Student: Jurabekova Madinabonu

REPORT

On the work carried out during the period of pedagogical practice

Student: Jurabekova Madinabonu

Reception: Chulyukina Anna Alekseevna

Terms of pedagogical practice

Internship: November 9 - January 9

Date of delivery of the report: January 12

Head of the pedagogical practice

Supervisor of pedagogical practice: Z. Sarieva

General information about the place of internship

Secondary education school #1 in Termez city

School Principal Mengliev Kamol Normuradovich

Head teacher Amanova Barno Erkinovna

Grades 11

Teacher I.Y. Chulyukina Anna Alekseevna

Timetable, 11 E class

1ur 2ur 3ur 4ur 5ur 6ur

Monday Literature 17 PE History 5 Mathematics 6 Physics 20 Ind.lang.21a,10,12

Bell schedule

1st shift 2nd shift

1 lesson - 8.00-8.40 4th lesson -10.20-11.00 1st lesson - 14.00-14.40 4th lesson - 16.25-17.05

2 lesson - 8.45-9.25 5 lesson - 11.10-11.50 2 lesson - 14.45-15.30 5 lesson - 17.10-17.50

3 lesson - 9.30-10.10 6 lesson - 11.55-12.35 3 lesson - 15.40-16.20 6 lesson - 17.55-18.35

Individual curriculum and extracurricular activities

No. Activity Dates Mark of completion

Note

Getting acquainted with the goals and content of the pedagogical practice. Check-in conference at the faculties First week

Familiarizing with the plan and teaching and learning process in School #1 First week

Introduction to teaching and educational work of a foreign language teacher and his/her working methods First week

Read student files, talk to foreign language teachers First week

Planning ELL training and extracurricular activities First week

Teacher visits First week

Literature study First week

Contents

Introduction.................................................................................5

1. Teaching work..................................................................8

1.1 Teacher lesson analysis.........................................................8

1.2 Psychological and pedagogical portrait of a teacher............................10

1.3 English educational activity..................12

1.4 English lesson plans.................................16

1.5 English lesson outlines......................................19

2. Extracurricular work..............................................................45

2.1 Reflexive self-reflection (conducted training of personal development of teenagers) 11-E class.............................................45

2.2 Analysis of group corrective and preventive work..........47

2.3 Material for parents' meeting......................................48

3. research work ............................................49

3.1 Psychological and pedagogical characteristic of the class collective....49

3.2 Psychological analysis of the lesson................................................51

3.3 Characteristics of Sardor Mahmajanov 11-E class pupil on the basis of carried out diagnostic research..............................53

Introduction

I did my internship in Termez Secondary School No. 1.

All conditions were created for practice. All staff of the school tried to help as much as possible, transferring skills in the field.

I was assigned to the class teacher Mamatova Karina Abdukarimovna, the 11th E class teacher, and English teacher Chulyukina Anna Alekseevna, the 11th E class teacher. They both turned out to be great specialists. Our work together was fruitful because they combined life and professional experience, a great deal of practical experience and theoretical knowledge, and my desire to learn from this experience.

School No.1 is specialized in many subjects, provides pupils with the opportunity to receive a quality secondary education in specialized classes with an in-depth study of

-foreign language;

-physics and mathematics

-foreign languages; -physics and mathematics; -chemistry and biology

-The following social and humanistic disciplines;

-ecology;

-ecology; -economics.

In the advanced foreign language classes, children start to learn English in the 1st grade; therefore the school has special language laboratories equipped with methodological materials, which makes working with children much easier and more interesting. The language skills of Year 11 children are very high, which I fully expected and this fact only increased the range of teaching materials, ways of delivering information and topics to be covered during the internship.

I regularly consulted the guidance counsellor on any issues that arose during my internship. I found constructive solutions to all questions and situations with the help of the psychologist and the class teacher. My class teacher and subject teacher were always happy to help me organize students' work, equip the room for training, homeroom and English lessons, to give professional advice on documentation, to advise on literature and to share their experience.

