Lesson Plan Analysis - Essay Example

Lesson Plan Analysis I chose this activity because it requires “Whole-to-part instruction” which focuses on meaning and involves in speaking, listening, reading and writing activities designed to promote real communication. (Coelho 2004, p.175) By engaging the students, you help them to begin to focus on one particular thing. They start connecting to what they already know and prepare themselves to process new information; as well it encourages them to begin to formulate correct responses in L2.

In assessing this part of the plan, students are evaluated as to active participation in the discussion, ability to comprehend and interpret new idioms by responding correctly to discussion questions and the general flow of the discussion, and their degree of peer engagement in L2. Provide alternative learning outcomes by revising the expectations and reducing the number of expectations. (p.260) By reading some selections aloud to students, it models pronunciation and helps students develop a feel for rhythm and intonation of English sentences. ( p.222) It is important for all teachers to guide students through texts, demonstrating effective reading strategies and focusing on specific text.

This teacher-directed intensive reading known as “guided reading”; it helps students develop strategies that they can use to read independently challenging texts. ( p.220) By giving oral assessment, phrasing questions as simply as possible and focusing on content rather than the language errors, the language requirement is reduced. (p 261) New words should be thought naturally as they arise in the context of a lesson or activity; pre-teaching key words, especially if they are not explained or supported in the passage. (p.224) By creating assessment based performance tasks, that simulate real-life applications of relevant skills and knowledge, students are evaluated as to active participation in the discussion, ability to work through pronunciation and fluency issues, comprehend and interpret new idioms by responding correctly to discussion questions and the general flow of the discussion, and their degree of peer engagement in L2. (p.261) Encourage students to re-read specific sections by asking questions that require them to return to the passage to find details that support, or clarify the main idea and concept. (p.222) Give the students a chance to read the piece aloud in order to practice forming the words, listening carefully to their fluency, diction, and pronunciation in L2.

Reduce the language requirement by focusing on content and meaning rather than the language and language errors. (p 261) Encourage students to form opinions about what they have read. They may engage in small group discussions. (p.223) Provide students with opportunities for practice and feedback. (p. 264) As they participate in the discussion and work through pronunciation and fluency issues, they are reinforcing L2 learning. Organize a role play. Encourage students to use new words in their role play by asking them to choose five new words and use each at least three times. (p.223) Have students repeat the poem to each other as a fluency exercise, using expression as through doing a stage performance.

Create performance based assessment tasks that allow students to assess their own work and submit their best performance for assessment (p. 264) By having each student read a line and giving their interpretation of what they think the author is saying, it gives a chance for them to participate and develop self-confidence in L2. It encourages students to make inferences beyond the text or relate the information to their own knowledge or experience. (p.223) In assessing this area, reduce the language requirement by focusing on content and meaning rather than the language and language errors. (p. 261) Learners need supportive feedback to help them learn from their errors.

You can help students by responding systematically to their errors as they use English, both orally and in writing. (p.186) By offering feedback for clarification, it helps to steer the students with correct and complete comprehension in L2. Provide opportunities for practice and feedback; create performance based assessment tasks by providing examples of good performance like stories, lab reports, research projects, essays, performances, presentations. (p. 264) Allow the students to formulate group discussions.

Cooperative learning tasks are carefully structured to promote purposeful talk and collaboration. (p.191) Students are evaluated as to active participation in the discussion, creativity of expression in and their degree of peer engagement in L2. Reduce the language requirement by giving oral tests and using concrete or visual representations. (p. 261) The writing process involves students in purposeful writing for a real or imaginary audience and emphasizes the stages that “real writers” go through when creating a piece of writing.

The process is especially helpful for 2nd language learners.(p.239) Be careful with using criteria developed for native speakers and using examples from native speakers. (p. 268) In every case, the quality of students’ writing will be higher if they see examples of the required form before they start. (p.239) Create performance based assessment tasks by providing examples of good performance like stories, lab reports, research projects, essays, performances, presentations. (p 264)