ESL EFL lesson pLna

1. High Intermediate+Advanced
Lesson Plan (1)
Business/Materials Lesson Objectives
Laptop, Projector
Learners are able to talk about the environment
pollution in English.
Instruct and Model  R  W  L  S
The class will be divided into three groups where they will make an oral PowerPoint
presentation about the environment pollution after referring to a video about environmental
pollution.The students will use the classroom projector where they place the slides, so all the
students see the illustrations related to the target topic. The students may use their laptops to
refer to the knowledge of the topic or USBs to transfer some knowledge to the classroom
computer.
Here is the link to the video about environmental pollution:
http://languageslavie.blogspot.com/2017/08/micro-lesson-2.html

2. Guided Practice  R  W  L  S
The groups will be asking me questions or contact me for inquiries two weeks before the week
of their presentations about their presentations via email, or social media like Facebook,
Twitter or WeChat. They are not to ask questions in the classes, so that they do not consume
some minutes of my lesson plans .
Independent Practice  R  W  L  S
When the groups will have finished their presentations in the classroom, they will be asked to
do a writing assignments about the weak points and the strong points of their presentation after
giving them my feedback.
Assessment  R  W  L  S
The best presentation will yield to the following requirements:
1-Genuiness of the idea of the topic.
2-Heightened level of English language
3-Flexibility of using technology to serve presenting the topic and illustrating the linguistic
skills

3. High Intermediate +
Advanced
Lesson Plan (2)
Business/Materials Lesson Objectives
Laptop, Projector, Photos, Mobile
Phones
Learners are able to talk Santa Claus in a conversation
class or as a speaking activity in general English class.
Instruct and Model  R  W  L  S
The teacher shows the students photos that refer to Santa Claus and ask them to talk in pairs
and discuss whether there are any connections between those pictures. Once the students talk
about the pictures explain who Santa Claus is and why Christmas on December 25.
1- The teacher distributes a worksheet and ask the students to complete an exercise on the
brief history of Santa Claus.
2- Once the students finish the first task, the teacher play the video twice if this is
necessary.The students concentrate on the information from the video. Then the teacher asks
the students to work in pairs and answer questions that he/she poses, later the teacher plays the
clip and check the answers with the students.
Here is the link to the video about Santa Claus:

4. http://languageslavie.blogspot.com/2017/08/sanat-claus-video.html
Guided Practice  R  W  L  S
The teacher might need to pre-teach some words such as: Christmas.
Independent Practice  R  W  L  S
The students work in GROUPS and research, using their mobile phones, other legends and
myths surrounding Santa Claus.
Assessment  R  W  L  S
The teacher will discuss the independent practice with the students.The best group is the group
that presents
1-Genuiness of information.
2-Distinguished level of English language.
3-Flexibility of using technology to serve presenting the topic and illustrating the linguistic
skills.

5. Intermediate
Lesson Plan (3)
Business/Materials Lesson Objectives
Laptop, Projector, Photos
Learners are able to talk Halloween in a conversation
class or as a speaking activity in general English class.
The students will learn how to differentiate between the
Present Simple and Present Continuous.
Instruct and Model  R  W  L  S
The teacher shows the students some pictures about Halloween. The teacher asks them to
identify the things in the pictures
Possible answers: pumpkin lantern, spider, zombie, wizard, witch, spider-web, blood,
wizard’s hat, spooky, creepy
Then the teacher asks the students if they know when Halloween is celebrated. Answer 31st
October
Explain that people celebrate Halloween to remember the dead. It’s not a sad day, but a happy
one during which a lot of people wear fancy dress costumes and play games.

