UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY
SECOND ENGLISH FACULTY
ACTION RESEARCH
The theme: Teaching speaking for pre intermediate level pupils.
SUBJECT: T.I.S
INSTRUCTOR: POLVONOVA MAKHZUNA
GROUP: 2025
STUDENT: IBRAGIMOVA AMINA
Action research presentations for mid term
Criteria on evaluation of the task
MICROTEACHING on action research with PORTFOLIO submitting
Total score: 50
Gained score:
Task response
 The planning stage (10 p)
1. Identifying and limiting the topic (2p)
2. Gathering information (2p)
3. Reviewing the related literature(2p)
4. Developing a research plan(4p)
 The acting stage (15p)
5. Implementing the plan and collecting data
 observation list(3p)
 questionnaire for students(3p)
 interview from teachers and students(3p)
6. Analyzing the data
 the results of collected data(6p)
 The developing stage (15 p)
7. Developing an action plan
CASE STUDY




PRE TEST(2.5p)
LESSON PLAN 1 + MICROTEACHING(WITH DISK)(5p)
LESSON PLAN 2+ MICROTEACHING(WITH DISK) (5p)
POST TEST(2.5p)
 The reflecting stage(10 p)
8. Reflecting on the process
 reflective essay on the whole process of action research by giving the compared
results of case study(written and oral)
 The planning stage
1. Identifying and limiting the topic: Teaching speaking on the topic Communications
for the preintermediate level pupils.
Plan:
1. What are the most common challenges pre-intermediate level learners face in developing
their speaking skills?
2. What are the most effective strategies for teaching speaking skills to pre-intermediate
level learners?
3. How do pre-intermediate learners perceive and value the importance of speaking skills
in learning a foreign language?
4. What are the implications of teaching speaking skills to pre-intermediate level pupils for
their future academic, personal and professional success?
5. What are the potential barriers and facilitators to implementing effective speaking
instruction for pre-intermediate level learners, and how can they be addressed?
2. Gathering information:
 Articles
 Syllabus
 Teachers’ manuals
 Research books on the topic
 Internet sources
 Videos on the topic
 Talk with teachers
3. Reviewing the related literature:
This action research is devoted to learn different interactive ways, methods
and techniques used by teachers in teaching speaking for preintermediate students
who learn English as a second language and find out new innovative way with the help of
teachers, counselors and students.
There is a rich and diverse body of literature regarding action research in teaching
speaking. Many scholars have focused on exploring effective strategies and techniques for
teaching speaking skills, as well as examining the challenges that teachers face when
attempting to facilitate language acquisition in this area. Some popular topics include the
role of feedback in improving speaking proficiency, the benefits of incorporating
technology into speaking instruction, and the impact of using authentic materials in
classroom activities. Additionally, researchers have emphasized the importance of creating
a communicative and supportive classroom environment to foster speaking development.
Overall, the literature demonstrates a strong commitment to improving speaking
instruction through research and evaluation of classroom practices.
Speaking is an important skill in language learning, but it is not an easy skill to
learn or teach. There are a number of reasons why oral skills are not taught in
language classrooms. If oral production is not included in tests, teachers might
not want to use precious class time for oral production but instead teach to the
test and prioritize grammar, written or reading skills. Another (related) reason
may be that the teaching methods and materials emphasize written language and
grammatical correctness as learning goals. Even if the approach is ́advertised
as communicative (Communicative Language Teaching, CLT), it may be that oral
language is rarely used in the classroom, or even if there are interaction activities
and simulations, it may be that the type of oral production does not promote learning as
defined as a psycholinguistic or sociocultural process (Corbett, 2003).
It is also possible that the teacher feels uncertain about her/his spoken language
proficiency and avoids speaking the target language in class and provides few
opportunities for the students to speak in class. The same applies to students, who
may be afraid of making mistakes and being criticized.
As research into teachers· pedagogical content knowledge (PCK, see Shulman,
1986, 1987) about teaching oral skills is scanty (Borg, 2006; Chen & Goh, 2014), it
can be speculated that due to the emphasis on teaching (and testing) written
language and grammar, teachers may not feel confident in their ability to teach
speaking, that is, their PCK about learning and teaching speaking is insufficient.
One of the objectives of the present article is to contribute to the teachers· PCK
about teaching speaking b\ providing them with a combination of ́content and
pedagogy\μ (Shulman, 1987, p. 8), which would act as a bridge between theory and
practical implementation. ́An understanding of how particular topics, problems,
or issues are organized, represented, and adapted to the diverse interests and abilities of
learners, and presented for instructions ́ (Shulman, 1987, p. 8) constitutes the core
of teachers PCK about learning and teaching speaking in their contexts.