During the internship I tried myself as an English teacher. I had 12 lessons where I experienced the enormous burden of teaching, all the difficulties of working with children, but also the joy of interaction and the opportunity to influence and educate students. I also got to be a homeroom teacher, doing a homeroom hour and an educational event. The main topic of my educational work was choice of future profession, because I think that this is one of the main concerns of graduates and seniors and their parents.

After trying my hand at being a teacher, I realized once again that theory and practice need to be closely connected. And it is not always easy to put theory into practice. My work with teenagers has made me see my own shortcomings in communicating with them. I often wanted to act as an authoritative, strict teacher when I was losing control over the group's behaviour, even though this style of communication is not characteristic of me. In the course of my work, more effective techniques were found. The stimulation of children's interest with informative and curious information, attracting their attention with unexpected facts and details reminded me once again how important it is to make a lesson not only informative but also as interesting as possible for the students. Dry information will not be absorbed by them and is more likely to pass their ears without leaving any trace. The teacher should be able to approach the facts in a way that makes them as lively as possible, diluting the theory with vivid examples familiar to the children. The teacher's speech should be adapted to the perception of the pupils. The age and developmental level of the students must be taken into account, because otherwise there will simply be a barrier between the teacher and the class, and consequently there will be no fruitful interaction.

At first, I found it difficult to adapt to the teenage years and I noticed some reluctance in my interactions. Due to the small age difference between me and the students, they did not take me seriously at first, treating me more like a friend than a teacher. But then their friendly attitude turned into respect when I shared my life experience and when I showed them that they had something to learn from me.

In the course of certain practical assignments, I consolidated the theoretical knowledge I had acquired during my training and improved my professional skills in building constructive interactions with young people, in writing practical materials and in conducting training sessions.

1. Teaching work

1.1 Analysis of a teacher's lesson

I chose one of the English lessons of Anna Alexeyevna Chulyukina's 11th grade teacher to analyze the teacher's lesson. The topic of the lesson was "Busy Days" using the English textbook "Teen's English" (Unit 1). The lesson was of a combined type. At this lesson was combined the control, formation of knowledge, fastening and perfection of knowledge, formation of abilities and skills, summarizing of results of studying, definition of a homework. The structure of the lesson included the following stages: an organisational stage, check of homework, goal setting, actualisation of knowledge, introduction of knowledge, generalisation and systematisation of knowledge, performance of tasks of standard and creative type, summarising of learning, definition of homework and instruction on its performance.

The lesson was very well organised. Both children and teacher were well prepared. Of course, there were times when students did not know the answer to a question, but overall the class was very well prepared.

To test the students' knowledge, the teacher used different approaches, such as posing direct questions to specific students, a question addressed to the class as a whole. She checked their readiness to work with the material and do their homework. The class was very active. However, a few pupils kept silent for the most part and answered only when they were asked, without being active themselves. This was compensated for by other pupils who volunteered to answer and even shouted from their seats without being asked, for which they were repeatedly reprimanded. The teacher used different techniques to stimulate the pupils' attention. She asked a lot of questions, set interesting tasks and encouraged the children to be active. At the stage of the knowledge test, the teacher used an individual approach.

As for the presentation of the new material, it was presented to the students in a very accessible, logical and consistent way. Anna Alekseevna presented clearly and concisely, avoiding inaccuracies or mistakes and trying to choose the most understandable words and expressions for the children when explaining them.

In order to consolidate the new knowledge, the students were offered a variety of exercises, which contributed to a better assimilation of knowledge.

The homework was given to the students at the very end of the lesson. It included performance of exercises on the textbooks, study of the vocabulary of the lesson, and work with the text. The task was given to all the students, without taking into account any of their individual peculiarities, as all the children in the class are practically at the same level of knowledge.