6. The teacher tells the students that they are going to watch a video about preparation for the
Halloween party.
During the video, the teacher explains different customs and traditions performed during
Halloween, but also they refer to the things the students are planning this year. At the same
time, the students are going to watch the video again and find the difference between present
simple and present continuous.
Here is the link to the video about the preparation for Halloween:
http://languageslavie.blogspot.com/2017/08/preparation-for-halloween.html
Guided Practice  R  W  L  S
The teacher asks the students to work in groups. The teacher distributes worksheets and asks
them to imagine 6 different Halloween games the video presenters in the video can play.
Independent Practice  R  W  L  S
The students asks the students to talk about events like Halloween in their countries
The teacher may also play the games that the video presenters played in the video.
Assessment  R  W  L  S

7. The teacher will discuss the independent practice with the students.The best group is the group
that
1-Genuiness of information about the events in their countries.
2- can successfully play the roles of the video presenters.
Advanced
Lesson Plan (4)
Business/Materials Lesson Objectives
For this business lesson, you will
need to craft a well-organized
worksheet to help guide your
students in the right direction.
The worksheet will contain two
parts. Part one will have useful
words, phrases and lead-in
sentences commonly found in
business meetings, while part two
of the worksheet will have two
different role playing scenarios
your students will use in their mock
meetings
The students will learn information about business
meetings they have been involved in or their concepts
of a normal business meeting in English.

8. Instruct and Model  R  W  L  S
Many of the business students will have had some type of meeting experience, but maybe not
in English. So the teacher should draw from their previous experiences and allow them to
describe it and discuss it in English.Then the teacher will show a video about business meeting
in English and discuss several business English phrases used in meetings.
Here is the link to the video about the preparation for business meeting:
http://languageslavie.blogspot.com/2017/08/business-english-1.html
Guided Practice  R  W  L  S
In this step of your business English lesson plan, the teacher will organize the class into small
groups. The size of each group depends on your class size, of course.
Then the teacher will hand out the worksheet and allow the students to practice using the new
business meeting phrases with one another.The teacher gives them time to discuss the phrases
amongst themselves and ask the teacher any questions they may have.
Independent Practice  R  W  L  S

9. Once all practice has been enthusiastically carried out, it is time to let the role playing
commence!
Part two of the worksheet will be the guide to a specific business meeting scenario. For
example, if the teacher wants the students to brainstorm a few marketing strategies for a
certain product, the teacher will give them a product to discuss in a meeting scenario.
“The meeting will be centered around new marketing strategies for Starbucks coffee.
What can you and your team come up with during this meeting?
Take notes, deliver concise ideas and support each idea with why you think this idea is
effective.”
The teacher will let the students collaborate and participate in a mock meeting using the new
business English phrases discussed in the presentation and practice stages of your lesson plan.
This activity will give the students key business meeting phrases, collaboration, English
expression of ideas and also allow them to gain more confidence for practical use.
Assessment  R  W  L  S
The teacher will discuss the independent practice with the students.The teacher will assess the
negotiations that are another key aspect of business English, and the successful students are
those who are able ti stick to using English without resorting to their mother tongues
Many business English students shy away from their native language style of negotiating
when it comes down to trying to negotiate in English. Developing confidence is essential in

10. negotiations and, if your students possess this key element, they will have more success at the
negotiating table.
Advanced Beginning and Intermediate
Lesson Plan (5)
Business/Materials Lesson Objectives
Laptop, Projector, Geography
Resource Books,Poster
The students will demonstrate the ability to define key
words and verbally recall conditions that must be
present for a hurricane to form.
Instruct and Model  R  W  L  S
The teacher introduces theme of lesson by activating students’ background knowledge about
hurricanes. First show a video clip of a hurricane. Then the teacher assigns student partners to
draw or write what they know about hurricanes on a single piece of paper or sentence strips.
One partner will be the recorder who will draw or write for the partnership, and the other
partner will present the pair’s ideas by speaking.

