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INTEGRATING LANGUAGE SKILLS THROUGH VARIED METHODOLOGIES
Dilmurotova Zarina
English Language teacher
Academic Lyceum under Navoiy State Pedagogical Institute, Navoiy, Uzbekistan
Annotation
: This article explores the characteristics of students, focusing on their social,
psychological, and cultural features. It analyzes various aspects of student life, including their
attitude towards education, moral values, position in the social environment, and opportunities
for personal development. The paper also discusses the role of young students in society and
their contribution to future progress. The findings of the study can serve as a basis for improving
the educational process and developing effective approaches in working with students.
Keywords:
students, description, psychological characteristics, social environment,
educational process personal development, role in society
Introduction.
In today’s world, students, as the main part of the educational system, play a
crucial role in the development of society. Their personal growth, social activity, and attitude
towards education are directly connected with the future of the nation. A deeper understanding of
students, including their psychological, cultural, and social characteristics, makes it possible to
organize the educational process more effectively. Throughout history, the intellectual potential,
eagerness for knowledge, and social involvement of young people have been among the key
factors of progress. Based on this, the present article analyzes the description of students, their
behavior, values, and their role in the development of the future.
1. Task 1- Listening – audio-lingual method.
Telephone Game – Long Words
Task Outline:
o
Explain to the students that they will be playing a game called "Telephone" that focuses
on identifying long words. {L} {2min}
o
Divide the students into small groups of four or five students. {G}
o
Provide word cards with pairs of long words. Each card should include long-form words.
{L, W}
o
Instruct the students to sit in a circle or line to facilitate the easy passing of the word
cards to other students. {S, L}
o
Start the game by setting a timer for a specific duration (e.g., 5 minutes). The word cards
should be circulated among the group of students by the time the timer goes off. {T, R, S,
L} {5 minutes}
o
The first student of each group receives a word card and whispers the words to the next
student. {L, S}
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o
The next student should listen carefully and also try to identify the long word. After he or
she has identified the words, they should whisper these words to the following student.
{L}, {S} {30 sec. for each student}
o
End the game after the last student in the group receives the whispered words and then
says the words aloud to the entire group. {L}, {S}
o
Compare the words shared by the last students with the original words on the word cards,
and have the last students write the words on the board. {S, W}
o
After finishing the game, engage the students in a discussion about the similarities and
differences between the original words and the words that were passed along. {S}
{5min}.
Task
Justification
I have chosen a listening activity named ‘broken phone’ based on the bottom-up model of
listening as Richard (2003) claimed that the bottom-up model is a data-driven process and
listeners are successful in understanding a spoken text" (p.2). This language learning activity is
more appropriate for my students in terms of their level and age. It would be better to provide
communicative activities to improve listening and boost their vocabulary related to daily topics,
including common spelling mistakes in using long words. Also, my first activity, "broken
phone," can encourage my students to actively listen and pay more attention to pronunciation and
vocabulary improvements. Here are examples of words, and each card is chosen by one of the
students in the four groups. For example, the first student of each group will start whispering
these long words and pass the word to the next student. This activity requires my students to
organize their thoughts and speak clearly, both crucial skills for effective communication.
Generally, this listening activity can provide opportunities for students to have fun while
fulfilling their needs in terms of differentiating long words and correcting their pronunciations by
listening to each other. Furthermore, due to the length of words and pronunciation, this activity
not only helps students become more mindful listeners but also cultivates their ability to clearly
express their thoughts, an invaluable skill for effective communication. Encouraging students to
actively engage with one another in a light-hearted and enjoyable way can make the learning
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process more enjoyable and memorable. This will likely foster a positive classroom atmosphere,
making the learning experience both effective and enjoyable for your students.
