Microsoft Word Lesson plans Year doc

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Lesson Plans Year 2 INTRODUCTION This is the collection of sample lesson plans for the renewed curriculum (Year 2) which is a part of a four-year full-time course at tertiary level leading to the qualification of Bachelor of Philology, English Language Teacher. The aim of the revised curriculum is to prepare teachers of English who are competent in language and methodology referred to international standards. The aim of this pack is to help teachers to better understand how to implement the new curriculum in teaching process. The designed lesson plans reflect the aim, objectives, content, approaches to teaching and learning outlined in the curriculum. These lesson plans are just samples and do not claim to be ideal or perfect. They are not mandatory for use but serve as a guide. The following checklist can be used as a guide while developing/evaluating lesson plans: Does the lesson plan correspond to the specific course in terms of: course aims and objectives indicative content approaches to teaching and learning learning outcomes materials and resources?
Is there variety of interaction patterns used in the lesson plan?
Does the lesson address different learning styles?
Does the lesson correspond to the target audience? ( e.g. level of ss, cultural background, gender, age, L1)
Are the lesson objectives clear and realistic?
Is there an integration of language skills in the lesson plan?
To what extent does the lesson use authentic task and texts?
Are the activities logically sequenced?
To what extent do activities help to achieve overall aim of the lesson?
Is there a link between this lesson plan and preceding/following lessons?
Is there assessment in this lesson (e.g. Classroom participation, checking the second draft, etc...)?
Are the materials and resources stated in the lesson plan?
Does the lesson plan reflect anticipated problem(s) (e.g. no electricity, students didn’t bring their h/w, etc.)?
Does the lesson plan demonstrate adequate design (layout, formatting)?
To what extent is the lesson plan self-explanatory? Can a substitute teacher conduct a lesson according to this lesson plan?

7 ©British Council 2013 Lesson Plans Year 2 SAMPLE LESSON PLANS Module:	APPROACHES TO LANGUAGE TEACHING
Topic:	Audio-lingual approach
Time:	80 minutes
Aim:	to raise students’ awareness of an audio-lingual approach, its appropriateness to different teaching and learning contexts

Activity 1 Demo lesson of an audio-lingual classroom
Objective: to expose students to an audio-lingual class
Time: 25 minutes.
Materials: blackboard
Procedure:

• 
  Students become participants in an audio-lingual class.
  
• 
  Introduce a new dialogue (for example, any one from Small talk (Unit 6: Making a compliment) or Dialogues for everyday use). Introduce the dialogue twice: (1) by modeling the correct answers and 2) by modeling the proper sounds in the target language).
  
• 
  Students are asked to repeat each line of the new dialogue several times. Students are asked to repeat the teacher’s model as accurately and as quickly as possible.
  
• 
  Introduce a long line of the dialogue by breaking it into several parts. Students repeat a part of the sentence, preferably the last phrase of the line. Then, following the teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line. Begin with the part at the end of the sentence to keep the intonation of the line as natural as possible.
  
• 
  Begin the chain by greeting a particular student, or asking him a question. That student responds, and then turns to the student sitting next to him. The first student greets or asks a question of the second student and the chain continues.
  
• 
  Say a line from the dialogue. Next, say a word or phrase-called the cue. The students repeat the line the teacher has given them, substituting the cue into the line in its proper place.
  
• 
  Give students a certain kind of a sentence pattern, an affirmative sentence. Students are asked to transform this sentence into negative sentence (or they should change a statement into a question).
  
• 
  Selected words are erased from the dialogue students have learned. Teacher asks students to fill in the blanks with the missing words.
  

N.B.

• 
  Say "Very good” when students answer correctly.
  
• 
  Try to answer students’ question about the differences between making a compliment in the US and in Uzbekistan. Explain briefly the differences between American and Uzbek complimenting.
  

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©British Council 2013

Lesson Plans Year 2

Activity 2 Beliefs underlying audio-lingual approach
Objective: to help students to explore their beliefs Time: 15 minutes Materials: Handout 1
Procedure:

• 
  Students are given handout 1. The teacher asks them to read the statements and choose an appropriate column to tick.
  
• 
  Divide students into groups of three, and invite them to compare their answers.
  

Activity 3 Reflection on the audio-lingual approach
Objectives: to let students critically analyse the introduced approach; to raise their awareness of appropriateness of the audio-lingual approach to different teaching and learning contexts Time: 25 minutes
Materials: handout 2 (with 10 questions)
Procedure:

• 
  Distribute handout 2 and ask students to discuss the questions in pairs or in groups of three.
  
• 
  N.B. These questions may be first discussed in small groups and then with the whole class.
  

Questions for final discussion:

1. 
   Are there any aspects of the Audio-Lingual method that you especially like/dislike?
   
2. 
   Do you agree that much second language learning is a result of forming habits?
   
3. 
   Do the habits from your first language interfere with the development of your second language?
   
4. 
   Do you believe that dialogues are authentic?
   
5. 
   Do you believe it is important to memorise dialogues?
   
6. 
   What do you think is the role of a teacher in the Audio-lingual method?
   
7. 
   What do you think is the role of a student in the Audio-lingual method?
   
8. 
   What are the goals of teachers who use the Audio-lingual method?
   
9. 
   Do you believe you will use any part of the Audio-Lingual method in your classroom? Why/ Why not?
   
10. 
    How is the Audio-lingual method different from the Grammar-translation method? Which of them is used widely in Uzbekistan?
    

Activity 4 Conceptualising principles of an audio-lingual approach
Objective: to enable students to summarise main principles of audio-lingual approach Time: 15 minutes Materials: Handout 3
Procedure:

• 
  Distribute Handout 3. Based on the discussion in activity 3, ask students to fill in the following table (can be done as home assignment).