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SCHOOL OF EDUCATION AND SOCIAL SCIENCE (SESS)

BACHELOR IN EDUCATION (BTESL)
SEMESTER SEPTEMBER 2022
ELT22503 METHODOLOGY IN ELT

ASSIGNMENT - 30%
MODE - INDIVIDUAL

STUDENT’S NAME ROSELINE ERTAU ANAK JUGAI

MATRICS ID 2112022020062
LECTURER SIR JONES JOYNER ANAK JUGAH
SUBMISSION 17 DECEMBER 2022
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DAILY LESSON PLAN
SUBJECT English YEAR / LEVEL Form 4
DAY / DATE 17/12/2022 WEEK
TIME 7.30 - 8.30 A.M DURATION 30 Minutes
THEME Science and Technology TOPIC Let’s Chat!
Main:
2.1 Speaking
FOCUS SKILLS
Complementary:
4.1 Writing
Main:
CONTENT 2.1 Speaking
STANDARDS Complementary:
4.1 Writing
Main:
LEARNING 2.1.3 Speaking
STANDARDS Complementary:
4.1.5 Writing
By the end of the lesson, students will be able to:
LEARNING 1. Explain advantages and disadvantages plans.
OBJECTIVES 2. Organize, sequence, and develop ideas within a text of several paragraphs or
familiar topics.
Can communicate information, feelings, plans, and ambitions clearly and
SUCCESS / confidently by providing a lot of relevant details.
CRITERIA Can communicate information, ideas, feelings, and opinions clearly as well
as organize information coherently using a variety of relevant details.

LANGUAGE /
Expressing advantages and disadvantages.
GRAMMAR FOCUS

Pre-lesson
Ask students to work with their partners and come up with their favourite
gadgets. Why do they enjoy to use the gadgets? How it helps them in daily
life? When ready, collect responses.
Lesson Delivery
Draw up the table below on board.

Laptop
ACTIVITIES / STEP Smartphone
Advantages Advantages

Disadvantages Disadvantages

Ask students to fill in all the advantages and disadvantages. Students work
in group to write up the ideas.
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Students need to present to the class on the advantages and
disadvantages of both gadgets listed. Students need to use connectives
and linking words (also, as well as, on the other hand, apart from this,
etc…) during the presentation.
Post-lesson
Review the learning by asking the students which gadget would they like to
use. Encourage students to use their imaginations to come up with some
unusual ideas.
Students’ and teachers’ Book.
TEACHING AIDS Flashcards of gadgets (laptop and smartphone).
Coloured papers.
CLASSROOM
BASED Have the students to open their workbook and do the task in the workbook.
ASSESSMENT
(CBA@PBD)
Critical thinking CONTINUOUS AND
21ST CENTURY Writing
Collaboration COMPREHENSIVE
ACTIVITY Speaking
EVALUATION (CCE)
Application Rationally
HOTS Understanding VALUES Cooperation
Comprehending
TEACHER’S 1. Students form the task given.
REFLECTION 2. The objectives of the lesson accomplished.

Prepared by: Verified by:

……………………….. ………………………..
(ROSELINE ERTAU ANAK JUGAI) (TEACHER’S NAME)
Trainee Teacher Mentor / Teacher
School Name
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APPENDIX
1. Teaching Aids/ Materials: Flashcards.
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TEACHING METHODS

1. Communicative language teaching (CLT)\

Enable learners to communicate effectively and appropriately.This approach is probably

now the most popular teaching model for English language teaching globally. In part
because it aims to put students in a variety of real-life situations, so that they can learn
how to use their language skills to communicate in the real world. Educators therefore
tend to focus on fluency of communication rather than accuracy and lessons are more
hands-on than theoretical.

Interactive and relevant classroom activities characterise this approach along with the use
of authentic source materials. Teachers are encouraged to provide the students with as
much opportunity to give and receive meaningful communication as possible. The use of
personal experience is also common in CLT classrooms.

2. Task -Based Language Learning.

Enable learners to handle task The focus of TBLT teaching is solely on the completion of a
detailed task which interests and engages the learners. Learners use the language skills
that they already have to complete the task and work through three distinct phases – a
pre-task, the task itself and post-task.

Students might, for example, be asked to deliver a presentation about an important

environmental issue. In order to complete it, they will need to read / listen to source
material, conduct internet research, as well as writing and delivering the presentation
itself.