Course: SALA Adult ESL Education

Date: Week 3 of 15
Length of Class: 2.5 hours
Level: High beginner
Class Profile: 5 Spanish-speaking adult ESL students who want to better their English speaking, writing, and grammar skills.
Course Goal: By the end of the course, students will be able to hold simple conversations about personal, everyday topics; make
appointments, talk with schoolteachers, and perform other survival skills; and write simple sentences mixing tense and aspect.
Part of Lesson: Just after homework check and review of want vs. need. (Observed portion of lesson is bolded.)
Terminal Objectives: At the end of this lesson, students will be able to:

Demonstrate understanding of new vocabulary by matching vocabulary words with both pictures and realia.
Demonstrate understanding of need vs. want by reading a passage about goals and answering questions.
Develop reading skills by moving a finger across the lines (fluency practice), completing graphic organizers (comprehension).
Successfully use need vs. want and simple future tense by listing steps necessary to achieve a goal.
Become familiar with the format of course catalogs by reading one aloud and answering questions.

Materials:

white board
markers
eraser
wrench
calculator
first-aid kit
wooden spoon
small trowel
pictures from picture dictionary
handout
course syllabus
collaborative activities Lesson F (student A and student B)
Ventures 2 Unit 2 Lessons A-C (p. 24-28)

STAGE TIMING

AIM

Warmup

Schema
activation

10-12
mins.

PROCEDURE

Pre-task

17-20
mins.

Vocab intro

Task

17-20
mins.

Reading

skills
practice
(reading for
main ideas,
fluency)

T checks homework completion; Ss read

their goal statements (I want to . . . I need
to . . . I will . . .)
T reviews want and need by having Ss
fill out verb chart on the board and write
sample sentences.
T writes vocational courses on the board
and asks Ss what the phrase means. T reads
vocations from box on p. 25 (A) and asks
Ss in pairs to match the vocation with the
picture.
T asks Ss what each person in the pictures
needs. T lays out pictures from picture
dictionary and realia (wrench, calculator,
first aid kit, wooden spoon, trowel) and
asks students to match the object with the
pictures in pairs before sharing with the
class.
T reminds Ss of listening activity from
previous class (p. 19): Joseph wants to take
a keyboarding class.
T explains how to read quickly for main
ideas (pay attention to words like first,
second, third), and Ss read passage on
their own.
T asks Ss to supply the main idea of the
passage, and then explains how to read for
speed. T reads passage on p. 24 aloud and

INTERACTION

POTENTIAL
PROBLEMS & SOLNS

Whole class

P: Ss didnt do goal
homework.
S: T and Ss write a class
goal together.

Whole class, pairs

P: Ss dont understand
vocational.
S: T or other Ss provide
translation.
P: Ss dont know what
the jobs or objects are.
S: T acts them out.

Whole class, pairs,

indiv.

P: Ss dont remember
listening activity.
S: T can play audio clip
(CD required) or read the
dialogue from the
teachers book.

Posttask

2-3 mins.

Synthesis

PreTask

4-5 mins.

Vocab
review,
schema
activation

Task

17-19
mins.

Reading

skills, intro
to graphic
organizers

Posttask

4-5 mins.

Synthesis

Pre-task

4-5 mins.

Schema
activation,
intro to
course
catalog
Scaffolding,
convo
practice,
intro to
course

Task

20-22
mins.

instructs Ss to follow along with their

finger. Ss complete Activity 3A (p. 24) and
correct as a group.
T asks if Ss homework goals look like
Josephs goals. Why or why not? Ss
discuss in pairs.

Pairs

T asks if Ss have specific goals (ex. Do you

want to learn another language? Do you
want to get a better job? Do you want to
study nursing?) and how they can
accomplish those goals (ex. What do you
need to do if you want a better job?)
Ss read Lesson E 1B (p. 26) then attempt
1C (given on a handout) individually. Ss
pair up to correct and finish their charts.
Ss complete chart on handout for their own
goal (could be the same one as they
completed for homework or a new one).
T asks Ss if Angelas (p. 26) goals are
realistic. Are the Ss?

Whole class

T asks how schools or teachers can help Ss

with their goals.
T refers to course syllabus for example of a
listing in a course catalog

Whole class

Ss read Lesson F 1 (p. 28) popcorn-style

then answer questions in 1A together as a
class.
Ss pair up and complete info gap activity

Whole class, pairs

P: Ss cant explain why

or why not.
S: T uses one Ss goal as
an example.
P: Ss dont have any
other goals.
S: T supplies goal.

Indiv, pairs

P: Ss dont know how to

accomplish their
goals/dont have enough
steps.
S: T provides vocab.

Whole class

P: Ss dont understand
realistic.
S: T gives examples, or
asks other Ss to translate.
P: Ss dont have syllabus
with them.
S: T provides shared
copy.
P: Ss dont understand
course catalog vocab.
S: T acts out difficult
words, or asks Ss to
translate.

Posttask

3-4 mins.

catalog,
vocab
Synthesis

Wrapup

2-3 mins.

Synthesis

(handout).

T asks if any Ss would like to take the

classes in the course catalog. Why or why
not?

Whole class

T asks what Ss will do this weekend and

assigns homework.

Whole class

Afterwards: Homework: workbook pages TBD.

Total time: 120 + 10 min break = 130/150 (20-min leeway)
General Comments:

P: Ss dont understand
what courses would
entail.
S: T acts them out.
P: Ss have no plans.
S: T shares weekend
plans.