Lesson13 PlanComm1

Sample ESL Lesson Plans for
Authentic Communication
This section includes the Iollowing topics:
Overview oI Sample Lesson Plans
Beginning Level Lessons
Intermediate Level Lessons
Multi-level Lessons
Overview of Sample Lesson Plans
This collection oI sample lesson plans is designed Ior use with either beginning or
intermediate level ESL students. In addition, some lessons are designed Ior use in classes
that include students at mixed levels oI ESL proIiciency. These may be multi-level ESL
classes or career technical classes that include ELLs. II you do not have classes with
students at various levels oI English proIiciency, you can still use these activities in your
beginning or intermediate level classrooms.
While this guide provides ESL instructors with inIormation on program and course
planning, assessment and evaluation, no lesson plan can take the place oI thoughtIul
planning by the classroom instructor. The sample lesson plans provided in this program
guide are not a comprehensive collection. Rather, they are designed as examples that
instructors can use as a model Ior creating their own lesson plans.
All the lesson plans included here are designed to be used as culmination activities Ior
instructional units that Iocus on a theme related to liIe skills, pre-employment, or
employment skills. Ideally, instructors should select and modiIy lessons to Iit the unit
they are planning and the level oI the students in the classroom. Most oI these lessons
could be modiIied to Iit a variety oI unit themes and used on a regular basis as part oI a
weekly, monthly or quarterly routine.
Standards and Objectives
Standards and objectives are included at the end oI the lesson plans as a model Ior
instructors as they develop their own plans. Lessons should be designed to address a
speciIic standard, and the objective Ior the lesson should be made explicit to the students.
Technology
Page 1 oI 58

