1. THE MINISTRY OF PUBLIC EDUCATION
OF THE REPUBLIC OF UZBEKISTAN
ANDIZHAN REGIONAL TEACHER – IN – SERVICE AND RETRAINING
INSTITUTE OF PUBLIC EDUCATION STATE
Chair of languages and literature
Address: Khanabad
Institution: Specialized school № 9
Done by: Azimova Kamola
Supervisor: _____________________________________________
Andizhan - 2015
1

2. C O N T E N T
Entry I. Listening task. Teacher’s note “Numbers”…………………….. 3
Entry II. Listening task. Pupil’s worksheet ………………………….…...6
Entry III. Reading task. Teacher’s note “Seasons”……………………... 7
Entry IV. Reading task. Pupil’s worksheet ……………………………...10
Entry V. Lesson plan .Teacher’s note. “What is this?”……….………...12
Pupil’s worksheet……………………………………………….14
Entry VI. IT task. Articles ………………………………………………..15
Report on article discussion. ………………………………….25
Entry VII. Scenario. “Easter” ……………………………………………27
Entry VIII. Essay …………………………………………………………32
Entry IX. Feedback on a trainer ………………………………………...34
Feedback on a teacher ………………………………………..35
Entry X. Action plan ……………………………………………………..36
2

3. LISTENING TASK
Entry I. Teacher’s note
Theme: Numbers
Grade: 1
Time: 10 min
Objectives:
• To develop students’ listening skills;
• To enrich their vocabulary;
• To develop their ability of group working;
• To develop their speaking skills.
Materials: coloured cards, technical equipment, handouts, crayons.
Pre-listening (3 min)
Activity 1.
Time: 2 min
Objective: to warm up and divide pupils into 4 groups.
Materials: coloured cards.
Procedure: Divide the pupils into four group using coloured cards.
Pupils who have cards with the same colour will be one group.
Activity 2.
Time: 1 min
Objective: pupils will revise counting from 1 to 10.
Procedure: members of each group one by one will count from one to ten
altogether.
3

4. While-listening (4 min)
Activity 3.
Time: 4 min
Objective: to improve pupils’ listening skills.
Materials: DVD player (lap top with speakers)
Procedure: play the first track on DVD player (lap top with speakers). Play the
track again and ask pupils to repeat after it. Do this activity twice.
CD script
11 – eleven
12 – twelve
13 – thirteen
14 – fourteen
15 – fifteen
16 – sixteen
17 – seventeen
18 – eighteen
19 – nineteen
20 - twenty
Post-listening (3 min)
Activity 4.
Time: 1 min
Objective: to improve pupils’ listening skills, to help to understand what they will
do in next activity and prepare them to do it.
Materials: DVD player (lap top with speakers), handouts.
Procedure: ask pupils to tick to the picture of animals whose sound they will hear.
Play the second track on DVD player (lap top with speakers).
Activity 4 a
Time: 2 min
Objective: to improve and check pupils’ listening skills
Materials: DVD player (lap top with speakers), handouts, crayons.
4

5. CD script
13 – thirteen
14 – fourteen
15 – fifteen
16 – sixteen
17 – seventeen
18 – eighteen
19 – nineteen
20 - twenty
Procedure: ask pupils to tick to the numbers which they will hear. Play the third
track on DVD player (lap top with speakers). Ask pupils colour the numbers which
they don’t hear from the record. Gather handouts of all groups and announce the
results.
Submitted by: Abdullayev Xurshid Azimova Kamola
Qodirova Mavluda Soipova Komila
Togayeva Nilufar
5

6. LISTENING TASK
Entry I. Pupil’s sheet
Theme: Numbers
Activity 1
Choose the card and say the colour
Activity 2. Count from 1 to 10
3 8
2 4 7 9
1 6
5 10
Activity 3. Listen and repeat
Activity 4. Listen and tick
Activity 4 a
Listen, tick and colour
6
17
16 13
15 18
20
12
11
14
19

7. READING TASK
Entry III. Teacher’s note
Theme: Seasons
Grade: 2
Time: 20 min
Objectives:
• To develop students’ reading skills;
• To enrich their vocabulary;
• To develop their ability of group working;
• To improve their writing skills;
• To develop their speaking skills.
Materials: technical equipment, crayons.
Pre-reading (3 min)
Activity 1.
Time: 1 min
Objective: to warm up and divide pupils into groups.
Procedure: Pupils will count from 1 to 4. Pupils who say one will be the first
group, who say two the second and etc.
Activity 2.
Listen and to sing the song “SEASONS”
Time: 2 min
Objective: to motivate, to prepare pupils for reading task
Materials: DVD player (lap top with speakers)
Procedure: play the song "SEASONS” on DVD player (lap top with speakers).
Play the track again and ask pupils to sing the song with it.
7

