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My Portfolio Zaripova Munavar Tajikistan, Khujand

Section 1- Information about my countrySection II- My lesson plansSection III- Shared lesson plansSection IV- My strategy sheetsSection V- Shared strategiesSection VI- My live in Marshall schoolSection VII- My action research workSection IX- English School Debate Club

Section I

SV Munavar Zaripova

24. J Rumi street, Khujand, Tajikistan 992,3422, 5-19-05 [email protected]

Professional Experience:

-Secondary school# 7, Khujand . An English teacher 09.01.78Teach English to secondary school students.

-State University – Khujand, Tajikistan, the leader of practical courseTeach to practice the students of the 4th-5th courses in the secondary schools.

Education.- Khujand State University, Department of foreign languages the faculty of English language.Diploma ( 08/1973-07/1977 )

Professional development-Seminar of SOROS Foundation -2000. 2002 Debate. Kairakum, Khujand-Central Asian Teachers of English Conference. Dushanbe, Tajikistan 2005Made a presentation on the theme “ Increasing students speaking skills in School English Club”-Semifinalist of TEA Program 2005,Dushanbe, Tajikistan- Regional Finalist of “ Teacher of a Year 1997”

HobbyLike music, folk songs and cooking

Language skillsTajik is a native language. Can speak fluently in English, Russian and Uzbek

Computer skillsMicrosoft word

AwardsAn Excellent teacher of the Republic of Tajikistan

mailto:[email protected]

I want to share some information about my country.

ABOUT TAJIKISTAN History

The history of the Tajiks extends well over a 1000 year into the past, though there was never a formal state called Tajikistan until 9 September 1991. Having gained its independence in 1991, Tajikistan experienced a five-year civil war and several changes in government between 1992-1997. The signature of the “General Agreement of the Establishment of Peace and National Accord”, through a process of successful negotiations conducted under UN auspices, put an end to the fighting. Since that time, Tajikistan has come a long way in consolidating peace and stability. The process of its implementation has opened a new page in the development of the country. Despite numerous obstacles, Tajikistan has demonstrated a firm commitment

to stability and has made substantial progress in peace building. Adopted in 1994, the Constitution of the Republic of Tajikistan received amendments following a Peoples’ Referendum to ensure the implementation of the General Agreement. In 1999 Tajiks marked the 1100 anniversary of Samanid Empire, which became a symbol of cohesion for public and political forces. In September 2001, Tajikistan marked 10 years of independence with celebrations, concerts, national conferences, and speeches from political leaders in Dushanbe and throughout the country.

Travel Information Travel through Uzbekistan

Geography and climate

The Republic of Tajikistan is landlocked, located in the southeastern corner of Central Asia, with Kyrgyzstan to the north, Afghanistan to the south, China to the east and Uzbekistan to the west. The total land area is about 143,100 square kilometres, 93 percent of which is covered by mountains. The country’s 3,000 km long border includes a 1,000 kilometre border with Afghanistan to the south and a 450 kilometre border with China to the east. In general, Tajikistan’s climate is continental, subtropical, and semiarid, with some desert areas. However, the climate changes drastically according to elevation. Tajikistan’s subtropical southwestern corner

experiences some of the highest temperatures in the country, on average 35° to 42° C in the summer. At Tajikistan's lower elevations, the average temperature range is 25° to 30° C in July and -1° to 3°C in January. Although rainfall can be sporadic, as the drought of 1999-2001 has shown, most precipitation occurs in the winter and spring.

Politics

Administratively the country is divided into four regions: Gorno–Badakhshan Autonomous Oblast in the east, Khatlon Oblast in the south, Soughd Oblast in the north and the Regions of Republican Subordination in the centre. The capital of Tajikistan is Dushanbe with over 600,000 habitants. Modeled on the Presidential form of governance, Tajikistan has three branches of state power: legislative, executive and judicial. The legislative body is made up of a two-chambered Majlisi Oli (Parliament), which consists of the Majlisi Namoyandagon, a professional chamber,

which functions on a regular basis, and the Majlisi Milli, which meets less frequently and functions on a convening basis.The present parliament formed after elections in February-March 2000, marking the first multiparty elections since the end of civil war and helped to further consolidate the peace process. The next

http://www.undp.tj/index.php?option=com_content&task=category&sectionid=18&id=76&Itemid=42

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Parliamentary elections are scheduled for the 2005. The following five political parties are registered and represented in the Majlisi Namoyandagon and Majlisi Milli: People’s Democratic Party, Communist Party, Islamic Renaissance Party, the Socialist Party and Democratic Party.President Emomali Rakhmonov heads the executive branch of power and was first elected in 1994, and again re-elected in 1999 for a seven-year term. The president appoints and dismisses the Prime Minister and other heads of the government ministries, chairmen and deputies of the National Bank, judges of the Constitutional Court, Supreme Court, Prosecutor General, signs laws, formulates foreign policy and signs international treaties.The constitutional Court, Supreme Court, Higher Economic Court and regional courts represent the judicial branch of power.

