“JUAN MISAEL SARACHO” UNIVERSITY

HUMANITIES FACULTY
LANGUAGE CAREER

SUBJECT:
Metodología de la Enseñanza de Lenguas Extranjeras

PROFFESOR:
M. Sc. Lic. Maria Luisa Laime Soto

YEAR:
2024
METODOLOGIA DE LA ENSEÑANZA DE LENGUAS EXTRANJERAS I
ING403

CONTENIDO DE LA MATERIA

UNIDAD 1: FUNDAMENTOS TEORICO - METODOLOGICOS EN LA ENSEÑANZA DE UN IDIOMA COMO SEGUNDA

LENGUA
Difference between L1, L2, and Foreign Language
 Difference between Language acquisition and language learning
 Conceptualizacion “Theory”
 Conceptualizacion "Approach"
 Conceptualizacion "Method"
 Conceptualizacion "Methodology"
 Conceptualizacion "Technique"
 conceptualizacion "Strategy"
 Difference between task, exercise, and activity
 Teoria “Behaivourism”
 Teoria “ Krashen's monitor model”
 Teoria “Constructivism”
 Teoria “Cognitive Learning ”
 Teoria “ Multiple Intelligence”

UNIDAD 2: METODOS EN LA ENSEÑANZA DE UNA SEGUNDA LENGUA

 Metodo "Grammar Translation"
 Metodo "Direct"
 Metodo "Audiolingual"
 Metodo “Silent Way"
 Metodo"Suggestopedia"
 Metodo “ Community Language Learning”
 Metodo "TPR Total Physical Response"
 Metodo"Communicative Language Teaching"
 Task-based learning approach

UNIDAD 3: PLANIFICACION DE LECCION

 Fundamentos teoricos de planificacion de lección
 Tipos de planes
 Elaboración de planes
 Componentes de un plan
EVALUACIÓN CONTINUA

Tariquia Descripción %
PRUEBA PRESENCIAL 2 (escrito) 20 %
TAREAS CUESTIONARIOS y act. (durante la unidad 2) 20 %
INVESTIGACIÓN INVESTIGACIÓN, DISERTACIÓN Y DEFENSA DE UN MÉTODO 1 20 %
( grupal la parte escrita, individual la disertación y defensa)
PRÁCTICA DISEÑO DE UN PLAN DE LECCIÓN 1 ( individual) 20 %
CONTRIBUCIÓN CLASE PRÁCTICA 1 ( grupos) 20 %

LASES – Teórico - prácticas

ASISTENCIA- Activa a las clases teóricas para ser parte de las prácticas y o trabajos grupales.( la
asistencia irregular a las clases de la Unidad 2 no le permitirá al estudiante realizar el trabajo de
investigación, la aistencia irregular a las clases de la Unidad 2 y 3 no le permitirá al estudiante
realizar los trabajos de práctica y contribución)
MATERIAL DE ESTUDIO Compilado por Lic. E. Soruco y libro de estudio Techniques and Principles in
Language Teaching. D. Larsen-Freeman. Oxford University Press.
UNIT 1
FUNDAMENTAL CONCEPTS AND LEARNING THEORIES

OBJECTIVES:

- Analyze fundamental concepts about language learning.

- Describe some important language learning theories.

1. FUNDAMENTAL CONCEPTS
1.1. What is the difference between First and Second language?

A person’s first language or L1, also called her mother tongue, is the language she acquires form infancy,
while her second language or L2 is the language she learns after acquiring her L1. Note that, while L1 is
acquired L2 is learnt. It is pertinent at this juncture to differentiate between language acquisition and
language learning (Dr. R. B. Danner, 2020).

1.2. What is a Foreign language?

It is the language which is used by the people of other country or society. A Foreign language has different
sound pattern, different words, little ode structure and entirely different meaning. The term "Foreign
language" has been defined as: Foreign language is the language where the secondary environment is not
observed and the people of linguistically foreign societies use such language (Dr. M.F. Patel & Praveen M.
Jain, 2008).

1.3. What is the difference between language acquisition and language learning?

Language acquisition (L1) is informal way of understanding a language and similar to the way people
acquire the first language, usually the mother tongue. It is unconscious effort. The acquirer is not aware
of the rules of the language but has a feel for correctness. It does not require formal teaching. The acquired
system initiates utterances when we communicate. However, language learning (L2) involves formal
knowledge of a language. It involves knowing about the language. It is deliberate. There is explicit
knowledge of the rules. Formal teaching is required. Learners have certain innate characteristics that
predispose them to learn language. These characteristics, however, do not predispose children to learn
only one particular language. Children acquire whatever language is spoken around them, even if their
parents speak a different language (Brown, 2014; cited by Dr. R. B. Danner, 2020).

Acquisition refers to an unconscious process that involves the naturalistic development of language
proficiency through understanding a language and through using a language for meaningful
communication. Learning by contrast refers to a process in which conscious rules about a language are
developed. Formal teaching is necessary for learning to occur, and conscious correction of errors leads to
the development of learned rules. (Krashen and Terrell, 1983; cited by Dr. R. B. Danner, 2020).

Many languages are used in our country or societies. When languages are learnt without any practice it is
called first language. Child learns first language without any problem and practice. He learns L1 naturally.
When language is learnt naturally and without any systematic practice then it is called Acquisition. The
language when it is learnt in primary environment or learnt without practice it is Acquisition. Language

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acquisition is the process by which a child acquires its mother tongue. The acquisition of a first language
is the most wonderful feat we perform in our whole life; we do it at an age when we can hardly do anything
else. Language acquisition is an active process. Children take the clues available to them and use these
clues to construct their own grammatical rules, rules which grow in sophistication as acquisition proceeds
(Dr. M.F. Patel & Praveen M. Jain, 2008).

Learning a language requires the operation of an innate capacity possessed by all human beings. In our
schools many subjects are taught. English is taught as second language because particular practice is given
to the students to learn English. To learn English, the help of mother tongue is taken. The term "Learning"
can be defined as: The way through which the art of using skill and practice is given to learn it than it is
learning (Dr. M.F. Patel & Praveen M. Jain, 2008).

Exercise: Watch the video about Language Acquisition vs. Learning. What new information can you
identify? Write a brief summary about it.
https://www.youtube.com/watch?v=JYYCTQIWPnA

1.4. What is a Theory?

Theory is a formulation of basic principles about something, e.g. the nature of language learning,
supported by empirical evidence and open to confirmation or refutation by evidence yet to be discovered
(Dr. R. B. Danner, 2020).

