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Humor:
Adults come to ESOL
classes with a diversity of native
language skills, formal education, learning
styles, cultural
backgrounds, and life experiences, which impact their
learning. It is important that teachers use their
understanding of these
differences to guide their selection
and assessment of program models, curriculum materials,
and teaching strategies.
It is crucial for teachers to be aware of the
characteristics of their learners and that
they
develop lessons that address both the
strengths and the needs of their
individual
students.
Whereas some learners may have little
formal education but
a great command of
basic spoken English, others may have an
excellent grasp of formal grammar but be
unable to understand native English
speakers in real life situations.
If teachers are aware of the
differences within their classes, they
can
develop lessons that build on individual
strengths and address individual needs.
In order for teachers to
plan classes that best
address the needs of particular learners, careful
assessment needs to be done, both when
students enter the program and a they progress.
In particular, teachers need to obtain
information about students' native
language
literacy skills.
Whether it will be possible to set up native
language
literacy classes or not will be based
on a variety of factors. What is crucial
is that
each program decides how it will address the
particular needs of ESOL
students with little or
no first language education.
Once students are placed
in classes, methods and
materials should be chosen based on the students'
learning styles and needs with attention to differences
in formal education,
age, cultural background, interest,
and life experiences.
Teachers also need to
be aware
of how learning disabilities may impact the progress of
some ESOL learners and seek assistance in assessing
and responding to the particular
needs of learning
disabled (LD) students. It is important for teachers to
use a
wide variety of teaching strategies in order to
help all students progress
Adult ESOL learners need to develop English language
skills that will allow them to understand and
be
understood in both oral and written English. The
emphasis of instruction,
therefore, should be on those
activities that increase students' ability to communicate
their own thoughts and to understand the ideas of
others in a variety of settings.
For the
language classroom this implies that students
will benefit from practice in listening, speaking, reading,
and writing that takes into account the kinds of
communication that happen in different contexts
outside the classroom.
Materials, content, and
methods should help students improve their ability to
communicate and to understand authentic English.
Reading and listening clearly go beyond word-by-
word translation. Classroom activities can equip
learners to better understand written and spoken
English when instruction
includes strategies for
deriving meaning: pre-reading, skimming, asking
clarifying questions, and recognizing the reductions
that are characteristic of
American English, among
others.
Speaking and writing
instruction need to prepare
students to express original thoughts as well as to
engage in formulaic social exchanges. Teachers should
plan classes in a way
that maximizes the amount of
time that all students spend expressing thoughts
and
feelings in English, using plenty of small group and pair
work.
Classroom instruction should include strategies
and practice in finding a variety of ways
to get ideas
across in spite of limited vocabulary. Language learners
also need to learn to adjust their speech, depending on
who they talk with (the boss or
their children), what
they want to accomplish (make a request or give an
order), or what the level of urgency might be (“I need
help NOW!” or “Would you be so kind as to...”
Similarly, writing lessons should give practice with real
writing tasks found outside the
classroom, and help
students express original ideas. Letter writing and
journals are examples of classroom activities in which
the learners practice finding their own voices in written
English. Students need to learn how to
adapt their
writing style based on audience and purpose.
Beginner A1, ESOL Entry 1.
Planning and Training
I am Mr. / Girgis Hanna Haroun Abdoh.
I do the training and planning of:
1-Educayion researches and journal articles
2-Curriculum design.
3-Curriculum analysis.
4-Curriculum Development.
5-Training units,lectures,conferences and workshops
6-A model model lesson plan.
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Here is a model lesson plan example for
teaching English for adults, face to
face, Egypt:
Teaching English for
Adults, face to face,
Egypt.
Cycling / Car Driving
Teacher:
I am Mr. / Girgis Hanna Haroun Abdoh.
Country:
Egypt.
Topic:
Pros and cons of cycling / Reducing carbon emissions
Level:
Low intermediate / B1
The Objectives:
By the end of the lesson , learners become able to listen,
speak, read and write about the pros and cons of
cycling and driving cars through using critical thinking
skills.
Learners :
1-listen, speak and function
the vocabulary through using pair work, realia, photos and real daily life situations.
2- Practice the new structure through pair work and dialoguing in pairs or peers.
3-Analyze, synthesis, do projects and solve problems.
4-Solve 3 problems through using digital technology.
5-Learners act the scenes and play roles.
Introduction
Through this lesson, students think, analyze and evaluate
and discuss the advantages and disadvantages of cycling
and consider what else they could do personally to reduce
their carbon emissions.
Issues: Cycling and pollution.
Values: Co-operation-Collaboration-Loyalty-Belonging-
Materials provided:
1-Lesson plan:
It's a guide for me to do the procedure
2-Photos, worksheets and smart board:
My global site has the 3 worksheets.
Learners download them. It's for use in class.
3-My site, Video Film and Data show screen:
My global site has the video film.
Learners watch the cycling film through at the data show screen in classroom.
Time:
105 minutes
Introduction
In this lesson students think about and discuss the advantages and disadvantages of cycling and consider what else they could do personally to reduce their carbon emissions.
