Developing a TESL Lesson Plan for Adult Immigrants (CEFR A1)

This assignment presents a detailed lesson plan designed for teaching English as a Second Language (TESL) to a mixed nationality group of twelve new adult immigrants residing in the U.S. with very little English proficiency (CEFR Level A1). The lesson, created by Wendy Solomon, aims to develop effective reading skills, enabling learners to approach English reading in a manner similar to their native languages. The 60-minute lesson, conducted on August 7, 2017, focuses on building vocabulary through an authentic newspaper article, incorporating pre-teaching of vocabulary, role-playing, drop boxes for communication, and the use of fliers for interactive activities. Skimming is used to help learners preview the text and understand the main ideas. The lesson includes various learner activities such as filling response cards, answering questions based on personal reflections, and small group discussions, with follow-up strategies like flier-based summaries and teamwork activities to reinforce learning and assess comprehension. The lesson concludes with a review of vocabulary and grammar, and an assignment related to the content. The assignment also includes a list of references.

TEACHING ENGLISH AS A SECOND LANGUAGE
By [Name]
Course:
College:
Date:

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The paper will be a detailed lesson plan customised to guide in selecting the most suitable
materials and content for a class of mixed nationality group of twelve new adult immigrants. The
students have very little knowledge in English despite the fact that they live in the U.S which is
English speaking country. (CEFR Level A1). The lesson is designed to teach effective reading
skills to help the learners approach reading English in the very same way that they would have
done in their native languages.
Teacher: Wendy Solomon
Level: Adult class
Date: 7th August 2017
Duration: 60 minutes
Objective: Build vocabulary knowledge through reading
Subsidiary Aims: Read with ease, with fluency and an in-depth understanding of the text
Anticipated problems: Pronunciation
Solution to problem: pre-teach vocabulary necessary for the understanding of the text to
drill pronunciation
Resources: Blank Leaflets to be filled
Learner’s classroom drop box
Whiteboard
Fliers of a Daily Mail Newspaper Article
http://www.dailymail.co.uk/news/index.html

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Lesson Objective
The primary objective of the lesson is to build vocabulary knowledge through reading an
authentic reading passage from a recent newspaper. Creating and posting learning objectives for
the lesson is a great way to start off things.1 Like in this case, the second language acquisition
1 Julie, Ankrum W., Maria T. Genest, and Elizabeth G. Belcastro. "The power of verbal
scaffolding:“Showing” beginning readers how to use reading strategies." Early Childhood Education Journal42, no.
1 (2014): 39-47.

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process for the students will require the opportunity for the learners to be exposed to relevant
reading contents, practice with the materials provided as well as be assessed on the developing
language skills. By the end of the lesson, the learners should be able to read easily, fluently and
with a good understanding of the text.
Vocabularies to be taught
The text in itself is an effective teaching material that can be used to enhance
communication as well as comprehension skills. The headline is captivated and also gives an
immediate preview of the contents of the article. The sentence structures in the article is also an
effective tool that can be used to weigh the understanding level of the learner since the sentences
are transitional. El Captain Granite Monolith in California’s Yosemite is amongst the words
expected to cause pronunciation challenges hence there are plans to have the key terms pre-
taught in class. Other terms like collapsed, trial, spokesman, rescue team, notify, couple, rock
slide and airlifted are expected to be encoded quickly. Learners will first read the text
independently and then later on as a class while analyzing the meaning of each sentence.
Teaching activities
Role playing
Although the leaners, in this case, are adults, the approach basically should be the same
when it comes to teaching vocabulary and reading skills to younger students. With very little
mastery of the English language, it is important to expose the learners with new vocabulary
words as much as possible before asking them to use the learned vocabulary in an activity. In
relation, for this class, prior selection of words in support of the reader’s understanding of the
article was made and pre-taught in class through the use of role-playing. Role playing is
particularly essential in this context since it helps the leaners relate to the storyline in a

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customized context hence making them feel more comfortable while in the process still learning.
The role playing session is also productive since it encourages participation among all students
an inclusive of the passive one’s, promotes the retention rates and adds dynamism to the
classroom making it one of the best teaching strategies. The best thing is that the learners seem to
be very interactive during lessons that employ role playing hence helps in fostering and
embracing cultural diversity. The technique is also very beneficial since the class is only
comprised of twelve students hence all of them can take part in two sessions of role playing.
The use of Drop Boxes
One strategy that has worked very well for immigrant students is the use of multiple
communication platforms that provides them with the platform to practice using new words
learned in class. Subsequently, proficient communication skills which result in vocabulary
enhancement for the learners in this case will be achieved through allocating each leaner a drop
box. The drop boxes act as platforms through which the leaners complement each other and
share their week experiences. Technically, this strategy helps sharpen the reading and
comprehension skills of each leaner while considering respective personalities. The leaners are
also encouraged to use words learned in class orally or in the writing activities. Drop boxes have
worked out well for the better part of the class since it is easily accessible and gives room for the
learners to freely express themselves. The use of drop boxes has also helped me as a teacher in
helping the learners understand diversity and why it should be celebrated.
The use of fliers

