Lesson Planning: Teaching Strategies for TESOL

1LESSON PLANNING
Topic- Teaching strategies for TESOL
Student name
University name
Author notes

2LESSON PLANNING
Specification of the lesson
sequence
Discussion and response writing Notes for discussion section
Overview of the sequence
a) context
b) language, literacy and curriculum
learning outcomes (linked)
c) links to relevant policy (Australian
curriculum; literacy progressions;
relevant state documents)
d) necessary prior knowledge
The lesson plan sequence is based on the
subject Economics for middle and high school
students mainly for EAL/D students and is
incorporated under TESOL teaching strategies.
The topic of consideration here is Comparison
shopping. The development of the lesson plan
will help students in better understanding of their
area of study and will provide a direction to their
learning outcomes. Easy comprehensible
language is used for developing the plan and it is
wholly based on the curriculum learning
outcomes of both the topic and subject
consideration (Nisbet & Shucksmith, 2017). The
plan helps in bridging gaps between meta
linguistic dimensions and other multi-modal
representations (Yin, Lee & Zhang, 2013). The
lesson plan is practical and students can achieve
their learning goals easily based on the modelled
plan so developed. Both active and collaborative
teaching -learning methodology is used for
The rationale for selecting the
Comparison buying is very practical, here
students will be more logical while buying
and this chapter is also importance as per
Economics curriculum is considered.
Demand supply, need want, pricing,
buying are all linked to student
requirement for knowledge improvement
and approaches like scaffolding, activity-
based learning, meta-language support is
integrated to provide quality outcome to
students.
Use of ‘Bridging’ Metalanguage and
multimodal representations with EAL/D
students is also considered.

3LESSON PLANNING
Discussion
However, only strategy making and lesson plan development will not be purposeful for the whole class as there are students
from various diversified backgrounds. Diversity are in areas of linguistic variations, cultural variations, socio-economic variations and
religious differences (Kraft, Blazar & Hogan, 2018). But as Economics is not a language subject so diversity can be limited down and
using standard Australian English as the medium of teaching will serve the purpose. But for the students who have English as
additional language or dialect need special support to develop and access the Australian curriculum learning (Roehl, Reddy &
Shannon, 2013). In this regard teachers’ help is prioritised where they can scaffold relevant materials and learning resources to
students for better understanding of the topic. Emphasis on continuum of both reading and writing is to be provided and interaction
will help in completion of the teaching and learning cycle (TLC) (Kane, Kerr & Pianta, 2014). Though the teaching strategies need to
be varied for differently-abled students. It is quite challenging for teachers to find the best strategy and content for students with
learning disabilities. Comparison shopping is an important aspect of Business and Economics curriculum and is deeply rooted to
practical life buying experiences (Darling-Hammond, 2016). Thus, to develop lesson plan for students with learning disabilities is
important in this context. Here students may be asked to cut and paste items from product catalogues of a shopping list. Next the price
and weight should be included and the final list is to be displayed in the class. Along with the shopping list another list of comparison-
shopping tips needs to be provided that will help those students to be smart buyers and efficient shoppers ( Heitz-Spahn, 2013).
Students will learn that mere ads will not be sufficient for buying other aspects of price, value and need are also to be evaluated before
final buying.

4LESSON PLANNING
Now in order to make the plan effective the teachers need to have comprehensive communication skills and so that students are
motivated and interested to learn the topic. The main objective of the topic is to be mentioned first so that the students understands
what they are going to learn after end of the module. Starting line could be as below,
“Raise your hands who hates shopping...!!!!whole class ‘hates’ shopping??? Listen attentively, I asked who hates shopping...ok, so it
is clear that everyone loves shopping. So, lets’ talk on shopping today. In today’s class we are going to learn about comparison
shopping and how to evaluate consumer products based on it.”
Now the attention is full and it is the right time to involve them in a discussion session by asking them a question. The teacher
could use this situation as mentioned. “There is a person in my mind and she is trying to choose which item is best for her to buy
among items A, B, C and D. so, which one do you all think she picks?” There will be utter confusion in the class and all be
uncomfortable in deciding upon items and all will be clueless and will whisper with one another. To increase their confusion further
the teacher could these lines “what is the problem you think? A, B, C or D? which is the best item for her? What’s the answer? Come
on students, we have a lot to cover in today’s session. Students will still be clueless and most of the class cannot the answer question
as they do not have sufficient information. They lack information about the consumer herself like what are her needs, her budget, her
choices and also have no clue about the items. Some smart student may stand and ask for more information. This is the point, once the
point of lack of information crops up, then it is the time to make them understand the importance of information while buying. In
order to be a smart buyer and savvy consumer focus on full information knowledge is to be given and it is very important specially for