Universidad Pedagógica Nacional

Francisco Morazán.

Faculty of Humanities
Letters and languages Department

English Program

English Didactics

Teacher´s name:

Dr. Aleyda Linares

Student’s name:

Astrid Mitchell Godoy Flores

0806199700180

Date:

Thursday, March26th, 2020

 Task #2
1)Analysis of communicative language teaching lesson plan:

The main objective of the lesson plan is “To foster students’ speaking skills in the

classroom by creating a ‘real-life’ communicative setting.” This objective highlights the

speaking skill through communicative context which may occur to the students in different real

life situations. It aims to communication.

This lesson plan uses activities which encourage the students to use communication

widely. This means that the activities the teacher chose such as the role play help students to

express themselves, and communicate their feelings opinions and thoughts real life situations, it

helps them simulate scenarios in which they could find themselves, and practice the right way in

which they can transmit a message.

According to Richards “Language is created by the individual often through trial and

error.” (1999) It is important to remember the fact that English is a language, therefore its main

aim is communication, and we all communicate differently, communication is personal up to a

point, we express our opinions ideas and feelings differently, therefore this type of exercises help

students know how to react in their own way.

One of the specific objectives is for students to encourage and give and ask for directions,

which they will need in real life. If for any reason, they get lost and need to find their way out,

they would need to know the proper way of communicating their problem to others in order to

solve it. Another of the strategies is a language game, the teacher is dealing with students of eight

grade, and a game which involve the skills comes to be interactive and students enjoy it

incredibly. The usage of language games reinforces natural communicative environment in which

each one of them feel free to participate and being active participators. The teacher works more

as a tutor, the class focuses more on the students, who are the main target.
 2)Analysis of situational language teaching lesson plan:

As the word, itself says, Situational Language Teaching focuses, on teaching the four

English skills, through a specific situation going on. The teacher chooses a situation in which all

the participant can show interest and therefore be active. As we notice in the main goal the

teacher proposes is “The students are able to identify kinds of noun in around them.” This means

that the students will be on a given situation, in this case the situation will be looking around their

classroom in order to find the nouns that surround them, first they will identify them and later on

they will practice reading writing listening and speaking in English using them. According to

Richards “The theory that knowledge of structures must be linked to situations in which they

could be used gave Situational Language Teaching one of its distinctive features.” (1999) This

highlights what we said before. The situation will be the main focus through which students will

learn.

In the second activity, we can notice that students will participate by looking to the

materials they have such as pen, notebooks, pencils, eraser among others, they will be set in the

classroom as the situation, and they will interact within the things that surround them to learn

new concepts and meanings to later on apply that information to their real life. Students find it

dynamic when they are part of the learning process, when they have the opportunity to play with

the input and produce output. After the identification of object, they have around the situation the

teacher proposes, they produce sentences, both orally and written on both the notebook and the

whiteboard. Richards strengthens this explanation by pointing out “Situational Language

Teaching adopts an inductive approach to the teaching of grammar. The meaning of words or

structures is not to be given through explanation in either the native tongue or the target language

but is to be induced from the way the form is used in a situation”

 3)Analysis of Content-based instruction (CBI):

Here we have a Science class which uses content-based instruction; content based

instruction focuses on the content students will explore in the classroom, and how students will

make use of it furthermore. As the lesson objectives, we have that “By the end of the lesson,

ELLs will: Categorize organisms as primary consumers, secondary consumers, producers and

decomposers. Trace the energy flow from the sun to producers then consumers and finally

decomposers and define key specialized vocabulary. This means that the science class will focus

entirely on the topics the teacher will explain in her class, they are going to be the center of the

class, rather than English as a mean of communication for example. Students will use the four

skills of English to complete tasks focusing on primary and secondary consumers, producers and

decomposers, and the energy flow.

As a first activity, the teacher has that “While the students are completing a vocabulary

graphic organizer the teacher will walk around the room answering questions and checking the

students work for comprehension.” The teacher will be focusing on the participation their

students have but towards the topic, rather than the student itself. The teacher will be more

interested in the comprehension of the topic, the development of the topics rather than how will

students use it, or how can students relate to it. This type of lesson plan is informative, it pretends

to inform to the students about science definitions, about how to classify the decomposers and

explain the energy flow in the World. Another activity which illustrates why it is content-based is

the following “define the specialized vocabulary (i.e., producer, consumer, decomposer…)

above, using the graphic depiction created on the board. The teacher will do this by writing the

vocabulary next to the organism it is defining” Students look for vocabulary in order to

understating the main topic.