The blend of content and pedagogy that is offered in the present article consists
of a theoretically informed account of speaking and some applications that have
been shown successful in teaching oral skills in classroom contexts. The two
frameworks that the discussion draws on are learning theories and the notion of
speaking proficiency (communicative competence). In other words, the purpose
of the article is to discuss the What and How of teaching speaking. The question
What should we teach when we teach speaking? refers to the speaking competences
that are part of an individual’s language proficiency, or communicative
competence, as defined in the Common European Framework (Council of Europe,
2001) and its recent update, the Companion Volume (Council of Europe, 2018).
Some answers to the question How should we teach speaking? are searched for in the two
major theoretical strands, the psycholinguistic and sociocultural theories, and related
research. It should be noted that the discussion does not attempt to be a
comprehensive account of teaching speaking but rather a discussion of selected
issues, which will lead to a fruitful interaction of theory and practice for the
teacher-researchers who are teaching speaking in their ecological context.
The structure of the remaining article is as follows. Section 2 begins with a
discussion of speaking in the framework of the two major strands of language
learning theories, the cognitivist-psycholinguistic and the sociocultural theories.
In each section, the first part is an introduction to the theory and the latter part
provides implications for teaching speaking.
4. Developing a research plan:
I. Introduction
- Background and significance of the research topic
- Objectives of the research study
- Research questions
- Hypothesis of the research study
II. Literature Review
- Overview of speaking skills and its development stages
- Theoretical approaches and models
- Best practices and effective strategies from previous research
- Current challenges and issues in teaching speaking to pre-intermediate level learners
III. Methodology
- Research design and approach
- Participants and sampling method
- Data collection tools and techniques
- Data analysis and interpretation methods
IV. Results and Findings
- Analysis of the data
- Presentation of the findings
- Comparison of results with the research questions and hypothesis
- Discussion of the implications with literature
V. Conclusion
- Summary of the research
- Findings and implications for teaching and learning
- Recommendations for future language teaching practice and research
- Limitations of the study
VI. References
- List of sources cited in the research paper.
The acting stage
5. Implementing the plan and collecting data
LESSON OBSERVATION FORM
Date of the observation:
Name of the observed
teacher:
Name of the observing
teacher:
Language:
Level:
Number of students:
Subject of the lesson:
Plan of the lesson:
Main activities:
QUESTIONS
YES
NO
1. Establishment of a classroom culture
that facilitates learning.
Did the teacher create an
atmosphere that promoted active
learning?
Did the teacher motivate the
students to actively participate in
the lesson?
2. Establishment of learning goals, and
tracking of individual student progress
toward those goals.
Did the teacher present the
objectives of the lesson and their
rationale?
Did the teacher make sure that all
the students understood the
objectives?
Did the class activities (questions,
tasks) serve as a means of
achieving the objectives?
COMMENTS
Did the teacher, together with the
students, make sure that the
objectives were realized?
3. Use of varied instruction methods to meet
diverse student needs.
Did the teacher focus on individual
student needs?
Did the teacher encourage the
students to work on their answers
independently?
Did the teacher make use of a
variety of teaching techniques
(e.g. pair work, group work,
discussions etc.)?
Did all the students get an equal
chance to speak?
4. Feedback on student performance and
adaptation of instruction to meet
identified needs.
Did the teacher correct the
students’ mistakes in a way that
motivated them to keep on
learning?
Did the teacher, together with the
students, discuss the language
tasks the latter had completed in a
way that focused on what was
correct in their answers and what
their strengths were?
Did the teacher provide any
opportunities for the students to
assess their own progress?
Did the teacher make use of the
technique of peer observation?
5. Active involvement of students in the
learning process.
Did the teacher get the students
interested in the language taught?
Did the teacher make use of any
motivational techniques?
Did the teacher provide any
opportunities for the students to
correct their own mistakes?
Did the teacher provide any
opportunity for the students to
assess to what degree they had
achieved the set objectives by the
end of the lesson?
Strengths of the lesson: in particular, original and novel approaches to the
content, means and methods of teaching the lesson (that the observing teacher
views as being worth promoting and disseminating):
Other notes and comments of the observing teacher:
Signature of the observing teacher:
Signature of the observed teacher:
Questionnaire for students
Students’ name
Class
SA
A
N
D
SDA
:
:
: Strongly Agree
: Agree
: Neutral
: Disagree
: Strongly Disagree
No
Statem
.
ent
1 I think learning speaking is fun.
2 I always do the speaking
assignment
which is assigned by the
teacher and collect it on
time.
