The Learning Plan the Stages of Oral English Development - Report Example

Name Institution Date 1. Curriculum plan 1.1 Topic: descriptive report on the oral Language development 1.2 Goal: To enable students to write descriptive report on the oral Language development. 1.3 Student needs analysis Lesson1 overview stage resources 1-Introduction of topic and start building genre field 1-Describecurriculumof the week program 2-Knowlege of topic .Identify students’ knowledge of oral language development. 3-Build the field .What is adscription report .stages purpose .register .mood -Elicit information from student about their knowledge. -Students are working in group -identify stages of descriptive report Students need to know about descriptive report to use it in . Giving information to friends. .to prepare student for academic courses Lesson2 Overview stage resources 2. Building the field constructerdescriptive report and analysis language development 1-review the previous lesson 2-prepare students for a descriptive report, by focusing on: .stages .thematic development of descriptive report. 3- constructed detailed reading .Students work in groups to identify thematic development of sample report 4-Assesment .Teacher advises the group work will be assessed Have the stages of themes been identified appropriately. -sample descriptive report Which is short and shows clear stages and strong thematic Development. On this website. Lesson 3 overview stage resources Joint construction 1-review the pervious lesson 2-verbal process 3-prepare a short descriptive report .teacher introduce a magazine of a recount story .students and teacher identify information to be included in stages. .students work in groups to prepare descriptive report based on recount. -teacher and student discussion -a recount story with pictures -A motheredstory called "my baby first sound in women magazine. Lesson 4 Overview stage resource Building shared knowledge by reading The Activity involves a detailed Reading of section of a model report 1-review the previous lesson 2-the teacher tells the student what is in video? shows the students once -the teacher discusses the video topic with students -the teacher shows the video again -teacher reviews framework of a descriptive report. an extensive unit contra -students are seating in group to prepare a short descriptive report on oral language The teacher lead discussion -videoon an oral language group. Lesson 5 Overview stage resource -Student preparing descriptive report individually 1-review the pervious lesson 2-individual constructer -students prepare their own descriptive reports based on work sheet information. 3.Assesment .stages/thematic development .teahear advises students that their descriptive report will be assessed .assessment be based on appropriate use of stages and thematic development. -worksheet -independent writing -teacher observation 2.Lesson plan Students: Saudi high school students for whom English is a second language,they are from 16-18 Theme:descriptive report Lesson topic :Write a descriptive report on an oral language Skill focus: Reading and writing Objectives At the end of the lesson ,students will: Know the different stages involved in the oral language development understand the purpose of report in an academic context of Australia, Gain awareness on the schematic structure as well as key linguistic features associated with report, and Be able to write the discussion on the oral language development Resources Need: board, markers, course book, worksheet activities related to oral language, video, samples of descriptive report, using body language by using hand to show the important point, story . Evaluative: - Using a traditional materials like board and markers lead the students to feel boring. -Although, the using body language helps the students to understand, it is remained a big challenge for teachers. -Timing should be considered while the students doing activities in the class. Lesson 2 Timing Stage of lessons procedure Teacher/student Activity/Grouping 5mins 1-Introduce the topic -greet the class by saying 'hello" -review the previous lesson -ask the student to describe their favourite hobby, food , sound of baby. Teacher observation Ability to answer the question 15 mins 2- 2-prepare students for a descriptive report, by focusing on: .stages .thematic development of descriptive report - 20mins 3- 3- constructed detailed reading .Students work in groups to identify thematic development of sample report 20 4- -put the students in group -use an observation chart -play video on baby sound -ask each group to write what they hear -write the answers of each group on chart -ability to write what they hear 10 mins 5.Assesment .advise the group work will be assessed Have the stages of themes been identified appropriately. Unit overview The table given below will give the general unit overview which will be vital in our lesson plan on how to learn English. Stage of teaching learning cycle Learning activity Purpose Assignment Oral language development building 1.orientation to oral language development 1.teacher led discussions 2.students groups on oral language development Introduce oral language development Matching