Justification for audio-lingual method
I believe that the audio-lingual method is appropriate for my students' level as it emphasizes the
development of listening and speaking skills, providing them with the opportunity to improve
their discrimination skills. Audio-lingualism as a language teaching method has various
theoretical underpinnings based on language and learning research and it demonstrates
intersections of “philosophy, philology, literature, psychology, linguistics, anthropology, and
pedagogy” (Brooks, 1960, p. 175). Sarah explained that “from linguistics, structural
understanding of phonetic/phonemic and morpho-syntactic patterns; and from pedagogy,
applications of behavioral conditioning from psychology as well as integration of technologies as
language and drill master are used’’ (p.3). Also, these principles align well with the core parts of
the audio-lingual approach. As Sarah claimed above, the method is characterized by repetitive
practice and drilling of language patterns. In the 'broken phone' activity, students repeat and pass
along words they hear in a chain-like manner. I believe that this repetition of words and sounds
helps reinforce their understanding of similar-sounding words and improves their pronunciation
and oral fluency. My activity effectively incorporates key elements of the audio-lingual method,
such as listening practice, repetition, language pattern drilling, and oral communication practice.
Activity 2- Speaking- Communicative language teaching approach
Outlines:
Four students are selected from the group.
Role cards and specific information about their roles will be explained. [L] [1 min]
Brief instruction about the speaking task by explaining conversational style will be
provided, including examples of conversational words and how to use backchanneling. [L,
V] [3 min]
The scenario of roles is explained to the selected students for their conversation as four
friends. [L] [2 min]
Role cards with clear explanations are handed out to students (e.g., Odina will start her
speech or Sardor will take the next turn).
role play begins with a set timer (e.g., 10 min).
Odina starts the conversation by talking about her problem while the other three students
express their reactions. [L, V, S]
Students should use intonation to express excitement or feelings and experiences, while
also writing down their feelings. [S, W]
Other students in the group are encouraged to watch and listen, writing down reflections
about the role play. [L, W]
After the role play, students are required to discuss specific vocabularies and phrases
used during the play and express their experiences. [V, S] [3 min]
Feedback and useful advice are given to improve fluency and reduce hesitations while
communicating. [L] [1 min]
Conversational words
- That’s terrible
- I'm so sorry to hear that
- I’m so sorry
- Oh, really
- Wow, that sounds like a nightmare
- Wow
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- Absolutely
- Yeah
- Well
- You know
- No problem
- Thankfully
- good job
- That's really impressive
- Take care
Role cards
Odina:
She had a problem at her work. Her
computer crashed and all files were lost
but fortunately, she was able to do her
project till deadline.
Muxlisa:
Say that your reactions and give some
advice about relaxation
Sardor:
Say that your reactions to Odina’s
problem and sentences
Say that your feelings and show your
gratefulness, suggest to go and see again.
Task
Odina: "I had the worst day at work today. My computer crashed, and I lost all my files
accidentally."
- Sardor: "Oh, really? That's terrible."
- Muxlisa: "I'm so sorry to hear that, Odina."
- Firdavs: "Wow, that sounds like a nightmare. How did you manage?"
- Odina: "Yeah, it was so disappointing. I had to do everything again from scratch."
- Sardor: "That must have been really frustrating."
- Muxlisa: "Absolutely. I can't imagine having to start over like that."
- Firdavs: "Well, I'm glad you were able to get everything done despite the setback."
- Odina: "Yes, however, thankfully, I was able to finish everything before the deadline of my
project."
- Sardor: "Wow, good job!"
-Muxlisa: "That's really impressive, Odina."
- Firdavs: "You handled that situation remarkably well, Odina."
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- Odina: "Thanks! I'm blissfully grateful because it's over now."
- Sardor: "I think it must have been quite stressful."
-Muxlisa: "Absolutely, it's not easy to deal with such unexpected challenges."
- Firdavs: "Well, I'm sure you're looking forward to some well-deserved relaxation."
- Odina: "Surely. I am waiting for the weekend to relax."
- Sardor: "Of course, you deserve it after struggling through all that. Enjoy your weekend,
Odina! Bye."
- Muxlisa: "Take care, Odina. You definitely earned some peace and quiet."
-Firdavs: "Absolutely, Odina. We'll catch up next week. Bye for now!"
- Odina: "Thank you, everyone. Bye, see you again."
