Pedagogy for EAL Classrooms - Lesson Plans for ESL Level 5 and 6

This article discusses the pedagogy for EAL classrooms and provides lesson plans for ESL level 5 and 6. The lesson plans focus on improving pronunciation, grammar and vocabulary with audio visual activities and creative implementation. The article also highlights the importance of appropriate pronunciation and utilisation of various attractive and academic words in English language learning procedure.

Running head: PEDAGOGY FOR EAL CLASSROOMS
Pedagogy for EAL Classrooms
Name of the Student
Name of the University
Author note

1PEDAGOGY FOR EAL CLASSROOMS
Part 1: Representation of teaching context
In this EAL/D teaching context, the target students are chosen from the ESL level 5 where
the students are 10 years old. In this level, learning English is not enough challenging as the pre-
primary level learning. However, the basic knowledge on language and literature is based on this
part of education. The aim of this ESL level 5 is to educate the student about appropriate
grammatical use, sentence construction while enhancing their vocabulary knowledge and parts of
speech. The chosen group of ESL level 5 are the student of a school named X. X is a school of
primary and sender level education. However, the primary level infrastructure is strong enough to
support the students by various advanced and effective teaching policies and procedure.
Most of the students of X school are from on native English speaking background.
Therefore, teaching these students about English literature is not as simple as the native English
speakers. In this age of 10 years, the children are less curious about any language and more curious
about the social and technical things around them (Baecher, 2012). Therefore, before teaching the
students about the English language as their Additional Language, they must understand the
importance of learning English at their age. Before participating in this learning session all students
must have, some essential eligibility that will help them to make them aligned with the learning
procedure (Foote et al., 2016). Knowing the English alphabet, word and sentence making is
essential for this learning session. All the student must have the basing understanding of the letters
and their pronunciation styles.
In this learning procedure, the students will be taught in a systematic educating system
where they have to participant in a curriculum based activity to make the language more easy,
interesting and simple for them (Farrell, 2014). The objective of the Lesson plan is to monitor the
improvement of the students while developing appropriate suggestion for them and to increase their
interest in English Language and speaking pattern. Before stating the lesson plan, it is obvious to
ensure that all students have the basing understanding of the letters and their pronunciation styles.
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2PEDAGOGY FOR EAL CLASSROOMS
The focus of this lesson plan is to enable the students to understand the English language structure,
word distribution and pronunciation while enhancing their stock of words and vocabulary. In
planning the lesson context, the objectives and activities should be balanced between focusing on
the language content and the cultural or cognitive content of the lesson (Faez & Valeo, 2012).
The aim of this lesson plan is mainly on language formation and structural context.
The learning and lesson content is not only limited to the ultimate goal of this EAL/D aim.
Engaging learner in social situation is essential which can give set up the target language while
gaining access to the socio-cultural context of the language itself (Kong, 2009). The primary and
post primary level infrastructure of X school is strong enough to support the specific curriculum
based English learning planning with advanced and effective teaching policies and procedures.
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PEDAGOGY FOR EAL CLASSROOMS 3
Part 2: TESOL Lesson Plans
Lesson Plan 1
Your name
School country and region
Stage or level in curriculum framework being
used
ESL level 5
Title or theme of lesson Learning to improve pronunciation
Date, time and duration of lesson 15-Nov-2018, 1:30pm to 2:15pm (45 minutes)
Language level(s) EAL 5 (English as an Additional Language, level 5)
Number of students in class 15
Number of this lesson (that you have taught for
this practicum)
1
What is the current or proposed unit of work/theme/topic? This may extend over a number of lessons taught by you and your mentor.
The topic of this lesson is learning to improve the pronunciation of the students while studying and speaking English as an Additional
Language. Through curriculum based program the lesson will be thought to the selected number of students
What overall aims are you trying to achieve in this unit / theme / topic?
