Demonstrate an ability to design, analyse and evaluate a 90-minute lesson (or two subsequent 45-minute lessons), using the theoretical principles and practical approaches to English Language Teaching discussed in the course.

Design, analyse and evaluate a 90-minute lesson

Question

Demonstrate an ability to design, analyse and evaluate a 90-minute lesson (or two subsequent 45-minute lessons), using the theoretical principles and practical approaches to English Language Teaching discussed in the course. The lesson should be targeted at a group of learners of your own choice.

You are strongly advised to complete the task in three steps:

Step 1: The Lesson Plan

  • Design a lesson plan (within a grid) for a group of learners of your choice – current or future teaching context. At the top of the grid, state: a) the lesson aim(s) and learning outcomes, b) the level of learners, c) previous learning, d) size of class, e) length of the lesson. When designing learning outcomes, remember to use active verbs (e.g. analyse, describe, evaluate etc.).

 

  • Choose an area of the language system (grammar, vocabulary) and one or more of the skills (reading, writing, speaking, listening) and integrate them (e.g. reading, speaking and vocabulary).

 

  • Make sure that you include as much detail as possible within your plan. You need to include a grid that shows: a) the stage of the lesson, b) the timing of each part of the lesson, c) teacher activity, d) student activity, e) skills practised, f) materials for each task/activity etc.

 

  • The lesson plan should be put in the appendices along with the materials you will use for the lesson. The materials can include a CD/DVD, copied texts etc. You will lose marks if you fail to include the lesson plan and the materials in the appendices.

 

  • Do not use a ‘ready-made’ plan or one you have taught before. We need to see that you have applied the theoretical principles you have learned on the course.

 

  • Use authentic texts for your lesson. That is, texts that have not been designed for teaching purposes.

 

Note 1: The lesson plan and the materials are not part of the word count.

 

Note 2: The lesson plan and the materials will not be directly assessed, but they will have an indirect impact on the quality of your assignment as you discuss the rationale for each part of the plan and evaluate its strengths and weaknesses.

 

Step 2: Rationale for the Lesson Plan

 

  • Provide a rationale for the lesson plan that you have written. The rationale must discuss the reason for the choices you have made within the lesson plan. Your choices must be supported by a theoretical discussion that draws from the literature related to the systems/skills you have chosen to integrate within the lesson plan.

 

  • When developing a particular skill and/or system, think about ‘what it is’ (e.g. what is speaking/ what is reading/ what is grammar?). You must define what it is that you are trying to develop.

 

  • Discuss the objectives, identify features and describe their place in the lesson.

 

Note 3: The rationale for the lesson plan is assessed and it should be included in the word count.

 

Step 3: Evaluation of the Lesson Plan

 

  • Give an evaluation of the lesson plan. This means you need to write an evaluation of any text chosen as input – an authentic text may present difficulties for learners – and evaluate the activity types used.

 

  • Consider the extent to which some theories support the development of your skills or systems and activities within your lesson.

 

  • The evaluation should show an awareness of the strengths and weaknesses of the texts and activities, and of their appropriateness in the context in which they are used.

 

  • Support the discussion by reference to the literature.

 

Note 4: The evaluation of the lesson plan is assessed and it should be included in the word count.

 

 

Further Guidelines

 

To increase readability, you should also consider the following points:

 

  • Your essay should have a clear introduction guiding the reader through the text.
  • Your essay should have a clear conclusion which draws together the threads of your argument and outlines the conclusions you have reached in the light of debates within the literature.
  • There should be clear links between parts allowing the reader to understand the connections between preceding and succeeding arguments.
  • You should clearly show how the choice of your secondary arguments helps your overall argument to show throughout the text.
  • All information which is not yours should be acknowledged according to the appropriate format both in the main text (i.e. in-text citations) and in your bibliographical list at the end.
  • You should clearly label the appendices and identify them in the text so that the reader can see what you are referring to.
  • Do not limit your reading to the sources your lecturer has suggested. High marks are achieved by those who read widely!