Lesson Plan for Adult Intermediate Level Learners of General English - Case Study Example

Order#:364372 Topic: Devise a lesson plan for a group of adult Intermediate level learners of general English. Introduction Characteristics of Adult Intermediate Level Learners For the purposes of this lesson plan, adult Intermediate level learners will refer to individuals aged sixteen years and above. This is the generally accepted age for eligibility for the Adult Intermediate Level course in General English (Snow et al, 2000). However, learners as young as fourteen years have been reported to have obtained formal admission into the course according to study findings by Rixon (2000). For the purposes of my lesson planning, the students must have attained the minimum qualifications of having gone through pre-intermediate level. In the views of Tolbert (2001), the learners at this level should be capable of expressing themselves in English confidently and making minimal mistakes. Additionally, Tolbert argues that the learners must be equipped with a wider range of vocabulary. Adult intermediate level learners of general English do it as a foreign language as well as for improving their confidence and fluency in English as explained by Terrill (2000). My lesson plan is designed to cater for this very same objective. For effective content delivery and transfer of knowledge, my class is small composing of ten students. This class size is in line with other class sizes for adult intermediate level learners found in study (Ross-Feldman and Moss, 2003). Additionally, the lesson plan is devised to last 120 minutes with plenty of time for hands-on activities to hone the learners’ four skills in English. The course description General English course is coined for adult learners in the intermediate level who are above the age of sixteen years with the intention of improving their confidence and fluency in English. From study findings, results indicate that the course is recommended for learners who are native English speakers and those who have English as their second language (Ellis, 1997; Holt, 1995 and Rixon, 2000). These two types of learners must be bent on improving their oral and written skills in English as explained by Tolbert (2001). Tolbert further observes that learners enrolled in the General English course are capable of expanding their writing, reading, listening and speaking skills with a good grasp of grammar. Moreover, the course is based majorly on the hands-on approach which is known to be effective in transferring and internalizing knowledge as cited by Terrill (2000). Studies reviewed have shown that the course is offered at different levels from Elementary to Advanced (Snow et al, 2000), although this lesson plan concerns the Intermediate level only. The lesson fit-table for lesson planning Topic: Lesson plan for Adult Intermediate Level Learners of General English. Year level: Intermediate Level Lesson Title: Lesson plan - Learning basic concepts and vocabulary. Lesson Duration: 120 minutes Number of students: 10 Lesson Purpose Description At the end of this lesson, the learner will be able to identify different concepts used in English and make use of English words correctly. The learner will also be able to express himself or herself confidently in both written and spoken English (Ellis, 1997). To measure the level of competency, the learner will possess a wider range of vocabulary and make fewer mistakes when using English. Objectives The learner will be able to demonstrate a thorough understanding of grammar after having developed all four skills of reading, writing, listening and speaking (Holt, 1995). During the practical session, the learner will be able to ask follow up questions to develop a conversation and understand the main points of a radio talk as explained by Holt (1995). Similarly, the learner will also be able to reply in written form communication. Learning Standards In the arguments forwarded by Terrill (2000), teaching of general English prepares the learner appropriately in the three domains of education. The cognitive domain will be developed by assigning the learner challenging tasks that match their aptitude level. In the views of Grognet et al (1995), learners develop their cognitive domain when they have the opportunity to display their manipulative skills and work autonomy. The same will also be emphasised through reading, listening, speaking and writing (Holt, 1995). For both psychomotor and affective domains, the learner will be allowed a lot of practical sessions to work in teams for both personal growth and enjoyment. A variety of hands-on activities are planned for the learners to gain an opportunity of expanding their manipulative skills during the practical sessions (Holt, 1995). Here, the learners work towards developing their motor and affective skills. Moreover, the learners will be able to develop respect for their peers’ initiatives through teamwork as observed by Grognet et al (1995). After developing the three domains, the learners will now have the confidence to express themselves in English with a wider range of vocabulary marked with fewer mistakes than before (Rixon, 2000). Learners’ Prior Learning Prior to commencement of the class activity, the lesson teacher enquires from the learners about their knowledge of the basic concepts