observations 2.orientation to discussion 1.teacher led discussions on: Types of oral language development To build up on oral language development Teacher observation 3.Detailed reading(types of oral languages) 1.students reading books that talks about oral language development To understand oral language development basics Filing out summary of procedures and oral language development 4.Detailed reading of oral language development 1.students read literature books and teacher notes 2.Do research on oral language development with the help of the teacher To understand various types of oral language development Comparisons of summaries and texts produced by students 5.opinions on oral language development ­1.groups giving merits and demerits of the various oral language development styles To enable students know which oral language development method is efficient and vice versa Discuss opinions Listing down merits and demerits for teacher assessment Stage of oral language development Cycle Learning activity Purpose Assessment Oral language development stages Introduction of stages of oral language development 1.class naming any stage they know and listing them down 2.arranging the stages To enable them know the different stages in oral language development Listing of stages of oral language development Classifying types of stages of oral language development and assigning stages to each 1.listing types of oral language development 2.matching each type with appropriate stages To enable students differentiate oral language development styles and stages involved Listing down oral development styles and matching with appropriate stages Group speaking Speaking together Discussion on how speaking together can be done and giving its merits and demerits To teach students about group cooking Teacher observation Independent speaking Speaking alone Teacher led discussions on how independent speaking can be done and close observation on merits and demerits Enable the student to know how to speak alone independent report submission Exegesis 2. LEARNER GROUP My learner group of people is students from the Middle East, Saudi Arabia Asian countries. They would wish to develop English as their oral language. Therefore, this is going to be a lesson plan to guide these students (Dean, 2007). 3. THEORETICAL PERSPECTIVE According to Hyland, there are some main ways for understanding learning and writing. These ways need to be used in teaching the learners in this case about oral language development. This author argues that writing is more than putting words on a page. Instead, it is a social process or practice that is embedded in the institutional and cultural contexts in which the same writing is produced. Writing also has specific uses in the institutional and cultural contexts. In this case, every act of writing is seen as individual or personal, social, interactional genre that express a purpose that is culturally recognized. Writing reflects a specific kind of relationship. It also encourages engagement in a particular community. Researchers have come up with many theories for studying writing as well as unpacking the complexities involved in learning to write in such a way that there is assimilation of grammatical, expressivist, cognitive and social aspects of the genre (Manchón, 2011. There are different types of knowledge involved in writing genre. Among these are the content knowledge, system knowledge, process knowledge, genre knowledge and context knowledge. Content knowledge refers to the concepts and ideas in the topic area addresses by the text. In our case, it refers to all the main points and ideas that discuss the topic of oral language development. System knowledge on the other hand refers to appropriate formal conventions, lexis and syntax needed to enhance learning. Process knowledge refers to the way to prepare and conduct or carry out a writing exercise or task. This involves the way the learners will be introduced and prepared so that they can undertake the writing task. Genre knowledge refers to the genre’s communicative purposes as well as its value in specific contexts. Last, the context knowledge refers to the cultural preferences and readers’ expectations as well as related texts. In this teaching learners may benefit if they are given a range of planning, writing as well as revising from which they can learn from. Therefore, teaching oral language development needs to be goal-driven (Dean, 2007). Writing also has to be seen as a communicative and purposeful activity which responds to other texts and people. Therefore, in this case, learners will be encouraged to interact and communicate through their writings. Last, in writing, there is need to build instructions from the learner’s own expectations, backgrounds and language abilities (Manchón, 2011. Following the fact that students from the various Saudi Arabia having tight learning schedules and though all do not speak in English, it means that they will carry out their daily life using the language they understand best. These students come from countries with different cultures and traditional norms. They may not be aware of how to speak English and hence they require to be taught (Karten, 2011). Due to diversity in language speaking, students have to make arrangements to learn the various languages, this is because language is created and therefore it can be understood. Though language barrier may become a stumbling block, teachers will have to move and extra mile to encourage students to get to learn English; this will therefore boost their in English language and enable them to be able to study well in countries that offer their education in English (Rank & Gevirtz, 2010). 