8. CD script: Spring is green
Summer is bright
Autumn is yellow
Winter is white.
While-reading (5 min)
Activity 3
Time: 2 min
Objective: to improve pupils’ reading and listening skills.
Materials: pictures
Procedure: teacher will read new phrases and pupils repeat after teacher:
It is cold and snowy. It is warm and cloudy.
It is hot and sunny. It is cool and rainy.
Pupils will read words around the pictures themselves.
Activity 3a
Time: 3 min
Objective: to check pupil’s vocabulary
Materials: pictures and crayons.
Procedure: pupils will match the words and pictures with the help of crayons
(green crayon for spring, yellow for autumn, blue for winter, red for summer).
Post-reading (12 min)
Activity 4.
Time: 10 min
Objective: to improve and check pupils’ reading skills and work on their writing.
Materials: pictures, tables.
Procedure: ask pupils to write words in right column.
8

9. SPRING SUMMER AUTUMN WINTER
It is cloudy.
It is warm.
March,
April,
May
It is sunny.
It is hot.
June,
July,
August
It is rainy.
It is cool.
September,
October,
November
It is snowy.
It is cold.
December,
January,
February
Activity 4 a
Time: 2 min
Objective: to improve pupils’ speaking skills
Materials: pictures.
Procedure: one pupil from each group will come to the blackboard and speak about
one of seasons. For e.g. the first group about summer, the second about winter and
etc.
Submitted by: Abdullayev Xurshid Azimova Kamola
Qodirova Mavluda Soipova Komila
Togayeva Nilufar
9

10. It is cold and snowy It is warm and cloudy
It is cool and rainy
It is hot and sunny
READING TASK
Entry IV. Pupil’s sheet
Theme: Seasons
Activity 1. Count from 1 to 4
Activity 2. Listen and sing
Activity 3. Read aloud.
10

11. Activity 3a.
Match the words and pictures
It is cloudy
May November It is rainy
It is cool
October April
It is cold December
It is warm
February January
March August
It is sunny.
July September It is snowy June
It is hot
Activity 4
Write the words in right column
SPRING SUMMER AUTUMN WINTER
It is cloudy It is sunny It is rainy It is snowy
11

12. ENTRY V
LESSON PLAN
Teacher’s note
Form: 1
Theme: What’s this?
I. Aims of the lesson:
Educational: to work on pupils’ listening and speaking skills, to enlarge their
vocabulary;
Up-bringing: to teach pupils to respect each other;
Developing: improve pupils’ communicative skills and working in a group;
Motivating: to motivate pupils to communicate in English.
II. Type of the lesson: non-traditional
III. Methods: learner centered teaching, individual and group working, question
and answers, information gap, reproductive (using ICT)
IV. Used equipment: Kid’s English 1, pictures, notebooks, handouts, crayons,
ICT (DVD player or lap top with speakers)
COURSE OF THE LESSON
I. Preliminaries of the lesson: (10 min)
a) greeting: Good morning, pupils!
b) to fill in the register.
d) repeat last lesson:
To play the game “Chain” asking question “How old are you?”. Teacher
will ask question “How old are you?” from one pupil, he/she will answer and give
this question to the next pupil. This activity will be done as chain.
II. The presentation of new theme:
a) pre-activity:
Activity 1
Divide the pupils into 4 group using coloured cards.
12

13. Pupils one by one will take cards and say the names of the colours, and
pupils who have cards with the same colour will be one group.
b) while-activities:
Activity 2
- Pronounce the question “What’s this” and ask pupil repeat after (three times);
- One by one show the classroom things (real objects) and ask question “What’s
this?”.
c) post activities:
Activity 3
- Give a handout and a flash card with picture per group;
- Pupils of each group one by one will ask question “What’s this?”. The member
of other groups will answer according to the picture in their flashcard. They must
say the word with the colour of the object. And pupils who listen to the answers
must match the colour and the object with the help of crayons.
E.g. “What’s this?” “This is a yellow ruler”
Activity 3a
- Hand in the flashcards given to groups;
- Groups will change their handouts;
- Flashcards will be shown to pupils and they’ll check each others works on
handouts;
- Announce the winners.
III. Merry moment
Sing a song “Peek-a BOO”
V. Home task
Look, find and colour
VI. End of the lesson
Good bye, see you next time!
Submitted by: Abdullayev Xurshid Azimova Kamola
Qodirova Mavluda Soipova Komila
Togayeva Nilufar
13