The aims of this topic can be divided into two subsections. The primary aim of this lesson plan is to engage the student with a active
pronunciation improvement procedure to improve their speaking skill.
What are the objectives of this particular lesson? And how do these contribute to the overall aims?
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PEDAGOGY FOR EAL CLASSROOMS 4
 Studying the existing pronunciation problems faced by the students
 Identifying the key issues behind these problems
 Prioritising several curriculum based activities to improve the speaking skills o the students
What is the relationship of this lesson with other lessons? What came before? What's coming next?
The lesson is for improving the basic understanding of the English Language by enhancing the speaking skill of the students. It is a beginner
level learning procedure to understand the pattern of word distribution and punctuation. In the next phase the grammatical concepts of
English language can be thought. The basic understanding of pronunciation will help to learn the English grammar appropriately.
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PEDAGOGY FOR EAL CLASSROOMS 5
Specific language features /
focuses
-
Language structure, word distribution and pronunciation
Skills focus
Learning new words, using vocal expression with words, differentiating similarly pronounced words with different
meaning
Cultural objective(s) The students need to understand the importance of appropriate pronunciation in English language learning
procedure. Understanding of the speaking style of the language will make the learner more interested in
other essential factors of the language learning procedure.
Content objective(s) Before participating in this learning session all students must have some essential eligibility that will help them to
make them aligned with the learning procedure. Knowing the English alphabet, word and sentence making is
essential for this learning session.
Stage or level in the
curriculum being used
The Victorian Essential Learning Standards will be used for gauging the effectiveness of the lesson.
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PEDAGOGY FOR EAL CLASSROOMS 6
Assessment criteria and assessment methods
After involving the students in the learning procedure they will be also engaged with some extra curriculum activities that will require English
speaking and understanding skill. Through the performance in this testing session and by reviewing the progress report, the progress of the students
can be identified.
Planning your evaluation
After executing the lesson plan an additional interactive session will be initialise to mark the improvement of the communication skill of the student.
Through the performance in this creative interactive session and by reviewing the progress report, the progress of the students can be identified.
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PEDAGOGY FOR EAL CLASSROOMS 7
Procedure of lesson
Stage of lesson Task Objectives Time Teacher action Student action
Stage 1 Introduction
Gaining the focus of the
student’s attention and
interest will be the
introductory objective of
this session.
5 to 10
minutes A set of interesting potteries will
be introduced.
Students will hear the poetries
with lot of interests.
Stage 2 Body of lesson Task 1 Ask each students to
read one of the
presented poetries
10 to 15
minutes
The students will be asked one by
one to peak one of the poetries as
per their choice and read it loudly.
The students will peak and
read the poetries and other
students will listen to the
recitation.
Task 2
The teacher will ask the
students to identify the
problems regarding their
pronunciation
5 to 10
minutes The student will be asked to
rectify their won pronunciation as
well as the peers
The student will listen to the
recitation and will finds the
problems in speaking style
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PEDAGOGY FOR EAL CLASSROOMS 8
Stage of lesson Task Objectives Time Teacher action Student action
Task 3
Making the students
aware of their issues
5 to 10
minutes
Teacher will assess the
pronunciation issues and will
make the students correct
Student will try to imitate the
pronunciation style of the
teacher.
Task 4
Guiding them to learn
easily
5 to 10
minutes Teacher will show the
pronunciation techniques in more
simplistic and syllable configured
technique
Student will repeat the same
words with appropriate
syllables
Task 5 Involving them in
creative implementation
5 minutes Teacher will ask the students to
read a poem comprised with
complex pronunciations
Student will try to implement
what they have learn
Task 6
Stage 3: Conclusion Evaluate the learning
through repetition
After involving the students in the
learning procedure they will be
also in group discussion
The student will consult with
each other about the
pronunciation
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PEDAGOGY FOR EAL CLASSROOMS 9
Resources and materials used in lesson
Harmer, J. (2007).Mistakes and feedback. The practice of English language teaching, 12(4), 137-152.
