Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Planning a class period
The unit plan completed the teacher may move into planning a class-period or a daily plan which, in addition to what has been determined by the unit plan, indicates the ways the teacher will follow to organize his class to work during the lesson. Therefore the daily plan includes
(1) what should be achieved during this particular lesson;
(2) what material is used for achieving the objectives;
(3) how the objectives should be achieved.
Since almost every teacher has several classes of one level he usually makes preparations for each level although, ideally, a separate plan is needed for each class because classes proceed at different speed, thus he must make adaptations in his plans to compensate for varying speeds of progress in the classes of the same level.
The teacher should write his daily plans if he strives for effective and reasonable use of time allotted to his pupils’ learning a foreign language. However some teachers, including novice teachers, do not prepare written plans. They claim that they can teach “off the top of their heads”, and they really can, but their teaching usually results in poor pupils’ language skills because in this case we have, “teacher-dominated” classes when the teacher works hard during the lesson while his pupils remain mere “observers” of the procedure. Indeed, when the teacher is standing in front of pupils he does not have much time to think how to organize his pupils’ activity. This should be done before the lesson for the teacher to be able to stimulate and direct pupils’ learning the language.
We may state that the effectiveness of pupils’ desired learning is fully dependent on the teacher’s preparation for the lessons. If the teacher is talking, reading, and writing a great deal himself during the lesson, he is not ready for it. And vice versa, if the teacher gets his pupils to talk or read with communicative assignments while he listens, or to write while he moves about the class, giving a helping hand to everyone who needs it, he has thoroughly thought over the plan of the lesson beforehand. Therefore we may conclude: to provide necessary conditions for pupils’ learning a foreign language, the teacher should thoroughly plan their work during the lesson which is possible if he writes his daily plan in advance.
There are teachers who strictly follow the textbook and accept plans that others have made for them without any changing. In doing this they overlook the unique capacities of their particular classes. They race through the textbook covering the ground regardless of whether pupils master each section.
Some experienced teachers assume that the content of foreign language teaching is constant and as they have worked for many years they do not need daily plans; they have them in their minds. In reality, however, the content changes continuously as well as the methods and techniques of teaching. Moreover, the old plans which are in their minds may not suit the needs of a particular class, since each group of pupils is unique, or they may no longer be applicable because better and more effective teaching aids and teaching materials have appeared. Consequently, proceeding from these considerations the teacher needs a daily plan to provide a high level of language learning of his pupils.
To involve all pupils in the work done in the classroom the teacher should compile a kind of scenario in which every pupil has his role, while the teacher only stimulates and directs his pupils’ role-playing. In any case, a workable form for a daily plan should state the objectives, specify the activities, include evaluation techniques, indicate the assignment, and determine teaching aids and teaching materials. The plan itself should
(1) be brief, but with sufficient detail to be precise;
(2) assign a definite number of minutes to each activity;
(3) indicate exactly what words, phrases, facts, items are to be learnt and how;
(4) make use of a variety of classroom activity for every pupil.
In the organization and conduct of a foreign language lesson there is always a wide range of possibilities. No two teachers will treat the same topic in the same way. There are, however, certain basic principles of teaching and learning which should be observed:

1. 
   Through this conversation the lesson may be motivated. The conversation may take place between:
   

Teacher — Class
Teacher — Pupil on duty
Pupil on duty — Class
Two Pupils on duty
The foreign language should be used for all common classroom activities; the teacher manages the class activities by giving directions in the foreign language. He stimulates pupils’ participation by asking questions, praises and encourages pupils from time to time, and he may also criticize the behavior of a pupil or a class if necessary.
1.There should be a variety of activities at every lesson, including pronunciation drill, oral activities, reading, and writing. The success of activity is measured by attention, enthusiasm, and involvement on the part of the pupils.
2.The lesson should be conducted at a high speed when oral drill exercises are performed. Pupils should not stand up to say a word, a phrase, or a sentence.
3.The lesson should provide a certain sequence in pupils’ assimilating language material and developing habits and skills from perception, comprehension, and memorizing, through the usage in a similar situation following a model, to the usage of the material received in new situations that require thinking on the part of the learner.
4.The lesson should provide time, for the activity of every pupil in the class. They must be active participants of the procedure and not the teacher as is often the case when the teacher talks more than all the pupils.
5.The lesson should provide conditions for pupils to learn. “Language is a skill so it must be learnt, it cannot be taught” (M. West). A certain amount of time should be devoted to seatwork as opposed to activities involving the class as a whole. During seatwork and other forms of solitary study pupils learn to learn for themselves. The use of language laboratories, teaching machines, and programmed instruction creates conditions for each pupil to learn for himself.
6.The work done during the lesson should prepare pupils for their independent work at home. It is generally accepted as good practice not to assign exercises that have not been covered in class; this especially refers to early stages of language learning.
7.The lesson should be well equipped with teaching aids and teaching materials which allow the teacher to create natural situations for developing pupils’ hearing and speaking skills in a foreign language.
In Teacher’s Book the teacher can find daily plans which differ greatly in form from conventional plans. For example, the author A. P. Starkov and his coauthors do not determine the objectives of each class-period and the points of the lesson (session) in a traditional way when the object of planning was rather teacher’s work than pupils’ activity. They plan pupils’ work for each particular class-period. Pupils should pass through a number of “steps”, each designed for forming a particular habit or involving them in a certain language activity. Since there are a lot of habits and skills to be formed and developed in pupils, a daily plan comprises a great number of “steps”.
A portfolio is a purposeful collection of selective significant samples of student work accompanied by clear criteria for performance which evidence student effort, progress or achievement. A portfolio is different from a folder in that it includes:
- Explicit guidelines for selection
- Comprehensible criteria
- Clear objectives
- Selective and significant pieces
- Students' self-reflection pieces
- Evidence of student participation in selection of content
A portfolio can exhibit the student' s, progress, and achievement in several areas. The list below illustrates some of the items which might be housed in a student's foreign language portfolio to give a complete view of what the student knows and is able to do.
Several kinds of portfolio can be organized. They are:
- Showcase (to display the students best work to parents and administrators)
- Outcome-based or assessment (to fulfill requirements and goals set by district)
- Working, process, or collection (ongoing, developmental)
The Guide to Classroom Assessment suggests beginning portfolio assessment at the beginning of the year, reviewing the contents of each portfolio on a regular basis (every month or two), meeting with students on a regular basis to review and discuss each student's work (1-4 times a year).
Teachers implementing portfolio assessment for the first time, may want to start small the first year with one classroom or may want to limit the use of portfolio to the assessment of one goal or one skill.
Portfolio is an alternative method of evaluation, through teacher can follows progress of students, in terms of scientifically knowledge, over a period of time - semester or school year. Nezakatgoo expressed his opinion about portfolios’ purpose: ”In other words portfolios show a student's work from beginning of the term to the end. They give both teacher and students a chance to evaluate how much the students' writing has progressed.” Senger and Kanthan, analysed the learning portfolio, in their vision it is a collection of student work aimed at evidencing learning and professional development.
According to Banta “portfolios permit the display of authentic evidence of what students know and can do, they have face validity for all concerned; that is, portfolios appear to be credible sources of information about what faculty are teaching and what students are learning”.
Fensten in his research presented information about the portfolio contents: “The portfolio itself is a container of some sort, for example, a folder, crate, file, or virtual space for online portfolios. The selected contents should demonstrate student accomplishments over time. All selections and parts are authentic in that the included pieces provide evidence that the goals and objectives of the curriculum have been met, with added student reflections that review the process and /or products of learning.”
Wilkerson and Lang state that “portfolios being used in a high-stakes context are technically testing devices and therefore need to meet psychometric standards of validity, reliability, fairness, and absence of bias“.
In opinion of, reflective pieces require students to articulate and review components of the portfolio and are a part of a comprehensive assessment. Reflections allow students the time and space to analyse their achievement in relation to class standards, evaluate their final products, and determine growth as well as needs.
In this study we combined common elements of all pair of these portfolios’ types, and results three categories of portfolio:

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  Development portfolio (40 students, in the second year of study, have elaborated this portfolio in year 2014, in classes of Didactics of speciality).
  
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  Summative - individually portfolio (40 students, in the third year of study, have elaborated this portfolio in year 2015). This kind of portfolio was realized throughout the course of Teaching Practice during one school year.
  
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  E-portfolios (92 students in the third year of study, have made this portfolio, during a semester, in year 2015, in classes of Computer-aided Instruction).
  
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  The role of portfolios were highlighted by the definitions and goals, gave by students, for them. The most interesting definitions of portfolios role, in students’ visions, are next ones :“Portfolios facilitates observation of modalities in which students think, how they build their cognitive approach, enabling differentiation and individualization of instruction in further ”; ”The portfolio is a comprehensive and an interesting assessment tool”; ”The portfolio is a tool that allows measurement at multiple levels, from many points of view (evaluated by teachers, employers, colleagues and parents)”; ”The portfolio develops the capacity of self-organization and self-control”; ” The portfolio develops motivation to learn and form an effective learning style” ”The portfolio determines crystallization of an impartial self-image.”, ” Students can perform complex and new tasks through, portfolio”.