11. The teacher reads aloud a short booklet about hurricanes. Then the teacher asks them to
highlight key ideas and vocabulary. Prior to reading , tell the students to look and listen for
three things that must be present for hurricanes to form. Then the teacher uses stress,
intonation, and brief pausing to alert students to key facts and key words for the lesson. The
teacher may stop during reading to elicit definitions to key words, write the key words on 4 x
6 index cards, and post them on the word wall (to the right of the chalkboard).
Here is the link to the video about hurricane:
http://languageslavie.blogspot.com/2017/08/hurricane-video.html
Guided Practice  R  W  L  S
The teacher asks the students what important facts about hurricanes were learned in the lesson.
The students should orally respond to the questions and state at least two things learned about
hurricanes from their reading selection.
The teacher asks the students what else they might want to know about hurricanes based on
the lesson and get responses. After learning that hurricanes form over warm oceans, for
example, students might ask, “How warm must the water be for a hurricane to form? The
teacher may record the student responses from geography resource books.
Independent Practice  R  W  L  S
The teacher can ask the students research the different names of hurricanes in other countries
(hurricanes vs. typhoons vs. cyclones) and/or languages (any language – French, Spanish,
Chinese, Hindi). The students will write their discoveries on a “Hurricanes Around the World”
poster. Examples are: The term hurricane is used to refer to tropical cyclones in the Atlantic

12. Ocean;the English word typhoon is used to refer to tropical cyclones in the western Pacific
Ocean.
Modifications and accommodations are built into the lesson through use of visuals aids (video)
and leveling of text. Other accommodations include repeating directions/content instruction
and preferential seating. Another modification is to simplify the level of language used by the
teacher and expected from the student.
Assessment  R  W  L  S
The teacher will assess the students’ information of the Guided Practice.
The teacher will assess the quality of the Poster.

13. Intermediate
Lesson Plan (6)
Business/Materials Lesson Objectives
Computers, Mobile
Phones,Internet, Social Media like
Facebook
The students will talk about social networking websites
in English.
Instruct and Model  R  W  L  S
The teacher writes ‘Facebook, Twitter, Snapchat, Instagram’ on the board or shows the
students pictures of their logos, and asks the students:
‘1- What do you know about these social networking sites?
2- Do your use them? How often? What for? Which are their favorites and why? Do you know
any people who are famous for social networking?’
The teacher can show the students a video about social media sites
Here is the link to this video :
http://languageslavie.blogspot.com/2017/08/social-media-video.html

14. Guided Practice  R  W  L  S
The teacher gives the students worksheets and direct them to task 1. The teacher gives them a
time limit of two minutes to scan the text in task 1 and answer questions about social
networking.
In task 2, the students read the text again in more details. They could work in groups to
underline the number of the social media subscribers and compare different social media
websites.
The teacher tells the students to imagine that they want to join and imaginary social
networking website called PalPage. Then the teacher displays in Task 3 to make an example
profile about social networking . The teacher elicits or feeds in useful language e.g.
Interested in: sports, languages, travel, music, films
Personality: sporty, artistic, unconventional, chatty, studious, musical
Right now I feel: Relaxed, stressed, bored, energetic, tired
The teacher hands out the task 3 profiles and ask students to use their imagination to complete
the profile. Then the teacher sets a time limit to keep things snappy
Afterwards, the teacher collects in the completed profiles and then redistribute them so that
each student now has a different profile.
Independent Practice  R  W  L  S

15. The teacher tells the students that they are going to use their profile information in a
moment, but first they need to look at the PalPage rules in task 4. Then the teacher asks the
students to complete the rules in groups.
Assessment  R  W  L  S
The teacher will assess the students’ information about PalPage.

16. High Beginner -Low Intermediate
Lesson Plan (7)
Business/Materials Lesson Objectives
Images from antismoking
campaigns - Student worksheet-
Poster paper, crayons, pens to make
a poster
The students will enrich their vocabulary to talk about
health risks and other issues connected with smoking.
The students will develop their writing skills through
writing a paragraph (using vocabulary) about negative
aspects of smoking.
Instruct and Model  R  W  L  S