14. Pupil’s sheet
Theme: What’s this?
Activity 1
Choose the card and say the colour
Activity 2. Listen, repeat and answer
Activity 3. Listen and match
Activity 3a
Check the answer
14

15. ENTRY VI
ARTICLE 1
TBL and PBL: Two learner-centred approaches
By Katherine Bilsborough
Many newly qualified or inexperienced teachers tend to base their lesson
planning on the traditional PPP approach (Presentation, Practice, Production)
because it is reliable and it is a valid framework around which to base a series of
classroom activities. It is also usually the best way of covering all the lexical areas
and grammar points in the course book or syllabus. All good and well. The
problem is that PPP serves the teacher’s needs but it is debatable whether or not it
fulfills the needs of the learner.
The language presented and practiced does not take into account the
particular needs of each learner; the language content is almost always dictated by
the coursebook and/or syllabus. For this reason, many teachers, having
experimented with the PPP approach turn to more learner-centred approaches
where the needs of the learner are central to the lesson content. Two such
approaches are TBL (Task-Based Learning) and PBL (Project-Based Learning).
What is TBL?
In task-based learning, the central focus of the lesson is the task itself, not a
grammar point or a lexical area, and the objective is not to ‘learn the structure’ but
to ‘complete the task’. Of course, to complete the task successfully students have
to use the right language and communicate their ideas. The language, therefore
becomes an instrument of communication, whose purpose is to help complete the
task successfully. The students can use any language they need to reach their
objective. Usually there is no ‘correct answer’ for a task outcome. Students decide
on their own way of completing it, using the language they see fit.
15

16. Different teachers use TBL in different ways. Some integrate it into the existing
syllabus, some use it to replace the syllabus altogether, some use it as an ‘extra’ to
their traditional classroom activities. But generally, teachers using a TBL approach
divide their task-based classes into three stages:
Stage 1: The pre-task. The teacher introduces the topic and familiarizes students
with situations/lexical areas/texts (reading and listening)). This draws the students
into the topic and brings up language that may be useful. The teacher then explains
what the task is and sets up the activity.
Stage 2: Students perform the task in pairs or groups. They may then present their
findings/conclusions to the rest of the class. In this stage, mistakes are not
important; the teacher provides support and monitors. The learners focus on
communication, perhaps at the expense of accuracy, but this will be dealt with in
the next stage.
Stage 3: The teacher works on specific language points which come up in stage 2.
(During the monitoring stage, most teachers make notes of common errors and
students’ particular learning needs). Students reflect on the language needed to
complete the task and how well they did. This is their opportunity to concentrate
on accuracy and make sure they resolve any doubts or problems they had.
Tasks can be as simple as putting a list of animals in order from fastest to slowest
and then trying to agree with a partner on the correct order. Or it could be
something more complicated like a survey to find out which parts of town your
classmates live in and how they get to school, ending in visual information
presented in the form of pie charts and maps. Or it could be something really
complicated like a role-play involving a meeting in the Town Hall of the different
people affected by a new shopping centre development and the consequent
demolition of a youth centre and old people’s home. Whatever the task, it should
always have some kind of completion; and this completion should be central to the
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17. class - the language resulting naturally from the task and not the other way round.
The advantage of TBL over more traditional methods is that it allows students to
focus on real communication before doing any serious language analysis. It
focuses on students’ needs by putting them into authentic communicative
situations and allowing them to use all their language resources to deal with them.
This draws the learners’ attention to what they know how to do, what they don’t
know how to do, and what they only half know. It makes learners aware of their
needs and encourages them to take (some of the) responsibility for their own
learning. TBL is good for mixed ability classes; a task can be completed
successfully by a weaker or stronger student with more or less accuracy in
language production. The important thing is that both learners have had the same
communicative experience and are now aware of their own individual learning
needs.
Another advantage of this approach is that learners are exposed to a wide variety of
language and not just grammar. Collocations, lexical phrases and expressions,
chunks of language, things that often escape the constraints of the traditional
syllabus come up naturally in task-based lessons. But this can also be a
disadvantage. One of the criticisms of TBL is this randomness. It doesn’t often fit
in with the course book/syllabus, which tends to present language in neat packages.
Some teachers (and learners) also find the move away from an explicit language
focus difficult and anarchistic. Many teachers also agree that it is not the best
method to use with beginners, since they have very few language resources to draw
on to be able to complete meaningful tasks successfully.
What is Project-Based Learning (PBL)
The PBL approach takes learner-centredness to a higher level. It shares many
aspects with TBL, but if anything, it is even more ambitious. Whereas TBL makes
a task the central focus of a lesson, PBL often makes a task the focus of a whole
17