1.5. What is an Approach?

Approach is a set of assumptions about the nature of language and the nature of language teaching and
learning; a philosophy or point of view. An approach can be defined as a theoretical view of instruction
which is focused on the nature of the subject to be taught. It is a hypothetical concept underlying a
particular way of teaching. It can also be seen as a set of correlative assumptions dealing with the nature
of language teaching and learning. An approach is axiomatic (Dr. R. B. Danner, 2020).

1.6. What is a Method?

Method may be defined as: "The process of planning, selection and grading language materials and items,
techniques of teaching, etc." Anthony (1963) defines the term 'Method' as: ''It is a particular trick, strategy
or contrivance used to accomplish an immediate objective. It must be consistent with a method and
harmony with an approach as well". According to W.E Mackey: A Method must include four things:
Selection of Linguistic Material, and Gradation of Linguistic Material, Techniques of presentation, and
Practice by people (cited by Dr. M.F. Patel & Praveen M. Jain, 2008).

Method (of teaching) is the overall plan for the selection, grading and presentation of material to be
taught, based on an approach. A method refers to the way a teacher organizes and conducts a lesson. It
can be described as the pattern of interaction between the teacher and the learners, the learners and
instructional materials or among the learners themselves for the purpose of achieving learning objectives.
Method derived from approach and it determines the role of the teacher and the students. Thus, method
is an overall plan for the orderly presentation of language material, no part of which contradicts, and all
of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within
one approach, there can be many methods (Dr. R. B. Danner, 2020).

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 1.7. What is a Methodology?

Methodology is systematic and scientific way of teaching any subject. It guides teacher "How to teach"
and "How his teaching may be effective" (Dr. M.F. Patel & Praveen M. Jain, 2008).

1.8. What is a Technique?

Technique is a particular device, strategy, activity used to accomplish a goal or objective (Adapted from
Savignon, 1981). A technique is derived from a method. It is a particular trick, or device used to accomplish
an immediate objective. It can also be described as a set of unique activities that a teacher uses to
implement a particular method. It involves selection of activities verbal and material devices. It focuses on
the way method handles the introduction, presentation, practice and feedback phases of the lesson (Dr.
R. B. Danner, 2020).

1.9. What is the difference between a task, an exercise and an Activity?

These terms are understood differently depending on who defines them.

An exercise is a teaching procedure that involves controlled, guided or open ended practice of some aspect
of language. A drill, a cloze activity, a reading comprehension passage can all be regarded as exercises.
The term activity is more general and refers to any kind of purposeful classroom procedure that involves
learners doing something that relates to the goals of the course. For example, singing a song, playing a
game, taking part in a debate, having a group discussion, are all different kinds of teaching activities.
A task is normally defined as follows:

 It is something that learners do, or carry out, using their existing language resources or those
that have been provided in pre-task work.
 It has an outcome which is not simply linked to learning language, though language acquisition
may occur as the learner carries out the task.
 It is relevant to learners’ needs.
 It involves a focus on meaning.
 In the case of tasks involving two or more learners, it calls upon the learners’
 use of communication strategies and interactional skills.
 It provides opportunities for reflection on language use (Jack C. Richards (n.d).

1.10 What is a Strategy?

Strategy is a particular way of approaching or solving a problem or task at hand; a mode of operation for
achieving a particular goal or objective (Dr. R. B. Danner, 2020).

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 1.11. Second language acquisition vs. second language learning

Second language acquisition means the unconscious or incidental acquisition of a foreign language,
additionally to the mother tongue. Second language Acquisition can be abbreviated SLA while First
language acquisition can be called FLA. The mother tongue or first language can be termed L1, while the
second language will be denoted with L2 (Matthias Dorsch, 2010).

Linguistics is the scientific study of language. Second Language Acquisition (or SLA, if you want to sound
like you’re in the know) is the subfield of linguistics that focuses on the learning and teaching of second
languages.
Now, the word ‘second’ in Second Language Acquisition can be a little misleading. Because actually, SLA
involves the study of any language learned after your first language (or first languages - many people have
multiple first languages!), so that could be your second language, but it could also be your third, fourth,
fifth… fifteenth... and so on!

Serious efforts to study second language learning emerged in the mid-1900s, when researchers were
starting to look at how insights from psychology, theoretical linguistics, and first language acquisition
could inform our understanding of how adults learn additional languages, and how this could apply to
language teaching.

By the 1980s, SLA was really being established as a field of study in its own right. This is when early and
influential theories about second language learning started to take hold. These theories considered
questions like:

 Are humans born with knowledge of grammatical rules, and can they access these rules when
learning a second language?

 How does your first language help - or hurt - when you learn a second language?

 What makes face-to-face conversation so valuable for language learning?

 How is it possible for someone to know grammar rules, but still make mistakes when they speak
or write in a second language? (Kaitlyn Tagarelli, 2021)

The definition of second language acquisition and learning is learning and acquisition of a second language
once the mother tongue or first language acquisition is established. It is the systematic study of how people
learn a language other than their mother tongue. Second language acquisition or SLA is the process of
learning other languages in addition to the native language. For instance, a child who speaks Hindi as the
mother tongue starts learning English when he starts going to school. English is learned by the process of
second language acquisition. In fact, a young child can learn a second language faster than an adult can
learn the same language.

Language learning refers to the formal learning of a language in the classroom. On the other hand,
language acquisition means acquiring the language with little or no formal training or learning. If you go
to a foreign land where people speak a different language from your native language, you need to acquire
that foreign language. It can be done with little formal learning of the language through your every day
interaction with the native peoples in the market place, work place, parks or anywhere else. This is true
for learning spoken language (Md. Enamul Hoque, 2017).

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In order to successfully teach these students English, you need to learn the following basic factors that
affect L2 learning.

 Socio linguistic Factor. Your students are no longer infants but grown boys and girls. As infants, most
of them, acquired their first languages effortlessly. Their languages were spoken all around them in
meaningful real-life situations. As they listened to others speak, they responded by speaking to
others. It is not going to be exactly the same in a L2 situation where students are from varied cultural
and linguistic backgrounds. Each already has set ways of speaking his/her first language. This situation
places some demand on you requiring for creating enabling learning environments where your
students will have ample opportunities to listen to others speak English as well as speak English to
others.
 Psycholinguistic Factors. Students at primary and secondary levels have developed attitudes, beliefs
and ways of saying and doing things in their first languages that may interfere with their learning
English, a L2. You should as a teacher find ways of helping these students develop positive attitudes
and interest in English language. You should motivate them to learn English by teaching them using
interesting learning materials, strategies and activities (Dr. R. B. Danner, 2020).

