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.