My Ssec Capstone Project BRAC University ENG 334

BRAC University ENG 334

BRAC University
ENG 334: ELT Methodology
Lesson Plan
Name of the participant: Israt Jahan Promi
Student ID No. 16303006
Date: 19.7.2018
Time: 60 minutes
Lesson: Learning dialogues
Level of students: 7
Number of students: 25
Goal: Students will increase their familiarity with daily life communication with others.

Terminal Objectives:
1. Students will develop their sentence structure.
2. Students will be able to communicate with others in real life.

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Enabling Objectives:
1. Students will learn different forms of sentences.
2. Students will learn how to present a speech on a particular topic.
3. They will learn the process of writing dialogues.
Skills / elements in focus: Writing, speaking.

Teaching materials: Textbook, board.

Supplementary materials/ aids: Video

Stage Time Students’ Activities Teacher’s Activity Methodology Materials

2 minutes Students will answer teacher’s questions. Teacher will give an introduction of the topic through questioning them.
For example, whether they often go shopping, or do they go alone or with their mother etc.
2 minutes Students will guess the best possible answers about topic of today’s class. Teacher will ask students to guess today’s topic based on the questions asked beforehand.
While- 5 minutes Students will watch the video and try to understand the sentence structure.

Teacher will show them the video tutorial on a conversation between shopkeeper and customer. Video tutorial on conversation between shopkeeper and customer
12 minutes Students will try to understand the forms of sentences and ask questions if there any.
Teacher will teach them how to form different kind of sentences which will help them while writing and speaking. Textbook, board
5 minutes
Students will read the particular dialogue

Teacher will give them a dialogue to read and see whether everyone is reading properly or not and whether anyone is struggling to understand anything or not. Textbook
5 minutes Students will discuss with their peers. Teacher will give them time to discuss with their peers about the dialogue.
Post- 10 minutes Students will play the roles of a shopkeeper and a customer

Teacher will make pairs and ask them to play role of a shopkeeper and a customer
5 minutes Students will receive feedbacks from the teacher and ask questions if there is any problem. Teacher will give students feedback and time to ask questions if there any.
12 minutes Students will listen to the teacher and try to understand the meaning of it.
Teacher will read out another dialogue and tell them the meaning of it and make them understand. Textbook
2 minutes Students will listen to the teacher about their homework. Teacher will assign them a homework of learning the second dialogue at home.


(a) Opening:
Since the learners are children, the teacher must maintain a lively environment along with a warm attitude while conducting the class. At first, the teacher can greet the students nicely and seem excited about teaching something new to them in order to make them interested.

(b) Stimulation leading to participation:
Primarily, this lesson does not follow any one particular method. As the students are children, the use of the native language is necessary so that they can completely understand what their teacher is saying. Apart from that, the lesson follows Grammar Translation Method as the teacher is using the native language and teaching them in a deductive way. Also pair work which indicates CLT approach as students discussed among themselves and presented in a pair.
So, it can be suggested that the teacher is essentially following the “eclectic” approach while teaching the students as she or he is considering the context and needs of the students. In this lesson plan prepared materials are used instead of any authentic material because it follows “eclectic” approach as they are prepared to keep in mind, the learners’ particular needs. As Dinçay (n.d.) notes that before a teacher puts one method into practice, s/he should consider his/her students, the “conditions of instructions, and the broader sociocultural context” since a particular method might not always be a “prescription for success for everyone.” (p. 19). An eclectic approach is more successful in helping the students acquire target language in a fun and comfortable manner.
(c) Closer:
The elementary level learners will surely benefit from the dialogue learning as they can apply these in their real life. These will not only help them to write dialogues and communicate with others, also it will help them in their everyday life.

Anticipated problems:
Students can face problems while answering teacher’s questions. They may find difficulties to find correct word to express their feelings. They might struggle to understand different forms of sentences. They also can face problem to understand difficult words in the dialogues.


D, Turgay. Teaching A Quick Chronological Review of the ELT Methods Along with their Techniques and Principles : Choosing Eclecticism from among Language Teaching Methods