Murphy, J. M. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269.
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2016). Pronunciation teaching practices in communicative second language classes. The
Language Learning Journal, 44(2), 181-196.
Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?. Canadian
Modern Language Review, 66(2), 233-267.
Your evaluation of the lesson
Through this lesson, I will learn how to interact with the student to make the learning procedure more interesting for them while making them eligible
for next phase of learning.
Your students’/peers comments and feedback (if any)
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PEDAGOGY FOR EAL CLASSROOMS 10
Lesson Plan 2
Your name
School country and region
Stage or level in curriculum framework being
used
ESL level6
Title or theme of lesson Learning to improve the grammar and vocabulary
Date, time and duration of lesson 16-Nov-2018, 1:30pm to 2:15pm (45 minutes)
Language level(s) EAL 6 (English as an Additional Language, level 6)
Number of students in class 15
Number of this lesson (that you have taught for
this practicum)
1
What is the current or proposed unit of work/theme/topic? This may extend over a number of lessons taught by you and your mentor.
The topic of this lesson is learning to improve the knowledge of vocabulary of the students while studying English as an Additional
Language. Through several audio visual based programs the lesson will be thought to the selected number of students.
What overall aims are you trying to achieve in this unit / theme / topic?
The aims of this topic can be divided into two subsections. The primary aim of this lesson plan is to engage the student with the learning new
words and improve vocabulary.
What are the objectives of this particular lesson? And how do these contribute to the overall aims?
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PEDAGOGY FOR EAL CLASSROOMS 11
 Studying the existing lack of wordiness faced by the students
 Identifying the key issues behind these problems
 Prioritising several audio visual activities to improve the knowledge of English grammar and vocabulary
What is the relationship of this lesson with other lessons? What came before? What's coming next?
The lesson is for improving the basic understanding of the English Grammar by enhancing their vocabulary. It is a pre-advanced level
learning procedure to increase the knowledge of new words and their utilisation in English language.
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PEDAGOGY FOR EAL CLASSROOMS 12
Specific language features /
focuses
-
Language structure, word distribution and new words
Skills focus Learning new words, using new words in the sentence, learning new words with similar meanings
Cultural objective(s) The students need to understand the importance of appropriate utilisation of various attractive and
academic words in English language learning procedure. Understanding of the incorporating style of the
new words will make the learner more interested in other essential factors of the English grammar learning
procedure.
Content objective(s) Knowing the basic English sentence construction , word and sentence making is essential for this learning session.
All the student must have the basing understanding of the grammars.
Stage or level in the
curriculum being used
The earning session will be conducted with the students of age 10. Therefore, the VELS or Victorian Essential
Learning Standards will be used for gauging the effectiveness of the lesson.
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PEDAGOGY FOR EAL CLASSROOMS 13
Assessment criteria and assessment methods
After executing the lesson plan an additional interactive session will be initialise to mark the improvement of the communication skill of the student.
Through the performance in this creative interactive session and by reviewing the progress report, the progress of the students can be identified.
Planning your evaluation
After involving the students in the learning procedure, they will be also engaged with some extra curriculum activities that will require English
sentence construction skill with new words. Through the performance in this testing session and by reviewing the progress report, the progress of the
students can be identified.
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PEDAGOGY FOR EAL CLASSROOMS 14
Procedure of lesson
Stage of lesson Task Objectives Time Teacher action Student action
Stage 1 Introduction
Gaining the focus of the
student’s attention and
interest on the
vocabulary learning
session
5 to 10
minutes A set of new interesting fictional
stories will be introduced.
Students will hear the stories
on by one with lot of interests.
Stage 2 Body of lesson Task 1 Ask each students to
read one of the
paragraphs form any of
the presented stories
10 to 15
minutes
The students will be asked one by
one to peak one of the paragraphs
and to read loudly
The students will peak and
read the paragraphs comprised
with new work and other
students will listen to the
recitation.
