THE MINISTRY OF PUBLIC EDUCATION

OF THE REPUBLIC OF UZBEKISTAN

ANDIZHAN REGIONAL TEACHER – IN – SERVICE AND RETRAINING

INSTITUTE OF PUBLIC EDUCATION STATE

Chair of languages and literature

Address: Khanabad

Institution: Specialized school № 9

Done by: Azimova Kamola

Supervisor: _____________________________________________

Andizhan - 2015

1

C O N T E N T

Entry I. Listening task. Teacher’s note “Numbers”…………………….. 3

Entry II. Listening task. Pupil’s worksheet ………………………….…...6

Entry III. Reading task. Teacher’s note “Seasons”……………………... 7

Entry IV. Reading task. Pupil’s worksheet ……………………………...10

Entry V. Lesson plan .Teacher’s note. “What is this?”……….………...12

Pupil’s worksheet……………………………………………….14

Entry VI. IT task. Articles ………………………………………………..15

Report on article discussion. ………………………………….25

Entry VII. Scenario. “Easter” ……………………………………………27

Entry VIII. Essay …………………………………………………………32

Entry IX. Feedback on a trainer ………………………………………...34

Feedback on a teacher ………………………………………..35

Entry X. Action plan ……………………………………………………..36

2

LISTENING TASK

Entry I. Teacher’s note

Theme: Numbers

Grade: 1

Time: 10 min

Objectives:

To develop students’ listening skills;

To enrich their vocabulary;

To develop their ability of group working;

To develop their speaking skills.

Materials: coloured cards, technical equipment, handouts, crayons.

Pre-listening (3 min)

Activity 1.

Time: 2 min

Objective: to warm up and divide pupils into 4 groups.

Materials: coloured cards.

Procedure: Divide the pupils into four group using coloured cards.

Pupils who have cards with the same colour will be one group.

Activity 2.

Time: 1 min

Objective: pupils will revise counting from 1 to 10.

Procedure: members of each group one by one will count from one to ten

altogether.

3

While-listening (4 min)

Activity 3.

Time: 4 min

Objective: to improve pupils’ listening skills.

Materials: DVD player (lap top with speakers)

Procedure: play the first track on DVD player (lap top with speakers). Play the

track again and ask pupils to repeat after it. Do this activity twice.

CD script

11 – eleven

12 – twelve

13 – thirteen

14 – fourteen

15 – fifteen

16 – sixteen

17 – seventeen

18 – eighteen

19 – nineteen

20 - twenty

Post-listening (3 min)

Activity 4.

Time: 1 min

Objective: to improve pupils’ listening skills, to help to understand what they will

do in next activity and prepare them to do it.

Materials: DVD player (lap top with speakers), handouts.

Procedure: ask pupils to tick to the picture of animals whose sound they will hear.

Play the second track on DVD player (lap top with speakers).

Activity 4 a

Time: 2 min

Objective: to improve and check pupils’ listening skills

Materials: DVD player (lap top with speakers), handouts, crayons.

4

CD script

13 – thirteen

14 – fourteen

15 – fifteen

16 – sixteen

17 – seventeen

18 – eighteen

19 – nineteen

20 - twenty

Procedure: ask pupils to tick to the numbers which they will hear. Play the third

track on DVD player (lap top with speakers). Ask pupils colour the numbers which

they don’t hear from the record. Gather handouts of all groups and announce the

results.

Submitted by: Abdullayev Xurshid Azimova Kamola

Qodirova Mavluda Soipova Komila

Togayeva Nilufar

5

LISTENING TASK

Entry I. Pupil’s sheet

Theme: Numbers

Activity 1

Choose the card and say the colour

Activity 2. Count from 1 to 10

3 8

2 4 7 9

1 6

5 10

Activity 3. Listen and repeat

Activity 4. Listen and tick

Activity 4 a

Listen, tick and colour

6

17

16

13

15

18

20

12

11

14

19

READING TASK

Entry III. Teacher’s note

Theme: Seasons

Grade: 2

Time: 20 min

Objectives:

To develop students’ reading skills;

To enrich their vocabulary;

To develop their ability of group working;

To improve their writing skills;

To develop their speaking skills.

Materials: technical equipment, crayons.

Pre-reading (3 min)

Activity 1.

Time: 1 min

Objective: to warm up and divide pupils into groups.

Procedure: Pupils will count from 1 to 4. Pupils who say one will be the first

group, who say two the second and etc.

Activity 2.

Listen and to sing the song “SEASONS”

Time: 2 min

Objective: to motivate, to prepare pupils for reading task

Materials: DVD player (lap top with speakers)

Procedure: play the song "SEASONS” on DVD player (lap top with speakers).

