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TG Assignment Lesson Planning Spring 2020

The assignment for ENG 4209 focuses on developing effective grammar lesson plans for English language teaching. Students are required to analyze teaching materials, identify lesson objectives, and create a structured lesson plan using a prescribed template. The assignment aims to enhance classroom communication skills and is due on February 20, 2020.

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arifinmd047
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22 views

TG Assignment Lesson Planning Spring 2020

The assignment for ENG 4209 focuses on developing effective grammar lesson plans for English language teaching. Students are required to analyze teaching materials, identify lesson objectives, and create a structured lesson plan using a prescribed template. The assignment aims to enhance classroom communication skills and is due on February 20, 2020.

Uploaded by

arifinmd047
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ENG 4209: Teaching Grammar

BA in English

Assignment: Lesson Planning


Purpose of the assignment:
The purpose of this assignment is to stimulate thinking about the details of classroom
communication, especially teachers’ role in fostering and enhancing language acquisition.
The students will learn/practice the basic components of lesson planning and plan lessons
and finally, they will develop basic skills on lesson planning using the prescribed lesson
plan template. This assessment is to ensure that students create an effective, integrated,
standards-based lesson plan for grammar lessons.

Objectives of the assignment:


In this assignment, each student will
 Analyze language teaching materials of a unit of an English Language teaching
textbook and identify appropriate aims
 Stage and sequence exercises/activities in order to structure a lesson on English
grammar
 Formulate an effective grammar lesson plan of 45 mins. based on the unit

Audience of the assignment:


English Language teachers, course instructor, peers

Assignment Tasks:

1. Read this assignment guideline carefully.


2. Begin by identifying your target learners. Identify their proficiency levels,
backgrounds, interest levels, attention spans, ability to work together in groups, prior
knowledge and learning experiences, special needs or accommodations, and learning
preferences.
3. Explore different commercial textbooks popular in market. Select a textbook
considering questions relating to learner concerns including their proficiency level.
Choose a unit/lesson from the textbook to develop a lesson plan. Study the unit/lesson
several times to identify the lesson objectives and resources you might use in the class.
It is important for you to research the subject matter that you will be teaching. It is also
a good idea to know the national and global standards. You can visit web sites and
locate 2-3 lesson plans or learning activities on the Internet that you could use as
resources for ideas in developing your own lesson plan. Adapt the contents of the unit
to make them more suitable for the particular context in which they will be used.

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4. Outline the learning plan (teaching & learning activities). This plan should be aligned
clearly with the desired results (i.e., geared towards having students meet the
objectives, answer the essential questions, and be able to complete the activities). The
plan should include all of the following components:
a. List of instructional materials & resources
b. Timeline: next to each step, indicate approximate length of time you expect each
step to take.
c. Introductory activities: capture student interest, set the stage, relate to previous
learning (review), how this fits into what is to follow (preview), tell students what
they will learn and be expected to do as a result of the lesson.
d. Developmental activities: outline the content and outline the instructional
strategies & learning activities. Include details what you will do, how you will
organize/prepare students for tasks, and what students will do. If you plan to
involve students in discussion, list key/stem questions that you might ask to
generate discussion.
e. Closing activities: list activities that you & students will do to summarize the
lesson, reinforce what was covered, and tie everything together so students see
how the lesson fits into the context of the rest of the course (what they have
already done and what is coming next).

5. Prepare a Lesson plan using the prescribed format based on the outline.

Expected Deliverables of the assignment:


For their successful assessment in carrying out the assignment (20% of the total
coursework MT mark), all students are expected to hand in and demonstrate to their
practical supervisors the following:
 An assignment cover sheet including your names, IDs, course title
 Lesson Plan
 The textbook unit

Assessment
Refer to the lesson plan assessment rubric and the key assignment specifics found in this
document. Use the rubric guide your self-analysis of your planning and teaching of your
lesson.

Due Date
The submission deadline of this assignment is 20 February 2020. No late submission is
acceptable.

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LESSON PLAN TEMPLATE
Name Date Length
Lesson
focus
Proficiency Level & Class Profile:

Lesson Aims/Objectives:

Materials:

Lesson Procedure
Stage/ Procedure Stage Aim Interaction**
Time

**Notes: Common Interaction Patterns in an ESL classroom


T - Ss: Teacher talking to the whole class, such as in presenting a text, explaining grammar, giving
instructions for an activity.
T - S: Questions and answers (dialogues) between the teacher and a student, such as in
demonstration, checking comprehension.
T - S - S: Teacher initiated dialogues with more than one student, such as in role-playing
demonstration and warm-up activities.
S - T: Student initiated conversation between a student and the teacher, such as in asking questions
about a rule or an assignment.
S - Ss: One individual student talking to the whole class, such as in telling a story, reciting a poem.
Ss/Ss: Students working in small groups, such as practicing conversation, role-playing.
S - S: Two students work in pairs such as practicing a dialogue, carrying out an information gap
activity.
SS: Students doing their work individually such as reading, completing an exercise.

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Link for coursebooks: https://drive.google.com/drive/folders/17-
3sFicf1XbwLQD99LdYdu6LSXQ_Q9Yl?usp=sharing

Student ID Unit
16-31667-1
18-38400-2 Oxford Practice Grammar: Unit 1 Word Classes
17-34283-1
19-41015-2 Oxford Living Grammar: Unit 5 Past Simple and Present Perfect
17-34952-2
19-40129-1 Oxford Practice Grammar: Unit 10 Past Continuous or Past Simple?
17-35437-3
18-38840-3 Oxford Practice Grammar: Unit 15 Present Perfect or Past Simple? (2)
18-36864-1
18-37731-1 Oxford Living Grammar: Unit 4 Present Perfect
18-37109-1
18-37158-1 Oxford Practice Grammar: Unit 11 Present Perfect
17-33395-1
17-35572-3 Oxford Living Grammar: Unit 17 Connecting future sentences
18-37725-1 Oxford Living Grammar: Unit 13 The infinitive
18-38706-3
18-39187-3 Oxford Practice Grammar: Unit 39 Who, what or which?
19-40803-2
19-41211-2 Oxford Living Grammar: Unit 16 Conditionals
19-41102-2
17-35724-3 Oxford Living Grammar: Unit 9 Can, could and would

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