4. ORAL LANGUAGE FIELD BUILDING Following the study of this particular oral language development plan, students will now be able to come up with proper study modes on how to write certain stages of oral language development. This will motivate students to have an urge to further their plan writing concepts (Dean, 2007). ACTIVITY 1: Orientation to cooking Purpose: To introduce students to cooking and allow them share knowledge 1. Write the word oral language development and ask students to define if they know it. 2. Give each student a worksheet and a number of pictures and see whether they can identify and match each picture with appropriate action. 3. After they have matched the pictures with the action, check them and allow each of them display his/her work, if possible mount on the walls. Explain to the students that you’re dealing with the topic: oral language development ACTIVITY 2: Orientation to discussion on cooking Purpose: To build up social life of students and to learn to share ideas 1.Explain to the students the objectives of this particular topic, and to understand the topic one has to study widely, ask them if they have came across the word in context and encourage them to share and hold discussions for better understanding. 2.show the students pictures about oral language development pictures and ask them questions like; what is happening?, where is it taking place?, who is doing it?, and their opinions on what they have seen. ACTIVITY 3: Detailed reading on oral language development Purpose: To make students get finer information about oral language development 1. Give students worksheets and illustrate them, you can use PowerPoint presentation incase your class is large. 2. Read through the texts and explain to students certain terms used in oral language development which they don’t understand. ACTIVITY 4: Detailed reading of English words and application in speech Purpose: To enable students understand various types of English words and how they are applied in speech. 1. Read texts from different sources and explain to the students on how important to have an expanded knowledge of speaking good English. 2. Give more worksheets containing both written and spoken English and discuss with them if they can identify any and may be give a name and meaning. Remember to assign students assignment in groups. ACTIVITY 5: Opinions on oral language development Purpose: To compare different views of students on how they understand English oral language. 1. Divide the students into manageable groups and give them worksheets containing meals and ways of speaking, ask them to give merits and demerits of what they observe. 2. Follow up to ensure they do correct work, do also check grammatical mistakes 3. Ask the students to present their work to the class and help them discuss. 5. ORAL LANGUAGE LEARNING STAGES At this particular stage students will learn about different kinds of oral Language learning stages used in English. ACTIVITY 6: Discussion on stages of learning how to speak English. Purpose: To identify various stages of learning how to speak English. 1. Ask the students to give you any stage of learning how to speak English if they know 2. Read previous texts to the students and help them give the varied kind of stages for learning how to speak English. 3. Ask the students to revisit their study books and give you advantages and disadvantages of speaking good English. 4. Divide the students to singles and groups of different sizes and ask them to research and give a detailed explanation on how speaking English in groups is much better than speaking English alone. 5. Encourage the students to be revisiting their notes in order to remain updated. CONCLUSION From the study plan the stages of oral language development, I have clearly stated the different ways on how to teach a student to learn how to speak English; I would too prefer that more studies can be done on other kind/procedure I haven’t mentioned. I believe this will best suit your students learn on how to learn to speak English. References: Butt, G. (2006). Lesson planning. London [u.a.: Continuum. Dean, S. P. (2007). Lesson plan book for the diverse classroom: Planning for accessibility through universal design for learning (UDL). Port Chester, N.Y: Dude Publishing. Karten, T. J. (2011). Inclusion lesson plan book for the 21st century: Teacher training edition for professional development. Port Chester, N.Y: Dude Pub. Manchón, R.M. (ed) 2011, Learning-to-write and writing-to-learn in an additional language, John Benjamins Pub. Co., Amsterdam, pp. 17-35. Rank, E. J., & Gevirtz, G. (2010). The prophets speaking out for justice: Teacher's lesson plan manual. Springfield, NJ: Behrman House. Read More