Teaching English Language Linguistics: Lesson Plan and Strategies

RUNNING HEADER: English/linguistics
English/linguistics
Name
Institution
Date
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RUNNING HEADER: English/linguistics
Introduction of the lesson plan
Background
This involves an inclusive lesson plan in a given classroom setting that usually consist of various
students for instance 24 regular education12 special and FSL education. This lesson is expected
to take place by using a series of mini lessons in a given time frame. It will revolve around
teaching the students on writing and speaking English and foreign languages (James, Garrett &
Candlin,2014,p.67).In this case at the end of the entire lesson the students are expected to derive
and issue out meaning with a given concept of word series. It is evident that this lesson will
highly design or build on the students prior learning experiences with the use of visualization
aspects.
Lesson plan: Teaching English language linguistics
Lesson plan
Time Activities evidence to identify if
the students have
understood the concepts
At the of the lesson
the learners should
be able to:
Define and understand
the semantics
They should also be
8-9 A.M Semantics for teachers and
students in the FSL classroom
setting. Why is it that
important?
Processes/skills. The learners
will have carry out group work
In order for the students
to comprehend and
communicate they ought
to have ,a critical
understanding of the
various English words
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RUNNING HEADER: English/linguistics
able to understand the
various English
language terms and
vocabularies
They also should be
able to identify how to
get various meanings
directly from the
dictionary.
They should also be
able to understand
some of the various
foreign languages
being taught
The students learning
the languages are
expected to acquire
the and apply the
taught visualization
skills in order to learn
a new way of
communicating
10-11
12-1(Break)
analysis on the similar use of
words like synonyms
Modifications. Students might
also analyze various English
imagery, objects English sounds
so as to generate the words used
to describe such (Rebuschat,
Rohrmeier, Cross & Hawkins,
2012, p.77).
Role of teacher: The educator
might properly utilize audio
visual devices or words sorting
to assist the students to
understand and process the
language skills.
Learners’ utilize visualization
or the aspects of creating
mental images, thesauri and sue
of word banks. This helps them
have a forum to generate the
given synonyms and adjectives
that involve a specific English
meaning
They should also be able
to choose a given bank
of words from where
they can have the
opportunity to choose
from
They should have
materials to assist the
adverse strategies in long
term levels regarding the
English words retrieval
(Sierens & Van
Avermaet, 2014, p.45).
Use of historical based
English communication
Students to master the
various languages terms
Ability to comprehend
and perform diligently in
the given exams
Able to have confidence
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RUNNING HEADER: English/linguistics
English meaning for
example semantic
mapping.
Previous learning
outcomes
The students have
been previously been
literally introduced to
various strategies that
typically assist them
in effective
communication in
both oral and writing
aspects.
2-4
image or visual image to be
named.
Teaching of foreign languages
Group work
Discussions
Open question and answer
forum
Short exam in form of passages
to be issued out (Rogers
&Wetzel, 2013, p. 77).
Students will be given a series
of words and English word
hierarchy pyramid in order to
sort out similar words
Students will utilize receptive
and expressive domains. This
involves reading and listening,
and speaking and writing
respectively in English
language skills.
during group discussions
and presentations before
the class
Able to answer questions
diligently.
Level Resources materials Learning objectives Assessment/evaluation
Some of the Content objectives Oral presentations
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