Gained score Variant Student name

Final assessment on ICTFL
Final Exam paper
Integrated Course of Teaching Foreign Languages
(Chet tili o’qitishning integrallashgan kursi)

Year 4 students

Group: __1905_________ Gained score_____
Variant___________
Student name: ____Dildora Tilovova______________________________________________________
Subjects (modules) included:

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  Methods and principles of foreign language teaching
  
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  Teaching Different Age Groups
  

Entire test tasks follow provided rules below:
1. The answers to the questions should reflect originality. No plagiarism is allowed. A student will lose points if he or she has the same or similar submitted Final examination paper as another student accomplished.
2. If a student has not been granted permission to take the exam by reason, it is highly recommended to consult with the ICTFL instructor in order to participate.
Task 1. Choose any song for making a 45-minute lesson plan for practicing grammar. Consider the following while selecting the song:

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  Cultural appropriacy
  
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  Age appropriacy
  
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  It should aid to practice grammar
  

Make a lesson plan. You are supposed to create the song related pre-, while, and post-activities.
Criteria of evaluation

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  The aim of the lesson should be specific, measurable, and achievable
  
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  The stages of the lesson should be logically connected
  
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  Each stage should be explained in detail.
  
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  Timing
  

Future with Gonna: Talking About Plans
Level: Low Intermediate and Up
Pair with the Songs: “I’m Gonna Love You” (Meghan Trainor, 2015)
Gonna means to be going to. In informal speech, gonna is often used instead of going to in future-tense sentences. (It is important to tell students that gonna is not used in writing; it is the way going to is pronounced. It is also important to stress that gonna is substituted for going to in future-tense sentences only; they can’t say I’m gonna the park now. For these reasons, this apparently simple exercise may not be appropriate for lower levels.) The song “I’m Gonna Love You” repeats the phrase I’m gonna 21 times; the song “When I’m Gone” repeats the phrase you’re gonna 20 times. The Moving Line activity below gives students multiple opportunities to practice this construction. First, ask several students, “What are you gonna do after class?” (or this evening, this weekend, tomorrow, etc.) to model the exercise and make sure students understand how gonna is used. Then follow the steps below. This low-prep activity facilitates a lot of interaction in a short amount of time and gets students up and out of their seats. It is highly recommended.