Play the track again and ask pupils to sing the song with it.

7

CD script: Spring is green

Summer is bright

Autumn is yellow

Winter is white.

While-reading (5 min)

Activity 3

Time: 2 min

Objective: to improve pupils’ reading and listening skills.

Materials: pictures

Procedure: teacher will read new phrases and pupils repeat after teacher:

It is cold and snowy. It is warm and cloudy.

It is hot and sunny. It is cool and rainy.

Pupils will read words around the pictures themselves.

Activity 3a

Time: 3 min

Objective: to check pupil’s vocabulary

Materials: pictures and crayons.

Procedure: pupils will match the words and pictures with the help of crayons

(green crayon for spring, yellow for autumn, blue for winter, red for summer).

Post-reading (12 min)

Activity 4.

Time: 10 min

Objective: to improve and check pupils’ reading skills and work on their writing.

Materials: pictures, tables.

Procedure: ask pupils to write words in right column.

SPRING SUMMER AUTUMN WINTER

8

It is cloudy.

It is warm.

March,

April,

May

It is sunny.

It is hot.

June,

July,

August

It is rainy.

It is cool.

September,

October,

November

It is snowy.

It is cold.

December,

January,

February

Activity 4 a

Time: 2 min

Objective: to improve pupils’ speaking skills

Materials: pictures.

Procedure: one pupil from each group will come to the blackboard and speak about

one of seasons. For e.g. the first group about summer, the second about winter and

etc.

Submitted by: Abdullayev Xurshid Azimova Kamola

Qodirova Mavluda Soipova Komila

Togayeva Nilufar

READING TASK9

It is cold and snowy It is warm and cloudy

It is cool and rainyIt is hot and sunny

Entry IV. Pupil’s sheet

Theme: Seasons

Activity 1. Count from 1 to 4

Activity 2. Listen and sing

Activity 3. Read aloud.

10

Activity 3a. Match the words and pictures

It is cloudyMay November It is rainy

It is cool

October April

It is cold December

It is warm

February January

March August

It is sunny.July September It is snowy June

It is hot

Activity 4Write the words in right column

SPRING SUMMER AUTUMN WINTER

It is cloudy It is sunny It is rainy It is snowy

11

ENTRY V

LESSON PLAN

Teacher’s note

Form: 1

Theme: What’s this?

I. Aims of the lesson:

Educational: to work on pupils’ listening and speaking skills, to enlarge their

vocabulary;

Up-bringing: to teach pupils to respect each other;

Developing: improve pupils’ communicative skills and working in a group;

Motivating: to motivate pupils to communicate in English.

II. Type of the lesson: non-traditional

III. Methods: learner centered teaching, individual and group working, question

and answers, information gap, reproductive (using ICT)

IV. Used equipment: Kid’s English 1, pictures, notebooks, handouts, crayons,

ICT (DVD player or lap top with speakers)

COURSE OF THE LESSON

I. Preliminaries of the lesson: (10 min)

a) greeting: Good morning, pupils!

b) to fill in the register.

d) repeat last lesson:

To play the game “Chain” asking question “How old are you?”. Teacher

will ask question “How old are you?” from one pupil, he/she will answer and give

this question to the next pupil. This activity will be done as chain.

II. The presentation of new theme:

a) pre-activity:12

Activity 1

Divide the pupils into 4 group using coloured cards.

Pupils one by one will take cards and say the names of the colours, and

pupils who have cards with the same colour will be one group.

b) while-activities:

Activity 2

- Pronounce the question “What’s this” and ask pupil repeat after (three times);

- One by one show the classroom things (real objects) and ask question “What’s

this?”.

c) post activities:

Activity 3

- Give a handout and a flash card with picture per group;

- Pupils of each group one by one will ask question “What’s this?”. The member

of other groups will answer according to the picture in their flashcard. They must

say the word with the colour of the object. And pupils who listen to the answers

must match the colour and the object with the help of crayons.

E.g. “What’s this?” “This is a yellow ruler”

Activity 3a

- Hand in the flashcards given to groups;

- Groups will change their handouts;

- Flashcards will be shown to pupils and they’ll check each others works on

handouts;

- Announce the winners.

III. Merry moment

Sing a song “Peek-a BOO”

V. Home task

Look, find and colour

VI. End of the lesson

Good bye, see you next time!

Submitted by: Abdullayev Xurshid Azimova Kamola

13

Qodirova Mavluda Soipova Komila

Togayeva Nilufar

Pupil’s sheet

Theme: What’s this?

