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ESOL Learners
Orange Campus Community
Collaborative Training
January 2007
Why lesson plan?
Provides a clear goal and a focus for the
meeting.
Guides the tutor and the learner –
minimizing “surprises” can make a learner
more comfortable.
Allows the tutor and the learner to assess
progress (strengths and weaknesses).
Legitimizes the role of the tutor: you come
prepared to help your learner.
Articulates
Offers learning
opportunity for goals.
Starts
guided
practice of
with the
independent familiar.
skill goals.
Begins with
Builds on
a review
existing
and ends
Effective knowledge
with a
Lesson and skills.
summary.
Planning
Relates to Integrates
the learner’s listening,
interests and
reading,
builds on
the learner’s writing, and
strengths. speaking.
Organizes
the
Varies
information,
materials the content. Adapted from resources
prepared for the UNC America
and goals. Reads! program and
developed by Priscilla Wood.
Adult Learners:
Are different from children in experience and lifestyle:
Use materials appropriate for adults.
Target themes, language and vocabulary for an adult audience.
Have valuable life experiences:
Let the learning environment tap into their creativity.
Create lessons that respect and capitalize on their experiences.
Desire to be successful:
Use success as a motivator.
Use materials that prepare adults for success (ie: job
applications, GED test samples, writing resumes).
Are busy people:
Lessons and materials should be meaningful.
Be efficient.
Be direct and expect your learner to do the same.
Can have specific learning goals or may need
suggestions and help with goal setting.
Help set short and long term goals.
Use short term goal accomplishment to help adults stay
motivated.
Can learn differently because of age and experiences:
Take into account issues of health (i.e: eyesight) that can
influence how quickly a learner succeeds. Adapted from resources
prepared for the UNC America
Reads! program and
developed by Priscilla Wood.
Goal Setting (Assessment)
Goal setting can be an informal
assessment mechanism to use with your
learner. The ability of a student to identify
and articulate goals in English can indicate
what level of literacy the learner has
already achieved.
Goal setting can be achieved through
dialogue or by asking the learner to
complete a simple form.
Information on this and the next three slides is adapted from Teaching Adults: An ESL Resource Book published
by ProLiteracy America.
Needs and Skills Assessment
NEEDS Assessment focuses on the learner -
background, interests, goals, immediate needs – to help
you determine what skills the learner needs (and what
materials to use).
Comprehension Reading
Speaking Writing
Pronunciation &
Writes his or
Speech is intonation Speech is
Holds a pen her name
intelligible mimic grammatically Fills in blank forms.
or pencil properly. with the
and fluent. American accurate.
Roman alphabet.
English.
Creating a Lesson:
Understanding the Process
Step 1: Ask WHO?
- Use information from the learner profile created during the needs
assessment to develop individual learning objectives for the
lesson (or the thematic unit).
Lee Song “China Banks Open to Foreign Read article – exercise to work
Short Term Goal: improve Competition” or “Space Shuttle to Dock on free conversation and
pronunciation with Space Station” speaking with a topic that is
Oh the Places You’ll Go familiar.
Long Term Goal: become a Information from the NC Board of Oh the Places uses many
licensed engineer in NC Examiners rhymes and tongue twisters.
Lee Song can practice sounds
that are difficult with the goal of
reading the story to his
children.
Information will help Lee
prepare for the licensing exam
– topics, sample questions,
etc. – which will improve his
job potential.
Who What How
Marta
Oh the Places You’ll Go Oh the Places - a simple
Short Term Goal: better
How to Do Homework reading activity to help boost
communication with
Chicken Soup for the Soul skills. Goal: read to the kids.
grandchildren
Homework can be used to help
Marta think of activities to use
Long Term Goal: better
with her grandchildren. Trying
reading and writing skills
them develop speaking skills.
Chicken Soup can be used to
develop LEA writing activities
where Marta shares stories
about her life and grandkids.
Group 2: Amaliya
Group 3: Sachiko
Group 4: Benito
Sample: Learner Profile and Lesson Plan
Marisela
• Age: 34
• Homeland: Tlaxcala, Mexico
• How long in the United States: 10 years
• Family: 2 sons, ages 11 & 14; family in Mexico
• Job in the United States: Housekeeping for local hospital (6 years)
• Work experience in homeland: housekeeper, factory work, house wife
• Education: completed secundaria para trabajadores (education for
working students) and finished her formal education
• Personal Interests: music of Carlos Santana, fan of Universidad
Nacional Pumas (fútbol), loves to cook (especially
• Goal (short term): to be able to speak with her sons’ teachers and to
be able to speak more English at work
• Goal (long term): to enter a nursing education program and become a
nurse at the hospital
• Reasons for learning English: to better communicate with family and
community; for job advancement
• English skills: verbal communication more advanced than reading and
writing. Has developed the English vocabulary to work and to survive in
society.