Task 2
The teacher will ask the
students to identify the
words which they are
unable to understand
5 to 10
minutes
The student will be asked to
convey about their ambiguity in
any sentence or word
The student will convey their
problems regarding new
unknown words.
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PEDAGOGY FOR EAL CLASSROOMS 15
Stage of lesson Task Objectives Time Teacher action Student action
Task 3
Making the students
aware of the new words
5 to 10
minutes
Teacher will present the meanings
of the new words with it
appropriate interpretation in a
sentence.
Student will try to imitate the
pronunciation style of the
teacher.
Task 4
Confirming the
knowledge gained by
the student
5 to 10
minutes
The teacher will present new word
cards expressing the meaning of
the words with relevant
The student will identify the
meaning of the words.
Task 5 Involving them in
creative implementation
5 minutes Teacher will ask the students to
make sentence with newly learned
words
Student will try to implement
new words to make sentences
Task 6
Stage 3: Conclusion Evaluate the learning
through repetition
After involving the students in the
learning procedure they will be
also in story telling process.
The student will utilise the
newly learned words in the
new story telling session.
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PEDAGOGY FOR EAL CLASSROOMS 16
Resources and materials used in lesson
Lessard-Clouston, M. (2013). Teaching Vocabulary. TESOL International Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314.
Gibbons, P. (2015). ‘Reading in a second language and culture’ (Ch.6)
Huang, Y. M., Huang, Y. M., Huang, S. H., & Lin, Y. T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive
attitudes vs. usefulness/ease-of-use. Computers & Education, 58(1), 273-282.
Kame'enui, E. J., & Baumann, J. F. (Eds.). (2012). Vocabulary instruction: Research to practice. Guilford Press.
Your evaluation of the lesson
Through this lesson, I will learn how to present new words and perspective among the students of 10 years old while making the learning system more
attractive and comprehensive as well.
Your students’/peers comments and feedback (if any)
The learning plan could incorporate the musical drama activity to repeatedly utilise the new words in the learning context
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PEDAGOGY FOR EAL CLASSROOMS 17
Part 3: Examination and analysis of those lesson plans
Capability in Standard Australian English is pivotal to accomplishing fruitful learning,
results in every aspect of the educational modules. The English as an Additional Language (EAL)
Program revolves around enhancing instructive chances and results for recently arrived
understudies by giving assets that create English dialect with robustness while encouraging the
support in standard instructive exercises (Murphy, 2014). Learning Services in X school is the
advancement and execution of proper educating and taking in programs for understudies from
socially and semantically various foundations. Learning Services is made on the aptitude of EAL
Program senior officers to help school principals in EAL Program execution.
The Manager, Senior Project Officer and Advanced Skills Teachers (EAL Program
Leadership Team) work with principals to grow profound understandings of cultural assimilation
and assorted variety of issues (Harmer, 2007). The EAL Program is to be reliable with designation
of help in light of curriculum activity compose for English learning capability. The incorporation of
these curriculum activities shows that, it can take up to few years to get scholarly capability in
English. The EAL Program is another landing program, and therefore, it can provide the learner of
X school proper projects, which are left from the majority of learning Programs (Chun, Kern and
Smith, 2016). Before teaching the students about the English language as their Additional
Language, they must understand the importance of learning English at their age. Before
participating in this learning session all students must have, some essential eligibility that will help
them to make them aligned with the learning procedure (Kame'enui & Baumann, 2012).
The aims of the pronunciation learning can be divided into two subsections. The primary
aim of this lesson plan is to engage the student with a active pronunciation improvement procedure
to improve their speaking skill. At the same time, the secondary aim of the lesson is to make the
students aware of the importance of learning to speak with appropriate pronunciation as a part of
English learning procedure (education.tas.gov.au., 2018). At the same time, the aims of vocabulary
learning topic can be also divided into two subsections. The primary aim of this lesson plan is to
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PEDAGOGY FOR EAL CLASSROOMS 18
engage the student with the learning new words and improve vocabulary. At the same time, the
secondary aim of the lesson is to make the students aware of the importance of learning new words
as a part of English grammar learning procedure.
