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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
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<<<<<||-----LEESON PLAN .txt-----||>>>>>
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.
✅ Lesson Plan: Ordering Food at a Restaurant
Methodology: Audio-Lingual Method (ALM)
Level: A2 (Basic User)
Age Group: Teenagers (12–16) in an EFL context
Lesson Length: 40 minutes
Theme: Ordering food at a restaurant
Language Focus: Present Simple (requests), polite expressions (e.g., “I’d like…”)
🎯 Objective:
Students will accurately use restaurant phrases to place an order using full sentences with correct structure, pronunciation, and intonation.
🧰 Materials:
Audio recordings of restaurant dialogues
Menu printouts (simplified)
Sentence strip cards with parts of common restaurant phrases
Roleplay worksheet with prompts
Whiteboard
🔄 Warm-Up (5 min):
Mini-dialogue repetition
Teacher models:
“Good afternoon. Can I help you?”
“Yes, I’d like a burger, please.”
Students repeat each phrase 2–3 times in chorus and individually, correcting intonation.
👂 Guided Practice (15 min):
1. Repetition Drill:
Play the audio:
“I’d like a hamburger and a soda.”
Students repeat first in chorus, then individually.
2. Substitution Drill:
T: I’d like a hamburger.
T: (pizza)
S: I’d like a pizza.
T: (orange juice)
S: I’d like an orange juice.
3. Transformation Drill:
T: I’d like a hamburger.
T: (make it a question)
S: Would you like a hamburger?
🧑🤝🧑 Independent Practice (10 min):
Students work in pairs using menus. One is the waiter, the other the customer. They perform a short dialogue using learned phrases.
Example:
A: “Hello. Can I take your order?”
B: “Yes, I’d like spaghetti and lemonade.”
Switch roles.
✅ Wrap-Up (5 min):
Volunteers perform in front of the class. Teacher provides positive feedback and correction of errors in structure or pronunciation.
📝 Evaluation (Homework):
Students record a short voice message ordering food (3–4 lines) using target language and upload to the classroom platform.
🪞 Reflection (200–300 words)
Using the Audio-Lingual Method (ALM) to design and implement the restaurant ordering lesson was both structured and engaging. ALM emphasizes repetition, drilling, and habit formation, which made it well-suited for helping students master polite restaurant phrases.
The topic—ordering food—was highly relevant and sparked interest. Teenagers easily related to the situation and were excited to participate in roleplays. The use of repetition drills helped reinforce accurate sentence structure and pronunciation. Students especially benefited from substitution drills, where they practiced swapping food items while keeping sentence structure intact. This built their confidence and automaticity.
One challenge I encountered was maintaining natural intonation during repetition; some students spoke mechanically. In future lessons, I’ll include more modeling with real audio samples and stress rhythm practice to make dialogues sound more authentic.
I was pleased with the roleplay activity, as it gave students the chance to apply their practice in context. It showed their ability to retain and reuse the target language, fulfilling the lesson’s objective. However, next time I’ll provide more visual support (e.g., flashcards or gesture cues) for students with lower confidence.
Overall, this lesson demonstrated that ALM, though traditional, can be adapted to modern, meaningful contexts when paired with realistic tasks and relevant content.
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<<<<<||-----New Text Document (2).txt-----||>>>>>
roduct 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%
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<<<<<||-----New Text Document.txt-----||>>>>>
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%
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<<<<<||-----REFLECTION V2.txt-----||>>>>>
Using the Audio-Lingual Method (ALM) to design and implement the restaurant ordering lesson was both structured and engaging. ALM emphasizes repetition, drilling, and habit formation, which made it well-suited for helping students master polite restaurant phrases.
The topic—ordering food—was highly relevant and sparked interest. Teenagers easily related to the situation and were excited to participate in roleplays. The use of repetition drills helped reinforce accurate sentence structure and pronunciation. Students especially benefited from substitution drills, where they practiced swapping food items while keeping sentence structure intact. This built their confidence and automaticity.
One challenge I encountered was maintaining natural intonation during repetition; some students spoke mechanically. In future lessons, I’ll include more modeling with real audio samples and stress rhythm practice to make dialogues sound more authentic.
I was pleased with the roleplay activity, as it gave students the chance to apply their practice in context. It showed their ability to retain and reuse the target language, fulfilling the lesson’s objective. However, next time I’ll provide more visual support (e.g., flashcards or gesture cues) for students with lower confidence.
Overall, this lesson demonstrated that ALM, though traditional, can be adapted to modern, meaningful contexts when paired with realistic tasks and relevant content.
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<<<<<||-----REFLECTION.txt-----||>>>>>
Reflection on Lesson Plan and Teaching Experience
Designing and delivering this lesson using the Communicative Language Teaching (CLT) method gave me valuable insight into both planning and classroom interaction. My main objective was to ensure that students actively used the language in meaningful contexts, rather than simply memorizing grammar rules. I chose a topic relevant to their everyday lives—ordering food at a restaurant—which I believed would engage A2-level learners and promote authentic communication.
Throughout the planning process, I focused on structuring the lesson logically—from warm-up to evaluation—while maintaining alignment with CLT principles. In the recorded class, I encouraged student interaction through pair work and roleplay, which helped build confidence and fluency. I noticed that students were more responsive during the guided and independent practice sections, particularly when tasks were personalized.
One area for improvement is time management. Some activities ran longer than expected, and I had to adjust my wrap-up segment. In future lessons, I will allow buffer time and prepare optional tasks to adapt more effectively. I also realized the importance of clear instructions—especially for low-intermediate learners—and plan to model tasks more explicitly next time.
Overall, this experience reinforced my belief in the value of communicative methods and highlighted how well-structured planning, aligned with students’ needs, can enhance both teaching and learning outcomes.
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<<<<<||-----STARTING POINT.txt-----||>>>>>
✅ Lesson Plan: Ordering Food at a Restaurant
Methodology: Audio-Lingual Method (ALM)
Level: A2 (Basic User)
Age Group: Teenagers (12–16) in an EFL context
Lesson Length: 40 minutes
Theme: Ordering food at a restaurant
Language Focus: Present Simple (requests), polite expressions (e.g., “I’d like…”)
🎯 Objective:
Students will accurately use restaurant phrases to place an order using full sentences with correct structure, pronunciation, and intonation.
🧰 Materials:
Audio recordings of restaurant dialogues
Menu printouts (simplified)
Sentence strip cards with parts of common restaurant phrases
Roleplay worksheet with prompts
Whiteboard
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<<<<<||-----WARMUP.txt-----||>>>>>