Teaching Adult Learners

TESOL Core Certificate Program, Part 2 Teaching Adult Learners

Module 3 Task 8:
Reading Lesson Planning Template

Type of class: 6-7	Level: A1+	Time period (minutes): 45
Context (topic/situation): Animals
Communication task (real-world task or function): Students will be able to describe animals
Skill area focus: Listening ✓ Reading
Lesson objective: Learners will be able to use adjectives properly
Target vocabulary:	Vegetarian, vegan , insectivore, herbivore, omnivore etc..
Text or listening passage:	Online story relating to the wild
Technology resources:	Laptop, monitor, speakers
Visuals:	Monitor worksheet
Other materials:	Flip charts

Stage and Guiding Questions	Activity
INTO (pre-listening, pre-reading) How will you connect the topic and the lesson objective to learners’ lives? How will you present the listening/reading content? How will you explain the listening/reading task? Will you pre-teach the vocabulary? How?	As a lead-in to the topic, you could show students the Elicit from students what the various symbols and words mean. Alternatively use a weather map from a magazine or newspaper. Students should discuss in pairs or groups the difference between the different weather phenomena. TIP: Photos or drawings of the various weather phenomena will make comprehension checking much easier as well as making the vocabulary more memorable for your students
THROUGH (while listening, while reading) What activities will learners do while they listen/read? How many times will they listen/read? How will you check learners’ comprehension?	Ask students what adjectives we often use with 'rain' and why while reading, for example, we say 'heavy rain' and not 'strong rain'. (Answer: because the words form common collocations or word partnerships). . Ask students in pairs or groups to match the adjectives in column A to the nouns in column B to form strong collocations. (Note: in some cases there is more than one possibility). Students scan only article TIP: if available, provide students with good monolingual dictionaries as these will often give common collocations, sometimes with example sentences so that your students can see how the words are u sed in context. Using a dictionary.
BEYOND (post-listening, post-reading) How will you use the passage/text to develop listening/ reading skills? How might learners expand on the listening/reading topic in a way that integrates other proficiency areas? (For example, a speaking activity, a writing activity)	Ask students to discuss the questions in pairs or groups. Monitor the discussions closely so that you can ask students to bring up any interesting points they raised in an open-class discussion afterwards. If your students have internet access, ask them to search for any stories about extreme weather conditions and report back to the class.
EVALUATION • How will you know that learners have achieved the lesson objective? How will learners know that they have achieved the lesson objective?	Finally, lesson is concluded with questionnarie in order to know how learners have achieved the lesson objective. They work in pairs by asking questions to each other. After that students will be marked according to their attendance.