2. LEARNING THEORIES
In formal school settings, languages like every other subject such as Mathematics, Social Studies etc. are
taught using one method or another or a combination of methods. Language teaching methods are
developed based on theories of learning from the field of Psychology and theories of the nature of
language from the field of linguistics. These theories determine the direction or approach a language
teacher adopts in preparing and presenting what language content to teach students and how to test what
has been taught. A given approach for instance will direct the teacher on the elements of language to
select to teach, the strategies and techniques to employ for teaching and testing what has been selected
(Dr. R. B. Danner, 2020).

2.1. Behaviourism

This school of psychology has been established by Russian Psychologist Pavlov and American Psychologist
B.F. Skinner. Behaviourism is the theory that psychology should invoke only observable and measurable
phenomena.

Behaviourism exercised great influence over the linguist Leonald Bloomfield and the American
structuralists who followed him. In 1957 the American Psychologist B.P. Skinner published Verbal
Behaviour. It was an attempt at interpreting language acquisition strictly in terms of Behaviourism. It was
the most radical attempt ever treating language in a behaviourist framework. A behaviourist method of
language teaching should embody at least the following principles. It should be firmly anchored in spoken
language. Pavlov has given theory of classical conditioning and B.F. Skinner has given the theory of Operant
Condition.

Classical Conditioning: This theory is based on the habit formation. Pavlov says that human or any creature
gives response due to stimulus. Stimulus are that things which create excitation in creature. It means that
human learn due to stimulus. Pavlov has done one experiment on a dog. In which when at first Pavlov rings
a bell before dog and dog hears it. With it, it is given food then it drops larva. Just after he rings bell then
it drops larva after again food is given. In this condition we look that dog is given stimulus and it gives
response. Thus, student can also be taught according of this theory.

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Operant Conditioning: This theory is also based on the habit formation. B.F. Skinner says that human or
any creature gives response due to Reinforcement. He wants to say that human or creature learns due to
reinforcement. B.P. Skinner has done experiment on Pigeons and Rats. When they are reinforced, they get
their target or food. It means student can be taught very effectively if they are given proper reinforcement
(Dr. M.F. Patel & Praveen M. Jain, 2008).

The structuralists believe in the pattern of practice. They say that teacher should motivate to their student
so that he could get his all-desired objectives. The motivated learner learns fast and effectively.

Few Essential Points:

1. Language is learnt only through practice. The more the learner is exposed to the use of language, the
better chance of learning it.

2. Producing the correct linguistic response to a stimulus requires efforts. If the learner is not called upon
to make this effort there is no learning.

3. Producing correct response also requires attention.

4. The spoken language comes earlier than the written and the passive experience of language is necessary
before any productive (active) use can begin.

5. Learning takes place fast if a correct response is given to the students. The learner must know at once
if his effort is right or wrong.

6. Every new item must be learnt by reinforcement by further practice before further learning begins (Dr.
M.F. Patel & Praveen M. Jain, 2008).

2.2. Krashen’s monitor model (the 1970s)

Krashen’s Monitor Model evolved in the late 1970s in a series of articles (Krashen 1977, 1978) and was
elaborated and expanded in a number of books (Krashen 1981, 1982, 1985; Krashen and Terrell 1983).
Krashen’s theory has achieved considerable popularity among second-language teachers in the United
States. On the other hand, the theory has been seriously criticized on various grounds by second-language
researchers and theorists. The five central hypotheses which constitute Krashen’s theory are as follows:

a) The Acquisition-Learning Hypothesis

b) The Monitor Hypothesis
c) The Natural Order Hypothesis
d) The Input Hypothesis
e) The Affective Filter Hypothesis

a) The acquisition-Learning Hypothesis

Krashen claimed that adult learners have two means for internalizing the target language. The first is
“acquisition”, a subconscious and intuitive process of constructing the system of a language, not unlike
the process used by a child to “pick up” a language. The second means is a conscious “learning” process in

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which learners attend to form, figure out rules, and are generally aware of their own process. According
to Krashen, what is consciously learned – through the presentation of rules and explanations of grammar
– does not become the basis of acquisition of the target language. Learning does not “turn into”
acquisition. Our conscious learning process and our subconscious acquisition process are mutually
exclusive.

b) The Monitor Hypothesis

The “Monitor” is a “device” for “watchdogging” one’s output, for editing and making alterations or
corrections as they are consciously perceived. Acquisition “initiates” the speaker’s utterances and is
responsible for fluency. Thus, the Monitor is thought to alter the output of the acquired system before or
after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired
system. This hypothesis has important implications for language teaching. Krashen argued that formal
instruction in a language provides rule isolation and feedback for the development of the Monitor, but
that production is based on what is acquired through communication, with the Monitor altering
production to improve accuracy toward target language norms. Krashen’s position is that conscious
knowledge of rules does not help acquisition, but only enables the learner to “polish up” what has been
acquired through communication. The focus of language teaching should not be rule-learning but
communication.

c) The Natural Order Hypothesis

The Natural Order Hypothesis states that we acquire the rules of language in a predictable order, some
rules tending to come early and others late (Krashen 1985). This “natural” order of acquisition is presumed
to be the result of the acquired system, operating free of conscious grammar, or the Monitor. The principal
source of evidence for the Natural Order Hypothesis comes from the so-called “morpheme’ studies” (Dulay
and Burt 1974), Krashen also maintained that there is a “natural” sequence for the development of the
negative, the auxiliary system, questions, and inflections in English. To conclude, Krashen’s argument for
the Natural Order Hypothesis is based largely on the morpheme studies, which have been criticized on
various grounds and which, by focusing on final form, tell us little about acquisitional sequences.

d) The Input Hypothesis

This hypothesis postulates that humans acquire language in only one way – by understanding messages,
or by receiving ‘comprehensible input’…We move from i, our current level, to i+1, the next level along the
natural order, by understanding input containing i+1 (Krashen 1985). An important part of the Input
Hypothesis is Krashen’s recommendation that speaking not be taught directly or very soon in the language
classroom. Speech will ‘emerge’ once the acquirer has built up enough comprehensible input (i+1).
Comprehensible input is the route to acquisition and information about grammar in the target language is
automatically available when the input is understood.

Evidence: the silent period – during this period, learners are presumably building up their competence in
the target language by listening. Krashen argued that they are making use of the ‘comprehensible input’
they receive. Once competence has been built up, speech emerges.

Criticism: there is no way of knowing what comprehensible input is. Also, learners make considerable use
of formulaic expressions during the process of acquisition. Formulaic constructions enable learners to
express communicative functions they have not yet mastered and may be far from mastering. The main
function of the second language class according to Krashen is to provide learners with good and

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grammatical comprehensible input that unavailable to them on the outside, and to bring them to the point
where they can obtain comprehensible input on their own in the real world. Krashen argued that the best
way to learn a second language is to approach the language as children do when they are acquiring their
first language.