Economics

Agriculture dominates the economy, with cotton being the most important commodities for export. Tajikistan’s economy has been seriously weakened by the civil war, but is now making a slow recovery. However, per capita GDP is still lower than any other CIS country. Mineral resources include silver, gold and uranium. Industry is limited to a large aluminium plant, hydropower facilities, and small factories specializing in light industry and food processing. The nation's major

economic assets include vast water resources; the hydropower potential in the country is significant.

Population composition

The population of Tajikistan is over 6,000.000 and is comprised of 65 % Tajik, 25 % Uzbek, 3 % Russian and 7 % other nationalities, like Tatars, Kyrgyz and Koreans. Significantly, over 40% of the population is currently under the age of 14.

Language & Education

The country’s official language is Tajik, a Farsi (Persian) based language. However, Russian is a common language of parlance for most of the population, and commonly encountered in government and businesses. There are also a large number of Uzbek speakers in Tajikistan, especially in Sughd Oblast and in the south of the country. To the east there are several Iranian based languages, like Pamiri, which can significantly differ from Tajik. Also there is a small community in the northwest of the country that speaks Yaghnobi, based on the ancient Sughdi language.

Secondary school education is compulsory in the country and the completion rate is above 90 percent. The average number of enrolled for all levels (age between 6-23) is 62.1 percent. Estimated adult literacy rate is 99.5 percent. Although the government boasts an average literacy rate of nearly 100 percent, Tajikistan's education system has suffered greatly since independence. Thus, Tajikistan ranked 112 out of 173 countries on the UN Development Program's Human Development Index for 2002.

Religion

About 80 percent of Tajikistan’s population are Sunni Muslims, and 5 percent are Shi’a Muslims. There are a number of other religious groups in Tajikistan, including Orthodox Christians, as well as

Holidays

Tajikistan’s main public holidays are as follows:

January 1 New Year’s Day March 8 International Women’s Day

March 21 Navruz (Persian New Year)

May 1 International Labour Day

May 9 Victory Day

September 9 Independence Day

November 6 Constitution Day

November 9 National Reconciliation Day

The two Islamic holidays Eid-i-Ramazon (Ramadan or Eid Al Fitr) and Eid-i-Kurbon (Eid Al Adha) are celebrated annually and, as these holidays follow the lunar calendar, the dates move back ten days every year.

Section I I –Lesson plans

LESSON PLAN 1

The lesson conducted in Marshall Summer school.

PLANNING PHASE

Identify Performance Objectives

1.to in crease the students speaking skills: listening, reading and writing

2.to enhance the students knowledge about topic

3.to improve students speaking skills

Lesson Outline

The lesson based “ Navruz”and some activities take place, These are brainstorming, map using, matching for definition, critical reading, discussion, reflection evaluation

National/State/Local Standards

TEACHING PHASE

Preparation

Warm-up activity The teacher delivers the map of Middle Asia to students and ask them to write all the countries of Middle Asia. Then she concentrates the students attention on the ending of the word ” Stan” and asks the students if someone know the meaning of this word. After some discussion the teacher gives the explanation of the word meaning “ home.”

Prior knowledge The teacher checks the students knowledge by asking some questions and giving clues.

Language Goals (vocabulary/structure/communicative language/functional language)

The students will be able to find the definition of some new words like: valuable, ancient, wicked, offence, legend..

Presentation

Activities –

Four skills: listening, speaking, reading, writing

1. Ask the students questions for brainstorming2. deliver the map to everyone in the class3. find and list all the countries of Middle Asia4. Match Tajikistan in the handout with the map of Tajikistan.5. Underline the ending Stan in the names of the country.

Practice

1.The teacher distributes the handout and explain the students the instruction of critical thinking. Read the sentences and put the sign on each sentence +- if the students understand, ? – if they don’t know anything about , !- if they have some information

2.involve the students for discussing . The students read the sentences and discuss them

3. The teacher asks the students to write some sentences with new words The students write and their sentences will be discussed.

4. The teacher gives the students a topic about the national holiday Navruz and asks them to read and discuss it. While discussing the teacher concentrate the students attention on the

beautiful legend about how this holiday appear. The teacher answers the students questions if they have.

