Lesson Plan for English Language Study Design and Annotated English Language Study Design

This lesson plan is designed for English Language Study Design and Annotated English Language Study Design. It covers topics like language and communication, language change, language variation, and identity. The lesson plan is aimed at developing analytical skills in understanding a range of texts and discussing the usage of contemporary language.

Running head: LESSON PLAN
Lesson Plan
Name of the Student
Name of the University
Author Note

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LESSON PLAN TEMPLATE
Name: Topic: English Language
Lesson No:
Subject: School: Duration:
24 weeks
Date: Year level:
Introduction: (SAC question)
. The students will be assessed upon the successful completion of the unit. Throughout
the unit, the students will develop communication abilities mainly the academic
language which will enable them to express themselves.
Learning Purpose/Learning Intention/Rationale:
The study will be immensely helpful for the students in order to develop the analytical skills
in understanding range of texts and along with that the student will be able to discuss the
usage of the contemporary language.
1. Throughout the unit, the student will be able to understand the functionality of the
language in providing strong basis in the field of science, education, law, politics, arts
and trades.

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Victorian Curriculum- F-10 or VCE focus (if VCE applicable)
English Language Study Design and Annotated English Language Study Design
Accreditation Period: 2016-2020
Success Criteria / Learning outcomes:
Interpersonal development
LO1: The student will be able to evaluate the structure, functional and features of the spoken
and written format of the English language by means of the application of the suitable
metalanguage.
LO2: The student will be able to gather information on the language usage, language
variation, and the change of language over the time.
Speaking and listening
LO3: The student will be able to evaluate the interchange between the convention and the
creativity of the usage of the language.
LO4: The student will be able to portray the effective and significant usage of the Standard
Australian English to satisfy their own interest and needs.
Application of the learnt words
Assessment: The satisfactory completion of the lessons will be assessed by the ability of the
students in meeting the desired outcomes of the lesson plan. The assessment has to be a part
of the learning and teaching program.

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1. A detailed interactive discussion with precise engagement of the students will be
significantly helpful in the evaluation of the existing knowledge and will for availing
the lesson.
2. It will be significantly important to use the essay case studies for the assessment of
the evolution of the knowledge in the students. Apart from that the assignments of
short questions or the analysis of the data will be significantly helpful in the
evaluation of the student’s capability and skills in the writing and understanding the
language. In case of the evaluation of the students’ capability of speaking the
language, evaluation will be carried out by the application of assignments in which
student will be subjected to read written text? Along with this the analytical
commentary of the real time events will also be significantly helpful in the
evaluation of the students’ capability of speaking the language.
.
3. The judgment of the performances will be completely based on the level of
perfection achieved by the students during execution of the tasks like the essay,
analytical report, investigation of the data, answering of the case study questions,
short answer questions. Apart from this the performances of the students in the tasks
like the analytical commentary or reading the written text will also be used in the
judgment.
Procedure:

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Time for
each step
Teacher activities: Learner activities:
11:30am/10
minutes
20 minutes
12:00 pm/15
minutes
Engagement:
An introductory session will be arranged
in order to brief the activities or the
topics which will be discussed in the
lesson.
Apart from that an interactive session
will be used in order to get the idea of
the student’s knowledge in the particular
topic so that the identification of the
gaps and the providing detailed
information in order to meet those gaps
become significant to the students. This
will be significantly important in
triggering the students so that they get
engaged into the lessons.
A detailed discussion on the key skills
that can be achieved after the
completion of the activity will be
significant in providing a reason to the
students in participating to the activity.
Learner activities:
After the completion of the
teachers’ briefing on each unit,
the students will be asked to tell
their queries so that they do not
have to take that baggage into
the next unit.
After the query session, the
student will be asked for a
written test on the entire unit.
This will be done with the
intention to document the
understandings of the students
in that particular unit.

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There will be four units and each of
units will have different skills. The key
skills which are to be described are
mentioned below:
Unit 1:
The achievement of the unique
characteristics which will be
instrumental in differentiating human
communications.
The ability to compare the written texts
with the transcripts of the spoken
English in order to gain the quality of
evaluation of the variation.
The ability to analyse the usage of the
language in an objective and systematic
way.
The definition of the key linguistic
concepts in relation to the nature and the
functions of the language.
Unit 2:
The definition of the key linguistic
concepts in relation to the acquisition of

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the language.
The ability to use the fundamental
concepts in order to analyse the
language in an objective and systematic
way.
The ability to read the phonetic
transcription of the Australian English
using the International Phonetic
Alphabet.
Unit 3:
The definition of the key linguistic
concepts in relation to the informal
language in texts.
The ability to analyse impact of the
informal contexts and choices of
language.
The ability to evaluate the feature,
function and the nature of the informal
written texts along with the transcripts
of informal spoken English.
Unit 4:
The ability to use the linguistic concepts
in order to discuss the variation of the

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language and the identity of the
language in Australia in a systematic
and objective way.
The ability to use the fundamental
concepts in order to evaluate the
attitudes to varieties of Australian
English in a systematic and objective
way.
Procedural steps:
With specific focus on the learning
outcomes like language variation or the
language communication and change,
the identification of the gaps will be
carried out against the different aspects
of the language mentioned in the
learning outcomes.
Step 1:

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The introduction of the students along
with the briefing of teacher’s identity.
Step 2:
The introductory session with the
students regarding their competencies in
the language.
Step 3:
The identification of the gaps of the
students.
Step 4:
Formation of the groups of the students
with same nature of gaps
Step 6:
Production of the detailed information
with precise focus on the gaps of
students in the language.
Step 7:
Production of additional information
regarding the language.
Step 8:
The gathering of the feedback from the

