Summative Assessment – Summative TESOL Portfolio

Guzal Mirzaeva

Webster University Tashkent

TESL 5040 UZ F2, 2023

Practicum in English Language Classrooms

Dilnoza Dehqonova

December 10, 2023

 #1. Teaching Philosophy Statement

"A good teacher must be able to put himself in the place of those who find learning hard" Eliphas Levi.

As a teacher of English, my teaching philosophy is concentrated on conducting learner –centered

classroom that improve critical thinking, productive engagement, improve problem solving skills as

well as individual development. Education, in my point of view, should enable students to take an

active role in their own learning process and a teacher is a principal facilitator for the learners.

The principle objective of my teaching is to provide my pupils with the skills they need to become

self-sufficient learners who can adjust to a world that is changing quickly, create an environment where

students feel free to express themselves, exchange ideas, and benefit from one other's perspectives by

recognizing and appreciating their differences. I also guide my language learners how to overcome any

burden than only showing them. I strongly promote active learning by sharing my believes, objectives

and expectations from them. My teaching philosophy includes taking into consideration learners’

life, their aims, motivation , success, background knowledge which leads to provide support patiently

using a wide range of methods. In order to meet demands of my learners, I always work hard to

establish a welcoming and inclusive classroom where each and every learner feels valued and respected.

In order to accomplish my goals, I use various activities which can be carried out by dialogues,

group projects, and practical experiences, collaborative work, team work , using technology effectively

in my classes where my language learners take an active role in their education. I think that when

students take an active role in their education, they have a deeper comprehension of the material and

useful abilities that they can use outside of the classroom.

To sum up, my teaching philosophy is on establishing a welcoming, captivating, and student-focused

educational setting. My aim is to enable my students to become lifelong learners who possess the

knowledge, abilities, and self-assurance to successfully cope with the complex world and positively

influence their communities and lives.

.
 #2. Learner’s description

I work at one of the private specialized schools in Tashkent, which is located in Chilanzar district.

There are almost 1400 pupils. The school has recently certified an IB (International Bachelor)

program for primary school pupils. I teach 7th, 8th, and 11th grade pupils with different

professional levels. The whole group is divided into two groups based on their level. I have

selected 8”B” for my practicum. There are 9 pupils in my group, which consists of 5 boys and 4

girls. Their age range is between thirteen and fourteen.

All four girls and two boys can speak Russian; they acquired it in kindergarten, and they are from

an urban setting. Two of them are from rural areas and are not able to speak Russian because they

did not attend kindergarten and their parents speak only Uzbek. According to Deumert (2011),

acquiring a second language in a natural way happens through regular interaction with native

speakers of those languages. As Russian grammar structure aligns with the English language, for

those who speak Russian, it is easy to focus on forms. All of my learners’ heritage language is

Uzbek. As Fought (2011), “a heritage language” is the language that one acquires through

community or family. As Fought (2011) says, “a heritage language” is the language that one

acquires through community or family. Two of my learners identify and position themselves as

high-class who have unlimited possibilities due to the fact that their parents possess luxuries like

cars and houses; other members identify as middle-class family members and they think they have

limited future possibilities.. Bucholdz (2005) stated that identity is a person's way of defining

themselves and other people in the community. Identity may be described as "the manner in which

an individual sees their connection to the world, the way in which that connection is established

throughout time and space, and how the individual perceives future opportunities.

(Norton,2013,p.4 as cited in Waller et al.(2018).

Three boys want to go to Switzerland and study business management. Three boys want to go to

Switzerland and study business management. Two girls want to go to Korea in order to study
medicine, as they think the Korean health system is developed; the rest four want to enroll in

Webster and Westminster University economic faculties. Knowing the learner's language goals and

needs is an essential factor for educators. Language learners’ purpose and needs for learning

language are one of the main factors for teachers. According to Selvi (2012), an English teacher

has to be aware of the goals and needs that their students have for the present and/or the future, as

well as who they communicate with and why they communicate, and what resources are accessible

to help them learn. Their English level is B1 in accordance with the National CEFR and based on

the diagnostic test, which is conducted at the start of the academic year. They are moving from

strong support to less. Last year, they used two books, “Gateway A2” by Spencer D. and “English

World 3." They want to get academic IELTS 7+. They have been learning English

comprehensively since fifth grade, even though they face difficulties in reading, writing, speaking,

listening, and vocabulary. In reading, they make a lot of mistakes because of the vocabulary. Read

(2012) noted that reading task challenges are connected to the amount of vocabulary in the written

and spoken assessments. In fact, not all learners have the same learning abilities. Four learners out

of nine have challenges in listening, therefore, I provide them transcripts of the video or audio with

simple vocabulary, three of them have speaking difficulties, I provide them examples or prompts of

speaking, reading is more complicated for six of them, thus, I convert reading tasks into easier

ones, not using paraphrasing but using easy synonyms in order to improve their skills. Hence,

differentiation planning is important, which involves creating various materials and activities that

can align with the abilities and learning styles of the students.
 #3. Instructional Materials

Lesson plan 1

Date: Teacher: Mirzaeva Guzal

Subject/Course: General English Topic: Public speaking

Grade: 8 “B” Duration:40 minutes

Level: B1(Pre-intermediate) Number of students: 9

Focused skill: Reading

Course standard CEFR

Content objectives:

 Students will be able to identify body language.

