Exploring Language Pedagogy: Lesson Plans for English Teaching as a Foreign Language

This article explores effective lesson plans for teaching English as a foreign language with a focus on speaking, listening, and communication strategies. It covers differentiation, inclusive assessment, and intercultural communicative competence in FL literacy. Additionally, it discusses the benefits of multimodal communicative activities in FL education.

Running Head: ENGLISH TEACHING AS A FOREIGN LANGUAGE 1
Exploring Language Pedagogy
Student’s Name:
Institution:

EXPLORING LANGUAGE PEDAGOGY 2
Teachers Name: Date:
Subject: Duration:50 minutes
Topic: Passive and active voice Level:
Objectives of the lesson
To use the active or passive voice correctly.
To Identify all verbs in all contexts.
Resources: assignment handout, register
Assessment: Lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Skills to be addressed
Information technology: lesson to be word processed
Content and activities Timing

EXPLORING LANGUAGE PEDAGOGY 3
Register
Introduce English verb by indicating the two kinds of voice.
Explain the relationship between subject and the predicate both in passive and active voice.
Show how to construct sentences using active and passive voice.
Give examples of sentences and ask students to identify active and passive voice.
Divide students into groups of five to explore the results.
Ask the students to hand in their findings and use them to make conclusions.
Ask students to revise the sentences they have constructed.
Check if verbs are appropriately used in a sentence.
Ask each student what he or she has learnt throughout the lesson.
Ask students to write few sentences based on active and passive voice. (Homework).
5 minutes
5 minutes
10 minutes
10 minutes
5 minutes
5 minutes
10 minutes
Assignments Submission date
LESSON PLAN 2

EXPLORING LANGUAGE PEDAGOGY 4
Teachers Name: Date:
Subject: Foreign Language Duration:50 minutes
Topic: speaking skills Level:
Objectives of the lesson
By the end of the lesson, the should be able to;
Develop Fluency
Express them using various points of view.
Apply tone modifications
Resources: assignment handout, register and blackboard.
Assessment: lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Information technology: Lesson to be word processed
Content and activities Timing
Register
Review on the previous lesson by asking questions. Introducing a topic by providing a
motivational topic.
Teacher engages the learners y asking brainstorming questions where the learners will
provide points on the topic and will write the on the board.
The teacher will group students and provide them with handouts. Students will discuss in
groups.
Teacher will collect information from the entire group and make a conclusion.
Teacher asks students questions on the impact of western culture in India.
5 minutes
10minutes
10 minutes
10 minutes
5 minutes

EXPLORING LANGUAGE PEDAGOGY 5
Teacher summarizes the lesson y highlighting important points and gives out research
assignment.
10 minutes
Assignments Submission date
LESSON PLAN 3

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Teachers Name: Date:
Subject: Duration:50 minutes
Topic: Speaking and Listening Skills Level:
Objective of the lesson
By the end of the lesson, the learners will be able to;
Ask questions by listening and speaking with others.
To use spoken English correctly and confidently.
Employ cooperation in solving foreign language problems.
Resources: assignment handout, register, textbook
Assessment: Lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group work activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Information technology: lesson to be word processed
Content and activities Timing
Register
The teacher will provide introduce the topic by linking it to the previous lesson.
The teacher divides the students into groups of five.
The teacher provides the students with two texts with opposing viewpoints and all students
are required to read both texts.
The students will formulate questions and present it to their group. Group will answer the
question
Every student presents their questions to members of another group
The learners are given chance to ask questions and present their opinions on the topic.
5 minutes
5 minutes
10 minutes
10 minutes
5 minutes
5 minutes

EXPLORING LANGUAGE PEDAGOGY 7
The teacher will ask students questions and use their response to make a conclusion.
The teacher summarizes the lesson by identifying important points and leaves an assignment
5 minutes
Assignments Submission date
LESSON PLAN 4