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The article was issued amongst the learners in the form of fliers, and each leaner had an
individual flier.2 After completion of the reading task, each student is expected to circle familiar
words and underline words that they felt needed elaboration. The results obtained are to be used
to analyze the areas that need to be retaught. The primary skill being tested here is pronunciation
skills. The use of fliers has also been very useful and effective in the class since it makes to
easier to handle question and answer sections. Like in this case, there is a Q and A whiteboard in
the classroom. Each week around 6 learners submit a question for the board, the selection is
based on what they had previously recorded on their fliers. Normally, it is an open question
based on the themes that had been previously discussed in class. During the week, the other six
leaners are to review the questions and respond to one of them just before class ends. The
answers are to be posted under the relevant question in their respective fliers but presented to the
entire class. The use of fliers is an interactive strategy that keeps most of my students in an active
rather than a passive mode. In terms of learner interest and integration, the strategy has worked
out well with the learners.
Skimming
Skimming is an essential tool in the teaching process since it aids in previewing the text
for the leaner. Skimming is also very productive if it used hand in hand with responsive cultural
text that enables the learners to make sense of what exactly is in the reading material hence
making it easier for the learners to comprehend. Technically, this makes it easier to teach all the
skills and strategies that are being taught through an understanding of the characters irrespective
2 Sharon, Walpole and Michael C. McKenna. How to plan differentiated reading instruction: Resources for
grades K-3. (Guilford Publications, Press 2017).

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of the age or grade of the leaner hence giving them the confidence as they walk in into the tasks.3
It is also important to consider the learner's literacy in their native languages before considering
the material to subject to learners as well as the skimming strategy to be used. Understanding the
main idea of a text is technically important before the learners begin to read closely. Simply put,
a better understanding of the topic prepares the student to read faster and with better
understanding. The themes used also should be associated with the vocabulary that the learners
are expected to comprehend. Theme based texts make the process of learning more interesting
and productive. In this case, for the class, the skimming activity involved coping the text and
using fliers to get the leaners to identify the main ideas in the text and weighing how much the
leaners already learned from the pre-teaching process.
Leaner activities
 Filling response cards
Actually, the use of leaflets in class is one of the best ways to get back immediate
feedback during class.
 Role playing
Role playing was used during the pre-teaching lesson and hence will be used to
recap the previous class at the beginning of the lesson.
 Answering questions based on personal reflections
 Repetition of key vocabularies
 Chalkboard writing
 Small group discussions
3 Thomas, Gunning G. Creating Literacy Instruction for All Students: Pearson New International Edition.
(Pearson Higher Ed, Press 2013).

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 Classroom discussions
 Answering and asking questions
Feedback
Also, to determine whether the lesson has been productive or needs reconsideration, ask
the learners to come up to the whiteboard and answer the questions noted down on the
whiteboard. Subsequently, this strategy is to test whether the time spent on rereading the text for
a more detailed understanding was productive. Another strategy through which this can be
obtained is the use of question and answer technique to cover a broad area within a short time.
Follow-up strategies
The use of fliers as response tools
After successfully reading and analyzing the test, the leaners should be able to describe in
their understanding the content of the texts. Subsequently, this strategy aims at checking on the
learner’s sentence structure ability.4 The learners will be administered by leaflets in which they
are expected to write a summary of the article.
The use of drop boxes
Following the interactive reading lesson, the leaners are expected to use their drop boxes
for a different task this week. Each student will use the article to analyze his or her experiences
in hiking and how exactly this experience was different from the one that they had read about.
Each student was to submit his or her experience as a five minutes reading article in the next
class. Technically, the focus, in this case, is on language development as well as creativity.
The use of teamwork
4 Thomas, Gunning, G. Creating Literacy Instruction for All Students: Pearson New International Edition.
(Pearson Higher Ed, Press 2013).

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Once the students are through with reading the text as well as reviewing it as a class, they
are to divide themselves in groups of six. Each group is allocated five minutes to recall as many
facts as they can in relation to article. The group that recalls the most points carry the day and are
allocated bonus points which are rewarded at the end of the semester. Technically, this strategy
fosters teamwork and enhances integration in a class embedded on diversity.
Review learned content
At the end of the lesson, it is important to review the vocabulary items taught as well as
grammar points and writing structures.5 End the class with thanking the students for their
cooperation and issuing an assignment related to the taught content.
References
Ankrum, Julie W., Maria T. Genest, and Elizabeth G. Belcastro. "The power of verbal
scaffolding:“Showing” beginning readers how to use reading strategies." Early
Childhood Education Journal42, no. 1 (2014): 39-47.
5 Sandra, McCormick and Jerry Zutell. Instructing students who have literacy problems. (Pearson Higher
Ed, Press 2014).

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Arends, Richard. Learning to teach. McGraw-Hill Higher Education, 2014.
Coady, Maria R., Candace Harper, and Ester J. De Jong. "Aiming for equity: Preparing
mainstream teachers for inclusion or inclusive classrooms?." TESOL Quarterly 50, no. 2
(2016): 340-368.
Fisher, Douglas, and Nancy Frey. "Contingency teaching during close reading." The Reading
Teacher 68, no. 4 (2014): 277-286.
Gunning, Thomas G. Creating Literacy Instruction for All Students: Pearson New International
Edition. Pearson Higher Ed, 2013.
McCormick, Sandra, and Jerry Zutell. Instructing students who have literacy problems. Pearson
Higher Ed, 2014.
Morris, Darrell. "Preventing early reading failure." The Reading Teacher 68, no. 7 (2015): 502-
509.
Walpole, Sharon, and Michael C. McKenna. How to plan differentiated reading instruction:
Resources for grades K-3. Guilford Publications, 2017.
.