After executing the lesson plans, several additional interactive session will be initialise to
mark the improvement of the communication skill of the student. Through the performance in this
creative interactive session and by reviewing the progress report, the progress of the students can be
identified. In the vocabulary learning session, the teacher will present new word cards expressing
the meaning of the words with relevant descriptive pictures. It will allow the student to remember
the words with its objective and subjective interpretation (Gibbons, 2015). In the vocabulary
learning lesson the stories will be selected due to the requirement of pre-advance vocabulary
learning. Similarly, in pronunciation learning session, the poetries will be selected due to the
requirement of advanced pronunciation. Through both learning session the grammatical concepts of
English language can be taught. One of the essential missions of the vocabulary learning lesson is
to Increase the interest of the selected class of students in English Language and Grammar.
Throughout this lesson, I have learnt how to present new words and perspective among the
students of 10 years old while making the learning system more attractive and comprehensive as
well. At the same time, the secondary aim of the pronunciation lesson is to make the students
aware of the importance of learning to speak with appropriate pronunciation as a part of English
learning procedure. Through the learning pronunciation lesson, I will learn how to interact with the
student to make the learning procedure more interesting for them while making them eligible for
next phase of learning (Harmer, 2007). At the same time, the secondary aim of the lesson is to make
the students aware of the importance of learning new words as a part of English grammar learning
procedure. On the other hand, in both of these lessons, the learning session will be conducted with
the students of age 10. Therefore, the VELS or Very Early Ears Learning outcomes will be used for
gauging the effectiveness of the lesson.
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PEDAGOGY FOR EAL CLASSROOMS 19
Reference:
Baecher, L. (2012). Feedback from the field: What novice preK–12 ESL teachers want to tell
TESOL teacher educators. TESOL Quarterly, 46(3), 578-588.
Chun, D., Kern, R. and Smith, B. (2016). Technology in Language Use, Language Teaching,
and Language Learning. The Modern Language Journal, 100. p. 64-80.
education.tas.gov.au. (2018). English as an Additional Language - The Department of Education
Tasmania. Retrieved from https://www.education.tas.gov.au/parents-carers/school-
colleges/english-additional-language-program/
Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers' perceptions of their
preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471.
Farrell, T. S. (2014). Promoting teacher reflection in second language education: A framework for
TESOL professionals. Routledge.
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2016). Pronunciation teaching practices in
communicative second language classes. The Language Learning Journal, 44(2), 181-196.
Gibbons, P. (2015). ‘Reading in a second language and culture’ (Ch.6)
Harmer, J. (1998) "How to plan lessons" An introduction to the practice of English language
teaching, Longman: Edinburgh Gate pp. 121-127
Harmer, J. (2007).Mistakes and feedback. The practice of English language teaching, 12(4), 137-
152.
Huang, Y. M., Huang, Y. M., Huang, S. H., & Lin, Y. T. (2012). A ubiquitous English vocabulary
learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers
& Education, 58(1), 273-282.
Kame'enui, E. J., & Baumann, J. F. (Eds.). (2012). Vocabulary instruction: Research to practice.
Guilford Press.
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PEDAGOGY FOR EAL CLASSROOMS 20
Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers’ and
language-trained teachers’ pedagogies?. Canadian Modern Language Review, 66(2), 233-
267.
Lessard-Clouston, M. (2013). Teaching Vocabulary. TESOL International Association. 1925
Ballenger Avenue Suite 550, Alexandria, VA 22314.
Murphy, J. M. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation
teaching. System, 42, 258-269.
Wajnryb, R (1999) The lesson Classroom Observation tasks, Cambridge University Press: United
Kingdom.
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