Lesson Planning

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Lesson Planning

• ESL Content Standards Training
• Barbara R. Denman

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A Content Standards Sample

• Find the sample lesson plan in the Content
  Standards.
• What are the 4 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 childrens
  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 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
• isnt explaining

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Whats Wrong with Explaining?

• Spoon feeding in the long run teaches us nothing
  but the shape of the spoon.
• --- E. M. Forster

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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)?
• Whats 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
• Whats the word for one time a day? (once) For
  two times a day? (twice) What does dosage
  mean?, etc.
• Structure Act out a conversation youve 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 assimilation orally.
• 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, dont 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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Competencies

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

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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
  youre working on in class (health,employment,
  basic communication, etc.)
• Limit your conversation to 4 lines.
• Use these conversations with the techniques in
  the Dialog Building handout.

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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 doctors
  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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Analyzing Lesson Plans

• Jigsaw Strategy

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A Jigsaw!

• Sit in a group of 4.
• This is your home group.
• Your home groups task is to compare 4 adult ESL
  lesson plans.

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Setting up the Jigsaw

• In your group, choose
• One person who wants to look at the Telephone
  Book lesson plan
• One person who wants to look at the Safety and
  Securities lesson plan
• One person who wants to look at the Free Time
  Activities lesson plan
• One person who wants to look at the Telephoning
  School Office lesson plan

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Getting the New Information

• 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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Share

• Tell your home group about the lesson plan you
  studied.
• Compare the lesson plans.
• Which lesson plan does your home group like best?
  Why?