Sample English Paper on Teamwork Cohesion for Communication Efficiency

Learners of different cultural backgrounds constitute the audience of this lesson. The fundamental element of consideration in the lesson plan is based on the language differences among the students. The learners, aged between 7 and eight years of age, are average English speakers with basic writing and reading skills (Woodrow 33). The social context of the school is morally and ethically structured with strict measures that promote English-learning as an important communication tool.


  1. a) Improve communication using enhanced English speaking and writing skills.
  2. b) Identify learners’ interaction barriers encountered during the implementation of the English language as a communication tool.
  3. c) Promote self-confidence while using English as a conventional communication barrier.


The objectives of this lesson plan reflect or comply with some curriculum expectations. Firstly, teamwork assignments promote oral communication when members of a group as expected to use English as the only communication language. This phenomenon enables students to enhance their communication skills in diverse areas such as considering the audience and the structure of a message (Baş and Ömer 369). The basic skills of verbal communication will be required for the learners to achieve the lesson’s objectives. These will include turn-taking skills, time efficiency in delivering a message as well as respect for members’ opinions. Moreover, conflict solving skills through arbitration and negotiation will be a key prerequisite of implementing the lesson plan.

Key Terms and Key Skills

  1. a) Collective contribution. This is a requirement in the team assignment that will capture member contribution in the form of suggestion, opinions, and comments.
  2. b) Turn-taking, which will be crucial in ensuring that order is maintained during group discussions. It is through turn taking that members of each group are provided with sufficient time for contribution.
  3. c) Time management. Each assignment will be assigned a timeline of delivering partial submissions of an assignment (Baş and Ömer 373). Time will be a key factor for group members of all teams in terms of providing exclusive content for the assignment.
  4. d) Conflict resolution rules. There will be a guideline of resolving conflicting opinions that result in arguments among members. This will be a key interactional tool for enhancing time efficiency.

Lesson Outline

The lesson outline will incorporate the following key considerations of a learning and social environment;

  1. a) Each group will be composed of 6 members with an equal number of male and female learners.
  2. b) A contribution rubric will be issued to gauge the contribution efficiency of each group members.
  3. c) Conventional English language standards of verbal and written communication will be implemented to gauge language proficiency.
  4. d) Each assignment will be executed in a timeframe of 15 minutes per task to evaluate the success of the lesson in improving verbal communication of the English language.


The objectives of the lesson will be assessed with reference to personal attributes developed during the interaction process, which uses English as the main language of communication (Woodrow 35). Essentially, the assessment will look out for public speaking confidence, respect for opinions, and communication prowess in the use of the English language.


Post-activity assignments will include public speaking contests, which will address different skills of writing and verbal communication (Poonpon 10). Team assignments will also be used to ensure that communication skills are advanced from one learning level to another.




Works Cited

Baş, Gökhan, and Ömer Beyhab. “Effects of Multiple Intelligences Supported Project-Based Learning on Students’ Achievement Levels and Attitudes towards English lesson.” International Electronic Journal of Elementary Education 2.3 (2017): 365-386.

Poonpon, Kornwipa. “Enhancing English Skills Through Project-Based Learning.” The English Teacher (2017): 10.

Woodrow, Lindy. “Language and skills in English for Specific Purposes.” Introducing Course Design in English for Specific Purposes. Routledge, 2017. 32-41.