ESL Lesson Planning - Report Example

Running head: ESL lesson plan Name: Institution: Course: Tutor: Date: Introduction English as a second language refers to the basic use of study English in day to day communication by speakers particularly with other native languages around the world. In today’s world, English among other languages in commonly used in many nations as a mode of communication and this therefore forces citizens from nations or parts of the world that do not use English as a national official language to study English for effective communication between them and other English speakers. Apart from French, English is used by almost three quarters of the world’s population either as a national language or an official communication language (Abbott, 2000). The main purpose of learning ESL is to help non English speaking students be equipped with knowledge and skills. In these criteria, ESL comprises and defines those values and skills that non English speaking students achieve in the process of learning. However, these values and skills are got unintentional. They are not formal as they are not taught in classrooms. They are unintentional because they help in creating awareness mostly on the basics of English language speaking (Brain, 2003). This results in enlightening non English speaking students in all major areas of English language. These values develop as students in the process of learning English and live within its usage in communication. In the process of observing this obligation they develop values that help them get more and more acquainted to the language. Knowledge and skills do not emanate only from the subject of curriculum; a lot of knowledge is acquired in the course of learning thus helping English learners top live and fit in the society. Due to this, most parts of world is embracing the English as second language (ESL) programme in order to teach non English speaking people how to read, write, and speak English like the rest of the English speaking people. The ESL plan just like any other plan is basically criteria formulated and its purpose is to give guidelines to the user in order to attain a particular objective, the intended actions in order for one to get to the expected results or a goal. An effective ESL plan should therefore be specific, have a comprehensive breadth and should a time frame that can help the planned activities be achieved within it. The ESL plan in concept thus consist of a variety of activities which will be elaborated to fit in the plan in order give a picture of the objectives that are potential roadmaps to the expected accomplishments. An effective ESL plan will too elaborate the resources put in and its significance in the production of results during the implementation of the plan. The plan intends to help the teacher have an overview and the material and the resources used and there after compare the relationship among the tools to be applied in the ESL plan. In the implementation of the ESL plan, the teacher or the tutor should know and expect students from different parts of the world and therefore each person may be faced with difficulties in grasping the new English language concepts basing on his country of origin and the native language. The approach should consider all the personalities present in class (Anyon, 2009). According to Abbott, a Chinese native speaker may face in the understanding of English any native speaker of German stating that it because of the closeness of German and English unlike the Chinese. For five major Components of ESL plan that are going to be the five main topics to be effective, the tutor will have to encompass a series of topics which are basic foundations to any beginner of English language. The major components in this case that should be emphasized are; listening, reading, writing, grammar, pronunciation, and even speaking skills among the students. In addition to this, cultural diversities among the attending students should be noted and thus appreciated and will greatly help the teacher in the communication styles used in class and other preferences that are significant. Lesson Plan: unit one listening skills In this plan, the tutor will prioritize listening on his list of events for it’s the key to all will follow later in the ESL plan. Success in listening skills is vital and therefore should be emphasized at all costs. The tutor should encourage his audience to keep listening to English more often and this will thus help them grasp the major concepts in English language even without more support from the teacher. Also, the tutor should help his audience or the students to develop a positive attitude towards the language and this will therefore help them quickly grasp the concept more quickly (Dianne,2004). In the listening plan time frame, the teacher will allow students to listen to but only to limited periods for at least five or ten minutes and according to the plan of activities, it will therefore take five times for a week whether he concept was understood or not. At the end of the lesson, the teacher will expect students to tell him what they got from whatever the audio or the video they were listening to. This is meant to allow the teacher to know the level of students listening capability and therefore can be able to estimate the input needed for him or her to get to the expected output. Before the beginning of the lesson the teacher is expected to make the students prepared for the lesson psychologically and to let other anxieties to be at rest before they enter the class. The teacher should expect he students attention be on him or her alone during the session by even allowing social interaction to go own between the teacher and the students. The teacher should give copies of the topics to be taught or exercised for students to listen to them in preparation before even coming to class for this will make them pick up quickly during the class sessions in important lesson parts. In listening skills, the tutor will too be expected to make the students be open minded in hat in case of any place they may have difficulties in understanding; they should not sit on it but boldly ask questions in a positive way on it for more elaboration. Active listeners are known to ask questions and do fully participate in discussions whenever they arise in class sessions. Lesson Focus: Class: Date: Time: mins Outcomes: -Number of students able to listen and understand English words Syllabus reference: Teaching guide Indicators Availability of resource materials 3 weeks 900 mins For the course. Audio and video tapes Availability of students Introduction -Tips to effective listening skills Closure -Qualities of a good listener Subject Matter Listening skills in English as a language Teaching Procedure Demonstrations and by use aid like audio and Video tapes Group Structure Discussion groups in fours Assessment Oral and written assignments Resources Teachers guide and audio materials Appendix 3 - Lesson Plan Proforma Lesson Plan two: Reading The second major important aspect in the ESL plan is the reading practice. In this section, the students will be required by the teacher to try reading or echoing different English words hat are in most occasions different from their native languages (Randolph, 2007). This will be done by he teacher in order to make the students aware of the different English reading styles used around the world more often. The students will therefore be required to begin by reading and spelling the twenty six alphabetical letters in their alphabetical order, differentiate vowels from consonants and so on. The tutor will introduce the discussions and the reading styles which will be marked by the follow up identification activities. The plan requires the tutor to inquire from the students the types of reading they do apply in their native language. The tutor will then ask the