1. PORTFOLIO Perdeshov Bahtiyar Urazaliyevich September 22-November 9, 2008 1

2.  Introduction  Professional Reflections  Fieldwork Reflections  Lesson Plans  Strategy Sheets  Group photos CONTENTS 2

3. Introduction Introduction I’m English Language teacher from Chirchik town, Uzbekistan. I was born on August 10, 1981. I’ve been teaching English for 6 years and I really enjoy it. I have a family: mother, father, brother and me, Leonid. At present time I teach English to 9-12 grades at the Academic Lyceum in Chirchik. I am also a member of UzTEA branch (Uzbekistan teachers of English Association) and active participant of annual conferences in Tashkent. I also have participated at several workshops lead by US embassy, British Council. I’m always open to something new and interesting, anything that might be useful at my work or worth teaching to my students. I like challenges and eager to expand my experience. At my lyceum I’m responsible for developing and improving curriculum, conducting workshops for other English teachers, sharing experience and information got from UzTEA conferences. Of course, it requires a lot of knowledge and skills. Participating in TEA 2008 program I have a great chance and possibilities to increase the knowledge of the subject and achieve higher levels at teaching foreign language. I’m interested in listening to music, chess and travelling. The aim of creating portfolio is to reflect my experience and skills gained during the professional program at George Mason University. The program includes two parts: seminars at the University and observation by attending lessons of US colleagues at JEB Stuart High School. 3

4. Professional reflections As other professions the profession of teacher has directive and specific disciplines. And it takes much time to be professional language teacher. Professional development is a continuous process of individual and collective improvement of practice. Its empowering effects should reach individual educators and also learning communities. To practice to foster reflection and awareness of one’s and our community’s teaching practices, bridging the gap between information and knowledge, aiming at deepening and broadening knowledge of content, and thus, laying the grounds for pedagogy of all disciplines related to English teaching. Professional development should be rooted in and reflect the best available research, and should also be intellectually engaging, as well as address the complexity of teaching. It is through knowledge management that the teachers pave the way to personal reflection, fostering individual professional insight, and thus, having a positive impact on teaching community. 4

5. Fieldwork reflections JEB Stuart High School Mentor teacher: Dale WHITESELL My fieldwork is bases in JEB Stuart High School and when I observed the lessons I noticed some differences and similarities. The similarities are that we Use some methods of teaching as they do. Our teachers focus on Learner Centered Method and so do the American Teachers. The students feel free during the lessons. The lessons are interactive and integrated. During the lessons all four skills are taken into account. The library system has a great access to resources at JEB Stuart High School. The students have various options for reading. The books are available all the time and the students can choose any book easily as they are divided into sections. There are strict rules set at he school. Concerning differences the one thing I observed is the use of technology. Certainly we have the technology provided to our lyceum but we don’t use it as often as they do. They use computers for language learning. As for us, we don’t use it in language classes. The students are taught the computer skills and they can use internet for finding the information and assignments but they don’t perform tasks in class hours in computer. The other thing, I noticed is that the American English teachers use listening activities. To my opinion they even don’t need that as they have the English speaking environment and they are native speakers but we use audio and video recordings for students to listen to the native speakers’ conversations in different situations. Our classes have to cover more things. The pronunciation and phonetics also have to be integrated along with the skills practice. From my observation I found that it is good to use computer as a language teaching recourse. The students can submit their work and get feedback individually. As for some tasks they can even look at the percentage of their performance and assess themselves. It encourages them to self -development. 5

6. Strategy Sheet #1 Choose a method or strategy that you have learned about or observed during field experience. 1. Name of method or strategy: Using a Map What You Understand 2. When is this method or strategy useful? To develop student communicative skills 3. Why or how is this method or strategy useful? This method is useful to develop student creative skills 4. What are the steps involved in using this strategy or method? Using vocabulary to find information Using geography knowledge to identify any country (city) 5. When would this method or strategy be useful in your setting? To describe any English speaking country (city) To present facts 6. What would you like other teachers in your school to know about this method or strategy? It’s also increases geographic knowledge George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA 6

7. George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA Strategy Sheet #2 Choose a method or strategy that you have learned about or observed during field experience. 1. Name of method or strategy: Anticipation guide 2. When is this method or strategy useful? Before presenting new content or skills 3. Why or how is this method or strategy useful? It begins to activate prior knowledge It brings up questions It shows how much the students know 4. What are the steps involved in using this strategy or method? Teacher writes a brief “quiz” using information to be presented later in the lesson. Include two places fro answers, before and after Students take the “quiz” before the lesson, look for the answers during the lesson, and then take it again afterwards 5. When would this method or strategy be useful in your setting? Before teaching a new subject or before teaching a new skill 6. What would you like other teachers in your school to know about this method or strategy? It’s easy and a good way to tell the students what is important 7

8. Strategy Sheet #3 Choose a method or strategy that you have learned about or observed during field experience. 1. Name of method or strategy: Venn Diagram 2. When is this method or strategy useful? For listening and speaking, writing, and viewing activities. 3. Why or how is this method or strategy useful? It begins to activate prior knowledge It helps to compare things of the same group It shows how much the students analyze by comparing 4. What are the steps involved in using this strategy or method? Students write the two things they are comparing on the lines in the two circles. Students take the “quiz” before the lesson, look for the answers during the lesson, and then take it again afterwards 5. When would this method or strategy be useful in your setting? Before teaching a new subject or before teaching a new skill 6. What would you like other teachers in your school to know about this method or strategy? It’s easy and a good way to tell the students what is important George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA 8

