ESL Content Standards Training
Barbara R. Denman
Training Guide Session III
3/15/2016
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Find the sample lesson plan in the Content
Standards.
What are the four parts of the lesson?
Training Guide Session III
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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 day
Student: Take this medicine twice a day.
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3/15/2016
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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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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.
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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?
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Fill in the handout as you discuss the plan.
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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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