Activity 1

Choose the card and say the colour

Activity 2. Listen, repeat and answer

Activity 3. Listen and match

14

Activity 3a Check the answer

ENTRY VI

ARTICLE 1

TBL and PBL: Two learner-centred approaches

By Katherine Bilsborough

Many newly qualified or inexperienced teachers tend to base their lesson

planning on the traditional PPP approach (Presentation, Practice, Production)

because it is reliable and it is a valid framework around which to base a series of

classroom activities. It is also usually the best way of covering all the lexical areas

and grammar points in the course book or syllabus. All good and well. The

problem is that PPP serves the teacher’s needs but it is debatable whether or not it

fulfills the needs of the learner. 

The language presented and practiced does not take into account the

particular needs of each learner; the language content is almost always dictated by

the coursebook and/or syllabus. For this reason, many teachers, having

experimented with the PPP approach turn to more learner-centred approaches

where the needs of the learner are central to the lesson content. Two such

approaches are TBL (Task-Based Learning) and PBL (Project-Based Learning).

What is TBL?

In task-based learning, the central focus of the lesson is the task itself, not a

grammar point or a lexical area, and the objective is not to ‘learn the structure’ but

to ‘complete the task’. Of course, to complete the task successfully students have

to use the right language and communicate their ideas. The language, therefore

becomes an instrument of communication, whose purpose is to help complete the

task successfully. The students can use any language they need to reach their

15

objective. Usually there is no ‘correct answer’ for a task outcome. Students decide

on their own way of completing it, using the language they see fit.

Different teachers use TBL in different ways. Some integrate it into the existing

syllabus, some use it to replace the syllabus altogether, some use it as an ‘extra’ to

their traditional classroom activities. But generally, teachers using a TBL approach

divide their task-based classes into three stages:

Stage 1: The pre-task. The teacher introduces the topic and familiarizes students

with situations/lexical areas/texts (reading and listening)). This draws the students

into the topic and brings up language that may be useful. The teacher then explains

what the task is and sets up the activity.

Stage 2: Students perform the task in pairs or groups. They may then present their

findings/conclusions to the rest of the class. In this stage, mistakes are not

important; the teacher provides support and monitors. The learners focus on

communication, perhaps at the expense of accuracy, but this will be dealt with in

the next stage.

Stage 3: The teacher works on specific language points which come up in stage 2.

(During the monitoring stage, most teachers make notes of common errors and

students’ particular learning needs). Students reflect on the language needed to

complete the task and how well they did. This is their opportunity to concentrate

on accuracy and make sure they resolve any doubts or problems they had.

Tasks can be as simple as putting a list of animals in order from fastest to slowest

and then trying to agree with a partner on the correct order. Or it could be

something more complicated like a survey to find out which parts of town your

classmates live in and how they get to school, ending in visual information

presented in the form of pie charts and maps. Or it could be something really

complicated like a role-play involving a meeting in the Town Hall of the different

16

people affected by a new shopping centre development and the consequent

demolition of a youth centre and old people’s home. Whatever the task, it should

always have some kind of completion; and this completion should be central to the

class - the language resulting naturally from the task and not the other way round.

The advantage of TBL over more traditional methods is that it allows students to

focus on real communication before doing any serious language analysis. It

focuses on students’ needs by putting them into authentic communicative

situations and allowing them to use all their language resources to deal with them.

This draws the learners’ attention to what they know how to do, what they don’t

know how to do, and what they only half know. It makes learners aware of their

needs and encourages them to take (some of the) responsibility for their own

learning. TBL is good for mixed ability classes; a task can be completed

successfully by a weaker or stronger student with more or less accuracy in

language production. The important thing is that both learners have had the same

communicative experience and are now aware of their own individual learning

needs.

Another advantage of this approach is that learners are exposed to a wide variety of

language and not just grammar. Collocations, lexical phrases and expressions,

chunks of language, things that often escape the constraints of the traditional

syllabus come up naturally in task-based lessons. But this can also be a

disadvantage. One of the criticisms of TBL is this randomness. It doesn’t often fit

in with the course book/syllabus, which tends to present language in neat packages.

Some teachers (and learners) also find the move away from an explicit language

focus difficult and anarchistic. Many teachers  also agree that it is not the best

method to use with beginners, since they have very few language resources to draw

on to be able to complete meaningful tasks successfully.

What is Project-Based Learning (PBL)

17

The PBL approach takes learner-centredness to a higher level. It shares many

aspects with TBL, but if anything, it is even more ambitious. Whereas TBL makes

a task the central focus of a lesson, PBL often makes a task the focus of a whole

term or academic year.

Again, as with TBL, different teachers approach project work in different ways.

