Phase 2 Lesson Plan Sample: Teens/Adults

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Based on a lesson from Video Segment #2 from our video:
U. S. Department of State, Office of English Language Programs Bureau of Educational
and Cultural Affairs. (2009, January 15). Shaping the way we teach English: Approaches
to language teaching: Extension: Module 8: Using and adapting authentic
materials[Video file]. Retrieved from http://www.youtube.com/watch?v=8mgwWhWa0Q8
A. Students and Setting
Students
Young adults with high intermediate - low advanced language proficiency. About 20-25 students
in the class.
Setting
Private language school where students are studying English for Specific Purposes, e.g., the
tourism industry. Students have access to a multi-media lab where they can scan images, use
computers for writing, create PowerPoint presentations, access the Internet, etc. There is a
whiteboard, TV, and VCR in their classroom. Classes are 60 minutes long and meet 3 times a
week.
B. Lesson Background
In previous lessons, students have viewed a variety of touristic websites and information videos
about their country, and read advertisements and articles in tourism magazines. They have
worked in teams or pairs to create their own advertisements for their country, demonstrating
what they have learned about the field of tourism. Students have created a media project, using
PowerPoint software and appropriate visual and textual materials, and are now ready to give
their presentation. Their projects will be archived for other students to use as resources for their
own projects. This is the last class in this unit.
C. Learning Objectives/ Expected Results
Students will apply vocabulary and collocations they have learned through their previous
research and English for Tourism class in their project presentation. They have discovered
and evaluated appropriate resources, such as images, texts, and websites, and compiled those
useful to their creative project. The teacher has checked their resources to ensure they are
appropriate. During this lesson, they will present their projects to each other in groups of 3-4,
using the whiteboard and projector. They will defend or justify the use of their materials in their
oral presentation. They will practice advanced oral language skills to deliver their presentations.
The peer audience will evaluate the presentations, asking questions after the oral performance.
The audience will use a rubric they have created with their teachers help to evaluate the
presentations. (A copy of the rubric is included.)

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Teen/Adult Learners
Page 1

D. Materials and Sources

Materials
The teacher encourages each group to create a script or plan so that each member of the group
performs equally. The teacher has helped students create a rubric to assess their peers
performances. The authentic materials and realia used in the project are images from the
Internet and magazines about tourist destinations that are intended for a native-Englishspeaking audience.
New materials for Phase 2:
1. PowerPoint or other presentation software
2. RUBRIC for scoring evaluations:
Your name: _______________
Name of team you are scoring:
__________________________________
Score each presentation from 0 to 4: 0 = the element is
not present; 4 = of highest quality. Make a short
comment to justify your score.
Students shared equally in delivering the presentation
Score:
Comment:
Oral skills: pronunciation is good; speech is
understandable
Score:
Comment:
Materials: well-selected; gave a good picture of the
country
Score:
Comment:
Organization: presentation had a clear design and one
point led reasonably to the next. Not too long or short.
Score:
Comment:
General impression:
Score:
Comment:

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Teen/Adult Learners
Page 2

Sources:
Local newspapers and magazines; Internet articles on tourism.
Alan, B. & Stoller, F.L. (2005). Maximizing the benefits of project work in foreign
language classrooms. English Teaching Forum, 43 (4), 10-21. Retrieved
from http://americanenglish.state.gov/files/ae/resource_files/05-43-4-c.pdf
U. S. Department of State, Office of English Language Programs Bureau of Educational
and Cultural Affairs. (2009, January 15). Shaping the way we teach English: Approaches
to language teaching: Extension: Module 8: Using and adapting authentic materials
[Video file]. Retrieved from http://www.youtube.com/watch?v=8mgwWhWa0Q8
New resources for Phase 2:
Rubric made by students (with some help from teacher)
Software: PowerPoint software available as free download at http://www.microsoft.com
(Also for tablet and mobile phone as OneNote app.)
Johari, S. K. (2008). Building vocabulary and improving writing while developing a tourist
brochure, English Teaching Forum, 46( 2), 38-42. Available
at http://americanenglish.state.gov/files/ae/resource_files/08-46-2-e.pdf

E. Procedures/ Timing:
Use either the table format (Option 1) or the list format (Option 2) to create the
Procedures/Timing portion of your lesson plan.
Option 1: Table format
Teacher says/does . . .