During the lesson Anna Alekseevna showed her skills as a teacher. She skillfully behaved with the children, used different approaches to present and check the knowledge. She had a good command of herself, she was attentive and observant.

In conclusion, we can say that the English lesson given to the 11th grade was very successful and productive.

1.2 Psychological and pedagogical portrait of a teacher

The teacher whose experience and work I was evaluating, Anna Alexeyevna Chulyukina, teaches English in school № 1. I was at her 25 lessons, and I can say that she conducts them with great skill, observing the principles of teaching, following the logic of the presentation of educational material, the content of the teaching material does not contain factual errors, consistent with the development of modern scientific knowledge. In the process of the statement the teacher does not bypass scientific problems, disputable questions, the prospects of development of scientific knowledge are covered, the requirements of the teacher do not cause negative reaction in students, during the lesson positive feelings and emotions prevail and develop, at all stages of the lesson the educational and cognitive activity of students is organized effectively.

Anna Alekseevna is most characterized by the mental state of calmness, a little indulgence to pupils, but benevolence.

Her mimicry is very expressive and you can clearly see when she is angry, happy with the answers of the pupils and their good behaviour. But at the same time, the teacher tries to control her facial expressions, restrain her mood, and control her gestures.

The teacher has a great command of herself. I was amazed at how she managed to remain calm in situations where I would have lost my temper, and calm the children down - not by shouting or bullying them, but by using the calm sternness of her voice, which has had superb results. The children calmed down and listened to the teacher. Her authority and respect for her in the classroom was very noticeable.

Regarding the attention and observation Anna Alekseyevna is also worth to say that the teacher is excellent in communication and always listens to the children. She knows them well, as she has been teaching 11 E class for three years already, which undoubtedly helps her to get closer to the children. Karina always shows attention to her students, not singling out anyone in particular, and at the same time not making anyone feel left out.

Also, during the general work with the class, the teacher is able to mobilise the students' attention in different ways, such as by directly challenging them; by linking the material being studied to the students' lives; by using entertaining information and problem situations. She is able to maintain and develop attention through clear lesson organization, pacing, dynamics, variety of activities, independent intellectual activity and encouragement. She is sensitive to the changes in the mood of the class and changes her teaching tactics accordingly.

The teacher improvises a lot and is always relaxed. Pupils are drawn to the sense of creative enquiry and solutions made by the teacher before the eyes of the class and with the participation of the class. Improvisation requires the teacher to make the utmost contact with and respond to the audience. The teacher is fluent in the subject and has an excellent knowledge of her subject. You can see that behind the level of professional training are years of soulful inner preparation. All the content of her life is invested in the lessons with the pupils.

She is fluent in modern literary language, using all its rich possibilities, turns, and styles. In her stories she combines the mandatory accuracy and thoroughness of evidence, expresses her thoughts professionally and at the same time figuratively. Her speech is unhurried, figurative, using a variety of shades and intonations.

She has an originality. She has a vivid definition of her self. The teacher always has findings - psychological, pedagogical, methodical, and others. She incorporates them into the content of the lesson, and gives a personal assessment of the events presented.

The teacher pays special attention to the development of creative material. She arranges her lessons in such a way that the children are able to develop their potential to the fullest and that they are in line with the cognitive interests of the students.

In my opinion, Anna Chulyukina is an exemplary teacher. The children love and respect her, and the teacher-student distance is maintained, which ensures fruitful work.

1.3 English Language Education activity

Topic: Schooling in Great Britain.

Purpose: To introduce students to the education system in Great Britain.

Objectives:

-to generalise and systematise pupils' knowledge about the schooling system in Great Britain;

-Obtaining new knowledge and forming correct ideas about the modern world;

-getting to know new words;

-developing the pupils' cognitive interests;

-expanding the pupils' horizons.

Equipment: a map of Great Britain, pictures, posters, drawings, tables.

Lesson content: