https://youtu.be/CfT2sFBGV9Y

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 feel free to combine them as you see fit. Also, review The Three-minute Classroom Walk-Through and Chapter 6 of Scrivener (2005).

Lesson planning for learning an additional language

<aside> 💡 Select arrow to expand/collapse video where I explain how to incorporate a topic, grammar function, etc. into one lesson plan.

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• Create a 600-hour program for English language learners at a basic, intermediate, and advanced level (according to the common European framework of references) and create a table with the following headings: topic, grammar focus, language function, key vocabulary, and level.

Components to a lesson plan

• Subject: What’s the title of the course you are teaching? General English I, Math, etc.?

• Grade Level: How old are your learners?

• Topic: What’s the topic or notion that relates to your lesson? Refer to Notional-functional syllabus. ****

• Context: What is the situation of your lesson?

• Grammar function: Consider key performance verbs taken from the various six facets of understandings (link above).

• Grammar focus: What grammatical structure(s) are you considering for your lesson (e.g., present tense, phrasal verbs, passive voice, etc.)?

• Examples of language: What are some typical examples of language you plan to use during your lesson?

• Key vocabulary: What key vocabulary will learners be using?

• Learning Objective: What is the understanding that relates to your lesson? Here is an example:

  1. Draft an understanding using the prompt; English language learners will understand that… by having learners… to include language objectives that relate to your lesson: English language learners will understand that true friendships require give and take by having learners compare and contrast current and past friendships (a critique or evaluation) using key vocabulary related to values and emotions. When drafting your understanding, refer to the variety of performance verbs categorized by facet in the six facets of understanding page (link above).

<aside> 💡 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. For more, see Writing Learning Objectives for English Language Learners.

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• Teaching techniques or strategies: What techniques or strategies will you be using as a language instructor? The techniques or strategies relates to the particular language skill(s) your learners are working on: reading, writing, listening, and/or speaking.
• Learning strategies (optional if self-evidence in teaching technique): If not self-evidence (obvious), what strategies will learners be using during the lesson (e.g., mind maps, taking notes, etc.)?
• Time: 15 minutes
• Teacher: Add your name.