 Students will be able to distinguish the role of public speaking

Language objectives

 Students will be able to identify body language, facial expressions, and their meaning. [V]

 Students will be able to listen to and understand a short video of body language and answer the

questions.[L,S]

 Students will be able to read and analyze helpful hints on public speaking, working in pairs, and

how to use them in speech.[R,S,V]

 Students will be able to work collaboratively in groups, listen their peers and give feedback.[L,S]

 Students will be able to write a short description of body language. [W,F]

 Needed materials/Technology:

 Needed materials/tools: a whiteboard, markers, projector, hand outs, internet.

Instructional Outline

Time Steps The instruction of teacher Student direction

 shows the image of the public  tells opinion

speaking and asks opinions of learners about about image[S]

image(2 min) [S]  works in

groups to
Lead in,

10 Input stage discuss

Minute Presentation questions[S]

 listens to each

other’s group

report, makes
 provides information about public speaking
notes, and
(2 min)
gives a report
 divides students into two groups and
[L,W,S]
distributes questions to each group[Wh,S]
 goes around and
What is the importance of body language?
writes the

What useful tips for Public speaking? meaning of

unknown words
 asks to discuss the questions and report(3
and provide
min) [S]
responses.
 if needed, clarifies and corrects students
[W,V,S]
 distributes “Scavenger Hunt ”(individual

work)(3 min) [V]

 gesture audience non-verbal

confidence sincerity

Impolite confident(adj) decision(n)

 Checks the meaning of the words

 Sticks the questions on the board (4 min)  watches and

What does body language include? listens

Why do people use body language? attentively. [L]

Does body language express the mood of a  answers to the

20 person? of the video on the board and asks questions of

Intake stage/
Minute to read it and get prepared to make some video
Practice
notes if needed. attentively in

 Displays a video (2 min) [T] group[R,F,S]

([Link]  reads transcript

video-lessons/listening-comprehension/deep- and answers to

listening-focus-on-meaning/body-language/ the questions

240366) [D]

 Provides a transcript of the video for lower-  each group

level students [D] makes a short

summary of

 Transcript listening and

Alice works at a local department store. She spends most of her
day interacting with customers and co-workers. There's a lot of
talking involved, but there's also another form of nonverbal
speaks[S]
communication that's being used just as often.
Body language is the process of communicating through 
nonverbal signals. It includes things like our posture, facial
expressions, gestures, and more. The meanings of these all
vary from culture to culture, but we instinctively read body
language and interpret it as some expression of moods,
feelings, or intentions. So in Alice's case, even before she
speaks, she may be communicating all kinds of things to
customers. For example, if her arms are crossed and she's
avoiding eye contact, customers may not find her to be very
approachable. However, Alice could be in a friendly mood, even
though her body language suggests otherwise. And this isn't
necessarily a conscious choice that she's made. This could just be
how she habitually presents herself. But if Alice is aware of
these habits, she can work on improving her body language.
Changing your habits can be difficult, but if you take time to
pause and check in with yourself, you can start to notice them
and adjust things to become a better nonverbal communicator.
This awareness can also be applied to reading others' body
language. Let's say Alice notices that her coworker is
unusually quiet, has his body turned away from her, and is
slouched over. She may pick up that he's upset, or that there's
an unspoken issue at hand. Depending on Alice's relationship
with him, she may want to give him some space or ask if
anything's wrong. Being aware of the various aspects of body
language can make all the difference in how people perceive you
and how you perceive them. Be aware of how you present
yourself, and you can say a lot without speaking.

 asks to answer the questions being in a

 puts two chairs
group( for each group 3 min (6 min))
back-to-back
 asks to make summary and talk.(5 min)
 each student
Explains
reads the
Activity “Back to Back” (2 min)
assigned
 Asks students to sit back-to-back on two
chapter to the
chairs
partner and

they may write

down if

needed and

report[R,W]

 the student

who is

listening to

should speak

the main idea

of the text
 [S,F]

 each group

should listen

and other

group reports

and make

notes [L,W]

Retrieved from Gateway [Link], p.45

 Asks one pair to read one part of the reading [R]

 The student who is sitting back listen to and talk

about main idea of the text paying attention to the

form [L,F]

 The student from each group speaks about their

topic others listen to them and make notes (6 min

(each group 2 min)) [S,F]

 the teacher monitors and listens students

 Activity 3. (6 min) [R]  do T/F

 Distributes T/F question handouts question

 Asks to read the text and find information ex-s[R]