3 I hardly feel sure of myself when
I speak
English in our speaking class.
4 I worry about speaking English
outside
of speaking class.
5 When the speaking class is
started, I
don't pay attention
seriously to the lecturer
explanation.
6 I think learning speaking is
boring.
7 If my speaking score is bad, I
don't
improve myself to get better
scores.
8 I like to have conversations with
friend
to improve my speaking.
9 I enjoy the activities of our
speaking lesson much more than
those of my other
lesson.
10
11
12
13
I wish I could have many native
English speaking teacher in
speaking class so I
could improve my speaking.
I always want to improve my
speaking
ability.
I will be worry if my classmates
speak English better than me.
I often do the speaking
assignment,
SA
A
N
D
SDA
14
15
16
17
16
18
19
20
21
22
23
24
25
26
27
although is not required by
teacher.
I do initiate to do speaking
assignment if
it is not instructed by my teacher.
I am happy and excited to learn
speaking material if the time
speaking class
started.
I feel shy to speak English with
other
friend.
After learning speaking, I believe
that I
can speak English well and
fluently.
Talking to my lecturer using
English
makes me
uncomfortable and
unconfident.
In my opinion, the material of
speaking
is difficult to understand.
Talking to my teacher using
English
makes me
uncomfortable and
unconfident.
I am happy and interested to
learn
speaking material by the time
speaking class is started.
I find it difficult to speak
grammatically
in English during speaking
learning activity.
I always want to develop my
speaking
ability.
Speaking with excellent
pronunciation is
important.
If I speak in English, I find it
difficult to
get the meaning of new
vocabulary.
If I get the difficulties to speak
with my
lecturer and other friend, I need
mother tongue to help
While doing my speaking
assignment and I get
difficulty, the I ask teacher to
help me.
I wish I can have many native
English
speaking teacher in speaking
class, so I can develop my
speaking.
28
I will be proud if my speaking
ability seen be everyone.
29 I have a lot of progress in
speaking
English after following speaking
class.
30 I like speaking class because my
teacher
is very good.
31 I am confident to speak English
because my lecturer encouraged
me to speak
English well.
32 I don't need many native English
speaking teacher in
speaking class because I
have English lecturer.
33 If my speaking score is bad, I
don't try hard to improve myself
to get better
scores.
34 If my speaking score is bad, I will
strive
to develop it.
35 I must be better in English
speaking
because I can have
opportunity to get some
money from my speaking
ability.
Thank you for participating on this research.
Teacher interview: A spotlight on speaking
What do you enjoy most about teaching speaking?
Speaking is a social activity, so I think it’s the most enjoyable of the four skills, and it’s
just fun – you and all the students can find out about each other’s’ lives.
What’s the biggest challenge with teaching speaking?
It’s definitely much harder to address problems and demonstrate progress to students
when evaluating speaking. For one thing, speaking is more immediate than writing – it’s
an unconscious activity in a way that writing often isn’t. In writing, we can look at the
mistakes a student has made – the student can see them and acknowledge them – but after
speaking there’s usually no recorded evidence of what happened. Therefore, providing
meaningful feedback is trickier.
Some students struggle to express themselves verbally. In your opinion, what are
the main reasons for students having anxieties around speaking English?
There are many reasons. Some students are shy, which leads to anxiety about being put
on the spot. It’s perfectly normal – I feel shy when I have to speak a foreign language! It
can be scary – there is always a chance that you may be criticized for your mistakes or
your pronunciation, or someone might make you feel stupid. Also the anxiety can come
from not being able to understand the reply or what someone is saying to you – this is the
result of not having a sufficiently large vocabulary.
To combat this, how do you create a safe speaking environment?
First, you should emphasise or focus on pair work – don’t try and do everything together
as a class, otherwise some students will dominate. Have students change partners
regularly, so they can work with people they want to work with, and give them more
opportunities to repeat a speaking task with multiple partners. Give students time to
prepare. Have them write out ideas before they speak, or consolidate their ideas in
writing after a speaking task, in between repetitions of a task. This improves students’
fluency and accuracy and helps them feel less anxious. Organize your classes to ensure
that students have speaking practice of some form every day – whether it’s small talk,
conversations, discussions, or longer speaking turns. They need to get used to the idea
that it’s normal to speak in class. This will help reduce anxiety. If your class is
particularly hesitant to speak, try putting on music (in the background). The background
noise will assure them that they’re not being judged or standing out. Finally, most
importantly, give students a really good reason to speak – either by creating interesting
questions, or by giving them some form of question with an objective e.g. Who is the
most annoying person in your family? Which food is your favorite / which food do you
hate? If students are genuinely motivated to speak, they’ll feel a lot less anxious.
