	
1.6 Integrative activity. Lesson Plan.
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer publicaciones en foro: 3
Por hacer: Recibir una calificación

Now that you’ve explored several teaching methodologies, it’s time to apply your learning. By designing and presenting a lesson plan based on a selected method, you’ll demonstrate your understanding in a practical context and receive valuable peer feedback to enhance your teaching practice.

Learning objective: 

To design a comprehensive lesson plan that applies one of the methodologies studied in this module.

Instructions: 

    Review all the methods studied in this module. 
    Choose one method and design a lesson plan that reflects its key characteristics.
    Select a relevant topic and target a student profile.
    Include objective, materials, warm-up, guided and independent practice, wrap-up, and evaluation.
    Record a short model class demonstrating your plan.
    Post your lesson plan and class video in the designated forum.
    Provide feedback on at least 2 classmates’ work.

Product to be delivered

Lesson Plan and Recorded Class

Evaluation criteria

Criterion
	

Score

    The lesson plan accurately reflects one of the methodologies studied in the module, applying its key characteristics effectively to the selected topic and student profile.

	

25%

    The lesson plan includes all required components: objective, materials, warm-up, guided practice, independent practice, wrap-up, and evaluation, showing a clear and logical structure for the class.

	25% 

    The topic is relevant and appropriate for the chosen teaching methodology, and the student profile is clearly defined, with consideration given to their needs and language level.

	20% 

    The recorded class demonstrates effective teaching, with clear delivery, appropriate use of the selected methodology, and engagement with the class. The video is within the required length and highlights key parts of the lesson.

	15% 

    The reflection (200–300 words) provides a thoughtful analysis of the lesson design and teaching experience, including insights into the effectiveness of the chosen methodology and areas for improvement.

	10% 

    The student provides constructive feedback to at least two classmates, offering meaningful suggestions and demonstrating engagement with others' work.

	 5%

Total
	

100%

Resources: 

    Larsen-Freeman, D. & Anderson, M. (2011). The Grammar-Translation. In Techniques & Principles in Language teaching (3rd. edition, 32-44). Oxford University Press. https://acasearch.wordpress.com/wp-content/uploads/2015/03/techniques-in-language-teaching.pdf
    Dr. Roma. (n.d.). Grammar Translation Method- Meaning, Merits, Demerits & Techniques. https://www.romaielts.com/blog/grammar-translation-method
    Kravchenko, A. (2023) The history of the method: the Grammar-Translation Method. https://grade-university.com/blog/the-history-of-the-method-the-grammar-translation-method
    Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. CAMBRIDGE UNIVERSITY PRESS (pp. 27-36).
    Larsen-Freeman, D., Larsen-Freeman, D. & Anderson, M. (2011). The Grammar-Translation. In Techniques & Principles in Language teaching (3rd. edition, 59-79). Oxford University Press. https://acasearch.wordpress.com/wp-content/uploads/2015/03/techniques-in-language-teaching.pdf
    Kravchenko, A. (2023). The History of the Method: The Audio-Lingual Method. https://grade-university.com/blog/the-history-of-the-method-the-audio-lingual-method
    Methods of Language Teaching. (n.d.). The audiolingual method. https://methodsoflanguageteaching.byu.edu/the-audiolingual-method