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Lesson Plan 11-4TNI-24 (13)

This document outlines a seminar lesson plan on sociolinguistics for a group of 15 students, scheduled for 2 hours. The lesson includes activities such as discussions, concept mapping, and peer feedback, aimed at introducing key sociolinguistic concepts and fostering student engagement. The objectives are to enhance students' understanding of sociolinguistic terms, improve their academic writing skills, and encourage collaborative learning.

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24 views5 pages

Lesson Plan 11-4TNI-24 (13)

This document outlines a seminar lesson plan on sociolinguistics for a group of 15 students, scheduled for 2 hours. The lesson includes activities such as discussions, concept mapping, and peer feedback, aimed at introducing key sociolinguistic concepts and fostering student engagement. The objectives are to enhance students' understanding of sociolinguistic terms, improve their academic writing skills, and encourage collaborative learning.

Uploaded by

malikaxonim343
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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FAN: TILSHUNOSLIK

KURS: 1

GURUH: 11-4TNI-24
SANA: 11.04.2025

FANNING O’QITISH METODIKASI

LESSON 1. Sociolinguistics

Course Type: seminar Time: 2 hours


Semester: S1  S2 Number of students: 15

Lesson Outline

1. Introduction: introducing the concept and scope of sociolinguistics (15 minutes)


2. Reading & discussion: exploring a short text on language and society (20
minutes)
3. Concept mapping: categorizing sociolinguistic factors (15 minutes)
4. Guided paragraph writing: writing about one sociolinguistic concept (30
minutes)
5. Peer feedback: sharing and reviewing student writing (20 minutes)
6. Conclusion & homework: reflection and task assignment (10 minutes)

Lesson aims: - to introduce the basic concepts and significance of sociolinguistics.


- to promote student engagement through discussion, reading, and writing.
- to develop students’ ability to articulate sociolinguistic concepts clearly in academic
writing.
- to foster collaborative thinking and peer support in learning.

Objectives: Learning Outcomes:

 Students will understand key By the end of the lesson, students will be
sociolinguistic terms and concepts. able to:
 Students will read, analyze, and discuss  define basic sociolinguistic terms
how language interacts with society. (e.g., dialect, register, code-
 Students will write a short paragraph switching, language variation).
about one sociolinguistic phenomenon.  engage in informed discussion
 Students will apply peer feedback to about language use in society.
improve writing clarity and structure.  produce a structured paragraph on
a sociolinguistic topic.
 use peer review to refine their
academic writing skills.
Materials used: Preparation (Aids and Equipment)
Reading handout on  flashcards whiteboar  computer
sociolinguistics (e.g., “What is handout(s) d  LCD
 poster  markers projector
Sociolinguistics?”)
 pictures blackboar  OHP
Brainstorming chart for  music d  TV/DVD
 video material  flipchart player
sociolinguistic factors
 ppt  scotch tape-recorder
Writing prompt worksheet presentation  scissors  other: _____
 visuals  other: ___
Peer review checklist

Type of Assessment
 on going assessment  on going assessment
 participation quiz / test  mid-term assessment
 homework  presentation  final assessment
 peer editing  project independent work assessment
 other: ___________  other: ___________
Activity Type: Lesson Length: (hours/days)
 individual  plenary discussion In-Class Time: __________
 small group  other _______________ Out-of-Class Time: ________
 whole class (teacher-students)

Teaching Model: Students will be engaged in:


 concept attainment  presentation  independent activities
 cooperative learning  problem-based  cooperative learning
 discovery learning instruction  peer tutoring
 direct instruction  skill attainment  designing visuals
DETAILED PROCEDURE OF THE LESSON

Steps and PROCEDURE


Time Teacher Activities Student Activities
The teacher introduces the term Students share examples of how
Introduction “Sociolinguistics” and writes it on the board. their language changes in different
(15 minutes) She provides a simple definition and asks: contexts (e.g., at home vs. at
“How does language change depending on
school).
who we talk to?”
She encourages students to give real-life They take notes on key terms
examples (e.g., formal vs. informal speech). introduced by the teacher.

Reading & Discussion (20 minutes)

Main part The teacher distributes a short reading Students read along and highlight
(65 minutes) passage introducing sociolinguistics. important points.

She reads it aloud or plays an audio version, They discuss examples of


then asks comprehension questions. sociolinguistic situations from the
reading and their own lives.
She highlights key terms such as “code-
switching”, “speech community”, and
“sociolect”.

Concept Mapping (15 minutes)

The teacher draws a concept map on the Students contribute ideas to the
board with “Sociolinguistics” at the center. concept map.

She guides students to identify and They take notes and categorize
categorize factors like age, gender, region, examples in their notebooks.
social class, and setting.

Guided Paragraph Writing (30 minutes)

The teacher explains paragraph structure: Students write a short paragraph


topic sentence, supporting details,
conclusion. reflecting their understanding of a
Then she provides a writing prompt and sociolinguistic concept.
clear instructions for writing a 5–7 sentence
They focus on using appropriate
paragraph on a sociolinguistic topic (e.g.,
“How does social setting influence language terminology and paragraph
use?”). structure.
She walks around, supporting students with
vocabulary or structure.
Peer Feedback (20 minutes)

The teacher distributes peer review


checklists (criteria: relevance, clarity,
vocabulary, structure). Students exchange paragraphs and
fill in the review checklist.
She pairs students and explains how to give
respectful and useful feedback. They discuss feedback with their
partners and suggest
She monitors and assists as needed.
improvements.

Closure The teacher summarizes what was covered:


(5 minutes) the definition and importance of Students reflect on one thing they
sociolinguistics, key terms, and real-life learned about language and
application. society.
She assigns homework: revise the They write down the homework
paragraph using feedback and prepare to task.
present one concept in the next seminar.

Fan o’qituvchisi: Axmedova


S.H.

2-kurs magistr talabasi


Cho’lliyeva.M.X.

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