Abstract

The current piece as part of TESOL Methodology Postgraduate assignment presents an individually designed, rationalized and reflected upon lesson plan (LP) for Foundation Level students. It reveals to what extent various theoretically justified methods in language teaching breed student-centeredness in reality and what role preliminarily set forth teaching techniques and strategies play in content acquisition. Based on colleague’s observation and self-reflection, valuable takeaways and several notional drawbacks for further elaboration and teaching quality enhancement are suggested

Keywords

Bloom’s taxonomy, formative/summative assessment, backward design, authentic materials, teacher/student-centered approach.