Long lesson plan for the second semesterມັດ​ທະ​ຍົມ

Long lesson plan Subject: Methodology 1 12 + 4 system of secondary teacher education courses, semester 2 on year 3( ICT) Teacher’s subject: Assistant Professor Sengamphone KONGPHAVONG academic 2021-2022

Long lesson plan for the second semester, academic 2021-2022 - Subject: Methodology 1 - Course code : 0910502 - 12 + 4 system of secondary teacher education courses, semester 2 on year 3 - Period : 48 hours for 1 semester - Teacher’s subject: Assistant Professor Sengamphone KONGPHAVONG  Student teachers will be able to: - Explain learning and teaching principle - Use blackboard effectively - Manage the classroom learning process - Use appropriate drilling techniques and questions in class - Apply a process writing approach to plan and draft writing Use different techniques to record new vocabulary week Content Teaching-learning Time materials Evaluated activities 1 Unit 1 - T explains - Charts Assignment - Power point Principles for teaching English - Ss do activity, in - Work - sheets 1. Characteristics of a good Language Teacher pair, giving their Activity1.1 information Students read the statement of good language teacher in - Ss answers the pairs and decide which they agree and disagree, then questions teacher gets feedback in whole class. 3 hours Activity1.2 Students read the two examples of teaching listening then teacher gives two demonstrations of good and bad teaching listening. Students work in pairs and decide which demo is good or bad and teacher gives feedback with students 2. Principles of effective English teaching Activity2.1 To brainstorm students ideas of language learning and

teaching by asking them to discuss the questions in pairs. Teacher gives help and get feedback from each pairs Activity2.2 Teacher explains how to do the activity then tell students read the statement individual of how people learn the second language and write True (T) or False ( F) in each sentence and check with students. Activity 2.3 Teacher tells students to decide and number the most important qualities of an effective teacher to the least important. 2 Unit 2 - T explains - Charts Assignment - Power point Using the blackboard - Ss do activity, in - Work - sheets 1. Writing techniques pair, giving their Teacher brainstorms the ideas from students of what information teacher usually writes on the board and teacher writes on - Ss answers the the board. questions Activity1.1. Observation task 3 hours Teacher tells three students to write the same sentence “ I am studying English” at the same time on the blackboard and asks all students to compare how differences of their writing styles. Activity1.2 Writing on the blackboard Students work in pairs. Look at the examples of writing on the blackboard. The teacher is teaching vocabulary about the weather. What problems can they identify? How would they improve the writing on the blackboard? 3 Unit 2 - T explains - Charts Assignment Using the blackboard ( continued) - Ss do activity, in - Power point - Work - sheets 1. Organizing the blackboard pair, giving their

Activity2.1 Class questions information Students look at the blackboard and the teacher is - Ss answers the teaching singular and plural nouns. This is what the blackboard looked like at the end of the lesson. Look at questions the black board carefully and answer the questions - T gets feedback. Activity 2.2 . Organizing the blackboard Students look at the blackboard again and redesign the 3 hours board work using the words in the box . 2. Presenting and practicing structures Activity 3.1 : Learning structures Teacher explains that it is important to use the blackboard(bb) when explaining how to form new structures and to show the difference between structures. Tell the students to look at the example in the book , then the teacher is teaching Past Simple , then asks students to share ideas with the whole class. Activity 3.2 : Presentation of words on the blackboard Students work in pairs and decide what grammar points are shown and how you present them on the blackboard. 4 Unit 2 - T explains - Charts Assignment Using the blackboard ( continued) - Ss do activity, in - Power point 1. Blackboard drawings pair, giving their - Work - sheets Teacher elicits the ideas from students of using pictures information for teaching and writes on the board, then teacher - Ss answers the 3 hours discusses the simple blackboard drawing in classroom questions with students from activity 1-6 and also organizes students working in pairs or in groups. Revision. Answer the questions if you can remember how to use the blackboard effectively.

5 Unit 3 - T explains - Charts Classroom management - Ss do activity, in - Power point 1. Control in the classroom pair, giving their - Work - sheets information Students work in pairs by looking at the techniques that - Ss answers the questions teacher might use in class and decide which technique - T gets feedback. help to control the class and which don’t. Ask students write some ideas on the board and check together. 2. Good Rapport 3 hours Teacher gives two demonstrations of a good rapport and asks students tick the correct column in Demo1 and 2 Students work in groups to discuss some ideas of two demonstrations and teacher writes the questions discussion on the board, then get feedback in whole class. Students look at the checklist and get some ideas of creating a good atmosphere in your class. 6 Unit 3 - T explains - Charts Assignment - Power point Classroom management ( Continued ) - Ss do activity, in 1. Increasing students talking time ( STT) pair, giving their - Work - sheets Activity 3.1 information Students work individually and decide if they agree or - Ss answers the 3 hours disagree with the statements of STT, then compare the questions ideas with friends. - T gets feedback. Activity 3.2 Students discuss in their groups whether they think the activity makes the students talk more ( increase STT) or makes the students talk less (Decrease STT). Teacher monitors and helps. 2. English or Lao Teacher is brainstorming student’s ideas of non-native