True/False  sits in front of

[Link]-verbal communication cause a problem T/F the board

[Link] shouldn’t do a little experiment T/F
3. You see from body language how they feel. T/F facing learners
4. Body language has grammar and vocabulary. T/F
5. Sitting with your hands behind your head is
polite. T/F
and another
10 6. Somebody touching the hair means nervous. T/
 The teacher provides answers learner picks
Minute
1.F,2.F,3.T,4.F,5.F,6.T up the card and
Output stage/
Production
 Activity 4 “Hot seat” (4 min) [S,V] shows , others
Wrap up
(Expressing moods with body language: should

angry, stressed, happy, frustrated, puzzled, express cards

pleased, perfect) with gestures

and she or he

should find[V]

Assessment

5 4 3 2-0
Exceeds requirement Meets Approaches Not there yet
requirement the requirement
Comprehen
Demonstrates
sibility Demonstrates Approaches the Demonstrates limited
fully comprehends the text, comprehension of requirement but comprehension of the
understands it accurately, the text, faces challenges in text.
and can interpret the main understands understanding and
cannot interpret
 ideas clearly.
ideas and details.
accurately, and
can interpret the
main ideas and
details (even
though they lack
the ability to
interpret the main
ideas).

Vocabulary demonstrates accurately demonstrates the demonstrates the does not demonstrate
using a wide range of body use of a wide use of a wide range the use of body
language-related words. range of body of body language- language-related
language-related related words with vocabulary.
words with minor significant
errors. mistakes.
Grammar, demonstrates fluency in demonstrates approaches to the does not demonstrate
discussion with flawless fluency in requirement of any kind of adequate
pronunciati pronunciation,
on and pronunciation and without discussion with pronunciation or
fluency in grammar mistakes. minor errors in involvement in the
discussion Grammar and
pronunciation and
of the topic fluency in discussion of the
grammar. discussion topic.

Peer involves the peer work involves the peer it involves the peer does not involve the
Review process actively, gives work process work process less peer work process
and
Revision clear feedback, and makes actively, gives actively, gives actively, gives
a few mistakes. clear feedback, clear feedback, and feedback, and makes
and makes a few makes some many mistakes.
mistakes mistakes

English language lesson plan №2

Date: Teacher: Mirzaeva

Guzal

Subject/Course: General English Topic: Learning English in Today's

World .( How to speak 5 minutes in
front of public)

Grade: 8 “B” Duration:40 minutes

Level: B1(Pre-intermediate) Number of students: 9

Focused skill: Speaking

Course standard CEFR

 Content objectives:

 Students will be able to talk confidently about importance of English in today’s world

Students will be able to identify the importance of learning language

Language objectives

 Students will be able to [V,S]

 Students will be able prepare the speech about the importance of English language in their

career [S]

 Students will be able to work collaboratively using body language, drawing attention to the form

[S,F]

 Students will be able to use correct vocabulary and form in their speech. [V,F]

Needed materials/Technology:

 Needed materials/tools: a whiteboard, markers, projector, hand outs

Instructional Outline

Time Steps The instruction of teacher Student direction

(individual work)

Activity 1. “Find Someone Who”  Fill the blank by

 Distributes the handouts of?”(5 min) asking

 Explains that students go around and fill the questions(individu

10 Warm up
blank, who fills the first wins[R,S] al) [R,S]
Minute Input stage

Presentation 
 Writes and provide
Questions signature
1 Have you ever talked in front of
more clues of public
public?
 2 Have you ever felt nervous speaking[W, S]
while talking with people ?
3 Have you talked in front of
mirror before talking 
4 Have you ever watched any ted
talk speeches?
5 Could you speak in front of
public? When
 Provides clues of public speaking with

visuals and asks students as a brainstorm, if

needed write down clues (3 min) [W,V]

 Know your audience

 Talk in front of the mirror

 Prepare your speech

  Asks students to provide more options (2
min)

 Divides the class into two groups (A,B)(2 min)  Groups discuss
 Assigns A group to write about the advantages pros and
20
of learning English ,and discuss in a group(3 min)
Minute cons of learning
Intake stage/ [W,S]
Practice English
 Assigns B group to write about the
language) [S]
disadvantages of learning English, and discuss in
 Reads visuals
a group (3 min)
and prepare
 Provides opinions for mixed levels[D]
arguments[D]

 Prepares

questions and

ask from each

other[S,V]

 Writes reflection
 organizes debate between groups(6 min)
about learning
[S]
English
 Asks students to ask questions from
language[W]
opposite groups using vocabulary (2 min)
 Prepares (3 min)
[S,V]
speech[S]
 Asks to give reflection about the
 importance of English language(3 min)

[W]

