Grammar is also a critical part of speaking and the lesson plan has included an

Grammar is also a critical part of speaking and the

This preview shows page 6 - 9 out of 19 pages.

(Jacobs, 2006). Grammar is also a critical part of speaking, and the lesson plan has included an activity that will involve learning and practicing different grammar and tense usages. In many cases, learners may have a good choice of vocabulary, but fail to realize different grammatical constructions. A language teacher should help students to overcome this problem (Gass, and Selinker, 2008). Assessment Points As indicated in the lesson plan, the first lessons in both listening and teaching will serve as pre-assessment points because they will demonstrate the level of students in accordance to the
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TEACHING PROGRAM 7 Australian core skills frameworks language indicators. Moreover, as the lessons progress, the learners will receive instructions on certain formative assessment tools that can help them deliver feedback to the teacher. This will ensure that I have a clear idea of the challenges that each student faces in the two macro skills under study. Homework and group assignment on both listening and speaking will form part of continuous assessment of the learners as they will reflect their ability to apply the techniques they learn (Bailey, 2005). The final activity will be summative assessment as it will be an oral examination that will test both listening and speaking (Atkinson, 2011). Critical Reflection Language teaching presents more challenges than the other subjects because a student must demonstrate proficiency in reading, writing, listening and speaking if they are to be categorized as successful language learners. The teaching program designed only seeks to address two of these skills namely listening and speaking. There is urgency for teachers to adopt a differentiated approach of language teaching because of the inherent diversity in student potential, abilities, interests, and preferences. A teacher must demonstrate the ability to address the varying needs of students in a classroom, through the differentiation of content, process, product and learning environment (Harmen, 2007). Research has proved that the traditional strategies considered fit for all students are insufficient because of the classroom diversity. The initial activities depicted in the lesson plan seek to identify the level of the learners in listening and speaking (Field, 2008). Designing effective pre-assessment tools that serve to reflect the students’ background knowledge on the topic is a starting point for the differentiation process. A pre-assessment process can categorize students according to their readiness for the lesson being taught.
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TEACHING PROGRAM 8 After a thorough pre-assessment, it becomes evident that the learners have a poor background in the skills of listening and speaking. This is majorly because they have been communicating in their native language for a long time. They are unable to express ideas in the target language, a problem that is common in many learners intending to acquire a second language. The learners presented challenges related to both vocabulary understanding and grammatical errors. In listening, it proved difficult for the students to comprehend the texts read
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  • Summer '15
  • Language education, Second language acquisition, Teaching English as a foreign language

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