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Class profile
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Institution: Private English School in Iran
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Type of course: The course is intended for students who are yet to join higher learning institutions abroad, as well as those who want to pursue their careers in America.
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Course duration: 9:30 11:00 a.m., three times a week.
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Group: Ten mixed-gender Iranian students
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First language: Iranian
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Occupation: Students
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Proficiency level: college
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Age of the students: Between the ages of 15 22 years. The reason is that majority of the students have completed their English language courses at elementary and intermediate levels and are about to join higher learning institutions.
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Previous language learning experience: The students have been exposed to a beginner in their elementary levels as a second language and they will now have an opportunity to be exposed to a more interactive language lesson.
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Reasons for learning: The lesson plan is intended to prepare students to learn English as a second language and the focus is on the types of language skills and functions they would need in academic and everyday life. It is also planned to prepare some students for their final exams, whereas others are prepared for their general use in their everyday lives. Most importantly, the plan is geared towards helping those intending to migrate to the USA to learn English. Thus, the English language will be helpful to the students as they pursue their careers and other prospects in life.
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Attitudes to learning: The students are enthusiastic about the lesson and their expectations are high since this is a new language that is not widely spoken in their respective native country. Besides, they will always use the language in their everyday lives. The class is voluntary and, hence, it is considered to be self-motivating.
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Preferred learning styles: Mixed styles.
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General Interests: Reading storybooks, skating, computer games, and sports.
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Resources: Vocabulary/word list (appendix 3), smart board, English-English dictionary, Flashcards, CD rom (see Appendix 4 & 5).
Description of the lesson
Aim of the lesson
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The lesson specifically focuses on listening skills and pronunciation of the words as they are used in American English pronunciation. In most cases, the lesson will focus on the ability of the students to listen to the words and be able to emulate the words. The words provided will be the same but pronounced differently in diverse situations and more focus will be on the tone variations. Examples of such words include alternate, affect, appropriate, and attribute. See Appendix 3 for clarity and meaning.
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To help the students develop listening skills such as processing sound and deriving meanings of words, gestures, facial expressions, and body language from the dialogue.
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To help students acquire new words or vocabulary that often seem confused when used in different situations, for example, the word fair.
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To identify wording that is homonymous yet commonly used in everyday language, for instance, air, heir; Bard, barred.
Subsidiary aims
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To provide learners with an opportunity to practice listening and extract the right pronunciation of various words. This is very important in the recognition of sound stress, rhythm, and intonation.
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Make learners learn various forms of sounds as depicted by different words.
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The lesson will help students to listen to the general understanding of everyday spoken language.
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The lesson is also geared towards helping students listen to extracted information from the dialogue.
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Listening will help students deduce meaning from words and sounds.
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Students listening to deduce is considered critical in gaining more meaning from emerging opinions.
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To give learners the opportunities to express their feelings freely about the migration to USA topic or going abroad to study.
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To take on learners for active participation in the topic: This will involve playing around with the vocabulary as developed in the word game. It could be useful for quicker mastery of the language, in addition to allowing those who cannot easily comprehend the language to do so. Furthermore, it will allow standardization of the learning process. All the students will be allowed to learn the language uniformly without others being left behind. For instance, in a class, since students tend to have different capabilities, slow learners will be encouraged to cope with the rest of the class. If necessary, slow learning students will be given home assignments to help catch up.
Personal aims
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To actively engage learners to participate in the learning process: In a class where time is short, some learners may not have a chance to participate actively in the learning process due to personal characteristics. Thus, these students must be given a chance to catch up with the rest through elicitation techniques and role play.
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To motivate and equally build the student confidence and focus both in and outside the classroom through creating a relaxed, conducive, and non-threatening environment during lessons. This will be achieved via the formation of class groups where each students involvement will be highly encouraged by role-playing and any ensuing mistakes or verbal errors will be corrected with the aid of class members and the teacher.
Teaching objectives
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To impart new vocabulary knowledge, especially the vocabulary that is homonymous, as well as those that had different meanings in different situations.
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To develop listening skills and pronunciation of new words that would enable learners to enhance their knowledge of the new English language, mainly from the American perspective.