Likewise, if the questions are about their lives, they’ll have ideas to contribute.
What makes for a good speaking topic?
In my opinion you shouldn’t make the assumption that students will always be interested
in academic or high-brow topics like global warming, particularly in the abstract sense.
Some students will enjoy these topics but some will have nothing to say. In my view it’s
much better to choose topics with a more ‘human’ edge – things that directly relate to
people’s lives. One of the best things you can do is choose questions that you, as a
teacher, would enjoy answering in English. Focus on emotions, opinions; what behaviour
do you dislike? Who is your favourite actor? Think about annoying things, personal
things, areas of general human interest. For instance, you could tackle a topic like crime
but instead of making it abstract you could talk about your own experiences such as
whether you’ve ever had your phone or bag stolen.
What advice would you give new teachers about how to effectively teach a speaking
activity?
So you’ve got your interesting, generative activity, and students are accustomed to the
routine of speaking in class. You should ensure that students have the language they need
to fulfil the activity, for instance by activating language through thought-provoking
images, brainstorming ideas to surface recently learned or relevant vocabulary, providing
a bank of useful (known) phrases to negotiate a discussion or organise a longer turn, or
giving them word cards to “spend” during the activity. The focus should be on speaking,
and feeling confident and comfortable. While the activity is underway, you don’t need to
interfere and you don’t need to correct. If there’s only one of you and a large number of
students then your corrections, especially whole class corrections, will not have a
noticeable effect and will only serve to interrupt the flow.
One very important thing is to not be afraid to make students practice the same things
over and over, either in the space of one lesson or across several lessons, because there
are obvious fluency benefits to practicing the same subject as opposed to a new one every
day – particularly when the focus is speaking. If they already have the language resources
available to manage an activity, they can focus on becoming more fluent and confident
and generating different ideas.
What is the role of a teacher during a speaking activity?
The teacher’s role is to monitor quietly and not interfere. Don’t loom over the students
because that will make them uncomfortable – they’ll feel that you’re judging them, and
that’ll mean they’re less willing the experiment with the language and have fun with the
activity. The best thing you can do is to sit and respond to any questions students have on
anything they don’t understand. But it’s important not to interfere because you can help
too much and prevent them from speaking.
Interview with students
1. What languages do you speak?
English, Spanish, Russian, Italian, German, and Polish.
2. Why did you choose to learn those language(s)?
I learn the languages I can use in my life. Spanish and Russian, for example were easy choices because I
spent a lot of time around people who spoke those languages. German became useful when I started
traveling, because I only fly Lufthansa so I travel through Germany on every trip.
Polish has become quite useful for me recently, as I continue to make more and more friends in Poland,
in addition to many friends in the large Polish community here in Chicago. Italian was the only
language I learned by choice – in fact, it was chosen for me, by vote, when I first started my blog.
3. What sacrifices have you made to learn them?
I think the only thing I’ve sacrificed is my pride. Speaking a new language means spending a lot of time
saying things wrong, making mistakes, and sounding like an idiot, and you MUST go through these
experiences before you can ever speak well enough to stop sounding like an idiot.
4. What’s the biggest positive consequence that learning a foreign language(s) has had on your
life?
That would have to be all the amazing people I’ve met around the world. Signing up for a Russian social
network quickly put me in touch with more Russian-speaking friends than I could have imagined, many
of whom I’ve traveled to meet.
The same happened with Italian, too. Speaking Spanish has gotten me into social circles here in the US
to which many people have no access. All in all, this big scary world has gotten much smaller as a
consequence of my ability to understand and communicate with more people in more places.
5. Would you say that you have a passion for learning languages?
Hmmm. I would say that I’m fascinated by languages, but my passion is people. I love meeting people,
making friends, learning about other cultures and attitudes. Sure, languages do fascinate me – I’m
curious about grammar, pronunciation, etc. – but I think that’s more of a result of the positive attitude
I’ve developed toward languages as a side-effect of my passion for meeting people.
6. What’s the most beautiful language in the world and why?
When you’re sitting on a bus or a trolley behind three beautiful young women and they’re speaking to
each other in some language you don’t know or understand, in slow, sultry voices, that is the most
beautiful language in the world.
I’ve heard people say that German, or Russian, or Arabic are harsh, brutal languages. I’ve also heard
people speak each of those languages in ways that made me want nothing more than to hear them
spoken all day. I think when people romanticize a language as “the most beautiful” they are attaching
some preconception to the language, its culture, its native land, and history.
