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Article 18 of the Law "On copyright and related rights" of the Republic
of Uzbekistan prohibits the publication of a work with decorations,
colloquial, conclusion, comments or any explanations without the consent
its author. The personal non-property rights of an author belong to him/her
regardless of his/her property rights, and are retained by him/her even in
the case of an entire transfer of these exclusive rights to the use of the work
to another person. As a result of a violation of these and other rights of the
author, the right to apply to the court with claim of compensation for moral
damage arises.
In practice, we can meet a lot of cases of copyright infringement these
days. Drastic measures should be taken to put a strict end to such trifles. It
can only be achieved by further strengthening the protection of copyright,
introducing appropriate amendments and additions to the current laws, in
particular the criminal and administrative responsibility codes, which
provide for serious liability for such acts. At the same time, in order to
achieve effective application of these laws in the courts, it is desirable to
adopt the decision of the Supreme Court Plenum of the Republic of
Uzbekistan laws in this regard.
Nilufar Tillayeva, EFL teacher
DEVELOPING CLT BASED LESSON PLANS
N. Tillayeva
Abstract: This papers discusses the importance of designing lesson
plans in order to create an effective learning and teaching atmosphere and
to achieve a desired outcomes which are required in National Standard for
teaching and learning foreign languages. The analyses of the results of EFL
teaching and learning in Uzbekistan within the last decade can point out
some problems in this sphere as the task achievement of the NS is not fully
responded.. The conducted research on the particular topic may suggest the
frame of lesson plan to analyse the quality of the lesson plan.
Literatuture review: C. Richards (2001) states that different types of the
students have different language needs. Ralston (2012) emphasized,
technology is influencing language teaching and learning process as a
medium of dayli life conversation.
I. The CEFR implementation in Education system in Uzbekistan
The curriculum designed in 2013 is based on National Education
Standard on Foreign languages. The content objectives of the curriculum are
to make learners be able to participate in job interviews, be aware of future
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their job etiquette, follow time management and etc. Although GTM method
were replaced with CLT method, grammar was not ignored but integrated.
Since the level is B1, B2, C1,C2 most grammar topics are considered to be
acquired and selected due to the listening and reading materials.
Although the proper criteria have been mentioned in National Standard
the desired outcomes are not as successful as expected. After analysing the
teaching and learning process some problems and issues related to this
process have been found. The most important reason for this particular
situation is not paying attention to implementation process. Majority of the
teachers were taught through GTM and ALM method while they were
studying at secondary school, high school even at university. CLT method
seem to be totally new method and approach for most of the teachers in
Uzbekistan. As a result while creating lesson plans most EFL teachers may
ignore the criteria for CLT method. This misunderstanding leads to teacher-
centered learning and teaching atmosphere which is mostly popular for
GTM and ALM method. Although knowledge about language such as
grammar and vocabulary teaching should be integrated according to CLT
method,the dominant aspects of Language teaching remains grammar and
vocabulary in observed lesson plans. The other problem with lesson plans
might be simularity. Almost all English teachers in one region are required
to use the same template or even the same lesson plan. This requirement
may limit the Teacher’s creativity. If the teacher cannot use and develop
his/her creativity how he/she can help his learners thinking skills which are
very important for productive skills.
Creating effective lesson plans:
Developing curriculum is just theoretical part of effective teaching.
СEFR requirements for language proficiency level, objectives and desired
outcomes of Language courses have been mentioned in National Standard.
However, the question how to achieve the results or outcomes of this
process has not been answered. That is to say, methodological guidelines
about CLT methodology for teachers who mostly got their degree through
ALM and GTM method should be provided. In order to implement all these
theories a teacher should design a lesson plan and must include language
and content objectives of the course. While planning your lesson you must
add or skip some activities because while you are following formal
curriculum hidden curriculum should be kept in mind. While planning my
lesson plan for new year teachers should change some activities in the
textbooks taking into consideration their language learners individuality.
Yet, language and content objectives were the same with the previous year
lesson plan. It is very important that teachers must avoid TTT (teacher
talking time) but I would not say the role of a teacher is passive. To support
students with clear instructions, observe the learning process and supply
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learners with the feedback are also the feature of an effective lesson plan.