18. term or academic year.
Again, as with TBL, different teachers approach project work in different ways.
Some use it as the basis for a whole year’s work; others dedicate a certain amount
of time alongside the syllabus. Some use projects only on short courses or
‘intensives’. Others try to get their schools to base their whole curriculums on it.
But there are generally considered to be four elements which are common to all
project-based activities/classes/courses:
1. A central topic from which all the activities derive and which drives the project
towards a final objective.
2. Access to means of investigation (the Internet has made this part of project work
much easier) to collect, analyse and use information.
3. Plenty of opportunities for sharing ideas, collaborating and communicating.
Interaction with other learners is fundamental to PBL.
4. A final product (often produced using new technologies available to us) in the
form of posters, presentations, reports, videos, webpages, blogs and so on.
The role of the teacher and the learner in the PBL approach is very similar to the
TBL approach. Learners are given freedom to go about solving problems or
sharing information in the way they see fit. The teacher’s role is monitor and
facilitator, setting up frameworks for communication, providing access to
information and helping with language where necessary, and giving students
opportunities to produce a final product or presentation. As with TBL, the teacher
monitors interaction but doesn’t interrupt, dealing with language problems at
another moment.
18

19. The advantages and disadvantages of PBL are similar to those of TBL, but the
obvious attraction of project-based learning is the motivating element, especially
for younger learners. Projects bring real life into the classroom; instead of learning
about how plants grow (and all the language that goes with it), you actually grow
the plant and see for yourself. It brings facts to life. The American educational
theorist John Dewey wrote “education is not a preparation for life; education is life
itself”. Project work allows ‘life itself’ to form part of the classroom and provides
hundreds of opportunities for learning. Apart from the fun element, project work
involves real life communicative situations, (analyzing, deciding, editing,
rejecting, organizing, delegating …) and often involves multi- disciplinary skills
which can be brought from other subjects. All in all, it promotes a higher level of
thinking than just learning vocabulary and structures.
Conclusion
Both TBL and PBL focus primarily on the achievement of realistic objectives, and
then on the language that is needed to achieve those objectives. They both treat
language as an instrument to complete a given objective rather than an isolated
grammar point or lexical set to learn and practise. They give plenty of opportunity
for communication in authentic contexts and give the learner freedom to use the
linguistic resources he/she has, and then reflect on what they learned or need to
learn. Finally, as EFL teachers are eclectic by nature, teachers often use a
combination of TBL, PBL and traditional techniques such as PPP. Some teachers
use TBL and PBL as a small part of a more conventional approach and many
teachers on 100% TBL/PBL courses resort to PP type activities when dealing with
grammar or vocabulary problems. As always, the important thing is to use what
works best for you and your learners.
Reference: http://www.teachingenglish.org.uk/
19

20. ARTICLE 2
Dictation as a Language Learning Device
By Scott Alkire
Introduction
Dictation has been used in language learning for several hundred years, and
methodologists have often made pedagogical claims for its value. Davis and
Rinvolucri write that "Decoding the sounds of [English] and recoding them in
writing is a major learning task" (1988) and Frodesen writes that dictation can be
"an effective way to address grammatical errors in writing that may be the result of
erroneous aural perception of English.... Dictation can help students to diagnose
and correct these kinds of errors as well as others." (1991) Montalvan writes that
"as students develop their aural comprehension of meaning and also of the
relationship among segments of language, they are learning grammar." (1990)
Despite claims such as these from respected methodologists, dictation is not widely
used in ESL programs. Likewise, it has long been ignored in most teacher-training
programs. The purpose of this paper is to re-introduce dictation as a valuable
language learning device and to suggest ways for using it in an effective and
interesting manner.
Types of Dictation
Sawyer and Silver (1961) define four types of dictation that can be used in
language learning. I will give a short definition of each, and then expand on the
one which has the widest application for ESL/EFL teaching.
The first, the phonemic item dictation, consists of the teacher presenting the
individual sounds of a language (i.e., their IPA coordinates) to students for
transcription. The phonemic item dictation is useful in that it increases the students'
ability to recognize the sounds of a language and their contrasts, thereby
20