Several oI the sample lessons and activities rely on the use oI technology such as audio
and video recording equipment as well as the Internet. Instructors may need to modiIy
these activities according to the availability oI technology at their centers.
Texts and Core Materials
There are many good textbook series and soItware programs that cover key grammar
structures, Iunctions and vocabulary. These series typically have teacher`s manuals with
many suggested activities. The goal oI the sample lesson plans in this section is to
incorporate the use oI authentic materials (items in print or video Iound in everyday liIe,
which have not been modiIied Ior learners oI the English language), create an interactive
context Ior authentic communication, and provide opportunities Ior Iormal and inIormal
assessment oI students` communicative competence. These lessons do not attempt to
duplicate or replace what textbooks, computer programs, or conventional tests can
provide. Instructors are expected to use their regular texts and core materials to teach the
vocabulary, grammar, and language Iunctions required by the sample lessons.
The sample lessons listed below can be used as culminating activities aIter oI unit oI
materials has been studied. The instructor should careIully review the lesson plan to be
aware oI any preparation, which must be carried out beIorehand. The instructor can print
out the lesson plans individually Ior easier use or print them all together and keep them in
a binder Ior easier access.
A. Beginning Level
English language learners need to meet the prerequisite oI basic literacy in order to have
a positive learning experience during these three beginning-level sample lessons.
1. Color-Coordinated Quiz
2. Course oI Events
3. PerIorming A Skit
B. lntermediate Level
These three sample lessons build on the Ioundation oI grammar, thus Iar, and are more
interactive in content. It is up to the instructor to make clear the expectations Ior the
students at this level.
1. Interviewing
2. Something I`m Good At
3. Video Segments
C. Multi-level
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These Iive sample lessons can be used in a classroom with students at various levels oI
English proIiciency. It is up to the instructor to make clear the expectations Ior the
students at various levels.
1. Extra! Extra! Read all about it.
2. Internet Scavenger Hunt
3. It's on the label
4. Raise Your Hand
5. Traveling Instructor
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A.1 Beginning Level
"Color Coordinated uiz"
Ths actvty shoud be used as a cumnatng actvty for revewng
vocabuary on cothng, coors, and ad|ectves. It may focus on attre
for specfc vocatons or for cothng worn durng dfferent tmes of the
years. By usng photos from advertsements, students can chose to
descrbe many aspects of the person pctured, provde as many detas
as possbe and ncorporate new vocabuary nto those descrptons.
!"#$%&'($: Students will use authentic materials, such as newspaper sales
ads or catalogues, to demonstrate their knowledge oI vocabulary and word
order. This lesson will help students describe objects using adjectives.
)*+'%: Shopping Ior clothing (Iurniture, appliances, tools, etc.)
,&-.$/*0/&1$/23'&4/ Evaluation/Application
5$3$6-7/,8'779/:6$-. LiIe Skills
,&6;%&;6$9: Present tense simple statements Examples. The facket is blue.
She has a purse; Present tense continuous statements Examples. He is
wearing a blue facket. She is carrving a purse
<*%-";7-6=: Adjectives (colors), Nouns (clothing, Iurniture, appliances,
tools, etc.)
>6$6$?;'9'&$9: Familiarity with objects presented on the picture sheets and
related vocabulary.
@-&$6'-79: Photos Irom newspaper ads or catalogues, scissors, glue, paper.
:++6*A'B-&$/&'B$/0*6/-%&'('&=: 15-30 minutes
Before Class:
1. From multicolored department store advertising inserts in the
Sunday newspaper or Irom supply catalogues or other industry
catalogues, cut out 12 pictures oI diIIerent items (e.g., articles oI
clothing). Choose items in a wide selection oI colors that the
students have studied. Try not to choose articles oI clothing or
objects with unusual colors or hard-to-describe designs (e.g., a
paisley tie).
2. Depending on the size oI pictures, glue 2 to 4 items each on six
sheets oI paper. Number the items Irom 1 to 12, or more iI 4 on a
sheet. II you have more than 6 students, then create a second set oI
picture sheets with items.
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STEPS FOR THE ACTIVITY:
1. II your class has 6 students, then give each student a sheet with
pictures, and ask the student to write a description oI each item (e.g.,
A woman is wearing blue jeans and a red t-shirt) on a separate sheet
oI paper. Tell the student to pass the sheet oI pictures on to the next
person in class aIter Iinishing the descriptions. II there are Iewer
then 6 students, leave the extra sheets on another desk Ior students to
retrieve aIter they Iinish with their initial sheet. II there are more
than 6 students, then break the class into two groups using the 2 sets
oI quiz sheets.
2. Continue until everybody has had a chance to respond to all 12
items, and collect the students` descriptions.
Feedback and Scoring
1. Assess each response on accuracy oI vocabulary, spelling, word
order, content, or all oI these Ieatures (depending on student level
and lesson Iocus).
2. As a group activity, the instructor could write sentences created by
various students on the board/overhead, and the class together could
correct the sentences. Another option is to ask student volunteers to
take turns writing a sentence on the board/overhead Ior the class to
evaluate.
3. Then return responses to students and review the response sheets
with the entire class, asking Ior volunteers to share their response Ior
an item. Correct as necessary. Emphasize that there is more than one
way to describe each picture and that detail and creativity are as
valuable as correctness.
Variations
1. Glue pictures to Iile Iolders (rather than paper) and laminate Ior
reuse. Build up a collection oI pictures over time to use as a resource
Ior Iuture instruction and review activities.
2. Have students work in pairs or small groups to revise incorrect or
incomplete responses. This may be done in primary language pairs.
3. Depending on the level oI the student and the pictures you select,
you can ask the students to be more descriptive in their answers, or
to exchange papers and suggest details to add to improve their
partner`s descriptions.
4. II there are several students that are interested in the same trade, you
can create a set oI sheets particular to that vocation with work
clothing, speciIic tools/equipment, and saIety gear that might be
used.
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5. This activity can be used by career technical instructors to assess the
vocabulary comprehension oI their ELL students with regard to
work attire, tools/equipment, and saIety gear.
6. Add new picture sheets that relate to the instructional units covered
in class. Continue to include picture sheets Irom previous units to
support vocabulary retention.
7. The exercise could include an oral component such as having each
student taking the role oI a television commentator and explaining
the attire oI the people in the pictures. There could be audience
participation in commenting iI the clothes are in style or
not/suggesting what the person pictured might need to change about
his/her attire Ior diIIerent jobs.
8. This activity could be modiIied Ior higher levels, by including
accessories or Iocusing on uniIorms Ior diIIerent occupations with
specialized gear.
Modified from 'New Wavs of Classroom Assessment`, J. D. Brown (1998)
SCANS SKILLS AND COMPETENCIES RELATED TO THIS LESSON
Speaking / Writing (Basic Skills)
Reasoning (Thinking Skills)
Teaching others (Interpersonal skills)
Organize and maintain inIormation (InIormation)
TESOL STANDARDS ADDRESSED BY THIS LESSON
Goal 1, Standard 2: To use English to communicate in social settings: Students will
interact in, through, and with spoken and written English Ior personal expression and
enjoyment.
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A.2 Beginning Level
"The Course of Events"
Whether Job Corps students are baking pastries in a culinary program or building a
storage shed in the trades, they are Iollowing steps to Iinish a project. A series oI events
can also occur in the telling oI a story (how a student applied Ior a job or came to the
United States), as well as in academic subjects (e.g. literature, social studies, sciences,
etc.). The purposed oI this exercise is Ior students to review vocabulary they have learned
and to examine the relationship between events. Instructors can use a story as short as a
paragraph, as long as there is clear sequence oI events, Ior this activity. Over time, as
students build their vocabulary and grammar knowledge, the stories can get longer.
!"#$%&'($: Students will develop their overall understanding oI a story, process, or
phenomenon by examining the relationships between events. This lesson will promote the
student`s ability to synthesize inIormation.
)*+'%: Varies according to story, process or phenomenon.
,&-.$/*0/&1$/23'&4/ Practice/Application
5$3$6-7/,8'779/:6$-. LiIe Skills/Pre-Employment
,&6;%&;6$9: Past tense (Ior Story Plot), present tense (Ior Steps in a Process or Phenomenon)
<*%-";7-6=. Approximately 10 terms related to the story, process or phenomenon, sequence
words (e.g. Iirst, second, next, last, etc.)
>6$6$?;'9'&$9: Beginning ESL literacy, Iamiliarity with the context oI the story or
signiIicance oI the process or phenomenon being studied.
@-&$6'-79: Reading passage that includes a sequence oI events, instructor made handout.
:++6*A'B-&$/&'B$/0*6/-%&'('&=4/45 minutes
)'+9/0*6/&1$/C39&6;%&*64/This activity works best when it Iollows lessons that teach
sequencing concepts and vocabulary ahead oI time, Ior example: what is sequence,
chronological order, vocabulary such as 'Iirst, 'aIter, 'next, etc.
Before Class:
1. Analyze the story, process, or phenomenon your class is about to study,
and make a list oI the 11 most signiIicant events. Incorporate visual materials when
possible.
2. Type up your list with a blank line to the leIt oI each item (Ior
numbering).
3. Scramble the items by cutting and pasting them onto another document.
(To reduce unconscious bias, you can arrange them Irom the shortest to the longest
utterance.)
4. At the top oI the paper, add a set oI directions to guide students (e.g., Put
the Iollowing events in order Irom Iirst to last by numbering them Irom 1 to 11; see
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Sample Handout: The Coin).
1. Teach the story, process or phenomenon by using the 11 most signiIicant events to
describe how the story plot develops or process/phenomenon occurs. Use available
texts and any visual materials you have collected/created beIorehand to promote
comprehension.
2. Hand out the activity sheet, and have the students complete it.
3. In your instruction and assessment, de-emphasize Iactual details and stress context
and causal relationships.
1. The purpose is to promote higher order thinking. ThereIore, in your scoring stress
comprehension oI the context and logic oI the story, process, or phenomenon.
2. Review the answers with the whole class and let students score their own papers.
Another option is to have students exchange papers and score their partners paper as
part oI a whole class review activity.
Special Note
When executing a lesson requiring students to put events in sequence, Graphic Organizers
(Ior example, 'Story String, 'Sequencing Chart or 'Beginning, Middle and End Chart)
can be excellent tools Ior ESL students at all levels oI proIiciency. They help ESL students
learn vocabulary and encourage students to think about inIormation in new ways. They also
help improve clarity in thinking, organizing, and especially sequencing. Most importantly
they provide consistent scaIIolding . In the classroom context it refers to the use of teacher
assistance and intervention to enable learners towards greater independence.
Variations
Adapt this activity to Iocus on either reading comprehension or listening comprehension
according to your students` learning needs.
1. Use synonyms and paraphrases in the activity sheet (rather than exact wording) to
increase task diIIiculty and discourage memorization.
2. This exercise is applicable to a wide variety oI content areas (i.e., language arts,
science, history, and speciIic trades). This activity can be used in career technical
class to discuss a multi-step task or process, but should not be used merely to
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memorize a list oI events.
3. To promote class interaction, copy the answer sheet onto an overhead transparency.
AIter students have completed their answer sheets individually, ask volunteers to
come to write their responses on the overhead. Allow the class to discuss and evaluate
the responses collectively.
4. This exercise can be used as an individual activity or as part oI a larger test. It can
also be used as a cooperative learning tool. For example, instead oI creating a
worksheet, write the events in the story or process on eleven index cards. Give 11
students one index card each. Ask them to put the cards in order by Iorming a line at
the Iront oI the room. Have the whole class participate by negotiating the place oI
each event in the sequence.
5. To promote vocabulary development, choose a reading that is slightly above the
comprehension level oI the students. Have them work together in pairs or small
groups to decipher the meaning oI unIamiliar words and phrases through context
clues, or the use oI various dictionaries.
Sample Handout: The Coin
~The Coin
Directions: Put the Iollowing events in order Irom Iirst to last by numbering them Irom 1 to
11.
Later Marie got sick.
The doctors couldn`t help Marie.
They only Iound three oI the coins.
She coughed a lot and couldn`t speak.
AIter dinner Marie`s Iamily ate the cake.
AIter she Ielt better, Marie still could not speak.
She coughed up the coin Irom so many years ago.
Marie`s mother put Iour coins into the cake Ior good luck.
With the help oI a special doctor, Marie learned to speak again.
Twelve years later, Marie got a sore throat and began to cough.
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When Marie was thirteen years old, her mother made a special cake Ior dessert.
The story The Coin" appears in the text True 5tories in the News:
A 8eginning Reader
8y 5. Heyer (J996), from Longman.
Listening / Reading (Basic Skills)
Sociability (Personal Qualities)
Acquire and evaluate inIormation (InIormation)
TESOL STANDARD ADDRESSED BY THIS LESSON
Goal 2, Standard 2: To use English to communicate in all content areas: Students will
use English to obtain, process, construct, and provide subject matter inIormation in
spoken and written Iorm.
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A.3 Beginning to lntermediate Levels
"Performing a Skit"
Group activities like perIorming a skit are problematic at some centers due to scheduling
constraints. This activity requires that students depend on their group members to be
present several days in a row. At many centers, students` schedules change oIten and
students are pulled out Ior various services without warning. At other centers, ESL
students are segregated Irom the general program and spend weeks or months together in
the ESL classroom. In such cases, group activities can break up the monotony oI
instructor directed instruction and individual or pair practice work. Consider your
program context beIore attempting this activity. II the schedules oI your students are
predictable an activity like this might be used eIIectively in your class.
!"#$%&'($: Students will perIorm a drama or skit, using authentic materials as props in the
presentation to the class. Other students listen attentively, ask questions about the
presentation, and Iill out a brieI critique.
)*+'%: Topic oI interest to the student.
,&-.$/*0/&1$/23'&4 Practice/Application
5$3$6-7/,8'779/:6$-. LiIe Skills
,&6;%&;6$9: Varies depending on the topic oI the presentation
Jocabularv: Varies depending on the topic of presentation
Prerequisites: Ability to give constructive feedback to peers
@-&$6'-79: Authentic materials to be used in skits (see examples in Sample of Structures
below), instructor made handouts.
:++6*A'B-&$/&'B$/0*6/&1$/-%&'('&=4/Preparation time oI approximately an hour; three class
periods oI 45 minutes over a three-day period.
)'+9/0*6/&1$/C39&6;%&*6: Some students can be very shy or reluctant to get up and perIorm in
Iront oI their peers. It is important to make this a Iun and inIormal activity. Evaluate students
based on participation to reduce anxiety. Students will need instruction and modeling on how
to give Ieedback in constructive and appropriate ways. SuIIicient instructional time should be
devoted to establishing peer Ieedback norms prior to this lesson.
,-B+7$9/*0/,&6;%&;6$94
#1 Students will perIorm a skit about buying a present Ior their boyIriend, girlIriend, or
Iriend.
Structures: Present tense simple statements/ Present continuous statements
Vocabulary: Adjectives (colors, sizes, pretty, ugly, stylish, trendy, seasonal, sporty, well
made, oversized, baggy, tight, big, small, etc.), Nouns (pants, shirt, blouse, shoes, etc.),
DiIIerent modes oI shopping (on-line, catalogs, home shopping channel, telephone
order), DiIIerent modes oI paying (credit card, debit card, cash, check, giIt certiIicate).
Materials: Store catalogues.
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#2 Students will perIorm a skit about ordering in a restaurant. Students will make polite
requests using Modal Auxiliaries.
Structures: Modal Auxiliaries
! Making polite requests using could, would, and please.
! Requesting permission using can, could, and may.
Materials: Menu Irom restaurant (Chinese, Italian, Spanish, American, etc.), items
commonly used in restaurants (water pitcher, utensils, plates, waiter`s notepad, etc.)
#3 Students will perIorm a drama or skit using idioms at the Mall.
Structure: Idioms
Looking Ior, have in mind, total loss, look around, next door, can`t aIIord it, hold on, too
good to be true, take your pick.
Materials: Items commonly Iound in a clothing store.
Development: Instructor will explain that idioms are phrases that are used in a
special way that may be diIIerent Irom their literal meaning. An idiom can`t be
understood by knowing the meaning oI each word in the phrase. It must be learned as
a whole. Instructor will explain the meaning oI the idioms and give examples oI how
they can be used.
Before Class #1:
1. You should try to get authentic materials, which may be used Ior skits.
Materials can include: to-go menus Irom restaurants, pamphlet/brochures oI local
companies (Irom a job Iair or Irom placement specialist on-center), local newspapers,
and magazines (pop-culture, home decorating, cooking, etc.). Authentic materials are
those that have not been tailored Ior ELLs and are examples oI print materials Irom the
real world.
2. Tell the class they will be putting on a skit Ior the rest oI the class the
Iollowing day and that they can include anything they like, including artwork, dancing,
and music and any materials or props they want to bring in (magazines, pictures, etc.).
Tell them to bring in those items Ior the Iollowing day`s class.
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Class #1: Planning the skit
Introduction
(5 minutes)
1. Tell the students that they will be putting on a skit Ior the rest oI
the class and that they can include anything they like, including
artwork, dancing, and music.
2. Place students in groups oI 2-3 students.
3. Explain that the expected time Ior each skit will be 2 minutes
times the number oI member in the group. That is, each member oI
the group should speak Ior at least 2 minutes in the group`s skit. For
instance, iI a group has three members, the total time Ior the skit will
be approximately 6 minutes (2 minutes X 3 people 6 minutes).
4. You can choose to provide a topic Ior the skit, Ior example:
! The Iirst day at Job Corps
! At the workplace
! How to make. (a Iood dish, a poster, a bookcase, etc.)
! The job interview
! The post oIIice, supermarket, bank, restaurant, etc.
Preparation
(35 minutes)
1. Have the students sit with their skit groups.
2. (15 minutes) Tell the students to discuss the theme oI
their skit and to give their skit group a name related to the theme
(e.g., 'First-timers, 'CheI Rudy).
3. Be sure to check grammatical accuracy and word choice
in the scenario and provide Ieedback while the groups are working.
4. (20 minutes) Have the students write and submit a 150 to
200-word summary oI their skit. II the group has not Iinished the
summary, assign as homework
5. For homework, tell the students to make a list oI words in
their skit (with their deIinitions) that might be diIIicult Ior the other
students to understand.
Caveat Students may need guidance on how to write a scenario Ior their skit.
Present a mini-lesson that clariIies your expectations beIore they begin
the activity Ior Class #1.
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Class #2: Planning the skit
Review
(5 minutes)
1. Recap the time expectation and need Ior props in the skit groups
are creating.
2. Pass out the Skit Assessment Sheet (see Sample Handout A: Skit
Assessment Sheet) to each group. Explain to the students that they
will Iill in each step in the sheet according to the schedule.
3. Have students read over their summary.
Preparation
(30 minutes)
Have students write out the scenario (setting, characters, stage directions,
etc.). They do not have to write the dialogue down word Ior word.
Instead each skit participant should try to speak naturally` (rather than
read Irom a prepared script).
SelI-Evaluation
(10 minutes)
1. Have the group assess its preparation oI the skit using the space
in the third column oI the Skit Assessment Sheet (Sample Handout A:
Skit Assessment Sheet).
2. Mention that the group will be assessed in its Iinal perIormance
using the same areas as in the rehearsal (Step 8 in the Skit
Assessment Sheet: the scenario, grammatical correctness,
pronunciation, language use and Iluency, nonverbal expressions, and
overall perIormance).
Special Note
Because the activity lasts several days, it is crucial Ior the students to
record each step oI the Skit Assessment Sheet.
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Class #3: Presenting the skit
Review
(15 minutes)
1. Review the list oI the steps that all oI the groups have completed.
2. Give students 10 minutes to rehearse their skit.
Presentation
(30 minutes)
Peer evaluation will take place during presentations. See below Ior
more details.
Ask Ior volunteers Irom the class. Let the Iirst group perIorm. AIter
their skit, collect the Comments sheets Irom the audience.
Allow the second group to perIorm, and then collect Comments
sheets. Continue with this process.
4. II time runs out, and not all groups have gone, tell the class the
Iinal groups will present the Iollowing day.
Peer-Evaluation
(during
presentation)
1. Pass out the Comments Sheet (see Sample Handout B: Peer
Comment Sheet) at the time oI the Iinal perIormance. Make sure that
there are suIIicient comments sheets so that each student can
comment on each group he or she sees.
2. Have the students write comments as the audience on the skit,
language use, pronunciation, and general acting.
Evaluation
1. Collect the Skit Assessment Sheets Irom all the groups.
2. Use the Final PerIormance section to score the skit.
3. Include positive Ieedback Irom the Comments sheet in section 9
oI the Skit Assessment sheet.
4. Return Skit Assessment sheets to all the groups aIter all groups
have perIormed their skit.
Caveat
Students may need guidance on how to give constructive comments.
Present a mini-lesson on peer Ieedback prior to the Iirst presentation.
Review the Ieatures oI constructive comments beIore they begin the
activity Ior Class #3.
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Sample Handout A: Skit Assessment Sheet
Directions: Complete steps 1 7 as a group.
Steps 8 and will be completed by the instructor aIter your perIormance.
Steps Date Signature
1 Group
2 Members
3 Theme (goal oI
the skit)
4 Title
5 Summary Use separate sheet.
6 Vocabulary list Use separate sheet.
7 Scenario Use separate sheet.
8 Final
perIormance
Language 1 2 3 Comments:
Grammar 1 2 3
Pronunciation 1 2 3
Fluency 1 2 3
Nonverbal 1 2 3
Overall acting 1 2 3
1 Need more help 2 Good 3 Very good
9 Peer comments
Sample Handout B: Peer Comment Sheet
Name oI Group:
Title oI Skit:
1. What did you like best about this skit?
2. What did the group do well?
3. Was there something that you didn`t understand?
Page 16 oI 58

