MODULE 2

19. IDENTIFYING AND SELECTING AIMS

1. MAIN AIM/LESSON AIM/MAIN OBJECTIVE darsning asosiy maqsadi. Kalit: practice, improve, develop, learn, present, enable, introduce, have
learnt, outcomes, news, recycle, check, focus on

2. SUBSIDIARY AIM darsning ikkinchi darajali maqsadi. Kalit: consolidate, review, revision

3. PERSONAL AIM o’qituvchining o’zi bilan bog’liq muammo. Bunday gaplar asosan buyruq gaplar bilan ifodalangan bo’ladi.

4. CONSOLIDATE o’tilgan darsni mustahkamlash. Review, revision, previous, last lesson, recycle

5. STAGE AIM darsning har bir bosqichidan ko’zlangan maqsad.

6. CONTEXTUALISE o’tilmoqchi bo’lgan darsni o’quvchini o’tmish hayotiga bog’lash.

7. MODEL o’qituvchi tomonidan o’quvchilarga mavzu bo’yicha qolip beriladi.

8. FLUENCY kalit so’zlar: role play, discussion, information gap, interview, tell v,h.

20. IDENTIFYING THE DIFFERENCE COMPONENTS OF A LESSON PLAN

1. CLASS PROFILE o’quvchilar haqidagi talimga oid ma’lumotlar. Kalit: o’quvchilarning darajasi (intermediate, pre- intermediate va hok),
learning styles (kinesthetic, visual, auditory va hok), kuchli kuchsizligi, yoshi

2. TIMETABLE FIT/LESSON FIT o’tilayotgan darsni o’tgan yoki kelasi darsga bo’gliqligi. Kalit: previous, last lesson, next lesson, later, project,
review, revision, prepare, have already worked (present perfectda berilgan bo’ladi)

3. ASSUMPTIONS: o’quvchilar haqidagi ijobiy bashorat. Kalit: they already know, already, can, already do, useful challenge, familiar,

4. ANTICIPATED PROBLEMS(AND SOLUTION) o’quvchilar haqidagi salbiy bashorat. Kalit: difficulties, problem, not feel confident, trouble, the
text is too long,

5. TEACHING AIDS. Darsda qo’llaniladigan aidlar. Kalit: aidlar nomlari (flashcard, computer, cd rom)

6. PROCEDURE darsning boshidan oxirigacha bo’lgan jarayon. Kalit: routine, activity, task va activity nomlari (brainstorming, mingling listening,
reading, role play va hok)

7. TIMING vaqt ajratishga qaratiladi. Kalit: limited, length of time, opportunity,

21. PLANNING AN INDIVIDUAL LESSON OR A SEQUENSE OF LESSON (SEQUENSE)

SEQUENSE

1. Warmer, lead in
2. Introduce, present, show, put, elicit, demonstrate
3. Pre-teach, vocabulary
4. Reading (gist, specific, detailed)
5. Listening (gist, specific, detailed), spoken text
6. Grammar
7. Controlled practice
8. Speaking (discussion, role play, information gap, interview)
9. Writing (paragraph organizing, drafts)
10. Summary, feedback, whole calss review, overall review

