Lesson Plan Execution: Vocabulary Collocation

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Table of Contents

Abstract
Lesson Plan Execution: Instruction Delivery on Vocabulary Collocation
Lesson Activities
Summary
References

Abstract

This article reflects on proper pronunciation, use of vocabulary, creativity, and ease in interaction in terms of gestures, confidence, and understanding of the concepts for ESL teachers. The importance of this article is the active reflection on practical aspects of the lesson at the macro level to achieve the desired goal. In assessment, the analysis evaluates understanding of the collocations via written and spoken words besides gesture in dramatization, especially in pronunciation and proper use of the most appropriate vocabulary.

The ESL teachers are expected to apply to mark procedure to verify understanding of collocations via various tools such as oral reading fluency rubric, oral presentation, evaluation sheet, active listening rubric, and student assessment on the facets of interactive learning, proactive presentation, and peer editing.

Lesson Plan Execution: Instruction Delivery on Vocabulary Collocation

Basic Approach in Teaching About Collocations

The evaluation rubric consists of three parts, that is, speech and gesture, pronunciation, and creativity. These three segments reflect on understanding of the topic and are important in evaluating progress for the preceding lessons. To evaluate speech and gesture skills, the educator should proactively analyze full participation in social conversations by the learner by asking and answering questions, and soliciting information (Slavin, 2006).

Also, this should be done in a free environment by ensuring that all learners participate equally. The educator should be keen on telling the learner to self reflect on what he/she has learned and share with the whole class. Expanded vocabulary, descriptive words, and paraphrasing should come out during their presentations when the educator is in a position to apply the most appropriate evaluation methodology.

Therefore, the teacher can evaluate the ability of the learner to listen attentively to the story line and information and be able to orally identify key details and concepts brought out in the novel. In the process of achieving this, the evaluator should make the learner understand him/herself during the oral presentation by using a consistent grammatical form of English, sounds, intonation, pitch, and modulation (Howson, 2006).

Instructional Execution and Approach

Bloom outlined the hierarchy of cognitive objectives of learning as knowledge (remembering information), comprehension (ability to acquire meaning from the information), application (ability to use the information), analysis (ability to break information into parts to understand it better), synthesis (ability to consolidated materials together to create something new), and evaluation (ability to check, judge, and critique materials) (Slavin, 2006).

Therefore, the lesson should adopt practical, interactive, and inclusive learning to minimize the impact of these impediments. As a professional teacher who has to accommodate these characteristics, the lesson should incorporate visual aids, a short film, and clear charts for an explanation of the lesson objectives as indicated in the table below. Therefore, inclusive education adopted provides a practical alternative that is likely to make every student comfortable with the lesson.

Activity/Stage	Time (mins)	Teacher activity	Student activity	Why? /Reasons	Resources
Explicit teacher instruction	5	Listing down the words on the whiteboard	The learner is to pick the three words in the sentences that the educator has contracted on the whiteboard.	The choice of words will widen the scope and promote creativity in the learner.	Whiteboard, marker pen
Guided practice/ Collaborative practice	10	Listing down examples on the whiteboard and instructing the learner to copy the sentences.	The learner will copy the sentence written on the whiteboard and underline the three words (Jump, hump, and lamp).	The guided practice will give the learner a clue of what is expected of him or her during the independent practice. It will also act as a recap of the past learning experience.	Whiteboard, digital board, marker pen, and exercise book
Independent practice/Learners interaction	10	Guide the learner in picking the words and making sentences after explanation	The learner is to pick the three words and construct a logical sentence with at least any of the words (Jump, hump, and lamp).	Independent practice will help the educator to understand the success of the lesson, in terms of the level of a learner’s mastery of the lesson topic	Exercise books
Assessment and evaluation	5	Guiding the learners in sentence construction through a simple group assignment	Learner constructing own sentence examples using the three words	This is meant to evaluate the success of the lesson	Marker pen

Planning and Teaching

This lesson should encompass the proximal development and language-content goal actualization. This objective is important in training learners to not only understand concepts in the syllabus, but also to orientate them to the basics of self-expression, confidence in speech, creativity, and qualitative analysis through proper use of the English language. Thus, this objective is not only relevant but also practical and achievable. Since the objective is incorporated in the inclusive learning process, it integrates the special needs, bilingualism, different levels of learning, and cumulative grade rubric.

In the long term, the goal facilitates interactive learning, sensitivity, and creativity amidst diversity (Unsworth, 2008). These traits are important in promoting confidence, language proficiency, and thoroughness in the analysis. Due to the uniqueness of the class setting, prior knowledge of the special needs of each learner facilitates proper development of the lesson plan and dramatization of the learning process through the use of visual supplements to make the lesson interactive and more interesting.

In lesson planning, the Zone of Proximal Development concept holds that an ESL student acquires concepts first through social interaction with others, and then interpersonally where those concepts are internalized. These language goals operate on the assumption that the student has a prior understanding of Language in this lesson and that he/she has a compact mastery of the same (Unsworth, 2008).

The basic language goals can be classified into listening and speaking, pronunciation, reading fluency and systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies, and applications. This can be broadly classified into reading standards, listening, speaking standards (pronunciation), and creativity to improve teaching on collocation.

Lesson Activities

The primary intention of the lesson is to uphold audio, kinesthetic, and visual learning.

Activity 1: Audio-video Film (8 minutes). Learners will view an audio-video documentary giving a recap of different vocabularies.
Activity 2: Lecture (12 minutes). The educator, you will explain the documentary in simple terms to improve on the understanding among the secondary English speaking learners.
Activity 3: Group-work (15 minutes). Students will be advised to form groups of seven learners each. The educator will give a question to each group on vocabulary after which the group leader will present their work to the entire class within a time frame of three minutes.
Activity 4: Vocabulary review. The educator will lead the learners in reviewing technical terms such as pronunciation, application, and spelling.
Activity 5: Questioning. The question activity should summarize the analysis, synthesis, and evaluation of the specific collocation.

Summary

Teachers who are successful and on purpose, in planning and implementing instructions designed to meet the varied needs of the children in their classroom, have an extensive impact on their student’s reading accomplishments. Besides, it is vital for the teacher not to base the learning process on assumptions. Rather, every concept imparted should be treated as fresh information that is presented in such a manner that the learner would benefit fully.

References

Howson, J. (2006). Taking control of your teaching career: A guide for teachers. Alabama, Al: Routledge.

Slavin, R. (2006). Educational psychology: Theory and practice. New York, NY: Pearson Education.

Unsworth, L. (2008). Describing visual illiteracies in teaching multi-illiteracies: changing contexts of texts and images in classroom practice. Buckingham, UK: Open University Press.

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