Welcome to my blog!

Hello! My name is Nilufar Begibaeva.
I am a teacher of English at Andijan State University.
I have just begun Distance Course "Building Teaching Skills Through the Interactive Web" and expect much from it subject to my active participation in it.

Apr 25, 2010

WEEK 3.Aural/ oral skills: specific use

This week 3 was so informative for me in tems of getting knowledge about speaking and web resources. I tried some site with my students in my lessons but there is too much information just for the too short perios of time that I think sometimes I am a backward student in this DL course. So these are sites I wouls recommend to my students and my colleagues to practice speaking and listening.
1. I used http://www.manythings.org/ to practice speaking. My students of the first year enjoyed the quizzes provided there and while doing testing pronounced the given words. They like it because the correct answer they get immediately and the scores are counted. In the first year of study a part of each lesson devoted to phonetics so studying phonetics using this web site was fun for them.
There is a link which leads you to watching video (that is beneficial for listening to watch gestures and expressions to understand better) and after one can practice sounds as many times as he want. The most tricky sounds are there and the quizzes are just 4-5 so it takes you not so much time and you do not get bored.
My students and I like Audio Concentration Game. It is made as a computer game so students were very interested in playing it, while looking for the correct pair they listen to words several times and it gives them an opportunity to combine speaking with listening.
2. http://americanspeechsounds.com/ Downloading options are too large to download and with my Internet connection it says that will be downloading 2 days  It offers Contests and quizzes, but to do these quiz we did not find listening button and did not know for sure the acronyms so using this site was a little bit challenging.

Apr 19, 2010


I always faced difficulties with storing web sites. As I have never heard about Delicious I wrote a message with copied and pasted links in the content of the message and sent it again to my e-mail then saved it into separate file inside my mail. That was the way I had my favourite links always with me.
Some useful links I keep on my web site on teachnology.com but it is so time consuming to update the site for me. So you can imagine how I am glad to have Delicious with me!
My address on Delicious is http://delicious.com/nilufarb70

The reason why I like Delicious.com:
1. Even if I kept my links in my e-mail box using Delicious.com saves me steps to find my links because I do not open e-mail, find file with links, open it and then find necessary one and follow it.
2. Delicious.com is your mini search engine where using tags you may easily find appropriate link.
3. You are able to see ho many people saved this link for their bookmark (following link http://www.uoregon.edu/~dhealey/techtips/sept2009.html I found a former student who took our course as well in Fall 2009- Shaima)
4. You may sort links either by date or in alphabetical order
5. Display 10, 25, 50, or 100 bookmarks per page

Apr 18, 2010


I decided to make websurf on all links. We have to get familiar with as many search engines and web directories as possible during our course in order to make the work effective and to be a good source of advice for our students and colleagues. Additionally, as all of us see different search engines are helpful for different purposes like academic research, teaching materials and practical tools for collaborative use with your students.
Clusty. I have chosen the topic for the search "Games in English learning", which opened me not only search results, but also divided them into categories like "Kids, students, English Language", ESL games, teaching English, mobile phones e t.c. As I did not clearly understand mobile phone division I explore that one: it explained the technique of playing a game using cell phone and offered to download. Somehow this display of search results is useful, while searching we can narrow the topic ourselves though. It had "Tests and quizzes category", so I searched "tests and quizzes in english learning" : then it had different categories like "Language Teachers, Download, Kids Picture, University" etc. I was curious about templates so I
followed this link, found http://www.soft411.com/software/computer-aided-learning.html
computer aided learning: create your own tests and quizzes and almost recognized advantage og this searching engine since it had subcategory FREEWARE, ut there I found just 2 downloads one of them was Basic Chinese, another in German (I expected them to be for English learning purposes ? ) Although I did my search with Cluster I faced there with GoogleAds.
Social Issues. http://www.multcolib.org/homework/sochc.html
I would strongly recommend this search engine for students who are going to write essays to read about pros/cons of the issue.
Searching for "using technology in efl/esl classes" I found brief description of each of the search results. There are discussion groups in this topic, if you are a teacher there are lectures of different topics , moving images led me to youtube of Berkley http://uk.youtube.com/ucberkeley
It is a good search engine to make research for lecturers and researches. I would recommend it to my classmates.
INFOMINE. I surfed in social science and humanities
technology for writing in efl classroom
I found following PPTs,
Reading approaches in efl Emirati classroom.
Implementing Writing in the EFL Class & Blogging project with students
Material for writing in efl
Teaching writing for efl students.