22. CHOOSING ASSESSMENT ACTIVITIES

FORMAL ASSESMENT- test, examination. Bunda o’quvchilar baholanadi (grade, marking). INFORMAL ASSESSMENT- normal classroom teaching
and learning activities, homework tasks, feedback etc. (bunda o’quvchiga baho qo’yilmaydi)
1. PROFICIENCY TEST- to assess overall language ability
2. ACHIEVMENT/SUMMATIVE TEST- to assess learning at the end of the course. Kalit: have learnt, full course, full year, taught
3. PROGRESS TEST- to assess at the end of the part of a course. Kalit: during, every, each
ASSESSMENT ACTIVITIES
1. CLOSE TEST- matndagi har nechanchidir so’zni tushirib qoldirib tuzilgan test turi
2. Gap-fill- grammatika va leksikaga oid bitta gap ichida bitta bo’shliqdan iborat bo’lgan test turi. Kalit: Space
3. Reordering jumbled sentences- so’zlari betartib berilgan va tartiblash talab qilingan test turi
4. Sentence transformation- bunda o’qituvchi bir gap aytsa o’quvchi uni parafraza qilib qaytarish. Bunda gap strukturasi o’zgarib mazmuni
saqlanib qolishi talab qilinadi.
5. Information transfer- bir skillni boshqasiga o’zgartirish. Reading-speaking
6. Proofreading- yozilgan matndagi xatolarni to’g’rilash maqsadida ko’rib chiqish. Kalit: their own, mistakes, errors, check, correct,
rewrite
7. Multiple choice questions- ABC savollar
8. True, false, not given questions- to’g’ri, noto’g’ri savollar
9. Sequence- tartiblash
10. Dictation- diktant. Kalit: lexis, grammar, writing, spelling, listening

24. SELECTION AND USE OF COURSEBOOK MATERIALS

Strategies Problems Possible solution

Extending materials The task or exercise is too short. Write extra items, fallowing the same pattern
Materialni kengaytirish The learners need to more practice
Shortening materials The task or exercise is too long. Use as much as you need, but don’t feel you have
Materialni qisqartirish The learners don’t need to so much practice to use it all. Give different parts of the text or task
to different learners
Changing the The task doesn’t suit the learner’s learning style Change the interaction pattern eg. use a matching
methodology You want to change of pace task as a mingling activity
Metodni o’zgartirish The coursebook often repeats the same kind of task
Changing the level of the Texts and or tasks are too easy or too difficult Make materials more challenging e.g. learners try
material to answer comprehension questions before
Material darajasini reading.
o’zgartirish. Make materials less challenging e.g. break up a
long text into shorter sections
Reordering material The activity in the unit in the book always follow the Change the order of the material, e.g. ask learners
Materialni tartiblash same sequence. to cover up a page or part of a page, so they focus
The learners need to learn or practice things in a different on what you want them to do first.
order.
Making use of all the There is not enough practice material in a particular unit. Use extra material from the book: grammar
resources in the book. The learners need to revise particular items. summaries, word list, list of irregular verbs etc.
Kitobdagi barcha You want to preview material in the future unit. Give whole-book tasks, e.g. searching through the
resursdan foydalanish book for text, pictures, language examples.

25. SELECTION AND USE OF SUPPLEMENTARY MATERIALS AND ACTIVITIES

Supplementary materials Possible advantages Possible disadvantages
Class library of readers Encourages extensive reading/reading for pleasure. Need for range of levels to suit different learners.
Gives learners confidence allow learners to choose. Content may not be motivating for older learners.
Skills practice books Focus on individual skills May not fit coursebook/syllabus
Teacher’s resource book New ideas for lesson May not suit lessons aim
/downloadable
worksheet
Website Variety of lesson plans, teaching materials, etc Sometimes difficult to find the right material for the
learners.
School may not have enough computer stations.
Learners may not have computer skills
DVDs Provide visual context Equipment may not always be available
Source cultural information Language may not be graded (suitable for the level of the
Show body language learners)
Language practice book Extra practice Repetitive exercise
Learners can work alone without teacher’s help Little or no context
Electronic materials Motivation Difficult for teacher to control how learners are working
Familiar technology for learners Little or no human feedback
Games Enjoyment May not be suitable for older learners
Language practice Preparation may take a long time
Classroom management may be complicated
Proposal o’rtaga tashlangan taklif

