Abstract This article reflects on proper pronunciation, use of vocabulary, creativity, and ease in interaction in terms of gestures, confidence, and understanding of the concepts for ESL teachers. The importance of this article is the active reflection on practical aspects of the lesson at the macro level to achieve the desired goal. In assessment, the analysis evaluates understanding of the collocations via written and spoken words besides gesture in dramatization, especially in pronunciation and proper use of the most appropriate vocabulary. The ESL teachers are expected to apply to mark procedure to verify understanding of collocations via various tools such as oral reading fluency rubric, oral presentation, evaluation sheet, active listening rubric, and student assessment on the facets of interactive learning, proactive presentation, and peer editing. Lesson Plan Execution: Instruction Delivery on Vocabulary Collocation The basic approach in teaching about collocations The evaluation rubric consists of three parts, that is, speech and gesture, pronunciation, and creativity. These three segments reflect on understanding of the topic and are important in evaluating progress for the preceding lessons. To evaluate speech and gesture skills, the educator should proactively analyze full participation in social conversations by the learner by asking and answering questions, and soliciting information (Slavin, 2006). Also, this should be done in a free environment by ensuring that all learners participate equally. The educator should be keen on telling the learner to self reflect on what he/she has learned and share with the whole class. Expanded vocabulary, descriptive words, and paraphrasing should come out during their presentations when the educator is in a position to apply the most appropriate evaluation methodology. Therefore, the teacher can evaluate the ability of the learner to listen attentively to the story line and information and be able to orally identify key details and concepts brought out in the novel. In the process of achieving this, the evaluator should make the learner understand him/herself during the oral presentation by using a consistent grammatical form of English, sounds, intonation, pitch, and modulation (Howson, 2006). Instructional Execution and Approach Bloom outlined the hierarchy of cognitive objectives of learning as knowledge (remembering information), comprehension (ability to acquire meaning from the information), application (ability to use the information), analysis (ability to break information into parts to understand it better), synthesis (ability to consolidated materials together to create something new), and evaluation (ability to check, judge, and critique materials) (Slavin, 2006). Therefore, the lesson should adopt practical, interactive, and inclusive learning to minimize the impact of these impediments. As a professional teacher who has to accommodate these characteristics, the lesson should incorporate visual aids, a short film, and clear charts for an explanation of the lesson objectives as indicated in appendix 1. Therefore, inclusive education adopted provides a practical alternative that is likely to make every student comfortable with the lesson. Planning and Teaching This lesson should encompass