EAL/D
EAL/D
Student Name
University Name
Unit Name
Unit Code
Lesson Plan Template
Teacher: _________________________________                                          Lesson Date: ____________________
Subject:    __________________________________                                         Topic/Genre: ____________________
    Lesson Objectives:
To study the concept of verbs, adverbs and action words
To make students proficient in identification of the three concepts of grammar through various activities.
    Lesson Duration:
80mins
    Language Features focused:
‘Ing’ Action words
Action and Linking verbs
Simple Adverbs used in quotidian language
    Macro skills focused:
Speaking and Writing
    Prior knowledge:
Can identify the parts of a sentence and construct simple sentences.
    Link to curriculum (ACARA)
-Understand how adverb groups/phrases work in different ways to provide details about an activity ((ACELA1495)
- Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered (ACELA1498)
- Create literary texts that explore students’ own experiences and imagining (ACELT1607)
- Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
-Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)
-Understand that the meaning of sentences can be enriched through the use of verb groups/phrases and prepositional phrases (ACELA1493)
    TIME
    INSTRUCTIONAL SEQUENCE & ACTIVITIES
    RESOURCES
    
5min
    Warm up/Pre learning:
-In a sentence or two, revise the importance of grammar as being the pillars of a language.
-Inquire about the two parts of a sentence - subject and predicate.
-Give examples of a few sentences

    
-WhiteBoard and marker
- A bank of example sentences
    
15mins
    Presentation:
-Explaining the different parts of grammar that are used to make sentences
-Spend 5 mins each talking about - verbs, adverbs and action words.
- Give numerous sentence and word examples while talking about each.
    
-Whiteboard and Marker
-Powerpoint Presentation
- A bank of example sentences
    
30mins
    Practice:
· - Work in pairs, read a simple comprehension passage and identify the verbs, adverbs and action words.
· - At the end of the 20 mins, three parts are drawn on the whiteboard and the words underlined by each pair is written on the board and discussed.
    
--WhiteBoard and marker
--Comprehension Worksheet
-
    
25mins
    Production:
-A 10min video is shown about a festival of Australia, students are to frame 15 sentences each using the three parts of grammar learned in the previous parts of the class.
-Sentences are to be submitted to the faculty who corrects and provides feedback at a later stage.
    
-Video Projector
-Paper and Pencil
    
5mins
    Closing/ Cool Down:
-Provide more practice as homework
-Encourage them to read other texts independently and identify different parts of grammar.
    
-More Worksheets
Part B
Introduction
A language is often said to be the reflection of a culture, a character and therefore, people claim that learning a new language opens several doors for you, giving you a fresh perspective on your beliefs. In most of the research on language learning strategies, the emphasis has been placed on the way individuals of different age groups categorize, memorize and retain the information input. The importance is also given to meta-cognitive strategies of planning, directing and monitoring. This essay presents a grammar lesson a module for grade 4 students learning English as additional language. These students, belonging to different ethnic backgrounds have had some exposure to English previously but lack oral as well as written competency of a native speaker. Teachers must design curriculum and activities in a manner that engages learners in significant content. In which every activities both develop as well as extend the literary methods that learners bring with them to the school. This involves the integration of oral language and written operations. (Miller, Keary and Windle, 2012
Different characteristics of an EAL/D learning environment that influence the teaching approaches and strategies used to address learner needs
The lesson plan for the class is constructed to teach the concept of verbs, action words and, adverbs using a comprehension worksheet and activity. The 80 min class will follow the PPP module wherein, the first 30 mins would go in introducing the concepts of verbs, action words and adverbs using examples. The next 30 mins of the class would be occupied by the students performing the activity of finding and underlining verbs, adverbs and action words from the given comprehension. The facilitator would actively help solve queries and enhance understanding. The remaining 20 mins of the class would be utilized in a quick activity to assess the understanding of the concept. The students will be tasked to describe a festival of Australia in 10 lines, making use of adverbs, verbs and action words (McKeown, 2012). 
There is a diverse range of backgrounds that each learner carries with them and it is especially true of pupils who are learning English as additional language and dialect (EAL/D). Second language learners, therefore, have distinct learning requirements that their normal counterparts: they must gain literacy, cultural, and language, and understanding. Pupils having an Asian background may possess additional knowledge contributing to scientific understandings and similarly, Students having a background in Aboriginal & Torres Strait Islander region might be capable to shed a better light on understanding of how Aboriginal & Torres Strait Islander peoples have in the past explained astronomical phenomenon and utilized them in their comprehension of geography and assessment of lands. (Australiancurriculum.edu.au, 2019) Therefore, it is the responsibility of the teacher to identify...