English Learning Lesson Plan for South African Holiday Course

This assignment presents a detailed English learning lesson plan designed for a group of 13-14 year old students of mixed culture and ethnicity attending a holiday course in South Africa. The lesson plan focuses on developing comprehension and active learning through a CEFR Level A2 listening passage. The plan includes pre-listening, while-listening, and post-listening activities, incorporating vocabulary development, role-playing, and story summarization. The author emphasizes the use of visual aids, time charts, and consideration of cultural diversity to enhance student engagement. The lesson aims to improve students' understanding of language implications, practical application, and familiarity with diverse cultures. Follow-on tasks include essay writing and vocabulary refreshers to reinforce learning.

Running head: ENGLISH LEARNING LESSON PLAN
English Learning Lesson Plan
Name of the Student:
Name of the University:
Author Name:

1ENGLISH LEARNING LESSON PLAN
Topic A.
For the essay I have selected a group of 13 and 14 year olds of mixed culture and
ethnicity who are having a holiday course in South Africa. However in order to develop in them
a comprehension and active learning spirit of English, I have chosen the listening passage which
is suitable for CEFR Level A2 for a couple of reasons ("Listening Practice A2 Level").
Primarily, the listening passage is scenario based and will provide the children with a number of
different settings and scenes. Secondly, the listening passage is suitable for them as it has a list of
adjectives along with reasoning and concepts that would help the children in opinion
formulating. The dialogues are presented in an academic manner which would help the pupils to
have a visual image of the complete scenario (Ahmed et al.). The structure of the audio allows
the students to develop observational and descriptive skills with the correct sage of vocabulary. It
is therefore, that I have decided to go alongwith the above stated listening passage.
The vocabulary of avid description and observation will be the key element that I need to
equip the students with. Especially the words like ‘album, ‘horrible’ and phrases like ‘waving his
arms’ which however, I strive to teach the students with the aid of power point presentation. I
would opt for this method for a number of reasons but most importantly because it comes
alongwith visual and auditory aid. The purpose of these instruments are to make the students
absorb the image and associate it with the word. Following this step, the students should also be
made to repeat the word so that it reiterates in their mind. The students would then be asked to
write the word in their notebooks so that I, being a teacher can check the spelling and their
pronunciation skills. Additionally, I would provide for a brief introduction to that word for
instance the utilities that can be associated with it. In this manner, the word will get imprinted in
their mind perpetually (Carter et al).

2ENGLISH LEARNING LESSON PLAN
Using the text in a reading or listening lesson, using the standard formula of warmer
Incorporating the standard formula of Warmer is an essential component of any language
teaching class. The listening lessons actually act as a springboard for the students for fun centric
activities and improving the vocabulary of that particular language as well.
Pre-Listening:
At this stage, I will be responsible for preparing the students with the background of the
listening passage that includes the number of people who will be speaking (Chik). In order to
make them participate whole-heartedly I can also initiate a conversation regarding a subject
involved with the listening passage. I would also provide them with the worksheet so that they
can have a look and faint idea about what needs to be completed.
While Listening:
At this juncture I would set questions that would test their comprehension regarding the main
idea or subject of the listening paragraph. Providing them with a timescale and illustrations will
furthermore check their grip on the gist and details of the audio passage (Graves).
Post-Listening:
At this stage I would furnish the students with activities linking directly with the audios they
listened to. For instance asking the students to pen a summary of the different conversations that
the followed in the audio (Wilson, Graeme, and Pretorius). Here the students will be asked to put
their own opinions and viewpoints. They will be provided with illustrations to provide in with
details from the audio clip.

3ENGLISH LEARNING LESSON PLAN
Designing three pieces of teaching material I would use as follow-up language:
Self Introduction Role Playing Story Summarization
Warm up (5 minutes)
Starting the class with a warm up
activity can be an amazing idea
to generate an interest and
fascination amongst the
classmates.
Choose Context and Roles (10-
12 minutes)
In order to execute the exercise
in a productive manner I will
choose a scenario from the above
stated listening passage. I will
provide with background
information and minute details
on the setting as well.
Choose a concept and Idea (5-
8 minutes)
This can range from a short story
to biographies or assessing a real
life situation.
Introduction (12 minutes)
This is of utmost importance
especially if the students are
hailing from different
backgrounds. Usage of simple
languages or visual aids can be a
constructive approach to
overcome language barrier.
Brief Introduction (12-15
minutes)
Enriching the students with
information about the role that
they will be enacting. Selecting
strategies for problem solving
and student enquiries.
Introduction (8-12 minutes)
This will let the students have a
fair idea about the significance of
story summarization in learning a
language.
Practice (15-20 minutes)
Distribute among them
worksheets so that they can write
down whatever they grasped
from the introductory session.
Student Preparation (15-20
minutes)
Setting their mental framework
and teaching them about the
importance of role playing in
language learning. giving them
Open Discussion (10-12
minutes)
This would serve as a platform
for discussing the ideas crucial to
the story. The ideas can be
connected and the

4ENGLISH LEARNING LESSON PLAN
the time to develop perspective
on the characters.
communication skills of the
students will be improved.
Produce (20-25 minutes)
This can be the phase when I can
ask for their introduction in order
to know the basics and how they
use words to construct sentences.
Concluding Discussion (6-10
minutes)
This will be based on the type of
role play that they enacted-
dialogue writing or acting. The
discussion will be used to rectify
the mistakes and reinforce a spirit
of learning.
Choose Main Ideas (10-12
minutes)
Harping on central ideas or
themes and elaborating on the
same can help the students gain
practical knowledge and enrich
vocabulary. Paraphrasing
sentences using different words
is also necessary part during
summarization.
Aim: by the end of the lesson,
the students will have a better
understanding of the implications
and essence of language.
Aim: By the end of the lesson
students will be able to apply
language in relevant and practical
situations.
Aim: students will become
familiar with diverse cultures
take into account newer ideas and
differences as part of language
learning.
Instruction
 Make use of simple
words
 Make a time chart for
each and every student
delivering the speech.
Instruction
 Consider ethnic
backgrounds and
cultural diversity.
Instruction
 Try to assign students’
favorite authors or
genre for increased
participation.
Figure: Teaching Material

5ENGLISH LEARNING LESSON PLAN

6ENGLISH LEARNING LESSON PLAN
Follow-on tasks:
Essay Writing: this will help to improve the critical and analytical skills of the students and
apply the same in English. Writing is also beneficial in improving cognitive skills (Habermas).
Vocabulary Refresher: asking the students words and phrases they remember from the previous
activities. This task will help them to articulate better with improved skills to comprehend the
meaning of each word used (Oxford).