Lesson Plans

Analyze a Communicative Language Task - Unit 3 

Describe symptoms to a pharmacist in order to get an appropriate medication
Grammatical knowledge	Textual knowledge	Functional knowledge	Sociolinguistic knowledge	Strategic competence
What learners need to know: vocabulary to identify symptoms (sore, prescription, vaccine, side effects, allergies, etc.), sentence structure with present simple and present perfect progressive to express their feelings (e.g. ‘I feel…, ‘I have been feeling…’), forming interrogatives to get help (e.g. “Does this medication have any side effects?”)	What learners need to know: Learners should be able to write down their symptoms and organize them into sentences in order to logically communicate their issue to the pharmacist.	What learners need to know: Learners will need to use basic speaking conventions to describe their feelings and ask questions related to medication. (e.g. state what the symptom is and ask for explanation of the appropriate medication.)	What learners need to know: Learners will need to know how to use polite and formal language in this context. Learners will need to know about the rising intonation of asking questions.	What learners need to know: Learners should be able to approach a pharmacists and utilize their grammatical, textual, functional and sociolinguistic knowledge to avoid communication breakdown.

Center for Canadian Language Benchmarks. (2012). Canadian language benchmarks: ESL for adults. Ottawa, ON: Citizenship and Immigration Canada.

Min, Y. (n.d.). ESL: Coherence and Cohesion. Retrieved from https://www.uwb.edu/wacc/what-we-do/eslhandbook/coherence

Teske, M. (2009). ESL –EL CIVICS Sample Lessons for Medicines and Pharmacy. Retrieved from https://www.mtsac.edu/continuinged/accreditation/evidence/esl_el_civics_lesson_sample_2.pdf

Lesson Plan - First Draft - Unit 4

Class levels: CLB 5
Class Time: 3 Hours

Communicative Language Task Goal
Answer the phone professionally; ask for information and respond to questions

By the end of the lesson today, learners will know how to:

Answer the phone professionally, mentioning name and, if applicable, organization 
Greet callers with an appropriate salutation
Clarify and confirm information using question structure and paraphrasing 

            Close conversations with appropriate salutation

Lesson activities and procedure	Language focus	Language Skills	Purpose of the activity	Interaction	Time
Learners will be introduced to the subject by watching a video of phone conversation, both formal and casual           Students will take notes and identify vocabulary and compare the differences and similarities in words used.            Half of students will role-play a casual phone conversation using the identified vocabulary, the other half of students will role-play a formal phone conversation. Then, students will switch groups.              Students will begin a phone conversation with a partner, the partner will identify whether the conversation is formal or casual and continue the conversation appropriately           Students will be presented with sentence structure to introduce paraphrasing. The teacher will model this by having the students give a fact/statement and rephrasing the statement as a question.             Students will listen to the same video from the beginning of class. The teacher will pause the video after a statement/fact. The students will paraphrase and rephrase the statement as a question.	Apply vocabulary of salutations (Good Morning/Afternoon, Thanks for your help, Goodbye etc.)              Identify appropriate vocabulary and tone according to               cultural expectations regarding formality               Respond to daily questions          Obtain specific information by forming questions with appropriate    structure (Do you- W Questions)              Paraphrase information by rephrasing a statement as a question (So what you’re saying is… etc.)	Listening: Understanding questions             Identifying formality based on salutation     Speaking:         Obtaining specific information            Paraphrasing and rephrasing               Responding to questions	To be able to make and answer phone calls in a professional manner.	The learners will work as a class and in small groups	This activity should take half a day, about 3 hours.

             

Exit Assessment

Students, in groups of 2, will develop a phone call presentation for the class including answering the phone appropriately, formal salutations, rephrasing a statement as a question and responding to questions.

References

Brown, D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed. revised). Upper Saddle River, NJ: Pearson Education.

Capune, A. (2008). Alberta LINC 5 Curriculum: Linking Canadian Language Benchmarks to Essential Skills. [PDF] Edmonton, AB: Norquest College. Retrieved from https://www.norquest.ca/NorquestCollege/media/pdf/educationalresources/linc5_aug08.pdf

Toronto Catholic District School Board. (2010). LINC 5-7: Classroom Activities. (Vol. 2, pp. 69 – 93) Retrieved from http://www.moresettlement.org/LINC5-7Activities/LINC_5-7_Classroom_Activities_Volume2.pdf

Lesson Plan 2 - Unit 6

Lesson Plan Template (2)

TESL 0100 – E01

By Clarke Wainikka

Date: June 2019

Class Levels: CLB 3, Adult learners, Class size: 8

Class Time: 3 hours

Communicative Language Task Goal

Complete short, simple forms that require basic personal or familiar information

By the end of the lesson today, learners will know how to:

− Fill in a form that Includes the required basic information with no major omissions.

