TESOL Lesson Plan: Learning To Improve Pronunciation In ESL Level 5

This section should describe an EAL/D teaching context in which you have worked, or might work in the future. It should include a description of:
1. The type of institution
2. The students at that institution
3. The curriculum that informs lesson planning for those students at that institution

NB. Don’t forget that this section sets the scene for the next two parts of the assessment. It needs to accord with the contexts in which you might teach in the future. It DOES NOT need to be a representation of an actual context.
Part 2: Development of two consecutive lesson plans (1,000 words equivalent) The student will provide a set of 2 consecutive lesson plans which demonstrate the ways that the activity has been developed as part of an overall unit of work.Each plan should include (see lesson plan Performa for further details):(including well- constructed aims, objectives, activities, assessment and evaluation)
• A description of students and context
• Well-constructed aims and objectives
• A description of the activities you would include as part of a cohesive and integrated piece of work that responds to your context and to your stated aims and objectives
• A description of the assessment that that will respond to that pedagogy and practice within a context
• Description of the ways you will evaluate the course and your own teaching This means that good lesson plans will include attention to:
• Well developed and integrated content objectives, cultural and/or cognitive knowledge skills; learning-how-to-learn strategies and attention to language features;
• Depiction of the lesson plans as part of an overall course and within a particular classroom and institutional context;
• Depiction of an integrated set of activities and materials to suit the language learning needs of particular Language learners as part of a specified lesson context;
• Demonstrated application of the class and online discussion, course material, set readings and literature of the field to the task.

This part:
• Examines and reflects on the work you have presented in Part A and B including the discussion about the students and context, the aims and objectives you have set in place for those students in that context, the activities that you in relation to those aims and objectives into practice and their evaluations
• Explains why you have planned the lessons in this way
• Analyses why these lessons demonstrate best practice, in relation to your context and to the study guide, readings and materials within the course.

Description of EAL/D Teaching Context

In this EAL/D teaching context, the target students are chosen from the ESL level 5 where the students are 10 years old. In this level, learning English is not enough challenging as the pre-primary level learning. However, the basic knowledge on language and literature is based on this part of education. The aim of this ESL level 5 is to educate the student about appropriate grammatical use, sentence construction while enhancing their vocabulary knowledge and parts of speech. The chosen group of ESL level 5 are the student of a school named X. X is a school of primary and sender level education. However, the primary level infrastructure is strong enough to support the students by various advanced and effective teaching policies and procedure.

Most of the students of X school are from on native English speaking background. Therefore, teaching these students about English literature is not as simple as the native English speakers. In this age of 10 years, the children are less curious about any language and more curious about the social and technical things around them (Baecher, 2012).

Therefore, before teaching the students about the English language as their Additional Language, they must understand the importance of learning English at their age. Before participating in this learning session all students must have, some essential eligibility that will help them to make them aligned with the learning procedure (Foote et al., 2016). Knowing the English alphabet, word and sentence making is essential for this learning session. All the student must have the basing understanding of the letters and their pronunciation styles.

In this learning procedure, the students will be taught in a systematic educating system where they have to participant in a curriculum based activity to make the language more easy, interesting and simple for them (Farrell, 2014). The objective of the Lesson plan is to monitor the improvement of the students while developing appropriate suggestion for them and to increase their interest in English Language and speaking pattern. Before stating the lesson plan, it is obvious to ensure that all students have the basing understanding of the letters and their pronunciation styles.

The focus of this lesson plan is to enable the students to understand the English language structure, word distribution and pronunciation while enhancing their stock of words and vocabulary. In planning the lesson context, the objectives and activities should be balanced between focusing on the language content and the cultural or cognitive content of the lesson (Faez & Valeo, 2012).

            The aim of this lesson plan is mainly on language formation and structural context. The learning and lesson content is not only limited to the ultimate goal of this EAL/D aim. Engaging learner in social situation is essential which can give set up the target language while gaining access to the socio-cultural context of the language itself (Kong, 2009).  The primary and post primary level infrastructure of X school is strong enough to support the specific curriculum based English learning planning with advanced and effective teaching policies and procedures.

Development of Two Consecutive Lesson Plans

Part 2: TESOL Lesson Plans

Lesson Plan 1

Procedure of lesson

Your evaluation of the lesson

Through this lesson, I will learn how to interact with the student to make the learning procedure more interesting for them while making them eligible for next phase of learning.

