Lesson PlanningESL CONTENT STANDARDS TRAINING

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A Content Standards Sample

Find the sample lesson plan in the Content Standards.

What are the four parts of the lesson?

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Lesson Implementation Includes:

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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The Parts of a Lesson

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Motivation

…INTRODUCES THE TOPIC

…CREATES A NEED FOR THE NEW LANGUAGE

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Techniques for Motivation

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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More Motivators

Activate knowledge learners already have on the topic: Pictures

Have groups look at a picture of a medicine chest or a pharmacy and list all the things they see.

Have groups of learners make a list of all the medicine names they can think of.

Lists

Have groups make a list of everything in their medicine chest.

Have groups make a list of illnesses or symptoms

(“Are you sick? Do you have a health problem?

Write a list of problems. What is one health problem?” (give examples: cold, cough, headache, etc.)

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Adding It Up

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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Presentation of New Material…INTRODUCES THE NEW COMPETENCY, VOCABULARY, STRUCTURE AND OTHER MATERIAL

…IS THE BASIS OF THE LESSON

…ISN’T EXPLAINING

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Techniques for Presentation

Pass around realia (authentic materials and items):

medicine bottles or packages (empty!), over the counter and prescription

Find out what learners can already say:

“What is the difference between this medicine (over the counter) and this one (prescription)?”

“What’s inside this bottle?” (pills) “This one?” (cough syrup)

“What do we take this for?”

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More Presentation Techniques

Vocabulary: elicit first. If students cannot give the vocabulary word, provide it:

“What’s the word for one time a day?” (once) “For two times a day?” (twice) “What does dosage mean?”, etc.

Structure: Act out a conversation you’ve made up. Play both roles.

“How often do I take this?” “Take two pills every four hours.”

“How often do children take this?” “Take one pill every four hours.” , etc.

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Present orally only first.

Have students repeat new vocabulary and structures, in a short dialog.

Ask questions to check comprehension:

“What is every four hours?” “What is the dosage for this medicine?”, etc.

Allow time for oral assimilation.

Then write vocabulary on the board.

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Reading:

Present written material.

Have medicine labels on the board, on a handout, or from your textbook.

Have learners read, then check for comprehension. Ask:

“How often do adults take this? How many do they take? How often do children take this? How many do they take?”

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Adding It Up

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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Practice

…GETS LEARNERS USING THE NEW LANGUAGE IN CONTROLLED CIRCUMSTANCES

…IS THE CORE OF THE LESSON

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Techniques for Practice

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 day

Student: Take this medicine twice a day.

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Scripted writing practice:

Use authentic medicine labels. Students use the labels to fill

in:

For adults, take __________ every __________.

Exercises in the workbook, or other written exercises, are

controlled practice too.

Games for Controlled Practice:

20 Questions, Jeopardy, Tic-Tac-Toe, Find Someone Who,

etc.

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Adding It Up

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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Application

…GETS STUDENTS USING THE NEW LANGUAGE FOR THEIR OWN REAL REASONS

…IS THE REASON FOR THE LESSON

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Techniques for Application

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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Writing: Have students write an original conversation using the ones from

Practice as models.

Have groups look at a picture in the text or from a magazine and write a conversation between people in the picture

(e.g. of a doctor and patient, or pharmacist and customer)

Have students write for a real task: write a summary of medicines they have taken for a family medical history file.

Games and Simulations: Role plays with no time to prepare

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Adding It Up

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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What Else is Needed?

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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Two More Techniques

In which phase of the lesson could you use these?

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Real Conversations

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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Dictation

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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LESSON PLANNING