English Language Lesson Plan: Analytical Skills and Communication

This document presents a detailed English language lesson plan designed to enhance students' communication and analytical skills. The lesson plan includes a clear introduction, learning objectives aligned with the Victorian Curriculum, success criteria, and a comprehensive assessment strategy. It outlines specific activities for both teachers and learners, focusing on key skills such as understanding language functionality in various fields, analyzing language usage, and evaluating spoken and written English. The plan incorporates procedural steps for identifying and addressing students' gaps in language understanding, along with potential questions to ensure positive learning outcomes. Resources for both teachers and students are listed, including journal articles, online resources, and books on English language transformation. Extension activities and learning space setup are also detailed, followed by a self-evaluation section for students to reflect on their learning. The lesson aims to build students' confidence in communication for professional success, with assessment determining the unit's effectiveness. Desklib provides access to similar resources and solved assignments to support student learning.

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.