Justification
I have chosen dialogue to develop my students’ conversational skills. Levis and Grant (2003)
mentioned that “an important goal of most speaking classes is to improve students’
conversational abilities” (p.17). I believe that this activity can help my students not only enhance
their conversational skill but also allow them to use some backchanneling clues in order to show
their emotions to conversation. Because this activity can be a signal to catch listeners’ attention
to conversation or to show agreement or disagreement. Also, it shows the importance of
understanding and acknowledging each other’s experiences and providing emotional support in
challenging situation. During the interaction, the participants expressed genuine empathy and
concern for Odina's experience, using phrases like "I'm so sorry to hear that," "That's terrible,"
and "Wow, that sounds like a nightmare." These expressions effectively convey understanding
and support, showing that the participants are attentive to Odina's feelings and care about her
experience. In essence, this role play effectively demonstrates authentic and supportive
communication between the participants, showing empathy, encouragement, and well-wishing. It
effectively incorporates the conversational words and phrases, creating a cohesive and positive
dialogue that showcases a supportive and caring interaction between colleagues.
Justification for chosen method
I have chosen conversation activity as a part of communicative language approach (CLT) which
can be the most effective one. Sandra claimed that our teachers can welcome the opportunity to
select or develop their own materials, providing learners with a range of communicative tasks
and this approach can focus on learners and their process” (p.266). The communicative language
approach focuses on promoting meaningful communication and interaction in language learning.
The dialogue revolves around Odina expressing her experiences and emotions, while Sardor
actively listens and responds with empathy. The exchange of information and emotional support
promotes meaningful communication between the two characters. As well as the dialogue
includes functional language used in everyday conversations, such as expressing feelings,
sharing experiences, offering empathy, and giving well wishes. This allows learners to practice
language that they can apply in real-life situations. It is clear that it involves a back-and-forth
exchange between Odina, Sardor, Muxlisa and Firdavs where they listen, respond, and engage in
a conversation. This interactive nature encourages learners to actively participate and develop
their speaking and listening skills and emphasizes the flow of conversation, allowing learners to
practice speaking naturally and fluently. The focus is on expressing ideas and feelings effectively
rather than on grammatical accuracy. The dialogue encourages learners to express their thoughts
and emotions, fostering their individuality and personal engagement with the language. Learners
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can relate to the characters and their experiences, which enhances their motivation and
involvement in the conversation. Overall, this dialogue aligns with the principles of the
communicative language approach by promoting authentic communication, meaningful
interaction, functional language use, and learner engagement. It provides learners with an
opportunity to practice and develop their language skills in a realistic and engaging context.
Activity 3 – Cooperative Language Learning
Answer the question
Task outline
- Useful and informative text will be chosen in terms of students’ interests
- Some key vocabularies and phrases in the text will be defined to provide students
clear understanding of texts. If they do not understand, they will ask questions related
to words. {L, S} {2min}
- Text will be given all students and students are required to read individually given
text to comprehend
- Time will be set for 5 minutes to read text by students {T, C} {5min}
- Students are encouraged to ask their questions related to reading as well as teacher
will give some questions or words to ensure that students can understand or not {S, L}
{2 min}
- After reading, students will be divided into 6 small groups to discuss about text. {L}
{30 sec.}
- Students are required to do discussion and retelling one paragraph with divided group
members {T, S, L} {4 min}
- Mention students not repeat the paragraph which every member of group will retell
{L}
- Group members will start retelling each other (students will speak turn by turn and
each of them should speak, every student should retell at least for 3 minutes} {L, S}
{10 min.}
- In the end, students are provided some questions which related to text to answering
individually and they should write their notes for questions on their notebook {W, L}
- Texts and questions are analyzed with students and they are asked what they learnt
and liked or disliked
Key words and phrases related text
1.
Improve
– make or become better
2.
Wear make-up / cosmetics
– having cosmetics on your face
3.
Kohl
– black powder, usually suphide or lead, used as eye makeup especially in
Eastern countries
4.
Belladonna
– plant deadly nightshade
5.
Wig
– a covering for the head made of real or artificial hair, typically worn by judges
or people trying to conceal their baldness
6.
Throughout
– in every part of or with
Cosmetics have been used throughout history and the Romans all used various kinds of makeup.
Some of these used to improve one’s appearance. However,
cosmetics
were
in some cases, things used for makeup were dangerous or even deadly! Skin care treatments
including perfumes, lotions, and cosmetic masks were used in ancient Egypt by rich and poor
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alike. Egyptians also developed some of the earliest sunscreens. They used oils and creams for
protection against the sun and dry winds.
