Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Homework Task Fourteen
You now have gone through five sections in the chapter and learnt 
the salient aspects in language assessment and testing. By this time, you 
should have developed ideas regarding what changes you can make in 
your teaching and assessment practices. Based on what you have learnt 
in this chapter and discussions at classes, write an action plan (minimum 1 
page) describing the problematic areas which you are planning to address 
after you complete this in-service education course, provide details of:
Why you think it is a significant issue; 
How you are going to address it; and,
What is the expected result?
Part Four: Your Lesson Plan
Homework Task Fifteen
Please explain in a page how the Homework Task One lesson fits into 
the syllabus of the course, the curriculum, and the national standards.
Homework Task Sixteen
Write clearly (and finalize) the cognitive, performance, and affective 
goals and the objectives for your lesson for Homework Task One. Make sure 
each goal is MEASURABLE – you can justify with data that learning has hap-
pened. 
Homework Task Seventeen
Formally write a complete (and revised) lesson plan from Homework 
Task One [approximately 80 minutes]. Make sure you are able to answer the 
following questions about it: 

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RECONCEPTUALIZING LANGUAGE TEACHING
Chapter 1: What kind of competencies are you trying to address in the 
lesson plan (i.e., linguistic, sociolinguistic, pragmatic, strategic, and/or all 
the competencies)? The answer to this question will support your lesson 
plan from a theoretical language perspective.
Chapter 2: Which methodological approach and/or language teaching 
principles are you trying to achieve? The answer to this question will support 
your lesson plan from a language teaching methodological perspective.
Chapter 3: How will you assess what you are trying to measure (i.e., 
Assessment-for-Learning and/or Assessment-of-Learning)? The answer to 
this question will support the connection you see among teaching-learn-
ing-assessing. 
Chapter 4: Will you be teaching a competency through speaking, read-
ing, writing, reading (or) all the above? Will an activity that you had learned 
from Chapter 4 be included in your lesson plan? This answer can support 
some techniques you may use in your classroom to support the answers 
above.
Chapter 5: Please keep in mind how the lesson plan you create will 
fit into the syllabus of the course and the overarching national standards. 
More specifically, what are the specific goals (i.e., cognitive, performative, 
and affective) that you want to achieve; or, are the goals/objectives of your 
lesson being created from a backwards design perspective?