Some use it as the basis for a whole year’s work; others dedicate a certain amount

of time alongside the syllabus. Some use projects only on short courses or

‘intensives’. Others try to get their schools to base their whole curriculums on it.

But there are generally considered to be four elements which are common to all

project-based activities/classes/courses:

1. A central topic from which all the activities derive and which drives the project

towards a final objective.

2. Access to means of investigation (the Internet has made this part of project work

much easier) to collect, analyse and use information.

3. Plenty of opportunities for sharing ideas, collaborating and communicating.

Interaction with other learners is fundamental to PBL.

4. A final product (often produced using new technologies available to us) in the

form of posters, presentations, reports, videos, webpages, blogs and so on.

The role of the teacher and the learner in the PBL approach is very similar to the

TBL approach. Learners are given freedom to go about solving problems or

sharing information in the way they see fit. The teacher’s role is monitor and

facilitator, setting up frameworks for communication, providing access to

information and helping with language where necessary, and giving students

opportunities to produce a final product or presentation. As with TBL, the teacher

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monitors interaction but doesn’t interrupt, dealing with language problems at

another moment.

The advantages and disadvantages of PBL are similar to those of TBL, but the

obvious attraction of project-based learning is the motivating element, especially

for younger learners. Projects bring real life into the classroom; instead of learning

about how plants grow (and all the language that goes with it), you actually grow

the plant and see for yourself. It brings facts to life. The American educational

theorist John Dewey wrote “education is not a preparation for life; education is life

itself”.  Project work allows ‘life itself’ to form part of the classroom and provides

hundreds of opportunities for learning. Apart from the fun element, project work

involves real life communicative situations, (analyzing, deciding, editing,

rejecting, organizing, delegating …) and often involves multi- disciplinary skills

which can be brought from other subjects. All in all, it promotes a higher level of

thinking than just learning vocabulary and structures.

Conclusion

Both TBL and PBL focus primarily on the achievement of realistic objectives, and

then on the language that is needed to achieve those objectives.  They both treat

language as an instrument to complete a given objective rather than an isolated

grammar point or lexical set to learn and practise. They give plenty of opportunity

for communication in authentic contexts and give the learner freedom to use the

linguistic resources he/she has, and then reflect on what they learned or need to

learn. Finally, as EFL teachers are eclectic by nature, teachers often use a

combination of TBL, PBL and traditional techniques such as PPP. Some teachers

use TBL and PBL as a small part of a more conventional approach and many

teachers on 100% TBL/PBL courses resort to PP type activities when dealing with

grammar or vocabulary problems. As always, the important thing is to use what

works best for you and your learners.

19

Reference: http://www.teachingenglish.org.uk/

ARTICLE 2

Dictation as a Language Learning Device

By Scott Alkire

Introduction

Dictation has been used in language learning for several hundred years, and

methodologists have often made pedagogical claims for its value. Davis and

Rinvolucri write that "Decoding the sounds of [English] and recoding them in

writing is a major learning task" (1988) and Frodesen writes that dictation can be

"an effective way to address grammatical errors in writing that may be the result of

erroneous aural perception of English.... Dictation can help students to diagnose

and correct these kinds of errors as well as others." (1991) Montalvan writes that

"as students develop their aural comprehension of meaning and also of the

relationship among segments of language, they are learning grammar." (1990)

Despite claims such as these from respected methodologists, dictation is not widely

used in ESL programs. Likewise, it has long been ignored in most teacher-training

programs. The purpose of this paper is to re-introduce dictation as a valuable

language learning device and to suggest ways for using it in an effective and

interesting manner.

Types of Dictation

Sawyer and Silver (1961) define four types of dictation that can be used in

language learning. I will give a short definition of each, and then expand on the

one which has the widest application for ESL/EFL teaching.

The first, the phonemic item dictation, consists of the teacher presenting the

individual sounds of a language (i.e., their IPA coordinates) to students for 20

transcription. The phonemic item dictation is useful in that it increases the students'

ability to recognize the sounds of a language and their contrasts, thereby

facilitating their accurate production. This dictation is an excellent way to teach

beginners to stop imposing the sound system of their native language upon the

sound system of English.

The second, the phonemic text dictation, is an extension of the phonemic item

dictation. It consists of the teacher reciting a passage which students phonetically

transcribe. The phonemic item dictation is valuable as a way to understand how

English sounds change in connected speech. Though it goes beyond the objectives

set for students in most ESL programs in the U.S., it is commonly used in English

departments in many foreign universities.