There are so many practical things you can find on the sites offered by this search engine. I recommend ask.com along with Infomine.
Wikipedia . One of the first search results even in Google is wikipedia- free encyclopedia, I love this because it is open and very democratic: you may edit and add information you have to share with. In links it provides the volume of the article – Kbs and word counts, but mainly gives the definition of searching items, e.g. I looked for "technology for writing in efl classroom" and useful link for reading I found was http://en.wikipedia.org/wiki/Computer-assisted_language_learning
But it is again for making imagination what these terms are and history of CALL.


(Audience) The class for which I have developed ABCD objectives consists of 13 students of Psychology Department, all of them are female, age of 19-22, second year of study, 4th semester. All our students pass State exam on English at the end of their 6th semester, 3rd year of study. As we do not have appropriate environment to practice speaking outside the classroom, we do not have native speakers at all in our city, their knowledge of English considered basic , although most of them study English at schools. In addition two months of the academic year they spend picking cotton (September-October). We begin studying Phonetics and Grammar in the first year of their study by "English text-book", N.Bonk. On their second year of study students use books, published in Uzbekistan in collaboration with Ministry of Higher and Secondary Specialized Education and British Council "Word Wise". This book contains 15 Units, each of it involves all skills: reading, writing, listening and speaking. One Unit takes a month to study since we meet once a week.
According to Technology Taxonomy I would say that their level is 1.0. Three of them use e-mails and Facebook for social network. 5 of them are familiar with Google and are able find information independently and easily work and edit, using MS Word.
The following month we are going to read about British festivals, do written exercises after the text, then to learn presentation skills and hints. By the end of the Unit students will be able to:
- speak about British festival using vocabulary given at the end of the Unit
- write about common traditions of Uzbekistan and Britain
- make 6-7 minute presentations using appropriate gestures, transition words, Unit vocabulary and PPT
We will work over the projects using my lap top and USB modem to look for the information about different Uzbek holidays. It will take a little time to teach them how to use MS Power Point and info search. For this reason I am going to prepare guidelines about how to get access to Web browser and find Google and find appropriate information (I am not sure whether to give it in native language or in English and if it is in English won't it be difficult for them to accomplish it, it would be a meaningful study though).

By the end of the Unit student must learn vocabulary given in the text and complete writing exercises in 100%. Accomplished PPT will represent students' writing (on slides) and speaking skills in 90%, using vocabulary of this Unit.
This Unit learning objectives are:
-Presented in the Unit vocabulary is used in meaningful paragraphs 100%(D) by students of the second year Psychology faculty (A) while speaking about festivals and traditions both UK and Uzbekistan (B) after completing exercises (C).
- After exploiting some rules of presentation (C) Psychology faculty second year students (A) must learn how to give a speech in a given topic(B), using proper words, transitions and gestures% of assigned requirements (D)
- Studying guidelines about searching information and creating PPT (C) second year students (A) will be able to make presentations about different Uzbek festivals (B), receiving at least 80 % of assigned points.

Like Joanna, Ruslana and ome other my colleagues I have tried to make ABCD learning objectives for the first time. Reading post of Wang Shujuan I decided to make additions to my model of lerning objectives: reading guidelines for PPT making and Internet search students will improve their reading skills. The fact that they are assigned to prepare different fetivals and using IT for this purpose will enhance their autonomy.


