Week 8 – Summative Assessment – Activity Portfolio Outlines

Webster University in Tashkent

TESL 5230 KJ F2 2025 Instructional Methods for Language Classrooms Instructional M

Sarvinoz Khakimjonova

Statement of Originality and Assistance

I did not use any unauthorized help from anywhere. I only used Word to write and Grammarly to

check my grammar, spelling, and punctuation mistakes. I used a story from [Link] to

make questions for reading part. But all work belongs to me.

Disclosure of Prior Existing Material

I did not use any prior existing materials, I revised my description of learners according to

professor's feedback. And also 1 used weekly articles to support my ideas.

My students are in the 3rd grade at School №301. There are 15 children in the class. They

are between 8 and 9 years old. Their English level is A2 on the IELTS scale. They can

understand simple words and short sentences, but they still need help to speak and write more

clearly. They have been learning English for two years, so they are used to short activities,

songs, copying from the blackboard, and teacher explanations. They can understand when the

teacher speaks slowly and shows pictures.

They prefer learning English with songs, colorful pictures, and interesting games. When I

tell a short story or give simple instruction, they understand only the main idea, not each

sentence. If they listen to long sentences, they face difficulties to understand, so they need visual

support. That is why I use colorful cards, pictures, and real objects to help them understand the

lesson. These help them to stay focused because they are very young learners.

In listening, the students can understand short instructions like “Stand up” or “Take your

seat.” They understand better when I use gestures and speak slowly. They enjoy short videos,

simple songs, and stories with pictures, but long listening tasks are difficult for them. They often

need repetition to understand fully.

In speaking, they can talk about themselves, their family, and daily life. They can build

sentences like “I live in Tashkent” or “My favorite animal is dog.” Some students are very shy,

so I divide them into small groups to make them feel more confident. In groups, they speak more

freely and help each other. They sometimes make grammar mistakes, but they try to do their

best.

In reading, they like reading short stories with many colorful pictures. According to Lee

(2017), it is important to choose appropriate material for young learners, for example stories with

bright pictures. I show these pictures when teaching new words. My students enjoy stories about

life, animals, and daily topics. Some learners read slowly, but they are eager to learn and try to
correct their mistakes. I design simple reading tasks to check their comprehension, such as

matching pictures, circling answers, and choosing true or false.

When it comes to writing, they face challenges connecting ideas in one sentence. They

try to write about their day, their favorite things, or their friends. Even though I explain simple

grammar rules, they still make mistakes. They forget capital letters or periods, and sometimes

they spell words incorrectly. They need sentence structures, examples, and extra time to think

before writing.

My students are very active and energetic. Even though they struggle, they always ask for

help, and I am always happy to help them. They learn best when activities are short, fun, and

include movement. They like working in pairs or small groups because they feel safer and more

confident. Because of their past learning, my students expect lessons that are teacher-centered.

They are used to the teacher explaining first, showing examples, and then asking them to repeat

or copy. They also expect short tasks, many pictures, and clear step-by-step instructions. When

the teacher gives simple directions and shows flashcards, they feel safe because this is the way

they learned before.

The most appropriate methods for these learners are methods that use visuals, movement,

and simple communication. Young learners learn best when they can see pictures, touch real

objects, and take part in short games. Approaches like Communicative Language Teaching

(CLT) work well for them because they can speak in easy situations like talking about family or

school. Savignon (1991) explains that learners improve language when they use in real life

settings. Task-based activities are also helpful when the tasks are short and clear. Using songs,

storytelling, role-play, pair work, and group work helps them stay active and confident. These

approaches can be appropriate for their age, learning style, and level.
 Part 2: Activity Portfolio Outlines

Task 1 – Listening – Shopping –TBLT- Listening with Writing and Speaking

Time: 40 minutes

Step 1: Warm-up

Teacher shows different pictures that show clothes like dress, scarf, and jeans. Then asks

questions from students.

 What kind of clothes you want to wear?

 Mostly where do you buy clothes?

Students are expected to answer questions orally. [L][S] [5 min]

Step 2. Pre-listening Vocabulary Part

Teacher writes necessary words to make sentences related to shopping, for example,

dress, size, price, try on. Then teacher explains each word showing pictures of these words and

asks to repeat after teacher. [L] [5 min]

Step 3. Listening Task

Teacher plays the audio of the dialogue two times. Firstly, students will listen this for

overall meaning of the conversation. They are not required to write anything. Then students

listen again and write answers to the table. [L][10 min]

Students listen audio carefully. [W][L] [10 min]. And then they should complete the

table.