17. 1-The teacher writes the title of the lesson ‘Dangers of Smoking’ on the board. The teacher
explains these dangers in simple English.
Then the teacher see if all the students agree (they may not!) ,and elicits some ways to reveal
the significance of these dangers. The teacher may explain that May 31st is the World Health
Organization(WHO) No Tobacco Day. Each year the WHO encourages people to give up for
at least that day, and tries to raise awareness of the negative effects of smoking.Then show the
students the WHO video.
2- The teacher shows the students the antismoking images and asks them to discuss the
message and which they find most/least effective and why. Then the teacher briefly gives
feedback.
Here is the link to this video :
http://languageslavie.blogspot.com/2017/08/who-anti-smoking-campaign.html
Guided Practice  R  W  L  S
The teacher gives out another worksheet and asks students to work together to categorize
the words and phrases under given headings.The students might need to use dictionaries for
some of the words (wrinkles, asthma, lungs, stains).
As the teacher carries out the feedback, he/she encourages the students to explain why they
choose to put the words and phrases under each heading. This should push them to use all the
language they have at their disposal.
The teacher makes notes of good points and any other useful topic-related language.
Independent Practice  R  W  L  S

18. In pairs, the teacher asks the students to choose one of the headings and writes a paragraph
about it, using the vocabulary from the previous stage.
The teacher could give the students a completely free choice, or allocate different areas to
different pairs. The teacher monitors and helps the students with the language they need.
The teacher puts pairs into groups of four, and ask them to read each other’s paragraphs and
comment on both the content and the language.Then the teacher gives the students a little
longer to re-draft and make any changes.
At this stage, the teacher could put the paragraphs up on the wall for students to go
Around, and read (this will work better if they have written about different aspects)
Assessment  R  W  L  S
The teacher will assess the students’ originality of ideas.

19. Low Intermediate
Lesson Plan (8)
Business/Materials Lesson Objectives
Student worksheets-
Video-Internet
The students will learn how to talk about World book
Day.
The students will practice vocabulary related to books

20. Instruct and Model  R  W  L  S
1- The teacher uses the board to present the topic. The teacher draws (or find a picture of) the
world, a book and a page showing a ‘day’ from a calendar. The teacher asks the students to
look at the picture and guess what today’s topic is about(World Book day).
2-The teacher shows the students a video about the World Book Day.
Here is the link to this video :
http://languageslavie.blogspot.com/2017/08/world-book-day.html
Guided Practice
 R  W  L  S
The teacher asks the students to read a favorite book at home before coming to the class. The
teacher gives them a few minutes to have discussions in groups and ask them if there are any
words or phrases they don’t understand. Then the teacher goes into discussions with the group.
Independent Practice  R  W  L  S

21. The students in groups will write about their own favorite book at home.
*The students may read about the author of the book on the internet.
The students either read out their texts in class, one by one or they can record themselves
reading their texts for homework, using mobile phones or free online software such as:
http://vocaroo.com/ that is simple to use and allows the user to send the recording by email.
*The advantage of recording at home is that students often practice several times
before making the recording because they are keen to do a good job.
Assessment  R  W  L  S
The teacher will assess the preciousness of the books chosen by the class groups.
High Beginner

22. Lesson Plan (9)
Business/Materials Lesson Objectives
Video-Internet-Mobile Phones The students get engaged in a classroom discussion.
The students are encouraged to think about the cultural
significance of names.
Instruct and Model  R  W  L  S
1- The teacher writes some or all of these questions on the board for the students to discuss in
small groups.
Is your name traditional or modern?
Does your name have a translation in other languages?
Does anyone in your family share your name?
Do you know any famous people with
the same name as you?
How do people in your country usually choose a child’s name?
Guided Practice  R  W  L  S
The teacher tells the students they are going to watch a video about the significance of names
in Britain and the US. Before they watch the video, they look for the significance of these
names on the internet available on their mobile phones.They should do this in small groups,
sharing their ideas and giving reasons for their choices of their preferred names. The teacher
may give a copy of the video transcript to the students,as they need at this language
acquisition stage to refer to the written materials of the videos and listening activities.

