Module 3

Module 3 is focused on effective question and answer.

After reading all the articles, watching all the videos, and searching all the suggested websites, create a page Module 3 in your portfolio, double click anywhere on the page, choose T to add text, and post the following on the page:

CREATE: Choose a part (reading or listening) in your textbook and create a set of questions that fits for the learning goal of the part. Think about the possible question and answer situation that might happen in that learning sequence. Use the tasks and languages for different goals you have watched and read in the module such as an information gap activity. Type in your questions below.

See example for a model:

Learning Goals:

• Students understand the words used in the reading passage.

• Students complete the table for the day’s schedule for the English pupil in pairs.

• Students compare and contrast the school life of uzbek and Wales students in group discussion.

Questions:

• Before we read, I will ask some questions. What is your daily schedule during the school days? Salim, can you tell us your day from the morning?

Step 1: First, I will give you a few minutes to read the text and you will underline the words “register, standard, instead, a set book, and available.”

• • • • Can you guess the meanings of the words?

      • Tohir, what does registration mean in the text?

      • Is there anybody who knows what ‘standard’ means?

Step 2: Okay, we will work in pairs. You have a handout. It has a table to complete. please ask questions to your partner for information the handout asks and fill in the blank. I will show you examples.

• What time does the school start in England?

• How long is the length of school lessonsin Wales?

Step 3: Now, let’s have a group discussion. We will talk about the differences and similarities between Uzbek and England pupils' school schedules.

• Who found differences? Okay, you, guys, go to the right corner of the classroom.

• Who found similarities? You, guys, go to the left corner of the classroom?

• What is the activity after school for the English student?

• What time does the student go to bed?

• Do you like the English students’ school life? Why?

• Which school schedule do you like? Uzbek or Wales?

REFLECT: Type in 1-2 paragraphs to reflect on Module 3 (300-500 words). You may use what you have created , shared and applied in the previous tasks.

See example for a model:

In the first place, the idea of teaching English in English was always challenging for me because I was not most confident about leading my lessons in English. Sometimes, I worried about making some mistakes in verb forms or using the wrong prepositions. It can happen in spontaneous classroom interactions, and I did not want to put myself in embarrassing situations. My other concern is the L2 level of most of my students. I felt only a few students would confidently understand and engage in the questions provided in English. I only used prompts provided in the textbook, such as 'Work in pairs. You are going to interview the pair next to you about their day, or Read about an English pupil's day. Guess the meaning of these words.'

Learning this module gave me the confidence that I need to and would be able to use more English when I ask questions. Then I will have my students respond in English for their better learning experiences in my English class. First, I learned I could write some scripts (for questions and answers) that I want to use for the day's tasks. It is not a too difficult preparation, but a necessary step. Then I can practice to speak out those questions with confidence. Second, I learned that I would use different types of questions depending on the students' level, communication goals, and the planned length of the task. So, using English for questioning and getting responses can also mean the teacher's thorough preparation and planning for the day's lesson. It can also model the use of English that I want my students to also begin to use with confidence.

This week, I used the script that I prepared for the reading task in the classroom and recorded the classroom interactions in English. I tried to use the self-check chart provided in the module. It was very helpful to reflect on what was missing in my lesson design and teacher talk preparation for a more communicative classroom. I don't think I made errors in asking questions, but students' answers sometimes included errors. I did not include correctional feedback or metalinguistic comments because the grammar or accuracy was not the reading task's goal. I wanted them to begin to gain communicative skills. Because the reading text included a lot of factual information, I modeled and also made them ask several display questions such as 'what does the word 'standard' mean?' or 'what is the length of the Wales students' lesson?' Students followed the instructions well, and used the questions and answers quite fluently to engage in the reading text. I also used some referential (real) questions asking which school day schedule between Uzbek and Wales they like and why. I think students' English had some limitations. Still, they could successfully express their preferences and reasons. I want to help them build on this. I think the preparations of different questions for the reading task really work out well, and I will keep trying to think ahead and prepare the lesson sequence in English for the benefit of my students and my communicative English classroom.