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To facilitate pair or group work activities to enhance participation and interactions amongst the students.
Learning results of the course
By the end of the lesson, students are anticipated to:
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Know how to organize the incoming speech into meaningful sentences through learning listening skills.
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Be able to recognize and use homonymous words.
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Be able to use the vocabulary taught in the class.
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Through listening skills, the students would be able to anticipate the speakers spoken words and meaning as well as confirming expectations.
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Be able to communicate effectively as a result of listening and vocabulary lessons.
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Be able to acquire a mass of vocabulary that they will be able to recall and use at will.
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Have practiced the language listening skills and pronunciation, especially those words that the students have learned and are non-existent in the native language, particularly those that seem to sound the same but have different meanings such as witch and which; horse and hoarse, morning and mourning; sort and sought. The teacher will show how they are pronounced, based on their respective tone variation.
Assumptions about the timetable
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The lesson will be divided into two stages. The first session of the lesson will deal with the introduction of the lesson, stating the expectations, the objectives of the lesson, and, finally, the way forward. The second part of the first session will involve the introduction of the vocabulary present in the context, the pronunciation, as well as preparing the students for the listening activity. The vocabulary related to the important features in the USA such as the valleys, national parks, forests, and cities.
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The first part of the second period will be based on reading and listening activities. The teacher will go through the context together with the students, with the target vocabulary listed. The teacher will then elaborate on the use and applicability of the underlined vocabulary. The second part will encompass listening and pronunciation. The teacher will then play a song while the students listen. This will be repeated; then, one of the students will be asked to repeat the song aloud. The other listening activities will involve playing the CD rom with songs and conversations. The students will then be asked about particular words and phrases as used in the conversation.
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During these class activities, students will be capable of learning various forms of vocabulary and their meanings, as applicable in different language areas. The activities will further expose learners to the various grammatical applications and they will equally practice some aspects of the language skills, namely, pronunciation, reading, and listening.
Predicted problems
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The students are expected to begin the lesson by learning a few similar words and then read them aloud. The teacher ensures that the students understand the meaning of each word, their similarities, and how they are applied in the language before asking some students to read the words and to make simple sentences using the words. In most cases, the students will find it embarrassing with the pronunciation of the words and the sentence formation, especially the slow learners. This is so since it is not their native language. Given that differences in the alphabetical script are anticipated, students will find it difficult to read the language aloud. Nevertheless, the activity will be important in the language learning process. For example, the students would learn how to pronounce the words by identifying the mistake, whilst corrections will be done on the spot so that everyone can notice.
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Learners will ideally be encouraged to use the newly learned vocabulary in addition to the phrases and, as a result, they will be asked to use the learned vocabulary frequently as a form of practice. In class, students will be asked to construct sentences using the vocabulary. The vocabulary so far learned will also be used to form part of the interactive language session in class. However, many students are alleged to become confused in the use of some related words or find it rather difficult to use the words during their first exposure to the language lesson.
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The problem further expected appertains to the numbers of words the students are capable of learning and, similarly, putting them to use. Due to limited time, the students will not be able to learn other appropriate applications such as word classes, families, and word formation.
Commentary
Introduction
Taking learners through the English lesson is a rather difficult undertaking as it entails various processes such as carrying out class warm-up, looking for uncovered topics, making the points put forward clear, and ensuring that the students understand what is being taught. Therefore, there is a need for the high organization on the teachers side (Wolfe 2006: 57). In developing the English language lesson, greater consideration should be given to numerous factors that include the level of students, what the students want or need, the student concerns, techniques used in the learning process, and finally, the environment where the learning process takes place (Carey and Dick 1990: 264). Planning for the language lesson requires that targets, strategies, and tasks for both the students and the teachers be formulated before the lesson begins. This is important for the development of the language since it provides the direction in which the language teaching should take.
According to Gibbs et al. (1989: 122), the lesson planning process that involves the setting of goals and objectives is one of the most noteworthy, beneficial, and all-pervading in the practice of teaching a language since the lesson plan offers a systematic procedure or step by step procedure in imparting the language.