26. SELECTION AND USE OF TEACHING AIDS

BOARD (part, keep, display, show, demonstrate, record words, DVD PLAYER
displaying pictures, mind map) Information gap activities (e.g. with one learner viewing and one just
Recording words and ideas that come up during the lesson. listening)
Drawing and displaying pictures. Viewing without sound and guessing the language.
Building up ideas in diagram, word maps/mind maps (diagram showing Pausing and predicting the language
vocabulary on the same topic) With a camera, filming learners’ performance
For learners to write answers/ideas
For whole-class compositions
OVERHEAD PROJECTOR (display, picture, photo, preparing before COMPUTER
hand, image, student’s project) Narrative building with a word processor.
Displaying result of group work Supplementary materials for coursebooks.
Building up information by putting one transparency on top of another. Online language tests.
Covering up or gradually uncovering parts of the transparency. Using online dictionaries
Displaying pictures and diagrams on the photocopiable transparencies Using CD-ROMs and DVD-ROMs
Displayed prepared exercise Email changes
Online communication (chatting)
Online newspapers and magazines
Project work using the internet
Viewing and uploading material on the internet
Grammar exercise
CD PLAYER LANGUAGE LABARATORY
Presenting new language in dialogues and stories Pronunciation practice
Giving models for pronunciation practice Extensive listening
Recording learners’ oral performance Monitoring and giving feedback to individual learners
Listening for pleasure Developing speaking skills
Room where learners can listen to recordings and record themselves
Grammar drills
Charts/Wallcharts (drawings and graphs that can be put on the wall of SELF-ACCESS CENTRE (a place with books)
a classroom ) Self-access- o’quvchi o’zi o’qiydigan, foydalanadigan manbani o’zi
tanlab mustaqil o’qishi. O’z ustida mustaqil ishlashi.
To display larger, more detailed pictures, or a series of pictures telling a Flipchart – odatda rassomlar yoki loyiha ustida ishlovchilar
story or showing related objects in a lexical set, foydalanadigan uch oyoqli uskuna.

MODULE 3

27. USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM FUNCTIONS

1. GETTING LEARNER’S ATTENTION- odatda ustoz har bir sequins dan oldin o’quvchilarni diqqatini o’ziga qaratadi. Bunda ustoz hammani
eshitishini va diqqatini bir joyga jamlashini istaydi. Stand up Evi, Stand up, Adam.

2. INSTRUCTING- bunda ustoz bolalarga biror task yoki activity bajarishidan oldin uni qanday qilish borasida ko’rsatma beradi. Instructions
odatda buyruq shaklda yoki hatto darak shaklda ham bo’ladi. Read this one. Brenda, look at Shona, Ok, Adam will ask and Evi will answer.

3. MODELLING bunda ustoz bolalarga target language bo’yicha model, namuna beradi. May I borrow your pencil please

4. ENCOURAGING ko’pincha ba’zi o’quvchilar dars paytida speaking borasida uyalishi va hokazo sabablarga ko’ra noqulay holatga tushadi.
Bunday paytda ustoz ularga dalda berishi talab etiladi. Now come on Evi, Brenda, a bit louder. Bunday gaplarda odatda YES, COME ON, WELL
DONE, GOOD JOB kabi so’zlar uchraydi.

5. NOMINATING biror bir task paytida ustoz o’quvchilarni tanlab olish maqsadida ularni ismi bilan aytishi. Odatda hozirgi TKT savollarida aynan
nomma nom aytiladigan savollar emas aynan nominatingga dahl qiladigan savollar berilyapti. masalan, o’quvchilar bir birini yaxshi tanib olishi
maqsadida men ularni ismi bilan chaqiraman. Lekin ba’zan NOMINATING AND INSTRUCTING ko’rinishida ham keladi. bunda o’quvchini ismi bilan
aytib unga instruksiya berish maqsad qilib olinadi. Abdullah, make a sentence about penny, please.

6. PROMPTING o’quvchi biror narsani aytayotganda eslolmay qolsa ularga eslatib yuborish uchun yoki qanday boshlashlikni o’rgatib yuborish
maqsadida beriladigan yordam. Prompt da ba’zida gap buyruq shaklida berilib oxirida uch nuqta qo’yilgan bo’ladi. Come on, Shona, ask…

7. ELICITING dars yoki biror activity boshlanishidan oldin o’rgatiladigan mavzu haqida o’quvchilarni qanchalik darajada bilimga ega ekanligini
tekshirish maqsadida savollar berishdir. Eliciting odatda so’roq shaklda bo’ladi. Can anyone tell me the answer to number four? Who can make
the first sentence here?

