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- FINAL PORTFOLIO Teaching Language System Student: Olimova Sitora Group: 203 Teacher: Rajabova Khilola
- Pronunciation activity analysis Suggested criteria to evaluate communicative phonology activity
- - 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)
- -This activity not based to analyses stress or intonation
- Activity 1 https://www.scholastic.com/teachers/blog-posts/brian-smith/phonological-awareness-activities/ar Activity 1: Segmenting Sounds
- If You’re a Robot and You Know It
- Suggested criteria to evaluate communicative vocabulary activity
- This activity could be for B 2 intermediate and advanced.
- In this task are used answering the questions, multiple matching, open gap filling
- Exercises 1 and 2-during, exercises 3- post reading
- Both of them individual and pair work combined. First and second exercises for individual work and third exercise for group work.
- -word consciousness and word-play activities to motivate and enhance learning
UZBEK STATE WORLD LANGUAGES UNIVERSITY
ENGLISH 2nd FACULTY
Teaching Language System
Student: Olimova Sitora
Teacher: Rajabova Khilola
Suggested criteria to evaluate communicative grammar activity
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.
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.
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)
Divide students into groups and tell them to create a poem similar to the one they read.
After students finish, listen to their poems and discuss what issues their raised in the poems.
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: 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.
What level of vocabulary is the task aimed at?
This activity could be for B 2 intermediate and advanced.
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.
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
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.
What stages are there in the task? (e.g. pre-, during- and post-reading)
Exercises 1 and 2-during, exercises 3- post reading
Is the task integrated with other skills/aspects? (e.g. speaking skills and grammar?) How?
The task integrated with speaking and grammar.
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.
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
Complete the text with suitable adjectives from the box. More than one adjective may be possible.
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