Language teaching methodology

Language analysis introduction
There are a number of levels at which language analysis can be done. These levels are:
Phonetics and phonology - the sound system of a language; for example, its phonemes (units of sound) and prosody (the rhythm and intonation of language).
Grammar, including morphology - the analysis of the way words, clauses, phrases and sentences are put together in English. This is sometimes called 'syntax'.
Discourse - extended communication in a range of texts and contexts.
Pragmatics - the way language is used in specific contexts.
Language analysis techniques
Tools and techniques for language analysis include: consideration of audience, literary purpose, genre, mode, and literary representation. These help readers understand language on its own terms, as well as in literary, social, and geographical contexts.
Scientific analysis
Psychological analysis
Didactic
methodical analysis
General pedagogical analysis

PLANNING FOR TEACHING AND LEARNING WORKSHOP

Objective:

• 
  to review the stages of a lesson
  
• 
  to give participants an opportunity to write an outline of a lesson
  

Activity 1 Stages of a lesson

Objective: to review the stages and sequencing in a lesson; to brainstorm possible activities for different stages of a lesson
Materials: 3 sets of a scrambled lesson plan (handout 1)
►Procedure:
Put participants in groups of 6-7 and give out the scrambled lesson plan to each group (handout 1). Tell them to decide on the order of the stages of the lesson plan and line up according to the order of the activities.
Check the order of the participants in the line in each group. Refer participants to the previous session on lesson planning and elicit the stages and objectives of each step of the lesson. Ask participants the following questions:
~ What are the stages of the lesson?
Tell participants that ‘pre-while-post’ is not the only way to plan a lesson.
~ What is the purpose of the pre activity/ while-activity/ post activity of
the lesson?
~ What other pre/ post activities can you think of for this particular lesson?


Ask participants what the purpose of a pre-activity/while-activity/post - activity can be. Put their ideas on the flipchart.
NB: pre-activity/while-activity/post-activity are the names of the stages and each can include several activities.



Ask participants in groups to brainstorm what kind of activities can be used at each stage. Remind them that some activities can be used at different stages depending on the objective.

Collect the ideas from participants.
Summarize the activity by saying that it is important to remember that a lesson consists of different stages. However, there is no one right way to plan a lesson and the lesson plan that we analyzed is just one of the options. A teacher may vary its stages and activities depending on the objective of the lesson and the teaching situation.

Activity 2 Objectives of a lesson

Objective: to explore the objectives and learning outcomes of the lesson
Materials: none
►Procedure:
Tell participants that planning starts with setting an objective and thinking about learning outcomes. Tell them that it is always important to state the overall objective of the lesson clearly in order to know where the activities should lead to (teaching objective(s)). It also makes it possible for the teacher to expect what their learners can learn by the end of the lesson (learning outcomes). Refer participants back to the previous session on planning for teaching and learning and remind them of the staircase and the importance of connections between lessons within the syllabus.
Ask participants the following questions:
~ What was the teaching objective(s) of the lesson in Activity 1?
~ What would students learn from this lesson?
Invite random responses.
NB: It is likely that there will be a mixture of objectives: both students’ and the teacher’s. Therefore, it is important to distinguish between the two.

Establish that a good objective is precise and clear. It also helps to identify what students should achieve by the end of the lesson (learning outcome(s)).
Activity 3 An outline of a lesson
Objective: to practice planning a lesson
Materials: strips of paper, markers, flipchart paper
►Procedure:
Put participants in groups of 4. Tell participants that now they will have a chance to write an outline of a lesson themselves. Remind them that this outline should be included in Portfolio entry 5. Give each group a topic of a lesson (at the airport, sports, meals, leisure, etc.) or let them choose it themselves. Remind them that it can be a lesson on any of the four skills, on grammar or vocabulary, or on integrated skills. Ask participants to work in groups and write an outline of a lesson which should include the objective, time, level of students, materials, and stages of the lesson.



