Project work

Task 1.

Aspect Suggestopedia Direct Method Grammar

Translation
Core Use of Only target Focuses on

principles/Instructions relaxation, language is used; grammar rules,

music, and no translation. memorization of
positive Emphasis on vocabulary, and
suggestion to speaking and translation
reduce learners' listening. exercises.
anxiety.
Strenth - Reduces stress - Improves - Good for
and anxiety pronunciation grammar
- Increases and speaking understanding
motivation and fluency - Easy to
confidence - Natural implement in
acquisition large classes
Limitation/ - May seem too - Difficult for - Lack of

Challenges unconventional beginners speaking and

- Not suitable for - Grammar rules listening practice
all learners not explicitly - Can be boring
taught
Most suitable teaching Lower-level Communicative University-level

context learners, classrooms; or exam-focused

especially intermediate- contexts where
children or level learners reading/writing
students needing focused on real- and grammar
confidence life conversation are prioritized
building

Task 2. Full Lesson Plan

Course: English Duration: 45 minutes
Unit:5 Level: A1/ A2
Topic: Going shopping Materials: Audio, Handouts, Projector,
Speaker
Target students: 3st grade pupils of Target Grammar and Vocabulary: to lern
the school new word about shopping and practise "There
is / There are" and “can” in sentences.
Number of students: 13
Main aim ➤ To enable students to understand and use
vocabulary and expressions related to going to
places in simple contexts.
Subsidary aim ➤ To practice listening skills through short
audio materials and handouts about places to
go.
➤ To develop speaking skills through pair
work and role plays using target vocabulary.
➤ To reinforce vocabulary through matching
and labeling activities in the handout.
➤ To support reading practice with short,
simple texts and visual clues about places.
Personal aim ➤ To improve my ability to design engaging
handouts and use visual support effectively for
young A1-level learners, making vocabulary
learning easier and more fun.
Language Objectives

By the end of the lesson, students will be able to:

 Use appropriate vocabulary related to shopping (e.g., buy, sell, price, market,
shop, money, cashier).
 Understand and respond to shopping-related questions such as “How much is
it?” and “Can I help you?”
 Form short, complete sentences to describe shopping experiences (e.g., “I want
 to buy a T-shirt.” or “It’s too expensive.”)
 Participate actively in pair or group role-plays simulating real-life shopping
situations.

Background of the Lesson

In previous lessons, students have learned about daily activities and places. They have
also practiced describing objects and asking simple questions.

This lesson builds on that knowledge by focusing on the theme “Going shopping.”
Through the use of audio, video, and handouts, students are introduced to realistic
shopping conversations. The lesson includes vocabulary development, listening
comprehension, and speaking practice. Role plays, pair work, and communicative
activities will help students use shopping phrases in meaningful contexts and improve
their confidence in everyday interactions.

Timing Procedure of the lesson

Individual work Group work
Small groups Pair work
Mode of Interaction

Introductory Activity (Warm-up)

5 min Objectives:
To activate students’ prior knowledge and introduce the topic of
shopping in an engaging way.

Materials Needed:

 A few real objects or pictures (e.g., shopping bag, money,

clothes, fruits)
 Whiteboard and markers
  (Optional) PowerPoint slide or flashcards with images of
shops or markets

Teacher-Student Instructions:

1. Greeting and setting the mood:

Teacher: “Hello everyone! Today we are going shopping! Do
you like shopping?”
(Elicit quick reactions — “Yes/No” from students to build
energy)
2. Activating prior knowledge (Think-Pair-Share):
Teacher: “Think for 30 seconds — where do you usually go
shopping?”
(Give students a moment to think)
Teacher: “Now, turn to your partner and tell them where you
go shopping and what you buy.”
(Students speak in pairs for 1 minute)

Objective:
To introduce key vocabulary related to shopping.

Materials Needed:

 Flashcards or pictures of shopping-related items

5min  Vocabulary list (printed or on the board)
 Realia (optional): shopping bag, toy money, small items

Teacher–Student Instructions:

1. Present Vocabulary:
Teacher says:
“Now, let’s learn some new words about shopping.”
(Shows pictures or flashcards of items like clothes, money,
 shoes, bag, supermarket, cashier, receipt, price tag, etc.)
2. Drill and Practice Pronunciation:
Teacher models the words, and students repeat:
“Say after me: ‘cashier’ – ‘cashier’, ‘receipt’ – ‘receipt’.”
(Repeat choral and individual practice.)

