phase1_lesson_plan_sample-teen-adult.pdf

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This is aprogramof the U.S. Department of State, administered by theUniversity of Oregon.MOOC Shaping the Way We Teach English. Copyright 2013 University of Oregon. All rights reserved.

Phase 1 Sample Lesson Plan: Teens/Adult Learners Page 1

PHASE 1 SAMPLE LESSON PLAN: Teens/Adult Learners

Based on a lesson from Segment #2 of Shaping the Way We Teach English, Module 8U. S. Department of State, Office of English Language Programs Bureau of Educational and

Cultural Affairs. (2006). Shaping the way we teach English: Module 8, authentic material. [Video

file]. Retrieved fromhttp://www.youtube.com/watch?v=8mgwWhWa0Q8

A. Students and Setting

Students

Young adults with high intermediate - low advanced language proficiency.

Setting

Private language school where students are studying English for Specific Purposes, e.g., the

tourism industry.

B: Background

Students have viewed a variety of touristic websites and information videos about their country,and read advertisements and articles in tourism magazines. They will work in teams to create

their own advertisements for their country, demonstrating what they have learned about the field

of tourism. Students will complete a set of tasks that will lead to the creation of a media project,

using appropriate visual and textual materials, and give an oral presentation about their project

using appropriate vocabulary. Their projects will be archived for other students to use as

resources for their own projects. Before this lesson, the teacher has explained the scope of the

project and the need for teamwork.

In this lesson, students are just beginning to form teams to create the project. They will have a

handout from the teacher, but need to negotiate their roles within the team, and the type of

project they are going to do.

C. Learning Objectives/Expected Results

Students will apply vocabulary and collocations they have learned through their previous

research and English for Tourism class. They will also apply what they have learned about the

tourism industry and advertising. They will need to manage their group so that they carry out the

instructions on the handout in a timely way. Creating a team name will help them pull together.

They will propose and evaluate possible titles for the project. They will begin the process of

developing and describing the project. They will be practicing advanced language skills as they

discuss their project.

D: Materials and Sources

Materials

Teacher-created handout with list of team roles, tasks, project proposal, etc. (attached).

Students may need paper and pencil to take notes. The teacher will circulate around the

room to check their handouts as they are completed, and collect at least one copy at the
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/https://www.youtube.com/watch?v=qqaAdZ9hZhY&list=PL7BlTIDdOgZKXgMkfUsDGoFp5HH97TP_8https://www.youtube.com/watch?v=qqaAdZ9hZhY&list=PL7BlTIDdOgZKXgMkfUsDGoFp5HH97TP_8https://www.youtube.com/watch?v=qqaAdZ9hZhY&list=PL7BlTIDdOgZKXgMkfUsDGoFp5HH97TP_8https://www.youtube.com/watch?v=qqaAdZ9hZhY&list=PL7BlTIDdOgZKXgMkfUsDGoFp5HH97TP_8https://www.youtube.com/watch?v=qqaAdZ9hZhY&list=PL7BlTIDdOgZKXgMkfUsDGoFp5HH97TP_8http://www.uoregon.edu/http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program


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end of the lesson. The handouts will be used again as students decide on their roles and

what resources they will need.

Sources

Alan, B. & Stoller, F.L. (2005). Maximizing the Benefits of Project Work in Foreign

Language Classrooms.Available athttp://americanenglish.state.gov/files/ae/resource_files/05-43-4-c.pdf

American English. (2013). Shaping the Way We Teach English: Module 8, Authentic

Materials.Retrieved fromhttp://www.youtube.com/watch?v=8mgwWhWa0Q8

Clemson University. (n.d.). Blooms Taxonomy Action Verbs. Available at

http://www.clemson.edu/assessment/assessmentpractices/referencematerials/document

s/Blooms%20Taxonomy%20Action%20Verbs.pdf

E: Procedures / Timing

Use either the Table format (Option 1) or the List format (Option 2). Remember to do Section F,

Reflection, at the bottom.

Option 1: Table

Teacher says/does . . . Students say / do . ..

Approx.Time

Provides handout with list of team roles and projectdescription (see handout)

Assigns students to teams, mixing levels and abilities

Form teams withteachers guidance,and pull chairstogether to talk

5 min.

When all groups are formed:

You are going to fill in a list with the names of people onyour team.Then you are going to decide on a project to present to theclass. The project will be based on some of the touristmaterials you have reviewed.Decide on a project and write a short description. So youneed first of all to decide who the leaders are and who willbe a reporter and keep a record of everything.Eventually youll also have to decide who will do whichtasks, but well do that next time.

When the teacher has finished she gives handout togroups and begins circulating to each group to make surethey understand what to do.

Groups begin byreading the handoutand deciding who willbe leaders and whowill be a reporter towrite down notes.

5 min
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://americanenglish.state.gov/files/ae/resource_files/05-43-4-c.pdfhttp://americanenglish.state.gov/files/ae/resource_files/05-43-4-c.pdfhttp://www.youtube.com/watch?v=8mgwWhWa0Q8http://www.youtube.com/watch?v=8mgwWhWa0Q8http://www.youtube.com/watch?v=8mgwWhWa0Q8http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdfhttp://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdfhttp://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdfhttp://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdfhttp://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdfhttp://www.youtube.com/watch?v=8mgwWhWa0Q8http://americanenglish.state.gov/files/ae/resource_files/05-43-4-c.pdfhttp://www.uoregon.edu/http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program


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Reporter writes downteam leaders andmembers names.

Meets with each team individually for about 5 min. todetermine scope and theme of their presentationEncourages students to take ownership of the project, buthelps if they seem headed in a wrong direction

Groups decide on ateam name and begindiscussing project

Reporter writes downnotes on project.

30 min

When T has finished circulating to all the groups:

Lets stop here for now and report back.Group 1, give us the name of your team, and tell us whatyour project is.(Continues with each group in sequence reporting back.)

Asks questions if project seems unclear.Gets students to elaborate more where needed by askingquestions.

Groups take turnsreporting back toclass for their team

Other teams listenand ask questions

10 min.

OK, Reporters, make sure to turn in the copy of yourhandout, and well continue next time, deciding who will dowhich task.Think about your project when you go home and what it

will look like. Try to decide what your tasks will be andwhich ones you want to do. What resources are you goingto use and where will you find them?

Reporter for eachgroup turns inhandout. (Scribe willbe a different personduring each meetingof the group.)

1 min.

Option 2: List1. Teacher says/does . . .

Students say/do . . .Approximate time:
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://exchanges.state.gov/non-us/program/e-teacher-scholarship-programhttp://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://www.uoregon.edu/http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program


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2. Teacher says/does . . .


3. Teacher says/does . . .


Etc.[use as many lines as you need]

F: Reflection

[Sample - your reflection will be different] The student project will use authentic material in the

form of online and other resources designed for tourists, and it has learners work in teams. In

the past, I gave them material and websites to use. This time they will be doing research with

authentic material in the library, on the Internet, and in interviews with personalities in their

community. This lesson also gives students more responsibility than they have had before as

they manage work in their teams. The project will produce authentic materials that can be used

as models by other students in the English for Tourism program.

PROJECT HANDOUT:

TEAM NAME:

Team Leaders:Team members:

PROJECT PROPOSAL - BRIEF DESCRIPTION

RESOURCES NEEDED:


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Project designers:

Researchers:Internet

Library

Interviews

Quality Control / Editors:

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