23. Here is the link to this video :
http://languageslavie.blogspot.com/2017/08/names.html
Independent Practice  R  W  L  S
The students work in groups. They make a list of all the names they remember from the
Video. The teacher elicits the names from around the class and write them on the board.
Assessment  R  W  L  S
The teacher will assess how much the students succeed in bringing information about the
significance of the names.

24. High Intermediate -Advanced
Lesson Plan (10)
Business/Materials Lesson Objectives
Video-Internet-Mobile
Phones-worksheets
The students will learn how to talk about health.
Instruct and Model  R  W  L  S
The teachers will ask the students to work in pairs:
The teacher will give worksheets for Student A and Student B in the pairs:
Student ‘A’
Discuss the questions below:.
1.How can the kind of food you eat keep you healthy?
2.How often do you catch a cold?
3.Is there a hospital near your school or near your home?
4.Would you like to be a doctor? Why? / Why not?
5.Do you ever take vitamin pills (like vitamin C) to stay healthy? Why? Why not?
6.Are you afraid of hospital needles?Why? / Why not?
7.Do you think you get enough exercise?
8.Do you spend much time thinking about how to stay healthy?Why? / Why not?
9.Do you think happy people live longer?
10.Are most people healthier today than 100 years ago? Why?/ Why not?

25. Student ‘B’
Discuss the questions below with your partner.
1.How can exercise keep you healthy?
2.Have you ever broken a bone? If ‘yes’, what happened?
3.How do you usually feel when you see a doctor?Why?
4.Why is smoking bad for you?
5.Is going to bed early important for good health? Why? / Why not?
6.What are ‘germs’? What can you do to avoid (stay away from)them?
7.Do you think you eat enough healthy food?
8.How can spending lots of time online or in front of a TV affect your health?
9.Do you think you have a healthy lifestyle?
10.Do you want to live to be over 100 years old? Why? / Why not?
Guided Practice  R  W  L  S
The teacher tells the students they are going to watch a video about how to lead a healthy life.
Before they watch the video, they look for about how to be in a healthy on the internet
available on their mobile phones.They should do this in small groups, sharing their ideas and
giving reasons for their choices of their preferred healthy lifestyles.
Here is the link to this video :
http://languageslavie.blogspot.com/2017/08/health.html
Independent Practice  R  W  L  S
The students work in groups. They make a list of words related to healthy life form medical
dictionaries, whether online or offline.

26. Assessment  R  W  L  S
The teacher will assess how much the students succeed in bringing information about the
originality of the medical information.

27. Two Toolbox Activities
Activity (1):
Conceal the Secrets
This activity is a game done as pair work activity that truly involves the whole class. In this game, which is a play on investigative journalist,
each student writes a secret down on a piece of paper, things like: ‘I play piano.’ or ‘I have been to China.’ The papers are placed in a hat
and each student draws one: that’s where the game begins.
This game can either be played by allowing students to mill about the classroom freely or by setting up a speed dating scenario, where each
pair has 1 minute to speak before rotating. Students may ask one another yes/no questions—they may not ask directly if what’s on the piece
of paper is true about them or not.
Students then must guess to whom the secret they drew belongs.
This activity can be for High Beginner, Intermediate, and Advanced students.
This activity can be done in conversation course or a speaking activity in a general English course.

28. Activity (2):
Who’s Who?
This activity is a 20- question game that focuses entirely on people.
The students draw the name of a famous person out of a hat (the teacher will need to prepare these slips in advance!) and their partner tries
to guess who is on the paper by asking a series of yes/no questions.
Like ‘yes, no’ guess who can be turned into a tournament-style game.
Concluding a Pair Work Activity
Remember: a pair work activity is not a lesson in and of itself.
There should be a brief introduction, letting students know what you expect them to do during the activity.
There should especially be a conclusion. The teacher should be sure to budget it into the class time or the pair work activity will be useless.
During conclusion, the teacher should gather the information gleaned during the activity and go through it as a group. This will allow the
teacher to correct errors and it will also allow students to learn from their peers.
Many pair work activities also benefit from being followed up by an individual activity such as a written response, worksheet for homework
or short oral presentation to the group presenting the student’s findings.
Once the teacher has mastered the art of pair work, the students will be speaking up (and correctly!) before you know it!
This activity can be for Intermediate and Advanced students.