People often say French, or Italian, or Brazilian Portuguese are “the most beautiful”, but I’ve heard all
of them spoken in brutal ways. I’d rather hear a sexy voice slowly speaking in Klingon than a brutal
voice speaking French.
7. What language would you absolutely not want to learn and why not?
I have no use for constructed languages – Esperanto, Ido, Klingon, Interlingua, etc. These languages
have no native culture. They are the very definition of language used purely as a tool.
On its surface, that doesn’t sound so bad, but the problem for me is that a language used only as a tool
will mostly be learned by people who only intend to use it as such. With Russian, or Italian, I might gain
1000 years of insight into the culture by learning a single word, whereas learning a word in Esperanto
teaches me nothing more than the word.
And when a Spanish speaker chooses one word over another – especially in emotive expressions – there
is a lot to be understood in that choice. This can never be true of a person’s use of constructed language.
8. What’s the most amazing intercultural experience you’ve had because of speaking another
language?
Perhaps my favorite experience was on a recent trip to Poland, and didn’t really speak any respectable
level of Polish, but I let go of my pride and cobbled together enough of Polish to thank my hosts and
present them with a gift. And in return, they cobbled together enough English to thank me and wish me
happy travels.
I think what made that experience my favorite was that neither of us spoke the other’s language, but we
found a way to communicate and share a good experience. Letting go of pride makes a lot of things
possible.
9. What’s the most embarrassing mistake in another language you’ve ever made?
I have made many errors in speech over the years, but none of them stands out as particularly
embarrassing, because when I look at them from the other person’s perspective I realize I just sound like
a person who doesn’t understand the language, which isn’t really a big deal.
However, the thing that DOES stand out to me as embarrassing was that when I learned Russian, most
of my interaction was with girls, so I picked up a lot of “slang” that I didn’t realize had some gender
connotations attached to it.
Eventually, upon meeting a few new friends, I was told that they assumed I was gay, because men don’t
talk that way. Yikes!
10. Do you dream in a foreign language?
I have dreamed in foreign languages many times. In fact, I’ve had people tell me that I speak other
languages while talking in my sleep. One, in fact, said I spoke in my sleep better and more fluently than
when I was conscious! I wish I had a recording to hear that.
11. Do you have plans to learn more languages? I.e., what are your language goals for the coming
years?
I have no plans to stop learning. However, exactly what I will learn isn’t necessarily planned at the
moment. If I should happen to start spending time with a Farsi speaker, I will probably learn Farsi. Or, if
I should happen to befriend a native of China, I’ll probably learn Mandarin.
Having a Lithuanian heritage, I would love to be able to speak Lithuanian – at least conversationally, if
not fluently. I don’t know what will be next, but I know I will always welcome the challenge.
6. Analyzing the data:
No.
Statement
SA
A
N
D
SDA
5%
15%
60%
10%
10%
1
2
I think learning speaking is fun.
I always do the speaking assignment
which is assigned by the teacher and
collect it on time.
10%
20%
20%
45%
5%
3
I hardly feel sure of myself when I speak 36%
English in our speaking class.
43%
13%
5%
3%
4
5
6
7
8
9
10
11
12
13
14
15
16
17
16
18
19
20
21
22
23
24
25
I worry about speaking English outside
of speaking class.
When the speaking class is started, I
don't pay attention seriously to the
lecturer explanation.
I think learning speaking is boring.
If my speaking score is bad, I don'
improve myself to get better scores.
I like to have conversations with friend
to improve my speaking.
I enjoy the activities of our speaking
lesson much more than those of my other
lesson.
15%
56%
23%
3%
3%
20%
30%
25%
20%
5%
5%
20%
15%
20%
60%
45%
10%
5%
10%
10%
36%
43%
13%
5%
3%
15%
56%
23%
3%
3%
I wish I could have many native English
speaking teacher in speaking class so I
could improve my speaking.
I always want to improve my speaking
ability.
I will be worry if my classmates speak
English better than me.
I often do the speaking assignment,
although is not required by teacher.
I do initiate to do speaking assignment if
it is not instructed by my teacher.
I am happy and excited to learn speaking
material if the time speaking class
started.
I feel shy to speak English with other
friend.
After learning speaking, I believe that I
can speak English well and fluently.
Talking to my lecturer using English
makes me uncomfortable and
unconfident.
In my opinion, the material of speaking
is difficult to understand.
Talking to my teacher using English
makes me uncomfortable and
unconfident.
I am happy and interested to learn
speaking material by the time speaking
class is started.
I find it difficult to speak grammatically
in English during speaking learning
activity.
