ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO

FACULTY OF MODERN LANGUAGES

Methodology of Teaching EFL
and Teaching Practice

OUTLINE
a foreign language lesson - English - IX "b" class, 07.11.2023

Name: Nikola Nikolov

Faculty No: 2330014940 . Date: 07.11
Time: 10:45 AM
School : PGTLP
Grade: IX B class
No of students: 24
Level of language A2 learning:
Mentor: Mrs. Docheva

Lesson Aims (long-term goals corresponding to the levels of ability in a language as described
in the national school curricula - https://goo.gl/2YZ3bN and/or CEFR
https://goo.gl/VzKXec )

Long-term Goals:
1. Speaking Skills:
o Participating in discussions.
o Describing in simple terms aspects of their background, immediate
environment, and matters in areas of immediate need.
o Corresponding CEFR Level: A2
2. Teamwork Skills:
o Develop students’ skills to work cooperatively and as a team.
Student Learning Outcomes (precise observable and measurable goals of what your students
will be able to accomplish after the lesson is completed):

 Communicative Outcomes:
 Students will be able to make assumptions and talk about different types of
holidays and means of transport using pictures as stimuli.
 Students will participate in discussions, contribute ideas, and ask questions.
o Linguistic Outcomes:
 Students will learn and correctly use vocabulary related to types of holidays and
means of transport.
 Practice grammar structures related to holiday activities.
o Social and Cultural Objectives:
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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

 Develop intercultural awareness through discussions about holidays in different

cultures.
 Understand the relationship between language and culture.

Personal pedagogical aims:

o Improve my ability to manage classroom interactions effectively.

o Enhance my skills in using visual aids to support language learning.
o Develop strategies to address diverse learning preferences in the
classroom.

Assumptions

About the Learners:

 Students may have varying degrees of familiarity with different types of holidays
and means of transport.
 They may have personal preferences and experiences related to the lesson topic.
 Their socio-cultural backgrounds could influence their perceptions and
knowledge of holiday activities.

About the Language:

 Students have studied basic vocabulary and grammar structures related to
holidays and transport in previous lessons.
 They have practiced using the present simple and present continuous tenses.

Anticipated problems & possible solutions

o Conceptual:
 Problem: Understanding new vocabulary.
 Solution: Use images and context sentences to illustrate meanings.
o Structural:
 Problem: Correctly forming sentences about holidays.
 Solution: Provide sentence starters and model answers.

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

o Phonological:
 Problem: Pronouncing new words correctly.
 Solution: Practice pronunciation drills.
o Communication:
 Problem: Engaging in discussions.
 Solution: Use pair and group work to encourage participation.
o Cultural:
 Problem: Understanding different holiday traditions.
 Solution: Discuss holidays from various cultures and encourage sharing personal
experiences.

Materials / Aids

o Textbook Pages:
 Vocabulary exercises related to holidays and transport.
 Visual aids (pictures of holidays and transport).
 Additional Aids:
 Flashcards
 Whiteboard and markers

STAGES ACTIVITIES TIMIN INTERACTIO RATIONALE COMMENTS

& G N
PROCEDURE FORMAT
S
Warm-up Discuss 5 min Whole class Activate prior The teacher
favorite knowledge engages students
holiday and engage with a friendly
experiences. interest. greeting and a
discussion about the
ir favorite holiday
spots, setting a
positive and
inclusive tone. This
initial interaction
aims tо
activate prior
knowledge and
make personal
connections tо the
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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

topic, aligning with

the principle оf
engagement.
Presentatio Introduce 10 min Teacher-led Visual A brief review оf
n vocabulary context helps existing knowledge
using with about travel allows
pictures understandin the teacher tо
(cruise, g. address
safari, etc.). misconceptions and
fill knowledge gaps.
This step ensures
that students have a
solid foundation
before introducing
new vocabulary.
Practice Students 10 min Individual Reinforce Using an inductive
label pictures vocabulary approach, the
with correct learning. teacher presents
holiday examples оf holiday
types. activities,
transportation
options, and
geographical sites.
Students are
encouraged tо infer
meanings and rules
from the context,
promoting active
engagement and
deeper
understanding.