EXPLORING LANGUAGE PEDAGOGY 8
Teachers Name: Date:
Subject: Duration:50 minutes
Topic: Speaking Skills Level:
Objective of the lesson
To raise student’s awareness of all varieties of spoken English.
To prepare and present a ten-minute news bulletin which foster peer interaction.
To practice presentation which enhances spoken skill?
Resources: ten-minute news bulletin, text, handouts, overhead projector, flip chart, markers and pins.
Assessment: Lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group work activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Information technology: lesson to be word processed
Content and activities Timing
Register
The teacher starts a lesson by introducing the topic and giving insights of the previous lesson.
The teacher displays a ten-minute video clip of news bulletin that focuses on spoken form.
The teacher discusses briefly the possible varieties of English language. The informal
language used by the interviewee is explained.
The teacher provides the students with a text on the same bulletin. Students are asked to
prepare a comparable text.
The students are put in groups of five. They expected to play a role of newsreader, one
reporter, field reporter and two interviewees.
The teacher notes the point on the flip chart. Key word is identified and pronounced by the
teacher.
5 minutes
10 minutes
5 minutes
10minutes
5 minutes

EXPLORING LANGUAGE PEDAGOGY 9
The teach edits the bulletin and provides example of voice modulation and allows students to
ask questions.
The teacher wraps up the activity by noting differences in spoken and written form and report
in the next lesson.
10 minutes
5 minutes
Assignments Submission date
LESSON PLAN 5

EXPLORING LANGUAGE PEDAGOGY 10
Teachers Name: Date:
Subject: Duration:50 minutes
Topic: Speaking Skills Level:
Objective of the lesson
To enable the students to use English language while describing a wedding
To maximize the student talking time
To enhance student-centered learning
Resources: Set text of conversation about weddings in India, magazines and handouts, wedding clip
Assessment: Lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group work activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Information technology: lesson to be word processed and the use of video clips
Content and activities Timing
Register
The teacher asks general questions about weeding and linking the topic to the previous lesson.
The teacher will group students in groups of six. Leaners are expected to organize a wedding
in their various groups.
The students will be creating the venue, types of clothes and food
The teacher provides a text of a conversation and writes new vocabularies on the board.
The students present their opinions in their respective groups. The teacher moves around the
groups checking the words with individuals.
The teacher asks students to share their experiences on their previous weddings. Students are
allowed to ask questions and present their opinions.
5 minutes
10 minutes
5 minutes
10minutes
5 minutes
10 minutes

EXPLORING LANGUAGE PEDAGOGY 11
The teacher wraps up the lesson by identifying important points. 5 minutes
Assignments Submission date

EXPLORING LANGUAGE PEDAGOGY 12
FL learning strategies
Introduction
There are two broad types of techniques causing openly to the growth of the language
structure constructed by the student and they include metacognitive and cognitive learning plans.
First, cognitive Learning Techniques refers to methods used during problem solving to facilitate
immediate analysis, the combination of knowledge resources or transformation. Rubin
acknowledged six primary cognitive, educational strategies influencing openly to language
education which include; Clarification Inductive differencing, Practice and Deductive Reason.
Other critical methods include and not limited to Memorization and Monitoring (Pass, 2006).
Secondly Metacognitive Learning Techniques which are plans are worn to manage, control or
self-direct language in education. Therefore, they comprise of a variety of processes as
prioritizing, locating goals as well as self-management.
Communication Plans
Communication strategies are not that open associated in language learning because their
heart is scheduled in the course of participating during the discussion (Cohen, 2014). Therefore,
they illuminate what the orator intended. In other words, narrators when encountering problems
due to the verity that communication tops beyond other means use communication plans.
Learners use social plans so that they can get exposure to exercise in their education. However,
these strategies offer exposure toward the intended language (Teacher's Guide Vol. 37, 2013).
Besides, they provide long learning hence making it impossible to guide directly in obtaining,
storing, using and obtaining expression.