5. The teacher gives the students a song which is sang in Navruz holiday.

6. The teacher gives some her students letter from Tajikistan and the students of this class will read in group and if they want to answer they write letters to them

Evaluation

1.Check the students’ understanding of the new words while they are matching

2.Check their creative work, writing sentences, completing the sentences with new words, reading a song and discussing the topic.

Expansion/Extension

1.It will be entire lesson. That is from 730 am to 10

There will be 5 minute break .

Methods/Approaches/Strategies

The critical thinking strategies will take place in this lesson. Brainstorming. Interactive, reading and thinking.

Other Activities:

Follow-up The quiz on the topic will be prepared by students for the next lesson

Assessment The students will be assessed by quick quiz

Homework assignments The students will write the topic about American holiday

“ Halloween”

Use of technology

Materials used The World Map, pictures of the holiday, Tajikistan, blank papers, letters of Tajik students, colored pencils. And handouts

Closure The teacher and the students sing a song “Boichechak” and explains the students to fill the crossword and answers the students’ questions.

LESSON PLAN 2PLANNING PHASE

Identify Performance Objectives

1.to develop reading and discussing skills

2 to .in reach the students’ vocabulary

Lesson Outline

Content The lesson based on “ Health and care” and some activities will take place as: brainstorming, using the definition of the words, reading role playing , making a dialogue and discussing the situation.

National/State/Local Standards

TEACHING PHASE

Preparation

Warm-up activity The class is divided into two groups and all the tasks must be done in groups The teacher asks some questions about why and how one has to take care of his health. The students give the answers if they know. The teacher delivers some proverbs and sayings to students. As; The first wealth is health. An apple a day keeps the doctor away.. The students read them and the teacher gives the definition of some words as: health, diseases, patient, medicine, sick splitting, stay in bed and wealth

The students discuss these proverbs and if they know give some more proverbs about health.

Prior knowledge The teacher checks the students knowledge by giving some situation from their life.

Presentation

Activities –

Four skills: listening, speaking, reading, writing

1. The teacher givers new words to read and asks the students if the know all of them or give some definitions

2. The students are asked to complete the sentences using new words

3. The teacher asks the students to read a text:” Pete is ill” and answer the questions.

4 . The teacher gives the students a situation for discussing

EX: You have a football match today after the lesson, but your mother is ill and she asked you to buy some medicine on the way home, If you go home it will be very

late for match . What will you do.?

The students discuss and give their answers..

5. The teacher gives the task to prepare a short dialogue about Pete and her mother using the text. The students make a dialogue and explain why Pete became ill and stayed in bed and missed his favorite team match.

6. The teacher explains the home task to prepare new situation which you want to discuss with your class

Language Goals (vocabulary/structure/communicative language/functional language)

The students will be able to communicate while answering and solving situation

Practice

1. Discussing the reading passage

2.Solving difficult life situations

Evaluation

1.Check the students understanding while discussing

2. Check their creative work ( discussing situation. Making the dialogue, completing the sentences)

Expansion/Extension

1.It will be lesson of 45 minutes


The critical thinking strategy will take place, brainstorming, interactive reading and thinking.

Other Activities:

Follow-up

Assessment The students will be assessed by Quick quiz

Homework assignments The students will prepare their own situations.

Use of technology

Materials used The book “ Spoken English” - Moscow-2006, by Gulitsinsky

Handouts and blank papers

Closure The teacher explains home tasks and answers the

students questions if they hav

LESSON PLAN 3

Intern: Zaripova Munavar Grade Level A Marshall school_________

Title: My native town Khujand Date: 20.08.07________

I. ObjectivesAt the end of the lesson the students will be able to

1. Speak about an ancient town in Tajikistan Khujand2. To draw a picture of the historical place they liked using pictures3. To fill the crossword about the beautiful places

II. Materials for Learning Activities- A map of Tajikistan, the book Khujand, pictures of historical places.

III. Procedures for Learning Activities

Warming up activities.

The teacher gives some picture of historical places of Tajikistan and asks the students choose the most beautiful one and speak about it. The class discuss why did the choose that picture.While discussing the students may ask question in order to get more information.

Activities :

1. The teacher presents the new theme about Khujand using a map of Tajikistan.2. The students are divided into two groups and read the text given by the teacher3. The teacher gives the definition of some words4. The students prepare the presentation on the theme

5. The students draw the picture of the place they liked most and present it.6. The teacher gives the crossword to fill it.

IV. Assessment

1.The students are assessed by asking some question about Khujand.

2. the will be tested by Quiz

3 the best picture will be shown as a model

V. Differentiation The students are allowed to write the letter to the students of Tajikistan

VI. Reflection

The students can use the internet to get more information about Tajikistan

Lesson plan 4

`Theme: Teenagers and their problem :”My friend takes drugs”

Methods: - to develop the students speaking skills

-to improve the students critical thinking

-to motivate the students to discuss in groups

Materials: the brochure “The problem of Young generation”

Aim of the lesson: to give a moral lesson about the dangerous of taking drugs by teenagers.