and vocabulary. The learners indicate their interest in working in teams using the computers in researching for information and listening to the radio talk. To increase their affective skills, the lesson teacher introduces the practical, hands-on session for the learners. Teaching Skill Development To develop my teaching skills, the learners will be allowed as much autonomy as possible to interact during the teaching-learning activity. Apart from helping improve their affective skills, I will also pay special attention to each individual learner rather than bundling them up as a group. This will go a long way in developing their manipulative and cognitive skills emphasising each learner’s personal growth and enjoyment. As observed by Tolbert (2001), the class teacher must concentrate on numerous communication practices to enhance the learners’ vocabulary while at the same time assisting them gain fluency and confidence in the language. Published research recommends that the participants be given ample of chances and autonomy to practice speaking the English language during public speaking (Ellis, 1997). Forming and joining debating and discussions groups have been associated with positive results. Teaching and Learning Preparation Teaching/Learning resources: Textbooks, Writing materials, Computers, Radio set, Video and Audio materials. Safety: Make sure that the learners do not ingest anything during the teaching/learning process. Also, learners with special needs should be closely monitored. Session Structure Lesson Phase Classroom Management and Organization Assessment, Reporting & Evaluation Strategies Orientation /Introduction (20 minutes) CLASSROOM PRACTICE The class teacher makes a follow up of the previous lesson to link up with the current one. Then introduces the lesson by letting the learners to provide background information on how to enroll children in day-care centers and public schools or on how to obtain various licenses and permits (Grognet et al, 1995) in their respective municipalities etc, for example, so as to try and build on basic concepts and vocabulary. The learners can give varied background information based on topics of their interest. The emphasis here is to ensure that all the learners have a grasp of the basic concepts and vocabulary in English. A learner is asked to construct a simple sentence then another learner is asked to point out any mistakes in the sentence constructed. The exercise is performed for about ten to fifteen minutes. Learners to maintain their proper sitting arrangement as well as keeping order and silence in class. Listening to and observing learners as they make their presentations in class. Activity (55 minutes) PRACTICAL, HANDS-ON SESSION This activity will require learners working in groups of three or four learners with the teacher walking around helping those in need of assistance. Each learner will need to get fully involved in the practical, hands-on-activity. The session is divided into three activities for each group of learners. The first activity involves information-gap activities (Ross-Feldman and Moss, 2003) where students use concept maps with missing words and phrases. This is followed by listening to a recorded radio talk and then finally searching online information from the internet (Rixon, 2000). In the first activity, the lesson teacher can devise information-gap activities (Ross-Feldman and Moss, 2003) about the voting systems in most governments. Two concept maps with different phrases and words on cards are distributed to the learners in groups by the class teacher. The concept maps are constructed using English level commensurate to that of the students as advised by Ross-Feldman and Moss (2003). Then the learners are given an opportunity to discuss amongst themselves to identify the correct phrases and words on the cards. In the second activity, the learners still in their groups listen to a recorded radio talk writing in their note books what they hear. They are then allowed to compare notes and then harmonise their texts (Ross-Feldman and Moss, 2003). In the third activity, learners use the computer to search for information online by choosing issues that are important to them. Through repetition of tasks, the learners are capable of sharpening their skills in technology and thus become useful members of their community (Holt, 1995). As development in technological knowhow is achieved, the learners additionally improve the four skills in English. Learners work in groups to foster teamwork and collaboration in achieving the task objectives. Class teacher goes round the groups observing their performance in the three domains. Conclusion /Closure (20 minutes) Learners stop group work and take their regular sitting positions and present their findings from their groups. They also attempt to read their deliberations in front of the class loudly. It is expected that the learners will show interest in the presentations of the other learners and give suggestions on how to improve. Plenary session back in the classroom. Learners’ presentations of their group work evaluated by the others. Extension Activities (15 minutes) The learners will be allowed some time to use the sentences produced from the group session and make as many sentences and do as many corrections as possible. They will also compare their sentences