EXPLORING LANGUAGE PEDAGOGY 13
Organization of Language Educational Plans
The plan of language education technique is similar to being tilted towards the progress
of outgoing ability. Besides, he divided language-learning techniques into two major categories,
that is, direct and indirect. Further, the two broad categories are subdivided into six groups
(Oxford, 2016). Moreover, Oxford’s scheme, Metacognitive plans assist students to control their
education. Affective plans are troubled with the student's emotional needs like confidence,
whereas collective plans accelerate the communication with the intended language (Lesson
Planning in the Classroom, 2007). In other words, learners use cognitive strategies, which are
their mental requirements in learning. In addition, memory strategies are used to store
information while reparation strategies provide learners to defeat knowledge voids to persist with
communication. Classification strategies of studying language are shown below:
Direct Strategies
In the context of direct learning strategies, there are several such techniques as creating
intellectual linkages, employing deeds and excellent review of the previous information
(Cammarata, 2016). Similarly, other direct strategy learning strategies, which are cognitive,
based, includes regular practicing, preparation, and distribution of study plans as well as
excellent review and interpretation. Besides, other direct learning strategies are typically
encrypted on dimensions of compensation techniques, welfare strategies, and influential plans.
Differentiation in foreign language education
Differentiation is detailed as a form of discrimination in foreign learning environment,
which often gives student a feeling of inferiority among other learners in the same classroom.
Due to the diversity in foreign language teaching, the teachers have encountered some challenges
with their students (Raman, 2017). For example, learners have different disabilities, which are
witnessed in vocabulary, phonics, working deficits of the memory and challenges in

EXPLORING LANGUAGE PEDAGOGY 14
understanding the codes on a page (Paesani, 2018). Generally, foreign language teachers are
seldom provided with the information concerning how to operate with learners including those
with disabilities. Therefore, the problems should be addressed at individual level accommodating
and modifying students to the physical assignment and texts. Nevertheless, it is efficient for such
students to be able to access the Foreign Language classes (Platt, 2018). As a result, they will not
only get the cognitive impotency offered but also empowerment of their academic studies.
Additionally, foreign language classes may start at either middle or secondary school level. In
the same context, learners have an opportunity to perfect on their reading grasp skills without a
feeling that they are differentiated from other foreign students.
Inclusive Assessment in foreign language teaching
Inclusive assessment practices involve part of Class-Based Evaluation and the current
study assessment, which jointly play a significant role in teaching and learning in various
institutions. For example, the support given by particular needs of assistive mechanism should be
in level with the plans the institution has put to sustain learning activities during the year
(Cammarata, 2016). Consequently, where a school decides that a learner has a learning problem,
reasonable accommodations might be set in place to eliminate, as soon as possible, the force of
disability in the degree of the concert in Class-Based Evaluation. Besides, accommodation helps
learners to acquire learning based on precise needs (Claudia, 2014). For example, a student who
cannot be able to type is advised to make use of free dictation software to enable him or her
complete current evaluation as well as Class-Based Assessment (Robertson, Macdonald, Starks,
& Nicholas, 2018). Consequently, a student who got a precise learning problem may gain from
learning activities obtained in a different method.

EXPLORING LANGUAGE PEDAGOGY 15
Intercultural communicative competence in FL literacy
According to the system -theory, intercultural communicative competence is defined as
the personal capacity to modify past customs and norms, learn and adapt to the new cultural
practices and cultural difference dynamics. Consequently, the competence is proven essential
element of foreign language learning. Similarly, it is considered to have potential to advance
necessity of adopting teaching approaches to improve student’s intercultural competence (Gretter
& Gondra, 2017). In the same context, the interest in intercultural communicative dimension of
FL education is growing at a high rate currently. From this viewpoint, currently teachers ought to
promote the achievement of intercultural communicative competence in teaching classes.
Therefore, because of the intercultural communicative competence in foreign learning, learners
are developing positive attitude towards the foreign languages and culture (Tahir, 2018).
Moreover, they are motivated to establish general language competence. Further, the application
of system-theory strategy defines the intercultural communication competence to be comprised
of operational and affective dimensions.
Multimodal Communicative Activities (Incl. ICT) In FL Education
Foreign language learning involves different communication models. Multimodal
communication character of screen-related production and process of text has promoted foreign
language learning. Further, the multimodal activities involve application of senses such as tactic,
visual, kinaesthetic and hearing (Chun, Kern & Smith, 2016). However, Reading learning
approaches including assessments still keep promoting linear and linguistic perspectives of
reading and literacy daily. Similarly, inspired by the ancient learning theories, reading ideologies
are represented of texts that have highlighted the linearity of information presentation