The Natural Approach: communication competence, or functional ability in a language, arises from
exposure to the language in meaningful settings where the meanings expressed by the language are
understood. Rules, patterns, vocabulary, and other language forms are not learned as they are presented
or encountered, but are gradually established in the learner’s repertory on the basis of exposure to
comprehensible input. Krashen claimed that if input is understood and there is enough of it, the necessary
grammar is automatically provided. Speaking is a result of acquisition and not its cause. The ability to
communicate in a second language cannot be taught directly but ‘emerges’ on its own as a result of
building competence via comprehensible input. However, Krashen has argued that speaking is
unnecessary for acquiring a second language. In his view, the only role that the speaker’s output plays is
to provide a further source of comprehensible input. Other researchers would argue that understanding
new forms is not enough; the learner must be given the opportunity to produce the new forms. Swain
(1985) has argued for the importance of “comprehensible output”. Learners can benefit from talking.

e) The Affective Filter Hypothesis

According to the Affective Filter Hypothesis, comprehensible input may not be utilized by a second-
language acquirers if there is a ‘mental block’ that prevents them from fully profiting from it (Krashen
1985). The affective filter acts as a barrier to acquisition: if the filter is ‘down’, the input reaches the LAD
and becomes acquired competence; if the filter is ‘up’, the input is blocked and does not reach the LAD.
Krashen maintained that acquirers need to be open to the input and that when the affective is up, the
learner may understand what is seen and read, but the input will not reach the LAD. This occurs when the
acquirer is unmotivated, lacking in confidence, or concerned with failure. The filter is down when the
acquirer is not anxious and is intent on becoming a member of the group speaking the target language.
Many researchers agree with Krashen on basic assumptions, such as the need to move form grammar-
based to communicatively oriented language instruction, the role of affective factors in language learning,
and the importance of acquisitional sequences in second-language development.

Criticism of Monitor Model

1. Barry McLaughlin (1978, 1990) sharply criticized Krashen’s rather fuzzy distinction between
subconscious (acquisition) and conscious (learning) processes.

2. There is no interface – no overlap – between acquisition and learning. Instruction in conscious rule
learning can indeed aid in the attainment of successful communicative competence in a second language.

3. Krashen’s Input Hypothesis claims that success in a foreign language can be attributed to input alone.
Such a theory ascribes little credit to learners and their own active engagement in the pursuit of language
competence. First of all, it is important to distinguish between input and intake. The latter is the subset of
all input that actually gets assigned to our long-term memory store. Second language learners are exposed
to potentially large quantities of input, only a fraction of which becomes intake.

4. Krashen presents the i+1 formula as if we are actually able to define i and 1, and we are not.

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5. The notion that speech will ‘emerge’ in a context of comprehensible input sounds promising, but we are
left with no significant information on what to do about the students for whom speech does not ‘emerge’
(Md. Enamul Hoque, 2017).

2.3. Constructivism

Constructivism theory is the response to the behaviorism theory (asiaeuniversity, 2012:106). It means that
the role of constructivism theory is in the opposite of behaviorism. The students’ role is to construct their
own understanding and knowledge of the world through experiencing things and reflecting on those
experiences. It means that the students construct the meaning of certain thing by assimilating and
accommodating through their own experience. It tends to create the active students. While the
constructivist teachers encourage and guide the students in order to assess the activities which help them
to get the understanding. The way the teacher guides the students can be conducted through questioning
them in order it can create the situation in which the students construct the meaning of thing by
themselves. Moreover, the function of questioning is to regard the students as the expert learners.
The other function of constructivism theory is it can create problem solving, if the students find problem,
they can discuss with other friends to get the solution. That is the point of view about constructivism
theory. The next session will be the description of constructivism through the history, definition, types,
principles, implementation in teaching learning process, the characteristics of learning, the characters of
learners, strength and weaknesses, differences of constructivism with other theories and the comparison
between traditional to the constructivist one.

The Principles of Constructivism

There are some principles of constructivism that must be paid attention in applying this theory in
teaching learning process (Simon, 1990; cited by Dina Novita Wijayanti, 2013).
1. Knowledge is actively constructed by the individual.
It means that knowledge is seen or viewed as learning in how the learners construct the meaning of
something that can make sense to them. In other words, it creates the learners as active creators.
2. Learning is both an individual and a social process.
We find the meaning of learning through the interaction with others in natural contexts.
3. Learning is a self-regulated process
Individual’s learning is determined by the inborn characteristics and external factors that influence them.
4. Learning is an organizational process that enables people to make sense of their world.
Learning is viewed as process to relate the prior knowledge and new one by assimilating and
accommodating.
5. Cognition serves the organization of the experiential world, not the ontological reality. Truth as
viability, not validity.
In doing the term “learning” an individual has different ways, perspectives, life and the purpose of it. So,
he or she has different result in interpreting the term “learning” that it is based on his or her experience.

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6. Reality represents an interpretation.
To construct our understanding of the meaning of certain thing, we can’t separate with the term
interpretation.
7. Learning is a socially situated activity that is enhanced in meaningful contexts.
The term “learning” happens in social environments in interaction with others in meaningful context.
8. Language plays an essential role in learning. Thinking takes place in communication.
Language is seen as the tool to connect with what has been learning with component of language such as
words, sentence etc. then combine it in order to create the effective communication.
9. Motivation is a key component in learning.
Motivation has significant role in learning if the learner has high motivation in learning, he will have the
better result than the learner doesn’t.

Strength and Weaknesses

Constructivism is a learning theory which emphasizes in the students’ role than teacher’s. So, as a
teacher who wants to apply the constructivism in his or her teaching learning process, he or she must
consider the strength and weaknesses of it when it applies in classroom. The weakness of constructivism
is where conformity is essential divergent thinking and action may cause problems. While the strength
the learner is able to interpret multiple realities, and the learner is better able to deal with real life
situation. If a learner can problem solve, they may better apply their existing knowledge to a novel
situation (Schuman,1996 in Mergel, 1998, cited by Dina Novita Wijayanti, 2013).

2.4. Cognitivism

Cognitivism is the doctrine that the mind can be invoked in scientific investigation and even be made the
object of study itself. Today most psychologists, philosophers and linguists, are preferably happy to invoke
invisible things like minds and purposes and even to
make mind itself the object of study. This approach
is called Cognitivism.
This theory is based on the developmentally
readiness of learner. The psychologist Piaget says
when child is ready to learn then he can be taught.
He learns naturally. This idea can be regarded as a
starting point of the cognitivist idea. The
psychologist emphasizes the importance of three
things:

1. Meaning

2. Knowing

3. And understanding

According to them learning is a meaningful process

of "relating new events or item to already existing
already cognitive concept." And it is thought to involve internal representations that guide performance.

