English Teaching as a Foreign Language: Lesson Plans and Strategies

This assignment focuses on English teaching as a foreign language, encompassing various aspects of language pedagogy. It includes detailed lesson plans addressing topics like active and passive voice, speaking skills, and speaking and listening skills. The assignment explores learning strategies, differentiating instruction, and inclusive assessment practices within the context of foreign language education. It also addresses intercultural communicative competence in FL literacy, providing a comprehensive overview of effective teaching methodologies and strategies. The lesson plans cover different aspects of English language teaching, including speaking skills and grammar, with activities designed to engage students and promote their language proficiency. The assignment also delves into the use of various resources, such as handouts, registers, and technology, to enhance the learning experience. Furthermore, it emphasizes the importance of assessment, including lesson planning and teacher observation, to evaluate student progress and improve teaching practices.

Running Head: ENGLISH TEACHING AS A FOREIGN LANGUAGE 1
Exploring Language Pedagogy
Student’s Name:
Institution:

EXPLORING LANGUAGE PEDAGOGY 2
Teachers Name: Date:
Subject: Duration:50 minutes
Topic: Passive and active voice Level:
Objectives of the lesson
To use the active or passive voice correctly.
To Identify all verbs in all contexts.
Resources: assignment handout, register
Assessment: Lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Skills to be addressed
Information technology: lesson to be word processed
Content and activities Timing

EXPLORING LANGUAGE PEDAGOGY 3
Register
Introduce English verb by indicating the two kinds of voice.
Explain the relationship between subject and the predicate both in passive and active voice.
Show how to construct sentences using active and passive voice.
Give examples of sentences and ask students to identify active and passive voice.
Divide students into groups of five to explore the results.
Ask the students to hand in their findings and use them to make conclusions.
Ask students to revise the sentences they have constructed.
Check if verbs are appropriately used in a sentence.
Ask each student what he or she has learnt throughout the lesson.
Ask students to write few sentences based on active and passive voice. (Homework).
5 minutes
5 minutes
10 minutes
10 minutes
5 minutes
5 minutes
10 minutes
Assignments Submission date
LESSON PLAN 2

EXPLORING LANGUAGE PEDAGOGY 4
Teachers Name: Date:
Subject: Foreign Language Duration:50 minutes
Topic: speaking skills Level:
Objectives of the lesson
By the end of the lesson, the should be able to;
Develop Fluency
Express them using various points of view.
Apply tone modifications
Resources: assignment handout, register and blackboard.
Assessment: lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Information technology: Lesson to be word processed
Content and activities Timing
Register
Review on the previous lesson by asking questions. Introducing a topic by providing a
motivational topic.
Teacher engages the learners y asking brainstorming questions where the learners will
provide points on the topic and will write the on the board.
The teacher will group students and provide them with handouts. Students will discuss in
groups.
Teacher will collect information from the entire group and make a conclusion.
Teacher asks students questions on the impact of western culture in India.
5 minutes
10minutes
10 minutes
10 minutes
5 minutes

EXPLORING LANGUAGE PEDAGOGY 5
Teacher summarizes the lesson y highlighting important points and gives out research
assignment.
10 minutes
Assignments Submission date
LESSON PLAN 3

EXPLORING LANGUAGE PEDAGOGY 6
Teachers Name: Date:
Subject: Duration:50 minutes
Topic: Speaking and Listening Skills Level:
Objective of the lesson
By the end of the lesson, the learners will be able to;
Ask questions by listening and speaking with others.
To use spoken English correctly and confidently.
Employ cooperation in solving foreign language problems.
Resources: assignment handout, register, textbook
Assessment: Lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group work activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Information technology: lesson to be word processed
Content and activities Timing
Register
The teacher will provide introduce the topic by linking it to the previous lesson.
The teacher divides the students into groups of five.
The teacher provides the students with two texts with opposing viewpoints and all students
are required to read both texts.
The students will formulate questions and present it to their group. Group will answer the
question
Every student presents their questions to members of another group
The learners are given chance to ask questions and present their opinions on the topic.
5 minutes
5 minutes
10 minutes
10 minutes
5 minutes
5 minutes

