Substitute Lesson Plan for Adult Education ESOL
Prepare Flashcard Activity to Assist Substitute Teacher of ESL Class
Aug 12, 2009
When preparing a substitute lesson plan, the teacher should first include all pertinent information at the top of the lesson so that the substitute teacher is oriented toward the class. This includes the title and level of the class, the primary teacher's name and room number, and the student attendance list. Information about specific students and individual needs should also be listed before the class activity. Here is a model lesson plan teachers can modify to meet their needs.
The following lesson plan contains new material and is geared toward a 90 minute class. Since this is a literacy, or beginning, English class for adult language learners, please speak slowly when giving directions or pronouncing new words. These ESL students are accustomed to repeating words several times after the teacher models their pronunciations. This repetition helps them gain confidence with new words. Also, please make sure that students return desks to their original positions, the overhead projector is put away, and the room looks as it did before class.
Lesson Initiating Group Activity
Students should form groups of four and arrange their desks so that all four students face one another. Distribute “Phonics Made Easy” flash cards evenly among the groups. There are two copies of these flash cards so each group should have a sufficient amount of cards. Students should write into their notebooks the letter sound on each card as well as the words on the card that contain each sound.
After students copy these words, they can practice pronouncing these words with each other. Teacher should allow approximately 15 minutes for students to complete this, circulating and listening to students’ pronunciation, and correcting when necessary.
Core Language Activity
Teacher should set up overhead projector located on top of the bookshelf. Using blank transparencies and overhead dry erase markers, teacher can ask each group to state one card’s letter sound. Teacher writes this letter sound on transparency and asks group to read words containing this sound, modeling pronunciation of each word and encouraging entire class to repeat pronunciation of each word.
Teacher then asks students to volunteer to explain or illustrate the meaning of each word. For those words which are not understood by any students, the instructor can illustrate by drawing a picture, acting out, using hand gestures or providing examples. The following examples can be used to practice the short A sound.
- Apple: I eat an apple. Teacher acts out eating an apple.
- Cat: A cat is an animal. Teacher calls out, "Meow!"
- Fan: I use a fan to keep cool. Teacher uses hand gestures mimicking the use of a hand-held fan
- Had: I had a cat. Teacher conjugates verb “to have” on overhead transparency in present tense, which they should be familiar with, and then past tense. Teacher reads conjugation: I had, You had, He had; students repeat.
- Hat: I wear a hat. Teacher acts out putting a hat on head.
- Jam: I eat jam on toast. Teacher acts out spreading jam on toast.
Closing Review Activity
This exercise described above could fill the majority of class time. The teacher can then review the sounds given by each group, pointing out the different of short and long vowel sounds and emphasizing the difference in pronunciation. For example: Short A: cat; Long A: cape.
Preparing substitute lesson plans in advance will facilitate a smooth transition for both the substitute teacher and the students. Teachers should keep in mind that simplicity is key when devising successful substitute lesson plans. This means limiting materials to a minimum while still allowing for some classroom movement to maintain student attention in the primary teacher's absence and help create a positive learning environment.
 |
