinitive

• Modals should, must, may, might

• Revision of first conditional

• Revision of past simple tense Functional/Notional areas:

• Making offers with will + infinitive

• Talking about possibilities

• Describing a sequence of events

• Expressing agreement and disagreement

• Giving orders

Exercise 1. Ask students the following questions:

- Do you have any experience on your first draft writing from the first semester?

Say that they are going to work on their second report. Ask them to read the

passage and discuss it in pairs.

Exercise 2. Tell students that they are going to listen to a text “Difficult questions” about good and bad listeners. Ask them about their expectations:

- What does the listening material speak about?

You may ask the following questions:

- How do the good listeners show that they are good listeners?

- What kind of listener are you?

- What should you do to improve your listening comprehension?

Elicit the answers.