Writing/ Speaking (Basic Skills)
Creative Thinking (Thinking Skills)
Team member participation/ Teaching others (Interpersonal skills)
use English to participate in social interactions.
Goal 3, Standard 3: To use English in socially and culturally appropriate ways: Students
will use appropriate learning strategies to extend their communicative competence.
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B.1 lntermediate Level
"lnterviewing"
Part of the purpose of ths actvty s to brng natve Engsh speakers nto the
earnng experence of ESL students and break down barrers to nteracton
wth ELLs. The ESL nstructor shoud et other staff know that ths actvty s
beng conducted. Ths actvty takes pace over two cass perods, wth an
assgnment for students to ntervew a natve speaker on ther own. If you
fee that ths porton of the actvty may not be competed outsde of cass,
you may want to compete t as a cass sesson, f you have a sma cass of 4-
6 students wth vstng vounteers or students that are natve Engsh
speakers parng off wth the ELLs. Students w be abe to practce correct
tenses n speakng and wrtng, w become confdent as they execute proper
procedures, w practce good soca sks n an Amercan context, w got
feedback on ther pronuncaton by hearng themseves on tape, and w take
notes on reevant nformaton.
!"#$%&'($: Students will speak with native speakers oI English on center with increasing
conIidence. Students will conduct and audio-tape an interview with a native speaker. Students
will take notes and write a list in response to the interview.
)*+'%: Hobbies/ LiIe beIore Job Corps/ Hometown, etc.
5$3$6-7/,8'779/:6$-. LiIe Skills
,&6;%&;6$9: Open-ended questions (who, what, when, where, why and how).
<*%-";7-6=: Varies depending on the person being interview.
>6$6$?;'9'&$9: Ability to understand conversational English spoken at a slow pace.
@-&$6'-79: Audio-recording equipment Ior student use, instructor-made handouts
:++6*A'B-&$/&'B$/0*6/-%&'('&=4 Two class periods oI 45 minutes each.
)'+9/0*6/C39&6;%&*694/Choose visitors Ior model interview who are willing to slow down their
speech. Make sure visitors understand that you will be taping the model interview so that
students can listen to it again. Students will need instruction on how to use tape recorders, ask
Ior permission to tape record interviews, and use recorded data appropriately prior to this
lesson.
Page 18 oI 58

Before Class #1:
1. Arrange to have a Job Corps staII member, preIerably a staII member that is not in
the academic department and has not had regular interactions with students in the ESL
class, visit the class Ior the purpose oI being interviewed. A second choice is to have a
Job Corps graduate or community volunteer visit the class. (ConIirm in advance that the
visitor agrees Ior the interview to be tape-recorded.)
2. Check to see iI cassette records with cassette tapes are available Ior use by students.
3. Make enough copies oI the Sample Interview Guide (see Sample Handout: Sample
Interview Guide) to hand out to each student.
Show students how to use a tape recorder in preparation Ior their individual
interviews.
Class #1
1. Introduce the activity to students, they will interview a person, take notes, and report
back to the class.
2. Present possible interview topics: a hobby, liIe beIore Job Corps, (iI they are a career
technical instructor) trade/career/job, hometown, etc.
3. Explain how to conduct the interview:
a. Length oI the interview- can vary depending on level oI ability (5 minutes Ior
beginner, 10 minutes Ior intermediate/advanced)
b. Types oI questions to ask (where, when, how long, what type, what kind, etc.)
c. The structure oI the interview (an introduction, questions, and thank you)
4. Explain that you will demonstrate an interview Ior the class. Introduce the guest. The
instructor should conduct an interview that takes 5 minutes and tape record the interview.
This is a demonstration or model oI what the student will do on his or her own.
5. Once the interview is over, thank your guest and allow him/her to leave.
6. Give students a Sample Handout: Interview Instructions and Sample Handout:
Sample Interview Guide. Play back the audiotape oI the interview. Point out the
similarities to questions used in the mock interview. Point out the diIIerence between an
open-ended question and a yes/no question. Explain that open-ended questions are
designed to draw out the interviewing and get him/her to talk more Ireely.
7. Explain what categories they will be graded on (e.g. Iluency, grammar,
vocational/trade vocabulary (iI applicable to a prior lesson), social skills, and
comprehensibility).
8. Explain that students are to conduct and audiotape (iI available) an interview with a
native speaker oI English outside oI class. The student can interview an instructor, a
Iellow trainee in their trade, a student trainee that lives with them in the dorms, or (Ior
non-residential students) a native speaker they know.
9. Students should take notes oI the responses Irom the person they are interviewing.
AIterwards, they should write a list oI three things to be turned in: (a) what they learned
Irom interviewing the person, (b) one item that was a surprise to him/her, and (c) one
thing they did not understand in the person`s speech.
10. Set a date Ior turning in the tape and recording equipment back to you.
Page 19 oI 58

Before Class#2:
Collect the audiotapes Irom the students, iI available.
Class #2
1. Explain that in this lesson, students will learn about each other by interviewing each
other.
2. Present possible interview topics: a hobby, liIe beIore Job Corps, their hometown or
county they come Irom, etc.
3. Put students into pairs. Student A has 5 minutes to interview student B; the
interviewer should take notes while he/she is asking questions. AIterwards, the
students switch roles and spend another 5 minutes in an interview, with the
interviewer taking notes.
4. Give the pairs about 5 minutes to organize their notes.
5. Ask Ior volunteers. Have the Iirst pair come to the Iront oI the room and have the
students present each other and the inIormation they gathered Irom the interview.
6. AIterwards, allow Ior 2 or 3 questions Irom the audience Ior the students.
7. Then pick another pair oI students and repeat the process. Have as many pairs present
as times allows.
8. At the end oI class, collect students` notes on their peer interviews.
9. Do not score student notes, but read them over Ior insight into students` note taking
skills. Consider presenting a Iollow-up lesson on note taking iI needed.
Page 20 oI 58

Scoring
1. Collect the audiotapes Irom the student trainees on the due date.
2. Grade the audiotapes according to the criteria on the scoring card (see Sample
Scoring Card).
Caveats
1. Review questions or discussion points to use in the interviews so that the students
have an outline to Iollow. II you Ieel that 5 minutes is not enough Ior all the
questions, you can have students Iocus on only one topic.
2. Let the students know what you are evaluating them on (i.e., the types oI questions
asked and their role as interviewer).
3. Write up a description oI the activity and its purpose Ior the students to share with
their interviewees prior to the interview. In the description, explain that the audio-
tapes will be used by the instructor only to evaluate the student interviewer`s oral
communication skills.
Variations
1. BeIore the activity, show students short video clips Irom T.V. interviews (Oprah, 60
Minutes, E!). Brainstorm the characteristics oI a good interview.
2. BeIore the activity, have the students brainstorm questions and role-play how they
think the discussion will go.
3. AIter interviews, students can make a presentation on the person they interviewed and
what they learned. A question and answer period can Iollow.
4. As a Iollow-up writing activity, have students write an article on the person they
interviewed Ior the center or class newsletter.
5. Talk with a career technical or academic instructor about allowing some oI the native
English students Irom his or her class to visit the ESL class. The visiting students
would each be paired up with and ESL student in order Ior the ESL student to
interviewing the native English speaker.
Page 21 oI 58