8. CLARIFYING INSTRUCTION bunda o’quvchi berilgan instruksiya bo’yicha gapirmayotgan yoki harakat qilmayotgan bo’lsa ustoz berilgan
instruksiyani unga clarify qilish maqsadida yana qaytarishi yoki yanada aniqroq qilib aytishi mumkin. Masalan o’quvchiga penny haqida gap tuz
deyildi. U esa so’roq shakldagi yoki boshqa biror gap aytdi, ustoz unga berilgangan instruksiyani aniqroq tushuntirish maqsadida just make a
sentence demoqda,
 9. ORGANISING THE LEARNER’S IDEA o’quvchi gapirayotganda so’zini yo’qotib qo’yaversa, adashaversa yoki ma’lum bir jumlani keltirib berishda
qiynalsa unga konkret prompt va g’oya berish maqsadida ma’lum bir g’oya bilan taminlash.

Masalan. LEARNER… er … on the last day … the last day …

TEACHER: what did she wash yesterday?

Dars paytida ustoz L1 dan foydalanishi mumkin bo’lgan holatlar.

1. problems with discipline, for example, the teacher needs to quickly stop a situation from getting out of control.
2. Possibly injury or danger to a learner, for example, the teacher notices that a learner’s chair is broken.
3. Looking after a learner, for example a learner is very upset for personal reasons.
4. Repeating instructions in L1 after they have been given in the target language, for example with a beginner young learner group
5. Checking understanding of more abstract vocabulary, for example with an advanced class

28. IDENTIFYING THE FUNCTIONS OF LEARNER’S LANGUAGE

1. ASKING FOR CLARIFICATION- bu faqat o’quvchiga tegishli bo’lib u tilning yasalishiga oid savollar so’raydi. Can you tell me about pronunciation
of queue? Bu odatda so’roq shaklda bo’ladi
2. CHECKING INSTRUCTIONS- bu o’quvchining ham ustozning ham tilidan chiqishi mumkin. Bunda oldin biror taskni qanday bajarish haqida
instruksiya berilgan bo’lsa, o’quvchilar uni qanday tushunganliklarini tekshirib ko’rish maqsadida ustoz tomonidan savol beriladi. Yoki o’quvchi
berilgan instruksiyani eshitmay qolgan yoki unutib qo’ygan bo’lsa uni aniqlashtirib olish maqsadida ustozdan so’raydi. Bu gaplar ham odatda
so’roq shaklda bo’ladi va ko’pincha gaplar OR bog’lovchisi bilan bog’langan bo’ladi
3. NEGOTIATING o’quvchilar bir biriga kelishuv taklif qiladi.
4. ACCEPTING A CORRECTION/ACKNOWLEDGE- 1 o’quvchi o’z xatosini tan olishi. 2 o’qituvchi bu xatoni to’g’ri qabul qilishi.
5. EXPRESSING DOUBT/SURPRISE shubha yoki hayratni ifodalash, really?