Objectives: At the end of the lesson the students will be able to do:

1. To discuss the situation2. To debate on the theme3. To play roles of the characters4. To speak on the topic.

Procedure: The teacher giver the students the theme and asks them to choose the group:

Agreements and disagreements.

Warming up activities. The teacher gives the situation and asks them to discuss and give

their presentation. “ You have noticed that one of your best friend takes drugs. He is in very difficult situation. What will you do ”

There are three variants of answers and the students choose one of them and discuss it

1. Tell his parents.2. Take him to doctor3. Ignore him

The students will be give time to discuss and present it to class.

II . Presentation:

1. The students watch the scene from the performance “ My friend takes drugs” prepared by the members of the School English club. This is about the girl who takes drugs and was overdosed.

2. The teacher gives the group to prepare their presentation in groups putting the main statement of discussing: Agreements : Rano is fault for her deathDisagreements: Rano is not fault for her death.

The presentation of the groups likes as :

Agreements: the captain of the group presents the members of the group and gives their arguments and their statements by giving examples from the performance they have watched.

EX. Rano is fault for her death because she didn’t listen to her sister and mother. She missed her lessons at school and become friends with drug addicts. As we know drugs are a terrible illness and can kill a man. If someone takes drugs and wants to stop he will face many difficulties in his way and sometimes it is impossible to solve them.

Disagreements: They also present and give their statement against the first group proving by the facts from the newspaper, books they have read or articles from the newspaper.

3. The groups ask questions each other and answer them1. Who are teenagers?2. why did they become drug addicts?3. Who can help people who became drug addicts.4. Where can these people be treated?5. What must we do not to be in such situation as Rano?6. Do you know some people in you district who takes drugs7. How can you help them?

III. Evaluation and home task. ( 2 minuters)

Check the students understanding and solving the situation.

Expansion: It will be 45 minute lesson

Closure: The teacher explains the home task to write a topic about “ Drugs and drug addicts”

LESSON PLAN 5

Intern: Zaripova Munavar Grade Level: I-A Marshall Summer High school

Title: Solar System Date: 21.07.0

I. Objectives

1. to develop students’ thinking skills through drawing and discussing

2. to in reach the students vocabulary

II. Materials for Learning Activities Text book Our Universe, colored pencils, papers and handouts


The lesson based “Our Universe” and some activities take place. These are brainstorming , drawing pictures of Solar System, reading, discussion and answering questions

1. The teacher gives the students papers and asks them to draw the planets of the earth. The students draw some planets which they know. The teacher gives the papers with the name of all the planets and asks the students to match what planet they didn’t draw.

2. The teacher delivers papers with new words and the students discuss them.3. The teacher gives the paper with the task to complete words( fill the blanks)4. The students are asked to write scrambled sentences.5. The teacher gives some questions Where in the world is everybody and the students

match the words in the column A,B6. The teacher gives some papers where the students have to put new information which

they get in this lesson.

IV. Assessment

The teacher checks the students knowledge by asking some questions

V. Differentiation

1. Dividing the students into levels2. Using technology in the lesson 3. The students’ behavior in the classroom4. The teachers are given everything they need for their lesson5. the teachers are more patient

VI. Reflection The teacher did different activities during the lesson and she reached her goal.

Section III Shared LESSON PLAN

Grade: intermediate

Topic: Outstanding Ukrainian Writers

PLANNING PHASE

Content Objectives

-to introduce new topic

Language Objectives

- to introduce new vocabulary

- to develop students’ reading skills by using different kinds of exercises

PROCEDURE:

Preparation (5min)

Warm-up activity

Guessing the riddle: My leaves are white.

They never grow

And everything

You want to know

Is stored in those

Black marks you see

On every leaf

You find in me.

Brainstorming : Think of about at least one word you can apply to book:

e.g. A book is a source of information

Prior knowledge: (3min)

Practicing grammar activity:

Read and complete .Fill in the correct article a, an, the where necessary.

1. Have you read ___”Adventures of _____ Tom Sawyer’ by M.Twain?2. Will you put ___book on ___table?3. This book is full of _____ghost stories.4. You can find _______facts you need in ______encyclopedia.5. Alice is _____main character in _____book by _____Lewis Carrol.6. If you want to buy _____book, go to _______book-store.

Presentation: (8min)

Presentation of new topic- ‘Outstanding Ukrainian Writers’

Introduction of new vocabulary: blacksmith, gifted, to enter, to graduate from, to obtain a doctorate, to apply, chair, to turn down, countryman,

Outstanding.