Practice Check any 10 min Pair work Collaboration Students discuss

new words in and their personal
the word list. vocabulary experiences with
Identify reinforcement travel, fostering a
means of . communicative and
transport in interactive
classroom
pictures.
environment.
Production Write 10 min Individual Apply Students categorize
sentences vocabulary in modes оf transport
using context. individually and
adverbs of then compare their
frequency classifications with
and transport a partner. This task
develops critical
vocabulary.
thinking and
collaborative skills,
promoting both

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

individual and
social learning.
Wrap-up Share 5 min Whole class Review and A discussion оn
sentences consolidate whether the
with the learning. learning objectives
class. were met and how
students
participated allows
for immediate
feedback and self-
assessment, which
are crucial for
ongoing
improvement and
motivation.

Students are tasked

with writing
an essay about a
vacation,
integrating the new
vocabulary and
concepts learned.
This assignment
reinforces learning
and provides an
opportunity for
creative expression.

Self-evaluation comments:

My Thoughts, on Self Evaluation;

Preparation for the Lesson;

I felt well prepared with a lesson plan that clearly outlined the learning objectives, activities
and materials. However I did face challenges in predicting timing

Following the Plan;

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

While I mostly adhered to the lesson plan I found myself deviating slightly due to student
questions and discussions. This made me realize the importance of flexibility in planning.

Challenges Faced;
I encountered difficulties in managing timing for activities and transitions trying to strike a
balance between teacher led instruction and student centered tasks.

Outcome of the Lesson;

Overall the lesson achieved its objectives successfully. Engaged students in language practice.
However there are areas where improvements could be made in terms of pacing and clarity of
instructions.

Effective Strategies;
Engaging students with activities and multimedia resources effectively captured their
attention. Promoted participation.

Areas for Development;

I recognize the need to improve my use of the board for organization of information and to
support student understanding.

Language Use;
While I occasionally used Bulgarian for clarification purposes I understand the importance of
fostering communication among students, for interactions.

Handling Unexpected Situations;

Although I managed circumstances effectively there were occasions when I could have
responded promptly to meet students immediate needs.Lessons Comparison;
This particular teaching session was quite unique because it emphasized learning and
problem solving activities requiring a approach, to teaching.

Enhancing Teaching Abilities;

During this classroom session I was able to improve my skills in lesson preparation, classroom
management and fostering student independence in line with the EPOSTL guidelines.

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

Future Aspirations;
Looking forward my aim is to pace my lessons utilize the whiteboard during classes promote
more student led discussions and teamwork. Additionally I plan to implement strategies, for
managing disruptions.

Trainee signature: Mr. Nikolov Mentor signature: Mrs. Docheva

PREPARATION
 How useful was your lesson plan?
- Evaluation of Lesson Plan: Hence, it can be seen that the lesson plan offered a good
structure for the activities to be covered and the learning objectives. Nevertheless, the
student – teacher element remained a problem in estimating the rhythm and fluency
of the lesson.

 Were you able to follow it?

- Adherence to Plan: I largely adhered to the lessons plan, but allowed for some
amendments as students asked questions and engaged in discussions.

 Did you need to depart from it during the lesson? Why?

- Challenges in Planning: The decision of the timing of activities and transitions was
challenging during the planning phase thus arising with various difficulties.

 What difficulties did you face in planning the lesson?

- Challenges in Planning: The decision of the timing of activities and transitions was
challenging during the planning phase thus arising with various difficulties.

 Now that you have taught your lesson, what changes would you make in the plan for the next
time?
- Improvements for Next Time: In future lessons, I should use yet more flexibility
when deviating from the planned course of the lesson; but at the same time, stick to
the speed I have set.

YOUR TEACHING
 How successful was the lesson?
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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

- Success of the Lesson: In summary, the lesson has been effective to the extent of
achieving its goals and providing an avenue for students to practice what they have
learnt.

 Which part of the lesson was the most successful? Why?

- Most Successful Segment: One of the major means that was observed to create
engagement was the interactive group activity that was used in the teaching process
which influences the problem solving skills of the students. It strengthen group work
and cooperation, as well as boost the critical analysis ability of the students.

 Which part was the least successful? Why?

- Less Effective Segment: The first time introducing the topic seemed quite hurried
giving the students a hard time trying to understand the material. The host’s body
language and the camera work could be better synchronized and the speaker could
use more time in explaining the concept presented.

 How did you ensure that all the students understood or could do what you wanted them to
do?
- Ensuring Comprehension: I also asked questions at some point and moved from
group to group to see and listen to the discussions and at the end of the lesson I gave
feedback and made sure that every student understood everything that was taught.

 How much and how did you use the board?

Was it effective?
- Board Utilization: I used the board in a fairly moderate manner, in which I draw some
important information and illustrations. The board is not used to its fullest potential most
of time, but it can be more effectively used when structuring information and enriching
students’ knowledge.