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In the case of language acquisition, these representations are based on language system. That involves
procedure for selecting appropriate vocabulary, grammatical rules and pragmatic conventions governing
language use.

David Ausubel has criticized the popular audio-lingual method for its theory based on reinforcement and
conditioning. Adult learning a second language could profit from certain grammatical explanation. Though
children do not use deductive method of grammar and they do not have superior cognitive capacities.
They acquire mother tongue quietly.

In short, the cognitivists say that language acquisition can be automatically attained. Behaviourists favour
the view that language is behaviour is one sided and somewhat superficial. According to Cognitivists there
is something, which mediates between the stimulus and the response, and the cognitive function. A
learner just does not behave in a mechanical manner. He uses his mind also. He not only perceives the
whole phenomena but also develops in insight through which he solves a problem (Dr. M.F. Patel &
Praveen M. Jain, 2008).

2.5. Multiple intelligences in language learning and teaching

Investigation: Look for information related to Multiple intelligences and its application in
language learning and teaching fields. Here you have some links:
https://moroccoenglish.com/multiple-intelligences-in-language-learning-and-teaching/
https://eprints.umk.ac.id/340/18/PROCEEDING_TEYLIN_2.138-144.pdf
https://files.eric.ed.gov/fulltext/EJ1208657.pdf

SELF-ASSESSMENT

1. Distinguish between L1 and L2 acquisition process with appropriate illustrations

2. Differentiate between language acquisition and language learning.

3. What are some of the factors you must consider in order to make learning English easy for your
students?

REFERENCES:
Dina Novita Wijayanti, (2013). Constructivism theory of language teaching and learning.
https://mydreamarea.wordpress.com/2013/01/05/constructivism-theory-of-language-teaching-and-
learning/

Dr. R. B. Danner (2020). Course: English methods. National Open University of Nigeria, Faculty of Education
(pdf).

Dr. M.F. Patel & Praveen M. Jain, (2008). English Language Teaching (Methods, Tools, and techniques).
Sunrise publishers and distributors (pdf).

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Jack C. Richards (n.d). Difference between task, exercise and activity.
https://www.professorjackrichards.com/difference-task-exercise-activity/

Kaitlyn Tagarelli, (2021). What is second language acquisition? https://blog.mangolanguages.com/what-

is-second-language-acquisitionand-why-does-it-matter

Matthias Dorsch, (2010). Second language acquisition vs. second language learning.
https://www.grin.com/document/181754

Md. Enamul Hoque, (2017). An Introduction to the Second Language Acquisition.

https://www.researchgate.net/publication/335690866_An_Introduction_to_the_Second_Language_Acq
uisition

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UNIT 2
LANGUAGE TEACHING METHODS
OBJECTIVES:
- Investigate different language methods.
- Describe different language teaching methods.
- Identify their main characteristics by analyzing theorical background.

Investigation work: Look for information about the following Teaching methods, take into
account its definition, characteristics, principles, activities, advantages and disadvantages.

Prof. V.Jeya Santhi (n.d.) from VHNSN College, Virudhunagar, presents a summary about the different
language teaching methods:

1. Grammar-translation method
The grammar-translation method was the predominant method in Europe in the 19th century. The teachers
of English language acknowledge that this method is effective by itself, and this method instructs students
in grammar and provides vocabulary with direct translations to memorize. This method helps in acquiring
knowledge gradually by transforming the facts (language and the syntactic mechanisms) from the simplest
to the complex one. The exercises are designed in such a way that the learners can follow his progress in
practising the language by comparing his results. Grammar makes each one to understand how the mother
tongue functions in order to give him the capacity to communicate his thought.

2. Direct method
Direct Method originated in France in 1901. Its principles were propounded in Germany. It was developed
as a reaction against the translation Method. This Method is known by several names such as ‘Natural
method’, ‘Mother’s Method’ and ‘Reformed Method’. It is based on the principle that fluency in reading
and facility in writing follows fluency in speech. This method was popularized by the International Phonetic
Association of France. Webster’s New International Dictionary defines Direct method as “…a method of
teaching a foreign language, especially a modern language, through conversation, discussion, and reading
in the language itself without the use of the pupil’s language, without translation and without the study of
formal grammar. The first word is taught by pointing to objects or pictures or by performing actions.
Conversation in English is encouraged on all occasion. For helping the learners to read, ‘look and say’
method is used. The way of teaching English proceeds from simple to complex, concrete to abstract.
The direct method refrains the learners from using native language and just uses the target language. This
method was established in Germany and France around 1900. Berlitz and de Sauze devised this method
based on the concept that second language learning must be an imitation of first language learning as this

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is the natural way of learning any language by human beings. This identifies the fact that a child learns its
first language without the help of another language and so the mother tongue is not necessary for learning
a foreign language. This method places stress on pronouncing words and the target language correctly. It
supports teaching of oral skills at the expense of every traditional aim of language teaching.

3. Audio-lingual method
The audio – lingual method began to take shape near the end of the 1950’s. Under this method, the
students listen to or view recordings of language models acting in situations. The students are given
practice with a variety of drills and the instruction emphasizes the use of target language at all times. The
idea is that by reinforcing ‘correct’ behaviours, students will take them into habits. The first version of the
method was originally called the oral method, the aural – oral method or the structural approach. The
audio-lingual method was developed in the USA around World War II when governments realized that
they needed more people who could conduct conversations fluently in a variety of languages. The U.S.
Army specialized Training Program created intensive programs based on the techniques Leonard
Bloomfield and other linguists devised for Native American languages where students interacted
intensively with native speakers and a linguist in guided conversations, designed to decode its basic
grammar and learn the vocabulary.
The structure of Audio-lingual method was standardized as follows:
 The dialogue in the foreign language was to be memorized by the student.
 The students were asked to answer the questions in the target languages.
 There was a vocabulary list, sometimes with translations to the mother tongue.
 The chapter usually ended with a short reading exercise.
 Brief introduction to the grammar was included.
In C. Jack Richardson’s opinion this “informant method” had great success with its small class sizes and
motivated learners. Developing audio lingual methods with regard to structural linguistics focus on
grammar, and analyze the difference between the students’ use of native language and the target
language. All language points were to be presented in ‘situational’ teaching methods along with PPP
(Presentation- introduction of new material in context). Practice (a controlled practice phase) and
production (activities designed for less controlled practice).

