Teaching English for adults

Teaching English

for

Adults.

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LORD heard him, and saved him

out of all his troubles

.”Psalm 34

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Teacher: I wish you’d pay

a little attention, David.

David: I'm paying as little

as I can, teacher.

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any native language you speak,

then you can enjoy my YouTube

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of my site.

Next,use the other world site selector

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التعليم الجديد والتصحيح الكترونيا

A Lesson Plan to Practice Speaking With ESL Adults | ITTT | TEFL Blog - YouTube

Teaching English for adults:

Click the link below to get a model lesson plan:

Teaching English for adults

Lesson plan

Shopping

Topic:

Different shops

Aims:

• To understand words for different shops

• To ask for items sold in different shops

• To make sentences about different shops

Age group

Adults.

Level:

Time:

60 + minutes

Materials:

• Shopping Student worksheet 1 – Different shops

• Shopping Student worksheet 2 – Shopping lists

• Shopping Student worksheet 3

Introduction:

This lesson reviews vocabulary relating to everyday

shopping and introduces different shop names. Students

practice speaking and listening using these items in a

meaningful context. They then write short sentences

about different shops.

Procedure:

1. Lead- in:

Different shops:

• I elicit names of shops and buildings that students already

know and make a list on the board.

• I give clues until students have suggested shops to be

focused on in this lesson (Explain that chemist and

pharmacy are both acceptable).

• I give out Shopping – Different shops vocabulary sheet

and ask students to label the pictures.

For stronger students, I can give them the pictures

without the words.

Task 1:

Speaking practice:

• I review how to ask for things in shops.

I ask for suggestions but focus on:

'Can I have ...... please?

Excuse me, have you got any .........?'

I drill the questions if necessary.

• I nominate one student to run the bakery, one to run the

café, one to run the newsagent and one to run the chemist.

• I seat each one at a separate table, with the café at the

biggest table, and ask them to make a sign for their shop.

• I give them the pictures of items for their shop (from

student worksheet 2 –shopping lists), cut into individual

cards.

• I give all other students one of the 6 shopping lists on

(also from student worksheet 2).

• I demonstrate that each student should visit the different

shops and ask for the items on their list. The shopkeeper

should give them a picture of the item they ask for.

• All students should finish at the café and can check each

others’ lists and items.

• It may take more than one attempt to get this activity

running smoothly, and repeating the activity with a

changeover of roles and shopping lists would be beneficial.

Rationale:

This activity practices the spoken forms of the target

language, providing lots of opportunity for repetition and is

good for kin-aesthetic learners.

Task 2:

Spelling focus:

• I choose one of today’s vocabulary items.

• I take the first turn myself. I put dashes for the letters, elicit

suggestions for letters, write the unwanted letters at the

bottom of the board and the correct letters over the dashes

until the word is complete.

• I make sure each student sitting down has an opportunity

to suggest letters; go round the room or name students,

otherwise one or two students tend to dominate.

• I allow students to have a turn at the board.

At this level most students need a lot of support at the board.

For example:

I write the word clearly for them on a Lesson plan piece of

paper for them to refer to, check they are filling in the guessed

letters correctly etc.

Rationale:

Although it is important to recognize letter ‘sounds’ when

learning to read, this is an excellent way to practice letter

‘names’ as well as focusing on spelling.

Task 3:

Reading:

• I give out student worksheet 3, and ask students to sort

shopping into the right columns.

• I check using a giant version on a Smart board if possible,

otherwise check orally

Task 4:

Writing:

• I put a giant version of Task 4 on the Smart-board if

possible, or I write up the first sentence.

• I ask one student to read the sentence and ask for

suggestions to complete it.

• I repeat with sentence 2, to ensure students understand

what is required.

• I ask students to look at Task 4 ( worksheet 3) and

I ask students to complete the sentences.

• Students can write original sentences when they have filled

the gaps in 1 and 2.

Task 5:

Crossword Homework:

• Students can complete the crossword for homework to

reinforce what they have learnt in the class.

Five Assumptions About Adult Learners

1-Self-Concept:

Adults thrive in independent learning and training

scenarios.

2-Experience:

Adults learn experientially, meaning they learn from first-

hand observations and interactions.

3-Readiness to learn:

Adults are attracted to learning most when they know

clear objectives.

4-Orientation to Learning:

Adults learn best when the topic is of immediate value.

5-Motivation to learn:

Adults are motivated by internal factors rather than

external pressures.

The desired outcomes for adult learning:

Self-knowledge.

Knowing their “needs, motivations, interests, capacities,

and goals” allows adults to better understand themselves,

which leads to personal growth and self-knowledge.

Global citizenship.

Ideally, adults should learn to differentiate between

people and ideas and learn to respect others while

allowing for mutual disagreement. Ultimately, the goal is

to promote acceptance, show empathy and help others in need.

Positive attitude.

Being open and accepting changes develops resilience

in adults, which allows them to see each moment as

a learning opportunity.

Seeking truth.

Often people react to the outcome, or symptom, of a situation.

Mature adults seek to understand the root of the [situation] and,

therefore, find a solution that addresses the cause of the

[situation].

Personality.

Everyone has strengths and weaknesses, and adults

should capitalize on their strengths by learning skills that

support their [goals]. Education can offer many avenues

that support each individual to their fullest potential.

Essential values.

Adults should not only respect the common values of

the society in which they live but understand that they

are binding. Shared ideas and traditions are a key

component of “the heritage of knowledge” and are

collectively valued by each community.

Social order.

Not only is it important to understand the rules and

values of the society in which we live, but adults must

also contribute as productive citizens. Demonstrating

intelligence and being able to mobilize social change

show that you are an effective contributor to society.

Teaching English for adults

Beginner A1, ESOL Entry 1.