Lexical drills:

Use the words from the box to complete the sentences:

1. I.Franko was the most _______poet.2. After school he _________Lviv university.3. In 1983 he ______a doctorate at Vienna University.4. His father was a _______.5. He ______from Chernivtsi University in 1981.

The key words : enter, obtain, blacksmith, outstanding, graduate

Practicing: (20min)

Reading skills developing activity:

1..Skim the text .

Post- reading activities

1).Number the period in the correct order:

Vienna University Naguievychi Chernivtsi University L’viv Magazine “Friend” L’viv University Kharkin University

2).What events are these dates connected with?

1880 1893 1906 1882 May 1906

2.Read the text more carefully and answer the questions:

1. What foreign languages did I.Franko learn at school?2. When were the first poems of I.Franko published?3. What university did he graduate from?4. In how many languages have his works been translated?

5. What famous works of I.Franko did you read?Lesson summary (7 min)

.Speaking skills developing activity:

Based on the text and exercises, give a summary of what you have learned above I.Franko at this lesson

Evaluation

The assessment is done by teacher orally.

Expansion/Extension

Extra practice worksheet to practice Past Simple.


Brain-storming

Case studies.

Scanning and skimming.

Homework assignments (2min)

Research project: make up an action plan to start working on a project about your favourite Ukranian writer.,

Materials used:

Worksheets, textbook, illustrations, vocabular

LESSON PLAN FORMAT

Intern: Grade Level: 7

Title: A spaceship adventure Date:

I. Objectives:

By the end of the lesson the students will be able to learn some new word and practice their listening, speaking and writing skills. The students will be able to perform the critical thinking activities.

II. Materials for Learning Activities:Students’ book: Great Mysteries, color pencils, handouts, OHP


Teacher’s activities Students’ activities

Ask the student to tell their own experience of seeing spaceships

Share their experience with the class

Ask the students to read the first part of the story

Read the first part of the text together and discuss it. Predict the second part of the story

Ask the students to read the second part of the story

Read the second part of the story and compare your predictions. Discuss the second part and predict the third part

Keep going till the students reach the 9 the part Keep doing the same process till you have covered all 9 parts

Ask the students to think of the title for the story Find an appropriate title for the story and tell the reason for your choice

Explain the instruction of the task 1 and work with the whole class.

Read the sentences and underline the adjectives (describing words) with a blue pen, nouns with a black pen.

Explain the instruction for the task 2 and work with the whole class

Replace each pronoun with a noun.

Ask the student to make drawings. Using the descriptions from task 1 and task 2 draw a picture of the spaceship. Then compare your picture to Barney Hill’s picture, which is on

page 60 of Great Mysteries.

IV. Assessment:The student will be assessed with their participation in the discussion, TTasks 1, 2 and 3 will be assessed.

V. Differentiation: The students, who finish earlier, do the vocabulary tasks from Great Mysteries

VI. Reflection:

Section IV My strategies Strategy sheet 1Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

The strategy that the teacher used in this lesson was creative writing

2. When is this method or strategy useful?

This method is useful when the students are writing an essay on the theme” My first

education

3. Why or how is this method or strategy useful?

This strategy is useful in cooperating with students.

4. What are the steps involved in using this strategy or method?

1. The students are given time to find their mistakes themselves

2. The students checked each other’s work

3. Read the sentence and choose the best one for the beginning of the essay

4. The students asked each other questions

5. When would this method or strategy be useful in your setting?

This strategy is useful in working with small groups where the students can share with

information.

6. What would you like other teachers in your school to know about this method or

strategy?

This strategy is useful when the students learn to write topics on different

themes

Strategy Sheet 2

Choose a method or strategy that you have learned about or observed during field experience.


Spelling check list


This is a small activity strategy and it is used for students memory check on words and

correct spelling.


It is useful for students to in rich their vocabulary and correct spelling. It is also good for

motivating the students to make their own topics


The teacher tells any word from the previous lessons and asks the students to spell it.

Each student spells just one letter of this work. They go on in sequence. The words can be

spelt forward or backsword. The students who fail will be out of the game. Those who

remain till the end will win the spell check.


The method is good to use at the end of each lesson. It involves the students to learn the

words with their spelling. Each day they learn new words. I think in my country the students

will learn more words if we use this method

6. What would you like other teachers in your school to know about this strategy or method?

I would like to know more about this strategy and to bring home because this method is useful for our teachers to involve the students to write essays and Portfolio Strategy Sheet

Stategy sheet 3

1 Name of method or strategy:

The strategy that the teacher used in this lesson was creative writing


This method is useful when the students are writing an essay on the theme” My first

education”


This strategy is useful in cooperating with students.


