PHASE 2 SAMPLE LESSON PLAN FOR TEENS / ADULT LEARNERS

Based on a lesson from Shaping the Way We Teach English, Module 3

U. S. Department of State, Office of English Language Programs Bureau of Educational and
Cultural Affairs. (2013, December 12). Shaping the way we teach English: Approaches to
language teaching: Foundation: Module 3: Integrating skills [Video file]. Retrieved from
http://www.youtube.com/watch?v=T2krk_a1OzA
A. STUDENTS and SETTING
Students
Young adults (ages 17-23) with high intermediate to low advanced language proficiency. (Can
be adapted down through middle school and teens (ages 11-16) or to English for Academic
Purposes. There are 22 students in the class.
Setting
Language school where students are studying English as a Foreign Language. Some adults
may intend to go to another country to study. Students have 45-50 minute periods, but are
expected to do homework outside of class as well. Some students have Internet access outside
of class.
B. BACKGROUND
Students are working on their writing and speaking skills. This lesson sequence combines both.
In previous lessons, students have already written on various assignments, such as going
outside to write about what they are experiencing (present tense), and they have started
keeping a vocabulary journal, which I collect and read for 1/3 of the class per week. They also
do occasional impromptu free writing activities during class time. In the next class, they will
begin writing.
C. TEACHING OBJECTIVES
Students will apply vocabulary and collocations they have learned through previous writing
assignments. They will first work in pairs to brainstorm about a story from a picture. In the next
class, they will create a story, essay, or poem. They will then work in pairs to evaluate each
others writing before delivering an oral presentation of their writing about a picture. In this part
of the lesson they will begin the process of writing and peer editing.
D. MATERIALS and RESOURCES
Paper and pencils. Magazines or newspapers with photos or drawings that the students can use
as inspiration for writing. In subsequent lessons, the teacher will prepare a checklist or rubric of
items for students to look for in their partners work.
Sources
Coombe, C. and Barlow, L. (2004). The reflective portfolio: Two case studies from the
United Arab Emirates. English Teaching Forum, 42 (1), 18-23. Retrieved from
http://americanenglish.state.gov/files/ae/resource_files/04-42-1-f.pdf
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan: Teens/Adult Learners
Page 1

U. S. Department of State, Office of English Language Programs Bureau of Educational

and Cultural Affairs. (2013, December 12). Shaping the way we teach English:
Approaches to language teaching: Foundation: Module 3: Integrating skills [Video file].
Retrieved from http://www.youtube.com/watch?v=T2krk_a1OzA.

E. PROCEDURES / TIMING
Use either the Table format (Option 1), or the List format (Option 2) in your own Lesson Plan.
Option 1: Table
Teacher says/does . . .

Students say / do . . .

Approximate Time

Please go to the magazine table and Look at magazines or

find a picture you would like to write newspapers and decide on
a picture to write about.
about.

10 min.

After students return to their seats:

You can write a description of the
picture, or a story or poem based on
the picture. Use your imagination.
Lets get started! You can write as
much as you like in any order. Just
get some ideas down. Lets
brainstorm!
Then circulates to each student to
ask if they need help, check what
they are writing, and encourage
them to just write phrases or ideas
to begin with; helps with vocabulary
words needed.

Begin to write/brainstorm,
with picture before them.

10 min.

OK, lets stop for a moment and

share what we have written.
Please turn to your neighbor and tell
them what you are thinking about
writing.
Circulates as students share in
pairs; discusses their ideas and
encourages them to speak in
English to their partner.

Stop work and talk to

neighbor.

10 min

Calls on several students to talk

about their ideas.
Encourages them to use English as
much as possible to express
themselves.
Asks partner if they have anything

Report back individually

when called upon by
teacher.
Partner may mention what
was discussed in pair work.

10 min.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan: Teens/Adult Learners
Page 2

more to add about their partners

idea.
Makes notes on topics and
comments from students and their
partners for evaluation and to decide
who will need further help.
Please put your pictures and
brainstorming notes into your
portfolio binder so that you can find
it quickly tomorrow.
Think some more about your picture
when you get home. What else do
you want to say about it?

File pictures and notes into

portfolio as they leave the
class.

5 min.