Egyptians, as well as other ancient cultures, used various powders on their skin for beauty as
well. Egyptians used black
kohl
around their eyes. Romans put white
chalk
on their faces. And
Indians painted red
henna
on their bodies. Most of the ancient cosmetics were harmless.
However, in the name of beauty, some people applied dangerous chemicals and poisons to their
skin. During the Italian
Renaissance
, women wore white powder made of
lead
on their faces. Of
course, doctors today know lead is like a poison for our bodies. Also, around the time of the
Renaissance, women in Italy put drops of
belladonna
in their eyes. These belladonna drops were
made from a plant whose poison affects the
nerves
in the div. By putting belladonna drops in
her eyes, a woman’s
pupils
would become very large. People thought this
made women more beautiful. Actually, this is where the plant’s name comes from. In Italian,
belladonna means “beautiful woman.”
When Elizabeth I was queen in the late 1500s, some rather dangerous cosmetics were also being
used by women in England. In particular, women were using special hair
dye
made with
lead and sulphur. The dye was designed to give people red hair, the same color as the queen’s
hair, but over time, the dye made people’s hair fall out. Finally, women using this dye ended up
bald, like the queen, and had to wear
wigs
Taken from the book “Reading challenge”
Questions
1. What were some of the cosmetics used by the ancient Egyptians and Romans?
2. How did the Egyptians protect their skin from the sun and dry winds?
3. What dangerous chemicals did women in Italy use during the Italian Renaissance?
4. What effect did belladonna drops have on a woman's appearance?
5. What dangerous cosmetics were used by women in England during Elizabeth I's reign?
6. Why did women using a particular hair dye in England end up bald?
7. What were some of the harmful effects of using lead-based cosmetics?
8.
How did the use of cosmetics differ between rich and poor Egyptians?
can you give a clear outline for this activity?
Justification
I have chosen a reading question, namely “answering the question” because answering questions
and retelling are both important activities in reading, and answering questions helps readers
demonstrate their understanding of the text by recalling specific details, identifying main ideas,
and making inferences. It ensures that readers have processed the information. Retelling, on the
other hand, requires readers to synthesize and summarize the text in their own words,
demonstrating a deeper level of comprehension and the ability to extract key information.
As well as both of them help improve memory and retention of information. By actively
recalling and organizing the content of the text, my students can reinforce their understanding
and store the information in their long-term memory. These activities promote the transfer of
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knowledge from short-term memory to long-term memory, enhancing overall retention of the
material.
It can strengthen my students’ vocabulary, sentence structure, and communication skills.
Retelling involves paraphrasing and summarizing the text, which helps develop their language
proficiency, storytelling abilities, and the ability to convey information in a concise and coherent
manner. By considering the text's main ideas, themes, and supporting details, my students engage
in critical thinking and gain a deeper understanding of the material. They can identify patterns,
draw connections, and evaluate the significance of the information presented as Lee claimed that
associations which are generally based on knowledge, serve to analyze details in texts or
contexts (pp.790). Therefore, this language learning activity is more appropriate for my students
in term of their level and age. It would be better to provide critical questions in order to improve
comprehension skill and also boost their vocabulary which are seen in the common texts.
Justification for chosen method
I have chosen Cooperative Language Learning (CLL) because it is an instructional method and it
focuses on collaboration of activities to enhance learners’ language learning. As well as it
emphasizes learner interaction, communication and working together. They have the opportunity
to use language in a purposeful way to understand and respond to the questions. This approach
promotes an active and inclusive classroom environment that enhances language acquisition and
motivates students to become more proficient language users.
4 Activity- Writing task- Sheltered instructions
Creative Story Starters
Outline:
In this writing activity, students should work in pairs.
- Students will be provided a picture and the first sentence of a story. They should
continue the rest of the story, but they are asked not to start writing yet. {L}
- Before students begin writing their stories, they will be provided with background
information and a similar story. This story could include details about the setting,
characters, or any specific elements that are crucial to understanding the story. Students
are asked to read this given story to get some ideas. They will read one another's texts.