Sample Handout: lnterview lnstructions
Steps for the Activity
1. Introduce yourselI to the interviewee.
2. Explain that you would like to interview him or her Ior 5 to 10 minutes in order to
practice interview skills.
3. Ask iI he/she minds iI you tape the interview.
4. Tell student the topic oI the interview questions.
5. Ask the questions you have prepared:
a. Open-ended questions
b. Listen to the interviewee`s answers and modiIy your questions iI you like
6. Take notes oI the responses Irom the interviewee.
7. Thank the interviewee.
Qualities of a good interview
Fluency
Good grammar
Good social skills, and
Comprehensibility (etc.)
Assignment
Write about these three things:
1. What you learned Irom interviewing the person
2. One item that was a surprise to you
3. One thing you did not understand in the person`s speech
Due Friday morning: Your interview audiotape, your notes, and the assignment.
Page 22 oI 58

Sample Handout: Sample lnterview Guide
Interviewer: (student name)
Interviewee: (person being interviewed)
I would like to ask you some questions about yourselI. Do you have 5 minutes?
|Hobby|
1. Do you have a hobby, some sort oI activity that you like to do during your Iree time?
2. How long have you been doing this?
3. What do you enjoy about it?
|Experience/Vocation|
1. What did you do beIore you came to work at Job Corps?
2. Did you enjoy that type oI work?
3. Where did you learn to be a (plumber, computer technician, etc.)?
|Hometown|
1. What is your hometown?
2. How long did you live there?
3. What is that town known Ior?
4. What county do you come Irom?
5. What kind oI places do tourists visit there?
6. When is the best time to visit there?
It looks like our time is up. Thank you Ior answering my questions and sharing some oI your
experience with me.
Page 23 oI 58

Sample Scoring Card
Circle the appropriate number: 1 no competency
2 some competency
3 competency
4 above average competency
Fluency (smoothness oI speech, lack oI signiIicant pauses) 1 2 3 4
Grammar (accuracy oI grammar, especially structures taught in
class)
1 2 3 4
Vocational vocabulary (use oI terms studied in class or in trade
class)
1 2 3 4
Social skills (appropriate levels oI politeness, etc.) 1 2 3 4
Comprehensibility (ability to make selI understood) 1 2 3 4
Grading: A 16-20
B 11-15
C 6-10
Fail 5
Modified from 'New Wavs of Classroom Assessment`,
J. D. Brown (1998)
Speaking / Listening / Writing (Basic Skills)
Sociability (Personal Qualities)
use English to participate in social interactions
Goal 3, Standard 3: To use English in socially and culturally appropriate ways: Students
will use appropriate learning strategies to extend their communicative competence
Page 24 oI 58

B.2 High Beginning and lntermediate Level
"Something l'm Good at Doing"
Presenting a topic in Iront oI an audience can be diIIicult Ior anyone, whether a second
language learner or native speaker. Because this activity allows students to share their
knowledge oI a topic that interests them with their peers, anxiety should be somewhat
reduced. Preparation time is built into class time.
!"#$%&'($: Students will use authentic materials to make a presentation to
the class. Other students listen attentively, ask questions about the
presentation, and Iill out a brieI critique. This lesson will promote student
conIidence with regard to public speaking.
)*+'%: Topic oI interest to the student.
5$3$6-7/,8'779/:6$-: LiIe Skills
,&6;%&;6$9: First person present tense and past tense
<*%-";7-6=: Varies depending on the topic oI presentation, sequence
words (Iirst, next, then, last, etc.)
Prerequisites: Familiarity with the content to be presented.
Materials: Authentic prop Ior model presentation, instructor-made
handouts
:++6*A'B-&$/&'B$/0*6/&1$/-%&'('&=: Two class periods oI 45 minutes
Before Class #1:
1. Print out enough copies oI the Sample Oral Presentation Outline
(see Sample Handout A: Oral Presentation Outline) to give one to
each student.
2. Using the Sample Oral Presentation Outline, prepare a 5-minute
presentation on something you are good at.
3. Keep in mind that you will need to bring in a prop or an example
oI your Iinal product (iI you are good at dancing, then you may
want to bring in a CD with some oI the music you like in order to
demonstrate some steps).
Page 25 oI 58

1. Give students a sample outline Ior organizing their thoughts into
an oral presentation (see Sample Handout A: Oral Presentation Outline
Ior an example).
2. Explain that each student is to prepare a 5- to 10-minute
presentation on the topic 'Something I`m Good at Doing.
3. Deliver such a presentation to the class yourselI:
4. Provide an outline oI key points you will cover in your
presentation. Make it clear to the students that they will be doing a
similar activity.
5. During your presentation, either give the students an example oI
the Iinal product (Ireshly baked cookies) or do a demonstration
(juggling). The students will be expected to do the same (provide
props) in their presentations.
6. Make it clear that you allow questions during the presentation or
aIter the presentation. Encourage students to write down their
questions to ask Ior clariIication and explanation.
7. You may provide students with ideas Ior topics to help them get
started (e.g., dancing, singing, drawing, making things with their
hands), though students can chose a topic other than those you list.
8. Give students class time to use the sample outline to organize their
thoughts and at least one night to prepare their presentations.
9. Let students know that they will need to turn in their presentation
outline to you the day oI their presentation.
Page 26 oI 58

BeIore Class #2:
Print out enough copies oI the Presentation Feedback Sheet (see Sample
Handout B: Active Listening) to give one to each student.
Class #2
1. Depending on the size oI the class, you can use the Iirst 10-15
minute as practice time Ior students to run through their presentation
in pairs. The Iirst student takes 5 minutes to practice the presentation,
then the listener can give Ieedback Ior a 2 minutes. Then the second
student spends 5 minutes practicing his or her presentation. The
listener provides Ieedback Ior 2 minutes.
2. Next, beIore each presentation, have the student give you his/her
outline oI the presentation topic to you, but not to the other students.
3. Have the students take turns making their presentations to the
class. You can chose by volunteers or use a random system, such as
last name order, Iirst name order, or where there are sitting. Ask the
rest oI the class to listen and to write down questions to ask aIter the
presentation.
4. AIter each presentation, give the students a Iew minutes to Iill out
a simple, brieI review oI the presentation (see Sample Handout B:
Active Listening).
5. Congratulate the speakers and collect the critiques. See what each
student understood.
Scoring
As Ieedback, return all oI the critiques to the student presenters. You may
also want to grade their outlines or provide Ieedback on the presentation
using the presentation review (Sample Handout B: Active Listening).
Variations
1. This activity works best in a small class, 5-15 students is ideal.
The activity can work in a larger class, but the presentations should be
very brieI and perhaps done in pairs or groups.
2. II you wish, spread the presentations out over a period oI time (one
or two per class over a week) so that each student has more oI the
spotlight and doesn`t need to rush.
3. Repeat this presentation activity with more challenging topics as
student proIiciency and conIidence increases. Other suitable topics
include movie or book reviews, current events, or cultural
events/history.
4. II it seems that this activity may be too intimidating Ior some
students, consider putting students in pairs to present on a common
interest- such as music, what they like to do in their spare time, etc.
Speaking / Writing (Basic Skills)
Page 27 oI 58

Teaching others (Interpersonal skills)
Goal 1, Standard 2: To use English to communicate in social settings: Students will
interact in, through, and with spoken and written English Ior personal expression and
enjoyment.
Sample Handout A: Oral Presentation Outline
Topic: (Something I am good at doing) Im Good at Baking Cookies
Prop to bring in to class: Two do:en chocolate chip cookies
I. How did you get interested in this activity?
Mv mother wasnt a great cook, but mv grandmother was. She loved
to bake and so.
II. How and when do you do this activity?
l bake cookies every holiday season. l like to send boxes
to my sisters each Christmas. lt takes me a whole
afternoon to making about J2 dozen cookies takes,
about 5-6 hours.
III. Give a step-by-step description oI your activity.
First I buv the ingredients, and then I get out mv pans and bowls.
I mix evervthing bv hand. I put together the drv ingredients first, and
then add the liquid ones.
I mix the items for about 5 minutes.
I alwavs add extra chocolate chips, because mv familv loves chocolate.
I grease a baking sheet and put 1-inch balls of dough about 2 inches
apart.
I set the oven timer for 12 minutes.
Each batch makes two do:en and takes about 20 minutes to make.
IV. Demonstrate your activity or give out a sample product.
Here are the cookies I made for todav. What do vou think?
V. Ask the class iI there are any questions.
Does anvone have questions?
Page 28 oI 58

Sample Handout B: Active Listening
1. Who is the student or speaker?
2. What is the topic (subject)?
3. When does the student (speaker) do this activity?
4. Why does the student (speaker) do this activity?
5. What was good about the presentation?
6. What could the student (speaker) improve about the presentation?
Other comments:
Page 29 oI 58