21. facilitating their accurate production. This dictation is an excellent way to teach
beginners to stop imposing the sound system of their native language upon the
sound system of English.
The second, the phonemic text dictation, is an extension of the phonemic item
dictation. It consists of the teacher reciting a passage which students phonetically
transcribe. The phonemic item dictation is valuable as a way to understand how
English sounds change in connected speech. Though it goes beyond the objectives
set for students in most ESL programs in the U.S., it is commonly used in English
departments in many foreign universities.
The orthographic item dictation is the dictating of individual words in isolation for
transcription, similar to the traditional spelling test. It is useful for reinforcing the
correlation between the spelling system and sound system of a language. In
English this correlation is more complex than it is in other languages (e.g., Spanish
and many Slavic languages), and so it is a worthwhile ESL/EFL exercise.
The dictation with the broadest learning possibilities is the orthographic text
dictation, in which students transcribe a unified passage. This is the classic
dictation exercise all foreign language teachers are familiar with. Besides
reinforcing the spelling/sound correlations of English, the orthographic text
dictation uncovers comprehension and grammatical weaknesses in learners which
the teacher can analyze and address in future lessons.
I will discuss the use and benefits of the orthographic text dictation in this paper.
Selecting a Dictation
The ideal dictation comes from a contemporary source of clear, standard English.
The subject matter of the text is up to the teacher; however, a lively, engaging text
livens up the exercise considerably. Because one of the goals of dictation is to
provide practice in understanding semantically unified speech, paragraph
dictations are best for most drills. At the high-beginning level, dictations should be
elementary statements that students have already studied, in simple, unified
21

22. paragraphs. At the intermediate level, dictations should also come from material
the students have already read, in longer, more developed paragraphs. At both of
these levels, dictations help to reinforce basic sentence structures and vocabulary.
At the advanced level, the goal is to force students to learn what they hear and
what they do not hear. Therefore, the teacher should dictate unfamiliar texts,
thereby making the students' experience of listening the primary aspect of the
dictation.
In all cases, dictations must be selected according to the students' abilities, and the
usage and style should be similar to what the students are expected to produce on
their own in the course, both verbally and in writing. If one is teaching college
students who must become familiar with a prose style common to modern essays, a
passage from a writer such as William Zinsser, Malcolm Gladwell, or Phillip
Lopate might be appropriate.
A useful source for dictations at all levels is the class textbook itself. By using the
textbook, the teacher will avoid selecting material that is too different from the
language norms the students have been learning. By the same token, the selected
material will have (or should have) good examples of the language aspects the
class is dealing with in terms of grammar, vocabulary, spelling, and punctuation.
Delivering a Dictation
A good time to deliver a dictation is at the beginning of class. The reasons are to
focus the students on English right away, calm them down, and ensure punctuality.
For their transcriptions, I request that students use pencils and uniform notebooks
with lined paper. I also ask that they write their transcriptions on every other line,
so corrections can be marked between the lines if necessary.
Before beginning the dictation, the teacher writes on the board any proper nouns,
abbreviations (etc., e.g., i.e., and so on), acronyms, or foreign or specialized words
within the dictation that he or she has not previously explained. The teacher also
22

23. writes on the board the chosen spelling for any word that is commonly spelled in
more than one way (e.g., rock and roll/rock'n'roll).
To begin the exercise, the teacher reads the dictation through once, at normal
speaking speed. As stated earlier, it is recommended that the teacher select a
passage from the class textbook with which the students are already familiar (e.g.,
part of an essay, short story, or article). During this first reading, the students
should only listen.
The teacher then reads the dictation through a second time, at a slightly slower
speed. The students begin transcribing. The teacher stops after each phrase or
meaningful unit and also calls out punctuation, which the students must include in
their transcriptions. Occasionally a student will ask for a word or phrase to be
repeated; I will generally repeat any word or phrase once, if requested.
For any words the students cannot hope to transcribe, I tell them to leave a blank
and to continue with transcribing the dictation.
The teacher then reads the dictation through a third time at normal speaking speed,
again including punctuation. During this reading, the students check their work and
make any last changes.
After finishing the dictation and allowing the students a minute or two for final
corrections, the teacher instructs the students to stop. They then take out the source
material for the dictation and self-correct their transcriptions. Alternatively, the
teacher can have the students correct each other's dictations. Whatever the case, the
corrections should be in ink, in order to distinguish them from the transcriptions.
Evaluating Student Transcriptions
Periodically throughout the term, the teacher should collect the notebooks to
evaluate the kinds of errors being made. Evaluating transcriptions will require care
in terms of distinguishing between comprehension errors and spelling errors.
Comprehension errors include both phonological mistakes and grammatical
mistakes. A phonological mistake would be the spelling of the
23

24. word physics as fyzics; a grammatical mistake would be transcribing Yesterday he
worked as Yesterday he work. We can define spelling errors as those that would
likely be made by a native speaker (e.g., receive/recieve)
From this data the teacher can gain insight into the strengths and weaknesses of
each student. Lessons can be prepared to address errors made by a majority of the
class.
Conclusion
Dictation is a valuable language learning device that has been used for centuries.
Although linguists have not completely understood how it facilitates language
acquisition--it would be extremely difficult to isolate the language competencies
that are employed--many have attested to its pedagogical value. One of the 20th
century's most influential linguists, Leonard Bloomfield (1942), strongly endorsed
the use of dictation as a learning device. Today, many methodologists are at least
inclined to agree with Finocchiaro's (1969) summary of its value: "[Dictation]
ensures attentive listening; it trains pupils to distinguish sounds; it helps fix
concepts of punctuation; it enables pupils to learn to transfer oral sounds to written
symbols; it helps to develop aural comprehension; and it assists in self-evaluation."
Reference: http://iteslj.org
24