− Follow appropriate conventions for addresses, telephone numbers, etc.

− Fill in the form with mostly proper spelling.

− Writing is easy to read (legible)

Lesson Procedure

Lesson activities and procedure	Language Skills	Language focus	Anticipated problems & solutions	Purpose of the activity	Interaction	Time
Learners will be introduced to the conventions of addresses and phone numbers. The teacher will open a map (preferably electronic). The teacher will show an example of a local business and point out the address and telephone number of that business. As a group, the learners will write out the addresses and phone numbers of local businesses by using the map with the teacher.	Writing: Getting Things Done Listening: Comprehending Information Speaking: Sharing Information	Format conventions of phone numbers and addresses Write letters/words in a clean and easy to understand manner.	Due to sociolinguistic elements, students may struggle with the conventions of addresses and phone numbers as they may be different than their home country.	To be able to follow and write the conventions of phone numbers and addresses	Learners will work as a class	30 mins
The teacher will discuss the concept of ‘emergency information’ and will assess the students prior knowledge of the topic. For example, open-ended questions in small groups (or led by the teacher depending on the learner needs) such as “have you ever had to fill out an emergency information form?”, “Who are some people you could use as an emergency contact?” The students in their small groups will write a list of people they could use as an emergency contact (mother, brother, neighbour etc). They will share them with the class and the teacher will create an anchor chart using the students' responses.	Writing: Getting Things Done Listening: Comprehending Information Speaking: Sharing Information	Format conventions of phone numbers and addresses Apply vocabulary for emergency contact information (In case of, procedure, etc.) Write letters/words in a clean and easy to understand manner.	Depending on the students literacy level, they may struggle writing neatly and legibly.	To be able to understand vocabulary for emergency contact information. To be able to write clearly and legibly Determine who their emergency contact could be.	Learners will work in small groups	60 mins
Students will be put into pairs and given example emergency forms that have been partially filled out in advance. They will also be given a ‘profile’ of a person and their emergency information. The students will fill in the form appropriately with their partner. The students will switch partners and try the above activity again but with a blank emergency form. Students will attempt the above activity again individually. They will be given a profile and they will fill in an emergency form of about 12 - 15 items including, their information and emergency contact information. (Below you can find an example) The teacher will provide feedback.	Writing: Getting Things Done Reading: Comprehending Information	Write and fill in forms appropriately Spell target contact information correctly Format conventions of phone numbers and addresses Write letters/words in a clean and easy to understand manner. Apply vocabulary for emergency contact information (In case of, procedure, etc.)	Students may not feel comfortable sharing their personal information with a partner, therefore the use of profiles may or may not be necessary depending on the classroom context.	To be able to fill out an emergency information form for an employer, school or summer camp.	Learners will work in pairs and as individuals.	60 - 90 mins

Exit Assessment

The teacher will advise their students that they have just gotten a new job and the employer needs their emergency contact information for their records. (The teacher can either advise the student to use their own information or provide profiles depending on the confidentiality policy.) The teacher will hand out forms to the students, the students will fill in the form (up to 15 items - there is an example below) appropriately and be graded on their ability to write legibly, format conventions of phone numbers and addresses and spell and write the target contact information appropriately.

Transfer Activities

Encourage learners to pick up brochures and application forms for summer camps in their area. Advise them to bring the examples to class to show the emergency contact information section.

EMERGENCY CONTACT INFORMATION

Employee Information

Employee # (if issued)____________________________________________

First Name  ____________________   Last Name____________________________

Phone Number__________________________

Home Address ___________________________________________________________________

___________________________________________________________________

Emergency Contact Name

Primary Contact Name   _______________________________________________________

Relationship to Employee ______________________________________________________

Emergency Home Address

Country ____________________________________________________________________

Home Address ___________________________________________________________________

___________________________________________________________________

City________________________ Province __________ Postal code____________________

Phone Number  __________________________

______________________________   _________________________ ___________________

                      Print Name                                       Signature                                Date

Note. Adapted from Emergency Contact Information (2008) by Harvard Law School. Retrieved from https://hls.harvard.edu/content/uploads/2008/08/emergency-contact-form.doc

References

Brown, D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed. revised). Upper Saddle River, NJ: Pearson Education.

Center for Canadian Language Benchmarks. (2012). Canadian language benchmarks: CLS Support Kit.Ottawa, ON: Citizenship and Immigration Canada.

Harvard Law School. (2008). Emergency Contact Information. Retrieved from https://hls.harvard.edu/content/uploads/2008/08/emergency-contact-form.doc

McMurray, K. (2018) CLB 3 WIII Getting Things Done Emergency Contact Form.  Retrieved from https://tutela.ca/Resource_29152