The orthographic item dictation is the dictating of individual words in isolation for

transcription, similar to the traditional spelling test. It is useful for reinforcing the

correlation between the spelling system and sound system of a language. In

English this correlation is more complex than it is in other languages (e.g., Spanish

and many Slavic languages), and so it is a worthwhile ESL/EFL exercise.

The dictation with the broadest learning possibilities is the orthographic text

dictation, in which students transcribe a unified passage. This is the classic

dictation exercise all foreign language teachers are familiar with. Besides

reinforcing the spelling/sound correlations of English, the orthographic text

dictation uncovers comprehension and grammatical weaknesses in learners which

the teacher can analyze and address in future lessons.

I will discuss the use and benefits of the orthographic text dictation in this paper.

Selecting a Dictation

The ideal dictation comes from a contemporary source of clear, standard English.

The subject matter of the text is up to the teacher; however, a lively, engaging text

livens up the exercise considerably. Because one of the goals of dictation is to

provide practice in understanding semantically unified speech, paragraph dictations

21

are best for most drills. At the high-beginning level, dictations should be

elementary statements that students have already studied, in simple, unified

paragraphs. At the intermediate level, dictations should also come from material

the students have already read, in longer, more developed paragraphs. At both of

these levels, dictations help to reinforce basic sentence structures and vocabulary.

At the advanced level, the goal is to force students to learn what they hear and

what they do not hear. Therefore, the teacher should dictate unfamiliar texts,

thereby making the students' experience of listening the primary aspect of the

dictation.

In all cases, dictations must be selected according to the students' abilities, and the

usage and style should be similar to what the students are expected to produce on

their own in the course, both verbally and in writing. If one is teaching college

students who must become familiar with a prose style common to modern essays, a

passage from a writer such as William Zinsser, Malcolm Gladwell, or Phillip

Lopate might be appropriate.

A useful source for dictations at all levels is the class textbook itself. By using the

textbook, the teacher will avoid selecting material that is too different from the

language norms the students have been learning. By the same token, the selected

material will have (or should have) good examples of the language aspects the

class is dealing with in terms of grammar, vocabulary, spelling, and punctuation.

Delivering a Dictation

A good time to deliver a dictation is at the beginning of class. The reasons are to

focus the students on English right away, calm them down, and ensure punctuality.

For their transcriptions, I request that students use pencils and uniform notebooks

with lined paper. I also ask that they write their transcriptions on every other line,

so corrections can be marked between the lines if necessary.

Before beginning the dictation, the teacher writes on the board any proper nouns,

abbreviations (etc., e.g., i.e., and so on), acronyms, or foreign or specialized words 22

within the dictation that he or she has not previously explained. The teacher also

writes on the board the chosen spelling for any word that is commonly spelled in

more than one way (e.g., rock and roll/rock'n'roll).

To begin the exercise, the teacher reads the dictation through once, at normal

speaking speed. As stated earlier, it is recommended that the teacher select a

passage from the class textbook with which the students are already familiar (e.g.,

part of an essay, short story, or article). During this first reading, the students

should only listen.

The teacher then reads the dictation through a second time, at a slightly slower

speed. The students begin transcribing. The teacher stops after each phrase or

meaningful unit and also calls out punctuation, which the students must include in

their transcriptions. Occasionally a student will ask for a word or phrase to be

repeated; I will generally repeat any word or phrase once, if requested.

For any words the students cannot hope to transcribe, I tell them to leave a blank

and to continue with transcribing the dictation.

The teacher then reads the dictation through a third time at normal speaking speed,

again including punctuation. During this reading, the students check their work and

make any last changes.

After finishing the dictation and allowing the students a minute or two for final

corrections, the teacher instructs the students to stop. They then take out the source

material for the dictation and self-correct their transcriptions. Alternatively, the

teacher can have the students correct each other's dictations. Whatever the case, the

corrections should be in ink, in order to distinguish them from the transcriptions.

Evaluating Student Transcriptions

Periodically throughout the term, the teacher should collect the notebooks to

evaluate the kinds of errors being made. Evaluating transcriptions will require care

in terms of distinguishing between comprehension errors and spelling errors.

Comprehension errors include both phonological mistakes and grammatical 23

mistakes. A phonological mistake would be the spelling of the

word physics as fyzics; a grammatical mistake would be transcribing Yesterday he

worked as Yesterday he work. We can define spelling errors as those that would

likely be made by a native speaker (e.g., receive/recieve)

From this data the teacher can gain insight into the strengths and weaknesses of

each student. Lessons can be prepared to address errors made by a majority of the

class.

Conclusion

Dictation is a valuable language learning device that has been used for centuries.

