Teaching English
for
Adults.
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This poor man cried out, and the
LORD heard him, and saved him
out of all his troubles
.”Psalm 34
Humor:
Teacher: I wish you’d pay
a little attention, David.
David: I'm paying as little
as I can, teacher.
Dear visitor,
Use
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to go through my whole site using
any
native language you speak,
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channel.
اختاراي لغة من لغات العالم / اللغة التى تريد تصفح
موقعى باستخدامها . استخدم المؤشر
الذى فى الاعلى
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of my site.
Next,use the other world site selector
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site or the social media site you like.
Teaching English for adults:
Click the link below to get a model lesson plan:
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:
Beginner A1, ESOL Entry 1.
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.
Skills to teach
English for Adults
.