and paragraphs with those on the white screen constructed by the teacher. The learners work together forming a semi-circle with the teacher at the front of the semi-circle. N/A. Transition to next Lesson (10 minutes) The teacher recapitalizes on the key learning outcomes by saying the correct sentences and paragraphs and making the correct use of words/vocabulary. Explains the importance of the learned concepts and correct vocabulary in constructing sentences both in spoken and written English. Learners pay great attention to the review of the main points. Saying the sounds of the constructed sentences will make students internalise them better. Self Evaluation Needs Improvement Progressing Achieving Well Teaching / Learning Dimension Rating Comments E.G. Teaching Strategies Collaboration Working in cohorts is the best method of skill development in Adult Intermediate Level Learners Personal enjoyment Hands-on-activities interest Learners more than rote teaching Individual learning Each learner should be considered individually rather than wholesome in a group Communication Repeating sounds of words/sentences can improve communication skills in Adult Intermediate Level Learners Teaching Skill Development (Reflection) It was great observing the Adult Intermediate Level Learners work with unequalled enthusiasm. The practice, hands-on activities were most interesting to the learners bringing out their affective skills to the fullest. On reflection, this showed that autonomy in learners helps to bring out their full potential and discovery skills. It was evident that majority of the learners did not like my infringement on their activities; they preferred working on their own. The learners also appeared more friendly and cohesive in their partnering, underscoring the importance of collaboration. From this lesson, I believe if adult learners are given autonomy and enough interactive time, they can discover a lot on their own. As a teaching skill therefore, the lesson helped me understand skill development through working in cohorts. The rationale Adult Learners have a fundamental right to education enshrined in the ‘education for all’ progrmmes found in almost all development conscious governments. Apart from the provision of basic education to all citizens, it has been found crucial for states the world over to equip their populace with the required skills in English language that has become an international language in recent times. To this effect, it has become imperative for curriculum developers across English speaking countries to come up with programmes that serve both learners who are native English speakers and non speakers (Holt, 1995). Thus, learners from these two categories are capable of attending adult basic education (ABE) classes and English as a second language (ESL) classes respectively for their varied reasons as explained by Ellis (1997). It is therefore with due respect that this lesson plan is devised to improve the adult intermediate level learners’ oral and written skills in English. List of References Ellis, R., 1997. Second Language Acquisition. Oxford: Oxford University Press. Grognet, A. G et al., 1995. U.S. government and citizenship: By the people, for the people. McHenry, IL: Center for Applied Linguistics and Delta Systems. Holt, G. M., 1995. Teaching low-level adult ESL learners. Center for Applied Linguistics. Rixon, S., 2000. Young Learners of English, In Modern English Teacher. Vol. 9 No.4, pp 5-10. Ross-Feldman, L and Moss, D., 2003. Second language acquisition in adults: From research to practice. Center for Applied Linguistics. Snow, C et al., 2000. Three Misconceptions about Age and L2 Learning TESOL Quarterly, Vol. 34, No 1, pp 9-34. Terrill, L., 2000. Civics education for adult English language learners. Center for Applied Linguistics. Tolbert, M., 2001. English literacy and civics education for adult learners. National Institute for Literacy. Appendix: Teaching resources Activity 1: Communication gaps On the organization charts provided, read what is written on yours to your group mates. Together, attempt to figure out the right word, phrase or title and place it in its appropriate position. Discuss the chart and harmonise your answers before presenting to the rest of the class. Concept map 1 Concept map 2 Activity 2: Listening and writing skills Instructions Listen to the following recorded radio talk as attentively as is possible, maintaining silence all through. You can increase or reduce the volume and/or the talk phase, pause or stop the talk as long as is convenient to you and not a distraction to members of the other groups. As the talk progresses, write what you hear in your notebooks separately and later discuss with your group members to harmonise your texts. Activity 3: Manipulative skills Still in your work groups, use the desktop computers provided. Open the ‘Google search engine’ to research on an issue of your interest. Procedure i. Using the Internet Explorer or the Mozilla Firefox browsers, type your search word on the address bar and click ‘search’. ii. Retrieve the relevant data from the information researched and make short notes. iii. Discuss your data from the internet with your group members. iv. Repeat this procedure as many times as possible, giving every member of the group an opportunity to participate. Read More