Option 2: List
1) Teacher says / does . . .
Please go to the magazine table and find a picture you would like to write about.
Students say / do . . .
Look at magazines or newspapers and decide on a picture to write about.
Approximate /time: 10 min.
2) Teacher says / does
After students return to their seats:
You can write a description of the picture, or a story or poem based on the picture. Use
your imagination.
Lets get started! You can write as much as you like in any order. Just get some ideas
down. Lets brainstorm!
Then circulates to each student to ask if they need help, check what they are writing,
and encourage them to just write phrases or ideas to begin with; helps with vocabulary
words needed.
Students say / do . . .
Begin to write/brainstorm, with picture before them.
Approximate /time: 10 min.
3) Teacher says / does . . .
OK, lets stop for a moment and share what we have written.
Please turn to your neighbor and tell them what you are thinking about writing.
Circulates as students share in pairs; discusses their ideas and encourages them to
speak in English to their partner
Students say / do . . .
Stop work and talk to neighbor.
Approximate /time: 10 min.
4) Teacher says / does . . .
Calls on several students to talk about their ideas.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan: Teens/Adult Learners
Page 3

Encourages them to use English as much as possible to express themselves.

Asks partner if they have anything more to add about their partners idea.
Makes notes on topics and comments from students and their partners for evaluation
and to decide who will need further help.
Students say / do . . .
Report back individually when called upon by teacher.
Partner may mention what was discussed in pair work.
Approximate /time: 10 min.
5) Teacher says / does . . .
Please put your pictures and brainstorming notes into your portfolio binder so that you
can find it quickly tomorrow.
Think some more about your picture when you get home. What else do you want to say
about it?
Students say / do . . .
File pictures and notes into portfolio as they leave the class.
Approximate /time: 5 min.
F. ALTERNATIVE ASSESSMENT
As the teacher circulates among the pairs, she will make notes on how students talk about their
own and their partners writing/brainstorming. He/she will help students with vocabulary and
phrasing as they speak to the group. Later, the teacher will decide, based on her/his notes,
whether to work further on vocabulary or review some grammatical structures important to the
students type of writing -- narrative, essay, or poetry. The brainstorming papers and picture will
eventually become part of the students portfolio binders, so that they can themselves see how
their ideas developed over the course of several weeks. For later writing assignments, the
teacher will develop checklists or rubrics to help students analyze their peers' writing.
As students write, the teacher will circulate around the room to see if anyone needs help with
vocabulary or grammar, but she will try not to interfere with the writing process, and will
encourage them to get down ideas at their own level. The teacher will not expect all students to
have the same writing skills.
New for Phase 2
G. CLASSROOM MANAGEMENT
The teacher gives clear instructions about what learners are to do. At the beginning of class,
students are seated in groups of 4-5. They will go to the picture files by group to select their own
pictures. At the end of class, they will also return their pictures and writing to the portfolios,
proceeding group by group. This classroom management will make for a more orderly beginning
and ending to the writing task. Groups waiting to collect their picture and brainstorm materials
will read quietly in their seats. This is not the first time they have worked in the learning center,
so the students know the classroom routines that the teacher has established. The teacher
circulates to be sure that everyone is on task. This way, she can also be proactive in dealing
with any behavioral or other problems that may arise.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan: Teens/Adult Learners
Page 4

H. REFLECTION for Phase 2

(a) I revised the assessment section to include using a rubric or checklist for peer assessment
of writing.
(b) This writing assignment uses integrated skills (writing, speaking, pronunciation, listening),
and allows students to express themselves as they fulfill the assignment. They use
brainstorming, which lets them be more creative as they first develop ideas for their topic. They
talk to each other about their ideas to help develop them. They will become more aware of the
vocabulary they need as they talk about their essay, story, or poem, and then write.
Assessment will be formative, as the teacher will get a good sense of how their vocabulary and
sentence structure develops during the oral activity and then in writing the brainstorming ideas.
Having students work in groups allows them a quiet and orderly start to the class, rather than
having everyone jump up together and mill around. So classroom management should be less
of a problem. Also, having students set rules for the writing period should anticipate and head
off any problems.
Students can show their individuality using different genres or styles of writing. They use peer
assessment in reading and marking each others papers. This also helps them learn by doing.
As students write, I will circulate around the room to see if anyone needs help with vocabulary
or grammar, but I will try not to interfere with the writing process, and will encourage them to get
down ideas at their own level. I will not expect all students to have the same writing skills.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan: Teens/Adult Learners
Page 5