30. TEACHER ROLES

1. PLANNER rejalashtiruvchi. Bunda darsdan oldin biror bir material yoki manbani darsga tayyorlash haqida gap ketadi. Kalit: adapt, prepare, before
the lesson, before teaching, design, select, changing, moving, delaying, abandoning
2. MANAGER boshqaruvchi. Buni vazifasi darsni borishini nazorat qiladi, o’quvchilarni guruhlarga ajratadi, pair work qilish bilan shug’illanadi,
o’quvchilarning behaviourini belgilaydi, dars vaqtini nazorat qiladi Kalit organize, set up, controlling the group dynamicl, routine, rules, learner
contract, deciding on interacting patterns, demonstrating tasks and activities, building rapport, encouraging learners, giving instructions,
motivating learners, maintaining discipline, responding to classroom problems,
3. MONITOR/OBSERVER nazoratchi. Bunda ustoz darsdagi ma’lum jarayonda o’quvchilarni ishtirokini nazorat qiladi. Kalit: stand, look at, from a
distance, go around, providing support as necessary, checking, keeping written record of learner’s work, collecting information about learners
performance.
4. FACILITATOR taminotchi, taminlovchi. Bunda ustoz o’quvchilarni asosan 2 narsa bilan taminlaydi. 1. Biror taskni bajarishda o’quvchilarning ishini
yengillashtiradi, osonlashtiradi. 2. O’quvchilarni mustaqil o’z ustida ishlashini taminlaydi va bunga kerakli manbalar bilan ta’minlaydi. Kalit
develop learner autonomy,
5. DIAGNOSTICIAN diagnozchi. Bunda ustoz asosan o’quvchilarni bilimidagi bo’shliqqa ko’proq urg’u qaratadi. Ularni bilimidagi zaiflikni aniqlaydi va
shu bo’yicha ish olib boradi. Diagnoz qilish asosan kurni boshlashdan oldin yoki o’quv yilining boshida bo’ladi. Kalit: find out, weaknesses, weak,
work out, difficulties, gaps in student’s knowledge, plan, content
6. LANGUAGE RESOURSE til manbasi. Bunda ustoz o’quvchilarning har bir savoliga javob beruvchi manba sifatida gavdalanadi. Kalit: consolidate,
contextualize, clarifying, answered questions, show, explain, teach, demonstrate, correcting, elicit, modeling, checking understanding of
language, personalizing, providing language input, introduce
7. ASSESSOR baholovchi. Bunda ustoz o’quvchilarning darsdagi ishtirokiga yoki ularning tarbiyasiga (behaviour) baho beradi. Bunda ustoz
o’quvchining tarbiyasi bo’yicha feedback va komentariyalar berishi mumkin. Kalit: evaluate, feedback, give comment, contribution, testing
learners, progress, find out
8. RAPPORT BUILDER yaxshi atmosfera yaratuvchi, o’quvchilarning o’zaro bir biri bilan yaxshi munosabat yaratuvchi. Bunda ustoz darsga ta’luqli
bo’lmagan mavzularda o’quvchilar bilan suxbat quradi, maqsad o’zi va o’quvchilar o’rtasida dars avvalida iliqlik o’rnatish.
9. CONTRIBUTER hissa qo’shuvchi. Bunda ustoz o’z maslahati va g’oyalarini o’quvchilar bilan bo’lishada. O’quvchilarni fikrlari rivojlanishi uchun
ularga ustoz rolidan ko’ra o’z g’oyasi va fikrlari bilan sherik sifatida gavdalanadi. Kalit: giving ideas, ask questions, partner
10. COUNSELLOR maslahatchi. Bunda o’qituvchidan ko’ra o’quvchining darsdan tashqari qiyinchiliklar bilan qiziquchi maslahatchidir.
11. NARRATOR hikoya qilib beruvchi.
12. REFLECTOR tahlil qiluvchi. Bunda ustoz o’tgan darsi bo’yicha o’zigz o’zi fikrlar bildiradi. Nima yaxshi samara berdi, nimadan qoniqmaganligini
tahlil qiladi.
31. GROUPING LEARNERS
Dars paytida o’quvchilarni organize qilishni bir necha yo’llari bor. Masalan, butun sinf bo’lib ishlashi (whole class), pair tarzida, group tarzida,
team tarzida. Mana shular grouping learners deb ataladi
1. OPEN PAIR ikki o’quvchi butun sinfni ko’z o’ngida activity bajarishi. Bunda butun sinf ikkita o’quvchiga qarab turadi va ularni manitor qiladi.
2. CLOSED PAIRS bunda o’quvchilar 2 kishidan bo’lib dars paytida activity bajaradi. Bunda hech kim bir birini manitor qilmaydi.
3. CLASS OR GROUP DYNAMIC bunda bir task bajarilishida hech bir o’quvchi chetda qolmaydi. Hamma teng jalb qilinadi.
4. FACILITATE LEARNING o’qib o’rganish uchun imkoniyat taqdim qilmoq, o’qish uchun sharoit yaratmoq.
5. WHOLE CLASS bunda ustoz sinfni boshqaradi va o’quvchilar unga diqqat qaratadi. Individual tarzda ishlanadi.