4. Silent way
The Silent way was characterized by a problem – solving approach to learning. It rested on cognitive rather
than affective arguments. The teacher is supposed to be silent and must disabuse himself of the tendency
to explain everything to them. Gattegno, (1972), the inventor of this method felt that it is in learners’ best
interests to develop independence and autonomy and cooperate with each other in solving language
problems. The silent way is a discovery learning approach designed by Cabeb Gattegno in the early 1970s.
This way of learning is considered very harsh because the learners are responsible for their own way of
learning and they are encouraged to interact. They have to develop independence and autonomy and

15
cooperate with each other in solving problems. The role of the teacher is to give clues, not to model the
language.

5. Suggestiopedia
This method offers valuable insight into the “Super learning” powers of our brain. It is insightful and
constructive and can be practiced from time to time. A relaxed open mind can help a student to feel more
confident. Music played a pivotal role in this method. Lozanov camp up with this method of learning and
used relaxation as a means of retaining new knowledge and material. Vocabulary, reading, role – plays and
drams can be presented with classical music in the background and students are directed to be seated in
comfortable seats. In this way, the students became “suggestible”.

6. Community language learning

Community Language Learning (CLL) is the name of a method developed by Charles A. Curran and his
associates. Curran was a specialist in counseling and a professor of psychology at Loyola University,
Chicago. His application of psychological counseling techniques to learning is known as Counseling-
Learning. Community Language Learning represents the use of Counseling-Learning theory to teach
languages. Within the language teaching tradition Community Language Learning is sometimes cited as an
example of a "humanistic approach." Links can also be made between CLL procedures and those of
bilingual education, particularly the set of bilingual procedures referred to as "language alternation" or
"code switching”.
As the name indicates, CLL derives its primary insights, and indeed its organizing rationale, from Rogerian
counseling. Counseling, as Rogerians see it, consists of one individual (the counselor) assuming "insofar as
he is able the internal frame of reference [of the client], perceiving the world as that person sees it and
communicating something of this empathetic understanding" (Rogers 1951). In lay terms, counseling is
one person giving advice, assistance, and support to another who has a problem or is in some way in need.
Community Language Learning draws on the counseling metaphor to redefine the roles of the teacher
(the counselor) and learners (the client?) in the language classroom. The basic procedures of CLL can thus
be seen as derived from the counselor-client relationship.
Consider the following CLL procedures: A group of learners sit in a circle with the teacher standing outside
the circle; a student whispers a message in the native language (LI); the teacher translates it into the
foreign language (L2); the student repeats the message in the foreign language into a cassette; students
compose further messages in the foreign language with the teacher's help; students reflect about their
feelings. We can compare the client—counselor relationship psychological counseling with the learner—
knower relationship in Community Language Learning (Community Language Learning, n.d.).

16
 7. Total Physical Response TPR
Total Physical Response (TPR) is a language teaching method built around the coordination of speech and
action; it attempts to teach language through physical (motor) activity. Developed by James Asher, a
professor of psychology at San Jose State University, California, it draws on several traditions, including
developmental psychology, learning theory, and humanistic pedagogy, as well as on language teaching
procedures proposed by Harold and Dorothy Palmer in 1925.
In a developmental sense, Asher sees successful adult second language learning as a parallel process to
child first language acquisition. He claims that speech directed to young children consists primarily of
commands, which children respond to physically before they begin to produce verbal responses. Asher
feels adults should recapitulate the processes by which children acquire their mother tongue.
Asher shares with the school of humanistic psychology a concern for the role of affective (emotional)
factors in language learning. A method that is undemanding in terms of linguistic production and that
involves gamelike movements reduces learner stress, he believes, and creates a positive mood in the
learner, which facilitates learning.
Asher's emphasis on developing comprehension skills before the learner is taught to speak links him to a
movement in foreign language teaching sometimes referred to as the Comprehension Approach (Winitz
1981). This refers to several different comprehension-based language teaching proposals, which share the
belief that (a) comprehension abilities precede productive skills in learning a language; (b) the teaching of
speaking should be delayed until comprehension skills are established; (c) skills acquired through listening
transfer to other skills; (d) teaching should emphasize meaning rather than form; and (e) teaching should
minimize learner stress.
The emphasis on comprehension and the use of physical actions to teach a foreign language at an
introductory level has a long tradition in language teaching (Total Physical Response, n.d).

8. Communicative language teaching

Communicative language teaching, also known as the communicative approach emphasizes interaction as
both the means and the ultimate goal of learning a language. It is not a method but an approach. In spite,
of a lot of criticisms, it continues to be popular particularly in Europe. In recent years, Task – based
language learning (TBLL) is a further refinement of the CLT approach (Prof. V.Jeya Santhi, n.d.).

9. Task-based learning approach

Task based learning is a different way to teach languages. It can help students by placing them in real-life
situations, where oral communication is essential for doing a specific task. Task based learning has the
advantage of getting students to use their skills at their current level, developing language through its use.
It has the advantage of placing the focus of students toward achieving a goal where language becomes a
tool, making the use of language a necessity.
Having chosen TBL as language teaching method, the teacher thereby recognizes that “teaching does not
and cannot determine the way the learner’s language will develop” and that “teachers and learners cannot

17
simply choose what is to be learned”. “The elements of the target language do not simply slot into place
in a predictable order” (Peter Skehan). This means that we must accept that we cannot control what each
individual learner has learnt. In TBL the learner should be exposed to as much of the foreign language as
possible in order to merely observe the foreign language, then hypothesize over it, at the individual level,
and finally experiment with it.
One clear purpose of choosing TBL is to increase learner activity; TBL is concerned with learner and not
teacher activity and the teacher is responsible for producing and supplying different tasks which will give
the learner the opportunity to experiment spontaneously, individually and originally with the foreign
language. Each task Will provide the learner with new personal experience with the foreign language and
at this point the teacher has a very important part to play. He or she must take responsibility for the
consciousness raising process, which must follow the experimenting task activities. The consciousness
raising part of TBL is crucial for the success of the method, it is here that the teacher must help learners to
recognise differences and similarities, help them to “correct, clarify and deepen” their perceptions of the
foreign language. (Michael Lewis 15). All in all, TBL is language learning by doing (pools-m 2009).

BIBLIOGRAPHY:
Alejandro Aznar Alejo (2014). Different methodologies teaching English. Universidad de Valladolid (pdf).

Community Language Learning, (n.d.)

https://www2.vobs.at/ludescher/Alternative%20methods/community%20language%20teaching.htm

Dr. R. B. Danner (2020). Course: English methods. National Open University of Nigeria, Faculty of Education
(pdf).

Pools-m (2009). Task based learning. Programmet for livslang laering, pdf.

Santhi, V.Jeya (n.d.). Research Centre in English, VHNSN College, Virudhunagar (word).

Saroja Kumari K.R. (2002). Bilingual approach to ESL: Its positive aspects; Chapter 2 English Language
Teaching: Methods and Approaches. Thesis. Department of English , University of Calicut (pdf).

