https://youtu.be/gRDEk21Jpqk

Here is a standard lesson plan format for an English language learning class and should only service as a guide. Compare this lesson plan with Lesson Plan 2 for an English Language Class and Lesson plan 3 for an English language class feel free to combine them as you see fit. Also, review The Three-minute Classroom Walk-Through and Chapter 6 of Scrivener (2005).

• Lesson Plan
  • Subject:
  • Grade Level:
  • Topic:
  • Time: 15 minutes
  • Teacher:
  • Observer:
  • Videographer:
• Rationale (theoretical framework):
  • Summarize any teaching strategies and/or techniques seen in Teaching of Language Systems and Teaching of Language Skills that relate to the lesson.
  • What aspects of your educational philosophy relate to what you and your students are doing?
  • What theoretical aspects relate to the classroom experience?
  • What’s your rationale for assessing learnings?
    • Consider Integrated Performance Assessment (IPA) based on three modes of communication: interpretive, interpersonal, and presentational.
    • Consider Summative vs. formative assessment.
    • Consider different ways you might present Recasts.

<aside> 💡 As an alternative to writing out language objectives and content objectives separately, you may also use a single prompt as discussed in Writing Learning Objectives for English Language Learners. Understand the differences between a notion and function. A notion is a concept like time, quantity, and location whereas a function is what a person does with language: making requests, giving instructions, and expressing opinions. Notions are more related to understandings and content while language functions are more related to language objectives, skills, and strategies (see Notional-functional syllabus). Consider content as providing the means (or context) for practicing the language and language objectives, skills, and strategies as providing means to explore and learn (or understand) the content.

</aside>

• Language Objectives:
  • Students will be able to...
    • Identify and use new vocabulary related to the topic.
    • Understand and complete simple sentences related to the topic.
    • Participate in a conversation about the topic.
    • Language function, context, situation, relationship of speakers, etc.
    • Vocabulary, grammar (i.e., form, meaning, and use), pronunciation, listening, speaking, reading, writing, discourse, etc.
• Content Objectives:
  • Students will understand and/or know that...
    • Identify key knowledge and understandings that relate to a particular topic or subject.
    • Review Question prompts based on the six facets of understanding.
• Materials and technology:
  • Whiteboard or projector
  • Markers or pens
  • Worksheets
  • Pictures or realia
  • Educational technology
• Assessment:
  • Consider different ways to assess students.
• Procedure with approximate time allocations and interactional patterns:
  • Assessment: Assess student understanding by asking questions, reviewing their work, or observing their participation in activities. - 5 min. (individually, pairs, small groups, whole group)
  • Warm-up: Begin by reviewing previous learning or introducing new vocabulary related to the topic. You can do this by playing a game, reading a story, or reviewing a worksheet. - 1 min (individually, pairs, small groups, whole group).
  • Presentation: Present new material in a clear and concise way. Use visuals and realia to help students understand the concepts. - 1 min (individually, pairs, small groups, whole group).
  • Practice: Give students opportunities to practice what they have learned. You can do this by having them complete worksheets, play games, or engage in role-playing activities. - 5 min. (individually, pairs, small groups, whole group)
  • Closure: Review the key points of the lesson and summarize what students have learned. You can also end the lesson with a fun activity to keep students engaged. 3 min. (individually, pairs, small groups, whole group)
• Differentiation (see Differentiated instruction):
  • Provide additional support for students who are struggling. This could include providing them with more visuals, breaking down the lesson into smaller steps, or giving them more time to complete activities.
  • Challenge students who are ahead of the curve. This could include giving them more complex activities, having them work on independent projects, or asking them to teach the material to other students.
• Anticipated issues:
  • What problems might occur and how might you either avoid them and/or adjust during the lesson to resolve them?
  • What challenges do you anticipate as an instructor? What weaknesses are you trying to overcome?
• Reflection:
  • What feedback was provided by classmates and/or your tutor?
  • What went well in this lesson and why?
  • What could be improved and why?
  • What will I do differently next time and why?

This is just a general lesson plan format, and the specific activities and materials you use may vary depending on the topic, the duration of the class, the level of the students, and the resources available to you. It is important to be flexible and adaptable in the classroom, and to be willing to change your plans if necessary. The most important thing is to create a lesson plan that is engaging and effective for your students.