Hi there. I received a lot from other posts about education facilities and digital literacy of students my classmates teach. I would like to follow Juliet’s template of the description of her school and class. I consider it gives full picture of both environment and conditions you teach.
1. Overview
There are 5 higher education establishments in Andijan, the city where I live. We do not have private Universities. Our Andijan State University consists of 8 faculties, where study about 7000 students. This year is the last one we have our students study correspondently, government recognized these study ineffective and stopped it. University has about 300 teachers and lecturer that disseminated into 35 Departments . I work at a Foreign Language Department (Chair), with my 20 colleagues-teachers of English, French, and German.
Official language in Uzbekistan is Uzbek, Russian is the second language and English along with German, French, (in some schools Hindi and Urdu) is taught as a foreign language. We do not have Distance Education in either of 5 higher institutions of our city. Since our Republic became independent in 1991 government planned step by step restoration of all levels of education in it Education Decree: 1. Kindergartens and secondary schools renovation (1997-2003), 2. Establishing 12 year of secondary and high school education and therefore building lyceums which prepare students to enter institutes: and colleges that provide students with skills to begin working. Consequently, both colleges and lyceums are equipping with PCs and other technology (2003-2009). 3. Beginning with 2009 the reconstruction of higher educational establishments has begun and right now our university is under the full reconstruction. Moreover this year our University hosts “Universiada”- sport competitions among 63 Universities all over Uzbekistan, and probably, the university will become one of the first among tertiary education who is equipped with latest technology and sport facilities. Right now we have 4 computer labs, two of them are in a main building, and two others are in two other remote buildings. There is no Internet connection there.

My students. This academic year I teach in 18 groups, three of them are correspondence (part-time) group students. These 3 groups come just three times a year and study on campus 70 days an academic year. With other 15 groups we meet once a week, each class lasts 80 minutes. Depending on the faculty and a year of study students have either 40 or 36 hours of English per semester, 80 or 72 hours per academic year. They study English 3 years at University. The age of students varies from 17 to 25. One group consists of 24-25 students and is divided into 2 subgroups during foreign language class: one subgroup is English, another is either French or German.

3. My classroom
As I mostly teach students of Psychology Department I have the classroom in its building that lodges up to 24 students. There are 2 big windows It has no air conditioning or TV or white screen.

4. Levels of IT skills
Most of the students on Psychology faculty are females and come from remote districts and even they have IT classes at University but these classes without practice do not give much effect and most of them do not have e-mail accounts and cannot do Internet search. If I prepare PPT presentation or want them to test on a computer I usually bring CDs with my lap top. When they have to prepare something using Internet resource I give them simple explanations how to use browser and find Google and look for information there. But most of them rely on the help of Internet café administrators who help find information for them. I tried to use e-mail for writing assignments but just 5 of my 12 students in one group were able to submit it via e-mail.
Frankly say even most of the lecturers do not have IT skills and are not eager to learn them.
5. Technology
Our Department of Foreign Languages has 1 PC and 1 printer for 20 teachers and this equipment mostly used by the Head of the Chair and his secretary. But 4 months ago Korean foundation KOICA opened PC lab with latest models of 15 PCs and both students and faculty staff can use them.

Apr 11, 2010


Participation in the first week discussion and reading related articles let me know better about blog history and possibilities in teaching English. I decided if a teacher is creative enough he can use each feature for his teaching advantage.
Looking and studying others' blogs set me thinking about my owm blog design.
I do not know still many features of blogs but during this course I hope to be confident with this.

Apr 8, 2010

E-TEACHER . Orientation Week

I am proud of being one of the students of the Distance Learning Program offered by the US Embassies worldwide. Happy to meet in cyber space my highly motivated colleagues from whom I can also learn useful things and tools related to our work in addition to the knowledge our teacher Deborah provide us with.
This orientation week has given me much in terms of using Nicenet and analyzing ribrics.
My expectations of this course are great and I wil do my best to meet our teacher's expectations as well.