Total Physical Response, (n.d)

https://www2.vobs.at/ludescher/total_physical_response.htm#Background

What is task-based language learning? (n.d.)

https://www.netlanguages.com/blog/index.php/2017/06/02/what-is-task-based-language-
learning/#:~:text=In%20a%20task%2Dbased%20approach,%2C%20writing%2C%20listening%20and%20s
peaking.

What is task-based learning? (2021) https://www.barefootteflteacher.com/p/what-is-task-based-learning

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UNIT 3
LESSON PLANNING
OBJECTIVES:

- To describe a lesson plan by reading comprehension.

- To design a lesson plan by applying theoretical background.

Planning is often viewed as a key aspect of teaching a successful lesson. During the planning phase, the
teacher makes decisions about goals, activities, resources, timing, grouping, and other features. The
teacher will need to make decisions that relate to the needs of his or her specific class, adapting the lesson
from the book in different ways to make it better suit the class.

This process of planning and adaptation is a crucial dimension of teaching because during this process the
teacher makes many decisions that are essential for a successful lesson. Planning can be regarded as a
process of transformation during which the teacher creates ideas for a lesson based on understanding of
learners’ needs, problems, and interests, and on the content of the lesson itself. This does not necessarily
result in a detailed, written lesson plan. Many teachers teach successful lessons based on mental plans or
on brief lesson notes (D.B., Agzamova, 2016).

1. Lesson Planning
It involves decisions about the pedagogical dimensions of the lesson. But another important aspect of a
lesson concerns the management of learners during the lesson. This includes eliciting students’ attention,
maintaining their engagement in the lesson, and organizing them into pairs or groups. If these aspects of
a lesson are not well handled by a teacher, much of the time available for teaching can be lost in
nonproductive activity. Classroom management refers to the ways in which teachers manage a class in
order to make it maximally productive for language learning.

At the planning stage, teachers need to think about questions such as what the objective(s) of the lesson
will be, what materials and activities will be used, what type of interaction will be encouraged, and how
the learning will be monitored. At the implementation stage, interactive and evaluative decisions will have
to be made in response to the dynamics of the class. It may be necessary for teachers to adjust or even
change the original plan when the lesson is not going well. Having implemented the lesson, the teacher
must evaluate the success or failure of the lesson. This phase is important as it provides an opportunity
for the teacher to reflect on what has gone on in the lesson. Important questions to ask at this phase
include what the pupils learned in the lesson, which tasks were successful, whether the material was
appropriate, whether the place of the lesson was right, and what changes need to be made in future
lessons.

Language teachers may ask themselves why should they bother writing plans for every lesson. Some
teachers write down elaborate daily plans; others do the planning in their minds.

19
Some teachers say they write daily lesson plans only because the authorities require them to do so. After
they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom
without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be
covered during a lesson. Lesson plans help the teacher think about the lesson in advance to “resolve
problems and difficulties, to provide a structure for a lesson, to provide a ‘map’ for the teacher to follow,
and to provide a record of what has been taught.

There are also internal and external reasons for planning lessons. Teachers plan for internal reasons in
order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly,
and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the
expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one
(McCutcheon, 1980 cited by D.V. Agzamovad, 2016).

According to Kamal Raj Dahal (n.d.), Plan of a lesson is an outline of how the subject matter is presented
in the class room. It is the orderly preparation of the subject matter that the teacher is going to present in
the class. The term planning is commonly used in different activities and sectors in our everyday life. In
general sense, planning is the preparation of any work that we do.

2. Benefits
 A plan can help the teacher think about content, materials, sequencing, timing, and activities.
• A plan provides security (in the form of a map) in the sometimes unpredictable atmosphere of a
classroom.
• A plan is a log of what has been taught.
 A plan can help a substitute to smoothly take over a class when the teacher cannot teach.
 Daily planning of lessons also benefits students because it takes into account the different
backgrounds, interests, learning styles, and abilities of the students in one class (Purgason, 1991;
cited by D.V. Agzamovad, 2016)..

3. Characteristics of Lesson Plan

A good lesson plan has some characteristics which are listed below:
 A good lesson planning specifies the content and procedures of its presentation in specific order.
 It establishes good relationship with the previous and coming lessons.
 It avoids waste of time and effort, confusion, hesitation and uncertainty in the class.
 It assures a teacher to prepare everything required for teaching in advance.
 It should be a complete plan in itself because it consists of objectives, materials, activities,
evaluation and homework.
 It promotes teacher’s self-confidence (Kamal Raj Dahal (n.d.).

4. Types of Lesson Planning

There are different types of planning in the field of education particularly in teaching. They differ in
duration off time, the person who prepares it, and the objectives and activities involved in it. Some
common types are: operation calendar, annual work plan, unit plan and daily lesson plan. Of them,
operation calendar is comprehensive which includes the plan of all the activities that run in the school

20
within an academic year. It is prepared by school administrator or head teacher with others’ help. Annual
work plan, unit plan and daily lesson plan are dealt here.

4.1. Annual Work Plan

Annual work plan is also called yearly lesson plan. The subject teacher prepares a plan for teaching his/her
own subject for the whole academic year. This plan is prepared by calculating the teaching days in the
year. Then s/he divides the class days by number of units to find out the periods for unit. After that s/he
will list the months with weeks and units with general and specific objectives, number of periods,
important teaching materials, methods, activities and evaluation. In this plan she may include how many
and which units will be completed in every term. This plan does not include detail plan but tries to show
how a teacher can finish the course or subject in time.
4.2. Unit Plan
A unit plan refers to the plan of teaching a unit. It includes how a teacher can teach the specified units and
how many days or periods are to be used. It also includes main objectives, materials and activities. It is
prepared by subject teacher on the basis of annual work plan. In practical, unit plans are given different
names and are made for different periods, e.g. weekly plan, monthly plan, chapter plan, etc.
4.3. Daily Lesson Plan
The teacher’s preparation of a particular teaching item to guide her students towards achieving a
determined objectives of language teaching course within a class period is lesson planning. In fact, it is the
preplanning of a lesson that is some techniques and materials are determined before the lesson is
presented. It includes the preparation of the purpose of the lesson, teaching materials, activities and
evaluation. These four things refer to the essential components or elements of a daily lesson plan (Kamal
Raj Dahal (n.d.).

5. Making lesson plans

5.1. Objectives

As usual a good and working lesson plan starts with detailed and thoroughly written objectives. An
objective is a description of a learning outcome. Objectives describe the destination we want our students
to reach. Clear, well-written objectives are the first step in daily lesson planning. These objectives help
state precisely what we want our students to learn, help guide the selection of appropriate activities, and
help provide overall lesson focus and direction. They also give teachers a way to evaluate what their
students have learned at the end of the lesson. Clearly written objectives can also be used to focus the
students.