Although linguists have not completely understood how it facilitates language

acquisition--it would be extremely difficult to isolate the language competencies

that are employed--many have attested to its pedagogical value. One of the 20th

century's most influential linguists, Leonard Bloomfield (1942), strongly endorsed

the use of dictation as a learning device. Today, many methodologists are at least

inclined to agree with Finocchiaro's (1969) summary of its value: "[Dictation]

ensures attentive listening; it trains pupils to distinguish sounds; it helps fix

concepts of punctuation; it enables pupils to learn to transfer oral sounds to written

symbols; it helps to develop aural comprehension; and it assists in self-evaluation."

24

Reference: http://iteslj.org

Report on article discussion

Title: TBL and PBL: Two learner-centred approaches

Facilitator: Azimova K.

Participants: Abdullayev H.Qodirova M.Soipova K.Tog’ayeva N.

Introduction This report is on the process of the article discussion which was held in

Teacher – in – service and retraining institute of public education state. There were all together 5 participants, me and 4 other colleagues of mine whose names are mentioned above.The chosen article and time given

I chose the article “TBL and PBL: Two learner-centred approaches” by

Katherine Bilsborough. It was offered for discussion in the group. We all think all

that two days would be enough to get ready for the orally ideas.

Key points of the articleIn this article the author touched many problems which can be faced by

many teachers, having experimented with the PPP (Presentation, Practice,

Production) approach turn to more learner-centred approaches where the needs of

the learner are central to the lesson content. Two such approaches are given in this

article TBL (Task-Based Learning) and PBL (Project-Based Learning).

How we felt about the article

All participants read the article with great interest and enthusiasm. We all found it extremely important for us. We agree on the time and the place of the discussion. The following questions were introduced in order to analyses the article thoroughly:

- Do you find the article interesting? Why? / Why not?

- What are PPP, TBL, PBL approaches?

- What can you say about stages of TBL?25

- Speak about advantages of TBL.

- What are the main elements element of PBL?

- What is the difference between TBL and PBL?

- Speak about the role of the teacher in TBL and PBL approaches.

Main issues raised in the discussionWhile discussion all participants of our group came to following

conclusions:

The advantage of TBL over more traditional methods is that it allows

students to focus on real communication before doing any serious language

analysis. TBL focuses on students’ needs by putting them into authentic

communicative situations and allowing them to use all their language resources

to deal with them.

Advantage of this approach is that learners are exposed to a wide

variety of language and not just grammar

TBL is not the best method to use with beginners, since they have

very few language resources to draw on to be able to complete meaningful tasks

successfully

PBL project work involves real life communicative situations,

analyzing, deciding, editing, rejecting, organizing, delegating and often

involves multi- disciplinary skills which can be brought from other subjects.

Both TBL and PBL focus primarily on the achievement of realistic

objectives, and then on the language that is needed to achieve those

objectives. They both treat language as an instrument to complete a given

objective rather than an isolated grammar point or lexical set to learn and

practice.

They give plenty of opportunity for communication in authentic

contexts and give the learner freedom to use the linguistic resources he/she has,

and then reflect on what they learned or need to learn.

Conclusion

Finally, teachers often use a combination of TBL, PBL and traditional techniques such as PPP. Some teachers use TBL and PBL as a small part of a more conventional approach. As always, the important thing is to use what works best

26

for you and your learners.

E N T R Y VII

( for this party we need 9 participants and 5 volunteers from auditory )

K: Ladies & gentlemen! Welcome to the party. I’m Kamola & I have many friends

from English speaking countries. They say that they also have many spring

holidays. Now, they will tell us about one of them. Let’s invite them to scene with

applauses.

John: Hi! I’m John. I’m from England

Max: Hello, everybody. My name is Max. I’m an American.

Sarah: Oh, nice party. I’m Sarah & I’m from Canada.

Alex: Hi, I’m Alex. I came here from Australia .

Jack: Hello! My name is Jack. I’m from New Zealand.

K: About which holiday u r going to tell us?

A: About Easter. Easter is one of the religious holidays.

M: We celebrate Easter on the first Sunday that occurs after the first full moon.

This year we’ll celebrate it on twenty fourth of April. We’ll have a lot of fun this

day. Especially children.

K: Very strange word “Easter”. What does it mean?

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S: The name Easter is thought to come from the word "Eastre," the name of

mythological goddess which is the goddess of spring and fertility. “Eastre’s”

festival was celebrated on the day of the vernal equinox.

K: What is the vernal equinox?

Jack: The vernal equinox occurs on March the twenty first, when the sun is

directly over the equator. Marking the beginning of spring in this day many people

celebrate the return of warm days and sunshine

John: As other nations the ancient Saxons celebrated the return of spring with a

festival of their goddess of spring, Eastre.