I always want to develop my speaking
ability.
Speaking with excellent pronunciation is
important.
If I speak in English, I find it difficult to
get the meaning of new vocabulary.
If I get the difficulties to speak with my
lecturer and other friend, I need mother
tongue
20%
30%
25%
20%
5%
5%
15%
60%
10%
10%
20%
20%
45%
5%
10%
36%
43%
13%
5%
3%
15%
56%
23%
3%
3%
23%
36%
39%
2%
0%
20%
30%
25%
20%
5%
5%
15%
60%
10%
10%
20%
20%
45%
5%
10%
36%
43%
13%
5%
3%
15%
56%
23%
3%
3%
23%
36%
39%
2%
0%
20%
30%
25%
20%
5%
5%
15%
60%
10%
10%
20%
20%
45%
5%
10%
36%
43%
13%
5%
3%
15%
56%
23%
3%
3%
26
27
28
29
30
31
32
33
34
35
While doing my speaking assignment
and I get difficulty, the I ask teacher to
help me.
I wish I can have many native English
speaking teacher in speaking class, so I
can develop my speaking.
I will be proud if my speaking ability
seen be everyone.
I have a lot of progress in speaking
English after following speaking class.
I like speaking class because my teacher
is very good.
I am confident to speak English because
my lecturer encouraged me to speak
English well.
I don't need many native English
speaking teacher in speaking class
because I have English lecturer.
If my speaking score is bad, I don't try
hard to improve myself to get better
scores.
If my speaking score is bad, I will strive
to develop it.
I must be better in English speaking
because I can have opportunity to get
some money from my speaking ability.
23%
36%
39%
2%
0%
20%
30%
25%
20%
5%
5%
15%
60%
10%
10%
20%
20%
45%
5%
10%
36%
43%
13%
5%
3%
15%
56%
23%
3%
3%
23%
36%
39%
2%
0%
5%
15%
60%
10%
10%
20%
20%
45%
5%
10%
36%
43%
13%
5%
3%
The Percentage of Students' Comprehension of Language Skills This figure reflects the learners'
comprehension of the level of language skills they had to learn in online English. In this questionnaire,
there are four skills to be measured such as Listening, Speaking, Reading and writing. Respondents
were asked what skills are difficult to learn in the online English class, after measuring the percentage of
responses, it is found that listening is the most difficult skill to learn in the online English class (40 %)
and the second level of difficulty is speaking which gets 25% and then Writing (20 %) and the last one
is Reading (15%). It is in line with Alberth (2011) that student and teacher characteristics, instructional
design, support for teachers and students, technology and language skills characteristics need to be
carefully considered when planning online language learning simply because they could potentially
affect the learning and learning experiences of students in this new learning environment.
The developing stage
PRE TEST
LESSON PLAN 1 + MICROTEACHING(WITH DISK)
LESSON: Module 4
Sport, health and exercise
School: 217
Teacher name: Ibragimova Amina
Date: 11.04.23
Sport superstars
CLASS: 9A
Number present: 27
Learning objectives(s) that this
lesson is contributing to
8.S.6.1 - link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges;
8.R.2.1 - understand specific information and detail in texts on a of familiar general and
curricular topics, including some extended texts;
Lesson objectives
All learners will be able to:
 Recognize main idea of the text about sports fame
 Join conversation at sentence level with support
Most learners will be able to:
 To make up sentences without teacher`s support
Some learners will be able to:
 to express their own ideas
Assessment criteria
Make comments at sentence identify the main idea in text and do the task
Value links
Cross – curricular links
ICT skills
The strategy of Mangilik Yel “A secular society with high spirituality”
Phisical Education
Video & pictures,slides, board, handout
Previous learning
Entertainment and media
Planned timings
absent: 3
Plan
Planned activities (replace the notes below with your planned activities)
Resources
Beginning
7min
Greeting
The teacher greets leaners: leaners respond to teacher`s greeting.
Teacher:
-Good morning students!!!
Students: - Good morning! Good morning!
- Good morning to you!
- Good morning dear teacher !
- We are glad to see you!
Now, children OK, let’s guess our theme? Watch a video and find theme???
Watch a video?
Our theme is “ Sports superstars”.Today we’ll speak and talk about sports,
You tube video
https://youtu.be/q
games and superstars in Kazakhstan.
OqkxxxHzog
Teacher divided leaners into 3 teams :HEALTH, SPORT, GAMES
1st teams name SPORTS
2nd teams name GAMES
3rd teams name HEALTH
Well, boys and girls.Answer the my questions.
Strategy “Brainstorming”
Teacher asks question, pupils answer the questions.