following series of questions in order to taste the reading capabilities based on the students culture or mother language. The questions are like; do you understand every word when you read a novel or any book, do they read all the words whenever the TV programmes are listed, the amount of time spent by students in reading a journal or a newspaper, the kind of assumptions they do come upon with whenever they read the first lines and later on ask them to explain he type of skill they could be applying to read in different situations. The tutor will then divide students into various groups in which he will then give skills summary and a short worksheet and have them discus all the various skills listed on the given material. He tutor will hen note if the students identified this skills well; skimming, scanning, extensive and intensive reading. The awareness raising lesson helps the students to now identify even the reading skills they used to apply when reading literature material from their native land. I addition to this, the tutor will also cheek on the students capability to pronounce the words on their own. Lesson Focus: Class: Date: Time: mins Outcomes: - Number of students able to read and understand, number of students able to use minimal time to read an understand Syllabus reference: -teachers guide Indicators - English literature and other Training material Introduction Understanding English language How to read English words Closure Qualities of an effective and understanding leader in English language Subject Matter Reading skills Teaching Procedure Demonstrate some reading Group Structure Group discussions in threes Assessment Oral and written tests Resources Literature materials and teaching aid in English language Appendix 3 - Lesson Plan Proforma Lesson Plan unit three: Writing In the plan, the next item is writing and this will be used to gauge the students’ ability in writing the words they have been listening to and reading them with minimal spelling errors. Each one of the class member will then be given a writing exercise by the tutor to attempt and write the same words they have been using in class and his ability tested on it. Note taking will therefore be determined by the type of words used by the teacher on their pre knowledge exercises. The tutor expects students to produce work with minimal misspellings and try and show improvements on daily basis. At the end of the lesson the students will be examined through writing evaluation exercises primarily to determine if they can successful read and write in English without problems. Once this is done students who have problems both reading as well as writing in English will be exposed to more course discussion with other students and will receive private coaching from the tutor during weekends and other days when the tutor is free. This will help the slow learners to catch up with fast learners when it comes to grasping Basic English writing skills. Lesson Focus: Class: Date: Time: mins Outcomes: Students able to write English words and phrases with minimal misspellings. Syllabu:s reference: Teaching aid and other virtual materials Indicators Writing materials Introduction Spelling and writing English words Closure How to avoid spelling mistakes in english Subject Matter Writing English words Teaching Procedure Demos through writing Group Structure Formation of groups and each group to monitor members writing ability during group work Assessment Writing assignments Resources Writing materials Appendix 3 - Lesson Plan Proforma Lesson Plan unit four: Speaking/ Pronunciation The class will then be led by their tutor in speaking English words beginning with pronunciation of words in English. The tutor will try so much to make sure that the students do not pronounce the words in their mother tongue (Cortazzi & Jin, 1998). The Basic English pronunciation rules will be strictly followed in order to help them do it correctly. Regular practicing by students will greatly differentiate the sounds or pronunciation from one word or phrase to the other without difficulties as before. Practice with exercises from the tutor will too aid production of finer elements of common muted vowels that are common to an English of vowel production. At the end of the exercise the tutor should expect an improved recognition of words and pronunciation skill of single words and even phrases depending on the depth of practice. In order to determine the speaking skills of the students, the tutor will expose the students to thorough reading exercises in which each and every student will be required to read English passages in class on daily basis. Evaluation tests will be given to determine the speaking skills that the students have acquired and those students who have problems will be given special attention by the tutor to improve their speaking skills. Lesson Focus: Class: Date: Time:0800hrs mins 60 Outcomes: Number of students able to speak and pronounce English words and phrases with minimal mistakes Syllabus reference: Teachers guide Indicators Students availability Introduction Pronouncing English words Closure Reading English words effectively Subject Matter pronunciation Teaching Procedure Literal speaking of English Group Structure In groups of fours Each student to read to group members some technical words in English Assessment Oral test and written literatures Resources Books and other English literatures Appendix 3 - Lesson Plan Proforma Lesson Plan unit five: Grammar The last item on this ESL plan will be grammar that aims at the reviewing the English tenses applied by the class, the structure and the functions in this activity, the teacher will make copies and give them out to students where every student will attempt his own exercise and later o do a comparison in their answers and the differences with each student trying to point his choice. The Tutor will give thorough writing exercises in which students will be required to write essays in English. The tests will be marked and the tutor will do grammatical changes after which the student will be required to make corrections and return to the tutor for making. The tutor will put in place a continuous assessment progress sheet in which the student’s learning progress will be recorded. The students will be taught on basic grammar issue especially on how to structure English sentences, where to put full stops as well as commas, question marks among other grammatical issues such as paragraph alignment. The tutor will then do the correction in class reviewing each grammatical point and give the same copy unmarked to students as homework. Students will be encouraged to structure their English essays properly by putting in mind key grammatical issues. Lesson Focus: grammar Class: Date: Time:1300hrs mins 60 Outcomes: English speakers in the class able to correctly use tenses and their structures correctly. Syllabus reference: Course books and reading materials. Indicators Mode of communication Written materials from students Introduction Speaking English language Closure Qualities of good English speakers Subject Matter English grammar Teaching Procedure Use of tenses, verbs adverbs etc Group Structure Groups of fours to find out what verbs are Assessment Written class tests Resources Teachers guide References Abbott, M (2000).Identifying reliable generalization for spelling words. The elementary school journal, vol .101. 2nd ed. Publisher: MIT press Anyon, J (2009). Elementary schooling and distinctions of social class. Newyork: Contago press, Brain. T, (2003). The hidden curriculum in distance education. New York: Cambridge press Cortazzi, M & Jin, L (1998). The culture the learner brings. England: Ambridge university press Dianne, M (2004).Early reading instructions. Publisher: MIT press Randolph, Q (2007). International communication and the concept of nuclear English, London :Macmillan Read More