Activity 1

Objective:

To help students recognize and understand the meanings of common

10 min shopping-related vocabulary by matching words with their
definitions.

Complete the sentences by writing the correct shop name in each

blank using the words from the box
Activity 2

Objective:
Firstly, To reinforce students’ understanding of shopping-related
vocabulary by completing sentences with the correct words in
10 min
context.

Secondly, To check students’ ability to recognize and choose the

correct shopping-related vocabulary through a short multiple-choice
exercise.

Objective:
To help students practice and correctly use quantifiers such as some,
5 min any, how much, and how many in context by filling in the blanks
in given sentences.
 Objective:
To review and consolidate vocabulary and grammar related to
shopping through a matching and gap-filling activity.

Materials:

 Handout (2-part worksheet):

o Part 1: Matching shopping-related vocabulary with
their definitions
o Part 2: Complete the sentences using the correct
vocabulary
10 min
Teacher Instructions:

1. Distribute the final handout to each student.

2. Instruct students to start with Part 1: match each word with
its correct definition. Allow 4–5 minutes for this.
3. After that, guide them to Part 2: complete the sentences with
appropriate. Allow 4–5 minutes.

Finally, wrap up the lesson by:

 Summarizing what was learned (vocabulary, grammar focus).

 Asking students what new words or expressions they liked
most.
 Giving praise and feedback.
 Assigning optional homework (e.g., write a short shopping
dialogue using today’s vocabulary).
Handout of Activity 1

Complete the sentences by writing the correct shop name in each blank using the words
from the box
Handout of Activity 2
Handout of Activity 3

Fill in the blanks with some, any, how much, how many.

1. Do you have ______ milk?

2. I need ______ apples from the market.
3. ______ eggs do you want to buy?
4. Sorry, we don’t have ______ cheese today.
5. ______ oranges are there in the bag?
6. I’d like to buy ______ bread, please.
7. ______ sugar do you need for the cake?
8. There aren’t ______ tomatoes left.

Handout of Activity 4

Part 1: Match the words with their meanings

A – Words B – Meanings
1. cashier a) place where you try on clothes
2. fitting room b) a person who takes your payment
3. receipt c) money you get back after paying
4. refund d) paper showing what you bought
5. price tag e) small label with item cost

Write the correct letter:

1. ____, 2. ____, 3. ____, 4. ____, 5. ____

Part 2: Complete the sentences using the words

Words to Use:
price tag – fitting room – cashier – receipt – refund
 1. I want to try this jacket. Where is the ______________?
2. Please show the ______________ at the exit.
3. I lost the ______________, so I can’t return the jeans.
4. The ______________ says the shoes cost $40.
5. I didn’t like the T-shirt, so I got a ______________.

Task 3. Language Skills Activities (Listening+Speaking)

ACTIVITY 1.

Objective: By the end of the activity, students will be able to understand a shopping-
related conversation and use appropriate phrases to role-play shopping dialogues.

Topic: Going Shopping for Clothes

Level: A2 (Elementary to Pre-Intermediate)

Pre-listening: l Warm-up (Simple question & answer discussion)

 Do you like shopping?

 How often do you go shopping?
 Who do you go shopping with?
 What do you usually buy?
 Do you prefer small shops or big malls?
 Have you ever bought something expensive?
While-listening

Students listen to a short shopping dialogue Click here to listen to the dialogue:
Shopping for Clothes

First Listening – General Comprehension Questions

1. What is the customer looking for?

2. What color does she want?
3. How much is the shirt?
4. Where are they talking?
5. Does the customer decide to buy the shirt?

Second listening- Listen to the audio and say what you heard.

Post-listening

Instructions:
Now that you have listened to the shopping dialogue and practiced it, it’s your turn to
create your own! Work in pairs. One of you will be the shop assistant, and the other will
be the customer. Create a short dialogue using the vocabulary and expressions you
learned. Then act it out in front of the class or in front of another pair.

