- The following Lesson Plan is only a sample. Each learner has different needs, and their lesson plans will be customised to meet them.
- The lesson plan is incomplete and only covers the first five sessions. It is intended to give you a rough idea of what to expect, not to give you a detailed overview of a full course or term.
| Stage | Objective | Method | Desired Outcome | Example |
|---|---|---|---|---|
| Free Trial Lesson | a) To gain understanding of students needs and desired outcomes. b) To assess student’s current aptitude. c) To form a rapport with the learner. | a) Self-introductions, followed by simple Q & A, with prompts, if needed. b) Discussion about student’s learning background/experience. c) Discussion focusing on their learning objectives/needs. | Student’s current aptitude is roughly judged, and their needs and desired outcomes understood. Initial rapport established. | Student is from Korea, works for and MNC in the manufacturing industry in SG. She reads and writes at an advanced level, but has trouble with pronunciation and is worried about speaking in meetings, etc. |
| Lesson 1 Diagnostics | To identify and isolate tendencies in mispronunciation. | Diagnostic tests involving words, phrases and sentences based on factors including cultural background, estimated stage in ESL learning and desired outcomes. | Problem areas identified (this will be an ongoing process). | Problem areas identified: a) /l/ & /r/ sounds, b) epenthesis, c) stress and d) cadence. |
| Lessons 2 /l/ & /r/ | To resolve the confused /l/ & /r/ sounds. | 1. Start with helping the student hear the mispronunciations in their own speech. 2. Instruction and repetition of sounds focusing on usage of articulatory system. 3. Pronunciation practice involving word pairs of increasing difficulty. 4. Reading specialised practice passages. 5. Practicing specialised tongue twisters. 6. Assigned homework: (a) practice b) read materials for next lesson. | Student gains understanding of pronunciation errors and why they occur. Errors corrected with practice, repetition and coaching. Student has corrected this error to a large extent, and now has the tools they need to recognise and fix the error when it occurs. | Student couldn’t always hear the difference in their own speech until recordings were played back. The role of the tongue and of aspiration was a major problem area for the student. Lesson ended with student confidently reading the passage although further practice needed on the tongue twisters (too slow). |
| Lesson 3: Initiating Roleplay | To reinforce and normalise pronouncing /l/ & /r/ in professional settings. | 1. Quick Recap 2. Review homework. 3. Practice generic presentation script which student should have read. 4. Generate simple conversational situations with IRL utility with a lot of student input. 5. Generate initial list of words/phrases with student input. 6. Homework: Further practice and pre-reading materials. | Learning has been reinforced. Focus shifted toward application in professional situations. With increased rapport, student helps co-generate next lessons’ conversational focus and content. | Pronunciation is clear and distinct. Improvement on tongue twisters, but more work needed. Student sees value and is vested in being coached, very pro-active and helpful in generating content and explaining situations where they’re most worried about speaking professionally. I’ve gained a much better understanding of their needs. |
| Lesson 4: Roleplay | To provide a platform for practicing pronunciation in professional settings without the pressure of a work environment. | 1. Quick Recap 2. Review homework. 3. Practice fleshed out script based on situations, words and phrases generated in the last lesson. 4. Roleplay situations, free of scripts. | Learning has been reinforced. Student confident acting out conversation. Student able to speak spontaneously, using practiced words and phrases without fear of mispronunciation. | Student very engaged, improvement slowing down, (which is to be expected, considering how far they’ve come). Roleplay was smooth initially, but errors crept in when student felt pressured to think on their feet. |
| Lesson 5 – ∞ | … | … | … | … |