K: Who is it?

( The Easter Bunny comes to scene)

Alex, Jack, Max, John altogether:

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"Oh! here comes Peter Cottontail,

Hoppin' down the bunny trail,

Hippity hoppity

Happy Easter day"

John: It is The Easter Bunny.

All together: Hi, bunny!

E.B: Hello everybody, I’m The Easter Bunny! I brought you many presents:

different coloured eggs and sweets!

M: The Easter Bunny is the symbol of the holiday. The symbol originated with the

festival of Eastre. The goddess, Eastre, was worshipped by the Anglo-Saxons

through her earthly symbol, the rabbit.

K: The Easter Bunny talked about coloured eggs. What does it mean?

A: The Easter Egg is also the symbol of Easter. The exchange of eggs in the

springtime is a custom that was centuries old when Easter was first celebrated by

Christians.

S: You see, From the earliest times, the egg was a symbol of birth in most cultures.

Eggs were often wrapped in gold leaf or colored brightly by boiling them with the

leaves or petals of certain flowers.

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K: I can’t understand one thing. Why the symbols of the Easter exactly bunny &

coloured eggs?

Jack: for this question we can answer by this legend.

THE LEGEND

Story teller: Once, in ancient times in winter lunar goddess Eostre was walking in

the forest and she found wounded bird, whose wings had become frozen by the

cold.

Eostre: Oh, poor little bird. What’s happened to you?

Bird: I’m wounded, my wings are frozen, I’m dying. Please, help me….

E: Don’t cry little bird, I’ll change you into a rabbit and you can more easily

survive the winter.

(goddess changes bird into hare )

B: Oh, I’m a rabbit now. I feel better and warmer, thank you Eostre. But I’m still a

bird and I can give you eggs. I’ll decorate my eggs and I’ll give them to you as my

thanks to you. Take them, Eostre.

(rabbit will give the eggs and they leave the scene)

John: Today, children hunt colored eggs and place them in Easter baskets along

with the modern version of real Easter eggs those made of plastic or chocolate

candy.

K: You said that children hunt eggs? But how?

E.B: I love children very much and I like to play with them. On Easter morning the

children go to search the eggs that I have hidden while they are asleep. The

searching may continue out of the house. Older children help the young children.

And I’ll give prizes to the child who finds the most eggs.

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M: Easter egg hunts can are also part of a community's celebration of holiday. The

eggs are hidden in public places and the children of the community are invited to

find the eggs.

E.B.: Let’s play hunting egg with the students sitting here. I invite 5 students to

scene.

K: Oh, that’s great! Who wants to participate?

( students come to scene, they’ll tell their names, their eyes will be closed with

handkerchiefs )

(Easter Bunny will hide the eggs)

E.B.: OK, students. I’ve hidden ten coloured eggs & you must find them. To the

Student which find the most eggs I have a sweet prize. 3,2,1 begin!

( students will bring the eggs which they hunted and Bunny will give the prize to

the winner )

A: Bunny, we can offer another game to students with their hunted eggs.

E.B.: Oh, yes! You are talking about an Easter Egg Roll.

K: What kind of game is it?

John: The rules of an Easter Egg Roll are to see who can roll an egg the greatest

distance or can make the roll without breaking it.

S: Maybe the most famous egg rolling takes place on the White House Lawn.

Hundreds of children come with baskets filled with brightly decorated eggs and

roll them down the famous lawn, it is a great fun.

E.B: begin my dears! I have another chocolate for winner.

(game will be passed)

K: Ok, dear guests we had very good time and a lot of fun. Thank you all of them.

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Submitted by: Abdullayev Xurshid Azimova Kamola

Qodirova Mavluda Soipova Komila

Togayeva Nilufar

ENTRY VIII

Essay

Learner-centred teaching

The humanistic view of education strongly proposes that learners must

always be involved in the teaching learning process, right from when the

'facilitator' plans the teaching to when she or he tests them. Involving the learners

gives them the much needed boost and propels them to take responsibility for their

learning.

What I want to share here is that something as dull and difficult as teaching

vocabulary can become extremely interesting and rewarding if learners teach

learners.

Vocabulary is one area, which requires constant attention at all levels of the

English program offered to them. Input is given to the learners in the form of

reading practices and through word banks on each topic that is covered. However,

my learners often complained that their vocabulary remained very weak.

Consequently, I tried a learner-initiated vocabulary building exercise which really

worked well. The best part is it does not require any preparation from the teacher.

The exercise is done throughout the quarter. The whole plan was divided

into steps. Each step is open to discussion and review.