B.3 lntermediate Level
"Video Segments"
This activity uses another authentic material, video segments, as a learning tool Ior
English language learners. By using recorded video segments Irom English language
media sources, students will have the opportunity to see and hear an authentic clip three
times. Each time the student is exposed to the dialogue, he or she is able to Iocus on
diIIerent aspects oI the conversation, while reinIorcing grammar points. Clips can be
pulled Irom local news segments, which may be oI interest to students, or Irom popular
commercials or television shows. Consider your lesson objective and the proIiciency
level oI your students careIully when selecting clips.
!"#$%&'($: Students will watch short (30-60-second) video segments, Iocusing on
recognizing key words and key details as they are linked in speech. This lesson will promote
students` ability to comprehend the speech oI native speakers, to Iind main ideas and
supporting details, and to make inIerences Irom the inIormation provided.
)*+'%: Varies according to video clips selected, may be customized to Iit a seasonal or
thematic unit, (e.g., Martin Luther King, Jr.`s Birthday, SST topics, cultural events on center
or in the community).
,&-.$/*0/&1$/23'&4 Evaluation/Application
5$3$6-7/,8'779/:6$-. LiIe Skills
,&6;%&;6$9: Varies according to video clips
<*%-";7-6=: Varies depending on the topic oI the video clip
Prerequisites. Basic comprehension oI spoken English, basic Iamiliarity with the content
presented in the video clips.
Materials: Video recording equipment, instructor-made handouts
Approximate time for the activitv: 45-minute class period and 15 minute review oI clips the
Iollowing class session.
)'+9/0*6/&1$/C39&6;%&*64/This activity works best iI the video segments are very short. The
intent is not to have students watch videos and answer questions about them, but rather to
recognize key ideas Irom a small amount oI oral language. Examples include: introductions
to TV shows like Oprah, a news preview telling the viewers what is coming up, commercials
that rely on oral language rather than visuals, short dialogues Irom TV dramas.
Page 30 oI 58

BeIore Class:
1. Locate three appropriate video clips, each 30-60- seconds long, Irom authentic
sources (i.e., materials originally made Ior native speakers oI English). Choose video
clips that are short and Iocused rather than Ieature-length Iilms. For example,
a. Special television news reports, as the visuals set the context oI the topic
within seconds. Try to choose video clips that are on a subject the students have had
exposure to in class or about a local event that they are most likely Iamiliar with.
b. Movies or scenes Irom television programs can work well, especially in a
Iunctional curriculum. Choose speciIic scenes Ior the contexts the students are
studying (e.g., how to greet a customer, how to work with co-workers, appropriate
topics Ior small talk at work).
c. Commercials are short and must use language and visuals to create a scene or
context within seconds. Choose commercials oI products that students would likely
be Iamiliar with.
2. Prepare a listening assessment (see Sample Listening Handout) such that each video
clip and the accompanying handout corresponds to one oI the three main sets oI skills: (1)
recognizing key words and key details, (2) Iinding main ideas and supporting details, and
(3) making inIerences.
STEPS FOR THE ACTIVITY: (First class session)
Part 1- Video #1- Recognizing key words
1. Ask the students to sit where they can see the monitor and hear well; they should
clear their desks.
2. Play the Iirst video clip. Have the students watch and listen without taking notes.
3. Give students Part 1 oI the listening handout. Read the instructions Ior Part 1 to the
students.
4. Play the video clip once again. Have the students take notes on their listening
handouts.
5. Ask the students to complete Part 1 oI the handout, and collect it when they have
Iinished. Allow 5 minutes to complete the exercise.
Part 2- Video #2- Finding main ideas
clear their desks.
2. Play the second video clip. Have the students watch and listen without taking notes.
3. Give students Part 2 oI the listening handout. Read the instructions Ior Part 2 to the
students.
handouts.
Iinished. Allow 5-10 minutes to complete the exercise.
Part 3- Video #3- Making inferences
clear their desks.
2. Play the third video clip. Have the students watch and listen without taking notes.
3. Give students Part 3 oI the listening assessment. Read the instructions Ior Part 3 to
the students.
Page 31 oI 58

handouts.
Iinished. Allow 5 minutes to complete the exercise.
The Next Class - - Review of Video Segments (second class session):
1. You should have scored the 3 handouts oI students.
2. Return the handouts to students. Then play Video #1. AIterwards, review the
answers. Answer any questions that come up.
3. Then play Video #2, review the answers, and answer any questions about that video.
4. Then play Video #3, review the answers, and answer any questions about that video.
Feedback
1. Score Part 1-3 separately, and put all three scores and comments on a scoring sheet
(see Sample Scoring Sheet) Ior the instructor`s notes.
2. Although the activity is designed to assess listening skills, you do not have to score it
as you would a discrete point test. II you wish, break down the students` proIiciency
assessment by scoring each skill separately, and add up the scores to arrive at one
integrated listening score.
3. Hand back the scoring sheet to the students with the listening assessment.
Special Considerations
1. Although it is natural Ior the students to Ieel that video clips played at natural speed
are Iar too Iast, once they are taught listening skills and strategies through this type oI
lesson, they will be able to listen both Ior the gist and Ior key inIormation, thereby
enabling them to communicate better with native speakers in real situations.
2. Rather than rewinding the videotape during the administration oI the assessment,
record each video segment Ior as many consecutive viewings as required. For example,
record the Iirst video clip two times in a row.
Variations
1. II your center has the technological capability (digital video
editing and Iile management soItware, headphones, etc.) store video segments on a
computer and conduct this as a computer-based activity.
2. Once students are Iamiliar with the Iormat oI this activity and
the technology required, create Iollow-up lessons to be used by individuals or pairs at the
computer.
Page 32 oI 58

Sample Listening Handout
Part 1
The students watch a video clip featuring a woman and a travel agent
discussing the womans itinerary.
Instructions: Watch the video clip. Fill in the chart.
Day Time Place Action
Thursday
Visit the Great Wall
Hong Kong
7:30 a.m.
Part 2
The students watch the 2
nd
video clip from a news storv called 'Sneaker Wars.`
Instructions: Watch the second video clip. Select the supporting detail Irom the right column
that justiIies the main idea in the leIt column. Write in the letter oI supporting detail in the
blank in Iront oI the main idea.
Main Idea Supporting Details
1. Sneakers are popular with trendy
teenagers.
A. The colors and styles change every
season.
2. Sneakers appeal to many diIIerent
types oI people Ior diIIerent
reasons.
B. Nike and Reebok both have design
teams.
3. Nike and Reebok like to compete
with one another.
C: Women wear them to work, kids
love to play soccer in them, and
athletes wear them to compete.
4. Nike is more serious about sports
than Reebok.
D. Both Nike and Reebok have
testing centers to keep up with the
latest technology.
5. Fashion is a key element oI
sneaker sales.
E. Nike promotes its products with
proIessional team; Reebok with
Iamilies or casual exercisers.
Page 33 oI 58

Part 3
The students watch the third video clip of a man on the telephone with another man, named
Bob (not pictured). Thev cannot hear Bobs end of the conversation.
Instructions: Watch the third video clip. Answer the Iollowing questions in one or two
words.
1. What is the topic oI the conversation?
2. Is Bob indoors or outdoors?
3. Is Bob the boss or the caller?
Sample lnstructor Scoring Sheet
Part (Video segments 1-3) Score
1. Recognizing key words /
2. Finding main ideas. /
3. Making inIerences. /
Total /
Listening / Writing (Basic Skills)
C.1 Multi-Level
Page 34 oI 58

"Extra! Extra! Read All About lt!"
The objective oI the lesson is to provide a scaIIolded activity that builds Iamiliarity with
the authentic text oI the local newspaper. Authentic texts are those Iound in the real
world` and that are not designed with language learners in mind. Such materials are oIten
conIusing and overwhelming to ELLs at Iirst. It is, thereIore, the role oI the ESL
instructor to provide a targeted activity that assists students in locating relevant
inIormation Irom a challenging text. By providing an introduction to the way the text is
organized and constructing thoughtIul worksheets or questions, the instructor provides a
scaIIold Ior student learning and models good reading strategies. While simpliIied texts,
such as ESL magazines and newsletters, are generally good supplemental materials, Ior
this activity you should provide the students with an authentic local newspaper. Weekly
delivery oI class sets can oIten be obtained Irom the publisher at no cost to instructors.
By incorporating the use oI newspapers in the classroom on a regular basis, you model
the practice oI reading Ior inIormation and provide students with access to an inIormation
resource that will be valuable to them long aIter they leave Job Corps.
!"#$%&'($: Students will learn about how to Iind inIormation in a newspaper by reading and
answering questions about articles and ads Irom the local newspaper.
)*+'%: Current Events
,&-.$/*0/&1$/23'&: Practice/Application or Evaluation
5$3$6-7/,8'779/:6$-: LiIe Skills
,&6;%&;6$9: Varies depending upon article or Ieature.
<*%-";7-6=: Approximately 10 terms related to the section oI the newspaper.
>6$6$?;'9'&$9: Beginning ESL literacy
@-&$6'-79: Class set oI a local newspaper, instructor-made handout
:++6*A'B-&$/&'B$/0*6/-%&'('&=: 45 minutes
Before class:
1. Order a class set oI a daily newspaper. II your Center has a
monthly newsletter, you could also use that Ior this activity. Make sure you have copies
oI the publication Ior yourselI and the students in your class.
2. The newspaper has several sections (entertainment, sports,
local news), chose sections that would be interesting to your students, containing stories
that relate to their lives, or with a local slant. Focus on articles that will stimulate
discussion. Prepare questions about the section that are appropriate to your students`
levels oI proIiciency. Print out the questions and make copies Ior all. (See the Sample
Handout: Questions Ior Daily Newspaper Activity Ior sample questions).
3. Depending on the length oI the articles and time required to
read and answer questions, perhaps only 2 or 3 articles can be studied during a 45 minute
class period.
Page 35 oI 58