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students.
Step 9:
Analysis of the performance of the
students in the activity.
Step 10:
Identification of the need of repeating
the activity.
The possiblequestions are as follows
in order to assure the positive
learningoutcome of the unit:
Unit 1:
What is the concept of bilingualism or
multi-lingualism?
What are the ways language encodes
social and cultural understandings?
What is the impact of metalanguage in
acquiring the language?
Unit 2:
What is the relationship between the
English and Indo-European Languages?
What are the factors influencing the
historical development of English from

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Old English to present day Australian
English?
What is the concept of linguistic
relativism and determinism?
Unit 3:
What are the usages of the language in
social purposes?
What is the relationship between the
context and features of language in
formal texts?
What are the features of the spoken
discourse?
Unit 4:
How the Australian English varies
depending on the geography including
the variation in the regional and national
context?
How the Australian English varies
depending on the culture including the
concept of the aboriginal English and
ethnolects?
What is the role of the language in

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constructing the national identity?
Conclusion: A brief recap of all the key
points discussed in the lesson will be
stated by the teacher so that the students
find it easy to remember. It will also be
helpful for the students in staying
engaged to the lessons.The success of
the unit of work will be determined
through the assessment over the
students. The more students will be
successful or passed, the more success
rate of the unit will be assured. The
whole unit will be aimed to make the
students confident in terms of
communication in order to excel in their
professional career.
Teacher’s resources:
Journal and research articles on the language.

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http://journals.sagepub.com/toc/ltja/current
Online resources on the historical development of the language.
https://www.bl.uk/learning/online-resources
PDF files on the contemporary English.
https://www.cambridge.org/core/books/change-in-contemporary-english/
2CCC7F23CDFD98D21E02EE7CFBA59A24
http://people.rwj.harvard.edu/gnpcnheqmrf9/28-amely-breitenberg/9787880806397-
longman-dictionary-of-contemporary-english-tutor-2-CU0qm1ZfI.pdf
Books on the transformation of English language.
Teaching English Language Learners
https://books.google.co.in/books?id=-QjlbJD-
geEC&pg=PA42&lpg=PA42&dq=Books+on+the+transformation+of+English+language&so
urce=bl&ots=WOXphcbzJr&sig=6nWsILobGBaL-
pw__63wEvO98zM&hl=en&sa=X&ved=2ahUKEwjH5bn30fvdAhWcgUsFHSoLCe8Q6AE
wDnoECAIQAQ#v=onepage&q=Books%20on%20the%20transformation%20of%20English
%20language&f=false
Catering for inclusion:
These resources will be significant for the teachers in delivering speeches on the
contemporary English, the transformation from the old English to the present day Australian
English and the other concepts like the English language and communication, language
change, language variation and social purpose along with the identity. These resources will
be used in the classroom presentations and for the reading purpose of the students.

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Students’ resources:
Teacher’s notes on the contemporary English.
PPT files on the historical development of the English language.
Teacher’s notes on the transformation of the English language.
Extension activities:
The early finishers of the task will be subjected to the below mentioned follow-up activities
where they will investigate the below mentioned questions.
What are the conventions for the transcription of the spoken English texts?
What are the usages of the informal language in the social purposes?
What are the processes of language maintenance, reclamation and language shift?
Along with the introduction of the follow-up activities, the early finishers will also get the
rewards for their improved performances.
Learning space set-up: The infrastructure of PowerPoint presentation and attached
microphone system with each seats for the students will be a much needed. Along with that,
the students will be delivered a brochure on the list of activity that will be executed ion the
lesson plan.

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Self-evaluation: In this section the students will be able to write the positives and negatives
of the teaching process and they will also sum up their evolved excellence in different fields
as a result of the lessons. Along with this, the students will write down about their
weaknesses or misunderstanding generated from the lessons as well. This will be
significantly helpful for the teachers in order to restructure their course plan.
Key questions:
 How the sense of identity grows in relation to the situations and experiences?
 How the language can differentiate between the terms “us” and “them”?
 What is the role of the discourse features and lexical choice in the creation of the
textual cohesion and coherence in the informal written texts?
 What are the ways in which language encodes cultural and social understanding?
The evidences that the learning occurred can be achieved from the written documentation of
the understanding of the lessons by the students after the query session for each unit.
It can be improved with a wider range of learning resources along with the allocation of more
time for the lessons.
The teaching session will improve the individual quality of teacher as the questions which
will be taking considerable time for research by the teacher at the first try will become
known to the teacher and in the future lessons, the teacher will find the answers with
significantly less amount of time. Hence the pace of the teaching will improve. Apart from

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that the teachers will have the knowledge of the specific answers of the frequently asked
questions in the future teachings and that will significantly help the teacher in not getting
deviated from the actual course study while answering the questions of the students. Hence
the direction of the teaching, with the proper knowledge of the student’s incapability, will get
improved.
Supervising teacher’s comments: The supervising teacher will design the blue print of the
implementation plan of the lessons and will document important information regarding the
unit topics like the language and communication, language change, language variation and
identity And application of language in social purposes in comments. This will significantly
help the subordinate teachers to remodel their lesson plans.
Bibliography:
English Language. (2018). Retrieved from
https://www.vcaa.vic.edu.au/Pages/vce/studies/englishlanguage/englangindex.aspx#H
2N10083