 Asks each group to prepare (3 min) public

speaking about “Learning English in

Today’s World” using body language[S]

 Monitors and supports students

 Asks each group to prepare presentation  One student

Output stage/ for the public speaking of the topic and from each group
Production
present (6 min) [S] performs
10 minute
Wrap up
 Other group members make notes and give prepared public

peer feedback taking into account the usage speech about

of the present simple tense (2 min) [S,W,F] Learning

 Provides peer feedback (2 min ) English in

Today’s World

using body

language [S]

 Makes notes and

provides

feedback[S,W,F

 Retells the

description[S]
 №3. English language lesson plan

Date: Teacher: Mirzaeva Guzal

Subject/Course: General English Topic: “How I overcame My fear of

Public Speaking”

Grade: 8 “B” Duration:40 minutes

Level: B1(Pre-intermediate) Number of students: 9

Focused skill: Listening

Course standard CEFR

Content objectives:

 Students will be able to speak in front of public without fear

Students will be able to overcome speech problems

Language objectives

Students will be able to improve listening comprehension skills while listening. [L]

Students will be able choose paraphrased vocabulary.[V]

Students will be able to speak confidently using clues of the listening task. [S,V]

Needed materials/Technology:

 Needed materials: a whiteboard, markers, projector, worksheets, internet.

Instructional Outline

Steps The instruction of teacher Student direction

Time

 Asks to watch some parts of the video  Watches clip of the

 and take notes of the verbs for video[L]

analyzing tense[L,F](3 min)  Makes notes about

 Begins to play some parts of short clip verbs and

of the video[T] discuss[F,S]

10  Plays video with subtitles for lower-  Watch video with

Warm up/Input level students[D] subtitles[D]

stage
Minute Presentation  Share their own

ideas[S]

 Discusses in

groups[S]

 joins to the link and

find key

vocabulary[V]

 Ask students to share their thoughts on

whether they are familiar with the

public speaking[S](2 min)

 Holds small discussion about public

speaking[S](3 min)

 Provides link of Hangman

[Link]

ustom?

g=Z2VzdHVyZSUwQWNvbmZpZGVuY2Ul

MEFub24tdmVyYmFsJTBBc2luY2VyaXR5

 Asks to use phones and find out key

concepts of public speaking[T,V] (2 min)

  Distributes hand outs of the task

 Explains that students should read ,

listen and fill [R,L,W]


 Plays the video of “How I Overcame  Reads,watches and

My Fear of Public Speaking by
listens the Video
Danish Dhamani” (8 min)
[Link] [R,L,W]
20 Intake stage/ v=80UVjkcxGmA (8 min)
 Provides transcripts of the video to  selects the right
Practice
Minute different level students[D] answers to the

 Asks students to match the second half questions[V]

while listening(8 min) [F]  reads

Answers: 1.F,2.a,3.b,4.c,5.d,6.e transcript ,selects

 Asks to fill the gap paying attention to the right answers to

 the verb forms, articles[F] the questions[D]

 fills gaps of ex-s[F]

 read and find the

best summary of the

speech

Asks students work in group find the best

summary of the listening[R]

Answer key :2

 Asks students to write the overall  writes and speaks

Output stage/ ways of improving self confidence in about how to

10 Production
Minute public speaking(4 min) [W] improve public
Wrap up
 Asks to prepare speech(3 min) [S] speaking not being
  Ask students give feedback[S](3 min) afraid of it[W,S]

 Monitors students writing , provides  provides pair

feedback feedback[S]

№4. English language lesson plan

Date: Teacher: Mirzaeva Guzal

Subject/Course: General English Topic: Advantages and Disadvantages

of Freedom of Speech.

Grade: 8 “B” Duration:40 minutes

Level: B1(Pre-intermediate) Number of students: 9

Focused skill: Writing

Course standard CEFR

Content objectives

 Students will be able to speak about freedom of speech

Students will be able to talk about positive and negative sides of speech freedom

Language objectives

 Students will be able to use vocabulary in their writing. [V,W]

 Students will be able to write opinion essay.[W,S]

 Students will be able to use expressions in formal essays without grammar mistakes. [V,F]

Needed materials/Technology:
 Needed materials/tools: a whiteboard, markers, projector, hand outs, internet.