Possible topics:




Ask the groups to present their ideas on a poster. Other groups comment and give feedback to each other.
Ask participants to think individually what piece of advice they would give to a novice teacher about lesson planning. Ask them to write their piece of advice on a strip of paper.
Ask participants to sit in a circle and share their advice by putting their strips of paper in the center on the floor.
Summary
Establish the following:
It is important to plan our teaching because it helps teachers to integrate their lessons into the syllabus and therefore reach the overall aim of the course.
Lesson planning is important because it helps us to reach teaching objectives. However, teachers need to be flexible in order to respond to unpredicted situations in the lesson and use the teaching opportunities presented by students.
There is no one right way to plan for teaching and learning. The teacher can vary the activities and stages but s/he should always have a reason for doing this.
PLANNING FOR TEACHING AND LEARNING WORKSHOP
Activity 1, Handout 1
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Lesson plan outline:
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Put the key words on the board. Check whether students know the words. Ask them to predict the story using the key words.
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Tell students a story. While telling the story, ask questions to keep their interest: “What do you think happened next?’
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Don’t finish the story. Ask students in groups to finish the story and then share it with the rest of the class.
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Tell students the last part of the story.
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Review the questions that you asked while telling the story. Put them on the board for students to see.
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Put students in groups of 3. Ask them to share their own stories with each other. Remind them that they need to ask questions to keep each other involved.
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Ask students to write down the story they liked best.

7.6 Ingliz tili fanini o’qitishda electron darsliklardan foydalanish!

Use of digital textbooks in teaching English!

While schools have traditionally used printed textbooks , choosing digital textbooks impacts learning in positive ways. By adopting e-books in your school or distract , you can expand learning opportunities. They help your students thrive in school because they get to learn the way they want to learn! Here are 7 advantages of using digital textbooks in schools!

1.You can engage learners more deeply!

Digital textbooks often include interactive features that capture learner’s attention. Instead of asking learners to read a math or social studies chapter , you can bring the subject to life with a digital textbook. Learner can watch videos and animation , listen to audio clips or manipulate 3D images. They may also be able to interact with graphs, maps and diagrams to extend their learning. These engaging features pique their curiosity and help students focus more on the content.

2. You can teach learners 21^st century skills

Some common 21st century skills include critical thinking , creativity , digital literacy, information literacy and self-direction. School districts are now creating strategies for teaching these skills. That’s because many colleges and employers found that students in the past were not prepared for real – world experiences. With digital textbooks , students learn how to use technology responsibly and pull information from a variety of digital sources. They also help strengthen learners executive functioning skills! Also they teach students how to self-direct their own learning by using note-taking and highlighting tools. Plus , they give students choices about how they want to learn about concepts!

3. You can personalize and differentiate instruction more easily

Digital textbooks give students a personalized pathway for learning. Teachers can customize resources in e-textbooks to support different learning styles and academic needs. Digital textbooks also include supplemental links and sources that students can click to learn more. This can help if they need to review a subject or are interested in learning beyond what is in the textbook chapter. Differentiation opportunities are also embedded into digital textbooks, another advantage for schools. For example, learners can quickly click on a word to bring up the online dictionary . Color, font sizes and contrast can also be adjusted, and there are Spanish versions of digital textbooks available for schools. For students who need to hear the content read aloud , there are also text-to –speech tools with the textbooks. Plus, along with deeper engagement , features such as videos and simulates can help learners better understand the content.

4. You can save money to use in other high-need learning areas

Your school or district can also use digital textbooks that are part of open educational resource (OER) repositories. These resources are free to use and available to any school or district. There are several high-quality OER sites that feature digital textbooks for K-12. By using digital textbooks instead of purchasing traditional versions, your school or district can save money that can be used in other high-need areas. For example, you can instead use the funds to create a culturally-responsive curriculum, support ELL students or special education students or develop social and emotional learning experiences.