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Teaching Language System

Student: Olimova Sitora

Group: 203

Teacher: Rajabova Khilola

Suggested criteria to evaluate communicative grammar activity

  1. What is the grammar focus?

It focuses on present progressive tense. Verb+object+ing

  1. What language skills are practiced?

Writing , reading and speaking skills are practiced. Students should first read poem and discusses what they understand from the text, then compose an independent poem.

  1. What is the time needed for the activity?

35-45 minutes are needed: for reading will take 5min, for discussing 5-10min and for composing poem 22-25min.

  1. What is the appropriate student level?

This activity could be for B 2 intermediate and advanced. Because at these levels students can able to think independently, they have a lot of vocabulary, they can verbally discuss.

  1. What interaction pattern is used? (individual, par work, group work)

This activity consists of different interactions: firstly students works individually, they read the text for themselves, for the concept of text and answer one by one their answer through the text then they divided into groups and their work with group for composing poem.

  1. Is it practice or production activity?

This activity is Production, because students create independent poetry in a way that comes from their own thoughts.

  1. Does it use grammar in context or isolation?

Grammar in context because teacher emphasizes to create a poem similar to the one they read.

  1. What are the advantages of the activity?

Students find new ways to articulate their thoughts and feelings like communication(speaking), from this poem students learns grammar and they learns easily to composing poem by using writing skills.

  1. What are the disadvantages/challenges of the activity?

Not all the students got talent to write a poem, main part of the lesson will be spent on this activity and it takes more time than other activities.

  1. How can it be improved or adapted?

Firstly, the poem must be changed into story. Teacher should take a few new words from text and ask students to write a short story by using that words in present progressive tense.


  1. Ask students if students know American poets and their works. After some discussion, write “Walt Whitman” on the board and ask if students know him (if he hasn’t been named before). Give brief information about Walt Whitman.

  2. Students are given Handout 1- they need to read the poem “I hear America Singing”. Have a short discussion about the meaning of the poem and how students understand it.

  3. Ask students what they can see and hear around the world or in Uzbekistan? What events or changes are happening? Elicit several responses. Make sure your students use –ing form (verb + object +ing) in their responses. (e.g. I see the world singing an isolation song)

  4. Divide students into groups and tell them to create a poem similar to the one they read.

  5. After students finish, listen to their poems and discuss what issues their raised in the poems.

Handout 1

I Hear America Singing

I hear America singing, the varied carols I hear,

Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day—at night the party of young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.

Walt Whitman

Pronunciation activity analysis

Suggested criteria to evaluate communicative phonology activity

  • Is the activity based on contextual teaching?

  • - The activity based on contextual teaching, because the teacher explained the topic using text “reading If You’re a Robot and You Know It by David “ and studied the students how they say words like a robot separating letters and syllables.

  • Is phonology taught through English (avoids word-for-word translation into mother tongue)?

  • -Phonology taught through English, in this activity, the teacher did not use her native language, because in English children are quickly remembered, but in their mother tongue they can be confused and poor quality can study.

  • Are learners encouraged to work on sound differences/identification?

  • - In this activity to rise phonological here used recognizing words that begins with the same sound, segmenting words syllables and separating words (map is m/a/p)

  • What is the focus of the task?

  • - This task is directed at the phonological knowledge of students, teaching them how to divide words into syllables, explaining the separation of sounds that make up words, and dividing words into sounds.

  • Are learners encouraged to analyses stress and/or intonation patterns?

-This activity not based to analyses stress or intonation.

  • Does the activity include communicative teaching principles?

  • -the activity include communicative teaching principles, because essential things is communicative. The communicative approach is based on the idea that the teacher conveys real meaning in the form of activity. this activity, the main goal is to present the theme in the context as natural as possible.

Activity 1

Activity 1: Segmenting Sounds

Understanding that words are composed of individual sounds can be very tricky for some early readers. To introduce my favorite phonological awareness idea, I begin by reading If You’re a Robot and You Know It by David A. Carter. It’s a new spin on the old song, "If You’re Happy and You Know It" and kids love it. It’s written so that you sing it while students do things like clap their hands, stomp their feet, jump and beep, and — my favorite — "shoot laser beams out of their eyes!" I then ask them to talk like a robot, which means that they pause between syllables. An example would be “Say butterfly like a robot.” Their response should be “but/ter/fly.” I tell them that now we are going to talk like a robot but pause between each sound that they hear and give them an example like “map” and then I say it like a robot “/m/ /a/ /p/." Moving like a robot is the part that hooks the kids and takes an activity that can seem boring and slow and makes it fun.

Suggested criteria to evaluate communicative vocabulary activity

Below you are given vocabulary activity. Please, look through the activity and analyze it answering the provided questions.

  1. What level of vocabulary is the task aimed at?

This activity could be for B 2 intermediate and advanced.

  1. What is the precise focus of the task?

Text about urbanization. Here, students must deliver one piece of speech. Selected words are descriptive adjectives. A task in a formal style : words related to a specific topic; different meanings of a word; phrases; style and case.

  1. What type of task is used?

e.g. open/banked gap filling exercises; comparing synonyms in context; replacing nonsense words in a text; multiple matching; analysis of words and word combinations in a text; using word combinations and phrases in speech; using texts with thinking questions; labelling and describing objects in a picture etc.)

In this task are used answering the questions, multiple matching, open gap filling

  1. Is the task vocabulary practice or vocabulary production activity?

This task is practical, because in this task words have already been presented to students. In this task teacher observes their knowledge, controls the process.

  1. What stages are there in the task? (e.g. pre-, during- and post-reading)

Exercises 1 and 2-during, exercises 3- post reading

  1. Is the task integrated with other skills/aspects? (e.g. speaking skills and grammar?) How?

The task integrated with speaking and grammar.

  1. Does the task combine different interaction patterns? (e.g. individual and pair work)

Both of them individual and pair work combined. First and second exercises for individual work and third exercise for group work.

  1. Which principles of vocabulary teaching is involved in this task?

-instruction in specific words to enhance comprehension of texts containing those words

-instruction in independent word-learning strategies, and

-word consciousness and word-play activities to motivate and enhance learning

Big City Life

    1. Complete the text with suitable adjectives from the box. More than one adjective may be possible.

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