Also, preparing a lesson plan helps teachers to increase their confidence in whatever they are going to teach. It is a form of reference in the management of a lesson in terms of materials used, methodology, and timing before the teachers attend their classes. Besides, a lesson plan helps in identifying potential problem issues that may emerge in the process of learning and it further connects learners and teacher. Lesson plans help in creating a closer relationship not only between the teacher and the learners but also between the learners themselves. In other words, it means that focusing on the type of interaction, will help increase understanding while acting as a record of what is learned and what has not been covered (Tileston 2003: 37). For instance, the relationship between the teacher and the students will be increased by the interactions between the parties involved.
The preferences and the ideas brought forward by the teachers, in addition to their requirements, are important. Nonetheless, of great importance in the lesson planning process are the students requirements. For example, the approaches to learning that coincide with the students concerns are of great significance. Consistent with Skowrons (2006: 112) assertions, effective lesson plans should have clearly stated goals and objectives along with clearly defined strategies upon which these objectives and goals may be achieved.
The Context of the lesson plan
This lesson plan is made for Iranian students aged between 1522 years. The students are taking the English language course as part of their preparation for their migration to the USA and for going abroad to study. As this course is taught in the morning, it targets those who have just joined college and those who are not committed to their respective jobs. The targeted group comprises students aged between the ages of 15 to 22 years who have either completed or almost completed the intermediate school. The lesson is likewise important, especially for those who are aspiring to advance their career in a foreign country such as in the USA. As English is a lingua franca, it will be a form of communication in business transactions as well as being employed as an official language. It will also act as a medium through which they could interact with others and the environment.
This lesson is to be offered in a private institution since such a location provides a better environment for the development of the language. In such a private environment, students get a better place for practicing the language without external influence because the language is considered foreign in Iran. Besides, in Iran, the English language is restricted in public schools and this implies that it is only in private schools where English is legalized and can be taught and spoken without any external influence. Private institutes aim to give more successful learning experiences to students, but what is offered in public institutes and with the fees paid needs to correspond to the quality of education offered. Thus, an encouraging environment, especially in private schools where there is little or no outside interference, is considered important.
The environment and the atmosphere of the private institute is similar to the environment in the USA because students will be asked to speak English in all areas of the institution, not only in their class. Indeed, working in a private institution enables teachers and students to incorporate various aspects of language use and application in different situations (Mitchell and Tchudi 1999: 262). Private schools are similar in that they have small classes with few numbers of students which is easy to handle and supervise. It could be easier to evaluate the work of just a few students while establishing close relations with such a number is also easier and very essential in addressing their needs. The fact that the lessons last for one and a half hours allows the students and the teacher to delve deeper into the subject (Boud 1995: 69).
In private schools, the students are instinctively motivated by their need to attend the lesson to achieve whatever they need, for instance, getting education abroad. Motivated learners are usually fast, enthusiastic, and incorporate the language into their everyday activities. Furthermore, the students are motivated to learn the language both internally and eternally. In external motivation, the language learning process relies on the exterior environmental factor such as the influence of the native language (Brown and Knight 1994: 27). In the internal impetus, the learning process depends on the activities that take place in class, mainly the students and the teachers behavior. In essence, the motivation to learn is varied and depends on an individual student. It is, therefore, necessary that these students inspirations be considered when planning the lesson.
The goals of this lesson must be directed towards developing the language skills that will be useful for the students when they are outside the country. Hence, some students enroll in the English language class to gain language skills such as speaking and listening they will need. When designing the lesson, these factors must be put into consideration. The learners are exposed to the use of language in various fields of academia, commerce, and political fronts. The lesson will, hence, be focused on three major areas: vocabulary, listening, and speaking or pronouncing the language. This will help the students confront all the problems encountered in their pursuit of further studies in a foreign country (Wartenberg 2009: 47).
As compared with the private institutions, language is more restricted in the state or public schools and, therefore, taught in few schools. Time devoted to the lesson in public schools is also limited. The teachers face further constraints in teaching materials such as books or other reference materials, namely magazines, journals, and articles. In private institutions where the language is legitimized, reference materials such as the vocabulary are available for the teachers and the students. In private schools, the length of time allows the students and the teachers to interact more with the language learning process (Harris and Bell 1986: 137). For instance, at the end of the lesson, students are given a chance to play with the word puzzle.
