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The Audiolingual methodLesson Plan Form:the 2nd Date:the 17th of January Teacher:Irina Primac Topic:Module five, Lesson Four,“Colours” Specific Competences: - Communicative and Pragmatic Competence – Producing oral messages and Interactions (Spoken Interaction) - Communicative Competence – Receiving oral messages (Listening) - Communicative and Pragmatic Competence – Producing written messages and Interactions (Writting) Sub-Competences: 1.2.Distinguishing in speech words and simple, short sentences containing sounds, patterns of intonation and other specific phenomena. The words and sentences are pronounced slowly and clearly, and repeated several times. 2.1.Reproducing certain sounds and groups of sounds in isolation and in words. 2.4.Reproducing simple answers and questions concerning the students’ familiar objects. Operational Objectives: I.Knowledge –Pupils will be able to decode unknown vocabulary; will learn the name of the new objects and say sentences using the example ”The + obiect + is + culoare.” II.Skills– Pupils will be able to hold a conversation – asking and answering at the questions; III.Attitudes– Pupils will form positive attitudes towards productive communication.
I suggest the following methods and techniques that can be used at the lessons: The Audiolingual method The objective of the audiolingual method is accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns. Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them. It was believed that learning structure, or grammar was the starting point for the student. Here are some characteristics of the method: § language learning is habit-formation, § mistakes are bad and should be avoided, as they are considered bad habits, § language skills are learned more effectively if they are presented orally first, then in written form, § analogy is a better foundation for language learning than analysis, § the meanings of words can be learned only in a linguistic and cultural context. The main activities include reading aloud dialogues, repetitions of model sentences, and drilling. Key structures from the dialogue serve as the basis for pattern drills of different kinds. Lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. It is taught inductively. Furthermore, the target language is the only language to be used in the classroom. Game:Used to bring competition, participation, drills, and feedback into the learning experience as a motivator and opportunity for application of principles. The advantages for this method: · Actively involves learners • Can add or regenerate motivation • Promotes team learning and collaborative skills • Provides a challenge that can lead to confidence in knowing and expressing the material • Provides feedback • Can create a “fun” learning environment Keys to success: • Choose relevant games at an appropriate level that can be reasonably expected to achieve the learning objectives • Introduce the game and make the objectives clear • Give clear and thorough directions • Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so • Do not take sides or show partiality • Keep a handle on things.
Date: 2016-03-03; view: 1075
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