Instructional Outline

Time Steps The instruction of teacher Student direction

 Divides group into two A group “Agree” and  Reads and

B group “Disagree”(2 min) sticks[R,V]

 Presents mixed vocabulary(3 min) [V]  Students read,

 Explains the activity “Sentence Shuffle” say their own

 Asks group members to read, sort out ideas and

10 expressions and vocabulary and stick them sticks

Minute Warm up/
into two columns [R,S,V] vocabulary in
Input stage
the right
Presentation
 (5 min).
column[R,S,V

 Discuss to use

which tense to

use [S,F]

 Asks to add more expressions if they know

 Asks students to say what tense to use



 Asks to read the structure of the essay[R]  reads the

 Provides the structure of the essay (5 min) structure of the

 essay[R]

 discusses
 structure in

their groups

[S]

 Analyses the

essay about pros

20

Minute Provides the sample of the essay and analyse and cons of the
essay and the grammar (10 min).
Intake  Freedom of speech is a fundamental right in many topic , and
stage/ countries. It allows people to express their opinions and
ideas without fear of punishment. However, there are grammar
Practice
both advantages and disadvantages to this freedom. One
of the main advantages of freedom of speech is that it pattern[R,F]
encourages open discussion and debate. People can share
their thoughts and beliefs, which can lead to new ideas  mixed levels to
and solutions. It also helps to protect other rights, such as
the right to criticize the government or advocate for use the prompt
social change. Another advantage is that freedom of
speech promotes transparency and accountability. The of the essay and
media can report on important issues and hold those in
power responsible for their actions. This helps to prevent
write theirs. [D]
corruption and ensure a fair and just society. However,
there are also disadvantages to freedom of speech. Hate
speech and misinformation can spread quickly, leading
 reads and makes
to social division and harm to individuals or groups.
There is also a risk of inciting violence or promoting notes about the
illegal activities through speech. In conclusion, while
freedom of speech is an essential right, it is important to Present Simple
use this freedom responsibly. Society must find a
balance between allowing open expression and tense[R,F]
protecting against the negative consequences that can
arise from misuse of this freedom.


 Reminds about usage of the Present tense(5 min)

[F]


  Asks students to write about Introduction and  Students write

Output Body Paragraph 1 of advantages and about

10 stage/
Production disadvantages of the topic Freedom in Speech Introduction and
Minutes
Wrap up paying attention to grammar usage (8 minute) Body paragraph

[W,F] 1. [W,F]

 Reads and provides feedback for students

writing and grammar usage(2 min) [R,F]

 Asks to finish Body paragraph 2 and

conclusion at home

ANALYTIC RUBRIC FOR FORMATIVE ASSESSMENT

Descriptors 10-9 9-8 8-7 7-0

Criteria Exceeds Meets Approaches Not there yet
requirement requirement the
requirement
Reading Demonstrates fully Approaches the Demonstrates
comprehension of requirement but limited
Demonstrates
the text, faces challenges comprehension
comprehension of
understands in of the text
the text,
accurately, can understanding,
understands
interpret main ideas cannot interpret
accurately, can
and details ideas clearly
interpret main
ideas and
details(even
though lack of
interpreting main
 ideas)

Vocabulary Demonstrates Demonstrates Demonstrates Does not

accurately using of a using of a wide using of a wide demonstrate
wide range of health range of health range of health using of health
related words related words related words related
with minor errors with significant vocabulary
mistakes
Grammar Chooses right tenses, Chooses right Chooses right Can not choose
word formation, tenses, makes tenses but makes right tenses,
adjectives, zero some mistakes in a minor makes a major
spelling mistakes word formation, mistakes, makes mistakes in word
adjectives, zero some mistakes in formation,
spelling mistakes word formation, adjectives, makes
adjectives, spelling mistakes
makes spelling
mistakes
Listening Listens carefully and Listens carefully Listens carefully Listens carefully
accurately, can use and accurately, and accurately, and but not
paraphrasing skills for can use but lacks in accurately, can
vocabulary, can show paraphrasing paraphrasing not paraphrase
comprehensive skills skills for skills for skills for
by choosing proper vocabulary, can vocabulary, can vocabulary, can
answers show show less not show
comprehensive comprehensive comprehensive
skills by choosing skills by skills by
proper answers choosing proper choosing proper
but makes some answers but answers
mistakes makes some
mistakes
Writing Complete, mainly No more than one Many omissions, Too little or too
accurate and omission, mainly mainly incomprehensible
appropriate accurate, rarely inaccurate, to mark.
inappropriate mostly
inappropriate

ANALYTIC RUBRIC FOR SUMMATIVE ASSESSMENT

Descriptors 10-9 9-8 8-7 7-0

Criteria Exceeds requirement Meets Approaches Not there yet
requirement the
requirement
Reading Demonstrates fully Approaches the Demonstrates
comprehension of requirement but limited
Demonstrates
the text, understands faces challenges comprehension
comprehension
accurately, can in of the text
of the text,
interpret main ideas understanding,
understands
and details cannot interpret
accurately, can
ideas clearly
interpret main
ideas and
details(even
though lack of
interpreting
main ideas)