 What other aids did you use?

Were they effective?

- Additional Resources: Teacher created videos and online quizzes were identified by the
students as supportive multimedia tools because it assisted them in grasping more
concepts from what the teacher was teaching.

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

- Success of the Lesson: In summary, the lesson has been effective to the extent of
achieving its goals and providing an avenue for students to practice what they have
learnt.

 Which of the four skills did you develop most?

- Skill Enhancement: This lesson was designed mainly for speaking and critical
thinking skills and those were achieved through the use of different activities and
discussions.

 How much Bulgarian did you use? Should you have used more or less?
- Language Application: Bulgarian was employed selectively when providing
instructions in the class as well as responding to specific questions by particular
learners. Perhaps, I could have used more English in scenarios to ensure that the
learners only express and communicate in English as required.

 What did you do in order to provide a real learning environment in the class?
- Creating an Authentic Learning Environment: I made a successful attempt at making
students learning joyful and involving by using examples from the real world and
making the students use the foreign language themselves.

 What aspect of the lesson gave you most difficulty?

- Challenges Faced: Dispersing time effectively and another teaching approach of
involving the teachers while at the same time providing activities that involved the
students was also another issue I faced.

 Were you able to tackle all the unexpected situations in the classroom?
- Dealing with Unexpected Circumstances: In a few cases, I overstressed on writing
lesson plans without much consideration of what was happening in real time with
students.

 How was this lesson different from ones you had taught before?

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

- This lesson was different from before because I relied more on group work and
critical thinking, which called for a more helpful approach to teaching.

 Did this classroom experience help you develop any of the teaching competences
described in the EPOSTL? If yes, please specify them. Give reasons for your opinion.

- Improving Teaching Skills: From this classroom experience the following learning
outcomes of the EPOSTL were covered; knowledge, skill and attitude gained: Lesson
planning and rationing skills, classroom management and management of student
independence.

 What next steps would you take to improve your teaching?

Future Steps for Enhancement

Understanding Student Needs: Achieving Better Knowledge With regard to students’

particular characteristics and modalities of learning, I will need to gain a better
appreciation of students as learners.

Board Utilization: Ensure that whenever you take a turn to use the board, you use it in
the right manner, specifically, to sort out information and offer better diagrams.

Encouraging Student Leadership: Create a culture in classroom where the students are
encouraged to take the leadership role in group disceration and participations.

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

Managing Disruptions and Transitions: The various activities should be carefully

organized in a bid to make displacements and interferences minimal and skip from one
activity to the other.

Reflecting on Lesson Pacing: Always pay attention to pacing of lessons as well as to

simplification of lessons to avoid boring the students, while at the same time re-
evaluating the lessons so as to capture the students’ understanding of the lessons in
course, progressively.

PLANNING CHECKLIST (see EPOSTL Section – Self-Assessment)

Know the Class:

 Language needs, expectations, interests, proficiency level, personalities,
relationships, preferred activities, names, distractions.

Gaining Attention:
 Introduce yourself, use engaging activity, create positive atmosphere.

Learning Outcomes:
 Relevant to learners, interesting and challenging, linked to previous/following
tasks.

Lesson Organization:
 Clear instructions, smooth transitions, appropriate timing, focused conclusion,
homework.

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

Interaction:
 Maximize attention, encourage participation, manage discipline effectively.

Connecting Theory and Practice іn English

Language Teaching: A Comprehensive Approach
tо Teaching Vocabulary and Travel – Report
Summary

English Language Teaching (ELT) requires a delicate balance between theoretical principles
and practical application. This essay demonstrates how principles, theories, and approaches
іn ELT can be effectively integrated into a lesson plan focused оn vocabulary related tо types
оf holidays, holiday activities, means оf transport, and geographical sites. The lesson plan
aims tо introduce new knowledge while reinforcing previously acquired information,
enriching students' vocabulary, and developing a range оf competences.

Principles оf Effective ELT

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

The lesson plan іs grounded іn several core principles оf effective ELT: engagement,
contextualization, and communicative competence. Engagement involves actively involving
students іn the learning process through interactive and meaningful activities.
Contextualization refers tо presenting language іn real-life contexts tо make learning more
relevant and memorable. Communicative competence emphasizes the ability tо use the
language effectively іn various social situations, focusing оn both accuracy and fluency.

