Course on Integrated Teaching of English Language for Teachers in Uzbekistan - Prof. Irisq, Schemes and Mind Maps of Research Methodology

Download Course on Integrated Teaching of English Language for Teachers in Uzbekistan - Prof. Irisq and more Schemes and Mind Maps Research Methodology in PDF only on Docsity! O‘ZBЕKISTОN RЕSPUBLIKАSI ОLIY TA’LIM, FAN VA INNOVATSIYALAR VАZIRLIGI Oliy talim tizimi kadrlarini qayta tayyorlash va malakasini oshirish instituti Oʼzbekiston davlat jahon tillari universiteti huzuridagi qayta tayyorlash va malaka oshirish tarmoq markazi “TАSDIQLАYMАN” Dirеktоr ____________ A.S. Abidjanov 2023- yil CHET TILINI O’QITISHNING INTEGRALLASHGAN KURSI MODULINING ISHCHI O‘QUV DASTURI (kasbiy qayta tayorlov) Amaliy: 116 soat Mustaqil: 14 soat Toshkent – 2024 Mazkur ishchi-o‘quv dasturi оliy ta’lim, fan va innovatsiyalar vаzirligining 2023 yil _____ ______________ dagi _____ -sonli buyrug‘i bilan tasdiqlangan o‘quv reja va o‘quv dastur asosida tayyorlandi. Tuzuvchilar: Tursunova G.N. - O‘zDJTU “Ingliz tili nazariy aspektlari № 2” kafedrasi o‘qituvchisi Polvonova M. F - O‘zDJTU “ Ingliz tili nazariy aspektlari № 2” kafedrasi o‘qituvchisi Тaqrizchilar: A.S. Abidjanov maydonini loyihalash”, “Mutaxassislik bo‘yicha tayyorgarlik”o‘quv modullari bilan uzviy bog‘langan holda pedagoglarning kasbiy pedagogik tayyorgarlik darajasini orttirishga xizmat qiladi. Modulning oliy ta'limdagi o‘rni Modulni o‘zlashtirish orqali tinglovchilar til ko‘nikmalarini o‘zlashtirish va mashg‘ulotlarni to‘liq ingliz tilida olib borish mahoratlariga doir kasbiy kompetentlikka ega bo‘ladilar. Modul bo‘yicha soatlar taqsimoti: Modul nomi H am m as i Ja m i o ‘q uv yu kl am a Jumladan M us ta qi l t a' lim N az ar iy A m al iy K o‘ ch m a Chet tilini o‘qitishning integrallashgan kursi 130 122 122 8 № Модул мавзулари 1. Introduction to the course. Classroom Language: Teacher’s physical presence in class: Body language 2 2 2 2. Teacher’s physical presence in class: tone and voice 2 2 2 3. The language of the classroom 2 2 2 4. Using foreign language in the classroom 2 2 2 5. Creating an English environment 2 2 2 6. Motivation sources 2 2 2 7. Classroom Language: Questioning 2 2 2 8. Classroom Language: Giving instructions 2 2 2 9. Classroom Language: Giving oral feedback 2 2 2 10. Classroom Language: The use of the mother tongue 2 2 2 11. Teaching different age groups. 2 2 2 12. Considerations or teaching primary classes 2 2 2 13. Creating thematic units and lesson plans 2 2 2 14. Teaching listening to primary classes 2 2 2 15. Classroom techniques and activities 2 2 2 16. Teaching speaking to primary classes 2 2 2 17. Classroom techniques and activities 2 2 2 18. Group demo lesson on receptive/productive skills 2 2 2 19. Teaching reading to primary classes 2 2 2 20. Classroom techniques and activities 2 2 2 21. Teaching writing to primary classes 2 2 2 22. Classroom techniques and activities 2 2 2 23. Group demo lesson on receptive/productive skills 2 2 2 24. Progress test. 2 2 2 25. Teaching vocabulary to primary classes 2 2 2 26. Classroom techniques and activities 2 2 2 27. Teaching online primary classes 2 2 2 28. Teaching integrated skills : Introduction to and overview of the course: Historical overview of skill segregation and skill integration. 2 2 2 29. The analysis of integrated language skills. 2 2 2 30. Listening as an interactive process: Improving listening proficiency. 2 2 2 31. Introducing real life aspects of listening. 2 2 2 32. Dealing with factors and challenges influencing the listening process 2 2 2 33. Integrating phonology in language skills classes. 2 2 2 34. Creating pre-, while-, post- listening activities. 2 2 2 35. Speaking as an interactive process. 2 2 2 36. Providing successful oral fluency practice. 2 2 2 37. Designing discussion activities 2 2 2 38. Distinguishing fluency and accuracy speaking activities and practice them. 2 2 2 39. Kinds of spoken interaction as a part of classroom process relating to all skills. 2 2 2 40. Group demo lesson on receptive/productive skills 2 2 2 41. Reading as an interactive process 2 2 2 42. Choosing and Applying appropriate reading materials in the classroom. 2 2 2 43. Creating pre, while, post reading activities. 2 2 2 44. Role of authentic materials and using them. 2 2 2 45. Teaching specific sub skills and strategies of writing 2 2 2 46. Authenticity in writing process 2 2 2 47. The ways of giving feedback in writing. 2 2 2 48. Progress test. 2 2 2 49. Creative writing 2 2 2 50. Writing as a cooperative activity 2 2 2 51. Group demo lesson on receptive/productive skills 2 2 2 52. Teaching grammar 2 2 2 53. Teaching vocabulary 2 2 2 54. Integrating Skills: The methods of applying integrated skills into teaching. 2 2 2 55. Task based learning, Content-based learning and Project based learning. 2 2 2 input. 