9. Strategy Sheet #4 Choose a method or strategy that you have learned about or observed during field experience. 1. Name of method or strategy: Graphic organizer 2. When is this method or strategy useful? In comparing and contrasting, either from reading or from content in the course 3. Why or how is this method or strategy useful? It can be developed with the students so they do thinking 4. What are the steps involved in using this strategy or method? Read a story or study new content Discuss the possible differences 5. When would this method or strategy be useful in your setting? Before teaching a new subject or before teaching a new skill 6. What would you like other teachers in your school to know about this method or strategy? It works well in small groups and teaches group skills. George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA 9

10. Strategy Sheet #5 Choose a method or strategy that you have learned about or observed during field experience. 1. Name of method or strategy: Word wall 2. When is this method or strategy useful? In learning new vocabulary 3. Why or how is this method or strategy useful? During academic year 4. What are the steps involved in using this strategy or method? Words need to be posted on a wall to help students remember them and to remind teacher and students to use them through out the academic year 5. When would this method or strategy be useful in your setting? Periodically can be reviewed 6. What would you like other teachers in your school to know about this method or strategy? It’s extremely easy and requires no special materials George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA 10

11. LESSON PLAN #1 PLANNING PHASE Identify Performance Objectives By the end of the lesson students will be able: 1. to put 10 adjectives into comparative degree; 2. to use comparative adjectives in sentences 3. to ask questions using comparative adjectives and answer them; Lesson Outline Content: Curriculum plan TEACHING PHASE Preparation Warm-up activity: In turn students are to say one adjective describing native town. Teacher write down adjectives on the blackboard and fill in the chart: Simple adjective Complex adjective Irregular adjectives small modern good Prior knowledge Language Goals (vocabulary/structure/communicative language/functional language) Checking homework on page 26, ENGLISH 2, Tashkent-2007 Presentation Activities – Four skills: listening, speaking, reading, writing Poster with grammar chart with forming comparative adjectives. Teacher say example to each comparative with –er (than), more (than) Exception in forming comparatives with suffix -y: easy: easier, more easy 10 adjectives: talkative, smart, ancient, wide, narrow, boring, sensible, dark, salty, easy Practice 1. Exercises (fill in) on page 28, ENGLISH 2 2. Work in groups. Scrambled sentences with comparative adjectives. Evaluation 1. Each group present the answer to other groups. George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA 11

12. LESSON PLAN #2 PLANNING PHASE Identify Performance Objectives By the end of the lesson students will be able: 1. To form a short story by putting sentence stripes in order; 2. To retell the a short story; 3. to ask questions using lesson vocabulary; Lesson Outline Content: Curriculum plan TEACHING PHASE Presentation Activities – Four skills: listening, speaking, reading, writing Each group of four people gets sentence stripes of a short story. Teacher explains instructions. Practice 1. Each group read out own story 2. Presentation of the lesson vocabulary Evaluation 1. Each group present the answer to other groups. George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA 12

13. LESSON PLAN #3 PLANNING PHASE Identify Performance Objectives By the end of the lesson students will be able: 1. To make graphic in Excel of favorite things to the question “What’s my favorite hobbies; 2. to ask questions and find answers from other partners. Lesson Outline Content: Curriculum plan TEACHING PHASE Presentation Activities – Four skills: listening, speaking, reading, writing Teacher explains how to make graphic in Excel program and students follow teacher’s instructions. Practice 1. Students make up graphic to the question What’s your favorite hobbies, write 5 activities? 2. Work in groups. Evaluation 1. Each student presents the answer to other gstudents. George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA 13

14. LESSON PLAN #4 Teacher: Bakhtiyar Perdeshov (Uzbekistan) School: JEB Stuart High school Grade(s)_________ Language(s)_________________ Level(s)______________ Date: 10/22/08 Number of Students _____ Time/Period: period 5; 50 min. PLANNING PHASE Performance-based Objectives – As a result of this lesson, students will be able to: 1. talk about art, ask and answer the questions on given topic 2. discuss about painting 3. speak about painter Vincent Van Gogh Alignment with Standards: National/State/Local TEACHING PHASE (1) Preparation: Warm-up Activity: Web. Teacher write the main vocabulary word (ART) in the large oval in the middle on the blackboard. Students are to think and write vocabulary words (movie, theatre, museum, painting) in the smaller ovals (2 min.) Theme or Topic: Art (Vincent Van Gogh) Vocabulary: mental, the country, scrap, to fail at, moody, a genius, to be good at Grammatical structure(s): past simple tense George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA 14

15. Lesson plan #4 (cont.) (2) Presentation and (3) Practice 1. Jigsaw. Students in pairs are to discuss the meaning of 7 words (mental, the country, scrap, to fail at, moody, a genius, to be good at) on topic (10 min.) Practice. Each group makes a presentation in front of the class 2. text on page 27. Students are to read a passage one by one (15 min.) Practice. a). The class discusses about painter Vincent Van Gogh (15 min.) b). Ex. Vocabulary (meaning), p.28 (3 min.) c). Work in pairs. 6 questions, p.28 (5 min.) Closure. Essential question: What words do we use to describe people? Students are to write 3 words on a piece of paper. What words do we use to describe people? ____________________ ___________________ ____________________ 15

16. Photos TEA fellows at George Mason University, Fairfax County JEB Stuart High school fellows GMU TEA fellows visiting to Smithsonian GMU TEA fellows visiting to Smithsonian 16

17. Photos George Mason University 17

18. Photos 18