Theories Underpinning ELT

Stephen Krashen's Input Hypothesis and Lev Vygotsky's Social Development Theory form the
theoretical backbone оf this lesson plan. Krashen's Input Hypothesis suggests that language
acquisition occurs when learners are exposed tо comprehensible input slightly above their
current proficiency level (i+1). This lesson provides such input through the introduction оf
new vocabulary and contextual examples.

Vygotsky's Social Development Theory, particularly the concept оf the Zone оf Proximal
Development (ZPD), emphasizes the importance оf social interaction іn learning. The lesson
incorporates collaborative activities where students can support each other іn understanding
and using new vocabulary, thereby operating within their ZPD.

Approaches tо Teaching Grammar and Vocabulary

The inductive approach tо teaching grammar іs particularly effective іn this lesson. Instead оf
presenting rules explicitly at the outset, the teacher introduces vocabulary and concepts
through context and examples, allowing students tо infer rules and meanings. This approach
encourages active participation and deeper cognitive processing, which leads tо better
retention and understanding.

Implementation оf Theories and Approaches

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

Starting the Class (1-5 Minutes)

The teacher engages students with a friendly greeting and a discussion about their favorite
holiday spots, setting a positive and inclusive tone. This initial interaction aims tо
activate prior knowledge and make personal connections tо the topic, aligning with the
principle оf engagement.

Reviewing Students' Knowledge (5-10 Minutes)

A brief review оf existing knowledge about travel allows the teacher tо address
misconceptions and fill knowledge gaps. This step ensures that students have a solid
foundation before introducing new vocabulary.

Exploring Holiday Types and Activities (10-12 Minutes)

The teacher introduces different types оf holidays, activities, and means оf transport using
images and descriptions. This method оf contextualization helps students visualize and relate
tо the new vocabulary.

Understanding the Learning Material (12-25 Minutes)

Using an inductive approach, the teacher presents examples оf holiday activities,
transportation options, and geographical sites. Students are encouraged tо infer meanings
and rules from the context, promoting active engagement and deeper understanding.

Students Share Their Thoughts (25-30 Minutes)

Students discuss their personal experiences with travel, fostering a communicative and
interactive classroom environment. This activity aligns with Vygotsky's Social Development
Theory by encouraging peer learning and support.

Individual Task: Sorting Types оf Transportation (30-35 Minutes)

Students categorize modes оf transport individually and then compare their classifications
with a partner. This task develops critical thinking and collaborative skills, promoting both
individual and social learning.
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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

Summarizing and Drawing Conclusions (35-40 Minutes)

The teacher leads a recap оf the lesson's main points, encouraging students tо reflect оn what
they have learned. This step reinforces new knowledge and helps students make connections
across different subjects.

Evaluation оf Classroom Work (40-45 Minutes)

A discussion оn whether the learning objectives were met and how students participated
allows for immediate feedback and self-assessment, which are crucial for ongoing
improvement and motivation.

Homework Assignment
Students are tasked with writing an essay about a vacation, integrating the new vocabulary
and concepts learned. This assignment reinforces learning and provides an opportunity for
creative expression.

Conclusion

By integrating principles оf engagement, contextualization, and communicative competence

with theories like Krashen's Input Hypothesis and Vygotsky's Social Development Theory,
this lesson plan effectively connects theory and practice іn ELT. The use оf inductive
learning, contextual examples, and interactive activities ensures that students not only
acquire new vocabulary but also develop the skills tо use іt meaningfully іn real-world
contexts. This comprehensive approach tо teaching English fosters a rich learning
environment where students can thrive both linguistically and culturally.

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 ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

Library Resources.
 electronic version of Express Publishing - Legacy for Bulgaria, Level A2, part 2,
resources of Express Publishing, internet possibilities. -
https://fliphtml5.com/ocopp/ladi/basic
 https://www.teachingenglish.org.uk/news-and-events/world-teachers-day/2016/
rachael-roberts-planning-differentiation
 https://www.teachingenglish.org.uk/professional-development/teachers/managing-
lesson/articles/checking-understanding
 Vygotsky’s Zone of Proximal Development and Krashen’s i+1: Incommensurable
Constructs; Incommensurable Theories William E. Dunn and James P. Lantolf -
https://edisciplinas.usp.br/pluginfile.php/1185860/mod_folder/content/0/Dunn%20and
%20Lantolf%201998%20krashen%20and%20vygotsky.pdf

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ST CYRIL AND ST METHODIUS UNIVERSITY OF VELIKO TURNOVO
FACULTY OF MODERN LANGUAGES
Methodology of Teaching EFL
and Teaching Practice

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