English as a Second Language: Lesson Plans - Essay Example

English as a Second Language: Lesson Plans ESL Lesson Plan 1: “America and My Country” Objective: Student will be able to distinguish the differences of a language, nationality, or country by categorizing twenty words as a country, nationality, or language. Materials: Needed materials include whiteboard, whiteboard markers, list of words involving language, nationality, and country, and 15 pictures of flags. The instructor must also prepare a list consisting of 20 words which the student will sort at the ends of the lesson. Method/Guided Practice: Teaching Strategy: Lecture, conversation, return demonstration 3 Specific Strategies: a) Morning Message, b) Classroom Rules and Procedures, c) Word Families Introduction and Review of Previous Lesson: The instructor will greet Joshua (student) and review the occurrences of the previous meeting. The teacher’s initial assessment of Joshua’s ESL needs will be given, and the new lesson will then be introduced. Warm-up: A sort of “getting to know you” stage, although this time, Joshua will speak about his country, for at most five minutes. Lesson Proper: Based on the warm-up conversation, the concept of language, nationality, and country will be presented. The instructor will begin by giving an example of a country, then how the name of a country is converted to a nationality or language. Review of New Material: After around ten examples, the student will be given the flags, and he will state the country, the nationality, and the language. Assessment/Evaluation: Near the end of the lesson, the student’s learning will be assessed by asking him to categorize twenty words into the groups: nationality, language, and country. Independent Practice: Joshua will be asked to read the short story in Appendix 1. ESL Lesson Plan 2: “New to America” Objective: Student will be able to read a short story and draw out at least 15 nouns mentioned in the story. Materials: Needed materials include a copy of the short story “New to America”, which should have been given to the student in the previous session. The instructor must also have a copy of the nouns used in the story. Method/Guided Practice: Teaching Strategy: Lecture, reading, return demonstration 3 Specific Strategies: a) Morning Message, b) Reading Aloud, c) Alphabet Book Introduction and Review of Previous Lesson: The instructor will greet Joshua and have a review about the previous lesson. Questions will be drawn out, and then the new lesson will be introduced. Warm-up: Joshua will first read the short story silently. Lesson Proper: After the silent reading, the instructor will present the concept of nouns. Then, Joshua will read the story aloud. The instructor will provide a basic correction of the student’s intonations and pronunciation, although such aspects of speech will be further focused on in another session, once the student is better able to understand English. The student’s interpretation and understanding of the study will then be drawn out for at least ten minutes. Assessment/Evaluation: Once the student finished reading and they (student and teacher) have discussed the story, Joshua will be asked to list 15 nouns from the story. Independent Practice: Student will be asked to research the difference between the words “yes” and “but”, and the use of the phrase “yes, but”. ESL Lesson Plan 3: “Yes, But Conversation” Objective: Student will be able to converse with the instructor using the phrase, “yes, but”, and he will also be able to learn about practice dialogue conversation. Materials: Needed materials include a copy of the possible flow of the conversation, whiteboard, and whiteboard markers for the discussions. Method/Guided Practice: Teaching Strategy: Lecture, conversation, return demonstration 3 Specific Strategies: a) Morning Message, b) Dialogue Journal, c) Read Aloud Introduction and Review of Previous Lesson: A greeting will ensue, and the instructor will provide a brief review of the previous lesson. Again, the student will be asked to read the story aloud, to check for any improvements in pronunciation. Afterwards, the new lesson will be introduced. Warm-up: The instructor will check whether Joshua has done his assignment, wherein he will discuss the uses of yes, but, and “yes, but”. Lesson Proper: Once Joshua has presented his assignment, the teacher will either agree with or correct the student’s concept of the phrase “yes, but”. Then, the dialogue will begin. The teacher will choose a random topic and the student will provide a sentence beginning with “yes, but”, that is related to the random topic. The instructor will provide a total of twenty topics. Assessment/Evaluation: The student will himself provide three topics and then from these provide another three statements using “yes, but”. Independent Practice: The student will be provided a set of twenty pictures, and he will be asked to list the names of the objects in the pictures, both in Arabic and English. ESL Lesson Plan 4: “Sight Words: Vocabulary Enhancement” Objective: Student will learn expand his vocabulary by earning to read and recognize pictures, as well as sight words. Materials: Needed materials include whiteboard, whiteboard