“Тасдиқлайман”

“Инглиз тили ўқитиш методикаси ”

кафедраси мудири _____Ш.Джаббарова
«____» _____________ 2020 йил

5111400 - Хорижий тил ва адабиёти (инглиз тили) таълим йўналиши

3-курс -----гуруҳ талабалари учун “ЧЕТ ТИЛЛАРНИ ЎҚИТИШНИНГ ИНТЕГРАЛЛАШГАН КУРСИ” фанидан дастур
бажарилишининг КАЛЕНДАР МАВЗУ РЕЖАСИ
(2020-2021 ўқув йили 6 - семестр)

Бажари-лиши
ҳақида
Ажратилган Талаба мустақил иши маълумот Ўқитувч
№ Мавзулар номлари
соат мавзуси и имзоси

Амалд
Режа

а
1 Understanding and working with
syllabi used in schools, lyceums and 2 Types of syllabus
colleges
2 What goes into lesson planning and Lesson planning and lesson
2
lesson plans plan structure
3 Setting aims, objectives and learning
outcomes of a lesson or sequence of 2 Types of aim
lessons
4 Selecting frameworks for lesson
planning (e.g. PPP (presentation, 2 Lesson stages
practice, production)
5 PPP alternatives, TBL (task-based
2 Types of reading
reading)
6 Pre-, while and post-text
Pre-, while and post-text exercises to
2 exercises to teach productive
teach receptive skills
skills
7 Activities for different stages of a
2 Activity designing
lesson
8 Beginning (ice-breaks, warm-ups) 2 Lead ins
9 Ending (making a summary of the
lesson, flashing forward, filling up the 2 Pre- while- post lessons
last remaining moments);
10 Relating activities to the
Linking activities within a lesson 2
lessons
11 Making lesson plans for A
Timing activities within a lesson 2
levels
12 Making lesson plans for B
Setting a homework 2
levels
13 Making use of available materials and
resources (e.g. pictures, songs, video, Making lesson plans for B2
2
blackboard, physical setting of a levels
classroom)
14 Anticipating problems (including ways dealing with disruptive
2
of dealing with disruptive behaviour) behaviour
15
Flexibility in planning and teaching 2 Adaptability
16 Planning for mixed-ability classes Selecting and developing
2
( receptive skills) topic
17 Planning for mixed-ability classes
2 Mixed-ability classes
( productive skills)
18 Stages of classroom investigation 2 Probems and solutions
19 Identifying the teacher problem and
formulating the question to be 2 Why tasks?
investigated
20 Planning the classroom investigation 2 How the tasks are organized?
21 Proper data collection method 2 How to use the tasks?
22 Data collection, its analysis and
2 Attending to a class
planning
23 Compiling and creating materials for
2 Attending to a learner
data collection
24
2 Learner motivation
Pros and cons of data collection
25 The structure and form of classroom
2 Learner level
investigation
26 Recording the conducting lessonn of
2 Learner styles
peer observation
27 Conducting interview on observation
(structural semi-structural, non- 2 The teacher’s meta language
structural)
28 Questionnaires for teachers 2 The language of guestions
29 Questionnaires students 2 The learning environment
30 Keeping a diary for observation 2 The learning environment
31 Problematic situations / notes Learning aim
2
solutions
32 Course observation process: pre- Managing pair work
observation, observation period, post- 2
observation)
33 Oral statement of result 2 Managing group work
34 written statement of result Whole- learner materials
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