Vocabulary Demonstrates Demonstrates Demonstrates Does not

accurately using of a using of a wide using of a wide demonstrate
wide range of health range of health range of health using of health
related words related words related words related
with minor with significant vocabulary
errors mistakes
Grammar Chooses right tenses, Chooses right Chooses right Can not choose
word formation, tenses, makes tenses but makes right tenses,
adjectives, zero spelling some mistakes a minor makes a major
mistakes in word mistakes, makes mistakes in word
formation, some mistakes in formation,
adjectives, zero word formation, adjectives, makes
spelling adjectives, spelling mistakes
mistakes makes spelling
mistakes
Listening Listens carefully and Listens carefully Listens carefully Listens carefully
accurately, can use and accurately, and accurately, and but not
paraphrasing skills for can use but lacks in accurately, can
vocabulary, can show paraphrasing paraphrasing not paraphrase
comprehensive skills by skills for skills for skills for
choosing proper vocabulary, can vocabulary, can vocabulary, can
answers show show less not show
comprehensive comprehensive comprehensive
skills by skills by skills by
choosing proper choosing proper choosing proper
answers but answers but answers
makes some makes some
mistakes mistakes
Writing Complete, mainly No more than Many omissions, Too little or too
accurate and one omission, mainly incomprehensible
appropriate, uses topic
 related vocabulary, no mainly accurate, inaccurate, to mark, no
grammar mistakes rarely mostly appropriate
inappropriate, inappropriate, vocabulary,
uses topic some grammar wrong usage of
related mistakes grammar rules
vocabulary in
the writing,
Speaking Speaks Speaks Adequately Speaks with
fluently ,sometimes with fluently ,sometim speaks about topic difficulties and out
repetition or self- es with repetition ,sometimes loses of topic, no
correction, topics are or self-correction, coherence, cannot coherence in the
created in a cohesive and topics are created use idioms, cannot speech, cannot use
acceptable way, uses in a cohesive and pronounce sounds idioms, cannot
various lexical resource , acceptable way, properly pronounce sounds
collocations and uses various properly
precisely convey to lexical resource ,
meaning, makes no collocations and
pronunciation mistakes conveys to
. meaning, makes
some
pronunciation
mistakes

JUSTIFICATIONS FOR ANALITIC RUBRICS

The reason why I have selected analytical rubrics for formative and summative is that an analytic

rubric relates to a large-scale assessment of universal characteristics of competence in a language.

An analytical rubric of formative consists of reading, vocabulary, grammar, and writing skills

where I can assess them at the end of each unit, and summative is held at the end of the term

where I can evaluate all essential skills such as reading comprehension, lexical resources,

grammar range, writing skills, and speaking where students reveal the term obtained knowledge.

#[Link]

I took into account my students' needs when creating the teaching resources for the public

speaking English language lesson for grade 8 "B" pupils. These choices were informed by

appropriate research in the area as well as theoretical understandings from my TESL classes. I will

explain these instructional choices in this reflection, emphasizing how they fit with the ideas

provided in the course and the outcomes of the study.

Reading lesson plan. One of the most important teaching decisions I made for this class was to

make reading the main goal. The students in my group have a B1 level of English proficiency

according to the National CEFR, which was determined by the diagnostic exam that was

administered at the start of the academic year. However, they have trouble reading, and their

limited vocabulary causes them to make a lot of blunders. Read (2012) highlights the relationship

between the volume of vocabulary in evaluations and the difficulties of reading tasks. As a result, I

saw how essential it was to address this problem and offer assistance in order to improve their In

order to help them with their vocabulary, I made the decision to simplify reading assignments by

selecting simple synonyms with intricate paraphrase. This strategy is in line with the idea of

differentiation planning, which is developing resources and exercises that take into account

students' talents and preferred methods of learning (Farrell, 2015). I want to increase their reading

comprehension and make the material more approachable by reducing the language in the reading

assignments. I included a focus on recognizing body language and facial emotions in the reading

activities in addition to vocabulary problems reading abilities. This selection is in alignment with

the lesson's subject objectives, which are to help students become more adept at recognizing and

analyzing body language. Research on nonverbal communication and its function in persuasive

public speaking gives credibility to this idea (Borg, 2003). My goal in including this element into

the reading assignments is to raise students' understanding of the significance of nonverbal clues in

public speaking and communication. As I teach my students in accordance with the CEFR

standard, the reading task's objective is to evaluate my language learners' skills in order to get them

ready for the CEFR C1 level and the IELTS 7+. My language objective for the reading task is

comprehension improvement, which is aligned with my rubric and includes exercises that address

reading comprehension strategies such as predicting the content, reading for gist, and answering

questions based on the text. The main purpose of the activity is for language learners to apply new

vocabulary while conducting discussions by using their paraphrasing abilities to convey the content

of the text in their own words.

Speaking lesson plan. In addition, I included language objectives that prioritize speaking

proficiency growth. With talks and presentations centered around the readings, students will get the

chance to practice speaking aloud. This choice depends on the knowledge that language acquisition

is an interactive, social process (Lave & Wenger, 1991). Speaking exercises help students become

more confident in their ability to communicate their thoughts, enhance their fluency, and actively

engage in the learning process. In addition, I used technology to improve student participation and

offer more assistance. My goal is to establish an engaging and dynamic learning environment in the

classroom by skillfully integrating technology, including online resources and multimedia

materials. This method is in line with the notion of using technology in language instruction to

support student-centered learning and active learning.