 4) Analysis of Task based language teaching lesson plan.

The Task- Based Language Learning proposes to teach through a specific task, in this

case we have that the teacher wants the students to learn through different activities, but the most

highlighting one is the creation of a story in groups. Students will be able to join into groups and

each member will have specific roles in order to complete the story. Through the building up of

the story students will find themselves in the need of not just complete the story correctly using

the vocabulary the teacher gave them, but also, they will discuss about the correct usage, they

will share ideas opinions and thoughts in the target language, the brainstorming activities help

them to create a friendly environment and also to use the communicative skills in a real-life

situation. According to the British Council Task-Based languages usually “Divide the class into

small groups and assign each group a small research task and a source of information to use to

help them fulfil the task.” (n.d)

The second activity in which students share their stories with their classmates and they all

discuss them reinforces the first activity, students overall have the opportunity to produce and

receive knowledge from their classmates, the teacher works more like a tutor in this case; she is

not the center of information from which students learn. Students share knowledge through the

task of building and sharing their stories. If students commit mistakes, they will probably correct

within themselves, and discuss about the mistakes done in order to learn.

As a third activity students, will watch an interesting video according to the topic, which

strengthens the activities done before. All the tasks are related to keep the students performing

tasks and gaining knowledge and new information from in. Students are learning through

performing the situations.

 5)Analysis of Competency based teaching lesson plan.

A competency Based Teaching lesson plan focuses on what students are expected to do

with the language. As the general objective, the plan has that “The focus of this lesson is to

promote children’s skills in identifying different emotional states based upon facial expressions.

They will also be able to identify potential factors or situations that could cause these

moods/emotions.” This means that learning new vocabulary will be a tool students will need in

order to perform the activities regarding to the emotions. Learning vocabulary, is not just for

students to expand their knowledge, to learn about new concept, learning vocabulary will be used

in the classroom activity: the comprehension of a story, the teacher will read it with the students

and they will be able to learn about emotions and then distinguish them in their daily basis.

In this lesson plan the main activity will be the reading of a story, about emotions, in

order to answer the former questions the teacher will make, the kids need to know what the story

is about, and comprehend what feelings are and how they differ. According to Hurt “A traditional

CBLT course begins with an assessment of the student’s current speaking level as well as his or

her goals and needs. The teacher uses this information to tailor the curriculum to the student’s

profile.” (2019) this is accomplished in this lesson plan. The first activity in which students are

engaged is oral participation through asking them how they feel.

The teacher focuses not in the fact that students need to increase their vocabulary, but in

how they will use it later on, how they can use out the classroom, and how they will use it in this

case understanding the story and answering the set of questions.

 6) Analysis of Audiolingual Method lesson plan

We have the general objectives which most of them are based on listening and speaking

“Listen for information and ask and answer questions, and as specific objectives we have that

“Repeat the dialogues with a partner, to follow teacher’s direction happily, to speak aloud the

dialogue correctly and to transform questions into statements. We can notice that it is teacher-

centered instead of student-centered, which is one of the main characteristics of Audio-lingual

method.

The audio-lingual method is a method which focuses more in listening and speaking

before then reading and writing. One of the most used devices is dialogues. In activity number

one students have a dialogue which is very usual in lesson plans which want to incorporate the

audio-lingual method. After presenting the dialogue with which students will work throughout

the class, the teacher will read it twice, because as we said before it focuses mostly in speaking

and listening. After listening to the dialogue twice, students will repeat the sentences many times.

According to Richards “Like the nineteenth-century reformers, they advocated a return to

speech-based instruction with the primary objective of oral proficiency, and dismissed the study

of grammar or literature as the goal of foreign language teaching” (1999) which describes the

majority of the activities in the lesson plan, because they are all related with listening and

speaking. Even the homework is oriented into repeating, memorizing and then producing, the

kids do not create by themselves, they imitate their teacher, or under the teacher’s alignments.
 References:

Richards, J. C & Rodgers, T. S. (2014) Approaches and methods in language teaching.

(3rd. edition). United Kingdom: Cambridge University Press.

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Darn Steve (2013) Brithish CouncilA Content and Language Integrated LearningLesson.London
UK.Retrieved from:https://www.teachingenglish.org.uk/article/content-based-instruction

Hurt, N. (2019,). 5 Reasons You Should Consider Competency-based Language Teaching inYour
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