TESL 100 - Lesson plan 2

Lesson Plan Template

Date: October 22, 2018
Class Levels: Beginner
Class Time: ~1 hour

Communicative Language Task Goal

CLB 1.4 Sharing information
  • Give basic personal information in response to direct questions from a supportive listener.
  • Ask for basic personal information.  
By the end of the lesson today, learners will be able to:
  • Share their name and date of birth when someone asks for it.
  • Formulate the questions necessary to ask for someone’s name and telephone number.

Lesson Procedure

Lesson activities
and procedure

Language
Skills
Language
focus
Anticipated
problems &
solutions
Purpose of
the activity
Interaction
Time
Group Review:
the instructor
will go over what
personal
information
is as well as
important terms
to use in a
question.
Learners will be
asked to give
examples.
Reading,
listening
and
speaking
Vocabulary,
grammar and
sociolinguistic
knowledge
Learners may have
trouble following
as there is a lot of
information that
shouldn’t be new,
but may be new
to the learners.

Solution: Taking
the time to
make sure
everyone
understands and
is on the same
page.
They are doing
this as a review
for the
information that
they have
previously seen
in class. It is a
way for them
to remember
and therefore
better apply
to information.
A whole
class activity
5-10
minutes
Group read
through:
Learners with the
instructor will
read through
a role
playing scenario
that is projected
or up on the
board.
The instructor will
use this as a
model for the
learners.
Reading,
listening
and
speaking
Vocabulary
Some learners
may not be able
to see the board
depending on
where there seat is.

Solution: Get the
learners to bring
their chairs near
the board so
they can sit in a
spot where they
can visibly see.
The instructor
is modeling
what they will
be doing in
pairs therefore
scaffolding the
activity for them.
As a
whole class.
10 -15
minutes
Partner practice:
The instructor
will pair off
the learners as
well as give
them a list of
possible questions
they can ask their
partner. The
learners will take
turns asking
questions and
answering them.
Reading,
speaking,
and
listening
Vocabulary
and
sociolinguistics
Problem: Learners
will not like
their partner.

Solution: Explain
that the next activity
they can pick their
partner.

Problem: The learners
will have difficulties
reading the questions.

 Solutions: Go over it
with them and share strategies to
help them.
They are doing
this activity to
practice
answering
questions.
With the
premade
questions,
the learners
don’t need to
worry about
multiple aspects
of the activity.
Partners
10 -15
minutes
Partner switch:
The learners
will switch
partners and
then the
instructor will
pass out a
sheet of
possible answers.
The learners
must come up
with the questions
to get the right
answer.
Reading,
speaking
and
listening
Vocabulary
and
sociolinguistics
Problem: The
learners will have
difficulties reading
the questions.

 Solutions: Go
over it with them
and share
strategies to
help them.

Problem: The
learners could
forget how to
formulate a
question.
Solution: let
them review
the previous
activity.
They are doing
this activity to
practice asking
questions. With
the premade
answers, the
learners only
need to work
on how to ask
the questions.
Partners
10 -15
minutes
Group post-lesson
review:
The class will
come back
together and
discuss how the
activities went.
Look at what
they found
interesting,
easy, difficult, etc.
Speaking
and
listening.
Vocabulary
and
sociolinguistics
Problem: Not
everyone gets
to share their
idea or they
are too shy
to share.

Solution: Give
them the
possibility to
write down their
questions or
ask the
instructor afterwards.
The review is
a way to get
feedback on
what the
learners
understood or
still have
questions on.
This is also a
good time for
the instructor
to remember
those last
minutes ideas.
A whole class
5- 10
minutes








 Exit Assessment
Before leaving, the instructor will discuss with each individual learner. They will ask them for their name and their date of birth. Then the learners will need to ask for the name and phone number from the instructor. This gives the instructor and idea of who understood and who didn’t.



Transfer Activities
The learners can ask people around the community for personal information as well as to put themselves in a situation where they would need to answer these types of questions.


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