markers, and a list of words to be discussed. The instructor must also prepare a set of picture cards containing different objects. Another 20 cards containing sight words will be needed for the lesson. All words must be carefully chosen so that they are related to those in the assignment. Method/Guided Practice: Teaching Strategy: Lecture, return demonstration, picture interpretation 3 Specific Strategies: a) Morning Message, b) Wall Dictionary, c) Temporary Spelling Introduction and Review of Previous Lesson: After the standard greetings between the student and the teacher, a brief review of the previous lesson will occur. Then, the new lesson will be introduced and related to the previous lesson. Warm-up: Joshua will present his answers in his assignment, and the instructor will provide corrections. Lesson Proper: A discussion of the concept of vocabulary will first be provided. Then the first 20 pictures will be presented, followed by the sight words. The first picture will be shown, and Joshua will name the picture and spell the word, both in Arabic and English. This will help him to better remember the object. A short discussion of each of the picture will then proceed. This will be done to all the pictures and sight words. Evaluation/Assessment: The student will again identify ten of the cards used during the lesson. Individual Practice: Joshua will be given the cards to review, and he will have to list down and understand ten new words unfamiliar to him. ESL Lesson Plan 5: “Life in America Essay” Objective: Student will be able to write a four-paragraph essay with minimal grammatical and spelling errors. Materials: Needed materials include whiteboard, and whiteboard markers for the discussion of the instructions. A paper and a pen for writing will also be needed by the student for the writing exercise. Method/Guided Practice: Teaching Strategy: Lecture, return demonstration, composition writing 3 Specific Strategies: a) Morning Message, b) Dialogue Journal, c) Shared Writing Introduction and Review of Previous Lesson: Standard greetings will be given, and afterwards, a review of the previous lesson will be given. The student can also ask questions for clarification and enhancement. Warm-up: The student will present his assignment involving the ten new words that he has researched, as well as the meanings of the said words. Lesson Proper: The concept of writing will be introduced to the student, as well as the basic concepts of making an effective essay. Then, the instructions will be given and the student will begin to write his essay. The student will have to write a four-paragraph essay about his life in America, with each paragraph containing no less than three sentences. For the last minutes of the class, the student will read aloud the essay he wrote. Assessment/Evaluation: The teacher will read and review the student’s work, and provide feedback on the student’s essay on the next session or meeting. Independent Practice: The student will be asked to write another four-paragraph essay regarding his childhood in his mother country. Bibliography Can Teach. (2010). Resources for English Language Arts. Retrieved from Can Teach: http://www.canteach.ca/elementary/englangarts.html James, C. (2011). Free EFL/ESL Lesson Plan: Teach Students to Remember Countries, Languages and Nationalities Vocabulary. Retrieved from Yahoo! Voices: http://voices.yahoo.com/free-eflesl-lesson-plan-teach-students-7489458.html New to America. (2011). Retrieved from Rong-Chang: http://www.rong-chang.com/eslread/eslread/ss/s001.htm Peregoy, S. F., Boyle, O., & Cadiero-Kaplan, K. (2008). Reading, writing and learning in ESL : a resource book for teaching K-12 English learners. Boston: Pearson. URLs Used for Lesson Plans Lesson Plan 1: http://voices.yahoo.com/free-eflesl-lesson-plan-teach-students-7489458.html Lesson Plan 2: http://www.rong-chang.com/eslread/eslread/ss/s001.htm Lesson Plan 3: http://www.canteach.ca/elementary/listspk2.html Lesson Plan 4: http://www.canteach.ca/elementary/beginning.html Lesson Plan 5: http://www.canteach.ca/elementary/createwrite1.html Appendix 1: Short Story “New to America” Nancy was new to America. She came to America speaking only her native language. She brought her 8-year-old son with her. He was all she had in the world. They found an apartment in Arcadia. They were there for only two months when a neighbor’s dog jumped over the fence. The dog ran toward Nancy’s son. Nancy put her body in between the dog and her son. The dog stopped when it saw Nancy screaming at it. She was going to punch it in the nose. The dog turned around. Shaking, Nancy took her son upstairs. They stayed in the apartment all weekend. Then Nancy found another apartment, close to the school that her son was going to attend. She and her son walked everywhere. One day her son started coughing badly. He had an asthma attack. All the walking was making his asthma worse. Nancy knew that she had to buy a car. So she called up the Honda dealer. She talked to a salesman who spoke her language. She told him that she wanted to buy a new car if he could come over to pick her up. The salesman said he would be right over. Source: http://www.rong-chang.com/eslread/eslread/ss/s001.htm Read More