Sample Lesson Plans

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The ESOL Lesson Plan

An essential ingredient in preparing to teach an ESOL lesson is the ESOL lesson plan. A lesson plan is an important step in preparing to teach any subject matter, but it especially crucial for an ESOL class because the teacher must control the language and vocabulary to be used so that the lesson can be easily understood by the students.

  • In preparing a lesson plan for an ESOL class, the instructor should first determine the competency description and competency number.
  • Many important competencies are covered at several different Student Performance Levels and will appear on several Curriculum Frameworks Competency Checklists. Be sure to choose the one matches your students SPLs.
  • Lessons do not have to be presented in the order that they are arranged on the state Curriculum Frameworks. Instead follow the order of the curriculum set by your own district or institution.
  • Although some lessons last longer, the average lesson plan will be for a 2 to 3 hour class.
  • Pay particular attention to sections of the lesson plans. You should pay attention to the following:
    • Cultural Focus – Which cultural phenomena might impact the students' understanding of the concepts?
    • Structural Focus – Which grammatical structures will the students need to understand to comprehend and master the competency?
    • Procedure – Which particular strategies will be used to involve the students in the communication process and make it real for them? Instructional Strategies That Work and Natural Approach.
    • Text/Materials - What text and materials will be appropriate for this competency at this level?
    • Evaluation – How will students' mastery of the competency be measured?



Sample Lesson Plan

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Sample lesson plans for Adult ESOL Competencies were developed in 1999-2000 by the Palm Beach County School District Instructors with Workforce Development Grant funds to benefit Florida Adult ESOL instructors. See sample lesson plans below or Florida Adult ESOL Taskforce for additional sample lesson plans for other levels and competencies.

Sample Plan 1

TEACHER _______________ LEVEL Low Beginning (formerly LCP B)
DATE _______________ CLASSROOM   _______________

COMPETENCY
(Health)  24.03 Request doctor's appointment, communicate symptoms and injuries, and follow doctor's instructions.

Cultural Focus:

Making medical appointments. How do you make an appointment with a doctor in your country?

Procedure:

Introduce vocabulary:

to be fine (healthy) sick cold medicine
fever cut blood bandage
blood pill shot sore throat
heart bone nurse headache

Introduce sequence of actions involved in making a doctor appointment in the U.S.

Have students role play actions.

Text/Material:

Real Life English, Student Book I, pages 100 - 113
Real Life English, Workbook, pages 57 - 64

Structural Focus:

The Simple present: Using do and does
How do I feel? I feel sick.
we We
you You
they They


How does he feel? He feels sick.
she She


I don't feel sick. He doesn't feel sick.
We She
You  
They  

Evaluation:

Have students complete exercises in workbook.



Sample Plan 2

TEACHER _______________ LEVEL High Beginning (formerly LCP C)
DATE _______________ CLASSROOM   _______________

COMPETENCY
(Health)  41.03 Describe aches, pains, illnesses, injuries, dental health problems, and follow doctor's instructions.

Cultural Focus:

Understanding medical forms used in the U.S.
Explaining symptoms and medical history in English.

Procedure:

Introduce vocabulary:
headaches high blood pressure heart
earaches drink alcohol lungs
sore throat take drugs stomach
many colds eat well teeth
toothaches allergies eyes
backaches medications bones

Introduce picture sequence:
Identify order of actions involved.
Recognize vocabulary/structure.

Have student practice filling out forms.
Have student complete book exercises.

Text/Material:

ETC Grammar, Level Two, pages 144 - 147
Basic vocabulary builder, page 9

Structural Focus:

The present continuous: questions and answers

What kinds of medicines are you taking?
What kinds of exercise are you doing?

Who are you seeing for an eye exam?
Where are you going for dental care?

Are you eating well?
Are you sleeping enough?
Are you losing or gaining weight?

When is your next doctor's visit?
When is your next check up?

Evaluation:

Students match words with the pictures.
Students complete medical forms.
Students write questions and answers.



Sample Plan 3

TEACHER _______________ LEVEL High Intermediate (formerly LCP E)
DATE _______________ CLASSROOM   _______________

COMPETENCY
(Employment)  70.05 Follow OSHA safety procedures including right to know.

Cultural Focus:

Understanding job safety procedures and OSHA.

Procedure:

Introduce vocabulary:
fire extinguisher safety sign warning indicator
fire escape fire alarm evacuation procedures
flammable disaster hard hat area
radioactive inflammable wash hands
no smoking poison route

Introduce picture sequence:
Identify order of actions involved.
Recognize vocabulary/structure.

Introduce a memo from a safety inspector:
Complete a safety checklist
Match safety signs/symbols with words that describe them
Write a list of safety procedures

Text/Material:

Put English to Work, Level 4, pages 75 - 86

Structural Focus:

Imperative, Past Perfect, and simple past

Watch out for those wires.
I didn't see them.
I hadn't noticed the wires.
I called maintenance.

I had to unplug the equipment before I cleaned it.
Equipment had extended into the path.
Boxes of supplies had blocked the exit.