5. The students are given time to find their mistakes themselves

6. The students checked each other’s work

7. Read the sentence and choose the best one for the beginning of the essay

8. The students asked each other questions


This strategy is useful in working with small groups where the students can share with

information.


strategy?

Strategy sheet 4



This strategy is called comparing


This method is useful to develop the students speaking and thinking skill


It develop the students ability to observe detail and develop the criteria. They learn hoe to

identify similarities and differences in the language the learn


The students observe the detail and formulate criteria for comparison . than the find similar

word in order to find out the similarities and difference. The last work they do they

summarize their observation


This method is useful when learning new words and guessing the meaning of the word by

using the synonyms. They can compare the English and Tajik words


strategy?

I think this method is used by the teachers in our country because it is widely used method

Strategy Sheet 5



This method is called creative reading

2When is this method or strategy useful?

This strategy is useful when the student learn to retell the text or story

3 Why or how is this method or strategy useful?

This is useful when the students learn how to make the retelling of the text , story or an

article from the newspaper.

4 What are the steps involved in using this strategy or method?

The teacher gives a book with a short story and asks the students to read it giving some

time.

The teacher writes some key words on the board

The students read the story and write sentences using key words

The students write their sentences on the board

The class check the sentences and find the mistakes.

5 When would this method or strategy be useful in your setting?

This strategy is useful in our sitting when the teacher wants to learn her students to retell

the text or story they have read

6 What would you like other teachers in your school to know about this method or

strategy?

I thin every teacher must know about this method because it is useful for students to know

how to make the retelling of the text.

Section V

My friend’s strategy sheetsI want to share with my friend’s strategy sheets and I will be happy to take them home.

Portfolio Strategy Sheet

Nikolayenko Irina Choose a method or strategy that you have learned about or observed during field experience.


This strategy is “Good and New”


It is useful at the beginning of a lesson.


This strategy gives students an opportunity to share something “good and new” that they

experienced within the time between their English lessons. Students can share their feelings,

something that happened to them or their families, something that they did, etc. it also gives

a chance to the teacher to elaborate on a student’s response with additional vocabulary or

reinforce a grammatical phrase or structure.


1. The teacher may share something “good and new” she experienced since their last

meeting. 2. The teacher asks a student. 3. The student shares some information with the

class. 4. His/her classmates can ask him/her questions.


It can be useful as a warm-up activity at the beginning of a lesson


strategy?

How to use it and why it is useful. “A koosh ball” can be used for this activity and it allows the

person who hold the ball to be the focus of speaking for this short oral exercise.

Portfolio Strategy Sheet

Chadha Anupama


TOPIC ;INTRODUCTION TO FOLK TALES


2. PPT and slides and audio on folktales


4. This method can be used to show the meaning of FOLK TALES and its kinds.

5. A folktale is then shown to the students.


1. Use of visual and audio aid will help in retention.

2. Creates interest among the students

3. Develops an atmosphere conducive of learning and fun


i) the teacher first goes onto the web sight to down load an interesting folktale.

ii) she develops a PPT on the origin of folktales and its kind.

iii) she then displays the slides and PPT in the class

iv ) the students listen and enjoy the story

v) the teacher recapitulates the events of the story


9. Especially while teaching a lesson on English literature.

ii) while teaching different yours


strategy?

i) best method of learning as the child retains using picture memory and sounds

ii) it has an easy sequence to the story and explanation therefore it is the best method

for the teacher as well as the students

Portfolio Strategy Sheet-4

By Rashmi Diwan



READING Strategy ® Story Map (Elements of Fiction)


The Story Map strategy is effective for reflecting on narrative texts, especially those in short

story form.


This strategy can be useful in the following waysIt helps toa) Identify format, text structure, and main idea.b) Identify the characteristics that distinguish literary forms.c) Use literary terms in describing and analyzing selections.d) Explain the relationships between and among elements of literature: characters, plot, setting,

tone, point of view, and theme.e) Explain the relationship between the author’s style and literary effect.f) Describe the use of images and sounds to elicit the reader’s emotions.g) Explain the influence of historical context on the form, style, and point of view of a written

work.


1. Distribute and/or display the story map, and discuss its parts with students. Review or teach any unfamiliar story elements.

2. Choose and distribute a narrative on the students’ instructional reading level. Read the story aloud, or have the students read it silently.

3. Immediately after reading, model recording events and elements on the story map.4. Choose and distribute a narrative on the students’ independent reading level. Assign partners, and

instruct the students to read the story silently.5. After the reading is complete, instruct the student to complete the story map with their partners.6. Discuss the story maps, and create a class example based on the maps completed by the pairs of

students.7. Repeat with increasingly difficult texts, working toward independent reading and recording on maps.