In summary, both theoretical understandings and research findings influenced the instructional

choices I made for the public speaking English language session. To fulfill the unique requirements

of my students, I put a lot of emphasis on reading, deal with vocabulary difficulties, include

nonverbal communication, and incorporate speaking exercises and technology. I try to provide my

students with a meaningful and successful learning experience that supports their language

development and increases their interest and confidence in public speaking by coordinating these

instructional decisions with research findings and course ideas.

Listening lesson plan

The reason why I have chosen the topic of “How I overcame My Fear of Public speaking” is to

help my learners to overcome the feeling of fear while speaking and improve their communicative

competence through the listening task. Based on the level of my learners I am aware of their level

based terminology and what they should know. It should go without saying that teachers must

know what terms students are accustomed to and can rely on when using them in the classroom.

(Berry,1994,p.63, as cited in Hedgcock, 2018).Listening -focused approach aligns with the National CEFR B1

level . A warm up activity, which is included at the beginning of the lesson plan, is to watch the

part of the video and pay attention to the verbs and suppose content.
 The purpose of this practice is to help students be ready for the listening challenge by using the

Past Simple Tense. To enhance students' listening comprehension skills, I incorporated a practice

activity where students had to match the second half of the sentences while listening to the video.

This activity aimed to improve their listening accuracy and ability to identify key information.

Additionally, I provided transcripts of the video to cater to students with different proficiency

levels, ensuring that all students could access the content effectively. This differentiation strategy

aligns with the principles of inclusive education (Tomlinson, 2014) and supports the diverse needs

of learners in the classroom.I gave the students the assignment to write on strategies for boosting

their public speaking confidence for the production stage. Students were able to consider what

they had learnt and relate it to their personal experiences through this exercise. Additionally, it

gave them a chance to produce writing, which improved their language abilities. In order to

enhance pupils' speaking abilities, I askem them to prepare and present a brief speech. Pair input

was included to promote peer communication and offer helpful critiques.

Writing lesson plan.

I carefully examined the requirements and abilities of my language learners while creating the

teaching resources for the writing assignment on the "Advantages and Disadvantages of Freedom

of Speech." With their English proficiency at B1 in accordance with the National CEFR, I tried to

design an assignment that would be both challenging and manageable for them. In order to

scaffold, I gave students access to a visual organizer to help them explore and arrange their

thoughts. They were able to rationally arrange their ideas and weigh the benefits and drawbacks of

free expression thanks to this graphic aid. Additionally, the visual organizer was used as a point of

reference when writing. To help in their language development, I have included a list of pertinent

terminology and expressions associated with the subject. The goal of this vocabulary assistance

was to improve their capacity for precise and effective use of expression. I included a peer review

exercise in the teaching materials to promote peer cooperation and feedback. Pupils were asked to

discuss their written works with a partner, offer helpful criticism, and make suggestions for
enhancements. This peer review approach encouraged self-reflection and revising methods in

addition to fostering a feeling of community and active participation. I have provided structure for

the essay in order to show them the way of writing the essay. Bizzell(1982) agrees that the average

human being is born with the mental ability to acquire language and put together intricate

conceptual frameworks. I cited pertinent literature from my TESL classes, including essays on the

value of including critical thinking skills and writing pedagogy for second languages. Critical

thinking, vocabulary assistance, peer cooperation, and reflection were all included in the resources

to make learning relevant and interesting. I wanted to show how much I've grown as an English

language instructor and how committed I am to provide quality teaching by tying theory to practice

and participating in the TESOL discourse community.

Analitic Rubrics reflection

Validity of Formative and Summative assessment.

The skills I teach my students in writing, speaking, reading, listening, and vocabulary are suitable,

meet their requirements, and properly reflect the desired result. Validity is defined by Henning

(1987) as an evaluation, whether particular or not, that is suitable for assessing the desired result.

According to Messick (1989), speaking refers to content and construct validity, where vocabulary,

pronunciation, and fluency are checked without going off topic. Validity is defined as the means

of measuring the assessment and its appropriateness on the scores that are intended to be obtained

at the end of the assessment. Assessment-based construct validity; performance consistency can

be understood technically and meaningfully (Messick, 1989, p. 14, as stated in Chapell, 2021).

Reliability of Formative and Summative assessment

Both the formative and summative assessment for this course have their own evaluation criteria,

and if the criteria are applied many times by other assessors, the results will be the same.
 Reliability, according to Aldeson et al. (1995), is the capacity of tests to yield the same results

when administered more than twice.

Washback of Formative and Summative assessment

Assessing students' proficiency in writing, reading, speaking, vocabulary, and grammar has a

beneficial effect on their motivation and sense of purpose of learners. According to Cheng et al.