The authenticity of the lesson plan
The main aim of developing the plan is to enhance the listening skill and it is regarded as a good idea for those who may yearn to pursue their education in the USA since they will adequately achieve the American pronunciation by the end of this lesson. The teacher will use teaching aid material such as a CD rom that enhances the listening ability of the students to ensure that the outcome is achieved. One of the strategies, as indicated above, is to play a CD that provides a better teaching tool for both listening and pronunciation skills. The teacher will also write the newly learned words on the board and read these out later for the students who will in turn look up the meaning of those terms in the dictionary.
The lesson plan is directed towards developing and using the vocabulary which is to be understood by reading other English texts, along with utilizing the dictionary for pronunciation and finding the meaning of the words. Both listening and reading are also included in the lesson plan to enhance the use of the words by the learners. Reading makes learners more conversant with the newly learned vocabulary. Through reading, students, moreover, learn different situations where words are used. Listening increases the pronunciation capability and, as per this case, the reading materials will be taken from the course books that are published by the American press. The book will be Headway beginners for the college students courses but it will not be the only reading material to be used (Farrell 2002: 30).
The acceptable or recommended texts will aptly be utilized as advocated by various scholars. The ones used should only offer the natural language exercise typically made for the course, for instance, Headway Beginners for college students. According to the research that has been done, these books might be found boring and difficult for learners (Gibbs et al. 1989: 122). Thus, the learners will find these books less interesting because of the straight English used. For the students to find these books interesting to read, they will be encouraged to read them in turns to bring in the expected use of the language. Those who use these books, especially those learning the language for the first time, find it very de-motivating and, in most cases, the books are counter-productive to the learning process (Gibbs et al. 1989: 122). Therefore, passages taken from these books should remain interesting and enticing to the learners.
Conversely, teaching vocabulary has gained some importance in current language teaching practices. In the past, vocabulary was more emphasized in grammar, and yet it has various uses, especially in the general understanding of the language. For example, its use is embedded in the language learning skills such as reading, speaking, writing, and listening. In teaching vocabulary, an integrated English dictionary will be used. The students will be allowed to look for the word in the dictionary, especially those that are written on the board. The dictionary will not be restricted to the words learned in class but also any other English word whose meaning is not clear.
The word game will be used in most cases to teach the vocabulary. It will ideally make the students remember each word and how it is being used. Visual aids such as a list of various words will be used, while the use of vocabulary would be accompanied by the reading sessions. In this case, students learn how to read the vocabulary, how it is pronounced, and, finally, its meaning and application. As indicated previously, students will be asked to read a passage while others listen and this will allow the students to learn how to pronounce the words. It will also enhance the students listening ability as they will correct any ensuing mistakes by themselves. The word game will help the students recall the already learned vocabulary. (See Appendix 2 for the word game).
This process is very important as it encompasses all the language learning skills (Thompson 2007: 67) but all this must be done in such a way that it remains interesting to the students. It is also important that the process allows student participation to internalize language skills. The reason why much emphasis is put on the use of participatory sessions is to create a learning process where the learners are engaged in a lesson that recognizes the students. Moreover, the use of the word game reveals the knowledge of the learner and helps the teacher to know the words that have already been learned by the students. It further helps the learners to easily comprehend the use of the vocabulary. The use of the method is necessary as the learners are still in the formative stages of their language learning process. The lesson also constitutes the listening session which cannot be divorced from reading where the learners are taken through the listening skills. Reading skills will enhance the students capability, especially in the proper use of the vocabulary. Since the sentences to be read from the listening activity are simple and short as is indicated in the plan, the sentences will be shown on the board and the students will be asked to read the words in the sentences in turn.
The students are given a passage, emphasizing the intended listening ability. They are then allowed to voluntarily read the passage within the set time limit. As the students are new to the language, they must be exposed to the integrated form of the language. Thus, as the lesson is arranged, t
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