25. Report on article discussion
Title: TBL and PBL: Two learner-centred approaches
Facilitator: Azimova K.
Participants: Abdullayev H.
Qodirova M.
Soipova K.
Tog’ayeva N.
Introduction
This report is on the process of the article discussion which was held in
Teacher – in – service and retraining institute of public education state. There were
all together 5 participants, me and 4 other colleagues of mine whose names are
mentioned above.
The chosen article and time given
I chose the article “TBL and PBL: Two learner-centred approaches” by
Katherine Bilsborough. It was offered for discussion in the group. We all think all
that two days would be enough to get ready for the orally ideas.
Key points of the article
In this article the author touched many problems which can be faced by
many teachers, having experimented with the PPP (Presentation, Practice,
Production) approach turn to more learner-centred approaches where the needs of
the learner are central to the lesson content. Two such approaches are given in this
article TBL (Task-Based Learning) and PBL (Project-Based Learning).
How we felt about the article
All participants read the article with great interest and enthusiasm. We all
found it extremely important for us. We agree on the time and the place of the
discussion.
The following questions were introduced in order to analyses the article
thoroughly:
- Do you find the article interesting? Why? / Why not?
- What are PPP, TBL, PBL approaches?
- What can you say about stages of TBL?
- Speak about advantages of TBL.
25

26. - What are the main elements element of PBL?
- What is the difference between TBL and PBL?
- Speak about the role of the teacher in TBL and PBL approaches.
Main issues raised in the discussion
While discussion all participants of our group came to following
conclusions:
• The advantage of TBL over more traditional methods is that it allows
students to focus on real communication before doing any serious language
analysis. TBL focuses on students’ needs by putting them into authentic
communicative situations and allowing them to use all their language resources
to deal with them.
• Advantage of this approach is that learners are exposed to a wide
variety of language and not just grammar
• TBL is not the best method to use with beginners, since they have
very few language resources to draw on to be able to complete meaningful tasks
successfully
• PBL project work involves real life communicative situations,
analyzing, deciding, editing, rejecting, organizing, delegating and often
involves multi- disciplinary skills which can be brought from other subjects.
• Both TBL and PBL focus primarily on the achievement of realistic
objectives, and then on the language that is needed to achieve those
objectives. They both treat language as an instrument to complete a given
objective rather than an isolated grammar point or lexical set to learn and
practice.
• They give plenty of opportunity for communication in authentic
contexts and give the learner freedom to use the linguistic resources he/she has,
and then reflect on what they learned or need to learn.
Conclusion
Finally, teachers often use a combination of TBL, PBL and traditional
techniques such as PPP. Some teachers use TBL and PBL as a small part of a more
conventional approach. As always, the important thing is to use what works best
26

