English Lesson Plan

718 Words3 Pages
Learning to communicate fluently in a foreign language is a monumental, personal task that requires much effort from the learner. In order to develop effective teaching strategies, it is necessary for teachers of English as a Foreign Language (EFL) to consider their students’ individual needs and motivations. Lesson plans should incorporate relevant context and should target the student’s needs, motivations and preferred learning styles. Through use of a case study, this essay will demonstrate how to design a lesson plan for a learner’s unique situation. Student Background: The subject of this case study is Luis Fernando Montes-Amezcua (a.k.a. “Fer”). Fer is a 34 year old Mexican male whose occasional interaction with…show more content…
Most of Fer’s time is spent in the company of friends, with whom he frequents local casinos. Anyone who knows him can tell you that music and traveling are his greatest passions. A perfect day for Fer would be at the beach where he could spend time with friends and meet new people. Motivation: Through an interview with Fer, it was determined that his principal intrinsic motivations for learning English include: an innate curiosity about languages; a desire to understand English media, and a love of travel. He enjoys learning English and applying it to singing new songs. Since Fer often encounters English speakers while traveling, he would like to practice having friendly, casual conversations. Fer is also motivated by extrinsic factors, such as employers’ FOCUS ON THE LEARNER 3 English-speaking requirements and increasing social pressures to learn English. With an interest in the hospitality industry, Fer recognizes that the ability to communicate in English can open new doors of opportunity. Learning Style of Student: An intelligence test was provided for Fer to complete, and his scores indicate a…show more content…
Overall, Fer can be described as an active, social learner with a good appetite for learning. Teaching Action Plan: Learning sessions will present conceptual material and include activities with a central theme. Context will be framed with consideration of Fer’s intrinsic and extrinsic motivations, since both types of motivations can be equally important (Harmer, 2007). Music is an important part of Fer’s life, and he scored high for musical intelligence. Therefore, songs, rhymes and rhythms will be incorporated into each learning session’s theme. In attempt to challenge multiple learning abilities, a combination of social and physical activities, puzzles, and games will be employed. FOCUS ON THE LEARNER 4 Goals of the One-to-One class: An important concept related to presenting EFL content, referred to as CI+1 (Comprehensible Input +1), will be used to establish an appropriate level of difficulty for Fer (ITTO, 2016, p.43). He will complete a pre-class assessment to determine his linguistic competence, and a single grammar topic (e.g. using simple past tense verbs) will be chosen for the one-to-one class. Since Fer is studying English at a relatively low level, the
Open Document