EXPLORING LANGUAGE PEDAGOGY 7
The teacher will ask students questions and use their response to make a conclusion.
The teacher summarizes the lesson by identifying important points and leaves an assignment
5 minutes
Assignments Submission date
LESSON PLAN 4

EXPLORING LANGUAGE PEDAGOGY 8
Teachers Name: Date:
Subject: Duration:50 minutes
Topic: Speaking Skills Level:
Objective of the lesson
To raise student’s awareness of all varieties of spoken English.
To prepare and present a ten-minute news bulletin which foster peer interaction.
To practice presentation which enhances spoken skill?
Resources: ten-minute news bulletin, text, handouts, overhead projector, flip chart, markers and pins.
Assessment: Lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group work activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Information technology: lesson to be word processed
Content and activities Timing
Register
The teacher starts a lesson by introducing the topic and giving insights of the previous lesson.
The teacher displays a ten-minute video clip of news bulletin that focuses on spoken form.
The teacher discusses briefly the possible varieties of English language. The informal
language used by the interviewee is explained.
The teacher provides the students with a text on the same bulletin. Students are asked to
prepare a comparable text.
The students are put in groups of five. They expected to play a role of newsreader, one
reporter, field reporter and two interviewees.
The teacher notes the point on the flip chart. Key word is identified and pronounced by the
teacher.
5 minutes
10 minutes
5 minutes
10minutes
5 minutes

EXPLORING LANGUAGE PEDAGOGY 9
The teach edits the bulletin and provides example of voice modulation and allows students to
ask questions.
The teacher wraps up the activity by noting differences in spoken and written form and report
in the next lesson.
10 minutes
5 minutes
Assignments Submission date
LESSON PLAN 5

EXPLORING LANGUAGE PEDAGOGY 10
Teachers Name: Date:
Subject: Duration:50 minutes
Topic: Speaking Skills Level:
Objective of the lesson
To enable the students to use English language while describing a wedding
To maximize the student talking time
To enhance student-centered learning
Resources: Set text of conversation about weddings in India, magazines and handouts, wedding clip
Assessment: Lesson planning, teacher observation and produced lesson plan to be used for microteaching.
Differentiation: Group work activities
Variety of learning styles-handout and power point presentation, listening and Questioning
Information technology: lesson to be word processed and the use of video clips
Content and activities Timing
Register
The teacher asks general questions about weeding and linking the topic to the previous lesson.
The teacher will group students in groups of six. Leaners are expected to organize a wedding
in their various groups.
The students will be creating the venue, types of clothes and food
The teacher provides a text of a conversation and writes new vocabularies on the board.
The students present their opinions in their respective groups. The teacher moves around the
groups checking the words with individuals.
The teacher asks students to share their experiences on their previous weddings. Students are
allowed to ask questions and present their opinions.
5 minutes
10 minutes
5 minutes
10minutes
5 minutes
10 minutes

EXPLORING LANGUAGE PEDAGOGY 11
The teacher wraps up the lesson by identifying important points. 5 minutes
Assignments Submission date

EXPLORING LANGUAGE PEDAGOGY 12
FL learning strategies
Introduction
There are two broad types of techniques causing openly to the growth of the language
structure constructed by the student and they include metacognitive and cognitive learning plans.
First, cognitive Learning Techniques refers to methods used during problem solving to facilitate
immediate analysis, the combination of knowledge resources or transformation. Rubin
acknowledged six primary cognitive, educational strategies influencing openly to language
education which include; Clarification Inductive differencing, Practice and Deductive Reason.
Other critical methods include and not limited to Memorization and Monitoring (Pass, 2006).
Secondly Metacognitive Learning Techniques which are plans are worn to manage, control or
self-direct language in education. Therefore, they comprise of a variety of processes as
prioritizing, locating goals as well as self-management.
Communication Plans
Communication strategies are not that open associated in language learning because their
heart is scheduled in the course of participating during the discussion (Cohen, 2014). Therefore,
they illuminate what the orator intended. In other words, narrators when encountering problems
due to the verity that communication tops beyond other means use communication plans.
Learners use social plans so that they can get exposure to exercise in their education. However,
these strategies offer exposure toward the intended language (Teacher's Guide Vol. 37, 2013).
Besides, they provide long learning hence making it impossible to guide directly in obtaining,
storing, using and obtaining expression.