This document discusses the key parts of an effective ESL lesson plan: motivation, presentation of new material, practice, and application. It provides examples of techniques for each part. Motivation should take up 15% of class time and introduce the topic. Presentation of new material should take up 15% and introduce new vocabulary and structures. Controlled practice should take up 25-35% and allow repetition. Application should take up 25-35% and involve real-life use of the new language. Evaluation and a wrap-up should also be included. Real conversations and dictation can be used during the practice or application phases.

1. Lesson Planning
ESL CONTENT STANDARDS TRAINING
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2. A Content Standards Sample
 Find the sample lesson plan in the Content Standards.
 What are the four parts of the lesson?
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3. Lesson Implementation
Includes:
 Presenting information clearly and in an
organized manner
 Uses learner centered activities
 Beginning class on time
 Integrating SCANS strategies
 Displaying objectives
 Planning lessons based on learner goals and
needs assessment
 Teaching in an environment comfortable for
learning
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4. The Parts of a
Lesson
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5. Motivation
…INTRODUCES THE TOPIC
…CREATES A NEED FOR THE NEW LANGUAGE
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6. Techniques for Motivation
 Warm-Up:
Small talk, announcements, “How was your weekend? What did you
do?”
 Review:
“What did we learn to do last time? Did you try it at work / at the
store / at your children’s school? How did it go?”
 Introduce the topic:
“Today we are learning to understand medicine labels.”
 Ask learners about their own experiences:
“Do you take medicine?” “ Where do you buy medicine?”
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7. More Motivators
 Activate knowledge learners already have on the topic:
 Pictures
Have groups look at a picture of a medicine chest or a
pharmacy and list all the things they see.
Have groups of learners make a list of all the medicine names
they can think of.
 Lists
Have groups make a list of everything in their medicine chest.
Have groups make a list of illnesses or symptoms
(“Are you sick? Do you have a health problem?
Write a list of problems. What is one health problem?” (give
examples: cold, cough, headache, etc.)
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8. Adding It Up
Warm Up and Motivation should take up about
15%
of your class time.
The teacher and students both talk in this segment.
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9. Presentation of
New Material
…INTRODUCES THE NEW COMPETENCY, VOCABULARY, STRUCTURE
AND OTHER MATERIAL
…IS THE BASIS OF THE LESSON
…ISN’T EXPLAINING
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10. Techniques for
Presentation
 Pass around realia (authentic materials and items):
medicine bottles or packages (empty!), over the counter and
prescription
 Find out what learners can already say:
“What is the difference between this medicine (over the counter)
and this one (prescription)?”
“What’s inside this bottle?” (pills) “This one?” (cough syrup)
“What do we take this for?”
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11. More Presentation
Techniques
 Vocabulary: elicit first. If students cannot give the
vocabulary word, provide it:
“What’s the word for one time a day?” (once) “For two
times a day?” (twice) “What does dosage mean?”,
etc.
 Structure: Act out a conversation you’ve made up.
Play both roles.
“How often do I take this?” “Take two pills every four
hours.”
“How often do children take this?” “Take one pill every
four hours.” , etc.
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12.  Present orally only first.
 Have students repeat new vocabulary and structures, in a
short dialog.
 Ask questions to check comprehension:
“What is every four hours?” “What is the dosage for this medicine?”,
etc.
 Allow time for oral assimilation.
 Then write vocabulary on the board.
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13. Reading:
 Present written material.
 Have medicine labels on the board, on a handout, or from
your textbook.
 Have learners read, then check for comprehension. Ask:
“How often do adults take this? How many do they take? How
often do children take this? How many do they take?”
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14. Adding It Up
Presentation of new material should take up about
15%
of your class time.
The teacher does most of the talking in this segment.
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15. Practice
…GETS LEARNERS USING THE NEW LANGUAGE IN
CONTROLLED CIRCUMSTANCES
…IS THE CORE OF THE LESSON
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16. Techniques for Practice
 Scripted speaking practice:
In pairs, have learners practice conversations about
medicines from your textbook or one you have made up.
Provide prompts to change the conversation.
Students should practice it with several different sets of
vocabulary or circumstances
 Oral drills:
Teacher: Take this medicine every 3 hours. Twice a day
Student: Take this medicine twice a day.
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17.  Scripted writing practice:
Use authentic medicine labels. Students use the labels to fill
in:
For adults, take __________ every __________.
Exercises in the workbook, or other written exercises, are
controlled practice too.
 Games for Controlled Practice:
20 Questions, Jeopardy, Tic-Tac-Toe, Find Someone Who,
etc.
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18. Adding It Up
Controlled practice of the new material should take up about
25 - 35%
of your class time
The students do almost all of the talking in this segment.
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19. Application
…GETS STUDENTS USING THE NEW LANGUAGE FOR THEIR
OWN REAL REASONS
…IS THE REASON FOR THE LESSON
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20. Techniques for Application
Application is not scripted, and it relates to students’ own real
lives.
 Speaking:
 Role Play: have pairs of students compose their own conversation
using the ones from Practice as models.
 For speaking practice, don’t have them write it. Have volunteers
perform for the class.
 Project-Based: students get information and compile it, e.g. in a
jigsaw activity
 Group decision-making: groups choose one of three medicines
for a sick person, then tell the class why
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21.  Writing:
 Have students write an original conversation using the ones from
Practice as models.
 Have groups look at a picture in the text or from a magazine and
write a conversation between people in the picture
(e.g. of a doctor and patient, or pharmacist and
customer)
 Have students write for a real task: write a summary of medicines
they have taken for a family medical history file.
 Games and Simulations:
 Role plays with no time to prepare
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22. Adding It Up
Application real-life practice of the new material should take
up about
25 – 35 %
of your class time.
The students do all of the talking in this segment. Assignment
of homework and a wrap-up should follow.
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23. What Else is Needed?
 Evaluation, formal or informal, to see what may
need to be re-presented or practiced more
 A wrap-up or fun activity
 Assignment of homework
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24. Two More Techniques
In which phase of the lesson could you use these?
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25. Real Conversations
 Record real conversations you hear in public. Include real
language: slang, reductions (whaddyathink?), incomplete
sentences, fillers (um, well…).
 Put together a short conversation on an area you’re working on
in class (health, employment, basic communication, etc.)
 Limit your conversation to 4 lines.
 Use these conversations as basis to build-on using the
information students learned during this class
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26. Dictation
 Prepare a short to medium length sentence or question
related to the area and vocabulary you covered in the last
class (making a doctor’s appointment, complaining to the
landlord, etc.).
 Read the sentence at normal speed to the class. Have
students write what they hear. Wait.
 Read the sentence again, breaking it with natural pauses.
Wait a little longer.
 Read the sentence again at normal speed.
 Have a volunteer write the sentence on the board; let
students check their work together.
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LESSON PLANNING