4. Select 10 words that students may need to know Ior the
articles and Iind their deIinitions. You may want to write them ahead oI time on the
board, or put them on sheet a paper, to make copies Ior all students.
STEPS FOR THIS ACTIVITY:
1. Place the students in groups oI 2 or 3.
2. Pass out the handout oI questions and review with the class to make sure student
understand the questions.
3. Handout the newspapers or newsletters and have the students answer the questions
individually. Students can work together and discuss the articles or ads with their groups.
4. Encourage students to underline new words and keep reading Ior the main idea
(without stopping to look up deIinitions).
5. Have students write their names on their answer sheets and newspapers, and collect
them.
Scoring
1. Mark the incorrect responses on the
answer sheets, but do not correct them.
2. Bring marked answer sheets to class
Ior the next lesson, along with the newspapers, and elicit answers Irom the class. Have
students identiIy the page where the article was Iound. Allow students to correct their
own answers.
Variations
1. You can narrow the Iocus oI this activity by Iocusing the class session on a diIIerent
aspect oI the newspaper. For example, Ieatures oI the newspaper (e.g., headlines, articles,
captions, standings, graphs) or sections oI the newspaper (e.g., the Iront page, local news,
sports, entertainment, national news, international news, and the business section).
2. You can use the newspaper as the basis oI a 1-month course oI study.
3. II you are teaching this lesson to several classes on the same day, have students write
their names on the answer sheet, and collect the newspapers/newsletters Ior the next
class.
4. Give students time to explore sections oI the newspaper that interest them.
5. Allow time Ior students to study the vocabulary they have underlined while reading.
Vocabulary study can make a good Iollow-up or homework assignment.
6. Once the class has learned about the various sections, assess the students with
questions based on that day`s entire paper that they must answer without the help oI the
group.
Page 36 oI 58

Sample Handout: uestions for Daily Newspaper
Activity
General
1. How much does the newspaper cost?
2. What is the weather Ior today?
3. How many sections are there in the newspaper?
4. On what pages are the sports articles?
5. What is the exchange rate Ior the dollar and the Japanese Yen today?
6. What is the theme Ior today`s editorial?
Skimming and Scanning
Look at the advertisements and answer the questions.
How much does the (select a sample item) cost?
Where is (store) located?
How much does it cost to Ily to (international location)?
Vocabulary
Look at the headline (.) on page (number). Do not use a dictionary to answer these
questions. (Note: Give the page numbers sometimes to help the students Iind the article. For
skimming and scanning questions, do not give page numbers.)
1. The word (.) probably means
a. (add meaning and distractors)
b.
c.
2. Read the article entitled (.). Look Ior words that mean the same as the
Iollowing words: (add synonyms and distractors)
a.
b.
Advice Column
1. Read the advice column.
2. Explain why you agree or disagree with the advice in one oI the letters.
3. Read the Iirst letter in the advice column. Why do you think that letter was put in
Iirst?
4. Write a letter oI advice to the author.
Page 37 oI 58

Entertainment Section
1. How many movies are reviewed?
2. Write the titles oI the movies that are reviewed today. Which reviews are positive,
negative or mixed?
3. When does (event) start? Where can I get tickets? How much does each ticket cost?
Sports
Look at the sports standings and answer the Iollowing questions:
1. Who is in Iirst place in (sport)?
2. What was the score oI the game last night?
Summarizing SpeciIic Articles
Read the article entitled 'xxx and answer the Iollowing questions.
1. Who is the article about?
2. What happened?
3. When did it happen?
4. Where did the event take place?
5. What will happen as a result oI the event?
6. Why is it important Ior us to know about this event?
Customize these questions to Iit the article(s) you have chosen. For example:
1. What organization needs a new building?
2. Whom does the organization help?
3. Where is the old building located?
4. Where will the new building be located?
5. How much will the new building cost?
6. Why is it important Ior this organization to have a new
building?
1. What young man and what old man died yesterday?
2. How did each man die?
3. What job did each man have?
4. Why are each oI their deaths important?
Editorial
1. What is the editorial item Ior today?
2. Read the editorial and write whether you agree or disagree with the writer.
Page 38 oI 58

Imagination
1. Write a diIIerent headline Ior any article in the newspaper/newsletter. Also write the
original title and page oI the article.
2. Look at the picture on page X. Have the student write his or her own caption Ior the
picture.
3. Look at the picture on page X. Have the student write a completely diIIerent story Ior
the picture.
Reading (Basic Skills)
Page 39 oI 58

C.2 Multi-Level
"lnternet Scavenger Hunt"
Usng the Internet as a source of authentc materas s one way to
ncorporate technoogy n the ESL cassroom. For Engsh anguage earners,
the Internet can be a way to earn new nformaton through the use of key
words, pctures, and audo fes. Some students may not be famar wth
usng computers and therefore, ths actvty shoud be conducted ony after
a students have had some practce usng a computer and are famar wth
basc termnoogy and doms (e.g. mouse, pont and cck, rght cck, drag,
cose screen, etc.). Most mportant for ths actvty s that students are to fnd
webstes as drected by the nstructons, to ook for nformaton, and then to
use the nformaton to answer a queston.
!"#$%&'($: Students will use the Internet to search Ior inIormation in English.
)*+'%: Finding inIormation online.
,&-.$/*0/&1$/D$99*3: Practice/Application
,&6;%&;6$9: Vary according to websites visited.
<*%-";7-6=: scavenger hunt, internet, website, search engine, URL, key word; content
vocabulary varies according to the websites visited.
>6$6$?;'9'&$9: Basic Iamiliarity with computers (i.e. using a mouse and accessing internet).
Basic literacy in English.
)'+9/0*6/C39&6;%&*694
This activity works well in a computer lab or classroom with suIIicient computers Ior
students to work in pairs. II you have only one or two computers available with Internet
access, consider having pairs oI students take turns doing this activity on diIIerent days.
@-&$6'-79: Computers with internet access, instructor-made handout
:++6*A'B-&$/&'B$/0*6/-%&'('&=4/ 45 minutes
Before Class:
1. Make sure that you have enough computers so that students can pair up and do this
scavenger hunt. The computers should have speakers so that students can listen to the
audio component oI some websites. Provide headphones iI available.
2. Make enough copies oI the scavenger list Ior all students (see Sample Handout:
Internet Scavenger Hunt).
Page 40 oI 58

1. Pass out copies oI Internet Scavenger Hunt handout (see Sample Handout: Internet
Scavenger Hunt) to all the students.
2. Group the students in pairs. II there is an odd number, have the student with the
highest proIiciency oI written English work independently.
3. Explain to the students that today they will be using the computer as an inIormation-
gathering tool. They will work to Iind inIormation and will write down the inIormation
they Iind on the handout. The can use the back oI the sheet iI necessary.
4. Explain that the computer is useIul Ior Iinding inIormation even iI you don`t know
the exact site that has that inIormation. For example, you can use search engines (e.g.,
www.google.com, www.yahoo.com , www.altavista.com , etc.) to search Ior inIormation
by using key words. II you want to Iind a bowling alley in your town or some other town,
you might use the key words, 'bowling 'alley, name oI city, and name oI state. This
search skill will be used in the Internet Scavenger Hunt.
5. Tell the students they should Iind at least 4 oI the 8 items listed and they have 25
minutes to search Ior the inIormation. Each student should write down the inIormation
gathered on his or her own copy oI the handout.
6. While the students are searching Ior inIormation, you should walk around to answer
questions.
7. For the remaining time in the class go through the list oI questions and ask Ior the
name oI the website they used and some oI the inIormation they Iound. Did students go
to the same site Ior weather, etc.? Was one site more easy to use than another?
8. Collect the handouts.
Page 41 oI 58

1. For this activity, you should constantly walk around the classroom and be available
to answer questions.
2. Review the inIormation students write by veriIying the website; have them call you
over when they are Iinished with an item and are ready to hunt Ior the next item. You can
see the website they are using to gather their inIormation and monitor their work.
3. Emphasize participation to the students by giving teamwork points. Participation
translates into working together to use key words and Iind the inIormation (not just
writing the inIormation Iound by someone else). As students work, walk around the room
and encourage pairs to search Ior inIormation together and talk about their answers.
Encourage partners to take turns typing in search terms and using the mouse to navigate
websites.
Variations
1. This activity may be used repeatedly with diIIerent pairs oI students Iocusing on
certain internet Iunctions or particular types oI inIormation.
2. For students at higher levels oI proIiciency, have them Iind inIormation Ior all 8
items.
3. As students become more Iamiliar with the Internet, create new scavenger hunt
handouts to introduce them to web resources that support their learning goals and
interests.
4. Customize new scavenger hunt handouts to Iit particular units or themes in your class
curriculum.
Sample Handout: lnternet Scavenger Hunt
Use the Internet to Iind the inIormation Ior at least 5 oI the 8 items below. For each answer,
please write the name oI the website and URL where you Iound the inIormation.
What is the weather in X (instructor chooses major city nearby or in the world) today? What
is the Iive-day Iorecast Ior the weather here? |You will need to visit a weather website.|
Find directions between the Center and X (instructor chooses a community college,
convention center, or job/career-related destination). Write the directions. |You will need to
visit a map/directions website.|
Visit this website: www.handsonbanking.org. Click on English and visit the page Ior Adults.
Take the Site Tour. Start the introduction and listen to the diIIerent topics the adult section
has. Make a list oI those topics. II you have time, explore the Money in the Bank section.
What does 'scavenger hunt, X, Y, and Z mean (instructor chooses 3-5 words)? |You will
need to visit a dictionary website.|
Look at the big news Ior a newspaper in your state. Read the headlines. What is the name oI
Page 42 oI 58

the newspaper and which events made the news today? |You will have to visit a newspaper
website.|
Imagine that you want are invited to a picnic, and you must bring a dish to share with
everyone. Find a recipe Ior a salad or other dish that you might make, and list the ingredients.
|You will need to visit a cooking or recipe website.|
Visit this website: http://www.otan.us/webIarm/emailproject/Iolk.htm and select one short
story to read. Where is the story Irom? Who is the story about? How does the story end?
8. Visit this website: http://a4esl.org and select one activity at your level. II you have time,
try other activities until the rest oI the class is Iinished with the scavenger hunt. Which
activity did you like best?
Modeled after http.//www.otan.us/webfarm/emailprofect/hunt.htm
Page 43 oI 58

Reading (Basic Skills)
Problem solving / Reasoning (Thinking Skills)
Applying technology (Technology)
use English to interact in the classroom
spoken and written Iorm
Page 44 oI 58

