ESL Content Standards TrainingBarbara R. Denman

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Find the sample lesson plan in the Content Standards.

What are the four parts of the lesson?

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Presenting information clearly and in an organized manner

Uses learner centered activities Beginning class on time Integrating SCANS strategies Displaying objectives Planning lessons based on learner goals and

needs assessment Teaching in an environment comfortable for

learning

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…introduces the topic…creates a need for the new language

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Warm-Up:Small talk, announcements, “How was your weekend?

What did you do?” Review:

“What did we learn to do last time? Did you try it at work / at the store / at your children’s school? How did it go?”

Introduce the topic:“Today we are learning to understand medicine labels.”

Ask learners about their own experiences:“Do you take medicine?” “ Where do you buy medicine?”

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Warm Up and Motivation should take up about

15%of your class time.

The teacher and students both talk in this segment.

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…introduces the new competency, vocabulary, structure and other material

…is the basis of the lesson…isn’t explaining

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Presentation of new material should take up about

15%of your class time.

The teacher does most of the talking in this segment.

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…gets learners using the new language in controlled circumstances

…is the core of the lesson

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Scripted speaking practice:◦In pairs, have learners practice conversations about medicines from your textbook or one you have made up. ◦Provide prompts to change the conversation. ◦Students should practice it with several different sets of vocabulary or circumstances

Oral drills:Teacher: Take this medicine every 3 hours. Twice a dayStudent: Take this medicine twice a day.

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Scripted writing practice:Use authentic medicine labels. Students use the labels to

fillin:

For adults, take __________ every __________.Exercises in the workbook, or other written exercises, arecontrolled practice too.

Games for Controlled Practice:20 Questions, Jeopardy, Tic-Tac-Toe, Find Someone Who,

etc.

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Controlled practice of the new material should take up about

25 - 35%of your class time

The students do almost all of the talking in this segment.

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…gets students using the new language for their own real reasons

…is the reason for the lesson

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Application is not scripted, and it relates to students’ own real lives.

Speaking:◦ Role Play: have pairs of students compose their own

conversation using the ones from Practice as models. ◦ For speaking practice, don’t have them write it. Have

volunteers perform for the class.◦ Project-Based: students get information and compile it,

e.g. in a jigsaw activity◦ Group decision-making: groups choose one of three

medicines for a sick person, then tell the class why

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Application real-life practice of the new material should take up about

25 – 35 %of your class time.

The students do all of the talking in this segment. Assignment of homework and a wrap-up should follow.

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Evaluation, formal or informal, to see what may need to be re-presented or practiced more

A wrap-up or fun activity Assignment of homework

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Basic Communication Consumer Economics Community Resources Health Employment Government and Law Computation Learning to Learn Independent Living Skills

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In which phase of the lesson could you use these?

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Record real conversations you hear in public. Include real language: slang, reductions (whaddyathink?), incomplete sentences, fillers (um, well…).

Put together a short conversation on an area you’re working on in class (health, employment, basic communication, etc.)

Limit your conversation to 4 lines. Use these conversations as basis to build-on using

the information students learned during this class

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Prepare a short to medium length sentence or question related to the area and vocabulary you covered in the last class (making a doctor’s appointment, complaining to the landlord, etc.).

Read the sentence at normal speed to the class. Have students write what they hear. Wait.

Read the sentence again, breaking it with natural pauses. Wait a little longer.

Read the sentence again at normal speed. Have a volunteer write the sentence on the

board; let students check their work together.

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Jigsaw Strategy

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Sit in a group of 3. This is your home group. Your home group’s task is to compare 3

adult ESL lesson plans.

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In your group, choose◦ One person who wants to look at the Medicine

Labels lesson plan ◦ One person who wants to look at the The Buffalo

lesson plan ◦ One person who wants to look at the Telephoning

School Office lesson plan

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Form new groups. Sit at the table for your lesson plan. This is

your ‘expert’ group. Look at the lesson plan for your topic. Discuss the lesson plan with your expert

group. Does it include motivation, presentation, practice, and application?

Fill in the handout as you discuss the plan. Return to your home group.

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Tell your home group about the lesson plan you studied.

Compare the lesson plans.

Which lesson plan does your home group like best? Why?

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