(2004), the impact of the exam on teachers and language learners is known as the washback in

language assessment.

Practicality of Formative and Summative assessment

Students eagerly participate in these sorts of activities, and the formative and summative

assessment requirements are simple to apply. The term "practicality" in the test refers to the

practical, administrative, and logistical challenges related to developing, using, and grading an

assessment tool (Mousavi, 2009, p. 518), as stated in Brown Brown and Abeywickrama (2004).

These challenges include costs, the amount of time needed to design and conduct the assessment,

ease of scoring, and simplicity in reporting results. Hence, the preparation, evaluation, and

implementation of the course exams don't need much time.

#5. Extension Project

Analyzing the Use of AI in English Language teaching

The use of artificial intelligence (AI) in a variety of professions, including education, has grown

significantly. To improve teaching and learning, artificial intelligence (AI) technology have been

incorporated into classrooms more and more in recent years. Artificial Intelligence (AI) has

enormous potential to transform traditional educational approaches in the context of teaching

English and open up exciting possibilities for language learners, it is becoming more prevalent all

over the world with a wide range of options, even though, putting restrictions in educational

purposes. There are several advantages of using AI in education which can be beneficial for both
language learners and instructors. AI can help teachers create, change, and adapt , develop

materials to meet the various requirements and skill levels of language learners.

For the perspective of teachers AI can help to develop materials, adapt, modify difficult texts into

appropriate levels. ChatGPT may be used to summarize content in more readable, level-appropriate

language(Bonner et al, 2023, as cited in Pack and Maloney,2023). This feature may be very helpful

when developing resources that correspond with the language proficiency of learners and promote

understanding and engagement. Thus, using various AI for preparation of lesson plans, developing

level based materials can help teachers to save their time.

For the perspective of learners, one of the advantages is that it can be beneficial for improving

writing fluency of students. According to Abdalkader (2013), writing fluency refers to a

fundamental communication skill required in all academic fields. For language learners, this is very

important since it enables them to write about their thoughts and experiences and express their

ideas. Writing fluency is to write a topic with well-organized, functional way that doesn't change

the reader's understanding of the writer's intended meaning(Atasoy and Temizkan ,2016, as

referred to in Abdalkadar 2023). Furthermore, through AI students and teachers can find answers to

the questions easily, which seems time saving. In accordance with Su and Yang (2023). That is to

say that by using AI for writing can improve their writing skills while they see their mistakes and

analyze. ChatGPT as a type of AI can reply to learners’ questions, which saves both teachers and

students time and energy. Thirdly, it can improve listening and speaking skills with the help of AI

speaker for students to learn foreign language. It was proved in the research work “The impact of

using AI and VR with blended learning on English as a foreign language teaching” of Obari [Link]

(2020) that is the outcomes demonstrated that students utilizing artificial intelligence (AI) speakers

scored better than a group of non-AI users who just used internet resources on the Test of English

for International Communication (TOEIC).AI speaker was used to enhance English listening and

speaking skills using the apps of Best Teacher, Travel English, Let’s play around with English,

and BBC/CNN news. Cardona [Link](2023) mentioned that AI may now support more natural types
of contact, such conversing with an assistant, and can even create plans or suggestions. Thus, AI

can be proper tool for improving speaking and listening skills. Also, it can support learners work

collaboratively being a partner. When students are working on a collaborative task in small

groups, an AI-enabled assistance can show up as an extra "partner 2"( Celik [Link],2022,as

mentioned in Cardona [Link](2023). Additionally, AI is also quite useful for scoring written essays.

Scoring written essays is one of the main pros of AI for students, in fact writing is a life skill that is

essential to pursuing academic and professional goals, and writers in development need detailed

criticism. However, although there may be a correlation between human and AI evaluations of

essays, computers and humans do not see student writing in the same ways.( Cardona [Link],2023). It

reveals that AI cannot be relied on completely, teacher interaction should not be avoided.

Grammar is other issue of learning English and students lag behind writing anything with

grammar error. The text may be fully corrected by the AI, Bonner et,al (2023) which fixes typos

in the text's grammar as well as improper punctuation and spacing. Nevertheless, the same

authors mentioned that AI is not available to check traditional grammar books. The users of AI

for checking grammar should be considerate and re- check even after AI.

In summary, using AI into the creation of English language learning materials has a number of

benefits for teachers and language learners alike. AI may aid learners with increasing their

writing fluency, locating information, developing their speaking and listening abilities, getting

quick answers to the questions, finding ideas for research work and related topics of the

research, working with AI-enabled assistants as "partners." AI can help teachers with creating

and updating content, fixing grammatical errors, and automating essay grading. But, it's critical

to acknowledge AI's limits and make sure that human evaluation and supervision continue to be

essential components of the language learning process.

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