The difference between EFS and ESL always depends on the location were English is taught to non native English speakers and the country where the student comes from. A teacher who teaches English to students who speak other languages in a non-English speaking country teaches English as a Foreign Language (EFL). Teachers who teach English to students from a non-English speaking country but leave and study English in an English speaking country like US or Australia are said to teach English as a Second Language (ESL) (Teaching ELS to adults, 2011).
Day/Date: Monday 2nd 2012
Lesson Name: Parts of speech
Class/Level: Grade 6
Materials: Crossword grammar game kit, marker pen, a ruler, duster, biro pen, and exercise book.
Textbook/Course book name: Using Parts of Speech text book by ags secondary.
Unit title and page number: The eight parts of speech, page 16.
Goal/Aim: The students should be able to name, describe and give examples of each of the eight parts of speech.
Questions and answers relevant to your lesson: what are some of the eight parts of speech? What is a verb? What is a noun? Define an adjective. List some of the nouns we can see in class.
Planning is very important not only in education, but also in many other disciplines. The ESL/EFL lesson plan above will help me in the following ways while teaching ESL/EFL overseas.
- It will help me manage my time and resources efficiently as it will lead me step by step as I deliver information in class. This will help eliminate redundancy in my lessons.
- It will help me keep the process of teaching not boring and monotonous.
- It will help me be organized and focused at my lessons. It will also make students attentive throughout the lesson by introducing icebreakers in the course of the lesson.
- It will help me to vary activities during the lesson to benefit students. This includes introducing some drama games and activities that will involve the student participation.
This will slightly replace my planning for work because it requires allocating more time for the students for them to understand because since to them, it is a foreign language. This includes moving slowly in my teaching steps and allocating extra time after classes to assist those who might be having problems. The understanding of a foreign language by a student depends on the time s/he inputs in learning. The most important factor is how much time one is immersed in the language (Kaufman, 2002).