C.3 Multi-Level
"lt's on the Label"
Many |ob Corps ESL nstructors have ncorporated fedtrps reated to Lfe
Sks nto ther courses on a reguar bass. Ths esson s one way of
connectng Lfe Sks taught n the ESL cassroom to a rea-fe settng, a
supermarket or department store. The fedtrp shoud be used as a
cumnaton actvty where students demonstrate and appy what they have
earned n cass. Such trps w requre speca preparaton (e.g.
authorzatons, forms, transportaton arrangements, etc.) and a bock of tme
to aow for trave to and from the ste, n addton to the tme spent n the
structured anguage earnng actvty. Besdes stores, good fedtrp
destnatons ncude the brary, post offce, bank, or a restaurant. Brng
authentc materas ke drectores, brochures, forms, appcatons, menus,
and newspaper sae ads nto cass and use them n pror essons to prepare
students for competng the actvty and conductng transactons at the
fedtrp ste. Arrange n advance for the manager to come out and tak to
students about careers. There may be many "behnd the scenes" careers at
supermarkets, department stores, and other ocatons that students are not
aware of. Ths w aso make the fedtrp more nterestng for
ntermedate/advanced students.
!"#$%&'($: This is a culminating application activity in which students will use authentic
materials (signs, labels and product packaging) to demonstrate their vocabulary knowledge.
)*+'%: Shopping
,&-.$/*0/&1$/23'&4/ Evaluation/Application
5$3$6-7/,8'779/:6$-. LiIe Skills/Pre-Employment Skills
,&6;%&;6$9: Simple present tense verbs, (singular and plural), e.g. The can weighs 12 ounces,
and present tense questions, e.g. How do vou clean the facket?
<*%-";7-6=: Varies according to type oI store. For example, Ior grocery stores - - Iood and
packaging. For department stores - - clothing, household goods, colors, etc.
>6$6$?;'9'&$9: Basic literacy, Iamiliarity with Iield trip behavior expectations and
consequences
@-&$6'-79: Authentic marketing materials Irom the store to be visited, instructor-made
handout
Approximate time for activitv. Two class periods oI 45 minutes each.
Page 45 oI 58

Before Class #1:
1. The instructor will need to request use oI a Job Corps shuttle to take a Iieldtrip to a
grocery store or department store.
2. The instructor will need to tell students where to meet and the time the shuttle will depart.
3. Assign students to groups oI 2 or 3.
4. The instructor should print out enough copies oI the 'It`s on the Label worksheet Ior
each student.
Class #1
1. This lesson requires a Iieldtrip to the store with the instructor and students. II a
community volunteer is available, include them in this activity. Tell the students that they
are to look Ior a total oI 5 items located in 5 diIIerent Iood aisles or in 5 diIIerent areas oI
the store.
2. Upon arrival at the store, pass out the worksheet Ior students to use Ior taking notes (see
Sample Shopping Worksheet). Show students how to use the store aisle signs or
department store directory to locate items.
3. When students Iind an item they like, they are to look at the labels/packaging oI the
items. Using the 'It`s on the Label worksheet, they should write down inIormation about
the product. II the item is a Iood product, they can note the cost, how it is prepared, and
the nutritional Iacts. II the item is clothing, they should note the cost, the type oI Iabric
used, and how it is cleaned. II the item is an electronics product, they should note the cost
and the Ieatures oIIered.
4. Walk around the store and assist students as needed.
5. Students should Ieel Iree to ask a store clerk Ior help in locating in item or about an
item`s Ieatures.
6. At the end oI the Iieldtrip, collect the worksheets or tell students to bring their completed
worksheet to class the next day.
Page 46 oI 58

Class #2
1. Students bring their completed worksheets Irom Class #1 to class.
2. The students are put in new groups oI 2 to 3 students. (Make sure none oI the students
worked together the day beIore.) Students talk about the details oI their 5 items with their
classmates.
3. Together, each group oI students will make a chart (like the one below) to organize
items into groups oI words
Types of categories for visit to grocery store:
Dairy Breads & Cereals International Food Other
Yogurt Bagel Curry Ski jacket
Types of categories for visit to department store:
Clothing Item Electronics Games Other
Jacket CD player Playing Cards Backpack
4. The instructor will need to decide 4 categories based on the store visited.
5. The students, in groups oI 2 or 3, will role-play a scene where one student is giving
advice about items s/he would recommend buying. The student can use 5 items Irom the
chart or use other items they like. The other student(s) can ask questions about those
products (e.g., where to buy it, how much it costs, how nutritious it is, how it is cleaned,
and why it is a great product).
6. Then students switch roles, with the other student recommending. Each student has 5
minutes to make his or her recommendations.
7. The instructor will ask Ior a volunteer to make a recommendation on an item. The
other students in the class ask questions about the item. II there is additional time, a
diIIerent student will make a recommendation, with the rest oI the class asking questions.
Scoring
1. Use the lists to assess the students` perIormance in a role-play in which one
student is the customer and a second one, the clerk
2. Prepare a checklist oI Iactors that you want to give Ieedback on, or use the
Language Skills Checklist to give the students Ieedback.
3. Consider having the students evaluate each other using some variant oI the
checklist.
Page 47 oI 58

Variations
1. Repeat this activity on a monthly basis to a diIIerent type oI store (e.g., a hardware
store, drugstore, oIIice supply store, etc.). Encourage the students to ask the store clerks
Ior assistance. During class time, rotate partners so students have to communicate with a
diIIerent classmate each time. You can also incorporate other related LiIe Skills
activities, such as applying Ior the grocery store rewards card, library card, or completing
change oI address Iorms.
2. Structure the shopping worksheet as a scavenger hunt. Give each student a diIIerent
list oI items to Iind in a given type oI store. This Iorces students to look Ior products they
may not already be Iamiliar with and stimulates vocabulary development.
3. Ask the store manager to talk to the students about employment opportunities at the
store or company. Set this up ahead oI time and ask the manager to emphasize some oI
the behind the scenes` jobs that students may not be aware oI.
4. II the class is not able to take a Iieldtrip together, students can use the Internet to visit
the website oI a major department store (e.g., Target, WalMart, Macy`s, etc.) to browse
diIIerent categories oI merchandise and get inIormation on the product. Students should
be given the URL to several department stores. Store catalogues can also be used to study
the inventory oI a store prior to the Internet activity.
5. Depending on the level oI the class, the instructor could spend some time looking at
product care labels on clothing. However, be aware that the pictures and terminology may
need to be studied beIorehand in order to not overwhelm students.
Reading and Writing (Basic Skill)
Interprets and Communicates InIormation (InIormation)
Organizes and Maintains InIormation (InIormation)
use English to participate in social interactions
Goal 2, Standard 1: To use English to achieve academically in all content areas:
Students will use English to interact in the classroom
Page 48 oI 58

Sample Shopping Worksheet (with 2
examples)
Store Name: Safeway Type of Store: Supermarket
Name Aisle/Department Description Details
Oatmeal 3
BreakIast Food
Cereal
Hot cereal Cooks in 3 minutes
Lowers cholesterol
Low in Iat
Ivory 7
Health and Beauty
Facial soap Moisturizes skin
No artiIicial colors
Economy pack
Language Skills Checklist
Listening
1. Understands simple directions.
2. Understands simple yes-no questions.
3. Understands simple wh- questions (e.g., what, where,
when, why).
4. Understands vocabulary related to the activity.
5. Understands contractions and common shortened Iorms.
6. Understands language oI peers.
Speaking
1. Pronounces vowel sounds correctly.
2. Pronounces consonant sounds correctly.
3. Pronounces blends correctly
4. Uses word stress correctly.
5. Produces simple yes-no questions.
6. Produces simple wh- questions (e.g., what, where, when.
why).
7. Produces vocabulary related to the activity.
8. Uses peer-group language properly.
Page 49 oI 58

C.4 Multi-Level
"Raise Your Hand and Be Counted"
This lesson promotes the participation oI all students by having students Iocus on a goal,
to collect items (colored paper or colored chips). Through this activity, students will build
up their conIidence to volunteer answers in other classes. The instructor will ask
questions based on diIIerent degrees oI diIIiculty. A variety oI reading materials, such as
magazine articles, pamphlets, newspapers, and poetry can be used Ior this activity. The
goal is to create a routine oI active participation in class.
!"#$%&'($: Students will develop the conIidence to become more active
participants in academic and career technical classes.
)*+'%: Reading a news article (section oI a vocational manual, etc.) and
participating in class discussion.
,&-.$/*0/&1$/23'&: Practice/Application or Review
5$3$6-7/,8'779/:6$-: LiIe Skills
,&6;%&;6$9: Vary according to the content oI the reading.
<*%-";7-6=: Approximately 10 words particular to the news article
>6$6$?;'9'&$9: Basic literacy
@-&$6'-79: Reading passage, squares oI colored paper/poker chips/raIIle
tickets, instructor-made handout.
:++6*A'B-&$/&'B$/0*6/-%&'('&=: 45 minutes
)'+9/0*6/&1$/C39&6;%&*64/Many students may be uncomIortable raising
their hand and speaking in Iront oI the whole class. It is important to
make this as Iun and inIormal an activity as you can. Handing out slips
oI colored paper or colored chips as a reward Ior volunteering to be
called on can be reinIorcing and encourage participation. RaIIling oII a
small item can stimulate student interest. Since some students may be
more reluctant to raise their hands, a small group oI the same students
may tend to do most oI the talking. For this reason it is important to
recognize that this should be used as only one oI many strategies Ior
promoting participation.
Page 50 oI 58

Before Class
1. Choose and read an article/chapter appropriate to the
class` level and interests. Prepare and copy a list oI 10-
15 questions based on the inIormation in the article.
Make enough photocopies oI the article and oI the list oI
questions, so that each student receives a copy oI each.
2. Cut out slips oI colored paper large enough Ior a student
to write his or her name. For every student, you should
have 10 slips oI paper (Ior example, Ior 10 students, you
should have 100 slips). Alternatively, you can use
colored index cards or colored chips.
1. Pass out copies oI the article/chapter and assign the reading to
the class; provide at least 20 minutes Ior silent reading. AIter the
students have Iinished the reading, distribute the prepared
handout (created beIore class- see above) and tell the students to
write the answers on the sheet.
2. Tell the students to review the article Ior 5 minutes or so.
3. Give the students the Iollowing inIormation:
a. AIter you ask a question on the handout, the Iirst student
to raise a hand will be given the chance to answer. (Once the
instructor has called on a student, all others must remain silent.
No points will be given to students who call out answers during
another`s turn.)
b. The students cannot read their answers Irom their
handout. The handout is to be used only as a guide.
c. When the student answers a question either correctly,
give him/her a slip or paper worth 1 point.
d. No point is given Ior an incorrect answer, but whether
the student answers your question correctly or incorrectly,
he/she must ask a Iollow-up question or make a comment about
the article. The student will then be given a slip oI paper that is
worth 1 point.
Ask the questions on the handout.
Award each student with a slip oI paper Ior the correct answers
and/or Ior asking a question.
Have the students write their names on the slips oI paper.
AIter all the questions have been asked, collect all the slips oI
paper.
Page 51 oI 58