Students say/do . . .

Approximate
Time

Has students sit as a whole class

audience and assigns turns for
group presentations.
Distributes rubric on half-sheets of
paper for students to fill out
individually.

Students take seats.

First group begins at
head of class, using
projector. (Presentations
are pre-loaded to ensure
quick turn-taking.)

5 min.

Keeps time: Makes sure each

group has the same amount of
time for presentation. Cuts off
students who run on too long.
Allows time for students to fill out
rubric after each presentation.

Students watch each

presentation attentively in
order to score it
appropriately.

Each presentation
takes 10-15 min.
5 min. for rubric
scoring.
This activity may
take place over
several class
periods.

Encourages students to ask

questions after each presentation.

Students ask questions,

referring to their rubric
scoring as needed.

5-10 min. for

questions

Keeps track in notebook of

expressions or vocabulary that

(During all
presentations)

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Teen/Adult Learners
Page 3

students need to practice, as they

are presenting. These notes are
formative assessment that will
become the basis of further
lessons.
Collects rubrics and distributes
new ones after each presentation,
while new team is setting up.
Takes any further discussion or
questions as rubrics are collected.
Rubric becomes part of students
grade (both presenters and
audiences).

Next student team takes

over as rubrics are
collected

5 min.

After the presentations, provides a

way or ways to archive projects

Student teams ensure

project is appropriately
archived

2 min. each

Option 2: List Format

Teacher says/does . . .
Students say/do . . .
Approximate Time:
Teacher says/does . . .
Students say/do . . .
Approximate Time:
Teacher says/does . . .
Students say/do . . .
Approximate Time:
Teacher says/does . . .
Students say/do . . .
Approximate Time:
Etc. [Use as many lines as needed]

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Teen/Adult Learners
Page 4

Additional Elements for Phase 2

F. Learner Feedback / Formative Assessment
The students give each other feedback during the question/answer period. (The teacher may
help by encouraging questions.) During the presentations and question period, the teacher
keeps a note of the constructions used, both by the presenters and by the audience, and where
students will need further lessons on vocabulary and collocations used in the field of tourism.
This is formative assessment directly related to the content of the course.
G. EXTENDED REFLECTION - ADDITIONAL ELEMENTS IN PHASE 2
[Sample - your self-evaluation will be different]
(a) This lesson is a further extension of the original plan, where students were beginning to
create teams to construct their presentations. In the beginning of this project, students were
given materials to use; in this lesson they have searched for and selected their own materials
for their presentations. They have to exercise higher cognitive powers in making the selection,
and more creativity in coming up with their presentations.
In the earlier lesson, the teacher was going to create the rubric. In this lesson, the students
devise the rubric (with some help from the teacher). The discussion of what to include in the
rubric will also give them ideas about how to improve their presentations. Making the rubric
gives them more oral practice and more creative and evaluative thinking.
(b) All four topics from the course are included in this lesson: Authentic materials and realia are
found in tourist magazines and websites, which are intended for a native-English-speaking
audience. Teams of 3-4 are used to create the project and present it collaboratively. The teams
are scored as a unit. This helps ensure that they work well together. Creative and critical
thinking are applied in selecting the materials, creating the presentation with the software, and
then, as the audience, evaluating the presentations with a rubric. Finally, students take part in
their own learner feedback, while using the rubric, and the teacher engages in formative
assessment while taking notes on the language used by the presenters and the audience.

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 2 Sample Lesson Plan Teen/Adult Learners
Page 5