Here is the table:

Clothes Color Size Price

Step 5. Exchanging answers – pair - check

Students look at each other’s answers and discuss, ask questions. [S][L] [5 min].

Step 6. Teacher Feedback

Teacher checks answers with the whole class together, and analyze each answer

carefully. [S][R][5 min]

Speaking

Time: 40 minutes

Step 1. Pre-Reading

Link to the source: [Link]

stories-for-kids/

The teacher shows pictures that used in the story, such as, a bus, car, toy, food, and people. Then

teacher asks related questions, for example:

 What are you seeing in this picture?

 What are they buying from the store?

 Usually with whom you go shopping?

Students answer questions using simple words. This stage helps learner’s to be active from the

beginning, and prepares to reading tasks. [S][R][5 min]

Step 2. Guided Reading

Teacher firstly hands out printed version of the story. The title is “A very busy day”. Teacher

slowly reads and students follow looking at their handouts. During reading teacher shows

pictures and tell the meaning of unknown words. Students carefully listen and read together.

In this process, they do not answer questions. Main focus is on the understanding of the text and

paying attention to stages. New words are given with translation by teacher, which helps learners

to comprehend story better. [R][L][10 min]

Step 3. Picture Match Activity

After reading short story, students will be provided with worksheets that has pictures and related

words from story. Students are expected to match words to pictures correctly.
During this task, the teacher helps students if they ask questions and not understand words. This

kind of activity sees whether students understand the story and new words. Firstly they work

separately, after that check with peer. [R][W][10 min]

I cannot provide pictures, during the class teacher print them in advance.

Answer key:

1- People

2- Food

3- Car

4- Food

5- Shop

6- Doll

Step 4. Story Sequencing

Teacher gives four sentences from the story, they are not in the correct order. Students should

find the sequence of the story and put in order according to the meaning.

Here are sentences:

1. Through the minibus window, I see cars driving by.

2. We walk to the station and find people in a queue.

3. Mama and I walk in and out of shops.

4. Mama shows me the toys and asks me to choose!

This task is very helpful to understand story better. The teacher checks students’ working

individually and in pairs, if needed he or she helps. [R][W][10 min].

Answers

Order of story: 2-1-3-4.

Step 5. Post-Reading Feedback

After completing all tasks, teacher asks questions from each student to check understanding, for

example:
  How did story start?

 What did Mama buy for the child?

 Why did they go to the station?

Teacher receives answers and corrects when necessary. According to students’ participation

teacher evaluate and praise for being active. [S][R][5 min]

Task 3. My weekend activities – CLT – Writing with Speaking and Reading

Time: 40 minutes

Step 1. Brainstorming

The teacher presents different weekend activities: cleaning the room, going shopping, or reading

a book. Then he or she asks questions.

 What do you do on the weekends?

 Will you help to your mother to clean the room?

 Do you do sports at weekends?

This time students work in pairs and exchange their ideas which helps for writing to gain idea.

[S][R][5 min]

Step 2. Guided Writing

The teacher writes starters on the blackboard that helps students to write easily. For example

On Saturday, I …, I usually do… on Sunday. Using this kind of templates, they make up

sentences about their weekend activities, around 5-6. During making sentences, they are warned

to use present simple tense for usual activities and be aware of spelling mistakes.

Teacher checks the process by observing the classroom if need he or she helps.[W][S][15 min]

Step 3. Pair work

After having finished their sentences, share with pair and read each other’s work. Students may

ask extra questions according to paragraphs. This step includes speaking and reading which aid
to improve fluency and comprehension. And partners provide feedback as they can do. [S][R][10

min]

Step 4. Teacher’s Feedback and Evaluation

Teacher asks to read aloud about their weekends from volunteers. The teacher give questions to

other students also, this creates engaging discussion and gives positive feedbacks for all

students’ participation. Because of learners’ age, they tend to make grammar, spelling mistakes,

teacher do not correct explicitly. [S][W][10 min]

Task 4. Describe the Classroom- TPR – Speaking with Listening, Reading, and Writing

Time: 40 minutes

Step 1. Modeling

The teacher shows objects in the classroom and makes sentences using exist materials. For

example: “I am seeing a blackboard. Students are sitting on the chair.” Teacher asks to repeat

sentences after he or she, in order to improve pronunciation. In this stage students learn

vocabularies with usage in real setting. [S][R][5 min]

Step 2. Guided Question and Answer

The teacher calls students with names and ask questions showing objects. Students answer

questions using easy grammar sentence structures. For example, I can see a door. Teacher not

only teaches new vocabularies, but also helps to make sentences and correcting pronunciation of

the words and order of them. [S][L][15 min]

Step 3. TPR Movement Game

In this game teacher tells some sentences that include classroom objects, for example:

 Bring me the pen inside your bag

 I explain topic, to what I write?