{L, S, W} (5 minutes)
- Students are asked to analyze and discuss the time, place, and significant details of
the sample story. They should focus on sensory details, such as sights, sounds, smells,
and textures, to bring the setting to life. {S, V} (4 minutes)
- The first sentence is given to the students by the teacher. This sentence or prompt
serves as the initial idea or inspiration for the creative story. {L, V, F} (2 minutes)
- The teacher will set the timer. {T} (10 minutes)
- Students are asked to start writing their stories with their pairs. The teacher should
ensure that every student participates and gives their own opinions about the story. {S,
W, L, F}
- After completing their stories, students are asked to retell their stories in class. {S, L,
F} (10 minutes)
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Task
Example
Once upon a time, in a small town, a little girl named Lily went missing. The entire
community searched tirelessly, fearing the worst. Days turned into weeks, and hope began to
fade. However, one sunny afternoon, a kind-hearted neighbor discovered Lily hiding in an old
abandoned shed. Tears of joy flowed as the town rejoiced. Lily was safe and sound, her
disappearance a mystery. The community celebrated their reunion, grateful for the miracle
that brought the lost girl back home.
Justification
I have chosen to make my students write a creative story based on a story starter to develop my
students’ writing skills with imaginative and creative skills. Because during my teaching process,
my students always struggle with gathering ideas or using their imagination as Maamuujav
mentioned that “developing proficiency and ideas in writing is a cognitively demanding process
that it requires the domain knowledge” (p.1). Therefore, I have decided to give more excitement
and fulfilling experience. Also, I believe that this task can help my students not only ignite their
imagination or prompts for story but also allow them to explore different characters freely.
Students have an opportunity to develop multidimensional characters with unique personalities
or show surprises during the story. Writing story is a creative process, so, my students can
express their ideas and storytelling skills.
Justification for method
The Sheltered Instruction Method (SIM) is an instructional approach designed to support English
language learners and students with diverse learning needs and creative story starters inherently
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encourage students' imagination and expression. The SIM provides some techniques, such as
visual aids, graphic organizers, and vocabulary supports, to help students comprehend and
express their ideas effectively. As well as, it emphasizes connecting new information to students'
prior knowledge and experiences. In the context of creative story starters, teachers can
incorporate culturally relevant prompts, characters, or settings that resonate with students'
backgrounds, making the writing task more meaningful and engaging and also, it encourages
collaborative learning experiences, allowing students to work together and provide mutual
support. In the context of creative story starters, cooperative activities like peer feedback, group
brainstorming, or story sharing can enhance students' writing skills and build a sense of
community. By applying the Sheltered Instruction Method to creative story starters, teachers can
create supportive learning environment.
References
1. * Brooks, N. (1960). *Language and language learning: Theory and practice*. Harcourt,
Brace & World.
2. * Lee, J. F. (2000). Tasks and communicating in language classrooms. *Foreign Language
Annals,
33*(6),
790–797.
[https://doi.org/10.1111/j.1944-
9720.2000.tb00927.x](https://doi.org/10.1111/j.1944-9720.2000.tb00927.x)
3. * Levis, J. M., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms.
*TESOL
Journal,
12*(2),
13–19.
[https://doi.org/10.1002/j.1949-
3533.2003.tb00125.x](https://doi.org/10.1002/j.1949-3533.2003.tb00125.x)
4. * Maamuujav, U. (2020). Teaching writing in middle school: Examining the relationship
between writing knowledge and writing performance. *Reading & Writing Quarterly, 36*(6),
1–18.
[https://doi.org/10.1080/10573569.2020.1760295](https://doi.org/10.1080/10573569.2020.1
760295)
5. * Richards, J. C. (2003). *Teaching listening and speaking: From theory to practice*.
Cambridge University Press.
6. * Sandra, J. (2001). The Communicative Approach to language teaching. In M. Celce-
Murcia (Ed.), *Teaching English as a second or foreign language* (3rd ed., pp. 265–278).
Heinle & Heinle.
7. * Sarah, C. (2003). The Audio-lingual Method: Historical and theoretical background.
*Language Teaching Review, 22*(1), 1–10.