Your students’/peers comments and feedback (if any)

Lesson Plan 2

Your evaluation of the lesson

Through this lesson, I will learn how to present new words and perspective among the students of 10 years old while making the learning system more attractive and comprehensive as well.The learning plan could incorporate the musical drama activity to repeatedly utilise the new words in the learning context

Capability in Standard Australian English is pivotal to accomplishing fruitful learning, results in every aspect of the educational modules. The English as an Additional Language (EAL) Program revolves around enhancing instructive chances and results for recently arrived understudies by giving assets that create English dialect with robustness while encouraging the support in standard instructive exercises (Murphy, 2014). Learning Services in X school is the advancement and execution of proper educating and taking in programs for understudies from socially and semantically various foundations. Learning Services is made on the aptitude of EAL Program senior officers to help school principals in EAL Program execution.

The Manager, Senior Project Officer and Advanced Skills Teachers (EAL Program Leadership Team) work with principals to grow profound understandings of cultural assimilation and assorted variety of issues (Harmer, 2007). The EAL Program is to be reliable with designation of help in light of curriculum activity compose for English learning capability. The incorporation of these curriculum activities shows that, it can take up to few years to get scholarly capability in English.

The EAL Program is another landing program, and therefore, it can provide the learner of X school proper projects, which are left from the majority of learning Programs (Chun, Kern and Smith, 2016). Before teaching the students about the English language as their Additional Language, they must understand the importance of learning English at their age. Before participating in this learning session all students must have, some essential eligibility that will help them to make them aligned with the learning procedure (Kame'enui & Baumann, 2012).

The aims of the pronunciation learning can be divided into two subsections. The primary aim of this lesson plan is to engage the student with a active pronunciation improvement procedure to improve their speaking skill. At the same time, the secondary aim of the lesson is to make the students aware of the importance of learning to speak with appropriate pronunciation as a part of English learning procedure (education.tas.gov.au., 2018). 

At the same time, the aims of vocabulary learning topic can be also divided into two subsections. The primary aim of this lesson plan is to engage the student with the learning new words and improve vocabulary. At the same time, the secondary aim of the lesson is to make the students aware of the importance of learning new words as a part of English grammar learning procedure. 

Examining and Reflecting on the Previous Work

            After executing the lesson plans, several additional interactive session will be initialise to mark the improvement of the communication skill of the student. Through the performance in this creative interactive session and by reviewing the progress report, the progress of the students can be identified. In the vocabulary learning session, the teacher will present new word cards expressing the meaning of the words with relevant descriptive pictures. It will allow the student to remember the words with its objective and subjective interpretation (Gibbons, 2015).

In the vocabulary learning lesson the stories  will be selected due to the requirement of pre-advance vocabulary learning. Similarly, in pronunciation learning session, the poetries will be selected due to the requirement of advanced pronunciation. Through both learning session the grammatical concepts of English language can be taught. One of the essential missions of the vocabulary learning lesson is to Increase the interest of the selected class of students in English Language and Grammar.

Throughout this lesson, I have learnt how to present new words and perspective among the students of 10 years old while making the learning system more attractive and comprehensive as well.  At the same time, the secondary aim of the pronunciation lesson is to make the students aware of the importance of learning to speak with appropriate pronunciation as a part of English learning procedure.  Through the learning pronunciation lesson, I will learn how to interact with the student to make the learning procedure more interesting for them while making them eligible for next phase of learning (Harmer, 2007).

At the same time, the secondary aim of the lesson is to make the students aware of the importance of learning new words as a part of English grammar learning procedure.  On the other hand, in both of these lessons, the learning session will be conducted with the students of age 10. Therefore, the VELS or Very Early Ears Learning outcomes will be used for gauging the effectiveness of the lesson.

 Reference:

Baecher, L. (2012). Feedback from the field: What novice preK–12 ESL teachers want to tell TESOL teacher educators. TESOL Quarterly, 46(3), 578-588.

Chun, D., Kern, R. and Smith, B. (2016). Technology in Language Use, Language Teaching, and Language Learning. The Modern Language Journal, 100. p. 64-80.

education.tas.gov.au. (2018). English as an Additional Language - The Department of Education Tasmania. 

Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers' perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471.

Farrell, T. S. (2014). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.

Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2016). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181-196.

Gibbons, P. (2015). ‘Reading in a second language and culture’ (Ch.6)

Harmer, J. (1998) "How to plan lessons" An introduction to the practice of English language teaching, Longman: Edinburgh Gate pp. 121-127

Harmer, J. (2007).Mistakes and feedback. The practice of English language teaching, 12(4), 137-152.

Huang, Y. M., Huang, Y. M., Huang, S. H., & Lin, Y. T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58(1), 273-282.

Kame'enui, E. J., & Baumann, J. F. (Eds.). (2012). Vocabulary instruction: Research to practice. Guilford Press.

Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?. Canadian Modern Language Review, 66(2), 233-267.

Lessard-Clouston, M. (2013). Teaching Vocabulary. TESOL International Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314.

Murphy, J. M. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269.

Wajnryb, R (1999) The lesson Classroom Observation tasks, Cambridge University Press: United Kingdom.