Edward Masyuko Waraba

The methodology depends on which type of lesson it is, for instance for if it is a systems lesson (grammar or vocabulary) or a skills lesson ( listening, reading, writing, speaking) or a functions lesson.

For instance for grammar lessons like adjectives the idea is to create a language analysis sheet which outlines a few things; the main aim of the lesson which in this case may be the order of adjectives and how this should be done. Then the sub - aim which is actually like a bonus at the very end of the lesson where learners have freer practice and can engage in groups.

The target sentences (target language) should be selected to carry out this lesson, usually 3 sentences. These will be the examples that will drive the lesson and should be selected by the tutor.

In this analysis form I need to indicate how I should convey meaning to learning, in this case since it's how to place adjectives in order of which comes first I would suggest an acronym 'OSACOM' which implies the order of adjectives in a sentence ie opinion, size, age, color, origin and material.

I'd use Concept checking questions for instance 'is the speaker free to put the adjectives in any order?' to check understanding when engaging with the learner.

Again in the analysis I need to come up with 3 problems and solutions each for meaning, form and pronunciation. After this I can anticipate problems that learners may face during the lesson.

The lesson plan takes shape after the analysis, I can now decide to employ Test teach test or Task based methodology where in using the Test teach framework I first conduct a diagnostic test to get a feel of where the students are first before clarification whereas in the Task based framework I expose them directly to the target language and then analyse examples from the text.

Both frameworks end with freer practice which is the sub- aim of the lesson having guided the learners through the main aim already.