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Lesson Planning

Lesson Planning. ESL Content Standards Training Barbara R. Denman. A Content Standards Sample. Find the sample lesson plan in the Content Standards. What are the four parts of the lesson?. Lesson Implementation Includes:. Presenting information clearly and in an organized manner

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Lesson Planning

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  1. Lesson Planning ESL Content Standards Training Barbara R. Denman Training Guide Session III

  2. A Content Standards Sample • Find the sample lesson plan in the Content Standards. • What are the four parts of the lesson? Training Guide Session III

  3. 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 Training Guide Session III

  4. The Parts of a Lesson Training Guide Session III

  5. Motivation …introduces the topic …creates a need for the new language Training Guide Session III

  6. 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?” Training Guide Session III

  7. 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. Training Guide Session III

  8. Presentation of New Material …introduces the new competency, vocabulary, structure and other material …is the basis of the lesson …isn’t explaining Training Guide Session III

  9. 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. Training Guide Session III

  10. Practice …gets learners using the new language in controlled circumstances …is the core of the lesson Training Guide Session III

  11. 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. Training Guide Session III

  12. 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. Training Guide Session III

  13. 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. Training Guide Session III

  14. Application …gets students using the new language for their own real reasons …is the reason for the lesson Training Guide Session III

  15. 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 Training Guide Session III

  16. 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. Training Guide Session III

  17. 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 Training Guide Session III

  18. Competencies • Basic Communication • Consumer Economics • Community Resources • Health • Employment • Government and Law • Computation • Learning to Learn • Independent Living Skills Training Guide Session III

  19. Two More Techniques In which phase of the lesson could you use these? Training Guide Session III

  20. 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 Training Guide Session III

  21. 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. Training Guide Session III

  22. Analyzing Lesson Plans Jigsaw Strategy Training Guide Session III

  23. A Jigsaw! • Sit in a group of 3. • This is your home group. • Your home group’s task is to compare 3 adult ESL lesson plans. Training Guide Session III

  24. Setting up the Jigsaw 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 Training Guide Session III

  25. 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. Training Guide Session III

  26. 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? Training Guide Session III

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