For English language lessons effective objectives “describe what students will be able to do in terms of
observable behavior and when using the foreign language”. Hence, the language a teacher uses for stating
objectives is important. After writing the lesson objectives, teachers must decide the activities and
procedures they will use to ensure the successful attainment of these objectives. Planning at this stage
means thinking through the purposes and structures of the activities.

21
 5.2. Phases of lesson plan
5.2.1. Perspective or opening. The teacher asks the students (or himself or herself) the following
questions: What was the previous activity (what was previously learned)? What concepts have
they learned? The teacher then gives a preview of the new lesson.
5.2.2. Stimulation. The teacher (a) poses a question to get the students thinking about the coming
activity; (b) helps the students to relate the activity to their lives; (c) begins with an attention
grabber: an anecdote, a little scene acted out by peer teachers or lay assistants, a picture, or
a song; and (d) uses it (the response to the attention grabber) as a lead into the activity.
5.2.3. Instruction participation. The teacher presents the activity, checks for student understanding,
and encourages active student involvement. Teachers can get students to interact by the use
of pair work and/or group work.
5.2.4. Closure. For this phase the teacher checks what the students have learned by asking questions
such as “What did you learn?” and “How did you feel about these activities?” The teacher then
gives a preview about the possibilities for future lessons.
5.2.5. Follow-up. The last phase of the lesson has the teacher using other activities to reinforce some
concepts and even to introduce some new ones. The teacher gives the students opportunities
to do independent work and can set certain activities or tasks taken from the lesson as
homework.

English language teachers should also realize that language lessons may be different from other content
lessons because the same concepts may need to be reinforced time and again using different methods.
The following questions may be useful for language teachers to answer before planning their lessons:

o What do you want the students to learn and why?

o Are all the tasks necessary - worth doing and at the right level?
o What materials, aids, and so on, will you use and why?
o What type of interaction will you encourage - pair work or group work - and why?
o What instructions will you have to give and how will you give them (written, oral, etc.)? What
questions will you ask?
o How will you monitor student understanding during the different stages of the lesson?
The lesson plan should not be seen as a prescription or “how to,” because each teaching context will be
different. After writing the plan, the next step is to implement it by teaching the class. When the lesson is
not succeeding, teachers should make immediate adjustments to the original plan. This is difficult for
beginning teachers because they may not have the necessary experience to recognize that things are going
badly. They may also lack sufficient knowledge to develop contingency plans to substitute in such cases.
No teacher’s guide can anticipate what problems might occur during a lesson however, they must be dealt
with quickly. Teachers can build up this professional knowledge with experience.

When implementing their lesson plan, teachers might try to monitor two important issues, namely, lesson
variety and lesson pacing. Variety in lesson delivery and choice of activity will keep the class lively and
interested. To vary a lesson, teachers should frequently change the tempo of activities from fast-moving
to slow. They can also change the class organization by giving individual tasks, pair work, group work, or
full class interaction.

Activities should also be chosen according to the level of difficulty, some easy and others more demanding.
The activities should be interesting not only for the teacher but for the students also.

22
Pace is linked to the speed at which a lesson progresses, as well as to lesson timing. In order for teachers
to develop a sense of pace they should mean the following guidelines: (1) activities should not be too long
or too short; (2) various techniques for delivering the activities should “flow” together; (3) there should be
clear transitions between each activity. If teachers remember to work for the benefit of their students
rather than their own, then they can avoid falling into the trap of racing through different activities just
because they have been written on the lesson plan (Brown, 1994; cited by D.V. Agzamovad, 2016).

The following questions may also be useful for teachers to reflect on after conducting a lesson (answers
can be used as a basis for future lesson planning):

o What do you think the students actually learned?

o What tasks were most successful? Least successful? Why?
o Did you finish the lesson on time?
o What changes (if any) will you make in your teaching and why (or why not)? (D.V. Agzamovad,
2016).

6. Components / Elements of a Daily Lesson Plan:

Kamal Raj Dahal (n.d.) mentions a good and complete lesson plan comprises the following components:

i) Introductory Part: Name of subject, unit, date, period, time, teaching item, etc. are written in this part.

ii) Specific Objectives: Specific objectives are the key of a lesson plan. They are also called behavioral
objectives. They are specific and clear so that can be achieved within a period. To make them specific and
behavioral, we have to use action verbs, e.g. write, do, explain, say, etc. and omit non-action verbs like
know, understand, realize, think, etc. The main characteristics of specific objectives can be shown in the
acronym: SMART, which mean
S= Specific, M= Measurable, A= Attainable, R= Reliable, T= Time bound.

iii) Teaching Materials: All the materials or things required to teach the particular lesson are teaching
materials. They involve common and everyday used materials and special lesson related materials.
Generally, we have to mention only special materials in our lesson plan. Such materials can be map, flash
cards, pictures, realia, table, chart, etc.

iv)Teaching Learning Activities: In this section, we mention the class room activities that are conducted
during the lesson taught. It includes how the lesson is begun, how the teaching item is revised, new item
is presented, how students are motivated, how and when the materials are presented, how the lesson is
evaluated and so on. We have the tradition that we divide this section into the following three sub-
headings:
Warm-up or Revision, Presentation, and Practice. However, we can divide it according to the particular
teaching item like presentation, practice and production for teaching language functions; pre-reading,
while-reading and post reading and so on.

23
v) Evaluation: evaluation is directly based on the objectives the lesson plan because the teacher has to
assess or find out whether the lesson objectives are achieved or not. In this section we have to include
how we evaluate the students. There can be questions to answer by the students, different activities that
students do, but we should omit queries like ‘do you have any problem? are you clear? Have you
understood?’, etc. There should be match between objectives and activities in the evaluation.

vi) Homework: In home work the teacher should give the task or activities that follow up activities and
more exercises for detail and extra practice for the students at home. They should be based on the lesson
taught. It is the optional element of the lesson plan.

BIBLIOGRAPHY
D.V. Agzamovad (2016). English teaching methodology. Toshkent (pdf)

Kamal Raj Dahal (n.d.). Unit 7 Lesson Planning

https://www.academia.edu/36914636/Unit_7_Lesson_planning

Stiliana Milkova (n.d.). Strategies for effective lesson planning. https://crlt.umich.edu/gsis/p2_5

How to write a lesson plan (n.d.) https://www.finchpark.com/courses/tkt/Unit_19/lessonplan.pdf

Charlotte Danielson (2006). Powerful lesson planning. Corwin Press (pdf)

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