27. for you and your learners.
E N T R Y VII
( for this party we need 9 participants and 5 volunteers from auditory )
K: Ladies & gentlemen! Welcome to the party. I’m Kamola & I have many friends
from English speaking countries. They say that they also have many spring
holidays. Now, they will tell us about one of them. Let’s invite them to scene with
applauses.
John: Hi! I’m John. I’m from England
Max: Hello, everybody. My name is Max. I’m an American.
Sarah: Oh, nice party. I’m Sarah & I’m from Canada.
Alex: Hi, I’m Alex. I came here from Australia .
Jack: Hello! My name is Jack. I’m from New Zealand.
K: About which holiday u r going to tell us?
A: About Easter. Easter is one of the religious holidays.
M: We celebrate Easter on the first Sunday that occurs after the first full moon.
This year we’ll celebrate it on twenty fourth of April. We’ll have a lot of fun this
day. Especially children.
K: Very strange word “Easter”. What does it mean?
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28. S: The name Easter is thought to come from the word "Eastre," the name of
mythological goddess which is the goddess of spring and fertility. “Eastre’s”
festival was celebrated on the day of the vernal equinox.
K: What is the vernal equinox?
Jack: The vernal equinox occurs on March the twenty first, when the sun is
directly over the equator. Marking the beginning of spring in this day many people
celebrate the return of warm days and sunshine
John: As other nations the ancient Saxons celebrated the return of spring with a
festival of their goddess of spring, Eastre.
K: Who is it?
( The Easter Bunny comes to scene)
Alex, Jack, Max, John altogether:
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29. "Oh! here comes Peter Cottontail,
Hoppin' down the bunny trail,
Hippity hoppity
Happy Easter day"
John: It is The Easter Bunny.
All together: Hi, bunny!
E.B: Hello everybody, I’m The Easter Bunny! I brought you many presents:
different coloured eggs and sweets!
M: The Easter Bunny is the symbol of the holiday. The symbol originated with the
festival of Eastre. The goddess, Eastre, was worshipped by the Anglo-Saxons
through her earthly symbol, the rabbit.
K: The Easter Bunny talked about coloured eggs. What does it mean?
A: The Easter Egg is also the symbol of Easter. The exchange of eggs in the
springtime is a custom that was centuries old when Easter was first celebrated by
Christians.
S: You see, From the earliest times, the egg was a symbol of birth in most cultures.
Eggs were often wrapped in gold leaf or colored brightly by boiling them with the
leaves or petals of certain flowers.
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30. K: I can’t understand one thing. Why the symbols of the Easter exactly bunny &
coloured eggs?
Jack: for this question we can answer by this legend.
THE LEGEND
Story teller: Once, in ancient times in winter lunar goddess Eostre was walking in
the forest and she found wounded bird, whose wings had become frozen by the
cold.
Eostre: Oh, poor little bird. What’s happened to you?
Bird: I’m wounded, my wings are frozen, I’m dying. Please, help me….
E: Don’t cry little bird, I’ll change you into a rabbit and you can more easily
survive the winter.
(goddess changes bird into hare )
B: Oh, I’m a rabbit now. I feel better and warmer, thank you Eostre. But I’m still a
bird and I can give you eggs. I’ll decorate my eggs and I’ll give them to you as my
thanks to you. Take them, Eostre.
(rabbit will give the eggs and they leave the scene)
John: Today, children hunt colored eggs and place them in Easter baskets along
with the modern version of real Easter eggs those made of plastic or chocolate
candy.
K: You said that children hunt eggs? But how?
E.B: I love children very much and I like to play with them. On Easter morning the
children go to search the eggs that I have hidden while they are asleep. The
searching may continue out of the house. Older children help the young children.
And I’ll give prizes to the child who finds the most eggs.
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31. M: Easter egg hunts can are also part of a community's celebration of holiday. The
eggs are hidden in public places and the children of the community are invited to
find the eggs.
E.B.: Let’s play hunting egg with the students sitting here. I invite 5 students to
scene.
K: Oh, that’s great! Who wants to participate?
( students come to scene, they’ll tell their names, their eyes will be closed with
handkerchiefs )
(Easter Bunny will hide the eggs)
E.B.: OK, students. I’ve hidden ten coloured eggs & you must find them. To the
Student which find the most eggs I have a sweet prize. 3,2,1 begin!
( students will bring the eggs which they hunted and Bunny will give the prize to
the winner )
A: Bunny, we can offer another game to students with their hunted eggs.
E.B.: Oh, yes! You are talking about an Easter Egg Roll.
K: What kind of game is it?
John: The rules of an Easter Egg Roll are to see who can roll an egg the greatest
distance or can make the roll without breaking it.
S: Maybe the most famous egg rolling takes place on the White House Lawn.
Hundreds of children come with baskets filled with brightly decorated eggs and
roll them down the famous lawn, it is a great fun.
E.B: begin my dears! I have another chocolate for winner.
(game will be passed)
K: Ok, dear guests we had very good time and a lot of fun. Thank you all of them.
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32. Submitted by: Abdullayev Xurshid Azimova Kamola
Qodirova Mavluda Soipova Komila
Togayeva Nilufar
ENTRY VIII
Essay
Learner-centred teaching
The humanistic view of education strongly proposes that learners must
always be involved in the teaching learning process, right from when the
'facilitator' plans the teaching to when she or he tests them. Involving the learners
gives them the much needed boost and propels them to take responsibility for their
learning.
What I want to share here is that something as dull and difficult as teaching
vocabulary can become extremely interesting and rewarding if learners teach
learners.
Vocabulary is one area, which requires constant attention at all levels of the
English program offered to them. Input is given to the learners in the form of
reading practices and through word banks on each topic that is covered. However,
my learners often complained that their vocabulary remained very weak.
Consequently, I tried a learner-initiated vocabulary building exercise which really
