FAN: O’QISH VA YOZISH AMALIYOTI
KURS: 1
GURUH: 11-2INGK-24
SANA: 05.02.2025
FANNING O’QITISH METODIKASI
LESSON 1. Compare and contrast paragraph 1.
Course Type: practical Time: 2 hours
Semester: S1 S2 Number of students: 18
Lesson Outline
1. Introduction: Setting writing goals and brainstorming ideas (15 minutes)
2. Draft Writing: Composing a short paragraph (15 minutes)
3. Peer Review Exchange: Exchanging and reviewing drafts with structured
feedback (15 minutes)
4. Revision Workshop: Revising drafts based on feedback (15 minutes)
5. Final Reflection and Goal Review: Evaluating progress toward writing goals
(10 minutes)
6. Closure and Homework Assignment: Summarizing key points and setting
follow-up tasks (5 minutes)
Lesson aims: - to guide students in setting specific goals for improving their writing
skills.
- to develop students’ ability to draft, review, and revise a short piece of writing
systematically.
- to enhance peer collaboration by teaching how to give and receive constructive
feedback using structured checklists.
- to foster independent learning by encouraging critical self-reflection on writing
strengths and areas for improvement.
Objectives: Learning Outcomes:
Students will set and articulate personal By the end of the lesson, students will be
writing improvement goals. able to:
Students will complete a short writing Independently draft and revise a
task, practicing clarity, coherence, and structured paragraph based on a
correct structure. given topic.
Students will apply peer review Critically analyze a peer’s writing
strategies to assess and critique written and offer constructive, specific
work. feedback.
Students will revise their own work Identify personal strengths and
thoughtfully using peer feedback. areas for improvement through
Students will reflect on their writing self-reflection.
process and learning outcomes. Demonstrate improvement in
clarity, grammar, coherence, and
structure in their revised work.
Materials used: Preparation (Aids and Equipment)
Writing goals worksheet (for flashcards whiteboar computer
setting personal objectives) handout(s) d LCD
poster markers projector
Peer review checklist (focusing pictures blackboar OHP
on clarity, coherence, grammar) music d TV/DVD
video material flipchart player
Writing prompt handouts (e.g., ppt scotch tape-recorder
"A Memorable Day", "My presentation scissors other: _____
Favorite Place") visuals other: ___
Type of Assessment
on going assessment on going assessment
participation quiz / test mid-term assessment
homework presentation final assessment
peer editing project independent work assessment
other: ___________ other: ___________
Activity Type: Lesson Length: (hours/days)
individual plenary discussion In-Class Time: __________
small group other _______________ Out-of-Class Time: ________
whole class (teacher-students)
Teaching Model: Students will be engaged in:
concept attainment presentation independent activities
cooperative learning problem-based cooperative learning
discovery learning instruction peer tutoring
direct instruction skill attainment designing visuals
DETAILED PROCEDURE OF THE LESSON
Steps and PROCEDURE
Time Teacher Activities Student Activities
Introduce the purpose of setting specific, Reflect individually and
Introduction achievable writing goals. write two SMART (Specific,
(15 minutes) Measurable, Achievable,
Distribute the “Writing Goals Worksheet” Relevant, Time-bound)
and provide examples of good goals. goals.
Introduce brainstorming: explain how to Brainstorm ideas related to
freely generate ideas without judgment. the given topic individually
or in pairs.
Provide students with the writing topic
for the session. Share their main ideas
briefly with a partner or the
class.
Draft Writing (15 minutes) Students write a short paragraph
focusing on coherence, grammar,
Main part The teacher explains paragraph structure: and connection to the main idea.
(65 minutes) topic sentence, supporting details,
conclusion.
Then she provides a writing prompt
and clear instructions for writing a 5–7 They use brainstormed ideas to
sentence paragraph. organize their writing.
Monitors students while they write
and give time management reminders.
Peer Review Exchange: Reviewing Drafts Students exchange drafts with a
(15 minutes) peer.
The teacher explains how to use the peer
review checklist for evaluating writing. They carefully review each other's
paragraphs using the checklist.
She pairs students and instructs them to
exchange drafts. They write two positive comments
and one suggestion for
She guides them on how to give two positive improvement.
comments and one constructive suggestion.
Revision Workshop: Improving Drafts (15
minutes) Students revise their paragraphs
based on peer feedback.
The teacher highlights common writing
mistakes and good examples from students’ They focus on enhancing
drafts (anonymously). organization, grammar,
She guides students through the revision
process, offering support as needed. vocabulary, and overall clarity.
Final Reflection and Goal Review: Students reflect individually on
Reflecting on Progress (10 minutes) whether they met their goals.
The teacher facilitates a reflection session They share their thoughts and
by asking guiding questions: improvements with the class.
“Did you meet your writing goals?”
“Which piece of feedback helped you
most?”
“What improvements are you proud of?”
She encourages students to share their
experiences with the class.
Closure The teacher recaps the key points discussed Students listen actively and ask
(5 minutes) in the lesson: the importance of goal-setting, any final questions.
peer feedback, self-evaluation, and revision.
They write down the homework
She assigns the homework: finalize and assignment.
polish the paragraph, incorporating all
feedback and improvements.
Fan o’qituvchisi: Axmedova
S.H.
2-kurs magistr talabasi
Cho’lliyeva.M.X.