speaker of English and native speaker of English. Write some ideas on the board and explain to class in English and Lao, then teacher writes another discuss questions on the board and share ideas with students. Activity Students work in group and look at the different part of the lesson then decide if the teacher should use English, Lao or both when doing the activity and get feedback in whole class. 7 Unit 3 - T explains - Charts Assignment - Power point Classroom management ( Continued ) - Ss do activity, in 1. Using the gesture pair, giving their - Work - sheets Teacher shows of how to use gestures to explain the information instructions then have the class questions to discuss with - Ss answers the 3 hours students. questions Activity1.1 - T gets feedback. Work in groups and decide what gestures you could use to make the following instructions clearer to your students, then discus some ideas in whole classroom. 2. How to use English in the classroom Students work in pair and match the situation with the English phrase and get feedback. Students work in groups to take each situation and try to think of more phrases. Give them the example 8 Unit 4 - T explains - Charts Assignment - Power point Using questions in class - Ss do activity, in - Work - sheets Revision pair, giving their To brainstorm the students ideas teacher write the class information - Ss answers the

questions on the board then discus with students. questions 3 hours 1. Techniques for asking questions - T gets feedback. Elicit the word “technique” or ask the students what it means. Students work in group to describe the differences between the four techniques and the advantages and disadvantages of each and give feedback from each group. 9 Unit 4 - T explains - Charts Assignment - Power point Using questions in class ( Continued ) - Ss do activity, in 1. Checking understanding pair, giving their - Work - sheets Activity 2.1 : Observation task information Teacher give four demonstration of different types of - Ss answers the 3 hours questions and tell students read the questions in the book , questions as they watch ,think about the questions, after that have - T gets feedback. the class discussion Activity 2.2 Match the concept questions with the correct languages item. Monitor and help. 10 Unit 5 - T explains - Charts Assignment Pronunciation drills - Ss do activity, in - Power point 1. Introduction pair, giving their - Work - sheets Teacher elicits the ideas from students of the word “ information drilling “ and have a class discussion with students - Ss answers the 3 hours questions 2. The stages of drilling - T gets feedback. Teacher explains the four stages of drilling, then gives the demonstration of each stage of drilling.

Students work in pairs to match the stages of drilling and definitions. 3. Why we do each stage Students work in groups to discuss the questions that given on the board, after discussion ask students match the stages to reason of drilling 11 Unit 5 - T explains - Charts Assignment Pronunciation drills ( Continued) - Ss do activity, in - Power point 1. Drilling questions and answers pair, giving their - Work - sheets Teacher demonstrates how to drill a question and answer , information students watch the demonstration and follow the question - Ss answers the 3 hours that teacher given. questions Group discussion of drilling demonstration. - T gets feedback. 2. What does drilling practices? Teacher explains the important of drilling practice and students shares ideas together. 3. How to drill Teacher demonstrates the drilling again by using the same sentences as before, students watch and write “ do” or “ don’t in each statement in the book. 12 Unit 5 - T explains - Charts Assignment Pronunciation drills ( Continued) - Ss do activity, in - Power point 1. Micro-teaching pair, giving their - Work - sheets information Ask students to read the checklist of things students need to think about when they plan to drill. - Ss answers the 3 hours Organize students in groups and prepare for peer questions teaching. - T gets feedback.

13 Unit6 - T explains Assignment Process writing - Ss do activity, in 1. What is process writing? pair, giving their information Teacher explains the steps of process writing and how to - Ss answers the 3 hours draft and revise their written work. questions 2. Pre-writing activity - T gets feedback. Ask students work in pairs, then think of an activities they can do before writing, then tell students work in group to discuss the activities 1-3 in the book then give feedback in whole class. 3. Drafting Teacher explains the important to make a plan and the steps of writing. Students work in groups to write two paragraphs to describe Vientiane. 14 Unit6 - T explains - Charts Assignment - Power point Process writing ( continued) - Ss do activity, in - Work - sheets 1. Revising pair, giving their Explain the correction codes for the process approach and information 3hours write the example on the board. - Ss answers the Students practice to correct the text themselves by using questions cods and rewrite and editing the text in pairs. - T gets feedback. 15 Unit7 - T explains - Charts Assignment Making a class vocabulary - Ss do activity, in - Power point 1. Introduction pair, giving their - Work - sheets Teacher explains of making the vocabulary book is one information useful way of helping students to remember previously - Ss answers the 3 hours and newly learnt vocabulary. questions Students will lean the technique of how to remember the