The ministry of higher and secondary specialized education of the republic of uzbekistan

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?

I designed lesson plan for the second year students at university. Their proficiency level was mixed and average was between B1 and B2. The arranged time of the lesson plan was 80 minutes. The name of the topic was Sport. There are three key stages when designing a lesson plan: into, through, and beyond. The initiatory phase of the lesson was consisted of a warm up or activation task that is meant to involve students into the classroom so that they are comfortable listening, speaking, reading and/or writing in English. Sometimes, language teachers use icebreakers as the opening or initiatory phase. Next stage was the middle portion of the lesson. There are three basic precepts to the phase of through. First, move from familiar to new, from simple to complex, from mechanical to unstructured in order to build schema upon existing knowledge structures. Second, pre teaching necessary meta language, lexical items, and forms to reduce anxiety and activate schematic knowledge. Third, explicitly mark transitions between tasks and activities. Last stage of the lesson was that considers how the lesson connects in students’ minds to the course of study. This section builds coherence among lessons and supports learners to make connections among lessons on their own.

I tried to address linguistic, sociolinguistic, pragmatic and strategic competencies in my lesson plan based on my knowledge which was gained by reading chapter one. More specifically, in my lesson plan I exemplified that successful human communication is built upon knowing linguistic competence in addition to other competencies (i.e., sociolinguistic, pragmatic, and strategic). I focused on linguistic competence, which is the ability to understand language structure and pragmatic competence, or, the ability to interpret and convey meaning in context. Section 1.4 addresses sociolinguistic competence, which examines how cultural norms play a role in meaningful communication. And finally, I conceptualized strategic competence which is the ability of the interlocutor to find ways to understand language without fully knowing what is being communicated. From this chapter I learnt theory about four main competencies in my growing development as a language teacher.

In chapter two, I investigated recent approaches to teaching English as a Foreign Language (EFL). Particularly, I strived to achieve two popular approaches to teaching English as a foreign language like Communicative Language Teaching and Task-Based Language Teaching. I knew the justifications behind the use of these approaches and determine whether any aspects would be pertinent for your local teaching context.

In chapter three, language assessment was addressed and testing and provided information and resources on how to better support the relationship among teaching, learning, and assessment for EFL teachers. While designing lesson plan, I familiarized teachers with two main areas of language assessment and testing known as Assessment for Learning and Assessment of Learning. First of all, I learnt information about the assessment for learning construct and how to gather and interpret data about students. So, I gained data about how to progress with lessons, change in syllabus, or changes in curriculum and testing concepts, while at the same time introduce teachers to basic statistical procedures that all language teachers around the world use to support their decision making.

I preferred to teach a competency through language skills. I also learnt a variety of practical activities to make connection between teaching sub-skills (i.e., speaking, listening, writing, and reading) and the communicative competencies activities from Chapter 4 which was included in my lesson plan. I also addressed to speaking activities and provided practical examples of supporting pragmatic competence. Moreover, I presented a way to organize a class that targets at developing students’ pragmatic, discursive, as well as sociolinguistic competencies through the teaching of speaking and vocabulary in my lesson plan. I targeted the sub-skill of writing and used comparative analyses to learn how to write a paragraph by ending the statements. During designing lesson plan I learnt about the connection between the sub-skills that we teach and communicative competencies and how to provide practical examples which can be used in the lesson plans.

I designed my lesson plan fit into the syllabus of the course and the overarching national standards. More specifically, I want to achieve my specific goals and my lesson was created from a backwards design perspective. The lesson plan was very effective, because it was based on understanding learner’s needs and purposes for learning and the factors in the context that influence the enactment of the lesson. During the lesson the students will show how they can learn to listen to others’ opinions, agree or disagree with them through which the students will develop their speaking skills. Cognitive (what students will know), performance (what students will do), and affective (how students will feel) goals and the objectives were also given in my lesson. For example, by the end of the lesson, students will be able to know essential idioms and expressions related to sport and they will be able to present a group presentation using prompts by input vocabulary and concepts in advance at the end of the lesson. For affective goal and objective by the end of the lesson students will feel confident and motivated to use learnt vocabulary words with their peers in their speech. Each goals and objectives were measurable and well-designed. I set achievable goals appropriate for my learners and then planned the lesson and I should think about what steps I need to take (objectives) to achieve my goals.