Keeping portfolio task ,the task for self-evaluation is really helpful for
learners to make progress. Besides review tasks at the end of the unit and
portfolio tasks, presentations prepared in the sub groups using CLT methods
such as PBL (project based learning) and TBL (Task based learning) also can
ensure successful learning outcome. As one of the criteion of CEFR to
encourage EFL learners to use the languges in real life, lesson plans should
cover both, language and content objectives. In order to increase the
effectiveness lesson plans the other techniques scaffolding, differentiating
the instructions should be reflected in learning and teaching process.
The lesson plan which is based on SIOP model can be one of the
suggestions (not requirement )for EFL teachers whose aim to conduct CLT
based lessons.
Unit 1: My country my pride
Lesson 1. Welcome to Uzbekistan
Level: Intermediate/B1
Time: 80 minutes
Teacher: Tillayeva N. V
Date: 05.10.2019
At the end of the lesson students will be able to…
Content objective(s);
describe sightseeing of Uzbekistan
Working as guide.
Language objective(s):
Listening-listen and writing
simultaneously/Note taking skills
Reading-identify the details
Speaking-describe locations
Writing- write a report about the
places
Target vocabulary:
campsite, handmade, spiritual, ancient, stream, valley, seaside, port, oversea
visitors, traditional houses, local produce, crystal clear, public transport, shopping malls, fresh air,
traffic jam
Equipments and
supplemental materials: white board, marker, laptop, projector, speaker, handouts, dictionaries,
pens, posters,
Building background:
Talking about home town
Scaffolding techniques:
Clear instruction
Discussion
Team building
Self-evaluation
Self-study
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Interaction
Whole class
Pair work
Mini groups
Individual
Lesson preparation
Pa
rts
o
f
the
le
ss
on
T
ime
M
ate
ria
l
Instruction
S
ta
rte
r
10 m
in
.
Ha
n
douts
1
Put students the students in 3 groups according to their date
of birth. Each group should consist of 3-4 students
Ask the students to find the places on the map of Uzbekistan
.
P
re
-l
iste
n
in
g
(Voca
b
ul
ar
y
te
ac
hing
)
10
-
min
.
Ha
n
dout
2
Ask the students to match the given words with their
definitions. Have them to complete activity alone. Then ask
them to compare their answers at the end. The students may
use the dictionaries if some of them having difficulties due to
their level.
W
hil
e
liste
n
in
g
15
-min
.
Ha
n
dout
3
Play the video about Mickela Malozzi’s travelling to
Uzbekistan. Ask the students, to take notes while they are
watching video.
Explain the students they should listen to for detailed
information in order to answer the questions in Handout
3.No more than two words should be written to fill the gaps.
P
ost
-
L
iste
n
in
g
P
re
-r
ea
din
g
15
-min
.
-
Ask the students to answer the questions below. Questions
should be asked orally.
Why do people usually travel?
Why sightseeing places of Uzbekistan have you visited so
far?
W
hil
e
re
adi
n
g
10 m
in
ute
s.
Ha
n
douts
4A
Ha
n
dout
4B
Poste
r,
ma
rk
er
s
Ask the students to count turn by turn. Put the students in 2
groups. All even numbers should join in group A, all odd
numbers should build the other team Group B. Explain the
class that Group A is going to read the Passage about Yurt
Camp Nurata while Group B is going to get information
about Zamin by reading the given passagein Handout 4A.
Give them 3 minutes for individual silent reading.
Put the students in pairs. A student from Group A and a
student from group B are to discuss the questions in
Handout 4 B.
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197
HANDOUT 1. Find the names of the places marked with the numbers.
HANDOUT 2
Match the words with their definitions
ancient (adj)
to destroy or ruin
devastate (v)
shaking of the ground
handmade(adj)
something that makes people
want to go to a place
massive (adj)
large and heavy
beauty (n)
made using the hands rather than
a machine
attraction (n)
earthquake (n)
relating to deep feelings and
beliefs
spiritual (adj)
something that is an excellent
example of its type
P
ost
re
adin
g
15 m
in
ute
s.