29. This activity can be done in conversation course or a speaking activity in a general English course.
Teaching Philosophy
The term curriculum is utilized to refer to the course outline and how the content for a course is metamorphosed into an academic plan for
teaching and learning that enables the targeted learning outcomes to be attained. Within the framework of my teaching methodology, I lean
on deciding upon the academically appropriate linguistic input that can be added to the outlines of my courses. Once this input has been
selected, then it has be organized into teachable and acquisitive units as well as arranged in a logical succession. So the result is a syllabus
that has an approach to the vital building blocks of language proficiency like lexicon, grammar, discourse types,etc…. The standardization
for the selection of syllabus units include academic and professional efficacy, acquisitiveness and genuineness. Once input is added to the
course outline, issues concerning teaching methodologies and the design of classroom activities and materials can be tackled. These
methodologies, like Audiolingualism or Total Physical Response, girdle the learning activities, procedures and techniques that I handle
during the process of teaching and the rules inhibiting the design of the activities and exercises in their textbooks and teaching resources.
These procedures and principles adhere to the beliefs and theories related to the nature of the English/French language and of second
language acquisition, and my academic role as an instructor, students’ role as learners and instructional materials’ role as an academic
guidance. My classes are usually characterized by being discarded from mastery-oriented approaches concentrating upon the production of
impeccable language use samples, and tending to target activity-oriented approaches grounded upon interactive and communicative
classroom processes.
Afterwards , the acquisition of the input outcomes as output demonstrating to me what my students are able after a specific period of
instruction, and that could be interpreted as formative assessment and summative assessment. Undeniably, these assessments might be
linked to level of achievement on a proficiency scale (such as the ACTFL Proficiency Scale or CEFR). This means that my students are
assessed according to performance-based output and knowledge-based output. In fact, this leads me to distinguish between forward design,
central design, and backward design when I make up the lesson plans that are commensurate with to the linguistic levels and the cultural
backgrounds of the students. Forward design incites me to design curricula through proceeding from input to process to output with most of

30. the students of my classes. I adopt central design when I start with process and derive input and output from classroom methodologies when
the students show distinctive performance, and are in need of promoting their linguistic skills. On the other hand, I may resort to backward
design as I starts from output, and then handle the issues relating to process and input.
Using new vocabularies as input to teaching is essential. I believe that a core set of some 2000 lexical items is necessary for the students to
sustain English language acquisition. I principally depend on Cambridge University’s vocabulary coursebooks for my classes and tutoring,
as they cover all the lexicon that any students from any cultural backgrounds need to build vocabulary bases. Throughout my professional
career, I have been attempting to use different grammar books, but I have found out that Hornby’s Guide to Patterns and Usage in English is
one of the most ideal grammar books that students can refer to, as its detailed explanation of rules with stricken examples can be easily
assimilated.But at the same time, the communicative language teaching has always been my chief objective as I have to shift from grammar
and lexis as the primary components of my course curricula to communicative units of syllabus organization. This instigated me to foster
activities with task-based-models.
I cherish corpus analysis of the coursebook materials that are represented in phrases, multiword units and collocations, so I provide my
students with updated and the latest knowledge about linguistic corporal forms. Furthermore, it is indispensable to incite the students to
know how to employ these forms in conversations and dialogues touching our quotidian lives. Another approach that has been used to
reveal credible input to my teaching methodology is through ratifying discourse analysis, as it mentors me to the design of English for
Special Purposes and English for Academic Purposes courses where the identification of the lexical, syntactic and textual structures of
different genres is a prerequisite to teaching different fields of specializations.