Sample Story Map

Title: Author:

Setting:

Characters:

Rising Action Falling Action

Resolution

Climax

Initiating event:

Conflict:

Theme:


It would be helpful in teaching comprehension or helping the students in improving their reading skills. It would help in reflecting on narrative texts, especially those in short story form

Portfolio Strategy Sheet 5

Veneeta Narula



Talk Show


This strategy is particularly useful for the bright students who require

challenging task.

For peer group teaching


This gives them the feel of near real life situation .

motivates them to read the text and understand

to Simulate

gives them the confidence to face the interview/ talk shows

peer group teaching

4. what are the steps involved in using this strategy or method?

Brief the students about the lessons

Discuss with them the background of the character

Assign the roles to be played by the students ( a moderator’ interviewer,

and the narrator, his wife and children)

Students present the talk show

The students become the audience of the talk show and ask them the

questions

Later reflective questions are asked and discussed to test the critical

thinking.


After the lesson is discussed

for better insights in to the characters

to train them for facing the interviews


strategy?

a. A good activity to engage bright students

b. peer group teaching

c helps them to utilize their bodily kinesthetic, interpersonal ,intrapersonal,

linguistic and logical intelligences


strategy?

I would like to share the sample story map with my colleagues help them understand the strategy so

Portfolio Strategy Sheet 6

Rakhmanska Svitlana



Interaction with Text / Marking Text


As the name suggests, it’s useful during lessons devoted to developing creative reading

skills.


It’s a great way of building vocabulary and developing critical thinking. It also teaches

students to read texts (silently), be alert while reading, get main ideas of it, and link them to

heir own life experience.


Pre-reading stage:

- Students receive copies of an article (story) and highlighters.

- Teacher explains the way of reading the article.

While-reading stage:

a). Students skim and scan the article.

b). They mark words or phrases that strike them as interesting.

c). They mark words or text that they don’t understand.

d). Students mark the parts that make them wonder.

e). They generate questions and try to answer them.

Post-reading discussion:

Students take turns in asking their questions about the words/phrases which need to be

explained. As a rule, there are other students who have answers to their friends’ questions, so they

share their knowledge. Teacher only speaks when no one has the right answer.

Students complete the task connected to their life.


It might be useful when students read any new text or article. In that case vocabulary is not

pre-taught. Students themselves help their peers to understand new words.


strategy?

It’s useful and student-centered. It teaches students take responsibility for their own learning. It

Strategy Sheet 7

Oliynuk Olga


Top Three


This is a good activity for extension of the topic “Professions” as well as expansion connecting

the language classes with other subjects.


It’s a great opportunity to connect the knowledge gained at school with the real life situations.


St lists three careers that interest him/her. Then they think of one that is possible but unlikely,

one that they would love to do if it only paid well, and one that seems a very safe choice. Them

they interview someone in each of these careers (family friends, relatives, etc). The final step is

to write a short report and share what they learnt with the class.


This activity can be used as the final step when studying the topic “Professions. Careers” with

advanced students. Sts can also come up with a wall newspaper as the wrapping up of this

project.


strategy?

I would like them to practice it and see its advantages and its disadvantages in their own

classroom.

Section VIMy life in Marshall Summer School

Section VII

Temple for Action research proposal

Submitted by Munavar Zaripova

Introduction

The students of the school where I work speak two languages Tajik and Russian.

Curriculum for all ESL students is arranged around unites of vocabulary words which

the school believe is the first steps in acquiring English for L2 learners. The ESL unites

of vocabulary works are arranged by a number of themes as “ Food”, “ Holidays”,

“ School”, “ Nature and Animals”, “ Seasons ” . Most students speak in their

native languages. Besides most teachers in the district approach their teaching of L2

using books cent rated methods. As I observed in the lesson of one English teacher,

she used only a text book and experimental method using reading and translating.

The students of 5-8 grades are most interested in learning English than the students of 9-

11grades. Many of the students have good knowledge in reading and writing but their oral

speech is not perfect . I use different activities during my lessons to make my students to speak

but not all of them take active part in discussions.

Oral language alter possibilities for the development of social- personal goals as well. Such

experience give children opportunities in group activities, to verbally relate to others . Through

speech children come to learn more about themselves. Here there can be growth in

personality along with growth in language and thinking because language is after all, a means

of self actualization for children.( p 128-Effective communication . John F. Savage).