Speaking. Check our hometask.
Listen to own dialogue, short information about sportsmen.
Assessment criteria
Apply topic related vocabulary in speech appropriately arranging words and phrases
into well-formed sentences
Descriptor
A learner identifies and create an appropriate answer;
uses topical vocabulary;
MIDDLE THE
LESSON
3 min
Introduce new words
• Defeated-побежденный-жеңу,талқандау
• Success-успех- жетістік
• Dispose-отчуждать- орналастыру
• Forget-забывать-ұмыту
• Power- сила-күш
• Nation- нация- ұлт
• Predict-прогнозировать- болжау
PPT
7 min
6 min
12min
• Expect-ожидать- күту
• Queuing-очередями-кезекпен
• Rising- поднимающийся- көтерілу
Let’s see our sports superstars in Kazakhstan.
Task 1 Name the sports and games in the pictures and divide them into
categories
Assessment criteria
• identify detailed information conversation
• correct spelling of new vocabulary
Descriptor
A learner name the sports; uses information about sports correctly
Jogging
White water rafting
Figure- skating
Basketball
Skiing
table-tennis
snowboarding
cycling
Wind surfing
Golf
Read and choose. Work with book
Task 2 Ex 3, page 46 read the text and find correct answer
Assessment criteria
Identify the main idea in extended talks with little support
Descriptor
A learner reads text;
chooses the correct answer
Method : Socratic Circle
Task 3 Ask and answer the questions
PPT
Handouts
Book Page 46 Ex 3
Assessment criteria
Identify specific facts, features, details of an argument in short and extended texts
Descriptor
A learner answer the questions; uses useful phrases in speech;
ENDING THE
LESSON
5 min
1.What sports do you like to watch?
2. Who is your favourite sports stars?
3. What sports do you like most?
4. What sports are popular in Kazakhstan?
5. What does sport help people do?
6. Will you name the most popular boxers?
Think-Pair-Square-Share
Task 4 Students read the text and discuss in a groups
Assessment criteria
Interact in a pair, group and whole class work presenting logically
connected information with ideas
Descriptor
A learner write expresses own ideas to partner;
provides feedback each other group
Plenary. Reflection by strategy ‘Green, yellow, red ’
If leaners proud of their work they can take a stick and clip it to their work.Learners
write own ideas and stick green, yellow and red basketball baskets.
•
•
Hometask: Write a composition” My famous sport superstar “
Learn by heart new words.
Assessment
Additional
information
FA Worksheets
Differentiation – how do you plan to give more support? How Assessment – how are you planning to check
do you plan to challenge the more able learners?
learners’ learning?
Task # 1. by task leaners will answer the question using
known words
Assessment by wristband for good answer
Assessment by thumbs up (peer assessment)
Crosscurricular
links
Health and
safety check
ICT links
Valueslinks
Task #2 by task leaners willread the text andchooses correct
answer
Assessment by free compliments sticks
Task #3 by outcome leaners will talk about Kazakh sport
stars life
Reflection
Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
LESSON PLAN 2+ MICROTEACHING(WITH DISK)
Lesson Plan
LESSON: vocabulary and
grammar
School: 217
Date: 29.03.2023
Teacher’s name: Ibragimova Amina
Grade: 8G
Number present: 25
Theme of the lesson
In the news: Revision: Unit 9 & 10
absent:4
Learning objectives(s)
that this lesson is
contributing to
8.C7 Develop and sustain consistent argument when speaking or writing
8.L2 Understand with little support most specific information in extended
talk on a limited range of general and curricular topics
8.S3 Give an opinion at discourse level on growing range of general and
curricular topics
8.S6 Begin to link comments with some flexibility to what others say at
sentence and discourse level in pairs, group and whole class exchange
Lesson objectives
All learners will be able:
listen
andthemselves,
recognize types
of and
transports
-toTalk
about
asking
answering questions
- Give and share opinion in front of class
- Speak without any grammar mistakes
Most learners will be able:
- Understand more complex supported questions about previous lessons
with some support
- Use imagination to express ideas
- Use new vocabulary in their speech unreservedly.
- Understand the opinion of others, working with whole class, in groups
and pairs
Some learners will be able:
- Answer the simple questions to get information about previous lessons.
- Understand and easily answer more complex supported questions about
previous lessons, etc.