13.Authentic listening texts are appropriate for the upper levels of proficiency but not for lower levels of proficiency. Beginners are better served by listening to simplified texts that will not frustrate them.. False True 14.To facilitate listening during while- listening activities, the teacher should divide the listening text into segments and have the students listen to each segment one by one. False True 15.When doing listening activities in class or at home, multiple "listens" are necessary to help students make initial assumptions and verify them True False 16.Post-listening activities should aim to provide further listening practice on the same topic outside class. False True 17.When you teach students how to look for specific details in a text you are showing them how to…….. scan skim skip read 18.3. Like the skill of listening, reading is typically classified as a receptive skill productive skill reproducti ve skill Nonprodu ctive skill 19.When your reading skills improve, these skills improve too... All answers are true writing listening speaking 20.Which of the following are Pre- Reading Strategies? Set a Purpose Make a Connection Ask a Question Summariz e 21.Which of the following is a Post Reading Strategy? Visualize Make a Prediction Set a Purpose Make a Connectio n 22.Which of the following is a Reading strategy to use while reading? Make a Connection Preview Reread Summariz e 23.Which of the following is a Post Reading Strategy? Summarize Monitor and Adjust Ask a Question Set a Purpose 24.Which of the following is a Pre- Reading Strategy? Make a Prediction Monitor and Adjust Make a Connectio n Reread 25.7. What do we do in while-speaking part? Incorrect Practice a real-life situation and fun activities Brainstorm the vocabulary and structures in the Help students self-reflect previous lesson 26.What is NOT the activity in the Post- Speaking part? Examine the Picture Dialogue Building Info Gap Debate 27.Which step does NOT belong in the pre-communicative stage of a speaking lesson? play the recorded dialogue introduce the function provide useful expression s 28.15. One principle of teaching speaking is to provide opportunities for students to talk by using _______ work or _________ work, and limiting _________ talk. pair - group - teacher individual - pair - teacher pair - team - student pair- teacher-- student 29.___communication includes tone of voice bodylanguage, facial expressions etc Non-Verbal Verbal Notice Letter 30.The act of conveying information or expressing one’s feeling in speech is called_______? Speaking Listening A and B Both None of These 31. In which the body of word used in a particular language Vocabulary Fluency Grammar Pronounci ation 32.____is defined as the ability to deliver information with speed,accuracy and proper expression Fluency Vocabulary Grammar Pronounci ation Yakuniy nazorat savollari FOR MICRO – TEACHING  You will be involved in micro teaching that focuses on language skills based practice activities.  Work out a learner profile (age, level) and context (school, kindergarten, university, college; name of the course) for which you are planning to conduct this activity.  You will be preparing a 40 minute lesson in pairs and each of you will be responsible for delivering 20 minutes of it. Note that your target audience will be your group mates who will be playing the role of your pupils. You can use available sources (books on methodology, language areas, internet, films and songs) with appropriate referencing.  And you are also encouraged to adapt existing materials or to create your own activity.  Your micro teaching should show the evidence of awareness of the following areas:  Teaching receptive and productive skills  Classroom language and management Adabiyotlar: 1. O‘zbekiston Respublikasi Prezidentining 28.01.2022 yildagi “2022 — 2026-yillarga mo‘ljallangan Yangi O‘zbekistonning taraqqiyot strategiyasi to‘g‘risida” PF-60-sonli farmoni. \\ https://lex.uz/docs/-5841063 2. Oʼzbekiston Respublikasi Prezidentining 2017 yil 20 apreldagi "Oliy taʼlim tizimini yanada rivojlantirish chora-tadbirlari toʼgʼrisida”gi qarori \\https://lex.uz/ 3. James, P. (2001). Teachers in Action. Cambridge and New York: Cambridge University Press. 4. Harding, K. (2007) English for Specific Purposes (Resource books for teachers). Oxford:Oxford University Press,. 5. Ur, P.A (2010) Course in Language Teaching: Practice and Theory.Cambridge: CUPUK. Qo‘shimcha adabiyotlar 1. Jeremy Harmer. How to Teach English. Pearson Education Limited 2007.pp.99-112 2. NUNAN DAVID “Practical English Language Teaching” International Edition 2003 3. Турсунова Гулчеҳра Норбобоевна Полвонова Махзуна Фархадовна. INTEGRATED COURSE OF TEACHING FOREIGN LANGUAGES. – 2022(o’quv – uslubiy qo’llanma) 4. Nunan, D. Task-based Language Teaching. Cambridge: Cambridge University Press. 2009. Suggested web sites: 1. http://www3.telus.net/linguisticsissues/authenticmaterials.html 2. http://oelp.uoregon.edu/teach_authentic.html 3. http://academicguides.waldenu.edu/ASCsuccess/ASCcriticalreading 4. https://www.teachingenglish.org.uk/article/criteria-identifying-tasks-tbl 5. http://www.eslkidstuff.com/blog/classroom-management/6-different-types-of-esl- learners-and-how-to-teach-them#sthash.6ag9Hz8g.dpuf