Classroom problems Some possible reasons

Learners misbehave e.g. they use their mother tongue, become Groups are too big. Talkative learners are grouped with other
noisy, don’t do the activity. talkative learners. Friends with friends
Learners are bored Learners are always in the same learner groupings.
Learners are very teacher-dependent Whole class work and individual work are the main learner
groupings used: the teacher does not encourage or facilitate
learner autonomy.
One or more learners dominate. (They have a strong influence on In whole class or individual activities, the teacher allows the same
what happens/ other learners get less chance to participate learner(s) to answer; in pair and group work, dominating learners
actively) are paired with learners who allow themselves to be dominated.
One or more learners don’t want to join in or participate. There are few pair and group activities where learners are paired
with other ‘shy’ learners or with learners with whom they feel
comfortable.
Some learners have nothing to do because they have finished the Possible fast finishers are all grouped together rather than being
activity more quickly than others mixed with learners of different working speeds.
Some learners are frustrated because they do not have time to Slower learners are paired with slower learners.
finish the activity.
Teacher are unable to monitor learners and learning successfully. The above problems mean that the teacher has to manage the
class and deal with difficulties rather than monitor andpromote
learning.

32. CORRECTING LEARNERS

ORAL CORRECTION

1. TIME LINES biz time linedan o’quvchilarga zamonlar o’rtasidagi bog’liqlikni ko’rsatish uchun doskaga, qog’ozga chizib berib foydalanamiz. Time
line ni asosiy kaliti chizma bilan tushuntirilishi. Bundan tashqari har xil zamonlar diagram, tense, graph, visual ham kalit bo’ladi. Bunda
o’qituvchi bolani xatosini ko’rsatib beradi. O’quvchi o’zini o’zi to’g’rilay olmaydi.
2. FINGER CORRECTION barmoqlar orqali xatoni ko’rsatib berish. Bunda o’quvchi xatosini o’zi to’grilaydi. Kalitlar point, prompt, o’quvchilarni o’zi
to’g’riladi deydi, nechanchidir so’zni xato qildi deydi,contractions. Bunda o’quvchi biror so’zni tushirib qoldiradi
3. GESTURE/ FACIAL EXPRESSIONS o’quvchini gapini bo’lmasdan eshitishda davom etib, slipga yo’l qo’yganda yuz ifodamiz bilan, qo’l harakati bilan
ularni to’g’rilashimiz, barmoqlarimiz bilan ortimizga ishora qilishimiz, chap tomonga boshimizni bo’rib zamonlar bilan xatolik borligini
ko’rsatishimiz. Kalit worried, surprise
4. PHONEMIC SYMBOLS bu correctionda bizga phonemic chart kerak bo’ladi. Bunda o’quvchi finetika bo’yich, pronunciation bo’yicha xatolar qiladi.
Kalit
5. ECHO CORRECTION o’quvchi qilgan xatosini uning ortidan qaytarib qilingan xatoga intonation (ohang) berganimizda ishlatiladi. Ohangni
ko’tarishimiz o’sha gapda xato borligini ko’rsatadi. Kalit: voice,
6. IDENTIFYING THE MISTAKE o’quvchining e’tiborini qilib qo’ygan xatosiga gapirib turib qaratish. Bu asosan error lar bilan sodir bo’ladi. Ustoz bu
xolatda correct version bilan ta’minlaydi. Kalit are you sure?
7. DELAYED CORRECTION o’quvchilar role-play yoki oral fluency activities qilishayotganda xatoni to’g’rilashning, ko’rsatishning imkon bo’lmaydi.
Kuzatish (monitor) jarayonida activity dan keyin feedback berish uchun qilingan jiddiy xatolarni take note qilib qo’yishimiz mumkin. Kalit
discussion, interview, information gap, role play, later, note down, take note va hok
8. PEER, SELF CORRECTION o’quvchilar o’zaro bir birining xatosini to’grilaydi. O’quvchilarning mustaqil o’qishiga ko’mak beradi.
9. IGNORING ERRORS qilingan xato o’quvchining darajasidan yuqori bo’lganda, uyatchan bo’lganda yoki kuchsizroq bo’lganda xatoga parvo
qilmaslik. Kalit. Students have not been taught yet, not correct. Bunda ustoz xatoni reformulate qilishi mumkin lekin do not expect the learner
to correct the mistake. Bundan tashqari darajasi yuqori o’quvchi slip qilganda ham ignore qilinadi
10. REFORMULATING o’quvchi xato qilganda ustoz uni sekingina to’g’rilab ketadi. Teacher doesn’t want to interrupt a learner to stop the
interaction.
11. RECASTING o’quvchi gapda so’zlarni yoki strukturani ishlatishda xato qilsa, ustoz unga o’sha gapni parafraza qilib unga qaytarib aytadi. The
learner says; ‘I am not of the same opinion as my friend’. And the teacher says ‘oh, you mean you don’t agree with him’
12. GIVING THE RULE/EXAMPLE/DIFINITION ustoz o’quvchi xato qilganda uni Grammatik qoida bilan taminlaydi yoki elicit qiladi.

