Student: Muminova Khusniyakhon
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Lesson planning formative 2-WPS Office
Lesson planning Formative assessment 2 Student: Muminova Khusniyakhon The chosen target learners are secondary school pupils whose grade is 7th. The whole class includes 13 pupils in it. And their leve is pre-intermediate. The topic of the lesson is ʼʼ My favorite place ʼʼ. Pupils learn to use ʼʼ wish sentences ʼʼ in their communication during the lesson. Duration of the lesson is 45 minutes according to school discipline. The lesson plan includes the explanation of two types of ʼʼ wish sentences ʼʼ. Pupils will learn how to identify wish sentences ʼʼ in the context, how to differentiate which sentence is real or unreal statement in the context and how to use them in their communication. The lesson also includes listening and writing skills as well as grammar. These two skills are integrated to the lesson in order to improve the learners outcome from the lesson. LESSON PLAN TEMPLATE [ Tylerʼs & ʼʼ flipped ʼʼ model ] Target learners: 7th grade pupils Number of learners: 13 Age: 13 Level: pre-intermediate Duration: 45 minutes Topic: ʼʼ My favorite place ʼʼ Objectives: to learn the new structure of grammar; to improve listening and writing skills to strengthen pupilʼs motivation to learn Materials: handouts; visuals; audios handouts presentation JUSTIFICATION In order to prepare the lesson as Tylerʼs model, it has 4 steps, which includes ʼʼspecifying objetivesʼʼ, ʼʼ selecting activities ʼʼ, ʼʼ orginizing activities ʼʼ and ʼʼ specifying methods of evolution ʼʼ (Farrell, 2002). And in flipped model consists of activities which teach the new topic instead of lectures about the theme during the lesson and these lecture materials, for instance presentations, videos, formulas are given as homework. In this template I combined Tyler's (1949) and Bergmann and Samsʼ ʼʼflipped modelʼʼ (Ashcraft, 2014). Firstly, I add objectives of the lesson. As Farrel (2002) stated that teachers should know why they are teaching, what are the objectives of the lesson before preparing the lesson plan. Also Flowerdew et al. (2005) and Willis and Willis (2007) confirmed that the objectives of the lesson is the first and foremost part of planning the lesson. And also the teacher should know the topic before choosing a method. As Jones (2016) stated teacher should know ʼʼ what is to be taught is needed before a consideration of how it is to be taughtʼʼ (p. 479). As to the topic teacher can identify the objectives and methods to gain success in the process. As to my a year experience and the statement of Brown (2007) about the importance of timing in the lesson plan in order to manage all objectives I add time for each step. In the Tylerʼs model (1949) he was not mentioned the greeting part in the beginning of the lesson, firstly teacher open the lesson with greeting (Scrivener, 2012). I add the greeting part to my lesson plan template besides the views of Scrivener (2012). As to the needs assessment of my target learners the lesson is orginized appropriately for their level in English. Moreover, as to Linseʼs (1993) statement about the importance of frequency of usage of target language, I separate more time to practice part. In the lesson visual aids which include authentic materials are ised to gain huge outcome in learners knowledge pf English language (Ashcraft, 2014). References: Ashcraft (2014). The practice of lesson planning. (pp. 16-19). Brown, H. D. (2007). Principles of Language Learning and Teaching (5th Ed.). New York: Longman Farrell, T. S. C. (2002). Lesson Planning. Methodology in language teaching: An anthology of current practice Cambridge University Press.(pp. 30–39). Jones, S. A. (2016). Writing learning outcomes for English language lessons in multilingual schools. TESOL Journal 7(2). Linse, C.T. (1993). Assessing student needs. English as a Second Language curriculum resource handbook. A practical guide for K–12 ESL programs (pp. 35-41) Scrivener, J. (2012). Learning Teaching: MacMillan Books for Teachers: Speaking Your Mind, Oral Presentation and Seminar Skills. London: Pearson Education Ltd. Tyler, R. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford: Oxford University Press. Download 15.06 Kb. Do'stlaringiz bilan baham: |
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