1. Assess the students` ability to answer questions by counting the
points as represented by the slips oI paper. It makes the grading
oI students` oral participation very easy and unbiased.
2. Emphasize participation to the students. Participation translates
into points received Ior a correct answer, relevant question or
comment. Points received translate into a better grade.
Special Notes
1. Consider the proIiciency levels oI your students when selecting
the reading and constructing the questions. Make sure there are
at least Iour questions that every student can answer. Label the
more diIIicult questions as 'Challenge questions and explain
that only more advanced students are expected to answer those
questions.
2. To keep students Irom guessing what the next question will be,
do not ask the questions in the same order as they appear on the
handout. Use this activity Ior a variety oI reading materials,
such as magazine articles, pamphlets, newspapers, and poetry.
This will create a routine oI active participation in class.
Variations
For classes that are very reluctant to speak up, consider calling on each
student one at a time to answer questions and award points as described
above.
Reading / Writing / Listening / Speaking (Basic Skills)
Page 52 oI 58

C.5 Multi-Level
"The Traveling lnstructor"
Part oI the purpose oI a visiting speaker and questions session is to bring non-ESL staII into the
ESL classroom and break down institutional barriers to their interaction with ELLs. The ESL
instructor will need to provide visiting staII members with guidance on how to use visual aids and
gestures, and modiIy their speech style and rate in order to increase comprehensibility Ior ELLs.
The ESL instructor`s role includes training other center staII on how to work eIIectively with
ELLs and shelter content in career technical and academic courses. This is not currently
happening at most centers. One way to begin this cross-training eIIort is to invite career technical
and academic instructors and other staII who are motivated to better serve ELLs into the ESL
classroom.
!"#$%&'($: Students will listen to a visiting instructor give a short talk. The activity presents
students with an authentic approach to listening: a real instructor in a real classroom in a real
teaching situation.
)*+'%: Topic can vary Irom career-related to Job Corps-related.
5$3$6-7/,8'779/:6$-. LiIe Skills
,&6;%&;6$9: Vary according to the presentation.
<*%-";7-6=: Varies depending on the topic oI presentation (ask the visiting instructors Ior a
list oI 5 to 10 key terms)
>6$6$?;'9'&$9: Basic literacy
@-&$6'-79: Instructor-made handout Ior students, handout Ior the visiting instructor,
:++6*A'B-&$/&'B$/0*6/&1$/-%&'('&=4 Preparation time oI approximately an hour; class time oI
45 minutes.
Tips for the lnstructor: Tak to the speaker ahead of tme to provde
gudance, such as askng hm/her to tak sowy, use vsuas, and keep
anguage at a smpe eve. Athough you can use ths format for any knd
of speaker, consder focusng on brngng n center staff wth whom
students are key to have contact ater on, such as career technca
nstructors, academc nstructors, career counseors, etc. That way, not
ony w ESL students have a good ntroducton to those center staff, but
the center staff can aso beneft by earnng some sks n communcatng
wth ELL students.
Page 53 oI 58

Before Class:
1. The ESL instructor will set up a group oI instructors (a minimum oI two, the more the
better), who will give talks in the ESL class. Detailed instructions Ior the instructor are
provided as the end oI this lesson, to be reviewed by you and presented to the instructor.
2. Try to set up this lesson to have the 2 instructors come in during the same week or to
have one instructor to come in one week and the other instructor the Iollowing week.
STEPS TO THE ACTIVITY:
Introduction
(20 minutes)
1. Set the scene: Today we have an instructor visiting our
class to tell us about...(Iill in depending on what the
visiting instructor decides; see #5 on previous page).
2. Prepare the students Ior the exercise by inIorming them
how the visiting instructor program works (the length
oI the talk, how many questions to answer on paper,
asking additional questions aIter the talk, etc.)
3. Give the students the questions written by the instructor
who will speak to them, and have them read the
questions over.
4. Let them know that their goal is to answer the
worksheet questions, identiIy key points, and ask
questions aIter the talk.
5. Introduce the instructor brieIly.
Presentation
(10 minutes)
For the visiting instructor.
1. Write your name on the blackboard in the
classroom you are visiting. Give your talk, keeping in
mind the questions you wrote and the length oI time
decided upon. Your index cards can help you in
providing an outline.
2. Ask students iI they have any questions about your
talk.
Comprehens
on Check
(10 minutes)
1. When the talk is Iinished, give the students 5
minutes to write the answers to the questions.
2. The visiting instructor will go over the answers
with the students Ior 5- 10 minutes. The visiting
instructor may then return to his or her regular class.
Evaluation
(5 minutes)
3. Review the students` answer sheets with them. Discuss
any ideas that they did not understand or review some
oI the talk as necessary.
4. The ESL instructor will take up any outstanding
questions or comments. Discuss the experience with
your students. Ask them what it Ielt like to listen to
another speaker.
Special Notes 1. This lesson should be used as a collaborative
activity with career technical instructors or other
center staII (e.g. Health and Wellness Nurse or
Page 54 oI 58

Placement Specialist). It can be repeated multiple
times over several months since the pool oI instructors
at the center is large. You can repeat Ior Class #2 in
the same week or the Iollowing week, and then
schedule 2 more sets oI classes Ior the Iollowing
month.
2. Though there may be some hesitation among career
technical instructors and staII due to busy schedules,
stress the importance oI providing an opportunity Ior
English language learners to interact with a variety oI
staII. It is also very important to emphasize to your
visiting instructor that they need to do a little bit oI
planning Ior their short talk. Listing key terms and
creating 5 questions provides structure Ior the students
during the activity. The plan oIIers listening support
Ior ELLs by teaching necessary vocabulary and
discussing review questions beIore the lesson. When
students can think about the questions beIorehand,
they are prepared to listen Ior keywords, phrases, and
ideas.
Variations 1. As students become more Iamiliar with the
visiting instructor activity and advance in proIiciency,
add a participation element. Give students points Ior
raising their hands to respond to the visitors questions
(See the 'Raise Your Hand and Be Counted activity)
or asking good questions related to the topic oI the
presentation.
2. Rather than having the visiting instructor
prepare questions, the ESL instructor can create a
handout Ior Iocused listening and note-taking skills
development.
3. Job Corps oIten hires graduates as staII in
various departments, Irom Human Resources and
Finance to the Career Technical department. Some oI
these new staII were at one time in the ESL program.
Invite these staII members to talk about their
backgrounds. Learning about these graduates can be a
way oI setting goals and providing models oI success
Ior English language learners.
Modified from 'New Wavs of Classroom Assessment`, J. D. Brown
(1998)
Listening/ Speaking (Basic Skills)
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Directions for the Visiting lnstructor
Objective: Students will listen to you give a short talk. The activity presents students
with an authentic approach to listening: a non-ESL instructor talking about a topic oI
interest. The purpose oI the lesson is to improve the students` listening skills, thereIore
keep your discussion to the 5 or 10-minute limit.
Tips for the Talk: Be mndfu to tak sowy; use vsuas f possbe,
ncudng a chakboard or dry erase board, and keep anguage at a smpe
eve. Have a good ntroducton and concuson, and have specfc nformaton
you want the students to remember.
Preparing for the Talk:
1. Depending on the level English proIiciency oI the class, your talk should take
between 5-10 minutes. The ESL instructor will inIorm you about the English level oI
the class.
2. Prepare your talk ahead oI time. (You may want to use index cards provided by
the ESL instructor) Create an outline and list the key terms you will use, as a tool Ior
staying on track during the actual talk.
3. You can tell a story (Iunny, sad, or strange); relate a personal experience; or give
an introduction to a trade or center service, a selI-introduction, or an inIormal lecture
on any topic (possibly related to center services, a vocation/trade or a past
employment experience).
Examples oI topics used include, a driver`s education instructor talking about
using turn signals, a health occupation talking about how to use a walker, and
career paths oI Iormer Job Corps graduates.
4. Provide the key terms to the ESL instructor at least one day beIore the visit, so
that instructor can cover the terms with students prior to you visit.
5. Prepare 5 questions (Iill-in, multiple-choice, or true-Ialse) based on your talk. For
example:
Mr./Ms. talked about.
What is the main idea oI the talk?
The instructor used the word || several times in the talk. What do you
think this word means? a. |.| b. |.| c. |.| d. |.|
The speaker |.| True or False
The instructor used gestures several times. He/ she |describe the gesture|. What
do you think this means?
The instructor said, '|exact phrase|. By this, he/she meant: a. |.| b. |.|
c. |.|
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6. Give the list of questions to the ESL instructor at least a dav before vour talk.
7. Identifv what tvpe of talk this will be and let the ESL instructor know in advance.
a story relating a personal experience;
an introduction to a trade or center service;
a selI-introduction; or
an inIormal lecture on any topic (possibly related to center services, a
vocation/trade or a past employment experience)
The Day of the Talk:
1. Write your name on the blackboard in the classroom you are visiting. Give
your talk, keeping in mind the questions you wrote and the length oI time decided
upon. Your index cards or outline can help you in providing an outline.
2. When the talk is Iinished, ask students iI they have any questions
about your talk.
3. Answer their questions and encourage dialogue about your topic.
4. Then have the students answer the 5 questions you prepared beIorehand.
5. Go over the answers with the students Ior 5- 10 minutes. The visiting
instructor may then return to his or her regular class. (The ESL instructor will handle
any remaining questions.)
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