ACTIVITY 2.

Pre-speaking: Ask students simple warm-up questions:

 Do you like shopping?

 What things do you usually buy?
 Do you know how to ask for the price in English?
  What do shop assistants usually say

While-listening: Matching Game (2–3 minutes)

Students work in pairs to match the customer phrases with the correct waiter/waitress
responses. Students receive two sets of cards:

 Set 1: Customer phrases (e.g., “I’d like a pizza, please.” / “Can I see the menu?” /
“Can I have the bill, please?”)
 Set 2: Waiter/Waitress responses (e.g., “Here you are.” / “Certainly, sir/madam.” /
“Would you like a drink with that?”)

1. Role-play (5–7 minutes) Students use the language from the matching activity or
their own ideas.
Students work in pairs. One is the customer and one is the waiter/waitress.

 Use a simple restaurant menu (provided by the teacher or written on the board).
 They create and act out a short conversation: ordering food and drinks, asking
prices, and asking for the bill.

Post-listening:

 Ask a few pairs to perform in front of the class.

 Give feedback on pronunciation and polite expressions.

 Reflect: "What did you like about your partner’s role-play?"

Task [Link] Materials and

Technology
Coursebook Title:
Guess What! Level 3 Student’s Book

Target Level:
A2 – Pre-Intermediate

Publisher:
Cambridge University Press

Main Focus:
Vocabulary, grammar, listening, speaking, reading, writing, and CLIL (Content and
Language Integrated Learning)

Strengths:

 Visually engaging layout with colorful pictures and illustrations

 Includes communicative and interactive activities suitable for young learners
 Integrates subject-based content (science, geography) through CLIL, which
supports cross-curricular learning

Weaknesses:

 Limited depth in grammar explanation for more advanced learners

 Some activities may be too simple for faster learners

Why you chose this book:

I chose Guess What! Level 3 because it is ideal for young learners at the pre-intermediate
level. The content is age-appropriate, engaging, and supports gradual language
development. The visual and thematic content captures students’ attention and motivates
them to participate actively in lessons. It also fits well with my teaching goals, which
focus on interactive learning, vocabulary development, and improving students’
confidence in speaking and understanding English.

How you use it in class:

In class, I use this coursebook in various ways. For listening tasks, I play the audio and
ask students to complete matching or gap-fill activities. For speaking, I organize role-
plays based on dialogues in the book. I also use the reading texts for comprehension
exercises and ask students to answer questions or retell stories in their own words.
Homework assignments are usually based on workbook exercises or creative tasks like
drawing and describing characters from the units. Pair work and group work are frequent
strategies I use to ensure active participation and communication among students.

Task 5 Reflective Essay Instructions

Student’s name: Sobirjonova Marjona

Group: 2323

Throughout my teaching practice, I have learned about various language teaching

methodologies that offer different ways to help students learn effectively. Among these, I
focused on Suggestopedia, Direct Method, and the Grammar-Translation Method.

I found Suggestopedia quite interesting because it creates a relaxed and comfortable

learning environment. Using music, decoration, and positive suggestion helps students
reduce fear and absorb new language in a natural way. The Direct Method was also very
effective, as it encourages communication using only the target language. It helps
students think in English and develop speaking skills faster. On the other hand, the
Grammar-Translation Method is more traditional and focuses on grammar rules and
translation, which can be useful for learners who need strong reading and writing skills.

While learning about lesson planning, I realized how important it is to have clear
objectives, well-structured stages, and time management. I learned to include warm-up,
pre-, while-, and post-activities in my lessons. This structure keeps the lesson organized
and ensures that students understand and practice the language effectively.

Interactive learning also became an important part of my teaching knowledge. I now

understand that involving students actively through pair work, games, dialogues, role
plays, and peer correction increases motivation and improves language use. These
activities support better communication and help students gain confidence.

In the future, I plan to apply a combination of these methods in my classroom. I want to

create a fun and supportive environment like in Suggestopedia, focus on speaking as in
the Direct Method, and include grammar practice when necessary. I believe using
different approaches will allow me to meet my students' needs and become a flexible and
effective language teacher