Activity 1: (20 Minutes)
New Vocabulary and structure:
I Give learners worksheet.
I use work sheet photos, smart board, body language, real
situations, lexical approach, pointing, miming, synonyms,
antonyms and acting the scene to present the new
vocabulary so that learners know the vocabulary meaning,
feel it and practice it in pairs communicatively.
(Cycling- driving- advantages- disadvantages- pollution-
reduce-fossil fuels-aggressive speed- -machines
--endangering, the traffic jam, instead of, Take public
transport ,go on holiday, by train, flying reduce, amount of
meat eat, plant a tree, have the air conditioning on,
Communicative Pair work
Learners communicate through asking, answering, thinking,
commenting and suggesting if they cycle to work/school,
why? Why not?
drive to work / school, why?why not?
Learner 1 : What do you do you to reduce pollination?
Learner 2 : I cycle to work instead of driving.
/ Take public transport - driving/
/ Train - flying/
/ Recycle the rubbish -Throwing /
/ Plant a tree -burning tree/
I monitor, guide and check.
Interviewing:
Each work group can interview a group presenter about his
real experiences. This create a real situation communication.
2-Avtibity 2: (20 Minutes)
Collaboration :
Doing projects:
After exchanging roles, I divide the learners into 3 new work
4-Activity 4: (20 Minutes)
Using Digital Technology:
Learners download the work sheet from my
1-global education website:
2-or from my education blog:
https://mrgirgis.blogspot.com/
Learners watch a video Film about Cycling and pollution
practically.
1-What did you watch?
2- What is the problem?
3- What are its reasons?
4-What are the solutions in your view?
5-Activity 5: (20 Minutes)
Analysis, synthesis, evaluation and creation
Playing Roles:
I ask my learners about real life situations:
A case study: (Pollution) and doing tasks:
1-What could you do to reduce your
emissions?
2- Learners answer to do a task.
Elicitation:
Would you be able to ....?
Feedback:
Today, we have learnt about cycling, driving, pollution
problem and finding solutions.
Finish by finding out from whole class:
1- How many Ss would implement these
solutions?
2-Are any of them impossible?
Further practice suggestions
For homework, I have my students create or update their
solutions got the problem in
English. I have them bring these
practical suggestions into class, share some highlights
and
edit them using their peers’ feedback.
Lesson plan for teaching
English, For adults,
older teenage level
Mr. / Girgis
Introduction
This lesson plan for teachers of older teenage and adult
students at
low to mid-intermediate level is about money.
Students will develop
their fluency through a range of
conversational activities.
This is a lesson based on money, though students’ own
attitudes can
be kept private if they so desire. And it can
remain so, but as a
conversation topic, money is a veritable
gold mine!
A good conversation lesson can often begin with the students
not
being sure what the topic of the day is. Not that we want
to keep them
in the dark for long, but it can get their attention
when things aren’t so clear from the outset.
But when I teach this lesson I introduce the
topic directly,
simply to give me a chance to point out that nobody will
be
required to discuss personal matters related to money. We
don’t
need to know how much money you’ve got or earn, I
may tell them. It can
be a relief, on occasions, to those who
do consider this a very private matter.
Topic
Money
Level
Low to mid-intermediate
Time
90 minutes
Materials
Lesson plan:
Guide for teacher on procedure including worksheet tasks
Money conversations
A good conversation lesson can often begin with the
students not being sure what the topic of the day is.
Not that we want to keep them in the dark for long,
but it can get their attention when things aren’t so
clear from the outset.
But when I teach this lesson I introduce the topic directly,
simply to give me chance to point out that nobody will be
required to discuss personal matters related to money.
It’s a lesson based on the general idea of money, even
students’ own attitudes can be kept private if they so desire.
We don’t need to know how much money you’ve got or earn,
I may tell them. It can be a relief, on occasions, to those who
do consider this a very private matter. And it can remain so,
but as a topic, it is a veritable gold mine. This lesson is
aimed at low to mid intermediate students and should take
around 90 minutes.
Procedure
Stage 1 Quiz (See Worksheet 1)
This is a simple stage intended to introduce the lesson
and some relevant lexis.
I divide the class into two teams and ask the questions to
the whole class, then scoring one point for a correct answer.
I also write relevant words on the board, as this will form the
basis of the next activity.
Tip: Often students can shout answers in unison and it
makes the quiz unworkable. If you are concerned about this,
ask each team to nominate a captain and say that you will
only accept answers from them.
When we have finished I quickly erase the points and turn
the focus to the words on the board. I ask a few questions
to clarify a few points, for example, debt –
Is this good or bad?
What happens if you don’t pay?
Then I ask the class to come and add more words to the list
(or they say them and I write them), it could top 40 in the
end, or may not grow too much.
Obviously, I am keen to see students leave class with new
vocabulary, but endless lists at the beginning of a
conversation class can in fact be counterproductive.
Keep it reasonable, my view is that 20 words is enough.
It’s better to learn 20 than forget 40.
Stage 2 Role-play Vocabulary Conversation
This is a simple way to combine explanations of new words
with some useful speaking practice. I put students into pairs
and assign roles to each.