worked well. The best part is it does not require any preparation from the teacher.
The exercise is done throughout the quarter. The whole plan was divided
into steps. Each step is open to discussion and review.
Step 1:
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33. Pupils create a 100 page personal dictionary for themselves. My pupils came up
with creative ideas like dictionaries in the shape of flower cutouts, Mickey Mouse's
face and butterflies etc. Some conveniently bought notebooks and decorated them.
This entire exercise motivated pupils and built-up their interest.
Step 2:
In each English class two pupils bring a word from the textbook (Fly High) with its
meaning to share with the rest of the class. If a word has several meanings
and can be used as a verb as well as a noun then that is also mentioned. They
are also supposed to tell the class what part of speech it is.
Step 3:
The pupils put the words and their meanings on the blackboard and the rest of the
class makes a sentence for each word. The words, their meanings, and the
sentences are then written down in the students' personal dictionaries. At the end of
the quarter the students display their dictionaries
The whole exercise is extremely rewarding; it does not take a lot of time and
students feel motivated and proud of not only the end product, their personal
dictionaries, but also of the words they bring to the class. Learner- initiated
vocabulary building exercise puts the onus on the students for learning.
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34. ENTRY IX
Feedback on a trainer
Dear, Marifat opa
Thank you for letting me writing a feedback on your session, which was really
appreciated by your participants. I thought you worked very well; you were ready
for the session. I can see you are skilful, experienced and devoted teacher which
lets you become a good teacher as well. I want to comment on three points you
specified:
1. The language: You used clear, understandable language. It’s related to the
participants. I’ve noticed you know how conduct your session with your voice
projection. You made clear things with the help of them. I loved it.
2. Way of giving instructions. I think the successful fulfilling tasks in your
session came out from your giving clear, understandable and to the point
instructions in every case. Providing examples made them easy follow.
3. Using Body language. It’s difficult to keep always an eye contact with the
adult participants in our culture norms. There should be a balance. From you,
I’ve learnt how to keep an eye contact with adult participant in friendly way.
You used gestures in a proper way. It works for you, don’t change anything!
4. The rapport with the participants. Your interaction with participants is also
worth to speak. I underlined it for me. I decided to do it. You are patient with
all your participants and you gave a chance to speak to all of them. It created a
learning atmosphere. It’s a good motivation. Your encouragement led them for
future progress. At the end I want to take your attention to working with
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35. authority. I really liked your voice. I think giving feelings to what you are
saying is a good idea for the trainers. What do you think do you agree with me?
I really enjoyed your session. I’m sure it’ll be beneficial for my job. At the end
of my words I’d like to thank to you for your interesting lesson. I wish you success
in your further development.
Sincerely, Kamola Azimova
ENTRY IX
Feedback on a teacher
Dear, Dilafruz
Thank you for letting me to be observer of your lesson. I thought you worked
very well; you were ready for the lesson. I can see you are so energetic and skilful
teacher. I want to comment on three points you specified:
1. The language: your pronunciation is very clear and understandable. It’s related
to the participants. I’ve noticed you know how conduct your session with your
voice projection. You made clear things with the help of them. I loved it.
2. Using Body language. You used body language very effectively. It is very
important in learning young kids. It works for you, don’t change anything!
3. Your interaction with participants is also worth to speak. I underlined it for
me. I decided to do it. You paid attention to all your participants and you gave
a chance to speak to all of them. It created a learning atmosphere. It’s a good
motivation. Your encouragement led them for future progress.
I really enjoyed your lesson. I’m sure it’ll be beneficial for my job. At the end
of my words I’d like to thank to you for your interesting lesson. I wish you success
in your further development.
Sincerely, Kamola Azimova
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36. ENTRY IX
Action plan
As a participant in the programme, I learned that we have to update our
knowledge regularly, discovering the new methods and ways of teaching
English, using various methodology to motivate as well as increase the interest
of learners to the lesson. It is very useful to increase the students oral
speech. Because we the English language teachers in my home institution, were
using both traditional and non-traditional methods in our lessons. It proved to
be incorrect.
As a teacher, I found the following useful:
• Designing tasks
• Making non-traditional lessons
• Using different learning styles
• Allocating more time for games, role plays, stories, various handouts, etc.
in my lessons, which will be of great importance in motivating and
increasing the interest of students
• Take into account the modern innovative methods in teaching English as
a second language
When I am back at work in my home institution, I will:
• give sufficient information about the retraining programme to my
colleagues, organizing, if necessary, several sessions on the topics
learnt
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37. • provide my colleagues with good advice as to the methods and styles
of teaching English
• use different methods of teaching which are learnt during the sessions
in organizing my classes
I understood that the requirements for teaching are changing rapidly. It
makes us all to look into the perspective of teaching English with other
positions and views. I will try to do my best on organizing my lessons and
make them so interesting, when I come back to my home institution.
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