O‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi mirzo ulug‘bek nomidagi o‘zbekiston milliy universiteti huzuridagi pedagog kadrlarni qayta tayyorlash va ularning malakasini oshirish tarmoq (mintaqaviy) markazi

Chapter II.
Practical part
From syllabus design to lesson planning.


Write clearly (and finalize) the cognitive, performance, and affective goals and the objectives for your lesson for Homework Task One. Make sure each goal is MEASURABLE – you can justify with data that learning has happened.
Topic: Systems of human body, Endocrine system.
Skills: Listening, reading, speaking, critical thinking
Level: B1
Lesson objectives:

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  • To develop fluency through a range of speaking activities
  
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  • To introduce vocabulary related to the medical profession
  
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  Sociolinguistic objectives:
  

- SWBAT the function of the endocrine system
- SWBAT make comparisons between the organs of different system and their functions.
Language objectives:
- SWBAT recognize some phrases commonly used in medicine
- SWBAT identify the appropriate vocabulary in the content of the endocrine system
Materials: lap-top, speakers, projector, whiteboard, hand-outs
Strategies: Group work, discussion, pair work, modeling, guided practice, free practice, CCQs.
Homework Task Seventeen
Formally write a complete (and revised) lesson plan from Homework Task One [approximately 80 minutes]. Make sure you are able to answer the following questions about it:
Chapter 1: What kind of competence(-ies) are you trying to address in the lesson plan (i.e., linguistic, sociolinguistic, pragmatic, strategic, and/or all the competencies)? The answer to this question will support your lesson plan from a theoretical language perspective.
Chapter 2: Which methodological approach and/or language teaching principles are you trying to achieve? The answer to this question will support your lesson plan from a language teaching methodological perspective.
Chapter 3: How will you assess what you are trying to measure (i.e., Assessment-for-Learning and/or Assessment-of-Learning)? The answer to this question will support the connection you see among teaching-learning-assessing.
Chapter 4: Will you be teaching a competency through speaking, listening, writing, reading (or) all of the above? Will an activity that you had learned from Chapter 4 be included in your lesson plan? This answer can support some techniques you may use in your classroom to support the answers above.
Chapter 5: Please keep in mind how the lesson plan you create will fit into the syllabus of the course and the overarching national standards. More specifically, what are the specific goals (i.e., cognitive, performative, and affective) that you want to achieve; or, are the goals/objectives of your lesson being created from a backwards design perspective?