Encourage the students to make a list of place of sightseeing
places of Uzbekistan that you would like to invite your
oversea friend. Students will work in pair. High level
students should interact with low level students. High level
students prepare low level students to speak.
H
ome
wo
rk
5 m
in
ute
s.
Ask the students to make a list of vocabulary which they
have learned today
Instruct the students to write a report about sightseeing
places of Uzbekistan using the vocabulary and information
that have been acquired during the class. Encourage them to
use the link to get more information about writing a report
http://learnenglishteens.britishcouncil.org/skills/writing/u
pper-intermediate-b2-writing/report
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198
HANDOUT 3. Listen to the tape and complete the sentences. Write no
more than two wor
HANDOUT 4.A Read the passage .
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
1. Mickela Malozzi is a _______ , ________.
2. Tashkent was devastated by _________ _________.
3. The main attraction of Tashkent is ________ _________.
4. The 14th century ruler is ___________ _________.
5. Shopping is a _________ __________ activity in any city of Uzbekistan
6. Mausoleum of Amir Timur is a perfect example of ___________ ___________.
7. Tamerlane’s two sons and two grandsons and his ________ ________ were also buried in
the mausoleum
8. Samarkand is known for the _______.
Yurt camp Nurata
Explore the ancient sights from the time of
Alexander Great in Nurata city. Stay in the
Yurt camp and explore the desert landscape
walking around the dunes or riding on the
camels. Take a walk to the desert village
‘Dungalak’ (4 km / one way) to get to know
the daily livelihood activities and land use
practices of the desert inhabitants. Ride on
the camel or drive by car to explore
countries largest man-made Lake Aydarkul
located 8 km to the south-east from the Yurt
camp. Enjoy the evening around the camp
fire listening to the traditional songs of local
bard.
Best time: April – end of June, September-
November
Welcome to Zamin Travel Uzbekistan!
Uzbekistan, in the heart of Central Asia, is a
real civilization crossroad. It has a diverse
cultural and architectural heritage due to its
rich history and strategic location.
Uzbekistan is the country of historical and
cultural tourism. Moreover, Uzbekistan is
mostly desert though, there are big
mountains such as the Pamir mountain
range extended to Tajikistan and the Tian-
Shan mountain range extended
to Kirghizstan which creates opportunity for
hiking and trekking.
“Zamin Travel Uzbekistan”, our travel
agency, offers you to discover this unique
region in the world where you can
take trekking, hiking and cultural tours all
together.
Scientific research results in pandemic conditions (COVID-19)
199
HANDOUT 4.B
Read the text and find if the following sentences true
(T) or false (F).
Correct the false sentences.
References:
1.
Brown, N. W. (2000)
Creating high performance classroom groups.
New York; Falmer
2.
Celce-Murcia, M and Brinton, D.(2014). «Teaching English as a
second language». 4th ed.
Council of Europe. (2001)
Common European Framework of Reference for
Languages: Learning, Teaching Assessment. Cambridge, U.K.:
Richards, J.C. (2001). «Curriculum development in language teaching».
Cambridge.
3.
Hess, N. (2001)
Teaching large multi-level classes. Cambridge:
University press
.
4.
Rutherford, W. & Smith, M. Sh. (19988).
Grammar and Second
Language Teaching: A Book of Readings. Pp. 260. New York: Newbury
House.
5.
Uzbekistan: Old World Meets New World (from Siyab Bazaar to a
modern
fashion
show!)
retrived
from
www.youtube.com/watch?v=GaNdHJKiGcU
6.
Tour to Desert Yurt Camp – 2 days retrived from
www.nuratau.com/nurata-yurt-camp-tour-2days
1.
Nurota is one of the modern part of Uzbekistan. __________
2.
Yurt Camp is a bright example of the lifestyle of Uzbek people. __________
3.
Camels are the main part of the entertainment of Nurota Camp. __________
4.
There is nothing to do in the evenings in this camp. __________
5.
Aydarkul is not a natural lake. __________
6.
The culture of Uzbekistan is various __________
7.
The Pamir mountain range is situated between two countries. _________
8.
Zamin is the part of the desert ___________
9.
The other part of the Tian-Shan mountain range is Kirghizstan . ___________
10. Zamin is very comfortable for having arrest by walking. ____________