- Use imagination to express ideas, feelings and thoughts
- Express their opinion properly
Assessment criteria
Level of thinking
skills
- Expressing their thought
- Understanding and answering the questions
- Using new vocabulary in their speech
- Absence of any grammar mistakes in their speech
- Higher order thinking skills
Value links
Respect and cooperation by:
1. Listening to the teacher
2. Listening to each other
3. Help each other
4. Encourage each other
5. Work in group
Cross curricular links
-
Previous learning
Revision
Plan
Planned
timings
Beginning
7 minutes
Pre-teaching
5 min
Planned activities
ORGANIZATION MOMENT (BT: apply the previous
knowledge) Teacher greets students; students respond to
greeting and take their places.
1. Listen to Teacher short greeting phrase
2. Ask and answer teacher’s questions: What is the
date, day today?
Warm-up:
Doing warm-up activity before asking homework to
revise the previous lesson`s information.
Homework:
Checking the homework and evaluate it fairly. Correcting
mistakes.
- At first, I will check your home task.
- What was your home task?
- Are you ready?
1 a) To introduce the topic
Introduce revision tasks to Ss
Resources
Give instructions, explain them
b) To discuss previous lesson themes with the whole
class
- Ask questions about real life issues, crime, cultures, etc.
- Help Ss to express their opinion about real life issues,
crime, cultures, etc.
Student’s book
2 a) Grammar activities
Direct Ss to the Ex.1, p.104 to look at the sentences
Allow Ss complete the sentences with causative have
Check Ss’ answers around the class.
Answer Key
1. have it straightened
2. have my bedroom redecorated
3. have it repaired
4. ‘s having her haircut
5. had his bike serviced
6. to have your eyes tested
Drilling
8 min
Continue grammar activities
Direct Ss to the Ex.2, p.104 to look at the sentences
Allow Ss combine the sentences with to, in order (not) to
or so that
Check Ss’ answers by listening one by one
Answer Key
1. They organized a treasure hunt in order to raise some
money
2. Come closer so that you can see better
3. They walked in very quietly in order not to disturb
anybody
4. He’s going into hospital to have an operation
5. I went by taxi in order not to be late
6. Drive faster so that you can overtake the car in front
Middle
15 min
Teacher’s book
3) Vocabulary revision activities
Direct Ss to the Ex.7, p.105 to look at the sentences
Allow Ss complete the words to make parts of a bike
Check Ss’ answers by listening one by one
Answer Key
1. saddle
2. tyres
3. handlebars
4. lights
5. brakes
6. wheels
7. gears
Vocabulary revision activity, matching and completing
with the adjective form
Check Ss’ answers by listening one by one.
Student’s book
Work book
Differentiation Answer Key
1. original
2. thirsty
3. imaginative
4. ambitious
5. mysterious
Poster
Markers
4) A game to strengthen their vocabulary
Help Ss revise vocabulary of previous lessons by playing
the game “Crocodile”
Create friendly atmosphere during the game
End
5 minutes
FEEDBACK Learners give their own opinion on the
learnt material.
Giving home
task
“Use your English” revision exercises, Ss book, p. 105
Reflection
Were the lesson objectives\leaning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Evaluation
What things went really well?
What things would have improved the lesson?
What have I learnt from this lesson that will inform my
next lesson?
Stickers
POST TEST
The reflecting stage
8. Reflecting on the process
 reflective essay on the whole process of action research by giving the compared results of
case study (written and oral)
As an educator, I recently undertook an action research project to investigate the strategies that
work best for teaching speaking to my students. Throughout the process, I gained important
insights into my teaching approach, student needs, and learning outcomes, which allowed me to
make thoughtful adjustments and improve learning outcomes.
One of the key insights that emerged from my research was the importance of providing students
with ample opportunities to practice speaking skills in class. By creating a safe and supportive
environment and using interactive activities such as role-plays, debates, and newscasts, I was
able to encourage peer-to-peer and student-to-teacher communication. This helped in building
their confidence in expressing themselves and in turn, it contributed to their overall academic
success.
Another valuable finding pointed to the need for scaffolding speaking tasks in order to build my
students' speaking skills step-by-step. I found that starting with simpler language models and
gradually ramping up difficulty of the tasks helped students feel more equipped and less stressed.
This proved to be an effective method for both pre-intermediate and intermediate level students.
Throughout my research, I also discovered how sample models and authentic materials can play
a positive role in increasing student motivation and engagement levels. By incorporating and
utilizing real-life situations such as videos, newspaper articles, interviews, and speeches, I was
able to create a more hands-on experience that helped students become more invested in their
own learning outcomes.
Overall, the action research project was an incredibly informative process where my students and
I learned a great deal. By reflecting on my teaching approach and students' needs, and making
meaningful modifications based on the insights gained, I was able to lay a solid foundation for
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improving my students' speaking skills and ensuring their long-term success in
communication.