Step 1:

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Pupils create a 100 page personal dictionary for themselves. My pupils came up

with creative ideas like dictionaries in the shape of flower cutouts, Mickey Mouse's

face and butterflies etc. Some conveniently bought notebooks and decorated them.

This entire exercise motivated pupils and built-up their interest.

Step 2:

In each English class two pupils bring a word from the textbook (Fly High) with its

meaning to share with the rest of the class. If a word has several meanings and can

be used as a verb as well as a noun then that is also mentioned. They are also

supposed to tell the class what part of speech it is.

Step 3:

The pupils put the words and their meanings on the blackboard and the rest of the

class makes a sentence for each word. The words, their meanings, and the

sentences are then written down in the students' personal dictionaries. At the end of

the quarter the students display their dictionaries

The whole exercise is extremely rewarding; it does not take a lot of time and

students feel motivated and proud of not only the end product, their personal

dictionaries, but also of the words they bring to the class. Learner- initiated

vocabulary building exercise puts the onus on the students for learning.

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ENTRY IX

Feedback on a trainer

Dear, Marifat opa

Thank you for letting me writing a feedback on your session, which was really

appreciated by your participants. I thought you worked very well; you were ready

for the session. I can see you are skilful, experienced and devoted teacher which

lets you become a good teacher as well. I want to comment on three points you

specified:

1. The language: You used clear, understandable language. It’s related to the

participants. I’ve noticed you know how conduct your session with your voice

projection. You made clear things with the help of them. I loved it.

2. Way of giving instructions. I think the successful fulfilling tasks in your

session came out from your giving clear, understandable and to the point

instructions in every case. Providing examples made them easy follow.

3. Using Body language. It’s difficult to keep always an eye contact with the

adult participants in our culture norms. There should be a balance. From you,

I’ve learnt how to keep an eye contact with adult participant in friendly way.

You used gestures in a proper way. It works for you, don’t change anything!

4. The rapport with the participants. Your interaction with participants is also

worth to speak. I underlined it for me. I decided to do it. You are patient with

all your participants and you gave a chance to speak to all of them. It created a

learning atmosphere. It’s a good motivation. Your encouragement led them for

future progress. At the end I want to take your attention to working with

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authority. I really liked your voice. I think giving feelings to what you are

saying is a good idea for the trainers. What do you think do you agree with me?

I really enjoyed your session. I’m sure it’ll be beneficial for my job. At the end

of my words I’d like to thank to you for your interesting lesson. I wish you success

in your further development.

Sincerely, Kamola Azimova

ENTRY IX

Feedback on a teacher

Dear, Dilafruz

Thank you for letting me to be observer of your lesson. I thought you worked

very well; you were ready for the lesson. I can see you are so energetic and skilful

teacher. I want to comment on three points you specified:

1. The language: your pronunciation is very clear and understandable. It’s related

to the participants. I’ve noticed you know how conduct your session with your

voice projection. You made clear things with the help of them. I loved it.

2. Using Body language. You used body language very effectively. It is very

important in learning young kids. It works for you, don’t change anything!

3. Your interaction with participants is also worth to speak. I underlined it for

me. I decided to do it. You paid attention to all your participants and you gave

a chance to speak to all of them. It created a learning atmosphere. It’s a good

motivation. Your encouragement led them for future progress.

I really enjoyed your lesson. I’m sure it’ll be beneficial for my job. At the end

of my words I’d like to thank to you for your interesting lesson. I wish you success

in your further development.

Sincerely, Kamola Azimova

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ENTRY IX

Action plan

As a participant in the programme, I learned that we have to update our

knowledge regularly, discovering the new methods and ways of teaching

English, using various methodology to motivate as well as increase the interest

of learners to the lesson. It is very useful to increase the students oral

speech. Because we the English language teachers in my home institution, were

using both traditional and non-traditional methods in our lessons. It proved to

be incorrect.

As a teacher, I found the following useful:

Designing tasks

Making non-traditional lessons

Using different learning styles

Allocating more time for games, role plays, stories, various handouts, etc.

in my lessons, which will be of great importance in motivating and

increasing the interest of students

Take into account the modern innovative methods in teaching English as

a second language

When I am back at work in my home institution, I will:

give sufficient information about the retraining programme to my

colleagues, organizing, if necessary, several sessions on the topics

learnt

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provide my colleagues with good advice as to the methods and styles

of teaching English

use different methods of teaching which are learnt during the sessions

in organizing my classes

I understood that the requirements for teaching are changing rapidly. It

makes us all to look into the perspective of teaching English with other

positions and views. I will try to do my best on organizing my lessons and

make them so interesting, when I come back to my home institution.

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