Perhaps one will be a bank manager.
The other may be a father or mother from a poor family.
They must then choose words from the board and describe
them from their own experience.
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Worksheets: five downloadable worksheet exercises
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Worksheet 1 – Money Quiz
Read the questions out to your students and get them
to write or call out the answers.
What is the name of money you borrow from the bank?
Credit / loan
What is the currency of Great Britain?
Sterling / pound / (‘quid’ is also used in the UK colloquially)
What is the currency of Italy? Euro
What are, the DOW Jones, the Borsa, Wall Street
and the FTSE?
Stock Exchange
What is the name of the automatic machine from which you
take cash? ATM / Cash Machine / Cashpoint /
Hole in the wall
What is an adjective for a person with lots of money? Rich /
loaded / wealthy (if your students give the answer ‘teacher’ it
may simply be enough to remind them it is a noun, be sure
to smile ironically 5)
Is counterfeit money legal? No
What is the currency of Japan? Yen
What is the name for the most senior person in a bank
(in England)?
Bank Manager
What is the name of the money you borrow to buy a house?
How many pence are there in the pound? 100
Name three ways of paying for something. Cash / credit card
/ cheque / by installments / part exchange / direct debit /
standing order (other answers can be acceptable)
Name four verbs for things you can do with money. Spend /
lose / waste / save / make / invest / forge / invest / donate /
pay (other answers can be acceptable):
What does the word debt mean?
Money you have borrowed and must pay back
What was the currency of France before the Euro? Franc
What is the word for the money you receive in your job,
usually once a month.
Salary
What do you do if you haggle, or barter?
Try to get the price down
Which department of a government deals with money?
Treasury (may be known differently in different countries)
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Worksheet 2 – Vocabulary Sentences
In pairs or threes:
Discuss what you think is the meaning of
the words in bold:
Many people over the years have tried to buy the Mask of
Tutankhamen from the Egyptian Museum, but unsurprisingly
the authorities here believe it is priceless so they won’t sell it
Ebenezer Scrooge was such a stingy man, so much so that
in English, we sometimes use the word Scrooge to describe
people with this characteristic.
He spent a lot of money on what he thought was a Rolex
watch, but when he had it valued it turned out to be
worthless.
I sometimes disagree with taxi drivers over the fare, so I
haggle, or barter, which sometimes gets the price down
Big companies like Pepsi make a killing. They should put
their prices down I sometimes like to splash out on new
clothes, but not very often When I was a student I didn’t
have enough money to live on so I took out an overdraft at
the bank. I paid it all off in the end
The men were sent to prison for forgery, that is, making
counterfeit money And what do these idioms mean?
I like my job but the salary is low, in fact, it’s chicken feed
I’d buy it but it costs an arm and a leg
Worksheet 3 – Money Role-plays
Darren Cash
You are a computer whiz kid who has made a billion from
the internet. You think that money is the answer to
everything, love, free time, even bereavement. So really,
you don’t understand these people who say that money
can’t buy you happiness. You’re happy, at least you think
so, and you don’t care what anybody else thinks.
Now think of some things you can say to support
your case:
Hilda Kitchen
You are an old woman who lost everything when you won a
million pounds on the National Lottery. Your husband ran
away with a younger woman, and your son was killed when
he lost control of his sports car. You lost most of your friends
because they were jealous of your new lifestyle.
In the end, all you had left was your money, and you hated
every last penny as a result. You gave it all to charity, but it
was too late.
Now think of some things you can say to support your case:
Jane Bingo-on-Saturdays
You live for the dream! The dream of making it big and living
the high life! You don’t care about eating healthy food,
studying, reading or even having a family, you just want a
mansion and a butler.
Sure, you have friends but it’s all so superficial. None of
them are real friends, they must play the lottery like you,
play bingo like you and spend every moment thinking about
when you will be RICH! You see, nothing else matters,
to you!
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Worksheet 4 – Bank Manager Debate
You are an entrepreneur who wants to start a new language
school in the city. You are convinced that this will be a money
making venture, so much so that you have already started
advertising for teachers.
But there is one small problem, money.
You need more capital, and there is only one way to get it.
You need to borrow it from the bank. But will the bank
manager be convinced by your business plan?
Here is your case.
You must present this to the bank, and do your best to
persuade them.
Decide what your business plan is, and what
your business ambitions are:
You think that there are many people who want to study
English. You think that costs can be kept low.
Now prepare your case in a small group.
Remember, you must convince the bank.
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Worksheet 5 – Bank Manager Debate
You are a bank manager and you are responsible for lending
money to new businesses. But you don’t just lend to
anybody.
You expect a good business plan and you are very strict
about who is entitled to a loan.
Today, a customer has come to see you asking for a loan to
start a new language school. Listen to their case, but ask lots
of questions, you are dealing with a lot of money here.
You think that there is too much competition already and it
will be difficult for a new school to survive.
You don’t think many people locally are interested in learning
languages You think that it will be difficult to recruit teachers.
Now prepare your case in a small group. You think that this
business has a chance, but you want to be 100% certain, to
be sure to have some strong questions