EXPLORING LANGUAGE PEDAGOGY 16
(Yurtseven, & Altun, 2017). Therefore, it is believed that multimodal communicative activities
are different from monomodal learning activities.
Connectedness of the elements of the unit plan in FL teaching
From this aspect, the connectedness refers to the systematic order of preparing the
components of the lesson plan to endure effective teaching and learning of the students (Subban
& Round, 2015). Correspondingly, a consistent prepared unit plan inspires learning, thus,
generating success. Therefore, connected elements of lesson plans enable students to love foreign
language learning.

EXPLORING LANGUAGE PEDAGOGY 17
References
Cammarata, L. (Ed.). (2016). Content-Based Foreign Language Teaching: Curriculum and
Pedagogy for Developing Advanced Thinking and Literacy Skills. Routledge.
Chun, D., Kern, R., & Smith, B. (2016). Technology in Language Use, Language Teaching, and
Language Learning. The Modern Language Journal, 100(S1), 64-80.
Claudia, H. I. (2014). Teaching English as a Foreign Language to Foreigners. Annals of the
University of Oradea, Economic Science Series, 23(2), 87-94.
Cohen, A. D. (2014). Strategies in Learning and Using a Second Language. Routledge.
Gretter, S., & Gondra, A. (2017). Teaching Foreign Languages in the Twenty-First Century:
Lessons from Spanish Hybrid Education. In Preparing Foreign Language
Teachers for Next-Generation Education (Pp. 92-113). IGI Global.
Lesson Planning in the Classroom. (2007). Techniques: Connecting Education & Careers, 82(8),
8-9.
Oxford, R. L. (2016). Teaching and Researching Language Learning Strategies: Self-Regulation
in Context. Taylor & Francis.
Paesani, K. (2018). Researching Literacies and Textual Thinking in Collegiate Foreign Language
Programs: Reflections and Recommendations. Foreign Language Annals, 51(1),
129-139.
Pass, S. (2006). Charting the Effects of Improving Instruction: College Seniors Learning to Write
Lesson Plans. Performance Improvement, 45(4), 30-37.
Platt, J. (2018). How Far Does Choice Theory Succeed, Within Classics, As A Form of
Differentiation in The Classroom? Journal of Classics Teaching, 19(37), 10-16.

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Raman, Y. (2017). Implementations versus Reality: EFL Teachers' Beliefs about Teaching
Speaking Skills in State Secondary Schools. International Journal of Economic
Perspectives, 11(1), 773-781.
Robertson, M., Macdonald, S., Starks, D., & Nicholas, H. (2018). Enabling Change in EFL
Teachers’ Ideologies about Grammar and Grammar Teaching Through
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Subban, P. K., & Round, P. N. (2015). Differentiated Instruction at Work. Reinforcing the Art of
Classroom Observation through the Creation of a Checklist for Beginning and
Pre-Service Teachers. Australian Journal of Teacher Education, 40(5), 7.
Tahir, I. (2018). Teachers' Beliefs in Balancing Linguistic Competence and Teaching
Performance in EFL Classrooms. BRAIN: Broad Research in Artificial
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TEACHER'S GUIDE Vol. 37, No. 3, October 7, 2013. (2013). Scholastic Action (Teacher's
Edition), 37(3), T1-T12.
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