Lesson Description and Theory
This lesson focuses on communication skills such as pronunciation, listening comprehension, vocabulary as
well as a type of sentence structure. Previous research and studies stated that “ vocabulary learning is central to
language acquisition” (Decarico, p.285) and that “lexical competence is at the very heart of communicative
competence, the ability to communicate successfully and appropriately” (Coady and Huckin, 1997) (Decarico,
p.285). I decided to introduce them to some basic vocabulary while using a sentence structure, combining syntax
with lexical abilities. I used simple words “ because the emphasis was on teaching grammatical and phonological
structures, the vocabulary needed to be relatively simple, with new words introduced only as they were needed to
make the drills possible (Larsen-Freeman 2000b; Zimmerman 1997) (Decarico, p.285).
I incorporated the “Hide & Seek” drills to first teach them the words and a sentence structure, then to
measure their ability to use those simple words in a correct and appropriate manner. I chose the straight arrow as
my type of teaching sequence for this lesson. Harmer (2010) defines the straight arrow sequence as “ first the
teacher gets the class interested and engaged; then they study something; then they try to activate it by putting it
into production” (p.54). But before starting a lesson, I feel it is important to first get the students engaged.
The importance of motivation by the students in learning a language is a central part in language learning and
for managing the classroom and the lesson which is an integral part of it. For this lesson, I played a video ( A
singer singing a French song) at the start to build engagement and interest. The song video contained English
subtitles so the students could follow the idea/topic of the song. As Harmer (2010) points out, “we need to select an
appropriate level of challenge, so that things are neither too difficult nor too easy” (p.20).
The mini lesson then moved on to pronunciation of the French alphabet. It was a mini phonetics/phonology
introduction to the sounds in French. I used a version of the Audio-lingual Method where habit formation and
conditioning played a big part. I said the letter, the class would repeat after me. Here are some of the
characteristics of the ALM I used in class for my mini lesson: “structural patterns taught using repetitive drills,
grammar is taught by inductive analogy rather than by deductive explanation, vocabulary is strictly limited and
learned in context, great importance is attached to pronunciation and successful responses are immediately
reinforced” (Brown, 2007, p. 23).
Another important part concerns the attitude towards the students. In other words, the way in which behavior
influences the students success in learning the language. The problem which might arise is one of self awareness,
fear of the mistakes followed by demotivation and disengagement. This lesson's emphasis was put on immediate
positive reinforcement. The structure of the lesson is a functional one. A functional syllabus for a language
learning class is “ organized around language functions like seeking information, interrupting, changing a topic,
giving information” (Brown, 1995, p.10). This lesson focuses on seeking information and giving information.
In conclusion, this lesson plan is organized around a particular topic or goal. The lesson is varied because as
Harmer (2010) puts it, “we have stressed the need for variety in classroom activities and teacher behavior as an
antidote to student (and teacher) boredom” (p.162).
well as a type of sentence structure. Previous research and studies stated that “ vocabulary learning is central to
language acquisition” (Decarico, p.285) and that “lexical competence is at the very heart of communicative
competence, the ability to communicate successfully and appropriately” (Coady and Huckin, 1997) (Decarico,
p.285). I decided to introduce them to some basic vocabulary while using a sentence structure, combining syntax
with lexical abilities. I used simple words “ because the emphasis was on teaching grammatical and phonological
structures, the vocabulary needed to be relatively simple, with new words introduced only as they were needed to
make the drills possible (Larsen-Freeman 2000b; Zimmerman 1997) (Decarico, p.285).
I incorporated the “Hide & Seek” drills to first teach them the words and a sentence structure, then to
measure their ability to use those simple words in a correct and appropriate manner. I chose the straight arrow as
my type of teaching sequence for this lesson. Harmer (2010) defines the straight arrow sequence as “ first the
teacher gets the class interested and engaged; then they study something; then they try to activate it by putting it
into production” (p.54). But before starting a lesson, I feel it is important to first get the students engaged.
The importance of motivation by the students in learning a language is a central part in language learning and
for managing the classroom and the lesson which is an integral part of it. For this lesson, I played a video ( A
singer singing a French song) at the start to build engagement and interest. The song video contained English
subtitles so the students could follow the idea/topic of the song. As Harmer (2010) points out, “we need to select an
appropriate level of challenge, so that things are neither too difficult nor too easy” (p.20).
The mini lesson then moved on to pronunciation of the French alphabet. It was a mini phonetics/phonology
introduction to the sounds in French. I used a version of the Audio-lingual Method where habit formation and
conditioning played a big part. I said the letter, the class would repeat after me. Here are some of the
characteristics of the ALM I used in class for my mini lesson: “structural patterns taught using repetitive drills,
grammar is taught by inductive analogy rather than by deductive explanation, vocabulary is strictly limited and
learned in context, great importance is attached to pronunciation and successful responses are immediately
reinforced” (Brown, 2007, p. 23).
Another important part concerns the attitude towards the students. In other words, the way in which behavior
influences the students success in learning the language. The problem which might arise is one of self awareness,
fear of the mistakes followed by demotivation and disengagement. This lesson's emphasis was put on immediate
positive reinforcement. The structure of the lesson is a functional one. A functional syllabus for a language
learning class is “ organized around language functions like seeking information, interrupting, changing a topic,
giving information” (Brown, 1995, p.10). This lesson focuses on seeking information and giving information.
In conclusion, this lesson plan is organized around a particular topic or goal. The lesson is varied because as
Harmer (2010) puts it, “we have stressed the need for variety in classroom activities and teacher behavior as an
antidote to student (and teacher) boredom” (p.162).
References
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development.
Boston, MA: Heinke & Heinke.
Brown, J.D. (2007). Chapter 2 A methodical history of language teaching.
Decarico, J.S. (2001). Vocabulary learning and teaching.
Harmer, J. (2010). How to teach English. England: Edinburgh Gate, Harlow, Essex. Pearson Education Limited.
Boston, MA: Heinke & Heinke.
Brown, J.D. (2007). Chapter 2 A methodical history of language teaching.
Decarico, J.S. (2001). Vocabulary learning and teaching.
Harmer, J. (2010). How to teach English. England: Edinburgh Gate, Harlow, Essex. Pearson Education Limited.
The power point of the lesson is here. It is a French lesson for beginner level students. It is easily adaptable for
ESL learners.
ESL learners.
vocabulary_and_pronunciation_lesson.pptx | |
File Size: | 105 kb |
File Type: | pptx |
The details of the lesson and the handouts are here as a word document. This lesson is a French lesson for beginner
level students. The handouts are French vocabulary words and introductory grammar interrogation sentences.
level students. The handouts are French vocabulary words and introductory grammar interrogation sentences.
lesson_plan_and_handouts.doc | |
File Size: | 60 kb |
File Type: | doc |
Lesson Plan B2-2 (cefr) Level: "getting what you want"
These documents detail a lesson plan for a unit from a textbook. The title of the unit is "Getting what you want". The
level addressed is B2-2 from the Common European Framework of Reference. The lesson plan details one week of
activities based on 80 minutes lessons. In addition, the second document details the reasons and rationales behind the
organization of this lesson plan. This lesson is an integrative lesson: it integrates all 4 skills: reading, writing,
listening and speaking.
level addressed is B2-2 from the Common European Framework of Reference. The lesson plan details one week of
activities based on 80 minutes lessons. In addition, the second document details the reasons and rationales behind the
organization of this lesson plan. This lesson is an integrative lesson: it integrates all 4 skills: reading, writing,
listening and speaking.
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Interdisciplinary UNIT PLAN: 2 WEEKS CURRICULUM Example
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