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

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

Your name
School country and region
Stage or level in curriculum framework being used	ESL level 5
Title or theme of lesson	Learning to improve pronunciation
Date, time and duration of lesson	15-Nov-2018, 1:30pm to 2:15pm (45 minutes)
Language level(s)	EAL 5 (English as an Additional Language, level 5)
Number of students in class	15
Number of this lesson (that you have taught for this practicum)	1

What is the current or proposed unit of work/theme/topic?      This may extend over a number of lessons taught by you and your mentor. The topic of this lesson is learning to improve the pronunciation of the students while studying and speaking English as an Additional Language. Through curriculum based program the lesson will be thought to the  selected number of students

The aims of this topic 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.

What are the objectives of this particular lesson? And how do these contribute to the overall aims? ·         Studying the existing pronunciation problems faced by the students ·         Identifying the key issues behind these problems ·         Prioritising several curriculum based activities to improve the speaking skills o the students

What is the relationship of this lesson with other lessons?  What came before?  What’s coming next? The lesson is for improving the basic understanding of the English Language by enhancing the speaking skill of the students. It is a beginner level learning procedure to understand the pattern of word distribution and punctuation. In the next phase the grammatical concepts of English language can be thought. The basic understanding of pronunciation will help to learn the English grammar appropriately.

Specific language features / focuses –	Language structure, word distribution and pronunciation
Skills focus	Learning new words, using vocal expression with words, differentiating similarly pronounced words with different meaning
Cultural objective(s)	The students need to understand the importance of appropriate pronunciation in English language learning procedure. Understanding of the speaking style of the language will make the learner more interested in other essential factors of the language learning procedure.
Content objective(s)	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. Knowing the English alphabet, word and sentence making is essential for this learning session.
Stage or level in the curriculum being used	The Victorian Essential Learning Standards will be used for gauging the effectiveness of the lesson.
Assessment criteria and assessment methods After involving the students in the learning procedure they will be also engaged with some extra curriculum activities that will require English speaking and understanding skill. Through the performance in this testing session and by reviewing the progress report, the progress of the students can be identified.
Planning your evaluation            After executing the lesson plan an 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.

Procedure of lesson

Stage of lesson	Task Objectives	Time	Teacher action	Student action
	Gaining the focus of the student’s attention and interest will be the introductory objective of this session.		A set of interesting potteries will be introduced.	Students will hear the poetries with lot of interests.
Stage 2 Body of lesson		Ask each students to read one of the presented poetries	10 to 15 minutes	The students will be asked one by one to peak one of the poetries as per their choice and read it loudly.	The students will peak and read the poetries and other students will listen to the recitation.
Task 2	The teacher will ask the students to identify the problems regarding their pronunciation	5 to 10 minutes	The student will be asked to rectify their won pronunciation as well as the peers	The student will listen to the recitation and will finds the problems in speaking style
Task 3	Making the students aware of their issues	5 to 10 minutes	Teacher will assess the pronunciation issues and will make the students correct	Student will try to imitate the pronunciation style of the teacher.
Task 4	Guiding them to learn easily	5 to 10 minutes	Teacher will show the pronunciation techniques in more simplistic and syllable configured technique	Student will repeat the same words with appropriate syllables
Task 5	Involving them in creative implementation	5 minutes	Teacher will ask the students to read a poem comprised with complex pronunciations	Student will try to implement what they have learn
Task 6
Stage 3: Conclusion	Evaluate the learning through repetition		After involving the students in the learning procedure they will be also in group discussion	The student will consult with each other about the pronunciation

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 name
School country and region
Stage or level in curriculum framework being used	ESL level6
Title or theme of lesson	Learning to improve the grammar and vocabulary
Date, time and duration of lesson	16-Nov-2018, 1:30pm to 2:15pm (45 minutes)
Language level(s)	EAL 6 (English as an Additional Language, level 6)
Number of students in class	15
Number of this lesson (that you have taught for this practicum)	1

What is the current or proposed unit of work/theme/topic?      This may extend over a number of lessons taught by you and your mentor. The topic of this lesson is learning to improve the knowledge of vocabulary of the students while studying English as an Additional Language. Through several audio visual based programs the lesson will be thought to the selected number of students.

The aims of this topic can be divided into two subsections. The primary aim of this lesson plan is to engage the student with the learning new words and improve vocabulary.

What are the objectives of this particular lesson? And how do these contribute to the overall aims? ·         Studying the existing lack of wordiness faced by the students ·         Identifying the key issues behind these problems ·         Prioritising several audio visual activities to improve the knowledge of English grammar and vocabulary

What is the relationship of this lesson with other lessons?  What came before?  What’s coming next? The lesson is for improving the basic understanding of the English Grammar by enhancing their vocabulary. It is a pre-advanced level learning procedure to increase the knowledge of new words and their utilisation in English language.

Specific language features / focuses –	Language structure, word distribution and new words
Skills focus	Learning new words, using new words in the sentence, learning new words with similar meanings
Cultural objective(s)	The students need to understand the importance of appropriate utilisation of various attractive and academic words in English language learning procedure. Understanding of the incorporating style of the new words will make the learner more interested in other essential factors of the English grammar learning procedure.
Content objective(s)	Knowing the basic English sentence construction , word and sentence making is essential for this learning session. All the student must have the basing understanding of the grammars.
Stage or level in the curriculum being used	The earning session will be conducted with the students of age 10. Therefore, the VELS or Victorian Essential Learning Standards will be used for gauging the effectiveness of the lesson.
Assessment criteria and assessment methods After executing the lesson plan an 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.
Planning your evaluation            After involving the students in the learning procedure, they will be also engaged with some extra curriculum activities that will require English sentence construction skill with new words. Through the performance in this testing session and by reviewing the progress report, the progress of the students can be identified.

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.

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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.