During this game students move and do actions what teacher says. This is really helpful for them

to stay active and learn words with sentences, practice speaking also. [S][P][10 min]

Step 4. Reflection part

students, who tells more words together with making sentences, he or she will be winner. In the

end teacher gives feedback, praises winners and motivates others also. [S][5 min]
 Part 3. Material Justification

In my portfolio, I chose 4 tasks for my learners to practice four skills: listening, reading, writing,

and speaking. Each of them includes one essential skill and also other parts simultaneously. This

is really helpful to improve English.

I selected all tasks according to my learners’ age, level, and learning styles. My students are 8-9

years old, they study in 3rd grade at school and A2 level on IELTS scale. They can understand

simple words and sentences, they need help anyway. They are young learners, that’s why enjoy

learning through songs, and interactive games. To make lessons interesting I integrated

technologies. Metcalf (2016) supports that “technology that all students and teachers use and

enjoy can help alleviate problems” (p.422).

Task 1 – Shopping – Listening

I chose the dialogue about shopping to improve my students’ listening because it integrates real

life topic. My learners listen short conversation between customer and seller, and do the tasks,

fill in the table. This task uses TBLT (Task Based Language Teaching). Because in this task

students complete a real-life task using English. According to Moore (2018) , TBLT is good

method to learn second language in a meaningful way with real life situations.

This task is really appropriate for my learners’ age, because it includes pictures and dialogue

with visual for comprehension. This not only focuses on listening, but also pays attention to

speaking. It urges to work in pair. The task is given short and understandable, that suits learners’

attention span. If it is too long, they might get bored. I also added short explanations for a

substitute teacher to follow.

Task 2. A very busy day – Reading

I chose short story with pictures to practice reading with my learners. They do different tasks

step by step, work individually and in pair. They match pictures with words and find sequence
of the story. Here explicit instruction is being used. Teacher guide learners through this story

and help understand better.

This task is suitable for target learners, A2 level learners can understand short stories that include

pictures. They enjoy reading and learning new vocabularies from story. During process, they use

speaking and listening skills, they discuss it with pairs and share answers. According to

Maamuujav (2019), infographics facilitate language acquisition process, espeacially in young

learners. Reading content is also really interesting, easy to connect to real life.

Task 3. My Weekend Activities

I chose this topic to strengthen my target learners’ writing through familiar topics. Students write

short sentences about their weekdays. I provide ready made templates to support them. I

mentioned earlier this task comes from CLT ( Communicative Language Teaching). Because

learners communicate their ideas while they are writing. Savignon (1991) mentions that learners

have more opportunity to achieve better results when they are exposed to more real usage of

target language as a communication.

This task matches my learners’ age, level, and their interests. During the task, different methods

and activities will be used, pair work and discussions, all of them keep learners engaged and

motivated.

Task 4. Classroom Description

Speaking is really favorite skill for my learners. I selected classroom objects to teach, because all

of them are real, that helps to speak easily and faster. I added TPR game, because learners are

still young, they do not want to sit more in one place. This task is based on Total Physical

Response, which is really suitable for selected age groups. Through movement, they learn

vocabularies and reduce fear. Bui (2018) supports that TPR integrates language with actions in a

meaningful way. They see objects, and move, at the same time improve speaking, listening.
 References

Bui, G. (2018). Total physical response. In J. I. Liontas (Ed.), The TESOL encyclopedia of

English language teaching. John Wiley & Sons.

[Link]

Lee, H. C. (2017). A case study: Reading strategies training scheme in a Hong Kong primary

school. TESOL Journal, 8(1), 190–210. [Link]

Maamuujav, U., Krishnan, J., & Collins, P. (2020). The utility of infographics in L2 writing

classes: A practical strategy to scaffold writing development. TESOL Journal, 11(e484).

[Link]

Moore, P. J. (2018). Task-based language teaching (TBLT). In J. I. Liontas (Ed.), The TESOL

encyclopedia of English language teaching. John Wiley & Sons.

[Link]

Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly,

25(2), 261–277.