As such, the advantage in this scenario goes to employees or applicants from countries such as the United States or the United Kingdom, who have been utilizing the English language as their primary language since childhood. However, for one originating from a country such as Iran, in which English is generally not used as the lingua franca, this has some implications. For one thing, these English language learners need are prone to experiencing more difficulty in learning the language that is inversely proportional to its relationship with the student’s mother tongue. For instance, whereas German students should find it easy or at the very least manageable to learn to speak English due to its close relationship with the German tongue, their Chinese peers may have more trouble due to their own language being completely different in comparison (McKay and Schaetzel, 2008). Aside from this, the intricacies of their culture may necessitate favoring one approach to teaching them, as can again be seen in how Chinese students were found to derive more benefit from teacher-led lectures as compared to more unorthodox methods of instruction, such as classroom discussion and learning activities (Jin and Cortazzi, 1998). Needless to say, would-be teachers of English to speakers of other languages need to be especially sensitive to the learning styles and preferences of their students. This being the case, this student has come up with a lesson plan, in line with the standards espoused by TESOL.org, which shall be used in an attempt to teach the English language to speakers of other languages. Besides this, the findings of authoritative studies on the subject were also taken into account in order to come up with a more appropriate, comprehensive and effective lesson plan. The Integration of Content and Language The lesson plan adopted a Content-Language integrated approach, which entails unique structuring of one’s day-to-day lessons. For instance, this requires a working knowledge on the teacher’s part of the 6 characteristics that support learning, as well as of the objectives behind such an approach and the nature of language and content input. The teacher also needs to be able to activate the stock knowledge of his students, in part so he can teach them new words in such a way that they will be retained. The guided practice also needs to be conducted, as do appropriate independent practice activities. Last but not least, the learning achieved by students needs to be assessed, both by the teacher as well as the students themselves. Of course, to better understand what the integration of the Content- and Language-based approach entails, one would be wise to first understand the aims and objectives of the individual approaches.