33. GIVING FEEDBACK

1. PROGRESS bunda o’quvchining darajasi oldingiga qaraganda o’sganligi yoki o’smaganligi.
2. Effort mehnatini qadrlash.
3. Achievement yutug’i
4. Language and content tilning yasalishi va mazmun. language da tilning yasalishi haqida fikr ketadi.
Example Focus Purpose
Oral: Well done. That was very good. It was much better PROGRESS, EFFORT, Encouraging the learner and telling her she did well
than last time. You really thought about the presentation. ACHIEVEMENT (praising)
 Oral: ‘have another look at number four. There is a Language and content Identifying where was a problem and prompting what the
problem with spelling and I think there are more than two learner needs to do to correct her own answer.
people’.
Oral; ‘let’s look at the new structure on the board again. I Language Reviewing a problematic language area with the whole
think some of you have misunderstood how we use it’. class in an encouraging way.
Written; ‘what an amazing story! You have used adjectives Content, ideas, Giving a personal response to the piece of work in order to
very well this time, but there were a few problems with language, both encourage the learner. Identifying a positive aspect of the
past tense. Have a look at the irregular verb list at the back strengths and work (adjectives) and also giving exact information about
of the textbook’. weaknesses. one problem area and about where the learner could find
useful reference material.
Oral: ‘you have made good progress in all your work this Language and Informing the learner of her progress and identifying an
month. Your written work is much more accurate’. progress area where particular progress has been made;
encouraging.
Written: ‘B/70%. Have a look at grammar section 5 at the Language Giving a grade and informing the learner of what the
bank of the coursebook and check again the difference in problem was with their work and telling them exactly what
meaning between the past simple and the past perfect’. they need to review and how.
Oral; ‘you have done the pairwork activities quite well this Language, Encouraging learners, but also informing them about
week, but I heard too much Spanish and not enough achievement and inappropriate behavior. Monitoring students’ behavior
English’. behaviour. over several lessons to give feedback on changes, e,g.
improvement in behavior or worsening of behavior.
QO’SHIMCHA SO’ZLAR YOKI ATAMALAR UCHUN

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