C O N T E X T

Secondary school # 7 is situated in the 50th anniversary of the USSR street, in Khijand with

the population of 200.000 people. . The school is not big with amount of 1300 students and

80 teachers. It is a public school and the teaching process is formed according to national

standard. There are 52 classes and 25 -30 students studying in every class. The classes are

spent in two terms. The classes are divided into : Elementary ( 1-4 grades) Junior( 5-

9grades) and high ( 10-11 grades). After finishing the Junior school to students are given

the certification . The can continue their study in the vocational schools, collages or

technical schools. The students who want to get high education will continue their study in

the high level 10-11 grades and get a certification of secondary school education.

The students of the school wear uniform ( white blouse and black skirt for girls, white shirt

and black trousers for boys). Teaching language in school is Tajik and Russia .

The school is situated in the district and all the students live close to it. There is a parents

committee at school and at the end of every term there is a meeting where they are

informed about the students achievements. The teachers of the school have diplomas of

high education and they pass through assessment in five years. There are teaching training

courses where the teachers develop their knowledge once in five year. There is a methodical

unification in every subject and teachers share with their experiences there.

Research question : “ How can I classroom discussion to develop my students

oral language skills in the high level ( 10-11 grades).

E T H I C S

Before starting my research study I enquire Khujand Department of Education to

determine if there is a place for permission to conduct such a study. Then I needed to

obtain a permission from the principle of the school # 7 Rahimova Mavzuna by meeting

with her in the office to discuss the nature of my research work. I will be very grateful if she

allows me to begin my work with the students of the high level(9-11 grades) I shall invite

two of my colleagues to help me ( observe their lessons ) and work with their students. If

some teachers ask me the reason of my study I explain that it will help the teachers to

increase the students oral speech by using new ways of teaching English. We shall know

what is interesting for them and how to make them to be interested in English lesson.

As for students I think they will be happy to take part in this research work because most of

my students like English lesson and want to learn better. Nevertheless I ask the permission

from their parents by meeting or phoning them and give clearance about my research. I

think they will support me as they are interested in their children’s getting good knowledge.

But it is still voluntary, they could change their mind even in the middle of study.

Before stating my research I prepare a permission letter. This document is necessary for

me because I intend to share with information which I collected during my work. I gather

with my colleagues, whose class I attend, the principle of the school, the chairmen of

Educational Department and the students’ parents. I will have the translation of this letter

because many of students’ parents have no perfect knowledge of English. It will be

translated in Tajik and Russian. I shall give a copy of this letter to the principle of my school.

Methods

I plan to adopt the experimental method. I will conduct a pretest where the students have to

answer some questions, speak on simple topics consisting of 10-15 sentences. They will be

assessed for 5 mark. It will help me to identify specific problem. I will interview my students

to find out what difficulties they face while speaking.

Interviewing gives the children direct verbal contact with people around him. It involves

the use of the children’s thinking, speaking and listening skills. An effective interview plans

his or her questions in advance thinking of appropriate ones that will elicit the information

being thought.

During the interview itself the child must quickly formulate additional question based on

the information being given. Interviewing demands listening too - attentive listening and

recall what the person being interviewed. I will organize a special club where I shall learn

them to speak. The club will have a name School English Debate Club as I have a certificate

of a seminar of SOROS Foundation -2000year.

In this club the students will learn to discuss some mail problems of teenagers

as “ My friend” “ Drugs and drug dealers ”” Teenagers and their freedom” “ Relationship

between children and their parents” and I think it will be interesting to know about their

own life. The first week the students will practice on gathering information on the theme

they want to discuss.

The second and the third weeks they will learn to make arguments and form the case of the

debate. When doing these activities the students will read books, newspapers and

magazines in order to find out some interesting facts to prove their statements. At the end

of the fourth week I shall organize knowledge show where the students will divide into two

groups and debate in some of the topics they like. This work will help them to communicate

with each other.

Survey of Literature

As far as research and review of published studies to my research topic is connected, I must

browse and learn all those materials from books and journals from all evaluable resources

so that at list I can have an insight of what has already been studied by others scientists and

people made their research works.

I do in such way. I will put my own opinion after reading these literature according my

question, which I put in my work.

In order to locate the relevant literature I take a help from the books in the library and

other resources about the communication of the students. At the end of my research I will

conduct a final test and debate with my colleagues.

Literature used in my research work.

1.John F. Savage- Boston College SPA- Chicago Toronto 1977.Effective Communication

(p. 128, p 138 )

Section VII English school Debate Club

The scene from the perfofmance “ My friend

takes Drugs”. After watching it the members

of the club will make a debate, where they

discuss the result of taking drugs.

The members of the club take an active part in

“ Knomlege Shows”. They were the winners of regional competition.

Tajik people have very beautiful national trades and the members of our club are showing their skills in some of them

There are many famous writers and poets in Tajikistan. This is the scene of the performance from Sadriddin Aini’s book “ Old school”

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